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The document outlines a presentation by Werner Erhard and Michael C. Jensen on a new model of leadership, delivered at the University of California, Berkeley on May 13, 2015. It introduces a course titled 'Being A Leader and the Effective Exercise of Leadership,' which aims to enable participants to embody leadership as their natural self-expression. The course is based on an ontological/phenomenological model and seeks to develop a new science of leadership, with proceeds from the events contributing to a related non-profit initiative.

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0% found this document useful (0 votes)

72 views118 pages

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Comments welcome May 13, 2015

Harvard Business School Negotiation, Organizations and

Markets Research Papers
HARVARD NOM RESEARCH PAPER NO. 15086
BARBADOS GROUP WORKING PAPER NO. 15-01

Creating Leaders, A New Model:

An Evening with Werner Erhard and Michael Jensen
(PDF file of PowerPoint Slides)

Presented at:

Zellerbach Hall
University of California, Berkeley
May 13, 2015

WERNER ERHARD
Independent
[email protected]

MICHAEL C. JENSEN
Jessie Isidor Straus Professor Emeritus, Harvard Business School
[email protected]

FAIR USE: You may redistribute this document freely, but please do not post the electronic file on the
web. We welcome web links to this document at: http://ssrn.com/abstract=2606342. We revise our papers
regularly, and providing a link to the original ensures that readers will receive the most recent version.
Thank you for doing so, W. Erhard and M. Jensen

Some of the material presented in this presentation is based on or derived from the consulting and program
material of the Vanto Group, and from material presented in the Landmark Forum and other programs
offered by Landmark Worldwide LLC as well as from an international, interdisciplinary group of scholars,
consultants and practitioners working under the name of the Barbados Group. The ideas and the
methodology created by Werner Erhard underlie much of the material.

Electronic copy available at: http://ssrn.com/abstract=2606342

Comments welcome May 13, 2015
 Copyright 2015. Werner Erhard, Michael C. Jensen, Landmark Worldwide LLC. All rights reserved

Abstract

This presentation is based on our and our co-instructors’ (Steve Zaffron, Kari
Granger, and Jeri Echeverria) work over the last eleven years developing our
course entitled "Being A Leader and the Effective Exercise of Leadership". This
presentation was given at the University of California, Berkeley Zellerbach Hall
on 13 May 2015. Over 1600 people attended the sold-out event. We also gave the
presentation to sold-out audiences at the University of Chicago Mandel Hall (3
May 2015 - over 800 participants), and at New York University Skirball Center (5
November 2013 - over 800 participants).

The course is designed to leave participants actually being leaders and exercising
leadership effectively, and to contribute to creating a new science of leadership.
The course is founded on what we term an ontological / phenomenological model
of human nature. What we presented on these three occasions was designed to
leave the participants with a sense of the unique design of the course, and what
makes it possible to deliver on the outrageous promise of this one semester
course: "You will leave this course being a leader and exercising leadership
effectively as your natural self-expression." While we obviously could not in one
evening deliver the values of the course itself, we were committed to delivering
useful "take-aways" for the participants.

The ontological / phenomenological approach is uniquely effective in providing

actionable access to being a leader and to exercising leadership effectively as
one's natural self-expression. An epistemological mastery of a subject leaves you
knowing. An ontological mastery of a subject leaves you being and acting
naturally. This course leaves participants being a leader and exercising leadership
effectively as their natural self-expression.

We also focus on those ontological factors that constrain and shape one’s freedom
to be, and one’s perceptions, emotions, creative imagination, thinking, planning,
and actions when being a leader and exercising leadership. When one is not in the
grip of what we term an "ontological constraint", one’s way of being and acting
results naturally in one’s personal best in any leadership situation.

Our chapter in the Harvard "Handbook for Teaching Leadership" describing and
explaining the course can be downloaded at: http://ssrn.com/abstract=1681682

The five pre-course readings can be downloaded at the following URLs:

Readings 1 and 2 can be downloaded at: http://ssrn.com/abstract=2416455

The third Reading: "Integrity: Without It Nothing Works" (an interview that
serves as an introductory summary of our new model of integrity) can be
downloaded at: http://ssrn.com/abstract=1511274

Electronic copy available at: http://ssrn.com/abstract=2606342

Comments welcome May 13, 2015
 Copyright 2015. Werner Erhard, Michael C. Jensen, Landmark Worldwide LLC. All rights reserved

The fourth reading: "Integrity: A Positive Model that Incorporates the Normative
Phenomena of Morality, Ethics and Legality -- Abridged" can be downloaded at:
http://ssrn.com/abstract=1542759

The fifth pre-course reading "Introductory Reading For Being a Leader and the
Effective Exercise of Leadership: An Ontological/Phenomenological Model" can
be downloaded at: http://ssrn.com/abstract=1585976

The complete over 1,000 page "Slide-Deck Textbook" used in the Dubai (UAE)
course during Jan. 6-9 and 11-13, 2015 can be downloaded at:
http://ssrn.com/abstract=1263835

Landmark will contribute the net proceeds from the “Creating Leaders” events in New
York, Chicago and Berkeley to the non-profit Erhard-Jensen Ontological /
Phenomenological Initiative for the development of a new science of leadership. Mr.
Erhard and Professor Jensen’s time for these three events, as well as their time for
research, development and teaching of their course described above is on a pro bono
basis.

Electronic copy available at: http://ssrn.com/abstract=2606342

Comments Welcomed May 18, 2015

You are invited to join us for a special evening with two

extraordinary, original thinkers as they engage in a conversation in
which you and they will explore a groundbreaking access to being a
leader and to the effective exercise of leadership as one’s natural
self-expression.

Werner Erhard created the breakthrough ideas and methodology on which

The Landmark Forum and certain other Landmark programs are based. In
addition to the public programs (the est Training and The Forum), his
innovative ideas and models of individual, organizational and social
transformation have transformed and dramatically elevated the effectiveness
and quality of life for millions of people, thousands of organizations and
hundreds of communities worldwide.

Professor Michael C. Jensen, Jesse Isidor Straus Professor of Business

Administration Emeritus, Harvard Business School has authored more than 100
scientific papers on a wide range of economic finance and business related
topics. He has been awarded many prizes and recognitions including the Morgan
Stanley–American Finance Association Prize for Excellence in Financial
Economics. In May, 2011 he was awarded the “Economics for Management
Lecture Series IESE-Fundación BBVA Prize”. In July, 2013 he was named the
American Accounting Association Presidential Scholar.

As part of this exploration, Werner and Michael will address:

• Knowing about leader and leadership (epistemology) versus being a leader and
exercising leadership effectively as one’s natural self-expression (ontology).
• The four aspects of the foundation for being a leader and exercising leadership
effectively as one’s natural self-expression—and by the way, for living a great life.
• A context that leaves one being a leader and exercising leadership effectively as
one’s natural self-expression—an introduction.
• Current breakthroughs that provide a powerful access to being a person of integrity.
• Enrolling the people you lead in a future that wasn’t going to happen anyway.

© Copyright 2013-15. Werner Erhard, Michael Jensen, Landmark Worldwide LLC. All Rights Reserved
Commeents Welcom
med Maay 18, 2015

Fo
or a fuller description of their unique leadersship course re ad "Creating L
Leaders" by We erner Erhard,
Michael C. Jense en, and Kari Granger, a chap pter in the bookk, The Handboook for Teachin
ng Leadership
(ea
ach chapter wrritten by differe
ent scholars) ed
dited by Harva rd Business Scchool’s Scott S
Snook (Senior
Le
ecturer), Nitin Nohria (Dean n of Harvard Business Scchool and Ge eorge Baker Professor of
Addministration), and Rakesh Khurana
K (Deann of Harvard College and M Marvin Bower Professor of
Le
eadership Deve elopment).

*Landm m the event to the non-profit Erhard-Jensen Ontological /

mark will contrribute the net proceeds from
Phenoomenological Initiative for
f the de
evelopment o
of a new science o
of leadership
p.

© Copyright
C 2013
3-15. Werner Erhard, Michael Jensen, Landm
mark Worldwid
de LLC. All Rights Reserved
Comments Welcomed May 18, 2015

TABLE OF CONTENTS
Note: The page numbers in this table of contents are the page numbers in the aggregate pdf
file, not the page numbers at the top or bottom of each or any of the documents included in
this pdf file. You can see the page numbers of the pdf file in the top of the pdf screen or in the
Page Navigator in Acrobat that is accessible from the View Menu.

