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Shared leadership is a management model based on the shared governance philosophy. Assumes those individuals or teams performing tasks are best equipped to provide meaningful improvement. The changing image of the current leadership model is one that resides in relationships rather than with a singular person. The key concepts are accountability, partnership, equity, and ownership.When shared leadership was initiated at St Joseph’s Health Care, London, Ontario, in 1998, there was a commitment by management and staff to ensure that it was successfully implemented. In order to determine areas for improvement in the implementation process, continual evaluation is necessary. Reports from various staff members, prior to the project, indicated that the shared leadership implementation plan had not been fully realised. Therefore, a qualitative evaluation project, utilising focus groups and interviews, was completed. The purpose of the study was to identify the drivers, as well as the barriers affecting the implementation process. Several recommendations for improving the process were determined by the participants of the study. The result of the project was a collection of four themes, common to the discussions of barriers, drivers and recommendations. The internalisation of the concepts specific to the shared leadership model was found to be vital. The effectiveness of the council framework, including the council structure, processes and membership was also important. Communication of outcomes arising from the council was crucial. The final theme to be identified included those Humanistic Needs that addressed the relationship aspects of this model. Furthermore, the relationship between these themes was explored in the context of the external forces affecting the shared leadership model.

This paper describes a project that moves away from a transactional model of leadership to a shared model of leadership, across health professionals from different organisations, to address health inequalities among deprived black and minority ethnic (BME) communities in Walsall in the West Midlands region of England. Traditional models of leadership can tend to focus on individuals and do not take into account the fact that patient care usually involves a number of staff from several organisations. The project was designed to test the hypotheses that provision of structured support to teams using a shared leadership model would lead to improvements in partnership working and patient outcomes. The project showed significant improvements in partnership working and enabled greater engagement with the BME communities in Walsall. The paper explores the strengths and weakness of the shared leadership model and the challenges in translating the vision into reality.

The purpose of this study is to reveal a sequential mediating process of the impact of shared leadership on team performance by studying the sequential mediating effect of team trust and team learning behavior.

This study develops and examines a sequential mediation model using the meta-analytic structural equation modeling (MASEM) method. The sample adopted consists of 347 independent effect sizes extracted from 280 empirical papers (288 independent studies, N = 21,888 groups).

The results indicate that team trust and team learning behavior play a sequential mediating effect in the shared leadership–team performance relationship.

The findings suggest that practitioners should share leadership functions and responsibilities among talented team members. Furthermore, practitioners should strengthen the emotional interaction among team members and give positive feedback to the team's intensive learning behaviors.

By identifying the sequential mediating effect of team trust and team learning behavior, this study not only advances the understandings of a comprehensive mediating process through which shared leadership enhances team performance, but also offers new insights into the interrelationship of different types of mediating mechanisms (i.e. team emergent state and team process) in the shared leadership–team performance relationship.

For many of the current leadership theories, models, and approaches, the answer to the question posed in the title, “Is leadership more than ‘I like my boss’?,” is “no,” as there appears to be a hierarchy of leadership concepts with Liking of the leader as the primary dimension or general factor foundation. There are then secondary dimensions or specific sub-factors of liking of Relationship Leadership and Task Leadership; and subsequently, tertiary dimensions or actual sub-sub-factors that comprise the numerous leadership views as well as their operationalizations (e.g., via surveys). There are, however, some leadership views that go beyond simply liking of the leader and liking of relationship leadership and task leadership. For these, which involve explicit levels of analysis formulations, often beyond the leader, or are multi-level in nature, the answer to the title question is “yes.” We clarify and discuss these various “no” and “yes” leadership views and implications of our work for future research and personnel and human resources management practice.

The purpose of this study is to explore the extent to which working in a management team in which leadership functions are shared impacts the role clarity, job overload, stress and job satisfaction of team members. It also aims to explore the moderating influence of organizational encouragement for team work.

The study uses data obtained from 200 top management team members working in Christian church organizations in the USA. Structural equation modeling was used to examine the relationship of shared leadership with the role conflict, role ambiguity, job stress, and job satisfaction of the management team members. These relationships were also evaluated for team members in organizations with both higher and lower levels of encouragement for team work.

