Are transformational and transactional types of leadership compatible? A two‐wave study of employee motivation

Transformational and transactional leadership strategies have become prominent in public administration research, but it is unclear whether they are compatible or whether they could undermine each other. We examine the combined and interactive effects of transformational and three types of transactional leadership (contingent verbal rewards, material rewards, and sanctions) on employee work motivation, conceptualized as work engagement and intrinsic motivation. Panel analyses using repeated measures of 385 leaders and 3,797 employees show that transformational leadership and contingent verbal rewards increased employee motivation. However, simultaneous use of contingent material rewards undermined the benefits of transformational leadership. Thus, the motivational potential of service‐ or community‐oriented visions was undercut when leaders also appealed to extrinsic material motives. This could help explain why financial incentives do not always have the expected benefits in public organizations. We therefore argue that research and practice should pay more attention to how different leadership strategies work in combination.     

Professional development leadership in turbulent times: Public administration symposium: Robust politics and governance in turbulent times

Intense turbulence means that parameters change, interdependencies unexpectedly become critical, and public organizations experience unpredictable tempo shifts. Existing studies have explored how public managers can exercise leadership specifically aimed at obtaining dynamic resilience, but more knowledge about leadership and turbulence intensity is needed. Combining existing theoretical knowledge about robust governance in turbulent times and in-depth analysis of 31 interviews, we examine how public managers exercise professional development leadership in situations where events, demands, and support interact in variable, inconsistent, unexpected, and unpredictable ways. We find it highly relevant for public managers to both develop and (de)activate professional norms and knowledge in such situations, implying that professional development leadership is important in turbulent times.     

Silent innovation: corporate strategizing in early nanotechnology evolution

Nanotechnology offers a rare opportunity to study the early evolution of a new generic technology in real time. This paper suggests focusing more on the market formation side, rather than technology generation, when seeking to explain technology evolution. Applying an evolutionary capabilities perspective, the paper examines how firms organize innovation in the early embryonic stages of a technology and how the market as a selective device undergoes qualitative change as part of economic evolution. The traditional Danish window chain is used as a case. A model of nanotechnology evolution is proposed which suggests that nanotechnology commercialization is significantly driven by small and medium-sized firms based on their internal knowhow, with larger firms as important suppliers of know how. These smaller firms are adept at addressing social needs which appear to be key factors in the nano-commercialization process. A taxonomy of nine enterprise strategies for entry into nanotechnology is suggested. The paper identifies a marked shift in marketing strategizing among the nanotechnology innovative companies, from being “loud” around the turn of the millennium to becoming increasingly “silent” at the present time, illustrating the unconsolidated stage of the current nanotechnology market.     

Suicide after deployment in UN peacekeeping missions--a Danish pilot study

This pilot study looks at the frequency of suicide among Danish soldiers who took part in the UN mandated forces (UNMF) during the 1990's. In a contingent of nearly 4000 Danish UN soldiers four suicides were documented, two of whom committed suicide less than one month before deployment and two who committed suicide within a year after discharge from mission. Contributing factors, prevention strategies, and implications for future research are discussed.     

The Scandinavian Welfare Model in Crisis? Achievements and Problems of the Danish Welfare State in an Age of Unemployment and Low Growth

The "Scadinavian welfare model" is often considered vulnerable to mass unemployment. The Danish welfare state provides and opportunity to examine the capacities of the "Scandinavian model" to adapt to this situation. This article explores a number of alleged crisis problems of th welfare state, ground into budgetary pressures, incentive problems and legitimacy problems. It is conclude that most of these problems have been exasggerated and that the rrreal threats to the economic foundations of the welfare state should be found in political steering and incentive problems rather thant in the exogenous pressures from the social and economic system, or in pressure from th unintended side effects of welfare arrangement. It is furthermore argued that one of the main achievements of the Danish welfare state has been so prevent unemployment and labor market marginalization from developing into a broad-ranged social marginalizaton and a political po-larization which could undermine citizenship and solidarity in society.     

Transparency and Openness: A Reform or Education Policy?

Current policies are developed through complex and dynamic historical processes and conflicts originating in these processes. In 2002 a new Act on Transparency and Openness in education was put into effect in Denmark. The Act is a formalised system of performance measurement, and introduced a new feature to the governing of the Danish education system. All educational institutions are obliged to publish on the Internet average grades of final examinations. The historical institutional concept of path dependency shows how the outline of the Act is made at an earlier stage. The Act is layered as a new institutional arrangement on top of pre-existing institutions. By focusing on how institutional and political processes interact and are combined, new contributions to historical institutionalism are further developed without considering institutional reproduction and innovation as opposites. It is elaborated how the Act, with respect to certain dimensions, respectively reproduces, breaks with and combines two formerly outlaid paths of education policy and reform policy.     

Encouraging Political Voices of Underrepresented Citizens through Coproduction: Evidence from a Randomized Field Trial

Not all citizens’ voices are heard with equal strength in the political chorus. Based on studies of policy feedback, we suggest that engaging underrepresented citizens in the production of public services (i.e., making them “coproducers”) increases their political voice. We use a field experiment to test the effect of involving ethnic minorities in the education of their children on their propensity to directly voice their preferences with the education policy through government citizen surveys and their tendency to vote in elections. Among these normally underrepresented citizens, coproduction increased their propensity to voice their preferences to politicians through citizen surveys but not their tendency to vote. The effect on voicing in government citizen surveys tends to be larger among nonvoters. The results indicate how policies involving underrepresented citizens can raise the voices of people who would not otherwise be heard.     

Managing Employee Motivation: Exploring the Connections Between Managers’ Enforcement Actions,Employee Perceptions,and Employee Intrinsic Motivation

A number of studies show that the use of external interventions such as command systems and economic incentives can decrease employee intrinsic motivation. Our knowledge of why the size of “the hidden cost of rewards” differs among organizations is, however, still sparse. In this article, we analyze whether local managers—the primary enforcers of external interventions—affect how employees perceive a command system and thereby affect employee intrinsic motivation. Using a multilevel dataset of 1,190 teachers and 32 school principals, we test whether principals’ use of “hard,” “mixed,” or “soft” actions to enforce a command system (obligatory teacher-produced student plans) is associated with teacher intrinsic motivation. Results show that teachers experiencing “hard” enforcement actions have lower intrinsic motivation than teachers experiencing “soft” enforcement actions. As expected by motivation crowding theory, part of this association is mediated by teachers’ student plan requirement perception. These findings support the motivation crowding argument that employee intrinsic motivation depend on the employees’ need for self-determination.     

How Should We Estimate the Performance Effect of Management? Comparing Impacts of Public Managers’ and Frontline Employees’ Perceptions of Management

Many areas of public management research are dominated by a top-focused perspective in which emphasis is placed on the notion that managers themselves are usually the best sources of information about managerial behavior. Outside of the leadership literature, managers are also the typical survey respondents in public management studies. An alternative perspective on management can be provided by subordinates’ perceptions of what management is doing. Surveys of subordinates and of managers each pose potential advantages and potential disadvantages when it comes to measuring management, and each approach is likely to prove more fruitful for measuring certain management functions. Using a unique data set of parallel surveys on management with managers and their subordinates as respondents, we examine the differences and relationships between Danish school managers’ and teachers’ perceptions of management functions and the implications of such relationships for organizational performance. We find a surprisingly low correlation between manager and teacher responses regarding the same management functions. Teacher responses are better predictors of student performance for management aspects that are visible to and mediated by teachers. However, manager responses better predict performance for manager expectations that are less visible to employees.