Introduction

Leadership is under review and open for criticism in ways not seen for some time. Where is leadership when we need it, we ask? Where are the leaders who can solve our problems? Moreover, change is the new constant, and we need leaders who are prepared to embrace change and ambiguity and help followers deal with change. Sometimes it feels like we are in permanent whitewater. Where are the leaders who can deal with the ever‐changing landscape and help us move to a positive future? Many of them are among us. They are the up‐and‐coming emerging leaders of Generations X and Y. This symposium focuses on these leaders of the future—the emerging leaders among us. What challenges do they face? What kind of leaders do they want to be? How do we best prepare them? The five articles that follow present a variety of views for our consideration, and the authors hope to start a boarder conversation about the next generation of leaders and their leadership challenges. Mhatre and Conger stress that authentic leadership principles are needed in workplaces now and in the future. They remind us that organizations are often composed of individuals born during different times, circumstances,and situations, thereby creating challenges for leaders in those organizations. Current research related to Gens X and Y, cited by the authors, highlights some of the generational differences and preferences. The authors see that the differences could create a “fertile ground for intraorganizational conflict, especially differences in how to manage and work within changing organizational climates.” One potential solution, according to Mhatre and Conger, can be found in the four components of authentic leadership principles: self‐awareness, internalized moral perspective, balanced processing, and relational transparency. If authentic leadership is in place, Gens X and Y can lead authentically, thereby facilitating sustainable and positive work environments. The authors predict positive results for organizations when authentic leadership is in place. Carucci and Epperson also focus on cross‐generational relationships and voice their concern with the negative consequences of labeling various age groups as Millennials, Boomers, Xers, Yers—labels that emphasize the divide. What we need, they argue, is less polarization and more connections. The article explores what it means for leaders of multigenerations to thrive together in partnership. They discuss the “elusive contest between the legacy of incumbent leaders and the potential of emerging leaders and ask us to consider mutual vulnerability as common ground.” They also summarize research on mentoring that looks at the gap between the numbers of emerging leaders who are mentored compared with the large numbers who desire mentors and ongoing relationships. The research follows up on earlier work on this topic explored in their books Leadership Divided and Bridging the Leadership Divide. Their article provides a personal case study demonstrating how generations can come together in partnership, thereby strengthening their organizations as well as the individuals involved. Perucci follows up on some of the themes highlighted by Carucci and Epperson as well as Mhatre and Conger and focuses on the way Millennials (Gen Y) are shaping organizations in the 21st century. Perucci reminds us that as we consider the implications of multiple generations working within the same organization, we must emphasize the crosscultural dimensions of intragenerational leadership. Globalization is reshaping leadership not only at the vertical level (multiple generations working side by side), but also horizontally (communication and technology reshaping the way Millennials interact across national boundaries). He suggests that just as leadership involves leaders, followers, and shared goals, successful leadership also requires an awareness of leading across cultures. He argues that effective leaders will be those who learn to work together “across boundaries in order to solve complex global problems.” Penney's article, “Voices of the Future: Leadership for the 21st Century,” focuses on both Generations X and Y (primarily X) and explores how those emerging leaders see leadership in the future and what kind of leaders they want to be. What leadership qualities/behaviors do they see as important? Themes of collaboration and inclusiveness are important to these emerging leaders, and they place high values on trust and integrity. Because they value inclusiveness, they work more easily across racial, ethnic, and gender differences and lines than did previous generations. The article also discusses what organizations need to do to attract and retain Generations X and Y. More flexible work arrangements are important as is having business organizations committed to corporate social responsibility and green initiatives. The findings come from the recent book Next Generation Leadership: Insights from Emerging Leaders (Penney & Neilson 2010). Tulgan and his colleagues at RainmakerThinking, Inc., have been conducting interviews with young people in the workplace for two decades. His article has a theme similar to Penney's in that he discusses ways to develop new leaders, primarily Generation Y. He addresses issues such as, how do we help them step into leadership roles successfully? He also addresses the question of why some of them are reluctant to take on supervisory roles. The article offers specific suggestions about ways to guide young professionals to prepare them for assuming leadership roles. He suggests that senior leaders should give frequent feedback to the top performers in Gen Y rather than leaving them on their own. He argues that too often we ignore high performers as we focus time and effort on the not‐so‐successful ones. According to Tulgan, more generous reward systems and hospitable work conditions are needed to retain high performers. In addition, he wants senior leaders to do more to help Gen Yers establish their credibility when they are given roles of increased responsibility. Conclusions There is a sense of optimism in play as you read these articles. Although there are differences found between Generations X and Y, overall the next generation of leaders also share some commonalities. They are more collaborative and inclusive than previous generations. And these emerging leaders are bringing a fresh approach to leadership and moving us away from the leader as “hero” or all‐knowing source of power and influence. Their desire for collaboration can help bridge the generation gap between Boomers and young professionals. Each brings particular strengths to their organizations, so as they work together, stronger institutions can be the result. Integrity is also important to emerging leaders, and authentic leadership behaviors hold much promise for strengthening our organizations. These emerging leaders can work well across cultures and are more comfortable with inclusion and diversity than those of previous generations. The authors provide several suggestions for working with and retaining young professionals so that their leadership skills are strengthened. Emerging leaders need support and honest feedback; they want reward systems that differentiate; they request flexible work arrangements. They also want to see corporate social responsibility in place in the business world. Emerging leaders of Generations X and Y are ready to assume leadership roles, but many do not want to lead as they have been led. We must do all we can as senior leaders, as academics, and as colleagues to prepare them for these responsibilities. As we pass the torch to a new generation of leaders, let's be certain they are well equipped for the task and ready to lead.     

