Collaborative Leadership Skills Research Articles

Characteristics of Transformational and Distributed Leadership in Generating School Performance

To answer increasingly complex leadership challenges, a leadership style that can accommodate changing times is needed. Exploring the characteristics of transformational and distributed leadership as an effort to raise school performance is the research goal to be achieved.. This type of research is library research. The research data sources used are books and journals that are relevant to the title and study. Data analysis techniques used include steps such as preparing text data for review, reading all data, coding data, describing data, presenting data, and interpreting data. This research gives the result that an important characteristic of transformational leadership is visionary, where the leader will lead his team to move forward in creating change. While the main characteristics of the distributed leadership model are distributing or sharing some of the tasks and the process of influencing others, as well as the practice of a leader's activities focusing on an interaction between members. Transformational leadership emphasizes emotional awareness and individual empowerment, while distributed leadership enables flexibility in terms of location and time, as well as digital collaboration. Both require more collaborative leadership skills and utilize technology to facilitate team communication and cooperation. They are evolving to meet the complexity and challenges of the digitally connected work environment. Keywords: characteristics, transformational leadership, distributed leadership, school performance

Scoping Review: Anesthesiologist Involvement in Alternative Payment Models, Value Measurement, and Nonclinical Capabilities for Success in the United States of America.

The US healthcare sector is undergoing significant payment reforms, leading to the emergence of Alternative Payment Models (APMs) aimed at improving clinical outcomes and patient experiences while reducing costs. This scoping review provides an overview of the involvement of anesthesiologists in APMs as found in published literature. It specifically aims to categorize and understand the breadth and depth of their participation, revolving around 3 main axes or "Aims": (1) shaping APMs through design and implementation, (2) gauging the value and quality of care provided by anesthesiologists within these models, and (3) enhancing nonclinical abilities of anesthesiologists for promoting more value in care. To map out the existing literature, a comprehensive search of relevant electronic databases was conducted, yielding a total of 2173 articles, of which 24 met the inclusion criteria, comprising 21 prospective or retrospective cohort studies, 2 surveys, and 1 case-control cohort study. Eleven publications (45%) discussed value-based, bundled, or episode-based payments, whereas the rest discussed non-payment-based models, such as Enhanced Recovery After Surgery (7 articles, 29%), Perioperative Surgical Home (4 articles, 17%), or other models (3 articles, 13%).The review identified key themes related to each aim. The most prominent themes for aim 1 included protocol standardization (16 articles, 67%), design and implementation leadership (8 articles, 33%), multidisciplinary collaboration (7 articles, 29%), and role expansion (5 articles, 21%). For aim 2, the common themes were Process-Based & Patient-Centric Metrics (1 article, 4%), Shared Accountability (3 articles, 13%), and Time-Driven Activity-Based Costing (TDABC) (3 articles, 13%). Furthermore, we identified a wide range of quality metrics, spanning 8 domains that were used in these studies to evaluate anesthesiologists' performance. For aim 3, the main extracted themes included Education on Healthcare Transformation and Policies (3 articles, 13%), Exploring Collaborative Leadership Skills (5 articles, 21%), and Embracing Advanced Analytics and Data Transparency (4 articles, 17%).Findings revealed the pivotal role of anesthesiologists in the design, implementation, and refinement of these emerging delivery and payment models. Our results highlight that while payment models are shifting toward value, patient-centered metrics have yet to be widely accepted for use in measuring quality and affecting payment for anesthesiologists. Gaps remain in understanding how anesthesiologists assess their direct impact and strategies for enhancing the sustainability of anesthesia practices. This review underscores the need for future research contributing to the successful adaptation of clinical practices in this new era of healthcare delivery.

