MGT part 2 help

Chapter10.pdf

Home >Applied Sciences homework help >MGT part 2 help

296

CHAPTER TEN

The Development of Inclusive Leadership Practice and Processes Lize Booysen

This chapter addresses (1) how leaders can be developed to enhance inclusive leadership behavior and practice and (2) how leadership development can be done in an inclusive way.

My interest in leadership development, diversity, and inclu- sion was piqued during my work on the sixty-two-nation cross- cultural GLOBE leadership project (Booysen & van Wyk, 2008; House, Hanges, Javidan, Dorfman, & Gupta, 2004), my own doc- toral research and scholarly work on race, gender, identity, and leadership in South Africa and Sub-Saharan Africa (Booysen, 1999, 2001, 2007b, 2007c; Booysen & Nkomo, 2006, 2007, 2010, 2012), and extended through my subsequent research with the Center for Creative Leadership (CCL) on the Leadership Across Differences project in twelve different countries (Gentry, Booysen, Hannum, & Weber, 2010; Hannum, McFeeters, & Booysen, 2010). Currently my leadership development focus is on inclusive leader- ship and social justice issues.

I address the following two questions in this chapter:

• What do we know and what can we suggest about how to fully take account of inclusion in leadership development systems?

• How should organizations do leadership development in a way that both develops inclusive leaders and is in itself inclusive?

Diversity at Work : The Practice of Inclusion, edited by Bernardo M. Ferdman, et al., John Wiley & Sons, Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/trident/detail.action?docID=1568418. Created from trident on 2023-01-08 15:12:57.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 297

In exploring these two questions, we can get nearer to iden- tifying effective strategies and practices for inclusive leadership development and inclusive organizations.

This chapter follows a systems approach, which involves under- standing how people, structures, and processes influence one another within a whole. To address question one, the what of inclusive leadership development, I first give a short overview of inclusion, inclusive workplaces, and inclusive leadership. I then focus briefly on the evolution of leadership development and discuss the difference between leader development and leader- ship development. I proceed with discussing first the relationship between leadership and leadership development, and then new trends in leadership thinking and inclusive leadership. I conclude this subsection with a definition of inclusive leadership. I then proceed to discuss how inclusive leadership practices and pro- cesses can be institutionalized by focusing on individual (micro), group (meso), and organizational (macro) processes and levels. I also focus on the importance of creating an inclusive organiza- tional culture, a climate of respect, and a safe working environ- ment as enabling factors to do leadership development in an inclusive way.

I address question two, the how to do inclusive relational-based leadership development, by presenting a process model for inclu- sive leadership development based on assessment, challenge, and support in the context of a climate of respect, equality, and fair- ness. I highlight inclusive leadership practices and provide practi- cal examples. Finally, I conclude the chapter with a summary, as well as highlighting current dilemmas and future questions in the arena of inclusive leadership development.

Inclusion, Inclusive Workplaces, and Inclusive Leadership Inclusive leadership is good leadership practice and essentially an extension of diversity management. Inclusive leadership focuses on valuing diversity and the effective management of diversity and inclusion of all (Hannum, McFeeters, & Booysen, 2010; Mor Barak, 2011; Pless & Maak, 2004). It shifts the focus from affirma- tive action and equity toward equality, social justice, fairness, and

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

298 Diversity at Work: The Practice of Inclusion

the leveraging of diversity effects in the system (Ferdman, 2010; Roberson, 2006). Ferdman (2010) defines inclusion as follows: “In its most general sense, inclusion involves both being fully ourselves and allowing others to be fully themselves in the context of engaging in common pursuits. It means collaborating in a way in which all parties can be fully engaged and subsumed, and yet, paradoxically, at the same time believe that they have not com- promised, hidden, or given up any part of themselves. Thus, for individuals, experiencing inclusion in a group or organization involves being fully part of the whole while retaining a sense of authenticity and uniqueness” (p. 37; see also Ferdman, Chapter 1, this volume).

Inclusive leadership extends our thinking beyond assimilation strategies or organizational demography to empowerment and participation of all, by removing obstacles that cause exclusion and marginalization. Inclusive leadership involves particular skills and competencies for relational practice, collaboration, building inclusion for others, creating inclusive work places and work cul- tures, partnerships and consensus building, and true engagement of all (Ferdman, 2010; Mor Barak, 2011).

In contrast to exclusive workplaces where individuals or groups need to conform to preestablished “mainstream” value systems and ways of doing things, inclusive workplaces are based on a collaborative, pluralistic, coconstructed, and coevolving value frame that relies on mutual respect, equal contribution, standpoint plurality (multiple viewpoints), and valuing of differ- ence. Feldman, Khademian, Ingram, and Schneider (2006) as well as Mor Barak (2011) discuss inclusion as functioning at a micro level inside the organization, but also as encompassing individuals (internal micro), groups (internal meso), and organi- zational processes (internal macro level), as well as operating on a larger external macro level outside the organization, involving other stakeholders, communities, societies, and even nations. Mor Barak (2011) incorporates these levels in her definition of an inclusive workplace:

The inclusive workplace is defined as one that

• Values and utilizes individual and intergroup differences within its workforce

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 299

• Cooperates with, and contributes to, its surrounding community • Alleviates the needs of disadvantaged groups in its wider

environment • Collaborates with individuals, groups, and organizations across

national and cultural boundaries [p. 8].

In a truly inclusive workplace or environment, all people from diverse backgrounds will feel valued, respected, and recognized. Inclusive organizations function multiculturally and are places where “there is equality, justice, and full participation at both the group and individual levels . . . [and] . . . differences of all types become integrated into the fabric of the business, such that they become a necessary part of doing its everyday work” (Holvino, Ferdman, & Merrill-Sands, 2004, p. 248). In a truly inclusive orga- nization, no one will feel that he or she does not fit in, is not valued, or does not have a place in the organization; no one will ask: “What about me?”

The benefits of inclusion and frameworks for understanding and communicating inclusion, as well as individual and group level perspectives on inclusion and core competencies and skills of inclusive leaders, are addressed in detail in Parts One and Two of this volume, and I do not repeat them in this chapter. Suffice to say that inclusive leadership is good practice, and that all leaders and leadership should be inclusive. It follows then that for leadership development to be truly effective it also should be inclusive. So the first question to turn to is, what do we know and what can we suggest about how to fully take account of inclusion in leadership devel- opment systems?

Inclusive Leadership and Leadership Development In this chapter, I assume that leadership is a combination of selec- tion and socialization and can be taught, learned, and developed (McCauley, van Velsor, & Ruderman, 2010). Therefore I do not focus on the debate about whether leadership is innate versus learned—as discussed, for instance, by Popper (2005) and Doh (2003). I do, however, briefly focus on the evolution of leadership development and then clarify the distinction between leader development and leadership development.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

300 Diversity at Work: The Practice of Inclusion

Hernez-Broome and Hughes (2004) note that the goal of early leader development practice was about producing more and better leaders, and the general approach to and understanding of leadership was transactional and focused on leadership tasks and relationships. Over time, there has been a shift to thinking about transformational leadership, tapping into follower values, supporting a sense of higher purpose and engendering higher- level commitment. Recent leadership thinking has shifted from a leader and leader-follower focus to a focus on relationships and relational practices in the collective and increased inclusion of all the interconnected systems (Komives & Wagner, 2009; McCauley et al., 2010; Riggio, 2008; Uhl-Bien, 2006).

Leadership development programs have also changed from a focus on individual performance to a focus on performance at the organizational level and on the need to develop organiza- tional capacity and individual capacity alongside each other (Collins, 2001; Hernez-Broome & Hughes, 2004; McCauley et al., 2010; Riggio, 2008). This change in focus spotlights the distinc- tion between leader and leadership development.

Leader Development and Leadership Development

Day, Harrison, and Halpin (2008) define leader development as enhancing individual human capacity (that is, knowledge, skills, attitudes), and leadership development as growth of social capital (such as relationships and networks) between individuals. Leader development (also called “human capital development” or “psycho- logical capital development”) is aimed at individuals, to expand their capacity to be effective in leadership roles and processes; it focuses on desirable personal attributes and behavior. Leadership development (social capital development), in contrast, is aimed at expanding the organization’s capacity to enact the basic leader- ship tasks needed for collective work, such as setting direction, creating alignment, and maintaining commitment; in other words, it focuses on leadership as a collective process, includes leader development, and focuses on succession of leadership as a norm (Heifetz, Linsky, & Alexander, 2009; McCauley et al., 2010; Popper, 2005).

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 301

Leadership development is a continuous systemic process, designed to expand the capabilities, competencies, and aware- ness of individuals (leaders and followers), groups, and organi- zations toward attaining shared goals and objectives. Thus leadership development is the broader concept and expands on leader development. This distinction is important for practitio- ners working to build inclusive organizations, since it places emphasis on two levels of entry for practitioners, one through the leader (and his or her behavioral changes) in leader develop- ment and another through leadership development processes, which include behavioral, structural, and cultural changes at an organizational level.

Wasserman, Gallegos, and Ferdman (2008) emphasized the importance of the role of leaders in creating inclusive environ- ments. While the role of the leader and leader development is important, the process of leadership development—as an expan- sion of leadership capabilities throughout the organization— is equally important. As Day et al. (2008) argue, “the distinction between leader and leadership development . . . is important because enhancing [the] individual . . . does not guarantee that effective leadership will develop” (p. 159). For that to happen, leadership development is needed, not only leader deve- lopment. (Again, in this chapter the focus is on leadership development, the umbrella term, which encompasses leader development.)

The Relationship Between Leadership and Leadership Development

Anderson and Ackerman-Anderson (2001) argued that what gets developed in leadership development programs depends on how leadership is framed. When leadership is defined as what people do, what gets developed is about “doing” (skill and ability competencies). If the understanding about leadership is directed toward what people know (their level of expert knowl- edge), then “knowing” gets developed. And if the view of lead- ership is about “the aggregate expression of one’s mindset, emotions, and behavior” or the “way of being,” then the

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

302 Diversity at Work: The Practice of Inclusion

emphasis of leadership development will be on becoming (Anderson & Ackerman-Anderson, 2001, p. 189). Inclusive lead- ership development should incorporate the development of knowing, doing, and being; it should not be seen as a choice of competencies versus knowledge versus mindset, but rather be focused on all three.

Riggio (2008) reminds us that “the practice of leadership, just like the practice of medicine, or law, or any other profession, is a continual learning process” (p. 387). Because leaders are practi- tioners, they are busy with “doing” all the time, which is contin- gent on their “knowing” and “being” or “becoming.” Or, as Vaill (1996) argued in his book Learning as a Way of Being, leadership is learning. In this sense leadership and leadership development actually fold into each other, in the sense that leadership develop- ment is also learning leadership. Or, as McCauley et al. (2010) argued: “Participating in leadership roles and processes is often the very source of the challenge needed for leadership develop- ment. Leadership roles and processes are full of novelty, difficulty, conflict, and disappointments. In other words, leadership itself is a developmental challenge. Leading is, in and of itself, learning by doing” (p. 14).

Leaders are thus constantly developing, and leadership devel- opment and leadership cannot really be distinguished from each other; they are two sides of the same coin, as aptly pointed out by Johnson (2012): “In fact, perhaps because of the application of adult learning theory to leadership development, there is a growing understanding that leader development is a life-long process that entails developmental experiences and the ability to learn from those experiences” (p. 7). The act of doing or practic- ing leadership is in itself developmental in nature and as such constitutes a key part of leadership development.

The Relationship Between New Trends in Leadership Thinking and Inclusive Leadership

While it is not my aim in this chapter to categorize inclusive leadership or even to speculate about its status as a theory, a model, or a mere framework, it is useful to at least, in a cursory manner, link its practices to some existing leadership thinking.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 303

Jackson and Parry (2008) point out a tension in the dominant and less dominant perspectives in leadership thinking. They maintain that the dominant perspective is leader focused, as an approach that explains individual, group, and organizational performance outcomes by identifying and examining specific leader behaviors directly related to them, while the less domi- nant perspectives are relationship-based. Relationship-based per- spectives focus on how reciprocal social exchanges between leaders and followers evolve, nurture, and sustain dyadic, group, and collective relationships and collaboration (Cunliffe & Eriksen, 2011; Komives & Wagner, 2009; Sinclair, 2007; Uhl-Bien, 2006). Relationship-based leader perspectives are thus more process- and context-focused and emphasize participation, col- laboration, follower expectations, inclusion, and implicit leader- ship models. Inclusive leadership thinking falls squarely in the relationship-based process and follower-focused, less-dominant way of leadership thinking.

In line with recent leadership thinking, leadership develop- ment has also shifted from a leader and leader-follower (human capital) focus to also focusing on the social capital, or the relation- ships and relational practices, in the collective and on increased inclusion of all the interconnected systems (Day, Harrison, & Halpin, 2008; McCauley et al., 2010; Riggio, 2008; Uhl-Bien, 2006). Table 10.1 depicts the key differences between more tra- ditional and less inclusive entity-based views of leadership and more inclusive relational-based views.

To create more inclusive organizations, leadership training needs to be geared toward instilling the values, norms of behavior, mindsets, and processes listed in the right-hand column, “Inclu- sive Relational-Based Leadership,” in organizational systems and processes. Inclusive leadership skills that focus on collective rela- tional practice are more complex than those needed in tradi- tional leader-focused leadership styles, which emphasize the leader’s individual or relational identity; they are also more dif- ficult to develop and to attain. It is also conceivable that most of the foundational individual and interpersonal traditional leader- ship competencies, as depicted in Table 10.1, are prerequisites for the development of the more complex collective relational prac- tices needed for inclusive leadership.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

304 Diversity at Work: The Practice of Inclusion

Table 10.1. Differences Between Traditional Entity-Based and Inclusive Relational-Based Leadership

Traditional Entity-Based Leadership

Inclusive Relational-Based Leadership

Focus of the leader: Entity (individual reality) perspective; subject-object understanding of leadership; human capital focus

Focus of the leader: Relationships (multiple reality) perspective of leadership; understanding throughout organization; social capital focus

Leader centered; focus on follower-leader exchanges of the leadership process

Focus on me, us, and them Focus on difference, similarity, and common ground

Relational context and process centered; focus on various forms of relationships and networks of reciprocal social interactions; social constructions made in a process Focus on us and all Value and pursue diversity and multiple viewpoints

Orient to outcomes and business processes

Orient to outcomes, social processes, context, and business processes

The use of power: Power is seen as a commodity, a leadership tool, concentrated in certain individuals

The use of power: Power is seen as distributed throughout the system; focus on mutual enabling practices such as collaboration, power sharing, and empowerment

Forceful and controlling Thoughtful, reflective, transparent, participating, and inclusive

Smooth things over Hierarchical and positional

Set courageous expectations Networked

Decision-making processes Direct, tell, and sell

Decision-making processes Elicit and facilitate; create space for dialogue

Give marching orders Set boundaries and frame the intention Make decisions Create a process for engagement,

decision making, and leading as learning

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 305

Inclusive Relational-Based Leadership

Following Vaill’s (1996), Riggio’s (2008), and McCauley et al.’s (2010) thinking on leadership as learning, coupled with Uhl- Bien’s (2006) emphasis on relational practice and collectives, leadership can be viewed as practicing learning in relations and in context. It is an ongoing cycle of collective learning: knowing, being, and doing (learning) together with others (relational

Traditional Entity-Based Leadership

Inclusive Relational-Based Leadership

Engage in directing and delegating

Engage in meaning making and opportunity creating, agency and partnerships

The role of leadership Leadership seen as a formal role that drives organizational process

The role of leadership Leadership seen as generated in social dynamics

Entity-based process of leading Positional, formal and informal

Collective, consensual process of leading Community and collectives of leaders, and leaders in place, formal and informal

The role of the leader The role of the leader Create and enforce rules and regulations

Question dominant and normative practices; focus on fairness, equality, and civil dissent

Take control and solve problems

Create a holding space for followers to solve problems

Focus on me, us, and them Focus on we and all Focus on similarity and common ground

Value and pursue diversity and multiple viewpoints

Sources: Anderson and Ackerman-Anderson (2001); Booysen (2001); Ferdman and Brody (1996); Heifetz, Linsky, and Alexander (2009); Komives and Wagner (2009); McCauley et al. (2010); Pless and Maak (2004); Riggio (2008); Uhl-Bien (2006); Wasserman, Gallegos, and Ferdman (2008).

Table 10.1. Continued

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

306 Diversity at Work: The Practice of Inclusion

practice), in a way that is directed, aligned, and committed toward shared outcomes within specific constraints (context).

In the same vein, I define inclusive leadership as follows:

inclusive leadership: an ongoing cycle of learning through collaborative and respectful relational practice that enables individuals and collectives to be fully part of the whole, such that they are directed, aligned, and committed toward shared outcomes, for the common good of all, while retain- ing a sense of authenticity and uniqueness.

Inclusive leadership development thus needs to focus on these aspects.

This section has examined the context of inclusive leadership and leadership development. Now I turn to the second question: what can be done to develop leaders and collectives to be inclu- sive, and to create and sustain inclusive workplaces?

Leadership Development: Institutionalizing Inclusive Leadership Practices and Processes

I pointed out earlier that inclusive leadership is good practice; all leaders and leadership should be inclusive, and leadership devel- opment should also be inclusive. Senge’s (2006) principles of a learning organization are useful as a starting point in framing how leadership development can be done in an inclusive manner at all levels of the organization. Senge (p. 23) pointed out that although individual learning experiences may work best for indi- vidual leader development on a micro level, it is possible for individuals to never see the consequences of their behavior or decisions at the organizational level, or sometimes even at the group level.

Therefore, to enable the organization as a system to conti- nually learn and develop, formal and informal learning mecha-

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 307

nisms must be established on all three levels: micro (individual: personal mastery and mental models), meso (team/group: team learning), and macro (organizational: shared vision and systems thinking). In this regard, Marsick and Watkins (1994) state: “Learning is a continuous, strategically used process, integrated with and running parallel to work. Learning is continuous, linked to daily work, developmental, strategic, and just in time. Learning is built into work planning, career paths, and performance rewards. Employees at all levels develop a habit of learning, asking questions, and giving feedback. . . . They are empowered to make decisions that affect their jobs. Learning is rewarded, planned for, and supported through a culture open to risk taking, experimen- tation, and collaboration” (pp. 354–355).

I contend that for leadership development to be done in inclusively, it must be done in such a systemic way. Also, for lead- ership development to be done effectively and inclusively, the organizational system in which it occurs must itself be inclusive, with an inclusive organizational culture and a climate of respect, equality, and fairness that fosters safe learning and working spaces. In the following two sections I elaborate on how to create an inclusive organizational culture (the underlying assumptions, values, and beliefs that affect the way in which work is done and people behave) and a climate (the mood, prevailing atmosphere, and subjective perceptions of the work environment) of respect, quality, fairness, and safety.

Creating an Inclusive Organizational Culture Doing leadership development inclusively requires a large-scale, planned social-change effort for instilling an inclusive organiza- tional culture, one in which the underlying assumptions, values, and beliefs that affect the way work is done are based on inclu- sion (Anderson, 2010; Booysen, 2007a; Holvino et al., 2004; Wasserman et al., 2008). Individual and cultural values need to be changed from a monocultural perspective with an exclu- sionary, insular, parochial, and ethnocentric focus to ultimately achieve a multicultural perspective or culture of inclusive lead- ership, based on justice and respect for all, standpoint plurality, valuing and integrating of differences, empowerment, and

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

308 Diversity at Work: The Practice of Inclusion

recognition (Booysen, 2007a; Holvino et al., 2004; Mor Barak, 2011).

To create a culture of inclusion in an organization, a thor- ough audit and diagnosis of its structure, culture, systems, strate- gies, and practices should be undertaken. Once this is done, the change process can start to move the organization toward more inclusion. Inclusive leadership training is an important aspect of this process, but it is not enough. More often than not this also requires a revision of all management systems. Key in this process is to pay attention to employment relations (ER) systems. Some ER practices can create systemic exclusion if practitioners are not particularly mindful of inclusive principles: these practices include recruitment, orientation and induction programs, per- formance appraisals, compensation and benefit packages, pro- motion, leadership and organizational training and development, and succession planning (Booysen, 2007a; Mor Barak, 2011; see also, in this volume, Church, Rotolo, Shull, & Tuller, Chapter 9; Nishii & Rich, Chapter 11; Offerman & Basford, Chapter 8; and Winters, Chapter 7).

In essence, these practices do not necessarily have to lead to exclusion, provided that authority, policies, rules, and regula- tions do not favor one group, level, or function above another. If inclusion has been institutionalized, these rules and regula- tions can actually be valuable tools toward ensuring inclusion and inclusive leadership practice. Examples include policies pun- ishing discrimination and harassment and incentivizing equal treatment; performance management systems based on fairness and equality; formalized conflict-management procedures pro- viding fair systems for complaints and safe spaces for dialogue, apology, and acceptance; and published codes of conduct based on fairness and inclusion (Hannum et al., 2010; Ruder- man & Chrobot-Mason, 2010). Nishii and Rich (Chapter 11, this volume) also elaborate on creating organizational climates for inclusion.

A culture of inclusion can be institutionalized by weaving inclusion into the everyday operation and fabric of the organiza- tion through translating the values of inclusion into its mission, vision, strategies, policies, structures, and processes as well as its leadership practices. It is thus important to put systems in place

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 309

that hold everyone, especially management, accountable for achieving inclusion goals and upholding inclusion values. Once a culture of valuing inclusion is established and entrenched, it is imperative to monitor and evaluate it through a process of con- tinuous oversight to ensure that inclusion stays institutionalized. Lastly, a constant auditing feedback loop into the system will ensure continuous improvement in establishing a culture that values inclusion (Booysen, 2007a).

The importance of organizational structures and processes as part of an integrated systemic strategy to institutionalize inclusive leadership development cannot be overemphasized. However, this discussion of leadership development focuses more on relational leadership practices, processes, and strate- gies than on organizational structural, design, policy, or devel- opment issues, which fall more within the scope of organization development and change than leadership development per se. The need for systemic changes to create inclusive organiza- tions is also further discussed in the rest of Part Three of this volume.

Creating a Climate of Respect and a Safe Learning and Working Environment Alexandre (2010), Essed (2010), Ferdman (2010), and McFeeters, Hannum, & Booysen (2010) offer some guidelines for how to facilitate and create safe learning and working environments—or, in Heifetz’s (1994) terms, “holding environ- ments”—in which all individuals feel comfortable and safe expressing themselves, taking risks, and exploring possibilities. To facilitate inclusion, leaders or facilitators need to recognize, respect, and value difference and pay attention to inclusion by holding all participants in positive regard and valuing their contributions—and in this way modeling inclusive leadership. Leaders or facilitators need to listen carefully and be respectful of everyone’s humanity, give voice to all, and not make quick judgments or feel pulled or pushed toward a specific group’s point of view. Leaders or facilitators must foster inclusion by remaining aware of power dynamics and must not take respon- sibility for participants’ choices. These are some examples of how to do this:

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

310 Diversity at Work: The Practice of Inclusion

• Use dialogue strategies that provide space for voice, silence, and listening.

• Prevent dominant consensus from silencing numerical minority dissent (regardless of your own convictions).

• Model how to have discussions about “isms” without making it personal.

• Don’t pretend to know everything; allow for vulnerability. • Foster values of respectful dialogue, mindful inquiry, and civil

dissent.

The people in an inclusive learning environment have the capacity to reflect on process, both individually and collectively. It is thus important for inclusive leadership development facilita- tors to create an environment in which everyone is encouraged, but not forced, to actively participate. When working with groups, facilitators should stress the importance of having openness and mutual respect for one another, as this encourages full participa- tion from all, which is valuable to the organization.

How to Fully Take Account of Inclusion in Leadership Development Systems How to fully take account of inclusion in leadership development systems is integrated in the Leadership Development System of Inclusion model, depicted in Figure 10.1. This model indicates that the enabling systems for doing leadership development in an inclusive way are (1) an inclusive organizational culture, with inclusion institutionalized throughout the organization’s prac- tices, systems, and processes; and (2) an organizational climate of respect, equality, and fairness, which creates safe learning and working environments.

The model also specifies that, to develop leaders and collec- tives to be inclusive and to create and sustain inclusive workplaces, leadership development should be done in a systemic way; it is an ongoing, developmental cycle of continuous learning and not a series of one-shot events. It should focus on the leader-follower, the relationships and relational practices in the collective, and increased inclusion of all the interconnected systems (social

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 311

capital). It should be done on a micro level inside the organiza- tion, including intra- and interpersonal learning of both leaders and followers; on a meso level inside groups and teams; and on a macro organizational process level. Furthermore, it should focus on the knowing, doing, and being of inclusive relational-based leadership, as pointed out in Table 10.1. Lastly, it is important to remember that leadership development also happens in the act of leadership itself. I refer to this all-inclusive continuous process of leadership development as a comprehensive leadership development framework.

The discussion up to this point has focused on the why and what of leadership development as well as the assumptions under- lying inclusive leadership development, and culminated in the Leadership Development System of Inclusion (shown in Figure 10.1). The rest of the chapter focuses on how to do inclusive relational-based leadership development in an inclusive way, and speaks to question two: How should organizations do leadership

Figure 10.1. A Leadership Development System of Inclusion Model

Inclusive organizational

culture: practices, systems, and processes

Climate of respect, equality, and fairness, and safe learning and working environment

Comprehensive Leadership Development Framework A continuous process of leadership development focused: • On micro and meso and macro levels • On human and social capital • Across all levels and functions • On including followers and leaders (not positional) • On knowing, doing, and being of inclusive relational practice

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

312 Diversity at Work: The Practice of Inclusion

development in a way that both develops inclusive leaders and is in itself inclusive?

A good leadership development program starts by focusing on the individual leader (leading the self, with focus on intra- and interpersonal relations); it then progresses to leading in more complex relations (leading other individuals and groups), then to leading organizational functions and projects; finally, it moves into leadership development by focusing on the processes of leading whole organizations, subsidiaries, mergers, and acquisi- tions, and ultimately leading globally across organizational and country boundaries (McCauley et al., 2010; Riggio, 2008). The focus is thus on progressively maximizing personal leadership and shared leadership, interdependence, and collaboration to accel- erate the organization’s or collective’s direction, alignment, com- mitment, and, ultimately, results. Allen and Wergin (2009) point out that achieving leadership expertise or mastery requires the “process of outgrowing one system of meaning by integrating it as a subsystem into a new system of meaning” (p. 9). This is a lifelong process that entails developmental experiences and the ability both to learn from them and to acquire new knowledge, skills, and attitudes. Furthermore, the effectiveness of this learn- ing is contingent on how conducive the work team, workplace, culture, and processes are to the integration and implementation of this new learning.

A Process Model for Inclusive Leadership Development The Center for Creative Leadership (CCL), a well-known and internationally recognized global leadership development insti- tute headquartered in the United States, developed a two-part process model for leadership development (McCauley et al., 2010). Part one includes the elements of assessment, challenge, and support (ACS) to make the learning experience more power- ful and developmental. Part two focuses on leadership develop- ment as a process “that requires both a variety of development experiences and the ability to learn from experience” (McCauley et al., 2010, p. 6). I believe that inclusive leadership development includes essentially the same type of leader development pro-

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 313

cesses, but embedded in a system of inclusion (as depicted in Figure 10.1) and focused on relational leadership practices. The CCL process model can be adapted for inclusive leadership devel- opment, as depicted in Figure 10.2.

