The Golden Circle Revisited: Start with WHOSE

Simon Sinek’s (2009) book Start with Why highlights a misconstrued assumption about our work, specifically, the reason WHY we do what we do. The book is an elaboration on his acclaimed TED Talk – How Great Leaders Inspire Action.  In Start with Why, Sinek argues that starting with WHAT—which is the norm for leaders and businesses—is backward. Starting with WHY is a more appropriate course of action as “people don’t buy what you do, they buy why you do it.” Sinek’s thinking is graphically represented through the “Golden Circle” which consists of three concentric circles with WHY in the center.

Since the emergence of the Golden Circle, a few authors (see thisthis, or this) have suggested the need for an additional inner circle, namely, WHO. In an effort to supplement Sinek’s work, these articles posit that our finest work comes from knowing who we are and who we serve. WHY, these authors suggest, is not enough to sustain one’s work. Instead, the relationships one has to his/her boss, customers, or co-workers, drives the why, which in turn drives the how or what. These essays come from a business context and therefore the WHO often refers to an authority in one’s work (e.g., supervisor, manager) or the those being served (e.g., customer, client).

As Christians, however, the WHO behind our WHY is someone more ultimate and eternal than a boss or customer. Christ’s authority, though, is not the center I suggest. Rather, it is the identity we derive from a relationship with the King of Kings and Lord of Lords. Said another way, it is not just our understanding WHO we are, it is our understanding of WHOSE we are.

John Piper articulates this well as he references Romans 8 – But if anyone does not have the Spirit of Christ, he does not belong to Him. “So,” Piper says in this Desiring God sermon, “the reverse is true too: If you do have the Spirit of Christ, you do belong to him. So as Christians we should think of ourselves as belonging to Christ—as Christ´s possession.”

To be honest, when I heard Sinek’s TED Talk for the first time I completely bought in – I loved it! I even made a personal Golden Circle to hang near my desk. At the center – the WHY – I had written ‘To help students succeed in college and after graduation.’ However, as I continued to grow in my faith, apply what God was teaching me to my work, and attempted to see him in the work I do, I realized my own Golden Circle left out my personal relationship with Jesus. My WHY was too shallow and it seemed insufficient. Though I would often say I wished to glorify God through my work, it was not until I saw myself as Christ’s possession that it made sense to dig deeper than WHY.

If we can internalize that we as believers belong to Christ, that we are his possession, we must preempt any WHY to first ask WHOSE? In this way, our WHYs, HOWs, and WHATs should be rooted first and foremost in an identity. Though this creates many implications for practice, I want to focus on two important benefits of reorienting our view of the Golden Circle. 

1. Starting with WHOSE Gives More Meaning to Our WHY

Knowing why we do something offers a sense of accomplishment in our work. The meaning derived from why we do what we do can really drive our efforts. However, as Christians, we understand our efforts as derived from a grander source. In a sense, our efforts (WHY, HOW, WHAT) should be a response to our WHOSE. Our relationship with God and our aim of participating in Christ’s redemptive work, means we are called to more than just task-oriented labor. We are called to glorify God by guiding our students toward loving him and our neighbor. This larger telos does not begin with a WHY, it begins with a WHOSE. As such, if our efforts originate from WHOSE we are, we can see our WHY in a redemptive light.

Student discipline is an excellent opportunity to put this into practice. In a recent semester, I noticed a student of mine (who was also a student worker) doing something inappropriate while in his official working capacity. I knew I had to report this student to his staff supervisor. As I had imagined, our one-on-one meeting the following day was a little awkward. I told the student how I felt he had betrayed my trust and he divulged his feelings of shame and anger (sounds a little like my relationship with Jesus at times!). However, I was given the opportunity to talk about second chances and how Christ’s death, resurrection, and ascension afforded us a redemptive opportunity to which we can try and emulate with others in our lives. In this way, I was able to approach my work with this student in a distinctly different manner. Merely “helping students succeed,” while a noble goal, is too shallow when analyzed through our identity as Christ followers. A higher order telos necessitates we first start with WHOSE we are. 

