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Crisis leadership: The new imperative for MBA curricula
Abstract
Given the increasing frequency of and high risk inherent in crises, Masters of Business Administration (MBA) should include crisis leadership as part of their core program offerings. This study aims to explore if leadership courses are taught as either a core or elective course in Advance Collegiate Schools of Business (AACSB) accredited MBA programs, and if any of these programs teach crisis leadership courses specifically. Based on a web-based search of AACSB schools offering MBA programs, crisis leadership is minimally represented across MBA programs, with 3.2% of business schools examined including a crisis leadership course as part of their curricula. Leadership courses are more commonly included as part of MBA programs’ curricula, with 64.8% of business schools offering these courses. These leadership courses could set a foundation for MBA programs to begin embedding crisis leadership content specifically into their core curricula.
... Most, if not all, have severely impacted economies as well as organisations operating in those contexts (Bavik et al. 2021). Despite having experienced such extremities, organisations have been slow to respond to these crises, making it difficult for them to successfully overcome the challenging circumstances that accompany such crises (Hertelendy et al. 2021). According to Hertelendy et al. (2021), crises are defined as high-impact, ambiguous events that necessitate quick evaluation decision-making and may compromise an organisation's 'viability'. ...
... Despite having experienced such extremities, organisations have been slow to respond to these crises, making it difficult for them to successfully overcome the challenging circumstances that accompany such crises (Hertelendy et al. 2021). According to Hertelendy et al. (2021), crises are defined as high-impact, ambiguous events that necessitate quick evaluation decision-making and may compromise an organisation's 'viability'. In addition, crises are hard to forecast but are becoming more common and difficult to handle in an expedient manner; moreover, they can arise either quickly or gradually (Hertelendy et al. 2021). ...
... According to Hertelendy et al. (2021), crises are defined as high-impact, ambiguous events that necessitate quick evaluation decision-making and may compromise an organisation's 'viability'. In addition, crises are hard to forecast but are becoming more common and difficult to handle in an expedient manner; moreover, they can arise either quickly or gradually (Hertelendy et al. 2021). The COVID-19 outbreak is the most recent example of why business leaders and human resource development (HRD) professionals should be well prepared to lead, manage, and build up a resilient workforce during times of crisis (Eliot 2020). ...
There is insufficient empirical evidence to support the critical role of employee’s belief restoration during significant crises. The aim of this study is to derive a model of how servant leadership affects employees’ belief restoration during a crisis, using workplace spirituality and proactive personalities as mediators. For the purposes of this research, partial least squares structural equation modelling (PLS-SEM) was conducted on a sample of 315 employees of aviation service providers during the COVID-19 pandemic. The results revealed positive nexuses between servant leadership and workplace spirituality as well as proactive personality. However, the direct effect of servant leadership on employees’ belief restoration was not supported. The findings further demonstrated positive relationships between workplace spirituality and employees’ belief restoration, as well as between employees’ proactive personalities and their belief restoration. The study also found that the link between servant leadership and belief restoration is significantly and positively mediated by workplace spirituality and employee proactivity.
... The COVID-19 crisis was unprecedented, and the global public health event provides explicit evidence for leadership in a global crisis (Hertelendy et al., 2021). This global pandemic has caused a great "reset" around the globe and challenged assumptions about good business leadershiphow global business leaders efficiently respond to critical contingencies (Caligiuri et al., 2020;Margherita and Heikkilä, 2021). ...
... 2008 financial crisis and the ongoing climate crisis), the global crisis response has only recently truly mobilized with the emergence of the COVID-19 pandemic. In this regard, global society has genuinely realized the importance of leadership due to the unprecedented struggle with substantive deficiencies in leadership capabilities, responding to the health crisis (Hertelendy et al., 2021). ...
The purpose of this paper is to provide a critical perspective on how the COVID-19 crisis shaped inclusive leadership behaviors of global business leaders. Using quantitative and qualitative methods, the authors analyzed 240 CEO statements in 120 multinational enterprises from six countries (France, India, Japan, South Korea, UK, USA), pre- and mid-COVID-19. Results show that CEO emphasis on inclusive leadership increased during the pandemic. More substantively, the authors identify three key behaviors of inclusive leadership – fidelity, calmness and collective resilience. The authors provide empirical evidence of inclusive leadership behaviors by global business leaders. In doing so, the authors integrate inclusive leadership into societally engaged international business research.
... Group motivation is more complicated as individuals across the group differ and therefore group leadership is important in creating a collaborative, structured and communicative environment. This requires good understandings of team members, clear goals and leadership consistency, particularly at times of crisis (Hertelendy et al., 2021;Rubens et al., 2018). ...
... The findings here further reinforce the Howarth et al. (2020) notion of climate change being treated as a 'slow emergency', as it appears that lowering the barriers to action could now be a considerably more effective approach to catalysing climate emergency actions than raising motivations even further would be. Such findings could be reflected in responsible management education practices, particularly in strategic studies, in crisis leadership (Hertelendy et al., 2021), and in finding solutions that span the stakeholder spectrum. ...
... UIC has also gained policymakers' attention to re-engineer UIC process to develop economy and improve social well-being (O'Dwyer et al., 2023). Researchers argue that UIC may help improve overall socioeconomic growth of developing countries (Hertelendy et al., 2021). However, UIC practices in developing Asian countries remain insubstantial (Barrot, 2021). ...
