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Purpose: The increasing number of corporate scandals and averseness to employee commitment have brought the concept of responsible leadership (RL) to the forefront of organisational studies. Many studies have found that leadership practice is an antecedent of employees' organisational commitment. However, little attention has been devoted to exploring the newly evolved RL for its impact on employee commitment. This study examines the influence of RL on the three-component model of organisational commitment. Design/methodology/approach: Applying the Social Identity Theory of Leadership (SITL), this study investigates the relationships between RL and the three-component model of organisational commitment. In particular, this study is framed to apply RL as a value-based leadership approach to examine its relationship on employees' three types of organisational commitment such as affective, continuance and normative commitment. A web-based self-administered survey was applied to collect data targeting a sample of 200 full-time Australian employees. Findings: The study results show that RL significantly effects all three components of organisational commitment. Both affective and normative commitments were significantly associated by RL compared to employees' continuance commitment. Originality/value: The paper extends the knowledge regarding newly evolved concept of RL which explains the significance of employee commitment and, further it provides empirical evidence from the perspective of SITL. The main contribution in this paper comes from new knowledge about the associations among RL and the three-component model of organisational commitment. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review the literature on the response and adaption to change of allied health professionals. Understanding how individuals respond and adapt to change is essential to assist leaders to manage transformational change effectively. Contemporary health-care environments are characterised by frequent and rapid change, often with unrealistic and challenging time frames. Individuals operate independently, but also as members of teams, professions and organisations. Therefore, having a sound understanding of individual response to change is important for change leaders. In the Australian context, allied health professionals represent a quarter of the health-care workforce. There is a significant gap in understanding how allied health professionals respond and adapt to change. Design/methodology/approach: A scoping review was designed to report on the nature and extent of the literature on the response and adaption to change in the context of allied health professionals. Change leaders in the health-care environment face a number of complex challenges when attempting to facilitate change. While this scoping review did not identify any specific literature on the response and adaption to change of allied health professionals, it did however provide information on change models and factors to take into consideration when implementing a change process. Findings: The results of this scoping review identified findings in two main areas with regard to response and adaptation of allied health to change: a review of change management literature at the organisation level and change management for allied health. Most of the literature described organisational level change management without providing a structural framework for change. At the professional individual level, the literature focused on specific clinical interventions, rather than on the response and adaption to change for allied health. Minimal literature was identified in regard to the response and adaption to change of allied health professionals. In an environment characterised by continuous change and policy reform, a greater understanding of the response and adaption to change by allied health is a priority for research, policy and practice. Research limitations/implications: This scoping review was undertaken to explore the response and adaption to change of allied health. It sought to identify the factors that may explain why certain disciplines within the allied health professional group responded to change differently. Scoping reviews do not set out to comprehensively source all relevant literature but rather to ascertain the nature and extent of the published literature in the field. Therefore, it is possible that a systematic review might uncover additional relevant papers. However, this scoping review provides a clear indication of the nature and extent of the literature in allied health. Practical implications: Social implications: This scoping review will assist change leaders to gain a better understanding of theoretical frameworks of individual, team and organisational change processes and the impacts these have individually and collectively on change processes. Originality/value: To the best of the authors' knowledge, this scoping review is the first of its kind to identify the minimal literature available on the way allied health professionals respond and adapt to change. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate the relationships between the idealized influence component of transformational leadership (TL) and employee organizational commitment in two different cultural contexts. Design/methodology/approach: Data were collected from the members of two manufacturing organizations, one in Australia and one in Iran. Questionnaires were distributed to all levels of the two organizations. In total, 189 completed questionnaires were returned from the two countries, representing a response rate of 56.7%. Structural equation modeling (SEM) was employed to test the hypotheses. Findings: The results demonstrated statistically significant relationships between two forms of idealized influence –attributed and behavior – and the employees' organizational commitment in the Iranian sample. However, in the Australian sample, only idealized influence behavior showed a significant impact on employee commitment. Furthermore, the findings showed that identified motivation mediates the relationship between idealized influence behavior and organizational commitment. Practical implications: The findings of the current research point to additional ways of increasing identified motivation that, in turn, enhances organizational commitment through leadership practices that are culturally informed. These findings are especially salient in culturally diverse and multinational organizations. Originality/value: This paper has arrived at a deeper explanation of the processes through which leader behavior can produce employee commitment by clarifying the mediation role of identified motivation between idealized influence behavior and organizational commitment. [ABSTRACT FROM AUTHOR]

Purpose: Against the backdrop of the Royal Commission into Misconduct in the Banking, Superannuation and Finance Services Industry in Australia, this study on ethical leadership is timely. The purpose of this paper is to examine the mediating effects of organisational identification, customer orientated behaviour, service climate and ethical climate on the relationship between ethical leadership and employee in-role performance. Design/methodology/approach: The hypotheses were tested using a two-wave survey study of 233 bank employees in Australia. Findings: Evidence from the study indicated that organisational identification, service climate and ethical climate mediate the relationship between ethical leadership and employee in-role performance. Surprisingly, the proposed mediation effect of customer orientation was not supported. However, ethical leadership was positively associated with customer orientated behaviour among employees. Research limitations/implications: Limitations of the study include collecting data at two time points, thereby rendering the study cross-sectional. Employee in-role performance was a self-rated measure. Practical implications: This study showed that ethical leadership is critical to improving employee perceptions and experience of an organisation's service climate, ethical climate, organisational identification, customer orientated behaviour and employee in-role performance. The authors raise a number of HRM implications for the development and enablement of ethical leaders in the banking context. Originality/value: The findings presented in this paper highlight that ethical leadership is critical to improving employee perceptions and experience of an organisation's service climate, ethical climate, organisational identification, customer orientated behaviour and employee in-role performance. [ABSTRACT FROM AUTHOR]

Purpose – This paper highlights the potential value of "return on investment" analysis for leadership development investment methods to better providing research informed decision regarding improving organisational outcomes. Design/methodology/approach – Working with published research on leadership dimensions with greatest impact on student outcomes, return on leadership development formula, and empirical research on Australian university-based educational leadership programmes, this paper demonstrates an illustrative example of estimating the return on leadership investment. Findings – Using an illustrative example of Australian university-based educational leadership programmes, this paper argues that methodologies for estimating the return on leadership development offers a powerful tool for making research informed decisions at the individual, organisational and systemic levels. Research limitations/implications – This paper provides the basis for substantial further work on the measures of impact of leadership preparation and development such as matters of duration of effect, instrumentations of quality, costing and causal models of effect. Practical implications – The methodology demonstrated in this paper provides a basis for individuals, organisations and school systems to make decisions regarding the resourcing, or not, of school leadership preparation and development. Social implications – The methodology demonstrated in this paper provides a basis for individuals, organisations and school systems to make decisions regarding the resourcing, or not, of school leadership preparation and development. Originality/value – The application of return on investment analysis has been rare in educational leadership preparation and development programmes and its value opens up information for rigorous debate on the resourcing, or not, of programmes by systems, government and individuals. [ABSTRACT FROM AUTHOR]