Adapting leadership theory and practice for the networked,millennial generation

Current research offers a complex perspective on the main characteristics of Millennials (or Gen‐Ys, as they are also called) as a generation in which knowledge is acquired, shared, and created as an extension of the primacy of relationships and networks and embedded in the connections that information technology provides. Aspects of the servant‐leadership model provide a context from which to examine the construction of workplace practice (action) and purpose (meaning) among members of the Millennial generation. However, theories developed in previous generations are not automatically applicable and require critical examination and adaptation if they are to offer an understanding of means for motivating and influencing Millennials toward more broadly defined goals and aspirations in multigenerational workplaces. After a review of recent literature, we conclude that future organizational paradigms will have to develop a multigenerational collaborative culture. With this in mind, we discuss how service leadership contributes to these new networked and collaborative organizations to help Millennials flourish and prepare them for leadership positions as well.     

Human Capital,the Millennial's Reign,and the Need For Servant Leadership

Human capital has been a major emphasis and priority for organizations for the past 15–20 years; however, changing demographics in the workplace dictate that organizations step up these efforts. The current paper explores three generational cohorts, with particular emphasis on the Millennial generation as this cohort will encompass upward of 50% of the workforce by 2020. If organizations want to compete for and retain top Millennial talent, organizations must make themselves attractive to Millennials. This will require that organizations develop a leadership base that is suited to lead Millennials. We suggest that servant leadership is likely the optimal leadership style for creating an organization rich in human capital development and for making an organization a preferred workplace for the Millennial generation.     

The important but neglected legal context of virtual teams: Research implications and opportunities

The potential for the legal context in which an organization operates to significantly impact its HRM function is widely, if not universally accepted. Nonetheless, to date, the legal context of virtual teams has received very little attention from researchers. This article helps address that limitation in the literature by providing readers a foundational understanding of the primary legal constraints and legal issues affecting virtual teams, identifying important research questions related to the impact of legal context on virtual teams, and stimulating further thinking about the potential relevance of legal context to the role of trust, cultural differences, discriminatory behavior, and other phenomena in virtual teams.     

Seamless Leadership Learning in Curricular and Cocurricular Facets of University Life: A Pragmatic Approach to Praxis

The development of curricular and cocurricular leadership experiences is often a complex undertaking, second only to the complexities of learning how to lead effectively. The current article outlines the shared and diverse experiences of two leadership faculty charged with coordinating academic leadership programs at separate institutions. Both faculty members were previously student affairs professionals and chose to educate undergraduate leaders in the classroom while providing research for the leadership consortium. Additionally, both faculty members continue to partner with student affairs to facilitate strong curricular and cocurricular student experiences. The current article shares a practical approach to providing ongoing strategic practice opportunities for future leaders enrolled in academic, undergraduate leadership education programs while suggesting the creation of a common leadership language for both academic and cocurricular programs.     

