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Relevant bibliographies by topics / Peer leadership

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Academic literature on the topic 'Peer leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Peer leadership"

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GUIDI, MARILYN A. "Peer-to-Peer Accountability." Nursing Management (Springhouse) 26, no. 10 (October 1995): 49. http://dx.doi.org/10.1097/00006247-199510000-00017.

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Flagg, René L., and Arline Sparks. "Peer-to-peer education:." Nursing Management (Springhouse) 34, no. 5 (May 2003): 42–43. http://dx.doi.org/10.1097/00006247-200305000-00011.

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Roux, Nikki. "Peer-to-peer feedback." Nursing Management 51, no. 8 (August 2020): 9–11. http://dx.doi.org/10.1097/01.numa.0000688972.66626.fd.

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Bailey, Brett J., Brandi L. Bowers, and Drayton A. Hammond. "Peer leadership for pharmacy students." American Journal of Health-System Pharmacy 74, no. 5 (March 1, 2017): 282–84. http://dx.doi.org/10.2146/ajhp150944.

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Weisbender, Mark A., and Margie Egbert Edwards. "Peer Leadership Programs in Schools." Special Services in the Schools 12, no. 1-2 (December 31, 1996): 109–24. http://dx.doi.org/10.1300/j008v12n01_07.

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Kotlyar, Igor, Julia Richardson, and Len Karakowsky. "Learning to lead from outsiders." Journal of Management Development 34, no. 10 (October 12, 2015): 1262–71. http://dx.doi.org/10.1108/jmd-05-2015-0076.

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Purpose – An increasingly popular method of facilitating employee and leadership development is via a career community (Parker et al., 2004), where individuals self-organize to obtain career support. This study was driven by the following research question: how do external peer coaching groups – which are a form of career community – impact leadership development? The purpose of this paper is to report the findings of a research study that examined one such career community focussed on providing peer coaching for managers in business organizations. The authors conducted in-depth interviews with participants who attended a leadership development program that was based on harnessing a career community for the purpose of peer coaching. The authors report the results of the study and its implications for leadership development programs. Design/methodology/approach – The authors chose a qualitative methodology to conduct this exploratory examination, where the authors conducted in-depth interviews with participants in a unique leadership development program which involved peer group coaching supplemented by one-on-one personal coaching. A key reason for adopting a qualitative methodology was that the authors were looking for a deeper understanding of interviewees’ perceptions and experiences regarding peer coaching. The first component of the leadership program involved eight peer coaching sessions over a 12-month period. Participants met in small, exclusive groups – typically in cohorts of seven to eight peers, but as many as 12 peers – every six weeks to discuss a variety of topics relevant to their jobs and stage of career and to provide each other with peer coaching and advice. Each group was comprised of people from different organizations. Sessions were led by a facilitator and lasted three hours each. The authors conducted in-depth interviews with 17 graduates of the program. The sample comprised 14 women and three men. Interviews were audio taped and transcribed verbatim and then analyzed using thematic analysis (King, 2004) to identify the key themes in interviewees’ experiences of the respective program. Findings – Thematic interpretation of participants’ responses yielded the following four major themes: first, the value of a learning community; second, the utility of a formal approach to peer coaching; third, the value of diversity and “externality”; and fourth, the value of an open learning environment (each fully described in the manuscript). The study revealed that external peer coaching and personal coaching deliver distinct types of value as part of a complete leadership development program. Research limitations/implications – This was a case study and specific to one leadership development program. Consequently, the authors cannot necessarily generalize the findings. Practical implications – The findings draw critical attention to the major contribution that learning communities can make toward leadership development. Although many leadership development programs assume that “leadership” is best learned from top leaders (e.g. Presidents and CEOs), organizations can acquire unique benefits by leveraging the concept of peer coaching, which can produce substantial results by having managers at the same organizational level learn from each other. In addition, the study underscores the potential value of external sources of peer coaching and leader development. Organizations may further maximize such benefits by sending their mid and senior-level managers to external peer coaching programs, which can deliver unique value in addition to any internal leadership development initiatives. Social implications – This study underscores the need to better bridge the gap between two literatures – careers and leadership development. Career scholars explore the activities involved in developing careers (e.g. career communities) and leadership development scholars explore activities involved in developing leaders. This study demonstrates the value of integrating knowledge from both these literatures to suggest that learning communities can impact leadership development in significant and positive ways. Originality/value – This study makes a novel contribution to the literature addressing leadership development. It draws attention to the use of career communities for leadership development – an issue which has largely been ignored. In addition, while much of the extant research has focussed on either academic or student participants, the study focussed on business professionals. Few studies have examined the use of peers from outside organizations to serve as coaches for leadership development.

