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DevelopingLeadersintheClassroomByAnthonyV.Zampellaworkingpaper-July28,2016

TABLEOFCONTENTS

INTRODUCTION---------------------------------------------------------------------------------------------------2

THELEARNING-----------------------------------------------------------------------------------------------------3

THECAPACITIES---------------------------------------------------------------------------------------------------4

THECOURSE-------------------------------------------------------------------------------------------------------5

THEPRACTICES---------------------------------------------------------------------------------------------------6

THERESULTS-------------------------------------------------------------------------------------------------------8

SUMMARY--------------------------------------------------------------------------------------------------------10

SOURCES----------------------------------------------------------------------------------------------------------11


DevelopingLeadersintheClassroomByAnthonyV.Zampella1

INTRODUCTIONThispaperexplorespedagogyfordevelopingleaders,andexploringtheexerciseofleadership,withinanacademicsetting.Itintroducesquestionsthatresultedfromthelast17yearsofdevelopingleadershipcourses,designinganddirectingagraduateleadershipprogram,andalsoresearchingnationwideleadershipprogramsdesignedforacademiceducation.2Theideaspresentedareconsideredinthespecificcontextofexercisingleadership.Theseideasareintendedforleadershipasdefinedintable(B)below.Whileleadershipcanbeanoptionintimesofincrementalchange,table(B)assertsitisindispensableinnon-linearchangeandintimesofincreasedcomplexityandambiguity,whichresultinunpredictablefutures.Myexperiencewiththistopiccomesbywayofonequestion.Canwedevelopleadersinaclassroom?Mybestresponseisaqualifiedyes,aslongasweventurebeyondconventionalclassroomlearningtoengageandexperienceofleadershipas-lived.Ibeginherebysharingtherecentexperiencesofourteamwhodelivered“leadershipdevelopment”throughacourse“BeingaLeader”forfivesemestersintheBusinessSchoolatRutgersUniversityinNewark.Weredesignedthatcourseasoutlinedinthispaper.Webeginwithbothcoursedescriptionslistedbelow:Theoriginaldescription(A)speakstoatypicalcourserootedinknowingaboutleadershipandwithleadershiponacontinuumthatincludesmanagementattributes;thereviseddescription(B)isrootedinournotionofleadershipasdistinctfrommanagement,andofdevelopingleadersthroughanas-livedexperienceofexercisingleadershipduringafifteen-weeksemesterlongcourse.

ORIGINAL–A(learningaboutleadership) REVISED–B(developingleaders)

Analyzes leaders, the leadership role, and the leadership process in organizational settings; examines leadership activities and classical and contemporary theories; investigates interactions among leadership styles, employee predispositions, group makeup, and organizational culture.

Assists students in developing their leadership capabilities and in creating a framework for developing these capabilities in the future.

This course explores being a leader and exercising leadership as your natural self-expression. The course examines the exercise of leadership in the face of disruptive change and uncertain futures.

Through an as-lived experience of leading, we examine the commitments driving leadership actions, and distinguish the integrity to generate leadership in any situation.

Unlikemostleadershipcoursesineducation,thiscourse,on“BeingaLeader,”doesnotfocusonmanagement,supervision,oradministrativeskillsorconcepts.Itisnotastudyofthetheoriesorconceptsrelatedtoleadership,teamdynamics,orcommunications,nordoesitanalyzedifferentleadershipstyles.• Weinquireintothebeingofaleader;notknowingaboutleadership.• Weemploygenerativelanguage(speech-acts)3properties,practices,andinquirytodevelop

capacitiesspecifictothefieldofdevelopingleaders.

1 Research collected and aggregated by a research team with Zampella, Brendalyn King, and Neil Ruiz. 2 Zampella explores leadership courses presented in academia in a 2004 paper he authored, “Rethinking Leadership in an Information Era.” 3 Developed by John Searle and J.L. Austin, and applied to “design” by Fernando Flores


• Weexplorewhatitmeanstolead,today,inthefaceofdisruptivechangewithincreasedcomplexity,greaterambiguity,involatilesituations.

• Wecreateconditionstoembodyandinternalizefourcapacitiesofbeingaleader:Awareness,Integrity,Authenticity,andCommitmentaslivedfromadeepfocusonlisteningandinquiryintoaction.

• Wecultivateagrowthmindset4,transformingfixedmindsets,bycreatinga“future”contextfromwhichstudentsdiscoverwhotheyareaslearners,leadinginunpredictablesituations.