A model in which role conflict and ambiguity mediate the relationship between shared leadership and job stress and job satisfaction provides the best fit with the data. Shared leadership within a management team was negatively related to team member role overload, role conflict, role ambiguity and job stress. Shared team leadership was positively related to job satisfaction of team members. The relationship of shared leadership with team member job outcomes is stronger in organizations with lower levels of encouragement for teamwork.

A practical implication of these results for leaders of management teams is that sharing some leadership roles and responsibilities within their teams with other members may have positive effects for the effectiveness of the team as well as the satisfaction of the team members. The generalizability of the results may be limited by the team size studied and the tendency of church pastors to be pre‐disposed to helping their management team members.

This is one of the few studies that have examined the effects of shared leadership within management teams on team members. Although shared leadership within teams may increase job demands on members and require team members to take on new roles, it seems to have positive effects on team member perceptions of their jobs. In addition, the extent to which an organization encourages teamwork makes a difference in the relationship of shared leadership with team member jobs.

Due to geographic dispersion and reliance on technology-mediated communication, developing collaborative capital can be a challenge in a virtual team. Knowledge sharing is one form of collaborative capital that has been identified as critical to virtual team success. This chapter develops a theoretical model that proposes that shared leadership in virtual teams is positively related to knowledge sharing between team members, and that this relationship will be partially mediated by trust. The model also shows that a team's degree of reliance on technology-mediated communication will moderate the relationships in the model.

This study aims to develop and examine a cross-level model of the link between shared leadership and hotel employees’ proactive customer service performance (PCSP) by investigating employees’ harmonious passion as a mediator and employees’ traditionality as a moderator.

The hypotheses were tested using hierarchical linear modeling based on multilevel data from 353 frontline service employees in 148 teams across 10 Chinese hotels.

The results revealed that shared leadership promoted frontline service employees’ PCSP by enhancing their harmonious passion. Moreover, when employees traditionality was high, harmonious passion was less influenced by shared leadership. When employees traditionality was low, shared leadership exerted a more positive influence on harmonious passion. In addition, harmonious passion mediated the interactive effect of shared leadership and traditionality on frontline service employees’ PCSP.

The findings suggest that organizations should cultivate shared leadership to promote frontline service employees’ PCSP. Organizations should also seek to enhance employees’ harmonious passion and foster a low-traditionality environment with the aim of maximizing the positive influence of shared leadership.

First, this research expands the leadership-PCSP literature by shifting the research focus from vertical leadership to shared leadership. Second, it offers a novel framework based on self-determination theory to clarify the influence of shared leadership on PCSP. Finally, the focus on the moderating impact of traditionality identifies a new contextual factor that influences the effectiveness of shared leadership.

Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.

The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.

Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.

This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.

Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.

Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

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.

Due to the proliferation of measures (and conceptualisations) employed to assess shared leadership behaviours, it is unclear to researchers and practitioners which specific team behaviours should be encouraged and which measures should be included in research to enhance team effectiveness outcomes. To address this issue, this research tests 11 shared leadership scales to identify which measures and behaviours exhibit the strongest relationship with team effectiveness.

This research utilises survey methods (n = 328) to test the measurement of shared leadership using 11 previously validated scales. This novel approach uses structural equation modelling techniques (SEM) to compare and contrast multiple measures targeting a single underlying construct.

Across the 11 measures tested (drawn from three theoretical perspectives), no single scale demonstrated a superior ability to assess shared leadership (based on model-fit and effect size exhibited). Nevertheless, the results indicated that measures assessing shared transformational leadership were most highly related to team effectiveness; whilst the shared leadership density measure (using social network techniques) exhibited the weakest relationship.

Limitations of this research include the use of a student sample (although participants were screened based on their current employment in a team environment), and the individual assessment of shared leadership rather than team assessment. These findings indicate that shared transformational leadership behaviours are highly related to perceptions of team effectiveness. It is recommended future research define and delineate between constructs of interest, including general forms shared leadership (i.e. shared leadership broadly defined) and more specific forms of shared leadership (e.g. shared transformational leadership [narrowly defined]).

It is recommended that interventions and/or training designed to enhance team shared leadership outcomes should specifically target shared transformational leadership behaviours; especially when aiming to increase beneficial team outcomes such as effectiveness or potency.

This research is novel in both advancing our understanding of the shared leadership behaviours needed to enhance team effectiveness; and in methodological approaches comparing and contrasting multiple measures of a single latent construct.