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This study aims to unfurl the mediating role of facets of voice behavior. The study also unearths the relationship between servant leadership and voice behavior.

The data were collected from follower manager dyads in two waves of data collection initiated after the completion of the preceding wave. The final sample size obtained was 312.

The study found servant leadership to be related to innovative work behavior and facets of voice behavior. The study also found promotive voice behavior and preventive voice behavior to be related to the innovative work behavior of employees. The study found promotive voice behavior and prohibitive voice behavior work as parallel mediators linking servant leadership to the innovative work behavior of employees.

To the best of the authors’ knowledge, this study is the first to unearth mediation linking servant leadership to innovative work behavior through both facets of voice behavior.

This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.

This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.

The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.

Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.

The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.

The purpose of this paper is to report on the dynamics of “identity leadership” with a quality improvement project undertaken by an International Medical Graduate (IMG) from Sri Lanka, on a two year Medical Training Initiative (MTI) placement in the National Health Service (NHS) [Academy of Medical Royal Colleges (AoMRC), 2017]. A combined MTI rotation with an integrated Fellowship in Quality Improvement (Subedi et al., 2019) provided the driver to implement the HEART score (HS) in an NHS Emergency Department (ED) in the UK. The project was undertaken across ED, Acute Medicine and Cardiology at the hospital, with stakeholders emphasizing different and conflicting priorities to improve the pathway for chest pain patients.

A social identity approach to leadership provided a framework to understand the insider/outsider approach to leadership which helped RH to negotiate and navigate the conflicting priorities from each departments’ perspective. A staff survey tool was undertaken to identify reasons for the lack of implementation of a clinical protocol for chest pain patients, specifically with reference to the use of the HS. A consensus was reached to develop and implement the pathway for multi-disciplinary use of the HS and a quality improvement methodology (with the use of plan do study act (PDSA) cycles) was used over a period of nine months.

The results demonstrated significant improvements in the reduction (60%) of waiting time by chronic chest pain patients in the ED. The use of the HS as a stratified risk assessment tool resulted in a more efficient and safe way to manage patients. There are specific leadership challenges faced by an MTI doctor when they arrive in the NHS, as the MTI doctor is considered an outsider to the NHS, with reduced influence. Drawing upon the Social Identity Theory of Leadership, NHS Trusts can introduce inclusion strategies to enable greater alignment in social identity with doctors from overseas.

More than one third of doctors (40%) in the English NHS are IMGs and identify as black and minority ethnic (GMC, 2019a) a trend that sees no sign of abating as the NHS continues its international medical workforce recruitment strategy for its survival (NHS England, 2019; Beech et al., 2019). IMGs can provide significant value to improving the NHS using skills developed from their own health-care system. This paper recommends a need for reciprocal learning from low to medium income countries by UK doctors to encourage the development of an inclusive global medical social identity.

This quality improvement research combined with identity leadership provides new insights into how overseas doctors can successfully lead sustainable improvement across different departments within one hospital in the NHS.

Drawing upon the job demands-resources (JD-R) model, this research examines the contribution of distributed leadership (DL) to ambidextrous innovation and the mediating roles of employees' eudaimonic well-being (EWB) and hedonic well-being (HWB) in this link. It also investigates the moderating effect of employees' age in the relationship between DL and EWB and HWB.

The author formulated a series of hypotheses that we tested based on a survey of 329 middle managers working in Tunisian ICT firms and through the partial least square-structural equation modelling method.

This research provides empirical evidence of the mediating effects of EWB and HWB between DL and ambidextrous innovation. The multi-group analysis performed shows that employees' age moderates the links between DL and EWB and HWB. These relationships are significant and positive for Generation X and Generation Y and not for Baby-Boomers.

Despite the importance of the DL style, this variable has been studied mainly within educational institutions. This research pioneers the investigation of the mediating effect of HWB and EWB between DL and ambidextrous innovation in the business context. A major implication is that, through a DL style, managers can nurture the well-being of employees of different ages and promote ambidextrous innovation.

