Pub Date : 2024-05-21DOI: 10.1177/17427150241250175
{"title":"The International Studying Leadership Conference (ISLC) 2024 - Leadership in dialogue: Exploring the spaces between ideas, communities, worldviews","authors":"","doi":"10.1177/17427150241250175","DOIUrl":"https://doi.org/10.1177/17427150241250175","url":null,"abstract":"","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141118437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.1177/17427150241240598
Keith Grint
This article features a leaked WhatsApp message to the British Prime Minister, Rishi Sunak. It was written by Mark E Avelli, a political consultant who sets out what has happened recently in the UK and how he suggests Sunak should act if he wants to remain unsuccessful. That sounds counter-intuitive but not when framed by the revolutionary political theory embraced by the consultant: success is rooted in understanding that victory is not to be acquired by saying and doing the right thing, but the opposite. Only when we understand that nobody actually wants political power and the responsibility that inevitably comes with it, do the actions of politicians make any kind of sense. Or for those keen on a short consulting takeaway to use in teaching political leadership: ‘fail fast and keep failing’. The focus here is obviously on the UK, but for readers in other countries that are led or used to be led by similar leaders, this article provides an explanation for why we keep electing people who appear to have no idea what they’re doing.
本文介绍了泄露给英国首相里希-苏纳克的 WhatsApp 消息。文章由政治顾问马克-艾维利（Mark E Avelli）撰写，他阐述了英国最近发生的事情，并建议苏纳克如果想继续失败，应该如何行动。这听起来有违直觉，但如果以这位顾问所信奉的革命性政治理论为框架，就不会如此：成功的根本在于明白胜利不是通过说正确的话和做正确的事获得的，而是相反。只有当我们明白没有人真正想要政治权力以及随之而来的不可避免的责任时，政治家的行为才有意义。或者，对于那些热衷于在政治领导力教学中使用简短咨询总结的人来说："快速失败，不断失败"。这篇文章的重点显然是英国，但对于由类似领导人领导或曾经由类似领导人领导的其他国家的读者来说，这篇文章为我们解释了为什么我们总是选举那些似乎不知道自己在做什么的人。
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Pub Date : 2024-03-14DOI: 10.1177/17427150241240915
{"title":"Leadership in dialogue: Exploring the spaces between ideas, communities, worldviews","authors":"","doi":"10.1177/17427150241240915","DOIUrl":"https://doi.org/10.1177/17427150241240915","url":null,"abstract":"","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1177/17427150241240190
{"title":"Editorial Announcement: New Associate Editors and Editorial Board Members Gareth Edwards and Doris Schedlitzki","authors":"","doi":"10.1177/17427150241240190","DOIUrl":"https://doi.org/10.1177/17427150241240190","url":null,"abstract":"","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.1177/17427150241240175
Nicole Ferry, Eric Guthey, Sverre Spoelstra
{"title":"Special issue proposal for leadership: The leadership dynamics of systems change","authors":"Nicole Ferry, Eric Guthey, Sverre Spoelstra","doi":"10.1177/17427150241240175","DOIUrl":"https://doi.org/10.1177/17427150241240175","url":null,"abstract":"","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.1177/17427150241238830
Tatiana Bachkirova, Peter Jackson
Multiple theories of leadership postulate specific capability requirements with an expectation that leaders recognize the need for such capabilities and become motivated to develop them. In the workplace, leaders’ development is also expected to respond to the immediate demands of the organizational context. However, what leaders end up learning in the workplace remains largely unexplored. Hence our inquiry is into what leaders choose to learn, when they are in role and face the realities and demands of their immediate and wider environment. In line with Vygotsky’s sociocultural theory and concept of ‘perezhivanie’ we explore what actually becomes important for leaders to learn when they receive developmental support from a coach. We do this by identifying the content of coaching conversations: what is demonstrably discussed in coaching - the main themes of the actual coaching conversations and how the predominance of different themes changes over the coaching engagement. Based on the analysis of the sequencing of coaching themes in 153 organizational coaching engagements we discuss the dynamic interplay of the personal and the organizational agendas in the changing foci of leader learning. We propose a novel and theoretically-grounded explanation of leaders’ choices for learning in real complex environments. The results of uniquely gathered data and analysis challenge some current trends in the scholarship and praxis of leader development.
