Background InformationAn area where todays leaders have exp.docx

Background Information
An area where today's leaders have experienced ethical
dilemmas is in business transactions. As business transactions
often traverse state boundaries in the U.S., it has been difficult
to regulate and enforce laws when leaders act in unethical and
illegal ways. The Uniform Commercial Code (UCC) is a set of
suggested formatting for state laws relating to commercial
transactions. The UCC is divided into nine articles, each
containing provisions that relate to a specific area of
Commercial Law.
· Article 1, General Provisions, provides definitions and general
principles that apply to the entire code.
· Article 2 covers the sale of goods.
· Article 3, Commercial Paper, addresses negotiable
instruments, such as promissory notes and checks.
· Article 4 deals with banks and their handling of checks and
other financial documents.
· Article 5 provides model laws on letters of credit, which are
promises by a bank or some other party to pay the purchases of
a buyer without delay and without reference to the buyer's
financial solvency.
· Article 6, on bulk transfers, imposes obligations on buyers
who order the major part of the inventory for certain types of
businesses.
· Article 7 offers rules on the relationships between buyers and
sellers and any transporters of goods, called carriers.
· Article 8 contains rules on the issuance and transfer of stocks,
bonds, and other investment Securities.
· Article 9, Secured Transactions, covers security interests in
real property. A security interest is a partial or total claim to a
piece of property to secure the performance of some obligation,
usually the payment of a debt.

Most states have adopted at least some of the provisions in the
UCC. The least popular article has been article 6 on bulk
transfers. These provisions require the reporting of payments
made, which many legislators consider an unnecessary intrusion
on commercial relationships.
In 2 Peter 1:5-7, you get an in-depth list of indicators of
Christian character. These indicators include diligence, moral
excellence, knowledge, self-control, perseverance, godliness,
brotherly kindness, and love. Looking at the list in context will
provide a much different perspective, so make sure to do so by
reading the 2 Peter verses in your Bible.
Surely you all have exhibited many of those indicators at some
point, but are you demonstrating them regularly, in all
instances, to all people? This exercise will show that many
ethical dilemmas arise from character failures in leadership.
Instructions
1. Download and review the Chapter 3.ppt
2. Review chapter 1 and read Chapter 3 of Meeting the Ethical
Challenges of Leadership and Chapter 1 of Essentials of
Business Ethics. As you read, think about any ethical challenges
you may have had in your past.
3. Familiarize yourself with the Unified Commercial Code
(UCC) by utilizing the link provided in the resources section of
this assignment.
4. Using the resources of the Off Campus Library Service
(OCLS), conduct a search for six articles discussing leader
ethical dilemmas.
a. At least three of these articles must be from peer reviewed
sources.
b. Each article must deal with a different leader ethical

dilemma.
5. Write an 800 to 1000 word research paper that answers the
following questions:
a. Identify the types of ethical challenges discussed in the six
articles. Determine which type of shadow, as described in
Chapter 1 of Meeting the Ethical Challenges of Leadership, best
describes each ethical challenge. Provide a detailed evaluation
that demonstrates clear, insightful critical thinking.
b. Determine if the ethical challenge in each article would have
represented a violation of the UCC and if so, which article?
Provide a detailed evaluation that demonstrates clear, insightful
critical thinking.
c. Evaluate the ethical challenges of the six articles using the
five biblical business ethics principles discussed in this
workshop. Which biblical principle, if any, does each ethical
challenge violate? Provide a detailed evaluation that
demonstrates clear, insightful critical thinking.
6. Use proper spelling, grammar, and APA formatting for your
research paper.
Introduction and Background
Earth is the only planet known to harbor life of any kind, past
or present. As part of the search for evidence of life on other
planets, both in our solar systems and in other planetary
systems, we are looking not just for evidence of the living
organisms itself, but for evidence of the conditions that might
even be hospitable to life as we know it. One feature that
astronomers consider to determine whether a planet MIGHT
have the conditions necessary for life as we know it is whether
the planet falls within a 'habitable zone' of its host star. (Note:
This lab will explore circumstellar habitable zones only, not
galactic habitable zones.) If you have already learned about
habitable zones in another astronomy class or from your own
general knowledge, great. If not, or if you'd like to get a

