Leadership theory and practice: Fostering an effective symbiosis

Leadership theory has not lived up to its promise of helping practitioners resolve the challenges and problematics that occur in organizational leadership. Many current theories and models are not contextualized, nor do the dynamic and critical issues facing leaders drive their construction. Alternatively, practitioners too often approach leadership problems using trial and error tactics derived more from anecdotes and popular fads than validated scientific data and models. Yet, while this gap between theory and research has bedeviled the leadership community for much of its history, there have been few if any systematic examinations of its causes. In this review, we have sought to highlight the particular barriers on the leadership practice and theory-building/testing constituencies, respectively, that constrain efforts to integrate them. We also offer a number of propositions and guidelines that we hope can break through these barriers and help stakeholders create a more effective leadership theory and practice symbiosis (LTPS). Finally, we have offered two cases of effective LTPS as examples and models for such integrative research efforts.     

Understanding managerial propensity to participate in learning activities: the case of the Scottish life assurance industry

Against a background of continuing upheaval and change (increased competition and technological advances), an analysis of the barriers to participation in learning was undertaken through in-depth interviews with a sample of 61 mid-career managers from five of the largest life assurance institutions in Scotland. Utilising a 'grounded theory' methodology, a 'Model of Propensity to Participate in Learning Activities' was developed to determine the prevalence of both intrinsic (aspects associated with the individual learner) and extrinsic (aspects associated with the organisation or industry in which the learner operates) factors affecting participation in learning. Five intrinsic variables (Perceptual, Emotional, Motivational, Cognitive (General) and Cognitive (Vocational)) and three extrinsic variables (Culture, Management Development Culture and Physical Resources) were proposed, against which the managers were categorised according to their propensity to participate in learning initiatives.     

Relationship between participation in communities of practice and organizational socialization in the early careers of South Korean IT employees

This paper focuses on the relationship between participation in communities of practice (CoP) and organizational socialization of informational technology employees in their early careers. In this paper, the authors limited their research to CoP, which were recognized and supported by the organization. Results showed that participation in CoP was more strongly related to adjustment (job satisfaction, organizational commitment and intention to remain) than to learning (sense of belonging to the organization and role comprehension) when the characteristics of CoP and the degree of participation were controlled. The intensity of participation in CoP was significantly related to the socialization outcomes while there were no relationships between the length of participation and the socialization outcomes. Recommendations for future research include the use of objective rather than self-reported data, longitudinal research, the identification of other variables related to learning in CoP, and consideration of variations in national and organizational culture.     

Learning in and from projects: the learning modes and a learning capability model

Abstract

The notion of ‘project delivery’ is well embedded in and across the management and organizational sciences literature – generating a narrative that reflects and recognizes the instrumental nature of projects and programmes in strategy execution. Project management, as a distinct and well-established body of research enquiry, has increasingly sought to focus our attention on the impacts of complexity, risk and uncertainty in projects; the corollary being a desideratum to strengthen our theoretical understanding of how insight and learning from projects may influence improvements to organizational efficiency. The wider literature suggests that organizational learning remains a challenging proposition, particularly in the context of organizations operating in environments of high complexity. In this paper, we enhance the conversation on organizational learning through a series of case studies, generating evidence of thirteen ‘learning modes’. The paper proposes that mature organizations tend to exhibit a greater number of learning modes and that there is a tendency to capture and socialize knowledge with a greater emphasis on the context of the learning situation rather than the learning artefact in isolation. The empirical evidence gathered in this paper forms the basis of a capability model, characterized by the thirteen modes of learning. The model intimates that learning occurs, and is more effective, when knowledge and information are enacted in practice through the learning modes which form a nucleus of the organizational learning capability. The research concludes with a 'call to action' that emphasizes the strategic importance of learning practices and routines in project oriented-organizations.     

中国本土领导研究的一种框架及操作:基于张瑞敏个案的研究过程示例

基于对中国本土领导的界定与分析,提出中国本土领导研究的一种框架及操作,即从"领导如何成长、如何发挥作用及领导的本质"3个开放性问题出发,基于质性研究策略,采用以问题导向的探索性建构主义扎根理论方法,对中国本土领导数据进行搜集与整理。借鉴POPPER的4段式科学研究逻辑,对数据进行分析,不断地对问题进行诠释,并发现新的问题,从不断的循环中建构构念,发掘潜在的扎根理论,与现有领导理论进行对比,最终形成中国本土领导理论。     

From a spontaneous community of practice to a piloted community of practice: A longitudinal study of resilience construction

The article focuses on piloted communities of practice (PCoPs), which have evolved significantly in recent years in the knowledge-based economy. These social structures represent real difficulties in terms of management, particularly with regard to the possibility of reconciling two apparently contradictory logics, self-organization and control. Although recent empirical work in the literature provides a general picture of these PCoPs, they do not provide details of how this piloting is implemented over the long term. This paper uses a flexible pattern matching approach on a longitudinal case study to analyze the shift from a spontaneous community to a piloted community. The community studied here is the sound engineers of Radio France. The results highlight that piloting can only be relevant if it is presented as a reification process that makes sense to those involved. The study also emphasizes that self-organization and control can be harmonized through the creation of an ad hoc structure and that some PCoPs can be ambidextrous. In this study, we underline in which conditions the piloted community allows to maintain the resilience of an organization.     