Business schools and industry collaboration helps the business schools to produce relevant research, resolve industrial issues, and enhance knowledge and skills of students of management education programmes. However, questions have been raised regarding weak ties of business schools with the industry, which then questions about the quality of management graduates and research outcomes. Many theorists have thoroughly studied university-industry collaboration for over two decades. Similar theoretical studies in the context of business schools need to be explored. Previous studies on business school and industry collaboration are mainly conducted in Western and developed nations, and the implications are irrelevant to Asian business schools. This study uses qualitative interviews to explore the motivations for collaborations. Three business schools in Malaysia are selected, and research participants include deans, faculty members, administrators, and industry partners of the selected business schools. Findings highlight four primary motivations of the schools to foster collaborations, namely relevance, sustainability, networking, and exposing students of management education. The industry partners are mainly interested in grant projects, management education for their employees, and they show little intention to support the schools in enhancing the relevance. The weak ties with industry are instigated by the business schools. Thus, the study provides recommendations for business school leaders, policymakers, and faculty members.
... While indeed organizations tend to rely on their leaders to help them move through crisis, not all of them are successful, many times due to lack of preparation as well as applying the ill-fitted leadership It is because of this central role that leaders have within the organization that crisis leadership has become a major focus, being proposed as a part core of the curricula of every accredited MBA program (Hertelendy et al., 2021) aiming to provide a set of competencies useful in an unstable environment. The crisis leadership competencies count: the self-management competencies that allow them to reach for stability in an unspecific environment and adapt to rapidly changing environment, the business management competencies, that include strategic thinking and planning and creative problem solving, as well as the people management competencies like collaboration and teamwork, conflict management and empowering others. ...
... Проведений нами аналіз іноземних Інтернет-ресурсів щодо наявності освітніх програм з антикризового державного управління в освітньому просторі розвинених демократичних зарубіжних країн не дав результатів, що за сучасних глобальних умов десуверенізації національних держав було цілком прогнозовано. У зарубіжних публікаціях розглядають зокрема питання актуальності формування ключових компетентностей здобувачів освіти з кризового менеджменту [1][2][3][4], визначення інструментарію, засобів та методів навчання антикризового управління [5][6][7][8], підготовки кадрів з управління в надзвичайних ситуаціях [9][10][11][12][13], внутрішньої безпеки [14]. Однак відповідні компетентності та підходи, на нашу думку. ...
У статті порушено актуальне з наукової та практичної поглядів питання щодо необхідності здійснення в Україні професійної підготовки керівних кадрів органів державної влади, органів місцевого самоврядування, державних і комунальних підприємств, установ і організацій з антикризового державного управління. Виявлено та проаналізовано основні концептуальні, правові, інституційні та кадрові прогалини, які не дозволяють на сьогодні на системній основі організувати професійну підготовку керівних кадрів із питань антикризового державного управління. Показано, що в Україні до сьогодні концептуально не сформовано інтегральний науковий та освітній напрям – «Антикризове державне управління». У законодавчих актах, які регулюють царину вищої освіти, немає однойменної спеціальності та інших нормативних передумов для появи відповідних магістерських програм. Серед конкурсних пропозицій закладів вищої освіти України за спеціальністю 281 «Публічне управління та адміністрування» 2022 року немає магістерських програм з антикризового державного управління або державного управління в умовах криз. Також має місце інституційний вакуум та суттєві прогалини в кадровому забезпеченні професійної підготовки керівних кадрів для державного сектора з питань антикризового державного управління. Наголошується на тому, що в сучасних українських воєнних реаліях головним пріоритетом професіоналізації керівних кадрів для публічної служби України має стати ефективна підготовка фахівців, компетентних у питаннях антикризового державного управління. Виконання цього завдання можливе лише в разі відновлення в установленому законом порядку галузі знань «Державне управління», що включатиме спеціальності «Державне управління» та «Антикризове державне управління», а також за умови послідовного вирішення концептуальних та інших проблем, досліджених у цій праці.
... Studies can also investigate knowledge networks and sharing among educators and students, as well as the ways in which adaptable knowledgesharing skills and innovative tools for sharing knowledge during great crises and mega disruptions can be developed (Castaneda & Cuellar, 2021). Crisis leadership content can also be studied to incorporate it into the core curriculum of MBA programs, with input from external advisory boards, students, and employers to determine the necessary leadership competencies for effective crisis management during disruptive externalities and events (Hertelendy et al., 2021). ...
The disruption in management education caused by COVID-19 was significant, creating a noteworthy impetus for new research. Given that COVID-19 has transitioned from pandemic to endemic, it is an opportune time to retrospect the contributions of related research to shape the future of management education. Using the SPAR-4-SLR protocol, a systematic literature review was conducted on management education research relating to COVID-19 published between 2020 and 2022. A total of 56 relevant articles were found in and retrieved from the Web of Science database and subsequently analyzed using descriptive and content analyses. The descriptive analysis revealed a steep increase in research on the impact of COVID-19 on management education over time, with most research appearing in The International Journal of Management Education. The contributions came from various countries, with the top five being the USA, the UK, Australia, India, and China. The content analysis showed that most research adopted empirical methodologies while self-determination theory emerged as the most popular theoretical lens for study. The related research revolved around five major themes—i.e., digital teaching and learning, collaboration and partnership, embracing uncertainty and building resilience, transformation and innovation, and developing an entrepreneurial mindset—and provided implications for management education in the new normal, wherein the priority is focused on enhancing education quality and preparing future business leaders for profound challenges in the new normal, thereby necessitating the development of innovative pedagogies and leadership competencies.
