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Teacher design teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. When appropriately supported, TDT work stimulates the explication and use of pedagogical content knowledge, thus providing important opportunities for teachers to learn from one another. However, TDT coaches struggle to provide adequate support, largely because this concerns not only vertical leadership through the structure, clarity and quality of the team process, but also the creation of an environment in which leadership is distributed among participants. In this conceptual article, we draw on research literature from teacher design teams and team leadership to conceptualize guidelines for TDT coaches. Specifically, we address the question: How can TDT coaches support professional learning and team effectiveness? To support TDT coaches in the translation of research-based guidelines to daily practice, a concrete routine is provided and examples of enactment are given. Alignment with other design team routines is discussed, along with considerations related to the needs and perspectives of both TDT coaches and participants alike. [ABSTRACT FROM AUTHOR]

Many libraries engage in strategic planning, but few studies have examined whether planning processes are effective and result in meaningful action. This research argues the practice of shared leadership in libraries will result in more effective strategic planning processes. The author explores research into shared leadership and its positive impacts on organizations, job performance and satisfaction, and employee commitment. She surveyed employees of academic libraries to learn their perceptions of shared leadership characteristics in their libraries and of recent strategic planning processes. [ABSTRACT FROM AUTHOR]

We investigated the relation between leader airtime management and team effectiveness in Emergency Management Command and Control (EMCC) teams. Leader airtime management concerns leaders' interventions to structure who shares information when using opening and closing statements to respectively stimulate or reduce information sharing. We coded leaders' airtime management statements across different meeting phases (structuring, information sharing, decision making) using video-recordings of 12 EMCC exercises involving two consecutive meetings each. Experts rated two components of team effectiveness: Team Situation Awareness (TSA) and Team Decision Making (TDM). We found that closing statements were more frequently used in the decision-making phase than in any other meeting phase. Also, leaders of teams with lower TSA used more opening statements in the decision-making phase of the first team meeting than leaders of teams with higher TSA. These results confirm the importance of the timing of leader airtime management for EMCC team effectiveness. Practitioner summary: We investigated leader airtime management and team effectiveness in EMCC teams. We video-coded 12 exercises; experts rated team effectiveness. In the decision-making phase, leaders use more closing statements, and leaders of less effective teams use more opening statements. Leaders are advised to adjust their airtime management to meeting phases. [ABSTRACT FROM AUTHOR]

While prior research has shown a relationship between age diversity and outcomes in teams, little knowledge exists regarding the theoretical mechanisms driving these outcomes. Furthermore, mixed findings from prior research indicate that these relationships differ depending upon contextual factors. Our field study tests two potential mediators and one possible moderator of the relationship between age diversity and team performance. Multi-source data collected from 71 Chinese township government leadership groups showed that team age diversity is positively associated with survey measures of two emergent states, specifically, perceived team effectiveness and collective team identification, which in turn positively predict an objective measure of team performance. The fully mediated model was moderated by leader moral identity, which strengthened the relationships between age diversity and both team emergent states. Results also showed a curvilinear relationship between age diversity and the two team emergent states which was not significantly moderated by leader moral identity. These findings contribute to extant knowledge from an integrative approach within a non-Western cultural context. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This research focuses on the principles of team leadership in the context of modern business. The methodology employed includes analyzing literature, conducting empirical analysis, interviewing experienced leaders, and observing team processes. The findings highlight key principles of team leadership, such as establishing a shared purpose, distributing responsibility, promoting communication and collaboration, developing emotional intelligence and conflict management skills, and stimulating team development and learning. The results have practical implications for leaders, enabling them to understand and apply team leadership principles to achieve more effective results with their teams. Effective team leadership significantly impacts team success, with shared purpose and task resolution playing a crucial role. Distributing responsibility and delegating tasks contribute to personal growth and team interaction. Results provide leaders with valuable tools and knowledge to improve their team's effectiveness, increase competitiveness, and strengthen their leadership position in the modern business environment. [ABSTRACT FROM AUTHOR]

In this effort we draw from the literature on interprofessional teamwork in high reliability organizations from different fields of study, including healthcare, industrial/organizational psychology, and management. We combine this literature with our collective experience to offer five observations on future needs for the field of team science research and practice. These themes include: (1) exploration of nonclinical teams, (2) evaluation of multi-team systems in healthcare, (3) the study of dyad leadership of teams, (4) the proliferation of virtual healthcare teams, and (5) the continuing integration of organizational and team science into the study of interprofessional teams. By presenting these observations, we argue why each is critical to the overall understanding of interprofessional teamwork in healthcare and provide areas for future scholarly advancement that will inform healthcare practice. [ABSTRACT FROM AUTHOR]

