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The relationship between leadership competence and employee engagement
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Text
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Title
The relationship between leadership competence and employee engagement
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ETD_1562
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http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051648
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eng
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theses
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Topic
Organizational Psychology
Subject
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(authority = ETD-LCSH)
Topic
Leadership
Subject
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(authority = ETD-LCSH)
Topic
Management--Employee participation
Subject
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(authority = ETD-LCSH)
Topic
Employee motivation
Abstract
Employee engagement has been shown to lead to a number of meaningful business benefits, including increased productivity, improved individual and organizational performance, and heightened organizational commitment. Although considerable research has demonstrated the influence of line managers on the engagement of their direct reports, Harter, Schmidt, and Hayes (2002) suggest that companies could learn much about the management practices that drive business outcomes by studying their
own highly engaged organizational units. The present study utilized a Fortune 500 multinational corporation’s leadership competency model multi-rater feedback and employee engagement instruments to explore the relationship between the leadership competencies of senior organizational leaders (N=163) and the engagement of employees in their organizational units. The overall model of leadership competence predicted a significant proportion of variance in engagement when utilizing either the direct report or combined
rater source scores. In addition, results indicate that Integrity and Collaboration and Teaming are two specific competencies among senior leaders that appear to have meaningful positive relationships with employee engagement. Contrary to expectations, the bivariate correlation between the Self-Awareness and Adaptability competency of senior leaders and employee engagement was not significant. More surprisingly, when the other competencies were controlled statistically, the relation was negative. Finally,
the direct report rater source provided competency scores that were the best predictors of employee engagement. This raises a possible concern that the relation is partly due to engaged workers providing more positive ratings and, similarly, that less engaged workers provide more negative ratings of their leaders. Results are interpreted in the context of three theoretical perspectives on employee engagement. Limitations, implications for practice, and directions for future research are also discussed.
own highly engaged organizational units. The present study utilized a Fortune 500 multinational corporation’s leadership competency model multi-rater feedback and employee engagement instruments to explore the relationship between the leadership competencies of senior organizational leaders (N=163) and the engagement of employees in their organizational units. The overall model of leadership competence predicted a significant proportion of variance in engagement when utilizing either the direct report or combined
rater source scores. In addition, results indicate that Integrity and Collaboration and Teaming are two specific competencies among senior leaders that appear to have meaningful positive relationships with employee engagement. Contrary to expectations, the bivariate correlation between the Self-Awareness and Adaptability competency of senior leaders and employee engagement was not significant. More surprisingly, when the other competencies were controlled statistically, the relation was negative. Finally,
the direct report rater source provided competency scores that were the best predictors of employee engagement. This raises a possible concern that the relation is partly due to engaged workers providing more positive ratings and, similarly, that less engaged workers provide more negative ratings of their leaders. Results are interpreted in the context of three theoretical perspectives on employee engagement. Limitations, implications for practice, and directions for future research are also discussed.
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electronic resource
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xi, 120 p.
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Psy.D.
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Includes bibliographical references (p. 115-120)
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by Robert N. Stroud
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Stroud
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Robert N.
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Robert N. Stroud
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Fagley
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chair
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Nancy Fagley
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Cherniss
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Cary
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Cary Cherniss
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Rutgers University
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Graduate School of Applied and Professional Psychology
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2009
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2009-05
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xx
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Rutgers University Electronic Theses and Dissertations
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ETD
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Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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doi:10.7282/T35B02PW
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ETD doctoral
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The author owns the copyright to this work.
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Copyright protected
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Open
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Stroud
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Robert
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Robert Stroud
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Rutgers University. Graduate School of Applied and Professional Psychology
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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