We need nurse consultants for their voice and leadership

SITUATIONAL AND INTERACTIONIST LEADERSHIP THEORIES

This study attempts to explain how leadership behavior can advance follower organizational citizenship behavior (OCB). Several hypotheses were developed and tested, aiming to examine the potential mediators and moderators that could explain and influence the link between leadership behavior and OCB. This study was conducted among 711 full-time employees working in the top 45 high-performing companies listed on the Indonesian Stock Exchange (IDX). Of the various theories of leadership, transformational leadership and servant leadership were this study’s interest. Therefore two conceptual models (i.e., the Transformational Leadership-OCB Model and Servant Leadership-OCB Model) were examined to investigate the relationship. One hundred and twenty-three leader-follower dyads participated in the surveys. In the first model, the relationship between transformational leadership and OCB mediated by paternalism was examined. In addition, in-group and institutional collectivism orientations were hypothesized to moderate the relationship between transformational leadership and paternalism. Results suggested that transformational leadership influenced OCB through paternalism, and that collectivism orientations moderated the link between transformational leadership and paternalism. The second model hypothesized and examined the relationship between servant leadership and OCB directed toward the individual (OCBI) and the organization (OCBO) as mediated by climate regarding ethics, and moderated by cultural orientations. Results of tested structural models suggested that climate regarding ethics mediated the influence that servant leaders have on followers’ OCBI and OCBO. This study also revealed that the effects of servant leadership on OCBI and OCBO were moderated by power distance orientation. Additional contextual data and descriptive analyses were also presented. In-depth interviews with fifteen executives revealed expected behavior of highly effective leaders. Inspirational, visionary, performance orientation, people orientation, role modeling, and personal integrity were key features of effective leadership in the context of Indonesia. In addition, drawing on sample of 450 full-time subordinates who participated in the self-reported surveys, data implied that (a) transformational and servant leadership might be generalizable to the context, and (b) variations on cultural orientations existed among surveyed organizations. In summary, this study addressed the gaps in the leadership and OCB literatures by revealing additional mediational mechanisms that would link transformational leadership and OCB as well as servant leadership and OCB. This study has joined earlier studies in recognizing that the relationship between leadership behavior and follower OCB could be indirect. It also has advanced the examination of transformational leadership and servant leadership theories to broader contexts, as recommended by the literature. The theoretical and managerial implications of the study findings for research on leadership and OCB domain, and future research directions are discussed in the general discussion chapter.

Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants' perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity.;Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther's reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.

Safety is a major concern in the oil and gas industry due to accidents with the potential for catastrophic consequences. One of these was the Piper Alpha drilling platform disaster in 1988, which resulted in the loss of the Piper Alpha platform and the subsequently 167 lives; the worst disaster in the oil and gas industry. To foster a proactive approach in the prevention of workplace injuries, organisations have turned towards key predictors of safety, such as leadership. However, simply practising leadership behaviours is not enough to improve safety, especially in safety-critical organisations. An inability to move beyond the formal control inherent in traditional bureaucratic mindsets limits the applicability of mainstream leadership theories for safety-critical organisations. To address this challenge, this research study adopts a different paradigm for leadership, one which frames leadership as a complex interactive dynamic from which adaptive outcomes emerge as complexity science. Hence, the aim of this research study was to investigate the direct relationship between leadership behaviours and safety outcomes, and the mediating effect of complexity science principles. To accomplish this, a conceptual model was developed using theoretical foundation built from the literature review. The model comprises three main components: 1) leadership behaviours, 2) five complexity science principles (connectivity, interdependence, feedback, exploration-of-the-space-of-possibilities and co-evolution) and 3) three safety outcomes (safety participation, safety compliance and safety climate). These components were linked by the proposed hypotheses that were established based on assumed theoretical relationships. To assess and validate the conceptual model and test the hypotheses, a series of quantitative approaches were employed. A multivariate statistical approach was utilised for data collection through a questionnaire survey; 173 project managers participated in the survey. These individuals are responsible for emergency commands, as well as the day-to-day management of safety. Principal component analysis/Exploratory factor analysis was performed to identify the factor structures representing each underlying construct. Confirmatory factor analysis was conducted to validate the results obtained from the exploratory factor analysis, followed by multiple regression analysis. Next, structural equation modelling was applied to test the structural models for hypotheses testing. The regression analyses demonstrated that all three identified leadership behaviours — 1) empowering & engaging, 2) modelling & reinforcing, and 3) promoting & enabling — directly influenced the level of safety participation and safety compliance. Additionally, all five principles of complexity science mediated the relationship between empowering & engaging leadership behaviour, and safety participation and safety compliance. As for the hypothesised relationship between modelling & reinforcing leadership behaviour and safety outcomes, apart from the co-evolution principle, all other complexity science principles arbitrated the relationship with safety participation and safety compliance. Furthermore, the relationships between promoting & enabling leadership behaviour, and safety participation and safety compliance were mediated by all five principles of complexity science. Finally, structural equation modelling was used to refine and confirm the findings of the regression analysis, verifying both empowering & engaging, and promoting & enabling leadership behaviours have direct and indirect influences on safety participation and safety compliance levels as a result of all five complexity science principles. And established that modelling & reinforcing leadership behaviour has direct and indirect effects on safety participation and safety compliance levels under the influence of only four complexity science principles — namely, connectivity, interdependence, feedback and exploration-of-the-space-of-possibilities. On the basis of the research results, this study provides insight into the understanding of safety leadership by the empirical evidence that displayed the relationships between the three leadership behaviour constructs and their contribution to the effect of complexity science principles and safety outcomes within the oil and gas industry. From these results, the study provides a list of recommendations for research on the effect of leadership behaviours on complexity science principles and safety outcomes.

