Shared Leadership

"Since its very inception, social work has been considered an organizationally based profession, with the majority of its workforce employed within formal organizations. Whether in nonprofit, for-profit, or governmental agencies, the practical realities of human service organizations are a central element of professional social work. This book explores the climate and culture of these agencies and provides essential information for surviving and thriving in this setting. It prepares students for their future careers so that they will feel empowered in their work and be able to fulfill their responsibilities toward organizational, community, and social change. Using real-life examples, the authors examine the internal structures of management, financing, and supervision and discuss common conflicts between agencies and professionals. The book’s straightforward tone and practical advice make it an asset to anyone entering human service organizations.

This new edition contains updated examples, case studies, and references. It also contains valuable information on the effects of the recent financial crisis on human service organizations. Agencies now face increased caseloads and more complex social problems with fewer resources and less money. Understanding how these events have changed the nature of human service organizations will allow students to be better prepared for the work ahead of them.

Features

•
Expanded content on the practical aspects of organizational theory and suggestions for developing leadership skills
•
Updated examples, case studies, and references throughout the book
•
Key points and discussion questions following each chapter
•
Updated instructor’s manual available online as a PDF or Word document"

To date, the dominant approach to leadership research assumes that all aspects of the leadership role within a team are embodied by a single individual. In the real world, however, this is rarely the case. Rather, multiple individuals within the team may serve as leaders in both formal and informal capacities, and the shifting of leadership responsibilities is often rooted in which individual's expertise is most relevant to the given problem. In the present effort, we add to the rapidly growing body of work that focuses on the distribution of the leadership role among multiple individuals. We have reviewed relevant extant literature and proposed an integrated framework for understanding the collective leadership process. Also, in developing this framework we have taken an information and expertise-based approach such that we propose that collective leadership, or the distribution of the leadership role, is a function of selectively utilizing the information or specialized expertise that individuals within the network possess. In reviewing the framework, 55 propositions with regard to the collective leadership process are outlined and suggestions for future research are provided.

Technologiegetriebene Geschäftsmodelle und veränderte Erwartungen an die Arbeit (New Work) verlangen nach Alternativen zu traditionellen Führungsformen. Dieses essential liefert hierzu innovatives Führungswissen und konzentriert sich dabei auf Plural Leadership. Neben Ausführungen zu Co-Leadership, Führungsdual und Verteilter Führung wird Shared Leadership als besonders elaborierte Form von Plural Leadership vertiefend illustriert. Die Autoren analysieren kompakt und kritisch, was Plural Leadership für die Praxis bringt und wie es sinnvoll umgesetzt werden kann.

Dieses Buch bietet:
Einen Einblick in gewandelte Führungsverständnisse und die Entstehung von Plural Leadership
• Einen strukturierten Überblick über Formen von Plural Leadership (Co-Leadership, Führungsdual, Verteilte Führung, Shared/Collective Leadership)
• Eine kritische Forschungssynopse zur Relevanz und den Effekten von Plural Leadership
• Fundierte Gestaltungsvorschläge für die praktische Umsetzung von Plural Leadership
• Key Take Aways für den Führungsalltag

More  than twenty five  years  ago,  in 1982, Second Wave  Centre  for Youth Arts  was set up in Deptford in South East London by a group of young women. A small, friendly charitable innovatory youth organisation in  the  field  of  urban  arts,  Second  Wave  aims  to  develop  and  support  young people  who  are  under- represented in the arts and in cultural industries, through running a programme of performing arts activities for young people aged 13-24.

Second  Wave  has  a  proactive  range  of  collaborative  relationships  with  numerous 
supporting  partners, including the University of Greenwich, Lewisham Borough Council (LBC), the Metropolitan Police Authority (MPA), Lewisham Community Police Consultative Group (LCPCG) and the Territorial Support Group (TSG), as well as the UK Home Office.

Youth-centred artistic and creative processes are at the heart of everything that Second Wave does as an organisation. Underpinning this mission is a model of  youth arts practice that has been highly successful. This model is not always easy to recognise or understand, as it has aspects  that  are  based on an almost invisible structure designed to facilitate effective practice in youth arts work.

