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This study aims to test a public–private partnership (PPP) success model by examining the direct effects of two input factors (facilitative leadership and communication quality) on an outcome factor, namely, PPP success (PPP project success and PPP relational success), as well as the mediating effect of trust as a process factor on these relationships.

The present research uses the sociotechnical systems theory as the guiding framework. This is a quantitative study that uses a questionnaire survey and purposive sampling. The respondents comprise 266 public and private sector employees who have been involved in various PPP projects. The data gathered from the survey are analysed using SPSS and structural equation modelling (AMOS version 23.0).

The findings of this study indicate that facilitative leadership, communication quality and trust are positively correlated with PPP success, that is, PPP relational and PPP project success. Trust is found to mediate the relationship between facilitative leadership and communication quality with PPP success.

This paper upholds the importance of facilitative leadership, communication quality and trust in a PPP setting.

This study enriches the knowledge of PPP projects regarding facilitative leadership, communication quality and trust. It also discusses the vital role of these variables in ensuring PPP success.

Describes the everyday micropolitical facilitative strategies and personal characteristics of exemplary school principals who have influenced and enhanced teachers’ sense of empowerment. The data discussed here were drawn from a qualitative study of teachers in 11 schools affiliated with Glickman’s League of Professional Schools in Georgia. An open‐ended questionnaire designed by the researchers, according to general guidelines for grounded theory inquiry, provided teachers with the opportunity to identify and describe in detail characteristics of principals that enhanced their sense of empowerment. Inductive analyses of the data generated a description of facilitative leadership that includes seven major “facilitative” strategies and one set of facilitative personal characteristics that enhanced teacher empowerment. Focuses on the strategies and characteristics teachers identified as facilitative principal leadership. Discusses findings in terms of the relevant empirical and theoretical literature.

This paper utilizes Svara's facilitative leadership model to examine local government council/board effectiveness in Michigan, United States.

This study performs a binary logistic regression to assess the influence of four independent variables–consensus building, cooperative relationship, clarity of responsibility and existence of factions/partisanship on five measures of council/board effectiveness (long-term goal setting, administrative, financial, addressing citizen expectations and overall performance), while controlling for other variables.

Overall, the findings of this study have serious theoretical and practical implications. Specifically, the findings revealed that cooperative relationships, clarity of responsibility, discussion of public issues and partnership influence council/board effectiveness. The findings further support Svara's (2003) model on facilitative leadership and the model's usefulness in understanding local government leadership, i.e. council/board leadership effectiveness.

First, survey data contains desirability bias which can affect the results presented in this study. Second, the data does not include socio-demographic variables of the respondents.

The study is original because it utilizes a data set that is not commonly used in understanding local government council/board effectiveness. Furthermore, the study also shows the usefulness of Svara's facilitative leadership in local government.

The use of tag questions in speech has been hypothesised to make speech sound uncertain and tentative although Holmes (1984) suggests that there are three different types of tag questions and only one type is linked to uncertainty. Research on the issue of gender differences in tag question usage has produced confusing findings with some research indicating women use more tag questions, other research revealing men use more and some research finding no difference. The research on tag question use has identified role and power as important factors not just gender. The effects of the presence of the opposite sex on speech is a controversial area of study. Past research suggests that the use of tag questions is affected by whether the conversation is between members of the same sex or members of both sexes. The current study aimed to clarify the controversy of whether men or women use more tag questions, any possible effects of group composition and sought to extend research on the relationship of tag question use to role (chairperson or not) and power (highest status or not). The study was conducted at a power station in England. Ten business meetings which were all male, all female or mixed were tape recorded. From these tape recordings the tag questions were identified, transcribed and classified as modal, affective facilitative or affective softener according to the classification provided by Holmes (1984).

The paper seeks to examine the debate on mediator style and provide empirical evidence on mediator orientation, which has implications for party choice and the development of professional standards for construction mediators in the UK.

This paper analyses the theoretical arguments and distinctions in mediator style and assesses the available evidence relating to the utilisation of evaluative or facilitative mediator approaches in the UK and US construction industry. The paper reports on data from qualitative interviews with construction lawyers experienced in using mediation in the UK to assess the level of evaluative conduct experienced.

The findings suggest that interviewees had experienced a mix of evaluative and facilitative interventions by mediators. The data support the contention that construction mediation in the UK mirrors the experience of the USA and is becoming “lawyer‐driven” and adversarial, with mediators utilising evaluative techniques which some members of the legal profession prefer.

The qualitative data are based on a small sample of mediation users in the UK construction industry. However, interviewees were selected from respondents to a randomly conducted large‐scale postal survey of commercial and construction lawyers. All interviewees were repeat users of the process and all but one had received training in mediation or are practising lawyer‐mediators.

The data provide evidence of different mediator techniques currently utilised in the UK construction industry and the practices of lawyers in the mediation process. The findings have implications for party choice and should inform the development of professional standards in construction mediation practice.

The paper provides original data on the practices of mediators and lawyers in construction mediation.

This paper aims to explore what factors influence the possibility of internal and external risk propagation in R&D networks and investigate how government intervention moderates the associations between the influencing factors and risk propagation.

