Responsible Leadership Development Research Articles

Responsibility as weight and space: An aesthetic (re)theorising of responsibility and responsible leadership development for youth

Responsibility as weight and space: An aesthetic (re)theorising of responsibility and responsible leadership development for youth

Translating responsible leadership into team customer relationship performance in the tourism context: the role of collective job crafting

PurposeThis study aims to unravel the role of teams’ job crafting in translating responsible leadership into their customer relationship performance.Design/methodology/approachThe data were gathered from 87 managers and 608 employees from tour companies. The data analysis was performed via multilevel structural equation modeling.FindingsThe results demonstrated that crafting of team tasks played a mediating role for the link of responsible leadership to the team’s customer relationship performance. Task interdependence, outcome interdependence and their interaction attenuated the influence of responsible leadership on collective job crafting.Practical implicationsThe results suggest that tourism managers can enhance customer relationship performance of their team through training and development of responsible leadership, encouraging team members’ crafting of team tasks, as well as enhancing outcome and task interdependence.Originality/valueThis research expands the literature by identifying how and when responsible leadership promotes team customer relationship performance in tourism companies.

Responsible Leadership As an Approach to Facilitate Olympic Work Engagement Via Learning Organization

This study investigates the relationship between responsible leadership and work engagement using learning organization as a mediator. A quantitative approach was used in the present study. Data were collected from 302 participants, using evidence from the sports event industry in Japan. The results revealed responsible leadership positively affects learning organization and work engagement. The results also suggest that learning organization partially mediates the relationship between responsible leadership and work engagement. A qualitative approach is needed to more fully understand how/ why responsible leadership development affects employee work engagement and the role of learning organization. Responsible leadership development has become essential for creating sustainable positive impacts in the sports event industry.

The Concept of Responsible Leadership Development: Relationship between Business Leaders and Social and Environmental Dimensions

The concept of Responsible Leadership (RL) has become a growing area of interest in business research. RL is based on interrelationship between companies and external stakeholders that integrates values and ethics to achieve common goals. Socially responsible leadership plays an important role in influencing the organizational ethical environment, and the transparency of leaders' relationships also plays an important role in influencing the ethical environment. This paper presents a full image and framework with dimensions for RL that has previously been examined, tested, and presented in the literature. This study used a mixed method of research design, namely convergent parallel design. The main finding of this study is that the main dimensions for RL are Personal, Followers, Organizational, and Community dimensions. In addition, this research has taken into consideration the perceived ones of responsible leadership — distributive and interactional — on the four level dimensions discussed here. Subsequently, further analysis, limitations, and recommendations for future research were discussed, and the study's academic and practical impact was presented.

Leaders do not emerge from a vacuum: Toward an understanding of the development of responsible leadership

AbstractThe worldwide problem of corruption is one that requires greater knowledge about responsible leadership. Based on the literature on responsible leadership, developmental psychology, and moral development, the purpose of our study is to understand the constructions of the motivational drivers behind the behaviors of a responsible leader. Using biographical and narrative methodologies, we analyzed the individual motivational drivers of Carlos Cavelier, a recognized responsible leaders who grew up and works in Colombia, a social/economic context characterized by institutional fragility and corruption. Our findings suggest that the coherence between the immediate environments of development of the future leader, configured optimal environments in which the leader developed the moral conscience that guides his behavior as a responsible leader. Our study points out the need not to take the development of responsible leaders for granted, and presents propositions that allow for a deeper understanding of the micro‐foundations of responsible leadership, highlighting the importance of the contexts in which leaders are raised and in which they develop. Thus, our study has the potential to be heuristic and generative of future studies.