Young  people who join Second Wave are brought into a community of practice (CoP) (Lave and Wenger, 1991; Wenger, 1999; Jameson et al., 2006) involving a dynamic, fluid process which is distinctive in its transformative power to change people’s lives. The philosophy behind this involves Dewey’s notion of the ‘active self’ (Dewey, 1916) and the theories of ‘social constructivism’ (Vygotsky, 1978). The process fosters trust, confidence and social learning (Bandura, 1977; Vygotsky,  1978) in  which  young  people  join  in with a dialogue  involving participation  in the youth-centred  creative  space. The  ‘border  zone’  (Heath,  1994)  in  that  creative  space enables  young  people  to connect  with each other in the  specialist  field of youth arts. The youth-centred partnerships involved lead to greater confidence  and development in a range of important artistic, social, cognitive  and  emotional  skills  and  opportunities.  Ultimately, the  young  person  may  become  engaged  in multi-agency  working  with  Second  Wave’s  external partners.  Throughout  all  of  these  processes,  young people  are  encouraged  progressively  to develop  a  more  ‘active  self’  to  engage  proactively  with many different beneficial opportunities relating to the performing arts.

This  report  aims  to  describe  key  aspects  of  Second  Wave’s  approach  and to identify and  disseminate  its model of good practice in order to make this more explicit and accessible to others. It is with awareness of the profoundly challenging circumstances facing young people, particularly but not exclusively in inner city urban areas such as Deptford, and the valuable contribution youth arts work can make to their well-being and development, that the research report has been produced.

Without  the  support  of such  beneficial  practices  in youth arts, young people may find themselves adrift, drowning in a sea of uncertainty and difficulty with many life problems. The Second Wave Youth Arts Model of Creative Practice is provided to assist others to support young people to find ‘islands of truth’ and safety in the development of their identity and their future, both in creative arts and in their adult lives ahead.

An effective educational leadership philosophy involves mindful adherence to a set of approaches and core beliefs about teaching, learning and work environments. Educational philosophies are as diverse and unique as the individuals who espouse them. My core beliefs about educational leadership are drawn from a wide array of loosely connected concepts and " theories of action " that work in complimentary fashion to facilitate a well-run educational institution that positively impacts teacher effectiveness and student learning. Below I have clustered some key concepts that I embrace because various literatures, and my own research, indicate that they make a difference. In general, I believe the problems of today, dreams for tomorrow, and challenges of the future are best met by positive leaders who are informed, in touch, and involved in facilitating the success of those served. I strive to live and teach this philosophy of leadership in all I do. –XX The ultimate aim of education, as I see it, should be to teach students to use their minds well. In the 21 st century it is imperative that students access, comprehend, evaluate and judiciously act upon information, and then learn to generate and communicate new knowledge. Education at all levels should involve dynamic student-centered learning environments, which spark individual student achievement. Constructivist approaches, such as Active Learning, and Authentic Pedagogies hold much promise for improving student achievement because they emphasize student engagement and application in real-world contexts. When implemented well, on an institutional level, I believe students in social cognitive constructivist programs have numerous advantages over peers in traditional settings because the stimulating learning activities tend to engage and motivate learners. Educational leaders must clearly articulate institutional goals, philosophies and approaches to avoid competing ideologies from within the school from nullifying potential gains and creating cultures that are disjoint and competitive. Educational leaders can magnify the impact of the systems human and other resources by unifying faculty and staff under a common direction and approach. Clearly articulating a philosophical approach (such as social cognitive constructivism) involves critical evaluation and coordination of multiple aspects of the system operations for philosophical consistency, including vision and mission statements, curricula, instructional materials, professional development, programs, policies and practices so that they are aligned to the core tenants of the embraced philosophy. Leaders who dare to take a systemic approach are more likely to unite their staff in thought and action toward common goals. Leadership that Builds Collegiality and Shared Leadership A diverse faculty and staff unified by a common vision and mission is an extremely valuable asset. Team approaches reduce isolation and allow professionals to work collectively to develop the knowledge, skills and resources to meet challenges, while still fostering individuality and unique contributions. Healthy school cultures are typically found in high challenge, high trust, and high engagement work environments, that emphasize collaboration and problem solving. Effective teams can go a long way towards building productive collegial relationships., characterized by non-threatening and respectful professional debate. Shared leadership approaches can also provide faculty with a sense of empowerment and purpose, as well as providing a mechanism for problem solving. Shared leadership and improvement planning can also give voice to multiple groups within educational communities including students, parents, support staff, sister communities, and such and can increase community support for educational programs. In general, the administrative approach should place a high premium on building a non-competitive collaborative environment. Maintaining high faculty morale and vibrant teams of caring staff is among the most important aspects of school operations, including curricula and policy, because a caring and engaged staff the feels valued will have higher motivation. A motivated, challenged, collegial staff can do more to spark student learning than most any other aspect of operations, thus this must remain a priority of effective educational leaders. Professional Orientation has to do with the attitude and work habits of teachers and staff, and is greatly influenced by leadership priorities and approaches. Teacher norms in schools with a strong Professional Orientation involve assuming personal responsibility for student learning by increasing internal capacity to meet student needs. In school cultures high in Professional Orientation teachers tend to be perpetually preoccupied with finding more and better ways to engage learners. This typically creates a stimulating and vibrant work culture, characterized by highly committed and resourceful teachers with a large repertoire of instructional skills. Frequently, these schools have higher teacher morale and job satisfaction, which is associated with greater teacher retention. I espouse educational leadership styles that structure resources including, time, space, staff schedules, funding and so forth in order to maximize teacher professional learning and exposure to new instructional approaches and resources. Administrative practices that prioritize collaborative planning, ongoing job embedded learning, and in-class peer instructional support are more likely to facilitate higher Professional Orientation. Leadership for Professional Orientation also involves encouraging innovation and learning by trial and error. Routine monitoring and recognition of teacher leadership play crucial roles. Instructional Leadership that involves modeling, mentoring and clinical supervision such as frequent informal class visits and feedback, go a long way toward establishing strong Professional Orientation. Knowledgeable, engaged and supportive leadership over time helps to cultivate a culture where professional learning flourishes. Managing this type of robust culture requires leaders who are well-informed, open-minded, collaborative, flexible, highly involved with teachers, staff and students and are willing to take initiative to build to the intellectual community of the school.

