HomePublicationsLearning to Lead, Leading to LearnPart 1 Chapter 8: Listening as a(n Incomplete) Leader Book MenuLearning to Lead, Leading to Learn SectionsPart 1Part 2ChaptersPrefaceCourse Overview Chapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Book Resources Contributors Playbook Open access PDFdoi.org/10.36284/celelon.oa11Metrics: 113 views Beth Brunk While she has occupied many leadership roles, Brunk’s chapter focuses on the benefits of acknowledging her “incompleteness” as a leader. She describes how a 360° leadership assessment helped her recognize a particular area for development—the need to be more authoritative. Brunk describes how she used this feedback to learn from her colleagues and to develop additional leadership skills. She then describes this process, which involved listening actively and rhetorically—i.e., listening to hear and identify with others’ perspectives—as central to her learning. Discussion QuestionsBrunk describes two kinds of listening (active listening and rhetorical listening) as central to her leadership. She also provides illustrations of how she uses these strategies both as she approaches institutional goals and experiences and develops her own identities as a leader. As you consider your interactions, whether as a leader or an aspiring leader, what listening strategies do you bring to your role? How do these listening strategies contribute to your overall growth as a leader? Share:
