Using Storytelling Theatrics for Leadership Training

2015 ◽  
Vol 17 (3) ◽  
pp. 348-362 ◽  
Author(s):  
David M. Boje ◽  
Grace Ann Rosile ◽  
Jillian Saylors ◽  
Rohny Saylors
Keyword(s):  
Leadership Training ◽  
Power Dynamics ◽  
Organizational Leaders ◽  
Training Process ◽  
Center Stage ◽  
Leaders And Followers ◽  
Theatrical Training ◽  
Do So

The Problem How can leaders learn to use power in ways that minimize oppression and resistance, and instead are more liberating? As perceived oppression leads to resistance, leaders who are untrained in these power dynamics may enact oppressive behaviors and trigger resistance without awareness or intention to do so. The Solution This article describes a leadership training process we call storytelling theatrics. These storytelling theatrics formats explore power dynamics in multi-voiced scenarios that incorporate many perspectives. This method gives participants a voice in their own learning and creates actors instead of auditors. It brings hidden sources of oppression to center stage, to fully explore more liberating possibilities for both followers and leaders. Leaders can minimize repression and resistance if they understand, uncover, and confront these expressions of power. The Stakeholders Organizational leaders as well as their followers are stakeholders in this embodied theatrical training. This intervention creates benefit for both leaders and followers, because both are potentially oppressed by power dynamics.

scholarly journals In the Eye of the Beholder: How Self-Other Agreements Influence Leadership Training Outcomes as Perceived by Leaders and Their Followers

2021 ◽  
Author(s):  
Karina Nielsen ◽  
Susanne Tafvelin ◽  
Ulrica von Thiele Schwarz ◽  
Henna Hasson
Keyword(s):  
Transformational Leadership ◽  
Leadership Styles ◽  
Leadership Training ◽  
Leadership Behaviors ◽  
Forest Industry ◽  
Training Outcomes ◽  
Contingent Reward ◽  
Leaders And Followers ◽  
A Prospective Study ◽  
Prospective Study Design

AbstractBased on Yammarino and Atwater’s self-other agreement typology of leaders, we explored whether leaders’ and followers’ agreement influenced their ratings of leadership behaviors after training where leaders received multi-source feedback to stimulate behavior change. We used a prospective study design including 68 leaders and 237 followers from a Swedish forest industry company. Leaders underwent training to increase their transformational leadership and contingent reward styles and reduce management-by-exception passive and laissez-faire leadership. We found that self-other agreement influences followers and leaders reporting changes in leadership styles. We also found that although some leader types were perceived to improve their leadership behaviors, leaders and followers reported differential patterns in which types of leaders improved the most. Our results have important implications for how feedback should be used to support training to achieve changes in leadership styles.

scholarly journals A Critique of the ‘Paleo Diet’

1969 ◽  
Vol 3 (1) ◽  
pp. 1-6
Author(s):  
Ashley Reeves
Keyword(s):  
Social Economic ◽  
Power Dynamics ◽  
Technical Solution ◽  
Food Regime ◽  
Contemporary World ◽  
The Social ◽  
Consumption Practices ◽  
Paleo Diet ◽  
Global Food ◽  
Do So

Relatively little has been written about the social, economic and political dynamics and relationships that are engendered through Paleo culture. Examining the tensions within and between the ‘Paleo Diet’ principles and practices reveals the application of a technical solution to a structural problem: power dynamics created at an individual and group level by the Paleo culture reveals an emergent food classism rooted in socio-economic and racialized inequalities. Participation in and adherence to the Paleo lifestyle (or the inability to do so) creates particular types of social subjects and subjectivities based on the implicit moralization of food and consumption practices. While the Paleo Diet reflects millenarian apprehensions about the state of the contemporary world and concerns with global food quality and food insecurity, it is dependent on and exacerbates the socio-economic dynamics and marginalizing practices of a global food regime that it seeks to critique and abandon.

scholarly journals Strategi Peningkatan Efektifitas Pelatihan Kepemimpinan: Telaah Teoretis dan Empiris

2018 ◽  
Vol 14 (1) ◽  
pp. 69-86
Author(s):  
Adi Suryanto
Keyword(s):  
Organizational Performance ◽  
System Design ◽  
Organizational Support ◽  
Leadership Training ◽  
Training System ◽  
Training Phase ◽  
Training Process ◽  
Effective Learning ◽  
Current Leadership

