Lehrstuhl für Personalführung –

Wir liefern handlungsorientierte Erkenntnisse für das Personalmanagement.

Über uns

Der Lehrstuhl für Leadership am Campus Düsseldorf hat sich der Verbesserung von Führung in unterschiedlichen Kontexten verschrieben. Mit unserer Forschungstätigkeit, unseren Kooperationen und unserer Lehre im Bereich Leadership möchten wir zu der Entstehung besserer Unternehmen beitragen. Wir verfolgen dabei einen ganzheitlichen Ansatz und verstehen Führung als dynamischen Prozess, bei dem sich Führungskräfte und Mitarbeiter gegenseitig beeinflussen, um ein gemeinsames Ziel zu erreichen.

Bedauerlicherweise sind viele Menschen – sei es beispielsweise in der Unternehmenswelt, in der Politik oder in gemeinnützigen Organisationen – nicht zufrieden mit ihren Führungskräften. Auf der anderen Seite wissen viele Führungskräfte nicht, wie sie ihren Führungsstil verbessern können, um den wachsenden Herausforderungen gerecht zu werden. Dazu zählen etwa die sich ändernden Anforderungen ihrer Mitarbeiter aus unterschiedlichen Generationen, die Führung anhand oder mithilfe von Künstlicher Intelligenz (KI) oder die Steuerung von eigenverantwortlichen Teams, in denen informelle Führungskräfte Verantwortung übernehmen. 

Auf der Suche nach Lösungen für diese Situationen erforscht der Lehrstuhl die Dynamiken zwischen Führungskräften und Mitarbeitern im unternehmerischen Alltag. Unsere Arbeiten werden in renommierten Forschungsmagazinen wie zum Beispiel Academy of Management Journal, Academy of Management Learning & Education, Human Relations, Journal of Personality and Social Psychology oderThe Leadership Quarterly veröffentlicht.

Forschungsbeispiel –
Welche verbalen Verhaltensweisen führen dazu, dass Menschen als Führungskraft anerkannt werden?

News and Stories

Lesen Sie hier Neues von unserem Lehrstuhl –
Diese Veranstaltungen und Aktivitäten sollten Sie nicht verpassen!

In diesem Video erfahren Sie mehr über die Ergebnisse einer aktuellen Studie, die im Academy of Management Journal veröffentlicht wurde.

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Der Lehrstuhl für Personalführung veranstaltete seinen ersten offiziellen Teamtag nach der Gründung im April 2019.

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Im Herbstsemester 2019 leitet Prof. Gerpott das Seminar „Research ethics, data handling and open science”.

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Fabiola Gerpott und Sofia Schlamp präsentieren ihre Projekte auf dem Meeting der Academy of Management (AOM) in Boston, USA.

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Die Professur für Management mit dem Schwerpunkt Leadership.

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Zur Publikation angenommen: Respectful leadership and followers‘ knowledge sharing: A social mindfulness lens

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Im Wirtschaftswoche-Ranking der forschungsstärksten Hochschulen im Fach BWL erreichte die WHU den 14. Platz.

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Unser Team

Das Chair of Leadership Team:

 

Professor Dr. Fabiola H. Gerpott

Lehrstuhlinhaberin
+49-(0)211 44709-375

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Fabienne Wrobel

Persönliche Assistentin
+49-(0)211 44709-376

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Mo-Do, 8:30 – 13:30 Uhr

 

Lukas Lanz

Wissenschaftlicher Mitarbeiter/Doktorand
+49-(0)211 44709-377

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Laura Math

Wissenschaftliche Mitarbeiterin/Doktorandin
+49-(0)211 44709-378

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Sofia Schlamp

Externe Doktorandin/
Shell Trainee

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Anna van der Velde

External Doctoral Candidate/Daimler HR

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Unsere Forschung

Erforschung der Dynamik zwischen Führungskräften und Mitarbeitern im Berufsalltag –


Verbesserung von Führung für Unternehmen.

Mit unseren Forschungsarbeiten möchten wir Führungskräfte in verschiedenen Kontexten inspirieren, bewährte Methoden aufzeigen und Informationen für politische Debatten liefern.

