Jeffrey D. Zacko-Smith | Colorado State University-Global Campus (original) (raw)
Books by Jeffrey D. Zacko-Smith
Who am I? It's a common question. But how do we answer it, what does how we answer it mean, and w... more Who am I? It's a common question. But how do we answer it, what does how we answer it mean, and why is the answer even important? Through story, poetry and quotes, this book describes one person's way of understanding who they are and takes the reader on a journey that explores what our identities mean and what the implications of this understanding are for leadership, relationships, self-development, and social change. Drawing on ideas and concepts found in diversity and multiculturalism, as well as philosophy and spirituality, this book prompts reflection and encourages each person to recognize the value of our various identities as well as those of others. It also offers possibilities for dealing with those times when our identities are challenged by others or by society, and encourages readers to share their own story as we build coalitions through our website.
Our Postmodern and hyper-diverse world is increasingly calling for highly flexible understandings... more Our Postmodern and hyper-diverse world is increasingly calling for highly flexible understandings of both leaders and leadership. Drawing on extensive research into the history and practice of the subject, in addition to personal experience, the author explores leadership through the lens of Social Constructionism, a framework that provides the flexibility necessary to ensure that leadership is available to everyone, in all contexts; essentialist understandings (such as trait theory) are shown as outdated and ill-equipped to be workable in diverse environments. After establishing a broad theoretical base from which to work, the author describes a study that used Constructionism successfully; investigating whether individual leadership perceptions could be influenced (since they are constructed socially) through the use of metaphor and narrative, which have been proven to effect the way in which we all perceive the world. Results of this research indicate that leadership perceptions can be influenced, and that leaders and leadership are, essentially, fully subjective and socially constructed realities. Implications are myriad, but point to developing leaders differently.
Papers by Jeffrey D. Zacko-Smith
We begin this chapter by exploring the nature of creativity and why many claim that creative thin... more We begin this chapter by exploring the nature of creativity and why many claim that creative thinking is an essential skill for all in the 21st century. From our description of creativity we next move to evolving views of leadership and how recent descriptions of effective leadership embrace the concept of creativity. We then present our definition and argument for why creative leadership should be included in the current lexicon of leadership concepts. We close the chapter by exploring how to begin developing the skills of a creative leader.
Social reconstruction is a philosophy focused on achieving social change. As a practice, it striv... more Social reconstruction is a philosophy focused on achieving social change. As a practice, it strives to achieve social justice and equity by altering the various social systems upon which society rests. It is based upon two major understandings; first, that society tends to develop systems that marginalize and oppress others and thus need to change, and second, that achieving this change requires both creating a system that serves as a change agent and is open to changing it's own purposes and structures as the social contexts in
In an increasingly change-driven world, leaders are called upon to evolve their mindsets and skil... more In an increasingly change-driven world, leaders are called upon to evolve their mindsets and skill-sets to reflect and serve the demands of the new millennium. A novel leadership concept, creative leadership, is introduced and defined and then placed in context within the history of the field. Additionally, skills and behaviors related to leading creatively, which are immediately applicable to leadership practice, are outlined. Creative thinking and problem solving are shown to be indispensible to leaders who want to thrive in times of complexity and change.
The Three-T’s Framework provides leadership educators, and others interested in the subject, with... more The Three-T’s Framework provides leadership educators, and others interested in the subject, with an easy way to help organize and understand leadership theory, while placing it in context, and adding to knowledge about the history of the field. Transactional, Transformational and Transcendent Leadership are examined, shown as related, and described as existing along a continuum, serving as an organizing schema and historical benchmark.
Utilizing a social constructionist framework under which “leader” is a highly pliable construct, ... more Utilizing a social constructionist framework under which “leader” is a highly pliable construct, and is something created, enhanced, mitigated or destroyed via language, this research explores how the use of metaphor and story can alter leadership perceptions, framing a more flexible notion of leadership as being the most compatible with increasingly flat and interconnected contexts. Conventional understandings of leaders are themselves metaphorical in nature; the leader is actually in the lead, the first to move forward. This image is
appropriate for certain circumstances, but may be less relevant today because it implies hierarchy, connotes exclusivity, and ignores the necessity of flexibility. This research challenges conventional leadership metaphors, reframes the construct of “leader” as available to everyone, and allows us to re-shape our individual and collective leadership stories.