stronger background before proceeding, please read more about
habitable zones at astro.unl.edu, universetoday.com,
astronomynotes.com, or space.com.
1.
What is a "habitable zone"? Give a good, complete definition, in
your own words. If you're not sure and need to look anything
up, use a reliable resource (such as one of the four linked
above), and be sure to reference the resource you use. Be sure
to include in your definition:
a) what is meant by "habitable",
b) why it is a "zone" and not one specific location,
c) what object it is surrounding, and
d) what object(s) may be located within it.
e) Use complete sentences.
Part 1 of 5: The Habitability of the Earth
To begin, load up the Habitable Zone simulator written by the
University of Nebraska at the following URL in a new window:
http://astro.unl.edu/naap/habitablezones/animations/stellarHabit
ableZone.swf
You will need this Angel question window and the unl.edu
habitable zone simulator window open simultaneously, as you
will need to switch back and forth frequently.
The flash simulator will show you a visual diagram of the solar
system in the top panel, a set of simulation settings in the
middle panel, and a timeline of the habitability of the Earth in
the bottom panel. The timeline units will either be Megayears
(Myr) which means millions of years, or Gigayears (Gyr) which
means billions of years. To run the simulation, click run in the
bottom panel. This button immediately becomes a pause button
which will allow you to pause the simulation at any time.

The simulation runs pretty quickly by default. To adjust the
speed use the rate slider bar to the right of the run button. You
can also manually advance the simulation forward or backward
by clicking and dragging the upside-down dark grey triangle
above the timeline. To restore the simulation to the original
default settings, press the reset button at the very top of the
simulation.
2.
The simulation is currently set to zero-age - this is the Solar
System as it was when it first formed, about 4.5 billion years
ago. Which planet(s) were in the Habitable Zone at this time, if
any?
3.
The blue region marked on the diagram is the Habitable Zone
around our Sun. Notice how there is both an inner edge and an
outer edge - the planets interior to the habitable zone are too hot
to support liquid water, while the planets exterior to it are too
cold. Why?
4.
Press the start button and watch the Habitable Zone change with
time. Pause the simulation when it reaches an age of 4.5 billion
years (you can keep track of the time by looking at the timeline
marker in the bottom panel). This is the Solar System as it is
today - which planet(s) are in the Habitable Zone now, if any?
5.
Allow the simulation to run until the Earth is no longer in the
Habitable Zone. At what age does this happen? AND How long
from now until this happens? You can use the timeline bar in

the bottom panel to determine your answers. Type both answers
in the box below, being sure to include units with your numbers.
6.
After the Earth is no longer within the Habitable Zone, what do
you think the conditions on Earth will be like, and why?
7.
Resume the simulation and let it run until the end. Which
planets other than the Earth will fall within the Habitable Zone
at any point during the Sun's life, if any?
8.
Why does the habitable zone change during the Sun's lifetime?
Pay attention to how the properties of the Sun change, and
explain how this can affect the habitability of planets. One or
two full sentences please.
9.
Optional Question: Around 12 billion years, the Earth's distance
from the Sun suddenly changes. Why? (Draw from your
knowledge of what you learned in your previous astronomy
class that was a prerequisite or corequisite for taking this lab.)
Extra credit is possible for very good answers.
Part 2 of 5: The History of Life on Earth
As you saw in the simulations above, the Earth has been within
the Habitable Zone of our Sun nearly since its formation.
Complex life, however, did not develop immediately. And
humans did not appear until later still. The timeline shown

