Personal Leadership Conundrum

Eriksen, Matthew

doi:10.1177/1052562906297142

Cited by 6 publications

(15 citation statements)

References 27 publications

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“…Reflective dialogue allows deeper levels of student learning by making them more empathetic and open to learning from one another's experiences. This reflective dialogue is a crucial form of learning that contributes to effective leadership and leads to the development of a community of inquiry (Dewey, 1908;Eriksen, 2001Eriksen, , 2004Eriksen, , 2007 in the classroom. It is a type of learning that includes emotions, as well cognition (Mirvis & Ayas, 2003).…”

Section: Background and Rationale Backgroundmentioning

confidence: 99%

“…The assignment provides a framework to facilitate students' self-awareness and develop their ability to engage in practical reflexivity and selfauthorship. These skills are all seen as being paramount to becoming an effective and authentic leader (Bennis, 2003;Brown, 2001;Cunliffe, 2005;Eriksen, 2007Eriksen, , 2008Friedman, 2006;George, 2007;Hanna & Glassman, 2004;Lee & King, 2001;Moshavi, Brown, & Dodd, 2003;Sparrowe, 2005;Zornada, 2005). More effective leaders appear to practice reflection and self-examination and enact their values and principles (Quinn, Spreitzer, & Brown, 2000).…”

Section: Rationale For Assignmentmentioning

confidence: 99%

“…Through the sharing of one's story, embracing others' stories, and our humanity, one opens up to seeing our own and others' fallibilities (Bushe, 2001). It allows a community (Peck, 1993) to develop in the classroom, a community of inquiry into leadership (Eriksen, 2007).…”

Section: Rationale For Assignmentmentioning

confidence: 99%

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Authentic Leadership

Eriksen

2009

Journal of Management Education

Self Cite

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This assignment provides a process to facilitate student engagement in practical reflexivity and self-authorship through which students develop the self-awareness that is required to be an authentic and effective leader. It facilitates the development of students’ personal leadership principles, which help guide their decision making and actions, and provides criteria on which to evaluate their leadership effectiveness. This facilitation of the development of students’ personal leadership principles is accomplished by having students first identify and clarify their values and beliefs and to consider the impact of these on their day-to-day organizational lives and leadership. By explicitly defining themselves in the form of their values and beliefs, students have a clear sense of self on which to base their authentic leadership. Their beliefs are expressed in the form of self-narratives. These self-narratives are shared as audio recordings with fellow classmates to facilitate students’ learning, self-understanding, and empathy.

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Section: Background and Rationale Backgroundmentioning

confidence: 99%

Section: Rationale For Assignmentmentioning

confidence: 99%

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Authentic Leadership

Eriksen

2009

Journal of Management Education

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“…This approach has great potential in helping learners integrate theory and practice (Duch, Allen, & White, 1997; Sherwood, 2004) by putting students in an unstructured, prototypical, real-world problem (Bigelow, 2004). PBL exercises are well suited to self-directed efforts that span an entire term (Eriksen, 2007).…”

Section: Mock Trials In Other Disciplinesmentioning

confidence: 99%

The Mock Trial

Farmer

Meisel

Seltzer

et al. 2012

Journal of Management Education

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The Mock Trial is an experiential exercise adapted from a law school process that encourages students to think critically about theories, topics, and the practice of management in an innovative classroom experience. Playing the role of attorneys and witnesses, learners ask questions and challenge assumptions by playing roles in a trial with testimony and cross-examination. Once a theory or topic has been chosen to be “put on trial,” one team of petitioners (challengers) and their witnesses make arguments to a jury. Another team acts as the respondents (defenders) for the opposing side and presents their case in a mock courtroom setting. The jury renders a verdict using a fishbowl format for their deliberations. Then feedback and classroom debriefing, which immediately follow the trial, and later reflection papers help solidify the learning experience. All materials required to create, run, and assess a Mock Trial are provided in this article.

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“…The difference in Kegan's model of human development and other developmental models is that, in Kegan's model, individuals actively organize their experiences (Eriksen, 2007;Kegan, 1994 (Kegan, 1982, p. 11) is the framework for the helix of evolutionary truces, that is, Kegan's model of human development. This helix consists of five developmental eras that can be passed through and revisited at any time throughout the developmental process.…”

Section: History Of Homosexuality In the Counseling Professionmentioning

confidence: 99%

Sexual identity of women who love women

Julian¹

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Historically non-heterosexual individuals have faced prejudice and discrimination in daily life. Non-heterosexuals experience oppression and discrimination that affect personal development on all levels. An increased awareness of sexual identity development could create more inclusive sexual identity models, a better understanding for counselor educators, and more effective training for counselors on issues of sexual identity. The purpose of this study was to explore the life experiences that influence sexual identity in women who love women. This study required that subjects attach meaning to sexual identity formation. Qualitative research methodologies were used in the study. Participants were selected for this study in a thoughtful and purposeful manner and within specified parameters. Data were collected through two face-to-face interviews with the participants; member checking and peer debriefing offered consistency through the use of a semi-structured interview guide. Phenomenological approach and constant comparison was used for data analysis. From the data collected, four themes emerged: I was Just Different, Information Seeking, View of Self as a Woman Within the Context of Culture, and Contextual Relationships. Findings of this study did not support a stage model of sexual identity development. Instead, this study supported the view that sexual identity is fluid and strongly related to relationships with peer groups. All participants reported that sexual identity formation was a painful process.

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Personal Leadership Conundrum

Cited by 6 publications

References 27 publications

Authentic Leadership

Authentic Leadership

The Mock Trial

Sexual identity of women who love women

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