Zeitschriftenartikel zum Thema „Business Administration, General|Education, Leadership|Sociology, Organization Theory“

A general framework of salient variables is put forward in this paper to be used in the analysis and explanation of the organizational phenomena around technical change, particularly the introduction of 'new technology'. Such variables are grouped into output, workflow, organization structure, skills and knowledge, and societal and business context factors. Their interrelationships are discussed on the basis of the organization research tradition and more recent findings. Hypotheses are derived which may be used to explain further findings, establish a better link between organizational theory and research on recent technical change, and benefit from synergy between organization, industrial sociology and business administration research.

Subject area The subject areas are organizational management, organizational behaviour and human resource management. Study level/applicability The study is applicable for courses in human resource management and organizational behaviour as part of masters-level programmes in business administration and management, executive development programmes on organization design and development for middle/senior management. Case overview In 2003, Elizabeth and Sunil Mehta had founded a voluntary organization, “Muktangan”, focussed on child-centric education through innovative pedagogy for the community of the urban poor. Elizabeth, an educationist, and Sunil, a highly successful business person, joined hands to contribute to the well-being of urban poor to make a difference to their lives. Elizabeth and Sunil presented a proposal to impart education for “the children of the community, by the teachers drawn from the community” to the residents of the slums in central Mumbai. With a humble beginning of running a small pre-school, Muktangan now manages seven schools with 3,400 children and 500 teachers, and a teachers’ training centre with a capacity to train 100 teachers a year. Muktangan won acclaim for its unique pedagogy and a very effective child-to-teacher ratio. Over the years, Elizabeth and Sunil led Muktangan with a strong passion and a “hands-on” approach. Of late, Elizabeth and Sunil faced questions from their donors about the sustainability of Muktangan with respect to leadership and management succession. Elizabeth and Sunil had a vision for Muktangan for self-directed growth with an empowered team. Muktangan embarked on the journey to create a leadership for self-directed growth. Sunil, Elizabeth and team Muktangan conceptualized and implemented a change management intervention with help from an external consultant to build the desired organization. Expected learning outcomes Outcomes are understanding issues involved in the leadership, organization design and management of change, particularly of those organizations engaged in social change and development in developing societies. Supplementary materials The Muktangan Story: Part A – An Organizational Study; The Muktangan Story Part B – Winds of Change; Teaching Note; References: Bradach J. (1996), Organizational Alignment: The 7-S Model, Harvard Business School Publishing, Boston, MA 02,163. Cooperrider D. and Whitney D. (2005), “A Positive Revolution in Change: Appreciative Inquiry”, In The Change Handbook. The Definitive Resource on Today’s Best Methods for Engaging.Whole Systems, by Peggy Holman, Tom Devane, and Steven Cady. Berrett-Koehler Publishers. Cooperrider D., Whitney D., and Stavros J.M. (2008), Appreciative Inquiry Handbook for Leaders of Change (Second Edition), Berrett-Koehler Publishers. Greiner, L.E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review, May-June, 3-11. www.muktanganedu.org/ accessed 12 April, 2018. Kessler, E. H., (2013) (ed.), Encyclopaedia of Management Theory, Sage Publications Kotter, J. P. (1996), Leading Change, Harvard Business School Press, Boston. Lewin K. (1951), Field Theory in social science, Harper & Row, New York. Waterman, R. H., Peters, T. J., and Phillips, J. R. (1980), Structure is not organization. Business Horizons, 23(3), 14-26. Subject code: CSS 6: Human Resource Management.

A regional University in the United States implemented an AQIP (Academic Quality Improvement Program) Action Project with a goal of developing processes for effective leadership communication. An MBA (Masters of Business Administration) class conducted a university-wide communication audit to assist with the AQIP project. Quantitative and qualitative data were collected, analysed and presented to the AQIP Task Force. The audit was a win-win opportunity for the students and broader university community. University leadership learned about communication strengths and opportunities within the organization and received recommendations on ways to strengthen communication in the areas of communication channels, information flow, and feedback. As a result, the Task Force implemented tools and processes to enhance communication within the University. The audit also provided MBA students with an opportunity to connect classroom theory with workplace practice. As a result of this service-learning project, students acquired knowledge about organizational communication, worked collaboratively with University employees and practiced communication skills as they developed and defended decisions and recommendations.

