GLP Community Wiki - Recently Updated Pages

2008 Graduate Questionnaire

Cricket_J — Wed, 01 Apr 2009 02:05:28 CDT

Hi to all current and future leaders,

As promised earlier in the week, I will work out a format for the result on the questionnaire conducted by Leslie.
Feel free if there is any questions in regards to any of the information provided below.

Kind Regards,
Johnson

Most influential Books/Readings/Dvds

Additional helpful reading materials

Reasons for recommendation

Important traits of 21st century leaders

Hardest part being a leader

Traits of initial leader

Leaderful

The leadership challenge

Lots of leadership examples
Easy to understand

Visionary
Opportunities seeker/
Charismatic

Using heart and mind to judge situations

Visionary
Long term view
Risk taker

Corporation

Art of war (Auth: Sun Tzu)

Principles applicable for multiple situations
Multi facets across business and leadership with accurate interpretation

Quick
Strategic decision making
Facilitate short term objectives to compliment long term goals

Responsibilities

Great military leader
Strategist
Determination
Victories

Smartest guys in the rooms

Avoid arrogance
Listen to others
Reframing to innovate ideas

Listening to others
Understanding of other cultures

Strategic

A room of one own

Good to great

Great ideas
Practical concepts of leadership
How to steer organisation to being great

Being transactional

Not strong headed with people management

Your truth north

Who's got the monkey

Applicable to real life leadership and management across business level

Ability to critically question themselves
Listen to others

Confidence in yourself

More leaderships than expected
More comptency

The tipping point

Creating performance culture

Recognising the needs of a modern organisation

Adaptibility

Constant sruntiny

Manage the difficulty
Victories

Extraordinary leader

Jack Welch on leadership

Leading strategically
Direct
Fair amount of emotional intelligent

Direct
Honest
Knowledge
Heartfelt
Passion

Developing other potential

Reframing book

The secret

You are what you think
Strategic thinking

Innovative
Vision
Ethical

Conflict management

Strategic thinking
Ethical

How the leaders fail

People management skills

Delivering negative news to staff

Ethical leader

Fu Chen 浮沉 <Sink & Emerge) (Auth: Cui Man Li,催曼莉)

Introduce the survival rule in international company
How to deal with different relationship
Managing business risk

Leaderful
Team spirit
Constantly being prepared

Being prepared

Critically thinking

Hi to all current and future leaders,

During the last lecture in 2008, conducted by Leslie, the graduating batch then were given a questionnaire in regards to their journey through the GLP.I had been given the honour to tabulate the replies and posting it.

Please stay tuned while I work out a format which is easy for as much individuals as possible.

Regards,
Johnson

News Update

Cricket_J — Sun, 23 Nov 2008 16:44:39 CST

Please feel free to add in news that will or may impact the rest of the community.

Latest News Letter Added

The latest Swinburne International Update had been released on 17th November 2008. Featured in the front page is the celebration of the GLP inaugural cohort taken place on the 11th of November 2008. Go check it out!

New Videos Added on the Video Links Page

A couple of videos have been added to the video links page (scroll down on the Site Pages list). They are both in celebration of the first graduating class of GLP. Check them out.

Assignment Schedule
To Strategic Leaders and Team Leaders (3330 and 3310)

Papers 4 are in Robert Jack's office; paper 5 is on its way via Fed Ex for all the Strategic Leaders. The Team presentation comments and grades will be sent to the team members via Blackboard by end of weekend (November 23). All other papers will be send back through Backboard. All is well in Boston and it is 32 degrees (Fahrenheit!).

Seeking WIKI committee members

Hi everyone, hope that everyone had a wonderful exam and enjoying the holiday.
I will like to seek out members of the WIKI to join the committee to maintain and upgrade of the current WIKI website.
WIthout a doubt, feedbacks of all shapes and sizes are welcome and will be appreciated.
If you are interested to be part of the committee, please contact me via the WIKI.
My nick is Cricket_J.

Regards,
Johnson

Global Leadership, Emotional and Cultural Intelligence

AgnSiel — Wed, 12 Nov 2008 17:48:13 CST

Prepared by Agnes B. Sielawa (student- 8810958)

Emotional Intelligence (EQ), Cultural Intelligence (CI) Global Leadership Success and Cultural Adaptability
The outcome of this research is based on the assumption provided by following articles: “Global leadership success through emotional and cultural intelligence” (2005) written by I. Alone and J. M. Higgins. Both researchers represent Kelly School of Business (Indiana University).
Alon, I. and J.M. Higgins, 2005, “Global leadership success through emotional and cultural intelligences”, Business Horizons (2005), 48, pp.501-512

Executive Summary
The paper is intended to encourage readers to think creatively about the capabilities required of leaders, as professionals, with an emphasis on self-development. Culturally attuned and emotionally sensitive global leaders need to be developed.Global leadership development is one of the key Human Resource issues confronting multinational firms.

The majority of the academic views certainly hold it is the effective leadership that constitutes one of the key competitive advantages for successful organizations. Therefore it is crucial to analyse the dimensional spectrum of leadership viewed from the perspective of power, influence, vision, motivation, performance, and ability to communicate (incorporating dialogue, feedback and listening).

This report identifies specific ideas about leadership. It has been shown that success and competences of contemporary and historical leaders are not only dependent on the developmental level of Emotional Intelligence (EI), emotional energy and edge but also Cultural Intelligence (CQ). In order to assess a leader’s capabilities measured in terms of EI it is necessary to view the positive aspects and criticism of EI. The EI it is not a separate intelligence but the application of intelligence to a part of life- emotions. The concept of EI is too broad. It may be argued that the measurement of EI is not scientifically reliable. However, the significance of the emotional intelligence is paramount. Any achievement oriented leader involved in domestic and international business and international relations has to possess the required level of emotional and cultural intelligence.

However, EQ is more important than Intellectual Intelligence (IQ) in work place. It is a key element to influence a person’s work performance and career success. Furthermore, it is the best if individual has both IQ and EQ. Because most of the IQ is inherited from our parents, we can not change and get higher IQ easily, so we should develop more EQ, emotional intelligence. We will benefit from the emotional intelligence not only in our career/business, but also in life , leadership study and Global; Leadership Developmental Program. It has been evidenced that EI is a better predictor of work performance (experienced internationally and domestically) than traditional measures of intelligence.

Summary of the article: “Global leadership success through emotional and cultural intelligence” (2005) and other relevant links
Unlike management, leadership is about coping with change. There are many definitions and opinions about leadership. House (2004) claims that leadership is the ability of an individual to motivate, influence and enable others to contribute towards the effectiveness and success of the organizations of which they are members (House, R. J. et al. 2004:15). Leadership is an influence relationship among leaders and followers who intend real outcomes and changes that identify theirs shared mutual purposes .

On the other hand, the myth of incomplete leader enables many executives to know that leadership exists throughout the organizational hierarchy.

Leadership is the process of influencing others. Therefore cross-border leader need to be successful in terms of cultural adaptability, emotional and cultural intelligence. This article discusses emotional and cultural intelligence, its present universal impact on the globalization and leadership.

This research analyses the concept of emotional (EI) and cultural intelligence (CQ). For any contemporary effective global leader it is imperative to be successful internationally.

Cultural Intelligence (CQ) is “a person’s capability for successful adaptation to new cultural settings, that is, for unfamiliar settings attributable to cultural context” ( Earley & Ang, 2003). CQ involves three interactive, fundamental components (cognitive, motivational and behavioural).

As a result of globalization there is great demand for global effective leaders. Such a leader needs to possess the required knowledge measured in terms of EQ and CQ. However the real “supply” of contemporary managers and emerging global leaders equipped in sufficient EQ and CQ is critically very low.

The concept of cultural adaptability needs to be redefined, because an average global leader has to be developed and be adequately emotionally and culturally knowledgeable.

Finding and Discussion
It has been found that majority all organizations (Multinational Companies, SMEs) involved in the international businesses do not have adequate global leader. Entities have promoted leaders to international assignment based on technical and organizational skills only, but IQ is not the only “intelligence”. Because of not adequate supply/number of international leaders, majority of international managers (33%) sadly underperformed in their international assignments.

There are many obstacles which need to be addressed when operating in Asia (Japan, China) and South America. There are many problems which have to be identified while doing business in the emerging and developed market. In order to address these aspects contemporary, efficient global leaders need to develop/enhance further their emotional and cultural intelligence. IQ is not the only intelligence. There is the necessity to maintain Global Leadership Developmental Program and global leaders should be educated on EQ.

On the other hand Cultural Intelligence needs to be experienced. The authors identified eight four components of global business leadership.There are primary four (IQ, EQ, CQ and motivation). The interaction of the success of domestic leadership and global leadership success can be measured in terms of the maturity of Geographic/Ethnic Cultural Intelligence.

Leadership can be seen as a process in which the situation can influence which leadership behaviour or style is most effective. Culture is one of the important situational factors. Therefore it is important to understand how the relationships between leadership performance and follower expectations of the leader are dependent on broader aspects of culture (House, R., et al. 2004).

In order to assess the developmental level of the emotional and cultural intelligence many tests are assigned. The list of the tests includes such “measurement” as: cross-cultural adaptability inventory (Kelley, P.C., & Myers, J. (204), paper-and-pencil inventory (CI), role play exercises (CI), behavioral assessment centers (CI), self monitoring scales (CI), cultural shock inventory (CI), intercultural communication inventory tests (Earley & Peterson 2004). Additionally the authors suggested a CQ educational and learning model which includes three parts: meta-cognitive (learning strategies and cultural sense making), motivation (cultural empathy and self-efficacy), and behavior (acceptable behavior in culture and mimicry). But before subjecting yourself to any type of testing (involving the assessment of EQ and CQ) it is necessary first to identify emotional profile of any leader (see table 1below).

Table1: Proposed Myers-Briggs Type Indicator (MBTI) Questionnaire for any leader:
1. Which is your most natural energy orientation? q The Extroverted (E) vs. Introverted (I)
2 Which way of Perceiving or understanding is most natural? q The Intuitive (N) vs. The Sensing (S)
3. Which way of forming Judgments and making choices is most natural? q The Thinking (T) vs. The Feeling (F)
4. What is your "action orientation" towards the outside world? q The Judging (J) vs. The Perceiving (P)

MBTI consists of 100 personality items that ask people how they usually feel or act in specific situations. The test labels people as either: ü extroverted or introverted (E or I) ü sensing or intuitive (S or N) ü thinking or feeling (T or F) ü perceiving or judging (P or J). These dimensions are then combined into 16 possible scenarios of personality types.

In order to comprehend completely the global and domestic leadership style driven by the concept of EI it is advisable for a potential leader or an emerging leader to prepare an individual action plan and digest more reading. For example, other theories and approaches have been analysed by Salovey and Mayer (1990), Bar-On (1997, 2000) and Caruso and Salovey (2004) (see tables: 3 and 4).

Emotional Intelligence (EI) is based on a notion that the ability of leaders to understand their own emotions, and those of the people they work with, is the key to better business performance. Additional finding has been identified by Caruso (2004), who describes three approaches to EI (see table 3).

Goleman (2002) identifies four dimensions of emotional intelligence (self awareness, self management, social awareness, relationship management). Each of these domains adds a crucial set of skills for resonant leadership. It had been asserted by Goleman (2002) that self awareness facilitates both empathy and self-management. These two, in combination, allow relationship management emotionally intelligent leadership, then, builds up from a foundation of self awareness.

Table 3: Three major approaches to Emotional Intelligence

Source: Caruso D.,SaloveyP.,2004

Table 4: Emotional Competence Analyses based on Goleman’s Model

Self Awareness Emotional self-awareness Accurate self-awareness Self-confidence	Social Awareness Empathy Service orientation Organizational awareness
Self-Management Self-control Trustworthiness Conscientiousness Adaptability Achievement drive Initiative	Relationship Management Developing others Influence Communication Conflict management Leadership Change catalyst Building bonds Teamwork and collaboration

Source: Goleman, D., Boyatzis, R., McKee, A., 2002

The EI is a starting point for the exploration of the role of non-intellectual personality traits that contribute to the provision of better and more successful leadership. EI theory stresses the learnable aspects of good leadership, providing a framework for greater self awareness and development.

The significance of Emotional Intelligence (EI) has been stressed by authors (2005), who indicate that leaders must fit their organization.

Conclusion
Globalization means that the success of Multinational Enterprises (MNEs) and Small and Medium Size businesses depends on the availability of globally competent leaders. Due to the impact of progressed globalization on firms and the factor that lead to effective global leadership, businesses need to embrace cultural and emotional intelligences as portion of their global leadership development program.

