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The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership.

The authors collected the data by recording the organisation’s meetings and discussions and used content analysis of dialogic leadership and typifying of critical moments as analytical methods.

On the basis of the findings, this paper suggests that dialogic leadership begins with a startup critical moment and progresses through the different positions by manager and employees through democratic interaction. Individual and collective level learning of participants and the formation of new knowledge were used in decision- or conclusion-making. The manager promoted the construction of dialogic leadership in conversation by creating important critical moments, which enabled a dialogue to start or contributed to already ongoing dialogue.

The study proposes concrete actions that can be applied in working life. This study provides a new understanding of the leader’s activities in promoting dialogue.

Building on social exchange theory and relational leadership theory, this paper proposes a model of inclusive leadership in higher education institutions. Together with an attempt to examine the impact of inclusive leadership on extra-role behaviors of academic staff, the paper aims to test the intervening mechanism of organizational learning among the aforementioned relationships.

Data were collected from 227 academic staff working in the Palestinian higher education institutions. Partial least squares (PLS-SEM) analysis technique was utilized to examine the hypotheses.

The findings reveal that inclusive leadership exerts a positive effect on extra-role behaviors (organizational citizenship behaviors and innovative work behaviors) in the Palestinian higher education setting. Moreover, the findings show that organizational learning plays a significant mediating role among the relationships examined

Academic communities are increasingly diverse. This diversity requires a work environment in which employees take on additional work roles. In response to this diversity, managers of higher education institutions should be concerned about the roles and practices of inclusive leaders. In addition, higher education institutions need to be learning organizations since this would help to mitigate this diversity and create a working atmosphere characterized by continuous learning, collaboration and dialogue.

In higher education, most of the literature on inclusive academic leadership is mainly theoretical. Furthermore, organizational learning in higher education research is based on anecdotal perspectives (Dee and Leišyte, 2016). To this end, this paper is novel, as it is one of few studies to empirically investigate inclusive leadership and extra-role behaviors via organizational learning in a non-western academic context.

The study begins by defining and conceptualizing Transformative Leadership Conversation (TLC). The conceptualization addresses the meaning of transformation, sensemaking and learning dialogue, and the conversation structures of framing, questioning and listening, and affirming. Next, the authors build a theoretical argument from self-determination theory on the function of TLC. The study concludes with an empirical test of the structure and function of TLC.

There were two parts to the empirical study. First, the authors designed and tested a scale to measure TLC by its structural features (e.g. questioning, listening and affirming language). Second, the authors used a correlational design with ex-post facto data to test the primary assumption that TLC activates autonomous motivation and action. Data came from a random sample of 2,500 teachers in a southwestern state. Useable responses were obtained from 1,615 teachers, for a response rate of 65%.

The empirical tests reveal that the 12-item and 6-item measure of the School Leader Transformative Conversation Scale present valid and reliable evidence on the frequent use of TLC. Consistent with the hypothesized model, TLC had a direct, positive relationship with teacher vitality. It also had a negative relationship with autonomy frustration and a positive indirect effect on teacher vitality by reducing the negative effect of autonomy frustration.

TLC advances a new conceptual lens to study school leadership as a discursive process. The concept opens lines of inquiry that have not yet been examined in school settings.

Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching.

The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined.

The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other.

Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice.

The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere.

The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.

The purpose of this paper is to make the case, firstly, that democratic leadership, referred to as “leaderful practice,” should be the fundamental form of leadership that characterizes participatory organizational change. The parties affected by change are those engaged who seek to reflect upon their own tacit collective practices. Their mode of communication is a dialogue or deliberation that involves the responsible parties to decision making without privileging particular stakeholders because of their status or authority. Thus, it is purported, secondly, that the three practice elements of democratic leadership, dialogue, and deliberation should be included among the bedrock principles of participatory organizational change.

A critical conceptual examination is undertaken of the contribution of three alternative literature streams – leaderful practice, dialogue, deliberation – to participatory organizational change.

Dialogue, an authentic exchange between people, and its decision‐making cousin, deliberation, can become the communication modes associated with participatory organizational change. They are each characterized by equality of participation; thus they are inherently democratic processes that should substitute for top‐down or monologic discourses, which are inimical to participatory practice.

If organization development and comparable participatory change processes claim at their core to be democratic processes, their exponents would endorse a leadership and communication that would preferably match their value system. There would be a shared communication by all those who are involved in the change activity, wherever they may sit within the organizational bureaucracy. The communication would become a multiple‐party reflective conversation that is captured in the mode called dialogue.

