Fostering ethical competence in managerial leadership : a eudaimonistic perspective

Since the late 1980s the need for improved ethical sensibility, on the part of those in managerial leadership roles, has been widely recognised throughout Australian society. Unfortunately, while the hortatory nature of the discourse has been both loud and consistent, what has been lacking is any firm set of guidelines on how to bring about the necessary improvement. The argument presented in this essay represents one attempt to address that shortcoming. In particular, I will show that a discipline I call critical eudaimonistic - reflection can play a pivotal role in cultivating the sort of deliberate character needed to underwrite ethically competent leadership practice. I begin by establishing firm ground on which to postulate a robust conceptualisation of managerial leadership. In doing this, I identify the notions of trust and community as pivotal themes. Specifically, I show that an ability to build and maintain a high-trust community lies at the core of what effective managerial leadership is all about. Moreover, as trust and community are concepts rich in ethical implication, I show how a meaningful conceptualisation of ethical competence can be built around them. By way of addressing the challenge posed by the mythical figure of the hard-nosed decision-maker (the budget-conscious senior corporate executive holding the authority to commission leadership development programmes), I argue for learning to work within the prevailing corporate idiom. This includes ensuring adherence to the correct vernacular, and also the selection and adoption of suitable conceptual models. I show how one particular model of strategic change planning can be successfully employed to re-cast the development challenge in a manner that not only guarantees idiomatic compliance, but that also ensures that consideration is given to the relevant variables. One such variable consists in the need for a robust syllabus structure. I argue that when human character is the developmental focal point, the syllabus can be appropriately built on a virtue ethics platform. More specifically, I argue for adoption of one particular neo-Aristotelian expression of the ancient doctrine of eudaimonism. I go further to show how the syllabus content can be shaped so as to expedite the acquisition of competence in critical eudaimonistic reflection. I finish with the claim that neither recognition of the need for a development programme aimed at character cultivation, nor availability of a robust syllabus, will of themselves guarantee enthusiastic participation in such a project. To achieve that, in the Australian corporate context, I argue that one must be capable of overcoming the perception that the subject matter is too vague and esoteric. I address this by describing a strategy, currently being employed, with some success, a number of test sites. I close off by suggesting some ways in which it can be improved in light of lessons learned to date.