Purpose: This paper explores the impact of a suite of alcohol culture change interventions implemented by Deakin University in Melbourne, Australia. The interventions were designed to change the alcohol culture at a bi-annual nation-wide university multi-sport competition known as Uni Nationals. This study aims to understand the critical success factors of the alcohol culture change initiatives that were developed by the university and implemented as part of a broader set of institutional practices. Design/methodology/approach: A qualitative research design utilised in-depth, semi-structured interviews with nine Uni Nationals student team leaders. In total, two group interviews and four individual interviews were conducted with student team leaders who participated in the Uni Nationals. The interview transcripts were coded and themed. The themes were further refined and interpreted into a narrative. A total of two transcripts were independently coded by the first two authors. Discordant coding was flagged and discussed until a consensus was achieved. The remaining interviews were coded by the first author and discussed with the second author to ensure consistency. A socio-ecological framework was used to understand perceived changes to alcohol culture. Findings: Student leaders were aware of and felt supported by the university-wide approach to changing the culture of Uni Nationals. Overall, the qualitative study indicated that students were positive about the alcohol culture change interventions. The leadership training that engaged team leaders in interactive activities had the greatest impact. Student leaders found the targeted messages, mocktail events and Chef de Mission (CdM) less effective cultural change strategies. However, they helped to establish expectations of students in this setting where a heightened focus on sport was associated with higher alcohol consumption. Originality/value: While there has been growing academic interest in exploring "drinking cultures", there has been relatively little focus on alcohol culture of university students at sporting events. The paper contributes to addressing this gap by shedding light on the impact of a group of interventions on the drinking culture of the Uni Nationals subculture. [ABSTRACT FROM AUTHOR]

Purpose: There are many pragmatic challenges and complex interactions in the reduction of systemic disaster risk. No single agency has the mandate, authority, legitimacy or resources to fully address the deeper socio-economic, cultural, regulatory or political forces that often drive the creation and transfer of risk. National leadership and co-ordination are key enablers. This paper shares Australia's progress in building an enabling environment for systemic disaster risk reduction, and specifically how a change in thinking and resolve to work differently is beginning to shape nation-wide reforms and national programs of work. Design/methodology/approach: The project and program of work adopted an inclusive, collaborative, co-design and co-production approach, working with diverse groups to create new knowledge, build trust, ongoing learning and collective ownership and action. Values- and systems-based approaches, and ethical leadership were core aspects of the approach. Findings: Co-creating a more comprehensive and shared understanding of systemic disaster risk, particularly the values at risk and tensions and trade-offs associated with the choices about how people prevent or respond, has contributed to a growing shift in the way disasters are conceptualised. New narratives about disasters as "unnatural" and the need for shared responsibilities are shaping dialogue spaces and policy frameworks. The authors' experience and ongoing learning acknowledge pragmatic challenges while also providing evidence-based ideas and guidance for more systems and transformative styles and competencies of leadership that are needed for convening in contested and complex environments. Practical implications: This work built networks, competencies and generated ongoing momentum and learning. The lessons, evidence and reports from the work continue to be accessed and influential in research, emergency management and disaster mitigation practices (e.g. engagement, communications, training) and policy. Most significantly, the National Disaster Risk Reduction Framework provides the basis, justification and guidance for the nation's policy reform agenda around disaster risk reduction and is catalysing national efforts in developing a national action plan and systemic measurement, evaluation and learning to ensure the realisation of disaster risk reduction priorities. Originality/value: A practical example is offered of a nation actively learning to navigate the governance challenges and implement strategies to address the reduction of complex, systemic risks. [ABSTRACT FROM AUTHOR]

Purpose: This discursive paper presents a lived experience leadership model as developed as part of the Activating Lived Experience Leadership (ALEL) project to increase the recognition and understanding of lived experience leadership in mental health and social sectors. The model of lived experience leadership was formulated through a collaboration between the South Australian Lived Experience Leadership & Advocacy Network and the Mental Health and Suicide Prevention Research and Education Group. Design/methodology/approach: As one of the outcomes of the ALEL research project, this model incorporates findings from a two-year research project in South Australia using participatory action research methodology and cocreation methodology. Focus groups with lived experience leaders, interviews with sector leaders and a national survey of lived experience leaders provided the basis of qualitative data, which was interpreted via an iterative and shared analysis. This work identified intersecting lived experience values, actions, qualities and skills as characteristics of effective lived experience leadership and was visioned and led by lived experience leaders. Findings: The resulting model frames lived experience leadership as a social movement for recognition, inclusion and justice and is composed of six leadership actions: centres lived experience; stands up and speaks out; champions justice; nurtures connected and collective spaces; mobilises strategically; and leads change. Leadership is also guided by the values of integrity, authenticity, mutuality and intersectionality, and the key positionings of staying peer and sharing power. Originality/value: This model is based on innovative primary research, which has been developed to encourage understanding across mental health and social sectors on the work of lived experience leaders in seeking change and the value that they offer for systems transformation. It also offers unique insights to guide reflective learning for the lived experience and consumer movement, workers, clinicians, policymakers and communities. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to investigate the role of an under-graduate educational leadership in introducing students to the complexity of school leadership practice. Design/methodology/approach – Theoretically informed by Bourdieuian social theory and drawing on a questionnaire with a cohort of students, the paper evaluates a course in relation to achieving its outcomes. Findings – An analysis of student responses indicates that the course did introduce students to school leadership practice and assist in the construction of a school leadership disposition. Research limitations/implications – The theoretical resources used in the paper have significant implications for how researchers conceive of school leadership practice. Therefore, this paper may be the basis of further work. Practical implications – The findings of this work have implications for teacher educators and specifically universities. From this paper, the inclusion of an educational leadership course in under-graduate programs should become more the norm rather than the exception. Originality/value – This paper has value in two unique ways. First, there has been very little work undertaken on the role of educational leadership courses in under-graduate programs and in the context of increased political attention and no formal pre-requisites for the principalship in Australia, this work is both timely and significant. Second, this paper works with a sophisticated notion of school leadership practice and its location using social theory, a perspective that is uncommon in much of the literature on educational leadership. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled "Building organisational capacity in school education". The co-editors have solicited contributions from authors in Wales, Australia, Canada, the USA, England, Hong Kong and New Zealand. Design/methodology/approach – The paper reviews past and contemporary approaches to the issue of capacity building in education and in particular, sustainable capacity building. As well as reviewing key researchers and writers in this field, including their own work, the authors foreshadow and synthesise the other seven papers that make up this special issue. Findings – The paper contends that building capacity in schools and schooling, while no means easy, can be both understood and accomplished. However, caution needs to be exercised because hard-fought gains in capacity building and sustainability can be quickly eroded under the influence of poor leadership or extraneous changes. Practical implications – The paper serves as a framework both for the seven papers that follow and more generally for understanding and conceptualising sustainable school capacity building. Originality/value – The paper performs the function of framing current debates and pressures around sustainable school capacity-building in an international theoretical and practical context. [ABSTRACT FROM AUTHOR]