{"title":"What do leaders really want to learn in a workplace? A study of the shifting agendas of leadership coaching","authors":"Tatiana Bachkirova, Peter Jackson","doi":"10.1177/17427150241238830","DOIUrl":"https://doi.org/10.1177/17427150241238830","url":null,"abstract":"Multiple theories of leadership postulate specific capability requirements with an expectation that leaders recognize the need for such capabilities and become motivated to develop them. In the workplace, leaders’ development is also expected to respond to the immediate demands of the organizational context. However, what leaders end up learning in the workplace remains largely unexplored. Hence our inquiry is into what leaders choose to learn, when they are in role and face the realities and demands of their immediate and wider environment. In line with Vygotsky’s sociocultural theory and concept of ‘perezhivanie’ we explore what actually becomes important for leaders to learn when they receive developmental support from a coach. We do this by identifying the content of coaching conversations: what is demonstrably discussed in coaching - the main themes of the actual coaching conversations and how the predominance of different themes changes over the coaching engagement. Based on the analysis of the sequencing of coaching themes in 153 organizational coaching engagements we discuss the dynamic interplay of the personal and the organizational agendas in the changing foci of leader learning. We propose a novel and theoretically-grounded explanation of leaders’ choices for learning in real complex environments. The results of uniquely gathered data and analysis challenge some current trends in the scholarship and praxis of leader development.","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140108078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/17427150241238811
Keith Grint
Using examples from military history, this paper takes Alvesson and Sveningsson’s ‘Extraordinarizaton of the Mundane’ article and inverts it. They suggested that what counted as ‘leadership’ was not the acts of formal leaders but the interpretive work of subordinates, who rendered mundane actions by leaders – such as chatting to employees – as extraordinary. Here, I suggest that the reverse process also occurs – the mundanization of the extraordinary. In this case subaltern groups are given mundane tasks to inhibit their achievement of extraordinary tasks, or, when extraordinary tasks are achieved, those same tasks are rendered mundane by their superordinates and thus devalued. Even when successful challenges to this hierarchy of value are made the superordinate culture tends to close ranks against the upstarts and reaffirm the status quo ante, or simply deny the possibility of subaltern groups achieving something so extraordinary.
{"title":"Closing ranks: Leadership and the mundanization of the extraordinary in military history","authors":"Keith Grint","doi":"10.1177/17427150241238811","DOIUrl":"https://doi.org/10.1177/17427150241238811","url":null,"abstract":"Using examples from military history, this paper takes Alvesson and Sveningsson’s ‘Extraordinarizaton of the Mundane’ article and inverts it. They suggested that what counted as ‘leadership’ was not the acts of formal leaders but the interpretive work of subordinates, who rendered mundane actions by leaders – such as chatting to employees – as extraordinary. Here, I suggest that the reverse process also occurs – the mundanization of the extraordinary. In this case subaltern groups are given mundane tasks to inhibit their achievement of extraordinary tasks, or, when extraordinary tasks are achieved, those same tasks are rendered mundane by their superordinates and thus devalued. Even when successful challenges to this hierarchy of value are made the superordinate culture tends to close ranks against the upstarts and reaffirm the status quo ante, or simply deny the possibility of subaltern groups achieving something so extraordinary.","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/17427150241232705
Lauren Eaton, Todd Bridgman, Stephen Cummings
Amidst growing demands for more democratic forms of organizing, we argue that better understanding the origins of transformational leadership theory offers a way forward. Transformational leadership theory, originally developed by American political scientist James MacGregor Burns in the late 1970s, is the best-known and most influential leadership theory in management studies. Transformational leaders are visionaries who engage with followers’ higher-level needs and inspire them to deliver extraordinary outcomes for their organizations. Democracy was at the core of Burns’ conception of transformational leadership: voters selected their leaders and voted them out if they failed to deliver on their visions. However, this was overlooked by those who introduced the theory to management studies. Using intellectual history, we contrast the conventional representation of transformational leadership theory in business with Burns’ original conception. We explore how and why the democratic foundation of the theory was lost, why this matters, and what can be done to recover it.
