Authentic Environmental Leadership: A Multi-Level Approach to Training Environmental Leaders
Mr. Nicholas (Cole) Bowen Harbur
[email protected] ۰ 913-645-7507 ۰ GPA 3.5 Campus: 5635 Campus Box ۰ Elon, North Carolina Permanent: 11130 w 121st Street۰ Overland Park, Kansas Faculty Mentor: Dr. Brian Pennington ۰ Elon University
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Abstract Like an ecosystem, an individual’s leadership ability has multiple, intercommunicating levels. With the rising threats climate change presents, many organizations such as the Energy Action Coalition, Climate Reality, and a number of universities have created leadership programs to help advance the leadership skills of individuals that want to spread awareness about the matter. However, while these organizations have designed their programs in a way that reflects their sense of urgency about climate change, the leadership qualities they promote do not reflect the complexity of the problem. Climate change is not a shallow phenomenon. It is a deep and complex problem that requires us to train our leaders to reflect this intricacy, in short, to be authentic. Authentic leadership is organized on three diverse levels: Outer, Inner, and Secret. Most modern leadership programs exclusively teach outer leadership skills, the strategies we use to communicate with society. However, leadership also has inner and secret qualities that can be taught through properly designed programs. Inner leadership aims to root leadership in compassion and kindness. Secret leadership is understood as “basic goodness,” which, when developed, can lead to self-resilience. Conceptually, these three levels of leadership are inspired by Shambhala, a secular, Buddhist-inspired international community with the vision of creating an enlightened society, a society absent of aggression and fear. Similarly, an individual can lead on three levels. Ultimately, this proposal aims to formulate a well-rounded leader (outer, inner, and secret) by connecting modern leadership theory, Shambhala principles, and environmental sustainability strategies that will reform the way we train the next generation of environmental leaders. This proposal intends to implement an environmental leadership program on Elon’s campus in the 2015-2016 fiscal year. 2
Part II: Problem Description and Personal Statement Problem Description Effective leadership requires us to act as both individuals and as community members. It requires us to sometimes sacrifice our individual values, beliefs, and needs for the greater population. As globalization increases, we are forced to find a balance between meeting our basic needs, the needs of our group, and the needs of the global community. Finding this balance remains an art form and although it can be daunting, we have the power to cultivate a critical awareness of these dimensions. This awareness remains a critical part of authentic and effective leadership. It is a skill that allows us to not only be mindful of ourselves and those around us, but to effectively lead groups towards a common purpose. How do we gain this proficiency? How can we be more empathetic and capable leaders? The best place to begin to answer these questions is by addressing the gaps found in modern leadership training programs. The problem begins with how we introduce leadership concepts, skills, and techniques. The most inadequate way we teach new material is by requiring students to memorize information. Rote memorization may ensure a good grade, but a majority of material will be forgotten by the consequent semester. This ideal directly correlates to the teaching of authentic leadership. If we introduce leadership concepts, skills, and techniques to individuals, we cannot expect them to immediately embody those principles. As educators, we must provide the tools for individuals to connect learned concepts to singular life experiences. Invested learning occurs when individuals are able to make meaning of their experiences. There is no meaning in memorization without application. 3
Being an authentic leader is not only an outer experience, a term to be memorized or a strategy to be implemented, but also includes the inner and secret experiences. To become an effective leader, we must recognize the significance of each of these experiences and can do so in an educational setting. Based on the philosophies of Shambhala, the inner quality of leadership is best understood as the value of kindness. As such, the “secret” quality represents our “basic goodness,” the quality that fosters our own resilience and confidence. These three components of the outer, the inner, and the secret create an authentic leader because they foster perspective, mindfulness, and genuine character. By garnering an individual’s inner and secret leadership abilities, they will find that, as a result, they are more connected with themselves, their fellow kin, as well as the Earth. From an inner leadership perspective, an understanding rooted in kindness, pollution is a form of aggression and hatred of our Earth. If we can teach leaders to be unconditionally compassionate to other people, allowing everyone under their leadership to have an individual voice, then the leader’s power only intensifies. When the group receives this compassion from their leader, the group then propels their own compassion to society, a society nurtured by kindness; and, as a result, a society that has a greater opportunity to thrive. From a secret leadership perspective, rooted in the idea of “basic goodness,” the Earth is innately good. It will be here regardless of the immense ecological disasters such as climate change. Just as the Earth is plagued by pollution, a leader is plagued with inherent issues; they have to cope with feedback that opposes their beliefs. If a leader understands their basic goodness, then regardless of current events or future outcomes, they will be okay. Their basic goodness will always be with them. In this mindset, they can retract from reacting to minuscule
