Ethical Leadership: Pedagogy and Practical Application Framing an Interdisciplinary Ethical Leadersh

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Ethical Leadership Pedagogy and Practical
ApplicationFraming an Interdisciplinary Ethical
Leadership Model Built on Character, Civility
and Community

• Session I-Character Education
• The Jepson School Summer Institute for Leadership
  and the Liberal Arts
• University of Richmond
• May 19-21, 2008
• Melvinia Turner King

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The Initiative on Leadership and Liberal Arts

• Leadership studies requires far more than mere
  technical competency. It requires
• Ethical reasoning
• Analytic rigor
• Empirical support for the development of theory
• Perspectives from a whole range of liberal arts
  disciplines

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Character Education

• WHY should we take this seriously?
• In order for a strong and vibrant democracy to
  exist, we must have a strong and vibrant civil
  society. In order to have a strong and vibrant
  civil society, we must educate citizens who are
  ethically responsible and practice integrity and
  pursue excellence.

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Character Education

• HOW can we take this seriously?
• At Morehouse College, we seek to strengthen
  civil society by educating ethical leaders.
• developing ethical leadership curricula
• addressing personal and collective accountability
• cultural awareness
• encouraging critical and open-minded analysis
  and
• fostering a sense of community
• in other words . . .

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Character Education

• WHAT can be used to take this seriously?
• An Ethical Leadership Model aligned with the
  institutional mission and utilized in an
  interdisciplinary curriculum that promotes
  character, civility, and a sense of community

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Ethical Leadership

• Are ethics and morality the same?

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Ethical Leadership Model

• Refers to morality as
• commonly accepted rules of conduct
• patterns of behavior approved by a social group,
  values and standards shared by the group
• beliefs about what is good and right held by a
  community with a shared history

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Ethical Leadership Model

• Refers to ethics as the critical analysis of
  morality.
• It is reflection on morality with the purpose of
  analysis, criticism, interpretation, and
  justification of the rules, roles, and relations
  in a society.

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Ethical Leadership Model

• Ethics is concerned with
• the meaning of moral terms
• the conditions in which moral decision making
  takes place, and
• the justification of principles brought to bear
  in resolving conflicts of value and of moral
  rules

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Ethical Leadership Model

• The Ethical Leadership Model developed by
  Walter Earl Fluker, utilizes interdisciplinary
  approaches in emphasizing character, civility,
  and community, along with emphasis on narrative
  based ethics.

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Ethical Leadership Model

• Critical to the Ethical Leadership Model? is
• the solicitation and utilization of stories in
  nurturing the human spirit
• stories provide the vehicles through which
  leaders come to appreciate and empathize with
  others
• remembering, retelling and reliving of stories
  that encourage the cultivation of what scholars
  like Stephen Carter have called civil
  listening.

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Ethical Leadership Model

• Tools for ethical leadership development
• The triadic model depicts the psychological,
  social and spiritual relationships of ethical
  life in respect to character, civility, and a
  sense of community

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Character Ethical Leadership Model

• Defining Character
• The narrative script that defines the
  individual the stories that name the
  individuals experience the inner experience
  or core philosophies espoused by the individual
  (Fluker, 2003)

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Character Ethical Leadership Model

• Refers to the dimension of self that asks
• Who am I ? (identity)
• What do I want? (purpose/ends)
• How do I get what I want? (means)

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Civility Ethical Leadership Model

• Defining Civility
• The psychological ecology of an individual a
  certain understanding or self referential index
  of the individuals place within a democratic
  social system as it relates to individual
  character (Fluker, 2003)

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Civility Ethical Leadership Model

• Refers to the dimension of social and asks
• Who is the other?
• How am I accountable to the other?
• Why am I accountable to the other?
• How shall I respond to actions of the other upon
  me?

