2Puente.qxd


“. . . to be authentic is literally to be your own author, to

discover your native energies and find your own way of acting

upon them. Not existing simply to live up to an image

posited by the culture or some other authority.” (Bennis,

1993, p. 4).

Authenticity in action

On 11 September 2001, the world watched as Rudolph Giuliani,

the mayor of New York City, led the city and the American

nation in the aftermath of the tragic World Trade Centre attacks.

9/11 had a significant impact on the world both economically,

socially, emotionally, and psychologically. 

Giuliani was hailed by some in the press as an exceptional leader

in the face of this tragic event. The question is: what made this

man so exceptional, and how did he show up in the world,

during such a chaotic, dark and negative experience? Leadership

theories advocate an array of possibilities. According to the trait

theories (Covey, 2005; Avery, 2004; Nelson & Quick, 2004;

Sharma, 1998), Giuliani had various physical attributes and

personalit y characteristics in his favour, such as age,

adaptability, optimism and emotional control. On the other

hand, during his career as a Federal prosecutor, one could argue

that Giuliani devoted much of his time in developing his

leadership abilities such as speech fluency, social skills and

insight, as proposed by the behavioural theories of leadership

(Covey, 2005; Nelson & Quick, 2004; Avery, 2004). As a leader he

was strong and direct, yet still remained responsive, interactive

and collaborative in his actions with his administration (Nelson

& Quick, 2004; Shipka, 1997).

The contingent leadership theories advocate that situational

favourableness contributed to Giuliani’s effective leadership

during 9/11, namely that there was a structured task for him and

his administration, he had a strong position of power as mayor,

and he maintained excellent relationships with members of his

team as well as the people at large (Nelson & Quick, 2004).

However, the complexity of Giuliani’s leadership effectiveness

cannot be limited to these leadership theories. 

Giuliani understood how to convert his vision and desires for

the people of New York City into a reality, and he inspired his

administration and close work colleagues to perform ‘above and

beyond the call of duty.’ “The stunning number of deaths after

9/11 meant I could not attend every funeral; and this was

unacceptable. I decided to establish a triage to make sure that a city

representative attended every funeral, and I told everyone at the

meeting that I expected them not just to attend, but to make their

presence felt, speaking to and comforting the victim’s sur vivors”

(Giuliani, 2002, p. 262).

This kind of action resonates with leadership often referred to as

transformational. Giuliani had an innate ability and talent to

influence his environment and he inspired those around him to

pursue the greater vision, and thus the people of New York

warmed to his charismatic nature at the most crucial point in his

career – during the fear and uncertainty of 9/11 (Nelson &

Quick, 2004; Sharma, 1998; McCauley, Moxley & Van Velsor,

1998).

Giuliani’s great leadership capabilities tend to be a melange of

the above mentioned leadership views. However, a common

thread underlying all of these theories is that no matter what the

situation, Giuliani acted consistently with his beliefs and core

values – i.e. he was authentic. 

In his autobiography, Leadership, Giuliani describes how the

events of September 11 affected him more deeply than anything

he had ever experienced, but he did not feel that he became a

different person on that day. The “pre-September 11 Rudy” and

“post-September 11 Rudy” was the same person (Giuliani, 2002,

p. x). During this time, Giuliani made a decision that he would

implement the same leadership he had used throughout two

terms as mayor of New York and five years as a U.S. Attorney. In

other words, Giuliani made a conscious decision that he would

remain authentic to his core, fundamental values, and allow this

authenticity to guide his actions and decisions in the weeks

ahead of him. 

Giuliani depicts the t ype of positive leadership needed

presently, where the environment is dramatically changing, the

rules are changing, and where leaders want to live out a natural

link between their espoused values, actions and behaviours

(Luthans & Avolio, 2003). 

Authenticity is not a static state located in a moment of time

(Quinn, 2004; Lewin & Regine, 1999; Quinn, 1998), but flows

from being truthful and open in a relationship. Authenticity can

be illustrated through descriptive words such as “genuine,

reliable, trustworthy, real and veritable” (Luthans & Avolio,

2003, p. 242). According to Quinn (2004), authentic leaders are

other focused, externally open, internally directed and purpose

centred. Giuliani displayed these characteristics and may

therefore be defined as an authentic leader: As a leader, Giuliani

pursued purpose in the face of ambiguity and the unknown

S PUENTE

F CROUS

A VENTER
anitav@uj.ac.za

Department of Human Resource Management

University of Johannesburg

ABSTRACT
Authenticity can best be understood in context, and context implies action (Payne, 1996). For the purpose of this

study, leadership in general, and authentic leadership in particular, were explored in terms of the actions of former

mayor of New York City, Rudolph Giuliani, who displayed authentic leadership in action during the tragic aftermath

of the World Trade Centre attacks. Authentic leadership development tends to be triggered by a negative event (as

in the case of 9/11 for Giuliani, for example). Since there is limited knowledge of how a positive event may trigger

authentic leadership development, the aim of this study was to explore the potential of Appreciative Inquiry (AI) -

an affirmative mode of action research - as a positive trigger event for authentic leadership development. The results

indicated that this positive approach to change could indeed be implemented for this purpose.