Figure 10.2 shows that inclusive leadership development takes place in a system of inclusion (as per Figure 10.1). The lead- ership development process thus takes place within an inclusive

Figure 10.2. A Process Model for Inclusive Leadership Development

A Leadership Development System of Inclusion

• Inclusive Organizational Culture • Climate of Respect and Safe Learning Environment • Comprehensive Leadership Development Framework

Leadership Development

Challenge Support

Variety of Development Experiences

Leader and Organization Ability to Learn

Assessment

Source: Adapted from McCauley et al., 2010, p. 5.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

314 Diversity at Work: The Practice of Inclusion

organization culture, a climate of respect, and a safe learning environment, and it follows a comprehensive leadership develop- ment framework. It shows that training or development experi- ences or interventions need the elements of assessment, challenge, and support, all of which feed into each other. It also shows that leaders and organizations need both (1) a variety of development experiences and (2) the ability to learn from expe- rience. This ability to learn from developmental experiences has a reciprocal impact, in that developmental experiences enhance a person’s or organization’s ability to learn, and individuals and organizations with a high ability to learn will in turn seek out (and may benefit from) a variety of developmental experiences. Finally, since the comprehensive leadership development frame- work is all-inclusive, it implies that leadership development should take place on a micro, meso, and macro level—across all functions and levels in the organization, with followers and leaders—and it should not be the prerogative of only positional leaders—or worse, only senior leaders. It also follows that the variety of developmental experiences should specifically, but not exclusively, focus on the knowing, doing, and being of inclusive relational-based leadership, along with generic leadership devel- opment experiences.

Self-awareness is a key precursor for effective leadership devel- opment (Komives & Wagner, 2009; Popper, 2005; Riggio, 2008). On a micro level this means leader awareness. On an organiza- tional level this means not only the individual leader’s self- awareness but also organizational self-awareness and organizational learning. Self-awareness also develops through internalizing inclu- sive leadership values; reflecting on current practice; continuous questioning of normative practices, differential treatment, and assimilation practices; and becoming a community of inclusive practice (Senge, Kleiner, Roberts, Ross, & Smith, 1994). Ques- tions that need to be answered by such a community of inclusive practice are, for instance:

• Who are we as an organization? • Do we stand for real inclusion? Can that be seen in both our

espoused and enacted core values?

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 315

• How do our core values, our vision and culture, and our organization’s practices, systems, rules, regulations, and policies include and privilege some individuals and groups and exclude and marginalize others?

• How can we be even more inclusive in our leadership practices?

Learning is a key component of leadership development. The capacity for learning is a complex combination of personal- ity and motivational factors and learning experiences. Gaining the ability to turn learning into adaptive practice is even more difficult. It is less complex to learn about inclusion (to have the knowledge, or “knowing”) and more complex to translate “knowing” into “being” and “doing”—the practice of inclusive leadership, or leading inclusively. Training interventions should be designed to fit individual and organizational readiness and capacity (McCauley et al., 2010; Riggio, 2008). For inclusive leadership development to be effective, leaders and organiza- tions must both be ready (they must be committed and must intend to be inclusive) and have the capacity to be developed as inclusive leaders or organizations as well as the intent to lead inclusively.

I now take a closer look at how assessment, challenge, and support (ACS) can be applied so as to do leadership development inclusively. My further discussion focuses mainly on the micro level of leadership development. As most of the macro level lead- ership strategies and some of those at the meso level fall within organization development, they have been discussed already in the section on institutionalizing inclusive leadership practice in this chapter, and they are elaborated on in other chapters (particularly in Part Three) of this volume.

Assessment for Inclusive Leadership Development

The function of assessment is manifold. It gives individuals an understanding of where they are now, functioning as a baseline of their current performance and as a benchmark for future development. It gives information on the gap between current

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

316 Diversity at Work: The Practice of Inclusion

performance or ineffective practices and desired performance or effective practices, and it leads to higher levels of self-awareness. It clarifies what individuals have to learn, change, or improve upon. It provides a means for critical self-reflection; as McCauley et al. (2010) argued, “the result [of assessment feedback] can be an unfreezing of one’s current understanding of oneself to facilitate movement toward a broader and more complex under- standing” (p. 7). Assessment also creates opportunities to moti- vate when individuals receive feedback on progress or effective behavior.

There are several sources for individual and organizational assessment, including self-assessment and assessments from family and friends, colleagues, peers, bosses, subordinates in the work- place, customers, coaches, counselors, trainers, facilitators, and organizational consultants. Assessments can be formal or infor- mal. They can be done informally through feedback by others or formally through performance appraisals, 360-degree feedback, employee satisfaction surveys, and evaluations.

Assessment thus helps individuals to fully understand their situation, through reflection, and to become motivated to capital- ize on the learning opportunities available to them. The following are some good leader development assessments (McCauley et al., 2010; Riggio, 2008) that can be used in inclusive leader development:

∘ Multirater, multisource feedback, such as 360-degree feedback, can be adapted to measure specific inclusive leadership competencies, including relational practice, dealing with difference, and appreciation for multiple viewpoints. An example would be designing a 360-degree feedback questionnaire in which peers, teams, subordinates and superiors all can give feedback to each other on their level of inclusiveness in decision making and leading. ∘ Assessments focused on inclusive leadership practices, such as the Global Competencies Inventory (http://kozaigroup.com/ inventories/the-global-competencies-inventory-gci), the Intercultural Effectiveness Scale (http://kozaigroup.com/ inventories/the-intercultural-effectiveness-scale), and the Inclusion Measurement Survey (Davis, 2010) (see also Bird,

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 317

Mendenhall, Stevens, & Oddou, 2010; Ferdman, Barrera, Allen, & Vuong, 2009). ∘ Other leader development personality and type assessment instruments can also be used to explore areas for further development, using an “inclusive leadership development lens.” Tools for exploration (and associated assessments) can include:

• The Workplace Big 5 Profile (Howard & Howard, 2010), which assesses the degree to which an individual responds to stress, tolerates sensory stimulation from people and situations, is open to new experiences and new ways of doing things, pushes toward goals, and defers to others.

• The FIRO Business assessment tools (Schnell & Hammer, 1997), which assess interpersonal needs such as expressed and wanted involvement, influence and connection.

• The Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) which assesses thinking style preferences and other individual styles.

• The Belbin Group Profile (Belbin, 1981), which assesses group action role preferences and styles.

The results of such assessments can give leaders (and organi- zations) more insight into their level of inclusion, leading to better self-awareness and calibration (and reduction) of exclu- sionary practices. Results can also be discussed in coaching and mentoring conversations and can be very helpful in team build- ing. Leaders can reflect not only on their own results, but also on how those results might interact with those of the team or work group they work in. The results of the interpersonal needs (FIRO Business), cognitive style preferences (MBTI), and group action role preferences (Belbin) assessments can be used with great effect in constructing more diverse and inclusive teams and workgroups.

Challenge for Inclusive Leadership Development

Challenges stretch people and force them out of their com- fort zones and habitual ways of doing. Challenges create

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

318 Diversity at Work: The Practice of Inclusion

disequilibrium, or a sense of a “disorienting dilemma,” in which known ways of doing are not successful anymore (Mezirow, 2009). These states of disequilibrium cause individuals or collectives to question the appropriateness of their known ways and the ade- quacy of their existing skills, frameworks, and approaches. They require people to deal with ambiguity and paradox and to find new ways of doing, or to evolve their ways of understanding and learning to be successful. Challenges come in many forms and are dependent on individuals’ level of experience and maturity. McCauley et al. (2010) point out that the elements (or sources) of a challenge are usually novelty (new experiences, learning new skills), difficult goals (stretch goals), goal setting, conflict or com- peting values (intrapersonal, interpersonal, group, or social iden- tity conflict), and dealing with adversity (overcoming difficulty or challenging circumstances).

