Journal articles on the topic 'Shared Catholic Leadership Mindset'

To estimate the level of usage of leadership development opportunities, International Pharmaceutical Federation official data and national educational and professional standards for pharmacy students in such countries as the USA, the United Kingdom, Australia, and Canada have been analyzed. According to the results, leadership knowledge and skills are of great importance to provide people with advanced pharmaceutical care. The most common leadership abilities for students getting pharmaceutical education deal with personal leadership (self-awareness, self-motivation, emotional intelligence, innovative mindset), teamwork, effective collaboration with other health professionals, building of a shared vision, resulting in the ability to become a change agent for sustainable development and improvement of health care system.

Purpose This paper aims to highlight dysfunctional multi-stakeholder relations and negative business outcomes, evidenced in lose/lose results, exacerbated by failure to acknowledge strategic business focus as a means to redress problematic business thinking and practice amongst key leadership teams associated with achieving balance between competitive advantage and corporate social responsibility. Design/methodology/approach The reframed strategic business focus has been developed using Eastern philosophy and Western organization theory and refers to four case examples of dysfunctional business thinking and practice. Findings Strategic business focus results from an interdependent and complementary positive mediating relationship between competitive advantage and corporate social responsibility, which is moderated by organization culture (organization core values, including shared value) and strategic human resource management (talent and mindset). Research limitations/implications Strategic business focus as proposed has not been empirically tested but seeks to address a conceptualization that competing business and stakeholder agendas are interdependent and complementary. Practical implications Strategic business focus seeks to redress traditional win/lose and lose/lose business outcomes, by supporting win/win results, represented by shared value amongst multi-stakeholders. Social implications Strategic business focus seeks to provide a means whereby corporate social responsibility, particularly the social contract, plays a key role in the decisions and practices of key leadership teams and the behaviour of corporate staff in host environments when seeking competitive advantage. Originality/value Eastern thinking and behaviour are usually undervalued in the western business literature, particularly in western business practice. Joint attention, however, may improve competitive advantage and corporate social responsibility agendas in support of diverse management practices, including shared value.

In this report, we are continuing the discussion on the conclusions from the article “The Inter Business Index: Developing a Tool for Measurement and Comparability of Holistic Sustainability in Businesses” that was published in May 2017 by Hallin et al (2017) and claim that there is need for a new perspective that bring sustainability to a new level – that might be more successful at solving our shared global problems. In an attempt to understand business sustainability and its journey from early day CSR initiatives – towards being a central part of business strategy, we have looked at the structures and strategies companies use to understand sustainability, via reporting and profitable models. To deeper understand the importance of leadership and mindset in regard to sustainability, we have examined how the Inter Business Principles of purpose, empathy, system approach and transformation applies to the sustainability challenges leaders are facing today. Through dialogue with business leaders in Sweden and literature on business sustainability, we have identified leadership and investors as keys for corporate sustainability to take its next step.

Purpose Female leadership is a still largely unexplored aspect of the higher education (HE) field. While it is known that barriers to entry exist, few studies have addressed female leadership and have investigated what makes a female academic seek leadership, what their experiences are and how they perceive their positions and the associated responsibilities. The purpose of this paper is to contribute to this lacuna as it provides a qualitative account of female academic leaders’ perceptions regarding their positions in the Middle East (ME) context. It also outlines their main tasks as administrative and academic leaders. Design/methodology/approach Data collection and analysis took place according to grounded theory principles, as outlined in this study. Participants were selected according to theoretical sampling principles, access and willingness to participate. Findings The findings illustrate a core concept, the female academic leadership mindset in the ME, and three emergent concepts that address the main shared perceptions, which are leadership experiences and expectations, differential treatment and work-life balance. The first discusses the different types of leadership and how female leaders experienced their positions, the second addresses the perceived differential treatment female leaders experience and the last addresses the dual pressure of work and home responsibilities that many female leaders have to deal with. Interestingly, several participants felt that fellow females were often unsupportive, which might also provide an explanation as to why women still experience obstacles. Originality/value This study provides in-depth exploratory accounts of female leaders in various Middle Eastern HE sectors, and gives insight into leadership-related perceptions. Furthermore, it explores the effect of the Middle Eastern cultural context on aspects of female leadership.

