institute workshop - leadership for the 21st century, 2008
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Dr. Gialamas' Institute Workshop - Leadership for the 21st Century, 2008TRANSCRIPT
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LeadershipLeadershipFor the 21For the 21stst Century Century
The American Community Schools The American Community Schools of Athensof AthensStefanos GialamasStefanos Gialamas, Ph.D., Ph.D.
PresidentPresident
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MENUMENU Fundamental concepts of LeadershipFundamental concepts of Leadership Leadership as a Partnership with Agreeable Leadership as a Partnership with Agreeable
FlexibilityFlexibility The Trefoil Model of LeadershipThe Trefoil Model of Leadership Personal Leadership Identity (PLI)Personal Leadership Identity (PLI) Process for Identifying Personal Principles Process for Identifying Personal Principles
and Values (PPV)and Values (PPV)
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Group CategoriesGroup Categories
““Management Group” CategoryManagement Group” Category Groups 1 and 2Groups 1 and 2
““Team Members Group” CategoryTeam Members Group” CategoryGroups 3 and 4Groups 3 and 4
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Define LeadershipDefine Leadership
IndividuallyIndividuallyAs a GroupAs a GroupAs a CategoryAs a Category
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LeadershipLeadership
Leadership is the Leadership is the act act of of influencinginfluencing othersothers to accomplishto accomplish a a common objectivecommon objective
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Classical Leadership Classical Leadership StylesStylesStyle 1 – DirectingStyle 1 – Directing
The leader provides specific instructions and closely The leader provides specific instructions and closely supervises tasksupervises task
accomplishmentaccomplishmentStyle 2 – CoachingStyle 2 – CoachingThe leader continues to direct and closely supervise taskThe leader continues to direct and closely supervise taskaccomplishment but also explains decisions, solicits accomplishment but also explains decisions, solicits
suggestions,suggestions,and supports progressand supports progressStyle 3 – SupportingStyle 3 – SupportingThe leader facilitates and support associates’ efforts toward The leader facilitates and support associates’ efforts toward
tasktask accomplishment and shares responsibility for decision accomplishment and shares responsibility for decision
making making Style 4 – DelegatingStyle 4 – DelegatingThe leader turns over responsibility for decision making andThe leader turns over responsibility for decision making and problem solving to associatesproblem solving to associates
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Behavior of a leaderBehavior of a leader Identify fundamental characteristics of a Identify fundamental characteristics of a
desirable behavior of a leader desirable behavior of a leader
individually individually as a groupas a groupas a categoryas a category
Compare these characteristics and define Compare these characteristics and define the set with commonly identified the set with commonly identified characteristics characteristics
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BEHAVIORSBEHAVIORS OF A LEADEROF A LEADER
Directive Behavior Directive Behavior Sets goals or objectivesSets goals or objectives Plans and organizes work in advancePlans and organizes work in advance Identifies job prioritiesIdentifies job priorities Clarifies the leader’s and associate’s Clarifies the leader’s and associate’s
rolesroles Establishes timelinesEstablishes timelines Determines methods of evaluation Determines methods of evaluation
and checks workand checks work Supervises progressSupervises progress
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BEHAVIORSBEHAVIORS OF A LEADEROF A LEADER
Supportive BehaviorSupportive Behavior Encourages, reassures, and praisesEncourages, reassures, and praises ListensListens Asks for suggestions or inputAsks for suggestions or input Explains whyExplains why Encourages self-reliant problem solvingEncourages self-reliant problem solving Makes information about the organization Makes information about the organization
accessibleaccessible Discloses information about selfDiscloses information about self
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The Four Classical The Four Classical Leadership StylesLeadership Styles
HighDirective&LowSupportiveBehavior
HighSupportive&Low DirectiveBehavior
LowSupportive&LowDirectiveBehavior
High Directive&HighSupportiveBehavior
Directive Behavior(Low) (High)
(High)
Supp
ortiv
e B
ehav
ior
DirectingCoaching
Supp
ortin
gDelegatin
g
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Leadership as a Leadership as a Partnership Partnership with Agreeable Flexibilitywith Agreeable Flexibility
is based on the following is based on the following principles:principles:a.a. Authority and decision making is Authority and decision making is
distributed among the leader and distributed among the leader and the members of the team not the members of the team not necessarily equallynecessarily equally
b.b. The distribution is clearly defined The distribution is clearly defined including the type, magnitude and the including the type, magnitude and the areas of the decision authority that is areas of the decision authority that is given to the team membersgiven to the team members
C.C. The leader must support, promote and The leader must support, promote and encourage team members to use their encourage team members to use their decision making authoritydecision making authority
d.d. Periodically the leader and the team Periodically the leader and the team members reflect on the partnership and members reflect on the partnership and adjust, modify and upgrade the authority of adjust, modify and upgrade the authority of the team membersthe team members
S. Gialamas and S. Hilentzaris, 2005
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The Trefoil ModelThe Trefoil Model3-way interrelated 3-way interrelated
Dynamic Model of LeadershipDynamic Model of Leadership
The The Trefoil Model of LeadershipTrefoil Model of Leadership manifestsmanifests
that there is a dynamic, 3-way that there is a dynamic, 3-way interrelationinterrelation
between between
EE External EnvironmentExternal Environment
LL LeaderLeader
AA OrganizationOrganization
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Lead in an Lead in an increasingly increasingly ambiguous ambiguous environmentenvironment
Visionary within Visionary within adversityadversity
High Tolerance for High Tolerance for frustrationfrustration
Benevolent outlookBenevolent outlook
Trefoil Trefoil Dynamic ModelDynamic Model
of of LeadershipLeadership
Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibility
LeaderLeader
EnvironmentEnvironment
Organization Organization
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External External EnvironmentEnvironment
Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibility
Social, and Cultural Social, and Cultural Conditions Conditions
Political, and Economic RealitiesPolitical, and Economic Realities
Technological AdvancementTechnological Advancement
CompetitionCompetition
Government Rules and RegulationsGovernment Rules and RegulationsCurrent Trends in the specific business areaCurrent Trends in the specific business area
GlobalizationGlobalization
DemographicsDemographics
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Academic InstitutionAcademic Institution
FacultyFacultyFunctional area leadersFunctional area leaders
Support personnelSupport personnel
The governing bodyThe governing body
Facilities and Facilities and Technology Technology InfrastructureInfrastructure
History, tradition and common practicesHistory, tradition and common practicesFinancial ConditionFinancial Condition
StudentsStudents
ParentsParents
AlumniAlumni
PoliciesPolicies
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Institution Institution ChallengesChallenges
Enrollment ManagementEnrollment Management Curriculum, Instruction and Curriculum, Instruction and
AssessmentAssessment Student SuccessStudent Success Student ServicesStudent Services Faculty Recruiting, training Faculty Recruiting, training
and developmentand development Functional Area LeadersFunctional Area Leaders Facilities and TechnologyFacilities and Technology ResourcesResources Financial Stability and Growth Financial Stability and Growth
Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibility
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The bravest are The bravest are surely those who surely those who have the clearest have the clearest vision of what is vision of what is before them, glory before them, glory and danger alike, and and danger alike, and yet notwithstanding, yet notwithstanding, go out to meet it. go out to meet it.
---Thucydides, Greek historian-----Thucydides, Greek historian--
Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibility
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«He who would like to change the world,
should try to change himself first.»
“
Socrates
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PPersonal ersonal LLeadership eadership
IIdentitydentity Principles and Values
Leadership philosophy
Individual professional and personal goals in life
PLI was defined in 2006 byS. Gialamas, and S. Hilentzaris
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Principles and ValuesPrinciples and ValuesWe define principles and values as the underlying priorities that guide our actions sometimes intuitively desirable
ValuesValues AchievementAchievement CaringCaring CreativityCreativity FirmnessFirmness GrowthGrowth InnovationInnovation ProductivityProductivity etcetc
PrinciplesPrinciples IntegrityIntegrity AccountabilityAccountability CompassionCompassion GenerosityGenerosity JusticeJustice HumilityHumility WisdomWisdom etcetc
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Principles and Principles and ValuesValues
Discover your principles and values
Define them clearly
Clarify and prioritize them
Use them to guide your actions
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Leadership Philosophy Leadership Philosophy AdoptedAdopted
It is the personal approach on howIt is the personal approach on howto lead others and it is based on to lead others and it is based on
personal principles and values personal principles and values
existing leadership philosophiesexisting leadership philosophies
individual personal characteristics.individual personal characteristics.
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Individual Professional and Individual Professional and Personal Goals in LifePersonal Goals in Life
It is the personal approach of identifying It is the personal approach of identifying the major (one) professional and the major (one) professional and personal goal in life. Write down two personal goal in life. Write down two sentences (no more than 20 words each) sentences (no more than 20 words each) indicating if you die tomorrow what indicating if you die tomorrow what would you like to have accomplishedwould you like to have accomplishedProfessionallyProfessionally PersonallyPersonally
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LeaderLeader VisionVision Principles and ValuesPrinciples and Values Adhering the principles Adhering the principles
and valuesand values ExpertiseExpertise KnowledgeKnowledge Respect for the Respect for the
EnvironmentEnvironment Respect for the Respect for the
InstitutionInstitution Respect for the humanityRespect for the humanity
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VisionVision Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibilityExciting – Unique – Clear
State clearly the vision Communicate vision to all
constituencies Develop comprehensive planning to
materialize the vision Identify and select the members of the
leadership team Engage the leadership team to define
specific strategies including a time table to accomplish the vision
Define measurable outcomes Establish implementation teams and
assign members of the leadership team to lead components of the implementation team
Empower all members of the institution at the appropriate level to be active members in the implementation team
Assess the success of the implementation of the plan
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The Leader The Leader and the Visionand the Vision
The leader in order to lead, The leader in order to lead, must first “dream”, then must first “dream”, then establish the vision, and thus establish the vision, and thus know where he wants to goknow where he wants to go
The leader after establishing the The leader after establishing the vision, needs to be continuously vision, needs to be continuously scanning the environment and scanning the environment and the followers, to sense, the followers, to sense, understand and decide which understand and decide which strategies will be more effective strategies will be more effective in moving the organization in in moving the organization in the right direction, towards the the right direction, towards the visionvision
Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibility
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Personal Principles and Values
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Identifying your Personal Identifying your Personal Principles and Values (PPV)Principles and Values (PPV)Part APart A Identify at least 3 individuals who had a Identify at least 3 individuals who had a
strong positive influence in your lifestrong positive influence in your life
Step 1 :Step 1 : List the individualsList the individualsStep 2:Step 2: Record words which reflect their actions Record words which reflect their actions
interacting with you and others. For every interacting with you and others. For every individual record separately these words. individual record separately these words.
Step 3:Step 3: Record all messages which they conveyed to Record all messages which they conveyed to you. For example what have you learned fromyou. For example what have you learned fromthemthem
Step 4:Step 4: Associate principles and values reflecting on the Associate principles and values reflecting on the words you recorded in previous steps. Thus you words you recorded in previous steps. Thus you should have for every individual the associated should have for every individual the associated set of principles and values.set of principles and values.
Step 5.Step 5. Represent each related set of principles Represent each related set of principles and values with a Venn diagram and values with a Venn diagram
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ExampleExampleSets of Principles and Sets of Principles and
ValuesValuesBased on Influential IndividualsBased on Influential Individuals
IntegrityHonesty
CompassionLove
responsibility
IntegrityCreativity
LoveCompassionresponsibility
IntegrityCompassion
LoveGrowth
responsibility
father
My friend Georgemother
Set A1 Set AkSet A2
K is the number of individuals you have chosen
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ExampleExampleCommon Principles and Common Principles and
ValuesValues Based on Influential IndividualsBased on Influential Individuals
The common principles and values based on influential individuals is The common principles and values based on influential individuals is the intersection set consists of all the common principles and the intersection set consists of all the common principles and values on each individuals principles and valuesvalues on each individuals principles and values set. set.
IntegrityCompassionLoveresponsibility
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Process for identifying your Process for identifying your principles and valuesprinciples and values
Part B Part B Identify at least 3 events in your life Identify at least 3 events in your life ( personal, ( personal, family, workplace, community, and family, workplace, community, and world) world) which have had a strong positive influence in which have had a strong positive influence in
your lifeyour lifeStep 1 :Step 1 : List the eventsList the eventsStep 2:Step 2: Record words which come to your mind as you Record words which come to your mind as you
think about those events. For every event think about those events. For every event record separately all words. record separately all words.
Step 3:Step 3: Record all messages which you identified from Record all messages which you identified from these events.these events.
Step 4:Step 4: Associate principles and values related to words Associate principles and values related to words you recorded in previous steps. Thus you should you recorded in previous steps. Thus you should have for every event the associated set of have for every event the associated set of principles and values.principles and values.
Step 5.Step 5. Represent each associated set of principles and Represent each associated set of principles and values with a Venn diagram (see examples)values with a Venn diagram (see examples)
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ExampleExampleThe Sets of Principles and The Sets of Principles and
Values Values Based on Influential EventsBased on Influential Events
LoveResponsibility
EnjoymentChallenge
Helping othersintegrity
ResponsibilityChallengeEnjoyment
Helping othersGrowthintegrity
Helping othersChallengeEnjoyment
GrowthResponsibility
integrity
Birth of a child
Working on a team project
Organizing a public event
Set A1 Set AkSet A2
K is the number of events you have chosen
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ExampleExampleThe Set of Common Principals and The Set of Common Principals and
ValuesValues Based on Influential Events Based on Influential Events
The common principles and values based on influential events The common principles and values based on influential events is the intersection set consists of all the common principles andis the intersection set consists of all the common principles andvalues on each individuals principles and values set.values on each individuals principles and values set.
IntegrityHelping othersChallengeEnjoymentresponsibility
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The Set of PrimaryThe Set of Primary Principals and Values Principals and Values
The set consisting of the common The set consisting of the common principles and values based on principles and values based on influential individuals together with all influential individuals together with all the common principles and principles the common principles and principles based on influential events is called the based on influential events is called the set of Primary Principles and Values.set of Primary Principles and Values.
In other words the Set of Primary In other words the Set of Primary Principles and Values is the Principles and Values is the UnionUnion of of the previous two sets the previous two sets
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Example Example The Set of Primary Principles The Set of Primary Principles
and Valuesand Values
IntegrityResponsibility
CompassionCompassion LoveLove
EnjoymentEnjoymentChallengeChallengeHelping othersHelping others
The set consists of the following principles and values:The set consists of the following principles and values:Compassion, Love, Enjoyment, Challenge, Compassion, Love, Enjoyment, Challenge, Helping Others, Integrity, and Responsibility Helping Others, Integrity, and Responsibility
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The Set of CoreThe Set of Core Principals and Values Principals and Values
The set consisting of the common The set consisting of the common principles and values based on influential principles and values based on influential individuals and the common principles individuals and the common principles and principles based on influential events and principles based on influential events is called the set of Primary Principles and is called the set of Primary Principles and Values.Values.
In other words the Set of Primary In other words the Set of Primary Principles Principles
and Values is the and Values is the IntersectionIntersection of the of the previous two sets previous two sets
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Example Example The Set of Core Principles and The Set of Core Principles and
ValuesValues
IntegrityResponsibility
CompassionCompassion LoveLove
EnjoymentEnjoymentChallengeChallengeHelping othersHelping others
The set consists of the following principles and values:The set consists of the following principles and values:Integrity, and ResponsibilityIntegrity, and Responsibility
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The Leadership PraxisThe Leadership Praxis
1. Crystallize your Personal Leadership Identity (PLI)2. Develop a Vision for the institution in line with the
mission of the institution and your PLI3. Establish a leadership team by utilizing existing human
resources and recruiting new personnel4. Communicate the vision and work with the leadership
team to develop a comprehensive plan5. Establish implementation strategies and an
implementation team6. Communicate continuously the vision, plan and
implementation strategies to all constituencies.7. Celebrate accomplishments and give generously credit to
members of the institution8. Regularly you assess, reflect and modify the
implementation plan9. Evaluate the success of accomplishing the vision
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At The End….. PerhapsAt The End….. Perhaps
LeadershipLeadership
is nothing more thanis nothing more than
IntegrityIntegrityVisionVision
KindnessKindness
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For more articles and presentations For more articles and presentations ByBy
Stefanos GialamasStefanos [email protected]@acs.gr
http://www.netenterprise.org/http://www.netenterprise.org/index.php?index.php?
option=com_content&task=view&id=option=com_content&task=view&id=272&Itemid=148272&Itemid=148
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Universal Principles and Universal Principles and ValuesValues
There have been several efforts from researchers to There have been several efforts from researchers to identify universal principles & values i.e. a list of identify universal principles & values i.e. a list of principles and values that are common in different principles and values that are common in different cultures, nations, religions.cultures, nations, religions.
Some of these are: In his book Moral Minds- How Some of these are: In his book Moral Minds- How nature designed our universal sense of right and wrong nature designed our universal sense of right and wrong - Harvard Professor of Psychology, Organism & - Harvard Professor of Psychology, Organism & Evolutionary Biology and Biological AnthropologyEvolutionary Biology and Biological Anthropology
Marc D. Hauser worked on answering this question. Marc D. Hauser worked on answering this question. Using the linguistic theories of Noam Chomsky, MIT Using the linguistic theories of Noam Chomsky, MIT researcher, Hauser argues that humans have a researcher, Hauser argues that humans have a universal moral grammar, an instinctive, unconscious universal moral grammar, an instinctive, unconscious tool kit for constructing moral systems. (use his book to tool kit for constructing moral systems. (use his book to add here, his site add here, his site
www.wjh.harvard.edu/~mnkylab/www.wjh.harvard.edu/~mnkylab/HauserHauserBio.htmlBio.html
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Universal Principles and ValuesUniversal Principles and Values by Martin Seligmanby Martin Seligman
PerspectivePerspective [wisdom]: Being able to provide wise counsel to others; [wisdom]: Being able to provide wise counsel to others; having ways of looking at the world that make sense to oneself and to having ways of looking at the world that make sense to oneself and to other people other people
Wisdom and KnowledgeWisdom and Knowledge – cognitive strengths that entail the acquisition and – cognitive strengths that entail the acquisition and use of knowledge use of knowledge
CreativityCreativity [originality, ingenuity]: Thinking of novel and productive [originality, ingenuity]: Thinking of novel and productive ways to conceptualize and do things; includes artistic achievement but ways to conceptualize and do things; includes artistic achievement but is not limited to it is not limited to it
CuriosityCuriosity [interest, novelty-seeking, openness to experience]: Taking [interest, novelty-seeking, openness to experience]: Taking an interest in ongoing experience for its own sake; finding subjects and an interest in ongoing experience for its own sake; finding subjects and topics fascinating; exploring and discovering topics fascinating; exploring and discovering
Open-mindednessOpen-mindedness [judgment, critical thinking]: Thinking things through [judgment, critical thinking]: Thinking things through and examining them from all sides; not jumping to conclusions; being and examining them from all sides; not jumping to conclusions; being able to change one's mind in light of evidence; weighing all evidence able to change one's mind in light of evidence; weighing all evidence fairly fairly
Love of learningLove of learning: Mastering new skills, topics, and bodies of knowledge, : Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally; obviously related to the strength of whether on one's own or formally; obviously related to the strength of curiosity but goes beyond it to describe the tendency to add curiosity but goes beyond it to describe the tendency to add systematically to what one knows systematically to what one knows
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Universal Principles and ValuesUniversal Principles and Values by Martin Saligmanby Martin Saligman
CourageCourage – emotional strengths that involve the exercise of will to – emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal accomplish goals in the face of opposition, external or internal
BraveryBravery [valor]: Not shrinking from threat, challenge, difficulty, [valor]: Not shrinking from threat, challenge, difficulty, or pain; speaking up for what is right even if there is or pain; speaking up for what is right even if there is opposition; acting on convictions even if unpopular; includes opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it physical bravery but is not limited to it
PersistencePersistence [perseverance, industriousness]: Finishing what [perseverance, industriousness]: Finishing what one starts; persisting in a course of action in spite of obstacles; one starts; persisting in a course of action in spite of obstacles; “getting it out the door”; taking pleasure in completing tasks “getting it out the door”; taking pleasure in completing tasks
Integrity Integrity [authenticity, honesty]: Speaking the truth but more [authenticity, honesty]: Speaking the truth but more broadly presenting oneself in a genuine way and acting in a broadly presenting oneself in a genuine way and acting in a sincere way; being without pretense; taking responsibility for sincere way; being without pretense; taking responsibility for one's feelings and actions one's feelings and actions
VitalityVitality [zest, enthusiasm, vigor, energy]: Approaching life with [zest, enthusiasm, vigor, energy]: Approaching life with excitement and energy; not doing things halfway or excitement and energy; not doing things halfway or halfheartedly; living life as an adventure; feeling alive and halfheartedly; living life as an adventure; feeling alive and activated activated
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Universal Principles and ValuesUniversal Principles and Values by Martin Saligmanby Martin Saligman
HumanityHumanity - interpersonal strengths that involve tending and - interpersonal strengths that involve tending and befriending others befriending others
LoveLove: Valuing close relations with others, in particular those in : Valuing close relations with others, in particular those in which sharing and caring are reciprocated which sharing and caring are reciprocated
KindnessKindness [generosity, nurturance, care, compassion, altruistic [generosity, nurturance, care, compassion, altruistic love, "niceness"]: Doing favors and good deeds for others; love, "niceness"]: Doing favors and good deeds for others; helping them; taking care of them helping them; taking care of them
Social intelligenceSocial intelligence [emotional intelligence, personal [emotional intelligence, personal intelligence]: Being aware of the motives and feelings of other intelligence]: Being aware of the motives and feelings of other people and oneself; knowing what to do to fit into different people and oneself; knowing what to do to fit into different social situations; knowing what makes other people tick social situations; knowing what makes other people tick
JusticeJustice - civic strengths that underlie healthy community life - civic strengths that underlie healthy community life CitizenshipCitizenship [social responsibility, loyalty, teamwork]: Working [social responsibility, loyalty, teamwork]: Working
well as a member of a team; being loyal to the group; well as a member of a team; being loyal to the group; FairnessFairness: Treating all people the same according to notions of : Treating all people the same according to notions of
fairness and justice; giving everyone a fair chance. fairness and justice; giving everyone a fair chance.
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Universal Principles and ValuesUniversal Principles and Values by Martin Saligmanby Martin Saligman
TemperanceTemperance – strengths that protect against excess – strengths that protect against excess Forgiveness and mercyForgiveness and mercy: Forgiving those who have done wrong; : Forgiving those who have done wrong;
accepting the shortcomings of others; giving people a second accepting the shortcomings of others; giving people a second chance; not being vengeful chance; not being vengeful
Humility/ModestyHumility/Modesty: Letting one's accomplishments speak for : Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is themselves; not regarding oneself as more special than one is
PrudencePrudence: Being careful about one's choices; not taking undue : Being careful about one's choices; not taking undue risks; not saying or doing things that might later be regretted risks; not saying or doing things that might later be regretted
Self-regulationSelf-regulation [self-control]: Regulating what one feels and [self-control]: Regulating what one feels and does; being disciplined; controlling one's appetites and emotions does; being disciplined; controlling one's appetites and emotions
TranscendenceTranscendence - strengths that forge connections to the larger - strengths that forge connections to the larger universe and provide meaning universe and provide meaning