MOOC and it's Relationship with Acquisition Collaborative Leadership Skills For Instructional technology studenst

MOOC and it's Relationship with Acquisition Collaborative Leadership Skills For Instructional technology studenst

Perspective: Preparing Leaders to Engineer Sustainability and Resilience Across the Food Chain Through the Grand Challenges Scholars Program

Highlights Addressing the complex political, economic, and societal challenges inherent in sustainable agriculture and food production requires interdisciplinary thinking and approaches. Relevant pedagogical models and extracurricular experiences can be provided by the Grand Challenges Scholars Program, now spread to nearly 100 universities globally. The complexities of agriculture and food production today can be addressed by future engineering leaders based on this program. Abstract. The education of engineers and other professionals to address the global grand challenge of sustainable food production will require much more than excellent technical skills. New mindsets, human-centered design principles, and collaborative leadership skills will be required to develop leaders who will be successful in addressing the complex political, economic, and societal challenges inherent in sustainable agriculture and food production today. This will require supplementing—not replacing—the technical core of engineering education with new pedagogical models and extracurricular experiences. One such model that has proven effective in this area and has spread to nearly 100 universities globally is the Grand Challenges Scholars Program. This article explains how the complexities of agriculture and food production today can be addressed by future engineering leaders based on this program. Keywords: Food chain, Sustainable agriculture.

Making the case for more and better trained clinician‐leaders

As we gradually emerge from the COVID‐19 pandemic, morale among healthcare staff is sagging as the extent of the clinical backlog becomes clear. This is resulting in a workforce crisis as many clinicians elect to reduce their sessions, retire early or leave to work elsewhere. To rectify this we need to improve pay and conditions and to radically change working practices. One approach to the problem is to deploy more clinician‐leaders. Their collaborative leadership skills could bolster morale and enhance the quality and safety of care as well as accelerate the adoption of much needed innovative healthcare technology.

Youth gamers and their collaborative 21st-century leadership skills.

Video games are known to be engaging affinity spaces for youth gamers but how do they develop leadership skills? In order to explore a bridge between high school and college leadership competencies, it is beneficial to reflect on how they align with the collaborative leadership skills of classroom gamers. This article will explore how video games can be utilized to teach student leadership competencies (SLCs) and provide integration ideas for practitioners.

Works Well with Others: Gendered Mediation of Collaborative Leadership Skills

ABSTRACT This research note reports an intriguing finding, reached inductively from textual analysis of newspaper coverage of the leadership attributes of 22 women and men premiers in Australia and Canada. When introducing these newly selected subnational government leaders to the public, journalists articulated their capacity to work well with others as an important leadership competency. Women and men premiers alike were described as inclusive, conciliatory, and consultative, and these qualities were highlighted as integral to effective decision-making and sound governance practices. Our research challenges a central proposition of the gendered mediation thesis: that news coverage of political leaders foregrounds and lauds the agentic qualities traditionally associated with men and masculinity while downplaying and denigrating communal qualities linked to women and femininity. Evidence of media attention to and praise for collaborative leadership traits indicates a feminization of politics that disrupts gender stereotypes in a manner helpful to women’s political ambition.

Pilot Test of a Theory-Based Instrument to Measure Nursing Informatics Leadership Skills.

Understanding organizational cultures helps leaders focus on the content, context and levels of perspective needed to be successful leaders in the area of nursing informatics. The Minnesota Nursing Informatics Leadership Inventory (MNILI) was developed to expand assessment options and tools in the area of nursing informatics leadership. This article describes the result of the pilot test of the instrument. Using an ordinal Likert scale (0 = not like me to 4 = very much like me), respondents rated 12 leadership skills associated with four types of cultures across four scenarios. Respondents preferred collaborative culture leadership skills across all scenarios and differentially preferred culture-specific skills by scenario. Overall, older and more experienced respondents were more satisfied as leaders (p = 0.003) and more often used a democratic leadership approach (empower and care about all voices; p = 0.012). In three of the four cultures, nursing informatics leaders reported preferred and collaborative leadership skills that matched the scenario. This study provides preliminary evidence for using the MNILI to assess the requisite variety of nursing informatics leadership skills. Further research is needed to understand the dynamic interactions between organizational culture and nursing informatics leadership that are informed by conscious leadership and attention to the requisite variety of leadership skills.

