ملخص
Purpose: The full-range leadership theory, and the distinction between transformational, transactional and laissez-faire leadership behaviour has strongly influenced leadership theory and research in the last several decades. However, in spite of its impact on theory and practice, it has a few shortcomings, as, in its essence, it disregards several essential aspects of a leader’s behaviour, such as the dark side of leadership behaviour. Therefore, to capture various leader behaviours, we provide a more comprehensive leadership model named the “complete full range of leadership”. Design/methodology/approach: Based on reviewing the relevant theoretical and empirical literature, we propose an extended theoretical model, which addresses the existing shortcomings of the full range leadership model. Findings: First, we added a new active and more destructive facet of leadership style named active, destructive leadership style. Second, based on existing empirical findings, we restructured the transactional facet of full-range leadership by collapsing its components into two new distinct facets representing active constructive leadership style and passive destructive leadership style. Finally, drawing on Hersey and Blanchard’s model, we add a new passive and constructive facet named passive constructive leadership. Originality/value: Our suggested “complete full range of leadership” contributes to leadership theory by addressing the gap between existing theory and empirical findings, making a clear distinction between lack of leadership and delegation and by comprising the dark side of leadership with its bright side into one comprehensive leadership model.
| اللغة الأصلية | الإنجليزيّة |
|---|---|
| الصفحات (من إلى) | 851-868 |
| عدد الصفحات | 18 |
| دورية | Journal of Management Development |
| مستوى الصوت | 39 |
| رقم الإصدار | 7-8 |
| المعرِّفات الرقمية للأشياء | |
| حالة النشر | نُشِر - 26 نوفمبر 2020 |
| منشور خارجيًا | نعم |
بصمة
أدرس بدقة موضوعات البحث “Full range indeed? The forgotten dark side of leadership'. فهما يشكلان معًا بصمة فريدة.قم بذكر هذا
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