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<br /> <br /> Volume VI | Issue I | Winter/Spring 2013<br /> Ethical Leadership in Kazakhstan:<br /> An Exploratory Study<br /> A. Michael Conrad, Ph.D., Almaty, Kazakhstan<br /> Millennials: What They Offer Our Organizations<br /> and How Leaders Can Make Sure They Deliver<br /> Paul R. Dannar, U.S. Army, Retired, Houston, Texas, U.S.<br /> Mentoring: Adding Value to Organizational Culture<br /> Joseph P. Hester, Ph.D., Claremont, North Carolina,<br /> U.S. Rick Setzer, Hickory, North Carolina, U.S.<br /> The Paternalistic Relationship: Authenticity and<br /> credibility as a source of healthy relationships<br /> Dodi W. Irawanto, Ph.D., Brawijaya University, Indonesia<br /> Philip L. Ramsey, Ph.D., Massey University, New Zealand<br /> David M. Tweed, Ph.D., Massey University, New Zealand<br /> Responsible Conduct: The Ethics of It All in Life<br /> and Research<br /> Angela Lumpkin, Ph.D.,<br /> University of Kansas, Lawrence, Kansas, U.S.<br /> Sharon K. Sto<a title="jvbl_web020813 page 1" href="http://viewer.zmags.com/publication/cd7fe0f8?page=1"> Volume VI | Issue I | Winter/Spring 2013 Eth</a> <a title="jvbl_web020813 page 2" href="http://viewer.zmags.com/publication/cd7fe0f8?page=2"> Pursuing the truth. Changing the world. As w</a> <a title="jvbl_web020813 page 3" href="http://viewer.zmags.com/publication/cd7fe0f8?page=3"> JOURNAL OF VALUES-BASED LEADERSHIP* Winter/Spring</a> <a title="jvbl_web020813 page 4" href="http://viewer.zmags.com/publication/cd7fe0f8?page=4"> EADERSHIP L Editor-in-Chief: Elizabeth Gingerich</a> <a title="jvbl_web020813 page 5" href="http://viewer.zmags.com/publication/cd7fe0f8?page=5"> Special Acknowledgement The Journal of Values-Bas</a> <a title="jvbl_web020813 page 6" href="http://viewer.zmags.com/publication/cd7fe0f8?page=6"> EADERSHIP L 4 narrative. As the JVBL is in</a> <a title="jvbl_web020813 page 7" href="http://viewer.zmags.com/publication/cd7fe0f8?page=7"> Postal Information The Journal of Values-Based</a> <a title="jvbl_web020813 page 8" href="http://viewer.zmags.com/publication/cd7fe0f8?page=8"> EADERSHIP L 6 …from the editor T </a> <a title="jvbl_web020813 page 9" href="http://viewer.zmags.com/publication/cd7fe0f8?page=9"> On a very basic level, values</a> <a title="jvbl_web020813 page 10" href="http://viewer.zmags.com/publication/cd7fe0f8?page=10"> EADERSHIP L 8 contents Articles 10 ETHICA</a> <a title="jvbl_web020813 page 11" href="http://viewer.zmags.com/publication/cd7fe0f8?page=11"> 66 RESPONSIBLE CONDUCT: THE EITHICS OF IT AL</a> <a title="jvbl_web020813 page 12" href="http://viewer.zmags.com/publication/cd7fe0f8?page=12"> EADERSHIP L 10 ETHICAL LEADERSHIP IN KAZAKHSTAN</a> <a title="jvbl_web020813 page 13" href="http://viewer.zmags.com/publication/cd7fe0f8?page=13"> decision making” (Brown, Treviño, & Harrison, 200</a> <a title="jvbl_web020813 page 14" href="http://viewer.zmags.com/publication/cd7fe0f8?page=14"> EADERSHIP L 12 Chinese respondents, while “c</a> <a title="jvbl_web020813 page 15" href="http://viewer.zmags.com/publication/cd7fe0f8?page=15"> reasons. First, the scale measures an organizatio</a> <a title="jvbl_web020813 page 16" href="http://viewer.zmags.com/publication/cd7fe0f8?page=16"> EADERSHIP L 14 14 Do what they say they wil</a> <a title="jvbl_web020813 page 17" href="http://viewer.zmags.com/publication/cd7fe0f8?page=17"> Table 3: Means, Standard Deviations, Correlation</a> <a title="jvbl_web020813 page 18" href="http://viewer.zmags.com/publication/cd7fe0f8?page=18"> EADERSHIP L 16 A paired-comparison t-test indic</a> <a title="jvbl_web020813 page 19" href="http://viewer.zmags.com/publication/cd7fe0f8?page=19"> of