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Page 3Shelly’S Corner

Page 3IlA AtlAntA - ProPoSAlS In SeArCh of Co-PreSenterS

Page 4Method MoMent: InterrogAtIng the truth: MIChel fouCAult’S MethodS of InquIry

Page 7CoMMunity digest: WoMen And leAderShIP AffInIty grouP PAIntS the toWn PurPle

Page 9CoMMunity digest: neWS froM the leAderShIP eduCAtIon MeMber IntereSt grouP

Page 10IlA bArCelonA PoSt-Con Street Art Street Style tour

Page 12leAderShIP JobS, leAderShIP eventS & oPPortunItIeS - PrInt, PoSt, & PASS It on

Page 13IlA CAlendArneWSletter Ad rAteS

DECEMBER2015

Inside...

James Kanagwa Business Leadership

Country Head Domestic Banking, ECOBANK

Uganda Ltd

ILA’s six Member Interest Groups are led by committed, energetic, thoughtful members, elected to serve for three-years, one year each as chair-elect, chair, and immediate past-chair. When asked to comment on this year’s elections, ILA’s Membership Manager Anita Marsh shared, “More than half of the MIGs had close elections and there was more participation than in prior years. Furthermore, the Youth Leadership MIG’s election ended in a tie resulting in a runoff election; a first for the ILA!” The ILA wishes to thank each member who stood for election. We appreciate your dedication and membership in the ILA.

And the winners are...

MeMber Interest Group electIon results Are In!

Continued on page 2...

Linda Pallone Leadership Development

Owner/President, E4Leaders LLC

Thomas YannuzziLeadership Education

Executive Director, Center for Student Leadership, Kennesaw State Univ.

Kathleen CallahanLeadership ScholarshipLecturer, Christopher

Newport Univ.

Ariel KaufmanPublic Leadership

Outreach Specialist & Educator, Univ. of Wisconsin

Ashley ColeYouth Leadership

Assistant Director, Office of Enrollment, American Univ.

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While all candidates submitted statements for members to peruse that detailed their qualifications and philosophy, we posed some additional questions to your new chair-elects to help you get to know them better.

When asked about the one thing they would like to accomplish over the next three years, chair-elects expressed a desire to support diversified membership growth and expand global membership both in general and for their particular constituency. Ashley Cole, Youth Leadership MIG chair-elect, for example, would like to involve more K-16 student leaders in the association.

Ariel Kaufman of Public Leadership also charges us all “to be unapologetic about public leadership, and commit to public leadership for the common good. How do we face the challenges found in the public arena? How can leadership research be made useful to public leadership practice? How can discussions be framed to facilitate new opportunities for leadership in the public context? I will encourage conversations to explore these and other key questions for members in our own work and when we gather at ILA conferences.”

When asked about the greatest challenge in their MIG’s field of interest, most zeroed in on two major issues. The first issue is one of definition and a perceived lack of clarity both in our own work and how we convey our work to others around leaders versus leadership or leadership training versus leadership development, for example. The second issue is one of crossing borders whether it be bridging the realms of scholarship, development, and practice, or increasing cross-cultural relevancy by bringing additional stakeholders to the table and adding their voice to the leadership discourse.

While many areas of our leadership work have strong institutional backing and support, Public Leadership, shared that one of its biggest challenges “is an attack on the public sector and a depletion of resources to public institutions and infrastructure, which include attempts to erode rather than revitalize the very idea of the public commons.”

When asked if there was anything else they would like ILA members to know about them, Leadership Education’s chair-elect, Thomas Yannuzzi, voiced the sentiments of your new leaders well, “I am truly honored to be part of the LEMIG and will do my best to serve the position and the membership in a thoughtful, inclusive and impactful manner.”

... Continued from page 1, Member Interest Group Elections

What is the best book or article you’ve read and/or what is the best documentary or other media production you’ve seen recently related to the focus of your member interest group?

The Awakened Company by Catherine Bell. This book blends proven business practices with insight from the wisdom traditions and leaders in business thought in a way that hasn’t been done before. An awakened approach calls for a fundamental reset to today’s economy and a shift in behavior could in very short order fuel innovation, open up undreamed markets, and bring prosperity of the entire world. - James Kanagwa, Business Leadership

A Failure of Nerve: Leadership in the Age of the Quick Fix, by Edwin Friedman (2007). Friedman died prior to completing the final few chapters of the book, but what he did write, challenges many modern approaches to leadership training and development. - Linda Pallone, Leadership Development

A nice clip that demonstrates the importance of leadership moments would be the Drew Dudley TED talk on everyday leadership.... Another wonderful read that helps the reader understand how leadership moments are not just single moments but lifetime events that have consequences well beyond any moment in time is a book is called A Long Walk to Water, which my daughter had to read for her fifth grade class. - Thomas Yannuzzi, Leadership Education

... Ted Talks that discuss leadership through music, art, health care, and environmental sustainability.... One example is Warner’s (2014) Picturing Power: The Depiction of Leadership in Art. Currently, I am re-reading Tolkien’s The Hobbit in order to discuss leadership in literature. The Hobbit is currently relatable to many of my undergraduate students and there is a breadth of leadership examples both in the text and in how Tolkien approaches his work. - Kathleen Callahan, Leadership Scholarship

