Ten Truths about Leadership

In the last 30 years James Kouzes and Barry Posner, authors of the highly regarded leadership classic The Leadership Challenge, have studied leaders all over the world. They understand leadership.

The question they get time and time again is “What’s new in leadership?” They answer that while the context of leadership as changed dramatically, “the content of leadership has not changed much at all. The fundamental behaviors, actions, and practices of leaders have remained essentially the same since we first began researching and writing about leadership over three decades ago. Much has changed, but there’s a whole lot more that’s stayed the same.” That is probably the fundamental truth of leadership development. With that understanding, we can develop leaders in all contexts and weed out fact from fiction.

Based on thirty years of research—more than one million responses to their leadership assessment—Kouzes and Posner have gathered together in The Truth about Leadership, the ten truths that have stood the test of time and they hold true both globally and cross-generationally. They devote a chapter to each of these ten concepts:

Truth #1   You Make a Difference. Before you lead you have to believe that you can have a positive impact on others. When you believe you can make a difference, you position yourself to hear the call to lead.

Truth #2   Credibility Is the Foundation of Leadership. If people don’t believe in you, they won’t willingly follow you. You must do what you say you are going to do. This means being so clear about your beliefs that you can live them every day.

Truth #3   Values Drive Commitment. You need to know what you believe in because you can only fully commit to the organization or cause when there is a good fit between what you value and the organization values. This is true too, for the people you lead.

Truth #4   Focusing on the Future Sets Leaders Apart. You have to be forward looking; it’s the quality that most differentiates leaders from individual contributors. You need to spend time reflecting on the future. Big dreams that resonate with others inspire and energize.

Truth #5   You Can’t Do It Alone. Leadership is a team sport, and you need to engage others in the cause. You need to enable others to be even better than they already are.

Truth #6   Trust Rules. To enlist others, you need trust. Build mutual trust; you must trust others too.

Truth #7   Challenge Is the Crucible of Greatness. Great achievements don’t happen when you keep things the same. Change invariably involves challenge, and challenge tests you. It introduces you to yourself. It brings you face-to-face with your level of commitment, your grittiness, and your values. It reveals your mindset about change.

Truth #8   You Either Lead by Example or You Don’t Lead at All. You have to go first as a leader. That’s what it takes to get others to follow your lead.

Truth #9   The Best Leaders Are the Best Learners. Learning is the master skill of leadership. Leaders are constant improvement fanatics.

Truth #10   Leadership Is an Affair of the Heart. Leaders love what they’re doing and those they lead. Leaders make others feel great themselves and are gracious in showing their appreciation.

These truths should form the basis of any leadership development program. Even more, they are the motivation behind the right kinds of behaviors that go into the formation of good and sustainable leadership.

There are no shortages of problems and opportunities…. Leadership is not about telling others they ought to solve these problems. It’s about seeing a problem and accepting personal responsibility for doing something about it. And it’s about holding yourself accountable for the actions that you take. The next time you see a problem and say “Why doesn’t someone do something about this?” take a look in the mirror and say instead, “I’ll be the someone to do something about it.”

Posted by Michael McKinney at 08:09 AM
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Are You a Hundred Percent Leader?

Research done by Leadership IQ indicates that 77% of leaders believe their employees are not giving 100%. Employees don’t seem to argue the point. 72% of employees admit that they in fact aren’t giving 100%.

If you want your employees to give 100%, you need to be the kind of leader that creates Hundred Percenters—a 100% Leader. In Hundred Percenters, Mark Murphy, CEO of Leadership IQ, says that the “two most important differentiating factors in separating exceptional from average leaders are Challenge and Connection.” Challenge is the extent to which a leader pushes his or her people. Connection is the strength of the emotional connection they build with their people. You need to decide how much you want to challenge your people and how tight an emotional bond you want to build with them.

The age-old question plaguing leaders is whether it’s better to be loved or feared. What our research seems to suggest is that while fear doesn’t lead to superior results, it’s also true that if being loved means you don’t push people, that’s not so great either. The balance seems to be that leaders should be loved, but they should be loved for pushing people to give 100%, not for coddling or appeasing them.

The degree to which you challenge and connect with your people will determine the results you get. Based on their research, Murphy has divided leaders into four basic types: Appeaser, Avoider, Intimidator and 100% Leader. With the challenges leaders face, appeasing, avoiding or intimidating can seem like necessary approaches; the path of least resistance. But they don’t produce fully engaged and accountable people. In practice, the four types are described this way:



Working for the Appeaser. You’re given enjoyable assignments, you’re allowed to spend most of your time on work that plays to your strengths, your boss gives you lots of positive feedback, and your boss seems to care most about making sure you’re really happy.

Working for the Intimidator. You’re given seemingly impossible assignments; you don’t feel like you’ve got all the skills you need to complete those assignments; when your boss gives you feedback, it’s usually pretty harsh and critical; and your boss seems to care most about achieving his goals no matter who’s with him at the end.

Working for the Avoider. Your boss doesn’t really force too many assignments on you, you’re not really required to learn new skills, your boss lets you figure out for yourself how you’re doing, and your boss seems to care most about not getting in your way.

Working for the 100% Leader. You’re given really challenging assignments, you’re required to learn new skills even in areas you might not consider to be your natural strengths, your boss gives you lots of constructive and positive feedback, and your boss seems to care most about pushing you to maximize every ounce of your potential.

What kind of leader are you?

Posted by Michael McKinney at 11:34 PM
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Bootstrap Leadership: Creating a Blueprint for Your Leadership Development

Leadership is difficult but it is not complex. The most difficult part is you and me; getting ourselves to do what we know we need to be doing; interacting with people the way we know we should, but for all kinds of “good” and easily “justifiable” reasons don’t.

The hardest person you will ever lead is yourself. Changing your personal behaviors and consequently your leadership style is not easy. It requires reflection, a vision of what should be and a plan, but it is ultimately up to you to make the changes. Bootstrap Leadership by Steve Arneson is an effort to guide you into doing just that.

One of the most important capabilities of a leader is self-awareness. That is where this book rightfully begins by asking, “How are you showing up as a leader?”

Arneson believes you need to begin with a definition of what good leadership means to you. “If you don’t know how to define the very thing you’re trying to do, how can you be successful at it?” Unfortunately, many leaders don’t know how to adequately define their role. He says that once you have created your own definition of leadership, you need to “become an evangelist for leadership” and share it with others.

To start pulling yourself up by your own bootstraps and developing a customized leadership development plan, Arneson has provided a self-assessment of 50 statements that correspond to a chapter dealing with that particular need. After determining the areas you need to work on, he recommends that you tackle one each week.

Bootstrap Leadership provides a very doable plan for improving your leadership. By looking at each of the 50 ideas, you will see areas where you can improve your weaknesses and refine and leverage your strengths. It is also valuable in helping others to develop their leadership potential. Invest these 50 ideas in yourself and others.

Resist the temptation to say: “OK, I applied a few of the techniques this year, I’m good for awhile.” Keep stretching yourself.

The best leadership advice? Become a better listener. “If you do nothing else to develop yourself, work on becoming a better listener.” It’s one of the “most effective ways to improve your leadership brand."

Posted by Michael McKinney at 11:46 PM
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Multipliers: How the Best Leaders Make Everyone Smarter

Much of what constitutes good leadership can be summarized in two words: respect and selflessness.

How we relate to those two words will determine how we lead. Consider two assumptions that lie at the opposite ends of the spectrum:

• Really intelligent people are a rare breed and I am one of the few really smart people. People will never be able to figure things out without me. I need to have all the answers.

• Smart people are everywhere and will figure things out and get even smarter in the process. My job is to ask the right questions.

What you believe has a big impact on the performance, engagement, loyalty and the transparency you find with those you lead and interact with. In Multipliers: How the Best Leaders Make Everyone Smarter, authors Liz Wiseman and Greg McKeown refer to those with the mindset represented by the first assumption as Diminshers and those with the mindset represented by the second assumption as Multipliers. It explains why some leaders create intelligence around them, while others diminish it.

The value of Multipliers is that is shows what these assumptions about people look like in practice and how they are reflected in your behavior. How would you approach your job differently if you believed that people are smart and can figure it out? With a Multiplier mindset, people will surprise you. They will give more. You will learn more. What kind of solutions could we generate if you could access the underutilized brainpower in the world? How much more could you accomplish?

It’s not that Diminishers don’t get things done. They do. It’s just that the people around them feel drained, overworked and underutilized. Some leaders seem to drain the “intelligence and capability out of the people around them. Their focus on their own intelligence and their resolve to be the smartest person in the room [has] a diminishing effect on everyone else. For them to look smart, other people had to end up looking dumb.” In short, Diminishers are absorbed in their own intelligence, stifle others, and deplete the organization of crucial intelligence and capability.

Multipliers get more done by leveraging (using more) of the intelligence and capabilities of the people around them. They respect others. “Multipliers are leaders who look beyond their own genius and focus their energy on extracting and extending the genius of others.” These are not “feel good” leaders. “They are tough and exacting managers who see a lot of capacity in others and want to utilize that potential to the fullest.”

The authors have identified five key behaviors or disciplines that distinguish Multipliers from Diminishers. You are not either/or but are somewhere along a continuum. These are all learned behaviors and have everything to do with how you view people. We don’t have to be great in all disciplines to be a Multiplier, but we have to be at least neutral in those disciplines we struggle with.

DIMINISHER		MULTIPLIER
The Empire Builder	Hoards resources and underutilizes talent	The Talent Magnet	Attracts talented people & uses them at their highest point of contribution
The Tyrant	Creates a tense environment that suppresses people’s thinking and capability	The Liberator	Creates an intense environment that requires people’s best thinking and work
The Know-It-All	Gives directives that showcase how much they know	The Challenger	Defines an opportunity that causes people to stretch
The Decision Maker	Makes centralized, abrupt decisions that confuse the organization	The Debate Maker	Drives sound decisions through rigorous debate
The Micro Manager	Drives results through their personal involvement	The Investor	Gives other people the ownership for results and invests in their success

They have developed an assessment tool you can use to see where you are. Importantly, the first place to begin is with your assumptions about people. If you don’t have that straight the rest is just manipulation.

As with most behaviors, we do them because we feel we have to. They are self-perpetuating. We jump in where we shouldn’t and come to the rescue. Under our “help” (domination) people hold back thereby reaffirming our belief that they just couldn’t do it without us. And they can’t or rather won’t. Instead they quit while still working for us or move on.

We see this in ourselves, in others and in organizations of all types. Leaders are especially prone to run over people, because after all, they have the vision, the know-how and the desire to get it done. We have to slow down and remember that we are not there just to get the job done, but to develop others to get the job done. They can (and need to be able to) do it without us. It’s our job to show them how.

In many ways, as leaders, we can become accidental Diminishers. The skills that got us into a position of leadership, are not the same skills we need to lead. Leadership requires a shift in our thinking. Wiseman and McKeown write, “Most of the Diminishers had grown up praised for their personal intelligence and had moved up the management ranks on account of personal—and often intellectual—merit. When they become ‘the boss,’ they assumed it was their job to be the smartest and to manage a set of ‘subordinates.’"

Here are some thoughts—out of context—from the book that will get you thinking:

“Marguerite is so capable she could do virtually any aspect of girl’s camp herself.” But what is interesting about Marguerite isn’t that she could—it is that she doesn’t. Instead, she leads like a Multiplier, invoking brilliance and dedication in the other fifty-nine leaders who make this camp a reality.

One leader had a sign on her door: “Ignore me as needed to get your job done.” She told new staff members, “Yes, there will be a few times when I get agitated because I would have done it differently, but I’ll get over it. I’d rather you trust your judgment, keep moving, and get the job done.”

The path of least resistance for most smart, driven leaders is to become a Tyrant. Even Michael said, “it’s not like it isn’t tempting to be tyrannical when you can.”

Policies—established to create order—often unintentionally keep people from thinking. At best, these policies limit intellectual range of motion as they straitjacket the thinking of the followers. At worst these systems shut down thinking entirely.

“It is just easier to hold back and let Kate do the thinking.” [They resign: “Whatever!”]

It is a small victory to create space for others to contribute. But it is a huge victory to maintain that space and resist the temptation to jump back in and consume it yourself.

An unsafe environment yields only the safest ideas.

[Multipliers] ask questions so immense that people can’t answer them based on their current knowledge or where they currently stand. To answer these questions, the organization must learn.

His greatest value was not his intelligence, but how he invested his intelligence in others.

Posted by Michael McKinney at 04:28 PM
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Serve to Lead: Make Your Life a Masterpiece of Service

Everyone can be great, because everyone can serve. You don’t have to have a college degree to serve. You don’t have to make your subject and your verb agree to serve…. You only need a heart full of grace, a soul generated by love.

–Martin Luther King. Jr.

“Everyone can lead because everyone can serve,” says James Strock. “When service is the basis of leadership, everyone can be a leader.” What’s more, “We’re in a new era, with new rules, new ways to serve—and much greater accountability.”

Serve to Lead puts the focus of leadership where it should be. Too often, people think of leadership as being about the leader. A leader who serves has greater influence. Service—not control—leads to trust and increased influence.

In an excellent chapter on management, Strock helps to place management and leadership in perspective and explains some of the nuances of tough love and accountability. “Management is encompassed within leadership.” As leaders we must develop management skills.

“Ultimately, management is a key to extraordinary service. Individual performance has the limitations of an individual. You may be a virtuoso. Yet, if you are determined to express your individuality in a more expansive way, you must develop management skills and engage others in a larger enterprise.

To achieve ever deeper relationships with greater numbers of customers and other stakeholders, you must master management. Day in and day out, that means you must serve those with whom you work, enabling them to serve ever more effectively.

Filled with examples and quotes, Serve to Lead is well thought out and one of the best books you’ll read on how to think about service and how to get your leadership to be one of service.

Strock urges us to make our life a masterpiece of service. It begins by asking the question—who am I serving—throughout our life, minute by minute, hour by hour, day by day. Importantly, it is not a question that we should apply to only one area of our life. It should be an approach we take in all areas of our life—our time, our money, our relationships and thoughts.

As an ongoing practice, he suggests we continually ask ourselves four questions:

Who am I serving?
How can I best serve?
Am I making my unique contribution?
Am I getting better every day?

Service isn’t easy. It doesn’t always get noticed, but it is what leading is all about. If that is hard to swallow, you need to ask yourself, why do I want to lead?

How many people are trapped in their everyday habits: part numb, part frightened, part indifferent? To have a better life we must keep choosing how we’re living.

–Albert Einstein

Posted by Michael McKinney at 01:42 PM
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The Little BIG Things

In many ways leadership is about taking an oath of excellence. To a leader, excellence matters. Excellence requires “re-imagining” (to borrow a Peters’ term) your world done excellent. Leaders see things differently and this difference can be taught. Teaching excellence—one behavior at a time—is what The Little Big Things by Tom Peters, is all about.

Some of what you will read in TLBT has been presented on the Tom Peters blog over the years. But for this book, the posts have been edited, revised, organized and conveniently packaged. It’s a compilation of 163 behaviors you can put into practice to achieve excellence in any endeavor. As such, it is not meant to be read straight through. Jump in anywhere it looks interesting. The process here is: read—consider—implement—repeat.

Tom, as we’ve said here before, is good at boiling things down to basics. You’ll find opportunities to pursue excellence in basic insights that produce big results.

Courtesies of a small and trivial character are the ones which strike deepest in the grateful and appreciating heart.

—Henry Clay, American statesman (1777-1852)

Sometimes the little-big-things can seem too “soft” or beneath the demands of business. Tom explains: “Ideas like conscientiously showing appreciation are matchless signs of humanity—and the practice thereof, in my opinion, doubtless makes you a better person, a person behaving decently in a hurried and harried world….Acts of appreciation, to stick with my theme of the moment, are masterful, even peerless, ways of enthusing staff and partner and client alike, and, hence, greasing the way to rapid implementation of damn near anything. That is, ‘Soft is hard’ is wholly pragmatic—and more often than not, effectively implemented, makes the bottom line blossom!”

Excellence has to be challenged into existence. The Little Big Things does just that.

Posted by Michael McKinney at 08:00 AM
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How to Decommoditize Your Leadership

All leaders want to make a difference; be transformational. And some do and some really don’t. We’ve all known leaders that are easily replaced. And (hopefully) we’ve known some that we can’t imagine doing without.

The difference begins with the bond we create by integrating who we are with what we do. Making a difference has a lot to do with how completely we integrate what we are (our character, values and attitudes) with what we do (our competencies).

All leaders have to set direction, give orders, and display competence. But if that’s all they’re doing, they’re replaceable. What sets one leader apart from another, what makes an order compelling rather than coercive, is the kind of spirit that accompanies their actions; a commanding what-can-I-get-from-them approach or a servant what-can-I-give-them value system. But either way, what makes us take notice is their authenticity—their uniqueness. Are they being themselves or worse still, trying to be something they’re not?

It is in the visible world that our “invisible” inner world is manifested. When we integrate our whole person, we create the potential for meaning in our work, trust with those we lead, and in turn, we build our uniqueness as a leader.

In Rework, they write about building uniqueness in a business: “If you’re successful, people will try to copy what you do. It’s just a fact of life. But there’s a great way to protect yourself from copycats: Make you part of your product or service. Inject what’s unique about the way you think into what you sell. Decommoditize your product. Make it something no one else can offer.” The same is true on an individual level. You are your product. When you put more of you into the equation, you make yourself unique—even indispensable. When you add in humility, you create meaning that people can get behind.

[In Seth Godin parlance:
Indispensable + Humility = a Linchpin you can live with]

Posted by Michael McKinney at 05:25 PM
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What Organizations Value in Leaders

Bloomberg BusinessWeek.com and Hay Group have released the results of their annual survey which ranks the best companies for leadership and examines how those companies develop leaders.

Last year the quality that the Top 20 companies valued most in their leaders was execution—the ability of leaders to achieve results through others. This year, the most valued quality is strategic thinking. "This year's emphasis on strategic thinking suggests that, like an individual recovering from a personal upheaval, businesses today are taking stock: reviewing their options, rethinking their strategies, considering new opportunities and innovations." It also suggests more long-term thinking.



See the complete PDF summary.

"While the data suggest there is no one best way to grow leaders, the companies that do it best share certain key characteristics. The top 20 companies address leadership development on multiple fronts, from articulating how leadership behavior needs to change to meet the challenges of the future to managing their pools of successors for mission-critical roles. And, despite the chaotic, crisis-strewn atmosphere of the past year, they've continued to make leadership a top priority."

Posted by Michael McKinney at 09:39 AM
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What Kind of Leadership Will Work in 2010?