below delineates several milestones in the history of life on
Earth.
10.
For each of the events on the timeline, determine how long after
the formation of the Earth this event occurred (in Gigayears --
"Giga" means billion) AND THEN calculate what fraction of its
current age (4.5 billion years) the Earth was at that time.
Looking at the second row for example, the first (primitive) life
arose 3.8 billion years ago, which was 0.7 billion years after the
Earth formed (4.5 billion years ago - 3.8 billion years ago = 0.7
billion years), so fill in ``0.7'' in the first column next to this
event. And at this time, when the Earth was 0.7 billion years
old, that was 0.7/4.5 = .155 = 15.5% of Earth's now current age,
so fill in ``15.5'' in the second column. Do not include units or
the % sign with your numbers; the units are already included.
Milestones in the Emergence of Life on Earth
Significant Event
Age of Earth at that time (Gyr)
should be a number between 0 and 4.5
Percent of Earth's current age (as a %)
should be a number between 0 and 100
Earth forms
Gyr
%
First life emerges
Gyr
%
first photosynthesis
Gyr
%
multicellular organisms
Gyr
%

land animals
Gyr
%
first humans
Gyr
%
11.
Think about your answers to the previous timeline question.
What do you think was the purpose of that exercise? What is the
take-home message? (Think about whether primitive life arose
early or late. What about humans?) One or two full sentences
please.
Part 3 of 5: The Habitability Different Kinds of Stars
Now that you've simulated the Habitable Zone around our Sun,
we'll run the same simulation for other stars. Astronomers
classify stars with letters: O, B, A, F, G, K, and M. The O stars
are the hottest and most luminous, while the M stars are the
coolest and dimmest. Every types of star has its own Habitable
Zone, but the brighter the star the farther out the Habitable
Zone. Imagine putting an extra log on a campfire - the campers
all have to back off a few feet to maintain the same comfortable
temperature.
Below is a table of the different types of stars, using this
common single letter classification scheme. Notice how they
each have a different mass - in fact, the mass of a star is the
underlying determining factor for all other stellar properties
(luminosity, temperature, etc.), and therefore dictates what type
it will be classified as.
Reset the Habitable Zone simulator with the reset button at top,
and then adjust the star mass with the initial star mass slider bar
in the middle panel. The units of star mass are Solar Masses;

our Sun's mass is exactly one Solar Mass by definition. Notice
how the Habitable Zone immediately changes in size. Notice
also that you can adjust the orbit of ``Earth'' (i.e. the planet
under consideration) by adjusting the initial planet distance
slider bar in the middle panel. You can also adjust it by clicking
on the planet itself and dragging it closer or farther from the
star. The units of distance from the star are AU - astronomical
units, which is defined as the distance of the Earth from the
Sun. The Earth is one AU from the Sun by definition.
For each of the star types in the table below, your job is to find
the planet orbit that remains in the habitable zone the longest.
This will take some time! This is the main part of this lab.
Note: The first two questions in this section may appear out of
order. Please fill in the table of star types first, and then answer
the question about the best place to look for planets harboring
life.
12.
Given your answers in the table above, and keeping in mind that
the Universe is only 13.7 billion years old, what type of star do
you think would be the best place to look for planets harboring
life, and why? One or two full sentences, please.
13.
For each of the types of stars, run the habitable zone simulator
with the closest mass you can find to that listed as "typical".
Indicate what mass you chose in the first column, even if it was
identical to the typical mass listed. Adjust the initial planet
distance (I suggest dragging the planet back and forth slowly
through the HZ while keeping an eye on the total length of the
blue bar, indicating time of habitability, on the bottom) until
you find the one that gives the longest amount of time
CONTINUOUSLY in the habitable zone; record both the initial
planet distance used and the corresponding TOTAL time in the

habitable zone. Note, you are recording the TOTAL time
continuously in the habitable zone for the longest stretch, NOT
necessarily just the time when the planet leaves the habitable
zone, as these may be different. For some of the lower mass
stars, you should find that the planet becomes tidally locked
even while it is still in the habitable zone. Ignore tidal locking,
and just pay attention to when the planet is in the HZ.*
WARNING: Sometimes the numbers on the timeline are shown
in Myr (Megayears, where "Mega" = million) instead of Gyr
(Gigayears, where "Giga" = billion) in cases where the star lives
are short enough to warrant these units. Be sure to convert these
times to Gyr as necessary before you enter your answer! If you
need help with this conversion, ask other students or else the
professor!
Finally, in the last column, record the most advanced life that
could develop in this amount of time, if any, using your answers
from the table in the previous section.
For the Star Mass, Orbit Size, and Habitable Lifetime columns,
enter a number only -- units are already provided in the column
header. If you enter anything but numerical digit(s), Angel will
mark it wrong because it is automatically graded and is
expecting only a number. For the last column, type out the word
or words corresponding to the most advanced life that could
develop. Pay attention to spelling, because again, it will be
automatically graded.
Different Types of Stars
Star Type
Typical Star Mass (solar masses)
Star Mass Used in Simulator (solar masses)
Orbit Size of Longest Habitable orbit (AU)
Habitable Lifetime (Gyr)
Most Advanced
Life that Could Develop
O