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CommunityEthical Leadership Model

• Defining Community
• The ideal that serves as the goal of human
  existence and the norm for ethical judgment.
  Concretely expressed, it is the mutually
  cooperative and voluntary venture of persons in
  which they realize the solidarity of humanity by
  freely assuming responsibility for one another
  within the context of civil relations (Fluker,
  1989)

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CommunityEthical Leadership Model

• Refers to the spiritual dimension and asks
• How am I to respond to the actions of the other
  upon me, in addressing the human need for a sense
  of ultimacy, value, and hope?

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Ethical Leadership Model

• Addresses three dimensions of ethical life
• Psychological, Social and Spiritual
• In respect to
• Character (self) the narrative script that
  defines the individual
• Civility (social) character in /social/public
  space
• Community (spiritual) a sense of community
  represents the spiritual/holistic dimension

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CURRICULUM DEVELOPMENT FOR ETHICAL LEADERSHIP

• Utilizing components from the Ethical Leadership
  Model curriculum was developed for pre-college,
  college and professional programs based on
  research from a 2006 study of the model.

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CURRICULUM DEVELOPMENT FOR ETHICAL LEADERSHIP

• CHARACTER (Phase 1)
• Integrity
• Empathy
• Hope
• CIVILITY (Phase 2)
• Reverence
• Respect
• Recognition

• COMMUNITY (Phase 3)
• Courage
• Justice
• Compassion

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CURRICULUM DEVELOPMENT FOR ETHICAL LEADERSHIP

• Ways of Doing Ethics
• The Way of the Rationalist What is my duty?
  What are my rights?
• The Way of the Realist UtilitarianWhat are the
  outcomes?
• The Way of the Re-tooler PragmatistWhat works
  best?
• The Way of the Relationist What works best for
  the creation of community?

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CURRICULUM DEVELOPMENT FOR ETHICAL LEADERSHIP

• The Way of the Story-Teller
• What story or stories are you a part?
• Narrative-Based Ethics

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CURRICULUM DEVELOPMENT FOR ETHICAL LEADERSHIP

• PROCESS
• Experiential Learning
• Reflective Learning
• Story-Telling

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CURRICULUM DEVELOPMENT FOR ETHICAL LEADERSHIP

• OUTCOMES
• Increase knowledge of an ethical leadership
  approach proven effective for academic
  instruction and personal character development
• Identify critical issues and challenges that
  affect ethical leadership practices and
  decision-making and
• Prepare emerging leaders to develop a personal
  strategic and tactical plan for ethical
  leadership within local, national and global
  society.

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Supporting Ethical Leadership

• Components of Flukers model for ethical
  leadership development are discussed within
  various leadership studies (Bennis, 2006 Ciulla,
  2004 Gergen,2007 Lucas, 2003 Rice,2007).

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Supporting Ethical Leadership

• CHARACTER (SELF)
• William James (1950) stated
• The best way to define a mans character is to
  seek out the particular mental or moral attitude
  in which, when it came upon him, he felt himself
  most deeply and intensively active and alive.
  There is a voice inside which speaks and says,
  This is the real me.

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Supporting Ethical Leadership

• CIVILITY (SOCIETY)
• According to Bennis (2006) great leaders and
  followers are always engaged in a creative
  collaboration. He stated that we still tend to
  think of leaders as solitary geniuses, but we
  must realize that the days are gone of a single
  individual solving our problems.

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Supporting Ethical Leadership

• COMMUNITY (SPIRITUAL)
• David Gergen (2007) shared that the country's
  largest executive training program taught its
  students to think of leadership in two concentric
  circles.
• The inner circle is you
• The outer circle is your organization
• In recent years, the center has added a third
  circle,
• Organizations and institutions outside the
  leader's own group.

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Ethical Leadership

• QUESTIONS FOR LEADERS
• How does one go about making an ethical decision,
  whether personal or public?
• Are personal and public decisions different?

