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PurposeAs team members temporarily assume the role of leader, a system of shared leadership emerges. This study had three purposes: (a) to test the underlying three dimensions of shared leadership behaviors, (b) to examine the relationship between shared leadership behaviors and team performance, and (c) to examine the mediating effect of trust between team members’ perceptions of shared leadership and performance.Design/methodology/approachWe used the sub-dimensions of shared leadership: relation-oriented shared leadership (ROSL), task-oriented shared leadership (TOSL), and creativity-oriented shared leadership (COSL). We collected survey data from college student teams at two different time points.FindingsThis study’s factor analysis results supported a second-order factor model that explains shared leadership with TOSL, ROSL, and a new COSL construct. Additionally, we discovered that shared leadership behaviors predicted team performance both directly and indirectly through team trust.Originality/valueThis study confirms the role of the new sub-dimension of COSL originally discovered by video analysis of project teams (Leight et al., 2018), thereby adding value to shared leadership research. This quantitative study supports the COSL with TOSL and ROSL in a second-order model where each component contributes unique input into the team dynamics. Our findings underscore the significance of shared leadership in elevating team trust, ultimately resulting in improved team performance. This insight holds particular relevance for educational management and leadership, offering a framework for understanding how shared leadership practices can positively influence team dynamics within academic contexts.

Adolescents often pursue learning opportunities both in and outside school once they become interested in a topic. In this paper, a learning ecology framework and an associated empirical research agenda are described. This framework highlights the need to better understand how learning outside school relates to learning within schools or other formal organizations, and how learning in school can lead to learning activities outside school. Three portraits of adolescent learners are shared to illustrate diff erent pathways to interest development. Five types of self-initiated learning processes are identifi ed across these case portraits. These include the seeking out of text-based informational sources, the creation of new interactive activity contexts such as projects, the pursuit of structured learning opportunities such as courses, the exploration of media, and the development of mentoring or knowledge-sharing relationships. Implications for theories of human development and ideas for research are discussed.

Background: The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. Methods: A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. Results: The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students’ organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. Conclusions: Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

The author analyzes the strengths and weaknesses of Total Quality Management and Self-Managed Teams, as compared to mass production approaches to service delivery, among customer service and sales workers in a large unionized regional Bell operating company. Participation in self-managed teams was associated with a statistically significant improvement in self-reported service quality and a 9.3% increase in sales per employee. When combined with new technology, teams boosted sales an additional 17.4%. These effects persisted over time. Total Quality Management, by contrast, did not affect performance. This study represents a \"strong test\" of the efficacy of teams because theory predicts weak outcomes for self-managed teams among service and sales employees in establishments where technology and organizational structure limit opportunities for self-regulation, the nature of work and technology do not require interdependence, and downsizing creates pervasive job insecurity-conditions found at the company studied here.

The Global Alliance for Public Relations and Communication Management identified listening as one of the top priorities for the profession in these changing times. Subsequently, the largest global study of communication leadership to date found that public relations leaders worldwide consider listening skills among the top three leadership development priorities (Jin, 2014). This pilot study tested ways to help aspiring public relations practitioners become better active listeners. This exploratory study engaged undergraduate public relations seniors in active listening exercises, and then, one year following their graduation, solicited those young professionals' impressions of what they carried forward from their study of active listening. The results shed light on how professors might help students better develop this increasingly important skill for public relations practice and leadership development.

This volume explores and presents challenges that \"traditional\" organisations experience once they take off towards self-managing organisations - what Laloux (2014) called Teal Organisations. It offers a new roadmap for leaders who are responsible for the implementation of self-managing teams in organisations.

Both the learning organization literature and the self-managed work team literature have alluded to the potential links between teamwork and learning. However, as yet the link between these two concepts remains undeveloped. This study uses a survey of a random sample of 200 Australian organizations to empirically examine the relationships between self-managed work teams and the learning organization using performance indicators as a medium. It was found that the learning organization concept displays a moderate to strong link with three measures of performance used in this study: knowledge performance, financial performance and customer satisfaction. Although the self-managed work team concept did not display any significant relationship with performance, the qualitative component of the survey did emphasize that there is a common belief that self-managed teams can increase performance in the right setting. While an insignificant relationship between self-managed teams and the learning organization was also found, this study suggests some methodological concerns for future research into the relationship between self-managed teams and the learning organization.

This study presents the results of a national survey of 1500 K-2 teachers describing understandings and practices related to guided reading. Results focused on five questions: What is the purpose of guided reading groups? What grouping techniques should be used? What texts should be used? How is instruction planned with and away from the teacher? And how are learners assessed during guided reading? Responses indicated confusion about the purposes of guided reading, variability in grouping techniques, static membership in groups, over reliance on narrative texts, inconsistent use of instructional level texts, extensive use of centers and independent seat work to engage learners away from the teacher, and frequent use of informal assessments. Implications for providing professional development to teachers implementing guided reading are discussed.

This article introduces a methodology for employees in organizations to set up and carry out their own group learning projects. It is argued that employees can use project-based learning to make their everyday learning more systematic at times, without necessarily formalizing it. The article emphasizes the specific characteristics that distinguish learning projects from other projects: a focus on the learner rather than the leader, on execution rather than planning, on continuation rather than output, on diversity rather than optimal-solution thinking. Three phases in the creation of a learning project are described: orientation, learning and optimizing, and continuation. Four ideal types of learning project are distinguished: a liberal-contractual, vertical-regulated, horizontal-organic, and external-collegiate type. The various phases and types can be used by employees (plus managers and educators) to create learning projects that fit their specific work situation.