Leadership and Organizational Learning

Sheppard, Bruce; Brown, Jean; Dibbon, David

doi:10.1007/978-1-4020-9747-8_2

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Leaders in academia build a learning environment that incorporates strategic thinking, engagement and cultural awareness (Amey (2006). Sheppard et al (2009), in the context of school leadership, highlight that leadership and organizational learning are inter-related. Pan (2008), in the context of Taiwan's schools, found that the quality of principals' leadership created difference among schools in terms of progression and organizational learning.…”

Section: Adaptive Leadership and Academic Leadership On Organizational Learning Capabilitymentioning

confidence: 99%

Can adaptive–academic leadership duo make universities ready for change? Evidence from higher education institutions in Pakistan in the light of COVID-19

Mukaram

Rathore

Khan

et al. 2021

MRR

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Purpose In rapidly changing global village, individuals, organizations and the society are faced with various unforeseen challenges every day, and these challenges continuously trigger and test the instincts for survival, and higher education is of no exception. In the context of today’s most critical uncertainty, i.e. COVID-19, the purpose of this study is to highlight the significance of two leadership styles, i.e. adaptive and academic leadership, and assessing readiness for change among higher education institutions (HEIs) of Punjab, Pakistan. Design/methodology/approach An online survey was conducted to collect data from 404 permanent faculty members in the public sector universities identified using stratified random sampling. The hypotheses developed were tested using co-variance-based structural equation modeling. Findings As per the findings, both leadership styles as exogenous constructs and the presence of organizational learning capability as mediators contributed positively in crafting organizational readiness for change (ORC) among HEIs in the course of unpredictable circumstances. Practical implications The COVID-19 episode globally has reiterated the importance of change, and the role of leadership in this regard cannot be undermined. This study, for that matter, stresses on the importance and benefits of academic and adaptive leadership dealing with uncertainties or change and the readiness of HEIs for change. Several institutions faced challenges in doing so, and the transition was not smooth, except for institutions where leaders were the differentiating factor. On top of it, institutions that had timely invested in digital systems and had enhanced organizations learning capacity survived in these turbulent times. Originality/value COVID-19 has placed tremendous challenges on HEIs to adapt with the rapidly changing conditions. Hence, this study is unique in understanding the academic and adaptive leadership styles in context of ORC. This study further helps in understanding that how public sector universities that are already influenced by stringent bureaucratic structures react to change.

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Section: Adaptive Leadership and Academic Leadership On Organizational Learning Capabilitymentioning

confidence: 99%

Can adaptive–academic leadership duo make universities ready for change? Evidence from higher education institutions in Pakistan in the light of COVID-19

Mukaram

Rathore

Khan

et al. 2021

MRR

View full text Add to dashboard Cite

show abstract

“…Employee innovative behavior occurs when employees practice their innovative ideas generated in organizational activities, including innovation, technological development, and management procedural changes ( Shi, 2012 ). Sheppard et al (2010) confirmed that a positive work attitude is a deciding factor affecting individual innovation. Norman et al (2010) demonstrated that leaders with positive psychological states (i.e., confidence, optimism, hopefulness, and resilience) serve as an example for subordinates.…”

Section: Theory and Hypothesesmentioning

confidence: 71%

Promoting Innovative Behavior in Employees: The Mechanism of Leader Psychological Capital

Wang

Zhu

2021

Front. Psychol.

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The study reported in this paper analyzed the influence of leader psychological capital (PsyCap) on employees’ innovative behavior and the roles of psychological safety and growth need strength (GNS) in this process within the context of positive psychology theory and conservation of resources theory. Three stages of questionnaire surveys were administered to 81 enterprise leaders and their 342 direct subordinates in South China to test our theoretical model. The results showed that leader PsyCap had significant and positive effects on employee innovative behavior, psychological safety had a partially mediating effect, and GNS positively moderated the relationship between psychological safety and innovative behavior. The results revealed the mechanism of PsyCap and external boundary conditions of the influence of leader PsyCap on employee innovative behavior. The study expands the research results of leader PsyCap theory and also provides guidance on how enterprises manage employees’ innovative behavior.

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“…Third, local teachers’ motivation was strengthened by their commitment to the emergency response team and clear role assignment. This collaborative environment contributed to sustaining members’ morale ( Sheppard et al, 2010 ).…”

Section: Discussionmentioning

confidence: 99%

One School’s Management of Students With Intellectual Disabilities During the COVID-19 Outbreak in Japan: A Study Based on Interviews With Teachers

楠見

Tominaga

Nagasawa

et al. 2022

J Intellect Disabil

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This study aimed to elucidate how school employees caring for students with intellectual disabilities managed emergencies caused by the COVID-19 pandemic. It attended to decision-making by school managers as well as the engagement of local teachers in the outcome resolution process. A total of 10 teachers employed in different positions were purposefully selected from a school for students with intellectual disabilities in Osaka, Japan, and interviews were conducted with them via Zoom. The thematic analysis identified six significant premises: sensemaking, emergency responsive organization, high morale, planning through prioritization, risk management, and recovery from adverse incidents. The findings suggest distributed leadership functions to successfully sustain security in educational practices. Additionally, the empirical study consisting of interviews with staff in multiple positions reveals that all of the staff’s proactive participation in decision-making and the communication process enabled the school to cope with the pandemic crisis as a united organization.

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Leadership and Organizational Learning

Cited by 4 publications

References 24 publications

Can adaptive–academic leadership duo make universities ready for change? Evidence from higher education institutions in Pakistan in the light of COVID-19

Can adaptive–academic leadership duo make universities ready for change? Evidence from higher education institutions in Pakistan in the light of COVID-19

Promoting Innovative Behavior in Employees: The Mechanism of Leader Psychological Capital

One School’s Management of Students With Intellectual Disabilities During the COVID-19 Outbreak in Japan: A Study Based on Interviews With Teachers

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