The first president of the Republic of Indonesia, Sukarno, reminded the importance of the nation's strength of character which was built on the basis of a deep appreciation of the nation's view of life. Character is not only determine the existence and progress of individuals, but also the existence and progress of a group of individuals like a nation. Like an individual, in essence each nation has its own character that grows from shared experience. Referring to Sukarno's important ideas about character building, to provide life-contents and life-direction, the soul of this nation needs to be built intentionally to re-establish Indonesian values, through awareness, empowerment, and civilization of Pancasila values and morality. Based on the problem of the target subject, efforts are needed to develop an adaptive coaching program approach model in accordance with the objectives of the target subject. The model is used as an adaptive approach in the "Nation and Personal Character Building based on the Pancasila Ideology and Heroic Leadership Approach" as an effort to change the character and mindset of prisoners. The results of this dedication are expected to contribute to the Salemba class IIA correctional institutions (prisons), the prisoners, and all parties who are concerned in guiding prisoners.

Given that corporate leaders seek to ensure the long-term sustainability of their organization, this study explores how a business adopting a Thai Sufficiency Economy philosophy improves its sustainability performance. Adopting the Sufficiency Thinking model as the research framework, this study uses a qualitative research approach with a set of different data collection techniques to explore a sample Small–Medium-sized Enterprise (SME) called Plan Creation. Collected data are identified as themes, according to the Sufficiency Thinking model. Our findings reveal that there is a close fit between the collected data and the Sufficiency Thinking model. Virtuous attributes, individual and shared knowledge and the decision-making framework of Sufficiency Mindset are observed through the sustainable leadership actions, leading to, among other things, social and environmental innovation. Implications for practicing managers and directions for future research are also discussed.

One of the many fascinating problems raised in recent issues of the Australian Journal of Indigenous Education (AJIE) is that of Indigenous autonomy in education. Although opinions differed about the extent to which Indigenous people currently exercise educational autonomy in various situations, there was wide agreement that there ought to be Indigenous control or ‘ownership’ of all knowledge relating to Indigenous life and culture, past and present. Sister Anne Gardner, then Principal of Murrupurtyanuwu Catholic School in NT, explained (1996: 20) how she decided to ‘let go, to move away from the dominant role as Principal’, in order that Indigenous persons could take control. She had been helped to this conclusion by reading Paulo Freire, Martin Buber and Hedley Beare, and, within the NT itself, ‘people of that educational calibre, such as Beth Graham, Sr Teresa Ward, Fran Murray, Stephen Harris, all pleading with us to allow education to be owned by Aboriginal people’. Sr Gardner held that ‘Aboriginal people never act as “leader”, a view shared by her designated Indigenous successor, Teresita Puruntayemeri, then Principal-in-Training of Murrupurtyanuwu Catholic School, who wrote (1996: 24-25) that ‘for a Tiwi peron it is too difficult to stand alone in leadership’. One way to share the burdens of leadership is, she suggests, to ‘perform different dances in the Milmaka ring, sometimes in pairs or in a group’.

The study adds important contributions to the research literature on organizational citizenship behavior by providing empirical evidence of the leader’s influence as a factor in the development of OCB at the organizational level in government schools (n=34) in Pakistan. Research has shown that where OCB is present, both teachers and leaders increase work diffusion and move toward increasing productivity in their schools. This study meets the current need for reliable measures that operationalize constructs, such as OCB, by testing the validity and reliability of a new measurement scale for school level OCB; using SEM methods and survey responses from secondary school teachers (n= 408). Results revealed the survey reliably operationalizes school level OCB using three-factors named shared leadership, civic virtue, and collaborative problem solving. These factors compared favorably to the construct of a school growth mindset. Implications for schools include directing resources at professional development to increase the school leader’s capacity to promote OCB in their schools.