Introduction. Crisis phenomena are an integral part of the development of any system in the world. Today; almost all countries suffer from crises; as it goes beyond the organizational activities and impacts the whole society. Crisis approaches are required to be implemented to administration at all levels. High competence of managers in such conditions; on the one hand; influences the development of individual crisis processes; and on the other - requires high quality management. Crisis management is able to prevent or mitigate crisis situations in production and economic activities; as well as to maintain the operation of the enterprise in the mode of survival during the unfavourable period and overcome it with minimal losses. The effectiveness of anti-crisis activities in the organization depends on the validity; completeness and timeliness of needed measures. Leadership is inherent in any field of human activity; but business environment is one of the spheres where role of leader is crucial. The efficiency of the enterprise is largely determined by the level of general development and competence of its top-management. Methods. The methodological basis of the study is a set of fundamental provisions of crisis theory; organizational theory; as well as modern concepts of crisis management and leadership. The solution of the set tasks was carried out by using a set of general scientific research methods: analysis of scientific literature; method of analogy and comparison; theoretical synthesis; classification; methodological generalization; economic and statistical analysis; expert assessments and scientific abstraction. The purpose of research is to analyze the economy of Ukraine in the context of the coronacrisis and to develop anti-crisis leadership measures for the development of domestic business. Results. The research proved that choosing correct crisis management strategy and its timely implementation can bring an organization out of the crisis and ensure its future functioning and prosperity. In research established that coronacrisis overcoming measures and its negative impact should include innovations in combination with proven methods of previous crises. The research proposes a set of measures for developing an effective crisis management strategy. The practices of management behavior models used by foreign companies in the conditions of coronacrisis are discovered and recommendations aimed at improving existing domestic models are provided. Prospects. The results of the research discover possibilities to develop leadership anti-crisis measures that will be effective in the future in conditions of uncertainty. The prospect of further research is to apply anti-crisis leadership measures for the development of domestic business in conditions of coronacrisis.

University business schools are facing intense criticism that their traditional MBA and other graduate management curriculum fail to teach change management skills, employee development skills, employee recruiting skills, team-building skills, and the importance of ethical behaviour. Due to increasing technology, competition, and workforce diversity, today's leadership decisions are more complex than they were five years ago. The need for today's middle managers, senior managers, vice presidents, COOs, and CEOs to have more advanced leadership education has become critical, but the traditional Ph.D. and even the Doctor of Business Administration (DBA) have not become a recognized and acceptable viable solution. In contrast to the traditional Ph.D. and DBA which is geared towards the engagement of theory and research, the advanced leadership knowledge involved in the Doctor of Management (DM) encompasses advanced leadership training that is practical and focused on leadership's complex impact on improving organizational culture and human resources development. While MBA programmes or the traditional business Ph.D. programmes are focused on finance, accounting, marketing, operations strategy, and quantitative research, DM goes a step further by also considering the importance of developing employees, organizational culture, and teams as a major aspect of strategy execution success. DM looks at management almost in an interdisciplinary way by blending leadership courses that touch on psychology, human resources management, communications, human relations, employee development, organizational behaviour, and traditional management science. While traditional business Ph.D. and DBA programmes focus on skill development in order to effectively manage organizational operations and organizational process, DM focuses on people because without a properly developed and appropriately constituted staff, success will only be limited. For many years, it was assumed that a doctorate degree was not applicable in the international business world. DM is a major departure of tradition by enabling executives to use a combination of pure leadership theory and applied research methods to define, implement, and evaluate the strategies necessary for organizational growth and survival in a 3-4 year programme without having to leave their full-time jobs. DM addresses the question: If the definition of management is getting work done through people, then why are traditional Ph.D. programmes so heavily focused on business and so little on employees and organizational development?

Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.

In the past decade, talent management (TM) research has mainly focused on (large) organizations in a for-profit context. From this, it has been established that it is important to apply a contingency perspective since ‘organizations develop talent systems which reflect particular organizational objectives in the context of the strategic constraints which they face’ (Vaiman & Collings 2013). Furthermore, Vaiman & Collings (2013) state that future research thus should aim to connect the talent management policy of an organization to the corporate culture and business strategy. In addition, Thunissen et al. (2013a) acknowledge that the approach to talent is not only determined by the management of an organization but also by other stakeholders (e.g. employees and society). This article aims to contribute to these concerns in the literature by using the contextually based human resource theory (CBHRT) of Paauwe (2004) in a public sector context. The CBHRT tries to explain the choice for an HR policy by looking at several dimensions in the (institutional) environment of an organization and by taking into account the influence of stakeholders. Furthermore, by focusing on the Flemish government, this article meets the call to further research on TM in underexplored research areas.

Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis. Referencias Alam, S. (2017). A study on leadership styles executed by principal and academic coordinator in one of the private schools in Gilgit-Baltistan, Pakistan. Academic Research International, 8(3), 71-78. Calik, T., Sezgin, F., Kavgaci, H. y Kilinc, A. (2012). Examination of relationships between instructional leadership of school principal’s and self-efficacy of teacher and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2469-2504. Chiang Vega, M., Núñez Partido, A., Martín, M. J. y Salazar Botello, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92-103. Clayton, J. K. (2014). The leadership lens: Perspectives on leadership from school district personnel and university faculty. International Journal of Educational Leadership Preparation, 9(1), 58-75. Del Valle López, J. (2016). Modelo asociativo entre factores determinantes del desempeño organizacional y la satisfacción de los públicos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. García Rivera, B. R., Mendoza Martínez, I. A. y Puerta Sierra, L. M. (2012). ¿Es el downsizing un factor de impacto sobre los comportamientos innovadores, el compromiso organizacional y las capacidades de aprendizaje de los trabajadores de una empresa de alimentos en México? Revista Internacional Administración y Finanzas, 5(3), 57-78. González de la Rosa, J. (2016). Modelo de factores predictores de desempeño e imagen institucional validado en colegios confesionales dominicanos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Jiang, D. Y. y Cheng, B. S. (2008). Affect- and role-based loyalty to supervisors in Chinese organizations. Asian Journal of Social Psychology, 11, 214-221. https//doi.org/10.111/ j.14-67-839X.2008.00260.x Kumar, D. N. S. y Shekhar, N. (2012). Perspectives envisaging employee loyalty: A case analysis. Journal of Management Research, 12(2), 110-112. https://doi.org/10.2139/ ssrn.1961430 Lai, T., Luen, W., Chai, L. y Ling, L. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 20(2), 67-75. Mack, K. (2016). The perceptions of the leadership behaviors of elementary school principals through professional experience in Texas (Tesis doctoral). University of Phoenix, Phoenix, EE. UU. Méndez Cruz, A. (2015). Clima y compromiso organizacional percibido por los empleados del parque Eco arqueológico en México (Tesis de maestría). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Mustapha, N., Zainal Abidin, M. Z. y Saufi, S. (2013). Measuring the influence of dispositional characteristics and motivational factors on employee loyalty among teachers at private Islamic schools in Kelantan, Malaysia. International Review of Social Sciences & Humanities, 5(2), 127-134. Oberholster, F. R., Taylor V, J. W. y Cruise, R. J. (2000). Spiritual well-being, faith maturity, and the organizational commitment of faculty in Christian colleges and universities. The Journal of Research on Christian Education, 9(1), 31-60. https://doi.org/ 10.1080/10656210009484896 Okutan, M. (2014). My school principal is not a leader. Education, 135(1), 93-100. Ontiveros Ramírez, F. (2016). Modelo de asociación entre factores predictores del desempeño y compromiso laboral validado en maestros del corporativo educativo adventista de la Unión Mexicana del Norte (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Restrepo-Abondano, J. M. y Restrepo-Torres, M. L. (2012). Cinco desafíos en el ejercicio del liderazgo en los rectores de colegios. Educación y Educadores, 15(1), 117-119. Saad, N. (2012). The effects of teacher’s participation in decision making of commitment. The International Journal of Interdisciplinary Social Sciences, 6(9), 1-16. Samkange, W. (2013). Management and administration in education: What do school heads do? A focus of primary school heads in one district in Zimbabwe. International Journal of Social Sciences and Education, 3(3), 635-643. Shaw, J. y Newton J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101-106. Wachira, F. M., Gitumu, M. y Mbugua, Z. (2017). Effect of principal´s leadership styles on teachers´ job performance in public secondary schools in Kieni West Subcounty. International Journal of Humanities and Social Science Invention, 6(8), 72-86. Ward, C. J. (2013). Why leadership matters: One school’s journey to success. Educational Leadership and Administration Teaching and Program Development, 24, 62-74. Wasserman, E., Ben-Eli, S., Yehoshua, O. y Gal, R. (2016). Relationship between the principal’s leadership style and teacher motivation. International Journal of Learning, Teaching and Educational Research, 15(10), 180-192. Zamora Poblete, G. (2009). Compromisos organizacionales de los profesores chilenos y su relación con la intención de permanecer en sus escuelas. Revista Latinoamericana de Psicología, 41(3), 445-460.

Learning outcomes The present case study would help readers to understand paternalistic leadership behavior with its underlying theory. Readers would be able to appreciate the nature of experiences employees may have while working with a paternalistic leader high on authoritarianism. This case study would motivate readers to work out appropriate strategies for working under paternalistic bosses. The teaching note sensitizes readers about the complicated relationship between paternalistic leadership and culture. Case overview/synopsis Pyramid Globe Management Institute (PGMI) is struggling to generate revenue. PGMI founder, Tugmanshu Lakhani, has to find out new sources of revenue to keep the institute functioning. He constitutes a team of three professors for starting a new academic program with a foreign university. The initial success of the team brings favor from the founder but jealousy from the colleagues reeling under job threat. High authoritarianism and interference of the founder create a problematic situation for the three professors. When the new program starts showing promising results, the founder gets apprehensive about whether the new course may hurt the enrolment in the flagship program of the institute. The authoritarian and erratic behavior of the founder had a demotivating effect on the team working for the new program. Some team members resign under pressure while three professors stay to ensure the launch of the program. The professors have to resolve the conflict between their commitment toward PGMI in a troubled time and a career uncertainty if they continue working for it. Anticipating no change in the behavior of the founder and an uncertain future with PGMI, three professors quit after the start of the new program. The founder may continue losing committed employees if he is unable to balance his authoritarianism with benevolence and moral behavior. It will create more problems for PGMI in the future. Complexity academic level This case can be used in organizational behavior, leadership and team-building courses in the regular Master of Business Administration (MBA) programs. The case can further be used in the executive development program, especially for analyzing the leadership problem in higher education organizations. Supplementary materials Teaching notes are available for educators only. Subject code CSS 7: Management science.

Abstract Drawing on upper echelons theory, the article investigates the potential impact of top managers’ background and demographic characteristics and personality traits on organizational decisions in the public sector. The top-management figure being investigated is the municipal chief financial officer (CFO) and the specific organizational decision under analysis is the extent of revenue misrepresentation during both budget formulation and execution. The empirical setting is provided by the CFOs of Italian municipalities with populations above 15,000 over a 3-year period (2012–14). Financial data are drawn from existing databases. Non-financial data are collected through an online survey. The results show that top managers’ individual characteristics and traits do influence the extent of accounting manipulation. In particular, revenue misrepresentation was found to be smaller in the presence of female managers, managers with degrees in business administration, and managers describing themselves as “conscientious”. These effects on accounting manipulation were moderated by auditors’ and opposition councilors’ oversight, managers’ experience, and the presence of local elections. The article extends upper echelons theory and its applications in several directions: from the private to the public context, from CEOs to CFOs, from managerial decisions in general to accounting choices, and from background and demographic variables to personality traits.

