Baseados nos pressupostos da Teoria de Liderança Autêntica, líderes e liderados têm a oportunidade de encontrar maior sentido nas atividades exercidas, garantindo maior comprometimento no trabalho. Dada a carência de líderes na área da saúde e, em especial na enfermagem, fez-se imperativo, após adaptação do Authentic Leadership Questionnaire - ALQ para o contexto brasileiro, já concretizado por outro pesquisador da área de enfermagem, testar suas propriedades psicométricas em uma amostra de profissionais enfermeiros e validá-lo, tornando-o profícuo para Brasil. O estudo objetiva testar a validade do Questionário de Liderança Autêntica (ALQ) após sua adaptação cultural para o português do Brasil. Trata-se de um estudo metodológico e de corte transversal. A população do estudo foram 200 enfermeiros que responderam às duas versões do Questionário de Liderança Autêntica - ALQ, versão \"Avaliando o meu jeito de liderar\", e a versão \"Avaliando o seu líder\". Portanto, um mesmo indivíduo respondeu o questionário duas vezes: 1) tendo em vista o perfil de liderança do seu chefe imediato (RATER); e 2) tendo em vista seu perfil de liderança (SELF). Filtrou-se as observações completas das versões do ALQ e foram considerados 181 questionários para a análise dos dados. Analisou-se o perfil da amostra por meio de análise descritiva, e procedeu-se à validação das duas escalas a partir da Análise Fatorial Confirmatória (AFC) com abordagem mais exploratória. Os modelos foram estimados por Máxima Verossimilhança (MV). No caso dos dois modelos finais, modificados à luz da teoria, estimou-se a qualidade do ajustamento local por meio de pesos fatoriais (>0,50), utilizou-se a fiabilidade compósita (FC > 0,70) e para cada fator, a variância média extraída (VME > 0,50). Conferiu-se as VME de cada fator com o quadrado da correlação entre os fatores, para analisar a validade discriminante. Elegeu-se o modelo Higher-Order, tanto para a escala RATER como para a escala SELF. Atesta, no caso da escala RATER a forte dependência de um fator de ordem superior. Além disso, os altos pesos fatoriais entre os itens que ficaram no modelo final e os quatro fatores corroboram sua validade convergente. Na escala SELF, os pesos fatoriais entre os itens remanescentes e os quatro fatores foram altos e significativos. Por fim, o questionário de Liderança Autêntica está apresentado na seguinte formatação: Avaliando meu jeito de liderar (escala SELF) com os itens 1 a 3 para o fator Transparência Relacional, itens 4 e 5 para Perspectiva Moral, itens 6 e 7 para Processamento Equilibrado e itens 8 a 10 para Autoconsciência. Avaliando o seu líder (escala RATER) com os itens 1 a 3 para Transparência Relacional, 4 e 5 para Perspectiva Moral, 6 a 8 para Processamento Equilibrado e 9 a 11 para Autoconsciência. Os resultados apontados da validação das propriedades psicométricas do instrumento ALQ permitem a disponibilização de um instrumento válido, confiável e específico para avaliação da Liderança Autêntica na população de Enfermeiros dos serviços de saúde do Brasil / Based on the assumptions of the Authentic Leadership Theory, leaders and those who have been led have the opportunity to find greater meaning in their activities assuring greater commitment to work. Given the lack of leaders in the health area, especially in nursing field, it is necessary adapting Authentic Leadership Questionnaire - ALQ for the Brazilian context, already accomplished by another researcher of the nursing area, testing its psychometric properties in a sample of nursing professionals and to validate it, making the instrument valid and reliable for the target culture. The study aims to test the validity of the Authentic Leadership Questionnaire (ALQ) after its cultural adaptation to Brazilian Portuguese. This is a methodological and cross-sectional study. The study population consisted of 200 nurses who responded to the two versions of the Authentic Leadership Questionnaire (ALQ), the \"Assessing my way to lead\" version, and the \"Evaluating its leader\" version. Therefore, the same individual answered the questionnaire twice: 1) in view of the leadership profile of his immediate boss (RATER); and 2) in view of their leadership profile (SELF). The complete observations of the ALQ versions were filtered and 181 questionnaires were considered for data analysis. The profile of the sample was analyzed by means of descriptive analysis, and the two scales were validated from the Factorial Confirmatory Analysis (AFC) with a more exploratory approach. The models were estimated by Maximum Likelihood (MV). In the case of the two final models, modified in the light of the theory, the quality of the local adjustment by factorial weights (> 0.50) and the individual reliability of the items were evaluated through composite reliability (HR> 0.70) and variance (VME> 0.50) for each factor. In the case of more than one factor, the discriminant validity was evaluated by comparing the EMRs of each factor with the square of the correlation between the factors. The Higher-Order model was chosen for both the RATER scale and the SELF scale. In the case of the RATER scale, it is strongly dependent on a higher order factor. In addition, the high factor weights between the items that remained in the final model and the four factors corroborate their convergent validity. In the SELF scale, the factorial weights between the remaining items and the four factors were high and significant. Finally, the authentic leadership questionnaire is presented in the following format: Evaluating my way of leading (SELF scale) with items 1 to 3 for the Relational Transparency factor, items 4 and 5 for Moral Perspective, items 6 and 7 for Balanced Processing and items 8 to 10 for Self-Awareness. Evaluating your leader (RATER scale) with items 1 to 3 for Relational Transparency, 4 and 5 for Moral Perspective, 6 to 8 for Balanced Processing, and 9 to 11 for Self-Awareness. The validated results of the validation of the psychometric properties of the ALQ instrument allow the availability of a valid, reliable and specific instrument to evaluate the authentic leadership in the population of Nurses of the Brazilian health services