领导研究中的“情境”——内容、方法与未来展望

本文对20世纪80年代以来情境相关的中西方领导研究文献进行了全面的分析和综述。首先对近20年来情境相关的领导研究进行了整体性的归纳与总结;然后从组织结构、组织文化、组织氛围及状态、其它组织内部情境和组织外部情境五个方面对领导研究中涉及的情境内容进行了梳理与具体分析,并从理论的情境化和情境的理论化两个视角对已有领导研究中的情境处理方法进行了探讨;最后进行了总体性评价与讨论,并对未来的研究给出建议。     

在线品牌社区成员持续参与行为形成的动机演变机制研究

运用扎根理论,选择小米手机社区持续参与成员作为深度访谈对象,旨在研究社区成员持续参与行为形成的动机演变机制.研究结果表明,社区成员持续参与行为的形成是社区成员的参与动机在外部情境因素影响以及个人心理需要满足下不断内化的结果.具体表现为:初始参与阶段以外在调节的外部动机为主,包括信息动机和工具性动机;随后,参照群体、面子观以及关键事件促进了动机的内摄调节,初始动机驱动作用减弱,活动回报动机、社交动机、社会增强动机以及利他动机成为社区成员参与和贡献的主要驱动力;最后,社区成员能力需要和关系需要的满足促进成员对品牌、个人和社区产生依恋,持续参与行为得以形成和维持.     

危机领导力的理论模型构建:基于中国机长刘传健案例的质性研究

基于领导力的视角并围绕中国机长刘传健的典型案例,通过收集新闻媒体报道,以及对刘传健本人深度访谈、对管理人员访谈和对专业人员访谈共4类案例研究数据,采用经典扎根理论对转录后近29万字的案例资料进行编码,构建了危机领导力的概念和结构,最终提出了危机领导力六力(FLIGHT)模型,以此探索危机应对与管理的有效模式。研究结果发现,危机领导力包含6个维度:预警力、担当力、信念力、驾驭力、凝聚力和成长力。最后,将该模型同已有的危机管理模型进行了比较和分析,并讨论了研究结果的理论意义以及对危机中组织管理的实践启示。     

研发团队领导、团队反思与研发团队绩效关系研究

针对研发团队的特点,以团队领导和团队反思理论为基础,提出了研发团队领导、团队反思与团队绩效之间关系的概念模型,并采用SEM方法进行了实证检验。结果表明,变革型领导和交易型领导都会对团队绩效直接产生影响,但前者的影响更显著;变革型领导能够通过团队反思影响团队绩效,而交易型领导不能。团队反思在鼓励性激励、智能激发、个性化关怀三个变量分别与研发团队绩效作用过程中起到了一定的中介作用。     

华人本土组织领导研究的基本脉络与再定位

海外及港台着重文化取向的华人组织领导研究,集中关注于"权力—人情"、"事本主义—特殊主义"2个主要的关系维度,特别是一些本土化取向的研究力图将"关系"与"差序格局"等本土概念深化到组织领导领域之中。这种文化取向的研究立场,忽略了组织外部体制背景或组织场域的差别,也就忽略了对建国后大陆"单位制"的"主从关系"的研究范式。改革开放以来,市场化的体制转型与"单位制"的松动,为考察不同性质的组织领导模式与"关系"形态的成败提供了新的契机,也为文化取向与结构取向的不同研究立场提供了交流对话的可能。     

Towards New Public Management in Greek Public Organizations: Leadership vs. Management,and the Path to Implementation

In the beginning of the 21st century, when the notion of constant transformation is so frequently invoked, organizational change in the public sector is gaining increased attention. Responding to regulatory, economic, competitive and technological shifts, the challenge of reorganization is universal for all public organizations. This paper aims to explore the shift from Traditional to New Public Management (NPM), as well as the driving forces (such as the information economy, the need for better public performance, the opening of global markets, greater knowledge intensity etc.) that lead to the formulation of transformational programs to Greece. A presentation of a transformational program called Politeia, will be provided, analysed and compared to previous efforts. Finally, we address the important role of leadership and management in Greek public organizations that want successful to implement any change effort successfully.     

