Siinviidatud vabalevis olev tekst on toimetajate sissejuhatus erinumbrisse, kuid see sissejuhatus võiks iseseisvalt kuuluda paljude juhtimiskursuste kohustuslikuks tekstiks ja iga juhtimise eest töötasu vastuvõtva elementaarse lugemisvara hulka. Lugemishuvi võiks tekstis sisalduv pakkuda väga avarale lugejaskonnale, sh nendele, kel vähe pistmist juhtimisega organisatsioonide tähenduses (nt lapsevanemad, õpetajad, poliitikud, jpt). Lisaks leidis tekst oma koha põhjusel, et minuni jõudvad praktikat mitmest organisatsioonist jätavad sageli mulje justkui oleks tegemist eksperimendiga, kus uuritakse, kuidas kaasamisele vastupidised tehnikad organisatsioonis toimivad. Ja tuleb tunnistada, et avalikud organisatsioonid töötavad hoolimata kõigest.
Following an explosion of research on inclusion and inclusive climates in an organizational context has been a growing interest in inclusive leadership. […] Of course, organizational practices matter, but when it comes to inclusion, people’s more local and interpersonal experiences make all the difference—and herein lies the essential role of leaders, at every level of the organization.
Kaasav juhtimine, sissejuhatuseks:
What we mean by this is that inclusive leadership represents more than a set of surface-level behaviors that can be learned through leadership training. Rather, it involves a dynamic and relational process (DeRue, 2011) in which leaders leverage the knowledge and analytical skills they have acquired related to diversity dynamics to inform the speciﬁc approaches needed of them to satisfy the needs of their followers (Morgeson, DeRue, & Karam, 2010) and promote inclusive collective-level interactions within a diverse work context (i.e., what we refer to as moderation of ﬁrst-stage relationships).
Our intention is not to offer a model of inclusive leadership that is complete, but rather one that offers valuable organizing principles for future research.
Inclusive leadership can be deﬁned as leadership processes that promote experiences of inclusion among followers. […] According to them, people have a fundamental need to experience a sense of belonging while also maintaining, and being valued for, what makes them unique or distinctive (Brewer, 1991).
How a leader interacts with, validates, and empowers individual followers (and the pattern across them) has important bottom-up implications for workgroup functioning, but shaping aggregate individual experiences is not the same as engaging in team leadership. Team leadership refers to the inﬂuence of leaders on workgroup processes and performance.
Our analysis suggests that developing inclusive leadership is likely to require much more than observational learning and the acquisition of disembodied skills that can be similarly deployed across situations. […] Developing as an inclusive leader thus ﬁrst involves acquiring knowledge and awareness of oneself, others’ social identities, and strategies for managing diversity dynamics. […] The learning process must be accompanied by leaders’ reﬂective exploration of their own experiences of self in relation to others, underlying assumptions, and narratives, with an openness to revising them in response to what Piaget referred to as “disequilibrium” (1971, 1975).
Nishii, L. H., & Leroy, H. (2022). A Multi-Level Framework of Inclusive Leadership in Organizations. Group & Organization Management, 47(4), 683–722. https://doi.org/10.1177/10596011221111505