Fundamentals of Leadership subordinates.

People differ in their

individual needs, perceptions and
2018
aspiration.

o Such differences are reflected in their

The Supervisory Process Framework
behaviors at work.
The Management Process
o The manager must know and understand
Planning
the needs and interests of his
Setting performance objectives and deciding how
subordinates. To motivate them to reach
to achieve them
peak performance is to satisfy first their
needs and interests.
o Planning is the process of thinking about
the activities required to achieve a desired
Controlling
goal. It involves the creating and
Measuring performance and taking action to
maintenance of a plan, such as
ensure desired results
psychological aspects that require
conceptual skills. There are even a couple
o Top management should see to it that the
of tests to measure someone’s capability
vital resources of the organization are
of planning well. As such, planning is a
efficiently used and properly allocated,
fundamental property of intelligent
and that operations are under control in
behavior.
terms of time, money, direction and
output. The management control is the
Organizing
process of assuring that actual activities
Arranging tasks, people, and other resources to
conform to planned activities.
accomplish the work
o It is a dynamic process, that keeps on
o The process of arranging an
changing, because organizations, people,
organization’s structure and coordinating
technologies, government policies, and
its managerial practices, and the use of
other external business environments are
resources to achieve its goals. A
not static.
management function that establishes
relationships between activity and
Overview of Supervising in the 21st Century
authority. The process of combining and
coordinating productive resources in order
Module 1
to accomplish efficiently and effectively
the established objectives of the 21st Century Supervisory Managerial Concerns
organization. (An Accenture Survey)

Leading
Inspiring people to work hard to achieve high
performance.

o The accomplishment of the objectives of

an organization is not the job alone of the
manager. He has to work with this
21st Century Leadership: Redefining Management
Education: Educating Managers in the Modern
Era.
o Companies need new techniques to train
their professionals for the challenges of
the 21st century. It takes more than
schoolwork.
o Organizational leaders have been
struggling with the same challenges in
various forms for the last 10 or 20 years
and have yet to find generalizable
solutions.
o Barring radical changes in human nature,
the next few generations of managers will
probably be found working through the
same issues that they and their
predecessors have been struggling with
for much of their careers-only more so.
The Technological Revolution
Managers began coming to grips with 21st-
century issues when they realized that most
professionals had computers on their desks and
telephones in their pockets and that both of these
systems use networks to connect people who are
often significantly removed from each other in
time, space, thought and emotion. According to
Price Pritchett in “New Work Habits for a
Radically Changing World” (Pritchett &
Associates, 1998), since 1983 the work force in
the United States added more than 25 million
computers, and the number of cellular telephone
subscribers jumped from zero in 1983 to 16
million by the end of 1993. In 1993, more than 19
million people carried pagers, and close to 12
billion messages were left in voice mailboxes.
Separation once meant geographical and
temporal discontinuity. It is a truism that our lives
as managers and professionals (including how
we communicate, how we work together and
even how we think and feel) differ significantly
now from our lives before the ubiquity of personal
computers, cell phones and network connectivity
essentially reformed our communities.
The truly successful managers and leaders of the
next century will . . . be characterized not by how
they can access information, but by how they can
access the most relevant information and
differentiate it from the exponentially multiplying
masses of non-relevant information.
The Implications of Information
The biggest challenges for business of the next
century are going to revolve around coming to
understand fully how global business practices
have evolved – based on advances in the use of
technology as well as the ability to connect with
others and to be contacted by others, almost
anywhere and anytime.
Consider that there has been more information
produced in the last 30 years than during the
previous 5,000 and that the information supply
available to us doubles every 5 years, according
to Mr. Pritchett. The truly successful managers
and leaders of the next century will be determined
not by what they know but by how fast they can
learn. They will be characterized not by how they
can access information, but by how they can
access the most relevant information and
differentiate it from the exponentially multiplying
masses of non-relevant information. They will
excel not by possessing traditional skills and
tools, but by demonstrating a high degree of
flexibility and adaptability in dealing with both
technology and people and by being able to stay
constantly meaningfully connected to others in
the ever-changing world.
The differences between 1990 and 2000 will
probably be less ex-treme than the differences
between 2000 and 2010, as we experience a
world that is demanding not only a rethinking of
management competencies, but a fundamental
redefinition of the social contract between
employer and employee, between colleague and
colleague, between worker and work itself.
Key Leadership Challenges
Major leadership challenges for the 21st century
can be grouped into three categories: market
forces, people issues and leadership
competencies.
Market forces
Market forces will continue to drive change in
organizations at a macroeconomic level, and
these forces will demand more from our
organizations and our leaders. For these
purposes, market forces can be viewed as the
cumulative effects of the behaviors and wants of
those in the market either demanding or
supplying a good or service. These forces include
increasing globalization as well as (if recent
trends are an indication) the creation of
increasingly massive multinational organizations
through mergers and takeovers. Coming hand in
hand with increases in scale and a global
footprint are a greater diver-sity in the work force
and deeper requirements for specific technical
expertise.
Larger organizations in most industries gain
economies of scale as they distribute overhead
expenses across more units of production. This
leads to greater profits and stock valuation. Being
global, or more precisely, offering products or
services in a variety of countries and cultures,
increases the size of the market to be served.
Technology advances have greatly reduced the
costs of reaching these different geographically
dispersed markets. However, the market forces to
increase size and go global do not necessarily
lead to organizational survival. Of the 100 largest
United States companies at the beginning of the
20th century, only 16 are identifiable today.
Considering more recent history, of the
companies in the Fortune 500 in 1970, fully one-
third had ceased to exist by the early 1980’s. and
during the 1980’s a total of 230 companies – 46
percent – disappeared from the Fortune 500.
Obviously, neither size nor reputation guarantees
continued success or survival.
In contrast to demand-based market forces, the
supply of human capital is undergoing a
pervasive and powerful shift. The supply of labor
is more diverse, and individual workers must
possess a greater degree of technical expertise
to be successful. At an absolute minimum,
companies must be able to accommodate
diversity; the most successful companies will
leverage their diversity to create new ideas and
better match these differences to work demands.
At the same time that organizations struggle with
increasing deregulation (Open and free markets),
they will have to content with an older work force
that will find it difficult to stay abreast of change.
Reinvent oneself or perish will continue to be the
clarion call. Yet successful businesses will be
those that do not forsake their own strong
histories and foundations and do not undervalue
their past learning and the ability to think
metaphorically - because in these postmodern
times what is old can rapidly become what is
new, even at the same time as what is new today
is nothing like what was new yesterday.
People Issues
In the minds of many managers, people issues
involve relationships with the staff of an
organization. These issues are traditionally
housed under human resources away from the
core business and are seen as nice to attend to,
but not critical. With the advent of the 21st
century, these people issues are increasingly
establishing themselves at center stage. Less
than half of the work force in the industrial world
will be holding conventional full-time jobs in
organizations by the beginning of the 21st century:
Every year more and more people will be self-
employed, temporary or part-time. The United
States’ contingent work force – consisting of more
than 45 million temporaries, self-employed, part-
timers and consultants – has grown 57 percent in
15 years.
What may not be apparent to tomorrow’s
managers is that tomorrow’s staff will have very
different expectations of, and demands on, their
organizations; importantly, the employee-
employer relationship in the best organizations of
tomorrow will look very different than it did in the
20th century. With their increased complexity and
globalization, organizations are demanding skills
and abilities from their leaders that are only
beginning to be understood, never mind
mastered. One of the most important of these will
be the ability to balance that will become harder
to strike, and to strike profitably and efficiently, in
the coming years.
Diversity will become a strategic differentiator and
not merely a desired demographic profile. The
managers of tomorrow are growing up in a world
where diversity is a productive, exciting and
enjoyable reality, not a target achieved by setting
quotas; today’s most promising youth have
known nothing but the postmodern world, wherein
many of the traditional taxonomies, structures
and borders (including those of race, ethnicity
and other age-old social dividers) have not only
been called into question, they have been
subverted or simply ignored.
As the work force continues to grow more
diverse, those able to accept individual
differences in the workplace and to look at them
as a source of creative energy and productivity
will have access to a larger and more talented
work force. Typical of postmodernity’s general
questioning of the idea of objectivity, there will
increasingly by many right ways of doing most
things – not just one right away as articulated in
the employee policy book or previous norms of
behavior. The work itself will increasingly demand
the use of interdependent teams, as few
individuals will be capable of knowing and doing it
all. All of this may sound like chaos – and it will
be. However, it will be an organized chaos
wherein lies great opportunity and potential for
those managers adept, flexible and intelligent
enough to seize it and make it their own-rather
than being owned by it.
There are market aspects to this people question
as well – specifically in terms of continuing to
attract and retain the best people. In 1991, nearly
one out of three American workers had been with
his or her employer for less than a year, and
almost two-thirds for less than five years,
according to Mr. Pritchett. Constant training,
retraining job changing and career changes will
become the norm in the 21st century. The
concepts of the 30-year career and the gold
watch upon retirement will be completely
anachronistic.
In a quickly changing world, talented human
capital be a prime ingredient of business success.
Business will have to accommodate the shift of
power from owners and senior management to
knowledge workers, while at the same time
professionals will become less concerned with
the traditional concept of a career and more
interested in what we might term self-fulfillment.
(While self-fulfillment has been a fundamental
concept in philosophy at least since the time of
Aristotle, it was not a concept typically introduced
into the workplace before the late 20th century.)
organizations will invest increasing percentages
of their revenues in attracting, developing and
retaining competent professionals, and this arena
will grow to be perhaps the most significant
competitive battleground. The social contracts
that organizations make with their people will be
as important as the value propositions they
convey to the marketplace and their customers –
and the truly superb organizations will have a
seamless union of external and internal value
propositions.
In a quickly changing world, talented human
capital will be a prime ingredient of business
success.
Leadership competencies
A new critical portfolio of leadership
competencies – the need for many of which we
have seen coming for some time and for which
we ought to be better-prepared – will make the
situation more complex. strategic focus and
vision, coupled with a practical sense of when to
be flexible and adaptable, will be most critical for
survival. An ability to manage multiple points of
view simultaneously will differentiate the best
managers: to keep the high-level goals in sight
while managing and tracking day-to-day success;
to understand equally the points of view and
needs of the customer and of the organization; to
be able to empathize with all stakeholders in
order to develop people, foster productive change
and keep the spirit of the enterprise vital.
The evolving nature of business conducted by
global organizations will also call for a
fundamentally different kind of leader. Gone are
the days of top-down, hard-nosed direction.
Demonstrating flexibility and empathy, while
remaining true to the core values of the
organization and finding ways to circumvent
unpredictable impediments, will be characteristic
of tomorrow’s leaders. These will be people who
are inspirational; technologically savvy but not
prone to getting lost in details; entrepreneurial;
devoted to service, and inclusive rather than
independent or autocratic. Additional key
leadership competencies will include: the ability to
develop and articulate a value proposition –
maintaining it in a dynamic market and energizing
others to buy into it; investing in a business model
that guides employee decision-making at all
levels; committing to a culture that values
mentorship and learning while aligning individual
and corporate goals, and recognizing what it
means to develop and manage truly
transformational knowledge systems. The
common characteristics of these new leaders are
all related to issues that are more focused on the
intangible aspects of an organization. Over time,
those would-be leaders who are unwilling or
unable to demonstrate these leadership
behaviors will find themselves with few followers.
Insights Into New Management Education
In light of these 21st-century leadership
challenges, how can organizations best approach
the challenge of developing true leaders?
Answering this question means considering
traditional models and methods for management
education, examining how these are evolving and
highlighting new approaches. As suggested
earlier, the best answer needs to be expressed in
terms of the wants and needs of both the
employee and the organization and the ways the
evolving nature of that relationship will be integral
to the success of the enterprise. The key issues,
as we see them, relate to the themes of
leadership, relationship-building and collaboration
– because it is through attaining mastery in these
areas that organizations and their leaders in the
next century will survive and flourish.
We should note that our consideration of the
issues of management education and
development is based primarily on the situation in
professional services firms. Our experiences
have been most intensely in professional services
(such as management consulting, accounting,
taxes, audit, law, executive search, advertising
and public relations). And the professional-
services environment is an excellent laboratory
for considering the benefits of management
education, given that the business of these firms
is essentially management itself. Client service
through focused, developmental assignments is,
in effect, the raison d’etre of many professional
services firms. Additionally, professional services
firms provide a powerful window into
understanding the challenges of developing
future leaders, considering the not-insignificant
challenge of managing these kinds of firms.
Alternative Teaching and Learning Methods
To address, the leadership challenges of the next
era of global business, traditional degree-granting
programs and professional schools as well as
traditional methods (for example, books, lectures,
discussions, case studies) will continue to be
necessary, but increasingly not sufficient. To
develop professionals for success in an
environment of strong market forces, changing
people issues and shifting leadership
competencies, a new educational model will have
to be forged. Traditional models fall short in their
ability to link the knowledge, skills and concepts
covered to the practice of leadership within actual
work organizations.
Most pointedly, the traditional learning methods
most commonly employed in management
education provide learning experiences that are
inadequate in several respects:
1. They fail to provide accurate, timely feedback
on competency development in the areas most
germane to success. (A good metaphor for this is
the function that a professional trainer or coach
plays in sports or acting.)
2. They are insufficiently people-sensitive and
time-sensitive (attributes that are critical in many
performance-oriented professions such as
litigation and acting).
3. They need to create better practice fields (as
in competitive sports) or practice sessions (as in
music training) for skills development.
4. They should include lifelike situations, including
crises, for learning under pressure (similar to
state-of-the-art flight simulators for pilots).
5. They must permit problem-finding and issue
diagnosis as a central part of the experience (the
learning method used in most professional
service firms).
6. They should use master-apprentice
relationships in the learning process (as is done
in dentistry and medicine as well as in craft
trades) so as to guide an effective ongoing
development process.
7. They need to create mentor – protégé
relationships to facilitate continuous learning
beyond the formal educational process (like
methods used to develop mastery in sports as
well as the performing and visual arts).
8. They should threated a trainee’s and job
security be placing him or her on the firing line to
prosper or fail based on decisions and actions
(consider survival training for the military or
difficult developmental assignments for
multinational executives).
Are all of these professional development
learning experiences really necessary? Is it not
possible for professionals to learn all that they will
need to know through reading, classroom activity,
computer-based instruction and vicarious
experiences? In professional services firms, our
experiences have shown that the answers are:
Yes, the full set of learning experiences is
necessary; and no, non-personal, non-
experience-based learning methods fail to yield
adequate professional development with respect
to the leadership challenges identified for 21st-
century leaders. In many ways most training
currently being offered in business contexts is not
well-suited to the active and experiential learning
styles and needs of adults, and these traditional
methods will be even less suited to the
development and education imperatives of the
next century.
Provide accurate, timely feedback:
theories of adult learning always include the
provision of accurate, timely feedback to the
intended learner. Feedback – either as the
confirmation of one’s ideas or approach, or
information that indicates disconfirmation or error
– is necessary for people to update their beliefs
and expectations regarding that outcomes of their
future actions. The timeliness of feedback
involves both the time between the behavior and
the feedback, and the ability of the intended
recipient to hear and understand the message.
The power of computer-based learning is derived,
in part, from the computer’s capability to provide
accurate, near-immediate feedback. The growing
use of 360- degree feedback in work
organizations (also known as multi-rater feedback
or a rounded appraisal process) supports both
the need for and the benefit of receiving
information on how others see one’s
performance. Such feedback provides the
recipients with an understanding of how those
with whom they interact – peers, subordinates,
and even customers – perceive their actions.
Simulations, role-playing and other experiential
activities provide opportunities for peers,
instructors and observers to provide timely
feedback. With such feedback, participants are
able to adjust their thoughts and intentions – with
the presumed goal if improving performance and
receiving more favorable feedback in the near
future.
Increase People-and Time-Sensitivity:
The opportunity to reach out and touch someone
at almost any time or place puts a premium on
the ability to be sensitive to others and their time.
it is easy to be intrusive or curt without
necessarily knowing it – particularly via phone
(intrusive) or e-mail (curt). It is equally easy to fail
to keep relevant parties personally informed (all
e-mail users not equally engaged in their e-mail)
or to secure the necessary buy-in from key
stakeholders. As with most one-way modes of
communication, there is a significant gap
between what is in the sender’s mind and what is
in the receiver’s. sending an e-mail message and
getting a response later is not the same as a
face-to-face meeting or even (to consider a new
mode of social discourse) a chat room
discussion. With the exception of small group
work, most business education fails to
incorporate relevant others into the learning
experience.
Create realistic practice opportunities:
Why is that most professions, with the exception
of business, actively incorporate practice activity
into the learning process? Other professions have
developed learning methods that require the
learner to demonstrate the value of his or her
learning through degrees of mastery and
excellence. even most business internships – the
primary way in which business education tries to
provide business experience for students – are
not practice sessions. In most internships the
nature of the tasks done and the amount of
supervision, coaching and feedback are quite
dissimilar from those of the real job. The concepts
of recitals, scrimmages, dry runs or dress
rehearsals are seriously lacking in formal
business education. An alternative, the modular
preceptor method, initially developed by Sidney
Mailick and his colleagues, provides a vivid case
in point; it is described in “Learning Theory in the
Practice of Management Development: Evolution
and Applications” (Quorum Books, 1998), whose
co-authors are Dr. Mailick and Stephen A.
Stumpf. Indviduals in this method are teamed
with preceptors, whose primary role is to monitor,
coach and apprentice the manager- participant in
the key skills of leadership.
Teaching masters to teach – or giving them
incentives to spend time teaching – is a
significant challenge, but it has an enormous
upside potential.
Create lifelike situations:
When the cost of mistakes is high in terms of lost
lives, health or human welfare, extensive
simulations have been developed to train people
in the skills necessary to reduce the risk of
mistakes or to improve the quality of response to
a crises. Such training focuses on identifying
threats – what might go wrong? – and developing
the skills to react and create contingency plans.
For the most part, business organizations have
not considered the potential cost of threats (such
as loss of market share, contamination of the
environment, unemployment or
underemployment, or loss of stockholder wealth)
serious enough to warrant the investment in
building simulations to train their leaders. The
invention of complex, behaviorally focused
leadership simulations and war games has
helped to reduce this gap in professional
development. Such simulations involve intensive,
interactive experiences that recreate
organizational life in important decision-making
groups. They generate leadership and
managerial behaviors that are easily recalled by
participants and observed by a trained staff,
facilitating later review and discussions. Since the
participants control the simulations, it is the
participants’ styles, actions, goals and interests
that are played out to provide a lifelike situation
from which to learn.
Permit opportunities for problem-finding and issue
diagnosis:
Most textbooks and instructional aids focus on
providing users with exercise, problems or
vignettes of a situation to be analyzed or solved.
Rarely is the art of finding the problem part of the
exercise. While case studies can permit some
problem-finding and issue diagnosis possibilities,
the amount of information excluded by the case
writer is enormous. Professional services firms,
particularly those in the business of defining
problems (such as law firms and consulting
firms), have found ways to educate their
professionals on the process of problem-finding
and issue diagnosis. Much of the challenge is in
providing a partially defined yet still ambiguous
situation for learners to tackle. An overabundance
of data without a clear understanding of which
data are useful and which are not seems to be
key aspect of the learning stimulus.
Use master-apprentice relationships:
Business educators in formal educational
programs are rarely masters of business. Their
ability to develop students as apprentices is
minimal, and their interest in doing so is often
equally low. In contrast with other professions,
one might be led to believe that management is
something that need not be known in order to be
taught. Medicine, dentistry and the performing
arts – among other professions – seem to have
made a different assumption. A significant degree
of personal mastery is necessary for they key
skills and concepts to be passed from one person
(the master) to another (the apprentice). Formal
business education’s reliance on books, lectures
and instructors who do not (or cannot) do what it
is they teach is an impediment to professional
development. Teaching masters to teach – or
giving them incentives to spend time teaching – is
a significant challenge, but it has n enormous
upside potential.
Create mentor-protégé relationships:
An extension of the master-apprentice challenge
for business education mentioned above is a lack
of real mentor-protégé relationships. Such
relationships would typically evolve between
senior professionals and their junior counterparts.
The essence of such relationships is the desire
on the part of the mentors to share with, care for
and develop more junior professionals – often out
of a desire to regenerate their wisdom in another
person. The protégé’s role in the relationship is to
express interest in and value learning from
someone of greater wisdom – and in many cases
the most important role of the protégé is to
maintain the momentum of the relationship by
reaching out for contact. The lack of such
opportunities in formal business education is
driven by the functional and course focus of the
curriculum as well as the frequent lack of any
practice experience on the part of the faculty.
This suggests that the process of mentoring can
be done only within the work organization.

