Freedom out of disturbances that is serving as a mean to obtain verbal consensus.
Published in Chapter:
Leadership Skills Development: Co-Creating Sustainability through Indigenous Knowledge
Mariana I. Vergara Esquivel (Teachers College, Columbia University, USA), Barbara Wallace (Teachers College, Columbia University, USA), Xiaoxue Du (Teachers College, Columbia University, USA), Yi-Hui Chang (Teachers College, Columbia University, USA), Aurora Brito (Teachers College, Columbia University, USA), Fung Ling Ong (Teachers College, Columbia University, USA), Lyle Yorks (Teachers College, Columbia University, USA), Edmund W. Gordon (Teachers College, Columbia University, USA), Adam Mac Quarrie (Norwegian University of Science and Technology, Norway), Carl D. Brustad Tjernstad (Norwegian University of Science and Technology, Norway), Hroar Klempe (Norwegian University of Science and Technology, Norway), Jingyi Dong (Norwegian University of Science and Technology, Norway), Ingunn Hagen (Norwegian University of Science and Technology, Norway), Marit Honerød Hoveid (Norwegian University of Science and Technology, Norway), Mariana I. Tamariz (Rutgers University, USA), Daniel Williams (University of Massachusetts, USA), David Lauri (Polytechnic University of Valencia, Spain), Rosario Galvan (Center for World Indigenous Studies, USA), Yvonne Dennis (Nitchen, USA), and Julia A. Morales-Abbud (New York University, USA)
Copyright: © 2017
|Pages: 19
DOI: 10.4018/978-1-5225-1049-9.ch029
Abstract
In this chapter, Vergara (2016) describes a leadership development skills methodology called “Mindfulness into Action” (MIA). This methodology has been implemented in one informal intervention and three formal research-based interventions. MIA procedure is derived from multiple sources including indigenous knowledge, and organizational learning techniques. MIA is unique in its union of these sciences and manner of application to produce changes in behavior and perception in participants. Detailed analysis of these changes and the outcomes of the interventions is provided in Chapter Mindfulness into Action: Applying Systemic Thinking. Data suggest that the MIA Methodology effectively guides participants to recognize mindsets and behaviors that are sabotaging their social and professional function. Sustained engagement with the methodology yielded changes in mindsets and behaviors that generated a higher level of function and production. Our research includes indigenous practices in developing leadership skills. The idea of using Indigenous knowledge is not new. The work of Bates, Chiba, Kube and Nakashima (2009) states that Indigenous people have a broad knowledge of how to live sustainably. In her work of western-lead teams of researchers, Louise Grenier (1998) found that their development efforts usually fail to attain their objective because they did not take in account local technologies, local systems of knowledge, and the local environment. This study is focused in the implementation of this intervention with future research students through Indigenous practices. This intervention also uses organizational learning techniques. Chris Argyris with important help from Donald Schon (1974) and others developed the strategy called action science which is a strategy of organizational development. As participants identify their unknown behaviors, this chapter will introduce the theories and sciences behind MIA. These include Indigenous knowledge, mindset, reflexivity, mindfulness, leadership skills development, and organizational learning techniques. This chapter will also describe the anatomy of the methodology and the method of administering a MIA Intervention: 1) indigenous practices; 2) goal setting; 3) journaling; 4) visualization, and 5) organizational learning techniques. We conclude describing the methodology in the context of corporate realities and interests.