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Stebbins, Peter, Fiona Loughlan, Danielle Lees, Ben De Young, Leith Middleton, and Joanne Karabitsios. "Leadership and Organisational Health: An Evidence-Based Leadership Development Program." Australian Journal of Rehabilitation Counselling 14, no. 2 (September 1, 2008): 94–109. http://dx.doi.org/10.1375/jrc.14.2.94.

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AbstractThis study examined the efficacy of an evidence-based supportive leadership program to address psychosocial hazards identified in an organisational health review of a government department. Participants were employees identified as having supervisory and management roles (N = 57; males = 30, females = 27; age range 22 to 63). The program was implemented systematically over a 6-month period using 2 × 2 day intensive workshops, interim 360 peer review assessment and 1-day follow-up. The program used a variety of behavioural learning approaches with individual and group feedback from professional, peer and self-review. The results showed a major improvement in organisational health with significant changes in risk status across the domains of Relationship, Manager and Peer Support. Improvements in organisational health made within the leadership group had generalised across the entire workforce and continued to be maintained at the 18-month follow-up.

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LeClair-Smith, Colleen, Brandi Branum, Lindsay Bryant, Betty Cornell, Heather Martinez, Erin Nash, and Lacy Phillips. "Peer-to-Peer Feedback." JONA: The Journal of Nursing Administration 46, no. 6 (June 2016): 321–28. http://dx.doi.org/10.1097/nna.0000000000000352.

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Irby, Beverly J., and Elisabeth Pugliese. "Considerations of Virtual Peer Leadership Mentoring." Mentoring & Tutoring: Partnership in Learning 27, no. 5 (October 20, 2019): 483–86. http://dx.doi.org/10.1080/13611267.2019.1702255.

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Stamou, Elina. "Reclaiming user leadership in peer support practice." Journal of Mental Health Training, Education and Practice 9, no. 3 (September 2, 2014): 167–76. http://dx.doi.org/10.1108/jmhtep-02-2014-0003.

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Purpose – The purpose of this paper is to explore user leadership in peer support practice by reviewing existing evidence and models of delivery, investigating the recently developed term of “authentic” peer support and reflecting on challenges and opportunities for the future. Design/methodology/approach – The paper presents and discusses views and evidence on peer support policy and practice, found in the current literature, grass roots peer support experts’ presentations and contributions to conferences, a national peer support network, key policy documents and the work of Together for Mental Wellbeing. Findings – Peer support benefits are widely documented as is its history, rooted in user leadership. More recently, peer support is acknowledged in a number of key mental health policy documents as seen to be key in the response to current quality and cost agendas. There has been a simultaneous increase of “formal” peer support as practiced by large service providers and a gradual shift away from its “user led” origins. Against the background of the current economic climate and implications for mental health services, there seems to be a need to pause and reflect on current peer support practice and rethink the way forward. Originality/value – This paper's emphasis on the authenticity of peer support covers new ground in relation to an important topical debate.

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Dissertations / Theses on the topic "Peer leadership"

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Jacks, Maureen, and Jennifer Arjo. "Peer mediation through leadership." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1253.

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Conley, Kathryn. "Youth Leadership Development and Peer-Led Initiatives." VCU Scholars Compass, 2009. http://hdl.handle.net/10156/2395.

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Price, Kristin L. "First-generation Peer Mentors' Engagement and Leadership Development." Thesis, California Lutheran University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561417.

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The purpose of this phenomenological study was to explore how lived experiences prompt first-generation college students to engage as peer mentors, and how they experienced leadership development. Participants included thirteen first-generation college students, who engaged in peer mentoring. An explanatory model that surfaced from data collection is presented, demonstrating the process of leadership development that some first-generation college students underwent through their participation as peer mentors. Family, service, and validation, emerged as the central phenomenon of the model, which also included emerging themes: (a) (dis)engagement, (b) peer mentor engagement, (c) intrapersonal development, (d) professional development, and (e) transformational learning.

