Djikic is an associate professor of organizational behaviour and human resource management at the University of Toronto’s Rotman School of Management, where she also serves as executive director of the Self-Development Lab. Her work examines how adults can develop greater psychological flexibility, interpersonal awareness and capacity for change. These questions are particularly relevant to executive coaching, a discipline that uses structured conversations, behavioral feedback and reflective practices to help individuals alter patterns that affect their leadership and collaboration. Rather than treating professional performance as a fixed expression of personality, this approach considers identity and behavior as systems that can be examined, tested and gradually modified.

The Self-Development Lab provides feedback-based learning activities designed to strengthen the communicative, interactive and interpersonal abilities required in modern organizations. In high-value collaborative work, technical expertise alone is rarely sufficient. Employees and leaders must interpret ambiguous information, communicate across professional and cultural boundaries, regulate emotional responses and make decisions with incomplete data. The lab’s educational model focuses on these underlying capabilities, using feedback as a form of behavioral evidence. When learners compare their self-perceptions with observations from others, they can identify gaps between intention and impact—one of the central mechanisms through which coaching can produce meaningful development.

This process connects closely with research in personality psychology and adult development. Personality traits are often described as relatively stable patterns of thinking, feeling and behaving, but stability does not mean immutability. People can change the way they express traits when circumstances, goals and social roles change. A person who is naturally cautious, for example, may learn to communicate more decisively in situations requiring leadership, while someone who tends toward assertiveness may develop stronger listening and reflection skills. Effective development does not necessarily require replacing a person’s underlying temperament. Instead, it can involve expanding the range of behaviors available to them and improving their ability to select responses appropriate to different contexts.

Djikic’s work also addresses the concept of the possible self, the set of identities a person imagines they could become in the future. These mental representations can influence motivation because they connect present behavior with a meaningful direction. When individuals can envision a credible future version of themselves, they may be more willing to tolerate uncertainty, seek feedback and practice unfamiliar behaviors. However, imagined futures can also create pressure when they are unrealistic or disconnected from a person’s values. The developmental challenge is therefore not simply to pursue an idealized identity, but to construct a possible self that is psychologically meaningful, behaviorally attainable and supported by evidence from lived experience.

That framework is especially important in executive coaching, where clients may be asked to change deeply established habits while continuing to perform under intense pressure. Leadership behaviors are shaped by repeated reinforcement: a communication style that succeeds in one environment may become ineffective after promotion, organizational restructuring or international expansion. Coaching can help reveal these context-dependent patterns through interviews, observation, assessments and guided reflection. The resulting information is most useful when translated into specific experiments, such as changing how a leader conducts meetings, responds to disagreement or delegates responsibility. Outcomes can then be evaluated through subsequent feedback rather than relying only on subjective impressions.

At Rotman, Djikic teaches in executive education programs and serves as academic director of the Rotman Executive Coaching Certificate program. The program reflects the growing demand for coaches who understand both organizational systems and the scientific study of human behavior. Executive coaching operates at the intersection of psychology, management and education, requiring practitioners to distinguish between temporary performance problems, interpersonal conflicts, structural pressures and more enduring behavioral patterns. A scientifically informed coach must also recognize the limits of assessment tools and avoid presenting personality measures as definitive explanations of complex human conduct.

Djikic’s research has received international media attention, appearing in more than fifty outlets across fifteen countries, including The New York Times, Salon, Slate and Scientific American Mind. In 2024, she was named to the Thinkers50 Radar class, which identifies thirty emerging thinkers whose ideas may influence future management thought. Her first book, The Possible Self, was published by Berrett-Koehler Publishers and received the Gold Award in Psychology from the Independent Book Publishers Association in May 2025. The book extends her interest in how people use imagination, self-knowledge and behavioral change to navigate personal and professional development.

The Coaches50 recognition arrives as organizations increasingly seek methods for developing leaders who can work through uncertainty rather than merely apply established procedures. Rapid technological change, distributed teams and complex social expectations have made interpersonal judgment a measurable organizational capability, even when it is difficult to quantify. Djikic’s selection underscores the expanding role of psychological science in leadership development: not as a promise of instant transformation, but as a framework for understanding how feedback, identity, motivation and repeated practice can alter the way people function at work. Her research and teaching place adult development at the heart of that effort, presenting leadership growth as an evidence-based process of learning how to become more capable across changing environments.

Subject of Research: Adult development, personality psychology, executive coaching, leadership development and feedback-based interpersonal learning.

Web References: Thinkers50 Coaches50: https://thinkers50.com/coaches50/; Thinkers50 announcement: https://thinkers50.com/blog/thinkers50-announces-new-coaches50/; Rotman Executive Coaching Certificate: https://www.rotman.utoronto.ca/programs/professional-development-programs/executive-programs/programs-for-individuals/executive-coaching-certificate/; The Possible Self: https://www.majadjikic.com/book; Rotman Insights Hub: http://www.rotman.utoronto.ca/insightshub

References: University of Toronto Rotman School of Management; Thinkers50; Coaching.com; Maja Djikic, The Possible Self, Berrett-Koehler Publishers.