16
B
5
A
2
F
1.3
G
1.0
K
0.7
M

0.4
14.
What do you notice about the TOTAL lifetimes of the different
types of stars? (That is, the lifetimes of the stars themselves,
ignoring any planets and the habitable zone.) Which live the
longest, and which the shortest?
15.
Which type of star is most luminous? Which is least? So which
is easiest to detect and monitor?
16.
What type of star is our Sun?
OBAFGKM
17.
Compared to our Sun's type (see above)... what do you think the
development of life on planets orbiting hotter types of stars
would be like? What about cooler types of stars? Do you think
that life in such conditions is even possible? Justify your
answers either way. Several full sentences please.
18.
If you were the director of a NASA program to search for life
beyond Earth, toward which type of star would you direct your

attention, and why? Consider your responses to ALL the
previous questions, and justify your answer. You may use any
additional lines of reasoning you like. Several full sentences
please.
Part 4 of 5: Practical Considerations
19.
Jupiter's moon Europa is currently covered with water ice
(H2O), and possibly liquid water beneath. How is this possible,
given that Jupiter is well outside our Sun's current habitable
zone? Be sure to consider on which side of our Sun's habitable
zone Jupiter and Europa are located, and include in your answer
what assumptions go into the standard definition of "habitable
zone" as used by this simulator. Two or three full sentences
would be appropriate.
20.
In the last two decades, astronomers have developed the ability
to detect planets around other stars. Do you think MOONS will
be easier or harder to detect than planets, and why?
21.
If a planet or moon IS inside the habitable zone, does that
necessarily mean it is habitable? Why or why not? (Hint: Earth's
Moon is inside our Sun's habitable zone. Is it habitable?)
22.
Most of the stars we can see with the unaided eye in our night

sky are hundreds or even thousands of lightyears away from
Earth. (The very closest ones are only a few dozen lightyears
away, but most are much further.) The vast majority of stars in
our galaxy are many tens of thousands of lightyears away. IF
intelligent life existed on planets orbiting some of these stars --
and that's a huge IF! -- comment on the likelihood and
practicality of (a) visiting, (b) communicating with, or (c)
verifying the existence of those life forms. Describe how would
you might go about approaching EACH of these three tasks, or
if you think they are even possible. (Two or three sentences for
EACH part would be appropriate.)
Part 5 of 5: Reflection and Summary
Now I would like you to reflect on what you have learned about
habitable zones around stars and their implication for the
possibility of life in the universe.
23.
In about 50-100 words, summarize what you have learned (or
what the main take-home points were) about habitable zones
and the possibility of life on other planets around other stars.
For full credit, mention main points from each part of this lab,
and do so with full sentences. These were the parts of the lab:
Introduction and Background
Part 1 of 5: The Habitability of the Earth
Part 2 of 5: The History of Life on Earth
Part 3 of 5: The Habitability Different Kinds of Stars
Part 4 of 5: Practical Considerations

Chapter 3. The Leader’s Character This chapter addresses the
inner dimension of leadership ethics.
Questions as we enter this chapter:
How do we shed light rather than shadows?How do we promote
our character development?
© 2015 SAGE Publications, Inc.
*
Virtues and Virtue EthicsTo keep from projecting our internal
enemies and selfishness on others, we need to go on the
offensive, replacing or managing our unhealthy motivations
through the development of positive leadership traits or
qualities called virtues.Premise of virtue ethics is good people
(those of high moral character), make good, moral choices.
Joined by positive psychologist who believe there is more value
in identifying and promoting the strengths of individuals than in
trying to repair their weaknesses
*

Virtues EthicsMore on Virtue Ethics
Those who promote virtue ethics start with the end in
mind.These proponents develop a description or portrait of the
ideal person (leader) and identify the admirable qualities or
tendencies that make up the character of this ethical role
modelThey always suggest ways in which others can acquire
these virtues
*
Virtues
4 important features of virtues 1. Virtues are woven into the
inner life of leaders
2. Virtues shape the way leaders see and behave
3. Virtues operate independently of the situation
4. Virtues help leaders live better lives
*
Elements of CharacterImportant virtues for leaders include the
following:
CourageTemperanceWisdom & Prudence (Practical
Wisdom)JusticeOptimism
IntegrityHumilityReverenceCompassion (Kindness, Generosity,
Love)

*
CourageOf all the virtues, courage is no doubt the most
universally admired.
—Philosopher Andre Comte-Sponville
Courage is overcoming fear in order to do the right
thing.Leaders who are courageous acknowledge the dangers and
anxiety they faceThey move forward despite the risks and costs
People must have courage if they are to fulfill the two
components of ethical leadership: acting morally and exerting
moral influence.
*
Courageous FollowershipThe Courage to Assume
ResponsibilityFollowers must be accountable both for
themselves and for the organization as a whole.The Courage to
ServeCourageous followers support their leaders through hard,
often unglamorous work.The Courage to ChallengeCourageous
followers need to confront leaders acting in a destructive

manner.
SOURCE: Chaleff, I. (2003). The courageous follower:
Standing up to & for our leaders (2nd ed.).
San Francisco: Berrett-Koehler.
*
Courageous Followership (cont’d)The Courage to Participate in
TransformationThey need to take personal responsibility and
visualize the outcomes of the transformation: better health,
more productive employees, higher self-esteem, restored
relationships.
The Courage to LeaveWhen leaders are unwilling to change,
courageous followers may take principled action by resigning
from the organization.
*
TemperanceTo use things, therefore, and take pleasure in them
as far as possible—not, of course, to the point where we are
disgusted with them, for these is no pleasure in that—this is the
part of a wise man.
--Dutch philosopher Baruch Spinoza
Moderation is key to practicing temperanceTemperance is the is
the ability to control emotions and pleasureUnfortunately, a

great many leaders are intemperate; they are unable to control
their anger and rail at subordinates
Wisdom & Prudence (Practical Wisdom)
We judge a person’s wisdom by his hope.
--American poet Ralph Waldo Emerson
. . . the goal of human life is to be good. Prudence assists us in
getting there.
—Baldwin-Wallace College professors
Alan Kolp and Peter Rea
Wisdom draws upon knowledge and experience to promote the
common good over both the short and long term.
Prudence is a form of wisdom and is the ability to discern or
select the best course of action in a given situation.
Prudent leaders keep in mind the long-term consequences of
their choices.
*
JusticeWhat is good And what does the Lord require of you? To
act justly, and to love mercy And to walk humbly with your
God.
—Old Testament prophet Micah
2 Components of Justice:1. A sense of obligation for the
common good2. Treating others as equally and fairly as possible

Optimism Hope is not the conviction that something will turn
out well, but the certainty that something makes sense,
regardless of how it turns out.
—Former Czechoslovakian president
Václav Havel
Optimists expect positive outcomesThey are more confident
than pessimistsThey acknowledge the reality of situations and
take steps for improvementOptimism is an essential quality for
leaders.
*
IntegrityIntegrity lies at the very heart of understanding what
leadership is.
—Business professors Joseph Badaracco
and Richard Ellsworth
Integrity is defined as wholeness or completeness.These leaders
are true to themselves and are consistent with what they say
publically as well as how they think and act privately. They are
honest in their dealings with others.