Unsere Forschungstätigkeit ist im Wesentlichen in drei Bereiche untergliedert:

Im Kern entsteht Führung durch Kommunikation. Um ihr Gegenüber zu beeinflussen, müssen Organisationsmitglieder reden – dies gelingt den einen besser als den anderen. Wir behandeln unter anderem folgende Forschungsfragen:

  • Welche verbalen Verhaltensweisen führen dazu, dass Menschen als Führungskraft anerkannt werden?
  • Welche nonverbalen Signale verwenden (angehende) Führungskräfte?
  • Wie und unter welchen Umständen haben bestimmte Kommunikationsstile (zum Beispiel respektvolle Führungskommunikation) einen positiven Einfluss auf Mitarbeiter?

Die Arbeitnehmerschaft wird zunehmend vielfältiger, und das nicht nur in Bezug auf sichtbare Merkmale wie Alter oder Geschlecht, sondern auch im Hinblick auf weniger offensichtliche Merkmale wie dem kulturellen Hintergrund oder dem Bildungsniveau. Dies bietet Unternehmen die Möglichkeit zur Schaffung einer umfangreichen Wissensbasis. Gleichzeitig stellt diese Vielfalt eine Herausforderung für Führungskräfte dar. Mit unserer Arbeit in diesem Bereich liefern wir wissenschaftliche Erkenntnisse, aus denen Führungskräfte schöpfen können, um von den positiven Aspekten dieser Vielfalt zu profitieren und die möglichen negativen Auswirkungen zu vermeiden. Wir behandeln unter anderem folgende Forschungsfragen:

  • Wie können Führungskräfte das generationenübergreifende Lernen in Unternehmen fördern?
  • Mit welchen Instrumenten können Führungskräfte den Wissensaustausch zwischen ihrer vielfältigen Belegschaft fördern?
  • Welchen Mikrodynamiken sind weibliche Führungskräfte in ihrem Alltag ausgesetzt, die sie daran hindern, die Karriereleiter hinaufzusteigen?

Führungskräfte haben einen großen Einfluss auf den unternehmerischen Kontext, der das Verhalten der Mitarbeiter bedingt. In diesem Forschungsbereich untersuchen wir das Zusammenspiel zwischen dem Verhalten des Vorgesetzten und dem der Mitarbeiter sowie Faktoren des unternehmerischen Kontexts zur Beantwortung unter anderem folgender Forschungsfragen:

  • Welcher Mechanismen können sich Führungskräfte bedienen, um unternehmensorientierte Verhaltensweisen ihrer Mitarbeiter zu fördern?
  • Wie können Führungskräfte die täglichen Anforderungen (z. B. Selbstkontrolle) ihrer Mitarbeiter auf optimale Weise managen?
  • Wie gelingt es einigen Führungskräften ihre Karriere anhand von negativen Führungsverhaltensweisen (zum Beispiel nett sein zu ihren Vorgesetzten und ausbeutend zu ihren Mitarbeitern) voranzubringen?
Ausgewählte Publikationen

Unsere Publikationen –
Ausgewählte wissenschaftliche Veröffentlichungen.

Emergent leadership—the ascription of informal leadership responsibilities among team members—is a dynamic phenomenon that comes into place through social interactions. Yet, theory remains sparse about the importance of verbal behaviors for emergent leadership in self- managed teams over a team’s lifecycle. Adopting a functional perspective on leadership, we develop a temporal account that links changes in task-, change-, and relations-oriented communication to emergent leadership in early, middle, and late team phases. We test the hypothesized relationships in 42 teams that provided round-robin emergent leadership ratings and videotapes of their first, midterm, and final meetings. Team members’ verbal behaviors were captured using fine-grained empirical interaction coding. Multilevel modeling showed that task- oriented communication was a stable positive predictor of emergent leadership at all time points. Change-oriented communication predicted emergent leadership at the start of the project and diminished in relevance at the midterm and final meetings. Relations-oriented communication gained importance, such that an increase in relations-oriented behaviors toward the project end predicted emergent leadership. We discuss theoretical implications for conceptualizing the behavioral antecedents of emergent leadership from a time- and context-sensitive perspective.

