IN A UNIQUE, cooperative effort, a group of American Indian young people were pre-trained for Peace Corps service in Latin

America during the summer of 1967. Called "Project Peace Pipe," the program drew upon the resources of Peace Corps, the Bureau of Indian Affairs, the University of Oklahoma and Oklahomans for Indian Opportunity. Oklahomans for Indian Opportunity, which has its headquarters in Norman, is a non-profit organization funded by the U.S. Office of Economic Opportunity. Its program focuses on a better and fuller life for Oklahomas large, non-reservation Indian population. Among the programs it uses in working toward its objectives are local community development, work experience and placement, and youth activities. For a number of reasons, a joint project with Peace Corps seemed in keeping with OIO objectives. Involving American Indians in the Peace Corps could provide significant work experience for the volunteers. The existence of American Indian Peace Corps volunteers would provide role models, OIO hoped, for Indian youngsters throughout the United States. Of equal significance, OIO believed, would be the skills which the Peace Corps volunteers would learn. The development of talents for organization and skill in mobilizing community action would be applicable to the problems of Indian communities in all parts of the United States where skilled Indian leadership is needed, but often unavailable. In addition, Peace Corps experience would be a foundation for later service by some Indian youngsters in the Agency for International Development and other federal agencies and programs.

Development of the Project

In late 1966, OIO officials discussed with officials of Peace Corps their concern that few American Indians had served as volunteers, as -well as a plan which OIO had developed to meet their concern. The Peace Corps officials agreed that they were concerned about developing a "WASP" image which would make Peace Corps seem inaccessible to socio-economically deprived minority group youngsters. The OIO plan envisioned the recruitment and pre-training of a group of American Indians in several Latin American nations. The details were mutually developed and agreed upon by Peace Corps and OIO for a five-week, pre-training program. Through a grant from the Bureau of Indian Affairs, a brochure describing the project was prepared and distributed in areas of concentrated Indian population throughout the United States. BIA education officials were asked to assist in recruiting pre-trainees. The major recruitment effort centered upon direct recruitment by former Peace Corps volunteers. They were employed by OIO through the BIA grant. With the help of OIO staff members, these recruiters visited Colleges with heavy Indian enrollments, including some BIA schools, and large Indian population areas.

Selection of Pre-Trainees
In conversations between OIO and Peace Corps officials, it was determined that special criteria would be used for selecting Peace Pipes pre-trainees. Although 18 year olds are eligible for Peace Corps, it had been that agencys experience that the volunteers who adjust and perform most ably are at least 20, and it was assumed that this would be the best minimum age for the Project Peace Pipe recruits. While Peace Corps has no specific educational requirements, the majority of volunteers have some college work, and most of these hold degrees. It was agreed that in most cases Peace Pipe trainees would have high school diplomas and preferably some college work. In some cases, exceptional skills useful for Peace Corps service would be substituted for educational attainment. Most important was a decision to give special handling to the Peace Pipe trainees. It was decided that personal interviews by the recruiters and OIO officials would be given some weight in determining whether to invite an applicant to pre-training, although interviews are not normally used in the Peace Corps selection process. Relatively less weight would be given to the large quantities of written references usually

required for Peace Corps invitations to training. It had been Peace Corps experience that lower socioeconomic class applicants often have difficulty in obtaining written references. Through the recruitment and selection process 76 applications were secured, and from these 34 were invited for training. Eleven pre-trainees accepted the invitation to participate and reported to Norman for Project Peace Pipe.

