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Nursing Leadership is an important competence to develop in order to provide quality of care and prevent attrition of nurses. This research program looked into the perceptions and experiences of nurses on practising leadership. Next to that supporting the development of nursing leadership was addressed. The program has a mixed-method, action research design in which 75 in-depth interviews and 24 focus group interviews and quantitative data of 435 nurses form the backbone. According to hospital nurses, nursing leadership is related to proactiveness and voicing expertise in order to deliver good nursing care. Nevertheless, they do not feel fully competent and knowledge deficits were detected on aspects of the bachelor nursing profile, such as evidence based practice. Working-culture factors can either inhibit or encourage nursing leadership. The further awareness of unconsciously using expertise and knowledge deficits as well as team development towards a continuous safe learning environment are necessary steps for the enhancement of nursing leadership. A Nursing Leadership model was developed in which generic personal leadership competencies combined with expertise of the nurses' level of education and degrees form the essence of shared leadership in teams focussed on the realisation of good nursing care.

Educational innovations often tend to fail, mainly because teachers and school principals do not feel involved or are not allowed to have a say. Angela de Jong's dissertation shows the importance of school principals and teachers leading 'collaborative innovation' together. Collaborative innovation requires a collaborative, distributed approach involving both horizontal and vertical working relationships in a school. Her research shows that teams with more distributed leadership have a more collaborative 'spirit' to improve education. Team members move beyond formal (leadership) roles, and work more collectively on school-wide educational improvement from intrinsic motivation. De Jong further shows that school principals seek a balance in steering and providing space. She distinguished three leadership patterns: Team Player, Key Player, Facilitator. Team players in particular are important for more collaborative innovation in a school. They balance between providing professional space to teachers (who look beyond their own classroom) and steering for strategy, frameworks, boundaries, and vision. This research took place in schools working with the program of Foundation leerKRACHT, a program implemented by more than a thousand schools (primary, secondary, and vocational education). The study recommends, towards school principals and teachers, and also towards trainers, policymakers, and school board members, to reflect more explicitly on their roles in collaborative innovation and talk about those roles.

Conclusion The research shows that the perception and interpretation of servant leadership at the CS is very diverse. Directors, department heads and employees interpret and define servant leadership in different ways. Directors interpret servant leadership as individual characteristics, namely: motivation to serve, modesty, and stewardship. Department heads interpret servant leadership as activities, namely: empowerment and giving responsibility and to a lesser extent as individual characteristics, namely stewardship. Employees interpret servant leadership as activities, namely: giving responsibility, empowering and enabling and to a lesser extent as individual characteristics, namely motivation to serve. The research shows that the way in which servant leadership is fleshed out at the CS depends on a number of elements: character and/or role perception, organizational culture, time and contextual circumstances. Character The visibility of servant leadership depends on the character of leaders. Within the context in which managers work, they make a conscious choice to use their character traits to a greater or lesser extent. Role perception The way in which managers exercise servant leadership depends on their role perception. The leader’s character traits and inner qualities serve his role, which can be different in the outside world (where interests lie differently than within the organization). Organizational culture Promoting servant leadership requires attention from the organizational culture within the CS. More specifically, the study showed that the current hierarchical organizational culture contrasts with the desired adhocracy culture. Time and contextual circumstances The aspects of time and context influence the way in which servant leadership is fleshed out at the CS. Due to the reorganization, the tasks and the change task of RWS, which were accompanied by the introduction of servant leadership and process-oriented working, experienced directors, department heads and employees were under enormous time pressure, as observed during the research period. This leaves little time to invest in employees. The extent to which directors, department heads and employees exercise servant leadership also depends on the context in which they work. In conclusion, the research shows that servant leadership within the CS is shaped in various ways. The above elements: character and/or role perception, organizational culture, time and contextual circumstances (see § 7.2) play an important role in this. This dissertation offers more insight into how servant leadership is fleshed out within the CS and helps directors, department heads and employees who want to take servant leadership further. By going back to the original values and investing in the organizational culture, in which the dialogue on all three layers, awareness, storytelling and reflection are central, servant leadership can be given shape in an unambiguous way and be anchored optimally. A strong link between RWS’s past and servant leadership helps the organization to make servant leadership more explicit and in its further development into one of the best and most sustainable SSO in the public sector.

