Critical and alternative approaches to leadership learning and development

Abstract

UWE makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited. UWE makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights. UWE accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. PLEASE SCROLL DOWN FOR TEXT. Management Learning44 (1) Critical and alternative approaches to leadership learning and development Gareth EdwardsUniversity of the West of England, UK Carole ElliottDurham University, UK Marian Iszatt-WhiteLancaster University, UK Doris SchedlitzkiUniversity of the West of England, UK AbstractThis article is the introduction to the special issue on 'Critical and Alternative Approaches to Leadership Learning and Development'. This article reviews the past approaches to researching and theorising about leadership learning and development and proposes a shift towards critical and alternative approaches. This article then describes the various articles in the special issue and how they contribute towards this paradigm shift.

Sustainability of the Self–Harnessing Natural Cycles for Leadership Development

“…The literature on 'becoming' recognises that there is a need to appreciate the aspects of emotion in the journey of becoming a leader and in being a leader (Edwards et al, 2013). In parallel with this it has been argued that approaches to leadership should reconnect with context and community enabling a more critical, inclusive and creative perspective of leadership development (Edwards, 2011;Edwards et al, 2013).…”

“…In parallel with this it has been argued that approaches to leadership should reconnect with context and community enabling a more critical, inclusive and creative perspective of leadership development (Edwards, 2011;Edwards et al, 2013). A critical strand of the leadership literature is seeking to demonstrate that leadership development should avoid suggesting that leadership is a fixed identity or role and encourage an awareness of the multiple roles (leader, follower and both) that individuals find themselves playing at different times (Ford, 2010).…”

“…It is this greater understanding of the journey which individuals take on the path toward leadership that has inspired recent studies on leadership development to focus on a relational, social and situated perspective through the process of 'becoming' (Cunliffe, 2009;Edwards, Elliott, Iszatt-White, & Schedlitzki, 2013;Kempster & Stewart, 2010).…”

Using Creative Techniques in Leadership Learning and Development

“…Driven by the need for leadership learning and development, and reportedly receiving US$50 billion of investment in 2000 (Ready & Conger, 2003), this area of human resource development (HRD) practice is a fast paced world where new initiatives are endlessly being developed. For example, recent years have seen the emergence of a range of aesthetic and critical approaches (see Edwards, Elliott, Iszatt-White, & Schedlitzki, 2013, for a review), and there has been significant empirical and conceptual work that challenges some of the mainstream approaches to leadership learning and development (e.g., Cunliffe, 2009;Ford & Harding, 2007;Sinclair, 2007). This has led to initiatives increasingly becoming complex in nature and involving the use of innovative and unusual approaches: The use of art (e.g., Callahan, Whitener, & Sandin, 2007;Gayá Wicks & Rippin, 2010;Schyns, Tymon, Kiefer, & Kerschreiter, 2013;Sutherland, 2013), literature (e.g., Keller, 2007;Smith Mathis, 2007), stories (e.g., Browning, 2007), and cultural artifacts (Callahan & Rosser, 2007; as a basis for leadership reflection is increasing.…”

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

“…Creative methods of seeking to develop leadership practice have been gaining precedence over more conventional classroom methods (see Edwards et al, 2013Edwards et al, , 2015. Although these standard and conventional methods can be used to impart knowledge for its own sake -and are certainly a common necessity for meeting needs of accreditation -they can fail to enable leadership development through not addressing how leadership practice is learned.…”