ately , ▁as ▁there ▁was ▁always ▁limited ▁opportunity ▁for ▁inter change ▁among ▁participants . ▁This ▁interaction ▁was ▁usually ▁wed ged ▁into ▁the ▁inter st ices ▁of ▁the ▁formal ▁schedule ▁in ▁the ▁form ▁of ▁inform al , ▁sp ont aneous ▁gather ings ▁for ▁which ▁no ▁record ▁existed . ▁ ▁The ▁notion ▁that ▁present ing ▁is ▁more ▁important ▁than ▁listening ▁ar oused ▁lif el ong ▁ant ip ath y ▁in ▁B án á thy . ▁When ▁he ▁form ulated ▁the ▁leadership ▁compet encies ▁of ▁the ▁White ▁St ag ▁Le ad ership ▁Development ▁Program ▁in ▁the ▁ 1 9 6 0 s , ▁he ▁described ▁the ▁passing ▁of ▁knowledge ▁from ▁one ▁to ▁another ▁as ▁" Manager ▁of ▁Learning ". ▁He ▁wrote ▁extens ively ▁about ▁how ▁the ▁focus ▁should ▁be ▁on ▁the ▁lear ner , ▁not ▁the ▁teacher . ▁ ▁B án á thy ▁advanced ▁a ▁different ▁vision ▁for ▁con ferences , ▁one ▁that ▁would ▁allow ▁everyone ▁to ▁fully ▁eng age . ▁He ▁proposed ▁that ▁everyone ▁be ▁given ▁the ▁opportunity ▁to ▁prepare ▁and ▁dist ribute ▁papers ▁to ▁all ▁participants ▁in ▁advance ▁of ▁the ▁conference . ▁And ▁instead ▁of ▁listening ▁to ▁speech es , ▁conference ▁at ten de es ▁took ▁part ▁in ▁extended , ▁non - h ier arch ical ▁convers ations ▁about ▁the ▁conference ▁papers . ▁The ▁conference ▁proceed ings ▁were ▁the ▁result ▁of ▁these ▁convers ations . ▁ ▁B án á thy ▁felt ▁strongly ▁that ▁systems ▁sch ol ars ▁from ▁all ▁over ▁the ▁world ▁should ▁be ▁given ▁on going ▁opportun ities ▁to ▁eng age ▁in ▁extended