The 2012 book by Sonia Ospina and Mary Uhl-Bien’s on Advancing Relational Leadership. Many scholars have contributed to the dialogue presented in their book, which advances new ways to frame relational leadership. - Ariel Kaufman, Public Leadership

The Shame of the Nation by Jonathan Kozol. While this book is not specifically related to youth leadership... the extreme differences in education from one district to another absolutely impacts youth leadership development.... Leadership is a skill that can be ingrained into children when they are young, and this book is a reminder of that. The documentary, Waiting for Superman by filmmaker Davis Guggenheim also points out a number of deficiencies in education, directly impacting young people’s sensemaking process, leadership ability, and ability to set and achieve goals. - Ashley Cole, Youth Leadership

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As 2015 comes to a close, the ILA team has a lot to reflect on—including a vast amount of data generated though the recent membership survey (more on that later)! By many measures, which you’ve heard throughout 2015, it was a successful year organizationally. The ILA begins 2016 poised for continued growth and new levels of success.

How do we continue to measure our progress and our success? Certainly, the data amassed from the membership survey creates many such opportunities. Once analyzed, the data will provide important feedback to the Membership Committee about member satisfaction, needs, and areas to continue, improve, or, perhaps, eliminate. It will also help the Global Expansion Task Force assess the global reach of the membership and opportunities for strategic expansion. Both committees will report their findings to the Board of Directors to inform the organization’s ongoing strategic planning as we consider how to continue providing excellent service and benefits to our members as well as how to make a positive impact on the world. Isn’t this goal at the core of what we all do? Excellence and Impact!

Of course, as we think about excellence and impact, one is then inspired to acknowledge and thank those whose hard work makes both possible. While I have the technology to do a super-duper merge that would create a very specific listing of people to thank, it would be both too long for you to absorb and likely missing some important contributors. Of course, the listing would include individuals in the categories of members, board members, member community leaders, sponsors, presenters, volunteers, and my ILA staff

shelly’s cornerShelly Wilsey, ILA Chief Operating Officer

colleagues. It is no exaggeration to say that if you are reading this column, you are likely one of the people who contributed in ways big and small to the ILA’s success in 2015. Thank you!

As 2015 closes and daily headlines—as well as many more unreported situations—underscore the fact that much more needs to be done to foster effective and ethical leadership around the world, like many organizations, we are focused on simultaneously meeting the needs of our members while trying to make the world a better place. It is this challenge of the both/and that continues to motive me (and I’ll bet you, too) to work harder and smarter to promote a deeper understanding of leadership knowledge and practices for the greater good of individuals and communities worldwide.

So, as the sun sets on 2015 and rises in 2016, my wish for you is: May the year ahead bring health, happiness, and unimagined success in your work in the field of leadership – and may your achievements bring personal satisfaction to you while making a positive impact on the global community.

Looking forward,Shelly

ILA’s 18th Annual Global Conference | November 2-5 | Atlanta, Georgia, U.S.A.

The Dynamics of Inclusive Leadership CFP Deadline: February 1

The ILA seeks proposal submissions from the global community that represent the best contemporary thinking about leadership from a diverse range of leadership scholars, practitioners, educators, program directors, coaches, consultants, thought-leaders, students, and other leaders and leadership professionals. Read the complete CFP.

Looking for co-presenters? Submit an idea to our Proposals in Search of Co-Presenters webpage!

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Suze Wilson lectures in the School of Management at Massey Business School, Palmerston North, New Zealand. In 2014 her doctoral thesis won the Fredric M. Jablin Doctoral Dissertation Award and was joint winner of the Academy of Management’s Critical Management Studies Division Best Critical Dissertation. Suze’s work examines developments in leadership theorizing and the consequences that arise from what we take to be the truth about leadership. Her doctoral research, updated, will shortly be published in book form by Edward Elgar as part of the New Horizons in Leadership Studies series. Most of her other research to date can be accessed via her ResearchGate listing: http://www.researchgate.net/profile/Suze_Wilson.

InterroGAtInG the truth: MIchel FoucAult’s Methods oF InquIry

Method Moment

The purpose of this article is to introduce some ideas that are central to the work of French social theorist Michel Foucault, a scholar whose methods of inquiry and conceptual repertoire enable us to ask provocative questions about leadership and our knowledge of it. This approach is likely to be of interest to researchers dissatisfied with the dominant but narrowly instrumental focus on issues of leadership impact and effectiveness and who are instead looking to engage deeply with philosophical, political, and ethical concerns as regards leadership and how we come to know it. Those wanting to examine how our understanding of leadership has developed over the course of time, so as to gain that potent breadth of perspective that historical analysis offers, will likewise find Foucault’s approach fruitful. I start with a concise summation of Foucault’s core ideas before unpacking these more fulsomely, within the constraints of this short article. I also offer some illustrative analysis of the field of leadership studies derived from my own use of Foucault’s scholarship.

