Monday 16 January 2017

NEW

I have found it incredibly fascinating to witness throughout my management career as a practitioner, management leadership coach and consultant how executives have managed organization and not have the faintest idea what is their management style. Many executives manage from a perspective of implementing the basic management practices and concepts of: planning, organizing, directing and controlling and though those management elements are important they fall short of providing leadership if other important managerial leadership characteristics aren't present.

In order for the presence of leadership to be in existence other factors must be incorporated like a synchronized machine; they must be in motion simultaneously. Executive educators in the field of early childhood education Head Start are notorious for thinking that all is well in the home front of managing under the traditional direction of management practices that are outdated. They have failed to get up to speed with some of the elite private sector organizations that have demonstrated a keen awareness of best practices and leadership management practices. Having served as a Quality Assurance Executive for one of America's largest Early Childhood Educational Programs (Head Start) I can attest to the fact that millions of tax payers' dollars are going to waste and not being used for the purpose of providing quality educational opportunities for underserved and economic disadvantage children. The reason I make this statement is because this program is being manipulated by specialist who know how to scam the system from the over ten billion dollar annually federally funded program. They have become what I call federally funded professional Executive pimps. I know that is harsh, but the fact of the matter is; that it is the truth based on the federal reviews that indicates many of these programs to be deficient and my first hand observation of not only bad practices but immoral.

So now, let's examine some of the variables on why and how this situation has occurred and how it could be occurring in your organization. What is going wrong with our public educational structure? And what is going wrong with our leadership management structure in Corporate America? From my perspective the public and the private sector need to regroup, reflect and redefine their management practices to fit the modern era of people relations. And so therefore, the time has now come to examine specifically the processes of your very own management style and what to look for along the way to developing your leadership skills.



Discovering Your Personal and Leadership Management Skills

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Some people are under the assumption that in order to be a leader you have to have a title or you have to have a job description that assigns you "leadership". To talk about leadership, we first need to define three terms that may be confused with leadership and they are: authority, power, and influence.

People in authority are typically in a position where they have been given or earned a specific legal right to direct or supervise other people or a specific set of events. These would be teachers, firemen, managers, your boss, etc. This category also includes topic experts you look up to because of their knowledge, such as authors, motivational speakers, and even wedding planners.

People with power generally are in possession of something that others desire, such as money, social standing, reputation, strength, etc. and they use that to exert various levels of power over others who want what they have.

People who influence or inspire others understand that motivation must come from within. They share their knowledge with others to help guide and inspire people to change themselves, to reach their potential, or to improve a specific set of circumstances that are undesirable.

The most effective, long-term way to be a great leader is through influence and inspiration. That doesn't mean that people with authority or power cannot lead and it doesn't mean that people that aren't great leaders can't accomplish anything. It simply means that to be truly effective long-term, a leader should consider how to influence and inspire others rather than merely rely on authority or power.

So, how can you be a leader in your professional and personal life?

1. Know Yourself - A true leader must know themselves well. You should have a clear idea of your own goals and values, what you need versus what you want, and a clear vision of where you want to go next in your life. Your values are often reflected in your behavior. If you are unclear in your values, you will be more likely to react from raw emotion. This type of reaction will be inconsistent and often confusing to you and to others.

2. Be Authentic in All You Do - This will come extremely easy for you if you take the time to know yourself well first. Every conversation, behavior, and action you take should be aligned with your vision of yourself. It will be difficult for you to be authentic in your communication, behavior, and decisions if you don't know yourself or have clear values and goals. Look for sincere opportunities to thank and praise others for work well done or for going above and beyond. This rings true for personal and professional life as well.

3. Communicate with Respect - Communicate calmly and with respect for the person you are talking to. It goes without saying that you should do this in the workplace, whether in a meeting or at the water cooler. But we also need to evaluate the way we communicate with friends, family, our spouse, and even children. We often get in the habit of communicating disrespectully with those who love us and who really deserve our most respectful communication. If you must correct someone, do it privately and constructively rather than punitively. Give your spouse, significant other, or your children the same courtesy.

So to be a leader in the workplace, decide what method of leadership you have, whether authority, power, influence, or even a combination of all three. Spend time getting to know yourself and work to constantly clarify your vision for yourself. Strive to act authentically and communicate with both respect, soon you will soar to new heights, both in your personal and professional life.



How To Be A Leader In Your Professional and Personal Life

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Professional development is the means by which the members of a professional association come together, to expand their knowledge and improve their skills. This helps them to develop professional qualities that are required in their personal lives too. Continuing professional development or CPD makes sure that the professionals continue developing their knowledge, talent and competence level.

A person can take up a continuing professional development program through the use of audio or video recourses and even home- based learning or distance-learning material. One can undertake a continuing professional development program for the solution-based methods that are very useful. There is action-based learning or home-based learning and study also available. At times the methods include supervised research, aided by seminars, workshops and technical and professional events and meetings.

Continuing professional development accentuates an individual's education and development and also helps to effectively increase the level of professional performance. In the United States, certain organizations are making continuing education compulsory, that is either as recruitment of membership renewal or licensing maintenance. The emphasis laid is on the continuing professional development programs due to the involvement of government organizations, professional organizations, individual employees and professional development providers.

A continuing professional development program requires systematic, consistent and self-motivating learning, that assures competence and an undeniable professional responsibility. Such programs offer courses that are flexible as part-time study and comprises of world-class postgraduate education and professional development. A professional can enhance his skills through the numerous workshops, seminars, diplomas and a masters degree, online.

