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Developing a Virtuous Aspect of Leadership

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Developing a Virtuous Aspect of Leadership Developing a Virtuous Aspect of Leadership A Case Study of The Virtues Project’s Approach to Leadership Development Inga-Lisa Tahirih Dahl Hessel Master Thesis in Education Department of Educational Research Faculty of Educational Sciences UNIVERSITY OF OSLO June 2013 II Developing a Virtuous Aspect of Leadership A Case Study of The Virtues Project’s Approach to Leadership Development Inga-Lisa Tahirih Dahl Hessel Master Thesis in Education Department of Educational Research Faculty of Educational Sciences UNIVERSITY OF OSLO June 2013 III © Inga-Lisa Tahirih Dahl Hessel 2013 Developing a Virtuous Aspect of Leadership Inga-Lisa Tahirih Dahl Hessel http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract of Master Thesis in Education TITLE: DEVELOPING A VIRTUOUS ASPECT OF LEADERSHIP A Case Study of The Virtues Project’s Approach to Leadership Development BY: Inga-Lisa Tahirih Dahl HESSEL EXAM: SEMESTER: Spring 2013 Masteroppgave i Pedagogikk Studieretning Didaktikk og Organisasjonslæring KEYWORDS: Virtues Leadership development Mapping educational programs Purpose and Research Questions This thesis is meant as a contribution to the scholarly field of leadership development in connection to virtues, by mapping a concrete initiative that seeks to develop a virtuous aspect of leadership (The Virtues Project™). This thesis postulates that the view of human nature must be a fundamental part of any discourse on the nature, purpose and development of leadership, and offers one perspective of the view of human nature, as a contribution to this discourse. The view of human nature that this thesis is founded on is that humans have the virtues in potential and the purpose in life is to develop these virtues and to contribute to the welfare of society. This view is based on the writings of Bahá’u’lláh which is in line with the view of human nature The Virtues Project basis its strategies on. V The main and overarching research question of this thesis is “How does The Virtues Project seek to develop a virtuous aspect of leadership?” The questions “What is a virtuous aspect of leadership?” and “Why seek to develop a virtuous aspect of leadership?” will also address. Methods and Sources To answer the first question a case study of The Virtues Project’s approach to leadership development is conducted and a Pathway map of this approach is made. This map is based on the information gathered from the written material of The Virtues Project and interviews with four Master Facilitators of The Virtues Project from Australia, Canada, Fiji, and Norway, who have experience with implementing The Virtues Project in organizations and with developing leadership. To answer the two later questions I conduct a literature review of the literature that seeks to connect the fields of leadership and virtues. Results and Main Conclusions The following are the main conclusions: - The validity of the ideas presented in this thesis, is based on where or not someone agrees with the view of human nature presented in this thesis. What is a virtuous aspect of leadership? - The innate and praiseworthy qualities of the human character (virtues) should be taken into consideration when an individual influences a group of individuals to achieve a common goal (leadership). Why seek to develop a virtuous aspect of leadership? - Developing the virtues is the true meaning and purpose of life, therefore fulfilling this purpose is reward enough in itself. How does The Virtues Project seek to develop a virtuous aspect of leadership? - The strategies of The Virtues Project; speaking the language of the virtues, recognizing teachable moments, setting clear boundaries, honoring the spirit, and offering companioning, are both what The Virtues Project seeks to develop and how they seek to develop a virtuous aspect of leadership. These strategies are meant to complement and enhance the structures, systems, and methods that already exist, by adding a new and deeper, more meaningful dimension and understanding. VI Acknowledgements My first acknowledgement and thanks go to God, for His Guidance and Love. I wouldn’t exist and neither would this thesis if it was not for Him. Thank you mummy, for teaching me strength and determination through life’s tests. Thank you daddy, for teaching me empathy and independent search for the truth in life. Thank you sis, for teaching me compassion and friendship. Thank you Peter, for always being there for me and our family, without you this thesis would be a distant dream. Thank you for your love, support, feedback, faith and encouragement – you are my rock! Thank you Elina, for teaching me gratitude and joy, you are my shinning light! I am forever grateful to the Bahá’í Community of Norway and its members - the list of names of the Bahá’ís who have contributed to my life is too long and the contributions too great! Thanks go to my family and friends for your support, encouragement and prayers! To my co- students, the faculty and staff members at the University at Oslo, thank you for the joys, struggles and learning! Thanks go to my work colleagues; thank you Thor Henning Lerstad for your encouragement and faith in me, and thank you Shahrzad Moghen for your flexibility and friendship. Thank you Leif Christian Lahn and Aslaug Kristiansen, for your faith in me and my research, your curiosity and feedbacks! Thank you Godfrey Sendege and Therese Skåtun for your valuable feedback and proof-reading. And thank you Helene Sendege for helping me with the pathway map. Thank you Ingeborg Bugge for helping me discern the field of my master, and thank you Linda Kragh for the loving support and guidance along the way. Last but not least, thanks go to the Virtues Project International for their willingness in providing materials and helpfulness in contacting informants, and to the informants for openly sharing their beliefs and experiences with me and the world! VII VIII Table of Contents 1 INTRODUCTION .............................................................................................................. 1 2 THEORETICAL AND CONCEPTUAL FRAMEWORK ................................................ 3 2.1 Purpose and Human Nature ......................................................................................... 3 2.2 Virtues ......................................................................................................................... 5 2.2.1 Virtues Defined .................................................................................................... 5 2.2.2 Universally Valued, Interrelated and Balanced .................................................... 7 2.2.3 Intrinsically Motivated ......................................................................................... 8 2.2.4 Expression of Virtues and Contextual .................................................................. 9 2.2.5 Virtues, Ethics, Morals and Values .................................................................... 10 2.2.6 Leadership Virtues ............................................................................................. 11 2.3 Leadership ................................................................................................................. 13 2.4 Combining the Fields of Virtues and Leadership ...................................................... 16 2.4.1 Leadership Towards a Higher Purpose .............................................................. 16 2.4.2 Why Combine the Fields of Virtues and Leadership? ....................................... 18 2.4.3 How Combine the Fields of Virtues and Leadership? ....................................... 19 2.5 Developing the Virtuous Aspect of the Leadership Relationship ............................. 20 2.5.1 Developing ......................................................................................................... 20 2.5.2 Developing the Virtues ....................................................................................... 22 2.5.3 Developing the Leadership Relationship ........................................................... 24 3 METHODS ....................................................................................................................... 26 3.1 Identifying Concepts and Theories ............................................................................ 26 3.2 Developing the Research Questions .......................................................................... 26 3.3 Methods of Data Collection ....................................................................................... 27 3.3.1 Choosing Methods .............................................................................................. 27 3.3.2 Case Study Design ............................................................................................. 28 3.3.3 Pathway Map ...................................................................................................... 29 3.3.4 Literature Review ............................................................................................... 30 3.3.5 Questionnaire and Semi-structured Interview .................................................... 32 3.4 Methods of Data Analysis ......................................................................................... 37 3.5 Research Quality ........................................................................................................ 39 3.6 Consent and Permissions ..........................................................................................
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