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This chapter examines in-service teachers’ transformed perspectives and practices for educating emergent bilinguals resulting from graduate study in a bilingual education graduate program in Chicago. This examination is contextualized in consideration of emergent bilinguals relative to the changing face of P-12 classrooms and gaps in teacher education. Findings from autoethnographic and discourse analytic inquiry suggest that teacher preparation in bilingual education (1) prepared and empowered in-service teachers to meet the academic, social, and cultural-linguistic needs of emergent bilinguals in their classrooms and (2) fostered a conscious inner transformation in in-service teachers that resulted in new ways and purposes of interacting with emergent bilingual students, their families, and colleagues. Findings also suggest that although there is institutional progress in meeting emergent bilinguals’ needs, it is incremental and insufficient. There are three major deficiencies: (1) new and increased teacher education standards lack the required specialized coursework in the education of emergent bilinguals; (2) teacher preparation of emergent bilinguals is inadequate; and (3) teacher preparation programs resist requiring specialized coursework in teaching emergent bilinguals.

Past research involving turnover in work teams has largely focused on turnover as a dependent variable. With the growing trend towards more fluid, project-based teams, the effects of team membership changes on team processes and outcomes are in need of theoretical development and systematic study. Building on previous work by others (e.g. Arrow & McGrath, 1995; Marks, Mathieu & Zacarro, 2001), we develop a framework for understanding the effects of the rate of membership change, or team fluidity, on emergent states and processes in teams. Specifically, we: (a) discuss the theoretical underpinnings of team fluidity; (b) review past team research involving turnover; (c) make theoretically-grounded propositions about the effects of team fluidity on emergent states and process variables as well as additional propositions about boundary conditions; (d) discuss implications for human resource management practices; and (e) identify methodological challenges, including measurement issues, in studying team fluidity.

The purpose of this paper is to explore how emergent changes are handled in research and development (R&D) projects. R&D projects’ business potential lies in their exploration of the unknown; conversely, this makes them uncertain endeavours, prone to emergent changes.

Uses a single-case-study design, based on a projects-as-practice perspective and a soft systems methodology (SSM) analysis, to map how ad hoc R&D teams handle emergent changes, specifically the solution identification and assessment phase and the implementation plan. An R&D project in the power industry, involving over 250 engineers, was analysed.

This paper shows how emergent changes are handled differently from initiated changes during the decision-making phase. The system analysis shows that the most critical factors for managing these changes are: collective reflection between project parties; and including experienced engineers in implementation-plan reviews.

The results are of relevance both to R&D managers aiming to improve team performance and to general project management. Informal notions of emergent changes can be formalised in the change request process. Weaknesses in the project team’s organisation are highlighted, and details of how of how to mitigate these are provided.

Combines engineering-design and project-management research on emergent changes, adding to the former regarding people–organisational and strategic issues. Furthers understanding of the projects-as-practice approach and emergent change (deviations) handling by ad hoc teams in a project environment. SSM has not previously been used to explore aspects of projects-as-practice, and this is a novel way of adding to the body of knowledge on project praxis and practise.

While the topic of team adaptation is gaining in prominence within the broader team effectiveness literature, there remain numerous unanswered questions about the way it affects, and is affected by, team dynamics over time. In particular, within this chapter, we seek to more fully examine the relationship between team adaptation and team cohesion to set the stage for additional investigations of team adaptation – team emergent state relationships. However, beyond merely suggesting that a linear relationship exists between team adaptation and cohesion, we envision the relationship as likely being curvilinear as well as reciprocal in nature. Additionally, we consider how temporal factors may shape this relationship by considering how the team’s performance on prior disruptions may influence the link between team cohesion and different adaptive outcomes (i.e., meritorious, maintenance, or maladaptation) as well as flowing along a feedback loop to affect team adaptation processes and team adaptability. By theorizing about these underexamined relationships, our intent is to introduce a framework that can be utilized as a foundation upon which future team adaptation research can build. Finally, we discuss how practitioners can leverage our thoughts in order to more effectively manage adaptation and cohesion within their teams.

The purpose of this paper is to explore the notion of effectiveness in the context of organisational crisis. It considers the “darker” side of organisational effectiveness by exploring the processes by which effectiveness can be eroded as an organisation moves from an ordered state, through a complex one, and into a state of chaos, or crisis. It brings together complementary literatures on risk, crisis management, and complexity, and uses those lenses to frame some of the key processes that allow organisations to transition to a state that shapes their inabilities to remain effective.

The paper sets out a theoretical framework for the analysis of a crisis event and does so in a way that emphasises the role of the human element in the various stages of a crisis: the incubation phase, the operational crisis, and the post-event legitimation phase. The paper uses the emerging crisis around the disappearance of Malaysia Airlines flight MH370 to illustrate some of the task demands associated with a crisis and the manner in which crisis events challenge the efficiencies and capabilities of organisations to deal with complex, multi-layered issues in which uncertainty is high. Given the emergent nature of that particular crisis, the use of the case is purely illustrative rather than analytically grounded in a normal case study approach.

The paper highlights a number of underlying elements that contribute to the generation of crises and offers recommendations for managers on how to deal with those demands. The paper shows how an organisation can move from an ordered state into a complex or chaotic one and highlights some of the problems that arise when an organisation does not have the capabilities to respond to the task demands generated by such a shift in the environment.

