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The purpose of this manuscript is to demonstrate how school and district leaders supported the youth of color leadership initiatives at the district and school levels in ways to advance youth agencies and transformative change. The specific research question guiding this study was What actions do formalized leaders engage in to share leadership opportunities with the youth of color that protect student agencies and control?

A multi-site qualitative case study design was used, drawing on the understanding of shared leadership and student voice as analytical lenses.

Leaders across both sites supported the youth of color leadership in three ways: (1) being open to new and different sources of knowledge related to persistent issues of inequity in their schools; (2) initiating spaces for the youth of color to engage in leadership and (3) buffering student leaders from outside pressures.

This research demonstrates the ways leaders with positional power can support youth of color leadership while not removing youth agencies and independence.

This manuscript contributes to existing scholarship by demonstrating how the understanding of shared leadership and student voice scholarship combines to deepen understanding of supporting youth of color leadership.

The purpose of this paper is to explore the effect of “multiplex” (multiple overlapping) networks and leadership on group performance in a higher education setting.

Using a combination of social network analysis and interviews, the authors employ a case study approach to map the connections between academic group members. This paper analyses the relationship between this mapping and academic performance.

The authors identified two dimensions which influence group effectiveness: multiplex networks and distributed–coordinated leadership. Where networks are built across tasks, inter-relationships develop that lead to greater group performance.

Where group members create a dense hive of interconnectivity and are active across all group tasks, and also informally, this increases the opportunity for knowledge sharing. When this is similarly experienced by a majority of group members, there is positive reinforcement, resulting in greater group effectiveness.

This paper highlights the importance of the richness of formal ties in knowledge-intensive settings. This paper is the first to differentiate between formal connections between colleagues related to different tasks within their role. This suggests that dense configurations of informal ties are insufficient; they must be coupled with strong ties around formal activity and demonstrative leadership.

This study explores interactions on internal social media (ISM) in a Danish bank in order to understand how communicative leadership is enacted in social media dialogues within an organizational context. Three months of posts, comments and likes from September to November 2018 were analyzed to identify communicative leadership roles and communicative leadership behaviours. Three types of communicative leadership arose in this study: formal communicative leadership, coconstructed communicative leadership and peer communicative leadership. Communicative leadership was further identified in communicative acts such as setting directions, making sense, solving problems and listening. The findings suggest that communicative leadership is coconstructed in interactions between managers and employees as well as in interactions among employees. In this respect, communicative leadership on ISM is not only enacted by formal managers but aslo by knowledgeable individual organizational members and it is also coconstructed by groups of employees. In this respect, the findings help us understand leadership as a complex set of interactions in organizational contexts and know that empowering communication on ISM can therefore enhance employee engagement.

Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.

In the current era, characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), organizations are becoming increasingly more complex and less formal. Consequently, traditional control processes are being replaced by knowledge-sharing processes, informal coordination, and networks. Hence, different leadership theories and methods, which are more in line with these developments, are required. Terms such as “leadership in the plural,” “emergent leadership,” “leadership as a structural and networked phenomenon” reflect changes in how the author understands the phenomenon of leadership and sets the direction for new approaches. This chapter describes four paradigm shifts from the traditional approach to leadership, which highlighted the role of a formal leader who influences a group of followers. The author presents a stream of research emphasizing a relational approach among multiple individuals and reframe leadership as an influence action of many. These influence exchanges result in an emergent influence pattern or a leadership configuration. Nevertheless, the author sought to not “throw the baby out with the bathwater,” therefore the author claims that the formal leader is embedded in this configuration. Building on social network analysis and recently developed methodologies, the author provides a platform for measuring leadership as a many-on-many influence process. The author depicts the research she conducted analyzing advice networks, while aspiring to create a synthesis between the traditional and emergent leadership approaches. At the practical level, to understand and develop leadership in organizations nowadays, the author suggests acquiring a “broad and multi-focal lens” to capture the complexity of leadership.

This chapter seeks to increase our understanding of health care employees' perceptions of effective and ineffective leadership behavior within their organization.

Interviews were conducted with 59 employees working in a diversity of positions within the case study hospital. Interviewees were asked to cite behaviors of both an effective and an ineffective leader in their organization. They were also asked to clarify whether their example described the behavior of a formal or informal leader. Grounded theory data analysis techniques were used and findings were interpreting using existing leadership behavior theories.

(1) There was a consistent link between effective leadership and relationally oriented behaviors. (2) Employees identified both formal and informal leadership within their hospital. (3) There were both similarities and differences with respect to the types of behaviors attributed to informal versus formal leaders. (4) Informants cited a number of leadership behaviors not yet accounted for in the leadership behavior literature (e.g., ‘hands on’, ‘professional’, ‘knows organization’). (5) Ineffective leadership behavior is not simply the opposite of effective leadership.

Findings support the following ideas: (1) there may be a relationship between the type of job held by employees in health care organizations and their perceptions of leader behavior, and (2) leadership behavior theories are not yet comprehensive enough to account for the varieties of leadership behavior in a health care organization. This study is limited by the fact that it focused on only those leadership theories that considered leader behavior.

There are two practical implications for health care organizations: (1) leaders should recognize that the type of behavior an employee prefers from a leader may vary by follower job group (e.g., nurses may prefer relational behavior more than managerial staff do), and (2) organizations could improve leader development programs and evaluation tools by identifying ineffective leadership behaviors that they want to see reduced within their workplace.