Any cross-cultural leader is not born as a leader and is able to improve the leadership capabilities by training, by choice and by strength of character. It has been proved by Vince Lombard and Warren Bennis that “leaders are made rather than born”, but some successful cross-cultural leaders still need to be assessed and educated.

Successful cross-cultural leadership is a function of not only motivation and leadership behaviors but also of many intelligences:analytical intelligence, emotional intelligence and cultural intelligence.
Emotional intelligence and cultural intelligence are a crucial key competency to be a good leader. Being emotionally and culturally conscious in international business, international relations and especially in networking is crucial to improve the potential leader growing.

We live in the era of globalization and rapid internationalization, therefore it important to address the professional issue and problem of current demand for global leaders.

Submitted by Agnes B. Sielawa -8810958 (HBULDR 3320- Wednesday/Friday -2PM-5PM)).

http://blackboard.swinburne.edu.au/@@5964C01F1CCBFAF553F88D6F4DD19B73/courses/1/HBULDR3320-2008-6/content/_1042603_1/global%20leadership%20eici.pdf

http://blackboard.swinburne.edu.au/webapps/portal/frameset.jsp?tab=courses&url=%2Fbin%2Fcommon%2Fcourse.pl%3Fcourse_id%3D_26544_1

Additional Resources: identified by Agnes B. Sielawa-8819858 (HBULDR 3320-Wednesday-Friday 2PM-5PM).

1. Goleman, D..(2001) "An EI Based Theory of Performance"

http://www.eiconsortium.org/research/ei_theory_performance.htm

Goleman describes the primary competency clusters and individual, personal competency elements of the Emotional Intelligence Competence model. He developed this model with Richard Boyatzis.
Richard Boyatzis stands as the famous contributor to the American Competency movement. Boyatzis developed 19 Management Competencies and their related clusters.

2. Hofstede's work

http;//www.cyborlink.com/besite/hofstede.htm

http://geert-hofstede.international-business-center.com/mcsweeney.shtml

This is a discussion of many national cultures interpreted in terms of Hofstede's dimension.
Development of cultural intelligence involves clarifying cultural differences.

Hofstede (1980) examined work related values in employees of IBM between 1967 and 1973, and he identified 5 dimensions of culture.
The spectrum of five dimensional cultural platforms include Power Distance Index, Uncertainty Avoidance Index, Masculinity, Individualism and Long-Term Orientation.

The significance of Hofstede's research is applicable for any Multicultural Leader.
On the other hand Dubrin (2003) recognized 8 different cultural values. His dimensions include, such values, as: Individualism, Power Distance, Uncertainty Avoidance, Materialism, Short Term Orientation/ Long Term Orientation, Formality/ Informality, Work/Leisure Orientation.

3. Chermiss C and Gpleman D.(2001), " The Emotional Intelligent Workplace", Jossey-Bass, San Francisco

http://www.eiconsortium.org/

The research is an academically identified explanation of the Emotional Intelligence competency framework that Boyatzis and Goleman have been creating throughout the 1990s.
Three pages outline the neurological issues involved in Emotional Intelligence (EI) and Intellectual Intelligence (IQ).The role of the Amygdala and Hippocampus locations of the brain are explained.
The significant part of the article describes the four clusters and the connections of EI to Leadership practice.

Effective global leader is usually emotionally intelligent and is able to be culturally adaptable.

4. Salovey,P. and Mayer,J.D. (1990),"Emotional Intelligence, Imagination, Cognition and Personality, 9,pp.185-211

http://www.unh.edu/emotional_intelligence/ei%20Reprints/EOre

The emotionally manager and leader assesses his/her workplace decision making style. It is quite obvious that EI, imagination, cognition and personality matter.
There are six principles of EI:

Emotion is the information
We can try to ignore emotions
Decision to be effective must take into considerations emotions.
There are universal and specific emotions
Emotions follows logical patterns
People try to hide emotions.

It is advisable for any contemporary leader to be aware about Emotional Map.

5. Expatica.com, Global Integration.com, "Global Leadership"

http://www.expatica.com//common/search

http://www.expatica.com//common/search.html?phrase=Global+Leadership%2C++E...

According to Expatica.com, 75% of Fortune 500 used such products as tests and training offered by the organization.
The authors describe the scope of skills required by global leadership and global management. Some advisable tips and ideas are presented below:

Global Leader needs to lead, inspire, communicate across cultures and communication technologies
Global Leader needs to lead various stakeholders (host government, environmentalists, customers, distributors, licensee, sub-contractor(s)...)
Global Leader is leading the people from different cultures, territorial locations and timezones.
Global Leader needs to make practical decision on where to be global and where to be local.

On the other hand Dubrin & Daglish (2003) identified Global Leader as a Multicultural Leader. They defined Multicultural Leader as "a leader with skills and attributes to relate effectively to and motivate people, across race, gender,age, social attitudes and lifestyles".

6. Goleman- Leadership Styles-Goleman on creating resonance

http://www.valuebasedmanagement.net/methods_goleman_leadership_styles.html

http://www.valuebasedmanagement.net/methods_goleman_leadership_styles.html

http://www.valuebasedmanagement.net/methods_goleman_leadership_styles.html

According to Goleman, good leaders are effective because they create resonance. Goleman suggests that it's not IQ or technical skills that separates exemplary leaders from others, but EQ emotional quotient).

It may be argued that Effective Global Leaders and Effective Cross-Cultural Leaders are attuned to other people's feelings. Creation of resonance can be done in six ways, leading to six leadership styles (visionary, coaching, affiliative, democratic, commanding and pacesetting.

Contemporary Global leader and Cross-Cultural Leader has to be predominantly also Visionary, Democratic, Coaching and Affiliative Leader (in one person).

According to the information adopted from Goleman, Boyatzis and McKee (2002) visionary style is appropriate and required when changes require a new vision or when radical change is needed . Very often Global Visionary Leader and Cross-Cultural Leader have to think and act in terms of clear vision.

7. Article: "Global Leadership" presented by link: Global Integration.com

http://www.global-integration.com/what_we_do/global_leadership.html?gclid=CNn9p_z-1ZUCFSD8iAod5wr-XQ

This article identifies global management and global leadership. In order to be competent and successful globally it is required to be aware about nine different skills. It is recommended for any global leader to be culturally attuned and emotionally sensitive. Contemporary global leader can be developed through several methods:

International Assignment
Expatriation
Multicultural teams
Formal training
Travel
Confrontation with multiply stakeholders and competitors

8 .Two sources of the same research :
8a) Eva Kohonen, 2005, Department of Management and Organization, University of Vaasa Vaasa, Finland,:"Developing global leaders through international assignments"

This paper is viewed thought the prism of Scandinavian researcher.The author suggests more research about managerial development during foreign assignment. We are living in the post-modern , globalized world and there is the necessity for studying international assignment from an identity construction perspective. The complexity of the concept of an identity construction is then explained. Here the author is talking about the sources of identity, the narrative nature of identity, identity construction in the context of one's career and international assignment as a place of identity.

8b) Article" written by Kohonen E, Developing Global Leaders through International Assignment", Personal Review (34) 1, 2005, pp.22-36

The researcher concern is that, until now international assignment have been studied more from the organizational perspectives.. Far little is known,about how foreign assignment influence the identity of leaders and managers..Do they change their opinions ad identities .What kind of consequences their subsequent and new identity has on their managerial and leading competences.

Until now, there were not many researches on subjective career of expatriates or the identity changes of leaders. during assignments.

http://www.emeraldinsight.com/Insight/viewContentItem.do;jsessionid=EB5D594BBCFEE607B89EDA8D3BE100E1?contentType=Article&contentId=1463241

http://www.global-integration.com/what_we_do/global_leadership.html?gclid=CNn9p_z-1ZUCFSD8iAod5wr-XQ

9. Salovey,P. and Mayer,J.D. (1990), " Emotional Intelligence ,Imagination, Cognition and Personality,9, pp.185-211,

http://www.unh.edu/emotional_intelligence/

This paper illustrates an initial, formal theory of Emotional Intelligence and a review of the research correlated with the concept. The article indicates an overview of literature in a number of dissimilar areas in psychology and recommends that findings from these disparate fields indicate the existence of a coherent ability, clearly, Emotional Intelligence.
This article can be viewed as a valuable source of information (about the concept of EI) for global and cross-cultural leader living in the decade of 1990s.

10. Cherniss, C.(2000), "Emotional Intelligence: what it is and why it is matters: The Consortium for Emotional Intelligence web Site

http://www.eiconsortium.org/research/business_case_for_ei.htm

Author in this research describes the historical backgrounds of Emotional Intelligence (EI), for example the concept of multiple intelligences which existed during the early 1980s. He also describes his views about the value of EI in a work context.
The significance of the EI is not interpreted from the point of view of any global leader and cross-cultural leader.

11. Article:
Emmerlings , R. J., and Goleman, D., 2003 "Emotional Intelligence: Issue and common misunderstandings", The Consortium of Research on Emotional Intelligence in Organization

www. eiconsortium.org

Emotional Intelligence (EI) helps to know our emotions, manage our emotions and also identify and recognize others emotions.

One of the question was :"Is EI a better indicator and predictor of work performance than traditional measure of analytical intelligence?. According to authors qualitative research indicates that IQ finding and measure fail to account for big part of the variance related to the leader's success.

For example, George W. Bush, the president of the United States of America does not even has a high IQ (120). On the other hand he has high level of emotional intelligence as a political leader,

http://www.unh.edu/emotional_intelligence/EI%20Assets/EmotionalIntelligenceProper/EI1990%20Emotional%20Intelligence.pdf

http://www.unh.edu/emotional_intelligence/EI%20Assets/EmotionalIntelligenceProper/EI1990%20Emotional%20Intelligence.pdf

file:///E:/content/unit07/unit07.htm

2008 GLP Culture Project

Chastweed — Sat, 08 Nov 2008 11:12:17 CST

Our Mission :

To study and understand the evolving culture of the GLP in Australia and to create a community of engagement for mutual growth in reaching our leadership potential

Take the GLP Culture Survey:

http://www.surveymethods.com/EndUser.aspx?EDC9A5BDEAA6BEBC

The GLP Slide Presentation is listed below as an attachment

Term of Use

Cricket_J — Mon, 03 Nov 2008 17:27:08 CST

Welcome to the User Agreement for GLP Community Wiki. This agreement describes the terms on which you may access and use our services. In order to become a GLP Community Wiki user, you must read and accept all of the terms and conditions of this agreement. In the event of any inconsistency between the GLP Community Privacy Policy and this User Agreement, the User Agreement shall control. Nothing in this Agreement shall be deemed to confer any third-party rights or benefits. If you do not agree to be bound by the terms of this Agreement, you may not use nor access our services.

Member Identity

A real-name system will be required to all users in GLP community Wiki. Members registered in GLP community Wiki is allowed to choose your own preferred name as user name, but a real personal data is required in your “My Profile” session. Members who are enrolled in GLP are required to provide your student ID number, enrolled year, courses enrolled, and your real name in the attempt to get the community more organized and regulate free-wheeling Web content.

Description of Service

GLP Community Wiki is an online community among the participants in the North eastern University Global Leadership Program at Swinburne University as well as external members. Our intention is to provide a foundation for broadening members’ horizons encompassing leadership knowledge, experiences, insights and resources. The WIKI is here is a tool to enhance the learning experience of the program for those that are a part of it as students, professors, administrators and alumni."

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Post content or initiate communications which are unlawful, libelous, abusive, obscene, discriminatory, or otherwise objectionable.
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September 17, 2008

Leader's Journey

AgnSiel — Fri, 31 Oct 2008 22:27:00 CDT

It has been proved by Vince Lombard and Warren Bennis that "leaders are made rather than born".

Do you agree?

My Journey to Authentic Strategic Leadership incorporates three stages:
1.Preparing for Leadership (Phase One- Character Formation, Rubbing Up Against the World)
2. Leading (Phase Two- Stepping Up To Lead, Peak Leadership)
3. Giving Back (Phase Three- Generativity: Wisdom, and Giving Back).

Submitted by Agnes B. Sielawa ( student: 8810958).

Developing the Strategic Leader

Anonymous — Wed, 01 Oct 2008 21:27:56 CDT

Hi all, Cricket has cleverly put this up. After I read through all of the papers, I will use this to share some of the 'strategic thinking.'

In the meantime, we can use this to start offering questions regarding to the Shogun case. The first question is undoubtedly- how can you get the case? It is in the reserve section of the library :>)

Here is a start ...

Why is patience an important part of leadership and especially for strategic leadership?
Do great leaders automatically emerge when there are turbulent times? If so, why? If not, why not?
Discuss your thoughts on developing a shared vision versus strategic thinking.

