Beyond the job description: An ethical analysis of quiet promotion and uncompensated role expansion in government offices.

 CRISTINE VHENUS R. SALUDARES 

Divine Word College of Laoag, Inc. Graduate School

Abstract

In recent years, the concept of "quiet promotion" has gained attention in workplaces worldwide. Quiet promotion occurs when employees are assigned additional responsibilities and leadership functions without a corresponding increase in compensation, rank, or formal recognition. While organizations often justify this practice as a means of developing employee capabilities and addressing staffing shortages, it raises significant ethical concerns regarding fairness, equity, and employee welfare. This issue is particularly relevant in government offices, where public service demands and limited resources frequently require employees to perform duties beyond their official job descriptions. This paper examines the ethical dimensions of quiet promotion and uncompensated role expansion in government workplaces. It explores how the practice affects employee motivation, job satisfaction, work-life balance, and perceptions of organizational justice. Drawing from ethical theories such as distributive justice, duty-based ethics, and principles of public sector accountability, the paper argues that assigning additional responsibilities without proper recognition or compensation may violate fundamental standards of fairness and professional respect. Furthermore, the discussion highlights the need for transparent personnel management policies that ensure employees are appropriately rewarded for expanded roles. The paper concludes that while role expansion may sometimes be unavoidable, government institutions must adopt ethical practices that balance organizational needs with employee rights and well-being

KEYWORDS Quiet Promotion, Ethical Leadership, Government Offices, Organizational Justice,  Employee Welfare, Public Administration

INTRODUCTION 

The workplace is constantly evolving, requiring employees to adapt to new responsibilities and organizational demands. In many government offices, employees are often assigned duties beyond their official job descriptions due to staffing shortages, budget limitations, or increasing public service demands. While taking on additional responsibilities can create opportunities for professional growth, concerns arise when such duties are performed without corresponding compensation, promotion, or formal recognition. 

The emergence of quiet promotion as a workplace phenomenon has sparked discussions regarding fairness and ethical management practices. Employees who consistently perform higher-level tasks without additional rewards may experience stress, burnout, and reduced job satisfaction. In the public sector, where accountability and fairness are essential values, this issue warrants careful examination.

 The researcher was motivated to explore this topic after observing similar situations in government offices where employees frequently assume additional tasks to ensure uninterrupted public service. As a government employee, the researcher has personally observed instances in which personnel take on responsibilities beyond their official job descriptions to meet organizational needs and maintain efficient public service delivery. Although such efforts demonstrate commitment and professionalism, they also raise ethical concerns regarding fairness, recognition, and appropriate compensation for expanded roles. 

In many local government and public sector offices in Ilocos Norte, personnel often perform duties beyond their assigned positions, especially when offices experience workforce shortages or increasing workloads. While many employees willingly accept these responsibilities out of commitment to public service, questions remain regarding whether such practices are fair when they are not accompanied by appropriate recognition or compensation. 

This paper aims to analyze the ethical implications of quiet promotion and uncompensated role expansion in government offices and to discuss strategies that promote fairness, transparency, and employee well-being.

Understanding Quiet Promotion and Uncompensated Role Expansion

 Quiet promotion has emerged as a growing workplace practice in which employees are assigned additional responsibilities beyond their original job descriptions without receiving a formal promotion, salary increase, or official recognition (Morrison, 2023). In government offices, this often occurs because of staffing shortages, budget constraints, increased service demands, or vacant positions that remain unfilled for extended periods. As a result, employees may be required to perform supervisory, technical, or administrative duties that exceed the scope of their designated positions. This situation is not uncommon in government offices in Ilocos Norte and other local government units. Employees are sometimes expected to handle multiple functions, assist other sections, prepare reports, coordinate activities, or assume tasks normally performed by higher-ranked personnel. Although these additional responsibilities contribute to organizational efficiency and public service delivery, they may also create concerns when employees feel that their efforts are not adequately recognized. 

While employers may view quiet promotion as an opportunity for professional growth and skill development, employees may perceive it differently. When additional responsibilities are not accompanied by corresponding rewards or recognition, employees may feel that their contributions are undervalued. This situation creates concerns regarding fairness and the ethical treatment of workers.

