This study seeks to understand how new CEO’s of local non-profits experience vulnerability as they learn in the workplace, and in particular:
1. How does the new CEO’s past learning influence how he or she experiences vulnerability in learning in the workplace?
2. How does the new CEO’s relationships with others influence how he or she experiences vulnerability in learning in the workplace?
3. How does the new CEO make sense of what he or she has learned from being vulnerable?
This interpretive phenomenological study explored the concept of vulnerability in learning through a conceptual framework that included three different learning lenses: biographical, social-cultural and transformative. The study population included ten senior level non-profit executives who have recently transitioned to the role of CEO. Seidman’s (2013) three-part interview protocol was used to collect data, which was analyzed through a combination of Vagle’s (2014) post-intentional phenomenological approach and Van Manen’s (2014) hermeneutic phenomenological approach.
This study found that vulnerability in learning could be understood if one paid attention to the way a person talks about their learning life history (are they the protagonist of their story or do they defer to others) as well as how they navigated their relationships with others. How an individual experienced vulnerability determined the range of manifestations of vulnerability as individuals learned in the workplace and there is variation within the specific categories of the typology offered in this study.
|Commitee:||Ali, Arshad I., Williams, Edie|
|School:||The George Washington University|
|Department:||Human & Organizational Learning|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Occupational psychology, Educational psychology|
|Keywords:||Biographical learning, Emotional exposure, Risk, Transformative learning, Uncertainty, Vulnerability|
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