Developing "Complicated" Understanding in Administrators

Bartunek, Jean M.; Gordon, Judith R.; Weathersby, Rita

doi:10.2307/257755

Cited by 81 publications

(106 citation statements)

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“…The developmental perspective represents an emerging approach to exploring maturational differences in the way individuals make sense, experience and act upon reality through the lens of various stages of consciousness (Bartunek et al 1983;Cook-Greuter 2004;Harung et al 2009;Pfaffenberger et al 2011;Rooke and Torbert 2005). Comparable to personal epistemologies or worldviews, these stages of consciousness-also called stages of Ego development-are generally defined as meaning-making systems that are simultaneously cognitive, affective, and operative (Cook-Greuter 1999;Wilber 2000).…”

Section: Consciousness Development and Environmental Leadershipmentioning

confidence: 99%

“…In this regard, managers who reached post-conventional stages of consciousness are expected to better manage cross-cutting, interdisciplinary and complex issues, as well as to stimulate employee involvement and perform transformative leadership (Joiner and Josephs 2007;Rooke and Torbert 2005;Bartunek et al 1983). Conversely, it is generally assumed that conventional managers are more focused on welldefined and specific issues that can be more easily solved through established structures and practices.…”

Section: Complexity Management and Collaborative Learningmentioning

confidence: 99%

“…Nevertheless, such an environmental commitment cannot be dissociated from the underlying worldviews, abilities and psychological predispositions of managers (Brown 2011;Boiral et al 2009). These fundamental psychological aspects are related to the consciousness development of individuals, that is to say the meaning-system that determines the personal worldviews, deep motivations and abilities to take complexity into account (Harung et al 2009;Cook-Greuter 2000, 2004Pfaffenberger et al 2011;Bartunek et al 1983).…”

Section: Introductionmentioning

confidence: 99%

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Environmental Leadership and Consciousness Development: A Case Study Among Canadian SMEs

2013

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The objective of this paper is to explore how the various stages of consciousness development of top managers can influence, in practical terms, their abilities in and commitment to environmental leadership in different types of SMEs. A case study based on 63 interviews carried out in 15 industrial SMEs showed that the organizations that displayed the most environmental management practices were mostly run by managers at a post-conventional stage of consciousness development. Conversely, the SMEs that displayed less sustainable environmental management practices were all run by managers at conventional stages of development. Drawing upon diverse examples of environmental leadership, this paper analyzes the reasons why the stages of post-conventional consciousness development of top managers seem to foster corporate greening in SMEs. The study also sheds light on the key values and abilities associated with both environmental leadership and the upper-stages of consciousness development, which include a broader and systemic perspective, long-range focus, integration of conflicting goals, collaboration with stakeholders, complexity management, collaborative learning, among others.

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Section: Consciousness Development and Environmental Leadershipmentioning

confidence: 99%

Section: Complexity Management and Collaborative Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Environmental Leadership and Consciousness Development: A Case Study Among Canadian SMEs

2013

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“…168) and the privileging of propositional knowledge (Heron and Reason 1997), as it permits students to see that there are multiple ways to understand, challenge and scrutinise issues. Our employment of freehand drawing, therefore, is intended to meet the calls by Bartunek, Gordon, and Weathersby (1983) for 'developing complicated understanding' and by Dehler, Welsh, and Lewis (2004) for 'creating richer complexities' in critical thinking that serve to question what is presented as 'the one true way' (Stepanovich 2009, 726).…”

Section: The Pedagogical Implicationsmentioning

confidence: 99%

What stick figures tell us about Irish politics: creating a critical and collaborative learning space

Feeney

Hogan

Donnelly

2015

Teaching in Higher Education

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This paper focuses upon the interpretation of freehand drawings produced by a small sample of 220 first-year students taking an Irish politics introductory module in response to the question, 'What is Irish Politics?' By sidestepping cognitive verbalprocessing routes, through employing freehand drawing, we aim to create a critical and collaborative learning environment, where students develop their capacity for interpretation and critical self-reflection. This is because the freehand drawing technique, as part of a critical pedagogy, can generate a more critical and inclusive perspective, as visual representations permit us to comprehend the world differently, and understand how others also see the world. We feel that the drawings provide insights into how our youngest voters perceive their society and their place in it, and thus communicate to us their understanding of Irish politics.

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“…The use of freehand drawing, therefore, is intended to meet the calls by Bartunek et al (1983) for 'developing complicated understanding' and by Dehler et al (2004) for 'creating richer complexities' in critical thinking that serve to question what is presented as 'the one true way' (Stepanovich, 2009: 726). In this respect, images possess great value, as they have the potential to economically encode significant quantities of complex information (Ridley and Rogers, 2010: 2).…”

Section: Freehand Drawing In the Classroommentioning

confidence: 99%

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

Donnelly

Hogan

2013

Eur Polit Sci

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Recognising that the world into which students emerge upon graduation is characterised by constant change, we embrace a critical pedagogy that can be implemented in the classroom through the use of freehand drawing. Freehand drawing is a technique that can stimulate a critical stance, as visual representations allow us to comprehend the world differently, while permitting us see how others understand the world. First year students, in their first lecture, were asked to draw their interpretations of Irish politics and to explain in writing what they had drawn. The students were then placed in groups and asked to note what they saw in each other's drawings, allowing for the identification of general patterns and themes. In this context, freehand drawing facilitates our ability to: 'see' how we understand a topic and that there are multiple ways of understanding; test theories, orthodoxies and accepted truths; scrutinise tacit assumptions; and ponder other possibilities. In employing freehand drawing in this manner, our aim is to create a learning environment where students develop their capacity for critical self-reflection.

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Developing "Complicated" Understanding in Administrators

Cited by 81 publications

References 0 publications

Environmental Leadership and Consciousness Development: A Case Study Among Canadian SMEs

Environmental Leadership and Consciousness Development: A Case Study Among Canadian SMEs

What stick figures tell us about Irish politics: creating a critical and collaborative learning space

Engaging Students in the Classroom: ‘How Can I Know What I Think Until I See What I Draw?’

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