Collaborative Leadership Practices Research Articles

The Effect of Employee Support Policy Effectiveness, Collaborative Leadership, and Work Rewards on Organizational Innovation in the Manufacturing Industry in West Java

This study investigates the effect of employee support policy effectiveness, collaborative leadership, and work rewards on organizational innovation in the manufacturing industry in West Java. Using a quantitative analysis approach, data was collected from 135 employees across various manufacturing firms. Structural Equation Modeling (SEM) with Partial Least Squares (PLS) was employed to analyze the relationships between the variables. The results reveal significant positive relationships between employee support policy effectiveness, collaborative leadership, work rewards, and organizational innovation. The findings underscore the importance of prioritizing employee well-being, fostering collaborative leadership practices, and implementing effective reward systems to promote innovation within organizations. These insights offer valuable implications for managerial practices and strategies aimed at enhancing organizational innovation and competitiveness in the manufacturing sector.

Community School Implementation in Rural Vermont

This study highlights the Community Schools (CS) implementation experience of five rural Vermont schools. Principals and CS coordinators participating in a state-funded program aimed at CS establishment were interviewed to understand better their experience with implementing a school/district-wide policy and reform effort. Findings suggest several elements play a critical role in the successful implementation of rural CSs, including leveraging already-present community engagement practices, school leader embodiment of CS values/mentality, as well as collaborative leadership practices that broaden participation and level the field for all parties involved. Implications for community school implementation within rural contexts are discussed.

Collaborative leadership and productive work performance: The mediating role of nurses'innovative behavior.

This study aims to explore the relationship between collaborative leadership and nurses' productive work performance as well as the mediating role of nurses' innovative behavior in this relationship. Collaborative leadership is an imperative necessity in the contemporary turbulent healthcare environment as it provides a collaborative atmosphere where innovative behavior and productive performance of nurses are fostered, hence moving healthcare organizations toward competitiveness and sustainability. A cross-sectional descriptive correlational exploratory research design was used to conduct the study. Data were collected from 550 nurses recruited from three large university hospitals in Alexandria, Egypt, using three instruments, namely, interprofessional collaborative leadership in healthcare teams scale, productive work performance questionnaire, and innovative behavior inventory. The instruments of the study are Likert-type questionnaires through which nurses' perspectives regarding study variables were investigated. We used descriptive statistics, inferential statistics as well as structured equation modeling (SEM). SEM revealed that collaborative leadership accounted for 83% of the variance of individual productive work performance and 77% of the variance of nurses' innovative behavior. Moreover, nurses' innovative behavior partially mediates the relationship between collaborative leadership and their productive work performance. Collaborative leadership practices are powerful strategies to enhance the innovative behavior of nurses and sustain their productive work performance. Fostering a collaborative atmosphere in workplace is mandatory for nurses' innovativeness. Replacing hierarchal leadership styles with collaborative ones is a promising strategy to enhance the productive performance of nurses. Healthcare managers and leaders could cultivate an interprofessional collaborative culture in the workplace in order to sustain productivity and eradicate counterproductive work behaviors among healthcare providers.

Enacting Leadership Legitimacy Under Terms of very Limited Formal Authority

This article presents a model of how leadership practices in an inter-organisational context of very limited formal authority continually create and recreate leadership legitimacy. We draw on a longitudinal case study in a German banking cooperative, identify six collaborative leadership practices and use a practice lens to explain leadership legitimacy as a stepwise accomplishment. Our study offers new insights into the sources of leadership legitimacy. Moreover, based on our insights, we suggest a new understanding of leadership that advances the understanding of leadership as practice even beyond the cooperative sector.