The central elements of Foucault’s approach are an understanding of the human subject as one who is profoundly historically located and bound in its characteristics, with the knowledge of a given era playing a central role in the form and formation of the subject (e.g., Foucault, 1977, 1978, 1985). The particular form that our subjectivity comes to take at any given point in time is, in the Foucauldian view, neither an effect of human ‘nature’ nor simply a matter of chance. Rather it is the consequence of some aspect of human experience being problematized, that is, seen as needing attention such that knowledge must

be developed to address that issue; this knowledge, in turn, gives rise to a particular approach to being human (e.g., Foucault, 1970, 1972). However, as knowledge is held to have both positive and repressive potentialities, where there is knowledge there is also power or, more precisely, power/knowledge (Foucault, 1980). This disciplines our subjectivity, requiring that we form, know, speak, and experience our selves in particular ways (Foucault, 1985, 1986). Knowledge (and hence power) is circulated and distributed via discourses, more or less regularized and sanctioned ways of talking, thinking, and acting in relation to a given topic (Foucault, 1970, 1972). In short-hand, then, discourses constitute subjects, whose very being is an effect of power/knowledge. Individual agency and freedom are thus clearly at stake, but interrogating discourses allows us to understand how it is that we have come to be as we are, in order that we may develop new possibilities for being.

The research aim in using this approach, at its broadest, is “to know how and to what extent it might be possible to think differently, instead of legitimating what is already known” (Foucault, 1985, p. 9). The goal, thus, is to develop a critical kind of knowledge, one which examines the form of a body of knowledge, interrogating its assumptions, logic rules, processes of formation, effects for human subjectivity, and its ethical, social, and political dimensions and consequences. A common target for analysis is scholarly discourse on a given topic (for in-depth examples see, Jacques, 1996; Rose, 1990, 1996; Wilson, 2013), however practitioner discourse is equally amenable to such scrutiny (e.g., Knights & Morgan, 1991; McKinlay & Taylor, 1998)

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as any truth claim can be interrogated using Foucault’s methods.

Unpacking these key ideas further, in understanding the human subject as historically located and bound, the Foucauldian perspective recognizes that the concerns that today pre-occupy us in respect of ‘who am I’ and ‘what sort of person ought I to be/come’ are not ones that have persisted through-out human history. Who we are, our sense of self, our relation to ourselves and to others, along with the discourses we rely on in becoming our selves, vary over time and across different settings and thus what seems ‘natural’ and ‘self-evident’ is, in fact, a fertile topic for inquiry. Correspondingly, our favored theories of leadership are, then, understood by this perspective as historically bound and located discourses playing a crucial role in constructing ‘leaders’ and ‘followers’ into the very selves which the theories claim merely to describe (Wilson, 2013). This realization alerts us to the need to question what purposes and interests are served in constructing subject positions of a particular character, and what demands this disciplined subjectivity is subjected to. Understanding how it is that we have come to be who we are is to examine the “history of the present” (Foucault, 1977, p. 31) and analyzing this can free us to think differently about what we want for our future.

With this approach, the conventional assumption of an ontological basis to social reality is dismissed and attention instead goes to its formation through social processes of problematization, knowledge formation, and the dispersion of disciplinary discourses (Foucault, 1977, 1978). It is, then, the discourses we use to account for our experiences that continuously bring reality into being, through and in the very accounts we give of it. The discourses we rely on to make and interpret the world simultaneously have the effect of denying or limiting other possible realities (Foucault, 1972, 1977).

Assumptions and an underpinning logic with a specific character govern what a given discourse regards as relevant and worthy of discussion, however these warrant investigation for they act as constraints on thought (and being) itself (Foucault, 1970, 1972). A grammar of terms and definitions can be identified in a discourse, and then assessed for gaps, contradictions, and implications. Importantly, for Foucault, discourse is not simply talk and text. Social practices, such as institutional routines about how to complete a performance review or how a soldier ought to stand and march are also part of discourse, reflecting, reinforcing, and reifying what is said and written in relation to these topics (Foucault, 1972, 1977). Discourses are, thus, highly productive in the sense that they have many effects:

leaders and followers are simultaneously the subjects of, subjectivated by, subject to, and disciplined by the discourse of ‘leadership’ (Foucault, 1977, 1985, 1986; Wilson, 2013).

This can be read to imply that discourses are determinative of what we can think, say, and be (Alvesson & Karreman, 2000). Against this, however, Foucauldian analyses also demonstrate that whatever is constituted by a given discourse as ‘reality’ or ‘my self’ remains open to change through exposing the very process of reality construction as one which is social, and hence neither natural nor inevitable (e.g., Foucault, 1977, 1978). Moreover, wherever power is found, so too is resistance (Foucault, 1980). Foucault’s efforts show us, then, that through examining the discourses that inform our experiences we become empowered to craft alternative frames of action, sense-making, and subjectivity, an ethical process which Foucault understood as ‘care of the self’ (e.g., Foucault 1985, 1986, 2008).

Foucault developed two methods of inquiry for examining discourse. The first, archaeology, comprises two components. First, it analyses what has been claimed to be ‘the truth’ on a particular topic, paying particular attention to the assumptions and effects of those claims for our sense of self and for relations between persons (e.g., Foucault, 1970, 1972). Second, it postulates the underlying “structure of thought,” or episteme that makes it possible for those ‘truths’ to be considered intelligible and plausible at the time they arose, even if they later came to seem nonsensical (Foucault, 1972, p. 191). Archaeology thus seeks to identify and analyze the form of a set of claims to know the truth, a form which has two levels, that of particular truths about a specific topic and that of the general truth, which underpins and governs all truths in a given period.