... Para eksekutif perusahaan yang menempuh pendidikan pada sekolah bisnis menekan kepemimpinan krisis sebagai program inti dalam kurikulum mereka. Hal ini disebabkan oleh peningkatan frekuensi dan risiko tinggi yang diakibatkan oleh krisis (Hertelendy at al, 2021). Dalam kondisi yang tidak menentu, pemimpin lembaga pendidikan Islam mesti menyadari bahwa setiap saat adalah krisis, sehingga selalu antisipatif terhadap berbagai perkembangan. ...
Artikel ini bertujuan menggambarkan persepsi orang tua terhadap lembaga pendidikan Islam, yang mencakup tiga aspek yaitu: 1) sikap orang tua terhadap lembaga pendidikan Islam; 2) motivasi orang tua menyekolahkan anak pada lembaga pendidikan Islam; 3) harapan orang tua terhadap lembaga pendidikan Islam. Penelitian dilakukan para masyarakat Tolaki di Kelurahan Bungguosu, secara kualitatif dengan pendekatan naratif, dimana pengumpulan data menggunakan teknik observasi, wawancara dan studi dokumentasi. Analisis data dilakukan secara bertahap, mulai dari pengumpulan data, reduksi data, penyajian data, hingga penarikan kesimpulan. Hasil penelitian menunjukan bahwa Persepsi masyarakat terhadap lembaga pendidikan Islam sangat beragam. Hal ini didasari oleh sikap, motivasi, dan harapan mereka pada lembaga pendidikan Islam. Rendahnya kepercayaan masyarakat pada lembaga pendidikan Islam adalah menunjukkan sikap mereka yang lebih menyukai lembaga pendidikan umum. Pemilihan lembaga pendidikan Islam masih didasari oleh faktor ekonomi, agama, dan keluarga. Harapan orang tua yang menyekolahkan anak pada lembaga pendidikan Islam lebih pada aspek religious, moral, dan pembentukan karakter. Oleh karenanya, orang tua memiliki kecenderungan lebih besar memilih sekolah umum. Implikasi dari kajian ini penulis mengajukan saran-saran sebagai berikut : 1) perlunya adaptasi teknologi terbaru pada lembaga pendidikan Islam; 2) perbaikan praktik kepemimpinan pada lembaga pendidikan Islam; 3) memulai menerapkan perencanaan strategis pada lembaga pendidikan Islam; dan 4) peningkatan akreditas.Kata Kunci: Persepsi, Madrasah, Pesantren, Sekolah IslamParents' Perception of Islamic Educational Institutions(Study on the Tolaki Community in Bungguosu Village)AbstractThis article aims to describe parents' perceptions of Islamic educational institutions, which includes three aspects, namely: 1) parents' attitudes towards Islamic educational institutions; 2) the motivation of parents to send their children to Islamic educational institutions; 3) parents' expectations of Islamic educational institutions. The research was conducted by the Tolaki community in Bungguosu Village, qualitatively with a narrative approach, where data collection used observation, interviews and documentation studies. Data analysis was carried out in stages, starting from data collection, data reduction, data presentation, to drawing conclusions. The results of the study show that public perceptions of Islamic educational institutions are very diverse. This is based on their attitudes, motivations, and expectations in Islamic educational institutions. The low level of public trust in Islamic educational institutions is an indication of the attitude of those who prefer public education institutions. The selection of Islamic educational institutions is still based on economic, religious, and family factors. The expectations of parents who send their children to Islamic educational institutions are more on religious, moral, and character building aspects. Therefore, parents have a greater tendency to choose public schools. The implication of this study is that the authors propose the following suggestions: 1) the need for adaptation of the latest technology in Islamic educational institutions; 2) improvement of leadership practices in Islamic educational institutions; 3) start implementing strategic planning in Islamic educational institutions; and 4) increase in accreditation. Keywords: Perception, Madrasah, Pesantren, Islamic School
The six factors considered for achieving success in leadership are clarity, role modeling, achievability, commitment, transparency and openness. The article analyzes the factors that generate a failure of leadership, even for the so-called widely renewed good leaders, precisely the behavior causes and developments that lead to failure and not their acquiring process. The chosen target population is represented by the leaders ruling large organizations, which need an integrated vision to produce effective leadership. The perspective will have a theoretical basis but also an empirical one. The quantitative part relies on a survey conducted among leaders for three different industries (pharmaceutical, IT and telecom). They were asked questions regarding the causes, which produce leadership failure and finally produce misconduct and breaches of the compliance rules and regulations. In addition, the survey asked the participants to develop their proposals for preventing leadership failure. It was established the importance of the tone from the top, leading by example, a clear mechanism for checking the health of the organization from a leadership perspective. The article will also show that the way to prevent leadership failure and avoid behaviors that lead to misconduct is a permanent journey.