Performance-driven culture has received extensive attention from both academics and practitioners because of its impact on organisations’ performance. Employees’ tacit knowledge about performance-driven culture is pivotal to identify, as it contributes to increasing the organisation’s performance. With the aim of enriching ongoing debate in human resources and knowledge management research, this paper proposes a conceptual model for emancipating and investigating the main factors of employees’ tacit knowledge that shape and affect performance-driven culture of a Saudi Arabian organisation.

The validity of the conceptual model is examined through a qualitative study developed using a thematic analysis of 134 employees’ unbridged computerised typewritten comments about organisation’s performance-driven culture.

Findings confirm the utility of conceptual models in explaining and categorising employees’ emancipated tacit knowledge, providing a potential contribution to academics and practitioners interested in developing managerial processes for improving organisation’s performance-driven culture.

Both the conceptual reflections and empirical-based evidence herein enrich ongoing debate in the area of human resources and knowledge management about employees’ tacit knowledge and performance-driven culture.

Spirituality and leadership, both have an intrinsic goal where they incorporate clarity of understanding, vision and collective action and both have the potential to empower an individual or a team, with commitment and productivity. It is one of the rapidly growing areas of leadership. It takes responsible policymakers and leaders to build a nation that benefits multiple stakeholders and all citizens. The aim of the chapter is to explore the concept of spirituality and show how applied spirituality can provide moral and practical guidance for leaders of public policy to take bold and enlightened steps towards achieving sustainable development (SD) goals. We define spirituality as a way of understanding, inner awareness, personal integration, and a source of values that give ultimate meaning or purpose beyond the egoic self. As such the chapter will go beyond existing discussions of ethical, moral, or values-based leadership and raise issues of how a deeper spiritual understanding of human nature can guide leaders. Some helpful practices like mindfulness are also covered in this chapter. There are various relevant leadership styles including transformational leadership, servant leadership, moral leadership and participatory leadership. Although each of these has some positive characteristics, this chapter with the help of those characteristics would try to get a deeper insight and understanding of how spirituality can stimulate and add more value, and bring integrity, motivation and strong leadership qualities. This chapter covers the existing gap in the literature on applied spirituality and leadership and concludes that leadership when incorporated with spirituality plays a vital role in honing the skills of the leaders and changing their perspective towards the team. The chapter will conclude with ideas for discussion among faculty and students and suggestions for further research into the use of applied spirituality for leadership in sustainable development policy.

This study aims to explore the factors that build positive leadership identities in women and reduce woman-leader identity conflict in societies with low gender equality. In doing so, it responds to calls to examine the role of “context” for women aspiring to leadership roles.

The required data were collected through semistructured interviews with 30 senior-level female leaders in the corporate sector of Pakistan and analyzed using NVivo.

Successful professional women are often facilitated by various social and organizational factors that boost their confidence and ability to view themselves positively as leaders, reducing woman-leader identity conflict. The main facilitators observed were egalitarian values practiced at home, male sponsorship in organizations and individual leadership experiences. Furthermore, the age and socio-economic status of women have also emerged as important factors contributing to the success of women leaders in Pakistani society, which is characterized by gender inequality and high power distance.

Organizations committed to developing women for leadership roles and attaining their gender diversity goals need to address the structural and psychological barriers that hinder women’s progress in the workplace. Moreover, men need to be engaged as allies to enable women’s advancement as organizational leaders.

This study highlights how culture, gender norms and significant experiences of women moderate equality lows in patriarchal societies. It aims to demonstrate that women can progress as leaders within a low gender-egalitarian culture in the presence of factors that facilitate the establishment of their identities as leaders, thus reducing identity conflict. In addition, the role that men can play in creating a supportive environment for establishing women’s leadership identities is particularly highlighted in this study.

The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.

The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.

The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.

The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.