The Work Foundation, a British think-tank, released a reaffirming report on the principles of outstanding leadership. They concluded that outstanding leaders do three things:

1. They think and act systemically: they see things as a whole rather than compartmentalising. They connect the parts by a guiding sense of purpose.
2. They see people as the route to performance: they are deeply people and relationship centered rather than just people-oriented. They not only like and care about people, but have come to understand at a deep level that the capability and engagement of people is how they achieve exceptional performance.
3. They are self-confident without being arrogant: self-awareness is one of their fundamental attributes. They are highly motivated to achieve excellence and are focused on organisational outcomes, vision and purpose. But they understand they cannot create performance themselves. Rather, they are conduits to performance through their influence on others. The key tool they have to do this is not systems and processes, but themselves and the ways they interact with and impact on those around them. This sense of self is not ego-driven. It is to serve a goal, creating a combination of humility and self-confidence. This is why they watch themselves carefully and act consistently to achieve excellence through their interactions and through their embodiment of the leadership role.

While these studies are helpful in defining what leaders need to aspire to, what is not so easy is converting these values into daily practice. In another fine article in the Financial Times by Stefan Stern, he offers the conclusions of a study by Rob Goffee and Gareth Jones. In Leaders Must Live Up to Their Promises, he writes, “Mr Goffee and Mr Jones concluded – after speaking to followers, i.e. lower-ranking employees rather than leaders – that the best leaders brought four things to their organisations: a sense of community, a sense that the work is significant, a sense of excitement (or fun), and authenticity (meaning that the personality and behaviour of the leader is consistent and credible).

“Not too many leaders can place a tick by all four of these requirements. Cynical or disillusioned leaders will just add that list to the pile of other leadership theories, which have urged them to become “servant leaders”, “coaches”, “player managers”, and so on. Meanwhile, the disillusionment and dissatisfaction of those who are led grows. And we do not seem much nearer to establishing a clearer idea of what sort of leadership will work in the cynical and confused world of 2010.”

He adds this closing anecdote:

During the British general election of 1959, the journalist Geoffrey Goodman spent the campaign following the deputy leader of the Labour party, Aneurin Bevan, around the country. He made a record of Bevan’s many memorable speeches. One quotation in particular stands out. Contemplating the world’s increasingly interlinked problems, and the leadership that was on offer to deal with them, Bevan summed up what he saw in these terms: “Smaller and smaller men, strutting across narrower and narrower stages.”

Timidity and smallness in our leaders is nothing new. It has to be exposed and challenged, generation after generation. Even while we secretly hope for powerful new leaders to emerge.

In another highlight from the Work Foundation study, they made this observation about the process of becoming an outstanding leader:

Becoming an outstanding leader is likely to depend a great deal on maturity, self-awareness and self-development within the job. Some of the outstanding leaders featured in the research did not originally have a people-focused approach, but realised the impact they were having on people and therefore adjusted their style accordingly. They arrived at this point through experience, maturity and reflection. They had a very sophisticated understanding of cause and effect and how their actions can dramatically affect outcomes.

I would suggest that “maturity, self-awareness and self-development” will help us to adjust our leadership to the context we now find ourselves working within.

Posted by Michael McKinney at 09:09 AM
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Lift: How to Be a Positive Force in Any Situation

To overcome the force of gravity—that which pulls us down—we have to generate an opposing force greater than gravity. That force is lift. Any opposition to lift is called drag.

In the same way that we use the laws of physical science to lift a plane off the ground, we can use social science to lift “ourselves and others up to greater heights of achievement, integrity, learning, and love,” thereby becoming a positive force in any situation. It’s the pressures of daily living that drag us down. Instead of experiencing lift we fall back into our comfort zones, become reactive, self-centered and fatalistic.

To intentionally experience lift and to be a positive influence for others, we have to make a conscious choice.

In Lift: Becoming a Positive Force in Any Situation, authors Ryan and Robert Quinn present this fitting metaphor, to explain how we can intentionally experience lift, to rise above the constraints of everyday life and lift the people around us. “All of us have a choice: we can choose to be the kind of people who drag others down or to be the kind of people who lift…. We are relational beings. Who we are at any time depends on who the people around us are, and who they are depends on who we are.” That last sentence can’t be overemphasized. It carries with it a great deal of responsibility, especially for us as leaders.

The authors describe lift as “a psychological state in which a person is purpose-centered, internally directed, other-focused, and externally open.” What exactly are these four characteristics of lift? In a very relatable and revealing example—the parenting of a young son, Mason—the authors show how this plays out in real life. I can’t reproduce the example here, but I think from the inferences you will get the idea the authors are trying to convey. The following is paraphrased from their work:

Purpose-centered is the opposite of being comfort-centered. The desire to stay comfortable is a characteristic of a normal psychological state. My son Mason’s behaviors were comfortable for me. In my desire for comfort, what had not occurred to me was the possibility that perhaps Mason was behaving differently because of the changes that had happened recently in his life. We need to ask, “Are the results I am trying to create about me and what I am comfortable with or are they about what is best for the other person?”

Internally directed is when people experience the dignity and integrity that comes with exercising the self-control necessary to live up to the values that they expect of others. External direction, on the other hand, is a characteristic of a normal psychological state.

If Mason was building with his Legos or playing a game when I asked him to do something, I expected him to put those things aside and do it. Yet, if I was involved in an activity and Mason interrupted me, I would expect him to wait until I was done with my activity before I did what he asked. I expected him to show respect to me, but I was not doing the same for him....When people are externally directed, they let circumstances (such as the need to get Mason to clean up or go to bed) drive their behavior instead of their values (such as respect for others’ time and activities).

Other-focused is to be open to other people’s feelings and needs. We then empathize with them and feel impulses to be compassionate. When we are self-focused, we are concerned only with our own needs, feelings, and wants. We see other people as objects that either help us or impede us in our goals. In my case, Mason was an object that was preventing me from my goal of showing that I was a good father.

Externally open is openness to external cues. When we are open we learn, grow and adapt ourselves to the situation unfolding before us. When we are internally closed, we ignore and deny feedback. We ignore or deny feedback out of fear that the feedback says something about our worth as human beings. So as a result, we tend to get angry. Again with Mason, I was not showing him the respect that I wanted him to show me. As I opened myself to the possibility that I might be wrong, I also opened myself up to what Mason was feeling, and to what his needs might be and became other-focused.

Using scientific research to provide “insight into why lift is important, what the characteristics of lift are, and how our psychological states influence others,” they formulated four questions that capture the nuances required to intentionally move ourselves from a normal state into lift.

1. What results do I want to create? (When people answer this question they become less comfort-centered and more purpose-centered.)
2. What would my story be if I were living the values I expect of others? (When people answer this question they become less externally directed and more internally directed.)
3. How do others feel about this situation? (When people answer this question they become less self-focused and more other-focused.)
4. What are three (or four or five) strategies I could use to accomplish my purpose for this situation? (When people answer this question they become less internally closed and more externally open.)

This post is getting long, but I would like to share several more thoughts for you to contemplate:

When a new situation disrupts our previous expectations, though, it is more productive to change our expectations than to try to make the world conform to our old expectations.

A purpose-centered state involves more than having a goal. When people are purpose-centered, they envision and pursue extraordinary results that are not constrained by previous expectations or by the expectations they receive from others.

Self-regulation is the process of using one’s conscious mind to inhibit one’s automatic response to the situation and to replace it with a controlled response.

Since he was not focused on himself, he was not worried about people taking advantage of him.

The book is full of great examples and scientific evidence to back their perspective. The scientific evidence is really just icing on the cake. The relational principles at work here are sound, but they require much thought and self-examination. This is a book that needs to be read and re-read. Inertia is our biggest enemy. Inertia will keep us from benefiting from this book and becoming a positive force; the kind of leaders that provide lift in our own lives and those we influence.

Posted by Michael McKinney at 11:10 PM
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Do the Leaders within Your Organization Have the Skills They Need To Be Successful In the Future?

Do the leaders within your organization have the skills they need to be successful in the future? This is the basic question that the Center for Creative Leadership asked 2,200 leaders from 15 organizations, in three countries between 2006 and 2008.

The findings from this research project identified the following seven leadership skills as most critical for success, now and in the future:

1. Leading people: directing and motivating people.
2. Strategic planning: translating vision into realistic business strategies, including long-term objectives.
3. Managing change: using effective strategies to facilitate organizational change.
4. Inspiring commitment: recognizing and rewarding employees’ achievements.
5. Resourcefulness: working effectively with top management.
6. Doing whatever it takes: persevering under adverse conditions.
7. Being a quick learner: quickly learning new technical or business knowledge.

You can find these skills adequately discussed in more depth by George Ambler and John Spence so I won’t take the time here. Clearly, these are skills that are vital and need to be addressed.

However, what I found interesting in the report was the following comment:

“These data show that many leaders’ strengths are not in areas that are most important for success. Organizations report greater bench strength in areas of

• building and mending relationships,
• compassion and sensitivity,
• cultural adaptability,
• respecting individual differences,
• composure,
• and self-awareness.

In organizations where this is the case, sufficient skill-level has been established in these areas and further large-scale efforts to boost these areas are unnecessary.” [Emphasis mine.]

The above listed five skills were categorized as over-investments or competencies that are strengths but not considered important. (Additionally, confronting people, putting people at ease, managing one’s career were considered to be competencies that are not strengths and not considered important.)

This finding struck me as rather odd for two reasons. First, these competencies are areas where we find people continually getting themselves into trouble and secondly, most of the nine competencies listed have a direct and even causal effect on the seven competencies that the participants found to be insufficient to meet future leadership requirements.

Respecting individual differences and lack of self-awareness are two popular weapons of self-destruction. The fact that we think we have these skills sufficiently mastered to render them unimportant suggests that we have blind spots that have not been fully explored.

Consultant Wally Bock rightly observed, “The ‘important’ list includes ‘leading people’ and ‘inspiring commitment.’ Those two are among the competencies that the respondents thought they were not good at. Maybe there wouldn’t be a gap on those competencies if they thought things like ‘building and maintaining relationships’ were important.” Absolutely correct.

If leadership is about anything, it is about relationships. All our hopes, dreams, goals, metrics, sales, market share and aspirations are going to be accomplished through people. The “important” skills are founded on the “unimportant” skills. Learning how the nine “unimportant” competencies impact and drive the seven “important” competencies will help to fill the leadership gap now and for decades to come.

Posted by Michael McKinney at 05:32 AM
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Emotional Intelligence: Self-Awareness

Without self-awareness leadership becomes just another exercise in ego gratification. Self-awareness allows for self-discipline and control of the ego. Without it the ego runs amok looking after itself and only incidentally in the service of others if the needs of both happen to align.

Self-awareness is the ability to see when an emotion or a perception is influencing your thinking and behavior and, if necessary, do something about it. Gaining control over the state of your mind will pay big dividends in terms of your leadership effectiveness. It is the blind spot of leadership. Being able to step back and see both the positive and negative aspects about yourself, to see how you affect others, and to see how you are behaving in real-time, is critical to your success as a leader.

Emotional Intelligence 2.0 offers some good strategies to develop your self-awareness as part of an overall EQ skill development program. Self-awareness is a bigger problem than one might think. The book reports that “only 36 percent of the people tested were able to accurately identify their emotions as they happen. This means that two thirds of us are typically controlled by our emotions and are not yet skilled at spotting them and using them to our benefit.”

A proper and healthy self-awareness facilitates an essential other-awareness that is vital to good leadership. You can not manage the behaviors of others without first getting a handle on your own.

Posted by Michael McKinney at 11:33 PM
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The Natural Authority that Comes From Being Authentic

A thoughtful framework from which to view leadership was revealed in an interview and presented in Leading for Success by Andrew and Nada Kakabadse and Linda Lee-Davies. Sr. Judith Zoebelein, a Franciscan Sister of the Eucharist, makes a clear statement about the dynamics of authentic leadership. It also underscores the fact that no one can or should be the “leader” all the time. She states:

I do believe that everybody has authority. Living in communities you really come to recognize the gifts and the leadership of each person in different areas. That person may not be the superior and in charge of the house, but if for example, I need someone to come out and help feed goats, I know exactly who I am going to ask, because that Sister has a giftedness with animals. She has the knowledge and intuitive sense about animals that perhaps I don’t have. We call this “authority,” an authority that is authoring life, opening up a new awareness in others. When I work with her, I gain a lot; understand through her something new which is not natively mine to understand.

It means that God gives each of us a certain capacity and giftedness, because of who we are, our genealogy, past experiences, and who our family is. It is up to us then to develop these talents. These become our set of gifts. As we develop those gifts more and more, people come to trust us in these areas. We are an “authority,” a kind of native authority.

So I do believe the older we get the more we trust that in ourselves and the less that you try to pretend we’re something else than we really are. Then our authority has a certain resonance and people see us as a leader because we are really who we are, we have what we have been given and we don’t try to act outside of our own essential gifts.

Posted by Michael McKinney at 11:03 PM
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What You Need to be Doing Now

Geoff Colvin, Fortune’s senior editor at large and author of The Upside of the Downturn, offers much to savor and chew on, but his list of five things this recession demands from a leader are essential.

One of those behaviors is Be Decisive. He writes, “Leaders in a crisis must not lose their rare opportunity to act. The difficulty is that just when decisions are most easily accepted, they’re hardest to make. All business decisions are made with incomplete information, and that’s especially true in the heat of a crisis. At the same time the stakes are higher than usual. Every instinct tells you to decide more slowly than usual, yet it’s vital that you decide more quickly.”

  Read more on the LeadeshipNow July Communiqué.

Posted by Michael McKinney at 01:42 PM
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MBA Arrogance and the Myth of Leadership

Philip Delves Broughton, author of Ahead of The Curve: Two Years at Harvard Business School, writes in the Financial Times about MBA Arrogance and the Myth of Leadership. Broughton observes:

What business schools can teach is organisational behaviour. They can teach compensation systems and recruitment processes. They can offer classes on cash and non-cash incentives, on training, promotion and the value of a corporate culture. They can offer frameworks for negotiations, strategy decisions and implementing change. But when they bundle this up and call it leadership, they risk leaving their students with the faulty impression that they are now qualified, if not obliged, to go into the world and lead. It breeds the arrogance for which MBAs are mocked.

He continues, “Great leaders tend to be those who can synthesise, simplify and persuade. They provide clarity so that those below them can do their best to achieve a common goal. But leadership should not be the brass ring at the climax of every business career.

It is the merit of Broughton to remind readers of the problems of surrounding leadership education. He is right. Business schools are best at teaching the competencies that business leaders need when performing their tasks. And at this point in time, they are probably rethinking what that means.

Teaching leadership – as in take these classes and read these books and you are a leader – is something else. Broughton correctly asserts that MBA students often walk out into the world thinking that they are uniquely equipped to lead the world. It’s an arrogance that is rarely appreciated in the real world and an approach that does not serve them well in the long-term.

Books and lectures do not make you a leader, but they can give you the tools to become a leader through the practice of leadership. They point you in the right direction. They fast-track your awareness. They are extremely valuable but they do not make you a leader. That label is earned, not taught.

Broughton states, “Not all MBAs can be leaders, nor need they be. Every business needs followers: people who are good at what they do, who are able to implement the plans laid out by leaders.”

Here is where discussions of leadership often derail. Broughton is confusing leadership with position. Position is the brass ring and there are a limited number of those to go around. Most people will to be left out. He’s right. We can’t all have position, but we can all be leaders. Likewise we are all – regardless of our position – followers. The idea that “I’m a leader, not a follower” is a foolish notion and belies the ignorance of what leadership really is by anyone who states it. Leadership is intentional influence. Basic to a proper understanding of leadership is the understanding that leadership is not position and does not make you a leader.

There was a time when management was just management, the science of providing organisational support for innovators and salespeople to win customers and revenue.

Managers tracked resources, physical, financial and human, and tried to improve efficiency. Occasionally they made an acquisition or pushed into new markets, and this was strategy.

But somewhere along the line management morphed into the sexier-sounding “leadership”. Managers were globe-trotting executives – catalysts for change. They had a business press eager to turn them into icons, to photograph them in their penthouses, preening over their empires as if they, rather than their shareholders, owned them.

Business schools were eagerly complicit in this super-sizing of management. They no longer educated mere MBAs. They were churning out “future leaders”.

Business does not need any more leadership courses – particularly not at the MBA level.

No, business schools need leadership courses. They just need better ones. They need courses with a proper emphasis about leadership. I appreciate his phrasing – “this super-sizing of management” – but management and leadership go together. They are often separated so that we can, by pulling them apart, see how they fit together. We need both and we need to be practicing both. One is not better than the other. A good leader manages. A good manager leads.

Posted by Michael McKinney at 10:50 AM
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Goldsmith's Gold: You Are Under the Microscope

Marshall Goldsmith makes an important point about how much a leader’s behavior matters to the people they are leading. Some parts of your job are exhilarating and some parts are very boring. Sometimes you are up for it and sometimes you are not. But like a Broadway actor, your professionalism demands that you put your personal issues behind you and give it your best. As the leader there is no “off” switch.

In his excellent Succession from Harvard’s Memo to the CEO series, he explains:

Let’s face it: your successor, like you, will spend hour after hour listening to potentially boring PowerPoint presentations—on topics that he has already been briefed on. He needs to realize that those presentations may be the summary of months of effort by employees at all levels in your organization. He needs to understand how much these employees care about their CEO’s reaction. He will need to actively listen—and communicate with caring, interest, and enthusiasm—no matter how tired he may feel on the inside. He needs to realize that everyone will not only be listening to his words—everyone will be watching his face. Signs of boredom or indifference that may be ignored if coming from peers can be demoralizing when coming from CEOs. Signs of recognition and support can validate employees and provide needed recognition and inspiration after a great effort.

Of Related Interest:
  Growth: Moving to the Next Level
  Goldsmith's Gold: "You asked for my opinion and now you're arguing with me?"
  Goldsmith's Gold: Feedforward
  Goldsmith's Gold: Stop Trying to Help People Who Don’t Want to Change

Posted by Michael McKinney at 07:22 AM
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The Accountable Leader

Brian Dive tells us in The Accountable Leader that many organizations have difficulty developing leaders and fostering effective leadership because they have never considered the context they must lead in. The organization must be structured, Dive contends, so that all leadership roles from top to bottom have well-defined decision rights. In other words, accountability needs to be structured into the very fiber of the organizational architecture at all levels. Accountability, organizational design and leadership are three inextricably linked factors.

An organization is in flow, or in a state of equilibrium, when the required number of management layers (vertical architecture) matches the effective reach (or span of control) over the relevant resources that the organization needs in order to achieve its purpose.

After briefly explaining the problem and the key concepts used in correcting it, he begins to present practical application of his ideas for creating accountability within an organization.

He addresses questions such as: How many layers of management are necessary? How do leadership requirements change at different levels? How can potential leaders be identified? How can they be developed? How should people be rewarded?

Beyond the useful correctives to organization architecture and accountability, Dive also makes an important distinction between Managerial leadership (operational in nature) and Strategic leadership (changing the organization) for leadership development. Each requires different abilities and approaches in decision-making style and accountability. “Operational accountability is ensuring that existing assets and resources continue to perform better. The resources are given. Problem-solving remains related to actual events, rather than the abstract.” With Strategic accountability “problem-solving moves into the abstract domain. Solutions have to be found that require mental modeling, as they do not yet physically exist.”

