SMEs' purchasing habits : A procurement maturity model for stakeholders

Although micro companies overpower the small and medium enterprise (SME) segment, generalizations are often with medium size companies, and therefore, there are many unknowns, especially when it comes to its buying behavior. Conformist studies and industry practices assume SMEs to be “normative” or “conservative” buyers; however, this hypothesis is untested. This article aims to scrutinize the reality, and proposes a unified model that rejects pre-containerization in buying behavior typologies, as well as selectiveness in terms of audience type, whether it is corporate, SME, or consumer. While replacing researchers’ perceptions with the audience’s, the model yields actual knowledge that can lead to audience’s beliefs in lieu of the opposite, which is used to mislead stakeholders. The study shows that SMEs also buy like individuals and spend in a similar way to consumers’, including not only “normative” and “conservative” but also “negligent” and “impulse” zones. From the research-implications perspective, future studies by behaviorists can explore why SMEs purchase in this way. Marketers may benefit from the finding that SMEs buy like individuals. In addition, SMEs may want to be conscious of their purchasing habits, and—utilizing the newly introduced “risk score” frontier—policymakers should assess the consequences of these habits at the macro level

Gender, age and the MBA: An analysis of extrinsic and intrinsic career benefits

Against the background of an earlier UK study, this paper presents the findings of a Canadian based survey of career benefits from the MBA. Results indicate firstly that gender and age interact to influence perceptions of career outcomes (young men gain most in terms of extrinsic benefits of career change and pay), and secondly that both men and women gain intrinsic benefits from the MBA. However, intrinsic benefits vary by gender: men in the study were more likely to say they gained confidence from having a fuller skill set while women were more likely to say they gained confidence from feelings of self worth; men emphasised how they had learned to give up control while women argued that they had gained a ‘voice’ in the organization. The role of the MBA in career self- management and the acquisition of key skills are examined as well as the implications for the design of programmes in meeting the varied need of men and women in different age groups

Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales

Authentic Leadership:Getting back to the roots of the 'root construct'?

In their 2011 review paper Gardner et al concluded that the Authentic Leadership (AL) construct was still in the first stage of evolution, that of concept introduction and evaluation. At that time, the field was characterized by two types of contribution: conceptual expositions and largely quantitative research seeking to map out its antecedents and consequences, moderators and mediators. The current review aims to: 1) critically evaluate the development of the AL construct to the present time; and 2) taking this evaluation as a point of departure, propose the need for a radical re-grounding of our understanding of AL aimed at countering what we believe to be the substantive flaws in both its philosophical underpinnings and empirical grounding. We propose that these shortcomings have arisen due to the failure of existential and other critiques of the dominant (normative and functionalist) discourse of AL to gain traction, and due to an absence of practice-based, qualitative research. As a strategic platform for the potential re-grounding and relaunch of AL we propose a radical return to the existential and practice roots of authenticity as the basis for a broader understanding of ‘authentic leadership’ as a ‘central organizing principle’ in leadership studies. Despite the flaws identified in the AL construct, we suggest that the notion of authenticity may still have a valuable role to play in the study of leadership: that role, however, can only be determined through a thorough understanding of authentic leadership as a practice-based phenomenon

Developing cognitive task analysis and the importance of sociocognitive competence/insight for professional practice

Accelerating the cognitive expertise of professionals is a critical challenge for many organizations. This paper reports a collaborative, longitudinal, academic practitioner project which aimed to elicit, document, and accelerate the cognitive expertise of engineering professionals working with the manufacture and management of petroleum additives. Twenty-five engineering experts were trained by three academic psychologists to use applied cognitive task analysis (ACTA) interview techniques to document the cognition of their expert peers. Results had high face validity for practitioners who elicited hot/ sensory-based cognition, a number of perceptual skills and mental models, highlighting undocumented context specific expertise. We conclude from a peer review of findings, combined with experienced CTA analysts that ACTA technique