This essay narrates and explores the work of Catholic Theological Ethics in the World Church (CTEWC) in developing a network that connects roughly 1500 Catholic ethicists around the world. It highlights the impact that CTEWC has had in encouraging Christian ethics to become more inclusive, active, and mindful in advancing a network that builds bridges beyond the northern paradigm. In this narrative, we see how CTEWC planned and realized three major international conferences in Padua, Trento, and Sarajevo and six regional conferences in Manila, Nairobi, Berlin, Krakow, Bangalore, and Bogota. Together with its monthly newsletter, CTEWC has also sponsored a visiting scholars program in Bangalore, Manila, and Nairobi, a PhD scholarship program for eight women in Africa, and an international book series with eight volumes and over 200 contributors. Throughout, we respond to the challenge of pluralism by answering the call to dialogue from and beyond local culture. As it enters its second generation with new leadership, CTEWC pursues critical and emerging issues in theological ethics by engaging in cross-cultural, interdisciplinary conversations shaped by shared visions of hope, but always mindful that we must engage the Global South and go beyond the northern paradigm where most contemporary theological ethics occur.

Traditional understandings of ownership emphasize legal or economic property rights, but these conceptions come up short when examining faith communities in the United States context, where congregants often feel and act as “owners,” regardless of legal property rights. International migration to the United States further complicates this “felt ownership” within faith communities, as distinct racial, ethnic, or language groups compete or cooperate around their claims of ownership. In those Roman Catholic faith communities known as “shared parishes,” where multiple racial, ethnic, or language groups have separate worship and ministries but share facilities and leadership (Hoover 2014), the complex negotiations of sharing demonstrate the power dynamics between groups. A two-year case study of three such parishes in the Los Angeles area shows how the “felt ownership” of particular groups is privileged or limited by the various factors that shape the often asymmetrical power dynamics between the groups in U.S. society.

Though a Catholic country, Italy has been distinguished by the presence of a deeply-rooted Socialist Party. At the beginning of the twentieth century, encouraged by the economic and social changes taking place as well as by a new and growing awareness, a number of Catholics decided to open up to a dialogue with the socialist world. Some, such as Don Murri, identified Turati's party as a possible political interlocutor, in the conviction that the programmes of the democratic Catholics and those of the left had many elements in common. Others sensitive to modernist issues, particularly in intellectual circles, believed that Christianity at its origins and the early forms of socialism shared the same basic identity. Thus some scholars (including Father Ernesto Buonaiuti) chose to focus on the origins of the church, convinced that examples could be found there of how the world could be changed according to Christian ethics. The response of left-wing culture to these ideas was varied. Some, such as Camillo Prampolini, an exponent of “evangelical socialism,” appeared to be interested in a dialogue, like those socialists who were ready to accept idealist inspiration. The party leadership, instead, barred any suggestion of debate, convinced that Marxism was an alternative to Christianity.

Woodside’s Process Safety Management (PSM) Initiative introduced a framework for a holistic, effective and sustainable PSM system. We adapted an international industry standard to develop our own company-specific PSM procedure. Embedding PSM requirements into the existing Woodside Management System and workforce behaviours enables the business to execute consistent, proactive PSM throughout the exploration and production lifecycle – across assets and countries. Change was facilitated through creating a shared vision for process safety, ‘We all own, understand and act to control process safety risks’. We set clear expectations for ourselves and those we work with (our contractors) through defined roles and responsibilities. Fundamentally we moved our mindset to being ‘Line-Led, Risk-Based’, placing high value on visible leadership and operational discipline. Behavioural change was supported with a comprehensive training curriculum aligned to competencies and a coaching program. To facilitate consistent application of PSM across our global operations, we implemented a system using a whole of company approach. A key focus was applying a deep understanding of the hazards and risks in the business to establish a framework for quality multi-discipline risk assessments and risk-based decision making. Implementation included a suite of supporting technical and management system changes to grow a high value process safety culture – where we actively seek out the challenging issues and see the red indicators as opportunity for improvement. Our PSM Initiative empowers sustainable process safety performance through a risk aware workforce where everyone knows their top process safety risks and is required to take action to manage those risks.