Design of a Training Program

Perhaps the greatest challenge in the conduct of the project was the design of a program to help American Indians satisfactorily complete Peace Corps training and enter Peace Corps service. It was the belief of the OIO planners that there were identifiable reasons for the low numbers of Indians in the Peace Corps. The major hypothesis under which OIO planned the training program was that Indian youngsters felt they had little to contribute to persons overseas. In other words, it was assumed that lack of confidence was a major barrier for Indians interested in Peace Corps service. It was assumed also, however, that Indians could contribute as much or more in Peace Corps roles as any other group of people. So the problem became one of recruiting Indians and bolstering their self-confidence by helping them develop sufficient self-awareness and skills to increase the possibility of their effectively serving in Peace Corps. The major problem, it appeared, was not overseas service. Rather, it was the ability of Indian young people to survive Peace Corps training. Peace Corps training is usually three months or more in length. It is academically and psychologically demanding for most trainees. In addition to the pressures of selection for Peace Corps service (trainees are assessed by psychologists and other staff members during training to determine how well the trainees would perform as volunteers), the composition of the training group itself was perceived as potentially threatening for some American Indian trainees. The typical training group has many college graduatesoften a majorityincluding a sprinkling from prestigious Ivy League and large state universities. While, the vigors of overseas life could pose adjustment problems to middle and upper socio-economic class volunteers, they would be less frightening, it seemed, to reservation-reared or rural Indian young persons. It was the fellow trainee group which could cause the most serious difficulties perhaps a failure in trainingfor the American Indian.

The Pre-Training Curriculum

In consultation with Peace Corps officials, OIO developed a curriculum for pre-training which would, it was hoped, build the self-confidence of the pre-trainees through the development of skills useful in the formal and informal elements of Peace Corps training. A three-part curriculum was developed and implemented consisting of Spanish language skill, communication skill, and attitudinal training. Spanish Language Skill. Perhaps the most demanding part of Peace Corps training is foreign language development. Most of the trainees hours are spent learning the language used in the country in which they will serve. Developing sufficient familiarity with the language for overseas service is difficult and frustrating, as is any effort to learn a second language. Thus, it seemed a certainty that Peace Pipes pre-trainees would make a better adjustment to Peace Corps training and equal or exceed the ability of their non-Indian peers if they had some prior instruction in Spanish. Therefore, five hours per day were set aside for language instruction in small groups with experienced Peace Corps language instructors. Audio-lingual methods were used. Spanish music and meal time conversations were added to the experience so that knowledge, skill, and a feel for the language could be developed.

Communication Skill. It was the assumption of the planners that some stereotypes of American Indians (stoic, shy, non-aggressive) are not based upon personality or even cultural characteristics. Rather, some Indians often seem shy and non-aggressive because they lack confidence in their ability to communicate with non-Indians or lack experience in doing so. It seemed possible to arm the Peace Pipe trainees with oral and written communication skills. The communication skills component was designed to focus upon reading comprehension, organization of written materials, effective writing, public speaking, and small group discussion. These skills were to be developed for their intrinsic value. In addition, however, they were considered means of helping the pretrainees develop sufficient confidence to speak up in classes, talk freely with their fellow-trainees, and write adequate statements in assessment and test situations. Speech and English teachers handled this component of the program. Attitudinal Training. It is almost axiomatic when there is discussion of problems faced by American Indians to say that some of their problems are attitudinal. However, there are few clear statements of which attitudes cause problems and even fewer directions on how attitudes may be changed. It was the belief of the OIO planners of Project Peace Pipe that the attitudes most likely to handicap the pre-trainees was a lack of self-confidence. The attitudinal training included a one-week course led by teachers from the Ecumenical Institute of Chicago, which has had experience in "imaginal education," thrice-weekly small discussion groups with an "attitudinal" trainer, who was a social scientist, and a conscious effort in all classroom counseling and other situations to give the pre-trainees an opportunity to develop self-confidence.

Other Features of the Program

Although the items outlined above were the bases for the training program, there were some other elements. For example, a regular Peace Corps assessment process was conducted by two psychologists. They interviewed the trainees frequently, held weekly meetings with the training coordinators and prepared summaries on each trainee to facilitate their eventual assignments to training programs. Assessment and consultation were also provided by two psychiatrists. A cultural enrichment program was provided. This included attendance at selected movies and plays, chosen by the trainees with the help of attitudinal training and communication skills staff members. Social activities also were provided at the homes of Peace Pipe staff members. A banquet, featuring an address by U. S. Senator Fred R. Harris of Oklahoma, and attended by the trainees, faculty members and University of Oklahoma administrators, was held early in the program. The five-week program was conducted under the direction of the University of Oklahoma in student apartments. Most of the staff members, including the project director, had extensive experience in Peace Corps training. Because the trainee group was small and the staff adequate in size, close relationships developed between the staff and the trainees.

