Using Repertory Grids to Test Data Quality and Experts' Hunches

The 'theorise-inquire' technique is described, which supports the testing of both experts' hunches and the quality of data sources. This technique is useful for the identification of data sources and data gaps by domain experts. We describe and illustrate the use of group contrasts, an analysis technique that allows an expert to explore and interpret repertory grids interactively to find significant contrasting relationships between attributes and test these against data sources

Leadership development in Egypt : how indigenous managers construe Western leadership theories

This research examines the ways in which Egyptian managers make sense of the leadership theories they are exposed to in their work interactions and their in-house leadership development training. This empirical study utilizes Personal Construct Theory to uncover how the indigenous managers construe Western evolved leadership theories. The research strategy follows a phenomenological paradigm, based on a comparative case study centered on an international design consulting firm headquartered in the Middle East region. The data collection tools, i.e., the Repertory Grid Technique (RGT), Personal Value Statements and Storytelling are consistent with an inductive, constructivist approach. The findings illustrate differences in how leadership theories are construed by indigenous managers compared to their UK counterparts and consequently which theories are more and less favoured. An emergent finding that evolved from this enquiry was the differences between Egyptian managers’ espousals and actual day to day leadership practices. This finding raises greater awareness of the role that cultural values play in the cross-cultural arena of leadership. The ethnographic technique of Storytelling brought to light the influence of national culture when leadership is enacted. The findings and results of this thesis throws some much needed light onto a geographical area that recent political events have brought to prominence as well as making a contribution towards understanding the potential barriers of transferring knowledge between cultures that differ in several important ways. The results are also useful from the perspective of Training and Development. Western trainers working in the Middle East region in addition to indigenous trainers seeking to provide effective leadership development programs will be able to discern which Western leadership theories to focus on, adapt and or disregard

Reflection in professional practice: Perspectives and experiences of a group of corporate trainers in the UAE

Reflection has been extensively noted in the literature to be an essential practice for professional competency. As a result, training on reflection is included in preservice and professional development in various professions, including teaching, nursing, medicine, social work, the legal profession, and in the police force. However, within corporate training, there is little to no in-depth research on the notion of reflection, how it is understood, if it is used, and how it is practised. This study aimed to address this literature gap by investigating how a group of nine UAE based corporate trainers conceptualised and used reflection within their professional practice. In addition, it aimed to recommend potential actions that could be taken to improve the use of reflection by corporate trainers. The study was situated within an interpretivist paradigm, and data was collected through oneon-one semi-structured interviews with each of the nine research participants, and an additional focus group with three research participants who were previously interviewed. The interviews and focus group were transcribed and analysed thematically. The data was then interpreted through a theoretical framework that drew on two sources: Donald Schön’s work on reflective practice, and the writings of Lev Semyonovich Vygotsky on higher mental functions. Results showed that corporate trainers in the UAE conceptualised reflection as a tool for continuous development. By learning from past and present experiences, and by thinking about the future, corporate trainers were able to improve their individual skills and deal with professional challenges. While this finding is consistent with existing academic literature on reflection, several issues emerged that could be problematic for the professional development of corporate trainers. These issues include: the tendency for corporate trainers to view reflection through an individual centric lens; the absence of any evidence of critical reflection; and the lack of any formal training on the benefit and use of reflection. Results also showed that the process of engaging in reflection, as described by the research participants, aligns with a Vygotskian model where reflection was first triggered by a realisation of a deficiency. The next step was a reconstruction of reality followed by an inner self-questioning phase. This was followed by a modelling exercise that took into consideration various future actions. The final two steps involved the development of a plan of action, followed by testing that action. A main finding from the analysis of reflection through a Vygotskian lens is the tendency of participants to favour self-dialogue over other mediational means. Within corporate training, reflection can, and should, be enhanced. The first recommended action is the design and delivery of a series of workshops that raises awareness of the professional benefits of reflection and explains how it can be used more effectively. A second recommendation is to encourage corporate trainers to use additional mediational tools such as reflective writing, reflective duologues with a mentor, and co-training. The final recommendation is an initiative to encourage the establishment of a community of practice. A first step towards achieving this goal is the facilitation of monthly group reflection sessions in which corporate trainers can discuss challenges and best practices