Preface

Summary

Arthur undertook the initial research between 2009 and 2014 looking at how managers, at a pivotal part of their career, learnt about leadership. Arthur's thesis, entitled ‘How Middle Managers Learn about Leadership’, originally looked at managers in transit from the purer forms of administration and management to work in which there are more responsibilities and a real expectation of an understanding of the different (and complex) elements of leadership and more responsive management. Moreover, as part of this Doctorate of Business Administration (DBA), Arthur came across an emergent theme of creativity (alternative ways of engaging in learning and development) which persistently came into view and Arthur began to notice these alternative ways of learning for adults which he started to use in his own practice as an executive coach. These creative techniques have included the use of walking, the additions and deployment of mediating objects and the use of narrative and a focus on metaphors. During the research period, Arthur took a basically Social constructionist approach to the collecting of data and utilized the philosophy of phenomenology to observe what emerged from his observations of 75 participants (in various ‘middle-management’ positions) undertaking an Institute of Leadership and Management Level 5 Leadership course. In order to do that Arthur (and his very supportive colleagues) utilized a number of creative techniques of data collection and developed several unusual approaches of facilitation and working one-to-one throughout the initial 18 months of inquiry between 2010 and 2012.

These research techniques were deployed with three consecutive cohorts working in the Brecon Beacons in South Wales/De Cymru.

• 1. The philosophical idea of phenomenological bracketing (and accompanying challenging activities) whilst observing participants as they experience the realisation that what they are learning is not necessarily clear, obvious or linear in nature

• 2. A silent reflective space provided by being in an area of natural beauty

• 3. Walking as a means of supporting adult learning

• 4. The use of a freely available reflective video booth

• 5. The use of space, place and pace as ‘marker’ for design of interventions (for more detailed explanation of this, see Critical Leadership Heneberry, Turner and Pardey, 2019)

Between 2014 and the current time Arthur has been broadening his conceptual ideas around creativity in coaching practice and adult learning.