Purpose The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call from the academic and business community to educate and prepare graduate students for leadership in contemporary complex workplaces. Building on previous research findings and recommendations, the authors suggest that leadership potential is understood and facilitated through leadership assessment, increased self-awareness and faculty coach-supported reflection and development planning by MBA students. Based on three key constructs in leadership development, a conceptual model depicts the approach to developing potential leaders at this juncture in their professional development. Design/methodology/approach New MBA students completed a leadership potential assessment instrument designed to target areas for focused leadership development throughout their MBA program and beyond. The assessment process is followed by faculty coach-supported reflection and development planning as an assignment during the students’ MBA orientation course. To explore the impact of this innovative approach to accelerating the development of leadership potential, reflection papers from students who completed the process were analyzed. Data analysis consisted of content coding with an inter-rater reliability of 0.99 to classify the responses into four key categories. Survey data were also collected from 504 MBA students who attended an on-campus orientation course to measure students’ increasing understanding and awareness of the value of the leadership development opportunity. Findings Quantitative and qualitative results provide initial support for this approach to developing leadership potential. Results suggest that the integrative model stimulates a process of awareness, reflection and intentional development, and supports the identification and pursuit of goal-directed learning opportunities throughout students’ MBA program. Originality/value Graduate business school students are at a leadership inflection point in their trajectory as leaders. Business colleges play a key role in closing the leadership gap during the development cycle of the students’ MBA program. The innovative approach in this paper, which facilitates self-awareness, reflection and intentional leadership development, offers a model for business colleges exploring how to foster these necessary leadership insights and capabilities.

PurposeThe purpose of this study is to explore balanced leadership behaviors, which exhibit ambidexterity, in a top management team (TMT) recognized for innovation and operational success.Design/methodology/approachAn action research case study was conducted in a single global organization in an industry requiring high levels of innovation. Operationalized as a balance of exploratory and exploitative behaviors, leadership ambidexterity was measured using the strategic-operational dimension of the Leadership Versatility Index (LVI©) which when completed included 67 assessments provided by TMT peers, supervisors and direct reports. Using quantitative and qualitative data, we examined the behaviors of six executives and the degree of flexibility they exhibit when switching opposing behaviors.FindingsThis study provides empirical evidence that TMT leaders of a highly innovative company strive to flexibly move between explorative and exploitative behaviors both as individual members and as an executive team. A high degree of exploitation–exploration versatility was also linked to the TMT effective performance.Practical implicationsFor organizational practitioners, the study offers a quantifiable measure of individual and team leadership ambidexterity. It can be used to raise awareness and suggest ambidextrous behaviors to TMT leaders and “high-management-potentials”.Originality/valueThis study measures leadership ambidexterity of individual executives and the TMT as a group using a quantitative instrument supported by 360-degree qualitative data. Access to both secondary and proprietary information allowed in depth examination of the TMT behaviors in an innovative firm, which was acquired at a premium and was recognized with multiple innovation awards.

The common law tort of intentional infliction of emotional distress (IIED) is a frequently occurring lawsuit. It seems that in almost every wrongful discharge suit by a terminated employee at-will, or lawsuit to redress bullying-like conduct at work, or lawsuit pursuant to civil rights act for discrimination or harassment there appears a count for the IIED tort. As such, there are many, many IIED cases; however, this article demonstrates that there are only a handful of cases that are successful due to the various elements to the tort as well as the high evidentiary hurdles to sustain those elements. This article explicates the elements of the tort and illustrates those elements in the context of wrongful discharge, bullying, and discrimination/harassment lawsuits. The authors discuss the implications of the tort, particularly for management; and provide recommendations to employers on how to avoid liability, especially by bully-proofing the organization, and also to employees on how to sustain an IIED cause of action.

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Purpose The purpose of this paper is to offer an informed method of collaboration for leaders in organizations to support adaptation to dynamic changes and challenges. Design/methodology/approach A qualitative analysis was undertaken to utilize change style preferences and personal resources in coping and responding to the extraordinary change brought about by the Covid pandemic. The Change Style Indicator (CSI) instrument and a qualitative reflection were the methods used to understand the near-term effect of this crisis. Findings Our findings require leaders to focus change efforts beyond organizational structure, as the work of change leadership is built upon interpersonal and individual responses and behaviors. Recommendations for leading through and recovering during dynamic change require customizing leader responses using inherent individual preferences for change and personal resource needs beyond system-wide organizational change initiatives Originality/value The paper offers an informed and intentional practice of leading during abrupt unpredictable change by examining typical change style preferences and reflections on personal resources utilized to respond during dynamic change. A strong recommendation for empathetic and collaborative leadership practice to support all stakeholders to adapt to change events is presented. Providing insight into how individuals typically respond to complex, unplanned change, helps inform and increase leadership capabilities and capacities for adapting during complex change.