Background: Digitization and automation are the buzzwords in clinical research and pharma companies are investigating heavily here. Right from drug discovery to personalized medicine, digital patients and patient engagement, there is great consideration of technology at each step. Methods: The published data and online information available is reviewed to give an overview of digitization in pharma, across the drug development cycle, industry collaborations and innovations. The regulatory guidelines, innovative collaborations across industry, academics and thought leadership are presented. Also included are some ideas, suggestions, way forwards while digitizing the pharma neurons, the regulatory stand, benefits and challenges. Results: The innovations range from discovering personalized medicine to conducting virtual clinical trials, and maximizing data collection from the real-world experience. To address the increasing demand for the real-world data and the needs of tech-savvy patients, the innovations are shaping up accordingly. Pharma companies are collaborating with academics and they are co-innovating the technology for example Massachusetts Institute of Technology’s program. This focuses on the modernization of clinical trials, strategic use of artificial intelligence and machine learning using real-world evidence, assess the risk-benefit ratio of deploying digital analytics in medicine, and proactively identifying the solutions. Conclusions: With unfolding data on the impact of science and technology amalgamation, we need shared mindset between data scientists and medical professionals to maximize the utility of enormous health and medical data. To tackle this efficiently, there is a need of cross-collaboration and education, and align with ethical and regulatory requirements. A perfect blend of industry, regulatory, and academia will ensure successful digitization of pharma neurons.

OBJECTIVES/SPECIFIC AIMS: Population health research seeks to identify and address variation in needs, care experiences, and outcomes for a defined geography or subgroup. Solutions often require collective actions of complex interdependent health and social service systems in communities. System sciences focused on implementation and dissemination are vital for developing interventions that work at the intended scale in these “real world” environments; yet these approaches are often underutilized. METHODS/STUDY POPULATION: The UCLA Clinical Translational Science Institute (CTSI) co-developed a Population Health Program with the local health department to advance the practice and use of these system science methods. The vision is integrated training, methodological innovation, and real-world application in the region. One specific aim of the program is preparing investigators to apply suitable translational methods to solve population health problems in both health systems and in public health. Investigators from different parts of the university partnered with health services and public health leadership to develop and team-teach new curriculum in system sciences that integrates their disciplines (epidemiology, education, psychology, health policy and management). RESULTS/ANTICIPATED RESULTS: New curriculum in population and implementation/improvement sciences offers junior investigators effective modules and training opportunities that can support their career awards. The program is also increasing the receptivity and readiness of population health delivery systems to apply system science methods to pressing problems. Program metrics include total participants, research yielded by the collaboration, and skills and system science mindset acquisition among trainees, investigators, and health personnel. DISCUSSION/SIGNIFICANCE OF IMPACT: CTSAs can partner with health and public health agencies to develop shared infrastructure, developing capacity in the university and in the partnered local agencies so that investigators and the agencies that are responsible for population health can work together to apply suitable translational methods to solve population health problems in both health systems and in public health.

