Technology acceptance and COVID-19: a perspective for emerging opportunities from crisis

Ingredients for leadership development include strategic intent, sensibility, knowledge, analytic acuity, and the confidence to make tough calls. Emergencies highlight the importance of technical progress and the opportunity to enhance design and productivity. Significant technological and organisational barriers hinder acceptance of these technologies;hence it is necessary to employ strategy. Research should be at the system's heart through planned and unplanned transitions. The vision of building and maintaining business resilience and organising swift changes includes using perceptual methods. With this view, leaders can make deliberate decisions. It also tends to disrupt traditional approaches to dexterity. At the same time, strategic flexibility necessitates an evident connection between the business and the institution's mission. A leader's positive strategic intent is core that better enables investment in crisis response competencies. It includes timely use of knowledge management, organisational learning frameworks, business strategy, and system agility. Many nations in the developing world have simultaneously experienced the rise of digitisation and the spread of the covid-19 epidemic. Thus, academics should focus on the difficulties and prospects associated with people, groups, and management.

EMPLOYEE ATTITUDE TO ORGANISATIONAL CHANGE IN SMALL AND MEDIUM-SIZED ENTERPRISES

The crisis caused by the coronavirus pandemic affects the daily operation of organisations, which also brings changes in the life of their workforce. Managing organisational change has been a significant challenge for organisations for several decades. The aim of the research is to assess the behaviour of affected employees toward organisational change. It is examined how different groups of employee's experience change in general and what they think about organisational change. Furthermore, it is explored whether employees understand the motivation behind the change and how does the change impact their organisation. To answer the research questions, a comprehensive questionnaire survey of small and medium-sized enterprises in Hungary was conducted in autumn 2021. The suitability of the application of factor analysis evaluating the dependence of selected areas of the questionnaire was supported by Barlett test a Cronbach's alfa coefficient. For individual hypotheses two-sample t-test, contingency table analysis, and Pearson's Chi-squared test, were applied. The evaluation of the 215 questionnaires shows that the behaviour of employees toward organisational changes is different. The difference in attitudes to the benefit of organizational change for employees were identified, but not for enterprise. Furthermore, the difference in attitudes between employees who have undergone organizational change in the enterprise and those who have not undergone organizational change, were identified too. It is interesting that contingency between the extent to which managers play a role in change and the well-executed nature of change were detected. The practical usage of the research can be helpful for SME management, especially in the HR field. The management can consider that employees may be afraid of the changes if they are ahead of them, but if the change is handled well, people will think positively of it. © 2023, Technical University of Liberec. All rights reserved.

The Organisational Psychology of Ethical Military Leadership During Times of Crisis: Lessons from the COVID-19 Pandemic

This article sheds light on the positive impact of ethical leaders on their subordinates' behaviours during times of crisis. The article focuses on the turbulent and abrupt changes taking place in military external operating environments which could negatively affect military personnel's mental health and psychological wellbeing. Pandemics and humanitarian crises are an example of such external environmental turbulences. These environmental turbulences are explored from an organisational perspective, under which they are viewed as a form of organisational change associated with a psychological uncertainty that has a negative impact on individuals. This uncertainty must be treated wisely by military leaders in all sectors of the armed forces in order to manage resistance to change and to prevent the negative psychological consequences that could be generated by such uncertainty. This article thus analyses ethical military leadership as a means to addressing the negative psychological consequences caused by change uncertainty in difficult times. It explores the terms change, change uncertainty, and ethical leadership. Various recommendations are made in the discussion section to facilitate the organisational process of implementing ethical leadership across all organisational levels of the armed forces. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The Organisational Psychology of Ethical Military Leadership during Times of Crisis: Lessons from the COVID-19 Pandemic

This article sheds light on the positive impact of ethical leaders on their subordinates' behaviours during times of crisis. The article focuses on the turbulent and abrupt changes taking place in military external operating environments which could negatively affect military personnel's mental health and psychological wellbeing. Pandemics and humanitarian crises are an example of such external environmental turbulences. These environmental turbulences are explored from an organisational perspective, under which they are viewed as a form of organisational change associated with a psychological uncertainty that has a negative impact on individuals. This uncertainty must be treated wisely by military leaders in all sectors of the armed forces in order to manage resistance to change and to prevent the negative psychological consequences that could be generated by such uncertainty. This article thus analyses ethical military leadership as a means to addressing the negative psychological consequences caused by change uncertainty in difficult times. It explores the terms change, change uncertainty, and ethical leadership. Various recommendations are made in the discussion section to facilitate the organisational process of implementing ethical leadership across all organisational levels of the armed forces.

