Multi-level examination of authentic leadership and organizational justice in uncertain times, A

2012 Summer.Includes bibliographical references.Answering long-standing calls for research on how leaders influence followers and organization performance, as well as for the integration of leadership and justice research, this study proposes and tests a multi-level model of leadership, justice, and uncertainty. Building upon uncertainty management theory and the nascent research in authentic leadership, I propose a multi-level moderated mediation model wherein authentic leaders influence individual fairness perceptions and create a fair climate, which in turn is related to the well-being, turnover intention, commitment, and performance of subordinates. Uncertainty serves as a moderator in the model, such that leadership and fair climate are proposed to have a stronger relationship with employee outcomes when the level of perceived job and organizational uncertainty is high than when uncertainty is low. Survey data from 211 employees, clustered under 37 leaders (direct supervisors) is tested using a modification of Preacher et al.'s (2007, 2010) multi-level structural equation modeling (MSEM) approach. Results indicate that authentic leaders impact follower and organizational outcomes in part via directly influencing follower justice perceptions and justice climate, and that the effects of authentic leadership and justice are relatively independent of uncertainty level. This study contributes to the scientific literature by integrating theories of leadership, fairness, and uncertainty management, and by illustrating a novel and sophisticated approach (MSEM) to test this integrated model at the individual and leader levels of the organization. Implications for practice include support for authentic leadership development as an actionable strategy to bolster fairness perceptions and build a fair climate, as well as positively impact well-being, attitudinal, and behavioral intent outcomes of followers

Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning

Principles derived from the Cognitive Theory of Multimedia Learning (CTML; Mayer in: Multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments; the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities; and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning

Can senior management sustain engagement and identification to support learning? Designing communities and defining goals

Purpose The purpose of this paper is to explore the premise that organizationally defined communities of practice can be a valuable strategic learning tool for management. Design/methodology/approach It is a quantitative study in a single organization. The authors analyzed data from 1,082 employees using hierarchical (multi-level) linear modeling. Findings Management can support learning and influence engagement and identification by defining communities of practice and establishing goals, but this is not always successful. Engagement may be a short-term phenomenon, dependent significantly on the type of practice or project in which community members are allowed or decide, to participate. Identification, on the other hand, may need practices that support longer-term individual development aims allowing and supporting the achievement of personal ambition or competence. Research limitations/implications Future studies of organizationally defined communities of practice could use established scales to measure leadership, engagement and identification. Practical implications When implementing this type of organizationally defined community of practice, attention to the types of practices or projects to which the employees can contribute seems to be most important. Originality/value The authors show that: the dynamics within communities of practice (CoP) designed by top management teams have an impact on CoP members’ identification and engagement; organizationally defined CoP may be part of a broader landscape of professional practice (LoP); engagement, objectives and practices, and not only identification and knowledgeability, are key to the dynamics of CoP and LoP; senior management’s leadership role in setting up successful CoP is equivocal. </jats:sec