Purpose The purpose of this paper is to report the training of college librarians, academic and management staff, IT managers and students on how to organise, manage and use a user-friendly library. In Uganda, as in many countries, the problem is that school and/or college libraries are managed by librarians who may have good cataloguing and management skills, but who do not have the pedagogic skills and knowledge of the school curricula that are necessary for librarians to be able to guide and mentor both teachers and students or organise curriculum-related activities or facilitate research. The development of user-friendly libraries contributes in improving education quality through nurturing the interest of students and teachers in literacy activities and active search for knowledge. Under the stewardship of the Belgium Technical Cooperation and the Ministry of Education in Uganda, library stakeholders were trained on how to put users – rather than themselves – in the centre of the library’s operations and introduced to active teaching and learning methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections. Several measures, short and long term were taken to address the gaps limiting the performance of the librarians. Given the disparities in the trainees’ education level and work experience, the training was delivered in seven modules divided into three units for over eight months in 2015. By the end of the training, trainees developed unique library strategic plan, library policies and procedures, capacity to use library systems, physical design and maintenance systems, partnerships, library structure and staff job descriptions. Design/methodology/approach To effectively engage the participants each topic was conducted using active teaching and learning (ATL) methodologies, including: lecture with slides and hands-on practice – each topic was introduced in a lecture form with slides and hands-on exercises. The main goal was to introduce the participants to the concepts discussed, offer opportunities to explore alternative approaches, as well define boundaries for discussion through brainstorming. The question-answer approach kept the participants alert and to start thinking critically on the topic discussed – brainstorming sessions allowed thinking beyond the presentation room, drawing from personal experiences to provide alternatives to anticipated challenges. The goal here was for the participants to provide individual choices and approaches for real life problems; group discussions: case study/ scenario and participant presentations – participants were provided with a scenario and asked to provide alternative approaches that could solve the problem based on their personal experience at their colleges. By the end of the group discussion, participants presented a draft of the deliverable as per the topic under discussion. More so, group discussions were an excellent approach to test participant’s teamwork skills and ability to compromise, as well as respecting team decisions. It was an opportunity to see how librarians will work with the library committees. Group discussions further initiated and cemented the much-needed librarian–academic staff – college management relationship. During the group discussion, librarians, teaching staff, ICT staff and college management staff, specifically the Principals and Deputy Principals interacted freely thus starting and cultivating a new era of work relationship between them. Individual presentation: prior to the workshop, participants were sent instructions to prepare a presentation on a topic. For example, participants were asked to provide their views of what a “user-friendly library” would look like or what would constitute a “user-friendly library”; the college library of HTC-Mulago was asked to talk about their experience working with book reserves, challenges faced and plans they have to address the challenges, while the college librarian from NTC-Kaliro was asked to describe a situation where they were able to assist a patron, the limitations they faced and how they addressed them. Doing so did not only assist to emotionally prepare the participants for the training but also helped to make them start thinking about the training in relation to their libraries and work. Take-home assignment: at the end of each session, participants were given home assignments to not only revise the training material but also prepare for the next day training. Further the take-home assignments provided time for the participants to discuss with their colleagues outside of the training room so as to have a common ground/ understanding on some of the very sensitive issues. Most interesting assignment was when participants were asked to review an article and to make a presentation in relation to their library experiences. Participant reports: participant reports resulted from the take-home assignments and participants were asked to make submission on a given topic. For example, participants were asked to review IFLA section on library management and write a two-page report on how such information provided supported their own work, as well as a participant report came from their own observation after a library visit. Invited talks with library expert: two invited talks by library experts from Consortium of Uganda University Libraries and Uganda Library and Information Science Association with the goal to share their experience, motivate the participants to strive higher and achieve great things for their libraries. Library visitation: there were two library visits conducted on three separate days – International Hospital Kampala (IHK) Library, Makerere University Library and Aga Khan University Hospital Library. Each of these library visits provided unique opportunities for the participants to explore best practices and implement similar practices in their libraries. Visual aids – videos, building plans and still photos: these were visual learning aids to supplement text during the lectures because they carried lot of information while initiating different thoughts best on the participants’ past experience and expertise. The training advocated for the use of ATL methodologies and likewise similar methodologies were used to encourage participants do so in their classrooms. Findings Addressing Key Concerns: Several measures, both long and short term, were taken to address the gaps limiting the performance of the librarians. The measures taken included: selected representative sample of participants including all college stakeholders as discussed above; active teaching and learning methodologies applied in the training and blended in the content of the training materials; initiated and formulated approaches to collaborations, networks and partnerships; visited different libraries to benchmark library practices and encourage future job shadowing opportunities; and encouraged participants to relate freely, understand and value each other’s work to change their mindsets. College librarians were encouraged to ensure library priorities remain on the agenda through advocacy campaigns. Short-term measures: The UFL training was designed as a practical and hands-on training blended with individual and group tasks, discussions, take-home assignments and presentations by participants. This allowed participates to engage with the material and take responsibility for their own work. Further, the training material was prepared with a view that librarians support the academic life of teaching staff and students. Participants were tasked to develop and later fine-tune materials designed to support their work. For example, developing a subject bibliography and posting