Discussion Questions

Cricket_J — Tue, 30 Sep 2008 06:04:14 CDT

There is no abstract available for this page revision.

2 Ways to Develop Leadership in Staff Managers(3)

Anonymous — Mon, 29 Sep 2008 02:59:44 CDT

22 Ways to Develop Leadership in Staff Managers
“22 Ways to Develop Leadership in Staff Managers” by Robert W. Eichinger and Michael M. Lombardo.
Executive summary by YUZHI GUO

This report is helpful for HR professionals, staff managers, staff professionals and general managers to improve their development of leadership.

There is a developmental gap between line and staff executives. Before describing this gap, the author shows how executive development occurs. The main reasons are experiences. There are five types of experiences: challenging jobs, bosses and other people, hard ship, course work and off-the job experiences. In these five types, the challenging jobs are the best teacher. It includes five types of jobs: start-ups, fix-its, stark leaps in scope and scale, project and taskforces and line to staff switches. All of these can make the executive development occur.

The article illustrates the differences between the line and staff executives. The authors use the CCL research to describe those differences. For line executives, their unique challenge is the pressure and feedback of profit-and-loss responsibility; for staff executives, the challenge is the necessity of dealing with ambiguity-the lack of a bottom line. Another research shows that line managers learn more of skills and perspectives necessary for affectivities than staff managers. At the same time the author examine the elements which make experience developmental to see the differences between staff and line. There are eleven elements, the result is that line managers accumulate more leadership-building experiences than staff managers.

The authors also give the reasons why the developmental gap exists. There is a natural division of labor between the two. The main reason is the informal nature of much development. At last authors give twenty two recommendations to close the gap in leadership development between line and staff jobs and careers:

1. Evaluate Staff Professionals for Management Potential and
Intent Early
2. Ration Development Jobs Carefully
3. Enrich (Provide More Variety in) the Leadership Experiences of
Staff Managers
4. Think Small
5. Use the Principle of Progression
6. Provide Lots of Career Information and Feedback to All Staff
Managers and Professionals
7. Aggressively Help Staffers Learn from Each Experience
8. Find Ways for Staffers to Work on Line Issues
9. Urge Individual Staffers to Build Their Own Leadership Skills
10. Expose Staffers to Customers
11. Look for Line-like Jobs in Staff Units
12. Look for Opportunities for Temporary Staff-to-line Switches
13. Look to Make Early Permanent Staff-to-line Transitions
14. Look to Experiences in Addition to Jobs
15. Look to Outside-of-work Experiences
16. Make Staff Services More Customer-focused by Using a
Charge-back System
17. Implement Total Management Quality in Staff Units
18. Mix Line and Staff in Training and Development Programs
19. Use Line Executives on Temporary Staff Assignments as Special
Mentors/Coaches for Staffers
20. Arrange for Staff Professionals to Attend Line Meetings and
Off-sites
21. Move Key Staffers at Headquarters to Field Staff Jobs
22. Manage the Careers of Key Staff Talent More Aggressively

For my research project, please use this link:

http://www.uq.edu.au/hupp/index.html?page=25312

http://www.genderdiversity.cgiar.org/inclusiveworkplace/dignity/harassment/linemanagers.htm

http://top7business.com/?id=2113

Keeping Your Career on TRACK.....

Chastweed — Sun, 28 Sep 2008 02:58:26 CDT

Keeping Your Career On Track By Craig Chappelow and Jean Brittain Leslie

EXECUTIVE SUMMARY By ch Srinivas Rao

This book describes us how the derailment happens in case of managers and how to overcome the situations with suitable key points.

Introduction:

Derailment is a situation in which the person tends to attain certain qualities which posses a drawback to their career, though they have a good track record in their work field. The drawbacks would be
1. Managing with interpersonal relationships
2. Managing to hire, build, and lead a team
3. Managing to meet business objectives
4. Managing to change or adapt

So in order to attain a career on track the above four points should be the advantages not the drawbacks.
How to CREATE A BALANCE on the above FOUR POINTS

Interpersonal relationships

The one of the important aspect for the managers is to maintain relationship with their bosses, peers, and direct reports.

Key points to improve interpersonal relationship

If you think u can’t handle a particular relation, try to first locate your problem. Then find a solution for it and prepare yourself well to handle the situation in a positive way.
Try to spend some time with the people around you in your work field in order to understand their moral values and beliefs.

You should have the tendency of entering into the feelings of another and analyse them in proper sense.

Try to listen what people are telling rather than hearing it and putting aside.

Understand the different mindset of others and try to frame their visions into a single idea as a team.

Leading a team

The most important thing you have to consider while leading is selection and co-ordination. That is co-ordinating the job in the right manner by selecting the right person.

Key points to improve leading teams

Find the ways in which your team members are stirred to action and try to attain the atmosphere they require.
Every one in you team should have a clear idea of the mission in which they are involved. It should be explained in a simple way.
Hire people according to the requirements, in order to full fill the goal.
If you find the project tend to fail due to lack of skills in a person of the group then consult HR, so that the next project would go well.
You should be in a position to assign the project to the person who can handle it. Ask for their suggestion in order to improve the work.

Business objectives

The important contents of business objects are goal setting and handling responsibilities. It means how best you can handle the responsibilities in order achieve the goals

Key points to improve Business objectives

Analyse and find ways how your organization measures the performance.
Inquiry with the higher authority, whether your approach for the work is correct or not. Ask for their feedback for betterment of your work.
Find your strengths and weaknesses in relation with the job. Consult your higher authorities regarding the improvement of your weakness, so that you can show them better results.
Give the priority to understand the performance of your organization and boss rather than security and perfection.
Try to perform you best in day-to-day life of your work so that you can achieve the goal of your organization.

Change or adaptability

The important thing the Managers should stress on is the tendency to adapt new management styles. This would help them to attain new achievements, handle pressure and strategic thinking also.

Key points to improve Change or adaptability

If a new boss creates a change in your work, which leads to conflicts try to avoid it. Allow your boss to make mistakes and analyse what exactly is required in order to maintain the relationship with him.
Managerial role is different from technical role, it is related to managing people rather than things. In order to justify your role you should know what are the requirements to be a manager. Find your weaknesses in your role and improve them by setting a goal.
When new people are adopting a new organizational culture, you have to focus on how decision are made and what are assumptions considered in order to meet the objectives.

Additional resources

The below are the list of Articles related to above topic :

1. 10 Keys to Work in a Balanced Way

It explains how the present atmosphere in our work field is and how we have to balance from that kind of situation.

http://www.lifehack.org/articles/lifestyle/10-keys-to-worklife-balance.html

2. Achieving Goals by Improving Your Character

It explains to us how best we can improve our nature of personality in order to be clear with our goals and intensions.

http://www.stevepavlina.com/blog/2007/01/achieving-goals-by-improving-your-character/

3. 10 tips for leading your team to peak performance

It explains us about how we have to perform managing skills to lead your team during apex performance. http://www.builderau.com.au/strategy/projectmanagement/soa/10-tips-for-leading-your-team-to-peak-performance/0,339028292,339278390,00.htm

4. 5 Simple Steps to Achieve Your Career Goals

It explains certain methods in which you have to follow in order to make your dreams into reality.
http://www.best-interview-strategies.com/article170.html

5. Leadership Games That Will Improve Your Management Style

It explains how you can improve your management skills with games point of view. It is different method of approach to improve your management style.

http://www.articlesbase.com/leadership-articles/leadership-games-leadership-games-that-will-improve-your-management-style-455139.html

Making Common Senses - Posted by Vy Nguyen

valentine09 — Fri, 26 Sep 2008 19:49:37 CDT

Name: Vy Vo Bao Nguyen ID: 6543014
Class: HBULDR-3320-2008-6 Creating Leadership Capacity
Research Project: Executive Summary
Making Common Senses – Leadership as meaning-making in a community of practice
-Centre for Creative Leadership-

This paper will help to look at leadership as a social meaning-making process that occurs in groups of people who are engaged in some activity together. It also offers some useful ideas for rethinking leadership, leadership development, and leadership theory.

Firstly, The importance of making meaning: Making sense is the process of arranging our understanding of experience so that we can know what has happened and what is happening, and so that we can predict what will happen; it is constructing knowledge of ourselves and the world. We could also say making sense is the process of discovering what is really happening. A name to the set of assumptions in your head that allows you to interpret sensory information, anticipate future events and plan accordingly is called meaning-making structure. And reality is said to be a construction. In this constructivist view, people make meaning individually and socially.

What are the implications of this for leadership? Applying meaning to leadership, we can see leadership as a tool that people use in their relations with one another. The purpose of this tool is to make sense, to make meaning. Therefore, we can regard leadership as meaning-making in a community of practice. There are other processes of meaning-making: for individuals and in social context. Leadership, as a type of social meaning-making process, is related to other such processes but discernibly different from them by virtue of its application in a community of practice. There are so many other ways to express this idea like leadership is the process of making sense of what people are doing together so that people will understand and be committed or is the social sense-making process that creates interpersonal influences. And meaning can be thought of as a cognitive and emotional framework that allows a person to know some world version and that places the person in relation to this world version; so meaning-making then consists of the creation, nurturance and evolution of these cognitive and emotional frameworks. When the making of such frameworks happens in a community of practice then we can say that leadership is happening. Most other views begin with the assumption that leadership is a dominance-cum-social-influence process. In our view, dominance is but one-approach to meaning-making and social influence is another approach. And the difference in these two basic views rests on deep assumptions about the nature of human energy and motivation. The dominance-cum-social-influence view assumes that humans are naturally still, at rest, and that they need some motivating force to get them going. The meaning-making view being offered here assumes that people are naturally in motion, always doing something and that they need rather than motivation to act, frameworks within which their actions make sense. Besides, authority defines as “conferred power to perform a service”, is quite different from leadership. Authority is a tool for making sense of things but so are other human tools such as norms, values, work systems and goal-path structures. Leadership, on the other hand, is understood here as the process through which people put these tools to work to create meaning. We may also come to see that the leadership process is not limited to individuals making meaning in behalf of the community. Other, more distributed processes may thus become available to people to improve their life and work together.

