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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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. https://www.scienceguide.nl/2021/06/leren-van-docentteams-vraagt-om-gezamenlijk-leiderschap/
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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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PurposeThe purpose of this paper is to investigate coaches' views on developing leadership and shared leadership capacity in particular in competitive youth football.Design/methodology/approachThis qualitative examination focusses on the leadership philosophy of ten male coaches at the sub-elite competitive level in youth football in The Netherlands and applies the theory of shared leadership to examine coaches' views on developing leadership capacity.FindingsOnly few coaches have a clear philosophy on the development of leadership in general and/or shared leadership in particular. Most coaches do not have a distinct view on how to involve players in the team processes. Shared leadership development in youth teams occurs occasionally but can be implemented more intentionally.Research limitations/implicationsAlthough this study lacks generalizability, coaches' views are required in understanding how shared leadership is to be developed in youth sport.Practical implicationsFor implementing shared leadership in football purposefully, a clear view on the development of youth is required, whereas coaches need to be taught, how to involve the individual players in team processes such as decision-making. In addition, leadership development in sport may have the potential of transfer of skills to other domains.Social implicationsLearning shared leadership at a young age by athletes can have a positive influence on relationships in teams on micro-level and might have an impact on meso-level within a football club because of its social constructionist approach.Originality/valueThis study is one of the first to apply shared leadership at the micro-level of competitive youth football making use of football coaches' view.
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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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Leadership development concerns a complex subject because it pertains an extensive number of combinations of features of people, purposes and contexts. Much research has been conducted on the development of adult leaders, but little is known about youth sharing the leadership in the context of playing sport, while the ability to choose the right leader is crucial for being successful. Youth leadership development should not only focus on building the capacity of individuals but emphasise the collective, a shared leadership approach, taken the relational network of influence into account. A 5 P’s framework (precondition, person, process, position and purpose) is used to analyse the shared leadership capacity in elite youth team sport. Shared leadership development requires a combined leadership approach whereas youth teams in sport can choose between an individual, distributed or shared leadership approach at which leader - and follower identities are claimed and granted to achieve common purposes.
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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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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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Shared leadership is described as the dynamic process of distributing leadership influence across multiple team members. It is viewed as an effective form of management to deal with increased complexity in youth team sport. However, literature on youth leadership development and reliable and valid measures to assess shared leadership in youth sport is still lacking. This paper seeks to make a contribution to the youth leadership literature by developing an instrument to measure shared leadership among young football players. A total of 746 U17 players from 62 different youth football teams in two samples in The Netherlands were surveyed. The Youth Athlete Shared Leadership (YASL) in football instrument comprises three factors: ‘steering’, ‘coaching’ and ‘intervening’. This research contributes to the common understanding of youth leadership development in general and youth team leadership in particular. The practical contribution is a tool for coaches to develop shared leadership behavior in youth football.
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Objective: To construct the underlying value structure of shared decision making (SDM) models. Method: We included previously identified SDM models (n = 40) and 15 additional ones. Using a thematic analysis, we coded the data using Schwartz’s value theory to define values in SDM and to investigate value relations. Results: We identified and defined eight values and developed three themes based on their relations: shared control, a safe and supportive environment, and decisions tailored to patients. We constructed a value structure based on the value relations and themes: the interplay of healthcare professionals’ (HCPs) and patients’ skills [Achievement], support for a patient [Benevolence], and a good relationship between HCP and patient [Security] all facilitate patients’ autonomy [Self-Direction]. These values enable a more balanced relationship between HCP and patient and tailored decision making [Universalism]. Conclusion: SDM can be realized by an interplay of values. The values Benevolence and Security deserve more explicit attention, and may especially increase vulnerable patients’ Self-Direction. Practice implications: This value structure enables a comparison of values underlying SDM with those of specific populations, facilitating the incorporation of patients’ values into treatment decision making. It may also inform the development of SDM measures, interventions, education programs, and HCPs when practicing.
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