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Improve the odds of acceptance! Post complete session proposals to ILA's
2010 conference
The “proposals in progress” below are printed as a service to
potential ILA presenters who are in the process of developing session proposals
for the annual meeting and are seeking to add panel members to their session.
This does not imply endorsement or acceptance of the proposals by the 2010
Program Committee. If you are interested in working with one of these
individuals, you must contact that person directly. The individuals who have
published abstracts below are solely responsible for following up, in a timely
and collegial manner, with each person who contacts them to express an interest
in being included in the session submission, and for indicating whether or not
each person who contacts them will be included in his or her final proposal
submission. Individuals who have published a “proposal in progress” below are responsible for
submitting their complete proposal via the online submission form
(follow link from CFP page) during the
call for proposals period.
At past conferences, the odds of acceptance of a complete session have been much
higher than for the acceptance of individual papers/presentations which not only
need to pass the test of excellence but also must fit with other individual
papers/presentations to form a panel with internal coherence. Pre-proposal
networking toward the formation of complete sessions circumvents this problem.
The exception to these odds are complete papers submitted along the refereed
scholarship track.
Additional “proposals in progress” will be published on the ILA Web site up to
the submission deadline of March 1st. If you wish to post a "proposal in progress" for
the 2010 conference, please post your proposal in
progress via the this form.
Women and Leadership The purpose of this session is to present research findings from four recent studies focused on women and leadership. I would like to chair this session and have one researcher already committed. We need three others to join us. Please contact me if you are interested. Susan R.Madsen
Utah Valley University
madsensu@uvu.edu
801.863.6176
The Medici Effect: Understanding Leadership through Multiple Perspectives The content of this workshop will build an interdisciplinary bridge to develop deeper understandings about leadership. This workshop will advance each participant's capacity to understand leadership through experiential approaches rather than talk and tell. The conceptual framework for this workshop is grounded in the Medici Effect which gave birth to the Renaissance. When leaders make connections between and among the various liberal arts and sciences, they can develop their skills to connect seemingly unrelated ideas and subsequently enhance their knowledge, understandings, and creativity as leaders. This workshop will give participants the impetus to create their own renaissance for thinking about and practicing the art and science of leadership. I hope to find others who are interested in and have experiences in understanding leadership through the following lenses: artistic representations, historical and political perspectives, literary and poetic expressions, spiritual dimensions (theology) of leadership, and quantum physics.
Michael Chirichello
Northern Kentucky University
leadershipmatters@embarqmail.com
Authentic Leadership Redefined: A Paradigm for a Diverse and Complex World Drawing on previous research and writing about Authentic Leadership from a variety of sources, a case can be made for expanding the definition of what it means to lead authentically, creating a paradigm that is more compatible with highly diverse and rapidly changing contexts. Matching our understanding of Authentic Leadership to more current understandings of authenticity directly affects leadership practice by increasing a leader’s level of self-knowledge, which plays out in relationships. Increasing authenticity can be accomplished through deep personal reflection, proper mentorship and by updating leadership development programs. NOTE: looking to collaborate on a panel presentation around the topic of authentic leadership, which has transcendent, creative and spiritual leadership associations. Dr. Jeffrey Zacko-Smith
State University of New York College at Buffalo
smithjd@buffalostate.edu
716-380-6064
Participants for 'Good Leadership for All' Proposals - UDLR; PRLE/D; OSLK Several ILA colleagues are working on related proposals for the ‘Good Leadership for All’ portfolio of projects to transform global leadership practice, education/development, and knowledge. These proposals are to be submitted as sessions at ILA’s 2010 Conference in Boston. We are seeking additional participants, probably workshop discussants, for each of the projects: UDLR - Universal Declaration of Leadership Responsibilities = Transforming global leadership practice; PRLE/D - Principles for Responsible Leadership Education / Development = Transforming global leadership education / development; OSLK - Open Source Leadership Knowledge = Transforming and liberating global leadership knowledge. We are keen to hear from leaders and leadership practitioners/educators/scholars that have relevant experience/expertise to offer in one or more of the following areas: > The intersections of Human Rights and Leadership Responsibilities; > Responsible Leadership – practice, education, and development; > Open Education Resources/Technologies, Open Innovation, Open Collaboration Environments, Open Social Media and Open Source Knowledge Development; ~ in leadership and related fields, business/government/third sectors, and human/community development contexts; ~ experience/expertise in related areas and contexts may be of interest. If you have something to offer in these projects and proposals, please contact me as soon as possible or by Friday 5 February. Kuldip Reyatt
Strategic Visioning Partners
kuldipreyattsvp@aol.com
Violence and Love: The Paradoxical Nature of Leadership “Where love rules, there is no will to power, and where power predominates, love is lacking. The one is the shadow of the other.” (Jung, 1917)This presentation takes a provocative look at the dance between violence and love. In the space between these lovers emerges the transcendent. The transcendent is the mysterious third Jung talked about. It makes itself known when we are fully engaged in the collective dance, either as dancer or witness. These moments of transcendence offer us opportunities for action, healing and leadership. Through a phenomenological lens we will look at the lives of four transcendent leaders as they emerge out of the wisdom in the wound of Haiti, following the horrendous 7.0 earthquake,which occurred at 16:53, on January 12th, 2010.
