Relevant bibliographies by topics / Leadership in multi-professional organization

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Leadership in multi-professional organization'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Leadership in multi-professional organization"

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Avissar, Ilana, Iris Alkaher, and Dafna Gan. "The role of distributed leadership in mainstreaming environmental sustainability into campus life in an Israeli teaching college." International Journal of Sustainability in Higher Education 19, no. 3 (2018): 518–46. http://dx.doi.org/10.1108/ijshe-07-2017-0105.

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Purpose Distributed leadership has been reported in the literature as an effective management approach for educational organizations such as institutions of higher education. This study aims to investigate the role of distributed leadership in the promotion of sustainability in an Israeli college of teacher education. Design/methodology/approach Based on the Multi-Level Model of Leadership Practice in higher education, taken from Bolden et al. (2008a) and from Woods et al. (2004), the authors investigated how the characteristics of distributed leadership are expressed in three central organization-wide structures in the college (a student group, the green council and a professional development program). They also explored in what ways aspects of distributed leadership promote sustainability-oriented activities on campus. They used a deductive and inductive interpretive approach in this case study. Findings The authors found three organization-level processes that are based on the principles of distributed leadership and that promote sustainability on campus: distributed leadership enables change in the organization’s internal culture with respect to mainstreaming sustainability; distributed leadership encourages collaboration between the entire campus population and between different departments and distributed leadership on campus enables the development of diverse “bottom-up” and “top-down” structures in the organization. Originality/value While the study’s findings indicated several challenges regarding the implementation of distributed leadership in the organization, they ultimately support the idea that distributed leadership may contribute to the long-term, organization-wide implementation of sustainability in higher education institutes. Therefore, the authors recommend that institutions that are willing to promote sustainability adopt distributed leadership as their major management approach.
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Mastrangelo, Angelo, Erik R. Eddy, and Steven J. Lorenzet. "The relationship between enduring leadership and organizational performance." Leadership & Organization Development Journal 35, no. 7 (2014): 590–604. http://dx.doi.org/10.1108/lodj-08-2012-0097.

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Purpose – The purpose of this paper is to replicate previous findings exploring the mediating effect of personal leadership on professional leadership and intentions to cooperate, and to extend the model by examining organizational performance. Design/methodology/approach – Employees from two school districts (one high performing, the other low performing) in New York State completed a survey designed to gather their perceptions of study variables. Findings – Professional and personal leadership are positively related to employee intentions to cooperate, personal leadership mediates the effect of professional leadership on employee intentions to cooperate, and employees in the high-performing organization rated all study variables higher than employees in the low-performing organization. Research limitations/implications – Limitations include predictor and outcome data both collected from the same respondents and all measures collected via survey. Both of these issues raise concerns with regards to common method bias, though actual performance data was gained from a separate source. Practical implications – Managers should focus on developing both professional (i.e. providing direction, process, and coordination to members) and personal (i.e. demonstrating expertise, trust, caring, sharing, and ethics) behaviors to enhance. Social implications – The current study's findings are compelling and supportive of prior research (Mastrangelo et al., 2004; Eddy et al., 2008). Both professional and personal leadership have an important impact on employee intentions to cooperate, and personal leadership mediates the relationship between professional leadership and employee intentions to cooperate. Leaders should focus on enhancing these behaviors in order to positively impact organizational success. Most compelling is the power of personal leadership. A greater emphasis on expertise, trust, caring, sharing, and ethical behavior in teaching and practicing leadership will undoubtedly lead to more enduring leadership. Originality/value – The paper provides confirmatory evidence for the value of the leadership model put forth by Mastrangelo et al. (2004) and extends the model to include other important outcomes. An examination of leader behaviors at high-performing organization and low-performing organization uncovers ways managers can enhance their leadership behaviors.
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Ebrahim, Selma. "Multi-professional approved clinicians’ contribution to clinical leadership." Journal of Mental Health Training, Education and Practice 13, no. 2 (2018): 65–76. http://dx.doi.org/10.1108/jmhtep-03-2017-0019.