THELEARNINGThefirstlearningchallengewemustaddressisunlearning.Studentsarriveexpectingtostudyaconceptortoanalyzeotherleaders.Theyalsoarrivehavingbeenindoctrinatedinananalyticalmindset,aframeofreferencethatreducesthinkingtoknowing(fromexternalevidence).Onaverageitrequireshalf-a-semesterto“loosen”this“knowing”toclearanopeningfornewnessasabeginner(beginner’smind)5.Ifengagedasaninquiryintothebeingofbeingaleader,thiscantapone’simaginationinwayswefoundtobelackinginourstudentswhentheyarriveinclass.Possessingimaginationexpandsone’scapacityforimprovising,afundamentalskillinanuncertainworld.Ourlearningmethodologyleaveslearnersempoweredtoaccessbeingthroughdiscoveryandinquiry.Quiteapartfromeducationthatoffersgreaterunderstandingofknowledgeaboutasubject,ourmethodofinquiryoffersaccesstothebeingofthatsubject.Wedeliverafirst-person(phenomenological)learningmethodinsideanontologicallearningmodel6thatengagesthehumancondition,aslived,todiscover,distinguishanddevelopleadershipcapacitiesfromwithin.Thismethodisunlike…

• third-personlearningwiththefocusofattentiononwhatwelearnoronacquiringknowledgefroman“objective”orempirically-basedperspective;or,

• second-personlearning,a.k.a.experientiallearning,withfocusofattentiononhowwelearn,experienceorapplyknowledgeasverifiedbyempirically-basedmeasures;

• first-personlearningwithourfocusonintentiontoquestionwhywelearn,andwhoweareaslearners.

Ourfirst-personmethodinvolves:1. ONTOLOGY-Ourontologicalmodeloffersaninquiryintothenature(structure)function(purpose),

andmeaningfulness(quality)ofbeinghuman.Weexaminelearninganddiscoveryfromthecoreinquiryofwhatitmeanstobehuman.

2. PHENOMENOLOGY-Afirst-person,“as-lived,”examinationintohowweperceivetheworld,othersandourselves.Thismethodshapesthewayweperceiveandlistenasthatofaculturalanthropologist.We(re)discoverourworldthroughIncreasedawarenesstoaccessourasperceptions;enhancedlisteningtoaccesshowweholdlanguage;mindfulbreathingtoaccesstoourbody.

3. MINDFULNESS-Aninquiryintowitnessingthemachinerythatisourmind.Weengagepracticestoexpandourwitness-observertobepresentinthemomentwithpurposeandwithoutjudgment.

4 Developed from research by Carol Dweck, Peter Senge, and Ken Wilber to explore evolving mindsets and levels of awareness or consciousness. Mindset model applied in course based on research by David Rooke and William R. Torbert. 5 Term distinguished by Shunryu Suzuki in classic text, Zen Mind, Beginner’s Mind, to cultivate awareness of a beginner. 6 Ontological inquiry into being explores the nature (structure), function (purpose) and meaningfulness (quality) of the being of human being.


4. TRANSFORMATIVELEARNING-Unlikelearningthatfocusesonprocessorcontent,transformativelearningfocusesoncontext:wecreate,shapelearningfromafuturecontextforleadership.

THECAPACITIESWeexamineourcoursework,study,practices,andexperiencesthroughfourfundamentalcapacitiesforbeingaleader,lensesthroughwhichstudentsexperienceandexamineas-livedsituations.Weidentifyreflexiveconstraintsthatpreventthemfromexperiencingthesecapacitiesfullyintheirlives.Studentsemergeempoweredtochoosenewly–fromadifferentandopencontext–foreachsituation.Wedistinguishthesefourcapacitiesasfollows:

Capacity As-Lived DescriptionandPractices

SELF-AWARENESS:WithAttentionandIntention,consciousofoursurroundings,andourselves.Weperceive,directlyandclearly.

TENSION:Confusion/ClarityGOAL:Experienceopenness

Whataretheperceptionsthatweuse,orthatuseus?

Tobringourawarenesstoeachmomentinsideofa“wholeview”:allthatiswithin,andallthatsurrounds,us.

• VIEWS:DirectView(experience);NewView(asbeginner);ClearView(freeofbias);GroundedView(withevidence);WholeView(includesparts).

• MINDFUL:Beingmindfulrequiresthatwepayattentionwithpracticeinaparticularway:Onpurpose,inthepresentmoment,andwithoutjudgment.

