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Discusses US Army War College approach to including Strategic Leadership in its curriculum. Key aspects emerged from a preliminary, widely based conference: the environment in which a leader must function; their tasks; the competences they require. These are analysed. Competences are subdivided into personal characteristics (robustness, tolerance of uncertainty, willingness to reopen decisions, viewing mistakes as new information), frames of reference (to be wide), and specific capabilities (complex cognitive skills, persuasiveness, lateral networking). Compares effectiveness of academic with on‐the‐job learning, looks at learning methodologies and curriculum design issues, and the importance of practitioner mentoring.

Drawing upon a dynamic managerial capabilities perspective, this study aims to unpack how and when chief experience officer (CEO) transformational leadership influences firm innovation. Specifically, a moderated mediation model linking CEO transformational leadership to firm innovation, which includes strategic flexibility as a mediator and top management team (TMT) knowledge diversity as a moderator, is theorized and empirically tested.

The authors conducted a survey of 354 TMT members and 62 CEOs from 62 firms in China’s construction industry to explore these relationships. Path analysis using Mplus 7.4 was undertaken to test our proposed moderated mediation model.

The results revealed that strategic flexibility mediates the positive relationship between CEO transformational leadership and firm innovation. Additionally, TMT knowledge diversity positively moderates the relationship between CEO transformational leadership and strategic flexibility.

Taken together, these findings help advance and deepen our understanding of the mechanisms through which CEO transformational leadership influences firm innovation and boundary conditions under which CEO transformational leadership influences strategic flexibility. At the same time, this study also contributes to the literature on strategic flexibility and the CEO-TMT interface by revealing the interactive effect of CEO transformational leadership and TMT knowledge diversity on strategic flexibility.

Although the positive influence of CEO transformational leadership on firm innovation has been widely recognized, the specific mechanisms underlying this effect have yet to be fully theorized. This study proposes and tests a nuanced theoretical framework linking CEO transformational leadership to firm innovation via a firm’s strategic flexibility. It also argues that TMT knowledge diversity enhances the indirect effect of CEO transformational leadership on firm innovation through strategic flexibility; that is, this indirect effect is significant when TMT diversity is high, but not when TMT diversity is low.

The purpose of this paper is to extend the notion of strategic leadership, that which has been primarily applied to for profit organizations, to nonprofits, specifically the church setting.

The research employs a case study methodology and draws primarily upon qualitative data collected from interviews and observation.

The findings reveal that over the past several years, the organization and its members have undergone a number of incremental and more radical changes. Much of this change has been attributed to the vision and leadership style of the current leader. Four key themes illuminate the processes and content of change under this strategic leader, including unsettlingly the status quo, model of shared leadership, shared vision and culture of community and learning.

The findings are based upon one case study site and this limits the generalizability of the research. In addition, exposure to the organization was limited to short periods of time on-site and the sample size was relatively small.

Achieving success in nonprofits requires leaders to have an intimate understanding of the complex nature of stakeholder relations and measuring success needs to be multi-dimensional in nature and linked directly to the mission and context of the organization, rather than based solely on generic measures.

There is limited research to date that examines the applicability of leadership theories that have been traditionally applied to for profit and public sector organizations to nonprofits. The research extends the notion of strategic leadership from the for profit setting to nonprofit organizations generally, and more specifically to the church setting.

The purpose of this paper is to offer an epistemological vantage point for theory development in the case of strategic leadership, an emerging focus of scholarly attention in strategic management.

The authors invoke Rescher's epistemological platform for making the case, Rescher being one of the most influential philosophers in the USA.

The analysis suggests that since strategic leadership differs from supervisory leadership, both on organizational reach and incorporation of external elements, defining the strategic leadership problem exclusively as a difference in context – what Weick referred to as a strategy of knowledge growth by extension – is likely to prove unproductive. Rescher's platform can be put to use for specifying the two critical though inter‐related epistemological challenges in the beginning of the theory development project: the choice of concepts, and the type of relations among the concepts. These epistemological challenges may be reframed as opportunities to capture the phenomenal variety embedded in these concepts, and to deploy a diversity of approaches to examine their correspondence.

Contending and complementary views on strategic leadership, and hence concepts representing alternate views should be allowed. Bridges should be built between islands of scholarship, but these bridges are likely to be found in special issues of journals (devoted deliberately to nurture multiple perspectives), edited books and invited conferences.

Engagement with “strategic” leaders is an epistemological necessity for both theoretical and pragmatic reasons.

This paper demonstrates how epistemology can strengthen theory building in the case of strategic leadership. Given the signal importance of this phenomenon, good theories and, therefore, epistemological challenges should occupy a central stage of discussions in this early stage.

The purpose of this paper is to discuss the nature of strategic leader competencies and the learning methodologies that should be used to develop them.

A review of the literature on strategizing was done to formulate a model of strategic leadership competencies. This paper also draws from various work on learning to propose how strategic leadership competencies program should be designed.

The literature highlights the importance of incorporating deliberate practice, experience density, reflective learning and mentoring into strategic leadership development programs.

This is a conceptual work that draws from secondary material. Further empirical examination can help validate the ideas proposed here.

This paper provides a better understanding of how developing strategic leadership competencies are distinct from other leadership programs. It also provides practitioners with an understanding on how to design their strategic leadership development programs.