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Purpose The purpose of this paper is to explore how multi-professional approved clinicians (MPACs), responsible for the care of patients detained under the Mental Health Act (2007), can enable clinical leadership in mental health settings. Design/methodology/approach A questionnaire was completed by clinical psychology and mental health nursing practitioners in a mental health trust in the UK working towards or having gained approved clinician (AC) status, identifying barriers to implementation of the roles and enablers. Qualitative interview data were also gathered with psychiatrists, clinical psychologist and Mental Health Nurse ACs (three in each group). Findings There are a number of barriers and enablers of distributed leadership promoted by the MPAC role. Themes identified focused on enabling person-centred care, clinical leadership and culture change more broadly within mental health care. The AC role is supporting clinical leadership by a range of professionals, promoting patient choice by enabling access to clinicians with the appropriate skills to meet needs. Clinical leadership roles are promoting links between organisational priorities, teams and patient care, fostering distributed leadership in practice. Research limitations/implications This project reflects the views of a limited number of practitioners within one organisation which limits generalisabilty. Practical implications Organisations need clear strategies linked to workforce development and implementation of the roles to capitalise on their potential to support clinical leadership and person-centred care. Originality/value This study provides initial qualitative data on potential benefits and challenges of implementing the role.
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Kasztelnik, Karina, and Damon Brown. "The Observational Socio-Economic Study and Impact on the International Innovative Leadership in the United States." SocioEconomic Challenges 4, no. 4 (2020): 63–94. http://dx.doi.org/10.21272/sec.4(4).63-94.2020.

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This paper summarizes how socio-economic study has impact on the international innovative leadership in the United States. This article includes the review will focus and examine literature and theories related to public policy organizational effectiveness as well as diversity leadership. Online databases including search engines located relevant books, journals, articles, and dissertations. The search terms used were descriptive of various themes such as diversity, diversity leadership, public policy and public policy leadership, organizational leadership, public policy and leadership, cultural diversity, organizational effectiveness, and public policy effectiveness. Additionally, measurements of public policy organizations effectiveness have been narrowly focused on past practice failing to include multiple organizational aspects similar to other professional organizations. Prior studies have been conducted in relationship to the effects of diversity leadership and leadership although related solely to the individual officer or the public policy organization. Notwithstanding, studies have been sparse which suggest that diversity leadership initiatives or enhanced leadership, increase public effectiveness, let alone collectively. Limited studies are not the case concerning public policy. This study attempted to fill this gap by examining if leadership of public policy outcomes of diversity leadership initiatives and the level of leadership predicts public policy organizational effectiveness. All of these terms have assisted in locating contemporary and relevant research. The results of the critical review article with analysis both authors can be useful for any leaderships around the World to support social-economics changes. Keywords: socio-economic, innovation, leadership, education, public policy.
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Pavlik, Amelia. "Accept professional organization opportunities to enhance leadership experience." Successful Registrar 19, no. 8 (2019): 12. http://dx.doi.org/10.1002/tsr.30644.

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Greggs-McQuilkin, Doris. "Why join a professional nursing organization?" Nursing Management (Springhouse) 36, Supplement (2005): 19. http://dx.doi.org/10.1097/00006247-200509001-00006.

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Frawley, Stephen, Daniel Favaloro, and Nico Schulenkorf. "Experience-Based Leadership Development and Professional Sport Organizations." Journal of Sport Management 32, no. 2 (2018): 123–34. http://dx.doi.org/10.1123/jsm.2017-0124.