Conclusions
An appropriate evaluation of Project Peace Pipe cannot, perhaps, be made before two years expire and the trainees return from their service in Latin America. However, some conclusions can be drawn now. It would appear that Peace Corps service does have appeal for members of minority groups, including American Indians. However, reaching persons who are closely identified with their groups and who are also socio-economically deprived probably requires special recruitment efforts at selected places in the

United States. Normal Peace Corps advertising and recruiting efforts, which focus on major college campuses, are not enough. While the answers to problems faced by minority group youngsters are too complex for any five-week program to resolve, it does seem possible to identify the specific blocks which may exist for specific desired activities. For example, the Peace Pipe trainees lacked self-confidence and skill in communication. It may be impossible to eliminate such lacks in any short range endeavor. However, it appears to be quite possible to help people develop tools for coping with problems such as these. In other words, complete solutions to problems may be unnecessary if appropriate coping devices are developed. Currently Oklahomans for Indian Opportunity and Peace Corps are negotiating an expanded Project Peace Pipe for 1968. Tentative plans call for its being somewhat longer than the first program. A larger number of trainees is being sought, and it is presently planned that Negroes, Mexican-Americans, and other minority group members will be recruited in addition to American Indians.

CAPACITY BUILDING OF THE PEOPLE, THEIR REPRESENTATIVES AND OFFICIALS 8.1. The success of decentralization will not be easily achieved; it vitally depends upon a large number of elected representatives and officials and this success. The new dispensation that we envisage will cause fundamental changes in the way local elected representatives and officials handle their work. Improving the capacity of all players will be vital to ensure the success of decentralization reform. We will also need a mass sensitization campaign to inform people how important it is for them to contribute to the growth of their own decentralised institutions through vigorous practice of democracy. Capacity building will concentrate on two aspects, namely, training and continuous handholding through volunteer participation. With respect to training there again are two aspects, namely, skill training and attitudinal training. Both will have to proceed in tandem. 8.2. Task 1: Training in skills: Of the two aspects of training, organising skill training is perhaps the easier of the two as the target groups that will be the focus of attention are well known, (officials and elected representatives) and training modules can be easily developed and improved. Skill building efforts will need to concentrate attention on two different aspects, the first being the proper understanding of the underlying principles and objectives of bringing in the new system and the second, familiarity with the new systems themselves. While much of the skill training will concentrate on better understanding of conventional procedures, in the meanwhile some of the business rules are likely to be rewritten for the new setup. Government will have to work on writing up the small print concerning decentralization; how new procedures will work and what are the methods for evaluation that will have to be used. Examples of business process re-engineering that will follow from our report could be the issuing of detailed guidelines for perspective planning by the DPC, the development of double entry systems of accounting for Grama Panchayats, computerization of accounts of ZPs and TPs and preparing new finance and public works manuals for rural engineering works. There will have to be close coordination between those who develop new business processes and those who deal with the training, so that there is no duplication of effort and the communication of training material and conduct of training in using the emerging systems is done quickly. 8.3. Task 2: Changing mindsets through Attitudinal training: The new decentralization model envisages a greater devolution directed at empowering the people as also the Grama Panchayats. It also aims at changing the existing concept of a hierarchy of PRIs and replacing it with the new concept of PRIs being spheres of government rather than tiers. As a

