Posted: April 24th, 2025

Leadership and Ethics

Explain how strategic vision would apply to an organization for a leader.
Identify ways that a leader can effectively communicate their vision and how to improve listening skills.
Explain how motivation can impact leadership.
Explain how high ethical standards and ethical leadership apply to organizations on a global level.

The Leadership and Ethics

must be 2 to 3 double-spaced pages in length (not including title and references pages) and formatted according to APA StyleLinks to an external site. as outlined in the Writing Center’s APA Formatting for Microsoft WordLinks to an external site. resource.
must include a separate title page with the following in title case:
title in bold font

Space should appear between the title and the rest of the information on the title page.

student’s name
name of institution
course name and number
instructor’s name
due date
must utilize academic voice.
Review the Academic VoiceLinks to an external site. resource for additional guidance.
must include an introduction and conclusion paragraph.
Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of it.
For assistance on writing Introductions & ConclusionsLinks to an external site. and Writing a Thesis StatementLinks to an external site., refer to the Writing Center resources.
must use at least 2 scholarly, credible sources in addition to the course text.
The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
To assist you in completing the research required for this assignment, refer to this Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and the Leadership ResearchLinks to an external site. resource that provides some library search tips.
must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your PaperLinks to an external site. guide.
must include a separate references page that is formatted according to APA Style as outlined in the Writing Center.
Refer to the APA: Formatting Your References ListLinks to an external site. resource in the Writing Center for specifications.

15 LEADERSHIP ETHICS

DESCRIPTION
This chapter is different from many of the other chapters in this book. Most of the other chapters focus on one unified
leadership theory or approach (e.g., trait approach, path–goal theory, or transformational leadership), whereas this chapter is
multifaceted and presents a broad set of ethical viewpoints. The chapter is intended not as an “ethical leadership theory,” but
rather as a guide to some of the ethical issues that arise in leadership situations.

Probably since our cave-dwelling days, human beings have been concerned with the ethics of our leaders. Our history books
are replete with descriptions of good kings and bad kings, great empires and evil empires, and strong presidents and weak
presidents. But despite a wealth of biographical accounts of great leaders and their morals, very little research has been
published on the theoretical foundations of leadership ethics. There have been many studies on business ethics in general
since the early 1970s, but these studies have been only tangentially related to leadership ethics. Even in the literature of
management, written primarily for practitioners, there are very few books on leadership ethics. This suggests that theoretical
formulations in this area are still in their infancy.

One of the earliest writings that specifically focused on leadership ethics appeared as recently as 1996. It was a set of
working papers generated from a small group of leadership scholars, brought together by the W. K. Kellogg Foundation. These
scholars examined how leadership theory and practice could be used to build a more caring and just society. The ideas of the
Kellogg group are now published in a volume titled Ethics, the Heart of Leadership (Ciulla, 1998).

Interest in the nature of ethical leadership has continued to grow, particularly because of the many recent scandals in
corporate America and the political realm. On the academic front, there has also been a strong interest in exploring the nature
of ethical leadership (see Aronson, 2001; Brown & Treviño, 2006; Ciulla, 2001, 2003, 2014; Johnson, 2011, 2018; Kanungo,
2001; Lawton & Páez, 2015; McManus, Ward, & Perry, 2018; Price, 2008; Treviño, Brown, & Hartman, 2003).

Ethics Defined

From the perspective of Western tradition, the development of ethical theory dates back to Plato (427–347 B.C.E.) and
Aristotle (384–322 B.C.E.). The word ethics has its roots in the Greek word ethos, which translates to “customs,” “conduct,”
or “character.” Ethics is concerned with the kinds of values and morals an individual or a society finds desirable or
appropriate. Furthermore, ethics is concerned with the virtuousness of individuals and their motives. Ethical theory provides a
system of rules or principles that guide us in making decisions about what is right or wrong and good or bad in a particular
situation. It provides a basis for understanding what it means to be a morally decent human being.

In regard to leadership, ethics is concerned with what leaders do and who leaders are. It has to do with the nature of leaders’
behavior, and with their virtuousness. In any decision-making situation, ethical issues are either implicitly or explicitly involved.
The choices leaders make and how they respond in a given circumstance are informed and directed by their ethics.

A leader’s choices are also influenced by their moral development. For example, in a study of 24 exemplary leaders in
journalism, Plaisance (2014) found “an overarching emphasis on notions of care and respect for others, professional duty,
concern for harm, and proactive social engagement—all of which characterize higher stages of moral development” (p. 308).
The most widely recognized theory advanced to explain how people think about moral issues is Kohlberg’s stages of moral
development. Kohlberg (1984) presented a series of dilemmas (the most famous of which is “the Heinz dilemma”) to groups
of young children whom he then interviewed about the reasoning behind their choices regarding the dilemmas. From these
data he created a classification system of moral reasoning that was divided into six stages: Stage 1—Obedience and
Punishment, Stage 2—Individualism and Exchange, Stage 3—Interpersonal Accord and Conformity, Stage 4—Maintaining the
Social Order, Stage 5—Social Contract and Individual Rights, and Stage 6—Universal Principles (Table 15.1). Kohlberg further
classified the first two stages as preconventional morality, the second two as conventional morality, and the last two as
postconventional morality.

Level 1. Preconventional Morality

When an individual is at the preconventional morality level, they tend to judge the morality of an action by its direct
consequences. There are two stages that fall within preconventional morality:

Table 15.1 Kohlberg’s Stages of Moral Development

LEVEL 1: PRECONVENTIONAL MORALITY

Reasoning based on self-interest, avoiding punishment, and rewards

STAGE 1

Obedience and Punishment

“I follow the rules so I don’t get hurt”

STAGE 2

Individualism and Exchange

“I will do a favor for you, if you do one for me”

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1854

LEVEL 2: CONVENTIONAL MORALITY

Reasoning based on society’s views and expectations

STAGE 3

Interpersonal Accord and Conformity

“I try to be good and do what others expect of me”

STAGE 4

Maintaining the Social Order

“I follow the rules and support the laws of society”

LEVEL 3: POSTCONVENTIONAL MORALITY

Reasoning based on conscience and creating a just society

STAGE 5

Social Contract and Individual Rights

“I work with others to do what is best for all of us”

STAGE 6

Universal Principles

“I act out of my internalized and universal principle of justice”

Stage 1—Obedience and Punishment. At this stage, the individual is egocentric and sees morality as external to self.
Rules are fixed and handed down by authority. Obeying rules is important because it means avoiding punishment. For
example, a child reasons it is bad to steal because the consequence will be to go to jail.

Stage 2—Individualism and Exchange. At this stage, the individual makes moral decisions based on self-interest. An
action is right if it serves the individual. Everything is relative, so each person is free to do their own thing. People do not
identify with the values of the community (Crain, 1985) but are willing to exchange favors. For example, an individual
might say, “I’ll do a favor for you, if you do a favor for me.”

Level 2. Conventional Morality

Those who are at this level judge the morality of actions by comparing them to society’s views and expectations. Authority is
internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs. Kohlberg
identified two stages at the conventional morality level:

Stage 3—Interpersonal Accord and Conformity. At this stage, the individual makes moral choices based on conforming
to the expectations of others and trying to behave like a “good” person. It is important to be “nice” and live up to the
community standard of niceness. For example, a student says, “I am not going to cheat because that is not what a
good student does.”

Stage 4—Maintaining the Social Order. At this stage, the individual makes moral decisions in ways that show concern
for society as a whole. In order for society to function, it is important that people obey the laws, respect authority, and
support the rules of the community. For example, a person does not run a red light in the middle of the night when no
other cars are around because it is important to maintain and support the traffic laws of the community.

Level 3. Postconventional Morality

At this level of morality, also known as the principled level, individuals have developed their own personal set of ethics and
morals that guide their behavior. Postconventional moralists live by their own ethical principles—principles that typically
include such basic human rights as life, liberty, and justice. There are two stages that Kohlberg identified as part of the
postconventional morality level:

Stage 5—Social Contract and Individual Rights. At this stage, the individual makes moral decisions based on a social
contract and their views on what a good society should be like. A good society supports values such as liberty and life,
and fair procedures for changing laws (Crain, 1985), but recognizes that groups have different opinions and values.
Societal laws are important, but people need to agree on them. For example, if a boy is dying of cancer and his parents
do not have money to pay for his treatment, the state should step in and pay for it.

Stage 6—Universal Principles. At this stage, the individual’s moral reasoning is based on internalized universal
principles of justice that apply to everyone. Decisions that are made need to respect the viewpoints of all parties
involved. People follow their internal rules of fairness, even if they conflict with laws. An example of this stage would be
a civil rights activist who believes a commitment to justice requires a willingness to disobey unjust laws.

Kohlberg’s model of moral development has been criticized for focusing exclusively on justice values, for being sex-biased
since it is derived from an all-male sample, for being culturally biased since it is based on a sample from an individualist
culture, and for advocating a postconventional morality where people place their own principles above those of the law or
society (Crain, 1985). Regardless of these criticisms, this model is seminal to developing an understanding of what forms the
basis for individuals’ ethical leadership.

Ethical Theories

For the purposes of studying ethics and leadership, ethical theories can be thought of as falling within two broad domains:
theories about leaders’ conduct and theories about leaders’ character (Table 15.2). Stated another way, ethical theories when
applied to leadership are about both the actions of leaders and who they are as people. Throughout the chapter, our
discussions about ethics and leadership will always fall within one of these two domains: conduct or character. Ethical
theories that deal with the conduct of leaders are in turn divided into two kinds: theories that stress the consequences of
leaders’ actions and those that emphasize the duty or rules governing leaders’ actions (see Table 15.2). Teleological theories,
from the Greek word telos, meaning “ends” or “purposes,” try to answer questions about right and wrong by focusing on
whether a person’s conduct will produce desirable consequences. From the teleological perspective, the question “What is
right?” is answered by looking at results or outcomes. In effect, the consequences of an individual’s actions determine the
goodness or badness of a particular behavior.

Table 15.2 Domains of Ethical Theories

Conduct Character

Consequences (teleological theories)

• Ethical egoism

• Utilitarianism

Virtue-based theories

Duty (deontological theories)

In assessing consequences, there are three different approaches to making decisions regarding moral conduct (Figure 15.1):
ethical egoism, utilitarianism, and altruism. Ethical egoism states that a person should act so as to create the greatest good
for themselves. A leader with this orientation would take a job or career that they selfishly enjoy (Avolio & Locke, 2002). Self-
interest is an ethical stance closely related to transactional leadership theories (Bass & Steidlmeier, 1999). Ethical egoism is
common in some business contexts in which a company and its employees make decisions to achieve its goal of
maximizing profits. For example, a midlevel, upward-aspiring manager who wants their team to be the best in the company
could be described as acting out of ethical egoism.

Description

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1865

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1867

Figure 15.1 Ethical Theories Based on Self-Interest Versus Interest for Others

A second teleological approach, utilitarianism, states that we should behave so as to create the greatest good for the greatest
number. From this viewpoint, the morally correct action is the action that maximizes social benefits while minimizing social
costs (Schumann, 2001). When the U.S. government allocates a large part of the federal budget for preventive health care
rather than for catastrophic illnesses, it is acting from a utilitarian perspective, putting money where it will have the best result
for the largest number of citizens.

Closely related to utilitarianism, and opposite of ethical egoism, is a third teleological approach, altruism. Altruism is an
approach that suggests that actions are moral if their primary purpose is to promote the best interests of others. From this
perspective, a leader may be called on to act in the interests of others, even when it runs contrary to their own self-interests
(Bowie, 1991). Authentic transformational leadership (Chapter 8) is based on altruistic principles (Bass & Steidlmeier, 1999;
Kanungo & Mendonca, 1996), and altruism is pivotal to exhibiting servant leadership (Chapter 10). The strongest example of
altruistic ethics can be found in the work of Mother Teresa, who devoted her life to helping those living in poverty. Quite
different from looking at which actions will produce which outcomes, deontological theory is derived from the Greek word
deos, which means “duty.” Whether a given action is ethical rests not only with its consequences (teleological), but also with
whether the action itself is good. Telling the truth, keeping promises, being fair, and respecting others are all examples of
actions that are inherently good, independent of the consequences. The deontological perspective focuses on the actions of
the leader and their moral obligations and responsibilities to do the right thing. A leader’s actions are moral if the leader has a
moral right to do them, if the actions do not infringe on others’ rights, and if the actions further the moral rights of others
(Schumann, 2001).

In the late 1990s, the president of the United States, Bill Clinton, was brought before Congress for misrepresenting under oath
an affair he had maintained with a White House intern. For his actions, he was impeached by the U.S. House of
Representatives, but then was acquitted by the U.S. Senate. At one point during the long ordeal, the president appeared on
national television and, in what is now a famous speech, declared his innocence. Because subsequent hearings provided
information that suggested that he may have lied during this television speech, many Americans felt President Clinton had
violated his duty and responsibility (as a person, leader, and president) to tell the truth. From a deontological perspective, it
could be said that he failed his ethical responsibility to do the right thing—to tell the truth.

Whereas teleological and deontological theories approach ethics by looking at the behavior or conduct of a leader, a second
set of theories approaches ethics from the viewpoint of a leader’s character (Table 15.2). These theories are called virtue-
based theories; they focus on who leaders are as people. In this perspective, virtues are rooted in the heart of the individual
and in the individual’s disposition (Pojman, 1995). Furthermore, it is believed that virtues and moral abilities are not innate but
can be acquired and learned through practice. People can be taught by their families and communities to be morally
appropriate human beings.

With their origin traced back in the Western tradition to the ancient Greeks and the works of Plato and Aristotle, virtue theories
are experiencing a resurgence in popularity. The Greek term associated with these theories is aretaic, which means
“excellence” or “virtue.” Consistent with Aristotle, current advocates of virtue-based theory stress that more attention should
be given to the development and training of moral values (Velasquez, 1992). Rather than telling people what to do, attention
should be directed toward telling people what to be, or helping them to become more virtuous.

What, then, are the virtues of an ethical person? There are many, all of which seem to be important. Based on the writings of
Aristotle, a moral person demonstrates the virtues of courage, temperance, generosity, self-control, honesty, sociability,
modesty, fairness, and justice (Velasquez, 1992). For Aristotle, virtues allowed people to live well in communities. Applying
ethics to leadership and management, Velasquez has suggested that managers should develop virtues such as
perseverance, public-spiritedness, integrity, truthfulness, fidelity, benevolence, and humility.

In essence, virtue-based ethics is about being and becoming a good, worthy human being. Although people can learn and
develop good values, this theory maintains that virtues are present in one’s disposition. When practiced over time, from youth
to adulthood, good values become habitual, and part of the people themselves. By telling the truth, people become truthful; by
giving to those living in poverty, people become benevolent; by being fair to others, people become just. Our virtues are
derived from our actions, and our actions manifest our virtues (Frankena, 1973; Pojman, 1995).

Centrality of Ethics to Leadership

As discussed in Chapter 1, leadership is a process whereby the leader influences others to reach a common goal. The
influence dimension of leadership requires the leader to have an impact on the lives of those being led. To make a change in
other people carries with it an enormous ethical burden and responsibility. Because leaders usually have more power and
control than followers, they also have more responsibility to be sensitive to how their leadership affects followers’ lives.

Whether in group work, organizational pursuits, or community projects, leaders engage followers and utilize them in their
efforts to reach common goals. In all these situations, leaders have the ethical responsibility to treat followers with dignity and
respect—as human beings with unique identities. This “respect for people” demands that leaders be sensitive to followers’
own interests, needs, and conscientious concerns (Beauchamp & Bowie, 1988). In a qualitative study of 17, mostly Swiss,
executive ethical leaders, Frisch and Huppenbauer (2014) reported that these ethical leaders cared about other stakeholders,
such as customers, suppliers, owners of companies, the natural environment, and society. Although all of us have an ethical
responsibility to treat other people as unique human beings, leaders have a special responsibility, because the nature of their
leadership puts them in a special position in which they have a greater opportunity to influence others in significant ways.

Ethics is central to leadership, and leaders help to establish and reinforce organizational values. Every leader has a distinct
philosophy and point of view. “All leaders have an agenda, a series of beliefs, proposals, values, ideas, and issues that they
wish to ‘put on the table’” (Gini, 1998, p. 36). The values promoted by the leader have a significant impact on the values
exhibited by the organization (see Carlson & Perrewe, 1995; Demirtas, 2015; Eisenbeiss, van Knippenberg, & Fahrbach,

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po18

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po20

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1865

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po11

2015; Schminke, Ambrose, & Noel, 1997; Treviño, 1986; Xu, Loi, & Ngo, 2016; Yang, 2014). Because of their influence,
leaders play a major role in establishing the ethical climate of their organizations. For example, in a meta-analytic review of
147 articles on ethical leadership, Bedi, Alpaslan, and Green (2016) found that ethical leadership was positively related to
followers’ perceptions of the leader’s fairness and the followers’ ethical behavior.

In short, ethics is central to leadership because of the nature of the process of influence, the need to engage followers in
accomplishing mutual goals, and the impact leaders have on the organization’s values.

The following section provides a discussion of some of the work of prominent leadership scholars who have addressed
issues related to ethics and leadership. Although many additional viewpoints exist, those presented are representative of the
predominant thinking in the area of ethics and leadership today.

Heifetz’s Perspective on Ethical Leadership

Based on his work as a psychiatrist and his observations and analysis of many world leaders (e.g., President Lyndon
Johnson, Mohandas Gandhi, and Margaret Sanger), Ronald Heifetz (1994) has formulated a unique approach to ethical
leadership. His approach emphasizes how leaders help followers to confront conflict and to address conflict by effecting
changes. Heifetz’s perspective is related to ethical leadership because it deals with values: the values of workers and the
values of the organizations and communities in which they work. According to Heifetz, leadership involves the use of authority
to help followers deal with the conflicting values that emerge in rapidly changing work environments and social cultures. It is
an ethical perspective because it addresses the values of workers.

For Heifetz (1994), leaders must use authority to mobilize people to face tough issues. As discussed in the chapter on
adaptive leadership (Chapter 11), it is up to the leader to provide a “holding environment” in which there is trust, nurturance,
and empathy. In a supportive context, followers can feel safe to confront hard problems. Specifically, leaders use authority to
get people to pay attention to the issues, to act as a reality test regarding information, to manage and frame issues, to
orchestrate conflicting perspectives, and to facilitate decision making (Heifetz, 1994, p. 113). The leader’s duties are to assist
the follower in struggling with change and personal growth.

Burns’s Perspective on Ethical Leadership

As discussed in Chapter 8, Burns’s theory of transformational leadership places a strong emphasis on followers’ needs,
values, and morals. Transformational leadership involves attempts by leaders to move followers to higher standards of moral
responsibility. This emphasis sets transformational leadership apart from most other approaches to leadership because it
clearly states that leadership has a moral dimension (see Bass & Steidlmeier, 1999).

Similar to that of Heifetz, Burns’s (1978) perspective argues that it is important for leaders to engage themselves with
followers and help them in their personal struggles regarding conflicting values. The resulting connection raises the level of
morality in both the leader and the follower.

The origins of Burns’s position on leadership ethics are rooted in the works of such writers as Abraham Maslow, Milton
Rokeach, and Lawrence Kohlberg (Ciulla, 1998). The influence of these writers can be seen in how Burns emphasizes the
leader’s role in attending to the personal motivations and moral development of the follower. For Burns, it is the responsibility
of the leader to help followers assess their own values and needs in order to raise them to a higher level of functioning, to a
level that will stress values such as liberty, justice, and equality (Ciulla, 1998).

Burns’s position on leadership as a morally uplifting process has not been without its critics. It has raised many questions:
How do you choose what a better set of moral values is? Who is to say that some decisions represent higher moral ground
than others? If leadership, by definition, entails raising individual moral functioning, does this mean that the leadership of
corrupt leaders is not actually leadership? Notwithstanding these very legitimate questions, Burns’s perspective is unique in
that it makes ethics the central characteristic of the leadership process. His writing has placed ethics at the forefront of
scholarly discussions of what leadership means and how leadership should be carried out.

The Dark Side of Leadership

Although Burns (1978) placed ethics at the core of leadership, there still exists a dark side of leadership that exemplifies
leadership that is unethical and destructive. It is what we defined in Chapter 8 (“Transformational Leadership”) as
pseudotransformational leadership and discussed in Chapter 13 (“Followership”) in regard to destructive leadership. The dark
side of leadership is the destructive and toxic side of leadership in that a leader uses leadership for personal ends. Lipman-
Blumen (2005) suggests that toxic leaders are characterized by destructive behaviors such as leaving their followers worse
off than they found them, violating the basic human rights of others, and playing to followers’ basest fears. Furthermore,
Lipman-Blumen identifies many dysfunctional personal characteristics destructive leaders demonstrate including lack of
integrity, insatiable ambition, arrogance, and reckless disregard for their actions. In addition, using two different toxic
leadership questionnaires, Singh, Sengupta, and Dev (2017) identified eight factors of perceived toxicity in leaders in Indian
organizations. The toxicity factors included managerial incompetency, dark traits, derisive supervision, impervious despotic
leadership, dearth of ethics, erratic behavior, narcissism, and self-promoting. The same characteristics and behaviors that
distinguish leaders as special can also be used by leaders to produce disastrous outcomes (Conger, 1990). Because
researchers have been focused on the positive attributes and outcomes of effective leadership, until recently, there has been
little attention paid to the dark side of leadership. Nevertheless, it is important to understand that it exists.

In a meta-analysis of 57 studies of destructive leadership and its outcomes, Schyns and Schilling (2013) found a strong
relationship between destructive leadership and negative attitudes in followers toward the leader. Destructive leadership is
also negatively related to followers’ attitudes toward their jobs and toward their organization as a whole. Furthermore, Schyns
and Schilling found it closely related to negative affectivity and to the experience of occupational stress.

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po21

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po18

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po23

In an attempt to more clearly define destructive leadership, Padilla, Hogan, and Kaiser (2007) developed the concept of a toxic
triangle that focuses on the influences of destructive leaders, susceptible followers, and conducive environments (Figure
15.2). As shown in the model, destructive leaders are characterized by having charisma and a need to use power and
coercion for personal gains. They are also narcissistic and often attention-getting and self-absorbed. Destructive leaders often
have negative life stories that can be traced to traumatic childhood events. Perhaps from self-hatred, they often express an
ideology of hate in their rhetoric and worldview.

Description

Figure 15.2 The Toxic Triangle

Source: Reprinted from The Leadership Quarterly, 18, A. Padilla, R. Hogan & R. B. Kaiser, “The Toxic Triangle: Destructive Leaders,

Susceptible Followers, and Conducive Environments,” pp. 180, Copyright (2007).

As illustrated in Figure 15.2, destructive leadership also incorporates susceptible followers who have been characterized as
conformers and colluders. Conformers go along with destructive leaders to satisfy unmet needs such as emptiness,
alienation, or need for community. These followers have low self-esteem and identify with charismatic leaders in an attempt to
become more desirable. Because they are psychologically immature, conformers more easily go along with authority and
engage in destructive activity. On the other hand, colluders may respond to destructive leaders because they are ambitious,
desire status, or see an opportunity to profit. Colluders may also go along because they identify with the leader’s beliefs and
values, which may be unsocialized such as greed and selfishness.

Finally, the toxic triangle illustrates that destructive leadership includes a conducive environment. When the environment is
unstable, the leader is often granted more authority to assert radical change. When there is a perceived threat, followers often
accept assertive leadership. People are attracted to leaders who will stand up to the threats they feel in the environment.
Destructive leaders who express compatible cultural values with followers are more likely to succeed. For example, cultures
high on collectiveness would prefer a leader who promotes community and group identity. Destructive leadership will also
thrive when the checks and balances of the organization are weak and the rules of the institution are ineffective.

Although research on the dark side of leadership has been limited, it is an area critical to our understanding of leadership that
is unethical. Clearly, there is a need for the development of models, theories, and assessment instruments about the process
of destructive leadership.

Principles of Ethical Leadership

In this section, we turn to a discussion of five principles of ethical leadership, the origins of which can be traced back to
Aristotle. The importance of these principles has been discussed in a variety of disciplines, including biomedical ethics
(Beauchamp & Childress, 1994), business ethics (Beauchamp & Bowie, 1988), counseling psychology (Kitchener, 1984), and
leadership education (Komives, Lucas, & McMahon, 1998), to name a few. Although not inclusive, these principles provide a
foundation for the development of sound ethical leadership: respect, service, justice, honesty, and community (Figure 15.3).

Figure 15.3 Principles of Ethical Leadership

Ethical Leaders Respect Others

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1882

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1887

Philosopher Immanuel Kant (1724–1804) argued that it is our duty to treat others with respect. To do so means always to treat
others as ends in themselves and never as means to ends. As Beauchamp and Bowie (1988, p. 37) pointed out, “Persons
must be treated as having their own autonomously established goals and must never be treated purely as the means to
another’s personal goals.” These writers then suggested that treating others as ends rather than as means requires that we
treat other people’s decisions and values with respect: Failing to do so would signify that we were treating them as a means to
our own ends.

Leaders who respect others also allow them to be themselves, with creative wants and desires. They approach other people
with a sense of their unconditional worth and valuable individual differences (Kitchener, 1984). Respect includes giving
credence to others’ ideas and confirming them as human beings. At times, it may require that leaders defer to others. As
Burns (1978) suggested, leaders should nurture followers in becoming aware of their own needs, values, and purposes, and
assist followers in integrating these with the leader’s needs, values, and purposes.

Respect for others is a complex ethic that is similar to but goes deeper than the kind of respect that parents teach little
children. Respect means that a leader listens closely to followers, is empathic, and is tolerant of opposing points of view. It
means treating followers in ways that confirm their beliefs, attitudes, and values. When a leader exhibits respect to followers,
followers can feel competent about their work. In short, leaders who show respect treat others as worthy human beings.

Ethical Leaders Serve Others

Earlier in this chapter, we contrasted two ethical theories, one based on a concern for self (ethical egoism) and another based
on the interests of others (ethical altruism). The service principle clearly is an example of altruism. Leaders who serve are
altruistic: They place their followers’ welfare foremost in their plans. In the workplace, altruistic service behavior can be
observed in activities such as mentoring, empowerment behaviors, team building, and citizenship behaviors, to name a few
(Kanungo & Mendonca, 1996).

The leader’s ethical responsibility to serve others is very similar to the ethical principle in health care of beneficence.
Beneficence is derived from the Hippocratic tradition, which holds that health professionals ought to make choices that benefit
patients. In a general way, beneficence asserts that providers have a duty to help others pursue their own legitimate interests
and goals (Beauchamp & Childress, 1994). Like health professionals, ethical leaders have a responsibility to attend to others,
be of service to them, and make decisions pertaining to them that are beneficial and not harmful to their welfare.

In the past, the service principle has received a great deal of emphasis in the leadership literature. It is clearly evident in the
writings of Block (1993), Covey (1990), De Pree (1989), Gilligan (1982), and Kouzes and Posner (1995), all of whom
maintained that attending to others is the primary building block of moral leadership. Further emphasis on service can be
observed in the work of Senge (1990) in his well-recognized writing on learning organizations. Senge contended that one of
the important tasks of leaders in learning organizations is to be the steward (servant) of the vision within the organization.
Being a steward means clarifying and nurturing a vision that is greater than oneself. This means not being self-centered, but
rather integrating one’s self or vision with that of others in the organization. Effective leaders see their own personal vision as
an important part of something larger than themselves—a part of the organization and the community at large.

The idea of leaders serving others was more deeply explored by Robert Greenleaf (1970, 1977), who developed the servant
leadership approach. Servant leadership, which is explored in depth in Chapter 10, has strong altruistic ethical overtones in
how it emphasizes that leaders should be attentive to the concerns of their followers and should take care of them and nurture
them. In addition, Greenleaf argues that the servant leader has a social responsibility to be concerned with the “have-nots”
and should strive to remove inequalities and social injustices. Greenleaf places a great deal of emphasis on listening,
empathy, and unconditional acceptance of others.

In short, whether it is Greenleaf’s notion of waiting on the “have-nots” or Senge’s notion of giving oneself to a larger purpose,
the idea behind service is contributing to the greater good of others. Recently, the idea of serving the “greater good” has found
an unusual following in the business world. In 2009, 20% of the graduating class of the Harvard Business School, considered
to be one of the premier schools producing today’s business leaders, took an oath pledging that they will act responsibly and
ethically, and refrain from advancing their own ambitions at the expense of others. Similarly, Columbia Business School
requires all students to pledge to an honor code requiring they adhere to truth, integrity, and respect (Wayne, 2009). In
practicing the principle of service, these and other ethical leaders must be willing to be follower centered, must place others’
interests foremost in their work, and must act in ways that will benefit others.

Ethical Leaders Are Just

Ethical leaders are concerned about issues of fairness and justice. They make it a top priority to treat all of their followers in an
equal manner. Justice demands that leaders place issues of fairness at the center of their decision making. As a rule, no one
should receive special treatment or special consideration except when their particular situation demands it. When individuals
are treated differently, the grounds for different treatment must be clear and reasonable, and must be based on moral values.
For example, many of us can remember being involved with some type of athletic team when we were growing up. The
coaches we liked were those we thought were fair with us. No matter what, we did not want the coach to treat anyone
differently from the rest. When someone came late to practice with a poor excuse, we wanted that person disciplined just as
we would have been disciplined. If a player had a personal problem and needed a break, we wanted the coach to give it, just
as we would have been given a break. Without question, the good coaches were those who never had favorites and who
made a point of playing everyone on the team. In essence, what we wanted was that our coach be fair and just.

When resources and rewards or punishments are distributed to employees, the leader plays a major role. The rules that are
used and how they are applied say a great deal about whether the leader is concerned about justice and how they approach
issues of fairness. Rawls (1971) stated that a concern with issues of fairness is necessary for all people who are cooperating

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po20

together to promote their common interests. It is similar to the ethic of reciprocity, otherwise known as the Golden Rule—“Do
unto others as you would have them do unto you”—variations of which have appeared in many different cultures throughout
the ages. If we expect fairness from others in how they treat us, then we should treat others fairly in our dealings with them.
Issues of fairness become problematic because there is always a limit on goods and resources, and there is often
competition for the limited things available. Because of the real or perceived scarcity of resources, conflicts often occur
between individuals about fair methods of distribution. It is important for leaders to clearly establish the rules for distributing
rewards. The nature of these rules says a lot about the ethical underpinnings of the leader and the organization.

Beauchamp and Bowie (1988) outlined several of the common principles that serve as guides for leaders in distributing the
benefits and burdens fairly in an organization (Table 15.3). Although not inclusive, these principles point to the reasoning
behind why leaders choose to distribute things as they do in organizations. In a given situation, a leader may use a single
principle or a combination of several principles in treating followers.

To illustrate the principles described in Table 15.3, consider the following hypothetical example: You are the owner of a small
trucking company that employs 50 drivers. You have just opened a new route, and it promises to be one that pays well and
has an ideal schedule. Only one driver can be assigned to the route, but seven drivers have applied for it. Each driver wants
an equal opportunity to get the route. One of the drivers recently lost his wife to breast cancer and is struggling to care for
three young children (individual need). Two of the drivers are people of color, and one of them feels strongly that he has a right
to the job. One of the drivers has logged more driving hours for three consecutive years, and she feels her effort makes her
the logical candidate for the new route. One of the drivers serves on the National Transportation Safety Board and has a 20-
year accident-free driving record (societal contribution). Two drivers have been with the company since its inception, and their
performance has been meritorious year after year.

Table 15.3 Principles of Distributive Justice

These principles are applied in different situations.

To each person

• An equal share or opportunity

• According to individual need

• According to that person’s rights

• According to individual effort

• According to societal contribution

• According to merit or performance

As the owner of the company, your challenge is to assign the new route in a fair way. Although many other factors could
influence your decision (e.g., seniority, wage rate, or employee health), the principles described in Table 15.3 provide
guidelines for deciding who is to get the new route.

Ethical Leaders Are Honest

When we were children, grown-ups often told us we must “never tell a lie.” To be good meant we must be truthful. For leaders
the lesson is the same: To be a good leader, one must be honest.

The importance of being honest can be understood more clearly when we consider the opposite of honesty: dishonesty (see
Jaksa & Pritchard, 1988). Dishonesty is a form of lying, a way of misrepresenting reality. Dishonesty may bring with it many
objectionable outcomes; foremost among those outcomes is the distrust it creates. When leaders are not honest, others
come to see them as undependable and unreliable. People lose faith in what leaders say and stand for, and their respect for
leaders is diminished. As a result, the leader’s impact is compromised because others no longer trust and believe in the
leader.

When we relate to others, dishonesty also has a negative impact. It puts a strain on how people are connected to each other.
When we lie to others, we are in essence saying that we are willing to manipulate the relationship on our own terms. We are
saying that we do not trust the other person in the relationship to be able to deal with information we have. In reality, we are
putting ourselves ahead of the relationship by saying that we know what is best for the relationship. The long-term effect of
this type of behavior is that it weakens relationships. Even when used with good intentions, dishonesty contributes to the
breakdown of relationships.

But being honest is not just about telling the truth. It has to do with being open with others and representing reality as fully and
completely as possible. This is not an easy task, however, because there are times when telling the complete truth can be
destructive or counterproductive. The challenge for leaders is to strike a balance between being open and candid while
monitoring what is appropriate to disclose in a particular situation. Many times, there are organizational constraints that
prevent leaders from disclosing information to followers. It is important for leaders to be authentic, but it is also essential that
they be sensitive to the attitudes and feelings of others. Honest leadership involves a wide set of behaviors.

Dalla Costa (1998) made the point clearly in his book, The Ethical Imperative, that being honest means more than not
deceiving. For leaders in organizations, being honest means, “Do not promise what you can’t deliver, do not misrepresent, do

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1895

not hide behind spin-doctored evasions, do not suppress obligations, do not evade accountability, do not accept that the
‘survival of the fittest’ pressures of business release any of us from the responsibility to respect another’s dignity and
humanity” (p. 164). In addition, Dalla Costa suggested that it is imperative that organizations recognize and acknowledge the
necessity of honesty and reward honest behavior within the organization.

