Browsing by Author "Norris, Dwayne G."

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    Incorporating implicit leadership theories into the transformational and transactional leadership framework
    Norris, Dwayne G. (Virginia Tech, 1996)
    The role of implicit leadership theories within the framework of transformational and transactional leadership theory were examined. Two major issues were how implicit leadership theories (i.e., good, neutral, poor leader prototype) relate to specific leader behaviors (attributed charisma, idealized influence, individualized consideration, inspirational leadership, contingent reward, management-by-exception active/passive, laissez-faire leadership), and the combined influence of leader prototypes and behaviors on general job satisfaction, satisfaction with supervision, turnover intentions, and extra effort. Results were inconclusive with regard to the notion that leader prototypes and transformational, transactional, and laissez-faire leader behaviors are exemplified by a nonrecursive relation. Leader prototypes and specific behaviors combined to influence work outcomes in either a full or partial mediation framework. Most often, the specific behaviors had a strong, direct influence on work outcomes. Leader prototypes indirectly influenced outcomes through the mediation of specific leader behaviors. The results are discussed in terms of the theoretical and practical benefits of actively incorporating implicit leadership theories into the transformational and transactional leadership framework, as well as the theoretical frameworks of other existing leadership models. It is argued that such an approach would result in a greater understanding of the leader-follower relationship and the overall leadership influence process.
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    Leadership perceptions of men and women: a leadership categorization view
    Norris, Dwayne G. (Virginia Tech, 1992)
    This study investigated the leadership perceptions of males and females from a leadership categorization (Lord, Foti, & Phillips, 1982) perspective. Subjects read vignettes of male and female student leaders which differed in terms of prototypicality of exhibited leader behaviors. Various measures were administered to assess leadership perceptions. Results showed that prototypicality of behavior accounted for general leadership impressions, while gender of the target accounted for accuracy on a recognition of behaviors measure. Subjects showed both a tendency to process information veridically and to use categorization principles. These results are discussed in terms of conditions that might emphasize gender as the basis for categorization and subsequent leadership perceptions (i.e., task complexity). It is these latter situations in which stereotypes about female leaders will be detrimental.