1. TITLE PAGE 1

2. ABSTRACT 2

3. INVITATION EMAIL 4

4. TABLE OF CONTENTS 6

5. EVENT SLIDE DECK TITLE PAGE – CREATING LEADERS: A NEW

MODEL 9

6. BEING A LEADER AND THE EFFECTIVE EXERCISE OF

LEADERSHIP 10

7. THE PROMISE OF THIS ONE-SEMESTER ACADEMIC COURSE 11

8. QUOTES 13

9. THE WAY WE WILL WORK TOGETHER IN OUR PRESENTATION

THIS EVENING 14

10. HOW WE WILL WORK TOGETHER 16

11. WHAT MAKES CERTAIN PEOPLE EXTRAORDINARY 17

12. WHAT IS THE SOURCE OF BEING EXTRAORDINARY FOR PEOPLE

WHO MASTER LIFE? 19

13. THE WAY WE WILL WORK TOGETHER: OPENING UP A NEW

CONVERSATIONAL DOMAIN 20

14. HOW WE WILL WORK TOGETHER 21

15. WHAT MAKES IT POSSIBLE FOR THE INSTRUCTORS TO

ACTUALLY DELIVER ON THE PROMISE OF THIS COURSE 28

16. WHAT ENABLES US TO MAKE THIS OUTRAGEOUS PROMISE TO

THE PARTICIPANTS OF THIS COURSE- THE EXPERTS VIEW 33

17. QUOTES FROM THE EDITOR’S INTRODUCTION TO OUR CHAPTER

CREATING LEADERS 34

18. THE CONVENTIONAL APPROACH TO TEACHING LEADERSHIP 37

© Copyright 2013-15. Werner Erhard, Michael Jensen, Landmark Worldwide LLC. All Rights Reserved
Comments Welcomed May 18, 2015
19. AN ONTOLOGICAL / PHENOMENOLOGICAL MODEL 40

20. A NEW SCIENCE OF LEADERSHIP 41

21. SOME BACKGROUND ABOUT THE COURSE 42

22. WHAT IS CURRENTLY HAPPENING WITH THE COURSE 43

23. SUPPORT FOR PROFESSORS WHO WISH TO TEACH THE COURSE

IN THEIR UNIVERSITY 44

24. WHAT IS CURRENTLY HAPPENING WITH THE COURSE 45

25. ALL OF THE COURSE MATERIALS ARE FREELY AVAILABLE 46

26. BEING A LEADER AND EXERCISING LEADERSHIP EFFECTIVELY

AS YOUR NATURAL SELF-EXPRESSION 47

27. THE THREE STRUCTURAL ELEMENTS OF THE COURSE 48

28. A CONTEXT THAT USES YOU 50

29. WHAT EMERGES: THE BEING AND ACTION OF LEADERSHIP 51

30. RECEIVED KNOWLEDGE VERSUS DISCOVER FOR YOURSELF 52

31. THE FOUNDATIONAL FACTORS FOR BEING A LEADER AND

EXERCISING LEADERSHIP EFFECTIVELY 53

32. WITHOUT INTEGRITY NOTHING WORKS 54

33. THE LAW OF INTEGRITY 55

34. WHAT IS INTEGRITY FOR A PERSON? 57

35. INTEGRITY: YOUR WORD DEFINED 58

36. INTEGRITY IS HONORING YOUR WORD, AND HONORING YOUR

WORD IS 60

37. INTEGRITY AND PERFORMANCE 61

38. FIRST LET US CONSIDER WHAT IT IS LIKE TO BE A PERSON OF

INTEGRITY – TO BE WHOLE AND COMPLETE AS A PERSON? 62

39. A PICTURE OF INTEGRITY 65

40. THE VEIL OF INVISIBILITY THAT CONCEALS THE SOURCE OF

THE ACTUAL COSTS OF OUT OF INTEGRITY BEHAVIOR 68

41. COSTS OF LACK OF INTEGRITY AND THE VEIL OF INVISIBILITY 69

© Copyright 2013-15. Werner Erhard, Michael Jensen, Landmark Worldwide LLC. All Rights Reserved
Comments Welcomed May 18, 2015
42. THE VEIL OF INVISIBILITY 71

43. ELEVEN FACTORS THAT CONTRIBUTE TO THE VEIL OF

INVISIBILITY 72

44. WHERE IS MY WORD WHEN IT COMES TIME FOR ME TO KEEP MY

WORD? 98

45. THE GOLDEN RULE OF INTEGRITY 99

46. REVIEW: WHAT IS IT LIKE TO BE A PERSON OF INTEGRITY – TO

BE WHOLE AND COMPLETE AS A PERSON? 101

47. REVIEW: A PICTURE OF INTEGRITY 104

48. WHERE IS MY WORD WHEN IT COMES TIME FOR ME TO KEEP MY

WORD? 107

49. WHERE DOES LIFE HAPPEN? 108

50. WHAT IF 109

51. THE POWER OF A CONTEXT TO USE YOU 110

52. A SIMPLE ILLUSTRATION OF THE POWER OF A CONTEXT TO USE

YOU 112

53. KITE 113

54. THE POWER OF A CONTEXT TO USE YOU 113

55. PLAYING THE VIOLIN IN A SUBWAY 115

56. THANK YOU FOR YOUR PARTICIPATION 117

57. REFERENCES 118

A New Science of Leadership

The Course We Will Be Speaking About Tonight

Being a Leader and

The Effective Exercise of Leadership:
An Ontological / Phenomenological Model

University of California, Berkeley

Zellerbach Hall
13 May 2015
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
7

The Promise Of This One-Semester Academic Course

You will leave this course

actually being a leader and
exercising leadership effectively
as your natural self-expression

The Promise Of This One-Semester Academic Course

OUTRAGEOUS
What makes it possible for the instructors to
actually deliver on the Promise of this course?

You will leave this course being a leader and

exercising leadership effectively as your
natural self-expression
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
9

“He who cannot change the very fabric of his

thought will never be able to change reality …”
Anwar Sadat (1978)

“Any theory that makes progress is bound to be

initially counterintuitive.”
Daniel Dennett (1989)

“… though the world does not change with a

change of paradigm, the scientist afterward
works in a different world.”
Thomas S. Kuhn (1963, 2012)
First Version 2008 © Copyright 2014 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
10

The Way We Will Work Together In

Our Presentation This Evening
In a moment, we will go through certain slides that are from
the leadership course itself. What is said on these slides will
start to answer the question, “what makes it possible to
actually deliver on the outrageous promise of the course?”
The slide deck used in the course itself constitutes the Text
Book for the course. The way the slides, or we could say the
way the Slide Deck Textbook is used in the course is unusual,
in that the slides are read out loud word for word by a reader
who has a full grasp of the meaning of what is stated on the
slides. Of course, the instructors interrupt the reading from
time to time to clarify and deepen what is stated on the slides.
And, in the course itself there are questions by and
discussions with the participants, as well as individual and
group assignments on each break and overnight.
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
11

* The Way We Will Work Together In

Our Presentation This Evening
By the time we have completed the next 12 slides, in addition
to beginning to answer “what makes it possible to actually
deliver on the outrageous promise of the course”, you will see
exactly why the slides are dealt with in this way.
Our slide reader tonight is Sandra Carr. Sandra has worked
with Mike and me and our co-authors from the creation of the
course and right through its development over time to the
present.

How We Will Work Together

We are going to break up this evening into a few sections. In
this first section we present the five elements of the content
and delivery of the Leadership Course that make it possible
for us to make good on the outrageous promise of the course.
Given that the Leadership Course itself takes a full semester,
tonight we can only give you an overall sense of the unique
course content and method of delivery. However, Werner and
Mike will present certain aspects of the course in enough
depth so that you can go home with something personally
useful, and maybe even something that leaves you with new
possibilities for living and being.
The next slides begin the presentation of the first of the five
elements that make it possible to deliver on the outrageous
promise. To deliver personal value to you tonight, the first
three slides talk about something other than leadership.
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
13

What Makes Certain People Extraordinary

There are certain people who seem to be
extraordinarily effective in dealing with the “stuff” of
life and who enjoy an exceptionally high quality of life.
Most of us believe that there is something extra
special about such people – that is, that there is
something extra special about people who seem to
have mastered life. The truth is that people who
master life are ordinary people just like you and me.
While people who master life are innately ordinary,
they do see life (experience life) and comprehend life
(make sense of life) differently than most of us do.

