Leadership

Creating value for participants in multi-stakeholder alliances: the shifting importance of leadership and collaborative decision-making over time

Creating value for participants in multi-stakeholder alliances: the shifting importance of leadership and collaborative decision-making over time
December 2015. Health Care Management Review.

D'Aunno, T., Alexander, J.A., & Jiang, L.
05/26/2016

BACKGROUND:

Multistakeholder alliances that bring together diverse organizations to work on health-related issues are playing an increasingly prominent role in the U.S. health care system. Prior research shows that collaborative decision-making and effective leadership are related to members' perceptions of value for their participation in alliances. Yet, we know little about how collaborative decision-making and leadership might matter over time in multistakeholder alliances.

PURPOSE:

The aim of this study was to advance understanding of the role of collaborative decision-making and leadership in individuals' assessments of the benefits and costs of their participation in multistakeholder alliances over time.

METHODS:

We draw on data collected from three rounds of surveys of alliance members (2007-2012) who participated in the Robert Wood Johnson Foundation's Aligning Forces for Quality program.

FINDINGS:

Results from regression analyses indicate that individuals' perceptions of value for their participation in alliances shift over time: Perceived value is higher with collaborative decision-making when alliances are first formed and higher with more effective leadership as time passes after alliance formation.

PRACTICE IMPLICATIONS:

Leaders of multistakeholder alliances may need to vary their behavior over time, shifting their emphasis from inclusive decision-making to task achievement.

Civil Society Capacity for Public Action: Lessons for Leadership Development in Social Change Organizations. (Capacidad de la Sociedad Civil para la Acción Pública Local: Lecciones sobre el desarrollo de Liderazgos en Organizaciones para el Cambio Social)

Civil Society Capacity for Public Action: Lessons for Leadership Development in Social Change Organizations. (Capacidad de la Sociedad Civil para la Acción Pública Local: Lecciones sobre el desarrollo de Liderazgos en Organizaciones para el Cambio Social)
Ospina Bozzi, S. 2015. In CLAD (ed) 20 Años de Congresos del CLAD: Aportes a la Reforma del Estado y la Administración Pública en Iberoamérica. 2015. Caracas: CLAD/AECID. Pp. 155-168. (In Spanish)

Ospina Bozzi, S.
02/04/2016

Training Your Own: The Impact of New York City’s Aspiring Principals Program on Achievement

Training Your Own: The Impact of New York City’s Aspiring Principals Program on Achievement
Educational Evaluation and Policy Analysis, 34(2): 232-253.

Corcoran, S. P., Schwartz, A. E., & Weinstein
09/13/2013

The New York City Leadership Academy represents a unique experiment by a large urban school district to train and develop its own school leaders. Its 14-month Aspiring Principals Program (APP) selects and prepares aspiring principals to lead low-performing schools. This study provides the first systematic evaluation of achievement in APP-staffed schools after 3 or more years. We examine differences between APP principals and those advancing through other routes, the extent to which APP graduates serve and remain in schools, and their relative performance in mathematics and English language arts. On balance, we find that APP principals performed about as well as other new principals. If anything, they narrowed the gap with comparison schools in English language arts but lagged behind in mathematics.

Using the Delphi and Snow Card Techniques to Build Consensus Among Diverse Community and Academic Stakeholders

Using the Delphi and Snow Card Techniques to Build Consensus Among Diverse Community and Academic Stakeholders
Progress in Community Health Partnerships: Research, Education, & Action, Vol. 7, no. 3, pp. 331-339. DOI: 10.1353/cpr.2013.0033

Rideout, C., R. Gil, R. Browne, C. Calhoon, M. Rey, M. Gourevitch, and C. Trinh-Shevrin
09/01/2013

Background: The New York University– New York City Health and Hospitals Corporation (NYU-HHC) Clinical and Translational Science Institute (CTSI) used a community-based participatory research (CBPR) and consensus-building approach among its community advisory board (CAB) and steering committee (SC) members to formulate research priorities to foster shared research collaborations.