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Ross, Jack John Wesley. "Peer leadership in a virtual community of practice." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104921.

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This interpretive research study examines peer leadership in a distributed online MBA community of practice at New States University (NSU pseudonym, based in USA). It explores ways in which faculty members in a global business course, NMBA616 (pseudonym), negotiate relationships, meaning and identity in their efforts to be effective teachers and address their own needs for professional growth and development. The research participants provide insights about community formation and function in a virtual domain where they work together at a distance without meeting face-to-face. The study appears to be a new application of culture code methodology, symbolic interactionism and social learning theory as they conjoin on social, psychological and organizational levels. To my knowledge it is the first study of an MBA virtual community of practice. Research interviews were conducted primarily by distance using web-based technology, teleconferences and email, as well as some face to face discussion. The central questions are: 1) To what extent does a distributed faculty team in an online global business management course constitute a community of practice? 2) What is the nature of faculty relationships in the online global business management course? and 3) What are the leadership issues in a virtual practice setting? Findings reveal that online community practitioners are resourceful in creating peer leadership that is embedded within the group and its relationships. The study is motivated by my personal interests and professional experience, as well as by the quest of online colleagues for ways to assess, support and improve themselves and their practice. Building on personal experience as an online business communications instructor, the thesis presents an example of peer leadership in a virtual global business community of practice and in its completion stands as a case study.

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Farmiloe, Bridget Joy Anne, and n/a. "An exploration of the personal experience of peer leadership." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060710.094543.

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Drug use and misuse among young people in Australia has caused concern throughout the community and has prompted nationwide action to address the problem. One component of intervention strategies with young people is drug education. Drug education in Australia represents an international philosophy of prevention and takes a harm minimisation approach to intervention. One strategy that has had international success in the area of drug education with young people, and that has been used effectively in health education in Australia since the 1970s, is peer education. Peer drug education involves young people conducting drug education sessions with their peers. An example of peer drug education in Australia is the Teenagers Teaching Teenagers' (Triple T) program, conducted in the Australian Capital Territory (ACT). Evaluations and descriptions of peer drug education programs tend to focus more on outcomes pertaining to program recipients and fail to explore in detail the specific experience of peer leaders. Existing research on the experience of peer leadership does not explore in detail the personal experience of leaders, that being the effect of peer leadership training and duties on leaders' personal perceptions of drugs, their behaviour with drugs and their own feelings and skills. This thesis explores the personal experience of a group of peer leaders who participated in the Triple T program in 1994. It considers their perceptions of the program at the time of training and then goes on to explore the impact of this experience on their formulation of ideas about drugs to the present day. The thesis is a qualitative project which utilises in-depth interviewing and focus groups to gather data and then presents a thematic analysis of participant response. The thesis asks two research questions, 1. What do young men and women involved in the Triple T program take from the experience of peer leadership training and duties? 2. In what way does the Triple T' experience appear to contribute to the development of drug related ideas of these young people in the two years following involvement in the program? The findings suggest that the participants gained information, skills and personal development from the training and generally found it to be a positive experience. However, participants distanced themselves personally from a substantial amount of the training content and did not personally reflect on the training content to any great extent at the time of training. Training processes and some aspects of leadership duties more personally affected them, although again there was personal distancing from this part of the program. In exploring the findings there was difficulty determining the influence of the training experience due to participant reluctance to attribute influence to any one source on the formulation of ideas. Instead, participants describe a complex interaction of influences on the formulation of ideas about drugs and a process which involves maintaining control, upholding the notion of informed choice and incorporating ideas about drugs into the formation of an adult identity. Influences on these ideas include the training, actual experiences with drugs and observations of others. The thesis exploration suggests that being involved in peer drug education does impact on peer leaders but this experience was not personalised to any great degree at the time of training. However, in the following two years, participants called on the training information as well as other influences as they formed their ideas about drugs. The thesis raises some issues of how to maximise leaders' personal connection to the peer drug education process, if this is in fact a desired outcome of peer education. It also suggests the need for further research into the experience of peer leaders who seem to have remained the least considered party in the peer education movement.

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Watson, Charles Caldwell. "A Program Evaluation Of A Secondary Peer Tutoring Program." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091495.