Historically, two advanced degrees — the Master of Criminal Justice (MCJ) and the Master of Public Administration (MPA) — have been considered the preferred choices for those seeking the highest ranks of law enforcement leadership. However, in recent years, characterized by rapid social change, technological progress, and growing public attention, the role of the police chief has evolved into a multifaceted leadership position that goes far beyond the traditional responsibilities of law enforcement. It covers a broader set of duties related to leadership and management communications in police units, organizational effectiveness, strategic management, administration, and control, effective financial resources and budgeting management, communications and accountability in local communities, and ethical decision-making to overcome the multifaceted challenges of modern police activity. The article argues that the degree of Master of Business Administration (MBA), known for its adaptability and versatility, can become a powerful alternative to MCJ and MPA today, as it provides police leaders with a more universal educational base, a comprehensive set of business skills and specialized knowledge, becomes more extensive, practical and an actual form of education of capable and adaptive police management personnel, allows to best prepare them for dynamic changes and transformation of job roles. The article critically examines to what extent and when solving which tasks the heads of police departments need knowledge and skills according to the traditional attributes of an MBA: in the field of financial management, strategic planning, leadership, and human resources management, effective and crisis communication, negotiation, interaction with the public, business ethics. The specifics of the application of the main attributes of those theories that are traditionally studied within the MBA program for the role of heads of police departments are analyzed: the theory of servant leadership, the theory of situational leadership, the theory of managerial economics, PESTEL analysis, and the theory of human relations. As a conceptual inquiry, this article lays the groundwork for continued research in this area to explore the MBA and its content courses as a useful tool for developing the skills and abilities of law enforcement leaders.
The topic of leadership remains one of the most relevant topics in various studies: from schools, colleges, universities, individual spheres of economic activity and ending with leadership on a global scale. During the preparation of this study, over 6000 scientific articles have been found over the past 30 years, which consider various types of leadership in targeting a specific country, field of activity and in experiments with students. The purpose of this study is to cluster different types of leadership in order to understand the general idea, as well as to explain the phenomenon of “ideological leadership”, which is relevant today for countries under sanctions pressure or in a state of war. The results of this study can serve as a basis for a better understanding, definition and justification of the phenomenon of ideological leadership for the possibility of determining the level of formation of such leadership, using and building it in projects, organizations, spheres of activity and at the state level.
Background:
The COVID-19 pandemic was an international systemic crisis which required an unprecedented response to quickly drive the digital transformation of hospitals and health care systems to support high quality health care while adhering to contagion management protocols.
Objective:
To identify and assess the best practices during the COVID-19 pandemic by Chief Information Officers (CIOs) about how to build resilient healthcare IT (HIT) to improve pandemic preparedness and response across global settings and to develop recommendations for future pandemics.
Methods:
We conducted a qualitative, interview-based study to sample CIOs in hospitals. We interviewed 16 CIOs from hospitals and health systems in the United States and Abu Dhabi, United Arab Emirates. We used in-depth interviews to capture their perspectives of the preparedness of hospitals' information technology departments for the pandemic and how they lead their IT department out of the pandemic.
Results:
Results showed that healthcare CIOs were ambidextrous IT leaders who built resilient HIT by rapidly improving existing digital business practices and creating innovative IT solutions. Ambidextrous IT leadership involved exploiting existing IT resources as well as exploring and innovating for continuous growth. IT resiliency focused on four inter-related capabilities: ambidextrous leadership, governance, innovation and learning, and HIT infrastructure.
Conclusions:
We propose conceptual frameworks to guide the development of healthcare IT resilience and highlight the importance of organizational learning as an integral component of HIT resiliency.
