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One of the greatest insights gained from the ORGL program in general was first characterized by ORGL 500.  This is the knowledge that authentic, meaningful, productive leadership finds its foundation in the cultivation of the interior condition of the leader and the led, spiritually, emotionally, and intellectually.  The interior condition is nurtured through honest self-reflection and introspection.  Our awareness and perception influences our perspective and our ability to see things as more of an integrated, synergistic whole while helping us to identify and understand sources of individual and organizational embeddedness and dysfunction.  As Dr. Michael Carey points out in the ORGL 500 Syllabus: “The expert leadership practitioner would, therefore, be aware of his or her own motivations and the motivations of others, would understand the need for collaboration in working with others, and would be motivated to create dialogic organizations where all perspectives can be integrated” (p. 2).

 

Formative Resources:

  • Carey, M. (2012). Heraclitean fire: Journeying on the path of leadership. Spokane, WA: Gonzaga University.

  • Duigan, J. (Director), Young, J. S. (Writer), & Young, J. S. (Producer). (1989). Romero [Motion picture on DVD]. United States: Four Seasons Entertainment.

  • Eliot, T. S. (1963). Murder in the cathedral. New York, NY: Harcourt, Brace & World.

  • Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum.

  • Kouzes, J. M., & Posner, B. Z. (2008). The leadership challenge (4th ed.). San Francisco, CA: Jossey-Bass.

  • Lurhmann, B. (Director). (1992). Strictly ballroom [Motion picture on DVD]. New York: Columbia.

  • Palmer, P. J. (2007). Courage to teach: Exploring the inner landscape of a teacher's life, 10th anniversary edition. San Francisco, CA: Jossey-Bass.

  • Wheatley, M. (2006). Leadership and the new science: Discovering order in a chaotic world (3rd ed.). New York, NY: Barrett-Koehler.

  • Yukl, G. (2009). Leadership in organizations (7th ed.). Englewood Cliffs, NJ: Prentice Hall.

  • Zinneman, F. (Director), & Bolt, R. (Writer). (1966). A man for all seasons [Motion picture on DVD]. United States: Columbia Pictures.

Coursework

ORGL 500  - Organizational Leadership

The research methods course focused on defining a research topic, locating and applying research articles and sources, clarifying and focusing the scope of the research, identifying and defending research rationales and research questions, and developing a competency in methods relevant to articulated research questions.  For me personally, although I originally struggled with the concept, was the introduction of literature reviews and their importance in developing and supporting research efforts.  As a result, I learned to select academic studies relevant to the research topic, identify and interpret the major components in an academic study - the theoretical basis, the rationale, the research questions, and methodology.

 

Formative Resources:

  • Avolio, B. J., Gardner, W. L., Walumbwa, F. O., Luthans, F., & May, D. R. (2004). Unlocking the mask: A look at the process by which authentic leaders impact follower attitudes and behaviors. The Leadership Quarterly, 15, 801–823.

  • Barbuto, J. E., & Wheeler, D. W. (2006). Scale development and construct clarification of servant leadership. Group & Organization Management, 31(3), 300-326.

  • Eriksson, P., & Kovalainen, A. (2008). Qualitative methods in business research. Thousand
Oaks, CA: Sage.

  • Focht, A. (2011). Identifying primary characteristics of servant leadership: A Delphi study. (Doctoral dissertation). Retrieved from WorldCat. (UMI No. 3485990).

  • Foster, R. J. (1989). Celebration of discipline. London: Hodder & Stoughton.

  • Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). “Can you see the real me?” A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343-372.

  • Greenleaf, R. K. (1970).  The servant as leader. Indianapolis, IN: Greenleaf Center.

  • Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York, NY: Paulist Press.

  • Hayden, R. (2011). Greenleaf’s “Best Test” of servant leadership: A multi-level analysis. (Doctoral dissertation). Retrieved from WorldCat. (UMI No. AAT 3466246)

  • Horsman, J. (2014). Foundations of servant leadership. Spokane, WA: School of Professional Studies, Gonzaga University.