it on the library website designed using open source tools such as Google website, Wikis, blogs. The developed library manual includes user-friendly policies and procedures referred to as “dos and don’ts in the library” that promote equitable open access to information; drafting book selection memos; new book arrivals lists; subscribing to open access journals; current awareness services and selective dissemination of information service displays and electronic bulletins. Based on their library needs and semester calendar, participants developed action points and timelines to implement tasks in their libraries at the end of each unit training. Librarians were encouraged to share their experiences through library websites, Facebook page, group e-mail/listserv and Instagram; however, they were challenged with intimate internet access. College libraries were rewarded for their extraordinary job. Given their pivotal role in the management and administration of financial and material resources, on top of librarians, the participants in this training were college administrators/ management, teaching and ICT staff, researchers and student leadership. Participants were selected to address the current and future needs of the college library. These are individuals that are perceived to have a great impact towards furthering the college library agenda. The practical nature of this training warranted conducting the workshops from developed but similar library spaces, for example, Aga Khan University Library and Kampala Capital City, Makerere University Library, International Hospital Kampala Library and Uganda Christian University Library. Participants observed orientation sessions, reference desk management and interviews, collection management practices, preservation and conservation, secretarial bureau management, etc. Long-term measures: Changing the mindset of librarians, college administrators and teaching staff is a long-term commitment which continues to demand for innovative interventions. For example: job shadowing allowed college librarian short-term attachments to Makerere University Library, Uganda Christian University Library, Aga Khan Hospital University Library and International Hospital Kampala Library – these libraries were selected because of their comparable practices and size. The mentorship programme lasted between two-three weeks; on-spot supervision and follow-up visits to assess progress with the action plan by the librarians and college administration and college library committee; ensuring that all library documents – library strategic plan, library manual, library organogram, etc are approved by the College Governing Council and are part of the college wide governing documents; and establishing the library committee with a job description for each member – this has strengthened the library most especially as an advocacy tool, planning and budgeting mechanism, awareness channel for library practices, while bringing the library to the agenda – reemphasizing the library’s agenda. To bridge the widened gap between librarians and the rest of the stakeholders, i.e. teaching staff, ICT staff, college administration and students, a college library committee structure and its mandate were established comprising: Library Committee Chairperson – member of the teaching staff; Library Committee Secretary – College Librarian; Student Representative – must be a member of the student Guild with library work experience; and Representative from each college academic department. A library consortium was formed involving all the four project supported colleges to participate in resource sharing practices, shared work practices like shared cataloguing, information literacy training, reference interview and referral services as well a platform for sharing experiences. A library consortium further demanded for automating library functions to facilitate collaboration and shared work. Plans are in place to install Koha integrated library system that will cultivate a strong working relationship between librarians and students, academic staff, college administration and IT managers. This was achieved by ensuring that librarians innovatively implement library practices and skills acquired from the workshop as well as show their relevance to the academic life of the academic staff. Cultivating relationships takes a great deal of time, thus college librarians were coached on: creating inclusive library committees, timely response to user needs, design library programmes that address user needs, keeping with changing technology to suite changing user needs, seeking customer feedback and collecting user statistics to support their requests, strengthening the library’s financial based by starting a secretarial bureau and conducting user surveys to understand users’ information-seeking behaviour. To improve the awareness of new developments in the library world, college librarians were introduced to library networks at national, regional and international levels, as a result they participated in conferences, workshops, seminars at local, regional and international level. For example, for the first time and with funding from Belgium Technical Cooperation, college librarians attended 81st IFLA World Library and Information Congress in South African in 2015. College libraries are now members of the Consortium of Uganda University Libraries and Uganda Library and Information Science Association and have attended meetings of these two very important library organisations in Uganda’s LIS profession. The college librarians have attended meetings and workshops organized by these two organisations. Originality/value At the end of the three units training, participants were able to develop: a strategic plan for their libraries; an organogram with staffing needs and job description matching staff functions; a Library Committee for each library and with a structure unifying all the four project-support Colleges; a library action plan with due dates including deliverables and responsibilities for implementation; workflow plan and organisation of key sections of the library such as reserved and public spaces; furniture and equipment inventory (assets); a library manual and collection development policy; partnerships with KCCA Library and Consortium of Uganda University Libraries; skills to use Koha ILMS for performing library functions including: cataloguing, circulation, acquisitions, serials management, reporting and statistics; skills in searching library databases and information literacy skills; skills in designing simple and intuitive websites using Google Sites tools; and improved working relationship between the stakeholders was visible. To further the user-friendly libraries principle of putting users in the centre of the library’s operations, support ATL methodologies and activities with emphasis on getting engaged in transforming spaces, services, outreach to users and collections the following initiatives are currently implemented in the colleges: getting approval of all library policy documents by College Governing Council, initiating job shadowing opportunities, conducting on-spot supervision, guide libraries to set up college library committees and their job description, design library websites, develop dissemination sessions for all library policies, incorporate user-friendly language in all library documents, initiate income generation activities for libraries, set terms of reference for library staff and staffing as per college organogram, procurement of library tools like DDC and library of congress subject headings (LCSH), encourage attendance to webinars and space planning for the new libraries.