A Collective Effort to Understand Formalized Program Review

In response to the growing field of Leadership Studies, the International Leadership Association appointed a task force to explore questions concerning formalized program review systems, such as a peer review process, accreditation, and/or certification. The inquiry involved questions regarding the value of a formalized program review process to advance the field of leadership studies and discover important patterns emerging in areas such as content, teaching, outcomes, and assessment. This article provides a summary of the work completed by the International Leadership Association's Formalized Program Review task force from 2011–2012 to explore and recommend options related to formalized program review for curricular based leadership studies programs.     

Predicting excellent management performance in an intercultural context: a study of the influence of multicultural personality on transformational leadership and performance

What makes a manager in an intercultural context an excellent performer? This question is the subject of the present study. The study examines the influence of the five dimensions of multicultural personality via transformational leadership on excellent performance in a sample of managers (N = 138) working in an expatriate assignment or in a job dealing with subordinates of different cultural backgrounds. As expected, cultural empathy, open-mindedness and social initiative were found to have a positive effect on transformational leadership. However, no significant effects were found from emotional stability and flexibility on transformational leadership. Furthermore, a more transformational leadership style led to higher performance in an intercultural context, which was measured using management performance appraisals. Since an indirect effect of cultural empathy, open mindedness and social initiative on performance via transformational leadership has been found in this study, it seems that both these dimensions of multicultural personality and transformational leadership are needed for excellent managerial performance in an international environment.     

Unlikely allies: Bureaucracy as a cultural trope in a grassroots volunteer organization

This article investigates the role of bureaucratic organizing in a grassroots volunteer organization, which emerged during the so-called refugee crisis in an emergency refugee shelter in Germany. Most research agrees that this type of organization is by definition counter-bureaucratic. In the organization I studied, however, volunteers adopted, accepted and acclaimed bureaucratic organizing as the only, natural and self-evident way of making the grassroots work. Drawing on ethnographic research, my analysis unravels how bureaucracy became a common frame of reference that allowed the volunteers to self-organize despite their different motivations, attitudes and social backgrounds. To theorize these findings, the paper draws on the concept of a cultural trope. In so doing, it offers a more nuanced understanding of bureaucracy in grassroots volunteer organizations that might stimulate scholars to rethink its role in other fluid, dynamic and value-driven organizations.     

Leadership Education Across Disciplines: The Social Science Perspective

The current article makes a distinction between pedagogical delivery and “disciplinary foundations” in our approaches to leadership studies. Although the liberal arts are helpful in the delivery of leadership content in the classroom, it is argued that the content, at its core, remains a social science enterprise. Therefore, leadership programs should help students understand how leadership works as a social phenomenon. The current article shows how the McDonough curriculum moves students beyond leadership training (with its focus on skill building), using a social science–based working definition of leadership. Leadership education provides the opportunity to organize the curriculum using the social science lenses. By moving the focus away from the leader and examining instead the complex interaction of multiple components, a deeper understanding of how leadership works under different contexts, influenced by a variety of societal norms and values can be obtained.     

Paternalist leadership style of the organizational trust

This study aims to evaluate the effect of paternalist administrators on the organizational trust of teachers working in their context. The notions of paternalist leadership style, trust, and organizational trust are explained based on literature. The study is based on qualitative research approach. Despite this, the short version of “Paternalist Leadership Scale”, developed by Cheng in 2004 and a short version prepared in 2014 is used initially. Administrators with paternalist leadership characteristic were established with the help of this scale. Later, open ended questions, developed by the authors, were asked to teachers in the schools as organizations of those administrators with the aim of establishing their “trust for the administrator and for the organization”. The sample of the research was made up of 30 teachers working at 5 primary schools of the North Cyprus Ministry of National Education during the 2016–2017 school year. It was observed in the findings that in the eyes of the teachers social characteristics of individuals were most important in creating and enhancing the feeling of trust. In addition, it was observed that personal characteristics were some of the defining factors in developing trust. The conclusion was reached that teachers working with paternalist administrators had positive communications with school administrators and colleagues, and that they carried out their relationships within the rules of good manners and kindness. Again, in the eyes of teachers, it was established that paternalist administrators were eager to renew themselves. Finally, paternalist administrators were found, with a high percentage, to be quite qualified in establishing organizational trust. In conclusion, based on the findings of this study, it can be said that administrators with paternal leadership qualities are qualified in creating organizational trust; therefore, it will be important to train administrators in developing their paternal leadership styles.     