consequence of each PRI working as a largely independent sphere of government within the tasks assigned to it, there will be lesser time spent by each tier in overseeing the work of tiers at lower jurisdictional levels. Officials and elected representatives who see their present positions in the PRI hierarchy as a sign of their superior power may perceive the shift towards empowerment of Grama Panchayats and Grama Sabhas as an erosion of their power. There is a great need to bring to the notice of elected representatives and officials the opportunities that lie for them to enrich their work content through the process of decentralisation. Officials and elected representatives as trustees of the people and now their role will be one of building the capacities of their people. Decentralisation is not disempowerment. No elected representative or official would be content in the belief that the people that he serves are either ignorant, or apathetic or both. However, to carry this message down and cause a change in mindsets is a far more difficult thing to do that to impart specific skills. Issues such as gender sensitisation of PRI representatives, creating a relationship of greater trust between the PRI representatives and officials and training of PRI representatives in organizing inter-tier arrangements better, all require changes in mindset. There will have to be a greater concentration on developing effective training strategies in this regard. Such training cannot be structured beyond a point, and it requires sensitive handling. Much success can be achieved by using those who are committed to decentralization in the non-government sector to support government initiative in this regard. 8.4. Task 3: Capacity building through handholding by volunteer participation: 8.41. Even the best trainers undertaking well structured training programmes will not be able to equip PRIs fully to handle some of the tasks that they will now be expected to undertake, such as preparation of perspective plans based on a proper appreciation of local resources, conducting meaningful social audits, taking up projects with all its complexities such as raising finances and examining estimates, undertaking tax mapping etc. While we could supplement such training with operational manuals and online support from the same trainers, in the final analysis there can be no substitute for a skilled and responsive local consultant group that is available to guide PRIs and particularly the Grama Panchayat. In order to supplement skill and attitudinal training it is absolutely necessary to build a large volunteer corps that aids PRIs in performing tasks that some consider are beyond their capacity at present. There are several issued that concerns how we could institutionalize such arrangements. There are examples that are available elsewhere and best practices could be used. However, we are firmly of the opinion that we need to develop a specific Karnataka model that serves our needs effectively. 8.42. The first issue that needs to be considered is what should be the constitution of such local consultancy teams. - we term them as Project Facilitation Teams or PFTs. PFTs could be created from Government staff themselves. In other words Government staff themselves could be given an opportunity to leave Government and form themselves into PFTs that would be able to help the Grama Panchayats to undertake local planning and other development works. Having PFTs that are created by NGOs also could foster a spirit of healthy competition. However, PRIs will have the option to seek the use of PFTs. We would suggest that since this is a new experience we need to use the PFT approach in cases where PRIs themselves demand such external support. In such a case, the local PRI will be supported by PFTs who will have all skills or be in a position to outsource skills that they do not possess in order to undertake works or other handholding exercises of the government. 8.5. The importance of close coordination: While having segregated training methodologies as above, we emphasise that great care has to be taken to ensure that the approach to capacity building does not become fragmented as a consequence. Skill training, attitudinal training and the PFT approach will all have to be closely coordinated in order to work together. There are several simple methods to ensure that fragmentation does not happen. First, training could be of mixed groups of officials and elected representatives drawn from different levels and PRIs, unless such training is specifically focused on some particular skill alone. Second, training programmes could be loosely structured around a good mix of skill and attitudinal training modules. Third, there has to be follow up action after training, through the creation of alumnus groups that ensure sustained trainer or