Collaborative Leadership and Quality of Work Life of School Heads in Davao Region

Collaborative leadership is expected in an educational system and work environment. However, school heads missed to cater the concerns of leadership skills which is crucial to sustain quality of work life. This study aimed to determine the level of collaborative leadership and quality of work life of elementary school heads of Region XI, Philippines. The results were projected to improve the body of knowledge and resources available for deepening the quality of work life of school heads. The study employed descriptive-correlation survey method through the use of Product-Moment correlation. The respondents of the study were composed of 340 elementary teachers. The results revealed that the level of collaborative leadership and quality of work life of school heads of Region XI were high. The study proved that collaborative leadership and quality of work life of school heads in Region XI were significant and positively related, indicating that the collaborative leadership of school heads were considered significant in promoting quality of work life. It is strongly recommended that school heads play an imperative role and apply collaborative leadership skills to increase the level of happiness a person derives for his career, thus, promoting a congenial environment at the work place.

The 21st century public servant - what roles and skills do we need from public servants to deliver better outcomes for citizens?

Introduction: The session will report findings from research on the 21st century public servant, funded by the Economic and Social Research Council. The project built on the 2011 University of Birmingham Policy Commission into the 'Future of Local Public Services' which identified the need to pay attention to the changing roles undertaken by public servants and the associated support and development needs. The research is now influencing the development of policy and practice within local public services including social care, health, police and fire services in the UK. Theory/Methods: The research comprised a review of the international literature followed by 40 semi-structured interviews with people working in a purposive sample of public services in the West Midlands region of England. National figures working in public services were also interviewed. A survey of a cohort of recent graduates on the National Graduate Development Programme for local government was conducted. Interviewees were drawn from organisations in the public, private and third sectors, reflecting the mixed market of providers of public services. Results: The research identified 10 themes which exemplify the emerging expectations and challenges for people working in local public services. These included: a new set of roles for the workforce (such as municipal entrepreneur, storyteller and resource weaver), the need for a new way of working with citizens (‘being human’), a combination of softer skills alongside professional, technical skills the need to combine public service ethos with a sense of commerciality new collaborative leadership skills, moving away from ‘hero’ leaders Discussions: The research suggests that there is a need to recruit, develop and support public servants in different ways in future. The new roles and skills that are needed to work in collaborative, integrated ways with a range of organisations, and with residents, are currently lacking. Conclusions (comprising key findings): 21st century public servants are often working in 19th century style organisations where incentives, development opportunities and performance management frameworks do not support the development of new skills and roles that are needed to work in collaborative ways, both across organisations and with citizens. The research is of direct relevance to those organisations seeking to develop a workforce that is able to deliver integrated, collaborative services to achieve improved outcomes for citizens. Lessons learned: Although the research was carried out across a wide range of public services the workforce challenges are similar for all organisations. Limitations: The interviews were carried out with 40 people in the West Midlands, so the findings may only be applicable within this region. However, the researchers have spoken to over 100 organisations about the research and the response suggests that the findings are relevant across all regions and across a range of public services. Suggestions for future research: The research has been extended to study the roles and skills of elected members. The missing part of the ‘triangle’ is to study the role of the citizen in terms of working in a collaborative way with public services to achieve improved outcomes.

Collaborative Leadership and Organizational Performance: Assessing the Structural Relation in a Public Service Agency

Collaborative leadership has been widely discussed in the theory of public-sector leadership and public collaborative governance studies. Based on the survey data of a public service agency in Taipei City Government, Taiwan, this study used path analysis to test the effect of four dimensions of collaborative leadership on the perceived organizational performance, and applied multidimensional scaling (MDS) method to estimate the dimensions of collaborative leadership and their structural relations. Findings of the empirical analyses support our hypotheses about the dimensions and influence of collaborative leadership and contribute to the theories of public-sector leadership. Public employees’ collaborative leadership skills facilitate their acceptance of organizational rules and their perceived organizational performance. Implications of these findings are presented in the discussion and conclusion.

Action Research in EdD Programs in Educational Leadership

This exploratory study gathered information about the use of action research within doctor of education programs in educational leadership and explored faculty understanding of and perspectives on action research. Survey data established that action research is used infrequently to meet dissertation requirements. Contributing factors include lack of clarity regarding the nature of action research (AR) and concerns about methodological legitimacy. Because the development of collaborative leadership skills and the pursuit of social justice objectives are inherent to the action research process, these results call for additional discussion regarding this distinctive methodology and its role in the preparation of educational leaders at the doctoral level.

