Beyond the ‘spider’s web’: an introduction to The Field Guide to Leadership Development

Leadership learning, power and practice in Laos: A leadership-as-practice perspective

“…‘What is palpably clear is that leadership practice needs attention’, state Kempster et al (2017), ‘yet so few managers can describe in any detail how they practise to become better at leading’ (p. 11). Our study contributes to the so far limited empirical research using the L-A-P perspective, as well as adding conceptually to the understanding of leadership learning and power within this approach.…”

“…As leadership research transitions from a focus on ‘leaders’ to a focus on ‘leadership’ and ‘practices’ (e.g. Kempster et al, 2017; Kempster and Parry, 2019; Raelin, 2014, 2016a), leadership scholars and practitioners alike need, we contend, to find a way to understand the role of individuals in leadership learning and practice. It is also necessary to find a way to discuss – while retaining the centrality of practices and processes associated with leadership rather than leaders – the experiences of individuals who learn to participate in leadership and who aspire to understand, reflect on and influence its emergence and unfolding.…”

“…The article addresses calls in the L-A-P literature and critical commentaries for closer examination of learning, agency and power in the L-A-P approach (e.g. Collinson, 2018a, 2018b; Kempster et al, 2017; Raelin, 2016b; Raelin et al, 2018). Conceptually, we contribute by (1) including individual self-consciousness, reflexivity and deliberation (Raelin, 2016a) as important to the understanding of leadership learning within the L-A-P approach and (2) offering an understanding of how, within the relational configuration of leadership, individual attempts to exercise power contribute to producing ‘leadership effect’ (Kempster and Parry, 2019) through influencing the direction of leadership emergence and unfolding.…”

Leadership development evaluation (LDE): reflections on a collaboratory approach

“…In this paper, we explore and assess the usefulness of taking a collaboratory approach to sharing knowledge and experience in evaluating a leadership development (LD) programme. The basis for doing so was an attempt to ensure that LD programmes are purposeful and dynamic (Howieson and Grant, 2020; Kempster et al , 2018), innovative and creative (Megheirkouni and Mejheirkouni, 2020), linked to organisational effectiveness (Douglas et al , 2022) and aligned with broader organisational challenges (Hernez-Broome and Hughes, 2004). More specifically, our contribution is to the LDE literature by implementing and reporting back on the perceived effectiveness of a collaboratory approach – a “suggested” innovative and creative approach to research (Bos et al , 2007; Finholt, 2003; Muff, 2014; Wulf, 1993).…”