Purpose This paper aims to propose an analytical framework in which to study ambidexterity in the management of policy networks. The paper is inspired by the concept of organizational ambidexterity in the public sector (Smith and Umans, 2015). By focusing on policy networks fostered by public administration with the aim of supporting small- and medium-sized enterprise (SME) innovation, the paper elaborates on the links between firm innovation and performance and regional development. The cases analyzed are policy networks fostered by two publicly owned county development agencies in the Basque Country (Spain). An analytical framework emerges from bridging the gap between theory and practice. By understanding ambidexterity as a dynamic capability, the authors found that key ambidexterity drivers are related to network features (motivation to balance exploration and exploitation and diversity in terms of participants) and the individual feature of diversity within the network management group. However, other individual characteristics (leadership style) and territorial features (local institutional capacity) did not provide conclusive insights, calling for a deeper analysis and complex models to capture specific nuances. Design/methodology/approach The method used in the empirical part of the paper is the case study, as it considers the contextual conditions pertaining to a phenomenon (Yin, 2009) and helps understand present dynamics in specific contexts (Eisenhardt, 1989; Yin, 2009). Flyvbjerg (2006) examines common misunderstandings about case studies to conclude that social science may be strengthened by the execution of greater number of good case studies. Following his arguments, the authors consider that practical knowledge is also valuable together with theory, that is why the framework is not derived exclusively form theory but from the interaction and mutual influence of theory and practice. Findings The case studies lead to a discussion on the effect of network, territorial and individual characteristics (including management/facilitation modes) on network outcomes, including innovation performance of firms and network sustainability. Additionally, these cases show the importance of different factors as necessary conditions and key discriminants when supporting ambidextrous networks. The case analysis and the integration of the theory in this analysis allow observing the evolution of both networks, developing some conclusions on the core factors that influenced these trajectories, thus proposing an analytical framework. Specifically, it can be seen that some of the factors conditioned the ambidextrous strategy of the network. Practical implications The main implication of the paper in practice is that the concept of ambidexterity and the framework developed to understand some of its features are a useful tool to diagnose policy networks. The impact in society inspired in this implication is that authors, through the discussion workshops mentioned in the methodology section, have helped the community of policy network managers in Gipuzkoa reflect and improve their strategies and consider the potential of not exclusively focusing on exploration or exploitation. Consequently, the impact on society, in this case on policy networks in the region, has gone beyond the cases studied. Originality/value The paper proposes the concept of ambidexterity as one that helps analyze the ability of policy networks to foster SMEs innovation. Managerial literature has extensively analyzed the importance of modes to foster ambidexterity within organizations (Gibson and Birkenshaw, 2004; He and Wong, 2004; Levinthal and March, 1993; Lubatkin et al., 2006) and also its individual dimension (Volery et al., 2015). Managerial focus on policy networks and its link to organizational ambidexterity thus remain understudied. Although private sector literature has explored both concepts, the relation between them has not been analyzed (Smith and Umans, 2015).

The research aims to investigate the most common types of organizational conflicts among employees in private hospitals and discover the impact of organizational conflicts on employee turnover. The research outlined the relationship between the variables to present the idea of organizational conflicts and employee turnover. The hypotheses were tested using a survey data of 340 questionnaires distributed randomly to employees working in four private hospitals in Jordan. Random selection of private hospitals was made among eight hospitals in the northern governorates of Jordan (Irbid, Jerash, Mafraq, and Ajlun), which are considered the largest districts in the country. The collected data were analyzed using the SPSS program, and initial statistical techniques were applied. The results showed that the highest level of impact of organizational conflicts on the internal turnover of employees was related to the conflict between employees and direct supervisors. However, the highest level of the impact of organizational conflicts on the external turnover of employees was related to the conflict between employees and top management. The low-level job conflicts of employees were those with owners and middle management. Thus, to create stability, prevent work pressure, and retain employees, managers of private hospitals necessarily need to provide an appropriate work environment, develop high level of well-being, and decrease the workload. AcknowledgmentsWe would like to thank Al-Balqa Applied University in the Kingdom of Jordan and the Institute of Public Administration in the Kingdom of Saudi Arabia for their kind support and for giving us access to the research facilities.

In the nonprofit sector, effective communication with stakeholders is pivotal for promoting a good reputation, gaining financial resources and, eventually, pursuing an organization’s mission. Although nonprofits increasingly use and diversify their communication channels, such as social media platforms, existing research falls short of explaining how nonprofits institutionalize their different communication strategies. Drawing on institutional theory, this study attempts to bridge this research gap by exploring how nonprofits invest in their communication channels, both non-social media and social media communications, using a sample of U.S. nonprofit museums. The results of the study provide empirical evidence that nonprofits do not treat their non-social media and social media communication channels in the same way. In particular, a significant positive association between advertising expenses and social media channels indicates that nonprofit museums institutionalize their social media communication as the main function of public relations. Further theoretical and practical implications of the results are also discussed.