training institution linkages with the trainees. Such continuous interaction could be easily facilitated through the effective use of IT and satellite interactive connectivity, a facility that is already available with the ANSSIRD, Mysore. For a start, a programme to directly reach out to Grama Panchayats will have to be undertaken. Within a year, the Government must be in a position to cover all Grama Panchayats in the state for skill training. Quite obviously, for the development of skill training, a large number of personnel will be required. These persons will have to be carefully chosen not only for their knowledge and experience over the subject, but also for their commitment to the cause of effective decentralisation. 8.5. Task 4: Designating the ANSSIRD as the capacity building coordinator: We propose that the Abdul Nasir Saheb State Institute for Rural Development (ANSSIRD), could be the Nodal agency for undertaking the entire training and capacity building exercise that we have planned. The ANSSIRD could be supported by the Mahatma Gandhi Rural Energy Development Institute, which though primarily is expected to concentrate on the training of elected representatives in the use of local energy initiatives, has excellent facilities for undertaking capacity building training too. The ANSSIRD would also develop training modules and play an active part in the re-engineering of business procedures. It could be developed into a center for good rural governance, even seeking assistance through collaborative tie-ups with other training institutions, both within and outside the country. Such pool of talent is not hard to find. The Institute of Social and Economic Change, Bangalore, the National Institute of Advanced Studies, Bangalore, the Indian Institute of Management Bangalore are all locally available and should be tapped for this training effort. In addition there are several institution whose services can be ulitised for training, including universities in Karnataka such as the Hampi Kannada University. We should also make use of voluntary effort in this regard,. After a census of the resources available at our command is made, we could then assign specific responsibilities to them, even placing then in charge of specific districts if required for the purpose of training. These resources would supplement the already available resources available with the local district training institutes. 8.6. Task 5: Involving the District Planning Committee in capacity building for decentralized planning: We believe that the DPC, being the district think tank with respect to the planning process, should be given a prominent role in capacity building efforts at the district level. This capacity building would go beyond the capacity building for PRI members, to encompass training for staff, as also the members of PFTs if required. This training effort will have to be undertaken in close coordination with the ANSSIRD. 8.7. Task 6: Pooling Training and capacity building funds: There is a great need to use better the training resources that we have at our command and in this endeavour we need to look far beyond the limits of what can be put together by the rural development department alone. Departments that do have funds for capacity building aimed at fostering more meaningful participation in PRIs are the Social Welfare and the Women and Child Welfare departments. 8.8. Task 7: Broadbasing the membership of the Panchayat Parishad: Through amendments made in 1997, the institution of the Panchayat Parishat was created at the State level to provide a forum for discussion on PRI and decentralization issues. ZP Adhyakshya of all the ZPs are members of the Panchayat Parishad. However, if our recommendations are accepted, the hierarchical relationship between the tiers would considerably diminish. Under such circumstances, we cannot always expect the ZP Adhyakshya to speak for the other 2 tiers. Consequently, we suggest that due representation be provided for TP and GP Adhyakshyas on the Panchayat Parishad of the State. We suggest that just as in the manner by which members of PRIs are elected on to the DPC, representatives

of these categories on the Panchayat Parishad can be elected from amongst them. We have suggested appropriate changes in the law to provide for this.

Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a neverending process of self-study, education, training, and experience. This guide will help you through that process. To inspire your people into higher levels of teamwork, there are certain things you must be, know, and, do. These do not come naturally, but are acquired through continual work and study. The best leaders are continually working and studying to improve their leadership skills. Before we get started, lets define leadership. Leadership is a complex process by which a person influences others to accomplish a mission, task, or objective and directs the organization in a way that makes it more cohesive and coherent. A person carries out this process by applying her leadership attributes (belief, values, ethics, character, knowledge, and skills). Although your position as a manager, supervisor, lead, etc. gives you the authority to accomplish certain tasks and objectives in the organization, this power does not make you a leader...it simply makes you the boss. Leadership makes people want to achieve high goals and objectives, while, on the other hand, bosses tell people to accomplish a task or objective.

Bass' (1) theory of leadership states that there are three basic ways to explain how people become leaders. The first two explain the leadership development for a small number of people. These theories are: Some personality traits may lead people naturally into leadership roles. This is the Trait Theory. A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. This is the Great Events Theory.

People can choose to become leaders. People can learn leadership skills. This is the Transformational Leadership Theory. It is the most widely accepted theory today and the premise on which this guide is based. When a person is deciding if he respects you as a leader, he does not think about your attributes. He observes what you do so that he can know who you really are. He uses this observation to tell if you are a honorable and trusted leader, or a self serving person who misuses her authority to look good and get promoted. Self serving leaders are not as effective because their employees only obey them, not follow them. They succeed in many areas because they present a good image to their seniors at the expense of their people. The basis of good leadership is honorable character and selfless service to your organization. In your employees' eyes, your leadership is everything you do that effects the organization's objectives and their well being. A respected leader concentrates on what she is [be] (beliefs and character), what she knows (job, tasks, human nature), and what she does (implement, motivate, provide direction). What makes a person want to follow a leader? People want to be guided by those they respect and who have a clear sense of direction. To gain respect, they must be ethical. A sense of direction is achieved by conveying a strong vision of the future.

Two Most Important Keys of Leadership

A Hay's study examined over 75 key components of employee satisfaction. They found that: Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an organization. Effective communication by leadership in three critical areas was the key to winning organizational trust and confidence: Helping employees understand the company's overall business strategy.