  • Jaworski, J. (1998). “Destiny and the leader.” In Spears, L.C. (Ed.), Insights on leadership: Service, stewardship, spirit, and servant-leadership (pp. 258-267). New York, NY: Wiley & Sons, Inc.

  • Marks, N. F. and Song, J. (2008) Compassionate Motivation and Compassionate Acts across the Adult Life Course: Evidence from US National Studies. In Fehr, B., Sprecher, S., & Underwood, L.G. (Eds.), The Science of Compassionate Love: Theory, Research, and Applications (ch 5). Wiley-Blackwell, Oxford, UK.

  • Mikulincer, M., Shaver, P. R. and Gillath, O. (2008) A Behavioral Systems Perspective on Compassionate Love. In Fehr, B., Sprecher, S., & Underwood, L.G. (Eds.), The Science of Compassionate Love: Theory, Research, and Applications (ch 8). Wiley-Blackwell, Oxford, UK.

  • Neuman, W.L. (2012). Social research methods: Qualitative & quantitative approaches (7th Ed). Upper Saddle River, NJ: Allyn & Bacon.

  • Russell, R. F., & Stone, G. A. (2002). A review of servant leadership attributes: developing a practical model. Leadership & Organization Development Journal, 23(3), 145-157.

  • Sendjaya, S., Sarros, J. C., & Santora, J. C. (2008). Defining and measuring servant leadership behaviour in organizations. Journal of Management Studies, 45(2), 402-424.

  • Smith, T. W. (2008). Loving and caring in the United States: Trends and correlates of empathy, altruism, and related constructs. In Fehr, B., Sprecher, S., & Underwood, L.G. (Eds.), The Science of Compassionate Love: Theory, Research, and Applications (ch 4). Wiley-Blackwell, Oxford, UK.

  • Spears, L. C. (1998). Tracing the growing impact of servant leadership. In Spears, L. C. (Ed.), Insights on leadership: Service, stewardship, spirit, and servant-leadership (pp. 1-12). New York, NY: Wiley & Sons, Inc.

  • Underwood, L. G. (2009). Compassionate love: A framework for research. In Fehr, B., Sprecher, S., & Underwood, L.G. (Eds.), The Science of Compassionate Love: Theory, Research, and Applications (ch 4). Wiley-Blackwell, Oxford, UK.

  • Underwood, L.G. (2005). Interviews with Trappist monks as a contribution to research methodology in the investigation of compassionate love. Journal for the Theory of Social Behaviour 35(3), 285-302.

  • Volling, B. L., Kolak, A. M., & Kennedy, D. E. (2008). Empathy and compassionate love in early childhood: Development and family influence. In Fehr, B., Sprecher, S., & Underwood, L.G. (Eds.), The Science of Compassionate Love: Theory, Research, and Applications (pp. 161-200). Wiley-Blackwell, Oxford, UK.

     

ORGL 501  - Methods of Organizational Research

ORGL 502  - Leadership & Imagination

Robert Greenleaf stated that the mark of a good leader is that they are better than most at pointing the way and communicating a goal.  In the process of communicating the goal, the leader is able to excite the imagination of the members of the group.  Imagination opens up doorways where no doorways have perhaps existed before.  Imagination allows us to see possibilities, opening up different perspectives.  A central theme of the Leadership and Imagination course was to “see and see again.”  Imagination allows us to create space intentionally for something new to emerge, enlarging our perspective.  Is there a right way to look at any one subject?  Is there a correct or incorrect way to look at something?  Are we open to the possibility that even though we may disagree with something, that there may be a different way to look at it?  How do we create a space to allow people to take risks, to use their imagination, before we tell them that they are wrong?  Do we fear of criticism that blocks our imaginative process?  Do we block ourselves off because we are afraid that we are not right or that someone else may have a point by looking from a different perspective?  Imagination opens up new possibilities for being in relationship with one another, accomplishing goals, and solving problems.

 

Formative Resources:

  • Halpern, H. (2009) Supervision and the Johari window: A framework for asking questions. Education for Primary Care, 20, 10-14.

