Leadership styles, mentoring functions received, and job-related stress

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388 J. J. SOSIK AND V. M. GODSHALK Measures of Leadership, Greensboro, NC: Center for Creative Leadership, Leadership Library of America, West Orange, NJ. Yammarino, F. J., Dubinsky, A. J., Comer, L. B. and Jolson, M. A. (1997). `Women and transformational and contingent reward leadership: a multiple-levels-of-analysis perspective', Academy of Management Journal, 40, 205±222. Yukl, G. (1990). Skills for Managers and Leaders, Prentice Hall, Englewood Cli€s, NJ. Yukl, G. (1994). Leadership in Organizations, Prentice Hall, Englewood Cli€s, NJ. Appendix A Overview of Partial Least Squares (PLS) analysis PLS enables analysis of complex nomological networks of constructs, as in the present study, which would be impossible or dicult in the context of traditional techniques (Falk and Miller, 1992). PLS does not make assumptions about (a) data distributions to estimate model parameters, (b) observation independence, or (c) variable metrics (Fornell and Larcker, 1981). Because of its less restrictive assumptions, PLS is highly suitable for the early stages of theory building and testing and/or when sample sizes are small (Falk and Miller, 1992; Wold, 1985). This feature of PLS makes it suitable even over LISREL, another structural modeling technique, which is suitable for con®rmatory stages of theory building and testing (Falk and Miller, 1992). PLS simultaneously assess both the structural component, representing the relationship among constructs, and the measurement component, representing the relationship between constructs and their measures (Fornell and Larcker, 1981). The simultaneous analysis of structural and measurement components facilitates measurement reliability and validity assessments within the context of the theoretical model being tested. Thus, in accordance with contemporary philosophy of science views (Falk and Miller, 1992), PLS acknowledges that psychometric properties of measures derive their meaning from the nomological network of relationships in which the measures are employed. In traditional analysis, assessment of the measurements component is performed separately from the relationship among constructs (e.g., Cronbach's are estimated for scales of constructs ®rst to assess their reliability and then these scales are used in regression analysis to examine the relationship among constructs). Results generated by PLS can be interpreted by considering them in the context of regression and principal components factor analysis (Bookstein, 1986). PLS generates estimates of standardized regression path coecients, computes R 2 (i.e., proportion of variance explained) for endogenous constructs, and produces factor loadings and weights of indicators of constructs. The weights of indicators are the regression coecients by which the standardized scores of the measures of the construct are multiplied before being summed up to obtain factor scores for the construct. (Adapted from Sosik, J. J., Avolio, B. J., & Kahai, S. S. (1998) Inspiring group creativity. Small Group Research, 29(1), 3±31. Reprinted by permission of Sage Publications, Inc.) Copyright # 2000 John Wiley & Sons, Ltd. J. Organiz. Behav. 21, 365±390 (2000)
LEADERSHIP, MENTORING AND STRESS 389 Appendix B Questionnaire items Laissez-faire I am absent when needed. I delay responding to urgent questions. Transactional contingent reward I discuss in speci®c terms who is responsible for achieving performance targets. I make it clear what one can expect to receive when performance goals are achieved. I express satisfaction when others meet expectations. Transformational leadership Inspirational motivation I talk optimistically about the future. I talk enthusiastically about what needs to be accomplished. I articulate a compelling vision of the future. I express con®dence that goals will be achieved. Idealized in¯uence I talk about my most important values and beliefs. I specify the importance of having a strong sense of purpose. I consider the moral and ethical consequences of decisions. I emphasize the importance of having a collective sense of mission. Intellectual stimulation I re-examine critical assumptions to question whether they are appropriate. I seek di€ering perspectives when solving problems. I get others to look at problems from many di€erent angles. I suggest new ways of looking at how to complete assignments. Individualized consideration I spend time teaching and coaching. I treat others as individuals rather than just as a member of a group. I consider the individual as having di€erent needs, abilities and aspirations from others. I help others develop their strengths. Mentoring functions Psychosocial support I agree with my mentors' attitudes and values regarding my career. I respect and admire my mentor. I will try to be like my mentor when I reach a similar position in my career. My mentor has demonstrated good listening skills in our conversations. My mentor has discussed my questions or concerns regarding feelings of competence, commitment to advancement, relationships with peers and supervisors or work/family con¯icts. My mentor has encouraged me to prepare for advancements. My mentor has encouraged me to talk openly about my anxiety and fears that detracts from my work. My mentor has conveyed empathy for the concerns and feelings that I have discussed with him/her. My mentor has conveyed feelings of respect for me as an individual. My mentor has encouraged me to try new ways of behaving in my job. Copyright # 2000 John Wiley & Sons, Ltd. J. Organiz. Behav. 21, 365±390 (2000)
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