Challenge can most effectively be practiced in an inclusive way if all people in the organization feel free and safe to participate in decision making and sharing of ideas, and if failure is expected and seen as part of the learning process. The following are some examples of good leadership development challenges (Booysen, 2007b; McCauley et al., 2010) that can be used in inclusive leader development:

∘ Developmental and stretch assignments, like an expatriate assignment, conflict management resolution between different work teams, or an organizational diagnosis and culture change endeavor can be used to develop inclusive leadership capabilities. These assignments help leaders to test out and develop new inclusive leadership skills and competencies, such as relational practice, and they heighten awareness of marginalization and privilege and promote questioning of dominant and normative thinking styles and practices. ∘ Job rotation and job sharing across and within functions, horizontal job enlargement, or vertical job enrichment can help leaders to have a deeper understanding of working across different job function levels and of silos in the organization. Leaders will gain more insight into how these different functions, jobs, and processes all work toward shared goals in

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 319

the organization, and of how silos can be integrated and boundaries spanned. ∘ Action learning (employees learning through working together), individual talent management (the process of attracting and retaining high-potential employees), and career pathing (charting a course within an organization for an individual’s career path and career development) can all be included in this level of development. ∘ Education, skills training, and development programs can also be categorized as challenges. These are usually done through a combination of on-site and off-site programs and initiatives and have didactic and experiential components. Inclusive leadership rests on a deep level of consciousness—deep self-awareness as well as an awareness of other perspectives—and an understanding of ethics and social justice issues. To develop these micro-level leadership development strategies in an inclusive manner, the programs need to meet the learners where they are, which may require different approaches even within the same group of participants. Aspects such as participants’ different learning styles, social identities, leadership levels, and developmental levels all need to be taken into consideration (Allen & Wergin, 2009; Anderson & Ackerman-Anderson, 2001; McCauley et al., 2010; Riggio, 2008).

To deal effectively with difference and to be inclusive, leaders also need to be aware of the different leader role demands placed on them and to engage in compensatory practices so as not to be caught up in exclusionary practices due to one of these role demands. Hannum et al. (2010) and Ruderman et al. (2010) identify three leader role demands in the context of dealing with difference and exclusion:

1. Leaders are often pulled in many directions between conflict- ing intergroup values, viewpoints, and beliefs. Inclusive leaders need to be unbiased and not influenced by their own or their group’s values and viewpoints, and they need to be respectful of everyone’s needs and viewpoints.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

320 Diversity at Work: The Practice of Inclusion

2. Leaders are commonly pushed to one side. By definition, a leader is a member of some groups and not others. Groups will form perceptions of a leader based solely on social identities. An inclusive leader will focus on practices of fairness and equity to show that he or she is not partial to his or her own group. 3. Leaders are all too frequently caught out of the loop. This is in part due to information filtering, but also in part due to the leader’s lack of critical awareness concerning social identity dynamics. Inclusive leaders need to be sensitive to group dynam- ics, to create an environment of trust and safety, and to be acces- sible so as to be in the loop.

Support for Inclusive Leadership Development

Support helps individuals deal with the struggle and pain of development and to find safety and new equilibrium in their growth. The most important sources of support, regardless of experience or challenge, are the other people in an individual’s work and life spheres—people who can listen, reassure and empathize, identify with the struggles, give advice for coping strategies, and celebrate the wins. Organizational structural, cul- tural, and systems support is also critical. Support is also a key motivating factor and a mechanism for providing learning resources, through feedback from others confirming and clarify- ing the lessons leaders learned from the challenging leadership development experiences. Furthermore, if individuals do not receive support for leadership development from their work- places or significant others, the challenges inherent in develop- ment experiences may overwhelm them rather than foster learning. That is why realistic goal setting is important, because it shifts a classroom or a development event’s insights and ideas forward into a process of action outside the classroom into the organization. Goal setting also serves as an individual’s own development plan for needed action.

The following are some specific sources of support (Booysen, 2007b; McCauley et al., 2010; McFeeters et al., 2010) that can be used in inclusive leader development:

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 321

∘ Mentoring, coaching, and executive coaching for performance development. For instance, the coach or mentor can raise the coachee’s or mentee’s awareness levels regarding exclusion or inclusion by focusing on recognizing differences of individuals, while looking for the common bond and/or shared goals among individuals. They can also do this by exploring the coachee’s or mentee’s personal biases and normative thinking. Cross-cultural coaching and mentoring and role-play during coaching and mentoring can be useful in developing inclusive leadership practices. ∘ Safe learning environments. Alexandre (2010) maintained that the most important element contributing to a safe learning culture is the establishing of equality through respectful information sharing and mutual growth that empowers all involved. Frank Boyce (2012), the news reporter who worked with Danny Boyle in the creation of the London 2012 Olympic opening ceremony, described such a safe learning space: “Danny created a room where no one was afraid to speak, no one had to stick to their own specialism, no one was afraid of sounding stupid or talking out of turn. He restored us to the people we were before we made career choices—to when we were just wondering” (para. 3).

In summary, the key elements of the Process Model for Inclusive Leadership Development are a variety of learning experiences focused on inclusive relational-based leadership practices, undergone by committed leaders and collectives in a safe learning and working environment, and that include ele- ments of assessment, challenge, and support, in an inclusive organizational context and a climate of respect, equality, and fairness.

Conclusion This chapter set out to investigate: (1) What do we know and what can we suggest about how to fully take account of inclusion in

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

322 Diversity at Work: The Practice of Inclusion

leadership development systems? (2) How should organizations do leadership development in a way that both develops inclusive leaders and is in itself inclusive?

In addressing these two questions, I first argued that inclusive leadership is good practice: all leaders and leadership should be inclusive and leadership development should also be inclusive. Second, I explained that I use the term leadership development as an umbrella term that includes leader development. Third, I argued that the act of doing or practicing leadership is in itself developmental and as such constitutes leadership development. I then showed how recent leadership development thinking has shifted from a leader and leader-follower (human capital- or entity-based) focus to also focus on social capital—the relation- ships and relational practices in the collective and increased inclusion of all the interconnected systems. I also defined inclu- sive leadership as an ongoing cycle of learning through collab- orative and respectful relational practice that enables individuals and collectives to be fully part of the whole, such that they are directed, aligned, and committed toward shared outcomes, for the common good of all, while retaining a sense of authenticity and uniqueness.

The discussion of question one—the why and the what of leadership development as well as the assumptions underlying inclusive leadership development—culminated in the Leader- ship Development System of Inclusion model (Figure 10.1). This figure shows that the enabling systems for doing leadership development are (1) an inclusive organizational culture and (2) an organizational climate of respect, equality, and fairness, which create (3) safe learning and working environments. Further- more, it shows leadership development as an ongoing cycle of continuous learning and follows a comprehensive leadership development framework. Because this framework is all-inclusive, it implies that leadership development should take place on the micro, meso, and macro level, across all functions and levels in the organization, and should not be only the prerogative of posi- tional leaders. It focuses on both the leader-follower and the relationships and relational practices in the collective and increased inclusion of all the interconnected systems (social capital).

