Exploring the role of Dynamic Presencing in a group coaching training context for fostering transformative leadership development in disruptive times
Bibliographic record
Abstract
With the growing array of challenges humanity has been experiencing since the global pandemic, knowledge workers at all levels of organizations are experiencing a noted increase in the volatility, uncertainty, complexity, and ambiguity (VUCA) conditions of their work and lives. This has brought about significant changes in ways of working and associated ways of being that have become more fragmented and virtual. Disruptive change continues to unfold on many levels of society, from the organizational to the individual level, with multiple and often unintended consequences. This article outlines how the body of work of Dynamic Presencing in a group coaching context facilitates responsive forms of personal development as well as a deeper transformation of one's leadership identity in the face of such change, which in turn serves as an approach that can be useful in navigating VUCA conditions that are becoming increasingly prevalent. The transformative process of Dynamic Presencing develops core inner leadership capabilities with a noted increase in the quality of internal and interpersonal forms of self-,presence-, and presencing-awareness. Overall, Dynamic Presencing serves as a critical enabler of presencing mastery, which instills deeper confidence and resourcefulness in working with the VUCA conditions of our global world by deepening our presencing process and refining our methods for inner leadership development in turbulent times.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".