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Research has identified seven important dispositions, excellences, or 'virtues' of leadership. Learn how to identify, develop, and nurture these virtues to become effective leade

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  2. 2. What are the 7 Virtues of Leadership? <ul><li>Professor Jeffrey Glanz </li></ul><ul><li>Yeshiva University </li></ul><ul><li>[email_address] </li></ul><ul><li>www.yu.edu/faculty/glanz </li></ul>
  3. 3. Leadership Virtues or “excellences” <ul><li>Why virtues are essential for leading? </li></ul>
  4. 4. Seven Excellences <ul><li>Dynamic Aggressives – Courage </li></ul><ul><li>Dynamic Assertives – Impartiality </li></ul><ul><li>Dymanic Supportives – Empathy </li></ul><ul><li>Adaptive Aggressives – Judgement </li></ul><ul><li>Adaptive Assertives – Enthusiasm </li></ul><ul><li>Adaptive Supportives – Humility </li></ul><ul><li>Creative Assertives – Imagination </li></ul><ul><li>Attributed to the works of Null (1996) & Hare (1993) </li></ul>
  5. 5. More Principles About the Virtues to Keep in Mind <ul><li>Effective leaders exhibit all or most of the virtues </li></ul><ul><li>Leaders may display varying degrees or manifestations of each virtue </li></ul><ul><li>Although educational leaders may develop and improve their virtues, we must attract leaders who possess these qualities </li></ul>
  6. 6. COURAGE <ul><li>Military motifs (heroic acts, daring exploits, dramatic displays of fearlessness) </li></ul><ul><li>What do bravery, gallantry, and valor have to do with educational leadership? </li></ul><ul><li>A courageous leader stands up for what’s right, despite opposition. </li></ul><ul><li>Courageous leaders have strong beliefs (right vs. wrong) </li></ul>
  7. 7. COURAGE <ul><li>Definition: ability to stand behind one’s principles thus displaying immense strength of character </li></ul><ul><li>A Profile in Courage </li></ul>
  8. 8. COURAGE <ul><li>What would you have done in a similar situation? </li></ul><ul><li>How can you bet actualize your role as a courageous leader? </li></ul><ul><li>Articulate your beliefs </li></ul><ul><li>Role play situations that require courage </li></ul><ul><li>Aristotle: “We become brave by doing brave acts.” </li></ul><ul><li>Erik Erikson: “Courage is leadership affirmed.” </li></ul>
  9. 9. Why is Courage so Vital? <ul><li>We are more than mere technicians or administrative guardians </li></ul><ul><li>We are the moral fiber of our institution. </li></ul><ul><li>Survey results . . . </li></ul>
  10. 10. Impartiality <ul><li>Images of umpires or judges </li></ul><ul><li>Can we really remain impartial? </li></ul><ul><li>Behavior that’s bias-free . . . Prejudice </li></ul><ul><li>Sense of social justice </li></ul><ul><li>Champion o quality, equity, and opportunity for all </li></ul>
  11. 11. Impartiality <ul><li>Definition: a commitment to maintaining a non-partisan position in regards to issues and taking an active stand against hate, bias, and injustice. </li></ul><ul><li>Impartiality Activity – Listen carefully; I’ll then pose 10 True – False – Unknown statements </li></ul>
  12. 12. Impartiality <ul><li>What injustices have you experienced or witnessed? </li></ul><ul><li>What to do? </li></ul><ul><li>Examine your biases </li></ul><ul><li>Confront bias (e.g., curricular bias) </li></ul><ul><li>My father on the ferry . . . </li></ul><ul><li>Carl Glickman: “Tolerance and fairness are the most important antecedents to equality …” </li></ul><ul><li>Survey results . . . </li></ul>
  13. 13. Empathy <ul><li>Images of consoling others in times of crises; listening to others’ problems </li></ul><ul><li>Caring, compassion, and empathy are usually attributed solely to women </li></ul><ul><li>Images of men as leaders culturally engrained as bureaucrats, autocrats, . . . Strong </li></ul><ul><li>But based on feminist org. theory – women can be as officious, domineering, and unsympathetic </li></ul>
  14. 14. Empathy <ul><li>Nel Noddings – “An Ethic of Caring” </li></ul><ul><li>Starratt – “An administrator committed to an ethic of caring will be grounded in the belief that the integrity of human relationships should be held sacred and that the school as an organization should hold the good of human beings w/n it as scared.” </li></ul>