Secondly, in this section we will discuss about terms: - Meaning: Meaning has two broad senses in common usage. The first has to do with the way words and other symbols stand for, refer to, or represent phenomena. The second sense involves people’s values and relationships and commitments. The first sense of meaning will be discussed in some special ways of using language: specifically, naming and interpreting in which interpretation plays an important role in leadership.
In thinking about meaning as the basic of leadership, we will think of both of these aspects of meaning
– The aspect of naming and categorizing, and thus interpreting and the aspect of believing and valuing and thus committing.
- Meaning – making: is the process of creating names, interpretations and commitments. It’s all about constructing a sense of what is, what actually exists, and of that what is important. Meaning-making is in many respects an individual activity, but it is also necessarily social and collective. And the most general tool for meaning-making in a society is culture because culture is a kind of grandparent of all leadership.
- Community of practice: it refers to an idea that is different from, although related to, the idea of group, team, collective, aggregate, and so forth. The key word is practice, and the key difference lies in the power of shared activity to create shared knowledge and shared ways of knowing. Meaning and community are co-constructive. In the view we are offering, leadership as an offspring of culture is the meaning-making aspect of culture centered around practice
– People doing things together. People in Positions of authority
- A new view of five concepts: There are 2 important areas of leadership that look very different from this new perspective. One is people with no or with relatively little, authority. The other area is people in position of authority in an accountability hierarchy. Let’s look at each of these as we shift from the predominant view of leadership as dominance-cum-social-influence to the view of leadership as social meaning-making.
- From social influence to social meaning-making: With the shift to seeing meaning-making as the basis of leadership, influence becomes an outcome of leadership. This shift can lead people in positions of authority to view the effectiveness of the leadership process less in terms of how much influence they are personally generating and more in terms of the level of feelings of significance experienced by people in the community.
- From a dominant individual leader acting on followers to people participating in a shared process: people in positions of authority will begin to question the paradigm that leadership arises in the action of a dominant leader. Shifting our view of leadership from that of a dominance-inspired influence process to a socially distributed meaning-making process does not necessarily imply that individually oriented leadership processes involving dominance are not possible or effective. At its most basic level, dominance can be seen as a psychophysical phenomenon: physical strength, stamina and speed matched with psychological courage, determination and ferocity. One reason for shifting our view toward a socially distributed meaning-making process is that to sustain highly individually oriented forms of leadership demands constant renewal through demonstrations of the leader’s dominance. However, dominance is only one feature of charisma. Extraordinary talents for communicating, forming relationships, and getting inside the hearts and minds of others are added to make the charismatic leader (Fromm). Weber understood charisma as an aura of specialness created around a leader by subordinates. Another view of charismatic leadership points to both the individual component of charisma – the numen, the spirit within- and its social component- the involvement of the charismatic leader at the heart of things. People in positions at authority might be better equipped for their role in the leadership process if they were to become aware of the underlying process of meaning-making by which they gain their authority and are granted their influence. It has individual elements to be sure, but it is also a social phenomenon.
- From Motivation to act to frameworks within which to act: This shift in viewpoint allows people in positions of leadership to see members of the community of action as being already motivated by a desire for increased centrality in the community – increased participation in the more skilled, more knowledgeable aspects of whatever activity the community is organized around.
- From the authority figure as de facto leader to the authority figure as a participant in a process of leadership: In the current view of leadership as a process of social influence, authority and power are associated with leadership by assuming that people in positions of authority and power are leaders. When seen as meaning-making, leadership flows around and through a community of practice, interpenetrating the community and including the authority figure within its course. We contend that even the most directive, unilateral leader can be seen as participating in a shared process of meaning-making in a community of practice.
- From “How do I take charge and make things happen?” to “How do I participate in an effective process of leadership?” Taking charge suggests that authority and power are used to create some variety of influence that gets the job done. In the view of leadership we are offering, because leadership is seen as a process residing in the community of practice, the person with authority and power will not so much see his or her role as taking charge as participating. This shift in viewpoint also requires some reformulation of the relationship between accountability and leadership. The determination of the most effective leadership process is itself, perhaps somewhat paradoxically, also part of the leadership process, as is the determination of the authority’s most effective mode of participation.
Implications: So what is leadership development? Leadership development has traditionally been concerned with the individual manager who has authority and is held responsible; it has typically aimed to improve his or her ability to direct and influence others. If leadership is seen as meaning-making in a community of practice, then leadership development must involve more than the individual; in fact, it probably should not be primarily concerned with the individual. Instead, it must involve the development of the whole community, a process for which each individual takes responsibility. It means that leadership development can be understood as the evolution in time of the construction of the community of practice. Leadership also develops when the forms of practice develop; it evolves toward processes more fit and effective for making sense of the evolving practice. However this may happen, a key problem in leadership development is recognizing those elements of the community in which we are embedded that may need revision and reevaluation if leadership is to continue to be effective. Finally, leadership develops when people as people are brought into new ways of relating to others in the community of practice.
Young supervisors and managers may need to learn the individual skills of leadership and later, as they approach higher levels of management, learn the community-oriented, meaning-making capacities, such as : (1) the capacity to understand oneself as both an individual and as a socially embedded being; (2) the capacity to understand systems in general as mutually related and interacting and continually changing; (3) the capacity to take the perspective of another; and (4) the capacity to engage in dialogue. Changing constructs of leadership: Leadership is itself a social construct, an artifact of that ever-rolling process of making sense of this world we share. And so leadership maybe much more than the dramatic whitecaps of the individual leader, and maybe more productively understood as the deep blue water we all swim in when we work together.

Managing Conflict with Your Boss

Anonymous — Mon, 22 Sep 2008 23:50:52 CDT

This summary is based on the book “Managing Conflict with Your Boss” by Davida Sharpe and Elinor Johnson, published in 2002, one of effective leadership skills action guidebooks the Center for Creative Leadership(CCL) has issued to help managers and executives on their individuals’ and others’ development toward outstanding leadership capabilities.

Synopsis

Key aspects of effective ways in dealing with troublesome disputes with supervisor are explained in the book. Conflict is a common problem in every workplace scenario where there are interactions of individuals who have different views, value principles, requirements and behaviors. The fact that the boss has significant power over you and the different perceptions with regard to disagreement situation make this type of conflict management more frustrating experience. The task of managing conflict is one of the key competencies for successful leaders who do not leave interpersonal conflict with their boss or higher management unresolved in order to maintain productive interactions and fruitful relationships within the organization.

As mentioned in the book, the difference in the view of individuals with regard to the conflict can make the situation more complicated. With positive perception, the positive consequences from effective conflict management with supervisor can be created. The events could result to create more efforts, open feeling, lead to better decision making, expose key issues, stimulate critical thinking, create open environments where different ideas are exchanged actively as well as energize creativity and innovation.

On the contrary, avoiding disagreement or inappropriate handling of the conflict will substantially turn the situation into a negative way that impacts individual and organizational performance. It can create stress, increase negative feeling, and reduce communication as well as corporation and productivity. Absence of role clarity or alignment, different points of view, lack of confidence in your boss’s ability, lack of confidence of your boss in your ability and mismatched management style, ethic, value, integrity and personality, these can possibly trigger the conflict.

The book guides individuals how to diagnose their conflict situation using personal worksheet to record and understand the contexts more clearly. The different worksheets are also recommended to outline, clarify expectation the boss has on performance, to obtain feedback and evaluation. This is to help visualize the conflict situation in both ends so that the effective strategies can be developed to get rid of the gap in working relationship and hence the complicate disagreement can be resolved effectively. Additionally, other techniques for conflict management strategies are to gather the different approaches successfully applied with direct reports, seek advice from trusted colleagues, observe the situations and use persuasive communication skills. Three key steps to develop persuasive communication include:

Prepare your message before sharing them
Focus your message taking the leadership style of your boss into consideration so that you can
handle the conversation properly
Seek feedback about your message by asking to ensure the same understanding

To help individuals to become more effective in dealing with disagreement situations, a seven-step conflict management plan described by the authors includes:

Build personal awareness
Clarify your conflict view
Understand the perspective of others
Brainstorm solutions
Create an action plan
Implement your action plan
Evaluate your action plan

Text response

It is the importance of two aspects which related to the exploration and discovery on self and others, Self-awareness, Self-management, Social-awareness and Social Skill, the four categories of Emotional Intelligence competencies and effective communication skills that help leaders to become more effective in conflict situations. There also are other ways where sometimes disagreement with the higher level management can be dealt with for example some conflicts are small and not worth enough for time, energy and relationship to take response. It is important to analyze and decide when and how to use the appropriate methods of conflict management.

Find out more alternative ways to manage different conflicts with upper level from the following:

Building A Partnership With Your Boss : by Jerry Wisinski

Reflective listening skill is a key to move persuasive and influence conversation with your boss. Self-assessment listening questionnaire with some guidelines to help improving your listening and responding skills are provided by the author such as prepare to listen, choose appropriate time and place, eliminate distractions, focus and monitor the way you listen using active listening skills including visual, vocal and verbal aspects of communication, make your feedback specific, react on message not speaker and concentrate on exchange meaning.
Five methods of conflict management are described that can help managers and executives when and how to use in different situations: competing, accommodation, avoidance, compromise and collaboration.

Managing Up:Dynamic following in an Organizational Setting: by Berry K. Herman

The condensed ways for managers and subordinates to improve working relationships having an executive coach to help and using the reality assessment, agreeing on goals, overcome blind spot and developing a plan of action are discussed in this article.

How Right Should the Customer Be? by Erin Anderson and Vincent Onyemah

If you are sales managers who are confusing whether your boss is the local head or regional head or the customer? The authors suggest different appropriate outcome control systems to encourage and eliminate conflict with your boss.

Working With a Younger Boss: by Roland Ang

If you have a younger boss and you are the older workers, do not let the different age be your career obstacle. There are many opportunities to earn respect either party once you do your job well and not underestimate your younger manager's performance.

The POWER to SEE OURSELVES: by Paul J. Brouwer

The importance of self-concept for personal development is presented in the article, how managers can manage themselves with details of steps to mature for growth, self-examination, self-expectation, self-direction and self-realization power.

Resolving Conflicts at Work: by Kenneth Cloke and Joan Goldsmith

Eight strategies are presented on how the disputes at workplace can actually be managed for creativity, productivity, enhance morals and personal development. The strategies are 1) Change the culture and context of conflict, 2) Listen actively, empathetically and responsively, 3) Acknowledge and integrate emotions to solve problems, 4) Search the surface for hidden meaning, 5) Separate what matters from what gets in the way, 6) Stop rewarding and learn from difficult behaviors, 7) Solve problems creativity, plan strategically and negotiate collaboratively and 8) Explore resistance, mediate and design systems for prevention and resolution.

Conflict Resolution Skills

Find out more information from this link on the ways to resolve differences using Emotional Intelligence and communication skills.

Cost of Managing Conflict

This link highlights that there are significant costs associate with inappropriate management of conflict, it would be better for organizations to encourage resolving disputes at earliest possible stage. Training on conflict management and mediation is also recommended as an essential for managers to become more competent and confident. There also are some links, articles, materials and videos to teach on conflict resolution.

Additionally, using “four parts of speech” – Framing, Advocating, Illustrating and Inquiring – to which Tobert refers in his Action Inquiry book, leaders would be able to find out the actual root course associates with the disputes so that they can negotiate and react more strategically for the excellent outcome.

Similar to other leadership skills, conflict management can be learned so leaders can recognize, overcome the unprofessional and emotional behaviors, allow them to develop new competencies and turn the situations positively to substantially increase the overall productivity of the organizations of which they are a part.

Other recommended guidebooks

References

Sharp, D 2002, Managing Conflict with Your boss, Center for Creative Leadership, Greensboro, North Carolina, U.S.A.
Torbert, B 2003, Action Inquiry:the secret of timely and transforming leadership, Center for Creative Leadership, Greensboro, North Carolina, U.S.A.
Cloke, K & Goldsmith, J 2005, Resolving Conflicts at Work:Eight Strategies for Everyone on the Job, John Wiley & Sons, Inc., EBL Ebook Library, viewed 6 September 2008.
About CCL 2008, Center for Creative Leadership, viewed 6 September 2008, http://www.ccl.org/leadership/about/index.aspx
Fieser, J 2006, The Internet Encyclopedia of Philosophy, viewed 6 September 2008, http://www.utm.edu/research/iep/e/ethics.htm
The Personality Page 2006, BSM Consulting, viewed 6 September 2008, http://www.personalitypage.com/home.html
Skinner, N, M.Roche, A, O’Connor, J, Pollard, Y & Todd, C 2005, ‘Workforce Development ‘TIPS’ Theory Into Practice Strategies’, Australia’s National Research Centre, viewed 6 September 2008, http://www.nceta.flinders.edu.au/pdf/TIPS/08-Perf_Appraisal.pdf
Dattner, B, ‘Succeeding with Emotional Intelligence’ Dattner Consulting, LLC, viewed 6 September 2008, http://www.dattnerconsulting.com/presentations/ei.pdf
Herman, B 2008, ‘Managing Up: Dynamic Following in an Organizational Setting’, The Physician Executive, Jan-Feb 2008, Vol. 34 Issue 1, p 46-49, Academic Search Complete, EBSCOhost, viewed 6 September 2008, http://web.ebscohost.com/ehost/pdf?vid=8&hid=9&sid=7bfa3f9b-5b12-43d1-9df8-7fe3ad6eccc3%40sessionmgr104
Anderson, E & Onyemah V 2006, ‘How Right Should the Customer Be?’, Harvard Business Review, Jul-Aug 2006, Special double issue:sales, Academic Search Complete, EBSCOhost, viewed 6 September 2008, http://web.ebscohost.com/ehost/pdf?vid=23&hid=12&sid=d80ae187-99cd-44a5-b107-afb72abc3650@sessionmgr2

Posted by : Junya Srireunsawad (Ouu) ID 6527221

Learning From Life - posted by Vy Nguyen

valentine09 — Sun, 21 Sep 2008 23:32:50 CDT

Name: Vy Vo Bao Nguyen ID: 6543014
Class: HBULDR-3320-2008-6 Creating Leadership Capacity
Research Project: Executive Summary

LEARNING FROM LIFE – Turning Life’s Lessons Into Leadership Experience
-Centre for Creative Leadership-

Some managers and executives will say they get the leadership experience from work. However, what can be learned from outside of work is worth to consider. It’s the pull of work and life.

Although sometimes non-work roles and responsibilities can affect negatively the performance at work, there is another side to this story: Interests, roles and responsibilities outside of work can also serve as creative and supportive sources for more effective management skills.

You can learn a lot from non-work experiences such as developing your interpersonal skills or handling multiple tasks.

- In interpersonal skills: you can improve your communication skills effectively, building team works, developing negotiating skills, practicing coaching roles, solving conflicts, etc, thanks to relationships outside of work. You can also have the ability to work with different people with different life from you or encouraging and motivating their success by establishing personal experience.

- Handling multiple tasks: Extra responsibilities at home can help you in setting priorities, time management and delegating. You have to clarify your priorities and be resourceful in handling competing demands to succeed.

