The impact of digital leadership on sustainable performance: a systematic literature review

Purpose

In today's constantly changing workplace, leaders encounter new challenges consequent to rising digitization. Tackling these problems effectively requires digital leadership, a prominent idea in discussions about what abilities the managers need to be developed in the digital age. The study analyses the leadership elements needed and determines the impact of digital leadership on sustainable performance. The aim of this systematic literature review (SLR) is to identify the relationship between digital leadership concepts and leadership development by proposing digital leadership for management development to ensure sustainable performance in an organisation.

Design/methodology/approach

ROSES (RepOrting Standards for Systematics Evidence Syntheses) was used as the publication standard for this systematic literature review, which incorporated a variety of research approaches. For this study's article selection, one of the most important scientific databases, Scopus, was used. Only articles published between 2001 and 2021 were reviewed. The focus of the article was on digital leadership and performance.

Findings

This review identified five main themes: leadership styles, measurements of leadership, antecedents to good leadership, outcomes of good leadership and gaps in current research areas. An additional ten sub-themes were derived from the five primary topics.

Originality/value

This paper systematically reviewed two decades of literature related to digital leadership and its impact on sustainable performance. The findings allow leaders to better understand the leadership trend and develop appropriate leadership practices to overcome future challenges for sustainable performance.

Team Learning and the Human Resource Development/Human Resource Management Interface

This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.

Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

Transformative interaction capability: the mediating role between quality of work life and teamwork performance

Purpose

This paper aims to present a conceptual model of transformative interaction capability (TIC) to fill the research gap between the quality of work–life (QWL) and teamwork performance (TP). Statistical testing in the study used four variables, namely, QWL, TIC, team resilience (TR) and TP.

Design/methodology/approach

A conceptual model was developed and empirically tested through a survey. The 240 respondents in this study were made of supervisors, managers, directors and strategic staffs who were a part of new product development teams in service business companies. Note that there were banking, printing, publishing, training, financial institutions, outsourcing, projects and event organizing companies involved in this research. These companies were based in the Special Region of Yogyakarta and Province of Central Java Indonesia.

Findings

The research adapted the time interaction performance (TIP) theory, a theory of groups. It revealed that TIC was inserted in the research model. It was to mediate the influence of QWL on TP. Furthermore, the Sobel test results showed that TIC was a mediator of QWL and TP and was pertinent in improving TP.

Research limitations/implications

The three limitations of this study are as follows: first, the survey was conducted only in the service business industry in the Special Region of Yogyakarta and Province of Central Java, Indonesia; second, as this study focuses on TIC as the main mediator, it does not consider variables from other theories such as dominant logic service theory and social exchange theory; third, this research survey only captures the perception of the team.

Practical implications

From a practical perspective, the relationship between QWL, TIC and TP provides clues about how companies can pursue QWL to encourage TIC, which, in turn, affect TR and improve TP.

Originality/value

Using a theory of the TIP approach and theory of groups, the study proposing the concept of TIC can potentially improve TP.

Understanding Team Learning Dynamics Over Time

Organizations depend on the learning capabilities of teams in order to be competitive in today’s information-laden business landscape. Hence, it is not surprising that there have been tremendous efforts made to understand team learning within the past two decades. These efforts, however, have produced a cluttered literature-base that overlooks a fundamental aspect of team learning: How do teams learn over time? In this paper, we first synthesize the literature to develop a shared vocabulary to understand team learning dynamics. We then leverage research investigating how teams operate within the context of time (e.g., team development, performance cycles, emergent state development) and combine it with the extant team learning literature in developing an unfolding model of team learning. This comprehensive model addresses a noticeable gap in the extant literature by illustrating how teams learn over time. Finally, we put forth three grand challenges for the future of team learning research.

Leadership and organizational learning culture: a systematic literature review

Purpose

This paper aims to investigate how the relationship between leadership and organizational learning culture (OLC)/learning organization (LO)/organizational learning (OL) is measured in the literature.

Design/methodology/approach

This systematic literature review analyzes published peer-reviewed English articles that examine the relationship between leadership and OLC/LO/OL empirically. A total of 58 articles has been found in 42 journals.

Findings

This paper provides a holistic view of the types of leaderships that have been connected with OLC/LO/OL in various countries and industries. Research methods from the literature are also examined.

Originality/value

It is among the first studies to review the literature about the connection between leadership and OLC/LO/OL. This review offers constructive future research directions.

The Double-Edged Sword of Big Data in Organizational and Management Research

While many disciplines embrace the possibilities that Big Data present for advancing scholarship and practice, organizational and management research has yet to realize Big Data’s potential. In an effort to chart this newfound territory, we briefly describe the principal drivers and key characteristics of Big Data. We then review a broad range of opportunities and risks that are related to the Big Data paradigm, the data itself, and the associated analytical methods. For each, we provide research ideas and recommendations on how to embrace the potentials or address the concerns. Our assessment shows that Big Data, as a paradigm, can be a double- edged sword, capable of significantly advancing our field but also causing backlash if not utilized properly. Our review seeks to inform individual research practices as well as a broader policy agenda in order to advance organizational and management research as a scientifically rigorous and professionally relevant field.