Foucault’s second (and complementary) method, genealogy, ranges more widely, looking to the social context in which discourses develop, identifying connections between what was problematized at a given point in time and the subsequent formation of discourse as a response (Foucault, 1977, 1978). Genealogy involves examining the networks of relationships and the strategies and tactics that enable certain ideas and practices to come to the fore, beginning from some issue being problematized (e.g., Foucault, 1977, 1978). Power is central to such an analysis. Attention goes to how social practices then emerge and develop to shape who we are, and how power relations influence how people use and experience their selves and their bodies (e.g., Foucault, 1977, 1978, 1980). Whatever effects or ways of being that are created, constrained, or disciplined in some way in a given discourse, and whatever is held up in that discourse as laudable or abominable, are matters of particular interest in a

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genealogical analysis. It examines both the effects of a given discourse on persons and interpersonal relationships and how this situation developed (e.g., Foucault, 1977, 1978).

Foucauldian methods of inquiry, then, offer multiple routes for a critical examination of what is routinely taken-for-granted about what is real, true, right, natural, and proper. Foucault’s approach offers a fertile means of interrogating what are otherwise commonly accepted and sanctioned ways of talking and acting, revealing how what we take as ‘reality’ and our ‘self’ has been socially constructed and is thus open to change.

Foucault’s insights have been largely ignored in leadership studies due to its positivist, quantitative predilections, these being the research disciplines instilled in most graduate students in the U.S., the dominant source of leadership studies in the post-WWII era. My drawing attention to these strategies and mechanisms for disciplining knowledge so that it comes to take a particular form is itself a Foucauldian move: he proposes that we research how a given approach to knowledge is formed, fostered, disciplined, and rewarded, such that alternatives to such a regime of truth become effectively ‘unthinkable.’

If we were to adopt the Foucauldian understanding that the characteristics of ‘leaders’ and ‘followers’ are historically variable, analysis of the networks and strategies that have seeking to shape leaders’ and followers’ sense of self into its dominant focus on enhanced productivity would be of significant interest for our field. The social, political, and ethical effects of the now commonplace proposition that it is the ‘nature’ and ‘role’ of leaders to seek to change followers’ sense of self and reality would be a key topic of investigation. The search for ‘The Truth’ about leadership, where such is assumed to have universal, timeless qualities, would, meanwhile, be called to an immediate halt. Theories claiming universal applicability would themselves become objects of inquiry, rather than tools of advancing knowledge, as we seek to understand why our knowledge came to take this particular form at this particular time and what this knowledge does to us. If all this simply seems quite wrong or even foolish, that very reaction constitutes evidence that leadership thought is disciplined and constrained in a particular way, rendering other ways of thinking about leadership effectively unthinkable (for more, see Wilson, 2013, 2016).

Demonstrating these processes of inquiry further, in the immediate post-war period it was the leadership capabilities

of supervisors that were suddenly problematized. Previously, trait theorists had had no real interest in the workplace as a site of leadership, as their discursive regime implied ‘leadership’ would be located wherever those who possessed the ‘traits’ of leadership could be found. Later, in the 1970s when enabling ‘change’ was first problematized as an issue of vital national and commercial interest, re-casting leadership in ‘transformational’ terms gave rise, over time, to a new body of knowledge used for selection, training, and self-disciplining purposes. In this discourse, ‘transformational’ leaders are to understand themselves as persons capable of bringing, and entitled to bring about, fundamental change in others. This transformational ‘self’ is one that is completely different from the earlier, supervisory leader whose formation required a focus on tasks and relationship: these selves, however, are both constituted in and through knowledge, highlighting how knowledge does not simply tell us things about the world ‘out there’ but also does things to the ‘me’ that it constructs ‘in here’ (for more, see Wilson, 2013, 2016).

Greater variety in how we research and theorize leadership has become evident in recent times, but whether one welcomes this diversity may depend on your attitude toward questions of truth. In adopting a Foucauldian lens, all truth claims are understood as having a history, imbued with power, and having the potential to shape who we are. Viewed from this perspective, the leadership studies field is one with a fascinating past and an equally intriguing present where ‘thinking differently’ is challenging but also much needed.

References

Alvesson, M., & Karreman, D. (2000). Varieties of discourse: On the study of organizations through discourse analysis. Human Relations, 53(9), 1125-1149.

Jacques, R. (1996). Manufacturing the employee: management knowledge from the 19th to 21st centuries. London: Sage.

Foucault, M. (1970). The order of things: An archaeology of the human sciences. London: Tavistock.

Foucault, M. (1972). The archaeology of knowledge and the discourse on language (A. M. Sheridan Smith, Trans.). London: Tavistock.

Foucault, M. (1977). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). London: Penguin Books.

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Foucault, M. (1978). The history of sexuality: The will to knowledge (R. Hurley, Trans. Vol. 1). New York: Random House.

Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings by Michel Foucault 1972-1977 (C. Gordon, Ed.). New York: Pantheon Books.

