Résumés
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
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Parties annexes
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.
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