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In recent years, there has been a significant interest around leadership development practices within the field of management. Leadership development is particularly important within the highly competitive sport industry, where leadership performance is under constant and ever-increasing scrutiny. For sport organizations, strong leadership can be a source of significant competitive advantage, and hence, increased focus on leadership and investment into the development of talent has occurred. However, there has been a surprising lack of scholarly research into leadership and the associated processes within the sport management field, particularly from an Australian perspective. This paper addresses this gap as it examines the nature of experience-based leadership development practices within three of Australia’s leading professional sport organizations. Following a qualitative multicase study approach, the thematic analysis of 15 in-depth semistructured interviews with members of the senior executive of each case organization suggested that the national sport organizations placed significant emphasis on experience-based opportunities as a way of developing their workforce. Via the adoption of McCall’s experience-based leadership development framework, four main themes emerged: the importance of experience-based opportunities for leadership development; leadership development through involvement and exposure to experiences; networking opportunities gained from experienced-based exposure; and the relationship between on-the-job experience and formal leadership education. These findings extend our knowledge of current leadership development and practices implemented in national sport organizations and highlight the importance of effective leadership within highly competitive sport markets. Based on these findings, implications are provided for current practice illustrating the benefits that an experience-based approach to leadership development within sport organizations can have.
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Bazarov, Tahir Y., Vladimir S. Karapetyan, and Srbui R. Gevorgyan. "TEAM LEADERSHIP AS A DIRECTION OF TRAINING PROFESSIONAL PSYCHOLOGISTS." Problems of Psychology in the 21st Century 9, no. 1 (2015): 6–13. http://dx.doi.org/10.33225/ppc/15.09.06.

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Nowadays, nearly all the specialists have to operate in unpredictable situations. The group leader has to be capable to realize effective group performance. As it has been already mentioned (Bazarov, Shevchenko, 2013), “The post-crisis era executive leader should possess such important traits as self adjustment; common sense in combination with intuition, emotions, and imagination; and the readiness to make choices in fifty-fifty situations. The most general definition of “self-adjustment” is the building of functional interconnections between (1) a subject’s actions and state and (2) the actions and state of the surrounding setting. Building such interconnections allows for introducing relevant and purposeful changes in the subject’s actions, depending on the feedback from the previous step. In other words, this is an algorithm of changes based on feedback. ”. So in our opinion, a framework is needed that integrates existing team leadership research and the full range of ways in which leadership can manifest itself within the team. 1. Four types of organization of joint activities predict the facet of the organizational culture 2. Four types of organizational culture give rise to four types of working groups 3. Four types of organizational culture assume four types of leadership as well 4. The essential difference between these cultures is determined by those forms of organization of joint activities which underlies them. Key words: organizational culture, joint activity, type of working group, team leadership.
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SHEKLETON, MAUREEN E., JOHN C. PRESTON, and LAURA E. GOOD. "Growing leaders in a professional membership organization." Journal of Nursing Management 18, no. 6 (2010): 662–68. http://dx.doi.org/10.1111/j.1365-2834.2010.01152.x.

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Nunes, Christopher M., and Robert E. Baker. "A Blueprint for Effective Recreational Sport Leadership." Recreational Sports Journal 26, no. 1 (2002): 65–73. http://dx.doi.org/10.1123/rsj.26.1.65.

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Leadership is a concept that is often discussed in professional and popular literature, conference presentations, and in-service seminars, but often it remains a misunderstood concept by professional recreation sport leaders such as campus recreation coordinators, intramural supervisors, and outdoor recreation specialists. This article presents a variety of leadership techniques in a clear, well-defined manner that the recreational sport leader can utilize on a daily basis. Leadership techniques discussed include: self-improvement, benchmarking, developing a professional relationship among staff, communication, conflict management, collaboration, the learning organization, fostering creativity, the pursuit of excellence versus perfection, assessment, identification of followers' needs, and instilling confidence in organizational members. The techniques described in this article can serve as a blueprint for current and future leaders (e.g. directors, coordinators, programmers, supervisors, graduate assistants) in the recreation and sport industry. Only when the recreational sport leader examines his or her own leadership practices, will individual and organization effectiveness improve.
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Dissertations / Theses on the topic "Leadership in multi-professional organization"

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Stewart, Warrick Tremayne. "Authentic Leadership as a Model for Reducing Licensed Mental Health Professional Leader Burnout." Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680284.

