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Although it is transforming the meaning of employment for many people, little is known about the implications of the gig economy for human resource management (HRM) theory and practice. The purpose of this paper is to conceptually explore the notion of HRM in the gig economy, where intermediary platform firms design and implement HRM activities while simultaneously trying to avoid the establishment of employment relationships with gig workers.

To conceptualize HRM in the gig economy, the authors offer a novel ecosystem perspective to develop propositions on the role and implementation of HRM activities in the gig economy.

The authors show that HRM activities in the gig economy are designed to govern platform ecosystems by aligning the multilateral exchanges of three key gig economy actors: gig workers, requesters and intermediary platform firms, for ensuring value co-creation. The authors argue that the implementation of HRM activities in the gig economy is contingent on the involvement and activities of these gig economy actors. This means that they are not mere recipients of HRM but also actively engaged in, and needed for, the execution of HRM activities.

The study contributes to research by proposing a theoretical framework for studying the design of HRM activities, and their implementation, in the gig economy. From this framework, the authors derive directions for future research on HRM in the gig economy.

This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

This paper aims to explore how teaching and assessing reflective learning skills can support postgraduate practitioners studying organisational change and explores the challenges for tutors in assessing these journals.

Assessment criteria were developed from the literature on reflective practice and organisational power and politics and mapped against the content of the journals to understand how and why students had benefited from keeping the journals. The extent to which they had engaged in “deep” learning was also assessed.

Tensions arose between giving students sufficient scope and designing appropriate assessment guidelines. Students submitted a wide variety and quality of journals; everything from a DVD, to a diary to a “standard” essay. Reflective journals were found to be an effective tool for students who are practitioners involved in organisational change through their capacity to promote deep rather than surface learning. An unintended outcome of the study was the recognition that reflective practice in postgraduate education supports the skills required to develop the “thinking performer”.

The study was small scale, and not retested.

The study has reinforced the significance of the link between thinking (critical reflection) and performing (workplace application), within organisational change. It has also demonstrated that non‐traditional forms of assessment have greater capacity to promote deep learning than do conventional essays, especially where students are not HR specialists yet are tasked with leading complex organisational change projects. Therefore the use of reflective journals could be extended to other postgraduate programmes with skill requirements in organisational change and management.

While there is now a growing body of literature on reflective practice, few studies exist which examine how learning journals are assessed, particularly for line managers. The analysis has encouraged further research into the development of critical reflection, the use and benefits of learning journals and more specifically, how educators can develop sufficiently robust assessment criteria for such journals.

The key to success and failure in change projects may lie not in groundbreaking events or heroic gestures but in the many seemingly meaningless acts and events that occur throughout all change projects. In order to gain a better understanding of factors leading to success in change projects, the purpose of this paper is to examine insider accounts of successful and unsuccessful change projects in a non‐business public context, namely the German police.

The research can be located in the exploratory, inductive research tradition and consistent with that we used in‐depth semi‐structured interviews to elicit the views of 92 high potential future managers as to what constitutes a(n) (un)successful project, and what factors lead to (un)successful project outcomes.

The qualitative approach adopted allows for the tracing of a range social behavioural issues identified by members of the organization as criteria to evaluate the success of projects – commitment of peers and superiors, satisfaction of members with the outcome. Identifying factors leading to project success, participants identified the following – clear communication of both positive and potentially negative outcomes, commitment of leaders, and changes in work conditions resulting from the project.

Social and behavioural aspects of change projects, which are often relegated to a secondary position behind managerial and technical aspects, should be taken into account more often in (research on) change management projects.

The findings are based on research that explicitly integrates the mundane aspects, the daily mistakes and the routine obstacles facing those involved in change projects and suggests the value of incorporating such issues in (research on) change management projects given the spread of projects from a traditional engineering context to a variety of different contexts including, increasingly, non‐profit and governmental organizations.

