Information and knowledge leadership

To evaluate the effectiveness of the Kansas Nurse Leader Residency (KNLR) programme in improving nurses' leadership knowledge and skills and its acceptability, feasibility and fidelity. The Future of Nursing Report (Institute of Medicine, 2011) calls for nurses to lead change and advance health. The 6-month KNLR programme was developed by the Kansas Action Coalition to support nurses' leadership development. Nurses (n=36) from four nursing specialties (acute care, long-term care, public health and school health) participated in the programme. The adapted Leader Knowledge and Skill Inventory was used to assess leadership knowledge and skills. Programme acceptability, feasibility and implementation fidelity also were evaluated. The programme completion rate was 67.7% (n=24). Programme completers had significantly improved self-assessed and mentor-assessed leadership knowledge and skills (p<.05). These post-programme gains were maintained 3months after programme completion. The KNLR programme effectively improved leadership knowledge and skills and was positively evaluated by participants. The implementation of the KNLR programme using a hybrid format of in-person sessions and online modules was feasible across four specialty areas in both rural and urban regions. The next steps include the development of an advanced programme. Residency programmes for new nurse leaders are critical for successful transition into management positions.

This study investigates the relationship between knowledge leadership and innovation from the perspective of employees, with knowledge sharing serving as a mediating factor. A total of 160 randomly selected employees completed the questionnaire. After validating the measures, the data were analyzed using structural equation modeling. The results indicate that the components of knowledge leadership —namely leadership skills, participation and trust, and knowledge integration and innovation—have a significant positive effect on the speed of innovation and knowledge sharing. Additionally, knowledge sharing plays a significant mediating role in the relationship between knowledge leadership and innovation speed. These findings suggest that managers and organizational leaders can accelerate innovation by fostering knowledge sharing through the development of leadership skills and targeted leadership training.

Despite burgeoning literature on knowledge transfer, relatively little is known about how strategic knowledge is created and exchanged and, specifically, the influence of leadership in stimulating and marshalling successful innovation. We frame this process as a dynamic capability that is primarily inter-organisational; it is also highly complex, hard to grasp and hard to imitate and calls for knowledge leadership, a qualitatively different kind of leadership from that which characterises more traditional industrial economies. This poses particular challenges for human resource (HR) specialists seeking to promote knowledge leadership across institutional and cultural boundaries. We report on preliminary findings from interviews with scientists working in a global particle physics experiment being conducted in the Large Hadron Collider at CERN (an abbreviation of the French version of European Organisation for Nuclear Research), Switzerland. Given that this collaboration (a global set of loosely coupled, non-hierarchical networks) is prototypical of many international knowledge-based enterprises, the findings will help to inform the HR requirements for successful knowledge leadership.

PurposeThis paper aims to set a leadership guidance program that can promote nurses’ knowledge of leadership and, at the same time, to enhance their leadership competencies and quality of work to promote their readiness for change in healthcare organizations.Design/methodology/approachA pre-experimental, one-group pretest-posttest design was utilized. Out of 90 invited to participate in this study, 61 nurses were accepted to participate.FindingsThe statistical analyses suggested several significant differences between pre- and in-service nurse managers about leadership competencies, quality of work and readiness for change. Yet, findings from the background characteristics were not found to be significant and had no effects on the perceived readiness for change.Research limitations/implicationsThe present study highlights the importance of leadership competencies and quality of work that healthcare policymakers identify for the success of organizational change efforts.Practical implicationsHealthcare policymakers, including directors of nursing, should focus on applications that increase leadership competencies and overall satisfaction of the nurse managers to support the changes in hospitals and supporting learning organization. Hence, they should establish policies that decrease the possible negative impact of planned change efforts.Originality/valueCompetent nurse managers enhance their readiness for change, which in turn helps nurses in constructive change processes. A leadership guidance program should be set for nurse managers. This study has important implications for hospital administrators and directors of nursing.

