Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Culmination Paper
Wendi D. Sparling
Culmination Paper
differentiated people who, together, pursue individual or collective vision. Identification and
utilization of diversified skill sets, unleashes creative potential to achieve common goals and
attributes connected to a personality. Challenging this assumption is the idea that effective
leadership skills can be taught. Reflecting upon the time spent in the Master of Arts in
Leadership program reveals changes in perspective with regards to this limiting definition of
as reflected in self and others. The journey of leadership elaborates on interpersonal narratives.
With an interest in the spiritual significance of purpose, relationships, and the journey of
As a leader, there should be interest connecting value to work and assisting others in
realizing full potential. There is a spiritual connotation and connection to work that matters to
God (Keller, 2012). God is creative, and all are included this creativity to accomplish his work
(Keller, 2012). Cornerstones of Christian Leadership and Understanding Vocation both highlight
the spiritual significance of leadership. Jesus as the example, he was first a follower of his
Father’s will. His purpose was not his own, but to serve his father. Assuming the same posture,
leaders do not lead for themselves, but out of obedience to the work in which God has called
(Keller, 2012).
CULMINATION PAPER 3
Work is a blessing (Keller, 2012). Considerations for finding purpose and meaning in
work recognizes that this as a spiritual need whether it is realized by the follower or not (Clark,
2016). Defined as common grace, God bestows blessing upon all people without regard to
personal spiritual condition (Clark, 2016). Leadership, with the emphasis on the other, should be
encouraging the connection between developing individual aptitudes and attributes to promote
understanding are deemed axiomatic to getting things done,” (Preskill & Brookfield, 2009, p. 3).
themes through this program that involve interpersonal relationships and building community.
Theory. The three theories incorporate a moral or ethical component that signifies interest in
Chittister (1991) states that, “alone we may be little but together we may be something,”
(p. 117). Elaborating further, Chittister indicates that the “art of community life in general lies in
the balance of the person and the group,” (p. 109). There is support, encouragement and an
appreciation for the contributions of others in community and relationship. Preskill and
Brookfield (2009) elude to the importance of community in their nine learning tasks of
leadership. Learning leads to building communities that are “authentically empowered to make
Christians serve God through their work (Keller, 2012). Redefining work as a spiritual blessing
CULMINATION PAPER 4
first involves a leader who is willing to embrace the true self as God created a leader to be to
accomplish his purposes (Benner, 2015). Concepts like adaptability and transformation should
reflect that desire for authentic engagement with calling. Keller (2012) states, “faithful work
requires the will, the emotions, the soul and the mind - as we think out and live out the
implication of our beliefs on the canvas of our daily work,” (p. 7). Self-reflection involves an
honest appraisal and understanding of personal relationship with Christ. Relationship demands a
response. Reflection is not a selfish ambition, but a process of revelation of who a leader is in
Christ. There is honesty that comes from engaging in the true self. True self reflects His glory
through submission to his will. Benner (2015) states, “we do not find out true self by seeking
it…we find it by seeking God,” (p. 83). Christian leadership is not without consequences.
Responsive action to his will requires change (Stearns, 2014). Spiritual process of change occurs
as “we become aligned and revitalized because we are committed to the truth,” (Quinn, p. 79).
As Stearns (2014) states, “God expects our lives…to be characterized by authentic signs of our
own transformation: compassion, mercy, justice, and love – demonstrated tangibly,” (p. 45).
personal, social, and cultural significance. Development and understanding of emotional and
cultural intelligence addresses the interpersonal nature of relationships. Emotional and social
intelligence highlights the influence a leader has on their followers through leader behavior,
actions, and reactions. Implicit leadership theory suggests that an effective leader is not solely
based on the skillsets of a leader, but reflected in the expectation of followers (Livermore, 2015).
Perception of leadership skills and abilities are influenced by emotional reactions to situations.
Reality, or what is believe to be true for a culture is subjective and based interpretation
and what is agreed upon by the group (Lewis, 2006). Emotional and social intelligence
which groups or cultures identify their reality as the “accepted answers to big questions and
shared idols,” (Keller, 2012, p. 157). These cultural realities are also true for organizations.
Repercussions for these realities is that they can influence or prohibit personal and organizational
valuable leadership trait, emotionally intelligent people are sensitive to their emotions and their
effect on other people (Northouse, 2016). EQ as identified as Bradberry and Greaves (2009)
comprises the personal and social competencies that indicate successful processing and
management of emotions.
In tandem with EQ, cultural intelligence (CQ) involves an awareness of self and other
from a more inclusive perspective. Concepts like motivation, trust, and values have a cultural
connotation and significance and vary among cultures (Lewis, 2006). What is considered
normative for one culture is not necessarily true for another. Cultural intelligence (CQ) is the
concept that a leader can be effective in any cultural context (Livermore, 2015). A leader who
has developed CQ is motivated to learn about themselves and others. Learning influences
thought. For example, in learning other languages can assist in culturally “gain(ing) deeper
insight into the nature of reality” (Lewis, 2006, p. 128). Additionally, learning creates “empathy
with the views of others...seeing ourselves from that perspective,” (Lewis, 2006, p. 128).
learning that encourages critical thinking and intelligent reflection. Determining relevance,
application, and ability to make informed decisions that are of benefit to self and others should
be a desired skillset. Critical thinking includes considerations on the source material. Academic
inquiry in the Master of Arts in Leadership program involved individual and group exploration
and mixed research, exploration research limitations, motivations, and research ethics were
emphasized in the Research Methods and Design and Applied Research courses.
