• Infusing ethics into Leadership Learning & Development

      Wall, Tony; University of Chester (Routledge, 2018-03-09)
      Whether or not ethics is explicitly covered in leadership learning and development activity, every intervention has the potential to reinforce or disrupt ethical values, standards and behaviours. How it is organised, how it is delivered, what it covers, what it excludes, and who is involved, all contribute to the learning of being an ethical leader. This chapter considers subtle but key considerations in designing leadership learning and development towards ethics. It also highlights cutting-edge research and practice of how to re-orient the content, delivery, assessment, and evaluation, towards infusing greater connectedness and collectiveness in leadership learning and development.
    • Manager as Coach: An Exploratory Study into the Experience of Managers Dealing with Team Challenge

      Wall, Tony; Smith, Helen A. (University of Chester, 2019-03-14)
      Effective teams demand sharing, good communication, openness and engagement to create cohesion and collaboration. The modern team environment requires a highly competent manager capable of dealing with diversity, widening demographics, compression of roles, merging of organisational hierarchies and resource scarcity. This dynamic interplay has contributed to the transition from the traditional bureaucratic style of management to a higher proficiency of inclusive leadership, encompassing coaching. Within this context, there is an assumption that the manager as coach will successfully tackle the complexity of team challenge using conventional coaching interventions with the manager as coach becoming vogue. Thirty semi-structured interviews were recorded, transcribed and thematically analysed using a critical incident for exploration. The data generated an appreciation of the origins of team challenge and how challenge can be recognised, identified and acted upon to avoid escalation and maintain functionality within the team. The findings offer a framework for managers, irrespective of coaching competency to deal with team challenge and specifically that arising from behaviour described as unproductive or dysfunctional within the complexity of multiple team variants. This research will further supplement existing team effectiveness models and highlight the need for the manager as coach to be alert to team behaviour, foster appreciation of team difference at all levels, be coach-minded and act speedily in addressing team challenge. Further insight is offered from the perspective of the practitioner with models for self-assessment and training in response to dealing with challenge.
    • Transforming leadership, learning and life through work based learning

      Wall, Tony; Douglas, Jane; Lord, Jo; University of Chester : Learning to Inspire UK : Learning to Inspire UK (Libri, 2011-11-01)
      This book chapter discusses a case study whereby the University of Chester worked with Learning to Inspire (a national, leading learning and development company) to acredit their Certified Practitioner in Neuro-Linguistic Programming - which eventually grew into a Graduate Certificate in the Art of Leadership.