ABSTRACT
As the uncertainty of the COVID-19 pandemic creates new challenges and opportunities, institutions of higher education have a responsibility to prepare future leaders to lead in volatile, uncertain, complex, and ambiguous (VUCA) environments. We propose that the emerging study of embodied leadership provides a constructive pathway for developing leaders ready for VUCA environments. The U.S. Coast Guard Academy (USCGA) developed the LEAD model (Learn from theory, Experience through practice, Analyze using reflection, Deepen through mentoring), which relies on integrating leadership theory, practice, and experiential learning. This leadership development framework serves as a model that can be adapted for developing embodied leadership. This paper focuses on embodied competencies and skills that align specifically with 13 leading self and leading others competencies targeted in USCGAs leadership development curriculum. We conclude with lessons learned for OD scholar-practitioners to apply in their own approaches to developing more embodied leadership, whether through the use of self as an instrument of change or for the clients they serve.