On leadership development, Dive writes that “many organizations still confuse values, skills and competencies” and “it is one of the main reasons why so many leadership development programs fail.” Here are several thoughts in this regard:

Although values and skills, especially technical skills, play an important role in who should work in an organization, they are not reliable guides for assessment of potential and who should be promoted.

Values are badges of belonging. They should end the message: “If you do not share our values, you cannot be a member of our family.” But you do not promote people for demonstrating the organizational values. The person at the front line should have as much integrity as the CEO, otherwise neither should be in the organization.

Skills influence performance. They should not be confused with the concept of potential to lead at the next level of accountability. Technical and professional skills increasingly give way to the importance of general skills. The best math teacher in a school is not necessarily the best candidate for the role of school principle.

But performance is about current leadership. Potential is about future leadership. This is a key distinction. The higher the progression into the upper reaches of an organization, the less relevant professional skills and performance become as predictors of future performance.

It is critical that the behaviors are linked to accountabilities. This is because different levels call for different qualities of decisions. It is important to identify the appropriate behaviors that align these. These aligned behaviors are called competencies in this context. They indicate who has potential to move to a higher level and perform successfully. This is the basis of true leadership development.

Posted by Michael McKinney at 09:01 AM
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Preparing to Lead: Things You Should Be Thinking About Now

The Secrets of CEOs is a valuable tool for reference, inspiration and guidance. Authors Steve Tappin and Andrew Cave have assembled 150 interviews with chief executives and woven them into a lucid and absorbing guidebook on some of today’s big issues. Some of the chief executives they interviewed provided their perspective on what you need to keep in mind as you prepare to lead:

Adopt the Mindset of a CEO
Approach this from two levels: from the bottom up and from the top down. “From the bottom up, assume the mindset of a CEO in your core work activities: deliver first, but take a broader view on how to help the wider business be more successful. From the top down, learn to assess the business from the point of view of the CEO.”

Develop Winning Habits, but Know How to Lose
Most CEOs believe that their experience with serious failure or very difficult situations, were some of their most valuable experiences. Lord Browne put it, “Everything adds up to you: a book read, a business, traveling to somewhere that you fail. Experiences build character and you grow your intelligence, skill and judgment.” When CEO of Aurigo Management, Archie Norman hires people, he wants to know, “What has been that moment that you have stared into the cavern? What did you have to do where you had to confront really difficult people, people you just didn’t get along with or you didn’t like?”

Be a Student of Personal Development
Try to pick up a coach and a mentor pretty early on. Hone your strengths and work on your weakness where you can.

Have a Life
CEO Mitch Garber says, “It’s important to have not just strategic and business leadership experiences but a broad enough experience of life. For me life experience has included my marriage, bringing up my kids, setting up a shop at 14, being a lawyer, being a professional skier, and my interests in food and travel. It is diverse experiences which allow me to talk to and relate to employees at all levels.”

Learn to Celebrate Your Success
Take the time to celebrate successes; it will energize you to tackle the next goal.

Show Total Commitment but Ruthlessly Change Role if You’re Not Being Stretched
“A number of CEOs said that it was vital to absorb everything you can from every role before moving on; do not only excel in your job, but observe how the business you’re in works and what’s going on around you….Move on without regret only when you’ve sucked the experience dry.”

Be True to Yourself
Ben Verwaayen, former CEO of BT observes, “Authenticity is only possible with confidence because the temptation to be conformist is enormous.” The authors add, “In short, be yourself. When push comes to shove, you have to make all you big decisions with your heart; you can’t lead if you’re acting.”

Posted by Michael McKinney at 12:59 PM
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Exploring the Five Key Roles Used by Effective Leaders

In Making Sense of Leadership, authors Esther Cameron and Mike Green asked if leadership is making something happen that would not have otherwise happened, what is it that leaders must pay attention to? They came up with five naturally occurring areas of concern:

• Discomfort: What’s not working? Where is the organization hurting?
• Buy-In: How is it possible to harness the human resources and talent around the organization, and inspire, motivate and engage people?
• Connectivity: How do we ensure that the organization knows enough about itself and its purpose and competencies and is well connected enough to be able to self-organize and change in a healthy responsive way when it needs to?
• Projects: What needs to be done to manage key projects and ensure that all the necessary resources are acquired and that the project is delivered right and on time?
• Design: What are the structural and process designs for the future?

These areas of focus were then paired with five shifting roles used by leaders to deal with each of these areas of concern. Leaders must draw their cues from the environment in which they lead. These roles are:

• Edgy Catalyser: Focuses on discomfort, asks difficult questions, spots dysfunction and resistance, creates tension for change.
• Visionary Motivator: Focuses on buy-in, articulates compelling picture of the future, motivates and inspires people.
• Measured Connector: focuses on connectivity, reinforces what’s important and establishes a few simple rules, connects people and agendas.
• Tenacious Implementer: focuses on projects, doggedly pursues the plan, holds people to account, leads by driving a project through to completion.
• Thoughtful Architect: focuses on design, is principle architect and designer of the strategies, crafts seemingly disparate ideas into a way forward, scans the environment, sees what’s happening in the environment and creates an organizing framework.

The authors discuss each of the five roles in detail and show in what context they can be used. They offer a valuable self-assessment and demonstrate ways to expand your role repertoire. Knowing which role or roles you tend to gravitate to is important in a number of ways. Understanding your own tendencies helps you to know which areas you can build on and what you can expect to achieve. It also helps you to know which roles you could develop to make yourself more flexible, but more importantly, it helps you to know the kinds of leaders you should surround yourself with to accomplish your organizational goals.

Leaders don’t all have to be highly dominate people; they don’t all have to be interpersonal wizards. It’s not essential for all leaders to be electrifying speakers and leading-edge thinkers. Neither is it essential for every single leader to be superbly organized…but it does help to be at least some of these things. And leaders have to learn to develop the right mix of role to match their personality, the organizational situation and the people around them.

Posted by Michael McKinney at 11:36 PM
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What is the Secret of Great Performers?

Malcolm Gladwell tells us in Outliers that when it comes to success, context is everything. Only by asking where a person comes from can we understand who succeeds and who doesn’t. Geoff Colvin would agree but there’s more. In Talent is Overrated, Colvin rightly asserts that “great performance is in our hands far more than most of us ever suspected.”

When many people never become outstandingly good at what they do, no matter how many years they spend doing it, why do some people become excellent at what they do? Colvin convincingly argues that in general, it’s not innate gifts or intelligence, but what researchers call deliberate practice that creates world-class performers. A study by Anders Ericsson and his associates concluded that “the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific domain.”

Deliberate practice is not your normal practice. It contains several important elements: it’s designed specifically to improve performance (usually with a teacher or coach), it can be repeated ad nauseam, feedback on results are continuously available, it’s highly demanding mentally (focus and concentration), and it isn’t much fun. Add passion and the good news is that great performance is not reserved for a preordained few. It is available to everyone.

Colvin’s homework makes a great case for the idea that leaders are developed. What is alarming is Colvin observation that “At most companies—as well as most educational institutions and many nonprofit organizations—the fundamentals of great performance are mainly unrecognized or ignored.” He writes that organizations that apply the principles of great performance follow several major rules:

1. Understand that each person in the organization is not just doing a job, but is also being stretched and grown. The best organizations assign people to jobs to push them just beyond their current capabilities and build the skills that are most important. Organizations tend to assign people based on what they’re already good at, not what they need to work on.
2. Find ways to develop leaders within their jobs. One technique: short-term work assignments. Managers don’t leave their jobs, but they take on an additional assignment outside their field of expertise.
3. Encourage their leaders to be active in their communities. Community leadership roles are opportunities for employees to practice skills that will be valuable at work.
4. Understand the critical roles of teachers and of feedback. At most organizations, nobody is in the role of teacher or coach. Employees aren’t told which skills will be most helpful to them and certainly aren’t told how to best develop them.
5. Identify promising performers early. A telling indicator is how interns get others to work with them when they have absolutely no authority.
6. Understand that people development works best through inspiration not authority.
7. Invest significant time, money, and energy in developing people. You don’t develop people on the cheap, and you don’t just bolt a development program onto existing HR procedures.
8. Make leadership development part of the culture. Developing leaders isn’t a program, it’s a way of living.

Talent is Overrated is the most readable and pragmatic book on the topic. The examples and relevant research cited are compelling and his application of great performance principles to self-development, business development and innovation are thought provoking.

Related Interest:
  Outliers: Understanding the Context of Success

Posted by Michael McKinney at 02:29 AM
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8 Dangers Every Leader Must Face and Overcome

Above 26,000 feet life takes on a whole new meaning. It’s known as the death zone. At this height, the air holds only 30 % as much oxygen as at sea level. The air is so thin it is not life-sustaining. Within hours, judgment can become impaired. People get confused. Issues, that at sea level, we feel we can choose not to deal with, become deadly. At this height, the importance of character becomes black and white. Leadership mistakes are fatal.

Don Schmincke writes, "here, climbers resemble corporate professionals. They live passionately while confronting impossible odds. Some are deeply humble while others are psychotic narcissists. They come with all levels of competence; from naive wannabes to elite athletes. And when put to the test, climbers react like professionals: sometimes heroically, other times self-destructively."

Don Schmincke chose this environment to answer the question, when it comes to job, career, or personal success, why do some professionals excel while others flounder even with the same methods? To study those who lead teams in the riskiest and most extremely challenging situations encountered in death zone environments, he tuned to mountaineering expedition leader and founder of Earth Treks, Chris Warner.

In High Altitude Leadership, Don Schmincke and Chris Warner offer lessons from the death zone that any leader can use to achieve something much higher than they currently feel possible. Where people can die or business can fail, high altitude leadership—people who produce peak performance in the face of extreme challenges—is needed.

Leadership is a sweet delusion: so fragile, so easily sabotaged. Whether on a mountain or at work, leading others can quickly become difficult and dangerous. You want badly to influence positive change in your organization. You accept the title of leadership and purposefully trek upward, propelled by hope. In this exciting journey, you seek to be a great leader leading a great company to great altitudes.

Then you slip off the cliff into reality. Instead of things going your way, leadership becomes a burden as the world fails to cooperate with your dreams. In an instant, the threat of failure awakens you from the delusion. Luckily most of us don’t tumble to our deaths if we stumble. But how you respond in the face of real dangers defines you as a leader.

Schmincke and Warner have identified eight dangers that can sabotage anyone at some point in their journey and put at risk careers, projects, or even companies. Overcoming these dangers requires implementing specific survival tips that are outlined below:

Danger	Survival Tip
Fear of Death	Embrace death. A metaphor to accept and not resist, avoid, or ignore the inevitable death of a situation. Instead of freezing, free yourself to take action. Some call it “die before battle”.
Selfishness	Develop a compelling saga, a passion greater than the ego’s agenda. Focus on the greater good than your personal agenda.
Tool Seduction	Improve your behavior versus getting seduced by new performance theories or models. Run your tools, don’t let them run you. Getting off on new ideas, but not on implementation, distracts professional focus.
Arrogance	Humility. Offensive displays of superiority, self-importance, or treating others as inferiors never engenders success. Achieve success by not stepping over weak climbers, or leaving them for dead.
Lone Heroism	Partnership. Instead of feeling you’re the only one who can do it right, avoid missed opportunities and demoralized colleagues by engaging and leveraging everyone’s strengths.
Cowardice	Bravery. Cowardly professionals don’t challenge the status quo, hold others accountable, and expose weaknesses in the organization. Don’t be a coward. Take bold action
Comfort	Perseverance. No professional accomplishes a goal worth the pursuit without surviving the stretch—and often painful stretch. How uncomfortable are you willing to be to achieve your goals?
Gravity	Luck: Did you think any plan would survive its impact with realty? When gravity propels you, you’re invincible. When it pulls you down, you fall hard. Gravity is that uncertain push or pull regardless of what you do. Execution involves too much risk; and this causes expert opinions to fluctuate with the winds of uncertainty. Accept that luck happens, and prepare to seize it when it happens to you!

Here at sea level, these dangers don’t seem to pose a very big threat. But it’s deceptive. We figure we can get by. At sea level the margin for error is greater and the consequences often take longer to be realized. In the end, they will destroy you just the same.

Posted by Michael McKinney at 12:45 PM
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Lead By Example

Leading by example is one of those things we know and remember to do on our way to do something else. The problem is that it requires a lot more inner work than we are willing to put in, but it leverages our leadership more than any other thing we can do.

Unfortunately, it is the norm that leaders don’t know themselves well enough to set an example. Tolstoy once remarked, “Everyone dreams of changing humanity but no one dreams of changing himself.” Yet that’s what it takes to lead by example.

John Baldoni has written an excellent and practical book that addresses areas that leaders need to look at in order to be the kind of person that people will want to follow. Lead by Example contains 50 short chapters (See the Table of Contents here.) that pinpoint an area of concern and how to tackle it. It “demonstrates how leaders leverage their best attributes to overcome their shortcomings in order to build trust and drive results.”

Baldoni breaks up the 50 chapters into four sections that he describes this way:

Set the Right Example
Before you can lead others, you must lead yourself. You need to know what you are made of. Character and conviction matter….Your example is your character in action. Ask yourself:

• How often do I take the time to reflect on my own performance and how it affects my team?
• What am I doing to make myself a better leader?

Act the Part
You need to know who you are leading and the culture in which you intend to lead. Most often, there will be no roadmaps, but there will be plenty of roadblocks. It’s the leader’s job to identify them and put the team in place to remove them….[L]eaders need to set direction, but then step back and let people discover for themselves how to get things done. Ask yourself:

• What am I doing to be sure that people understand their mission?
• How well am I winning over the “fence sitters,” those waiting for things to happen?
• How well am I overcoming obstacles that stand in the way?
• What should I be doing to spread the confidence?

Handle the Tough Stuff
Life comes at you in different directions. Sometimes it will come so hard it will knock you down. There is no shame in falling; what matters is getting up to fight again. When your people see you doing that, they will be encouraged to follow your example. Sometimes you have to collaborate with people who have no interest in you or your ideas. You have to learn to lead when you have no authority to do so. You must prove that you know your stuff. You must use your wits and your influence to succeed. By doing so, you create opportunities for people to listen to what you have to say and give yourself a chance to prove your case. Ask yourself:

• How well am I encouraging alternative points of view?
• What do I do when a member of our team suffers a setback?
• How well do I seek solutions rather than seeking to pin blame?

Put the Team First
No leader lives in a vacuum. It is incumbent that you show people what you think of them, honestly and positively. This means you coach your people for success. Ask yourself:

• How well are we dealing with tension in our team? Is it positive or negative?
• What can I do to make certain we have the right people in the right jobs to do the job right?
• What can I do to demonstrate my appreciation for my team?

The way this book is organized makes it a great reference tool that you can refer to when you are faced with leadership—people—issues. It’s also a good book to put in the hands of those who are seeking to lead in your organization. The thinking and behaviors addressed in this book will pay dividends.

Posted by Michael McKinney at 10:23 AM
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Developing Diamonds in the Rough

Nancy Ortberg is an alumnus of Willow Creek Community Church and is a founding partner of TeamWorx2, a business and leadership consulting firm to businesses, schools, nonprofits, and churches. She has made a important observation concerning leadership development in her book, Unleashing the Power of Rubber Bands. Often in our search for new leaders we go looking for the finished product. She refers to Andy Stanley's comment that leaders always think that they can do a better job than you are doing. So that's a good place to start (unless we are taking ourselves too seriously). A leader's responsibility is to develop these diamonds in the rough. Ortberg writes:

We need to keep our eyes open for leadership qualities: energy, dissatisfaction, new ideas, mistakes, and perhaps even a bit of cynicism. These are the raw materials in the making of a leader, not the finished product. Leadership development doe not necessarily start with strong leadership qualities like discipleship, maturity and wisdom. Those are the end products. We need to be looking for the drive without the experience, the vision before the patience, the energy minus the discipline. These are the building blocks, the clues that ell us there is a leader here, but so much still needs to be done.

Posted by Michael McKinney at 10:06 AM
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Bill Hybels on Growing as a Leader

I have little patience with leaders who get themselves into leadership binds and then confess that they haven’t read a leadership book in years. If you’re a serious-minded leader, you will read. You will read all you can. You will read when you feel like it, and you will read when you don’t. You will do whatever you have to do to increase your leadership input, because you know as well as I do that it will make you better.

I’m often asked how, in addition to reading, to get better as a leader. And if I’m in a playful mood, I’ll sometimes say with a smile, “Just lead something!”

The best way for leaders to get better is to lead something besides their “main thing.”

When you use different muscles, you force your body to flex and develop in new ways. Leaders must invite the same type of cross training into their leadership development regimen.

The more varied the environments in which you exercise your leadership gift, the stronger that gift will become. Lead something besides your main thing. You will become a far more effective leader.

Adapted from Axiom: Powerful Leadership Proverbs by Bill Hybels.

Posted by Michael McKinney at 12:00 AM
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What Is Your Plan For Personal Growth?

You won’t grow to your potential without a plan. You’ll get older, but not better. Experience guarantees nothing. Growth is intentional. If you are not growing you’re just putting in time. Waiting.

Crucibles of Leadership by Robert Thomas, is an important book that asks, “What is your personal learning strategy?” A PLS is “a highly individual plan for leveraging hard-won insights about learning from adversity and using practice to improve performance.”

We all have crucibles, but it’s what we do with them that is important. Thomas writes that crucibles “are like trials or tests that corner individuals and force them to answer questions about who they are and what is really important to them.” Crucibles become valuable when we intentionally mine them for lessons that make us more effective, aware and integrated. Warren Bennis points out in the foreword that the self-awareness we should gain is “the kind of deeper understanding of self that then turns outward rather than inward and results in better understanding of others and the organizations that matter to us.”

Thomas says that we have to change our approach to learning. We shouldn’t wait for just the right moment to arrive, but learn in the moment—in real time—to, as he writes, “learn while doing.”

Preparation is essential to learning. In order to take advantage of our crucibles, we must develop a Personal Learning Strategy (PLS). Thomas introduces a framework for crafting a PLS complete with exercises to help you properly move through each step. It begins with a little introspection—understanding why you want to lead, what motivates you to do so and understanding how you learn. Then you need to access your capability in three core areas: adaptive capacity, engaging others through shared meaning, and integrity. From here you can see areas where you need to improve and strengthen in order to reach your leadership goals. Now you can assign behaviors to each of these areas that you can consciously practice at work and at home. He suggests that you “scan your landscape at work and at home, and identify those instances and roles out of your comfort zone that will allow you to stretch into new behaviors, perspectives, and leadership capabilities.”

Organizations too, can tap into the power of a PLS by adopting an experience-based approach to their leadership development program. Organizations need to recognize the importance of crucible experiences and provide the resources people need to extract insight from them in addition to the regular technical and skills training people should be receiving. Most often those resources involve creating a process that links the two learning opportunities together.