COVID-19, by all accounts, forced higher education to shift to distance delivery. As a result, faculty attempted to innovate and integrate new teaching methods as courses moved online. We utilized an online, virtual reality game to teach team decision-making as a function of leadership. In teams, learners worked cooperatively, making decisions and solving progressive parts of a mystery to advance through an escape room activity. Following the activity, learners independently completed a structured written reflection designed to guide them through the experiential learning cycle. Additionally, learners' perceptions of the learning activity were measured using a short quantitative survey. Results were mixed, with learners indicating that the activity was engaging, but also suggesting that their team could have worked better in a less virtual immersive experience. Learners' written reflections indicated they successfully applied their knowledge of decision-making during the activity, along with other teamwork and leadership competencies. Recommendations include providing more time to complete the escape room game and incorporating more robust team debriefing to support reflection and learning transference. Virtual reality may provide effective leadership learning experiences, particularly for groups of learners who are geographically dispersed or participating in online education. [ABSTRACT FROM AUTHOR]

Multidisciplinary teams are increasingly advocated for in healthcare policy consequent to their capacity to develop innovative solutions to seemingly intractable service and care challenges. Recent arguments that inspirational leadership styles may foster innovation in multidisciplinary teams point to their potential value in this effort. However, inconsistency in the capacity of such leaders to engender innovation highlights the need to understand the mechanisms and boundary conditions that determine when such leadership generates positive effects. We argue that follower positive mood acts to mediate the path between inspirational leadership and innovation and may account for its variable effects. By increasing positive team mood, inspirational leaders can potentially bring about more flexible thinking and enhance innovation but can also increase reliance on less effortful information processing, undermining innovative potential. In an effort to address the dilemma posed by these contrasting effects, we propose that professional salience acts as an important boundary condition of this relationship such that only when profession is salient do inspirational leaders enhance multidisciplinary team innovation through positive mood. An analysis of survey data from 60 UK‐based multidisciplinary healthcare teams, investigating the inspirational leadership of practice‐based innovation, supports our moderated mediation model. Finally, the implications for HRM are considered, specifically for leader development and work team design. [ABSTRACT FROM AUTHOR]

The article examines the problem of increasing the efficiency of virtual teams, a specific form of labor organisation in the digital economy. The relevance of remote team building of virtual teams is revealed. The essence of the remote team and team building is investigated. Based on the study of the results of empirical sociological research, the advantages and disadvantages of virtual teams are determined. The problem of remote team building technologies, team building methods at all stages of virtual team formation is raised. The main directions of the team leadership transformation are revealed. The problems faced by the leadership of virtual teams at differents stages of their formation, group dynamics are shown remote team-building tools for their resolution are suggested. The results of the article can be used in further research on the problems of organising teamwork in the digital economy, in developing proposals and recommendations for specialists in the field of personnel management for use in practice.

Introduction: Effective team leadership is linked to better teamwork, which in turn is believed to improve patientcare. Simulation-based training provides a mechanism to develop effective leadership behaviors. Traditionally, healthcare curricula have included leadership as a small component of broader teamwork training, with very few examples of leadership-focused curricula. The objective of this work is to describe a novel simulation-basedteam leadership curriculum that easily adapts to individual learners.Methods: We created a simulation-based team leadership training for trauma team leaders in graduatemedical education. Participants included second- and third-year emergency medicine and surgery residents. Training consisted of a single, four-hour session and included facilitated discussion of trauma leadership skills,a brief didactic session integrating leadership behaviors into Advanced Trauma Life Support®, and a seriesof simulations and debriefing sessions. The simulations contained adaptable components that facilitated individualized learning while delivering set curricular content. A survey evaluation was administered 7-24 months following the training to assess self-reported implementation of trained material.Results: A total of 36 residents participated in the training and 23 (64%) responded to the survey. The majority of respondents (n = 22, 96%) felt the training was a valuable component of their residency education and allrespondents reported ongoing use of at least one behavior learned during the training. The most commonly cited skills for ongoing use included the pre-arrival brief (n = 21, 91%) and prioritization (n = 21, 91%).Conclusion: We delivered a leadership-focused, simulation-based training that 1) adapted to learners’individual needs, and 2) was perceived to impact practice up to 24 months post-training. More work is needed tounderstand the impact of this training on learner knowledge and behavior, as well as patient outcomes.

