NORTHERN INDIA ENGINEERING COLLEGE

[AFFILIATED TO GURU GOBIND SINGH

INDRAPRASTHA UNIVERSITY, DELHI]

Assignment of
Corporate Social Responsibility, Human Values and Ethics
Submitted in Partial fulfilment of requirement of award of MBA degree of
GGSIPU, New Delhi

MBA
4TH SEMESTER (2013 -2015)

SUBMITTED BY

SUBMITTED TO

MANISHA GAUTAM

Dr. Divya Gangwar

Values-Based Leadership
Introduction
In simple terms, values-based leadership is leading by staying true to ones values. It means
to lead others by remaining consistent with the leaders beliefs and never swaying from ones
fundamental values.
The leader may change his or her strategy, tactics, or approach given the situation, but the
leader never changes his or her underlying values, beliefs, or principles.
Values-based leadership is based on the notion that personal and organizational values are
aligned. A companys mission, vision, strategy, performance measures, incentive programs,
procedures, and values are all a representation of the leaders ethics and values. This
approach to leadership assumes that managers and workers core principles are the same;
therefore, little time is spent on office conflict. This also means that employees and managers
behave in a way that is conducive to the productivity, profitability, sustainability, and
integrity of the business. This reading will identify and analyze the key qualities for valuesbased leadership and provide examples of past and present values-based leaders.

Key Qualities for Values-Based Leaders

Whether a person is striving to be a CEO or leader of a school band, the person must apply
certain qualities for values-based leadership. Adopted from Harry Jensen Kramer Jr.s book,
From Values to Action: The Four Principles of Values-Based Leadership, there are four
essential qualities of a values-based leader. A description of each quality is provided below.
1. Self-reflection is a trait required for a person to identify and evaluate his or her
fundamental values. A person must be aware of how his or her experiences, education,
priorities, beliefs, and values affect how he or she makes decisions, leads others, and
handles conflict. Self-reflection improves a persons understanding of himself or
herself.
2. Balance refers to a persons ability to view a situation from different perspectives. A
person should remain open minded and consider all opinions before making decisions
or evaluating a situation. This trait also means to achieve a healthy work/life balance
example for others to follow.
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3. Self-confidence is essential for leaders to truly believe in themselves. Leaders should

be able to identify areas of strength and weakness while continuing to improve their
abilities. Leaders with self-confidence are able to ask for help when needed and use
their strengths to help others.
4. Humility is a trait that keeps a person grounded and keeps life in perspective.
Humility supports a persons ability to respect others and value others opinions. A
person should never assume that he or she knows more or knows what is best; rather,
a person should remain humble in his or her assessment of the situation. Regardless of
position, level, gender, age, or ethnicity, a person can apply each of these qualities. A
leader does not have to wait until he or she reaches a high-ranking position before
becoming a values-based leader. He or she just needs to know what kind of leader that
he or she wants to be and begin.

Examples of Values-Based Leaders

In order to solidify how leaders can apply the values-based leadership model, it may be
easiest to look at some examples of well-known values-based leaders throughout history.
Mahatma Gandhi Gandhi never wavered from his ultimate belief to use nonviolent
practices to achieve independence.
Mother Teresa Known for her unwavering vow to help the worlds needy,
Mother Teresa fought for the poor, the sick, the orphaned, and the dying.
Martin Luther King, Jr. Martin Luther King Jr. led the civil rights movement based on
his belief of racial equality through peaceful measures.
Nelson Mandela A former President of South Africa, Mandela fought to end
Apartheid and bring democracy to South Africa.
Values-based leadership is a leadership model that has not only been followed by leaders in
the past. In todays modern society, there are several good examples of leaders who have
embraced values-based leadership.
Robert Galvin Son of Motorolas founder and ex-CEO of Motorola, Galvin stayed true
to his values to install exceptional quality and excellence throughout the company and
community.
Linda Mason Founder of Bright Horizons, a child care and education company,
Mason demonstrates her passion to help young children get the right start in life in both her
professional and personal life.

 Howard Schultz Operating as Starbucks current CEO, Schultz remains determined to

build a profitable and sustainable future for Starbucks without forgoing his belief in
humanity.
John Mackey As co-CEO of Whole Foods Market, Mackey has built a thriving grocery
store conglomerate without sacrificing his higher purpose of authentic caring for people
around the world.
All of these leaders have unique characteristics that define them as values-based leaders. For
instance, power, money, status, and fame did not motivate these leaders.
They were motivated by the needs of others, commonly known as servant-leadership.
They demonstrated selflessness in their actions by providing a voice for other people in need
who were unable to be heard on their own. These leaders did not try to change their
followers goals and ambitions, but these leaders helped their followers realize and fulfil their
true goals. Of singular importance, these leaders remained consistent and clear on their
values, never once wavering from their beliefs.

Summary:
Values-based leadership means to lead by aligning the leaders values with the
organizations values.
In this leadership style, leaders never change their fundamental principles and values, only
their approach or strategy in a situation.
There are four key qualities of a values-based leader including self-reflection, balance,
self-confidence, and humility.
A person can be a values-based leader in any position or level by applying the four key
qualities of values-based leadership.
Some historical examples of values-based leaders are Mahatma Gandhi, Mother Teresa,
Martin Luther King, Jr., and Nelson Mandela.
Present examples of values-based leaders include Robert Galvin, Linda Mason, Howard
Schultz, and John Mackey.
Values-based leaders are selfless and driven by the needs of others instead of being
motivated by power, money, status, or fame.

CULTURE
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 Culture refers to the cumulative deposit of knowledge, experience, beliefs,

values, attitudes, meanings, hierarchies, religion, notions of time, roles,
spatial relations, concepts of the universe, and material objects and
possessions acquired by a group of people in the course of generations
through individual and group striving.
Culture is the systems of knowledge shared by a relatively large group of
people.
Culture is communication, communication is culture.
Culture in its broadest sense is cultivated behaviour; that is the totality of a
person's learned, accumulated experience which is socially transmitted, or
more briefly, behaviour through social learning.
A culture is a way of life of a group of people--the behaviours, beliefs,
values, and symbols that they accept, generally without thinking about them,
and that are passed along by communication and imitation from one
generation to the next.
Culture is symbolic communication. Some of its symbols include a group's
skills, knowledge, attitudes, values, and motives. The meanings of the
symbols are learned and deliberately perpetuated in a society through its
institutions.
Culture consists of patterns, explicit and implicit, of and for behaviour
acquired and transmitted by symbols, constituting the distinctive
achievement of human groups, including their embodiments in artefacts;
the essential core of culture consists of traditional ideas and especially their
attached values; culture systems may, on the one hand, be considered as
products of action, on the other hand, as conditioning influences upon
further action.
Culture is the sum of total of the learned behaviour of a group of people that
are generally considered to be the tradition of that people and are transmitted
from generation to generation.
Culture is a collective programming of the mind that distinguishes the
members of one group or category of people from another.

THEORY OF CULTURAL DETERMINISM

The position that the ideas, meanings, beliefs and values people learn as
members of society determines human nature. People are what they learn.
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Optimistic versions of cultural determinism place no limits on the abilities

of human beings to do or to be whatever they want. Some anthropologists
suggest that there is no universal "right way" of being human. "Right way"
is almost always "our way"; that "our way" in one society almost never
corresponds to "our way" in any other society. Proper attitude of an
informed human being could only be that of tolerance.
The optimistic version of this theory postulates that human nature being
infinitely malleable; human being can choose the ways of life they prefer.
The pessimistic version maintains that people are what they are conditioned
to be; this is something over which they have no control. Human beings are
passive creatures and do whatever their culture tells them to do. This
explanation leads to behaviourism that locates the causes of human
behaviour in a realm that is totally beyond human control.

CULTURAL RELATIVISM
Different cultural groups think, feel, and act differently. There are no
scientific standards for considering one group as intrinsically superior or
inferior to another. Studying differences in culture among groups and
societies presupposes a position of cultural relativism. It does not imply
normalcy for oneself, nor for one's society. It, however, calls for judgment
when dealing with groups or societies different from one's own. Information
about the nature of cultural differences between societies, their roots, and
their consequences should precede judgment and action. Negotiation is more
likely to succeed when the parties concerned understand the reasons for the
differences in viewpoints.

CULTURAL ETHNOCENTRISM
Ethnocentrism is the belief that one's own culture is superior to that of other
cultures. It is a form of reductionism that reduces the "other way" of life to a
distorted version of one's own. This is particularly important in case of
global dealings when a company or an individual is imbued with the idea
that methods, materials, or ideas that worked in the home country will also
work abroad. Environmental differences are, therefore, ignored.
Ethnocentrism, in relation to global dealings, can be categorized as follows:
o Important factors in business are overlooked because of the obsession
with certain cause-effect relationships in one's own country. It is
always a good idea to refer to checklists of human variables in order
to be assured that all major factors have been at least considered
while working abroad.
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o Even though one may recognize the environmental differences and

problems associated with change, but may focus only on achieving
objectives related to the home-country. This may result in the loss of
effectiveness of a company or an individual in terms of international
competitiveness. The objectives set for global operations should also
be global.
o The differences are recognized, but it is assumed that associated
changes are so basic that they can be achieved effortlessly. It is
always a good idea to perform a cost-benefit analysis of the changes
proposed. Sometimes a change may upset important values and
thereby may face resistance from being implemented. The cost of
some changes may exceed the benefits derived from the
implementation of such changes.

LAYERS OF CULTURE
People even within the same culture carry several layers of mental programming
within themselves. Different layers of culture exist at the following levels:
The national level: Associated with the nation as a whole.
The regional level: Associated with ethnic, linguistic, or religious
differences that exist within a nation.
The gender level: Associated with gender differences (female vs. male)
The generation level: Associated with the differences between grandparents
and parents, parents and children.
The social class level: Associated with educational opportunities and
differences in occupation.
The corporate level: Associated with the particular culture of an
organization. Applicable to those who are employed.

MEASURING CULTURAL DIFFERENCES

A variable can be operationalized either by single- or composite-measure
techniques. A single-measure technique means the use of one indicator to measure
the domain of a concept; the composite-measure technique means the use of
several indicators to construct an index for the concept after the domain of the
concept has been empirically sampled. Hofstede (1997) has devised a compositemeasure technique to measure cultural differences among different societies:
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 Power distance index: The index measures the degree of inequality that
exists in a society.
Uncertainty avoidance index: The index measures the extent to which a
society feels threatened by uncertain or ambiguous situations.
Individualism index: The index measure the extent to which a society is
individualistic. Individualism refers to a loosely knit social framework in a
society in which people are supposed to take care of themselves and their
immediate families only. The other end of the spectrum would be
collectivism that occurs when there is a tight social framework in which
people distinguish between in-groups and out-groups; they expect their ingroups (relatives, clans, organizations) to look after them in exchange for
absolute loyalty.
Masculinity index (Achievement vs. Relationship): The index measures the
extent to which the dominant values are assertiveness, money and things
(achievement), not caring for others or for quality of life. The other end of
the spectrum would be femininity (relationship).

Strategy and Self-Regulation

Self-regulated learning (SRL) is learning that is guided by metacognition (thinking about
one's thinking), strategic action (planning, monitoring, and evaluating personal progress
against a standard), and motivation to learn.[1][full citation needed] "Self-regulated" describes a
process of taking control of and evaluating one's own learning and behavior.[2]
Self-regulated learning emphasizes autonomy and control by the individual who monitors,
directs, and regulates actions toward goals of information acquisition, expanding expertise,
and self-improvement (Paris and Paris 2001). In particular, self-regulated learners are
cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies
they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners
hold incremental beliefs about intelligence (as opposed to entity, or fixed views of
intelligence) and attribute their successes or failures to factors (e.g., effort expended on a
task, effective use of strategies) within their control (Dweck & Leggett, 1988; Dweck, 2002).
Finally, students who are self-regulated learners believe that opportunities to take on
challenging tasks, practice their learning, develop a deep understanding of subject matter, and
exert effort will give rise to academic success (Perry et al., 2006). In part, these
characteristics may help to explain why self-regulated learners usually exhibit a high sense of
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self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers
have linked these characteristics to success in and beyond school (Corno, et al., 2002;
Pintrich, 2000; Winne & Perry, 2000).
Self regulated learners are successful because they control their learning environment. They
exert this control by directing and regulating their own actions toward their learning goals.
Self regulated learning should be used in three different phases of learning. The first phase is
during the initial learning, the second phase is when troubleshooting a problem encountered
during learning and the third phase is when they are trying to teach others.

Four Phase of Self- Regulation

According to Winne and Hadwin, self-regulation unfolds over four flexibly sequenced
phases of recursive cognition. These phases are task perception, goal setting and planning,
enacting, and adaptation. During the task perception phase, students gather information about
the task at hand and personalize their perception of it. This stage involves determining
motivational states, self-efficacy, and information about the environment around them.
Next, students set goals and plan how to accomplish the task. Several goals may be set
concerning explicit behaviors, cognitive engagement, and motivation changes. The goals that
are set depend on how the students perceive the task at hand. The students will then enact the
plan they have developed by using study skills and other useful tactics they have in their
repertoire of learning strategies.
The last phase is adaptation, wherein students evaluate their performance and determine how
to modify their strategy in order to achieve higher performance in the future. They may
change their goals or their plan; they may also choose not to attempt that particular task
again. Winne and Hadwin state that all academic tasks encompass these four phases.

Common Self-Regulation Strategies

The individual set of self-regulation strategies that are usually used by successful students fall
into three categories: personal, behavioral, and environmental.
A. Personal. These strategies usually involve how a student organizes and interprets
information and can include:
1. Organizing and transforming information

outlining

summarizing

rearrangement of materials

highlighting

flashcards/ index cards

draw pictures, diagrams, charts

webs/mapping

2. Goal setting and planning/standard setting

sequencing, timing, completing

time management and pacing

3. Keeping records and monitoring

note-taking

lists of errors made

record of marks

portfolio, keeping all drafts of assignments

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4. Rehearsing and memorizing (written or verbal; overt or covert)

mnemonic devices

teaching someone else the material

making sample questions

using mental imagery

using repetition

B. Behavioral: These strategies involve actions that the student takes.

1. Self-evaluating (checking quality or progress)

task analysis (What does the teacher want me to do? What do I want
out of it?)

self-instructions; enactive feedback

attentiveness

2. Self-consequating

treats to motivate; self-reinforcement

arrangement or imagination of punishments; delay of gratification

C. Environmental: These strategies involve seeking assistance and structuring of the

physical study environment.
1. Seeking information (library, Internet)

library resources

Internet resources

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reviewing cards

rereading records, tests, textbooks

2. Environmental structuring

selecting or arranging the physical setting

isolating/ eliminating or minimizing distractions

break up study periods and spread them over time

3. Seeking social assistance

from peers

from teachers or other adults

emulate exemplary models

Spiritual Leadership for Business Transformation

There are several definitions for spiritual leader, and the term brings to mind different things
to different people. Some think of a spiritual leader as a sort of guru. Others think of him/her
as a life coach, one who can guide others through the problems and trials of life. The Bible
describes a spiritual leader as one who possesses the spiritual gift of leadership, the ability to
lead others as a direct result of the gifting received from, and performed by the power of, the
Holy Spirit.
The biblical spiritual leader understands that his/her leadership is one of servanthood. The
spiritual leader leads by example, as Jesus did, who said He came to serve others, not to be
served by them (Matthew 20:2528). The spiritual leader recognizes that he is first and
foremost a servant. Jesus modeled the true servant style of leadership, when He, the Lord

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incarnate, bent down and washed the feet of His disciples, teaching them that the true
measure of a leader is his willingness to first serve others.
The spiritual leader also recognizes that his role in the church is to equip the saints for the
work of ministry, for building up the body of Christ (Ephesians 4:12), and he concerns
himself with doing just that. Spiritual leaders know that their main task is to sanctify the
people of God, and their prayer is the same as Jesus prayer to the Father: Sanctify them by
the truth; your word is truth (John 17:17). Like Jesus, the spiritual leader knows that the
Word of God is the food of the soul and that it alone sanctifies. Rather than acquiescing to the
felt needs of the people he leads, he shepherds others to maturity in the faith by speaking
the truth in love so that those he leads will in all things grow up into him who is the Head,
that is, Christ (Ephesians 4:15).
Finally, the spiritual leader is concerned with the souls of those he leads. This is not to say
that he cares nothing for the physical needs of his people. But his primarily responsibility is
leading them to spiritual maturity so that they will be fully equipped and no longer be
infants, tossed back and forth by the waves, and blown here and there by every wind of
teaching and by the cunning and craftiness of men in their deceitful scheming

Spiritual Leadership Model

Spiritual leadership is an emerging paradigm within the broader context of workplace
spirituality designed to create an intrinsically motivated, learning organization. Spiritual
leadership comprises the values, attitudes, and behaviors necessary to intrinsically motivate
ones self and satisfy fundamental needs for spiritual well-being through calling and
membership, which positively influences employee well-being, sustainability and corporate
social responsibility, and financial performance the Triple Bottom Line.
Essential to spiritual leadership is:
Creating a vision wherein leaders and followers experience a sense of calling so that
their lives have purpose, meaning and makes a difference, and
Establishing a organizational culture based on the values of altruistic love whereby
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leaders and followers have a sense of membership, feel understood and appreciated, and have
genuine care, concern, and appreciation for BOTH self and others.
As shown in the figure below, the source of spiritual leadership is an inner life or spiritual
practice, such as spending time in nature, prayer, religious practice, meditation, reading,
yoga, or writing in a journal. An inner life practice positively influences spiritual leadership
through the development of hope and faith in a transcendent vision of service to key
stakeholders that keeps followers looking forward to the future. Hope/faith in a clear,
compelling vision produces a sense of calling that part of spiritual well-being that gives one
a sense of making a difference and, therefore, that ones life has meaning. Spiritual leadership
also requires that the organizations culture be based on the values of altruistic love. Leaders
must model these values through their attitudes and behavior, which creates a sense of
membership that part of spiritual well-being that gives one a sense of being understood and
appreciated. The dimensions of spiritual leadership and the process of satisfying spiritual
needs then positively influence the key individual and organizational outcomes that comprise
the Triple Bottom Line.
The Organizational Spiritual Leadership Model

Personal verse Organizational Spiritual Leadership

An important distinction we make in spiritual leadership is between leading (personal
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spiritual leadership) and leadership (organizational spiritual leadership). Leading is concerned

with leader development of personal spiritual leadership (PSL) where the emphasis is
typically on individual knowledge, and skills and abilities associated with a formal leadership
role, as well as the directional influence of leaders on followers.
Leadership is concerned with organizational spiritual leadership development (OSL) where
the focus is on the collective social influence process that engages everyone and enables
groups of people to work together in meaningful ways. Organizational Spiritual Leadership
emphasizes a less leader-centric approach, focusing on engaging all group members to meet
spiritual needs and enhance organizational commitment and performance. In this way, each
person exercising positive influence enhancing the groups calling, membership, and
performance is considered a leader. Spiritual leadership is thus both a cause and effect as
group members interact and various formal and informal leaders in the group emerge.

The Components of the Spiritual Leadership Model

Spiritual leadership, with inner life as its source, emerges from the interaction of, hope/faith,
vision, and altruistic love. The qualities of Spiritual Leadership are.
The Qualities of Spiritual Leadership
Vision
Broad Appeal to Key Stakeholders
Defines the Destination and Journey
Reflects High Ideals
Encourages Hope/Faith
Establishes Standard of Excellence
Altruistic Love
Trust/Loyalty
Forgiveness/Acceptance/Gratitude
Integrity
Honesty
Courage
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Humility
Kindness
Compassion
Patience/Meekness/Endurance
Excellence
Fun
Hope/Faith
Endurance
Perseverance
Do What it Takes
Stretch Goals
Expectation of reward/victory
Excellence
Inner Life
An inner life or spiritual practice is important in the process of enabling personal spiritual
leadership and facilitating work that is meaningful and takes place in the context of a
community. Many companies are beginning to recognize the importance of supporting an
employees inner life. Cordon Bleu-Tomasso Corporation has established a room for inner
silence. Australia and New Zealand Banking Group Ltds (ANZ) have developed training
programs focusing on High Performance mind techniques and quiet rooms for individual
spiritual practice. Missouris Ascension Health is committed to a workplace that deepens
personal spirituality through the adoption of an ethical discernment process that fosters selfreflection. These organizations and many others recognize that employees have spiritual
needs (i.e., an inner life) just as they have physical, mental, and emotional needs, and none of
these needs are left at the door when they arrive at work.
Spiritual Leadership
Hope/Faith. Hope is a desire with expectation of fulfillment. Faith adds certainty to hope.
Taken together, Hope/Faith is a firm belief in something for which there is no evidence. It is
based on values, attitudes, and behaviors that demonstrate absolute certainty and trust that

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what is desired and expected will come to pass. Individuals with Hope/Faith have a vision of
where they are going, and how to get there. They are willing to face opposition and endure
hardships and suffering in order to achieve their goals. Hope/Faith is also the source for the
conviction that the vision, either personal or organizational, will be fulfilled. In action
Hope/Faith is like a race that has two essential componentsthe victory (vision) and the joy
preparing for the race itself. Both components are necessary and essential elements of
Hope/Faith to generate the necessary effort to pursue the vision.
Vision. Vision refers to a picture of the future with some implicit or explicit commentary on
why people should strive to create that future. Tomasso Corporations vision of Joyful and
Passionate People Serving Enthusiastic Customers is an example. In motivating change,
vision serves three important functions by clarifying the general direction of change,
simplifying hundreds or thousands of more detailed decisions, and helping to quickly and
efficiently coordinate the actions of group members. Moreover, a compelling vision energizes
workers, gives meaning to work, and garners commitment, and establishes a standard of
excellence. In mobilizing people a vision must have broad appeal, define the organizations
destination and journey, reflect high ideals, and encourage hope and faith.
Altruistic Love. For spiritual leadership, altruistic love is defined as a sense of wholeness,
harmony, and well-being produced through care, concern, and appreciation for both self and
others. There are great emotional and psychological benefits from separating love, or care
and concern for others, from need, which is the essence of giving and receiving
unconditionally. Both medicine and the field of positive psychology have begun to study and
confirm that love has the power to overcome the negative influence of destructive emotions
such as resentment, anger, worry, and fear. Altruistic love defines the set of key values,
assumptions, understandings and ways of thinking considered to be morally right that are
shared by group members and taught to new members (See Table 1). Spiritual leaders
embody and abide in these values through their everyday attitudes and behavior. For more
on the values of altruistic love: See
Spiritual Well-Being
Calling. Calling refers to the experience of transcendence or how one makes a difference
through service to others and, in doing so, finds meaning and purpose in life. Many people
seek not only competence and mastery to realize their full potential through their work but
also a sense that work has some social meaning or value. The term calling has long been used
as one of the defining characteristics of a professional. Professionals in general have expertise
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in a specialized body of knowledge, ethics centered on selfless service to clients/customers,

