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.