Threaten ego or job security:
Significant life events, particularly those that are
unexpected and personally threating, have the
ability to create years of learning in only a few
moments. Some unexpected events are disasters
that start people thinking again about the safety
of others and the environment. Other unexpected
events are less sever – they may be breaks from
ways people have done things in the past, or they
may be events that go beyond the responsible
parties’ ability to forecast. While learning usually
occurs after the event in these cases, such need
not be the rule: We do not need to be surprised in
order to learn, and we can contemplate the future
through developing “what if” scenarios and
conducting threat analyses. Effective professional
development in the future will focus less on rote
learning of tools and study of cases, and more on
experiences that guide the learners to ask such
questions as What can go wrong? And What
might the situation be if we projected the current
information out 15 years?
New Social Contracts between Companies and
Their Employees
Questions of leadership and management are
ultimately social questions – they involve how
groups of people work together and interact.
Increasingly, 21st-century challenges are forcing
the creation of new social contracts between
companies and their employees. This trend of
revising demands and expectations on the part of
both employer and employee will certainly
continue in the next century, and in the best
organizations it will take center stage.
The terms of these new contracts are only
beginning to be understood, but prescient
business leaders (and those interested in
developing the effective leaders of tomorrow)
have already begun to address the issues. For
example, the prestigious Aspen Institute, which
for the last 50 years has engaged groups of
senior executives and other powerful public
figures in discussion of the great works of social
and economic philosophy, recently created a
seminar titled “Shaping the 21st-Century
Corporation,” with the aim of facilitating dialogue
on the question of the role of the corporation of
the future, and its relationship with its employees
and the world around it. Executive seminars at
the most important business schools, not to
mention professional meetings and conferences
for management development professionals and
educators, have also begun to create forums to
discuss how to realign the wants and needs of an
organization with the constituent members who
represent its most valuable assets.
The terms of these new social contracts in
organization will be substantially different from
those of past generations. Each organization will
have to decide how the contract should be
adapted and tailored to its environments and
needs – but ignoring the imperative for a
redefinition of the essential employer – employee
contract will undoubtedly lead to disaster
organizations in which leadership skills and highly
motivated and talented people are critical to
success.
Effective professional development in the future
will focus less on rote learning of tools and study
of cases, and more on experiences that guide the
learners to ask such questions as What can go
wrong? And What might the situation be if we
projected the current information out 15 years?
In the next century, the keys to business will be
considering the full range of stakeholders and
insuring that all members of the organization are
treated fairly and equitably and that they feel
central to the value proposition of the
organization. Short-term success may not
necessarily depend on taking this new social
contract seriously, but those organizations that do
not address these fundamental issues will
probably not have much at all to worry about in
the longer term, because they will join the many
once-successful businesses that have quietly
disappeared.
Key Drivers for Leaders and a Means to Success
The challenges for leaderships in the next century
are significant. Organizations prospering at the
end of the 20th century that have begun
proactively to deal with these questions and
challenges are going to be well-positioned to
succeed. The challenges for developing the next
century’s successful managers and leaders are
no less intimidating. We have sketched out some
of these issues and have suggested ways to build
and develop the competencies and skills critical
for success.
What may be required above all, however, is a
fundamental rethinking of the value of, and
approach to, business education and learning –
where what was traditionally called training is re-
created more broadly as professional
development, and where the goal is not merely
transferring knowledge but building differentiated
and self-regenerating professionals who are
positioned to deal with unforeseen challenges,
excel in their work and grow as quickly as their
environments and responsibilities demand.
The primarily economic model of corporations
from the 20th century may be inadequate for the
future, and needs will continue to change in the
next 20 years. Significant stakeholders who must
now be fully considered and integrated into the
decision – making process within knowledge-
based business are: employees and managers
(viewed as the most important stakeholders by
many); suppliers; customers and clients, and
owners (stockholders). Other stakeholders to be
considered on an issue-by-issue basis are
indirect owners (bond-holders, debt-holders),
communities and regulators (government). The
failure to understand and respond to any of these
stakeholders will lead to underperformance,
inefficiencies and significant delays in taking
productive actions.
The main challenge with respect to stakeholders
is balancing their different interests in both the
short term and the long term. Executive-level
courage is needed to fight off owners asking for
more short-term profits – often the most
pressuring problems, but an insidious one
because it hides behind the glitter of short-term
rewards and immediate gratification.
The primary tool for addressing the problematic
privileging of one stakeholder group over others
is the company’s values and mission statement,
or statement of purpose. If the mission statement
says that the primary value is wealth
accumulation for the owners or stockholders, the
focusing on short-term profits is to be expected. If
the purpose and value proposition are broader
and include employees, customers, clients and
others, then it is the leadership team’s
responsibility to balance the value to these
multiple stakeholders accordingly. Like most
things in this life that are worthwhile, recognizing
the answer is the easy part: actually
implementing it requires vigilance, rigorous
discipline and a senior management body
committed to keeping the organization truly
aligned with its core values – forever.
Defending The New Social Contract
While the exact details of the new social contract
have not yet been fully articulated, what is clear is
that companies will increasingly need and desire
an expanded portfolio of skills and competencies
in their people. These wants on the part of the
corporation are expected to include:
o Employees who reflect ongoing learning,
creativity and innovation.
o A culture of entrepreneurship with good
overall business understanding, including
 independent initiative and leadership,
responsiveness, fast decision-making and
flexibility.
o A true valuing of teamwork, collaboration
and cooperation – without sacrificing a
sense of urgency and a focus on results.
o A willingness on the part of all employees
to accept shared accountability.
o An active and direct contribution to the
overall mission. For their part of the
bargain, organizations will be expected to
provide a set of processes and systems
that not only are maintenance-focused,
but are driven directly by the business’s
core value proposition and reflect a
valuing of the individual employee’s
professional development. In order not to
function as (or feel like) mere units of
capacity, employees will need and
demand from their corporate sponsors:
Clear goals and values
o Clarity of purpose, vision and values.
Ongoing personal and professional development
o A full portfolio of formal and informal
learning programs.
o Advancement and development
opportunities.
Frequent feedback and recognition
o Fair compensation
o Timely and relevant performance
feedback.
o Recognition of value and contribution.
An enriching and regenerative environment
o Resources necessary for success
o A safe, stimulating and challenging work
environment.
o Platforms from which to contribute and be
heard.
o An organization of which to be proud and
to which to dedicate oneself.
o Awareness of and responsiveness to the
individual differences among employees.
Furthermore, above and beyond systems
and programs, the best employees – if
they are to be retained – will demand from
their employers a set of commitments that
reflect an employee – employer
relationship resembling collaboration more
than mere employment, including:
Clear goals and values
o Active involvement in the creation of
shared vision.
o Customers on equal footing with the
company and its employees.
Ongoing personal and professional development
o Greater freedom to learn and try new
things.
o Greater career security defined as
employability.
Frequent feedback and recognition
o Increased appreciation of and respect for
individual contributions made while
working in a team environment.
An enriching and regenerative environment
o More inspiring and challenging work and
role.
o Improved ability to achieve work and life
balance.
To close this loop, the very best organizations
and employers will look for (and require)
individuals who are willing to uphold this new
contract and are capable of creating every day
through their work an organization that grows
along with the needs and demands of its
employees as well as the market and society.
The most valuable employees of the next century
will demonstrate:
Clear goals and values
o Commitment to the organization’s
mission, vision and values.
o Articulation of how the organization’s
mission, vision and values align with
personal mission, vision and values.
Ongoing personal and professional development
o Vitality, competence and a desire both to
teach others and to learn.
o Innovation, adaptability and discipline risk-
taking.
Frequent feedback and recognition
o High performance, decisiveness and
accountability.
o Full contribution of effort and mental
energy.
o Openness and willingness to accept
feedback – and a willingness to respond
or move on in one’s career.
o Desire to excel and exceed job
expectations.
An enriching and regenerative environment
o A willingness to engage in an interactive
dialogue and to accept reasoned
outcomes.
o Ability to offer a fair day’s work while
taking responsibility for one’s own work-
life balance.
o Success that can stand as a source of
pride for the organization.
Meeting The Challenge of the New
Millennium: Disruptions in the Government
Service
Module 2
Changes in PARTNERS
Changes in PRODUCTS & SERVICES
Changes in PROCESSES
Changes in PEOPLE
(knowledge, attitudes, skills, work habits and the
impact of the supervisor)
Disruption is Necessary to Change
What often feels disruptive brings a new
normal
Historically the term disruption was used to
describe turmoil or disorder in a system, culture,
or group. Today the term is used to identify
significant or radical events that cause us to
change how we think or behave. We often see
and celebrate significant disruptions, such as
technology changing the way we bank, obtain
mortgages, travel, buy things, and communicate.
We often think that disruption is technology
driven, which in most cases it is. How many trips
do you make to your bank compared to 10 years
ago? Do you see relatives less now that you text
with them almost daily?
Change, if done right, is disruptive for a while, but
then brings a new normal. For the government
and corporate world to be competitive, cost and
process efficient, and more effective, they need to
be willing to adopt the new normal and engage
new technologies.
Within the government, there is much evidence of
inefficiencies, lagging technologies, and slowness
to change. It sounds ripe for disruption, but it will
require clear and deliberate action to cause
change and make it stick.
There are five necessary disruptive forces for
government to take. They include, but go beyond
technology, requiring a significant shift in
management and leadership practices. I believe
these major disruptive forces will lead to an
effective, lower cost, and a more respected
government.
Technology Disruption
New technologies in their infancy – artificial
intelligence, blockchain and quantum computing-
will be the next disruptors. These technologies
will support more effective services to Americans
and cause internal operations to cost less, be
faster, and more accurate. They could enable
more secure systems, stronger, more transparent
decision-making, self-service operations, and
more.
Imagine more accurate processing of payments
to dramatically reducing improper payments.
Imagine two-thirds of the hiring and selection
process being done through AI resulting in faster,
more accurate staffing actions. Imagine a
technology that will generate accurate warfighting
plans down to the number of grenades, MREs,
and drones and where to deploy and when. The
list can go on, and it will be initially chaotic to
budgets and workforce but government could be
able to more accurately manage finances,
provide health care, administer HR programs,
grants and more.
Political Disruption
We see politics as a negative disrupter, and in
today’s environment it is. Important legislation is
not beings addressed, fiscal reform is not being
considered, it appears stonewalling, gaslighting,
and hypocristy are prerequisite skills for elected
office. But imagine what 537 members and
elected officials could do if they followed a regular
process, took on the critical imperatives facing
our country, and really cared about an efficient
and effective government that is financially
sound. Eliminating the current collusion of
ineptness will be a major disruptor for the good.
Reform Disruptions
Imagine what evidence-based program reform
would do for government. Imagine a bipartisan
and bicameral national summit leading to a
national strategic plan that is consistently
implemented. Imagine using technology for two-
way communications with the American people.
Imagine agencies being willing to address all
programs and make necessary reforms. A true
reform disruption that sticks across government
would result in an efficient, effective and more
accountable government.
Workforce Disruption
There are a plethora of dedicated public servants
who believe strongly in what they do and are very
good at it. There also is a significant minority of
employees who are underperforming due to lack
of skills or are functioning in a culture of
mediocrity. Imagine the disruptive event of
aligning the size and scope of the workforce
around meaningful programs, investing in
developing a strong workforce, redeploying
people to mission-critical functions, eliminating
unneeded skills or poor performers, providing
occupationally-based compensation, really
managing performance, and implementing
common shared services for efficiency, quality,
and lower cost. This disruption would increase
productivity and accuracy, dramatically increase
engagement, and improve customer service. It
would cause a workforce to champion efficiency
and effectiveness and true accountability to the
American people, and dramatically improve
government’s reputation
Budgetary Disruptions
Imagine if we passed budgets on time, addressed
fiscal reform, functioned consistent with a national
strategic plan and stayed true with critical
imperatives. Imagine if government managers
have more flexibility to move budgets around with
less “color” designations to achieve results.
Imagine if agencies were not penalized for
returning or could carry over unused funds.
Imagine if true accountabilities existed with
outcome-based measures. Disrupting budget
management can go a long way to more efficient
and faster implementation of programs and the
revitalization or elimination of programs when
their useful life is up.
Basic Supervisory Skills
Technical Skill – the ability to use the
procedures, techniques, and knowledge of a
specialized field. These are the knowledge and
capabilities to perform specialized tasks.
Management often needs to have technical skills
in order to communicate effectively with line
workers and coordinate efforts.
Human (or interpersonal) skill – the ability to
work with, understand, and motivate other people
as individuals or in groups. also called human
relation skills, require communication and
attention to relations with others.

Conceptual skill – the ability to coordinate and

Some of the areas listed above may seem integrate all of an organization’s interests and
elementary or not too advanced but imagine if activities. Allow a manager to visualize the entire
they truly took place. The transformation to a organization and work with ideas and the
well-managed government is disruptive but is relationships between abstract concepts.
also possible.
Supervisory Level and Skills
Business Disruptions and Government Relative skills needed for effective performance
Service: Continual Change at different levels of supervision/management.
Economy
Social and Lifestyle Changes
Technology
Rise of the Millennials
Risk Management Issues
Compliance and Regulatory Concerns
Six Skills of Strategic Leadership
New Core Competencies
Module 3
not just senior management: Employees at all
levels must be producers of information, new
Eight Practices of Strategic Leaders (Drucker)
ideas, and solutions
Employees must be able to develop and
implement strategies for
- Increasing organizational effectiveness
- Cost optimization
- Improving internal and external customer
service
- Contributing to the bottom line
8 Leadership Practices That Will Make You
Memorable
Almost every employee or team member can
remember that one special boss in their career
who was the role model of a leader, always
commanded respect, and was able to get the
most voluntarily from everyone all the time. every
entrepreneur and business executive I know
wants to emulate that boss, but most can’t even
describe the attributes required.
They know these exceptional leaders seem to
have a way of finding and enticing the best
people into the organization, getting exceptional
performance out of them, and fast-tracking their
careers both inside and outside the organization.
In my opinion, great examples in today’s
entrepreneur world include Elon Musk (Tesla),
Jeff Bezos (Amazon), and Richard Branson
(Virgin Group).
I’ve also struggled trying to define the
characteristics that set these bosses apart, so I
was impressed with the new book,
“Superbosses,” by Dartmouth professor and
consultant Sydney Finkelstein. Here is just a
small selection of the sometimes counterintuitive
practices he observes that I believe are common
to this level of leadership.
1. Create master-apprentice
relationships. These leaders not only
recognize team members who have high
potential, but they willingly and selflessly
customize their coaching to what these
special protégés really need. Great
leaders provide opportunities and
personal growth assignments that go far
beyond conventional training programs.
2. Measure by relationships as well as
competitiveness. Exemplary business
leaders understand the cohort effect,
where peer relationship building is as
important to winning as knowledge and
power. Good connections and team
building are the keys to success. They
mentor protégés on talent spotting,
creativity, and motivation as well as
strategy.
3. Encourage employees to move on to
new opportunities. Nobody likes it when
great employees leave for a new
challenge, but the best leaders don’t
respond with anger or resentment. They
know that former direct reports can
become highly valuable members of their
network, and new business partners as
either rise to new major roles elsewhere.
4. Adapt the job or organization to fit the
talent. In today’s rapidly changing world, it
makes sense to focus on the talent you
have at the moment rather than tasks.
Twitter and GrubHub are just a couple of
examples where CFOs have been asked
to absorb COO responsibilities in the last
couple of years, to capitalize on individual
strengths.
5. Take chances on unconventional
talent. Larry Ellison (Oracle) preferred a
candidate who had accomplished
something genuinely difficult over one with
formal qualifications. If they were gifted
enough, they would rise to the technical
challenges. This is a win-win approach,
since it often helps people accomplish
more than they ever though possible.
6. Always searching for new talent
sources. The best business leaders
never wait until a position opens up to
start searching for talent to fill it. They are
always on the lookout for talent by peer
networking, studying competitors, and
working with top university contacts. The
goal is to always have a backup plan to
facilitate incumbent growth opportunities.
 7. Willing and able to hire on the spot. A
few top business leaders seem to have
the insight to recognize exceptional talent,
and the confidence to go after it, without
resumes and extensive interviews. I don’t
recommend this approach to new
entrepreneurs until you have a few
successes under your belt from
conventional hiring approaches.
8. Accept high talent turnover as a sign of
success. It makes a sense to assume
that highly talented people will be in
demand, and will want new challenges, so
expectations of long-term job
commitments are not realistic. Great
bosses capitalize on fresh new
perspectives, the lure of no career
constraints, and the benefits of a
supportive network.
Especially in this new world of millennial values
and rapid market change, every business leader
and entrepreneur should aspire to this imperative
of nurturing exceptional talent, and forgetting the
tired old assumptions about retention and churn.
Maybe then you can be the superboss you
always wanted to see again.
Six (6) Skills to Needed to Strategically Lead
(Schoemaker, Krupp, & Howland)
Skill 1. Anticipate
o Most organizations and leaders are poor
at deciding at detecting ambiguous threats
and opportunities on the periphery of their
business. Coors executives, famously,
were late seeing the trend toward low-
carb beers. Lego management missed the
electronic revolution in toys and gaming.
Strategic leaders, in contrast, are
constantly vigilant, honing their ability to
anticipate by scanning the environment for
signals of change.
o We worked with a CEO named Mike who
had built his reputation as a turnaround
wizard in heavy manufacturing business.
He was terrific at reacting to crises and
fixing them. After he’d worked his magic in
one particular crisis, Mike’s company
enjoyed a bump in growth, fueled in party
by an up cycle. But after the cycle had
peaked, demand abruptly softened,
catching Mike off guard. More of the same
in a down market wasn’t going to work.
Mike needed to consider various
scenarios and gather better information
from diverse sources in order to anticipate
where his industry was headed.
o We showed Mike and his team members
how to pick up weak signals from both
inside and outside the organization. They
worked to develop broader networks and
to take the perspective of customers,
competitors, and partners. More alert to
opportunities outside the core business,
Mike and team diversified their product
portfolio and acquired a company in an
adjacent market where demand was
higher and less susceptible to boom-and-
bust cycles.
o To improve your ability to anticipate:
o Talk to your customers, suppliers,
and other partners to understand
their challenges.
o Conduct market research and
business simulations to
understand competitors’
perspectives, gauge their likely
reactions to new initiatives or
products, and predict potential
disruptive offerings.
 o Use scenario planning to imagine
various futures and prepare for the
unexpected.
o Look at a fast-growing rival and
examine actions it has taken that
puzzle you.
o List customers you have lost
recently and try to figure out why.
o Attend conferences and events in
other industries or functions.
Skill 2. Challenge
o Strategic thinkers question the status quo.
They challenge their own and others’
assumptions and encourage divergent
points of view. Only after careful reflection
and examination of a problem through
many lenses do they take decisive action.
This requires patience, courage, and an
open mind.
o Consider Bob, a division president in an
energy company we worked with, who
was set in his ways and avoided risky or
messy situation. When faced with a tough
problem-for example, how to consolidate
business units to streamline costs – he
would gather all available information and
retreat alone in this office. His solutions,
although well thought out, were
predictable and rarely innovative. In the
consolidation case he focused entirely on
two similar and underperforming
businesses rather than considering a
bolder reorganization that would
streamline activities across the entire
division. When he needed outside advice,
he turned to a few seasoned consultants
in one trusted firm who suggested tried-
and-true solutions instead of questioning
basic industry assumptions.
o Through coaching, we helped Bob learn
how to invite different (even opposing)
views to challenge his own thinking and
that of his advisers. This was
uncomfortable for him at first, but then he
began to see that he could generate fresh
solutions to stale problems and improve
his strategic decision making. For the
organizational streamlining he even
assigned a colleague to play devil’s
advocate – an approach that yielded a
hybrid solution: Certain emerging market
teams were allowed to keep their local HR
and finance support for a transitional
period while tapping the fully centralized
model for IT and legal support.
o To improve your ability to challenge:
o Focus on the root causes of a
problem rather than the symptoms.
Apply the “five whys” of Sakichi
Toyoda, Toyota’s founder.
(“Product returns increased 5%
this month.” “Why?” “Because the
product intermittently
malfunctions.” “Why?” And so on.)
o List long-standing assumptions
about an aspect of your business
(“High switching costs prevent our
customers from defecting”) and
ask a diverse group if they hold
true.
o Encourage debate by holding “safe
zone” meetings where open
dialogue and conflict are expected
and welcomed.
o Create a rotating position for the
express purpose of questioning
the status quo.
 o Include naysayers in a decision
process to surface challenges
early.
o Capture input from people not
directly affected by a decision who
may have a good perspective on
the repercussions.
Skill 3. Interpret
o Leaders who challenge in the right way
invariably elicit complex and conflicting
information. That’s why the best ones are
also to interpret. Instead of reflexively
seeing or hearing what you expect, you
should synthesize all the input you have.
You’ll need to recognize patterns, push
through ambiguity, and seek new insights.
Finland’s former president J.K. Paasikivi
was fond of saying that wisdom begins by
recognizing the facts and then “re-
cognizing,” or rethinking, them to expose
their hidden implications.
o Some years ago Liz, a U.S. food company
CMO, was developing a marketing plan
for the company’s low-carb cake line. At
the time, the Atkins diet was popular, and
every food company had a low-carb
strategy. But Liz noticed that none of the
consumers she listened to were avoiding
the company’s snacks because they were
on a low-carb diet. Rather, a fast-growing
segment-people with diabetes – shunned
them because they contained sugar. Liz
thought her company might achieve
higher-sales if it began to serve diabetics
rather than fickle dieters. Her ability to
connect the dots ultimately led to a
profitable change in product mix from low-
carb to sugar-free cakes.
o To improve your ability to interpret:
o When analyzing ambiguous data,
list at least three possible
explanations for what you’re
observing and invite perspectives
from diverse stakeholders.
o Force yourself to zoom in on the
details and out to see the big
picture.
o Actively look for missing
information and evidence that
disconfirms your hypothesis.
o Supplement observation with
quantitative analysis.
o Step away-go for a walk, look at
art, put on nontraditional music,
play Ping-Pong-to promote an
open mind.
Skill 4. Decide
o In uncertain times, decision makers may
have to make tough calls with incomplete
information, and often they must do so
quickly. But strategic thinkers insist on
multiple options at the outset and don’t get
prematurely locked into simplistic go/no-
go choices. They don’t shoot from the hip
but follow a disciplined process that
balances rigor with speed, considers the
trade-offs involved, and takes both short-
and long-term goals into account. In the
end, strategic leaders must have the
courage of their convictions – informed by
a robust decision process.
o Janet, an execution – oriented division
president in a technology business, liked
to make decisions quickly and keep the
process simple. This worked well when
the competitive landscape was familiar
and the choices straightforward.
Unfortunately for her, the industry was
shifting rapidly as nontraditional
 competitors from Korea began seizing
market share with lower-priced products.
o Janet’s instinct was to make a strategic
acquisition in a low-cost geography – yes-
or-no proposition-to preserve the
company’s competitive pricing position
and market share. As the plan’s
champion, she pushed for a rapid green
light, but because capital was short, the
CEO and the CFO resisted. Surprised by
this, she gathered the principals involved
in the decision and challenged them to
come up with other options. The team
elected to take a methodical approach
and explored the possibility of a joint
venture or a strategic alliance. On the
basis of that analysis, Janet ultimately
pursued an acquisition – but of a different
company in a more strategic market.
o To improve your ability to decide:
o Reframe binary decisions by
explicitly asking your team, “What
other options do we have?”
o Divide big decisions into pieces to
understand component parts and
better see unintended
consequences.
o Tailor your decision criteria to
long-term versus short-term
projects.
o Let others know where you are in
your decision process. Are you
still seeking divergent ideas and
debate, or are you moving toward
closure and choice?
o Determine who needs to be
directly involved and who can
influence the success of your
decision.
o Consider pilots or experiments
instead of big bets, and make
staged commitments.
Skill 5. Align
o Strategic leaders must be adept at finding
common ground and achieving buy-in
among stakeholders who have disparate
views and agendas. This requires active
outreach. Success depends on proactive
communication, trust building, and
frequent engagement.
o One executive we worked with, a
chemical company president in charge of
the Chinese market, was tireless in trying
to expand his business. But he had
difficulty getting support from colleagues
elsewhere in the world. Frustrated that
they didn’t share his enthusiasm for
opportunities in China, he plowed forward
alone, further alienating them. A survey
revealed that his colleagues didn’t fully
understand his strategy and thus
hesitated to back him.
o With our help, the president turned the
situation around. He began to have
regular face-to-face meetings with his
fellow leaders in which he detailed his
growth plans and solicited feedback,
participation, and differing points of view.
Gradually they began to see the benefits
for their own functions and lines of
business. With greater collaboration, sales
increased, and the president came to see
his colleagues as strategic partners rather
than obstacles.
o To improve your ability to align:
o Communicate early and often to
combat the two most common
complaints in organizations: “No
 one ever asked me” and “No one
ever told me.”
o Identify key internal and external
stakeholders, mapping their
positions on your initiative and
pinpointing any misalignment of
interests. Look for hidden agendas
and coalitions.
o Use structured and facilitated
conversations to expose areas of
misunderstanding resistance.
o Reach out to resisters directly to
understand their concerns and
then address them.
o Be vigilant in monitoring
stakeholders’ positions during the
rollout of your initiative or strategy.
o Recognize and otherwise reward
colleagues who support team
alignment.
Skill 6. Learn
o Strategic leaders are the focal point for
organizational learning. They promote a
culture of inquiry, and they search for the
lessons in both successful and
unsuccessful outcomes. They study
failures-their own and their teams’ – in an
open, constructive way to find the hidden
lessons.
o A team of 40 senior leaders from a
pharmaceutical company, including the
CEO, took our Strategic Aptitude Self-
Assessment and discovered that learning
was their weakest collective area of
leadership. At all levels of the company, it
emerged, the tendency was to punish
rather than learn from mistakes, which
meant that leaders often went to great
lengths to cover up their own
o The CEO realized that the culture had to
change if the company was to become
more innovative. Under his leadership, the
team launched three initiatives: (1) a
program to publicize stories about projects
that initially failed but ultimately led to
creative solutions; (2) a program to
engage cross-divisional teams in novel
experiments to solve customer problems –
and then report the results regardless of
outcome; (3) an innovation tournament to
generate new ideas from across the
organization. Meanwhile, the CEO himself
became more open in acknowledging this
missteps. For example, he described to a
group of high potentials how his delay in
selling a stalled legacy business unit had
prevented the enterprise from acquiring a
diagnostics company that would have
expanded its market share. The lesson,
he explained, was that he should more
readily cut losses on underperforming
investment. In time the company culture
shifted toward more shared learning and
bolder innovation.
o To improve your ability to learn:
o Institute after-action reviews,
document lessons learned from
major decisions or milestones
(including the termination of a
failing project), and broadly
communicate the resulting
insights.
o Reward managers who try
something laudable but fail in
terms of outcomes.
o Conduct annual learning audits to
see where decisions and team
interactions may have fallen short.
 o Identify initiatives that are not
producing as expected and
examine the root causes.
o Create a culture in which inquiry is
valued and mistakes are viewed
as learning opportunities.
Becoming a strategic leader
means identifying weaknesses in
the six skills discussed above and
correcting them. Our research
shows that strength in one skill
cannot easily compensate for a
deficit in another, so it is important
to methodically optimize all six
abilities. The following test-a short
version of our Strategic Aptitude
Assessment, which is available at
hbrsurvey.decisionstrat.com-can
help reveal which areas require
attention. For clearer and more
useful results, take the longer
survey and ask colleagues – or at
least your manager – to review
and comment on your answers.
Learning and Being Insane
“Insanity: doing the same thing over and over
again and expecting different results.” – Albert
Einstein
Decision Making From an Individual’s
Perspective
Definition – decision is making choices from two
or more alternatives.
Individual Decision Making – Pros and Cons
Individuals have a tendency to think and question
before performing. This is fruitful in analysis and
forecasting of individual’s behavior. Individual
decision making has certain pros and cons, few
of which are mentioned below:
Pros of Individual Decision Making
An individual generally makes prompt decision.
While a group is dominated by various people,
making decision-making very time consuming.
Moreover assembling group members consumer
lot of time.
Individuals do not escape responsibilities. They
are accountable for their acts and performance.
While in a group it is not easy to holy any one
person accountable for a wrong decision.
Individual decision making saves time, money
and energy as individuals make prompt and
logical decisions generally. While group decision
making involves lot of time, money and energy.
Individual decisions are more focused and
rational as compared to group.
Cons of Individual Decision Making
A group has potential of collecting more and full
information compared to an individual while
making decisions.
An individual while making any decision uses his
own intuition and views. While a group has many
members, so many views and many approaches
and hence better decision making.
A group discovers hidden talent and core
competency of employees of an organization.
An individual will not take into consideration every
members interest. While a group will take into a
account interest of all members of an
organization.
Reflexive and Reflective Decision Making
Reflexive – actions with little or no conscious
thought i.e. immediately answering a phone call
or text.
Reflexive Leadership – Shifting Balances
As a provider of leadership and management
training, with endorsements from Train to Gain, I
believe it is important to lay out what I mean by
leadership development. There is a big buzz
about “leadership” following Iraq, the financial
crisis and even climate change issues.
There are at least two forces challenging notions
of leadership that are facing us today. They
include:
1. The dissatisfaction with current models of
political and organizational power that
have led us into the calamities listed
above.
2. A matter of definition – one that remains,
perhaps necessarily, mercurial and
oblique.
The first of these two issues is a matter of some
debate and energy, particularly in current think
tanks. Matthew Taylor of the RSA is adamant
about challenging the current and outdated
models of “leadership by deference.” One of the
challenges here is that to step beyond a culture of
deference requires an extra degree of self-
responsibility. This is an interesting challenge and
one that can be explored on his blog here.
Elements of Reflexive Leadership
The second one, of definition, is the main
purpose of this entry. It is also one that will be
forever changing. So it is with a degree of
predicted obsolescence that I attempt to name
what I mean by leadership, or specifically,
Reflexive Leadership. It includes the following
elements:
o Awareness
o Reflection
o Creativity
o Knowledge
o Access to resources
o Vision, and
o Accountability
Reflexive leadership is based on the increasing
awareness of the value of self-reflection in
practice – whether it be as a therapist, student or
business person. This practice is commonly seen
in Kolb’s learning cycle and occurs when
attempting to learn any new skills or conquer
arising challenges. The value of reflection has
long been acknowledged, but in time-poor
environments, it is often the first thing to go,
However, this can be a costly mistake in the long
run. as pointed out by David Allen, this thinking
time, named “knowledge work” is often THE work
that needs to be done. Take yourself – as a
skilled practitioner in whatever field you have
chosen. Let us say, something arises that is
challenging your performance or objective. Nine
times out of teen it is not your lack of skills or
know-how that is the problem, the problem is
based on either one of two elements:
1. It is relational. Something is affecting
you, your colleagues on your clients and
is having an impact. Chances are it is not
directly related to the current content of
your delivery or objective. These matters
may seem to be unprofessional
distractions, but we ignore them at our
peril. Clearing such matters up can
unblock many obstacles and put your
delivery back on tract. If this is something
that cannot be done by you, an
acknowledgement of this as a genuine
support need can go a long way to
increasing your team’s performance.
2. There is something outside of your
awareness that is affecting the issue.
Take for example you are exploring
diversity with your team for the day – and
have hired a building that looks like a
courthouse to do so. It may happen that
 some of the people have not had good
experience with the law, or may just feel
intimidated by the setting. Without
realizing why, you notice some of the
people involved are closed or even
irritated. As people from minorities often
experience oppression directly or
indirectly from such institutions, the venue
may be having an unitended impact on
the day. This is not to say that one should
use courthouses or avoid symbols of
contention, rather an awareness of them
needs to be brought in – and in fact, when
done well, can make for transformational
discoveries.
Addressing either of these two elements takes
reflection and thinking time. building time in
before and after to reflect on choices can go a
long way in supporting solid leadership.
In any situation, it may also just be that the
communication loop is not connected and that
somewhere something is not coherent. This may
be between;
o Your intention and your message;
o Your message delivery and it’s
perception;
o Or perhaps in missed feedback from your
recipients.
Again, being a reflexive leader will help identify
these shortcomings and address them.
Reflexive leadership isn’t just confined to
reflection and thinking time. it also demands a
more immediate sense of “response-ability,” that
is, good leaders are able to respond to
unavoidable and unpredictable challenges. While
this ability can be improved through reflection, it
also requires creativity, support and
knowledge. Moreover, it is not essential that
these are present in a single person – a
designated “Leader” by one title or another. On
the contrary, a good team will have multiple
resources of these elements. Good leadership
recognizes where they are available and utilizes
them.
Another crucial ingredient of good reflexive
leadership is vision. Having a view for the bigger
picture is crucial in knowing which of the
resources is worth utilizing at any point, given the
circumstances. Awareness of such goals and
objectives provides good leadership in any
context.
Finally, what really stands out in leadership is
accountability. Not shying away from this
element is in fact one of the inspiring elements
that draw people to one choice over another.
Developing an organization is about getting
others to trust it – to invest in it. Without
accountability, leadership is trivial and
unsustainable. It is a lack of accountability that
has created the disturbances in our financial
system that we are experiencing today.
Leadership as “Role”
Above and beyond these elements of leadership,
is recognizing its shifting nature and that
leadership is a role rather than an individual’s
title. This means that anyone in a team or
organization may exhibit leadership qualities. For
example, a receptionist may have insights
gathered from interacting with customers that
lead to important organizational change.
Optimum leadership is necessarily fluid and a
shared responsibility that is not confined to the
designated few, but available to all. Such a
concept may seem challenging to many
organizational structures. However, that is not the
intention, organized structures create
opportunities for fantastic achievements. Rather,
it seeks to promote a way of thinking that
maximizes the potential of a group rather than
limiting it to the thinking of a few – this can be
done while maintain agreed structures and
avenues of communication. Importantly,
recognizing the mutable nature of leadership will
support us in understanding how best to step into
its role.
Using Reflexive leadership will help us find our
leaders in the shifting balances of power and
information that constantly challenge
organizations today. By finding ways to respect
both agency and community, groups and
individuals, reflexive leadership will help us come
to terms with the current challenges of leadership.
Reflective – Actions requiring understanding and
reasoning i.e. will I answer the phone call or text if
the number is not recognized by my directory?
The effective supervisor should not confuse
reflexive from reflective decision-making, and vice
versa.
Reflective Leadership
Reflective leaders, on the other hand, exhibit a
lifelong thirst for learning. Less quick to make
snap judgments, these leaders balance the
practice “telling” with “asking” and often rely on
the collective intelligence of their teams.
Reflective leaders take the time to consider
questions such as:
o How would I describe my experience?
o What where my thoughts and feelings
while it was happening?
o How did I react and behave?
o What do I think about the way I felt and
acted?
o What did I learn?
o How do I incorporate the learning into my
future actions.
Instead of being “in judgment,” these leaders “use
judgment” in making important decisions. Richard
Branson, the CEO of the Virgin Group is a vivid
example of a reflective leader. He sees life as
one long learning process and regularly steps out
of his routine and habitual settings in order to
explore, think, and learn. Often Branson retreats
to his island to create space for thoughtful
interactions and reflection. He has a renaissance
mind and personality that encourages him to
constantly experiment with a broad range of fields
such as business, music/entertainment,
aviation/hot air ballooning, world affairs and
charity. These experiences broaden his world
view, allowing him to detach and elevate from his
habitual paradigms to achieve insights that can
be applied to his organization.
As the business environment has grown more
complex, volatile, and fast-paced, leaders are
increasingly encouraged to adopt a “bias for
action,” but strong leaders reflect on their past
experiences and seek out new, relevant insights
before making critical decisions.
Why Reflective Leadership Is the Key to a
Successful Purpose Transformation
If the people we’re leading have changed, then so
must how we lead them.
Perhaps more than any other generation,
purpose is what inspires younger generations of
workers to engage and put forth their best efforts
in the workplace. So whether your organization
has committed to a purpose transformation or
not, the chances are it is undergoing one anyway,
simply by virtue of the fact that the face of your
workforce is changing.
According to Pew Research, Millennials
surpassed Generation Xers in 2015 as the largest
generational cohort in American workplaces. Yet,
the majority of business leaders still haven’t
figured out how to get this generation engaged in
the workplace. My take” if the people we’re
leading have changed, then so mush how we
lead them.
Reflect on This: Leadership and Purpose Are Key
In my interviews with more than 600 business
leaders, one refrain that has sounded again and
again is that it takes a new approach to
leadership to attract and engage younger
workers. Statistics bear this out: pollsters at
Gallup have uncovered some interesting
differences between Millennials and the
generations that preceded them when it comes to
workplace motivation and engagement.
1. Money – Millennials started their careers
during the worst recession in recent
memory, and many of them carry large
student debt loads. As a result, about half
of millennials would switch jobs for a pay
hike of 20% or less. Engaged, employees,
however, are less likely to leave which
indicates it’s not only about money.
2. Opportunity and Purpose – Millennials
actually place other things ahead of
compensation when it comes to assessing
career prospects: opportunity to learn,
grow, advance, and to do work that
matters. In other words, they are
motivated by purpose and the opportunity
to influence that purpose.
3. Leadership – Millennials also are looking
closely at the quality of leadership and
management that they will work for.
They’re seeking those who can inspire
and support their best efforts. In other
words, they’re looking for leaders who can
shape careers, not just managers who hit
their numbers.
What do these findings mean for your business?
That it takes more than money to engage today’s
employees. It takes purpose and leadership as
well.
Why Self-Reflection Matters
For many managers and executives, becoming
the kind of leader that can inspire younger
workers will require some self-reflection on how
transforming ourselves as leaders, can transform
those we lead.
According to Dr. Stewart I. Donaldson, Director of
the Claremont Evaluation Center at Claremont
Graduate University, managers who want to
inspire greater degrees of engagement can’t just
talk a good game. Says Donaldson, “In our work,
if the leader or top management team is really not
on board with positive principles and isn’t
committed to this approach in how they interact
with employees and manage the business, it’s
very difficult to have a lasting positive effect on an
organization.”
In other words, great leaders seek to transform
themselves first, in order to transform their
business. Says Lindsay Pattison, Chief
Transformation Officer of GroupM Worldwide &
CEO of Maxus Global, “Employers need to look
at themselves – their business structure, who
they really are and how they communicate.
Integrity matters. You have to be confident in your
own moral compass and be aware of your own
boundaries and limitations. These aren’t ‘soft
skills,’ they are things you really need to do to
grow as a leader.”
“Self reflection is key!”
People are Your Key Differentiator
Todd Davis, serves as the chief people officer for
FranklinCovey and is the author of the new book
Get Better: 15 Proven Practices to Build Effective
Relationships at Work, believes, “No matter what
business you’re in, people are your greatest
asset. However, it’s the nature of the
relationships between people that become your
organization’s greatest competitive advantage.”
According to Davis, there are two interpersonal
skills that leaders must have to get the most from
their people. Says Davis, “Leaders must make it
‘safe to tell the truth.’ They must be open to
feedback, so it’s safe for people to tell the truth
when they give or get feedback.”
Secondly, leaders must model what they want to
see their people do. “Leaders who model what
they teach have a ripple effect on the entire
culture,” says Davis. “We have to do more than
talk about what we stand for. We have to believe
and do it. All meaningful change comes from the
inside out.”
Connect Behavior to Results
Mike Gummeson, President of NDS, water
management solutions division of NORMA
Group, says engaging employees means
rewarding those employee behaviors that align to
your business’s core values. The goal, says
Gummeson, is “creating awareness within each
individual that they are working for the success of
the company by making a difference for our
customers and to recognize how they contribute
to results like profitability, growth and purpose.”
Gummeson says this means “Leadership means
being a resource and coach, but also
encouraging employees to have an influence. We
need their input on where the company should
go. It’s not enough to just have them agree with
us about that direction.”
As Employee Needs Change, So Must Leaders
Erin Krehbiel, is President at ACI Specialty
Benefits, a company that provides employee well-
being, and concierge benefits that help employers
win awards, improve morale and improve their
bottom lines. Says Krehbiel, “Today’s employer
has to provide tools and engage by filling a
spectrum of employee needs. They can’t just
think that money trumps all.”
Says Krehbiel, “If we look at organization
responsibilities in regard to Maslow’s Heirarchy,
there’s been almost a complete shift in employee
needs. Money still matters, but it’s not just about
lower level needs like being able to afford food
and shelter. People aren’t just looking for a job
anymore – they don’t just go to work and then go
home. They’re looking for fulfillment.”
Managers and executives that want to lead
today’s workforce need to understand not just
what’s different in their employees, but must
reflect inwardly to understand how the changing
face of the workplace must inspire change in how
they lead. By placing the emphasis on leading
with purpose, employers can inspire engagement
and loyalty more effectively than through
monetary compensation alone.
Good Decisions are SMART Better Decisions
are SMARTCOW
S – Specific
o Specific answers the questions “what is to
be done?” “how will you know it is done?”
and describes the results (end product) of
the work to be done. The description is
written in such a way that anyone reading
the objective will most likely interpret it the
same way. To ensure that an objectives is
specific is to make sure that the way it is
described is observable. Observable
means that somebody can see or hear
(physically observe) someone doing
something.
M – Measurable
o Measurable with measurement answers
the question “how will you know it meets
expectations?” and defines the objective
using assessable terms (quantity, quality,
frequency, costs, deadlines, etc.). it refers
to the extent to which something can be
evaluated against some standard. An
objective with a quantity measurements
 uses terms of amount, percentages, etc..
a frequency measurement could be daily,
weekly, 1 in 3. An objective with a quality
measurement would describe a C – Communicated
requirement in terms of accuracy, format,
within university guidelines.
A – Attainable / Achievable
o Achievable answers the questions “can
the person do it?” “Can the measurable
objective be achieved by the person?”
“Does he/she have the experience,
knowledge or capability of fulfilling the
expectation?” it also answers the question
“Can it be done giving the time frame,
opportunity and resources?” These items
should be included in the SMARTCOW
objective if they will be a factor in the
achievement.
R – Realistic/Relevant
o Relevant answers the questions, “should it
be done?”, “why?” and “what will be the
impact.?” Is the objective aligned with the
S/C/D’s implementation plan and the
university’s strategic plan?
T – Time Bound / Time-oriented
o Time oriented answers the question,
“when will it be done?” It refers to the fact
that an objective has end points and
check points built into it. Sometimes a
task may only have an end point or due
date. Sometimes that end point or due
date is the actual end of the task, or
sometimes the end point of one task is the
start point of another. Sometimes a task
has several milestones or check points to
help you or others assess how well
something is going before it is finished so
that corrections or modifications can be
made as needed to make sure the end
results meets expectations. Other times,
an employee’s style is such that the due
dates or milestones are there to create a
sense of urgency that helps them to get
something finished.
o Communication is essential to a healthy
relationship as are making the right
decisions. Exploring and expressing your
own thoughts and feelings is an excellent
start, but you should also:
o Take responsibility for your
feelings, thoughts and actions.
o Rephrase your feelings if you think
you are being misunderstood.
o Ask for more information when you
are not sure what was said.
o Ask your partner to listen to you.
o Listen to and respect your
partner’s thoughts and feelings
even if they are different from your
own.
o Be positive.
O – Owned
o Self-Accountability comes to mind.
Making your own decisions makes you
responsible for what comes out of that
decision whether it was a positive
move or not. Making your own
decisions also allows you to make
your own mistakes and learn from
them. If you’ve ever had someone try
to tell you not to do something without
a better reason than, “I said so or it
didn’t work” it’s not really a good
enough reason not to do it. An
argument for this way of thinking is
that the choice is not in your hands,
and so you don’t get to see what will
happen if you do the same thing.