Conclusion The research shows that the perception and interpretation of servant leadership at the CS is very diverse. Directors, department heads and employees interpret and define servant leadership in different ways. Directors interpret servant leadership as individual characteristics, namely: motivation to serve, modesty, and stewardship. Department heads interpret servant leadership as activities, namely: empowerment and giving responsibility and to a lesser extent as individual characteristics, namely stewardship. Employees interpret servant leadership as activities, namely: giving responsibility, empowering and enabling and to a lesser extent as individual characteristics, namely motivation to serve. The research shows that the way in which servant leadership is fleshed out at the CS depends on a number of elements: character and/or role perception, organizational culture, time and contextual circumstances. Character The visibility of servant leadership depends on the character of leaders. Within the context in which managers work, they make a conscious choice to use their character traits to a greater or lesser extent. Role perception The way in which managers exercise servant leadership depends on their role perception. The leader’s character traits and inner qualities serve his role, which can be different in the outside world (where interests lie differently than within the organization). Organizational culture Promoting servant leadership requires attention from the organizational culture within the CS. More specifically, the study showed that the current hierarchical organizational culture contrasts with the desired adhocracy culture. Time and contextual circumstances The aspects of time and context influence the way in which servant leadership is fleshed out at the CS. Due to the reorganization, the tasks and the change task of RWS, which were accompanied by the introduction of servant leadership and process-oriented working, experienced directors, department heads and employees were under enormous time pressure, as observed during the research period. This leaves little time to invest in employees. The extent to which directors, department heads and employees exercise servant leadership also depends on the context in which they work. In conclusion, the research shows that servant leadership within the CS is shaped in various ways. The above elements: character and/or role perception, organizational culture, time and contextual circumstances (see § 7.2) play an important role in this. This dissertation offers more insight into how servant leadership is fleshed out within the CS and helps directors, department heads and employees who want to take servant leadership further. By going back to the original values and investing in the organizational culture, in which the dialogue on all three layers, awareness, storytelling and reflection are central, servant leadership can be given shape in an unambiguous way and be anchored optimally. A strong link between RWS’s past and servant leadership helps the organization to make servant leadership more explicit and in its further development into one of the best and most sustainable SSO in the public sector.

This dissertation discusses how municipality managers working in or for the social domain within the municipalities of Amsterdam, Rotterdam and The Hague practice leadership and learning when dealing with wicked problems. The study has led to the following key findings: First, the municipal managers in this study have been found to be eager and motivated to create added social value with their partners. Doing meaningful work is thus their primary incentive. At the same time, the way they put this into practice can involve the use of position power, particularly when they ultimately fail to achieve results while cooperating with others. Second, although municipal managers are familiar with the concept of wicked problems, they tend to simplify those problems to more manageable problems, whereby they use an approach they are familiar with, specifically when they experience pressure from the political organization to quickly achieve results. Third, municipal managers know wicked problems require a relational leadership approach. Simultaneously, the leadership skills they envision to be the most essential when dealing with wicked problems, i.e., self-management, vision, and courage, primarily focus on the manager as an individual. This does not necessarily imply that, in dealing with wicked problems, they do not pay attention to relational leadership qualities; it does imply, however, that the primary focus of leadership is on the manager’s own efforts and qualities, and not on those of the collective. Fourth, municipal managers know that learning to deal with wicked problems requires a relational approach. They would like to put this into practice but owing to the many tasks and changes they are confronted with by the political organization, they have little or no time for it. Fifth and finally, the study shows municipal managers consider the learning culture in their organizations to be insufficient in learning to deal with wicked problems. More specifically, they find it important to breed a culture of continuous learning in their organization, allowing them to be an example for others, which provides the safety and trust to (collectively) learn from mistakes and in which learning is embedded in the daily work routine. However, their organization offers little or no support in developing such a learning culture, and as a result of their daily tasks, municipal managers lack the time to be a learning example for others. The main finding of this study is that the examined municipal managers are familiar with the concept of wicked problems and are motivated to use a relational approach of leadership and learning in relation to these problems. To what extent they actually do so depends on several aspects, namely position power, the political organization, leadership qualities, time to learn collectively, and the learning culture. These aspects are of both a contextual (the political organization and learning culture) and individual (positional power, leadership qualities and time to learn collectively) nature, and interact with each other in an unpredictable manner. As a result, the way in which municipal managers implement a relational approach of leadership and learning is divers and depends on the outcomes of the unpredictable and continuously changing relational dynamics between the various contextual and individual aspects.

