Learning (not) to be different: The value of vulnerability in trusted and safe identity work spaces

Abstract

This paper explores how senior executives learn (not) to be different in Action Learning Set spaces (ALSS) as part of a business school Executive Education programme. We take a relational social constructionist approach in an empirical study and analyse senior executives’ narratives. This illuminates how executives co-construct action learning set spaces of openness, honesty, confidentiality and challenge and engage in relational processes of learning, vulnerability and identity work. In doing so executives learn to be different in relation to dominant discourses and norms of what it means to be a leader or manager which is personified through claims of vulnerability in the education context. Executives make sense of and work through learning to be comfortable with being uncomfortable, practising learning over time in a ‘safe enough’ space. We offer insights into identity work spaces, as leaders reconceptualise vulnerability as positive and as strength and how claiming vulnerability can defuse the power of fear and negative connotations often associated with vulnerability. With agency, executives express feeling better equipped to decide how and when to be different (vulnerability) or not be different (invulnerability) in their organisations. Practically we extend consciousness to the value of vulnerability for leader and manager identity and learning.

Learning from difference and similarity: Identities and relational reflexive learning

“…These processes are emotional and challenge the sense of self, including values (Hay, 2014), and the support of a group with sufficient similarity can be critical in building the psychological resources to persevere with the process and to explore difference. Such forms of interactive learning (Illeris, 2014) can be part of more formal learning in management programmes (Corlett et al, 2021) and give some structure to small group learning (Callagher et al, 2021) and interpersonal support for learning (Elraz and Knights, 2021;Weatherall and Ahuja, 2021).…”

“…The modes of change discussed in this special issue do not map onto Ligorio's framing exactly, but there are notable similarities in the modes of identity dynamics which are particularly pertinent to management and organization-based learning. These are: first, people changing organizational role in a way which significantly impacts on their identity, for example becoming an academic or a manager for the first time, topics that are addressed by Callagher et al (2021), Weatherall and Ahuja (2021) and Corlett et al (2021). Secondly, a difference that becomes newly experienced with personal impact and emotion within a specific work context, for example, a clash of ethical positions or a fundamental disagreement about purpose, and this is explored with empirical examples later in this introductory paper.…”

“…Therefore, there is a significant experience of difference which can introduce contradictions (e.g. being a senior manager but also being vulnerable; Corlett et al, 2021) or tensions (e.g. being an ECR but having 'absent pasts'; Weatherall and Ahuja, 2021).…”

“…the papers explore the difficulties of learning and identity work in such situations. For example, some approaches include disguising or 'normalizing' mental health conditions which are stigmatized (Elraz and Knights, 2021), faking managerial confidence (Corlett et al, 2021) or complying with performance expectations (Callagher et al, 2021). It is noticeable that in general learning and identity work are undertaken by the individual and it might be argued that their organizations and others in the context could also be more adaptive to difference.…”

“…The third paper by Corlett et al (2021) considers the value of expressing vulnerability as a contrast to the dominant managerial and leadership discourses of being strong, in control and knowledgeable (Corlett et al, 2019). Following a study of senior executives taking part in action learning sets on an executive Masters programme, the participants articulate how they learn to be different to normative leader and organizational expectations.…”