Health care organizations could use these findings to identify informal leaders in their organization and invest in training and development for them in hopes that these individuals will have positive direct or indirect impacts on patient, staff, and organizational outcomes through their informal leadership role.

This study contributes to research and practice on leadership behavior in health care organizations by explicitly considering effective and ineffective leader behavior preferences across multiple job types in a health care organization. Such a study has not previously been done despite the multi-professional nature of health care organizations.

This monograph seeks to summarise the key influences of a role‐based perspective on leadership when making decisions as to how organisational resources can best be deployed.

Application of new frameworks provides insight into the leadership roles executives can adopt when part of formal, informal and temporary groups within the organisation's senior management team and those parts of the organisation for which they are responsible. The methodology adopted is qualitative, focusing on application of previously developed frameworks.

Adoption of an appropriate leadership role, and the timely switch from one role to another as circumstances change, are found to facilitate improvement in the ability of executives to mobilise organisational resources, and in so doing effectively address those challenges with which the organisation is faced.

A one‐organisation intensive case study of a multinational engineering company engaged in the design, development and manufacture of rotating turbomachinery provides the platform for the research. The research intent is to validate two frameworks in a different organisation of a similar demographic profile to those in which the frameworks were developed. The frameworks will require validating in organisations of different demographic profiles.

The concepts advanced, and implications discussed, provide an insight into the role‐based nature of leadership. The practical steps individual executives can take to develop their ability to adopt different leadership roles are highlighted.

This monograph is an investigation into, and study of the contribution of theory that provides insight into, the process by which executives effectively mobilise organisational resources. This differs from the original contributions to theory, which focused on methodology, data gathering and validation in contrast with the current study that is focused on practical application.

The purpose of this paper is to examine the process of collective leadership in emergency management organisations. More specifically, the authors investigate the conditions that enable or prevent collective leadership amongst key actors in the emergency management network in bushfire investigations. We also examine how chief investigators facilitate the conditions to effectively distribute leadership and the role of social networks within this process.

A qualitative case study approach was undertaken, and 18 semi-structured interviews were carried out with chief investigators, 6 at each of three agencies in Australia. A framework for understanding collective leadership (Friedrich et al., 2016) was used to examine key leadership constructs, baseline leadership and outcomes relative to bushfire investigations.

Findings demonstrate that there is no evidence of collective leadership at the network level of bushfire investigations. There is mixed evidence of collective leadership within bushfire investigation departments, with the Arson Squad being the only government agency to engage in collective leadership. The authors found evidence that government bureaucracy and mandated protocols inhibited the ability of formal leaders to distribute leadership, gauge a clear understanding of the level of skill and expertise amongst chief investigators and poor communication that inhibited knowledge of investigations.

The study was limited to three bushfire investigative agencies. A future study will be carried out with other stakeholders, such as fire investigators and firefighters in the field.

For the government, emergency management agencies and other stakeholders, a key enabler of collective leadership within the emergency management network is the presence of a formal leader within a network. That leader has the authority and political ability to distribute leadership to other experts.

The paper contributes to developing a better understanding of the efficacy and challenges associated with the application of collective leadership theory in a complex government bureaucracy. There are positive implications for the safety of firefighters, the protection of the broader community, their properties and livestock.

The authors address the lack of literature on effective leadership processes amongst emergency management agencies. The paper contributes to extending collective leadership theory by unpacking the processes through which leadership is distributed to team members and the role of institutions (i.e. fire investigation bureaucracy) on social networks within this integrative process. The authors provide new insights into the practice of collective leadership in complex bureaucratic organisations.

Drawing upon findings from the International Study of Principal Preparation and scholarly literature this chapter presents an analysis of predominant principal preparation experiences. Formal, informal, and experiential leadership development opportunities are identified and discussed in relation to their advantages and disadvantages in preparing novice and aspiring school leaders to take up their exacting roles in 21st century schooling environments. We conclude by advocating for a range of preparation experiences that are continued throughout leaders' careers and for authorities to consider measuring the effectiveness of these programs to ensure maximum impact for the expense expended.

Studies of distributed leadership (DL) are increasing, but are not systematic, often taking a normative position emphasizing the superiority of DL to solo leadership and using the term in an imprecise way. The purpose of this paper is to re-conceptualize DL and develop a systematic framework to identify dimensions of DL and their association with team effectiveness.

Based on a comprehensive review of existing literature, this paper develops a systematic framework of DL and team effectiveness by deriving eight research propositions.

Based on two perspectives, role space occupation and dependency of actions, the paper identifies four main dimensions of DL: shared, conjoint, fragmented and dispersed leadership, each of which represents a specific pattern of DL activities. A leader-task-context (LTC) framework is developed to analyze outcomes of DL dimensions in different settings. The eight propositions developed clearly identify where DL can be best applied, how particular configurations of DL affect team performance, and in what situations it is most effective.

This paper has made several contributions. First, the authors address the question of what constitutes DL by conceptualizing its dimensions. Second, the authors extend the DL literature by arguing and modeling how different contexts influence the fulfillment of DL. Third, the authors develop an analytical framework of DL – the “LTC” framework – to help build a foundation and guide further research on the relationships between DL and team performance.