What Makes Certain People Extraordinary

As we said, people who master life do experience
and make sense of life differently than most of us do.
As a consequence of experiencing and making sense
of life differently than most of us do, such people
interact with life (interact with the world, others, and
themselves) differently than most of us do.
And, it is the way they interact with life – the way they
interact with the world, others, and themselves – that
makes them extraordinarily effective in dealing with
life while enjoying an exceptionally high quality of life.

© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
15 GLOSSARY – “CONVERSATIONAL DOMAIN”

What Is The Source Of Being Extraordinary

For People Who Master Life?
What allows such people to perceive, comprehend,
and interact with life differently than most of us do is
that they encounter life through a unique
conversational domain.
The world of mastery is constituted by a unique
conversational domain (linguistic domain), from
which a master perceives, comprehends, and
interacts with life.

The Way We Will Work Together:

Opening Up A New Conversational Domain

Being in a New World

As extraordinary as it may sound, in this course you will find
yourself actually being in a new world. You will accomplish
this by being introduced to and then fully engaging in a new
conversational domain.
Conversational domain is a term of art in that, even though the
individual words are familiar, the term as it is used here has a
special meaning.
Conversational domains are crafted conversations about a
specific area of interest, which conversations provide unique
ways of seeing things, and provide new possibilities and
openings for action in that area of interest that allow for
competence and ultimately expertise. This is what is meant
by “you will find yourself actually being in a new world”.

Competence Requires a Conversational Domain

If you had the time to look for yourself, you would see that the
various worlds in which human beings are engaged that
require at least competence are constituted as conversational
domains. For example, the world of medicine, and the world
of plumbing, and the world of gaming, and the world of physics
are each constituted as a specific conversational domain.
If you have a world in which you have achieved some degree
of competence, you will see that to some significant degree
you have mastered the conversational domain that constitutes
that world.

Specialized Terms and Carefully Crafted Statements

More specifically, conversational domains are made up of
specialized terms (terms with a special, precise, and
sometimes technical meaning), and carefully crafted
statements (that is, sentences, paragraphs, and even discrete
sections of discourse) that network those terms together such
that unique ways of seeing things and new openings for
effective action show up in a specific area of interest.
In short, a conversational domain is made up of specialized
terms and carefully crafted statements to open up a world for
us.
As Kuhn (1963, 2012) said, “… though the world does not
change with a change of paradigm, the scientist afterward
works in a different world.” (p. 121)

Being in a New World

Once mastered, what is said in a conversational domain
reveals and makes available new possibilities – that is,
perceiving things in new ways, the availability of new ways of
being, and new openings for action.
Specifically, in this course the conversational domain you are
introduced to, given the opportunity to engage with, and finally
come to master is designed to leave you with what it is to be a
leader and what it is to exercise leadership in ways that will be
new for you, and sometimes even startling.
It is the various conversational domains presented in the
course that open up the possibility of being a leader and
exercising leadership effectively as your natural self-
expression. These various conversational domains, when
they finally come together as a whole, is a critical component
of what allows us to keep the promise of the course.
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
21 HOW WE WILL WORK TOGETHER

The Rigor Required To Master

A Conversational Domain
The results you are promised out of your participation in this
course are a product of your fully engaging in and finally
mastering these new conversational domains.
Consequently, it is critical that the specialized terms of the
conversational domain be worded in the exact way they are
worded and not using some other, more familiar words. And,
it is critical that the sentences and paragraphs of the carefully
crafted statements used in the conversational domain be
stated in the exact way that they are stated and not in some
other, more comfortable or familiar way.

Getting the Meaning Right From the Beginning

In short, in order to deliver on what you will be promised, what
gets said in this course must be said with the rigor demanded
by the need to master a new conversational domain.
In order to accomplish this rigor, a good deal of the content of
this course is exactly – word for word – what you see written
on the screen in front of you.
We will read aloud each word you see on the screen. The
reader is familiar and competent with what is stated and can
therefore support you by conveying the meaning right from the
beginning of a sentence and, for a paragraph, right from the
beginning of the paragraph, and for a section, right from the
beginning of the section.

Read Silently Along With the Reader

As we read the slide out loud, please read along with us
silently, word for word.
We will, during the reading of the slide or after the slide is
read, often comment on and discuss what has been read.

What Makes It Possible For The Instructors To

Actually Deliver on the Promise of this Course
The building of conversational domains, rather than the mere
transfer of knowledge, allows the participants in our courses:
• to master the four foundational factors required for being a
leader and the effective exercise of leadership, and
• to master the four aspects of the contextual framework for
leader and leadership that leave one being a leader and
exercising leadership effectively as one’s natural self-
expression.
Students actually mastering conversational domains rather
than participating in a transfer of knowledge is the first of the
five elements that make it possible to actually deliver on the
outrageous promise of this one semester course:
You will leave this course being a leader and exercising
leadership effectively as your natural self-expression
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
25 DELIVERING ON THE PROMISE

What Makes It Possible For The Instructors To

Actually Deliver on the Promise of this Course
SECOND ELEMENT:
Participants do not learn what it is to be a leader and what it is
to exercise leadership effectively.
Instead, the way the course is taught, participants discover
for themselves what it is to be a leader and what it is to
exercise leadership effectively.

What Makes It Possible For The Instructors To

Actually Deliver on the Promise of this Course
THIRD ELEMENT:
As we said on the previous slide, participants discover for
themselves what it is to be a leader and what it is to exercise
leadership effectively, but they discover these as they are
actually lived, rather than as something to know, remember,
and try to apply.

What goes on in most university classrooms is the transfer of

knowledge from the textbook and the instructor to the
students. As the editors say in their introduction to our chapter
on teaching leadership, “We know how to inform; we know
how to ‘transfer knowledge’; we know how to train skills. ... In
fact this process forms the very heart of most educational
experiences in traditional classroom settings.”
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
27 DELIVERING ON THE PROMISE

What Makes It Possible For The Instructors To

Actually Deliver on the Promise of this Course
FOURTH ELEMENT:
Participants are provided with the opportunity to master a
context for leader and leadership that impacts the way any
situation calling for leadership occurs for them such that their
natural way of being and acting is one of being a leader and
exercising leadership effectively.

What Makes It Possible For The Instructors To

Actually Deliver on the Promise of this Course
FIFTH ELEMENT:
Participants create for themselves the opportunity to be and
act consistent with their word (that is, live their word) as
contrasted with being and acting consistent with what is going
on with them internally (their mental state, emotional state,
bodily state, and their thoughts, considerations, doubts, fears,
and memories from the past).

What Enables Us To Make this Outrageous Promise

To the Participants of this Course – the Experts View
The quotes on the following three slides are from the Editor’s
Introduction to a chapter about our course titled Creating
Leaders that we were asked to write for a book entitled, The
Handbook for Teaching Leadership, (2012, p. xxiv; our chapter is
co-authored with Kari Granger).
The book is edited by (and the following quotes are from)
Harvard Business School’s Scott Snook (Senior Lecturer),
Nitin Nohria (Dean of the Harvard Business School), and
Rakesh Khurana (Dean of Harvard College and Marvin Bower
Professor of Leadership Development).

Quotes from the Editor’s Introduction to Our Chapter

Creating Leaders
“Most experienced teachers are fairly comfortable teaching
about leadership. After all, in most university settings, the
successful acquisition of technical knowledge and skills is the
central goal of education.
“Even more importantly, perhaps, we know how to do this.
We know how to inform; we know how to ‘transfer knowledge’;
we know how to train skills. Most of us have spent much of
our adult lives either learning or teaching important conceptual
knowledge and technical skills. In fact this process forms the
very heart of most educational experiences in traditional
classroom settings.” [Paragraphing added.]