Ethical Leaders Build Community

In Chapter 1, we defined leadership as a process whereby an individual influences a group of individuals to achieve a
common goal. This definition has a clear ethical dimension because it refers to a common goal. A common goal requires that
the leader and followers agree on the direction to be taken by the group. Leaders need to take into account their own and
followers’ purposes while working toward goals that are suitable for both of them. This factor, concern for others, is the
distinctive feature that delineates authentic transformational leaders from pseudotransformational leaders (Bass & Steidlmeier,
1999) (for more on pseudotransformational leadership see page 187 in Chapter 8). Concern for the common good means that
leaders cannot impose their will on others. They need to search for goals that are compatible with everyone.

Burns (1978) placed this idea at the center of his theory on transformational leadership. A transformational leader tries to
move the group toward a common good that is beneficial for both the leaders and the followers. In moving toward mutual
goals, both the leader and the followers are changed. It is this feature that makes Burns’s theory unique. For Burns, leadership
has to be grounded in the leader–follower relationship. It cannot be controlled by the leader, such as Hitler’s influence in
Germany. Hitler coerced people to meet his own agenda and followed goals that did not advance the goodness of humankind.

An ethical leader takes into account the purposes of everyone involved in the group and is attentive to the interests of the
community and the culture. Such a leader demonstrates an ethic of caring toward others (Gilligan, 1982) and does not force
others or ignore the intentions of others (Bass & Steidlmeier, 1999).

Rost (1991) went a step further and suggested that ethical leadership demands attention to a civic virtue. By this, he meant
that leaders and followers need to attend to more than their own mutually determined goals. They need to attend to the
community’s goals and purpose. As Burns (1978, p. 429) wrote, transformational leaders and followers begin to reach out to
wider social collectivities and seek to establish higher and broader moral purposes. Similarly, Greenleaf (1970) argued that
building community was a main characteristic of servant leadership. All of our individual and group goals are bound up in the
common good and public interest. We need to pay attention to how the changes proposed by a leader and followers will affect
the larger organization, the community, and society. An ethical leader is concerned with the common good, in the broadest
sense. This is underscored by Wilson and McCalman (2017), who argued that leadership for the greater good is the ultimate
end toward which ethical leadership ought to be directed.

It is important to note that building community, as well as the other principles of ethical leadership discussed previously
(Figure 15.3), vary across cultures. Cultures vary widely in what they view as positive leadership attributes and in what they
define as ethical behavior of leaders. As the world becomes more connected and cross-cultural, an understanding of these
different cultural perspectives on ethical leadership will be important.

Resick Hanges, Dickson, and Mitchelson, (2006) found that ethical leadership dimensions of character/integrity, altruism,
collective motivation, and encouragement were endorsed across all cultures but that the importance of each dimension varied
by culture. They also examined the meaning of ethical leadership in six countries and results indicated that cultures agree on
the importance of character and integrity. Respondents from the People’s Republic of China, Hong Kong, and Germany
regarded consideration, respect for others, and collective orientation as crucial to ethical leadership; Ireland, the United States,
and Taiwan rated these attributes as less important. The authors concluded that while some country differences exist, there is
a general consensus regarding the meaning of ethical leadership (Resick et al., 2011).

STRENGTHS
This chapter discusses a broad set of ideas regarding ethics and leadership. This general field of study has several strengths.
First, it provides a body of timely research on ethical issues. There is a high demand for moral leadership in our society today.
Beginning with the Richard Nixon administration in the 1970s and continuing through Donald Trump’s administration, people
have been insisting on higher levels of moral responsibility from their leaders. At a time when there seems to be a vacuum in
ethical leadership, this research offers us some direction on how to think about and practice ethical leadership.

Second, this body of research suggests that ethics ought to be considered as an integral part of the broader domain of
leadership. Except for servant, transformational, inclusive, and authentic leadership, none of the other leadership theories
discussed in this book focuses on the role of ethics in the leadership process. This chapter suggests that leadership is not an
amoral phenomenon. Leadership is a process of influencing others; it has a moral dimension that distinguishes it from other
types of influence, such as coercion or despotic control. Leadership involves values, including showing respect for followers,
being fair to others, and building community. It is not a process that we can demonstrate without showing our values. When
we influence, we have an effect on others, which means we need to pay attention to our values and our ethics.

Third, research on ethical leadership clearly demonstrates benefits to the organization. When employees perceive that their
leaders are ethical role models, there is less deviance and more cooperation, resulting in higher performance and
organizational citizenship (Den Hartog, 2015). Kuenzi, Mayer, and Greenbaum (2019) found that ethical leadership predicts
the ethical climate of the organization. The study also found that the ethical climate of an organization explains the relationship
between ethical leadership and unethical behavior within work groups. When ethical leaders create ethical climates in
organizations, it reinforces the role modeling of ethical behaviors for followers.

In addition, research has demonstrated that followers exhibit ethical norms, positive job attitudes, and constructive ethical
behaviors because their leaders serve as role models when they behave ethically (Mayer, Kuenzi, Greenbaum, Bardes, &

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po11

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po18

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1887

Salvador, 2009). There appears to be a cascading effect. When leaders are ethical at higher organizational levels, followers
emulate their behavior. The cascading effect has been explained by middle-level supervisors’ ethical efficacy expectations
(the belief in their ability to be ethical) and their expectations of punishments for being unethical (Wang, Xu, & Liu, 2018).
However, Thiel, Hardy, Peterson, Welsh, and Bonner (2018) found that the efficacy of ethical leadership is related to the
leader’s number of followers; leaders with a wider span of control had fewer high-quality relationships and therefore had less
influence on the ethical behavior of followers.

Fourth, ethical leadership has been linked to attitudinal, motivational, well-being, and performance-related outcomes; ethical
norms and decisions; and ethical behaviors by followers. Ng and Feldman (2015) conducted a meta-analysis of 101 samples
published over 15 years (29,620 respondents) and found that ethical leadership showed positive relationships to followers’ job
attitudes, job performance, and evaluations of their leaders. Further, followers’ trust in the leader explained the relationships of
ethical leadership with job attitudes and performance. A review of ethical leadership research concluded that it relates
positively to satisfaction with the leader, perceived leader effectiveness, followers’ job dedication, willingness to report
problems to management, well-being, LMX, organizational commitment, and trust and it is negatively related to cynicism (Den
Hartog, 2015).

Finally, the measurement of ethical leadership has improved. For example, Brown, Treviño, and Harrison (2005) developed
and validated a 10-item measure of ethical leadership (the Ethical Leadership Scale, ELS) that has been employed in
subsequent research, and is the most widely used measure (Ng & Feldman, 2015) of ethical leadership.

CRITICISMS
Although the area of ethics and leadership has many strengths, it also has some weaknesses. First, it remains an area of
research in an early stage of development, and therefore lacks a strong body of traditional research findings to substantiate it.
There is conceptual confusion regarding the nature and definition of ethical leadership (Yukl, Mahsud, Hassan, & Prussia,
2013). Den Hartog (2015) points out that some definitions are based on leader intentions (e.g., “do no harm”), while others
describe leader behaviors based on follower perceptions (e.g., “asking what’s the right thing to do”). In addition, followers’
perceptions of their leaders may be biased. Although many studies have been published on business ethics, these studies
have not been directly related to ethical leadership. One exception is the work of Yukl and colleagues (2013), who identified
key components of ethical leadership as a result of their efforts to validate an ethical leadership questionnaire, which they
developed based on existing measurement instruments that all had limitations. In this work, they suggest the construct
domain of ethical leadership includes integrity, honesty, fairness, communication of ethical values, consistency of behavior
with espoused values, ethical guidance, and altruism. In general, the dearth of research on leadership ethics makes
speculation about the nature of ethical leadership difficult. Until more research studies have been conducted that deal directly
with the ethical dimensions of leadership, theoretical formulations about the process will remain tentative.

Another criticism is that, in the past, leadership ethics relied on the writings of just a few people who have penned essays and
texts that were strongly influenced by their personal opinions about the nature of leadership ethics and their view of the world.
Although these writings, such as Heifetz’s and Burns’s, have stood the test of time, they have not been tested using traditional
quantitative or qualitative research methods. They are primarily descriptive and anecdotal. In recent years, leadership ethics
researchers have begun to develop the traditional kind of empirical support that usually accompanies accepted theories of
human behavior.

Third, most of the research on ethical leadership has focused primarily on the Western world and Anglo-American countries
(Eisenbeiss, 2012; Wilson & McCalman, 2017). There is a need to widen the scope of research on ethical leadership to
include European and Asian perspectives because cultures vary widely in how they approach ethical leadership. As the world
becomes more connected and cross-cultural, an understanding of these different cultural perspectives on ethical leadership
will be important.

Fourth, there are also generational differences in ethical perspectives. From an analysis of the literature, Anderson, Baur,
Griffith, and Buckley (2017) suggest that today’s generation of workers, millennials, presents unique challenges regarding
ethical leadership. First, because millennials are more individualistic than older employees, they are less likely to view the
intensity of moral decisions in the same way and less likely to look to their leaders for guidance on making ethical decisions.
Second, because millennials see their work as less central to their lives, they are less likely to view ethical dilemmas at work
as particularly problematic. Third, because millennials value highly extrinsic rewards, they are less likely to respond to ethical
appeals to do the right thing for the organization. In fact, research suggests that these employees may be even more likely to
succumb to temptations to be unethical if such behavior is likely to lead to pay-offs (Ethics Resource Center, 2011).

Because ethical perspectives can change quickly, empirical ethical leadership research will struggle to be up-to-date and
relevant.

APPLICATION
Although issues of morality and leadership are discussed more often in society today, these discussions have not resulted in
a large number of programs in training and development designed to teach ethical leadership. Many new programs are
oriented toward helping managers become more effective at work and in life in general, but these programs do not directly
target the area of ethics and leadership.

Yet the ethics and leadership research in this chapter can be applied to people at all levels of organizations and in all walks of
life. At a very minimum, it is crucial to state that leadership involves values, and one cannot be a leader without being aware of
and concerned about one’s own values. Because leadership has a moral dimension, being a leader demands awareness on
our part of the way our ethics defines our leadership.

For example, Moore et al. (2018) combined experiments and field research to demonstrate that ethical leadership reduces
followers’ tendencies to morally disengage and then engage in deviant behavior. Moral disengagement is thinking that it is
acceptable to take credit for someone else’s work. The authors cite Pope Francis as an example of how ethical leadership
may reduce followers’ moral disengagement. During his first year as Pope, instead of kneeling for a symbolic touch of the feet
of 12 priests on Holy Thursday, he washed and kissed the feet of 12 imprisoned juveniles. By treating marginalized people in
this way, the Pope created a disconnect for followers who talk badly about those who are disenfranchised. He also became a
role model for humility for his followers by moving from the Apostolic Palace to a small apartment and replacing the papal
Mercedes with a Ford Focus.

Managers and leaders can use the information in research on ethical leadership to better understand themselves and
strengthen their own leadership. Ethical theories can remind leaders to ask themselves, “What is the right and fair thing to
do?” or “What would a good person do?” Leaders can use the ethical principles described in this research as benchmarks for
their own behavior. Do I show respect to others? Do I act with a generous spirit? Do I show honesty and faithfulness to
others? Do I serve the community? Finally, we can learn from the overriding theme in this research that the leader–follower
relationship is central to ethical leadership. To be an ethical leader, we must be sensitive to the needs of others, treat others in
ways that are just, and care for others.

CASE STUDIES
The following section contains three case studies (Cases 15.1, 15.2, and 15.3) in which ethical leadership is needed. Case
15.1 describes a department chair who must choose which student will get a special assignment. Case 15.2 deals with the
ethical issues surrounding how a human resource service company established the pricing for its services.

Case 15.3

explores the events surrounding U.S. Navy Captain Brett Crozier’s firing for sounding the alarm about COVID-19 aboard the
aircraft carrier USS Theodore Roosevelt. At the end of each case, there are questions that point to the intricacies and
complexities of practicing ethical leadership.

Case 15.1

Choosing a Research Assistant

Dr. Angi Dirks is the chair of the state university’s organizational psychology department, which has four teaching
assistants (TAs). Angi has just found out that she has received a grant for research work over the summer and that it
includes money to fund one of the TAs as her research assistant. In Angi’s mind, the top two candidates are Roberto
and Michelle, who are both available to work over the summer. Roberto, a foreign student from Venezuela, has gotten
very high teaching evaluations and is well liked by the faculty. Roberto needs a summer job to help pay for school
since it is too expensive for him to return home for the summer to work. Michelle is also an exceptional graduate
student; she is married and doesn’t necessarily need the extra income, but she is going to pursue a PhD, so the extra
experience would be beneficial to her future endeavors.

A third teaching assistant, Carson, commutes to school from a town an hour away, where he is helping to take care of
his grandparents. Carson manages to juggle school, teaching, and his home responsibilities well, carrying a 4.0 GPA
in his classwork. Angi knows Carson could use the money, but she is afraid that he has too many other
responsibilities to take on the research project over the summer.

As Angi weighs which TA to offer the position, a faculty member approaches her about considering the fourth TA,
Analisa. It’s been a tough year with Analisa as a TA. She has complained numerous times to her faculty mentor and to
Angi that the other TAs treat her differently, and she thinks it’s racial discrimination. The student newspaper printed a
column she wrote about “being a speck of brown in a campus of white,” in which she expressed her frustration with
the predominantly white faculty’s inability to understand the unique perspectives and experiences of minority students.
After the column came out, the faculty in the department became wary of working with Analisa, fearing becoming part
of the controversy. Their lack of interaction with her made Analisa feel further alienated.

Angi knows that Analisa is a very good researcher and writer, and her skills would be an asset to the project. Analisa’s
faculty mentor says that giving the position to her would go a long way to “smooth things over” between faculty and
Analisa and make Analisa feel included in the department. Analisa knows about the open position and has expressed
interest in it to her faculty mentor, but hasn’t directly talked to Angi. Angi is afraid that by not giving it to Analisa, she
may stir up more accusations of ill treatment while at the same time facing accusations from others that she is giving
Analisa preferential treatment.

Questions

1. Of the four options available to Angi, which is the most ethical?
2. Using the principles of distributive justice, who would Angi choose to become the research assistant?
3. From Heifetz’s perspective, can Angi use this decision to help her department and faculty face a difficult

situation? Should she?
4. Do you agree with Burns’s perspective that it is Angi’s responsibility to help followers assess their own values

and needs in order to raise them to a higher level that will stress values such as liberty, justice, and equality? If
so, how can Angi do that through this situation?

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1912

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1915

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1918

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1912

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1915

https://platform.virdocs.com/rscontent/epub/1789613/1895447/OEBPS/s9781071834497.i1845.xhtml?#po25:s9781071834497.i1918

Case 15.2

Reexamining a Proposal

After working 10 years as the only manager of color in a large printing company, David Jones decided he wanted to
set out on his own. Because of his experience and prior connections, David was confident he could survive in the
printing business, but he wondered whether he should buy an existing business or start a new one. As part of his
planning, David contacted a professional employer organization (PEO), which had a sterling reputation, to obtain an
estimate for human resource services for a startup company. The estimate was to include costs for payroll, benefits,
worker’s compensation, and other traditional human resource services. Because David had not yet started his
business, the PEO generated a generic quote applicable to a small company in the printing industry. In addition,
because the PEO had nothing tangible to quote, it gave David a quote for human resource services that was unusually
high.

In the meantime, David found an existing small company that he liked, and he bought it. Then he contacted the PEO to
sign a contract for human resource services at the previously quoted price. David was ready to take ownership and
begin his new venture. He signed the original contract as presented.

After David signed the contract, the PEO reviewed the earlier proposal in light of the actual figures of the company he
had purchased. This review raised many concerns for management. Although the goals of the PEO were to provide
high-quality service, be competitive in the marketplace, and make a reasonable profit, the quote it had provided David
appeared to be much too high. It was not comparable in any way with the other service contracts the PEO had with
other companies of similar size and function.

During the review, it became apparent that several concerns had to be addressed. First, the original estimate made
the PEO appear as if it was gouging the client. Although the client had signed the original contract, was it fair to charge
such a high price for the proposed services? Would charging such high fees mean that the PEO would lose this client
or similar clients in the future? Another concern was related to the PEO’s support of businesses owned by people of
color. For years, the PEO had prided itself on having strong values about affirmative action and fairness in the
workplace, but this contract appeared to actually hurt and to be somewhat unfair to a Black client. Finally, the PEO
was concerned with the implications of the contract for the salesperson who drew up the proposal for David. Changing
the estimated costs in the proposal would have a significant impact on the salesperson’s commission, which would
negatively affect the morale of others in the PEO’s sales area.

After a reexamination of the original proposal, a new contract was drawn up for David’s company with lower estimated
costs. Though lower than the original proposal, the new contract remained much higher than the average contract in
the printing industry. David willingly signed the new contract.

Questions

1. What role should ethics play in the writing of a proposal such as this? Did the PEO do the ethical thing for
David? How much money should the PEO have tried to make? What would you have done if you were part of
management at the PEO?

2. From a deontological (duty) perspective and a teleological (consequences) perspective, how would you
describe the ethics of the PEO?

3. Based on what the PEO did for David, how would you evaluate the PEO on the ethical principles of respect,
service, justice, honesty, and community?

4. How would you assess the ethics of the PEO if you were David? If you were among the PEO management? If
you were the salesperson? If you were a member of the printing community?

Case 15.3

Ship Shape

The Cast

Commanding Officer of the USS Theodore Roosevelt Captain Brett Crozier

Commander of Carrier Strike Group (oversees 7 ships including the
USS Theodore Roosevelt)

Rear Admiral Stuart Baker

Acting U.S. Secretary of the Navy Thomas Modly

U.S. Secretary of Defense Mark Esper

The Crew Sailors and airmen aboard USS
Theodore Roosevelt

Act 1—The Virus

It was believed to have begun on March 5, 2020, with the Vietnamese port call of the U.S. naval aircraft carrier USS
Theodore Roosevelt. The port call in Da Nang, only the second visit by an American aircraft carrier to the country
since the Vietnam War, was ordered partly as a show of military strength in a region threatened by perceived growing
territorialism by China in the South China Sea.

At the time the Roosevelt arrived there, Vietnam had 16 reported cases of the highly contagious coronavirus (COVID-
19), but they were all in the country’s northern region, far from the ship’s port of call. Because the Roosevelt,
commanded by Captain Brett Crozier, a Naval Academy graduate with more than 30 years of service, was too large
for the city’s docks, the ship anchored offshore and relied on small boats to ferry its sailors to Da Nang, where they
spent several days within the city, frequenting its restaurants, shops, and hotels and engaging in community service
projects. On the fourth day, several crew members were ordered back to the ship when it was feared they may have
been exposed to COVID-19 at a hotel where two British nationals who had tested positive for the virus had also been
staying.

The Roosevelt then left port and headed out to sea, returning to normal operations with aircraft flying to and from the
ship bringing supplies from Japan and the Philippines. Meanwhile, the ship’s medical team watched the crew closely
for signs of the virus, knowing that symptoms generally appear within the first 14 days after exposure.

On March 24, an announcement came over the ship’s loudspeakers: “Set River City 1.” This alerted the sailors that
the ship had entered into a period of restricted communications, meaning no internet or phone calls for most everyone
onboard. The reason why, the crew soon discovered, was that three sailors aboard the Roosevelt had tested positive
for COVID-19. Within 24 hours, the number of cases on the ship doubled and each subsequent day rendered new
cases (Simkins, 2020).

The Roosevelt, a massive 1,000-foot nuclear-powered aircraft carrier, is essentially a small city. It housed almost
5,000 crew members, all living and working in extremely tight quarters. Crew members shared common cafeterias,
bathroom facilities, other social areas, and narrow hallways. They worked in close proximity to one another day and
night. Even their sleeping quarters were close with bunks often stacked three high.

The sailors who tested positive were all members of the reactor crew, the group responsible for running the core of the
ship. They were flown to a Navy hospital in Guam, with the ship following a few days later, docking there to begin
testing of the entire crew and engage in professional cleaning of the ship.

Just a few months earlier, the Diamond Princess, a cruise ship of 2,600 passengers housed in individual cabins, had
eight of its passengers die of the virus while aboard with more than 700 others infected. Captain Crozier knew the
Roosevelt, with its tight quarters and significantly larger crew, had the potential to be much worse than the Diamond
Princess; the Roosevelt’s doctors were estimating that more than 50 crew members could potentially die from the
virus (Gibbons-Neff, Schmitt, Cooper, & Ismay, 2020).

Act 2—The Letter

As the cases aboard the Roosevelt rapidly increased, several options were considered with Captain Crozier arguing
strongly for evacuating nearly all the sailors from the ship, leaving a skeleton crew of around 500 to perform essential
duties and protect the vessel’s reactors, bombs, missiles, and war planes. The rest of the crew would be quarantined
and tested while the ship was cleaned.

Captain Crozier’s commanding officer, Rear Admiral Stuart Baker, disagreed, feeling that less drastic action would still
protect the crew and leave the ship in operation. Ultimately, 1,000 of the ship’s crew were evacuated to a gymnasium
on base where they slept on cots, which quickly resulted in several more confirmed cases.

After continued denials from his superiors and watching the situation escalate each day, on March 30, Captain Crozier
laid out his concerns and arguments in a four-page letter titled, Request for Assistance in Response to COVID-19
Pandemic. The letter was sent via unclassified email and addressed to Crozier’s commanding officer, Rear Admiral
Stuart Baker, U.S. Pacific Fleet Commander Admiral John Aquilino, and Naval Air Forces Commander Vice Admiral
DeWolfe Miller as well as copied to seven other Navy captains (Simpkins, 2020).

According to the New York Times, prior to sending the letter, Captain Crozier shared the email with several of the
Roosevelt’s most senior officers. When they expressed their desire to add their signatures to the letter, Captain
Crozier refused, fearing for their careers, knowing the letter might well end his (Cooper, Gibbons-Neff, Schmitt, &
Cochrane, 2020).

Pleading for assistance and consideration, Captain Crozier wrote, “This will require a political solution, but it is the right
thing to do . . . We are not at war. Sailors do not need to die. If we do not act now, we are failing to properly take care of
our most trusted asset — our sailors” (Gafni & Garofoli, 2020). Noting that only a small group of infected crewmen had
been removed from the ship and quarantined, and that “the spread of the disease is ongoing and accelerating,” Crozier
requested “compliant quarantine rooms” be provided on shore in Guam for his entire crew “as soon as possible”
(Gafni & Garofoli, 2020).

The letter was leaked to the San Francisco Chronicle and the plight of the crewmen on the USS Theodore Roosevelt
soon became public knowledge in the midst of a worldwide pandemic.

Act 3—Retribution

Infuriated that the letter had been sent to what he considered a wide distribution (though the recipients were all Navy
personnel) and consequently became public due to being leaked to the press, acting U.S. secretary of the Navy
Thomas Modly fired Captain Crozier on April 2.

Modly, himself a Naval Academy graduate and former Navy helicopter pilot, was the acting secretary positioned to
become the permanent Secretary of the Navy. He had replaced Richard Spencer, who had been fired by U.S.
president Donald Trump for opposing Trump’s support of a Navy Seal who had been charged with war crimes.
According to the New York Times, Modly, concerned that Captain Crozier’s letter would anger Trump, sought the
advice of colleagues, including the chief of naval operations and the chair of the joint chiefs of staff, who counseled
Modly to first order an investigation (Gibbons-Neff, Schmitt, Cooper, & Ismay, 2020). He did not.

Although Modly acknowledged that there was “no evidence that Captain Crozier leaked the message” to the media
(Cooper, Gibbons-Neff, Schmitt, & Cochrane, 2020) he quickly relieved the captain of his duties without a formal
investigation and, according to Modly’s aides, without pressure from his superiors, U.S. defense secretary Mark
Esper or U.S. president Donald Trump. NavyTimes would later report that Modly ignored the counsel of his
colleagues, “due to the belief that President Donald Trump wanted Crozier fired” (Simkins, 2020).

Modly’s immediate superior, Defense Secretary Mark Esper, had previously cautioned his commanders not to make
decisions that might contradict Trump’s intended messaging on the growing COVID-19 pandemic. Modly tried to
frame the firing of Captain Crozier as a “loss of confidence” rather than retribution by claiming the letter had “raised
alarm bells unnecessarily” and that “in sending it out broadly, he [Crozier] did not take care to assure it couldn’t be
leaked” (Cooper, Gibbons-Neff, Schmitt, & Cochrane, 2020).

As Captain Crozier left his ship, hundreds of sailors and airmen gathered to form a “corridor” for him to openly express
their support for the popular and highly respected commander. Videos of this went viral. In response, Modly chartered
a Gulf Stream business jet and flew immediately to Guam at a cost of $243,000 where he delivered a scathing,
profanity-laced 15-minute reprimand to the Roosevelt’s crew over the ship’s public address system (Gibbons-Neff,
Schmitt, & Ismay, 2020). Modly berated the crew for cheering the captain, calling Crozier “too stupid” and “too naïve”
to command a ship and adding that blame for the virus belonged to China. Thirty minutes later, he abruptly left, fielding
no questions.

Within 30 minutes of his departure from the Roosevelt, social media was widely broadcasting audio recordings of his
tirade.

Act 4—R&R: Resignation and Reinstatement?

When Acting Secretary Modly landed back in Washington, D.C., he was immediately directed by Defense Secretary
Esper to apologize. Lawmakers and former military officials were calling for Modly’s resignation.

The next day, Modly, in quarantine because of his potential exposure to the virus while onboard the Roosevelt,
tendered his resignation.

Captain Crozier subsequently ended up in quarantine at the naval base in Guam, battling the virus. More than 4,000 of
the ship’s crew members were also quarantined with more than 800 testing positive for the virus and one crew
member dying from it.

But Captain Crozier’s plight and that of the USS Theodore Roosevelt’s crew had caught the attention of senior military
officials and raised awareness and concern for other warships and missions. General John Hyten, chair of the joint
chiefs of staff shared, “From my perspective, it’s not a good idea to think that the Teddy Roosevelt is a one-of-a-kind
issue. To think that it will never happen again is not a good way to plan” (Gibbons-Neff, Schmitt, & Ismay, 2020).

The Navy subsequently instituted new health and safety procedures for ships at sea and for those preparing to head
out on deployment to prevent future outbreaks, including requiring crew members to wear masks and observe social
distancing guidelines. In addition, in preparation for deployment, a ship’s crew must be quarantined for 14 days before
boarding the ship.

More than 345,000 people signed an online petition to reinstate Captain Crozier. Legislators urged the Pentagon to
reconsider. The chair of the House Armed Services Committee and other top subcommittee leaders condemned
Crozier’s dismissal, stating that “Dismissing a commanding officer for speaking out on issues critical to the safety of
those under their command discourages others from raising similar concerns” (Cooper, Gibbons-Neff, Schmitt, &
Cochrane, 2020).

Amidst pressure from the public and lawmakers, and after a preliminary inquiry, the Navy’s top leadership took the
unprecedented step to recommend reinstatement of Captain Crozier as commander of the USS Theodore Roosevelt.
The final decision on whether Captain Crozier would be reinstated as captain of the USS Roosevelt was delayed by
acting Navy secretary James E. McPherson (who replaced Thomas Modly) who has called for a broader investigation
into the matter (Martinez, 2020). At the time this was written, Crozier remained in the Navy, maintaining his rank, but
had been given a temporary duty assignment in San Diego (Ziesulewicz, 2020).

Questions

1. The chapter states that “a leader’s choices are also influenced by their moral development.” Applying Kohlberg’s
stages of moral development to this case:

a. At what stage would you classify Captain Crozier’s level of moral reasoning? Why?
b. At what stage would you classify Acting Navy Secretary Thomas Modly’s level of moral reasoning? Why?
c. What about Rear Admiral Stuart Baker? Why?
d. What level would you classify Defense Secretary Mark Esper? Why?

2. The chapter outlines three different approaches to assessing consequences—ethical egoism, utilitarianism, and
altruism.

a. Which of these approaches do you feel most accurately summarizes Captain Brett Crozier’s approach?
Why?

b. Which of these do you feel most accurately summarizes Acting Secretary Thomas Modly’s approach?
Why?

c. Which approach applies to Rear Admiral Stuart Baker?
3. What elements described in the Toxic Leadership Triangle, were evident in this case? Do you think there are

examples of destructive leadership in this case? Explain your answer.
4. The chapter outlines five Principles of Ethical Leadership. Which of these principles applied to Captain Brett

Crozier’s leadership? Which principles applied to Thomas Modly’s leadership?

—Barbara Russell, MBA, BSCS, BBA, Chemeketa Community College

Leadership Instrument

It is human to want others to see you as an ethical leader, because being viewed as an unethical leader can carry with it very
strong negative connotations. But the social desirability of being judged by others as an ethical leader makes measuring
ethical leadership challenging. Self-reported scores of ethical leadership are often biased and skewed in a positive direction.

The Ethical Leadership Style Questionnaire (ELSQ) presented in this chapter is a self-reporting measure of ethical leadership
that does not measure whether one is or is not ethical, but rather assesses the leader’s style of ethical leadership. The ELSQ
is a 45-question instrument that measures how a leader approaches ethical dilemmas. The six ethical styles assessed by the
dilemmas are (a) duty ethics (I would do what is right), (b) utilitarianism ethics (I would do what benefits the most people), (c)
virtue ethics (I would do what a good person would do), (d) caring ethics (I would do what shows that I care about my close
personal relationships), (e) egoism ethics (I would do what benefits me the most), and (f) justice ethics (I would do what is
fair). Based on the individual’s responses, the ELSQ identifies a leader’s primary and secondary ethical leadership styles.

Although the ELSQ is in its initial stages of development, data from two studies (Baehrend, 2016; Chikeleze, 2014) confirmed
that when leaders face ethical dilemmas, they have a preference for a particular style of ethical leadership. The ELSQ can be
used by leaders as a self-assessment tool to understand their decision-making preferences when confronting ethical
dilemmas. Organizations will find it a useful training tool to educate leaders on decision making (Chikeleze & Baehrend, 2017).

Ethical Leadership Style Questionnaire (Short Form)

Purpose: To develop an understanding of your ethical leadership style and understand how your preferred ethical
leadership style relates to other ethical leadership styles.

Instructions: Please read the following 10 hypothetical situations in which a leader is confronted with an ethical
dilemma. Place yourself in the role of the leader or manager in the situation and indicate with an “X” your most
preferred response. Your most preferred response is the response that best describes why you would do what you
would do in that particular situation. Choose only one response. There are no right or wrong answers.

Response alternatives explained:

I would do what is right: This option includes following the rules, meeting my responsibilities, fulfilling my
obligations, and adhering to organization policy. Rules in this context may be explicit or implicit.

I would do what benefits the most people: This option includes doing what helps the most people overall and
what creates the greatest total happiness. It also includes doing the greatest good for the greatest number.

I would do what a good person would do: This option includes exhibiting excellence of character, acting with
integrity, and being faithful to one’s principles. This option includes employing virtues such as courage, honesty,
and loyalty.

I would do what shows that I care about my close relationships: This option includes building and maintaining
caring relationships, nurturing relationships, and being responsive to the needs of others. It gives special
consideration to those with whom I share a personal bond or commitment.

I would do what benefits me the most: This option includes achieving my goals, being successful in my
assigned task, and advancing my career. It also includes doing things that are in my self-interest.

I would do what is fair: This option includes acting with justice, being equitable to others, and treating others
fairly. It also includes distributing benefits and burdens to everyone equally.

Situations

1. You are the leader of a manufacturing team and learn that your employees are falsifying product quality results
to sell more products. If you report the matter, most of them will lose their jobs, you may lose yours, and your
company will take a significant hit to its reputation. What would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

2. You have an employee who has been having performance problems, which is making it hard for your group to
meet its work quota. This person was recommended to you as a solid performer. You now believe the person’s
former manager had problems with the employee and just wanted to get rid of the person. If you give the
underperforming employee a good recommendation, leaving out the performance problems, you will have an
opportunity to pass the employee off to another group. What would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

3. Your team is hard-pressed to complete a critical project. You hear about a job opening that would be much better
for one of your key employees’ career. If this individual leaves the team, it would put the project in danger. What
would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

4. An employee of yours has a child with a serious illness and is having trouble fulfilling obligations at work. You
learn from your administrative assistant that this employee claimed 40 hours on a time sheet for a week when
the employee actually only worked 30 hours. What would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

5. You are a manager, and some of your employees can finish their quotas in much less than the allotted time to
do so. If upper management becomes aware of this, they will want you to increase the quotas. Some of your
employees are unable to meet their current quotas. What would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.
6. You are an organization’s chief financial officer, and you are aware that the chief executive officer and other

members of the senior leadership team want to provide exaggerated financial information to keep the
company’s stock price high. The entire senior management team holds significant stock positions. What would
you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

7. Two new employees have joined your accounting team right out of school. They are regularly found surfing the
Internet or texting on their phones. Your accounting work regularly requires overtime at the end of the month to
get the financial reports completed. These employees refuse to do any overtime, which shifts work to other
team members. The other team members are getting resentful and upset. What would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

8. You are the director of a neighborhood food cooperative. A member—a single parent with four children—is
caught shoplifting $30 in groceries from the co-op. You suspect this person has been stealing for years. You
consider pressing charges. What would you do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

9. You have been accused of discriminating against a particular gender in your hiring practices. A new position
opens up, and you could hire a candidate of the gender you’ve been accused of discriminating against over a
candidate of another gender, even though the latter candidate has slightly better qualifications. Hiring the former
candidate would let you address this accusation and improve your reputation in the company. What would you
do in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.
10. You are a professor. One of your best students buys an essay online and turns it in for a grade. Later in the

term, the student begins to feel guilty and confesses to you that the paper was purchased. It is the norm at the
university to fail a student guilty of plagiarism. You must decide if you will flunk the student. What would you do
in this situation?

□ A. I would do what is right.

□ B. I would do what benefits the most people.

□ C. I would do what a good person would do.

□ D. I would do what shows that I care about my relationships.

□ E. I would do what benefits me the most.

□ F. I would do what is fair.