In order to address the criticism that Distributed Leadership (DL) literature is vague, confusing, has misleading definitions and is contradictory (Spillane and Coldren, 2011, p.26), this thesis puts forward a different approach in the form of a ‘Universal Leadership Culture’. This was developed from the findings of a study which aimed to investigate the distribution of leadership in Extended Learning Activities (ELAs), delivered in Centres placed in high profile sports clubs in England, through the particular Government initiative of ‘Playing for Success’ (PfS). Within an interpretative paradigm qualitative data was collected from two PfS Extended Learning Centres, established in Football Club stadiums. From considering the ideals of DL, as presented in the literature (Gronn, 2002, MacBeath 2004, Spillane, 2006, Leithwood et al., 2007), this study began with the assumption that the distribution of leadership had supported these Centres to deliver their desired outcomes. It investigated what it looked like and how and why it is facilitated. However, to create a more empirically robust theoretical framework, Cultural Historical Activity Theory (CHAT) was combined with the existing conceptual frameworks of the ‘Distributed Leadership Perspective’ (Spillane, 2006) to become the ‘Theoretical Lens for Leadership Distribution’. It provided an analytical ‘close-up’ of the elements of leadership activity from a historical and cultural viewpoint to understand what the implications of efficacy were and the ‘conditions where leadership distribution might thrive’ (Harris, 2008 p.183). Leadership distribution patterns, identified in the DL literature, were refined for this thesis into four categories of formal, pragmatic, organic and chaotic alignments of distribution. Through the activity systems of CHAT it could be seen that Centres used the distribution of leadership to support them in reaching their goals in different ways. Centre A relied on more organic situations, developing ‘hands on’ experience while Centre B created formal systems, such as training. However, staff in both Centres did not fully understand what approaches to leadership they were employing and displayed potentially disruptive or exploitative forms of distribution with chaotic alignments. For leadership distribution to be supportive to an organisation, there needs to be a holistic and self-aware approach that encourages continuous open and honest communication to ensure its effectiveness, as illustrated through a Universal Leadership Culture. It is hoped this might support future researchers, policy makers and practitioners looking at the distribution of leadership.

Indian Theory of Leadership from Thirukkural

Many issues of concern have been raised by different scholars about leadership and human endeavours in Africa over ages; issues pertaining to relationship, communication, attitude, position, power, politics, policies, influence and the likes. The demand of leadership is so enormous, task-full and delicate. The various attempt of different scholars across the globe to determine what leadership should be or should look like had led to many propounded theories, styles, principles, and techniques of exhibiting leadership. Many scholars and a host of others had written and or researched on leadership in various aspects which could be regarded as areas involving pro-activeness of leaders; attitude; qualifications of leaders; qualities; problems of leadership; theories of leadership; styles of leadership; philosophy of leadership and contemporary issues in leadership. All of their positions cannot be undermined in leadership discuss, especially in Africa and beyond; although none of these aforementioned and other scholars had written directly on psycho-philosophical leadership. The researcher’s drive on embarking on this work rested on his observation of some problematic issues that devastate the Church in Africa as a result of inadequate or proper inquiry into the problem and a logical approach to resolving such issues. The desire to see pastors in Church in African become inquiry-based and problem-solving leaders is the motivation for the work. Hence, the thrust of this paper is to present psycho-philosophical approach to leadership; intimating pastors as leaders on the necessity of developing critical mindset without undermining the Spirit of God in handling critical issues that are devastating the Church in Africa so as to ascertain efficacy of pastoral ministry through inductive-thinking, critical and deep-thinking; as well as raising the consciousness of pastors as leaders to the fact that pastoral call is not a call to lazy or myopic exhibition but that which requires thorough inquiry and problem-solving approach. The real power of leadership lies in the ability of the leader to think deeply and productively. Article visualizations:

Rising quality assurance standards and levels of accountability in higher education have placed stress on my organization, a two-year community college located in Micronesia, a sub-region of Oceania, in the western Pacific Ocean, which has historically maintained a culture of reactivity to accreditation sanctions. As quality standards increase in rigor and accountability, the demands on employee engagement become ever greater. Today, accreditation requires every employee be engaged in cycles of sustainable continuous quality improvement, assessment of student learning, purposeful dialogue, and institutional effectiveness. US regional accreditation is vital to maintain fiscal integrity of the organization. If terminated, students lose access to Pell Grant, a US Department of Education Title IV funding initiative for low-income students in undergraduate programs of study. Pell Grant is the organization’s single most important revenue source, captured from students through tuition and fees. Because revenue sources are not diversified, loss of US regional accreditation, and subsequent loss of Pell Grant, would thus negatively impact organizational stability. This study examined transformational leadership as a potential means for enhancing employee engagement, thereby increasing organizational potential for responding to evolving accreditation standards. This mixed methods study explored the relationship between perceived transformational leadership and follower work engagement within my organization, described how leaders enhanced follower engagement, and investigated to what extent and in what ways the background, training, development, and experiences of organization leaders contributed to leadership skills and their ability to enhance follower engagement. A sequential mixed methods design was employed for which first quantitative data, and then qualitative data, were collected and analyzed. Quantitative data were used on a Micronesian higher education context to test transformational leadership theory that predicts transformational leadership is positively correlated with employee engagement, using the Multifactor Leadership Questionnaire (MLQ). Quantitative follower engagement data were collected using the Utrecht Work Engagement Scale (UWES). Qualitative data from semi-structured interviews were then analyzed to further explore leadership and its ability to enhance employee engagement for followers at this Micronesian higher education institution. This study does not substantiate the importance of transformational leadership for enhancing employee engagement, but instead shows transactional contingent reward is more important in this cultural and institutional context. The college leadership does not generally meet the expectations of the Multifactor Leadership Questionnaire full range leadership model, yet college employees are significantly highly engaged. Additionally, analysis of the quantitative data obtained contributes to academic discussions on potential problems with the MLQ and UWES and show these constructs may not be ideal for measuring transformational leadership or engagement. Institutional recommendations for training current and future college leaders and for developing cross-sector partnerships are given. In addition, the wider implications for future research and practice are provided.

Abstract: Organisations need to create competitive advantage in frequently changing business environments to grow, lead and survive. In order to achieve competitive advantage, organisations need to be more creative and innovative than they used to be. Therefore, establishing a creative and innovative culture in organisations is of utmost importance. Hence, organisations should achieve creativity at the individual level and innovation at the organisational level. Also, in today`s organiations, leaders have a pivotal role and impact on employee and organisational performance. Accordingly, leader`s influence and relationship with followers becomes crucial since it determines follower`s and organisational performance. Thus, the leadership style influences and impacts follower’s creativity and organisational innovation. The goal of this study is to identify the impact of effective leadership style and behaviour on the employee creativity and organisational innovation at Boehringer Ingelheim (BI). BI is a German pharmaceutical company, with offices in Turkey, the Middle East and Africa (META) and the head office is based in Dubai, UAE. Also, I aim to define the attributes of leader`s behaviours which are likely to enhance employees’ new idea generation, innovation and execution behaviour. In this research, I have selected participative action research as the methodology and the qualitative method to identify effective leadership styles and its consequences on employee creativity and organisational innovation. This has led to a new leadership proposal to enhance active leadership practice. In the qualitative method, I have followed the phenomenological approach to collect and analyse the data since I focused on the shared experience of effective leadership styles and their influence in terms of creativity and innovation on subordinates, as well as the organisation. The data collection was through an online channel in which participants received anonymous online questionnaires with open ended questions and filled them out. Afterwards, I extracted the data from each of the participants from the internal server and made the analysis accordingly The findings of this study indicated that the effective leadership trend at BI META organisation is mainly through the directive leadership style, along with achievement-oriented leadership behaviour, which are less supportive and participative than other leadership styles. In this sense, this leadership style takes care of performance and places great value on outcomes, rather than employees. Also, business directions and strategies always come from top to bottom without engaging followers in any decision-making process. Furthermore, there is a lack of proactivity of subordinates when it comes to bringing creative ideas forward and executing them in the organisation. The reason is that subordinates believe that there is not much room for them to be proactive since effective leadership does not create such a platform to speak up and execute their ideas. Lastly, subordinates commented that the organisation is bureaucratic and it prevents organisations becoming innovative.

