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1 – 10 of 65Peter E. Johansson, Helena Blackbright, Tomas Backström, Jennie Schaeffer and Stefan Cedergren
The purpose of this paper is to increase the understanding regarding how managers attempt to make purposeful use of innovation management self-assessments (IMSA) and performance…
Abstract
Purpose
The purpose of this paper is to increase the understanding regarding how managers attempt to make purposeful use of innovation management self-assessments (IMSA) and performance information (PI).
Design/methodology/approach
An interpretative perspective on purposeful use is used as an analytical framework, and the paper is based on empirical material from two research projects exploring the use of IMSA and PI in three case companies. Based on the empirical data, consisting of interviews and observations of workshops and project meetings, qualitative content analysis has been conducted.
Findings
The findings of this paper indicate that how managers achieve a purposeful use of PI is related to their approach toward how to use the specific PI at hand, and two basic approaches are analytically separated: a rule-based approach and a reflective approach. Consequently, whether or not the right thing is being measured also becomes a question of how the PI is actually being interpreted and used. Thus, the extensive focus on what to measure and how to measure it becomes edgeless unless equal attention is given to how managers are able to use the PI to make knowledgeable decisions regarding what actions to take to achieve the desired changes.
Practical implications
Given the results, it comes with a managerial responsibility to make sure that all managers who are supposed to be engaged in using the PI are given roles in the self-assessments that are aligned with the level of knowledge they possess, or can access.
Originality/value
How managers purposefully use PI is a key to understand the potential impact of self-assessments.
Details
Keywords
Robin Edelbroek, Pascale Peters and Robert J. Blomme
This study aims to contribute to the open innovation (OI) literature by investigating the transitions between three phases in the OI process (i.e. idea generation, idea promotion…
Abstract
Purpose
This study aims to contribute to the open innovation (OI) literature by investigating the transitions between three phases in the OI process (i.e. idea generation, idea promotion and idea realization) and how these are moderated by different forms of shared leadership (i.e. transactional, and transformational) as perceived by participants in the OI process.
Design/methodology/approach
The authors tested a set of hypotheses using moderated mediation PLS-SEM models on a bootstrapped sample of OI participants (N = 173).
Findings
The authors found a direct relationship between idea generation and realization, as well as indirectly through idea promotion. This study implies that the promotion of ideas by participants can be beneficial in inter-organizational OI teams, as promotion of ideas provides a linkage between the generation of ideas and the idea realization phase. However, while shared leadership has been shown to be beneficial in conventional teams, the authors found evidence that this may not be the case in inter-organizational OI teams. Higher levels of shared transformational leadership from colleagues with whom employees do not share the same organizational background may hamper the promotion of ideas.
Originality/value
In contrast to the mainstream view, the authors found significant evidence that transformational shared leadership negatively moderates the direct relationship between idea generation and the promotion of ideas and the indirect relationship between idea generation and realization via idea promotion.
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Sinem Konuk and Barry Z. Posner
This study investigated the effectiveness of a student leadership program at Yildiz Technical University (Turkey) based on the Kouzes and Posner (2018) leadership model. A…
Abstract
This study investigated the effectiveness of a student leadership program at Yildiz Technical University (Turkey) based on the Kouzes and Posner (2018) leadership model. A quantitative quasi-experimental design with a pre-test and post-test control group demonstrated the effectiveness of the program. The analysis indicated a positive change for all five leadership practices, with three reaching statistical significance levels. Semi- structured interviews with students explored the two non-significant findings. The qualitative results suggested that leadership development programs need learning activities that apply to real-life situations and focusing on enhancing students’ self-confidence as leaders.