an obligation to maintain quality standards within the profession, a commitment or calling to
their vocational field, a dedication to their work, and a strong commitment to their careers.
They believe their chosen profession is valuable, even essential to society, and they are proud
to be a member of it. The challenge for organizational leaders, which is addressed through the
spiritual leadership model, is how to develop this same sense of calling in its workers through
task involvement and goal identification.
Membership. Membership encompasses a sense of belonging and community; The cultural
and social structures we are immersed in and through which we seek, what William James,
the founder of modern psychology called mans most fundamental need to be understood
and appreciated. Having a sense of being understood and appreciated is largely a matter of
interrelationships and connection through social interaction and thus membership. At work,
people value their affiliations and being interconnected to feel part of a larger community. As
we devote ourselves to social groups, membership extends the meaning of our personality by
enmeshing it in a network of social connections that goes out as far as the group has influence
and power, and backwards and forwards in relations to its history. Ultimately, we grow
greater, longer lived, more meaningful in proportion as we identify ourselves with the larger
social life that surrounds us.
Triple Bottom Line
For an overview of the Spiritual Leadership Balanced Scorecard Business Model and Triple
Bottom Line Outcomes
To further explore the scholarly theory and research on the triple bottom line
To further explore the models, methods, and tools for practical application of the triple
bottom line

Characteristics of spiritual leadership

At the same time, making this distinction can help identify who the spiritual leaders
in your organization are. Here are six characteristics that identify most spiritual
leaders:
1. They lead others into their own encounters with God. One of
the most effective things about Jesus lifestyle was that He didnt

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switch into another mode to introduce His disciples to the reality of

God.
Whether standing in the synagogue or picking wheat along the path,
interacting with the Father was so natural that others around Him
could not help but do the same. Whether a spiritual leader is
training a new employee or working through a difficult conflict
resolution, his followers will discover their own connection to God
more deeply in the process.
2. They lead others to discover their own purpose and
identity. Spiritual leadership is characterized by great generosity. A
spiritual leader genuinely wants others to fully discover who they
were made to be.
Workplace issues and strategic development become tools to help
followers discover their own identity and overcome obstacles
standing in their way. People functioning in an area of their created
identity and strength will always be more productive than those who
are simply trying to fill a position or role.
3. They lead others into transformationnot just
production. When the goal is spiritual growth and health,
production will always be a natural outcome. People function at their
peak when they function out of identity.
Helping your followers discover that their own transformation can
happen on the job will engender loyalty and a high level of morale.
Spiritual leadership fosters passion in those who follow. Passion is
the ingredient that moves people and organizations from production
to transformational impact.

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4. They impact their atmosphere. While we may not stop a

tempest with our words, spiritual leaders recognize that they can
change the temperature of a room, interaction, or relationship.
Changing the atmosphere is like casting vision, only it is immediate.
When there is tension, fear, or apathy, a spiritual leader can
transform the immediate power of these storms and restore vision,
vitality and hope. A spiritual leader can fill a room with love, joy,
peace, patience, kindness, goodness and gentleness, even while
speaking hard things.
5. They help people see old things in new ways. Many people are
stuck not in their circumstances, but in their perspectives and
paradigms. The word repent means to think differently, or to
think in a different way. Jesus called people to look again at old
realities through new eyes. Changing ways of thinking always
precedes meaningful change.
6. They gain a following because of who they arenot because
of a position they hold. Spiritual leaders can be found in secular
organizations, in the same way managers and organizational leaders
can be found in religious ones.
Spiritual leaders influence more than they direct, and they inspire
more than they instruct. They intuitively recognize that they are
serving somethingand Someonelarger than themselves and
their own objectives.

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