Continuing professional development is essential for the development of an individual's career. It is very essential for organizations to realize the value of consistent learning for the achievement of their objectives and competitive advantage. The continuation of education makes progress consistent with the increase in competition and the demand for quality.



Continuing Professional Development

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What is a professional?

A consummate professional is constructive, positive, is motivated and has the ability to motivate others, displays generosity, and takes the high road. If you want to be seen as a professional in your career and in your life, you must develop strong leadership skills. And leaders are most often defined by their reactions to situations, rather than their actions.

When someone makes a mistake

Do you like to be publicly called out when you've made a mistake? Neither does anyone else. Professionals resist the urge to be negative, point out a person's faults, or undermine the authority of another. When it comes to making improvements, true professionals (and true leaders) use their energy to solve problems, not just identify them. They will approach someone with possible solutions to the issue at hand privately or through appropriate channels first. Though it is appropriate to stand up when injustices are being done, a professional recognizes the difference between what is pressing and what is petty.

When there is a need

Professionals have a strong work ethic. They anticipate the needs of others or what needs to be done. They do it even before someone asks or, where appropriate, asks permission before going forward. Anticipating a need sometimes means that you must humble yourself and do what is best for the group or for someone else. Unless asked for input, instructed to do something which is against core beliefs, or truly wanting to clarify and understand the directions given, professionals adhere to the request and later find a private moment to question if necessary.

Anticipating need also applies to time. "To be early is to be on time, to be on time is to be late." In other words, starting "on time" means that everyone is ready to go the very moment the gathering is supposed to start. Being early ensures this. inevitably there is something that needs to be done just before beginning, and arriving at the start time will put oneself and everyone else behind. Professionals get there well ahead of time to do what they know they need to.

It is harder to maintain professionalism when the situation directly affects YOU.

When you have a complaint

Early August, even in Pennsylvania where I grew up, is HOT. As a member of the marching band's color guard, I would not have uttered the words "It's hot" during our summer sessions without consequences (push-ups, laps, etc.). Why such a firm stance? Because everyone already knew it was hot! Voicing this complaint only reminds everyone in earshot how miserable they are feeling. As a result, collective energy is spent focusing on the complaint rather than productively pursuing the task(s) at hand. If you are doubting the impact just voicing a complaint has on a group, consider what happens in a dance class (another situation with which I am intimately familiar), when a teacher declares, "Sally, thank you for pointing your toes!" Suddenly pointed feet spread like wildfire throughout the class. This is a positive example of the power of suggestion. Professionals use the power of suggestion to bring a group up rather than down.

When you are corrected

Professionals do not make excuses. As with other requests, if they are offered ways in which they could improve or are reprimanded for inappropriate behavior, a professional accepts the correction (whether they agree or not), tries to consider, apply the suggestion or do better next time, and then moves on. They do not blame unfortunate circumstances or other people for their mistakes. As a result, positive and professional leaders have good things happen to them because they are prepared to take the bad things that happen in stride. They cannot and will not play the victim. They recognize that a negative person creates a negative world around themselves and instead choose to motivate others to join them in their positive outlook.

When you have been wronged

Inevitably someone will disappoint you, hurt you, or do something that is unfair or unjust. It happens. And, sometimes the results are catastrophic, the pain is tremendous, and the offender seems to hold a "Get Out of Jail Free" card. Trust me, everyone faces this at some point in their professional career and/or personal lives. A professional acts with dignity in response to these situations. They recognize that fears and insecurities can damage a person's ability to think positively, act with generosity, and conduct themselves appropriately. When dealing with someone who is behaving unprofessionally, considering this will help you deal with him/her in a more compassionate manner. You can avoid behaving badly in reaction to their behavior without letting them take advantage of you or the situation.

It is tempting to want to lash out or get revenge, but a true professional does not reduce herself to bad behavior because she knows that this is sure to backfire. For example, if a coworker complains and whispers about a peer at every opportunity and spreads rumors and gossip, they will earn a reputation for being untrustworthy. It does not matter if the complaints and rumors are true, I guarantee that even those that go along or participate in this slander do not trust this coworker. A person who goes about tearing down others is only opening themselves up to the same kind of scrutiny and backstabbing they distributed. No matter what has been done to her, a professional will always be the better person. She will take action through appropriate channels instead of dealing out her own form of justice.

When you are the one who has wronged

As I said before, no one is perfect. Even professionals have bad days. They sometimes do, say, or act in a way that is not only unprofessional but unbecoming. Once in rehearsal for a musical, for which I was not only the choreographer but a leading character, I very publicly blew my top at a director. It was tech rehearsal, the cast and crew were tired from both building sets plus all the long hours of rehearsal, and we were running well-rehearsed scenes instead of jumping from lighting cue to cue (as is usually done during a technical rehearsal before the open of a show). Essentially my professionalism went out the window for a moment as I outwardly expressed the collective frustration that was reaching boiling level within the room. Although it got results, (we rapidly moved cue to cue from that point onward), as a professional I recognized that I did not handle the situation well and that an apology was in order. After giving the director a few moments, I approached him and calmly apologized for my behavior and that it would not happen again. If I had not performed this simple act, the relationship would have been damaged, resentment would have set in, and I would have lost the respect he held for me. Being mature enough to recognize when one is out of line, apologizing, and then taking responsibility for the outcome is essential for someone that wants to continue to be viewed as a professional even when mistakes are made.

THE BOTTOM LINE: Leaders and Professionals Embody Generosity

The ultimate professional is a collaborator and contributor who brings out the best in others because instead of focusing on "I" and "me", he concentrates on "we" and "us."