"The world is not divided into sheep and goats. Not all things are black nor all things white. It... more "The world is not divided into sheep and goats. Not all things are black nor all things white. It is a fundamental of taxonomy that nature rarely deals with discrete categories. Only the human mind invents categories and tries to force facts into separated pigeon-holes. The living world is a continuum in each and every one of its aspects. The sooner we learn this concerning sexuality the sooner we shall reach a sound understanding of its realities." ~ Alfred Kinsey, Sexual Behavior in the Human Male, 1948
Rationale for Knowledge Base Evolution
In the year 2009, we are still “trying to force facts into separated pigeonholes,” as described by the famous American biologist Alfred Kinsey in the quote above. Though more than sixty years have passed since Kinsey published this work, when sex and sexuality were even more taboo subjects than they are today, there is still a great deal to be done when it comes to redefining sexuality, sexual orientation and gender in our postmodern world. In many ways, not only racially, but also economically, religiously, politically and sexually, our society is more segregated than at any other time in human history (Kozol, 2007). Over and above the moral implications that arise from this understanding, people are increasingly interacting with one another, and, quite often, then witnessing the friction that occurs when form (the interaction) does not match function (the desired outcome or outcomes).
As educators and, in fact, simply as human beings, all of us are being called to operate in what can only be described as “hyper-diverse” environments (Zacko-Smith, 2007); we are connected to other cultures, ideas, beliefs, values and practices in unprecedented ways and with never before seen speed, and the relational complexity created by these connections multiplies rapidly, blurring boundaries, contravening established frameworks, and creating confusion and misunderstanding. Are educators prepared to embrace the new ways that people are relating to each other, and are they prepared to deal effectively with the issues that arise from a necessary and life-enriching “full embrace” of diversity?
In order to teach effectively in hyper-diverse contexts, if effective teaching is considered to be the creation of knowledge, the transmission of ideas and the “growing” of human beings intellectually, morally and socially, educators at all levels, but particularly those who are new to the field, must be well-versed in multiculturalism and diversity. They must also be unafraid to immerse themselves in the world as it concurrently unfolds and evolves around them. Educators must also accept their role as mentors who help to define reality for those they are educating, and they must commit to redefining that reality as dictated by demands for social justice and equity. To ignore these continually emerging requirements means that educators and mentors will quickly become outdated and ineffective at best, and damaging and socially unjust at worst, neither of which are acceptable outcomes for those who are truly committed to the profession . . .
This research examined the use of metaphor as a tool of discourse, applying it specifically to th... more This research examined the use of metaphor as a tool of discourse, applying it specifically to the field of leadership. Utilizing a post-modern social constructionist framework under which the construct “leader” was highly pliable, and was created, enhanced, mitigated or destroyed via language and interaction, this study investigated whether and in what ways the intentional use of metaphor altered the individual leadership perceptions of graduate business and public administration students. Leadership understandings classified as “flexible” and “inflexible” were the primary focus of this inquiry given the hypothesized need for increasingly flexible understandings in globalized contexts. Conventional perceptions of leaders are themselves metaphorical: the leader is actually in the lead, the first to move forward. This is an image appropriate for certain circumstances, but is one seen as less relevant today because it implies an often complex hierarchy, connotes exclusivity, and ignores context.
A two-part research question guided this study: (1) to what extent and (2) in what way(s) were individual graduate business and public administration students’ perceptions of leaders and leadership altered (along a “flexible/inflexible” continuum) by the intentional use of the metaphor “leader as social construction” in focused group discussions?
Investigative methodologies were primarily qualitative and based upon the interaction between Q-Methodology and focus groups; since meaning is generated socially and subjectivity is valued, the aim was to explain individual perception change using interactional techniques. Written interviews added depth to the findings.
The results of the study show that although perceptions were mixed (i.e., they were flexible and inflexible both before and after the focus group intervention), exposure to the “leader as social construction” metaphor increased flexible leadership understandings among a majority of the participants. These findings serve as a catalyst for future research.