This paper introduces student leadership and internal accountability mechanisms at a government primary school in Ethiopia. The network system (also known as 'one to five') is a means of sharing responsibility with students for supporting the academic learning, and regulating the behaviour, of their peers. Another practice, gim gima, is a forum for public critique, whereby students, teachers and others in the school community evaluate the conduct of their peers and leaders, with a view to identifying misconduct, learning from mistakes, and making future improvements. This paper draws from ethnographic research undertaken for my PhD research.

This study examined the factor structure of the School Counselor Leadership Survey (SCLS). Survey development was a threefold process that resulted in a 39-item survey of 801 school counselors and school counselor supervisors. The exploratory factor analysis indicated a five-factor structure that revealed five key dimensions of school counselor leadership: (a) interpersonal influence, (b) systemic collaboration, (c) resourceful problem solving, (d) professional efficacy, and (e) social justice advocacy. This article discusses implications for practice, research, and training.

Abstract: This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior
enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and
to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school
principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special
educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented
behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The
results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions
orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables
leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach,
whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by
school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found
that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on
relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can
be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or
relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.

Keywords: leadership behavior, actions-oriented behavior, relations-oriented behavior, task-oriented behavior, contextual variation,
leader’s case study, behavioral articulation, Finland, Skills, Ability, Competences and Intelligence (SACI)

Gore may well have the most advanced collaborative leadership system in the world. Without formally establishing ongoing work teams it relies heavily on teamwork from top to bottom of its operations across the globe. In essence the entire organization has become one integrated continuously evolving self-organizing team of leaders and followers. Associates are not constrained by the necessity of going through a chain of command. Rather, Gore’s lattice organization structure allows them to interact directly with other associates that they need to in order to best accomplish the work. At Gore everyone is a leader. The organization is self-described as being absent of “managers.” Yet leadership is widespread and comes from whoever has the experience and knowledge that best meets current challenges faced by Gore’s ever emerging high-performing teams.

It is easy to feel small, powerless, and unable to spark any sort of change. Being only one person among billions can seem overwhelming indeed. So much is completely beyond our control. There are only a limited set of decisions that people are able to make in life, generally speaking. Given the circumstances, however, there are even fewer decisions that folks will be able to make from here. Of the choices that remain, one involves whether or not we choose to engage in a shared and collaborative practice—of whether or not we are committed to the people in our lives, to the people on this planet, and to the other forms of life on Earth. As such, this is a book about survival in the face of mass extinctions, including those of the academic type. This is a book about ethical research practices, about simple truths, about the commitments we initially made to this work, and about how we might better support each other along the way. Most importantly, this is a book about finding and making our own communities. Communities do not belong to any one person or small group of people. Rather, communities—genuine, real, and vibrant communities—belong to us all. This is a book about how.