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problems and always be able to adapt and continue toward their mission. This is the mindset of a self-resilient leader. This proposed project seeks to combine understandings of modern leadership theory, key Shambhala principles, and plans that lead towards environmental sustainability to formulate a new approach to training the next generation of environmental leaders. Ecological threats are not only worsening but are becoming major deterrents to our populations and natural resources. Global warming, threats of nuclear war, widespread poverty, and economic instability coupled with social and political chaos, and psychological upheavals threaten our humanity. We need a new kind of leader, one composed through our program, to empower our communities to stand up to diverse threatening international concerns. And to create that leader, there needs to be an environmental leadership program for a college student that allows them to cultivate their outer, inner, and secret levels of leadership. I feel that this is especially important for an individual in their 20’s, a time of great self-growth and understanding of the world. Personal Background and Motivation I am a B.A. Entrepreneurship major and Environmental Studies minor. My ability to communicate effectively with others, identify opportunities, and remain open-minded are just some of the many qualities I intend to utilize in tackling global warming. I am constantly learning through various dimensions but I am grateful for the opportunities that have challenged my passions and encouraged me to pursue this grant. In 2013, I attended the Climate Reality Leadership Corps., one of several acclaimed environmental leadership programs in the nation. This experience taught me the urgency of climate change, the inability for many leaders to address key environmental issues, and the opportunity for me to pursue higher education in order
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to combat this growing concern. Upon returning from the Climate Reality Leadership Corps conference, I pursued a spiritual opportunity that allowed me to learn alongside Gary Mass, a 15 year Shambhala meditation practitioner, an active Sierra Club leader, and a certified medical practitioner. My experiences with Gary have allowed me to expand my world view, develop a deeper sense of compassion and empathy, and establish a greater sense of self. With the funds obtained from this prize, I intend to develop a leadership program that synthesizes the inner, outer, and secret components of authentic leadership that I have garnered, and continue to garner, from my experiences. Our current planet demands effective and efficient environmental leaders. Global warming remains a critical threat to our current ecosystems as well as our established systems. If environmental stewards and advocates are not fully empowered to deliver the climate change message, then there is an immense loss in opportunity to change the world at the pace that we need to. Bill McKibben, a key environmental leader writes in his novel Eaarth “Climate change is not something experienced by our grandchildren, but by our generation. If we do not act now, we risk losing the planet we have grown to inhabit” (McKibben, 35). Climate change is not something that we can ignore any further. We must empower as many leaders as we can in order to mobilize a global movement to have a more compassionate relationship with our Earth, and consequently, with our fellow kin. Part III: Plan for Intellectual Inquiry Researching the Nature, Causes, and Consequences of the Problem The nature of the problem originates in our method of training leaders as well as our damaged relationship with our Earth as human beings. I will being exploring these origins further by researching various forms of leadership theory, Shambhala philosophy, and 6
environmental leadership strategies. Through my research and the implementation of my unique environmental leadership program, I intend to alter how environmental leaders explore the pressing ecological concerns of our planet. These are the seminal texts I will be using in the development of the program: Alexander W. A. & Helen S. A. (1996). A Social Change Model of Leadership Development Guidebook. Higher Education Research Institute, University of California, Los Angeles. The Social Change Model of Leadership is the ideal model for leaders striving to make positive change because it defines leadership as an ongoing process. The model defines leadership from three different perspectives: societal, communal, and individual. It integrates well with the outer, inner, and secret levels presented in this proposal because it views authentic leadership as a joining of independence as well as genuine collaboration. Braungart, Michael & McDonough, William (2002). Cradle to Cradle: Remaking the Way We Make Things. North Point Press. William McDonough, a key player in the green design movement presents with co-author, Michael Braungart, a means of how we can transform our current infrastructure to live more sustainably by using design thinking. This novel proposes the creation of a world fostered by creativity, growth, and abundance for ourselves and our future generations; this is a vision similar to the Shambhala vision of creating an enlightened society, a society of shared material and emotional profusion. The design thinking strategies presented in this text will be important for an environmental leader to understand in order for them to envision how an environmentally sustainable future is designed and, ultimately, how their outer strategies progress civilization to that goal. Trungpa, Chogyam (1984). Shambhala: The Sacred Path of the Warrior. Shambhala Publications Inc. This text describes the origin of the Shambhala movement, an international 7