Principal Collaborative Leadership and Level of Job Satisfaction Among Primary School Teachers

Headmaster collaborative leadership is important because this practice is able to contribute to the level of teachers’ job satisfaction which is still an issue in the world of education to this day. This study was conducted to identify the collaborative leadership practices of headmasters and its relationship with to the level of teachers’ job satisfaction in Kota Tinggi, Johor. This study is a survey using a quantitative approach. The respondents of the study consisted of 226 primary school teachers. Descriptive and inferential analysis using SPSS software was used to answer the research questions. The findings showed that the level of collaborative leadership of headmasters as a whole was at a very high level (mean = 4.45, s.p. = 0.71), while the level of job satisfaction of teachers was at a very high level (mean = 4.23, s.p. = 0.71). Analysis through a Pearson Correlation test also showed that there was a significant and strong positive relationship between the collaborative leadership of Headmaster and the level of teachers’ job satisfaction (r = 0.628, p <0.01). The implication is that the Ministry of Education (MOE) needs to review the conditions for the appointment of headmasters by improving the policy of the National Professional Qualification for Educational Leaders (NPQEL) to ensure that every leader is skilled in practicing collaborative leadership. In conclusion, collaborative leadership practiced by headmasters is seen as an ideal leadership style and able to increase the level of job satisfaction of teachers.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

AbstractStudent problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

GAYA KEPIMPINAN KOLABORATIF PENGETUA DAN TAHAP KEPUASAN KERJA GURU SEKOLAH MENENGAH KEBANGSAAN [PRINCIPAL COLLABORATIVE LEADERSHIP STYLE AND LEVEL OF JOB SATISFACTION OF NATIONAL SECONDARY SCHOOL TEACHERS

Collaborative leadership style is a leadership practice centered on cooperation, knowledge sharing and experience. Through collaborative leadership, social learning and communication processes can be done more effectively. The new policies introduced in the Malaysian education system add to the burden for educators to implement. This at the same time causes teachers to be dissatisfied with their work. Based on the literature, collaborative leadership style can help teachers in performing tasks more productively while increasing their level of job satisfaction. This study aims to identify the level of collaborative practice of principals, the level of job satisfaction of teachers, and the relationship between the two in national secondary schools in the district of Seremban, Negeri Sembilan. This survey study uses a quantitative approach involving 127 respondents and uses descriptive and inferential analysis. Data were obtained using the Robert Wood Johnson Collaborative Leadership and Job Descriptive Index (JDI) questionnaire which was translated and modified in the context of this study. The results show that the level of collaborative leadership practices of principals and the level of job satisfaction as a whole teacher are at a high level. The study also found that there was a positive and very strong relationship between principals' collaborative leadership practices and teacher job satisfaction level [r (127) = 0.885, p <0.01]. The findings of this study should be used as a guide by school administrators to better understand the problems and responsibilities of principals in improving the professionalism and job satisfaction of teachers as well as the performance of students and schools as a whole.

Determinants of Teachers’ Job Satisfaction: School Culture Perspective

The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

Advancing an Open Educational Resource Initiative through Collaborative Leadership

In its examination of initial stages of OER implementation at a mid-size public research institution, this article discusses the collaborative leadership practices developed by the Senior Director of Information Technology and Reference and Instruction Librarian as initiators and co-chairs of the campus OER working group. Key to this grassroots effort is the collaborative engagement of stake-holders across campus to increase awareness and use of OER to advance institutional adoption and long-term sustainability. Given that OER labor is often uncompensated and voluntary, it is critically important to highlight the hidden labor of academic support staff and librarians on campus who are often ignored in discussions of the need for faculty incentives, recognition, and compensation. In its discussion of change management, strategic planning, and OER labor inequity, this article illuminates practical processes for establishing a transparent, flexible, and collaborative workflow in advancing an initial OER movement on campus.

Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings

Leadership in early childhood education has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved. Collaborative leadership practices are not well understood within the marketised Singapore early childhood education context. Beyond mandatory leadership training, little is known about how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities expands the collective capacity of organisations; however, literature on professional learning communities in early childhood education is limited. This article reports on the findings of an interpretive case study examining the current understandings and leadership practices of principals in the Singapore early childhood education context, and investigating how participation in professional learning communities can support the development of collaborative leadership practices. The participants in two professional learning communities established as part of this study were six principals from an anchor-operator childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data was collected from professional learning community meetings, online reflections, pre- and post-professional learning community interviews with the principals, and follow-up focus group discussions with the teachers. The key findings indicate that praxis as a result of participation in a professional learning community led to some shifts in principals’ thinking about collaborative leadership practices and resulted in reported changes to their leadership approaches, distribution of leadership, and improved collegiality and collaborative learning for teachers. The results indicate that considering and implementing collaborative leadership practices through professional learning communities in the Singapore early childhood education context requires sensitivity towards Asian Singapore sociocultural values related to hierarchy and economic pragmatism.

Rank Matters: police leadership and the authority of rank

ABSTRACT Dominant discourse conceptualises leadership in the police as a rank-neutral activity. Despite the growing body of academic work in police leadership studies, critical analysis of the influence of rank is largely overlooked. The power and authority of rank have assumed a taken-for-granted and unquestioned status. The authority of rank, however, provides police officers with a powerful framework to understand leadership in the police. Drawing on the findings from 38 semi-structured interviews with police officers in a UK constabulary, this paper problematises conventional understanding of police leadership and theorises the use of rank through the creation of an analytical model, the Situated Authority Model of Leadership. The Model acts as framework for policing scholars and practitioners to critically consider the nuanced relationship between context and authority in police leadership. At a time when police organisations across the globe increasingly seek to adopt collaborative leadership practices, this paper contributes to the evidence base that challenges the development of alternative approaches to leadership and demonstrates that an appreciation of rank in the experience and practice of leadership is fundamental to the leadership reform in the police.

Developing Collaborative Maternal and Child Health Leaders: A Descriptive Study of the National Maternal and Child Health Workforce Development Center.

Purpose An assessment of the National Maternal and Child Health Workforce Development Center (the Center) was conducted to describe (1) effects of the Center's training on the use of collaborative leadership practices by MCH leaders, and (2) perceived barriers to collaboration for MCH leaders. The Center provides services to strengthen MCH professionals' skills in three core areas: Change Management/Adaptive Leadership, Evidence-Based Decision Making, and Systems Integration. Description This descriptive qualitative study compares eight interview responses from a sample of the Center's participants and findings from a document review of the training curriculum against an existing framework of collaborative leadership themes. Assessment Systems thinking tools and related training were highly referenced, and the interviewees often related process-based leadership practices with their applied learning health transformation projects. Perceived barriers to sustaining collaborative work included: (1) a tendency for state agencies to have siloed priorities, (2) difficulty achieving a consensus to move a project forward without individual partners disengaging, (3) strained organizational partnerships when the individual representative leaves that partnering organization, and (4) difficulty in sustaining project-based partnerships past the short term. Conclusion The findings in this study suggest that investments in leadership development training for MCH professionals, such as the Center, can provide opportunities for participants to utilize collaborative leadership practices.

Collaborative leadership and the implementation of community-based fall prevention initiatives: a multiple case study of public health practice within community groups

BackgroundFalls among community-dwelling older adults are a serious public health concern. While evidence-based fall prevention strategies are available, their effective implementation requires broad cross-sector coordination that is beyond the capacity of any single institution or organization. Community groups comprised of diverse stakeholders that include public health, care providers from the public and private sectors and citizen volunteers are working to deliver locally-based fall prevention. These groups are examples of collective impact and are important venues for public health professionals (PHPs) to deliver their mandate to work collaboratively towards achieving improved health outcomes. This study explores the process of community-based group work directed towards fall prevention, and it focuses particular attention on the collaborative leadership practices of PHPs, in order to advance understanding of the competencies required for collective impact.MethodsFour community groups, located in Ontario, Canada, were studied using an exploratory, retrospective, multiple case study design. The criteria for inclusion were presence of a PHP, a diverse membership and the completion of an initiative that fit within the scope of the World Health Organization Fall Prevention Model. Data were collected using interviews (n = 26), focus groups (n = 4), and documents. Cross-case synthesis was conducted by a collaborative team of researchers.ResultsThe community groups differed by membership, the role of the PHP and the type of fall prevention initiatives. Seven practice themes emerged: (1) tailoring to address context; (2) making connections; (3) enabling communication; (4) shaping a vision; (5) skill-building to mobilize and take action; (6) orchestrating people and projects; and (7) contributing information and experience. The value of recognized leadership competencies was underscored and the vital role of institutional supports was highlighted.ConclusionTo align stakeholders working towards fall prevention for community-dwelling older adults and establish a foundation for collective impact, public health professionals employed practices that reflected a collaborative leadership style. Looking ahead, public health professionals will want to shift their focus to evaluating the effectiveness of their group work within communities. They will also need to assess outcomes and evaluate whether the anticipated reductions in fall rates among community-dwelling older adults is being achieved.