information (to benefit certain “close people”</a> <a title="jvbl_web020813 page 20" href="http://viewer.zmags.com/publication/cd7fe0f8?page=20"> EADERSHIP L The importance of ethical role model</a> <a title="jvbl_web020813 page 21" href="http://viewer.zmags.com/publication/cd7fe0f8?page=21"> Fryer, B. (2007). The ethical mind: A conversati</a> <a title="jvbl_web020813 page 22" href="http://viewer.zmags.com/publication/cd7fe0f8?page=22"> EADERSHIP L Treviño, L.K., & Brown, M. (2004). </a> <a title="jvbl_web020813 page 23" href="http://viewer.zmags.com/publication/cd7fe0f8?page=23"> PAUL R. DANNAR, HOUSTON, TEXAS Millennials: Wha</a> <a title="jvbl_web020813 page 24" href="http://viewer.zmags.com/publication/cd7fe0f8?page=24"> EADERSHIP L 22 organization’s values and cultur</a> <a title="jvbl_web020813 page 25" href="http://viewer.zmags.com/publication/cd7fe0f8?page=25"> the most influential and shaping factor. Rather, </a> <a title="jvbl_web020813 page 26" href="http://viewer.zmags.com/publication/cd7fe0f8?page=26"> EADERSHIP L 24 negative implications of this no</a> <a title="jvbl_web020813 page 27" href="http://viewer.zmags.com/publication/cd7fe0f8?page=27"> with their parents who are involved in almost all</a> <a title="jvbl_web020813 page 28" href="http://viewer.zmags.com/publication/cd7fe0f8?page=28"> EADERSHIP L 26 approach, the literature disting</a> <a title="jvbl_web020813 page 29" href="http://viewer.zmags.com/publication/cd7fe0f8?page=29"> Millennials are also accustomed to being monitore</a> <a title="jvbl_web020813 page 30" href="http://viewer.zmags.com/publication/cd7fe0f8?page=30"> EADERSHIP L 28 Leaders can achieve these needs </a> <a title="jvbl_web020813 page 31" href="http://viewer.zmags.com/publication/cd7fe0f8?page=31"> A leader’s effectiveness is greatly influenced by</a> <a title="jvbl_web020813 page 32" href="http://viewer.zmags.com/publication/cd7fe0f8?page=32"> EADERSHIP L 30 References Alsop, R. (2008). The</a> <a title="jvbl_web020813 page 33" href="http://viewer.zmags.com/publication/cd7fe0f8?page=33"> Jones, S., & Fox, S. (2009). Generations online i</a> <a title="jvbl_web020813 page 34" href="http://viewer.zmags.com/publication/cd7fe0f8?page=34"> EADERSHIP L 32 Biographical Note Paul R. Dannar</a> <a title="jvbl_web020813 page 35" href="http://viewer.zmags.com/publication/cd7fe0f8?page=35"> EADERSHIP L JOSEPH P. HESTER, PH.D. </a> <a title="jvbl_web020813 page 36" href="http://viewer.zmags.com/publication/cd7fe0f8?page=36"> EADERSHIP L 34 in a culture is developed there.</a> <a title="jvbl_web020813 page 37" href="http://viewer.zmags.com/publication/cd7fe0f8?page=37"> in their search. They noted that “the mentoring l</a> <a title="jvbl_web020813 page 38" href="http://viewer.zmags.com/publication/cd7fe0f8?page=38"> EADERSHIP L 36 mentor has with the total develo</a> <a title="jvbl_web020813 page 39" href="http://viewer.zmags.com/publication/cd7fe0f8?page=39"> Avoiding this apparent semantics debate, one can </a> <a title="jvbl_web020813 page 40" href="http://viewer.zmags.com/publication/cd7fe0f8?page=40"> EADERSHIP L 38 The USC-ASMP model clearly refle</a> <a title="jvbl_web020813 page 41" href="http://viewer.zmags.com/publication/cd7fe0f8?page=41"> relationships are less formal and goal-oriented t</a> <a title="jvbl_web020813 page 42" href="http://viewer.zmags.com/publication/cd7fe0f8?page=42"> EADERSHIP L 40 clothing mentoring on a skeleton</a> <a title="jvbl_web020813 page 43" href="http://viewer.zmags.com/publication/cd7fe0f8?page=43"> as suggested by Higgins and Kram. For example, in</a> <a title="jvbl_web020813 page 44" href="http://viewer.zmags.com/publication/cd7fe0f8?page=44"> EADERSHIP L 42 