This article presents the idea of strategies for improving the effectiveness of leadership training that has so far not been clearly mapped. Although the current leadership training system design is perceived to be quite effective but in its perceived implementation it has not been optimal yet to boost organizational performance to the highest level. To focus the training into effective learning requires the organization to be able to pay attention to two important elements of training, participants characteristics and organizational support. Expectations of the two elements need to be met so that the training process runs perfectly. On this basis and with reference to empirical theories and experiences, this article successfully formulates three key strategies that need to be undertaken in the pre-leadership training phase, during leadership training, and post leadership training. Keywords : Effectiveness, Leadership Training Abstrak Artikel ini menyajikan pokok pikiran terkait strategi peningkatan efektivitas pelatihan kepemimpinan yang hingga saat ini masih belum terpetakan dengan jelas. Meskipun rancangan sistem pelatihan kepemimpinan yang ada saat ini dirasakan cukup efektif namun, dalam pelaksanannya dirasakan masih belum optimal mendongkrak kinerja organisasi ke level yang tertinggi. Untuk memfokuskan pelatihan menjadi pembelajaran yang efektif, mensyaratkan organisasi untuk mampu memperhatikan dua unsur penting yaitu karakteristik peserta pelatihan dan dukungan lingkungan organisasi. Ekspektasi dan harapan dua unsur tersebut perlu dipertemukan agar proses pelatihan berjalan sempurna. Atas dasar hal tersebut dan dengan berpedoman pada teori-teori dan pengalaman empiris, artikel ini berhasil memformulasikan tiga strategi utama yang perlu dijalankan mulai di fase pra-pelatihan kepemimpinan, pada saat pelatihan kepemimpinan, dan pasca pelatihan kepemimpinan. Kata Kunci : Efektivitas, Pelatihan Kepemimpinan

scholarly journals Ambiguous authority and hidden hierarchy: Collective leadership in an elite professional service firm

Leadership ◽  
2019 ◽  
Vol 16 (1) ◽  
pp. 62-86
Author(s):  
Laura Empson
Keyword(s):  
Professional Service ◽  
Power Dynamics ◽  
Organizational Crisis ◽  
Collective Leadership ◽  
Service Firm ◽  
Professional Service Firm ◽  
Leadership Group ◽  
Group Members ◽  
Functional Purpose ◽  
Do So

This study represents a detailed analysis of collective leadership in an elite professional service firm, examining the distinctive power dynamics revealed among professional peers as they attempt to act decisively in response to an acute organizational crisis. It identifies how professional peers deliberately construct and amplify ambiguity in both the composition and authority of their collective leadership group, and examines how that ambiguity can serve a functional purpose for group members. Intuitive mutual adjustment is the prevailing pattern of interaction, but this changes to a more managed form of mutual adjustment as a hidden hierarchy is revealed in response to the crisis. The study identifies the micro interactions which constitute both intuitive and managed mutual adjustment, and shows how members of a collective leadership group can maintain cohesion and act decisively, in spite of lacking the formal authority to do so. The findings challenge some foundational assumptions of collective leadership theory and extend our understanding of leadership power dynamics more generally by demonstrating how leaders can exercise considerable informal power under the cloak of ambiguity, highlighting the hidden hierarchy that can exist within a collective, and emphasizing the significance of individual ‘heroic’ leader within collective leadership.

scholarly journals Dancing with power in ‘We are the university: Students co-creating change’

2021 ◽  
pp. 258-274
Author(s):  
Tai Peseta ◽  
◽  
Alex Donoghue ◽  
Sameer Hifazat ◽  
Shivani Suresh ◽  
...  
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Power Sharing ◽  
Power Dynamics ◽  
Working Together ◽  
The University ◽  
Do So ◽  
Reflexive Inquiry ◽  
Learning Together

Much of the student-staff partnership literature calls for increased collaboration and power sharing among staff and students. Less common are accounts by student partners themselves that take up the challenge of what partnership and power feel like as universities embrace their neoliberal trajectory - and - purport to do so on behalf of students themselves. Especially acute is the conundrum of how partnership initiatives can, and do, reproduce the very power dynamics they set out to transform. We are a group of students and staff working in curriculum partnership together at Western Sydney University. The context of our work together is the 21C project, a university-wide strategy to transform curriculum, teaching, and learning, drawing on ‘partnership pedagogy’. In this paper, we engage in a process of reflexive inquiry to interrogate a new elective unit that many of us are involved in as advocates, co-creators, as students and staff learning together, and as evaluators, called We are the university: Students co-creating change (WATU). To highlight partnership’s intricate power plays, we offer a fictionalised account to reflect our multi-voiced experiences of being involved in WATU. We have come to understand power’s simultaneity in partnership as forms of power over, as permission-giving, as sharing (or partnership), and as the power to act (agency). The account is our story of partnership’s inevitable contradictions - a collaboration that teaches us about the challenges of working together while being cautious of partnership’s transformatory claims.

scholarly journals Coaching and Being Coached: A Qualitative Study of the Experiences of Education Leaders in the Florida Conference of Seventh-day Adventists