Establishing a process of shared governance requires effective management, implementation of a suitable framework, multidisciplinary working, examination of its structure and culture. Shared governance is an ongoing process that requires constant assessment and reassessment so that administration may be responsive to a changing environment.

This document contains the results of a literature review of transformational and shared leadership theories through the lens of a nursing leader in a perioperative setting, using theory context and application. Transformational leadership is the preferred form of leadership for nursing.  The author selects and defends transformational leadership with strong emphasis on shared leadership, as the best and most effective leadership style to use when enacting change in a hostile nursing environment where there is overt resistance to change.  Involving followers and converting them into leaders of change is an effective and powerful way to evoke follower support and sustainability of changes in nursing practice and adoption of best practices.

Generational diversity is the new normal in most organizations. Millennials now make up the majority of the US workforce. As Baby Boomers enter retirement and Millennials enter leadership positions, the paradigms and models of leadership must be reexamined, and possibly swept away. Shared Leadership may hold a prominent position in the organization of the near future based on observations about Millennials leadership preferences.

Leadership traditionally centred around the idea of a “person in charge” leading subordinates / team members (i.e. vertical leadership), however recent literature indicates that leadership may be shared in a team by assigning the leadership role to the person with the most appropriate knowledge, skills and abilities needed by the project at any specific time (i.e. shared leadership). Shared leadership does however, not substitute vertical leadership – the two concepts are extremes on a continuum and complement each other. Although the leadership responsibility formally rests with the project manager, it is regularly assumed by team members to lead temporarily in order to solve a technical or other issue, and then handed back to the project manager. A contemporary stream of literature defines this process as balanced leadership.

This thesis investigates how different project types and project life cycle phases may influence the choice of leadership style. It also confirms that an appropriate balance between vertical and shared leadership improves the likelihood of project management success. A new Leadership Style Model is proposed and the thesis contributes to answering the main research question:

How does the leadership style influence perceived project management success?

To answer the above over-arching question, three sub-questions were formulated and addressed in Chapters 3 to 6:

 How do different project types (pace, complexity, novelty and technological uncertainty) influence the balance on the continuum between vertical and
shared leadership?
 How do different project life-cycle phases (pre-execution, execution and post-execution) influence the balance between vertical and shared leadership?
 How does an appropriate balance between vertical and shared leadership influence the likelihood of perceived project management success?

A web-based, self-administered questionnaire was distributed to people working on South African projects, and 313 complete responses were received. The collected
data were analysed by applying hypothesis testing techniques and cross-tabulation.

The study confirms that an appropriate balance between vertical and shared leadership styles improves the likelihood of project management success. The more
complex, and the higher the levels of technology employed, the more shared the leadership style should be. On the other hand, the higher paced projects require a more vertical leadership style. Respondents indicated that highly novel projects callfor a more vertical leadership style – this contradicted the hypothesised leadership balance -possible reasons for this deviation are provided in Chapters 4 and 6.

A further finding of the study is that during the post-execution phase, the leadership style should move towards more shared leadership than in prior stages. However,
respondents were uncertain of the influence of the other project phases (pre-execution and execution) on the appropriate balance of leadership style. Various
reasons for this uncertainty are provided in Chapters 5 and 6.

The thesis presents a new perspective on the influence of project type and project life cycle phases on the appropriate balance between vertical and shared leadership. Furthermore, it gives insights into the influence of an appropriate balance of leadership on the likelihood of perceived project management success.

The Project Leadership Style (PLS) Model presented in this thesis, explains how the variables of project types and project life cycle phases relate to different leadership
styles (vertical and shared leadership), and it also guides the practitioner to selecting appropriate leadership styles for specific project situations.

The studi analyses the unrecognized teaching of the narratives in Luke 16 concerning the response to the vision of Paul. The method used is narrative interpretation. As the results, Luke 16 teaches about both the role of the Holy Spirit to bring the chosen leaders to cross their boundaries as well as to teach them to practice Shared-Leadership in Missio Dei process. Abstrak Tulisan ini meneliti ajaran yang tersembunyi dalam narasi mengenai respon terhadap penglihatan Paulus dalam Kisah Rasul 16. Pendekatannya adalah kajian narasi. Sebagai hasilnya, Lukas 16 mengajarkan pertama, kedaulatan Roh Kudus yang mendorong pemimpin-pemimpin yang dipilihnya melintasi batas-batas pandangan mereka dan kedua, mengenai peran-Nya mengajarkan agar kepemimpinan bersama perlu diterapkan di dalam proses melaksanakan Misi Allah.