Objective To explore the effects of ICU head nurse's leadership style on nurse's professional identity. Methods Totally 112 nurses from 9 ICUs of a ClassⅢ Grade A hospital in Beijing were selected using convenient sampling in September 2018 and investigated with Multifactor Leadership Questionnaire (MLQ) and Professional Identity Scale (PIS) . Multivariate multilayer regression analysis was used to analyze the effects of ICU head nurse's leadership style on nurse's professional identity. Results Head nurse's transformational leadership perceived by the nurses scored (2.69±0.37) ; the transactional leadership scored (0.62±0.61) ; and the nurses' professional identity scored (116.63±22.76) . Head nurse's transformational leadership was positively correlated with the nurses' professional identity (r=0.376, P 0.05) . Multilayer regression analysis revealed that the transformational leadership is an influencing factor to the nurses' professional identity. Conclusions Head nurse's leadership style has significant impacts on nurse's professional identity, and the transformational leadership has positive effects on nurse's professional identity. Hospital managers should pay attention to cultivating the transformational leadership of clinical nursing managers, thus improving nurse's professional identity. Key words: Nurses; Head nurses; Leadership; Professional identity

The article reviews research on the impact of different leadership styles on innovation management by setting out the organisational framework of the findings to date in four generic dimensions: people, measures, effects, and objectives. Using this framework, an overview has been provided of studies on directive and participative leadership, interactive leadership, charismatic leadership, transformational leadership, transactional and instrumental leadership, strategic and executive leadership, as well as shared and distributed leadership. There are strong signals that different stages and types of innovation raise different leadership requirements. Against this background, transformational leadership is not the only innovation management style and various leadership styles have their own, distinct ways of contributing to different types and stages of innovation. However, the determination of this allocation is still very incomplete and the answer to the question of how innovations should be managed remains unclear. The article also describes research needs and their practical implications.

The development of science, technology, and arts, as well as the development and social changes of a community, is so rapid. Thus, the challenge of the future education is not easy. Education is a cultural strategy and is not merely a conscious effort. As an educational institution, High School (SMA) has a very strategic role to restore education to the spirit and identity of Indonesia. The principal has a very important role to play in his/her vision and mission, and the school's organizational culture is an essential component of success in his/her leadership. The organizational culture-based “among” system leadership model is considered appropriate to be implemented by the principal. Therefore, it is necessary to further observe the leadership model and value system that is the organizational culture in the school. In general, this study aimed to describe the organizational culture-based “among” system leadership model in five public and private multicultural high schools, and those which are religiously affiliated in the city of Yogyakarta. The five schools include SMA Negeri 3, Taman Madya Tamansiswa High School, SMA PIRI I (Islam), Christian BOPKRI I High School, and Catholic Marsudi Luhur High School, all of which are in Yogyakarta City. This study employed a qualitative approach with data from the natural background as the source of primary data. This study aims to know and simultaneously describe the leadership model of the organizational culture-based “among” system of the schools in Yogyakarta City. The study was designed as a multi-case study model. To be able to understand the meaning of such events and interactions, theoretical orientation and theoretical perspective with a phenomenological approach were employed. Based on the results of the documentary, observation, and interviews studies, this study shows differences between the five high schools although nuances to Indonesia is in fact still reflected in it. The differences can be interpreted as a diversity that is a reflection of the specificity and typicality of the schools concerned. Besides, it was found that the organizational culture was developed on the basis of local wisdom, nationalism, and Islamic faith. It is these factors that affect the leadership pattern of the principals in the schools. The fact shows that the leadership model implemented in the High Schools in Yogyakarta City dominantly refers to government regulation and or foundation one for the private schools; it also has a multicultural nuance based on the local or religious wisdom or a combination of both. It is implemented with the slogans of silih asih, asuh, and asah which are actually the essence of “among” system leadership model. Islamic schools need to go deeper into the wisdom of Rasulullah Muhammad S.A.W's leadership, known as prophetic leadership, to act as worship, to give priority to ministry, instead of asking to be served. The prominent Christian teaching is the spirit of loving that is based on service which needs a profound interpretation that love is giving rather than asking for services. Therefore, the organizational culture-based among system leadership model of the schools that refers to local, national, and religious wisdom is expected to produce an optimal and sustainable performance.

