Leading for Regeneration: Going beyond sustainability in business, community, and education (Routledge, 2011)
In this book, John provides an in-depth description of the Regenerative Leadership Framework. This emerged from extensive research conducted with successful leaders who have taken their business, civic, and education organizations to greater degrees of sustainability, often in face of great resistance.
Read how companies like Nike and Seventh Generation transformed their business model, how social entrepreneurs in the United States, South America, and India are transforming the lives of the communities they serve, and how researchers and faculty are shifting their universities towards increasingly sustainable futures.
The handbook offers a practical guide to shifting mindsets and behaviors of regenerative leaders in order to increase their impact in their organizations in the private and civic sector, and in education.
The handbook includes the Regenerative Capacity Index (RCI), a survey designed to measure your organization's readiness to engage effectively in reaching its sustainability and/or community impact vision and goals.
Hardman, J. (2017). Educational Leadership and Environmental Justice in a Climate-Challenged World. Chapter in Waite, D., & Bogotch, I., (Eds.). The Wiley International Handbook of Leadership in Education. Wiley Handbooks in Education.
This chapter offers a review some of the most significant global events that have shaped the sustainable development and environmental justice narrative over the past thirty years, issues that only recently have begun to attract greater attention by educational leaders. It also provides an overview of some of the current environmental and, more specifically, climate justice challenges emerging in the United States and globally. This is accompanied by a description of key leadership attributes as well as the behaviors of ‘regenerative leaders’ (Hardman, 2012) who are addressing environmental justice agendas in community, in education, and in business. This suggests that the work of these leaders offers hope for breaking out of old paradigms and creating alternative pathways to prosperity, equity, and wellbeing regardless of the nature and scope of the challenges being addressed. Finally, it argues that while environmental justice concerns may be the overriding purpose of those called to improve the quality of lives of those marginalized by poverty, race, ethnicity, culture, beliefs, ignorance, or other systemic challenges, true and long-lasting human wellbeing can only emerge when social regeneration is approached systemically, not viewed separately from accompanying environmental and economic concerns.
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Hardman, J. & Hardman P. (2014). Traveling the U: Contemplative Practices for Consciousness Development for Corporate and Social Transformation. Chapter in Olen Gunnlaugson, Charles Baron, and Mario Cayer (Eds.). Perspectives on Theory U: Insights from the field. See more at IGI Global.
Otto Scharmer’s Theory U is not difficult to grasp conceptually. It is not as easy to enable the effective capacity to activate the U’s enormous potential to shift individuals and organizations from a mindset entrenched in a business-as-usual paradigm to one of creativity, disruptive innovation, and sustainable repositioning. Does a systematic process exist that may facilitate the suspension of Scharmer’s notions of judgment, cynicism, and fear so that organizations may free up a more effective range of human faculties in order to solve problems and drive change? The authors propose that such a process is indeed available, and can be found in the contemplative practices of purposeful meditation. In this chapter, they offer a series of meditations designed to work at each level of the U. This begins with a contemplative practice intended to help suspend habitual patterns of thinking or “downloading,” the first stage in the U, followed by meditations focusing and integrating the heart and will. This initial phase of the process expands the individual’s capacity to truly “let go” of old ways of thinking, and to make possible the co-creative state of “presencing.” This stage, the downswing of the U, is followed by a collective meditation designed to facilitate the “letting come” or upswing of the U, which translates into the creative, collaborative crystallization of new ideas, leading to prototyping and mainstreaming of innovations.
Hardman, J. (2009). Regenerative Leadership: An integral theory for transforming people and organizations for sustainability in business, education, and community. Dissertation completed in fulfillment of the requirements of the Degree of Doctor of Philosophy, Department of Educational Leadership & Research Methodology, Florida Atlantic University. College of Education Dissertation of the Year Award (2010).
This study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is especially relevant at a time when humankind is faced with accelerating change and increasing evidence that numerous natural and social systems at the global level have reached or are rapidly approaching points of overshoot and collapse.
Among the major findings, the study revealed that the more evolved sustainability leaders are becoming increasingly dissatisfied with the construct of sustainability, and indicate the need for a profound cultural shift towards regenerative human systems. In this framework, regenerative organizations are driven by a sense higher purpose, and leadership is exercised heterarchically. Leaders and followers engage in generative conversations to create desirable futures which are then backcasted to eliminate unanticipated consequences. Throughout, participants emphasized the critical importance of engaging in personal and collective consciousness development or “inner work” in order to make regenerative practices possible.