Towards a Three‐Component Model of Relational Social Constructionist Leadership: A Systematic Review and Critical Interpretive Synthesis

Endres, Sigrid; Weibler, Jürgen

doi:10.1111/ijmr.12095

Cited by 80 publications

(113 citation statements)

References 147 publications

(373 reference statements)

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“…Theoretical strands in the collective leadership literature include network leadership (Cullen‐Lester and Yammarino ), complexity leadership (Uhl‐Bien and Marion ), discursive leadership (Fairhurst ), and constructionist collective leadership (Drath ; Endres and Weibler ; Ospina et al ). They share a view of leadership as an emergent, interactive process intended to cultivate group members’ capacity and adaptability to navigate complexity.…”

Section: Leadership Studies and Public Leadership Scholarship: Towardmentioning

confidence: 99%

Collective Leadership and Context in Public Administration: Bridging Public Leadership Research and Leadership Studies

Ospina

2016

Public Administration Review

197

206

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This article challenges the view that public leadership research should maintain a separate perspective in the study of public leadership. It discusses the benefits of further embedding the public leadership research domain within leadership studies, constructing a cross‐fertilization that contributes to advance both. The article maps key concerns in relational leadership theories, contrasting them with current work in the public leadership research domain and offering suggestions to close the gap. It highlights public leadership scholarship's competitive advantage to contribute to theorizing about leadership, given the importance of context for building contemporary theories of relational leadership.

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Section: Leadership Studies and Public Leadership Scholarship: Towardmentioning

confidence: 99%

Collective Leadership and Context in Public Administration: Bridging Public Leadership Research and Leadership Studies

Ospina

2016

Public Administration Review

197

206

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“…They often originate in recent developments in general leadership theory, driven both by epistemological reorientations and empirical observations (cf Gronn, 2002;Cunliffe & Eriksen, 2011;Drath et al, 2006;Pearce & Conger, 2003;Raelin, 2011;Endres & Weibler, 2016). The traditional vertical leadership approaches as described in the above section are thus increasingly supplemented by approaches also including horizontal and thereby collective leadership.…”

Section: Horizontal Leaders and Their Leadershipmentioning

confidence: 99%

“…Relational leadership (Fletcher, 2004;Uhl-Bien, 2006;Cunliffe & Eriksen, 2011;Endres & Weibler, 2016) is closely connected to the notion of leadership as essentially a distributed phenomenon, emerging in interaction between people. It is usually described in contrast to 'entitative' perspectives in which the focus of interest is placed on the individuals interacting.…”

Section: Relational Leadershipmentioning

confidence: 99%

“…Leadership is an interpersonal, person-oriented, social influence (Endres & Weibler, 2016), which guides in direction, course, action, and opinion (Bennis & Nanus, 1985). To that end it is different from management, which is task oriented in the sense of bringing about or accomplishing something, being responsible for, or conducting something (Bennis & Nanus, 1985).…”

Section: Introductionmentioning

confidence: 99%

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Balanced Leadership

Müller

Packendorff²,

Sankaran

2017

Cambridge Handbook of Organizational Project Management

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This chapter addresses a new perspective towards leadership, that of balanced leadership in organizational project management. The chapter starts with an overview of existing theoretical perspectives of leadership and leaders, where we introduce the distinction between leadership intent as an intra-personal process and practiced leadership as an inter-personal process of influencing. We discuss some of the popular theories in light of this distinction. Then we address the need for balanced leadership, which we propose as the temporary adjustment of leadership exercised by the project manager (vertical leadership) with leadership by one or several team members (horizontal leadership), and the situational particularities that emphasize the appropriateness of one approach over the other. We subsequently develop a four-step process of selecting, enabling, exercising, and controlling for balanced leadership and outline the intra and inter-personal activities for vertical and horizontal leaders in each of these steps. This provides an in-depth overview of the type and scope of inter and intra-personal leadership activities and their synchronization needs for coordinated balanced leadership to happen. Readers learn to look at leadership in and across projects as a combination of horizontal and vertical approaches, distributed in a coordinated way between vertical and horizontal leaders in organizational project management.

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“…When referring to "connections," Gittell (2016) advises "The energizing nature of high-quality connections serve as an endogenous resource for accomplishing work and for creating resilience in the face of stress" (p. 29). In their review of 47 Relational Social Constructionist Leadership (RSCL) empirical studies Endres and Weibler (2017) noted "we found that the content of emerging RSCL largely involves dimensions of highquality relating and communicating in terms of all the visible and invisible threads that connect people (in a largely positive sense)" (p. 225).…”

Section: An Integrated Relational Leading Practices Frameworkmentioning

confidence: 99%

Relational Leading Practices in a Project Team: An Exploratory Case Study of Organizational Communication

Reidy¹

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In this qualitative study, I explored the influence of relational leading practices on a project team's organizational communication. The study took place within a global high-technology organization located in the United States. The project team was assembled in August 2015. Core project work was completed in March 2016. Post implementation stabilization monitoring of the software conversion functionality, and team member engagement, in a limited capacity, continued through July 2016 and November 2016 respectively. (A project timeline (Figure 1.1) is presented in Chapter One.) Team member interviews were held in July and August 2017. The 16 project team members in the study includes technical and non-technical personnel working to convert a major software application. My role in the project was that of program manager, peer, and researcher. Researching from a social constructionist worldview, an auto-and duo-ethnographic single case study design strategy was used. Thematic analysis with constant comparison was utilized as the primary data analysis tool for this study. Inductive analysis logic was used to identify themes and patterns. Data were collected from semistructured interviews, a focus group, an interview with the independent third-party focus group facilitator, researcher notes/memos, observations, and project documentation. A concept map was created to demonstrate themes, relationships, experiences, and related documentation. The results of this study were compared to 12 relational leading practices known in the current literature review. Data from this thesis supported the 12 relational leading practices set forth by Gergen and Hersted. In addition, research from this thesis yielded four new relational leading practices. These findings were documented and categorized using thematic analysis guidelines and placed into three major categories: empowerment, open dialogue, and shared learning. All of the 16 practices in this study were discussed separately, then combined to create The Integrated Relational Leading Practices Framework. The practices found in this framework support the definition of relational leading generated from this study, persons in connected relationships, moving forward to make meaning to create positive change through relational practices. This research will assist at least the project team members, my division, and the organization. The project team members benefited through the experiences of working in a relational leading project team environment by improving their engagement and communication skills, and increasing their productivity and enjoyment levels. Team members have indicated that their experience was positive, and that they will bring the new relational leading and communication skills learned to the future projects they participate in. Through this experience team members developed a strong relationship network and continue to engage and share knowledge with each other. This organizational division will benefit because project team members have adopted the relational le...

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Towards a Three‐Component Model of Relational Social Constructionist Leadership: A Systematic Review and Critical Interpretive Synthesis

Cited by 80 publications

References 147 publications

Collective Leadership and Context in Public Administration: Bridging Public Leadership Research and Leadership Studies

Collective Leadership and Context in Public Administration: Bridging Public Leadership Research and Leadership Studies

Balanced Leadership

Relational Leading Practices in a Project Team: An Exploratory Case Study of Organizational Communication

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