LEADERSHIP AND FOLLOWERSHIP PRACTICES IN LEARNING …

LEADERSHIP AND FOLLOWERSHIP PRACTICES IN LEARNING ORGANISATIONS: A

CASE STUDY OF ABU DHABI EDUCATION COUNCIL

Mariam Al Kalbani, PHD

October 2015

Department of Educational Research, Lancaster University, UK.

LEADERSHIP AND FOLLOWERSHIP PRACTICES IN LEARNING ORGANISATIONS: A

CASE STUDY OF ABU DHABI EDUCATION COUNCIL

Mariam Al Kalbani

This thesis results entirely from my own work and has not been offered previously for any other degree or diploma.

Signatur Mariam Alkalbani

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Abstract

This thesis studies the relationship between practices in learning organisation and social practices at the Abu Dhabi Education Council (ADEC). The research domain was broken down into six research (questions), which affect the development of a learning organisation at ADEC. 1) What is the impact of the roles of leaders on developing learning organisation characteristics with in ADEC? 2) What is the impact of the relationship between leaders and followers on developing learning organisation characteristics with in ADEC? 3) What is the impact of training and professional development on developing learning organisation characteristics with in ADEC? 4) What is the impact of social practices on developing learning organisation characteristics with in ADEC? 5) What is the impact of the teamwork on developing learning organisation characteristics with in ADEC? And 6) What is the impact of organisational factors (vision and mission of ADEC, division of work, information and reward system) on developing learning organisation characteristics with in ADEC?

In order to answer the six research questions, interviews and focus groups were conducted with leaders and followers. The sample of study accounted for 10 leaders and 20 followers, four focus groups were conducted (two with leaders and two with followers) where 32 participants took part in the focus groups.

The results of the study indicate that leaders do not play a supervisory or coaching role in the departments, which enables followers to work towards achieving the goal of being part of a learning organisation. The study found that leaders and followers have developed a good relationship based on accountability and transferability, and this has helped to transform ADEC into a learning organisation. It also shows that followers have not yet developed sufficient skills through training and workshops and formal education to enable them to learn. The study shows that social practices were the main motivator, encouraging leaders and followers to learn from one another and from expatriates.

To summarise briefly, it can be concluded that ADEC has not yet become a learning organisation, and that further work is required to develop the role of its leaders, the relationship between its leaders and followers, and an effective reward system, as well as multiple sources of information.

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Table of Contents

Topic Abstract Table of contents Acknowledgements Dedication Chapter One: Introduction to the Study 1.1 Definition and Characteristics of Learning Organisation 1.2 Statement of the Research Problem and Questions of the Study 1.3 Study Rationale 1.4 Contribution of the Study to Knowledge 1.5 Definition of Learning Organisation 1.6 Organisation of the Thesis Chapter Two: Literature Review 2.1 Introduction 2.2 Learning

2.2.1 What is Learning? 2.2.2 Types of Learning 2.2.3 Factors Influencing Learning 2.3 Learning Organisation 2.3.1 Conceptualisation of the Learning Organisation 2.3.2 Discussion of the Definition of Learning Organisation 2.3.3 Senge's Five Disciplines

Page 2 3 9 10 11 11 15 18 19 21 22 23 23 23 24 25 28 30 31 36 39

2.3.4 Types of Organisations: Traditional and Learning

41

Organisations

2.4 Characteristics of learning organisations

43

2.5 Organisational Learning Compared to Learning Organisation

47

2.5.1 The Concept of Organisational Learning and Learning

47

Organisation

2.5.2 Individual Learning versus Organisation Learning

49

2.6 Leadership and Followership

51

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2.6.1 Leadership and Organisations