He is generous with his gifts, generous with his time, and generous in spirit. He is easy to collaborate with because he communicates with kindness.
A professional wants everyone around him to be their best and helps them to do so by being supportive and encouraging.
When a colleague is struggling, he does not belittle or put this person down. He is aware enough to look for moments in which help might be offered that will not be embarrassing to the individual or interrupt the rest of the group.
He recognizes that help does not always mean showing or telling another how to do something, but rather an encouraging smile or a word or two to lighten the person's mood and frustration level is most helpful.
He does not lie to make another person feel good. A professional offers straight-talk but avoids hurting other people in the process.
He responds with humor, sensitivity, and tolerance even under difficult circumstances.
In addition to awareness of one's surroundings and of other people, a professional must also be self-aware. Generosity can be extended to yourself by understanding your strengths, weaknesses, and limitations. No one is perfect, and a confident and self-aware person does not expect perfection of himself or of anyone else, rather he does his very best, recognizes where the strengths of others can fill in the gaps, and allows them to shine as they do their part. It is alright for a professional to ask and expect others to do their best, but he will offer encouragement and lead others through example, to fulfillment of their full potential.

Dr. Tim Lautzenheiser, a leadership coach I encountered during my high school years often expressed that "you are only worth what you give away, and you can only give away what you have." To be generous in spirit, improve what you have to give by taking responsibility for what YOU know and who YOU are... and then give it away.

Are you too young to be viewed as a professional? No. I have met both very unprofessional people who have spent years and years in their career and amazingly mature children who act professionally whether they get paid to do so or not.

It is not always easy to conduct oneself as a professional but it leads to more positive and fulfilling experiences overall.

The ultimate question to ask yourself if you are uncertain if you are conducting yourself professionally is...

Would YOU want to work with YOU?

If not, take responsibility for improving your actions and, perhaps more importantly, your reactions to the situations and people in your work. I guarantee your new outlook will influence the actions of the people around you and their reaction to you. You will be regarded as the professional you want to be.

How to Conduct Oneself As a Professional

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Here are 3 popular ways of defining leadership, each from a slightly different perspective:

Leadership means being the dominant individual in a group.
Leadership means getting things done through people.
Leadership means challenging the status quo, promoting a better way.
For many, leadership means doing all three of these things but there are subtle and important differences. Let's look at them one by one.

Leadership means being the dominant individual in a group.
In primitive tribes and higher animal species the dominant individual was the leader. Being the leader simply meant having the power to attain and hold the top position for a reasonable length of time. Contrary to definition 2, you could be the leader without getting anything done through others. A leader was the person in charge even if the group was in a stable state where people went about their business as normal. As long as group members obeyed the leader's rules, the leader did not even need to be actively involved in the lives of group members, let alone get anything done through them. You could also be the leader in such a group without promoting a better way as suggested by definition 3. If you didn't need to be voted into power, why have a platform for change? You simply seized power; no sales pitch was needed on how you could make life better for the group. Yes, such leaders may have led groups successfully in battle and built great monuments with them, but, strictly speaking, you could be the leader without achieving anything through a group effort. The meaning of leadership, according to this definition, is simply to be at the top of the pile.

Leadership means getting things done through people.
Great leaders throughout history have led their groups to momentous achievements, but the idea that leadership should be defined as getting things done through people has been developed most fully by modern business, which is all about achieving results. As business has become more complex, the leadership challenge has grown form one of the simple issuing of orders to a few "hands" to the subtle coordination of highly skilled, diverse knowledge workers to build sophisticated machines and put men on the moon. There is a problem with this definition of leadership, however. It used to belong to management. Why the switch from management to leadership? And is this a good move? Up to the late 1970's writers used the terms leadership and management interchangeably but with more emphasis on management. For example, the management theorists, Blake and Mouton, developed their famous managerial grid in the 1960's. At the time, it was portrayed as a way of identifying your management style. Today, in line with the shift to leadership, the name is the same (managerial grid) but it is now positioned as a leadership style instrument.

Similarly, we used to talk about management style more than leadership style. Managers could be either "theory X" and task oriented or "theory Y" and concerned for people. But a profound shift in thinking took place in a revolutionary period lasting from the late 1970's through the mid 1980's. The cause of this upheaval was the commercial success of Japanese industry in North America. This led pundits to claim that the U.S. had lost its competitive edge because U.S. management was too bureaucratic, controlling, uninspiring and inept at fostering innovation. Rather than upgrade management, there was an emotional over reaction such that management was rejected and replaced by leadership. Since then, leaders were portrayed as theory Y, inspiring and concerned about people while management got saddled with all the bad guy attributes of being controlling, theory X, uninspiring and narrowly task focused. Similarly, the distinction between being transformational and transactional was originally launched to differentiate two leadership styles, but it wasn't long before it became used to separate leadership from management, the former being transformational and the latter transactional.

In our haste to trash management, we grabbed whatever tools were handy but with heavy costs. First, we painted leadership into a corner by suggesting that you needed to be an inspiring cheerleader to be a leader, leaving no room for quiet or simply factual leadership. Second, we created a bloated concept of leadership by banishing management. Third, by attaching leadership to getting things done through a team, we associated leadership irrevocably with being in charge of people, thereby ruling out positionless leadership. Yes, there is informal leadership but this concept is essentially the same as formal leadership except for their power bases. Like its formal counterpart, informal leadership still means taking charge and managing a group to achieve a target. In either case, you need to have the personal presence, organizational skills and motivation to take charge to be a leader.

