What can leaders learn from great teachers, and what can teachers learn from the best leaders?

I still remember my first class in the Executive MBA program in Krakow School of Business  eight years ago. I walked into a room full of high-level managers- technical experts, engineers, doctors, consultants, bankers – all seasoned professionals in their fields. Armed with my “professor’s” authority, I launched into presenting the latest models of B2B Selling and influencing people, determined to impress them with my expertise. I pushed hard, but they pushed right back. That first day felt like an arm-wrestling match. “People don’t like being told what to do” – a truth well-known in the sales world that I’d somehow forgotten. And it turns out, it applies just as much in the classroom, the office, and in life.

Much has changed since my first MBA course. I learned a lot. Here are a few insights from my experiences, which I hope will resonate with you in your leadership roles:

1. Pushback doesn’t always mean disagreement

I learned that pushback often signals a desire to be heard, recognized, and validated. Now, when I encounter disagreement or resistance in the classroom, I don’t take it personally. Instead, I quiet my instinctive “fight or flight” response and focus on listening without judgment. This kind of empathetic listening allows me to understand what might be driving the reaction. Often, it’s not about right or wrong; it’s about how people feel at that moment. Listening with empathy doesn’t mean I agree with every point. It simply enables me to see a broader perspective, which allows me to guide the discussion more effectively.

2. Authority alone isn’t enough for change

Teaching MBA mirrors the dynamics of any organizational transformation or change program. In both settings, we encounter adults with established mindsets, beliefs, behaviors, and defense mechanisms. Just as in a corporate transformation, before introducing a new way of thinking, we often need to “unpack” what’s already there.

In the classroom, it’s not enough to teach frameworks or techniques. For example, I might present a consultative selling approach, but that alone won’t transform someone into a consultative seller. Change only happens when individuals feel aligned with the values behind the approach, believe they can master it, and see its benefits for themselves. This is true in strategic transformation as well: presenting a five-year plan is one thing, but another is to help people experience what it means to operate under that new strategy.

3. Vulnerability is a strength

In today’s fast-paced world, it’s nearly impossible to stay ahead of every knowledge curve. Teaching in an MBA program is challenging because every cohort is filled with accomplished and knowledgeable professionals who know a lot and invest their time and energy to grow. The dynamic has shifted—knowledge is more accessible and widely available than ever before. So maybe, it’s not about the “knowing”. One of the most valuable skills I’ve honed teaching MBA is critical thinking: questioning assumptions, re-evaluating ideas influenced by my own “bubble,” challenging my own knowledge and accepting that I won’t always know everything. This approach helps me focus on what really matters – engaging with students in a way that fosters critical insight and independent thinking. Two practices that support this are curiosity (“That’s interesting; tell me more…”) and vulnerability (“I don’t know that yet, but I’d love to learn…”).

Closing thoughts

I’d like to extend my heartfelt gratitude to all the MBA students I’ve had the privilege to work with over the years. You’ve been tremendous teachers, helping me grow both personally and professionally. I hope our paths cross again so we can collaborate on impactful projects.

And thank you to the Executive MBA program at Krakow School of Business for providing this invaluable opportunity to learn, lead, and grow.

I hope this growth path will continue.