group currently led by Sakyong Mipham Rinpoche, son of Chogyam Trunpa, with the vision to inspire compassionate, sustainable, and just human societies through transformative, personal development. It discusses the process of becoming a Shambhala “warrior” a word taken from the Tibethan pawo, which literally means “one who is brave.” This reference provides me a greater understanding of the history of the Shambhala movement as well as key components to the Shambhala perspective. It remains an important reference as it connects with the Social Change Model of Leadership Development. Although these readings will be important for developing content for the leadership program, the most important development process will be the review and use of content from leadership programs that already exist. There are a variety of environmental leadership programs which provide students with diverse skills and resources. For example, the Climate Reality Leadership Corps is an annual leadership training hosted in areas across the globe. This organization provides leaders with three days of training. During these three days, attendees are able to access a variety of resources such as a Climate Reality PowerPoint, storytelling techniques, social media skills, a conference directory, and additional conference materials. Another well-established leadership program is called “Power Shift”, which is hosted by the Energy Action Coalition in partnership with organizations such as Sierra Club and Earth Day Network. The last training was a weekend event hosted in Pittsburgh, PA where attendees become more aware about the scope of the climate change problem by listening to keynote speakers with backgrounds in grassroots movements, top environmental publications, documentary films, politics, etc. By interviewing a Power Shift attendee, I found out that the experience was very inspiring by making its attendees aware about the pioneer efforts within the
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climate change movement, but it did not teach the attendees the intricate levels of leadership we offer in this proposal. In addition to both the Climate Reality Leadership Corps and the Energy Action Coalition, many universities provide unique environmental leadership programs. For example, Brown University provides an Environmental Leadership Lab program that allows high school students to study environmental leadership abroad in various locations (Alaska, Costa Rica, and Hawaii). Duke University and University of California at Berkeley provide programs for business professionals to obtain training in environmental leadership. However comprehensive these programs may be, not all of them are catered to the diverse qualities of an environmental leader. Oftentimes, they focus solely on the “outer” qualities of leadership such as strategies, concepts, and methods of delegating tasks. Leadership programs today require effective leaders to be able to not only delegate tasks but also engage in intentional reflection, compassionate engagement, and system awareness. We need to incorporate all of these qualities in order to build effective and compassionate leaders dedicated towards combatting pressing ecological threats The ALIA Institute, Authentic Leadership in Action, is a 14-year old organization located in Halifax, Nova Scotia. Their mission is “to strengthen and build innate leadership capacities such as mindfulness, systems awareness, creativity, courage, and resilience” (ALIA, 2014). This is a leadership program dedicated to cultivating an individual’s capacity to be a leader on the inner and secret levels. In my budget, I propose visiting the Halifax Institute in order to learn how I can best teach the inner and secret qualities of leadership. I intend to connect the techniques and teaching styles of ALIA and advice from constituents at Shambhala International Headquarters with the content and strategies of the Climate Reality Leadership Corps, the 9
Energy Action Coalition, and the diverse university programs implemented throughout the country. In order to fill the pressing gap experienced by our current environmental leadership programs, I must also explore the organizations dedicated towards teaching the outer qualities of leadership. In San Francisco, I intend to visit the Sierra Club’s national headquarters to learn more about their Sierra Student Coalition program, an environmental leadership network that aims to maximize campus-based sustainability objectives for high school and college students. Also, I intend to visit with Sierra Club leadership about their Summer Grassroots Training Program that they host through the coalition. I will also visit the Cradle to Cradle Product Innovations Institute to learn more about design strategies that help foster an environmentally sustainable future. Lastly, I intend to visit the Stanford School of Medicine Center for Compassion and Altruism Research in order to learn how altruistic behavior impacts our effectiveness as leaders; ultimately, what I learn here will be connected with the Shambhala understanding of leadership. The scope of this trip is open to expansion with more research. After inquiring about outer and inner leadership qualities at the Sierra Club, Cradle to Cradle, and Stanford University, I hope to use the funds obtained from this grant to explore organizations in Costa Rica where I will be studying abroad at Veritas University in San Jose during the spring of 2015. Here I will attend a student environmental leadership conference, where international students will collaborate on creating solutions to climate change, global warming, and the exhaustion of natural resource systems. Jane Goodall, a key environmental activist and biological researcher, will be the keynote speaker at this event. Additionally, I will visit the Costa Rica Electricity Institute (I.C.E.) in San Jose who has over the past six decades, expanded electricity access to 99%, nearly seven times greater than the previous 14%. As a result 10