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<p> A considerable deficit of Licensed Mental Health Professionals (LMHPs) is expected in the United States because of the rapid professional burnout and turnover. Research has related various leadership styles to job satisfaction, organizational commitment, and retention. This study focused on authentic leadership theory and the relationship between authentic leadership and burnout. The researcher conducted a causal-comparative study with a convenience sample of 116 licensed mental health professionals to assess the relationship between authentic leadership and LMHP leader burnout in an attempt to identify a solution to the systemic burnout and turnover problems in community mental health centers. The results indicated that authentic leadership was a statistically significant predictor of all three subscales of the MBI. The multiple linear regression analysis indicated that the subcomponents of authentic leadership had a relationship with the three subscales of the MBI. The transparency sub-component of authentic leadership was particularly important because it was a statistically significant predictor of the emotional exhaustion subscale, while the balanced processing and self-awareness subcomponents were also statistically significant predictors of the depersonalization subscale. The moral sub-component of authentic leadership was a statistically significant predictor of the personal accomplishment subscale, which makes this study useful for development of leadership trainings designed to promote work environments that are able to minimize burnout and turnover in LMHPs.</p>
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Yost, Sarah Kathleen. "Multi-generational perceptions of supervisor leadership, communication, and employee performance." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3648732.

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<p> The quantitative, descriptive study examined workplace communication breakdowns by evaluating generational perceptions of supervisor leadership, communication and employee performance. Participants included members of the Baby Boomer generation, Generation X, and Millenials. Respondents completed an online survey that contained the Supervisor Leadership Communication Inventory. Additionally, respondents answered an open-ended question that asked about a supervisor&rsquo;s role in facilitating intergenerational communication. Data analysis indicated no significant differences among generational perceptions of supervisor leadership, communication or employee performance. Themes that emerged from responses to the open-ended question aligned with SLCI themes, including leadership, communication and teamwork. Limitations to the study included a lack of participation by members of the Silent Generation, possible misinterpretation of the survey questions and limiting the participants to only those who were employed full-time. Respondents indicated effective leadership was based upon treating employees as individuals and not based upon generational cohort. Recommendations included further research to determine the occurrence of workplace communication breakdowns based upon generational differences. </p><p> <i>Keywords:</i> generation, communication, leadership, teamwork. </p>
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Jarvis, Thomas G. "Leadership in government organization change efforts : a multi-case analysis /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5F.pdf.

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Abello, Carlos Andres Macias. "How Professional Development in Blended Learning Influences Teachers Self-Efficacy." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839012.

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<p> The purpose of this qualitative exploratory single case study was to explore how professional development in blended learning influences teachers&rsquo; self-efficacy in a Title I school district in the southwestern U.S. The importance of this study was to understand how teachers&rsquo; self-efficacy may or may not be enhanced through professional development experience with blended learning approaches. Teachers&rsquo; perceptions of their experience integrating technology after receiving professional development was significant since blended learning is transforming education. The theoretical foundation used for this study was Bandura&rsquo;s social cognitive theory. Purposive expert sampling was used to identify the 32 participants for this study. The data was collected through a questionnaire, interviews, and a focus group, put through a member checking process, then coded and thematically analyzed to answer the research questions. All questions posed in the questionnaire, interviews, and focus group were interlaced in a way that they answered more than one research question, and the data was analyzed from each and then all together. The findings of this study indicated that teacher efficacy increased as a result of professional development experience and the main factors that contributed to this are: teachers&rsquo; sense of self-efficacy related to modeling and collaborative learning, mastery of blended learning skills and strategies through clear communication and positive feedback, and mastery in blended learning to teach self-regulatory strategies to enhance personalized learning. This study extended Bandura&rsquo;s social cognitive theory by seeking to understand teachers&rsquo; perspectives of how professional development in blended learning influences their self-efficacy. </p><p>
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Scoggins, Kimberly Travis Huffman Jane Bumpers. "The impact of leadership capacity and style on professional learning communities in schools." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9740.

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Scoggins, Kimberly Travis. "The impact of leadership capacity and style on professional learning communities in schools." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9740/.

