Disadvantages Of Collective Leadership

Hiller, N. J., Day, D. V., & Vance, R. J. (2006). Collective enactment of leadership roles and team effectiveness: A field study. The Leadership Quarterly, 17(4), 387-397. doi:10.1016/j.leaqua.2006.04.004

The researchers reviewed related educational peer-reviewed literature, as it pertained to their study. They reviewed literature topics related to transformational leadership, best practices of educational leadership, strategies for improved school culture, and leadership styles and its impact on teacher morale. The researchers identify in their review of the literature characteristics of “true” transformational leadership to include a leader’s ability to “lead by example and have the ability to articulate goals of the organization which

During the first week of the course, my idea of leadership has changed. When I look back at the idea of teacher leadership I have always thought of “assigned, delegated, officially sanctioned leadership based on the authority of a formal position” (Dr.Ausburn, 2016a, lecture 2, slide 4). I did

The purpose of this assignment is to explore how the leadership team at St Stephen’s can be improved. This exploration will be structured under the following three headings; Lack of Organisation and Communication Effects Credibility and Deficiency of Unity, Hinders Relationships. The concluding paragraph will aim to highlight how the Administration team at St Stephen’s Primary School can lead the staff and students in an authentic,

The leaders and managers are the pillars of any educational setting on which the success and failure of the setting depend. Before discussing the leadership and

In leadership, leaders get his power from his group members. He proceeds in this position at the pleasure of members in his group collectively. The position of leadership exists in most settings regardless of group size. For instance, a leader of national or universal standing has vast influence over an expansive number of individuals while the influence of small group in a company is extremely constrained. Both are leaders in their own right and satisfy our definition of

Every student attending this event has shown they are a leader in and out of the classroom. When multiple leaders work as a group to accomplish something, disorder can ensue.

Classical organisational theorist defined leadership in terms of achieving a group’s objectives R.C Davies (1942) referred to leadership as “the principle dynamic forces that motivates and coordinates the organisation in the accomplishment of its objectives.” Similarly, Urwick (1953) stated that the leader is “the personification of common purpose not only to all who work under taking, but to everyone outside it.” K. Davies (1962) defined leadership as “the human factor which binds a group together and motivates it towards goals.” Cattell (1951) took the extreme position that leadership is whatever or whoever contributes to the group’s performance. To measure each members Leadership, Cattell noted, removed him or her from the group, one at a time, and observe what happens to the group’s performance. Calder (1977) and Pfeffer (1977) “stated that leadership is mainly influence and is even attributed to participants after the fact.

Most every community organization functions best when collaborative leadership is in place, but with any leadership style, there are advantages and disadvantages of using it. One of the first advantages of using collaborative leadership is the buy-in among members of the group. When a leader makes use of collaboration, it gives the members a sense of ownership and value, which in turn builds commitment to the organization. With this loyalty, the leader can then assume a greater willingness from the members to be involved in the implementation of their final plan.

Leadership is a process of influencing activities of a particular group of people with the aim of attaining certain stipulated goals. In defining leadership there is need to consider a particular group, the common goals and the duties that are allocated to specific members of the group depending on their abilities (Fiedler 1976). Leadership therefore cannot successfully occur unless members of the group are given different considerations in terms of personality, traits and responsibilities. In considering leadership, it is important to look at the leader, the group or organization they are leading, the members as individuals and the situation; these are

Leadership has been studied extensively and many varying definitions exist. Hughes, Ginnett and Curphy (2015, p.4) review many of these definitions and consequently describe leadership as ‘the process of influencing an organised group towards its goals’. Leadership involves the interplay of a range of different factors, not least the leader themselves, the followers and the situation. For

Despite teacher leadership being a widely referenced concept in education it enjoys little common understanding or standard implementation. Day et al (2000) note that the best way for schools to improve is to give teachers real responsibility. In terms of defining distributed leadership Harris and Lambert (2003) offer that it involves situations where teachers have the opportunity to lead as well as ‘construct’ and find ‘meaning’. It is this construction and the notion of extension offered by Stenhouse (1975: 143-44) that is vital in delivering an education capable of meeting modern challenges. In my context, distributed leadership is being used as a

The strengths and weaknesses of the co-leadership idea helps in clarifying the behavior and result of this strategy, on the basis of which one can decide either to adopt it or to reject it. The strengths and weaknesses helps in identifying that the use of this strategy can help in fulfilling the objectives or not. The strengths and weaknesses drive the benefits and drawbacks of the leadership approach. The overview of the co-leadership through its strength and weaknesses enables the organization to get to know about the utilization of this strategy (Miller, Walmsley and Williams, 2007). The weaknesses can be overcome by correct measures and then the organization can take full benefit of this strategy.

Despite the advantages associated with a shared leadership approach, some disadvantages also exist. One disadvantage originates from individual interpretations of teamwork (Baghai & Quigley, 2012). In other words, not all people in a work environment view working together the same, posing a leadership challenge to clearly delineate the organization’s concept of team. Other disadvantages arise when workers chose to bypass or overlook some team members, or when an individual lacks the confidence to exhibit leadership skills resulting in organizational loss of leadership potential (Pearce, Wassenaar, & Manz, 2014).

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.