Another area you can learn outside of work is using relevant background and information to handle difficult work challenges. The personal knowledge from different stages of your life will be a treasure for your work and promotion of leadership skills. You shouldn’t hide those experiences away but bring relevant pieces of your background experiences into the foreground as a support to developing leadership skills.

Also you can practice leadership by volunteer activities from the past. You can also practice management skills as budgeting, delegating and leading teams; managing projects due to family roles.

There are three important ways in which private life encourages and enhances leadership development:

Providing opportunities to develop psychological strength: You may get a lot of stress and pressure from work so the holidays or a short break and outside work activities will be extremely helpful to refresh your mind. Those activities such as gardening, reading, sports activity or dancing will help you to relax and provide a buffer from the stress of work. Another kind of psychological resource your private life can provide to you is confidence. Success in your personal life can contribute to a reservoir of confidence that supports you at work.
Personal Relationships provide support for handling leadership challenges: You can have the support from people you know outside of work like family, friends, neighbors or community partners, etc…. They can encourage and advise you, give you confidence to take risks. They are a valuable resource and foundation for facing new challenges, addressing personal weaknesses and leveraging personal strengths.
Personal lives provide motivation and opportunities to learn leadership skills: Learning opportunities may occur when you are faced with a challenge because it offers the motivation to learn in many ways. Besides, the roles you play off the job can be your laboratory for mastering management skills. And non-work situations can also encourage you to learn and match outsides roles to skills and development. All the family relationships, other social activities, other plans or responsibilities in your personal life can contribute to managements skills such as interpersonal competence, coaching; marketing and sales experience, operating with unfamiliar signals, conflict resolution, negotiating and compromising skills, project management; goal setting, etc…

Away from work, your personal relationship can provide support for handling leadership challenges. Your personal activities and relationships can provide motivation and opportunities to learn leadership skills. At the same time, work experiences can enrich your personal life. Managerial jobs are an excellent venue for personal development because they provide chances for building esteem, confidence and strength that you can call on in times of need.

You can use non-work activities to fill development gaps. Off the job experiences can provide skill training, leadership practice and emotional support. There are ten steps to shaping off the job experiences into on the job development.
Don’t look at the division between personal life and professional works as a conflict but as an opportunity for learning and for building skills that can make you a more effective leader.

Bibliography:

Marian N. Ruderman & Patricia J .Ohlott, 2000, Learning from Life: Turning Life's Lessons into Leadership Experience, Center for Creative Leadership, Greensboro, North Carolina.

Extra links:

1) Leadership Development in Balance - Chapter 2: Living and Learning From the Event

http://books.google.com.au/books?id=c6q7VDYL-70C&pg=PA18&lpg=PA18&dq=%22Learning+From+Life%22+in+Leadership&source=web&ots=uoJAmfwh7d&sig=rAWQdr2feMMENIc6pKPJGw9maLM&hl=en&sa=X&oi=book_result&resnum=8&ct=result.

2) Learn to be a Leader - Leadership must be learned

http://www.thercg.org/youth/articles/0301-ltbal.html.

3) Seven simple tips that will turn you into a powerful leader

http://www.dumblittleman.com/2007/11/7-simple-tips-that-will-turn-you-into.html

4) Learning for Life - Orrin Woodward Leadership Team

http://orrinwoodward.blogharbor.com/blog/_archives/2008/4/29/3666386.html

5) Grand Conservations about Leadership, Learning, Life and Love

www.joanwink.com/scheditems/pembroke04.pdf

6) Seeking Powerful Leadership Experiences

http://www.thepracticeofleadership.net/2006/02/27/seeking-powerful-leadership-experiences/

7) The Total Leadership Experience (Link below for downloading the book)

http://harvardbusinessonline.hbsp.harvard.edu/b02/en/common/item_detail.jhtml;jsessionid=HNDNJX5DTVMU4AKRGWCB5VQBKE0YOISW?id=4572BC&_requestid=91945.

8) Leadership: Experience is the best teacher

http://www.emeraldinsight.com/Insight/viewContentItem.do;jsessionid=B18CAA5EEE6C2C5598D5CAFB1A97DA66?contentType=Article&hdAction=lnkhtml&contentId=1500388

9) The key to Ultimate the Leadership

http://www.old.scouting.org/boyscouts/supplemental/pdf/NAYLE.ppt

10) How Leaders Buid Trust

http://www.thepracticeofleadership.net/

Developing Your Intuition

Anonymous — Sat, 20 Sep 2008 22:08:47 CDT

Background: Based on the article on the book “Developing Your Intuition-A guide to Reflective Practice” (Cartwright T, 2004). More than 30 years away of research in the Centre for Creative Leadership (CCL), that has provided a practice to improve the leader intuition competencies. A reflective practice indicated a technique to develop leader’s intuition and trust on their instinct when they have to make decisions.

Synopsis: Normally, the top management level often deals with multi tasks, strategies, plans, business situations, and others while the situations can not take a long time to decide. Leaders often make decisions on their intuition in suddenly; effective leaders or experienced leaders may trust on their instinct and can reach to the intuition rapidly. On the other hand, amateur managers or less effective leaders may take a long time to make decisions. In term, “Intuition” the competencies based on feeling rather than considering may need a guide to develop and reflect in their instincts. Reflective techniques will help a manager to shift their confidences, deliberation, and the solutions when they critical on complex situations.

“Where does intuition come from?” According to the article (Cartwright T, 2004), intuition may reflect and illustrate from a person’s apprehending not with completed acknowledging. In addition, the common sense abilities that connected to the whole brain. Although, usually intuition is connected with the right brain thinking (R-mode), right brain normally emphasizes and deals to non-rationale as imagination and metaphor. Moreover, intuition may indicate to the background from experiences, events, situations, education and others that a person has it. To trust in the intuition competency, a method is indicated by a reflective practice, which is provided 5 processions to develop people’s intuition.

Journal: As the great ideas emerge from the brain, somehow, actually just take a few minute people can not aware it. Keep recording and drawing on the journal can make more advantages to improve intuition because when write something on the journal which connected to feeling, thinking and emotions also that might be improved intuition when the leaders faced with the situations and have to decide on incomplete of information. In addition, revisiting to the journal may grab an idea to deal with the situations. Another benefit of writing down to the pages and delicate drawing are compelled a person pay attention, they can gain a deliberation abilities.

Reflective practice imply when leaders have to decide something based on their intuition. Before making decisions, let
double check into the pages and practice on that because when you review on the journal sometime great ideas will embody to the brain again.

Imaging: A simply activity while people can gain much more ideas from using it, also difficult to write down on the page. “Imaging means collaborating visualizing and metaphor to make sense of complicated information” (Cartwright T, 2004), an imagination deal with the feeling, thinking and actions. For example by using imagine to improve their performances the athletes often utilized this way to developed their competencies A reflective practice illustrate when face with the situations let try to closing your eye and then imagine in your mind find the solutions to solving the problems by intuition.

Dream: Even deep down to the imagination when sleep, also dreaming can emerge ideas and ways to resolve tasks, dreams are reflected by images, metaphors, experiences, and others. Reflective practice indicates when wake up from the dream just write down or recording your dream on the journal that will activated also enhancement intuition abilities, keep writing on the pages and cultivated the dream identically a seed.

Analysis: To depend on intuition abilities, reflective practice indicates a guide to enlarge analysis skills, the integrated analyze abilities need to combine among analysis and synthesis together, this amalgamation will establish the different idea and provided an advantage and disadvantage when connected to the two modes.

For example normally analysis may consider with pros and cons also that idea dealing with comparing on something however synthesis often putting together and compound some ideals concurrently.

Emotions: Somehow, managers may depend on their intuition to decide the situations, however emotion factors that influenced to make the decisions. Reflective practices will help and control an emotion to the managers when they face with turbulence and conflicts, to be capable managers the reflective practice give an example when stir up to the situations. Initially, let maintain your emotion in collected and then considering about the situations mainly. Recording to the journal to illustrate the gap between about feeling (emotion) and reflections also managers can gain and stronger intuition abilities in this space.

Conclusion: As management levels are faced with the situations, effective leaders will trust and utilize their instincts to make a decision. By using their instinct, leaders may need practice to developing their intuition competencies. A reflective practice indicate the fifth solutions to shift their intuitions 1. By recording the idea or experience into the journal and often revisited to check the ideas. 2. Imagination situations also attempt to solve the problems in your mind. 3. Recording the dreams to the journal and try to activated your dreams to be a seed. 4. To amalgamate two components between analysis skills and synthesis skills that should be improve their consideration skills and intuition abilities. 5. Based on controlling with the emotion when faced to situations, as the beginning will keep emotions to calm and let considering to the problem first. To merge the sixth ideal deal to the developing intuition, reflective practice indicates the shortcut to improve the intuition abilities. Intuition may need to illustrate to the journal frequently and occasionally revisit to the page.

Submitted by: NIMSRISUKKUL, Pitiwong (6492398)

Reference: Cartwright T, 2004, Developing Your Intuition: A Guide to Reflective Practice, viewed 4 August 2008, http://blackboard.swinburne.edu.au/webapps/portal/frameset.jsp?tab=courses&url=%2Fbin%2Fcommon%2Fcourse.pl%3Fcourse_id%3D_26544_1 Additional resources:

At the web site indicate another ways to develop intuition

http://www.buzzle.com/editorials/11-14-2005-81358.asp

In the site illustrate about how the dream from in term of neuron-scientific (p. 316-367)

http://books.google.com.au/books?id=8ywrjDa0vZ8C&pg=PA316&dq=Dream%2Bbrain&sig=ACfU3U2FmNrTy84jVSozmGstGkwOeug9CQ#PPA327,M1

Another intuition concepts and example

http://www.creativelivinginc.com/intuition-subconscious-mind-power.htm

Another example show about an advantage of intuition.

http://www.greengrants.org/web/Alliance.pdf

Coaching for emotional Competence

AnhTuyet — Fri, 19 Sep 2008 05:59:33 CDT

Emotional competences

Coaching is not only the action but it is an art. It requires the leaders in many skills of their own coach for their emotional competences such as: self-awareness, self management, social skills and so on. It has Daniel Goleman’s Model of Emotional Competence. There are 7 steps to know how to coach for Emotional Competence:

Model emotional competence early and often.
Be prepared to acknowledge your own strengths, weakness, and emotional fluency.
Be disciplined about asking questions that reinforce the emotional competencies frame.
Assist the coachees in building a network of developmental relationships.
Offer coaching tools that can be internalized and self managed.
Remind the coachees that developing emotional competency is an iterative process.
Encourage optimism.

Following the five factors of CCL Coaching Framework: relationship, assessment, challenge, support, results will offer a safe and challenging environment to practice behaviours. Moreover, the process of coaching requires the right apply of the CCL Framework to the Emotional Development. In this framework, we not only focus on the relationship (it is not only the relationship between the coach and the coaches) but the broader network of relationships that the coaches cultivates as a way of practicing and expanding emotional competencies also. This is important because the quality and the depth of the coaching quality can affect directly to the results of the leading process. The second thing we should focus on is the assessment in the CCL Framework. The assessment practices that enable the coachees to facilitate ongoing development of emotional competency are reflecting in action. The way that leads to the creation of the action is the whole process. From the first phenomenon affects to the emotion then it moves to thought, alternating your behaviour then lead to the performance. This is the whole process. In this situation, the control for the emotional competencies is really important because it leads to the thought then the performance sooner or later. For example, in the conflict, if the controlling cant be well managed, firstly it will cause the wrong thought then lead to the bad creation to the behaviour then the performance like argument or even worse it cause battle. The third element in the framework is the Challenge. The challenge here is the ability to control as well as managing the emotional competencies of the leaders. Coaching emotional competencies is about the defining and improving an existing capacity, especially the area of emotional awareness and management. It is somehow realizing the derail coaching position to back to the right track of coaching is also a best way to confront the challenging. The fourth element of the framework is the support. There are four components of the support: maintaining motivation, accessing resources, celebrating wins, managing set back, creating ongoing agenda. However, the coaching will be limited if the leaders just follow the emotional competency. Besides, the leader coach can supplement the coachees’ personal motivation to develop these skills by acknowledging small gain and highlighting for the coaches the direct link between the use of emotional competency and positive organisational results. The last element in the CCL framework is the results. It is a key assumption behind the purpose of coaching for emotional competency is that it can improve individual and collective performance as well as satisfaction. In this aspect, the leader coaches must measure results in a holistic rather than compartmentalized fashion. Also leaders must be strong and unique position to assess the overall improvement of their coaches’ individual performance. Moreover, the leaders must have a frequency of contact and observation to provide ongoing and in-the-moment assessment, challenge and support that coaches need while experiencing the growing pains of developing a greater capacity for emotional competency. In conclusion, leader coach must have the baseline of emotional competence to effectively help the others develop personal and social competences. Besides, coaches should build alliances characterized by:

Trust, encouragement, honesty and challenge.
Have a good understanding of their own strengths and weaknesses (self-awareness).
Be able to monitor negative emotions such as impatience, frustration, or anger (self-management).
Pose supportive questions and listen well (empathy).
Have ability to build quality relationships (social skill).