Scoring

To score the questionnaire, sum the number of times you selected item A, B, C, D, E, or F. The sum of A responses
represents your preference for Duty Ethics, the sum of B responses represents your preference for Utilitarian Ethics,
the sum of C responses represents your preference for Virtue Ethics, the sum of D responses represents your
preference for Caring Ethics, the sum of E responses represents your preference for Egoism Ethics, and the sum of F
responses represents your preference for Justice Ethics. Place these sums in the Total Scores section that follows.

A. Duty Ethics: __________
B. Utilitarian Ethics: __________
C. Virtue Ethics: __________
D. Caring Ethics: __________
E. Egoism Ethics: __________
F. Justice Ethics: __________

Scoring Interpretation

The scores you received on this questionnaire provide information about your ethical leadership style; they represent
your preferred way of addressing ethical dilemmas. Given a situation with an ethical dilemma, this questionnaire points
to what ethical perspective is behind the choices you would make to resolve the dilemma. As you look at your total
scores, your highest score represents your primary or dominant ethical leadership style, your second-highest score is
the next most important, and so on. If you scored 0 for a category, it means that you put lower priority on that particular
ethical approach to guide your decision making when facing ethical dilemmas.

If you scored higher on Duty Ethics, it means you follow the rules and do what you think you are supposed to do
when facing ethical dilemmas. You focus on fulfilling your responsibilities and doing what you think is the right
thing to do.

If you scored higher on Utilitarian Ethics, it means you try to do what is best for the most people overall when
facing ethical dilemmas. You focus on what will create happiness for the largest number of individuals.

If you scored higher on Virtue Ethics, it means that you pull from who you are (your character) when facing
ethical dilemmas. You act out of integrity, and you are faithful to your own principles of goodness.

If you scored higher on Caring Ethics, it means that you give attention to your relationships when facing ethical
dilemmas. You may give special consideration to those with whom you share a personal bond or commitment.

If you scored higher on Egoism Ethics, it means that you do what is best for yourself when facing ethical
dilemmas. You are not afraid to assert your own interests and goals when resolving problems.

If you scored higher on Justice Ethics, it means that you focus on treating others fairly when facing ethical
dilemmas. You try to make sure the benefits and burdens of decisions are shared equitably between everyone
concerned.

Comparing your scores regarding each of these ethical perspectives can give you a sense of what is important to you
when addressing an ethical concern. A low score in any of the categories suggests that you give less priority to that
ethical perspective. All of the ethical perspectives have merit, so there is no “best” perspective to maintain.

This questionnaire is intended as a self-assessment exercise. Although each ethical approach is presented as a
discrete category, it is possible that one category may overlap with another category. It is also possible that you may
have an ethical leadership style that is not fully captured in this questionnaire. Since this questionnaire is an abridged
version of an expanded questionnaire, you may wish to take the full questionnaire to gain a more accurate reflection of
your ethical approach. It can be taken at www.leaderdecisionmakingsurvey.com.

—Abridged and adapted from the Ethical Leadership Style Questionnaire, www.leaderdecisionmakingsurvey.com

http://www.leaderdecisionmakingsurvey.com/

LEADERSHIP ESSENTIALS:
Practical and Proven Approaches

in Leadership and Supervision
by

Olin O. Oedekoven, PhD, John Lavrenz, M.S.
Deborah Robbins, M.P.A.

permission except in the case of brief quotations embodied
in critical articles and reviews. For information, write to

Peregrine Leadership Institute
Box 741

1001 S. Douglas Hwy., Suite 160
Gillette, WY 82717

ISBN: 978-0-9908279-7-9 (hardcover)
ISBN: 978-0-9908279-3-1 (paperback)

ISBN: 978-0-9908279-4-8 (eBook)

Printed in the United States of America

We would like to dedicate this book to John Lavrenz. John was
our co-author on the project, colleague and presenter with our
leadership development workshops, a mentor to so many leaders
over the years, and, most importantly, our friend. His leadership
influence is felt throughout in these pages and will continue
with all of the lives he touched during his values-based leadership
journey. John “walked the talk” as a leader of integrity, and we are
all richer for the time we have spent with him.

— Olin O. Oedekoven and Deborah K. Robbins

Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Chapter 1 — Understanding Leadership . . . . . . . . . . . . . 11
Leadership Defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
e Values and Attributes of Leadership . . . . . . . . . . . 13
e Power of Positive Expectations. . . . . . . . . . . . . . . . 16
e 14 Characteristics of Great Leaders . . . . . . . . . . . . 27

Chapter 2 — Teams, Teamwork, and
Leadership Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Leadership Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Leading Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
e 6 C’s of Teamwork . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Seven Keys to Team Leadership . . . . . . . . . . . . . . . . . . 55

Chapter 3 — Conflict in the Workplace . . . . . . . . . . . . . . 59
Dealing with Team Conflict . . . . . . . . . . . . . . . . . . . . . . 59
Confronting Difficult Situations with People. . . . . . . . 61
Managing Team Conflict . . . . . . . . . . . . . . . . . . . . . . . . 66

Chapter 4 — Recruiting and Selecting Your Team . . . . . 77
Hiring for Attitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Why Quality Recruiting and Selection Matters. . . . . . 80
Developing a Recruiting and Selection Strategy . . . . . 82
Reviewing the Resume and Job Application . . . . . . . . 86
Hire the Most Qualified Applicant Using
a Fair and Nondiscriminatory Process. . . . . . . . . . . 91
Developing the Interview and Questions . . . . . . . . . . . 96

Chapter 5 — Leadership Communications . . . . . . . . . . 111
Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Active Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Giving and Receiving Feedback. . . . . . . . . . . . . . . . . . 115
Communicating Non-Defensively . . . . . . . . . . . . . . . 119

Chapter 6 — Project Management Leadership . . . . . . . 123
Project Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Deliberate Decision-Making . . . . . . . . . . . . . . . . . . . . 127

Chapter 7 — Stress Management for Leaders . . . . . . . . 131
Managing Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
e 50 Proven Stress Reducers. . . . . . . . . . . . . . . . . . . 133
Planning to Manage Stress . . . . . . . . . . . . . . . . . . . . . . 139

Chapter 8 — Leadership Ethics . . . . . . . . . . . . . . . . . . . . 149
Ethical Choices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Values-based Decision Making . . . . . . . . . . . . . . . . . . 153
Business Ethics and Compliance . . . . . . . . . . . . . . . . . 156

Chapter 9 — Time Management and Delegation . . . . . 165
Time Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Delegation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Chapter 10 — Leading Change . . . . . . . . . . . . . . . . . . . . . 179
Why Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Resistance to Change. . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Barriers to Effective Change. . . . . . . . . . . . . . . . . . . . . 187
Leading Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Chapter 11 — Performance Management . . . . . . . . . . . 195
Identifying and Solving Performance Problems . . . . 195
Performance Counseling . . . . . . . . . . . . . . . . . . . . . . . 203
Maximizing Employee Performance . . . . . . . . . . . . . 208

Chapter 12 — e Art of Leadership . . . . . . . . . . . . . . . 213
Teaching and Training . . . . . . . . . . . . . . . . . . . . . . . . . 213
Coaching and Mentoring . . . . . . . . . . . . . . . . . . . . . . . 224
Motivating and Inspiring . . . . . . . . . . . . . . . . . . . . . . . 233
Strategic Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Final oughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
References and Selected Bibliograph . . . . . . . . . . . . . . . . . 241
Meet the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Working with Peregrine Leadership Institute. . . . . . . . . . 251
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Foreword

This is not a book that you have in your hands. A book,
aer all, is merely a set of written sheets of paper hinged

together on one side to allow readers to flip through and glance
casually at each side.

is is an understanding. It is a collective release of leadership
tips and techniques as simple as your most basic needs, yet as
complex as the nature of the cultural diversities in which you
live today. It is a manual on how to live in a world where
globalization and technological advances have toppled the
walls of traditional leadership hierarchies. It’s a world in which
leaders must come to know and understand the evolution of
change and how to develop, inspire, and guide their organiza-
tions (and their careers) through the tactical challenges coming
at them both faster and different than ever before.

Leadership Essentials is a way of understanding how to survive
in the ever-changing world of leadership. It is a compilation
of many years of experience, of lessons learned along our
own leadership journeys.

We lived and breathed every minute of this guide, shedding
tears of frustration during those tenuous times and laughing
when everything fell into place and we achieved leadership
excellence. We held nothing back.

When we decided to put into words all that we have experienced
during our leadership upbringings, it made sense to bare it all,
to include not only our brief moments of fame, but those
oen-staggering moments of shame as well. Aer all, “that
which does not kill us only makes us stronger.”

To achieve success in today’s highly complex world of leader-
ship, you must be open to the fact that change is inevitable
and fast. Nations are experiencing dramatic shifts in their
political, economic, and social structures. Terms such as
demographics and cultural awareness were once nothing
more than mandatory inclusions in company handbooks,
policies, and procedures. Now, the essence of those genera-
tional and cultural differences is driving decision making like
never before. One of the key skills of effective leadership is the
ability to lead change. Your survival depends on it.

Remember, leaders are made, not born. We made mistakes
and so will you. However, your ability to get up, dust yourself
off, and put yourself at the front of the pack again and again
will set you apart from those individuals who only wish they
were leaders. We don’t profess to know everything there is to
know about leadership. What we do know, we’ve included in
this guide. Read it well and return to it oen. Each chapter
contains real lessons learned from real people. is is your
first step of a lifelong journey called “leadership.” Good luck
and let the journey begin.

10 | LEADERSHIP ESSENTIALS

Chapter 1

Understanding Leadership

Management is about doing things right.
You manage things; you lead people.

Leadership Defined

Leadership is the process of influencing others to understand
and agree about what needs to be done, how it can be done
effectively, and the process of facilitating individual and
collective efforts to accomplish the shared objectives.

Influencing — getting people to willingly do what you want
them to do. How do leaders influence?

• Communicate (written, verbal, nonverbal)
• Set the example
• Demonstrate what right looks like

Understand and Agree — giving reasons for why we do what
we need to do. How do leaders develop understanding and
agreement? We communicate:

• Company goals (bigger picture)
• Our mission/vision
• Our departmental goals

Done Effectively — e way you want to accomplish what it is
that you want to accomplish. How do leaders develop effective-
ness?
• Setting and maintaining standards
• Teaching, coaching, and mentoring for performance

Facilitating Individual and Collective Efforts — Developing
interest, will, desire, and ensuring the resources are there for
them to do what they need to do. How do leaders facilitate
effort?
• Give employees a challenge
• When they succeed, praise them
• Coach/counsel them on how to do it better
• Set the example through your behaviors and actions
• Provide the resources they need for the mission

Accomplish the Shared Objectives — e goals, objectives, and
the vision. How do leaders develop an understanding of the
shared objectives?
• Communicate, communicate, and communicate!
• Team planning and preparing
• Assessing aer the project is completed

You manage things; you lead people. Management is about
doing things right. Leadership is about doing the right things.
Leadership depends on the situation, the work setting, and
the nature of the problem. Leadership also shis with time
and responsibilities. Leadership and management are not
mutually exclusive activities.

12 | LEADERSHIP ESSENTIALS

You do not have to have subordinates to be a leader—being a
leader means striving to BE, KNOW, and DO what is right, all
the time. We will, however, make mistakes. How we deal with
those mistakes is what distinguishes us as a learning leader.

The Values and Attributes of Leadership

ere are seven essential values and seven critical attributes
of leadership.

Leadership Values

Integrity: Demonstrating the courage necessary to support your
leadership values and those of the organization; exemplifying
your values at all times; treating others fairly and consistently;
choosing the harder right over the easier wrong; doing the
right things, not just doing things right. is leadership value
is essential. If you do not display integrity in your behavior at
all times, you may not have the opportunity to recover.

Honesty: Being honest in all your communications, interactions
with others, and with yourself; saying what you mean and
meaning what you say.

Loyalty: Fulfilling your obligations to your team, peers, and
superiors; being loyal to your team and organization with
support on and off the job; remaining faithful and steadfast
to your values; and holding what others say in trust.

Accountability: Being accountable for all your actions and
the results; remembering that while you can delegate author-
ity, you can never delegate responsibility—you, as the leader,

UNDERSTANDING LEADERSHIP | 13

are always responsible for the successes and failures of your
team, acknowledging the contributions of others, and assum-
ing the responsibility even when others will not.

Respect: Treating them with respect; treating others fairly and
consistently; giving away respect and not making others have
to earn your respect; respecting, acknowledging, and publicly
recognizing the contributions of others.

Trust: Being approachable, acknowledging, considerate,
accepting, and respectful; building trust within your team
through open and honest communications; demonstrating
compassion and understanding toward others.

Selflessness: Being a leader who gives credit where credit is
due; helping others with the mundane tasks, making a sincere
and honest effort to examine problems and issues from the
perspective of others; putting the needs of others before your
own; promoting the interests of the team and the organization
ahead of your own.

Seven Key Leadership Attributes

Self-Discipline: Maintaining self-control over your emotions,
temper, and language; following through with what you say
you will do; choosing the best course of action that will support
the organizational goals; maintaining your enthusiasm and
spirit even when the situation is difficult.

Initiative: Seeing what needs to be done and doing it without
having to be told what to do; encouraging others to participate

14 | LEADERSHIP ESSENTIALS

and promoting their ideas; giving credit where credit is due;
conducting both formal and informal assessments for all work
that has been completed to help foster continuous improve-
ment in the workplace.

Confidence: Exercising good judgment with people and the
work that needs to be done; maintaining your perspective of
the bigger picture and the goals of the organization; acting
with courage during the difficult times.

Decisive: Making sound, timely decisions and communicating
them clearly and concisely; not withholding decisions that
you should be making; remaining steadfast with your decisions,
but being open to adapting to new information or changed
conditions; not yielding to impulses, but rather examining
problems logically and systematically without prejudice
or bias.

Valuing Diversity: Respecting cultural differences; maintain-
ing cultural awareness; appreciating the value of diversity and
the benefits it brings to an organization; being mindful and
respectful of differences in the workplace and understanding
what it takes to motivate, inspire, and lead the cultural and
generational differences in the organization.

Empowering: Enabling others to make decisions on their own
by giving them an understanding of your intent, along with
all information needed to make good decisions on their own;
not micromanaging the work; encouraging others to take the
initiative; promoting others’ ideas and giving credit where

UNDERSTANDING LEADERSHIP | 15

credit is due; and recognizing and rewarding the achievement
of others.

Humility: Recognizing that it is not about you—it is about
the success of your team and the organization; looking outward
to attribute success and looking inward to apportion failure;
and maintaining your sense of humor—always taking the
work seriously, but not taking yourself too seriously.

The Power of Positive Expectation1

e concept of Pygmalion Leadership has its roots in ancient
Greek mythology. It says that your employees will rise only
to the level that you expect them to reach. at is, what you
expect of your employees will have a direct bearing on their
performance’s outcome.

If you believe that a person will succeed and the
person knows this expectation, most people
will rise to the level you expect from them.

Your expectations will drive team performance. If you believe
that a person will fail, most likely they will believe it as well
(and fail). But if you believe that a person will succeed and
the person knows this, most people will rise to the level you
expect from them.

16 | LEADERSHIP ESSENTIALS

e Self-Fulfilling Prophecy

People have an extraordinary influence on others—and oen
don’t know it. Psychologists have demonstrated that the power
of expectation alone can influence others’ behavior. The
phenomenon has been called the “self-fulfilling prophecy” or
the “Pygmalion Effect.” People sometimes become what others
expect them to become. Many supervisors are able to develop
competent employees and stimulate their performance.

• What is their secret?

• How is the successful supervisor different from the
unsuccessful ones, the ones who cannot develop
their employees?

• What are the implications of this for the growing
problem of turnover and disillusionment
among promising employees?

e self-fulfilling prophecy shows how it can either be a useful
or a destructive tool in the supervisors’ hands.

e Pygmalion Effect

All it takes is really believing. Supervisors can create better
employees by simply believing in them. is is even truer
when working with underachievers.

If you tell a grammar school classroom teacher that a child
is bright, the teacher will be more supportive, teach more
difficult material, allow more time to answer questions, and
provide more feedback to that child. e child receiving this
attention and basking in the teacher’s beliefs learns more and

UNDERSTANDING LEADERSHIP | 17

is better in school. It does not matter whether the child is
actually bright. All that matters is that the teacher believes in
the child. is is also true of managers and workers.

is uniquely human phenomenon is called the Pygmalion
Effect. It is a persistently held belief in another person such that
the belief becomes a reality. e person believed in, becomes
the person they are perceived to be.

Did you ever notice that there are some people with whom
we naturally feel comfortable: those who think our ideas are
great? When they listen to us, we express ourselves clearly and
are able to make ideas ring with clarity and insight. This is
because they, believing we are bright, see us in this light. We,
in turn, knowing how they feel about us, work hard to make
sure they are satisfied with our answers.

e opposite is also true. ere are people with whom we are
not comfortable and whom we believe do not like us. We avoid
these people and do not do our best when we are around them.
We are hesitant and much less articulate. Most of the time,
we are less likely to try very hard to be understood. We become
victims of a label that someone gave us.

This is also true in the supervisor/employee relationship.
Researchers looked at twelve separate research studies from
different work settings involving a total of 2,874 participants
and using a technique called meta-analysis. All studies involved
employees and their supervisors. Each study randomly assigned
employees to two groups, and supervisors were told that one
group of employees had considerably greater potential than

18 | LEADERSHIP ESSENTIALS

the other. us, supervisors developed a positive attitude
about one group of employees who were basically no different
than the employees in the other group.

Employees in the positive-information group responded with
greater productivity with only two exceptions. e magnitude
of these gains seemed to be dependent on the circumstances
of the work relationship. The greatest gains were seen in
military training settings. The researchers suspect this is
because in the military, it is easier to control the information
supervisors receive, whereas in a business situation, word-of-
mouth and reputation may bleed into the situation, making less
believable the positive information received by the supervisor.

However, when looking at findings in elementary school
settings, there seems to be something that happens in a learning
situation that is different from what happens in a work situation.
It is possible that a positive attitude on the part of supervisors
may have a greater effect on learning than it does on work
productivity.

e second-greatest gains were obtained in situations where
disadvantaged workers (those who were less likely to be success-
ful) were randomly assigned to two groups. e group for
which the supervisor was given positive information made
significant gains over the group for which the supervisor was
not given positive information.

It is suspected that people with low self-esteem and self-efficacy
are more likely to respond to positive feedback. is indicates
that supervisors have the potential to create high-performing

UNDERSTANDING LEADERSHIP | 19

employees. All that is needed is for them to believe that an
employee has potential. is is probably because the employee
is more fully engaged and motivated when working for a
positive-thinking supervisor, thereby allowing the organization
to tap into their full capabilities.

ere were fewer gains noted when supervisors had less direct
interaction with subordinates, such as in sales situations
where employees worked independently and away from their
supervisor. In addition, women supervisors were less likely to
be affected by the Pygmalion Effect. It was observed that
women, regardless of their beliefs, seemed to treat employees
equally. erefore, the group of employees about whom a
woman supervisor was given positive information made
less significant gains over the other group. This was even
more pronounced when the supervisor and all the employees
were women.

The Pygmalion Effect is an important key to creating or
improving a workforce. It believes in your employee’s capabiltiy
to achieve goals. Everything should be done to create a highly
positive attitude about employees in the minds of supervisors,
and employees should be made to feel that their supervisors
and the organization believe in their potential as people.

Leaders should present new employees to supervisors in a
positive light while highlighting the new employee’s potential,
and making sure that the supervisor and the work group have a
clear expectation that the new employee will make a significant
impact on the group’s ability to succeed. Supervisors should

20 | LEADERSHIP ESSENTIALS

be trained in how to impart a positive, motivating attitude
that fosters a belief in the employee’s ability to perform.

Employees should have a clear understanding that there is no
question of them performing well. Employees should be given
training opportunities that bring out potential rather than
focus on weaknesses. Overall, the organization should strive
to create an understanding among its employees that they all
have potential and all that is needed is for that potential to be
brought out.

Climate

Negative Pygmalion

Poor behaviors that communicate low expectations include:
• Being distracted, in a hurry, or not giving an
employee your full attention

• Verbally criticizing an employee’s competence
or potential

• Negative nonverbal cues through tone of voice,
or face and body gestures

Positive Pygmalion

Good behaviors that communicate high expectations include:

• Being verbally supportive and encouraging

• Providing positive nonverbal cues through tone
of voice, eye contact, facial expressions, body posture,
and movements

• Helping employees set challenging goals

UNDERSTANDING LEADERSHIP | 21

Input

Negative Pygmalion

Poor behaviors that communicate low expectations include:

• Not giving people vital information to do a job

• Not giving people sufficient direction or guidance

• Waiting too long to check on progress or provide
any needed course correction

• Treating people like they are incompetent by
providing only limited or sketchy information
(only on a “need to know” basis)

Positive Pygmalion

Good behaviors that communicate high expectations include:

• Spending extra time with people

• Providing ideas to follow up on or sources for
further information (giving team members enough
resources or ideas while allowing them to retain
autonomy and ownership of projects)

Output
Negative Pygmalion

Poor behaviors that communicate low expectations include:

• Cutting people off when they are speaking

• Not seeking their opinions or insights

• Limiting the number and scope of their work
assignments

22 | LEADERSHIP ESSENTIALS

Positive Pygmalion

Good behaviors that communicate high expectations include:

• Allowing them to express their opinions and ideas
(even disagreeing opinions)

• Giving them new assignments (or a variety of
assignments, including incrementally challenging
assignments)

• Giving them opportunities to learn or practice
skills (e.g., training, projects)

• Allowing them to gain exposure to, and visibility
with, other people and departments (especially
upward in the organization)

Feedback
Negative Pygmalion

Poor behaviors that communicate low expectations include:

• Providing mostly negative, vague, or limited feedback

• Criticizing the person (instead of the behaviors),
making negative generalizations (e.g., negative labels)

Positive Pygmalion

Good behaviors that communicate high expectations include:
• Providing helpful suggestions on how people might
be able to improve or do things better

• Positively reinforcing desirable behaviors (praise,
recognition, rewards, etc.). is should be sincere,
specific and frequent

UNDERSTANDING LEADERSHIP | 23

• Making sure any feedback regarding poor
performance is done in a positive way, where the
employee can sense that you have their best
interests at heart and you reinforce your belief
in their ability to do better

Expectations
A well-defined expectation is the foundation for goal achieve-
ment. It formalizes:

• What is to be accomplished
• Who will be involved
• When the activity will be accomplished
• How resources will be used

Expectations should include team values and team rules.
Make life easier for yourself—write down the expectations,
rules, and your code of conduct, and share these with your
team.

S. M. A. R. T. Objectives

Specific
Measurable
Achievable
Realistic
Time-Bound

In summary, use the Pygmalion Effect, oen known as the
Power of Expectations, by considering:

24 | LEADERSHIP ESSENTIALS

• Every supervisor has expectations of the people
who report to them.

• Supervisors communicate these expectations
consciously or unconsciously.

• People consciously or unconsciously pick up on
these expectations from their supervisor.

• People perform in ways that are consistent with
the expectations they have picked up on from
the supervisor.

The power of expectations enables team members to excel
in response to a manager’s message that they are capable of
success and expected to succeed. e Pygmalion Effect can also
undermine staff performance when the subtle communication
from the manager tells them the opposite. ese cues are oen
subtle and examples include when a supervisor fails to praise
a staff person’s performance as frequently as they praise others
or when a supervisor talks less to a particular employee than
to others.

Principles for People Development
Success in developing others is how well you accomplish each
of the following:

• Value People: Concerns attitude
• Commit to People: Concerns time
• Integrity with People: Concerns character
• Standard for People: Concerns vision
• Influence over People: Concerns leadership

UNDERSTANDING LEADERSHIP | 25

Successful People Developers are those who:

• Make the right assumptions about people
• Ask the right questions of people
• Give the right assistance to people

What you believe about yourself influences what you believe
about your people. We are measured not by what we are,
but by the perception of what we seem to be; not by what
we say, but how we are heard; and not by what we do, but
how we appear to do it.

Positive Pygmalion Characteristics

• Belief in themselves and confidence in what they
are doing.

• Belief in their ability to develop the talents of their
employees: to select, train, and motivate them.

• Ability to communicate to workers that their
expectations are realistic and achievable.

• Belief that workers can learn to make decisions
and to take the initiative.

• Preference for the rewards that come from the
success and increased skills of their subordinates
over the rewards they get from supervisors.

Everything Rises and Falls on Leadership
• Personnel determine the organization’s potential.
• Relationships determine the organization’s morale.

26 | LEADERSHIP ESSENTIALS

• Structure determines the organization’s size.
• Vision determines the organization’s direction.
• Leadership determines the organization’ success.

The 14 Characteristics of Great Leaders

1 Integrity: e qualities of absolute honesty, trustworthiness,
uprightness of character, and high moral principles. Integrity
can be practiced by doing the following:

• Tell the truth to both superiors and subordinates,
all the time.

• Stand for what you believe in, even if the belief is
unpopular.

• Use your power to work toward your organization’s
goals or for the welfare of your coworkers, not for
your own personal gain.

2 Knowledge: You will quickly gain the respect and confidence
of your employees by showing them you are knowledgeable
about your area of responsibility as well as theirs. Keep in
mind that learning is a continual process. To develop and
demonstrate knowledge you should:

• Ask questions when unsure.

• Notice and correct substandard performance in
others, particularly those who work for you.

• Show your employees, by your actions, how they
should perform their duties.

UNDERSTANDING LEADERSHIP | 27

3 Courage: Courage is the quality that acknowledges fear
but allows you to meet danger or opposition calmly and with
firmness. Courage is developed when you:

• Place duty and commitment to your organization’s
mission over personal feelings and desires.

• Look for and willingly accept responsibilities.

• Stand for what is right, even if it is unpopular.

• Never blame others for your mistakes.

4 Decisiveness: Decisiveness is the ability to weigh all the
facts and make timely decisions. To develop decisiveness, you
should:

• Get into the habit of considering several points of
view for each problem, and then make your
best choice.

• Know when not to make a decision.

• Remember that a good decision now is usually
better than a perfect decision later.

• Be willing to adjust your decision if you realize it
is no longer effective.

5 Dependability: Leaders are dependable when they fulfil
their commitments. Dependability is developed by:

• Being on time and prepared.

• Accomplishing your assigned tasks, even if you
face obstacles.

28 | LEADERSHIP ESSENTIALS

• Building a reputation for keeping your word when
you have made a promise.

• Demonstrating loyalty to your friends and supporters.

6 Initiative: Initiative is recognizing what must be done and
then doing it without being told to do so. Practice the following
to develop initiative:

• Find tasks that need to be done and then do
them without being told.

• Look for better ways to do things.

• Consider strategic issues and look for ways to
overcome future obstacles.

7 Tact: Tact is the ability to deal with others without causing
ill feelings or offense. In order to develop tact, do the following:

• Apply the Golden Rule: Treat others as you would
want to be treated.

• Check yourself for tolerance and patience. If you
lack these qualities, make efforts to change.

8 Justice: To be just is to be fair. Personal feelings, emotions,
and prejudices must not be allowed to influence your decisions.
To improve the trait of justice, make sure you practice the
following:

• Apply rewards and reprimands to all consistently.

• Listen to all sides of an issue before making a decision.

• Be aware of your counterproductive prejudices
and seek to rid yourself of them.

UNDERSTANDING LEADERSHIP | 29

9 Enthusiasm: Enthusiasm is showing sincere interest and
eagerness in performing your job. To develop enthusiasm in
others, you should:

• Consistently exhibit a positive attitude toward others.
• Emphasize the employee’s successes.

• Encourage others to overcome any obstacles they
encounter.

10 Bearing: Your bearing is your general appearance and
conduct. Bearing is demonstrated by:

• Controlling your voice and gestures so that emotional
extremes do not show in your actions. Sometimes it
is appropriate to show some anger, but you never
should appear to lose your temper.

• Not reprimanding anyone in the presence of others.

11 Endurance: Maintaining the physical and mental stamina
to perform your job under difficult conditions and for long
periods of time. Maintain endurance by doing the following:

• Avoid activities that lower your physical and
mental stamina.

• Maintain a proper diet and exercise.

• Finish every job, regardless of the obstacles.

12 Unselfishness: You always should give credit where credit
is due. To be unselfish, you should:

30 | LEADERSHIP ESSENTIALS

• Give credit to employees for jobs well done and
ensure that any recognition or praise from higher
levels is passed on to deserving individuals.

• You will be surprised at how much respect you will
receive from employees when you help them with
some of their tasks.

• Make a sincere, honest attempt to look at situations
from the other person’s perspective.

13 Loyalty: Loyalty is the quality of faithfulness to your prin-
ciples, your country, organization, superiors, and subordinates.
To practice loyalty you should:

• Remember loyalty is a two-way street. Be loyal to
those above and below you.

• Stand up for your organization and its members
when they are unjustly attacked.

• Discuss your problems with those who can help
solve the problems. Do not gossip.

14 Judgment: Judgment is the ability to weigh facts logically,
to consider possible solutions, and to reach sound decisions.
Judgment includes using common sense. To develop the trait
of judgment, you:

• Do not yield to impulse. ink about the possible
effects of what you are about to do.

• Try to visualize the situation from the other person’s
perspective. When in doubt, seek good counsel
from those who can best help you.

UNDERSTANDING LEADERSHIP | 31

Leadership, the process of influencing others to
obtain desired goals, is based on a set of core values

exemplified in through the behaviors and actions
of the leader. Leadership means dealing with the

human dimension of the workplace and starts
with oneself and extends to the leader’s team.

In the next chapter, we will explore the
team-based skills of successful leaders.

––––––––––––
1 Adapted from The Pygmalion Effect: Managing the Power of Positive
Expectations, Participant’s Workbook. (2001). Carlsbad, CA: CRM
Learning, L.P.

32 | LEADERSHIP ESSENTIALS

Chapter 2

Teams, Teamwork
and Leadership Styles

If you are able to use only one leadership style in a
given situation, then you are inflexible and will

have difficulty operating in situations
where that style does not fit.

Leadership Styles

All people are shaped by what they have seen, what they have
learned, and whom they have met. Who you are determines
the way you work with other people. Some people are happy
and smiling all the time. Others are serious. Some leaders can
wade into a room full of strangers and within five minutes
have everyone engaged and thinking, “How have I lived so
long without meeting this person?”

Some very competent leaders are uncomfortable in social
situations. Most of us are somewhere in between. Although
leadership theory describes at great length how you should
interact with your subordinates and how you must strive to
learn and improve your leadership skills, you always must be
yourself. Anything else comes across as fake and insincere.

Effective leaders are flexible enough to adjust their leadership
style and techniques to the people they lead and the situations
they encounter. Some subordinates respond best to coaxing,
suggestions, or gentle prodding. Others need, and sometimes
even want, the verbal equivalent of a kick in the pants. Treat-
ing people fairly does not mean treating them as if they were
clones of one another. In fact, if you treat everyone the same
way, you probably are being unfair because different people
need different things from you.

ink of it this way: Suppose you must teach safety procedures
to a large group of employees ranging in experience from new
to very experienced. e senior employees know a great deal
about the subject while the new employees know very little.
To meet all their needs, you must teach the new employees
more than you teach the senior employees.

If you train the new employees only on the advanced skills
the senior employees need, the new employees will be lost. If
you make the senior employees sit through training on the
basic tasks the new employees need, you will waste the senior
employee’s time. You must match the training (and your
leadership) to the experience of those being trained. In the
same way, you must adjust your leadership style and techniques
to the experience of your people and characteristics of your
organization.

Obviously, you would not lead senior team members the same
way you would lead new employees. But the easiest distinc-
tions to make are those of rank and experience. You must take
into account personalities, self-confidence, self-esteem—all

34 | LEADERSHIP ESSENTIALS

the elements of the complex mix of character traits that make
dealing with people so difficult and so rewarding. One of the
many things that makes your job tough is that you must figure
out what your subordinates need and what they are able to do
in order to get their best performance even when they do not
know themselves.

When discussing leadership styles, many people focus on the
extremes, autocratic and democratic. Autocratic leaders tell
people what to do with no explanations. eir message is, “I
am the boss. You will do it because I said so.” Democratic
leaders use their personalities to persuade subordinates.

ere are many shades in between. e following paragraphs
discuss five of them. However, bear in mind that competent
leaders mix different elements of all these styles according to
place, task, and people involved.

Using different leadership styles in different situations or
elements of different styles in the same situation is not in-
consistent. Rather, the opposite is true. If you are able to use
only one leadership style in a given situation, then you are
inflexible and will have difficulty operating in situations
where that style does not fit.

Directing Leadership Style

e directing style is leader-centered. Leaders using this style
do not solicit input from their subordinates. ey give detailed
instructions on how, when, and where they want a task
performed. ey then closely supervise its execution.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 35

e directing style may be appropriate when time is short and
leaders do not have a chance to explain things. ey may simply
give orders: Do this; Go there; Move. Leaders may revert to this
style in fast-paced operations or in emergency situations, even
with experienced subordinates. But if the leader has created a
climate of trust, subordinates will assume the leader has
switched to the directing style because of the circumstances.

e directing style is also appropriate when leading inexperi-
enced teams or individuals who are not yet trained to operate
on their own. In this kind of situation, the leader probably will
remain close to the action to make sure things go smoothly.

Some people mistakenly believe the directing style means
using abusive and demeaning language, or threatening and
intimidating others. is is wrong. If you are ever tempted to
act this way, whether due to pressure, stress, or what seems
like improper behavior by a subordinate, ask yourself: Would
I want to work for someone like me? Would I want my boss
to see and hear me treat subordinates this way? Would I want
to be treated this way?

Participating Leadership Style

e participating style centers on both the leader and team.
Given a job to do, leaders ask subordinates for input, infor-
mation, and recommendations, but make the final decision
on what to do. is style is especially appropriate for leaders
who have time for such consultations or who are dealing with
experienced subordinates.

36 | LEADERSHIP ESSENTIALS

The delegating style involves giving subordinates the
authority to solve problems and make decisions
without first clearing them through the leader.

e team-building approach lies behind the participating
leadership style. When subordinates help to create a plan it
becomes, at least in part, their plan. is ownership creates a
strong incentive to invest the effort necessary to make the plan
work. Asking for this kind of input is a sign of a leader’s strength
and self-confidence. But asking for advice does not mean
the leader is obligated to follow it. e leader alone is always
responsible for the quality of decisions and the outcome
of plans.

