Elena Antonacopoulou and Regina F. Bento
The purpose of this paper is to present a new approach to leadership development founded on the principle of the Leader-as-Learner: a reflective human who pursues the 4C – virtues…
Abstract
Purpose
The purpose of this paper is to present a new approach to leadership development founded on the principle of the Leader-as-Learner: a reflective human who pursues the 4C – virtues of courage, commitment, confidence and curiosity, rather than the laurels of traditional approaches of heroic leadership.
Design/methodology/approach
Exploring art-based methods and fostering a new approach to leadership development: Leaders-as-Learners.
Findings
In this paper, studies and theoretical findings from the literature are discussed.
Research limitations/implications
This paper includes extending life stories and modes of learning by projecting possible selves as leaders, to learn the daily practice of leadership.
Practical implications
Leadership involves not only the art of judgment but refines it through a learning orientation to confront volatility, uncertainty, complexity and ambiguity conditions.
Social implications
Leadership is not limited to organizations and in relation to work practices. It is a central aspect in all social affairs and integral to building societies which serve, through leaders, the common good.
Originality/value
An approach to leadership development that supports human flourishing and locates leadership among ordinary people who do extra-ordinary things.
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Elena P. Antonacopoulou, Christian Moldjord, Trygve J. Steiro and Christina Stokkeland
This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised…
Abstract
Purpose
This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising .
Design/methodology/approach
The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.
Findings
The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good.
Research limitations/implications
The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace.
Practical implications
By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising.
Social implications
By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve.
Originality/value
The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.
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Kristina Buhagiar and Amitabh Anand
The prevalence of instability and crises in organizational ecosystems seems to be on the increase, with an upward trend in the occurrence of, for example, natural disasters, such…
Abstract
Purpose
The prevalence of instability and crises in organizational ecosystems seems to be on the increase, with an upward trend in the occurrence of, for example, natural disasters, such as tornadoes in America, bushfires in Australia and the widespread outbreak of diseases, e.g., Covid-19. As contexts of crisis increase in frequency, the ability of organizations to adapt and effectively respond to crises has become a key necessity for organizational survival and continuity. The purpose of this paper is to explore how the repercussions of crises may be curtailed through a multidimensional crisis management approach.
Design/methodology/approach
This paper applies a narrative literature review and concept mapping to synthesize and establish relationships between the literature in the domains of leadership, knowledge management, learning and contexts of crisis. The output of this methodological orientation is the Integrated Crisis Management Framework, presenting a conceptualized overview of the symbiotic and intertwined manner through which leadership, knowledge management and learning contribute towards effective crisis management.
Findings
According to the analysis and the conceptual underpinnings of this paper, in contexts of crisis, leadership is generally responsible for aggregating crisis management strategies and establishing employee motivation. Knowledge management, on the other hand, provides the infrastructure necessary for calculated yet rapid decision-making. Similarly, in times of crisis, learning is a prerequisite for the development of a “learningful” organization, which contributes towards crisis management by serving as the organization's “memory” – where lessons learned from previous crises suffice to guide future crisis response.
Originality/value
The literature in crisis management reveals that existing crisis management models and frameworks generally consider crisis from a unidimensional perspective, neglecting to account for the multifaceted nature of crises, and the numerous attributes necessary to overcome contexts of crisis. To address this gap in the literature, this paper proposes a multidimensional conceptualization of crisis management through combining three core elements, including leadership, learning and knowledge management. The novelty of this paper is an Integrated Crisis Management Framework, and eight empirical propositions, which act as an impetus for future research.
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At the levels of both the national economy and organisations, learning is linked to competitiveness and it is frequently promoted as an all‐encompassing solution to the…
Abstract
At the levels of both the national economy and organisations, learning is linked to competitiveness and it is frequently promoted as an all‐encompassing solution to the multiplicity of issues that organisations (and societies) face. This view, however, does not fully address how learning takes place and what the relationship may be between learning, education, training and development, which are frequently treated as isolated processes. Provides a re‐conceptualisation of these relationships by proposing a holographic perspective that can support their interaction while drawing closer the connections between individual, organisational and governmental practices. The main implications of the holographic perspective and its practical ramifications, particularly for the SME sector, are discussed at the end of the paper.
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Woon Gan Soh, Elena P. Antonacopoulou, Clare Rigg, Lourdes F. White and Regina F. Bento
Amid public acknowledgment of recurring ethical violations in the volatile financial service industry, internal auditing (IA) professionals do not seem to have done enough to…
Abstract
Amid public acknowledgment of recurring ethical violations in the volatile financial service industry, internal auditing (IA) professionals do not seem to have done enough to perform their professional responsibility as a line of defense for their employing organizations. This chapter explores whether changes in an IA approach can effectively enable IA as a practice to fulfill its governance role in managing “conduct risk,” i.e., any behavior in a firm that could cause problems to consumer protection, market integrity or competition. We examine the ethical implications of the existing compliance-based IA approach and explain its ineffectiveness in auditing conduct risk within a turbulent environment. Using action research, we explain the germane changes necessary to define a new conduct-focused IA approach capable of predicting and preventing ethical wrongdoing. A conduct-focused approach launches auditors into unfamiliar but strategically critical areas to not only identify material risks but also add value to their organizations. The authors further examine how a change in the auditor’s mindset and other factors promote the effectiveness of the new IA approach in a sustainable way. This chapter contributes to the literature by investigating how internal auditors can better fulfill their professional responsibility when adopting a conduct-focused approach.