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Using a combination of the quantitative and qualitative, a peer tutoring program at a secondary governor's school was analyzed between fall of 2015 to spring of 2019 for efficacy with respect to how participation influenced changes in tutees' quarter scores, when the optimal time to offer peer tutoring would be, and what participants identified as the primary benefits and barriers to attending. Peer tutoring was offered both after school and during lunch during this investigation, and yielded many interesting results. First, peer tutoring was found to have no significant influence overall upon change upon participants' quarter scores compared to a control, and in a highly unusual result was even found to have a negative influence upon tutees' quarter scores under certain circumstances. Second, participants attended during certain times and days more reliably than others, though overall attendance was highly vulnerable to academic and activity conflicts. Third, tutors' motivation to offer support tended to be altruistic in nature, whereas tutees' motivation was to receive academic support. Last, participants identified activity conflicts as a significant barrier to attending peer tutoring, and mixed results were found about the influence of lacking transportation as a challenge for attendance.

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Schorr, Erin Marie. "A PHENOMENOLOGICAL EXAMINATION OF PEER LEADERSHIP EXHIBITED BY DIVISION I FOOTBALL CAPTAINS." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174683034.

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Priest, Kerry Louise. "Constructing Leadership Identities through Participation in a Leadership Living-Learning Community." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28135.

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This case study conceptually illustrated how a leadership living-learning community provided an educational context well suited to enhance development of leaders within changing leadership and educational paradigms. Specifically, it highlighted how both leadership and learning have come to be viewed as sociocultural processes, and presented theoretical and applied descriptions of â communities of practiceâ and the identity formation process of â legitimate peripheral participationâ (Lave & Wenger, 1991). The unit of analysis for this case study was a first-year, leadership-themed living-learning community at a four-year, land grant university in the Eastern United States. The purpose of the study was to explore how college students constructed leadership identities as they moved from first year members to second year peer leaders in the living-learning community. Nine sophomore students serving in peer leader roles and four faculty members serving as program instructors were the primary study participants. In-depth qualitative interviews with students and faculty, analysis of key program documents and studentsâ written assignments, and a confirmatory student focus group contributed to the creation of eight primary themes and one overarching theme describing how students constructed leadership identities through community participation. The eight themes included access to experiences of membership, meanings of the first-year experience, beliefs about leadership, peer leader roles and practices, knowing in practice, meanings of multi-membership, and embodiment of the program mission. The overarching theme illustrated how peer leaders embody the mission-oriented program design as they move throughâ and ultimately out ofâ the community. Studentsâ representations of their beliefs and practices enacted through community leadership roles emphasized college success strategies, foundational leadership knowledge and skill development, and preparation for future leadership roles. The findings of this study provided insight for educators who desire to design programs that foster college student leadership development. The findings revealed social and cultural implications related to higher education's call to enhance students' leadership capacity. There is a need to further explore leadership identity formation within other contexts, as well as the long-term impact of learning community experience on studentsâ representations of leadership identity.
Ph. D.

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Banducci, Amanda M. "Peer Leadership: An Analysis of Athlete Captains on Collegiate Sports Teams." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/435.

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The purpose of the study is to identify specific leadership behaviors of team captains and to determine how perceived leadership behaviors influence teammates’ perception of cohesion and satisfaction. Last, the study will demonstrate the relationship between perceived team captain leadership and team success mediated by perceived cohesion and satisfaction, while controlling for athletic ability. The team captains and coaches, from division III teams, were interviewed and team mates were given three surveys: Athlete Leadership Survey (ALS), Group Environment Questionnaire (GEQ) and an Athlete Satisfaction Questionnaire (ASQ), measuring perceived leadership, cohesion, and satisfaction respectively. Statistically significant results of two bivariate regression analyses between ASL and ASQ, and team success (defined by winning percentage), suggest a strong positive relationship between perceived team captain leadership and team success. Yet, the effect was decreased when mediated by perceived satisfaction.

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McFarland, Kenneth P. "Leadership that Scales| A Phenomenological Inquiry into Facilitated Peer-group Coaching." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838140.

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The global marketplace, with its complexity, immediacy, and ubiquitous disruptions places almost impossible demands on its leaders and its leadership ranks. For many years, a top, perennial contender for the “what keeps CEOs up at night” list has been a severe lack in both the quantity and quality of effective leaders. The war for talent has been figuratively bloody and literally protracted. Leadership development and coaching modalities abound, but demand appears to be much greater than the supply of effective and measurable solutions. Nowhere does there appear to be a scalable approach to accelerate into this demand curve.