Delegating Leadership Style

e delegating style involves giving subordinates the authority
to solve problems and make decisions without first clearing
them through the leader. Leaders with mature and experienced
subordinates, or who want to create a learning experience
for subordinates, oen need only to give them authority to
make decisions along with the necessary resources and a clear
understanding of the mission’s purpose. As always, the leader
is responsible for what does or does not happen, but in the
delegating leadership style, the leader holds subordinate
leaders accountable for their actions. is is the style most
oen used by managers dealing with senior supervisors, and
by organizational and strategic leaders.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 37

Transformational and Transactional
Leadership Styles

ere is a distinction between the transformational leadership
style, which focuses on inspiration and change, and the
transactional leadership style, which focuses on rewards and
punishments. We do not deny that rewards and punishments
are effective and sometimes necessary. However, carrots and
sticks alone do not inspire individuals to excel.

Transformational Leadership Style

is style transforms subordinates by challenging them to rise
above their immediate needs and self-interest. e transfor-
mational style is developmental. It emphasizes individual
growth (both professional and personal) and organizational
enhancement. Key features of the transformational style include
empowering and mentally stimulating subordinates.

The transformational leaders consider and motivate team
members as individuals first, then the group. To use the
transformational style, you must have the courage to commu-
nicate your intent and then step back and let your subordinates
work. You must also be aware that immediate benefits oen
are delayed until the job or task is accomplished.

e transformational style allows you to take advantage of the
skills and knowledge of experienced subordinates who may
have better ideas on how to accomplish a mission. Leaders
who use this style communicate reasons for their decisions
or actions, and build a broader understanding and ability to
exercise initiative, and operate effectively with subordinates.

38 | LEADERSHIP ESSENTIALS

Not all situations lend themselves to this style. It is most effective
during periods that call for change or when presenting new
opportunities. It also works well when organizations face a
crisis, instability, mediocrity, or disenchantment. It may not
be effective when subordinates are inexperienced, when the
mission allows little deviation from accepted procedures, or
when subordinates are not motivated. Leaders who use only
the transformational leadership style limit their ability to
influence individuals in these and similar situations.

Transactional Leadership Style

In contrast, some leaders employ only the transactional
leadership style. is style includes such techniques as:

• Motivating subordinates to work by offering
rewards or threatening punishment.

• Prescribing task assignments in writing.

• Outlining all the conditions necessary to complete
the task, including the applicable rules and regulations,
the benefits of success, and the consequences,
which include possible disciplinary actions or failure.

• Management by exception, where leaders focus
on their subordinates’ failures, showing up only
when something goes wrong.

e leader who relies exclusively on the transactional style,
rather than combining it with the transformational style,
evokes only short-term commitment from subordinates and
discourages risk taking and innovation.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 39

ere are situations where the transactional style is acceptable,
if not preferred. For example, a leader who wants to emphasize
safety could reward the organization, if the organization
prevents any serious safety-related incidents for a two-month
period. In this case, the leader’s intent appears clear. Safe habits
are rewarded, but unsafe acts will not be tolerated.

However, using only the transactional style can make the
leader’s efforts appear self-serving. In this example, employees
might interpret the leader’s attempt to reward safe practices
as an effort to look good by focusing on something that is
unimportant but has the boss’s attention. Such perceptions
can destroy the trust subordinates have in the leader. Using
the transactional style alone also can deprive subordinates of
opportunities to grow, because it leaves no room for honest
mistakes.

The most effective leaders combine techniques from the
transformational and transactional leadership styles to fit
the situation. A strong base of transactional understanding,
supplemented by charisma, inspiration, and individualized
concern for each subordinate, produces the most enthusiastic
and genuine response. Subordinates will be more committed,
creative, and innovative. ey also will be more likely to take
calculated risks to accomplish their mission.

Leaders can avoid any misunderstanding of their intent by
combining transformational and transactional techniques. ey
can explain why safety is important (intellectual stimulation)
while, at the same time, encourage their subordinates to take
care of each other (individualized concern).

40 | LEADERSHIP ESSENTIALS

Leading Teams

Few leadership roles are as important in empowered organiza-
tions as team building. Effective teamwork is the foundation of
productivity. In this chapter we will explore several important
topics concerning team leadership. For the purposes of
clarification, when we refer to “team” in team leadership, we
mean your day-to-day work team and/or any special project
teams that you might be in charge of temporarily.

To get you started, the following are some suggestions for
building effective teams. ese concepts will be discussed in
more detail throughout this section.

• Allow time for introductions. When the team is
formed, allow people to get to know one another,
and to clarify roles and goals.

• Show respect for everyone’s points of view at the
earliest point possible. Try to discourage dominant
behaviors by some team members. Research shows
that the earliest moments of a team’s life define how
its members will interact thereaer.

• Establish clear communication channels. Model
good listening behavior and encourage it in others.
Determine how team members will communicate,
how problems will be analyzed, how decisions will
be made, and how the team’s work will get done.

• Encourage balanced participation early on. To
discourage sub-teams from forming, ensure balanced
participation and move people around so they
interact with everyone else.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 41

• Constructively manage conflict and team difficulties.
Do this as soon as the conflicts occur. Never allow a
problem to fester.

• Avoid imposing your own ground rules and
processes. Instead, let the team decide collectively
on its rules for conduct, meetings, and reaching
consensus. Research shows that teams that make
their own process decisions come together more
quickly and are more productive.

As a supervisor, you will be in charge of a team of employees.
Your team may include your regular work team or it may also
include a special project team created for a short-term purpose.
Whether it is your work team or a project team, there are
several fundamental principles of team leadership.

A team is a number of persons associated together in work or
activity working toward a common goal. A team can either
be made of members selected by a team leader or the team
leader may be assigned to an existing team.

e first step towards ensuring a team’s success is to look at
the abilities, experiences, strengths, and weaknesses of each
potential team member. Interview team members to see what
types of tasks they have been assigned in the past and then
ask for results associated with each task.

Next, look at your own strengths and weaknesses to see how
they align with those of your team. Look at the overall project,
goals, deliverables, and/or strategies. Finally, select and assign

42 | LEADERSHIP ESSENTIALS

team members based on each member’s abilities and according
to project requirements, not necessarily on their preferences.

Be a visionary! See beyond the project’s endpoint. Tell your
team the program goals and objectives, the important mile-
stones involved, and the requirements for the deliverables.
Discuss and debate the strategies and metrics for meeting the
team’s goals/objectives with the team members. Delegate tasks
to the team members most qualified to handle them. Rely on
them to teach others these tasks. Most importantly, trust your
team, being careful not to micromanage them nor to being
too hands-off. Be there for them when they need your help.

Empower your team members! Have an “open door” policy
and allow your team members to make decisions and mistakes
without fear of retaliation. Praise them when they do well
and counsel them when they make mistakes or do wrong.
Share the credit, take the blame. By empowering your team
members, they will help you with future endeavors.

Stages in Team Development 2

Forming. is beginning stage could last a few days or go on for
weeks. People think about their new tasks and new environ-
ment. Members learn about each other, and plan their work
and their new roles around these new relationships. Emotions
are positive. The work team should also learn about team
processes in preparation for rough times ahead. ey need
to learn the rudiments of conflict resolution, communication,
time management, and group decision-making.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 43

Storming. e anticipation and enthusiasm of the forming
stage quickly fall away as the team faces a myriad of technical,
interpersonal, and social problems. They fight and argue.
People feel frustration, resentment, and anger as problems
fester and work goes undone. Leaders also experience
frustration and are tempted to intervene.

Members are on an emotional roller coaster from elation to
depression and back again. Without training and support, the
team may not progress. Conflict has a bad reputation. But,
conflict is normal, natural, and sometimes even necessary.
Handled well, conflict can be used to build skills and confidence
as the team transitions to the Norming Stage.

Norming. Here, team members work through individual and
social issues. ey establish their own norms of behavior and
begin to trust each other. As the team develops interpersonal
skills, it also hones other skills. Members begin to leverage
the strengths of each other for the good of the team. They
become increasingly adept at problem solving, learning new
skills and cross training each other.

Performing. Now things begin to click. Members help each
other, conflict is depersonalized, problems are solved, and
goals are achieved and exceeded. Satisfaction and pride become
dominant emotions. e team takes pride in its work, in its
accomplishments, and in its team interaction. Individuals take
pride in their membership.

Adjourning. Some teams have an end, and there can be
disappointment and sadness when a team is done and no

44 | LEADERSHIP ESSENTIALS

longer working together. e loss is real and members should
be given time to adjust to their new roles, whether it is an
individual one or a new team role.

Team Leadership

A manager is a person who conducts business or a person
who directs a team. To manage is to exercise executive,
administrative, and supervisory direction; to work upon or
try to alter for a purpose and to succeed in accomplishing.
Managing is the process of organizing people and tasks to
accomplish some purpose.

A leader, however, is a person who leads, or a person who has
commanding authority or influence. To lead is to guide in a way
especially by going in advance; to guide someone or something
along the way. A leader is someone who blazes a trail and takes
others along for the ride in order to further a cause.

When you manage, you complete projects and programs by
organizing people and tasks in a logical order. Leading means
creating a path for others in order to accomplish a greater
objective. People lead in order to create a legacy that will be
maintained by others for the long run.

You need the qualities of both a manager and leader in order
to accomplish your projects and programs, and to create a
plan for the viability of your organization (develop short-term
and a long-range plans). In short, the aim of management is
to accomplish tasks, projects, and programs effectively, while
leadership aims to help others achieve their personal best.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 45

Learning to Lead

Focus on quality by:

• Setting performance standards

• Outlining realistic goals

• Striving to ensure the highest quality with all
objectives

• Maintaining a checklist of your duties and
performance of duties

When leading your team, you should:
• Develop strengths — self-confidence and
self-determination

• Set high goals

• Eliminate weaknesses — face up to your own mistakes
• Prepare to lead — understand your team members

• Be a strategist

Examine the process — involve everyone in decision making.
Conduct a detailed analysis to determine background infor-
mation. Plan effectively for the team and then implement
your plans, both for short and long terms.

To better assess your team and mission, consider a SWOT
analysis:

• Strengths: What are your competencies? What do
you do well?

46 | LEADERSHIP ESSENTIALS

• Weaknesses: What are your shortfalls and competi-
tive disadvantages? What can you improve on?

• Opportunities: What is out there that you can take
advantage of?

• Threats: What areas are deteriorating? What do
you need to be aware of?

Communication

Recognize barriers. People do not always think or hear alike.
To achieve clarity with your communications, you should:

• Be clear in your own mind about what you want
to communicate?

• Deliver the message clearly using the right media.

• Ensure the message has been clearly and correctly
understood as intended.

Principles for People Development

Success in developing others will depend on how well you
accomplish each of the following:

• Value of People: Your attitude about others

• Commitment to People: How much time will you
give them?

• Integrity with People: Character, or how you
treat them

• Standard of People: Vision, or how you see them

• Influence over People: How you lead them

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 47

By observing and drawing on the experiences of leaders
successful in people development, we learn there are three main
areas where they differ from those who are not. Successful
people developers make the right assumptions about people,
ask the right questions, and give the right assistance when
needed.

When determining standards for your team, you should:

• Involve employees in developing standards and/or
goals and timetables.

• Provide personal examples of topnotch performance-
based work on which standards can be developed.

• Upgrade performance standards whenever there is
a need and an opportunity.

• Make standards measurable so you can determine
successful outcomes.

Measures and objectives are important to help your team
chart its direction. ey tell the team what it is supposed to
be doing. Measures and objectives are necessary to:

• Monitor and evaluate the use of company resources
and the level of controllable costs.

• Establish measurable and realistic work targets
and deadlines.

• Monitor performance for any discrepancies that
need to be addressed.

• Establish procedures and rules that employees are
expected to follow.

48 | LEADERSHIP ESSENTIALS

• Drive interest in progress toward longer-term
objectives or goals.

Performance Feedback

Performance feedback is critical to tell your team members
how they are doing. Specifically, performance feedback:

• Tells people how they are doing on a day-by-day
basis as well as over extended periods of time.

• Is important for coaching and training employees
on how to improve performance.

• Is used to determine if goals and objectives are
being met.

• Allows employees the opportunity to change
their performance.

Performance feedback is an essential element of the supervisor/
subordinate relationship. The vast majority of people want
to make a difference in their place of work. They want to
be recognized for their accomplishments and learn how to
become even better. ey want to know where they stand.
People crave feedback that is honest, positive, objective,
timely, and fair. But performance feedback is rare.

ere are three main obstacles to giving effective feedback
in today’s leadership environment. The first is the pace of
operations. Supervisors oen say they are so busy that they
do not have the time to devote to giving feedback properly.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 49

e second has to do with working relationships in today’s
business environment. e good news is that more and more
supervisors are taking the time to get to know their subordinates
and their families. ey say their “door is always open.” e
downside of this is that this type of working relationship can
make it hard for supervisors to tell their subordinates that they
aren’t doing their job well and they could be more effective.

The third obstacle lies in the willingness and readiness of
the subordinate to receive feedback. Subordinates might
have trouble recognizing there are areas in which they can
improve. They might be defensive or concerned for their
jobs. There might be personality differences or other issues
between the supervisor and subordinates that interfere with
communication.

Effective supervisors must be aware of all the dynamics of
the relationship and make appropriate adjustments in their
approach to feedback.

A formal feedback process has important advantages for
supervisors. It motivates subordinates and helps them become
more effective. By establishing dialogue with subordinates,
supervisors can better understand their individual wants and
needs, and the climate of the organization. In organizations
where retaining quality people is a high priority, an effective
performance feedback system is essential.

In order for performance feedback to be effective, it must
follow these key principles:

50 | LEADERSHIP ESSENTIALS

Specific: Feedback must be based on observable behavior,
not on people’s feelings or the conclusions drawn from their
behavior. For example, “Last Friday morning I saw you help
Mary fix a problem on her computer. Your willingness to
share your expertise is a great example of teamwork and
makes this a more effective organization.” This specific
example, tied to a positive organizational outcome, is more
effective than saying “You are a helpful person,” since the
subordinate can link the feedback to an actual event.

Timely: Feedback should be given in a timely manner so that
both parties can recall the specific behavior involved.

Actionable: Feedback should be based on something over
which a person has control. When necessary, the supervisor
should identify ways to improve performance.

Measurable: Goals and objectives should be stated in terms
where both parties will know if the goals are achieved.

Achievable: Performance measures should be realistic and
within the resources that are available to the subordinate.

Positive: Give both positive and critical feedback, but tip the
balance in the positive direction. e Center for Creative
Leadership suggests a 4:1 ratio of positive to critical feedback.

When new employees come on board,
the supervisor should meet with them
as soon after their arrival as possible.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 51

Non-evaluative: Opinions, perceptions, and reactions should
be differentiated from facts. Don’t psychoanalyze; avoid
inferences and interpretations. Avoid labels.

Establish a dialogue: e effective feedback session is not a
one-way communication. The supervisor should ask the
subordinate if they fully understand what is being said
and then listen carefully to the response. e supervisor
should ensure the subordinate understands their role in the
organization and how it contributes to the goals and mission.

When new employees come on board, the supervisor should
meet with them as soon aer their arrival as possible. e
purpose of this initial feedback session is to help establish the
relationship between the supervisor and employee. It is also
about setting expectations for the upcoming evaluation
period. It is not necessary to negotiate objectives with the
subordinate, but the supervisor should help the subordinate
take ownership of the goals and internalize expectations. Both
parties should leave the initial feedback session with a clear
understanding of what is expected. e supervisor provides
a written record of the feedback session. is written record
is held in confidence.

Supervisors often are required to conduct a follow-up
feedback session midway through the evaluation period. is
session should be conducted using the principles above and
should address the extent to which the expectations were met.
As before, a confidential written record is provided.

52 | LEADERSHIP ESSENTIALS

e annual performance appraisal system is not a substitute
for good communication or for timely, routine feedback. For
example, if the subordinate is consistently late for routine
meetings, it makes no sense to wait until the annual appraisal
cycle to make them aware of the problem. In the same way,
workers who consistently perform above standards should
not have to wait months to know that their work is appreciated.
Supervisors should not assume that, because certain behaviors
are obvious to them, they are equally obvious to the subordinate.
Daily or routine feedback needs to remain consistent with the
principles above.

Annual performance discussions should have no surprises for
the employee. e evaluation should summarize the positive
and critical feedback given to the employee during specified
time periods.

Finally, supervisors who routinely give feedback (both positive
and corrective) to subordinates may want to follow up with a
personal note or memo. It is possible that the feedback is so
routine (or the subordinate so unreceptive) that the subordi-
nate misses the message or doesn’t even realize that feedback
has taken place.

Giving feedback is a key responsibility of a leader. Work
climate surveys strongly suggest that job satisfaction, morale,
and retention are closely related to the ability of a leader to
provide feedback. Senior leaders must set the example for the
organization by giving timely feedback and demanding that
leaders at all levels do the same.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 53

The 6 C’s of Teamwork

Competence

• Develops and meets standards

• Continuously improves effectiveness through training

• Successfully carries out assignments

• Works together productively

• Strives to increase the level of knowledge concerning
individuals, departments, and company issues

Candor

• Honest with each other, encouraging others to
speak freely

• Actively listens to the opinions of others with
an open mind

• Seeks new ideas and challenges old ones

• Confronts problems and controversial issues
assertively

Consensus

• Uses facts to support strong opinions

• Develops innovative solutions together

• Uses a win-win approach to conflict

• Develops excellent solutions and supports final
decisions

• Strives for total agreement on important issues

54 | LEADERSHIP ESSENTIALS

Critique

• Candid, but sensitive to others

• Uses examples and facts as a basis for drawing
conclusions

• Focuses on improvements

• Evaluates processes during and aer projects

Cooperation

• Believes we are all in this together

• Involves all members fully

• Shares ideas and information willingly

• Sets challenging goals

Commitment

• Sets rules and then follows them

• Holds self and others accountable

• Seeks team success over individual success

• Commits to following the 6 C’s

Seven Keys to Team Leadership

1. Help the team identify its purpose. People work more
effectively when they understand the goals they are trying to
achieve. As a leader, it is your job to help the team members
see the desired outcome of their efforts, and help them set
specific goals and milestones along the way.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 55

2. Set the scope and boundaries. Teams need to know what
they should tackle and what is too big or not their responsi-
bility. By helping teams manage the scope of their work you
will keep them more focused and on target to reach the goals
more quickly.

3. Show, through both your words and actions, that you
believe in them. If you do not believe in the team concept,
you will not effectively lead teams. If you do believe both in
the concept and in a particular team’s potential, you need to let
them know that. Show through both your words and actions
that you believe in them. Once they have purpose and goals and
your belief in them, they are on their way to success.

4. Define your role. Your role is to lead, not to do the work
or make all of the decisions. Tell team members what your
role is and isn’t. Help them see how you are relying on their
experience, knowledge and intellect in the completion of the
team’s work.

5. Be a supporter. Support the team with your actions. Do
not just delegate the work to the team and then wipe your
hands of any further responsibility. Teams will experience
obstacles and roadblocks. It is your job to remove those road-
blocks, find additional resources, and provide support. It is
like a hike. If you are in front of a group on a hike, you will
do your best to remove impediments that might slow down
or injure those that follow. Your role on a business team is just
the same.

56 | LEADERSHIP ESSENTIALS

6. Be a facilitator. Help the team succeed. Provide guidance
when needed. Remain hands off as much as you can. Let the
team succeed and develop itself toward greater achievement
at the same time. To facilitate means “to make easier,” and
that is your role. Remember that you chose to use a team
to accomplish the task, so let it achieve that goal.

7. Be careful about what you say. Teams oen look to leaders
to make the final decisions or assume that the leader has veto
power on any decision in the end. If you really support the
team approach, and are genuine in wanting and needing its
input, you need to sit back and let team members speak. If
you are always the first person to talk on a subject, you will
slowly stifle their willingness to participate. Team members
will subconsciously assume that your word is golden—
whether they agree or not. Because of your position, you must
abstain from the early part of a dialogue on issues and share
your thoughts near the end of the conversation.

––––––––––––
2 Adapted from Bruce uckman’s 1965 model of Forming, Storming,
Norming, and Performing.

TEAMS, TEAMWORK AND LEADERSHIP STYLES | 57

5 |

Chapter 3

Conflict in the Workplace

It is always best to confront difficulties
at the lowest level in the organization.

Dealing with Team Conflict

e team concept creates an environment where conflict is
bound to happen. Few people are trained to deal with conflict,
or have difficulty making discussions with peers or subordi-
nates, and they don’t enjoy it. However, as a supervisor, it is
essential for you to learn how to handle conflict as it is part of
the responsibility of your position. With the right tools, you
too, can learn how to handle these discussions effectively.

Understanding how conflict happens at work can be helpful
for anticipating and fending off situations that may become
hostile. While it may seem that conflict can erupt over the
slightest of issues in the workplace, the following are the typical
reasons why it occurs.

1. Incompatible goals between individuals or groups of
individuals can be created. For example, imagine a head
bank teller telling a subordinate that rapid service is an
absolute must from now on—while at the same time,
the community relation’s director instructs all employees
to focus their efforts upon quality customer contact. One

can imagine how quickly problems could arise between
the teller and the head teller if speed is sacrificed for
quality time with the customer.

2. A second source of conflict has to do with our personal
values. For example, it does not take long for employees
who enjoy going to happy hour aer work to begin
distancing themselves from those who want to go home
to their families at night. Such distancing oen is
accompanied by gossiping, suspicion, distrust, and
ultimately conflict.

3. e extent to which we depend upon others to complete
our work is a third contributing factor. Certainly conflict
would be rare if your task was simply to copy a report
on your own copy machine and then file it. However, if
you are being pressured to run a report for the records
department and must wait for your turn to use the
company copier while the person in front of you spends
more time talking than copying, frustration could
mount and conflict may follow.

4. Lack of resources is another source of conflict. Whether
it’s people, time, money, or things, when we do not have
what we need to meet current job demands, frustration
begins to mount. Ask yourself what happened the last
time you were unable to gain access to something you
needed at work. Perhaps you lost patience.

5. e power distribution at work can be a fih source
of conflict. We all have known people who seem to
wield their power inappropriately. Individuals sometimes

60 | LEADERSHIP ESSENTIALS

inadvertently step on other people’s toes as they try to
complete their own tasks. In addition, there are times
when individuals or departments may be viewed as
providing a more valuable service to the organization
than do others. In such cases, resentment oen arises,
laying the foundation for conflict.

6. Changes to company policies and procedures also may
cause conflict. Some organizations seem notorious for
continually changing their policies. Others seem to have
no policies at all, or administer them so infrequently that
they seem almost non-existent. Examples include regular
office meetings becoming irregular or being told that you
are violating a policy that you thought you were abiding
by a week ago, such as the way you dress. In any case,
the absence of clear policies, or policies that are continu-
ally changing, creates an environment of uncertainty and
subjective interpretation that makes one feel vulnerable
and helpless.

Confronting Difficult Situations
with People

It is always best to confront difficulties at the lowest level in
the organization. For example, if you have a conflict with your
peers, prepare your case and go talk to them one on one to
see if you can resolve the conflict.

As a supervisor, if an employee comes to you with concerns
about a co-worker, the first question you should ask is, “Have
you spoken to this person yourself about the issue?” If the

CONFLICT IN THE WORKPLACE | 61

answer is no, then ask why not. ey may need some help in
knowing how to approach their peer in a manner that does
not make the matter worse. Avoidance is a common tactic
that many use in the workplace. e thought is that it will
work itself out. While this may appear to be the simple solution,
it is rarely the correct one.

When a conflict at work requires you to confront an individual,
the most effective way is to use what is known as an “assertive”
approach. Being assertive does not necessarily mean exerting
power and being mean, but it does require effort and practice,
and most find it to be extremely helpful in addressing their
needs. Here are some points you may find helpful to learn and
practice before you have to confront an individual:

1. ink about what it is you want to address.
What is really bugging you?

2. Set a time to talk with the individual.

3. Deal with only one topic at a time.

4. Be brief and specific.

5. Do not attack the person. Rather, address a specific
behavior that the person can recognize and work
toward changing (e.g. “I would like you to arrive to
work on time,” rather than, “I would like you to be
more conscientious.”)

6. Ask for and listen to their point of view.

In the end, avoiding conflict is easier than confronting it.
However, this approach does very little to satisfy your desire

62 | LEADERSHIP ESSENTIALS

to make your workplace a productive and pleasant environment.
By better understanding how conflict and anger arise and by
practicing how to handle it assertively when it does occur, you
can make conflict far less intimidating, and it can actually
become an aspect of work you can learn to manage rather
than let it manage you.

What to do when conflict happens 3

Sometimes the issue evokes strong emotions in you or others.
When this happens, the C.A.L.M. model can be a great tool
to prepare yourself for confronting another person.

Clarify the Issue
Address the Problem
Listen to the Other Side
Manage Your Way to Resolution

We start with Clarifying the Issue. Ask yourself these questions
to get a clear understanding of what the issue really is.

Primary Questions

1. What am I upset about? In specific behavioral terms,
what actually happened? Who else is involved?
What did they do?

2. What emotions am I feeling: anger, hurt, frustration?
Why am I feeling this way?

3. Have I contributed to the problem?

4. Am I just over-reacting? If so, why?

CONFLICT IN THE WORKPLACE | 63

5. In terms of actions and relationships, what do I desire
as an outcome to this conflict? What will successful
resolution look like?

6. If I were the other person involved in this situation,
how would I want to be approached and dealt with?

Secondary Questions

1. Where may the other person have been coming from?
How might they have been motivated by good intentions?

2. Has this happened before? Is this a first-time occurrence?

3. How is this situation affecting me and my work?
Are others affected? If so, how?

4. When dealing with this issue, what can I do to increase
my chances of getting the results I want? What
counter-productive behaviors do I want to avoid?

Address the Problem: How you open the meeting can be
critical. Try to meet in a neutral setting and keep it comfortable
for all involved. e tone of voice should be non-accusatory
and should tell the person you are open for discussion.

e Opening:

I need your help to solve a problem I am facing.

Define the Issue (let them know):

Exactly what happened? How it made you feel.

e negative impacts the situation has caused.

64 | LEADERSHIP ESSENTIALS

Other ings to Remember:

Have a walk-in strategy. You may want to practice
what you plan to say.

Do not repeat what co-workers have said. is is
between the two of you.

Keep the end in mind. e goal is not to win an
argument. e goal is to reach a respectful,
collaborative result.

Listen to the Other Side: Once you have shared your view,
open the discussion and ask for their view. By listening atten-
tively, and without judgment, finding a solution may be easier
than you think.

1. Give the other person your total attention.

2. Never interrupt.

3. Ask questions for clarification.

4. Paraphrase what you have heard.

5. Show that you are listening; look them in the eye.

6. Use positive body language.

Manage Your Way to Resolution: When others have shared
their view, it is now time to work toward a solution. Do not
be too eager to tell them what the solution is or it will make
them feel like you have not listened to their viewpoint. Use
these tips to find a mutual agreement.

1. Gain an agreement that a problem exists.

CONFLICT IN THE WORKPLACE | 65

2. Identify each other’s concerns and needs.

3. Explore win-win solutions.

4. Agree on a course of action.

5. Determine how to handle missteps,
should they happen.

6. Close on a positive note.

Managing Team Conflict

It is commonplace for organizations to work in teams.
Whether they’re leader-driven or self-directed teams, the
hope is that productivity, creativity, and results will be greater
in a team environment. While this is a proven approach, any
time you bring people together from differing backgrounds
and experiences, it is inevitable that conflict will occur.

Many people and organizations view conflict as a negative,
something to be avoided. Yet conflict, differences in opinions,
and disagreements are a natural result of people working
together. Without conflict, teams can become complacent
and not perform at optimum levels. The challenge then
becomes how the team should prepare itself for this stage of its
existence, and how the team leader should facilitate the team
through it.

Conflict arises from a clash of perceptions, goals, or values in
an arena where people care about the outcome. If not managed
correctly, it can totally disrupt the entire group process.
However, the old saying, “at which does not kill us will only

66 | LEADERSHIP ESSENTIALS

make us stronger” illustrates how successfully managed conflict
can benefit the group.

The best approach to preventing unnecessary conflict is by
establishing operating standards and objectives that team
members can buy into and support. en by enforcing your
team rules consistently and fairly, you generally can avoid
negative conflict.

e first steps in resolving team conflicts are based on an
analysis of the team dynamics. is may sound complex and
time consuming, but it is a simple process because it is based
on assessing the personality types involved. In contrast to
overall personality typing, like Myers Briggs, this focuses on
the interaction styles of individuals and how they relate. ese
styles are accentuated when there is a conflict or a difference
in opinions about goals, directions, and plans.

People can be divided into different categories in many ways.
When interacting with others, there are varying degrees of
extroversion and introversion, aggressiveness, collaboration
and competitiveness, and possessiveness. Some people shrink
away from conflict and competitiveness. Some are aggressive
and see everything as a clash of wills. Some readily compro-
mise by trying to blend their own views and aims with those
of others, while others simply accept things as they are and
have no opinion either way on a matter. In essence, the de-
grees of give and take, and the feelings of togetherness versus
individuality typically dominate team dynamics.

CONFLICT IN THE WORKPLACE | 67

Regardless of which approach is used, teams can surmount
many differences and avoid conflict if they define common
goals and values in the early stages. Goals may seem self- ev-
ident, but the motivations that determine the success or fail-
ure of these goals are as unique as the individuals themselves.

e overall goal may be to develop a new product, design a
new piece of equipment, or create a new report. But the rele-
vance of each task is interpreted differently by each person
according to their attitudes and perceptions about it. e team
can shape plans, set schedules, enact various ways of doing
things, and decide upon how the work is reported and recog-
nized so that each person’s individual needs and preferences
are met.

For example, if a person is individualistic and competitive,
then that person’s work assignments can be structured as
standalone sub-projects completed by him or her, requiring
minimal input from others. is allows them to participate
as individuals while still being recognized as contributing to
the overall team effort. For others, team involvement may be
important. Individuals desiring this type of work environment
simply thrive better when working in a group. Tasks and efforts
are shared in circumstances such as these and responsibility
then falls on the shoulders of several individuals instead of a
sole member.

Regardless of whether dealing with individuals or with groups,
the key thing for a leader to remember when interpersonal
conflict does arise is that an open line of communication is

68 | LEADERSHIP ESSENTIALS

usually the best defense toward finding a workable solution.
This means creating a safe-zone where employees can
voice their opinions and concerns freely and openly with no
fear of retaliation.

Creating a safe-zone requires a leader to assume the role of
a facilitator, or that of a neutral party whose responsibility is to
demand mutual respect among team members throughout the
resolution process. While you can still encourage, support, and
clarify, your most important function in this role is to ensure
that team rules and codes of conduct are enforced, both fairly
and consistently.

Constructive conflicts exist when:

1. People change and grow personally from the conflict.

2. e conflict results in a solution to a problem.

3. Everyone’s involvement increases as a result of the conflict.

4. It builds cohesiveness among the members of the team.

Destructive conflicts exist when:

1. No decision is reached and the problem still exists.

2. It diverts energy away from more value-added activities.

3. It destroys the morale of team members.

4. It polarizes or divides the team.

Role of Team Leader in Managing Conflict

Organizations and relationships typically fail to mature when
conflict is le unresolved. Clearly then, the goal of any leader

CONFLICT IN THE WORKPLACE | 69

or manager should be to find a solution equitable to everyone
involved. So, leaders must remain impartial and facilitate
understanding among the group members.

Preventative Strategies

One of the most effective ways to prevent conflict is establish-
ing a good set of ground rules that the team can refer back to
for guidance should conflict arise. In addition to outlining
processes or behaviors that the group will either allow or
prohibit, ground rules also can be used as a way to remove
leaders from the role of enforcer.

Another successful technique is for the team to come to
agreement on how conflict will be resolved when it occurs.
is could include simply reaching a decision by consensus.
Most importantly, having a well-defined policy on how conflict
will be handled forces the team to focus on behaviors that
contribute to it, rather than hamper conflict-resolution efforts.

Training in conflict resolution or communication skills
would be invaluable to a team. It would be preferable and most
effective if the team could attend this training as a group.

Reactive Strategies

Acting: Exercising an authoritarian approach. Simply tell the
group what the resolution will be. is resolves the issue
quickly and without discussion. is strategy is best used in
emergency situations or when emotions are high and issues
will require unpopular decisions. ink through any expected

70 | LEADERSHIP ESSENTIALS

negative fallout ahead of time and have a contingency plan in
place. Tell people assertively what it is that you are going to
do. Do not hesitate or waffle, as this will only add to the
confusion.

Adjusting: Splitting differences, exchanging concessions, or
giving and taking to reach a middle ground. Good when a
quick, temporary solution is needed for a complex issue. It
merges different opinions or perspectives quickly. Oen a third
party mediator is called in to help determine the requirements
of all parties. End the mediation by summarizing, gaining
commitments, and setting up future checkpoints in the plan.

Accommodating: Sacrificing self-concerns when yielding to
another person. Most valuable when one person is more
vested in the outcome, when someone is wrong or has made
a bad decision, or simply when they have more to gain at a
later date. Using this approach requires someone to admit
their mistake and then be willing to work toward resolving
the matter. Emotions need to be taken out of the picture and
there must be discussion as to why one person’s giving in is
the right thing to do. en thank them for their willingness
to work things out.

Avoiding: Withdrawing, sidestepping or postponing the issue.
Most effective when the issue is of low importance or the
conflict is a symptom of bigger issues, when you have no
decision-making authority, or when the issue will resolve
itself over time. If using the final approach, make sure you
explain why nothing is being done or when you do expect to
tackle the issue.

