The second paper in a two‐paper series, this article seeks to consider how the ideas of cultural historical activity theory were used in a learning programme for managers to examine and apply leadership as a collective phenomenon usually referred to as distributed leadership.
The main elements of the programme are presented along with examples of application by learners.
A key learning point that stood out is the identification of the social, historical and cultural context of leadership, rather than being focused on an individual. As learners move from actions of individuals to the activity system as a whole, distributed leadership is considered as the exertion of influence that can be inspired, distorted, subverted or ignored.
Activity systems are understood to be multi‐voiced and multi‐layered, subject to disturbances and flux that result in tension, contradiction and paradox which need to be understood and utilised to find ways of improving organisation performance.
A case study on the experience of learners attempting to consider distributed leadership is provided.