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Leadership capacity may be enhanced when school staff members work together as a professional learning community (PLC). Leadership style may impact how well a school staff work as a professional learning community. The purpose of this study was to assess the relationship between principal leadership style and the level of PLC on 18 campuses across the US that were working on becoming PLCs. Staff members answered questions from two surveys which measured the level of leadership capacity, leadership style of the principal, and level of professional learning community within the schools. Questions regarding leadership capacity and leadership style were taken from the Leadership Capacity School Survey. Questions designed to measure the level of PLC on a campus were taken from the Professional Learning Community Assessment. The product-moment correlation coefficient or Pearson r was calculated between the answers from the questions from both surveys. The results indicated that when a capacity building principal is working with staff members to create a PLC, a higher level of PLC development is evidenced. When principals used collaboration with their staff, their schools operated at a lower level as a PLC. These results encourage principals to consider building capacity among their staff members if they want to create professional learning communities on their campus.
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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.

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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model. The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
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Farris, Ann R. "Are we building community or just having more meetings? : teachers of English language learners and the professional learning community process /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270761&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.

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Owens, Arlene J. "The Relationship Between Authentic Leadership & Positive Psychological Capital & the Moderating Affects of Professional Development & Gender in a Public Organization." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283195.

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<p> This study answered the call of Luthans and Avolio (2003) to focus on leadership training approaches that facilitate the development of authentic leadership and followership. Further, it answered the call of Gardner, Cogliaer, Davis, and Dickens (2011) for more &ldquo;evaluations of the host of &hellip; programs currently offered that promise to enhance the development of leaders, including their authenticity, integrity, and effectiveness&rdquo; (p. 1141). Researchers or curriculum designers are interested in authentic leadership development. However, it is not yet clear which developmental approaches may have the most effect on PsyCap or Authentic Leadership behaviors. Positive Organizational Behavior theorists recommend trying different approaches to determine which have an effect (Luthans and Avolio, 2006). To that end, this study sought to generate new knowledge about the type of intervention approaches that effect PsyCap and Authentic Leadership Development. The two-part purpose of this study was to a) measure the relationship between psychological capital (PsyCap) and authentic leadership (AL) and the extent to which these variables are modified by professional development and gender and b) to explore the perceptions of leaders regarding their experiences in professional development programs, the emotions that contributed to their professional development, and the differences in their perceptions of men and women. The study hypothesized that there is a relationship between these two variables and that they are moderated by gender and professional development. Quantitative results suggested a correlation exists between PsyCap and AL and that the relationship is stronger among those who completed graduate school, those who attended two or three of the corporate training programs, and those who participated in the mentoring program. Findings showed that the relationship was stronger among females. Qualitative findings explained that women are more passionate about growth and development than men. Qualitative findings suggested that participants believed that mentoring is an important component of leadership development and that the success of leadership development depends heavily on experiential learning, the supportiveness of the environment, and trust in leadership. Qualitative findings also showed that attitudes and emotions such as confidence, hope, optimism, resilience, patience, compassion, empathy, and positivity may contribute to an individual&rsquo;s leadership development.</p><p>
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Books on the topic "Leadership in multi-professional organization"

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Williams, James. Professional leadership in schools: Effective middle management & subject leadership. Kogan Page, 2002.

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Global multi-level governance: European and East Asian leadership. United Nations University Press, 2007.

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Marx, Gary. Future-Focused Leadership. ASCD, 2009.

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Morrison, Michelle. Professional skills for leadership: Foundations of a successful career. Mosby, 1993.

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Hoerr, Thomas R. The Art of School Leadership. ASCD, 2009.

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The art of school leadership. Association for Supervision and Curriculum Development, 2005.

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David, Johnson, and Maclean Rupert, eds. Teaching: Professionalization, development and leadership. Springer, 2008.

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Palestini, Robert H. Practical leadership strategies: Lessons from the world of professional baseball. Rowman & Littlefield Education, 2010.

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Palestini, Robert H. Practical leadership strategies: Lessons from the world of professional baseball. Rowman & Littlefield Education, 2010.

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Blankstein, Alan M. Sustaining professional learning communities. Corwin Press, 2008.

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Book chapters on the topic "Leadership in multi-professional organization"

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Gremmen, Ine, and Yvonne Benschop. "Negotiating Ambivalence: The Leadership of Professional Women’s Networks." In Leadership, Gender, and Organization. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-9014-0_10.