Perhaps the research is at a sta</a> <a title="jvbl_web020813 page 45" href="http://viewer.zmags.com/publication/cd7fe0f8?page=45"> In their opinion, this leaves the dimension</a> <a title="jvbl_web020813 page 46" href="http://viewer.zmags.com/publication/cd7fe0f8?page=46"> EADERSHIP L 44 relative to the effect on sizes </a> <a title="jvbl_web020813 page 47" href="http://viewer.zmags.com/publication/cd7fe0f8?page=47"> In this study, the use of the term “accidental” m</a> <a title="jvbl_web020813 page 48" href="http://viewer.zmags.com/publication/cd7fe0f8?page=48"> EADERSHIP L 46  In 1985, Kram classified coa</a> <a title="jvbl_web020813 page 49" href="http://viewer.zmags.com/publication/cd7fe0f8?page=49"> WWH continued by suggesting four potential areas </a> <a title="jvbl_web020813 page 50" href="http://viewer.zmags.com/publication/cd7fe0f8?page=50"> EADERSHIP L 48 developmental networks and ca</a> <a title="jvbl_web020813 page 51" href="http://viewer.zmags.com/publication/cd7fe0f8?page=51"> networks and informal exchanges of ideas. Higgins</a> <a title="jvbl_web020813 page 52" href="http://viewer.zmags.com/publication/cd7fe0f8?page=52"> EADERSHIP L 50 Fourth, building an unstructure</a> <a title="jvbl_web020813 page 53" href="http://viewer.zmags.com/publication/cd7fe0f8?page=53">  Communication is a vital component of mentori</a> <a title="jvbl_web020813 page 54" href="http://viewer.zmags.com/publication/cd7fe0f8?page=54"> EADERSHIP L 52 3 Young, H. D. and Hester, </a> <a title="jvbl_web020813 page 55" href="http://viewer.zmags.com/publication/cd7fe0f8?page=55"> 25 Shadish, W. R. (1996). “Meta-analysis and expl</a> <a title="jvbl_web020813 page 56" href="http://viewer.zmags.com/publication/cd7fe0f8?page=56"> EADERSHIP L 54 39 Monge, P. R. & Eisenberg, E. </a> <a title="jvbl_web020813 page 57" href="http://viewer.zmags.com/publication/cd7fe0f8?page=57"> The Paternalistic Relationship: Authenticity and </a> <a title="jvbl_web020813 page 58" href="http://viewer.zmags.com/publication/cd7fe0f8?page=58"> EADERSHIP L 56 when exploring new models of lea</a> <a title="jvbl_web020813 page 59" href="http://viewer.zmags.com/publication/cd7fe0f8?page=59"> works, it is necessary to look at the whole syste</a> <a title="jvbl_web020813 page 60" href="http://viewer.zmags.com/publication/cd7fe0f8?page=60"> EADERSHIP L 58 leaders and followers (Pellegrin</a> <a title="jvbl_web020813 page 61" href="http://viewer.zmags.com/publication/cd7fe0f8?page=61"> where most of the tasks are simple. This type of </a> <a title="jvbl_web020813 page 62" href="http://viewer.zmags.com/publication/cd7fe0f8?page=62"> EADERSHIP L 60 child naturally assumes that the</a> <a title="jvbl_web020813 page 63" href="http://viewer.zmags.com/publication/cd7fe0f8?page=63"> with greater authenticity, rather than adopt arti</a> <a title="jvbl_web020813 page 64" href="http://viewer.zmags.com/publication/cd7fe0f8?page=64"> EADERSHIP L 62 a natural balancing of a previou</a> <a title="jvbl_web020813 page 65" href="http://viewer.zmags.com/publication/cd7fe0f8?page=65"> enhanced understanding of the role cultural conte</a> <a title="jvbl_web020813 page 66" href="http://viewer.zmags.com/publication/cd7fe0f8?page=66"> EADERSHIP L Irawanto, D. (2008). The Applicablit</a> <a title="jvbl_web020813 page 67" href="http://viewer.zmags.com/publication/cd7fe0f8?page=67"> researcher, lecturer, and trainer in the area of </a> <a title="jvbl_web020813 page 68" href="http://viewer.zmags.com/publication/cd7fe0f8?page=68"> EADERSHIP L 66 Responsible Conduct: The Ethics </a> <a title="jvbl_web020813 page 69" href="http://viewer.zmags.com/publication/cd7fe0f8?page=69"> Moral Development Lawrence Kohlberg (1981), the p</a> <a title="jvbl_web020813 page 70" href="http://viewer.zmags.com/publication/cd7fe0f8?page=70"> EADERSHIP L 68 justification presents in dif</a> <a title="jvbl_web020813 page 71" href="http://viewer.zmags.com/publication/cd7fe0f8?page=71"> couldn’t beat McGwire on his own physical merit; </a> <a title="jvbl_web020813 page 72" href="http://viewer.zmags.com/publication/cd7fe0f8?page=72"> EADERSHIP L 70 is even further shaped by t</a> <a title="jvbl_web020813 page 73" href="http://viewer.zmags.com/publication/cd7fe0f8?page=73"> This highly competitive environment breeds a focu</a> <a title="jvbl_web020813 page 74" href="http://viewer.zmags.com/publication/cd7fe0f8?page=74"> EADERSHIP L 72 Sommers and Sommers (2003) posed</a> <a title="jvbl_web020813 page 75" href="http://viewer.zmags.com/publication/cd7fe0f8?page=75"> research” (Steneck, 2006, p. 56). Research behavi</a> <a title="jvbl_web020813 page 76" href="http://viewer.zmags.com/publication/cd7fe0f8?page=76"> EADERSHIP L 74 Research Misconduct The U. S. Of</a> <a title="jvbl_web020813 page 77" href="http://viewer.zmags.com/publication/cd7fe0f8?page=77"> purposes other than scholarly or scientific reaso</a> <a title="jvbl_web020813 page 78" href="http://viewer.zmags.com/publication/cd7fe0f8?page=78"> EADERSHIP L 76 find be revealed, and claim that</a> <a title="jvbl_web020813 page 79" href="http://viewer.zmags.com/publication/cd7fe0f8?page=79"> Kalichman, M. (2002). Ethical decision-making</a> <a title="jvbl_web020813 page 80" href="http://viewer.zmags.com/publication/cd7fe0f8?page=80"> EADERSHIP L 78 About the Authors Dr. Angela Lum</a> <a title="jvbl_web020813 page 81" href="http://viewer.zmags.com/publication/cd7fe0f8?page=81"> the United States Military Academy at West Point,</a> <a title="jvbl_web020813 page 82" href="http://viewer.zmags.com/publication/cd7fe0f8?page=82"> EADERSHIP L Defining the Authenticity in Authent</a> <a title="jvbl_web020813 page 83" href="http://viewer.zmags.com/publication/cd7fe0f8?page=83"> These definitions are accurate descriptions of le</a> <a title="jvbl_web020813 page 84" href="http://viewer.zmags.com/publication/cd7fe0f8?page=84"> EADERSHIP L 82 cherished values, your passions </a> <a title="jvbl_web020813 page 85" href="http://viewer.zmags.com/publication/cd7fe0f8?page=85"> cause us to search for an “explanation of the lea</a> <a title="jvbl_web020813 page 86" href="http://viewer.zmags.com/publication/cd7fe0f8?page=86"> EADERSHIP L 84 Defining Authenticity Most peopl</a> <a title="jvbl_web020813 page 87" href="http://viewer.zmags.com/publication/cd7fe0f8?page=87"> learning, governance and organization, throug</a> <a title="jvbl_web020813 page 88" href="http://viewer.zmags.com/publication/cd7fe0f8?page=88"> EADERSHIP L 86 Conclusion Authentic leadership </a> <a title="jvbl_web020813 page 89" href="http://viewer.zmags.com/publication/cd7fe0f8?page=89"> Liedtka, J. (2008). Strategy making and the searc</a> <a title="jvbl_web020813 page 90" href="http://viewer.zmags.com/publication/cd7fe0f8?page=90"> EADERSHIP L 88 Teachers’ </a> <a title="jvbl_web020813 page 91" href="http://viewer.zmags.com/publication/cd7fe0f8?page=91"> roles department heads and union representatives </a> <a title="jvbl_web020813 page 92" href="http://viewer.zmags.com/publication/cd7fe0f8?page=92"> EADERSHIP L 90 values education of the child. T</a> <a title="jvbl_web020813 page 93" href="http://viewer.zmags.com/publication/cd7fe0f8?page=93"> leadership, what values are and how they should b</a> <a title="jvbl_web020813 page 94" href="http://viewer.zmags.com/publication/cd7fe0f8?page=94"> EADERSHIP L More comprehensively, Hodgkinson (19</a> <a title="jvbl_web020813 