This dissertation discusses how municipality managers working in or for the social domain within the municipalities of Amsterdam, Rotterdam and The Hague practice leadership and learning when dealing with wicked problems. The study has led to the following key findings: First, the municipal managers in this study have been found to be eager and motivated to create added social value with their partners. Doing meaningful work is thus their primary incentive. At the same time, the way they put this into practice can involve the use of position power, particularly when they ultimately fail to achieve results while cooperating with others. Second, although municipal managers are familiar with the concept of wicked problems, they tend to simplify those problems to more manageable problems, whereby they use an approach they are familiar with, specifically when they experience pressure from the political organization to quickly achieve results. Third, municipal managers know wicked problems require a relational leadership approach. Simultaneously, the leadership skills they envision to be the most essential when dealing with wicked problems, i.e., self-management, vision, and courage, primarily focus on the manager as an individual. This does not necessarily imply that, in dealing with wicked problems, they do not pay attention to relational leadership qualities; it does imply, however, that the primary focus of leadership is on the manager’s own efforts and qualities, and not on those of the collective. Fourth, municipal managers know that learning to deal with wicked problems requires a relational approach. They would like to put this into practice but owing to the many tasks and changes they are confronted with by the political organization, they have little or no time for it. Fifth and finally, the study shows municipal managers consider the learning culture in their organizations to be insufficient in learning to deal with wicked problems. More specifically, they find it important to breed a culture of continuous learning in their organization, allowing them to be an example for others, which provides the safety and trust to (collectively) learn from mistakes and in which learning is embedded in the daily work routine. However, their organization offers little or no support in developing such a learning culture, and as a result of their daily tasks, municipal managers lack the time to be a learning example for others. The main finding of this study is that the examined municipal managers are familiar with the concept of wicked problems and are motivated to use a relational approach of leadership and learning in relation to these problems. To what extent they actually do so depends on several aspects, namely position power, the political organization, leadership qualities, time to learn collectively, and the learning culture. These aspects are of both a contextual (the political organization and learning culture) and individual (positional power, leadership qualities and time to learn collectively) nature, and interact with each other in an unpredictable manner. As a result, the way in which municipal managers implement a relational approach of leadership and learning is divers and depends on the outcomes of the unpredictable and continuously changing relational dynamics between the various contextual and individual aspects.

Dit artikel is een reflectie op twee artikelen die ook bijgevoegd zijn: - ’Gods liefde ontvangen, beantwoorden, doorgeven’ De Stadskerk in Groningen, door Arjan Zantingh - Communities in de Stadskerk Groningen, door Hans Riphagen, Elisa Lingeman en Martijn van Geilswijk De Stadskerk in Groningen is een grote, vitale gemeente binnen de traditie van de Vrije Baptisten. Ze is sterk gegroeid in de afgelopen jaren, mede door kerkelijk grensverkeer. Een van haar voorgangers, Arjan Zantingh, schetst in het eerste artikel een beeld van de gemeente, haar kernwaarden, zoektochten en uitdagingen. In een tweede artikel schrijft Hans Riphagen, docent aan het Baptistenseminarie aan de VU, samen met twee van zijn studenten over de vorming van kleinere gemeenschappen binnen de gemeente in coronatijd. Hoe blijven mensen verbonden als de centrale vieringen wegvallen? In het slotartikel reflecteren Nadine van Hierden (PThU) en Sake Stoppels (CHE) op een aantal thema’s uit de beide eerdere artikelen. Ze hebben aandacht voor onder meer het kerkelijk grensverkeer en leiderschap. Ook pleiten ze voor de erkenning van de zuigelingendoop binnen de traditie van het Baptisme.