Leadership means challenging the status quo, promoting a better way.
We have always felt, intuitively, that leaders have the courage to stand up and be counted. They go against the grain, often at great risk, to call for change. We only need to look at Martin Luther King, Jr. His leadership rested not so much on his oratorical skills - they were just icing on the cake. He was a leader primarily because he marched and spoke against injustice. He challenged the status quo and promoted a better world.

However, and this is the whole point here, if you think through what it means to challenge the status quo or advocate change, there is no necessary implication that you have to be in charge of the people you are trying to influence. The bottom line is that this third definition, when worked through fully, gives us a way to break the stranglehold of the previous two definitions. The benefit of this move is that we gain a clearer understanding of how all employees can show leadership even if they totally lack the skills or inclination to take charge of groups in a managerial sense, even informally. Think again of Martin Luther King, Jr. He sought to move the U.S. Government and the population at large to think differently about such issues as segregation on buses. His leadership efforts were successful when the U.S. Supreme Court ruled such discrimination unconstitutional. Now, it is obvious that he was not in a managerial role within the Supreme Court. He showed leadership to this group as an outsider. You could say the same of Jack Welch who had a leadership impact on countless businesses around the globe through his novel practices, such as being first or second in a market. Again, those who followed the lead of Jack Welch did not report to him. They were not even members of a common group.

Leadership Reinvented for the 21st Century

If we cast aside the first two definitions of leadership, what is left? If leadership means nothing more than promoting a better way, then we need to upgrade management to take care of everything to do with getting things done through people. We need to say that management does not entail being controlling, bureaucratic or theory X, that they can be as inspiring as they need to be, good at coaching, developing and empowering people.

A critical supporting fact is that the power on which leadership is based is shifting from having a dominant personality to the ability to devise new ways of working, new products and better services. Businesses that compete on the basis of rapid innovation are engaged in a war of ideas and no one has a monopoly on good ideas. This is revolutionary because it suggests that leadership can no longer be about group domination. Now, leadership is a brief influence impact, an episode or act, not an ongoing state or role. You still may need a larger than life personality to ascend to the role of Chief Executive, but leadership conceived as a good idea for a better way can be very small scale and local. Any employee with a better idea can promote it, even if only by example, without having the personal presence to be promoted to a managerial role. Strictly, speaking there are no longer any leaders, only leadership. This view captures the fact that leadership is a fleeting state that can shift quickly from one person to another. It is an impact rather than a type of person or position. It must be so if it can be shown by outsiders.

Key Features of Leadership Reinvented

It does not involve managing people to get things done.
It comes to an end once those led get on board. It sells the tickets for the journey; management drives the bus to the destination.
It is a discrete episode, a one-off act of influence, not an ongoing position of dominance.
It is based on the promotion of a better way.
It can be shown bottom-up as well as top-down.
It can be shown by outsiders and between competing individuals or groups.
Thought Leadership - The Essence of Leadership Reinvented

Organizations today need all employees to think creatively and to promote new products. Promoting a better idea can be called thought leadership. In a knowledge driven environment, the newest, best idea influences others to get on board. When a product developer convinces top management to adopt a new product, that person has shown thought leadership bottom-up. But it can be shown across groups as well. When Microsoft develops products or services invented by Apple or Google, they are following the lead of these innovators. This also is thought leadership.

While the possession of great emotional intelligence and the oratory of a Martin Luther King, Jr. can help thought leaders make their case, it is vital to see that these skills are nice to have add-ons, not an essential part of the meaning of leadership. Technical geeks with zero emotional intelligence and an obnoxious influencing style can show thought leadership if they can demonstrate the value of their ideas. This is very empowering because it moves us away from the demand to develop sophisticated leadership skills as a precondition of showing leadership. Strictly speaking there are no leadership skills, only influencing skills and great content. Imagine asking Tiger Woods. after the end of the third round when he is in the lead, how he developed such great leadership skills. The truth is that he shows leadership through being great at the content of his profession, not by having a separate set of talents called leadership skills. On the other hand, there are very definite management skills. Getting work done through people calls for quite sophisticated interpersonal and organizational skills.

Content is King

The point of the previous section is that convincing content or substance can trump great style or form. Having a larger than life personality may still help you get to be CEO but this is the power of style over substance. If the prospective leader has enough charisma, it almost doesn't matter what is being advocated (the content). Conversely, thought leadership is most convincing if backed up by hard evidence. Having persuasive influencing skills helps but isn't essential. This means that front line knowledge workers can focus on what it really takes to show leadership: begin by developing convincing content. If your idea is good enough it will virtually sell itself. It's not that influencing skills are not valuable. The point is that we can define leadership without mentioning influencing style. Also, there is the fact that opportunists will get on board with a great idea with no persuasion whatsoever. Thus, if it is possible to show leadership without being personally persuasive, then having such skills cannot be a necessary condition to show leadership.

The Future of Leadership

Leadership reinvented can still be shown by CEOs. They just need to accept that much of what they do needs to be reclassified as management. They also need to devote more time to fostering leadership in front line employees, thereby taking empowerment a huge leap forward. If they want to reap the full innovative potential of all employees, CEOs and other managers need to engage and inspire employees more fully. Helping them to see how all employees can show leadership now could make all the difference between winning the war of ideas and falling further behind. Where knowledge rules, the old fashioned conception of leadership as group domination is dangerously obsolete. Complexity drives specialization. It is time to bring management back from the dead to take care of getting things done through people, leaving leadership to focus on finding and promoting new directions.

