In what ways is your research innovative, and how do you think it will impact the field?
By measuring employee perceptions of their interpersonal experience with organizational leaders as well as employee affect and levels of intent, this study contributes to bridging the gap between the long-standing research base relating to organizational leadership and the emergent theory of employee work passion. Indeed, scholars such as Albrecht (2010) and Meyer, Gagné, and Parfyonova (2010) have called for research to integrate theories and evidence from adjacent fields. Such integration will allow Human Resource Development scholars and organizational practitioners to develop a deeper understanding of related psychological constructs that contribute to the development of work passion.
In terms of practical implications, by exploring theoretical links between leadership behavior, employee affect and work intentions, we develop and provide a relevant theoretical framework for future discussion, analysis and refinement. With a clearer understanding of how leadership impacts on employee affect and employee work intentions, HRD practitioners can measure the antecedents to and consequences of work passion accurately. Subsequently, appropriate behavioral interventions, such as training and coaching programs that aim to increase leader awareness and skills needed to build workplace environments where employees can choose to be passionate about their work, can be developed.
All the authors of this paper are teachers as well as researchers, and spend much of our time working with ‘gnarly’ middle managers on executive education programmes and Executive MBAs. It was piloting an innovative leadership learning intervention (co-constructed coaching – the subject of an earlier paper in Management Learning by Steve and myself) with this latter population that triggered the insights underpinning this paper. Specifically, we realised that adopting a reflexive pedagogy had implications for us as ‘teachers’ as well as for our students. This was not the direction we intended the paper to go, but it really hit us as something important and not well understood in the literature. The idea of ‘identity undoing’, which Brigid had already developed, seemed key to our own experiences and offered a valuable framework for processing and theorizing them.
What has been the most challenging aspect of conducting your research? Were there any surprising findings?
A significant challenge in conducting this research was the autoethnographic element – which was not part of the original design but still needed to be methodologically robust. Our original intention had been to validate the idea of co-constructed coaching as a leadership learning intervention, which we had previously proposed. An early draft of the paper, pursuing this intent, happened to mention our own experience of implementing this intervention and our reviewers picked up on this as being interesting. This led Steve and I to home in on this previously marginal aspect of the project and to bring Brigid in as an ‘independent witness’ to our reflections on what it felt like to adopt a reflexive pedagogy. Brigid did a great job of ‘interrogating’ and then narrating key elements of this experience, which we were then able to theorize in relation to identity undoing and issues of power.
In what ways is your research innovative, and how do you think it will impact the field?
In undertaking this analysis, we problematize the pursuit of a reflexive pedagogical practice within executive and postgraduate education and offer a paradox: the desire to engage students in reflexive learning interventions – and in particular to disrupt the power asymmetries and hierarchical dependencies of more traditional educator-student relationships – can in practice have the effect of highlighting those very asymmetries and dependencies. Successful resolution of such a paradox becomes dependent on the capacity of educators to undo their own reliance on and even desire for authority underpinned by a sense of theory-based expertise. We belief this insight – as well as the innovative use of autoethnographic methods to turn a critically reflexive lens upon academic teaching – will provide food for thought (and for further research) across a wide range of academic disciplines. With the introduction in the UK of the Teaching Excellence Framework, now seems to be a fitting time to review what it means to be an ‘expert’ teacher.
Preparation for crisis management is often overlooked. While it is always important to prepare for the unknown, it is essential in recent times when uncertainty is especially prevalent. According to a study by the ODM Group, 79 percent of decision makers believe that they are about a year away from a potential crisis—however, only 54 percent of companies have a crisis plan in place.
How can we improve crisis management in the workplace? Can we expect the unexpected? What can we learn from those facing extreme crises on a regular basis? This month’s edition of the SAGE Business Bulletin looks closely at this issue.
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According to a recent study published in the Journal of Leadership & Organizational Studies, the typical employee spends an average of 6 hours per week in scheduled meetings (Rogelberg et al., 2006), allowing a considerable amount of time to assess the leadership and presenting skills of the supervisor.
The article is currently free to read for a limited time, so click here to find out how leadership behavior helps to strengthen motivation in employees to follow through with action items! The abstract for the article is below:
Leading meetings represent a typically and frequently performed leadership task. This study investigated the relationship between the leadership style of supervisors and employees’ perception of meeting outcomes. Results showed that participants reported greater meeting satisfaction when their meeting leader was assessed as a considerate supervisor, with the relationship between considerate leadership style and meeting satisfaction being mediated by both relational- and task-oriented meeting procedures. The results, however, provide no support for initiating structure being associated with meeting effectiveness measures. More generally, the findings imply that leadership behavior is a crucial factor in explaining important meeting outcomes.