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Knowledge sharing is a discretionary act of employees who might see benefits in keeping their knowledge to themselves. We focus on the other-oriented nature of knowledge sharing to outline how respectful eadership as an other-oriented leadershipstyle can enhance followers’ knowledge sharing through its effect on followers’ other-orientedness. Specifically, we propose that respectful leaders increase followers’ social mindfulness—defined as the cognitive (i.e., perspective taking) and affective (i.e., empathic concern) willingness to behave in a way that increases others’ opportunities— which facilitates knowledge sharing. To test our conceptual model, we conducted a three-wave field study with 275 followers, and a multi-source field study with 83 leaderfollower dyads. In line with our hypotheses, followers’ perspective taking (Study 1 and 2) and empathic concern (Study 1) mediated the positive effect of respectful leadership on followers’ knowledge sharing. Moreover, perspective taking and empathic concern possessed interactive effects in Study 1, suggesting that the relationship between respectful leadership and followers’ knowledge sharing was strongest when both components of social mindfulness were high. We discuss theoretical implications of the identified motivational pathway and elaborate on implications for practitioners who aim to facilitate knowledge sharing at work.

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Despite the proliferation of research on ethical leadership, there remains a limited understanding of how specifically the assumingly moral component of this leadership style affects employee behavior. Taking an identity perspective, we integrate the ethical leadership literature with research on the dynamics of the moral self-concept to posit that ethical leadership will foster a sense of moral identity among employees, which then inspires followers to adopt more ethical actions, such as increased organization citizenship behavior (OCB). We further argue that these identity effects should be more pronounced when leaders are perceived to be group prototypical, as their actions then speak louder to followers’ sense of identity. Two studies—a scenario experiment with 138 participants and a field study with 225 employees—provided support for our hypothesized moderated mediation model. Perceived ethical leadership positively affected OCB via followers’ moral identity but only under conditions of high perceived leader group prototypicality. We discuss how the identity pathway of ethical leadership can facilitate novel theorizing about moral transference. Our findings also suggest that, when hiring external ethical leaders or training internal managers, practitioners are well advised to consider that these individuals may only be effective in morally transforming followers when they are perceived as prototypical for the group.

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Integrating evolutionary signaling theory with a social attention approach, we argue that individuals possess a fast, automated mechanism for detecting leadership signals in fellow humans that is reflected in higher visual attention toward emergent leaders compared to non-leaders. To test this notion, we first videotaped meetings of project teams and collected leadership ratings for the team members from three rating sources. Second, we provided 18 naïve observers with 42 brief, muted video clips of the team meetings and analyzed their eye gazing patterns. Observers gazed at emergent leaders more often, and for an average longer duration, than at non-leaders. Gender effects occurred such that male emergent leaders received a higher number of fixations than female emergent leaders. Non-verbal behavior analysis indicated that emergent leaders showed a higher amount of active gestures and less passive facial expressions than non-leaders. We discuss theoretical and methodological directions for emergent leadership research in teams.

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Demographic changes challenge organizations to qualify employees across all career stages and to ensure the transfer of company-specific knowledge between experienced and young workers. Human resource development programs for employees from different generations may help address these challenges. However, there is a lack of insight into what types of knowledge employees in intergenerational training groups acquire from one another, as well as how these learning processes differ at different time points. Over a span of 3 years, we conducted 31 interviews at an automobile company involving young (16–19 years) and experienced participants (41–47 years) of a full-time intergenerational learning program and their instructors. Our findings show that both generations possess distinct expert, practical, social, and metacognitive knowledge, and that they exchange different types of knowledge at different time points. We integrate these findings into a phase model of intergenerational learning comprising three phases: (1) familiarization, (2) assimilation, and (3) detachment. Our results suggest that intergenerational learning should be conceptualized as a bidirectional process with different foci of mutual knowledge exchange across different temporal phases. To facilitate intergenerational learning, instructors should adapt their teaching methods to employees’ phase-specific needs and find ways to systematically map older and younger employees’ specific knowledge contents.

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The nature of the consequences of knowledge hiding, defined as an intentional attempt to withhold knowledge that has been requested, and the mechanisms through which knowledge hiding affects outcomes are undertheorized. In this research, we propose that knowledge hiding can evoke guilt and shame in the knowledge hiding perpetrator. We zoom into the three types of knowledge hiding – evasive hiding, playing dumb, and rationalized hiding – and predict that the more deceptive knowledge hiding types, namely evasive hiding and playing dumb, evoke stronger feelings of guilt and shame than rationalized hiding. We further argue that guilt and shame trigger differential emotion‐based reparatory mechanisms, such that guilt induces the motivation to correct one's transgressions through organizational citizenship behaviour (OCB), whereas shame induces the tendency to withdraw after hiding knowledge, as reflected in lower levels of OCB. We test the proposed positive indirect relation between knowledge hiding and OCB via guilt, and the proposed negative indirect relation via shame in a scenario‐based experiment and a two‐wave field study. The studies provided support for most of our hypotheses. We discuss how the proposed emotion pathway can facilitate nuanced theorizing about consequences of knowledge hiding for different types of negative emotions and subsequent compensatory work behaviours.