[pt] Este estudo investigou a relação entre o estilo de liderança autêntica, a criatividade e o desempenho na tarefa. A amostra utilizada na pesquisa foi composta por 194 indivíduos, sendo 131 subordinados e 63 gestores. Verificou-se que os líderes autênticos favorecem um ambiente propício para a criatividade e o desempenho individual dos seus seguidores. O estilo de liderança autêntica também teve efeito significativo no empowerment psicológico e na potência do grupo. O empowerment psicológico configurou-se como um antecedente significativo da criatividade, que, por sua vez, caracterizou-se como um antecedente do desempenho na tarefa. Não foram observados, na amostra analisada, efeitos da potência do grupo nos demais constructos pesquisados. Ainda, foi conduzido um estudo exploratório com o objetivo de averiguar os antecedentes da liderança autêntica e da criatividade no grupo de trabalho. Neste estudo exploratório, verificou-se que os dados demográficos e os fatores de personalidade dos líderes investigados não apresentaram efeitos significativos na liderança autêntica. A criatividade do grupo teve como principal preditor a liderança autêntica. As implicações teóricas, práticas e gerenciais dos resultados encontrados nesta pesquisa são apresentados. / [en] This study investigated the relationship between authentic leadership, creativity and task performance. The sample size consisted of 194 individuals, with 63 managers and 131 subordinates. It was found that authentic leaders foster an environment conducive to creativity and individual performance of their followers. The authentic leadership style also had significant effect on psychological empowerment and group potency. Psychological empowerment was configured as a significant antecedent of creativity, which, in turn, was characterized as an antecedent of task performance. No effects of group potency in the other constructs studied were observed in the analyzed sample. Moreover, an exploratory study aiming to investigate the antecedents of authentic leadership and group creativity was conducted. In this exploratory study, it was found that leader s demographics and personality traits investigated showed no significant effects on authentic leadership. Group creativity had as main predictor the authentic leadership style. The theoretical, practical and managerial implications of these findings are presented.

