Search results

For the past several decades, the field of global leadership has made noteworthy theoretical and empirical progress. The role of a global follower, however, has not been addressed to date. This chapter focuses on global followers and global followership as vital elements of a global leadership process supporting a traditional followership view that “leadership can only occur if there is followership” (Uhl-Bien, Riggio, Lowe, & Carsten, 2014, p. 83). Two assumptions ground the arguments: global leaders and global followers are engaged in a partnering process of global leadership, and followers and global followers have distinctive characteristics influenced by their specific environments. To explore those assumptions, we start by introducing the followership theory and relevant followership characteristics. Subsequently, we address the role of context in global leader–follower dynamics, extrapolate global followership characteristics from relevant multidisciplinary literature, and offer an example of a global leader–follower partnership. Next, we examine mentions of global followers and global followership in academic and nonacademic literature, and define a global followership construct. The conceptual framework, global followership model, research agenda, and practical implications conclude the manuscript.

In today’s rapidly changing workforce environment, organizations seek ways to increase productivity to remain competitive. The central human capital strategy is to attract the best talent and increase individual and team productivity to reach its strategic goals. Human Resources (HR) Professionals are required to attract, retain, train and develop employees to exhibit critical citizenship behaviours. The purpose of this paper is to present organizational-based research on why exemplary followers are considered valuable, as well as contribute to the understanding and discourse of the important role “exemplary followers” have for organizations. Extant followership constructs will be linked to key HR processes to illustrate how organizations can select, develop and retain “exemplary followership” to safeguard organizational sustainability.

A brief overview of HR systems and processes to enhance exemplary followership in employees is presented for training and development purposes. A range of research and practitioner papers are reviewed with the aim of illustrating the importance of and the key constructs for exemplary followership and to suggest practical applications for its development within organizations’ HR processes.

By understanding the importance and implications of exemplary followership development, the author will suggest practical HR tools that may be adopted, whole or in part, thus improving organizational sustainability.

Providing ways for HR to increase exemplary followership through learning and growth might help to expand practical followership development programmes in organizations at all levels.

This paper has drawn on limited followership organizational performance research done in the USA and Ghana and overall research in this area. It has discussed the Followership Continuum Model as a prescriptive tool for organizations to use. All Followership research has simply provided foundational constructs to be used in the original work the author developed for increasing exemplary followership in organizations through HR processes. There is no research like this to the author’s knowledge.

The purpose of this paper is to provide a discussion on the construction of followership identity among teachers in Kenya which has had less attention. Further, as Kenya is currently implementing a new education curriculum (competency-based curriculum) which requires teachers to be more proactive in their work, an understanding of how they construct their followership identity in schools is paramount, as this is linked to the attainment of learning outcomes.

Symbolic interactionism theory, which suggests that individuals respond to phenomena based on the meaning they give such phenomena and through interactions with others, has been used to support arguments in this paper. This theory is relevant to this paper, as it helps in understanding the meaning that teachers give to ‘followership’ through interactions with others in their schools.

The arguments in the current paper suggest that as Kenyan teachers interact with colleagues, their meaning of ‘followership’ is defined and refined. The resulting identity is important for these teachers, especially as they embrace the new curriculum in the country which requires them to be more proactive, unlike the previous one.

As this is a conceptual paper, there is no empirical data to ground validate the arguments given.

The use of symbolic interactionism in the discussion of this paper adds another dimension to the followership and identity construction among followers. Much of the literature has focused on followership in general but not from the lens of symbolic interactionism.

In this essay, we seek to understand how international business schools contribute to the development of effective global leaders. To do so, we start by examining the practical needs and challenges faced by multicultural teams operating in diverse global environments. Next, we compare and contrast three models of global leadership skills development used at three international institutions in Poland, Mexico, and Canada. We analyze each approach using Brake’s (1997) global leadership triad and Oddou and Mendenhall’s (2018) transformational axes model. We then discuss the future of global leadership education and the role business schools should play in the development of appropriate skills.

This chapter is about how leaders attempt to move from traditional to shared leadership and why they often cannot. We develop a new theoretical framework to examine whether leaders are willing to shift control from themselves to their followers and thus promote shared leadership in their teams. We argue that control shifts, while necessary for shared leadership, are particularly difficult for leaders to enact. This is because leadership is often closely bound with power and status in the organization, a reality of organizational life that is often overlooked in the quest for new forms of leadership, such as shared leadership. Our contribution lies in examining leaders’ ability to enact shared leadership through the lenses of primary and secondary control, and situating control shift in the context of global leadership including selected cultural dimensions, complexity, and paradoxes.