Siinviidatu on ilmselt üks selliseid artikleid, millest paljud juhid mööda vaatavad, sest see tundub keeruline. Aga need, kes mööda ei vaata, suudavad ilmselt luua konteksti organisatsiooni adekvaatseks arenguks.

Autorid selgitavad, mis on õppimise tähendus selles artiklis:

We understand learning as: relational, whereby ‘reality construction and sense-making are relational processes’ (Cunliffe, 2008: 126) which take place in relation to others whether present or not, and; dialogical, as we explore different ways of interpreting issues, share sense of situations and create possibilities for change (Cunliffe, 2002). Learning to become a leader or manager ‘incorporates relational practices (processes) within social interactions’ (Cunliffe and Eriksen, 2011: 1430)

Domineerivad diskursused konstrueerivad juhi ja juhtimise stiili, st adekvaatseks juhtimise mõtestamiseks ja tehnikate valimiseks-kasutamiseks on neid erinevaid diskursuseid vajalik mõista, tunnistada ja mõtestada.

A starting point is to recognise that dominant masculinised leadership and managerial discourses shape constructions of leader, leadership, manager and management (Hay, 2014; Watson, 2008). Of import is how these discourses shape norms and expectations of leaders and managers to be strong, contained, ‘in control, right and knowledgeable’ (Hay, 2014: 512). Within this context, Corlett et al. (2019: 557) contend not displaying vulnerability is likely to be valued and ‘not surprisingly, when managers experience vulnerability, they commonly adopt a mask of invulnerability to protect themselves’.

Kokkuvõttes ütlevad autorid muuhulgas:

We oppose and/or resist, where we can, ‘the instrumentalising tendencies of neoliberalism, where we are all subjected to the needs of the market and hope that by creating more opportunities for thinking and reflection this crafts space for privileging what makes us human’. 4 Our motivations are to support learners to practise criticality, increase their agentic options and to encourage facilitators to provide, both themselves and learners, critical breathing space from within the neoliberal discourse.

Corlett, S., Ruane, M., & Mavin, S. (2021). Learning (not) to be different: The value of vulnerability in trusted and safe identity work spaces. Management Learning. https://doi.org/10.1177/1350507621995816