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Louis, Karen Seashore. "Leadership for Professional Learning Creating the Learning Organization." In Reach the Highest Standard in Professional Learning: Leadership. Corwin, 2017. http://dx.doi.org/10.4135/9781452292083.n1.

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Davis, Niki, Andrew Brown, and Rick Ferdig. "Developing International Leadership in Educational Technology." In E-Training Practices for Professional Organizations. Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_30.

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Röhl, Sebastian, and Holger Gärtner. "Relevant Conditions for Teachers’ Use of Student Feedback." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_10.

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AbstractBased on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.
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Donaldson, Liam. "Safer Care: Shaping the Future." In Textbook of Patient Safety and Clinical Risk Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_5.

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AbstractFundamental characteristics of healthcare, including approaches to priority-setting, culture, traditions of professional practice, leadership styles, and accountability mechanisms mean that many deep-seated causes of unsafe care have proved intractable to transformation. The wisdom and experience of patients and families that have suffered harm is enormous and should be better harnessed. The World Health Organization has led a diverse range of global action on patient safety over two decades. This has been highly successful in promoting interest, understanding, and commitment as well as driving specific programmes of action throughout the world. The organisation has also played a powerful convening role in bringing experts, organisations, and countries together to discuss and plan initiatives. This focus must be maintained in the face of slow and inconsistent improvement.
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Du Plessis, Marieta. "Positive Self-leadership: A Framework for Professional Leadership Development." In Theoretical Approaches to Multi-Cultural Positive Psychological Interventions. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20583-6_20.

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Averin, Alexander. "Shepherding the Flock: Shepherd Leadership in Multi-Cultural Environment." In Organizational Metaphors. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41712-3_7.

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Johnson, Bob L. "Understanding Schools as Organizations: Implications for Realizing Professional Learning Communities." In The Handbook of Leadership and Professional Learning Communities. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101036_2.

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Normand, Romuald. "Leadership and New Public Management: The Forgotten Professional Dimension of School Organizations." In Education Policies and the Restructuring of the Educational Profession. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8279-5_15.

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"Professional Organization Membership." In Leadership and Women in Statistics. Chapman and Hall/CRC, 2015. http://dx.doi.org/10.1201/b18730-25.

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Conference papers on the topic "Leadership in multi-professional organization"

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Peterlin, Judita, and Vlado Dimovski. "Solutions to the Challenges in Leading Meetings: which Multiple Intellligence Developmental Method Gives us more Creative Suggestions?" In Organizations at Innovation and Digital Transformation Roundabout. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-388-3.44.

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The paper deals with common dilemmas in leading meetings in organizational settings. Meetings are a regular part of our organizational lives, however too often their management is neglected and they stay without strategical focus. In many organizations they are left to coincidence or individual meeting organizers' good will. Professional field of meeting leadership emphasizes that we can accomplish strategic directions and more efficient work by appropriately preparing for the meeting, suitable organizational structure of the meeting framework and suitable leadership and controlling mechanisms. The study was carried out on two samples about solving challenges in leading the meetings based on two developmental methods which are presented in the paper. The paper states that for successful and efficient leadership of the meeting one needs to elaborate specific roles at the meeting, take care of organization and climate at the meeting.
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Abbasova, Leviza Ilovievna. "Organizational Conditions For Building A Leadership Career In An Educational Organization Within The Framework Of Professional Competence Development." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.2.

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Righter, James, Andy Blanton, Hallie Stidham, Doug Chickarello, and Joshua D. Summers. "A Case Study of the Effects of Design Project Length on Team Collaboration and Leadership in Senior Mechanical Engineering Projects." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68197.

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This paper describes exploratory research regarding leadership and communication within undergraduate engineering design teams. The case study was performed on student design projects of one and two semester duration to begin to assess the impact of project length on leadership and communication within the design teams. Data was collected using a survey that was given to the participants in three capstone design projects in Clemson University’s senior design course. The survey was administered within one month of course and project completion. While there were differences in the communication and leadership patterns between the teams, there were other possible influences beyond the project length such as team size and organization, organizational and geographic distribution, and the nature of the product. As a result, further research is proposed to study leadership and communication structures within undergraduate teams and multi-team systems (MTS).
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Doudican, Brad, Wyatt Elbin, and Bethany Huelskamp. "Lead From Behind: Enabling Partnerships to Bring Clean Water to Caliche, Honduras." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87435.