One important note on a trap that people and organizations sometimes fall into in their zeal to develop character and leadership, Thomas writes, “We create enough pressures to perform that we don’t need to invent new ones just so that we can accelerate leader development. The trick is to harness the crucibles that life sets in motion so the opportunity for learning is not squandered.” Life gives us enough opportunities to learn, but often, we just need help getting the lesson we should be getting from it.

Accomplished leaders say that experience is their best teacher. They learned their most meaningful and important leadership lessons—lessons that they’ve integrated into their own leadership style—through crucibles. These were critical events and experiences, times of testing and trial, failure more often than grand success, that grabbed them by the lapels and demanded to know “What do you stand for?” and “What are you going to do?” A situation arose that did not respect age, gender, generation, nationality, talent, or charisma; all it asked was that the person step up and be someone or do something they’d never been or done before.

Having a Personal Learning Strategy is a way of thinking about and looking at life that allows you to proactively grow from what life throws at you, rather than being knocked out by it. You need a Personal Learning Strategy.

Posted by Michael McKinney at 02:06 PM
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The Four Rules of Influence

Chris Widner’s new book, The Art of Influence, gives the proper emphasis regarding the topic of influence. He says in this entertaining short story, that influence is a gift followers give you because you have become the kind of person they want to follow and be influenced by. He provides four rules of influence:

1. Living a Life of Undivided Integrity. Notwithstanding that integrity is in fact being undivided, he writes that while leaders do make mistakes, followers “do expect their leaders to admit and correct their mistakes, mend the cracks in their integrity, if you will. Left unchecked, eventually a lack of integrity erodes the trust that is needed between a leader and a follower.”



2. Always Demonstrate a Positive Attitude. People respond to optimism. Bad things happen. And when they do, you need to ask not “Why did this happen to me?” but “What’s next?” or “What good can come from this?” “You are choosing to believe that something good can come from negative circumstances and that the future will be better than the present.”



3. Consider Other People’s Interests as More Important Than Your Own. “Even more important than being interesting, is being interested.”



4. Don’t Settle For Anything Less Than Excellence. Widner encourages us to grow our influence by improving ourselves around seven areas of excellence: physical appearance, emotional health, intellectual growth, spiritual depth, relationships, financial success, and charitable giving. Excellence is in the details.

Posted by Michael McKinney at 12:07 AM
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The Offsite: A Fable to Internalize

The Offsite is a business fable based on the principles and practices set forth in the classic leadership book, The Leadership Challenge. And it works. Using memorable characters, author Robert Thompson, has created a story that is a great introduction not only to James Kouzes’ and Barry Posner’s work, but to the practice of leadership itself.

With our birds-eye view of the offsite and its main participants, we can see the mental struggles and the ah-ha experiences of the personalities as they begin to view leadership as a way of thinking and a choice that each individual must make. They begin by facing their reality and then learn to see a new way to get from where they are to where they want to be. They begin to see real leadership as helping people to discover what matters to them and helping them to connect to it. “Leadership is about people. Leadership is how you get management done. Leaders stretch others, not stress others.”

Through the offsite seminar leader Charlie, Thompson presents the Five Practices of Exemplary Leaders this way:

Your credibility matters so … Model the Way. How? Clarify values by finding your voice and affirming shared ideals. Set the example by aligning actions with shared values.

Your voice matters so … Inspire a Shared Vision. How? Envision the future by imagining exciting and ennobling possibilities. Enlist others in a common vision by appealing to shared aspirations.

Your action matters so … Challenge the Process. How? Search for opportunities by seizing the initiative and by looking outward for innovative ways to improve. Experiment and take risks by constantly generating small wins and learning from experience.

Your gift matters so … Enable Others to Act. How? Foster collaboration by building trust and facilitating relationships. Strengthen others by increasing self-determination and developing competence.

Your gratitude matters so … Encourage the Heart. How? Recognize contributions by showing appreciation for individual excellence. Celebrate the values and victories by creating a spirit of community.

This is the kind of book you need to give to everyone on your team and to those your team interacts with. If you’ve read The Leadership Challenge (the new 4th edition will be out in paperback in August), then it’s a good reminder, if you haven’t, then it’s a great introduction.

Either way, you’ll find Thompson’s story a quick read, but packed full of thoughts and concepts you’ll want to reflect on and internalize. Leadership is a way of life that takes a conscious choice to build-in to everything you do, from wherever you sit. This is a great place to begin.

Posted by Michael McKinney at 02:35 PM
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Learning Leadership the Hard Way

Innovator and leader, Dov Frohman asserts that leadership must be learned the hard way—by doing it. In Leadership the Hard Way, Frohman likens the situation confronting today’s leaders to a pilot flying through a thunderstorm.

“It is precisely these forces of increased turbulence that have fueled the growing preoccupation with leadership. In such an environment, leadership isn’t a luxury. It’s a matter of survival! Yet the very forces that make leadership more critical also make teaching it virtually impossible. What it takes to lead an organization through that turbulence isn’t simple or straightforward. There is just too much uncertainty. And it takes personal courage. You don’t really know what you will do at the moment of truth. No matter how much training you have (or how many leadership books you have read), nothing quite prepares you for that moment when you enter the eye of the storm!”

He believes this means embracing turbulence and crisis, not avoiding it. It means “flying through the thunderstorm.” While there are basic principles to leadership, Frohman says “there are no simple recipes. Until you have lived it, you don’t really know how to do it.”

If you are going to learn to lead, you must develop a “particular frame of mind, a distinctive way of perceiving and acting. You must free yourself from habitual ways of looking at things, cultivate an independent and questioning perspective, and be ready to embrace alternative and counterproductive points of view.”

Frohman offers four resources that aspiring leaders can use to learn how to lead:

1. Stay True to Your Passion. No leader can be effective who does not identify 100 percent with the organization’s mission. Because this identification between leader and organization is so important, it’s critical for you as an aspiring leader to identify your passion – what really drives you – and to stay true to that passion through the course of your career. If you do, you will find that this passion is a powerful resource for guiding you through the challenges of leadership the hard way.

2. Get An Invisible Mentor. No aspiring leader has to wait to be assigned a mentor. Choose and invisible mentor, someone whose behavior you study from afar. Choose someone whose leadership style you relate to and admire. Study that person closely.

3. Become a Reflective Practitioner. A term coined by organizational theorist Donald Schön in his 1983 book, a reflective practitioner is one who systematically reflects on one’s own experiences. It’s the kind of learning that happens in the moment. Build systematic reflection into your everyday activity.

4. Learn From Your People. A close relationship with your people can give you a tremendous resource for bootstrapping your leadership capabilities. There are a variety of ways to develop that close bond – be present in the organization, don’t be afraid to expose one’s own mistakes to the organization, welcome dissent, and use your own behavior strategically. Aspiring leaders should get in the habit of thinking of their actions as a form of communication.

Posted by Michael McKinney at 04:01 PM
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In Leadership, Context Is Everything

In leadership, context is everything. As we have said before, leadership hasn’t changed—the context we operate in has changed. Russell Palmer’s book Ultimate Leadership is on target. He believes that “the principles of leadership can be effective in a wide variety of situations, but often they need to be applied in a very different manner depending on the circumstances and the constituent groups involved.”

This of course, makes perfect sense, but what makes no sense is how often it isn’t applied. We tend to plow along the way we have always done things without regard to our current situation. Palmer writes, “Success or failure can often depend on modifying leadership styles to suit a different context.”

While there is no single style of leadership that works in every situation, there are basic principles of leadership that apply universally. Palmer explains some of those principles such as integrity, execution, good judgment, innovation, communication and people skills among others.

The core of the book provides practical, well-heeled advice on applying basic leadership principles in a variety of contexts. He discusses execution and the pros and cons of specific contexts such as top down, crisis leadership, partnership of peers, academic, entrepreneurial organizations, non-profits, government, and the military.

He includes a great deal of his personal experience and interviews with thoughtful people in each of these areas. When leading “partners and peers who have relatively narrow specializations,” Palmer points out, “leaders need a broad view. In other words, they must be generalists who know a good deal about many things. One of the problems in today’s society is that we develop more and more people with narrowly specialized knowledge…. The best subject from an educational standpoint for a leader is the study of history. Reading biographies is also particularly helpful…. The best education, for instance, for a businessperson is a strong liberal arts undergraduate program and then a graduate business program.”

In the end, he concludes, it’s all about people.

Posted by Michael McKinney at 12:12 PM
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Good Followers Make the Best Leaders

In case you didn’t know it by now, let me just say, followership is the crucible of leadership. There is no better way to learn leadership than by being under someone else—leading from the second chair. As ironic as that may sound, it’s true. Learning to lead under someone else provides you with the opportunity (the necessity) to learn to lead without coercion. You learn to let your leadership speak for itself—authentically.

Yet we still, as Barbara Kellerman states in her important new book, Followership, overestimate the importance of leadership and underestimate the importance of followership. She argues that, “thinking leadership without thinking followership is not merely misleading, it is mistaken.” Why? The context of leadership has changed.

First, leaders have been demystified, in part by modern media, which demands grist for its mill 24/7; and in part by the modern culture, in which figures of authority are no longer exalted or even so much respected. Second, because the line between the leader and the led has been blurred, the led have been emboldened.

She points out that much of this is cyclical. I would agree. It’s hard for human beings to find balance. Consequently, we continually find ourselves reacting to someone else’s excessive behavior.

While we have spent a great deal of time distinguishing between types of leaders, we have not done the same with followers. Kellerman spends a good portion of the book explaining followers. She describes four types: Bystanders, Participants, Activists, and Diehards. She writes: “Followers are us. This does not, of course, mean that all of us follow all of the time—sometimes we lead. But all of us follow some of the time. It’s the human condition.”

She advocates that followers not try to become something else, but more importantly that they change their response to their rank, their response to their superiors and to the situation at hand. She emphasizes:

• Followers constitute a group that, although amorphous, nevertheless has members with interests in common.
• While followers by definition lack authority, at least in relation to their superiors, they do not by definition lack power and influence.
• Followers can be agents of change.
• Followers ought to support good leadership and thwart bad leadership.
• Followers who do something are nearly always preferred to followers who do nothing.
• Followers can create change by circumventing their leaders and joining with other followers instead.

What we need now is a Followership Part 2, where it is explained to followers just how one should follow. We do a disservice to followers – as we have with leaders – by requiring no character development and self-discipline. When we learn to develop better followers, we will get better leaders.

Posted by Michael McKinney at 10:06 AM
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Insultants Wanted

We need people who will tell us like it is in the right way. Often we don’t like to hear what they have to say but we should never discourage them. Frequently, leaders are the last to know. Keith McFarland author of The Breakthrough Company, calls these straight-shooters insultants (inside consultants). He describes them as those people “willing to ask the tough questions that cause a company to think critically about its fundamental assumptions. The value of insultants is that they will go to great lengths to get their companies to reevaluate a position or adapt to a changing environment.”

If you think that you welcome these people, think again. A survey showed that while 90 percent of CEOs believed that their companies regularly implemented ideas that the CEO initially didn’t like, only 60 percent of their direct reports agreed.

McFarland reports that people tend to differ to authority and rank because they feel that they must know better. “But often authority figures are wrong, and if an organization doesn’t have a strong insultant culture, errors are likely to be propagated throughout the company.”

If you feel you are an insultant, don't think you begin by charging in like a bull in a china shop. There is a right way and a wrong way to do things. You are trying to make the leader successful, not trying to show how smart you are or place the spotlight on yourself. Good insultants must learn to excel at relationships based on genuine care for others. McFarland offers these tips that one would do well to heed:

• Be Empathetic. Yours isn’t the only point of view. Understand where others are coming from.
• Don’t Attack. Finger pointing is not acceptable. “The most powerful tool in the insultant’s arsenal is the question—and knowing how to ask the right question at the right time.”
• Don’t Triangulate. “Most people find talking behind someone’s back to be insulting—so effective insultants avoid it at all costs.”
• Don’t Kid Yourself—Your Real Motivation Will Be Obvious. “If you mean to embarrass, demean, or criticize another person, while you might succeed in that goal, you will have unnecessarily sacrificed any opportunity you had to contribute change.”
• Be a Grown-Up. “An insultant’s job is to make sure an issue gets a thorough vetting, not to convince everyone to see the world his or her way.”
• Be Assertive and Persistent. “Not everyone will be receptive to the hard truth, so an insultant must be both assertive and persistent, returning to the issue as often as he or she thinks is necessary to get the point across.

As a leader, you gain nothing by not knowing what people are thinking. People with ideas and challenges to your way of doing things are not necessarily being insubordinate. They are practicing leadership. Leaders can encourage a candid environment be celebrating productive failure, involving people enough in the issues that they can make intelligent contributions, focusing on both employees and customers that have left the company, and using humor to encourage frankness and trust.

Posted by Michael McKinney at 01:47 PM
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Charles Handy: Are Leaders Born or Made?

Charles Handy, in another thought-provoking distillation of his thoughts, Myself and Other More Important Matters, ponders the idea of getting to the bottom of who we really are and the difficulty of seeing ourselves as others see us. Throughout our lives we all play many parts and in a sense, become different people. Can we become something different from what we see ourselves as being to this point? Can we become a leader? Handy weighs in on this:

One of the debates in psychology is whether we have a core identity that is sitting there in our inner self, waiting to be revealed, or whether our identity only evolves over time. One of the perennial questions that bug organizations is a derivation of that debate – are leaders born or made? The truth, as in most things, is probably a bit of both. The battery of personality tests that purport to show whether we are introvert or extravert, whether we like structured situations or a bit of chaos, are based on the idea that our real identities are formed by early adulthood and that a good life is about finding situations that fir our characteristics. There is some intuitive truth on this….We can’t escape our genes.

On the other hand, we do develop as we learn from experience and it does feel as though we are doing more than revealing our inherited selves. We are perpetually filling out our identities which get firmer and more consistent as we age and begin to discover the spheres of life that fit us best.

Herminia Ibarra of INSEAD … argues that a successful life does not mean knowing what you want to do before you act, but the other way around. Only by acting, experimenting, questioning and acting again do you find out who and what you are. That is certainly my experience. Our identity is party inherited, partly shaped by early experiences, but it is not fully formed until we have explored more of the possibilities.

Leadership is a possibility we can all explore. It is something we can develop if we choose to. What combination of strengths and weaknesses we have to manage will of course vary from person to person, as we are all different; we are born with different genes. And this is as it should be. Leadership development is a highly personal experience that requires self-knowledge and a willingness to confront those areas where need to improve that will make us effective with people. The traits that will make you a better leader are the same traits that will give you the capacity for success in all areas of your life. Above all, our leadership is reflected in our character.

At the same time, leadership training offers the opportunity to examine our thinking in an environment where mentors are available to help us to interpret what we find and guide us to the appropriate changes we need to make in our lives. But no training will, of and by itself, make one a leader. That’s an inside job.

Posted by Michael McKinney at 08:22 AM
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Qualities of Leadership Found in Wordsworth

English poet, William Wordsworth (1770-1850) wrote in the 1815 edition of his works, what has become a famous preface simply entitled, Preface to Poems. He begins by listing the six “powers requisite for the production of poetry.” Interestingly enough, they make a good list of qualities relating to the practice of leadership.

First is Observation and Description. That is “the ability to observe with accuracy things as they are in themselves, and with fidelity to describe them.” Also, to see reality “unmodified by any passion or feeling existing in the mind of the describer.”

Secondly is Sensibility. The more refined our senses are, “the wider will be the range” of our perceptions” and “the more will he be incited to observe objects, both as they exist in themselves and as re-acted upon by his own mind.”

Third is Reflection. This quality, makes the leader “acquainted with the value of actions, images, thoughts, and feelings; and assists the sensibility in perceiving their connection with each other.”

Fourth is Imagination and Fancy. This is the ability “to modify, to create, and to associate.”

Fifth is Invention. A quality by which a plan is made “composed out of materials supplied by observation” and are “most fitted to do justice” to the vision.

And finally, is Judgment. That is “to decide how and where, and in what degree, each of these faculties ought to be exerted; so that the less shall not be sacrificed to the greater; nor the greater, slighting the less, arrogate, to its own injury, more than its due.”

Posted by Michael McKinney at 10:34 AM
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Your Leadership Brand

According to Dave Ulrich and Norm Smallwood, leaders must live the image they want to portray to their customers (followers) and investors. That is their leadership brand. They write in Leadership Brand, “Leadership brand occurs when leaders’ knowledge, skills, and values focus employee behavior on the factors that target the issues that customers care about. Leadership brand is an extension of an organization’s brand identity because it shows up in the behaviors and results of leaders throughout the firm in a manner that bridges employee and customer commitment.” In others words, leaders must walk the talk.

But it goes beyond that. It is a philosophy that should permeate the whole organization in order to build leaders for future roles in that organization in alignment with that organizations leadership brand. It is something that is done at all levels by all leaders. Leaders who produce leaders “build a leadership brand by cultivating competence, sharing decision making and authority, imparting information, and distributing rewards.”

Organizationally, the process begins by asking not “What do I want to be known for?” but, “What do we want our customers to know us for?” Once determined, living that brand becomes a serious matter; one that should be taken with careful consideration. Leadership comes with a price. Leadership requires a great deal from leaders as their behavior is carefully watched and observed by others. The needs of the customers/followers come first. Accountability is not an option. This applies to any organization. Just ask Tom Haggard or Bob Nardelli. The higher up you go the more intense it becomes. The authors quote Gary Hamel who put it this way:

Authenticity is a huge multiplier of individual impact. And, at it core, authenticity is not about being true to oneself (whatever that means), it is about being true to the interests of those whose lives you want to improve and change. Mercenaries, careerists, and egomaniacs are me-centered. Great leaders are you-centered. (Nicely put Gary!)

What about a personal leadership brand? They take a chapter to outline this question. It begins with the question, “What do I want to be known for?” But it doesn’t stop there. Ever results oriented (Results-Based Leadership, 1999), the authors say that that question needs to be linked to a desired result so that your brand will endure. A brand statement should read something like this: “I want to be known for __________, __________, and __________, so that I can deliver __________ and __________ at work and __________ and __________ outside work.”

You then need to ask yourself if your leadership brand aligns with the organization’s leadership brand. If not, something needs to give.

Understanding the identity and needs of those you're leading is the driving idea behind the leadership brand. They conclude:

First, focus on the outside in instead of the inside out. Outside in means that customer (and investor) expectations should frame, focus, and influence leader behaviors. When leader know and do things that add value to customers, they are more likely to be doing the right thing. Second, focus not only on the personal attributes of a noble or successful leader but on leadership, or the cadre of leaders within you company. Based on these two principles, a leadership brand bridges the firm’s identity in the mind of those outside (customers and investors) with the behavior of its employees.

Posted by Michael McKinney at 09:56 AM
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The Art of Winning Others Over

If there is any secret of success, it lies in the ability to get the other person’s point of view and see things from that person’s angle as well as your own.

