Fostering individual-level absorptive capacity and adaptive performance through leadership context

PurposeThis study aims to examine the effects of trait goal orientations (mastery, performance-prove and performance-avoid goals) on individual-level absorptive capacity (AC), ultimately adaptive performance. This study also explores the cross-level moderating effects of transformational leadership climate on these mediated relationships.Design/methodology/approachData from 480 participants in 76 teams from accounting firms in Northeast Thailand were analyzed using the multilevel method.FindingsFindings showed support for positive indirect effects from approach-related goal orientations (mastery and performance-prove) to adaptive performance via AC and a negative indirect effect from avoid goal orientation to adaptive performance via AC. Results showed that a transformational leadership climate strengthens the relationship between goal orientations and AC, but only when team members have a high level of approach-related goals.Originality/valueThis study extends previous work by providing an understanding of how a transformational leadership context and the differences in goal orientations interact to promote or impede an individual's AC. It also extends our understanding of the mechanism of how AC mediated the effects of trait goal orientations and transformational leadership climate on adaptive performance.

A Cross-Level Theoretical and Empirical Model of Positive Emotions, Leader Identification, and Leader–Member Exchange

Although leader–member exchange (LMX) has been widely studied, knowledge about how followers influence the LMX process remains unknown. By integrating the broaden-and-build theory (BBT) with the emotion as social information (EASI) theory, we develop a follower-centric multilevel model to investigate how followers' positive emotions have an impact on LMX via the mediating role of leader identification and the moderating role of leaders' positive emotions. We conducted a survey with 319 Chinese employees from 67 teams. The results indicated that leader identification served as a mediating factor in the relationship between followers' positive emotions and LMX. The work unit leaders' positive emotions strengthened the relationship between leader identification and LMX and moderated the mediated relationship among followers' positive emotions, leader identification, and LMX. Altogether, our findings inform new knowledge in terms of how followers may influence the development of LMX. We also help to extend the BBT and the EASI theory to the leadership context.

