Identity undoing and power relations in leadership development

Nicholson, Helen; Carroll, Brigid

doi:10.1177/0018726712469548

Cited by 106 publications

(186 citation statements)

References 64 publications

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“…But this general attitude towards openness in encounter with the other could also be argued to relate to the process of dialogue. Similar connections between dialogue and the event of interpretation can be found in studies that emphasize the need for leaders to undertake continuing reflective work on their self-understanding, as they weave together their interpretations gained through connection with others with whom their experiences have been entangled (Nicholson & Carroll, 2013;Sparrowe, 2005).…”

Section: Interpretation Of Experience In Leadership Development Litermentioning

confidence: 59%

Leadership Formation: Interpreting Experience

Hibbert

Beech

Siedlok

2017

AMLE

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ACKNOWLEDGEMENTSWe are grateful to our friend and colleague Christian Grahle, who contributed to the early development of our ideas. The authors would also like to acknowledge the constructive comments of the anonymous reviewers and the editor, William Foster. We would also like to dedicate this essay to the memory of Alex Danchev (August 26, 1955 -August 7, 2016, a brilliant interdisciplinary and interpretive scholar of art, history and politics, whose recent passing is a tragedy for many disciplines and intellectual discourse in general. LEADERSHIP FORMATION: INTERPRETING EXPERIENCE ABSTRACTIn this essay we look at leadership development differently, through the lens of philosophical hermeneutics. We show how three aspects of philosophical hermeneutics -focused on accumulating experience of interpretation, engaging in dialogue and interpreting experienceconnect with insights from the leadership development literature and lead to principles for a process of leadership formation. The process we describe explains how formation: extends historically through connection with traditions; involves processes of careful, situated dialogic engagement; and encompasses aesthetic engagement with experience in each event of interpretation. Building on these insights, we derive practical implications for educational policy and practice and develop theoretical implications for leadership development debates.

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Section: Interpretation Of Experience In Leadership Development Litermentioning

confidence: 59%

Leadership Formation: Interpreting Experience

Hibbert

Beech

Siedlok

2017

AMLE

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“…In addition, Muller, Alliata and Benningh (2009) assert that teachers derive satisfaction from the higher social needs like self-esteem and social relations. When teachers get opportunities to be promoted to the leadership position, their practices are legitimized and give rise to a new teacher professional identity (Nicholson and Carroll, 2013). Nevertheless, studies have found that some people come to the teaching profession as a last resort career (Ejieh, 2009); as teaching particularly ESL/EFL teaching is not among the established careers.…”

Section: Practical and Pragmatic Aspects Of Teacher Identitymentioning

confidence: 99%

“…While the participants indicated that the respondents would like to be EFL teachers; however, some participants perceive their future selves as administrators or teacher trainers. This suggests that the leadership repertoire helped the participants engage in an endeavor of undoing their previous professional identities (Nicholson & Carroll, 2013) which ultimately led to the reshaping of new professional identities.…”

Section: Efl Teachers and Their Future Selvesmentioning

confidence: 99%

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

et al. 2017

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This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher's professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.

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“…The leader may get trapped in the dynamics of 'betwixt and between', where they feel stuck between the identity of who they were in their previous role and who they need to be in their new role (Bandow & Self, 2016;Freedman, 2011;Nicholson & Carroll, 2013). Similarly, Boal (2000) argued that a leader will transition through six phases, which include the honeymoon, learning curve, constant, random, null and lastly rigor mortis.…”

Section: The Nature Of the Transitionmentioning

confidence: 99%

The transition to general management in South Africa

Mallaby

Price

Hofmeyr

2017

SA j. hum. resour. manag.

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Orientation: Understanding the nature and challenges of making the transition from a functional role to a general management role in South African organisations.Research purpose: The objective of this study was to gain insight into the obstacles that affect the transition from functional to general management and identify steps that may be taken to overcome these challenges.Motivation for the study: One of the most difficult crossroads for a manager is making the shift from being a functional specialist to becoming a general manager. New competencies and behaviours are required, as well as a more strategic mind set. If the transition is not made successfully, the manager and the organisation suffer.Research design, approach and method: A qualitative design was used consisting of in-depth, semi-structured interviews, with 19 senior business leaders who had successfully made the transition. The interviews were used to gather insights into the challenges they faced during their transitions, and how these were overcome.Main findings: To make the transition successfully, functional managers need to gain relevant experience to prepare them for the broader scope of a general management role. They need to develop appropriate skills, attitudes and personal characteristics. Mentoring is an effective development process. Newly appointed general managers need to learn to let go of control while maintaining ownership, build relationships and strike the right balance between strategic thinking and execution. There are unique aspects of being a general manager in South Africa, such as dealing with Black Economic Empowerment and challenges of race and identity, given the country’s history.Practical and managerial implications: Specific interventions are suggested which are directed at both aspiring general managers and organisations seeking to assist middle managers to make the transition to general managers.Contribution: This study contributes to knowledge concerning the skills and attributes required by potential general managers, and the practical steps to be taken by South African organisations to facilitate the development of general managers.

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Identity undoing and power relations in leadership development

Cited by 106 publications

References 64 publications

Leadership Formation: Interpreting Experience

Leadership Formation: Interpreting Experience

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

The transition to general management in South Africa

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