INTEGRITY:Consciousofourword:Tobecomeaccountabletoworkabilityofourword.Weown/generateagreements.

TENSION:Part/WholeGOAL:Createworkability

WeengageIntegrityasafunctionofhonoringourwordandthewillingnesstobeaccountableforkeepingourword.

• HONOROURWORD:Wedeveloppracticesforhonoringourwordinallareasoflife.Withpractice,webegintoappreciatehowintegrityleavesusaccomplished,whole,completeandopentoreceivewhat’snext.

• MANAGEOURWORD:Weexamineourlevelofworkabilityinmanagingdeadlines,andschedules,anddeliveringonourpromisestoothers,andourpromisestoourselves.

• CREATESUSTAINABILITY:Weengagepracticestosustaintheconditionsforworkabilitywithattentiontocareandquality.

AUTHENTICITY:Consciousofpossibility:Tobecomeaccountabletoourpotential.Weliveourpurpose.

TENSION:Resolve/FreedomGOAL:Generatepossibility

BeingAuthenticinvolvesanas-livedpracticeofdisclos-ingselftobeing.

Often,wecompartmentalize,fakeit,coverup,orpretend—justtofitin,toaccommodateexpectations,tolandadeal,ortosmoothoutconflict.

• THETRAP:Inaworldwithincreasingcomplexityanddisruptivechange,itisbecomingmoreuntenabletomanagebetweenourauthenticbeingandourexpectedself.

• THEPRACTICE:Weengagemindfulpracticestoidentifyandreleasetheconstraintstoourauthenticbeing,aslived,eachmomenttomoment.

• THEPRETENSE:Weidentifytheself-deceptionsthatcompartmentalizeourlives,keepingusfrom1) owningandacceptingourwholeself;2) owningandhonoringourwayorgeniusand,3) owningandlivingourpurpose.

COMMITMENT:Consciousofafutureofourowncreation.Wecareforsomethingbiggerthanourselves.

TENSION:Concern/ContributionGOAL:Generatecontribution

Withoutanyorganizingcommitment,eventswilloccurasrandomtasks,unconnectedchoiceswithoutanycompassguidingus.

Acompellingfuturebindsandguidesus,cuttingthroughthenoisethatishumanlifetoday.

• THESHIFT:Overthelast15yearswehaveevolvedfromthepreviouscommandandcontrolmodelofleadership,whichdemandscompliance,toleadershipmodelsthatcultivatecommitment.

• THEPRACTICE:Byemployinggenerativelanguagewecultivatecommitmentthroughothersasthekeytosustainingacultureofleadershipandlearning.


Throughpractices,contemplation,readings,inquiriesandweeklyjournals,studentsdiscoveranddistinguishwhotheyareaslearnersandleaders.

Whatstudentssaid:

1. ClassasTool:“AfterthefirstfewweeksIdidn’tevencareaboutthegradeIreceived.Iwasfocusedonchangingmymindsetandfocusingonwhatmylifemeanttome,andusingtheclassasatooltohelpmefigureitout.”

2. AuthenticBeing:“IreallythoughtIwasauthenticbeforethisclass.[Ifasked]IwouldhavesaidthatIwaswhatyousaw,andIreallybelievedthis.NowIexperiencebeingauthentic,butthispersonisnothinglikethe“authenticperson”Iwasbeforethisclass.EverydayIfindexamplesofmyselfbeinginauthenticandyetstillshockedbymypreviousactions.Iambothgratefulandoverthetopblownawaybythechangethisclasshasbroughtme.”

THECOURSEWehavedeliveredthe15-weekcourseintheBusinessSchoolatRutgersUniversity,Newark,forfivesemestersfromJanuary2014toMay2016.Aftereachsemesterourfacultyandresearchteamhassurveyedundergraduatesfromages20tomid-40sontheimpactofcoursecapacities,practicesandtheresultsontheirlives.7

Atotalof146studentssurveyedfoundthesepracticesuseful,and“stronglyagreed”thesecapacities,onceembodiedandinternalized,impactedintheirlivesasfollows:1. AWARENESS(MINDFULNESS):ToaccessAuthenticListening,studentsemployed

mindfulnesspracticessuchas“BeingComplete”(89.66%),“BeingPresent/Mindful”(95.16%)and“Pausing”(91.45%).