  • Loncraine, R. (Director). (1995). Richard III. [Motion picture]. US: Mayfair Entertainment International.

  • Olivier, L. (Director). (1955). Richard III. [Motion picture]. UK: London Film Productions.

  • Pacino, A. (Director). (1996). Looking for Richard. [Motion picture]. US: Twentieth Century Fox.

  • Schwartz, B., Ben-Haim, Y., & Dasco, C. (2010). What makes a good decision? Robust satisficing as a normative standard of rational decision-making. Journal for the Theory of Social Behavior, 41(2), 209-227.

 

ORGL 503  - Organizational Ethics

The review of ethics and ethical dilemmas was incredibly enlightening for me.  During this course we learned that ethical dilemmas may be found in the decisions we choose to make.  Ethics provide us with a baseline for understanding the ideas of right and wrong, good and bad.  Our ethics, our way of being in relationship in the world are determined by our values, beliefs and principles.  Our ethics are important because we lead by example.  The various ethical theories outlined by this course provided us with a framework with which to interpret behaviors, and on which we can construct a moral response.  Ethical dilemmas may be interpreted through the lens of one or more ethical theories.  Not all people will have the same interpretation of ethics or morals.  Our emotions may cloud our judgement or provide deeper insight and understanding.  The ethical dilemmas that we face are numerous and complex, and ethical issues are extremely critical when assessing and determining a persons’ ability to lead in a right, good, and beneficial way in society with consequences for all.

 

Formative Resources:

  • Boatright, J. R. (2003). Ethics and the conduct of business. Upper Saddle River, NJ: Prentice Hall.

  • Bowen, S. A. (2004). Organizational factors encouraging ethical decision making: An exploration into the case of an exemplar. Journal of Business Ethics, 52, 311-324.

  • Cha, S. E., & Edmondson, A. C. (2006). When values backfire: Leadership, attribution, and disenchantment in a values-driven organization. Leadership Quarterly, 17, 57-78.

  • Christensen, S. L., & Kohls, J. (2003). Ethical decision making in times of organizational crisis: A framework for analysis. Business & Society, 42(3), 328-358.

  • Cooper, T. L. (2006). The responsible administrator (5th ed.). United States: Jossey-Bass, A Wiley Imprint.

  • Cuilla, J. B. (1995). Leadership ethics: Mapping the territory. Business Ethics Quarterly, 5(1), 5-28.

  • Fonda, H., & Rose, R. (Producer), & Lumet, S. (Director). (1957). 12 angry men. (Motion picture). United States: Orion-Nova Productions.

  • Freeman, S. J. (2000). Ethics: An introduction to philosophy and practice. United States: Wadsworth Thomson Learning.

  • Gaudine, A., & Thorne, L. (2001). Emotion and ethical decision-making in organizations. Journal of Business Ethics, 31(2), 175-187.

  • Geva, A. (2000). Moral decision making in business: A phase-model. Business Ethics Quarterly, 10(4), 773-803.

  • Johnson, C. E. (2007). Ethics in the workplace: Tools and tactics for organizational transformation. Thousand Oaks, CA: SAGE Publications.

  • Johnson, M. (1993). Moral imagination: Implications of cognitive science for ethics. Chicago, IL: The University of Chicago Press.

  • Klein, S. (2002). The head, the heart, and business virtues. Journal of Business Ethics, 39(4), 347-359.

  • Kouzes, J. M., & Posner, B. Z. (2011) Credibility: How leaders gain and lose it, why people demand it. San Francisco, CA: Jossey-Bass.

  • L’Etang, J. (1992). A Kantian approach to codes of ethics. Journal of Business Ethics, 11(10), 737-744.

  • Lichtenstein, B. M., Smith, B. A., & Torbert, W. R. (1995). Leadership and ethical development: Balancing light and shadow. Business Ethics Quarterly, 5(1), 97-116.

  • Nicholi, A. M. (2002). The question of God. New York, NY: The Free Press.

  • Price, T. L. (2006). Understanding ethical failures in leadership. Cambridge, NY: Cambridge University Press.