Key words

Authentic leadership, authentic leadership development, positive trigger events, action research, appreciative inquiry

THE ROLE OF A POSITIVE TRIGGER EVENT IN ACTIONING

AUTHENTIC LEADERSHIP DEVELOPMENT

11

SA Journal of Human Resource Management, 2007, 5 (1), 11-18

SA Tydskrif vir Menslikehulpbronbestuur, 2007, 5 (1), 11-18



(purpose centred), and his values and behaviours were congruent

and aligned (internally directed). Giuliani had the ability to

nurture a climate of trust and naturally put the common good

and welfare of others first, thus increasing his authenticity and

transparency. Giuliani also had the facility to tune into people’s

feelings – his own and others – and guide them in the right

direction (other focused). Lastly, Giuliani was confident in

journeying forward in an uncertain and changing world

(externally open). 

Giuliani took the risk of being authentic during a very chaotic

and sombre time, knowing that being authentic would connect

him to those around him, and help him and others to truly be

present in a trying moment. Being authentically connected to

his administration, rather than being disconnected, was his

unique way of approaching the daunting task of calming not

only New York City, but the global village at large. Giuliani, in

addition to fulfilling great leadership resilience and action, acted

upon his personal authenticity. There are four relational

practices, according to Lewin and Regine (1999), which were

enacted by the then mayor of New York – he expressed his

authentic self as a leader, he acknowledged others, he was

accountable, and lastly, he was attentive to the needs of the city

and the people within it. This is what made Giuliani so

authentic. His conversations and interactions with people

generated positive connections and rewarding relationships. His

emphasis on connecting with people nurtured trust, affiliations

and constructive conversations.

Just hours after the attack on the World Trade Centre, Giuliani

had a meeting with his administration, where he discussed the

9/11 events openly and frankly with his team, sharing with his

group the impact of the attack instead of soft-pedalling. He made

personal phone calls to all the CEOs in the World Trade Centre

who had lost employees, and enriched connectivity and unity by

holding a major interdenominational prayer service.

Furthermore, he personally talked with families who had lost

loved ones, and addressed thousands of families in the armoury

and family assistance centres. Thus Giuliani acted authentically,

by transcending the ego and putting the common good and

welfare of others first (Quinn, 2004). “Like you, I have people in

there I know, care about and love; so please, work with us, and we’ll

work with you” (Giuliani, 2002, p. 16). Giuliani embodied what

authentic leadership is, as proposed by Avolio and Luthans

(2006) in that he displayed confident, hopeful, optimistic,

moral/ethical and resilient behaviour. 

Triggering authentic leadership development

The notion of being a connected and authentic leader resonates

with the emerging connection–based society where a premium

is placed on leadership that embraces spirituality, emotion,

context, creativity, empathy and meaning making (Pink, 2005).

Traditional leadership development appears to pay much

attention to fixing ‘bad leadership’ (Avolio, 2004). The focus of

leadership development is therefore to identif y and diagnose the

problem areas and possible causes, and ultimately treat the weak

areas to create a more effective leader. 

On the other hand, in developing authentic leadership, the

emphasis is not on the analysis and adoption of prescriptive

techniques and practices; it is not about imitating the

thinking, principles and behaviour of people who have already

been perceived and branded as effective leaders. Authentic

leadership is about uniqueness. The reason why the

development of authentic leadership is so unique is because

one is encouraged to first look, learn and unleash the unique

self as an expression of value and authenticity so that his/her

behaviours and thinking emanate from within (Quinn, 2004;

Wheatley, 1999). This is done only when an individual

courageously and consciously chooses to take the

responsibility of becoming more purpose-centred, internally

directed, other focused, and externally open (Quinn, 2004).

Authentic Leadership Development (ALD) also embraces a

novel approach in which a new, richer understanding of

growth and leadership development is inseparably intertwined,

and that being authentic expands into many relational

contexts. Moreover, it is for the authentic leader to discover

his/her positive psychological capital in the form of

confidence, hope, optimism, ethics and resiliency (Avolio &

Luthans, 2006).

Luthans and Avolio (2003) would consider 9/11 a trigger, which

they suggest is a prerequisite for growth and ALD. Luthans and

Avolio (2003) propose a model for ALD, and central to this

model is the trigger event (see Figure 1). They describe a trigger

similarly to what Goleman (2002) describes as a “wake up call”.

These triggers can be sudden, shocking discoveries about one’s

self that may shake people into action or can be longer in

duration. The triggers may be planned or unplanned events

that provoke that “A-ha!” moment, where a person confronts a

stark truth or realisation and thus gains new insight and

perspective about his/her life. At such moments a leader may

discover “this is the real me” (George, 2003, p. xvi). Some

leaders may ignore the awakening; others may deny it.