Learning to Share

Using data from 310 executive MBA students in 66 teams on a business simulation project, we explored (a) how shared leadership and team learning behaviors influence each other over time in self-managed teams, and (b) how the stability of the leadership network structure (i.e., network churn) is associated with team learning behaviors. We found that shared leadership stimulated team learning behaviors in a manner consistent with previous research at the early stages of teams’ work together, but not at the middle and later stages of the task. We also found that teams that engaged in more learning behaviors early in the task were more likely to keep their leadership network structure stable. This stability was positively associated with team learning behaviors at the midpoint and end of the task. We use these findings to elaborate theory on how leadership and learning in self-managed teams develop, change, and influence each other over time.

How transactive memory systems relate to organizational innovation: the mediating role of developmental leadership

Purpose

The purpose of this paper is to explore the relationship between transactive memory systems and organizational innovation. Several recent studies have discussed the positive relationship between these two entities. Yet, very few studies have demonstrated how transactive memory systems are related to leadership and innovation. This study investigates this tripartite relationship, finding that developmental leadership exerts a mediating effect on the relationship between transactive memory systems and organizational innovation.

Design/methodology/approach

In examining this relationship, 224 participants from an electronics company in South Korea were surveyed. Structural equation modeling was used to enable the identification of simultaneous interactive relationships among the three research variables.

Findings

Contrary to previous research results, transactive memory systems were found not to be significantly related to organizational innovation. Results also indicated that transactive memory systems comprise a statistically significant variable that influences developmental leadership. Subsequently, developmental leadership can be considered to be a valid construct in predicting organizational innovation; it can also be seen to fully mediate the relationship between transactive memory systems and organizational innovation.

Originality/value

These results have theoretical and managerial implications. As transactive memory systems do not always precede organizational innovation, knowledge of “who knows what” is not enough to ensure innovative performances. To accelerate organizational innovation, intentional managerial interventions such as developmental leadership are accordingly necessary.

Small group learning: graduate health students' views of challenges and benefits

Abstract Background: For health care professionals, particularly nurses, the need to work productively and efficiently in small groups is a crucial skill required to meet the challenges of the contemporary health-care environment. Small group work is an educational technique that is used extensively in nurse education. The advantage of group work includes facilitation of deep, active and collaborative learning. However, small group work can be problematic and present challenges for students. Many of the challenges occur because group work necessitates the coming together of collections of individuals, each with their own personalities and sets of experiences. Aim: This study aimed to identify challenges and benefits associated with small group work and to explore options for retaining the positive aspects of group work while reducing or eliminating the aspects the students experienced as negative. Method: Online survey; thematic analysis. Results: Over all, students experienced a range of challenges that necessitated the development of problem-solving strategies. However, they were able to elucidate some enjoyable and positive aspects of group work. Implications for teaching and learning are drawn from this study. Conclusion: The ability to work effectively in small groups and teams is essential for all health care workers in the contemporary health environment. Findings of this study highlight the need for educators to explore novel and effective ways in which to engage nurses in group work.

Toward an understanding of macrocognition in teams: predicting processes in complex collaborative contexts

OBJECTIVE

This article presents a model for predicting complex collaborative processes as they arise in one-of-a-kind problem-solving situations to predict performance outcomes. The goal is to outline a set of key processes and their interrelationship and to describe how these can be used to predict collaboration processes embedded within problem-solving contexts.

BACKGROUND

Teams are increasingly called upon to address complex problem-solving tasks in novel situations. This represents a domain of performance that to date has been underrepresented in the research literature.

METHOD

Multidisciplinary theoretical and empirical literature relating to knowledge work in teams is synthesized.

RESULTS

A set of propositions developed to guide research into how teams externalize cognition and build knowledge in service of problem solving is presented. First, a brief overview of macrocognition in teams is provided to distinguish the present work from other views of team cognition. Second, a description of the foundational theoretical concepts driving the theory of macrocognition in teams presented here is provided. Third, a set of propositions described within the context of a model of macrocognition in teams is forwarded.

CONCLUSION

The theoretical framework described in this article provides a set of empirically testable propositions that can ultimately guide practitioners in efforts to support macrocognition in teams.

APPLICATION

A theory of macrocognition in teams can provide guidance for the development of training interventions and the design of collaborative tools to facilitate knowledge-based performance in teams.

How Groups Learn:The Role of Communication Patterns, Cue Recognition, Context Facility, and Cultural Intelligence

This article explores the role of group learning by focusing on how intragroup communication patterns (implicit and explicit) influence learning readiness dimensions (cue recognition, context facility, and cultural intelligence), which in turn influences the group’s ability to learn and the type of leaning that occurs. Groups with high levels of cue recognition, context facility, and cultural intelligence are more likely to discuss difficult issues and decide whether and how much the group needs to learn than groups with low levels. Communication patterns and learning readiness contribute to adaptive, generative, and transformative learning, fostering the type of learning that is most beneficial for the group at the time. Human resource development professionals can help groups improve their communication patterns and thus strengthen learning readiness and enhance their ability to effectively communicate, learn, and reach their goals.