Authentic leadership, creativity, and innovation: A multilevel perspective

Abstract

This study proposes and empirically tests a multilevel model of cross-level interactions between authentic leadership and innovativeness at the team level, and perception of support for innovation and creativity at the individual level. We use data from 23 team leaders and 289 team members. The hierarchical linear modeling analysis showed that whereas perceived team leaders' authentic leadership directly influences team members' individual creativity and team innovativeness, the effect of self-ascribed team leaders' authentic leadership was not significant. In addition to that, the relationship between team leaders' authenticity and creativity is mediated by perception of support for innovation.

Setting Organisational Culture to Develop Potential and Innovativeness

“…In the globalised economic environment, not only organisations but also entire states compete, and their competitiveness no longer depends solely on material resources, but primarily on employee knowledge, knowledge creation, its preservation and sharing, and, last but not least, its use. Continuous development, increasing individual knowledge, skills, qualifications and experience will improve the innovation potential of individuals, teams and organisations in all types of innovation that are distinguished in practice which is confirmed by atuhors (Leopold, 2019;Hollensbe et al, 2014;Cerne, Jaklic and Skerlavaj, 2013;Bocken et al, 2014;Stachová, Stacho and Vicen, 2017).…”

“…The growing importance of information, knowledge and innovation in today's competitive environment has brought fast process of interrelated changes impacting each employee of an organisation, individual teams and the entire organisation (Cerne, Jaklic and Skerlavaj, 2013;Avolio, Walumbwa and Weber, 2009). To develop innovation potential, every organisation needs knowledge, new skills, flexible working conditions and setting of organisational climate and culture that support development of innovations and each individual's innovation potential.…”

“…However, employees' knowledge, skills and abilities must be developed continuously (Urbancová, 2013;Stachová and Kachaňáková, 2011). Therefore, it must be stated that in order to remain competitiveness, it is essential that employees need to be able to continue their learning, improve their qualifications and capitalise their potential (Nidumolu, Prahalad and Rangaswami, 2009;Cerne, Jaklic and Skerlavaj, 2013;Avolio, Walumbwa and Weber, 2009). The right set up of organisational culture plays important role in organization and has important implications for managerial action in area of employee development and using of their potential.…”

How Authentic Leadership Influences Team Performance: The Mediating Role of Team Reflexivity

“…Given that teams provide the fundamental building blocks of modern organizational designs (Mathieu et al, 2013), the prevalence of flatter group-based structures necessitates the study of team level processes and outputs, and how authentic leaders might influence such collectives. Further, the limited research that has focused at the group level of analysis (e.g., Černe et al, 2013;ClappSmith et al, 2009;Rego et al, 2014;Rego et al, 2013) has typically adopted a positive organizational behavior lens to explain how authentic leaders facilitate the development of HOW AUTHENTIC LEADERSHIP INFLUENCES TEAM PERFORMANCE 4 collective interpersonal processes (Gardner & Schermerhorn, 2004;Luthans, 2002). However, given that authentic leadership theory is firmly rooted in the concept of self-regulation (Bandura, 1991;Gardner et al, 2011), the omission of self-regulation theory from the examination of how authentic leaders influence teams is problematic (Yammarino et al, 2008).…”

Bridging the gap between higher education and the workforce: A coach approach to teaching

“…Using a coach approach in the classroom requires that the lecturer (university teachers or faculty members) embody four dimensions of leadership -authenticity, insight, innovation, and coaching (see Černe et al, 2013;Ashkanasy and Tse, 2000). To effectively apply the coach approach to the classroom, it is essential to present in an authentic manner, to provide insight into the importance of the curriculum, to use innovative techniques that will embed the learning, and finally, to coach students to take ownership and responsibility for their own growth.…”