page 95" href="http://viewer.zmags.com/publication/cd7fe0f8?page=95"> administration. According to Begley (2001), “Thes</a> <a title="jvbl_web020813 page 96" href="http://viewer.zmags.com/publication/cd7fe0f8?page=96"> EADERSHIP L 94 behaviors” (p. 228). The concept</a> <a title="jvbl_web020813 page 97" href="http://viewer.zmags.com/publication/cd7fe0f8?page=97"> the local community through an annually-elected b</a> <a title="jvbl_web020813 page 98" href="http://viewer.zmags.com/publication/cd7fe0f8?page=98"> EADERSHIP L 96 students equally and do just</a> <a title="jvbl_web020813 page 99" href="http://viewer.zmags.com/publication/cd7fe0f8?page=99"> 1 stated, “A teacher should be a subject speciali</a> <a title="jvbl_web020813 page 100" href="http://viewer.zmags.com/publication/cd7fe0f8?page=100"> EADERSHIP L 98 Students not only learn fro</a> <a title="jvbl_web020813 page 101" href="http://viewer.zmags.com/publication/cd7fe0f8?page=101"> Value Sources Sub-rational Values One of the part</a> <a title="jvbl_web020813 page 102" href="http://viewer.zmags.com/publication/cd7fe0f8?page=102"> EADERSHIP L 100 Some of the teachers grounded t</a> <a title="jvbl_web020813 page 103" href="http://viewer.zmags.com/publication/cd7fe0f8?page=103"> experienced teachers valued the different profess</a> <a title="jvbl_web020813 page 104" href="http://viewer.zmags.com/publication/cd7fe0f8?page=104"> EADERSHIP L 102 Begley, P.T. (1999). Value pref</a> <a title="jvbl_web020813 page 105" href="http://viewer.zmags.com/publication/cd7fe0f8?page=105"> Richmon, M.J.(2003). Persistent difficulties </a> <a title="jvbl_web020813 page 106" href="http://viewer.zmags.com/publication/cd7fe0f8?page=106"> EADERSHIP L NANCY E. LANDRUM, PH.D UNIVERSITY OF</a> <a title="jvbl_web020813 page 107" href="http://viewer.zmags.com/publication/cd7fe0f8?page=107"> containing four quadrants. While integral theory</a> <a title="jvbl_web020813 page 108" href="http://viewer.zmags.com/publication/cd7fe0f8?page=108"> EADERSHIP L which can generally be characterized</a> <a title="jvbl_web020813 page 109" href="http://viewer.zmags.com/publication/cd7fe0f8?page=109"> formed approach to the strategic management of a </a> <a title="jvbl_web020813 page 110" href="http://viewer.zmags.com/publication/cd7fe0f8?page=110"> EADERSHIP L 108 concept of cultural creative; a</a> <a title="jvbl_web020813 page 111" href="http://viewer.zmags.com/publication/cd7fe0f8?page=111"> differentiate the company from other grocers. “W</a> <a title="jvbl_web020813 page 112" href="http://viewer.zmags.com/publication/cd7fe0f8?page=112"> EADERSHIP L 110 Possible Misinterpretations of </a> <a title="jvbl_web020813 page 113" href="http://viewer.zmags.com/publication/cd7fe0f8?page=113"> Conclusion We have suggested that organizations c</a> <a title="jvbl_web020813 page 114" href="http://viewer.zmags.com/publication/cd7fe0f8?page=114"> EADERSHIP L 112 Brammer, S. & Millington, A. (2</a> <a title="jvbl_web020813 page 115" href="http://viewer.zmags.com/publication/cd7fe0f8?page=115"> Meyerson, D. (2001). Tempered Radicals: How Peop</a> <a title="jvbl_web020813 page 116" href="http://viewer.zmags.com/publication/cd7fe0f8?page=116"> EADERSHIP L Waddock, S. (2006). Leading Corpor</a> <a title="jvbl_web020813 page 117" href="http://viewer.zmags.com/publication/cd7fe0f8?page=117"> Dr. Landrum can be reached at the Universi</a> <a title="jvbl_web020813 page 118" href="http://viewer.zmags.com/publication/cd7fe0f8?page=118"> Journal of Values-Based Leadership, Valparaiso Un</a> <a title="jvbl_web020813 page 119" href="http://viewer.zmags.com/publication/cd7fe0f8?page=119"> ARCHIVED ISSUES Volume V, Issue II - Summer/Fall</a>