o This is why advice is not considered a
command. Someone can advise you
on something, but usually there is an
actual reason they give for why they
state their position, you can do what
you want with the information.
o Obviously there are things you should
avoid doing for reasons of safety and
the laws we have set in our respective
societies but, that doesn’t mean you
can’t do them… just that you shouldn’t
because there is a consequence
involved. Self-accountability though is
an important factor in how your life
progresses. When you make choices,
you make the choice to represent
those choices if something happens
as a result, this is something you don’t
get a choice of.
o If you choose to let others make the
decision for you, you can have the
illusion of not feeling responsible for
what someone told you to do if you do
it. Mistakes and choices exist for this
reason so giving it away gives that
away as well.
W – Written
o Decision writing, making your decision
appeal proof. Clarity in decision
addresses to demonstrate that your
decision meets the reasonableness test
established, addresses the requirements
of natural and procedural fairness.
Transparency is also very important
because parties must feel that they were
heard and understood.
“We’re not in the coffee business, serving people,
we’re in the people business serving coffee” –
Howard Schultz CEO
Understanding the Leadership Spectrum: The
Basics
Module 4
Why is Leadership Important in Government?
The role of the leader is to make sure they are all
pointed in the same, and hopefully right, direction,
and keep the institution from drifting. Another key
role of a leader in government is to get the team
the resources they need to do the job.
Political leaders are vitally important – through
the authority of government, they assess the
distribution of power and resources, build
relationships with other stakeholders and make
decisions that can have great impact on the well-
being of a nation and its people.
Leadership in the political framework requires a
focus on the long-term good of a country, above
and ahead of any personal short-term gains.
Good political leadership requires a combination
of charisma and integrity, as well as the ability to
assess a situation and make a decision based on
what would be the best for the greatest number of
people. Most of all, leadership in a political
framework requires ‘statesmanship’ – as opposed
to just being a ‘politician’ – this means having the
integrity and willingness to stand up for what is
right, even if it means resigning a position in
government or losing and election.
Pillars of Excellence
The Pillars of the Government Excellence System
The Government Excellence System has been
divided into three main pillars representing the
basic foundations for leadership. These pillars
ensure that any government entity will effectively
perform its main activities in order to achieve its
objectives in line with the general government
objectives through the optimal use of resources,
and by ongoing pursuit of learning and
development. Below is a detailed explanation of
the three pillars:
1. Achieving vision
- A leading government entity will work
on achieving its objectives in line with
the Dubai Plan 2021, strategic plan
and main tasks stipulated in the
Memorandum of Association. It does
so through the effective and efficient
development and implementation of its
processes, services, programmes and
projects, and through transforming its
services and processes into smart
ones so as to meet the requirements
of all customers, partners and the
community. It also seeks to achieve
the highest levels of satisfaction and
happiness through integration and
partnership with other government
entities, the private sector and the
community.
2. Innovation
- A leading government entity seeks to
achieve continuous innovation through
the provision of new and innovative
services, development of policies and
implementation of processes and
programmes in creative ways. It does
so in order to achieve the principles of
socioeconomic and environmental
sustainability over the long term. The
entity also needs to foresee the future
to be able to handle future trends that
may affect their work and can benefit
from proactively.
3. Enablers
- A leading government entity provides
services and implements their tasks
and programmes through the effective
and efficient management of assets
and resources. It does so in order to
ensure commitment to the highest
standards of transparency, integrity,
governance and effective risk
management. This can be achieved by
providing a working environment that
stimulates its people so that they will
effectively contribute to achieving the
entity’s objectives and vision.
Leadership Approaches
• Trait approach
• Behavioral approach
• Contingency approach
1.Trait Approach
Attempt to understand leadership by identifying
personal characteristics of leaders
Assumes that leaders are born, and not made
2.Behavioral Approach
Determining what effective leaders do – how they
delegate tasks, how they communicate with and
try to motivate their followers, and how they carry
out their tasks.
Focus on two aspects of leadership behavior:
leadership function and leadership style
Two Leadership Styles
Task-oriented style – close supervision to ensure
the work is performed satisfactorily
Relationship-oriented style – put more emphasis
on motivating rather than controlling subordinates
Profile of Relational Leaders
“True compassion means not only feeling
another’s pain but also being moved to help
relieve it. – Daniel Goleman
Daniel Goleman is an author and science
journalist. For twelve years, he wrote for The New
York Times, reporting on the brain and behavioral
sciences.
“Greatness is not a function of circumstance.
Greatness, it turns out, is largely a matter of
conscious choice, and discipline.” – James
Collins
James C. "Jim" Collins is an American author and
lecturer on the subject of company sustainability
and growth
“If you want to go fast, go alone. If you want to go
far, you need a team.” – John Wooden
John Robert Wooden was an American
basketball player and head coach at the
University of California at Los Angeles
“It doesn’t make sense to hire smart people and
tell them what to do; we hire smart people so they
can tell us what to do.” – Steve Jobs
Steven Paul Jobs was an American entrepreneur
and business magnate. He was the chairman,
chief executive officer, and a co-founder of Apple
Inc., chairman and majority shareholder of Pixar.
3.Contingency Approach
The view that the management technique that
best contributes to the attainment of
organizational goals might vary in different types
of situations or circumstances.
Situational Leadership Model
An approach to leadership that describes how
leaders should adjust their leadership style in
response to their subordinates’ desire for
achievement, experience, ability, and willingness
to accept responsibility.
Situational Leadership Model (Hershey and
Blanchard)
The ‘Hershey and Blanchard Model’
The Hersey and Blanchard model is a situational
leadership model which suggests that there is no
single optimal leadership style, and successful
leaders adjust their styles based on “follower
maturity,” follower maturity is determined by the
ability and confidence of the group they are
attempting to lead. The model proposes that
leaders deal with varying levels of follower
maturity by adjusting their relative emphasis on
task and relationship behaviors. According to the
model, this gives rise to four leadership styles –
Delegating Style: a low-task, low-relationship
style, where the leader allows the group to take
responsibility for task decisions.
Participating Style: a low-task, high-relationship
style that emphasizes shared ideas and
decisions.
Selling Style: a high-task, high-relationship style,
in which the leader attempts to “sell” his ideas to
the group by explaining task directions in a
persuasive manner.
Telling Style: a high-task, low-relationship style
where the leader gives explicit directions and
supervises work closely.
Breaking Down ‘Hersey and Blanchard Model’
Managers using the Hersey-Blanchard model
must be able to select the leadership style that
matches the maturity of followers. For example, if
follower maturity is high, the model suggests a
delegating style of leadership where the leader
has to provide minimal guidance. By contrast, if
follower maturity is low, due to inexperience or
unfamiliarity on the part of the followers, a telling
style could be more appropriate in order to
ensure the group has clarity on their goals and
how they are expected to achieve them.
The model was developed in 1970s by professor
and author Paul Hersey and leadership expert
Ken Blanchard, author of “The One Minute
Manager.”
Applications and Limitations of the Hersey-
Blachard Model
This leadership method lets executives, manager,
and other positions of authority take charge of
their followers based on the acumen,
understanding, and context of the group. By
taking into consideration how the strengths,
weaknesses, and awareness of the followers can
affect their performance and the outcomes of the
project, leaders can apply an appropriate
structure and degree of control to achieve the
desired result.
There are limitations to the model, which may be
beyond the leader’s control. The position and
authority of the leader may be restricted by the
operational chain-of-command or hierarchy for an
organization, which could force them to adopt
rigid styles rather than adapt to follower maturity.
Furthermore, time constraints, a narrow field of
options, and limits on available assets can also
force managers to act based on the
circumstances they face, eliminating the
possibility of enacting strategies built around
follower maturity.
Understanding The Leadership Spectrum:
Developing the Skills
Module 5
Where is Your Organization on the Leadership
Spectrum?
A successful leader understands the importance
of each style, is comfortable flexing to any point
on the spectrum and knows which style is
appropriate for a given situation.
Maybe you have heard workers say things like,
“My boss is a total dictator! He won’t let anyone
make a change without his direct approval!” or “I
can’t stand how my boss will never make a
decision . . . always pushing us to figure things
out on our own. Why doesn’t he just tell us what
to do?” “Would you characterize these bosses as
being managers or leaders? Maybe the best way
to answer this question is to be better understand
the “Leadership Spectrum”
Leadership Spectrum
(John Dyer)
Leadership Spectrum
(Post 1)
Leader makes decisions with little or no input.
Pro: Decisions can be made rapidly
and decisively. The boss may have
additional knowledge about the strategic direction
of the organization that others may not be aware
of. Also, the boss may be making a difficult
decision in order to take the pressure (and
responsibility) off of the employees.

Cons: There is little to no ownership and
buy-in from anyone other than the
decision maker. When things
begin to go wrong, there isn’t much incentive to
help correct the situation (leading to great delight
by the employees who may say something like,
“The boss should have known better and asked
us for our ideas!”)
The dictator is most effective in a crisis. The
analogy I like to use in my training is that if a
room begins filling with smoke, everyone would
want a dictator to take charge and start telling
people what to do. However, a boss who only
uses dictator mode can hamper growth in good
times when the company starts to expand since
they will become the bottleneck when it comes to
making decisions. Also, there will be little to no
development in the leadership skills of the rest of
the organization since they will not be required to
take responsibility for any of their actions.
Leadership Spectrum
(Post 2)
Leader makes decisions after receiving significant
input from others.
Pro: Decisions are still made decisively
and have a greater chance of
being correct after receiving input
from several diverse sources. The
boss can shield employees by
taking full responsibility for the
decision, especially if there is risk
(and hopefully give credit to the
employees if things go well).
Con: Dictators will sometimes make it
look like they are getting inputs
form others when, in reality, the
decision has already been made.
Also, if the boss has surrounded
themselves with “yes” people, then
they may think they are getting
good, diverse ideas when in fact,
all of the inputs are relatively the
same (and tend to agree with the
boss).
My experience working with Japanese executives
is that many of them will use this leadership style.
When making a presentation to a Japanese
company, for example, the CEO sat at the “place
of honor” in the conference room and closed his
eyes for most of the meeting. I incorrectly
assumed that he was not interested in what I was
presenting. However, he actually was paying
close attention to what I said as well as the
questions and enthusiasm of his staff. At the
conclusion of the meeting, after listening to all of
the inputs, he stood and said, “Based on
everything that has been said today, this is the
direction we are going to go,” – and the decision
was made.
Leadership Spectrum
(Post 3)
Teams make decisions with restrictions and
leader’s oversight.
Pro: Greater buy-in and support for the
decision, especially by those on
the team. Diversity of inputs
(particularly if the team is cross-
functional and includes workers
who are closest to the process)
helps to assure the best possible
decision that everyone will support
(consensus). When the boss
provides oversight, he/she can
assist the team by providing
resources, by getting input from
other functions / business units,
and by helping the team stay
focused on strategic initiatives.
Con: The process of reaching
consensus on a decision may be
long and tedious. This could bog
the team down, resulting in missed
deadlines (or rush the decision-
 making process, if the team feels it
is running out of time, resulting in a
poorly thought-out solution). Also,
the team may try to guess what
the boss wants and decide to go in
that direction, even if it is incorrect.
For this fencepost on the Leadership Spectrum,
the boss becomes the “sponsor” of the team and
provides the improvement opportunity, the project
scope and parameters (time, funding, resources,
etc.), and then only gets involved if the team runs
into a roadblock. The boss also connects the
team to the overall strategic plan of the company
to ensure that they do not drift and start working
on something that is not a real need for the
organization.
Understanding The Leadership Spectrum:
Empowering Teams
Module 6
Leadership Spectrum
(Post 4)
Fully empowered teams work together to achieve
a strategic vision.
Pro: this style includes formal and
informal teams as well as self-
directed work teams. Employees
get accustomed to working
together on improvement initiatives
as well as discussing ideas in both
formal and informal gatherings.
(shift start up, lunch, etc.). some of
the best ideas bubble up within a
group of employees while they are
running the process. Once they
have gotten accustomed to using
the tools and methodologies of
lean and Six Sigma, these ideas
can quickly be vetted and, where
appropriate, implemented.
Con: this takes a great deal of work and
focus by the boss to keep the
teams going in favorable direction.
Each time new employees rotate
into a work area, for example,
fractures can form and the teams
can begin to falter. The boss will
spend a good bit of their time
coaching their employees and
working to keep the culture a peak
performance. Without this
oversight, the teams can begin to
drift and work on changes that do
not impact the organization’s
objectives.
This leadership style requires dedication and
commitment to get (and keep) the company
culture focused on empowerment, teamwork,
trust and support. Comprehensive, consistent
communications and the sharing of data, vision
and strategy are keys for success. Fear must be
driven out (another for Dr. Deming’s 14 points) for
this style to be successful . . . fear of failure, fear
to make change happen, and fear to share bad
news must all be eliminated.
So, which style would an outstanding leader
adopt? The short answer: all of them . . even
dictator. If the boss understands the importance
of each of the above styles, is comfortable flexing
to any point on the spectrum, and (most
importantly) knows which style is appropriate for
a given situation, their chances of being a
successful leader are greatly enhanced. In all of
my experiences, I have only encountered a few
people who fit this description, and in each case
they were well respected, trusted by their
employees, and helped their organizations
achieve greatness.
By the way, I believe that a “manager” tries to
manipulate employees through fear, intimidation
and coercion. This may be confused with the
dictator style of leadership listed above. However,
it is more selfish since the manager usually has
no intention of shifting to other places on the
Leadership Spectrum. They withhold information
(knowledge is power), even when decisions are
made, and build little trust with their employees.
They say things like, “You better do this my way
or there will be severe consequences!” The
manager might think they are making progress
toward achieving greatness, but they usually only
are helping the organization stay mired in
mediocrity.
Just so there is no confusion, what is the
difference between a leader using the dictator
side of the Leadership Spectrum (as needed) vs.
a manager? A leader uses the dictator style to
convey a sense of urgency. They also (if time
permits) explain the rationale behind their
decisions. Also, they make it clear that they will
take full responsibility for anything that might go
wrong with their decision, protecting their
employees in the process. They also use this
style sparingly and only when it is necessary.
My experience with helping organizations starting
an improvement initiative from scratch is that the
leader usually progresses through all four styles .
.i.e., “We will improve doing it this way, for these
reasons” (Post 1) to “We are going to continue to
improve. . . what should we work on next?” (Post
2) to “Let’s form some teams and give them these
problems to solve” (Post 3) to “Let’s share the
vision and data and turn the teams loose to work
on the priorities in their area” (Post 4). It is
important to go through all four styles to give the
culture time to develop, training to be
implemented, and trust to be established with the
workers. If the leader tries to jump to Post 4
before the employees are ready, then the teams
may struggle and the improvement efforts could
fall apart.
In the next article, I will share an example (based
on actual events) of what the use of the
Leadership Spectrum might look like in an
organization. We will also cover additional traits
that will help a leader be successful in serving an
organization to achieve amazing results that
might surprise everyone involved (except for
maybe the leader themselves).
John Dyer is president of the JD&A – Process
Innovation Co. and has 28 years of experience in
the field of improving processes. He started his
career with General Electric and then worked for
Ingersoll-Rand before starting his own consulting
company.
What’s in Your Control?
Your Influence/Being Influential
Delegation
The act of assigning formal authority and
responsibility for completion of specific activities
to a subordinates.
Delegate the routinary tasks first.
Prerequisites to Effective Delegation
* Supervisor’s / Manager’s willingness to
give employees freedom to accomplish
delegated tasks.
* Supervisor’s /Manager’s ability to analyze
such factors as the organization’s goals,
the task’s requirements, and the
employee’s capabilities.
* Open communication between
managers and employees.
Tasks of effective delegation
* Decide which tasks can be delegated
* Decide who should get the assignment
 * Provide sufficient sources for carrying out
the delegated task
* Delegate the assignment
* Be prepared to run interference, if
necessary.
* Establish a feedback system
The key to effective delegation is willingness,
ability, and open communication between the
supervisor and the subordinate(s)
Transformational vs. Transactional leadership
Transformational leadership – inspirational
leadership that gets people to do more in
achieving high performance.
Transactional leadership– leadership that directs
the efforts of others through tasks, rewards, and
structures.
Qualities of Transformational Leaders
* Vision
* Charisma
* Symbolism
* Empowerment
* Intellectual stimulation
* integrity
Profile of Transformational Leaders
“I believe that if you show people the problems
and you show them the solutions they will be
moved to act.” – Bill Gates
William Henry Gates III is an American business
magnate, investor, author, philanthropist,
humanitarian, and principal founder of Microsoft
Corporation.
“Obstacles are those frightful things you see
when you take your eyes off your goal” – Henry
Ford
Henry Ford was an American captain of industry
and a business magnate, the founder of the Ford
Motor Company, and the sponsor of the
development of the assembly line technique of
mass production.
Visionary Leadership
A leader who brings to the situation a clear and
compelling sense of the future as well as an
understanding of the actions needed to get there
successfully.
Elements of Visionary Leadership
Meeting the challenges of visionary leadership:
* Challenge the process
* Show enthusiasm
* Help others to act
* Set the example
* Celebrate achievements
Profile of Visionary Leaders
“Leadership is the capacity to translate vision into
reality.” – Warren Gamaliel Bennis
Warren Gamaliel Bennis was an American
scholar, organizational consultant and author,
widely regarded as a pioneer of the contemporary
field of Leadership studies.
“All of us need to understand the importance of
branding. We are CEO of your own companies.
Me Inc. To be in business today, our most
important job is to be head marketer for the brand
called You.” – Thomas J. Peters
Thomas J. Peters is an American writer on
business management practices, best known for
In Search of Excellence.
“Be stubborn on the long-term vision, but flexible
on the details.” – Jeffry Bezos
Jeffrey Preston Bezos is an American technology
entrepreneur, investor, and philanthropist, who is
best known as the founder, chairman, and chief
executive officer of Amazon, the world's largest
online shopping retailer.
 Dealing with Bosses
Servant Leadership * To effectively deal with the boss/leaders in
What is servant leadership? the organization, remember that he/she is:
* Commitment to serving others * My partner for growth and
* Followers more important than leader development
* “Other centered” not “self-centered” * My potential mentor and adviser
* Power not a “zero-sum” quantity * My guide
* Focuses on empowerment, not power * A human being too!

Servant Leadership is Empowerment While I Can’t Control My Superior, I Can

Empowerment. Influence Him/Her
* The process through which managers
enable and help others to gain power and
achieve influence.
Effective leaders empower other by providing
them with:
- Information
- Responsibility
- Authority
- Trust Influencing My Superior
• Involve allies and additional
Profile of Service Leaders spokespersons
• Anticipate questions and objections
“The servant-leader is servant first.. it begins with • Prepare to negotiate
the natural feeling that one wants to serve, to • Involve them as partners
serve first. Then conscious choice brings one to
aspire to lead. That person is sharply different While I can’t control my superior, I can certainly
from one who is leader first.” – Robert Greenleaf try to influence him/her.

Robert K. Greenleaf was the founder of the Drucker’s “Good Old- Fashioned” Leadership
modern Servant leadership movement and the Effective leadership is:
Greenleaf Center for Servant Leadership. * Defining and establishing a sense of
Greenleaf was born in Terre Haute, Indiana in mission
1904. * Accepting leadership as a responsibility
rather than a rank.
“In the past a leader was a boss. Today’s leaders * Earning and keeping the trust of others
must be partners with their people.. they no
longer can lead solely based on positional Qualities of a Leader: MOVER
power.” – Ken Blanchard  Multidimensional
 Opportunity-seeker
Kenneth Hartley Blanchard is an American author  Visionary
and management expert. His extensive writing  Entrepreneurial
career includes over 60 published books, most of  Resilient
which are co-authored books.
Leaders are MULTI-DIMENSIONAL A process by which something is made common
Multi-dimensional – looks at various perspectives or shared

Leaders are OPPORTUNITY-SEEKERS Objectives of Communication

Opportunity-seeker – translates problems into * Be UNDERSTOOD
opportunities * Get AGREEMENT
* Get SOMETHING DONE
Leaders are VISIONARIES * UNDERSTAND OTHERS
Visionary – thinks long-term and directional

Leaders are ENTREPRENEURIAL Basic Communication Model

Entrepreneurial – finds various ways to drive the
business

“The only way to do great work, is to love what

you do.” – Steve Jobs

Steven Paul Jobs was an American entrepreneur

and business magnate. He was the chairman,
chief executive officer, and a co-founder of Apple
Inc.
Communication Cycle
Leaders are RESILIENT
Resilient – perseveres despite the odds

“If you’re walking down the right path and you’re

willing to keep walking, eventually you’ll make
progress.” – Barack Obama

Barack Hussein Obama II is an American

politician who served as the 44th President of the
Tools in Communicating
United States from January 20, 2009 to January
Performance Expectations
20, 2017.

“Be the change you want to see in the World.” –

Mahatma Gandhi

Mohandas Karamchand Gandhi was an Indian

activist who was the leader of the Indian
independence movement against British rule. Albert Mehrabian’s 7-38-55 Rule of Personal
Communication
The Leader as Communicator
Module 7 In communication, a speaker’s words are only a
fraction of his efforts. The pitch and tone of his
Communication voice, the speed and rhythm of the spoken word,
and the pauses between those words may
express more than what is being communicated
by words alone. Further, his gestures, posture,
pose and expressions usually convey a variety of
subtle signals. These non-verbal elements can
present a listener with important clues to the
speaker’s thoughts and feelings and thus
substantiate or contradict the speaker’s words.
The most commonly and casually cited study on
the relative importance of verbal and nonverbal
messages in personal communication is one by
Prof. Albert Mehrabian of the University of
California in Los Angeles. In the 1970s, his
studies suggested that we overwhelmingly
deduce our feelings, attitudes, and beliefs about
what someone says not by the actual words
spoken, but by the speaker’s body language and
tone of voice.
In fact, Prof. Mehrabian quantified this tendency:
words, tone of voice, and body language
respectively account for 7%, 38% and 55% of
personal communication.
“The non-verbal elements are particularly
important for communicating feelings and
attitude, especially when they are incongruent: if
words and body language disagree, one tends to
believe the body language.”
If a speaker’s words and body language differ,
listeners are more likely to believe the nonverbal
communication of the speaker, not his words. For
example, if a person states, “I don’t have a
problem with you!” while avoiding eye-contact,
looking anxious, and maintaining a closed body
language, the listener will probably trust the
predominant form of communication, which
according to Prof. Mehrabian’s findings is non-
verbal (38% + 55%), rather than the literal
meaning of the words (7%).
I have two arguments against the oversimplified
interpretation of the “7-38-55 Rule.” In the first
place, it is very difficult to quantify the impact of
tone of voice and body language on the
effectiveness of communication. Secondly, such
quantification are very subjective and cannot be
applied as a rule to all contexts. Mehrabian
himself has cautioned,
“Total Liking – 7% Verbal Liking + 38% Vocal
Liking + 55% Facial Liking. Please note that this
and other equations regarding relative importance
of verbal and nonverbal messages were derived
from experiments dealing with communications of
feelings and attitudes (i.e. like – dislike). Unless a
communicator is talking about their feelings or
attitudes, these equations are not applicable.”
This study is a convenient if not accurate –
reminder that nonverbal cues can be more
valuable and telling than verbal ones. Therefore,
to be effective and persuasive in our verbal
communication – in presentations, public
speaking, or personal communication – it is
essential to complement our words with the right
tone and voice and the appropriate body
language.
Anatomy of a Presenter
Body Language
* Facial Expression
* Eye Contact
* Gestures
* Posture
* Appearance
Non Verbal Cues (NVC)
TOOLS IN COMMUNICATION * I believe …
Anatomy of a Communicator * I’d like …
Vocal Delivery * I want/need …
* Vocal Quality * In my experience …
* Volume * My opinion is …
* Rate * As I see it…
* Pitch
* Intonation Why it’s Difficult to Listen
1. Brain speed
WORDS 7% 150 wpm (talking rate)
450 wpm (hearing rate)
Aggressive Expressions (Avoid Using) 300 wpm (vacancy in the brain)
* That approach won’t work
* You’d better do it. 2. Self-centeredness – “I disease”
* That’s only your opinion
* You ought/should/must. 3. Listen to words, body language and feeling
* It was your fault. tone.
* Well, I blame you.
4. Physical/physiological problem
Submissive Expressions (Avoid Using)
* it’s only my opinion. When communicating, listen to understand.
* Maybe … Do not listen just to make a reply.
* I wonder if …
* Just … Tips to Listening Effectively
* Sorry to bother you, but … 1. Give them your undivided attention
* Would you mind very much … 2. Look at them directly in the face while
* I seem to be hopeless at this. talking
* It’s not important really. 3. Show sincere interest in them
* It doesn’t matter. 4. Keep the conversation going while asking
* Fortunately questions
* Unfortunately 5. Use silence to encourage them to talk
6. Pause before replying or continuing
Common Non-Words (Avoid Using/Do Not
Use) TONE OF VOICE 38%
* Ah ………….. 32% Your tone of voice is almost 40% of your
* Ok! ………….. 19% communicated message. When we are talking on
* Um ………….. 12% the phone, that number soars to 80%. Tone of
* All right ………….. 4% voice will “tell on you” faster than anything else
* Well ………….. 2% coming out of your mouth.
* You know ………….. 2%
* Di ba? ………….. 1% Notice saying something as (usually) offensive as
* So ………….. 1% “Shut Up” with the following TONES:
- Angrily
Assertive Expressions - Sweetly
(Use Often) - With disbelief
 - Singsong
Tone of voice is also determined by volume and
emphasis. Speaking more loudly or softly
conveys an obvious message. But emphasis is a
little trickier. Consider the phrase, “Thanks for
your help…” and say it with the emphasis on the
bolded word.
“Thank for your help.”
“Thanks for your help.”
In other words, if you are lying or trying to
communicate something you don’t really feel or
believe, your body will tell on you!
Yes, there are ways to “fake it until you make it”
with body language. If you WANT to
communicate more effectively, but RIGHT NOW,
you just can’t stand this person, it would be useful
to learn some ways that your body may not be
quite as diplomatic as your value system.

