On the meaning of meaning as shared meaning-Leadership development in turbulent times

"In a crisis character proves itself" (Helmut Schmidt)-and so does the culture of an organization. Is it of support also in difficult times? Does pressure amplify its positive aspects or rather the dysfunctional ones? This case report addresses a nursing division within a university hospital, particularly its leadership culture that was recently "stress tested" by the COVID-19 pandemic. To the relief of those involved, the situation revealed a solid foundation and the positive force of a division-wide culture of shared leadership. Our contribution to this special issue of the journal Gruppe. Interaktion. Organisation. (GIO) reflects upon a leadership development process of five years, which supported the emergence of an adaptive and community-oriented leadership practice capable of constructively coping with complexity, permanent change and various tensions. Core elements of this process were regular large group workshops that provided spaces for resonance, reflection and experimentation and fostered the building of trust and connectedness. We first recapitulate significant steps and contents of this process and then examine impact factors and determinants of success by drawing on interviews with participating leaders. This is followed by an engagement with theoretical perspectives on questions of meaning in relation to leadership and a consideration and discussion of the case example against this background. In that we focus on such approaches that look at meaning phenomena as transsubjective and collective and our article advocates against considering meaning detached from the communities in which it emerges. We conclude with a resume and outlook in view of a reorganization in the context of this case study. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (German) In der Krise beweist sich der Charakter" (Helmut Schmidt) - und die Kultur einer Organisation. Tragt sie auch in schwierigen Zeiten? Kommt es unter Druck zu einer Verstarkung der positiven oder der dysfunktionalen Aspekte? Dieser Praxisbericht befasst sich mit einem Pflegebereich eines Universitatsklinikums und insbesondere seiner Fuhrungskultur, die jungst angesichts der COVID-19-Pandemie einem Stresstest" ausgesetzt war. Erleichternderweise trat hier ein solides Fundament zutage bzw. es zeigte sich die positive Kraft einer bereichsumfassenden Kultur der gemeinschaftlichen Fuhrung. Unser Beitrag zu diesem Themenheft der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) reflektiert einen funfjahrigen Fuhrungsentwicklungsprozess, der die Herausbildung einer adaptiven und gemeinschaftsorientierten Fuhrungspraxis, welche Komplexitat, permanente Veranderung und multiple Spannungsfelder konstruktiv bewaltigen kann, unterstutzt hat. Kernelemente dieses Prozesses waren regelmasige Grosgruppenworkshops, die als Resonanz-, Reflexions- und Experimentierraume dienten sowie Vertrauen und Verbundenheit forderten. Wir rekapitulieren zunachst wesentliche Schritte und Inhalte des Prozesses und beleuchten dann auf Basis von Interviews mit beteiligten Fuhrungspersonen Wirkfaktoren und Gelingensvoraussetzungen der stattgefundenen Entwicklungen. Anschliesend erfolgt eine Auseinandersetzung mit theoretischen Perspektiven auf Sinnfragen in Zusammenhang mit Fuhrung und eine Einordnung und Diskussion des Fallbeispiels vor diesem Hintergrund. Dabei interessieren uns vor allem solche Ansatze, die Sinnphanomene als transsubjektiv und kollektiv betrachten und unser Beitrag pladiert dafur, Sinn nicht losgelost von den Gemeinschaften zu denken, in welchen er entsteht. Wir enden mit einem Resumee und Ausblick angesichts einer Reorganisation im Kontext des Fallbeispiels. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Virtual interaction and failure learning-The crucial role of team LMX composition

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.

Improving nonprofit succession management for leadership continuity: A shared leadership approach

The topic of nonprofit succession management has gained increasing research attention in recent years. However, the organizational implementation rate of succession management is often low – and even where present, may be mere “lip service.” Previous studies in the field mostly focus on the role of boards or executive directors in succession management. Grounded in shared leadership theory, this study takes a broader perspective, and stresses the shared responsibilities among boards, executive directors/division executives, and human resource (HR) professionals within the succession management process. As such, the study's framework comprises three components: shared leadership, the succession management process, and nonprofit leadership continuity as an outcome variable. The results of a large online survey in Germany (N = 1020) show that only 12.3% of responding nonprofit organizations in Germany practice tripartite shared leadership in succession management. However, applying partial least squares analysis indicates, for example, a positive relationship of shared leadership behavior among boards, executive directors/division executives, and HR professionals with the likelihood of a systematic succession management process, as well as nonprofit leadership continuity. Reflecting on our findings and current threats to nonprofits, such as COVID-19, we conclude by offering practical implications for nonprofit decision-makers and for academia. Among other things, we argue that nonprofit practice should push for more (tripartite) shared leadership to improve succession management and leadership continuity. © 2022 The Authors. Nonprofit Management & Leadership published by Wiley Periodicals LLC.

