Figure 1
The flowchart consists of multiple rectangular text boxes and three oval shapes arranged in five vertical columns from left to right. At the far left, under the title “First order concepts”, seven vertically stacked rectangular boxes contain bullet-pointed statements. From top to bottom, the boxes read: “Acquire and use skills and abilities to build leadership”. “Acquire business and leadership knowledge to build understanding”. “Learn leadership through experience and exposure to environment” and “Leadership experience creates leaders”. “Lead others from (formal) leadership position” and “Interact with others from (formal) leadership position”. “Learn to lead self through interaction with others” and “See others as a source of learning”. “Accept leader identity granted by others”, “Claim leader identity”, and “Reject leader identity”. “Practice leadership by exploring interconnections across groups and domains” and “Develop an awareness of one’s impact on people and contexts”. Immediately to the right, under the title “Second order themes”, five vertically stacked rectangular boxes read from top to bottom: “Leadership as explicit knowing (4.1.1)”. “Leadership shaped through experience and understanding (4.1.1)”. “Leadership as a role - holding power and influence over others (4.2.1)”. “Leader identity - who and what I am at work (4.2.1; 4.3.1)”. “Leadership as being a leader - conscious enactment (4.3.1)”. Arrows connect the left “First order concepts” to these “Second order themes” as follows: arrows from the first and second first-order boxes point to “Leadership as explicit knowing (4.1.1)”; an arrow from the third box points to “Leadership shaped through experience and understanding (4.1.1)”; arrows from the fourth and fifth boxes point to “Leadership as a role - holding power and influence over others (4.2.1)”; an arrow from the sixth box points to “Leader identity - who and what I am at work (4.2.1; 4.3.1)”; and an arrow from the seventh box points to “Leadership as being a leader - conscious enactment (4.3.1)”. At the center, under the title “Sensemaking dimensions”, three vertically aligned oval shapes are labeled from top to bottom “Qualification”, “Socialization”, and “Subjectification”. Diagonal arrows from “Leadership as explicit knowing (4.1.1)” and “Leadership shaped through experience and understanding (4.1.1)” point to “Qualification”. An arrow from “Leadership as a role - holding power and influence over others (4.2.1)” points to “Socialization”. Arrows from “Leader identity - who and what I am at work (4.2.1; 4.3.1)” and “Leadership as being a leader - conscious enactment (4.3.1)” point to “Subjectification”. An arrow from “Leader identity - who and what I am at work (4.2.1; 4.3.1)” points to “Socialization”. To the right of the ovals, under the header “Second order themes”, five rectangular boxes are arranged vertically and read from top to bottom: “Leadership as practical knowing (4.1.2)”. “Leadership guided by operating in context (4.1.2)”. “Leadership as a way of being with others (4.2.2; 4.3.2)”. “Identity – becoming a self (who can lead) (4.3.2)”. “Leadership is how I am in the world (4.3.2)”. Arrows from “Leadership as practical knowing (4.1.2)” and “Leadership guided by operating in context (4.1.2)” point to “Qualification”. An arrow from “Leadership as a way of being with others (4.2.2; 4.3.2)” points to “Socialization”. Arrows from “Leadership as a way of being with others (4.2.2; 4.3.2)” and “Identity - becoming a self (who can lead) (4.3.2)” point to “Subjectification”. An arrow from “Leadership is how I am in the world (4.3.2)” also points to “Subjectification”. At the far right, under the title “First order concepts”, seven vertically stacked rectangular boxes contain the following text from top to bottom: “Notice and use skills and abilities needed in practice”. “Sense the knowledge that is needed in practice”. “Let action be guided by the requirements of the context”. “Imagine being an inspiration for others” and “Envisage making (positive) impact on others”. “Be recognized for status and position”. “See future possible self as unclear (yet), undefined” and “See future possible self as opportunity for exploration”. “Let action be guided by a sense of purpose”, “Let action be guided by self-actualization”, and “Aim to inspire and motivate others”. Horizontal arrows connect these right-side first-order concepts to the corresponding second-order themes: arrows from the first and second boxes point to “Leadership as practical knowing (4.1.2)”; an arrow from the third box points to “Leadership guided by operating in context (4.1.2)”; arrows from the fourth and fifth boxes point to “Leadership as a way of being with others (4.2.2; 4.3.2)”; an arrow from the sixth box points to “Identity – becoming a self (who can lead) (4.3.2)”; and an arrow from the seventh box points to “Leadership is how I am in the world (4.3.2)”.Comparison of current leadership sensemaking and sensemaking of future possible self as a leader on dimensions of qualification, socialization and subjectification. Note: Numerical references presented within each second-order theme refer to numbered sub-sections within results. Source: Authors’ own work