However, an authentic leader hears the wake-up call and takes

the proactive first step in self-directed learning. Luthans and

Avolio (2003) primarily focus on the impact a negative trigger

has on ALD, however, these authors recognise and explore the

concept of planned positive triggers through rigorous design

(Avolio & Luthans, 2006).

PUENTE, CROUS, VENTER12

Figure 1: An Authentic Leadership Development Model (Luthans & Avolio, 2003, p. 251)



The question therefore is whether a positive trigger event, as

opposed to a negative trigger event, can play a fundamental role

in developing the authentic leader. Trigger events serve as

powerful learning curves. It is questionable whether ALD which

is aimed at solving one’s leadership deficiencies would

necessarily create sustainable authentic leaders. An alternative to

deficit-based leadership development is a strength-based

approach (Cooperrider, Whitney and Stavros, 2003; Quinn,

2004). A need for an approach that is embedded in the relational

and contextual, which is congruent with the zeitgeist of the

connection-based economy (Pink, 2005) is required.

Appreciative Inquiry (AI) is a positive alternative approach. AI is

a relational and connective process, which should encourage

conversation, meaning making, and mutual reciprocal

relationships (Wheatley, 2002). The power of AI is that it focuses

on the possibilities of developing authentic potential and talent,

rather than focusing on one’s weaknesses and shortcomings, or

perhaps something that is not natural to his/her leadership style

(Cooperrider et al., 2003) . 

Appreciative Inquiry

AI is a bold shift in the way leadership development is viewed

and approached (Schiller, Holland & Riley, 2002). AI does not

aim to change a person’s leadership style. The aim of this

leadership development approach is to uncover and bring forth

existing strengths, hopes and awareness to identif y the positive

core and inner voice within every leader. In so doing, it

transforms the individual, and therefore the organisation, the

family, the community. In fact, the ripple effect even impacts on

the world as a whole (Wheatley, 1999). 

The following four principles have been adapted from AI

(Whitney & Trosten-Bloom, 2003) to form the touchstones of

authentic leadership development:

� Authentic leadership development focuses primarily on the

whole person;

� Authentic leadership development leverages the power of

culture and the potential positive impact it has on an

organisation;

� Authentic leadership development takes place within a

context that is unique and inimitable; and

� Authentic leadership development is captured through

powerful and engaging imagery, visions and positive

emotions.

For the purpose of this study, AI was selected as an approach to

leadership development because it is both a philosophy (a way of

thinking) and a practice (a way of doing) (Van Vuuren & Crous,

2005). As a way of thinking, it is relational and reflective. As a

way of doing, it is a collaborative and participatory exercise

grounded in affirmation and appreciation of natural leadership

strengths (Whitney & Trosten-Bloom, 2003). AI is the only

validated positive approach to action research.

As a method for affirmative leadership development, AI is

collaborative, yet methodical and practical in the way it

identifies and leverages strengths. There is no one best way 

of facilitating an AI, and multiple models have been

developed (Magruder & Mohr, 2001). However, the most

dominant model is the AI 4-D Cycle, a systematic and

workable process (Van Vuuren & Crous, 2005). It begins 

with the selection of an affirmative topic, followed by

Discovery (appreciating what is), Dream (imagining what

might be), Design (what should be), and Destiny (learning,

making the dream real and sustainable).

Affirmative topic choice

An appreciative topic is always affirmative, desirable and

directional, in that it leads the group where they want to go

(Cooperrider, Whitney & Stavros, 2003). Selecting a topic choice

is premised by the principle that human systems grow in the

direction of their deepest and most frequent inquiries. The AI

process truly begins when a conscious choice is made to focus

on affirmative positive leadership development (Cooperrider,

Whitney & Stavros, 2003). Instead of focusing on the severity of

leadership deficiencies, AI focuses on peak experiences, best

practices and noble accomplishments (Ludema, Cooperrider &

Barrett, 2001). 

Figure 2: The 4-D Cycle (Cooperrider, Whitney & Stavros,

2003, p. 5).

Discovery

The discovery phase is founded on the essential component of

the power of conversation. The AI interview is a tool for

exploring the life-giving forces at the core of each person’s

leadership strength (Avital & Cooperrider, 2004). The interviews

are embedded in what is at the heart of AI - the “art of the

positive question”. The questions asked, and the focal points of

conversation determine what the leader will find and develop.

These dialogues form the basis of the data that will be used to

envision the future. According to Wheatley (2002), real change

begins with the simple act of people talking about what they care

about, and this gives birth to powerful actions that are able to

restore hope to the future.

Dream

As leadership is given a new voice, a unique conversation 

and understanding begins to emerge. Because these

perspectives have been unearthed from unconditional 

positive questions, the vocabulary is rooted from a strength-

based story-telling process. Therefore participants are able 

to envision their reality of authentic leadership in a creative,

alternative and positive manner (Ludema, Cooperrider &

Barrett, 2001). By generating words, phrases and stories 

that mirror the leader at his/her best, coupled with visual

drawings of what one could and should become in terms 

of authentic leadership, the dream phase liberates one from 

a traditional deficit-based/problem solving paradigm to one 

of positive imagery and hope.

