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This paper explores the concept of leadership anatomy in a health crisis like Covid-19 as it relates our body parts to sensory connections that affect our response to uncertainty.

In-depth interviews were conducted with 25 leaders and a cross-section of 47 employees drawn from all six business units of a multinational professional service firm. Content analysis of the data led to key implications for leadership practice.

Leading through the anatomy results in a productive tension that awakens the inner voice, helping leaders think, feel, and act in more resilient ways.

Using leadership anatomy as an analogy, we suggest that leaders should learn to connect with their inner senses to develop systems thinking. Such is the ability to make sense of our chaotic surroundings in the way we think, feel, and act.

The significance of this study is the rare moments of leadership behavior captured in the midst of a pandemic that contribute to current debate and direction in leadership research and practice.

The purpose of this paper is to explore adaptive leadership behavior during a global health crisis in the context of the COVID-19 pandemic. It discusses the characteristics of adaptive leadership and offers practical steps to help managers lead through tough times.

This paper is based on an in-depth study of a mid-sized multinational professional service firm where 25 frontline managers were interviewed. Individual stories about the challenges and opportunities of how these managers led their company out of ambiguity contribute to critical insights as discussed in this paper.

First, leading adaptively involves a fundamental acknowledgment of your vulnerabilities by turning them into a source of inner strength through the support of others. Second, it is important to harness collective wisdom to accelerate urgent and complex decision-making. Third, experimentation is key to breaking away from status quo and venturing into innovative practices. Fourth, following personal instincts while exercising objective judgment could give you the courage to think and act differently.

This paper offers firsthand insights into the mindsets and behaviors of practicing managers who spontaneously shared their deeper feelings and expectations of their leadership setbacks and foresight of what would be expected of the “new” normal in a post-pandemic era. The perspectives offered here provide a deeper dimension to the current understanding of adaptive leadership.

The aim of the paper is to explore leadership behavior as a process of sensing through the connection of various aspects of the self to external dynamics.

The paper is based on an in-depth study of an international technology firm where 36 managers were interviewed. Content analysis was used to interpret the data.

If leaders learn to be more authentic in the way they think, feel, and act, they will be more connected to who they are and what they stand for in the face of uncertainty.

Leaders should embrace adversity as an opportunity to connect more deeply to their inner senses by breaking away from their comfort zones and acting courageously through their decisions.

The paper offers a different understanding of adaptive leadership from the sensing perspective. The firsthand experience of managers challenged by the Covid-19 pandemic offers fresh insights into the study of leadership behavior.

This paper aims to introduce an innovative approach to employee engagement through personalized calls targeted at work-from-home (WFH) employees. It explores the effects of these calls on employee motivation and work behaviour.

The research is based on a case study of a multinational company over a one-year period (2020–2021). In-depth interviewing in the form of engagement calls was used as the primary method of data collection. Seventy-two frontline supervisors were directly involved in calling 1,318 employees totaling 2,671 calls. Content analysis was used to identify key patterns from the data.

The employees experienced varying degrees of WFH transition based on their response to isolation and work-life boundaries. The calls made a difference to their psychological and emotional wellbeing, reaffirming their confidence in the company’s WFH arrangements and reinforcing their self-worth. This led to the employees engaging more proactively through work process improvisation and working around technological challenges. The calls also uncovered unlearning and relearning as a way of helping them make deeper sense of who they are and how they can contribute more valuably to the company.

This longitudinal research offers fresh insights into the transitions of employees at different phases of their WFH experience based on the first-hand accounts of frontline supervisors. Theoretically, the study contributes to a different perspective of employee engagement and work behaviour from the remote working literature in the context of Covid-19.

The purpose of this paper is to draw on the direct experience of a practitioner undertaking real-time research in his organization to offer insights into the dual role of practical insider and theoretical outsider. The duality helps the researcher to live “in” and think “out” of the research context to develop a theory for practice and then transpose it to a practice for theory through the collaboration of an external theoretical insider.

This is a theoretical account of the reflexive experience of the practitioner reintroducing relational ethnography, where the researcher regards processes and spaces as the objects of analysis rather than bounded groups and places. It emphasizes the relational significance of the researcher, researched, and theoretical insider in exploring the structures of relations and meanings in the field of professional practice.

The paper argues that understanding the complementariness and paradoxes of the dual role helps the researcher to identify knowledge gaps and contest commonsense knowledge in search of critical knowledge and theoretical insights. The transition between the bounded (restrained) and unbounded (unrestrained) selves occurs in the holding space of research, influencing the position from which the researcher views himself, his subjects, and his social world.

