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The Key to Inclusive Leadership
Abstract
Evaluating the differential impact of inclusive leadership capabilities
... These behaviours include supporting team members, ensuring justice and equity on the team, and utilizing unique talents and perspectives [7]. Inclusive leadership is linked to creativity and innovation in teams [8,9] and leverages diverse thinking [10], making it an ideal style in engineering fields. These leadership practices weave authenticity and a sense of self into processes [6], humanizing the increasingly technological world. ...
... Inclusive leaders are those who create space for personal connection and are able to understand and recognize bias [10]. By engaging in open reflection of their own personal bias and displaying empathy and humility, a leader can establish their own positionality and reassure team members that they will be heard and valued [10]. ...
... Inclusive leaders are those who create space for personal connection and are able to understand and recognize bias [10]. By engaging in open reflection of their own personal bias and displaying empathy and humility, a leader can establish their own positionality and reassure team members that they will be heard and valued [10]. When this process is encouraged among others, it fosters the ethic of reciprocity [11] and promotes dialogue in the team. ...
Growing diversity in engineering projects and teams calls for leaders who can put inclusion at the forefront. To enter the workforce ready to be effective, inclusive leaders, engineering students must be equipped with the necessary interpersonal skills and well versed in applied principles of equity, diversity, and inclusion. The E-IDEA Teamwork Initiative has developed a pedagogy integrating inclusive leadership practices into technical engineering courses through a series of skills-based workshops. The intended outcomes are to embed inclusive leadership training into the undergraduate engineering curriculum, to build capacity among course instructors, and for students to complete their degrees with a well-rounded skillset. Positive feedback from students and instructors alike has consistently reinforced the need for this shift in engineering education. With the tools to be inclusive leaders, students will enter the workforce ready and able to recognize bias, challenge the status quo, and promote sustainable innovation.
... Blake, 2015;Kelan, 2020;Priola et al., 2014;Randel et al., 2018). Importantly, inclusive leadership is not only about occasional grand gestures; equally important are more regular and consistent smaller-scale actions (Bourke and Titus, 2020). ...
... Inclusive leadership is essential for assuring that team members feel they are treated respectfully and fairly and that they are valued and have a sense of belonging; it also gives them confidence and inspires them (Korkmaz et al., 2022;Pfeffer, 2018). Important guiding principles for inclusive leadership include listening with respect, demonstrating clear awareness of differences and biases, empathy and an explicit focus on ethical behaviorqualities that tend to be viewed positively by followers (Bourke and Titus, 2020;Hollander, 2012;Pelled et al., 1999). Practicing inclusive leadership involves discerning the specific needs of individuals in particular circumstances; it requires tactics of circumspect care, progressive pragmatism and searching for potential compromises and solutions (Alvesson and Spicer, 2011). ...
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.
... After group responses, it is important to end with a whole class discussion, emphasizing that when there are assumptions about a group of people due to differences in norms of behavior, culture, and even appearance, the assumptions can become stereotypes. Stereotyping individuals can lead to discriminatory practices, prejudice, and the potential for bias to form (Bourke & Titus, 2020). ...
In this teaching tip, we provide a method for teaching middle and secondary English language arts (ELA) students to assume a critical stance while reading and responding to diverse literature and media. Specifically, we address the infusion of critical literacy as a pedagogy to enable students to engage in criticality by identifying negative stereotypes and harmful biases, and then take action by offering counter perspectives. We begin with a brief discussion on critical literacy as a means to promote critical stance, followed by the learning activities for classroom instruction and a student example to illustrate the power of critical stance to promote student agency. Our method for critical stance instruction draws upon Rosenblatt’s (1978) seminal work on literature-based instruction that reading is a transaction between the reader and the text and Leland et al. (2018) who explicated that readers need to engage in critical transactions—a dimension of critical literacy.
The racialization of COVID-19 as an Asian virus has been linked to growing reports of racial harassment and violence targeting Asian Americans. We examine one such manifestation of racial harassment against Asians in the form of workplace microaggressions, such as a coworker referring to the virus as the “Chinese virus” and the negative impact that these forms of racial microaggressions can have on those who witness them. We also examine the influence of a leader who intervenes versus a leader who stays silent when a microaggression occurs, highlighting the positive impact of leaders who condemn microaggressions while underscoring the negative impact of leaders who stay silent. We found that, among those who witness microaggressions, Asian Americans were more likely to ruminate and report negative perceptions of the aggressor than Whites. We also found that leader intervention improved perceptions of leader effectiveness and that leader trust mediated this process, especially among Asian Americans. Additionally, we found that leader intervention decreased turnover intentions.
