Commitment of Listening – This White Paper examines listening from several mindsets, from a commitment, and with practices. At Zampella Group we say that at its fullest, listening consists of a radical openness of mind, heart, and will that expands awareness of self, and focus attention on others to generate meaning from deeper intention.
SERVANT LEADERSHIP: Beyond Self-Obsession, Servant Leaders Serve First – Servant leadership may be the most potent, personal and public of all the leadership models as it involves a deep history and embraces a full range of the human condition. This paper explores servant leadership in our era of increased complexity and disruptive change.
eBook: Basics of Generative Language: Transforming Leadership Through Speech-Acts – This ebook introduces specific linguistic acts and practices, made available to support learners in practicing the applied-research by Anthony V. Zampella, which explores the ontology of language. Mr. Zampella’s work is dedicated to unlocking the hidden generative (creative) properties in language that can assist individuals and organizations in shifting how they perceive and interpret environments and their lives.
Developing Leaders in the Classroom – This White Paper explores pedagogy for developing leaders and the exercise of leadership within an academic setting. Quite apart from conventional education that offers greater understanding and knowledge about a subject, our method of ontological inquiry offers learners access to the being of that subject. This draft White Paper shares the method, practices, and experiences of our “leadership development” model delivered for five semesters in the Business School at Rutgers University.
What is Coaching? Why Retain a Coach? – Coaching has emerged — as a methodology, role, and product — in response to our inability to cope with increasing change and complexity in the social, cultural, technological, and professional domains. These changing demands impacted life, performance, and leadership. This paper examines the field of coaching as unique, as it moves beyond the rational, embodies dynamic learning, engages generative language, and adopts a future orientation.
Rethinking Leadership – How do leaders prepare organizations for change in this high-speed Information Age? While this might appear a reasonable question to pursue, a more fundamental and urgent question surfaces: How is the Information Age — with its constant saturation of information — reshaping what we mean by leadership itself? In this paper from 2004, Anthony Zampella explores how these now-obvious, conditions unique to the Information Age alter our understanding of leadership.
Four Papers on Leadership Intelligences: Awareness, Trust/Integrity, Authenticity, and Commitment
Leadership Intelligence #1: Awareness is the most elemental capacity for developing leaders. The term “awareness” is often used as a vague and general proxy for paying attention to external realities and focusing on tasks and results. Awareness includes external and internal awareness through observation, reflection, and introspection. Any leadership program designed to develop (not study) leaders must begin with awareness as the basis of the journey. Awareness requires several layers. This paper details the evolution of awareness within our work and practice.
Leadership Intelligence #2: Trust based on integrity develops our word and offers reliability. Consider that trust is the foundation of human development. How we generate trust determines how we relate, live, and coordinate action with others. Without trust, inaction prevails, relationships falter, and we become a victim of circumstances. Often, we measure trust by how we feel, not what we see. This paper distinguishes the conditions of Trust we can assess to be effective, build relationships, and lead change in uncertain times. We present these conditions for leaders to become trustworthy and to cultivate authentic trust in others.
Leadership Intelligence #3: Authenticity is the possibility of being fully human. We have reduced authenticity to glib notions of “real” or “fake,” as if humans were fixed, one-dimensional objects like art or gems to evaluate. This view excludes who we are being: our perceptions, interpretations, and insights, which are dynamic, constantly developing, expanding, and integrating our beliefs, knowledge, and experiences. This paper explores being authentic as a practice to assess and discover the self-deception that keep us from owning and 1) accepting our choices, 2) honoring our uniqueness to live our purpose, and 3) appreciating and integrating our whole self.
Leadership Intelligence #4: Commitment calls us to stand for something bigger than ourselves. This paper presents a different view of commitment as standing for something bigger than ourselves. We can be more than our individual desires or narrow concerns about survival. As a leader, I am responsible for generating both my own commitment and, eventually, a shared commitment that contextualizes situations, relationships, and work.
Additionally, this paper integrates the four intelligences to support a leader’s journey inward expanding mindsets in the face of uncertainty to cope with volatile change. It offers an inquiry into: What does it mean to lead?
Upgrading Conversations Beyond Idle Talk: not all conversations are the same. Beyond their content is the meaning they convey. Whenever we chat, talk, or discuss with someone we are entering a minefield of meaning that can engage, enrich, inform, drain, or depress us. Let that sink in. Are you aware of your conversational diet and types?
In the Power of Presence: Presence is the possibility of being open and available in each moment. Such openness brings to each moment our whole being: our body and its senses; our mind, perceptions and attitudes; and our intentions and aspiration.
Sources: Our research is informed through exploration in the field of human development in Eastern philosophy and Mindfulness; Western thinking and Integral Theory (systems thinking, generative language and servant leadership), and extended work in ontological learning by scholars and philosophers: Don Beck, David Bohm, Fritjof Capra, Pema Chodron, Susanne Cook-Greuter, Paulo Freire, Fernando Flores, Robert Greenleaf, Thích Nhất Hạnh, Martin Heidegger, Peter Koestenbaum, Fred Koffman, George Leonard, Humberto Maturana, Julio Olalla, Harrison Owen, Otto Scharmer, Peter Senge, Alan Sieler, Shunryu Suzuki, Bill Torbert, Eckhart Tolle, Chogyam Trungpa, Francisco Varela, Margaret Wheatley, Ken Wilber, and Jon Kabat-Zinn.