Foucault, M. (1985). The use of pleasure: Volume 2 of The History of Sexuality (R. Hurley, Trans.). New York: Vintage.

Foucault, M. (1986). The history of sexuality: Volume three - the care of the self (R. Hurley, Trans.). New York: Pantheon.

Foucault, M. (2008). The courage of truth (The government of self and others II): Lectures at the College de France, 1983-1984 (G. Burchell, Trans.). Basingstoke, Hampshire.

Foucault, M. (2010). The government of self and others: Lectures at the College de France, 1982-1983 (G. Burchell, Trans.). Basingstoke, Hampshire: Palgrave Macmillan.

Knights, D., & Morgan, G. (1991). Corporate strategy, organizations, and subjectivity: A critique. Organization Studies, 12(2), 251-273.

McKinlay, A., & Taylor, P. (1998). Through the looking glass: Foucault and the politics of production. In A. McKinlay, & K. Starkey (Eds.), Foucault, management and organization theory (pp. 173 - 190). London: Sage.

Rose, N. S. (1990). Governing the soul: the shaping of the private self. London: Routledge.

Rose, N. (1996). Inventing our selves: Psychology, power and personhood. Cambridge: Cambridge University Press.

Wilson, S. (2013). Thinking differently about leadership: a critical history of the form and formation of leadership studies. (PhD Doctoral thesis), Victoria University of Wellington, Wellington. Available at: https://www.researchgate.net/profile/Suze_Wilson

Wilson, S. E. (2016). Thinking differently about leadership: A critical history of leadership studies. Cheltenham, UK: Edward Elgar.

Community DigestWomen & Leadership

WoMen And leAdershIp AFFInIty Group pAInts the toWn purple

Travelers to ILA’s annual global conference in Barcelona were surrounded by dazzling, vivid colors: Spanish flamenco red, Gaudi’s artful orange, and Mediterranean Sea blue. Adding to the spectrum, the ILA’s Women and Leadership Affinity Group (WLAG) community members painted the town purple. At the 2015 conference, WLAG members showed their support for leadership diversity and equity by proudly wearing purple. WLAG facilitates interaction and organizes activities that uphold the sustained conversation on gender and leadership. Our vision is to be a primary source of scholarship, practice, programming, training, and innovation to promote women’s leadership around the world. We hope you noticed the purple stream of our members in Barcelona.

Purple cloth was considered a luxury since biblical times and therefore has long been a color of royalty. To the eye and emotion, purple balances the fieriness of red with the coolness of blue. Purple, along with other colors such as gold, white, and green have historic significance as symbols of women’s rights. According to feminist scholars Cheris Kramarae and Paula A. Treichler, during the First Wave of feminism in the late 1800s to early 1900s, the Women’s Suffrage and Political Union

members in England donned purple ribbons and sashes to symbolize “loyalty, purity, and hope.” In their publication Amazons, Bluestockings and Crones: A Feminist Dictionary, Kramarae and Treichler, note that during this period, the suffrage movement in the U.S. adopted the same purple feminist color. Purple was also prominent in the U.S. women’s Second Wave struggle with the Equal Rights Amendment and gender/sexual equality in the 1960s-1970s.

Sherylle Tan (L) and Lisa DeFrank-Cole pass out purple ribbons at the WLAG welcome

table in Barcelona

Chrys Egan, WLAG Communication Chair, Salisbury University

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In popular culture, British poet Jenny Joseph published her most famous work, “Warning,” in 1961 with the opening catchphrase: “When I am an old woman I shall wear purple.” Joseph follows this “warning” with humorous, but poignant descriptions of societal expectations of women, but warns that women will subtly rebel as they age, i.e. wear purple.

Capitalizing on symbolic purple, at the opening reception WLAG officers distributed hundreds of purple ribbons for supporters to wear throughout the conference, plus sponsored our first-ever Purple Friday where members were encouraged to wear any article of purple clothing. On that Friday, we held our annual WLAG luncheon with 200 attendees. During the lunch we joined pre-planned table talks, raffled off leadership books, and networked with fellow supporters. We also honored Cynthia Cherrey with this year’s Practitioner Award and Julia Storberg-Walker with the Scholarship Award.

Cynthia Cherrey is well known to ILA members not only as our president and CEO, but as one of ILA’s initial, key members. She has engaged in leadership practice with established programs including the: W.K. Kellogg Leadership project, Woodrow Wilson School for Public and International Affairs, Rossier School of Education, and the James MacGregor Burns Academy of Leadership. Most recently she served as the vice president for campus life at Princeton University and prior to that as the vice president for student affairs at Tulane University. Cherrey has numerous publications and editorial credits including her most recent work as an editor of Women and Leadership Around the World, a volume in the ILA’s Women & Leadership: Research, Theory, and Practice series.

WLAG by the Numbers

• 1,066 ILA members in our WLAG community (40% of ILA)• 339 WLAG members at ILA Barcelona • 200 Attendees at WLAG luncheon at ILA Barcelona• 63 Non-U.S. WLAG members at ILA Barcelona from 24

different nations• 5 Books in our Women & Leadership: Research, Theory, and

Practice series• 2 Biennial WLAG Conferences (3rd conference will occur in

June 2017)• 1 Goal: To provide information, resources, and networking

opportunities for all scholars and practitioners who examine issues of women and leadership

Want to Read More?