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notes What is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies. However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution. There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation. What this paper adds This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs). This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs. This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs. Implications for practice and/or policy Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs. Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs. The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. © 2022 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic

The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving 'scaling up' and 'scaling down' critical work practices. By 'scaling up' and 'scaling down', we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations.

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notes What is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies. However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution. There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation. What this paper adds This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs). This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs. This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs. Implications for practice and/or policy Universities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs. Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs. The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. What is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies. However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution. There is currently a high level of interest in how educational technologies can be implemented in the higher educa ion landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation. What this paper adds This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs). This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs. This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs. Implications for practice and/or policy Universities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs. Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs. The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. [ FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The impact of leadership on perceived work-related stress in healthcare facilities organisations

Purpose Employees in the private, public, and third sectors have experienced an increase in stress over the years. Amongst the sectors, people working in hospitals and other healthcare facilities were put under severe stress during the COVID-19 pandemic. Indeed, the World Health Organisation has clearly stated that defending people's mental health at this particular time of restless pandemic growth is an absolute necessity. The purpose of this article is to assess the perceived work-related stress (WRS) of healthcare workers (HCWs) as a result of the spread of COVID-19, as well as how a leadership role can help to reduce WRS. Design/methodology/approach Based on a multiple case study approach applied to two Italian health-care facilities, the questionnaire results were subjected to a regression analysis. Findings The results show an association in HCWs between the perception of supportive leadership and the perception of negative psychosocial risks whose exposure can lead to manifestation of WRS during COVID-19 pandemic. Originality/value The study addresses the role that the perception of supportive leadership can play in reducing exposure to occupational psychosocial risks in a sample of healthcare professionals.

Telework development before, during and after COVID-19, and its relevance for organizational change in the public sector

Interest in, and implementation of telework, mainly working from home using ICT, has dramatically expanded during the COVID-19 pandemic due to government enforced lockdowns. This paper points to both earlier and current research as well as empirical evidence that telework reflects, and can be seen as a surrogate for, organisational change. The public sector has often lagged other sectors in implementing telework, but during the pandemic it has been forced to adopt teleworking practices and the necessary organisational changes in order to continue delivering its basic services. By surveying telework research starting in the mid-1990s up to the present, the paper outlines both similarities and differences in the telework and research themes identified. It offers explanations for these, and also looks towards the post-COVID future and how telework, and work in general, is likely to develop, taking public sector organisational change as the reference point. The paper thus addresses the following research questions: i) what are the common themes in research on telework in public sector organisations before and during the COVID pandemic;ii) how do disruptions impact the way individuals work in public sector organisations;iii) how can telework be understood as a surrogate for organisational change in public sector organisations;and iv) what are the future research topics on telework in public sector organisations? © 2021 ACM.

Creating pre-conditions for change in clinical practice: the influence of interactions between multiple contexts and human agency.

PURPOSE: The purpose of this paper is to explore what happens when changes to clinical practice are proposed and introduced in healthcare organisations. The authors use the implementation of Treatment Escalation Plans to explore the dynamics shaping the translational journey of a complex intervention from research into the everyday context of real-world healthcare settings. DESIGN/METHODOLOGY/APPROACH: A qualitative instrumental collective case study design was used. Data were gathered using qualitative interviews (n = 36) and observations (n = 46) in three English acute hospital trusts. Normalisation process theory provided the theoretical lens and informed data collection and analysis. FINDINGS: While each organisation faced the same translational problem, there was variation between settings regarding adoption and implementation. Successful change was dependent on participants' ability to manage and shape contexts and the work this involved was reliant on individual capacity to create a new, receptive context for change. Managing contexts to facilitate the move from research into clinical practice was a complex interactive and iterative process. PRACTICAL IMPLICATIONS: The paper advocates a move away from contextual factors influencing change and adoption, to contextual patterns and processes that accommodate different elements of whole systems and the work required to manage and shape them. ORIGINALITY/VALUE: The paper addresses important and timely issues of change in healthcare, particularly for new regulatory and service-oriented processes and practices. Insights and explanations of variations in implementation are revealed which could contribute to conceptual generalisation of context and implementation.