In this study we investigate how shared leadership is coordinated in global virtual teams and how it relates to team effectiveness. Based on 71 interviews with team members and leaders from eight teams from two global software development companies, we found that shared leadership had a more positive effect on team effectiveness when shared leadership was coordinated both implicitly and behaviorally. Implicit leadership coordination is about members sharing same perceptions or cognitive schemas regarding who has leadership over what, and influences whether leadership actions are acted upon. With a mix of national cultures in the team, members are less likely to share the same leadership expectations, which may make shared leadership less effective. In turn, behavioral leadership coordination is associated with the explicit actions aimed at coordinating the leadership activities taking place in the team. This behavioral coordination increases in importance with a higher degree of shared leadership. Our findings contribute to theory and practice by showing that when leadership is highly shared in the team and uncoordinated, it may actually lead to detrimental effects in terms of lower team effectiveness. In contrast, shared leadership may reap its potential benefits if it is well coordinated. [ABSTRACT FROM AUTHOR]

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Background: The interplay of diversity and leadership produces mixed findings in the literature. Based on the categorization-elaboration model (CEM) and diversity management (DM) literature, this study investigates the role of team leadership in a diverse ISD team. Further, this study examines the moderating roles of DM practices in the relationships between group diversity, team leadership, and project performance. Method: This study selected a paired survey method to test the hypotheses. Eighty-two valid paired questionnaires were received from project managers and team members in ISD projects. In addition, this study used partial least squares (PLS) with a bootstrapping technique to examine the proposed model. Results: The results show that group diversity has mixed impacts on team leadership. Furthermore, DM practices positively moderate the effect of value diversity on team leadership, as value diversity is positively related to team leadership when DM practices are more robust. At last, DM practices negatively moderate the relationship between team leadership and project performance as the effect of team leadership has weaker effects on project performance when DM practices are strong than when the practices are weak. Conclusion: This study adds to the literature by examining team leadership in a heterogenous ISD team and providing empirical evidence for the moderating roles of DM practices in team leadership processes. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the theoretical foundations of traditional leadership approaches, managerial leadership, bureaucratic leadership, authentic leadership, and team leadership, and to uncover the importance of these approaches for leadership literature and organizations. For this purpose, the study was conducted with the document analysis method, which is among the qualitative research methods. Domestic and foreign sources on these approaches, which constitute the starting point of traditional leadership approaches, were reviewed and the basic characteristics of these leadership approaches were explained. In this context, managerial leadership is a leadership approach aiming to preserve and maintain the present structure. Bureaucratic leadership, on the other hand, is a type of leadership that is performed in line with written rules such as laws, regulations, and directives. Authentic leadership includes characteristics such as establishing positive relationships with people based on trust, sincerity, transparency, and honesty. Team leadership, which is the last traditional leadership approach examined in the study, is a leadership approach aiming to manage a team and achieve its targets. In the conclusion part, as a result of the analysis of the data that were obtained by the document analysis method, the importance of the traditional leadership approaches, which are the subject of the study, in the management of management science, institutions and organizations is explained. [ABSTRACT FROM AUTHOR]

Based on the impact of the theoretical big five of teamwork model proposed by Salas et al. (2005), the present study aimed at investigating the model within an operational police simulation. One hundred and sixty-seven frontline police officers participated in the study. Based on path analyses, a reduced model excluding trust and leadership obtained a good fit with the data. The results provided some support for the model by confirming six out of 10 proposed direct effects and four out of seven indirect pathways. Shared mental models directly affected team adaptability, and backup behavior affects adaptability and team effectiveness. Team orientation affects mutual performance monitoring and backup behavior, and finally, reciprocal monitoring affects backup behavior. Monitoring influenced both team effectiveness and adaptability through backup behavior. Two paths from team orientation towards effectiveness were found. One flowing through monitoring and another through back-up behavior. Our study expands former knowledge of the big five theory by empirically testing the totality of the model and identifying important pathways. [ABSTRACT FROM AUTHOR]