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Context frames such as describing a Prisoner's Dilemma as a "community" or a "stock exchange" game cause significant variation in cooperative behaviour. Here, we draw on recent advances in research on situation construal to propose a mechanism underlying such framing effects. People readily think about situations in terms of their interdependence with others, and how people perceive their interdependence with others in different games predicts differences in cooperation across these games. We propose that perceived interdependence is the mechanism underlying framing effects on cooperation in experimental games. By eliciting both situation perceptions and beliefs about others' behaviour in a framed game, we aim to test this mechanism and compare it against existing mechanistic explanations based on frame-dependent beliefs. As such, this study will contribute to a better understanding of framing effects on social decision-making and has the potential to integrate framing effects with a wider literature on situation perception.

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Interdependence is a fundamental characteristic of social interactions. Interdependence Theory states that 6 dimensions describe differences between social situations. Here we examine if these 6 dimensions describe how people think about their interdependence with others in a situation. We find that people (in situ and ex situ) can reliably differentiate situations according to 5, but not 6, dimensions of interdependence: (a) mutual dependence, (b) power, (c) conflict, (d) future interdependence, and (e) information certainty. This model offers a unique framework for understanding how people think about social situations compared to another recent model of situation construal (DIAMONDS). Furthermore, we examine factors that are theorized to shape perceptions of interdependence, such as situational cues (e.g., nonverbal behavior) and personality (e.g., HEXACO and Social Value Orientation). We also study the implications of subjective interdependence for emotions and cooperative behavior during social interactions. This model of subjective interdependence explains substantial variation in the emotions people experience in situations (i.e., happiness, sadness, anger, and disgust), and explains 24% of the variance in cooperation, above and beyond the DIAMONDS model. Throughout these studies, we develop and validate a multidimensional measure of subjective outcome interdependence that can be used in diverse situations and relationships—the Situational Interdependence Scale (SIS). We discuss how this model of interdependence can be used to better understand how people think about social situations encountered in close relationships, organizations, and society.

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Extreme success among entrepreneurs is often attributed to their charisma. In contrast, this essay claims that success causes the ascription of charisma to entrepreneurs. The proponents of the entrepreneurial ideology uphold successful charismatic entrepreneurs as role models to attract aspiring entrepreneurs in the face of deterrent information like the share of luck accountable for many prosperous entrepreneurial projects, startups’ low success rate, the entrepreneur’s restricted role in creating economic growth, and the routinization of the entrepreneurial function. Yet, due to the ideological functionality of attributing charisma to successful entrepreneurs, we suggest that – despite the strong contrary evidence – the glorification of entrepreneurs will continue to exist (and might become even stronger) in times of “alternative facts”. Yet, such a strategy of biased fact interpretation may have considerable negative side effects on society and individuals striving for entrepreneurship. Therefore, we not only call for more research taking into account the multidimensional nature of entrepreneurship, but also sensitize researchers for the threat of post-factual thinking when engaging in an ideological intervened research stream.

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A large number of organizations restructured their Human Resource Management (HRM) departments according to their interpretation of Ulrich’s (1997) business partner model into strategic business partners, centers of expertise and shared service centers. I argue that this approach could gain widespread acceptance in organizational practice because of its functionality in addressing tensions inherent in HRM. I relate to paradox research and categorize contradictory HRM demands into tensions of (1) identity, (2) learning, (3) performing and (4) organizing. The implementation of the business partner model resolves these tensions in the short-term by addressing the opposing forces separately. Yet, these resolution strategies are not sustainable and threaten the long-term impact of HRM. I discuss the shortcomings of the business partner model and explore how organizational actors can reframe HRM work to embrace the multifaceted nature of HRM.

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Kontakt

Kontaktieren Sie uns –
Wir freuen uns auf Ihre Anfrage.

Prof. Dr. Fabiola H. Gerpott

Lehrstuhlinhaberin

Tel.: +49 211 44709-375
Cell: +49 176 6461 2659

fabiola.gerpott(at)whu.edu

WHU – Otto Beisheim School of Management

Erkrather Straße 224a
D-40233 Düsseldorf

Eingang 228c
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