Search results

Social capital, an important mechanism for the creation and maintenance of healthy organizational life, may be developed through initiatives such as leadership development as effective leadership development not only enhances individual effectiveness, but serves to build relationships, coordinate actions, and extend and strengthen the social network. An ongoing iterative process which engages all participants such as action learning can facilitate this process. This research supports the connection between leadership development and social capital based on an extended action learning engagement in a healthcare system.

This paper reviews what has been written on leadership development from the leadership-as-practice (L-A-P) perspective, which views leadership as emerging in everyday activities and interactions of a collective in a specific context. This paper aims to deepen the theoretical understanding of how leadership can be learned and developed from the L-A-P perspective.

An integrative literature review was undertaken to review and synthesise what has been written on the topic in journal articles and scholarly books.

The importance of the context and the practices that are embedded in it is the most central aspect affecting leadership development from the L-A-P perspective. This places workplace leadership development centre stage, but several papers also showed that leadership programmes have an important role. Not only collective capacity building is emphasised in the papers, but the importance of individual-level leader development is also recognised.

The contribution of this study is twofold: First, it brings the currently fractured information on L-A-P development together to enhance theory building by providing a synthesis of the literature. Second, a conceptual framework is constructed to show how the L-A-P perspective on leadership development can take both leadership development at the collective and individual levels into account, as well as the learning that takes place either inside or outside the workplace. This study’s results and framework show that the development has its own specific purpose and suggested methods in both levels, in both learning sites.

This study aims to propose the application of relational leadership theory (RLT) for magnifying the dynamics involving the individual who participates in the implementation of corporate social responsibility (CSR) practices in the hospitality sector. Dominant theories in this field fail to show what drivers affect such dynamics. The key preoccupation of those frameworks is the extent to which CSR can attract, motivate and retain employees.

This study uses both qualitative and quantitative methods. Through a quantitative survey involving circa 1,300 hotels, and qualitative semi-structured interviews, this study seeks to unpick what actors identify as sustainable practice driving motives, which, in turn, influence the implementation of CSR initiatives. In this perspective, actors drift away from being mere receivers, or executors of sustainable practices, acquiring a more active role. The qualitative data of this study are collected through semi-structured interviews in hotels in Italy, the UK and Pakistan and run the quantitative survey across the same three countries.

The quantitative data showed a significant positive correlation between economic incentive and teamwork in CSR practices. This aligned with the qualitative data that showed two main drivers – responsibility and convenience – displaying characteristics of collectivity and collaboration, which tie to the principles of RLT.

This study posits the relevance of relatedness at multiple levels to spot how CSR initiatives can produce varying “hospitality work” outcomes.

By focusing on actors and identifying the driving motives of sustainable initiatives, this paper suggests that leaderful practice stands at the core of CSR implementation.

This study aims to discover how leadership emerges in a hospital’s trauma team in a simulated trauma care situation. Instead of investigating leadership from a leader-centric perspective, or using a metrics-based approach to reach generalizable results, the study aims to draw from post-heroic theories by applying leadership-as-practice and sociomaterial perspectives that emphasize the cultural-historical context and emergent nature of leadership.

The study was conducted in a Finnish central hospital through ethnographic observations of 14 in situ trauma simulation trainings over a period of 13 months. The data consist of vignettes developed and written from field notes. The analysis was informed by the cultural-historical activity theory.

Leadership in a trauma team during an in situ simulation training emerges from a complex system of agencies taking place simultaneously. Contextual elements contributed to the goal. Clarity of roles and task division, strong execution of leadership at critical points, active communication and maintenance of disciplined communication helped to overcome difficulties. The team developed coordination of the process in conjunction with the care.

The study considers trauma leadership to be a practical phenomenon emerging from the trauma team’s sociomaterial context. The results can be used to develop non-technical skills training within the field of simulation-based medical training.

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.

The purpose of this paper is to examine deliberation in the context of organizational change and introduce an organizational jury as a change facilitator.

The research is based on an empirical study of four organizational juries that were organized by a non-profit organization in Finland. The main data of the study consist of a survey that the juries’ participants filled in. The data are triangulated with observations of jury meetings and relevant documents including pre-jury information package, jury presentations and juries’ proposals. In the analysis, the paper adopts deliberative democracy criteria to assess the inclusiveness, authenticity and consequentiality of the deliberative process.