Railways are a esential mode of transportation that face high safety risks, particularly in daily operational and maintenance activities. The high incidence of workplace accidents in this sector is often attributed to low levels of safety behavior among workers. This study aims to analyze the influence of safety leadership and safety knowledge on safety attitude and safety citizenship behavior (SCB) within the work environment of PT KAI (Persero). It also explores the role of work engagement and risk perception as antecedents of safety leadership and safety knowledge. A total of 60 permanent employees participated in the study, and data were analyzed using Structural Equation Modeling (SEM) with SmartPLS software. The results show that work engagement has a significant influence on safety leadership, while risk perception significantly affects safety knowledge. Both safety leadership and safety knowledge significantly enhance safety attitude. Furthermore, safety knowledge and safety attitude have a significant impact on SCB. However, the direct effect of safety leadership on SCB is not significant and is fully mediated by safety attitude. Theoretically, these findings emphasize the critical role of safety attitude as a mediator in promoting voluntary safety behavior. Practically, management should enhance employee engagement by establishing active safety representatives in each work unit to foster a participatory and sustainable safety culture.

The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.

Young Nurse Leader Program: Inspiring the Next Generation for Formal Nursing Leadership Roles

PurposeAs the knowledge-based theory of the firm suggests, integrating leadership knowledge from non-family sources may be paramount in building competitive advantage, and leadership knowledge is an invaluable resource in building successful firms. In the volatile business environment, AI developments are among the key drivers of several thorough transformations, so the possible relationship between top management business talent and AI readiness has become essential. Our paper examines this link in the family business context, analyzing the possible mediation role of firm professionalization.Design/methodology/approachThe paper adopted a quantitative research approach. Data about Hungarian family firms were collected during March and April 2024. The authors used structural equation modeling, and results with and without controlling for a firm size and sector effect were compared. The final sample size contained 112 family firms.FindingsThe research findings suggest that the identified personal professionalization subdimensions have different mediation roles in the relationship between external knowledge integration in top management teams and AI readiness. Without including the control variables, the personal development and competence absorption subdimensions fully mediate this relationship, and the delegation subdimension does not have a significant mediation role. These two mediation effects become significantly weaker with the inclusion of firm size and sector control variables.Research limitations/implicationsThe results highlight the importance of competence absorption and development in family firms, especially when preparing for AI integration into business processes. In addition, the findings also emphasize that firm size may have a significant role in creating an AI-compatible business environment.Originality/valueThis paper aims to integrate the evolving field of firm professionalization with research on the effects of family involvement in corporate leadership. Professionalization dimensions are defined, and mediation roles of personal professionalization subdimensions are examined concerning the relationship between external knowledge integration in top management teams and AI readiness. The paper also highlights several new research directions that may enhance understanding the relationship between family leadership involvement and corporate outcomes.

This study aims to scrutinize and conduct a conceptual evaluation of the relationship between knowledge leadership and knowledge management; it was designed as a theoretical literature review and investigates the hypothesis that knowledge leaders undertake important roles in knowledge management processes. Knowledge-based organizational structures require leaders who manage and ensure the effectiveness of knowledge. Knowledge leaders encourage employees to participate in knowledge management processes, contribute to adopting knowledge management as part of organizational culture, and lead knowledge management activities by choosing proper infrastructure and technology. Schools are knowledge-intensive organizations which possess a large number of information areas that must be managed. The main actors who will manage these areas of knowledge are school principals. Therefore, selecting school principals is a process which requires more attention and diligence. In the process of selecting a school principal, whether it be in a written or verbal interview, teachers who possess broad knowledge of their fields and current legislation, who are eager to better themselves and continue reading extensively, and who are qualified in the fields of management science, psychology, and sociology must be considered as candidates.

Transformational Leadership Theory: What Every Leader Needs to Know

The ability of a school principal who has an entrepreneurial spirit in terms of innovation can greatly determine the success of the school he leads because within the school principal is able and able to respond to the needs or desires and expectations of the community as an educational service for their children. Therefore, if you want to be successful in leading a school, be a creative and innovative individual in terms of realizing the creative potential that you can have in the form of quality innovation. The process of implementing entrepreneurial management at SMK PGRI 2 Sidoarjo, goes according to predetermined programs. Among them in carrying out entrepreneurship, schools always prepare themselves with Entrepreneurial Planning at SMK PGRI 2 Sidoarjo is an activity to think in advance about things that must be done regarding students at school, both since students will enter school, while at school, and they will graduate from school. What is planned is the things that must be done with regard to the acceptance of students until the graduation of students. School policies identify activities that can be used to achieve the target or goal of student success. In terms of this research approach is qualitative research, in terms of this research, there are problems that can be raised are activities related to giving ideas or ideas in an entrepreneurial spirit carried out by the principal of SMK PGRI 2 Sidoarjo, the result is that the Principal of SMK PGRI 2 Sidoarjo As a knowledge leader always prioritizing the role of the principal as a knowledge leader is a step forward in directing changes in the school's organizational culture. Increasing Creativity is carried out through: a climate of mutual trust and shared commitment; honest and open communication; creative problem solving; and flexible school management processes