Quotes Continued
“How does one teach leadership in a way that not only
informs them about leadership but also transforms them into
actually being leaders? … this eclectic group of scholars
argues for adopting a decidedly ontological approach to
leadership education that promises to leave students actually
being leaders.
“Contrasting their ontological approach described as being
and action as experienced ‘on the court’ with more traditional
perspectives where leadership is observed and commented
on ‘from the stands’, this chapter presents a rigorous theory of
leadership education that begins and ends with the following
bold promises to students:
‘You will leave this course being who you need to be to be
a leader. You will leave this course with what it takes to
exercise leadership effectively.’”
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
32

Quotes Continued
“For these authors, integrity, authenticity, and being
committed to something bigger than oneself form the base of
‘the context for leadership’, a context that once mastered,
leaves one actually being a leader. [emphasis added]
“… by following a rigorous, phenomenologically based
methodology, students have the opportunity to create for
themselves a context that leaves them actually being a leader
and exercising leadership effectively as their natural self-
expression.” [paragraphing added]

The Conventional Approach To Teaching Leadership

As the Harvard Business School editors said, “Most experienced
teachers are fairly comfortable teaching about leadership.”
The editors’ point is that learning about being a leader does not
give you access to being a leader as your natural self-
expression, and learning about exercising leadership does not
leave you exercising leadership effectively as your natural self-
expression.
It is like learning about playing tennis from reading a book about
playing tennis, even a good one. Anyone who plays tennis well
is not remembering and trying to apply something they read
from a book. You can read all the books you want, listen to all
the lectures you can tolerate, and even sit in the stands and
watch all the tennis you like, and while you will be able to talk
extensively about tennis and explain what it takes to play well,
you won’t be able to play tennis much better than before.
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34

The Conventional Approach To Teaching Leadership

In light of what is said on the foregoing slide, the editors
challenge those who would teach leadership by asking the
following question, “How does one teach leadership in a way
that not only informs them about leadership but also
transforms them into actually being leaders?”
A conceptual grasp, no matter how powerful, of the being of
being a leader and the actions of the effective exercise of
leadership will not leave you actually being a leader and
exercising leadership effectively, and certainly not, as your
natural self-expression.

The Conventional Approach To Teaching Leadership

If you have ever mastered anything – for example, skipping
down stairs, driving an automobile in traffic, a young person
using their smart phone, getting out of your house in the
morning when leaving for work, or anything more challenging
that you have actually mastered – you will notice that your
actions are not driven by concepts, knowledge, or techniques
that you remember; rather, you are simply “dancing” with what
you are dealing with.
When you are masterful with something, whatever knowledge
you may have about it does not reside between you and it like
a filter, rather whatever knowledge you may have, so to speak,
seems to shine a light on what you are dealing with.

An Ontological / Phenomenological Model

The editors point to our ontological approach and our
phenomenological methodology as an answer to their
question, “How does one teach leadership in a way that not
only informs them about leadership but also transforms them
into actually being leaders?” [italics in original]
“… this eclectic group of scholars argues for adopting a
decidedly ontological approach to leadership education that
promises to leave students actually being leaders.”
“… by following a rigorous, phenomenologically based
methodology, students have the opportunity to create for
themselves a context that leaves them actually being a leader
and exercising leadership effectively as their natural self-
expression.”

A New Science of Leadership

Being a Leader and the Effective Exercise of Leadership:
An Ontological / Phenomenological Model

Ontology: the study and science of being

The ontological model of leader and leadership provides
direct access to the actual nature of being when one is ‘on
the court’, real-time, being a leader, and opens up and
reveals the source of one’s actions when one is ‘on the
court’, real-time, exercising leadership.
Phenomenology: the methodology used in ontology
The method that provides direct access to the actual as-
lived, in the moment, on-the-court experience of being a
leader and exercising leadership effectively.

Some Background About The Course

As we said, the course is a one-semester academic course.
We and our colleagues (Steve Zaffron, Kari Granger, Joe
DiMaggio, and our newest member, Jeri Echeverria) spent the
last 11 years creating and developing this course.
The first five years, Dean Zupan of the Simon School of
Business at the University of Rochester generously provided
us with a yearly classroom laboratory within which to do the
research and development required to create a course that
would actually leave students being a leader and exercising
leadership effectively as their natural self-expression.

What Is Currently Happening With The Course

The course (or the course with variations or parts of the
course) has already been taught by local professors in more
than 22 universities around the world – for example, the
medical school at Dartmouth, UCLA, the United States Air
Force Academy, Rutgers University, and internationally, for
example Erasmus University in the Netherlands and the
University of Vietnam.
When the course is delivered in an academic institution most of
the participants are students (ranging from undergraduates,
through MBA and other Masters students, to PhD candidates)
along with professors and administrators from that institution,
and the institution’s alumni, as well as a number of professors
and administrators from other academic institutions.

Support for Professors Who Wish To Teach

the Course in Their University
When as a result of taking the course as a participant a
professor chooses to personally teach the course, each year
we conduct the “Creating Course Leaders Workshop” to
1) train those professors committed to teaching the course to
create for themselves the content of the course, and
2) to powerfully deliver the content of the course, and
3) to effectively respond to participants’ questions and
challenges, and finally
4) in what it takes personally from the professor to actually
deliver on the promise of the course.

What Is Currently Happening With The Course

As a part of our ongoing research and development of the
course, and to introduce it into new universities, Mike and I
and two colleagues personally deliver the course twice a year.
Our work on this effort is always pro bono.
When we teach the course, instead of doing it over a
semester, we do the course in six full days (with one or two
days off in the middle where the participants deal with
personal and small group assignments).
We open up one of the two courses we personally teach
yearly to non-university people so that we can also research
its impact on managers, executives, and others with a
commitment to leadership.

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42
All of the Course Materials Are Freely Available
In summary, the fundamental and enduring commitment of
those of us who created the course (and continue to do so),
and those of us who teach (lead) the course, is to have the
material that constitutes this course and the methodology
used in delivering the course be widely available in academic
institutions throughout the world.

Being a Leader and Exercising

Leadership Effectively as Your
Natural Self-Expression

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44
Being A Leader And The Effective Exercise Of Leadership:
An Ontological / Phenomenological Model
The Three Structural Elements of the Course:

1. The Four Factors that Form the Foundation for Being A

Leader and Exercising Leadership Effectively As Your Natural
Self-Expression

2. The Contextual Framework For Leader and Leadership That

When Mastered Becomes a Context That in Any Leadership
Situation Has the Power To Leave You Being A Leader and
Exercising Leadership Effectively As Your Natural Self-
Expression

3. Eliminating or at Least Relaxing from the Way You Wound

Up Being the Ontological Perceptual and Functional Constraints
That Get In the Way of Your Natural Self-Expression
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45

The Parts That Make Up Each of the Three

Structural Elements That We Just Went Over

1. Integrity
2. Authenticity
1. Foundation 3. Being Given Being and Action by Something Bigger
Than Yourself
4. Being Cause in the Matter

1. Leader and Leadership as Linguistic Abstractions

2. Contextual 2. Leader and Leadership as Phenomena
Framework 3. Leader and Leadership as Domains
4. Leader and Leadership as Terms

3. Ontological 1. Ontological Perceptual Constraints

Constraints 2. Ontological Functional Constraints

A Context that Uses You

Received Knowledge versus Discover For Yourself

What we share with you tonight may be of interest and even
provoke you into discussing it with your family and friends, but
unless you discover it for yourself what we share with you
will not make any profound difference for you.
This claim is based on 11 years of experience in leading our
leadership course. We see that although the content of the
course is powerful, what leaves participants being leaders and
exercising leadership effectively as their natural self-
expression is actually discovering for themselves each of the
elements presented in the course, and discovering each
element as it is actually lived.

The Foundational Factors for Being a Leader and

Exercising Leadership Effectively
Integrity:
You can forget about having integrity until any “out of integrity”
occurs for you as a diminution of yourself.
Authenticity:
Authenticity begins with being authentic about your
inauthenticities.
Being Given Being and Action by Something Bigger than
Yourself:
Heroes are ordinary people who are given being and action by
something bigger than themselves. True leaders are heroes.
Being Cause in the Matter:
Declaring that you are cause-in-the-matter as a stand you take
to give yourself power.
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50

Without Integrity Nothing Works

While there are four ways of being that constitute the
foundation for being a leader, and while the Contextual
Framework is central to being a leader and exercising
leadership effectively as your natural self-expression, without
integrity none of it works.
Werner has been with Mike where in a talk at a business
school it has taken a full three hours to do complete justice to
what it is to be a man or woman of integrity as it is required to
be a leader and exercise leadership effectively. What Mike
will do tonight is to share enough of this new model of integrity
for you to have an opportunity to discover for yourself the
power of integrity as integrity is required for being a leader and
exercising leadership effectively as your natural self-
expression.