  • Shaw, W. H., & Barry, V. (2007). Moral issues in business (10th ed.). United States: Thomason Wadsworth.

  • Solomon, R. C. (1992). Corporate roles, personal virtues: An Aristotelian approach to business ethics. Business Ethics Quarterly, 2(3), 317-339.

  • Spitzer, R. J. (2000). The spirit of leadership: Optimizing creativity and change in organizations. Provo, UT: Executive Excellence Publication.

  • Wall, T.F. (2008). Thinking critically about moral problems.  Belmont, CA: Wadsworth Cengage Learning.

  • Werhane, P. H. (2002). Moral imagination and systems thinking. Journal of Business Ethics, 38(1/2), 33-42.

  • Willard, D. (1998). Truth in the fire: C. S. Lewis and pursuit of truth today. Retrieved from http://www.dwillard.org/articles/artview.asp?artID=68

 

ORGL 504  - Organizational Communication

ORGL 505  - Organizational Theory

A reliance on strategic communication is crucial to effective, productive organizations.  It is through communication that we obtain information, make sense of situations and decide how to act.  Communication allows us to translate our individual and organizational choices into action.  This course reinforced the need to recognize, diagnose and solve communication-related problems as an essential component to individual and organizational flourishing.  The review of communication through the lens of culture, socialization, systems theory, technology, globalization and ethical application was extremely helpful.  The main course topics were reinforced through the creation and application of a communications audit assessing formal, informal, internal and external communication methods within a student-selected organization.

 

Formative Resources:

  • Conrad, C., & Poole, M.S. (2012).  Strategic organizational communication in a global economy (7th ed.). Wiley-Blackwell, West Sussex, UK.

  • Downs, C., & Adrian, A. (2004).  Assessing organizational communication: Strategic communication audits. New York, NY: Guilford Press.

  • Judge, M. (Director). (1999). Office space. [Motion picture] USA: 20th Century Fox

 

Bolman and Deal’s four frame model of organizational theory was arguably the greatest insight gained from the ORGL 505 course.  The introduction of the various frames, with metaphorical views of organizations as factories (structural frame), families (human frame), jungles (political frame), and temples (symbolic frame) was very enlightening, adding substance to how organizations work, how they should work, and why they often fail.  Consolidating these schools of organizational thought into a comprehensive framework and then viewing organizations through the perspective of one or more of these lenses adds greatly to the interpretation of organizational behaviors which can assist in facilitating organizational productivity and/or change.

 

Formative Resources:

  • Bolman, L., & Deal. (2008). Reframing organizations: Artistry, choice and leadership. (4th edition) San Francisco, CA: Jossey-Bass.

  • Collins, J. (2002). Good to great. New York, NY: Harper Collins.

  • Helgesen, S. (2005). The web of inclusion: A new architecture for building great organizations. New York, NY: Currency/Doubleday.

  • Howard, R. (Director). (1995). Apollo 13 [Motion picture]. USA: NBC Universal.

  • Morgan, G. (2006). Images of organization. Thousand Oaks, CA: Sage Publications, Inc.

     

ORGL 506  - Leadership & Diversity

ORGL 522  - Leadership, Community Empowerment & Collaboration

My experience with the course on diversity added to my understanding of diversity as something more than just an issue of race or gender.  The word “diversity” has been used to refer to many different types of differences between individuals.  One of the greatest insights gained from this course is the reinforcement of diversity as differences in not only race or gender, but also age, sexual orientation, socioeconomic status, tenure, education, knowledge, attitudes, beliefs, and philosophical views among others.  Essentially, diversity is based on any number of different attributes that people use to tell themselves that another person is different from them in some way.  During the course we engaged in dialogue regarding both the advantages and disadvantages of diversity, identifying obstacles that need to be overcome for societal and organizational flourishing and peaceful living.  We also engaged what for me was an important insight regarding hegemony, the permeation throughout society of an entire system of values, attitudes, beliefs and morality that become an organizing principle in society that is diffused by the process of socialization into everyday life, becoming a prevailing consciousness which is seen over time as the natural order of things.  As leaders in an increasingly diverse society, it is essential that we understand diversity and its implications for society.

