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65 Cards in this Set
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Summary … Bohm, David (2000) |
Most group communication is a defense of one’s personal assumptions and opinions. This has led to a fragmented society where individual beliefs and communication practices that are not conducive to shared meaning.
On-Dialogue is a freely-flowing group conversation; participants attempt to reach a common understanding, experiencing everyone's point of view fully, equally and nonjudgmentally. This can lead to new and deeper understanding. |
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On Dialogue Bohm, David (2000) |
(a) No group-level decisions will be made in the conversation.
(b) Individuals suspend judgment. (c) Individuals are as honest and transparent as possible. (d) Individuals build on other individuals' ideas in the conversation. |
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Burns, James McGregor (1978) |
There are two primary types of leaders:
1) Transactional leaders (those who merely fulfill the basic needs of their followers thru an exchange); and 2) Transformational leaders who actually lift their followers to higher levels of moral change. Both types may be effective; while both help followers achieve their basic goals and needs, transformational leaders also develop followers' concepts of liberty, justice, equality, and moral awareness. |
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Burns, James McGregor (1978) |
Three fundamental concepts:
(a) Power relates to leadership as both deal with influencing others. Leadership is a unique form of power where the leader induces followers to pursue specific goals that represent the values and motivations of both the leader and the followers. (b) Purpose or intentions differentiates a leader from a power wielder. A power wielder uses his power to exploit followers for his own purposes. (c) Relationships. Leadership is a collective process where the leader engages followers to act to meet the needs, wants, and values of all. The relationship between the leader and the followers can be either transformational or transactional in nature. |
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Burns, James McGregor (1978) |
There is a strong moral foundation.
Through the leadership process, a leader serves as an independent force in changing the composition of the followers’ values. This ultimately raises the level of human conduct and ethical aspiration of both the leader and the led and has a transforming effect on both.Gandhi, Wilson, Tito, and Franklin Roosevelt are examples of this moral development. Thus people can be lifted into their better selves. |
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Burns, James McGregor (1978) |
Leadership over human beings is exercised when persons with certain motives and purposes mobilize, in competition or conflict with others so as to arouse, engage, and satisfy the motives of followers... in order to realize goals mutually held by both leaders and followers |
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Burns, James McGregor (1978) |
Occurs when the leader takes the initiative in making contact with potential followers for the purpose of an exchange of items that have economic, political, or psychological value.
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Burns, James McGregor (1978) |
Personalized leadership.
Focuses on the leader’s interests rather than the interests of their followers. Leaders are transforming, but in a negative way. They are self-consumed, exploitative, and power-oriented with warped moral values. |
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Burns, James McGregor (1978) |
1) Leveraged Maslow’s hierarchy of needs, Erikson’s stages of development, Freud, and Kohlberg’s theory on moral stages of development, Burns concludes that these theories make it possible to “generalize about leadership processes across cultures and across time”
2) Leveraged the works of Stogdill and Blake and Mouton. 3) Furthered the study of leadership by building the foundation for many of the leadership theories we study today. This work on transformational leadership was further developed by Bass, Avolio, Riggio, Gardner, and many more. |
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Burns, James McGregor (1978) |
Considered by many to be the seminal work in the field of leadership studies. "The study of leadership in general will be advanced by looking at leaders in particular." (page 27)
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Ciulla, Joanne (2004) |
Compilation:
The point of studying leadership is to answer the question, What is good leadership? The point of teaching it is to develop good leaders. |
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Ciulla, Joanne (2004) |
Ciulla: Altruism is a motive for acting, but it is not in and of itself an ethical principle. Requiring leaders to act altruistically doesn’t guarantee that their actions will be moral. Great leaders such as Martin Luther King, Jr., and Gandhi behaved altruistically, but what made their leadership ethical was how they achieved their ends, as well as the morality of their causes.
Altruism is not the moral standard of leaders. It is part of their job description. Leaders are charged with looking after and furthering the goals of their constituents or organizations, not themselves. |
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Ciulla, Joanne (2004) |
Empowerment as currently practiced lacks sharing of power between leaders and followers.
Followers are given a cursory level of power, but not the resources needed to function to their fullest. This is a guise of shared power. |
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Ciulla, Joanne (2004) |
Al Gini (postmodern view): high standards of ethics in business and organizational life can only emerge and be sustained if individuals have opportunities to actively witness the moral leadership of others in context. People are shaped by the contexts in which they are embedded.
