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Agile project teams are self-managing and self-organizing teams, and these two characteristics are pivotal attributes of emergent leadership. Emergent leadership is thus common in agile teams – however, how these (informal) emergent leaders can be identified in teams remains far from understood. The purpose of this research is to uncover techniques that enable top management to identify emergent agile leaders.

We approached six agile teams from four organizations. We employ social network analysis (SNA) and aggregation approaches to identify emergent agile leaders.

We approached six agile teams from four organizations. We employ SNA and aggregation approaches to identify emergent agile leaders.

Seven emergent leaders are identified using the SNA and aggregation approaches. The same leaders are also identified using the KeyPlayer algorithms. One emergent leader is identified from each of the five teams, for a total of five emergent leaders from the five teams. However, two emergent leaders are identified for the remaining sixth team.

Emergent leadership is a relatively new phenomenon where leaders emerge from within teams without having a formal leadership assigned role. A challenge remains as to how such leaders can be identified without any formal leadership status. We contribute by showing how network analysis and aggregation approaches are suitable for the identification of emergent leadership talent within teams. In addition, we help advance leadership research by describing the network behaviors of emergent leaders and offering a way forward to identify more than one emergent leader in a team. We also show some limitations of the approaches used and offer some useful insights.

A major challenge in teacher education in the United States is how to address the academic and linguistic needs of the growing numbers of emergent bilingual students. A second challenge is how to prepare predominantly White monolingual preservice teachers with little exposure to speakers of languages other than English to educate culturally and linguistically diverse students. With these two challenges in mind, this study examines how a course on literacy, language, and culture grounded in pedagogies of discomfort shifts preservice teachers’ deficit orientations toward emergent bilingual students’ language and literacy resources. Using Ofelia García’s (2009) definition for emergent bilingualism, this mixed-method study was conducted from 2011 to 2013 with 73 preservice teacher participants enrolled at an urban mid-Atlantic university. Quantitative data consisted of pre and post surveys while qualitative data comprised written responses to open-ended statements, self-analyses, and participant interviews. Findings evidence preservice teachers’ endorsement of monolingualism before coursework; however, pedagogies of discomfort during coursework provoke critical reflection leading to significant shifts in preservice teachers’ dispositions toward teaching language diversity in the classroom with implications for teaching emergent bilingual students.

During a site-based certification program in a large county school district in the southeastern United States, 14 educators took 7 graduate courses on teaching emergent bilinguals. These educators made a shift in their practices and perceived a corresponding shift in their teaching efficacy. Ten years after the onset of this program, researchers returned to the site and conducted a mixed-methods study. The first purpose of this study was to explore educators’ perceptions regarding instructional practices for teaching emergent bilinguals after a decade had passed. The second purpose was to identify course features perceived by educators as having been most instrumental in fostering a long-term transformation in their teaching practices. Data were collected from a survey and interviews with the 14 educators (13 teachers and a program specialist) who had completed this certification program. Results indicated changes in their teaching methods and interactions with parents as well as heightened confidence for taking on leadership roles. Study participants identified professional learning communities, cyclical reflective activities, and action research projects as the course features that had been instrumental in transforming their practices for working with emergent bilinguals. Findings suggest that this site-based certification program was a catalyst for generating individual change that continued beyond program completion. By exploring this decade-long transformation, the current study provides implications for designing and implementing graduate certification courses that prepare in-service teachers to work effectively with emergent bilinguals.

Research on organizational change and development is limited in how it addresses the processes that encompass change initiatives. In this chapter, we explore one dimension of these processes, the ways that research frames relationships between planned and emergent organizational change. We discuss five ways in which organization development (OD) research has addressed dichotomies between planned emergent change: separation, selection, integration, transcendence, and connection. We suggest that the most effective approach for considering this dichotomy is likely to be one that connects planned and emergent change over time. We further suggest that a means by which connection can usefully be created is through attention to a transient outcome of change attempts, the vitality associated with a change initiative at any moment. We present an example of how a connection frame was utilized in an extended research project. We also suggest an analytic framework and specific research methods consistent with a connection frame. In doing so, we suggest how the adoption of a connection frame by OD researchers and practitioners may lead to a more complete picture of organizational change.

The purpose of this paper is to help clarify the actions of effective emergent leaders in self-managing work teams (SMWTs). Multiple methods were used to test hypotheses that leader's behaviors consistent with the development of emotionally competent team norms (interpersonal understanding, caring behavior, creating an optimistic environment, and proactive problem solving) would be more strongly linked to team trust, open communication, personal task engagement, and team effectiveness than traditional task-focused leader's behaviors (directive statements, using questions). Most hypotheses were supported. Directive leader's behaviors were for the most part negatively associated with team trust, open communication, and personal task engagement. It is argued that in SMWTs that have a history and a future together, emergent leaders who engage in behaviors that build emotional competence in the team are more likely to create team effectiveness than emergent leaders focused on directing team members.

