To what extent do leaders:

• have a mature understanding of truth? How to establish it? Why is it important?

• distinguish between beliefs, hypotheses, and facts?

• distinguish between true beliefs, false beliefs, and indeterminate beliefs?

• actively identify and seek to change false beliefs?

• advocate for the importance of truth?

• speak the truth even when it may be inconvenient to them, others or their agendas?

To what extent do leaders:

• understand what ethics is? How to practice ethics in the context of leadership? Why it is important?

• use a variety of ethical lenses (e.g., utilitarian, deontological, care, etc.) to inform a course of action?

• perceive the ethical imperative to seek the greatest number of true beliefs and the least number of false beliefs?

• distinguish between more and less ethical decisions and actions?

• hold others accountable for ethical misconduct or turn a blind eye by remaining silent?

• advocate for the importance of ethics in appropriate contexts?

To what extent do leaders:

• self-regulate their psychological states, decisions, actions, and behavioural styles?

• engage in deliberate daily practices to develop their ability to self-regulate?

• draw upon their self-regulation skills at will, particularly in challenging leadership contexts?

• adapt their leadership responses (e.g., behavioural styles) to changing internal and external organisational conditions?

• play a role in supporting others to self-regulate effectively?

To what extent do leaders:

• skilfully foster and maintain professional relationships?

• apply their interpersonal skills to influence individuals, teams, organisations, and broader social systems?

• adapt their interpersonal style and the tone of their relationships to suit the needs of different contexts?

• cultivate effective relationships so that they are neither dictatorial nor people pleasers?

• deliberately end relationships for sound reasons and in appropriate contexts (e.g., when others have acted dishonestly, unethically, or inauthentically)?

To what extent do leaders:

• have a sound understanding of collaborative practice (e.g., enquiry, decision-making, fostering mutual understanding, etc.)?

• understand the contexts in which collaboration may be more and less relevant?

• submit themselves to collaborative processes that are greater than they are?

• focus on fostering collaborative conditions with others who are skilled and motivated at collaborating?

• create organisational conditions in which others are encouraged and feel safe to collaborate when appropriate?

• have high expectations by holding others accountable for their collaborative practice or do they let people off the hook?

To what extent do leaders:

• focus on sound arguments that are supported by solid reasoning and persuasive evidence, rather than unsupported opinions and anecdotal stories?

• have a sound understanding of the nature of leadership, organisational dynamics, complex systems, and wicked issues?

• actively seek to describe, explain, predict, and make sense of organisational complexity?

• have the readiness, willingness, and ability to change their minds and mental models when presented with stronger reasoning and evidence?

• foster the cognitive abilities of others in the workplace?

• pool their cognitive horsepower to create collective leadership magic?

To what extent do leaders:

• identify multiple causes for complex organisational phenomena?

• implicitly and explicitly think in systems and metasystems?

• perceive and experience themselves to be complex systems that are adapting to changing conditions?

• perceive and experience the systemic nature of their organisations, and associated organisational issues?

• consciously enact leadership in a way that directly tackles root causes and demonstrably shifts the behaviour of organisational systems?

• create conditions in which others are encouraged to think and act systemically?

To what extent do leaders:

• actively look for contextual causes that may explain organisational issues?

• deliberately avoid falling prey to the Fundamental Attribution Error by assuming that the behaviour of others are caused by internal psychological processes?

• perceive and experience the multiple contexts in which they and their organisations are situated (e.g., social, political, cultural, environmental, broader zeitgeists, etc.)?

• take these contexts into account when determining courses of leadership action?