Ethical behavior results when people at the top and bottom of organizations make a commitment to it and "the model for the commitment originates from the top" (p. 41). |
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Ciulla, Joanne (2004) |
Robert C. Solomon: too much is made of the role of knowledge in leadership and not enough of its emotional features.
It is emotional sensitivity (grounded in trust) rather than rationality (i.e., rationally obeying rules) that is the essence of ethics and of great leadership in ordinary situations (p. 87). |
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Ciulla, Joanne (2004) |
Locke: [selfish] rationality begets ethical leadership. The goal of a rational leader "will be to merge the interests of all parties so that everyone gets something out of it and the organization prospers. The ideal relationship is mutual trade to mutual benefit" (p. 119).
Avolio: if leaders articulate their vision so that it represents what is good for the collective and "yet still serves the selfish interests of the leader … any further discussion of our differences becomes a moot point" (p. 122). It isn't at all clear that these two truly are at odds. |
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Ciulla, Joanne (2004) |
Ciulla: the issue is not that leaders should be held to a higher moral standard, but that they should be held to the same standards as the rest of us.
What we want and hope for are leaders who have a higher rate of success at living up to those standards than the average person. History is littered with leaders who didn’t think they were subject to the same rules and standards of honesty, propriety, etc., as the rest of society. |
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DePree, Max (1989) |
Reveals that the art of leadership hinges on the ability to recognize, polish, and liberate the gifts, talents, and skills of people.
Effective leadership focuses its efforts on people, because they are at the heart and soul of the organization. Leadership is “more tribal than scientific.” Relationships are more essential than procedures and policy. |
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DePree, Max (1989) |
Contractual, …[which] covers the quid pro quo of working together. (p. 58) Three of the key elements in the art of working together are how to deal with change, how to deal with conflict, and how to reach our potential.
Covenantal relationships induce freedom, not paralysis. A covenantal relationship rests on shared commitment to ideas, issues, values, goals, and management processes. Covenantal relationships are open to influence. They fill deep needs and they enable work to have meaning and to be fulfilling. (p. 60) |
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DePree, Max (1989) |
The Right to:
1. be Needed. |
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"Summary… Drucker, Peter F.…(2003)… The Essential Drucker … [core]" |
"One of the key writers and thinkers regarding organizational management of the 20th century.
The fundamental role of management is to enable people to work together through 1. developing common goals and values, 2. designing appropriate structures to facilitate the work of the organization, and 3. providing the training and development necessary to equip employees to do the necessary work." |
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Drucker, Peter F (2003) |
“Management is doing things right; leadership is doing the right things.”
“Plans are only good intentions unless they degenerate into hard work.” “Effective leadership is not about making speeches or being liked; leadership is defined by results, not attributes.” |
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Drucker, Peter F (2003) |
"MBO is a form of transactional leadership, whereby the manager and the employee set a set of objectives, a contract of sorts, that will govern the expectations for the employee’s performance for the relevant time period.
It is the idea of the optimal management model. Each employee and area of responsibility within the organization sets goals and objectives for his or its area of responsibility, and each is individually responsible for carrying out the objectives. The goals and objectives relate to and are created in furtherance of the organization’s central goals, values and purpose, and govern a specific period of time. " |
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Drucker, Peter F (2003) |
A lifetime learner whose contribution to the organization is the intellectual capital he brings.
The knowledge worker’s highest and best function is to be effective. Effectiveness requires the worker to focus on his contribution to the overall organization, to have a clear sense of his own strengths and a dedication toward developing his strengths and competencies, and to operate from personal values that coalesce with those of the organization he serves. |
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Drucker, Peter F (2003) |
Highlighted the emergence of the social services sector-what he called the third sector- as a great mediating structure and a source of community in modern society.
Given the increased mobility of a knowledge society, Drucker argued greater reliance on this sector would be necessary to provide community and a vehicle for developing a new citizenry. |
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Transforming Leadership Ford, Leighton (1991) |
Defines transformational leadership as something that motivates followers to do more than they thought or wanted to do, transcending self-interest for an overarching mission.
JESUS is the ultimate transformational leader: |
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Transforming Leadership Ford, Leighton (1991) |
1. Urgent need to develop the next generation of leaders. The gap comes from the failure of the former generations of leaders who have not developed leaders for the future, who might eventually fill the void.
