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The purpose of this conceptual paper is to increase the leadership and organizational effectiveness concepts presented by Simon Sinek in his 2009 book “Start with Why” by connecting them to Motivating Language Theory and presenting the integrated framework within a double-loop organizational and developmental learning model.

The approach of this conceptual paper is to link Sinek’s concepts WHY/HOW/WHAT with Motivating Language Theory’s constructs Meaning-Making Language/Empathetic Language/Direction-Giving Language to support deeper implementation as well as maximize implementation of WHY/HOW/WHAT through implementation of the higher-level variable Motivating Language. Additionally, this conceptual paper expands upon Sinek’s discussion of process and outcomes through the illustration of a double-loop organizational learning and development model that highlights data-driven decision-making, working from the inside-out organizational processes, and the connection between outcomes and reflection to improve organizational work.

The findings of this conceptual paper are motivating language theory can enhance and extend Sinek’s organizational and leadership assertions, and the creation of a double-loop organizational learning and development model provides greater clarity and insight to Sinek’s initial concepts presented in Start with Why. These findings provide practitioners greater tools and resources for implementation in the field as well as continue to provide scholars with an ongoing thread of connections and applications of Motivating Language Theory.

The originality of this conceptual paper builds off Sinek’s assertion that communication is vital to leaders and organizations by giving it context and specificity in the form of a well-established leadership and organizational communication theory.

As the world slowly emerges from the pandemic of the newly discovered COVID-19 virus, luxury hospitality providers are re-opening their businesses in a completely new reality. While they ensure that their unique brand identity and image are appropriately communicated to the customers, they must also strictly adhere to the hygiene and cleanliness standards imposed on businesses by local authorities. As a result, luxury hotels, restaurants, spas and resorts find themselves in a situation where they must adjust, if not re-design, experiences offered to their customers.

This chapter looks at the concept of experiences and examines key elements of creating authentic experiences. It discusses the role of embedding the culture of adaptability to change to ensure the business's longevity and resilience to crises. Finally, it deconstructs some of the industry's best practices to showcase the most creative and resourceful approaches to embracing the new reality and offering authentic experiences to discerning guests.

The chapter is concluded by an attempt to look into future customer expectations and businesses' opportunities to re-open and provide updated services to customers by actually embedding strategic foresight in both short- and long-term planning to build genuine resilience to future crises.

The aim of this practitioner paper is to reflect on the mistakes that most post-colonial, post-conflict or post-disaster destinations make when planning to grow tourism, and to offer a practical and business-driven solution that would help secure a more stable future in spite of potential instabilities.

The paper is the result of three years spent working with micro and small tourism entrepreneurs in Haiti, Brazil, Lesotho, South Africa, Timor Leste, Indonesia, Ethiopia and India.

The paper observes that most post-colonial, post-conflict or post-disaster destinations do not understand that developing tourism goes hand in hand with developing entrepreneurs and their businesses.

The paper could kick-start a more holistic approach to tourism development to catalyse long rather than short-term economic and social gains, especially for women.

This paper contradicts the common view that tourism growth is about increasing arrival numbers and focusing on infrastructure development. It presents an original solution that focusses on vision (an approach borrowed from Simon Sinek, the third most popular TED speaker and author of “Start with Why”), and on women empowerment that bypasses existing supra and national development frameworks.

Several models of leadership outline theories on successful intervention such as “Observe, Interpret, and Intervene” within the Adaptive Leadership model (Heifetz, Grashow, & Linsky, 2009) or the “Five Practices” within Kouzes & Posner’s (2012) work. However, during stressful moments of leadership practice, many models for leadership intervention are difficult for students to implement. The authors suggest the pVASE framework as an additional component to other intervention models of leadership in order to better support cognitive load and leadership problem-solving during real-time, emergent leadership moments within and beyond the classroom.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

Too often, we take for granted first impressions and how others perceive us; however, such perceptions frequently form the basis for entrepreneurial success. Your personal brand is bound to exist – whether you create it explicitly or whether it is created implicitly for you. As we grow our businesses as entrepreneurs, brand equity (the market valuation of a brand) becomes our greatest asset. This chapter will explain the value of a personal brand promise, demonstrate how to create a perfect pitch narrative, and examine tools such as LinkedIn and YouTube that can be leveraged to achieve professional success.