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Ethical Leadership

• How can the Ethical Leadership Model be useful
  in leadership development for students?
• Overcoming peer pressure when enforcing rules
  (Character-integrity, empathy, hope)
• Delegating responsibility to others and proper
  follow thru (Civility-reverence, respect,
  recognition)
• Creating and promoting inclusive environments
  based on culture, gender, sexual orientation,
  race, economic status (Community-courage,
  justice, compassion)

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Ethical Leadership

• Recent News Headlines-Does Being Ethical Pay?
• Companies spend huge amounts of money to be
  socially responsible. Do consumers reward them
  for it? And how much? (Trudel Cotte,The Wall
  Street Journal May 12, 2008)
• Results were
• YES AND SIGNIFICANT

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ETHICAL LEADERSHIP MODEL

• A research study (King, 2008) supported the
  effectiveness of this model in addressing an
  underlying premise of the significance of
  cultivating habits and practices within
  individuals.
• The study also supported the effectiveness of the
  model in addressing racism (cultural awareness),
  interpretive analysis (language for ethics) and
  spirituality (value system)

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Research FindingsEthical Leadership Pedagogy
and Practical Application (King,2008)

• Table 3
• __________________________________________________
  ______________________
• Effective Pedagogy and Practical Application
• __________________________________________________
  ______________________
• Administrators/Professors Students
• Instructional Approaches Practical Use of
  Approaches
• Encouragement of critical thinking Provide
  language for meaningful communication
• Challenged leadership viewed from role
  Importance of self analysis
• modeling
• Encouraged hands-on interactive class Productive
  team building skills
• Enriching the quality of student leaders Provide
  a place of belonging
• Discouragement of rote methodology Constructive
  dispelling of myths
• Leadership viewed scientifically Enriched
  knowledge of leadership based on theoretical
  and practical application
• Holistic inclusion Life changing based on
  holistic approach
• Broadening international awareness Exposure to
  international influences

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Research FindingsEthical Leadership Pedagogy
and Practical Application (King,2008)

• Table 5
• --------------------------------------------------
  --------------------------------------------------
  ---------------------------
• Factors Addressing Leadership Approaches and
  Racism
• __________________________________________________
  __________________________
• Administrators/Professors Students
• Higher leadership involvement Disrupts
  religious beliefs
• Practical application in learning
  environment Deeper meaning of inner self
• Recognition of specific leadership
  styles Recognizing ethics within
• Culturally embedded leadership Importance of
  communication
• Significance of civil rights struggle Peer
  approval
• Heart power leadership Revealing hidden
  identity
• Strong spiritual focus Viewed through world
  lens
• African American leadership approach Strength in
  knowledge
• Focus on justice and equality Non-Economic
  success indicators
• Shared values Importance of narrative
• Normative standards More than intellectual
  trait
• Validation of desired behaviors Positive habits
  and practices

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Research FindingsEthical Leadership Pedagogy
and Practical Application (King,2008)

• Table 7
• Comparative Analysis of Three Leadership
  Approaches
• Approach One (Fluker, 2005)
• Theory Ethical Leadership Theorist Fluker Time
  Frame 1980s-present
• Key Points Focus on psychological, social and
  spiritual dimensions of ethical life in respect
  to character, civility, and community in
  addressing leadership development influenced by
  African American moral tradition and theoretical
  framework based on epistemology, axiology and
  hermeneutics.
• Pros Practical application, model/set examples,
  community oriented, holistic approach, focus on
  people of color in leadership development,
  grounded in psychology and philosophy,
  collaborative, encourages critical thinking,
  leadership center established supporting this
  approach, globally oriented.
• Cons Lack of research, potential for cultural
  biases, potential conflict of placement within
  ethics or leadership studies and not included in
  most leadership literature used in leadership
  studies.
• Implications for Leadership Today Provides
  greater social awareness of ethics in all areas
  of leadership development used to develop
  curriculum and programs for K-12, undergraduate
  and graduate studies and used globally in
  developing ethical leadership workshops for
  various organizations.