Design

The core feature of the design phase is a set of provocative

propositions which are built on the notion that words 

create worlds. They build the bridges between the best of

‘what is’ and the best of ‘what might be’. They are statements

that stretch the realm of the stat us quo, challenge 

common leadership routines, and suggest tangible actions

(Whitney & Trosten-Bloom, 2003). The provocative

proposition is a statement of intention that is grounded in the

realties of what was authentic in the past. This phase involves

the collective construction of positive images of future

authentic leadership in action, based on a chosen social

architecture (Cooperrider et al., 2003). The social architecture

consists of certain ‘design elements’, which guide a person to

enact his/her future image of an authentic leader. For this

study the design elements were, purpose, principles, people

and practices (see Table 7). 

ACTIONING AUTHENTIC LEADERSHIP 13



Destiny

The destiny phase asks from each participant a commitment to

“sustain the design from the dream that was discovered”

(Cooperrider et al., 2003, p. 182). It is a series of inspired actions

that support ongoing learning and innovation (Whitney &

Trosten-Bloom, 2003). During this phase leadership commit-

ments are discussed and mobilised, and it’s an invitation for

deep change. When applying the AI process, the future is

consciously constructed upon its positive core strengths – that

which gives life and vitality to the leader (Cooperrider et al.,

2003).

Aim of the study

As a result, the AI process is meaningful, engaging, life giving,

and it unleashes the positive core and a deep calling within the

leader in his/her context. It is a relational, interactive,

multidimensional and energising process. The manner in which

AI was applied in creating a planned positive trigger event for

ALD is subsequently illustrated by means of a descriptive case

study (Yin, 2003). The aim of the descriptive case study is to

illustrate the process and application of the Appreciative Inquiry

method as a positive trigger event in the development of

authentic leaders.

RESEARCH DESIGN

Research approach

Action research was seen as the most apt methodology for this

study because it is a form of inquiry that is collective,

collaborative, self-reflective, and undertaken by the participants

of the inquiry (Reason & Bradbury, 2001). For the purpose of this

study, the role of the primary researcher was to record and

observe to what extent AI could be applied in creating a positive

planned trigger event for ALD.

Action research is a participatory, democratic process concerned

with developing practical knowing in the pursuit of worthwhile

meaning-making, grounded in a participative and connecting

worldview which is emerging at this historical time (Reason &

Bradbury, 2001). Considering that authenticity is a positive

construct, AI was identified as an appropriate and rigorous

procedure for analysis, synthesis and reporting within a

qualitative paradigm. 

Participants

As part of an organisational development initiative, managers

from an on-line marketing and advertising company based in

Cape Town were invited to participate in a one-day AI workshop

on authentic leadership development. Participants were

informed that the intervention formed part of a research project. 

The sample consisted of 22 self-nominated managers (fifteen

females and seven males). The average age of the participants was

33. The assumption was that self-nominated managers were

more inclined to make a conscious decision to participate, learn,

and contribute to the process of the one-day appreciative

workshop. 

Procedure

The workshop took place at an independent conference venue

off site from the organisation. An experienced, accredited AI

practitioner facilitated the AI workshop. The group of 22 were

divided into three functional sub-groups of six to eight people

each. The participants remained in these groups for the duration

of the workshop. 

Data collection, analysis and synthesis

For the purpose of data collection, each participant received a

workbook. The workbooks contained an appreciative interview

guide, as well as space to record the outcomes of each phase

within the AI process. No personal particulars were disclosed on

the workbooks. This ensured anonymity. For every step of the 4-

D model, each sub-group would generate and co-construct

meaning, and thereafter, share this new meaning with the larger

group. All ideas and thoughts were recorded on flip chart paper

by the team’s appointed scribe, and then transferred to their

workbooks. At the end of the workshop, the workbooks and the

flip chart papers were collected and coded, and this material

formed the basis for data reporting. The ethics of AI is grounded

in its constructiveness and positive approach in that it

encourages a search for common ground.

In an AI process narrative analyses take place (Watkins & Mohr,

2001) but also results in a synthesis of meaning making

through collaborative dialogue amongst participants. The role

of the primary researcher, and the facilitator of the process, was

to ensure that the participants followed and gave expression to

the AI 4-D process and to ensure that the participants gave

content to the construction of positive authentic leadership

development.

CASE STUDY REPORTING

Introducing the workshop, the facilitator sensitised the group to

what the essence of Appreciative Inquiry and Authentic

Leadership Development is. For the purpose of this intervention,

an interview guide was developed as part of the workbook. This

interview guide consisted of ten unconditional positive

questions adapted from the Encyclopaedia of Positive Questions

(Whitney, Cooperrider, Kaplan & Trosten-Bloom, 2002). This

served as the data collection instrument for the discovery phase of

this study. (See Table 1).

