Leadership and City Waste Politics: A Case Study on the Waste Management in Depok City, West Java Province 2014 – 2017

This article aims to ascertain the role of a local leader in the transformation of waste management in Depok City, West Java, between 2014 and 2017. In 2005, Depok was identified as one of the dirtiest cities in Indonesia; by 2017, it had successfully transformed itself and received the Adipura Award for Indonesia's cleanest city. Based on qualitative fieldwork, we argue that Depok's waste management was transformed through a series of policies made by the mayor in conjunction with the Government of Depok City between 2006 and 2016. The example of Depok shows that formal leadership plays an important role in encouraging the emergence of innovative policies to address public problems. In this case, the vision of the leader was translated into policy and implemented by bureaucratic institutions, thereby driving important changes in the region. Further contributing factors included credibility, protection from opposition, and access to resources. We also emphasize the importance of leadership in giving direct examples to local communities on how we understand waste; how we reduce, reuse, recycle, and participate. The leader's ability to consolidate his ideas within the broader community, as well as his commitment to sustainable change, become the main driver of his policy performance.

Painaha: Gender and Leadership in 'Are'Are Society, the South Sea Evangelical Church and Parliamentary Leadership-Solomon Islands

<p>This thesis stems from my own experience as an advocate for peace as well as a victim during the recent civil conflict that shocked Solomon Islands from 1998 to 2003. I had the opportunity to live and work under a leadership in crisis situation where law and order was absent, the economy collapsed and people and leaders were confused. Amidst the confusion, women took an active role in confronting the situation at its peak, a week after the 5th June 2000 coup, visiting the militants' camps around Honiara, helping victims of the conflict and voicing their concerns to leaders. This thesis is about gender and leadership. Many Solomon Islanders including myself are searching for solutions to ensure that history does not repeat itself and produce further discord. In doing so, finding new leadership models that would engage both genders and different leadership institutions working in partnership with each other at all levels is necessary. This thesis examines the presence and absence of women in three separate leadership spheres: the 'Are'Are society, the South Sea Evangelical Church and Parliamentary leadership. The three objectives are, to examine to what extent women exercise leadership in the three leadership spheres, to study the factors that contribute to women's limited access to formal leadership and to examine whether it is possible for women to make a difference if they are involved in the different leadership positions. The questions asked are: whether the roles women perform in both the private and public spheres and the formal and informal structures are leadership roles? Should their roles warrant them leadership positions within these three leadership spheres? Should their roles accord them the title "leader"? Are women satisfied with their current roles and position within the three leadership spheres? The research framework was based on my personal position as a knowledgeable insider. The methodologies used include focus group interviews, participant observation and face to face interviews with 41 leaders who hold or have held leadership positions in these three leadership spheres within Solomon Islands. Secondary information sources were also valuable. In this thesis, I argue that the issue of gender and leadership is critical for rethinking and redesigning the future direction of Solomon Islands as a nation state. It will be the key ingredient in reconstructing and rebuilding the new Solomon Islands. The rebuilding process will mean reclaiming women's leadership roles in the three spheres, providing training for women and men leaders, providing political awareness in the wider community and addressing corruption and malpractice in the political electoral process. Developing a strong, well-disciplined pool of women and men leaders within the three leadership spheres, in particular the formal and Parliamentary leadership is what Solomon Islands needs.</p>

Painaha: Gender and Leadership in 'Are'Are Society, the South Sea Evangelical Church and Parliamentary Leadership-Solomon Islands