Purpose The paper aims to explore the beliefs of doctors in leadership roles of the concept of “the dark side”, using data collected from interviews carried out with 45 doctors in medical leadership roles across Australia. The paper looks at the beliefs from the perspectives of doctors who are already in leadership roles themselves; to identify potential barriers they might have encountered and to arrive at better-informed strategies to engage more doctors in the leadership of the Australian health system. The research question is: “What are the beliefs of medical leaders that form the key themes or dimensions of the negative perception of the ‘dark side’?”.Design/methodology/approach The paper analysed data from two similar qualitative studies examining medical leadership and engagement in Australia by the same author, in collaboration with other researchers, which used in-depth semi-structured interviews with 45 purposively sampled senior medical leaders in leadership roles across Australia in health services, private and public hospitals, professional associations and health departments. The data were analysed using deductive and inductive approaches through a coding framework based on the interview data and literature review, with all sections of coded data grouped into themes.Findings Medical leaders had four key beliefs about the “dark side” as perceived through the eyes of their own past clinical experience and/or their clinical colleagues. These four beliefs or dimensions of the negative perception colloquially known as “the dark side” are the belief that they lack both managerial and clinical credibility, they have confused identities, they may be in conflict with clinicians, their clinical colleagues lack insight into the complexities of medical leadership and, as a result, doctors are actively discouraged from making the transition from clinical practice to medical leadership roles in the first place.Research limitations/implications This research was conducted within the Western developed-nation setting of Australia and only involved interviews with doctors in medical leadership roles. The findings are therefore limited to the doctors’ own perceptions of themselves based on their past experiences and beliefs. Future research involving doctors who have not chosen to transition to leadership roles, or other health practitioners in other settings, may provide a broader perspective. Also, this research was exploratory and descriptive in nature using qualitative methods, and quantitative research can be carried out in the future to extend this research for statistical generalisation.Practical implications The paper includes implications for health organisations, training providers, medical employers and health departments and describes a multi-prong strategy to address this important issue.Originality/value This paper fulfils an identified need to study the concept of “moving to the dark side” as a negative perception of medical leadership and contributes to the evidence in this under-researched area. This paper has used data from two similar studies, combined together for the first time, with new analysis and coding, looking at the concept of the “dark side” to discover new emergent findings. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to extend the consideration of distributed leadership in health-care settings. Leadership is typically studied from the classical notion of the place of single leaders and continues to examine distributed leadership within small teams or horizontally. The purpose is to develop a practical understanding of how distributed leadership may occur vertically, between different layers of the health-care leadership hierarchy, examining its influence on health-care outcomes across two hospitals. Design/methodology/approach: Using semi-structured interviews, data were collected from 107 hospital employees (including executive leadership, clinical management and clinicians) from two hospitals in Australia and the USA. Using thematic content analysis, an iterative process was adopted characterized by alternating between social identity and distributed leadership literature and empirical themes to answer the question of how the practice of distributed leadership influences performance outcomes in hospitals? Findings: The perceived social identities of leadership groups shaped communication and performance both positively and negatively. In one hospital a moderating structure emerged as a leadership dyad, where leadership was distributed vertically between hospital hierarchal layers, observed to overcome communication limitations. Findings suggest dyad creation is an effective mechanism to overcome hospital hierarchy-based communication issues and ameliorate health-care outcomes. Originality/value: The study demonstrates how current leadership development practices that focus on leadership relational and social competencies can benefit from a structural approach to include leadership dyads that can foster these same competencies. This approach could help develop future hospital leaders and in doing so, improve hospital outcomes. [ABSTRACT FROM AUTHOR]

Purpose: Self-direction–also known as participant direction, personalization and self-directed care–is a service delivery model that enables people to manage their personal budget and purchase services and supports tailored to their needs based on a person-centered plan. This paper, the outcome of an international learning exchange on self-direction, describes approaches across four countries' successful strategies, unresolved questions and recommendations to enhance self-direction globally. Design/methodology/approach: The findings are a product of discussions at the 2019 International Initiative for Mental Health Leadership and International Initiative for Disability Leadership Exchange on Advances in Self-Direction. Participants included people who are self-directing, providers and caregivers who support people who are self-directing, advocates, fiscal agents and public managers who administer self-direction from the United States, England, Australia and New Zealand. Findings: In all four countries, people who self-direct exercise high levels of choice and control and are able to individualize their services and supports to promote a good life in the community. The exchange also revealed challenges and possible solutions to improve and expand self-direction. Practical implications: The results of the meeting provide guidance for public managers, providers and advocates for initiating and expanding self-direction. Originality/value: This international meeting was a unique opportunity to compare self-direction across four different countries and across multiple perspectives, including people with disabilities, caregivers, providers and administrators. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore the issues arising for women and men in senior management in New Zealand and Australian universities where life course and career trajectories intersect, and analyses how the stereotypical masculinist culture of universities can create additional problems for women. Design/methodology/approach -- The data presented here comes from 47 interviews undertaken with women (27) and men (20) senior managers -- a total of 26 interviews from New Zealand universities and 21 from Australian universities. "Senior Management" was defined in this study as those academic managers with university wide responsibilities, who were currently in senior management positions. Findings -- Life-course issues for women aspiring to senior management roles in universities are framed around hegemonic constructions of masculinity; notions of academic careers subsuming personal life in professional roles; and structural constraints making rational choice impossible for many women. Furthermore, the excessive hours worked in such roles equate with the definition of extreme jobs. The paper concludes that the way in which women and men in senior HE endeavour to balance work and family life differs but creates issues for them both. Research limitations/implications -- The structure and operation of Australian and New Zealand universities make gender diversity and management difficult to operationalise, given the competing imperatives of work and other life course trajectories. It is crucial to reframe life course and career intersections are conceptualised to ensure that diversity can be maximised. Originality/value -- This paper focuses on women and men in senior management positions in New Zealand and Australian universities, but the findings can be generalised to other countries with HE systems based on the British University model. In discussing how institutional culture affects the intersection of career and life course trajectories, this paper highlights the detrimental outcomes for individuals and the resultant lack of diversity in the sector. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to analyse existing clinical supervision frameworks to develop a supervision meta-model. Design/methodology/approach – This research involved a thematic analysis of existing supervision frameworks used to support allied health practitioners working in rural or remote settings in Australia to identify key domains of supervision which could form the basis of supervision framework in this context. A three-tiered sampling approach of the selection of supervision frameworks ensured the direct relevance of the final domains identified to Australian rural allied health practitioners, allied health practitioners generally and to the wider area of health supervision. Thematic analysis was undertaken by Framework analysis methodology using Mindmapping software. The results were organised into a new conceptual model which places the practitioner at the centre of supervision. Findings – The review included 17 supervision frameworks, encompassing 13 domains of supervision: definitions; purpose and function; supervision models; contexts; content; Modes of engagement; Supervisor attributes; supervisory relationships; supervisor responsibilities; supervisee responsibilities; structures/process for supervision and support; facilitators and barriers; outcomes. The authors developed a reflective, supervision and support framework “Connecting Practice” that is practitioner centred, recognises the tacit and explicit knowledge that staff bring to the relationship, and enables them to identify their own goals and support networks within the context in which they work. Research limitations/implications – This is a thematic analysis of the literature which was argely based on an analysis of grey literature. Practical implications – The resulting core domains of supervision provide an evidence-based foundation for the development of clinical supervision models which can be adapted to a range of contexts. Social implications – An outcome of this paper is a framework called Connecting Practice which organises the domains of supervision in a temporal way, separating those domains that can be modified to improve the supervision framework, from those which are less easily modifiable. This approach is important to help embed the implementation of supervision and support into organisational practice. This paper adds to the existing growing body of work around supervision by helping understand the domains or components that make up the supervisory experience. Originality/value – Connecting Practice replaces traditional, more hierarchical models of supervision to put the practitioner at the centre of a personalised supervision and support network. [ABSTRACT FROM AUTHOR]