Image Credits: Maja Djikic.

Keywords: Maja Djikic, University of Toronto, Rotman School of Management, Thinkers50, Coaches50, executive coaching, personality psychology, adult development, leadership development, organizational behaviour, human resource management, self-development, behavioral feedback, possible self.

In workplaces globally, instances of knowledge theft manifest themselves in ways that are often subtle yet impactful. It could be as innocuous as one colleague reiterating another’s idea in a meeting context without acknowledgment, or as grave as outright plagiarism of a teammate’s project. Such occurrences, while seemingly trivial, create ripples that can eventually disrupt the flow of innovation and collaboration that organizations rely on for growth. Professor Zweig’s observations stem from firsthand experiences that he witnessed during his academic career, where simple exchanges morphed into a battleground for intellectual ownership and recognition.

The research conducted by Professor Zweig and his colleagues surveyed over 1,500 workers across various industries in the United States, the United Kingdom, and Canada, promising to shed light on the scope of knowledge theft. Findings revealed that an astonishing 91% of participants had either perpetrated knowledge theft, fallen victim to it, or witnessed it in action, painting a bleak picture of workplace interactions. This high incidence rate indicates that knowledge theft is not merely an isolated occurrence but a widespread behavior that can derail organizational harmony and trust.

The ramifications for victims of such behavior are significant. Individuals who experience knowledge theft often adopt protective stances toward their work. They may withdraw from sharing ideas and collaborating openly, fostering a culture of secrecy rather than one of collective effort. This protective behavior not only limits personal growth but also stifles organizational innovation. As these individuals seek to guard their contributions, they inadvertently create barriers to knowledge sharing, which is vital for a thriving organizational ecosystem.

Moreover, the psychological impact of knowledge theft can lead to a pervasive sense of cynicism among employees. When individuals are repeatedly denied recognition for their contributions, it engenders feelings of resentment and disengagement. Victims may feel compelled to retaliate against those who unfairly take credit for their work, which can manifest in various forms of workplace deviance such as negative speech towards colleagues or a reduction in collaborative efforts. The cycle perpetuates as these individuals carry their struggles into new jobs, where trust issues and defensive behaviors continue to plague them.

This concept of knowledge theft, while gaining traction in academic discussions, remains largely underexplored in organizational literature. Prof. Zweig’s research plays a pivotal role in elevating awareness about this issue, urging the necessity for intervention and change within organizations. He stresses that leaders must recognize and openly address knowledge theft as a problematic behavior that can only be solved through proactive measures and commitment to organizational ethics.

In practice, addressing knowledge theft requires a cultural shift within organizations. Recognizing and rewarding team accomplishments rather than individual contributions can alleviate pressures to claim sole credit for ideas and innovations. When organizations adopt a team-oriented approach to accomplishments, employees are more likely to share information freely, bolstering the collective knowledge pool that organizations thrive upon. Moreover, fostering an atmosphere where employees are encouraged to share their ideas without fear of theft can cultivate creativity and collaborative problem-solving.

Prof. Zweig aims to continue his exploration of knowledge theft and its broader impacts on organizational behavior through forthcoming publications, including a book that promises to delve deeper into the psychological and organizational dynamics at play. His endeavors highlight the critical nature of addressing knowledge theft as a growing concern in contemporary workplaces, linking it closely to not only organizational productivity but also employee satisfaction and well-being.

As organizations increasingly navigate challenges in a rapidly evolving marketplace, understanding the significance of knowledge as a core resource underscores the necessity to cultivate environments that encourage openness rather than defensiveness. By shining a light on knowledge theft, Prof. Zweig’s work advocates for a more transparent and supportive workplace culture, where every contribution is acknowledged and celebrated.

The findings and discussions emerging from this research have crucial implications not just for academic circles, but for practitioners and organizational leaders who are tasked with crafting forward-thinking company policies. Intervening against knowledge theft could be pivotal to enhancing workplace dynamics and ensuring organizational longevity in a competitive landscape.

The issue at hand isn’t just a matter of ethical behavior, but instead a critical component of effective knowledge management. Organizations that adopt serious measures to combat knowledge theft are more likely to foster an atmosphere where innovation flourishes and people feel valued for their contributions. Thus, it’s imperative to cultivate a culture that prioritizes recognition, transparency, and the ethical sharing of knowledge.

As we delve deeper into understanding workplace dynamics, it becomes clear that addressing the multifaceted aspects of knowledge theft can transform not only individual relationships but also the organizational structure itself. The challenge remains for leaders and employees alike to champion a cultural evolution that regards knowledge sharing as a fundamental pillar of success.

Subject of Research: People
Article Title: It’s mine but you took it: knowledge theft as a barrier to organizational knowledge management efforts
News Publication Date: April 9, 2025
Web References: 10.1108/jkm-07-2023-0653
References: Journal of Knowledge Management
Image Credits: Credit: University of Toronto
Keywords: Knowledge theft, Organizational behaviour, Knowledge sharing, Workplace dynamics, Employee engagement.