Organizational learning II: Theory, method and practice

Transformational Leadership: Industrial, Military, and Educational Impact

Sufficient knowledge is available about the definition, details and differences of qualitative content and thematic analysis as two approaches of qualitative descriptive research. However, identifying the main features of theme as the data analysis product and the method of its development remain unclear. The purpose of this study was to describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis. This methodological paper comprises an analytical overview of qualitative descriptive research products and the meaning of theme. Also, our practical experiences of qualitative analysis supported by relevant published literature informed the generation of a stage like model of theme construction for qualitative content analysis and thematic analysis. This paper comprises: (i) analytical importance of theme, (ii) meaning of theme, (iii) meaning of category, (iv) theme and category in terms of level of content, and (v) theme development. This paper offers a conceptual clarification and a pragmatic step by step method of theme development that has the capacity of assisting nurse researchers understand how theme is developed. As nursing is a pragmatic discipline, nurse researchers have tried to develop practical findings and devise some way to “do something” with findings to enhance the action and impact of nursing. The application of a precise method of theme development for qualitative descriptive data analysis suggested in this paper helps yield meaningful, credible and practical results for nursing.

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Theme development in qualitative content analysis and thematic analysis

A hands-on guide to doing content analysis

Identifying directional influences in anatomical and functional circuits presents one of the greatest challenges for understanding neural computations in the brain. Granger causality mapping (GCM) derived from vector autoregressive models of data has been employed for this purpose, revealing complex temporal and spatial dynamics underlying cognitive processes. However, the traditional GCM methods are computationally expensive, as signals from thousands of voxels within selected regions of interest (ROIs) are individually processed, and being based on pairwise Granger causality, they lack the ability to distinguish direct from indirect connectivity among brain regions. In this work a new algorithm called PCA based conditional GCM is proposed to overcome these problems. The algorithm implements the following two procedures: (i) dimensionality reduction in ROIs of interest with principle component analysis (PCA), and (ii) estimation of the direct causal influences in local brain networks, using conditional Granger causality. Our results show that the proposed method achieves greater accuracy in detecting network connectivity than the commonly used pairwise Granger causality method. Furthermore, the use of PCA components in conjunction with conditional GCM greatly reduces the computational cost relative to the use of individual voxel time series.

https://www.ischool.utexas.edu/~yanz/Content_analysis.pdf

Analyzing brain networks with PCA and conditional Granger causality

While the focus on constructive leadership still dominates leadership research, an increasing number of studies investigate different forms of destructive leadership. This meta-analysis integrates different conceptualizations of destructive leadership and analyzes the relationship between destructive leadership and outcome variables. The search for articles yielded more than 200 studies of which 57 could be included in the meta-analysis. Results indicate the expected negative correlations with positive followers' outcomes and behaviors (e.g., attitudes towards the leader, well-being, and individual performance) and positive correlations with negative outcomes (e.g., turnover intention, resistance towards the leader, counterproductive work behavior). As expected, the highest correlation arises between destructive leadership and attitudes towards the leader. Surprisingly, the next highest correlation was found between destructive leadership and counterproductive work behavior. After discussing the results, an agenda for future research is proposed. Given the negative impact of destructive leadership, more knowledge is especially necessary regarding what triggers destructive leadership.

How bad are the effects of bad leaders? A meta-analysis of destructive leadership and its outcomes

Using the example of a project on the assessment of implicit leadership theories, this article aims to describe qualitative content analysis as a systematic, rule-based process of analyzing verbal and textual data (e.g., interviews, group discussions, documents). Steps and typical problems in the qualitative assessment process are addressed and guidelines for decision and action presented. The steps include transcription of interview tapes into raw data, condensing and structuring the data, building and applying a category system, displaying data and results for concluding analyses and interpretation. Necessary checks for securing the quality of the assessment are shown for each step. Ideas for the combination of qualitative and quantitative analyses are presented, and applications of qualitative content analysis in the field of psychological assessment discussed.

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On the Pragmatics of Qualitative Assessment

This paper develops a theoretical foundation to describe and explain impediments to organizational learning (OL). Based on the expanded 4I model (Crossan et al. 1999. Academy of Management Review, 24, 522-537), which was further developed by Lawrence et al. (2005. Academy of Management Review, 30, 180-191), different learning barriers are categorized and discussed with regard to factors complicating or impeding OL. Finally, the paper analyses the impact of particular barriers on different kinds of organizational units, the relationship between OL barriers, single-loop and double-loop learning, as well as typical combinations of barriers and their respective impact on organizational performance.

https://papers.ssrn.com/sol3/Delivery.cfm/ijmr_242.pdf?abstractid=1485801&mirid=4

Barriers to organizational learning: An integration of theory and research

This article aims at analyzing the content and structure of managers' conceptions of negative leadership. Using semi-structured interviews, 42 managers were asked about their conceptions of negative leadership, its antecedents and consequences. Results show that the concept of negative leadership is associated with eight behavioural categories: insincere, despotic, exploitative, restrictive, failed, laissez-faire, and active- and passive-avoiding leadership. Negative leadership was causally attributed to the environment of the leader, especially the followers, the immediate working field, as well as organizational processes, structures, and resources were seen as potential sources for negative leadership. The main factors regarded as its consequences included negative follower feelings and attitudes, destructive follower behaviour, and devastating organizational results. An analysis of the relationship between the leadership categories revealed two underlying dimensions of human- versus task-orientation a...

From ineffectiveness to destruction: A qualitative study on the meaning of negative leadership.

In general, although research into leadership acknowledges negative aspects of leadership, research into implicit leadership theories lags behind in this respect. Most implicit leadership theories research implies that the image of a leader in general reflects an effective leader. However, recent results in leadership research as well as headlines and reports in the popular press cast doubt on this assumption. This article reports a qualitative study, focusing on general implicit leadership theories rather than effective images of leaders. The analysis of 349 statements results in 15 categories that describe leaders in general. The results imply that implicit leadership theories are composed of both effective and ineffective attributes. The study challenges previous assumptions on the effectiveness implied in implicit leadership theories.

/pdf/implicit-leadership-theories-think-leader-think-effective-2zgeg1ssig.pdf

Jan Schilling

Papers

How bad are the effects of bad leaders? A meta-analysis of destructive leadership and its outcomes

On the Pragmatics of Qualitative Assessment

Barriers to organizational learning: An integration of theory and research

From ineffectiveness to destruction: A qualitative study on the meaning of negative leadership.

Implicit Leadership Theories: Think Leader, Think Effective?: