How much can you bend before you break: An experience of using constructionist consulting as a tool for organizational learning in the corporate world

Abell, Ellen; Simons, Shoshana

doi:10.1080/135943200397923

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…Even for experienced consultants, successfully introducing changes based on organisational learning models is tough (Abell and Simons 2000;Senge 1999: Senge et al 1999Sumison 2000). This kind of theorising is beyond the realm of sociolinguistics and requires interdisciplinary work which includes insights from organisational studies.…”

Section: Reflectionsmentioning

confidence: 99%

“…More than this, though, we needed consultancy skills. Even for experienced consultants, successfully introducing changes based on organisational learning models is tough (Abell and Simons 2000;Senge 1999: Senge et al 1999Sumison 2000). It goes against the dominant grain of technical rationality (Schon 1983), and it requires a major commitment to change.…”

Section: Reflectionsmentioning

confidence: 99%

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Communication and the reflective practitioner: a shared perspective from sociolinguistics and organisational communication

Jones

Stubbe

2004

Int J App Linguistics

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This paper provides an overview of an interdisciplinary project which draws together sociolinguistic analyses of workplace discourse and recent work in the field of organisational studies. The starting point for this collaboration was a set of questions which arose from attempts to apply the findings of a large‐scale sociolinguistic study into workplace language: (i) How can sociolinguistic tools and models generate useful feedback for practitioners and contribute to organisational learning? (ii) How can the understanding researchers have developed of workplace discourse help individuals and teams critically reflect on their own communication practices? (iii) What can the action research process add to our theoretical knowledge about workplace discourse? The authors explore these questions in the context of a number of current issues in the field of organisational studies, including an increasing interest in language and communication; emerging critical perspectives on the notion of competence in workplaces; and debates over the relationships between expert and practitioner knowledges. The concept of ‘reflective practice’ is presented as a framework to address these issues in the evaluation and development of workplace communication.

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Section: Reflectionsmentioning

confidence: 99%

Section: Reflectionsmentioning

confidence: 99%

Communication and the reflective practitioner: a shared perspective from sociolinguistics and organisational communication

Jones

Stubbe

2004

Int J App Linguistics

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“…There is value in making this informal learning more visible through discussion and reflection, so that it can inform and enhance the formal learning that takes place. The inclusion of competency frameworks [19,21] [5,33]. However, it takes time to establish these networks, so for some trainees the most significant leadership learning may be expected to take place in the latter half of the training programme, and trainees who transfer to another Deanery partway through their training may require support to build up the necessary networks.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, a relational model of leadership is seen as a collective phenomenon which values co-operation and integration, and promotes participation and involvement as the core leadership strategy [5]. Relational leadership views organisations as networks of changing individuals [33], in which leadership is broadly distributed across all levels, and in which the roles of individuals as leaders or followers may change depending on the particular situational challenge [34]. This is an accurate description of the GP training environment in the UK, in which doctors constantly build new relationships, and frequently join and leave different organisational settings each of which may experience regular turnover of staff.…”

Section: Theoretical Underpinnings: Relational Leadershipmentioning

confidence: 99%

Preparing for leadership in General Practice: a qualitative exploration of how GP trainees learn about leadership

Nicol

Gordon

2018

Education for Primary Care

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Background and Objectives The recent rise to prominence of leadership in healthcare worldwide has prompted those involved in medical education to consider how to facilitate the learning of effective leadership. The focus of research has been on the effectiveness of formal curriculum activities, but curricular theory suggests that trainee doctors are also likely to learn about leadership through the informal curriculum. The apparent lack of medical education literature relating to the study of leadership learning through the informal curriculum indicates that there is a need to better understand how trainee doctors learn about leadership. Our objective was to explore how GP trainees learn about leadership in their GP training practices. Methods Epistemologically grounded in social constructionism, this research involved 15 semistructured interviews with GP trainees at the point of completing their training. Interviews were conducted using an online video conferencing method, audio-taped, transcribed, and analysed using thematic framework analysis to identify ways in which trainees had learned about leadership. Results Trainees described learning through observation of leadership behaviour across the entire practice team, and we identified three learning processes which contributed to leadership development; evaluating leadership, formulating views on leadership, and

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“…Leadership is hence shaped by dynamic interactions (Sayles, 1964), and organisations may be regarded as elaborate webs of dynamic interactions between individual organisational members and the system to which they belong (Abell and Simons, 2000). Such interactions result in relationships.…”

Section: Reciprocal Relationships Between Peoplementioning

confidence: 99%

Studying subtle acts of leadership

Karp¹

2013

Leadership

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In this article, a research team studied acts of leadership in order to explore the phenomenon. It is argued that leadership in organisations is a social process, which may be understood as a series of interaction processes where someone assumes leadership by taking and earning a right to lead. We conclude that the dynamics of processes leading to unstable or uncertain situations in organisations create a need for leadership and provide the context for leadership, and that acts of taking leadership are a function of a time-limited right to lead granted to those assuming leadership by those who choose to follow, and we imply that willpower may be an important vehicle in such acts. Finally, we argue that there is a tendency to oversell the very idea of leadership, as acts of leadership, when practised in accordance with its definitions, are far more rare, subtle and fragile than frequently suggested by popular theories and concepts.

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How much can you bend before you break: An experience of using constructionist consulting as a tool for organizational learning in the corporate world

Cited by 10 publications

References 8 publications

Communication and the reflective practitioner: a shared perspective from sociolinguistics and organisational communication

Communication and the reflective practitioner: a shared perspective from sociolinguistics and organisational communication

Preparing for leadership in General Practice: a qualitative exploration of how GP trainees learn about leadership

Studying subtle acts of leadership

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