Factors Influencing Socially Responsible Leadership Development in College of Agriculture Students

The purpose of this study was to examine factors impacting college student leadership development within a college of agriculture at the University of Missouri. This study employed descriptive relational survey methods to examine the impact of involvement factors (participation in organizations, community service and leadership education) on college student leadership development. The target population was all junior and senior students in the College of Agricutlure, Food and Natural Resources at the University of Missouri (N=1,124). Out of the calculated sample size (n=287), 107 participants completed the online instrument (37.3%). In the examination of the leadership outcomes, the greatest mean was reported for the outcome of commitment and the lowest mean was reported for the outcome of change. Most students were involved with two to five different organizations during their college career. A majority (92.5%) of the students reported that they have engaged in community service during their college career, although 44.9% of respondents did not participate in community service on a regular basis. Students responded as being involved in one to two short-term leadership education programs, but no long-term leadership education programs. Eight separate linear regression models were analyzed to determine the impact of involvement factors on the development of socially responsible leadership.

On developing responsible leaders

PurposeThe purpose of this paper is to present a methodology to develop responsible leaders through developing their response-ability within the context of their day-to-day lives that addresses the existing disconnect between the knowledge about responsible leadership and its practice.Design/methodology/approachThe responsible leadership development methodology begins by helping individuals increase their awareness of their impact on others based on how they are relating and responding to them. This is facilitated through individuals engaging in self-reflexivity and reflection on relationships for which they want to be responsible. Then individuals experiment with and take responsibility for how they are relating and responding within the relationships. Finally, they engage in self-reflexivity and reflection to make sense of the experience to develop practical wisdom and the response-ability that will allow them to become more responsible leaders.FindingsStudents that completed an MBA leadership course that employed the responsible leadership development methodology overwhelmingly reported that their response-ability improved in ways that allowed them to become more responsible for their actions, impact on others, relationships and the reality they co-construct with others, as well as becoming a more responsible person.Research limitations/implicationsThe research is based on an MBA class of 24 students, only a few of whom currently occupied organizational leadership positions.Originality/valueThe presented leadership development methodology facilitates the development of responsible leaders through developing their ability and commitment to act responsibly within the context of their day-to-day lives.

A systematic literature review of responsible leadership

PurposeThis study aims to provide a point of reference and another of guidance for future research on the topic of responsible leadership by exploring its challenges, outcomes and practices.Design/methodology/approachA systematic review of the literature, originally adopted from the medical sciences but also used in management and leadership studies, was conducted to integrate research in an organized, translucent and reproducible manner. The final sample of 46 empirical and conceptual studies were scientifically screened and synthesized.FindingsThe synthesis revealed that balancing stakeholder needs, personal characteristics and organizational structures are the main challenges against responsible leadership, whereas financial benefits, employees-related benefits and reputational gains among others are the main outcomes. Practices pinpointed, while scarce, are represented in nurturing a stakeholder culture, and engaging employee-related and human-resource-responsible functions.Originality/valueThis study contributes to the development of responsible leadership.

Responsible leadership development – crucible experiences and power relationships in a global professional services firm

There is increasing consensus that Human Resource Development (HRD) has a central role to play in promoting the principles and practices of corporate responsibility (CR). An important HRD intervention involves developing responsible leaders able to attract support for CR throughout the organisation, but empirical research is lacking in this area. This article contributes to the theoretical and practical knowledge of responsible leadership development (RLD) by addressing two questions: first, how does RLD engender learning that goes beyond basic cognitive awareness? Second, what affects participants’ abilities to manifest this learning in the workplace? A review of the RLD literature reveals a ‘knowing-doing gap’, which, it is posited, may be linked to a lack of theorisation around power. This issue is investigated by means of a case study on a responsible leadership development programme run by a professional services firm. Drawing on Bourdieusian concepts of language and power, the study reveals some of the mechanisms that inspired new socially responsible values whilst also demonstrating some of the contextual barriers inhibiting their manifestation in the workplace. It is argued that HRD professionals need to engage with Bourdieusian ideas of language and power to promote deeper learning around responsible leadership, which can more easily be embedded into the workplace.