GİRİŞ
Küreselleşme, teknolojik gelişmeler, toplumsal ve örgütsel değişimler liderlik disiplinini derinden etkilemektedir. Bu süreç, liderlerin karmaşık ve sürekli değişen ortamlarda başarılı olabilmeleri için geleneksel yaklaşımlardan uzaklaşıp, yeni stratejilere ve becerilere yönelmelerini gerektirmektedir. Günümüz iş dünyasında kapsayıcı liderlik (inclusive leadership), giderek önem kazanan bir yaklaşım hâline gelmiştir. Bu liderlik yaklaşımı, sadece çeşitliliği yönetmekle kalmaz, her bireyin potansiyelini en üst düzeye çıkarabileceği, bu başarıların takdir gördüğü ve katılım, güven, eşitlik gibi temel değerlerin ön planda tutulduğu bir ortam yaratmayı amaçlar (Ferdman, 2020: 3).
This chapter explores the multifaceted nature of leadership inside higher education institutions, emphasizing its crucial position as a pillar of educational achievement and institutional effectiveness. It begins by defining the essence of effective leadership and its foundational importance in shaping academic environments. The chapter then examines numerous leadership styles, including transformational, transactional, servant, distributed, and adaptive management, and their respective influence on higher education. Building on this foundation, the chapter outlines critical components of effective management in academia, inclusive of visionary leadership, effective communication, empowerment and collaboration, innovation and adaptability, promoting diversity and inclusivity, and financial management. It proposes techniques for reinforcing leadership in higher education, such as fostering leadership diversity, promoting professional development, enhancing leadership resilience, and integrating technology.
Background: Thailand's public health policy emphasizes equitable access to healthcare services, leading to a rapid increase in primary healthcare demands. Enhancing efficiency has become a crucial solution to address this challenge, especially amidst the constraints of limited resources. Aims: To measure the operational efficiency of sub-district or tambon health-promoting hospitals (THPHs) in the Eastern Economic Corridor (EEC) by applying the mathematical technique of Data Envelopment Analysis (DEA) and to identify best practices from efficient THPHs that can be applied to improve the operational efficiency of other THPHs. Methods: First, the operational efficiency of 104 THPHs in Chachoengsao, a province in EEC, was measured using the DEA method. Second, 13 efficient THPHs were selected as benchmarks for operational best practices. In-depth interviews were conducted with five individuals from each selected THPH, including the director and four key stakeholders. The interview data were analyzed and synthesized using directed content analysis to formulate a list of best practices. Finally, the identified best practices were evaluated using the Delphi technique to produce a final list of best practices to improve the operational efficiency of THPHs. Results: 76 best practices were initially generated from the content analysis of the benchmark interviews. However, after the Delphi experts' evaluation, 66 best practices met the required criteria (Mdn > 3.50 and IQR < 1.50) and were ultimately accepted as potential general strategies for improving the efficiency of THPHs. Of these, 35 best practices were related to input management, and 31 were related to output management.
This chapter explores the influence of inclusive leadership in higher education institutions (HEIs), from an inclusive approach, on academic loyalty based on the purview of its antecedents and consequence on perceived institutional support (PIS). The future of leadership in higher education depends on how academics, as members of collectives, communicate and negotiate with their institutions, through their leaders and managers, to be recognised and supported for their multiple understandings and practices. Inclusive leadership provides academics a feel of a sense of belonging thus contributing to the vision and goals of the HEI. To move leadership towards a more inclusive manner, there is a need for HEIs to ensure equality, diversity, and inclusion as the right conditions to ensure open manager-subordinate communication for academics to be able to perceive and understand the institutional support available to them towards achieving and fulfilling their professional goals and ambitions.
This research investigates the experiences of cultural code-switching among Black middle-class professionals in post-apartheid South Africa. By virtue of the unjust and inhumane laws imposed during South Africa’s discriminatory apartheid regime, salient dominant and minority cultures have prevailed in the post-apartheid era. The discrimination against and hegemony over previously oppressed cultures have engendered layers of trauma and unhealed scars in contemporary South African society. Using in-depth interviews with a sample of professionals, the research shows how the dominant Western culture has shaped the perceived hierarchy of professionalism in the South African workplace and an unconscious demand has been placed on Black individuals to adapt their cultural beliefs, values, and norms. This study is the first to clearly identify a taxonomy of specific codes like lifestyle and appearance, and critically examine the psychological states and experienced emotions that influence code-switching among Black middle-class professionals. The qualitative findings were used to create a framework that includes the relationship between formative influences, internal and external pressures, and coping strategies. The study supports a core argument that South African Black middle-class professionals have presented as a quintessential example demonstrating the concept of cultural code-switching, although there was also strong evidence of change as the country has evolved, which has allowed for greater cultural authenticity.
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