2. A need for a new kind of leadership. Previous leadership as failed to cast vision, instill a sense of trust between themselves and their followers, and empower others (p. 27). Solution: transformational leadership that focuses more on "transforming" using the model of Jesus as servant leader. |
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Transforming Leadership Ford, Leighton (1991) |
10-criteria of Jesus’ leadership style.
1. Son (relationship w/ God). 2. Strategist (purpose). 3. Seeker (Kingdom). 4. Seer (vision). 5. Strong One (compassionate power). 6. Servant. 7. Shepherd-Maker (empower/develop). 8. Spokesperson (communic). 9. Struggler (conflict). 10. Sustainer (succession/ legacy). |
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Seeker and Servant Fraker, Anne, and Larry C. Spears (1996) |
Collects many previously unpublished or unknown writings of Robert K. Greenleaf in which he calls upon seminaries and churches to be change agents in educating leaders, moving individuals and then the institutions those individuals lead to put service and community care as paramount principles for revitalizing our society.
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Seeker and Servant Fraker, Anne, and Larry C. Spears (1996) |
The ten most frequently mentioned servant-leadership characteristics in Greenleaf’s essays:
1) listening 2) empathy 3) healing 4) awareness 5) persuasion 6)Conceptualization 7) foresight 8) stewardship 9) commitment to growth of people 10) building community. |
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Leading Minds Gardner & Laskin, (2011) |
Great leaders are storytellers--they recast old stories or craft new narratives that hit on old themes in order to inspire positive change in their constituents.
This can be done by “direct” leaders (e.g. leaders who give speeches and/or have positional power) or by “indirect” leaders (e.g. leaders who may be quiet--such as scientists like Einstein--but whose written words or actions alter the story of their industry). |
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Emotional Intelligence Goleman, Daniel (1995) |
Through the application of the concepts of emotional intelligence, people can improve their lives immeasurably, that these methods can be learned, and that IE should be taught to all children.
1) IQ is ineffective at predicting total intelligence. 2) EI literacy improves relationship careers, and health; EI illiteracy promotes anxiety, aggression, and depression. 3) People have innate EI preference, but EI habits can be learned at any age. |
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Emotional Intelligence Goleman, Daniel (1995) |
Argues EI is the key to social interactions. 5 domains:
1) knowing one’s emotions/ self-awareness; 2) self-regulation; managing one’s emotions; 3) internal motivation; motivating oneself/marshaling emotions to serve a goal; 4) empathy; recognizing emotions in others; and 5) social skills; managing relationships and the interplay of one’s emotions with others’ emotions. He argues EI is an in-born trait, but he believes that it largely can be learned and mastered. |
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Emotional Intelligence Goleman, Daniel (1995) |
Howard Gardner's theory of multiple intelligences is relevant states that there is not just one kind of intelligence crucial for life success, but also many "personal intelligences." The core of interpersonal intelligence, according to Gardner, includes the capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people. In intrapersonal intelligence, the key to self-knowledge includes access to one's own feelings and the ability to discriminate among them and draw upon them to guide behavior.
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Servant Leadership Greenleaf, Robert (1977) |
Rooted in the idea of leaders being primarily concerned with serving the best interests of their followers (p. 7).
"The servant leader is servant first...It begins with the natural feeling that one wants to serve...Then conscious choice brings one to aspire to lead" (p. 13). "...the only authority deserving of one's allegiance is that which is freely and knowingly granted by the led to the leader in response to, and in proportion to, the clearly evident servant stature of the leader" (p. 10). |
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Servant Leadership Greenleaf, Robert (1977) |
Journey to the East (Hermann Hesse, 1932) made a deep impression on Greenleaf and, served as the catalyst for his thinking on servant leadership. Story: Leo, a servant to a group of travelers on a long, difficult journey, is responsible for completing various menial chores. Yet his spirit and attitude also serve to sustain the group along its way. When the sojourners are confronted by a difficult obstacle, Leo is nowhere to be found. The group falls into disarray and the expedition is compromised. After a considerable amount of time passes, the narrator, who was also on the journey, finds Leo. He soon discovers that Leo was no servant—as the narrator understood the word—at all. The “servant” was the leader of the Order that had commissioned the expedition in the first place. Greenleaf interpreted this story to mean that the greatest leaders are first and foremost servants.
