Abstracts
Résumé
La mise en oeuvre des objectifs de développement durable force les dirigeants des organisations à développer des capacités cognitives et comportementales pour gérer la complexité qui en découle. Ces capacités peuvent être associées au leadership authentique. Les approches réflexives sont reconnues comme étant prometteuses pour développer ce type de leadership. Elles sont toutefois peu utilisées en contexte de formation universitaire. Cet article compare deux approches d’apprentissage qui visent le développement du leadership chez des étudiants de niveau maîtrise. Il en ressort que l’apprentissage expérientiel par jeux d’actions collaboratifs contribuerait à développer davantage certaines composantes du leadership authentique que le coaching.
Mots-clés :
- leadership authentique,
- réflexivité,
- coaching,
- apprentissage expérientiel,
- objectifs de développement durable
Abstract
The implementation of sustainable development goals forces the leaders of organizations to develop cognitive and behavioural capacities to manage the resulting complexity. These abilities can be associated with authentic leadership. Reflective approaches are recognized as showing promise for developing this type of leadership. However, they are rarely used in the context of university training. This article compares two learning approaches that target leadership development in master’s level students. It emerges that experiential learning through collaborative action games would help to develop certain components of authentic leadership more than coaching.
Keywords:
- authentic leadership,
- reflexivity,
- coaching,
- experiential learning,
- sustainable development goals
Download the article in PDF to read it.
Download
Appendices
Remerciements
Nous tenons à remercier le professeur Jean Cadieux de l’Université de Sherbrooke pour sa précieuse collaboration dans l’analyse des données de cette étude.
Bibliographie
- Allen, S. J. (2018). Yes ! And… I’m so tired of experiential learning. Journal of Management Education, 42, 306-312.
- Argyris, C. et Schön, D. A. (1974). Theory in practice : Increasing professional effectiveness. Jossey-Bass.
- Argyris, C. (1982). Reasoning, Learning and Action. Jossey-Bass
- Audebrand, L. K. (2017). Expanding the scope of paradox scholarship on social enterprise : The case for (re) introducing worker cooperatives. M@n@gement, 20(4), 368-393.
- Avolio, B. J. et Gardner, W. L. (2005). Authentic leadership development : Getting to the root of positive forms of leadership. The Leadership Quarterly, 16, 315-338.
- Avolio, B. J., Walumbwa, F. O. et Weber, T. J. (2009). Leadership : Current theories, research, and future directions. Annual review of psychology, 60, 421-449.
- Bahauddin, K. M. (2018). The Essence of Leadership for Achieving the Sustainable Development Goals. SDG Knowledge Hub.
- Barbier, J. M. et Thievenaz, J. (2013). Le travail de l’expérience. L’Harmattan.
- Baron, C. et Cayer, M. (2011). Fostering post-conventional consciousness in leaders : Why and how ? Journal of Management Development, 30(4), 344-365. psyh. https://doi.org/10.1108/02621711111126828
- Baron, L. (2013). Development of authentic and mindful leaders : A longitudinal study on how experiential training succeeds. Third World Congress on Positive Psychology, juin 2027-30, 2013, Los Angeles, CA [Abstract], 124-124. pxh. https://doi.org/10.1037/e574802013-342
- Baron, L. (2016). Authentic leadership and mindfulness development through action learning. Journal of Managerial Psychology, 31(1), 296-311.
- Battilana, J., Leca, B. et Boxenbaum, E. (2009). 2 how actors change institutions : towards a theory of institutional entrepreneurship. Academy of Management annals, 3(1), 65-107.
- Burns, H., Vaught, D. et Bauman, C. (2015). Leadership for Sustainability : Theoretical Foundations and Pedagogical Practices that Foster Change. International Journal of Leadership Studies, 9(1), 131-143.
- Byrne, A., Crossan, M. et Seijts, G. (2017). The development of leader character through crucible moments. Journal of Management Education, 42(2), 265-293.
- Cavanagh, M., Grant, A. et Kemp, T. (2005). Evidence-Based Coaching : Theory, Research and Practice from the Behavioural Sciences. Australian Academic Press.
- Cho, Y. et Egan, T. M. (2009). Action learning research : A systematic review and conceptual framework. Human Resource Development Review, 8(4), 431-462.
- Conger, J. (1992). Learning to Lead. Jossey-Bass.
- Conger, J. A. et Benjamin, B. (1999). Building leaders : How successful companies develop the next generation. Jossey-Bass.
- Cooper, J. F. et Nirenberg, J. (2012). Encyclopedia of leadership edition. Leadership Effectiveness.
- Cooper, C. D., Scandura, T. A. et Schriesheim, C. A. (2005). Looking forward but learning from our past : Potential challenges to developing authentic leadership theory and authentic leaders. The Leadership Quarterly, 16, 475-493.
- Cottafava, D., Cavaglià, G. et Corazza, L. (2019). Education of sustainable development goals through students’ active engagement. Sustainability Accounting, Management and Policy Journal, 10(3), 521-544.
- Cox, E. (2013). Coaching Understood : A Pragmatic Inquiry into Coaching Process. SAGE.
- Cunliffe, A. et Easterby-Smith, M. P. V. (2004). From reflection to practical reflexivity : experiential learning as lived experience. Dans M. Reynolds et R. Vince (dir.), Organizing Reflection (p. 30-46). Ashgate Publishing.
- De Colle, S., Henriques, A. et Sarasvathy, S. (2014). The paradox of corporate social responsibility standards. Journal of Business Ethics, 12(2), 177-191.
- Del Baldo, M. (2019). Acting as a benefit corporation and a B Corp to responsibly pursue private and public benefits. The case of Paradisi Srl (Italy). International Journal of Corporate Social Responsibility, 4(1), article no.4.
- Dennehy, R. F., Sims, R. R. et Collins, H. E. (1998). Debriefing experiential learning exercises : A theoretical and practical guide for success. Journal of Management Education, 22(1), 9-25.
- Dilworth, R. L. et Willis, V. J. (2003). Action learning : Images and pathways. Malabar, FL : Krieger.
- Ferdig, M. A. et Ludema, J. D. (2002, août). Transformative interactions : relational principles to guide self-organizing change. Academy of Management Proceedings, 2002(1), D1-D6.
- Fusco, T., O’Riordan, S. et Palmer, S. (2015). Authentic leaders are... conscious, competent, confident, and congruent : A grounded theory of group coaching and authentic leadership development. International Coaching Psychology Review, 10(2), 131-148.
- Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R. et Walumbwa, F. (2005). “Can you see the real me ?” A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343-372.
- Gardner, W. L., Cogliser, C. C., Davis, K. M. et Dickens, M. P. (2011). Authentic leadership : A review of the literature and research agenda. The Leadership Quarterly, 22, 1120-1145.
- Grimand, A., Vandangeon-Derumez, I. et Schafer, P. (2014). Manager les paradoxes de la RSE. Revue française de gestion, 240, 133-148.
- Hargrave, T. J. et Van de Ven, A. H. (2017). Integrating dialectical and paradox perspectives on managing contradictions in organizations. Organization Studies, 38(3-4), 319-339.
- Ilies, R., Morgeson, F. P. et Nahrgang, J. D. 2005. Authentic leadership and eudaemonic well-being : Understanding leader-follower outcomes. Leadership Quarterly, 16, 373-394.
- Jenkins, D. M. (2013). Exploring instructional strategies in student leadership development programming. Journal of leadership studies, 6(4), 48-62.
- Kannothra, C. G., Manning, S. et Haigh, N. (2018). How hybrids manage growth and social – business tensions in global supply chains : The case of impact sourcing. Journal of Business Ethics, 148(2), 271-290.
- Kim, M., Beehr, T. A. et Prewett, M. S. (2018). Employee responses to empowering leadership : A meta-analysis. Journal of Leadership & Organizational Studies, 25(3), 257-276.
- Kolb, D. A. (1984). Experiential learning : Experience as the source of learning and development. Englewood Cliffs, NJ : Prentice Hall.
- Kuechler, W. et Stedham, Y. (2017). Management education and transformational learning : The integration of mindfulness in an MBA course. Journal of Management Education, 42(1), 8-33.
- Labelle, F., et St-Pierre, J. (2010). Les déterminants institutionnels, organisationnels et individuels de la sensibilité des PME au sujet du développement durable. Actes du 10e Congrès international francophone en entrepreneuriat et PME, Bordeaux, 26 au 29 octobre (Université Montesquieu Bordeaux IV).