This descriptive phenomenological inquiry explores the lived experiences of 16 leaders who participated in an experimental Facilitated Peer-group Coaching experience (FPC). FPC is a coaching methodology where participants work on both their own leadership development and the development of their peers. Participants learn to coach and develop each other with the assistance of a trained facilitator. Subjects in this study responded to 20 face-to-face interview questions designed to identify their thoughts, perceptions, feelings and perspectives. The findings and conclusions of this study revealed five developmental fields that catalyze and empower leadership growth. These fields include creating community, self-exploration and illumination, the community mirror, leadership development, and organizational business results. Those fields comprise an ecosystem that presents opportunities for global organizations, coaches and coaching organizations, and academic scholarship.

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Books on the topic "Peer leadership"

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Sturkie, Joan. Leadership skills for peer group facilitators. San Jose, Calif: Resource Publications, 1992.

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Drugs, Massachusetts Governor's Alliance Against. Developing peer leadership programs: A handbook for school & community. Boston, Mass.]: The Alliance, 1995.

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Peer review and teacher leadership: Linking professionalism and accountability. New York: Teacher College Press, 2010.

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United Nations. Economic Commission for Africa. Capturing the 21st century: African Peer Review Mechanism (APRM) best practices and lessons learned. [Addis Ababa]: Economic Commission for Africa, 2011.

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Keup, Jennifer R. Peer Leadership in Higher Education: New Directions for Higher Education, Number 157. Hoboken: Wiley, 2012.

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Ellis, Julia. Caring for kids in communities: Using mentorship, peer support, & student leadership programs in schools. New York: P. Lang, 2001.

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Peer leadership: A human relations process to reduce substance abuse and improve school climate. 2nd ed. Mountainside, N.J: T. Turney, 1994.

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Gruzd, Steven, and T. Petlane. African solutions: Best practices from the African Peer Review Mechanism. Auckland Park, South Africa: Fanele, 2011.

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African solutions: Best practices from the African Peer Review Mechanism. Auckland Park, South Africa: Fanele, 2011.

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Mechanism, African Peer Review, and NEPAD-Kenya Secretariat, eds. African Peer Review Mechanism (APRM): Kenya progress report. Nairobi, Kenya: NEPAD Kenya Secretariat, 2008.

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Book chapters on the topic "Peer leadership"

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Keup, Jennifer R. "Peer Leadership, Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 2202–10. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_548.

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Keup, Jennifer R. "Peer Leadership, Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–8. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_548-1.

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Snowden, Michael. "Peer Mentoring: Guaranteed Gold?" In Mentorship, Leadership, and Research, 117–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95447-9_9.

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Rajaram, Kumaran. "Reflective Peer Review Feedback: Leadership Development." In Evidence-Based Teaching for the 21st Century Classroom and Beyond, 199–220. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6804-0_6.

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Bahrami, Homa, and Stuart Evans. "Super-Flexible Leadership: Aligning Knowledge Workers Through Peer-Peer Practices." In Super-Flexibility for Knowledge Enterprises, 153–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-02447-4_8.

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Burton, Bruce. "Developing Student Leadership Through Peer Teaching in Schools." In Leadership in Diverse Learning Contexts, 333–45. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28302-9_17.

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Sánchez, Nydia C., and Estee Hernández. "Consejitos as a Counter-Hegemonic Peer Leadership Practice." In Studying Latinx/a/o Students in Higher Education, 79–90. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003008545-7.

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Reeves, Carla, Robin Kiteley, Kirsty Spall, and Louise Flint. "Working with Students as Partners: Developing Peer Mentoring to Enhance the Undergraduate Student Experience." In Mentorship, Leadership, and Research, 27–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95447-9_3.

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Pryor, Caroline R., and Barbara D. O’Donnell. "Peer Learning Communities in Action: Coaching to Improve Preservice Teaching." In The Handbook of Leadership and Professional Learning Communities, 229–40. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101036_19.

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Napier, Jemina, Mehdi Riazi, and Christa Jacenyik-Trawoger. "Leadership: A Cultural Perspective on Review as Quality Assurance Versus Quality Enhancement." In Peer Review of Learning and Teaching in Higher Education, 53–66. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7639-5_4.

