The Moderating Role of Leader Skills on the Relationship between Strategic Management and Global Performance: An Empirical Study
Bibliographic record
Abstract
The focus of this paper is on the reality of strategic management in Tunisian companies. More specifically, it is suggested that the leader skills have an effect not only on the choice of the adoption of strategic management, but also on the contribution of strategic management to firm performance. It performs an empirical investigation into the moderating effect of leader skills on the relationship between strategic management and global performance. Data from representative survey of 276 Tunisian SMEs involved in the upgrading program revealed direct effect of managerial and entrepreneurial skills of the leader but no effect of technical skills and management sector on the strategic management. More the leader masters managerial and entrepreneurial skills, the more likely strategic management is to be adopted. It revealed also the absence of moderating effect of leader skills on the relationship between strategic management and global performance. Strategic management does not explain the variation of global performance based on leader skills. However, results show that only strategic management has a direct effect on the global performance, which means that only the strategies defined by strategic management lead to high performance whatever the leader skills.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".