In December 2019, an outbreak of pneumonia cases with unknown etiology was reported in Wuhan, China. It had then quickly spread to other provinces with more and more patients having fever and cough symptoms. Within a few weeks, a novel coronavirus was identified by the Chinese Centre for Disease Control and Prevention and named as severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2). The World Health Organization called the illness associated with this infection as “coronavirus infectious disease 2019 (COVID-19) and on 11 March 2020, it was declared a pandemic, as the virus spread across the globe, reaching 217 countries and territories with 17 million confirmed cases and over 668 deaths. By April 2020, the number of students staying at home due to lockdown measures implemented by their educational institutions reached 1.598 billion in 194 countries. Such lockdown has forced these institutions to switch to online pedagogy. In developing countries, and among them the Arab world, this has exposed inequalities and challenges, such as uneven distribution of internet connectivity between urban and rural areas, with some poor areas not able to afford even the price of the hardware. Students and teachers were not well trained and equipped for online and virtual education. And schooling and campus social life was missed and the student’s psychology under these circumstances may have changed human behavior, which needs to be studied further by social scientists. As for academic conferences, these were postponed, cancelled or carried out online using various platforms. There is no doubt that online learning has saved the educational sector from disaster. However, after the pandemic, the style of educational pedagogy will be changed, and will not be business as usual. This chapter presents an overview of the effect of the pandemic on higher education, starting with an introduction that includes a description of the higher education sector pre-COVID-19 and a background on COVID-19. The immediate measures taken by higher-education institutions and the immediate challenges they faced will be presented, focusing on the impact of COVID-19 on various educational fields and the different stakeholders. Finally, the challenges of recovery beyond the pandemic are addressed and recommendations for future trends and possibilities for the Arab world are considered, for a more sustainable future.KeywordsCOVID-19PandemicDisruptionOnline learningLockdownHigher educationUniversitiesArab world
With the increasing number and range of crisis events, disaster and emergency management has become an growing responsibility of healthcare administration. And yet, among Commission on Accreditation of Healthcare Management Education (CAHME)-accredited programs, only one university requires a course in emergency and disaster management. In a survey of 43 healthcare administration graduate students currently employed by a hospital, fewer than half (38.9%) reported workplace-provided emergency preparedness training. Nearly all (96.3%) believed that their education should address emergency and disaster management. And all agreed that climate change and its impact on health should be included. Accordingly, the design and objectives of competency-based curriculum for disaster management should address the needs of health professionals representing multiple settings and lead to certification and education credits reflecting advances in the relevant science and application of its concepts. Healthcare administrators have singular responsibilities in this regard; managing disasters or crises is a critical com-petency in our rapidly changing world. We propose emergency and disaster management as a core competency for accredited healthcare administration programs. Multiple recent events such as the COVID-19 pandemic highlight the need for healthcare administrators to have the right body of knowledge and skill set to handle emergency and disaster management, and to prepare for increasingly frequent and intense crises. Properly trained healthcare administrators offer enhanced, real-time leadership to more nimbly pivot to the ever-changing parameters of evolving disasters.
The aim of this paper is to investigate the roles of domestic and global leaders and organizations to COVID-19 and to consider the new role(s) of Human Resource Development (HRD) based on the ramifications of pandemics in general, and COVID-19 in particular. The research questions guiding this work are: What are the leadership competencies required during and post times of crisis? And What roles do human resource development practitioners envision to support their organizations during and post times of crisis? In this manuscript, we provide several themes, based on the literature and case studies from international and domestic contexts, that we see as essential competencies for leadership practices in response to a global crisis. We explored leadership competencies required in the time of crises, followed by exploring cases of best practices of leadership in different contexts, followed by reflections on new roles for HRD researchers and practitioners post a global crisis.
Purpose
This paper aims to identify crisis leadership competencies in the facility management (FM) sector in Thailand.
Design/methodology/approach
The Delphi technique was used in three rounds of opinion evaluation from 24 Thai FM experts, based on which a large-scale questionnaire survey instrument was developed and administered. Of the 350 questionnaires distributed, 290 usable questionnaires were obtained (82.85 per cent response rate). Factor analysis was used to reveal important leadership competencies for managing facilities in crisis situations.
Findings
The Delphi technique identified 32 potential FM crisis leadership competencies. Of these, principal component analysis revealed 29 significant competencies. These competencies were grouped, using factor loadings, into five different competencies: emergency preparedness; crisis communication; emotional intelligence; leadership skills; and problem-solving. Emergency preparedness was found to be the most important leadership competency in FM crisis management.
Research limitations/implications
This study is limited to the experiences of FM experts in Thailand. Its empirical results can help human resource managers to develop appropriate training programs and policies for FM practitioners, as well as to help junior FM practitioners develop competencies essential for leaders in the FM sector.
Originality/value
This is a novel empirical study of leadership competencies in a growing business sector in Thailand (FM) and possibly other countries in the Asian region. Leaders in FM can benefit from recognizing the leadership competencies that are critical during crisis management.
Our Call for Papers focused on breaking established patterns and models and showcasing management innovation in a world in which Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) reign. VUCA is both an outcome of disruptive innovation and a driver of it; and frequently VUCA is used as an excuse to avoid planning and action. While research has pursued the four elements independently, interaction and integration have been lacking. This article introduces three papers and offers 15 challenges as well as implicit and explicit recommendations to manage in the unpredictable and challenging VUCA world.
Today’s leaders must thrive in a world of turbulence and constant change. Unstable conditions frequently generate crises, emphasizing the need for crisis leadership preparedness, which is missing from many business curricula. Thus, the purpose of this work was to develop a learning module in crisis leadership preparedness. As a baseline measure or pretest, 217 graduate students were asked to analyze two crisis leadership cases during the first week of an entry leadership class. Content analysis provided the method to identify where student analyses fell short. These gaps in learning then informed the creation of student learning objectives. Applying inquiry-based learning, I then suggest instructional methods that I incorporated into an active learning module to better prepare today’s leaders for crisis leadership.
Recent advances in neuroscience and psychology research (“brain science”) provide a fruitful avenue for developing approaches to leadership development. Literature on the application of these advances to crisis leadership is sparse, despite significant neurological and psychological dimensions of crisis response scenarios. The current study analyzed the nature of perceived impact of leader behavior on outcomes in crisis management systems such as the Incident Command System (ICS) and National Incident Management System (NIMS), and explored the extent to which brain science principles are integrated into ICS/NIMS training. Analysis of survey data from a sample of 198 crisis leaders revealed that observed leader behaviors was related to ICS/NIMS performance and that typical ICS/NIMS training fails to address the behavioral aspects of crisis leadership. To address the identified deficiency, a training model incorporating brain science into crisis leadership training systems is suggested. Further research is recommended to better determine the impact of incorporating neuroscience and psychology research into formal crisis leadership training and to further evaluate effective measurement and teaching tools.
