Traditionally it has been assumed that there is a fairly smooth sequence from research through a developmental phase to the utilization of research results. Evidence shows that this sequence is seldom followed in actual practice and that special efforts must be made to assure that the results of research are applied. In an attempt to remedy this…

This paper presents those functions of an executive that relate principally to his duty to and involvement with people. Subtopics indicate the executive as a leader, a person, a human relations agent, an employer, and a problem-solver. Leaders may be categorized by personality factors, by methods of selection, or the manner in which the leadership…

Leadership is distinguished from management. A review of key leadership studies is presented. Data on leadership styles are presented, and problems in studying them are discussed. A normative model for leadership of team-oriented task groups based on current research findings is presented. Documented lead-lag relationships between leader behaviors…

The conventional wisdom of numerous practitioners and researchers suggests that on issues of structure and control the school can best be described and analyzed in the bureaucratic framework. However, the bureaucratic model fails to recognize the intervening character that the presence of professionalism has on the process of school governance.…

Management competencies within the higher education system are vitally important to the effectiveness of the institution. An examination of 50 institutional codes and bylaws reveals rather general statements with respect to specific duties of management professionals. Only five of 24 institutions surveyed had developed detailed position guides…

This study examined the interrelationships between principals of individually guided education/multi-unit elementary schools, the organizational structure of these schools, and the effectiveness of the schools' instruction and research units. The study attempted (1) to determine the relationship between principal behavior and the instruction and…

A school administrator is influenced by the roles and expectations of the school, the school district, and the clientele, as much as the school is influenced by his personal style as administrator. This notion necessitates a reexamination of the so-called administrative leadership tradition which presumes that the power, authority, and influence…

Since basic studies of educational leadership behavior have stressed psychometric evaluations at a single point in time, primarily through use of the Halpin Leadership Behavior Description Questionnaire, questions about the dynamics and context of this leadership behavior have been largely ignored. Canadian researchers have found that an…

The problems of control within complex organizations are a direct result of the need to coordinate activities that have been broken down into subunits so that they can be performed by a group of employees. In such organizations, authority is justified on a "rational-legal" basis, and the general pattern of control is through bureaucratic rules. As…

This guide to the development of line managers stresses the idea that the developmental process which any manager undergoes is the product of his own activity and should be treated as a continuous function. Major line functions, managerial attributes and characteristics, presupervisory selection, and preparation through trainee, temporary foremen,…

Through empirically identified variables that could assist in delineating the role of the supervisor within the school, the supervisor, in his exercise of influence and power, must rely more on the formal than the informal power structure. If the supervisor can modify his own role behavior to a "supportive style" of leadership, he can, to a…

This volume reviews and reinterprets the existing literature on leadership, power, and influence processes; and provides a theoretical basis for understanding the leadership process in formal organizations. Numerous cited studies demonstrate that leadership is always relative to the situation; e.g., the effective leader makes a significant…

The twelfth volume of the introduction to psychology and leadership course (see the final reports which summarize the development project, EM 010 418, EM 010 419, and EM 010 484) concentrates on applied leadership and is presented in four separate documents. This document is a self instructional text which can be used with computer assisted…

The twelfth volume of the introduction to psychology and leadership course (see the final reports which summarize the development project, EM 010 418, EM 010 419, and EM 010 484) concentrates on applied leadership and is presented in four separate documents. This document is a self instructional text which can be used with computer assisted…

The twelfth volume of the introduction to psychology and leadership course (see the final reports which summarize the development project, EM 010 418, EM 010 419, and EM 010 484) concentrates on applied leadership and is presented in four separate documents. This document is a self instructional text which can be used with computer assisted…