By focusing on critical reflection, the dialogic perspective with its emancipatory interest challenges common sense assumptions that are likely to be historical and cultural as psychological. Ultimately, dialogue supports democratic leadership at a core interpersonal level in which participants learn to engage through a reflective practice that allows them to observe and experiment with their own collective tacit processes in action.

The purpose of this paper is to provide new and deeper insight into how creative knowledge processes are facilitated in multidisciplinary groups working with innovation in knowledge-intensive organizations.

Data were collected through an ethnographic fieldwork following two groups in a Norwegian oil and gas company and one group in a Norwegian research institute working with innovation. The analysis is inductive and conducted within a qualitative framework seeking to go deeper into the complexity of the facilitation of creative knowledge processes. The analytical framework is sociocultural and underscores how new knowledge and ideas are facilitated in the tension between different voices.

Analyses show how the leaders of the groups facilitated imaginative and creative processes through open dialog by giving room for diverse disciplinary knowledge and stimulating different roles in the groups. The diverse experiences of the occupational disciplines in addition to four complementary roles that ensured group dynamics, stimulated polyphony and creative tension in the groups. This creative tension enhanced the groups’ imagination, which again enabled innovative idea development.

This contribution is limited by looking at three groups in two organizations. On the premise that model generalization depends on extensive empirical data, the current paper should be considered as preliminary/exploratory research that aims at investigating how creative knowledge processes leading to innovative ideas are facilitated in knowledge-intensive organizations.

The paper offers a practical contribution in how leaders can facilitate such creative processes leading to innovative ideas. The paper is a contribution to leadership as a relational and dialogical practice.

The way the creative knowledge processes are orchestrated is visualized in a phase model. The paper contributes to new conceptualizations and thus theory development of leadership by offering polyphonic orchestration as a concept and a way of understanding facilitation from a sociocultural perspective.

The purpose of this paper is to propose a definition for dialogic performance management and investigate the managerial choices that dialogic performance management necessitates from public managers.

The research strategy was based on a narrative analysis grounded in relativism and constructivism. Multiple data collection methods were used in this case study to examine a local government in Finland.

The paper proposes a definition and provides practical illustrations of the concept of dialogic performance management. The empirical findings are a set of managerial choices used to orchestrate dialogic performance management.

The concept of dialogic performance management encourages practitioners to ask themselves whether their current performance management practices are based on managerial monologues, rather than dialogues that incorporate staff into the performance management. The results also show that managerial choices shape the form of dialogic performance management.

The previous accounting and performance management literature has not examined the managerial choices that are used to shape dialogic performance management. In this research, the authors identify these types of managerial choices in the case organisation. The research is valuable because only after explicating managerial choices can one start to examine why dialogic performance management either fails or succeeds when public managers orchestrate it.

Although readers of this journal are familiar with work‐based learning and with leadership, they may not have entertained the link between them. The paper aims to contend that the link is that the former changes the latter. The authentic practice of work‐based learning produces a more collective form of leadership, matching the former's founding principles and practices.

Guided by the author's long‐standing research of both work‐based learning and leadership, he searches for commonalities in their underlying conditions, proposing a means to identify their relationship. The author's model invites both further study by researchers and field replication by practitioners.

A number of compatible principles and practices undergird the fields of work‐based learning and collective leadership; namely, their mutual commitment to dialogic processes based on nonjudgmental inquiry; their accentuation of the state of genuine curiosity – even doubt; their acceptance of critical challenge; and their willingness to disturb preconceived world views on behalf of a common good.

Managers and executives taking advantage of work‐based learning, when offered as an authentic practice, may acknowledge its powerful impact on leadership, but as in the case of learning, they must be willing to sustain its collaborative nature to release its potential.

When people in a community or organization authentically share leadership, it ignites their natural talent to contribute to the growth of that community and it also elevates the value of trust by bringing genuineness to the community.

Practitioners in the development and learning field already know the value of work‐based learning for learning purposes, but in this article, it is shown to impact leadership in a profound way – it changes it. As a collective and reflective practice, it responds to contemporary needs to find ways to release people to contribute their natural talents on behalf of mutual action.

Organizations will be key to realizing the “transformative change for humanity” now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the “Logic of Life.” The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society.

This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration.

This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human.

This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

In this innovative practice paper, we will illustrate how discursive practices of Visual Thinking StrategiesTM (VTS) can foster leadership development capacity of college students. We will show how VTS aligns with constructionist perspectives to post-heroic leadership grounded in discursive approaches to leadership development. This arts-based pedagogy advances leadership development through dialogue and sense-making.