Women & Leadership: Research, Theory, and Practice

• Women & Leadership in Higher Education• Women as Global Leaders• Women and Leadership Around the World• Changing (Mis)Representations of Women Leaders and

Managers (Forthcoming)• Theorizing Women & Leadership - New Insights &

Contributions from Multiple Perspectives (Forthcoming)

Julia Storberg-Walker also serves as editor for one of the books in the ILA WLAG series: Theorizing Women & Leadership - New Insights & Contributions from Multiple Perspectives. Further, Storberg-Walker is the journal editor of Human Resource Development Review. She is an Associate Professor of Human and Organizational Learning at George Washington University, with scholarship on workforce development, practice communities, theory generation, action learning, and social capital. Storberg-Walker’s research partners include: JFK School of Special Warfare at Fort Bragg, Raleigh Colleges and Community Collaborative, North Carolina State Administrative Office of the Courts, Battered Women’s Justice Project, Office of Violence Against Women, and National Institute of Standards and Technology. Her impressive publication credits are available online.

Plan to join the Women and Leadership Affinity Group next year for ILA’s 18th annual global conference, The Dynamics of Inclusive Leadership in Atlanta, Georgia, U.S.A.to further support the full spectrum of leadership possibilities. While Georgia may be known as the Peachtree State, you can help us again paint the town purple.

Joanne Barnes (L) and Lisa DeFrank-Cole (R) pose with Women & Leadership award winners Julia Storberg-Walker (L)

and Cynthia Cherrey (R)

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Barcelona was a wonderful conference for LEMIG with a record 168 proposals, 44 sessions and 12 roundtables, the 9th annual Student Case Competition, and 453 LEMIG members in attendance. Thank you to everyone who made it the powerful experience that it was!

New MIG Structure

The LEMIG is launching an exciting new governance structure in January, 2016. It is designed to advance the scope of the MIG, increase exposure within the association, and increase the number of resources offered to its members (which number around half of the general membership of ILA at last count). The new structure is an 8-member, 5-committee Executive Council that will expand the capacity of the MIG and better utilize the many talents and interests of our members. A central focus will be how to better engage our membership beyond the conferences. While we would love to see all our members attend the Atlanta conference, we know that is just not possible for everyone. LEMIG wants to support and encourage you to participate even if you are not at the annual conference.

We believe that by more intentionally organizing the MIG, and expanding the ways to get involved, we will be better able to tap the wealth of experience and talents that the LEMIG membership has. Unfortunately, tapping into this deep well of experience has been a challenge in the past. We believe this is partially because we haven’t created compelling pathways for involvement.

In collaboration and with guidance by the three chairs, the five committees of the Executive Council will be comprised of a chair or co-chairs who will serve two-year staggered terms, as well as volunteers. These heads of committees are required to attend ILA conferences during their two years of service and participate in quarterly LEMIG calls schedules initiated by the Chair.

Welcoming New Leadership!

Helping to guide the implementation of this new structure is our new chair-elect, Tom Yannuzzi. Tom serves as Executive Director of the Center for Student Leadership at Kennesaw State University. We are very excited to have him on board!

We are also excited to share that three individuals have been selected as inaugural members of the LEMIG Executive Council:

• Amy Forbes joins the team from Hobart and William Smith Colleges, in Geneva, New York, where she serves as Associate Director of the Centennial Center for Leadership.

• Debbie Smith joins us from Kennesaw State University in Kennesaw, Georgia, where she serves as Professor, Assistant Department Chair, and Director of the Leadership Studies Program.

• Ryan Newton joins us from the University of South Florida, in Tampa, Florida, where he serves as Associate Director of the Office of Orientation as well as a doctoral student in Higher Education Administration.

We invite you to volunteer in a multitude of ways. We will call for additional Executive Council members to lead the final two committees in a few months, and will soon be seeking volunteers for all five. If you have ideas, energy and a bit of time to enhance and grow the engagement of the Leadership Education MIG, please reach out to the 2016 Chair, Elizabeth Stork, at stork@rmu.edu.

Finally, we want to send huge recognition and thanks to Dan Jenkins, who now wraps up his three-year commitment as elected chair to LEMIG. His influence is present in many of the exciting developments to be shared here in 2016.

neWs FroM the leAdershIp educAtIon MeMber Interest Group

Community DigestLeadership Education

Rian Satterwhite at the Leadership Education welcome booth in Barcelona

ILA MEMBER CONNECTOR • DECEMBER 2015

International Leadership Association www.ila-net.org10

ILA offered, for the first time, two post-con intensive workshops after the close of ILA Barcelona last October. Both post-cons explored the city of Barcelona. One, The Power of Place, focused on exploring the boundary between leadership identity and locale, seeing the world with new eyes, sensing complexity with heightened awareness, and enhancing the capacity of participants to serve with courage, conviction, and resilience. The second, Barcelona Street Art: An Exploration of Street Art, Politics, and Culture took participants on a journey through the visual culture of Barcelona’s street art, focusing on building awareness of the intersection and complexity of boundaries between culture, art, expression, public spaces, and governmental decision making; understanding Barcelona’s street art in relation to a worldwide street art movement, and gaining the basic techniques and process of making street art through a hands-on workshop. Judging by how quickly these two workshops sold out, providing postcon opportunities is a welcome direction that the ILA will continue to explore.

