This is the supporting documentation submitted for the degree of Doctor of Philosophy by publication. The research explores shared leadership and investigates its component parts in terms of leader and organizational longevity. A collection of the presented papers represent separate published research projects culminating in a 6D framework. Leadership – Default, Discretion, Dilemma, Deliberative Inquiry, Dialogue and Direction. The framework is equally divided into Individual and Corporate focus. It presents a collection of skills sets and attitudes which enable the modern leader to achieve more sustainable personal and organizational success. The methodology uses a balance of empirical and conceptual approaches which included a mix of primary interview and survey with a leaning towards qualitative data extraction. In depth semi-structured interviews from diagonal samples were used. These came from both local and international sources. An applied research approach was maintained for most relevance to leaders and the provided comment formed an inductive route on which to derive new theory. The results were analysed with an interpretivist approach. The research findings and conclusions show that developing a distinct awareness of leadership self and reactions contributes highly to the ability to serve the organizational need. Additionally, the research showed that considered approaches to achieve higher quality information from staff contributed to a better level of strategic alignment. The published shared leadership concepts and models benefitted from peer review in the academic community, in journals and at conference. These resulted in more robust contributions to modern opinions on distributed/collaborative leadership. The 6D framework, along with other original models from the author, have been used extensively with business people at different levels of leadership. Their use has contributed to the leadership impact and further understanding during times of great economic pressure, social and technological change.

A key debate within leadership research is whether leadership can be conceptualized as a specialized role occupied by individuals or as a shared influence process amongst all members of a group (Yukl, 2006). Since the mid-­‐ 1990s some leadership scholars, as a counterpoint to the dominance of the former and using terms such as shared and distributed leadership, have attempted to elaborate new ‘post-­‐heroic’ leadership models (Badaracco, 2001) of the latter, in which leadership is something that involves all group members. These new forms of leadership are often positioned as something that organizations can implement as part of an adaptive response to a rapidly changing world. Despite a 50-­‐year tradition of construing leadership as a group level construct, little attention has been paid in these emerging debates to the systems psychodynamic perspective. From this perspective there are grounds for suspecting that attempts to implement shared leadership may compound rather than ameliorate issues related to adaptive challenges (Huffington, James and Armstrong, 2004). This thesis engages with the shared and distributed leadership literatures and examines how a systems psychodynamic perspective can contribute not only to debates within these literatures but to the wider controversies in the leadership literature. This thesis reports on the findings of a single, 18-­‐month, longitudinal case study of a senior team whose managing director attempted to implement shared leadership. Using a clinical fieldwork methodology (Schein, 1987) in the systems psychodynamic tradition (Miller, 1993b; Miller and Rice, 1967), this study advances a number of contributions to theory. These include: findings that challenge existing approaches to conceptualizing leadership – shared or otherwise; the elucidation of complex unconscious team processes that are mobilized as a senior team undertakes adaptive work; and thirdly, a more sophisticated and theoretically robust conceptualization of leadership as a group level phenomenon.

A key debate within leadership research is whether leadership can be conceptualized as a specialized role occupied by individuals or as a shared influence process amongst all members of a group (Yukl, 2006). Since the mid-­‐ 1990s some leadership scholars, as a counterpoint to the dominance of the former and using terms such as shared and distributed leadership, have attempted to elaborate new ‘post-­‐heroic’ leadership models (Badaracco, 2001) of the latter, in which leadership is something that involves all group members. These new forms of leadership are often positioned as something that organizations can implement as part of an adaptive response to a rapidly changing world. Despite a 50-­‐year tradition of construing leadership as a group level construct, little attention has been paid in these emerging debates to the systems psychodynamic perspective. From this perspective there are grounds for suspecting that attempts to implement shared leadership may compound rather than ameliorate issues related to adaptive challenges (Huffington, James and Armstrong, 2004). This thesis engages with the shared and distributed leadership literatures and examines how a systems psychodynamic perspective can contribute not only to debates within these literatures but to the wider controversies in the leadership literature. This thesis reports on the findings of a single, 18-­‐month, longitudinal case study of a senior team whose managing director attempted to implement shared leadership. Using a clinical fieldwork methodology (Schein, 1987) in the systems psychodynamic tradition (Miller, 1993b; Miller and Rice, 1967), this study advances a number of contributions to theory. These include: findings that challenge existing approaches to conceptualizing leadership – shared or otherwise; the elucidation of complex unconscious team processes that are mobilized as a senior team undertakes adaptive work; and thirdly, a more sophisticated and theoretically robust conceptualization of leadership as a group level phenomenon.

