二师兄加速器不能用了-outline

SEP

二师兄加速器不能用了-outline

Scott Rutherford
An integral and integrating component of the Leadership Development Lab are the My Boards. A My Board is a student-formed group of 5 LDL participants that all act as each other’s personal Board of Directors. Each LDL participant’s Board is expected to act as a Board of Directors for their Change-the-World (CTW) Leadership Responsibility* .
Once formed, My Boards are expected to meet regularly and frequently throughout the duration of the Leadership Development Lab. Each member of a My Board is expected to be familiar with both:

i) Each of the other members’ personal Leadership Development goals and challenges

ii) Each of the other members’ CTW Leadership Responsibility With this foundational background, each My Board meeting is expected to focus on one of more of the members’ progress and challenges to date with respect to the CTW Leadership Responsibility. The member is expected to share the desired outcome(s) of their CTW Leadership Responsibility, progress made since the last meeting, challenges currently faced, as well as proposed strategies and next steps. The Board is expected to respond with clarifying questions, suggestions and recommendations going forward with respect to the CTW Leadership Responsibility. The Board should also provide observations and feedback toward each person’s personal Leadership Development Goals as exposed through the context of their Leadership Responsibility.

With the CTW Leadership Responsibility as the vehicle for students’ experimentation with new leadership skills and ways-of-being, the My Boards serve as a reflection mechanism whereby students’ efforts to integrate and apply their learnings from the different LDL modules are examined, iterated and refined. Through such a process accountability is built and double-loop learning is enabled. Students regularly report that by wrestling with their own and others’ leadership challenges in their My Board sessions, they are able to embed the LDL learnings within the richness of their own life and leadership experiences.

*Change the World (CTW) Leadership Responsibility: To be accepted into the Leadership Development Lab, each participant is required to put forward and commit to a specific Leadership Responsibility which is defined as being part of a group endeavor focused on bringing about a desired outcome that is meaningful and valued beyond the group itself, that would not have otherwise occurred, and provides a lasting outcome that persists beyond the participant’s direct involvement.

Typical CTW Leadership Responsibilities include charitable causes, volunteer work, ongoing employment responsibilities, entrepreneurial start-ups, and university clubs.

X

二师兄加速器不能用了-outline

OCT

二师兄加速器不能用了-outline

NOV

二师兄加速器不能用了-outline

DEC

二师兄加速器不能用了-outline

Scott Rutherford

An integral and integrating component of the Leadership Development Lab are the My Boards. A My Board is a student-formed group of 5 LDL participants that all act as each other’s personal Board of Directors. Each LDL participant’s Board is expected to act as a Board of Directors for their Change-the-World (CTW) Leadership Responsibility* .
Once formed, My Boards are expected to meet regularly and frequently throughout the duration of the Leadership Development Lab. Each member of a My Board is expected to be familiar with both:

i) Each of the other members’ personal Leadership Development goals and challenges

ii) Each of the other members’ CTW Leadership Responsibility With this foundational background, each My Board meeting is expected to focus on one of more of the members’ progress and challenges to date with respect to the CTW Leadership Responsibility. The member is expected to share the desired outcome(s) of their CTW Leadership Responsibility, progress made since the last meeting, challenges currently faced, as well as proposed strategies and next steps. The Board is expected to respond with clarifying questions, suggestions and recommendations going forward with respect to the CTW Leadership Responsibility. The Board should also provide observations and feedback toward each person’s personal Leadership Development Goals as exposed through the context of their Leadership Responsibility.

With the CTW Leadership Responsibility as the vehicle for students’ experimentation with new leadership skills and ways-of-being, the My Boards serve as a reflection mechanism whereby students’ efforts to integrate and apply their learnings from the different LDL modules are examined, iterated and refined. Through such a process accountability is built and double-loop learning is enabled. Students regularly report that by wrestling with their own and others’ leadership challenges in their My Board sessions, they are able to embed the LDL learnings within the richness of their own life and leadership experiences.

*Change the World (CTW) Leadership Responsibility: To be accepted into the Leadership Development Lab, each participant is required to put forward and commit to a specific Leadership Responsibility which is defined as being part of a group endeavor focused on bringing about a desired outcome that is meaningful and valued beyond the group itself, that would not have otherwise occurred, and provides a lasting outcome that persists beyond the participant’s direct involvement.

Typical CTW Leadership Responsibilities include charitable causes, volunteer work, ongoing employment responsibilities, entrepreneurial start-ups, and university clubs.

X

二师兄加速器不能用了-outline

JAN

Leadership In Action

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We focus on the most common and critical capabilities for Leaders given the types of Leadership Responsibility taken on by LDL participants at this stage of their development – the capabilities to lead effective group interactions (e.g., meetings, discussions, problem-solving) whereby trust and accountability are effectively engendered and coordinated group actions is initiated. Each session is focused on a different dimension of group interaction that contribute to building inter-personal and intra-group trust and accountability, and leading to the necessary actions to create the desired outcomes of the group endeavor (the leadership context of the group). These dimensions include building trust, listening, speaking actively, and facilitating effective discussions:

Building Trust
We examine the different drivers of trust – those behaviors and ways-of-being that build or break trust. Additionally we distinguish the separate but interdependent phenomena of being trusted vs. being trusting. Through several real-play interactions we experience our own approaches to building trust and reflect on strengths as well as development opportunities and trust blind-spots.

Listening
Building the Trust session, we focus on our ability to truly listen to others – to another individual, or to a group discussion. Stepping beyond the foundational skill of fully listening to another(s) without allowing one’s own thoughts or beliefs to distract or distort, we practice listening for the beliefs, meanings and commitments behind the others’ words, as a leverage point for accessing accountability and discerning intent and motivation.

Actively Speaking
When we speak, we ACT – and this is more true for leaders than for most. We use the conceptual frameworks of John Searle and Fernando Flores on ‘Speech Acts’ to explore the fundamental categories of speech acts used by leaders to coordinate action: assessments, assertions, declarations, requests and promises. We then examine each type of speech act separately to discover which ones we more or less authentically, habitually and effectively. We explore ways of expanding our repertoire of speech acts and therefore increase our degrees of freedom as leaders.

Facilitating
We carefully look at group dynamics and strategies to leverage tendencies of groups in order to steer group interactions in the direction of authentically desirable and productive outcomes. We explore the dynamics arising from the assumption of a role that is ‘not your natural mode of being’ , abdication of accountability, and the conscious or unconsciously pursued mood- or energy-level contagion. We learn by doing – so each participant is encouraged to facilitate scenarios to understand how group dynamics can actually extend and amplify one’s acts of Leadership.

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FEB

Leadership Retreat

MAR

APR

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

二师兄加速器不能用了-outline

Leadership In Action

Leadership Retreat

Contact