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The common model for engineers’ engagement in philanthropic development work is to find a community with a technical need, design the solution, raise funds for the solution, construct the solution, and hand the solution over to the community. While this approach has yielded many completed projects around the world, there are limits to the efficacy, sustainability, and long-term enabling potential to this approach. The Dayton Service Engineering Collaborative, or DSEC, takes an alternative approach to philanthropic community development which is demonstrated via a case study in bringing clean water for drinking and agricultural purposes to Caliche, Honduras. Caliche, an impoverished village of approximately 350 people located in central Honduras, had access to a mountain spring as a source of water until a 2009 earthquake sent the spring’s flow underground. As of late 2011, the village did not have a clean source of drinking water, utilizing collected rainwater and surface water ponds for all of their water needs. Waterborne illness and malady was prevalent, with severe consequences to the young and the elderly. After a survey of the geography, the resources of the local people, and partner institutions, a community-scale biosand filtration system with requisite delivery structures was proposed, accepted, and brought to design fruition. Design and implementation of a solution to the technical problem of water delivery and treatment, while rigorous and complex, is not out of the realm of practice for technical groups working in communities such as Caliche. The innovation in this project, however, was the “lead from behind” approach in the context of a best practice called asset-based community development. A multi-partner initiative led first and foremost by the community leadership, and through local institutions and power structures, was managed from distance. In addition to DSEC, partners in this project included a multi-national non-governmental organization (NGO), a financial investor, the Honduran government, several missionaries, the Caliche Water Council, a local landowner, the Caliche leadership known as the Patronado, and the local church. DSEC provided technical leadership and project oversight, ensuring that not only were the technical obstacles overcome, but that the community and local authorities were empowered to tackle future development projects with independent vision. It is through this enabling approach that impact beyond the immediate project is attained, and where DSEC believes the leadership potential of the engineer is fully realized.
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"Organizational Culture: Perspectives and Directions for Professional Development." In 16th European Conference on Management Leadership and Governance. ACPI, 2020. http://dx.doi.org/10.34190/elg.20.066.

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Kalinina, M. A., A. V. Savicheva, M. V. Prokhorova, and L. N. Ponomaryova. "The phenomenon of giftnedness in the field of youth entrepreneurship." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.538.550.

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Youth entrepreneurship can become one of the driving locomotives in the development of the Russian economy. The empirical investigation aimed at eliciting youth potential and feasibility of promoting their giftedness in the entrepreneurial sphere. 220 students and postgraduates of 13 universities, located in 12 constituent entities of the Russian Federation, participated in it. The research was conducted by means of a questionnaire during the all-Russian program for the development of the youth project environment “Innograd — 2019: my start”. Content-analysis and descriptive statistics methods were used for data processing. The phenomenon of giftedness to entrepreneurial activity, based on a set of interconnected psychic determinants, including creativity, intrinsic motivation, perseverance in achieving goals, leadership and organizational skills, non-conformism, may be discussed only in exceptional cases (about 1 %). Meanwhile, modern youth has the potential to start a business and connects their professional future with it. Youth entrepreneurship is a multi-motivated activity. External positive and external negative, internal motives are combined into a single structure. It is internal motives, prompted by the needs for self-realization and independence that determine entrepreneurial giftedness. Modern young people consider the main barriers to launching their own business to be outside. To these they refer deficiency of start-up capital, lack of knowledge and adverse environmental factors. Supportive measures, provided by the state through the creation of appropriate infrastructure, eliminate the majority of the difficulties and reduce the risks in setting up own businesses. For young people, gifted in the business field, these barriers are conditional.
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Broillet, Alexandra, Marian Barchilon, and Constance E. Kampf. "Visualizing an iterative, dynamic model for improving leadership-employee communication in the organizational change process." In 2012 IEEE International Professional Communication Conference (IPCC 2012). IEEE, 2012. http://dx.doi.org/10.1109/ipcc.2012.6408615.

