Dusya Vera

• Sturm, R. E.; Vera, D.; Crossan, M. M., 2017, "The Entanglement of Leader Character and Leader Competence and its Impact on Performance", Leadership Quarterly, June 28(3): 349 - 366.
  Abstract: Whereas the micro- and macro-oriented leadership literatures have often studied leader competencies necessary for effective performance, the role of leader character in relation to competencies and performance has been to a large extent neglected. Our work seeks to shift the scholarly dialogue by introducing the concept of character-competence entanglement, which reflects the binding between character and competence over time. The highest degree of entanglement represents the deep and more persistent interconnection and mutually-reinforcing effect between highly-developed leader character and highly-developed leader competence, whereas in cases of low entanglement, character can be activated temporarily in a particular context to help strengthen the relationship between competence and performance. Our core proposition is that high character-competence entanglement will lead to extraordinary performance over time. In addition, we emphasize that relying on naturally-occurring learning opportunities and the processes of learning-by-living both outside and inside the organization will positively impact the development of character-competence entanglement.

  Link(s) to publication:

  https://doi.org/10.1016/j.leaqua.2016.11.007

• Krylova, K. O.; Vera, D.; Crossan, M. M., 2016, "Knowledge Transfer in Knowledge-Intensive Organizations: The Crucial Role of Improvisation in Transferring And Protecting Knowledge", Journal of Knowledge Management, October 20(5): 1045 - 1064.
  Abstract: Article Classification: Conceptual paper Purpose: This paper answers the question: How do knowledge workers’ improvisation processes promote both knowledge transfer and protection in knowledge-intensive organizations (KIOs)? A model is proposed identifying how effective improvisation can strengthen the effect of four specific knowledge transfer mechanisms--an experimental culture, minimal structures, the practice of storytelling, and shared mental models--on knowledge transfer inside the organization and knowledge protection outside of it. Designmethodologyapproach: The paper builds on a knowledge translation perspective to position improvisation as intrinsically intertwined with knowledge transfer and knowledge protection. Findings: Improvisation is proposed as the moderating factor enhancing the positive impact of an experimental culture, minimal structures, storytelling practice, and shared mental models on knowledge transfer and knowledge protection. Practical implications: The paper argues against a plug-and-play approach to knowledge transfer that seeks to replicate knowledge without considering how people relate to the routines and the context, and highlights to leaders of KIOs the importance of developing awareness, understanding, and motivation to improvise in order to internalize new knowledge being transferred and to create imitation barriers. Originalityvalue: The paper proposes that KIOs’ success in transferring and protecting knowledge emerges, not directly from formal knowledge transfer mechanisms, but from knowledge workers’ improvisation processes.

  Link(s) to publication:

  http://dx.doi.org/10.1108/JKM-10-2015-0385

• Vera, D.; Crossan, M. M.; Rerup, C.; Werner, S., 2014, "Thinking Before Acting’ or Acting Before Thinking’: Antecedents of Individual Action Propensity in Work Situations", Journal of Management Studies, December 51(4): 603 - 633.
  Abstract: We introduce the concept of individual action propensity’ to examine the approach of individuals towards solving situations for which they lack knowledge andor experience about what to do. We focus on a naturally contrasting pair of responses: thinking before acting’ or acting before thinking’, and associate low action propensity with thinking one's way into understanding how to act, and high action propensity with acting one's way into understanding such situations. We build on regulatory mode theory with its dimensions of locomotion and assessment and the trade-off between speed and accuracy to examine individual characteristics as predictors of individual action propensity. We find that individual action propensity is associated with being a woman, having fewer years of formal education, not relying on help-seeking behaviours, and having a positive attitude towards spontaneity. Our findings shed light on why individuals take action, or not, and provide implications for research on organizational action propensity.

  Link(s) to publication:

