HABITUDES PROGRAMME - THE ART OF LEADING YOURSELF
The first step in anyone’s leadership journey is self-leadership: We must be able to lead ourselves before we can lead anyone else. In fact, the effects of leaders who don’t have strong character, core values, mental toughness, or integrity can be devastating. Whether in communities, families, churches, or schools, leaders lacking these characteristics can have a negative influence on those around them.
In The Art of Self-Leadership, Dr. Tim Elmore seeks to equip today’s students to graduate with strong character, a healthy personal identity, and self-discipline. Through thirteen memorable images — each with a series of engaging stories, self-assessment questions, and thought-provoking discussion topics — students learn and internalize important principles of good character that will help guide them as they step into college or their careers.
The Art of Self-Leadership covers timeless topics such as:
- Character
- Time Management
- Mental Toughness
- Discipline
- Commitment
- Emotional Security
- …and many more!
Why Use Habitudes?
Habitudes® are Images that Form Leadership Habits and Attitudes. Habitudes® is utilised in 72 countries, by 8,000 schools, universities, colleges and organisations, and over 500,000 young leaders have already been trained with it.
Summary of the 13 Habitudes
1. Character Building. To convince participants that developing their character is step one to becoming a healthy leader.
2. Balance. Leaders must feed themselves for personal growth. To illustrate how common it is for leaders to fall into the trap of giving, working, and teaching others so much that they neglect their own internal health and growth.
3. Identity & Strengths. Leaders cannot perform well or get the best out of their colleagues if they fail to see the strengths inside of them or their colleagues. To communicate to participants that using their strengths causes them to gain influence with others.
4. Core Values. Be a thermostat (leader), not a thermometer (follower). To help participants see that they will either reflect the culture around them, or influence it. To move from being a follower to a leader one will have to develop co
re values and add value to others.5. Integrity Checks. To convince participants that a false reputation is not rewarding, and, in fact, lies will eventually come back to haunt you.
6. Emotional Security. Talent comes after character. Leaders are often gifted. To convince participants that talents were never meant to be a shortcut to success and they should never take the place of strong character.
7. Personal Growth. Our minds work like a computer. They only spit out the data they have been fed. To convince participants that they must carefully screen what information they consume with their minds, as this will affect their behaviour, emotionally or intellectually.
8. Mental Toughness. Leaders experience tests as they mature. These tests range from motive checks, to authority tests, to integrity checks. To equip participants to respond well to the tests and to grow from them.
9. Personal Networks. A leader’s future is shaped by the people closest to him or her. To teach participants that leaders must deliberately pursue and choose their network of relationships, which include heroes, mentors, models, peer accountability, inner circle, and mentees.
10. Seizing Opportunities & Time Management. Opportunity, once gone, cannot be grabbed. To enable participants to make wise choices about how they invest their time and how they take advantage of opportunities.
11. Self-Discipline. Leaders do not build character without crossing the bridge of discipline. To teach participants how discipline works in our lives, and how they can build more of it into their lives.
12. Total Commitment. Mountain climbers are only successful if they are committed to their mission. Leaders are the same way. You cannot have involvement without commitment and be effective. It goes with the territory.
13. Assuming Responsibility. When life goes bad, people tend to blame someone else for the problem. They act like passengers, not drivers. To help participants stop making excuses for failure and begin assuming responsibility for their actions and the consequences.