The paper challenges some of the normal practices of management in a “steady state” environment and highlights the need to consider the organisational capabilities that are necessary to deal with the transition from a stable to an unstable system state and ensure organisational effectiveness in the process. A core message within the paper is that the “normal” processes of management can contribute to the generation of crises as organisations prioritise short-term efficiencies over the strategies for longer-term effectiveness. The implications for crisis management practices are discussed.

The paper considers an issue that has wider applicability within society namely the relationships between organisational effectiveness and risk. The issues raised in the paper have applicability in a range of other societal settings.

The key output from the paper is the development of a theoretical framework that allows for an analysis of the relationships between crises and organisational effectiveness. The paper argues that effectiveness and crisis management are intrinsically linked and that crises occur when organisational effectiveness is impaired. The paper highlights the role that template-based approaches to dealing with complex problems can have in terms of the generation of crisis events.

The purposes of the study are to examine the relationships between team emergent states (TES) (i.e. compelling direction, team identity and psychological safety) and team effectiveness outcomes (i.e. team performance, team satisfaction and growth experience), and investigate the mediating role of knowledge sharing and the moderating role of inclusive leadership in those relationships.

This study employed hierarchical multiple regression analysis and bootstrap analyses to test the hypotheses by using data from 73 teams in eight South Korean firms.

Psychological safety was found to be a significant TES for team effectiveness outcomes. Knowledge sharing mediated the relationship between TES and team effectiveness. Lastly, inclusive leadership positively moderated (1) team identity-knowledge sharing; (2) psychological safety-knowledge sharing; and (3) team identity-team performance relationships.

The authors’ findings suggest that managers cultivate a psychologically safe team climate and show inclusiveness to build successful teams. This study also emphasizes the importance of knowledge sharing to turn positive TES into team effectiveness.

From a comprehensive perspective, the findings show the detailed mechanism in which TES relate to team effectiveness mediated by knowledge sharing. In particular, the authors' endeavor further determines the different roles of inclusive leadership, as a boundary condition, in the mechanism.

In a fast‐moving and unpredictable world, there can be little doubt that organizational change is one of the most important issues facing organizations. This is especially so, when it is claimed that over 60 per cent of all change projects are considered to fail. Not surprisingly, therefore, there is also much debate about which approach to change is the best. Over the past 20 years, the emergent approach appears to have superseded the planned approach as the most appropriate. However, as this paper will argue, the idea that planned and emergent changes are competing approaches, rather than complementary, is contestable. This paper looks at the case of XYZ construction which, between 1996 and 2000, used both emergent and planned approaches to transform itself. The paper concludes that organizations need to avoid seeking an “one best way” approach to change and instead seek to identify the approach which is best suited to both type of changes they wish to undertake, according to the organization's context.

This study aims to evaluate the extent to which similar team mental models (TMMs) at the beginning of a team's lifecycle influence the level of relationship conflict within the team, TMM-similarity at the middle of the team lifecycle, and in turn team effectiveness. Thus far, no research has analysed the mediating role of a dysfunctional team process between TMM-similarity and effectiveness.

The study was conducted in a strategy and management competition involving 414 individuals who comprised 92 teams (3-5 members). Data were collected at four moments in time. The questionnaires were developed based on validated scales and adapted for the specific context.

The results provide support for the mediating role of conflict between the similarity of team-TMMs at the beginning of team lifecycle and effectiveness. The results also provide support for the mediating role of task-TMMs in the middle of team lifecycle between task-TMMs at the beginning of team lifecycle and effectiveness. Findings suggest that teams with more similar TMMs, experience less relationship conflict which in turn improves effectiveness.

In this study TMM-accuracy was not analysed. Future research should analyse the role of TMM similarity and accuracy. Further, future research should explore the optimal level of TMM-similarity and when the similarity of TMM is disruptive to teams.

This paper sheds light on the role of conflict as a dysfunctional team process between TMM-similarity and effectiveness. Moreover, this paper shows that more research on TMM evolution is needed.

The purpose of this article was to examine how individual positive emotions and team work engagement (TWE) relate to the perceptions of team viability.

A total of 254 teams (N = 1,154 individuals) participated in this study, and a multilevel analysis was conducted of the effects of individual and team-level factors.

The multilevel analysis results suggest a partial compensatory effect. High levels of individual positive emotions and high TWE are associated with a positive effect on the perceptions of team viability. Simultaneously, being part of a highly engaged team has a protective effect on perceptions of team viability, when individuals experience low levels of positive emotions.

As the study was conducted with teams involved in a management simulation, generalizing the results to “real world” teams must be done with caution.

Nonetheless, these findings have important implications for managers of work groups. They highlight the need to consider collective states of work groups as relevant for their effectiveness, and suggest that promoting positive interactions between team members may result in gains in team viability perceptions, mostly when individual emotions are less positive.

We consider both individual and collective affective experiences at work, and focus on a less studied outcome, team viability. Additionally, we empirically demonstrate the relevance of collective states of teams for team members’ individual perceptions, as a top-down influence mechanism.

Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set.

The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics.

There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model.

This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research.