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Servant Leadership Greenleaf, Robert (1977) |
Best test: "Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants?" (pp. 13-14). |
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The Painful Side of Leadership Iorg, Jeff (2008) |
Leadership is often painful. It is the job of the Godly leader in these conflicts to:
1) respond, not react to your critics; 2) stay focused on your mission (one way is to control the agenda by being proactive rather than letting the naysayers control the dialogue); and 3) Find God’s good in every criticism. He encourages Christian leaders to find their security in God’s promises rather than the adulation (or lack thereof) of their followers. |
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The Painful Side of Leadership Iorg, Jeff (2008) |
"Challenge: attempting change disproportionate to the established level of trust they have gained. "
"Change is more of an emotional transition rather than a factual, logical or rational decision.” |
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Followership Kellerman, Barbara (2008) |
Many studies on leadership have been centered on leaders, not followers; The role of followers is as influential as that of leaders.
Good followers have a clear purpose and are engaged. However, bad followers end up sustaining or creating bad leaders. The leader-follower relationship is reciprocal rather than one-directional. Examples: Hitler was aided by bad followers and people who didn’t stand up; Merck’s Vioxx (deadly drug) shows that Participant followers who are too gung-ho w/o morals can create massive ethical failures; finally, showed that activist followers can make a difference as in how they brought down the Catholic clergy in the Boston child sexual abuse scandal. |
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Followership Kellerman, Barbara (2008) |
Everyone is a follower first. Followers first in infancy and childhood. Everyone follows leaders first, before becoming a leader themselves.
Good leadership emanates from developing good follower skills. Pyramid hierarchy of 5 follower types including (ascending order): a. Isolates- totally disengaged (alienated) with leaders b. Bystanders: observe but do not participate-Hitler, Nazi Germany c. Participants: engaged fav or unfav-Merck; drug Vioxx d. Activists: heavily engaged-take matters into their own hands. Catholic Church; lay organization Voice of the Faithful; e. Diehards: ready to die for the cause-Military; Operation Anaconda in Afghanistan; intense, committed and dedicated. |
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Leadership: The inner side of greatness Koestenbaum, Peter (2010) |
Greatness rests on the competing styles of vision, reality, ethics, and courage.
Leaders must also balance responsibility and accountability with one's own free will. |
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Leadership: The inner side of greatness Koestenbaum, Peter (2010) |
Greatness means you have standards about where you are headed:
1. Vision: See the larger perspective; Abstract reasoning and analysis 2. Reality: Confront the brutal facts; Meticulous attention to practical details; 3. Ethics: Be sensitive and of service to people; attending to customer needs; Teamwork, loyalty to task forces* 4. Courage: Claim the power to initiate, act, and take risk -->sustained initiative; Aggressive education & management of markets, product advocacy. |
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Leadership: The inner side of greatness Koestenbaum, Peter (2010) |
A. Individual Strategies:
1. Assess the relative strengths and weaknesses of your Diamond orientations; identify where your increased efforts can be best leveraged. Cultivate your weakest orientation while continuing to value your stronger orientations to experience leadership transformation. 2. Application: Work, Self, Family, Financial Strength, Social Resp, Ecological Accountability. B. Organizational Strategies: 1. Diagnose the relative strengths and weaknesses of an organization’s Diamond orientations. Develop appropriate prescriptions that will leverage strengths and cultivate weaknesses to realize enterprise transformation. 2. Application: Strategy, Corporate Culture, Products/ Services, Customer Service, Shared Services, External Partnerships, External Stakeholders, Financial Health, Corporate Social Responsibility. |
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Leading Change Kotter, John P. (1996) |
Organizations need to transformational results in a significantly changing environment.
1) There has been significant change (e.g., competition, globalization, tech, social trends). 2) Businesses have not responded well due to 6 ""common mistakes."" 3) To implement significant (transformational change one should follow an 8-step change process. 4) Leadership is not Management, and change needs leadership. 5) Need to instill a culture of change. |
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Leading Change Kotter, John P. (1996) |
The 1st 4 steps are part of “defrosting the status quo:”
1) establish a sense of urgency (crises, competition, threats, opportunities); 2) create a guiding coalition (change agent, find a common goal); 3) develop a vision and strategy (have an agenda); 4) communicate the vision (mult media; talk it up; use symbols). Next four steps are about solidifying this change as the new organizational norm: 5) empower subordinates to enact the desired change (vision) (remove obstacles, encourage new ideas, train, impl systems reward compliance); 6) generate short-term wins (plans, recognize/ reward); 7) consolidate gains/ improvements (use success to continue change; keep dream alive); 8) institutionalize new approaches (anchor new approaches in the culture; connect new behaviors and corporate success). |
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Leading Change Kotter, John P. (1996) |
Common Errors of Business.
1. Too much complacency. 2. Not adequately leveraging effective leadership and vision. 3, Not sustaining momentum. 4, Not incorporating a culture of change. |
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Leading Change Kotter, John P. (1996) |
Other change models:
1) Force-Field (Lewin, 1951) 2) 3-Step Change Process (Lewin, 1951) 3) 7-Phases of Change (Lippitt, Watson, & Westley, 1958). |
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The leadership challenge Kouzes and Posner (2007) |
Leadership can both be learned and taught by everyone.
Argue accountability through transparency helps bring authenticity and trust to a leader (p. 252). |
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The leadership challenge Kouzes and Posner (2007) |
1) Model the Way
2) Inspire a Shared Vision 3) Challenge the Process 4) Enable Others to Act . 5) Encourage the Heart |
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The leadership challenge Kouzes and Posner (2007) |
1) Model the Way
A) FIND your voice by clarifying your personal values. B) SET the example by aligning actions with shared values. --> Leaders’ actions speak louder than words. --> Leaders must become involved and demonstrate their commitment. 2) Inspire a Shared Vision A) ENVISION the future by imagining exciting and ennobling possibilities. B) ENLIST others in a common vision by appealing to shared aspirations --> Leaders must have a vision of change and must be able to eloquently share that vision with others. 3) Challenge the Process A) SEARCH for opportunities by seeking innovative ways to change, grow, and improve. B) EXPERIMENT and take risks by constantly generating small wins and learning from mistakes. --> Successful leaders use change and innovation. 4) Enable Others to Act . A) FOSTER collaboration by promoting cooperative goals and building trust. B) STRENGTHEN others by sharing power and discretion. --> Successful leadership and accomplishments are not the result of a single person. 5) Encourage the Heart A) RECOGNIZE contributions by showing appreciation for individual excellence. B) CELEBRATE the values and victories by creating a spirit of community. --> Successful leaders know that constituents require recognition and celebration. This fosters a strong sense of community. |
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The five dysfunctions of a team Lencioni, Patrick (2002) |
Aim: remove the dysfunctional attitudes and replace them with their positive counterparts.
For a team to function properly, it must first be built upon trust. As the level of trust rises amongst teammates, honest and open dialogue can occur. When productive conflict is a part of team meetings, commitment from every team member is possible because all viewpoints have been heard and considered (207). Teams that have commitment from every member are able to hold each other accountable for their individual performances and have these difficult interpersonal conversations. At the top of the hierarchy rests the final component: focusing on results. |
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The five dysfunctions of a team Lencioni, Patrick (2002) |
(a) Absence of trust—unwilling to be vulnerable within the group. No trust --> no honesty.
(b) Fear of conflict—seeking artificial harmony over constructive passionate debate. no trust --> no debates/ no productive conflict/ DM. (c) Lack of commitment—feigning buy-in for group decisions creates ambiguity throughout the organization. No alignment --> no agreement/ commitment. (d) Avoidance of accountability—ducking the responsibility to call peers on counterproductive behavior which sets low standards. no commitment --> no accountability (self/others). (e) Inattention to results—focusing on personal success, status and ego before team success. Less likely to care about the group results/ focus on achieving their own goals). |
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Concepts of leadership in Western political thought Rejai and Phillips (2002) |
Concludes that pre-World War II views of leadership are constrained by the person’s conception of human nature. Most prewar views suggest that a leader has a vision and has the ability to impose that vision on followers. What is consistently missing in prewar history is the ability to articulate a shared vision with one’s followers and the leader-follower interaction. This is due to a view of human nature that suggests either the leader knows what is best for the follower or the leader does not consider the followers’ needs.