2. Our Identity of WHOSE Allows Us to Model the Christian Life to Our Students

When students see how we implement a Christian worldview in our work, we are serving as examples of Christ-like leaders. When we interact and communicate with them with a foundational identity of WHOSE we are, we display a model of the Christian life. One of Sinek’s popular taglines to promote starting with WHY is, “People don’t buy what you do, they buy why you do it.” The evidence of his argument here appears to be sound. However, “why” one does something comes into question when we attempt to analyze its source. More fully reflecting who we are by getting to the deepest points of our identities allows for a more authentic presentation of ourselves. And if we are operating from that state, we can rest assured that, regardless if anybody “buys” anything, we are reflecting a Christ-like presentation. In a way, we reorient our thinking to, “People don’t buy why you do it, they buy whose you are.”

Do not interpret these words to mean that by demonstrating our faith in Christ we are able to be more convincing to others (I would argue quite the opposite, actually). What I am saying is that if we present an authentic identity, our rawest form as rooted in Christ, our students (regardless of religious affiliation) will recognize that as genuine. We offer our own experience to students as an archetype if our work in student development is sourced from our understanding of whose we are. To this end, we can more closely serve as a “model” students may need in their own identity development (Glanzer, 2013).

A few years ago one of my student leaders asked how I could tolerate being patient with another student in her organization’s leadership council. The two students did not get along and bickering at meetings had started to elevate within the previous few weeks. My conversation with this student allowed me to talk about extending grace, even in circumstances that seemed to only provoke frustration. Specifically, I spoke about how, as a child of God, we are called into a new identity with Christ. I mentioned that there are people in my own professional life who make my work frustrating too. But, if we can observe these instances as opportunities to extend grace and can see how developing our identity in Jesus happens through a sanctification process (which does not make being patient any easier!), we are living a life more attuned with our understanding of WHOSE we belong to. 

In sum, though Simon Sinek’s concept of the Golden Circle is a good start, I argue here for the addition of WHOSE to the center. Adding this allows us to reframe our identity when discerning WHY we do what we do, and, in turn, we can better reflect our Christian worldview to serve as a more authentic model for our students.


 

References

Glanzer, P. L. (2013). Building the good life: Using identities to frame moral education in higher education. Journal of College and Character, 14(2), 177-184.

Krogue, K. (2015, July 6). Simon Sinek says ‘Start with why,’ but sales experts disagree.

Forbes Magazine, Entrepreneurs. Retrieved from https://www.forbes.com/sites/kenkrogue/2015/07/06/simon-sinek-says-start-with-why-but-sales-experts-disagree/#4045795d4b82

Piper, J. (2001, December 16). Christian, know whose you are: You have the Spirit of Christ.[Blog post]. Retrieved from https://www.desiringgod.org/messages/christian-know-whose-you-are

Sisney, L. (2013, April 1). What’s wrong with the Golden Circle? [Blog post]. Retrieved from http://organizationalphysics.com/2013/04/01/whats-wrong-with-the-golden-circle/

Sinek, S. (2009, September 1). How great leaders inspire action [Video file]. Retrieved fromhttps://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

van der Klein, R. (2016, October 22). Mr. Sinek, it’s time to update the Golden Circle: Why in rapidly changing world we start with WHO. [Blog post]. Retrieved from https://medium.com/@raimovanderklein/mr-sinek-its-time-to-update-the-golden-circle-b3e8ab37d9ea

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Kevin Villegas

Baylor University, Dean of Intercultural Engagement and Division of Student Life Initiatives

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Dr. Kevin Villegas serves as the Dean of Intercultural Engagement and Division of Student Life Initiatives. In his role, Dr. Villegas is responsible for leading a comprehensive approach to empower all students and Division of Student Life staff in the creation of a more vibrant, inclusive, and supportive campus environment as an expression of the Baylor University mission. He has more than two decades of demonstrated leadership experience in a variety of roles within higher- and secondary-education settings, which includes working in or overseeing areas such as campus ministries, student leadership development, new student orientation, student activities, international student programs, athletics coaching, and public relations. He has also led international service trips, co-led a cross-cultural course, and taught strategic leadership in higher education, and leadership and first-year seminar courses for undergraduate students. Dr. Villegas is an active member of the Association for Christians in Student Development (ACSD) and served for several years on the executive committee as the chair of the Diversity Leadership Team. He was a recipient of ACSD’s Jane Higa Multicultural Advancement Award in recognition of his significant contributions toward increased understanding and promotion of multiculturalism in ACSD and at Messiah University, where he worked for 17 years. 

