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Article: Experience-based learning about LMX leadership and fairness in project teams: A dyadic directional approach

TitleExperience-based learning about LMX leadership and fairness in project teams: A dyadic directional approach
Authors
Issue Date2006
Citation
Academy Of Management Learning And Education, 2006, v. 5 n. 4, p. 448-460 How to Cite?
AbstractTeamwork skills and knowledge are becoming more important to organizations as they compete in the information age and the knowledge economy (Seers, 2004; Stevens & Campion, 1994). Unfortunately, our business school curricula have not kept pace with the demand for more realistic education, despite our increased attention to develop a ready workforce (Chen, Donahue, & Klimoski, 2004; O'Neil, Allerd, & Baker, 1997). We describe a study on imparting experience-based learning about team- and dyadic-level leadership as a project in classroom research (Loyd, Kern, & Thompson, 2005). As designed, teams were allowed to struggle and succeed or fail based on their critical leadership choices. Results showed that team members experienced deeply the hard lessons of leadership without the real organizational threat of a career-damaging failure experience on their advancement records.
Persistent Identifierhttp://hdl.handle.net/10722/177976
ISSN
2015 Impact Factor: 2.458
2015 SCImago Journal Rankings: 1.551
References

 

DC FieldValueLanguage
dc.contributor.authorGraen, GBen_US
dc.contributor.authorHui, Cen_US
dc.contributor.authorTaylor, EAen_US
dc.date.accessioned2012-12-19T09:41:08Z-
dc.date.available2012-12-19T09:41:08Z-
dc.date.issued2006en_US
dc.identifier.citationAcademy Of Management Learning And Education, 2006, v. 5 n. 4, p. 448-460en_US
dc.identifier.issn1537-260Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/177976-
dc.description.abstractTeamwork skills and knowledge are becoming more important to organizations as they compete in the information age and the knowledge economy (Seers, 2004; Stevens & Campion, 1994). Unfortunately, our business school curricula have not kept pace with the demand for more realistic education, despite our increased attention to develop a ready workforce (Chen, Donahue, & Klimoski, 2004; O'Neil, Allerd, & Baker, 1997). We describe a study on imparting experience-based learning about team- and dyadic-level leadership as a project in classroom research (Loyd, Kern, & Thompson, 2005). As designed, teams were allowed to struggle and succeed or fail based on their critical leadership choices. Results showed that team members experienced deeply the hard lessons of leadership without the real organizational threat of a career-damaging failure experience on their advancement records.en_US
dc.languageengen_US
dc.relation.ispartofAcademy of Management Learning and Educationen_US
dc.titleExperience-based learning about LMX leadership and fairness in project teams: A dyadic directional approachen_US
dc.typeArticleen_US
dc.identifier.emailHui, C: chunhui@hku.hken_US
dc.identifier.authorityHui, C=rp01069en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.5465/AMLE.2006.23473205-
dc.identifier.scopuseid_2-s2.0-33846828373en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33846828373&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume5en_US
dc.identifier.issue4en_US
dc.identifier.spage448en_US
dc.identifier.epage460en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridGraen, GB=6701371993en_US
dc.identifier.scopusauthoridHui, C=7202876939en_US
dc.identifier.scopusauthoridTaylor, EA=53870837600en_US

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