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The purpose of this paper is to investigate coaches' views on developing leadership and shared leadership capacity in particular in competitive youth football.

This qualitative examination focusses on the leadership philosophy of ten male coaches at the sub-elite competitive level in youth football in The Netherlands and applies the theory of shared leadership to examine coaches' views on developing leadership capacity.

Only few coaches have a clear philosophy on the development of leadership in general and/or shared leadership in particular. Most coaches do not have a distinct view on how to involve players in the team processes. Shared leadership development in youth teams occurs occasionally but can be implemented more intentionally.

Although this study lacks generalizability, coaches' views are required in understanding how shared leadership is to be developed in youth sport.

For implementing shared leadership in football purposefully, a clear view on the development of youth is required, whereas coaches need to be taught, how to involve the individual players in team processes such as decision-making. In addition, leadership development in sport may have the potential of transfer of skills to other domains.

Learning shared leadership at a young age by athletes can have a positive influence on relationships in teams on micro-level and might have an impact on meso-level within a football club because of its social constructionist approach.

This study is one of the first to apply shared leadership at the micro-level of competitive youth football making use of football coaches' view.

Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues.

This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership.

Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community.

Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.

This chapter describes a new leadership model called shared equity leadership (SEL). The goal of SEL is to create culture change that embeds shared values of diversity, equity, and inclusion (DEI) into the core of an organization. SEL emerged from a qualitative multiple-case study of leaders who were committed to establishing an equitable organization at eight colleges and universities that had seen success in their equity efforts. We reviewed over 1,000 pages of documents and interviewed 126 leaders, including cabinet-level executives, mid-level leaders, and group-level leaders. While we identified this model on college campuses, it has relevance for any organizational context. SEL entails three elements: (1) a personal journey toward critical consciousness in which leaders solidify their commitment to equity, (2) a set of values that center equity and guide the work, and (3) a set of practices that leaders enact collectively to change inequitable structures. Distinct from traditional leadership models, SEL encompasses both personal and organizational processes of leadership and emphasizes collaborative, relational, personal, and emotional aspects of leadership. This change starts with transforming awareness and behaviors of individuals, who engage in personal journeys toward critical consciousness and develop an urgent sense of responsibility for creating change. Organizations can facilitate their personal journeys and begin structuring SEL by forming a diverse team and socializing them into SEL expectations. With a concerted effort of leaders committed to SEL values and practices, an organization can be transformed so that equity is everyone’s work.

Shared leadership is increasingly important in today's organizations. The purpose of this paper is to examine the association between shared leadership and team performance, the moderating role of demographic diversity and the mediating role of information sharing on this relationship.

The research used a field study design, quantitative data of employees from two different organizations. Data were analyzed with structural equation modeling analyses.

Shared leadership was positively associated with team performance and this association was mediated by information sharing. Demographic diversity moderated the relationship between shared leadership and team performance, such that shared leadership was more strongly associated with team performance in more diverse teams and less in less diverse teams.

The results found support for moderating and mediating variables, explaining under what conditions and how shared leadership is associated with team performance in organizations.

The findings highlight the importance of nurturing shared leadership, in particular as teams tend to grow more diverse in our todays’ work settings. They also highlight the importance of diversity in how shared leadership unfolds its potential.

The research highlights that shared leadership, diversity, and information are increasingly important in today's organizations and should be considered from a more positive standpoint.

This research explored the association between shared leadership, demographic diversity, and information sharing with team performance. It represents a first step in examining the moderating and mediating variables of the shared leadership and team performance association.

Governance network managers are charged with triggering and sustaining collaborative dynamics, but often struggle to do so because they come from and interact with hierarchical and competitive organizations and systems. Thus, an important step toward effectively managing governance networks is to clarify collaborative dynamics. While the recently proposed collaborative governance regime (CGR) model provides a good start, it lacks both the conceptual clarity and parsimony needed in a useful analytical tool. This theoretical chapter uses the logic model framework to assess and reorganize the CGR model and then amends it using Follett’s theory of integrative process to provide a parsimonious understanding of collaborative dynamics, as opposed to authoritative coordination or negotiated cooperation. Uniquely, Follett draws from political and organizational theory practically grounded in the study of civic and business groups to frame the manner in which integrative process permeates collaboration. We argue that the disposition, style of relating, and mode of association in her integrative method foster collaborative dynamics while avoiding the counterproductive characteristics of hierarchy and competition. We develop an alternative logic model for studying collaborative dynamics that clarifies and defines these dynamics for future operationalization and empirical study.