Study Level/Applicability This case aims to assist students to learn about leadership theory and leadership effectiveness in terms of organizational change. It is best suited for undergraduate courses in leadership development, organizational behavior and specific teaching modules in Master in Business Administration courses. Subject area Leadership and leadership effectiveness; organizational change. Case overview This case is about a decade (2010–2020) of a transformation journey of the School of Business at Southern Connecticut State University (SCSU). Dr Durnin has been the first female Dean of School of Business in Connecticut State Colleges and Universities (CSCU) who made this transformation possible and continuing on. With listening ears and a supportive heart, Dr Durnin first moved faculty and staff members out of a “sick” office building and then created a supportive and collaborative culture to build the consensus among faculty and staff members to change for good. It has been her personalized influence, charisma and extraordinary upward negotiation that lead the School to shape its collective effort toward a multi-year Association to Advance Collegiate School of Business accreditation process since 2014. When dealing the uncertainty caused by the 2020 global pandemic, her autonomy-supportive approach once again connected people meaningfully together to excel the challenges brought by COVID-19 pandemic. Expected learning outcomes This case provides an example of female leader in higher education to illustrate a successful transformational leadership (TFL) example in the USA, as well as its implications on gender issues and leadership effectiveness. Upon completing the analysis of this case, students should be able to: – understand the TFL concepts, theory and its behavioral implications on gender and leadership effectiveness; and – assess and evaluate effectiveness of TFL styles in organizations. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes. Subject code CSS 6: Human resources. Keywords Transformational leadership, Organizational change, Gender and leadership effectiveness

Despite an increasing number of studies focusing on leadership at Vietnamese small and medium sized enteprises (SMEs), there is a lack of empirical research on collective leadership and development of effective top management team (TMT). The purpose of this paper is to review the literature with a view of characteristics forming an effective TMT. Taking the team effectiveness theory, upper echelons theory and behavioral theory of the firm, theoretical characteristics of effective TMT was created, and then an empirical research was conducted on a sample of 141 SMEs. The common characteristics of an effective TMT are identified, including shared vision, optimal team size, role clarity, age diversity, functional background diversity, regular communication, solidarity and collective decision making. The study makes several contributions to the existing literature on effective TMT development at SMEs. 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AbstractLeader humility has emerged as an important topic in understanding the role of leadership in organizations in recent years. Though it was found to enhance subordinates’ work performance and positive work behaviors, we are unaware of the psychological mechanism and boundary conditions underlying leader humility and employees’ negative behaviors toward leaders. Drawing on social exchange theory and using a multistage sample including 273 employees and 55 supervisors in China, we demonstrated a negative indirect effect between leader humility and subordinates’ counterproductive work behaviors toward supervisors (CWB-S) via interpersonal justice and trust in supervisor. Furthermore, we find that leader political skill moderates the effect of leader humility on interpersonal justice and trust in supervisor. The indirect effect of leader humility on subordinates’ CWB-S through interpersonal justice is stronger when leader political skill is high, suggesting a moderated mediation model. Finally, we discuss the theoretical contributions and practical implications of this study, and highlight future directions for research on leader humility.

PurposeThe purpose of this article is to explore employee age as a moderating factor in the relationship between leader contingent reward behavior (CRB) and work engagement. In doing so, the authors seek to provide a more nuanced understanding of the mediating role of work engagement in the negative effect of leader CRB on turnover intention.Design/methodology/approachThe authors used online surveys among a sample of employees of a retail company in Chile to capture individual perceptions about supervisor CRB, work engagement and turnover intention. To test the authors’ hypotheses, they modeled a first-stage moderated mediation effect using Hayes’ Process macro.FindingsThe authors’ results confirm the hypothesis that the negative effect of leader CRB on employee turnover intention is partially mediated by employee work engagement. Interestingly, age was a significant moderator of the mediation effect only for individuals working at headquarters, but not for employees working in stores.Originality/valueThis study expands current knowledge about how the leadership–engagement relationship can predict organizational outcomes, including age as a boundary condition. Following the job demands-resources theory, the authors also prove that conceptualizing leader CRB as a job resource can benefit the integration of leadership and work engagement research. The authors’ findings may help organizational researchers and practitioners acknowledge contextual differences in understanding the combined effects of leadership styles and work engagement.

