DPLS 715: Leadership Ruminations

Expected Competencies:

  1. Contemplative Leadership Inquiry: Practice deep reflection on leadership identity through philosophical, spiritual, and narrative-based lenses.

  2. Authentic Self-Awareness: Cultivate emotional honesty, inner dialogue, and ethical clarity to inform leadership presence and practice.

  3. Narrative Construction: Explore the power of storytelling as a leadership development tool for self and others.

  4. Pedagogical Innovation: Translate contemplative and reflective tools into leadership education and facilitation.

  5. Personal Leadership Formation: Develop a set of values-aligned leadership practices grounded in lived experience.

Achieved Competencies:

  1. Leadership Through Storytelling: Developed a grounded understanding of storytelling as a strategic and authentic leadership tool. Built frameworks for sequencing facts and emotions to increase trust and connection with others.

  2. Reflection as a Leadership Habit: Strengthened reflective practice through journaling (via iPhone Notes), Lectio Divina, and regular contemplative prompts. Explored reflection not as indulgence, but as essential infrastructure for wise leadership.

  3. Empathy as Pedagogical Practice: Embraced the “empathy walk” as a structured method for building perspective-taking and inclusive dialogue, drawn from Edgar Schein’s work at MIT.

  4. Embodied Facilitation Tools: Practiced “container building,” “four-breath presencing,” and “guided journaling” as part of leadership education and workshop delivery. Designed and implemented these tools in university classrooms and professional webinars.

  5. Authenticity Amid Complexity: Grappled with the tension of maintaining credibility, navigating trauma, and integrating personal history into professional leadership identity. Explored how trauma-informed perspectives shape authentic and responsible teaching.

Applied Competencies:

  • The Leadership Journey (Final Essay): This capstone paper explored the ontological grounding of storytelling in leadership. Topics included: leadership journaling, digital pedagogy, trauma-informed care, empathy walk methods, and a personal philosophy of teaching leadership. Reflections bridged leadership theory, classroom innovation, and NICU parent advocacy.

  • Leadership Maxims: Created a list of personal guiding principles rooted in discernment, humility, authenticity, and resilience—especially amid vocational and personal transformation.

  • Teaching Implementation: Designed and led classes at Golden Gate University incorporating container-building, mini-lectures, breakout dialogue using World Café methods, and student journaling assignments.

Artifact Inclusions:

  • The Leadership Journey (Essay)

  • Defining Moment Reflection

  • Harnessing the Chatter Reflection

  • Leadership Maxims Document

References:

  • Adelson, E. (2021). Dr. Ethan Kross on harnessing the ‘Chatter’ in our heads. SEEN the Magazine.

  • Bailey, J. R., & Rehman, S. (2022). Don’t underestimate the power of self-reflection. Harvard Business Review.

  • Choy, E. (2020). What is leadership storytelling, anyway? Forbes.

  • George, B., Sims, P., McLean, A., & Mayer, D. (2007). Discovering your authentic leadership. Harvard Business Review.

  • Harris, L. (2020). Self-awareness is key to leadership excellence. Forbes.

  • Presencing Institute. (2022). Container Building, Empathy Walk, Guided Journaling.

  • CDC. (2022). 6 Guiding Principles to a Trauma-Informed Approach.

  • The World Café. (2015). Design Principles.

Keywords:

Leadership storytelling, journaling, authentic leadership, empathy walk, trauma-informed pedagogy, teaching leadership, reflective practice, inner dialogue, NICU advocacy, digital teaching tools, container building, discernment, Presencing Institute.