CONFLICT IN THE WORKPLACE | 71

Step-by-Step Process

1. Set expectations. Let all parties know up front that
the goal is to resolve the conflict.

2. Make sure all parties want to resolve it.

3. Do not allow for any finger pointing. Let them know
there will be no winners or losers. ey are all in
this together.

4. Clearly identity the reasons for the conflict.

5. Brainstorm solutions that benefit all parties.

6. Get consensus from all parties on the chosen solution.

7. Implement the consented solution.

8. Monitor and evaluate the success/failure of the solution.

9. If successfully resolved — celebrate! If not, go back
to step #7.

10. Follow up and follow through on any additional
requirements.

Resolving Conflict Constructively

Not all conflict and tension is bad. When managed construc-
tively, disagreements can lead to new ideas, products and best
practices, and new ways to do things. Here are seven steps to
ensure that conflict is managed constructively:

1. Deflect aggression

• If the other person is emotional or hostile, remain
centered and ignore personal attacks. If that does not

72 | LEADERSHIP ESSENTIALS

work, simply remove that person or yourself from
the situation and go through a cooling-off period.

• If others are in conflict, try to calm them down.
Again, if that does not work, remove them from the
situation while they cool down.

• Focus on the issues, not the people.

2. Explore the issues

• Probe to understand each person’s point of view.

• Clarify everyone’s assumption.

• Verify facts and, if needed, gather more information.

3. Listen

• Give full attention to the person speaking.

• Paraphrase the other person’s point of view.

• Summarize periodically.

• Be patient, encouraging the other person to
continue until they are finished.

• Try to understand how the other person feels.

4. Acknowledge

• Recognize the other person by name.

• Show that you understand and accept the other
person’s perspective. You do not have to agree with
it, but show your awareness.

• Validate the differences.

CONFLICT IN THE WORKPLACE | 73

5. Solve the problem

• Define the problem.

• Clarify the issues and goals.

• Find and evaluate alternatives.

• Determine solution criteria.

• Apply the criteria and build consensus.

6. Negotiate

• If problem solving fails, try to negotiate.

• Find acceptable tradeoffs.

• Determine the impact of tradeoffs on each party.

• Compromise. If that is not possible, submit to
arbitration.

7. Assert

• When all else fails, be assertive.

• State your position.

• Express your needs.

• If necessary, agree to disagree.

Resolving Disagreements

Disagreements among team members may not develop
into major conflict but still can be disruptive. Here are
some suggestions for resolving disagreements:

• Know what is at stake for each person. Ensure that
the disagreement is over issues that can be discussed
rationally.

74 | LEADERSHIP ESSENTIALS

• Agree on the issues. Make sure everyone is talking
about the same thing.

• Examine assumptions. Other points of view
sometimes seem unreasonable because of false
assumptions.

• Determine the source of disagreement. Have they
interpreted the facts differently? Is there a deeper
conflict of values?

• Gather more evidence. Focus on outcomes.

• Have them paraphrase each other’s position. is is
an excellent technique. Have each person paraphrase
the other’s position before stating their own.

• Suggest that individuals focus on perceptions and
share theirs. An opposing position may be less
threatening, and certain individuals may find it
easier to empathize when it is stated in terms
of perceptions:
I perceive that …

Encourage mutual acceptance. If all else fails, suggest that they
validate each other’s perspective and agree to disagree.

Expect Conflict

You will be exposed to conflict. It is a natural part of life.
Whether or not the conflict involves you does not matter.
How you handle the conflict will determine your success as a
leader.

CONFLICT IN THE WORKPLACE | 75

Complaint Procedures

• Management-designed series of steps for handling
employee complaints

• Usually explained in employee handbook or policies
• Usually provides for a number of appeals before
a final decision.

––––––––––––
3 Adapted from What To Do When Conflict Happens, Participant
Workbook (2007). Carlsbad, CA: CRM Learning, L.P.

76 | LEADERSHIP ESSENTIALS

Chapter 4

Recruiting and Selecting
Your Team

e hiring process should be set to the same rigorous
standards as those used when making any

other strategic decision.

Hiring for Attitude

e hiring patterns you establish today will determine the
kind of culture, service standards, and reputation you will
have tomorrow.

is is undeniable: You cannot build a great company without
great people. How many companies are as rigorous about
hiring or as comfortable evaluating job candidates as they are
about deciding on an investment proposal or deciding which
contractor company to hire? e all-too-common reality is
that hiring processes are poorly designed and executed.

Of course, making the commitment to hire great people raises
an even more basic question: How do you know them when
you see them? In the last few years, a number of companies
have asked themselves that question. ey have analyzed what
separates their winners from their losers, good hires from bad

hires. ese companies compete in a wide range of industries
—from airlines to steel, computers to hotels—but they all
arrived at the same answer: What people know is less impor-
tant than who they are. Hiring, they believe, is not about
finding people with the right experience, but finding people
with the right mindset. These companies hire for attitude
and train for skill.

The same can be said for promotions and advancement in
an organization. All too often, employees are promoted into
supervisory positions because they have demonstrated excel-
lence in their work or because they have been there for a long
time. As supervisors, now they deal with people and their
needs instead of simply production needs. Are we really
setting these employees up for success if we promote based
only on technical competency?

Do not get the wrong idea. Just because we need to look
beyond technical skills when hiring does not mean that we
need to become amateur psychologists. It simply means that
the hiring process should be set to the same rigorous standards
as those used when making any other strategic decision.

Hire for Attitude, Train for Skill

Truth #1: Most organizations hire for technical competence
and expertise, hoping that the technically gied will bring the
right attitude with them.

Truth #2: You will hire people for what they know and what
they can do. You most oen will fire people for who they are.

78 | LEADERSHIP ESSENTIALS

Truth #3: What people know is less important than who they
are. What we know changes very fast in an information-based
world. Who we are changes over a long period of time.

Truth #4: Hiring someone with a bad or marginal attitude,
but who is technically competent, and then expecting the
Training Department to change them is a decision you will
pay for over and over again.

Truth #5: When you have fewer people doing more work you
cannot afford to make a sloppy hiring decision.

Truth #6: The most admired companies in the world are
absolutely rigorous about hiring—it is a strategic priority
for them. They know the price they will pay for just filling
a position.

e New Model for Smart Hiring

1. What You Know Changes, Who You Are Does Not
Popeye (Popeye the “Sailor Man” is an American
cartoon fictional character created by Elzie Crisler
Segar in 1930s) was right: “I y’am what I y’am.”
e most common—and fatal—hiring mistake is
to find someone with the right skills but the wrong
mindset and hire them on the theory, “We can
change ’em.” Forget it. e best predictor of future
behavior is past behavior.

2. You Cannot Find What You are Not Looking For
ere are several dimensions for success on the job,
including practical learning, teamwork, tolerance

RECRUITING AND SELECTING YOUR TEAM | 79

for stress, sales ability, attention to detail, adaptability,
flexibility, and motivation, just to name a few. If you
are not looking for these traits and skills, you will
not find them.

3. You Cannot Hire People Who Do Not Apply
Companies that take hiring seriously also take
recruiting seriously. Successful companies seldom
lack job candidates. e goal is to have the right
job candidates, not the most.

Another approach to recruiting builds on the theory
that blood is thicker than water. Most companies with
advanced hiring systems encourage family members to
apply for jobs. e logic is simple. If “who people are”
is what matters, who better to hire than people related
to your top performers? Another option is to encourage
employees to recommend candidates—again our
friends, with values similar to ours.

Why Quality Recruiting and
Selection Matters

e hiring and selection patterns you establish today will
determine the kind of culture, service standards, and reputation
you have tomorrow. Will it be a culture you are excited about
or one you simply tolerate? Will it be a reputation you are
proud of or one for which you are always making excuses?

What you know will change through experience, education,
and on-the-job training, but who you are is less likely to

80 | LEADERSHIP ESSENTIALS

change as fast. So hiring someone with the hope that you can
change their core character and the fundamental values that
shape their attitude when they come to work for you is a bad
hiring decision. Many marriages fail today for the same reason.
We like some things but not everything about our potential
spouse, and we hope that when we finally tie the knot we
can change them! But we all know how flawed that thinking
is (either through our personal experience or by knowing
someone who has tried it and failed).

Finally, in a world with limited resources and more work than
ever, we cannot afford to make hiring mistakes. There is a
finite amount of time in each day. We can either waste part
of that time on personnel problems that emanate from bad
hiring decisions, or we can get the most out of that time on
things that add value for our customers and widen the gap of
competitive advantage.

Why is it difficult to hire the best?

Perhaps it is difficult to hire the best because we have not been
through the rigorous process of defining what the best looks
like. Hiring people with world-class attitudes starts with
identifying the people in your own organization who already
have the kind of attributes you want. Find the superstars in
your company. Ask their customers, employees, peers, and
supervisors what makes them so effective, so easy to work
with, and so competent. en build a profile of the common
denominators that make each superstar successful and hire
new people based on those attitudinal profiles.

RECRUITING AND SELECTING YOUR TEAM | 81

Hiring is a pay-me-now or pay-me-later endeavor. If you
invest the time up front to critically think through what
attitudes, characteristics and values you want, and then hire
accordingly, the rewards can be invaluable. If, on the other
hand, you are lazy or impatient, the negative consequences
can be disastrous. We all know through experience that
attitudes are contagious. As you interview people for future
positions, ask yourself, “Is theirs worth catching?”

While you are at it, why not ask yourself the same question,
“Is my attitude worth catching?” As a leader, you are an
ambassador for your organization. You have the power to set
the tone for your organization’s success in recruiting, screen-
ing, and hiring world-class people with world-class attitudes.
What kind of legacy are you building?

Developing a Recruiting and
Selection Strategy

In order to be successful, organizations must have the ability
to locate, identify, and attract qualified candidates. Recruiting
involves much more than placing an employment ad in the
paper. An effective recruitment program serves as a foundation
for meeting current and future staffing requirements. Incorpo-
rating a recruiting strategy that is both systematic and creative
provides the innovation and cost effectiveness needed to
remain competitive in any business environment.

82 | LEADERSHIP ESSENTIALS

e recruiting process involves six key steps:

1. Establish the organization’s recruiting objectives

2. Identify the position requirements and opportunities

3. Evaluate the recruiting climate and response

4. Determine appropriate sources

5. Implement the recruiting campaign

6. Monitor the results

Your Mission, Vision, and Values

You should incorporate your organization’s mission, vision,
and values into the selection process. This can be done by
including questions during the interview that determine if
the candidate is the right person for the job and would be a
good fit for your company.

Such questions might include:

• How would you best contribute to our company’s
mission of …?

• Tell us about a time when you specifically had to
choose the company’s interests over those of your own.

• One of our key values is … what skills or talents
do you have that can help us with supporting
this value?

e point here is that the person you hire should be able to
support your mission, vision, and values. Otherwise, the person
will not be a good fit for your company.

RECRUITING AND SELECTING YOUR TEAM | 83

Additionally, you should consider incorporating your values
into your performance appraisal process and then rating
employees on their performance relative to supporting those
values.

Determining Recruiting or Selection Objectives

To determine specific recruiting objectives, start by linking
to the organization’s business plan along with evaluating
past staffing patterns, current and future hiring needs, and
budget restrictions. To arrive at these objectives, consider
the following:

Organization’s Business Plan
What is the organization’s plan and focus in the next few years?
What kind of employees are needed to meet the organization’s
needs? If you are selecting team members from an existing pool
of employees, what are the team’s objectives and what skills
are needed to successfully accomplish those objectives?

Long-Term vs. Short-Term Employment Strategic Plan
What are the long-term and short-term needs? Considerations
include property acquisitions, downsizing, and expansion.

Position and Team Requirements
Position requirements would entail assessing the essential
duties and responsibilities of the job, the type and degree of
expertise needed, the kind of decision making required, and
the amount of time spent performing each function. Cultural
fit factors look at how work is accomplished in an organization.
For example, the degree of formality and use of set procedures,
the pace and amount of change, and the extent of team versus
individual work focus are just a few.

84 | LEADERSHIP ESSENTIALS

Look for members who focus on logic and data
as well as those who look at the impact

decisions will have on people.

e same considerations should be used when selecting team
members. In addition, consider the overall skills and abilities
of each team member. For a team to be well rounded and
perform at its best, look for the strengths each member brings
to the table and build upon them. For example, select members
who are detail-oriented as well as those who are task-driven.

Look for members who focus on logic and data as well as
those who look at the impact decisions will have on people.
Good communication, strong listening skills, the ability to
work through conflicting points of view, and adaptability are
highly prized in all members of the team.

Bad hiring selections oen end up costing organizations a
great deal of time and money, and are usually the result of poorly
defined or inadequately communicated job requirements.
Unrealistic requirements limit the available candidate pool and
restrict recruiting efforts. In addition, the amount of training
the company will provide for the position is important in deter-
mining the level of experience and job knowledge needed for
an employee new to the job as opposed to employees who
have been in the job for a period of time.

RECRUITING AND SELECTING YOUR TEAM | 85

Reviewing the Resume and
Job Application

Reviewing resumes is a critical part of the overall hiring
process and is an area where many companies fail to devote
enough time. As a result, they either end up with a poor choice
or miss a shooting star opportunity.

Resume screening is the process of comparing one candidate’s
qualifications to another’s or comparing a candidate’s skills
and abilities to the job requirements. Organizations must
allocate both time and resources to this. In addition, in this
day of electronic applications, resume screening has taken on
several new dimensions.

Before the age of electronics, resume screening could be as
simple as looking at the design of the document, the quality
of the paper used for printing or the size of the envelope it was
mailed in. While still useful for mailed resumes, electronic
applications have become more of the norm, and with that
comes a new set of screening requirements and challenges.

However, there is still one thing that never goes out of style
regardless of whether submitted by pen on paper or transmit-
ted through electronic gadgetry, and that is proper spelling
and grammar. Potential candidates who fail to give adequate
attention to details such as these do not warrant the time and
effort involved in reviewing their application.

86 | LEADERSHIP ESSENTIALS

Steps In Resume Review

1. Resumes should include a cover letter. Review the cover
thoroughly before proceeding to the resume. e cover
letter tells you a lot about a potential candidate, including
why they want to come to work for you, their goals and
aspirations, and what they expect from you, if hired. If the
resume you are reviewing has no cover letter, it should be
a red flag that the applicant made little effort. Depending
on the nature of the position you are looking to fill,
you will need to decide whether or not to continue
reviewing the resume.

2. Scan the resume to obtain an overall impression of the
applicant. Look especially for a flawless presentation,
correct spelling and grammar, and their attention to
detail. Paper resumes must pass the feel test.

3. In the first skim, look for the easy-to-find qualifications.
If you are requiring a college degree and they do not have
one, reject the resume or place it in your maybe-meets-
qualifications pile or electronic folder.

4. Read the section in the cover letter or resume where the
candidate tells you what they are looking for in a job.
If your job posting stated specific qualifications and
the potential candidate stated they are looking for a
“challenging environment,” this, again, is a red flag
because it shows little effort. is could be an indicator
of a poor work ethic.

RECRUITING AND SELECTING YOUR TEAM | 87

5. Look at the applicant’s list of qualifications and experiences
to see if they align with the job requirements. Again, if the
applicant has taken the time to customize their summary
to your needs, you can decide whether or not they have
the aptitude and skills you seek.

6. Next, take a look at where the applicant worked in the
past. Look for accomplishments and any contributions
made while working for previous or current employers.
Be aware of anything that specifically relates to the job
requirements of the position you are looking to fill.
Look for key words that can tie their past experiences to
your current needs. Finally, look for any red flag items
such as:

• Employment gaps

• Evidence of decreasing responsibility

• Evidence of a career that has reached a plateau or
gone backwards

• Short-term employment at several jobs

• Multiple shis in career path

A word of caution here. As you review, be aware of generational
differences. Meaning the values and work ethics attributed to
the different generations. A baby boomer may see someone who
frequently changes jobs as a job hopper or someone not able to
hold a job. On the other hand, a Gen Y’er may see the same
person as someone expanding their horizons or making
themselves more marketable. Be aware of these differences and
do not stereotype an applicant as you review the resume.

88 | LEADERSHIP ESSENTIALS

7. If in doubt, check it out. Applicants always should include
a list of references with their resume. Do not be afraid to
call references and ask if there are things about the candi
date you should know more about.

8. Finally, schedule interviews with those candidates who
have passed your initial screening process.

Remember, the more you review resumes, the better your
resume review will become. With practice, your resume
review should yield great candidates for you to consider for
employment.

In closing, please review the following Checklist for Reviewing
Resumes or Application Forms.

Checklist for Reviewing Resumes or
Application Forms

Sort applicants by the job for which they are applying.
Save miscellaneous applications for last.

• Review the job description(s) for the position(s) you
are attempting to fill. Note minimum requirements
needed and refer to them oen as you review
resumes/applications.

• Ignore the applicant’s name, address or personal
information to limit subconscious biases.

• Attempt to ignore superficial issues such as style and
typographical areas in favor of content unless such
issues are directly related to the position for which

RECRUITING AND SELECTING YOUR TEAM | 89

they are applying. Such scrutiny may unintentionally
rule out members of protected classes.

• Check work experience for applicability to the
position for which they are applying, length of time
they have worked in similar areas, promotions or
awards received, and reasons for leaving.

• Note gaps in employment but do not assume they
were caused by negative reasons.

• Check educational background for qualifications
necessary to have successful job performance.

• Note special skills (i.e. computer soware, office
equipment).

• Note on a separate piece of paper any pertinent
questions that arise when reviewing the resume/
application and ask those during your initial
contact with the prospect.

• Divide resumes into 3 groups—one for those that
closely match job requirements and for which a
preliminary contact is appropriate, one for those who
meet some requirements and may be considered at
some point, and one for those who do not meet the
requirements at all.

• If necessary, screen the top group again to further
narrow down the candidates. On average, about
10 resumes per open position should be sufficient.

During your initial contact with them, briefly describe the
position, location, hours and salary range (if appropriate) and

90 | LEADERSHIP ESSENTIALS

ask if the candidate is still interested in being considered. If so,
this is the time to ask for clarification on any items you had
questions about when reviewing their resume.

Hire the Most Qualified Applicant Using
a Fair and Non-discriminatory Process

• Review the selection process to ensure that you treat
each applicant fairly and consistently.

• Review the interview format and questions for
possible bias. Consult with your HR group as well
as others trained in the hiring process. en review
the process with your recruiting team to ensure
there are no questions that are biased and prejudicial.
Discuss the impact of common biases such as
stereotyping, unsubstantiated first impressions that
may influence a decision, and assessments based
on differing comfort levels with them. Reaffirm the
fact that decisions must be made on facts, not on
perceptions.

• Ensure that reasonable accommodations are made
for the applicants, such as ensuring that handicapped
access is available for an applicant in a wheelchair.

• If using a group interview process, create a diverse
selection panel.

• Assess all candidates using the same selection criteria.

• Interview as many applicants as possible to increase
the pool from which you will have to choose. Use
competency-based interviewing techniques.

RECRUITING AND SELECTING YOUR TEAM | 91

• Eliminate interview questions that are not job related.

• Keep written records of all applicants interviewed and
be certain that the information saved is relevant to the
applicant’s ability to perform the required duties and
are not simply personal opinions.

• Follow up with references aer the interview and ask
job-related questions about the applicant’s knowledge,
skills, and ability to do the job. Document questions
and answers.

• Be consistent with reference checks. Weigh informa-
tion received consistently for all applicants.

• Give all applicants an opportunity to address any
negative feedback from reference checks.

• Document the selection process fully. Retain all
records: interview questions, reference check
questions and notes, and the completed interview
assessment forms.

Background Checks and Reference Checks

Employers can check for criminal records when conducting
employment background checks, but state laws limit the
extent to which employers can use these when making hiring
decisions. Examples of such decisions include the refusal to
hire or promote based solely on their criminal record.

Restrictions concerning the use of criminal records are imposed
by state and federal laws and by guidelines established by state

92 | LEADERSHIP ESSENTIALS

government agencies and civil rights organizations. Restrictions
vary by state. But, overall:

• Employers usually can not disqualify job candidates
solely on the grounds that they have criminal
records.

• Employers typically may not ask about or consider
a juvenile criminal record to make job or other
employment-related decisions.

• Employers typically have the right to ask about and
conduct an adult criminal record search to make job
or other employment decisions.

• Employment decisions about whether or not to hire
should be limited to convictions only. Just because an
applicant may be charged with a felony does not
make them automatically guilty.

• Employers must show that an applicant’s conviction
would have an impact on their suitability to fill a
position before the employer can make a hiring
decision based solely on the conviction. An applicant
with a criminal history of child abuse would not be
a good fit for a job in a day-care center.

Again, restrictions vary by state. Some are very rigid in
what they allow and do not allow, while others may have no
restrictions. Regardless, the United States Equal Employment
Opportunity Commission (EEOC) has imposed specific
employment discrimination laws which are very broad in
nature and sometimes loosely defined.

RECRUITING AND SELECTING YOUR TEAM | 93

For example, if an employer does not hire an applicant
because of the specifics of their criminal record, the EEOC
still could say that employment discrimination has occurred
if that applicant were a member of an ethnic group. It is impor-
tant to remember that you must have a justifiable business
reason to deny employment if criminal background is involved.
If you have any questions about this, or just are not sure, contact
your local EEOC field office for more information.

A note of importance: Some states require certain employers
to conduct criminal record checks for specific convictions
before hiring employees. Employers required to conduct
criminal record checks typically are engaged in businesses
that involve so-called vulnerable individuals such as children
and elderly adults. Examples include child care, education,
and home health care.

Pre-Employment Inquiries

U.S. federal law requires employers to conduct the applicant
screening and hiring process in a nondiscriminatory manner.
Pre-employment inquiries (on application forms, by telephone,
in interviews) can be considered illegal if they screen out
women, minorities or other protected groups. As a result,
the EEOC cautions that inquiries concerning an applicant’s
race, color, religion, or national origin may be regarded as
discriminatory.

Exceptions: Pre-employment inquiries are permissible if
required by local, state, or federal law. ey are also allowed
when religion and national origins are bona fide occupational

94 | LEADERSHIP ESSENTIALS

qualifications (BFOQs), or where the employer can prove that
the inquiry is justified by business necessity and is job-related.

Reference Checks

In addition to contacting former employers and personal
references, many organizations expand the selection process
to include checks for driving records, education, and other
professional credentials and credit history. In general, the
following rules apply:

• Check federal, state and local laws and regulations
before proceeding.

• Be certain there is a job- or business-related reason
for the selection processes utilized (i.e., motor vehicle
checks for drivers, credit checks for bank tellers.)

• Explain the procedures on the application form, in
the interview, or wherever appropriate.

• Have the applicant sign an authorization form for each
of the types of information to be checked. Legal
counsel can assist with proper wording.

• ere are numerous firms that provide assistance with
background checks. Be certain they are reputable and
comply with all federal, state and local laws.

• Maintain confidentiality.

Other Legal Considerations

Every country has employment laws that govern the do’s
and don’ts of recruiting and interviewing. Although we have

RECRUITING AND SELECTING YOUR TEAM | 95

highlighted some areas that all leaders should be aware of, this is
not a complete list of legal considerations. A good Human
Resources person or employment attorney can be a huge asset
to ensure your processes and procedures keep you out of court.

Developing the Interview and Questions

Respect the Candidate

Valuing candidate’s time can be one of the most important
drivers in the interview process.

1. e interview schedule should meet candidate and
interview team needs to the extent possible.

2. Try to minimize follow-up interviews for candidates
as much as possible (particularly out-of-town applicants).
Web-based preliminary interviews are particularly
helpful and convenient for out-of-town candidates.

3. Make sure that every member of your interview team
starts and ends the interview on time. Schedule a
15-minute buffer between interviews in the event one
of them runs long or a candidate shows up late.

4. Make sure you schedule a lunch break for your
interview team so they can relax and re-energize. If
possible, have the team members eat together so they
can discuss the events of the morning.

5. Keep the number of interviews manageable.

6. Ensure all interviewers have a copy of the candidate’s
resume in advance.

96 | LEADERSHIP ESSENTIALS

7. Appoint an individual to be the point person for the
candidate.

8. Provide the candidate with a follow-up timeline, or
what will happen next.

We want candidates to feel their time has been well-spent. When
the candidate leaves, they should have clear expectations about
the next step and a positive impression of the organization.

Once interviews have been completed, the interview team
should meet to discuss the candidates and make a selection
decision. is should be done as soon as the interview team
is able.

If the decision is to extend an offer, work with appropriate
staff to develop the offer and convey it to the candidate.

If you’re not going to hire a candidate, tell them. Be sure to
communicate in a timely fashion.

If the decision is to hold onto the candidate (not offer but not
reject), someone on the interview team should contact them
to let them know they are a viable candidate and what to
expect next. Sometimes you may hold a candidate until your
top one accepts the job offer or until additional candidates
have been interviewed.

RECRUITING AND SELECTING YOUR TEAM | 97

Core Competencies: Behavioral Definitions

Adaptability:
• Seek, understand, and accept change.

• Treat change and new situations as opportunities
for learning or growing.

• Focus on the beneficial aspects of change.

• Speak positively about the change to others.

• Modify behavior to deal effectively with changes
in the work environment.

• Try new approaches for new situations.

Teamwork:
• Value, appreciate, and include others.

• Place team or organizational goals ahead of
personal ones.

• Help others achieve mutual goals.

• Exchange ideas freely and then build on them.

• Get team consensus on ideas and then take action
on them.

Integrity:
• Be honest and forthright.

• Present information accurately and completely.

• Keep commitments.

• Keep confidences.

• Be consistent with words and actions.

98 | LEADERSHIP ESSENTIALS

• Represent organizational strengths and abilities
fairly and equitably.

Initiative:
• Take thoughtful, yet timely action when confronted
with a problem or difficult situation.

• Implement new ideas or solutions without being
prompted.

• Be an overachiever. Go above and beyond basic job
requirements in order to achieve goals.

• Seek opportunities to improve efficiencies and
reduce costs.

Innovation:
• Identify alternate ways to view or define problems.

• Use as many diverse sources for ideas and inspiration
as you can find.

• Brainstorm ideas.

• Consider multiple solutions.

• Target areas for innovation.

Functional Competencies: Behavioral Definitions

Accounting and Finance:
• Prepare cost projections for new and existing
products and submit them in a monthly report to
your manager.

• Ensure inventory accounts are properly funded on
a monthly basis.

RECRUITING AND SELECTING YOUR TEAM | 99

Administrative:
• Prepare and/or coordinate such things as travel
arrangements, presentations, meetings, and other
functions as requested by manager.

• Enter all necessary data into the books, and then
review and reconcile the books on a monthly basis
to ensure that all invoices are submitted and/or paid
prior to due dates.

Engineering:
• Design, write, and execute standard protocols.

• Support manufacturing through continuous process/
product improvement efforts.

Human Resources:
• Analyze data in regards to turnover, cost per hire,
compensation, benefits, and affirmative action relative
to industry trends. Report findings to management on
a monthly basis.

• Monitor the effectiveness of all policies and procedures
to ensure compliance. Support and broaden the diver-
sity of your workforce through both your hiring and
your promotion efforts.

Information Technology:
• Prioritize and manage Information System projects to
assure they are on time and on budget. If the project
involves new hardware or soware, ask for feedback
from users to ensure everything is running as

100 | LEADERSHIP ESSENTIALS

expected and they are properly trained on the use
of the new products.

• Monitor network performance for problems on a
daily basis.

Warehouse Operations:
• Check incoming procurements against requisitions,
shipping memos, packing slips, invoices, and/or freight
bills to assure that all orders are received in full and
arrived in good condition. Also, make sure that all
outgoing sales and orders are packaged and shipped in
a timely manner. If inconsistencies are found in either
incoming or outgoing products, report them to
management on the shi on which they were found.

• Read and understand all rules and regulations
pertaining to warehouse management, especially
those related to the occupational safety and health
hazard-related issues.

Production:
• Check product/production outputs for accuracy,
quality, and quantity on a daily, sometimes even an
hourly basis. If there are negative variances, try to
determine the cause.

• Ensure that all equipment is properly set up and in
safe working condition on a shi-by-shi basis.
Report any deficiencies immediately.

• Provide operator training on all equipment and
then monitor performance to ensure proficiency
and abilities.

RECRUITING AND SELECTING YOUR TEAM | 101

Quality/Regulatory Affairs:
• Periodically conduct quality assurance checks. is
includes checking incoming materials, work in
progress, and finished goods. Ensure that all work
being done is according to well defined criteria and
follows rules and regulations defined by regulatory
agencies.

• Analyze all data received and communicate results
to your management team. Look for any gaps in
expected outcomes. en create and assign action
plans to ensure corrections are made.

Research and Development:
• Develop tactics and strategies that encourage the
development and launch of new products and
services. Conduct marketing surveys to find what
customers want and need. Share success stories
at monthly department meetings.

Sales and Marketing:
• Develop and implement strategies and tactical plans
to achieve current and long-range sales goals for
assigned products. Communicate these to
management on a quarterly basis.

• Modify proposals or plans to deal with customers’
concerns and incorporate customers’ suggestions on
an ongoing basis.

102 | LEADERSHIP ESSENTIALS

Scientific/Medical:
• Coordinate input, collaboration, and consultation for
the design of clinical protocols and submissions to
ensure the proper product indications are supported.
Ensure medical and scientific protocol validity.

• Generate sound scientific data by identifying and
solving problems, planning and taking the lead on
assigned development projects, writing and reviewing
scientific reports, and performing laboratory activities.

Leadership Competencies: Behavioral Definitions

Build Our Organization and Inspire Our People:
• Determine and acquire, or develop, the knowledge,
skills, and abilities needed to achieve the organization’s
goals.

• Staff the organization from various disciplines,
backgrounds, and cultures to promote and capitalize
on diversity and to ensure complementary talents
and skills.

• Create a committed and productive organization that
acts with integrity.

• Establish clear expectations and provide timely,
accurate feedback, both positive and negative.
Take appropriate follow-up action when needed.

• Recognize, reward, and promote people based on
their performance, achievements, and development
of competencies.

RECRUITING AND SELECTING YOUR TEAM | 103

• Serve as a role model.

Set Vision and Strategy:

• Understand trends, their implications, and
opportunities in the global environment.

• Maintain a strong customer focus.

• Identify and capitalize upon opportunities to create
value from cross-division capabilities.

• Communicate the business vision and strategies to
all in the organization.

• Look to the future using the global marketplace,
technology, and business knowledge to identify
emerging opportunities, and then seize them.

• Translate the business vision and broad strategies
into concrete, actionable strategic plans and goals,
prioritizing goals, projects, and plans appropriately.

Encourage Open Exchange of Ideas and Knowledge:
• Foster a work environment that encourages open
communication and knowledge sharing, leveraging
that sharing to drive continuous improvement and
positive outcomes.

• Encourage the expression of opposing and differing
points of view.

• Practice effective listening skills.

• Listen and think about diverse or differing ideas
before responding.

104 | LEADERSHIP ESSENTIALS

• Proactively seek feedback and demonstrate a
willingness to learn and change.

• Give honest, timely feedback, both positive and
critical, to staff as well as to higher-level management.

Know the Business:
• Continuously scan the environment, identifying key
issues, trends, relationships, and cause/effect as they
affect the business.

• Learn from and build on business experience to
ensure success.

• Demonstrate a strong personal capability for
learning new aspects of the business and encourage
others to do the same.

Drive for Results:
• Collaboratively set realistic, challenging, measurable
goals and timetables.

• Set short-term objectives that drive longer-term
goals or strategies.

• Support staff with necessary resources to achieve
goals.

• Hold yourself and others accountable for delivering
high-quality results.

• Regularly evaluate yourself and your team on goal
attainment, the process used to achieve goals and
competitive benchmarks.

• Be tenacious.

RECRUITING AND SELECTING YOUR TEAM | 105

Make the Difficult Decisions:

• Demonstrate the willingness to make and accept
unpopular decisions or take opposing positions.

• Challenge the status quo on traditional ways of
doing things.

• Recognize signs of crisis situations and take corrective
action at the earliest indication of trouble.

• Recognize errors and make corrections as necessary.

• Make the difficult decisions when needed.

General Guidelines for Choosing Questions

Using behavior-based questions is an effective way to learn
how the candidate has responded in the past. Since past behav-
ior is the best predictor of future behavior, we highly suggest
using behavior-based questions. Although situational questions
can be useful, candidates can oen give you a textbook answer
without ever having been in the situation themselves.

A behavior based question is an open-ended one that causes
the candidate to discuss how they have responded to a situa-
tion in the past. Each question asks the candidate to evaluate:

1. A positive situation/task

2. A negative situation/task

3. A situation/task with a subordinate, co-worker,
supervisor or customer.

106 | LEADERSHIP ESSENTIALS

Choose questions for each competency that you are seeking
for a particular position. Make sure you address each type
of question for each competency. By looking at questions
from various perspectives, you will gain further insight into
personality factors as revealed through behaviors.

How to Create Your Own Behavior-Based
Interview Question

Sometimes, particularly with functional competencies, you
will need to create your own behavior-based questions.
Following the steps below, you will be able to create legal and
behaviorally orientated questions in no time.

Remember, the point of the question is to use the past to help
predict the future.

1. Begin by identifying the position’s behavior and
related competency.

2. A good way to start a question is with one of the
following phrases “Describe a time, situation, action …”
“Tell me about …” “Give an example of …” or “Provide
an example of a situation when …”

3. When choosing your words, use terminology specific
to the position.

4. Get to the heart of the matter quickly — questions
should be no more than one to two sentences.

5. Avoid creating a scenario for the candidate. Words
that indicate you are doing this include “like,” “for
example,” and “for instance.”

RECRUITING AND SELECTING YOUR TEAM | 107

6. Review your questions to ensure that they are legal.

7. Remember, if it is not job-related, it is not relevant.

8. Human Resources should review any questions
you create.

Beyond the First Behavioral Question

A good behavioral-based question will accomplish two
things: 1) get the candidate talking and 2) give you an oppor-
tunity to see how the candidate acted or reacted. Your job is
not done aer you ask the first question, though. Sometimes
you will need more information. Remember that all behav-
ior- based interview questions seek a STAR within the answer.
S/T is the situation/task; A is the action the candidate took in
that instance; R is the result. When using the STAR method,
ask questions starting with “How,” “What,” “When,” “Where,”
and “Why.”

Do not hesitate to ask for the outcome in both subjective and
objective forms. If the candidate cannot think of a time they
experienced a situation or task, do not let them speculate on
how they may have responded. Suggest a scenario or two to
jog their memory. If they still cannot think of a situation,
move on to the next question. is tells you something about
them that is helpful.