The paper extends the dimension of ethnographic research, which de-centers the authority and control of the researcher to that of the relationship between the researcher and informants, by focusing on the relational significance between the researcher, researched, and theoretical insider. This perspective gives rise to a deeper understanding of relational ethnography, seen largely in sociological research, as relevant to organizational research, where structures of relations and actions explored in real time could account for the configuration, conflict, and coordination of work practices.

The paper aims to discuss the transformation of a multinational organization, Global Co, through the deployment of an operational excellence system at a time of turbulence and complexity. It illuminates the opportunities and challenges of implementing the system from the perspective of learning and change.

A case study method was utilized in the research based on a four-year longitudinal study. Formal and informal interviews, unobtrusive observations and archival records formed the core of the data collection that led to key insights reported in this paper.

A structured approach to managing work processes is essential for ensuring efficiency and reliability in work output. Performance improvement is sustained by operational discipline that strives for consistency in daily work practices. Organizations develop self-healing mechanisms to help address work-related gaps and issues, turning constraints into enablers for improvement.

The paper provides a wider dimension of organizational performance from the learning and change perspective. It considers organizations as organisms with self-healing properties supported by operational discipline. It redefines the impact of operational excellence through organizational significance.

Explores the theoretical linkage between organisational learning and organisational performance by analysing the different systems of performance management. Aside from focusing on the traditional financial aspects of performance, deals with the much‐hyped qualitative nature of non‐financial performance measures. Discusses in conjunction with organisational learning outcomes which can be seen to be operating at two levels: formal and informal. Arguably, the former involves the bottom‐line tangible indicators while the latter, the intangible indicators. Further suggests alternative views of performance measures by examining the cognitive and behavioural development of individuals. This, to a large extent, deals with intellectual capital and knowledge acquisition, and how they can be translated into competence which will in turn benefit the organisation financially.

This paper distils practical perspectives from experienced consultants on an integrative framework on organisational learning and performance. The foundation of this framework is governed by behavioural and cognitive learning theories. Convergent interviewing was the methodology used to verify the practicality of the framework and provide insight for further development. Data derived from four organisational development consultants confirmed the framework’s feasibility, but suggested additional issues to examine organisational learning further. The conclusion drawn is that there are distinct stages of learning but the relationship between them is robust and dynamic. Further, the notion of “triple‐loop learning” is often misconstrued in practical contexts due to its level of abstraction. Effective leadership is regarded as the leitmotif in driving strategic organisational learning initiatives. However, leaders must consider the time factor involved, as such initiatives can only take effect after a period of time rather than immediately.

This paper seeks to examine learning groups as complex systems and to address three issues about learning in organizations: learning from change; factors affecting learning; and learning leading to growth and renewal.

A case study was conducted at a Singapore Engineering firm to explore its two‐year change intervention experiences. Data were gathered at two stages: laddering, non‐directive interviewing with 45 employees; and focus group discussions with 20 leaders.

Learning from a state of not‐knowing gives rise to a new problem‐solving dimension, enabling individuals to thrive and survive in complexity. Understanding constraints that seemingly truncate change is ironically a generative device that frees people from being trapped by Murphy's Law.

Change provides the stimulus for learning in complex contexts and paradigms where reciprocal relationships are sought to stabilize feedback loops and revitalize decision making. Mediating the variety of learning dynamics is an integration of two metacommunicative activities: dialogue and reflection.

Leaders are the connecting tissues to facilitating a learning that is highly interpretive and socially constructed. Process leadership is characterized by leaders assuming appropriate stewardship and walking the talk. A shared vision is necessary for contextualizing change and stabilizing learning conditions.

Combining Murphy's Law with the complexity of organizational dynamics gives rise to a new understanding of learning in unpredictable contexts. It is a learning that creates a projection of language which transcends time and space, a learning that presents itself as an intertwined activity celebrated by complex systems and processes.

Argues that there is a close relationship between theories in organisational learning and the research methodologies utilised to verify such theories. Presents an evaluation of two distinct approaches to learning in the light of their methodological differences, strengths and weaknesses. For instance, research based on behavioural learning is generally conducted using the quantitative methodology, while researchers of cognitive learning are more likely to use the qualitative methodology. The former deals largely with the macro aspects of the organisation involving strategic directions, whereas the latter deals with micro practices within organisational or trans‐organisational settings. Most importantly, organisational learning should contribute to perceivable outcomes. Draws the conclusion that case study which embodies quantitative and qualitative methodology is a useful approach to dealing with both the behavioural and cognitive aspects of organisational learning theories.