Getting Everyone on Board: The Role of Inspirational Leadership in Geographically Dispersed Teams
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A rich body of research in the area of leadership has examined the influence of transformational/charismatic forms of leadership on employees' motivation, attitudes, and behaviors. This research is based on the assumption that leaders are able to influence followers based on close, sustained, and personalized contact with them. However, new organizational realities are challenging this assumption. Drawing on the intersections between social identity theory and leadership research, this study highlights the importance of inspirational leaders who, by developing socialized relationships with team members, can foster attitudes that are critical for team effectiveness in geographically dispersed settings. Findings support the role of this form of leadership in dispersed settings. Inspirational leadership emerged as a significant predictor of individuals' trust in team members and commitment to the team. Further, the positive relationship between inspirational leadership and individuals' commitment to the team and trust in team members was strengthened in teams that were more dispersed suggesting that inspirational leaders are important in all contexts but that their importance is underscored in highly dispersed contexts. Finally, shared perceptions of trust and commitment predicted performance at the team level.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it