NORTHERN INDIA ENGINEERING COLLEGE

[AFFILIATED TO GURU GOBIND SINGH INDRAPRASTHA UNIVERSITY, DELHI]

Assignment ofCorporate Social Responsibility, Human Values and Ethics Submitted in Partial fulfilment of requirement of award of MBA degree ofGGSIPU, New DelhiMBA 4TH SEMESTER (2013 -2015)

SUBMITTED BY SUBMITTED TOMANISHA GAUTAM Dr. Divya Gangwar

Values-Based LeadershipIntroduction

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 values-based 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.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 LeadersIn 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 endApartheid 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 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. 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: 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. 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. 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 CULTUREPeople 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 DIFFERENCESA 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 composite-measure technique to measure cultural differences among different societies: 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 in-groups (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-RegulationSelf-regulated learning(SRL) is learning that is guided bymetacognition(thinking about one's thinking),strategic action(planning, monitoring, and evaluating personal progress against a standard), andmotivation 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 self-efficacy(Pintrich & Schunk, 2002). In theeducational psychologyliterature, 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- RegulationAccording 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/mapping2. Goal setting and planning/standard setting sequencing, timing, completing time management and pacing3. Keeping records and monitoring note-taking lists of errors made record of marks portfolio, keeping all drafts of assignments4. Rehearsing and memorizing(written or verbal; overt or covert) mnemonic devices teaching someone else the material making sample questions using mental imagery using repetitionB. 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 attentiveness2. Self-consequating treats to motivate; self-reinforcement arrangement or imagination of punishments; delay of gratificationC. Environmental:These strategies involve seeking assistance and structuring of the physical study environment.1. Seeking information(library, Internet) library resources Internet resources reviewing cards rereading records, tests, textbooks2. Environmental structuring selecting or arranging the physical setting isolating/ eliminating or minimizing distractions break up study periods and spread them over time3. Seeking social assistance from peers from teachers or other adults emulate exemplary models

Spiritual Leadership for Business TransformationThere are several definitions forspiritual 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 thespiritual 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 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 tomaturity in the faithby 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 ModelSpiritual 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:1. Creating a vision wherein leaders and followers experience a sense of calling so that their lives have purpose, meaning and makes a difference, and2. Establishing a organizational culture based on the values of altruistic love whereby 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 LeadershipAn important distinction we make in spiritual leadership is between leading (personal 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 ModelSpiritual 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 LeadershipVision Broad Appeal to Key Stakeholders Defines the Destination and Journey Reflects High Ideals Encourages Hope/Faith Establishes Standard of ExcellenceAltruistic Love Trust/Loyalty Forgiveness/Acceptance/Gratitude Integrity Honesty Courage Humility Kindness Compassion Patience/Meekness/Endurance Excellence FunHope/Faith Endurance Perseverance Do What it Takes Stretch Goals Expectation of reward/victory ExcellenceInner LifeAn 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 self-reflection. 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 LeadershipHope/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 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:SeeSpiritual Well-BeingCalling.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 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 LineFor an overview of the Spiritual Leadership Balanced Scorecard Business Model and Triple Bottom Line OutcomesTo further explore the scholarly theory and research on the triple bottom lineTo further explore the models, methods, and tools for practical application of the triple bottom lineCharacteristics 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 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.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 somethingandSomeonelarger than themselves and their own objectives.

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