Critically Evaluate Key Arguments from a Scholarly and a Practitioner Oriented Point of View

Critically Evaluate Key Arguments from a Scholarly and a Practitioner Oriented Point of View

Leadership is an aspect that is rampant across almost all cultures. The leader is obligated to see to it that affairs of his assigned region are running smoothly. This is, in turn, a hectic task that is exclusive to the strong-willed and determined (Raelin, 2003). Selection of leaders is usually centered on possession of the two traits (Raelin, 2003). Leadership, however, is not fixed; it is dependent on the prevalent factors present in the surrounding environment. The leaders are expected to use their surrounding environment in a way that will better their whole society. As a result, the leadership skills or trends and activities vary from place to place. Raelin (2010) claim that the mode of leadership skills is dependent on the social, economic and political states of the region in question.

The varying trends give rise to some fascinating leadership traits that add diversity to the term ‘leadership’. The full grasp of the concept cannot be achieved if the leadership study is based upon the general overview rather when the varying leadership skills from various cultures are taken into account (Isaacs, 1993). This is as observed by critiques. Businesses from emerging Market countries such as China and India possess leadership qualities centered on, self-management, operational processes, and hands-on management. The qualities may differ from that of an already established self-sustaining market state such as the U.S.A or a third world African Country (Antonacopoulou & Bento, 2004).

Every region has different socio-economic and political systems. In order to manipulate the factors to the betterment of the society, leaders must use leadership skills that are unique to their said region. The scenario gives rise to diverse and fascinating leadership skills, traits and activities across different regions of the globe (Argyris, 1994).

Critiques underlying assumptions evident in the articles and identifies any new insights for practice and scholarship

Agyris (1994) in his article, “Good communication that blocks learning” recognizes learning as a crucial factor in the creating of a good leader. It is true and works in coordination to negate the common false saying that poisons people mind which states “Leaders are born”. Such sayings demean the spirits of persons admiring leadership roles. The only assumption Agyris has made in his article is that proper well-versed leaders are acquired through proper learning; this is not entirely true as there are other factors that influence leadership. It is same way a learned person may fail to secure jobs (Argyris, 1994).

This creates new insights in the teaching of leadership as now the teaching methods will not be oriented toward the acquisition of good leadership skills, rather the other ‘must have’s’ of a leader such as the determination, willingness, and strong-heartedness. The articles that teach the double loop and triple loop-learning system should also teach other aspects that are not learning oriented but rather other important factors a good leader should possess (Isaacs, 1993).

More insight that the articles have provided to boost learning activities include the combining of the triple and double loop learning methods in the crafting of capable leaders. The approach coupled with the teaching of the other leadership values produce well-rounded leaders fit to overcome any underlying obstacle that may be hurled their way. The article titled “Organizational Discourse and Organization Development” clearly illustrates how the double and triple loop learning systems are beneficial for a leader.

Extends the thinking and application of your review with additional resources and experiential analyses

To summarize the review, Raelin (2003) asserts that achieving effective leadership through the act of learning should be coupled with various non-learning activities. The non-learning activities work to build the self-esteem and character of the potential leader. The result is a leader that is all rounded and capable of handling today’s task with a breeze. To place the point of view into context, imagine the scenario of a job interview. The two applicants for the job are both graduates and therefore have the basic knowledge and skill required for it. The job vacancy is, however, single and the employers must differentiate and pick one. What will make the interviewers choose applicant A over B? The ‘minor advantage’ or ‘edge’ is what should be taught in the course of teaching leadership skills. The result is impeccably a leader that is well rounded and equipped to tackle the various responsibilities required of a leader (Marshak & Grant, 2008).


Raelin, J.A. (2003). Creating leaderful organizations: how to bring out leadership in everyone. San Francisco: Berrett-Koehler. Chapter 8, Collaborative leadership (pp. 189-205)
Chapter 7, Collective leadership (pp. 125-134)

Raelin, J.A. (2010). The leaderful field book: strategies and activities for developing leadership in everyone. London: Nicholas Brealey. Case Study, Hiring the temporaries: A case using the left-hand column (pp. 55-60)

Antonacopoulou, E.P. & Bento, R.F. (2004) Methods of learning leadership: taught and experiential. In: Storey, J. (ed.). Leadership in organizations: current issues and key trends. London: Routledge, pp.81-103

Argyris, C. (1994) Good communication that blocks learning, Harvard Business Review, 72 (4), pp.77-85.

Isaacs, W.N. (1993) Taking flight: dialogue, collective thinking, and organizational learning, Organizational Dynamics, 22 (2), pp.24-39.

Marshak, R.J. & Grant, D. (2008) Organizational discourse and new organization development practices, British Journal of Management, 19 (Supplement 1), S7-S19.

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