Core Competencies and Corresponding Questions

Listed below are the core competencies we described earlier,
along with some behavior based questions/situations that can
be used as examples to help you build your own questions.

108 | LEADERSHIP ESSENTIALS

Adaptability:
• Describe a time when you came up with a new
process while in your position.

• Describe a time when you had to change your
thinking when you really did not want to or did
not agree with what was being proposed.

Teamwork:
• Give an example of a time when you encouraged a
more reserved member of the team to contribute to
the sharing of ideas.

• Give an example of a time when you put your personal
interests aside in order to recognize the achievement
of a team member or the organization.

• Tell about a time when you supported an organization’s
decisions even though you felt as though there were
better alternatives.

Integrity:
• Tell about a time when you were asked to do
something that you believed was not right.

• Describe a time when you were asked to provide
a customer with a product or service that was not
truly needed.

• Describe a time when you were given full credit for
a job when there were actually others who had
contributed significantly to the outcomes.

RECRUITING AND SELECTING YOUR TEAM | 109

Initiative:
• Explain the manner in which you handled a difficult
situation with a customer.

• Describe a time when you identified a small problem
before it became a big problem.

• Give an example of a new idea you came up with
and presented without the prompting of your
supervisor.

Innovation:
• Describe a time when you came up with a new way
of looking at things.

• Give one or two examples of changes you have made
to the way things used to be done prior to your
moving into your current position.

• Give an example of an unusual place you found
information that has helped you on the job.

110 | LEADERSHIP ESSENTIALS

Chapter 5

Leadership Communications

Effective communication has occurred only
when the receiver understands the message.

Communications

Effective communication is ESSENTIAL to being successful
in the workplace. e biggest cause of workplace problems is
poor communications. e key to the communication process
is to be understood.

Functions of Communication

1. Convey ideas, concepts, plans, procedures, work
requirements, etc.

2. Motivate, inspire, and direct performance in others.

3. Provide a release for concerns, problems, issues,
and workplace conflict.

4. Provide information needed to make informed
decisions.

Communication Goals

e aim of communication is the transference and under-
standing of information between two or more people.

Communication always must be between two or more people.
ere is always a sender and a receiver. You participate in both
roles, and your role will change alternatively and frequently
throughout the conversation.

Effective communication has occurred only when the receiver
understands the message. Feedback is critical to ensuring that
the message has been accurately received and understood.

Six Barriers to Effective Communication

1. Filtering: A sender’s manipulation of information so
that it will be seen more favorably by the receiver.

2. Selective Perception: People selectively interpret what
they see on the basis of their interests, background,
experience, and attitudes.

3. Information Overload: A condition in which information
inflow exceeds an individual’s processing capacity.

4. Emotions: How a receiver feels at the time a message is
received will influence how the message is interpreted.

5. Language: Words have different meanings to different
people.

6. Communication Apprehension: Undue tension and
anxiety about oral communication, written
communication, or both.

A Good Communicator:

• Seeks out and is receptive to input from others.

112 | LEADERSHIP ESSENTIALS

• Uses a variety of questioning techniques to gain
insight and participation into conversation.

• Practices active listening.

• Channels information upward, downward,
and laterally.

• Coordinates with all other leaders, peers, superiors,
and subordinates.

• Consistently reviews daily operations and provides
feedback and/or instructions.

• Uses a variety of communication vehicles and
chooses the most appropriate vehicle(s) and/or
style(s) for a given situation.

• Effectively presents ideas to work group members.

• Explains the “why” behind work assignments and
activities/policies that impact the work group or
individual employees.

• Identifies and resolves communication problems
between group members, including when it
involves them.

Active Listening

Active listening is a communication technique that reduces
defensiveness and loss of self-esteem, and acts to defuse an
emotional exchange. e term “active listening” means the
ability to pick up, define, and respond accurately to the feel-
ings expressed by the other person. When active listening is
employed, people perceive that they are being understood.

LEADERSHIP COMMUNICATIONS | 113

When you fail to listen well, you risk:

• Misreading people’s intentions
• Misinterpreting ideas
• Confusing the issue
• Misjudging people’s qualifications
• Misunderstanding instructions
• Jumping to the wrong conclusions
• Antagonizing people

e Four Steps of Active Listening

1. Listen: To feelings as well as to words, emotions, and
implications. Focus on the speaker. Look at them.
Use verbal and nonverbal encouraging signs to let
them know you are listening to them. Do not plan
what to say or get distracted while listening.

2. Question: Demonstrates you are listening. Use to gather
information and to obtain clarification. Ask open-ended
questions such as “Tell me more,” “How did you feel?”
or “en what happened?”

3. Reflect-Paraphrase: In your own words, reflect what is
said and the feelings expressed, reframe to capture the
essence of the communication, remove negative framing,
and move toward problem solving.

4. Agree: Get speaker’s consent to your reframing. is lets
the speaker know they have been heard. Let them know
that a solution is near!

114 | LEADERSHIP ESSENTIALS

Climbing the LADDER—to better listening

LOOK at the speaker — Meanings are not in the
words, but in the people.

ASK questions — e quickest way to become a listener.

DO NOT interrupt — It is just as rude to step on
people’s ideas as it is to step on their toes.

DO NOT change the subject — Listening means
wanting to hear.

EMOTIONS — Leaders should be aware of their own
emotions, and be aware of the emotional undercur-
rents in the environment. Emotions create a storm and
others will back away.

RESPONSIVE listening — When people feel that
their leader no longer listens or responds, they will
go somewhere else.

Giving and Receiving Feedback

10 Common Performance Feedback Mistakes

1. Speaking out only when things are wrong. “Praise to a
human being represents what sunlight, water and soil
are to a plant — the climate in which one grows best.”
— Earl Nightingale

2. ”Drive-by” praise without specifics or an honest
underpinning. — “Great job!”

3. Waiting until performance or behavior is substantially
below expectations before acting on it.

LEADERSHIP COMMUNICATIONS | 115

4. Giving positive or negative feedback long aer the
event has occurred.

5. Not taking responsibility for your thoughts, feelings,
actions, and reactions. “is comes straight from the boss.”

6. Giving feedback through email messages, notes, or
over the telephone.

7. Giving negative feedback in public.

8. Criticizing performance without giving suggestions
for improvement.

9. No follow-up aerwards.

10. Not having regularly scheduled performance
review meetings.

Four Tips for Effective Performance Feedback

1. Be proactive. Nip issues in the bud and avoid the
messy interpersonal tangles that result from neglected
communication. Meet with employees on a monthly
or quarterly basis instead of annually. is lets them
know that they are important to you and you care
about their success.

2. Be specific. It is never easy to provide negative feedback
regarding someone’s work, but as a leader you cannot
avoid it. Be as clear as possible when providing feedback
(both positive and negative). Give specific examples that
illustrate your points. For example, instead of saying,
“Your attitude is bad” or “at did not work,” you might
say something like, “When you miss deadlines, then

116 | LEADERSHIP ESSENTIALS

cross your arms and look away when I discuss it with you,
it gives me the impression that you do not care about the
quality of your work. I’d like to believe this isn’t true.
Can you help me explain this better?”

3. Develop a progress plan. Tell them what specifically needs
to change and when that change needs to occur. Schedule
follow-ups to check on progress and then make sure you
follow up as scheduled.

4. Link employee performance to organizational goals.
Reinforce the value of your employees’ contributions
by giving specific examples of how their work and positive
behaviors serve the organization and its customers.

Receiving Feedback

Accept it in the spirit it is given. Do not become defensive or
argue with the person. Do not try to justify your position. Just
listen. Ask questions for clarification. If you think the person
is right, say so and thank them. If not, just thank them.

Job Performance Feedback: 7 Tips for Receiving
Feedback Gracefully

1. Welcome Constructive Feedback. Your powers of self-
perception go only so far. People around you notice
things, both good and bad, which you may or may not
see and you might learn from their input. ere is a
virtuous circle of feedback whereby the more you seek
it, the less you can hide bad behavior. EBay seller
feedback is an excellent example of a transparent
feedback process that encourages positive behaviors.

LEADERSHIP COMMUNICATIONS | 117

2. Do Not Justify Your Position. Telling the person why their
feedback is wrong will not work. Arguing, justifying
your position, or denying anything is wrong, are all
powerful negative emotions that make conversations
more challenging than they need to be. e results from
this type of behavior are usually hurt feelings, and
intense anger and distrust.

3. Do Accept Feedback At Face Value. Although the
feedback might feel like a personal insult against you
as a person, keep things in perspective. e feedback
is usually about something specific that occurred
which, now that you know about it, you can correct.

4. Do Not Ruminate on Feedback. Only cows need to
ruminate before they digest. Chewing on, or thinking
over and over again about feedback that is less than
glowing will do nothing more than increase your feelings
of resentment over receiving it. Avoid the temptation to
re-enact the conversation with a friend as this only
makes you feel ten times worse. Do talk about it with
someone else, but make sure you are emotionally
detached first.

5. Do Evaluate Feedback Before Responding. Feedback oen
tells you more about the person saying it than it does
about you. For example, a person who says you never
praise their work might have difficulty evaluating their
work themselves. Teaching this person to do a good
self-evaluation of their own performance might be a
better approach than you trying to praise them over and

118 | LEADERSHIP ESSENTIALS

over again. In the long run, you will be doing them a
favor by giving them a much needed boost to their
self-esteem.

6. Do Not row Your Toys from the Pushchair. Sulking,
stonewalling or withdrawing from the person giving
the feedback is childish. If need be, give yourself some
space from the person, allowing yourself time to calm
down and deal with the feedback and person as a
rational adult.

7. Do Make a Choice on How to Use the Feedback. Feedback
can be a gi allowing you to grow and develop as a
person in a job or in a relationship. On the other hand,
some feedback is downright useless and best ignored.
It is ultimately your choice how to act, or not, upon
feedback received.
For example, let’s assume you receive internal
customer feedback saying you do not do “x” and they
think you should. You actually have spent time consid-
ering “x” and have determined that it is simply not
cost-effective. ank them for the feedback, letting them
know the history of what you have done and then ask
how else you could meet their needs. Chances are they
will be satisfied with your explanation and not notice
that you did not respond directly to their feedback.

Communicating Non-Defensively 4

We are all naturally defensive to some degree, and it is no
more apparent than in our communications with others.

LEADERSHIP COMMUNICATIONS | 119

What can lead us and others we work with towards defensive
communications?

How do defensive communications interfere with problem
solving and dealing with performance issues?

If we learn how to communicate non-defensively and teach
others to do the same, we can:

• Reduce interpersonal conflict.

• Help people communicate more openly
and honestly.

Five Skills to Communicating Non-Defensively:

1. Disengage

• Back off from the situation.

• Take some time to think through the problem.

• Re-examine from a more objective viewpoint.

• Realize that it is probably not a personal attack.

2. Empathize

• Imagine yourself in the other person’s position.

• Consider other viewpoints.
• Let the other person know that you understand
their perspective.

3. Inquire

• Ask questions that allow you to learn more about
the problem.

120 | LEADERSHIP ESSENTIALS

• Get to the specifics of the issue.

• Encourage both sides to focus on a solution, not
the defensive problem.

• Listen to all sides—use your active listening skills.

4. Disclose

• Reveal your own needs and concerns in a

non-defensive manner.

• Be honest and direct.

• Be attentive, but not overly apologetic.

• Make “I” statements.

5. Depersonalize

• Discuss the issue objectively.

• See your work as what you do, not who you are.

• As you change your behavior towards others,

you shape their response to you.

Why Might We Communicate Defensively?

• Low self-esteem—fear of being perceived as
incompetent or fear of being criticized.

• Take the comments personally—assume the
attack is personal rather than issue-based.

How Do People Respond to Defensive
Communications?

• We shut down—fight back with passive aggression.

LEADERSHIP COMMUNICATIONS | 121

• We respond defensively, which creates a defensive
chain and the cycle continues.

• e defensive chain can ripple out to others in the
organization.

––––––––––––
4 Adapted from Communicating Non-Defensively, revised edition (1994).
Carlsbad, CA: CRM Learning, L.P.

122 | LEADERSHIP ESSENTIALS

Chapter 6

Project Management
Leadership

Project-management tools help you prioritize
and manage your work efforts.

Project Planning

Basic Project Planning and Management Steps

1. Analyze the project.

• Define the project
• List Project Objective Statement
• Should include criteria for project
• Major deliverables for project
• List the activities—develop Work Breakdown
Structure
• Consider your workforce/resources
• Identify the time required for the activities

2. Determine a sequence for the project based on the
activities involved, the workforce that will do the
work, and the time required for the activities.

• Consider sequence-dependent activities (those
tasks that must be done in sequence)

• Consider sequence-independent activities
(tasks that can be done in parallel)

3. Estimate resources needed for the project.

• Consider your own internal resources
• Obtain outside resources as required
• Person doing the work must be the person
estimating resources
• Cannot estimate if you have no knowledge of
how to do the job
• Use efficiency factor: six work hours in an
eight-hour day

4. Build a project management chart.

• PERT or Gantt Chart or Critical Path Method
• Synchronization Matrix
• Important to determine critical path
• Use Forward Pass/Backward Pass methods

5. Communicate the plan.

• Your team, supervisor, and peers who also may
be involved
• Refine the plan as needed based on input
• Use Network Communication Circle—free and
open communications

6. Initiate the project.

• Organize the team
• Provide leadership for the project

124 | LEADERSHIP ESSENTIALS

7. Monitor progress.

• Refine the plan and adjust as needed based on
the evolving situation

• Communicate updates as required to those who
need to know

• Use effective decision making during the project

• When conflict arises, remember smoothing,
avoiding, forcing, compromising, collaboration
response styles

¤ Smoothing — focusing on the other person’s
view while minimizing real differences; used
when things get emotional or when faced with
time constraints.

¤ Avoiding — refusing to confront the conflict;
used in hostile situations, when you have a lack
of authority to make decisions, or when someone
else can do it better.

¤ Forcing — using your power to resolve an issue;
used when you know a decision is outside the
project scope, when there is potential for legal
issues, or when facing major time constraints.

¤ Compromise — willing to make concessions; used
when you need their support, when it will not have
major impact on a project, when it is a no-win
situation, or when you need something in return.

PROJECT MANAGEMENT LEADERSHIP | 125

¤ Collaboration — willing to work together to resolve
issue; used whenever possible unless you know
it will create legal or ethical issues.

¤ Your goal should be to collaborate whenever
possible.

8. Complete the project.

• Conduct an Aer Action Review (AAR). is is
a process to review what worked and did not work
by asking simple questions such as:

1. What did we say we would do?

2. Did we accomplish this?

3. What worked well; and what should we do again?
4. What did not work well; and what should we
discard in the future?

• Use the AAR results for continuous improvement
in the workplace

• Determine Return on Investment (ROI) of project

• Use ROI Model:

A simple Return on Investment expresses the profitability of
an investment in terms of a percentage of benefit on the original
investment outlay.

Return on Investment = Net Benefit / Net Investment Cost
x 100
In the ROI of data modeling, this would translate to:

Return on Investment = Net Savings Due to Data Modeling /
Net Investment Cost in Data Modeling x 100

126 | LEADERSHIP ESSENTIALS

For example, assume a savings due to data modeling of
$500,000, and a data modeling cost of $250,000. e return
on investment is 200%.

ROI does not consider the time value of money or the economic
life of the project. is is the most basic ROI model. Depending
on your audience, you may want to consider more pertinent
models.

Deliberate Decision Making

e 7-Step Decision-Making Model

Step 1: Receive the Requirement

Requirements, tasks, missions, problems, ideas, questions,
issues, etc., can come from anywhere. The challenge is to
determine what you can readily solve and which ones require
a deliberate decision-making process.

Step 2: Analyze the Requirement

• Describe and assess the operating environment.
Possible considerations include the budget, existing
plans, administrative requirements, environmental
considerations, and any operational/logistical
considerations.

• Identify facts and assumptions. A fact is what you
know to be true. An assumption is what you think
to be true, but need to verify before proceeding
with the project.

PROJECT MANAGEMENT LEADERSHIP | 127

• Identify specified and implied tasks. Specified Task:
stated in the requirement, usually the operational
tasks. Implied Task: not stated, but tasks you will
need to accomplish in order to fulfill the require-
ment. Oen implied tasks are the support
(logistical/environmental) tasks associated with
the requirement.

• Identify constraints. Constraints can take the form
of a requirement to do something (i.e., reduce
costs by 10%) or a prohibition on action
(i.e., no increase in overtime).

• Determine essential tasks. Highlight the specified
or implied tasks that are essential in order to fulfill
the requirement.

Step 3: Re-State the Requirement

Re-write/re-phrase the requirement in terms of what you
need to do. Include the essential tasks in the re-stated require-
ment. Include the “who/what/when/where/why” elements in
the re-stated requirement.

Step 4: Develop Options

Develop two or three options. Options should be uniquely
different from each other. Options often are based on the
methods used to achieve the requirement (timeline, equipment
involved, sequence of the operation, program management,
etc.). Conduct a brainstorming session with your team. Good
project managers will weigh options between both tasks and
people. Failure to do so will usually result in making bad
decisions.

128 | LEADERSHIP ESSENTIALS

Step 5: Select the Best Option

Determine the best option and then make a recommendation.
Use all the planning/decision-making tools. Sometimes the
best decision is to simply go with your gut feel.

Explain your recommendation, providing a summary of your
results and comparisons. When done, get the appropriate
approval required to move forward.

Step 6: Implement the Best Option (A Written Plan)

• Situation. Describe the operating environment, your
higher requirements, any additional assets available
that are not normally assigned to your operation,
and any nonvalidated assumptions.

• Re-state requirements. A concise statement of the
project — who/what/when/where/why.

• Project Management. Project overview, project intent,
project outcomes, sequence of operations/timetable,
PERT/Critical Path Charts, and any contingencies,
branches, sequels. Directed requirements/tasks
(to your subordinate/adjacent units/departments).

• Logistical/Administrative Support. Includes
Maintenance, Employee Relations/Safety, Contractors,
Clerical, Permitting/Environmental, and any other
support aspects to the project.

• Communications and Supervision. Includes flow of
information, scheduled project updates, responsibili-
ties of project manager, chain of command for
the project.

PROJECT MANAGEMENT LEADERSHIP | 129

Step 7: Lead, Monitor, and Refine the Decision

• Provide appropriate leadership for the successful
accomplishment of the project (mentoring, teaching,
coaching, directing, consensus building).

• Monitor the project (time tables/synchronization
matrix, project management tools, forecasting).

• Prioritize your efforts (use critical events
developed during option development).

• Refine the project by forecasting potential problems.
(If___ occurs, then we shi the plan to ___.) Do not
spend much time if you need to make minor changes;
but use a change order or deliberate decision-making
process if major changes are needed.

Use project-management tools to help you prioritize and
manage your work efforts.

130 | LEADERSHIP ESSENTIALS

Chapter 7

Stress Management
for Leadership

e art of stress management is to keep you at a
level of stimulation that is healthy and enjoyable.

Managing Stress

Stress is a natural occurrence for most people as they conduct
their jobs. Learning to manage stress is a leadership skill that
you need to master. Make no mistake: unmanaged stress
can kill you or, at a minimum, shorten your life. e physical
impacts of stress are real, relevant, and something you, as a
leader, must be able to recognize.

Managing stress helps you to:

• Perform at the peak of your abilities when under
immense pressure.

• Produce good-quality work even when tasks are
dull and repetitive.

• Improve the quality of your life, health and job.

• Avoid the problems of exhaustion, depression, ill
health, burnout, and breakdown that are associated
with excessive levels of long-term stress.

Consider stress to be anything that stimulates you and increases
your level of alertness.

Life without stimulus would be incredibly dull and boring.
Life with too much stimulus becomes unpleasant, tiring, and
may damage your health or well-being. Too much stress can
interfere seriously with your ability to perform effectively.

e art of stress management is to keep you at a level of stim-
ulation that is healthy and enjoyable. Information provided
here will help you to monitor and control stress so that you
can find and operate at a level that is most comfortable for
you. We will discuss strategies to reduce or eliminate sources
of unpleasant stress. We also will explain what can happen
when you do not control stress properly.

Most people realize that aspects of their work and lifestyle can
cause stress. But also, it can be caused by your environment
and by the food and drink you consume. ere are several
major sources of stress:

• Survival stress: is may occur in cases where your
survival or health is threatened, where you are put
under pressure, or where you experience some
unpleasant or challenging event. Here adrenaline
is released in your body and you experience all
the symptoms of your body preparing for fight
or flight.

• Internally generated stress: is can come from
anxiously worrying about events beyond your

132 | LEADERSHIP ESSENTIALS

control. From a tense, hurried approach to life; or
from relationship problems caused by your own
behavior. It also can come from an addiction to
and enjoyment of stress.

• Environmental and job stress: Here, your living or
working environment causes the stress. It may come
from noise, crowds, pollution, untidiness, dirt or
other distractions. Alternatively, stress can come
from events at work.

• Fatigue and overwork: Here, stress builds up over a
long period. is can occur when you try to achieve
too much in too little time, or where you are not
using effective time-management strategies.

While a certain level of stress is necessary in order to avoid
boredom, high levels of stress for a sustained period can damage
your health. Note that as the stress you are under increases,
your ability to recognize it oen decreases.

The 50 Proven Stress Reducers

Consider these proven stress reducers for both personal and
on-the-job stress relief.

1. Allow 15 minutes of extra time to get to appointments.
Arrive at the airport at least 90 minutes before domestic
departures.

2. Allow yourself time—every day—for privacy, quiet
time, and thinking.

STRESS MANAGEMENT FOR LEADERS | 133

3. Always set up contingency plans—just in case. (If for
some reason either of us is delayed, here is what we will
do ___ .)

4. Ask questions. Taking a few moments to repeat
directions or what you think someone wanted you
to do can save hours.

5. Be flexible. Some things are worth not doing perfectly;
some issues are best resolved with compromise.

6. Be optimistic. Most people are doing the best they can.

7. Be prepared to wait. A paperback, magazine, or e-book
can make a wait in line almost pleasant.

8. Check your breathing throughout the day, especially
before, during, and aer high-pressure situations.
If you find your stomach muscles are knotted and your
breathing is shallow, relax all your muscles and take
several deep, slow breaths. Note how, when you are
relaxed, both your abdomen and chest expand when
you breathe. When feeling stressed, most people breathe
in short, shallow breaths. When this occurs, stale air is
not expelled, oxidation of the tissues is not complete,
and the result is muscle tension.

9. Count your blessings. For every one thing that goes
wrong there are probably 50 or 100 things that go right.

10. Do one thing at a time. When you are with someone,
enjoy their company. When you are busy with a project,
concentrate on doing that project and forget about
everything else you have to do.

11. Do something for somebody else.

134 | LEADERSHIP ESSENTIALS

12. Do something that will improve your appearance.
Looking better can help you feel better.

13. Do not forget to take a lunch break. Get away from your
desk or work area in body and mind, even if it is just for
15 or 20 minutes.

14. Do not put up with something that does not work
correctly. If your alarm clock, wallet, shoelaces,
windshield wipers—whatever—are a constant
source of aggravation, get them fixed or get new ones.

15. Do not rely on your memory. Write down appointment
times, when to pick up the laundry, and when library
books are due. (“e palest ink is better than the most
retentive memory.”)

16. Eliminate (or restrict) the caffeine and sugar in your diet.

17. Eliminate destructive self-talk: “I am too old to … ,”
“I am too fat to … ,” etc.

18. Every day, do something you really enjoy. Such as:
Before speaking in public, visualize every part of the
experience in your mind. Imagine what you will wear,
what the audience will look like, how you will present
your talk, and how you will answer questions. Visualize
the experience the way you want it to turn out.

19. Focus on understanding rather than on being
understood and loving rather than on being loved.

20. Forget about counting to 10. Count to 100 before doing
something or saying anything that could make matters
worse.

STRESS MANAGEMENT FOR LEADERS | 135

21. Get enough sleep. If necessary, use an alarm clock to
remind you to go to bed.

22. Get up 15 minutes earlier in the morning. e inevitable
morning mishaps will be less stressful.

23. Get up and stretch now and then if you have to sit for
long periods in your job.

24. Have a forgiving view of things. Accept the fact that
we live in an imperfect world.

25. If an unpleasant task faces you, do it early in the day
and get it over with.

26. Inoculate yourself against a feared event. Just as vaccine
containing a virus can protect you from illness, if you
expose yourself to one or more of the dreaded aspects
of an experience beforehand, you probably will feel
less fearful.

27. Learn to delegate responsibility to others.

28. Learn to live one day at a time.

29. Make duplicates of all keys (label them!). Bury a house
key in a secret spot in the garden; carry a duplicate car
key in your wallet.

30. Make friends with non-worriers. Nothing can get you
into the habit of worrying faster than association with
a worrier.

31. Organize your home and workspace so that you always
know exactly where things are. Put things away where
they belong; you will not have the stress of trying to
locate misplaced things.

136 | LEADERSHIP ESSENTIALS

32. Plan ahead. Do not let the gas tank get below one-quarter
full, keep a well-stocked emergency shelf or home staples
and do not wait until you are down to your last postage
stamp to buy more.

33. Practice preventative maintenance. Your car, appliances,
home, and relationships will be less likely to break down
or fall apart at the worst possible moment.

34. Prepare for the morning the evening before (e.g., set the
breakfast table, make lunches, and lay out the clothes
you plan to wear).

35. Relax your standards. e world will not end if the grass
does not get mowed this weekend.

36. Say “no” to extra projects, social activities and invitations
for which you know you lack the time or energy. is
takes practice, self-respect, and a belief that everyone,
every day, needs quiet time to relax and be alone.

37. Schedule a fun day. Allow plenty of “breathing time”
between appointments.

38. Select an environment (work, home, leisure) that
matches your personal needs and desires. If you hate to
talk politics, do not associate with people who live the
subject.

39. Simplify, simplify, simplify.

40. Take a refreshing bath or shower to relieve tension.

41. Take care of today the best you can. e yesterdays and
tomorrows will take care of themselves.

STRESS MANAGEMENT FOR LEADERS | 137

42. Talk it out. Discussing your problems with trusted
friends can clear confusion.

43. ink “diversion.” When stress gets in the way of getting
a job done, take a break. Refresh yourself with a change
in activity and/or environment.

44. Try the following yoga technique whenever you feel the
need to relax. Inhale deeply through your nose to the
count of eight. en, with lips puckered, exhale very
slowly through your mouth to the count of 16, or for as
long as you can. Concentrate on the long sighing sound
and feel the tension dissolve.

45. Turn needs into preferences. Our basic physical needs
are food, water, and keeping dry and warm. Everything
else is a preference. Do not get attached to preferences.

46. Turn off your phone if you want to take a bath, meditate,
sleep, or read without interruption.

47. Use your weekend time for a change of pace. If your
work week is slow and patterned, make sure there is
action and time for spontaneity built into your weekends.
If your work week is fast-paced and full of people and
deadlines, seek peace and solitude during your days off.

48. Wear earplugs. If you need to find quiet, but Junior must
practice the trombone, pop in some earplugs (available
in any drugstore)—and smile.

49. Whatever you want to do tomorrow, do today; whatever
you want to do today, do it now. Procrastination is
stressful!

138 | LEADERSHIP ESSENTIALS

50. Write your thoughts and feelings down in a journal (or
on paper to be thrown away). is will help you clarify
things and give you a new perspective on things.

Planning to Manage Stress

We operate best at an optimum stress level. Not having
enough stress leaves us feeling bored and lethargic. Having
too much stress damages our performance in the short term,
and can lead to unhappiness, exhaustion, burnout and serious
illness in the long term. It may not be obvious initially what
causes you stress, whether you are effective in controlling it,
or what your optimum stress level is.

Keeping a stress diary is an effective way to learn what causes
your stress and what level of stress you prefer. In your diary,
jot down your stress levels and how you feel throughout the
day. In particular, jot down stressful events. After a few
weeks you should be able to analyze this information. It may
be interesting to note the outcomes of the jobs you were doing
when you were under stress.

is should give you two types of information:

1. You should be able to understand the level of stress
you are happiest with and the level of stress at which
you work most effectively. You may find that your
performance is good even when you feel upset by stress.

2. You should know what the main sources of unpleasant
stress in your life are. You should understand what

STRESS MANAGEMENT FOR LEADERS | 139

circumstances make stress particularly unpleasant,
and you should begin to understand whether or not
your strategies for handling the stress are effective.

Once you understand the level of stress under
which you work most effectively, and know precisely

what is causing it, the next stage is to work out
how to manage the stress.

It is probably worth keeping the diary only for a short period
of time. You will find that the longer you keep the diary, the
smaller the benefit of each additional day will be. If, however,
your lifestyle changes or you begin to suffer from stress again
in the future, it may be worth using the diary approach again.
You probably will find that the stresses you face have changed.
If this is the case, then keeping a diary again will help you to
develop a different approach to dealing with them.

Once you understand the level of stress under which you
work most effectively, and know precisely what is causing it,
the next stage is to work out how to manage the stress. e
best way of doing this probably will be to make an action plan
of things that you are going to do when stress occurs. Some
elements of this action plan will be actions you are going to
take to contain, control or eliminate problems that are causing
you stress. Other elements may be health-related, such as
exercising more, changing your diet, or improving the quality
of your environment. Another part of the plan may be to

140 | LEADERSHIP ESSENTIALS

develop stress-management techniques that you will employ
when stress levels begin to build.

Increasing Stress Levels—Psyching Up

When you are not feeling motivated about a task, either
because you are bored by it or because you are tired, you may
need to psych yourself up. is will increase your level of
arousal so you can perform effectively.

You can use the following techniques to psyche up:

• Focus on the importance or urgency of the task.

• Set a challenge for yourself—i.e., to do the job
in a particular time or to do it to a particularly
high standard.

• Tell yourself—“I can feel energy flowing into me.”

• Break jobs down into smaller jobs, doing each part
between more enjoyable tasks. Take satisfaction
from the successful completion of each element.

Stress-Reduction Techniques

When choosing methods to combat stress, it is worth asking
yourself where the stress comes from. If outside factors such
as important events or relationship difficulties are causing
stress, then a positive thinking- or imagery-based technique
may be effective.

When stress and fatigue are long term, lifestyle and organi-
zational changes may be appropriate. If the feeling of stress

STRESS MANAGEMENT FOR LEADERS | 141

comes from adrenaline in your body, it may help to relax the
body and slow the flow of adrenaline.

By anticipating stress, you can prepare for it and work out
how to control it when it happens. is can be carried out in
a number of ways:

• Rehearsal: By running through a stressful event such
as an interview or a speech several times in advance,
you can polish your performance and build
confidence.

• Planning: By analyzing the likely causes of stress,
you will be able to plan your responses accordingly.
is might include actions to alleviate the situation
or may be stress-management techniques that you
will use. Regardless, it is important that you formally
plan for this. It is of little use just worrying in an
undisciplined way and will be counterproductive.

• Avoidance: When a situation is likely to be unpleasant
and will yield no benefit to you, avoid it. But you
should be certain this is the case.

A number of factors can make an event take on a high level
of significance and cause stress:

• e importance and size of the event

• e prospect of a large financial reward, a promotion,
or a personal advancement

• e presence of family, friends, or important guests.

142 | LEADERSHIP ESSENTIALS

If stress is a problem under these circumstances, then think
carefully about the event, and take every opportunity to
reduce its importance in your eyes:

• If the event seems big, minimize it by comparing it
to a bigger event you may have attended.

• If there is a financial reward, remind yourself that
there may be other opportunities for reward later.
Focus on the quality of your performance. Focusing
on the rewards will damage your concentration and
raise stress.

• If members of your family are watching, remind
yourself that they love you anyway. If friends are real
friends, they will continue to like you whether you
win or lose.

• If people who are important to your goals are
watching, remind yourself that you may well have
other chances to impress them. People who are
supportive and want to see you succeed will give
you the benefit of the doubt.

If you focus on correctly performing your tasks then the
importance of the event will dwindle into the background.

Uncertainty can cause high levels of stress. Causes of uncer-
tainty can be:

• Not having a clear idea of what the future holds:

¤ Not knowing where your organization is going
¤ Not having any career development plans

STRESS MANAGEMENT FOR LEADERS | 143

¤ Not knowing what will be expected from you in
the future
• Not knowing what your boss or colleagues think
of your abilities.
• Receiving vague or inconsistent instructions.

In these cases, lack of information or the actions of other people
are negatively affecting your ability to perform.

e most effective way to counter this is to ask for the infor-
mation you need. is might include asking for information
about your organization’s performance. It may involve asking
what your employer wants from you in the future so that you
can set the appropriate career-development goals.

If you are unsure of how you are doing, ask for a performance
review. When instructions are inconsistent or conflicting, ask
for clarification. If you ask in a positive way, people are usually
quite happy to help.

ought Awareness, Rational inking
and Positive inking

ese three related tools are useful in combating negative
thinking. Negative thinking causes stress because it damages
your confidence that you are up to the task you face. Negative
thoughts occur when you put yourself down, criticize yourself
for errors, doubt your abilities, expect failure, etc. Negative
thoughts also damage confidence, harms performance, and
paralyzes mental skills.

144 | LEADERSHIP ESSENTIALS

ought awareness is the process by which you observe your
thoughts for a time, perhaps when under stress, and become
aware of what is going through your head. It is best not to
suppress any thoughts; just let them run their course while
you observe them. Watch for negative thoughts while you
observe your stream of consciousness. Normally these appear
and disappear unnoticed.

Examples of common negative thoughts are:

• Worrying about how you appear to other people
• A preoccupation with the symptoms of stress
• Dwelling on consequences of poor performance
• Self-criticism, feelings of inadequacy

Make a note of the thought and then let the stream of con-
sciousness run on. ought awareness is the first step in the
process of eliminating negative thoughts. You cannot counter
thoughts you do not know you think.

Once you are aware of your negative thoughts, write them
down and review them rationally. See whether the thoughts
have any basis in reality. Oen you find that when you properly
challenge negative thoughts they are obviously wrong. Oen
they persist only because they escape notice.

You may find it useful to counter negative thoughts with
positive affirmations. You can use affirmations to build
confidence and change negative behavior patterns into
positive patterns. You can base affirmations on clear, rational

STRESS MANAGEMENT FOR LEADERS | 145

assessments of fact, and use them to undo the damage that
negative thinking may have done to your self-confidence.