  15. 15. Empathy <ul><li>Definition: Extent to which an educational leader can sense, identify with, and understand what another person is feeling </li></ul><ul><li>Can you share an example of a strong, yet caring leader? </li></ul><ul><li>Nel Noddings: “We should educate all our children not only for competence, but also for caring. Our aim should be to encourage the growth of competent, caring, loving people.” </li></ul>
  16. 16. Empathy <ul><li>How do we demonstrate empathy? Noddings: 1) listen; 2) respond appropriately; 3) remain committed to others and the relationship </li></ul><ul><li>How can we best actualize our empathetic sense? </li></ul><ul><li>Demonstrate that people come first . . . (my principal and traffic jam incident) </li></ul><ul><li>Just listen . . . </li></ul>
  17. 17. Empathy <ul><li>Examples from our Gedolim . . . </li></ul><ul><li>How else do you show empathy? </li></ul><ul><li>Survey results . . . </li></ul>
  18. 18. Judgment <ul><li>Images of Shlomo haMalech </li></ul><ul><li>Being smart or possessing knowledge is not enough </li></ul><ul><li>John Dewey: “Learning is not wisdom, information does not guarantee good judgment.” </li></ul><ul><li>Wisdom is the ability to take knowledge and apply it. </li></ul><ul><li>My AP story . . . </li></ul>
  19. 19. Judgment <ul><li>Have you ever experienced a bout of ‘poor’ judgment? </li></ul><ul><li>How does one actualize better judgment? </li></ul><ul><li>Donald Schon – Reflection in-action – reflective practice </li></ul><ul><li>Definition: Requires knowledge, reflection in-and-on action, experience, and the ability to consider a wide array of factors, often simultaneously and immediately </li></ul><ul><li>Survey results . . . </li></ul>
  20. 20. Enthusiasm <ul><li>Images of a cheerleader </li></ul><ul><li>65% of respondents identified this as the #1 quality of a good leader! </li></ul><ul><li>Passion for one’s work! </li></ul><ul><li>Enthusiasm is not a skill; not generate by taking a course; it’s a state of mind! – What does that mean to you? </li></ul>
  21. 21. Enthusiasm <ul><li>“A leader is a dealer in hope.” “An enthusiastic leader views the world and their school not through rose-colored glasses, but with an abiding sense of the positive. </li></ul><ul><li>Definition: A state of being in which one exudes fervor about something that is of value or importance. </li></ul>
  22. 22. Enthusiasm <ul><li>Share an example of an enthusiastic leader whom you know and explain why s/he is so effective? </li></ul><ul><li>Your suggestions on how to generate enthusiasm? . . . </li></ul><ul><li>Survey results . . . </li></ul>
  23. 23. Humility <ul><li>Conjures subservience, meakness </li></ul><ul><li>Lesson from Moshe Rabbainu – humility doesn’t mean low self-esteem </li></ul><ul><li>Truly humble leaders are confident and secure </li></ul><ul><li>“ Humble leaders are not ‘proud’ of their humility.” </li></ul>
  24. 24. Humility <ul><li>The challenge of good leaders is to negotiate the balance between their expertise and humility. </li></ul><ul><li>Definition: The awareness of one’s limitations while at the same time cognizant of one’s abilities. </li></ul><ul><li>William Hare on Humility in the Classroom </li></ul>
  25. 25. Humility <ul><li>Actualizing humility – quotes, p. 129 </li></ul><ul><li>Can you share examples of how leaders you know are humble yet effective? </li></ul><ul><li>Survey results . . . </li></ul>
  26. 26. Imagination <ul><li>Imagination might conjure up images of some high-flung, pie-in-the-sky ideas divorced from reality </li></ul><ul><li>Imaginative leaders formulate alternative solutions – they think ‘out of the proverbial box’ </li></ul><ul><li>Definition: The power to ‘see’ what others may not. </li></ul>
  27. 27. Imagination <ul><li>Can you share examples of some imaginative leaders? </li></ul><ul><li>Why is imagination a virtue? </li></ul><ul><li>Actualize imagination by ‘creating a think tank’ </li></ul><ul><li>Survey results . . . </li></ul>
  28. 28. Leadership Virtues/Excellences Leadership Excellences Imagination Judgment Humility Impartiality Enthusiasm Empathy Courage
  29. 29. Leadership Excellences Continuum
  30. 30. Concluding Statement
  31. 31. Becoming a Leader <ul><li>“ the point is not to become a leader. The point is to become yourself, to use yourself completely – all your skills, gifts, and qualities (excellences) – in order to make your vision manifest. You must withhold nothing. You must, in sum, become the person you started out to be, and enjoy the process of becoming.” </li></ul><ul><li>- Warren Bennis </li></ul>