—Henry Ford

In The Art of Woo or "Winning Others Over," authors Richard Shell and Mario Moussa, make the case that wooing is one of the most important skills in a manager's repertoire. Research would seem to support this claim as people with strong social skills have been shown to command higher fees and salaries than equally talented but less socially adept colleagues. And they are no doubt more pleasant to be around.

Winning others over is an art. It is the ability to sell “your ideas to people within the context of ongoing, important relationships.” They maintain, “If you want to be a player in your organization, a successful partner with your customers or suppliers, a leader in your community, or even a good parent, you need to woo people to your point of view by putting your ideas across in convincing, relationship-friendly ways.”

To that end, they remind us that the idea in persuasion is not to defeat the other person but to win them over. The place to begin is in understanding your own persuasion style. They have identified five types—The Driver, The Promoter, The commander, The Chess Player and The Advocate—and have included a Persuasion Style Assessment to get you started. Whatever your preferred style tends to be, the idea is to strike a balance between what the authors identify as the "self-oriented" perspective-where focus is on the persuader's credibility and point of view-and the "other-oriented" perspective, which focuses on the audience's needs, perceptions and feelings.

They have created a systematic strategy or Woo Process, to aid you in skillfully getting your point across. In brief they are:

Step 1: Survey Your Situation, that is
• Forge and polish your idea,
• Map the decision process you face by understanding the social networks within the organization,
• Assess your persuasion styles, and
• Confirm your own level of passion for the proposal.

Step 2: Confront the Five Barriers, including
• Negative relationships,
• Poor credibility,
• Communication mismatches,
• Contrary belief systems, and
• Conflicting Interests.
Then transform these five barriers into assets.

Step 3: Make Your Pitch by
• Presenting solid evidence and arguments and
• Using devices to give your idea a personal touch.

Step 4: Secure Your Commitments by dealing with politics at both
• The individual level and
• Within the organization.

They note that authority plays a background role in most interactions and while it can be useful in some situations, it should not be relied upon especially where there are multiple stakeholders. They say, “The formal roles people occupy are the starting positions for a complex dance of organizational influence.” They also note that actually, the higher up you go in an organization, the less authority comes into play and the more important relationship and persuasion skills become.

Posted by Michael McKinney at 09:03 AM
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Making Leadership Development Part of Organizational Strategy

Michael Maccoby states in his book The Leaders We Need, that “In any business, good leadership may be the most essential competitive advantage a company can have.” Linking leadership and strategy then, would seem to be an organizational imperative.

According to a recent study outlined in The Leadership Advantage by Robert Fulmer and Jared Bleak, leadership is the essential element in the success of any strategic change effort. “Indeed, no strategy is good enough to succeed without strong leadership.” They found that successful organizations built a strong link between business strategy and leadership-development strategy.

The link between business strategy and leadership-development strategy is not haphazard, but specific and deliberate and omnipresent. The link is part of the philosophy of the organization that “permeates all organizational levels and is applicable to all employees.” In this way, an organization can keep the leadership-development strategy relevant to each business unit and to the overall business strategy in general. For example:

PepsiCo’s leadership-development strategy is grounded in the belief that strong leaders are needed to be successful in the marketplace. This belief is fundamental to PepsiCo’s two-pronged HR approach, which includes a career-growth model and a talent-management model for leadership development. This two pronged approach aligns with corporate strategic initiatives, which in turn link with the organization’s sustainable competitive advantage.

Using senior executive to teach emerging leaders is an effective two-way street where both benefit.

One of the surprising findings of this project was the degree to which senior executives practice the concept of leading by teaching. At PepsiCo, Paul Russell, vice president of executive learning & development, speaks of “the magic of leaders developing leaders.” According to Russell, the missing adult-learning principle is that “people learn best when they get to learn from someone they really want to learn from.” Russell notes that “at PepsiCo, the ‘teachers’ our executives want to learn from are our own senior leaders. They are world class, widely respected, and have proven that they can do it here!”

At PepsiCo, senior executives are asked to share their personal perspectives, as well as build participant confidence and skills while demonstrating support for their growth. Of equal importance, senior leaders elicit greater teamwork from participants and get to know key young leaders while developing more loyalty, motivation, and productivity among employees and creating greater alignment around vision and key strategic initiatives. PepsiCo leaders are encouraged to think of learning as an important arrow in their quiver for helping to drive change. At PepsiCo, learning becomes something to live, not just another thing to endorse.

Posted by Michael McKinney at 08:26 AM
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The Impending Leadership Vacuum

IBM just released the Global Human Capital Study 2008. The study is the result of interviews conducted with 400 human resources executives from 40 countries. It suggests that companies are putting growth strategies at risk if they cannot identify and develop the next generation of leaders.

The study reports that the most vulnerable companies are those in the industrial sector and those operating in the Asia Pacific region. Yet the impending leadership crisis is a worldwide issue. Driving the problem is the retirement of baby boomers and rapid growth in Asia. Baby boomers will drain companies of valuable knowledge when they retire, while multinational firms need to find people to lead their businesses in booming markets such as India and China.

The crisis doesn’t end there. “Not only are companies concerned with their current leadership capacity,” the study says, “they are confronted by their inability to develop future leadership talent. Over 75 percent of companies indicate building leadership talent is a significant challenge.” Fifty-two percent of the human resources executives interviewed said their organizations may be unable to rapidly develop skills to meet current or future business needs. The report concludes:

Creating an adaptable workforce requires more than a series of HR programs….It requires the ability to identify experts and foster an environment where knowledge and experience travel beyond traditional organizational boundaries. It calls for a talent model that can help companies recruit, develop and retain valued segments of the employee population….The human resources organization, by itself, cannot be expected to shoulder this entire effort. True, the HR function needs to take a lead role in providing strategic guidance on workforce issues and designing human capital programs that can enhance workforce effectiveness. However, the entire executive suite needs to play a role in improving workforce performance. This may involve providing functional expertise, taking joint responsibility for executing human capital programs or simply setting a positive example for employees within their organizations. Without this unified commitment, all bets are off….The key to building that kind of workforce lies with the leadership of the organization, facilitated in large part by HR.

The ideas in Ram Charan’s upcoming book, Leaders At All Levels, while focused more at developing CEOs specifically, addresses this looming issue and leadership development in general. He has developed a new approach to leadership development that moves it from just an HR function to “an everyday activity that is fully integrated into the fabric of the business and in which line leaders play a central role.” He calls it the Apprenticeship Model. It is essentially learning by doing.

In this timely and valuable book, he states that we focus on the wrong people for the wrong reasons and thus we fail to recognize and develop emerging leaders. He constructed a guide to correctly identify leadership talent early-on, called the CEO Nucleus.

The leaders with the highest potential will have what I call “the CEO nucleus,” the intuitive ability to comprehend the total picture of a business and how it makes money in the language of a street vendor. Another essential is the ability to work with and motivate people, and a third is the intellectual capacity to see ambiguous, complex, nonquantifiable situations from a broader view and through several different lenses.

We’ll take a closer look at what Charan has to say on this important issue as we approach the book’s December 21 release date.

Posted by Michael McKinney at 12:12 AM
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Taking It Personally

“Foolish is the person that takes offense when none was intended. More foolish is the person that takes offense when it was intended.”

The above statement rings true, because either way we lose. In egonomics, David Marcum and Steven Smith describe the difficulties that arise when we get our identity confused with the topic being debated—when we take things personally. When we get into a vigorous debate, it’s quite common to find that we respond to a perceived attack with behavior that indicates our ego is in trouble.

When we respond to a statement or question by comparing ourselves, seeking acceptance, showcasing or getting defensive, it often means that we think our identity is under attack. In other words, we forget about the debate of ideas and respond as though who we are is being threatened and we take it personally. It’s not unusual that we have a tough time separating our ideas from our identity? Trial attorney Gerry Spence explains, “We all have a personal image that he must protect. For example, I do not want to be seen by others, and particularly my myself, as weak, as ill advised, as less than worthy, as stupid, as someone who cannot be respected. I will do whatever is necessary to preserve my personal image of myself. The more fragile my self image, the harder I will struggle to preserve it.”

Marcum and Smith explain it this way: “If we can’t distinguish who we are from what we do, what we have, or who we do it with, we won’t see past our titles or tenure in a discussion. If we say to ourselves or others, ‘I’m the Vice President,’ ‘I’m the CEO,’ ‘I’m the Director of Public Relations,’ or even ‘I’m the creative one’ or ‘I’m the advocate for diversity here,’ then we’re parading our identity, and take it personally.”

In egonomics, Marcum and Smith examine an exchange between Fred Rogers and Senator John Pastore at a Congressional hearing to effectively explain this point. It clearly showcases the benefits of maintaining a separation between identity and ideas and keeping your ego in check with humility. They explain, “In the intensity of debate, humility is like a two-way surge protector; it keeps us from making it personal or taking it personally.”

Of course, the trick is to avoid this negative response cycle in the first place. The authors borrowed an idea from Carl Rogers to give form to an essential attitude to take when faced with a vigorous debate (or when dealing with people in general). The idea is to treat people with unconditional positive regard. That is to say that “everyone is worthy of respect and capable of contribution, even when they don’t particularly act that way or even feel that way about themselves.” We want to assure others that we aren’t trying to change who they are, but we are interested in presenting another viewpoint.

If you find yourself in a situation where things have gotten beyond productive, then the author’s suggest using one of the following opening statements before we begin asking questions:

“You might be right…”
“Even though that’s hard to hear, I’m glad you’re saying something…”
“Okay. Let’s talk that one through.”
“Say a little more about that.”

It doesn’t signal agreement, it expresses a mind open to understanding. Debate needs to follow understanding or people often begin to defend themselves and not their ideas.

Finally, in the spirit of vigorous debate and deepened understanding, humility prompts us to ask, “Who cares if I’m right at this instant if we get it right eventually?” If we’re devoted to progress, it doesn’t matter who has the answer, but that the answers are found.

In the balance of the book, Marcum and Smith show that shifting conversations from statements and judgments to exploration requires not just humility, but the relentless application of two more principles—curiosity and veracity. They maintain a good blog that is worth checking out also.

Posted by Michael McKinney at 12:33 AM
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Four Warning Signs That Our Ego is Getting the Best Of Us

A managed ego is an important trait of the effective person. Authors David Marcum and Steven Smith state in their compelling book egonomics: What Makes Ego Our Greatest Asset (or Most Expensive Liability), that “surprising as it may sound, many people don’t have enough ego, and that leads to insecurity and apathy that paralyze cultures and leaders.” This is an important addition to our thinking about ego and worth examining in more depth. It does sound odd as no doubt, most of us have been told that ego is a bad thing. But an unbalanced ego—either overconfident or lacking in confidence—can trap people in bad thinking resulting in poor or damaging interactions with others.

egonomics offers four warning signs that our ego is getting the best of us:

1. Being Comparative “When we’re comparative, we tend to either pit our strengths against another’s weaknesses, which may lead us to an exaggerated sense of confidence, or we compare our weaknesses to their strengths, which can cause negative self pressure.
2. Being Defensive “When we can’t ‘lose,’ we defend our positions as if we’re defending who we are, and the debate shifts from a we-centered battle of ideas to a me-centered war of wills.”
3. Showcasing Brilliance “The more we want or expect people to recognize, appreciate or be dazzled by how smart we are, the less they listen, even if we do have better ideas.”
4. Seeking Acceptance “When we equate acceptance or rejection of our ideas with acceptance or rejection of who we are, we ‘play it safe.’ We tend to swim with the current and find a slightly different way of saying what’s already been said as long as acceptance is the outcome. That nor only makes us a bland follower, but an uninspiring leader.”

I believe that these four warning signs crop up in our lives and in the lives of those around us, due more to a lack of a proper ego than an oversized ego. More often than not, a person that appears egotistical is covering for insecurities than they are expressing a genuine belief in their superiority.

Humility isn’t the opposite of ego, but it plays a vital role in keeping it in balance. Marcum and Smith created the following diagram to help us to understand the equilibrium concept of humility.

The diagram graphically illustrates the two poles of ego and the grounding effect that humility plays to pull us back into a proper perspective. The authors define humility as the “intelligent self respect which keeps us from thinking too highly or too little of ourselves. It reminds us how far we have come while at the same time helping us see how far short we are of what we can be.”

Ego doesn’t suddenly pull us to the extremes and twist us overnight into egomaniacs, or lead us to believe we’re above the law. But once we’re in the habit of being off-center, we do slowly start to believe we’re above other things: reproach, being wrong, being questioned, the need to prove we’re right, having a bad idea, following the lead of others, and so on. Being consistently off-center leads us gradually toward the extremes.

When we lose control of ego, we lose “trust, respect, relationships, influence, talent, careers, clients, and market share. Each of us has occasionally, perhaps unknowingly, let ego weaken our talents despite our qualifications, expertise, charisma, track record, or remarkable ability.”

This is an important book that will be helpful to anyone trying to get a handle on their ego and understand it manifestations in themselves and others. egonomics is a book that every leader should read and one that we will return to again on this blog.

Posted by Michael McKinney at 12:32 AM
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Be Not a Scholar Confused By Your Own Learning

As one studies leadership, I am reminded of Louis Nizer’s words to be “a scholar who is not confused by his own learning.” It’s easy to get caught up in some of the theory, jargon and formulas and find the whole thing inaccessible but to the best minds. Don’t get me wrong, I believe that the books, training, and mentoring are essential to opening our minds to think in new ways. But ultimately, leadership development begins with self-knowledge and the development of a disciplined mind and character. It is specific to our varied own backgrounds and situations. There are hundreds of great tools to help you get there, but he only one that can begin the journey, is you.

The late great diplomat, Abba Eban once wrote, “An ‘expert’ is a man who understands everything—but nothing else. He sometimes becomes immune to the intangible but powerful human impulses that lie beneath the surface of his discipline.” Yet, it is in the “intangible but powerful human impulses that lie beneath the surface” where you will find leadership. Fortunately, that is accessible to everyone who makes the effort.

Posted by Michael McKinney at 11:07 AM
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Empower Yourself

In a very practical book, Achieve Leadership Genius, authors Drea Zigarmi, Susan Fowler and Dick Lyles ask, “What if employees didn’t wait to be empowered—but empowered themselves?”

Good question; one that places the responsibility for “empowerment” where it belongs. The individual. If you’re waiting for your boss to give up control and decision-making authority to turn you into a free-thinking, free-wheeling employee, empowered to determine your own work rules, you’ll wait a long time. Empowerment is a good idea, but as the authors point out, it depends on self-leadership—“people who possess the ability, energy, and determination to accept responsibility for success in their work-related role.”

Employee engagement suffers because organizations depend on managers to engage employees, rather than developing self leaders who recognize their responsibility and have the skill to take initiative for success in their role.

It just makes sense that every organization should develop self-leaders—yet this is usually the most underfunded and undervalued aspect of leadership training.

The road to empowerment begins with visualizing your ideal role. That vision is something you can begin to build your identity around. How do you see yourself? How do you want others to see you? Your identity will guide you thoughts, decisions and actions. Keep in mind, your vision should be aligned with the goals and purposes of your boss and organization or you will get no support. The authors remind us to, “Consider your role as a piece of the puzzle—one of many in an organization. It is important fro you top understand the big picture and your place within it. Your efforts to envision will not only help you understand the meaning of your work, but it will also remind your boss of the vital contributions being made by you and your role.”

Wise sages extol the virtue in the moment. But what happens when the challenge of the moment diminishes the energy available for moving forward? Your work-related vision acts like an emotional manager to pull you through the tough times and into a time of possibility. It provides a transition from the potentially threatening current reality to the next step of action. It empowers you to overcome the inevitable obstacles, pain strife, exhaustion, and any number of inevitable de-motivators that could jeopardize success in your work-related role.

Posted by Michael McKinney at 10:20 AM
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5 Leadership Lessons: Measure of a Leader

Aubrey and James Daniels wrote a comprehensive and thoughtful book on leadership entitled, Measure of a Leader. It is a book that deserves far more attention. The premise is a new model of leadership that focuses on the behavior of followers. By becoming a better observer of human behavior we can become better leaders. They say that “most leadership writers limit their premises to the success of the leader at his or her particular venture.” There’s more to it than that. How you accomplish something is as important (if not more important) than what you accomplish. Here are a few lessons from their book:

  In any undertaking that requires leadership, loyalty to the individual may be how the venture starts, but it is not how that venture thrives. If the leader cannot transfer personal loyalty to his vision, he has failed one of the critical tests of effective leadership.

  When change exposes individuals to failure and punishment, they resist. When change increases the person’s access to reinforcement, they seek it out. Since one f the leader’s key functions is to lead change, he must view resistance as a signal that something is wrong with the process being used to achieve desired change rather than simply passing off the resistance to change as a normal characteristic of human behavior. Contrary to common opinion, it is not normal!

  Learning to lead is a function of deliberate practice. You refine your techniques and skills by observing the followers’ responses. While you may pick up some pointers from the stories of others, you cannot simply imitate what they do. This intentional search for the impact of your actions will set you apart from those who try to replicate the actions of other leaders.

  Managers need to learn the following rule: you don’t lead by results; you lead to results; and only behavior will get you there. It is important to differentiate between behavior and non-behavior. Of course, attitudes are not behaviors; competencies are not behaviors; values are not behaviors; employee involvement and commitment are not behaviors. Asking someone to smile more often may be infinitely more helpful than telling him to change his attitude.

  Learning leadership is fundamentally a self-management task. But this task is made immensely more difficult if you think of it in terms of changing your personality, such as becoming more charismatic. Since leadership is defined in terms of the behavior of the followers, the task is to ask, “What do I want my followers to do?” and then “What must I do to produce that behavior?”

Posted by Michael McKinney at 10:48 AM
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Remarkable Leadership: The Kevin Eikenberry Interview Part 3

This is the final post of our interview with Kevin Eikenberry author of the book Remarkable Leadership. Kevin Eikenberry maintains a blog on his web site and on the Remarkable Leadership web site.

LeadingBlog: One thing that gets bantered around a lot today is the idea of the leaderless organization. Do you think that there is such a thing?

Kevin Eikenberry: I suppose it depends on how you define it. Could you have an organization where no one has the job title that says “leader?” Perhaps. But I don't think it’s possible for there not to be a leader. Where the leadership comes from could change on a project, on a day, on a portion of the project, on a situation, perhaps. So, if you're thinking about a leaderless organization from that perspective – that is it’s really about shared leadership – I think that’s very possible. But to say that there’s an organization where there is no leadership to me says that there’s an organization that’s going literally nowhere. Because leadership is required to say, “how do we get from where we are to where we want to go.” And in that perspective it’s much more about a role than it is about a person. So I don't think that the role of leader can go away. Although I think it can be shared greatly and successfully. That’s my take. What’s your take on that?

LB: I would agree with you completely. I don't think there is such a thing as a leaderless organization in that there is nobody at any given point at the helm. It may be shared, but that there’s nobody in that role, no.