- Lai, A. (2011). Transformational-transactional leadership theory. AHS Capstone Projects. Paper, 17.
- Lewis, M. W. (2000). Exploring paradox : Toward a more comprehensive guide. Academy of Management review, 25(4), 760-776.
- Luthans, F. et Avolio, B. J. (2003). Authentic leadership development. Dans K. S. Cameron, J. E. Dutton et R. E. Quinn (dir.), Positive Organizational Scholarship (p. 241-258). Berrett-Koehler.
- Marquardt, M. J., Skipton Leonard, H. S., Freedman, A. M. et Hill, C. C. (2009). Action learning for developing leaders and organizations. APA.
- Miller, R. J. et Maellaro, R. (2016). Getting to the root of the problem in experiential learning : Using problem solving and collective reflection to improve learning outcomes. Journal of Management Education, 40(2), 170-193.
- Mischel, W. et Morf, C. C. (2003). The self as a psycho-social dynamic processing system : A meta-perspective on a century of the self in psychology. Dans M. R. Leary et J. P. Tangney (dir.), Handbook of self and identity (p. 15-43). The Guilford Press.
- Morgan, G. (2006). Images of organization : The executive edition. Sage.
- ONU (2015). Transforming our world : The 2030 Agenda for Sustainable Development. Aperçu à https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E.
- Ortiz, D. et Huber-Heim, K. (2017). From information to empowerment : Teaching sustainable business development by enabling an experiential and participatory problem-solving process in the classroom. International Journal of Management Education, 15 (2), 318-331.
- Passmore, J. (2018). Behavioural coaching. Dans S. Palmer, A. Whybrow (dir.), Handbook of coaching psychology (p. 99-107). Routledge.
- Poole, M. S. et Van de Ven, A. H. (1989). Using paradox to build management and organization theories. Academy of management review, 14(4), 562-578.
- Quinn, R. E. et Cameron, K. S. (1988). Paradox and transformation : Toward a theory of change in organization and management. Ballinger Publishing Co/Harper et Row Publishers.
- Rubens, A., Schoenfeld, G. A., Schaffer, B. S. et Leah, J. S. (2018). Self-awareness and leadership : Developing an individual strategic professional development plan in an MBA leadership course. The International Journal of Management Education, 16(1), 1-13.
- Senge, P. (1990). Peter Senge and the learning organization. Récupéré de https://infed.org/mobi/peter-senge-and-the-learning-organization/, le 23 avril 2021.
- Smith, W. K., Gonin, M. et Besharov, M. L. (2013). Managing Social-Business Tensions : A Review and Research Agenda for Social Enterprise. Business Ethics Quarterly, 23(3), 407-442.
- Smith, W. K. et Lewis, M. W. (2011). Toward a theory of paradox : A dynamic equilibrium model of organizing. Academy of management Review, 36(2), 381-403.
- Smith, W. K. et Tushman, M. L. (2005). Managing strategic contradictions : A top management model for managing innovation streams. Organization science, 16(5), 522-536.
- Storey, M., Killian, S. et O’Regan, P. (2017). Responsible management education : Mapping the field in the context of the SDGs. The International Journal of Management Education, 15(2), 93-103.
- Sundaramurthy, C. et Lewis, M. (2003). Control and collaboration : Paradoxes of governance. Academy of management review, 28(3), 397-415.
- Waldman, D. A. et Bowen, D. E. (2016). Learning to be a paradox-savvy leader. Academy of Management Perspectives, 30(3), 316-327.
- Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S. et Peterson, S. J. (2008). Authentic leadership : Development and validation of a theory-based measure. Journal of Management, 34(1), 89-126.
- Whetten, D. A. (2007). Principles of effective course design : What I wish I had known about learning-centered teaching 30 years ago. Journal of Management Education, 31(3), 339-357.
- Whitmore, J. (1992). Coaching for Performance. Nicholas Bearley
- Yeo, R. K. et Marquardt, M. J. (2015). (Re) Interpreting action, learning, and experience : integrating action learning and experiential learning for HRD. Human Resource Development Quarterly, 26(1), 81-107.