A framework for understanding collective leadership: The selective utilization of leader and team expertise within networks

Friedrich, Tamara L.; Vessey, William B.; Schuelke, Matthew J.; Ruark, Gregory A.; Mumford, Michael D.

doi:10.1016/j.leaqua.2009.09.008

Cited by 304 publications

(357 citation statements)

References 113 publications

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“…Top-down or hierarchical leadership is still present with some individuals holding positions of responsibility (e.g., team captains) and making decisions when required, but the leadership process is fluid and can shift to other individuals (Locke, 2003;Manz et al, 2013). This aligns with research in organizational psychology, where group tasks were achieved through collective leadership (where a number of individuals emerged as leaders to guide a group through specific challenges; Friedrich et al, 2009). In sum, the findings from the present study indicate that both approaches to leadership (i.e., top-down, shared) are present within athlete leadership.…”

Section: Discussionmentioning

confidence: 77%

Top-down or shared leadership? Examining differences in athlete leadership behaviours based on leadership status in sport

Krozier¹,

Loughed²,

Munro-Šandler³

2017

Fizicka kultura

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The purpose of this study was to examine differences in athlete leadership behaviours based on one's athlete leader status. Intercollegiate athletes (N = 299) self-identified their leadership status (i.e., formal leader, informal leader, follower) and rated the frequency of their own leadership behaviours. Results revealed that formal athlete leaders engaged in Training and Instruction more often than informal athlete leaders; with informal athlete leaders reporting higher frequencies than followers. Further, formal and informal athlete leaders reported engaging in Social Support more often than followers. These findings provide preliminary evidence of a top-down approach to leadership among athletes.

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Section: Discussionmentioning

confidence: 77%

Top-down or shared leadership? Examining differences in athlete leadership behaviours based on leadership status in sport

Krozier¹,

Loughed²,

Munro-Šandler³

2017

Fizicka kultura

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“…A related, albeit different, model of leader behavior holds that leadership is, ultimately, a collective activity where the role of the leader is to bring to bear relevant expertise to the particular problem currently confronting the team (Friedrich, Vessey, Schuelke, Ruark, & Mumford, 2009;Friedrich et al, 2014). In Chapter 14, Friedrich and Zhong examine the impact of collective leadership on creative efforts.…”

Section: Part Ii: Modelsmentioning

confidence: 99%

Leading for creativity: Functions, models, and domains

Mumford¹,

Hemlin²,

Mulhearn³

2017

Handbook of Research on Leadership and Creativity

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“…In doing so, 'leaderful' actors embrace learning as an inescapable of organizational life by allowing collective wisdom to be generated from bottom up rather than top down. This requires that they provide a psychologically safe space for employees to engage in open and honest conversations allowing shared objectives to develop (Friedrich et al, 2009).…”

Section: Becoming 'Leaderful' In Practicementioning

confidence: 99%

Becoming “leaderful”: leading forward in turbulent times

Yeo

Gold

Marquardt

2015

Industrial and Commercial Training

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Structured AbstractPurpose: The primary aim of the paper is to offer a practice-based understanding of leadership based on the concept of 'leaderful' practice. In supporting this concept, the paper describes the contexts that shape leadership capacity and introduces an integrative framework that further illustrates 'leaderful' practice. Methodology:The paper draws on prior research conducted by the authors in a variety of industries. Insights were gleaned from both theoretical perspectives and qualitative data drawn from a number of empirical studies. Findings:In order to lead confidently in turbulent times, leaders need to first unlearn the conventional wisdom of leadership. Three contextual enablers contribute to 'leaderful' practice, namely problem, action, and experience. Becoming 'leaderful' is being mindful of how these three enablers could be harnessed and integrated to facilitate change in meaningful ways.Practical Implications: In order to promote 'leaderful' practice, both reflective and conversational spaces are imperative. Such spaces help leaders to be mindful of their internal and external contexts, including a keen awareness of self and others in framing references of the past for the future. In doing so, leaders need to be 'present' to confront 'wicked' problems and take action through collective experience and intelligence.Originality/Value: Understanding how leaders think, feel, and act in actual practice helps us understand the genuine characteristics of leadership. The paper introduces a framework of 'leaderful' practice with a focus on leading with confidence. It extends current understanding of leadership practice by viewing 'leaderful' practice from the perspective of problem, action, and experience.

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A framework for understanding collective leadership: The selective utilization of leader and team expertise within networks

Cited by 304 publications

References 113 publications

Top-down or shared leadership? Examining differences in athlete leadership behaviours based on leadership status in sport

Top-down or shared leadership? Examining differences in athlete leadership behaviours based on leadership status in sport

Leading for creativity: Functions, models, and domains

Becoming “leaderful”: leading forward in turbulent times

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