This study focuses on why lean manufacturing change initiatives at a Northern New England company failed to produce sustained results. Consultants and leaders share responsibility for the sustainability of the change initiatives they undertake. Rationally, neither party would undertake a change initiative with the intent to fail, yet clearly, even highly structured and well-tested initiatives often do fail (derail) in practice. This research used an observational methodology to uncover answers to the question, "what are the key factors that can cause the derailment of a well-intended, highly-structured change initiative?" In addition to consistency with findings from other studies on sustaining lean projects, this study further extends those findings and uncovered new variables to consider when implementing lean projects and other structured interventions in general. Based on the results of this study, the authors propose a model of four phases that influence lean project sustainability: foundation, preparation, implementation and sustainability for continuous improvements.

Purpose The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction. Design/methodology/approach Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA. Findings In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts. Research limitations/implications This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors. Originality/value The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.

Purpose The purpose of this study is to investigate the leadership behaviors of managers of virtual teams (VTs), particularly in the areas of trust building and conflict management. This study aims to expand the research of VT performance by offering first-person accounts from VT leaders on the strategies implemented to drive VT performance. Design/methodology/approach This study used a grounded theory approach to examine the leadership behaviors through in-depth interviews with eight field managers of VTs employed by different technology companies. Interview questions focused on trust-building and conflict management techniques. This structured qualitative study incorporates elements of narrative inquiry interwoven in the findings. Findings Building a high-trust environment was found to be critical to VT performance. VT managers indicated that effective conflict resolution skills were also important. Research limitations/implications Although the sample size is within the suggested range for a valid phenomenological study, the results may lack generalizability. Participants were limited to the technology industry; leaders of high-performing VTs in other industries could offer differing results. Practical implications This study’s contribution is the exploration and identification of innovative techniques that VT managers implemented to build trust and resolve conflict. A lack of holistic training programs for the VT leader is also considered along with suggestions for future research and implications for the VT managers. Originality/value This study’s contribution is the exploration and identification of innovative techniques that VT managers implemented that drive VT performance, particularly related to building high levels of trust and managing conflict effectively. Practices are suggested whereby both the VT leader and the organization take an active role in ensuring that the VT has the opportunity to perform optimally.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying metapractices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

Purpose The purpose of this paper is to contribute to the understanding of the workplace experiences and access to career-enhancing opportunities of transgender employees and to apprise organization leaders of opportunities to create an all-inclusive workplace environment. Design/methodology/approach This phenomenological study used semi-structured interviews with transgender and gender non-conforming individuals in the US. Study participants (n = 12) varied slightly in racial and ethnic identities, the highest level of formal education completed and the industry sector they were employed at the time of interviews. Findings The data reveals a lingering presence of dominant narrative (cissexism) in US organizations and its adverse impact on workplace experience and access to career-enhancing opportunities of transgender and gender non-conforming individuals. The participants’ narratives reveal recommendations for effective organizational practices for a transgender-inclusive workplace. Research limitations/implications The challenge of recruiting qualified participants from the marginalized group along with the selection criteria of English proficiency and legally adult age resulted in a relatively limited sample (n = 12) nevertheless adequate for the study. Practical implications Results of this study point at the urgent need to increase visibility and acceptance of the represented population and expand workplace diversity policies to create inclusive, just and equitable organizations for all individuals that will translate into job satisfaction and improved productivity. Social implications This study contributes to developing a culture of inclusion and prevention of discrimination in the workplace thus ensuring respect, safety and agency for gender minority employees. Originality/value This study contributes to a better understanding of workplace experiences, access to career-enhancing opportunities of transgender and gender non-conforming individuals and best practices for a transgender-inclusive workplace.