Most nurse leadership studies have concentrated on a classical, heroic, and hierarchical view of leadership. However, critical leadership studies have argued the need for more insight into leadership in daily nursing practices. Nurses must align their professional standards and opinions on quality of care with those of other professionals, management, and patients. They want to achieve better outcomes for their patients but also feel disciplined and controlled. To deal with this, nurses challenge the status quo by showing rebel nurse leadership. In this paper, we describe 47 nurses’ experiences with rebel nurse leadership from a leadership-as-practice perspective. In eight focus groups, nurses from two hospitals and one long-term care organization shared their experiences of rebel nurse leadership practices. They illustrated the differences between “bad” and “good” rebels. Knowledge, work experience, and patient-driven motivation were considered necessary for “good” rebel leadership. The participants also explained that continuous social influencing is important while exploring and challenging the boundaries set by colleagues and management. Credibility, trust, autonomy, freedom, and preserving relationships determined whether rebel nurses acted visibly or invisibly. Ultimately, this study refines the concept of rebel nurse leadership, gives a better understanding of how this occurs in nursing practice, and give insights into the challenges faced when studying nursing leadership practices.
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Nursing Leadership is an important competence to develop in order to provide quality of care and prevent attrition of nurses. This research program looked into the perceptions and experiences of nurses on practising leadership. Next to that supporting the development of nursing leadership was addressed. The program has a mixed-method, action research design in which 75 in-depth interviews and 24 focus group interviews and quantitative data of 435 nurses form the backbone. According to hospital nurses, nursing leadership is related to proactiveness and voicing expertise in order to deliver good nursing care. Nevertheless, they do not feel fully competent and knowledge deficits were detected on aspects of the bachelor nursing profile, such as evidence based practice. Working-culture factors can either inhibit or encourage nursing leadership. The further awareness of unconsciously using expertise and knowledge deficits as well as team development towards a continuous safe learning environment are necessary steps for the enhancement of nursing leadership. A Nursing Leadership model was developed in which generic personal leadership competencies combined with expertise of the nurses' level of education and degrees form the essence of shared leadership in teams focussed on the realisation of good nursing care.
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Nursing Leadership is an important competence to develop for providing quality of care and preventing attrition of nurses. This study looked into the perceptions and experiences of nurses on practising leadership related to performing bachelor nursing competencies. Next to that awareness of the development of nursing leadership was addressed.
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting.
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Deze publicatie gaat over het leiderschap van leraren, internationaal aangeduid als ‘teacher leadership’. Leraren kunnen veel verschillende vormen van leiderschap uitoefenen. Persoonlijk leiderschap heeft bijvoorbeeldbetrekking op de mate waarin leraren regie over hun eigen werk en eigen ontwikkeling voeren. Pedagogisch leiderschap is de wijze waarop leraren in hun klas leiderschap richting hun leerlingen tonen en invloed uitoefenen op de leerprocessen van leerlingen. In voorliggende publicatie bedoelen we met ‘leiderschap van leraren’ of ‘teacher leadership’ de invloed die leraren uitoefenen op zaken die hun eigen klas of hun eigen vak overstijgen. Met dat leiderschap beïnvloeden ze collega’s, leidinggevenden en anderen binnen de school. Die invloed kan betrekking hebben op het curriculum, het handelen van collega’s, het pedagogisch klimaat binnen de school, het beleid en de organisatie vanzaken binnen en buiten de school, etc. Dat kan door ideeën te opperen, te ontwikkelen, te ondersteunen, te adviseren, te inspireren, rolmodel te zijn en nog op tal van andere manieren.In Nederland wordt in toenemende mate verwacht dat leraren de verantwoordelijkheid en leiding krijgen en nemen ten aanzien van cruciale aspecten van het onderwijs binnen scholen. Leraren moeten dan wel de mogelijkheden hebben om deze rol op zich te kunnen nemen (NRO, 2017). Dit was aanleiding voor het Nationaal Regieorgaan Onderwijsonderzoek om opdracht te geven tot het schrijven van een overzichtsartikel rond de vraag:Op welke manier(en) kan bereikt worden dat leraren een leidende rol kunnen spelen in individuele scholen (in alle onderwijssectoren), in samenwerkingsverbanden tussen scholen en op landelijk niveau?Voor het beantwoorden van deze vraag zijn we uitgegaan van vier deelvragen:1. Waarom is er in toenemende mate aandacht voor teacher leadership?2. Wat is teacher leadership precies?3. Wat is er uit onderzoek bekend over de effecten van en condities voor teacherleadership?4. Welke vormen van teacher leadership zijn er in de Nederlandse context reedszichtbaar?Op basis hiervan beantwoorden we de hoofdvraag:Hoe kan het leiderschap van leraren in scholen versterkt worden?Voor het beantwoorden van deze vijf vragen hebben we geput uit nationale en internationale praktijk- en beleidspublicaties, gebruik gemaakt van diverse overzichtsstudies en een systematische analyse gedaan van 44 onderzoekspublicaties over teacher leadership die tussen 2014 en 2017 zijn verschenen.