This paper presents a model of holistic leadership that is proposed for inclusion with the integrative class of leadership theories. It positions holistic leadership as a synthesis of full participation models and developmentally-oriented leadership theories by building upon theories of holistic development. To support its thesis, it begins with an overview of the evolution of leadership theory. Holistic leadership is then defined with its distinguishing elements placed within the context of contemporary leadership literature. The paper concludes with a statement of the theory's fundamental assumptions, its implications for leadership development, and its potential as a supporting framework for future research.

Shared Leadership is a management model in which leadership is broadly distributed among a set of individuals or organisations. There are striking similarities between the achievable outcomes of Shared Leadership and the factors needed to achieve self-determination in Indigenous communities. Such partnerships with not-for-profit organisations serve as catalysts for community empowerment in which community members can take actions to effect change in policy and practices that influence their lives. Thus, if Indigenous organisations collaborate to implement strategic and integrated capacity development strategies, self-determination may be possible. Accordingly, we argue that Shared Leadership may be an appropriate management model for Indigenous not-for-profit organisations and that its application may have a positive 'ripple-effect' for disadvantaged Indigenous communities to realise sustainable development.

With the exponential advancement of technology, global sharing, industrialization and economic development, national and global cultures are becoming more collective. More importantly, this fundamental paradigm shift is affecting national and global educational leadership cultures. Therefore, the power/distance index (PDI); individualism versus collectivism (IDV); uncertainty avoidance index (UAI); masculinity/femininity (MAS); and long-term orientation versus short-term orientation (LTO); are of interest when considering national and global cultures. These cultural dimensions can be exemplified in the responses of eight female educational leaders: three Canadians and one from Jamaica and Trinidad; two Grenadians and one Lebanese. This qualitative methodology in the form of a phenomenological study found that all respondents displayed varying degrees of each aspect of Hofstede's five cultural dimensions which can be charted along a continuum from high to low index factors. Each dimension is linked to different leadership styles. PDI is linked to servant leadership, IDV is linked to shared/participatory leadership, UAI is linked to transformational leadership and emergent leadership, and MAS is linked to people versus task-oriented leadership. In each case, the slight variances in responses reflect the microcosm of the macrocosm where each country's particular culture is mirrored. Recommendations are made for a more androgynous leadership style as well as more androgynous socialization processes if national and global educational leadership cultures are to become less gendered and more instrumental and functional based on the demands of the particular environment. It is expected that a focus could be placed on transcultural rather than intercultural studies in leadership and education.

For a long time, leadership has been viewed as a 'great man' construct where an individual has the power, qualities, and position to influence others towards the achievement of a given goal or objective. However, that has changed. Heroic leadership can no longer meet the expectations being placed on leadership. Today's organizations are also faced with drastically changing trends and turbulent landscapes. This has emphasized the need for top-notch leadership to guarantee organizational success in an economically globalized context. There is a growing interest in leadership forms that focus more on sharing the responsibility of leadership between different individuals with different capabilities and qualities. One of these forms of leadership is shared leadership. In today's turbulent business environment, an organization's success is determined by its resilience through difficult times. Given that success has been linked to leadership, this systematic review aims to review the extant literature on the link between shared leadership and organizational resilience. The systematic review entailed searching relevant and reliable literature in various databases such as, Emerald, Google Scholar, APA PsycNet, Researchgate, and JSTOR using keywords (shared leadership, organization resilience, relationship, and impact of shared leadership on organizational resilience) primarily through Boolean operators. The initial search resulted in 200 articles, which were filtered using the study's inclusion and exclusion criteria resulting in 43 articles that were reviewed in this study. They culminated into a proposed integrated model appreciating the urgency of shared leadership in today's business environment. The review shows that the connection between shared leadership and organizational resilience has not received a lot of attention, making it a potential area for future studies.