Definition number 1 may still be good enough to capture what happens in small street gangs and primitive tribes but it is most clearly out of date in a world that is a war of ideas. Number 2 is a mess because it is a total confusion of leadership and management. Only definition number 3 captures all leadership - that shown by people in charge, by those with neither the inclination nor the skills to take charge, and by outsiders like Martin Luther King, Jr. Uniquely, this definition also captures what it means to be a market leading company or a leading individual or team in sports. Leadership is simply a matter of showing the way. One of the many exciting features of this definition is that followers must choose to follow of their own free will because coercive power and authority are missing. Definition number 3 captures the essence of pure leadership.


Three Ways of Defining Leadership

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Executive Summary

Since the inception of business, organizations have searched for clues to help identify and select successful leaders. They have searched for men and women of vision with that rare combination of traits that help them serve as motivator, business driver, and authority figure. The concept of leadership has been widely observed and frequently studied, but a thorough understanding of what defines successful leadership has always remained just out of reach.

I wanted to find the answer(s) to the age-old question, "What makes a great leader?" After studying the behavioral attributes of thousands of business leaders, the resulting data could reveal commonalities that define strong leadership. What similar patterns or behaviors might possibly be found over and over again? By forming a concise "leadership recipe," the never-ending search for quality leaders could finally be simplified to a standardized set of characteristics that might help predict successful leadership in any organization. But could science and behavioral psychology be successfully applied to extract these leadership "revelations" from the data?

I centered my investigation on 30 behavioral leadership models that were used across 24 unique companies encompassing 4,512 business leaders from all performance levels. These companies included several from the Fortune 500 list. Each of the 30 leadership models was analyzed to identify the most common behaviors that differentiate higher-performing leaders from low-performing leaders. The findings compiled from this data set revealed new evidence that must serve as a foundational piece of every leadership hiring or training endeavor.

Expectations of the Study

Leadership is a concept that is difficult to capture. You know it when you see it, but it is difficult to quantify. The components of leadership are often examined and observed, but the ability to predict successful leadership has thus far avoided the confines of a repeatable recipe. Many approaches have been used in an attempt to document commonalities among successful leaders, but only with mixed results at best. Taking a new approach to the issue, I set out to study the behavioral characteristics of successful leaders in comparison to leaders of lower performance levels. The two main objectives of this study were:

To identify the three most important behaviors that are predictive of leadership performance.
To identify the level or degree of the three most common behaviors that are predictive of leadership performance.
Behavioral Leadership Models

Before discussing the study findings, it is important to lay the groundwork of this study using the behavioral leadership model. The behavioral leadership model is the cornerstone to this research study since it is designed to capture the behavioral preferences of successful leaders currently working in the position. Essentially, the behavioral leadership model captures the unique combination of behaviors that predicts success. Each unique model was created using the same methodology, but the customization was made possible by using performance data related to a specific position. To create a behavioral leadership model, each organization used the following three-step process.

Define Success-Traditionally, leadership success is determined by education, experience, potential, or other non-performance related measures. For this study, success was determined by actual performance on the job. We want to better understand the behaviors of the real leaders who produce results on a daily basis.

To keep the study focused on leadership productivity, each company defined success based on their business practices, and their leaders were evaluated on their ability to produce the desired business results. Those who did not produce the desired outcomes were considered ineffective leaders while others who produced the desired results were considered successful leaders. Each organization utilized specific performance data captured from those leaders actively engaged in the leadership role. The types of performance data collected ranged from subjective data (i.e., performance evaluations, soft achievement ratings, etc.) to objective data (i.e., store sales, percent to plan, profit metrics, etc.).

Use a Behavioral Assessment-The objective in this step is to capture the behavioral preferences of each leader (across all levels of success). The leaders in each organization were assessed using a behavioral assessment tool that measured 38 core behaviors. The 38 behaviors provided insight into the deeper motivations and preferences of each leader.

Build a Leadership Model-To create the leadership model, the behavioral assessment data was combined with the performance data for each leadership role. The result was a behavioral depiction of successful leadership across 38 behaviors. The leadership model determined how important each dimension was when compared to all 38 behaviors. Understanding the importance provides insight into the comparative ability of each behavior in predicting leadership performance. Equally as important is the degree in which the dimension needs to exist (ex: "high" Attention to Detail, "medium" Assertiveness, or "low" Insight into Others). The degree of a behavior will greatly affect leadership in terms of productivity, communication, and many other leadership activities.

Each leadership model was constructed in the same manner. The specific combination of dimensions (both importance and degree) was a reflection of current performance data from active leaders in the role. The models were customized to capture the true essence of leadership as it exists on the job and as it relates specifically to daily performance or contribution to the organization.

Behavioral Leadership Study

For this study, leadership roles were analyzed across 30 leadership models using the behavioral and performance data of 4,512 business leaders. For each role, a unique leadership model was created to assemble the strongest predictors of leadership according to behavioral preferences as they relate to actual quantified performance on the job. The process included comparing each of the 30 leadership models in a search for common behaviors predictive of leadership success (also considering the importance and degree). The study was based on the following parameters:

There were (n = 24) companies represented, some with multi-billion-dollar annual revenues, across (n = 10) industries: Medical, Grocery, Retail, Financial, Restaurant, Hotel, Food Service, Property Management, Industrial, and Customer Service.
Successful leadership was defined as a consistent and quantified achievement of current business objectives as designated by the organization. For example, in situations where the organization defined leadership success as achieving a higher "percent to plan," good performance was reflected through a consistent and strong production of high "percent to plan" numbers.
The average tenure for the (n = 4,512) leaders with varying performance levels was 2,242 days (over six years).
For descriptive purposes, leadership roles were banded according to range of responsibility. For this study sample, Level 1 leaders, or 36.67%, are responsible for a small direct group of employees. Level 2, or 56.67% of the sample, are responsible for a location, site, store, or entire office. Level 3, or 6.67%, were responsible for a region, multiple sites, multiple stores, multiple locations, or multiple offices.
Leadership Study Findings

Importance-Most Frequently Occurring Behaviors

Over the course of the study, each of the 30 leadership models was analyzed and the top ten "most predictive" behaviors were recorded and compared. The objective was to use the top ten behaviors across the 30 models as the method to capture the most predictive behaviors.