Examines the concept of family through the lens of pluralism.
Who am I? It's a common question. But how do we answer it, what does how we answer it mean, and w... more Who am I? It's a common question. But how do we answer it, what does how we answer it mean, and why is the answer even important? Through story, poetry and quotes, this book describes one person's way of understanding who they are and takes the reader on a journey that explores what our identities mean and what the implications of this understanding are for leadership, relationships, self-development, and social change. Drawing on ideas and concepts found in diversity and multiculturalism, as well as philosophy and spirituality, this book prompts reflection and encourages each person to recognize the value of our various identities as well as those of others. It also offers possibilities for dealing with those times when our identities are challenged by others or by society, and encourages readers to share their own story as we build coalitions through our website.
Our Postmodern and hyper-diverse world is increasingly calling for highly flexible understandings... more Our Postmodern and hyper-diverse world is increasingly calling for highly flexible understandings of both leaders and leadership. Drawing on extensive research into the history and practice of the subject, in addition to personal experience, the author explores leadership through the lens of Social Constructionism, a framework that provides the flexibility necessary to ensure that leadership is available to everyone, in all contexts; essentialist understandings (such as trait theory) are shown as outdated and ill-equipped to be workable in diverse environments. After establishing a broad theoretical base from which to work, the author describes a study that used Constructionism successfully; investigating whether individual leadership perceptions could be influenced (since they are constructed socially) through the use of metaphor and narrative, which have been proven to effect the way in which we all perceive the world. Results of this research indicate that leadership perceptions can be influenced, and that leaders and leadership are, essentially, fully subjective and socially constructed realities. Implications are myriad, but point to developing leaders differently.
We begin this chapter by exploring the nature of creativity and why many claim that creative thin... more We begin this chapter by exploring the nature of creativity and why many claim that creative thinking is an essential skill for all in the 21st century. From our description of creativity we next move to evolving views of leadership and how recent descriptions of effective leadership embrace the concept of creativity. We then present our definition and argument for why creative leadership should be included in the current lexicon of leadership concepts. We close the chapter by exploring how to begin developing the skills of a creative leader.
Social reconstruction is a philosophy focused on achieving social change. As a practice, it striv... more Social reconstruction is a philosophy focused on achieving social change. As a practice, it strives to achieve social justice and equity by altering the various social systems upon which society rests. It is based upon two major understandings; first, that society tends to develop systems that marginalize and oppress others and thus need to change, and second, that achieving this change requires both creating a system that serves as a change agent and is open to changing it's own purposes and structures as the social contexts in
In an increasingly change-driven world, leaders are called upon to evolve their mindsets and skil... more In an increasingly change-driven world, leaders are called upon to evolve their mindsets and skill-sets to reflect and serve the demands of the new millennium. A novel leadership concept, creative leadership, is introduced and defined and then placed in context within the history of the field. Additionally, skills and behaviors related to leading creatively, which are immediately applicable to leadership practice, are outlined. Creative thinking and problem solving are shown to be indispensible to leaders who want to thrive in times of complexity and change.
The Three-T’s Framework provides leadership educators, and others interested in the subject, with... more The Three-T’s Framework provides leadership educators, and others interested in the subject, with an easy way to help organize and understand leadership theory, while placing it in context, and adding to knowledge about the history of the field. Transactional, Transformational and Transcendent Leadership are examined, shown as related, and described as existing along a continuum, serving as an organizing schema and historical benchmark.
Utilizing a social constructionist framework under which “leader” is a highly pliable construct, ... more Utilizing a social constructionist framework under which “leader” is a highly pliable construct, and is something created, enhanced, mitigated or destroyed via language, this research explores how the use of metaphor and story can alter leadership perceptions, framing a more flexible notion of leadership as being the most compatible with increasingly flat and interconnected contexts. Conventional understandings of leaders are themselves metaphorical in nature; the leader is actually in the lead, the first to move forward. This image is
appropriate for certain circumstances, but may be less relevant today because it implies hierarchy, connotes exclusivity, and ignores the necessity of flexibility. This research challenges conventional leadership metaphors, reframes the construct of “leader” as available to everyone, and allows us to re-shape our individual and collective leadership stories.