Lena Walker
The Cornucopia Project & Seattle University
sweetlord61@hotmail.com or walkere1@seattleu.edu
1-604-741-9850
The Evolution of Transcendent Leadership
Transcendent Leadership (TL) is version 2.0 leadership - the refinement of the original. TL is one which serves to maximize the strengths in leadership and minimize the weaknesses, continually building on our collective resilience.The definition of transcendent leadership continues to evolve as our collective consciousness expands. The emergence of this dynamic leadership form marks this moment in history as a critical time for global action. The sustainable practice of transcendent leadership is our vision for 2020.
At present we have three panel members and are looking for 1-2 more associates to join us. Panel members will present works on the various dimensions of transcendent leadership from their respective disciplines.The panel memembers are : Lisa Aldon,Pam Boney and Lena Walker. Please contact Dr. E. L. Walker to join our cutting edge ILA panel. We would love to have you on board in Boston for ILA 2010!
Lena Walker
The Cornucopia Project and Seattle University
sweetlord61@hotmail.com or walkere1@seattleu.edu
1-604-741-9850
Leader Development Online in Action! The intent of this session is to review and evaluate online leader development programs that are evolving as a result of demand as well as new technological and educational capabilities. Educators and managers are constantly evaluating and developing new leader development programs to address individual and organizational needs. Collaborating and sharing best practices for online leader development is important because of the increasing number of online programs and enrollment in these programs. Susan Myers, Ph.D.
U.S. Army
susan.r.myers@us.army.mil
717.245.3577
Leadership and Faith: Leadership Lessons from the Great Religious Texts. The requirements and demands of leadership require wisdom and strong ethical character. Faith traditions provide relevant insights and sources of strength for exemplary leadership practices. Sample (2002) astutely reports that people are what they read and goes on to state that “leaders should read and reread the supertexts as frequently as possible” (p. 66). This session identifies lessons for leadership based upon the supertexts of different faith traditions. The session enlightens the understanding of leadership by reinforcing some and challenging other established leadership perspectives and practices. John Shoup
California Baptist University
jshoup@calbaptist.edu
951-343-4205
Optimizing Collective Outcomes: Reconciling the Organizational, Institutional and Leadership Paradigms. This session evaluates leadership theory in relationship to organizational and institutional theories. Organizational, institutional and leadership theories are often studied as three separate and independent paradigms to explain and prescribe collective activity. While organizational theories tend to treat collectivities as rational entities operating according to clearly stated goals and processes, institutional theories treat collectivities as entities operating according to dominant stories and myths. In organizational theory, leaders are often reduced to managers who rationally coordinate people and processes. In institutional theory, leaders are often reduced to a ceremonial and symbolic figure-heads who mirror the values that coordinate people and processes. In contrast, leadership theories posit that leaders are indispensable and matter much, regardless of the organizational and institutional constraints. This session explores the intersection between leadership, organizational and institutional theories in order to equip leaders with familiarity of the different facets of collective behavior and utilize relevant principles for optimizing collective activity. John Shoup
California Baptist University
jshoup@calbaptist.edu
951-343-4205
Coaching 2.0: Learning Leadership Through Creative Coaching Models Many sectors of leadership education and development utilize forms of leadership coaching – from life coaching, to student-mentor programs, to business coaching models and more. This session will be a panel format that represents a variety of perspectives and models of leadership coaching from different context areas – especially those that have improved upon an original coaching model or structure to go along with the 2.0 theme. I am seeking other interested colleagues who are currently using forms of leadership coaching in their professional or personal roles. Please let me know if you are interested in collaborating and what coaching perspective you can represent. I look forward to hearing from you soon! Leslie Schwartz
Illinois Leadership Center
LeslieMS@illinois.edu
217.244.6140
