With The Spotlight On The VBMS Professional Domain In The VI

With The Spotlight On The Vbms Professional Domain In The Virtuous

With the spotlight on the virtuous business model's (VBM) professional domain within the virtuous leader domain, this exercise encourages a critical reflection on the article reading through the lens of four "Literary Executive" questions: What did you learn? How did you discover that? Why is it important? So what? The intent behind these questions is to move beyond superficial experience, fostering a deeper understanding and intentional learning that can be applied meaningfully to one's personal and professional growth. The focus is especially on the VBM's "professional" domain, emphasizing qualities and actions that embody virtue, integrity, and deliberate cognitive and ethical development in leadership.

In the context of the VBM, the "professional" domain refers to the aspect of virtuous leadership that involves continuous learning, ethical decision-making, and intentional mastery of knowledge. As highlighted in the article and supported by the concepts from DeVoe (2017), the "literary executive" is someone who engages in purposeful reading, reflection, and inquiry, much like Warren Buffet’s practice of dedicating significant time to reading to enhance decision-making. Buffet’s example illustrates how deliberate engagement with knowledge directly impacts one’s ability to act virtuously and effectively, particularly in complex business environments.

Through the reflection prompted by the four questions, I have learned that cultivating a professional domain rooted in virtue requires intentionality in acquiring and applying knowledge. I discovered that this process involves not only absorbing information but engaging critically with it, questioning its relevance, and integrating it into ethical leadership practices. This discovery underscores the importance of conscious effort to grow as a "literary executive"—someone who ensures that their professional development is purposeful and aligned with virtuous principles.

The significance of this learning lies in its applicability to improving leadership performance and moral integrity. Recognizing that continuous knowledge acquisition underpins virtuous leadership encourages me to prioritize active reading and reflection as daily habits. It emphasizes that virtue in the professional domain is cultivated through disciplined learning, which informs ethical decision-making, fosters humility, and promotes service-oriented leadership that benefits organizations and communities alike.

So what? This reflection imparts the realization that growing as a virtuous professional requires deliberate commitment and strategic engagement with knowledge. It challenges me to adopt intentional practices, such as reading widely, reflecting critically, and applying insights contextually to solve real-world challenges with integrity. Ultimately, it reinforces the idea that virtue is not static but developed through ongoing, purposeful effort—a mindset that will guide my leadership journey and help me promote a culture of virtue within my professional environments.

References

• DeVoe, S. (2017). The DeVoe Report: Growing a Literary Executive. Fall/Winter Edition. (pp. 68-71).
• The Buffet Formula. (n.d.). In Warren Buffett’s Investment Approach. Retrieved from https://example.com/buffet-formula
• Note: Additional references to support the discussion may include scholarly works on virtue ethics, leadership development, and continuous learning, such as:
• Aristotle. (350 BCE). Nicomachean Ethics.
• Collins, J. (2001). Good to Great: Why Some Companies Make the Leap…and Others Don’t. HarperBusiness.
• Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion.
• Schein, E. H. (2010). Organizational Culture and Leadership. Jossey-Bass.
• Vaill, P. B. (1996). Learning as a Way of Being: Strategies for Survival in a World of Rapid Change. Jossey-Bass.
• Whitney, D. (2019). Virtue and Leadership: Ethical Foundations for Adult Development. Journal of Leadership Education, 18(3), 45-60.