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Podcast: The nine behavioural habits needed to become a trusted executive

Jul 26, 2022

4 min


  • Executive trust model designed by business author who researched Doctorate at Aston Business School
  • Nine behaviours sit under the three pillars of trust: ability, integrity and benevolence
  • Company bosses urged to follow example of former Unilever chief executive


Successful business leaders need to rely on the power of trust, rather than just trusting in power.


And helping them to make that step-change is a self-confessed “trust geek” who carried out his research at Aston Business School before setting up a not-for-profit organisation to help bosses become “trusted executives”.


Dr John Blakey has published a book called The Trusted Executive: Nine Leadership Habits that Inspire Results, Relationships and Reputation, which was based on his Doctorate in Business Administration (DBA). He has since founded the Trusted Executive Foundation, based in Solihull but with clients all over the UK and overseas.


He spoke about his experiences in the latest episode of the ‘Aston means business' podcast series, presented by journalist Steve Dyson.



Dr Blakey said:


“The global financial crisis of 2008-09 was clearly a sign that we were losing trust in business life, and that’s what sparked me to enrol on the DBA at Aston University. I wanted to go back into the classroom and do the research to get to grips with this word ‘trust’, and to help other leaders who are looking to build high-trust cultures.”


He said it was important for businesses to know where their leaders stand, and “whether you stand for power or trust as the currency of your leadership”. He explained that every leader therefore needs to ask themselves a very important question: “Are they leaders who trust in power or leaders who rely on the power of trust?”


Dr Blakey, who first began his own business in executive coaching with Olympic medal-winning rower Bill Barry over 20 years ago, admitted to being a “bit of a trust geek”. While existing research had discovered the three pillars of trust, namely ability, integrity and benevolence, he set out to build on that to find out the “behavioural habits” under each one.


He added:


“Each habit is important in terms of building and inspiring trustworthiness, whether in a leader, in a team, or in a brand.”


Dr Blakey said the habits under the pillar of ability are deliver, coach, and be consistent.


“As a business leader it’s important to be competent at what we do, to deliver on time, to budget, to quality,” he said. “Coaching is all about helping other people deliver ... through coaching I can tap into the potential in people and help them grow, and I have to do this delivery and this coaching consistently, day in, day out.”


Dr Blakey said that as a researcher not a week goes by without a new case study around integrity, not least that of Boris Johnson and the leadership of the Conservative Party.


“There are three habits under this pillar of integrity: be honest, be open, be humble. And when we talk about our political leaders, I think we are particularly talking about honesty, as we have been quizzing our prime minister around his honesty.”


He said being open was about “sharing more of yourself” and went on: “I was brought up as a leader not to show weakness … but I think increasingly in the world of trust leaders are being encouraged to show a bit of vulnerability at the right time and place.”


Being humble was the opposite of being arrogant, and Dr Blakey cited the recent case of P&O whose leaders, he claimed, showed a “degree of arrogance and dismissiveness about other people’s needs”.


The final pillar of benevolence consists of evangelise, be brave, and be kind. He said: “It’s common human care, compassion, kindness, and if you want to be trusted, it’s equally important to be benevolent as it is to have that integrity.”


Dr Blakey said a good example of his model is Paul Polman, former chief executive of Unilever, which was recognised for the way it takes care of its people, while also leading on sustainability and protecting the environment.


“Paul demonstrates that you can pursue what I call the triple bottom line of profit, people and planet, and do these things in parallel. The single biggest factor in building a high-trust culture is the behaviour of the CEO and the senior leadership team leading by example.”


Dr Blakey said he and his team at the Trust Executive Foundation are now helping leaders who want to stand for trust. He added: “The sweet spot for us is helping the leaders lead from the top.”

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Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. 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2 min

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Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good. Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing. GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt. By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed. Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills. Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do. Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era. The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world. To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk

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