Purpose -- Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach -- Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings -- Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value -- Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings. [ABSTRACT FROM AUTHOR]

Purpose: Whistleblowing is a procedure where an existing or past participant of an establishment reveals actions and practices believed to be illegal, immoral or corrupt, by individuals who can influence change. Whistleblowing is an important means of recognising quality and safety matters in the health-care system. The aim of this study is to undergo a literature review exploring perceived barriers of whistleblowing in health care among health-care professionals of all grades and the possible influences on the whistleblower. Design/methodology/approach: An integrative review of both quantitative and qualitative studies published between 2000 and 2020 was undertaken using the following databases: CINAHL Plus, Embase, Google Scholar, Medline and Scopus. The primary search terms were "whistleblowing" and "barriers to whistleblowing". The quality of the included studies was appraised using the Critical Appraisal Skills Programme criteria. The authors followed preferred reporting items for systematic review and meta-analysis (Prisma) in designing the research and also reporting. Findings: A total of 11 peer-reviewed articles were included. Included papers were analysed using constant comparative analysis. The review identified three broad themes (cultural, organisational and individual) factors as having a significant influence on whistleblowing reporting among health-care professionals. Originality/value: This study points out that fear is predominantly an existing barrier causing individuals to hesitate to report wrongdoing in care and further highlights the significance of increasing an ethos of trust and honesty within health care. [ABSTRACT FROM AUTHOR]

Purpose Clinical leadership, researcher capacity and a culture of clinical inquiry are needed in the clinical workforce. The purpose of this paper is to report on a program which was used to develop and support clinicians to explore practice, implement innovation, translate evidence and build researcher capacity. Design/methodology/approach This pragmatic paper presents a case study of a nursing and midwifery clinician-researcher development program. The multi-site, multi-modal program focused on education, mentoring and support, communication networks, and clinician-university partnerships strategies to build workforce capacity and leadership. Findings Over 2,000 staff have been involved in the program representing a range of health disciplines. The study day program has been delivered to 500 participants with master classes having over 1,500 attendees. The research mentor program has demonstrated that participants increased their confidence for research leadership roles and are pursuing research and quality assurance projects. Communication strategies improved the visibility of nursing and midwifery. Research limitations/implications This case study was conducted in one health district, which may not have relevance to other geographical areas. The small numbers involved in the research mentor program need to be considered when reviewing the findings. Practical implications The program has been a catalyst for developing a research culture, clinical leadership and research networks that strengthen workforce capacity. Building researcher skills in the workforce will better support quality healthcare and the examination of everyday practice. Social implications Building a culture of healthcare that is based on inquiry and evidence-based practice will lead to more appropriate and consistent healthcare delivery. Consumers have the right to expect health clinicians will challenge everyday practice and have the skills and capability to translate or generate best evidence to underpin professional and service delivery. Originality/value This paper provides strategies for building workforce researcher capacity and capability. The program provides opportunity for building research networks and role modeling the value and importance of research to practice and quality improvement. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of the paper is to examine and contrast director duties in health and safety in the UK and Australian jurisdictions, the former influencing the latter's health and safety regime until Australia introduced a new more progressive regime. Design/methodology/approach – The authors are practitioners who have combined desk based research with professional knowledge of how the law in both jurisdictions is applied. The approach was a comparative study of the underlying principles behind the enforcement regimes. Findings – The paper found that the UK position could be strengthened but whilst the new Australian position could be a preferable development, it is too early to tell whether or not the Australian model would be more effective. Research limitations/implications – Research was desk-based only. Practical implications – Practitioners in both jurisdictions should consider potential developments in the area of director duties, particularly in the UK where Section 37 could arguably be strengthened. Originality/value – This is the first comparison of the UK and Australian jurisdictions in respect of health and safety and examines an alternative to the consent, connivance and neglect model used in the UK to attach culpability to directors and officers. It also examines the possibility of introducing due diligence in the UK. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to bring together for the first time three studies of middle-level leaders in secondary schools in Victoria, Australia. The studies span more than a decade and allow consideration of the progress in developing middle-level leadership roles. Design/methodology/approach – All studies followed a consistent approach using multiple perspective interviews of middle-level curriculum and subject leadership in government and Catholic secondary schools in Melbourne, Victoria, Australia. Principals, senior leaders, middle-level leaders and teachers were interviewed to gain their perceptions on middle-level leadership. Interviews were supplemented with school document analysis. Findings – The work of middle-level leaders is heavily dependent on how their roles are constructed and the capacities, abilities and attitudes of the leaders. Some are expected to be leaders that influence teaching and learning, and they may be developed and supported to do so. Too often, however, teachers in these key roles have few expectations or opportunities to exercise leadership. Whilst many have the capacity to be leaders of teaching and learning, others are not sure about their ability to influence teaching and learning. Suggestions are made for how leadership might be structured in schools to emphasise the importance of middle-level leaders, and how these leaders can be better prepared and supported. Research limitations/implications – Observational studies, studies of primary school contexts and cross-country comparisons would extend this research. Practical implications – Middle-level school leaders need to be seen as key personnel in improving teaching and learning, school structures need to reflect this, and developing leadership capacity needs to be prioritised. Originality/value – This paper highlights continuing issues with how the work of middle-level school leaders is conceptualised and supported, and makes suggestions for leadership structure and the preparation and development of school leaders. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present a case study of the support provided to all three education sectors in one state of Australia to assist school leaders in the analysis and interpretation of their school's performance on state-wide and subsequent national assessments of Literacy and Numeracy in Years 3, 5, 7, and 9. Design/methodology/approach – This is a case study, presented from the perspective of the chief investigator over a ten-year period. The approach is an interpretive one, involving reflection on action and some external qualitative evaluation data. Findings – The case study illustrates the need for those involved in large-scale assessment aimed at school improvement to adopt a long-term view, understanding that the use of data to inform and change school practices, pedagogical and administrative and cultural, takes time and a great deal of support. Research limitations/implications – The paper does not purport to provide empirical evidence, nor does it attempt to provide experimental or quasi-experimental conditions. Practical implications – The paper aims to provide policy makes and educational authorities with information to assist in understanding the long-term nature of using data for school improvement. Originality/value – The paper presents an account of a decade of involvement with a project designed to assist schools to make use of large-scale assessment data to inform and stimulate school improvement. The paper is original because of the length of engagement in this project, and its broad scope, involving all schools in one state of Australia. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to review strategies to build capacity for school improvement in Australia. The focus is on public schools and strategies adopted for the system as a whole. Design/methodology/approach – This paper traces developments from a national perspective and makes a case for the key contemporary policy shift that has provided the platform for a new era of educational reform. Two contrasting case studies are described in order to demonstrate the pathways embarked on by a large jurisdiction, namely the State of Victoria, which has led the nation in terms of devolved decision-making for public schools, and second, a much smaller jurisdiction, the Australian Capital Territory (ACT), which is introducing a range of reforms to give public schools much greater autonomy in order to achieve improved performance. The paper concludes with a "futures" view of how strategies may continue to evolve. Shifting the language from "improvement" to "transformation" is canvassed. Findings – It is concluded that a key to success has been to align strategies among different levels of the school system: central, regional/district, school and classroom. The possibilities for moving beyond improvement to transformation are canvassed. Originality/value – The value of the paper lies in its up-to-date account of system-wide efforts to improve schools and a summary of evidence on their impact. The paper is of particular interest to school and school system leaders as well as those engaged in the study of educational policy and educational leadership. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report innovative research aimed at ascertaining whether standards for school leaders could be applied to the process of selecting senior secondary school principals for appointment. Specifically, psychometrically robust measures of performance are sought that would sufficiently differentiate performance to support judgement about whether or not to appoint candidates in the public educational authority in Western Australia. Design/methodology/approach – Initially, the authors describe previous research in the application of standards to selection in education, followed by a brief review of selection practices undertaken in two international settings and the Western Australian educational setting. The authors then describe the innovative design of performance-based assessment tasks for the selection process including task and rubric development, rater training and data validation. The Rasch measurement model is used to analyse the datasets gathered during three iterations of selection process for the Western Australian education authority. Findings – The Rasch analysis of each dataset provides evidence of construct validity and a robust measure of reliability. The person and item location distributions indicate the tasks were better targeted for the highest performing candidates in the second and third iterations and that fine-grained discrimination was evident across the candidate locations. Originality/value – The paper describes psychometrically robust measures of performance that would sufficiently differentiate performance to support judgement about whether or not to appoint candidates in the public educational authority in Western Australia. Specifically, the paper describes the development of performance-based tasks over three years and demonstrates the application of Rasch analysis to examine the psychometric properties of the assessment tasks. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to present a research-based model of leadership for learning. It argues that the field has made substantial progress over the past 40 years in identifying ways in which leadership contributes to learning and school improvement. Four specific dimensions of leading for learning are presented: values and beliefs, leadership focus, contexts for leadership, and sharing leadership. Design/methodology/approach – The paper employs a review methodology but focuses especially on evidence from several recent empirical studies. While the author argues that progress has been made, limitations – especially with respect to linking leadership practice to different contexts – are noted. Findings – The paper finds that significant progress has been made in identifying the means by which leadership impacts on learning. Research limitations/implications – The key limitation in this research lies in the difficulty in linking leadership to its context. While progress is also beginning to be made in this area, it remains a limiting factor in interpreting the findings from this body of research. Practical implications – The above limitation means that individual school leaders must still apply the findings both with caution and with an understanding of their own particular school context. Originality/value – The paper extends prior reviews by its inclusion of findings from a series of important studies that have emerged since 2008. [ABSTRACT FROM AUTHOR]

