Siinviidatud vabalevis olev tekst on ühtaegu hariv ja rõõmu pakkuv (selline side on vist loogiline-oodatud). Filosoofid juhtimiskursusel võib olla harjumatu paljudele, kuid tekst tasub ette võtta ja rahulikult liikuda. Kiirustada ei ole hea idee, sest mõttekäigud on sisukad ja vajavad mõtestamiseks aega just neil, kel filosoofiettevalmistus tagasihoidlik.
Juured ja juurekesed:
“In the Western tradition, efforts to ensure rigorous, systematic approaches to leadership development (LD) can be traced back at least as far as ancient Greece (Russell, 1984; Wilson, 2016). Historians disprove assumptions that research and theorizing about leadership and its development are recent phenomenon (Day et al., 2014).” (Wilson et al., 2022, p. 472)
Klient – õppija (juht, organisatsioon) – soovib lihtsaid lahendusi ja õigeid vastuseid.
“Gurdjian, Halbeisen and Lane (2014, no page number) argue the common reliance on participant feedback to evaluate LDPs creates the risk that ‘trainers learn to game the system and deliver a syllabus that is more pleasing than challenging to participants’.” (Wilson et al., 2022, p. 472)
Siinne tsitaat võiks paljudele huvi pakkuda:
“This paper focuses on the 360-degree psychometric instruments that are common features of LDPs. Again, precise figures are lacking, however at the end of the 20th Century ‘perhaps millions’ had undergone such assessments (Atwater and Waldman, 1998) and their use amongst Fortune 500 companies was estimated to be ‘nearly universal’ (Wareech et al., 1998).” (Wilson et al., 2022, p. 473)
360 kraadi hindamine – märksõnad:
“360-degree instruments involve participants and selected colleagues (bosses, peers and ‘direct reports’) rating the participant against a series of statements, with results typically reported in aggregated form. However, because peers, direct reports and managers likely have varying expectations about what constitutes effective leadership a concerning degree of subjectivity is embedded into these tools (Hooijberg and Choi, 2000). (Wilson et al., 2022, p. 473) […] Given this, it is not surprising that the credibility of the ratings is questionable (Markham et al., 2015). Moreover, with such small samples, typically between six and 15 raters, drawing major conclusions from quantitative data seems inherently risky. Unsurprisingly, ratees’ willingness to accept feedback as valid is linked to how positive it is, with more negative feedback garnering less acceptance (Facteau et al., 1998).” (Wilson et al., 2022, p. 473)
“Our approach is pragmatic: we cannot eliminate LDPs but we can seek to unsettle them through using the skills we, as academics, valorize, that is, encouragement of more critical thought and the development of skills of deep analysis and questioning. We conclude by asking colleagues involved in LDPs to join with us in bringing philosophy into these programmes so that they conform more closely to the ideal of a university education.” (Wilson et al., 2022, p. 489)
Wilson, S., Lee, H., Ford, J., & Harding, N. (2022). If philosophers went on a leadership course: A (serious) farce in three Acts. Leadership, 18(4), 471–497. https://doi.org/10.1177/17427150221083428