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Concepts of leadership in Western political thought Rejai and Phillips (2002) |
A leader is defined as someone who can
(1) stipulate a clear vision (2) clearly articulate that vision (3) mobilize, organize, and interact with followers to achieve the vision, and (4) create a shared vision with the followers. This work examines how views of human nature have changed over history and how these views have related to the definition of leadership. 11 concepts in pre WWII history examined: Specific concepts include Plato’s “Philosopher-King,” Augustine’s two cities, Aquinas’ balance of faith and reason, Machiavelli’s “Prince,” Rousseau’s “General Will,” Locke’s majority rule, Webber’s “charisma,” Freud’s psychoanalysis, and Erikson’s psychohistory." |
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The fifth discipline Senge, Peter (2006) |
Overview of the critical nature of systems thinking and establishes the concept of dynamic complexity, or "seeing interrelationships rather than linear cause-effect chains and seeing processes of change rather than snapshots" (p. 73).
The org is a “living organism” Learning organization: people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. Only those companies who learn faster than their competitors will be able to survive in a modern global economy. |
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The fifth discipline Senge, Peter (2006) |
Components of a learning organization.
1. Personal mastery (taking personal responsibility for personal growth and learning); 2. Mental models (deeply ingrained assumptions, generalizations, or images that influence how we understand the world and how we take action); 3. Shared vision (create future by mobilizing the resources and commitment of the people); 4. Team learning (experiencing a meaningfulness) 5. Systems thinking (integration of the other four) - the Fifth Discipline Systems thinking is most important (seeing the larger whole, understanding interrelationships between the parts of the whole, and seeing patterns in how the parts react together). |
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Focus on leadership Spears, Larry (2002) |
Presents the ten most frequently mentioned servant-leadership characteristics in Greenleaf’s essays, which include: 1) listening, 2) empathy, 3) healing, 4) awareness, 5) persuasion, 6)Conceptualization, 7) foresight, 8) stewardship, 9) commitment to growth of people, and 10) building community.
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Leadership and the new science Wheatley, Margaret (1999) |
Organizations are not machines that can be regulated through planning, procedures, power, or control.
They are living organisms that, when given plenty of trust and freedom and inspiring leadership, can creatively adapt to changing times. Information flowing freely throughout the system is the energy source—the catalyst for intelligent change. In self-renewing cycles, energies and eddies feedback upon themselves into new structures and solutions. The more open a system is to new information, both from within and out, the more creative its adaptations. |
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Leadership and the new science Wheatley, Margaret (1999) |
The “new science” means exciting breakthroughs in biology, chemistry, chaos theory and especially quantum physics that are overturning centuries-old models of science.
The older science, reflected in the physics of Isaac Newton and in industrial-revolution era scientific principles, conceives of the universe as a machine, or a collection of various working parts, animated by different sources of energy. |
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Leadership and the new science Wheatley, Margaret (1999) |
In the past, chaos and disruption of the system was viewed as bad for the survival of the system; now, with advances in chaos theory and dissipative theory, chaos is really a necessary feature to produce change. Chaos is actually necessary for true growth as it forces creativity and adaptation.
Consistent with Senge's systems thinking, learning organizations, etc. (Fifth Discipline), and with Heifetz's idea that leaders must sometimes create disequilibrium to help followers deal with non-technical problems that require adaptive solutions). |
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Leadership and the new science Wheatley, Margaret (1999) |
Information is what defines who we are, what we can become, what we can perceive, what we are capable of achieving.
Blocking or controlling information flows stunts our growth and virtually assures defeat if not death. It is the optimization of listening–being open to "all" information that optimizes our ability to adjust, evolve, and grow. |
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Leadership and the new science Wheatley, Margaret (1999) |
Command & control is history.
Leaders today need to be disruptive, to look for dissonant views and news, and to empower all individuals at all levels with both information, and the authority to act on that information. |
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Leadership and the new science Wheatley, Margaret (1999) |
Disorder is an opportunity.
We have the power to define ourselves, our “opponents,” and our circumstances in ways that can either inspire protective, constricted, secretive, “armed” responses, or inclusive, open, sharing “pro-active” peaceful responses. |
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Leadership and the new science Wheatley, Margaret (1999) |
Relationships are the 'basic building blocks' of life, not individuals.
Nothing exists on its own or has a final, fixed identity. We are all “bundles of potential,” and relationships evoke these potentials. We change as we meet different people or are in different circumstances. Relationships allow an organization to open up to its full potential, relationships are the basis for all definitions (vs. facts), and strong systems require strong relationships. Attention must be given to the quality of relationships because “relationships are primary… [and] nothing exists independent of its relationships” (Wheatley, 2006, p. 69). Ultimately, because of this interconnectedness; “love is the most potent source of power” (Wheatley, 2006, p. 40). |
