Summary of the main findings of team leaders’ mental representations
| Team leaders’ | Positional leadership perspective and a narrow team view | Interactive leadership perspective and a moderate team view | Collective leadership perspective and a broad team view |
|---|---|---|---|
| Understanding of leadership (RQ1) | Place strong emphasis on the leader’s position | Underlined the leader’s position but put more emphasis on leader–team interactions | Mentioned the leader’s position, emphasized leader–team interactions and highlighted the need to operate as a collective |
| Example metaphor for self-view as a team leader | A buzzard with a positional distance to the team, watching over their nest and observing if an intervention is needed | A watercolor painter who makes a draft with a pencil uses the different colors of team members but also marks the boundaries | A hub-and-spokes network of connections between individuals, teams and the organization that can be thin or thick |
| Leadership principles | Leadership is:
| Leadership is:
| Leadership is:
|
| Tasks and teams (RQ2) | Used limited team cues, and these segments were highly centered on their own roles | Used moderate team cues, and these segments focused on their own role and somewhat on the team as a whole | Used many different team cues, and these segments focused on the team as a whole |
| Cues | |||
|
|
|
|
| Team leadership behavior repertoires (RQ3) | Had very limited ideas on how to lead new team cases | Had a few ideas on how to lead new team cases | Had many different ideas on how to lead new team cases |
|
|
|
|
| Team leaders’ | Positional leadership perspective and a narrow team view | Interactive leadership perspective and a moderate team view | Collective leadership perspective and a broad team view |
|---|---|---|---|
| Understanding of leadership ( | Place strong emphasis on the leader’s position | Underlined the leader’s position but put more emphasis on leader–team interactions | Mentioned the leader’s position, emphasized leader–team interactions and highlighted the need to operate as a collective |
| Example metaphor for self-view as a team leader | A buzzard with a positional distance to the team, watching over their nest and observing if an intervention is needed | A watercolor painter who makes a draft with a pencil uses the different colors of team members but also marks the boundaries | A hub-and-spokes network of connections between individuals, teams and the organization that can be thin or thick |
| Leadership principles | Leadership is: Personal dominance Interpersonal influence | Leadership is: Personal dominance Interpersonal influence Some relational dialog | Leadership is: Personal dominance Interpersonal influence Relational dialog |
| Tasks and teams ( | Used limited team cues, and these segments were highly centered on their own roles | Used moderate team cues, and these segments focused on their own role and somewhat on the team as a whole | Used many different team cues, and these segments focused on the team as a whole |
Team learning behavior Task features Interpersonal factors | Sharing, co-construction, reflexivity Structure, novelty, interdependence Team efficacy | Sharing, co-construction, constructive conflict, boundary crossing, reflexivity Structure, novelty, interdependence Team psychological safety, team efficacy | Sharing, co-construction, constructive conflict, boundary crossing, activity, reflexivity Structure, novelty, interdependence, complexity Team psychological safety, team efficacy |
| Team leadership behavior repertoires ( | Had very limited ideas on how to lead new team cases | Had a few ideas on how to lead new team cases | Had many different ideas on how to lead new team cases |
Team leadership behavior Inductively coded actions | Transformational (limited ideas), initiating structure (one idea) Having no idea what to do, enouncing appreciation | Transformational (many different ideas), initiating structure (many different ideas), empowering (limited ideas) Starting individually, involving students, enouncing appreciation, using incentives | Transformational (many different ideas), initiating structure (many different ideas), empowering (many different ideas) Starting individually, involving students, taking no formal leadership role, stepping back, creating conditions, preserving the atmosphere |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.