Bridging boundaries: Meeting the challenge of workplace diversity

Ernst, Christopher; Yip, Jeffrey

doi:10.1002/lia.1232

Cited by 7 publications

(4 citation statements)

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“…Fourth, making connections across boundaries is an essential priority for onboarding new leaders (Ernst & Yip, 2009). Social connections with cohorts of peers and community members can help new leaders make sense of their identities (Haslam et al, 2017;Zheng et al, 2021).…”

Section: Making Social Connectionsmentioning

confidence: 99%

Insights on the Transition to Leadership: The Power of Onboarding and Networking

Williams,

Heileman

2024

Advances in Developing Human Resources

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Problem In the rapidly changing future of work, advances in human resources are needed to develop individual leadership expertise and further the collective aims of the organization. This article explores the challenges and opportunities in the transition to leadership for new and early-career leaders across interdisciplinary and interorganizational contexts. Solution Two high-impact strategies are proposed to facilitate the leadership transition, namely, strategic onboarding and intentional networking. These methods expand conventional approaches in leadership development. When new leaders are primed with onboarding and networking structures, they are better prepared to partner with internal and external stakeholders in a culture of shared leadership for equitable and thriving organizations and their communities. Stakeholders The article may be of interest to a diversity of human resource development scholars and practitioners who seek to further their understandings and practices in the training, mentoring, and career development of new leaders for workforce performance and organizational integrity.

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Section: Making Social Connectionsmentioning

confidence: 99%

Insights on the Transition to Leadership: The Power of Onboarding and Networking

Williams,

Heileman

2024

Advances in Developing Human Resources

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“…Building bridges between different groups and leveraging the diversity inherent within each group (Schotter et al, 2017) seems to be an important competence for any leader responsible for managing a project team in a global organization. The personality and competencies of a global team leader are recognized as equally essential to transcending not only geographic but also identity-based boundaries and creating a third space in which members of different groups can interact (Ernst and Yip, 2009). Boundary spanners act as "brokers" between different perspectives (Mattarelli et al, 2017) and "bridge builders" to manage the "power paradox" (Maznevski and Zander, 2001) by recognizing that some cultures prefer a directive style, while others prefer a participative style.…”

Section: Global Team Leaders As Boundary Spannersmentioning

confidence: 99%

Cross-cultural boundary spanning activities in a global team: Insights from an ethnographic case study

Bartel-Radic

Munch

2023

Int'l Jnl of Cross Cultural Management

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How can global team leaders effectively span boundaries between highly diverse and distant team members, manage cross-cultural conflict, and foster team performance? Global team leadership continues to face persistent challenges, and while the boundary spanning literature has identified relevant characteristics, traits, competencies, and skills of effective boundary spanners, it says little about boundary spanning activities. This paper proposes new contributions to this question through an ethnographic case study of a highly successful global R&D project team. Over the course of the 2-year project, three conflict situations were resolved through cross-cultural boundary spanning activities. From an ethnographic perspective, the dynamics at work are described in detail. To better understand these dynamics, the paper draws on loosely coupled systems theory by asking how structural and cultural coupling can facilitate boundary spanning activities. In doing so, the paper extends the theory of boundary spanning and global team leadership and connects boundary spanning with loosely coupled systems theory. The contributions relate to four main propositions: effective global team leaders span intra-team boundaries through coupling activities; task-related “structural coupling” and relationship-related “cultural coupling” are interdependent; effective boundary spanning combines tight structural and loose cultural coupling; and boundary spanning objects and agents enhance coupling activities.

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“…The way teachers perceive the boundaries between them and their principals can affect their practice of inclusion (Sharma & Desai, 2008). Boundaries indicate limits, borders or bounds that can be conceptual, philosophical, paradigmatic or physical (Ernst & Yip, 2009). In inclusive education, boundaries can present both opportunities and barriers depending on how teachers, therapists, families and principals work together in their schools' communities to counter barriers imposed by boundaries (Blase & Anderson, 1995;Liasidou & Antoniou, 2015).…”

Section: Leadership Inclusive Education and Boundary Crossingmentioning

confidence: 99%

“…Perhaps the most critical aspects of successful inclusive early childhood program is where members of the school's community are able to work collaboratively across levels and authority such as professional titles and ranks, and power and privilege (Harris, 2005;Liasidou & Antoniou, 2015). This process entails breaking down hierarchies of power so that teachers can build a strong collaborative practice (Ernst & Yip, 2009). Again, teachers, parents and principals need to build bridges across horizontal boundaries.…”

Section: Leadership Inclusive Education and Boundary Crossingmentioning

confidence: 99%

Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

Klibthong¹,

Agbenyega²

2019

IES

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Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.

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Bridging boundaries: Meeting the challenge of workplace diversity

Cited by 7 publications

References 0 publications

Insights on the Transition to Leadership: The Power of Onboarding and Networking

Insights on the Transition to Leadership: The Power of Onboarding and Networking

Cross-cultural boundary spanning activities in a global team: Insights from an ethnographic case study

Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

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