Methods: The Delphi technique is a methodology used to generate consensus from diverse perspectives and organizational agendas through a multi-method, iterative approach to collecting data. A series of on-line surveys was conducted with CAB members to identify health and research priorities from the community perspective. Subsequently, CAB and SC members were brought together and the snow card approach was utilized to narrow to two priority areas for shared research collaborations.

Results: Cardiovascular disease (CVD)/obesity and mental health were identified as health disparity areas for shared research collaborations within a social determinants framework. In response, two workgroups were formed with leadership provided by three co-chairs representing the three constituents of the NYU-HHC CTSI: NYU faculty, HHC providers, and community leaders. 

Conclusions: The Delphi approach fostered ownership and engagement with community partners because it was an iterative process that required stakeholders’ input into decision making. The snow card technique allowed for organizing of a large number of discrete ideas. Results have helped to inform the overall CTSI research agenda by defining action steps, and setting an organizing framework to tackle two health disparity areas. The process helped ensure that NYUHHC CTSI research and community engagement strategies are congruent with community priorities.

The blind leading: Power reduces awareness of constraints

The blind leading: Power reduces awareness of constraints
Journal of Experimental Social Psychology, 49, 579-582.

Whitson, JA, KA Liljenquist, AD Galinsky, JC Magee, DH Gruenfeld, & B Cadena.
01/01/2013

Previous research has found that power increases awareness of goal-relevant over goal-irrelevant information. However, this work has failed to distinguish between goal-facilitating and goal-inhibiting information, both of which are goal relevant. The current research investigated whether power increases the cognitive resources devoted to goal-facilitating information or reduces the cognitive resources devoted to goal-constraining information. Two experiments found that, compared to low-power individuals, high-power individuals recalled less goal-constraining information and generated fewer potential constraints that would prevent the protagonist of a story from completing his goal. However, there was no difference between the powerful and powerless in their recall or generation of goal-facilitating information. These results suggest that the powerful are more likely to act on their goals because the constraints that normally inhibit action are less psychologically present for them.

Learn and Let Learn: Supporting Learning Communities for Innovation and Impact

Learn and Let Learn: Supporting Learning Communities for Innovation and Impact
RCLA and Grantmakers for Effective Organizations Guide; November 2012

Research Center for Leadership in Action and Scaling What Works
11/06/2012

This guide from RCLA and Grantmakers for Effective Organizations explores the power of learning communities to build connections and knowledge to increase organizations’ community impact. Based on six case studies, the guide explains ways grantmakers can strategically support these efforts as well as key elements for designing learning communities, executing for success and extending the learning.

Advancing Relational Leadership Research: A Dialogue Among Perspectives

Advancing Relational Leadership Research: A Dialogue Among Perspectives
Leadership Horizons Series, Information Age Publishing.

Ospina, Sonia and Mary Uhl-Bien eds.
07/12/2012

Leaders and followers live in a relational world-a world in which leadership occurs in complex webs of relationships and dynamically changing contexts. Despite this, our theories of leadership are grounded in assumptions of individuality and linear causality. If we are to advance understandings of leadership that have more relevance to the world of practice, we need to embed issues of relationality into leadership studies. This volume addresses this issue by bringing together, for the first time, a set of prominent scholars from different paradigmatic and disciplinary perspectives to engage in dialogue regarding how to meet the challenges of relationality in leadership research and practice. Included are cutting edge thinking, heated debate, and passionate perspectives on the issues at hand. The chapters reveal the varied and nuanced treatments of relationality that come from authors' alternative paradigmatic (entity, constructionist, critical) views. Dialogue scholars-reacting to the chapters-engage in spirited debate regarding the commensurability (or incommensurability) of the paradigmatic approaches. The editors bring the dialogue together with introductory and concluding chapters that offer a framework for comparing and situating the competing assumptions and perspectives spanning the relational leadership landscape. Using paradigm interplay they unpack assumptions, and lay out a roadmap for relational leadership research. A key takeaway is that advancing relational leadership research requires multiple paradigmatic perspectives, and scholars who are conversant in the assumptions brought by these perspectives. The book is aimed at those who feel that much of current leadership thinking is missing the boat in today's complex, relational world. It provides an essential resource for all leadership scholars and practitioners curious about the nature of research on leadership, both those with much research exposure and those new to the field.

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