To explicate the qualities of cooperation among leaders and their organizations during crisis, we studied the response to the 2013 Boston Marathon bombings. Through interviews and analysis, we discovered leaders successfully overcame obstacles that typically undermine collective crisis response. Qualitative analysis revealed five guiding behavioral principles that appeared to stimulate effective inter-agency leadership collaboration in high stakes. We draw upon concepts of collective leadership and swarm intelligence to interpret our observations and translate the findings into leader practices. We focus on replicable aspects of a meta- phenomenon, where collective action was greater than the sum of its parts; we do not evaluate individual leader behavior. Our findings provide a starting point for deeper exploration of how to bolster public safety by catalyzing enhanced inter-agency leadership behavior.
This paper describes an MBA course assignment, the “Individual Strategic Professional Development Plan”. The assignment consists of three parts, requiring students to: 1) conduct an industry and job analysis 2) explore, benchmark and develop their leadership skills; and, 3) develop a personal strategic plan for guiding and achieving their leadership capabilities and career goals. As a core competency, leadership is needed by all business and management students. While courses in leadership may offer important theoretical and conceptual guidance for students, our assignment requires students to go further; they must reflect on their own identities (who they are) while considering the necessary and critical routes that must be followed on their paths toward becoming effective organizational leaders. In dynamic and uncertain global and technological environments, students' abilities to strategically map their careers and assess and develop key leadership skills critical to career success are more important than ever. Anecdotally, students in post-class assessments have voiced praise for the assignment, citing it as one of the most important outcomes in their MBA experience.
The paper aims to present results of study examined leadership competencies during the economic turmoil in Lithuania, Latvia, Cyprus and Bulgaria. Challenges and change of generations conditioned by economical situation suppose re-thinking on leadership competencies and the need for purification of priorities while educating young leaders. The research indicated that leadership competencies consist of three blocks: (1) self-management competencies, (2) business management competencies and (3) people management competencies. Experts also assessed how young leaders dispose these competencies, and this allowed grounding of the need for development of leadership competencies relevant to young leaders during economic turmoil.
In the context of business schools, the word “leadership” is widely used in missions, visions, and
marketing materials. However, underlying support and the infrastructure to truly develop leaders
may be lacking. The purpose of this paper is to highlight the challenges and issues facing
leadership education in the context of business education. More specifically, we highlight some
of the structural challenges, foundational issues, and research related problems and identify
several opportunities to address some of the areas for development. Throughout this paper, we
discuss how the National Leadership Education Research Agenda can spark research that will
legitimize our work not only in business, but across disciplines.
Crisis Management teaching has not featured within business schools to the extent that we might expect given the crises witnessed in a range of business sectors over recent years. One of the criticisms voiced against the MBA degree is that it has too great a focus on the rational and positivistic approaches to dealing with managerial problems. Organizational crises provide a challenge to that paradigm and suggest that a more critical approach to dealing with the management curriculum is required. This article provides an account of a stand-alone course in crisis management that has been delivered over a 20-year period in a number of institutions worldwide. The authors set out how the course is designed and delivered to bridge the gap between academia and business practice, how it makes use of evidence-based management, and how a critical approach is embedded throughout. The authors also discuss some of the challenges associated with designing and delivering a course that is multidisciplinary and technically demanding.
Purpose
The purpose of this paper is to show that development of competencies needed to be effective managers and leaders requires program design and teaching methods focused on learning. This is the introductory essay to this special issue of JMD .
Design/methodology/approach
Competencies are defined and an overview is provided for the eight papers that will follow with original research on competencies, their link to performance in various occupations, and their development.
Findings
Emotional, social and cognitive intelligence competencies predict effectiveness in professional, management and leadership roles in many sectors of society. In addition, these competencies can be developed in adults.
Research limitations/implications
As an introductory essay, this lays the foundation for the papers in this issue.
Practical implications
Competencies needed to be effective can be developed.
Originality/value
Despite widespread application, there are few published studies of the empirical link between competencies and performance. There are even fewer published studies showing that they can be developed. This special issue will add to both literatures.
Crisis management (prevention, preparedness, response, and reconstruction) is a tough task for political and bureaucratic leaders. This article documents the persistent tensions between the expectations and realities of crisis leadership. It explores the popular notion that crises provide key opportunities for reform. The very occurrence of a crisis is then thought to expose the status quo as problematic, making it easier to gain momentum for alternative policies and institutions. We argue that the opportunities for reform in the wake of crisis are smaller than often thought. The prime reason is that the requisites of crisis leadership are at odds with the requirements of effective reform.