Dit artikel is een reflectie op twee artikelen die ook bijgevoegd zijn: - ’Gods liefde ontvangen, beantwoorden, doorgeven’ De Stadskerk in Groningen, door Arjan Zantingh - Communities in de Stadskerk Groningen, door Hans Riphagen, Elisa Lingeman en Martijn van Geilswijk De Stadskerk in Groningen is een grote, vitale gemeente binnen de traditie van de Vrije Baptisten. Ze is sterk gegroeid in de afgelopen jaren, mede door kerkelijk grensverkeer. Een van haar voorgangers, Arjan Zantingh, schetst in het eerste artikel een beeld van de gemeente, haar kernwaarden, zoektochten en uitdagingen. In een tweede artikel schrijft Hans Riphagen, docent aan het Baptistenseminarie aan de VU, samen met twee van zijn studenten over de vorming van kleinere gemeenschappen binnen de gemeente in coronatijd. Hoe blijven mensen verbonden als de centrale vieringen wegvallen? In het slotartikel reflecteren Nadine van Hierden (PThU) en Sake Stoppels (CHE) op een aantal thema’s uit de beide eerdere artikelen. Ze hebben aandacht voor onder meer het kerkelijk grensverkeer en leiderschap. Ook pleiten ze voor de erkenning van de zuigelingendoop binnen de traditie van het Baptisme.

Nursing Leadership is an important competence to develop in order to provide quality of care and prevent attrition of nurses. This research program looked into the perceptions and experiences of nurses on practising leadership. Next to that supporting the development of nursing leadership was addressed. The program has a mixed-method, action research design in which 75 in-depth interviews and 24 focus group interviews and quantitative data of 435 nurses form the backbone. According to hospital nurses, nursing leadership is related to proactiveness and voicing expertise in order to deliver good nursing care. Nevertheless, they do not feel fully competent and knowledge deficits were detected on aspects of the bachelor nursing profile, such as evidence based practice. Working-culture factors can either inhibit or encourage nursing leadership. The further awareness of unconsciously using expertise and knowledge deficits as well as team development towards a continuous safe learning environment are necessary steps for the enhancement of nursing leadership. A Nursing Leadership model was developed in which generic personal leadership competencies combined with expertise of the nurses' level of education and degrees form the essence of shared leadership in teams focussed on the realisation of good nursing care.

Schoolleiders spelen een cruciale rol in het realiseren van goed onderwijs aan leerlingen en studenten. Deze rol is voortdurend in verandering, bijvoorbeeld omdat de samenleving telkens nieuwe eisen stelt aan scholen. Daarbij geven schoolleiders leiding aan onderwijsinnovaties via het stimuleren van gespreid leiderschap en onderzoeksmatig werken. Om schoolleiders te ondersteunen in hun ontwikkeling heeft een groep onderzoekers hun expertise gebundeld in een open access boek. Verschillende leiderschapspraktijken zijn in deze publicatie uitgewerkt door wetenschappelijke inzichten te koppelen aan praktische handvatten en voorbeelden. Deze uitgave is tot stand gekomen binnen het project De Toekomstagenda Schoolleiders waarin OCW, AVS, CNV Schoolleiders, AOb, PO-Raad, Schoolleidersregister po, Schoolleidersregister VO en VO-raad zijn betrokken.

Schoolleiders spelen een cruciale rol in het realiseren van goed onderwijs aan leerlingen en studenten. Deze rol is voortdurend in verandering, bijvoorbeeld omdat de samenleving telkens nieuwe eisen stelt aan scholen. Daarbij geven schoolleiders leiding aan onderwijsinnovaties via het stimuleren van gespreid leiderschap en onderzoeksmatig werken. Om schoolleiders te ondersteunen in hun ontwikkeling heeft een groep onderzoekers hun expertise gebundeld in een open access boek. Verschillende leiderschapspraktijken zijn in deze publicatie uitgewerkt door wetenschappelijke inzichten te koppelen aan praktische handvatten en voorbeelden. Deze uitgave is tot stand gekomen binnen het project De Toekomstagenda Schoolleiders waarin OCW, AVS, CNV Schoolleiders, AOb, PO-Raad, Schoolleidersregister po, Schoolleidersregister VO en VO-raad zijn betrokken.

Kerndocentschap AOG HR Strategie & Leiderschap: module 1

Innovatie is belangrijk, maar mkb-ondernemingen hebben er moeite mee. Met name de overgang naar vernieuwing is voor veel leiders lastig. Bedrijven in het mkb dreigen vast te lopen in routines en dominante logica. Om deze situatie te doorbreken kan het kruis van de leider helpen om duidelijk te maken wat de houding van de leider (en andere groepen binnen de onderneming) is en welke aanpassing gewenst is. Een leider die zich kwetsbaar opstelt wordt ontvankelijk voor de visie en meningen van anderen binnen en buiten het bedrijf. Luisteren naar anderen biedt de mogelijkheid om ideeën te verzamelen en opnieuw te ondernemen. Leiders in het mkb: begin dus bij uzelf.