"The world is not divided into sheep and goats. Not all things are black nor all things white. It... more "The world is not divided into sheep and goats. Not all things are black nor all things white. It is a fundamental of taxonomy that nature rarely deals with discrete categories. Only the human mind invents categories and tries to force facts into separated pigeon-holes. The living world is a continuum in each and every one of its aspects. The sooner we learn this concerning sexuality the sooner we shall reach a sound understanding of its realities." ~ Alfred Kinsey, Sexual Behavior in the Human Male, 1948
Rationale for Knowledge Base Evolution
In the year 2009, we are still “trying to force facts into separated pigeonholes,” as described by the famous American biologist Alfred Kinsey in the quote above. Though more than sixty years have passed since Kinsey published this work, when sex and sexuality were even more taboo subjects than they are today, there is still a great deal to be done when it comes to redefining sexuality, sexual orientation and gender in our postmodern world. In many ways, not only racially, but also economically, religiously, politically and sexually, our society is more segregated than at any other time in human history (Kozol, 2007). Over and above the moral implications that arise from this understanding, people are increasingly interacting with one another, and, quite often, then witnessing the friction that occurs when form (the interaction) does not match function (the desired outcome or outcomes).
As educators and, in fact, simply as human beings, all of us are being called to operate in what can only be described as “hyper-diverse” environments (Zacko-Smith, 2007); we are connected to other cultures, ideas, beliefs, values and practices in unprecedented ways and with never before seen speed, and the relational complexity created by these connections multiplies rapidly, blurring boundaries, contravening established frameworks, and creating confusion and misunderstanding. Are educators prepared to embrace the new ways that people are relating to each other, and are they prepared to deal effectively with the issues that arise from a necessary and life-enriching “full embrace” of diversity?
In order to teach effectively in hyper-diverse contexts, if effective teaching is considered to be the creation of knowledge, the transmission of ideas and the “growing” of human beings intellectually, morally and socially, educators at all levels, but particularly those who are new to the field, must be well-versed in multiculturalism and diversity. They must also be unafraid to immerse themselves in the world as it concurrently unfolds and evolves around them. Educators must also accept their role as mentors who help to define reality for those they are educating, and they must commit to redefining that reality as dictated by demands for social justice and equity. To ignore these continually emerging requirements means that educators and mentors will quickly become outdated and ineffective at best, and damaging and socially unjust at worst, neither of which are acceptable outcomes for those who are truly committed to the profession . . .
This research examined the use of metaphor as a tool of discourse, applying it specifically to th... more This research examined the use of metaphor as a tool of discourse, applying it specifically to the field of leadership. Utilizing a post-modern social constructionist framework under which the construct “leader” was highly pliable, and was created, enhanced, mitigated or destroyed via language and interaction, this study investigated whether and in what ways the intentional use of metaphor altered the individual leadership perceptions of graduate business and public administration students. Leadership understandings classified as “flexible” and “inflexible” were the primary focus of this inquiry given the hypothesized need for increasingly flexible understandings in globalized contexts. Conventional perceptions of leaders are themselves metaphorical: the leader is actually in the lead, the first to move forward. This is an image appropriate for certain circumstances, but is one seen as less relevant today because it implies an often complex hierarchy, connotes exclusivity, and ignores context.
A two-part research question guided this study: (1) to what extent and (2) in what way(s) were individual graduate business and public administration students’ perceptions of leaders and leadership altered (along a “flexible/inflexible” continuum) by the intentional use of the metaphor “leader as social construction” in focused group discussions?
Investigative methodologies were primarily qualitative and based upon the interaction between Q-Methodology and focus groups; since meaning is generated socially and subjectivity is valued, the aim was to explain individual perception change using interactional techniques. Written interviews added depth to the findings.
The results of the study show that although perceptions were mixed (i.e., they were flexible and inflexible both before and after the focus group intervention), exposure to the “leader as social construction” metaphor increased flexible leadership understandings among a majority of the participants. These findings serve as a catalyst for future research.
Examines the concept of family through the lens of pluralism.