A quantitative examination of teachers' perceptions of shared leadership in relation to self-reported job satisfaction, efficacy, and teacher leadership

Shared leadership builds a team with a shared purpose and vision for a specific organization. The problem addressed in this study was the conflicting research findings regarding how teachers operate under a shared leadership model. The purpose of this quantitative study was to examine teachers' perceptions of shared leadership and its relationship to measures of teachers' job satisfaction, efficacy and leadership behaviors and to identify what differences exist between teachers employed in schools implementing this model and teachers employed in schools that are not. A sample of 162 K-12 public school teachers completed a survey reporting their perceptions of shared leadership constructs, job satisfaction, efficacy, and teacher leadership behaviors and identified if they worked in a school applying a shared leadership model. Both hierarchical thinking and a school culture of shared leadership were significantly and positively correlated to almost all job satisfaction subscales and all leadership behavior subscales while systemic thinking was not significantly related to any. School culture of shared leadership was the only one of the three shared leadership variables significantly correlated to teacher efficacy subscales. Results of the MANOVA included that those teachers working in schools not practicing shared leadership reported significantly higher job satisfaction, efficacy, and more leadership behaviors for all variables except job satisfaction: rewards and leadership behavior: communication. When comparing between schools adhering to shared leadership and those that do not, teachers who reported their school did not adhere to a shared leadership model had better outcomes. The current findings failed to provide support for shared leadership models. Limitations exist related to causation and the non-experimental nature of the survey methods employed;therefore, alternate explanations may exist for the findings. Continued leadership development for administrators is necessary, whether it be towards the goal of fidelity of implementation of shared leadership practices or other evidence-based leadership practices. The data were collected during the COVID-19 pandemic;thus, replication of the current study is warranted under more traditional circumstances and once students, teachers, and schools have returned to regular in-person functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

School leadership strategies facilitate the emerged transition from f2f to blended learning

In the unprecedented circumstances following the pandemic from March 2020 onwards, novel challenges appeared regarding both the effective Schools leadership and management and the accomplishment of pedagogical and learning objectives from distance. This new reality pushed for the adoption of innovative practices but at the same time uncovered underlying weaknesses. The teachers’ role, students’ and parents’ presence in the digital context environment has been redefined at the Experimental School of the University of Thessaloniki (PSPTh), Greece. Under the School’s coordination and the teachers’ collaboration, the school community members had to work together to (co)design the e-school’s virtual framework in the best possible manner. Distributed leadership supported overcoming obstacles, giving school members a sense of belonging to a community that was left with no option. Pre-existing relationships and strategies related to blended learning at school, helped in building the distance (for a long period) of emotional connection and laid new foundations. The authors explored the factors that shaped the transition from the face-to-face School to the Virtual School community taking into consideration school staff’s and students’ expectations, intentions and strengths and weaknesses as well. They based on an empirical research with observation and data collection, both from the school principal’s diary as well as other quantitative and qualitative data, they have recorded the transition from f2f-education to blended learning (BL) with synchronous and asynchronous distance education. Moreover, they identified the need to overcome the new obstacles. The effective use of ICT, the level of familiarity with web-based platforms, the adoption of participatory processes and exploitation of collaborative e-tools for communication, training, studying, and teaching and learning with the continuous training, were the crucial points that shaped the new educational reality. A well-organized strategy emerged as a prerequisite for achieving the goals of the administrative, organizational and educational coordination and leading of schools from distance. © the authors, 2021. All Rights Reserved.

"Courageous and uncomfortable": A phenomenology exploring the lived experience of high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic

Problem: Much research on shared leadership shows that it could be beneficial in the high school classroom but shifting to that type of classroom can be difficult. During the COVID-19 pandemic, teachers were looking for best practice strategies to move their curriculum online and to hybrid. This worldwide crisis provides a moment in time to rethink the inputs of education and what expected outcomes teachers wish to provide as they teach in unprecedented times in mandatory mass virtual and hybrid learning. Procedures: This hermeneutic phenomenology (Heidegger, 2008;van Manen, 2014) explored the lived experience of eight ELA high school teachers who taught virtually or in hybrid during the COVID-19s school year (2020-2021) The research question for this study was: What is the lived experience of ELA high school teachers using principles of shared leadership during COVID-19 virtual and hybrid teaching? This overarching research question was supported by three supporting sub- questions, which uses Kalinovich and Marrone's (2017) analysis for antecedents for shared leadership in the classroom as a conceptual framework. Purposeful and criterion sampling were all used for recruiting participants for this study (Creswell and Poth, 2018;Salmons, 2010). Data was collected using a three-interview approach recommended by Seidman (2013), including life history, details of experience, and reflection on the meaning. Additional data gathered included supplemental documents provided by the participants, observations of classrooms, and researcher reflections. The data analysis process included coding, triangulation, member-checking, and inter-coder agreement.Findings: Findings were communicated in a descriptive and interpretive method, in order to gain understanding of a specific phenomenon (Heidegger, 2008;van Manen, 2014). Data analysis resulted in the following themes: (a) building trust, (b) creating authentic assessments, (c) Collectivism and interdependence, (d) the teacher as a coach, (e) engagement, (f) initiative and creativity development, (g) empathy and self-awareness, (h) collaboration, (i) meticulous lesson planning and design, (j) self-directed professional development, (k) the ability to adapt, and (l) using student voice. Conclusions: Fostering an environment of trust, interdependence, collaboration, collectivism, authentic assessment, and teacher-coaching allows aspects of shared leadership to flourish, even in multiple modalities. Recommendations: Using student voice consistently helped create engagement, trust, and many other shared leadership qualities in the classroom. All of the qualities were reciprocal, as trust increased, student voice also increased and likewise for many of the other qualities. Using authentic assessments and paring down the number of standards in the classroom so teachers can focus deeper on less also helped both teachers and students take more risk and use creativity during this difficult year. Continuous feedback is necessary for multiple modality teaching, not just for teachers but for students also. Lastly, encouraging discussion and collaboration were just as important this year in the classroom, regardless of modality;it also is important to set up the classroom carefully in order to cultivate these skills. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Interplay of shared leadership practices of principals, teachers' soft skills and learners' competitiveness in covid 19 era: Implications to economics of educational leadership

The COVID 19 pandemic had a significant impact on both the administration and instructional delivery. A close partnership between administrators and teachers is essential to students' overall growth, particularly in this COVID 19 era. This study employed a descriptive correlational research design. A survey was done using online to selected schools in South East Asian countries. From the study, it can be inferred that the highly positive results are seen on the level of principal shared leadership practices are manifested by the school heads, teachers' soft skills enhancement, and learners' competitiveness. The school heads are capable of exuding shared leadership aspects on effective communication, proper coordination, direction, and influence. Test of relationship showed a positive interplay between principals' shared leadership with the selected variables on teachers' soft skills and learners' competitiveness. Research on the comparative impacts of leadership styles will assist policymakers and practitioners in better understand which leadership techniques are most successful for specific elements of school reform efforts, in our view. Further, the implications of this study will help teachers better their interpersonal and administrative abilities while administrators are urged to continue to improve their leadership techniques. The result of this present study will provide a way for policymakers and other stakeholders to fund allocation and develop a plan of action to strengthen principal leadership in the COVID 19 era. © 2021 Ascociacion Internacional de Economia Aplicada. All Rights Reserved.

Fostering the healthcare workforce during the COVID-19 pandemic: Shared leadership, social capital, and contagion among health professionals.

Health professionals managing patients with COVID-19 disease are at high risk of contagion. All medical personnel involved in caring for patients need coordination, knowledge and trust. Empirical work on human resources has tended to focus on the effects of human resource practices on performance, whereas leadership and social interactions have been overlooked. Based upon interviews with medical staff working in specialised medical units, this study uses the social capital theory to examine relationships among shared leadership, social capital, and contagion rates. First, shared leadership was found to positively affect COVID-19 contagion among health professionals. Second, by sharing information and a common language, and showing high levels of trust, namely social capital, medical units seem to reduce contagion rates of COVID-19. In other words, shared leadership plays a fundamental role in improving performance in healthcare by means of social capital.