The Law of Integrity

Integrity as defined in the dictionary is the state of being
whole, complete, unbroken, unimpaired, sound, in perfect
condition.
The Law of Integrity states:
As integrity (being whole and complete) declines, workability
declines, and as workability declines the opportunity for
performance declines.
Thus the maximization of whatever performance measure you
choose requires integrity – from the quality of your life, to your
effectiveness in life.
Attempting to violate the Law of Integrity generates painful
consequences just as surely as attempting to violate the law of
gravity.
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52

The Law of Integrity (Cont’d)

Put simply (and somewhat overstated):
“Without integrity nothing works”.
Think of this as a heuristic.
If you or your organization operate in life as though this
heuristic is true, performance will increase dramatically.
And the impact on performance is huge: easily 100% to 500%.

What is Integrity for a Person?

Integrity for a person is a matter of that person’s word,
nothing more and nothing less.
For a person to have integrity, the word of that person must be
whole, complete, unbroken, unimpaired, sound, in perfect
condition.
The question is, in the matter of integrity what constitutes your
word?

Integrity: Your Word Defined

1. What You Said: Whatever you said you will do, or will not
do (and in the case of do, doing it on time). (Note:
Requests of you become your word unless you have
responded to them in a timely fashion.)
2. What You Know: Whatever you know to do, or know not
to do, and if it is do, doing it as you know it is meant to be
done (and doing it on time), unless you have explicitly said
you will not do so.
3. What Is Expected (Unexpressed Requests Of You):
Whatever you are expected to do or not do by anyone with
whom you desire to have a workable relationship, and in
the case of do, doing it on time, unless you have explicitly
said to the contrary. (Note: What you expect of others is
not for you their word – with others, you must change your
unexpressed requests into explicit requests.)
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55

Integrity: Your Word Defined (Cont’d)

4. What You Say Is So: Whenever you have given your word
to others as to the existence of some thing or some state of
the world, your word includes being willing to be held
accountable that the others would find your evidence
makes what you have asserted valid for themselves.
5. What You Stand For: That is, what you say that your life is
about and for what you can unquestionably be counted on
– whether expressed in the form of a declaration made to
one or more people, or even to yourself, as well as what
you allow people to believe that you stand for, is a part of
your word.
6. Moral, Ethical, And Legal Standards: The moral, ethical,
and legal standards which you have not explicitly declined
are a part of your word.
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56

Integrity is Honoring Your Word, and

Honoring Your Word Is
1. Keeping your word, and on time
OR:
2. Whenever you will not be keeping your word, just as soon
as you become aware that you will not be keeping your word
(including not keeping your word on time) saying to
everyone impacted:
a. that you will not be keeping your word, and
b. that you will keep that word in the future, and by when, or,
that you won’t be keeping that word at all, and
c. what you will do to deal with the impact on others of the
failure to keep your word (or to keep it on time).
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57

Integrity and Performance

As this new model of integrity points out, integrity is the state
or condition of being whole, complete, unbroken, unimpaired,
sound, in perfect condition. Such a state is the necessary and
sufficient condition for workability. And, workability is a
necessary condition for performance. As a result, it becomes
clear that integrity determines the opportunity set for
performance.
Yet one only needs to read the newspaper to be clear about
the almost universal lack of integrity. How can this be?
The answer is: The fact that integrity determines one’s
opportunity for performance is concealed by what
(paraphrasing Rawls) we term the “veil of invisibility”. There
are eleven factors that contribute to this veil of invisibility. We
will discuss some, but not all of these in some detail below.
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58

First Let Us Consider What Is It Like To Be a Person of

Integrity – To Be Whole and Complete As A Person?
As we said, at least in the matter of integrity, who you are is
your word, nothing more and nothing less. However, in a very
real sense, who you are period is your word.
You have very little dominion over your mental state,
emotional state, physical state, or even what you think or
remember (what comes to mind), but you do have something
to say about what comes out of your mouth.
Given that your word is that over which you do have dominion,
it is, as we said, not too much to say that who you are is your
word.
Perhaps the most important aspect of being out-of-integrity is
the loss of self, or if that is too much for you to take in, then
the loss of power.
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59

What Is It Like To Be Whole and

Complete As A Person? (Cont’d)
In a very real sense you are your word. When you are out-of-
integrity as a person, you are as a person less than whole,
complete, unbroken, unimpaired, sound, in perfect condition.
Instead of being a person of power, because you have lost
your power, you are left being a person of force.

When you honor your word to yourself and others:

You are at peace with yourself, and therefore act from a place
where you are at peace with others and the world, even those
who disagree with or who you might ordinarily feel threatened
by.
You live without fear for your self, that is who you are as a
person. There is no fear of losing the admiration of others.
You do not have to be right; you act with humility.
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60

What Is It Like To Be Whole and

Complete As A Person? (Cont’d)
Everything or anything that someone else might say is OK for
consideration, no need to defend or explain yourself, or
rationalize yourself, you are able to learn.
This state is often mistaken as mere self-confidence rather
than the true courage that comes from being whole and
complete – that is, comes from being a man or woman of
integrity. This is a critically important element of being a
leader.

A Picture of Integrity
What would your life be like, and what would your
performance be, if it were true that:
• You have done what you said you would do and you did it
on time.
• You have done what you know to do, you did it the way it
was meant to be done, and you did it on time.
• You have done what others would expect you to do, even if
you never said you would do it, and you did it on time, or
about this or that expectation of theirs, you have informed
them that you will not meet this or that expectation.
• And you have informed others of your expectations of them
by making explicit requests to those others.

A Picture of Integrity (Cont’d)

And, whenever you realized that you were not going to do any
of the foregoing, or not going to do it on time:
• You have said so to everyone who might be impacted, and
you did so as soon as you realized that you wouldn't be
doing it, or wouldn't be doing it on time, and
• If you were going to do it in the future you have said by
when you would do it, and
• You have dealt with the consequences of your not doing it
on time, or not doing it at all, for all those who are impacted
by your not doing it on time, or not doing it at all.

A Picture of Integrity (Cont’d)

In a sentence, you have done what you said you would do, or
you have said you are not doing it; you have nothing hidden,
you are truthful, forthright, straight and honest. And you have
cleaned up any mess you have caused for those depending
on your word.
And Almost Unimaginable:
What if others operated in this way with you?

The Veil of Invisibility That Conceals the Source of

the Actual Costs of Out of Integrity Behavior
Almost all people, and organizations fail to see the costs
imposed by violations of the Law of Integrity. I can say with a
great deal of certainty that there is no person in this room
tonight that is a person of full integrity. And that includes both
Werner and me.
Being a persen of integrity is a “mountain with no top”. More
on this fact a bit later.
The unworkability generated by the lack of integrity occurs to
people and organizations as the consequence of something
other than violations of the Law of Integrity.
For most of us the breakdowns and confusion – that is the
mess in our lives – is just the way life is, like water to fish or air
to birds.
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65

Costs of Lack of Integrity and The Veil of Invisibility

Most people rationalize or explain the mess in their
organizations and in their lives without getting to the out-of-
integrity behavior that is the actual source.
This state of affairs is an example of:
You cannot manage what you do not distinguish. As a
result, what you do not distinguish will run you.
Consider the following.
When you rationalize or explain an unworkability in your life
(or blame others or the circumstances, or pass it off as “life is
tough”), when in fact any unworkability in your life is likely to
be a product of out-of-integrity behavior . . .
You have no access to the source of the unworkability.

Costs of Lack of Integrity and The Veil of Invisibility

The “Integrity-Performance” Paradox:

People and organizations, while committed to performance,
systematically sacrifice integrity in the name of increasing
performance and thereby reduce performance.
How can this occur?
If operating with integrity is so productive, why do people
systematically sacrifice their integrity and suffer the
consequences? And, why are they blind to these effects?
We now review the 11 factors that generate the “Veil of
Invisibility” that conceals the damaging effects of out-of-
integrity behavior on our lives.