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Conference papers on the topic "Peer leadership"

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Nye, Charles JS, Rebecca LG Haggie, Isabel Sellers, Lynn Zheng, Iain Smith, and Mark Slade. "6 Peer to peer leadership teaching for foundation doctors." In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.6.

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Lalleman, Pieterbas, Joanne Bouma, Gerhard Smid, Jananee Rasiah, and Marieke Schuurmans. "35 Catalysing nurse middle managers clinical leadership development through peer-to-peer shadowing: start tomorrow!" In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.35.

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Shah, Jamie, Victoria Jones, Sandip Ghosh, Tom Gallacher, and Louise Banks. "24 Advances in information delivery for foundation doctor on-call shifts via peer to peer interventions. A QIP (quality improvement project) for service provision." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.24.

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Khawardi, Lucy. "Politeness In Children's Language: Peer Group Influence and Pragmatic Competence." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.10.

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Peterson, Alexandra, Hannah Monaghan, and Jennifer Harrington. "30 Creation of a near-peer mentorship programme to improve support for new doctors." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.30.

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Grbenic, Stefan. "PRIVATE FIRM VALUATION: MAXIMIZING THE ACCURACY OF SYNTHETIC MULTIPLES BY SELECTING THE OPTIMAL PEER POOL." In 4th International Scientific – Business Conference LIMEN 2018 – Leadership & Management: Integrated Politics of Research and Innovations. Association of Economists and Managers of the Balkans, Belgrade, Serbia et all, 2018. http://dx.doi.org/10.31410/limen.2018.648.

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Sert-Özen, Arzu. "The Effect Of Team Cohesion On Peer Justice: A Team-Level Analysis." In Joint Conference ISMC 2018-ICLTIBM 2018 - 14th International Strategic Management Conference & 8th International Conference on Leadership, Technology, Innovation and Business Management. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.02.50.

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Osborn, Jonathan, Timothy J. Troy, Gregory Smith, and Joshua D. Summers. "Case Study Instrument Development for Studying Collaborative Design." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99674.

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This paper outlines a research instrument developed to analyze the relationship between communication modes, leadership styles, and team composition. The instrument is a survey that captures this information from collaborative design team members. This information can be correlated with team success, and the productive characteristics can be encouraged in future groups. The survey was distributed and analyzed in small numbers, and first round recommendations and student feedback are gathered. The developed instrument gathers background information on the student, group, and project. The project itself was defined in four stages: Problem Definition, Concept Generation, Concept Selection, and Concept Expansion. The students were asked questions about the team leadership style based on the Vroom-Yetton Model. The students were then asked how often they used various communication modes (verbal, textual, and graphical) when communicating Peer-to-Peer, Peer-to-Group, and Group as a Whole. These questions were repeated for each of the design stages. The instrument was structured and refined in order to analyze the behavior of undergraduate design students. It is intended to provide researchers and educators a tool to evaluate and critique collaborative behavior in order to streamline the design process. However, the survey was formulated broadly enough to be used in an industrial setting with small changes in the format to accommodate more experienced designers. The analysis of the original distribution revealed that the survey should be broken down into four parts corresponding to the four design stages and administered longitudinally.

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Belda, Rosa M., and Fernando Fornes. "ANALYSIS OF LECTURER EVALUATION VS. STUDENT PEER- AND SELF-EVALUATION OF TEAMWORK AND LEADERSHIP IN UNIVERSITY FIRST-YEAR STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0892.

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Jain, Neerja, Jyoti Baharani, Annette Dodds, Maz Ali, and Peter Storey. "103 ACE – acceptance, choice and empowerment (ACE) for pre -dialysis patients: a peer educator based community: a project that aims to improve choice and quality of life for patients with kidney failure." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.101.

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Reports on the topic "Peer leadership"

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Carrell, Scott E., Robert N. Gilchrist, Richard L. Fullerton, and James E. West. Peer and Leadership Effects in Academic and Athletic Performance. Fort Belvoir, VA: Defense Technical Information Center, May 2007. http://dx.doi.org/10.21236/ada608374.

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Whitson, Samuel A. Strategic Leadership Assessment of Peter the Great. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada341467.

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