KEKUATAN DRAMATURGI DIBANDING KEPEMIMPINAN DALAM MEMPENGARUHI KINERJA KARYAWAN AMIK CITRA BUANA INDONESIA SUKABUMI

Abstrak - Penelitian ini bertujuan untuk mengetahui sejauh mana pengaruh Dramaturgi terhadap Kinerja melampaui Pengaruh kepemimpinan terhadap Kinerja. Untuk itu perlu terlebih dahulu mengetahui sejauh mana pengaruh Dramaturgi terhadap Kinerja, sejauh mana pengaruh Kepemimpinan terhadap Kinerja, sejauh mana pengaruh Dramaturgi dan Kepemimpinan sekaligus terhadap Kinerja, sejauh mana faktor lain ( epselon ) yang mempengaruhi kinerja. Penelitian ini dilakukan terhadap karyawan AMIK CBI Sukabumi. Jumlah sampel yang dijadikan responden sebanyak lima puluh responden dari sebanyak delapan puluh delapan populasi. Konteks kepemimpinan dalam penelitian ini mengacu ke pada pemahaman cara memimpin oleh pimpinan yakni BPH dan Direktur ke pada Karyawan. Adapun pemahaman Dramaturgi mengacu ke pada pemahaman Impression Management oleh BPH dan Direktur dalam bentuk interaksi sosial dengan Karyawan pada suasana sosial tertentu dengan kecenderungan situasional yang dibagi ke dalam dua situasional, yaitu interaksi sosial di pentas belakang (back stage ) dan di pentas depan (front stage ). Metode penelitian menggunakan desain aksplanasi, menguji pengaruh antar tiga variabel, variabel X1,X2,Y berdasarkan analisis kuantitatif melalui olah data SPSS . Hasil pengolahan data menunjukkan pengaruh Dramaturgi terhadap Kinerja jauh lebih tinggi dibanding pengaruh kepemimpinan terhadap kinerja, pengaruh Dramaturgi terhadap kinerja positif dan signifikan, pengaruh kepemimpinan terhadap kinerja positif namun tidak signifikan, pengaruh Dramaturgi dan Kepemimpinan sekaligus positif dan signifikan. Factor lain (epsilon) yang mempengaruh kinerja sebesar tujuh puluh delapan koma tiga persen. Ditemukan hal menarik pada penelitian ini melalui pengaruh Dramaturgi dengan jabaran unsur unsurnya yang posistif dan signifikan terhadap Kinerja hingga sudah saatnya menganalisis faktor faktor situasional melalui kekuatan manajemen kesan/impression management oleh pimpinan terhadap karyawan pada saat interaksi sosial sebagai salah satu dimensi sangat penting yang mempengaruhi Kinerja Karyawan . Unsur unsur tersebut meliputi kekuatan pimpinan melalui situasi : dengan gestural, perangkat peran, penonjolan, takaran waktu interaksi, teknik komunikasi dengan lembut, dan unsur Dramaturgi lain nya . Abstract - This study aims to determine the extent to which the influence of drama on performance exceeds the influence of leadership on performance. for that it is necessary in advance to know the extentof the influence of Dramaturgy on Performance, the extent of the influence of Leadership on Performance, the extent of the influence of Dramaturgy and Leadership at the same time on performance, the extent to which other factors (epchelon) influence performance. This research was conducted on the employees of AMIK CBI Sukabumi.The number of samples used as respondents was fifty respondents from a total of eighty eight populations. The leadership context in this study refers to the understanding of how to lead by the leadership, namely BPH and the Director to the employees. As for the understanding of Dramaturgy refers to the understanding of Impression Management by BPH and the Director in the form of social interaction with employeesin certain social situations with situational tendencies which are divided into two situational, namely social interaction on the back stage) and on the front stage.The research method used was an explanation design, testing the effect between three variables, variables X1, X2, Y based on quantitative analysis through SPSS data processing. The results of data processing show that the influence of Dramaturgy on performance is much higher than the influence of leadership on performance, the influence of Dramaturgy on performance is positive and significant, the influence of leadership on performance is positive but not significant, the influence of Dramaturgy andLeadership is at the same time positive and significant.another factor (epsilon) that affects the performance of seventy-eight point three percent.It was found interesting in this study through the influence of Dramaturgy with a description of its positive and significant elements of performance that it is time to analyze situational factors through the power of impression management by leaders on employees atwhen social interaction is a very important dimension that affects employee performance. .These elements include the power of leadership through situations: with gestures, role devices, prominence, measure of interaction time, gentle communication techniques and other elements of Dramaturgy.

Integrating the Complexity of Healthcare Improvement with Implementation Science: A Longitudinal Qualitative Case Study

BackgroundImplementation science seeks to enable change, underpinned by theories and frameworks such as the Consolidated Framework for Implementation Research (CFIR). Yet academia and frontline healthcare improvement remain largely siloed, with limited integration of implementation science methods into frontline improvement where the drivers include pragmatic, rapid change. We aimed to explore how pragmatic and complex healthcare improvement and implementation science, through the CIFR lens, can be integrated. MethodsOur research involved the investigation of a case study that was undertaking the implementation of an improvement initiative at a large public health service. This research involved qualitative data collection methods of semi-structured interviews and non-participant observations of the implementation team delivering the initiative. Thematic analysis identified key themes from the qualitative data. We examined our themes through the lens of CFIR to gain in-depth understanding of how the CFIR components operated in a ‘real-world’ context.ResultsThe key themes emerging from our research outlined that leadership, context and process are the key components that dominate and affect improvement work. Leadership which cultivates connections with front line clinicians, fosters engagement and trust. Navigating context was facilitated by ‘bottom-up’ governance. Multi-disciplinary, cross-sector capability, responded to a changing complex environment, adjusting pragmatically, and responsively. Process reflected the theoretically-informed, and iterative approach. Mapping CFIR domains and constructs, with these themes demonstrated close alignment with the CFIR. The findings bring further depth to CFIR and demonstrates that leadership that focuses on patient need as a key motivator to engage clinicians, and that applied and ensured iterative processes, which leveraged contextual factors achieved successful, sustained implementation and healthcare improvement. ConclusionsThis longitudinal study highlights profound insights that strengthen alignment between implementation science and pragmatic frontline healthcare improvement. We identify opportunities to enhance the relevance of CFIR in the ‘real-world’ setting through the interconnected nature of our themes. Our study demonstrates actionable knowledge to enhance the integration of implementation science in healthcare improvement.

