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1 – 10 of 13Arthur Seakhoa-King, Marcjanna M Augustyn and Peter Mason
Paul R. Carlile, Steven H. Davidson, Kenneth W. Freeman, Howard Thomas and N. Venkatraman
Janek Richter, Dirk Basten, Bjoern Michalik, Christoph Rosenkranz and Stefan Smolnik
Based on an exploratory case-based approach, the purpose of this paper is to open the KM black box and examine the relationships that link knowledge management (KM) inputs (i.e…
Abstract
Purpose
Based on an exploratory case-based approach, the purpose of this paper is to open the KM black box and examine the relationships that link knowledge management (KM) inputs (i.e. knowledge resources and KM practices) via knowledge processes to KM performance. This paper aims to identify the underlying mechanisms and explain how KM performance is enabled.
Design/methodology/approach
This in-depth case study conducted at a medium-sized consultancy in the supply chain management industry empirically examines knowledge flows to uncover the relationships between KM inputs, knowledge processes and KM performance. We adopt the viable system model (VSM) as a theoretical lens to identify KM mechanisms.
Findings
By identifying six KM mechanisms, we contribute to the theoretical understanding of how KM inputs are interconnected and lead to KM performance via knowledge processes.
Originality/value
Based on the insights gained, we provide propositions that organizations should consider in designing viable KM. Our findings help organizations in understanding their KM with the help of knowledge flow analysis and identifying how critical KM elements are interconnected.
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Venesser Fernandes, Winnie Wong and Michael Noonan
During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early…
Abstract
Purpose
During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.
Design/methodology/approach
The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.
Findings
The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.
Originality/value
This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.
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