Module 6 Notes
For purposes of ORG561, we use the critical frame “looking awry” from the table above to open new ways of thinking about leadership in ever-changing organizational environments. In this course, we learned that case-study development is a traditional method for capturing facts about relationships, power, and constraints in organizations. One limiting factor for case-study research is that the output necessarily captures a point in time. Knowing that leaders and organizations “don’t stand still” raises questions about the usefulness of case-study methods over time.
Organizational researchers have used other approaches and techniques such as metaphors and storytelling to offer more fluid ways of capturing concepts and information. Kaplan (2008) applied “representative frames” that were used by groups to address organizational change. Seidel and O’Mahony (2014) used the term “repertoires of representation” to address how individuals and groups in an organization solve problems and develop innovative products.
The use of metaphors has become more widely used in organizational study over the previous two decades. Metaphors have been used by leaders to draw people together over an idea or concept, and by academics to enhance learning. Aristotle used the term “metaphor” to suggest a certain figure of speech; a way to use linguistics to connect one thing to another through some perceived similarity. Clouse, Goodin, Aniello, McDowell, and McDowell (2013) [required reading] recorded how the term metaphor has evolved from Aristotle to its use in teaching and learning today.
For the purpose of ORG561, and in reference to the study of leadership, we’ll broadly describe metaphors as: an illustration through comparison.
Metaphors have a particular influence on learning; studies have shown that metaphors engage both left- and right-brain function (Clouse, Goodin, Aniello, McDowell, & McDowell, 2013).
Clouse, Goodin, Aniello, McDowell, & McDowell, 2013, p. 81
Engaging both sides of the brain is known to balance the thinking process, leading to more optimal learning (Clouse, Goodin, Aniello, McDowell, & McDowell 2013). In Module 5, we explored workforce demographics and particularly millennials who are impacting organizations and leadership. Rodriguez and Rodriguez (2013) sought to describe challenges for organizations with growing numbers of millennials in the workforce. These researchers used metaphors to explain what leaders are facing in a “volatile, uncertain, complex and ambiguous world (VUCA)” (Rodriguez & Rodriguez, 2013, p. 855). Their interpretation resulted in the phrase “a leader for the future: a Cloud Leader” (p. 855).
The following video illustrates the thinking behind a metaphor comparing leadership and LEGOs.
Leadership Metaphor
Notice that in the leadership/LEGO metaphor, the LEGO, as an object, is tangible and simple to describe. However, the rationale for the comparison between the two contained abstract ideas and constructs is not readily apparent when viewing LEGO as a toy. That complexity is what makes metaphors valuable learning tools; it makes us think both concretely and abstractly at the same time.
As further explanation of leadership and metaphors, we turn to a TEDx presentation. In the next video, we hear how one person uses metaphors to work with senior-level executives and groups of professionals. As you watch the video, keep in mind the following.
The ways in which metaphors:
are used to expand thought, especially around abstract ideas
may help to express a dynamic state over a static one
require a deep understanding of each object of comparison.
How the information in the video may be useful to construct a personal leadership metaphor (as part of this week’s Critical Thinking Assignment).
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