• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2007.11a
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• pp.209-212
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• 2007

Project managers' leadership in construction projects significantly influence project performance and outcomes. However, due to its conceptual and quantitative nature, leadership is a subject which is difficult to be evaluated or measured despite of the benefits of its measurement. The objective is this paper to apply the LBDQ technique in evaluating project managers' leadership and discuss outcomes through a pilot test.

• Korean Journal of Construction Engineering and Management
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• v.11 no.1
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• pp.151-159
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• 2010

Leadership is a critical factor for success or failure of an organization. Project managers in construction projects are 'field CEO' so their leadership affects performance of the projects. The objectives of this study is to evaluate the leadership of project managers and to analyse its major characteristics. The LBDQ(Leader Behavior Description Questionnaire) technique was used to evaluate and identify types of leadership of project managers from 'heaven' and 'hell'. Relationships between leadership and performance of the projects were also discussed.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.32 no.3
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• pp.49-58
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• 2009

Healthcare organizations need mutual cooperation among various medical professionals in order to carry out the performance of their duties spite of haying a strong job specialization and independence based on license. However, spite of the importance of leadership roles, there have not been enough researches dealt with leadership effect under the complex duties' relationship of a healthcare organization. This study suggested a new model by combining characteristics of leadership style, job satisfaction, and organizational commitment using Structural Equation Model (SEM). The data were self-administered questionnaires collected in 2006 from 437 employees (nurses, medical technicians, and administrative staffs) of 5 hospitals located in Seoul. The items of questionnaire were composed as a method of choosing new leadership style based on the Bass's standardized questionnaire on a Iransactionaljtransformational leadership combining the Leader Behavior Description Questionnaire-XII (LBDQ-XII) of the Ohio State University and Graen and Uhl-Bien's LMK scale through simulation techniques responding to organizational commitment. As a result, the leadership style increasing employees' self-confidence and having continuous response relationship between managers and employees improved their discretion and empowerment as well as worthwhileness and pride. However, the leadership style emphasizing reward and a sense of duty brought about a bed result that was not able to effectively respond to employees' discretion and empowerment and even weakened their worthwhileness and pride. After all, the leadership style based on vision and change had an effect on organizational commitment but the other one based on reward and a sense of duty seemed to be unsuccessful in organizational commitment. Therefore, the desirable leadership in a healthcare organization should be based on employees' self-confidence and continuous response relationship between managers and employees.

• Korean Journal of Childcare and Education
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• v.8 no.5
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• pp.111-127
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• 2012

The purpose of this study was to investigate the effects of directors' leadership and teachers' self leadership on teachers' efficacy. The participants were 217 teachers in private day care centers. LBDQ (Halpin, 1967), RSLQ (Houghton & Neck, 2002), and a teachers' efficacy questionnaire (Kim & Lee) were used. The data collected were analyzed by SPSS 18.0. The results of this study were as follows: First, teachers cognized that directors' leadership was very high. Second, directors' leadership was clustered by 4 types: human oriented, task oriented, leader and deficient type. And, teachers' efficacy was clustered by 4 types: leader, restricted, compensated and task oriented type. Third, directors' task oriented leadership, human oriented leadership, and teachers' self leadership (self punishment, self-goal setting, self observation and self esteem) affected teachers' efficacy. And directors' human oriented leadership and teachers' self leadership (self punishment and self-goal setting) affected teachers' personal efficacy.