2. INTEGRITY:95.12%oflearnersfoundthepracticeof“honoringmyword”tobemostusefultolivingthecapacityofIntegrity(asworkability),intheirdailylives,ofwhich95.42%stronglyagreedthiscapacityimpactedtheirlives.

3. AUTHENTICITY:93.38%foundthepracticeof“observingpretensesanddeceptions”tobemostusefultolivingthecapacityofAuthenticity(freetoexpressoneself)intheirdailylives,ofwhich93.56%stronglyagreedthiscapacityimpactedtheirlives.

7 Self-assessed surveys include 42 questions that rank-order each capacity, practice, or narrative ranked as follows: 1 = strongly disagree; 2 = disagree; 3 = neutral; 4 = agree; 5 = strongly agree

89.66% 95.16% 91.45%

0%10%20%30%40%50%60%70%80%90%100%

BeingComplete

BeingPresent Pausing

Awareness

95.12% 95.42% 92.00%

OBSERVEPRETENSES

IMPACT:DAILYLIFE

AUTHENTICLISTENING

Authentictiy


4. POWER:95.14%foundthepracticeof“actingnow”tobemostusefultolivingthecapacityofPoweras“beingdecisiveandactingnow”intheirdailylives,ofwhich91.92%stronglyagreedthispracticeimpactedtheirlives.

5. AUTHENTICLISTENING:92.00%foundthepracticeAuthenticListening(beingfullypresenttoanotherbydroppingourPOV)tobemostusefultheirdailylives.

NoteaboutAuthenticListening.Thispracticeisalsoacourseoutcome,resultingfromseveralconditions,whichfindstudentsachievinganewlevelofopenness.Incredibly,92.61%oflearnerssaid“thecourseopenedmetothepoweroflanguage.”Thisopennessfindsstudentsengagingsituationsnewlyinthreeways:• openmindascurious;• openheartwithexpandedcompassion;and,• openwillwithgreatercouragetoact.8Whatstudentssaid:

1. AuthenticListening11/13/15:“Myco-worker,Marcel,atNJPACgripedtomeaboutthisterriblebreakuphewasgoingthrough.Atfirstmyfirstinstinctwastointerjectandgivehimideasonhowheshouldfixit,butthenIrealized,well,thatwouldn’tbepracticingauthenticlisteningatall.Ihadtoletgoofmyproblemsolverwinningformulatobepresentintheconversation.SoIsattherelookingstraightintohiseyesashewentonandonabouttheproblemswiththegirlandthebreakup.HeseemedtohavesaiditallsoIsimplysaid‘isthereanythingelse?’Ohboy,yestherewas:hecontinuedmoreandmoreabouthisheartandhowithurts,andwentonformaybeanotherthreeminutes.Hewasleftwithnothingelsetosay,andIofferednoinputofmyown.Hesortofsmiledandrealizedthathehadsaidwhatheneededtogetoffofhischest.Eventhoughthethingsheisgoingthrougharerough,Isaidnothingelseexceptfor‘Igetyou,’andIfeelthathefelthehadbeengotten.”

Update11/16/15:“Somethingtrulyamazinghappenedtoday,Marcelcalledandexpressedsomethingtome.Heis38yearsoldandIam24andhesaid‘eventhoughIgot14yearsonyouIwannathankyouforthewisdomyou’vegaveme.Youknowsomuchandhelpedmeout.Youareareallygoodandwisefriend.’Iwastakenaback!Ihaveonlyknownthisguyfor2monthsforwhichthefirstmonthwedidn’treallytalk.ThiswasprooftomethatIhadmadeanimpactbyjustlisteningfullytowhathehadtosayandallowinghimtofigureoutwhatheneededinhislife.Imadeanimpactbeingfullypresenttolisteningofthespeakeranditfeltgreat.Verymovingtruly.”

THEPRACTICESi9Practicesmakeupalargepartoftheclass,andcomprise60%ofthestudent’sjournal,whichcomprisesabout40%ofthecoursegrade.Ifweleavestudentswithanything,itisthatthecourselivesintheirbodyasasetofpracticesthatwillhavealteredthetrajectoryoftheirlivestoshapeandopennewpossibilities.

Thepurposeofthepracticesistoembodytheworkbeyondanyterminology;thatistobringthelanguageintothebodyasaneck-down(somatic)experience,andtocreatesustainability,whichweengagethroughalevelofmasteryusingthestudents’lives.