Examples of affirmations are:

• I can do this.
• I can achieve my goals.
• I am completely at peace with myself and
people will like me for myself.
• I am completely in control of my life.
• I learn from my mistakes. ey increase the
basis of experience from which I can draw.
• I am a well-valued person in my own right.

Traditionally people have advocated positive thinking almost
recklessly, as if it is a solution to everything. It should be used
with common sense. No amount of positive thinking will
make everyone who applies it an Olympic champion
marathon runner (though an Olympic marathon runner is
unlikely to have reached this level without being pretty good
at positive thinking). Decide what goals you can realistically
attain with hard work and then use positive thinking to reinforce
these goals.

Physical relaxation techniques

ese are useful when stress is caused by physical processes
in your body. Perhaps where muscles are tense, or where you
are experiencing the effects of adrenaline. Exercising frequently
is probably one of the best physical stress-reduction techniques

146 | LEADERSHIP ESSENTIALS

available. Exercise not only improves your health and reduces
stress caused by unfitness, but it also relaxes tense muscles
and helps you to sleep.

Exercise has a number of other positive benefits you may not
be aware of:

• It improves blood flow to your brain, increasing
sugars and oxygen that may be needed when you
are thinking intensely.

• When you think hard, the neurons of your brain
function more intensely. As they do this they build
up toxic waste products that cause decreased
thinking in the short term and can damage the
brain in the long term. By exercising, you speed the
flow of blood through your brain, moving these
waste products faster. You also improve this blood
flow so that even when you are not exercising,
waste is eliminated more efficiently.

• It can cause a release of chemicals called endorphins
into your bloodstream. ese give you the feeling of
happiness and well-being.

ere are a lot of wrong approaches to exercise. Many tradi-
tionally recommended forms of exercise actually damage
your body in the medium or long term. It is worth finding
reputable and up-to-date sources of advice on exercise,
possibly from a fitness specialist, and have them create a
customized exercise plan for you. An important thing to

STRESS MANAGEMENT FOR LEADERS | 147

remember is that exercise should be fun; if you do not enjoy
it, then you probably will not keep doing it.

Deep breathing is a very effective method of relaxation. It is the
core component of everything, including the take-ten-deep-
breaths approach to calming down someone, as well as yoga
relaxation and Zen meditation. It works well in conjunction
with other relaxation techniques such as Progressive Muscular
Relaxation, relaxation imagery, and meditation to reduce stress.

Techniques for Reducing Long-Term Stress

e main emphasis in the management of long-term stress is
on adjusting your working methods and your lifestyle. Formal
relaxation techniques have a part in this, but equally impor-
tant are time-management skills, a positive attitude, a healthy
diet with sufficient exercise and adequate rest, and a pleasant
environment. Adjusting these things will improve the quality
of your life as well as increase your resistance to stress.

148 | LEADERSHIP ESSENTIALS

Chapter 8

Leadership Ethics

It is better to ask for permission than to
ask for forgiveness

Ethical Choices

Ethical leaders are fair, consistent, and place the interests of
their organization and team above their own. Ethical leaders
exemplify solid ethical conduct for their entire team, all
the time.

Ethical leadership requires us to consider our organizational
values along with our personal ones as we conduct our business
communications. Ethical leadership begins with identifying
your own personal values and morals. You then need to know
your organizational values or code of conduct. If your
company does not have stated values or such a code, you
should at least determine values and a code of conduct for
your team.

Ethical decision making requires us to consider more than
just the decision itself. It requires us to consider the choices
available in terms of our business ethics. You first need to
recognize if a moral or ethical conflict exists, and then you

have to evaluate alternatives from an ethical perspective in
order to determine the right thing to do.

We frequently hear of an organization being accused of
ethical misconduct. Almost all of these organizations had a
code of ethics, detailed policies, and codes of conduct. But it
is not the organization that behaved unethically. It was indi-
viduals who misbehaved for one reason or another. In most
circumstances, individuals, not organizations, make ethical
choices, right or wrong.

Yet in most cases, we are not talking about bad people. It is
usually good people who make bad choices.

A Self-Assessment

Consider these questions for a few moments.

In the last six months have you or someone you know:

• Called in sick when you/they actually were not?
• Broken a confidence?
• Ignored a policy or procedure?
• Told a joke that might have offended someone?
• Covered up a mistake made by someone else?
• Covered up a mistake that you made?
• Used an organization’s resources for personal use?
• Received too much change when making a
purchase and kept the extra money?
• Made a copy of something without paying for it?
• Told a little white lie?

150 | LEADERSHIP ESSENTIALS

• Taken credit for someone else’s efforts?
• Gossiped about someone in the office?
• Fudged on an expense report?
• Broke a “stupid” work rule?
• Reproduced some personal documents on a printer
or copier at work?

e ultimate leadership responsibility is modeling the behaviors
you expect from others. To a large degree, you operate in a
fishbowl. Employees are constantly watching you and learning
from you. ey rightfully assume that it is okay to do whatever
you do. Regardless of what is written or said elsewhere in the
organization, your behavior is the performance standard
employees will follow. at is a huge comes-with-the-territory
responsibility. But it is also a great opportunity to be able
to influence the ethics of your work unit and the entire
organization.

Who is responsible for acting ethically? You are! It is not the
company. It is not just the business owner. It is not only your
manager. It is every person, regardless of position. Ultimately,
each of us is responsible for our own actions, including being
ethical. Considering the “3R’s” will point you and your em-
ployees in the right ethical direction.

e first “R” of business ethics is RESPECT. It is an attitude
that must be applied to people, organizational resources, and
the environment. Respect includes behavior such as:

• Treating everyone (customers, co-workers,
vendors, etc.) with dignity and courtesy.

LEADERSHIP ETHICS | 151

• Using company supplies, equipment, time, and money
appropriately, efficiently, and for business use only.

• Protecting and improving your work environment,
and abiding by laws, rules and regulations that exist
to protect our world and our way of life.

e second “R” of business ethics is RESPONSIBILITY. You
have a responsibility to your customers, your co-workers, your
organization and yourself. Included are behaviors such as:

• Providing timely, high-quality goods and services.

• Working collaboratively and carrying your share
of the load.

• Meeting all performance expectations and adding
value.

e third “R” of business ethics is RESULTS. Understanding
that the way results are attained—the means—is every bit as
important, if not more important, than the ultimate goals—
the ends. Using the phrase, “e end justifies the means” is
an excuse too oen used to explain an emotional response or
action that was not well-planned or carefully considered.

Obviously, you are expected to get results for your organization
and customers. However, you are also expected to get those re-
sults legally and morally. If you lose sight of this responsibility,
you jeopardize your job, business and career.

152 | LEADERSHIP ESSENTIALS

Values-based Decision Making

A values-based, decision-making template

1. Discuss the situation and describe the difference
between behavior observed and behavior expected
based upon your mission, vision, and values.

2. Explore why there might be a difference between
what is observed and what is expected.

3. Differentiate between the symptoms of the problem
(what you are seeing) and the problem itself (why it
might be occurring).

4. Develop a strategy to address the problem(s) with
the person and/or others involved in the situation.

5. Identify specific conversational actions you will take
and how you will use your mission, vision, and values
to address the situation. What are your core messages?

As a leader, you have the ultimate responsibility for your
actions. You, and you alone, are responsible. You can never
forget, that if you are a supervisor or manager, you need to
provide the means that allow your people to act ethically. is
is how an organization supports the ethical actions of its em-
ployees.

Knowing what is ethical and what is not is essential. However,
it’s far more difficult to do what’s right than to know what’s
right. Doing the right thing is not always easy, but it is always
right. It is a requirement for long-term success.

LEADERSHIP ETHICS | 153

e first step in doing what is right is to ask yourself if it meets
ethical or moral guidelines before moving ahead or implement-
ing a decision.

Use the questions below for guidance to test if a decision or
action is ethical or moral. ese are similar to the guidelines
for knowing what is right.

If you answer “no” to any of the questions, you should develop
an alternate strategy, or seek counsel and advice from
appropriate sources.

Do what is right: Will it pass the Ethical Action Test for ideas
and actions?
• Is it legal?
• Does it comply with company rules and regulations?
• Is it in sync with organizational values?
• Will you be comfortable and guilt-free if you do it?
• Is it in line with stated commitments and guarantees?
• Would I do it to my family or friends?
• Would it be OK for someone to do it to me?
• Would the most ethical person you know do it?
• How would this look on the front page of my local
newspaper?

ese are practical and useful tests of your ideas and actions
that will help you live up to your responsibility to be ethical
and successful. However, you should not limit these to only your
business dealings. Remember, acting ethically is not something
you simply turn on and off. It is a part of everything you do.

154 | LEADERSHIP ESSENTIALS

When In Doubt About Ethics Questions—ASK!

There is a common phrase in today’s business world that
people use to justify their actions or determine ways to over-
come the obstacles of bureaucracy, “red tape,” and move a
project ahead. is phrase is: It is easier to ask for forgiveness
than to ask for permission.

In the context of ethics, however, this statement is incorrect
and could cause people to act unethically. When dealing with
ethics, this concept would serve you best if you reversed it: It
is better to ask for permission than to ask for forgiveness.

The reason for this is that the stakes in behaving ethically
in business are very high. We see weekly, if not daily, news
reports about how one or two people made poor ethical
choices that caused disaster in their company. One poor
decision could potentially impact hundreds, even thousands
of people. When the results of the decisions you make have the
potential to affect so many, it is better to ask for permission
before you act.

The most important thing to remember is to keep
asking until you get an answer.

You are expected to continually do what is right and ethical
at work. ere are resources available to you (e.g. employee
handbook, the organization’s mission, vision, and values;

LEADERSHIP ETHICS | 155

the values and attributes of leadership, etc.) to help meet
that expectation. Use those resources when needed and obtain
input from others whenever you can.

Whenever you are unsure if an action you are about to take
is appropriate or not, ask a proper authority such as your boss,
a senior manager, a mentor, the owner (if you work at a small
company), someone in the Human Resources Department,
or in the Legal Department for counseling. e most important
thing to remember is to keep asking until you get an answer.

Business Ethics and Compliance

Business ethics involves a lot more than compliance with
company policies, laws, and financial regulations. Most
organizations do not have problems with people following
these rules and regulations. Instead, it is the little things that
cause problems. It is our day-to-day seemingly insignificant
actions and behaviors that have the greatest chance of causing
ethical issues.

e little things that we do every day can become so repeti-
tious that we tend to forget we are even doing them. However,
the “little things” we do can have a significant impact on
people who observe these behaviors.

Remember, your behavior sets an example. Even if you are
not the boss, there is always someone watching you for cues
on how to act in certain situations — whether good or bad.
ese observers may be your fellow workers, neighbors,

156 | LEADERSHIP ESSENTIALS

spouse, or children. What messages are you sending by your
actions, words and attitudes?

To help you examine your personal ethics and see where
you stand and where you need to improve, consider the
following:

• Little white lies you tell
• Jokes you share
• e way you treat and talk about co-workers
• ings you say and do to make a sale
• E-mails you write and those you forward
• e way you handle customer complaints (including
the number of people they get passed to)
• What you put on your billing sheets, time sheets,
and expense reports
• Office supplies you take home
• Commitments you do not keep
• Personal business you conduct at work
• Unimportant work rules you fail to follow
• Non-work items you reproduce on the copy machine
• Standards you set for yourself
• e level of quality you put into whatever you do
• Credit you share with others

ese and scores of additional behaviors like them reflect who
you are and what you stand for. When it comes to ethics and
integrity, everything is important — including (and especially)
the small stuff.

LEADERSHIP ETHICS | 157

Know What Cannot be Compromised

Every business owner knows that there are some aspects of
work that are discretionary and other aspects that must be
followed exactly.

Discretionary areas of business are those situations where you
and your employees have room to maneuver, compromise,
bargain, and make deals as long as they are within certain
pre-established boundaries.

Nondiscretionary areas are topics or situations with very
specific rules and regulations that must be followed exactly
as written and expected. Compromise or deviation are un-
acceptable in these areas.

Safety is one nondiscretionary area that immediately comes
to mind. ere are certain safety procedures that MUST be
followed according to specific guidelines. Any exceptions to
the rules could pose danger to workers. However, there are
other areas where your employees may not have quite as clear
of an understanding of what is ethically correct and what
is not.

To act ethically, it is vitally important that you, as a leader,
understand what actions fall into each area — discretionary
or nondiscretionary. It is also important that you pass this
understanding on to all team members as well as everyone
else in the organization.

158 | LEADERSHIP ESSENTIALS

Different organizations and businesses provide different
guidelines on operational latitude. ese differences may be
due to the responsibilities that employees have in performing
certain jobs; or the job requirements themselves may permit
only a certain procedure.

Universal Norms

However, there are several areas where zero tolerance for
violations is allowed regardless of the organization. These
universally accepted norms include:

• Laws and regulations
• Public and employee safety
• Truthfulness and accuracy of records and statements.

Stop and think about what would happen if you did not obey
laws and regulations. In addition, most safety rules were
created because injuries occurred or obvious danger existed
in workplaces. Finally, business is based on trust and truth-
fulness. If records and statements are not accurate, trust is
lost.

Company-Specific Standards

Businesses may add specific policies and procedures they
wish to enforce for the well-being of the company or to simply
differentiate their company from competitors. In all cases,
ethics simply cannot be compromised. As a leader, you must
set the example to ensure that team members know what the
ethical boundaries are.

LEADERSHIP ETHICS | 159

As a leader, you may be faced with a situation where an
employee proposes an action or solution that you believe is
not ethical or is outright wrong. What do you do? What do
you tell the employee?

You may be tempted to do what is asked because you know
the person or you feel obligated for some other reason. In any
event, fight the temptation. Take a stand and say “NO,” but
say it with tact and respect.

Do not accuse the other person of being unethical. Instead,
use “I” statements to describe your feelings. State your objec-
tion and concern without indicting them.

Here is how:

• I have serious concerns about that, and I need your
understanding …
• I honestly believe it is wrong because …
• I cannot do what I feel is wrong …

Propose an alternate action that you feel is ethical.

• I think I know what you want to accomplish,
and I feel there is a better way to do it. How about …

Ask for the person’s help and agreement.

• I really need your help.
• I want to make sure we both do the right thing.
• Will you go along with me on this one?

160 | LEADERSHIP ESSENTIALS

Here are some words of wisdom from well-known individuals
about this topic:

“Keep true, never be ashamed of doing right, decide on
what you think is right, and stick to it.”

— George Elliot

“If you do not stand for something, you will fall for
anything.” — Multiple sources

“To know what is right and not do it is the worst
cowardice.” — Confucius

“Honesty is the cornerstone of all success, without
which confidence and ability to perform cease to exist.”
— Mary Kay Ash

“It is not who is right, but what is right, that is of
importance.” — omas H. Huxley

Acting ethically sets an example. Others see your actions. Once
the ethical barrier has been breached, others may assume it is
appropriate to act unethically and improperly in any situation.

Knowing What is Ethical Takes On More Importance
As Business Scandals Make Headlines

Investigations of many high-profile companies accused of
unethical conduct show that most had elaborate policies or
guidelines on ethics. e company did not break the rules.
Instead, it was one or more individuals who did not follow

LEADERSHIP ETHICS | 161

the established policies and guidelines. Again, regardless of
the code of ethics put into place, a key point to remember is
that organizations do not make ethical decisions. Individuals
do. A business or organization simply provides the environ-
ment for people to act ethically and morally.

To help you determine if your actions are ethical, compare them
to these six basic guidelines for ethical business operations.

1. Laws: Laws are created to help society function. Is the
action you are considering legal? Do you know the laws
governing the activity? In general, ignorance of a law is
no excuse for breaking the law.

2. Rules and Procedures: Companies create specific
policies and procedures to help ensure success of the
business and to avoid problems. How does your planned
action compare to what is stated in the company’s
policies and procedures?

3. Values: ese social principles help to create society’s
laws and a company’s policies and procedures. In turn,
laws and policies reinforce the values. One example of
values is to ask yourself: “Does the action I am
considering follow not only the letter of the law, but
also the spirit of the law?” Is your action in agreement
with the overall purpose of a law or rule? Or are you
attempting to find a loophole?

4. Conscience: is internal sense of right and wrong
develops at an early age. Your conscience recognizes
certain principles that lead to feelings of guilt if you

162 | LEADERSHIP ESSENTIALS

violate the principles. Will your actions make you feel
guilty? Can you truly justify your actions to yourself?

5. Promises: Business is based upon trust. It is the belief
that you will deliver on what you say you will do. Will
your actions live up to the commitment that you made
to the other person (customer, client, supplier, employee,
and employer) in the business relationship? Will your
action build more trust?

6. Heroes: Every person has at least one individual who
is a role model in some way. A hero may be a parent,
teacher, coach, mentor or friend. Is your action
something that your hero would do in the same
situation? How would your hero act?

Using these six guidelines, along with the other information
contained in this section, will help you in your decision
making and ensure that your actions are legal, ethical, and
follow your organization’s standards and procedures.

LEADERSHIP ETHICS | 163

Chapter 9

Time Management
and Delegation

Planning can help ensure that you focus your time
and efforts on tasks critical to your goals instead

of on tasks that have little to no effect on the
desired outcomes.

Time Management

Perhaps one of the biggest challenges you will have as a leader
is to manage your time effectively. You will be pulled in
several directions on a daily basis, typically all at the same
time. Between the office requirements, your team needs, and
the organizational demands, you will be hard-pressed to get
everything done.

Effective time-management skills can help you deal with
the day-to-day demands and help lower stress, which is an
important supervisory consideration as you make your lead-
ership transition. In this section, we will discuss what time
management means and offer several practical tools that can
help you to better manage your time and perhaps even
manage your life.

Prioritization

Prioritization is an essential task needed to make the best use
of your team’s efforts.

It is more important when time is limited and demands are
unlimited.

With good prioritization, you can bring order to chaos, reduce
stress, and complete essential tasks.

Prioritization based on project value or profitability is the
most commonly used.

Time constraints are important when other people are depend-
ing on you to complete a task.

Pressure from other sources to complete a job generally ranks
higher over other tasks.

General Tips and Techniques for Improving
Your Time Management

• Clear your desk and plan your activities for the
next day.

• First, list your time-specific items, such as meetings,
and then write down the tasks you have to complete.

• Once you have prioritized your tasks, make a “to do”
list and work through the items in order of priority.

166 | LEADERSHIP ESSENTIALS

• Ensure that you have given yourself sufficient time
to complete your to do list, taking into account your
daily interruptions.

• Complete difficult jobs first, when you are at your
best. Attend to minor jobs when you are tired.

• Set deadlines for all jobs and stick to them. A task
should take only the time set aside for it.

• Do not postpone important matters that are
unpleasant. Jobs rarely get more pleasant by
being postponed. Do them now!

• Try to arrange set times for routine jobs such as
going through the mail, talking with your manager
or staff, computer input, etc.

• Try to set up times when you are not to be disturbed
for anything other than emergency purposes.

• Plan your telephone calls. Make a brief note of
what you want to say and what you want to find out.
It saves time later.

• If you have several phone calls to make, make them
all in the same pre-allotted time frame.

• When you start a job, try to finish it without
interruptions. If you have to finish it later, you
will lose time picking up where you le off.

• Arrange your breaks at times when you cannot work
effectively.

TIME MANAGEMENT AND DELEGATION | 167

• Plan some time for discussing routine matters with
your colleagues. en you avoid interrupting each
other all the time.

• Learn to say “No.” Get used to asking yourself,
“Am I the right person for this job?”

• Monitor how you use your time and make
conscious changes to your behavior.

• Stress and fatigue are rarely caused by the things
you have done, but by the thought of what you
have not done!

• Make it a habit to finish the most important job of
the day before you go home.

How Planning Helps You to Use Your Time Effectively

Planning can be considered an investment in efficiency and
success. Planning is the process by which you work out what
you want to achieve, and then think through the who, what,
when, where, why and how achieving that goal in the most
effective way possible.

Planning can help ensure that you focus your time and efforts
on tasks critical to your goals instead of on tasks that have
little to no effect on the desired outcomes.

Planning can be broken down into two main categories:
personal planning, which is best done by setting goals, and
project planning, which is best achieved by a formalized
application of the planning process.

168 | LEADERSHIP ESSENTIALS

Goal setting is a formal process of setting personal targets in a
number of areas. e process of setting goals on a routine basis
helps you decide what you want to achieve with your time and
then establish precise personal strategies for achieving this.

Setting goals has the additional benefit of raising your self-
confidence by allowing you to recognize your ability and
competence when you achieve your goal.

To-do lists are simply a way of organizing your day effectively
by ranking tasks in order of importance. ey are lists of tasks
relevant to the daily goals that could encompass specific targets
you have for the day or simply the efficient use of your time.

Even though to-do lists are simple by nature, they can be
powerful when used to organize your day, which will help
reduce your levels of stress.

Problems oen can seem too large or you may simply feel
overloaded with the number of demands on your time. is
can leave you feeling hopeless and lost. e solution is oen
as simple as writing each task down and then breaking it
into smaller subtasks. If still too large, break it down again.
Then prioritize all of the tasks and subtasks by order of
importance. By doing this, it will allow you to separate those
truly important jobs from those trivial, everyday tasks,
thereby giving you more control over your day and reducing
stress.

TIME MANAGEMENT AND DELEGATION | 169

Delegation

Delegation involves passing responsibility for the completion
of work to other people. is section examines the reasons
why you should delegate, how to delegate, what happens
when you fail to delegate, and what should not be delegated.
Delegation is useful for the following reasons:

• Once people learn how to work with you, and
learn what you do, they can take responsibility
for jobs you do not have time to do.

• It allows you to develop people to look aer routine
tasks that are not cost-effective for you to do.

• It transfers work to people whose skills in a
particular area may be better than yours, thereby
saving time and unnecessary effort.

• Transferring responsibility develops your staff and
can increase their job satisfaction.

Your goal as a manager should be to let your staff carry out
those routine activities that normally take up most of your
day. is will leave you time to do those more important tasks
critical to your organization’s success.

How to Delegate

e following points may help you in delegating jobs:

• Deciding what to delegate: One way of deciding what
to delegate is to create a list of everything that you
do. en rate each item according to the order of

170 | LEADERSHIP ESSENTIALS

importance, the time it takes to accomplish each,
and the return on investment for your time. ose
tasks ranked the lowest in each category should then
become the items that you begin to delegate.

• Select capable, willing people to carry out jobs: How far
down the line you delegate jobs will depend on the
ability, experience and reliability of your people. Good
people will be able to carry out large jobs with no
intervention needed. Inexperienced or unreliable
people will need close supervision, coaching, and
mentoring to help improve their abilities to carry
out larger and more important tasks in the future.

• Delegate complete jobs: It is much more satisfying to
work on a task as a whole than to simply be delegated
fragments of it. is helps ensure completeness of the
job as well as continued pride and responsibility for
the person to whom you delegated the task.

• Explain why the job is important and what the expected
outcomes are: When you delegate a job, explain how it
fits into the overall picture of what you are trying to
achieve. Ensure that you effectively communicate:

¤ e importance of the job
¤ e results that are expected
¤ e constraints within which the job must
be performed
¤ e deadlines for completion
¤ Dates when you want progress updates

TIME MANAGEMENT AND DELEGATION | 171

• en let go: Once you have decided to delegate a task,
let the person you delegated the task to get on with
it. Check in with them periodically, but do not
constantly look over their shoulders. Recognize
and accept the fact that they may know a better way
of doing something than you do. If they make a
mistake, that is okay as long as it was not because of
poor work practices or simply not doing the job.
Mistakes are a great way for them to learn and grow.

• Help and coach when requested: It is important to
support your subordinates when they are having
difficulties, but do not do the job for them. If you
do, then they will not develop the confidence to do
the job themselves. Simply offer suggestions when
they come to you seeking help.

• Accept only finished work: You have delegated a task
in order to take things off your plate. Accepting
partially completed jobs will do nothing more than
fill your plate again and deny the persons to whom
you delegated the task the experience they needed to
complete the task.

• Give credit when a job has been completed: Public
recognition builds the pride and confidence of the
person who carried out the task and sets a standard
for other employees to follow.

Despite the many advantages of delegation, some leaders do
not delegate. is can be for the following reasons:

172 | LEADERSHIP ESSENTIALS

• Lack of time: Delegating jobs takes time. Initially,
you will need to invest time in training people to do
the tasks you are delegating to them. You also will
have to devote time to check on them, monitor their
progress, and answer their questions. Ultimately,
until they learn how to do the task, it probably will
take longer than if you completed the task yourself.
However, eventually you will realize a return on the
investment of your time when a well-trained staff is
able to help out when needed.

Most people will, with time,
learn to do jobs correctly.

• Perfectionism—fear of mistakes: Just as you have to
develop staff to do jobs without your involvement,
you will have to let people make mistakes, and then
help correct them. Most people will, with time, learn
to do jobs correctly.

• ey enjoy getting their hands dirty: By doing jobs
yourself you probably will get them done efficiently.
But if doing this job takes work away from your team
or takes you away from more important things that
you should be doing, then your entire department
will suffer. In addition, you will be sending the
message that you do not trust them to do anything.

TIME MANAGEMENT AND DELEGATION | 173

• Fear of surrendering authority: Whenever you
delegate, you surrender some element of authority
(but not of responsibility!) is is inevitable. By
delegating, however, you get the benefits of having
adequate time to do YOUR job well.

• Fear of becoming invisible: When your department
is running smoothly, it may appear that you have
nothing to do. is is the time for you to think,
plan, and improve your department’s process
(and possibly even plan your next career move).

• Belief that staffers are not up to the job: Good people
oen will underperform if they are bored. Delegation
will oen bring the best out in them. People who are
not so good will not be effective unless you invest
time in them. Even seemingly incompetent people
can be effective provided they find their niche.
e only people who cannot be delegated to are
those with super inflated egos.

It is common for people who are newly promoted to managerial
positions to have difficulty delegating. They often have been
promoted because they were good at what they were doing in
their old job. e temptation then is for them to continue doing
their old job instead of trying to learn their new one. is robs
their subordinates of the opportunity to learn new tasks and
grow their own careers, so avoid this at all costs.

While you should delegate as many tasks as possible, especially
those that are not cost-effective for you to carry out, ensure that

174 | LEADERSHIP ESSENTIALS

you do not delegate control of your team. Remember that you
bear the ultimate responsibility for the success or failure of
your team.

Steps in Delegation

Introduce the task
Demonstrate clearly what needs to be done
Ensure understanding
Allocate authority, information, and resources
Let go
Support and monitor

Introduce the Task

1. Determine tasks to be delegated

• ose tasks you completed prior to assuming
your new role
• ose tasks your delegatees have more
experience with
• Routine activities
• ose tasks outside the scope of your expertise

2. Determine tasks to retain
• Supervision of subordinates
• Long-term planning
• Tasks only you can do
• Assurance of program compliance
• Dismissal of employees, performance
counseling, etc.

TIME MANAGEMENT AND DELEGATION | 175

3. Select the delegatee

• Look at individual strengths and weaknesses
• Determine interest areas
• Determine need for development of delegatee

Demonstrate Clearly

1. Show examples of previous work
2. Explain objectives
3. Discuss timetable, set deadlines

Ensure Understanding

1. Clear communications
2. Ask for clarification
3. Secure commitment
4. Do not say “no” to them
5. Collaboratively determine methods for follow up

Allocate … Authority, Information, Resources

1. Grant authority to determine process, not desired
outcomes
2. Provide access to all information sources
3. Refer delegatee to contact all individuals or specific
resources that have assisted previously
4. Provide appropriate training to ensure success

Let go …

1. Communicate delegatee’s authority
2. Step back, let them work

176 | LEADERSHIP ESSENTIALS

3. Use constrained access
4. Do not allow for reverse delegation

Support and Monitor
1. Schedule follow-up meetings
2. Review progress
3. Assist, when requested
4. Avoid interference
5. Publicly praise progress and completion
6. Encourage problem solving

Delegation Stressors

Loss of control? If you train your subordinates to do a
task the same way you would yourself, then they will be
exercising your control on your behalf.

Too much time spent on explaining tasks? e amount
of time spent up front can be burdensome. But, continued
use of delegation may free you up to complete other tasks
and/or gain you some time for yourself to plan and think
ahead.

Compromising your own value? By delegating
appropriately, your value to the group/organization will
grow at a greater rate because you will have more time to
do more of the key leadership things.

Consequences of Poor Delegating

• Information and decision making not shared by
the group

TIME MANAGEMENT AND DELEGATION | 177

• Leaders burn out

• When leaders leave groups, no one has experience
to carry on

• Group morale becomes low and people become
frustrated and feel powerless

• e knowledge and skills of the group/organization
are shared by only a few people

• New members do not find ways to contribute to
the work of the group.

178 | LEADERSHIP ESSENTIALS

Chapter 10

Leading Change

Communicate on a regular basis, even if there
is little to say.

Why Change?

Whether you are talking about re-engineering your business,
restructuring your organization, promoting cultural transfor-
mation, or keeping pace with your industry, you are talking
about change. As you go through change processes, you will
learn why change initiatives fail and will become familiar with
the challenges of change.

ere are three stages of change leadership: establishing a
sense of urgency, putting together the change coalition, and
developing the change vision. As you master these skills as a
leader, you will have a clear idea of what it takes to initiate the
change process in a manner that ensures success.

Change is inevitable, and the rate at which society has been
changing has grabbed headlines for many years. Nations
around the world are experiencing dramatic shifts in their
political, economic and social structures.

Even in our daily lives, we are being inundated with informa-
tion from the news media, advertising, and the World Wide
Web. e amount of information available to us is staggering.
This has led some to believe that we have moved from the
Information Age to the Knowledge Age. ey say that because
of that, we are so immersed with information, there is a great
need to figure out an effective way to filter information that
has value from that which is meaningless.

e defining characteristic of the Knowledge Age is perpetual
change. Unlike previous transformations, the move to the
Knowledge Age is not a period of change followed by stability.
It comes packaged with continuous change on an accelerating
time cycle. is means that the kinds of knowledge that will
serve individuals and our society are constantly evolving.

Consider these facts: One of the key skills of effective leaders
is the ability to create and lead change. When change is
completed effectively, the organization adapts, learns, and
achieves its goals. However, all too oen, change efforts fail
because they’re met with resistance and fear. Change can be
as minor as relocating to a different office or as major as rapid
growth or downsizing.

ese tips and tools will help you prepare for and lead effective
change.

1. Create a clear vision. Define where you want to be.
Do the necessary work to fully commit to the change.

2. Build a case for change. State where you are now versus
where you need to be. Build a compelling case as to

180 | LEADERSHIP ESSENTIALS

why change is needed. Change causes stress and dis
comfort because of the unknowns that come with it.
Build excitement, commitment, and awareness of the
need for change. en gather support and gain
agreement for your vision of the future.

3. Build a powerful guiding coalition. Identify those people
that will help you gain commitment for the change.
As a team, brainstorm ideas and formulate strategies
on how you will overcome barriers to the change.
Plan out those steps necessary to transition through
the period of change.

4. Clarify roles. Make sure that each person fully
understands their role in the change process and
feels appreciated for their contribution.

5. Make sure you have the right players. Select those
people who are open to change. Support them with
the necessary training and resources.

6. Encourage constant open communication. Communicate
your progress to the organization as well as what the
next steps are on a regular basis. Feedback needs to
occur at all levels: up, down, and laterally.

7. Encourage risk taking and brainstorming. Respect
differences and test out new ideas and methods.
Keep what works and get rid of what does not.

8. Sustain your belief in the change effort. Believe in the
change effort and communicate that belief through
your actions and words.

LEADING CHANGE | 181

9. Be prepared for the normal emotional reactions to
change. Change can create instability, anxiety, conflict,
and fear of the unknown. Lead people through this field
of emotions by expressing empathy and using flexible
leadership tactics.

10. Celebrate success. Acknowledge short term gains
and communicate the successful change efforts.

Resistance to Change

10 Good Reasons Why People Resist Change
and the Strategies to Overcome the Resistance 5

1. Surprise: People oen resist change because they have
had little time to mentally prepare for it.

• Do not wait until all the decisions have been
made before announcing them to an unsuspecting
work group.

• Give advance notice and build commitment
from the beginning.

• Include employees in the planning phase.

• Prepare and disseminate the vision as early as
you can.

2. Self-Doubt: When faced with change, people oen
ask, “Can I do this?”, “Do I have the skills?” or “Will I
have to start all over again?” Feelings of inadequacy
can undermine self-confidence which can lead to
people holding on to that which is familiar.

182 | LEADERSHIP ESSENTIALS

• Provide additional training to employees.

• Provide opportunities to practice new skills.

• Maintain an open environment for asking
questions and receiving feedback.

3. Loss of Control: When people feel they have no power
over decisions that affect them, they may become
over-controlling in order to grasp something they can
control—their refusal to adapt to the change.

• When practical, provide the opportunity for the
employees to make choices.

• Involve employees in the change process from
the start.

• Provide a continuous flow of information;
do not wait until the end.

4. Debilitating Uncertainty: Uncertainty about what
changes will bring is an inherent part of the change
process. When uncertainty becomes overwhelming,
it can cause too much discomfort and become too
dangerous to allow for the possibility of change.

• Form a clear and concise vision.

• Build milestones into the schedule.
• Leaders must set the example by taking the
first steps themselves.

5. Disruption of Routines: With change, known routines
and habits are thrown into turmoil, which can cause

LEADING CHANGE | 183

people to make mistakes on tasks they previously
performed effortlessly and error-free.

• Do not change what does not need to change.

• Have and publish a change management plan.

• Maintain familiar work surroundings.

• Avoid wild changes that simply symbolize the
new way.

6. Loss of Face: People oen infer that accepting changes
means accepting that the way things were done in the
past was wrong. To avoid looking stupid, people may
feel they have to defend the old system. Unfortunately,
leaders oen try to sell changes by pointing out the
failures of the old methods.

• Listen to the concerns.

• Do not sell the change by making the old system
look bad. Simply make the new approach look
better.

• Use employee experience and knowledge to
develop new and better methods — build upon
past success.

7. Increased Workload: Change oen requires more energy,
more time—simply more work! e extra work alone
can cause resistance.

