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In this chapter, two academics from the Stephen M. Ross School of Business at the University of Michigan collaborate with the President of their university to present their experiences and ideas about positive strategic leadership. Positive strategic leadership is derived from the juxtaposition of ideas from the growing stream of research on positive organizational scholarship with what is already known from the literature on strategic leadership. The authors embed new views into current theoretical perspectives on strategic leadership to provide an integrative overview and use the president's experiences during the nationally followed Affirmative Action cases as a vehicle for illustrating five themes: (1) A lifetime of experiences shapes who you are, (2) issues commonly choose you before you choose them, (3) begin with a purpose in mind, (4) appreciate divergent views, and (5) be a beacon for the future. Additionally, the authors provide practitioners with some “takeaways” on positive strategic leadership.

Transnational teams (TNTs) - teams whose members are geographically spread across at least two co-ntries - are often plag-ed with s-bstantial member differences. These incl-de the different time zones members work in, their different c-lt-ral c-stoms and norms, and the different native lang-ages they speak. The res-lting interpersonal and task -ncertainty increase the need for member sense-making. Beca-se tr-st is the l-bricant for obtaining collaborative team performance, in this chapter we develop a concept-al model of tr-st-related sense-making in TNTs. That is, we identify factors that may infl-ence the extent to which TNT members sense that they can tr-st each other, and as a res-lt, wish to give the TNT their f-ll collaborative potential (despite the local demands also competing for their time). Importantly, we identify distinctive characteristics of TNTs that seem likely to complicate, even aggravate, the tr-st-related sense-making process described in o-r literat-re review on dyadic-relationships or domestic teams. Drawing from the tr-st and social dilemma literat-res, as well as o-r own research on TNTs, we offer interventions that may be -sed by the leader of the TNT to co-nteract the tr-st-red-cing properties of a TNT. We advocate the -se of “-niversal partic-larism” in TNTs. In so doing, we highlight the importance of eliminating the tendency to ass-me that “one size fits all” when managing people from a variety of c-lt-res. We ill-strate that the c-lt-ral val-es of “-niversalism” and “partic--larism” can co-exist. We concl-de the chapter by noting how the concept-al framework b-ilds -pon and extends prior models of tr-st and teamwork.

This paper defines and explores the concept of intelligent spirituality. It is a deeply-grounded, emotionally-inspiring, spirituality that is human-centered, pragmatic, and intelligent. While the name is new, the idea itself has a well-respected pedigree. The American pragmatist philosopher, educator, and activist, John Dewey, more than anyone else, defined the parameters of intelligent spirituality, demonstrated its usefulness in the modern world, and, perhaps most importantly, exemplified it as a living option in his daily activities.

For those interested in the contemporary “spirituality movement” – advocates, critics, or spectators – and especially how it affects today’s business organizations, the idea of intelligent spirituality, as discussed here, provides a useful set of precise criteria to evaluate some of the many changes which are occurring in corporate America and are defended under the banner of spirituality in business. Can one distinguish, for example, between legitimate and illegitimate spirituality? Are some forms of spirituality more useful than others? To what extent can spirituality play a positive role in contemporary business? Is spirituality necessarily related to coerciveness and intolerance in business? This paper explores the assumptions of intelligent spirituality and attempts to answer these questions.

John Antonakis (PhD, Walden University) is professor of Organizational Behavior at the Faculty of Management and Economics of the University of Lausanne, Switzerland. His research is centered on individual-difference antecedents of effective leadership, the measurement of leadership, and the links between context and leadership as applied to neocharismatic and transformational leadership models, and the development of leadership.

With increasingly precarious work contracts, more remote work, and additional flexibility in the timing of the workday, the new world of work is creating both relational opportunities and relational challenges for modern workers. In this chapter, we pair recent research on human thriving with trends we observe in organizations' efforts to create and maintain a sense of community. Key in these efforts is a new kind of built environment – the coworking space – which brings together remote and independent workers and, increasingly, traditional employees as well. We show that in curating community, or perhaps even the possibility of community, coworking spaces may support the interpersonal learning and vitality that help workers to thrive.

In this chapter, we assume the following: (1) the root cause of most organizational problems is culture and leadership, (2) executives seldom want to deal with these root causes, (3) because life is uncertain, organizational change is an emergent process, (4) most change processes unfold by reconstructing social reality, (5) the change process is inherently relational, (6) effective change efforts are enhanced by increasing the virtue of the actors, (7) change is embedded in the learning that flows from high-quality relationships, and (8) change agents may have to transcend conventional, economic exchange norms in order to demonstrate integrity and to build trust and openness. Drawing on the field of positive organizational scholarship, we focus on the change agent. We review the literature on self-change and offer several paths for becoming a positive leader.

This paper is about extraordinary performance in organizations. Our specific focus is unusual. We examine a context with which many readers are deeply familiar, the public school classroom. We consider the work of highly effective teachers and generate a framework of hypotheses about how they get extraordinary results. These hypotheses may contrast with the reader’s assumptions of what a public school teacher does. The framework may therefore provoke insights about how to create and lead high performing organizations in other contexts.

A work orientation represents a person’s beliefs about the meaning of work – the function work plays in the person’s life and the constellation of values and assumptions the person holds about the work domain. Research has suggested that adults tend to favor one of three primary work orientations: job, career, or calling. Empirical studies have shown that adults with different primary work orientations tend to experience different work and career outcomes; however, scholars have not analyzed how or why an individual first develops a work orientation. In this study, we take a first step toward investigating the origins of adults’ work orientations.

We propose hypotheses drawing on extant literature on the development of work values and occupational inheritance. We test hypotheses using a retrospective research design and survey methodology, with a sample of working adults.

Work orientations are developed through socialization processes with parents during adolescence. There are different patterns of development across the three work orientation categories: stronger calling orientations are developed when both parents possess strong calling orientations; stronger career orientations develop in accordance with fathers’ career orientations; and job orientations are related more to the nature of the adolescent’s relationship with parents than with parents’ own work orientations.

This research provides the first empirical study of the origin and development of work orientations.

This research offers insight into ways generations are connected through the perceived meaning of their work, even as the nature of work changes. We encourage future scholars to use this as a starting point for research on the development of work orientations, and to continue exploring these questions using additional methods, particularly longitudinal study designs.