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Many students graduating in higher education will achieve a managerial or professional position, with leadership qualities being highly important. The need to reflect on leadership as an important developmental goal in higher education is highlighted by pointing out that many curricula, especially in the managerial, organisational and economic domain, include specific courses on leadership. It seems that some of our thinking on leadership needs revision. According to Kellerman, leaders’ ability to connect to followers is paramount to gain and remain in power. Dutch management scholar Manfred Kets de Vries (2004) underlines that the main responsibility of a leader is to envision and inspire. In this chapter we will examine the role of personality and personal values in the ability of informal leaders to inspire other team members. In the first section we will elaborate on transformational leadership and shared leadership. In the next, we will link these forms of leadership to personality and personal values. In the third section the findings of our empirical study will be discussed. We conclude with the implications of our study for leadership practice and the scholarly field of leadership. From an educational point of view our findings are important. The results shed additional light on the importance of personality traits on leadership, and informal leadership in particular. As leadership is an important phenomenon in society and working life, (under)graduates can be assisted in understanding and developing it. But in the context of this book it should be highlighted that transformational leadership is highly relevant in knowledge innovation (García-Morales et al., 2012), which is a core issue in higher education. Consequently, inspiring others is relevant, because group work is commonly used in higher education. Understanding group dynamics within student teams, informal leadership specifically, can help lecturers to explain and discuss effective and ineffective group work. In our opinion, the results of this study offer interesting evidence-based insights to reflect on and develop those personal characteristics that can be important for informal leadership effectiveness.
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In de eerste Service Leadership Course van The Customer Connection die in 2009 voor plaatsvond, stond de vraag centraal hoe een organisatie een duurzame en betekenisvolle verbinding met haar klanten tot stand kan brengen. De deelnemers aan de leergang zijn met hun docenten op zoek gegaan naar een antwoord op deze vraag. Met iedere keer een andere docent als inleider werd de centrale vraag vanuit verschillende invalshoeken belicht. Voor de deelnemers was de opdracht om de aangereikte wetenschappelijke inzichten te vertalen naar een eigen organisatievraagstuk en een persoonlijke leerdoelstelling. De zoektocht resulteerde in een aantal verrassende nieuwe inzichten over hoe organisaties functioneren en hoe de eigen klantenkring het best bediend kan worden.Aan het eind van de leergang is de deelnemers gevraagd hun ervaringen en inzichten te verwerken in een essay over een zelfgekozen thema. Dit boek is een bundeling van deze essays en biedt een uitermate rijk en gevarieerd palet aan ervaringen en nieuwe inzichten over onderwerpen waar alle bedrijven de komende jaren mee te maken krijgen. En die een antwoord geven op de grootste uitdaging voor de komende decennia: hoe kun je de beste dienstverlener in de markt worden.
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International Womans day in Katowice, presentation about Sustainable risk leadership
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This study assesses the evolutionary leadership theory and the natural leadership instrument of Van Vugt and Ahuja (2011) in the context of youth elite football. The Evolutionary Leadership Theory is a comprehensive new way of looking at leadership that suggests environmental pressures influence the choice of who becomes the leader. The results revealed that the concept of natural leadership, as measured using the six natural leaders questionnaire, cannot be applied to the context of youth football. The preliminary data showed that natural leadership in youth sport requires a more basic framework of leadership consisting of communication, resources and focus on competition.
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This research is part of a comprehensive PhD research project that focuses on the existence and development of leadership in sport management practices. The underpinning factors that are associated with successfully leading top teams in sport are often used as an example in regard to being successful in non sport business (Westerbeek & Smith, 2005). This paper aims to identify what are specific qualities of leadership as exhibited by sport team captains making use of leadership profiles derived from the evolutionary theory by Van Vugt and Ahuja (2011). The following research question was designed for this research: What kind of leadership characteristics do sport team captains show in the age group of fifteen years and older?
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