*
HumilityLet us be a little humble; let us think that the truth may
not be entirely with us.
—Jawaharlal Nehru
Because of the failure of many celebrity CEO’s there is a strong
argument for leaders to be humbleSome argue that humility
strikes a balance between having an overly low and having an
overly high opinion of the self.
*
Humility 3 Components of Humility
1. Self awareness: objectively assessing his/her strengths as a
leader as well as their limitations2. Openness: product of
knowing one’s weaknesses; being open to new ideas and
knowledge3. Transcendence: acknowledging that there is a
greater power than the self
*

Reverence It’s not wise To lift our thoughts too high; We are
human and our time is short.
—Ancient Greek playwright Euripides
Reverence can be thought of as the capacity to feel a sense of
awe, respect, and even shame when appropriate. Leaders that
show reverence respect the input of others, rely on persuasion
rather than force, and listen to followers’ ideas.
*
Compassion (Kindness, Generosity, Love)All happiness in the
world comes from serving others; all sorrow in the world comes
from acting selfishly.
—Leadership expert Margaret Wheatley
An orientation that puts others ahead of the selfValue others
regardless of whether or not they get anything in return
*
Leadership Ethics at the Movies: The Iron LadyDiscussion
Questions:
What character traits helped Thatcher become Prime Minister

and to remain in office? What character traits ultimately led to
her downfall?What price did the Prime Minister pay for her rise
to power? At one point, Thatcher says that ideas are more
important to her than feelings. Did this make her less sensitive
to the impact of her policies and to her colleagues?
Character BuildingFinding Role Models
We often learn what it means to be virtuous by observing and
imitating exemplary leaders.If we’re to develop worthy
character, we need examples of those who demonstrate virtue on
a daily basis.Because character is developed over time through
a series of moral choices and actions, we need examples of
those who live consistent moral lives.
*
Character Building Moral Episodes v. Moral ProcessesMoral
episodes are made up of moral crises and moral
confrontations.These crises are often dangerous and those that
respond to them could be considered “moral heroes.” Moral
confrontations aren’t dangerous, but they do involve risk and
call for “moral champions.”Moral processes consist of moral
projects and moral work.Moral projects are designed to improve
ethical behavior during a limited amount of time and require
“moral leaders.”The “moral worker” strives for ethical
consistency throughout life.

*
Character BuildingMoral exemplars common characteristics:
Certainty: Moral exemplars are sure of what they believe and
take responsibility for acting on their convictions.Positivity:
They take a positive approach to life even in the face of
hardship; they enjoy what they do and are optimistic about the
future. Unity of self and moral goals: They do not distinguish
between their personal identity and their ethical convictions.
*
Box 3.1 The Journey to Humanitarian LeadershipThe seven
choice points that several humanitarians faced on their journeys
to helping others:
Choice 1: Leveraging life experiences. Choice 2: Sense of
fairness. Choice 3: Believe that we can matter. Choice 4: Open
to an opportunity. Choice 5: Taking the first small step Choice
6: Perseverance. Choice 7: Leading the way.
See: LaFasto, F., & Larson, C. (2012). The humanitarian leader
in each of us: 7 choices that shape a socially responsible life.

Thousand Oaks, CA: Sage.
*
Telling and Living Collective StoriesVirtues are more likely to
take root when nurtured by families, schools, governments, and
religious bodies.Worthy narratives bring out the best in us,
encouraging us to suppress our inner demons and to cast light
instead of shadow.We can learn leaderships ethics from both
fictional characters and real-life ones. Almost any story about
leaders, whether real or fictional, can teach us something about
ethical and unethical behavior.
*
Learning from HardshipHardship and suffering can play an
important role in developing character. Hardship has been
identified as one of the factors contributing to leadership
development. Hardships, along with novelty, difficult goals, and
conflict, challenge people.Leaders can develop the fastest when
they encounter situations that stretch or challenge them.
*
Learning from Hardship5 Common Categories of Hardship

