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The Challenge of Integrating Principle-Centered Leadership Into the Business Curriculum: Lessons from the LMU Experience

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Title: The Challenge of Integrating Principle-Centered Leadership Into the Business Curriculum: Lessons from the LMU Experience


1
The Challenge of Integrating Principle-Centered
Leadership Into the Business Curriculum
Lessons from the LMU Experience
  • Bill Lindsey Larry Pate
  • Loyola Marymount University
  • 9th Annual Colleagues in Jesuit Business
    Education Conference
  • July 28-30, 2006

2
Prophets in Our Own Country
The College of Business began to teach in the
University, and many who heard their professors
were astounded. They said, "Where did they get
all this? What is this wisdom that has been given
to them? Is not this the Business schoolbrother
of Liberal Arts, are not their sisters Theology
and Philosophy here with us?" And they took
offense at them. Then the Dean said to them,
"Prophets are not without honor, except in their
hometown, and among their own kin, and in their
own house." And they could do no deed of power
there. And the College of Business was amazed at
their unbeliefThen they went about among the
villages teaching.
Liberal Arts 61-6
3
Leadership Crisis A Perfect Storm Brewing
  • Companies arent unethicaltheir leaders are
  • Fewer availablenot enough post baby boomers to
    fill leadership positions
  • Job of leading is much more complex requiring
    exceptionally talented leaders
  • The gene pool is shrinkingcompanies arent
    investing in development.

4
The Case Is Compelling
  • More demanding work environment
  • Crisis brewing leadership talent on the decline
  • Values-based ethical leadership needed more than
    ever
  • However
  • There is lack of consensus on who is to
    develop as leaders and how best to develop them

5
We need Leaders of Character and Integrity
Not More Standards-Based Guidelines or
Accounting-Based Rules to Cover Every Possible
Situation
6
Principle-Centered Leadership
  • Defined on the basis of
  • The quality of the leaders principles
  • The leaders conviction in living by them
  • Principle-centered leaders believe in and are
    committed to a set of moral principles, and then
    remain true to those principles in their actions
    and decisions.

Stephen Covey
7
Leadership Two Viewpoints
  • Who leaders ARE
  • Self aware
  • Innovative
  • Engage others with respect and dignity
  • Heroicnot afraid to be courageous
  • Confident
  • What leaders DO
  • Establish direction
  • Align organization to strategy
  • Create positive climates
  • Motivate and inspire to achieve results

8
Leaders Need More Than Knowledge
Necessary But Not Sufficient
Knowledge
Managerial Competencies
Leading Change Problem Solving Communicating Manag
ing Relationship
9
Who Leaders Are Determines How They Act
How Leaders Are Perceived
  • How They Act
  • Engage others
  • Character Integrity
  • Courage
  • Self confidence
  • Who Leaders Are
  • Values
  • Self image
  • Traits
  • Passions
  • Motives

10
What to Include in the Curriculum?
Trait Approach
Behavioral Approach
Behavioral Style Approach
Consideration Initiating Structure
Employee-Centered Production-Centered
Contingency Approach
11
LMU Model for Leadership Development
Business Knowledge
Leadership Intelligence
Execution
Managerial Competencies
X
X
X
  • Accounting
  • Finance
  • Economics
  • Decision Tools
  • Marketing
  • Performance Mgt.
  • Strategy
  • Self aware
  • Innovative
  • Engaging others
  • Courage
  • Confidence
  • Sets direction
  • Aligns organization
  • Create climate
  • Develop talent
  • Problem Solving
  • Communicating
  • Managing Relationship

Performance

12
Foundation for Leadership Intelligence
  • We are all leaders who lead all the time
  • Leadership springs from within
  • Leadership is a way of living
  • Becoming a leader is an ongoing process of
    self-development

Heroic Leadership by Chris Lowney
13
Leadership Intelligence Principles
Heroic Leadership
EMBA Curriculum
  • Self Awareness
  • Ingenuity
  • Love
  • Heroism
  • Self Awareness
  • Innovation
  • Engaging Others
  • Courage
  • Confidence

14
Leadership Intelligence Threaded Throughout
Curriculum
BC 1 2 SUM 3 4
Self Awareness u u u u u u
Innovation u u u u
Engaging Others u u u u u u
Courage u u u u
Confidence u u u u
15
Leadership Intelligence Imbedded in Courses
Confidence
Innovative
Courage
Courses
Module
Projects
1, S, 3, 4
Boot Camp
B.C.
Leadership
2, 4
Performance Mgt
2, 4
Ethics/Spirituality
1, 2, 3, 4
Personal Planning
2, 3, 4
1, 2, S, 3, 4
Team Building
16
Ethics and Spirituality in the Workplace
  • Understanding ones values and their sources
  • Approaches for handling conflict between personal
    and organizational values
  • Value-based ethical decision-making tools
  • Self awareness enhanced through journaling and
    reflection exercises
  • Social responsibility emphasized

17
Personal Development Guided by Executive Coaches
18
Assessing Leadership Intelligence
  • Direct observation
  • Learning outcomes in course syllabus
  • Serendipity, e.g., finding examples of innovation
    in assignments, self awareness when student gets
    it
  • In the learning process itself
  • Course/program evaluations I learned a lot
    about myself, I gained self confidence through
    the program.

19
We Can Help Managers and Leaders
  • Develop skills for becoming more self aware
  • Incorporate values and self understanding into
    decision making
  • Use creativity and innovation in problem solving
    and leadership situations
  • Improve how they engage others with respect and
    dignity
  • Build their self-confidence
  • Recognize contributions to family, work and
    society that are beyond personal accomplishment
  • Test their own courage to act with integrity and
    to make ethically-based decisions

20
Challenges
  • It takes a village to develop a leader and the
    village is dividedacademe losing credibility in
    business community
  • Our own arent helping the causecriticism by
    academic scholars
  • Traditional approaches arent sufficient
  • Curriculum focused more on content to be learned
    rather than the kind of people students should
    become
  • Benchmarking can perpetuate flaws of aspirants
  • Gaining buy-in and finding faculty champions
  • Becoming RECOGNIZED PROPHETS

21
Jesuit Advantage
  • 450 year-old tradition of educating the whole
    person, service greater than self, care for the
    person and rigorous learning
  • Leadership intelligence embedded in our DNA
  • Values and ethical conduct are at the heart of
    Jesuit education
  • Better positioned than large, public institutions

22
Questions?
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