2020 ◽  
Author(s):  
◽  
Arne Nielsen
Keyword(s):  
Leadership Training ◽  
Peer Coaching ◽  
Phenomenological Approach ◽  
Theory And Practice ◽  
Training Process ◽  
Training Experience ◽  
Effect Change ◽  
Education Leaders ◽  
Coaching Skills ◽  
Coaching Training

Problem The Florida Conference of Seventh-day Adventists administration was concerned about its effectiveness as an evangelistic organization due to changes in societal norms. They felt a need for a paradigm shift to keep ministry relevant to its membership and to find new methods to reach people for Christ. There was an intentional focus on developing a model for effective ministry by equipping pastors and educators with new and different skills for the purpose of effecting personal and organizational transformation. For change to occur, it was decided to put in place a support system for leaders utilizing co-active coaching as the delivery mechanism for equipping and reeducation its key leaders. The Florida Conference has been intentional about developing leaders of transformation. To effect change, and to properly equip and re-educate its leaders, workshops and seminars introduce leaders to a process or system of support called “Leadership Training.” A framework for these trainings is the executive coaching model, known as Co-Active Coaching, and referred to as “Peer Coaching” in the Florida Conference due to its uniqueness of training and delivery. Through the Leadership Training process, leaders are taught skills to move them toward confidence in their leadership ability, to make them accountable to themselves for their dreams and vision, and to allow them the vulnerability to engage in the coaching process. Considerable investment of time and financial resources are provided to ensure the success of these leadership workshops and seminars, and exposure to the perceived benefits of coaching and being coached. To date, there has been no study to see if the coaching initiative in the Florida Conference is producing the desired outcome of restoration and transformation of its ministry and education leaders. Method The research design chosen for this study followed the outline and protocols written by Bloomberg, Volpe, and Creswell. This study was based on a phenomenological approach, utilizing narrative inquiry through semi-structured interviews, in a face-to-face setting at a location chosen by the participant. These methods were chosen because the participants have all shared similar leadership training and coaching experiences in the Florida Conference. The sample size was eleven education leaders. A constructivist approach was used to allow for flexible guidelines, interpretation, and inquiry that may be influenced by the researcher. In addition, this study utilized a hermeneutic phenomenological approach because it provided a clear method to understand the participants lived experiences and an endeavor to describe meaning to that lived experience as it relates to the broader context of their personal and professional lives. Also, the multi-case-study research method was chosen because it simplifies and brings understanding to an issue, it is focused, it has a time frame and boundaries, it can extend the experience, and it can add strength to what is already known from previous research. Results The study revealed that participants recognized the importance of peer coaching, perceived coaching as a safe space for personal discovery combining theory and practice, identified some drawbacks of the coaching training process, experienced significant benefits to the coaching training experience, and unexpectedly found the visioning exercise and subsequent core values assignment having a major impact on their relationships during their tenure as leaders. Conclusions The study affirmed the intended outcomes of the peer coaching training. The model is easily replicated and transferable. Outcomes are optimized by a prior knowledge of coaching skills and theory. Some modalities of coaching should be continued for leaders wanting to affect personal and professional transformation. Coaching skills can be used in both professional and personal interactions. Tertiary institutions should consider offering courses that support coaching skills. Peer coaching can serve as a framework for leadership development and support.

scholarly journals Research in AI has Implications for Society: How do we Respond?

2021 ◽  
Vol 1 (1) ◽  
pp. 62-75
Author(s):  
Henrik Skaug Sætra ◽  
Eduard Fosch-Villaronga
Keyword(s):  
Technology Development ◽  
Self Regulation ◽  
Balance Of Power ◽  
Scientific Activity ◽  
Political Activity ◽  
Power Dynamics ◽  
Science Ethics ◽  
Course Of Action ◽  
Do So ◽  
Ethics And Politics

Artificial intelligence (AI) offers previously unimaginable possibilities, solving problems faster and more creatively than before, representing and inviting hope and change, but also fear and resistance. Unfortunately, while the pace of technology development and application dramatically accelerates, the understanding of its implications does not follow suit. Moreover, while mechanisms to anticipate, control, and steer AI development to prevent adverse consequences seem necessary, the current power dynamics on which society should frame such development is causing much confusion. In this article we ask whether AI advances should be restricted, modified, or adjusted based on their potential legal, ethical, societal consequences. We examine four possible arguments in favor of subjecting scientific activity to stricter ethical and political control and critically analyze them in light of the perspective that science, ethics, and politics should strive for a division of labor and balance of power rather than a conflation. We argue that the domains of science, ethics, and politics should not conflate if we are to retain the ability to adequately assess the adequate course of action in light of AI‘s implications. We do so because such conflation could lead to uncertain and questionable outcomes, such as politicized science or ethics washing, ethics constrained by corporate or scientific interests, insufficient regulation, and political activity due to a misplaced belief in industry self-regulation. As such, we argue that the different functions of science, ethics, and politics must be respected to ensure AI development serves the interests of society.

