VLI Handout Heart of Leadership 5 26 2011

Dr. Larry Donnithorne 5/25/11

•  Malone:
"ge&ng
people
to
do
things-‐-‐willingly”

•  Northouse:
“a
process
by
which
an
individual

influences
a
group
of
individuals
to
achieve
a

common
goal.”

•  Donnithorne:
“the
exercise
of
interpersonal

influence
to
bring
together
purpose
and
people

so
as
to
fulfill
the
purpose
AND
meet
the
needs

of
the
people
that
brought
them
together.”

• Ethics
generally
refers
to
determining
what
is

“the
right
thing
to
do”
in
a
situaEon.

• Most
dicEonaries
see
ethics
and
morals
as

essenEally
synonymous.

• Ethics
&
morality
arise
in
social
se&ngs,
in
the

interacEons
of
people.

Therefore,…

• Ethics
in
persons

is
reflected
in
their

willingness
or
propensity
to
take
other
people

into
account
in
their
decisions
and
acEons.

The Heart of Leadership 1


“What I say is that ‘just’ or
‘right’ means nothing but
what is to the interest of the
stronger party.”

“Let us have faith
that right makes
might, and in that
faith, let us to the
end dare to do our
duty as we
understand it.”



to
meet
my
needs
and
stay
out
of

diﬃculty

to
make
my
life
(and
that
of
others)

work
a
liOle
beOer
by
adhering
to
some
rules,

that
is,
to
a
“social
contract.”

to
take
responsibility
for
myself,
who

I
am,
who
I
am
becoming,
in
pursuit
of
real

meaning
or
signiﬁcance.

-- Lawrence Kohlberg, The Psychology of Moral Development

•  … in the actions of men,
especially of princes, the end
justifies the means.
•  A prudent ruler cannot, and
should not, keep his word
when keeping it is to his
disadvantage, and when the
reasons that made him
promise no longer exist. Men
are bad and will not keep
their promises to you, so you
are not bound to keep yours
to them.
-- The Prince, ca. 1515

Never value anything for
yourself which would compel
you to break your promise, to
lose your self-respect, to hate
any man, to suspect, to curse,
to act hypocritically, or to
desire anything which needs
walls and curtains.



On March 24, 1995,
“I made the typical mistake of Portugal recognized Sousa-Mendes as its
believing I could do more for the
country and the Army if I stayed in Portuguese President Mario Soares said,
than if I got out. I am now going to
“Despite confusion raging around
my grave with the burden of that
him and the direct threat to his
lapse of moral courage on my back.” family, Sousa-Mendes stood by an
ideal that could only bring him
suffering.”

“Remember that you are an actor in a play, which
is as the author wants it to be: short, if he wants
it to be short; long, if he wants it to be long. If he
wants you to act a poor man, a cripple, a public
official, or a private person, see that you act it
with skill. For it is your job to act well the part
that is assigned to you; but, to choose it is
another’s.”

Not-
so- Good
“Out, out, brief candle! good

Life’s but a walking Enron Radio Sha Gillette
ck
shadow, a poor player Tyco Scott Pape Kimberly-Clar
r k
that struts and frets his m
hour upon the stage and WorldCo Circuit City
then is heard no more: it Adelphia Abbott
is a tale told by an idiot, nergy Laboratories
Westar E Chrysle
full of sound and fury, r Walgree
signifying nothing.” Qwest Genera
l Electr
ns
r Intl ic
Hollinge



“Presumably one can lead others
downward--down the primrose
path or down the road to
barbarism. Yet leadership has the
connotation--quite rightly, in my
view--of leading people upward, to
some higher values or purpose or
form of self-fulfillment.”

-- Leadership, p. 452
Drucker

Stanford Prison Experiment
– early 1970s

The
Milgram
Experiments
Ron
Ridenhour
describes
the
soldiers
at
My

Lai
and
the
terrible
choices
they
made.

“Only a few people had the presence of mind and the strength of their
own character to see them through that difficult circumstance.”



•  To
define
my
idenEty,
who
I
really
want
to
be

•  To
define
myself
in
response
to
some
unavoidable

“philosophy
of
life”
choices…

–  Thrasymachus
v.
Lincoln

–  Machiavelli
v.
Marcus
Aurelius

–  Johnson
v.
Souza-‐Mendes

–  MacBeth
v.
Epictetus
and
Stockdale

•  To
enhance
my
potenEal,
my
outcomes,
and
my

ulEmate
effecEveness
as
a
leader

•  To
build
my
internal
character
so
that
I
am
able
to

resist,
if
ever
necessary,
a
self-‐defining,
life-‐changing

moral
meltdown

•  To
have
the
moral
courage
to
prevent
moral
failure
by

those
whom
I
lead

“Miss Dugan, will you send someone in here
who can distinguish right from wrong?”
--from The New Yorker

1.
The
consequences
(outcomes)
of
the
acEon

“To
say
that
an
acEon
is
'right’
is
not
simply
to
–  Will
these
consequences
result
in
more
good
for

express
one's
taste
or
preference;
it
is
also
to
more
people
than
any
alternaEve
would?

make
a
claim.

