Suchergebnisse

"Zielsetzung des Beitrags ist eine zusammenfassende Darstellung und Analyse empirischer Studien zu den Wirkungen von Umweltmanagementsystemen (UMS). Betrachtet werden ökonomische Wirkungen, ökologische Wirkungen und ökologische Lernprozesse in Unternehmen. Fünf zentrale Studien werden dargestellt und die Ergebnisse mit den Erkenntnissen weiterer Studien vergleichend analysiert und kommentiert. Dabei zeigt sich, dass die kurzfristigen ökonomischen und ökologischen Wirkungen von UMS in den Studien überwiegend positiv beurteilt werden. Aussagen über längerfristige Wirkungen von UMS und ihren Einfluss auf ökologische Lernprozesse finden sich dagegen nur in Ansätzen. Der Stand des Wissens wird zusammenfassend kommentiert und der weitere Forschungsbedarf aufgezeigt." (Autorenreferat)

AbstractThis article builds on the competency assessment of responsible leadership (CARL) developed by Muff et al. (Corporate Social Responsibility and Environmental Management Journal, 2020, 27, 2254–2274) and assesses the data collected from a sample of 9'566 participants across 122 countries in the timeframe. The analysis reveals interesting, sometimes counter‐intuitive, insights that advance current thinking on the topic of responsible leadership (RL). As such "self‐awareness" emerges as the central element in RL. There is evidence suggesting that higher education leads to a better RL performance. Interestingly, the study highlights that participants in the African region outperform other participants. In addition, a sustainability affinity does not lead to a higher RL score, and CEOs from sustainability‐conscious organizations do not perform better than their demographic peers. The data suggests that executives do not increase their RL performance after a leadership development course, while undergraduate students do. The paper explores some answers while acknowledging that more research is needed to understand how these insights inform leadership education.

AbstractIn the era of the sustainable development goals (SDGs) and calls for climate action, business is challenged to respond more effectively to societal and environmental challenges. Collaboration with stakeholders requires an ability for broader collaboration competencies. These form a part of an established literature on responsible leadership (RL) competencies. Human resources managers, consultants and educators in charge of developing such competencies demand clarity on the definition and a practical measurement tool for RL. This paper addresses both by proposing a RL definition and a RL competency model, that has been operationalized into a free online tool for individuals and groups. This free Competency Assessment for Responsible Leadership (CARL) tool is used to assess stakeholder engagement, individual and group leadership development, and internal sustainable development transformation work. The CARL online tool serves to systematically analyze and develop RL competencies, both in business and educational practices, and helps advance the RL theory based on insights from practice.