The chapter has demonstrated how leaders can develop critical emotional competencies in coaching relationships as well as working within the historically undervalued developmental arena can ultimately boost individual effectiveness and satisfaction as well as organisational performance.

Summarized by Anh Tuyet Tran

References: Sharon Ting & Peter Scisco, The CCL Handbook of Coaching: A Guide for the Leader Coach, Jossey-Bass Publishers, 2006, ISBN 0787976849, chapter 7: Coaching for Emotional Competency.

MAKING COMMON SENSE (Leadership as Meaning-makng in a Community of Practice)

c_Tony76 — Fri, 19 Sep 2008 01:53:10 CDT

By Wilfred H. Drath and Charle J. Palus 2001

SUMMARY

A sense of what it is and what is important for individual when people interact with each other in a context formed up a shared commitment and leadership is happening. Social influence is recognized as a process of leadership. This article, MAKING COMMON SENSE (Leadership as Meaning-making in a Community of Practice), presents an alternative perspective and views leadership as a social meaning-making process that occurs in groups of people who are engaged in some activities. The article uses the constructive views to describe how people primarily constructed their own considerations from their individual experiences. In addition to leadership as a social-influence process in which individuals induce others to engage in an activity or work, the paper regards leadership as a meaning-making process in a community of practice. In communities of practice, the leadership process begins to develop when individual members develop psychologically, when new forms of practice are created, and when organizational structures change. New supervisors and managers may need to learn the individual skills of leadership, and later learn the community-oriented meaning-making capacities, such as:

Capacity to understand oneself as both an individual and as a social being
Capacity to understand systems in general as mutually related, interacting, and continually changing;
Capacity to take the perspective of another
Capacity to engage in dialogue

The Importance of Making Meaning

In this regards, the way to make meaning and the implications, this is a leader’s ability to interpret and reinterpret for themselves as well as for others. Making meaning is the ability for making things reasonableness. Making sense can be described as the process of utilizing an understanding over the past experiences to full filled an answer for the questions of the occurred incident, what happened as well as a prediction for certain circumstance. The constructive experience is very grateful for providing the reasonable assumption in order to making a plan to anticipate with the future events. Meaning-making is able to be constructed from the understanding of the part of valuable experiences with the ability to analyze and anticipate that knowledge for having the rational to make the plan with good assumption for the future events. This aspect is called as constructivism which originally occurs as individual meaning and is able to subsequently develop to social meaning-making. The individual-making and social meaning-making are correlation process and eventually results for the leadership ability of improvement or development. Developing the constructivism can be viewed as a tool for applying the meaning to leadership.

Applying Meaning to Leadership

Leadership in the organization consists of making meaning, making decisions and influencing people. Individual meaning-making process can descried in the following aspects of leaning process, ego development and spiritual development while the social incorporates with language, system of knowledge and the arts with the expansion of scopes and conceptual frame works. Leadership can be either detailed as the process of making sense of what people are doing together or the social sense-making process for creating interpersonal influence. A combination of creation, nurturance and evolution/revolution is named as meaning-making.

As a leader, you may need to enter this complex territory and join the meaning-making as the strategy for leadership development. There is an interrelated area of authority and leadership that always results in a complexity for managing an effective leadership. In community practice, authority is determined as a tool for making sense of things while leadership is considered as the process through which people perceive to manage this tools to work for having meaning-making process. Learning theory highlights that there are the following of four critical elements to changing someone’s meaning perspective which leads to personal transformation.

A disorientating dilemma
Critical reflection
Rational dialogue
Behavioral change

With this expression, leadership development is the complexity of various sources of processes. Individual meaning-making, social meaning-making as well as commodity practice can be viewed as the progress for leadership development. Leadership can be empowered with further development of individual meaning-making process through social meaning-making process and community practice which needs to be incorporated with other resources; such as intelligence, initiative taking, risk taking and others. With the difference of leaning ability and other perspective, the leader can be differently classified as charismatic leader, powerful individual leader and inspired leader respectively which is accepted as the word of natural leader.

In this context, leadership is not considered only at a social-influence process rather than an engaging in activity or work with the group or culture-building. Therefore, leadership is a social process of initiating commitments in communities practice.

RECOMMENDATION GUIDEBOOKS

REFERENCES

DRATH, Wilfred H., Making Common Sense : leadership as meaning-making in a commodity of practice, Center for Creative Leadership, Greensboro, North Carolina, U.S.A.

Posted by : CHALUNGSUT Asanee (Tony) ID : 6528309

USING 360-DEGREE FEEDBACK IN ORGANIZATION

a1m2i0t4 — Thu, 18 Sep 2008 20:49:55 CDT

USING 360-DEGREE FEEDBACK IN ORGANIZATION

AN ANNOTATED BIBLIOGRAPHY

John W. Fleenor and Jeffrey Michael Prince

This report is a collection of annotated bibliography of some profound authors in business, management and leadership on various aspects of 360-degree feedback which serves as a complete guide, with substantial amount of data followed by satisfactory answers to some FAQs.

This includes rich literature on 360-degree feedback like;

People who get feedback from both managers and subordinates and those who get feedback from subordinates only will have more positive appraisal than those who receive feedback from their managers only (Bernardin, Dahmus & Redmon, 1993).

The closer the outcome of self-rating to other-rating the better is the result expected (Atwater & Yammarino, 1997).

The 360-degree or multirater feedback is a very reliable and consistent system which is easy to use, relevant and understandable. It has the potential of creating positive change both at an individual and an organizational level (Bracken, 1994).

This system should be used for development purpose and not for determining pay and performance as it could produce invalid or negative results (Dalton, 1996).

There are ways to minimize risk like the rater and the ratee should understand the potential of the feedback, it shouldn’t be the determinant of salary, promotions or terminations. It should guarantee anonymous feedback and it should have support from leaders in the organization (Carey, 1995).

People who have positive attitude towards development will maximize the benefits from 360-degree feedback where as it can harm others who have a negative attitude and are unable to accept the feedback (Edwards, 1995).

It is more than just a data collection system and can be used to measure behaviour and characteristics of employees (Heisler, 1996).

Training of raters and ratees is necessary for a good desired result as it enables employees in giving an unbiased rating (McGarvey & Smith, 1993).

Multirater feedback with peer coaching partnerships are very effective. Creating and adhering to an action plan is important as it fosters improvement (Peters, 1996).

A good multirater should include process design and planning, instrument design and development, feedback processing and reporting and action planning and follow up (Bracken, 1994).

Many other authors present their views and techniques to reap maximum benefits from this system like psychological aspects of 360, feedback for top executives, suggestions to prevent 360 from losing impact and effectiveness, designing an effective 360 etc.

The FAQs are quite helpful, including “How and when did 360 develop?” “What are its benefits?” “How should it be used? Along with interesting answers like “360 dates back to the world war II” “Along with all the benefits there are errors in the system too, like halo effect and recency effect” “360 integration steps includes preparation, administration and follow up”. In all this is a definitive handbook on various aspects of 360-degree feedback

Author:

Expert: John Fleenor
Title: Group Director, Knowledge Management
Relevant publications: Co-author, Choosing 360: A Guide to Evaluating Multi-rater Feedback Instruments for Management Development; co-author, Using 360-degree Feedback in Organizations: An Annotated Bibliography
Career background: Has also worked as a research scientist and as manager of CCL's assessment database since joining the Center in 1991
Education: Ph.D., North Carolina State University

References:

Leanne Atwater and Francis Yammarino. Does self-other agreement on leadership perceptions moderate the validity of leadership and performance predictions? Personnel Psychology 45, 1992, pp. 141-164.
Julie H. Barclay and Lynn K. Harland. Peer performance appraisals. Group and Organizational Management 20:1, 1995, pp. 39-60.
Walter C. Borman, Leonard A. White, and David W. Dorsey. Effects of ratee task performance and interpersonal factors on supervisor and peer performance ratings. Journal of Applied Psychology 80:1, 1995, pp. 168-177.
John Fleenor, Cynthia McCauley, and Stéphane Brutus. Self-other rating agreement and leader effectiveness. Leadership Quarterly 7, 1996, pp. 487-506.
H. John Bernardin and Richard W. Beatty. Can subordinate appraisals enhance managerial productivity? Sloan Management Review 28:4, 1987, pp. 63-73.
Stéphane Brutus, John Fleenor, and Sylvester Taylor. Impact of different congruence methodologies on 360-degree feedback research. Paper presented at the meeting of the Society for Industrial and Organizational Psychology, San Diego, CA, April 1996.

Suggested Readings:

Bracken, D. (1994, September). Straight talk about multirater feedback. Training and Development.
Ghiselli, E., Campbell, J., & Zedeck, S. (1981). Measurement theory for the behavioral sciences. San Francisco: W. H. Freeman.
Hollenbeck, G., Dalton, M., Pollman, V., Bracken, D., Jako, R., & McCauley, D. (in press). Forum: Should 360-degree feedback be used for administrative as well as development purposes? Greensboro, NC: Center for Creative Leadership.
Jones, J., & Bearley, W. (1996). 360-degree feedback: Strategies, tactics, and techniques for developing leaders. Amherst, MA: HRD Press.
Kaplan, R. E., & Palus, C. J. (in press). Enhancing 360-degree feedback for senior executives: How to maximise the benifits and maximize the risks. Greensboro, NC: Centre for Creative Leadership
Peters, D. (1985). Directory of human resource development instrumentation. San Diego, CA: University Associates.
Velsor, E. V., Leslie, J. B., & Fleenor, J. W. (in press). Choosing 360: A guide to evaluating multi-rater feedback instruments for management development. Greensboro, NC: Centre for Creative Leadership

Additional resources:

Articles, Research Papers & Case Studies:

1) 360 Degree Feedback
-360 Degree Development Feedback
By Albert Consulting
It is an article with graphic representation of 360-degree feedback

2) Improving the Payoff from 360 Degree Feedback
By Evelyn Rogers, E. Rogers Associates; Charles W. Rogers, Pepsi-Cola North America;William Metlay,
Industrial/Organizational Psychology, Hofstra University
This article talks about how to get better results from 360-degree feedback.
In includes a bit of history followed by the purpose of the system, implementation process, resources, coaching, evaluation and some future research on using 360

3) It is a very handy article to find answers to the Frequently Asked Questions on 360-degree feedback
By 360-degree feedback.com

4) Complete 360 Degree Feedback
-What is 360 Degree Feedback?
By Focal 360
This article starts from answering, What is 360-degree feedback and continues to provide information on all possible aspects of the system and the types of instruments in the article topics.

5) Are you ready for 360?
By Genene Koebelin Human Performance Improvement
Spring, 1999 Suffolk University
This article describes the internal business perspective, financial perspective, customer perspective and learning perspective.

6) Protecting Integrity in Governance with 360-Degree Feedback
By David Hallam
This article talks about how to have full control over the deployment of the system and how to govern the working of it.

7) Act on the Feedback then Measure the Impact
This article shows how Royal & Sun Alliance used the 360-degree feedback process and gained from it. It shows how they went about measuring the impact.

8) 360° Feedback
-“It’s hard to imagine the company without it”
It is an article on 360-degree feedback has proved fruitful for the companies in New Zealand

9) 360-Degree Feedback
-Key to Translating Air Force Core Values into Behavioral Change
By Thomas S. Hancock, Lieutenant Colonel, USAF
This is a research paper on US Air force core values and the impact of 360 degree feedback in shaping and strengthening the values of it. It also talks about the upward feedback as well.

10) Antecedents and Consequences of Reactions to 360-degree feedback
By Leanne Atwater & Joan F. Brett
School of Management, Arizona State University West
This case study investigated how attitudes and format of 360 degree feedback affected recipients’ reactions and attitudes following feedback conducted on managers and leaders.

11) Multi-Source (360 Degree) Feedback
-A Case Study and Evaluation
By John P. Keenan
It is a step by step explanation of 360 degree feedback with methodology.

12) Case Study - 360 degree Feedback
with Si.mobil
This gives the basics for an effective 360 feedback.

13) 360 Feedback Process At Ford Motor Company
-A Successful Implementation
It is a case study of 360 degree feedback at Ford Motor Company

14) 360-Degree Feedback
-Problems and Prospects in Thailand
It is an extensive case study done on many companies in Thailand.