The first one implies YOU were the only one

helping. The second implies you assisted, but
there is still no success to be seen. Both are a
little insulting. And this is why it creates co-worker
difficulties and stress.

The next time you rub someone the wrong way or

are even flat-out told, I don’t like your tone…” you
can correct this with an apology (“I’m sorry about
that . . . I meant to move us forward, not make
things worse . . .”) and try it again with the
conscious tone that you DO want.
The Leader as Motivator
How do you handle tone on the phone? What do
Module 8
you do to ensure your tone is neither passive or
aggressive when dealing with difficult co-
Coaching Origins
workers? Answer below in the comment box.
“From early forms of transportation, i.e.
stagecoach or rail coach, the word coaching
BODY LANGUAGE 55%
literally means to transport someone from one
Dr. Albert Mehrabian is the scientist who
place to another.”
“discovered” body language. His research led to
some communication skills insights that still
“One thing all forms of coaching seem to have in
resonate today.
common is that people are using it to help them
move forward or create change.”
His original research related to face-to-face
Starr, J., 2003, The Coaching Manual
communication and like vs. dislike in the receiver:
he found that when there was a lack of
Coaching
congruence between verbal and nonverbal
“It is a partnership in which the coach helps the
components of a message, people tended to
coache to achieve their personal best and to
believe the nonverbal portions.
produce the results they want in their personal
and professional lives”
O’ Connor, J., and Lages, A., 2004, Coaching
with NLP, El
Why Coaching?
* Asking rather than telling
* Solutions rather than blame
* Taking responsibility rather than blaming
* Motivating and inspiring
* Brings out great ideas
* Maximizes potential
* Lessens dependency on superior
* Develops communication skills
* Continuously developing people
* Creates a culture of excellence
“There is always a better way to do it better …
find it.” - Thomas Edison
The three dimensions of coaching
- The HEART of a COACH “The passion to
do it”
- The MIND of a COACH “The why and
what of coaching”
- The SKILLS of a COACH “How to perfect
it”
What Makes a Successful Coach
The Proper Mindset in Coaching
“Men are not prisoners of fate, but only prisoners
of their own minds.”
“…. To succeed in coaching, one must empty
their minds of LIMITING, DESTRUCTIVE,
DISRUPTIVE, NEGATIVE and NON-
PRODUCTIVE thoughts.” - Franklin D. Roosevelt
Training and Coaching
The process of providing knowledge and skills
distinctions between training and coaching are
not always clear
Some training programmes are delivered to
impart knowledge, however, many now
incorporate aspects of self exploration (mind-set)
in line with coaching
Lessons from the First Mentor
as Odysseus is preparing to go fight the Trojan
War, the realizes he is leaving behind his one and
only heir Telemachus. Since Telemachus was
very young (probably junior high) and since wars
tend to be long (the Trojan War lasted for ten
years), Odysseus hires a trusted friend, Mentor to
be Telemachus’ tutor.
Mentor takes on the task, knowing fully well that
eventually Telemachus will be the king only
because he taught him everything.
From The Odyssey by Homer
Coaching and Mentoring
* Coaching is about results.
* The focus is on the role and skills needed.
* Facilitates learning of the individual
towards an end result.
* Mentoring is relationship based
* The focus is on the person and their
career.
* Facilitates individual growth
Coaching
Leadership coaching uses the relationship
between the coach and the person being
coached as a platform for questioning
assumptions, stimulating reflection, creating
alternatives, and growing perspectives.
Leadership coaching is consciously and explicitly
directed at improving the individual’s leadership
capacity while achieving organizational
objectives.
Riddle, Douglas, Leadership Coaching: When It’s
Right, When You’re Ready
Counselling
A relationship where the counsellor is responsible
for helping the client to overcome past-oriented
problems
Generally a coach is more focused on the future
and a counsellor is more focused on what has Be Realistic – Is the goal achievable?
happened in the past Set Time frame – When is it to be achieved?

Reflection Point: Making Clear Agreements: Clarity, Commit,

Do you know anyone who needs counselling Support
now?

Comparison of role of Mentor, Consultant,

Counselor, and Coach

Effective coaching clarifies, commits, and

supports.

Understanding Teams
Module 9
Summary:
When to use Coaching? Tuckman’s Stages of Team Development
1. Behavioral change and improving Groups are a common arrangement in today’s
performance business environments. Any manager who works
2. Support during transitions – e.g. with or supervises groups should be familiar with
how they develop over time. perhaps the best-
promotion, change in job roles, returning
after maternity or paternity leave known scheme for a group development was
3. Growing responsibility and expected advanced by Bruce Tuckman in 1965. Initially,
deliverables Tuckman identified four stages of group
development, which included the stages of
4. Moving to the next competency level
5. Developing leaders forming, storming, norming and performing. A
6. Increasing organizational, team and fifth stage was later added by Tuckman about ten
years later, which is called adjourning. It is
individual learning
7. Implementing/driving cultural change believed that these stages are universal to all
teams despite the group’s members, purpose,
Revisiting SMART: Setting Goals for a goal, culture, location, demographics and so on.
Coaching Session
Be Specific – What results are expected out of Forming
the session? What needs to be done? * The group is coming together
* Individuals try to find out about each other
Be Measurable – How will you know the goal has and the aims and norms of the group.
been met? * The first stage of group development is
known as the forming stage. The forming
Be Action oriented – In what way will the goal be stage represents a time where the group
carried out? is just starting to come together and is
 characterized with anxiety and
uncertainty. Members are cautious with
their behavior, which is driven by the
desire to be accepted by all members of
the group. Conflict, controversy and
personal opinions are avoided even
though members are beginning to form
impressions of each other and gain an
understanding of what the group will do
together. some believe this cautious
behavior prevents the group from getting
any real work done. However, the focus
for group members during the forming
stage is to become familiar with each
other and their purpose, not on work.
* Typical outcomes of the forming stage
include things like gaining an
understanding of the group’s purpose,
determining how the team will be
organized and who will be responsible for
what, discussion of major milestones or
phases of the group’s goal (including a
rough project schedule), outlining general
group rules (including when they will
meet) and discovery of what resources
will be available for the group to use.
Storming
* Aims, procedures and roles (including
leadership) begin to be hammered out
through more or less open conflict
* The second stage of group development
is known as the storming stage. The
storming stage is where conflict and
competition are at its greatest. This is
because now that group members have
an understanding of the task and a
general feel for who they are as a group
and who group members are, they feel
confident and begin to address some of
the more important issues surrounding the
group. Such issues can relate to things
like the group’s tasks, individual roles and
responsibilities or even with the group
member themselves.
* The storming stage is where the more
dominant of the group member emerge,
while other, less confrontational members
stay in the comfort and security of
suppressing their feelings just as they did
in the previous stage. Even though these
individuals stay quiet, issues may still
exist. All members have an increased
need for clarification. Questions
surrounding leadership, authority, rules,
responsibilities, structure, evaluation
criteria and reward systems tend to arise
during the storming stage. Such questions
must be answered so that the group can
move on to the next stage. Consequently,
not all groups are able to move past the
storming stage.
Norming
* The group begins to settle down, reaching
agreements on work-sharing, roles and
norms
* Group decision-making begins
* Once group receives the clarity that is so
desperately needs, it can move on to the
third stage of group development, known
as the norming stage. The norming stage
is the time where the group becomes a
cohesive unit. Morale is high as group
members, actively acknowledge the
talents, skills and experience that each
member brings to the group. A sense of
community is established and the group
remains focused on the group’s purpose
and goal. Members are flexible,
interdependent and trust each other.
Performing
* The group is ready to set to work on its
task: the process of formation no longer
absorbs attention
* The focus shifts to results
* The team reaches the performing stage,
when hard work leads, without friction, to
the achievement of the team’s goal. The
structures and processes that you have
set up support this well. As a leader, you
can delegate much of your work, and you
can concentrate on developing team
members. It feels easy to be part of the
team at this stage, and people who join or
leave won’t disrupt performance.
Dorming
* A long-standing, steadily-performing
group may get cozy and complacent, and
lose its focus on the task.
* A new “dorming” stage as the group gets
complacent or “adjourning” as the group
successfully reaches its goal and
completes its work and the progress
become static. This is the dangerous
stage, the team has become complacent
and lost interest, its role concern is self
preservation.
* As a conclusion, Bruce W. Tuckman’s
model of the developmental sequence in
small groups has rightly been adopted as
a helpful starting point about possible
stages or phases within different small
groups.
What Makes Teams Successful?
1. Effective job performance: meeting task
objectives, standards, targets.
2. Team member satisfaction with
relationships, process and performance
3. Effective and efficient team functioning:
cooperation, balanced roles, consensus
etc.
4. Effective and efficient task functioning:
ideas generation, problem-solving, steady
work flow etc.
5. Fulfillment of the team’s role in the
organization: reflecting values,
commitment to goals, projecting image
etc.
Leading an Effective Team
Module 10
“If there is one and only one message I would like
you all to remember for the rest of your lives, it is
this:
Be a person of integrity!” - Washington SyCip
The Disney Way
Employees are “cast members”
- They’re cast members because they’re
putting on a show.
- Disney’s theme parks are all about
managing the guests’ experience. The
attitude dates back to Walt Disney
himself, who wanted to create a theme
park that was different, that would make
guests’ days magical. The nomenclature
extends to other aspects of Disney Parks,
too: park patrons are guests, not
“customers.” Theme park areas that
guests can see are referred to as being
on stage, and Disney has incredibly strict
rules about how Cast Members can look
and act when they’re in view of guests.
Every Cast Member is focused on four
“keys” to the Disney Parks experience:
- Safety, Courtesy, Show, and
Efficiency
 - Even the park design is meant to evoke a
show: notice that when you enter
Disneyland or Walt Disney World’s Magic
Kingdom, you traverse a tunnel under a
railroad line, and emerge into the park,
with the castle just out of view, as though
a curtain opens as you head past Town
Square and onto Main Street itself. And if
you look down as you walk in, you’ll notice
that the sidewalks are tinted red, just like
a theater’s curtains!
Customers are “guests”
- 70% of Disney’s first-time visitors return to
the theme park. Do you think that this is
just because of the fun rollercoasters and
Mickey Mouse costumes? Or because of
the remarkable experiences and high-
quality service that they provide their
customers with? I’m going to go with the
latter.
- 15 things that Disney can teach every
company about customer service.
1. Create an internal Language and
Culture
- According to the book, “Words
create images and corresponding
assumptions in people’s minds.”
And “the very words that are used
to describe customers, work,
employees, and so on suggest the
way in which cast members will be
expected to approach their roles.”
- For that reason, Disney uses a
whole different vocabulary within
their organization. Employees are
referred to as “cast members” and
“customers” are called “guests.”
This helps to remind the entire
Disney staff of the purpose that
they are meant to fulfill and the
importance of serving.
- At success agency, we do
something similar. Internally, we
refer to our clients as “investors,’
because they are investing their
resources in us; we are a financial
investment for them. This helps to
remind us every day just how
important our jobs are.
- Disney is also focused on creating
a “performance culture,” which are
“sets of location-specific
behaviors, mannerisms, terms,
and values that direct and
enhance an employee’s role in a
specific business unit.” Because
Disney is such a massive
organization, it’s not enough to
create just one culture for the
entire organization. So Disney
creates various local cultures
within the organization. In other
words, different parts of the
company set their own values and
goals, which are most relevant to
them.
- Takeaway: think about the
language that your organization is
using, because the words that we
use on an everyday basis have a
huge impact on the way that we
see things and as a result, our
performance and results. And
depending on how big your
company is, don’t just let one
culture define the entire
organization. Intentional thought
should be given to performance
cultures for the various
departments and locations, as
well.
2. Observe
- Walt refused to build an
administration building for
management at Disneyland. His
response? “I don’t want you guys
setting behind desks. I want you
out in the park, watching what
people are doing and finding out
how you can make the place more
enjoyable for them.”
3. Know Your Customers
- And when cast members started to
leave the park to grab lunch, Walt
told them to instead eat on park
grounds so they could continually
observe guests – and figure out
how to make things better.
- Walt would even disguise himself
and walk around the park
incognito. He once rode the Jungle
Boat ride and found that the ride
had taken 4-5 minutes instead of
the 7 minutes that it should take –
so he made the boat pilots wear
stopwatches to get the timing
exactly right. He later came back
and took the ride several times to
make sure that the “show” and
timing was just how it should be.
- Disney staff not only observes, but
they also actively seek to find out
how they can better serve their
guests. To that end, they have
face-to-face surveys with guests
and “listening posts” to answer any
guest problems. They hold focus
groups and send out guest letters
and emails to find out what guests
are satisfied with and what they
are dissatisfied with. They do
everything they possibly can to
find out more about their
customers and how to improve
upon things.
- Takeaway: Get everyone at your
organization to continuously
observe how things are being
done and what can be done better.
No one single person should be in
charge of that; it’s everyone’s job.
- On that note, one of the worst
things you can do as an
organization is to assume that you
know what your customers want.
- Disney is aware of this and for that
reason, they are guided by a
“compass”. One of the things on
that compass is “guestology,”
which is the study of their guests.
Guestology aims to determine
needs (what do guests need when
they come to Disney?); wants
(what do people want when they
come to Disney?); stereotypes
(what do customers think of
Disney?); and emotions (what
feelings do customers have when
they come into contact with
Disney?). Note that needs are not
the same as wants. As the book
notes, when people come to
Disney, they need a vacation.
They want life-long memories with
family or friends. Guests may
expect certain things when they
come to Disney (stereotypes). And
they will experience a mix of
emotions while they are there:
excitement (while riding the rides),
happiness and probably frustration
or impatience (while waiting in the
long lines).