Innovatie is belangrijk, maar mkb-ondernemingen hebben er moeite mee. Met name de overgang naar vernieuwing is voor veel leiders lastig. Bedrijven in het mkb dreigen vast te lopen in routines en dominante logica. Om deze situatie te doorbreken kan het kruis van de leider helpen om duidelijk te maken wat de houding van de leider (en andere groepen binnen de onderneming) is en welke aanpassing gewenst is. Een leider die zich kwetsbaar opstelt wordt ontvankelijk voor de visie en meningen van anderen binnen en buiten het bedrijf. Luisteren naar anderen biedt de mogelijkheid om ideeën te verzamelen en opnieuw te ondernemen. Leiders in het mkb: begin dus bij uzelf.

Scholars have contributed much to identifying general factors that may hinder women from assuming leadership at the workplace, such as sex differences in attitudes and behaviours, a lack of masculine characteristics, or gender stereotypes that characterise women as high on communal traits (i.e., warm, sensitive), but low on agentic traits (i.e., competitive, dominant). Nevertheless, we know little about the micro (verbal behaviour during meetings) and macro (organisational structure) factors that impact whether women emerge as leaders. Therefore, across four chapters, the present dissertation looks at the behavioural (micro) processes underlying a lower leader emergence and endorsement of women (Chapters 2 and 3), and organisational structure (macro) that impacts the intention of women to apply to leadership roles (Chapters 4 and 5).

Scholars have contributed much to identifying general factors that may hinder women from assuming leadership at the workplace, such as sex differences in attitudes and behaviours, a lack of masculine characteristics, or gender stereotypes that characterise women as high on communal traits (i.e., warm, sensitive), but low on agentic traits (i.e., competitive, dominant). Nevertheless, we know little about the micro (verbal behaviour during meetings) and macro (organisational structure) factors that impact whether women emerge as leaders. Therefore, across four chapters, the present dissertation looks at the behavioural (micro) processes underlying a lower leader emergence and endorsement of women (Chapters 2 and 3), and organisational structure (macro) that impacts the intention of women to apply to leadership roles (Chapters 4 and 5).

Scholars are increasingly recognizing that studying the temporal dynamics of Organizational Behavior (OB)-phenomena can potentially offer important theoretical and practical insights. Yet, the shift towards more temporal research practices and theories on OB-phenomena proofs challenging. To contribute to the advancement of a temporal research approach in OB, this dissertation examined why and how to study the temporal dynamics of employee wellbeing and organizational leadership? The central thesis of this dissertation is that dynamic systems as a meta-theory can be used as heuristic analogy to advance temporal theories in OB and to guide choices for empirical methods to study these temporal processes more effectively. Through the application of these techniques, this dissertation specifically offers a window into the temporal dynamics of leadership and employee wellbeing. This dissertation demonstrates that this change of perspective can enhance the ecological validity of these OB-theories, can provide insight into the mechanisms driving change in these phenomena, and can offer a more comprehensive approach to establishing causality. Through examples, this dissertation also illustrates how insights into the temporal dynamics of these phenomena enhances the practical utility of these theories.

Scholars are increasingly recognizing that studying the temporal dynamics of Organizational Behavior (OB)-phenomena can potentially offer important theoretical and practical insights. Yet, the shift towards more temporal research practices and theories on OB-phenomena proofs challenging. To contribute to the advancement of a temporal research approach in OB, this dissertation examined why and how to study the temporal dynamics of employee wellbeing and organizational leadership? The central thesis of this dissertation is that dynamic systems as a meta-theory can be used as heuristic analogy to advance temporal theories in OB and to guide choices for empirical methods to study these temporal processes more effectively. Through the application of these techniques, this dissertation specifically offers a window into the temporal dynamics of leadership and employee wellbeing. This dissertation demonstrates that this change of perspective can enhance the ecological validity of these OB-theories, can provide insight into the mechanisms driving change in these phenomena, and can offer a more comprehensive approach to establishing causality. Through examples, this dissertation also illustrates how insights into the temporal dynamics of these phenomena enhances the practical utility of these theories.