The Structure of Leadership Minors Many undergraduate colleges and universities now offer leadership minors as part of the curriculum. A variety of leadership courses constitute the core requirements for these minors. Often the minors are also interdisciplinary, either accepting courses from other departments to count towards the requirements or including team-taught courses from a variety of disciplines. I would be interested in partnering with professors from several other schools to discuss the philosophies that underlie leadership minors as well as the specific structure of courses required. Bonnie Pribush
Franklin College of Indiana
bpribush@franklincollege.edu
Teachers as leaders within the classroom A review of the teacher leadership literature revealed:
A. The majority of the literature focuses on teachers as leaders from an organizational (school-wide) level.
B. There is little evidence indicating students benefit from the form of teacher leadership (York-Barr and Duke, 2004).
The review also shared "Teacher leadership work that is focused at the classroom level of practice is likely to show student effects more readily than work focused at the organizational level (e.g. participating in site-based decision making).”
The purpose of this session is to discuss empowering and developing teachers as leaders within the classroom. As a former middle and high school teacher and current university leadership instructor I am both planning to focus on the context of secondary schools and open to including university classrooms. If you are interested, please get in touch. Barrett Keene
Cornell University
blk56@cornell.edu
813.470.8525
LOL - Leadership On-Line: Can Leadership "Soft Skills" be Taught On-Line? Panel Discussion Possibility: This could provide a rich discussion ground for interested leadership professionals (trainers, consultants, coaches, teachers) to come together and share ideas of what they have tried, or plan to try, regarding how to teach the Leadership "soft skills: (e.g., empathy, interpersonal relationships, assertiveness, building team spirit) in a web-based environment. What works for you? What did not work? Why/why not? As more and more of us are asked to, or forced to, or need to, gravitate towards online learning (out of budget cuts, customer demand, competition "does it", etc.), we should take some time at the ILA in October to come together to swap ideas, wrestle with issues, learn from each other, have a rich dialogue. Dr. Scott Graham
Wright State University
scott.graham@wright.edu
937-775-3007
Leadership Boards 2.0: A Time for Strong Action “Corporate boards of directors will need to undergo a radical shift in how they function if public and shareholder trust is to be restored in the institutions of our world. Our panel aims to elicit learning from global contexts and to propose transformational actions that may serve to reform leadership boards to better serve the public good.”...“Globally, boards are being transformed from being solely governance-focused to being more concerned with integrated/balanced board leadership. Board Leadership 2.0 requires continuous engagement in authentic strategic leadership processes and connection with internal/external stakeholders, which can only be enabled with integrating technologies. Exemplars of technology-enabled Board Leadership 2.0 will be presented.” >> We are seeking an additional panel member for this session proposal. If you can contribute scholarship, research, or exemplary practice, in the areas of board transformation and/or technology-enabled board leadership then please contact me as soon as possible and by 22 February latest.
Kuldip Reyatt
Strategic Visioning Partners
kuldipreyattsvp@aol.com
The Dark Night of the Soul: A Leadership Development Experience According to the adage, "whatever doesn't kill you makes you stronger"...but does it make you a better leader? In this session, we will touch upon the role a spiritual perspective can play in Leadership Development, particularly in hard times. The work of "Dark Night specialists", John of the Cross, Teresa of Avila and probably Thomas Merton and James Finley will be the cornerstones of this discussion. Colleagues with material from other traditions with similar experiences/concepts would be especially welcome so we can vibrantly explore common threads while revealing new, cross-pollinating opportunities for growth, exploration and perhaps skill development. --Does having experienced a Dark Night of the Soul empower leaders to be more effective managers during hard times at work (i.e., perhaps creating Dark Nights for others)? Lucie Newcomb
The NewComm Global Group
hello@newcommglobal.com
Teaching Ourselves?: Leaders as Teachers, Teachers as Leaders This panel will explore the opportunities and challenges of our own leadership experiences and our pedagogy. How do we bring our own leadership experiences into the classroom? What boundaries should we draw between our own commitments and our teaching? What opportunities do we take--or miss--by not bringing ourselves more fully into the classroom?
