“Dialogue – possible between leader and follower?” - Ashridge

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Thus far, co-operative inquiry has generated some interesting emerging themes in relation to these questions. It has also facilitated some fascinating learning in relation to research methodology as described below. 28
My experiences of co-operative inquiry On October 30 th 2011 I initiated the first co-operative inquiry meeting with seven other individuals. We were three women and five men, three CEOs and five occupying other senior leadership roles. For the purposes of this document I won’t go into great detail relating to the commencement of the meetings however it might be interesting to state that I knew two members of the group well and invited them and the other members were all suggested by other members or in one instance introduced to me via my supervisor. We have now held four meetings, roughly six weeks apart. Not all members have been present at all meetings but there has been an average of 6. To reiterate the main features of co-operative inquiry are that: • A group comes together as co-researchers to examine issues that are of shared concern, it thus aims to be a shared process; ‘research with rather than on others’ • It aims to be facilitate research which leads to action, it is therefore practical and seeks to enable change in people’s lives which is important to them • It involves a number of cycles whereby questions are posed explored collectively and / or individually and then re-examined. New questions are then posed. • It can encompass at least four ways of knowing and thus represents an extended epistemology; experiential, presentational, propositional and practical ways of knowing (see Heron and Reason, 1997). Knowing is then said to be more congruent if all four ways of knowing are aligned, in other words “if our knowing is grounded in our experience, expressed through our stories and images, understood through theories which make sense to us, and expressed in worthwhile action in our lives” (Reason and Heron, 1997) I am sure I will speak further about this fascinating experience at the masterclass. Some highlights relating to the method though include: 29
Page 1 and 2: “Dialogue - possible between lead
Page 3 and 4: 2. Background It is difficult for m
Page 5 and 6: 3. Literature Review a. Dialogue Th
Page 7 and 8: Figure 1: the historical developmen
Page 9 and 10: Both sets of authors have in common
Page 11 and 12: academic work linking the two areas
Page 13 and 14: accessible to a pragmatic individua
Page 15 and 16: and Uhl-Bien, 1995) and charismatic
Page 17 and 18: many of their propositions are cert
Page 19 and 20: to leadership theory” (2008:253).
Page 21 and 22: i. Inhibitions to leader-follower d
Page 23 and 24: can easily grow into a feeling that
Page 25 and 26: Research questions, methodology and
Page 27: A methodology which has grown in us
Page 31 and 32: • The very ambiguous and uncertai
Page 33 and 34: • As the above points indicate, i
Page 35 and 36: Where next? The process of co-opera
Page 37 and 38: References Anderson, R., Baxter, L.
Page 39 and 40: Habermas, J. (1984), The theory of
Page 41: Stewart, J. and Zediker, K. (2000),

“Dialogue – possible between leader and follower?” - Ashridge

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