<p>This thesis stems from my own experience as an advocate for peace as well as a victim during the recent civil conflict that shocked Solomon Islands from 1998 to 2003. I had the opportunity to live and work under a leadership in crisis situation where law and order was absent, the economy collapsed and people and leaders were confused. Amidst the confusion, women took an active role in confronting the situation at its peak, a week after the 5th June 2000 coup, visiting the militants' camps around Honiara, helping victims of the conflict and voicing their concerns to leaders. This thesis is about gender and leadership. Many Solomon Islanders including myself are searching for solutions to ensure that history does not repeat itself and produce further discord. In doing so, finding new leadership models that would engage both genders and different leadership institutions working in partnership with each other at all levels is necessary. This thesis examines the presence and absence of women in three separate leadership spheres: the 'Are'Are society, the South Sea Evangelical Church and Parliamentary leadership. The three objectives are, to examine to what extent women exercise leadership in the three leadership spheres, to study the factors that contribute to women's limited access to formal leadership and to examine whether it is possible for women to make a difference if they are involved in the different leadership positions. The questions asked are: whether the roles women perform in both the private and public spheres and the formal and informal structures are leadership roles? Should their roles warrant them leadership positions within these three leadership spheres? Should their roles accord them the title "leader"? Are women satisfied with their current roles and position within the three leadership spheres? The research framework was based on my personal position as a knowledgeable insider. The methodologies used include focus group interviews, participant observation and face to face interviews with 41 leaders who hold or have held leadership positions in these three leadership spheres within Solomon Islands. Secondary information sources were also valuable. In this thesis, I argue that the issue of gender and leadership is critical for rethinking and redesigning the future direction of Solomon Islands as a nation state. It will be the key ingredient in reconstructing and rebuilding the new Solomon Islands. The rebuilding process will mean reclaiming women's leadership roles in the three spheres, providing training for women and men leaders, providing political awareness in the wider community and addressing corruption and malpractice in the political electoral process. Developing a strong, well-disciplined pool of women and men leaders within the three leadership spheres, in particular the formal and Parliamentary leadership is what Solomon Islands needs.</p>

117 Formal Leadership Teaching in Canadian Pediatric Residency Programs

Primary Subject area Medical Education Background Effective clinical leadership is known to improve clinical outcomes, health service delivery, effective resource allocation, and patient and staff satisfaction rates. Although it is well known that leadership skills can be taught and are necessary for all physicians, there are very few described residency-level structured leadership-training curricula. Yet, pediatric residency programs' Competence-By-Design (CBD) includes 19 stage-specific, leadership-focused Milestones, spanning 10 Entrustable Professional Activities (EPAs) that will need to be assessed. Objectives The purpose of this study was to map how leadership is formally taught in Canadian pediatric residency programs and to explore how leader-specific milestones and EPA are incorporated into programs’ training. Design/Methods Program Directors from all Canadian pediatric residency programs were invited to complete an online, anonymous survey, which was developed using the AMEE Seven-Step Survey Development guidelines. The survey explored demographics, teaching structure, teaching content and methods, assessment, and participants’ perspectives. Descriptive and thematic analyses were performed. Results Ten of the 17 pediatric programs directors responded to the survey. All program directors (n=10), stated that there is a need for mandatory, formal leadership teaching and formal leadership skills assessment for pediatric residents. Yet, half of respondents (n=5) reported no formal leadership teaching and residents' leadership skills are not formally assessed in three (of 10) pediatric residency programs. Additionally, none of the programs offers stage-specific leadership teaching. Of the programs that offer formal leadership teaching, four programs’ teachings are stand-alone courses, while one program has a longitudinal leadership curriculum. Only one program offers formal teachings on leader-related CBD EPAs and/ or Milestones. Seven programs formally assess residents’ leadership skills. Of these, four programs use a formal assessment tool, while three programs do not use any assessment tool. None of the programs utilizes a validated or published leadership skills assessment tool. Thematic analyses revealed that the common barriers to introducing a formal leadership curriculum include limited available time in residents’ teaching curriculum, lack of expertise and resources to teach leadership, and difficulty in assessing leadership skills. Conclusion Although residency programs identify leadership teaching and assessment as necessary, most pediatric residency programs lack formal leadership teaching and assessment. Additionally, no such teaching is stage-specific. Understanding the current state of programs’ leadership teaching will help better prepare programs for the integration of leadership milestones/ EPAs in the curriculum.

ORGANIZATIONAL (CORPORATE) CULTURE AS A FACTOR OF OFFICIAL INTERACTION IN THE MILITARY AND PROFESSIONAL ENVIRONMENT

Introduction. The professional activity of servicemen is a special kind, where the coordination of their actions is important for the performance of the task, the preservation of life. This is the kind of professional activity in which mistakes of mutual understanding, inconsistency of actions are very expensive. Therefore, it is expedient and promising to focus on the peculiarities of the formation and functioning of service interaction in the military-professional environment under the influence of its existing organizational culture. Purpose. The study is driven by a desire to focus on defining organizational (corporate) culture as a factor in the existence of a military unit in general and on service interaction in the interests of the ability to perform military service tasks. Methods. To achieve the goal of the study, the following methodological tools were selected: Parametric sociometry, for which a questionnaire was developed. To assess the socio-psychological characteristics of military unit a relatively new method for research in military psychology and very well known in organizational psychology (management psychologists), namely the method of diagnosing organizational culture K. Cameron and R. Quinn OSAI (Organization Culture Assessment Instrument) was used. A survey was also conducted on the level of readiness for service of each serviceman and the intensity of service. Results. The application of these methods in the empirical study made it possible to obtain information of an empirical nature, which was processed by applying factor analysis by the method of "principal component analysis" in the software SPSS - 20. Conclusion. Service interaction of servicemen in the performance of their combat missions is extremely necessary not only to achieve appropriate results, but also to save lives. It is not common enough in the vast majority of situations. Organizational and psychological features of the formation of service interaction in the performance of military service tasks are strong formal leadership, a sufficient level of complexity, as well as the intensity of service tasks, through which servicemen are more focused on each other and, thus, more focused on better service tasks.

"Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders

This generic qualitative research study examined if and how the dispositions of six exemplary teacher-librarians evolve after a move into a formal leadership role. All of the participants were classroom teachers and teacher-librarians prior to moving into leadership roles in their schools/university or districts. Findings from this study are organized and presented based on the leadership dispositions identified by Kimmel, Dickinson and Doll (2012) in their Dispositional Continua and include descriptors used by teacher-librarian leaders that help clarify each disposition. Further research is needed to create a valid and reliable disposition assessment tool for pre-service and in-service teacher librarians and TL leaders.

Systemic Leadership in Nordic Kindergartens

This is a scoping review of peer-reviewed journal articles within Nordic Early Childhood Education and Care research from 2014 to 2020. We aim to explore if and how the concept of systemic leadership is employed within Nordic research on kindergartens. Forty-two studies were included. The results show the study types, methods and informants used. Based on a qualitative content analysis, six dominating leadership perspectives were identified in the studies. These can be briefly described as: 1) leadership mirroring the outside world, 2) leadership as a collaborative process among humans, 3) hybrid leadership between solo and distributed, 4) shared formal leadership, 5) leadership as organizational learning and development, and 6) leading in the professional context. These approaches consider the ways in which systemic leadership is employed and they highlight the collective and relational dynamics of leadership beyond the individual leader. Despite a growing body of research, there remains a need for further theoretical and quantitative investigations, and studies that focus on staff without pedagogue education as informants.

Farmer social networks: The role of advice ties and organizational leadership in agroforestry adoption

With the decline in public budgets for agricultural extension support, ties between members of farmer groups are becoming more important to facilitate information transfer about agroforestry. This paper examines the role of social network ties in predicting organizational leadership in an agroforestry-based farmer group. Using social network data derived from interviews with members of farming groups based in the Ayeyarwady Delta of Myanmar, we established a positive relationship between advice-seeking ties and organizational leadership. In other words, farmers who were highly sought for agroforestry advice were more likely to be elected as leaders of the farmer group. Results show the frequency of interactions through advice-seeking ties also had a positive influence on the probability of farmers holding leadership positions. We found a core–periphery structure for the advice networks, whereby farmer leaders were overrepresented at the network core. Interestingly, general members of the farmer group were also in the core of the core-periphery structure, suggesting that engaging with farmers without leadership roles can also effectively disseminate agroforestry information to peripheral farmers. We conclude that farmer groups are valuable in agroforestry adoption and persistence and further analyses of formal leadership structures are needed to support more transparent and accountable governance.

Now You See Me, Now You Don’t: A Conceptual Model of the Antecedents and Consequences of Leader Impostorism

Impostorism, a phenomenon whereby a person perceives that the role they occupy is beyond their capabilities and puts them at risk of exposure as a “fake,” has attracted plentiful attention in the empirical literature and popular media. However, despite evidence that impostorism is frequently experienced by people in leadership positions, there has been little consideration of why this happens. In this theoretical article, we explain why formal leadership roles—roles that are characterized by elevated expectations, high visibility, and high levels of responsibility—are fertile ground for impostorism experiences. We also discuss how the associated self-conscious emotions of shame and fear, can increase leaders’ risk-aversion and enhance leader role performance, yet at the same time drive emotional exhaustion, and reduce their motivation to lead. This can ultimately inhibit leaders from seeking, claiming, and thriving in leadership roles. We offer individual-, dyadic-, and organization-level contextual characteristics that can either enhance or reduce this phenomenon. We also discuss how supportive organizations can mitigate leadership impostorism. Furthermore, we highlight how women and minority-status leaders may be more vulnerable to this experience and conclude by suggesting the practical implications of the leader impostorism phenomenon for individuals and organizations.