Philosophiae Doctor - PhD (Industrial Psychology) / Organizations exist for the primary aim of meeting particular objectives: innovation and advancement, customer satisfaction, profit making and delivery of quality goods and services. These goals are mostly channelled with the intent of demonstrating high performance crucial for the continued existence of the organization especially in these rapidly changing global economies. This target, however, cannot be achieved without the aid of employees in the organization. A plethora of previous studies have proven that efficiency, productivity, high performance and stability on the job can be better achieved when the employees are dedicated, committed to their work roles and experience work engagement. The experience of work engagement on the part of the employees is not a random event; it depends on a myriad of factors that include authentic leadership. Leaders have a cumulative change effect on their followers; hence, leaders in an organization can be termed as core drivers of employee engagement. Hence, it becomes imperative to seek to understand what authentic leadership as a construct has to offer to the workplace.

<p>Na uzorku od 334 ispitanika zaposlenih u<br />vojnoorganizacionim sistemima provedeno je istraživanje o<br />uticaju vrednosti i liderstva na zadovoljstvo internom<br />komunikacijom. Istraživanje je pokazalo da postoji<br />statistički značajan uticaj obe promenjive na zadovoljstvo<br />internom komunikacijom. Porast liderskih osobina<br />umanjuje zadovoljstvo internom komunikacijom a porast<br />vrednosti povećava zadovoljstvo internom komunikacijom.</p> / <p>In a sample of 334 respondents employed in military<br />systems research was conducted on the impact of values<br />and leadership to the satisfaction of internal<br />communication. The study showed a statistically significant<br />effect of both variables to the satisfaction of internal<br />communication. Increase leadership qualities diminish the<br />pleasure of internal communication and increase the value<br />of increasing satisfaction with internal communications.</p>

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<p>School leaders face the challenge of creating and maintaining learning during rapid and complex conditions. Some of the challenges associated with leadership based on authenticity in intercultural schools will be discussed. The purpose of this essay is to describe and gain an insight into three school leaders´ views on leadership in multicultural schools. The study is based on scientific articles and the survey consists of interviews with head teachers in different multicultural schools. The hermeneutic research approach has been the basis for this study through qualitative interviews and collected data for analysis. To get a better understanding of the issues this essay culminates in, different leadership styles are shortly presented. The characteristics that underpin this study will hopefully be better understood through definitions of key concepts. In an attempt to further define authentic leadership, the concept of authentic followership will be introduced and discussed. Effective leadership in intercultural schools requires genuine understanding and action. In line with this, various strategies are proposed by which leaders can consciously transform and better understand the problems and find solutions in intercultural school contexts.</p>

Background IKEA Communications (ICOM) is IKEA’s communication company which creates communication tools, such as the IKEA catalogue and brochures. The company also functions as IKEA’s internal communication agency. In 2008, ICOM went through a reorganization adopting a matrix structure. This imposes challenges since the employees report to different leaders in different situations. The competence leaders (CL) have the traditional staffing responsibility while project leaders (PL) are the operating leaders and responsible for leading the projects. Purpose We will investigate how the leadership in terms of role clarification and area of responsibility of the CLs can be made more distinct in relation to their employees. Second, we investigate how the relationship between PLs and CLs can be further developed in terms of feedback. This involves sharing employee performance review and individual development after a project as well as how the CL can conduct employee performance review meetings. Method The study was performed with a qualitative method. A number of 13 semi-structured interviews were conducted with employees and leaders at the production department at ICOM. Conclusion Two areas of development have been identified at ICOM. It is evident employees are confused regarding the CL’s role and area of responsibility. The role of the CLs is clear in theory but not in practice. Hence, the first area of development is to increase the distinction of CL’s leadership in terms clarifying their role and responsibility. The study also discovered there is no common feedback routine used between PL and CL where they exchange information regarding employee’s performance within a project. The second area of development is regarding the usage of a structured feedback routine for providing this information.