As a special feature, we invite you to read excerpts from a blog posted by post-con organizer Alicia Crumpton, reprinted with her permission. You can learn more about Alicia’s work and consulting company at KaleidoVenture. and read the complete blogpost online.

IlA bArcelonA post-con

street Art street style tour

Conference Wrap UpILA Barcelona

BLOG Excerpts

In my mind, any location deserves a deeper look with regard to the built environment and street art or graffiti found visible to the public. So when I learned that the International Leadership Association (ILA) was holding their annual conference in Barcelona, I was ecstatic. Barcelona is recognized internationally as a vibrant, creative, abundant street art scene.

My basic idea was that a tour/workshop featuring Barcelona’s street art would be fun and afford participants an opportunity to explore boundary and intersectional questions pertaining to street artists (their art, expression, and subculture) and public versus private spaces including who decides what is acceptable, formal (often commissioned) versus informal art, and legality and criminality of artist activity. So I contacted Barcelona Street Style Tour — co-founded by Joachim Castaneda and Mike Frankos assisted by Dominic Attard — to see if they might be interested in designing a street art tour specifically for ILA participants, a process that required developing a proposal and selection via a competitive process. Our proposal, selected for a post-conference tour, included two parts: (a) Street Art Tour led by Mike Frankos and (b) How-to Make Graffiti workshop conducted by Dominic Attard.

Photos courtesy Alicia Crumpton. View Complete Slideshow.

ILA MEMBER CONNECTOR • DECEMBER 2015

International Leadership Association www.ila-net.org11

What a great company and group of guys to work with in organizing this tour - fun, responsive to the goals we set forth for the tour/workshop, and interested in the group’s makeup and interests. Joachim took the lead on logistics, scheduling, and helping work out the details with the ILA. Mike Frankos conducted the walking tour. He is a great story teller who is knowledgeable about Barcelona and her street art. He delivered a fun and informative experience. Dominic, who conducted the hands on how to create graffiti workshop, is a gifted teacher, patient and instructive.

Barcelona is a city with a rich cultural, artistic, and political history. Barcelona’s urban art takes a variety of forms ranging from simple written words to elaborate murals, graffiti, street art, pasteups, tags, and stencils. This tour highlighted Barcelona’s graffiti and street art movement showcasing the latest works of art found adorning almost every wall in the city center. For an introduction to Barcelona street art, see Las Calles Hablan, a documentary film about “discovering a hidden world, an extraordinary subculture and the struggle between an artistic community painting for freedom of expression and an increasingly restrictive dogmatic government.”

ReflectionsFromthePost-Con

“Seeing” and observing what is going on within our built environment is a capacity that must be taught and exercised. One participant noted, once “you see street art, you see it everywhere.”

Street art adds vivaciousness, stories, and richness to the built environment. The artists who put their works on the streets are people with stories and, for a variety of reasons, a desire (need?) to express themselves using this media.

Street art represents a sub culture with rules, norms, and shared understandings. For example, Barcelona based street artists paint on the roll down metal doors. Per Mike, travelers are those who paint on the walls... Placement of tags, signatures, etc. follows rules of the street with regard to respect for artists’ work.

Street art takes a variety of forms and styles: murals, paintings, stickers, pasteups, stencils; characters, figures, scenes, words, shapes, abstracts, etc.

Street artists have reputations and some artists like Pez have international reputations. They are known and their style is recognizable.

Street art is illegal in Barcelona. Offenders face a 3,000 Euro fine, but street artists take the risk; their work is evident throughout the city.

Highlight: Visiting Base Elements Urban Art Gallery

A tour/workshop like this raises questions: Where else is street art? What is the ‘scene’ like in the U.S.? Are the same issues facing U.S. street artists? Who is studying the phenomena? How do we incorporate more experiential workshops like this into the ILA?

Alicia did a fantastic job working with local hosts

and the links between creativity, leadership,

authenticity, and respect are profound. I am quite literally seeing the world differently today because

of this workshop. Catherine Etmanski, Royal Roads

University

[I]t really opened out a new vision for me. Huge impact, much appreciated. Jonathan

Gosling, University of Exeter Business School

If you have an idea for a post-con workshop to be held Saturday

November 5th after the close of ILA Atlanta, be sure to submit your idea by the February 1, 2016 submission

deadline. Please contact Bridget Chisholm, ILA conference director, at bchisholm@ila-net.org with any

questions. Details atwww.ila-net.org/conferences

ILA MEMBER CONNECTOR • DECEMBER 2015

International Leadership Association www.ila-net.org12

leAdershIp events & opportunItIes — prInt, post, & pAss It on

There is so much going on in the world of leadership that ILA members are involved in! To help members connect with other members, we’ve developed this new column, “Print, Post, & Pass It On,” where members can share leadership events, opportunities, even survey requests with other members. If you have an item for inclusion please email dderuyver@ila-net.org, but please note, we do not guarantee publication of your item nor do we make any warranty regarding the items listed. Find ILA events on the following page.