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Neal M. Ashkanasy, Ashlea C. Troth, Sandra A. Lawrence and Peter J. Jordan
Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has…
Abstract
Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.
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Gerson Tuazon, John Peikang Sun, Varun Bhardwaj and Rachel Wolfgramm
The purpose of the research is to investigate the impact of affective and emotional experiences on organizational learning in highly dynamic and chaotic environments, specifically…
Abstract
Purpose
The purpose of the research is to investigate the impact of affective and emotional experiences on organizational learning in highly dynamic and chaotic environments, specifically in the context of the COVID-19 crisis.
Design/methodology/approach
Based on an intensive 12-month inductive study, 24-project managers and 16 team members from biopharmaceutical organizations were interviewed and a thematic analysis was conducted.
Findings
Three themes emerged from the findings: (1) developing affective maturity as a socio-emotional resource, (2) mixed-motive emotional dynamics and (3) meaning-oriented organizational identification and commitment. The context of the COVID-19 crisis provided an unconventional performance environment.
Research limitations/implications
Our study has several limitations, offering avenues for future research. Firstly, our focus on biopharmaceutical organizations, with their unique socio-cultural influences and management styles, may limit the generalizability of our findings to other sectors and institutional contexts. However, regulatory mechanisms in this sector may align with knowledge-based sectors, emphasizing the influence of organizational values and best practices. Secondly, our reliance on a posteriori interview data limits real-time observation of organizational learning (OL) processes. Future research could employ diverse data sources and survey methods for corroboration. Additionally, cross-cultural studies might explore how different societies respond to crises. Multi-level perspectives could also enhance understanding of affective experiences and their impact on OL outcomes.
Originality/value
The study contributes new insights into OL through its focus on how affective experiences and affective organizing efforts shape OL. We offer a novel and emergent theoretical model of OL in the context of trauma which has implications for organizations particularly in the areas of information processing and decision-making.
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Elena P. Antonacopoulou, Christian Moldjord, Trygve J. Steiro and Christina Stokkeland
The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the…
Abstract
Purpose
The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.
Design/methodology/approach
The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance.
Findings
The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters.
Research limitations/implications
Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”.
Practical implications
The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership.
Social implications
Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve.
Originality/value
Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.
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The employee development initiatives in three retail banks are the focus of this paper. The discussion draws on recent empirical findings to examine the motives and expectations…
Abstract
The employee development initiatives in three retail banks are the focus of this paper. The discussion draws on recent empirical findings to examine the motives and expectations that underpin employee development initiatives, and the underlying assumptions which shape how such initiatives are implemented in practice. The perspective of the organisation in relation to employee development is further enhanced with findings from the perspective of the individual employee. These findings show the impact of employee development initiatives on individuals’ willingness to learn and take personal responsibility for their development. The analysis highlights the nature of the interaction between individual and organisational priorities within development and draws attention to some of the challenges that underpin employee development initiatives. The implications of these challenges for the way organisations design employee development initiatives in the future, and the way we think and research employee development are discussed at the end of the paper.
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Elena P. Antonacopoulou and Wolfgang H. Güttel
Socialization is one of the fundamental processes that define how collectivities emerge. Socialization underpins the social structures that shape not only how social actors…
Abstract
Purpose
Socialization is one of the fundamental processes that define how collectivities emerge. Socialization underpins the social structures that shape not only how social actors interact in community but also the boundaries of action and the rules of engagement. In the context of organizations, socialization is a process that significantly shapes organization in the way core practices shape how things are done and why they are done in particular ways. This emphasis on consistency within and between practices is seen to be greatly facilitated by specific practices like staff induction. The purpose of this paper is to review the current conceptual and empirical research on staff induction as a process of organizational socialization and outlines some of the areas for future research particularly if a social practice perspective is adopted.
Design/methodology/approach
The paper presents a systematic review of the relevant literature on organizational socialization and staff induction and outlines themes to which the debate can usefully be extended.
Findings
This paper focuses on how staff induction practices provide valuable insights about how social agents (especially newcomers) get socialized in organizations.
Research limitations/implications
This paper provides a foundation for the various staff induction practices that other papers in this issue will be presenting. By outlining the current debate and insights from previous empirical research on staff induction, the objective is to extend the debate by outlining some new avenues for research that papers in the special issue both respond to and further explicate.
Originality/value
This paper explores staff induction and organizational socialization as a practice that can provide new insights into the dynamics of social interaction within organizations.