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<p><strong>Background </strong></p><p>IKEA Communications (ICOM) is IKEA’s communication company which creates communication tools, such as the IKEA catalogue and brochures. The company also functions as IKEA’s internal communication agency. In 2008, ICOM went through a reorganization adopting a matrix structure. This imposes challenges since the employees report to different leaders in different situations. The competence leaders (CL) have the traditional staffing responsibility while project leaders (PL) are the operating leaders and responsible for leading the projects.<strong></strong></p><p><strong>Purpose </strong></p><p><strong></strong>We will investigate how the leadership in terms of role clarification and area of responsibility of the CLs can be made more distinct in relation to their employees. Second, we investigate how the relationship between PLs and CLs can be further developed in terms of feedback. This involves sharing employee performance review and individual development after a project as well as how the CL can conduct employee performance review meetings.</p><p><strong>Method </strong></p><p><strong></strong>The study was performed with a qualitative method. A number of 13 semi-structured interviews were conducted with employees and leaders at the production department at ICOM.<strong></strong></p><p><strong>Conclusion</strong></p><p>Two areas of development have been identified at ICOM. It is evident employees are confused regarding the CL’s role and area of responsibility. The role of the CLs is clear in theory but not in practice. Hence, the first area of development is to increase the distinction of CL’s leadership in terms clarifying their role and responsibility. The study also discovered there is no common feedback routine used between PL and CL where they exchange information regarding employee’s performance within a project. The second area of development is regarding the usage of a structured feedback routine for providing this information.</p>

The aim of this practitioner research is to explore and analyse how headteachers reflect on their own professional practice to help them sustain themselves and improve secondary schools. The research has two aspects: the first is an action participative enquiry between 2006 and 2009 into the realities of secondary headship; the second is an analysis of the significance of reflexivity in other headteachers and the participant headteacher researcher. Whilst there is a significant literature concerning school improvement and leadership there is very little of a longitudinal nature which examines the experience of secondary headteachers in depth. Therefore this research has significantly enhanced that body of knowledge. It is also appropriate in terms of professional practice as the government increasingly empowers headteachers to be free from the collaborative structures of Local Education Authorities. This (almost) four year study of seven secondary school headteachers within the same metropolitan area takes the form of 25 extended conversations between practising headteachers who established strong “conversational partnerships” (Rubin and Rubin, 2005 p79) over the study. The analysis from the data identified how headteachers sustained good practice in their schools and how they formed co-coaching or mentoring relationships with one another over time. The research is characteristic of a social constructivist tradition. It generated rich, qualitative data gathered through the use of interviews, the participant researcher’s field notes, Ofsted inspection reports and “naturally occurring” material. The research identified a range of themes in the area of school improvement common in the literature such as the importance of focusing on teaching and learning and appointing the ‘right’ staff. It also confirmed much of the existing research in the field of school leadership. It established that these headteachers readily engaged in reflexive practices which impacted positively in supporting the individual professionals and their schools. The research also identified the existence of meta-reflection (Burge et al., 2000, Watson, 1998b) in an educational setting. A definition of meta-reflection would be a type of reflective practice used by of Headteachers in a professional ‘power neutral’ context. It is commonly found in the analysis of headteacher dialogues and requires the passage of time for Headteachers to reflect on these dialogues which allowed allow some headteachers to access a reflective state which supported their professional sustainability and improved their decision making. This ultimately had a positive impact on their schools. The research found that all headteachers reflect on their professional practice at an operational level. It also found that they all were able to be reflexive almost to the degree of co-researching with the participant researcher headteacher. Finally a majority of the sample were also able to use meta-reflection to help then process decision making in their schools. Existing models of leadership (Bush 2011), research analysis (Layder 1993) and reflexivity (Archer 2007) have been used and adapted to illuminate meta-reflection in the headteachers in the sample and to re-define “authentic” headship in this context. This study is relevant not only to headteachers but also to policymakers and educationalists interested in how to improve schools over the long-term and sustain the workforce of headteachers in a manner which benefits all stakeholders.