A Matter of Leadership: Connecting a Grantmaker's Investments in Collaborative Leadership Development to Community Results

Keywords: Collaborative leadership, cross-sector collaboratives, networks, effective grantmakingWhy leadership? Leaders create forward movement through executing strategies for organizational and community change that results in sustained and positive outcomes. Collaborative leadership is especially important in cross-sector collaboratives; it is a specific type of leadership that promotes strategic relationship building, resource-sharing, honest and open dialogue, and a deeper understanding of the important social issues that collaboratives work to address. These skills are crucial when striving for significant results for communities that require collaborative efforts across agencies and sectors. Leadership can and must be developed to promote a focus on results, to create effective strategies to address major social challenges, and to align resources and actions that lead to the execution of strategies at a scope and scale high enough to make a difference.As cross-sector collaboratives become the rule rather than the exception in addressing social change, growing attention has been paid to the specific components that lead to collaborative success (e.g., Bryson, Crosby & Stone, 2006; Thomson & Perry, 2006). We build on recent discussions of collective impact' (Kania & Kramer, 2011) and argue that grantmakers can support self-sustaining and independent cross-sector collaboratives by building the leadership capacity of those individuals participating in collaboratives. A successful and pragmatic method to leadership development is to build the capacity of collaborative leaders while focusing them on their work. In this model of development, collaborative members are supported by neutral, but skillful, facilitators who work to develop participants' collaborative leadership skills and promote both public accountability for the group and individual accountability within the group. We also argue that although a skillful facilitator is critical, through strong collaborative leadership skills and improved accountability, it is the collaborative itself, rather than the facilitator, that influences positive community change. Using data collected from past participants of the Annie E. Casey Foundation's Leadership in Action Program (LAP), we test a model of collaborative success put forth in the Theory of Aligned Contributions (TOAC) (Pillsbury, 2008).This research makes significant contributions to the literature, as researchers have yet to demonstrate the direct impact of collaborative leadership skills on the success of the collaborative process and community-level change. Importantly, the findings presented here can be applied to grantmaking strategies, as we are testing a model that addresses the main challenges noted in the literature around collaboratives - namely, the issues related to accountability, relationshipbuilding, and performance.We first discuss the need for leadership development in collaborations, then discuss TOAC, which incorporates collaborative leadership development as a key component of collaborative success; and then describe how TOAC is implemented through LAP. We then summarize our research and findings and make specific recommendations based on those findings. We point to the most important aspects of collaborative implementation in relation to performance, and inform grantmakers on the most essential areas for investment. We provide examples from one LAP implemented in Marion County, Indiana, to illustrate how these components can be put into practice.Collaborative Leadership Development: A Necessary Ingredient for SuccessCollaboratives are created when two or more organizations join to share information and resources in an effort to create solutions to social problems that could not be achieved by organizations working independently (Bryson, Crosby, & Stone, 2006). Collaboratives are often very loosely structured, without formal leaders and with members typically volunteering to work across sectors and represent their organizations. …

Advancing Creativity and Citizen Engagement by Collaborative Leadership

This paper argues that the structure and process of collaboration enhances prospects for creativity and citizen engagement. These rewards of collaboration also accompany inefficiency problems with the risks of increasing transaction costs, opportunity costs, and social capital costs. In competing with traditional (ex. hierarchical) modes of problem solving, nevertheless, collaboration as a problem solving strategy can have merits when the right leadership puts its rewards surpassing its risks. When leaders seek to facilitate ‘collaborative processes,’ they need to pay attentions to five dimensions of governance, administration, mutuality, autonomy, and norms of trust and reciprocity. From Chrislip and Larson’s work, I adopt ‘process leadership’ as a suitable leadership type for collaboration due to the fact that problem solving situations are characterized by cross-boundary collaboration, unclear prospects for getting results, and supremacy of nurturing over expertise. Rather than tactical, positional, or heroic leadership, this process leadership shares a great deal in common with transformational, servant or facilitative leadership. Collaborative leadership skills such as managing paradox, leading in solving peer problems, and keeping partners in networks are good examples.