I.C.E. has been a pioneer in the country’s renewable energy infrastructure, obtaining 93.6% of their energy from renewable sources (Transnational Institute, 2013). I intend to discuss with I.C.E their methods of improving their environmental infrastructure through effective company leadership. Environmental leadership programs are diverse and require a significant amount of adaptation in order to maximize the effectiveness of leaders. As such, many organizations throughout the world are cultivating new strategies to improve current systems. Last month, the Harvard Center for Public Leadership received $3.5 million endowment from Louis Bacon to finance their environmental leadership program. Bacon is the founder and chief executive officer of Moore Capital Management, LP, a 25-year-old firm that invests in global financial markets and private equity, headquartered in New York. Louis Bacon claimed “as both a country and a global community, we have inherited extraordinary natural resources from those who came before us. It is crucial that we now invest and empower the rising generation to serve as good stewards of that sacred trust” (Kusek, 2014). I believe the introduction of my environmental leadership program not only has the capability of creating more effective leaders, but has the power to alter the current state of our ecological systems to improve the quality of life and future of our growing populations. Throughout this project, I will work closely with Dr. Brian Pennington, Director of the Center for the Study of Religion, Culture, and Society to develop the strategies, methods, and materials needed to implement such a program at Elon University. Our program directly provides students with proper leadership strategies though an educational agenda to garner their inner and secret leadership abilities. This program will bridge the gap between modern leadership programs that provide leadership trainings through concepts and strategies, like Climate Reality 11
and Power Shift, with programs that help cultivate an individual’s sense of self-resilience and emotional intelligence, like the program being conducted at ALIA. Researching Leadership Theories and Examples of Solution Implementation In this proposal, I research, interview, and experience our current methods for training environmental leaders, authentic leaders, and the leadership methods used for successful environmental businesses. Ultimately, with this wealth of information, I will propose a new method of training environmental leaders by connecting this information with the Social Change Model for Leadership Theory. In doing so, the proposal will explore innovative solutions to current environmental deterrents. The Social Change Model for Leadership is a widely used and revised leadership model. This model is ideal for our environmental leadership program because its primary goals are to enhance student development and facilitate positive social change. Conceptually, the model organizes leadership on three levels: societal, communal, and individual. These levels of leadership can be connected to the Shambhala outer, inner, and secret experiences. Additionally, both of these perspectives adhere to the importance of living and leading with values, a leadership approach rooted in the quality of being authentic. These models are the most impactful way we can create an environmental leader because they allow an individual to genuinely connect with themselves as well as their passion. Our program will be implemented throughout the fall and spring semesters of 2015-2016. In order to populate the program, applications will be available to apply from August 2015 to the end of September 2015. Within this time period, promotional efforts will be made throughout campus to advertise this opportunity. Once the application period ends, the group of leaders will be invited to an opening ceremony where they will be informed of the structure of the program. Leaders will begin training by exploring the Shambhala philosophy and the Social Change 12
Model of Leadership. Once they have developed a sound understanding of these theories and strategies, leaders will begin exploring solutions to current environmental threats. Throughout this process, students will collaborate with the Office of Sustainability, the Center for Leadership, and Elon’s Religious and Spirituality Departments. Separate from teaching the trainees with content collaboratively developed by me, community stakeholders, and on campus allies, keynote speakers and teachers will be invited to campus to teach aspects of the outer, inner, and secret levels of leadership. E.g. Susan Gaylord, Director of Practice and Education at the Shambhala Center in Durham, can visit campus to assist in explaining and teaching basic goodness, a complex subject that requires a very deep understanding of Shambhala. Additionally, we might invite Elaine Durr to speak at a training session about the Sustainability Tracking, Assessment & Rating System (STARS) program, a platform to help universities achieve long-term sustainability goals, which is one of many outer strategies that a leader can learn about. The program will also facilitate experiential learning off campus. A trip might include visiting Winston Salem, the first North Carolina city to sign Karen Armstrong’s Charter for Compassion, to learn about how the city is making an effort to foster compassion in their city. Other trips could involve visiting environmentally sustainable businesses such as TS Designs, an organic cotton shirt printing company, a business located in Burlington. Apart from student learning and development, the trainees will be required to produce a deliverable by the end of the semester that illustrates their ability to apply their critical leadership skills. The program will provide students with various resources to help them spread awareness about climate change through a medium they find meaningful. For example, if a student is passionate about political science, then they might work with the local government to enact a 13
