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The Discipline of Building Character

• Joseph L. Badaracco

Character is forged at those defining moments when a manager must choose between right and right.

The Idea in Brief

We’ve all experienced times when our professional responsibilities conflict with our values: A budget crisis forces us to dismiss a valued employee, for example. Or, a new MBA must choose between playing the role of a token minority or earning a coveted spot on a consulting team.

During these defining moments , we must choose between right and—right. Unlike other ethical decisions, where the options are clearly right and wrong, defining moments ask us to choose between two ideals. They force us to balance our idealism with the messy reality of our jobs. They determine whether we’ll uphold our values—or merely pay them lip service.

Resolving defining moments requires skills not listed on most job descriptions—probing self-inquiry, in particular. These skills enable us to craft an authentic identity based on our own, rather than others’, understanding of what’s right. Managers who brave the process renew their sense of purpose—and transform their values into shrewd, politically astute action.

The Idea in Practice

The workplace presents three increasingly complex types of defining moments—for individuals, managers, and executives. For each type, probing questions can clarify core values, helping us decide what to do.

1. Who Am I? Defining Moments for Individuals

This type of defining moment asks us to clarify our personal identity while grappling with two equally valid perspectives. Questions include:

What feelings and intuitions are conflicting? Example: 

When Steve Lewis, an African-American, realized his boss wanted him to attend a company presentation as “a token black,” two of his values clashed: He wanted to earn his professional advancement but also wanted to “be a team player.”

Which conflicting values mean the most to me? Example: 

Remembering his parents’ dignified, effective response to prejudice, Lewis felt deeply moved. He decided his race was a more vital part of his moral identity than his professional role.

How will I implement my personal understanding of what is right? Example: 

Lewis decided to attend the presentation—but as a participant rather than a “showpiece.” He successfully delivered part of the presentation, demonstrating he was a team player and would not be treated as a token. His ethically informed decision also advanced his career.

2. Who Are We? Defining Moments for Work Groups

As managers advance in an organization, their defining moments grow more complex. In addition to their own beliefs, managers must consider their work group’s values. Questions include:

What other strong, persuasive interpretations of the situation’s ethics exist, besides mine? This question prevents you from imposing your understanding of what is right. Example: 

Peter Adario’s new account manager, Kathryn McNeil, was highly qualified and competent. But as a single mother, she was also struggling to keep up with her work. Her supervisor, Lisa Walters (who reported to Adario), complained. The situation pitted Adario’s belief in work/family balance against his duty to the department’s bottom line. But before he could act, Walters went over his head to fire McNeil. If Adario had realized earlier that he and Walters saw McNeil’s situation through different lenses, he might have prevented the firing.

What point of view is most likely to win the contest of interpretations and influence others? Based on company culture and goals, group norms, and political jockeying, whose point of view would prevail in your organization? Example: 

By asking this question, Adario might have seen the McNeil issue within a larger work/family context. During these fast-paced, demanding times, employees with children struggled to keep up. Those without family demands resented working longer hours to compensate. Their viewpoint would likely prevail.

What can I do to help my interpretation win? This question enables you to plan for the resolution of defining moments before they arise. Example: 

Instead of waiting for the work/family issue to catch him and his group by surprise, Adario could have anticipated the problem and defined an organizational culture that valued both family and work. But Walters preempted him and filled the vacuum his inaction had created.

3. Who Is the Company? Defining Moments for Executives

Executives running companies face even more complex defining moments that test them, their work groups, and their entire firm. They must choose actions that protect all stakeholders’ interests.

Have I done all I can to secure my position and the strength and stability of my organization? Example: 

In deciding whether to market RU-486, the “French abortion pill,” Roussel Uclaf CEO Eduoard Sakiz faced a defining moment. Antiabortion groups, pro-choice groups, shareholders, and France’s government (part owner of the company) were all fomenting international controversy over the drug. Though Sakiz believed in making abortion safer, he also had a responsibility to protect employees’ jobs and security. He knew he’d need to secure his own position in the firm in order to bring RU-486 to market.

Have I thought creatively and boldly about my organization’s role in society and its relationship to shareholders? Example: 

Sakiz decided to define RU-486’s role in a daring way: supporting a core group of stakeholders (women seeking non-surgical abortions, and their physicians) through astute political activism. This path resonated with his own core values and the desires of the majority of employees and stakeholders. Sakiz needed to find a way to introduce the drug to the market. But how?

What combination of shrewdness, creativity, and tenacity will make my vision a reality? Carefully assess your opponents and allies, asking “Should I play the lion (coming out roaring) or the fox (taking an indirect approach)?” Example: 

Deciding to play the fox, Sakiz announced that Roussel Uclaf would suspend distribution of RU-486. When women’s groups, family-planning advocates, and physicians expressed outrage—and the French government threatened to transfer the RU-486 patent to another company—Sakiz reversed his decision.

By calling out to his allies indirectly, Sakiz sparked a series of events that helped achieve his ends—without appearing to lead the way himself. Results? He secured his future in the company; protected employees and the bottom line by deflecting the controversy away from the company; and established Roussel Uclaf as a technological and social leader.