中国情境下的“家长科层式”领导方式辨析

现有对家长式领导方式的研究,关注的是其自身的三维度内容相互影响关系,忽视了在中国情境下的科层组织中存在一种“家长科层式”领导方式。家长式与科层式领导方式,在本质上具有对立性,但也可以拥有并存的空间:决策自由裁量权为两者在权力行使上提供了可以并存的空间;对才能的宽泛界定为两者在用人标准上提供了可以并存的空间;自我意识为两者在人格关系转换上提供了可以并存的空间;中国传统文化为两者的并存提供了心理认同存在空间。“家长科层式”领导方式对领导者的决策、用人及人际关系管理都会产生重要影响。在中国情境下,建议领导者在组织初创时期,可以根据情境需要突出家长式人治威权;在组织正规化时期,必需突显科层式的理性威权。     

Leadership for Collaboration

Abstract

‘Leadership’ and ‘collaboration’ are integral to twenty-first century governance and management but, despite a growing literature, understanding about leadership for collaboration is hampered by a lack of specificity and nuance in theory and empirical research. This article responds to these limitations by working within an interpretive framework and employing Q-method to uncover different interpretations of leadership for collaboration operant among public managers in Wales. The article uses the concept of situated agency to explain why public managers offer diverse interpretations of leadership for collaboration despite working within the same governance framework, and to identify challenges to public managers in determining appropriate leadership for collaboration.     

国外精神型领导研究前沿探析

精神型领导理论是目前国内外学术界领导研究领域的一个前沿主题。它反映了在当前企业组织结构加速变革的情境下,组织寻求通过内在激励员工使其获得体验和发挥自我以实现个体、群体或组织绩效方面的不断提升。本文分别从概念界定、维度结构以及模型分析三个方面对国外精神型领导的相关文献进行了归纳总结,并对目前该领域研究的局限进行了分析,明确了未来研究的方向。     

A conscious‐authentic leadership approach in the workplace: Leading from within

This study combines components of the relatively nascent concepts of conscious leadership and authentic leadership. It is a synopsis of a recent empirical study comparing two groups of companies and their respective CEOs. Each group is comprised of three companies. Group I is led by CEOs who use a conscious‐authentic leadership approach in the workplace. They infuse their personal values, beliefs, and relational leadership behavior into the policies, practices, and employee programs within their respective organizations to achieve specific organizational outcomes. Group II CEOs do not use this leadership approach. The companies selected for study were categorized by disinterested third parties in the business community. This study explores the perceptions of the employees of both groups and the impact of the conscious‐authentic leadership model on organizational behavior and specific organizational outcomes in the workplace. The organizational outcomes tested in this study are voluntary employee‐withdrawal behavior and absenteeism during the period 2003–2005. An employee questionnaire was administered to the employees of both groups to measure organizational behavior. The same questionnaire was administered to the CEOs to determine their level of self‐awareness and their sense of the reality of the human condition within their respective organization. A separate leadership questionnaire was administered to the CEOs for a self‐assessment of personal attributes and leadership style. The findings provide a working definition of conscious‐authentic leadership behavior and a working model of the components of this approach as implemented by Group I CEOs in the workplace.     

The State of Leadership Studies

This article begins a symposium in the Journal of Leadership Studies on the subject of a formal review process for academic programs in leadership studies. The authors argue that such a process would be a way for the field to achieve more legitimacy in higher education, establish itself as a discipline, and delineate parameters of its intellectual distinctiveness. In so doing, the authors present a brief history of the development of leadership studies literature, a central question to theory building and program development, and common goals pursued by academic programs in leadership studies. Finally, the authors call for the development of standards that can help leadership programs expand their curricular and cocurricular initiatives to reflect the intellectual maturity of the field.     