carbon emissions reduction plan. At this point, our program would act as a liaison to direct the individual to the proper resources in order to fulfill their deliverable. The required deliverable remains dependent on a student’s passion. As a result, each deliverable will be diverse and impact various areas of campus. For a student passionate about food insecurity, one might work with Elon’s Environmental Science Department to promote local initiatives, dedicated towards improving climate change and its impact on our global food systems. As a leadership program, it is our responsibility to not only provide students the resources to fulfill their deliverables, but to also help them identify their passions from a leadership perspective grounded in the Social Change Model for Leadership and the Shambhala philosophy. By the end of the academic fiscal year me, Dr. Pennington, and network of allies will develop a group of confident environmental leaders. Each individual within our program will have a deep understanding of the outer, inner, and secret levels of leadership and as such, be capable of enacting immense positive change on Elon’s campus. Alternative Implementation: The proposed solution implementation is how I fully intend to apply what I learn through the use of the grant money. I have considered that my lack of experience in developing leadership programs gives me no realistic expectations of how much such a program will cost to develop and implement over the course of an academic year. As such, an alternative implementation solution could be an environmental leadership campus initiative, in which there would be no formal leadership training program. In this case, keynote speaker events, experiential learning trips, and other campus outreach measures will be made in order to educate the greater campus community about authentic leadership as opposed to a selected group of students. 14
Part IV: Feasibility, Budget, and Timeline Feasibility The implementation of the proposed environmental leadership program will take two years. I intend to utilize not only Elon University’s Leadership Office in conjunction with Elon’s Spirituality Department, but also the Office of Sustainability. The Office of Sustainability has not avowed their direct support but, as a previous employee, I have been informed of the resources that the office has to provide and that they can, at the minimum, direct me to any on campus resources that are available. In addition to utilizing university resources, I have identified key community stakeholders to assist in program development. David Machles, the Education Director of the Durham Kadampa Center, holds a doctorate in Education and has developed a leadership program based on David Scouller’s Three Levels of Leadership model, a model similar to the Social Change Model for Leadership Development. Susan Gaylord, Director of Practice and Education at the Shambhala Center in Durham, also holds a doctorate in education and works as an associate research professor at University of North Carolina, Chapel Hill. Apart from these community allies, I have the intention of reaching out to the North Carolina Sierra Club chapter for further support for the program. The project budget is divided into three main categories. The first category is allocated to equipment and external advising. The equipment costs include the purchase of audio and video recording equipment for the documentation of experiential learning experiences. All documentation will be used throughout program development. The external advising and
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teaching costs act as a precautionary buffer for any keynote speakers or content advisors that require payment. The second category of costs is allocated to trips and conferences. The use of these costs will help me obtain feedback from current leadership professionals, environmentalists, and spiritual practitioners about the proposed leadership program. This is in pursuit of critique and suggestions for a more influential leadership program. The final category of costs will be allocated towards online courses and retreats. I intend to travel to Vermont to engage in a Shambhala meditation retreat in January of 2015. In addition, I will take an online course dedicated towards improving my understanding of Shambhala in the spring of 2015. Consequently, I will continue reviewing peer-reviewed journals related to Shambhala leadership principles and environmental stewardship. Prior to applying for this leadership grant and meeting with Brian Pennington and Steve Mencarini of Elon University, I pursued a grant established by the Sierra Club Grassroots Network in July of 2014. As a result of applying for this grant, the basic outline of our project program has been completed. Through the grant process, our proposal format and content was provided valuable feedback from national as well as local Sierra Club members of my hometown, Overland Park, Kansas. Our idea has momentum and although it requires additional work, it has obtained valuable feedback and criticism.