变革型领导与员工对组织变革认同感的关系研究

通过对25家科技型企业的360名员工的问卷调查,研究变革型领导风格与员工对组织变革认同感之间的关系.结果显示:变革型领导风格对组织变革过程和组织变革认同感都有显著的正效应;组织变革过程对变革型领导风格与组织变革认同感关系有一定的中介作用.研究表明,变革型领导在组织变革时期是一种有效的领导风格.     

主动性-被动性员工创新行为:基于分布式领导的作用机制研究

员工创新是企业创新驱动的重要推动力和提升其核心竞争力的关键。当前中国组织情境中,存在着两种不同性质的员工创新行为:主动性员工创新行为和被动性员工创新行为,两者所产生的创新绩效存在巨大差异。然而,现有文献对被动性员工创新行为研究不足,理论研究已经无法适应实践的需要,因此,有必要将两种不同性质的员工创新行为放在一个框架下进行研究,以丰富创新行为的研究内涵。本文以新兴的领导发展取向——分布式领导为切入点,引入组织支持感作为中介变量,上下级关系和价值观匹配作为调节变量,构建了分布式领导对主动性-被动性员工创新行为的作用模型。为了验证该模型,以408名知识型员工为研究对象,通过多元回归分析的方法进行检验,研究结果发现:分布式领导对主动性员工创新行为具有正向影响,对被动性员工创新行为具有负向影响;组织支持感在分布式领导与主动性-被动性员工创新行为之间起中介作用;上下级关系和价值观匹配正向调节分布式领导与组织支持感之间的关系,并进一步验证了有调节的中介作用。同时,上下级关系和价值观匹配交互调节了分布式领导与组织支持感之间的关系。本文研究为解构中国创新管理实践中纷杂多样的创新行为提供了理论诠释,丰富了...     

Educating spatial planners for the age of co-creation: the need to risk community,science and practice involvement in planning programmes and curricula

Abstract

Planners are often billed as leaders and change agents of the (un)built environment. It is, however, important to recognize that they are in reality only one of many players in a sea of actors involved in shaping future developments and projects. Plans and interventions today are co-created and in fact co-evolve relying as much on the input, cooperation and actions of inhabitants, users, developers, politicians as on expert planners and a wide variety of other professions. In this introductory section, we, as editors of this special issue, posit that planners therefore require skills for co-creation drawing on science and working with other disciplines. In turn, planning programmes and curricula need to incorporate learning and teaching approaches that prepare students in higher education for working in co-creation settings by purposefully exposing them to learning environments that involve community, science and practice. The collection of papers, which were presented initially at the 2014 Association of European Schools of Planning congress in Utrecht hereafter showcase curriculum developments and pedagogical research of planning educators from different world regions that in the round shed light on a variety of issues and challenges of embedding learning and teaching for co-creation and co-evolution. In particular, we elaborate on the tensions of employing transformational yet high-risk pedagogies in higher education settings that are becoming increasingly risk-averse and streamlined and we suggest an agenda for planning curriculum development.     

组织学习的过程模型研究

组织学习是当今企业最重要的核心能力之一 .本文对现有的组织学习过程模型进行分析 ,指出其不足并加以改进 ,建立了修正的组织学习模型 .基于此模型 ,本文分阶段讨论了影响组织学习的各种障碍 ,并提出了相应的解决措施 .最后 ,应用该模型对国内外两个实际案例进行了分析 ,以加深读者对组织学习过程模型的理解     

Reputation, trust and the dynamics of leadership in communities of practice

The aim of this article is to propose a theoretical framework describing the internal organization of communities of practice in a dynamic perspective. More precisely, we argue that communities of practice adopt some specific patterns of internal organization where some of their members obtain a leadership status. Leaders contribute to cognitive advance of the community of practice by providing members with a consistent and coherent vision of its objectives. We identify two of their attributes as important for allowing them to fulfil their task: informational mimesis and mediation. Finally, we propose a simulation model describing the emergence of leadership as the outcome of a self-organizing process. We find that leaders correspond to members who are characterized by higher levels of activity in the community.This work has greatly benefited from comments by participants at the 3^rd ETE Workshop held in Sophia-Antipolis. Comments by Markus Becker, Antoine Bureth, Patrick Cohendet, Robin Cowan, Christophe Lerch, Julien Pénin are gratefully acknowledged. Remarks by two anonymous reviewers and the editor contributed to improve significantly the quality of the article. The usual disclaimer applies.     

Developing the e-learning community

This paper considers aspects of the theory and practice of e-learning communities. To date much of the research and discussion in this area has been drawn from experiences in education where the prevalent model is best described as supported on-line learning. Propositions on the structure of the e-learning community, and on the role of the moderator, have been based largely on lessons drawn from practice in higher education. The growing importance of e-learning as a tool for informal learning and team development in business is leading to new types of e-learning communities with different objectives, different boundaries and membership, different demands on the moderator and different measures of effectiveness. Two e-learning communities are outlined and some key characteristics are presented.