Conferences,Symposia,Workshops,Etc.

Jan. 5-10Managing Africa’s Future: Prospects and Challenges - 3rd Biennial Conference of the Africa Academy of Management, Nairobi, Kenya

Jan. 20-22LEAD in Asia Conference, Nusa Dua Beach Hotel, Bali. Learn more about this conference with a special note from ILA member and conference chair Sen Sendjaya.

Feb. 20Women’s Leadership Journeys Revealed: Attributes, Styles, and Impact, 24th Annual Kravis-de Roulet Leadership Conference, Claremont McKenna College, Claremont, CA, U.S.A.

Mar. 29-30Leadership Excellence and Gender Symposium, Purdue University, West Lafayette, Indiana, U.S.A.

Apr. 1-2Leadership as Social Responsibility, McDonough Leadership Conference, Marietta College, Marietta, Ohio, U.S.A.CFP DEADLINE: JANUARY 1

Apr. 7-9Tobias Leadership Conference: A Multi-Sectored Forum on the Theory and Practice of Leadership, Indianapolis, IN, U.S.A.CFP DEADLINE: JANUARY 15

Apr. 29-30Leadership Conference: Increasing Diversity, Institute of Leadership and Ethics, Evangelische Theologische Faculteit in Leuven, Belgium

Jun. 21-22Becoming a Leader - A Matter of Education? Conference at University of Nordland, Bodø, Norway

Jul. 7-9EGOS, Naples, Italy

Jul. 10-17 8th Annual Peru Leadership AdventureHuber Inca Trail and Machu Picchu via Lima, Cuzco, and various historical and cultural sites

Jul. 18-21Intentional and Evidence-Based Practice in Leadership Education: Celebrating 20 Years of the Social Change Model of Leadership Development, National Leadership Symposium 2016, NCLP University of Tampa, FL, U.S.A.

Sep. 6-8Thriving in Turbulent Times, 2016 British Academy of Management annual conference, Newcastle University, U.K.PAPER SUBMISSIONS OPEN JAN. 15 - FEB. 29

PublicationOpportunities

Jan. 1CFP: Bridging Leadership & Human Resource Management - Theory and Research, a special issue of Human Resource Management Review

March 15CFP: Philosophical Approaches to Leadership Ethics, a special issue of Business Ethics Quarterly

Other Opportunities

Request for Study ParticipantsMember and doctoral candidate James Christopher Sledge is seeking 9-15 fulltime

professionals born between 1980-1996 to participate in a qualitative study entitled Motivation and Retention of Generation Y Employees in the Workplace. The study will involve phone interviews. Read complete details to determine eligibility.

Leadership Job Opportunities

Department Chair

Community and Leadership Development, University of KentuckyLexington, KY, USAClosing Date: 1/15/2016View Complete Description

Senior aSSoCiate/aSSoCiate athletiCS DireCtor-leaDerShip Development

Leadership Development, Bucknell UniversityLewisburg, PA, USAClosing Date: 1/25/2016View Complete Description

teaChing aSSiStant profeSSor - Job number 01249

Leadership Studies/Multidisciplinary Studies, West Virginia UniversityMorgantown, WV, USAClosing Date: Until Filled; Review begins Jan. 5View Complete Description

aSSiStant profeSSor, teaChing Stream in engineering leaDerShip eDuCation

Institute for Leadership Education in Engineering, University of TorontoToronto, Ontario, CANADAClosing Date: 3/1/2016View Complete Description

Submit Your Job Listing!

ILA MEMBER CONNECTOR • DECEMBER 2015

International Leadership Association www.ila-net.org13

Upcoming iLA EvEnts &

importAnt DAtEs

Rates:

1/4 page: $300 (non-members); $240 (members)

1/2 page: $600 (non-members); $480 (members)

full page: $1,200 (non-members); $960 (members)

newsletter Ad rAtes

Acceptance Status Notifications Emailed for ILA’s 18th annual global conference, The Dynamics of Inclusive Leadership

May 10

The Member Connector goes out each month to all members of the ILA. Current circulation is 2,700+ in over 70 countries. Multi-month advertising discounts are available for insertion orders of three or more months. To place an order please email Debra DeRuyver at dderuyver@ila-net.org

Exploring Leadership in Latin America

An ILA topical conference taking place in Lima Perú, at the Universidad del Pacifico

aug. 10-12The Dynamics of Inclusive Leadership

ILA’s 18th annual global conference, Atlanta, Georgia

Nov. 2-5

CFP Deadline: ILA’s 18th Annual Global Conference, The Dynamics of Inclusive Leadership taking place in Atlanta, Georgia, Nov. 2-5, 2016

Learn More

Feb. 1CFP Opens: Exploring Leadership in Latin America

An ILA topical conference taking place in Lima Perú, August 10-12, 2016.

Mar. 1CFP Deadline: Exploring Leadership in Latin America

An ILA topical conference taking place in Lima Perú, August 10-12, 2016.

apr. 1

ILA’s 19th annual global conference, Brussles, Belgium

oct. 12-15, 2017