KE: Remarkable Leadership isn't even out yet as we're talking now, but I'm already working on what the next book is going to be and that is Remarkable Followership. It’s that role we play as followers. If all of us are leaders then all of us are also followers. And what does it look like as a job title or whatever? How do we still be a highly productive, engaged part of the team?

LB: I think that’s really important. That’s one area that I don't think people understand — even people in leadership training — because they get the idea that I'm a leader and so I'm not a follower. Either, or. But throughout the day, sometimes a I'm a leader and sometimes I'm a follower. It changes depending on the situation. A good leader knows when to follow.

KE: Yes. Let’s just take the microcosm of a meeting. Within a meeting a remarkable leader, a good leader, is going to be a leader and a follower over and over and over throughout that meeting – or maybe neither and be a facilitator (neutral). So, it’s really about role and understanding that all of us have to lead and follow. If everyone is leading and no one is following then there’s really no leader either. There’s the need for both roles and I think in reality for us to be truly highly functioning professionals, we need to master both of those roles.

LB: Absolutely. Finally, what do you think is the biggest factor that prevents someone from becoming a remarkable leader?

KE: Oh, to me that’s easy. The biggest factor that prevents it is belief. People don't think it’s possible: “I'm not a leader.” “Someone else is good at that, that’s not me.” “That’s not the thing that I'm good at.” “I don't see myself as that.” “My Dad wasn't a leader so I can't be a leader.” It’s not about potential, it’s not about possibility – yes, there are opportunities, there are development situations where some people have had great mentors and great opportunities and that sort of thing, but in the end, even if you have been given the opportunity to work with a great leader or have a great mentor or have had an amazingly fortunate opportunity, I believe, if you don't believe it’s possible for you to become that, it’s not going to happen. You're not going to see the opportunity. You're not going to take it. So to me the number one factor is belief.

Note: You will find a great interview (podcast) with Kevin Eikenberry that has an entrepreneurial focus on Sam Crowley's EverydayIsSaturday.com. Check it out.

Posted by Michael McKinney at 12:23 AM
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Remarkable Leadership: The Kevin Eikenberry Interview Part 2

Our interview with Kevin Eikenberry author of the book Remarkable Leadership continues. The final part will be posted on Friday.

LeadingBlog: In your book, Remarkable Leadership, you divide teams into two types — basketball teams and track and field teams. Could you explain that?

Kevin Eikenberry: You obviously read the book.

LB: I did.

KE: I love that. To me what we've got is everyone thinking that everyone should be like a basketball team or a hockey team or a soccer team, which is a highly interdependent team. If you've got a basketball team, you've got five players who at any given time might have to play a different role; they all have to have some very similar skills to do various things within the team. And when any one of those five players, like in the case of basketball, is not being successful, it has a significant impact on the rest of the team. That in Western culture is what we think of a team in the workplace. An interdependent team. But in many cases, the kinds of teams at work aren't that way. They're more like a track and field team. So if you and I are on a track and field team together and you're a hurdler and I'm a pole-vaulter, how well you hurdle today does not impact how well I pole-vault or vice versa. But both of us want the other to do well and when we both do well the team wins. And we advance to the next meet, right? But as independent participants in this team, my work product doesn't require your input at the kind of level it does if you're passing the ball to me to take a shot or if I'm passing the ball to you after I make a rebound. So it’s a very different sort of an interaction. And I think the challenge that we get into in many cases Michael, is that we think as leaders and as team members that every team ought to be like that basketball team. And it gets us into all kinds of trouble because we try to interact in ways that we don't even need to, to get the work done.

LB: So what we're trying to do really, is force track and field participants or teams into basketball teams?

KE: I think that happens far too often. I've been on teams like that and I have been in situations like that and I have seen it many times. I've tried to help individual teams and organizations think about it. Most organizations have both kinds of teams and the problem is that leaders try to treat both the same because they've never thought about the differences.

LB: You wrote in your book that “remarkable leaders don't delegate, they share responsibility.” What do you mean by that?

KE: Well, you know I asked a lot of people about the “delegate” word. The interesting thing that I got was, there’s not a lot of positive feelings around the word delegate. I think that maybe it’s a bit of a play on words but I think that when leaders are thinking about delegating at least in my experience—anytime I think about any book I've read about being a more effective leader or manager and it talks about delegation, it’s talking about handing things off so you can do something else—and when you think about delegating from the perspective of handing things off to others so I can do something else, you're not doing it in support of the other person. You're just doing it in a somewhat selfish way to give me time to do something different , however valuable that might be.

I think that the difference is in the focus. The focus of thinking is about sharing responsibility—it's not “I'm sharing this with you, yet I'm going to be free to do something else” but “I'm sharing this with you to help you grow, to help you to get to the point where you can do my job, or that we collectively can be more productive or whatever that looks like.” But really I think its as much about what’s the underlying reason for the activity. Remarkable leaders think about it from the perspective of how’s that going to impact positively the other person and the organization. I know that if I'm thinking about it that way Michael, I'm going to do a better job of handing-off that task—whatever we're going to use to call it. If my intent is about helping the other person be more successful, building their skills, increasing their accountability, whatever that looks like, if my intent is to help them, then I'm going to be much more successful at doing it whatever I call it. So the difference is not so much about the semantics, but the intent. I'm using different words to try to help describe that intent. I may have just done a better job of describing it here than I did in the book. I don't know.

LB: That caught my eye in the book, because everything you read says delegate.

KE: Everybody that I talked to—and that’s one of the chapters that as I was writing that I spent a lot of time calling people, calling colleagues, calling friends, (and the next book I'd be calling you—you're one of those people that I'd ask) everyone had this whole thing about delegating—both as being delegated to and delegating—not a positive thing. I'm thinking, you know, wait a minute, these are opportunities for learning and development and growth, why is it that they don't feel that way. And I tried to back into this whole idea of intent and I think that’s where the difference is.

LB: Well, that makes good sense. I was wonder about delegating those tasks where we know we are weak … if you're doing it in the sense of a shared responsibility then that would make sense wouldn't it?

KE: That’s exactly right. And I think remarkable leaders do recognize their strengths verses the strengths of the other people on their team. And hopefully we are self aware enough to know what it is that we want to be sharing based on what our strengths are.

And we're aware enough of the strengths of our team members to be sharing things with them that matches their styles or strengths better. I think as remarkable leaders we recognize that we're better off when we put the right work in the hands of the people that have the strengths to handle it. It doesn't necessarily mean the experience or knowledge as much as the strengths. I think that remarkable leaders figure that out well enough and try to share the work in a way that makes the most sense.

Posted by Michael McKinney at 07:24 AM
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Remarkable Leadership: The Kevin Eikenberry Interview Part 1

This week—Monday, Wednesday and Friday—we will feature an interview with Kevin Eikenberry author of the book Remarkable Leadership. Kevin is the Chief Potential Officer of The Kevin Eikenberry Group, a learning consulting company that provides a wide range of services, including training delivery and design, facilitation, performance coaching, organizational consulting, and speaking services. Kevin believes that remarkable leaders are developed. Remarkable Leadership identifies the 13 competencies of remarkable leadership and offers a proven method for applying those competencies at any level leadership. The book is thought provoking and easily applied. In this interview, Kevin will share his thoughts on leadership development, lifelong learning, teamwork, delegating, followership and the biggest factor that could prevent you from becoming a remarkable leader.

LeadingBlog: How do you define a Remarkable Leader?

Kevin Eikenberry: I think all people who are leaders have the ability to become remarkable leaders. I think that’s the most important thing and the underlying concept of my book. But to me you define a remarkable leader as someone who is continually working to become a more effective leader, number one. And secondly, they recognize that remarkable leadership is not about the technical skills of forecasting, budgeting and technical knowledge of the work, but really about how we engender trust, build relationships, develop others, communicate more effectively—all of those other skills that we really think of when we think of great leaders that we've worked with in the past. That’s a remarkable leader.

LB: What is wrong with how most organizations do leadership development today?

KE: The main thing that is wrong with what most organizations are doing, is that they think of leadership development as being about events. We always say, “training is an event, learning is a process.” And it’s the same thing for leadership development. Organizations are looking for the magic pill, they've identified people as high performance or their next leader or “they've been a supervisor for three years so we'd better give them some training.” So leadership development looks like this event, this workshop, this seminar, this whatever, and when they've done that they've checked that box and that’s their leadership development process. I think the smartest organizations are looking at it differently. They're looking at leadership development much more holistically. They're thinking about a wider variety of activities, and experiences and processes. Anything from different sorts of assignments, different sorts of projects to application projects, to the chance to be coached or coach others, mentoring programs and a whole host of other things, put together specifically to work best for that organization. So in short, what’s wrong is that people are thinking about leadership development like they do most training and that is as events as opposed to thinking about a process in terms of what really makes learning work.

LB: So more of a long term thing?

KE: A long term thing, but an integrated thing. Integrated with the work. You could have training that is long term right? You could have a class this week and next month and four months from now and 21 years from now and all that sort of thing, but the real challenge is, I think, integrating it back into the work so that people can go back and really apply what they're learning.

LB: You place a lot of emphasis on learning? Would you say that the ability or the desire to learn is the most fundamental skill of the remarkable leader?

KE: That’s like the big softball for me. One of the early chapters in the book talks about that very thing. I do believe that the number one skill of a leader—the underlying core skill of a leader—is their ability to learn. Because, if we want all of these kinds of things in our employees or those we lead—we want flexibility and collaboration, and we want them to continually grow and we want them to develop and we want those things for them—then number one, we had better be doing those things ourselves. And secondly, if we want to continue to build our skills—as I said a remarkable leader is someone who does continue to build their skills—that means by definition, that we have to be ongoing, or as I say in the book, continual learners. To me it is the fundamental underlying skill. And Michael, when I work with groups, I'll ask them when they think of the best leaders they've ever experienced, make me a list of their characteristics, and people will come up with a long list of great attributes, but they won't come up with the word learning. But without learning most of those other things aren't going to happen.

LB: So you don't think leaders are born?

KE: I don't. I don't think leaders are born. I think that all of us have a unique bundle of gifts and talents that are a part of our DNA and although there are some people that may have some innate skills that help them become some parts of the leadership process more easily—just like there are some people that innate skills that make them better mathematicians or musicians right? But I think just like those things that challenge us as a leader, is to play on our greatest strengths—to utilize our greatest strengths—to become more effective leaders. Because in the end being a highly effective leader is about being a highly effective human. There are many different ways to lead and the challenge is finding the voice that we best lead with and build on those strengths first.

LB: Good. How would you improve your learning ability? Or make the time for it? Sometimes we get so busy that we put “learning” off because we don't have time for it.

KE: Absolutely. That’s why, when I started to write the book the learning competency was that remarkable leaders are continuous learners. And I don't think that that’s really true. We're not continuous learners. We're doing all sorts of things and although as human beings we are learning beings, we are not necessarily continuously, consciously learning. The kind of learning we are talking about here is conscious right? And so, I think it’s much more about being continual. On an ongoing basis as opposed to continuous—in every moment being a learner. I think that’s too high a bar to set for ourselves.

I think the challenge for us all is that first of all we have to figure out how to make the time for it and the way to do that is to find opportunities. I think if I could encourage people to do just one thing that would make them a more effective continual learner—and it doesn't necessarily take a lot of time, it takes change of a couple of habits—that is that we would just take time to reflect more on our day; thinking about what worked and what didn't, what we want to repeat and what we don't want to repeat, and what we learned that we want to do differently the next time. If we would take 20 minutes everyday to do that we would improve so rapidly I think it would be quite amazing. And the way we do that is to first of all, make a conscious effort to do it. You say, “Well I don't have 20 minutes.” but yeah you do. Because you drive home from work and you listen to the radio or you take your walk and you listen to your I-pod or watch television in the evening, I think there are lots of times we can steal 15-20-30 minutes a day to do these kinds of things. It’s not like reading … having a book in hand or any of those other things. It’s just closing our mind down enough from other things to give ourselves a chance to reflect. And in the end, a learning process has to include a reflection process or we can't learn from our own experiences. I think that that is too often left out. And we're in such a rush to move from one thing to the next—from doing one tele-seminar, to another interview, to do another phone call, right?—that we don't take the time to just stop take a mental deep breath and really think about what worked and what didn't. So if I'm going to do a better job in my next interview, I'd better stop and spend a little time thinking Michael, about what went well on this one or not. And I think that is the key for us to become continual learners. If I could say one thing, it would be take the time, make the time to reflect and ask those reflective questions.

Posted by Michael McKinney at 03:23 AM
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Developing a Respectful Mind

Howard Gardner writes in Five Minds for the Future, "Adolescents have potentials for leadership, or for enterprise, that can be marshaled for diverse ends; it is up to their elders—parents, educators, community leaders, slightly older and more mature peers—to influence how these potentials are mobilized." This is a significant thought worthy of repeated reflection. It describes the process of character development throughout our lives. We might consider what functions we occupy and the influence we are having on others.

In any event, Gardner believes that the mobilization of these potentials should progress in five directions that can be manifested in five minds. They are: the disciplined mind (a mind trained on a specific scholarly discipline, craft or profession), the synthesizing mind (a mind that can create value from information), the creating mind (a mind that can break new ground), the ethical mind (a mind that contemplates meaning in work and life and then acts on it) and the respectful mind (a mind that welcomes differences between group and individuals).

Looking specifically at the respectful mind, he writes that “rather than ignoring differences, being inflamed by them, or seeking to annihilate them through love or hate, [he] would call on human beings to accept the differences, learn to live with them, and value those who belong to other cohorts.”

The respectful mind, like the other four qualities of mind, Gardner believes is a kind of thinking or attitude we will need to have to thrive during the eras to come. He says “eras to come” because while we have always needed this quality of mind, it has been a kind of option. Meaning I assume, that the repercussions of not having it were better contained in times past. However, today we are so interconnected that our very survival depends on it. In a global sense he is right.

While all of these minds interact with each other, the respectful mind, I believe, would seem to be the cornerstone. Without it we limit our input—distance ourselves from reality—and virtually assure that we are not effective with others. Consequently, the respectful mind is the first mind we should seek to develop in children and demand from ourselves.

Posted by Michael McKinney at 12:22 AM
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Ignition Points

How do you lead in a situation where you are not in control? Vince Thompson asks in his book Ignited, “Can the principles [CEOs] use to run their companies really work for managers in The Middle like us—managers without the ability to reshape businesses, redirect strategies, or even (in many cases) to hire, fire, and reward employees as we see fit? The answer is a qualified no.”

Working from where you are with a foundation of authenticity and self-discipline, you can help to make the necessary changes in your organization and create more purpose in your leadership role. Thompson defines seven ignition points—functions or tools you can develop and use to create unique value to your organization.

The first of these is the power of the Process Master. “One of the most powerful ways for a manager in The Middle to add value is by knowing the processes his company engages in … and knowing them cold.” In addition to specific steps in the process, “It also means knowing the individuals who handle the processes, along with their quirks, strengths, shortcomings, needs, and vulnerabilities.” A big picture thinker.

Second, is the power of the Linkmaker. “Great managing is largely about Linkmaking—knowing the people around you, understanding what makes them tick, And connecting their knowledge and skills in ways that will make powerful things happen for the organization.”

Third, is the power of the Translator. The translator helps people in the organization to see each others viewpoints and values to help unite them behind shared organizational goals. It’s the ability to translate organizational goals “into actionable ideas that our diverse workforces can ll relate to, buy into, and support.”

Fourth, is the power of the Scout. The Scout understands the landscape—the environment, the customers and vendors—the organization is functioning in and communicates that throughout the organization. The Scout tracks people’s changing attitudes, interests and ideas and works to develop its full potential for the benefit of the organization.

Fifth, is the power of the Pilot. In the role of Pilot, you need to be “looking for threatening shoals and promising open sea lanes, and working to steer your company away from the former and toward the later.”

Sixth, is the power of the Bard. “The Bard is an ignited manager with the ability to record and pass on organizational history … and the evocation of relevant facts and comparisons from past events when current decisions are being weighed.” Why is this so important? Because you can “help others understand where they fit into that story.” That’s vital.

Finally, he describes the power of the Healer. “Rather than treating people like cogs in a machine, smart managers empathize with the struggles and aspirations of their team members. They realize that each one is an individual with strengths, weaknesses, and emotions that must be understood fully.” The ignited manager “knows that motivating people is, in part, about nurturing their hearts and minds. The ignited manager “knows that motivating people is, in part, about nurturing their hearts and minds.

Thompson begins with a short quiz to help you identify your mindset in relation to the ideas he presents in this book. He finishes with steps you can take for “getting your idea sold and ensuring that you achieve the success and recognition you’re earned.”

Posted by Michael McKinney at 12:51 AM
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The Acid Test of Leadership

A title or a position can be akin to the Emperor's Clothes. We can become blinded by our titles; blinded to our impact and effectiveness in our role. We can become unable to see what others around us can see. They can create a hazard to our ability to see ourselves and our motives clearly. A title can open doors, but our staying power will come from our ability to influence others. The real strength of a leader is the ability to elicit the strength of a group. Our accomplishments are restricted by our ability to lead—influence—others. Leadership is intentional influence. But how are we doing this—by force of power?

If leadership is about influence then the acid test of leadership must be the following question:

If you were stripped of your title – the politics of leadership, the power to punish and reward people – would they still follow you? Would you still get results from them?

It's good to ask yourself this question periodically and adjust your approach accordingly.

Posted by Michael McKinney at 12:18 AM
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The Courage to Initiate

Relying on a single person to lead the charge reflects a dysfunctional concept of leadership. It sets up expectations that can’t be met. No one person can do everything. No wise leader would. Leadership is a group activity. There is an implied interdependency.

Everyone has the capacity for leadership. Often what most people lack is the courage—the courage to initiate. Initiative means moving outside your comfort zone. It means seeking out opportunities and being willing to act.

Nearly everyone can see a need or see where changes need to be made. What is uncommon though, are people who are willing to take the initiative; to do something about it. Leadership is not always seen in the brightest or the most talented, but it is always found in the courageous.

You may not be able to be the CEO but you should think as the CEO. The CEO mindset involves taking the time to think about the forces that are shaping the future of both you and your organization. Managing yourself in this way is important not only to the organization but also to your own personal development.

Posted by Michael McKinney at 08:35 AM
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Looking for Leaders

Recently someone was lamenting to me the lack of new leaders in their organization. I replied that perhaps they weren’t really looking for leaders. Maybe they were looking for leaders in all the wrong places. We commonly look for what looks like leadership. We look for people who stand out (self-promoters). We look for clones (people who are just like us). We look for the smartest person in the room (technically competent). We look for people who did a good job for us (promote as a reward). Sometimes we get lucky—often we don’t.