Responsible leadership development through management education: A business ethics perspective

Whilst business has contributed hugely to human development and economic progress, there is, at the same time, an intensifying debate about its complicity in aggravating the sustainability risks that society is currently facing. This debate also has a bearing on the role of management education in shaping the ethical and functional paradigms in the light of which businesses are created, developed and managed, as well as the parameters in the light of which they are evaluated and rated to be successful or not. This concept paper explores the emergence of a new paradigm in management education, namely one that incorporates the development of responsible leadership. In doing so, the paper contends, management education will have to engage with three critical issues, namely the meaning and place of ethics in theories of management, the development of managers as responsible leaders and the design of a curriculum that will effectively integrate matters of ethics and responsibility across the spectrum of management subjects.Â

Measuring the Impact of Student Interaction With Student Affairs Professionals on Socially Responsible Leadership Development in the First Year of College

Using longitudinal data from the Wabash National Study on Liberal Arts Education, this research explored the impact of students’ interactions with student affairs professionals on socially responsible leadership development during the first year of college. Overall, students’ interactions with student affairs professionals were associated positively with growth on all measures of socially responsible leadership. Implications for research and practice in higher education and student affairs are discussed.

Business Education in Asia and Australasia: Recent Trends and Future Prospects

The globalization of business education is leading to convergence in the traditionally more diverse business curriculum. This can be seen by examining the mission and vision statements of Asia and Australasia's leading business schools, which emphasize the provision of quality learning and scholarship; educating future leaders; and contributing to the growth and transformation of the economies within which they operate. Less commonly mentioned are the personal, ethical, and responsible leadership development of their students. These are emergent themes in Asian and Australasian business schools—just as they are in Europe and North America. Much work remains to embed the role of culture and precognitive decision making in the business school curriculum.

Responsible leadership development through management education: A business ethics perspective

Responsible leadership development through management education: A business ethics perspective

Race and leadership development among college students: The additive value of collective racial esteem.

The purpose of this research was to contribute to the college student leadership literature through a more complex examination of the influences of race on socially responsible leadership development. Data represented 8,510 participants from 101 colleges and universities in the United States. Results provided evidence of the additive value of including measures of collective racial esteem (CRE) above and beyond simple indicators of racial group membership. CRE examines an individual’s selfconcept related to membership in a broader racial group and may be used as a correlate of racial identity in assessing the impact of race in quantitative research. Analyses also revealed different predictors of leadership development by racial group, as well as unique influences from subdimensions of CRE, demonstrating the importance of disaggregating data to provide a more complex picture of the influences of race on leadership development. Results offer implications informing educators’ abilities to better target leadership interventions to meet a diverse range of developmental needs.

Developing leaders for sustainable business

PurposeThe purpose of this paper is to explore how organisations can develop leaders who have the competences necessary to ensure the sustainability of the company. It considers how the understanding and practice of responsible leadership can be enhanced by defining the competencies for integrating social and environmental considerations into business decision‐making processes.Design/methodology/approachThe research comprised two phases. An initial questionnaire surveyed a sample of managers operating in the public and private sectors in Europe (n=108). A second stage of the research used in‐depth interviews with 11 leading European‐based multinational companies.FindingsResults indicate that, whilst the qualities and skills of responsible leadership can be identified, a further mediating concept deemed to be “reflexive abilitites” is posited as required to explain their translation into individual managerial behaviours. The paper describes the nature of these reflexive abilities.Research limitations/implicationsA key limitation of the research is the small sample size, both for the survey and for the interviews. Further research is needed to develop a clearer understanding of the nature and functioning of the “reflexive abilities” and to establish the robustness of these concepts.Practical implicationsThe results of the research support the current awareness amongst management educators that the development of successful business leadership requires more than training in “hard” business functions. Although the importance of experientially learned “soft skills” has been acknowledged, the paper suggests that the development of responsible leadership needs a third dimension to be incorporated into management education.Originality/valueThe paper suggests that “reflexive abilities” should be developed as core competencies in management development. For the development of responsible leadership it is necessary to foster the intellectual capacities to reflect upon, synthesise and integrate local and global business information in a way that leads to a new interpretation of both factual and emotional data. These abilities may enable leaders to develop new ways of thinking and new business models which will ensure the sustainability of their businesses. The paper explores the implications for those responsible for designing and delivering management development programmes.