Background: The number of advanced practice providers (APPs) in pediatric critical care has increased dramatically over recent years, leading to increased opportunities to lead resuscitation teams during pediatric emergent events. Objectives: The aim of this study was to better understand the emergency leadership experience, training, and education that pediatric cardiac intensive care unit APPs receive. Methods: This study was a cross-sectional descriptive studying using survey responses. The self-administered survey was administered to APP and attending physician members of the Pediatric Cardiac Intensive Care Society. Survey results were analyzed. Results: One hundred seven pediatric cardiac intensive care unit APPs (n = 53) and attending physicians (n = 54) responded to the survey. Half of APPs felt that attendings allowed APPs to lead emergent events, and 50.9% had never functioned in the team leader role. Most respondents (77.5%) rated their comfort functioning in the role during emergent situations as moderate or lower. Increased APP experience level was associated with a higher number of codes led, increased comfort leading codes, and improved mental model sharing (all P s <.0001). The number of codes an APP had previously led was associated with increased comfort leading codes (P <.0001) and mental model sharing (P =.0002). One-third of attendings said they allow APPs to lead codes in their unit. Half of attendings who do not allow APPs to function as the team leader would follow formal training. Discussion: Opportunities for APPs to function as team leaders during emergent events continue to increase. A leadership educational program would be beneficial to pediatric critical care APPs. It may also have the additional benefit of improving physician comfort with APPs leading code events and patient outcomes. [ABSTRACT FROM AUTHOR]

Team leadership in healthcare settings plays a fundamental role in ensuring that high-quality patient care is delivered. This study is the first to explore team leadership behaviors from the viewpoint of Iranian healthcare team members. This qualitative study was performed using directed content analysis. Face-to-face, semi-structured interviews were conducted with 15 healthcare team members between October 2019 and June 2020. After each interview, the transcripts and related notes were read several times, semantic units were identified, and related codes were labeled. The specified codes were organized into subcategories and categories based on a predetermined framework placed in three main categories: transition, action, and interpersonal skills. Behaviors extracted from the transcripts consisted of 83 codes placed in 21 subcategories, and nine categories were assigned to three main categories of the predetermined framework. In the transition processes, situational analysis, teambuilding, debriefing, and feedback-seeking were the most influential leadership behaviors on the success of teamwork from the participants' viewpoints, especially members of surgical and emergency teams. Clinical competency, resource management, and coordination were more important leadership behaviors in the action processes, particularly in the opinion of attending doctors and nurses. Most participants emphasized conflict management, stress management, speaking up, encouragement, and accountability in interpersonal processes. This study improves our understanding of the leadership behaviors that influence successful teamwork achievement in healthcare settings. The findings have implications for further research and the enhancement of team leadership in healthcare settings, the development of structured team leadership training programs, and reliable assessment tools. [ABSTRACT FROM AUTHOR]

This study explores how different team configurations based on members' experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Change Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to a new model for organizing production activities that is adequate to the challenges of digitalization – virtual organizations. The authors show that the widespread adoption of virtual organizations that have no clear boundaries in space and time over the past decade gives rise to new management problems. Old management models based on hierarchy, authoritarian approach, and punishment / reward as the main motivators are not effective in virtual teams. Traditional transactional leadership should be replaced by transformational leadership, which involves an individual approach, intellectual stimulation, idealized influence and inspiring motivation. The authors indicate the social and psychological difficulties of the spread of transformational leadership. The paper emphasizes the need for the formation of leadership, managerial and digital competencies for effective leadership in project virtual teams.

The social network perspective provides a valuable lens to understand the effectiveness of team leaders. In understanding leadership impact in team networks, an important question concerns the structural influence of leader centrality in advice-giving networks on team performance. Taking the inconsistent evidence for the positive relationship of network centrality and leadership effectiveness as a starting point, we suggest that the positive impact of leader centrality in advice-giving networks is contingent on team needs for leadership to meet communication and coordination challenges, which we argue are larger in larger teams. Developing our analysis, we examine the mediating role of member collaboration in the relationship of leader network centrality and team performance as moderated by team size. Based on a multi-source dataset of 542 employees and 71 team leaders, we found that leader centrality in advice-giving networks related positively to team performance in larger teams but negatively in smaller teams. Results supported the mediated moderation model via member collaboration in smaller teams, but not in larger teams. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Estudios Políticos is the property of Centro de Estudios Politicos y Constitucionales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research seeks to integrate traditional formal leadership structures and emerging shared leadership approaches to team leadership to examine how they jointly relate to innovative outcomes in teams. To reconcile contradictory theory and research that views formal leadership as both beneficial and detrimental to informal leadership, we take a contingency-based approach and hypothesize and find that a designated, nominal formal leader is positively related to shared leadership emergence when role ambiguity is high. Additionally, high role ambiguity enhances the indirect effect of designated formal leadership on team innovation via shared leadership. Alternatively, low ambiguity neutralizes the effect of designated formal leadership on shared leadership and the indirect effect on team innovation via shared leadership. These findings help to address conflicting perspectives regarding the linkage of formal leadership and shared leadership and their respective influence on team innovation. [ABSTRACT FROM AUTHOR]

