The Development of Inclusive Leadership Practice and Processes

Booysen, Lize

doi:10.1002/9781118764282.ch10

Cited by 45 publications

(45 citation statements)

References 20 publications

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“…Gallegos's leadership framework calls attention to leader/follower relationships and possible biases, which influence leadership actions. Booysen (2014) suggests inclusive leadership is good practice and an extension of diversity management. Hence, inclusive leadership encompasses more than equity, social justice, and fairness to include empowerment and participation by all.…”

Section: Overview Of the Organizational Inclusion Literaturementioning

confidence: 99%

“…The organizational inclusiveness model proposed in this study integrates diverse ideas and concepts into a broader, more coherent framework (Booysen, 2014;Gallegos, 2014;Sabharwal, 2014). Three dimensions serve as the primary pillars: leadership, performance outcomes, and organizational justice.…”

Section: Rationale For An Inclusion Modelmentioning

confidence: 99%

“…Leadership practices in diverse contexts ideally promote a sense of belonging and promote cohesiveness in groups (Shore et al, 2010). More specifically, these practices include inclusive relational-based leadership, relational practice, and collective leadership (Booysen, 2014;Gallegos, 2014;Roberson, 2006;Ulh-bien, 2006). The school inclusiveness model acknowledges deficits in existing leadership models related to achieving diverse workplaces.…”

Section: Leadership For Inclusive Schoolsmentioning

confidence: 99%

“…The school inclusiveness model acknowledges deficits in existing leadership models related to achieving diverse workplaces. Existing models fail to fully account for incorporating inclusive relational-based leadership behaviors (Booysen, 2014;Roberson, 2006), and thus minimize or dismiss leaders' cultural competence with diverse groups. It is largely assumed school leaders are competent in building sustainable personal relationships that result in organizational effectiveness (Booysen, 2014).…”

Section: Leadership For Inclusive Schoolsmentioning

confidence: 99%

“…The skill of developing an inclusive and relational context becomes important in not only acknowledging one's own cultural identity, but being able to interact with those who are culturally different from them. However, if leaders lack understanding of the complexity relative to cultural identity, then they will be less able to contest patterns of inequity (Booysen, 2014;Madsen & Mabokela, 2013;Thomas, 2008).…”

Section: Cultural Competence and Diversity Self-efficacymentioning

confidence: 99%

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Development of a Theoretical Model for Achieving Inclusion in Schools

Torres

Madsen

Luo

et al. 2018

International Journal of Educational Reform

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School systems are in the midst of dealing with changing demographics. It is assumed schools play an important role in addressing the varying educational, cultural, and social needs of an increasingly diverse group of members (Holme, Diem, & Welton, 2013). In response authors reviewed multiple inclusive models and frameworks relevant to schools with changing demographics. The scale was based on three meta-constructs: leadership capacity, organizational justice, and performance outcomes. The School Inclusion Survey used in this study employed robust scales to ascertain inclusiveness. An exploratory factor analysis (EFA) and Cronbach's α for subscale reliability, in addition to confirmatory factor analysis, were employed to evaluate the construct validity of the inclusion model. While the school inclusion model is exploratory, it is believed schools can use this tool to gauge organizational inclusiveness and develop strategies to address gaps or weaknesses to address the needs of their changing demographics.

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Section: Overview Of the Organizational Inclusion Literaturementioning

confidence: 99%

Section: Rationale For An Inclusion Modelmentioning

confidence: 99%

Section: Leadership For Inclusive Schoolsmentioning

confidence: 99%

Section: Leadership For Inclusive Schoolsmentioning

confidence: 99%

Section: Cultural Competence and Diversity Self-efficacymentioning

confidence: 99%

See 3 more Smart Citations

Development of a Theoretical Model for Achieving Inclusion in Schools

Torres

Madsen

Luo

et al. 2018

International Journal of Educational Reform

View full text Add to dashboard Cite

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References

2015

The Center for Creative Leadership Handbook of Coaching in Organizations

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“It doesn't make sense to stick with old patterns”: How leaders adapt their behavior to foster inclusion in a disruptive context

Beijer,

Knappert,

Stephenson

2024

J Organ Behavior

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SummaryLeader behavior is essential for creating inclusive organizations. The disruptive context of the COVID‐19 pandemic forced many people to work remotely and leaders to cope with the disruption of their teams' workflows and work arrangements. However, fixed sets of leader behavior as well as stable and shared physical contexts are implicit assumptions in current knowledge and theorizing on inclusive leadership. Therefore, in this study, we first synthesize inclusive leadership literature with leader adaptability and context‐sensitive leadership studies. Next, drawing on 47 interviews with leaders and their followers, we unravel how the enactment of aspired inclusive leadership behaviors was hampered due to the pandemic‐related disruption, and explain how leaders adjusted their inclusive behaviors in response to these difficulties. From these findings, we develop a model that suggests rather than a static set of inclusive leader behaviors, inclusive leadership is enacted through the continuous adjustment on leaders' perceptions of the context and followers' feelings of inclusion.

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The Development of Inclusive Leadership Practice and Processes

Cited by 45 publications

References 20 publications

Development of a Theoretical Model for Achieving Inclusion in Schools

Development of a Theoretical Model for Achieving Inclusion in Schools

References

“It doesn't make sense to stick with old patterns”: How leaders adapt their behavior to foster inclusion in a disruptive context

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