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The purpose of this paper is to explore the conceptualisation of the Smart Sustainable City (SSC) with new concepts of resilience thinking in relation to urgent societal challenges facing the built environment. The paper aims to identify novel methodologies for smart reuse of heritage sites with a pluralist past as integral to inclusive urban development.

SSC concepts in the global literature are studied to define a new reference framework for integrated urban planning strategies in which cultural resilience and co-creation matter. This framework, augmented by UNESCO’s holistic recommendation on the Historic Urban Landscape (HUL), was tested in two investigative projects: the historic centre of South Africa’s capital Tshwane and the proximate former Westfort leprosy colony.

The research confirms that SSC concepts need enlargement to become more inclusive in acknowledging “cultural diversity” of communities and engaging “chrono-diversity” of extant fabric. A paradigm shift in the discourse on integrated urban (re)development and adaptive reuse of built heritage is identified, influenced by resilience and sustainability thinking. Both projects show that different architectural intervention strategies are required to modulate built fabric and its emergent qualities and to unlock embedded cultural energy.

Together with a critical review of SSC concepts and the HUL in relation to urban (re)development, this paper provides innovative methodologies on creative adaptation of urban heritage, reconciling “hard” and “soft” issues, tested in the highly resilient systems of Tshwane.

This editorial aims to introduce the special issue on leadership in projects and to highlight salient points from the background literature in this in order to place the articles contained in this special issue in context.

A summary of key findings from the literature relating to leadership in projects is provided highlighting limitations with previous research and challenges for research in this area.

Much of the literature relating to leadership in projects has adopted primarily a style perspective of leadership and the results from a number of studies show a number of inconsistencies. Generally many of the findings are additive and an overall theory of leadership in projects has yet to emerge. Findings from the review of previous studies suggest the need to examine far more mediator and moderator variables in future research using a style perspective given the variable contexts affecting project and leadership effectiveness. In addition, alternative perspectives on the nature of leadership may better accommodate the increasing environments of complexity in which projects find themselves. The contributions of each of the four papers in relation to this agenda are highlighted.

To date there have been few attempts to offer a synthesis of findings from empirical studies that have explored leadership in projects. In addition to offering a context in which to place the contribution of each of the articles that follow in this special issue, the editorial provides a summary of major findings from previous research to help inform current theorising and debates in this field.

This paper aims to advance understanding of the conditions under which shared leadership would contribute to successful outcomes in projects and factors associated with its development.

This is a conceptual paper that draws on existing research on shared leadership in teams and the literature on the characteristics of soft projects, to put forward a number of testable propositions to form the basis of future research in this area.

The assumptions underpinning style perspectives of leadership and their usefulness for projects are called into question given the ambiguity and complexity with which the majority of projects now have to contend. Instead, shared project leadership is suggested to be better suited to respond to the dynamic and changing circumstances characteristic of most projects.

Three major areas of research are proposed that focus on external factors enabling shared leadership, internal factors enabling shared leadership, and shared leadership processes. Longitudinal, qualitative studies that capture the contextual variables and conditions that influence shared leadership in projects are suggested to enhance our theoretical understanding of this systems‐level perspective on leadership.

Style leadership perspectives have dominated research on leadership in projects offering a parochial and narrow understanding of the contribution leadership perceived more broadly can make to the effectiveness of projects. The propositions put forward in this paper aim to extend our theoretical understanding of shared leadership specifically within project contexts.

Training needs analysis (TNA) refers to organisations’ data collection activities that underpin decision making, particularly in relation to whether training, can improve performance, who should receive training and training content. There are relatively few models to guide training practitioners, and the models fail to fully capture the range of factors that affect the quality of training decisions. These models are based upon a unitarist and rational view of organisational decision making, ignoring the extent to which the nature of social relationships and dynamics within organisations may influence training‐related decisions. Supporting this proposition, the article presents findings from a case study, suggesting that organisational politics as a result of self‐interest, conflict and power relations, influenced the validity of the data provided by managers and subordinates during a TNA. Presents a framework to assist practitioners in recognising when and how organisational politics may affect TNA, and attempts to map the specific political dimensions that impact on training decisions, to guide future research in the area.

Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward, children with autism spectrum disorder (ASD), in particular, is lacking in Trinidad and Tobago. Generation A is those persons who will reach adulthood in the next decade or so and be seeking employment opportunities. Given the current challenges faced by persons with ASD in securing and maintaining employment and the fact that this is a generally underexplored area of research, focusing on Generation A provides an opportunity to explore what provisions are in place for individuals with ASD to assist with future transitions into the workplace in Trinidad and Tobago. This chapter focuses on the existing policy, legal, and institutional framework in Trinidad and Tobago for ASD in the workplace, with particular reference to Generation A, to determine how it is currently addressed and what accommodations are being made to facilitate this demographic. A review of ASD-related data and select, relevant policy, law and institutions in Trinidad and Tobago has revealed that very few preparations, if any, are being made to facilitate Generation A individuals' entry into the workplace. The most relevant sector for addressing ASD needs falls to the NGO movement, but these organizations do not focus on employment preparation. Several recommendations for the key stakeholders in this process have been made that can assist in this regard.

