How Leaders Learn Through Work: A Case Study

Abstract

Research has suggested that leader development is more complicated than expected (Day et al., 2021; Wallace et al., 2021; McCall, 2010). As a result, there have been recommendations to investigate the lived experience of leaders to enhance our understanding of how leaders develop through work. Using a conceptual framework inspired Stephen Billett (2002a, 2002b, 2006a, 2006b, 2006c, 2008a, 2011), Tara Fenwick (2006a, 2006b, 2010) and Per-Erik Ellström’s (2001, 2011), this study focused on the relational interdependence between the individual and the work environment. Through a qualitative case study this research sought to unmask the work dynamics experienced by commanding officers within the Canadian Armed Forces (CAF). Commanding officers were chosen as participants because the commanding officer role in the CAF is a key leadership position and aligned with the concept experience-driven leadership. As suggested by Stephen Billett, this case study progressed through three components known as workplace curriculum: intended, enacted, and experienced curriculum. First, a document analysis of CAF doctrine, policy, manuals, and white papers revealed the intended curriculum. The results showed that the CAF influences the development of leaders by establishing the continuum of work, delegating the learning through experience to the supervisor and subordinate, and by favouring positional leadership. Second, semi-structured interviews with 8 more senior ranking officers revealed the enacted curriculum. Results showed that these officers influence the development of leaders by making institutional decisions to cultivate talent and build relationships that support learning. Third, 12 commanding officers participated in the research were interviewed three times over a six-month period to reveal the experienced curriculum. Results showed that individuals advanced their own learning when they selected a focus, made decisions that impacted their access to knowledge, changed their philosophies through cumulative experiences, and participated in ongoing reflection. Workplace curriculum help illuminate the complexity and social dynamics of leader development through work. Though leaders learn through work as suggested by experience-driven leadership, the organization and members within the organization can facilitate learning by offering opportunities and support. This is consistent with current research and extends perspectives that can inform organizational strategies focusing on leveraging workplace learning.