Ethical Issues of Fairness and Organizational Justice

The ethical concerns surrounding quiet promotion are closely linked to the principles of fairness and organizational justice. Organizational justice refers to employees' perceptions of whether workplace decisions, policies, and practices are fair (Greenberg, 1990). When employees are asked to assume greater responsibilities without additional compensation, an imbalance may arise between the effort they invest and the rewards they receive. From an ethical perspective, fairness requires that employees receive recognition and benefits proportional to their workload and level of responsibility (Rawls, 1971). When an employee performs tasks equivalent to those of a higher position while maintaining the salary and status of a lower position, questions of equity and justice emerge.

Such practices may unintentionally create a sense of exploitation and decrease confidence in management. Employees who perceive unfair treatment are more likely to experience dissatisfaction and diminished organizational commitment. Moreover, transparency plays a crucial role in maintaining trust. Employees should clearly understand why additional responsibilities are assigned, how long the arrangement will continue, and whether opportunities for advancement will result from their efforts. Transparent communication promotes accountability and reduces uncertainty within the workplace.

Effects on Employee Well-Being and Performance

Uncompensated role expansion can have significant consequences for employee well-being. Additional duties often increase workload, time pressures, and responsibility levels, which may contribute to physical and emotional exhaustion (Bakker & Demerouti, 2017). Employees who regularly perform tasks beyond their job descriptions may experience increased stress, particularly when expectations continue to rise without adequate support. 

Over time, excessive workloads can negatively affect job satisfaction and work-life balance. Employees may feel overwhelmed by competing responsibilities and may struggle to maintain productivity and motivation. In some cases, prolonged exposure to high job demands can lead to burnout, characterized by emotional fatigue, reduced effectiveness, and declining engagement at work (Maslach & Leiter, 2016). 

The impact extends beyond individual employees. Government agencies rely heavily on employee commitment and efficiency to provide quality public services. If workers become disengaged or stressed because of unfair workload distribution, organizational performance may suffer. Therefore, protecting employee welfare is not only an ethical obligation but also an important factor in sustaining effective public service delivery

Public Sector Accountability and Ethical Leadership

Government institutions are expected to uphold high standards of integrity, accountability, and fairness (Rainey, 2021). Public employees serve citizens and communities; therefore, human resource practices within government offices should reflect ethical values. Ethical leadership requires managers and supervisors to treat employees with dignity, recognize their contributions, and ensure that workloads are assigned fairly (Kim & Fernandez, 2017).

Leaders play a critical role in preventing the negative consequences of quiet promotion. When additional responsibilities become necessary, managers should provide employees with appropriate guidance, training, and support. Furthermore, supervisors should advocate for recognition mechanisms, compensation adjustments, or formal career advancement opportunities whenever possible. 

Ethical leadership also involves creating a workplace culture where employees feel valued and respected. Organizations that practice fairness and transparency are more likely to retain motivated employees and maintain positive working relationships. In contrast, workplaces that consistently rely on uncompensated role expansion risk damaging employee morale and organizational trust. 

Promoting Ethical Workplace Practices

Addressing the ethical challenges associated with quiet promotion requires a balance between organizational needs and employee rights. Government agencies should develop clear policies regarding temporary assignments and expanded responsibilities. These policies should specify expectations, duration, reporting relationships, and possible forms of compensation or recognition. 

Organizations should also establish fair performance evaluation systems that acknowledge employees who take on additional responsibilities (Janssen, 2001). Recognition may take the form of commendations, career development opportunities, training support, salary adjustments, or consideration for future promotions. Such measures demonstrate appreciation for employee contributions and reinforce perceptions of fairness. 

Regular assessment of employee workloads is equally important. By monitoring workload distribution and employee well-being, agencies can identify areas where staffing shortages or resource deficiencies create excessive demands. Implementing ethical personnel management practices not only benefits employees but also strengthens organizational effectiveness and public trust.

Conclusion

Quiet promotion and uncompensated role expansion have become increasingly common in government workplaces. Although these practices may help organizations address operational challenges, they raise important ethical concerns related to fairness, employee welfare, and organizational justice. Assigning additional responsibilities without adequate compensation or recognition can negatively affect morale, productivity, and trust in management. 

Based on observations in government offices, including those within local public institutions in Ilocos Norte, many employees willingly accept expanded responsibilities to ensure that services continue despite staffing and resource limitations. Such dedication reflects a strong commitment to public service. However, ethical concerns arise when these additional duties become a long-term expectation without appropriate acknowledgment or opportunities for career advancement. 

Government institutions have an ethical obligation to balance organizational needs with employee rights and well-being. Through transparent policies, ethical leadership, and fair recognition systems, public organizations can create a more equitable work environment while continuing to provide effective public services. Ultimately, fair treatment of employees contributes not only to individual satisfaction but also to the long-term effectiveness and integrity of government institutions.