Purpose: This paper empirically addresses the question of whether the meaning of ethical leadership is constant across cultures. Drawing on the implicit leadership theory (ILT), we examine whether people in Australia and Pakistan respond to perceived ethical leadership in a similar or different manner. By comparing employees' interpretation of the key attributes associated with ethical leadership, we advance construct-specific knowledge in cross-national contexts. Design/methodology/approach: Since meaningful cross-country comparisons of a research construct require an equivalent measurement of it, we examine the issue of cross-cultural measurement invariance of ethical leadership. Specifically, this study explores the configural, metric and scalar invariance of ethical leadership by obtaining data from matched international samples. Findings: The findings broadly support cross-cultural generalisability of the construct's meaning and cross-cultural transferability of the ethical leadership scale (ELS). They suggest that measures of ethical leadership constructs should be used in different cultures with caution because significant differences may exist at the item level. Originality/value: This study provides cross-cultural endorsement to the construal of ethical leadership by presenting evidence that supports convergence in the construct's meaning across Eastern and Western cultures. The study has enhanced the construct validity of ethical leadership through the use of the refined multiple-sample analytical approach. Previous studies have assumed that measures of ethical leadership are invariant across various contexts. However, this is the first study to employ a robust methodological technique (metric and path invariance) that demonstrates the significant difference between each item and path and generalises the validity of ethical leadership construct and its measures by using international samples. [ABSTRACT FROM AUTHOR]

Purpose: Drawing from the cognitive evaluation theory, the purpose of this paper is to explore the relationship between student volunteers' narcissism, Machiavellianism and psychopathy, and commitment to university volunteer programmes through the mediating mechanisms of self-orientation and pro-social motivation. Further, it investigates the roll of servant leadership in mitigating these personality types and encouraging student volunteers to become more pro-socially motivated. Design/methodology/approach: The study uses data collected via questionnaire from 156 student volunteers across Australia. Hypothesis testing was conducted using ordinary least squares regression with the path-analytic conditional process modelling (PROCESS) macro for SPSS. Findings: The study's analysis indicated that self-orientated motivation mediated the relationship between narcissism and normative commitment, and pro-social motivation mediated the relationship between both Machiavellianism and psychopathy, and affective commitment. Further, servant leadership was found to moderate the relationship between both Machiavellianism and psychopathy, and pro-social motivation, such that the negative relationship became weaker under a servant leader. These findings suggest that servant leaders play a significant role in encouraging "dark" personalities to see the light. Originality/value: This research is the first to examine the use of the Dark Triad in a student volunteering context. It extends the cognitive evaluation theory by revealing that extrinsic (in contrast to intrinsic) motivations are "crowded out" as intrinsic (in contrast to extrinsic) motivations develop within individuals. The study also refines the social learning theory, by examining the influences of "positive" leadership attributes (servant leadership) on "darker" (Dark Triad) personalities. [ABSTRACT FROM AUTHOR]

