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Few would argue that presidential policies and performance would have been the same whether John F. Kennedy or Richard Nixon became president in 1960, or if Jimmy Carter instead of Ronald Reagan had won the White House in 1980. Indeed, in recent elections, the character, prior policy experience, or ...

Few would argue that presidential policies and performance would have been the same whether John F. Kennedy or Richard Nixon became president in 1960, or if Jimmy Carter instead of Ronald Reagan had won the White House in 1980. Indeed, in recent elections, the character, prior policy experience, or personalities of candidates have played an increasing role in our assessments of their "fit" for the Oval Office. Further, these same characteristics are often used to explain an administration's success or failure in policy making. Obviously, who the president is -- and what he is like -- matters. This book, a new approach to the study of the personal presidency, links the characteristics of six modern American presidents -- their personalities and their prior policy-making experience -- to their leadership styles, advisory arrangements, and decision making in the White House. Thomas Preston uses M. G. Hermann's Personality Assessment-at-a-Distance (PAD) profiling technique, as well as exhaustive archival research and interviews with former advisors, to develop a leadership style typology. He then compares his model's expectations against the actual policy record of six past presidents, using foreign policy episodes: Korea (1950) for Truman, Dien Bien Phu (1954) for Eisenhower, Cuba (1962) for Kennedy, Vietnam (1967-68) for Johnson, the Gulf War (1990-91) for Bush, and North Korea/Haiti/Bosnia (1994-95) for Clinton.

'Throughout, Bjerke carefully cites the supporting literature of the general social sciences as well as that of management and business organization. The volume's cumulative development is impressive in its marshalling of the diverse approaches and insights while probing into the special ...

'Throughout, Bjerke carefully cites the supporting literature of the general social sciences as well as that of management and business organization. The volume's cumulative development is impressive in its marshalling of the diverse approaches and insights while probing into the special characteristics of each of the five national cultures selected.... Recommended for international business collections, upper-division undergraduate through professional.' - J.C. Thompson, Choice How do business leaders think as a result of their national culture? This book provides a discussion and comparative analysis of five major cultures - American, Arab, Chinese, Japanese and Scandinavian - and how they reveal themselves in business practice. The author begins by introducing the concept of culture and why it is important, addressing issues such as values, beliefs and assumptions and the consequences of these. Björn Bjerke then goes on to address corporate culture and business strategy as well as some myths associated with national cultures. Looking at the five specific cultures he addresses cultural themes and presents a typified picture of the business leader in each of these. He concludes that there are five different capitalist systems governing these cultures, and that the business leader plays a different role in each. Extending this discussion, the author questions whether the culture-free business leader exists and, if so, what the characteristics of such a person might be. Business Leadership and Culture will enlighten students, scholars and business people about the consequences of culture for international business and management.

In this book, some of the world's leading scholars come together to describe their thinking and research on the topic of the psychology of leadership. Most of the chapters were originally presented as papers at a research conference held in 2001 at the Kellogg School of Management of Northwestern ...

In this book, some of the world's leading scholars come together to describe their thinking and research on the topic of the psychology of leadership. Most of the chapters were originally presented as papers at a research conference held in 2001 at the Kellogg School of Management of Northwestern University. The contributions span traditional social psychological areas, as well as organizational theory; examining leadership as a psychological process and as afforded by organizational constraints and opportunities. The editors' goal was not to focus the chapters on a single approach to the study and conceptualization of leadership but rather to display the diversity of issues that surround the topic. Leadership scholars have identified a host of approaches to the study of leadership. What are the personal characteristics of leaders? What is the nature of the relation between leaders and followers? Why do we perceive some people to be better leaders than others? What are the circumstances that evoke leadership qualities in people? Can leadership be taught? And so on. The contributions to this book examine these important questions and fall into three categories: conceptions of leadership, factors that influence the effectiveness of leadership, and the consequences and effects of leadership on the leader. All in all, the chapters of this volume display part of a broad spectrum of novel and important approaches to the study of the psychology of leadership. We hope that they are equally useful to those who are or would be leaders and to those who study the topic. As recent events have served to remind us, it is too important a topic to be ignored by psychologists.

This book provides a timely review of learning style research. It examines those approaches that purport to promote effective learning. It affirms the need for instructors and trainers to recognize the importance of individual learning differences and to use methods that help create a learning ...

This book provides a timely review of learning style research. It examines those approaches that purport to promote effective learning. It affirms the need for instructors and trainers to recognize the importance of individual learning differences and to use methods that help create a learning climate which increases the potential learning for all students or trainees regardless of their preferred way of learning.

This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * ...

This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.