PurposeThis study characterizes the scenario of emerging countries (ECs) – “Brazil, Russia, India, China and South Africa (BRICS)” concerning digital transformation and its association with the Industry 4.0 (I4.0) value creation system. For such, the authors developed a discussion paper based on content analysis of 857 journals in business administration, describing in a proposed framework the institutionalization “BRICS” policies that nurture global competitiveness among ECs and development needs to catching up.Design/methodology/approachData from 16 official documents of government, ministries and economic studies were analyzed by applying Atlas TI contrasting theory of 875 papers to develop and discuss the framework. Content analysis showed research gaps, technological needs and governance to enable firms to sustain competitive advantages applying I4.0 value creation system. Results converged into a microfoundation of the agile journey of a digital transformation to global organizations in between BRICS.FindingsThis paper's central question is to understand: How can organizations achieve a sustainable I4.0 value creation system adopting digital transformation in “BRICS”? The reduced transaction costs driven by platforms and ecosystems orchestration and the related or integrated multiple level sources of knowledge could speed benefits of domestic firms and subsidiaries of global organizations. Research gaps could be understood by a new combination of resources and knowledge, exploiting technologies and, also, the discussion of social economic relevance of I4.0.Research limitations/implicationsBecause of the complexity and the novelty of the framework, further studies could be discussed by its elements. New structures and paths for alternative strategic factors may be proposed in the future with the inclusion of new relationships in the adoption of platform business models and ecosystems. Future studies should consider digital knowledge-based assets attained to economic activities across national boundaries; data analytics or data-driven technology adoption and their effects on global attractiveness.Practical implicationsThe paper implicates in evaluating whether dynamic capabilities subsidize performance propitiating the catching up with a focus on the I4.0 system and digital transformation management journey. The proposed framework demonstrates the benefits of digital transformation by enabling strategic capabilities, making efforts to reduce a lack of research paths concerning the policy attributes that define the platform use strategy from an architectural standpoint and its benefits.Social implicationsThe particularities of turning either an I4.0 global organization or a digital organization operate in various environments, allowing access to the activities' digital context. Social implications concerning digital resources as strategic accelerators are determined by the BRICS peculiarities, such as social behavior, consumerism or communication pattern, leadership and workforce skills. Finally, political aspects and interference in the economy are deployed in society what must be considered.Originality/valueThis paper proposes a conceptual framework to better understand whether the heterogeneity of resources could explain I4.0 and digital configurations, while new platforms have driven features in global industrial environments and ecosystems. The seizing opportunities in these countries and sense-making use of platforms and orchestration of ecosystems are found as the critical topics being the main value of this important discussion.