Resultatet visar på att självledarskap och innovation i ett delat ledarskap upplevs på samma positiva sätt som i teorin både från ett ledarskapsperspektiv och ett medarbetarperspektiv. Upplevelser av ansvarsfördelningen visar sig stämma överens med teorin då bägge perspektiven anser att ansvar är något som enkelt kan delas. Otydligheter i roller upplevs olika utifrån de två perspektiven. Ledare antyder att det kan ses som en tillgång eftersom gemensamma och fly-tande roller möjliggör en trygghet och mindre sårbarhet ur ett organisatoriskt perspektiv. Med-arbetarna påpekar hur viktigt det är med en tydlig rollfördelning för att undvika frustation och förvirring. Resultatet kan även tolkas om hur viktigt det är med olika ledarskapsstilar, vilket är raka motsatsen mot vad som presenteras i teorin. Personkemi mellan de som delar ledarskapet visar sig vara något väsentligt, precis som i teorin. Resultatet antyder även på en överensstäm-melse mellan teori och praktik gällande tillsättandet av en ny ledare, då ledarna beskriver hur positivt det varit att de själva fått välja vem som ska tillsättas.

The purpose of our study is to investigate what difference a shared leadership can make in an organization. We also wanted to know how social work professionals describe shared leadership and how its changes and consequences work out in an organization. To be able to answer the purpose of this study, we decided to do a case study. The interviews are conducted in an social work organization. We have conducted a focus group interview with three employees, an interview with each of the two area managers having a shared leadership, an interview with the social manager, an interview with the operations manager and one with a politician. In this study we used both an abductive and a qualitative approach by doing six interviews. The conclusion of our study is that the implement of a shared leadership have many advantages for the organization-from the employees at the bottom to the politician at the top. The results show that it is not an easy task to perform a shared leadership. It takes two willingly people and a lot of characteristics to do it. We have learned that this type of leadership is not for all managers. Some managers want to run the show on their own.

Leaders are often called upon to make sense out of complicated situations and give direction to others, and the situations have increased in both number and complexity. A solution to this problem has been identified in sharing leadership and engaging the potential of entire organizations. Therefore the purpose of this literature review is to map and identify interesting areas about shared leadership. Investigating if shared leadership can help organisations become more efficient in a world of growing complexity. Focusing on why organisational actors should consider a shared leadership approach. Critically examine the potential outcome from shared leadership and how an organisation could move towards adopting a shared leadership approach, including steps, conditions and actions that would be required. Literature about shared leadership and similar concepts has increased extensively, causing dissension in the area. Aiming to explore, understand and express what the literature says about shared leadership we adopted the systems view with an inductive and qualitative approach. Realising that shared leadership most commonly is practiced and studied in teams we adopted this scope and went deeper into the social process and conditions for creating shared leadership in teams. Shared leadership was found to solve demands for increased knowledge, skill and ability among modern leaders. Preferably implemented successively by vertical leaders into cross-functional teams conducting knowledge work. Tasks to simple or time to urgent however makes shared leadership ineffective, while misaligned perceptions and purposes between team members might diminish trust and neglect shared leadership. This review then makes valuable implications for future research, suggesting deepened empirical research in the implication of shared leadership.

The aim of this study is to create an increased understanding of shared leadership and how it takes shape in the relationship between first-line managers in human service organizations. Shared leadership is seen as a complement to the traditional one-man leadership and briefly means that two managers share the role that usually is held by a single leader. The study has a qualitative approach based on semi-structured interviews with managers in human service organizations. The interviews mention the mangers thoughts and experiences about shared leadership and gain approval in the hermeneutic science field. The study is analyzed based on symbolic interactionism where perspectives from the theoreticians Mead and Goffman are used. The relationship between the two managers is also analyzed using Foucault's meaning about the concept of power. The results show that shared leadership, on a voluntary basis, has great potential to create satisfaction, personal development, and provide higher quality of decision-making. Communication is seen in the result as one of the most important factors to a successful shared leadership. To share leadership implicate a requirement of clear power structures. The power structure lays groundwork for the shared leaderships success or failure.