The Veil of Invisibility

For example, one of the factors contributing to this veil of
invisibility is self-deception – a self-deception that leads
almost all of us to believe that we are men or women of
integrity. If you take your integrity for granted (even with this
and that instance to prove it), you are virtually guaranteed to be
out of integrity.
There will be opportunities in life for you to see this factor in
yourself.
Mastering the eleven factors contributing to the veil of
invisibility in your life will leave you with an authentic
opportunity to be a person of integrity.
And as we indicated earlier, without integrity you can forget
about being an effective leader.

Eleven Factors that Contribute to the Veil of Invisibility

1. Not seeing that who you are as a person is your word
That is, thinking that who you are as a person is anything
other than your word. For example, thinking that who you are
is your body, or what is going on with you internally (your
mental/emotional state, your thoughts/thought processes and
your bodily sensations), or anything else you identify with such
as your title or position in life, or your possessions, etc…
leaves you unable to see that when your word is less than
whole and complete you are diminished as a person.
A person is one constituted in language.
As such, when a person's word is less than whole and
complete he or she is diminished as a person.

Eleven Factors that Contribute to the Veil of Invisibility

1. Not seeing that who you are as a person is your word
Integrity and One’s Relationship to One’s Self, and Others
It is my word through which I define and express myself, both
for myself, and for others.
It is not too much to say that who I am is my word, both who I
am for myself and who I am for others.
It follows that, in order to be whole and complete as a person,
my word to myself and others must be whole and complete.

Eleven Factors that Contribute to the Veil of Invisibility

1. Not seeing that who you are as a person is your word
Attempting to violate the Law of Integrity, that is, not honoring
your word to yourself and others, results in Self Disintegration.
And Self Disintegration limits “what you can be”.
Said another way, each out-of-integrity act reduces your
opportunity for performance.
Thus reducing “what it is possible for you to be”.
And, each out-of-integrity act also reduces your ability to
realize what “it is possible for you to be” in that now-shrunken
opportunity set.

Eleven Factors that Contribute to the Veil of Invisibility

2. Living As If My Word Is Only What I Said (Word 1) and
What I Assert Is True (Word 4)
Even if we are clear that in the matter of integrity our word
exists in six distinct ways, most of us actually function as if our
word consists only of what I said or what I assert is true.
This guarantees that we cannot be men or women of integrity.
For us, Words 2, 3, 5, and 6 are invisible as our word:
• Word-2: What You Know to do or not to do
• Word-3: What Is Expected of you by those with whom
you wish to have a workable relationship (unless you have
explicitly declined those unexpressed requests)
• Word-5: What You Stand For
• Word-6: Moral, Ethical and Legal Standards of each
society, group, and governmental entity of which I am a
member
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73

Eleven Factors that Contribute to the Veil of Invisibility

2. Living As If My Word Is Only Word 1 and Word 4
When we live (function in life) as though our word is limited to
Word 1: What I Said and Word 4: What I say is so, we are
virtually certain to be out of integrity with regard to our word as
constituted in Words 2, 3, 5 and 6.
In such cases, all the instances of our word (be it the word of
an individual or organization) that are not spoken or otherwise
communicated explicitly are simply invisible as our word to
such individuals or organizations. In our lives, all instances of
our Words 2, 3, 5 and 6 simply do not show up (occur) for us
as our having given our word.

Eleven Factors that Contribute to the Veil of Invisibility

3. Seeing Integrity as a virtue
For most people and organizations integrity exists as a virtue
rather than as a necessary condition for performance.
As a virtue, integrity is easily sacrificed when it appears a
person or organization must do so to succeed.
For many people virtue is valued only to the degree that it
engenders the admiration of others, and as such it is easily
sacrificed especially when it would not be noticed or can be
rationalized.
Sacrificing integrity as a virtue seems no different than
sacrificing courteousness, or new sinks in the men’s room.

Eleven Factors that Contribute to the Veil of Invisibility

4. Self Deception about being out of integrity
People generally do not see when they are out of integrity. In
fact they are mostly unaware that they have not kept their
word. What they see is the “reason”, rationalization, or
excuse for not keeping or honoring their word.
In fact, people systematically deceive (lie to) themselves about
who they have been and what they have done. As Chris
Argyris, after four decades of studying human nature,
concludes:

Eleven Factors that Contribute to the Veil of Invisibility

4. Self Deception about being out of integrity
“Put simply, people consistently act inconsistently, unaware of
the contradiction between their espoused theory and their
theory-in-use, between the way they think they are acting and
the way they really act.” (Argyris, 1991)
And if you think this is not you, you are fooling yourself about
fooling yourself.
Because people cannot see their out-of-integrity behavior, it is
impossible for them to see the actual cause of the
unworkability in their lives and organizations — the direct
result of their own attempts to violate the Law of Integrity.

Eleven Factors that Contribute to the Veil of Invisibility

5. Integrity Is Keeping One’s Word
The belief that integrity is keeping one’s word – period –
leaves no way to maintain integrity when it is not possible, or
when it is inappropriate, or one simply chooses not to keep
one’s word.
And that leads to concealing not keeping one’s word which
adds to the veil of invisibility about the impact of attempts to
violate the Law of Integrity.

Eleven Factors that Contribute to the Veil of Invisibility

6. FEAR of acknowledging you are not going to keep your
word
When maintaining your integrity (by acknowledging that you
are not going to keep your word and cleaning up the mess that
results) occurs for you as a threat to be avoided (like it was
when you were a child), rather than simply a challenge to be
dealt with, then you will find it difficult to maintain your
integrity.
When not keeping their word, most people fear the possibility
of looking bad and the consequent loss of power and respect.
They choose the apparent short-term gain of avoiding the fear
by hiding that they will not keep their word. This conceals the
long-term loss caused by attempts to violate the Law of
Integrity.
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80

Eleven Factors that Contribute to the Veil of Invisibility

6. FEAR of acknowledging you are not going to keep your
word
Thus out of fear we are blinded to (and therefore mistakenly
forfeit) the power and respect that accrues from
acknowledging that one will not keep one’s word or that one
has not kept one’s word.
When maintaining your integrity (by acknowledging that you
are not going to keep your word and cleaning up the mess that
results) occurs for you as a threat to be avoided (like it was
when you were a child), rather than simply a challenge to be
dealt with, then you will find it difficult to maintain your integrity

Eleven Factors that Contribute to the Veil of Invisibility

7. Integrity is not seen as a factor of production.
Leading people to make up false causes and unfounded
rationalizations as the source(s) of failure.
Which in turn conceals the attempted violations of the Law of
Integrity as the source of the reduction in the opportunity for
performance that results in failure.
No one would ignore that human and physical capital are
critical components of a well-functioning enterprise. Yet
integrity is at least as important to success as human and
physical capital.

Eleven Factors that Contribute to the Veil of Invisibility

8. NOT Doing Cost/Benefit Analysis on GIVING One’s
Word
When giving their word, most people do not consider fully
what it will take to keep that word. That is, people do not do a
cost/benefit analysis on giving their word.
In effect, when giving their word, most people are merely
SINCERE (well-meaning) or placating someone, and don’t
even think about what it will take to keep their word. This
failure to do a cost/benefit analysis on giving one’s word is
IRRESPONSIBLE.
Such irresponsible giving of one’s word is a major source of
the mess left in the lives of people and organizations. Indeed
people often do not even KNOW they HAVE given their word.

Eleven Factors that Contribute to the Veil of Invisibility-8

8. NOT Doing Cost/Benefit Analysis on GIVING One’s
Word
People generally do not see the giving of their word as:
“I AM going to MAKE this happen”
If you are not doing this you will be out of integrity.
Generally people give their word INTENDING to keep it. That
is, they are merely sincere.
If anything makes it difficult or even inconvenient to deliver,
then they provide REASONS instead of results and they do
not clean up the mess.