 Beyond the realm of education, Dr. Villegas also worked in the entertainment industry and in pastoral ministry. 

A native of New York City, Dr. Villegas is a decorated veteran of the United States Marine Corps, having served on active duty for four years before going on to earn his Bachelor of Arts degree in communication from Messiah College, his Master of Arts degree in Christian Leadership from Fuller Theological Seminary, and his Doctor of Education degree in Educational Leadership from Gwynedd Mercy University.

Why are you excited to be a part of Elevate?
I’m excited to be a part of Elevate because equipping our professional members to better serve and develop multicultural student populations on our respective campuses is vital work. In an increasingly diverse society, knowing how to navigate differences of all sorts with conviction and compassion is needed now more than ever.

Leah Fulton

Trinity Christian College – Palos Heights, IL, Vice President of Student Success

Workshop: Development: Institutional Partnerships and Operational Efficiency

Leah comes to Trinity with a B.A. from Ball State University, an M.A. in Intercultural Studies from Wheaton College, and a Ph.D. in Higher Education with a minor in African American Studies from the University of Minnesota. Leah’s research explores the historical and contemporary motivations and barriers facing African Americans in foreign missions, the history of Black women in doctoral education and the experiences of Black mother doctoral students. She also studies the experience of students and adjunct faculty of color in leadership education.

Leah has over a decade of higher education experience, primarily in student affairs, beginning at Wheaton College where she was a founding member of the Shalom House- a living learning community for students to explore racial reconciliation. She has served as Assistant Dean of Students for the University of St. Thomas and as Associate Dean for Intercultural Student Programs and Services at Bethel University where she launched the Act Six program and the Cultural Connection Center- a campus affinity space designed to cultivate understanding, friendship, and shalom in the way of Jesus. She is also the founder and principal consultant for Project 51, which serves leaders and not-for-profit organizations seeking to grow in their approach to justice, to belonging, to equity, and to diversity.

Why are you excited to be a part of Elevate?
Dr. Fulton is excited to be part of Elevate because of how important it is to support professionals of color in Christian higher education. She benefited from the wisdom and experience of professionals before her and is eager to invest in other professionals to support their ability to navigate the industry, care for students, be well, and effectively make lasting change.

Eric Fehr

Grove City College, Assistant Dean of Student Life

Workshop: From Ideation to a Workshop Proposal

Eric has worked in college student development/higher education since he graduated from Longwood University in 2010, and has been a member of ACSD since 2014. He has held positions overseeing student employment programs for dining service operations, commuter student life programming, student and campus activities, student recreation, student clubs and governance, career services, international student advising, and more. Eric has been married to his wonderful wife, Barbara, since 2011. They have four children: Liam, Benat, Raegan, and McKenzie. He holds a Bachelor of Arts in History from Longwood University (2010), a Master of Science in Education in Student Affairs Administration from the University of Wisconsin-La Crosse (2014), and a Master of Arts in Religion in Discipleship and Church Administration from Liberty University (2018).  Eric is currently pursuing a Doctor of Education in Higher Education from Union University.

Why are you excited to be a part of Elevate?
I am excited to participate in sharing my experience and any knowledge/wisdom that the Lord has helped add to my life with others. I believe Elevate is a great opportunity to serve others and I can’t wait to help others prepare to propose workshops for ACSD 2025!