References

Aquinas, P. G. (2022). Human Resource Management: Principles and Practice. Springer. 

Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. 

Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of Management, 16(2), 399–432. 

Janssen, O. (2001). Fairness perceptions as a moderator in the curvilinear relationships between job demands and job performance. Academy of Management Journal, 44(5), 1039–1050.

 Kim, S., & Fernandez, S. (2017). Employee empowerment and turnover intention in the public sector. American Review of Public Administration, 47(1), 4–22. 

Maslach, C., & Leiter, M. P. (2016). Burnout and Engagement in the Workplace. Routledge. 

Morrison, E. W. (2023). Employee voice and workplace fairness. Annual Review of Organizational Psychology and Organizational Behavior, 10, 123–146. 

Rainey, H. G. (2021). Understanding and Managing Public Organizations (6th ed.). Jossey-Bass. 

Rawls, J. (1971). A Theory of Justice. Harvard University Press. 

Van den Broeck, A., Ferris, D. L., Chang, C. H., & Rosen, C. C. (2016). A review of self-determination theory's basic psychological needs at work. Journal of Management, 42(5), 1195–1229.

https://maddenwiped.com/q9h97sj5?key=23b279e99ed6a529a30f577cdce2aeb9

Workplace Ethics: A Foundation for Sustainable Success

 Shaira Monique M. Velasco

Master in Business Administration | Divine Word College of Laoag

Abstract. Ethical concerns in the workplace have gained significant attention in recent years as organizations navigate increasingly complex issues. Work ethic standards are strictly maintained, as they greatly influence decision-making and conduct among employees and within the organization. Common ethical challenges frequently arise in professional environments. These include discrimination, workplace harassment, conflicts of interest, dishonesty, misuse of company resources, and privacy. Organizations must promote ethical leadership and establish clear policies that encourage responsible behavior to address these ethical issues effectively. Providing ethics training, enforcing accountability, and creating open communication channels can help foster a culture of integrity and respect. Ultimately, promoting ethical behavior contributes to long-term success and sustainability.

Keywords: workplace; ethical issues; discrimination; harassment; conflict of interest

Introduction

According to The Knowledge Academy (2025), workplace ethics refers to the moral principles that guide behavior and decision-making in a professional environment. These principles are the backbone of a respectful, fair, and honest workplace. Ethical issues in the workplace involve challenges in determining what constitutes right, fair, and responsible behavior. Understanding common ethical issues in the workplace is essential for promoting accountability and sustainable practices.

Work ethics play a vital role in an organization, promoting professionalism, trust, and responsibility. Employees with a good work ethic contribute to personal career growth. It helps to improve productivity, strengthen collaboration, and enhance the organization’s reputation. Therefore, Kapur (2020) concluded in his article that it is essential for all individuals to understand that raising awareness of work ethics will make an important contribution to enriching one’s career prospects.

Unethical issues in the workplace can negatively affect employees and organizations. As businesses become more interconnected and diverse, ethical challenges continue to evolve. Organizations must address these challenges effectively to maintain fair, respect, and trust among employees, customers, investors, and society.

Common Ethical Issues in the Workplace

1. Discrimination and Inequality. Discrimination occurs when individuals are treated unfairly based on characteristics such as race, gender, age, religion, disability, or sexual orientation. Inequality refers to unequal pay for similar work, biased hiring and promotion practices, and exclusion from professional opportunities. Organizations should implement inclusion policies to ensure fairness and equal treatment for all employees.

2. Harassment. This is a serious ethical concern that affects employee well-being, safety, dignity, and productivity. It may involve verbal, physical, psychological, or sexual misconduct. Consequences may include emotional distress, reduced job satisfaction, increased employee turnover, and legal liabilities for organizations. Employers must establish procedures for reporting and addressing the issue to help maintain a safe and respectful work environment.

3. Conflict of Interest. Favoring family members in hiring decisions, accepting gifts from suppliers in exchange for favorable treatment, and engaging in business activities that compete with the employer are examples. Transparency and disclosure policies help prevent conflicts of interest.

4. Dishonesty and Fraud. Fraudulent activities and dishonest behavior can significantly harm organizations. Falsifying financial records, misrepresenting qualifications, providing inaccurate reports, and stealing company assets are some of the situations. Strong internal controls and ethical training can reduce the risk of fraudulent behavior.