The next step was to identify the three most common behaviors (out of the top ten) across the 30 leadership models. The focus was limited to the top three most common behaviors to provide a more concise view of successful leadership. By identifying the three most frequently occurring behaviors, insights would be gained into the three most important behaviors that predict leadership success across a wide variety of leadership roles in a wide variety of industries. The data showed some surprising results:

Interestingly, all 38 behavioral dimensions were represented somewhere within the lists of top ten behaviors across the 30 leadership models.
Least Important Behaviors-There were two behaviors that were consistently the lowest in importance. Reflective (deep thinking and/or the ability to anticipate long-term outcomes) and Team Orientation (desire to work with groups) had the lowest frequency, occurring in just 10.00% of the models.
Most Important Behavior-Across all 30 of the leadership models, Energy appeared in the top ten more than any other behavior (14 out of 30, or 46.67%) among all the leadership models. The mere presence of Energy in the behavioral model did not indicate the degree most suitable for the position, only that it played an important role in the overall behavioral equation for successful leadership.
Second-Most Important Behavior-The dimension of Competitive Fierceness appeared in 13 out of 30, or 43.33%, of the top ten lists of the leadership models studied. Some successful leaders may be more competitive while others prefer a supportive environment. As with Energy, Competitive Fierceness was found to be a primary part of many behavioral models in varying degrees.
Third-Most Important Behavior-Acceptance of Authority appeared in 12 out of 30, or 40.00%, of the top ten lists of the leadership models studied. Whether these 12 behavioral models required a high, medium, or low degree of this dimension required further study (see the following section).
There were 38 behavioral characteristics studied across the 30 leadership models. The objective was to find the most predictive or most frequently occurring behaviors that drive successful leadership. The research data revealed that Energy, Competitive Fierceness, and Acceptance of Authority appeared in the top ten lists most frequently. The most predictive or most frequently occurring behaviors provide the avenue to further explore the degree or amount of each behavior needed to predict leadership success for each of these three behaviors.

Challenging Leadership Assumptions

Based on the three most important or predictive leadership behaviors (Energy, Competitive Fierceness, and Acceptance of Authority), assumptions can be formed based on common (natural) perceptions of successful leadership. It is a common practice to assume that successful leaders exhibit a strong relation to, or very high degree of, a particular behavior. For the purpose of this study, I examined the varying degrees required to be successful across each of these three important behaviors.

Assumption #1 - Leaders must be "high energy" to be successful.

Energy was considered the most predictive (or most frequently occurring) behavior in 14 of 30, or 46.67%, of the leadership models.

• 21% of the models required below average Energy levels

• 37% of the models required average Energy levels

• 21% of the models required an above average Energy level

• 21% of the models required high Energy levels

• 0% of the models required an extremely high level of Energy

Although the majority of the leadership models required an above average amount of Energy, there were no models that required extraordinary levels of Energy.

Assumption #2 - Successful leaders must be highly competitive to be successful.

Competitive Fierceness was a top ten behavior in 13 of 30, or 43.33%, of the leadership models studied.

• 23% of the models required a more Supportive approach

• 39% of the models required a balance between being supportive and competitive

• 38% of the models required a more competitive approach

• 0% of the models required a high level of Competitive Fierceness

• 0% of the models required an extremely high level of Competitive Fierceness

The majority of the leadership models required an average to slightly above average level of Competitive Fierceness. None of the leadership models required a high or extremely high level of Competitive Fierceness.

Assumption #3 - Successful leaders need a more rebellious nature to be a high performer.

According to the data studied, Acceptance of Authority was considered one of the most predictive behaviors in 12 of 30, or 40.00%, of the leadership models.

• 42% of the models required a more rebellious approach

• 41% of the models required a balance between accepting authority and being rebellious

• 17% of the models required a more Acceptance of Authority approach

• 0% of the models required a high level of Acceptance of Authority

• 0% of the models required an extremely high level of Acceptance of Authority

According to the data studied, 84% of the leadership models required a below average or average level of Acceptance of Authority. None of the leadership models required a high or extremely high level of Acceptance of Authority.

Conclusions Drawn from the Study

Data Point #1-All 38 behaviors play a role in successful leadership. It is important to point out that across the leadership models studied, all 38 behaviors appeared in the top ten of at least two or more of the leadership models. The entire group of 38 behaviors was present and accounted for in identifying successful leadership. This helps us to better understand the need to view each behavior as potentially valuable.

Conclusion-there were no behaviors that could be ignored or excluded from the recipe for successful leadership.

Data Point #2-Successful leadership behaviors are situational. Even the most common or frequently occurring leadership behavior showed up in less than 50% of the models. Stated another way, slightly more than half of the 30 leadership models did not consider Energy (the most frequently occurring behavior) as an important differentiator in identifying successful leadership. The data does not support the notion of a universal or "off-the-shelf" behavioral leadership model that will predict successful leadership.

Conclusion-there was no cut-and-dried combination of behaviors that predicted successful leadership (not even some of the time).