51

2.6.2 Followership and Organisations

56

2.6.3 Leadership and Followership Relationship

62

2.6.4 Leadership and Followership and Learning Organisations 63

2.6.5 Matching Leadership and Followership Styles

68

2.7 Social Practices

70

2.7.1 Practice Theory

70

2.7.2 What are Social Practices?

72

2.7.3 Social Practices and Learning Organisations

77

2.8 Factors Contributing to Becoming a Learning Organisation

80

2.8.1 Organisational Factors

80

2.8.2 Information and Learning Organisation

81

2.8.3 Team Work and Learning Organisation

84

2.8.4 Reward System and Learning Organisation

87

2.9 Conclusion

90

Chapter Three: Research Design and Methodology

91

3.1 Introduction

91

3.2 Addressing the Research Questions

91

3.3 Background to ADEC

93

3.3.1 The Mission of ADEC

93

3.3.2 Services Provided by ADEC

95

3.3.3 Organisational Structure of ADEC

95

3.3.4 Cultural and Traditional Background of United Arab Emirates 98

3.5 Research Philosophy

99

3.5.1 Positivism and Interpretivisim

99

3.5.2 Epistemology and Ontology

101

3.6 Quantitative and Qualitative Research Methods

101

3.7 The Choice of a Qualitative Case Study Approach

104

3.7.1 Case Study Approach

104

3.7.2 Advantages and Disadvantages of the Case Study Approach 108

3.7.3 Interviews

109

3.7.4 Focus Groups

110

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3.8 Sampling Strategy

112

3.8.1 Study Population and Unit of Analysis

112

3.8.2 Selection of Participants

112

3.8.3 Sampling Strategy

113

3.9 Designing the Interview Schedule for Interviews and Focus

114

Groups

3.10 Data Collection

117

3.10.1 Interview Setting

118

3.10.2 Conducting Interviews with Leaders

118

3.10.3 Data Collection: Pilot Study

118

3.10.4 Data Collection: Main Field Work

119

3.10.5 Conducting The Focus Grops

120

3.10.6 Challenges in Data Collection

121

3.11 Data Analysis Strategy

121

3.11.1 Transcription and Organisation of Data

123

3.11.2 Data Analysis

124

3.11.3 Thematic Analysis

125

3.11.4 Coding and Categorisation

129

3.11.5 Constant Comparative Approach

129

3.12 Trustworthiness of Qualitative Data

130

3.12.1 Credibility (Internal Validity in Quantitative Research)

131

3.12.2 Transferability (External Validity in Quantitative Research) 132

3.12.3 Dependability (Reliability in Quantitative Research)

133

3.12.4 Confirmability (Objectivity in Quantitative Research)

134

3.13 Ethical Framework and Ethical Approval

135

3.13.1 Ethical Approval

136

3.14 Ethical Considerations

137

3.14.1 Information Package and Introductory Letter

137

3.14.2 Participants' Consent

137

3.14.3 Anonymity

138

3.14.4 Privacy

138

3.14.5 Confidentiality of Collected Data

139

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3.15 Conclusion

139

Chapter Four: Results of Leaders' Interviews and Focus Groups 140

4.1 Introduction

140

4.2 The Role of Leaders

141

4.3 Relationship between Directors and Employees

144

4.4 Training anf Professional Development

150

4.5 Teamwork

155

4.6 Social Practices

159

4.7 Organisational Factors

165

4.7.1 Vision and Mission of ADEC and Divison of Work

169

4.7.2 Appraisal and Rewards

169

4.7.3 Information System

171

4. 8 Coclusion

173

Chapter Fiv: Results of Followers' Interviews and Focus Groups 174

5.1 Introduction

174

5.2 The Role of Leaders

175

5.3 Relationship between Directors and Employees

175

5.4 Training anf Professional Development

184

187 5.4.1 Types of Training

5.5 Teamwork

189

5.6 Social Practices

192

194 5.6.1 Social practices: values and beliefs

5.7 Organisational Factors

197

5.7.1 Vision and Mission of ADEC and Divison of Work

197

5.7.2 Appraisal and Rewards

203

5.7.3 Information System

206

5. 8 Similarities and differences between leaders and followers views 209

5. 9 Conclusion

217

Chapter Six: Discussion of the Study Results

218

6.1 Introduction

218

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6.2 Discussion of Research Question 1: What is the impact of the

119

roles of leaders on developing learning organisation characteristics

within ADEC?

6.3 Discussion of Research Question 2: What is the impact of the

225

relationship between leaders and followers on developing learning

organisation characteristics within ADEC?

6.4 Discussion of Research Question 3: What is the impact of

229

training and professional development on developing learning

organisation characteristics within ADEC?

6.5 Discussion of Research Question 4: What is the impact of social 234

practices on developing learning organisation characteristics within

ADEC?

6.6 Discussion of Research Question 5: What is the impact of the

242

teamwork on developing learning organisation characteristics within

ADEC?

6.7 Discussion of Research Question 6: What is the impact of

244

organisational factors (vision and mission of ADEC, division of

work, information and reward system) on developing learning

organisation characteristics with in ADEC?

6.7.1 ADEC Vision and Mission

245

6.7.2 Division of work among Followers

247

6.7.3 Rewards system

248

6.7.4 Information sources

250

6.8 Conclusion

252

Chapter Seven: Conclusions

253

7.1 Introduction

253

7.2 General Conclusion

253

7.3 Contribution to Knowledge

256

7.4 Recommendations

259

7.5 Strengths of the Study

260

7.6 Limitations of the Study

261

7.7 Suggestions for Further Studies

262

7.8 Conclusion

263

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