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Budget ·
Books on Leadership, Shambhala, and Environmental Sustainability - $300.00
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Professional Advising and Teaching for Program - $1,250
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Equipment o Voice recorder - $50.00 o Interview Camera - $300.00 o Tripod - $100.00 o Total for equipment: $450.00
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Trips / Conferences o Winston Salem Trip (Charter for Compassion) Travel costs - $100.00 Hotel costs - $300.00 Food - $50.00 Total: $450.00 o San Francisco Trip Airfare - $500.00 (round-trip) In-city Transportation - $200.00 / week Food - $250.00 Hotel – $400.00 Conference fees - $350.00 Total: $1700.00 o Costa Rica (Study Abroad) Airfare - $1000.00 Extra Trips - $850.00 Total $1850.00 o Halifax, Nova Scotia (Shambhala International, ALIA Institute) Airfare - $600.00 In-city Transport – $300.00 Food - $150.00 Training Fees - $400.00 Hotels - $600.00 Total: $2050.00 o Total for Trips/Conferences: $6050.00
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Training Supplies o Shambhala online course - $250.00 o Online training courses, DVD’s- $500.00 o Shambhala Meditation Retreat Vermont- $1200.00 o Total: $1,950.00
Total: $10,000.00
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Timeline: October 2014
Proposal Submission
November 2014
Budget revisal/adjustments Book purchases Begin leadership program development with the following faculty members: · Dr. Brian Pennington · Office of Sustainability staff
December 2014 (Winter Break)
St. Louis Shambhala Center trip Leadership Institute of Greater Kansas City Meditation Retreat – Vermont: Jan 8th – Feb. 8th
January 2015 February 2015
March 2015
April 2015
May 2015
June 2015 July 2015 August 2015
September 2015
Trip to San Francisco · Sierra Club National Headquarters · Cradle-to-Cradle Product Innovations Institute · Stanford Center for Compassion and Altruism Institute Trip to Nova Scotia · Shambhala International Headquarters · Authentic Leadership in Action Institute Costa Rica departure from Kansas City March 21-22 – Attend Costa Rica Student Environmental Leadership Conference Trip to Costa Rica Electricity Institute · Interview + tour Trip to University of Costa Rica Content development for leadership program/initiative Return to Elon for check-up with faculty advisor Return to Costa Rica Continue to develop leadership program content Return from Costa Rica to Kansas City Return to Elon for leadership program development Finish leadership program/initiative development Start promotion for program and/or initiative: · Digital Signs to be displayed throughout campus (Moseley Center, Numen Lumen, McMichael, Belk Library). · Application deadlines for leadership program to be handed in by early September · Application review / interviews · Acceptance of environmental leaders & opening/welcome ceremony
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Part V: Citations Alexander W. A. & Helen S. A. (1996). A Social Change Model of Leadership Development Guidebook. Higher Education Research Institute, University of California, Los Angeles; 3: 1-155. Armstrong, K. (2011). Twelve Steps to a Compassionate Life. Anchor; 1: 1-240. Authentic Leadership In Action Institute (2014). ALIA Information Page. http://aliainstitute.org/our_story/
Braungart, M. & McDonough, W. (2002). Cradle to Cradle: Remaking the Way We Make Things. North Point Press; 1: 1-203. Chavez, D. (2013). The Costa Rica Electricity Institute (ICE): An Exceptional Enterprise in an Atypical Social Democracy.Transnational Institute. http://www.tni.org/article/costa-rican-electricity-institute-ice-exceptional-public-enterprise-atypical-social
European Union. (2008). Sustainable Energy Action Plan. European Union Publications Office; 1: 1-120. Ferruci, P. (2007). The Power of Kindness: The Unexpected Benefits of Leading a Compassionate Life. Tarcher; 1-304. Kusek, K. (2014). $3.5M Gift to Develop Environmental Leaders. The Harvard Gazette. http://news.harvard.edu/gazette/story/2014/09/hks-environmental-fellowships/
Powers, John (2007). Introduction to Tibetan Buddhism. Snow Lion Publications; 2: 367-395.
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Mipham, Sakyong (2006). Ruling Your World: Ancient Strategies for Modern Life. Harmony; 1: 1-224. Mipham, Sakyong (2003). Turning the Mind into an Ally. Riverhead Books; 1: 1-233. Scouller, James (2011). The Three Levels of Leadership. Management Books 2000 Ltd; 1: 1318. Szpakowski, Susan (2010). Little Book of Practice. ALIA Press; 1: 1-129. Trungpa, Chogyam (1984). Shambhala: The Sacred Path of the Warrior. Shambhala Publications Inc.; 1: 1-211.
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