The purpose of this paper was to determine the complementarity between the Canadian Medical Education Directions for Specialists (CanMEDS) physician competency and LEADS leadership capability frameworks from three perspectives: epistemological, philosophical and pragmatic. Based on those findings, the authors propose how the frameworks collectively layout pathways of lifelong learning for physician leadership.

Using a qualitative approach combining critical discourse analysis with a modified Delphi, the authors examined “How complementary the CanMEDS and LEADS frameworks are in guiding physician leadership development and practice” with the following sub-questions: What are the similarities and differences between CanMEDS and LEADS from: An epistemological and philosophical perspective? The perspective of guiding physician leadership training and practice? How can CanMEDS and LEADS guide physician leadership development from medical school to retirement?

Similarities and differences exist between the two frameworks from philosophical and epistemological perspectives with significant complementarity. Both frameworks are founded on a caring ethos and value physician leadership – CanMEDS (for physicians) and LEADS (physicians as one of many professions) define leadership similarly. The frameworks share beliefs in the function of leadership, embrace a belief in distributed leadership, and although having some philosophical differences, have a shared purpose (preparing for changing health systems). Practically, the frameworks are mutually supportive, addressing leadership action in different contexts and where there is overlap, complement one another in intent and purpose.

To the best of the authors’ knowledge, this is the first paper to map the CanMEDS (physician competency) and LEADS (leadership capabilities) frameworks. By determining the complementarity between the two, synergies can be used to influence physician leadership capacity needed for today and the future.

The purpose of this paper is twofold: to identify how horizontal leaders (within project teams) execute their leadership task in the context of balanced leadership; and to pinpoint scenarios that can occur when horizontal leaders are identified and empowered by the vertical leader (senior or project managers) and a project task is handed over to them to lead. This research is based on the concept of balanced leadership, which conceptualizes leadership as a dynamic, situation-dependent transition of leadership authority from a vertical leader (like a project manager) to a horizontal leader (a project team member) and back again, in order to contribute positively to a project’s success. Balanced leadership consists of five events (nomination, identification, empowerment, horizontal leadership and its governance, and transition). This paper focuses on the fourth event, and its specific aspect of leadership distribution between horizontal and vertical leader. This event begins when a team member(s) accepts the empowerment to assume the role of horizontal leader. This paper explicitly links the leadership style of the vertical leader based on Frame’s (1987) leadership styles and the nature of decisions taken by both the vertical and horizontal leaders to deliver the project.

The method used for this paper is the qualitative phase of a sequential mixed methods (qualitative-quantitative) study. Data were collected through case studies in four different countries, using a maximum variety sampling approach. Data collection was through interviews of vertical leaders (senior leaders who were often sponsors of projects or members of senior management or project managers) and horizontal leaders (team leaders or members) in a variety of industry sectors. Data analysis was done through initial coding and constant comparison to arrive at themes. Thematic analysis was used to gain knowledge about the split of leadership and decision-making authority between the horizontal and vertical leader(s).

The results show that for Canadian and Australian projects, a combination of autocratic and democratic leadership styles were used by vertical leaders. In the case of Scandinavian projects, a democratic leadership style has been observed. Linked to these leadership styles, the horizontal decision making is predominantly focused on technical decisions and to daily task decisions to deliver the project. Delegation occurs most of the time to one specific team member, but occasionally to several team members simultaneously, for them to work collaboratively on a given issue.

The paper supports a deeper investigation into a leadership theory, by validating one particular event of the balanced leadership theory, which is based on Archer’s (1995) realist social theory. The findings from this paper will guide organizations to facilitate an effective approach to balancing the leadership roles between vertical and horizontal leaders in their projects. The findings can also be used to develop horizontal leaders to take up more responsibilities in projects.

The originality lies in the new leadership theory called balanced leadership, and its empirical validation. It is the first study on the leadership task distribution between vertical and horizontal leadership in projects. Its value is new insights, which allow practitioners to develop practices to find and empower the best possible leader at any given time in the project and academics to develop a more dynamic and, therefore, more realistic theory on leadership as it unfolds in projects.