Helping employees understand how they contribute to achieving key business objectives. Sharing information with employees on both how the company is doing and how an employee's own division is doing - relative to strategic business objectives. So basically, you must be trustworthy and you have to be able to communicate a vision of where you are going. Notice how the "Principles of Leadership" in the next section closely ties in with this.

Human Relations The six most important words: "I admit I made a mistake." The five most important words: "You did a good job." The four most important words: "What is your opinion." The three most important words: "If you please." The two most important words: "Thank you," The one most important word: "We" The least most important word: "I"

Principles of Leadership
To help you be, know, and do, (2) follow these eleven principles of leadership (later sections will expand on gaining an insight into these principles and providing tools to perform them): Know yourself and seek self-improvement. In order to know yourself, you have to understand your be, know, and do, attributes. Seeking self-improvement means continually strengthening your attributes. This can be accomplished through reading, self-study, classes, etc. Be technically proficient. As a leader, you must know your job and have a solid familiarity with your employees' jobs. Seek responsibility and take responsibility for your actions. Search for ways to guide your organization to new heights. And when things go wrong, they will sooner or later, do not blame others. Analyze the situation, take corrective action, and move on to the next challenge. Make sound and timely decisions. Use good problem solving, decision making, and planning tools. Set the example. Be a good role model for your employees. They must not only hear what they are expected to do, but also see. Know your people and look out for their well-being. Know human nature and the importance of sincerely caring for your workers. Keep your people informed. Know how to communicate

with your people, seniors, and other key people within the organization. Develop a sense of responsibility in your people. Develop good character traits within your people that will help them carry out their professional responsibilities. Ensure that tasks are understood, supervised, and accomplished. Communication is the key to this responsibility. Train your people as a team. Although many so called leaders call their organization, department, section, etc. a team; they are not really teams...they are just a group of people doing their jobs. Use the full capabilities of your organization. By developing a team spirit, you will be able to employ your organization, department, section, etc. to its fullest capabilities.

Factors of leadership
The four major factors of leadership are the: Follower - Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee. A person with a poor attitude requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature: needs, emotions, and motivation. You must know your employees' be, know, and do attributes. Leader - You must have a honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader who determines if a leader is successful. If a follower does not trust or lacks confidence in her leader, then she will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. Communication - You lead through two-way communication. Much of it is nonverbal. For instance,

when you "set the example," that communicates to your people that you would not ask them to perform anything that you would not be willing to do. What and how you communicate either builds or harms the relationship between you and your employees. Situation - All situations are different. What you do in one leadership situation will not always work in another situation. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront a employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective. Various forces will affect these factors. Examples of forces are your relationship with your seniors, the skill of your people, the informal leaders within your organization, and how your company is organized.

Attributes
If you are a leader that can be trusted, then the people around you will learn to respect you. To be a good leader, there are things that you must be, know, and do. These fall under the Leadership Framework: BE a professional. Examples: Be loyal to the organization, perform selfless service, take personal responsibility. BE a professional who possess good character traits. Examples: Honesty, competence, candor, commitment, integrity, courage, straightforward, imagination. KNOW the four factors of leadership - follower, leader, communication, situation. KNOW yourself. Examples: strengths and weakness of your character, knowledge, and skills. KNOW human nature. Examples: Human needs and emotions, and how people respond to stress. KNOW your job. Examples: be proficient and be able to train others in their tasks. KNOW your organization. Examples: where to go for help,

its climate and culture, who the unofficial leaders are. DO provide direction. Examples: goal setting, problem solving, decision making, planning DO implement. Examples: communicating, coordinating, supervising, evaluating. DO motivate. Examples: develop moral and esprit in the organization, train, coach, counsel.