It
is
to
convey
that
the
2.
The
ac8on
itself

judgment
is
backed
by
reasons,
to
invite
–  What
about
the
acEon
is
inherently
right?

Are

discussion
of
such
reasons,
and
to
suggest
there
moral
principle(s)
upheld
or
at
risk
in
this

acEon?

that
these
reasons
will
be
found
compelling

when
looked
at
imparEally
and
objecEvely.”
3.
The
actor

-‐-‐
Scheffler,
Reason
and
Teaching,
(New
York:
Bobbs-‐Merrill
Co.,
1973)

–  What
about
the
actor
indicates
the
rightness
of

the
acEon?

Virtues?

Strong,
posiEve
moral

character?



–  Background origins
•  Social reforms--19th century--Hume, Bentham, Mill
•  As revolutionary as Darwin and Marx
–  Tenets of the Classic Theory
•  Only consequences of one's action matter.
•  Goal is the greatest good for the greatest number.
•  No one person's good counts more than others.
•  Modern exception: special relationships / responsibilities
–  Examples
•  Triage of emergency patients
•  Truman and the A-bomb on Hiroshima

Historical background
–  Immanuel Kant, German philosopher, 1724-1804
–  "Kant's [book] has exercised on human thought an
influence almost ludicrously disproportionate to its
size.”--H. J. Paton
The Theory of the Categorical Imperative
–  “Act only on that maxim you could will to be universal.”
–  “Treat others as ends not means.”
Key principles
–  Justice (fairness, equity)
–  Rights (and corollary Duties)
Example case
–  Borrowing with false promise to repay.

•  Virtue has been discussed for two millenia.
•  Virtue is based in the narratives of our lives.
•  Virtues are the dispositions or habits (of character)
that help us to succeed as human beings – to
achieve deep good, to thrive (eudaimonia).
•  Virtues are internal, in motives, written on the heart;
e.g., in "not hating" instead of only "not killing."
•  Virtue may describe a golden mean between
extremes that are vices, as with courage.
•  Virtues empower fulfillment of our purpose in life.



•  An acquired system of personal habits (which
can be virtues or vices)… n  Agnes Bohaxjiu born in 1910 in Macedonia
•  which determine my initial, most-likely n  Joined the Loretto order and went to India
response to an event or circumstance...
n  Founded Missionaries of Charity
•  although I can choose to act contrary to habit n  Served the poor, the dying, the lepers, the
or “out-of-character”…
unwanted children of Calcutta and the world
•  and, by doing so repeatedly, I can alter my for almost 50 years, 1948-1997
habits (character) – for better or worse.
n  Recipient of myriad awards and degrees,
•  Thus, my character reflects who I now am: including the Nobel Peace Prize in 1979
my core identity.

•  The acquired habit of determining
what is the right thing morally for the
leader to do in a situation, and…
•  Having the self-discipline to do it...
•  Even when it is costly to oneself ...
•  Doing so spontaneously, as an
expression of one’s “character.”

George Washington on the Plain at West Point

•  Washington was first to risk fortune, honor,
and life for an ideal.
•  He maintained an army for eight years, with
little support, by sheer willpower and
perseverance.
•  West Point played a vital, strategic role in the
American Revolutionary War.



•  Arnold was promoted to general after the
battle of Ridgefield, Connecticut.
•  Then, he was the hero of the battle of Bemis
Heights (2nd day of Battle of Saratoga, NY).
•  Arnold provided a vital link in the chain of
victory…
•  but, Arnold became a greed-driven traitor.



George Washington on the Plain at West Point

•  What
are
the
consequences
for
others?

–  Maximize
the
well-‐being
of
all
people
who
will
be

affected
by
my
decision.

–  Maximize
the
well-‐being
of
those
people,
if
any,

for
whom
I
have
special
responsibility.

•  What
moral
principle
or
duty
is
at
risk?

–  Distribute
the
benefits
and
burdens
of
my

decision
fairly
(justly)
among
all
who
are
affected.

–  Respect
any
fundamental
human
rights
affected

by
my
decision.

•  Does
this
decision
reflect
virtue
&
character?

