Abstract
This paper discusses the importance of context, which is that which makes content relevant and meaningful. It highlights what context ought to mean for organizational leaders, given today’s business environment of crunching change. Based on published research about context, this paper develops a model of contextual intelligence, upon which better ways of teaching leadership may be cultivated. This model encompasses four concerns, namely: contextual sense-making; situation awareness and situation judgment; contextual adaptation; and, response judgment. Next, the paper focuses on the requisite complexity that leaders should acquire if they are to operationalize such a model. That requisite complexity comprises four components, namely: general cognitive complexity; social complexity; affective complexity; and, self-complexity. The paper finally delineates a pedagogical framework to develop leadership training programs that can better foster the requisite complexity in individuals to become contextually-intelligent leaders.
Highlights
It is a trite fact to note that today’s business environment is shot through with dynamic and challenging change
Leaders will need to adapt their goals and values according to the emerging work contexts that are enabled by artificial intelligence (AI)&machine learning (ML) and be sensitive to their own emotions and those of others who are impacted by their response judgment
To perform well in today’s VUCA environment, organizational leadership must get out of the leadership gap trap identified by the Center of Creative Leadership
Summary
It is a trite fact to note that today’s business environment is shot through with dynamic and challenging change. This has arisen from, among other factors, a conjuncture of several technological forces, namely, digitization, artificial intelligence, big data analytics, machine learning, and cloud computing. Consider transformational leadership theory (Bass & Avolio, 1990), which was found wanting for its lack of focus on context, so it too would be ineffective in equipping leaders with the requisite competencies to manage in the current VUCA environment. Part 6 offers the conceptual underpinnings of a pedagogical framework for active learning that can inculcate that requisite complexity to foster contextual intelligence in leadership training.
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