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Police Leadership as Practice applies a leadership-as-practice
approach (emphasising leader-employee relationships) to law
enforcement. This book provides a progressive and collaborative
leadership text for students of law enforcement, as well as
insights into leadership dynamics in all organisations for students
and researchers of business and management. The police
leadership-as-practice perspective provides a holistic
understanding of leadership in the police, identifying factors that
inhibit and promote learning. It refers to four main components as
dynamic and continuously evolving processes: Strategies: social
mission and organisation, along with strategies as practice
Community: organisational and police culture, identity and
belonging, community of practice and competencies Participation:
sense-making and discretion; power and politics Activities:
learning as practice, change and change management as practice
Practical and enriched with case studies, examples and best
practice, the textbook is also rigorously research based. Authored
by a professor of business and management with specialist knowledge
in police leadership, it brings the cutting edge of leadership
thinking to the practicalities of policing. It is essential reading
for those engaged with policing, leadership roles, and management.
Police Leadership as Practice applies a leadership-as-practice
approach (emphasising leader-employee relationships) to law
enforcement. This book provides a progressive and collaborative
leadership text for students of law enforcement, as well as
insights into leadership dynamics in all organisations for students
and researchers of business and management. The police
leadership-as-practice perspective provides a holistic
understanding of leadership in the police, identifying factors that
inhibit and promote learning. It refers to four main components as
dynamic and continuously evolving processes: Strategies: social
mission and organisation, along with strategies as practice
Community: organisational and police culture, identity and
belonging, community of practice and competencies Participation:
sense-making and discretion; power and politics Activities:
learning as practice, change and change management as practice
Practical and enriched with case studies, examples and best
practice, the textbook is also rigorously research based. Authored
by a professor of business and management with specialist knowledge
in police leadership, it brings the cutting edge of leadership
thinking to the practicalities of policing. It is essential reading
for those engaged with policing, leadership roles, and management.
This is a lively, student-friendly introduction to new ways of
understanding how learning is maintained and transmitted within
organisations. For anyone looking for a thorough grounding in a
socio-cultural approach to the field, this is an ideal companion,
written to explain, engage and encourage critical thinking and
evaluative skills from students. Theory is described clearly and
succinctly. Through engaging and effective use of features like
'Consider This' and 'What If', this book facilitates student
debate. Annotated readings at the end of each chapter help readers
to go beyond the text itself as they provide a list of relevant and
helpful material that students should consult. It outlines a
socio-cultural approach to learning; explains how learning is
transmitted in organisations; gives special emphasis on how to
better understand the learning process of newcomers; and, discusses
key concepts in organisational learning like communities of
practice, emotions, social identity, knowing, role models and
organisational socialisations.
Being a newcomer is a great challenge we all face. It creates
uncertainty, along with a need for new knowledge and skills in
order to master a new job. This is the focus of my thesis - how
newcomers learn to master their new job and how these learning
processes can be characterized. Established colleagues as important
knowledge sources is central, and by using the term role model,
newcomers access to tacit and explicit knowledge is recognized. In
relation to understanding learning as social and cultural, and not
just limited to individual knowledge aquisition. The thesis also
recognizes the need for understanding organizational socialization
as learning and the important of informal learning processes and
colleagues informally bounding in social practices at work. Thus,
the thesis represent a contribution of understanding newcomers
learning as both individual, social, cultural and contextual. In
doing so, colleagues as knowledge sources in order to learn tacit
knowledge, is crucial to newcomers learning.
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