Een themanummer over Interprofessionele samenwerking kind en educatie in het tijdschrift Veerkracht van Hogeschool KPZ.

Een themanummer over Interprofessionele samenwerking kind en educatie in het tijdschrift Veerkracht van Hogeschool KPZ.

More often than not, employees and supervisors are not on the same page when it comes to their perceptions of supervisors’ people management. This doctoral dissertation examines the antecedents and consequences of horizontal (between employees) and vertical (between employees and their supervisor) shared perceptions of people management. In short, people management refers to the implementation of human resource (HR) practices by supervisors and their supportive leadership behavior. The findings of this dissertation are based on empirical studies conducted in schools, using various methods (qualitative interviews, surveys, experiments) and various sources of data (teachers and supervisors). Overall, this dissertation shows that horizontal and vertical shared perceptions contribute to teachers’ job satisfaction and team performance. Therefore, it is important for supervisors and employees to ask the question: are we on the same page about people management? Findings from this dissertation illustrate that several factors on the supervisor-level (e.g. supervisors’ ability), the employee-level (e.g. employees’ expectations), and the interpersonal-level (e.g. psychological safety) contribute to the emergence of shared perceptions. Based on these insights, the answer to the earlier question may change from “no” into “yes, we are on the same page!”.

Presentatie over duurzame inzetbaarheid, eigen regie en generatiepact

Purpose The purpose of this paper is to investigate coaches' views on developing leadership and shared leadership capacity in particular in competitive youth football. Design/methodology/approach This qualitative examination focusses on the leadership philosophy of ten male coaches at the sub-elite competitive level in youth football in The Netherlands and applies the theory of shared leadership to examine coaches' views on developing leadership capacity. Findings Only few coaches have a clear philosophy on the development of leadership in general and/or shared leadership in particular. Most coaches do not have a distinct view on how to involve players in the team processes. Shared leadership development in youth teams occurs occasionally but can be implemented more intentionally. Research limitations/implications Although this study lacks generalizability, coaches' views are required in understanding how shared leadership is to be developed in youth sport. Practical implications For implementing shared leadership in football purposefully, a clear view on the development of youth is required, whereas coaches need to be taught, how to involve the individual players in team processes such as decision-making. In addition, leadership development in sport may have the potential of transfer of skills to other domains. Social implications Learning shared leadership at a young age by athletes can have a positive influence on relationships in teams on micro-level and might have an impact on meso-level within a football club because of its social constructionist approach. Originality/value This study is one of the first to apply shared leadership at the micro-level of competitive youth football making use of football coaches' view.

Theoretische verkenning & community building met schaduwkanten

Blog on leadership, related to topic of the PhD-project

Hoge bomen vangen veel wind. Aandeelhouders van slecht presterende bedrijven offeren de hoogste baas, het voetbalteam dat dreigt te degraderen gaat op zoek naar een nieuwe coach. Waar het wel goed gaat wordt de rol van het leiderschap geïdealiseerd en worden zakken gevuld. Ook in het onderwijs is sprake van hooggespannen verwachtingen dan wel diepe teleurstelling als het gaat om de rol van het management. Hoe schatten we de rol van het leiderschap op juiste waarde? Tijd voor meer verdieping.

Hoge bomen vangen veel wind. Aandeelhouders van slecht presterende bedrijven offeren de hoogste baas, het voetbalteam dat dreigt te degraderen gaat op zoek naar een nieuwe coach. Waar het wel goed gaat wordt de rol van het leiderschap geïdealiseerd en worden zakken gevuld. Ook in het onderwijs is sprake van hooggespannen verwachtingen dan wel diepe teleurstelling als het gaat om de rol van het management. Hoe schatten we de rol van het leiderschap op juiste waarde? Tijd voor meer verdieping.

In dit hoofdstuk wordt beschreven hoe schoolleiders aan gespreid leiderschap in hun school kunnen werken en daarmee de professionele ontwikkeling van leraren en de onderwijskwaliteit kunnen bevorderen.

In dit hoofdstuk wordt beschreven hoe schoolleiders aan gespreid leiderschap in hun school kunnen werken en daarmee de professionele ontwikkeling van leraren en de onderwijskwaliteit kunnen bevorderen.