Eleven Factors that Contribute to the Veil of Invisibility

9. DOING Cost/Benefit Analysis on HONORING One’s
Word
Integrity, Trust and the Economic Principle of Cost/Benefit
Analysis -- If I apply cost/benefit analysis to honoring my word,
I am either out of integrity to start with because I have not
stated the cost/benefit contingency that is in fact part of my
word (I lied), or to have integrity when I give my word, I must
say something like the following:
“I will honor my word when it comes time for me to honor my
word if the costs of doing so are less than the benefits.”
Such a statement, while leaving me with integrity is unlikely to
engender trust.
In effect I just told you that I am an unmitigated
opportunist.
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Eleven Factors that Contribute to the Veil of Invisibility

9. DOING Cost/Benefit Analysis on HONORING One’s
Word
In fact, I have given you my word that you cannot trust me to
honor my word.
At best you are left guessing what costs and benefits I will be
facing when it comes time for me to honor my word.
And if the costs are greater than the benefits (as I see them) I
will not honor my word.
Therefore I would be for you an untrustworthy person. My
word means nothing.
The Bottom Line: If you choose to be a person of integrity, you
have no choice when it comes time to honor your word.

Eleven Factors that Contribute to the Veil of Invisibility

9. DOING Cost/Benefit Analysis on HONORING One’s
Word
Nevertheless, the following economic prediction is highly likely
to be consistent with observed behavior: As the apparent or
immediate costs of being in integrity rise, more people or
organizations will be out of integrity (and vice versa).
The problems in education and business thinking arise when
we do not hammer home the personal and organizational
dangers of applying cost/benefit thinking to honoring one’s
word.
We then inadvertently teach or induce students, employees
and managers to NOT see the costly consequences of out of
integrity behavior.

Eleven Factors that Contribute to the Veil of Invisibility

9. DOING Cost/Benefit Analysis on HONORING One’s
Word
To Repeat: In order to be in integrity you must apply
cost/benefit analysis to giving your word.
If I take on integrity as who I am, then I should and will think
carefully before I give my word, and I will recognize I am
putting myself at risk when I do so.
And I will never give my word to two or more things that are
mutually inconsistent.

Eleven Factors that Contribute to the Veil of Invisibility

9. DOING Cost/Benefit Analysis on HONORING One’s
Word
In a very real sense being a person of integrity starts with me
giving my word to myself: My word to myself that I am a
person of integrity.
And when I actually give my word I say to myself: “I am going
to make this happen”, not: “I am going to try to make this
happen” or “I hope this will happen”.
As Yoda says in “Star Wars”: “DO or DO NOT, there is no
TRY.”

Eleven Factors that Contribute to the Veil of Invisibility

10. Integrity is a Mountain with No Top
People systematically believe that they are in integrity, or if at
at any given moment they are aware of being out of integrity,
they believe that they will soon get back into integrity.
In fact integrity is a mountain with no top. However, the
combination of 1) generally not seeing our own out-of-integrity
behavior, 2) believing that we are persons of integrity, and 3)
even when we get a glimpse of our own out-of-integrity
behavior, assuaging ourselves with the notion that we will
soon restore ourselves to being a person of integrity keeps us
from seeing that in fact integrity is a mountain with no top. To
be a person of integrity requires that we recognize this and
“learn to enjoy climbing”.

Eleven Factors that Contribute to the Veil of Invisibility

10. Integrity is a Mountain with No Top
One would have to be in integrity with respect to every
instance of Words 1 through 6 at every moment in time.
• W-1: What You Said
• W-2: What You Know to do or not to do
• W-3: What Is Expected of you (unexpressed requests of
you) by each of those with whom you wish to have a
workable relationship (unless you have explicitly declined
that expectation)
• W-4: What You Say Is So
• W-5: What You Stand For
• W-6: The Moral, Ethical and Legal Standards of each
society, group, and governmental entity of which I am a
member
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
94

Eleven Factors that Contribute to the Veil of Invisibility

10. Integrity is a Mountain with No Top
Thus, we had better enjoy climbing because this truly is a
mountain with no top.
Notice that every time we put something into integrity in our
lives or organizations, workability and the opportunity for
performance increase.
The effect is huge, and yet we will never get it all done.
Therefore, to repeat, we better learn to enjoy climbing.

Eleven Factors that Contribute to the Veil of Invisibility

10. Integrity is a Mountain with No Top
Knowing that integrity is a mountain with no top, and being
joyfully engaged in the climb, leaves us as individuals with
power, and leaves us known by others as authentic, and as
men or women of integrity.
Knowing that we will never “get there” also opens us up to
tolerance of (and an ability to see and deal productively with)
our own out-of-integrity behavior as well as that of others.

Eleven Factors that Contribute to the Veil of Invisibility

11. Not having your word in existence when it comes time
to keep your word
“A major source of people saying, ‘Talk is cheap’, is that when
it comes time for most people to keep their word, their word
exists in a place that does not give them a reliable opportunity
for keeping their word and on time.
“Most people have never given any thought to where their
word went after they closed their mouth, that is to say, where
their word is when it comes time for them to keep their word.
This is a major source of out-of-integrity behavior for
individuals, groups and organizations”.

Eleven Factors that Contribute to the Veil of Invisibility

11. Not having your word in existence when it comes time
to keep your word

• If you don’t have an extraordinarily powerful answer to the

question, “Where Is My Word When It Comes Time For Me
To Keep My Word?”, you can forget about being a person
of integrity, much less a leader and realizing a created
future.

• In order to realize the created future, you will need a way to

keep the word you gave regarding the created future in
existence.

Eleven Factors that Contribute to the Veil of Invisibility

11. Not having your word in existence when it comes time
to keep your word

• What is the first step (next action) you are going to take
after you have given your word?

• By when will you take this first step (next action)?

• Create a “now” in which to do it.

• Finally, ensure the “now” exists for you in such a way that
you will reliably take that first step.

Where is My Word When it Comes Time for Me

to Keep My Word?
“We all know that when we give our word, our word is so to
speak in our mouths (and if we are awake, then also in our
ears in being aware that we have just given our word). When
one is giving one’s word, one’s word exists in one’s mouth, but
exists there only for the duration one is speaking.
“The question is where does your word go – where does your
word exist – after you have closed your mouth? More
critically, the question is where is your word when it comes
time for you to keep your word? ”
To be a person or organization of integrity one must create a
system to ensure your word is visibly in existence when the
time comes to keep that word.

The Golden Rule and Integrity

The Golden Rule:
“Do unto others as you would have them do unto you.”
A world in which everyone followed the golden rule would be
wonderful. However, one is left depending on the good will of
others to benefit personally.

The Golden Rule and Integrity

In contrast integrity is something one does for oneself. It is
actionable and does not require the cooperation of others.
It pays one to behave with integrity even if those around you
do not, because those around you will trust you and that is
valuable to you.
Integrity is privately optimal and does not make one into a
Pollyanna that can be preyed upon.
Just because you behave with integrity does not mean that
you trust those around you who do not behave with integrity.
You are not a Pollyanna.
Integrity leads to workability, greater performance, greater
value and joy; and in the equilibrium that results something
close to the Golden Rule will be realized.
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
103

REVIEW: What Is It Like To Be a Person of Integrity –

To Be Whole and Complete As A Person?
As we said, at least in the matter of integrity, who you are is
your word, nothing more and nothing less. However, in a very
real sense, who you are period is your word.
You have very little dominion over your mental state,
emotional state, physical state, or even what you think or
remember (what comes to mind), but you do have something
to say about what comes out of your mouth.
Given that your word is that over which you do have dominion,
it is, as we said, not too much to say that who you are is your
word.
Perhaps the most important aspect of being out-of-integrity is
the loss of self, or if that is too much for you to take in, then
the loss of power.
© Copyright 2008-2015 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
104

What Is It Like To Be Whole and Complete

As A Person?
In a very real sense you are your word. When you are out-of-
integrity as a person, you are as a person less than whole,
complete, unbroken, unimpaired, sound, in perfect condition.
Instead of being a person of power, because you have lost
your power, you are left being a person of force.

When you honor your word to yourself and others:

What Is It Like To Be Whole and

Complete As A Person?
Everything or anything that someone else might say is OK for
consideration, no need to defend or explain yourself, or
rationalize yourself, you are able to learn.
This state is often mistaken as mere self-confidence rather
than the true courage that comes from being whole and
complete – that is, comes from being a man or woman of
integrity. This is a critically important element of being a
leader.

