Determinants of Collaborative Leadership: Civic Engagement, Gender or Organizational Norms?

This analysis attempts to unravel competing explanations of collaborative leadership styles of state legislative committee chairs. Specifically, the paper considers the influence of community or volunteer experience, gender, and institutional variables. The data show that women chairs are more likely than their male peers to cite as valuable the leadership skills and experiences that they gain through community and volunteer experience. Compared to their male colleagues, women committee chairs on average also report a greater reliance on collaborative strategies in the management of their committees. Prior community or volunteer experience has little or no direct effect on collaborative styles. In contrast, institutional factors have a much stronger and countervailing influence. Legislative professionalization produces a strong negative effect on collaborative style. Results suggest that conformity to institutional norms may be a more compelling influence than prior community experience. The analysis also points to the gendered nature of organizational leadership with men's and women's styles showing different associations to style depending on the number and power of women in a legislature.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Contrary prescriptions: Recognizing good practice tensions in management

This paper is concerned with rethinking the notion of 'good management practice'. It explicates a way of framing management theory in terms of tensions between apparently contradictory pieces of good practice advice. The relevance of this, as a practical conceptualization that could usefully inform managers about the kinds of considerations they might take account of in both their day to day and longer term management thinking, is explored. The emerging theoretical framework is elaborated in terms of some characteristics of, and language about, tensions together with possible levels of use of the concept to inform practice. It is suggested that the use of the approach necessarily implies a view of the user as a reflective practitioner