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Item type:Publication, Empowerment and project performance success: The role of leadership and power distance(Emerald Publishing Limited, 2024-07-27)Purpose The construction of infrastructure projects for extracting natural resources is vital to the economies of countries and the strategies of mining companies. Project performance success (PJPF) means achieving the planned scope, cost, schedule and quality. This study aims to analyze if PJPF is influenced by the team’s psychological empowerment (PEMP) and structural empowerment (SEMP), the project manager’s transformational leadership (TLD) and shared leadership (SLD) styles and the cultural power distance (CPDT). The study also examined the mediating roles of TLD and CPDT. Design/methodology/approach This paper tested its hypotheses through confirmatory factor analysis and structural equation modeling in AMOS. Data were collected using the online survey platform SurveyMonkey. Owners, contractors and consultants from 24 countries across the Americas, Africa, Europe, Asia and Australia contributed a total of 222 responses. All participants were involved in construction projects owned by a mining company listed in the S&P 500. Findings PEMP has a positive impact on PJPF, SEMP and CPDT. PEMP fosters engaged and autonomous employees with agility and problem-solving skills. TLD mediates the relationship between PEMP and SLD. The results indicated that SEMP, TLD and SLD, on their own, do not directly contribute to project success. In contrast to prior studies, CPDT does not mediate the effects of PEMP on PJPF. Originality/value Although construction projects remain labor-intensive, research on measuring PEMP, SEMP, TLD, SLD and CPDT in this field is limited. This document is notable for incorporating the perspectives of owners, EPC contractors and consultants. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Typology of Processes in the Shared Leadership of Academic Work Teams(Springer Science and Business Media Deutschland GmbH, 2023-01-01)Teamwork is one of the most demanded skills in the future working life of Higher Education students, so promoting its development and evaluation has become essential. The teamwork method used in this work allows both the teaching staff and each work team to obtain continuous evidence of the individual actions of each member of the work team, of the intermediate group results and of the final result. This method specifies that each member should have responsibilities within their team in terms of task completion, technology management, and leadership. The hypothesis of this work is that work team use shared leadership actions of the same typology. In this experience, thirteen work teams with an average of six members have participated. Based on the specific leadership actions carried out by each member, their classification has been drawn up and it has been verified that the different work teams have similar leadership actions. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, How to Share the Leadership Competence Among the Team Members in Active Learning Scenarios: Before, During and After COVID-19 Pandemic(Elsevier Ltd, 2023-08-01)Teamwork is one of the most demanded generic competencies by international organizations, and higher education institutions train and assess that competence to prepare students for working life. Leadership is a crucial part of teamwork development, and previous research has shown that shared leadership tasks between team members present more advantages than the traditional concept of a formal leader. Shared leadership seems to be the best option in the academic context due to the university students’ characteristics. This paper aims to prove that students can identify, distinguish and exercise shared leadership actions based on the needs that arise during the development of teamwork and that derive from the teamwork method applied rather than by the training modality that is followed (face-to-face – online). The achievement of the aim has been possible through a qualitative study of the teamwork development of 40 teams of new university entrance (237 students) with the Comprehensive Teamwork Competency Formation Model. The research has been carried out during three consecutive academic courses, with different training modalities for each course, forced by the COVID-19 pandemic (face-to-face for the pre-COVID-19 course, online for the COVID-19 course and face-to-face during the post-COVID-19 course). The shared leadership tasks and responsibilities, defined by students, were categorized in the same way independently of the training modality, which validates the proposed ontology. Also, the three academic courses studied the evolution of the primary shared leadership responsibilities by category. Besides, it is concluded that the primary responsibilities for each category remained unchanged during the three academic years but that some other categories were affected to some extent by the exceptionality caused by COVID-19. The ontology validated here constitutes a recommendation for future teams working with an evidence-based methodology.