Environment
Every organization has a particular work environment that dictates to a considerable degree how its leaders respond to problems and opportunities. This is brought about by a heritage of its past leaders and its present leaders. Leaders exert influence on the environment by three types of actions: The goals and performance standards they establish. The values they establish for the organization. The business and people concepts they establish. Successful organizations have good leaders who set high standards and goals across the entire spectrum such as strategies, market leadership, plans, presentations, productivity, quality, and reliability. Values reflect the concern the organization has for its employees, customers, investors, vendors, and surrounding community. These values define the manner in how business will be conducted and what type of business the organization will engage in. Concepts define what products or services the organization will offer and the methods and processes for conducting business. These goals, values, and concepts make up the organization's "personality" or how the organization is observed by both outsiders and insiders. This personality defines the roles, relationships, rewards, and rites that take

place. Roles are the positions that are defined by a set of expectations about behavior of any job incumbent. Each role has a set of tasks and responsibilities that may or may not be spelled out. Roles have a powerful effect on behavior because money is paid for the performance of the role, there is prestige attached to a role, there is a sense of accomplishment or challenge, etc. Relationships are determined by a role's tasks. Some tasks are performed alone, but most are carried out in relationship with others. The tasks will determine who the role-holder is required to interact with, how often, and towards what end. Also, the greater the interaction, the greater the liking. This in turn leads to more frequent interaction. In human behavior, its hard to like someone whom we have no contact with, and we tend to seek out those we like. People tend to do what they are rewarded for, and friendship is a powerful reward. Many tasks and behaviors that are associated with a role are brought about by these relationships. That is, new task and behaviors are expected of the present role holder because a strong relationship was developed in the past, either by that role holder or a prior role holder. There are two distinct forces that dictate how to act within an organization: culture and climate. Each organization has its own distinctive culture. It is a combination of the founders, past leadership, current leadership, crises, events, history, and size. This results in rites: the routines, rituals, and the "way we do things." These rites impact individual behavior on what it takes to be in good standing (the norm) and directs the appropriate behavior for each circumstance. The climate is the feel of the organization, the individual and shared perceptions and attitudes of the organization's members. While the culture is the deeply rooted nature of the organization that is a result of long-held formal and informal systems, rules, traditions, and customs; climate is a shortterm phenomenon created by the current leadership. Climate represents the beliefs about the "feel of the organization" by its members. This individual perception of the "feel of the organization" comes from what the people believe about the

activities that occur in the organization. These activities influence both individual and team motivation and satisfaction. Such activities include: How well does the leader clarify the priorities and goals of the organization? What is expected of us? What is the system of recognition, rewards, and punishments in the organization? How competent are the leaders? Are leaders free to make decision? What will happen if I make a mistake?

Organizational climate is directly related to the leadership and management style of the leader, based on the values, attributes, skills, and actions, as well as the priorities of the leader. The ethical climate then is the "feel of the organization" about the activities that have ethical content or those aspects of the work environment that constitute ethical behavior. The ethical climate is the feel about whether we do things right; or the feel of whether we behave the way we ought to behave. The behavior (character) of the leader is the most important factor that impacts the climate. On the other hand, culture is a long-term, complex phenomenon. Culture represents the shared expectations and self-image of the organization. The mature values that create "tradition" or the "way we do things here." Things are done differently in every organization. The collective vision and common folklore that define the institution are a reflection of culture. Individual leaders, cannot easily create or change culture because culture is a part of the organization. Culture influences the characteristics of the climate by its effect on the actions and thought processes of the leader. But, everything you do as a leader will effect the climate of the organization.

Leadership Models
Leadership models help us to understand what makes leaders act the way they do in certain situations. The ideal is not to lock yourself in to a type of behavior discussed in the model, but to realize that every situation calls for a different approach or behavior to be taken. Two models will be discussed, the Four Framework Approach and the Managerial Grid. In the Four Framework Approach, Bolman and Deal (3) suggest that leaders display leadership behaviors in one of four types of frameworks: Structural, Human Resource, Political, or Symbolic. The style can either be effective or ineffective, depending upon the chosen behavior in certain situations. Structural Framework - In an effective leadership situation the leader is a social architect whose leadership style is analysis and design. In an ineffective leadership situation the leader is a petty tyrant whose leadership style is details. Structural Leaders focus on structure, strategy, environment, implementation, experimentation, and adaptation. Human Resource Framework - In an effective leadership situation the leader is a catalyst and servant whose leadership style is support, advocate, and empowerment. In an ineffective leadership situation the leader is a pushover, whose leadership style is abdication and fraud. Human Resource Leaders believe in people and communicate that belief; they are visible and accessible; they empower, increase participation, support, share information, and move decision making down into the organization. Political Framework - In an effective leadership situation the leader is an advocate, whose leadership style is coalition and building. In an ineffective leadership situation the leader is a hustler, whose leadership style is manipulation. Political leaders clarify what they want and what they can get; they assess the distribution of power and interests; they build linkages to other stakeholders; use persuasion first, then use negotiation and coercion only if necessary. Symbolic Framework - In an effective leadership situation the leader is a prophet, whose leadership style is

