How do inclusive leaders emerge? A theory-based model

IF 2.8 3区 管理学 Q2 MANAGEMENT
Michàlle E Mor Barak, Gil Luria, Kim C Brimhall, Mustafa F Özbilgin
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引用次数: 0

Abstract

Despite recent theoretical developments examining the emergence of several types of leadership, there is a paucity of research on the emergence of inclusive leaders. We sought to address this gap by proposing a theory-based conceptual model. We identify a paradox in leader emergence: Although there is evidence that inclusive leaders can improve organizational effectiveness, those who influence decisions about leader selection, both formal and informal, often overlook this evidence and instead select leaders who do not practice inclusion. Integrating expectation states theory and implicit leadership theory to explain leadership emergence, with social identity theory and social comparison theory to explain inclusion, we propose a conceptual model culminating with four propositions. The model suggests practices that can support inclusive leadership and how inclusive leadership can improve organizational effectiveness and employee well-being. We conclude with implications for policies to promote inclusive leadership emergence and propose avenues for future research.
包容性领导者是如何产生的?基于理论的模型
尽管最近的理论发展研究了多种类型领导力的产生,但有关包容性领导力产生的研究却少之又少。我们试图通过提出一个基于理论的概念模型来填补这一空白。我们发现了领导力崛起中的一个悖论:尽管有证据表明,包容性领导者可以提高组织的效率,但那些影响领导者选择决策的人,无论是正式的还是非正式的,往往会忽视这些证据,而选择那些没有实践包容性的领导者。我们将期望状态理论和内隐领导力理论与社会认同理论和社会比较理论相结合来解释领导力的产生,并提出了一个概念模型,最终形成了四个命题。该模型提出了支持包容性领导力的做法,以及包容性领导力如何提高组织效率和员工福利。最后,我们对促进包容性领导力崛起的政策提出了建议,并提出了未来的研究方向。
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来源期刊
Management Learning
Management Learning MANAGEMENT-
CiteScore
6.10
自引率
29.20%
发文量
42
期刊介绍: The nature of management learning - the nature of individual and organizational learning, and the relationships between them; "learning" organizations; learning from the past and for the future; the changing nature of management, of organizations, and of learning The process of learning - learning methods and techniques; processes of thinking; experience and learning; perception and reasoning; agendas of management learning Learning and outcomes - the nature of managerial knowledge, thinking, learning and action; ethics values and skills; expertise; competence; personal and organizational change
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