Atotalof146studentssurveyed“stronglyagreed”thatthesepractices,onceinternalized,impactedtheirlivesasfollows:

8 Generative Listening, as developed by Otto C. Scharmer (see reference). 9See chart of practices, on final page, as they unfold during the 15-week course.


91.45%foundthepracticeof“pausing”inbetweenevents(multipletimesdaily)toincreasetheirabilityforbeingpresent(94.76%).

90.28%foundthepracticeofspeech-actsandpracticeof“PromisingandRequesting”toleadtomorepower(91.92%),whichledtoactingnow(95.14%)andoccurredtothemasgreaterfreedom,choosingwell,orfeelingempowered.

Whenaskedhowthese“practices”impactedtheirlives:

1. 88.49%ofstudentsstronglyagreed,“ThiscoursechangedhowIviewandinteractwithsomeonesignificantinmylife.”

2. 89.18%ofstudentsstronglyagreed,“Ifoundthepracticesinthecoursetobecriticaltomydevelopmentasaleader.”

Whatstudentssaid:

1. WhatIdiscovered:“ThebreathingpracticesnotonlyhelpedmeforgetwheneverIcraveacigarettebutitalsohelpedmeseeandgetoffofanytriggersImaybeexperiencing,whichcausedmetowanttosmokeinthefirstplace.Iwasasmokerfor10yearsandthisisthefirsttimethatI’vegonemorethanaweekwithoutsmoking.Thiswasarealwinforme.”

2. WhoIbecame:“AfterastressfuldayatworkIhadapresentationinoneofmyotherclasses,whichIdreaded.Whilepresenting,Iheardmyselfstumbleovermywordsandimmediatelybecamefrustratedwithmyself.InthemiddleofpresentingIstoppedtobecomepresent,tofeelthegroundbelowmyfeetandjustbreathe.Thestudentslookedatmewiththisstrangelookontheirfacesunsureifmyactionswerepartofthepresentation.WithinmomentsIwasabletoregainconnectionwiththeaudienceandengageinansweringthestudent’squestionsflawlessly.Oncethepresentationconcluded,IknewInailedit.”

3. WhatIgot.“ThepracticeIalwaysseemtouseisthepausein-between.OnthisparticulardaybeforegoingintoworkandtalktomybossIpaused,felttheground,andfreedmymind.Ididn’twanttogointomyboss’officesthinkingthatshewouldnevergivemeapromotionevenwithmeasking.SoIfreedmymindwentintoherofficeandtalkedaboutapromotionandtomysurpriseshetoldmethattherewasapositionformeatanotherstore,whereIwouldhavemyownteamandgetaraiseaswell.”

88.49% 89.18% 92.61%

0%10%20%30%40%50%60%70%80%90%100%

ChangedhowIinteractw/significantpersoninmylife.

Practicescriticaltomydevelopmentasaleader

Openedmetothepoweroflanguage.

ImpactofCourse


THERESULTSBeginningin2015,wesurveyedstudentsonthequalityoftheirlearningasassociatedwithspecificresultsintheirlives.Forthesetwosemesters(46students)wefound:

• 90.00%said“thecourseincreasedtheeffectivenessinmyprofessionallife.”• 90.87%said“thebreathingandmindfulnessexercisesinthecourseincreasedmyoverall

effectiveness/satisfaction.”• 88.426%said“thiscourseincreasedthequalityofmylife.”

Whatstudentssaid:

1. Empowered:“Iwasaquitterwhodidn’tbelieveinmyabilitytodothingsonmyown.Iusedtofindexcusesoravoidthingsthatwouldrequiremoreofmesuchastakingmorethan4classesatthesametime,askingquestionsofprofessors,orpracticingwhatIlearnedby,forexample,seekingoutaninternship.TodayI’mtheopposite.Insteadofwastingtimelookingforexcusesfornotdoingsomething,Ifindsolutionstogetthingsdone.I’mdiscoveringanewstrongerme.”

2. DisorientingDilemma10:“Whenconsideringmyimpactonothers,itcanbepainstaking.Ihavephysicallyandemotionallyhurtpeople,someofwhichIdeeplyloveandcareaboutinthenameofmakingmyselfberecognized,makingmyselfbetterthanthem,makingmyselfwin.Iamactuallysaddenedthinkingaboutit,andtheimpactmyactionsmayhavehadonthem.TheoneIcannotshakeistheimpactonmysisters(littlesister,andolderone).IhavealwaysmadesurethatanyfieldinwhichtheywereexceedingwasoneImasteredandbecamethebestin.Moreso,Ihaveheldandflauntedthosefactstothem,pushingthemdownformetosucceed.IknowIhavedonethistomanypeople,butthefactIhavedoneittomysistersactuallykindofhurts.Franklytheydeservedbetter.”