The research findings suggest that the juries increased the inclusiveness of decision making and the quality of deliberation about the changes among the employees. The results indicate that juries facilitated the change process by providing a means for information sharing and building a shared understanding among the stakeholders. The main weakness of the juries was their low consequentiality.

Deliberative jury method provides a participative way to build and preserve socially shared meanings in an organizational change context. However, the studies on the use of deliberative forums in the organizational context are still scarce. Thus, the study provides an important addition to the existing research literature.

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.

There has been a significant reawakening of interest in the applicability of action learning as a paradigm for management development, particularly as a pedagogical device in both classroom and executive development contexts. This development has occurred against a background of a wider re‐examination of the theory and practice of management education and development. Fundamentally, this re‐examination has been stimulated by criticism of the static, content‐oriented approach as inappropriate to the changing environment of the 1990s. In particular, there is a shift required for effective management: business schools will have to focus on the day‐to‐day realities of the business world, develop communication and leadership skills and emphasise continuous attention to the links between theory and practice. The implications are twofold: first, the range of teaching techniques must be extended to include process‐oriented approaches; second, and more fundamentally, there is a need for an expanded definition of the learning arena itself, and of the role of management schools within that. Renewed interest in and attention to the concept of the learning company, and to processes of both individual and organisational learning, redefines the context within which these changes are taking place. Reviews a number of key developments in this understanding of contemporary management education and development, and presents a summary of a new programme built as an action‐ and implementation‐oriented approach to entrepreneurial senior executive development. This programme aims to support the development of leadership in both large and smaller, growth‐oriented, companies, in a partnership which breaches the conventional separation both between the encapsulated learning arenas of the university and the organisation and between management and entrepreneurship education and development. This partnership emphasises the impact of intra‐group and interorganisational learning on both the participants and on the context of their organisations.

The purpose of this paper is to examine how companies that characterise their leadership style as plural, shared or distributed narrate their actions and practices in online blog texts.

The data consist of online blog texts published by seven Finnish IT companies. The analytical strategy draws on both thematic and structural approach to narrative analysis. The blog texts were analysed thematically to uncover different aspects of plural leadership. The analysis revealed a narrative pattern consisting of three categories that explain why and how companies implemented plural leadership.

The first category in the narrative pattern describes the motivation for engaging in plural leadership. The second category explains how the companies broke down existing hierarchies in order to create new flexible work roles. The third category describes how the organisations sought to create a communal culture and a strong sense of trust using symbols, material objects and spaces.

The study contributes to leadership research that emphasises post-heroic leadership conceptualisations. The narrative pattern provides future empirical studies a framework for analysing plural leadership practices in different organisational settings. Whereas this study sheds light on the ways in which organisations and their leadership practices can be investigated using online data, traditional organisational ethnographies can make a further contribution to this line of research.

Implementing plural leadership in organisations can lead to informal power plays. Attention should be paid on to how plural leadership evolves in flat hierarchies and promotes community building.

Company webpages have rich information on how companies operate and perceive themselves. They provide yet another window for observing organisational activities. This study makes a novel contribution to how plural leadership is practiced and conceptualised in online blog texts.

The purpose of this case study is to describe the design and delivery of a leadership programme for a diverse group of clinicians and middle managers within a British mental health organisation.

This paper shows how the course was co‐designed between managers, clinicians and higher education, specifically to meet the needs of individuals, teams and the organisation. The authors' thoughts and impressions are presented based on their experience of developing and facilitating this program. Particular attention focuses on notions of leadership, adult learning and organisational change and how these influenced the design of the course. Furthermore, consideration is given to aligning the programme to the organisational culture and strategic plan.

Drawing on Kolb's experiential learning cycle, a process map for the learning journey emerged which shows how the participants were able to critically blend theory with experience and practice. Using a three‐dimensional model developed by Boydell and Leary (2000) of implementation, improvement and innovation, performance outcomes were identified and placed within a taxonomy of learning. This enabled a more specific and sophisticated approach to eliciting the learning that has taken place. Furthermore, this framework provides an approach to identifying future learning and development needs.

This paper offers the theory and narrative for our approach to designing and delivering a leadership course, reflecting on the impact of the course and the achievements for course participants and the organisation. Given the criticisms that such courses do not make explicit their theories of management and leadership practice nor the educational processes that underpin their design and development, we seek to redress this. Not only do we combine emerging leadership theory with cultural and organisational development needs, relevant methods of adult education were also chosen in order to optimise learning and performance development.