This paper adds a new dimension to the discourse on strategic leadership development programs by bringing together learning theories from sports education and managerial learning.

The aim was to explore the existing literature on emotion and strategic leadership in a systematic review and to synthesize it into a theoretical model. A literature review on emotion in connection to strategic leadership was undertaken. After adhering to the search strategy and exclusion criteria, 46 peer-reviewed texts consisting of articles and relevant book chapters remained. The texts were analyzed according to the grounded theory method (GTM) to generate a new theoretical model and a core variable was identified, organizational emotion shaping. The model attempts to show how the interaction of individual and organizational framing factors with the strategic leader's tasks and challenges lead to emotion shaping internal and external of the organization. Suggestions for future research were formed and suggestions of practical implications were given. This literature review and theoretical integration offers a starting point for potential areas of further exploration.

The aim of this paper is to determine whether leadership affects strategic flexibility and business performance taking into consideration the mediating role of talent management in these relationships.

The proposed framework is tested by confirmatory factor analysis (CFA) and finally structural equation modeling (SEM), using the survey data from 462 Greek firms. The mediation effect of talent management was tested by the Sobel test.

The results show that leadership drives firms to strategic flexibility and business performance, but the introduction of talent management fully mediates these relationships. Strategic flexibility also affects business performance positively.

This study explores a formal style of leadership; many leadership styles remain unexplored. The field of talent management is in urgent need of more empirical research to explain its importance and how talent management is handled in the 21st-century.

This study proves that managers should invest more in talent management; outstanding talent can be leveraged to implement the best operational practices while managers' motivation for talent management contributes to a deeper anchoring of strategic flexibility and performance efforts in firms.

The current state of knowledge of both theory and practice for critical organizational factors such as strategic flexibility and talent management will be extended.

Most of the thousands of studies of leadership as well as strategic leadership in organizations choose as the unit of analysis the individual leader. This choice runs contrary to the often-observed fact that organizations have numerous leaders at all levels of the organization – in other words, a network of leaders, which permeates the formal organizational structure. The purpose of this paper is to re-conceptualize strategic leadership by advancing understanding of: the effects of variations in internal complexity and external turbulence and the effects of choices by the strategic leadership based on those variations.

The paper advocates a network approach to strategic leadership where there is a set of highly dynamic role changes, based on both human and social capital. The typology and propositions in the paper emerged over a period of many years of observation of organizations (direct and indirect) as well as reflection of theories on how strategic leadership actually occurs in medium to large-size profit-oriented organizations.

The paper proposes a model of strategic leadership based upon four modes of single actor and shared leadership (stars, clans, teams, and leadership networks). The paper sets forth propositions for the situational appropriateness of each of these four forms and identifies avenues for future research to advance the theory.

The paper cross-fertilizes extant research streams in leadership and strategic management to create a contingency theory of strategic leadership that is closer to what executives actually experience in the workplace.

The purpose of this study is to study the collective effect of leadership, strategic planning and entrepreneurial organizational culture (EOC) on organizational excellence.

Using primary data obtained through a survey questionnaire, hypotheses have been developed for testing. Out of a total of 565 questionnaires, only 355 questionnaires were returned where data were collected from the Dubai police organization. The structural equation modelling (SEM) approach was used to analyse the collected data.

Statistical findings using SEM-partial least square confirmed the full mediating role of strategic planning as a mechanism between leadership and organizational excellence. In addition, the results reported a significant effect of leadership on strategic planning besides its impact on organizational excellence.

Results reported many valuable implications. The outcomes of this study have practical implications that will help managers, decision-makers and practitioners to consider the study’s variables to enhance the overall performance through achieving excellence.

The collective role of leadership, strategic planning, EOC and organizational excellence is studied as one of the most important empirical studies which bring original contribution to the existing body of knowledge.

During the last 20 years inclusive practices in primary schools have been promoted by policies and worldwide organisations. Scholars confirm that school leaders have an essential role to play with direct impact on meeting children's needs and that there is a chronic deficiency of research on this issue. The purpose of this paper is to describe how strategic leadership roles implemented by head‐teachers can facilitate the implementation of inclusive policies in the school setting and present possible suggestions through the analysis of leadership theories and literature related to inclusion in primary schools.

The methodology this research employs includes a literature review that conceptualises the roles of leadership positions in inclusive settings. This is structured as an explanatory discourse, drawing on the notion of transformational and visionary leadership as the basis of strategic leadership, in order to identify the important role and strategies of leaders in a primary school setting.

The paper highlights the benefits of exploring the role of leaders in these schools. The paper assumes that organisations are complex structures and the analysis indicates that there is not one single exclusive way of implementing an effective role and that alternatives can be created by adapting a flexible framework. This framework is conceptualised by examples from institutions in which leaders have motivated the improvement of school quality by following the described strategic tools. The implications of this for leadership are that Strategic Intent seems to address the directions of the aims of inclusive leaders: it uses unique strategies and relies on the capability of leaders to encourage further dedication and involvement in the organisation's culture. It is suggested that the key components of this framework which will result in the school setting becoming more inclusive consist of: resource allocation, consistency, strategic planning and cultural considerations.

This paper introduces different strategies that can be explored by school leaders with the aim of being implemented in schools.

This paper has developed a framework to which leaders could adapt their own needs and it assists them in their decision‐making process.