- Disney found out that their guests
want three things: access (so not
to be blocked by voicemail,
restrictions and scheduling
difficulties); respect; and
information communication (to be
well informed).
- Takeaway: Whatever they may be,
knowing the needs, wants,
stereotypes and emotions that
your customers have with your
organization can help you to better
serve them. Take the time to find
out what it is that your customers
want – and then give it to them.
4. Define a Common Purpose – and
Stand by it
- Disney’s common purpose is “a
living theme, not just a sentence
on a plaque, and it serves three
critical needs; it clearly defines the
organization’s mission, it
communicates a message
internally, and it creates an image
of the organization.”
- Takeaway: What is the common
purpose of your company? More
importantly, does everyone stand
by it and let it guide them each and
every day? If not, how can you
expect your customers to really
respect you and your business if
you don’t practice what you
preach?
5. Define and Prioritize Your Quality
Standards
- Disney’s common purpose is
fulfilled through their quality
standards, which they have
defined (and prioritized) as the
following: safety, courtesy, show
and capacity (or efficiency). The
prioritization part is very important.
Otherwise, what happens when
situations arise that conflict with
one another? The book gives the
example of someone in a
wheelchair who is trying to get on
the bus but is struggling. What do
you do in this situation, since
safety and efficiency are both
quality standards? Well, since
safety comes first, you make sure
that the person gets safely on the
bus before continuing (even if
efficiency is sacrificed in the end).
- Next, you’ll need to define the
primary service-delivery systems
or methods by which quality
service is implemented. For
Disney, that is cast, setting and
process. Some delivery systems
are better aligned with certain
standards, and those are referred
to in the book as “headliners.”
- Takeaway: what are the things that
are most important to your
company? In other words, what
standards do you need to abide by
in order to fulfill your company
purpose? And then, how will those
standards be implemented?
Finally, make sure that everyone
you work with is fully aware of
those quality standards and how
they should be prioritized, as well
as their delivery systems.
6. Always Improve Process
- At SUCCESS agency, one of our
internal mottos is always improving
process. We always try to question
what we are currently doing, the
 way that we are doing it and how it
can maybe be done better.
- As Disney recommends, you
should study your customers.
What do they complain about?
What issues do they encounter on
a regular basis? The answers to
these questions are “combustion
statements” or hints at the process
issues that you should be
addressing.
- the book mentions four of the most
typically universal “combustion
points” or issues with service-
process: customer flow, employee-
to-customer communication,
customers with special needs and
poor process design. Every
business should be paying close
attention to these combustion
points and making sure that there
are processes implemented to
avoid any issues.
- Takeaway: Don’t assume that your
processes are fine the way they
are. Think about what combustion
points might exist in your
organization and then figure out
how you can best address them.
7. Hire Correctly
- How can you provide excellent
customer service if you don’t have
the right people on board? If you
hire unhappy employees, chances
are, you’re not going to provide the
greatest customer service.
- That’s why Disney takes hiring so
seriously (in case you forgot,
courtesy ranked second, behind
safety, on their quality standards).
They make it a point to hire
friendly people. Moreover, they
create high expectations from the
get-go, with “casting centers” (or
hiring facilities) that are
representative of Disney. As soon
as people walk into that casting
center for their interview, they are
wowed. That sets the stage for
what’s to come and sends the
message to applicants that the
hiring process is something that
they don’t take lightly.
- Once hired, there are several
orientations that take place, which
teach cast members everything
they need to know about Disney
and how to do their job. By the
time cast members finish with
orientation, they are ready to
provide the level of customer
service excellence that Disney
expects from them.
- Takeaway: Be smart in who you
hire. Create high expectations
from the start – that way, if
someone is not a good fit for your
organization, they are more likely
to be weeded out before getting
hired. Provide training and
orientation for your employees
once they are hired. At the very
least, make sure that they are well
aware of your expectations, goals
and values.
8. Keep Your Team Members Informed
- Disney also does a great job at
keeping its cast members informed
on a regular basis.
- The Walt Disney World Library and
Research Center is designed
 exclusively for cast members to
learn more about Disney. They
also send out location-specific site
information to the cast members
that it’s relevant to. For example,
they send out a Bus Bulletin, which
is a bi-weekly newspaper for cast
members that work in bus-
transportation.
- As one Disney visitor, Carmine
Gallo, said, “One Disneyland
employee I talked to even knew
the times of a show at another end
of the park and how long the show
would last. Most employees at
other businesses are not trained to
communicate. They are trained to
take your money and that’s it –
the exact opposite of the Disney
customer service experience.”
- Takeaway: knowledge is power.
Rather than just assuming that
your employees are in the loop
about everything taking place
within your company, keep them
informed, whether it’s through
company wide newsletters or
bulletin boards that post regular
updates. The more that your
employees know about your
organization, the greater bond they
will feel with it, the more
knowledgeable they will become,
and the better able they will be to
serve your customers.
9. Keep Customers Informed
- At the end of the day, customers
just want to be informed. The other
day, I had a hair appointment, and
the salon called me to ask if I
could come in at 2pm instead of
1:30, since they were running a bit
late. Rather than keep me waiting
after I already got there, they had
the courtesy to phone me ahead of
time to let me know that things
were running a bit behind, which I
appreciated.
- In similar fashion, Disney does
everything they can to keep their
guests in the loop. They even have
Tip Boards which help guests to
plan out their days by providing
them with estimated wait times of
the rides. And they always
overestimate so that the guests
are pleasantly surprised when the
wait is shorter.
- Takeaway: Give your customers
regular updates on things. The
trick is to let them know before
they even have to ask. And if you
are giving your customer an ETA
on something, remember that it’s
always better to overestimate than
to underestimate.
10. Cater to Each Individual and Culture
- Not every customer is the same.
So why should they be treated as
such?
- Disney knows this and determines
the “service attention processes”
or “processes that serve guests
whose needs cannot be satisfied
by existing processes.”
- For Disney, there are three groups
of people who have greater needs:
international guests, children and
guests with disabilities. In order to
cater to international guests, like
Brazilians, Disney offers
translation services. For children,
 they offer “discovery booklets,”
which can be filled with stickers as
the children hop around from place
to place. And guests with
disabilities are given passes so
that, upon seeing the pass, cast
members will become immediately
aware of what kind of disability that
individual has.
- Disney found that the Chinese
culture was uncomfortable with
how friendly the staff was, so for
Hong Kong Disneyland, they
altered the behavior of cast
members to cater more to the
guests and be more respectful of
their culture.
- Takeaway: determine if you have
any groups of customers with
needs that demand a bit more
attention. Then, find out how you
can best meet those needs.
11. Create a Magical Experience
- Disney is all about creating
experiences. But not just any
experience. They create magic.
Anything less is unacceptable.
- As is mentioned in Be Our Guest,
every single company out there is
customer-facing: “everyone needs
to know how to create service
magic,”
- Furthermore, “… we are in a new
age of competition that they called
the Experience Economy. Goods
and services are simply props to
engage the customers in this new
era. Customers want memorable
experiences, and companies must
become stagers of experiences.”
- Disney claims that its cast
members are “onstage” whenever
they are in front of guests and
“offstage” whenever they are out of
guests’ sight. This is because they
create a show for their guests,
which starts the minute the guests
set foot on park grounds and only
ends when they leave. When cast
members are “onstage,” they have
got to look the part and be ready to
create that show.
- Disney also knows that experience
includes the setting and objects
within that setting. It’s every single
little detail, from the landscaping,
lighting and design to the smells,
music and general ambiance.
- Disney also recommends taking
advantage of in-between areas,
like parking lots and waiting
rooms, since customers generally
have low expectations of these
areas. I went to a doctor’s
appointment recently and in the
waiting room, there was a
refrigerator with bottles of water, a
coffee machine where I could
make a variety of different coffee
drinks (and tea), and comfortable
seating. I had to wait about 40
minutes, but didn’t really mind
because the waiting area made for
such a pleasant experience.
- Takeaway: Think about what you
can do to create magic for your
customers, and pay close attention
to the details.
12. Make a Not-so-Great Experience Just
a Little Better
- Unfortunately, not every interaction
that a customer has with your
company is going to be fun. The
same is even true of a theme park
like Disney. One of the most
tedious things about going to
Disney is waiting in the lines.
Sometimes, guests might even
wait hours for just one ride. Disney
makes this experience just a little
bit better by entertaining guests
while they are in line. They also
provide something called
FASTPASS, which allows guests
to reserve spots in line and
significantly reduce their wait time.
- Takeaway: what types of negative
experiences do customers have
with your company? For an e-
commerce company, maybe it’s
something simple like filling out the
credit card information at
checkout. Make this process as
easy and painless as possible.
- Or maybe customers get frustrated
waiting on the phone to speak with
a customer service representative.
If you can’t eliminate the wait time,
then at least make the experience
a bit better for the customer. Offer
to give them a call back, so they
don’t have to sit on hold for
however long. Think of little ways
that you can make those bad
experiences even just a little bit
better.
13. Exceed Expectations
- Another thing that Disney
succeeds as its going above and
beyond to exceed customer
expectations. For instance, the
book talks about how, if a guest is
asking a cast member for
directions, instead of pointing to
where something is, they will walk
the guest there. If people look like
they want their picture taken, the
friendly cast members will offer to
take their picture, before they even
have to ask. When little things like
this happen over and over again,
they add up to create a very
positive experience for the guest.
- Takeaway: Don’t just do the bare
minimum for your customers.
Think like Disney and think about
the ways that you can go above
and beyond for them. That’s
what’s going to make people come
back again and again.
14. Pay Attention to Detail
- To say that Walt Disney was a
stickler for detail is an
understatement. He was
obsessive about getting everything
just right and encouraged
everyone who worked at Disney to
approach things the same way. He
even succeeded in creating an
ambient sound system throughout
the park, so the sound levels
would be the same everywhere. A
simple sound system just wasn’t
enough for him.
- Park designers also determined
the exact distance that an average
person would carry a piece of
trash before tossing it aside.
Based on what they found, they
then spaced out the trash cans to
be that exact distance from one
another.
 - Here’s another example: each of
Disney’s hotel doors have on
peephole for adults and another
one for children.
- Thanks to Walt’s influence, Disney
focuses on all those little details
that are probably not even
consciously noticed by guests, but
add to the overall experience and
help to exceed expectations.
- Takeaway: Remember that it’s the
little things that add up and make
all the difference.
15. Never Stop Growing
- As the book mentions, “Whereas
you might achieve a goal or
complete a strategy, you cannot
fulfill a purpose; it is like a guiding
star on the horizon – forever
pursued but never reached . . the
very fact that purpose can never
be fully realized means that an
organization can never stop
simulating change and progress.”
- “Always growing” is another one of
our internal mottos at SUCCESS
agency. We believe in it so
strongly that each one of us on the
team is paid to devote 10 hours a
month to International Learning, or
deliberate learning that helps us
move closer to achieving our
career goals.
- Takeaway: Growth is a never-
ending process. And it’s essential
to progress. Ensure that your
organization – and everyone in it –
never stops growing.
A crowd is an “audience”
How Disney maintains a strong relationship with
its millennial audience
- Disney’s brand doesn’t want to be a tale
as old as time. thanks to creative thinking,
adapting to new technology, and acting
from an authentic point-of-view, Disney
has been able to keep up with every age
group of its fans.
- “As the audience evolves, we’re making
sure to lean in and being relevant to
where they are,” said Andrew Sugerman,
evp of content and media with Disney
Consumer Products and Interactive
Media.
- At the core of Disney’s content creation
team is what Sugerman calls
“digitalogists.”
- “We needed a name for the folks who sit
in the intersection of the Disney brand’s
placement in the cultural zeitgeist with the
digital expertise of today,” he said. “They
create what’s authentic to those original
platforms and look at what’s currently
trending to put it through a relevant lens
for Disney fans.”
- That’s the trick for legacy brands, it seems
like, these days. How do you figure out
how to stay relevant to a younger
audience, like the oft-courted millennials,
without seeming totally fake or pandering?
- For Disney, there’s Babble, which is a
news and entertainment site aimed at
young parents. If you’re in the 13 – to 34-
year-old crowd, then Oh My Disney is for
you with quizzes and movie news. Disney
LOL is geared around producing content
for kids.
- But that’s just the beginning.
- “We produce over 6,000 pieces of content
per month across all of our channels,”
explained Sugerman. Disney lovers can
find Disney content on multiple Facebook,
Twitter, YouTube and Snapchat accounts,
in addition to messaging platforms and the
websites themselves.
- “When you think about the 80-year legacy
of these characters and stories, it’s fun to
think about how to connect the relevancy
of those stories to an audience today,” he
said.
- The next step, as with other digital
publishers, is how to introduce brands into
that editorial mix. In 2015, DCPI launched
its Co/Op team to do just that.
- “Brands were reaching out to us to see
what, in addition to linear offerings, other
complimentary projects that Disney could
be an anchor for,” said Rita Ferro, the evp
of Disney Media sales and marketing.
- According to Ferro, the size of the Disney
audience is around 1.7 billion total
followers across all platforms which
provide 125 million monthly engagements.
Video is at the heart of Disney content,
but it’s not always so simple as serving up
an ad.
- “Today, it’s less about video ads,” said
Ferro, “but about video as a content piece.
It’s not an ‘ad’ or a commercial anymore,
but a way to tell the story of the brand.’
- One of these video projects is a series
called Boxed, which Disney partnered with
Hasbro to create.
- Boxed takes the typical way of
showcasing a new top or product and flips
the script. Instead of following suit the
script. Instead of following suit with the
videos on YouTube which show someone
“unboxing” something to show their
audience, Boxed follows the process of
actually creating the toy.
- Think Good Eats meets Toys R Us.
- “Hasbro has always had a big role in the
‘unboxing’ phenomenon,” said Ginny
McCormick, vp of digital marketing with
Hasbro. “By partnering with Disney, we
could turn it on its head.”
- The latest installment in the series
focuses on how Hasbro made masks and
shield toys for the Captain America: Civil
War movie.
- According to McCormick, Hasbro always
tries to put the “consumer in the center of
storytelling.”
- “People see about 8,000 marketing
messages a day,” she said. “Custom
content should become entertainment and
not just clutter.”
- “When people engage with these stories,
they’re tapping into the first time they felt
an emotional response to it,” said
Sugerman. “We’re not always a marketing
function of the company. We’re here to tell
stories that are authentic to Disney.”
- The Boxed series is just one of many
ways the Disney team is making sure it
stays on top of trends in addition to driving
video storytelling as well. The “As Told By
Emoji” series plays with the gamification
concept of emoji and was even spun off
into an app.
- For Oh My Disney, the team created a
“Disney IRL” video that highlighted what
 Dug, the talkative dog from “UP,” would
be like if dogs could actually talk in real
life.
- And how does a brand that’s been around
for almost a century walk the line of
authenticity and a straight up pandering
gimmick? Paying attention. Sugerman
said the environment is a “continual
learning organization.”
- “By putting out content quickly, we can
see and learn and watch and adapt,” he
said. “A lot works, but some things don’t
always deliver what you hope. Every day
we learn more and become more
effective.”
- “We’re disciplined in staying true to our
voice,” Sugerman said. “We want to have
an ongoing, constant relationship built
around our stories that extends beyond
the movie theater.”
* Personnel department is “casting”
* A job is a “part”
* A job description is a “script”
* A uniform is a “costume”
* Being on duty is “on stage”
* Being off duty is “backstage”
* A work shift is a “performance”
“Do what you do so well that they will want to see
it again to see it again and bring their friends.” –
Walt Disney
What is an Effective and Efficient Supervisor?
Integration
Leadership Levels (Collins)
The concept of Level 5 Leadership was created
by business consultant, Jim Collins. He wrote
about it in a well-respected 2001 Harvard
Business Review article, and published his
research in his popular book, “Good to Great.”
Level 5 Leaders also possess qualities found in
four other levels of leadership that Collins
identified. Although you don’t have to pass
sequentially through each individual level before
you become a Level 5 Leader, you must have the
skills and capabilities found in each level of the
hierarchy.
Level 1: Highly Capable Individual
- At this level, you make high quality
contributions with your work. You possess
useful level of knowledge; and you have
the talent and skills needed to do a good
job.
Level 2: Contributing Team Member
- At Level 2, you use your knowledge and
skills to help your team succeed. You
work effectively, productively and
successfully with other people in your
group.
Level 3: Competent Manager
- Here, you’re able to organize a group
effectively to achieve specific goals and
objectives.
Level 4: Effective Leader
- is the category that most top leaders fall
into. Here, you’re able to galvanize a
department or organization to meet
performance objectives and achieve a
vision.
Level 5: Great Leader
- At Level 5, you have all of the abilities
needed for the other four levels, plus you
have the unique blend of humility and will
that’s required for true greatness.
How to Become a Level 5 Leader
It takes time and effort to become a Level 5
Leader. But the good news is that it can be done,
especially if you have the passion to try.
Again, it’s important to realize that you don’t have
to progress through each level in turn in order to
get to level 5. But you do need the capabilities
found in each level in order to achieve Level 5
status.
Here are some strategies that will help you grow
emotionally and professionally, so that you can
develop the qualities of a Level 5 Leader:
1. Develop Humility
- Level 5 Leaders are humble people. So,
learn why humility is important, and make
sure that you understand – at a deep,
emotional level, why arrogance is so
destructive. Then ensure that you behave
in a humble way – for example, whenever
your team has success, make sure that
credit goes to them for their hard work.
- Conversely, as a leader, you need to take
responsibility for your team’s effort, even
when things go wrong.
2. Ask for Help
- Level 5 Leaders are sometimes
mistakenly thought of as “weak” because
they ask for help when they need it.
- However, learning how to ask for help is
a genuine strength, because it lets you
call upon the expertise of someone
stronger in an area than you are. The
result? The entire team or organization
wins; not just you.
- Remember the Guy Kawasaki quote that
“A players recruit A+ players, while B
players recruit C players”. If you’re
recruiting A+ players, why wouldn’t you
take full advantage of their skills? (The
truth is that if you can recruit A+ people
successfully and get the best from them,
then you’ve become an A+ manager.)
3. Take Responsibility
- A top attribute of Level 5 Leaders is that
they take responsibility for their team’s
mistakes or failings.
4. Develop Discipline
- Level 5 Leaders are incredibly
disciplined in their work. When they
commit to a course of action, no matter
how difficult it is, they stick to their
resolve.
- If you know in your heart that you’re right,
then don’t let naysayers dissuade you
from a course of action. It’s always
important to listen to differing opinions, of
course, but don’t let fear be your driving
motivator when you make, or change, a
decision.
5. Find the Right People
- Level 5 Leaders depend on the people
around them. They spend time finding
the right people, and helping them reach
their full potential.
- If you’re a leader or manager already,
then you probably know without thinking
who your best people are. However, you
sometimes have to challenge these
assumptions – our article on The Leader-
Member Exchange Theory shows you
how to do this, so that you can get the
best from everyone on your team.
6. Lead with Passion
- Level 5 Leaders are passionate about
what they do, and they’re not afraid to
show it.
- When you demonstrate to your team
members that you love and believe in
what you’re doing, they will too. If you’re
having a hard time finding passion in your
work, then you need to search for the
human benefit in what you’re doing.
What Do People Want from Their Leaders?
1. Community
2. Authenticity
3. Significance
4. Excitement
Profile of Authentic Leaders
“In order to have influence, you have to be
influenced.” – Stephen Covey
Stephen Richards Covey was an American
educator, author, businessman, and keynote
speaker. His most popular book is The 7 Habits
of Highly Effective People.
“Everyone on your team is important.. Importance
knows NO rank.” – Mike Krzyzewski
Michael William Krzyzewski is an American
college basketball coach and former player. Since
1980, he has served as the head men's
basketball coach at Duke University.
Profile of Significance Leaders
“It is the leaders job to add significance to the
lives of the people he leads.” – John Maxwell
John Calvin Maxwell is an American author,
speaker, and pastor who has written many books,
primarily focusing on leadership. Titles include
The 21 Irrefutable Laws of Leadership and The
21 Indispensable Qualities of a Leader.
“Leaders shouldn’t attach moral significance to
their ideas: Do that, and you can’t compromise.” –
Peter Drucker
Peter Ferdinand Drucker was an Austrian-born
American management consultant, educator, and
author, whose writings contributed to the
philosophical and practical foundations of the
modern business corporation.
Effective leadership excites people to exceptional
performance.
Am I exciting as a leader?
Will I be excited as a leader after this training?
Leadership Development
* LEADERSHIP
 Leadership is a group of individual to
influence and guide followers or other
members of an organization.
* LEADER
Leaders help themselves and others to do the
right things. They set direction, build an
inspiring vision, and create something new.
* LEADERSHIP DEVELOPMENT
Leadership development is the process of
creating a environment that places a priority on
learning the skills and knowledge that grows the
organization both financially and spiritually.
LEADERSHIP STYLE
1. Autocratic Leadership
* A leadership style where in the leader
holds all the authorities and
responsibilities, he makes decision
without consulting his subordinates.
* They reach decisions, communicate them
to subordinates and expect prompt
implementation. Autocratic work
environment does normally have little or
no flexibility.
* In this kind of leadership, guidelines,
procedures, and policies are all natural
additions of an autocratic leader.
“If you want to shine like sun, first you want to
burn like it.” – Adolf Hitler
(Adolf Hitler was a German politician who was the
leader of the Nazi Party, Chancellor of Germany
from 1933 to 1945 and Führer of Nazi Germany
from 1934 to 1945.)
2. Democratic Leadership
* A leadership style that is a center on
subordinates’ contributions, they are part
of decision making.
* The democratic leader holds final
responsibility, but he or she is known to
delegate authority to other people, who
determine work projects.
* The most unique feature of this leadership
is that communication is active and
downward.
* With respect to statistics, this is one of the
most preferred leaderships, and it entails
the following:
 Fairness
 Competence
 Creativity
 Courage
 Intelligence
Honesty
“Mankind must put an end to war before war puts
an end to mankind.” – John F. Kennedy
(John Fitzgerald "Jack" Kennedy, commonly
referred to by his initials JFK, was an American
politician who served as the 35th President of the
United States from January 1961 until his
assassination in November 1963.)
3. Strategic Leadership Style
* It is one that involves a leader who is
essentially the head of the organization.
* The strategic leader is not limited to those at
the top of the organization
* It is geared to a wider audience at all levels
who want to create a high performance life,
team or organization
* Fills the gap between the need for new
possibility and the need for practicality by
providing a prescriptive set of habits
* Delivers the good in terms of what an
organization naturally expects from its
leadership in times of change.
“A leader must be a terror to the few who are evil
in order to protect the lives and well-being of the
many who are good.” – Rodrigo Duterte
(Rodrigo Roa Duterte, also known as Digong and
Rody, is a Filipino politician who is the 16th and
current President of the Philippines and the first
from Mindanao, the southernmost island of the
country to hold the office.)
4. Transformational Leadership
* It is all about initiating change in the
organization, groups, oneself and others.
* Motivate others to do more than they
originally intended and often even more than
they thought possible.
* They set more challenging expectations and
typically achieve higher performance
“Turn Your Wound Into Widsom.” – Oprah
Winfrey
(Oprah Winfrey is an American media proprietor,
talk show host, actress, producer, and
philanthropist. She is best known for her talk
show The Oprah Winfrey Show, which was the
highest-rated television program of its kind in
history.)
5. Team Leadership
* Involves the creation of a vivid picture of its
future, where it is heading and what it will
stand for; the vision inspires and provides a
strong sense of purpose and direction.

* About working with the hearts and mind of
those who involves.
“Don’t discount yourself, no matter what you’re
doing. Everyone has a unique perspective that
they can bring to the world.” – Mark Zuckerberg
(Mark Elliot Zuckerberg is an American
technology entrepreneur and philanthropist best
known for co-founding and leading Facebook, as
its chairman and chief executive officer.)
6. Cross-Cultural Leadership
* A form of leadership normally exists where
there are various culture in the society.
* Has also industrialized as a way to recognize
front runners who work in the contemporary
globalized market.
* Organizations, particularly international ones
require leaders who can effectively adjust
their leadership to work in different
environment
* Most of the leaderships observed in the
United States are cross-cultural because of
the different cultures that live and work there.
“Culture is the collective programming of the mind
which distinguishes the members of one group
from another.” – Gerard Hofstede
(Gerard Hendrik Hofstede is a Dutch social
psychologist, former IBM employee, and
Professor Emeritus of Organizational
Anthropology and International Management at
Maastricht University in the Netherlands)
7. Facilitative Leadership
* Too dependent on measurement and
outcomes- not a skill, although it takes much
skill to master.
* The effectiveness of a group is directly related
to the efficacy of its process; if the group is
high functioning, the facilitative leader uses a
light hand on the process.
* On the other hand, if the group is low
functioning, the facilitative leader will be more
directives in helping the group run its process
* Involves monitoring of group dynamics,
offering process suggestions and
interventions to help the group stay on track.
“Becoming a facilitative leader means changing
how you think in order to change the
consequences you help create.” – Roger
Schwarz
(Roger Schwarz, Adjunct Professor Roger
Schwarz has been teaching leaders and
consulting to organizations since 1980. His area
of expertise is leadership and teams. His writing,
speaking, and consulting focuses on helping
leadership teams shift their mindset to address
previously undiscussable issues and create
stronger results.)
8. Laissez-fair Leadership
* A type of leadership style wherein the leaders
are hands-off and allow the members to make
decisions
* Gives authority to employees
* Departments or subordinates are allowed to
work as they choose with minimal or no
interference.
* Has been consistently found to be the least
satisfying and least effective management
style.
“I believe that if you show people the problems
and you show them the solutions they will be
moved to act.” – Bill Gates
(William Henry Gates III is an American business
magnate, investor, author, philanthropist,
humanitarian, and principal founder of Microsoft
Corporation.)
9. Transactional leadership
* Leadership style that involves the exchange
process, whereby followers get immediate,
tangible rewards for carrying out the leaders
orders.
* Can sound rather basic, with its focus on
exchange.
* Being clear, focusing on expectations, giving
feedback
* Behaviors include: clarifying what is expected
of followers’ performance; explaining how to
meet such expectations; and allocating
rewards that are contingent on meeting
objectives.
“As we think of power in the 21st century, we want
to get away from the idea that power’s always
zero sum-my gain is your loss and vice versa.
Power can also be positive sum, where your gain
can be my gain.” – Joseph Nye
(Joseph Samuel Nye Jr. is an American political
scientist. He is the co-founder, along with Robert
Keohane, of the international relations theory of
neoliberalism, developed in their 1977 book
Power and Interdependence.)
10. Coaching Leadership
* It involves teaching and supervising the
followers. This leadership helps the followers
to improve their skills.
* Does the following: motivates, inspires and
encourages followers.
“A coach is someone who tells you what you
don’t want to hear, who has you see what you
don’t want to see, so you can be who you have
always known you could be.” - Thomas Landry
(Thomas Wade Landry was an American football
player and coach. He is ranked as one of the
greatest and most innovative coaches in National
Football League history, creating many new
formations and methods.)
11. Visionary Leadership
* A leadership style where the leaders’
recognize that the method, steps and
processes of leadership are all obtained with
and through people.
* Creating and sustaining a vision for an
organization calls for discipline and creativity.
* A leader must have the passion, strength of
will, and necessary knowledge to achieve
long-term goals.
“Leadership is the capacity to translate vision into
reality.” – Warren Bennis
Qualities of a Good Leader
* Honesty
* Establishing an honest connection
with their peers.
* Ability to Delegate
* A leader ask each person of the
group to give something different.
* Ability to Communicate
* Describing his idea clearly it
creates ease and understanding
with his peers.
* Qualities of a Good Leader
* Sense of Humor
* A good business leader knows hoe
to diffuse negativity in able to give
his member a peace of mind.
 * Confidence
* Showing confidence in facing
challenges and will inspire
confidence in his team by
reminding them that obstacle are
just there to be overcome.
* Commitment and Passion
* A leader who is constantly on their
sides, giving every task 100%.
* Positive Attitude
* Keeping your team spirit up you
will be able to motivate them to
achieve more and not let them to
be negative.
* Ability to Inspire
* Demonstrating his ability to lead
and to inspire by motivating his
team to share his vision.
* Intuition
* Sometimes obstacle will arise and
nobody know how to handle even
you. No matter what the decision
is, if you show that your giving the
problem everything you’ve got it
will inspire your team to do the
same.
Leadership Development Trainings
Examples of trainings:
* Building Trust, Credibility, Respect
* Building Employee Engagement
* Communicate to Lead
* Ethical Leadership
* Leadership Style and Tendencies
* Leading Strong Team
* Motivational Leadership
Leadership Skills
- Motivation
- Communication
- Delegating
- Positivity
- Trustworthiness
- Creativity
- Feedback
- Responsibility
- Commitment
- Flexibility
Developing Leaders within You
The Definition of Leadership: Influence
* Everyone is a leader within a
sphere of influence.
* It takes influence to for a leader to
outline a vision others will gladly
and confidently follow.
Five Levels of Leadership
Level 1: Position.
‣ Leadership is based on title, not talent.
‣Leadership by authority… not always productive.
* At stage one; an authority figure exerts
control largely because of position. Often, a
leader at this level rules by intimidation.
People will follow because they have to.
Otherwise, employees will not exert effort
beyond their job description or what is
required. At this level of leadership, staff lacks
commitment leading to high turnover and low
morale within the organization.
Indicators of excellence:
* Highly skilled.
* Knows job description thoroughly.
* Strong initiative.
* Proactive.
* Highly responsible.
Level 2: Permission
‣ Based on relationship and winning trust.

* At this level, a permission leader relies on
people interrelationships with strong
emphasis on bringing people together.
Employees begin to follow beyond the
leader’s stated authority.
Indicators of excellence:
 Genuine care for people.
 Strong people relationship.
 Believes in win-win results.
 Knows how to deal with difficult people.
Level 3: Production
‣ Result-oriented.
‣Leads people to accomplish a purpose.
* At level three, the leader brings the people
together on a journey to accomplish a
purpose, allowing them to share in the glory
of results. People follow to accomplish an
objective.
Indicators of excellence:
 Driven by a statement of purpose.
 Accountable for results.
 Knows and does things that give a high
return.
 Accepts responsibility.
Level 4: People leaders
‣ Develops key leaders
* A leader at this stage empowers followers
and helps them grow personally. People
follow because of loyalty brought about by
how the leader has helped them grow.
Indicators of excellence:
 Recognizes people are valuable assets.
 Role models for others to follow.
 Develops people.
 Shares goals.
 Surrounds oneself with a core group that
complements leadership philosophy.
 Leadership is coursed through the core
group.
Level 5: Personhood
* A level five leader has spent years growing
people and organizations. People follow
because of who and what the leader
represents.
Indicators of excellence:
 Followers are loyal and sacrificial.
 Leader mentors and molds leaders.
 Leader transcends the organization
 Leader’s ultimate joy is to watch others
grow and develop.
The key to Leadership
Successful leaders must be able to handle
several projects/tasks concurrently. Deciding
which tasks deserve priority is a skill that leaders
must develop.
3 Questions to Help Leaders Prioritize tasks:
1. What is required of me?
2. What gives me the greatest return?
3. What is most rewarding?
Principles of Priorities
 Priorities are dynamic – re-evaluate, eliminate
as needed, and estimate time required on a
regular basis
 Focus on the major tasks – do not get caught
up in the trivial tasks
 When faced with two good choices –
delegate, evaluate necessity, ask
organization members their preference, and
make your decision based on purpose of the
organization.
 Keep in mind that many tasks unnecessary –
eliminate as needed.

