In previous posts I have talked about the relationship between existentialism and leadership, existentialism and EDI, and existentialism and our everyday lives. Now, I want to talk about the Wide Open Voices position on the centrality of EDI to all leadership theories and why an existential approach to EDI informed leadership theory is the most effective way of developing the leaders we need today.
The underlying premise behind the Wide Open Voices approach is that the fundamental principles of good leadership are that same as the driving principles behind EDI. Let me explain this by highlighting some of the key elements of effective leadership within current leadership theory and then illustrating the connection of these with EDI.
The range of leadership theories that have emerged since the ‘Great Man’, ‘Trait’, and ‘Transactional Leadership’ theories were debunked due to either their inherent sexism and reliance on biological determinism, or because of their reliance on enforcement and coercion have almost universally stated that values, ethics, and being inclusive are key to effective leadership (Further reading on these leadership theories is listed below). For example -
Transformational Leadership Theory is rooted in the work of Burns (1978) that infused ethics and morality into conceptions of leadership. Burns’ work was developed by Bass (1985) and Bass and Avolio (1994) into a theory of leadership that involved motivating and stimulating staff to go beyond self-interest and work towards higher-order needs, particularly those of social value and greater good.
Connective Leadership Theory states that in the globalised, high-tech business world, leaders must emphasise a ‘mutuality’ – a focus on common interests and values – and ‘inclusivity’ – the inclusion of even those the most different from the rest without requiring homogenization. Only leaders who can assemble multiple changing coalitions, rather than enduring elites and exclusive groupings, can build genuine community around business goals and objectives (Lipmen-Blumen, 1996).
Servant Leadership Theory emphasises that for an organisation to succeed its staff need to be empowered, motivated, and their well-being prioritised and that it is the leader who serves the staff to achieve these ends. Spears (1998) identifies 10 characteristics of servant leadership – listening, empathy, healing, awareness, persuasion, conceptualisation, foresight, stewardship, commitment to the growth of people, community building.
Authentic Leadership Theory stresses the role of ethics and integrity in leadership from the outset. Specific attributes of authentic leadership include self-knowledge, clarity of values, enacting roles based on values and convictions, and self-regulated positive behaviours that foster positive self-development in all (Luthans and Avolio, 2003).
Adaptive Leadership Theory is defined as the practice of mobilising people to tackle tough challenges and thrive (Heifetz et al, 2009). Adaptive work involves deep learning that alters the assumptions and values that drive individual and collective behaviour. However, it is not a values-neutral theory. It also focuses on identifying and addressing the gap between espoused and actualised values e.g., the gap between espoused values of inclusion and the actualised values of a Exco body that is homogeneous in its make-up (Dugan, 2017).
Relational Leadership Theory states that it is through relationships that effective leadership emerges (Uhl-Bien, 2006). The theory provides a frame for shaping leadership processes and within it ‘leadership’ is defined as a relational and ethical process of people attempting to accomplish positive change together. The five core components for effective leadership in Relational Leadership Theory are - being inclusive, empowering, ethical, purpose driven, and process-orientated i.e., the process of leadership (Komives et al, 2013).
Inclusive Leadership Theory treats all staff and the ‘leader’ as unique and of equal human value. It is about transforming mindsets, behaviours, and collective practices, norms, and values so as to mutually and equally benefit from the diversity of the human realm (Ferdman, Prime, and Riggio, 2021). It can broadly be seen as mobilizing people to jointly co-construct the best and most sustainable approaches to achieving individual and organisational development (Ferdman et al, 2021).
Equity, Diversity, and Inclusion as an overall body of work is driven by a set of values that holds that all people are equal. It is rooted in a moral philosophy that requires ethical and equitable treatment for all people, but it is one that highlights the existence of systemic, social, and cultural inequality is an entrenched feature of our society.
It is a principle that works to create the conditions in which all people can release their innate agency (i.e., be empowered) and reach their full potential without hinderance, obstacle, or barrier in the form of discrimination or disadvantage. At its heart, its values are those of justice, integrity, authenticity, freedom, choice, and responsibility.
In many respects, the achievement of Equity, Diversity, and Inclusion for all people requires the workplace to be ‘transformed’. It requires all people, including leaders, to ‘go beyond self-interest and work towards high-order needs’, in this case, ‘the greater good of all.’ Its achievement requires leaders to prioritise staff well-being, motivation, and the release of their agency, and it is the leader who serves the staff to achieve these ends.
