Critical and alternative approaches to leadership learning and development

Edwards, Gareth; Elliott, Carole; Iszatt‐White, Marian; Schedlitzki, Doris

doi:10.1177/1350507612473929

Cited by 52 publications

(59 citation statements)

References 50 publications

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“…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).…”

Section: Leadership Developmentmentioning

confidence: 99%

“…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).…”

Section: Leadership Developmentmentioning

confidence: 99%

“…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).…”

Section: Leadership Developmentmentioning

confidence: 99%

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Sustainability of the Self–Harnessing Natural Cycles for Leadership Development

Hope

2018

SSRN Journal

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Structured Abstract PurposeThe purpose of this paper is to encourage discussion and debate around the idea that in order for deep organisational and societal change to occur, leaders need to change and heal themselves by practicing sustainability of the self and paying attention to natural cycles. Design/methodology/approachThe paper reviews contemporary leadership models in relation to sustainability and wellbeing and combines these with an examination of the role of natural and biological cycles in cognition and decision making. FindingsThe paper finds that there is a relationship between natural and biological cycles and leadership performance suggesting that there is a need for leaders to better understand their own cycles and any corresponding impacts. Originality/valueThe paper contributes an understanding as to the influences that natural and biological cycles have on leaders emotions, cognition and performance and offers a model that aligns cycles of leadership with the seasons and cycles of the natural world.

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Section: Leadership Developmentmentioning

confidence: 99%

Section: Leadership Developmentmentioning

confidence: 99%

Section: Leadership Developmentmentioning

confidence: 99%

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Sustainability of the Self–Harnessing Natural Cycles for Leadership Development

Hope

2018

SSRN Journal

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“…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.…”

Section: Introductionmentioning

confidence: 99%

Using Creative Techniques in Leadership Learning and Development

Edwards

Elliott

Iszatt‐White

et al. 2015

Advances in Developing Human Resources

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The Problem Leadership development programs have become prolific in organizations in both the public and private sectors, with new initiatives endlessly being developed. Empirical and conceptual work that challenges some of the mainstream approaches to leadership learning and development has led to initiatives increasingly becoming complex in nature and to the use of innovative and unusual approaches. There is limited knowledge, however, regarding the impact of such techniques. The Solution This issue focuses on some core themes around enabling and enacting leadership development in organizations through creative techniques using art, poetry, symbolism, theater, drama, and film, and is rooted in experiences of delivering such interventions in a range of countries, sectors, and professions. Each article explores how these techniques can be translated into practice across a wide of variety leadership learning and development contexts and is rooted in the contemporary and critical leadership literature. The Stakeholders Human resource development professionals seeking to identify key considerations in selecting creative techniques for effective leadership learning and development interventions, and academics advising on such selections and teaching leadership themselves, will be interested in these articles, which will also set the basis for further empirical research and theoretical reflection on the topic.

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“…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.…”

mentioning

confidence: 99%