Building transformative capability through civil service reform

This article explores the importance of capability building to the success of public service reforms. It draws on the neglected literature on capability to explore how capability is a product (or not) of the interaction between the skills, experience and methods of an individual – and the culture, structures, processes of the organisation they work in. The analysis identifies four key features of successful capability-building reforms in the UK, which are also found in the early successes of the Goal Programme for Public Service Reform and Innovation: an iterative and permissive approach to project identification and scoping; projects on high-priority, cross-cutting outcomes that demand new ways of working; projects that are connected with conducive elements of the organisational and leadership context; projects that are designed to create or adapt ‘enabling routines’ which civil servants ‘learn by doing’. Such reforms have acted as capability factories. And as the early adopters of new routines rise through the organisation and take on new roles, they become advocates and teachers of the routines and practice they have acquired. This is how organisations learn and build the capability they need to succeed.

Gender, Leadership and Representative Democracy

That effective leadership is crucial during global emergencies is uncontested. However what that leadership looks like, and how it plays out in different contexts is less straightforward. In representative democracy, diversity is considered to be a key element for true representation of the society. In addition, previous research has unequivocally demonstrated the positive impacts of gender equality in leadership. The COVID-19 pandemic has laid bare some of the real world implications of gender inequalities in the leadership context. In this article, we examine the differential impacts of COVID-19 on women, and reflect on potential pathways for women’s active participation.

Prinsip Utilitarisme sebagai Dasar Hidup Bermasyarakat

This research starts from cases of ethical violations that occur in the society. The purpose of this study is to see whether the principle of utilitarism is the most appropriate ethical principle applied in social life. The method used in this study includes descriptive qualitative methods and uses a critical paradigm. The results show that the principle of utilitarism is the most appropriate principle used in a particular leadership context, which emphasizes the benefits for the majority.

Coaching Leaders for Continuous Learning

Leader development is a continuous, lifelong learning experience which involves learning through both automatic and controlled processes of leader development. The cognitive demands of leadership performance, inconsistent practice conditions, and increasing complexity of the leadership context across individual and organizational changes present significant challenges to leaders’ skill acquisition and developmental growth. Leadership coaching is a developmental relationship that helps a leader work through these challenges through one-on-one interaction with a coach. This chapter presents an interactional framework of coach, coachee, and organization through which outcomes for the coachee and the collectives to which the coachee belongs are achieved. For the organization, consideration is given to who should coach, who should be coached, and how the organization can support coaching. For the coach, consideration is given to coaching behaviors (encouraging, collaborating, and facilitating) and coaching relationships. For the coachee, consideration is given to coachee readiness and developmental planning.

Liberating Sovereign Potential: A Working Education Capacity Building Model for Native Nations

With culturally sustaining pedagogies gaining momentum in our evolving educational landscape, the political backdrop of sovereignty and the pursuit of self-determination through education for Indigenous peoples creates a truly unique leadership context. The purpose of this conceptual article is to introduce a working model for educational leaders in Native nations to liberate educational sovereignty by engaging in broad and dynamic systems thinking that centers on their nation’s cultural and governance systems. From this positionality, this model then calls for leaders to engage in the iterative work of (a) assessing the educational landscape and identifying community assets, (b) fostering professional growth across systems, and (c) engaging in ongoing systems development and alignment advocacy. Furthermore, this model calls for leaders to incorporate critical Indigenous education frameworks and philosophies into these efforts, as well as foster a healthy community of practice across all systems of education to cultivate conditions for ongoing learning and connectivity among professionals. Through these efforts, over time leaders in Native nations can increase their ability to liberate educational sovereignty by creating an army of change agents working to (re)center systems of learning around Native nation’s cultural and governance systems, and pull learning systems away from the assimilationist trajectory found in the status quo of settler-colonial education.