Examining the role of leadership,trust for school culture and policy

Quality of life relies on also the quality of working context and the group dynamic. Culture of schools, trust and leadership facilitate quality in fostering strategic policies in establishing policy and development. The aim of the research study is to examine the role of leadership, trust for school culture in regard to the perceptions of inspectors. As this research stands on qualitative nature, experiences, perceptions of research participants shape the current understanding to give insights on the role of leadership, trust. In addition, establishing school culture is a part of quality to set policy in terms of development, inspection is a moderation of encapsulating the nature of school culture. Interview was employed to gain understanding and experiences of inspectors in relation to leadership, trust for the school culture. Mission, vision of schools, principles of schools, loyalty to schools, policies, objectives of practices in schools, social interaction in schools. Thematic analysis through laddering was done that five themes were established in examining leadership, trust in the school culture. It is important that employees in the training organization act in a joint view on implementing educational objectives. This is achieved by developing positive attitudes in people and by being able to act constructively with each other. The research results revealed that the inspectors who are currently working at the Ministry of National Education have their views on the mission, vision and leadership of schools and what they think about school culture trust in schools.

     

Bridging the leadership divide

The study of generational leadership differences has now broadened and intensified to an impressive body of literature and discussion. The problem is that the conversation continues to be framed as a demographic challenge of difference, which only furthers the division, rather than a relationship challenge that calls for new ways to connect the generations. This article discusses the nature of the relationships needed to ensure vital connections between generations of leaders. It uses the authors' own cross‐generational leadership relationship as a case study in what we believe exemplifies the kind of relationship our research suggests is both needed, and desired, by leaders in both incumbent and emerging leadership generations.     

“Why did I do this?”: Understanding leadership behavior through a dynamic five‐factor model of leadership

Leadership theories referring to complex adaptive system theory (CAS) describe leadership as a dynamic process of interdependent, cooperating agents. However, research on leadership behavior focuses mainly on the leader as an influencing, active agent. This article offers a different perspective by focusing on factors that influence leadership behavior. A dynamic five‐factor model of leadership is introduced, which identifies (1) the leader's individual competence, (2) the group, (3) the organization, (4) the context, and (5) the immediate situation as all influencing factors on leadership behavior. To address the problem of the procedural nature of leadership behavior, the dynamic five‐factor model is combined with a scenario‐based approach. The scenario approach focuses on situational developments in a given context, whereby a previous situation influences a leader's behavior in the subsequent situation. By integrating the dynamic five‐factor model into a scenario approach, one can understand a leader's behavior in its procedural nature. The practical usability of the dynamic five‐factor model and the scenario approach was assessed in a leadership development program with 81 military officers. Structured feedback from participants indicated that the model and the approach were perceived as helpful and relevant for understanding leadership behavior.     

Understanding leadership for cross‐cultural knowledge management

This article examines the role of leadership in cross‐cultural knowledge management (CCKM) because both knowledge management and cross‐cultural management are now regarded as popular topics in both academic and practical research in the age of globalization. We discuss the existing literature on the relationship between leadership and cross‐cultural management as well as the relationship between leadership and knowledge management to illustrate the importance of leadership in each field. The concept of cross‐cultural knowledge management—an ambiguous term—will be presented from Nguyen, Umemoto, and Medeni's (2007) work, establishing an expanded role of cross‐cultural management, which could be viewed as a subset of knowledge management. To emphasize the impact of leadership on CCKM, we discuss the influence of leadership on each factor in the theoretical model of CCKM. Our understanding of the role of leadership in CCKM suggests that international leaders should pay careful attention to managing fragmentation, integration, and differentiation when they want to create and manage the cross‐cultural knowledge of their employees.     

Contextual and Interactional Approaches to Advancing Leadership and Entrepreneurship Research

In this introductory article for the special issue of Journal of Management Studies, entitled ‘Leading Entrepreneurial Ventures: Individual and Team-Based Perspectives’, we leverage insights in the extant literature as well as those insights developed by the authors of the four articles published in response to our call for papers. Overall, we explore multiple nuanced questions with regards to research on entrepreneurship, research on leadership, and their intersection. Our goal is to begin to help guide research on entrepreneurship and leadership, and their intersection, for the next decade.