Leadership

@ Work:
Becoming an Effective and Dynamic Leader


I. Defining Leadership
a. What are some resources that you have read, listened to or watched regarding leadership
that you would agree with to some degree?







b. In general, how would you describe or define the concept of leadership?







c. Have you ever worked under bad leadership? If so what are some of the traits that you
considered bad?








d. Have you ever worked under good leadership? If so what are some of the traits that you
considered good?















 e. The search for a definition for leadership from Top Leadership Trainers
1. John Maxwell
• “Leadership is Influence”
2. Stephen Covey
• “Leadership is communicating to people their worth and potential so
clearly that they come to see it in themselves”
3. Peter Drucker
• “Leadership is not magnetic personality, that can just as well be a glib
tongue. It is not “making friends and influencing people,” that is
flattery. Leadership is lifting a person’s vision to higher sights, the
raising of a person’s performance to a higher standard, the building of
a personality beyond its normal limitations”
4. Ken Blanchard
• “Leadership is the capacity to influence others by unleashing the
potential and power of people and organizations”
5. Myles Munroe
• “Leadership is the capacity to influence others through inspiration,
generated by a purpose, motivated by a vision, birthed from a
conviction, produced by a purpose”

II. Filling in the Gaps with the Classical Leadership Model and the Best of Brain Science:
Making Explicit What Has Been Taken for Granted by Modern Leadership Trainers
a. Level I: Basic
1. From Temperament to Character by Alexandre Havard
• “Leadership is virtue in action”
2. RARE Leadership by Marcus Warner
• “Leadership is joyful engagement in what matters”
b. Level II: Intermediate
1. Virtuous Leadership by Alexandre Havard
2. Simply Classical: A Beautiful Education for Any Child by Cheryl Swope
3. The Liberal Arts Tradition by Ravi Jain and Kevin Clark
c. Level III: Advanced
1. Created for Greatness: The Power of Magnanimity by Alexandre Havard
2. Not Trivial: How Studying the Traditional Liberal Arts Can Set You Free by
Laurie Endicott Thomas
3. Liberal Arts of Management: A Toolkit for Today’s Leaders by James
Maroosis

III. The Environment in Which We Are Leading: Classical vs. Modern
a. Concentric rings of government and regulation of culture
1. Classical (Decentralized/Localization)
2. Modern (Centralized/Globalization)
b. Globalizations impact on critical institutions leaders must engage
1. Governmental
2. Financial
3. Industrial
4. Educational
5. Medical
c. The technocracy rising will continue to centralize and globalize

 IV. Universal Definition for Leadership: Humane Leadership
a. Humane Leadership is leading at least one person from where they are to where they
need to be by means of thinking true, doing good, and making beautifully.
b. The use of Model of Human Behavior by Humane Leadership
1. Humane Leadership uses the model of human behavior in thinking true about the
temperament aspect of human nature
2. Humane Leadership uses the model of human behavior in assisting themselves in
doing good for themselves and others
3. Humane Leadership uses the model of human behavior to assist themselves in
making beautifully in terms of their character, expressions, manners, and
relationships

V. Education for Humane Leadership
a. What is education?
i. If you wanted to become a good accountant what would education consist of?

ii. If you wanted to become a good lawyer what would education consist of?

iii. If you wanted to become a good doctor what would education consist of?

iv. If you wanted to become a good mechanic what would education consist of?

v. If you wanted to become a good human and live the good life what would education
consist of?

b. The Two Kinds of Education
i. General Education – Humane, Liberating, Fully Capacitating
• Consist of The Seven Liberal Arts, The Eight Supreme Sciences (would
include Normative Psychology {Human Nature} and Virtue Ethics),
and the Humanities (would include the Holy Bible, the Great Books,
History, The Seven Fine Arts)
ii. Specialized Education – Professional or Vocational/ Executive Skills and other
specialized knowledge

c. A Genuine Liberal and Humane Education is:
i. Education for Virtue Development (Human Excellence)
ii. Education is for Formation of the Person
iii. Education for Maturity
iv. Education for Mental and Emotional Health
v. Education for Humane Leadership
vi. Prudent Education for Ownership, Stewardship, & Entrepreneurship
vii. Classical Education

d. All Liberal and Humane Learning Is Lifelong
i. Liberal and Humane Learning is predominately accomplished during leisure time
ii. This education/training is Liberal or Humane Learning during leisure time even
though it may be applied in a professional context

e. Three key thoughts on leadership for this training (page 6 in WB)


VI. Humane Leadership and Affective Maturity aka Emotional Intelligence
a. Emotional Intelligence has four parts (page 7 in WB)
b. Overview/Review of The Emotional Intelligence Quick Book
c. Why assessments? (The Dunning-Kruger Effect)
i. The Dunning-Kruger Effect: The two key points
1. Ignorant and incompetent people tend have an overestimation of themselves
2. Educated and competent people tend to have an underestimation of
themselves
d. The impact of the human organ known as the brain in developing emotional intelligence
(page 7 & 12 in book)
e. Dr. Daniel Amen: Brain Scans
f. The four skills that together make up emotional intelligence (page 23 in book)
g. Personal and Social Competence (page 31 in book)
h. Emotional Intelligence and Job Title (page 44 in book)
i. Introduction to RARE Leadership Book by Dr. Marcus Warner and Dr. Jim Wilder

VII. Scientific DISC – Dr. William Marston’s Method
a. DISC Quadrant (based on perception within the environment)
i. More Powerful/Unfavorable to meeting needs – Dominate
ii. More Powerful/Favorable to meeting needs – Inducing
iii. Less Powerful/Favorable to meeting needs – Submissive
iv. Less Powerful/Unfavorable to meeting needs – Conscientious

VIII. Adjusting and Adapting for Virtue (Page 15-top of page 19 of Introduction to Virtue Ethics)
a. First Nature = Innate Virtue (Temperament)
b. Second Nature = Acquired Virtue (Character aka Maturity)
c. Cardinal Virtues (Pivotal, Hinge, Foundational)
i. Prudence – practical wisdom applied in the “here and now”
• Prudence involve three acts of reason:
1. Deliberating well
2. Judging rightly
3. Commanding what one should do or not do
ii. Justice – giving each their due (paying what is owed and doing no harm)
iii. Temperance – moderation or self-control (especially over inordinate desires)
iv. Fortitude – courage or endurance (especially in under fear or intense suffering)
d. The 3 Steps Common to All Virtuous Adjusting and Adapting
1. Determine what is prudent
• What is appropriate? (what is called for?)
• Can I do it?
• Do I need help?
2. Choose to do what is just
3. Exercise necessary temperance and fortitude
e. The 3 steps repeatedly executed will develop the Cardinal Virtues within your personality,
insuring the development of emotional intelligence and maturity (character)
f. Remember, the aim is to develop Virtue (Personal and Relational Excellence)