Tough times call for collaborative leaders

PurposeThis paper aims to discuss the development of collaborative leadership skills to address an identified gap in senior management capability.Design/methodology/approachThis paper is based on research carried out by IPSOS Mori consisting of interviews with 100 directors across the public and private sector.FindingsThe research found that 64 per cent of those questioned identified a gap in collaborative leadership skills and senior levels and this rose to 73 per cent of those who worked for companies with more than 5,000 employees. The paper highlights a key capability for a collaborative leader – the ability to handle conflict in a productive manner.Practical implicationsThe paper analyses five areas of development for a collaborative leader with regard to conflict: understanding your own relationship to conflict; understanding the needs of groups; holding difficult conversations; finding the greater good; and mediating in other people's conflict. In each case it proposes practical steps to help leaders and development professionals handle these issues.Originality/valueInvesting in collaborative leadership capability is a priority for many businesses in these turbulent times. As economic pressures increase, the ability to work efficiently with critical business partners is a necessity. It is all too evident that ineffective collaboration and conflict in business relationships wastes time and money: these days this is something no one can afford. The skills outlined in this paper point the way for training managers to develop key people in their organisations to handle conflict and build effective relationships in tough times and in good.

The Competency Continuum

To describe the methodology of developing a competency assessment process and tools for case management associates in a large multifacility acute care setting. Nurse case managers practice in a variety of settings and may function in teams that include the medical social workers, utilization review specialists, appeals coordinators, and language interpreters. As professionals and licensed associates, case managers are responsible for their own professional and clinical development. Competency assessment can take place in any care setting and utilized by all case managers. Understanding adult learning principles and the role transition from caregiver to case manager, competencies were developed that were grounded in professional case management standards of practice. The competency assessment process is based on a "continuum" and should be approached with the end result in mind, promoting professionalism and accountability for one's own development. The practice of case management is a reflection of the organization's mission vision, values, and strategic goals. Incorporating these initiatives, along with the professional scope and standards of practice for case management, provides a well-rounded opportunity for case managers to develop collaborative leadership skills necessary to perform in today's robust healthcare environment.

Exploring the Use of Problem-Based Learning for Developing Collaborative Leadership Skills

This paper examines the implementation of two Problem-Based Learning (PBL) seminars at a university administrative credential program for graduate students preparing to become administrators. PBL is an instructional strategy that focuses students on a relevant problem to solve within a collaborative group. It explores in what ways PBL contributes to their development as administrators, ability to work in groups, and to use reflection as a part of their practice. Students worked in small groups to complete a relevant job-related problem. They were expected to apply theory to a real situation, use problem-solving skills, witness the impact of those skills, and reflect on their actions and those of others. Throughout the two seminars, a variety of data were collected including journal notes, videotapes, and process papers. When analyzed, the data provided important insights about the use of PBL for students as an instructional strategy. Analysis of data revealed that students found the content and process relevant to their work as administrators, saw patterns in their own growth, and gained an understanding of the importance of identifying implicit theories. The faculty also learned important lessons from this action research about the use of PBL as a pedagogical strategy. First, students need time to develop and practice both problem-solving as well as group process skills. Second, faculty needed to take an active role in teaching group process and reflective skills. This is important learning given the dynamic context of schools where collaboration with others and group work are essential components of effective organizations. The data indicate that in the HRM Seminar, Group 1 and Group 2 present a stark contrast to how well each group functioned. In Group 1, the lack of attention to group process, member's primary focus on individual achievement, lack of joint leadership, presence of conflict, and perception of not being heard led to low satisfaction with the task and process. Almost the opposite pattern occurred in Group 2. Members reported both high task and process focus and primary attention on group rather than individual achievement. In addition, they reported a sense of being valued and heard, minimal conflict between group members, and a balance between solitary and joint leadership. In addition, group members were more satisfied with the task and process. Group 3 experienced some difficulties and conflict; however, group members felt they accomplished the task well. In the UTE Seminar, the data indicate that Groups A and C functioned well with minimal conflict, and they were satisfied with the product and enjoyed the process. Group B struggled and was not fully satisfied with the product produced by the group and was only marginally satisfied with the group process.