The workbooks were distributed, and participants were 

asked to engage in interviews with each other for 45 

minutes, according to the interview guide. These interviews

sparked energising conversations which were embedded

within an affirmative framework of positive questions and

sense making. 

TABLE 1

THE APPRECIATIVE INTERVIEW GUIDE

Interviews in pairs

Tell me about a time you worked with someone you considered to be an

authentic leader. Describe the situation. What made it authentic for you?

What did the leader do that made him/her authentic? Tell me your story.

What did you learn about authentic leadership from this situation?

Warren Bennis writes, “Letting the self emerge is the essential task of

leaders”. Tell me about a time when you were the source of authentic

leadership. What made you authentic? How did you feel at the time? How

did others respond? Tell me your story.

Tell me about a time you experienced authentic leadership outside the

organisation. What did it look like? How did it inspire you? Describe the

situation.

What do you most value and appreciate about leadership at X?

When people are being authentic leaders, what two or three things can they

do that will help you to be the best you can be?

What do you think customers admire and value about X? What makes X

unique and cutting edge compared with its competitors?

As you continuously seek to develop into the best leader you can be, can you

share with me how you generate your own inspiration to lead authentically?

[Mention what personal, spiritual, and developmental practices you have

found most useful.]

What is the core factor that ‘gives life’ to X?

What are the three most important hopes you have to heighten the health

and vitality of X for the future?

PUENTE, CROUS, VENTER14



From these conversations, 31 appreciative, life-giving leadership-

related themes were identified (see Table 2). Each sub-group

shared their themes with the greater group (plenary feedback).

These themes were written on the flip charts and then hung up

on the walls of the training venue. All the participants had an

opportunity to vote, and proceeded to assign stickers to the

themes they felt were most compelling and relevant to authentic

leadership. 

TABLE 2

SCATTERGRAM CHART

Life-giving themes Number of 

stickers

Becoming balanced 21

Integrity 18

Sum of us is greater than the one of us (servant leadership) 14

You will never find a good leader at the head of the table 13

(servant leadership)

Learning culture 11

People, not employees 11

Empowering 10

Fun 9

Communication as the foundation of growth 8

Knowledge sharing 8

Being goal focused 7

‘Feel good’ – proud 7

Genuine collaboration 6

Earning respect 5

The impact of positive actions 5

Leaders allow you to succeed or fail 5

Teamwork/collaboration 5

Building towards vision 4

Recognising different approaches to achieving common goals 4

Adversity contains learning and opportunity 4

Honesty and open communication 3

Leaders lead without leading 3

Leaders create “mini me’s” 2

Adapting leadership to accommodate different needs 1

Doing 100 things 1% better 1

Leaders encourage ownership of vision 1

Leaders are infectious 1

Being assertive not aggressive 0

Learning from others 0

Unsuspecting leader 0

Personalised service 0

At the end of the discovery phase the participants prioritised six

themes as crucial constructs to take into their future as authentic

leaders (dream). These were: balance; integrity; the sum of us is

greater than the parts; servant leadership; learning culture;

people not employees. (See Table 3 derived from Table 2.). The

outcomes of the discovery phase are deemed valid due to the

emphasis on dialogue, participation and the democratic nature

of the AI process. 

For the dream phase, participants imagined how they would like

authentic leadership to emerge within the organisation by 2010.

Each group captured their dreams with words that expressed

their vision of the characteristics of an authentic leader (see

Table 4). 

Images have a strong emotional appeal to intuitive knowledge

and logical thoughts (De Liefde, 2005), and therefore concluding

the dream phase the participants were challenged to become

artists by generating a metaphor in visual form which resonated

with their vision of an authentic leader. The metaphors and their

meanings are presented in Table 5.

TABLE 3

FUTURE RELATED THEMES

Theme title Supporting statement

Theme one: Leading “If you are depleted personally you can’t give 

with balance professionally” (FC /GP3/02)“Authentic leaders are

self aware, so that they know when their energy is

becoming toxic due to their own personal imbalance”

(Plenary feedback, group 2).

Theme two: Integrity “For me, an authentic leader is driven with heart and

purpose, and not ego, status or other insecurities”

(Plenary feedback, group).“I enjoy working with

person G because she is not intimated by my

expertise. In fact, she encourages me to share my

knowledge with her. Although she is my manager, she

is not dependent on her position…she doesn’t let her

title define her as a person” (WB/04 ).

Theme three: The   “The sum of us is greater than the part of us” (FC/GP 

sum is greater than 2/01).“We are all in this together. There is no use in 

the parts making unilateral decisions, because we all sweat our

time and energy in this place. This organisation has

so much potential, and I want to be a part of it”

(WB/18). “I like to think of my team as the strings of

a violin. We all have our own unique role to play, but

if we don’t work as a team, it’s going to sound and

look terrible. However, taking that into consideration,

if we do sound terrible, we need to get honest

feedback from those around us, so that we can

improve our melody. This openness should build

character to our culture” (Researcher notes, p. 4).

