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This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution.

This study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review.

The primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels.

This study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework.

This study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study.

This study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.

This two-part study aims to contribute to the body of knowledge on team development by examining the development of self-managing teams (SMTs) in healthcare. Based on an exploration of the team development literature, a perspective on SMT development was created, which suggested that SMTs develop along a non-sequential pattern of three processes–team management, task management and boundary management and improvement–that is largely the result of individual, team, organizational and environmental-level factors.

The perspective on SMT development was assessed in a Dutch mental healthcare organization by conducting 13 observations of primary mental healthcare SMTs as well as 14 retrospective interviews with the self-management process facilitator and advisors of all 100 primary mental healthcare SMTs.

Empirical results supported the perspective on SMT development. SMTs were found to develop along each of the three defined processes in a variety or possible patterns or simultaneously over time, depending on many of the identified factors and three others. These factors included individual human capital, team member attitudes and perceived workload at the individual level, psychological safety, team turnover, team size, nature of the task and bureaucratic history at the team level, and management style and material and social support at the organizational level.

This study provides a non-sequential model of SMT development in healthcare, which healthcare providers could use to understand and foster SMTs development. To foster SMT development, it is suggested that cultural change need to be secured alongside with structural change.

Even though various team development models have been described in the literature, this study is the first to indicate how SMTs in the healthcare context develop toward effective functioning.

Research has demonstrated that varying degrees and combinations of individual traits, behaviors and characteristics influence the emergence of leaders in teams. While existing models have shown that such variables affect leader choice independently and interactively, the overall findings suggest that there is still a lack of research on a potentially significant factor, the impact of personal reputation on leader selection in autonomous work teams (AWTs), an increasingly ubiquitous team practice in organizations. This preliminary review thus aims to offer a general overview of personal reputation and its effects on leader emergence in the context of AWTs.

By surveying extant literature on team leader emergence, this review has identified that the potential impact of personal reputation on leader selection in teams is significant yet largely ignored.

Models of leader emergence in teams should incorporate the realistic assumption that teams formed in organizations are often comprised of individuals who have information on others either directly or indirectly. Personal reputation based on an individual’s history thus moderates how one’s behaviors or traits exhibited become contextualized in the overall assessment of leader desirability and selection in teams.

Based on a review of existing research on leadership emergence and personal reputation, this work contends that the external validity and predictive value of leader emergence models would greatly benefit from the inclusion of employee reputations as a moderating variable in the future assessment of the leader emergence process in AWTs.

By designing models that explain the potential effects of personal reputations on leader emergence in self-managed teams, team members and managers can be better elucidated and ultimately improve their understanding of the process of the evaluation and selection of team leaders.

Despite the prolific research on leader emergence, there is still a paucity of studies examining personal reputational effects on leader selection, especially in the context of AWTs. This work is the first review piece calling for the inclusion of personal reputation, a substantive factor overlooked and excluded in previous models, to enhance the current understanding of leader emergence in AWTs.

With team-based structures replacing traditional hierarchical systems, the purpose of this paper was to explore the concept of shared leadership and its impact on improving team performance. The five underlying mechanisms that form the components which drive shared leadership, namely (1) trust, (2) empowerment, (3) age and maturity, (4) fair reward, and (5) dispositions and beliefs, provide readers with a practical understanding of how to attain, maintain, and regain shared leadership for the performance of teams in organisations today. In addition, a focus on shared leadership in other team contexts, such as sport, unconventional and multicultural environments is also discussed to aid the progression of shared leadership research and broaden its application beyond traditional business and managerial contexts.

This study aims to introduce an alternative model, “volatility, uncertainty, complexity and ambiguity (VUCA), Virtue and Vice” (3V’s), to unleash leadership skills, promote organisational collaborative change and impact sales performance during an unprecedented crisis.

The methodology outlines action research based on the 3V’s model and its application in an international business-to-business sales organisation during Covid-19. It explores alternative paths informed by play-at-work and Plato’s philosophy applied to work-based-learning. Each action/iteration adds to the model, which becomes more likely appropriate for various situations.

The 3V’s boosted change implementation and improved sales performance. The 3V’s conceptualised an invitation to immerse oneself in the constant “river of change” (VUCA) and a means of understanding the role of leadership in navigating this change by embracing simple rules: searching for justice (Virtue) and overcoming the barrier of public opinion (Vice).

The 3V’s model is grounded in leadership literature and a sole application, providing real international data relevant to organisations and leaders. This has yet to be evaluated further.

3V’s can enhance the understanding of a leading collaborative change and re-frame team dynamics in post-pandemic times for the broader public.

The approach advocated is a practice of “swimming alongside the team”, which should enable empowerment and collaboration rather than a top-down direction. Focussing on leaders who are moral people, this approach becomes a differentiator in a digital world.

This study examines Plato’s philosophy, play-at-work and other leadership theories in a model which prepares organisations to respond to crisis by providing the ability to reflect on human aspects and straightforward, transferable skills.

The efficiency of each of an organization’s individual workers determines its effectiveness. The study aims to explore the relationship between human resource management (HRM) practices and organizational effectiveness with employee performance as a mediating variable.

Data were collected from 800 police officers in the Greater Accra and Tema regions. The data were supported by the hypothesized relationship. Construct reliability and validity was established through confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.

The results show that career planning and employee performance were significantly related. Self-managed teams and employee performance were shown to be nonsignificantly related. Similarly, performance management and employee performance were shown to be nonsignificantly related. Employee performance significantly influenced organizational effectiveness. The results further indicate that employee performance mediates the relationship between HRM practices and organizational effectiveness.

The generalizability of the findings will be constrained due to the research’s police service focus and cross-sectional data.

The study’s findings will serve as valuable pointers for the police administration in the adoption, design and implementation of well-articulated and proactive HRM practices to improve the abilities, skills, knowledge and motivation of officer’s to inordinately enhance the effectiveness of the service.

By evidencing empirically that employee performance mediates the relationship between HRM practice and organizational effectiveness, the study extends the literature.

The relationship of leadership to culture is explored in this study. The study was designed to determine if significant relationships existed between specific leadership practices and different cultural profiles. The treatment for this correlational study consisted of 15 teams with an assigned formal leader for each team. Significant relationships were found between the variables in 14 of the 20 relationships examined. It was concluded that different leadership practices resulted in different cultures.

This research evaluated learning outcomes of a leadership development program at a large, southern land grant institution. The program is an interdisciplinary, semester-long class where experience and theory are juxtaposed to offer leadership training and development. Through an intensive research project, the program exposes students to four practical skills and four adaptive skills related to leadership development. The research outcomes of this study found that students did perceive to have gained the intended leadership skills as related to the four practical and four adaptive skills set forth by the program curriculum. As leadership programs continue to grow, these programs must be assessed and evaluated to continue to garner merit within the academic community.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.