inspiration. In an ineffective leadership situation the leader is a fanatic or fool, whose leadership style is smoke and mirrors. Symbolic leaders view organizations as a stage or theater to play certain roles and give impressions; these leaders use symbols to capture attention; they try to frame experience by providing plausible interpretations of experiences; they discover and communicate a vision. This model suggests that leaders can be put into one of these four categories and there are times when one approach is appropriate and times when it would not be. Any one of these approaches alone would be inadequate. We should be conscious of all four approaches and not just rely on one. For example, during a major organization change, a structural leadership style may be more effective than a visionary leadership style; while during a period when strong growth is needed, the visionary approach may be better. We also need to understand ourselves as each of us tends to have a preferred approach. We need to be conscious of this at all times and be aware of the limitations of our favored approach. The Blake and Mouton Managerial Grid (4) uses two axis. "Concern for people" is plotted using the vertical axis and "Concern for task" is along the horizontal axis. They both have a range of 1 to 9. The notion that just two dimensions can describe a managerial behavior has the attraction of simplicity. These two dimensions can be drawn as a graph or grid: 9 8 7 6 5 4 3 2 1 2 3 4 5 6 7 8 9 Low High TASK Most people would fall somewhere near the middle of the two axis. But, by going to the extremes, that is, people who score on the far end of the scales, we come up with four types of leaders: Authoritarian (9 on task, 1 on people), Team Leader (9 on task, 9 on people), Country Club (1 on task, 9 P E O P L E High

on people), and Impoverished (1 on task, 1 on people). Authoritarian Leader - high task, low relationship - 9,1: People who get this rating are very much task oriented and are hard on their workers (autocratic). There is little or no allowance for cooperation or collaboration. Heavily task oriented people display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it; they are intolerant of what they see as dissent (it may just be someone's creativity) so it is difficult for their subordinates to contribute or develop. Team Leader - high task, high relationship - 9,9: This type of leader leads by positive example. She endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people. She encourages the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They form and lead the most productive teams. Country Club Leader - low task, high relationship - 1,9: This leader uses predominantly reward power to maintain discipline and to encourage the team to accomplish its goals. Conversely, she is almost incapable of employing the more punitive coercive and legitimate powers. This inability results from the leaders' fear that using such powers could jeopardize her relationships with the team members. Impoverished Leader - low task, low relationship-1,1. This person uses a "delegate and disappear" management style. Since he is not committed to either task accomplishment or maintenance; he essentially allows the team to do what ever it wishes and prefers to detach himself from the team process by allowing the team to suffer from a series of power struggles. The most desirable place for a leader to be along the two axis at most times would be a 9 on task and a 9 on people, the Team Leader. However, do not entirely dismiss the other three. Certain situations might call for one of the other three to be used at times. For example, by playing the Impoverished Leader, you allow your team to gain self-

reliance. Be an Authoritarian Leader to instill a sense of discipline in an unmotivated worker. By carefully studying the situation and the forces affecting it, you will know at what points along the axis you need to be in order to achieve the desired result.

The Process of Great Leadership

The road to great leadership (5) (common to successful leaders): Challenge the process - First, find a process that you believe needs to be improved the most. Inspire a shared vision - Next, share you vision in words that can be understood by your followers. Enable others to act - Give them the tools and methods to solve the problem. Model the way - When the process gets tough, get your hands dirty. A boss tells others what to do...a leader shows it can be done. Encourage the heart - Share the glory with your followers' heart, keep the pains in your heart.