Theme four: Servant “You will never find a good leader at the head of the 

leadership Table” (FC/GP 1/02 )

Theme five: Learning “Person H makes me feel safe. I can make a blunder, 

culture but I learn from this mistake, and I’m encouraged to

continue being creative and taking a risk” (WB/09).“I

used to have a manger who valued his own self

development, as well as the development of others. He

encouraged our team to share knowledge, and to test,

try, fail and learn again”(Plenary feedback, group 1).

Theme six: Employees “I love my work, and I am unique. I have talent, fears, 

as individual beings hopes and dreams, and I just want to be recognised

for that. I think everyone does” (Researcher notes, p.

4).“For me, communication is not left for meetings

and e-mails. Communication has to be interpersonal,

face to face and spontaneous” (WB/19).

TABLE 4

AUTHENTIC LEADERSHIP QUALITIES

Theme title Supporting statement

Customer and  “Authentic leaders are genuinely concerned and 

community proactive for the welfare of their customers and the

centred (Ethics) community at large” (Plenary discussion, group 2).

Trusting “In 2010, organisation X will see us as trustees and

not employees” (FC/GP2/04). 

Positive and  “Authentic leaders delegate responsibility on the 

optimistic view premise of trust, genuine belief in others, a 

of others willingness to develop and empower others and the

desire to encourage creative freedom and innovation”

(Plenary discussion, group 1). He/she creates a space

that is safe, challenging and open. “This space is

created with the heart and with a genuine desire to

share knowledge and develop others and the self”

(Plenary discussion, group 1).

Transparency and “We feel an authentic leader encourages 

inclusiveness communication that results in mutual understanding,

skills transfer, growth and a common collective

awareness of the team’s authentic core” (Plenary

discussion, group 1).

Engaging and “It’s about actively engaging and connecting with 

respectful people” (FC/GP3/04 & 05). “Respect is getting to know

others the way they really are, and to learn to

understand what drives them, and in this way, motivate

and inspire them (Plenary discussion, group 2).

Nurturing vitality “The authentic leader is a balanced, centred person.” 

and energy (FC/GP3/04) “By harnessing a balanced life, we see

ourselves nurturing healthy relationships, high energy

levels, fuelled passion and physical vitality”

(FC/GP2/04 & 05).

ACTIONING AUTHENTIC LEADERSHIP 15



TABLE 5

VISUAL METAPHORS IN THE DREAM PHASE

Metaphor Meaning

Kaleidoscope, Rubik’s Abundant energy; ability to focus deeply; 

cube, Play dough, an optimism; fulfilling intimate relationships; 

Escher sketch creativity and innovation; vitality and

enthusiasm; meaningful performance;

resilience; uniqueness; play and fun;

managing the entire dynamic; holistic;

fluidity (FC/GP2/07 & 08) .

Playground Fun; sense of community; safe to fall;

familiar; creative play (FC/GP3/06).

Diamond Refined and polished; energising; multi-

faceted; desirable; cutting edge; timeless;

resilient; grounded (FC/GP1/07).

From appreciating ‘the best of what is’ (discovery), to ‘imagining

bold possibilities’ (dream), to exploring ‘what should be’, the

design phase encouraged the participants in crafting their own

provocative proposition as a collective and authentic expression

of what they as leaders, and as an organisation, should become.

Each of the following propositions was collectively crafted

within the three groups, and inspired and guided by the

discovery and dream phase.

TABLE 6

PROVOCATIVE PROPOSITIONS

Group Statement

Group One “We embrace freedom to discover potential and we

contribute positively in every interaction. We are

cohesive” (FC/GP1/04).

Group Two “We keep our fingers on the pulse and our feet on the

ground to grow towards being best of breed in

entertainment.” (FC/GP2/04).I am energy giving. I

talk with you. I accept your feedback and facilitate

growth. I make a positive contribution to every

interaction and I give you freedom to discover your

potential” (FC/GP2/04).

Group Three “We walk the talk. We let our passions create

performance. We are free to play and energise those

around us. We see self belief as the highest business

achievement” (FC/GP3/04).

During the design phase, as ref lected in Table 7, the

participants considered their organisation’s social architecture

by focusing on four elements that facilitate the creation of

sustainable alliance: purpose; principles; people and practices

(Hock, 1999). This social architecture gave the participants

space to enact their dream in an optimal, tangible manner as

authentic leaders.

In the final phase of the 4-D Cycle, i.e. destiny, participants were

invited to generate ideas for action, and make the future real.

Plans and actions were divided into organisational and personal

commitments. As a collective endeavour towards authentic

leadership, the group decided on the steps of action reflected in

Table 8.

