VALUES DEVELOPMENT

 Many personal aspects will interact to determine the actions of

a person in a leadership role. Perceptions, attitudes,
motivations, personality, skills, knowledge, experience,
confidence, and commitment are a few of the variables which
are important for understanding the behavior of people. They
are no less important for understanding the behavior of people
at work, whether they are leaders or not. However, this will
highlight what may well be the crucial and underlying
determinant of leaders' behavior - values.
 According to Spranger (1928), an early and influential writer,
values are defined as the constellation of likes, dislikes,
viewpoints, inner inclinations, rational and irrational
judgments, prejudices, and association patterns that
determine a person's view of the world. The importance of a
value system is that once internalized it becomes, consciously
or subconsciously, a standard or criterion for guiding one's
action. Thus, the study of leaders' values is extremely
important to the study of leadership.
 Values will affect not only the perceptions of
appropriate ends, but also the perceptions of the
appropriate means to those ends. From the concept
and development of organization strategies,
structures and processes, to the use
of particular leadership styles and the evaluation of
subordinate performance, value systems will be
persuasive. Fiedler (1967) came up with a
leadership theory based upon the argument that
managers cannot be expected to adopt a particular
leadership style if it is contrary to their value
orientations.
Five Types of Value Orientation
 1. The economic man is primarily
oriented toward what is useful. He is
interested in the practical aspects of the
business world; in the manufacture,
marketing, distribution and consumption of
goods; in the use of economic resources;
and in the accumulation of tangible wealth
(protestant ethics). He is thoroughly
"practical" and fits well the stereotype of the
businessman.
 2. The theoretical man is primarily
interested in the discovery of truth, in the
systematic ordering of his knowledge. In
pursuing this goal, he typically takes a
"cognitive" approach, looking for identities
and differences, with relative disregard for
the beauty or utility of objects, seeking only
to observe and to reason. His interests are
empirical, critical, and rational.
 3. The political man is oriented
toward power, not necessarily in
politics, but in whatever area he
works. Most leaders have a high power
orientation. Competition play a large
role during all his life. For some men,
this value is uppermost, driving them
to seek personal power, influence, and
recognition in a continuous basis.
4. The aesthetic man finds his main
interest in the artistic aspects of life,
although he need not be a creative
artist. He values form and harmony.
He views experience in terms of grace,
symmetry, or harmony. Live the here
and now with enthusiasm.
 5. The social man is primarily
oriented toward the well-being of the
people. His essential value is love of
people the altruistic or philanthropic
aspect of love. The social man values
people as ends, and tends to be kind,
sympathetic, and unselfish.
Values development engage the critical
exploration of social, cultural,
economic, historical, and political
frameworks and the ways in which
individuals, families, and communities are
situated within them. The goal of values
development is to foster students'
understanding of complex human
conditions, The division values diversity
and is committed to exploring issues of
equity and social justice.
 Up to the age of seven, we are like sponges,
absorbing everything around us accepting much of
it as true, especially when it comes from our
parents. The confusion and blind belief of this
period can also lead to the early formation of
trauma and other deep problems. The critical thing
here is to learn a sense of right and wrong, good
and bad. This is a human construction which we
nevertheless often assume would exist even if we
were not here (which is an indication of how
deeply imprinted it has become).

The Imprint Period

 Between the ages of eight and thirteen,
we copy people, often our parents, but also
other people. Rather than blind acceptance, we
are trying on things like
suit of clothes, to see how they feel. We may
be much impressed with religion or
our teachers. You may remember being
particularly influenced by junior school
teachers who seemed so knowledgeable-
maybe even more so than your parents.

The Modelling Period

 Between 13 and 21, we are very largely
influenced by our peers. As we develop
as individuals and look for ways to get away
from the earlier programming, we
naturally turn to people who seem more like us.
Other influences at these ages
include the media, especially those parts which
seem to resonate with our the
values of our peer groups.

The Socialization Period

 It is tough to have high moral values, but
some people get there

Becoming Principled
In the pre-moral state, we have no real
values (we are thus 'amoral).
Young children are pre-moral. So also
are psychopaths. Our basic nature tells us
to be Machiavellian, doing whatever it
takes to achieve our goals, even if it
means hurting other people.

Pre-moral
Most people have conventional values, as learned
from their parents, teachers
and peers. These basically say, "Here are the rules to
live in reasonable harmony
with other people."
The bottom line of this state is that we will follow
them just so long as we think
we need to. We will break our values occasionally, and
especially if our needs
are threatened or we are pretty sure we can get away
with breaking values with
nobody else knowing about it.

Conventional
When we are truly principled, we believe in
our values to the point where
they are an integral and subconscious
part of our person. Right and wrong are
absolute things beyond the person, for
example as defined by a religion. The test
of a principled person is that they will stick to
their values through thick and thin,
and even will sacrifice themselves rather than
break their principles.

Principled
TYPES OF VALUES:
 These are values that there is nearly
unanimous agreement as to the
importance of them. These would include
Sanctity of human life, Peace,
and human dignity.

1. Universal Values
These are values that can be used to get
something else. In other words
the value is an instrument which allows you
to get some other things.
Examples of these would include progress
(which allows leisure time), freedom
(through which we can get dignity and/or
self actualization), and knowledge (which
helps us get economic prosperity, and
progress).

2. Instrumental Values
Something has intrinsic worth simply
because of what it is and not
necessarily what it will lead to or because
of its acceptance. Some possible
examples of intrinsic values would include
beauty, artistic expression, and
happiness. We value them because they
are an important aspect of life.

3. Intrinsic Values
These are values that are necessary before
you can get to some bigger goal. It is similar
to the prerequisite course that you must take in
order to get to the more advanced course.
Some good examples of this type of value
include safety (which is needed before people
can even think about having
anything else), justice (which is needed before
we can move onto equality), or the common
good (which must be honored if we can ever get
to a state of peace).

4. Prerequisite Values
 Think of this type of value like you think
of Paramount Studios with the large
mountain. It is the value which is above all
other things.
Some examples of this might include
freedom (which many people have given
up their lives for and see as essential to a
decent life) or sanctity of life (which if we
do not value or have renders everything
else worthless).

5. Paramount Values
This type of values are the ways that we
make judgments on how to live
the rest of our lives.
We use these values as the overarching and
guiding principles which tell us what is
always right and wrong.
These are things Such as integrity,
honesty, and loyalty.

6. Operative Values
 Personality traits are typically defined as
descriptions of people in terms of relatively stable
patterns of behavior, thoughts, and emotions.
 Personal values (e.g, achievement, security) are
generally describe rather stable broad life goals that
are important to people in their lives and guide
their perception, judgments, and behavior.
 Values are organized in personal hierarchies of
importance, so that different people consider some
values as more important than others.

7. Personal Values
It is dependent on the social norms,
religious beliefs and other environmental
situations of people. Thus, in a society in
which the ratio of males from females is
one is to ten, polygyny may be legal and
ethical; on the other side; polyandry may
be legal and an ethical custom.

8. Cultural Values
 It is the most widely used model of
values that identifies 10 broad values based
on the motivations underlying them.

The Theoretical Structure of Values by S.H. Schwartz

Construct Description/items: Individuals
who value this believe in the
importance of...
Achievement socially recognized successes
(ambition, competence)
Benevolence promoting the welfare of people
you are close to (helpfulness,
loyalty, honesty, forgiving)
Conformity Controlling impulses to fulfill
others' expectations
(self-discipline, obedience)
Hedonism sensual pleasure
(fun, enjoying life)
Power being in charge of people and
resources and having money
(social power, wealth, authority)
Security safety and security of self, family,
and nation
(family, security, social order,
clean)
Self-direction independence of thought and
action
(creativity, freedom, independent,
curious)

Stimulation having stimulating experiences

(daring, exciting life)

Tradition maintaining traditions

(moderation, respect for tradition,
devout)