scholarly journals Integrative governance: The relationships between governance instruments taking center stage

2018 ◽  
Vol 36 (8) ◽  
pp. 1341-1354
Author(s):  
Ingrid J Visseren-Hamakers
Keyword(s):  
Theme Issue ◽  
Policy Makers ◽  
Center Stage ◽  
Trade Offs ◽  
Governance Systems ◽  
Do So ◽  
Governance Instruments

The fragmentation and complexity of governance are well recognized among scholars and policy makers. The debate on fragmentation has itself, however, also remained rather fragmented. This has inhibited the drawing of common lessons among the different communities, and has delayed the development of more concerted efforts to enhance synergies and address trade-offs between different societal goals. In order to move forward, this theme issue shows that the various disconnected debates are in essence trying to do the same thing—contribute to the discussion on the relationships between governance instruments. In order to do so, it is based on and advances the notion of Integrative Governance, defined as the theories and practices that focus on the relationships between governance instruments and/or governance systems. The theme issue serves the debate in two ways: (1) it contributes to the “defragmentation” of the debate by bringing together the different concepts and approaches used to study Integrative Governance and (2) it furthers the debate by addressing the main gaps in the Integrative Governance literature. Each article contributes to both aims of the theme issue by making conceptual links between the different approaches, and by addressing multiple gaps in the literature. As such, the theme issue as a whole contributes to a better understanding of the relationships between governance instruments, with a view to enhance these relationships and governance performance.

We Challenge You to Join the Movement: From Discourse to Critical Voice

2019 ◽  
Vol 44 (2) ◽  
pp. 247-266
Author(s):  
Brandy S. Edmondson ◽  
Vickie Cox Edmondson ◽  
Jann Adams ◽  
Jodi Barnes
Keyword(s):  
Civil Rights ◽  
Business Management ◽  
The United States ◽  
Faculty Members ◽  
Organizational Leaders ◽  
Consciousness Raising ◽  
Civil Rights Era ◽  
Racial And Ethnic Differences ◽  
Equity And Inclusion ◽  
Do So

Despite the advances made since the civil rights era, racial and ethnic differences are still salient and politically divisive in the United States. Businesses increasingly have diversity, equity, and inclusion goals and business management faculty can play an important role in helping them achieve those goals. In this article, we argue that businesspersons, especially leaders of enterprises that have diversity, equity, and inclusion goals and the faculty who educate them, have a responsibility to help identify issues regarding, and solutions to, some of the world’s most pressing problems and can do so through consciousness-raising experiences aimed at helping their students develop a critical voice that signals they are more likely to contribute to a respectful and productive work environment. Five illustrative scenarios are set forth as consciousness-raising experiences that faculty members can draw on as tools to prepare students to use their critical voice as socially and culturally conscious future organizational leaders. Although the scenarios can be applied to multiple causes, we offer the Black Lives Matter movement, a social justice movement that has gained global attention, as a frame for this discussion.

scholarly journals Spatial and Temporal Dilemmas of Managers and Entrepreneurs. The Reconstruction of Neutralization Techniques

2020 ◽  
Vol 16 (4) ◽  
pp. 36-51
Author(s):  
Waldemar Dymarczyk
Keyword(s):  
Internal Pressure ◽  
Organizational Leaders ◽  
Social Expectations ◽  
Business Manager ◽  
Self Presentation ◽  
Dominant Strategies ◽  
Different Types ◽  
Neutralization Techniques ◽  
Temporal Dimensions ◽  
Do So

It is often assumed (in line with social expectations) that being a business manager and/or owner implies the feeling of omnipotence. Not only do organizational leaders run businesses, but they are also qualified to do so and are well-organized to physically and mentally cope with their duties. Thus, permanent (external and internal) pressure forces key organizational actors to use self-presentation strategies that meet social expectations. Narratives of organizational leaders show that other aspects of their lives are subdued to the sphere of business activities or are even incorporated by it. One of the most dominant strategies is to present oneself as an inner-directed individual in control of one’s career (a “self-made man” or “self-made woman”). At the same time, such an attitude results in “tensions” between irreconcilable roles or activities undertaken in various spheres of life. These tensions are depicted in the paper. The author shows different types of neutralization techniques used by organizational leaders to overcome or mitigate these tensions. Eleven neutralization practices have been outlined. These techniques have been identified in the course of the nearly decade-long research into spatial and temporal dimensions of careers of managers and entrepreneurs.

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