Introduction In an era of upheaval and uncertainty for higher education institutions around the world, scholars, like those in many in other professions, are increasingly using social media to build communities around mutual support and professional development. These communities appear to offer opportunities for participants to exert more positive influence over the types of interactions they engage in with colleagues, in many cases being valued as more altruistic, transformational, or supportive than established academic structures (Gibson, and Gibbs; Mewburn, and Thomson; Maitzen). What has been described as ‘digital scholarship’ applies social media to “different facets of scholarly activity in a helpful and productive way” (Carrigan 5), with online scholarly communities being likened to evolutions of face-to-face practices including peer mentoring (Ferguson, and Wheat) or a “virtual staffroom” (Mewburn, and Thomson). To a large extent, these accounts of scholarly practice adapted for digital media have resonance. From writing groups (O’Dwyer, McDonough, Jefferson, Goff, and Redman-MacLaren) to conference attendance (Spilker, Silva, and Morgado) and funding (Osimo, Priego, and Vuorikari), the transformational possibilities of social media have been applied to almost every facet of existing academic practices. These practices have increasingly attracted scrutiny from higher education institutions, with social media profiles of staff both a potential asset and risk to institutions’ brands. Around the world, institutions use social media for marketing, student recruitment, student support and alumni communication (Palmer). As such, social media policies have emerged in recent years in attempts to ensure staff engage in ways that align with the interests of their employers (Solberg; Carrigan). However, engagement via social media is also still largely considered “supplementary to ‘real’ scholarly work” (Mussell 347).Paralleling this trend, guides to effectively managing an online profile as a component of professional reputation have also become increasingly common (e.g. Carrigan). While public relations and management literatures have approached reputation management in terms of how an organisation is regarded by its multiple stakeholders (Fombrun) this is increasingly being applied to individuals on social media. According to Gandini a “reputation economy” (22) has come to function for knowledge workers who seek to cultivate a reputation as a good community member through sociality in order to secure more (or better) work.The popularity of professional social media communities and scrutiny of participants raises questions about the work involved in building and participating in them. This article explores these questions through analysis of tweets from the first year of #ECRchat, a Twitter group for early career researchers (ECRs). The group was established in 2012 to provide an opportunity for ECRs (typically within five years of PhD completion) to discuss career-related issues. Since it was founded, the group has been administered through partnerships between early career scholars using a Twitter account (@ECRchat) and a blog. Tweets, the posts of 140 characters or fewer, which appear on a user’s profile and in followers’ feeds (Twitter) are organised into a ‘chat’ by participants through the use of the hashtag ‘#ECRchat’. Participants vote on chat topics and take on the role of hosting on a volunteer basis. The explicit career focus of this group provides an ideal case study to explore how work is represented in an online professionally-focused community, in order to reflect on what this might mean for the norms of knowledge work.Digital Labour The impact of Internet Communication Technologies (ICT), including social media, on the lives of workers has long been a source of both concern and hope. Mobile devices, wireless Internet and associated communications software enable increasing numbers of people to take work home. This flexibility has been welcomed as the means by which workers might more successfully access jobs and manage competing commitments (Raja, Imaizumi, Kelly, Narimatsu, and Paradi-Guilford). However, hours worked from home are often unpaid and carry with them a strong likelihood of interfering with rest, recreation and family time (Pocock and Skinner). Melissa Gregg describes this as “presence bleed” (2): the dilutions of focus from everyday activities as workers increasingly use electronic devices to ‘check in’ during non-work time. Moving beyond the limitations of this work-life balance approach, which tends to over-state divisions between employment and other everyday life practices, a growing literature seeks to address work in online environments by analysing the types of labour being practiced, rather than seeing such practices as adjunct to physical workplaces. Responding to claims that digital communication heralds a new age of greater freedom, creativity and democratic participation, this work draws attention to the reliance of such networks on unpaid labour (e.g. Hearn; Hesmondhalgh) with ratings, reviews and relationship maintenance serving business’ economic ends alongside the individual interests which motivate participants. The immaterial, affective, and often precarious labour that has been observed is “simultaneously voluntarily given and unwaged, enjoyed and exploited” (Terranova). This work builds particularly on feminist analysis of work (see McRobbie for a discussion of this), with behind the scenes moderator, convenor, and community builder roles largely female and largely unrecognised, be they activist (Gleeson), creative (Duffy) or consumer (Arcy) groups. For some, this suggests the emergence of a new ‘women’s work’ of affective immaterial labour which goes into building transformational communities (Jarrett). Yet, digital labour has not yet been foregrounded within research into higher education, where it is largely practiced in the messy intersections of employment, unpaid professional development, and leisure. Joyce Goggin argues that convergence of these spheres is a feature of digital labour. Consequently, this article seeks to add a consideration of digital labour, specifically the cultural politics of work that emerge in these spaces, to the literature on digital practices as a translation of existing academic responsibilities online. In the context of widespread concerns over academic workload and job market (Bentley, Coates, Dobson, Goedegebuure, and Meek) and the growing international engagement and impact agenda (Priem, Piwowar, and Hemminger), it raises questions about the implications of these practices. Researching Twitter Communities This article analyses tweets from the publicly available Twitter timeline, containing the hashtag #ECRchat, during scheduled chats, from 1 July 2012 to 31 July 2013 (the first year of operation). Initially, all tweets in this time period were analysed in anonymised form to determine the most commonly mentioned topics during chats. This content analysis removed the most common English language words, such as: the; it; I; and RT (which stands for retweet), which would otherwise appear as top results in almost any content analysis regardless of the community of interest. This was followed by qualitative analysis of tweets, to explore in more depth how important issues were articulated and rationalised within the group. This draws on Catherine Driscoll’s and Melissa Gregg’s idea of “sympathetic online cultural studies” which seeks to explore online communities first and foremost as communities rather than as exemplars of online communications (15-20). Here, a narrative approach was undertaken to analyse how participants curated, made sense of, and explained their own career stories (drawing on Pamphilon). Although I do not claim that participants are representative of all ECRs, or that the ideas given the most attention during chats are representative of the experiences of all participants, representations of work articulated here are suggestive of the kinds of public utterances that were considered reasonable within this open online space. Participants are identified according to the twitter handle and user name they had chosen to use for the chats being analysed. This is because the practical infeasibility of guaranteeing online anonymity (readers need only to Google the text of any tweet to associate it with a particular user, in most cases) and the importance of actively involving participants as agents in the research process, in part by identifying them as authors of their own stories, rather than informants (e.g. Butz; Evans; Svalastog and Eriksson).Representations of Work in #ECRchat The co-creation of the #ECRchat community through participant hosts and community votes on chat topics gave rise to a discussion group that was heavily focused on ‘the work’ of academia, including its importance in the lives of participants, relative appeal over other options, and negative effects on leisure time. I was clear that participants regarded participation as serving their professional interests, despite participation not being paid or formally recognised by employers. With the exception of two discussions focused on making decisions about the future of the group, #ECRchat discussions during the year of analysis focused on topics designed to help participants succeed at work such as “career progression and planning”, “different routes to postdoc