Creating Futures: Leading Change Through Information Systems by Andrew Dorac-Kakabadse

Author:Andrew Dorac-Kakabadse [Dorac-Kakabadse, Andrew]
Language: eng
Format: epub
ISBN: 9781138738546
Barnesnoble:
Goodreads: 42991885
Publisher: Routledge
Published: 2019-01-16T00:00:00+00:00

Ways of Working: Knowledge Leadership

To obtain information that one needs and to assess the value of information, one has, or needs to acquire, both explicit (or theoretical) knowledge and implicit (or practical knowledge). Knowing how to use information in any given context requires wisdom. In order to effectively manage knowledge one has to understand the organisation. Managers need to understand employees, customers, suppliers and other stakeholders and be able to act on that knowledge in appropriate ways (Kakabadse, 1991). It requires, above all, effectively managing people and creating organisations that allow individuals to develop knowledge and engage with others to exploit the potential of that knowledge. Managers need to know how to manage specialist knowledge, a deep 'know-how' within one discipline and integrate it with more superficial knowledge about how it interacts with others (Leonard, 1998). They also have to know how to understand and manage, effectively, a diversity of cognitive styles as well as manning 'religious wars' about tools and methodologies an organisation adopts (Leonard, 1998). They also need to manage 'star performers' with their 'signature skills'. Leonard (1998; p.20) argues that companies' strategic advantage is based on four dimensions of core capabilities which may be readily absorbed by outsiders but that the synergy from unique competition is neither readily transferred nor imitated. Leonard (1998) defines these four interdependent core capabilities in pairs. Two may be thought of as dynamic knowledge reservoirs or competencies-namely employee knowledge and skill and the physical technical systems; and two that encompass knowledge control or knowledge-channeling mechanisms, managerial systems and values and norms (Leonard, 1998; p. 19). Managing these synergies requires discretionary leadership (Korac-Kakabadse and Korac-Kakabadse, 1999).

The contrasting nature of discretionary leadership (Ghiselli, 1971, 1973; Kotter, 1982; McClelland and Boyatzis, 1982) is highlighted in the observation as to how dialogue emerges according to the predisposition of the actors involved. Information is the key resource contributing towards management's ability to add value (Strassman, 1995). Dialogue is viewed more as a quality process and facilitator of issue resolution. What happens to the senior executive grouping and the organisation if two or more top managers with substantially different held views as to the current configuration and future organisational identity and structure are in conflict? What if the experience of working within the senior management group is one of unworkable discomfort, whereby a restricted dialogue, debilitating tension at a personal level and minimal disclosure at the group level, become the norm? How do such experiences and processes impact on leadership practice and the future development of the organisation?

In attempting to address these questions, one aspect is clear-that fundamental to leadership and to learning within organisations is the concept of dialogue, involving a process of inner-reflection brought about through the sharing of experiences, especially over contrasting or conflicting agendas. Only individuals who reflect on their experiences can develop a competence or an ability to deal with new situations dissimilar to those they have already experienced. Through these rhythmic exchanges between participation and observation/distance, between action and reflection, knowledge grows (Korac-Kakabadse and Kouzmin, 1996).

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