ABSTRACT
Purpose: Follett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for interorganizational resilience. The article argues for the necessity of developing mutualism in systems of education as essential preparation for times of instability and crisis, as demonstrated through recent experiences with the COVID-19 pandemic. Design/methodology/approach: This article provides an introduction to the relational process theory of Mary Parker Follett, a foundational theorist of organizing and administration. This theoretical review uses worked examples drawn from a collaborative, continuous improvement partnership focused on educational leadership preparation and development. Findings: The author identifies four aspects of Follett's theory that connect most directly to collaborative, continuous improvement partnerships. These include mutualism as circular response, coactive power, embrace of difference through constructive conflict and integrating experience through learning. The article discusses how these offer an integrated framework of foundational concepts for nurturing and sustaining educational systems capable of adaptive change in the face of complex challenges. Originality/value: Follett's relational process theory offers a perspective on partnering as a dynamic and evolving constellation of interactions and activity. The implications of Follett's core ideas for education resonate beyond improvement partnerships and offer guidance at all levels of educational systems seeking to orient towards an evolutionary logic. © 2023, Emerald Publishing Limited.
ABSTRACT
K-12 educational leaders were the initial decision makers, implementers, and/or communicators of the Covid-19 Pandemic procedures for the district and/or school. The purpose of the qualitative study was to determine what barriers K-12 educational leadership encountered during transition to virtual learning that hindered a supportive student culture. The transformational, relational, and strategic leadership theories helped to address the research questions and determine if the leaders truly worked to develop or maintain a supportive culture. The data analysis showed the twenty participants of this study were invested in developing or maintaining a culture of student support. Even though the study interviewed a minute sampling of educational leaders nationwide, it is apparent leaders desired better communication, collaboration, training, resources, access to technology, and support for themselves and all stakeholders to reduce the number of limitations currently being experienced during the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
AIMS: This discursive paper draws on three key leadership theories with the aim of outlining how styles of leadership impact the provision of fundamentals of care. DESIGN: Discussion paper. DATA SOURCES: key leadership theories, leadership and fundamentals of care literature. IMPLICATIONS FOR NURSING: The conceptualization of fundamentals of care is viewed through the lens of nursing leadership, and collective, compassionate and transformational leadership theory. The cognitive dissonance that nursing leaders encounter when trying to reconcile organizational, patient and nurses' needs is considered, and the pressure to deliver high-quality fundamentals of care presents a challenge to nurse leaders. CONCLUSION: Leaders must align nursing and patient outcome data to drive forward and prioritize fundamental care. Focusing on key elements of relational leadership styles will ensure a workforce fit to provide fundamental care, which in the current climate must be an organizational and global nursing priority. IMPACT: This discussion attempts to draw together overlapping leadership theories, emphasizes the importance of relational leadership in ensuring the provision of the fundamentals of care and acknowledged the impact of the COVID-19 pandemic on nurses and nursing care, with leadership implications outlined, such as a need for role-modelling, understanding shared values and giving nurses a voice. It will have an impact on nurse leaders, but also on those nurses providing direct care by issuing a challenge for them to confront their own nurse leaders, and to ask that they better resolve competing needs of both the nursing workforce and patients.
ABSTRACT
K-12 educational leaders were the initial decision makers, implementers, and/or communicators of the Covid-19 Pandemic procedures for the district and/or school. The purpose of the qualitative study was to determine what barriers K-12 educational leadership encountered during transition to virtual learning that hindered a supportive student culture. The transformational, relational, and strategic leadership theories helped to address the research questions and determine if the leaders truly worked to develop or maintain a supportive culture. The data analysis showed the twenty participants of this study were invested in developing or maintaining a culture of student support. Even though the study interviewed a minute sampling of educational leaders nationwide, it is apparent leaders desired better communication, collaboration, training, resources, access to technology, and support for themselves and all stakeholders to reduce the number of limitations currently being experienced during the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic has highlighted the importance of virtual work. Enabled by the pandemic, the present study addresses the consequences of virtual interaction among regular work teams. Building on and expanding prior research, we develop lines of reasoning to suggest that virtuality negatively affects team failure learning. Additionally, we argue that team LMX quality and team LMX differentiation can help mitigate this effect. We test our hypotheses based on survey data from 73 teams working for a service unit at an international bank. In line with our theorizing, the results reveal that virtuality hampers team failure learning. Moreover, we find that team LMX quality and team LMX differentiation can serve to alleviate the negative consequences of virtuality. We discuss the theoretical and practical implications of our study to support HR managers and propose some areas for future research.
ABSTRACT
PURPOSE: The health service response to COVID-19 provided a unique opportunity to build our understanding of the leadership styles in use in managing a crisis event. Existing literature emphasises command and control leadership; however, there has been less emphasis on relational approaches and the behaviours necessary to ensure the agility of the response and minimise the risk of relational disturbances. The purpose of this paper is to understand leadership styles in use, as part of a health service response to COVID-19. DESIGN/METHODOLOGY/APPROACH: This paper draws on data from semi-structured interviews with 27 executives and senior leaders from a tertiary health service in Australia. The data were analysed using thematic analysis. Notes and examples were coded according to deductively derived criteria around leadership styles and competencies from the literature, while remaining open to emergent themes. FINDINGS: Health system leaders described examples of both command and control and relational leadership behaviours. This dually provided the discipline (command and control) and agility (relational) required of the crisis response. While some leaders experienced discomfort in enacting these dual behaviours, this discomfort related to discordance with leadership preferences rather than conflict between the styles. Both leadership approaches were considered necessary to effectively manage the health system response. ORIGINALITY/VALUE: Crisis management literature has typically focused on defining and measuring the effectiveness of behaviours reflective of a command and control leadership response. Very few studies have considered the relational aspects of crisis management, nor the dual approaches of command and control, and relational leadership.
Subject(s)
COVID-19 , Leadership , Australia , Health Services , Humans , SARS-CoV-2ABSTRACT
In March 2020, the governor of Pennsylvania mandated school closure for two weeks and on April 9, 2020, the mandate was extended through the remainder of the 2019-2020 school year due to the COVID-19 global pandemic. The pandemic caused uncertainties and immediate crisis for educational entities. Learning during school closure was transformed with students relying on technology to connect with teachers and peers for instruction and social interactions (Harris & Jones, 2020). Authentic leaders are prepared to lead through challenges and times of crisis as a result of self-awareness, confidence and resilience (George, 2009). During crisis events, leaders must establish a foundation for transparent, clear and straightforward communication (George, 2009). Stakeholders expect leaders to be relational and provide open, trusted and committed relationships to establish collaboration (George, 2003). Given the overwhelming burden placed on school principals to lead through abrupt crisis, a qualitative, phenomenological study was conducted to investigate the lived experiences of high school principals during the COVID-19 pandemic. The perceived impact of authentic, communicative and relational leadership on high school principals in Western Pennsylvania was the focus of the study. Data gathered from semi-structured interviews revealed 15 themes. The significant key findings included prioritizing the needs of teachers before all other stakeholder groups and addressing the learning needs of students, utilizing multiple modes of communication and celebrating successes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)