Artifacts 1 and 2

ARTIFACT SUMMARY 1 & 2 1

Capstone Assignment: Artifact Summary 1 & 2

Heather Anderson

Saint Mary's University of Minnesota

Schools of Graduate & Professional Programs

OL 655 – Capstone Symposium

April 12, 2014


Artifact Summary 1

I have chosen my final reflection on future trends in leadership development as my first

artifact, which was submitted in OL 614 - Leadership and Ethics. The assignment asked that we

compare the article Future Trends in Leadership by Petrie (2011, December) to other literature

and resources studied in the course. The effects of mindful leadership and the study of emotional

intelligence has greatly impacted my own perspective and leadership perspective over the past 18

months.

In OL 614 Leadership and Ethics, we discussed the importance of transferring

developmental ownership to each individual and how collaborative leadership combined with a

strong level of emotional intelligence could transform the way that organizations thought about

change and personal leadership requirements. This reflection paper shows my ability to

synthesize the perspectives that were presented throughout the course and demonstrate the skills

and beliefs that are necessary to become an effective leader. Some of the most influential

individuals that we have studied in this program were discovered in OL 614. Bill George and

Tom Shadyac discuss emotional intelligence and the importance of connecting with others and

provided great insight into my own leadership journey.

This artifact aligns with the third Organizational Leadership program outcome that

develops awareness, style and communication skills that influence managerial outcomes (St.

Mary’s University, n.d.). It also aligns with the course outcomes that show the ability to analyze

my learning and communication style as it applies to leadership in a technological world and the

ability to analyze the role of the leader in the context of organizational issues (St. Mary’s

University, 2013).


References

Saint Mary’s University of Minnesota. (n.d.). 2013-2015 Catalog & handbook: Schools of

graduate and professional programs. Retrieved from http://catalog.smumn.edu/mime

/media/view/12/824/2013-15-SGPP.pdf

Saint Mary’s University of Minnesota. (2013). M.A. in organizational leadership. Retrieved from

http://www.smumn.edu/graduate-home/areas-of-study/graduate-school-of-business-

technology/ma-in-organizational-leadership


Reflection on Future Trends in Leadership Development

Heather Anderson

Saint Mary's University of Minnesota

Schools of Graduate & Professional Programs

OL 614 Leadership and Ethics

Mary Ellen Lynch and Diana-Christine Teodorescu

October 21, 2012


Reflection on Future Trends in Leadership Development

Trends in development of leaders

Individuals are unable to gain IQ as they age but emotional intelligence appears to have

no limit based on the research shared during a panel discussion at the Harvard Business School

(George, 2011). This fact reinforces the importance of vertical development compared to

horizontal development for leaders in the current complex global environment (Petrie, 2011).

Throughout the course Leadership and Ethics, many similar themes have emerged that are

echoed in the reading (Petrie, 2011). The participants have experienced the application of

autonomous study and development. Through student led learning, our vertical development has

been the constant focus.

Petrie (2011) references Kegan’s Adult levels of learning in his work. This framework

helps further define and describe levels of cognitive development which connects to the ideas

express by Hagberg (2003) in Real Power. Hagberg (2003) agrees with the idea of vertical

development to a point but is clear to point out that it is necessary to go back through various

levels of development as new opportunities are available and as life changes bring new levels of

self-awareness. Petrie (2011) shares the three-stage process developed by McGuire and Rhodes

that takes place before vertical development can occur. One must “awaken, unlearn and discern,

and advance” (p. 15). This brief and cohesive description is in contrast to Hagberg’s (2003)

outlines of specific behaviors that allow growth into the next level.

Personal ownership

The second trend that Petrie (2011) discovers through his research is the importance of

transferring greater developmental ownership to the individual. While the course material

suggests the importance of accountability in groups (Glaser, 2005) the more important lesson can


be learned by the amount of ownership each participant is able to hold toward individual

learning. The idea that the desire for growth builds momentum (Petrie, 2011) is evident by the

vertical growth that is possible with little motivation or directive from the top down. The

learning becomes intrinsically motivated and leads to more introspective personal development

throughout the course.