Public Health Leadership Development

This study compares pre- and posttest Leadership Practices Inventory (LPI-Self) scores for public health leaders who completed the Regional Institute for Health and Environmental Leadership (RIHEL) training program at least 2 years earlier; it seeks to identify factors contributing to changes in practices and overall leadership development for public health and environment leaders. Sixty-seven alumni who completed the yearlong RIHEL program between 1999 and 2002 participated through mailed surveys and phone interviews. The Leadership Practices Inventory, an alumni leadership development survey, and interviews provided evidence for positive change in leadership practices. Alumni experienced significant increases in pre- to post-LPI scores, collaborative leadership practices, and communication skills consistent with those taught in the RIHEL program. Women presented higher Encourage the Heart scores than men. Years of public health service negatively correlated with Total Change scores of LPI. The RIHEL program as a training intervention was credited significantly with changes in leadership practices for alumni studied. Nine influencing factors were identified for leadership development and are embedded in a Leadership Development Influence Model. These include self-awareness, a leadership development framework, and skills important in multiple leadership situations. Confidence was both an encouraging factor and a resulting factor to the increased exemplary leadership practices. Leadership development in public health must include multiple factors to create consistent increases in exemplary leadership practices. While the study focused on the leadership development process itself, RIHEL training was reported as having a positive, significant impact overall in participant leadership development. This study adds research data as a foundation for training content areas of focus. Studies to further test the Leadership Development Influence Model will allow public health training programs to pinpoint training where it can make a difference to improve leadership development in the public health sector.

From the bottom‐up: sharing leadership in a police agency

Police work has become intensely community and crime‐prevention oriented, demanding high commitment and discretionary activity from police officers. Collaborative leadership practices that involve employees in workplace decision‐making have been shown to increase commitment, but have not been widely adopted within law enforcement organizations. This case study examines the effects of a shared leadership initiative in a suburban police department. Twenty‐four months after implementation of an employee steering committee (called the Leadership Team) quantitative and qualitative data indicate significant improvement in employees’ perceptions of work conditions, labor–management relations, commitment, and community‐oriented policing, as well as increases in discretionary police productivity.

Games leaders play: using process simulations to develop collaborative leadership practices for a knowledge‐based society

We live in a postindustrial/knowledge‐based society, the ramifications of which are transforming both manufacturing and service‐based organizations in the public and private sectors. The industrial models of leadership which were often autocratic and compliance demanding, are incongruent with the needs of people who search for intrinsic satisfaction from daily activities in an environment of rapid complex change, turbulence, ambiguity, diversity of interests, and information overload. New models of leadership such as post‐industrial, post‐heroic, collaborative, and critical theory, offer some measure of congruence with our postindustrial society. These models provide coherence with new organizational philosophies such as the learning organization. Building bridges or “microworlds” which provide a way in which leaders can investigate, analyze, interpret and build confidence in new models of leadership and the principles of the learning organization, are vitally important to the future of organizations and communities. Realistic, custom designed, table top, non‐computer‐based simulations, such as LeadSimm can be used to build such bridges.