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Lopes, António, and Leonilde Reis. "SOCIAL ENGINEERING AND INFORMATION AND COMMUNICATION TECHNOLOGIES." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.2020.185.

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Social Engineering, in view of the current dependence of information systems and information and communication technologies organizations, is of great interest in creating conditions, in order to reduce the threats and vulnerabilities, to which organizations are exposed. Thus, Social Engineering is considered to have emerged as a serious threat in virtual communities and is an effective way of attacking information systems, by creating conditions in order to jeopardize business continuity. The article presents the problem in the field of Information Security, emphasizing concerns in the field of Social Engineering in view of the vulnerabilities to which the generality of organizations is exposed. The research methodology adopted is Design Science Research, given the specificity of the problem. The main results are the literature review in the field of Social Engineering, with special emphasis on attack models and a reflection of the real-world professional experience.
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Holthus, Paul F. "Creating Multi-Sectoral Ocean Industry Leadership in Marine Spatial Management." In ASME 2009 28th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/omae2009-79044.

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Marine spatial management is emerging as a key tool for managing and conserving marine ecosystems. The development and implementation of ocean zoning, especially Marine Protected Area (MPA) networks, is expanding rapidly around the world. At a global scale, ocean zoning and MPAs are being pursued in many processes through a variety of governmental, inter-governmental (e.g. UN agencies, regional bodies), with significant input from non-governmental organizations (NGOs). Ocean industries, e.g. oil and gas, shipping, fisheries, aquaculture, etc. are the principle user group affected by ocean zoning. Important new ocean uses are under development as well, e.g. offshore wind, ocean energy, carbon sequestration. The creation of ocean zones, such as MPA networks, will have major effects on industry access to marine space and resources, with significant implications for exploration, development, production and transport. It is essential that the industry constructively engage with marine spatial management efforts and stakeholders to ensure that the process is well informed and balanced. This will increase the potential for industry to respect the management regulations of ocean areas often far removed from the reach of governments. Unfortunately, industry is often not present at key ocean zoning developments, especially at the international level, and is not engaged in a constructive, coordinated manner that brings together the range of industries operating in the marine environment. Barriers to industry involvement in marine spatial management include: 1) Lack of understanding of the movement and momentum behind ocean zoning efforts; 2) Limited engagement in the multi-stakeholder processes where zoning is moving most rapidly, e.g. Convention on Biological Diversity, because industry is engaged in sectoral processes; 3) Lack of means for engaging the broader ocean business community on marine management and sustainability issues, particularly at a global level. This paper will outline the need, opportunity and progress in creating proactive, constructive industry leadership and collaboration on ocean zoning, including: 1) Developing an understanding of marine spatial management issues, stakeholders and process; 2) Actively engaging in key international multi-stakeholder processes that are pursuing MPAs and other zoning efforts; 3) Building constructive relationships among ocean industries and other ocean zoning stakeholders; 4) Creating practical experience by constructively engaging in ocean zoning developments in a specific regions.
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Lukács, Bence, and Sandra Hofhues. "OERlabs: Strategies for University-wide OER Advancement." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9316.

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As part of the project ‘OERlabs – jointly training student(-teachers) for Open Educational Resources (OER) use’ at the University of Cologne, Germany, various university stakeholders participated in an open developmental process through attending Multi-Stakeholder Dialogues (MSD). The goal was to sensitize and educate student teachers for Open Educational Resources. During a 6-month process the stakeholders collaboratively explored the challenges and developed solutions for initiating and advancing the use of OER during teacher training. This paper provides the solutions developed by the participants with the help of an impact-effort-matrix, which enabled the stakeholders to assess and evaluate all solutions accordingly. A key to this development was the participatory nature and open dialogue process among all relevant stakeholders, i.e. student teachers, administrators, lecturers and university leadership. A majority of the solutions can be described as low-effort but high-impact, therefore showing a promising outlook for further innovation and organizational development in regards to implementing new technologies.
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Reports on the topic "Leadership in multi-professional organization"

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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