10 Term used here as applied by Jack Mezirow (see reference).

90.27 90.00 90.87 88.426

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Iwouldrecommendlearningtofriendorbusinessassociate

Courseincreasedeffectivenessinmyprofessionallife.”

Thebreathingexercisesincreasedmyoverall

effectiveness/satisfaction

Thecourseincreasedthequalityofmylife

CourseResults


3. Transformed:“Uponenteringtheclass,Iapproachthecourselikemoststudents.Mytoppriorityasaleaderwastogetan“A”inthecourse.IfeltthatifIgotthehighestgradeinmyclassitmeantthatIlearnedthematerialandsucceededinallaspectsofthecourse.AstheweekspassedIrealizedthatthisclasshadmuchmoretoofferthanagradeonmytranscript.InowunderstandthattherewasalotthatIneededtolearnaboutbeingaleader.Thecoursetaughtmeaboutintegrity,values,ideas,andknowledge.Whilethegradeisimportant,theknowledgeIgainedaboutleadership,whatittrulymeanstobealeaderandhowtoleadintoday'ssociety,isirreplaceable.

Iamalsoalotmorepatientwithmyfamily,friends,co-workersandmyself.IgivepeoplemyundividedattentionandIletthemspeakwithoutinterrupting.Ilistenabouttheirday,problemsorconcernswithoutfeelingtriggered.Ialsogivemyselfmoretimebetweeneventsbyplanningoutmyweekinsteadofsayingyestorequestsrightaway.Lately,thestressesinmylifeseemtobelesshecticthanbefore.Forinstance,myfamilyandfriendshaveacknowledgedmychangeinattitudeandarepleasedwithmywillingnesstochangeandbettermyself.Theyhavealsonoticedthatmycompetitivenessinwinning,anddefensivearguments,havelessened.

Overall,afterapplyingthepracticesIwastaughtinclasstomyeverydaylife,Ifeellesstensethroughoutthedayandmoreopen-mindedaboutothers.Icantakeonmoreresponsibilitieswithoutburningmyselfout.”

Whenasked,90.27%ofstudentsstronglyagreed,they“wouldrecommendthiscourse/learningtoafriendorbusinessassociate.”

Whatstudentssaid:

#1-“ProfessorZampella[andteam]createdanenvironmentandexperiencewhereyouwerealwayschallengedandmoreimportantlyyouchallengedyourself.AsImentioned,thecoursewasaboutus.Itwasn'taboutlearningtobealeader,butfindingtheleaderalreadyinsideofourselves.Itwasdefinitelyagrowingexperiencethelast12weeks.I'vedonethingsIneverexpectedtodobeforethiscourse.I'vespokentopeoplethatIwouldofneverspokentobefore.Ilearnedtobeinthepresentandputmyself“outthere.”Youwon'tgetthisexperienceinanyothercoursenorwillitbeoneyouforgetoncethesemesterisover.”#2-“Ithinkthiscourseisagreatwayforfutureleaderstoexperienceanaspectoftheirroleswithintheirorganizationsandtheireverydaylivesthatmostpeopleneverexplore.Somepeople,evenas[undergrad]seniors,justaren'treadyfortheclass,butthosewhoaregetanexperiencethattheywouldotherwiselikelyneverhavehad.”#3-“Ihavenevertakenacoursemuchlikethisonewheretheinstructorandteamarededicatedtoourpersonalgrowth.Theyhaveinvestedtimeinme,individually,inawaynocourseisdesignedtodo.Thiscourseismorethanabusinesscourse;ittrulyisapersonaldevelopmentcoursethathascausedmetogrowinamannerIcouldneverrepaythisteam.Thankyouforthiswonderfulsemesterandyourabsolutesupport.”