This research report aimed to present a team leader intervention model regarding when unexpected events arise in meetings. Onward, the model will form a starting point for the creation and validation of a team leader interventions inventory. Sixteen managers provided the empirical material for the construction of the model. The subjects proposed as many interventions as possible based on 10 different group meeting scenarios. In total, 327 interventions were proposed, which constituted the basis for a conceptual framework comprising six categories—Control, Inform, Initiate, Investigate, Support, and Avoid. Three of the categories correspond to classical leadership behaviours: the Control category to Authoritative Leadership and Task Behaviour and structure; the Support category to Democratic Leadership and Relationship Behaviour and consideration; and the Avoid category to Laissez-Faire Leadership, letting events pass without taking leadership. In addition, the conceptual framework includes three new categories in addition to the classical leadership theory. The Inform category is related to the controlling function. When the leader clarifies goals and how to achieve the goals, it is indirectly a controlling function. The Initiate category is related to launching procedural or distracting activities. Finally, the Investigate category is an almost necessary step ahead of the other categories. Before controlling, informing, initiating, supporting, or avoiding, the leader ought to investigate the causes of the disorder and then decide which intervention is most appropriate.

This research report aimed to present a team leader intervention model regarding when unexpected events arise in meetings. Onward, the model will form a starting point for the creation and validation of a team leader interventions inventory. Sixteen managers provided the empirical material for the construction of the model. The subjects proposed as many interventions as possible based on 10 different group meeting scenarios. In total, 327 interventions were proposed, which constituted the basis for a conceptual framework comprising six categories—Control, Inform, Initiate, Investigate, Support, and Avoid. Three of the categories correspond to classical leadership behaviours: the Control category to Authoritative Leadership and Task Behaviour and structure; the Support category to Democratic Leadership and Relationship Behaviour and consideration; and the Avoid category to Laissez-Faire Leadership, letting events pass without taking leadership. In addition, the conceptual framework includes three new categories in addition to the classical leadership theory. The Inform category is related to the controlling function. When the leader clarifies goals and how to achieve the goals, it is indirectly a controlling function. The Initiate category is related to launching procedural or distracting activities. Finally, the Investigate category is an almost necessary step ahead of the other categories. Before controlling, informing, initiating, supporting, or avoiding, the leader ought to investigate the causes of the disorder and then decide which intervention is most appropriate. [ABSTRACT FROM AUTHOR]

The health and sustainability of humans, animals, and environments are interdependent. The relationship between climate change, disease emergence, and food security on sustainability of ecosystem services is embodied in the sustainable development goals (SDGs). A diverse workforce needs to be equipped with leadership skills to function in a transdisciplinary, team-based environment. Ecosystem health (ESH) provides a critical and innovative approach to solving these complex challenges and offers a toolbox to actualize SDGs. This article outlines the development of a course detailing the process of framing a new academic approach in ESH as a training pathway for undergraduate and graduate students. [ABSTRACT FROM AUTHOR]

The modern period of reforming the public service, increasing its efficiency, effectiveness, usefulness of activities is full of events, innovations, and social experiments. In recent years the main vector of changes is aimed at the introduction of modern management tools in the public service. National and regional competitions for the selection of personnel reserve are held, social lift programs are implemented, project management elements and management tools for key performance indicators are introduced. The article considers an important component, which is the basis of organizational changes in the public service. The formation and development of management teams at all levels of public service is a fundamental task for the development of a culture of modern management and quality change. Among the positive results of the transformation of the public service there can be called the emergence of Islands of the reformers, who make attempts to change the structure of the public service, the culture of which evolved for decades and in many ways is still a legacy of the last century. One of the most urgent tasks of the current period is the need to move to team leadership at all levels of the public service. The author substantiates the conclusion about the need for the development of management teams and the formation of the team leadership culture. On the basis of the conducted research, the systemic actions for the public service management team development are proposed.