Data Point #3-Most leadership roles required higher than average levels of Energy, but not as high as you might think. Only 21% of the leadership models required high levels of Energy and none of the leadership models required extremely high levels of Energy.

By definition, a high level of Energy is often manifested through lots of activity, but the negative byproduct is hyperactivity, waste, and inefficiency. Practically, an above average level of Energy translates to the leader's ability to keep a group of people focused and moving at the proper pace and in the proper direction without the frustration of hyperactivity. From the follower's perspective, it is important to understand the implications of a sporadic or over-reactive leadership style (extremely high Energy). Think of how frustrating it is to do something and then redo it "just to stay busy" or doing busy work just "because the boss can't sit still." Associates perceive this style as scattered, confusing, and they struggle to find success and fulfillment under such a leadership style. Over time, credibility and respect can be lost, leaving this type of leader ineffective.

Conclusion-The most successful leaders possess above average amounts of energy, but not too much!

Data Point #4-Great leaders are competitive, but they also understand the importance of being supportive. According to the data, 23% of the leadership models required a more supportive approach to leading others. Combined with the 39% of leadership models that required a balanced approach, these findings provide helpful insights to the task of understanding strong leadership. Intuitively, the concept of balancing support with competition makes leadership sense. Leaders must know when competition is appropriate and when being supportive of those around them is more valuable than competing. Think of it as healthy competition-knowing when to turn the competitive juices on and when to turn them off. Without a firm grasp of this concept, overly competitive leaders may alienate those around them and create toxic environments.

Conclusion-A balance of respect for authority and rebelliousness is a common predictor of successful leadership.

Data Point #5-This we know to be true: successful leaders tend to challenge conventional structure and rules. In fact, 42% of the leadership models required a more rebellious approach to leadership. Many organizations rely on their leaders to challenge the current structure and methods that have been historically successful (or unsuccessful, as the case may be). Strong leaders often have an eye for creating positive change that removes stumbling blocks to success.

However, do not go overboard and think that your next leadership hire must behave like James Dean in "Rebel Without a Cause." Keep in mind that 41% of the leadership models required a balance between following authority and challenging the establishment. Not to be forgotten, another 17% of the leadership models required leaders to accept and embrace the structure around them. The practical reality is that successful leaders know how to "choose their battles." Sometimes being a rebel is productive and provides the necessary change, but that must be balanced with the recognition of situations where one must accept the current structure and operate within it.

Conclusion-Successful leaders often have a "rebellious streak" that leads them to challenge the current structure and methods, but they choose their battles wisely.

Summary of Findings

Remember the original question: "What makes a great leader?" Contrary to preconceived notions of what we might expect the answers to be-for example, all successful leaders must be high-energy and extremely competitive while battling the powers-that-be at every opportunity-what I found was not nearly so clear-cut. In fact, successful leaders were scattered all over the behavioral board, ranging from a below average degree of one behavior to a high degree of another.

What do these findings tell you about your organization? Everyone is different, and every leadership behavioral model will vary from company to company. Any so-called "Leadership Model" that offers a one-size-fits-all solution is most likely a failure waiting to happen. As proven in the data for over 4,500 leaders, your leadership staff is very different than the one at the company across the street. As a matter of fact, there is ample documentation of extreme differences between leadership preferences in groups working together within the same organization.

What is the solution to identifying and hiring successful leaders for your team? Learn your organization's strongest leadership traits that translate into success on the job. To accomplish this task manually, look to your own executive and managerial team for clues as to the behaviors that help leaders succeed. A thorough understanding of their job function, productivity expectations, and behavior will provide insight into what makes one person more effective than another in a particular role.

There is an easier way to determine the perfect leadership recipe for your organization across multiple behavioral dimensions. The "automated" method is to use a good behavioral assessment to measure the behaviors of your incumbent leaders. In approximately 30 minutes-the time it takes to complete a validated, reliable behavioral assessment-you could have access to a behavioral profile for every assessed leader in the company. From this data, a profile of a successful leader can be generated and used to duplicate your current crop of successful leaders through better hiring decisions. In addition to bringing more successful leaders on board, behavioral profiles provide content for an employee development program that will drive higher productivity for years to come.



What You Need to Know About Leadership

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Now on the day-to-day aspects of Next Gen ministry. You may be wondering how you can possibly add more to your overflowing plate of responsibilities. Although NextGen ministry requires some upfront planning, it ultimately offers a simplified version of Christian education-with everyone moving in the same direction. Use the following tips to make NextGen ministry a reality at your church.

Be intentional. As a generational team, set aside time to dream, plan, and pray. Regular meetings allow everyone to learn how to work together. What NextGen ministry can look like at your church. Study what other churches have done, and, if possible, meet with them in person or by phone. Read up on the needs and desires of today's children, young people, and parents.

Be a team player. "I now care about what preschool is talking about because I want to make sure elementary kids are prepared," says Dan Scott, director of elementary at Ada Bible Church in Ada, Mich. "I care about junior high because I do not want the investment I've made in the kids to disappear."

Gina McClain, children's ministry director at Faith Promise Church in Knoxville, Tennessee, bridges ministry gaps by helping her church's young-adult and small-group pastors increase their effectiveness. "Most frustrations those pastors experience can be tracked back to spiritual maturity ... or lack thereof," McClain says. "Allow those leaders to help determine core competencies so you're working together and unifying your goals and your message to families."