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Research FindingsEthical Leadership Pedagogy
and Practical Application (King,2008)

• Approach Two (Wren, 1995)
• Theory Servant Leader Theorist Greenleaf Time
  Frame 1970s-present
• Key Points Focus on philosophical approach of
  leadership based on leader being servant first to
  make sure other individuals greatest primary
  needs are being served influenced by civil
  unrest on college campuses,
• discrimination, senseless wars, and other
  problems of the day theoretical framework based
  on concepts such as truth, human existence,
  freedom, and causal effects.
• Pros Practical application, models/set
  examples, community oriented, holistic approach,
  collaborative, grounded in philosophy, included
  in most leadership studies, highly researched,
  and leadership center established for this
  approach.
• Cons Perceived as being soft based on concept of
  serving others, difficult to measure, and lack of
  empirical data.
• Implications for Leadership Today Provides
  greater social consciousness in the field of
  leadership used to
• develop leadership programs for academic,
  corporate, and non-profit organizations
  established a non-academic leadership center that
  encourages servant leader approach through
  publications, workshops, and conferences.

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Research FindingsEthical Leadership Pedagogy
and Practical Application (King, 2008)

• Approach Three (Wren, 1995)
• Theory Transforming Leader Theorist Burns Time
  Frame 1970s-present
• Key Points Focus on psychological approach of
  leadership based on the interaction of leader
  and follower as each seeks to transform the other
  to higher levels of motivation and morality
  influenced by social movements and politics
  theoretical framework based on terms and concepts
  borrowed from humanistic psychologists, Kolberg,
  Erickson, and Maslow.
• Pros Practical application, models/set examples,
  globally oriented, promotes moral responsibility,
  collaborative, grounded in psychology, included
  in most leadership studies, highly researched,
  encourages critical thinking, and leadership
  center established supporting this approach.
• Cons Too broad in addressing political and
  social issues, difficult to measure, and
  conflicting research on transforming versus
  transformational leadership creates concerns in
  many studies.
• Implications for Leadership Today Provides
  greater social consciousness in the field of
  leadership used to
• develop curriculum and leadership programs for
  academic, corporate, and non-profit
  organizations encourages transformational
  approach through publications, workshops, and
  conferences.
• __________________________________________________
  _________

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Ethical LeadershipNEXT STEPS

• Increase utilization of Ethical Leadership Model
  within Leadership Studies curriculum and
  programs, both in U.S. and internationally
• Partner with institutions and organizations
  interested in global ethical leadership to
  conduct quantitative research
• Partner with other institutions in developing
  assessments and evaluation tools for programs and
  curriculums in ethical leadership

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Habits and Practices

• We are what we repeatedly do. Excellence,
  therefore, is not an act, but a habit.
• Aristotle

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References

• Bennis, W. (2006). Authentic Leaders. Leadership
  Excellence, 23(8), 3.
• Ciulla, J.B. (2004). Ethics, the heart of
  leadership (2nd ed.). Westport, CT Praeger
  Publishers.
• Fluker, W. E. (2006). Remembering, retelling and
  reliving our stories An exercise in ethical
  leadership. Manuscript in preparation
• Fluker, W. E. (2003). Transformed nonconformity
  Spirituality, ethics, and leadership in the life
  and work of Martin Luther King, Jr. Lecture on
  December 1st in Miller Chapel.
• Fluker, W. E. (1998). The stones that the
  builders rejected The development of ethical
  leadership from the black church tradition.
  Harrisburg, PA Trinity Press International.
• Gergen, D. (2007) The Spirit of Teamwork. In U.S.
  News World Report 143(18)
• King, M. T. (2008), Ethical Leadership Pedagogy
  and Practical Application, (Lewiston Edwin
  Mellen Press) in progress.
• James, W. (1950). William James, the principles
  of psychology, Volume I. New York Dover
  Publication.
• Lucas, N. (2003). The Leadership Center
  Evaluation report. James MacGregor Burns Academy
  of Leadership University of Maryland.
• Rice, D. W. (2008). Balance Advancing identity
  theory by engaging the black male adolescent.
  Lexington Book.
• Trudel, R. Cotte, J. (2008), Does Being Ethical
  Pay? Dow Jones Company, Inc