Amateur astronomers and Networked Science call into question a series of binary distinctions traditionally found in books of epistemology and science studies (e.g., centre of calculation or periphery of calculation? exoteric or esoteric circles? literature or digital networks of propagability? Is there science without the construction of new knowlege? How to make a boundary?). Networked Science is remodelling, for instance, the work of scientific researchers, subverting the "science of academic journals". Such a subversion compels us to make a thorough reconsideration of the nature of scientific communication. Changes such as the ones related to the forms of transmitting scientific material using the Internet (from raw data to finished articles), the formation of discussion groups, and serendipity generators, that operate the "collective intelligence", are present in the most diverse fields. Today, many science divulgation problems are solved due to a complex system of propagability of information through social networks. There are many different forms of studying this event; one of them occurs under the viewpoint of the non-scientist, or the non-professional, who ends up gaining acess to the contents of Networked Science. He not only accesses the contents, but uses the same Internet mechanisms to execute his amateur activities, contributing both to the production of new contents and to the propagation of the preexisting ones. It is at this point that the theme of "Networked Science" meets the fundamental problem of this work: the amateurs. With this end in view, we perform multi-sited virtual ethnographies of Pro-Am (professional-amateur) collaborative projects, Citizen Science projects and social networks of serendipity and propagability (amateur-amateur collaboration), describing and problematizing a series of compositions in amateur astronomy that occur in a virtual environment. Through theoretical debates involving the so-called contemporaneous epistemes (Latour, Stengers, Fleck, Mol, Nielsen, Whitehead, Sloterdijk), we draw a series of considerations regarding the political-epistemological relationships of between professionals and amateurs. From that, we endeavor to discuss also the relations that the modern sciences (as institutions) maintain with their diverse ancestral avatars, such as natural history and natural philosophy. All this may result in deep debates about classical themes of political epistemology, like the very definition of knowledge, the boundaries between science and non-science and disciplined progress.

There are questions that directors and boards should ask about the relevance and contribution of contemporary corporate governance arrangements, codes and practices in the light of changing contexts, new priorities, emerging trends and developments and the diversity of situations that companies can find themselves in at different stages of development. There are also issues to consider if boards are to be more creative in how they operate and more ambitious in terms of the value they can add. Would directors and boards make better or worse decisions, or be more or less effective, if they felt free to adopt the governance arrangements that best enabled them to achieve corporate aspirations, and had greater flexibility to evolve them as circumstances changed and as an enterprise grew? The article considers emerging requirements for more strategic boards and shared leadership, ethical perspectives and risk oversight, the value of independent directors, ensuring independent judgement, deploying enabling technologies and the provision of leadership in the contemporary business context to encourage thinking ahead of the 2018 London Global Convention on Corporate Governance and Sustainability.

Published as: Coulson-Thomas, Colin (2018), The Future of Corporate Governance, Director Today, Vol. 4 Issue IX, pp 5-8

Despite the increasing significance of collaborative interorganizational networks, understanding of leadership phenomena in these contexts is still scarce. How, and in what form will leadership emerge in such (a priori) non-hierarchical contexts with peerlike work settings, if at all? Through an interpretive grounded theory study conducted in collaborative interorganizational networks, we found that the networks either remained at the stage of leaderless cooperation (leadership void) or developed shared leadership. We then sought to understand the underlying mechanism of collaboration that might explain the different (non)leadership phenomena. Our study’s main result is the empirically grounded identification of two distinct forms of network participation with specific network identities as its core, which are related to the distinct leadership-related phenomena in our networks. (1) Task-based network identity, which includes an individualistic network identity, a single achievement motivation, and a largely instrumentalist orientation towards network participation, is related to a leadership void (non-leadership emergence, i.e. a form of leaderless cooperation). (2) Joint-motivational network identity, which includes a collectivistic network identity, joint network motivation, and a largely value-laden attitude towards network participation, is related to shared leadership. Our findings shed new light on collaboration and leadership phenomena in interorganizational networks, concurrently providing progress on conceptualizing shared leadership, in particular by introducing joint-motivational network identity as a new concept related to shared leadership development. We discuss implications for the management of collaborative interorganizational networks and advance theory on plural forms of leadership such as collective or shared leadership.

CV.GLOBAL HUTAMA
Jl. Taman Alfa Indah Blok F. 4 No.12-13, Kembangan, Kota Jak Bar., Daerah Khusus Ibukota Jak 11640, Indonesia
Phone : 0818.4343.40
Fax : 021-5840207
Mobile : 081807030895
Email : delta_andre@yahoo.co.id
Pin Blacberry : 73EEA965
Web : http://www.anekanindo.net

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Gnosticism comes from the Greek word gnosis meaning knowledge (internal knowledge) and relates to a particular type of belief system in which divine female Wisdom was a common theme. (CDBL: 212; FAD.) Although there were numerous sects, they were primarily divided into two schools: the Eastern Persian school and the Syrian–Egyptian school. There are different theories about the origins of Gnosticism including Pagan with a Jewish or Christian veneer. Numerous Gnostic scripts were written, but only a few have been discovered and successfully translated, most notably the c. 300 CE, Nag Hammadi codices.