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Tilburg University Leadership from the File Room to the Board Room Tilburg University Leadership from the file room to the board room Dawson, K.E. Publication date: 2011 Link to publication in Tilburg University Research Portal Citation for published version (APA): Dawson, K. E. (2011). Leadership from the file room to the board room: A grounded theory inquiry into the influences of a leadership development program on participants. [s.n.]. 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Download date: 30. sep. 2021 Leadership from the File Room to the Board Room: A Grounded Theory Inquiry into the Influences of a Leadership Development Program on Participants Proefschrift ter verkrijging van de graad van doctor aan Tilburg University op gezag van de rector magnificus, prof. dr. Ph. Eijlander, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in zaal AZ 17 van de Universiteit op dinsdag 8 november 2011 om 16.15 uur door Karen Elizabeth Dawson geboren op 19 april 1963 te Edmonton, AB, Canada Promotores: Prof. dr. S. St. George Prof. dr. J.B. Rijsman Promotiecommissie: Prof. dr. K. Gergen Prof. dr. S. McNamee Prof. dr. ir. G. van Dijk Prof. dr. D. Zandee Prof. dr. F. Jacques ii Abstract In this qualitative study, I explored the influences of an 18-month long leadership development program offered within a large, public service organization on the professional and personal lives of graduates. Researching from a social constructionist stance, I chose to use situational analysis, a variation of grounded theory methodology, to frame the study. I collected the first round of data using a matrix interviewing methodology during which research participants interviewed each other about the influences that the program had on them, and then the participants conducted the initial analysis of the data. The second round of data was collected through one-on-one interviews, and I analyzed the data using situational analysis maps and mind maps. The resultant theorizing indicated that although the influences of the program vary widely, the Leadership Development Program created a safe space in which participants engaged in conversations that stretched and challenged their thinking and feeling about themselves, their relationships, and their performance of leadership. Research participants reported that they show up in life and at work differently as a result of the program experience, and that they have new language with which to talk about leadership in their personal and professional lives. iii Acknowledgements My Mom and Dad always encouraged me to be curious and to try in my own way to make the world a better place. My sister Jan has always made me feel smart and capable of anything. To the three Dawsons, I am forever grateful. The participants in the research, the amazing team at AEI, and my fellow facilitators made the entire research initiative possible, inspiring, and important to me. My patient, meticulous, supportive dissertation supervisor, Sally St. George, is my trusted mentor. Sally exhibits a mysterious combination of warm compassion and fierce dedication to excellence. I want to be like Sally when I grow up. Caitlin McClure was my improvising, playful, ready to celebrate miniscule accomplishments writing coach, without whose energy I would have crumbled. Wow. Brayden McCue created the stunning piece of sculpture for the cover in response to my explanation of relational leadership. A true artist. This dissertation has been on the receiving end of Shanaya Nelson’s keen eye for detail. As editor, Shanaya fixed, tweaked, and gently nudged me towards a clean copy. Without her, the journey would have been less. Bob McCue and I fell in love 2 years into this project. Bob asked me about the research, about my thought processes, about what I was learning— his questions were not easy to answer. Bob taught me what it means to think clearly and carefully about things that matter to me. His love and encouragement have been constant. I want to acknowledge my remarkable kids, John and Abby. They have watched me tackle two graduate degrees and I am not sure they understand what it is I study, or why. They just want me to be happy, doing things that I love. I trust that I will always remember to return the favour. This dissertation is for them, even though they likely won’t read it. That is as it should be—they have their own work and play ahead. iv Table of Contents Abstract .............................................................................................................iii! Acknowledgements........................................................................................... iv! List of Tables .................................................................................................... ix! List of Figures .................................................................................................... x! Prologue ............................................................................................................. 1! Chapter One: Context......................................................................................... 2! Before the Beginning ................................................................................ 2! Playing with the Relationship between Improvisation and Leadership................................................................................................. 3! I Wanted to Reflect on my Practice .......................................................... 6! The Background Story of this Leadership Development Program........... 8! My Relationship to this Program ............................................................ 21! Chapter Two: Review(er) of the Literature...................................................... 24! The Purpose of a Literature Review ....................................................... 24! Introduction............................................................................................. 24! Major Topics........................................................................................... 26! Leadership...................................................................................... 26! Individual leader trait theories ....................................................... 32! Situational leadership theories ....................................................... 32! Psychoanalytical theories of leadership ......................................... 33! Humanistic leadership theories ...................................................... 33! Transformational leadership theories............................................. 34! Organizational culture.................................................................... 45! Leadership development ................................................................ 60! Conclusion .............................................................................................. 70! Chapter Three: Research Approach, Methodology, and Methods................... 72! How I Began ........................................................................................... 72! v Articulating a Stance............................................................................... 73! Researching Leadership Development from a Constructionist Stance... 75! Selecting a Methodology ........................................................................ 78! Getting Clearer About Grounded Theory and Situational Analysis ....... 81! Which Methods Should I Use? ............................................................... 82! Honouring Ethical Obligations of Conducting Research........................ 84! Sampling, Inviting, and Choosing Research Participants....................... 86! Data Collection Method #1 – The Interview Matrix .............................. 87! Slowing Down My Process in Order to Move Forward Quickly ........... 91! Support from Participative Inquiry and Practice Literature.................... 93! Turning to Grounded Theorists for Even More Support ........................ 94! Supporting Participants to Interview Well.............................................. 96! Supporting Participants to Analyze Well................................................ 97! Details About What Happened ............................................................... 99! Data Gathering Session #1 in Edmonton ................................................ 99! Feedback from Participants of Data Gathering Session #1 .................. 100! Data Gathering Session #2 in Lethbridge ............................................. 101! Data Gathering Session #3 in Red Deer ............................................... 101! Moving to the Next Level of Analysis.................................................. 102! Mind Mapping .....................................................................................
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