Purpose This paper explores the role of distributed leadership for learning and innovation in organizations. Learning and innovation being collective interactive processes, individual leadership is not the most effective way to drive them. This paper discusses how developing a distributed approach to leadership can be useful in enhancing the effectiveness of these processes, particularly in the current context of dispersed and remote working spurred by the pandemic. Design/methodology/approach This paper draws on literature from the domains of leadership and learning to discuss how effectiveness of learning and innovation can be enhanced through the application of appropriate leadership models. Findings This paper brings out the importance of developing a distributed leadership approach to enhance learning and innovation in organizations. It provides actionable suggestions that can be used by organizations to develop shared leadership capabilities. Originality/value Moving away from traditional leadership models, this paper highlights the significant role that distributed leadership can play to enhance the effectiveness of collective processes such as learning and innovation. The approach is even more relevant in the current pandemic context where organizations are operating in a distributed setup with flexible work from home arrangements. Learning and innovation in such virtual, asynchronous work arrangements is a challenge. Development of distributed leadership mindset and approach can enable organizations to operate more effectively in the new normal.

In the 1980's, I was privileged to attend the profession ceremony of my sister into the Catholic Sisters of St. Joseph (SSJ). She entered the convent in the fall after her high school graduation and, ten years later, had decided that she was ready to make her final vows and commit her life to the work of God on earth and to this particular apostolic community. Though I was happy that my sister was following her calling in life, I worried that she was committing herself to an unnecessarily harsh life, ruled by the long-standing patriarchy of the Catholic Church. I didn't have much faith that the Church, in its tradition and dogma, could accommodate my sister's spirit of activism and desire to bring about social justice. However, this ceremony, designed and enacted by the SSJ, changed my mind about the possibilities. They demonstrated how "sisterhood" and life in community would position my sister to affect change in the community and allow her to participate in the creation of a kinder, more inclusive version of the Catholic religion. The profession ceremony and the accompanying mass, though they reflected the new directions in the Church, were unlike any other Catholic ceremonies that I had ever experienced. In a break from the usual service, the Sisters performed the majority of the activities of the mass. A priest (male, of course) was present only to carry out the consecration of the host for communion services and to give the blessing. The taking of such freedom in the mass by the Sisters was something that was unheard of in earlier days in the Church. In the Catholicism that I knew, the strictly ordered rituals of the mass were to be enacted by the priest and observed by the congregation. The enactment of mass also served as a subliminal vehicle for hierarchically ordering the congregation: from God to priests, to nuns, and finally to the people. The positioning of priests and nuns and their respective roles in the church has been an ongoing struggle for nuns since Vatican II, a series of councils created in 1962 by Pope John XXIII to update the workings and interactions of the Church (http://www.rcchurch/vatican2/). Religious orders were given much more autonomy over their lives and lifestyles, but little had changed in regard to the hierarchy. In 1979 when the Pope visited the U.S., women religious urged him to allow greater recognition and participation for nuns. Theresa Kane, president of the Leadership Conference of Women Religious (LCWR) asked the Pope on behalf of all nuns to "respond by providing the possibility of women as persons being included in all ministries of the church" (Kane, in McNamara, 1996, p.663). Their request went unheeded. Even now, with the turn of a new century, Catholic women religious are still denied the privilege of becoming priests or moving into positions of power within the Church. It has been a great disappointment for many nuns, but they have persevered and created new ways of operating. They changed into contemporary dress, moved beyond just teaching and nursing positions and took up social activism in earnest (Rogers, 1996). They have been bolstered by their desire to make a difference in the church and society, and are determined to find alternative ways to have their voices heard in their work of serving the people. My sister's commitment ceremony also broke from Catholic tradition and reflected the new directions of the SSJ. She based her personal statement of commitment on the Shakertown Pledge, making a connection to another monastic community, the Shakers, who live simply in the service of God and community (http://www.nypl.org). Among others, she made promises of becoming a world citizen, leading an ecologically sound life, living a life of creative simplicity, sharing of her personal wealth with the poor, renewing herself through prayer, meditation, and study, and responsibly participating in a community of faith. This personal statement was followed by her formal commitment to the Sisters of St. Joseph. To the President of the SSJ, (no longer a