funding”, and “collaboration”. At a micro-level, ‘work’ (and related terms) was the most frequently used term in #ECRchat, with its total number of uses (1372) almost double that of research (700), the next most used term. Comments during the chats reiterated this emphasis: “It’s all about the work. Be decent to people and jump through the hoops you need to, but always keep your eyes on the work” (Magennis).The depth of participants’ commitment comes through strongly in discussions comparing academic work with other options: “pretty much everyone I know with ‘real jobs’ hates their work. I feel truly lucky to say that I love mine #ECRchat” (McGettigan). This was seen in particular in the discussion about ‘careers outside academia’. Hashtags such as #altac (referring to alternative-academic careers such as university research support or learning and teaching administration roles) and #postac (referring to PhD holders working outside of universities in research or non-research roles) used both alongside the #ECRchat hashtag and separately, provide an ongoing site of these kinds of representations. While participants in #ECRchat sought to shift this perception and were critically aware that it could lead to undesirable outcomes: “PhDs and ECRs in Humanities don’t seem to consider working outside of academia – that limits their engagement with training #ECRchat” (Faculty of Humanities at the University of Manchester), such discussions frequently describe alternative academic careers as a ‘backup plan’, should academic employment not be found. Additionally, many participants suggested that their working hours were excessive, extending the professional into personal spaces and times in ways that they did not see as positive. This was often described as the only way to achieve success: “I hate to say it, but one of the best ways to improve track record is to work 70+ hours a week, every week. Forever. #ecrchat” (Dunn). One of the key examples of this dynamic was the scheduling of the chat itself. When founded in 2012, #ECRchat ran in the Australian evening and UK morning, eliding the personal/work distinction for both its coordinators and participants. While considerable discussion was concerned with scheduling the chat during times when a large number of international participants could attend, this discussion centred on waking rather than working hours. The use of scheduled tweets and shared work between convenors in different time zones (Australia and the United Kingdom) maintained an around the clock online presence, extending well beyond the ordinary working hours of any individual participant.Personal Disclosure The norms that were articulated in #ECRchat are perhaps not surprising for a group of participants seeking to establish themselves in a profession where a long-hours culture and work-life interference are common (Bentley, Coates, Dobson, Goedegebuure, and Meek). However, what is notable is that participation frequently involved the extension of the personal into the professional and in support of professional aims. In the chat’s first year, an element of personal disclosure and support for others became key to acting as a good community member. Beyond the well-established norms of white collar workers demonstrating professionalism by deploying “courtesy, helpfulness, and kindness” (Mills xvii), this community building relied on personal disclosure which to some extent collapsed personal and professional boundaries.By disclosing individual struggles, anxieties, and past experiences participants contributed to a culture of support. This largely functioned through discussions of work stress rather than leisure: “I definitely don’t have [work-life balance]. I think it’s because I don’t have a routine so work and home constantly blend into one another” (Feely). Arising from these discussions, ideas to help participants better navigate and build academic careers was one of the main ways this community support and concern was practiced: “I think I’m often more productive and less anxious if I'm working on a couple of things in parallel, too #ecrchat” (Brian).Activities such as preparing meals, caring for family, and leisure activities, became part of the discussion. “@snarkyphd Sorry, late, had to deal with toddler. Also new; currently doing casual teaching/industry work & applying for postdocs #ecrchat” (Ronald). Exclusively professional profiles were considered less engaging than the combination of personal and professional that most participants adopted: “@jeanmadams I’ve answered a few queries on ResearchGate, but agree lack of non-work opinions / personality makes them dull #ecrchat” (Tennant). However, this is not to suggest that these networks become indistinguishable from more informal, personal, or leisurely uses of social media: “@networkedres My ‘professional’ online identity is slightly more guarded than my ‘facebook’ id which is for friends and family #ECRchat” (Wheat). Instead, disclosure of certain kinds of work struggles came to function as a positive contribution to a more reflexive professionalism. In the context of work-focused discussion, #ECRchat opens important spaces for scholars to question norms they considered damaging or at least make these tacit norms explicit and receive support to manage them. Affective Labour The professional goals and focus of #ECRchat, combined with the personal support and disclosure that forms the basis for the supportive elements in this group is arguably one of its strongest and most important elements. Mark Carrigan suggests that the practices of revealing something of the struggles we experience could form the basis for a new collegiality, where common experiences which had previously not been discussed publicly are for the first time recognised as systemic, not individual challenges. However, there is work required to provide context and support for these emotional experiences which is largely invisible here, as has typically been the case in other communities. Such ‘affective labour’ “involves the production and manipulation of affect and requires (virtual or actual) human contact, labour in the bodily mode … the labour is immaterial, even if it is corporeal and affective, in the sense that its products are intangible, a feeling of ease, well-being, satisfaction, excitement or passion” (Hardt, and Negri 292). In #ECRchat, this ranges from managing the schedule and organising discussions – which involves following up offers to help, assisting people to understand the task, and then ensuring things go ahead as planned –to support offered by members of the group within discussions. This occurs in the overlaps between personal and professional representations, taking a variety of forms from everyday reassurance, affirmation, and patience: “Sorry to hear - hang in there. Hope you have a good support network. #ECRchat” (Galea) to empathy often articulated alongside the disclosure discussed earlier: “The feeling of guilt over not working sounds VERY familiar! #ecrchat” (Vredeveldt).The point here is not to suggest that this work is not sufficiently valued by participants, or that it does not parallel the kinds of work undertaken in more formal job roles, including in academia, where management, conference convening or participation in professional societies, and teaching, as just a few examples, involve degrees of affective labour. However, as a consequence of the (semi)public nature of these groups, the interactions observed here appear to represent a new inflection of professional reputation work, where, in building online professional communities, individuals peg their professional reputations to these forms of affective labour. Importantly, given the explicitly professional nature of the group, these efforts are not counted as part of the formal workload of those involved, be they employed (temporarily or more securely) inside or outside universities, or not in the paid workforce. Conclusion A growing body of literature demonstrates that online academic communities can provide opportunities for collegiality, professional development, and support: particularly among emerging scholars. These accounts demonstrate the value of digital scholarly practices across a range of academic work. However, this article’s discussion of the work undertaken to build and maintain #ECRchat in its first year suggests that these practices at the messy intersections of employment, unpaid professional development, and leisure constitute a new inflection of professional reputation and service work. This work involves publicly building a reputation as a good community member through a combination of personal disclosure and affective labour.In the context of growing emphasis on the economic, social, and other impacts of academic research and concerns over work intensification, this raises questions about possible scope for, and impact of, formal recognition of digital academic labour. While institutions’ work planning and promotion processes may provide opportunities to recognise work developing professional societies or conferences as a leadership or service to a discipline, this new digital service work remains outside the purview of such recognition and reward systems. Further research into the relationships between academic reputation and digital labour will be needed to explore the implications of this for institutions and academics alike. 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