{"title":"Advancing the democratization of work: A new intellectual history of transformational leadership theory","authors":"Lauren Eaton, Todd Bridgman, Stephen Cummings","doi":"10.1177/17427150241232705","DOIUrl":"https://doi.org/10.1177/17427150241232705","url":null,"abstract":"Amidst growing demands for more democratic forms of organizing, we argue that better understanding the origins of transformational leadership theory offers a way forward. Transformational leadership theory, originally developed by American political scientist James MacGregor Burns in the late 1970s, is the best-known and most influential leadership theory in management studies. Transformational leaders are visionaries who engage with followers’ higher-level needs and inspire them to deliver extraordinary outcomes for their organizations. Democracy was at the core of Burns’ conception of transformational leadership: voters selected their leaders and voted them out if they failed to deliver on their visions. However, this was overlooked by those who introduced the theory to management studies. Using intellectual history, we contrast the conventional representation of transformational leadership theory in business with Burns’ original conception. We explore how and why the democratic foundation of the theory was lost, why this matters, and what can be done to recover it.","PeriodicalId":47422,"journal":{"name":"Leadership","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140055938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1177/17427150241232164
Anna Fabisch, Sofia Kjellström, Marlene Ockander, Gunilla Avby
Leadership development (LD) plays a significant role in achieving high-quality performance and business results, but there is little research on how leadership development itself evolves as the organization develops. This study explores how a leadership development system evolved over 30 years, during a time when the organization became increasingly high performing. Through reflexive thematic analysis of organizational documents and interviews with top managers and practitioners, the study provides a rich longitudinal description of the evolvement. The results revealed three pervasive changes of the leadership development system: 1) from a system for business-specific learning to one for system-wide learning; 2) from a system for personal development to one for customer-oriented quality development; and 3) from a leadership development system consisting of leadership development programs to one that is integrated into regular meetings and uses simple rules. These changes supported the gradual transformation of the leadership development from being independent to becoming integrated in the wider system, supporting the business system. The findings offer a unique insight into how an organization transitioned from individual leader development towards promoting collective aspects of leadership development. The study provides two main theoretical contributions that support the perspective of viewing leadership development as integrated within organizational development. Firstly, we present a more multifaceted way of understanding leadership development, wherein managers and employees, customer outcomes, and business advancement are seen as mutually developing. Secondly, we introduce two new critical points that complement previous descriptions of an advanced leadership development system: It is system wide (not only business specific) and customer oriented (not only leader/participant oriented).
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Pub Date : 2024-02-08DOI: 10.1177/17427150241232164
Anna Fabisch, Sofia Kjellström, Marlene Ockander, Gunilla Avby
Leadership development (LD) plays a significant role in achieving high-quality performance and business results, but there is little research on how leadership development itself evolves as the organization develops. This study explores how a leadership development system evolved over 30 years, during a time when the organization became increasingly high performing. Through reflexive thematic analysis of organizational documents and interviews with top managers and practitioners, the study provides a rich longitudinal description of the evolvement. The results revealed three pervasive changes of the leadership development system: 1) from a system for business-specific learning to one for system-wide learning; 2) from a system for personal development to one for customer-oriented quality development; and 3) from a leadership development system consisting of leadership development programs to one that is integrated into regular meetings and uses simple rules. These changes supported the gradual transformation of the leadership development from being independent to becoming integrated in the wider system, supporting the business system. The findings offer a unique insight into how an organization transitioned from individual leader development towards promoting collective aspects of leadership development. The study provides two main theoretical contributions that support the perspective of viewing leadership development as integrated within organizational development. Firstly, we present a more multifaceted way of understanding leadership development, wherein managers and employees, customer outcomes, and business advancement are seen as mutually developing. Secondly, we introduce two new critical points that complement previous descriptions of an advanced leadership development system: It is system wide (not only business specific) and customer oriented (not only leader/participant oriented).
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