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 323

The discussion of question two—how organizations should do leadership development in a way that both develops inclusive leaders and is in itself inclusive—culminated in a Process Model for Inclusive Leadership Development (Figure 10.2). This figure shows that inclusive leadership development takes place in a system of inclusion (as per Figure 10.1). The leadership develop- ment process is comprehensive and takes place in an inclusive organization culture, a climate of respect, and a safe learning environment. It shows that leadership training or development experiences or interventions need the elements of assessment, challenge, and support, all of which feed into each other. It also shows that leaders and organizations need both a variety of devel- opment experiences and the ability to learn from experience. It follows, then, that the variety of developmental experiences should specifically, but not exclusively, focus on the knowing, doing, and being of inclusive relational-based leadership, as depicted in Table 10.1, alongside generic leadership development experiences.

This chapter focused primarily on the micro level of inclusion in organizations and some macro-level aspects of institutionaliz- ing inclusion in organizations. Although I alluded to some larger systems implications, I did not focus on inclusive practices outside the organization itself (see Mor Barak & Daya, Chapter 13, this volume). So a key question still remains: How can inclusion be effected outside the organization, with stakeholders, communi- ties, societies, and nations, and globally?

Further questions remain unanswered, not only in this chapter but also in the larger debate about inclusion in workplaces: How does one create organizationally sustainable inclusive leadership practices, particularly in multinational corporations? (See Jonsen & Özbilgin, Chapter 12; and Mor Barak & Daya, Chapter 13, this volume.) In what way do historical patterns of exclusion impact the perceptions and efficacy of inclusive leadership practices? What do dominant groups gain from inclusive leadership? Finally, is true inclusion even possible, or is the act of inclusion in orga- nizations invariably still in the hands of those in power? These are questions that should be explored in more depth in future dia- logue and research, particularly from a critical perspective prob- lematizing the possible power dynamics still inherent in acts of

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

324 Diversity at Work: The Practice of Inclusion

inclusion. For example, in a forthcoming publication, The Two Faces of Ubuntu—An Inclusive Positive or Exclusive Parochial Leader- ship Perspective? (Booysen, 2013), I explore the inherent exclusion- ary elements in Ubuntu,1 a concept that is typically seen as an inclusive and generative mechanism and a strength-based per- spective. In my opinion, the challenge is to capitalize and to build on the inclusive nondiscriminatory positive practices of Ubuntu, while minimizing the possible exclusionary practices, which seem to be more context-bound. Similarly, in developing and imple- menting inclusive leadership practices, we need to engage in ongoing critique and exploration.

References Alexandre, L. (2010). Building safe learning environments. In B. B.

McFeeters, K. Hannum, & L. Booysen (Eds.), Leading across differ- ences: Cases and perspectives—Facilitators guide (pp. 51–61). San Fran- cisco: Pfeiffer.

Allen, S. J., & Wergin, J. F. (2009, Winter). Leadership and adult devel- opment theories: Overviews and overlaps. Leadership Review, 9, 3– 19. Retrieved from http://www.leadershipreview.org/2009winter/ article1.pdf

Anderson, D., & Ackerman-Anderson, L. S. (2001). Beyond change man- agement: Advanced strategies for today’s transformational leaders (pp. 181–197). San Francisco: Jossey-Bass/Pfeiffer.

Anderson, D. L. (2010). Organization development: The process of leading organizational change. Thousand Oaks, CA: Sage.

Belbin, M. (1981). Management teams. London: Heinemann. Bird, A., Mendenhall, M. E., Stevens, M. J., & Oddou, G. (2010). Defin-

ing the domain of intercultural competence for global leaders. Journal of Managerial Psychology, 25(8), 810–828.

Booysen, L. (1999). Male and female managers: Gender influences on South African managers in retail banking. South African Journal of Labour Relations, 23(2&3), 25–35.

1Luthans, van Wyk, and Walumbwa (2004, p. 515) identified Ubuntu as a possible “positive strength-based perspective” in South-African organizations. Ubuntu, literally translated, means: “I am because we are” and is an expression of collec- tive personhood and collective morality (Kamoche, 2010).

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 325

Booysen, L. (2001). The duality in South African leadership: Afrocentric or Eurocentric. South African Journal of Labour Relations, 25(3&4), 36–64.

Booysen, L. (2007a). Managing cultural diversity: A South African per- spective. In K. April & M. Shockley (Eds.), Diversity in Africa: The coming of age of a continent (pp. 51–92). Basingstoke, Hampshire: Palgrave Macmillan.

Booysen, L. (2007b). Social identity changes: Challenges facing leader- ship. In K. April & M. Shockley (Eds.), Diversity in Africa: The coming of age of a continent (pp. 127–156). Basingstoke, Hampshire: Pal- grave Macmillan.

Booysen, L. (2007c). Societal power shifts and changing social identities in South Africa: Workplace implications. Southern African Journal of Economic and Management Sciences, 10(1), 1–20.

Booysen, L. A. E. (2013) The two faces of Ubuntu: An inclusive positive or exclusive parochial leadership perspective? Manuscript in preparation.

Booysen, L., & Nkomo, S. M. (2006). Think manager—think (fe)male: A South African perspective. International Journal of Interdisciplinary Social Sciences, 1(2), 23–33.

Booysen, L., & Nkomo, S. M. (2007). The Tea Incident: Racial division at Insurance Incorporated—A teaching case. International Journal on Diversity in Organisations, Communities & Nations, 7(5), 97–106.

Booysen, L. A. E., & Nkomo, S. M. (2010). Employment equity and diversity management in South Africa. In A. Klarsfeld (Ed.), Inter- national handbook on diversity management at work: Country perspectives on diversity and equal treatment (pp. 218–243). Cheltenham: Edward Elgar.

Booysen, L. A. E., & Nkomo, S. M. (2012). The discipline dilemma in Rainbow High School. In D. L. Anderson (Ed.), Cases & exercises in organization development & change (pp. 21–30). Thousand Oaks, CA: Sage.

Booysen, L. A., & van Wyk, M. W. (2008). Culture and leadership in South Africa. In J. S. Chhokar, F. C. Brodbeck, & R. J. House (Eds.), Culture and leadership across the world: The GLOBE Book of in-depth studies of 25 societies (pp. 433–473). New York: Taylor & Francis.

Boyce, F. C. (2012, July 28). London 2012: Opening ceremony saw all our mad dreams come true. The Observer. Retrieved from http:// www.guardian.co.uk/commentisfree/2012/jul/29/frank-cottrell -boyce-olympics-opening-ceremony

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

326 Diversity at Work: The Practice of Inclusion

Collins, D. B. (2001). Organizational performance: The future focus of leadership development programs. Journal of Leadership & Organizational Studies, 7(4), 43–54. doi:10.1177/1071791901007 00404

Cunliffe, L. C., & Eriksen, M. (2011). Relational leadership. Human Rela- tions, 64(11), 1425–1449.

Davis, E. (2010, July 14). Inclusion measurement: Tracking the intangible. TrendWatcher [Newsletter], Issue 504. Retrieved from http:// www.i4cp.com/trendwatchers/2010/07/14/inclusion-measure ment-tracking-the-intangible

Day, D. V., Harrison, M. M., & Halpin, S. M. (2008). An integrative approach to leader development: Connecting adult development, identity, and expertise. New York: Routledge.