The moral temptation …
presents itself when a person believes s/he knows
what action is the morally right one to take, but is
tempted to do otherwise (for a variety of reasons).
This choice is right versus wrong.

The moral dilemma …
presents itself when a person is forced to choose
between two conflicting right (or wrong) actions, both
of which have moral weight, but only one (or the
other) can be taken (or avoided).
This choice is right versus right.



•  Moral
temptaEons
arise,
not
out
of
the
clear

blue,
but
in
difficult
organizaEonal
situaEons.
•  Consciously
re-‐consider
your
self-‐defining
answers

•  My
choices:
keep
quiet,
or
speak
up,
or
leave.
to
those
big
“philosophy
of
life”
quesEons.

•  Define
your
“purpose”
explicitly
and
broadly
–
in

•  My
response
is
controlled
by
two
sources:
life
and
in
your
work
and
professional
career.

factors
(my
personality,
character,
•  What
is
the
impact
you
most
want
to
have
in
your

disposiEon,
virtues,
aOributes)
work?

factors
(my
boss,
company
culture,
–  For
example,
providing
valuable
products
or
services
to

other
employees,
clients,
circumstances)
consumers,
creaEng
good
jobs
in
healthy
work
places,

building
a
firm
that
investors
trust
to
report
honestly

•  Can
I
strengthen
the
disposi3onal
in
advance

•  Appeal
to
the
broader
sense
of
purpose
in
others.

in
order
to
overpower
the
situa3onal?

“Leadership
requires
Recall
situaEons
in
your
work
when
you
were

.

When
I
took
moral
risks
[by
speaking
expected
to
act
regarding
a
non-‐trivial
management

up],
I
had
two
parachutes.

First,
being
fired
decision
in
a
way
that
you
perceived
as
not
right
or

for
pursuing
the
right
ideas
would
not
hurt
good,
or
contrary
to
your
values.

me
–
it
would
be
to
my
credit.

I
could
work
–  Of
those
situaEons,
choose
one
in
which
you
SPOKE
UP

and
acted
to
try
to
resolve
the
conflict.

somewhere
else.

Second,
I
never
got
used
to

–  Then,
choose
one
situaEon
in
which
you
kept
quiet
and

the
perks
of
the
posiEon.

If
I
had
lost
my
job,
did
NOT
speak
up
to
try
to
resolve
the
conflict.

it
would
not
have
changed
my
life.”
–  Analyze
both
situaEons:

What
happened?

What

-‐-‐
Franco
Bernabe,
CEO
of
Eni,
from
interview
in
HBR
with
Linda
Hill
moEvated
you?

How
saEsfied
are
you?

What
would

have
made
it
easier
for
you
to
speak
up?

•  EnlisEng
allies

–  talking
it
over
with
friends,
family
members,
people
in
similar
•  Many
conflicts
that
we
encounter
are
classic

posiEons
in
other
organizaEons
business
ethics
problems
that
are
almost

–  Asking
opinions
of
others
in
one’s
own
organizaEon

inevitable
for
us
–
sooner
or
later.

•  SelecEng
and
sequencing
audiences
•  When
we
already
expect
to
be
challenged
with

–  Who
has
the
decision-‐maker’s
confidence?
moral
temptaEons,
we
are
more
likely
to

–  When
to
talk
one-‐on-‐one?
or
in
a
group?
approach
them
calmly
and
competently,
avoiding

•  Doing
my
homework,
gathering
the
data
first
an
over-‐reacEon.

•  Asking
quesEons
instead
of
giving
answers
•  When
we
see
ethical
problems
as
predictable
in

•  Re-‐framing
the
issues
(truisms
as
debatable,
win-‐lose…)
our
work,
we
can
de-‐escalate
the
emoEon
in

•  Referring
to
organizaEonal
commitments
and
values
advance
and
prepare
ourselves
to
respond

•  Understanding
your
audience
(needs,
fears,
moEvaEons)
effecEvely
when
it
arises.

•  Moving
toward
large
change
by
small
incremental
steps



•  Recognize
the
typical
raEonalizaEons.

•  Everyone
does
it.

It
is
standard
pracEce.

•  The
impact
is
not
material.

No
one
is
hurt.
•  Recognize
the
typical
ethical
challenges
within

your
industry
or
venue
(e.g.,
ﬁnance,
sales,

•  Those
hurt
are
not
fully
human
(de-‐humanizing).

operaEons,
M
&
A).

•  This
choice
is
not
my
responsibility.

•  Script
your
responses
to
these
raEonalizaEons

•  I
do
not
want
to
hurt
my
reports
(or
team,
or
boss,
and
challenges.

or
company,
or
family).