This chapter examines in-service teachers’ transformed perspectives and practices for educating emergent bilinguals resulting from graduate study in a bilingual education graduate program in Chicago. This examination is contextualized in consideration of emergent bilinguals relative to the changing face of P-12 classrooms and gaps in teacher education. Findings from autoethnographic and discourse analytic inquiry suggest that teacher preparation in bilingual education (1) prepared and empowered in-service teachers to meet the academic, social, and cultural-linguistic needs of emergent bilinguals in their classrooms and (2) fostered a conscious inner transformation in in-service teachers that resulted in new ways and purposes of interacting with emergent bilingual students, their families, and colleagues. Findings also suggest that although there is institutional progress in meeting emergent bilinguals’ needs, it is incremental and insufficient. There are three major deficiencies: (1) new and increased teacher education standards lack the required specialized coursework in the education of emergent bilinguals; (2) teacher preparation of emergent bilinguals is inadequate; and (3) teacher preparation programs resist requiring specialized coursework in teaching emergent bilinguals.

The purpose of this paper is to illustrate how the emergent properties perspective from the field of biology can be applied to the field of intellectual capital. Much attention has in recent years been directed towards problems of accounting for intellectual capital and how the value of intellectual capital at one level of an organization influences the value of intellectual capital at higher or lower levels of the organization.

Through a literature review an emergent properties framework was developed. This framework was applied to an intellectual capital perspective with empirical illustrations.

In this paper, it is argued that the inherent difficulties of understanding the interdependencies of intellectual capital across different levels of an organization can be traced to a lack of understanding of the differences between synergetic effects, causal relationships and emergent properties. The paper illustrates through examples how an emergent properties perspective can be mobilized in relation to the field of intellectual capital.

The paper is conceptual in nature and reports the theoretical propositions from an ongoing empirical project. The lack of empirical content limits the strength of the conclusions.

The paper is a step in the direction of enhancing the understanding of the different levels of intellectual capital by applying the biological perspective of emergent properties. Although this perspective in itself may not constitute a general testable theory of intellectual capital, it is the hope, at least, that it may provoke thought, development and further research in this field.

We investigate the role of gender in linking communicative acts that occur in the interactions of self-managed teams to emergent leadership. Specifically, this study presents a framework that differentiates between agentic and communal task- and relations-oriented communication as predictors of emergent leadership, and it hypothesizes that men and women do not differ in what they say but do differ in how they are rewarded (i.e. ascribed informal leadership responsibilities) for their statements.

Interaction coding was used to capture the meeting communication of 116 members of 41 self-managed teams.

Men and women exhibited the same amount of agentic and communal task- and relations-oriented communication and were equally likely to emerge as leaders. However, men experienced an emergent leadership advantage when engaging in agentic and communal task-oriented behaviors. Agentic and communal relations-oriented behaviors did not predict emergent leadership.

The findings imply that theories could be more precise in differentiating between objective behaviors (i.e. actor perspective) and perceptions thereof (i.e. observer perspective) to understand why women experience a disadvantage in assuming leadership roles.

Although women displayed the same verbal behaviors as men, they experienced different consequences. Organizations can provide unconscious bias training programs, which help increase employees' self-awareness of a potential positive assessment bias toward men's communication.

This research utilizes an innovative, fine-grained coding approach to gather data that add to previous studies showing that, unlike men, women experience a disadvantage in terms of emergent leadership ascriptions when they deviate from stereotypically expected behavior.

The purpose of this paper is to study the nature of the strategy formation and its impact on firm performance in relation to market development and product innovation.

The paper is based on an empirical study of 91 Austrian SMEs which covers a time period of ten years. Strategy formation was captured by an analysis of strategic intentions and corresponding actions in two surveys carried out in 1995 and 2003.

The study finds no direct association between strategy formation and performance, though, emergent strategists had less often a growth orientation. Taking into account industry dynamics, shows, contrary to our expectations, that companies which employed an emergent market development strategy achieved higher sales growth in stable than in dynamic industries.

The question of the superiority of planned vs emergent strategies has a long debate in strategy formation literature. The authors contribute to this question by investigating the role of different information sources for the formation of market and product innovation strategies and its impact on the performance in different environments over a ten-year time period.

The aim of this paper is to examine empirically the relevance of the theory of deferred action for knowledge management systems (KMS) design in practice.

The study adopts a case study approach to examine knowledge work and knowledge management in virtual teamwork in a large UK telecommunications company to understand the occurrence of emergent knowledge and how it is managed by virtual team leaders. The section in the company studied is described as a “knowledge intensive organization” dealing with the company's e‐commerce activities.

The analysis confirms the complex adaptive system hypothesis – a complex system adapts to its environment through self‐organization. The data reveal the behaviour of the virtual team to be self‐organizing and adaptive to its environment. It confirms the knowledge tacitness hypothesis and social embeddedness of knowledge hypothesis as important determinants of knowledge sharing. Specifically, the data reveal the main issues concerning knowledge sharing practices of virtual team workers and the crucial team leader's role in the effectiveness of the teams' capability to develop social links to externalise and share tacit knowledge to accomplish tasks.

In this paper, the authors contribute “emergent knowledge” as a third category of organizational knowledge in addition to the existing tacit and explicit knowledge that needs to be considered when designing KMS. It also derives socio‐technical systems design principles based on the theory of deferred action, and a tentative development process with metrics is then proposed for KMS design that caters for emergent, tacit, and explicit knowledge.

Existing models such as the SECI model do not acknowledge emergent knowledge or its conversion into explicit knowledge. The theory of deferred action is invoked to derive design principles, termed deferred systems design principles, to depict how explicit knowledge, tacit knowledge, and emergent knowledge can be represented to design knowledge management systems for “emergent organizations”.

The study contributes to the limited research and lack of consideration of emergent knowledge as an integral part of organizational knowledge, especially in an era of emergent organizations.