Events: 1. Business mistakes and failures: examples would
include losing an important client, failed products and
programs, broken relationships and bankruptcy2. Career
setbacks: examples would include missed promotions,
unsatisfying jobs, demotions and firings3. Personal trauma:
examples include divorce, cancer, death, and difficult children4.
Problem employees: troubled employees include those who
steal, defraud, cannot perform, or perform well only part of the
time5. Downsizing: leaders who lose their job through no fault
of their own
*
Learning from HardshipTips to Learn from a Specific Failure1.
Identify a significant failure from your professional or personal
life and summarize the failure in a sentence (be sure to use the
word failure).2. Describe how you felt and thought about the
failure immediately after it happened.3. Move forward in time
to identify any positive outcomes that came out of the failure,
including skills you acquired, lessons you learned, and any
relationships you established.4. Identify how the failure
changed or shaped you as a person, noting any new traits or
attitudes you have adopted and whether you are any more
mature now than before the failure event.34
*

Habits are repeated routines or practices designed to foster
virtuous behavior.
The 7 habits of effective and ethical leaders: Habit 1: Be
proactiveHabit 2: Begin with the end in mindHabit 3: Put first
things firstHabit 4: Think win-winHabit 5: Seek first to
understand, then to be understoodHabit 6: SynergizeHabit 7:
Sharpen the saw (continual renewal of the physical, mental,
social or emotional, and spiritual dimensions of the self)
*
Mission Statements
Developing a mission statement is the best way to keep the end
or destination in mind.9 cairns (or markers) for creating
personal purpose:1. Call your purpose; listen for guidance2.
Find a sacred place3. See time as continuous; begin with the
child and move with the present4. Identify special skills and
talents; accept imperfections5. Trust your intuition6. Open the
door when opportunity knocks7. Find your passion and make it
happen8. Write your life story; imagine a great leader9. Honor
your legacy; one step at a time
*
Identifying ValuesOur values serve as a moral compass to guide

us.
Values provide a frame of reference, helping us to set priorities
and to determine right or wrong.
Many discussions in organizations have an underlying value
component.
Working with a list of values can be helpful.
*
Identifying Values6 Major Value Types (Prototypes are
examples of occupations that best fit into the given
orientation)1. Theoretical: intellectuals who want to discover
the truthPrototypes: research scientists, engineers2. Economic:
usefulness is the most important criterionPrototype: small
business owner3. Aesthetic: value form and harmonyPrototypes:
artists, architects
*
Identifying Values6 Major Value Types (cont’d)
4. Social: love of others is the highest valuePrototype: social
worker5. Political: power drivenPrototypes: senators,
governors6. Religious: seek unity through understanding and

relating to the cosmos as a wholePrototypes: pastors, rabbis,
Muslim clerics
*
Case Study: Virtue and Extremis LeadershipDiscussion
Questions:Have you ever followed someone in a life or death
situation? What qualities (competencies, virtues) did you look
for in your leader?Have you ever been an in extremis leader?
What qualities (competencies, virtues) did you demonstrate?Do
you want a career in a high-risk occupation like policing,
combat or fire fighting? Why are you seeking a dangerous
profession? Have you ever been part of an organization that
experienced a crisis and/or the death or serious injury of one or
more its members? How did leaders respond to the crisis or
tragedy? What virtues did they demonstrate? How can we
prepare ourselves to function effectively in high risk situations?
Case Study: The Spectacular Rise and Fall of a Humanitarian
Hero Discussion Questions: How much was Mortenson’s failure
the result of poor character and how much was the product of
other factors?What poses the greatest danger to a leader’s
character? Success or failure?Why do we often have difficulty
acknowledging that our heroes have flaws?Is Mortenson
completely discredited as a spokesperson for building schools in

Central Asia?As a donor, what ethical responsibility do you
have when deciding which charities to support? Has Greg
Mortenson done more good than harm?
Case Study: Wangari Maathai Discussion Questions:What does
Maathi have in common with other moral exemplars?What
character traits did Maathi exhibit? What role did hardship play
in her ultimate success?Can you develop character without
experiencing failure?What leadership/followership ethics
lessons do you take from this case?
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See: LaFasto, F., & Larson, C. (2012). The humanitarian leader
in each of us: 7 choices that shape a socially responsible life.
Thousand Oaks, CA: Sage.
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