Wijkverpleegkundigen staan op de voorgrond in het proces van kwaliteitsverbetering binnen het eigen team. Dit vereist leiderschap. Het project Nurses in the Lead richt zich op het versterken van leiderschapscompetenties van wijkverpleegkundigen bij het implementeren van evidence-based innovaties gericht op het stimuleren van zelfredzaamheid bij ouderen.

Samen met (assistent)afdelingsleiders is in een actieonderzoek onderzocht hoe zij hun leidinggevende en begeleidingsvaardigheden kunnen verbeteren. Na afloop blijkt het reflectief handelen te zijn toegenomen. Ook hebben de (assistent)afdelingsleiders meer kennis van diverse gespreksvaardigheden en weten ze deze in de praktijk toe te passen. Tevens zijn ze zich bewuster geworden van hun rol en positie als leidinggevenden zonder dat ze deloyaal zijn aan zichzelf en aan de medewerkers.

Duurzame inzetbaarheid houdt in dat werkenden nu en in de toekomst kunnen en willen blijven werken. In een continu veranderende en veeleisende werkcontext lijkt het beschikken over veerkracht een belangrijke voorwaarde voor duurzame inzetbaarheid. De vraag is of dit daadwerkelijk zo is, en zo ja, hoe veerkracht vanuit de werkomgeving kan worden versterkt. In dit artikel onderzoeken we de samenhang tussen veerkracht, indicatoren van duurzame inzetbaarheid en werkhulpbronnen binnen een diverse groep werknemers over één jaar tijd. Uit de resultaten blijkt dat Nederlandse werknemers over het algemeen veerkrachtig zijn, maar dat er verschillen zijn tussen subgroepen in de mate waarin men zich veerkrachtig voelt. Gevonden werd dat veerkracht een determinant is van duurzame inzetbaarheid een jaar later. Daarnaast blijkt er een positief wederkerig verband te bestaan tussen autonomie in het werk en veerkracht: autonomie hangt positief samen met veerkracht een jaar later, en andersom. Ten slotte blijkt veerkracht een determinant van de mate van coachend leiderschap die een werknemer een jaar later ervaart. Deze resultaten bieden praktische aanknopingspunten voor de HR-praktijk om de veerkracht en daarmee de duurzame inzetbaarheid van werknemers te versterken.

Duurzame inzetbaarheid houdt in dat werkenden nu en in de toekomst kunnen en willen blijven werken. In een continu veranderende en veeleisende werkcontext lijkt het beschikken over veerkracht een belangrijke voorwaarde voor duurzame inzetbaarheid. De vraag is of dit daadwerkelijk zo is, en zo ja, hoe veerkracht vanuit de werkomgeving kan worden versterkt. In dit artikel onderzoeken we de samenhang tussen veerkracht, indicatoren van duurzame inzetbaarheid en werkhulpbronnen binnen een diverse groep werknemers over één jaar tijd. Uit de resultaten blijkt dat Nederlandse werknemers over het algemeen veerkrachtig zijn, maar dat er verschillen zijn tussen subgroepen in de mate waarin men zich veerkrachtig voelt. Gevonden werd dat veerkracht een determinant is van duurzame inzetbaarheid een jaar later. Daarnaast blijkt er een positief wederkerig verband te bestaan tussen autonomie in het werk en veerkracht: autonomie hangt positief samen met veerkracht een jaar later, en andersom. Ten slotte blijkt veerkracht een determinant van de mate van coachend leiderschap die een werknemer een jaar later ervaart. Deze resultaten bieden praktische aanknopingspunten voor de HR-praktijk om de veerkracht en daarmee de duurzame inzetbaarheid van werknemers te versterken.Sustainable employability means that employees are able and willing to work productively both now and in the future. Employee resilience appears to be an important condition for sustainable employability in a continually changing and increasingly demanding work environment. In this article, we examine whether this holds in practice, and whether and how employee resilience can be strengthened. The relations between resilience, sustainable employability, and job resources of a heterogenous group of employees are examined over a period of one year. The results show that employee resilience is a determinant of sustainable employability one year later. Also, a positive reciprocal relationship is found between autonomy at work and employee resilience: autonomy is positively related to resilience one year later, and vice versa. Finally, employee resilience appeared to be a determinant of the level of coaching leadership experienced by employees one year later. Practical implications for HR-practice are discussed, that may help to strengthen the resilience and thereby increase the sustainable employability of employees.