Ram Charan begins his fine contribution, Know-How, with, “What gets in the way of finding people who can perform is the appearance of leadership. All too often I see people being chosen for leadership jobs on the basis of superficial personal traits and characteristics.” He lists some of the trappings that are often mistaken for leadership:

• The seduction of raw intelligence: “He’s extremely bright, incisive, and very analytical. I just feel in my gut he can do the job.”
• A commanding presence and great communication skills: “That presentation was awesome. How she ever boiled down all that data onto the PowerPoints is beyond me. She certainly had the committee in the palm of her hand. Mark my words, she’s going to the top.”
• The power of a bold vision: “What a picture he painted of where we are going, moving foreword.”
• The notion of a born leader: “The people in the unit love her. Such a morale builder and motivator!”

As Charan points out, these attributes are just a small piece of the leadership pie. We need to look deeper.

While there may be a shortage of leaders, “there is no shortage of people with the capacity for leadership” as Bill George points out in True North.  “The problem is that we have a wrongheaded notion of what constitutes a leader, driven by an obsession with leaders at the top. That misguided standard often results in the wrong people attaining critical leadership roles. … We frequently choose leaders for their charisma instead of their character, their style rather than substance, and their image instead of integrity.”

He adds, “There are leaders throughout organizations, just waiting for opportunities to lead. In too many organizations, however, people do not feel empowered to lead, nor are they rewarded for doing so.”

There is obviously a problem in the way that we approach leadership development. We are taking the path of least resistance. To put the right people in the right jobs and encourage their leadership potential, we must get to know them to see those things that really count. Our preconceived ideas of what a leader is, is just the thing that is getting in our way of finding great leaders. Our beliefs can set us up for selecting leaders that are dysfunctional.

Lists of leadership traits and characteristics can help to educate us, but leadership radiates from who we are. Leadership traits and characteristics are just part of the mix that defines who we really are—our character and attitudes. What else could we be doing to find true leaders?

Posted by Michael McKinney at 10:01 AM
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Hardiness: Keep On Breathing Without Letting Go

Winston Churchill observed, “The nose of the bulldog has been slanted backwards so that he can breathe without letting go.”

In today’s environment, leaders are pulled in all directions. It seems there are more responsibilities and pressures than ever before. Things can easily get out of hand and when they do it’s hard to keep on breathing without letting go.

Of course, hardships and stress always accompany accomplishment. It’s important to remember that a strong commitment will carry you forward when nothing else will. Successful people have exceptionally high levels of tenacity and persistence and a general hardiness.

Kouzes and Posner find hardiness an important ingredient for leadership success:

First, people can’t lead if they aren’t psychologically hardy. No one will follow someone who avoids stressful events and won’t take decisive action. Second, even if their leaders are personally very hardy, they can’t enlist and retain others if they don’t create an atmosphere that promotes psychological hardiness. People won’t remain long with a cause that distresses them. They need to share their leader’s sense of commitment, control, and challenge.

Increasing your hardiness has a lot to do with your context setting agility. As Bill Joiner and Stephen Josephs explain,

Context setting agility includes scanning your environment, anticipating important changes, deciding what initiatives to take, scoping each initiative, and determining your desired outcomes. Your level of agility in carrying out these tasks depends on how fully you’ve developed two capacities: situational awareness and sense of purpose. Your agility level can also dip temporarily when you’re under high stress. At the same time, increasing your agility level can increase your capacity for dealing with stress.

After Steve Jobs separation from Apple in 1985, he recalled, “You‘ve probably had someone punch you in the stomach. It knocks he wind out of you and you can’t breathe, If you relax, you can start breathing again. That’s how I felt. The thing I had to do was to try to relax. It was hard. But I went for a lot of long walks in the woods and didn’t really talk to a lot of people.” (Steve Jobs: The Journey Is the Reward by Jeffrey Young)

Hardiness. Winston Churchill certainly had it.

Posted by Michael McKinney at 06:35 AM
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Simplicity: Focused and On Track

Simple Solutions is directed toward getting things done. It’s about being able to “boil things down to their essence” and thereby bring complex issues down to a simple problem statement. To do this you must learn what is important to all stakeholders. Simplified problems are ones that can be acted one through effective, focused communication. Authors, Tom Schmitt and Arnold Perl provide some practical steps to build this skill. They define a continuum of leadership as: clarity of thought leads to simplicity, which leads to focus and powerful communication—the essence of leadership. Here are a few of the ideas found in this book:

Focus on the Amazing Goal, Not the Incremental. The deadly enemy of innovation is incrementalism. By just trying to make problems better a little bit at a time you can lose sight of the possibility of making a quantum leap. A useful question to help you look for amazing goals is, “What would have to be true in order to/for…?” The answer to the question helps you to think differently and make breakthroughs.

Be Directionally Correct. “The fact is there will never be enough time or information to help you arrive at the perfect answer. The right answer can be one that is directionally correct. In other words, the solution may not be perfect, but it’s in the ballpark. This paves the way for more action but at least you’re already working with the customer and aren’t stuck back at the starting gate, still refining the model in the search for the non-existent perfect solution”

Determination versus Distractions. Determination is the willingness and ability to overcome obstacles and to avoid distractions. “Determination requires continued focus and commitment to a project. It requires the business savvy to separate the core of an issue from ancillary matters and then to continue plugging away at the core.” It is important to note though, “determination is an art. It requires walking a fine line between passionate focus and blind stubbornness. Use your judgment to determine if the goal needs to be simplified, changed, or even abandoned altogether. Don’t confuse sheer stubbornness with determination.

Posted by Michael McKinney at 12:26 AM
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The Study of Leadership

In a 1969 keynote address in Tokyo, Peter Drucker made the following observation about an aspect of leadership—management:

There are management tools and techniques. There are management concepts and principles. There is a common language of management. And there may be even a universal "discipline" of management. Certainly there is a worldwide generic function which we call management and which serves the same purpose in any and all developed societies. But management is also a culture and a system of values and beliefs. It is also the means through which a given society makes productive its own values and beliefs. Indeed, management may well be considered the bridge between a “civilization” that is rapidly becoming worldwide, and a “culture” which express divergent traditions, values, beliefs, and heritages.

Management must, indeed, become the instrument through which cultural diversity can be made to serve the common purposes of mankind. At the same time, management increasingly is not being practiced within the confines of one national culture, law, or sovereignty but "multinationally." Indeed, management increasingly is becoming an institution—so far, the only one—of a genuine world economy.

Of course, along the same lines, leadership encompasses far more than the business or political environment we typically confine it to. From being the act of a few, it has become a personal responsibility. The issues we face today require a multidimensional understanding of leadership that is broader than most academic studies would give it. In fact the study of leadership is not the study of leadership at all, for leadership is the development of an individual’s whole being which is dynamic and ongoing.

Posted by Michael McKinney at 07:41 AM
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Six Sigma Leadership

Six Sigma expert Peter Pande writes in his book, The Six Sigma Leader, “Studies have repeatedly shown that the high failure rate of many promising leaders is largely due to an over-reliance on a limited set of capabilities. Many times leaders are promoted because of a strong record of achievement, only to derail later because of their inability to adapt. For example, an individual may be good at demanding high performance from his or her followers, or have strong technical ability. However, those strengths are not sufficient when, for example, big-picture thinking or relationship building are also essential to success. To prepare yourself and others for growing challenges, you need the clarity of thought and flexibility to understand your own weaknesses and develop new talents.”

Posted by Michael McKinney at 12:42 AM
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Poor Leadership Is Costing UK Business £6+ Billion* per Year

A new study released this week reveals that UK business is suffering from the poor leadership skills of Britain’s bosses. The survey shows that business leaders fail across the board at setting clear objectives, motivating staff and weeding out poor performers.

The study commissioned by Ros Taylor Ltd, a leading firm of Chartered Psychologists, asked over 1500 people from different sized organisations throughout the UK about leadership in the work place. They found:

• 77 percent of respondents said their boss was not interested in them
• 90 percent said their boss does nothing about poor performers and 79 percent claim their boss does not set clear objectives,
• 89 percent said their boss lacks innovation and was unreceptive to new ideas

“That’s only 15% of people we asked who thought their boss was any good and 8% who thought they were inspirational” said Ros Taylor, Managing Director of RTL and author of The Complete Mind Makeover. “I wish I could say I was shocked – but the truth is it’s slightly better than I expected. The fact is that while businesses are quite rightly paying attention to their cost base – squeezing every last ounce of value out of the food chain – they are not so cleverly overlooking a very real business and financial asset. Leadership. Let’s forget the old clichés about “soft skills” – bad leadership costs shareholders and stakeholders real money. While companies are spending millions on automation and the new IT architectures they could be spending thousands and saving millions by sharpening up their leadership assets.”

Taylor went on: “Think about it. Many line managers, heads of department and directors are on a minimum £100K+ pa. These people represent something of the order of a £200K+ investment for the company. As a psychologist I am intrigued that companies who bend over backwards to “think smart” ignore this area. It’s the “one thing” they could do that would deliver tangible results - and yet the vast majority just don’t do it. They probably think that, in the old cliché “leaders are born, not made” and yet in our business we disprove that on an almost daily basis. They can’t leave the innovation and blue sky thinking that comes from truly inspirational leadership to chance – or for that matter to a quirk of genetics – it’s odd to think that multi national companies who factor the canteen subsidy into the cost of a sausage roll don’t have a “leadership development plan.”

*Estimated cost of stress related sickness absence to the UK: http://www.hse.gov.uk/stress/efficiency.pdf

Posted by Michael McKinney at 08:37 AM
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How to Spot the Future Leaders of Your Business

Ram Charan lists in his book, Know How, eleven criteria for spotting future leaders in your organization. He suggests that you repeatedly practice making judgments of other people and reflect on why you might have missed in some cases. Did the individual have the potential you saw in them? How good are your judgments compared to others judgments on the same individual?

1. They consistently deliver ambitious results.
2. They continuously demonstrate growth, adaptability, and learning better and faster than their excellently performing peers.
3. They seize the opportunity for challenging, bigger assignments, thereby expanding capability and capacity and improving judgment.
4. They have the ability to think through the business and take leaps of imagination to grow the business.
5. They are driven to take things to the next level.
6. Their powers of observation are very acute, forming judgments of people by focusing on their decisions, behaviors, and actions, rather than relying on initial reactions and gut instincts; they can mentally detect and construct the “DNA” of a person.
7. They come to the point succinctly, are clear thinkers, and have the courage to state a point-of-view even though listeners may react adversely.
8. They ask incisive questions that open minds and incite the imagination.
9. They perceptively judge their own direct reports, have the courage to give them honest feedback so the direct reports grow; they dig into cause and effect if a direct report is failing.
10. They know the non-negotiable criteria of the job of heir direct reports and match the job with the person; of there is a mismatch they deal with it promptly.
11. They are able to spot talent and see the “God’s gift” of other individuals.

Posted by Michael McKinney at 08:39 AM
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What Drives Our Leadership Impact

“Where others see hierarchies, the new leaders see connections” writes Emmanuel Gobillot in his book, The Connected Leader. What differentiates a connected leader is the way in which they impact and influence those around them and this is largely determined by the way in which they view good leadership. More than even our individual skill-set, how we see the role of leadership greatly determines the impact we have on others and the success we will have as leaders.

Our impact is the result of a number of factors. Using the iceberg metaphor, above the waterline for all to see, are skills and knowledge. Gobillot writes, “Skills and knowledge are important because they give the leader the ability to take part in the game. On their own, they do not differentiate between average and superior performance…. But it is below the waterline that the real differentiators lie. …Below the waterline, the drivers of impact can be found. Performance will differ depending on how people see their role. If doctors believe that their primary role is solving problems, their behavior is likely to be different from that of surgeons who see their roles as healers.” We need to examine our beliefs if we are to change our impact and effectiveness with those around us.

Often we see the "smartest person in the room" or "the leader of all leaders" mind-set to thinking about leadership. With this mentality we won't have the necessary ability to work well with other leaders and developing community. As Jean Lipman-Blumen wrote in Connective Leadership, "leaders cannot just issue orders; instead, they have to join forces, persuade, and negotiate to resolve conflicts." Your ability to do this is largely determined by the "below the waterline" type factors.

Posted by Michael McKinney at 12:14 AM
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The Go Point

Men make their own history, but they do not make it as they please; they do not make it under self-selected circumstances, but under circumstances existing already, given and transmitted from the past.

—Karl Marx, The Eighteenth Brumaire of Louis Napoleon

Yet, within those constraints, argues Michael Useem, we have the opportunity to make our own destiny. We all make decisions all the time. Some decisions are in consequential, but often we are called upon to make consequential decisions—those that affect other people. Some people are very good at consistently reaching good decisions in a timely way. Yet, it is surprising how many people are just not great at knowing when to pull the trigger, and how to pull it when they do. The Go Point seeks to address that concern. By taking us into the moment when decisions were made, both good and bad, Useem digs out the principles that emerge from these experiences. From these examples, he constructs templates of fifty principles and tools we can bear in mind when faced with similar types of decisions. He advises us to identify the five or ten lessons that are most salient for the decisions that we most frequently face and then concentrate on just those.

The underlying point in this book is that decision making is a learned skill. You've got to make decisions and then look back on them and mine what lessons you can in order to improve your next decision.

Whether it's a long term decision or a split second decision, there is a point when you have to force yourself to make it. That moment is the go point. He writes, “The go point is not always a matter of getting to yes….Rather, the go point is that instant when the choice gets made, whether no or yes, and the commitment moves from consideration to action. How you jump at that moment can make a vast difference, not only for yourself but also for all around you."

Below is a template for looking at some of the most commonly encountered problems in reaching a decision.

Problem	Tool	Illustration
Unfamiliar responsibilities	Appraise the past	Lui Chuanzhi built a leading global computer maker by recurrently reviewing the past week’s major decisions
Inexperienced gut	Educate your instincts	Flight simulators help NASA astronauts train their intuition so they can decide instinctively
Analysis paralysis	The 70 percent solution	The Marine Corps trains officers to make decisions when they are 70 percent confident of the outcome
Rush to Judgment	Preserve optionality	U.S. treasury secretary Robert Rubin and Scottish Power CEO Ian Russell both delayed major decisions as long as possible to reduce complexity and uncertainty
Anxiety overload	Look at the clock	When other dials are whirling on their instrument panels, Navy pilots control themselves by studying the steady hands of the clock
Wiley adversary	Clone your opponent	New England Patriots coach Bill Belichick assigned a backup quarterback to mimic the Colt’s Peyton Manning
Repeated failure	Restrategize and restaff	The Royal Geographic Society’s Himalayan Committee changed plans and replaced leadership for its triumphant 1953 assault on Mt. Everest

Posted by Michael McKinney at 08:49 AM
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Leadership Agility

What is leadership agility? Like agile organizations—organizations that anticipate and respond to rapidly changing conditions by leveraging highly effective internal and external relationships—leadership agility is the ability to take wise and effective action amid complex, rapidly changing conditions.

Leadership Agility is an interesting, thorough, and well-written book and one of the best on the topic. Authors Bill Joiner and Stephen Josephs encouragingly tell us that their research “reveals a significant set of findings about the relationship between personal development and leadership effectiveness: As adults grow toward realizing their potential, they develop a constellation of mental and emotional capacities that happen to be the very capacities needed for agile leadership.”

Building on the pioneering work of Piaget and Erickson in mapping the stages of human development from infants to adulthood—the pre-conventional stages—the authors identify three more stages they call the conventional stages: Conformer, Expert and Achiever. And finally there are the post-conventional stages they call: Catalyst, Co-Creator and Synergist.
Some people, of course, may never move through all of the stages. Of the 600 managers they studied, most never move beyond the Achiever stage. They write, "Most top executives and administrators, state and national politicians, influential scientists, and other highly successful professionals have stabilized their development at [the Achiever] stage." Only about 10 percent of today’s managers operate at the post-conventional stages of adult development. What does it mean to be at one of the post-conventional stages?

Research has shown that people at these post-conventional stages are more deeply purposeful, more visionary in their thinking, and more resilient in responding to change and uncertainty. They’re more welcoming of diverse perspectives and have a greater capacity for resolving differences with other people. They’re also more self-aware, more attuned to their experience, more interested in feedback from others, and better at working through inner conflicts.

These stages are sequential and are not personality dependent. In other words, any one can be at any stage but you can move to another stage until you have mastered the one you are at. The question is, “How can we begin to move through these stages of development?” Simply put, you get there by practice—by putting the capacities and traits to work and learning to apply them in various situations.

Each stage represents the maturation to a certain point of four competencies and their respective mental and emotional capacities. They state that highly agile leaders orchestrate the four competencies so that they work in concert. They have developed the Leadership Agility Compass to graphically represent these competencies. All eight of the capacities contribute directly to your effectiveness as a leader.

The outer circle on this graphic represents the tasks carried out using the four leadership agility competencies. The middle circle represents the four pairs of capacities that support these competencies.

The four mutually reinforcing competencies are:

Context-setting agility improves your ability to scan your environment, frame the initiatives you need to take, and clarify the outcomes you need to achieve. It entails stepping back and determining the best initiatives to take, given the changes taking place in your larger environment.

Stakeholder agility increases your ability to engage with key stakeholders in ways that build support for your initiative. It requires you to step back from your own views and objectives to consider the needs and perspectives of those who have a stake in your initiatives.

Creative agility enables you to transform the problems you encounter into the results you need. It involves stepping back from your habitual assumptions and developing optimal solutions to the often novel and complex issues you face.

Self-leadership agility is the ability to use your initiatives as opportunities to develop into the kind of leader you want to be. It entails stepping back; becoming more aware of your thoughts, feelings, and behaviors; and experimenting with new and more effective approaches.

After laying this groundwork in far more detail, Leadership Agility provides real life stories to demonstrate what leadership looks like at that level and then clarifies what it takes to move to the next level. You will also learn how to become more effective in your current level of agility.

Posted by Michael McKinney at 09:02 AM
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7 Ways Leaders Handicap Themselves

In a new book that captures the essence of leadership—Great Leadership—author Anthony Bell writes, "For all the importance of great leadership, it doesn’t happen by itself. Without a framework, leaders often handicap themselves in a number of significant ways." He outlines these issues:

	Leaders tend to operate from intuition and experience. While both can serve a leader well, neither is infallible: intuition cannot compensate for the blind spots every person has, and experience is a tutor with a limited perspective.
	Leaders tend to become leaders because they are technically competent. Being good at something singles them out for promotion. But what makes people effective at one level can make them ineffective at another.
	Leaders tend to operate with the skills that were most useful two levels below their current level. In part because of the way they were chosen for the leadership track, they tend to maintain the mind-set of the level where they last felt real mastery.
	Few leaders are taught to lead. Because most leaders learn intuitively from experience, that experience is seldom analyzed with any depth, consistency, or systematic feedback. A few leaders have the good fortune of being taught informally by a particularly effective boss or mentor, but such teachers are rare. Even fewer leaders are taught formally; academic institutions focus on the organization of work more than on the application of leadership. MBA programs don’t teach leadership, or, at best, they teach only a narrow portion of it. Many corporations offer inhouse programs, but few combine strong teaching with the kind of in-depth coaching that guarantees its application.
	Leaders tend to stop learning in midlife. By the time people hit their forties, many rely on their previous knowledge and have only a shallow commitment to ongoing self-education and self development.
	Few leaders lead from a clear sense of purpose. Even fewer lead from a clear sense of noble purpose.
	Few leaders know how to pass on what they know. Not having been taught, they have little idea how to help others develop their leadership skills.