The aim of the this small scale empirical research study was to shed a discursive light on the leadership that was experienced within two primary school settings in the North West of England and the constraints of context that shaped the discourses of leadership within those schools. Contextual factors have been defined as being on three levels: institutional, cultural and governmental. So using this framework as a sorting category for posing situated questions of the participants and Gee’s (1999; 2005; 2011) interconnected one to explore and question the data and the taken-for-granted assumptions, it has been possible to garner an understanding of how these contexts interacted in framing an individual’s understanding of the leadership they were experiencing and implications for their practice. The research questions which this study addressed were: What are the contextual factors that shape discourses of educational leadership? What does the discursive analysis reveal of how stakeholders talk about ways of becoming in the leadership they are experiencing within a socially situated practice? What are the implications of this analysis for the practice of leadership within school? The research was influenced by two particular approaches to discourse analysis, a ‘practice approach’ and a ‘critical approach’. As educational practices are communicative events, this study has adopted a critical discourse analysis in making visible the ways that individuals talk about leadership they are experiencing within their settings. Through a Foucauldian lens it was possible to question the basis for the assumptions and norms of educational leadership in school and examine the ways in which individuals within school were both constructed and shaped by that discourse. This study takes the view that the school as an organizational context for leaders is both complex and under explored as it is in a constant state of flux. Various complexities are acknowledged concerning the contextual nature of leadership; it is complex, context specific, socially constructed, negotiated and hierarchical. Analysis of 18 in-depth semi-structured interviews and 18 cognitive maps reveals a range of Discourses of contextual factors of leadership such as the Discourse of the pivotal role of the headteacher; Discourse of leadership activity; Discourse of identity-work; Discourse of power relations and Discourse of commodification of education all made visible by the individuals within the school to which they endeavour to belong.

Democracy and Leadership: On Pragmatism and Virtue presents a theory of leadership drawing on insights from Plato’s Republic, while abandoning his authoritarianism in favor of John Dewey’s democratic thought. The book continues the democratic turn for the study of leadership beyond the incorporation of democratic values into old-fashioned views about leading. The completed democratic turn leaves behind the traditional focus on a class of special people. Instead, leadership is understood as a process of judicious yet courageous guidance, infused with democratic values and open to all people. The book proceeds in three parts, beginning with definitions and an understanding of the nature of leadership in general and of democratic leadership in particular. Then, Part II examines four challenges for a democratic theory of leadership. Finally, in Part III, the theory of democratic leadership is put to the test of addressing problems of poverty, educational frustration, and racial divides, particularly aggravated in Mississippi.

The focus of this research was Year 12 student leadership in three Catholic schools. Pivotal to the thesis were the leadership experiences and self-perceptions of the schools' Year 12 students. Two theoretical propositions underscored the study: all Year 12 students are called to some form of leadership within their school; and schools should strive to build a leadership culture inclusive of all Year 12 students. The review of the literature drew attention to three themes which formed the conceptual framework underpinning the research, namely organisational leadership, Christian leadership and its meaning for the Catholic School, and student leadership. In the light of the review it seemed appropriate that the conduct of the study should be predominantly qualitative, interpretive, and planned around collective case study. For each of the three case study schools, data collection took the form of a document search, an interview with a key informant staff member, a Year 12 student survey questionnaire utilising both qualitative and quantitative questions, and two Year 12 student focus group interviews. The 'general analytic strategy' (Yin, 1994, p. 30) employed in this research was to follow the theoretical propositions underlying this study which, in turn, reflected a set of seven research questions. Findings from the study indicated that there was a strong belief among senior students from the three schools that every Year 12 student should have the opportunity to participate in leadership. Furthermore, students saw leadership as entailing duty, a sense of service, as well as involvement with younger students. Students also highlighted a range of benefits associated with leadership participation, as well as certain pressures, notably the need to balance study commitments with leadership responsibilities, and the demands of having to be a role model 'all the time'.