Doh, J. P. (2003). Can leadership be taught? Perspectives from manage- ment educators. Academy of Management Learning and Education, 3(1), 54–67.

Essed, P. (2010). Social justice and dignity. In K. Hannum, B. B. McFeeters, & L. Booysen (Eds.), Leading across differences: Cases and perspectives (pp. 139–146). San Francisco: Pfeiffer.

Feldman, M. S., Khademian, A. M., Ingram, H., & Schneider, A. S. (2006). Ways of knowing and inclusive management practices. Public Administration Review, 66 (s1), 89–99.

Ferdman, B. M. (2010). Teaching inclusion by example and experience: Creating an inclusive learning environment. In B. B. McFeeters, K. M. Hannum, & L. Booysen (Eds.), Leading across differences: Cases and perspectives—Facilitator’s guide (pp. 37–50). San Francisco: Pfeiffer.

Ferdman, B. M., Barrera, V., Allen, A., & Vuong, V. (2009, August 11). Inclusive behavior and the experience of inclusion. In B. G. Chung (Chair), Inclusion in organizations: Measures, HR practices, and climate. Symposium presented at the 69th Annual Meeting of the Academy of Management, Chicago.

Ferdman, B. M., & Brody, S. E. (1996). Models of diversity training. In D. Landis & R. Bhagat (Eds.), Handbook of intercultural training (2nd ed., pp. 282–303). Thousand Oaks, CA: Sage.

Gentry, W. A., Booysen, L., Hannum, K., & Weber, T. (2010). Leadership responses to a conflict of gender-based tension: A comparison of responses between men and women in the U.S. and South Africa. International Journal of Cross Cultural Management, 10, 285–301.

Hannum, K., McFeeters, B. B., & Booysen, L. (Eds.). (2010). Leading across differences: Cases and perspectives. San Francisco: Pfeiffer.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 327

Heifetz, R. A. (1994). Leadership without easy answers. Boston, MA: Harvard University Press.

Heifetz, R. A., Linsky, M., & Alexander, G. (2009). Practice of adaptive leadership: Tools and tactics for changing your organization and the world. Boston, MA: Harvard Business Press.

Hernez-Broome, G., & Hughes, R. J. (2004). Leadership develop- ment: Past, present, and future. Human Resource Planning, 27(1), 24–32.

Holvino, E., Ferdman, B. M., & Merrill-Sands, D. (2004). Creating and sustaining diversity and inclusion in organizations: Strategies and approaches. In M. S. Stockdale & F. J. Crosby (Eds.), The psy- chology and management of workplace diversity (pp. 245–276). Malden, MA: Blackwell.

House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., & Gupta, V. (Eds.). (2004). Culture, leadership and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage.

Howard, P. J., & Howard, J. M. (2010). The owner’s manual for personality at work: How the Big Five personality traits affect performance, communi- cation, teamwork, leadership, and sales (2nd ed.). Charlotte, NC: CentACS Press.

Jackson, B., & Parry, K. (2008). A very short, interesting and reasonably cheap book about studying leadership. Thousand Oaks, CA: Sage.

Johnson, J. I. (2012). Museums, leadership, and transfer: An inquiry into organizational supports for learning leadership (Unpublished doctoral dissertation). Ph.D. Program in Leadership & Change, Antioch University, Yellow Springs, OH.

Kamoche, K. (2010). Contemporary developments in the management of human resources in Africa. Journal of World Business. 46, 1–4.

Komives, S. R., & Wagner, W. (Eds.). (2009). Leadership for a better world: Understanding the social change model of leadership development. San Francisco: Jossey-Bass.

Luthans, F., van Wyk, R., & Walumbwa, F. O. Recognition and develop- ment of hope for South African organizational leaders. Leadership and Organization Development Journal, 25(6), 512–527.

Marsick, V. J., & Watkins, K. F. (1994). The learning organization: An integrative vision for HRD. Human Resource Development Quarterly, 5(4), 353–360.

McCauley, C., van Velsor, E., & Ruderman, M. (2010). Introduction: Our view of leadership development. In E. van Velsor, C. McCauley, & M. Ruderman (Eds.), The Center for Creative Leadership handbook of leadership development (3rd ed., pp. 1–22). San Francisco: Jossey-Bass.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

328 Diversity at Work: The Practice of Inclusion

McFeeters, B. B., Hannum, K., & Booysen, L. (Eds.). (2010). Leading across differences: Cases and perspectives—Facilitator’s guide. San Fran- cisco: Pfeiffer.

Mezirow, J. (2009). Transformative learning in practice. San Francisco: Jossey-Bass.

Mor Barak, M. E. (2011). Managing diversity: Toward a globally inclusive workplace (2nd ed.). Thousand Oaks, CA: Sage.

Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.

Pless, N. M., and Maak, T. (2004). Building an inclusive diversity culture: Principles, processes and practice. Journal of Business Ethics, 54(2), 129–147.

Popper, M. (2005). Main principles and practices in leader deve- lopment. Leadership & Organization Development Journal, 26(1), 62–75.

Riggio, R. E. (2008). Leadership development: Current state and future expectations. Consulting Psychology Journal: Practice and Research, 60(4), 383–392.

Roberson, Q. M. (2006). Disentangling the meanings of diversity and inclusion in organizations. Group & Organizational Management, 31(2), 212–236. doi: 10.1177/1059601104273064

Ruderman, M. N., & Chrobot-Mason, D. (2010). Triggers of social iden- tity conflict. In K. Hannum, B. B. McFeeters, & L. Booysen (Eds.), Leading across differences: Cases and perspectives (pp. 81–86). San Fran- cisco: Pfeiffer.

Ruderman, M. N., Glover, S., Chrobot-Mason, D., & Ernst, C. (2010). In K. Hannum, B. B. McFeeters, & L. Booysen (Eds.), Leading across differences: Cases and perspectives (pp. 95–114). San Francisco: Pfeiffer.

Schnell, E., & Hammer, A. (1997). Integrating the FIRO-B with the MBTI: Relationships, case examples, and interpretation strategies. Developing leaders. Palo Alto, CA: Davies-Black.

Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. J. (1994). The Fifth Discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday.

Senge, P. M. (2006). The fifth discipline: The art & practice of the learning organization (Revised ed.). New York: Doubleday.

Sinclair, A. (2007). Leadership for the disillusioned: Moving beyond myths and heroes to leading that liberates. Crows Nest, N.S.W.: Allen & Unwin.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed

The Development of Inclusive Leadership 329

Uhl-Bien, M. (2006). Relational leadership theory: Exploring the social processes of leadership and organizing. Leadership Quarterly, 18(4), 645–676.

Vaill, P. B. (1996). Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco: Jossey-Bass.

Wasserman, I. C., Gallegos, P. V., & Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclu- sion. In K. M. Thomas (Ed.), Diversity resistance in organizations (pp. 175–200). New York: Taylor and Francis.

C op

yr ig

ht ©

2 01

3. J

oh n

W ile

y &

S on

s, In

co rp

or at

ed . A

ll rig

ht s

re se

rv ed