The authors divided government intervention into directive and facilitative intervention and adopted an empirical research approach in this study. They collected 228 questionnaires from managers and R&D personnel participating in R&D projects in Shanghai and Jiangsu province through e-mail and in person. The data were used to carry out multiple regression analysis to test hypotheses.

The results show that the probability and consequence of risks positively affect the possibility of internal and external risk propagation; risk perception and transformation ability negatively influence the possibility of internal and external risk propagation; both directive and facilitative intervention weaken the relationship between the probability of risks and internal risk propagation when they are high than low the association between transformation ability and internal risk propagation is weaker when directive intervention is high than low, whereas facilitative intervention presents the insignificant moderation effect on the relationships between risk perception ability and internal and external risk propagation.

This study provides a distinctive theoretical perspective for risk conduction theory, government intervention theory and risk management. It also offered managers and the government a clear understanding of how to reduce or avoid risk propagation by leveraging directive and facilitative government intervention.

This paper focuses on how shared objects created by support departments in a software development firm facilitate the advancement of learning and knowledge sharing. Objects can be both facilitative and restrictive in certain ways, and the study seeks to enhance our understanding of how they can be made more facilitative.

This study can best be described as a single location exploratory case study in which data were predominantly gathered through unstructured interviews. The theoretical perspective of practice‐oriented studies is adopted, specifically utilizing activity theory to understand and analyze objects.

It is pointed out that, striving to understand objects with a focus on their often unanticipated usage can be useful in making them more facilitative. While emphasizing that objects are not used coherently in the field, the study explores how they could be made more facilitative by focusing on situated ways in which they act in the field. It was observed that they could become more facilitative by being shells with higher degrees of configurability, by being legitimate facades that create interesting contexts of multi‐project interactions and by being anchors of stability in an organizational setting of constant flux.

The research is exploratory in nature and has focused on the introduction of new ways of looking at objects in project‐based organizations. An enhanced understanding of the dynamics of objects in project settings can enable project personnel and support service personnel to make them more facilitative. For researchers, this study contributes to the discussions on understanding objects by proposing new ways of looking at the role of objects in project‐based organizations.

The purpose of this study is to identify the effects of market turbulence as a moderating construct in relation to effective organizational learning on the company’s innovation and performance as well as on the antecendent of facilitative leadership competence.

This study used a cross-sectional and correlational research design. The period of data collection took place between March and May 2019 for three months. The questionnaires were distributed to 350 people who were randomly selected in the metal small and medium enterprises in Tegal district, Central Java, Indonesia. Analysis was conducted through the analysis of structural equation modeling (SEM).

Facilitative leadership competencies have a significant effect on effective organizational learning. Facilitative leadership competencies can support the learning climate and develop mechanisms for transferring learning from individuals and teams into organizational knowledge and experience. There is also an influence of organizational learning on the company’s innovativeness and the company’s performance. Contingency factors can be applied in situations that are always experiencing a change in turbulence

This study contributes to the deepening of understanding of facilitative leadership concept and highlights the importance in the success of building effective learning, as well as its relationship with innovation performance and business performance.

This finding helps the management to understand the market forces and their impact on the company’s innovation and performance. In this case, the leader plays an important role in fostering a culture of learning, changing the habits and ways of working so that they are ready to support the organizational culture of learning.

Developing a mechanism for transferring learning into organizational knowledge is very important because organizational learning is believed to be an important strategy in an organizational learning process. This is particularly true in a rapidly changing environment, as it can create business resilience.

In the fast pace of the 21^st century there is a demand for effective leaders capable of handling the internal and external changes occurring in our organizations. This paper seeks to inform the reader because change is natural; it is constant; it is inevitable. But, what constitutes effective leadership is the question? The main purpose of this paper is to offer 10 recommendations toward effective leadership that are outcomes of an eclectic leadership approach – Facilitative Social Change Leadership Theory (FSCL). The FSCL approach is a melding of Social Change Theory, Social Change Leadership Theory, and Transformational Leadership Theory as well as the work of Tichy and DeVanna.

The organizational learning and learning organization literatures lack empirical support in delineating the role leaders play in fostering or hindering learning. This study aims to build upon previous research on facilitative leadership in learning organizations to consider how leaders contribute to and detract from learning at the individual and organizational levels in the corporate context.

Preliminary survey research confirmed that the Fortune 500 company being considered for the study was perceived as a learning organization by its employees. The study then proceeded with critical incident interviews with managers and their direct reports, resulting in a cross‐case content analysis of four categories: triggers, beliefs, behaviors, and outcomes, which prompted the development of a preliminary model of the learning process depicted by participants.

The findings revealed that learning leaders have several distinct characteristics and skills, but the participants gave the most emphasis to emotionally intelligent communication, a prominent feature of facilitative leadership.

The study represents the perceptions of participants within a particular context at a specific time. Future research could include longitudinal, cross‐cultural studies that focus on communication processes related to learning.

The study confirmed the importance of facilitative leadership while highlighting both cognitive and emotional aspects of learning. It also pinpointed mechanisms for institutionalizing learning.

The study offers empirical support for the centrality of facilitative leadership while pinpointing communication competence and emotional intelligence as essential aspects of effective learning leadership.