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This study examines whether there are unintended consequences that emerge from status interventions in task groups in relation to cohesion and solidarity. Past theorists have argued that inconsistent status structures produce weaker levels of cohesion and solidarity in comparison to consistent status structures.

Data come from an online experiment involving mixed-sex dyads interacting in one of three conditions. Participants individually completed an ambiguous problem-solving task and then worked together over Zoom audio to form a group decision. In the three conditions, participants were either given no performance feedback before the problem-solving task or were informed the male or the female participant performed better on a pretest related to the task. The conversations were recorded and analyzed using measures related to paraverbal synchronization and accommodation.

In terms of self-reported cohesion, there appeared to be a difference, albeit a weak one, in only the inconsistent-status condition, with female participants reporting higher levels of cohesion in comparison to males. However, in terms of solidarity, there was no significant difference between the conditions.

Although inconsistent status structures were associated with weaker perceptions of cohesion, it did not appear to impact solidarity like theorists have suggested. Status structures do not appear to impact group solidarity.

The nature of group membership in conjunction with status consistency/inconsistency may produce the significant differences in solidarity that theorists have suggested.

To date, there has been little empirical examination of how status consistency affects cohesion and solidarity. Relatedly, the current study advances the research on vocal accommodation by analyzing status and solidarity simultaneously.

It is suggested that, to be successful, innovation teams should be small and consist of people with key expertise who want to participate and develop new solutions within their organisations. When it comes to conducting innovation work, I suggest shared leadership may be a factor influencing success. In this chapter, a theoretical framework is presented on the shared leadership of innovation teams. The key to establishing shared leadership in innovation teams is to plan for it as the team is created, not after the team has already been formed, as this may result in various problems in the intended innovation project. The proposed framework details key aspects to consider; some of which are related to external factors such as management and resources, and some to internal factors such as the team’s size, competencies, and their ability to develop norms and ways of working together. The proposed framework is applicable for managers, innovation leaders, and team members, and contributes to previous research on shared leadership and innovation leadership. Further research on the proposed framework is suggested.

Managing diversity requires an understanding of culture. The majority of businesses have realised that competitiveness no longer stems from formal organisational structures but rather from the mindsets, competencies, and functioning of individuals who create, develop, and support the organisation and who frequently come from different cultural backgrounds. Understanding the essence of a culture, its components, variations, and how all these things effect the business and the managerial process is very beneficial for international managers. Businesses in global value chains need cross-cultural management practices to obtain a competitive advantage. Global value chains make it possible to benefit from the comparative advantages of other nations, and without cross-cultural management, these multinational corporations would be unable to carry on with their business operations. Although there are many explanations on global value chains in the literature, there is no study on the effect of different cultures in value chain management and how different cultures can be managed in global value chains.

In this chapter, the definition of the concept of culture, which is comprehensive and crucial in managing differences, will be depicted. Then, the concept of cross-cultural management will be emphasised and what cross-cultural management means and why and to what extent it is important will be explained. In addition, the impact of cross-cultural management in the inclusive global value chain will be discussed, emphasising the value chain analysis, how it emerged, its basic concepts, and its importance in the international context.

This chapter assesses authentic leadership and finds it to be highly egalitarian, meaning that it may be unattractive to managers accustomed to a hierarchical style. In general, management may lack knowledge about leadership theory relevant to both hierarchy and egality, the latter of which many younger employees prefer. Such a disconnect between management and follower preferences may explain two concerning findings by Gallup regarding global employee engagement: levels have remained low for nearly a decade, and companies resist Gallup's recommended cultural change. The author's ComPILAR model of group dynamics, which incorporates both egalitarian and hierarchical extremes offers potential hierarchical additions to authentic leadership, which may boost the ability of authentic leadership to guide leaders in hierarchical teams and organisations.

In higher education, the usual assessment methods are oral or written exams, multiple-choice questions, and individual or group written essays. However, in a distance learning context, it is often necessary to offer students more support, including formative assessment and self-assessment strategies. International reports have shown that teachers have adapted their learning assessment strategies during the Covid-19 pandemic. How did educators adapt their assessment strategies recently during the pandemic? What are the intentions underlying their decision-making? Our objective is to understand the decision-making process of teacher educators and university teachers in adapting their methodology for assessing student learning during the pandemic. To answer these questions, we adopted a qualitative research approach. We collected data from 29 different countries via: (1) open-ended questionnaires, (2) personal accounts, (3) unstructured interviews, and (4) a specific questionnaire about assessment. Four main categories emerged from our data: (1) challenges, (2) assessment practices, (3) changes in teachers' perceptions and practices, and (4) reflection on assessment. The findings suggest that (1) uses of technology for assessment have developed strongly; (2) careful coordination among colleagues is very important; (3) educators developed formative assessment strategies; and (4) educators' reflections have focused on many challenges: ethical, technical, and pedagogical.

Post-merger integration (PMI) success depends heavily on the social and cultural integration of the two legacy organizations. Given that organizational members work and exchange information through social relationships, social network analysis can serve as a useful tool to identify key actors, address areas of concern, and measure PMI success. However, few PMI studies have employed a social network perspective or social network analysis. In this chapter, the authors review the current literature on PMI and organizational change, including the few studies that use social networks approach. The authors also identify recent developments in social networks and organizational change research that can improve our understanding of PMI processes and propose promising avenues for future research. Further, the authors identify obstacles for social network research on PMI and provide practical advice for overcoming them.

This chapter introduces the aims, objectives and potential outreach of the handbook. The handbook is both a quest for insights from leadership theory and practice in the contemporary world and a manifesto for leadership training through a value-based approach to authenticity. Contributors in this handbook do not belong to the orthodox authentic leadership community. They offer varied, provocative views and personal case studies of leadership. Some endorse aspects of the concept of authentic leadership while developing new understanding of authenticity, others suggest that it is flawed; others offer fresh, challenging, leadership insights. The chapter concludes with a brief introduction to all chapters in the handbook.

This study aims to investigate the relationship between individuals' preference for teamwork and communities of practice (CoPs) mediated by individuals' concern for team members built from the perspective of social learning system for knowledge sharing and learning. A cross-sectional study with data collected from the respondents through a convenience, non-random, non-probability sampling technique was employed in this research. The data of 240 were collected from the respondents belonging to manufacturing and service organizations in India and analyzed through confirmatory factor analysis, multiple regression analysis and PROCESS macro from Hayes with bootstrapping technique. The findings from the analysis showed a positive relationship between individuals' preference for teamwork and CoPs, while concern for team members mediated the relationship between preference for teamwork and CoPs. When employees prefer to work in teams, they positively consider participating in CoPs. Thus, organizations should strategically formulate conditions for employees to enable them to prefer working in teams and groups so that they collaborate as CoPs for knowledge creation, sharing and learning. Such learning through CoPs can pave the way for skill development and high-quality performance, thereby evolving as a framework for human capital development. This chapter provides an understanding of the relationship between individual employees' preference for teamwork and CoPs, mediated by individuals' concern for team members in an Indian context. Implications for theory and practice are discussed, along with limitations and future research direction.