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 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 school…brother 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 unbelief…Then they went about among the villages teaching. Liberal Arts 6:1-6 Leadership Crisis— A Perfect Storm Brewing • Companies aren’t unethical—their leaders are • Fewer available—not enough post baby boomers to fill leadership positions • Job of leading is much more complex requiring exceptionally talented leaders • The gene pool is shrinking—companies aren’t investing in development. 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 We need Leaders of Character and Integrity Not More Standards-Based Guidelines or Accounting-Based Rules to Cover Every Possible Situation Principle-Centered Leadership Defined on the basis of: – The quality of the leader’s principles – The leader’s 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 Leadership — Two Viewpoints Who leaders ARE What leaders DO • Self aware • Establish direction • Innovative • Align organization to strategy • Engage others with respect and dignity • Heroic—not afraid to be courageous • Confident • Create positive climates • Motivate and inspire to achieve results Leaders Need More Than Knowledge Knowledge Managerial Competencies Leading Change Problem Solving Communicating Managing Relationship Who Leaders Are Determines How They Act Who Leaders Are How They Act • Values • Self image • Traits • Passions • Motives • Engage others • Character & Integrity • Courage • Self confidence What to Include in the Curriculum? Trait Approach Behavioral Approach Behavioral Style Approach Consideration & Initiating Structure Employee-Centered & Production-Centered Contingency Approach LMU Model for Leadership Development Business Knowledge X •Accounting •Finance •Economics •Decision Tools •Marketing •Performance Mgt. •Strategy Execution X •Sets direction •Aligns organization •Create climate •Develop talent = Managerial Competencies •Problem Solving •Communicating •Managing Relationship Performance X Leadership Intelligence •Self aware •Innovative •Engaging others •Courage •Confidence 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 Leadership Intelligence Principles Heroic Leadership EMBA Curriculum • • • • • • • • • Self Awareness Ingenuity Love Heroism Self Awareness Innovation Engaging Others Courage Confidence Leadership Intelligence Threaded Throughout Curriculum Module 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 Courage u u u u Confidence u u u u Principles u u Leadership Intelligence Imbedded in Courses Courses Projects Module 1, S, 3, 4 Boot Camp B.C. Leadership 2, 4 Performance Mgt 2, 4 Ethics/Spirituality 1, 2, 3, 4 Personal Planning Team Building 2, 3, 4 1, 2, S, 3, 4 Ethics and Spirituality in the Workplace • Understanding one’s 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 Personal Development Guided by Executive Coaches 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.” 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 Challenges • It takes a village to develop a leader and the village is divided—academe losing credibility in business community • Our own aren’t helping the cause—criticism by academic scholars • Traditional approaches aren’t 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 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 Questions?