At the end of the workshop, and in the positive spirit of AI,

participants were asked to complete a valuation of the

workshop (as opposed to an evaluation of the day). The

participants were asked to what extent they valued the AI

process. The feedback was capt ured in the form of an

individual reflective exercise. The participants recorded their

valuations in the workbooks, and then ret urned the

workbooks to the researchers. Eighteen of the participants

were prepared to share their positive experiences of the day.

These are presented in Table 9.

TABLE 7

A SOCIAL ARCHITECTURE FOR AUTHENTIC LEADERSHIP

Elements Group 1 Group 2 Group 3

Purpose � Provide direction � To set team goals � To harness 

and guidance to and align them individual

harness collective with company potential and 

strengths goals empower

� To achieve the � To instil pride in � To shape a 

desired and the company and climate for high 

necessary goals the work we do performance

enthusiastically � To create magic 

moments and a 

safe space

� To develop and

inspire

� To embrace 

diversity 

Principles � To be genuine, � Trust, respect, � Respect, integrity, 

honest and to integrity, individualising our 

have integrity empathy, honesty, clients, focus on 

� To trust and collaboration, our positives, 

support lead by example, value continuous 

bravery, improvement

openness, 

fairness 

People � Listen, fairness, � We are � Having genuine 

respect, open collaborative, interest in 

minded, empathy, sensitive to developing people

consistent, individuality, � Listening to 

transparent, and approachable, motivating and 

approachable encouraging, inspiring ideas

validating, direct, � Adopting an 

and open-minded organic (as

opposed to a

mechanistic) way 

of thinking

Practices � To communicate � Take decisions � Aligning 

� To be collaboratively communication at 

collaborative and � Share leadership all levels

innovative in all � Stimulate free � Becoming more 

things we do thinking accessible as a 

� To celebrate � Implement full team

success and reflect circle feedback � Living the energy 

on learning � Manage and trust we want 

� To coach and outcomes, not to see

mentor processes � People are trained, 

� To give and receive � Reward empowered, 

feedback innovative supported and 

� To ensure all behaviour confident

teams have tools � Share learning

and skills to 

achieve success

� To lead by example

TABLE 8

AUTHENTIC LEADERSHIP DESTINY

Organisational plans and actions

Enact a culture that emulates knowledge sharing, dispels fear and encourages

boldness and innovation. To celebrate success and create a safe space for

mistakes. To internalise positive speak by becoming more aware of language,

and sharing a contagious positive language to fellow colleagues. “In team

meetings, we would like to have a standing item called ‘appreciation circle’

where people can express their thanks to others" (WB/07/15).

Create structures that support flexi hours, and create new teams where

people’s core strengths are unleashed (WB/03/15).

Inspire a vision that is sourced from the collective dreams and aspirations

(WB/05/15).

Facilitate growth by incorporating authentic leadership and Appreciative

Inquiry as alternative sources of training and development programmes with

current and potential leaders (WB/09/15).

Pursue and apply people’s strengths and talents in their work (WB/11/15)

Personal plans and actions

Master interpersonal skills by engaging in open and honest communication,

listening genuinely and making time for other colleagues. It also embraces

being more empathic and “having more faith in people”, as well as being

approachable and able to delegate responsibility (WB/12/15).

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TABLE 9

VALUATIONS

“I resonated with being appreciative for a change” (WB/04). 

“I felt the birth of a paradigm shift today” (WB/18).

“I learnt that positive thinking leads to positive actions” (WB/05).

“I valued the opportunity to share with others and to be heard” (WB/05).

“I think we creatively rediscovered a possible new version of what we can

become within the AI approach” (WB/12).

“I thought AI was quite dynamic, as it was tailored to meet the company’s

special needs and unique contexts” (WB/11).

“Through the dialogue and interviews, one is able to determine what is real

and valuable. Through these conversations, relationships are built,

rationality is created, goals become important and one feels valuable”

(WB/17).

“I enjoyed the day, but the challenge is now implementing our actions and

plans” (WB/22).

“I would like to meet again in about three month’s time, and re-assess where

we are” (WB/01).

“Being an authentic leader is about listening to your positive core” (WB/09).

“A very different approach, but really enjoyed it and learnt from it”

(WB/15).

”I value the views and input shared amongst my colleagues and that I had

the opportunity to share mine and be heard” (WB/20).

“I am not alone in my struggle” (WB/20).

“Think positive and talk positive” (WB/16).

“Who I am reflects on what I do and how I do it” (WB/06).

“Enjoyable and energising” (WB/07).

“Was a very positive look at how we can use our individualism to drive an

authentic style of leadership” (WB/13).

“Different outlook. Fresh. Thought provoking” (WB/10).

“A lovely look at balance – spirituality, mental, emotional, physical, career”

(WB/12).

DISCUSSION

In the connection-based economy (Pink, 2005), it is no longer

viable or appropriate to label people within a specific style or

category of leadership. Authentic leadership cannot be a

shorthand identifier. Rather, authentic leadership is the

underlying need for self expression, which, when it is excavated

to its positive nucleus, is capable of being other focused,

internally directed, purpose driven and externally open (Quinn,

2004). The participants engaged in this exercise of unleashing

the positive core by means of appreciative interviews. These

themes echo what Quinn (2004) identified as the dimensions of

authentic leadership.