 Say no to unimportant tasks to avoid the
burden of too many tasks.
 Keep the big picture in mind.
 Time deadlines and emergencies force us to
prioritize.
 Too often we realize too late what is truly
important.
* Success in leadership is not all about how
hard you work but how smart.
Understand and apply Pareto Principle
The most important ingredient of Leadership
* Integrity
* “I am who I am, no matter where I
am or who I’m with”
* Leaders integrity (or lack of it) will
make (or destroy) him.
* Means “ living it myself” before
“leading with others”
The ultimate test of Leadership
* Creating positive change
* Develop trust with people.
* Live the change yourself
* Know and Empower your Top
Influencers
* Show people how the change will
benefit them
* Give people Ownership of Change
The quickest way to gain Leadership: Problem
Solving
* Problems are inevitable. Every person and
organization encounters them. While they can
certainly be inconveniencing and challenging,
problems can e seen as conditions of
success; problems give life its creative
tension. Resistance is necessary at times to
propel organizations into greatness. It is the
attitude with which we view problems that
determine whether we will be propelled
forward or remain in place.
* Positive thinking is how you think about a
problem; enthusiasm is how you feel about a
problem. Together, they determine what you
do about a problem. Attitude is critical.
Problems are opportunities for improvement.
When solving problems:
1. Make a time commitment to people
2. Never solve problem for a person; solve it
with that person.
Problems
* These are the condition of success-embrace
the challenge they bring.
* The Problem-Solving Process
1. Implement the best solution and evaluate
2. Prioritise and select solutions
3. Outline problem root causes and solution
option
4. Choose the right people to help you
5. Prioritise the problem (don’t solve all at
once!)
6. Identify the problem (not symptoms!)
Sequence of Recognizing a Problem
* Great leaders recognize and address
problems before they reach magnitude. This
is the typical sequence of effective leaders
recognizing a problem:
1. They sense it before they see it (intuition)
 2. They begin looking for it and ask
questions (curiosity)
3. They gather data (processing)
4. They share their feelings and findings to a
few trusted colleagues (communicating)
5. They define the problem (writing)
6. They check their resources (evaluating)
7. They make a decision (leading)
The extra plus in Leadership: Attitude
* Attitude is everything. A leader’s attitude can
make all the difference when dealing with
others. Leadership has less to do with a
person’s title or position, than it does with
their attitude or disposition. Great leaders
understand the right attitude sets the right
atmosphere for progress and growth.
* There is a difference between how someone
feels, and their attitude. Someone can feel
sad about something, but make a conscious
decision about their attitude to change their
own feelings.
* If we are thinking negatively, our chances for
success are greatly increased. Most
importantly, attitudes can change. Attitudes
are our responses to situations, and we have
the power to use positive or negative attitudes
to influence people.
* It will determine the leader’s success or
failure.
Principle for Developing your most
Appreciable Asset: People
* An essential part of being an effective leader
is encouraging others to lead as well. The
more people are encouraged to develop, the
more the organization will experience
success. Every successful leader knows that
encouragement is the way to bring out the
best in people.
* What are the essential aspects of people
development in organizations?
To develop others successfully, leaders must:
 Value people
 Make a commitment of time
 Show character and integrity
 Set a standard and vision for people
 And show leadership and influence to
people
Maxwell believes that successful people
developers:
1. Make the right assumptions about people
 Everyone wants to feel worthwhile
 Everyone needs and responds to
encouragement
 People “buy into” the leaders
before they “buy into” their
leadership
 Most people do not know how to
be successful—they can learn
 Most people are naturally
motivated.
2. Ask the right questions about people
 Am I building people, or am I
building my dream and using
people to do it?
 Do I care enough to confront
people when it will make a
difference?
 Am I listening to people with more
than my ears, and hearing what
they have to say?
 What are the major strengths of
this individual?
 Have I placed a high priority on the
job to make others want to do it?
 Have I shown the value the person
will receive from this relationship?
3. Give the right assistance to people
As a leader…
 You need to work out their strengths
and work on their weaknesses
  You must give them yourself
 You must give them ownership
 You must give them every chance for
success
People-Development Principles
 People development takes time
 People skills are essential for success
 Be a model that othrs can follow
 Lead others by looking through their
eyes
 Leaders must care for people before
they can develop them
 People developers look
opportunities to build up people
 The greatest potential for growth of an
organization is growth of its people
* The yardstick of leadership is the degree of
our commitment in developing others to lead.
* Create an environment of mutual advantage
– “If you grow, we will benefit”
TIME: IT TAKES TIME, BE PATIENT AND
WILLING TO COMMIT.
OPPORTUNITIES:
PROACTIVELY LOOK FOR OPPORTUNITIES
TO BUILD PEOPLE UP.
BE A MODEL OTHERS CAN FOLLOW:”
PEOPLE DO WHAT PEOPLE SEE”
BE A PEOPLE PERSON: IF YOU CAN’T WORK
WITH PEOPLE, YOU CANNOT DEVELOP
THEM.
is required to realize any organizational
vision.
* Organizations require vision. It becomes the
statement to others about who you are and
what you want to accomplish. It is the most
effective way to focus the actions of the
organizations by giving everything a purpose.
* The leader with vision believes not only what
he envisions can be done, but that is must be
done. Vision makes a difference.
Great leaders:
for
* Know where they are going.
* Persuade others to follow them.
* You can only ‘carry’ others as far as your
vision has taken you.
* People buy into the leader first before they
buy into his vision.
Four Vision Levels of People
1. Some people never see it (wanderers)
2. Some people see it but never pursue it on
their own (followers)
3. Some people see it and pursue it
(achievers)
4. Some people it and pursue it and help
others see it (leaders)
3 Levels of Vision Understanding
Level 1: Perception – seeing what is now with the
eyes of reality
 What hinders a vision?
o Hindrances to vision are usual
people

Level 2: Probability – seeing what will be with the

The Indispensable Quality of Leadership:
eyes of discernment
Vision
 Setting the proper environment. Knowing
people and what they need. The leader
* All effective leaders have a vision of what
begins to influence what will be seen by
they must accomplish. That vision becomes
the people.
the energy behind every effort and the force
that pushes through all the problems. A
leader cannot accomplish a vision alone; unity
 Level 3: Possibility – seeing what can be with the
eyes of vision
The Price Tag of Leadership: Self-Discipline
* All great leaders have understood that their
number one responsibility was for their own
discipline and personal growth. If a leader
cannot lead themselves, how can they lead
others? Leaders cannot take others farther
than they have first travelled themselves, so
they must first learn to discipline themselves
to expect others to as well.
* Good character is an important aspect of self-
discipline, and is more to be praised than
exceptional talent. Good character is created
and built through conscious thoughts and
actions. This good character leads to a life of
self discipline that is important in the lives of
leaders.
* A leader’s #1 responsibility is own discipline
and personal growth.
* You cannot lead others until you have
conquered and led yourself.
* More leaders fail because of inner than outer
issues.
Steps to Developing Personal Discipline
- Start with Yourself. What skills do you
need to strengthen?
- Start early. Early learning means early
changes and success.
- Start now. If changes need to be made,
don’t wait.
- Organize Your Life. Clear priorities and
sense of purpose come from the
organization.
- Welcome Responsibility. Be responsible
for who you are, what you do, what you
have received, and to those you lead.
- Accept accountability. To serve others we
must be accountable to them.
- Develop integrity. Live what you teach, do
what you say, be honest with others, put
what is best for others ahead of personal
interests, and be transparent and
vulnerable.
- Pay now, play later. Work hard and invest
your time wisely, so that you can enjoy the
benefits of those efforts later.
The Most Important Lesson of Leadership:
Staff Development
* The growth and development of people is
the highest calling of leadership. A great
leader develops a team of people who
increase production. When the leader
adds his/her influence together with a
great worker, effectiveness begins to
increase rapidly.
* Continued success is a result of continued
improvement in people development and
goal attainment. Day-to-day coaching,
rather than implementation of annual
employee appraisals, is most effective for
improvement performance.
* Great leaders go beyond developing
people:
they build and surround themselves with a
winning team.
* Those closest to the leader will
determine his level of success or
failure.
Excellent Leaders…
 Create the right environment for growth
and boost the self-esteem of personnel
 Know basic human needs: what is
expected from each member; that each
 will have an opportunity to perform; how
each one is getting along; that guidance
will be given where each needs it; and
that each will be rewarded according to
his contribution.
 Keep control of the “Big 3”: finance,
personnel, and planning.
 Avoid the “Seven deadly sins”.
The “Seven Deadly Sins” of Staff
Development
1. Trying to be liked rather than respected.
2. Not asking team members for advice and
help.
3. Thwarting personal talent by emphasizing
rules rather than skills.
4. Not keeping a sense of responsibility in
team members.
5. Not developing a sense of responsibility in
team members.
6. Treating everyone the same way.
7. Failing to keep people informed.
5 Principles for Picking the Best Candidates
for Your Team
1. The smaller the organization, the more
important the hiring.
2. Know what kind of person you need
(personal requirements). Examples
include: people skills, sense of humour,
resilience, creativity, etc.
3. Know what the job requires and be clear
about the needs of the organization.
4. Know what the potential staff member
wants. Make sure your leadership and the
goals of the organization are expressed to
the candidate so they can determine if
they will fit well.
When you cannot afford to hire the best, hire the
young who are going to be the best.
Benefits of Leadership Development
 Provides stronger strategic vision and
purpose
 Training flow down
 Boost morale and productivity
 Strengthens organization bond
 Cross-pollination of Ideas
 Opens up a world o career possibilities
21 IRREFUTABLE LEADERSHIP LAWS
1. THE LAW OF THE LID: LEADERSHIP
ABILITY DETERMINES A PERSON’S LEVEL
OF EFFECTIVENESS
* “Leadership ability is the lid that determines a
person’s level of effectiveness. The lower an
individual’s ability to lead, the lower the lid on
his potential.”
* The ability to lead is the “lid” that determines
a person’s effectiveness. The lower an
individual’s ability to lead, the lower the lid on
his potential. The better a person is at
leading, the higher the lid on his potential for
achievement.
* For example, in the 1930’s, Dick and Maurice
McDonald opened one of the first fast food
restaurants. By the mid-50’s, their annual
revenue was $350,000, and they took home
about $100,000 each year. But despite their
success, they were not true leaders. They
tried to purchase their restaurants, but sold
only 15 licenses, of only 10 became actual
restaurants.
* In contrast, Ray Kroc joined then in 1954 and
proved himself a powerhouse of leadership.
 He assembled a team of the sharpest people
he could find, worked hard, and sacrificed for
the business. In 1961, he bought the
McDonald brothers out for $2.7 billion. Today,
the company has 31,000 stores in 119
countries. The McDonald brothers’ weak
leadership put a lid on their ability to succeed.
* Everywhere you look you can find examples
of success being limited by lack of leadership.
For example, Steve Wozniak was the brains
behind Apple in the 1970’s, but his leadership
lid was low. By contrast, Steve Jobs’
leadership lid was high, and he built a world-
class organization out of Apple.
To apply the law of the Lid, take four steps:
1. List some of your major goals --- ones that
require cooperation from others.
2. Assess your leadership skills.
3. Ask others to rate your leadership on a
scale of 1 to 10.
4. Compare their scores to your own
assessment. Then ask yourself how
willing you are to grow in the area of
leadership.
2. THE LAW OF INFLUENCE: THE TRUE
MEASURE OF LEADERSHIP IS INFLUENCE ---
NOTHING MORE, NOTHING LESS
* “The true measure of leadership is influence
nothing more, nothing less.”
* If you don’t have influence, you will never be
able to lead others. True leadership cannot be
appointed or assigned. Titles are often
meaningless in this sense. Leadership must
be earned. The only thing a title can buy is a
little time --- either to increase your level of
influence with others or to undermine it.
There are five major myths about leadership:
 First, the management myth holds that
leading and managing are the same thing.
However, leadership is about influencing
people, while management is about
maintaining systems and processes.
 Second, the entrepreneur myth holds that
entrepreneurs are de factor leaders.
Entrepreneurs are killed at identifying
opportunities and making money from them.
The McDonald brothers were entrepreneurs.
Ray Kroc was a leader.
 Third, the knowledge myth holds that those
who possess knowledge and intelligence are
leaders. But you can visit any major university
and meet brilliant research scientists who
would not make good leaders.
 Fourth, the pioneer myth says that anyone
who is out in front of the crowd is a leader. To
be a leader, a person has to be out in front,
but he must also have people who are
willingly following him.
 Fifth, the position myth states that a person’s
title as top man --- or woman --- defines that
person as a leader. When the board of
directors at Saatchi & Saatchi forced Maurice
Saatchi out in 1994, the talent and accounts
followed him out the door and the company’s
stock dropped by 50 percent. Saatchi lost his
position but remained a leader
To apply the Law of Influence, take three steps:
1. Ask yourself which of the five myths you
have believed in the past. What must you
change in your current thinking to make
you more open to improving your
leadership in the future?
2. What do you usually rely upon most to
persuade people to follow you? Rate
yourself on a scale of 1 (low) to 10 (high\0
for each of the following factors:
 Character --- who you are
 Relationships --- who you know
 Knowledge --- what you know
 Intuition --- or what you feel
 Experience --- or where you’ve been
 Past success --- or what you’ve done
 Ability --- or what you can do
Then ask yourself how you can optimize
the ones with low scores.
3. Volunteer to work with an organization, such as
a soup kitchen or a community project. Use that
as a platform for practicing your leadership skills
through influence.
3. THE LAW OF PROCESS: LEADERSHIP
DEVELOPES DAILY, NOT IN A DAY
* “Leadership Develops Daily, Not in a Day.”
* Becoming a leader is like investing in the
stock market. If you try to make a fortune in a
day, you won’t succeed. What matters most is
what you do day by day over the long haul. If
you continually invest in your leadership
development, letting your assets compound,
the inevitable result is growth over time.
* In a study of 90 top leaders, the capacity to
develop and improve skills was what
distinguished leaders from followers.
Successful leaders are life-long learners who
apply self-discipline and perseverance. They
get a little better each day.
The leadership growth process proceeds in five
phases:
 In the first phase, you don’t know what
you don’t know. You are not even aware
that you could become a leader.
 In the second phase, you know that you
need to know. You realize that you need
to learn to lead,
 In the third phase, you know what you
don’t know. As you discover the gaps in
your knowledge about leadership, you
understand what you need to learn.
 In the fourth phase, you know and grow,
and it starts to show. When you begin the
daily discipline of personal growth,
exciting things start to happen.
 In the fifth phase, you simply go because
of what you know. The ability to lead
becomes automatic, and you develop
great instincts that help you to lead
effectively.
To apply the Law of Process, take three steps:
1. Formulate a personal plan for growth.
Write it out. Then every month, read at
least one book on leadership, attend one
conference a year, and listen to a CD
every week.
2. Apply you growth strategy to those you
lead as well. Act as a mentor, recommend
books, or bring in trainers. Make it your
responsibility to provide opportunities for
growth to those people you wish to lead.
3. Create a culture of growth. When people
around you know that personal growth
and leadership development are valued
and rewarded, and when resources are
devoted to them, then growth will explode.
4. THE LAW OF NAVIGATION: ANYONE CAN
STEER THE SHIP, BUT IT TAKES A LEADER
TO CHART THE COURSE
* “Anyone can steer the ship, but it takes a
leader to chart the course.” - John Maxwell
* “A good leader remains focused…
Controlling your direction is better than being
controlled by it..” - Jack Welch - Former CEO of
General Electric
* Leaders who navigate control the direction in
which they and their people travel. But they
do more than that. They see the whole trip in
their minds before they leave the dock. They
have a vision for getting to their destination,
they understand what it will take to get there,
they know who they’ll need to take along to
be successful, and they recognize the
obstacles long before they appear on the
horizon.
* Good navigators draw on past experience.
Success teaches you what you’re capable of
doing and gives you confidence, but failure
often teaches a greater lesson. Failure
 reveals wrong assumptions, character flaws,
errors in judgment, and poor working
methods.
* Good navigators listen to what others have to
say. They recognize that they don’t have all
the answers. They gather information from
many sources.
* Good navigators also make sure their
conclusions represent both faith and fact.
They have faith that they can take their
people all the way. But they also face facts
realistically. They balance optimism and
realism.
To apply the Law of Navigation, take three steps:
1. Make it a regular practice to reflect on
your positive and negative experiences.
Build a time for reflection into your
schedule. Write down what you learn.
2. Do your homework. Hold conversations
with experts and team members to gather
information and examine current
conditions that could have an impact on
your success.
3. Determine if you lean more on faith or
facts. Ask trusted friends and colleagues.
Then add someone with the opposite
inclination to your team and try
5. THE LAW OF ADDITION: LEADERS ADD
VALUE BY SERVING OTHERS
* “Inexperienced leaders are quick to lead
before knowing anything about the people
they intend to lead. But mature leaders listen,
learn, and then lead.”
* Leadership is about advancing others, not
about advancing yourself.
* The critical question is this: Are you making
things better for the people who follow you?
Leaders who add value to others do so
intentionally
* Jim Sinegal, founder and CEO of Costco,
treats his employees very well. They make 42
percent more than the company’s chief rival.
They pay a faction of the national average for
health care. And Costco has the lowest
employee turnover rate in retailing. As a
result, Costco makes handsome profits.
* There are four guidelines for adding value.
They are:
 First leaders add value to others when
they truly value others. Good leaders
believe in their people before they people
believe in them, and serve others before
they are served.
 Second, leaders add value to others when
they make themselves more valuable to
others. Adding value to others depends on
having something of value to add, such as
skills, wisdom, opportunities, and insight.
 Third, leaders add value to others when
they know and relate to what others value.
Good leaders listen, learn, and then lead.
 Fourth, they add value to others when
they do things that God values. God
desires that we treat people with respect
and to reach out to them and serve them.
That standard can influence everything a
good leader does.
To apply the Law of Addition, take three steps:
1. Have the attitude of a servant when it comes
to leadership. Make it a practice to perform
small acts of service for others without
seeking credit card or recognition for them.
2. Make a list of the most important people in
your life and then write what each of them
values most. Then rate yourself on a scale of
1 to 10 on how well you relate to that person’s
values.
3. Make adding value part of your way of life.
Begin with those closest to you. Then do the
same with all the people you lead.