15) Knowledge Summary Series
-360-Degree Assessment
By Robert W. Eichinger, Michael M. Lombardo, Lominger Limited, Inc.
The common thread of the three short pieces that make up this research paper is assessment. We assess ourselves. We ask others to give us
their assessments. And we welcome (or at least tolerate) boss assessments.

16) Collaboration and Self Assessment
-How to Combine 360 Assessments to increase Self-Understanding
By Joseph Psotka and Peter J. Legree
This is a research paper by the United States Army Research Institute for the Behavioral and Social Sciences which tells about methods of using 360 degree feedback in self rating and self assessment.

17) Emotional intelligence and 360-degree assessment
By Geetu Bharwaney
This is an article which describes the links between 360 degree feedback and emotional intelligence.

18) 360-Degree Assessment
-An Overview
This article answers the two questions (1)What does this rating source contribute? and (2)What cautions should be addressed? regarding all the components of 360 degree feedback like the sources, self, peers, subordinates and customers.

Ebooks:

360 - Degree Feedback
By Peter ward
Traditional appraisal involves bosses assessing their staff. But they are often the ones who know the least about an employee's performance. You can hide things from your boss - it's harder to hide from your peers, subordinates...

This book is a complete guide to all aspects of 360-degree feedback including; meaning, uses, design, implementation, compairisons, methods and future uses.

360° Feedback
-Strategies, Tactics and Techniques for Developing Leaders
By John E. Jones and William L. Bearley

This book is a tool which provides strategies and techniques like 360 in team building, embedding upward feedback into employee surveys, understanding model-based 360, data analysis and action planning.

Videos:

What are 360 degree feedback surveys and how do they work?
This is one of the best videos that describes the working of 360 degree feedback in a very simple and easy to understand manner.
As it is animated, it is even better. You will love it.

360 The Measure of a leader
This is an add about the maximum impact simulcast presenting 360 The measure of a leader.
It defines the competency of the concept of 360. It tells about the huge learning opportunities when great leaders meet each other and the world.

Integral Leadership Development Profile - 360 feedback
Hear from real managers what they like about the 360 degree feedback. For example: managers talking about how to share the feedback that they get and their experiences in sharing the same.

How to Handle Negative Feedback?
Listen from the author of Bea Fields's www.edge-book.com
She tells us how to handle and interpret negative feedback.

Executive summary by: Amit Kumar Pattnaik
Student id: 6565549

building resiliency

Anonymous — Thu, 18 Sep 2008 16:36:35 CDT

BUILDING RESILIENCY

How to Thrive in Times of Change

MARY LYNN PULLEY
MICHEAL WAKEFIELD

Executive Summary
Kaushika Jinna

Resiliency is important because change is so pervasive. Most of us have heard the saying, “When the going gets tough, the tough gets going.” But resiliency isn’t simple matter of “toughing it out”. It allows developing new skills and perspective that lead to continued success at work and away from job. This article focuses on nine developmental components through which resiliency can be achieved.
1. Acceptance of Change: - Change is pain as it leads to missed promotion, demotion, or termination in the organization. Resiliency can be achieved in this area by creating an accurate portrait of yourself and your environment. Here are three actions to build up resiliency by accepting and adaptable to change.
a. Paying attention to people and work
b. Paying attention to physical and mental well being
c. Examine change on its own term.

2. Continuous Learning: - while learning new skills, generally managers feel less competent and that is the reason they cling to old habits. The key to resiliency in this area are :-
a. Make a note of one thing you learned or you already knew but had confirmed at the end of each day.
b. Review a professional disappointment and professional success in the past and try to memorize what knowledge was confirmed by that experience?

3. Self Empowerment: - The power to build resiliency depends on individual himself. The means to resiliency in this area are:-
a. By giving yourself the freedom to make your own choices and to act on them.
b. Don’t expect someone else to guide your career.
c. Identify the strengths you have that you can rely on or turn to.
d. Develop new strengths by taking on “stretch” assignments.
e. Create your own “board of directors”.

4. Sense of Purpose: - A clear sense of purpose gives your work meaning and helps you to see set backs from broader perspective. Here are few questions that can help to explore your sense of purpose:-
a. What is your most important value? What do you do at work or away from the job that reflects that value?
b. What was one of your childhood dreams? Identify the crossroads in your life that led you away from your dream.
c. If there were no obstacles, what would you like to do with your life?
d. Review your answer to the previous question. What’s the first step you could take toward meeting that goal?

5. Personal Identity: - The attributes of personal identity creates an authenticity that stands throughout times of change and creates alignment between feelings, beliefs, values and actions. Authenticity creates a platform for resiliency. Here are few ways to strengthen sense of personal identity:-
a. Develop a personal logo.
b. Develop a personal metaphor for your goals.
c. List all the different roles played in professional life.
d. List some early childhood commandments.

6. Personal and Professional networks: - Broad network of personal and professional relationships is a critical element in achieving goals, dealing with hardships and developing perspective. The key to building networks that add to resiliency is to make connections personal. To reevaluate personal and professional networks, here are few techniques:-
a. Make a list of people you can depend on in times of need.
b. Add to that list the people with whom you would first share your stories of success.
c. How much do you know about each of the people on this list?
d. Choose a name from the list – what u can do for that person today?

7. Reflection: - It is an effective self feedback tool. Reflection helps to develop a degree of self awareness that can enhance your resiliency in handling professional and personal world. Here are few techniques if you find reflection difficult to work into your day
a. Establish structures or routines that build in reflection.
b. Rearrange priorities to make time for reflection.
c. Use performance appraisal information as occasion for reflection.
d. Keep a journal.

8. Skill Shifting: - By casting in new light gives a vision of how skills might shift into new patterns of work and behavior. To gain new perspective on familiar skills, here are few techniques:-
a. Experiment with volunteer activities to try out different behaviors and to stretch your technical skills into unfamiliar territory without pressure of job performance.
b. Describe five different jobs or careers that you could do today given your current skills.

9. Relationship to money: - Resiliency also comes from reviewing how you relate to the outside world particularly this is more evident when it comes to your attitude towards money. Here are few ways to reorient your relationship to money.
a. Look at your personal budget and list the things you need and the things you want.
b. Examine your budget to determine the minimum amount of income you need to cover necessities. Think of and describe alternative ways to earn that income.
c. If there is gap between what you want and the money that is available, prioritize your want list.

"Resilient persons believe that its waste of time and energy to be preoccupied with regret or bound up in retribution or nursing old wounds" , walsh asserts

Conclusion
In this article I described and analyzed the nine developmental components through which resiliency can be achieved. Resiliency can be developed simply by changing views, habits, and responses through various thoughts and actions. By being resilient not only gives the tools to handle hardship and disappointment, but it allows an individual to develop spanking new viewpoints and dexterity that show the way to triumph. In the conclusion I can say that by being resilient we can adapt and flourish at whatever circumstances life throws at us, be it work or personal.

Suggested Readings

Bridges, W. (1980). Transitions: Making sense of life's changes. New York: Addison-Wesley.
Bunker, K. The power of vulnerability in contemporary leadership. Consulting Psychology Journal: Practice and Research, 49(2), 122–136.
Lombardo, M. M., & Eichinger, R. W. (1989). Eighty-eight assignments for development in place. Greensboro, NC: Center for Creative Leadership.
McCauley, C. D., Moxley, R. S., & Van Velsor, E. (Eds.). (1998). The Center for Creative Leadership handbook of leadership development. San Francisco: Jossey-Bass. McCall, M. W., Jr., Lombardo, M. M., & Morrison, A. M. (1988). The lessons of experience. Lexington, MA: Lexington Books. Noer, D. (1993). Healing the wounds: Overcoming the trauma of layoffs and revitalizing downsized organizations. San Francisco: Jossey-Bass.
O'Neil, J. (1993). The paradox of success: When winning at work means losing at life. New York: Putnam.
Pulley, M. L. (1997). Losing your job—reclaiming your soul: Stories of resilience, renewal, and hope. San Francisco: Jossey-Bass.

Further Readings

Articles

1. Building Resilience in a Turbulent World by Gina Stepp

http://www.vision.org/visionmedia/article.aspx?id=5816

2. Ten Tips for Building Resilience by Dr Deb

http://drdeborahserani.blogspot.com/2007/09/ten-tips-for-building-resiliency.html

3. Resiliency for Life by Michael Ballard

a. http://www.resiliencyforlife.com/
b. http://www.resiliencyforlife.com/WhyResiliency
c. http://www.resiliencyforlife.com/ResiliencyInformation
d. http://www.resiliencyforlife.com/Research
e. http://www.resiliencyforlife.com/Quotes

4. Building Resilience to Deal with Disasters by Line Gordon

a. http://rs.resalliance.org/2005/08/15/building-resilience-to-deal-with-disasters/
b. http://rs.resalliance.org/tag/resilience-2008/

Video - Building Community Resiliency to Disasters

5. Building Resilience- The Upside of Down by Harold Jarche

a. http://www.jarche.com/2007/03/building-resilience-the-upside-of-down/
b. http://www.energybulletin.net/22674.html . Australians have been exploring how to build resilience also. They call it PERMACULTURE

6. Building Resiliency in Young People through Meaningful Participation by Kylie G. Oliver1, Philippa Collin2, Jane Burns2,3 and Jonathan Nicholas2

http://www.auseinet.com/journal/vol5iss1/oliver.pdf

Video- Building Resiliency in Youth

7. Building Community Resilience

a. http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/BuildingCommunity_FINAL_02-12-07.pdf
b. http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/BuildingCommunity_FINAL_02-12-07.pdf
c. http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/BuildingCommunity_FINAL_02-12-07.pdf

E-books

1.The Resiliency Advantage- Master Change, Thrive Under Pressure, and Bounce Back from Setbacks by Al Siebert

http://library.books24x7.com.ezproxy.lib.swin.edu.au/toc.asp?bookid=9452

2.Resilience at Work—How To Succeed No Matter What Life Throws at You by Salvatore R. Maddi and Deborah M.Khoshaba

http://library.books24x7.com.ezproxy.lib.swin.edu.au/toc.asp?bookid=8857

3.Breakthrough Teams for Breakneck Times—Unlocking the Genius of Creative Collaboration by Lisa Gundry and Laurie LaMantia

http://library.books24x7.com.ezproxy.lib.swin.edu.au/toc.asp?bookid=3285

4.Resonant Leadership—Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion by Richard Boyatzis and Annie McKee

http://library.books24x7.com.ezproxy.lib.swin.edu.au/toc.asp?bookid=23567

5.CEO Road Rules- Right Focus,Right People,Right Excecution by Mary Key and Dennis Stearns

http://library.books24x7.com.ezproxy.lib.swin.edu.au/toc.asp?bookid=14474

A Versatile Leader(2)

Anonymous — Thu, 18 Sep 2008 08:24:53 CDT

Prepared by Arvind Hirani
Student ID No. 6582206

A VERSATILE LEADER

An executive summary of the article "Forceful Leadership" By Robert E. Kaplan.

In this article, Kaplan has described two different leadership styles (forceful leadership and enabling leadership), generally used by the most executives in the organisation. The leader who leads personally, takes decision personally and makes judgements personally is called forced leader. The leader, who enables subordinates to lead, participates subordinates in taking decision and judgements and works as a team player is called enabled leader. In short, we can say forceful leader as an autocratic and enabling as participative leader in nature.

Forceful and enabling leadership styles have their own peculiarities. Both the leaders have their own virtues, through which they leads their team. Following are the virtues of each of the leader:

The virtues of forced leader:
--Self confidence
--Competitiveness in work
--Persistence in dealing and facing adversity.
--Raising of tough issues and forcing function
--An intense can-do attitude.
--Self dependence in making decision and judgement and solving problem.

The virtues of enabled leader:
--Compassion to people’s needs and feelings.
--Receptive to people’s ideas.
--Appreciates people.
--Helps people feel valued
--Realistic about people’s capacity to perform.
--Fosters harmony
--Flexibility in plan on team’s advice.

It’s true that each type of leader has their own capabilities and virtues, but in today’s complex organisational context, the leader must possess the virtues of both the type of leadership. Even though forceful and enabling are opposites, they are not necessarily incompatible, contradictory, or mutually exclusive. We can assert that forceful leadership and enabling leadership are complementary to each other and that they are equally necessary to effectiveness. Such effectiveness is called versatility. The versatile leader is a combination of forced and enabled leader and possesses versatile leadership qualities to lead the organisation in better way.