5. Misuse of Company Resources. Employees are expected to use organizational resources responsibly. Misuse occurs when company property, funds, or time are used for personal gain.

Some related scenarios are excessive personal use of office equipment, unauthorized use of company vehicles, and conducting personal business during work hours. Organizations should establish clear guidelines regarding resource usage.

6. Privacy and Confidentiality Issues. In today's digital workplace, protecting confidential information is a major ethical responsibility. Employees often have access to sensitive data involving customers, clients, and colleagues. Ethical concerns include unauthorized sharing of confidential information, data breaches, improper employee monitoring, and violations of customer privacy. Companies must implement data protection policies and educate employees about privacy responsibilities.

The Role of Ethical Leadership

Ethical leadership has been shown to positively influence employees’ moral behavior, but the strength of the relationship likely varies with several factors (Al Halbusi et al., 2023). Leaders influence employee behavior through their decisions and actions. When leaders demonstrate integrity, fairness, and accountability, employees are more likely to follow ethical standards. Characteristics of ethical leaders include honesty and transparency, accountability, respect, fair decision-making, and commitment to organizational values. Ethical leadership helps build trust, encourages responsible behavior, and strengthens organizational performance.

Organizations can promote ethical behavior through several approaches:

1.        Establish a Code of Ethics. A formal code of ethics provides guidelines for acceptable behavior and decision-making.

2.        Provide Ethics Training. Regular training helps employees recognize ethical dilemmas and respond appropriately.

3.        Encourage Open Communication. Employees should feel comfortable reporting unethical behavior without fear.

4.        Implement Whistle-blower Protection. Organizations should protect individuals who report misconduct in good faith.

5.        Lead by Example. Managers and executives should consistently demonstrate ethical behavior to reinforce organizational values.

Conclusion

Ethical issues in the workplace significantly impact organizational success, employee satisfaction, and public trust. Common concerns such as discrimination, harassment, conflicts of interest, dishonesty, misuse of resources, and privacy violations require proactive management. Ethical leadership and a strong organizational culture play critical roles in preventing misconduct and encouraging responsible behavior. By implementing clear policies, providing ethics training, and fostering transparency, organizations can create a workplace environment that promotes integrity, fairness, and long-term sustainability.

References

Al Halbusi, H., Palomino, P., & Williams, K. (2023). Ethical leadership, subordinates’     moral identity, and self-control: Two- and three-way interaction effect on subordinates’ ethical behavior. Journal of Business Research, 165. Retrieved from             https://www.sciencedirect.com/science/article/pii/SO148296323004022.

Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The    Leadership Quarterly, 17(6), 595–616.

Ferrell, O. C., Fraedrich, J., & Ferrell, L. (2022). Business Ethics: Ethical Decision          Making and Cases (13th ed.). Cengage Learning.

Kapur. R. (2020). Understanding the Meaning and Significance of Work Ethics. ResearchGate.

Robbins, S. P., & Judge, T. A. (2022). Organizational Behavior (19th ed.). Pearson.

The Knowledge Academy. (2025). Retrieved from                     https://www.theknowledgeacademy.com/blog/ethics-in-the-workplace.

Trevino, L. K., & Nelson, K. A. (2021). Managing Business Ethics: Straight Talk About How to Do        It Right (8th ed.). Wiley.

Velasquez, M. G. (2018). Business Ethics: Concepts and Cases (8th ed.). Pearson.

 

https://maddenwiped.com/q9h97sj5?key=23b279e99ed6a529a30f577cdce2aeb9

Followership as a determinant of leadership effectiveness in educational organizations

 JENNIFER C. BUNGUBUNG, CPA, MBA

            Schools Division of the City of Batac

            Divine World College of Laoag

Abstract:

Most studies on school leadership only look at the leader or the person in charge, not at how followers matter. Because of this, the focus shifts to what followers do and why it matters. What stands out is how thoughtfulness, getting involved, and taking ownership affect how well leaders work. These actions quietly change the outcomes more than many assume. Effective leadership rarely happens without steady support from below. Behind every strong education leader sits a group acting in ways that make success possible.

 

What stands out is how well a leader does isn’t just about their traits, it is about the building from give-and-take between those leading and those following. Evidence shows education institutions need to grow a mindset where being a thoughtful follower matters.