Purpose -- The paper aims to provide insights into the work of beginning principals in their first year through the experiences of one beginning principal during his first year in post. Design/methodology/approach -- In order to illuminate the problems of beginning principals the paper sets out to answer the personal question: "What can I say about my experiences that can benefit other beginning principals?" To this end, it details a personal exploration of a beginning principal's first year in post using an action learning methodology. Findings -- The paper describes some of the major problems faced and asserts that the key issue which emerged was how much or how little change beginning principals should implement in their first year on the job. The paper also suggests a personal generic framework for dealing with this and other issues in situ. Originality/value -- This paper provides a unique insight into the work of beginning principals and their work problems. It also contributes a model that may stimulate reflection on key issues faced by a beginning principal. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to call for strong medical co-leadership in transforming the Australian health system. The paper discusses how Health LEADS Australia, the Australian health leadership framework, offers an opportunity to engage medical clinicians and doctors in the leadership of health services. Design/methodology/approach -- The paper first discusses the nature of medical leadership and its associated challenges. The paper argues that medical leaders have a key role in the design, implementation and evaluation of healthcare reforms, and in translating these reforms for their colleagues. Second, this paper describes the origins and nature of Health LEADS Australia. Third, this paper discusses the importance of the goal of Health LEADS Australia and suggests the evidence-base underpinning the five foci in shaping medical leadership education and professional development. This paper concludes with suggestions on how Health LEADS Australia might be evaluated. Findings -- For the well-being of the Australian health system, doctors need to play an important role in the kind of leadership that makes measurable differences in the retention of clinical professions; improves organisational cultures; enhances the engagement of consumers and their careers; is associated with better patient and public health outcomes; effectively addresses health inequalities; balances cost effectiveness with improved quality and safety; and is sustainable. Originality/value -- This is the first article addressing Health LEADS Australia and medical leadership. Australia is actively engaging in a national approach to health leadership. Discussions about the mechanisms and intentions of this are valuable in both national and global health leadership discourses. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to describe the educational philosophy and practice underpinning the Royal Australasian College of Medical Administrators (RACMA) program and how it is aligned with the needs of the Australian and New Zealand health care systems. Preparing future doctors as medical leaders requires keeping pace with developments in medical education and increased sophistication on the part of teaching and supervising faculty. Design/methodology/approach -- This paper is a descriptive case study. The data are complemented by workforce data and excerpts from the RACMA Management and Leadership Curriculum. Findings -- The RACMA has developed a program informed by current best practices in medical education. The educational underpinnings and instructional practices of the RACMA emphasize leadership as a collaborative social process and the importance of relational leadership in successful modern day practice. The ongoing development of the program has a focus on setting of clear learning objectives, regular and continuous feedback to trainees and reflective practice facilitated by the close relationship between trainees and their preceptor. Research limitations/implications -- Although a site-specific case study, the application of relational models of teaching can be applied in other settings. Practical implications -- The application of relational models of teaching can be applied in other settings. Social implications -- This paper fulfils a social need to describe successful competency models used for medical leadership development. Originality/value -- This paper fulfils an identified need to define competency models used as a foundation for medical leadership development. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe a two-part study that has explored the organisational and leadership competencies required for successful service integration within a health consortia in Australia. Preliminary organisational and leadership competency frameworks were developed to serve as reference points as the consortia it expanded to cater for increased service demand in the midst of significant health reform. Design/methodology/approach – The study design is outlined, which involved literature reviews and semi-structured interviews with key stakeholders to ascertain the key determinants of successful service integration at both organisational and leadership levels. Findings – The literature reviews revealed little existing research specifically focused on the organisational and leadership competencies that underpin successful service integration. The themes from the literature reviews and semi-structured interviews informed the preliminary organisational and leadership competency frameworks. Both frameworks are outlined in the paper. Key determinants of successful service integration – at both an organisational and individual leadership level – are also presented. Research limitations/implications – This is a one-organisation case study and the competency frameworks presented are preliminary. However, the study findings provide a foundation for further research focusing on the longer-term success of service integration. Originality/value – Service integration in health is a new and emerging area, and there is little extant research exploring the organisational and leadership competencies underpinning its success. The competency frameworks presented in the paper may be of interest to other consortia and organisations engaged in service integration and other forms of merger and collaboration. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore if women who are in positions of leadership are influenced by gender when voting for a party led by a female candidate and if perceptions of the media's portrayal of a woman candidate influences the voting preferences of women leaders. Design/methodology/approach – The paper reports the results of an online survey of women leaders to provide a pre-election analysis about how they would vote and what was influencing their vote for Gillard, if they chose to vote for her. Data were analysed using Content Analysis and Descriptive Statistical Analysis. Findings – Although gender does influence the vote of women leaders for a woman candidate, they use different decision criteria to influence their voting preferences of a female candidate, of which the woman candidate's views and priorities play a major part. Research limitations/implications – The small sample size was not statistically representative and the data were self-reported and not validated post voting. A random and larger sample is required as well as further research comparing how Abbott was portrayed in the media and how men would vote for the party leaders. Practical implications – The paper highlights that female candidates need to clearly assert their views and priorities during an election campaign and foreshadows women's evaluation of Gillard's achievements for women, in the next election. Originality/value – Based in a unique time in Australia's political history which led to a woman being elected prime minister of a minority government and it explores how women in leadership perceived and reacted to the electoral environment at the time. [ABSTRACT FROM AUTHOR]

Purpose -- This paper seeks to provide a view on the relevance of spirituality to leadership at various levels and areas of the practice of psychiatry. Design/methodology/approach -- The paper provides a background and discussion on the relevance of spirituality to leadership at various levels and areas of the practice of psychiatry, with particular reference to Australia. Findings -- The author argues that spirituality is relevant to leadership in educating medical undergraduates, training professional psychiatrists, conducting clinical research, delivering mental health services and removing public stigma of mental health problems. Originality/value -- The author provides the unique perspective of a medical specialist practising in different areas and levels of psychiatry on spirituality and leadership. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to reinterpret principal preparatory programs to also include the collective learning-from-success process (success-based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality. Design/methodology/approach – The discussion reviews the core leadership capacities for today's and tomorrow's principalship and the need to rethink principal preparatory programs accordingly. The interrelationship between problems and learning is described, coupled with the possibilities and limitations of problem-based learning. Success-based learning is then described, enumerating its potentials and pitfalls. Findings – The paper finds that focusing on both learning from problems and learning from successes in leadership education may better develop prospective principals' leadership capacities necessary to lead schools in a dynamic environment. Originality/value – The paper highlights the need to conceptualize and empirically investigate problem-based learning and success-based learning as interrelated instructional frameworks that are both necessary to develop effective future leaders. [ABSTRACT FROM AUTHOR]

This paper introduces the findings of an unusual international endeavour that combines action research with leadership development for 40 senior officials from Australia, Canada, New Zealand and the UK. The four nation Leadership Across Borders programme, co-delivered by the governments' business schools of each country, set out to explore and understand some of the most significant facets of public service ranging from citizen engagement to whole-of-government complexity, and from the economic downturn to crisis management. Over the 10 months of the programme, the senior group engaged with heads of the public service, leading academics, delivery experts, leaders of civic society and scores of street level service users. This paper highlights the critical importance of understanding complexity and the role of 'systems thinking' in dealing with modern problems. But it also points to a new order of innovation required of leaders if they are to bring value to problems such as deprivation and global financial crises, and if they are to successfully bring about citizen-centred services in increasingly complex societies. [ABSTRACT FROM AUTHOR]