6. THE LAW OF SOLID GROUND: TRUST IS
THE FOUNDATION OF LEADERSHIP
* “Trust is the foundation of leadership” “No
leader can break trust with his people and
expect to keep influencing them,” “Leadership
is influence, nothing more.”
* Trust is the most important thing a leader
must engender. A leader builds trust by
consistently exemplifying competence,
connection, and character. People will
tolerate honest mistakes. People will also give
leaders a grace period for connecting with
others. However, they won’t forgive lapses in
character.
* Character communicates consistency.
Everything around a good leader may be
changing --- even his own strategy --- but his
character must remain consistent.
* Character also communicates potential. When
a leader’s character is strong, people trust
him, and they trust in his ability to release
their potential.
* Character also communicates respect. By
making sound decisions, admitting mistakes,
and putting what’s best for their followers
ahead of their personal agendas, leaders
earn that respect.
To apply the Law of Solid Ground, take these
steps:
1. Assess how trustworthy your followers
think you are. Do they openly share their
opinions with you? Do they give you bad
news as readily as good news? If not,
then you need to find out whether they
doubt your character.
2. Spend time focusing on three areas of
character: integrity, authenticity, and
discipline. Be scrupulously honest, even
when it hurts. Be yourself with everyone.
Do the right things every day, regardless
of how you feel.
3. If you have broken trust, first apologize. If
you can make amends, do so. Then
commit to earning trust once more.
7. THE LAW OF RESPECT: PEOPLE
NATURALLY FOLLOW LEADERS STRONGER
THAN THEMSELVES
* “One of the greatest potential pitfalls for
natural leaders is relying on talent alone…
* Good leaders rely on respect. They
understand that all leadership is voluntary.”
There are six ways that leaders gain the respect
of others:
 First, they possess natural leadership
ability. Those who don’t possess it
naturally will work hard to develop it.
 Second, they have respect for others.
They understand that all leadership is
voluntary.
 Third, they have courage. A leader’s
courage gives followers hope.
 Fourth, a leader is successful. People
respect the accomplishments of others
and more drawn to success.
 Fifth, leaders are loyal. In a culture of
constant upheaval, loyalty is a great
asset.
 Sixth, leaders engender respect by being
dedicated to adding value to others.
* If you want to measure how much respect you
have as a leader, look at whom you attract.
Then see how people respond when you ask
for commitment or a change. When a leader
is respected, people are ready to take risks,
put in long hours, and do whatever is
necessary to get the job done.
To apply the Law of Respect, take three steps:
1. Think about the last time you asked
employees, followers or volunteers for a
commitment to do something you were
 leading or to changing something they
were doing. What was their response?
That can be used as a gauge of
leadership.
2. Take a look at the qualities that help a
leader to gain respect:
 Leadership ability
 Respect for others
 Courage
 Success
 Loyalty
 Value added to others
* Evaluate yourself on a scale of 1 to 10 on
each quality. In one sentence for each, write a
practice, habit, or goal that will help you to
improve in that area. Then work for a month
on each to make it a regular part of your life.
3. Ask the people who are closest to you
what they respect most about you. Also
ask them to tell you in which areas you
most need to grow. Then challenge
yourself to improve based on their honest
feedback.
8. THE LAW OF INTUITION: LEADERS
EVALUATE EVERYTHING WITH A
LEADERSHIP BIAS
* “A leader must give up to go up.”
* Leaders look at the world in an unusual way.
They possess leadership intuition that informs
everything they do.
* In all kinds of circumstances, leaders pick up
on details that might elude others. They “tune
in” to leadership dynamics. They can sense
people’s attitudes. They can detect the
chemistry of a team. They can tell when
things are humming and when they’re winding
down.
* Leaders are also readers of trends. Most
followers are focused on their current work.
But leaders look years, even decades ahead.
They have the ability to step back from what’s
happening in the moment and see where the
organization is headed. Their intuition tells
them that something is happening, that
conditions are changing, and that trouble or
opportunity is coming.
* Leaders are also readers of people. They can
sense what’s happening in a room --- whether
there’s curiosity, doubt, reluctance,
anticipation, or relief. Reading people is
perhaps the most important intuitive skill a
leader can possess.
To apply the Law of Intuition, take three steps:
1. Determine which is your strongest natural
talent. Participate in that talent, paying
attention to your feelings, instincts, and
intuition. Keep tract of when you know
something is right or wrong before you
have all the facts. Get to know you
aptitude for intuition.
2. Work on improving your ability to read
people by reading books on relationships,
engaging more people in conversation,
and becoming a people watcher.
3. Train yourself to think in terms of
mobilizing people and harnessing
resources. Think about current projects.
Then imagine how you can accomplish
them without doing any of the work
yourself. Ask:
 Who is the best person to take this
on?
 What resources do we possess
that can help us?
 How can I encourage my team to
achieve success?
9. THE LAW OF MAGNETISM: WHO YOU ARE
IS WHO YOU ATTRACT
* “Every person possesses intuition” and
“people are intuitive in their area of strength.”
* “Leaders evaluate everything with a
leadership bias.” “Whenever leaders face a
problem, they automatically measure it — and
begin solving it — using the Law of Intuition.”
* Effective leaders are always on the lookout
for good people. They carry around a mental
 list of what kind of people they would like to
have in their organization.
* However, whom you attract is not determined
by what you want, but by who you are. You
must have the same qualities as the people
you’re seeking. That’s the law of magnetism:
People are drawn to those who share
qualities with them.
* For example, most organizations reflect the
characteristics of their leaders, and that
includes their age. During the dot-com boom,
for example, many companies were founded
by people in their 20s and 30s. Naturally, they
hired other young people to work with them.
* Likewise, positive people tend to attract
people with a positive attitude. Attitude is one
of the most contagious qualities a human
being can possess.
* People also gravitate toward those with
similar backgrounds. People with education
tend to respect and value others who are well
educated.
* Leaders will also attract employees with
similar energy levels, values, and leadership
qualities.
* If you’re satisfied with the kind of people
you’re attracting, then use the Law of Process
(Law#3) to increase your leadership skill.
To apply the Law of Magnetism, take three steps:
1. Write down a list of the qualities that you
desire in your followers. Then put a check
mark by those that you share and an X
where you think you’re weaker.
2. Find mentors to help you grow in each
area of deficit. This could be your pastor
or spiritual advisor, a colleague whose
ability you respect, or a professional
coach. Ideally, your leadership mentor
work in a similar field and be several
steps ahead of you in his or her career.
3. If you are already attracting the kind of
people you desire, take your leadership
to the next level. Work at recruiting
people who will complement your
leadership skills. Write a list of your five
greatest strengths when it comes to those
skills. Then write a list of your five
greatest weaknesses. Now it’s time to
create a profile of you’re looking for. Start
with strengths that offset your
weaknesses. Add to that values and
attitudes that are similar to yours. Finally,
consider whether you want someone with
a similar or different age, background,
and education.
10. THE LAW OF CONNECTION: LEADERS
TOUCH A HEART BEFORE THEY ASK FOR A
HAND
* “Leaders help to shape the culture of their
organizations based on who they are and
what they do,” and “not only do people attract
others with similar attitudes, but their attitudes
tend to become alike.”
* You can’t move people to action unless you
first move them with emotion. The stronger
the connection you forge with followers, the
more likely they will be to want to help you.
Here’s how to connect with people:
 First, connect with yourself. You must
know who you are and have confidence in
yourself if you desire to connect with
others.
 Second, communicate with openness and
sincerity. People can readily tell when
someone is disingenuous. Be authentic.
 Third, know your audience. You want to
speak to what they care about, not just
what you care about.
 Fourth, live your message. Practice what
you preach.
 Fifth, go where they are. Be attuned to
others’ culture, background, and
 education. Adapt to others. Don’t expect
them to adapt to you.
 Sixth, focus on them, not yourself.
 Seventh, believe in them. Other people’s
opinions of you have less to do with what
they see in you than it does with what you
can help them see in themselves.
 Eight, offer direction and hope. When you
give people hope, you give them a future.
To apply the Law of Connection, take three
steps:
1. To connect with yourself, measure
your level of self-awareness by asking
the following questions:
 How would I describe my
personality?
 What is my greatest character
strength?
 What is my greatest character
weakness?
 What is my single greatest asset?
 What is my single greatest deficit?
 How well do I relate to others?
 How well do I communicate with
others?
 How likable am I?
2. When you are out among your
employees or coworkers, make
relationship building a priority.
3. Improve your communication skills.
Read books on communication, take a
class, or join Toastmasters.
11. THE LAW OF THE INNER CIRCLE: A
LEADER’S POTENTIAL IS DETERMINED BY
THOSE CLOSES TO HIM
* “Leaders touch a heart before they ask for a
hand.” “You develop credibility with people
when you connect with them and show that
you genuinely care and want to help them.”
* Although there are 21 laws of leadership, no
one leader can do all 21 things well. That’s
why every leader needs a team of people. To
pick the right people for your team, ask the
following questions:
 Do they have high influence with others?
 Do they bring a complementary gift to the
table?
 Do they hold a strategic position in the
organization?
 Do they add value to me and to the
organization?
 Do they have a positive impact on other
members of the inner circle?
 You’ll also want to make sure that your
candidate displays excellence, maturity,
and good character in everything he or
she does.
To apply the Law of the Inner Circle, take three
steps:
1. List the names of the members of your
inner circle. Next to each name write what
that person contributes. If they don’t have
a clear role, then write what you believe
that individual has the potential to
contribute. Look for holes and
duplications. Then begin looking for
people to fill the holes and consider how
you might eliminate redundancies. Be
prepared to challenge current members
with potential to rise to your expectations.
2. Spend extra time with the members to
mentor them and develop relationships.
Give them extra responsibility and place
higher expectations on them. Give them
more credit when things go well and hold
them accountable when things don’t. Use
 this strategy with a pool of new potential
inner circle members as well.
3. Keep your inner circle manageable.
Transition to a smaller team when your
immediate staff numbers more than seven
or when you can no longer directly lead
everyone.
12. THE LAW OF EMPLOYMENT: ONLY
SECURE LEADERS GIVE POWER TO OTHERS
* “A leader’s potential is determined by those
closest to him.”
* “To increase your capacity and maximize your
potential as a leader, your first step is always
to become the best leader you can. The next
is to surround yourself with the best leaders
you can find.”
* To lead others well, you have to help them to
reach their potential. That means encouraging
them, giving them power, and helping them to
succeed. Leadership is about making others
win.
* There are three main barriers to
empowerment:
* The first is the desire for job security. Weak
leaders worry that if they help their
subordinates, they will become dispensable.
But the truth is that if you truly empower
others, you will become so valuable that you’ll
be indispensable.
* The second is resistance to change.
Empowerment brings constant change,
because it encourages people to grow and
innovate. Change is the price of progress, so
good leaders embrace it.
* The third barrier is a lack of self-worth.
Insecure people worry about what others
think of them. They can’t give power to
others, because they don’t feel that they really
have it themselves. By contrast, the best
leaders believe in themselves and are
insecure in giving power to others.
* To apply the Law of Empowerment, take
three steps:
 Rate yourself in terms of your own self-worth.
Ask:
o Are you confident?
o Do you believe you have value?
o Do you assume that you have positive
thing to offer people?
o Are you willing to take risks?
o If you rate yourself low, take steps to add
value to yourself and explore why your
self-worth is low.
 Make a list of the people who work for you.
Then rate each person’s potential on a scale
of 1 to 10. If the numbers are low, then your
belief in people is not very high. Until you
change that, you will have difficulty granting
them power. Imagine what they could become
if they made the most of their gifts and
opportunities. Then help them do so.
 Select your best people and set them up for
success. Train them, give them resources,
and then help them accomplish goals that will
help both you and your organization.
13. THE LAW OF THE PICTURE: PEOPLE DO
WHAT PEOPLE SEE
* “The truth is that empowerment is powerful
not only for the person being developed but
also for the mentor. Enlarging others makes
you larger.”
* Great leaders must communicate their vision
of a better future. But they must also model
the vision. When times are tough and
uncertainty is high, followers need a clear
picture form their leaders.
* There are three ideas to keep in mind while
striving to improve yourself as an example:
 First, remember that followers are always
watching you. Employees do what their
bosses do, not what they say
 Second, it’s easier to teach what’s right
than to do what’s right. There is nothing
more convincing than people who give
good advice and set a good example.
 Third, work on changing yourself trying to
improve others. Avoid the temptation to try
to change others without first making
changes in yourself.
To apply the Law of the Picture, take three
steps:
1. Give yourself a character audit. Make
a list of your core values, such as
integrity, hard work, and honesty.
Then, think about your actions of the
last month. What stands out as
inconsistent with those values? These
items will show you where to work on
yourself.
2. Ask a trusted colleague to watch you
for a month to compare what you
teach with how you act. Ask him to
record any inconsistencies. Then plan
to change either your actions or your
philosophy to make them line up.
3. List the five things you wish your
people to do better. Then grade your
own performance for each one. If your
scores are low, then you need to
change. If your scores are high, then
you need to make your example more
visible to your people.
14. THE LAW OF BUY-IN: PEOPLE BUY INTO
THE LEADER, THEN THE VISION
* “People buy into the leader, then the vision.”
* Unfortunately, most leaders have it
backwards. They believe that if the cause is
good enough, people will automatically buy
into it. But people don’t follow causes. They
follow people.
The leader and the cause always go together in
one of four combinations:
 When followers don’t like the leader or the
vision, they look for another leader.
 When followers don’t like the leader but
do like the vision, they look for another
leader.
 When followers like the leader but don’t
like the vision, they change the vision.
 When followers like the leader and the
vision, they get behind both.
* Your success as a leader is measured by
your ability to actually take people where they
need to go. But you can do that only if the
people first buy into you as a leader.
To apply the Law of Buy-In, take the three
steps:
1. Write a vision statement, laying out
your goals for your organization, why
you lead, and what you are trying to
accomplish. Consider whether or not
you are willing to devote a significant
portion of your life to this. If not,
rethink what you are doing and why.
2. List the members of your team who
must buy into your vision. Rate each
person’s buy-in on a scale of 1 to 10. If
your people don’t buy into you, they
will not help you execute your vision.
3. Think about ways that you can earn
credibility with individuals:
  By developing a good
relationship with them.
 By being honest and authentic
The three components of victory are:
and developing trust.
 By holding yourself to high
standards and setting a good
example.
 By giving them the tools to do
their jobs better.
 By helping them to achieve
your personal goals.
 By developing them as
leaders.
Develop a strategy for each
person. If you make it your primary
goal to add value to all of them,
your credibility will rise rapidly.
15. LAW OF VICTORY: LEADERS FIND A WAY
FOR THE TEAM TO WIN
* “Every leadership station is different. Every
crisis has its own challenges. But I think that
victorious leaders have one thing in common:
they share an unwillingness to accept defeat.
The alternative to winning is totally
unacceptable to them. As a result, they figure
out what must be done to achieve victory.”
* When the pressure is on, great leaders are at
their best. Whatever is inside them comes to
the surface. The best leaders feel compelled
to rise to a challenge and do everything in
their power to achieve victory for their people.
In their view:
* Leadership is responsible
* Losing is unacceptable
* Creativity is essential
* Quitting is unthinkable
* Commitment is unquestionable
* Victory is inevitable
* With that mind-set, leaders embrace the
vision and approach the challenges with
the resolve to take their people to victory.
 First, unison of vision. Teams succeed
only when the players have a unified
vision, no matter how much talent
there is.
 Second, diversity of skills. Every
organization requires diverse talents to
succeed.
 Third, a leader dedicated to victory
and to raising players to their potential.
Diversity and talent don’t come
together on their own. It takes a leader
to make these things happen.
To apply the Law of Victory, take three
steps:
1. Take responsibility for the success
of your team. Your passion should
be high, and your dedication
unquestioned. If you are unable to
convince yourself to make that
kind of commitment, one of three
things is probably true: either
you’re pursuing the wrong vision,
you’re in the wrong organization,
or you’re not the right leader for
the job. Adjust accordingly.
2. If you are dedicated to leading
your team to victory, you’ll need
the right people with you. Write
down all the skills necessary to
achieve your goal. Now compare
that list with the names of the
people on your team. If there are
functions for which no one is
suited, you need to add new
people or train existing team
members.
 3. Do informal research to find out
what’s important to your team
members. Ask them what they
want to achieve personally. Ask
them to describe the mission of the
team. If you get a diversity of
answers, you need to work on
communicating a single vision
clearly so that there is unity of
vision.
16. THE LAW OF THE BIG MO: MOMENTUM IS
A LEADER’S BEST FRIEND
* “Momentum is a leader’s best friend.”
* Momentum is often the only thing that makes
difference between winning and losing. When
you have momentum on your side, obstacles
appear small. Here are seven truths about
momentum that every leader needs to know:
 First, momentum is the great exaggerator.
It makes things look bigger than they
really are. Success is exaggerated by
momentum. When you have momentum,
you don’t worry about small problems, and
many larger ones seem to work
themselves out.
 Second, momentum makes leaders look
better than they are. When leaders have
momentum on their side, people think
they’re geniuses.
 Third, momentum helps followers perform
beyond their actual abilities. When there is
momentum, people are motivated to
perform at higher levels.
 Fourth, momentum is easier to steer than
to start. Getting started is a struggle, but
once you’re moving forward, you can
really start to do some amazing things.
 Fifth, momentum is the leader’s
responsibility. Creating momentum
requires someone who has vision, who
can assemble a good team, and who can
motivate others.
 Seventh, momentum begins inside the
leader. It starts with his vision, passion,
and enthusiasm, and spreads from here.
To apply the Law of the Big Mo, take three
steps:
1. Model the attitude and work ethic that
you would like to see in others. Take
responsibility for the momentum in
your area of leadership. Be passionate
about your vision. And display
enthusiasm at all times.
2. Build motivation to develop
momentum. First, remove any
obstacles that might cause people to
lose their passion and enthusiasm.
Then identify and put into play specific
elements that will motivate your
followers.
3. Help people celebrate their
accomplishments. Make it a regular
practice to honor people who move
the ball forward. Praise effort, but
reward success.
17. THE LAW OF PRIORITIES: LEADERS
UNDERSTAND THAT ACTIVITY IS NOT
NECESSARILY ACCOMPLISHMENT
* “Leaders understand that activity is not
necessarily about accomplishment.”
* Leaders never advance to a point where they
no longer need to prioritize. In setting
priorities, use the Pareto Principle: If you
concentrate you efforts on the most important
20 percent of activities, you will realize an 80
percent return on your effort.
* Also, use the power of the three Rs ---
requirement, return, and reward --- to set
priorities.
 First, what is required of me? Ask: What
must I do that nobody else can or should
do for me?
 Second, what gives the greatest return?
You should spend most of your time
working in your areas of greatest strength.
If someone else can do a task 80 percent
as well as you can, then delegate it.
 Third, what brings the greatest reward?
This relates to personal satisfaction. Make
time for those things in life that you love.
That will energize you and keep you
passionate.
To apply the Law of Priorities, take three
steps:
1. Identify something in your life that is
working so poorly that you know it will
require a major revision in how you do
things. Describe how and why it is not
working. Can you think outside the box
to solve the issue and realign your
priorities?
2. If you have never done so before, take
the time to write out your answers to
the three R questions. Be sure to
include family and other
responsibilities, not just career. Ask:
 What is required of me?
 What gives the greatest
return?
 What brings the greatest
reward?
3. Carve out specific time on a regular
basis to revisit priorities for your area
of responsibility. Help your
organization, department, or team to
live according to the Law of Priorities.
18. THE LAW OF SACRIFICE: IT STATES
THAT A LEADER MUST GIVE UP TO GO UP.
* Leadership comes at a cost.
* The history of great nations shows that
behind their greatness are men and women
who are willing to pay the prices others won’t
pay.
* Some few names have become synonymous
with the Law of Sacrifice: Jesus Christ,
Nelson Mandela, Martin Luther King Jr.,
Arland Williams, Mahatma Gandhi, Mother
Theresa, to name a few.
* Great leadership comes at a cost. You can
become a great leader if you can pay the
price.
* If you desire to become the best leader you
can be, then you need to be willing to make
sacrifices in order to lead well. If that is your
desire, then here are some things you need
to know about the Law of Sacrifice.
1. There is No Success Without Sacrifice
– every person who has achieved any
success in their life has made sacrifices to
dos. Effective leaders sacrifice much that
is good in order to dedicate them to what
is best.
2. Leaders Are Often Asked to Give Up
More Than Others – The heart of
leadership is putting others ahead of
yourself. It’s doing what is best for the
team. For that reason, leaders have to
give up their rights. The cost of
leadership: Leaders must be willing to
give up more than the people they lead.
3. You Must Keep Giving Up to Stay Up –
Leadership success requires continual
 change, constant improvement, and on-
going sacrifice.
4. The Higher the Level of Leadership, the
Greater the Sacrifice – The higher you
go, the more it’s going to cost you. And it
doesn’t matter what kind of leadership
career you pick. You will have to make
sacrifices and you will have to give up to
go up.
19.THE LAW OF TIMING: WHEN TO LEAD IS
AS IMPORTANT AS WHAT TO DO AND
WHERE TO GO
* “The wrong action at the wrong time leads to
disaster.” “The right action at the wrong time
brings resistance.” “The wrong action at the
right time is a mistake.” However, “the right
action at the right time results in success.”
* Timing often makes the difference between
success and failure.
* When a leader makes a move, there are four
possible outcomes:
 The first possibility is that the wrong action
at the wrong time leads to disaster.
 The second possibility is that the right
action at the wrong time brings resistance.
 The third possibility is that the wrong
action at the right time is a mistake.
 The fourth possibility is that the right
action at the right moment results in
success.
* When the right leader and the right timing
come together, incredible things happen. An
organization achieves its goals, reaps
remarkable rewards, and gains momentum.
Success becomes almost inevitable.
To apply the Law of Timing, take three steps:
1. Review the major actions you’ve
initiated in the recent past and think
about how much attention you’ve
given to timing. In your approach to
leadership, does timing play an
important part in your strategy? Do
you think about the appropriateness of
the timing as much as you do the
rightness of the action?
2. Spend some time analyzing recent
failed initiatives for your organization.
Determine whether they were caused
by the wrong action or the wrong
timing.
3. As you prepare to engage in future
plans, ask these questions to prepare
for the timing of your actions:
 Do you have a firm grasp on
the situation?
 Do you believe in what you’re
doing?
 Can you initiate action with
confidence and win people’s
trust?
 Have you drawn upon wisdom
from others to inform your
strategy?
 Have you taken into account
the intangibles, such as
momentum and morale?
 Have you done everything you
must do to set your team up for
success?
20. THE LAW OF EXPLOSIVE GROWTH: TO
ADD GROWTH, LEAD FOLLOWERS --- TO
MULTIPLY, LEAD LEADERS
* “To add growth, lead followers,” but, “to
multiply, lead leaders.”
* Leaders are naturally impatient. They want to
move fast. They want to see their vision
fulfilled. They delight in progress. Good
 leaders quickly assess where an organization
is, project where it needs to go, and have
strong ideas about how to get there.
* How do you relieve that tension between
where the organization is and where you want
it to be? The answer can be found in the Law
of Explosive Growth:
 If you develop yourself, you can
experience personal success.
 If you develop a team, your organization
can experience growth.
 If you develop leaders, your organization
can achieve explosive growth.
* Leading leaders takes time, energy and
resources. There are three reasons for this:
 First, leaders are hard to find. Leaders are
like eagles --- they don’t flock. They are
few and far between.
 Second, leaders are hard to gather. They
are entrepreneurial and want to go their
own way. What you’re doing has to be
more compelling than what they’re already
doing.
 Third, leaders are hard to keep. Only if
you continue to grow and stay ahead of
them can you keep adding value to their
own growth and hold their attention.
***
To apply the Law of Explosive Growth, take three
steps:
1. List specific actions you have taken to
develop yourself, develop a team, and to
help specific individuals improve their
leadership. If you haven’t begun to
develop leaders, identify what steps to
take to get started.
2. Ask what you are doing now to find and
gather leaders. Assess how you are
becoming a better leader to attract them.
Create an environment where leaders can
thrive. Clear away the red tape so that
they have room to have.
21. THE LAW OF LEGACY: A LEADER’S
LASTING VALUE IS MEASURED BY
SUCCESSION
* “A leader’s lasting value is measured by
succession.”
* If you desire to make an impact on a future
generation, then start thinking about your
legacy.
 First, know the legacy you want to leave.
Some day people will summarize your life
in a single sentence. Write it now.
 Second, live the legacy you want to leave.
Become what you desire to see in others
and what you wish others to see in you.
 Third, choose who will carry on your
legacy. Your legacy can only truly be
carried on by a person, not by a building
or an organization.
 Fourth, make sure you pass the baton.
Invest in leaders who can carry your
legacy forward and then give them the
power to do it.
To apply the Law of Legacy, take three steps:
1. Take time to consider the big picture
of why you lead. The idea of legacy is
closely related to you sense of
purpose in life. Ask yourself what you
want your legacy to be.
2. Based on your ideas of legacy, write a
list of what things must change in the
way you conduct yourself so that you
truly live that legacy. Only by changing
 the way you live will you be able to
create the legacy you want to leave.

3. Choose people in whom you’ll invest

to carry on your legacy. Pick people
with greater potential than your own:
ones who will be able to “stand on
your shoulders” and do more than you
did. Then begin investing in them
today.

* Now that you’ve learned the 21 Irrefutable

Laws of Leadership, you must take them to
heart, and apply them to your life. If you follow
them, people will follow you. Everything rises
and falls on leadership. The more you try to
do in life, the more you will find that
leadership makes the difference.

* As you work to build your organization,

remember these five points:

1. Personnel determine the potential of the

organization.
2. Relationships determine the morale of the
organization.
3. Structure determines the size of the
organization.
4. Vision determines the direction of the
organization.
5. Leadership determines the success of the
organization.