Canadian institutions of higher education have long touted their dedication to inclusivity and diversity. The Academy, however, exists in a mix of new managerialism and collegialism, environments that demand conformity and the prioritization of sameness over difference. For employees with autism spectrum disorder (ASD), the very nature of their condition means that conforming to a standard is a difficult, if not impossible task. If passed, the proposed Accessible Canada Act means universities in Canada will have a legal responsibility to accommodate employees with disabilities, including ASD.

ASD is a neurodevelopmental condition of varying severity characterized by difficulties with communication, social interactions, and repetitive behaviors. While it is difficult to determine how many adults live with ASD in Canada, current statistics show that 1 out of 66 children are on the autism spectrum (PHAC, 2018). Many have physical and mental comorbidities that complicate their health status.

Though conformity may streamline human resources processes and standardize staffing issues, it is essential for administration to identify areas where they are weak in supporting potential and current employees who veer from the norm. Libraries need human resources policies and procedures that reflect and celebrate uniqueness. Long-held tendencies toward valuing fit and conventionality need to give way to transformational mentoring and empowering in order for a diverse workforce to reach its fullest potential. Embracing inclusivity will result in numerous benefits, not just for the employee but for the library. This chapter shows how personnel with high-functioning autism can be best supported in Canadian academic libraries.

Researchers in the field of leadership are increasingly turning their attention to the concept of emotional intelligence (EI) to better understand how aspects of individual difference may help to explain variations in leadership behavior. Importantly leadership practices that foster positive affectivity have been found to be associated with important job- and work-related outcomes. This study aims to investigate whether EI moderates the relationship between a measure of leader–member exchange (LMX) and important work-related outcomes within Malaysia. LMX was found to be positively associated with organizational citizenship behavior, job satisfaction, organizational commitment, psychological well-being (PWB), and in-role performance. However, the relationship between LMX and job satisfaction, LMX and organizational commitment, LMX and PWB, and LMX and in-role performance was also found to be moderated by EI. The findings suggest that EI can help leaders and subordinates to facilitate stronger identification and emotional attachments with each other.

This paper seeks to investigate the potential role of emotional intelligence (EI) abilities within learning in teams. The research focuses on examining how EI abilities are enacted within team contexts and how these are associated with critical reflection and team processes associated with learning.

A phenomenological approach to the investigation of EI abilities was adopted using a diary methodology to capture how EI abilities were enacted over a 14‐week team project by 80 MBA students from a range of international backgrounds. Such an approach is advocated to offer insights into the internal processes by which social action is perceived “in situ”.

The two EI abilities, emotional awareness and emotional management, were found to influence the three critical reflection processes: problem analysis, theorising cause and effect relationships, and action planning, as well as processes associated with team learning including team identification, social engagement, communication and conflict management.

EI may offer insights into how differences in the nature, direction and depth of critical reflection can occur in team learning contexts. Developmental initiatives that aim to improve the emotional abilities of team members may help individuals to better manage the emotional context of learning in teams.

Despite the increasing recognition of the role emotions play in learning, very little is known to date about how differences in the way in which emotional information is processed within social learning contexts can influence critical reflection or other learning processes. The paper fills some of the gaps.

This paper aims to identify whether relationships exist between emotional intelligence (EI) and specific teamwork behaviours that are associated with transition, action and interpersonal team processes using the ability model of EI.

A total of 68 MBA students comprising 13 randomly assigned teams completed a pencil and paper performance‐based test of emotional intelligence. Some 14 weeks later a score reflecting the extent team members engaged in a number of teamwork behaviours consistent with transition, action and interpersonal team processes was obtained from peer ratings.

Emotional intelligence was found to explain direct and unique variance in transition and interpersonal team processes. However, only three individual branches of EI were found to be of any significance, and these differed in each instance.

These findings add to the growing body of literature suggesting emotional intelligence may be an important aspect of individual difference amongst team members that can contribute to team effectiveness. Individuals with differing EI abilities may be particularly important to teams dependent upon the team's activity phase.

The paper shows that blanket assertions regarding the significance of emotional intelligence for team effectiveness are far too simplistic. Differing EI abilities are associated with particular teamwork behaviours, which in turn become important during different phases of team activity. The findings suggest a need for more sophisticated frameworks regarding how EI relates to specific cognitive, verbal and behavioural teamwork activities.