 

Formative Resources:

  • Allen, B. (2010). Difference matters: Communicating social identity, 2nd ed. Longrove, IL: Waveland Press.

  • Bordas, J. (2007). Salsa, soul, and spirit: Leadership for a multicultural age. San Francisco, CA: Berrett Koehler.

  • Haggis, P. (Director). (2005). Crash. [Motion picture] USA: Lionsgate.

  • Hooks, bell (2000) Where we stand: Class matters. New York, NY: Routledge.

  • Jeffcoat, J. (Director). (2006). Outsourced. [Motion picture] USA: Shadowcatcher Entertainment.

  • Muccino, G. (Director). (2006). The pursuit of happyness. [Motion picture] USA: Columbia Pictures.

  • Samovar, L.A., Porter, R., & McDaniel, E. (2012). Special edition intercultural reader. Boston, MA: Wadsworth.

  • Satrapi, M., & Paronnaud, V. (directors). (2007). Persepolis. [Motion picture] USA: Sony Pictures.

The experience of living at the St. Andrews Abbey, interacting with the monks, my instructors, and my fellow students had a profound effect on my understanding of the essential elements of creating and living in a healthy, nurturing community.  Peter Block’s book Community: The Structure of Belonging was the perfect complement to the Abbey community experience with its emphasis on building community, and reframing our understanding of what it means to live in authentic community.  Among some of the key learnings from this course: Deconstruction is the key element to transformation (the four main elements of which are 1. Deconstruction, 2. Conscious Choice, 3. Reconstruction, and 4. Integration); Lectio Divina, a slow, contemplative reading of sacred texts as a means of greater insight moving toward action; Creating the intentional space for meditation, contemplation and learning; and, the need to uncover, identify and embrace the authentic self and engaging humility by peeling away the superficial layers that keep the individual from seeing the authentic self.  Humility forces us to understand that there is something bigger than us at play, engaging reality as it really is, not just as we think it is.  We have an obligation to represent honestly the nature of ourselves so that we enter into a relationship more openly or consciously than we might otherwise, which facilitates the growth of true community.

 

Formative Resources:

  • Beauvois, X. (Director). (2011). Of god’s and men. [Motion picture] USA: Sony Pictures.

  • Block, P. (2008). Community: The structure of belonging. San Francisco, CA: Berrett-Koehler.

  • Carey, M. (2010). Lectio divina, transcendental precepts and the dynamics of Ignatian transformation. Spokane, WA: Gonzaga University.

  • Carey, M. (2010). Dark, dawn, day, dusk. Spokane, WA: Gonzaga University.

  • Carey, M. (2010). Leadership and community 522: Empathetic communication as a means and practice for strengthening community relationships. Spokane, WA: Gonzaga University.

  • Carey, M. (2010). Leadership and community 522: The Johari window as a framework for effective communication and empathy. Spokane, WA: Gonzaga University.

  • Carey, M. (2014). The twelve steps. Spokane, WA: Gonzaga University.

  • Casey, M. (2001). A Guide to living in the truth: Saint Benedict’s teaching on humility. Liguori, MO: Liguori/Triumph.

  • Dysinger, L. (ed.). (1997). The rule of Saint Benedict: Latin & English. Trabuco Canyon: Source Books; or equivalent there are several translations.

  • Horsman, J. (2010). Benedict of Nursia’s twelve steps of humility. Spokane, WA: Gonzaga University.

  • Horsman, J. (2010). On ritual. Spokane, WA: Gonzaga University.

  • Horsman, J. (2011). The monastery. Spokane, WA: Gonzaga University.

  • Horsman, J. (2012). ORGL 522: Leadership and community. Spokane, WA: Gonzaga University.

  • Horsman, J., & Carey, M. (2014). The law of service. Journeying on the path of leadership. School of Professional Studies/Gonzaga University. ORGL 502/522/530 Course Notes. Spokane, WA: Gonzaga University.

  • Horsman, J. (2014). On the Benedictines: Benedictine organizational structure. Spokane, WA: Gonzaga University.

  • Horsman, J. (2014). PowerPoint: Community development questions. Retrieved from Blackboard, https://learn.gonzaga.edu. Gonzaga University.

  • Horsman, J. (2014). Solo walk in nature: Crossing the threshold. Spokane, WA: Gonzaga University.

  • Horsman, J. (2016). PowerPoint: On Theory U. Retrieved from Blackboard, https://learn.gonzaga.edu. Gonzaga University.

  • Palmer, P. J. (1993) To know as we are known: A spirituality of education. San Francisco, CA: Harper.

  • Tolstoy, L. (1885). Two old men. Retrieved 17 Oct, 2013 from http://www.online-literature.com/tolstoy/2891/

 

ORGL 530  - Servant Leadership

ORGL 532  - Leadership, Justice & Forgiveness

This course focused on the philosophy of service to the practice of leadership and reinforced for me the critical need for enhanced leadership training rooted in personal development and transformation.  The course content, centered around the original writings of Robert K. Greenleaf as well as additional in-depth commentary by Dr. John Horsman, appealed to me personally as I find that my values and beliefs are congruent with the philosophy of servant-leadership.  Born out of a servant-consciousness rooted deeply in our values and beliefs, the characteristics of servant leadership recognize and enhance our interdependence and collective responsibility in this world.  Servant-leadership shifts the understanding of power and authority away from the traditional model of coercion and manipulation to one of persuasion based on personal influence born out of a number of different characteristics such as: listening, humility, empathy, forgiveness, healing, awareness, foresight, stewardship, commitment to the growth of people, and the development of community.  For me personally, the philosophy of servant-leadership is a philosophy for life and serves as a framework and central ethic for being in relationship with others and the world around me.  One of the greatest insights gained from this course was the realization that servant-leadership is a process of deep personal spiritual, emotional, and intellectual growth and transformation.  The course expanded for me my understanding of servant-leadership and reminded me of my personal responsibility to promote on a daily basis a more caring, serving, loving society.

 

Formative Resources:

  • Eastwood, C. (Director). (2009). Invictus. [Motion picture] USA: Warner Bros.

  • Greenleaf, R. K. (1998). The power of servant leadership. San Francisco, CA: Berrett-Koehler.

  • Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness. New York, NY: Paulist Press.

  • Hesse, H. (1988). (Hilda Rosner -Trans.). The journey to the East. New York, NY: Noonday Press.

  • Horsman, J. (2014). Foundations of servant leadership. Spokane, WA: School of Professional Studies, Gonzaga University.

  • Joffe, R. (Director). (1986/2003). The mission. [Motion picture] USA: Warner.

  • Sargent, J. (Director). (2005). Something the lord made. [Motion picture] USA: Warner.

  • Sipe, J. W. & Frick, D. M. (2009). Seven pillars of servant leadership: Practicing the wisdom of leading by serving. Mahwah, NJ: Paulist Press.

  • Spears, L. C. & Lawrence, M. (2002). Focus on leadership: Servant-leadership for the twenty-first century. New York: John Wiley & Sons.

  • Thompson, M. C. (2000). The congruent life. Hoboken, NJ: Jossey-Bass.

 

Forgiveness is an essential component for a healthy society as it is the foundational element in healing relationships.  Forgiveness is one of the central characteristics of servant-leadership.  This course took us into the depths of some of the gravest atrocities in history and helped the student to wrestle with such questions as: How does one choose forgiveness in the face of grave atrocities?  Who does one forgive and how do we approach the process of forgiveness?  And, what does it mean to be a person of restorative justice.  The greatest insight, and the greatest challenge for me in this course, was the need to actively seek and ask for forgiveness and reconciliation with those I have harmed in one way or another in my life.  As difficult as forgiveness can be… it must be a part of human relationships, and it is difficult to think of human relationships without forgiveness.  Forgiveness leads to wholeness.  I have heard it said that forgiveness is the ability to let go of lingering resentment.  We must let go of lingering resentment to heal, individually and collectively.  Forgiveness is a part of the healing process for both the forgiven and the forgiver.  Forgiveness is essential for honest, authentic leadership.