As indicated by Preskill & Brookfield (2009), there are nine learning tasks of leadership.
These nine learning tasks emphasize the importance in learning in leadership. Continued
engagement in learning not only aids in the personal narrative and growth of the leader, but
influences the community in which the leader is involved. Learning leaders critically reflect,
analyze the experiences, and question oneself and others. The influence that this has on
community is evidence in the statement, “when leaders make learning the most salient habit in
any community, movement or organization, the members are much more likely to claim their
own empowerment and change the world,” (Preskill & Brookfield, 2009, p. 19).
improvement. Concepts like authenticity, and transparency involve a leader who is actively
influencing motivation, and casting vision involves a leader who is interested in authentic
engagement with themselves and with their followers. Vulnerability requires an honest appraisal
CULMINATION PAPER 7
(George, 2015). Leaders should be engaged in the process of understanding their own
As discovered through the course Leading Across Cultures, part of the reflection process
is in the examination of implicit biases. Assessments like Harvard’s implicit association bias test
(implicit.harvard.edu) reveal those previously unknown or hidden aspects that affect perceptions
Leaders are attentive listeners. Theories like servant leadership, highlight leaders that are
defined by their ability to listen (Keith, 2015). Chittister (1991) states that, “spiritual life is
achieved only by listening to all of life and learning to respond to each dimension wholly and
with integrity,” (p. 16). Learning to be a better listener comes through the development of EQ.
Leadership development embraces the journey at every stage. Encouraging a guided journey of
self-reflection connects what motivates, values and inspires to a purpose and calling. These
narratives are important for a leader, but also in the development of others.
and determining what is valued (Schein & Van Maanen, 2013). As a progression of experiences,
eventually there is a need to more fully integrate and find alignment between the talents,
experiences and motivations (Schein & Van Maanen, 2013). Re-evaluating priorities is a natural
progression for sustained, relevant growth. As stated by Schein & Van Maanen (2013),
“everyone has a career, and that career is ‘anchored’ by the person’s self-image of his or her
competencies, motives, and values,” (p. 3). Assessments like Career Anchors considers past
decisions and future career possibilities through self-reflection (Schein & Van Maanen, 2013).
CULMINATION PAPER 8
Reflected Best Self Exercise from the Center for Positive Organizations is another
invaluable resource for engaging in the narratives of others. It engages in self-reflection and
considers honest appraisal from others. Through understanding of an individual’s own narrative
from both the perspective of self and others, participants are better able to build a reflected self-
image that understands their own needs and aptitudes. This is beneficial in creating a future
action plan. Participants see their narrative as possibilities and opportunities. As exercise in goal-
Provided with the opportunity to reflect upon experiences in the Master of Arts in
Leadership, there is greater understanding in leadership concepts, the meta-competencies that are
References
Benner, D. G. (2015). The gift of being yourself. The sacred call to self-discovery. Dowers
Bradberry, T. & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: Talent Smart.
Bridges, W. (2004). Transitions. Making sense of life’s changes (2nd ed.). De Capo Press.
Chittister, J.D. (1991). Wisdom distilled from the daily. Living the rule of St. Benedict today. San
Clark, J. (2016, February 24). Is God necessary for vocation? Retrieved from
https://tifwe.org/is-god-necessary-for-vocation.
George, B. (2015). Discover your true north. Expanded and updated version. Hoboken, NJ:
Wiley.
Keller, T. & Aldorf, K.L. (2012). Every good endeavor. Connecting our work to God’s work.
Lewis, R.D. (2006). When cultures collide. Leading across cultures (3rd ed). Nicolas Brealey
Publishing.
Livermore, D. (2015). Leading with cultural intelligence. The real secret to success. (2nd ed).
AMACOM.
Northouse, P. G. (2016). Leadership. Theory and practice. (7th ed). Thousand Oaks, CA: Sage.
Preskill, S. & Brookfield, S.D. (2009). Learning as a way of leading. Lessons from the struggle
Quinn, R. E. (1996) Deep change. Discovering the leader within. San Francisco, CA: Jossey-
Bass.
Stearns, R. (2014) The hole in our gospel. Special edition. Nashville, TN: Thomas Nelson.
CULMINATION PAPER 10
Richardson, D. (2005). Peace Child (4th ed). Bloomington, MN: Bethany House Publishers.
Schein, E. H. & Van Maanen, J. (2013) Career Anchors. The changing nature of work and
Thomas, R. (2008). Crucibles of leadership. How to learn from experience to become a great
Whelchel, H. (2015, March 13). We all dream of finding meaningful work. But can it really be