 

When people follow well, teamwork grows along with honesty and common purpose, helping organizations do better in both performance and learning results. Yet strong leaders can still struggle if those around them stay quiet or get in the way. Looking at how teachers, students, and staff shape leadership shows that influence goes both ways inside education settings, using a blend of data types to uncover patterns. Results show progress depends less on top figures alone but more on having engaged, accountable, and driven participants behind the scenes. Consequently, the concept of outcome orientation highlights the importance of education leadership fostering engagement that increases commitment, ownership, and focus within the team. The true effect will be seen when day-to-day activities demonstrate that there is joint responsibility instead of control by one party.

 

Keywords: Followership, Leadership Effectiveness, Educational Organizations, Institutions, Effective Followership, Organizational Excellence, Followership Styles and Behaviors

Introduction

Followership plays a crucial role in determining how effective leadership is within educational organizations, as it shifts followers from merely complying to actively partnering with leaders. This collaboration helps principals and administrators reach goals such as better student performance and a more positive school culture. In institutions like the Department of Education (DepEd) in the Philippines, where hierarchical systems are common, followers—especially teachers and staff—contribute as co-creators of success through their active involvement, critical thinking, and strong sense of ethics.

For a long time, the influence of the education's top roles has shaped outcomes across schools, systems, and students. Not so much about individual traits now, like the focus shifted from bosses like principals toward shared effort and motion between people involved. Once rooted in personal qualities and actions of those officially in charge (Northouse, 2022), the idea grows wider today, built less on titles and more on interaction.

Working alongside leaders means playing a part in reaching shared goals; the idea sits at the heart of followership (Kelley, 1992; Chaleff, 2009). Inside schools and educational institutions, it isn’t just staff who follow; students do too, shaping choices and rules through their involvement. Because teachers speak up, step forward, or join group work, they help schools run better (Uhl-Bien et al., 2014). When those following struggle, though, trust weakens, teamwork shrinks, and progress slows down.

Even so, followership gets little attention in most leadership theories, especially within school management. Because of this, looking closer at how followers shape leader performance makes sense. Their dynamic matters more than is often acknowledged. With that in mind, this study turns toward understanding followership's role in shaping effective leadership inside education settings.

 

Social Exchange and Leader-Member Relations Theory.

 

According to the Social Exchange Theory (Hollander, 1978), leadership is an interaction where leaders and followers constantly exchange different resources such as support, obligations, trust, and other factors. According to the notion, the quality of the relationship between school leaders and followers is always improving as a result of the cooperative effort on both sides. Leaders who offer advice, encouragement, and acknowledgment are more likely to motivate followers to devote themselves to their schoolwork.

Furthermore, the concept of leader-follower interaction is the Leader-Member Exchange Theory (LMX), proposed by Graen & Scandura in 1987. The LMX approach centers on the relationship between leaders and followers based on the nature of their one-to-one interactions. As the theory says, there exists a range of different leader-member exchanges, and these are classified into either high or low-quality exchanges. The high-quality LMX relations involve trust, mutual respect, open communication, and obligation that lead to better follower performance and increased organizational commitment.

Such theories are highly relevant in studying the notion of educational leadership because they emphasize that the investigation should focus on the interaction between two parties in an organization rather than the characteristics of a leader. The application of Social Exchange Theory and LMX Theory demonstrates that excellent school leadership is achieved by consistent involvement, trust-building, and influence between the leader and the followers.

                       

Followership Styles and Behaviors

 

The success of leadership in education settings depends not only on the visions and methods used by leaders but also on the personality types and behavior of the followers. According to Kelley (1992), depending on how independently one thinks and actively participates in the process, there are five follower types: passive, conformist, alienated, pragmatic, and exemplary. These five types demonstrate that there is no homogeneous category of followers who all relate to the leadership in the same way.

Research has found that qualities of good followers, such as critical thinking and active participation, correlate positively with self-efficacy, organizational commitment, and job satisfaction (Blanchard et al., 2009). In contrast, passive followers may interfere with creative efforts and the progress of the organization. As Kastle and Kniffin (2021) argue, followers are important to organizational success and often the ones responsible for most organizational outcomes. It therefore follows that research on followership should extend to educational organizations, as this would enhance the discourse on leadership by recognizing the contributions of followers in organizational development and leadership effectiveness.

In educational institutions, the nature and characteristics of followership become important in influencing the effectiveness of leadership since they determine how followers interact with their leaders’ vision. The exemplary style of followership can be distinguished by its level of engagement and proactiveness, where competent people make efforts to improve the curriculum to achieve better results among students.