Connections between athletes and musicians have been drawn recently by scholars, sports psychologists, and musicians. Literature on these connections, however, has focused on individuals rather than exploring connections between teams and ensembles. The broad goal of our study was to determine whether leadership roles like those observed in sports research emerge in chamber music ensembles. We chose to focus on connecting the literatures of leadership in sports and music by using a questionnaire drawn from sports research (Fransen, et al., 2014) in a chamber music setting. Fransen’s model was designed to measure the emergence of four leadership roles (Task, Social, Motivational, and External) in teams. In our study, fifty local musicians responded to an online questionnaire derived from Fransen (2014). We found that all four of Fransen’s leadership roles were identified by respondents as present in chamber ensembles. Respondents were also asked to describe leadership roles in their ensemble that did not fit Fransen’s four leadership roles, where such existed. From their responses, we postulate the roles of “organizational leader” and “leader by example” in chamber ensembles. We interpreted the organizational leader to be an extension of Fransen’s “external leadership” role. We interpret he leader by example role to be a set of attributes as predictors of shared leadership in individuals, rather than as a separate leadership role. In light of our findings, we offer suggestions for improving the functioning of chamber ensembles and for future research in this topic.

In this study, the role of the deputy-principal is examined. An attempt is made to gain a better understanding on how distributed leadership manifests in the role of the primary school deputy-principal by focusing on the deputy-principal’s activities and interactions with, among others, the Department of Basic Education (DBE), the principal, educators, the School Governing Body (SGB) and the community. A deputyprincipal is in the unique position of being not only the assistant to the principal and deputising for the principal during his or her absence, but also a teaching staff member. Education leadership literature shows that little attention has been given to the specific duties and responsibilities of South African deputy-principals in comparison to other leadership and management positions in schools. Due to the vaguely defined position of deputy-principals, their role and responsibilities remain largely undetermined. By posing the central research question to the study: “How is distributed leadership manifested in the role of the primary school deputy-principals?” the aim was to determine what primary school deputy-principals do on a daily basis at school, what the different perspectives are on the role and responsibilities of the deputy-principal with regard to school management and leadership, and also who determines what the primary school deputy-principal does and what criteria are used to determine these duties. Purposive sampling was used, selecting five large primary schools in the Tshwane South District of the Gauteng Department of Education (GDE). / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted

Classroom teacher leadership is a very broad concept that evolved over years and includes various concepts in the paradigm of education leadership (York-Barr & Duke, 2004: 255). Two concepts in the education leadership paradigm, which are closely related to and interlinked with classroom teacher leadership, are instructional leadership and distributive leadership. A new school of thought emphasises the importance of the classroom teacher as an instructional leader (Horgn & Loeb, 2010: 66). The only way that the classroom teacher can assume this required role as instructional leader is within a distributive leadership environment and therefore, distributive leadership is at the core of instructional leadership (Hoadley, Christie & Ward, 2009: 377). We can therefore conclude that classroom teacher leadership refers to classroom teachers who teach and lead (York-Barr & Duke, 2004: 267). Classroom teacher leadership is the type of quality leadership required to create effective schools. In recent studies done in South African schools it was, however, clear that although research proposes that the classroom teacher should assume leadership roles within a distributive leadership environment, classroom teacher leadership has not yet realised in the schools studied. The gap in the literature is that it shows what should happen, it indicates that it is not happening in some South African schools but it does not indicate how it should happen. This study aimed through a qualitative, case study design to investigate classroom teacher leadership in effective top-performing schools in the Pretoria area in the Gauteng province. Through semi-structured interviews the experiences of classroom teachers and their principals on classroom teacher leadership revealed that classroom teacher leadership is evident in these top-performing, secondary schools. Through their experiences various classroom teacher leadership practices could also be identified shedding light on how classroom teacher leadership can be implemented and promoted in order to create the quality leadership required for an effective school. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted