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Dean George Daly – Leadership

According to Dean Daly’s presentation, leadership is primarily about producing positive change that would other not occur by getting people to do things they would not otherwise do.  It involves both logical, systematic components and intuitive, idiosyncratic and emotional components as well.  According to Dean Daly (2006), leadership is thus both an art and a science.  In order to lead people into action, constructive, lasting change is necessary.

Review of Presentations on Leadership TOPICS SPECIFICALLY FOR YOU

This involves the following four elements: 1) Vision – the conceptualization of needed or desirable changes or actions; 2) Persuasion – which involves getting key associates to believe in and commit to the vision; 3) Execution – which is bringing about the needed changes in a constructive, purposeful manner; and 4) Culture – sustaining the change, making it an organizational habit, and imbedding it in the culture.

Dean Daly (2006) uses the Symphonic Conductor as the best example of the archetypical leader.  If the orchestral music represents the team process, then the challenge for the conductor as a leader is convincing the musicians and audiences that his or her vision is the one needed.   In team environments thus, according to Daly (2006), the following four characteristics are vital for leadership effectiveness: 1) Judgment – which pertains to superiority in obtaining, aggregating and evaluating mission critical information; 2) Credibility – which involves the capacity to make and receive credible commitments; and 3) Communication – which is the capacity to convey values, possibilities and ideas in a manner that influences others’ performance.   The effective leader needs vision, persuasion, execution and sustaining change (Daly, 2006).

Leadership in a non-transparent (noisy world) an individual’s statements and actions can lead to a variety of different interpretations, termed as doubt or noise.  There is need for trust, or the belief that someone will do what they say they will, to reduce noise.  Central dimensions of leadership thus include: 1) noise – different perceptions and motives; 2) Guile, opportunism, human failings – people do not always do what they say they will do nor are their interests always aligned with the leader’s; 3) Vision – conceiving a different reality; 4) Communication – conveying ideas, concepts, possibilities to others (Daly, 2006).

Professor Robert J. Bies – Living a Life of Leadership: Vision, Inspiration, and Community

According to Professor Bies’ (2006) presentation, leadership is basically about inspiring others to greatness through understanding the vision and language of leadership.  Effective leaders speak in stories, since people are motivated to act when their emotions and energy are aroused.   The best way to do this is by telling them a compelling story.  For one of the challenges of the competitive global marketplace is that people are not motivated to act by reason alone.  The characteristics that successful leaders as storytellers need are the following:

1) persona — which has to be positive, passionate, and enthusiastic; 2) vision and ideas – which provides for the purpose or objective, and tends to look to the future by creating a sense of urgency (people must understand their role, contribution, importance by linking the core values of an organizations and common values (give life to your vision by telling stories or giving examples that people can relate to); 3) ability to speak well – by repeating key phrases, changing the pace (Bies, 2006).  An example of story-telling that motivates people is by giving a 1-minute inspirational speech, such as when a dean welcomes a batch of MSB undergraduate students.

Differences Between Dean Daly’s and Professor’s Bies Approaches

Dean Daly lays emphasis on transformational leadership which, over time, transforms an entire organization with respect to its nature, aspirations, capabilities, and achievements.  The key quality being the capacity to believe in and commit to a goal and to get others to do the same (which he refers to as the Spark – find your Spark).  Leadership capability does not just depend on I.Q. or technical competences but on emotional intelligence as well.

Leadership capabilities come from both innate qualities and experiential learning (Daly, 2006).  His approach differs from Professor Bies’ in that Dean Daly places importance on reducing noise (different perceptions and motives) through trusting a leader who is effective in conveying a different reality and a common goal on other people.  Thus, the example Dean Daly gives of an archetypical leader is the Symphonic Conductor.

Professor Bies, similar to Dean Daly, emphasizes on the importance on having a vision as one of the key elements of an effective leader.  Professor Bies’ approach differs from Dean Daly’s in that Professor Bies stresses on the importance of storytelling.  Effective leaders must be able to draw the audiences towards the intended goal or vision by telling a compelling story or example that the audience can relate to.

Frank O’Driscoll – Changing. Growing. Leading.  The Benefits of a MSB Education

According to the presentation by Professor O’Driscoll (2006), shaping a leader involves a strong academic and cultural business education; a strong emphasis on excellence and quality; excellent professors; and a competitive environment.   He encourages leadership and volunteerism by taking one’s MSB education and applying it to real life situations and by transferring your vision into others (O’Driscoll, 2006).

Steps to take During My Time in McDonough School

To enhance my leadership skills during my time in McDonough School, I intend to apply the principles I learned from the three presentations on leadership during our orientation.  Pursuant to Dean Daly’s need for a vision in order to reduce noise, I will make sure that when heading group projects, I will stick to a common goal and will be open to the interpretations and motives of my group mates.  Communicating this common goal would be best achieved by relaying to my group mates their roles and responsibilities, by using examples and storytelling as what Professor Bies emphasized in his presentation.  One of the best avenues, I believe, to explore and improve my leadership capabilities is by joining one of the many extracurricular organizations in school.


Globalization is defined as the management of global processes in the absence of a global government (Wikipedia, 2006).   It involves the “collective efforts to identify, understand, or address worldwide problems that go beyond the capacity of individual states to solve” (Weiss and Thakur, 1996).  Globalization is a descriptive term and may be formal or informal.  It is informal when it takes the shape of laws or formally constituted institutions to manage collective affairs by a variety of actors, such as state authorities, intergovernmental organizations, non-governmental organizations (NGOs), private sector entities, and other civil society actors.  It may be informal when it takes the shape of practices, customs, or guidelines, or it may even involve temporary units as in the case of coalitions (Wikipedia, 2006).

Global governance is not synonymous to the concept of world government.  It does not require the submission or surrender of sovereignty.  Neither should global governance be strictly economic.  It should focus not only on trade and finance treaties but on agreements that address social, environment, and human rights issues as well (Eco*logic, 1997).

Globalization is happening now since nations are becoming more and more intertwined through the exchange of information through the Internet, and since business transactions are becoming increasingly transnational.  Nations do not function as isolated sovereignties anymore as they become sucked into a global community.  And as mentioned, global problems are issues that an individual state can no longer address on its own.   It has also been widely held that the primary objective behind global governance is to provide security for all people of the world.  UN policy documents assert that all people have a right to security, a clean and healthy environment, and to be free from intolerance and discrimination.

However, these rights, as granted by government, come with certain responsibilities to behave as the government dictates.  The result thus is a managed society.  People, especially in underdeveloped nations or from nations with a flimsy grasp of the concept, tend to look forward to the concept of global governance in order to avail of the security of food and shelter, which they perceive the concept, involves (Eco*logic, 1997).

Innovation plays a critical role in globalization particularly in the realm of institutional innovation.   For instance, there are certain international institutions, not as world-renowned as the others, but who continue to carry out their respective tasks and responsibilities in a quietly effective manner.  Some of these institutions are the Universal Postal Union (founded in 1875, whose task it is to perfect postal services and to promote international collaboration), the International Telecommunication Union, the World Meteorological Association, the International Civil Aviation Organization and the World Intellectual Property Organization.

These organizations have clearly and narrowly defined technical mandates, and are non-politicized, and implement their tasks competently. Their success is due largely to their covering technical issues well within their expertise and coverage  (Streeten, 2005).  The need to focus and narrow down an institution’s mandates thus may contribute greatly to their efficiency.   This ushers in the way for improvement of procedures, rules, norms, many of which can be adopted by existing organizations. Such improvement and coordination of functions will have impact not only regionally but globally as well (Streeten, 2005).

If I Had the Opportunity to Study Abroad

If I had the chance to study abroad, I would use this opportunity to study globalization as something beyond trade liberalization and advancements in the global economy.  I would improve my global knowledge by understanding how global order should also focus on and has impact on the rights and roles of individuals from other nations, and their corresponding rights and obligations.  I would use the opportunity to learn how students from other nations understand and define globalization.  In other words, I would try to understand globalization from the “human” aspect and how this phenomenon affects individuals, families, and societies different from my own.


Bies, Robert J.  (September 16, 2006). Living a Life of Leadership: Vision, Inspiration, and Community.  McDonough School of Business, Georgetown University.

Daly, George.  (September 16, 2006).  Leadership.  McDonough School of Business, Georgetown University.

Eco*logic.  (1997).  Global Governance Marches Forward.  Eco*logic.  Retrieved: October 21, 2006 from: http://www.wealth4freedom.com/ECOLOGIC.html

O’Driscoll, Frank.  (September 16, 2006).  Changing. Growing. Leading.  The Benefits of a MSB Education.  Relay for Life.  American Cancer Society.

Streeten, Paul.  (2005).  Occasional Paper No. 4 – Global Governance For Human Development.  United Nations Development Programme, Human Development Reports.  Retrieved: October 21, 2006 from: http://hdr.undp.org/docs/publications/ocational_papers/oc4.htm

Weiss, Thomas G. and Ramesh Thakur.  (1996).  The UN and Global Governance: An Idea and its Prospects.  Indiana University Press.

Wikipedia.  (2006).  Global governance.  Wikipedia, The Free Encyclopedia.  Retrieved: October 21, 2006 from: http://en.wikipedia.org/wiki/Global_governance

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