Enormous progress has been made in the field of rheumatology in the past several decades, historically led by publicly funded academic innovators but in more recent times with much greater involvement of the pharmaceutical industry. This shift in resources has created a complex new model for reinvestment in the medical community in which the vast majority of private funds are redirected towards influencing the prescription behaviour of practitioners through ‘key opinion leaders’, with the main purpose of enhancing and perpetuating profit rather than innovation and critical thinking, and often at the expense of partnerships with scientists (that is, basic and translational researchers) and academic collaborations. This new episteme brings multiple opportunities to rethink approaches to sustaining long-term critical research in the field, ultimately maximizing the return on investment: scientific knowledge for the benefit of patients and society. Central to such strategies should be the rebalancing of academia–industry partnerships towards academic research and the involvement of ‘innovation and knowledge leaders’, rather than mostly key opinion leaders.

Background: Clinical leadership plays a significant role for emphasizing the responsibility of charge nurses and contribute to developing and empowering their leadership capacity.Competent charge nurse need to be aware of the enablers, opportunities, strategic points and cultures of work environment they were operating.Objective: to study Efficacy of application of clinical leadership competencies program on charge nurses based on self-need assessment.Setting: Tanta Main University Hospital ICUs.Subjects: All (78) charge nurses working at studied ICUs.Tools: Three tools were used, Tool I: Self-assessment of charge nurse development need for clinical leadership skills and capabilities.Tool II: Knowledge assessment on clinical leadership competencies.Tool III: Clinical leadership competency level assessment.Results: Charge nurses 87.2% had high level of needs and importance regarding clinical leadership skills and capabilities development.Preprogram charge nurses 98.7%, 94.9% respectively showed poor level of knowledge and competency of clinical leadership, changed significantly at p< 0.001 post program to be 94.9%, 96.2% respectively.Conclusion: Charge nurses at Main University Hospital ICUs knowledge and competency of clinical leadership were at low level, they were lacking knowledge for developing clinical leadership and have great need for program about clinical leadership competencies to improve their leadership role.Immediately after application of successful clinical leadership competency program, they significantly improved their leadership knowledge and competency.Recommendation: Charge nurses should contribute to clinical leadership development by attendance of formal education programmes, case-conferences, workshops, distance learning, e-learning and self-directed learning.

This chapter addresses the question: ‘What are the knowledge and capabilities necessary for effective leadership across the whole public service system?’KeywordsService LeadershipLeadership DevelopmentLeadership ProgrammeLeadership TheoryLeadership Development ProgrammeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Interprofessional education is about two or more professions learning from, with, and about each other, for the aim of better working together in the future. The aim of this study is to evaluate the outcomes of an interprofessional course on management and leadership for medical and nursing pre-registration house officers. Thirty eight house officers were enrolled in the course on an elective basis. The course comprised three workshops in addition to a collaborative project. Evaluation of the outcomes of the course followed Hammick's four-level model for evaluation of interprofessional education. The participants completed course evaluation questionnaires in addition to a readiness questionnaire administered before and after the implementation of the course. Knowledge acquisition was measured by a paper and pencil test. Acquisition of skills in leadership and management was assessed by the evaluation of the projects. Changes in participants' behaviour towards interprofessional collaboration were evaluated by supervisors, nurses, and colleagues. The t-test was used to compare between the results of the pre-and post-tests for assessment of knowledge. It was also used to compare the readiness of the participants, as well as the multi-source feedback about their collaborative attitude before and after the course. Statistical significant improvement was observed in the participants' readiness for interprofessional education, their knowledge in leadership and management, their application of leadership and management skills, as well as their collaborative behaviour at the workplace. The study concluded that the interprofessional course improved the participants' readiness towards interprofessional education, as well as their knowledge, skills, attitudes, and behaviours.