•  PracEce
aloud
giving
expression
to
these

•  We
have
no
other
choice
(false
dilemma).

scripts
with
like-‐minded
peers.

•  Our
acEon
is
morally
jusEﬁed.

•  Remember
that
half
of
“will”
is
“skill.”

•  Strengthen
your
disposiEonal
power
to

overcome
the
situaEonal
factors.

•  Re-‐visit
why
you
chose
to
be
moral.

•  Recognize
moral
temptaEons
as
normal.

•  Learn
from
your
past
experience
the
factors

that
helped
you
to
speak
up.

•  Learn
the
typical
raEonalizaEons
and

challenges.

•  Script
your
responses
and
pracEce
them
aloud.

•  truth
v.
loyalty

•  individual
v.
community

•  short-‐term
v.
long-‐term

•  jusEce
v.
mercy

-‐-‐
Rushworth
Kidder,
How
Good
People
Make
Tough

Choices:
Resolving
the
Dilemmas
of
Ethical
Living



“C’mon, c’mon—
it’s either one or
the other.”

by Gary Larsen

back



•  In
the
US
Civil
War
of
the

1860’s,
the
dilemma
was

war
versus
slavery.

•  In
the
Wall
Street
meltdown

of
2008,
the
dilemma
was

“systemic
risk”
versus
“moral

hazard.”



•  Unregulated
resources
include:
city
streets,

highways,
fish
stocks,
rivers,
oceans,
forests,
the

atmosphere,
even
the
earth
habitat
itself.

•  The
dilemma
is
this:
With
access
unregulated,

users
can
increase
their
use
of
the
resource
–

raEonally
in
terms
of
their
individual
benefit/cost

–
to
such
a
level
that
collec3vely
their
uses

degrade
or
even
destroy
the
resource
itself.

•  A
classic
arEcle
in
Science
magazine
in
1968

contended
that
there
is
“no
technical
soluEon”
to

this
problem;
rather,
the
soluEon
is
human
and

moral,
“a
fundamental
extension
in
morality.”

•  Recognize
that
no
holy
hierarchy
of
moral

obligaEons
exists.

•  Most
ethicists
prioriEze
“human
rights”
over

jusEce,
and
jusEce
over
consequences,
when
they

conflict.

•  Dilemmas
are
the
most
troubling
because
you
are

wrong,
in
one
sense,
no
maOer
which
you
choose.

•  Your
final
resort
for
deciding
your
higher
moral

obligaEon
is
your
well-‐developed
character
and

judgment
(and
prayer
if
you
are
so
inclined).

•  To
define
my
idenEty,
who
I
really
want
to
be
•  What
are
the
consequences
for
others?

•  To
define
myself
in
response
to
some
unavoidable
–  Maximize
the
well-‐being
of
all
people
who
will
be

“philosophy
of
life”
choices…

–  Thrasymachus
v.
Lincoln
affected
by
my
decision.

–  Machiavelli
v.
Marcus
Aurelius
–  Maximize
the
well-‐being
of
those
people,
if
any,

–  Johnson
v.
Souza-‐Mendes

–  MacBeth
v.
Epictetus
and
Stockdale

for
whom
I
have
special
responsibility.

•  To
enhance
my
potenEal,
my
outcomes,
and
my
•  What
moral
principle
or
duty
is
at
risk?

ulEmate
effecEveness
as
a
leader

•  To
build
my
internal
character
so
that
I
am
able
to

–  Distribute
the
benefits
and
burdens
of
my

resist,
if
ever
necessary,
a
self-‐defining,
life-‐changing
decision
fairly
(justly)
among
all
who
are
affected.

moral
meltdown
–  Respect
any
fundamental
human
rights
affected

•  To
have
the
moral
courage
to
prevent
moral
failure
by
by
my
decision.

those
whom
I
lead

•  Does
this
decision
reflect
virtue
&
character?



Character,
virtue,

•  Strengthen
your
disposi3onal
power
to

outlook
on
life

Purpose
overcome
the
situa3onal
factors.

People
•  Re-‐visit
why
you
chose
to
be
moral.

•  Prepare
for
moral
temptaEons
as
a
normal
part

of
organizaEonal
life
by
scripEng
and
pracEce.

Leadership

•  Recognize
that
no
holy
hierarchy
of
moral

Skill,
technique,

obligaEons
exists
to
resolve
true
dilemmas.

•  Generally,
prioriEze
“human
rights”
over

jusEce,
and
jusEce
over
consequences.
knowledge,
ability


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VLI Handout Heart of Leadership 5 26 2011