Think hard about the problems in your organization or about potential upheavals in the markets in which you operate. Could some of those problems--ones no one is attending to--turn into disasters? If you're like most executives, you'll sheepishly answer yes. As Harvard Business School professors Michael Watkins and Max Bazerman illustrate in this timely article, most of the "unexpected" events that buffet companies should have been anticipated--they're "predictable surprises." Such disasters take many forms, from financial scandals to disruptions in operations, from organizational upheavals to product failures. Some result in short-term losses or distractions, while others cause damage that takes years to repair. Some are truly catastrophic--the events of September 11, 2001, are a tragic example of a predictable surprise. The bad news is that all companies, including your own, are vulnerable to predictable surprises. The good news is that recent research helps explain why that's so and what companies can do to minimize their risk. The authors contend that organizations' inability to prepare for predictable surprises can be traced to three sets of vulnerabilities: psychological, organizational, and political. To address these vulnerabilities, the authors recommend the RPM approach. More than just the usual environmental scanning and contingency planning, RPM requires a chain of actions--recognizing, prioritizing, and mobilizing--that companies must meticulously adhere to. Failure to apply any one of these steps, the authors say, can leave an organization vulnerable. Given the extraordinarily high stakes involved, it should be every business leader's core responsibility to apply the RPM approach, the authors conclude.
The acute threat of internationally driven and homeland-directed terrorism has changed the rules and expectations for governmental action, interaction, and willpower. Unprecedented coordination of resources, information, and expertise is required in the face of new hazards emanating from an elusive and a yet active and well-organized network of hostile terrorist cells (Danzig, 2003). While the period since 9/11 has witnessed a spate of governmental reorganization and restructuring—the most visible in
the speedy formation of the Department of Homeland Security and the 9/11 Commission recommended revamping of intelligence agencies1 (National Commission on Terrorist Attacks, 2004)—the hoped for change in behavior and impact has lagged far behind shifts in organizational form and mandate2 (Mintz, 2005). This reluctance to change is alarming given the enormity of the immediate terrorist danger and the consequences of less-than-optimal prevention, emergency preparedness, and response. How can this
resistance to change be understood, and what can be done strategically to accelerate realization of full national preparedness potential?
Purpose
The COVID-19 pandemic has, besides the health concerns, caused an unprecedented social and economic crisis that has particularly hit service industries hard. Due to extensive safety measures, many service employees have to work remotely to keep service businesses running. With limited literature on leadership and virtual work in the service context, this paper aims to report on leadership effectiveness regarding employees' work performance in virtual settings brought on by the COVID-19 pandemic.
Design/methodology/approach
Drawing on the input–process–outcome (IPO) framework, this research investigates the effectiveness of leadership on service employees' work performance mediated by work-related tension, autonomy, and group cohesiveness. Furthermore, this study explores moderating effects of the service provider's digital maturity. To test the derived model, the authors collected survey data from 206 service employees who, due to the COVID-19 pandemic, unexpectedly had to transform to a virtual work environment. The authors analyzed the data using partial least squares structural equation modeling (PLS-SEM).
Findings
The results indicated that it took task- and relation-oriented leadership behavior to maintain service employees' work performance in a virtual environment during crisis situations. Further, results indicated mediating effects of service employees' individual job autonomy and team cohesiveness; surprisingly, work-related tension did not impact employees' work performance. Results offered service businesses guidance on how to effectively lead in times of crisis when service employees predominantly work in virtual environments.
Originality/value
This is the first empirical study to show how leadership affects service employees' work performance in a virtual work environment during crisis times. Thus, the study contributes to the scarce literature on the impact of leadership in service firms that have to operate in such a setting.
The unpredictability and uncertainty of the COVID-19 pandemic; the associated lockdowns, physical distancing, and other containment strategies; and the resulting economic breakdown could increase the risk of mental health problems and exacerbate health inequalities. Preliminary findings suggest adverse mental health effects in previously healthy people and especially in people with pre-existing mental health disorders. Despite the heterogeneity of worldwide health systems, efforts have been made to adapt the delivery of mental health care to the demands of COVID-19. Mental health concerns have been addressed via the public mental health response and by adapting mental health services, mostly focusing on infection control, modifying access to diagnosis and treatment, ensuring continuity of care for mental health service users, and paying attention to new cases of mental ill health and populations at high risk of mental health problems. Sustainable adaptations of delivery systems for mental health care should be developed by experts, clinicians, and service users, and should be specifically designed to mitigate disparities in health-care provision. Thorough and continuous assessment of health and service-use outcomes in mental health clinical practice will be crucial for defining which practices should be further developed and which discontinued. For this Position Paper, an international group of clinicians, mental health experts, and users of mental health services has come together to reflect on the challenges for mental health that COVID-19 poses. The interconnectedness of the world made society vulnerable to this infection, but it also provides the infrastructure to address previous system failings by disseminating good practices that can result in sustained, efficient, and equitable delivery of mental health-care delivery. Thus, the COVID-19 pandemic could be an opportunity to improve mental health services.
To attain sustainable development goals (SDGs), organizations need authentic leaders. Authentic leaders are self-aware and are guided by a strong set of ethical values that drive their actions. They create a climate of trust that stimulates the personal development of subordinates and organizational performance. Experiential learning is recognized as a promising strategy for developing the skills required for authentic leadership. This paper describes an original leadership course in management master's programs at a Canadian university. This course incorporates an intensive off-campus leadership camp whose main strategy involves collaborative action games. This article proposes a threefold contribution. First, it provides a detailed description of a proven educational approach based on experiential learning. Second, it assesses the value of this approach in developing certain key authentic leadership skills, including self-awareness, which is identified as an essential characteristic of a responsible manager. Third, it demonstrates that the intensive leadership camp constitutes an original and relevant pedagogical approach to foster students' learning of authentic leadership, provided that a rigorous process, including a reflexivity mechanism, is followed.