Mother Superior), my sister vowed to unite her life to the Community, bring the Gospel to the people and seek union of neighbor with neighbor through commitments to poverty, celibacy and obedience. She received a plain gold wedding band, not as a "bride of Christ", but as a symbol of her commitment to God, the community of the SSJ, and the world community. In their simplicity and sincerity, the vows touched my heart. My sister had moved from our nuclear family into a new family of the SSJ and the world. Her work and the world in which she moved would certainly be different than the one we had envisioned throughout our childhood together. According to Schneiders (2000), it is much more difficult today to "locate" and "situate" women religious. Unlike nuns of the earlier part of the century, my sister would not be secluded in a convent, away from people and identifiable only by a flowing black habit and service in an insular community. The world was open to her to find her ministry. In these times, many religious orders find and create their own ministries, like a "bricolage", pieceworking solutions to individually fit the myriad of life situations. Schneiders (2000, p. xxvii) describes the phenomenon in this way: "The unity of the final product and its utility result not from a preordained plan correctly followed but from the inner directedness of the one creating." More than likely, the possibility of continually being involved in creative change was the lure of the SSJ for my sister. For the SSJ, the ever-changing, creative nature of their work allows them the freedom to work in places where ministries are most needed. The Sisters of St. Joseph use their marginalized position in the Church and society as a position for change. At the profession ceremony, the Sisters had found an alternative way to reach the people and serve their congregation. They knowingly pushed the limits of tradition in the church as they expanded their participation in the ceremony and the mass. Then and in the present time, the SSJ, like bell hooks, choose to live on the margins of society for a reason; the margins are "a site one stays in, clings to even, because it nourishes one's capacity to react. It offers to one the possibility of a radical perspective from which to see and create, to imagine alternative-new worlds (1990, pp. 149-50)." At the ceremony, members of the SSJ made statements of ongoing commitment to service and their ministries. They spoke in support of poor people, disabled people, those labeled as criminals, and for all those who were not getting their fair share of life. The SSJ profoundly believe in God "who is the origin of all that is", and they seek "the union of ourselves and all people with God and with one another in and through Christ Jesus" (1987, Constitution of the Sisters of St. Joseph, p. 3; http://www.nd.edu/~csjus/home.html). For the SSJ, this charism means becoming prophets of the Church. Like their founding order, the Sisters of St. Joseph of Le Puy, France in the seventeenth century, they continually seek out those people and organizations that are in need and create solutions with them. Once programs are established and integrated into the community, they move on to the next area of need. Similarly, they see their formation as Sisters of St. Joseph as a "lifelong process" (SSJ Constitution, p. 18). After the seriousness of the vows and statements, the profession ceremony became a celebration. Happiness and energy filled the chapel as people smiled widely and enthusiastically joined in the singing of hymns. The final song, an old Black spiritual, "Oh, Happy Day", nearly brought the house down. It was the most emotional group expression I had ever seen in a Catholic service. A special experience had been co-created and shared by all of us, even the many long-time traditional Catholics who all responded enthusiastically. With the staid protocol of the mass was cast aside, the spirit of the people took over. Pearce and Cronen (1980) would propose that we, the nuns and laity, in our conjoint action, had reached a moment of liberation; we were able to create a new way of being in the Catholic Church. In their work, the SSJ accept and circumvent the worldly struggles they face with the Catholic Church by acting in a spirit of connection with the people and the community. In their ongoing ministries, the SSJ give witness to their "love of God and neighbor by living simply and working for a more just society" (SSJ Constitution, p. 12). They often struggle with the most difficult of situations and work with the most unfortunate members of society. With their love of God and service, they encourage community members to work with them to change not only the daily conditions of life, but also, the way the Church and others in the community understand and accept all people. The Catholic religion in this form is reachable; the Creator, positioned as God, works through and is simultaneously created in the actions and words of the people. In a circular fashion, God is connected with people, and people are connected neighbor to neighbor, as they connect with the spirit and word of God. In this way, the SSJ continually work toward and create their goal "that all may be one." At the profession ceremony, the people took this gift of spirit with them and, hopefully, were inspired to begin connecting in new ways with the people and chosen God/spirit of their own lives. When my sister first entered the convent, I used to wonder why nuns thanked each other after sharing a religious service. After participating in the profession ceremony, I knew. Thank you, Teresa.