Appreciation of beauty and excellenceAppreciation of beauty and excellence [awe, wonder, elevation]: [awe, wonder, elevation]: Noticing and appreciating beauty, excellence, and/or skilled Noticing and appreciating beauty, excellence, and/or skilled performance in various domains of life, from nature to art to performance in various domains of life, from nature to art to mathematics to science to everyday experience mathematics to science to everyday experience
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Universal Principles and ValuesUniversal Principles and Values by Martin Saligmanby Martin Saligman
GratitudeGratitude: Being aware of and thankful for the good things that : Being aware of and thankful for the good things that
happen; taking time to express thanks happen; taking time to express thanks Hope Hope [optimism, future-mindedness, future orientation]: [optimism, future-mindedness, future orientation]:
Expecting the best in the future and working to achieve it; Expecting the best in the future and working to achieve it; believing that a good future is something that can be brought believing that a good future is something that can be brought about about
HumorHumor [playfulness]: Liking to laugh and tease; bringing smiles [playfulness]: Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily to other people; seeing the light side; making (not necessarily telling) jokes telling) jokes
Spirituality Spirituality [religiousness, faith, purpose]: Having coherent [religiousness, faith, purpose]: Having coherent beliefs about the higher purpose and meaning of the universe; beliefs about the higher purpose and meaning of the universe; knowing where one fits within the larger scheme; having knowing where one fits within the larger scheme; having beliefs about the meaning of life that shape conduct and beliefs about the meaning of life that shape conduct and provide comfort provide comfort
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Further ReadingFurther Reading Leadership:Leadership:At the Edge of At the Edge of
PossibilityPossibility Adair, John (2003), The Inspirational Leader. UK: Cogan Page Ltd. Bick, Julie( 1999), The Microsoft Edge: Insider Strategies For Building Success. New York: Pocket Books. Boyer, Ernest L. (1990), Scholarship Reconsidered: Priorities of the Professorate. New York: The Carnegie
Foundation for the Advancement of Teaching. Cherif, A., Gialamas, S., Ofari-Omoah, B. (2000), Can human factor be taught? The Journal of Human Factor
Studies, 5 (1&2):89-114. Gialamas, Stefanos (2001), New Academic Leaders Development Program (NALOP). Oakbrook, Illinois: DeVry
University Publication. Gialamas S., Cherif A., Hilentzaris S., (2003). Creating an environment for minimizing conflict between faculty and
the department chairperson. The Department Chair, 13(3): 21-23. Gialamas S., Cherif M. D. Demetriades E. and Hilentzaris S. (2003): Preparing new department chairpersons in the
area of faculty leadership, Academic Leadership, Vol 10.3, 27-31. Goleman, D., Boyatzis, R. and McKee, A. (2002). Primal Leadership: Realizing the power of Emotional Intelligence.
Boston, Massachusetts: Harvard Business School Press. Katzenbach, John and Smith, Douglas (1993), The Wisdom of Teams: Creating the Higher-Performance
Organization. Boston: Harvard Business School Press, 1993. Kouzes J.M. and Posner, B.Z. (2002). The Leadership Challenge (3rd edition) San Francisco: Wiley Learning, D.R. (1998). Academic Leadership: A practical guide to chairing the department. Bolton, MA: Anker
Publishing. Lennick D., Kiel F. (2005) Moral Intelligence: Enhancing Business Performance & Leadeship Success. Pearson
Education Publishing, NJ Lucas A.F. (2000). Leading academic change: Essential roles for department chairs. San Francisco: Jossey Bass
Publishers Maxwell, John C. (1995), Developing The Leaders Around You: How to Help Others Reach Their Full Potential .
Nashville: Tennessee. Thomas Nelson. Moore, R (1996). Traits of effective administrators. The American Biology Teacher, 57 (8):502 Noel, M.T. (1993), The Leadership Engine. Boston: Harper Business Publishing. Salacuse J.W. (2006). Leading Leaders: How to manage Smart, Talented, Rich and Powerful People. Amacom NY Seagren, A.T., Creswell, J.W., & Wheeler, D.W. (1993). The department chair: New roles, responsibilities and
challenges. Washington D.C, The George Washington University. Senge, P. et al (1999) The dance of change, New York: Doubleday