Nii Abrahams

Butler University, Director of the First-Year Experience

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Nii has a special passion for helping college students and young professionals discover and fulfill their God-given potential, whether it’s in ministry or the marketplace. While actively involved in church growing up, it wasn’t until he became a member of a dynamic college ministry at Missouri State University that his faith began to soar. He played an instrumental role in watching the ministry grow from 30 to over 200 people in a couple short years. Shortly after graduate school, he and a group of friends moved to the Indianapolis metro area, by faith, to plant Parkside Church—a young and vibrant faith community that meets at a YMCA, where he serves on the pastoral team as the Connections Pastor. He holds both his Bachelors and Masters degrees in Communication from MSU and is proud to be the inaugural Director of the First-Year Experience at Butler University. In his downtime, you can find him hanging out with his wife and daughter, playing Monopoly Deal, and searching for the best donut shops in Indianapolis. 

Why are you excited to be a part of Elevate?
As a Ghanaian-American, I uniquely understand the weight multicultural practitioners carry cultivating belonging on campus. It’s an honor to help develop and encourage leaders who are making an impact across the country! 

MORE FAq's

Elevate is a year-long certification from June 2024 through June 2025. It begins during the June 2024 ACSD Conference and ends during the June 2025 ACSD Conference.

Elevate is geared toward higher education professionals serving in a student-facing, multicultural role and are either (or both) a department of one or are early in their higher education career. Those in positions of directors, coordinators, specialists, or similar titles should consider applying and participating.

ELEVATE is aimed at professionals who are student-facing and oversee programming. We want to equip our student development professionals who are working to make a more welcoming compass experience for students.

To provide an intentional space for cohort participants to foster genuine connections and grow their network, the cohort size is 10 participants.

Participants will have 10 total hours of workshop instruction. Additionally, participants should anticipate 5-8 hours of workshop preparation over the year of the certification. Participants are also required to attend the Elevate retreat which is the weekend before (days before) the 2024 ACSD Conference.

Elevate applications will be reviewed by the ACSD Diversity Leadership Team and participants will be selected based on the following criteria:

  • Applicant is eager for new learning and support (department of one, early career professional in this field)
  • Applicant is interested in learning more about best practices within multicultural (higher ed) work
  • Applicant currently serves in student facing multicultural role (part time or full time)
  • Applicants have the support and institutional backing to participate in 2 ASCD conferences, all Elevate workshops, and to eventually use their learning to strengthen the impact of their department/role/institution.
  • Applicant will document how they will contribute to the cohort and shared learning experience

 

Applicants will be notified of their acceptance status the first week of March 2024.

The Elevate Certification is $300, including all fees for the retreat at the 2024 ACSD Conference and the full-year certification program.

Additional related costs to consider:

    • $100 annual ACSD membership fee
    • $350 (early bird) ACSD Conference registration 
    • Cost of travel to the conference for 2024 and 2025

The Diversity Leadership Team will award 2 Elevate scholarships that cover the cost of the Elevate Certification (value of $300). To be considered for an Elevate Scholarship, indicate your interest in the Elevate application and complete the short answer question about financial need.

Yes, Elevate applicants and/or participants are eligible for both the ACSD Multicultural Scholarship and the Elevate Scholarship. The ACSD Multicultural Conference Scholarship covers the amount of the annual conference registration fee.

Yes, either a supervisor or a senior colleague must complete a professional reference form confirming their support of your participation in Elevate and a desire for you to return with lessons (ideas, practices, policies, programs, etc.) that will positively influence your department and work.

No. A supervisor or senior colleague approval is required to ensure that participants have departmental support to implement what they are learning (ideas, practices, policies, programs, etc.) in their department and/or role as a multicultural practitioner.

Participants will continue networking and fostering relationships with their Elevate cohort members in addition to receiving continued support from the ACSD Multicultural Collaborative and the Diversity Leadership Team. 

Elevate participants will be asked to participate in recruitment videos, photos, and provide written testimonials sharing their experience with Elevate.

Those interested in Elevate should only apply if they are certain they can attend the 2024 and 2025 ACSD Conferences.

The Diversity Leadership Team understands department budgets or personal changes may occur between conferences and will work with you to ensure attendance is possible for both conferences.

Yes. The Diversity Leadership Team understands professional changes happen and they will work with you to continue towards completion of the certification.