- 85294848718
Robin S . Snell
The Hang Seng University of Hong Kong, Management, Department Member
- Management, Business Ethics, Social Representations, Organizational Learning Processes, Human Rights, Globalization, and 9 morePsychology, Cultural Studies, Applied Ethics, Conflict Management, Democracy and Citizenship Education, Service Learning, Active Citizenship, Consumer Ethics, and Businessedit
ABSTRACT
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This is the third part of a five‐part series, based on research done on live sessions in which management teachers and trainers were interacting with groups of learners.
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This paper analyzes moral foundations and organizational learning approaches in three small and medium‐sized enterprises (SMEs) and one multinational corporation (MNC), which have embraced business models or major projects that enact the... more
This paper analyzes moral foundations and organizational learning approaches in three small and medium‐sized enterprises (SMEs) and one multinational corporation (MNC), which have embraced business models or major projects that enact the strategy of creating shared value (CSV). In the four focal firms, all of which are based in Asia, we found that their adoption of CSV has been driven by moral principles and has entailed substantial organizational learning processes. Our case analyses illustrate a dynamic and mutually sustaining relationship within the four focal firms between organizational learning processes and shared value creation, supported by moral foundations. The four focal firms embraced CSV as a moral philosophy to improve their respective societal conditions, and we found no signs of greenwashing, branding, and organizational façades in their adoption of CSV practices.
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Abstract This paper examines the home-based creating shared value (CSV) projects of two multinational corporations (MNCs), and three small and medium-sized enterprises (SMEs). One CSV project was examined in each firm. Based on... more
Abstract This paper examines the home-based creating shared value (CSV) projects of two multinational corporations (MNCs), and three small and medium-sized enterprises (SMEs). One CSV project was examined in each firm. Based on qualitative case studies, we developed two bricolage-based models to represent different motives, different processes of resource acquisition, and different processes of resource utilization when implementing CSV. For the MNCs, both based in Hong Kong, institutional advocacy and recognition provided encouragement to engage in CSV. Internal resource slack underpinned their ability to implement their respective CSV projects by repurposing internal resources or infusing them with purpose. By contrast, the SMEs, two from Pakistan and one from Hong Kong, found it necessary to adopt collective bricolage for their respective CSV projects, involving repurposing external human resources while drawing on donations or grants and enlisting the collaboration of benevolent external experts or giants. Interviewees indicated that all the focal CSV projects were distinguishable from corporate social responsibility (CSR) projects, in that the former (but not the latter) were designed to create economic revenue for the respective focal firms, while concurrently generating social/environmental benefits. Most of the CSV projects were reported to have created significant economic value for external beneficiaries.
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Reviews the book Memory as a Moral Decision, by Steven P. Feldman
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The full-time service-learning summer practicum programme organized by Lingnan University aims to provide internship experiences that empower undergraduates to practice service leadership in community organizations. We report on a... more
The full-time service-learning summer practicum programme organized by Lingnan University aims to provide internship experiences that empower undergraduates to practice service leadership in community organizations. We report on a qualitative evaluation study that identified three success factors, namely, task significance and challengingness, coeducator presence and supportiveness, and students’ disposition for socially agentic self-initiation. The study broke these factors down into a number of sub-factors. We discuss the practical implications for service leadership development for undergraduates
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PurposeThis study investigates how, in the context of organizational change initiatives, the adoption of empowering leadership can foster positive social exchange relationships between leaders and subordinates, in turn, neutralizing... more
PurposeThis study investigates how, in the context of organizational change initiatives, the adoption of empowering leadership can foster positive social exchange relationships between leaders and subordinates, in turn, neutralizing cynicism about organizational change (CAOC) and allowing follower championing behavior (FCB) to emerge.Design/methodology/approachThe authors analyzed data from 908 faculty members from 11 top-rated public universities in Indonesia. The data used in this research are multisource, so the data processing steps are rwg and ICC tests, data quality testing, and hypothesis testing.FindingsThe authors found that CAOC among these members had a negative effect on their FCB, but this negative effect was buffered by the presence of empowering leadership.Research limitations/implicationsThe authors' research captures perceptions at one point in time. Future research could adopt a longitudinal approach to simulate empowering leadership stimuli and investigate the impacts of FCB.Practical implicationsThis study contributes to Indonesian business management, which exhibits a culture of high power distance. The findings suggest that managers should improve managers' interpersonal communication with subordinates and consider managers' feelings toward change in the organization so that managers' subordinates will provide feedback in the form of decreasing cynicism and will exhibit FCB.Originality/valueThis study contributes to the understanding of why CAOC may not be expressed explicitly in Asian countries due to Asian collectivist and high power-distance values that discourage subordinates from voicing their disagreement with change initiatives.
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This is the fourth part of a five‐part series, based on research done on 17 live sessions in which management teachers and trainers were interacting with groups of learners. Parts 3, 4 and 5 are all concerned with “facilitating behaviour”... more
This is the fourth part of a five‐part series, based on research done on 17 live sessions in which management teachers and trainers were interacting with groups of learners. Parts 3, 4 and 5 are all concerned with “facilitating behaviour” (defined more fully in Part 3). This behaviour was identified within episodes which occurred during longer sessions. These episodes were “productive” since they were directly associated with learning reported by learners. There were, of course, many other unproductive episodes where no learning was reported.
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The first paper in this series explored the effects of the tor‐learner relationship on learners' feelings, learning and interest during management learning events.
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Tacit knowledge plays an important role in task performance but is difficult to share. We analysed whether tacit knowledge was being shared through collective learning routines at two sites where employees were undertaking... more
Tacit knowledge plays an important role in task performance but is difficult to share. We analysed whether tacit knowledge was being shared through collective learning routines at two sites where employees were undertaking knowledge-intensive work. Employees at the first site were performing procedure-governed tasks, and while their tasks were similar, they were expected to work independently, which restricted access to one another’s tacit knowledge. This restriction was compounded by the management’s policy that collective learning routines should exclusively utilize a technology-based knowledge sharing platform. By contrast, employees at the second site were working interdependently to develop original solutions to common problems and could share tacit knowledge naturally as they engaged in face-to-face collective learning routines. From our analysis of differences between collective learning routines at the two sites, we derive practical implications for facilitating the sharing of tacit knowledge at sites where employees are independently performing similar procedure-driven tasks.
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This research study aims to validate the typology of process variables salient in service-learning projects proposed by Snell and Lau (2023) with empirical evidence. The study employed a qualitative approach by interviewing partner... more
This research study aims to validate the typology of process variables salient in service-learning projects proposed by Snell and Lau (2023) with empirical evidence. The study employed a qualitative approach by interviewing partner organization representatives (PORs) from 11 local and two international community partner organizations (CPOs), which had a history of collaboration in various service-learning projects with four universities based in Hong Kong. Our analysis identified five key factors that were perceived to be conducive to the success of service-learning projects. These positive factors were: student ownership and initiative, positive roles for PORs and their staff; an established collaborative relationship between the CPO and university; university unit-provided support and preparation for students; and instructor commitment. These factors confirmed several variables in the Snell and Lau (2023) typology, and relationships among these factors were identified. Intervie...