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The purpose of this paper is to expand our understanding on team listening by incorporating an action component. The authors empirically test the effect of this expanded concept, namely team action listening on team success, and investigate how team commitment moderates the relationship between team trust and team action listening.

The authors explored listening in teams in the field and in the lab, both qualitatively and quantitatively, through studying 474 team members representing 100 teams. The authors tested the hypotheses by structural equation modeling augmented with in-depth team interviews.

The findings showed that: teams demonstrate that they listen by taking action, teams that exhibit action listening are more successful, there is a direct relationship between team trust and team action listening and team commitment negatively moderates this relation in larger teams.

Managers should encourage taking action in team discussions. Yet, they should be wary of the detrimental effects of team commitment to team action listening particularly in teams with high trust. Commitment increases the risk of groupthink and decreases the participation to team discussions and listening. In particular, managers may benefit from keeping the team smaller, as in large teams, commitment suppresses the relationship between trust and team action listening.

This study extends research on team listening by adding the action aspect that distinguishes successful teams. It is one of the first to investigate the interrelationships between team trust, commitment, team action listening and success in teams.

This study aims to investigate the relationship between shared leadership (SL) and decision quality, utilizing shared leadership theory (SLT) and behavioral decision theory (BDT). The authors will explore the mediating role of “decision comprehensiveness” in the SL–decision quality linkage. Additionally, the authors will examine how individual “self-leadership” and “debate” among team members moderate the relationship between SL and decision comprehensiveness.

The authors tested the hypothesized moderated mediation model using a sample of 506 professionals employed in 112 research and development (R&D) teams, along with their direct managers from large Italian firms. To examine the relationships, the authors employed confirmatory factor analyses and path analyses. In order to address endogeneity concerns, the authors incorporated an instrumental variable, namely delegation, into the analysis.

SL positively influences decision quality, mediated by decision comprehensiveness, where teams include comprehensive information in decision-making. The level of debate among team members positively moderates the SL–decision comprehensiveness relationship. High levels of self-leadership can harm SL by reducing decision comprehensiveness, indicating a downside. However, low or moderate levels of self-leadership do not harm decision comprehensiveness and can even benefit SL.

This is the first work to investigate the relationship between SL and decision quality, shedding light on the mechanisms underlying this association. By integrating SLT and BDT, the authors provide insights into how managers can make higher-quality decisions within self-leading teams. Moreover, this research makes a distinct contribution to the field of self-leadership by delineating its boundaries and identifying a potentially negative aspect within the self-influence process.

Most of the managers I meet (and I reckon to have met a few thousand over the last ten years) are dissatisfied with their lot. Many have an ambition to “retire at forty‐five” (or thirty‐five, depending on their age); a perceptible minority “drop out”, watched more or less wistfully by many of their colleagues; most of all, they tell you they want to do their own thing, to work for themselves.

Listening with spirit is the key skill which teams need to attain and sustain creative dialogue. This is especially true for organizational learning. Building on the distinction between dialogue and discussion, poses the question: “What makes dialogue dialogue?” and also offers tools for dialogue. The core of team dialogue is collectively listening with spirit, that is: in a group, people listen (individually) with selfless receptivity to each others′ ideas, thereby emptying themselves to create a common vessel which – shaped by and sustained by the power of the group′s collective listening – receives and contains a collective spirit. Draws on multiple disciplines including ethnography and the spiritual science of Austrian philosopher and founder of Waldorf Education, Rudolph Steiner. Provides examples of how this approach has improved the creativity of work teams. Also offers an explanation of how future search conferences work using the idea of creating a container via collective listening.

A self‐help guide to achieving success in business. Directed more towards the self‐employed, it is relevant to other managers in organizations. Divided into clear sections on creativity and dealing with change; importance of clear goal setting; developing winning business and marketing strategies; negotiating skills; leadership; financial skills; and time management.

We are negotiating all the time: with customers, suppliers, trade unions, our family ‐ indeed, all with whom we come into contact. In business, in particular, negotiation needs management. There are said to be eight stages in negotiation: prepare, argue, signal, propose, present the package, bargain, close and agree. At the proposal stage one must be clear about what one must achieve, what one intends to achieve, and what one would like to achieve. The approach to constructive and competitive negotiation, the role of consultation, how to cope with deadlock and conflict, cross‐cultural negotiation, and the art of compromise are reviewed. The development and use of teams in negotiation is also an important factor, needing careful assessment. Negotiation will nearly always involve conflict, but steps must be taken to ensure that the participants remain on friendly terms.

In the continuing endeavour to work towards ever better management, the engineering manager has a crucial role to play. The history of the engineer is reviewed and his/her possible present role in management is considered. Management objectives are outlined and defined and the specific role of the engineer emphasised. The best managers are leaders, in particular effective leaders of teams, and this is a management task well within the grasp of the engineer. The engineer′s specific training and initial experience give him/her special qualifications in this area. Indeed, there seems to be no reason why the engineer should not climb the management ladder right to the top, especially these days when technology is continually growing in importance. The demands made on the effective chief executive are outlined. It would seem that engineering management has come of age and that with the appropriate management training the engineer should be well capable of filling a senior management role.

This monograph seeks to summarise the key influences of a role‐based perspective on leadership when making decisions as to how organisational resources can best be deployed.

Application of new frameworks provides insight into the leadership roles executives can adopt when part of formal, informal and temporary groups within the organisation's senior management team and those parts of the organisation for which they are responsible. The methodology adopted is qualitative, focusing on application of previously developed frameworks.

Adoption of an appropriate leadership role, and the timely switch from one role to another as circumstances change, are found to facilitate improvement in the ability of executives to mobilise organisational resources, and in so doing effectively address those challenges with which the organisation is faced.

A one‐organisation intensive case study of a multinational engineering company engaged in the design, development and manufacture of rotating turbomachinery provides the platform for the research. The research intent is to validate two frameworks in a different organisation of a similar demographic profile to those in which the frameworks were developed. The frameworks will require validating in organisations of different demographic profiles.

The concepts advanced, and implications discussed, provide an insight into the role‐based nature of leadership. The practical steps individual executives can take to develop their ability to adopt different leadership roles are highlighted.

This monograph is an investigation into, and study of the contribution of theory that provides insight into, the process by which executives effectively mobilise organisational resources. This differs from the original contributions to theory, which focused on methodology, data gathering and validation in contrast with the current study that is focused on practical application.