Knowledge

Knowledge is a by-product of the process. Textbooks contain answers. Without important questions on which to hang those answers, the information can be sterile and academic. We believe that we write the textbook based on our need to learn and apply knowledge. Classes are conducted and learning experiences designed to produce examples, experiments, and learning that add to the body of knowledge contained in textbooks.

The focus is on learning to lead from the position you have rather than waiting for a position before beginning to lead. Learning has been variously described as a change in behavior or the acquisition of useful programs. If this is so, then learning to lead means there should be some proximate payoff. Leadership means influence, offering others information with which they can change their minds and behavior. The goal is to describe, apply, and practice leadership knowledge, skills, and dispositions. There are distinctions and relationships between and among power, position, authority and leadership. While related to and sometimes included in each other, they are not synonymous. Integrated with mission, responsibility, and accountability, these are factors that contribute to an understanding of what it means to be a leader.

People want to belong to something larger than themselves. Course participants, including the instructor, guest speakers, resource personnel belong to that something larger, a collection of cells that grow and differentiate and aggregate to a life-giving, life-preserving function in the system of which this program and each class is a part. Learning must be shared and extended beyond the formal classroom setting so it can be used by all stakeholders in the educational enterprise. It must be preserved, shared, and reflected upon, individually and collectively, and shared as well with those not present in this class. Sharing learning promotes consciousness of belonging to the something larger, a supportive environment for a learning organization.

We lead others by leading ourselves. We can be our own laboratories for verbalizing mission, setting goals, creating strategies, and developing skills for time management, making and keeping promises, being a disciple of principles and teachings that will require an orientation toward excellence (wanting always to surpass personal best), to choose those behaviors and participate in those activities that enhance dignity rather than diminish it, and those that draw people together rather than separate them, discriminate against them, categorize, or stereotype them. Leading self to follow these principles results in practice and skill to use for leading others and with others to create the learning organization. Transforming the organization requires personal management skill for dialogue, listening, communication, accepting responsibility and sharing perceptions, learning to differentiate conflict from difficult people and situations, enhancing personal dignity by understanding, setting, and appropriately defending boundaries.

Leadership must be practiced publicly. Learning to lead requires practice. Included in that practice is communicating mission, leadership, skill, trustworthiness. It influences strategy, instruction, organizational development, political and social interaction. Practice means making presentations, leading groups, developing workshops, writing grants, and teaching. Internship activities become integral components of formal course work, rather than isolated from the discussion, reflection, correction provided by the classroom setting used to diagnose and prescribe.