The participants became other focused (discovery phase –

transcending the ego; putting the common good and welfare of

others first); externally open (dream phase - participants

imagine an authentic leader who seeks real feedback and who

has vision), internally directed (narrowing the gap between

values and behaviours in addition to being confident, hopeful,

optimistic and resilient – refer to Figure 1: ALD model) and

purpose centred (design phase – an ongoing commitment to

create value, energise and convert values into consistent actions).

The group perceived authentic leadership as a co-evolution of

changing together towards the same dream and goals, yet

maintaining their own uniqueness (similar to the image of the

kaleidoscope, where they are able to retain the shape, but are

also able to change). According to the workshop group

discussions, from the Discovery phase all the way to its Destiny

phase, a recurring theme of authentic leadership and life at work

in the words of Wheatley (2002) becomes stronger and more

capable through systems of collaboration and partnering, not

through competition and power struggles.

Apart from the positive psychological capacities like confidence,

hope, optimism and resiliency, the data especially support

associate building as is evident in Tables 4 and 7. 

The conversations and stories shared during the workshop

indicate that being authentic is about being the leader one is

created to be, which involves an individual responsibility to be

true to one’s own unique originality. In articulating and

discovering this uniqueness, a leader is able to define herself and

realize her natural potential that is properly her own. The

authentic self exists within every leader, even if it is

unacknowledged and incomplete. The workshop enabled the

participants to explore the best of what is (Discovery phase).

Hence, the workshop was used as a form of development,

helping the participant build a more complete sense of his/her

authentic self through personal and collective exploration.

Furthermore, the workshop also disclosed that being an

authentic leader is a personal virtue (discovering the substantial

self with attributes distinctly one’s own) as well as a social

virtue, (authenticity thrives in context, where individual talents

and strengths are respected, valued and acknowledged).

This study has shown that leaders can be sensitised to leadership

development by appreciating the best in themselves and in

others. Furthermore, it explored how a strength-based trigger

was useful in discovering their authentic selves, thereby

eliminating the need to emulate others. The group felt that

although this was an effective trigger event, sustainability would

depend on a combination of coaching, planned and unplanned

triggers, a supportive and developed culture, and a personal

commitment to unleash the authentic self. These, they felt, were

some elements for an effective revelation.

CONCLUSION

Based on the stories and valuations of this workshop, the

managers of the workshop group recognised that authentic

leadership is initiated by human relatedness. Furthermore,

relationships and performance levels thrive when there is an

appreciative eye, when people see the best in one another, and

when they share their dreams and ultimate concerns in

affirming ways (Cooperrider & Whitney, 2003). This resonates

with the idea of Ubuntu which is based on the idea of “I am

because we are”, in contrast to Descartes’ view of “I think,

therefore I am” (De Liefde, 2005, p. 52). 

Although the focus of AI is to value and appreciate the best of

what is, there were nevertheless challenges and limitations

inherent to the study. One of the factors that disrupted the

fluidity of the research was the element of distance. While the

participants were based in Cape Town, the researchers were

based in Johannesburg which complicated the data verification

process. In order to overcome any existing doubt or

inconsistency, one of the researchers would follow up on

discrepancies by telephonic discussions with the relevant

participant(s). The nature of the working environment at the

case organisation was a second challenge. Although every effort

was made to conduct the workshop off-site at a tranquil location,

the workshop was continuously disrupted with phone-calls and

participants leaving the room to take business related queries.

This disrupted the flow of the AI workshop.

In order for ALD to reach its full potential, a trigger event should

be perceived and understood as a fundamental way of living,

and therefore, veritable sustainabilit y is a question of

integrating a myriad of follow up interventions, such as one-on-

one interviews, coaching and/or similar AI workshops. This is in

line with Avolio and Luthans’s (2006) view of an authentic

leadership development journey.

This study pitched an unplanned negative trigger event (as in

the case of Giuliani) against a positive planned trigger event (as

ACTIONING AUTHENTIC LEADERSHIP 17



seen in the workshop). Both triggers unleash a leader’s positive

core to authenticity; however, the benefits of capitalizing on

planned positive “moments that matter” can be used as a

positive leverage in developing authentic leaders. Furthermore,

the Appreciative Inquiry intervention created an opportunity for

self-definition through dialogue (Taylor, 1991). Despite the

variance and nature of the triggers, a recurring theme of being

“other focused” emerged in both cases. This demonstrated that

when the ideal of authenticity is understood, being authentic is

not just a matter of concentrating on one’s self, but involves

deliberation about how one’s commitments make a contribution

to the good of the public world in which one is a participant

(Guignon, 2004). 

It is recommended that future research longitudinally

investigates to effect of Appreciative Inquiry on authentic

leadership development. 

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