Rethink the schedule. Study the programming calendar from a family's perspective. Camps, social events, outreach projects, and so on should be coordinated so parents and children are not stressed out by all the opportunities available. Schedule events that bridge age groups; For example, all of our church's ministries for fifth through 12th grades (preteens, junior high, and high school) meet on Wednesday nights. They all have separate meeting areas and age-specific teaching, but we've aligned the general scope of the lessons. All of these kids take home the same "bottom line" each week. Plus, once a month, we bring the groups together and invite parents to join us for worship.

Develop a mentoring program. It is essential to recruit and train older kids to invest in younger children. Create opportunities for college students to serve in the high school ministry, for high schoolers to assist with junior highers, for junior highers to help out in the elementary ministry, and for preteens to volunteer in the preschool ministry.

Do not compete for volunteers. Discuss recruiting strategies so you're all working together to seek out potential helpers and leaders. At our church, a staff person handles volunteer assimilation, asking interested people what a group they would like to work with. Volunteers are encouraged to try out each group to find the best fit.

Celebrate ministry transitions. When children move from one program to another within NextGen ministry, it's a big deal to them-and it should be a big deal to us, too. Last August, we collaborated on something called "Elevate Week." For an entire week, we had parties for each transitioning age group. We concluded each event with a short parent meeting to share our vision and expectations for the year ahead.

Create experiences for the whole family. When one family's children are in three different age-specific ministries, it's hard to participate in every scheduled event or activity. So create opportunities for the whole family to worship, learn, and serve together. It's a win-win situation for everyone.

Equip parents. Parents want to know that our ministries are working together and that each area is doing its part. Keep parents informed of your common end goal-and help them make it their own, as well. Spanning all ages and stages; That way, parents can be their children's primary spiritual influence, no matter where they are in the parenting journey.

Capitalize on every encounter with families. Cross-promote within the various areas of your NextGen ministry so families know what's happening and can get involved, if they'd like. This communicates what each ministry area knows about and believes in what other areas are doing. The children's ministry newsletter, for example, can include information about the high schoolers' food drive. E-newsletters or tweets can alert teenagers and their parents about volunteer needs in the younger grades.

NEXTGEN MINISTRY IN ACTION

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Unless you’re a big Star Trek fan, chances are you hear the phrase “next generation” mainly while shopping in your favorite big-box electronics store or watching a smart-phone commercial. When it’s used to describe technology, next generation means the latest and greatest innovation. The term promises an improved version of your favorite device, as long as you’re willing to shell out the money for a new one.

When it’s used to describe children’s ministry, next generation also implies a better approach — specifically, a more effective way of reaching and teaching young people of all ages. Because next generation, or “NextGen,” ministry is family-friendly and collaborative, churches are jumping on board-and reaping the benefits.

NEXTGEN DEFINED

Traditionally, Christian education has been organized according to age groups, with each church having a preschool ministry, elementary-age ministry, junior high ministry, high school ministry, college-age ministry, and so on. Although this approach allows people to specialize in a particular field, it can also lead to isolation (called a “silo mentality”) rather than a shared ministry effort. Separate ministries with separate objectives and competing calendars inevitably frustrate ministry leaders as well as parents.

When I began serving in children’s ministry 10 years ago, my job was volunteering at the check-in table. That’s the only area I knew anything about. But as my children grew older and transitioned into other ministries, I began learning about new age groups, too. As my role developed, so did my understanding, heart, and vision.

NextGen ministry embraces this broadened perspective. Simply put, it’s ministry to multiple age groups who are the next generation. It involves a strategic plan for young people from cradle to college, with measurable goals and clear objectives for each age. Proponents of NextGen ministry encourage mixed-age activities, relationships, and family involvement. They also believe young people should take active roles in the local church.

NextGen ministry has its roots in the burgeoning family ministry movement, in which churches partner with parents for children’s spiritual education. From a practical perspective, it’s tough for a church to truly partner with homes if families must race in 50 different directions to meet each of their children’s needs. So NextGen ministry is emerging as the solution. By using an intentional, shared ministry effort, churches are striving to collaboratively reach the next generation as a whole.

NextGen isn’t another program; it’s a philosophy. With unified vision, purposeful planning, and steadfast prayer, it’s becoming a reality at churches across America. They’re using NextGen ministry in different ways, based on their size and circumstances. Some people describe it as an all-encompassing umbrella that connects their separate programs, while others have abolished many of the age-related boundaries that previously defined their education programs.

NEXTGEN MINISTRY IN A NUTSHELL

Only you and your leadership can decide what's best for your church. But you'll want to keep some big-picture concepts-and your end result-in mind as you hammer out the specifics.

Unified Vision-All of your church's programs for children and teenagers must work towards a common goal. Children's and youth ministers are laying the foundation for children for the rest of their lives. That's no small task. So first decide what you want kids to walk away with when they graduate. Then you'll have a clear measuring stick to determine whether you hit the mark. Sample vision statements include: "Each generation will learn from the generation before it and serves the generation after it." "Every family will be equipped and encouraged to fulfill its God-given role." "" Creating this type of environment begins at the top, with a vision owned by the church's senior leadership, "says veteran children's minister Greg Baird, founder of KidMin360. "The vision must be translated to strategy and practically implemented as a church and for each specific department. Each major decision should be weighed against the vision and strategy. "

Collaboration-Prayerfully brainstorm and map out your ideas together. After you determine your end goal, develop smaller goals for each age-specific area of ministry. With your leaders and staff, decide which concepts children need to understand before they transition from one ministry area to the next. Then choose specific lessons and approaches that will best prepare and equip children for the steps ahead. Agree to troubleshoot any issues that arise during the transition. When I sat down with our church's leadership to plan a NextGen approach, I was amazed at how the details fell into place after we were all agreed about our vision.

How to Do NextGen Ministry

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