Effective Agile Project Leadership Through Competency-Based Self-Reflection

The agile revolution and increasing cross-functionality nature of project teams imply an increasing need for effective and results-orientated project leadership. Irrespective of one's role in a project, there is a need for self-examination and self-reflection regarding how members relate during the various phases of project implementation. This chapter focuses on a theoretical review of the various elements necessary for effective agile project leadership. Through a synthesis of both old and more recent literature, the chapter identifies and conceptualizes ten determinant factors of effective agile project leadership and proposes a self-reflection framework for each of the ten project leadership competency areas. The chapter concludes by proposing a personal agile project leadership development plan (PAPLDP) template with an agility component that can be adopted for improvement and growth. This chapter challenges project managers and/or project team leaders to define their own value-based leadership competence and continuously reflect, evaluate, and improve themselves.

Balanced Leadership Case Studies

This book has presented a theory of project leadership from the perspective of balancing leadership between the project manager and horizontal leaders. The theory offers an explanation on how the shifting of leadership in projects between formally appointed leaders and project team members occurs, and how social and cognitive structures enable such shifts. This chapter draws on two Canadian case studies and applies the perspective of socio-cognitive space to understand how shifting of leadership was enabled. It shows the nature of the dimensions of socio-cognitive space; i.e., empowerment, efficacy, and shared mental models, how these processes evolve, and the role they play in supporting the dynamics of the shifting of leadership.

Barnehageledelse i bevegelse - nær/ledelse i praksis

Leadership in motion - close/leadership in practice. The article discusses events from the project ”Leadership in motion”, where the researchers co-walked ten directors in early childhood centers in a big municipality after reorganization of leader teams. The events are impulses used to explore close leadership. Inspired by such post-human perspectives and concepts as diffractions, entanglements and the not-yet-seen, we undertake diffractive readings of events. Through confabulations between researchers and directors, various understandings of close leadership implications are produced and explored. We discuss how close leadership is expressed in the practice of early childhood centers, where everything is entangled and at the same time in motion. When encountering new leader team organization, for example the not-yet-seen, the leaders point to listening, doubt, resistance, and insecurity as part of close/leadership. They are alert to the situations, present in thought, time, and space, with openness and interest for what is coming.

Holistic Approach to Transformational and Transactional Project Leadership Styles: Literature Review 2016–2019

The notion of project leadership is considered to be one of the most popular topics among both researchers and managers. However, the question of whether transformational project leadership (TFL) or transactional project leadership (TAL) is more efficient for organizations is widely debated. The aim of this study is to provide an overview of the tendencies in the research of TFL and TAL in 2016–2019. This study was based on literature review and selected research articles of each year from Scopus according to particular metrics: article citation index, author h-index and journal CiteScore. A questionnaire among experts was conducted in order to evaluate the relationship between the metrics. The main contribution of this study is that it unites research papers of a different focus and offers insight into the key findings on the notions of TFL and TAL in the last four years. The study shows that TFL and TAL were found to have both positive and negative implications under certain factors and circumstances. Furthermore, the study indicates that TFL and TAL do not oppose but rather complement each other. Hence, the balance between TFL and TAL is likely to be an optimum choice. Limitations of the study and recommendations for future research are thoroughly discussed in the paper.

Startup Project Leadership dalam Meningkatkan Produktivitas Pembelajaran di Masa Pandemi

Learning problems amid a pandemic tend to be one-way. Teachers provide more one-way information and assignments to students without feedback, resulting in boredom for students studying online. Therefore, one solution is given through the startup project leadership (SPL) program. This activity was held on October 31 - November 27, 2020, at three elementary schools: SDN Mangkura III Makassar, SDN 234 Barambang II Maros Regency, and SD IT Asshiddiq Bone Regency, involving as many as 40 students. The results of the activity can be concluded that the SPL Program is a collaborative action of teachers in innovating to create quality education in the pandemic era consisting of 3 stages: Incubation which is the initial planning carried out by designing joint activities with students and parents related to the problems faced by students and solutions that will be applied; Startup which is an active activity for program realization agreed at the incubation stage; and Mobilization which is the final stage through process reflection, evaluation, and conclusion drawing, as well as follow-up to the results of program realization that have been carried out. The implementation of SPL is running well according to the time and targets that have been determined and can increase learning productivity during pandemics.

A shared leadership framework based on boundary spanners in megaprojects

PurposeMegaprojects present an intricated pattern of leadership activities, which evolve over their planning and delivery and comprises several stakeholders. A framework is useful to navigate this complexity; it allows to identify and cluster the key elements. This paper aims to introduce a novel framework based on boundary spanners to describe the structural pattern of shared leadership in megaprojects.Design/methodology/approachA systematic literature review about boundary spanning and shared leadership is used to identify and cluster the key elements of shared leadership in megaprojects. The systematic literature review provides a rich theoretical background to develop the novel shared leadership framework based on boundary spanners.FindingsThere are three key dimensions characterizing shared leadership topology in megaprojects: stakeholders, boundary spanning leadership roles and project phases. The novel framework shows how project leadership dynamically transfers among different stakeholders, showing the importance of shared leadership as a leadership paradigm in megaprojects.Research limitations/implicationsThe novel framework epitomizes shared leadership in megaprojects by exploring its antecedents with social network metrics. This paper stresses that shared leadership is the envisaged form of leadership in megaprojects. By modeling complex project leadership in a simple, yet effective way, the framework fosters critical thinking for future research. The modeling introduced by this framework would also benefit practitioners in charge of megaprojects.Originality/valueThe paper moves the project leadership research to the network-level by taking boundary spanners as shared leadership roles in megaprojects. It shows how shared leadership is a valuable management tool for planning and delivery megaprojects.

The leadership role of the teacher librarian in technology integration

In 2008, the United States’ Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) that included surveys of the technology integration practices of teacher librarian leaders with NationalBoard Certification. Preliminary 2009 survey results suggested that the 295 respondents worked in well-resourced libraries with personnel assistance as well as numerous computers and devices. Respondents reported that they led school technology integration in many areas but also had areas in which to improve such as services to special needs learners, participation in student assessment, and transferring their leadership success to professional and local communities.