We have all experienced, at one time or another, situations in which our professional responsibilities unexpectedly come into conflict with our deepest values. A budget crisis forces us to dismiss a loyal, hardworking employee. Our daughter has a piano recital on the same afternoon that our biggest client is scheduled to visit our office. At these times, we are caught in a conflict between right and right. And no matter which option we choose, we feel like we’ve come up short.

• Joseph L. Badaracco is the John Shad Professor of Business Ethics at Harvard Business School, where he has taught courses on leadership, strategy, corporate responsibility, and management. His books on these subjects include New York Times bestseller Leading Quietly , Defining Moments , and his latest book, Step Back: How to Bring the Art of Reflection into Your Busy Life (HBR Press, 2020).

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Exploring and Building Narrative Characters PowerPoint

Updated:  12 Dec 2023

A 14 slide editable PowerPoint template to use when teaching younger students about how to build a character for a narrative text.

Editable:  PowerPoint

Pages:  14 Pages

• Curriculum Curriculum:  CCSS, TEKS

Grades:  1 - 2

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CCSS.ELA-LITERACY.W.1.3

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CCSS.ELA-LITERACY.W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

ELAR 1.12(A)

Dictate or compose literary texts, including personal narratives and poetry;

ELAR 2.12(A)

Compose literary texts, including personal narratives and poetry;

This  PowerPoint presentation  has been designed to teach your students about building characters for narrative writing . It addresses the following content:

• an overview of what characters are
• an explanation of how to develop a character by focusing on their appearance, personality and feelings
• a sample description of Jack from the fairy tale, Jack and the Beanstalk .

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Building Character & Values

Published by Torfinn Kristensen Modified over 5 years ago

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Top 10 Character Development PowerPoint Presentation Templates in 2024

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Character Building Exercises for Kids - PowerPoint PPT Presentation

Character Building Exercises for Kids

Teach your children about the daily need to address essential components for character building. – powerpoint ppt presentation.

• By SanjeevDatta
• The inherent complex attributes that complete a person for what he is defined in society. He may be attributed to his sense of moral and ethical layout or he may be defined by his sins and immoral behaviour.
• Warren Bennis has said that without the vision and passion, the character is the most basic fundamental need to be a leader.
• In this statement, we can comprehend that the foundation of every character trait has an input of integrity and morality. When a character is built these two foundations automatically get created.
• You cannot dream yourself into a character you must hammer and forge yourself one.
• Provide them with challenges that are appropriate for them to tackle. Support them but never help them which is the key.
• A need for manners from smiling to addressing is thought through cognitive abilities when they watch and learn from you.
• Teach them the value of money and how one can not get whatever they wish to get because it's earned.
• Volunteering and making them understand why the poor are poor and how can we as citizens help them.
• Attributing to various household chores helps them the need for sharing and creating a sense of responsibility.

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Abstrak Membangun karakter untuk menangani berbagai masalah perilaku remaja menjadi isu penting dalam kurikulum Pendidikan Nasional. Sementara itu, membangun karakter dalam konteks Kristen seharusnya dilihat sebagai bagian dari proses pengudusan orang percaya yang diawali dengan kelahiran baru. Masa remaja menjadi masa yang penting untuk menemukan identitas diri serta transisi dari konformitas menuju kepada pengalaman iman secara pribadi. Secara khusus, bagaimana kekristenan memahami tentang membangun karakter dan persepsi umum remaja di sekolah Kristen tentang membangun karakter? Artikel ini bertujuan untuk memberikan gambaran tentang kebutuhan membangun karakter remaja di sekolah Kristen. Desain penelitian ini adalah kuantitatif deskriptif. Pengambilan data dilakukan melalui survei pada subjek penelitian berjumlah 1068 siswa SMP dan SMA Kristen (usia 13-18 tahun) di Surabaya. Hampir seluruh remaja mengetahui, menganggap penting, dan bersedia membangun karakter, meskipun hanya sebagian saja yang mengetahui caranya. Hasil dan bahasan lainnya tentang figur panutan, sumber membangun karakter, serta persepsi remaja tentang gereja akan didiskusikan lebih lanjut di dalam artikel ini. Latar Belakang Masa remaja sering kali digambarkan seba-gai masa penuh perubahan dan tantangan. Meskipun tiap periode memiliki perubahan dan tantangannya masing-masing, namun remaja sering kali kurang mampu menangani masalah tersebut sesuai dengan yang diharap-kan. 1 Hal ini dapat tecermin dalam berbagai fenomena remaja di Indonesia mulai dari tawuran, perilaku seks bebas, keterlibatan dalam narkoba, alkohol, dan kriminalitas. 2

Dini Andriyani

Abstrak: Karakter sangat dibutuhkan untuk mencapai keberhasilan belajar siswa. Individu yang berkarakter baik adalah individu yang bias membuat keputusan dan siap untuk mempertanggungjawabkan setiap akibat dari keputusan yang telah dibuat. Siswa Sekolah Menengah Pertama adalah siswa siswi yang berusia sekitar 12 sampai dengan usia 16 tahun, merupakan anak yang memasuki transisi perubahan masa anak anak menuju masa remaja awal yang mana biasanya mereka ingin menunjukan jati dirinya dengan berperilaku mengimitasi idola-idolanya. Cara pembentukan karakter yang baik bagi para siswa agar kelak bisa menjadi warga masyarakat yang berkepribaian baik, yang bersikap dan perilaku religious, toleran, jujur, disiplin, kerja keras, kreatif, tanggung jawab, mandiri, demokratis, menghargai karya orang lain dan cinta damai adalah melalui penerapan disiplin tata tertib sekolah. Undang-undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional mengamanatkan kompetensi lulusan yang menyangkut pengetahuan, keterampilan, dan sikap yang dirumuskan berdasarkan kebutuhan pada tingkat individu, masyarakat, bangsa dan negara, serta peradaban tuntutan globalisasi yang menuntut agar semua mata pelajaran harus berkontribusi terhadap pembentukan sikap, keterampilan, dan pengetahuan dan konteks pemahaman akan jauh lebih baik dimengerti melalui pendekatan pengetahuan multi disiplin. Sekolah merupakan lembaga pendidikan yang diciptakan oleh masyarakat untuk menyediakan lingkungan belajar dan ruang belajar untuk belajar dan mengajar serta tempat menerima dan memberi pelajaran. Kegiatan pembelajaran diselenggarakan untuk membentuk watak, membangun pengetahuan, sikap dan kebiasaan-kebiasaan untuk meningkatkan mutu kehidupan peserta didik. Atas dasar itulah pentingnya kegiatan pembelajaran yang memberdayakan semua potensi peserta didik untuk menguasai kompetensi yang diharapkan. Pemberdayaan diarahkan untuk mendorong pencapaian kompetensi dan perilaku khusus supaya setiap individu mampu menjadi pembelajar sepanjang hayat dan mewujudkan masyarakat belajar. Kegiatan belajar mengajar atau pembelajaran adalah proses penyampaian pengetahuan atau latihan kecerdasan, berbagai kecakapan untuk masa depan siswanya dalam terjun dimasyarakat kelak. Pada dasarnya sekolah harus mampu memenuhi kebutuhan masyarakat dibidang pembelajaran yang berorientasi pada pembentukan sikap,

firdaus achmad

Pendidikan karakter merupakan salah satu bentuk pembiakan proses pendidikan yang berupaya menawarkan pola pembentukan karakter manusia melalui eksplorasi potensi kedirian

Seminar Nasional Sains dan Teknologi Informasi (SENSASI)

Victoria Victoria

nismayanti abbas

Widnyana Kesuma

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Character Building

Mar 28, 2019

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Character Building. Basic Information. Name:. Homer Jay Simpson. Status:. Hungry. Gender:. Male. Age:. 39. Hometown:. Springfield. Married to Marge. Relationship Status:. Looking For:. The T.V remote. Political Views:. Less work, more donuts. Religious Views:. Christian.

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Basic Information Name: Homer Jay Simpson Status: Hungry Gender: Male Age: 39 Hometown: Springfield Married to Marge Relationship Status: Looking For: The T.V remote Political Views: Less work, more donuts Religious Views: Christian

Favourite TV Programmes: ● Cop chases ● Adverts ● Late night TV Favourite Films: ● King Kong ● Star Wars ● Spinal Tap Favourite Books: ● Living for Dummies ● MAD magazine ● Weird magazine Personal Information Activities: ● Watching TV ● Eating ● Drinking beer Interests: ● American Football ● Bowling ● white shirts Favourite Music: ● Spinal Tap ● Rolling Stones ● The Who

Favourite Quotations: ● D’oh ● Woohoo ● Ummmm About Me: I have three children and an annoying neighbour, Flanders. The best day of my life was when I found a penny. Education and Work Qualifications (if any):  ● The 1st Annual Montgomery Burns Award For Outstanding Achievement In The Field Of Excellence ● won Grammy for "barbershop album of the year" (with the B-Sharps) Employer: Mr Burns Position: Safety Inspector Description: I sleep a lot and if you turn the security cameras around, they can’t see you sleep.

Most embarressing moment: Getting a plunger stuck to my head. I also got both my arms stuck in a vending machine because I wouldn’t let go of the chocolate bars. Most scariest moment: Sliding down the side of the power plant’s cooling tower My opinion of what the world will be like in 100 years: The world will be over populated with man eating robots,or aliens, with massive tentacles.

What makes me happy: ● Beer ● Chilli What makes me angry: ● Bart ● Flanders Aspirations: ● Own The Dallas Cowboys ● Eat the world’s biggest sandwich Additional Information Favourite Food: ● Donuts ● Waffles Who I live with: ● My wife Marge ● My three kids, Bart, Lisa and Maggie Pets: ● A dog- Santa’s Little Helper ● A cat- Snowball 2nd Phobias: ● Sock Puppets ● Hard work

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