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Rogelberg S. G., Leach D. J., Warr P. B., Burnfield J. L. (2006). “Not another meeting!” Are meeting time demands related to employee well-being? Journal of Applied Psychology, 91, 83-96. doi:10.1037/0021-9010.91.1.83 Google Scholar CrossRef, Medline
Our world of illusions, sooner or later crumbles in front us. The dreams and fantasies that move us are doomed to show their true colors at some point or another. And, within those fantasies, that of the paternalistic leader is perhaps the most powerful. Since the times of the Romance of Leadership, we have known that people love a good hero story. Yet, finding out that the paternal figure, whoever that might be for us, is not as almighty as we used to think, is one of those crucial points in life when we cross a threshold from which most of the times we cannot go back. However, there is sometimes no way to avoid this moment, as the fantasy of great leaders usually ends with their inevitable fall. When I first realized this, I realized as well that there was a missing element in the latter narrative. We calm our fears and sorrows forcing certain people -leaders- to pretend they control it all. But, how do leaders feel playing a role that is probably doomed to fail?
It is like this that Leaders, Power and the Paradoxical Position: Fantasies for Leaders’ Liberation emerged from my curiosity to answer a perennial question: how do normal limited human beings (i.e. leaders) cope with the challenge of having to pretend that, for some magical reason, they know better than any of us what they are doing? Fantasy is the answer that my paper in the Journal of Management Inquiry proposes for the aforementioned question. But, it is not fantasy as pure magic that is explored in this paper, but fantasy as a subtle socio-cognitive process to find ways to disguise magic in reality itself. In short, it is magical realism fantasizing that explains how a group of leaders that I studied, were able to escape that paradoxical position of having to pretend that they can do it all, when actually knowing they cannot. Like this, the paper contributes to one fundamental aim: to rethink leaders from those who have all power to those that are actually subjects of it.
There is no doubt that effective leadership communication is one of the key factors for an organization’s success. But how good is leadership communication in the reality of everyday business? To answer this question, it’s not enough to rely solely on leaders’ self-ratings. Armed with a new instrument to assess the perceived quality of a leaders’ communication from the leaders own perspective and the perspective of their respective subordinates, we were curious to explore how the perception of leadership communication within a leader-subordinate dyad may differ, and how different perceptions are related to concrete organizational outcomes.
The findings in this study underline the importance of taking into consideration both leader and subordinate perceptions of leadership communication. Results show, that they may in fact differ, and whether they differ or not is substantially related to relevant outcomes. It particularly points out the desirability of congruent positive perceptions of leadership communication as it appears to be a clear indicator of high job satisfaction of subordinates.
This has practical implications for the teaching and training of leadership communication, especially the importance of developing supervisory training programs that enhance the communicative behaviors of leaders and at the same time make them more perceptive for how their subordinates see things.
I first became interested in leadership in dangerous environments as an Army officer serving in Iraq. I knew I wanted to help find out how we could train our leaders in these difficult environments to become better. I set out to discover how leaders make sense in these in extremis environments, and how did they give sense to their teams. This journey led me to interview 30 soldiers who had recently returned from conflict in the Middle East. As the US begins our 16th year with conflict in the Middle East, more and more leaders are faced with deploying overseas. As our society changes and crises seem to be happening on US soil more frequently, more than just soldiers will have to understand leadership in crises environments. This empirical study helps begin the dialogue.
The full abstract to the article is below:
Leading in in extremis situations, when lives are in peril, remains one of the least addressed areas of leadership research. Little is known about how leaders makesense in these dangerous situations and communicate these contexts to others. Because most of the literature on in extremis is theoretical, we sought empirical evidence of how sensemaking proceeds in practice. A qualitative study was conducted based on interviews with 30 Army leaders who had recently led teams in combat. Our findings suggest that during these life-threatening situations, sensemaking and sensegiving are actually occurring simultaneously, the type of training leaders receive is critical, and a sense of duty can influence a person’s role as a leader. Our findings have implications for both theory and practice since crisis leadership is now a coveted executive quality for leadership competency.