  http://dx.doi.org/10.1111/joms.12075

• Jansen, J.; Vera, D.; Crossan, M. M., 2009, "Strategic Leadership for Exploration and Exploitation: The Moderating Role of Environmental Dynamism", Leadership Quarterly, February 20(1): 5 - 18.
  Abstract: This study advances prior theoretical research by linking transformational and transactional behaviors of strategic leaders to two critical outputs of organizational learning: exploratory and exploitative innovation. Findings indicate that transformational leadership behaviors contribute significantly to adopting generative thinking and pursuing exploratory innovation. Transactional leadership behaviors, on the other hand, facilitate improving and extending existing knowledge and are associated with exploitative innovation. In addition, we argue that environmental dynamism needs to be taken into account to fully understand the effectiveness of strategic leaders. Our study provides new insights that misfits rather than fits between leadership behaviors and innovative outcomes matter in dynamic environments. Hence, we contribute to the debate on the role of strategic leaders in managing exploration and exploitation, not only by examining how specific leadership behaviors impact innovative outcomes, but also by revealing how the impact of leadership is contingent upon dynamic environmental conditions.
• Crossan, M. M.; Vera, D.; Nanjad, L., 2008, "Transcendent Leadership: Strategic Leadership in Dynamic Environments", Leadership Quarterly, October 19(5): 569 - 581.
  Abstract: Adopting a cross-level mixed effect model, this paper proposes transcendent leadership as a framework for the key responsibilities of strategic leaders in today's dynamic contexts. A transcendent leader is a strategic leader who leads within and amongst the levels of self, others, and organization. Leadership of self includes the responsibility of being self-aware and proactive in developing personal strengths. Leadership of others involves the mechanisms of interpersonal influence a leader has upon followers. Leadership of organization comprises the alignment of three interrelated areas: environment, strategy, and organization. Propositions are presented regarding the relationship between leadership of the various levels and firm performance.
• Vera, D.; Crossan, M. M., 2005, "Improvisation and Innovative Performance in Teams", Organization Science, June 16(3): 203 - 224.
  Abstract: This paper builds on the principles and insights from improvisational theater to unpack the nature of collective improvisation and to consider what it takes to do it well and to innovate. Furthermore, we discuss the role of training in enhancing the incidence and effectiveness of improvisation. We propose that two common misconceptions about improvisation have hindered managers' understanding of how to develop the improvisational skill. First, the spontaneous facet of improvisation tends to be overemphasized, and second, there is a general assumption that improvisation always leads to positive performance. Our goal is to clear up the conceptual confusion about improvisation by laying out the various aspects of preparation that are required for effective improvisation. In our theoretical model, we delineate how the improvisational theater principles of "practice," "collaboration," "agree, accept, and add," "be present in the moment," and "draw on reincorporation and ready-mades" can be used to understand what it takes to improvise well in work teams and to create a context favoring these efforts. Our findings support a contingent view of the impact of improvisation on innovative performance. Improvisation is not inherently good or bad however, improvisation has a positive effect on team innovation when combined with team and contextual moderating factors. We also provide initial evidence suggesting that the improvisational skill can be learned by organizational members through training. Our results shed light on the opportunities provided by training in improvisation and on the challenges of creating behavioral change going beyond the individual to the team and, ultimately, to the organization.
• Crossan, M. M.; Vieira Da Cunha, J.; Vera, D.; Pina E Cunha, M., 2005, "Time and Organizational Improvisation", Academy of Management Review, January 30(1): 129 - 145.
  Abstract: This paper argues that effective management action is impeded by a simplistic understanding of time, one dominated by a clock-time perspective. Using the concept of improvisation we reconcile two major time dichotomies associated with organizational phenomena: clock time versus event time and linear time versus cyclical time. We propose that improvisation offers a means for management theory and practice to overcome these apparent time dichotomies.
• Vera, D.; Crossan, M. M., 2004, "Theatrical Improvisation: Lessons for Organizations", Organization Studies, December 25(5): 727 - 749.
  Abstract: This paper uses the improvisational-theatre metaphor to examine the performance implications of improvisational processes in firms. We recognize similarities and differences between the concepts of performance and success in both theatre and organizations, and extract three main lessons from improvisational theatre that can be applied to organizational improvisation. In the first lesson, we start by recognizing the equivocal and unpredictable nature of improvisation. The second lesson emphasizes that good improvisational theatre comes because its main focus, in contrast to the focus of firms, is more on the process of improvising and less on the outcomes of improvisation. Finally, in the third lesson, we look at the theatre techniques of Agreement', Awareness', Use of ready-mades', and Collaboration', and translate them into concepts that are relevant for organizations in order to develop an improvisational capability.
• Vera, D.; Crossan, M. M., 2004, "Strategic Leadership and Organization Learning", Academy of Management Review, December 29(2): 222 - 240.
  Abstract: Adopting the strategic leadership perspective, this paper develops a theoretical model of the impact of CEO and top managers' leadership styles and practices on organizational learning. We take a fine-grained look at the processes and levels of organizational learning to describe how strategic leaders influence each element of the learning system. Researchers have implicitly assumed transformational leadership approaches to organizational learning. We challenge this conventional wisdom by highlighting the value of transactional leadership as well.

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