Shifting toward collaboration

We encountered many examples of the benefits of collective leadership throughout this

course. Petrie (2011) echoes the message that an individual creating new innovation at the top of

a group is typically less effective than a collective that allows a personal investment and

consensus from each member of the team. Shadyac (2011) also provides scientific research that

we are more successful when we are involved in democratic group behaviors and that our genetic

make-up suggests we were designed with collaborative tendencies. These lessons are practiced

through the act of writing a proposal for the Action Project. The Travelers group clearly

demonstrates the ability to take personal ownership, provide constructive criticism and discuss

outcomes to create new initiatives. This process becomes further developed through the book

review. Our collective created several drafts of the final review and shows that the value of a

diverse team is based in the ability to complement each other’s strengths and weaknesses. As a

full group of course participants the awareness of team dysfunction (Lencioni, 2002) becomes

our motivator to challenge one another and reach a new level of personal growth by navigating

the group project with great success.


Conclusion

The work by Petrie (2011) serves as a clear conclusion to the work that has been

experienced throughout the Leadership and Ethics course. Petrie (2011) closes with his own

epilogue that reveals that there is currently no real plan to successfully integrate these ideas on a

large scale. The changes that are required to infrastructure and personal perception will take

time. By exploring the value of collaborative leadership more individuals can begin to make

micro-changes to the way that our community views its leaders and the value it places on

outdated representations of good leadership.


References

Glaser, J. (2005). Leading through collaboration: Guiding groups to productive solutions.

Thousand Oaks, CA: Sage publications.

Hagberg, J. (2003). Real power: Stages of personal power in organizations. Salem, WI:

Sheffield Publishing Company.

Harvard CPL (Publisher). (2011, March 8). Next generation leadership. [Video file]. Retrieved

from: www.youtube.com

Lencioni, P. (2002). The five dysfunctions of a team. San Francisco, CA: Jossey-Bass.

Petrie, N. (December, 2011). Future trends in leadership development. Boston, MA: Center for

Creative Leadership.

Shadyac, T. (Director). (2011). I am. [Motion Picture]. United States: Shady acres entertainment.


Artifact Summary 2

I have chosen my final presentation from OL 615 Critical Thinking and Research as my

second artifact. This presentation includes a Literature Review studying the benefits of ethical

consumerism. The assignment asked that we share what we learned about creativity, critical

thinking and research. We were also asked to create an artistic representation of that learning. I

wrote a poem that shared my feelings about changing as a leader and the impact on my current

organizational environment.

In OL 615 Critical Thinking and Research we learned about conducting proper research.

We also looked at the impact of creativity and critical thinking on leadership and spent time

reflecting on the impact of values and beliefs on creativity, innovation and leadership. Through

my research for my Literature Review I also learned a great deal about Corporate Social

Responsibility (CSR) and how organizations are meeting or missing the mark with ethical and

mindful operation with positive social impact.

This artifact aligns with number nine of the Organizational Leadership program learning

outcomes by demonstrating how to activate self-directed strategies for continued personal and

professional learning (St. Mary’s University, n.d.). The artifact also demonstrates the course

outcomes that show my ability to assess the foundational criteria, assumptions, and sources of

beliefs and values. Together with the Literature Review, this work demonstrates an ability to use

creativity and innovation as an aspect of critical thinking for leadership practice (St. Mary’s

University, 2013).

The link to the final presentation is:

https://voicethread.com/share/3865833/


References

Saint Mary’s University of Minnesota. (n.d.). 2013-2015 Catalog & handbook: Schools of

graduate and professional programs. Retrieved from http://catalog.smumn.edu/mime

/media/view/12/824/2013-15-SGPP.pdf

Saint Mary’s University of Minnesota. (2013). M.A. in organizational leadership . Retrieved

from http://www.smumn.edu/graduate-home/areas-of-study/graduate-school-of-business-

technology/ma-in-organizational-leadership

Documents

Artifacts 1 and 2