I am looking for professors who teach leadership and who also have non-academic leadership commitments that shape how they approach the classroom. Elected officials, community organizers, business leaders, military leaders might have special insights into the questions posed. I also want to encourage the participation of professors teaching in countries other than the U.S., who will bring their own perspectives on the intersection of pedagogy and action.
Kristine LaLonde
Belmont University, Nashville, Tennessee
kristine.lalonde@belmont.edu
615-460-6472
Capitalism Revisited: Is There a Future in Economic Growth? Among the most pervasive and unexamined assumptions of contemporary Western capitalism is the notion of economic growth. Like capitalism itself, there are polarized arguments in favor and opposed to growth. On the one hand, there is significant evidence of the devastating economic, environmental, political, and social consequences of growth. On the other hand, growth is considered one of the most essential measures of success across all sectors. In the wake of the global financial crisis, it is important to ask questions that may help us find a middle way between these extremes: What are the assumptions underpinning the relentless focus on business growth? What are the consequences of growth? What mindsets, practices, and epistemologies must be shed and preserved as we look at the challenges that lie ahead? Is it possible to envision the evolution of capitalism, built on foundation of new values that redefine our notion of growth? What leadership is called for to make this happen? I would be interested in partnering with other scholars and practitioners who share an interest in developing an interactive workshop or roundtable exploring these key questions.
Martha Miser
Antioch Leadership and Change & Aduro Consulting
mfmiser@aduroconsulting.net
617-505-5146
Motivational Leadership: A Matter of Intrinsic Suitability Combining the concept ‘suitability’ on the one hand and ‘intrinsic motivation’ and ‘self-belief’ on the other, leads to ‘intrinsic suitability’. Looking at successful people in our world, be it in sports, literature, politics, academia, music or any other field, all successful people share certain attributes. Every single person has a very high intrinsic suitability: not only is somebody highly motivated by desires and has therefore prioritized the field in which he/she excels, everybody is also highly suitable for what he/she does. A sportsman is a go-getter, most likely with a lot of resilience (intrinsic motivation), and a well-willing body (suitability). A scholar needs a need-to-know attitude (intrinsic motivation) and he/she also needs good brains (suitability). In other words, success depends on intrinsic suitability. There is a link between intrinsic suitability and leadership - not everybody can be a leader because of a lack of intrinsic suitability. I regard Leadership 2.0 as giving all the people you lead the chance to find their highest intrinsic suitability. This most effectively influences everybody’s performance. Instead of enforcing extrinsic motivation, allow you collaborators to follow their heart. There might well be no need for motivating for action if it is found. Yori Kamphuis
University of Twente
y.n.kamphuis@student.utwente.nl
Globalization and National Leadership Globalization is referred to as the standardization of goods and services, greater convenience in accessing information, and sharing of knowledge among countries. Under globalization, what is the role and meaning of leadership? For some, leadership is viewed as being shared and transformed into multilateral leadership. For others, the realist view of a global leader focuses on hegemonic leadership. A single, powerful state utilizes its resources to assert itself unilaterally on the globe. Where does this view leave Japan? In recent years, Japan has weathered difficult economic times, a rise of nationalism, and, for many, still an inward looking identity. In spite of these factors, Japan always has kept its eye on becoming a global leader. Without a significant military presence and without plentiful energy resources, Japan's quest to play a leadership role in global affairs is based on its national economic identity. Japan's success as a leader of the Asian development model pushes it forward as a global leader. How has Japan pursued this policy of a global leader? Has it become successful in recreating its own identity as a global leader? This paper examines Japan's emergence as a global leader in terms of its foreign aid strategy. Howard Lehman
University of Utah
lehman@poli-sci.utah.edu
801-581-6246
Lead Across Sectors Like Your Business Depends On It (Because it Does!) Cross-sector collaboration is emerging as a critical success factor for business leaders in the 21st century. Participants will learn an approach to managing the web of necessary stakeholders to achieve business goals while advancing sustainability, participate in a robust dialogue, and receive a collaborative toolkit to help implement cross-sector collaboration.