We extend charismatic leadership research by identifying conditions under which charismatic leadership reduces individual performance. Previous research found a positive impact of charismatic leadership, especially in crisis situations. However, we expect that followers with high self-determination reject charismatic leadership so that performance is reduced. In a laboratory experiment built as a brainstorming competition, 88 participants were randomly assigned to a condition with a team crisis or a control condition. Half of the participants received a charismatic leadership intervention after the crisis, which led to the ostentatious departure of a group member, while the other half was led laissez-faire. The results support our hypotheses. Although charismatic leadership was overall beneficial in a team crisis, our study provides experimental evidence of how charismatic leadership reduces the performance of certain team members in crises. Future research should investigate how leadership can best meet the specific needs of followers in different types of critical team situations.
The world in which today’s businesses operate has become not only riskier but also more volatile, uncertain, complex, and ambiguous (VUCA). Organizations that hew too closely to traditional ways of operating will be hampered in their ability to succeed. In contrast, those that focus on new product and process developments coupled with business model innovation will leverage their dynamic capabilities. An essential overlay is entrepreneurial leadership from top management teams. Strong dynamic capabilities are impossible without it. We examine how business model innovations, dynamic capabilities, and strategic leadership intertwine to help organizations thrive in VUCA worlds.
Contemporary businesses face many challenges that have the potential of compromising their success and, at times, survival. These challenges include “weathering the storm” when an organization is confronted with a crisis event or situation. A crisis may originate within an organization, as in the case of a defective product, financial or legal impropriety, or a security breach compromising customer information; or from an external source, as in the case of a catastrophic weather event or labor strike impacting an organization’s operations. The importance of a proactive approach in advance of, during, and following a crisis event has demonstrated its merit in enhancing an organization’s ability to prepare for, live through, and recover from a crisis event. This paper considers the importance of a proactive crisis management program in contributing to organizational resilience to “weather the storm” of a crisis event successfully and the essential role that corporate managers play in an effective crisis management program.
The impact of organizational crises has never been stronger. Yet previous research on crisis management lacks adequate integration. In this article we attempt to integrate and build upon current knowledge to create a multidisciplinary approach to crisis management research, using psychological, social-political, and technological-structural research perspectives. We offer definitions of organizational crisis and crisis management, as well as a framework that depicts the crisis management process and researchable propositions for the integration of these perspectives. We also suggest implications for research and practice.
Management schools must be prepared to aid leaders and managers to succeed in uncertain environments. We offer two approaches, each designed for critical thinking skill development, to teach graduate management students about leading in and through potential disruption to organizational life. First, we present a personalized case method that relies on a critical incident approach to examine crises students personally experienced at work. We provide a description of the student assignment and a process for student analysis. Second, we present a group project involving a poster session in which students collaboratively work on complex crisis leadership challenges and present their analysis to their peers. We describe how these two approaches develop the critical skills effective crisis leaders possess.
This study investigates the compatibility of leadership values taught on MBA programmes in the United Kingdom (UK) and the expected, accepted and effective leadership values in three non-western cultures. The study was conducted on 272 full-time MBA graduates from Asian, Arab and African countries soon after obtaining an MBA from UK business schools. The analysis reveals that leadership curricula on MBA programmes is broadly conceived in the US corpus and assumes universality. The ethnocentric approach to the teaching of leadership is due to a large extent to the unavailability of alternative theories and published empirical evidence outside the USA and the low level of faculty expertise and interest in international dimensions of effective leadership styles. The research argues that there is a need for western management schools to adopt a more eclectic view of leadership teaching and to cast their perspective beyond western idiosyncrasies and include non-western business perspectives.
In this article, we demonstrate that an exercise using metaphors to overcome cognitive biases helped students to proactively imagine and prepare for an expanded set of potential crises. The exercise complements traditional textbook approaches to crisis management and incorporates creativity skill building in a realistic context. Learning outcomes included an enhanced appreciation of detrimental effects of cognitive biases, improved skill in using metaphor to overcome these biases, an understanding of the benefits of proactive crisis management, and experience in formulating a crisis management plan. We describe the exercise, suggest debriefing questions, and discuss benefits to students.
Crisis decision making: The centralization thesis revisited
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Mitigating the twin threats of climate-driven Atlantic hurricanes and COVID-19 transmission
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Managerial perceptions of crisis leadership in public and private organizations: An interview study in the United States
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Almost all businesses expect to face a crisis. And how they deal with them really counts
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America and the virus: 'A colossal failure of leadership'. Opinion
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JCPenney could join a growing list of bankruptcies during the coronavirus pandemic
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Almost 40% of the world's countries will witness civil unrest in 2020, research claims
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Examining leadership competencies during economic turmoil
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Mitigating the twin threats of climate-driven Atlantic hurricanes and COVID-19 transmission
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Leadership style, organizational culture and innovative behavior on public health center performance during pandemic COVID-19
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Ages of discord: A structural-demographic analysis of American history
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Tales of the unexpected: Issues around the development of a crisis management module for the MBA program
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