The achievement of sustainable and effective EDI requires leaders to be self-aware and cognizant of what underpins their decision-making. It requires leaders to be values-driven and to be able to regulate their behaviour such that its intents and its impacts are positive. It requires leaders to be authentic and engage in ethical relationships with staff and stakeholders, recognising and respecting their unique individuality.
The achievement of EDI is about transforming mindsets, behaviours, and collective practices, norms, and values. It is about being inclusive, empowering, ethical, purpose driven, and process-orientated. The achievement of EDI requires leaders to engage themselves and inspire their staff to engage with the work of deep learning that alters the assumptions and values that drive individual and collective behaviour.
As you can see, there are numerous connections, relationships, and overlaps between these leadership theories and EDI. Many of the principles of effective leadership, as described by these theories, are also the principles of Equity, Diversity, and Inclusion. However, we know from the data that exists across corporate, public, and charitable sectors, the application of these leadership theories does not, by default, result in the achievement of EDI.
What if we turn the causal relationship around though? What if we structure our leadership development and leadership delivery around the principles of EDI? In this scenario, leaders develop, understand, and can deliver all the core components of these established and empirically proven leadership theories through delivering Equity, Diversity, and Inclusion for all. The EDI driven theory of leadership is not simply about finding ways to lead on and deliver EDI. The EDI driven theory of leadership is about effective leadership full stop.
Through an Existential Lens
Crucially, across all these leadership theories and EDI, relationships and relational dynamics sit at the heart of the process. Whether we are looking at interpersonal relations, decision-making relations, or systemic relations, which are, of course, informed and enacted by individuals, it is these relations and the values, beliefs, and attitudes that condition them that are key. From this position, taking an existential approach to leadership and combining it with an existential understanding of EDI is, to me, the most logical approach to leadership development.
When we understand leadership as an existential act, as a way of leading that is rooted in self-awareness, values, and authenticity and is enacted through our relations with the people we work with, we can see how existential perspective on an EDI driven theory of leadership provides the lens through which to develop the leaders of today. What, though, does this approach look like? Well, applying existentialist principles to EDI driven leadership development involves:
Developing Societal Awareness: Developing a knowledge of the wider societal factors that effect relative advantage and disadvantage for people and how these impact on relational dynamics.
Instilling Conscious Self-Awareness: Creating the ability of leaders to be continually mindful of their position within society and how that affects relations.
Encouraging Self-Reflection: Supporting leaders to engage in continuous self-reflection to understand their values, biases, and the impact of these on their choices.
Fostering Authentic Relationships: Developing skills to build genuine relationships based on trust and mutual respect, where diverse perspectives are valued.
Promoting Ethical Decision-Making: Encouraging leaders to consider the ethical implications of their decisions and actions.
Cultivating a Sense of Purpose: Helping leaders and employees find meaning and purpose in their work.
Dealing with Uncertainty: Providing the space and the tools to engage with uncertainty as a positive dynamic, rather than with anxiety about the outcome.
This thinking, these understandings underpin the Wide Open Voices leadership development and executive coaching provision. However, these are not simply understandings. They are the values that condition my choices and decisions. They are intrinsic to the culture of Wide Open Voices and everything that I do. They underpin my way of being and my way of leading.
Further Reading
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
Bass, B. M., and Avolio, B. J. (1994). Improving organisational effectiveness through transformational leadership, Newbury Park, CA: Sage
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Ferdman, B.M., Prime J, and Riggio, R.E. (2021). Inclusive Leadership. Transforming diverse lives, workplaces, and societies, Abingdon: Routledge
Heifetz, R., Grashow, A., and Linksy, M. (2009). The Practice of Adaptive Leadership. Boston, MA: Harvard Business Press.
Komives, S. R., Lucas, N., and McMahon, T. R. (2013). Exploring Leadership for College Students Who Want to Make a Difference. San Francisco, CA: Jossey-Bass
Lipman-Blumen, J. (1996). Connective Leadership: Managing in a Changing World, Oxford: Oxford University Press.
Luthans, F. and Avolio, B. (2003). Authentic leadership: A positive development approach in Cameron, K.S. and Dutton, J.E. (Eds) Positive organisational scholarship. San Francisco, CA: Berrett-Koehler.
Spears, L.C. (Ed) (1998). Insights on Leadership: Service, Stewardship, Spirit, and Servant Leadership, New York: Wiley
Uhl-Bien, M. (2006). Relational Leadership theory: Exploring the Social processes of Leadership and Organizing. The Leadership Quarterly, 17, pp. 654-676
.png){kind=logo}
Comments