However it is difficult to have versatility in every leader. Now the question is to develop such versatility. The leader requires learning and emphasizing the underdeveloped side of each of them. For example, the forced leader needs to participate his subordinates in the process of decision making and judgement, whereas on the other hand the enabled leader needs to develop self confidence, self-decision making and competitiveness in work. In short, each type of leader should develop the underdeveloped side. But acceptance of the underdeveloped side is not enough, to enhance his versatility; he also requires de-emphasizing the overdeveloped side.

The Primary Development Task for Forceful Managers:
Forceful managers place great faith in their own powers—their ideas, decisions, vision, convictions, focus, drive. When in doubt, they fall back on their own resources. As a result, they tend to have trouble listening, turning subordinates loose, resisting the temptation to take over when problems arise, and developing the capabilities of their subordinates. The force they exert can shut people down and turn them off. One way or another, overly forceful managers are at risk of losing the potential contributions of others. For example, he is harshly judgemental. He requires de-emphasizing that overdeveloped side and learning to accept the ideas of people in his organisation. In relying so heavily on what they are able to do, they don’t enable others enough. In fact, they disable others.

The Primary Development Task for Enabling Managers:
On the other hand, being too enabling of others amounts to disabling oneself to some degree. Enabling leaders place great faith in others and need to develop greater faith in themselves. The trick is to make use of both one’s own and others’ capabilities.

In conclusion, leaders need to be forceful—to assert themselves and their capabilities and to push others to perform. Leaders also need to be enabling—to tap into and bring out the capabilities of others. The problem is that many executives see forceful leadership and enabling leadership as mutually exclusive, or strongly prefer one or the other, and therefore lack the versatility to be truly effective. So they need to develop such versatility.

Useful References:
The lessons of experience: How successful executives develop on the job.
McCall, M. W., Jr., Lombardo, M. M., & Morrison, A. M. (1988). Lexington, MA: Lexington
Books.

Leadership transforms vision into action. Bennis, W. (1982, May 31). Industry Week, pp.
54-56.

The evolving self: Problem and process in human development.
Kegan, R. (1982).
Cambridge, MA: Harvard University Press.

Beyond rational management: Mastering the paradoxes and competing demands of high performance.
Quinn, R. E. (1991). San Francisco: Jossey-Bass.

The reflective practitioner: How professionals think in action.
Schon, D. A. (1983). New York: Basic Books.

The managerial mystique: Restoring leadership in business.
Zaleznik, A. (1989). New
York: Harper & Row.

Additional References:

An innovative 360 assessment of a leader's versatility

This is the thinking manager’s feedback survey. It is based on a leadership model that offers a simple, compact framework to account for the complexities of the manager’s job—the tensions and trade-offs, the balances to be struck. It covers both the interpersonal aspects of leading with the forceful-enabling duality as well as the business side with the strategic-operational duality. You can find here the sample survey reports and questionnaires and many more things on improving towards versatility.

Coaching for Forceful & Enabling Leadership

This site describes the characteristics of forceful and enabling leaders with its extreme qualities.

Leadership Style

This website provides information on how one can develop leadership capabilities. It also gives information on different leadership styles and skills needed developing that style. One interesting thing I found is prayer strategy for different styles of leaders. It has different methods to determine leadership styles and many more....

Effective Leadership in different situations

This link provides the information on leadership behavior in different situations in the organisational context and in day to day life.

Other important articles on this topic

This link provides different important articles on forceful and enabling leadership.

Forceful leadership and enabling leadership: you can do both
This a complete book on forceful and enabling leadership written by Kaplan, Which is in our library resources. You can find it on this link.

22 ways to develop leadership in staff managers-Gayathri Ganji

gayathriganji — Thu, 18 Sep 2008 05:20:37 CDT

TWENTY- TWO WAYS TO DEVELOP LEADERSHIP IN STAFF MANAGER

Research Project By:Gayathri Ganji

Twenty-two ways to develop leadership in staff managers is a very informative and a interesting article written by Robert W.Eichinger and Michael M.Lombardo.A person who works exclusively in staff jobs throughout a career has less chances to essential and crucial leadership competencies when compared to a person who works exclusively in line jobs (or in a combination of staff and line jobs).This article describes the meaning of developmental gap and explains the reasons for its existence. It also gives twenty-two recommendations for the closure of the gap.

How Successful Executives Develop

Before we can describe the developmental gap between line and staff executives, we must first outline how we understand the occurrence of executive development. The following is based on CCL research, begun in 1982, on how successful executives learn from experience (see Lindsey, Homes, & McCall, 1987; Morrison, White, & Van Velsor, 1987; and McCall, Lombardo, & Morrison, 1988).Basically successful and effective leaders can be grouped into many types. They are challenging jobs, Bosses of other people,Hardships,Coursework,Off -the job experiences,Start-ups,Fix-its,Stark leaps in scope and scale, Projects and task forces, Line to staff switches.

Differences between Staff and Line Development

In terms of elements of executive development, there are many differences between staff and line development. They receive very few challenging jobs (start-ups, fix-its, etc) than the line managers and even if they receive them, it is at a later stage n their careers. Though the leadership demands they experience are almost the same as those faced by the line managers, they do not experience some important demands. They have less opportunity to develop as line managers. These observations are supported by recent research at CCL and by indirect evidence.

Why the Developmental Gap Exists

There are many reasons for the difference between line and staff leadership development. The most important one is that there is a natural division of labour between the two. In this situation, the natural advantages of the line are realized and the disadvantages of the staff are left Unaddressed.

Recommendations

The following are the recommendations that will help the closure of leadership development gap between the staff and line jobs and careers:

1. Evaluate Staff Professionals for Management Potential and Intent Early:

Though many staff professionals prefer to remain individual contributors, it’s no true that most doesn’t want to be managers or could not make good managers if given proper opportunity and the necessary preparation. The first step towards providing them opportunities for challenges of leadership is to identify the contributions of the staff that show signs of managerial and leadership ability, potential and interest at an early stage. Though many staff professionals are evaluated at an early stage, these evaluations usually focus more on technical rather than leadership and management skills. The article suggests to focus more on leadership and management skills during the evaluations.

2. Ration Development Jobs Carefully:

As the supervisory roles are the main sources for learning leadership skills and as they are very scarce in staff units, these positions must be reserved for the staffs that show potential and ability for management at a early stage.

3. Enrich (Provide More Variety in) the Leadership Experiences of Staff Managers:

During the reassignment of staffers, we need to think in terms of a stark transition from one type of challenge to another. Managers tend t develop most when there are changes in the leadership demands. For example, when they have to work with a new team or technology or develop a new skill-and when they must give up old ways to accomplish a task. So Organizations should ask such questions as, “What will this person have to learn quickly? What will the person have to? Unlearn, give up doing, or change?”

4. Think Small:

There are a very few high –challenge jobs that are available in any staff organisation. There are many small opportunities that exist such as organising a off-site or developing a new training program, cutting costs or streamlining operations etc.Eventually such small experiences add up to a big one.

5. Use the Principle of Progression:

Those who are successful start-up managers at the age of 40 often had smaller versions of such work at an earlier stage in their careers. At 23 years of age they helped in the creation of a Word-processing pool and selected the first people; at the age of 28 they started up a small unit; at the age of 33 they launched a new product; at the age of 36 they were in the second position In a major start-up; and then at the age 40, they handled a major start-up themselves. These types of small but challenging opportunities are available in most of the staff organisations.

6. Provide Lots of Career Information and Feedback to All Staff Managers and Professionals:

For the active participation, in their own development, staff professionals need three things: an understanding of the definition and meaning of effectiveness and success (and ineffectiveness and derailment), according to the organisation, a knowledge of what experiences (in terms of jobs and job challenges) can lead to the competencies that constitute effectiveness, and frequent, constant and varied feedback on their progress in attaining these competencies.

7. Aggressively Help Staffers Learn from Each Experience:

One of the main conclusions from the CCL studies is that successful people are active learners. For example, they make a note of interesting ideas, consolidate their learning through feedback or tutoring, or ask themselves probing Questions such as: What am I learning? What do I need to do differently? What do I need to do from a leadership perspective? Etc.Organizations can help and support the managers in structuring their learning. At least, managers need to Share past experiences and review upcoming ones with the developing subordinates or colleagues.

8. Find Ways for Staffers to Work on Line Issue:

There are many ways in which staffers can be put to work on line issues.Example: Assign staff to task forces working on line problems, arrange periodic line-oriented issue and problem reviews etc.

9. Urge Individual Staffers to Build Their Own Leadership Skills:

Individual staff managers can take an active role in the identification of different ways which help in the promotion of their own development. They can be empowered to look for and volunteer for start-up or fix-it projects, define what constitutes effective leadership in their current positions and acquire feedback on how they are doing, seek out contacts with line colleagues, take field trips etc.

10. Expose Staffers to Customers:

Generally, staff workers do not come in face to face contact with the outside customers. This can be minimised by taking field trips, working in customer service for a short period of time, conducting market surveys, visiting customers etc.

11. Look for Line-like Jobs in Staff Units:

In most of staff areas, there are small line-like jobs that involve direct measures of their effectiveness, tight repetitive time frames etc.Examples: Pay-roll jobs, jobs in compensation and benefits processing in a human resource unit etc.These types of jobs help in the development of leadership skills.

12. Look for Opportunities for Temporary Staff-to-line Switches:

Staff-to-line switches are rare but they are very beneficial. For example, a staff person could be sent into a staff unit within a line unit—perhaps market research in marketing or sales planning in sales.

13. Look to Make Early Permanent Staff-to-line Transitions:

Some staffers who show a interest towards management and leadership at a early stage should be moved into the line permanently as soon as possible. Especially, for women and minorities who are bunched up in staff groups it is very important.

14. Look to Experiences in Addition to Jobs:

In addition to the job, staffers can improve their leadership ability through off-campus jobs and assignments-for example trips, projects, task forces, special assignments etc.

15. Look to Outside-of-work Experiences:

Staffers should look for leadership experiences, outside the job also like in church groups, charitable opportunities, professional associations etc.

16. Make Staff Services More Customer-focused by Using a Charge-back System:

Some organizations have a system of internally charging for the products and services supplied by staff units. In the case of advanced charge back systems, the line can make choices between inside and outside sources of staff services. They can also prefer not to use the service at all. This system might not be appropriate everywhere. It can also make staff managers more sensitive towards the nature of line work because the products and the services for which they are responsible must the needs of the line (customers).Charge-back systems in addition to improving staff products and services, increases the opportunities for development of staff managers.

17. Implement Total Management Quality in Staff Units:

Managing a staff unit in a way that its products and services are cost-effective, have no defects, and totally satisfy internal customers can be beneficial to manager’s development. It consists of elements of both start-up and fix-it assignments; It involves fairly complex strategies of implementation; it has a heavy measurement and feedback component and necessitates full delegation practices and it aligns both staff and line more closely as they both try to be more competitive in a global marketplace.

18. Mix Line and Staff in Training and Development Programs:

Wherever possible, in training and development programs, whether internal or external, should include the Participation of both line and staff managers.

19. Use Line Executives on Temporary Staff Assignments as Special Mentors/Coaches for Staffers:

Line executives, who are assigned to staff positions on a temporary basis, can be asked to coach one or more staff subordinates in line experiences and perspectives which can serve as a development resource.

20. Arrange for Staff Professionals to Attend Line Meetings and Off-sites:

As part of the developmental experience, it is very beneficial for the staff professionals to attend line off-sites and business meetings. This would also provide an opportunity to interact informally with the line and field individuals.

21. Move Key Staffers at Headquarters to Field Staff Jobs:

If temporary line assignments cannot be arranged, move important future staff leaders to field locations before their salaries are too high or they are too senior in the chain of command for such a move.

22. Manage the Careers of Key Staff Talent More Aggressively:

The top level management needs to be aware of the special nature of developmental life for staff professionals, and should try their best to support the extra efforts that are required to improve it.

EXTERNAL LINKS FOR ADDITIONAL INFORMATION:

The following are a list of some links for additional information:

1.http://perseus.herts.ac.uk/uhinfo/library/q28371_3.pdf

-This article explains the development of staff management in a university.

2.http://www3.imperial.ac.uk/staffdevelopment/management/strategy

-This article explains the leadership and management development strategy.

3.http://www.businessballs.com/leadership.htm

-This article gives some tips for leadership development.

4.http://space.businessballs.com/aus-leadership-dev-centre/resources/The%20Inner%20Game%20of%20Leadership.pdf

-This articles explains about the concept of inner leadership.

5.http://www.businessballs.com/davidmcclelland.htm

-This article explains about David mcclelland's motivational needs theory.It also explains the importance of motivation in managers.

6.http://www.businessballs.com/ethical_management_leadership.htm

-This theory explains the concept pf ethical leadership.