SUMMARYIndeliveringthecourse“BeingaLeader”forfivesemesters,wehavedefinedsometerritoriesoflearning,andhavediscoveredsomeareastoexplore.Language:Theroleoflanguageindevelopingleadershipcannotbeunderstated.Weusespecificwordswithspecificmeaninginlanguage–unliketypicaljargon–todistinguishintentionalexpressionsthatopendomainsofactiontointerrupttheautomaticorreflexivemeaningstudent’semploywhentheyenterthecourse.Capacitiespresentedinthecourse–suchasintegrity,authenticity,andcommitment–areconstructedinintentionallanguagebothascontenttoexpandawarenessandascontextthroughincreasingawarenesstoshapeperception.Languageoffersaccesstobeingbywayofas-livedexperiences,whichalterself-talk,self-assessments,andconversationsineverydaylife.Learning:Studentsbecomeadifferentkindoflearner,firstwillingtounlearn(orbracket)currentknowledgeorunderstanding,andthentoexplore“aslived”experiencestodiscovernewinsightsintotheirassumptionsandworldviews.Ourfirst-person(phenomenological)method,rootedinthenature(structure)function(purpose)andmeaningfulness(quality)ofbeing,livesinlearnersthroughlistening,speakingandpractices.Anareawemustcontinuetoexploreandbreakopenincludesbecomingawareof,andpresentto,languageasaccesstoone’sframeofreferenceandworldviewsthatdefinesone’smindset.Whatwesayconstrainsandconfirmsthewayweviewreality,andhowweinteractwiththeworld.Listening:Studentsbecomeopentolanguage–asaradicalopening–nottobetterdefineordefendsituations,buttobemovedbytheirlives,andtogenerateandexpresstheirexperiences.Thisopening,sustainedthroughlisteningpractices,findslearnersbeinggenerative.Throughcontemplativepractices,learnersrelaxandreleasereflexivelisteningandspeaking.Deepandintentionallistening,coupledwithanewrelationshiptolanguage,findslearnersobserving,discovering,andpracticingcoursecapacitiestoinformandtransformtheirownself-perceptions.Practices:Thefunctionofpracticesisnecessarytodevelopandsustainagenerativemindset.Greateremphasisonpracticesalsorevealsnewareasoflearning.ThecoursePracticesinterrupt(structural)patternsinstudents’lives–patternsheldinthehumanbody(thatshapeandconstrainactions)andinthebrain(thatshapeandconstrainperceptions).Thepracticesnowdistinguishedinthislearninghaveevolvedandrequiremoreintegration.Thislevelofintegrationrequiresgreaterattentiontoidentify,distinguishandmeasurethemosteffectivetechniquestosustainthepracticesasnatural.Inaddition,thecoursematerial,research,andmeasurespointtotheimportanceofsomaticlearningandpractices,toembodythematerial,neck-down,beyondthehead.Thesesomaticpracticesbegintohonorthebodyasarichsourceofinformationtoaccessbeinginone’slistening,learningandleading.Thepowerofthecourselearningempowersstudentstoachievingtheseintentions:• Increasedawarenessoffersaccesstowhotheyareasobservers;• Enhancedlisteningoffersaccesstohowtheyholdlanguage.• Mindfulbreathingoffersaccesstotheirbody.


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Philosophy,EthicsandHumanitiesinMedicine.2011.24) Souba,WileyW.TheBeingofLeadership.OpenJournalofLeadership.2013.25) Suzuki,Shunryu.ZenMind,Beginner’sMind.ShambhalaPublications.199026) Ueland,Brednda.TellMeMore:OntheFineArtofListening.1993.HolyCowPress.27) Wilber,Ken.ABriefHistoryofEverything.ShambhalaPublications.2000.28) Wilber,Ken.ATheoryofEverything.ShambhalaPublications.2000.29) Wilber,Ken.Sex,Ecology,Spirituality:ThespiritofEvolution.ShamabalaPublications.1995,2000.30) Winograd,TerryandFernandoFlores.UnderstandingComputersandCognition:Anewfoundationfordesign.

1987.31) Zaleznik,Abraham.ExecutiveGuidetoMotivatingPeople.1990.BonusBooks,Inc.NOTE:Coursematerialresearched,designedanddevelopedfordeliverywithinanacademicleadershipcurricullumbyTonyZampella.SourcesusedtodevelopthismaterialforacademiaincludeworksbyphilosopherMartinHeideggerandalsoincludesresearchdevelopedbySusanCook-Greuter(2002)fromsuccessivestagesofego-development,revised(2013);and,appliedlearningandcoachingexpert,JulioOlallaofNewfieldNetwork.