Purpose – This paper develops a theoretical framework to guide future inquiry into board governance of independent schools. Design/methodology/approach – The authors' approach is to integrate literatures related to corporate and educational boards, motivation, leadership and group processes that are appropriate for conceptualizing independent school board governance processes. Findings – Shows that the institutional role of an independent school board is likely to be quite different, and considerably more significant than the role of a board of a systemic school. Originality/value – This paper develops an original theoretical framework that will provide a sound basis for investigation of an important but neglected aspect of educational administration in Australia. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of the paper is to present a theory of the leadership process within the substantive setting of a cleaned-up bureaucracy. Design/methodology/approach - Orthodox grounded theory is employed within the setting of a large public-sector organization in an eastern state of Australia. Findings - A leadership process model is presented which depicts a core social process within which subordinates' view of leadership is formed. Subordinates in cleaned-up bureaucracies view leaders as people who service them, thus facilitating the movement of subordinates towards the minimization of their ‘attainment differences’. This view is far from the New Leadership notions of the charismatic, visionary, transformational leader or the captain-like instrumental and authoritative leader. Research limitations/implications - Findings are derived on the basis of a substantive case study of one cleaned-up bureaucracy in a particular country. Further research needs to expand this base to encompass other organizations in a wider range of countries across different cultures. Practical implications - The grounded theoretical model draws attention to the intermediation and brokering role of leaders below the top management team who need to find ways to accommodate within the unilateral dictates of the senior executive strategies designed to minimize the attainment differences of subordinates. Originality/value - The paper responds to recent calls to situate leadership process research within specific organizational and change contexts. Not all organizational change involves movement away from existing structures, systems or principles. Rather, some change efforts involve movement within the framework of existing structures, systems or principles, in the sense that they are aimed at tightening up rather than breaking down these concepts. Thus, change efforts are often aimed at cleaning-up bureaucracies so they can achieve their prime objectives more efficiently. The leadership literature is far less rich in analysing such situations, a deficiency which this paper is aimed at filling. [ABSTRACT FROM AUTHOR]

Purpose There is limited empirical literature on the effectiveness of leadership coaching in healthcare settings. The purpose of this paper is to explore the efficacy of leadership coaching for individuals implementing strategic change in the Australian public health system. Design/methodology/approach Using a within-subjects (pre-post) design, participants ( n=31) undertook six one-hour coaching sessions. Coaching was conducted by professional leadership coaches. Both quantitative and qualitative data were collected. Findings Participation was associated with significant improvements in goal attainment, solution-focused thinking, leadership self-efficacy, perspective-taking capacity, self-insight and resilience, and ambiguity tolerance. There were significant reductions in stress and anxiety. The benefits of coaching transferred from the workplace to the home. Many participants reported being able to use insights gained in coaching in their personal lives, and reported better work/life balance, less stress and better quality relationships at home. Originality/value Few studies have provided evaluation of leadership coaching in healthcare setting. Leadership coaching in the public health system may be an important methodology for facilitating goal attainment and fostering resilience in this vital social sector, benefiting workers in the health services, their families and ultimately their patients and the broader community. [ABSTRACT FROM AUTHOR]

Purpose: The mental and physical health of those residing in Australian rural and remote communities is poorer compared to major cities. Physical health comorbidities contribute to almost 80% of premature mortality for people living with mental illness. Leisure time physical activity (LTPA) is a well-established intervention to improve physical and mental health. To address the physical and mental health of rural and remote communities through LTPA, the community's level of readiness should be first determined. This study aims to use the community readiness model (CRM) to explore community readiness in a remote Australian community to address mental health through LTPA. Design/methodology/approach: Individual semi-structured interviews were conducted using the CRM on LTPA to address mental health. Quantitative outcomes scored the community's stage of readiness for LTPA programmes to address mental health using the CRM categories of one (no awareness) to nine (high level of community ownership). Qualitative outcomes were thematically analysed, guided by Braun and Clark. Findings: The community scored six (initiation) for community efforts and knowledge of LTPA programmes and seven (stabilisation) for leadership. The community's attitude towards LTPA and resources for programmes scored four (pre-planning), and knowledge of LTPA scored three (vague awareness). Originality/value: To the best of the authors' knowledge, this is the first Australian study to use CRM to examine community readiness to use LTPA to improve mental health in a remote community. The CRM was shown to be a useful tool to identify factors for intervention design that might optimise community empowerment in using LTPA to improve mental health at the community level. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate to what extent an engaging or authentic leadership style is related to higher levels of patient safety performance. Design/methodology/approach – A survey and/or interview of 53 medical and dental staff on their perceptions of leadership style in their unit was conducted. Scores obtained from 51 responses were averaged for each question and overall performance was compared with unit specific hand hygiene (HH) compliance data. Interview material was transcribed and analysed independently by each member of the research team. Findings – A modest negative relationship between this leadership style and hand hygiene compliance rates (r=0.37) was found. Interview data revealed that environmental factors, role modelling by the leader and education to counter false beliefs about hand hygiene and infection control may be more important determinants of patient safety performance in this regard than actual overall leadership style. Research limitations/implications – The sample was relatively small, other attributes of leaders were not investigated. Practical implications – Leadership development for clinicians may need to focus on situational or adaptive capacity rather than a specific style. In the case of improving patient safety through increasing HH compliance, a more directive approach with clear statements backed up by role modelling appears likely to produce better rates. Originality/value – Little is known about patient safety and clinical leadership. Much of the current focus is on developing transformational, authentic or engaging style. This study provides some evidence that it should not be used exclusively. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify the domains of performance needed by leaders in aged and community care not-for-profit organisations. Design/methodology/approach – Focus groups and individual interviews were conducted with senior managers employed by faith-based aged and community care not-for-profit organisations, academics in ageing and business fields and senior government employees from aged services departments and agencies in Australia. Results were content transcribed and analysed thematically in order to identify the major themes that emerged. Findings – A total of 37 people participated in the study. The domains of performance identified by participants as required of leaders in aged and community care were: professionalism; collaboration and teamwork; judgement and decision making; communication; scholarship and teaching; management; advocacy; and leadership. The performance requirements that were identified for leaders in aged and community care not-for-profit organisations were broader than just leadership per se. Research limitations/implications – The findings of this study suggest that the aged and community care not-for-profit sector has specific requirements for the performance of its leaders. Leadership is one of a number of performance attributes desirable in leaders in this sector. Practical implications – The aged and community care not-for-profit sector has distinctive needs and specific requirements of its leaders. Originality/value – It is recommended that a broad range of performance attributes are taken into account by aged and community care not-for-profit organisations when recruiting and training staff in leadership positions. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to understand what was important to managers of businesses in desert Australia, and in particular, what they needed for the businesses to be successful. Design/methodology/approach – There were two studies. In Study 1, 88 managers of business in remote desert Australia were interviewed. In Study 2, 112 managers who had business in regional desert Australia participated in an on-line survey. Findings – In both studies, the respondents claimed that their businesses were reasonably successful. In Study 1, the interviewees said that making a living and seeing the business grow were important indices of success. In Study 2, customer/client satisfaction was the strongest indicator of business success. Factors such as safe and all-weather roads, internet/e-mail access and reliable power supplies were important to this success. The importance to business success of a number of leadership behaviours was also identified. Research limitations/implications – Future research needs to encourage a larger number of managers to participate. In addition, suppliers and customers of the businesses need to be included. Originality/value – This is the first study in which managers were included, because normally, only owner-managers are involved. It is also the first study of its kind to be undertaken in desert Australia. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to determine the strategic capabilities that are related to success in five disparate Australian industries. Design/methodology/approach – Five studies were conducted using a generative multi-stage research approach in order to determine the capabilities that are related to success in the management consulting, advertising and IT industries, legal profession and top 500 listed companies. Findings – There is a clear commonality of capabilities across all studies. These are quality of service, particularly customer service; good leadership and vision, which encourages innovation and creativity; selection and retention of excellent staff with good technical skills; credibility, integrity and honesty; excellent differentiated product(s) or service(s); and adaptability and flexibility. In general the capabilities were significantly related to the organisational success measures. Research limitations/implications – The study could be extended to other Australian and international industries. Originality/value – Organisations that develop and implement resources to be proficient in all these capabilities should achieve increased success measured by a mix of hard and soft performance indicators. Our study is differentiated because the drivers and, indeed the indicators, of success have been proffered by executives themselves (not just the literature), who were located in disparate industries. Their views are deemed important because Australia's economy emerged relatively unscathed from the global financial economy and avoided a recession. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to estimate the prevalence of staff bullying in Australian schools, to identify bullies and targets and to examine some implications for school leaders in dealing with staff bullying. Design/methodology/approach -- The quantitative research design survey instrument contained 11 demographic items, 44 questions of bullying experience, two lists of possible bullies and targets, plus three open-ended questions. Findings -- Data revealed that 99.6 per cent of respondents had experienced some form of bullying during their employment. Half the respondents experienced 32 or more of the 44 listed survey items, while their health was adversely affected by persistent and frequent bullying. Practical implications -- The research revealed the existence of workplace bullying in Australian schools and some obvious implications for leadership. It profiled the experiences of respondents and identified strategies to eliminate or reduce bullying in Australian schools. Originality/value -- The exploratory study was the first national online survey into staff bullying in Australian schools. [ABSTRACT FROM AUTHOR]

