Premise: ‘People have few assumptions when it comes to leadership. It does not matter whether you are a man/woman/ethnic minority; as long as you perform, you will be judged an effective leader.’ Do you agree or not? Justify your answer.
Leadership effectiveness should ideally be assessed based on performance, irrespective of gender, ethnicity, or personal characteristics. This perspective aligns with contemporary leadership theories such as Transformational and Servant leadership, emphasising qualities like empathy, emotional intelligence, and service rather than innate characteristics, challenging historical theories like the ‘Great Man Theory’ (Northouse, 2021).
However, an examination of societal realities reveals a more complex picture. Empirical evidence suggests the existence of unconscious biases that influence perceptions of leadership (Eagly & Karau, 2002). Phenomena such as the ‘Glass Ceiling’ and ‘Double Bind’ underscore the heightened scrutiny and performance expectations faced by women and ethnic minorities in leadership roles. This evidence suggests that, while crucial, performance may not be the sole determinant of perceived leadership effectiveness (Cohen & Huffman, 2007).
From a practical standpoint, the value of diverse leadership is increasingly recognised within organisations. Leaders from diverse backgrounds can contribute unique perspectives, catalysing innovation and better representation within the workforce, reinforcing the idea that effective leadership transcends personal characteristics (Nishii, 2013).
Nevertheless, reflecting on the implicit biases that persist and potentially influence leadership performance evaluation is essential. Therefore, organisations should adopt measures to mitigate these biases, such as unconscious bias training and objective performance metrics (Koch et al., 2015).
References
- Cohen, P.N., & Huffman, M.L. (2007). Working for the woman? Female managers and the gender wage gap. American Sociological Review, 72(5), 681—704. https://doi.org/10.1177/000312240707200502
- Eagly, A.H., & Karau, S.J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573—598. https://doi.org/10.1037//0033-295X.109.3.573
- Koch, A.J., D'Mello, S.D., & Sackett, P.R. (2015). A meta-analysis of gender stereotypes and bias in experimental simulations of employment decision making. Journal of Applied Psychology, 100(1), 128—161. https://doi.org/10.1037/a0036734
- Nishii, L.H. (2013). the benefits of climate for inclusion for gender-diverse groups. Academy of Management Journal, 56(6), 1754—1774. https://doi.org/10.5465/amj.2009.0823
- Northouse, P.G. (2021). Leadership: Theory and practice, (9th ed.). SAGE.
As an HRD professional, what do you think are the implications of Critical Leadership theory for talent development, including identification, onboarding, and mentoring along the Leadership Career Pathway? Discuss.
Critical Leadership Theory (CLT) implies an approach that questions predominant leadership ideologies and scrutinises their implications, particularly concerning power dynamics, social equity, and justice in organisations (Ford & Harding, 2011). This theory implicates a transformative approach to HRD processes in talent development, including talent identification, onboarding, and mentoring.
In talent identification, CLT urges HRD professionals to critically analyse the attributes they consider ‘leader-like’ (Ely et al., 2011). Conventionally, leadership has been associated with assertiveness, decisiveness, and dominance, often downplaying equally significant traits such as empathy, collaboration, or inclusivity. A critical approach challenges such biases and advocates for a more balanced, diverse, and equitable identification of potential leaders.
In onboarding, CLT suggests that new employees should be acquainted with the organisational culture and procedures, the underlying power structures, and their impact (Cable et al., 2013). As part of the onboarding process, this necessitates a critical understanding of the organisation, including any inequities or injustices. It sets the foundation for nurturing leaders who are efficient managers and conscious change agents.
Mentoring, under CLT, transcends the traditional role of providing career guidance or skill development (Ragins & Kram, 2007). It involves sharing critical perspectives, fostering a questioning attitude, and enabling the mentee to challenge and transform existing norms. This form of mentoring cultivates leaders who can critically analyse and respond to organisational societal complexities.
However, the application of CLT in talent development is challenging. HRD professionals must re-evaluate their understanding of leadership, challenge their biases, and embrace a more inclusive perspective. It necessitates a shift from a merely functional approach to a critical, reflective, and transformative approach to HRD (Swanson, 2022).
References
- Cable, D.M., Gino, F., & Staats, B.R. (2013). Reinventing employee onboarding. MIT Sloan Management Review, 54(3), 23—28. https://sloanreview.mit.edu/article/reinventing-employee-onboarding/
- Ely, R.J., Ibarra, H., & Kolb, D.M. (2011). Taking gender into account: Theory and design for women's leadership development programmes. Academy of Management Learning and Education, 10(3), 474—493. https://doi.org/10.5465/amle.2010.0046
- Ford, J., & Harding, N. (2011). The impossibility of the ‘true self’ of authentic leadership. Leadership, 7(4), 463—479. https://doi.org/10.1177/1742715011416894
- Ragins, B.R., & Kram, K.E. (2007). The handbook of mentoring at work: Theory, research, and practice. SAGE.
- Swanson, R.A. (2022). Foundations of human resource development (3rd ed.). Berrett-Koehler Publishers.