Instructional leadership has taken center stage in recent years as the emphasis on school leaders’ role in improving instructional programs and impacting student learning has increased under the pressures of the accountability movement. While there is a growing literature that has highlighted the indirect impacts of effective instructional leadership on student learning, little is known about these effects in the area of special education. Because this direct involvement in instructional and curricular matters has typically fallen outside the traditional roles of principals and other school leaders, the need for purposeful focus on developing these skills is paramount in a climate that is calling for leaders who can facilitate growth and improvement in student learning, particularly in the area of special education. This chapter explores instructional leadership in the context of special education with a focus on small to mid-sized schools. We identify a set of factors that are critical to the effective implementation of instructional leadership in the area of special education which include, communication, teacher evaluation and supervision, staff development, instructional programing, and instructional design. The chapter goes on to discuss how school leaders can cultivate growth and improvement in special education programming through the use of coaching models and distributed leadership. Lastly we explore the implications for practice including discussions of reforming principal preparation programs and shared leadership.

The purpose of this study was to explore inter-professional clinicians’ perspectives on resident leadership in the context of inter-professional teams and to identify a definition for leadership in the clinical context. In 2015, CanMEDS changed the title of one of the core competencies from manager to leader. The shift in language was perceived by some as returning to traditional hierarchical and physician-dominant structures. The resulting uncertainty has resulted in a call to action to not only determine what physician leadership is but to also determine how to teach and assess it.

Focus groups and follow-up individual interviews were conducted with 23 inter-professional clinicians from three pediatric clinical service teams at a large, Canadian tertiary-level rehabilitation hospital. Qualitative thematic analysis was used to inductively analyze the data.

Data analysis resulted in one overarching theme: leadership is collaborative – and three related subthemes: leadership is shared; leadership is summative; and conceptualizations of leadership are shifting.

Not all members of the three inter-professional teams were able to attend the focus group sessions because of scheduling conflicts. Participation of additional clinicians could have, therefore, affected the results of this study. The study was conducted locally at a single rehabilitation hospital, among Canadian pediatric clinicians, which highlights the need to explore conceptualization of leadership across different contexts.

There is an evident need to prepare physicians to be leaders in both their daily clinical and academic practices. Therefore, more concerted efforts are required to develop leadership skills among residents. The authors postulate that continued integration of various inter-professional disciplines during the early phases of training is essential to foster collaborative leadership and trust.

The results of this study suggest that inter-professional clinicians view clinical leadership as collaborative and fluid and determined by the fit between tasks and team member expertise. Mentorship is important for increasing the ability of resident physicians to develop collaborative leadership roles within teams. The authors propose a collaborative definition of clinical leadership based on the results of this study: a shared responsibility that involves facilitation of dialog; the integration of perspectives and expertise; and collaborative planning for the purpose of exceptional patient care.

The purpose of this paper is to give some theoretical foundation to leadership function and style for managing knowledge workers whose work, by definition, is non-routine, thrives on innovation, and places a special demand on autonomy for its execution.

Extant search of literature to look for evidence supporting successful leadership theories and practices that are shown to improve performance of knowledge workers. Synthesis of findings to structure a framework in the form of major propositions for their testing by future research.

The authors begin with establishing the first finding that states that leadership of knowledge organizations is different from the leadership of traditional organizations. Then the authors build six additional findings for shaping a successful leadership process for knowledge organizations.

Since it is a theoretical paper built on a search of literature in the field of leadership, there is a need to empirically test the findings to give them their final shape. Each of the seven propositions in this paper would result into many hypotheses that should initiate several empirical studies.

The authors consider individual and organizational/group contexts of the leadership proposed here, and also provide recommendations for carrying out this research further. While the paper is written more specifically with regard to the leadership of knowledge organizations where its findings should be fully implantable, however, to some extent, they would apply to all organizations.

Leadership is a ubiquitous social phenomenon. It affects not only organizations, but also every aspect of human activity. This paper is an attempt to alter the fundamental thinking of leaders, suggesting to not to use authority, and instead, to allow everyone connected with the task the opportunity to lead. This shift in leadership paradigm will have an impact on the behavior of all involved, and steadily, will bring a change in the norms of social behavior.

This paper is a move toward giving the knowledge organization leadership some theoretical framework, as it is still in a state of flux in spite of attracting a lot of research.