Education and support in the clinical setting promotes competence and confidence of staff as well as the provision of quality care. This paper will describe the development and evaluation of a dementia education programme that supported new clinical practice in dementia care for district nurses in an Australian context. Overall, staff who received training also required leadership at the clinical interface to support knowledge translation. Clinical nurse leaders in aged care were found to be an effective resource to facilitate learning and confidence when new practice was being introduced. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore the perceived usefulness to participants of a particular 360-degree leadership survey process to assist an understanding of how ratees receive and respond to 360-degree feedback. Design/methodology/approach - The paper includes a sample of eight new and emergent leaders at one university in Australia who complete a 360-degree feedback survey. Through semi-structured interviews, they are asked to report on their learning as a result of undertaking the 360-degree exercise. A constant comparison method of data analysis is used to analyse the participants' responses. Findings - The research study finds from the group undertaking the 360-degree feedback process that, in equal proportion, participants report receiving: no surprising feedback but reinforcement and affirmation; and new insights, with developmental strategies identified to effect change as a result of feedback. The paper argues, from findings of the literature and the study, the importance of a measure of institutional support for the feedback process including sound facilitation. The results of the semi-structured conversations held with the small sample attest to the importance of self-efficacy (belief of capacity to learn and develop) on the part of ratees to act on feedback gained, and of the organisation's role in assisting serf-efficacy in 360-degree programs. The findings support an incremental theory approach in that participants see the feedback exercise as an opportunity to improve their capabilities and pursue learning goals over time by acting on development items suggested by the feedback. It is posited that support received by participants in undertaking the feedback activity as part of a program of development contributes to the positive response. The paper concludes by providing some guidelines for conducting effective 360-degree feedback discussions. Originality/value - There is a reasonable body of literature about 360-degree feedback processes from a theoretical standpoint. This qualitative study addresses a relative gap in the literature to explore how participants describe their experience of undertaking a facilitated 360-degree feedback exercise, including whether they gain new knowledge, or no new knowledge. The paper also suggests some principles that might be employed in facilitating 360-degree feedback to maximise benefit from the process. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self-directedness. This paper will consider the role of the leader in facilitating workforce development in terms of employees' self-directedness for learning. The research was designed to investigate the views that "learning leaders" in organizations have towards the development of self-directedness in employees; and to identify strategies that are feasible in developing self-directedness in operating organizations. Design/methodology/approach - This paper draws on a national research project undertaken in 12 organizations in Australia, representing a range of sizes and a number of industry sectors. Data collection involved interviewing learning and development managers in each organization to gauge the relative feasibility of the implementation of a number of pre-identified strategies designed to develop self-directedness among employees within operating work environments. Findings - The research showed that: learning managers and leaders were generally well disposed towards the development of self-directedness, and some had already moved to do so; and identified a number of possible strategies for implementation of varying degrees of feasibility. The paper will consider these findings in relation to the concept of a "learning leader". Research limitations/implications - Although the research was conducted in a diverse set of 12 enterprises, applicability of the results across an even wider set of enterprises would need to be tested. Originality/value - The findings of this research provide guidance to leaming and development personnel on feasible strategies to use within their own organization to assist with the development of self-directed learning among employees. [ABSTRACT FROM AUTHOR]

Purpose - To identify the distinguishing characteristics and future challenges for the business coaching industry in Australia. Design/methodology/approach - A telephone survey of business coaching firms was used to identify the main structural characteristics of the industry. Structured interviews with selected business coaches were used to identify the key business and professional issues they faced. Findings - Firms in the business coaching industry in Australia have three main characteristics: most firms are young and small; most are not exclusively dedicated to coaching; and most have a poor appreciation of the competitive environment in which they operate. Practical Implications - The research identified three main challenges for the business coaching industry that will need to be addressed if business coaching is to develop further the challenge of defining standards of service and performance that do not inhibit the flexible and personal orientation of the coaching process; the challenge of developing a more coherent and well understood perception of the nature and benefits of business coaching amongst industry more generally; and the challenge of establishing robust and durable coaching businesses that can take leadership in growing and developing the industry. Originality/value - Business coaching is an emerging industry that is increasingly being used to provide learning-based interventions in organizations. To date there has been little formal research into the nature of this industry or the services it provides. This paper addresses this by examining the "state of play" of business coaching in Australia. [ABSTRACT FROM AUTHOR]

School principals have difficulty embracing the competing demands of school restructuring. These demands include being accountable for the outcomes of other decision-making groups within, or external to, the school community; having strong views while making decisions collaboratively; and using group processes without wasting the time, commitment, motivation and goodwill of those involved. The three sets of tensions were named the accountability, autonomy, and efficiency dilemmas, respectively. This paper outlines the development of an instrument to determine the saliency of particular domains of decision making in which these dilemmas are experienced by school principals. The instrument was trialled in Australia and New Zealand using Rasch analysis to check the fit of items. The instrument is currently being applied in The Netherlands, Australia and Taiwan, with other countries to follow. [ABSTRACT FROM AUTHOR]