title: Capturing leadership tacit knowledge in conversations with leaders

authors: Janson, Annick

subjects: knowledge capture

abstract: Purpose – The paper seeks to capture leadership tacit knowledge mechanisms built throughout leaders' careers. Learning to be a leader involves developing the tacit knowledge to give confidence in one's decisions. Most of the knowledge required cannot be acquired from explicit documents – rather, it is built through action, experience and reflection. This research focuses on leadership in the innovation context where learning potentially occurs through a variety of knowledge building processes. 
Design/methodology/approach – Narratives from 31 leaders who have achieved success in innovation leadership were collected piloting a tacit knowledge articulation methodology. From the narratives, a model is proposed which is embedded in the leadership career pathways of these innovation leaders. 
Findings – The findings suggest that leadership tacit knowledge mechanisms evolve with organisations' life cycle. A bi-focal (developmental and “locus of knowledge“ factors) model was assembled to explain how successful leadership involves balancing “locus of learning” from internal and external sources and facilitating mind-shifts (e.g. collaboration and communication paradigms underlying relationship and networking processes). 
Research limitations/implications – The study sample size was relatively small – further replications with a larger number of subjects and in different contexts are planned or under way. 
Practical implications – This research has implications relevant to both leaders interested in bringing their organizations to their next developmental level and to practitioners because leverage points are identified at which interventions designed to share the lessons learned from successful leaders will be most effective. 
Originality/value – Tacit leadership knowledge is not easily transferred into explicit “how-to” instructions for consumption by a prospective innovation leader, yet it is a major source of competitive advantage. It is more appropriate to view innovation leadership development as a tacit knowledge building process in individuals and groups, rather than a knowledge transfer from knowledgeable leaders to wannabe leaders. A developmental model is proposed that integrates the changes occurring in learning patterns while firms expand their loci of knowledge.

text: Capturing leadership tacit knowledge in conversations with leaders Purpose – The paper seeks to capture leadership tacit knowledge mechanisms built throughout leaders' careers. Learning to be a leader involves developing the tacit knowledge to give confidence in one's decisions. Most of the knowledge required cannot be acquired from explicit documents – rather, it is built through action, experience and reflection. This research focuses on leadership in the innovation context where learning potentially occurs through a variety of knowledge building processes. 
Design/methodology/approach – Narratives from 31 leaders who have achieved success in innovation leadership were collected piloting a tacit knowledge articulation methodology. From the narratives, a model is proposed which is embedded in the leadership career pathways of these innovation leaders. 
Findings – The findings suggest that leadership tacit knowledge mechanisms evolve with organisations' life cycle. A bi-focal (developmental and “locus of knowledge“ factors) model was assembled to explain how successful leadership involves balancing “locus of learning” from internal and external sources and facilitating mind-shifts (e.g. collaboration and communication paradigms underlying relationship and networking processes). 
Research limitations/implications – The study sample size was relatively small – further replications with a larger number of subjects and in different contexts are planned or under way. 
Practical implications – This research has implications relevant to both leaders interested in bringing their organizations to their next developmental level and to practitioners because leverage points are identified at which interventions designed to share the lessons learned from successful leaders will be most effective. 
Originality/value – Tacit leadership knowledge is not easily transferred into explicit “how-to” instructions for consumption by a prospective innovation leader, yet it is a major source of competitive advantage. It is more appropriate to view innovation leadership development as a tacit knowledge building process in individuals and groups, rather than a knowledge transfer from knowledgeable leaders to wannabe leaders. A developmental model is proposed that integrates the changes occurring in learning patterns while firms expand their loci of knowledge.

year: 2007

title: Insights About Resilience in Emerging Adulthood From a Small Longitudinal Study in New Zealand

authors: Stanley, Peter

subjects: risk

abstract: In 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.

text: Insights About Resilience in Emerging Adulthood From a Small Longitudinal Study in New Zealand In 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.

year: 2011-07

title: Putting Sylvia in her place: Ashton-Warner as New Zealand educational theorist

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: Sylvia Ashton-Warner, a New Zealand teacher, won international acclaim in the 1950s-1950s with her novels, autobiographies, and accounts of her educational theory. Blurring genres between fiction and autobiography, much of her writing was centred on the ‘creative teaching scheme’ she developed in Maori Schools. At the heart of the scheme was the idea that literacy was best achieved when children captioned their experiences of fear and sex, the two great (Freudian) drives. In Sylvia’s infant room, these erupted to the surface by means of captions (a child’s ‘key vocabulary’). I introduce Lefebvre’s idea of ‘rhythm analysis’, applying it first to the teaching scheme, then to the ‘system’ in which Ashton-Warner taught. With reference to extracts from Ashton-Warner’s Creative Teaching Scheme and Myself, I connect the rhythms of her life with her ‘theory.’ I identify Sylvia’s own ‘key words’ (violence and war; ghosts; sex and the kiss) and their rhythmic engagements and collisions with educational ‘authorities.’

text: Putting Sylvia in her place: Ashton-Warner as New Zealand educational theorist Sylvia Ashton-Warner, a New Zealand teacher, won international acclaim in the 1950s-1950s with her novels, autobiographies, and accounts of her educational theory. Blurring genres between fiction and autobiography, much of her writing was centred on the ‘creative teaching scheme’ she developed in Maori Schools. At the heart of the scheme was the idea that literacy was best achieved when children captioned their experiences of fear and sex, the two great (Freudian) drives. In Sylvia’s infant room, these erupted to the surface by means of captions (a child’s ‘key vocabulary’). I introduce Lefebvre’s idea of ‘rhythm analysis’, applying it first to the teaching scheme, then to the ‘system’ in which Ashton-Warner taught. With reference to extracts from Ashton-Warner’s Creative Teaching Scheme and Myself, I connect the rhythms of her life with her ‘theory.’ I identify Sylvia’s own ‘key words’ (violence and war; ghosts; sex and the kiss) and their rhythmic engagements and collisions with educational ‘authorities.’

year: 2009