i IntegratedPractices:Thesepracticesarepresentedanddevelopedthroughoutthe15-sessionsemestercourse.Eachofthesevenpracticesincludestechniques(markedbyletters,a,b,c,etc.)thatprovideaccesstothepracticeandtheoutcome.Thecoursesession(“S”)andnumber(“3”)islistednexttoeachlayer(technique)thatdevelopsthepractice.1) AWARENESS OUTCOME:DIRECTVIEW

a) (S1)PRESENTinthemoment,withoutjudgment,andwithpurpose.Beingmindful:pause,connecttothesenses,andopenyourattentiontothematterathand.

b) (S3)PAUSE-IN-BETWEENEvents;Feelgroundbelowyourfeet.Breathedeeply(3X),entereventsclear.c) (S13)OUTHERE:bringattentiontoyour“directexperience”ofthematterathand.Befullypresentin

beingwithwhatyou’redoingwhenyou’redoingit–beingwithwhomyou’redoingit.2) INQUIRY OUTCOME:NEWVIEW

a) (S2)ENEMIESOFLEARNING:Notice“enemies”orconstraintstoexploringsomethingnew.b) (S2)BRACKETING:Noticeanyenemy,setitaside,andreturntothemoment.c) (S3)STORY:whenassessingasituation,groundyourselfinwhat’sso,andletgoofthestory,comeback

towhathappened.d) (S10)OCCURRING:Noticethesituationyouaredealingwith.Discoverwhatshapeshowthesituation

occurstoyou.Whatcontextisusingyou?3) LISTENING OUTCOME:CLEARVIEW

a) (S1)FILTERS:NoticeyourListeningFiltersineachinteraction.b) (S2)BRACKETING:Noticeanylisteningfilter,specificallyIknow,I’mright,orIagree,setitaside,and

returntothemoment.c) (S11)AUTHENTICLISTENING:Seedetailedpractices:(summary)Beopentoresistance;Beintentionaland

dropagendaorPOV;Bewillingtogetafullcommunication.4) BEINGCENTERED OUTCOME:GROUNDEDVIEW

a) (S5)TRIGGERS:Noticeanysituationorcircumstancethatfindsyoutriggered(orhijacked).Giveuptheinterpretation“there’ssomethingwronghere.”

b) (S6)RACKET:NoticewheninyourRacket,andgetoffit.Observethemanywayswemakesomeone(orourself)wrong,justtoberight.Giveupbeingrightinfavorofbeingeffective.

c) (S7)ENERGY:Noticewhenyouarethrownorsweptup,pauseandtuneintoyourcore:Whatenergycanyouembrace:Royal,Warrior,Fool,Lovertoengagepresence?

d) (S8)WINNINGFORMULA:Noticeanysituationorcircumstanceinwhichyouobserveyourselfashavingtowinorsucceed–whenthrowntobemore,todomore,toreflexivelyengageyourWinningFormula.

5) BEINGCOMPLETE OUTCOME:WHOLEVIEWa) (S2)WORKABILITY:Noticeanyareaof“unworkability”inlife,explorewhereyou’vegivenyourword,

andwhereyoudon'thonororkeepit.b) (S4)INCOMPLETE:Noticeanyincompleteitemsthatmaybeshowingupinlife.Theyshowupas

concernsyouhave.Completeincompleteconversations:Ifyougenerateupsets,cleanthemup.c) (S4)BEINGAUTHENTIC:Noticeanysituation,circumstanceorpersonwithwhomyou’repretendingor

tryingtofitin.6) SPEAKING OUTCOME:CREATION

a) PROMISES(scheduleallpromises):i) (S5)Generate:Promise,orpromisetopromise.ii) (S6)Transform:Boldpromises(thatyoudonotknowhowtofulfill)

b) REQUESTS(scheduleallrequests):i) (S5)Generate:Act,forwardaction,counter-offersii) (S6)Transform:Makeunreasonablerequests(thatyoucannotpredicttheanswerto)iii) (S6)Transform:Turncomplaintsintorequests

7) POWER OUTCOME:CHOOSE/ACTFREELYa) (S4)ONTHECOURT:Noticewhenyouareinthestands,commenting,assessing,orcomplaining.Stop,

Pause,Switch.Whatactioncanyoutake?Whatstopsyou?b) (S8)ACTINGNOW:Noticeanything(project,task,decision)youareputtingoff.Acknowledgeyourfear

andthenact.c) (S8)ACTINGNOW:Whatconversationareyouputtingoff?Acknowledgeyourfear,andthen

communicatebybeingstraight,clear,andspecificinanyconversation.

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