 

Formative Resources:

  • Dornhelm, R. (Director.). (2001). Anne Frank, The whole story. [Motion Picture]. U.S.: Touchstone Television.

  • Eyre, C. (Director). (1998). Smoke signals. [Motion Picture]. Canada: Shadowcatcher Entertainment.

  • Ferch, S. (2011). American masculine. Minneapolis, MN: Graywolf Press.

  • Ferch, S. (2012). Forgiveness and power in the age of atrocity: Servant leadership as a way of life. Lanham, MD: Lexington Books.

  • Frankl, V.E. (2000). Man’s search for ultimate meaning. New York, NY: Basic Books. (Original work published 1948).

  • Fraser, S. (1987). My father’s house. U.K.: Virago Press.

  • Nair, M. (Director). (2001). Monsoon wedding. [Motion Picture]. India: IFC Productions.

  • Reynolds, K. (Director). (2002). The Count of Monte Cristo. [Motion Picture]. U.S.: Touchstone.

  • Scott King, C. (1994). My life with Martin Luther King, Jr. U.K.: Puffin Books.

  • Tutu, D.M. (1999). No future without forgiveness. New York, NY: Doubleday.

  • Welch, J. (1987). Fools Crow. London, U.K.: Penguin Books.

  • Wiesel, E. (1986). Night. New York, NY: Hill & Wang. (Original work published 1960).

  • Wiesenthal, S. (1997). The sunflower: On the possibilities and limits of forgiveness. New York, NY: Schocken Books. (Original work published 1969).

     

ORGL 537  - Foresight & Strategy

ORGL 550  - Team Building & Leadership

As leaders, great visionaries must step out in front and show the way.  To do this, the leader must be visionary, but also be capable of identifying a pathway into the future.  If the pathway does not exist, then they must create the necessary path using imagination, intellection, and insight.  Robert Greenleaf described foresight as the central ethic of leadership.  As Dr. Horsman pointed out, if we are not utilizing our capacity for foresight – leadership is not happening.  One of the highlights of this course was the introduction to Otto Scharmer’s “Theory U” as a strategy with its emphasis on presencing and absencing.  The awareness generated by minimizing our “downloading” past patterns, addressing the voice of judgment, the voice of cynicism, and the voice of fear and opening the mind, heart and will is an important progression toward enhanced foresight.  Great visionaries have developed Pathfinding-foresight by developing awareness, being attentive, listening, perceiving, feeling, and sensing in such a way that they become acutely present in the moment.  To do this, visionaries are able to open their mind, their heart, and their will, suspending the voice of judgement, cynicism and fear to allow new things to emerge (Scharmer and Kaufer, p. 23).  By opening themselves up to the possibilities, and blocking the negative voices, visionary leaders are capable of making sense of sensory data in such a way that they are able to integrate new insights and new ways of understanding that allow the future to emerge before them in a conscious way.  In this way, the visionary leader is more capable of anticipating the needs of the world around them and assume the responsibility to create something new and introduce it to the world (Horsman, Chapter 2, p. 9).

 

Formative Resources:

Teams, as I better understand them now, are a collection of individuals brought together by a common purpose, common values, a common cause, or a common theme.  Each team member brings their unique gifts, talents, skills, abilities, processes, philosophies, and personalities to the team.  The various traits and aspects of the individual team members can be both an asset and a detriment to the team, depending upon how the team bonds, and is corporately or individually managed.  Understanding and managing the unique attributes of the individual team players is critical for team success.  To understand group processes, group dynamics, and to accomplish the common purpose or goals of the team, there must be intentional efforts made to create and nurture relationships, create the proper environment, build trust, facilitate honest and effective communication, prototype, achieve team goals, and celebrate accomplishments large and small.  Understanding effective team building techniques capitalizing on the unique gifts and skills of each team member is critical to organizational success.

 

Formative Resources:

  • Raynolds, J. (2007). Leadership the outward bound way: Becoming a better leader in the workplace, in the wilderness, and in your community. Seattle, WA: Mountaineers Books.

 

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