Task-oriented and autonomous followers ensure continuous achievement in daily processes; however, alienated followers, despite their expertise, stay detached from organizational activities since they had previously experienced some difficulties. Conformist followers show a high degree of loyalty and harmony within organizations, although sometimes they lack an independent approach to work. In addition, passive followers make little contribution to the success of an organization, requiring continuous control by leaders. On the other hand, proactive behavior based on idea-sharing, ethical criticism of instructions, commitment, adaptability, and teamwork can serve as essential practices to translate leadership objectives into tangible achievements.

 

Followers as Individuals.

The education level and experience of the followers, as well as their performance and personality qualities, all have an impact on the connection between leaders and followers. First and foremost, followers' educational background has an impact on their knowledge of communication strategies and compliance with the leader’s directions. An increase in education levels results in improved critical thinking skills, decision-making participation, and interaction with the school administration. Second, employment experience influences followership because it promotes self-confidence and competence.

Furthermore, job performance is an important factor in leader and follower interactions. High-performing employees are frequently given extra tasks and increased independence, which improves respect, trust, and communication between leaders and followers (Podsakoff et al., 2000). On the other hand, regular bad performance can lead to tension and limited involvement in the partnership. Furthermore, the power among followers, whether formal or informal, can affect an organization's relationships because individuals with expertise, leadership skills, or strong social networks can shape collective decisions and influence how leaders use the authority.

Finally, there is a significant effect of personality characteristics on working relationships. The personality traits of openness, conscientiousness, agreeableness, and emotional stability contribute to followers' relations with the leader in solving conflicts and addressing any problems. The Differences in individual qualities like education, experience, productivity, authority, and personality affect the effectiveness of interaction within the organization or group. Understanding these factors will help leaders change their style and improve their effectiveness.

 

Conclusion

In conclusion, followership behaviors and styles play an important role in determining how successful the leaders will be in the learning organizations. The nature of the followership, whether passive, conformist, or excellent, plays an important role in the impact of the effectiveness of the leaders in visions and innovations in the organization, even though the focus has always been on leadership.

In education organizations, followership is what makes leaders work well. Teachers and staff take the leader's ideas and turn them into real results, like better student success or stronger teams. They don't just follow orders. They think, change, and improve the plans every day in teaching or office work. This turns big goals, like new programs, into wins like higher performance scores or better group outcomes.

           Followers who do well help create a sense of responsibility, which is important in learning. These followers stand out because they are involved and think critically on their own. On the other hand, followers who are not involved or who do not participate may actually destroy any form of leadership and affect its growth. Learning centers can ensure that leaders and followers work together to accomplish common goals by acknowledging followership as a determinant in leadership effectiveness. Ultimately, good, caring, and dedicated followers mean ensuring that leadership is a group process, and not an individual one.

            In educational organizations such as the Department of Education in the Philippines, it is vital to foster good relationships between leaders and followers, given the current hierarchies. It becomes easier for schools to attain success when educators and employees are encouraged to engage actively and make significant contributions to the school’s growth.
            Recognizing followership as a determinant of leadership effectiveness changes how one sees a group success, placing the follower at the center as someone who participates in the process rather than just being acted upon by the leader. In educational institutions striving for excellence, the development of followership is essential for effective leadership.

 

References:

Blanchard, A. L., Welbourne, J., Gilmore, D., & Bullock, A. (2009). Followership styles and employee attachment to the organization. The Psychologist-Manager Journal.

Chaleff, I. (2009). The courageous follower: Standing up to and for our leaders (3rd ed.). Berrett-Koehler Publishers.

Graen, G. B., & Scandura, T. A. (1987). Toward a psychology of dyadic organizing. In L. L. Cummings & B. M. Staw (Eds.), Research in organizational behavior (Vol. 9, pp. 175–208). JAI Press.

Hollander, E. P. (1978). Leadership dynamics: A practical guide to effective relationships. Free Press.

Kastle, S., & Kniffin, L. (2021). Chapter 3: Followership. In the Introduction to Leadership Concepts Handbook. FHSU Digital Press.

Kelley, R. E. (1992). The power of followership: How to create leaders people want to follow and followers who lead themselves. Doubleday.

Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). SAGE Publications.

Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research.

Uhl-Bien, M., Riggio, R. E., Lowe, K. B., & Carsten, M. K. (2014). Followership theory: A review and research agenda. The Leadership Quarterly.

 

https://maddenwiped.com/q9h97sj5?key=23b279e99ed6a529a30f577cdce2aeb9

https://maddenwiped.com/q9h97sj5?key=23b279e99ed6a529a30f577cdce2aeb9