The Dark Side of Visionary Leadership in Strategy Implementation:Strategic Alignment, Strategic Consensus, and Commitment

Drawing from visionary leadership and strategy process research, we theorize and test the mechanism through which middle and lower-level managers’ visionary leadership affects their teams’ strategic commitment. The management literature extols the virtues of visionary leadership. In contrast to this positive stance, we reveal a dark side to visionary leadership. Our theoretical framework suggests that team manager visionary leadership harms team strategic consensus when the manager is not strategically aligned with the CEO, which in turn diminishes team commitment to the strategy. In contrast, when a team manager is strategically aligned with the CEO, team manager visionary leadership is positively related to team strategic consensus and subsequently to team strategic commitment. Data from 136 teams from two organizations support our moderated mediation model. A supplemental analysis of the content of strategic consensus and additional qualitative interviews with managers and employees in one of these organizations provide additional insights concerning the meaning of the theorized relations in practice

Young hands, old books: : Drawings by children in a fourteenth-century manuscript, LJS MS. 361

This article scrutinises three marginal drawings in LJS 361, Kislak Center for Special Collections, Rare Books and Manuscripts, University of Pennsylvania Libraries. It first considers the provenance of the manuscript, questioning how it got into the hands of children. Then, it combines developmental psychology with close examination of the material evidence to develop a list of criteria to attribute the drawings to children. There is consideration of the features that help us estimate the age of the artists, and which indicate that one drawing was a collaborative effort between two children. A potential relationship is identified between the doodles and the subject matter of the text, prompting questions about pre-modern child education and literacy. Finally, the article considers the implications of this finding in both codicology and social history since these marginal illustrations demonstrate that children were active in the material life of medieval books