What Participants Will Get
1) A greater understanding of the importance of cross-sector collaboration for business leaders
2) An understanding of an approach to building cross-sector collaboration that can be used by today's leaders.
3) An experience of why it is important to build relationship and shared understanding, as a first step within a complex process.
4) A takeaway packet of selected tools and practices that facilitate such collaboration
Ashley Welch and Gibran X. Rivera
Interaction Associates and Interaction Institute for Social Change
The Spirit of Innovation: An action-research framework for leadership 2.0 The purpose of this session is to present an integral and multidimensional, action-science framework for leadership 2.0. The session will contribute to the understanding of how authentic 2.0 leaders engage and encourage organizational members [stakeholders] to co-create and share knowledge, that is, how leaders and managers plan, enact, interpret, and evaluate their own actions as organizational learners using an online action-oriented research process—enabling innovation through collaboration. Although the data addressing these praxis-oriented epistemological accomplishments are revealed through the narrative research process, the framework for observing and codifying this knowledge creation work is derived via a socio-technical system (STS) the researchers call, The Spirit of Innovation. Innovation is the lifeblood of the twenty-first century organization and collaboration is essential for co-creating new knowledge. (For the purposes of this discussion, new knowledge is defined as that which occurs when learning becomes situated in a moment of action requiring a novel response [actionable knowledge], where work groups think together, organizing innovative work patterns, and co-creating opportunities for initiating change). This session will address three critical constituents in this framework: the leader, the learner and the technology and draws from the research traditions of leadership theory and practice, organizational learning and socio-technical systems (STS). This session is 2.0 (interactive) participants are invited to engage in on-line action-learning prior to, during and after the presentation. (We are seeking additional planel members) John Aldridge
Colorado Christian University
jaldridge@ccu.edu
303-963-3258
Innovation from the Floor: Changing leadership paradigms to empower the organization Drawing upon the work of Peter Senge’s Fifth Discipline, this workshop focuses on teaching the habits of the learning organization to the entire workforce to increase ‘organizational innovation’ within the entire firm. Innovation can no longer be a strategic goal, guiding principle, or practice exclusive to science, technology, information systems, or research and development; it must be in the organizational DNA. To ensure that, staff members must be empowered to innovate using the skill set and habits of a ‘learning organization.’ Whatever the industry, sector, or discipline, organizations realize the need for innovation. This workshop highlights how leaders should empower staff as ‘organizational entrepreneurs’ or ‘intrapreneurs’ to sustain competitive advantage for their organizations.
Anthony Cobb
Cardinal Stritch University
abcobb@stritch.edu
Developing Leaders to Implement Measurable Community Change Deitre Epps
Results Leadership Group
deitre@resultsleadership.org
4102623470
Crossing The Middle Ground TM - Visionary Changes for K-12 Schools This dynamic workshop will focus on successfully implemented, cutting-edge, visionary concepts and philosophies on creating and sustaining a positive and supportive K-12 school culture. As we shift our approach to what is working, we are truly at the doorstep of an arena and support system which breeds peaceful, diplomatic leaders.The time has come to shift our approach and focus to honor what is currently working and to be willing to let go of what is not. Allowing us to look deeply at creative ways to provide sustainable opportunities for positive and supportive interactions. Making changes to create a dominant culture of caring personalities, we discover that a schools culture becomes more positive and supported by the majority. By addressing biases, judgments and perception, we role model how we wish our students would treat one another. Deep change takes more than simply wanting to implement new philosophies and guidelines. We need to take the time to look within ourselves and each other. The need is great to create a safe environment where we can learn to truly listen to one another and to ask the right questions so we don't feel threatened to share our authentic personalities in public. John Boiano
Pulse Integration LLC - Founder/Director
jboiano@snet.net
860-798-5692
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