Bell writes, "To overcome these obstacles, leaders need some guidelines; they need a framework for understanding and exercising great leadership. Leaders stand or fall not so much by their talent or lack of it as by their understanding or misunderstanding of what great leadership is." In his book he discusses a well presented framework that consists of three dimensions of leadership—organizational, operational, and people leadership. He demonstrates how these three dimensions, when properly integrated and applied, will greatly enhance the quality of your leadership.

Posted by Michael McKinney at 12:12 AM
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Five Hardships Leaders Face and the Lessons They Teach

Hardship	Lessons Learned
Career Setbacks	Self-awareness Organizational Politics What One Really Wants to Do
Personal Trauma	Sensitivity to Others Coping With Events Beyond One's Control Perseverance Recognition of limits
Business Mistakes and Failures	Handling Relationships Humility How to Handle Mistakes
Problem Employees	How to Stand Firm Confrontational Skills
Downsizing	Coping Skills Recognition of What's Important Organizational Politics

Adapted from The Center for Creative Leadership Handbook of Leadership Development.

Posted by Michael McKinney at 08:58 AM
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Henry Mintzburg and Frank Brown on Teaching Leadership

The Financial Times published yesterday in a special section on Business Education a leadership debate between Henry Mintzburg and Frank Brown that has gotten a lot of attention. McGill University professor Mintzberg’s comments are a bit sensational at first blush, but he makes a good point. Mintzberg writes: “We have this obsession with leadership. Its intention may be to empower people, but its effect is often to disempower them. By focusing on the single person, even in the context of others, leadership becomes part of the syndrome of individuality that is sweeping the world and undermining organizations in particular and communities in general.”

At the core of what he takes issue with is the way leadership is portrayed. And rightly so. He has a problem with leaders being presented as “the great one who rides in on a white horse.” It gives the impression that the leader did it all by themselves. He adds: “We have too much of this leadership apart—the hyped-up, individually focused, context-free leadership so popular in the classrooms as well as the press. Courses and MBA programmes that claim to create leaders all too often promote hubris instead. No leader has ever been created in a classroom.”

How true. Leadership studies do need to be reconsidered. The current methodology no doubt lead Stanford’s James March to say the following in a recent interview in the Harvard Business Review:

I doubt that “leadership” is a useful concept for serious scholarship. The idea of leadership is imposed on our interpretation of history by our human myths, or by the way we think that history is supposed to be described. As a result, the fact that people talk about leaders and attribute importance to them is neither surprising nor informative.

Leadership can not be taught in the sense that a person can sit in a classroom and walk away a leader any more than one can read a leadership book every week and call themselves a leader. It is possible, however, to teach principles, to lay the groundwork for a way of thinking and to create awareness of traits and characteristics. But until a person combines all of that with their own thinking and character, making it a part of who they are, they are not a leader. And that simply takes time and practice. There is no short-cut to leadership.

The leadership journey is an ongoing journey into self-knowledge or awareness. It is a process of reflection to see where you stand in relation to where you should be and determining the steps you need to take in order to get there.

Mintzberg’s problem with the conventional MBA classroom is the way it is taught—overemphasizing the science at the expense of its practice and the kinds of “leaders” it tends to generate—MBAs that are too young, and have too little experience to appreciate what they are being taught. That is to say, it tends to produce heroic-type leaders that have no experience to fully understand the world they are charging-in to. As Mark Twain said, "When I was a boy of 14, my father was so ignorant I could hardly stand to have the old man around. But when I got to be 21, I was astonished at how much the old man had learned in seven years." It is astonishing how much these “leaders” find there is to learn after they’ve been out in the workplace for a while that never found a place—or they were never able to make a connection to—in the classroom.

To get the experience and practice necessary to become leaders, Frank Brown, dean of Insead, writes, “Indeed, true leaders are committed mentors and supporters for training and development initiatives that allow employees to climb the leadership ladder.” He continues:

Simply said, the last thing the business world needs is more managers. On the contrary, it is in need of more leaders.

But let’s be careful how we define leadership. A leader may in fact be the person occupying the corner office. But, he or she may too be the person ascending the divisional ranks or the more youthful executive fresh from business school. The concept of leadership must not be confined to just the “headliners”; it must be a concept with the potential to include and apply to everyone.

On teaching leadership in the classroom you might take a look at Leadership Can Be Taught by Shanon Daloz Parks regarding Ronald Heifetz’s efforts at Harvard.

An important book in the area of leadership development is Welter and Egmon’s book, The Prepared Mind of the Leader, for this is where leadership really begins.

Posted by Michael McKinney at 12:42 AM
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The Nature of Leadership

A surprise in this month’s crop of books is The Nature of Leadership by B. Joseph White. Essentially, it is a blueprint for leadership development. He has created a leadership pyramid founded on basics such as a desire to be in charge, and the corresponding ability, strength, and character that all leaders—especially the great ones—must possess.

From there he divides leadership characteristics between analytical reptilian leadership characteristics and those of the nurturing, engaged mammal. While we generally have a tendency to lean one way or the other, we must develop a capacity to deal effectively with both the reptilian economic and performance issues and the mammalian soft or people issues.

White cautions, “I make no judgment about the inherent value of Reptiles and Mammals in the workplace. Both are vital and most people are, of course a complex mix of the two. We need task-oriented, no-nonsense Reptiles to ensure the work gets done and done well. We need people-oriented, nurturing Mammals to maintain the human community through which work gets done.” He adds, “I believe organizations falter, fail, or don’t reach their potential both because of leadership that is inadequately Reptilian and because of leadership that is inadequately Mammalian.”

Finally, all these skills and qualities will coalesce into something bigger than the sum of their parts, an intangible but very real "sparkle factor" that separates the great leaders from the merely good.

The authors have put together an online Nature of Your Leadership Self-Assessment that will help you to determine your preference—mammalian or reptilian—and thus the kind of functions you naturally gravitate to. The scoring is automated. The corresponding web site for the book graphically explains the Leadership Pyramid as well.

You can read Chapter 1 online: Become a Leader, a Better Leader, a Great Leader

Posted by Michael McKinney at 05:51 AM
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Teaching Leadership

This summer author Paul Taffinder spoke to the Wall Street Journal Online about teaching leadership:

I wouldn't say anyone is born a leader. There have been some studies that indicate people who have been exposed to psychologically traumatic experiences are better leaders. They've had to overcome trials and tribulations. So they're more inclined to be challenging and look deep within themselves for what they believe in. Leaders like that learn to be clear about the story they're telling about where they have come from and where they're going.

Teaching people to control risk is much easier than teaching people to create it. And it's essential for companies to draw the distinction between leadership and management. It's just wrong to use them interchangeably. Managers tend to react. Leaders tend to seek out opportunities. Managers follow the rules. Leaders change the rules. Managers seek and follow direction. Leaders inspire achievement. These are profound differences. Of course you need both. But organizations fail to recognize the difference.

Organizations start to fail when they start to produce too many managers and not enough leaders. Or too many leaders of a certain type. The lesson in the corporate world, how can you simulate that [traumatic experience] in the corporate world without destroying people. How can you learn from it without becoming a casualty.

Paul Taffinder’s book The Leadership Crash Course helps to translate lessons learned into practical applications to improve your leadership skills. Looking at the basic personal and emotional components of leadership, the book offers a series of modules that individuals at many levels can study, deploy and refer to from time to time. The lessons are geared toward diagnosing your own behaviors and then applying different techniques to leverage strengths and improve development areas. His web site has interactive tools to further explore your leadership style and preferences.

Posted by Michael McKinney at 08:58 AM
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Leadership in Action is About Dilemmas

Paul Taffinder writes in The Leadership Crash Course that leadership in action is about dilemmas. In an age where we have more choices than ever before, the leader’s job becomes more urgent. The problem isn’t necessarily that we have so many choices, but what we base our selection of choices on. The leader’s job is to guide this process. This might be called imposing context. This speaks to the need we all share for a framework within which to live. Context takes into account where we have been and where we are and where we want to go. The leader must add to the conversation those things that need to be considered to make proper choices. A leader should help to cut through the clutter and help people to consider especially those things beyond the realm of selfish concern.

Ironically, getting where we want nearly always means not getting what we want. Leader’s frequently must guide people through behaviors and places they would never choose for themselves if left to their own desires. In a society that wants to achieve the desired ends by simply going straight to the desired ends and short-circuiting the necessary intermediate steps, this can be quite a challenge. At times like these, a leader’s self-knowledge becomes all the more important.

Posted by Michael McKinney at 08:44 AM
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Leading From Within

From the classroom of Harvard Professor Scott Snook comes an article about leadership styles. It reaffirms the importance of the leader’s self-knowledge. This is not just a cursory overview but an understanding of what we really think on issues we would rather not think about. In Leading from the Maze Jeffrey Patnaude writes, “[T]he leader must be awake and fully alert. Like a nighttime traveler attuned to every sound in the forest, the leader must be aware of all possibilities lurking in the shadows. For we can neither challenge not transform what we cannot see.”

Professor Snook said:

What you believe about human nature influences your leadership style. If you believe people are fundamentally good—good meaning that they're trying to do their best, they're self-motivated, they want to perform—then your fundamental leadership style will be one way. It will be empowering them, getting obstacles out of the way, and setting high goals while maintaining standards.

If you believe people are fundamentally bad—if you believe people are constantly looking to get over and get by and won't do anything unless they're watched—then you'll tend to lead with a very transactional management style that's built primarily around rewards and punishments. Tight supervision, a controlling type of leadership style characterized by a great deal of social distance between leaders and led.

The better we understand ourselves, the more authentic the contribution we can make—shed the image and do the job.

Posted by Michael McKinney at 09:59 AM
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The Fred Factor for Kids ... Too

I'd thought I'd pass this along for the Father's Day weekend. This is a timely piece from Mark Sanborn author of The Fred Factor one of our picks for Best Leadership Books of 2004. Mark writes:

Proverbs 22:6 says, Train a child in the way he should go, and when he is old he will not turn from it.

Parents and educators frequently remind me about the importance of teaching the principles of The Fred Factor to children. The only thing better than learning these lessons as an adult is learning them as a child. The sooner someone understands these timeless truths, the sooner they'll start experiencing the benefits in his or her life. Both the individual and the community are served by the integration of these principles and practices.

I was fortunate to have good teachers who instilled in me a love for learning. In high school I did a combined vocational education and college prep curriculum. Since I was a farm kid, and had gotten my start in speaking in 4-H, I wanted to belong to the Future Farmers of America (now FFA), and the only way to do that was to take vocational agriculture classes.

Without a doubt, the most important skills I learned in high school were through my participation in the FFA. The regular coursework was necessary for my future success in college, but FFA taught me things like teamwork, parliamentary procedure, leadership skills, public speaking and the importance of service. Although at the time I didn't use the same words and terminology I used in The Fred Factor, I was learning the same principles for success in life.

Vocational education organizations like FFA, FHA, VICA, DECA and others play a crucial role in teaching students skills rarely learned elsewhere in public instruction. Many students don't get a chance to participate in these organizations, so the involvement of parents in making sure kids learn these things is necessary.

Kids need to know that they do make a difference. They need to know that education isn't a preparation for life—education is life. Students shouldn't feel like they're in a holding pattern while in school, unable to truly experience life until after they graduate. They need to understand how to build healthy relationships and use their creativity to create value for themselves, their family and friends, and for an employer. And importantly, young people need to realize that each day is a chance to try again, to be better than the day before, no matter how good or bad the day before.

Talk to your kids about the principles of The Fred Factor. If they're old enough, have them read the book and discuss with them the ideas they encounter.

We'll all be better for it.

Check out the Fred Factor Web Site for resources and to subscribe to The Fred Factor eZine.

Posted by Michael McKinney at 01:20 PM
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Fathers: Raise A Generation of Outstanding Leaders

The National Fatherhood Initiative has found that 24-million American children (over a third of all kids in the U.S.) live in homes without their biological father.

Additionally, the absence of a dad from so many homes plays a direct role in a number of social ills. Kids in father-deprived homes are more likely to be abused, poor, prone to drug abuse, prone to poor scholastic achievement, and prone to emotional and behavior problems including suicide and crime.

A study if violent criminals in U.S. prisons showed that prison populations are overwhelmingly made up of males who grew up without fathers. 60% of convicted rapists, 72% of adolescent murderers, and 70% of all long-term prison inmates came from fatherless homes.

Pat Williams, senior vice president of the Orlando Magic and author of The Warrior Within, writes, “I believe we should all reprogram our thinking about what ‘fatherhood’ really means. Instead of defining a father as ‘a man who procreates,’ we would instead say, ‘a father is a man who loves, nurtures, trains, mentors, teaches, disciplines, affirms, cares for, and provides for a child, regardless of whether or not he is genetically connected to that child.’”

Pat Williams has been going about the country for years stressing the need for fathers and their role in raising leaders. He insists that no child is too young to begin to develop traits that will serve to help them become outstanding leaders. He writes:

Kids want to lead. They enjoy setting goals and then taking the steps to achieve those goals. When do kids become bored? When they feel they are being forced to do something they don’t care about. When do they rebel? When they feel they are being told what to do and how to do it. But give then a chance to lead, give them the opportunity and responsibility to make their own decisions, and they will astonish you with their ability to get things done.

So the next time a young person asks you how to become a leader, just say, “If you want to be a leader, be a servant! Find a lawn that needs mowing and mow it—for free. Find a house that needs painting and paint it. Clean your room, load the dishwasher, set the table, wash the car. If you see a mess, clean it up—even if it’s not your mess. Pull weeds in your neighbor’s flowerbed. Go to Starbucks or a rock show and share your faith with someone. If you want to be a leader, be a servant.

Williams authors, from his experience rearing 19 children with his wife, a book that is full of practical advice and examples of dealing with day to day issues. Just one more. Williams encourages, “Stop trying to force your kid to do this or that. You can’t control his or her choices. But you can control your actions. And you can make your kid wish he or she had chosen more wisely.”

You can read an excerpt of The Warrior Within. He is also the author of Coaching Your Kids to Be Leaders.

Posted by Michael McKinney at 12:24 PM
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Looking for Leaders

Where to find good leaders has always been an issue. In our search we unfortunately find it easiest to gravitate to the role players — those people who appear to have the qualities we are looking for but really just are good at playing the “game.” They have been around long enough and possess enough ambition to get themselves noticed. These people help to produce the cynicism found in many organizations because they are not effective leaders but effective self-promoters. Once given a title they struggle to keep up because they just don’t have the substance required for the job. General Dwight Eisenhower writes about these people with fake reputations, as he calls them, to his friend General Prichard. This is excerpted from Alan Axelrod’s new book, Eisenhower on Leadership:

This is a long tough road we have to travel. The men that can do things are going to be sought out just as surely as the sun rises in the morning.

—Letter to Vernon E. Prichard
August 27, 1942

In a letter to friend and fellow commander Vernon E. Prichard, Ike took up the theme of leadership he had discussed in his letter to Scrappy Hartle just two days earlier. “Fake reputations,” he wrote, “habits of glib and clever speech, and glittering surface performance are going to be discovered and kicked overboard.” Those who remain are people capable of “solid, sound leadership,” possessed of “inexhaustible nervous energy to spur on the efforts of lesser men, and iron-clad determination to face discouragement, risk and increasing work without flinching.” Those who remain are the people who also possess “ a darned strong tinge of imagination—I am continuously astounded by the utter lack of imaginative thinking among so many of our people that have reputations for being really good officers.” Finally those who escape being kicked overboard are those who are most dedicated and “able to forget . . . personal fortunes. I’ve relived two seniors here because they got to worrying about ‘injustice, ‘ ‘unfairness,’ prestige.’”

Need will find leaders, but Ike counseled his friend Prichard to get a jump on need by starting to look right now. “While you are doing your stuff from day to day, constantly look and search among your subordinates for the ones that have those priceless qualities in greater or lesser degree. . . . [Y]ou will find greater and greater need for people upon whom you can depend to take the load off your shoulders.”

Posted by Michael McKinney at 09:51 AM
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Leadership Begins at Home

The Nanaimo News Bulletin reports that Leonard Krog—member of the British Columbia Legislative Assembly—in a speech to the Nanaimo Chamber of Commerce stated, “Community leadership starts at home. The best leadership examples are found in the home by parents who are involved in their communities. People can do small things, like build a community park in their neighborhood, or big things like run for public office or join community groups. Be a leader in your family. That’s how you build a strong and healthy community.”

Parents are the earliest and most influential influences on a child. Their examples profoundly affect the kind of leaders they become. Leadership training takes time (think quantity not just "quality") and guidance in every facet of a child’s life from early on. Additionally, leadership needs to be modeled by the parents. It helps if you view all of this in the long-term. The big picture view assists in smoothing out the immature peaks and valleys and helps keep your goals on track. Here are some (not comprehensive) ideas to think on:

Take time to know your child. Working with a child’s personality, a parent needs to learn to develop that child’s individual traits and abilities and sometimes temper strengths that left unchecked would become a liability. For example, an assertive, outgoing personality is a great trait in a leader, but without self-control it can be seen as overly aggressive and controlling.

Take the time to point out where they can learn from the example of others. Use examples and outcomes of decisions of both right and wrong approaches to situations. Teach them cause and effect. Choices have consequences.

Take the time to understand what problems and issues your child is dealing with and then guide them to the right decisions by applying the right principles. By instilling principles rather than pat answers to problems, you will give them tools to work with that they can apply over and over again in their life.

Take the time to praise them when they make the right choices and gently show them the choice they missed when they go astray. Give them age appropriate responsibilities and let them stand or fall on their choices. (Note: Self-esteem comes from knowing you did do or are doing the right thing and should be praised. It’s not generated from unsupported, manipulative comments designed to make kids—or anyone else for that matter—feel good.)

Take the time to involve them in family activities and work. This will help them learn teamwork (sharing and considering others) and a good work ethic.

Why do all this? Pat Williams (senior vice president of the Orlando Magic) in his book, Coaching Your Kids to be Leaders, quotes Jackson University football coach Steve Gilbert,

I tell young people, "It feels good to be a leader!" Success and failure are part of the adventure of life. Young people need to see that good leaders are important in their community—and there are great rewards for being a good leader. Those rewards include a sense of satisfaction and a feeling that what you are doing is meaningful and significant. You don’t always win when you lead, but that’s okay. Young people should be rewarded and encouraged for stepping up and leading, no matter whether they succeed or fail.

Krog added some additional thoughts that apply in any leadership training. “What is negatively affecting leadership across the country is the use of polls to gauge public opinion. Good leadership takes a longer term view of issues that may or may not be popular. Polls force governments to make popular, short-term decisions to stay in power. And sometimes leadership involves championing ideas that are not so popular.”

Posted by Michael McKinney at 12:08 AM
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