Review: A Picture of Integrity

What would your life be like, and what would your
performance be, if it were true that:
• You have done what you said you would do and you did it
on time.
• You have done what you know to do, you did it the way it
was meant to be done, and you did it on time.
• You have done what others would expect you to do, even if
you never said you would do it, and you did it on time, or
about this or that expectation of theirs, you have informed
them that you will not meet this or that expectation.
• And you have informed others of your expectations of them
and have made explicit requests to those others.

Review: A Picture of Integrity

Where is My Word When it Comes Time for Me

to Keep My Word?
We all know that when we give our word, our word is so to
speak in our mouths (and if we are awake, then also in our
ears in being aware that we have just given our word). When
one is giving one’s word, one’s word exists in one’s mouth, but
exists there only for the duration one is speaking.
The question is where does your word go – where does your
word exist – after you have closed your mouth? More
critically, the question is where is your word when it comes
time for you to keep your word?
To be a person or organization of integrity one must create a
system to ensure your word is in existence when the time
comes to keep that word.

Where Does Life Happen?

Professor Alva Noë (2008) states it well, “What is life?
We can point to all sorts of chemical processes, metabolic
processes, reproductive processes that are present where
there is life. But we ask, where is the life? You don't say life is
a thing inside the organism.
The life is this process that the organism is participating in... If
you want to find the life, look to the dynamic of the animal's
engagement with its world. The life is there.
The life is not inside the animal. The life is the way the animal
is in the world.“ [emphasis and paragraphing added]
117

What If
What if your dreams and aspirations, and your desires and
goals, and your beliefs and decisions, and even your state of
mind or mental state, and your emotions and feelings, and your
bodily state, and your thoughts and memories are all just
effects? We call these effects “what is going on with you
internally”.
What if what is going on with you internally does not actually
cause your actions or behavior? Rather, what if both what is
going on with you internally and your actions come from the
same source? What if what is going on with you internally and
your actions are naturally, necessarily, closely connected with
the way what you are dealing with or are confronted by occurs
for you? For short, we say that your internal state and your
actions are naturally correlated with, or poetically, “in-a-dance
with” what you are dealing with.
118

The Power of a Context to Use You

As we said, to master the contextual framework that is the
context that gives you the being of a leader and the actions of
the effective exercise of leadership as your natural self-
expression you must first discover for yourself that:

The way the situation I am dealing with occurs for me

is determined by my context for that situation.
And, my way of being and acting are
naturally correlated with (in-a-dance-with)
the way the situation I am dealing with occurs for me.

The Power of a Context to Use You

On the next four slides there are two simple but clear-cut
examples of contexts using you.

A Simple Illustration of
the Power of a Context to Use You
Read and see what you make of the following paragraph:
"A newspaper is better than a magazine. A seashore is a
better place than a street. At first it is better to run than to
walk. You may have to try several times. It takes some skill,
but it is easy to learn. Even young children can enjoy it. Once
successful, complications are minimal. Birds seldom get too
close. Rain, however, soaks in very fast. Too many people
doing the same thing can also cause problems. One needs
lots of room. If there are no complications it can be very
peaceful. A rock will serve as an anchor. If things break loose
from it, however, you will not get a second chance."
We suspect that the paragraph made little or no sense for you.
On the next slide you will see the paragraph again. Please
read it to yourself and see what you make of it this time.
First Version 2008 © Copyright 2014 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
121

KITE
"A newspaper is better than a magazine. A seashore is a
better place than a street. At first it is better to run than to
walk. You may have to try several times. It takes some skill,
but it is easy to learn. Even young children can enjoy it. Once
successful, complications are minimal. Birds seldom get too
close. Rain, however, soaks in very fast. Too many people
doing the same thing can also cause problems. One needs
lots of room. If there are no complications it can be very
peaceful. A rock will serve as an anchor. If things break loose
from it, however, you will not get a second chance.”
We suspect that with the context present (the single word at
the top of this slide) these 14 sentences now make sense.
As is said, The Context Is Decisive.
This example is from “On Being Certain: Believing You Are Right Even When You Are Not”,
Robert A. Burton, MD, St. Martin’s Press, New York, NY 2008 p.5.
First Version 2008 © Copyright 2014 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
122

The Power of a Context to Use You

What is on the next two slides is a second example.
You will see that a context has the power to shape your way of
being and shape the actions you take in dealing with a given
situation.

Playing the Violin in a Subway

Dressed in jeans and a baseball cap, a 39 year-old “fiddler”
stood against a wall next to a trash can at the L’Enfant Plaza
metro station in Washington D.C. He looked like any other
street musician trying to make a buck. During the 43 minutes
that he played his violin, researchers watched 1,097 people
pass by during the morning rush hour. It took 3 minutes
before someone even gazed in his direction, and even longer
before any money was thrown into his violin case.
Most people did not notice the musician. Some were talking
on cell phones, others listened to iPods. Masterful pieces
such as Bach’s “Chaconne”, Franz Schubert’s “Ave Maria”,
and Manuel Ponce’s “Estrellita”, were passed off as nothing
more than “generic classical music”. (Weingarten, 2007)
That day, the fiddler made $32.17, or 75 cents a minute.
First Version 2008 © Copyright 2014 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
124

Playing the Violin in a Subway

When situated within an upscale concert hall dressed in black,
the same 39 year-old ‘fiddler’, Joshua Bell, on the same $3.5
million Stradivari violin, commands up to $1,000 a minute
playing the exact same masterpieces. This elite musician is
said to be “one of the finest classical musicians in the world,
playing some of the most elegant music ever written on one of
the most valuable violins ever made.” (Weingarten, 2007)
Within the context of a subway street musician, a measly seven
people were moved to stop and listen before walking by. Within
the context of a famous concert hall musician, thousands of
listeners invest significant money to hear and be moved by
Bell’s music, often with standing room only.
The context uses you in that it shapes your way of being, which
includes your perceptions, imagination, emotions, and thinking,
and as a consequence the context shapes your actions.
First Version 2008 © Copyright 2014 W. Erhard, M. Jensen, Landmark Worldwide LLC. All rights reserved.
125

Thank You for Your Participation

Within 48 hours you will receive an email message from

Landmark with an internet link (URL) to the slide deck that we
used in tonight’s presentation, and also internet links to other
material related to the Leadership Course.

References
Argyris, Chris. 1991. Teaching Smart People How to Learn. Harvard Business Review: May-June.
Dennett, Daniel C. 1987. The Intentional Stance. Cambridge, MA: MIT Press, p. 6
Edge.org. "Life Is The Way The Animal Is In The World. A Talk With Alva Noë". 12 November 2008.
Accessed 6 March, 2015. http://edge.org/conversation/life-is-the-way-the-animal-is-in-the-world.
Erhard, Werner, Michael C. Jensen, Kari Granger. 2011. “Creating Leaders: An
Ontological/Phenomenological Model”. In The Handbook for Teaching Leadership : Knowing, Doing,
and Being, edited by S. Snook, N. Nohria, and R. Khurana. Thousand Oaks: Sage Publications.
The revised and up-to-date Chapter 16 is available at http://ssrn.com/abstract=1681682
Erhard, Werner, Michael C. Jensen, Steve Zaffron, Kari L. Granger, Course Materials for: Being a
Leader and the Effective Exercise of Leadership - An Ontological / Phenomenological Model
(October 14, 2010). Harvard Business School NOM Working Paper No. 09-038; Simon School
Working Paper No. 08-03; Barbados Group Working Paper No. 08-02. Available at SSRN:
http://ssrn.com/abstract=1263835
Erhard, Werner, Michael C. Jensen, Steve Zaffron. (2008). “Integrity: A Positive Model that
Incorporates the Normative Phenomena of Morality, Ethics and Legality”.
http://ssrn.com/abstract=920625
Kuhn, Thomas S. 2012. (originally published 1962). The Structure of Scientific Revolutions.
Chicago: University of Chicago Press.
Sadat, Anwar. 1978. Anwar el-Sadat: In Search of Identity an Autobiography. New York, NY: Harper
and Row, p. 303.

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Problems Encountered by Office Administration Students in Camarines Norte State College Amidst Pandemic
15 pages