• Communicate with families if extra work time
is involved.

184 | LEADERSHIP ESSENTIALS

• Give credit and recognition if additional work time
is required.

• Establish a reward system for the contributions,
not just the additional time.

• Make certain that expectations match capabilities.

• Provide additional resources when needed.

8. Dangers are Real: Some change may create winners and
losers—sometimes people will lose status or even their
jobs as a result of the change. People oen ask “how will
this change affect me?” and the answer may very well be
negative.

• Leaders must be candid and open regarding the
dangers associated with the change.

• Do not make false promises.

• If some will be affected negatively, let them know
as soon as you can.

• Bad news does not get better with age.

9. Institutional Memory: Past negative experience with
similar changes or unresolved issues can fuel resistance.
People may ask “Have we not done this (unsuccessfully)
before?”

• Listen to your employees, both as individuals and
in groups.

• Empathize with differing viewpoints.

LEADING CHANGE | 185

• Provide outs for those unwilling/unable to cope
with the new change (e.g. layoff packages, early
retirements, transfers, etc.).

10. Personal Disruption: Resistance to change may be the
result of things that are not job-related. Changes in
the workplace can disrupt family routines or personal
plans; people may resist in order to maintain order
outside of the workplace.

• Leaders must be sensitive to disruptions caused
by the change initiative.

• Develop ways to meet those employee needs
previously satisfied by the old ways.

• Work with employee schedules.

• Allow some grieving time for the loss of the past.

Eight Common Errors Associated with Change
Initiatives

1. Not establishing a great enough sense of urgency.

2. Not creating a powerful enough guiding coalition.

3. Lack of vision.

4. Undercommunicating the vision.

5. Not removing obstacles to the new vision.

6. Not planning for and creating short-term wins.

7. Declaring victory too soon.

8. Not anchoring changes in the organization’s culture.

186 | LEADERSHIP ESSENTIALS

Sustaining Change

Promote a sense of curiosity within the organization. Never be
satisfied with the current level of organizational knowledge.

Look and listen for current trends and knowledge. Keep your
vision focused forward. Do not use team concepts to make
everyone a generalist.

Build on unique skills and encourage learning across the
board. Allow people to take a try-it-and-learn approach.

Leaders must look beyond today and reach for tomorrow. By
focusing too much effort on today’s customers and their
needs, future customers will go unheard and opportunities
will be lost.

Look for meta-routines by asking “Why are we doing this?
Why are we doing it this way?” Leadership is essential in order
to build, nurture, and sustain core capabilities.

Barriers to Effective Change

e Six Barriers to Change

1. No compelling case for change:

• Failing to paint the right picture of the future state

• Poor employee involvement and discussion

• Failing to build up the case for change over time—
too rushed

LEADING CHANGE | 187

• Failing to share key data with employees—lack
of transparency

2. Not understanding what change is:

• Failing to see change as a journey, not a single event

• Oversimplified view of getting the change out
the way

3. Little or no employee involvement:

• Failing to involve employees in feedback sessions

• Failing to involve employee teams in optimizing
solutions and developing implementation plans
that will work

4. Ownership confusion:

• Failing to clearly establish who is responsible
for what and who is making the decisions

5. Ineffective implementation:

• Viewing implementation as the easy part

• Failing to clarify who is coordinating
implementation

• An unclear transition plan of roles and
responsibilities

• Poor alignment of the senior team around
leadership behaviors

• Poor communication leads to confusion about
what is happening, and when

188 | LEADERSHIP ESSENTIALS

6. Perpetuating “the way we do things here” too long:

• Failing to see the impact of the wider sector
or economic environment

• Good times may have masked some less-than-
effective management practices

Leading Change

Step 1: Establish a sense of urgency

• Overcome complacency. A compelling need has to
be developed and shared. Visible crises catch peoples’
attention and drive up the urgency levels.

• Make a clear case for change, approved at the
appropriate level.
• Create the right climate for change—lay the
groundwork with stakeholders to create an initial
sense of involvement and engagement with
the challenge.

• Establish an understanding of the time needed,
even if it is not fully defined.

• Provide an understanding of the consequences of
not changing.

Step 2: Create a guiding coalition

• Power and credibility: To legitimize change
(critical mass), ability to reward/confront.

• Pain and sacrifice: Personal stake. Pursue change
despite personal needs.

LEADING CHANGE | 189

• Expertise: Informed and intelligent decision making.

• Public/private role: Commitment and ability to
support change publicly/meet privately with agents.

• Pitfalls: Avoid those who create mistrust or put
their own immediate interests above the greater goal.

• Who is accountable and approves changes?

• Who is responsible as leader of the change process?

• How will stakeholders be involved?

• Clarify the difference between line responsibility
and support.

• R.A.C.I.

¤ Who is Responsible? What are they responsible for?

¤ Who is Accountable? Do people understand this?

¤ Who will be Consulted (before decisions are made)?

¤ Who will be Informed (aer decisions are made)?

• Identifying and involving “change champions.”

Step 3: Develop a vision and strategy

Vision: Develop, articulate, and communicate a shared vision
of the desired change that is:

• Imaginable — Creates a picture

• Desirable — Appeals to the long-term interest

• Feasible — Realistic and attainable

• Focused — Clearly guides decisions

190 | LEADERSHIP ESSENTIALS

• Flexible — Allows for changing conditions

• Communicable — Explained in five minutes.

Step 4: Communicate the vision

• Keep it simple. Lose the jargon. Create verbal pictures.

• Lead by example. Your behavior speaks loudly
and clearly.

• 2-Way: Listen and share. Recognize that everything
you say and do is part of the communication process.

• Develop a communication plan that includes how
and when you will tell people what, and by which
medium. Be as open as you can and tell the truth,
even if this means saying you do not know or cannot
say. Communicate on a regular basis, even if there is
little to say. It is much more important to keep the
regular channels open than to only say what you
need to say when you need to say it. Seek feedback at
every opportunity to encourage involvement.

• It is important to build and maintain a project
plan for any change project. Include major tasks,
deliverables, timeline, who does what, risk
assessment, logistical issues, etc. A general
project planning process is critical.

Step 5: Empower Employees

• Senior managers are the driving force and must
walk the talk.

• Deploy the vision and motivate the masses.

LEADING CHANGE | 191

• Target resistance, measure readiness, and assess
existing people/structures.

• Develop, train, reinforce, and support.

• Create a culture of empowerment, trust, and support.

• Set up measurement processes with clear targets.

• Focus on dealing with problems and potential
roadblocks.

Step 6: Generate short-term wins

• Plan for and create regular wins.

• Recognize and reward people who facilitate the wins.
• When momentum builds, resistance declines.

Step 7: Consolidate Gains

• Use increased credibility to change other systems
that do not fit the vision.

• Hire, promote, and develop people who implement
the change vision.

• Reinvigorate the process with new projects, themes,
and change agents.

Step 8: Anchor new approaches

• May involve turnover.

• Maintain clear focus.

• Cultural change comes last, not first.

192 | LEADERSHIP ESSENTIALS

• Embrace and overcome the resistance.

• Respect those who resist.

• Continue reinforcement of the shared vision.

• Reinforce behaviors in others.

• Recognize and take the best of the past with us.

• Celebrate victories as a team.

• Create realistic yet challenging goals and objectives.

• Maintain a strong sense of “we will succeed or
fail together.”

––––––––––––
5 Adapted from James O.B. Keener’s 1999 booklet, 10 Good Reasons
Why People Resist Change: And Practical Strategies that Win the Day.
Grand River, IW: Grand River Pub.

LEADERSHIP ETHICS | 193

Chapter 11

Performance Management

Dealing with problem behavior is one of the greatest
challenges you will have in your career.

Identifying and Solving Performance
Problems

Managing performance on a day-to-day basis is essential in
order to provide your team the leadership that motivates,
inspires, and cultivates high-quality performance. Conflicts
and problems are common to most teams. Dealing with these
issues through problem solving, corrective action, and per-
formance counseling will help you achieve the most from your
team and subordinates.

Discipline exists when employees follow or fail to follow
established policies and procedures. Employees need to know
what is expected of them as well as the outcomes of not
complying with set expectations. is allows employees to
practice self-discipline, or to act accordingly out of self-interest
and a desire to meet these standards.

Positive discipline is the act of holding employees accountable
in a way that encourages improved performance, learning,
and growth. It is not meant to punish unless repeated poor

performance occurs. Supervisors play a crucial role in the
positive discipline process. Employees oen take their cues
from their supervisor’s actions. If the supervisor fails to emulate
what is expected of their employees, the impact of positive
discipline will be greatly reduced.

Analyzing and Solving Job-Performance Problems

Dealing with problem behavior is one of the greatest challenges
you will have in your career. Many of us will avoid these issues
as long as we can and often longer than we should. People
can be unique, complex, and unpredictable. A major reason
why we avoid dealing with these issues is because we have
probably experienced failed attempts to change someone’s
behavior in the past and then had to experience the defen-
siveness and aggressiveness that oen accompany attempts to
deal with performance problems.

One of the main reasons why our attempt to correct poor
performance fails is because we do not take the time to identify
the root cause of the issue. Reasons for such failures include:

• We oen react according to our biases or
assumptions about human nature.

• We act out of emotion and oen become the
aggressor instead of the mediator, which in turn,
causes employee defensiveness.

• We lay total blame on the employee without taking
into account the fact that maybe they just did not
understand or did not have the information they

196 | LEADERSHIP ESSENTIALS

needed. It could even have been the result of a
poor job design.

e good news is that there are techniques available to help
us analyze these problems. We now present the steps necessary
to analyze and solve job-performance issues.

Problem Analysis—Focus Areas

Employees not doing what they should be doing:

1. What is the performance discrepancy? What is
different about what they are doing versus what
they should be doing? Why am I upset and what
is causing me to feel this way?

2. Is it important? What would happen if I did nothing?
Will doing something to resolve the discrepancy lead
to worthwhile results or could my actions result in
unintended consequences?

3. Is it a skill deficiency? Could the person do the task
under stricter requirements or with improved efforts?
Are the person’s skills adequate for the desired
performance?

4. Have they done it before? Could it be that their skills
became rusty and they need to be retrained?

It is a skill deficiency:

1. How oen do employees have to perform this particular
task? Have they ever been given feedback on their
performance?

PERFORMANCE MANAGEMENT | 197

2. Is there a simpler solution? Can I change the job
somehow? Could I do something as simple as an
informal training to solve the problem?

3. Is the person capable of performing this task?
Do they have the mental and physical skills
necessary to complete it?

It is not a skill deficiency:

1. What is the consequence of performing as expected?
Do the employees’ efforts go unnoticed? Do they
perceive that they are being punished for performing
as expected? Do the employees even know and
understand what their expectations are? What
would happen if they performed better?

2. Is nonperformance rewarded? What is the consequence
of doing it the present way or not doing it at all? Does
this result in punishment or perceived rewards? Am I
doing something that actually encourages the present
way of doing things?

3. Does performing really matter to them? Are there any
favorable outcomes (satisfaction) for performing or
undesirable outcomes (counseling) for not performing?

4. Are there obstacles to performing? What prevents this
person from performing? Does he/she know what is
expected and when? Are there conflicting demands?
Does he/she lack the time or authority to do the job?
Am I standing in their way?

198 | LEADERSHIP ESSENTIALS

What should I do now?

When all meaningful solutions have been identified, the next
step is to determine which solution is the best one. Ask your-
self which solution addresses the real problem. What is the
cost of the solution and is it even feasible to do it that way?
What is the ease of implementation? Once you have identified
the solution(s) that best aligns with both employee capabilities
and organizational goals, make it happen.

Performance Management Steps

Step 1. What is the performance discrepancy?

Behavior is rarely just a random act. It is helpful to think of
all behavior as cause-motivated and goal-directed. When
dealing with performance problems, think about problems
objectively as differences between what people do and what
someone wants them to do. Unfortunately we oen take the
simplistic view that we have to teach them a lesson or they
must change their behaviors.

First, think about what are the indicators of the problem.
ese include:

• ey are not doing it the way they are supposed to.
• Absenteeism is too high.
• e supervisors are not motivated.

It is important to distinguish between a discrepancy and a
deficiency. Discrepancies seemingly exist all the time. However,
it is important that you resist jumping to conclusions without
first determining if it is a true discrepancy or a deficiency.

PERFORMANCE MANAGEMENT | 199

Once you determine it is a discrepancy, it is important to
identify and understand its nature. What is the real problem?
What we oen think is the problem is just the symptom of a
problem. Being late or absenteeism is oen a symptom rather
than a problem. Clearly, if one is going to spend a lot of time
and effort solving a problem, it is critical that the true problem
is identified. Be clear on where there is a deviation from a
standard. Identify how the problem affects others in the organ-
ization. Be clear about who is responsible for the problem.

Be careful not to jump to a solution too quickly. We oen hear
a manager say, “We have a training problem.” at is no differ-
ent from a doctor saying “we have an aspirin problem.” While
that may be the solution, it usually is not the problem. Again,
do not jump to conclusions until you have identified the true
problem.

Step 2: Is it important?

People perceive things differently (such as long hair, piercings).
Ask yourself what the consequence would be if you le the prob-
lem alone. Try to calculate the cost or size of the discrepancy.

This involves assessing the consequences of performance
discrepancies. Some areas to consider:

• Direct cost, intangible cost, time, material waste,
equipment damage, accuracy, accidents, lost
business, duplicated effort, extra supervision.

• Does the size of the gap between the actual and
desired performance levels warrant any action to
take place?

200 | LEADERSHIP ESSENTIALS

• What is the cost of eliminating the discrepancy?

If, after taking into consideration all of the above, the best
solution is still to do nothing, then drop it. If the consequences
of doing nothing are too large, then follow the same steps you
did when conducting your problem analysis.

Determine if the deficiency is a result of:

• A skills deficiency
• Not using the skill oen enough
• Too complex of an issue
• Not having what it takes to complete the job
• Perception of being punished for desired performance
• Rewarding nonperformance
• Perception that performing just does not matter
• Obstacles to performing

If not, then the deficiency is most likely the result of a failure
to perform. You have a job performance issue that must be
dealt with accordingly, up to and including discipline. Your
next course of action is to conduct a root-cause analysis to
determine the reasons for the poor performance. The next
section covers steps to take that will help with this determi-
nation.

e Disciplinary Action Process

e first step to take when it becomes apparent that a discipli-
nary action may be warranted is to conduct a pre-discipline
interview. Bear in mind the following:

PERFORMANCE MANAGEMENT | 201

• Make the purpose of the meeting—to improve
employee performance—clear to all.

• Use the meeting to help the employee identify the
problem, develop solutions, and understand that
sustained inappropriate behavior will lead to
increasingly harsher consequences. Keep the focus
of the discussion on the problem, not the employee.

• Conduct the discipline interviews privately and
promptly.

Record the results of the session and include the expected
changes that must occur—then let the employee review it to
ensure they have a clear understanding that doing nothing is
not an option.

You must tackle performance problems at once.

Remember that as a leader, your actions as well as your inactions
will establish the standards for your team. Taking no action in
the face of an obvious performance problem can be worse than
taking the wrong action. Allowing poor performance to
continue without direct involvement from you to correct the
problem sets a new performance standard for that person as
well as for other team members. Performance problems
must be addressed immediately. It is hard work, but it is
required when in a leadership position.

202 | LEADERSHIP ESSENTIALS

Performance Counseling

Why Counsel an Employee?

Most performance problems can be resolved through effective
communication between supervisors and their employees. A
counseling session is an opportunity to clarify expectations
and discuss performance problems.

What is the Difference Between
Poor Performance and Misconduct?
Misconduct is generally a failure to follow a workplace rule.
Examples of misconduct include a safety violation, tardiness
and absenteeism, insubordination, and falsification.

Poor performance, on the other hand, is simply the failure of
an employee to do the job you have identified as acceptable.
e acceptable level is usually, but not always, documented
in written performance standards and defined in terms of
quality, quantity, or timeliness. Although it is normal for poor
performance and misconduct to be related, it is important to
recognize the difference between the two.

What is Effective Counseling?
If, despite taking preventive steps, you find that an employee’s
performance is still not meeting expectations, the best approach
is to meet with the employee to discuss the problem.

Providing an Opportunity to Improve
In most cases, counseling sessions will prove effective for
resolving poor performance. However, if an employee is still

PERFORMANCE MANAGEMENT | 203

working at an unacceptable level even after counseling, it
is time to take a more formal approach toward performance
improvement.

Depending on the nature of the job and the employee’s
experience, this may be as simple as offering them assistance
in performing their job. Examples of this include giving
them a checklist to work with, pairing them with a more-
experienced employee, providing training, or even overseeing
their work and helping with constructive feedback. Not every
employee will require this type of assistance. However, once
assistance is offered, be sure to follow through with it in a
timely manner.

Opportunity to Improve

e procedures for providing a formal opportunity to improve
include:

1. Notice of a performance problem: Inform the employee
in writing that there is a performance problem and let
them know of the critical element(s) in which they are
failing, what is needed to bring performance up to an
acceptable level, what assistance will be provided, and
the consequences of failing to improve within a specific
time frame.

2. Formal Opportunity to Improve: Employee must bring
performance up to an acceptable level in all of the failed
areas. Duration of the opportunity period may vary.
Be sure to document the employee’s progress and to
provide any appropriate assistance.

204 | LEADERSHIP ESSENTIALS

3. Formal review of employee performance: Employee’s
performance is evaluated throughout the opportunity
period. en conduct a formal review aer the deadline
for improvement is reached.

Deciding What Comes Next

Deciding what comes next depends on the employee’s
performance at the conclusion of the opportunity period. If
the employee has reached an acceptable level of performance,
there is no need for any action except to keep providing feed-
back and encouragement. If the employee still is performing
unacceptably, you must determine the next steps. Ask yourself
the following questions to help determine where you go
from here.

What is my responsibility to the employee
when there is a performance issue?

As the employee’s supervisor, it is your responsibility to keep
an employee regularly informed about their performance,
particularly when that assessment is negative. When perform-
ance gets to the point where formal action must be taken,
follow the guidelines provided in your employee handbook
or any other policy or practice established for your organization.
If there are none, or you still are not sure, contact your Human
Resources Department for help.

PERFORMANCE MANAGEMENT | 205

Should I wait for the annual performance appraisal
to tell an employee that their performance is
unacceptable?

No, you should not wait. In fact, good leaders provide their
employees with performance feedback throughout the
appraisal cycle, as we discussed in the previous step.

I never counseled an employee before.
What kind of information do I need in
order to prepare for a counseling meeting?

One of the most important documents you will need is a
copy of the employee’s job description. is helps identify
those areas where their performance does not align with job
expectations. In addition, have a copy of any company policy
or work practice that the employee is not in compliance with.

You also will need copies of any notes you may have taken
regarding their performance up to that point, prior discus-
sions with them concerning their performance, goals you may
have set for them, follow-up meetings you had with them, and
the outcomes of those meetings, just to name a few.

One of the most important things to remember in taking notes
is to date them so they reflect when you met with an employee
or when you noted both good and bad performance. When
logging poor performance, be sure to note specific examples of
what they were doing that failed to meet expectations. Doing so
will make it easier for you to explain the performance issue(s)
to the employee when you meet with them.

206 | LEADERSHIP ESSENTIALS

Effective Counseling Tips

The following are tips to help you prepare for and conduct
effective counseling sessions:

• Before counseling, make sure you can clearly define
what would constitute acceptable performance.

• Make sure that you conduct the counseling session
in a private place.

• Arrange adequate time for the meeting to ensure
that both you and the employee have the
necessary time for comments.

• Clearly state performance expectations and seek
confirmation that the employee understands those
expectations.

• Focus on the poor performance, not on the person
or their personalities.

• Always maintain a constructive tone of voice along
with a calm and professional demeanor.

• Seek cooperation, NOT confrontation.

• Remember that your goal is to improve the employee’s
performance, not to win an argument with them.

• Try to end the session on a positive note by
emphasizing that your goal is to improve the
employee’s performance.

In closing, employees want to know where they stand in terms
of performance, both good and bad. As a leader, it is your
responsibility to provide regular and meaningful performance

PERFORMANCE MANAGEMENT | 207

feedback to all of your employees. If employees are performing
well, tell them so they know to continue doing so. On the other
hand, they cannot fix it if they do not know it is broken.

If they are not performing according to expectations, tell
them so and give them the opportunity to correct things prior
to the year-end formal appraisal. Giving performance feed-
back takes time, but if you truly care about the well-being of
your employees, the return on investment will be more than
worth the time you put into letting them know how they are
doing.

Maximizing Employee Performance

Getting the most from your employees is at the heart of
our definition of leadership. As a leader, you should not be
content with the status quo. Instead, you should constantly
seek to improve performance through motivation, inspiration,
and leading by example.

e Ten Keys to Maximizing Employee Performance

1. Let people know what you expect. If people know what
is expected of them, that is what they will do. If they
do not know what is expected, they will do something
else. Communicate clear and unambiguous performance
expectations and hold people accountable for their
performance.

2. Be a systems thinker. Remind people that what they do
in one area could affect others in multiple areas. If people

208 | LEADERSHIP ESSENTIALS

know how their actions affect others, they will try harder
to perform well.

3. Keep people informed about current events. Do not
assume they can read your mind. If there is something
going on that could affect them, let them know. If people
do not know, they invent and the human tendency is to
assume the negative. A well-timed word on your part
will prevent a lot of worry on theirs.

4. Let people own their jobs. Do you remember your first
car? Do you remember how you felt about owning it?
And do you remember how hard you worked to keep it
clean and in good running order? e same holds true
for people’s jobs. If people feel like they own their job,
they will work harder to polish and preserve it.

5. Establish a culture of feedback. ings typically go wrong
only 10 percent of the time, yet we spend 90 percent of
our time belaboring those things that went wrong. On
the other hand, we probably spend 10 percent of our time
talking about the 90 percent of the time we did things
well. is is a normal occurrence when providing
feedback as well. Spending more time providing feedback
about the positive outcomes makes it easier to talk to
people about the negatives. Letting people know when
they did well does not diminish your authority as a leader
in any way. Feedback truly is the breakfast of champions
and people who feel like champions act like champions.

PERFORMANCE MANAGEMENT | 209

6. Share your power. When we are given power, there is an
expectation that we will use it responsibly. People who
use power responsibly do not manipulate or intimidate.
Instead, they focus on what they can give to others
rather than on what they can get. ey share their
power, or empower others to help make decisions
and provide influence. Like the common parable about
casting your bread upon the waters, the return is a
thousand fold. ose with whom the power is shared
give it back in greater measure and the mutual ability
to influence is enhanced. Simply put, power shared is
power gained.

7. The coach, not the players, is usually the first to get fired
when a sports team performs poorly. And it’s usually the
fault of underachieving players, not of the general
manager. When a coach fails to motivate employees to
provide maximum effort, players will perform only
good enough to keep their jobs. e coach then is held
accountable for not providing a championship season.
So it is in the business world.

8. Money is not always the answer. As with a prized athlete,
if you take their pay away, they will not show up for the
game. But offering them more does nothing to make
them work or play harder either.

9. Treat your people like volunteers. Have you ever noticed
how hard volunteers work, how dedicated most of
them are, how much time they give to their volunteer
organizations? is is usually because others recognize

210 | LEADERSHIP ESSENTIALS

and appreciate their skills. Oen volunteers are given
important jobs that carry large responsibility. Recogni-
tion and opportunity are what drive volunteers. Treat
the people who work with you like volunteers and the
results will amaze you.

10. What happens while you are there does not matter. It is
what happens when you are not there that counts. Build
a sense of trust in your employees and they will do what
is right all the time.

When an employee’s work output fails to meet performance
standards, the leader must discover the reasons why. But what
happens when the leader lacks the ability to successfully
determine the reasons for such shortcomings?

Inexperienced supervisors probably have the most difficulty
in correcting problems that involve underperforming staff
members. It is never easy to do so. In fact, it is usually a
challenge to manage problems that involve employees rather
than lead them to a solution.

Each person has their own attitude, viewpoint, and perspective.
As a new or inexperienced supervisor, you are oen dealing with
friends or people you have recently worked alongside. at can
add to the difficulties of managing employee problems since
many employees may not yet recognize you as the boss or may
think that you will approach the issue the same as if you were
still working in your previous position.

PERFORMANCE MANAGEMENT | 211

One of a supervisor’s most important responsibilities is to deal
with employees. Managing equipment, products, materials,
time, and money are critical. However, the majority of the
work in most departments is performed by employees.
Learning strategies that will help quickly identify potential
problems can give the supervisor a jump-start when develop-
ing problem-resolution strategies.

212 | LEADERSHIP ESSENTIALS

Chapter 12

The Art of Leadership

Set your team up for success: one of the most
frustrating situations for an employee is to be

assigned a task that they do not know how to do.

Teaching and Training

e art of leadership really boils down to learning and practicing
people skills. Your ability to interact with your employees
on a relational level largely will determine how effective you
are in training, teaching, coaching, motivating, mentoring,
and inspiring them toward success.

Demonstrate Enthusiasm: In many ways, you set the tone for
your employees. If you are unmotivated, expect your employ-
ees to be unmotivated as well. Likewise, if you demonstrate
enthusiasm for your work, it will carry over to your employees.

Interface with your Employees: It is important that you interact
with your employees on a regular basis. A prolonged pattern of
not doing so creates the perception that you are a cold, uncaring
autocrat rather than the caring, compassionate leader you want
to be. Step out from behind that desk periodically and let your
employees interact with you face to face.

| 3

Celebrate Accomplishments: Take time out to celebrate
accomplishments as a company. When you have asked your
employees to go the extra mile to complete a major project, it
is not unreasonable for them to expect something in return.
is can be as simple as ordering a pizza or as extravagant as
organizing an annual holiday party outside of the office. What
you do is not as important as recognizing a job well done.

Offer Incentives: With incentives, cash is not always king.
Sometimes the best incentives require a little creativity on
your part. In addition to offering flextime for employees who
demonstrate outstanding service and performance, you can
do things like offer theater tickets or restaurant gi certificates
to the employee of the month. Part of the fun is creating an
atmosphere where your employees do not know what their
reward will be until they have achieved their goal.

Treat your Employees with Kindness: Showing kindness and
understanding will go a long way to motivate your employees
to help you achieve your goals. While unplanned events such
as sick kids or other personal crises can interfere with the
workplace, no matter how many problems these occurrences
cause for you, they have created more problems for your
employees. As much as possible, try to give your employees
the time they need to care for their families. You will end up
with happier employees who are more likely to go the extra
mile for you when you need it most.

Listen: Above all else, listen to what your employees have to say
and let them know how much you value their input. e loyalty
it inspires in your employees will make it well worth your while.

214 | LEADERSHIP ESSENTIALS

Train and Teach

One of the most frustrating situations for an employee is to
be assigned a task that they do not know how to do. Set your
team up for success by ensuring that all are trained and ready
to do their jobs.

Do you remember your first day on a job? Were you confident
about this new experience or were you anxious and perhaps
apprehensive? Most people starting a new job would admit
to being nervous as well as being concerned about perform-
ing their duties up to their employer’s standards and being
accepted by other employees. Supervisors often neglect to
adequately give orientation and train new employees. ey
assume the new employees understand what needs to be done
or will catch on quickly.

Employee orientation and training programs are the most
important things you will ever do for an employee. First
impressions last a lifetime. But when you welcome an employee
to your company by spending the time necessary to help them
overcome their initial concerns and anxieties, it will make
them feel a part of the team. That will increase worker pro-
ductivity, decrease confusion, and increase satisfaction for
both employer and employee.

e orientation of a new employee can involve several people,
even though one person has overall responsibility. Orientation
will change from business to business, but the basics that should
be discussed with the new employee include the organization’s

THE ART OF LEADERSHIP | 215

values and the business’s characteristics (layout of facilities,
other employees, history, mission, goals, and role of employee).

This kind of information provides the big picture of the
business to the new employee. Personnel policies, disciplinary
actions, work schedules, safety rules, and use of equipment
also need to be covered. New employees are always interested
in their benefits. Cover items such as pay, pay days, vacation,
sick leave, and other benefits. Give them a copy of your
employee handbook containing these and other policies to
ensure that they are clear about company expectations.

Discuss specific job responsibilities the new employee will
be assigned along with how their job relates to other work
performed in the business. Finally, be sure to introduce the
new employee to other employees.

Answer all of the new employee’s immediate questions. It is
important to develop open, two-way lines of communication
between the employer and employee right from the begin-
ning. Consider the time spent for orientation as an investment
for both you and the employee. Clear, well-defined expectations
will pay dividends in the future and reduce possible misunder-
standings between employer and employee.

Training

Do you expect your new employees to already be trained
when they show up for their first day on the job? Too oen
supervisors hope for a “ready-to-hit-the-ground-running”
employee. It is unrealistic to believe that all new employees

216 | LEADERSHIP ESSENTIALS

have the needed abilities and skills to do the required tasks
up to your standards.

The first thing you will need to do is to conduct a skills
analysis on the new employee to determine what their knowl-
edge, skills, and abilities are. is can be done by reviewing
their job application or resume, discussing their employment
history with them, following up with their references, or
watching them work.

Once you determine training needs for the new employee
and have a training plan in place, discuss the desired training
outcomes with them. Include such factors as speed and
accuracy, performance standards and levels deemed satis-
factory for completing tasks. If available, give them a copy of
the standard operating procedures for each task, which could
contain such things as the chronological order for completing
the tasks.

e ability to teach the employee a particular skill or task is
critical if training goals are to be met. Most find a step-by-step
process the most successful in training employees.

Typical Reasons for Employee Training
and Development

Training and development can be initiated for a variety of
reasons for an employee or group of employees:

• When a performance appraisal indicates performance
improvement is needed.

THE ART OF LEADERSHIP | 217

• To benchmark the status of improvement in a
performance improvement effort.

• As part of an overall professional development or
succession planning program to help prepare
employees for planned changes or roles within the
organization.

• To test the operation of a new performance
management system.

• When employees have no prior experience
operating newly acquired equipment.

• To train on a specific topic.

Typical Topics of Employee Training

Communications:e increasing diversity of today’s workforce
brings a wide variety of languages and customs.

Computer skills: Computer skills are becoming a necessity
for conducting administrative and office tasks.

Customer service: Increased competition in today’s global
marketplace makes it critical that employees understand and
meet the needs of customers.

Diversity:Diversity training usually includes explanations on
people’s differing perspectives and views, and includes tech-
niques on how to respect and value diversity.

218 | LEADERSHIP ESSENTIALS

Ethics: Today’s society has increasing expectations about
corporate social responsibility. Also, today’s diverse workforce
brings a wide variety of values and morals to the workplace.

Human relations:e increased stresses of today’s workplace
can cause misunderstandings and conflict. Training can teach
people about how to overcome issues such as these and to get
along in the workplace.

Quality initiatives: Initiatives such as Total Quality Manage-
ment, Quality Circles, Benchmarking, etc., require basic training
about quality concepts, guidelines and standards for quality.

Safety: Safety training is critical when working with heavy
equipment, new equipment, hazardous chemicals, repetitive
activities, etc. It also can be a useful tool for giving practical
advice on avoiding assaults.

Sexual harassment: This training usually includes explicit
explanations of the organization’s policies about sexual
harassment, including describing what constitutes inappro-
priate behavior.

General Benefits from Employee Training
and Development

The reasons for supervisors to conduct employee training
include:

• Increased job satisfaction and morale among
employees.

THE ART OF LEADERSHIP | 219

• Increased employee motivation.

• Increased efficiencies in processes, resulting
in financial gain.

• Increased capacity to adopt new technologies
and methods.

• Increased innovation in strategies and products.

• Reduced employee turnover.

• Enhanced company image (through ethics
training, for example).

• Risk management (through sexual harassment
and diversity training).

Some Contemporary Principles of Adult Learning

e process of action learning is based on contemporary
views of adult learning. Action learning asserts that adults
learn best when:

• Working to address a current, real-world problem.

• ey are highly vested in solving the current
problem.

• ey actually apply new materials and information.

• ey provide ongoing feedback centered on their
experiences.

In addition, adults oen learn best from experience rather
than from extensive note taking and memorization.

220 | LEADERSHIP ESSENTIALS

To Learn, You Must Be Willing to Grow
and to Experience

Learning oen involves new skills and new behaviors. Aer
many years of classroom education, it is easy for us to take a
course where all we must do is attend each session, take notes,
and pass tests. We can complete a master’s degree in Business
Administration (MBA) program, but unless we are willing to
apply new knowledge, we most likely will end up with an
office full of unreferenced textbooks and a head full of data,
but little practical knowledge and wisdom. is is not learning.
is is simply the art of remembering.

For the learning process to succeed, we must be willing to take
risks. If the training or learning does not meet your expectations,
let someone know about it as soon as you can. Do not wait until
the course is over and nothing can be done about it.

Growth Involves the Entire Learner

If our learning is to be more than just a collection of new
information, we must become active participants in the learning
experience. Unfortunately, too many development program
providers still operate from the assumption that the learner’s
personal development does not matter as much as their pro-
fessional development. ey separate that out of the training
they provide. So we end up getting a great deal of information
about specific items such as finance and sales, for example, but
very little help with personal development necessities such as
stress and time management. en, aer the completion of
learning, we enter the hectic world of management, struggle to
maintain order and are plagued with self-doubt.

THE ART OF LEADERSHIP | 221

Feedback is useful in more ways than just telling
someone what they do not know or what

they are doing wrong.

True learning involves looking at every aspect of our lives, not
just what is in our heads. Teaching people about things like
stress management and emotional Intelligence are very
important to your overall training and development plans,
so make sure you look for programs that incorporate both
hard and so skills training.

Growth Requires Seeking Ongoing Feedback

Many of us do not know what we need to learn—we do not
know what we do not know. erefore, feedback from others
is critical to understanding ourselves and our jobs. Feedback
is useful in more ways than just telling someone what they
do not know or what they are doing wrong. Feedback also
deepens and enriches what we do know and those things we
are doing right.

Research indicates that adults learn new information and
methods best when they a) actually apply the knowledge and
methods, and b) exchange feedback around those experiences.
However, we are oen reluctant to seek advice and feedback
from others, particularly fellow workers. We are sometimes
reluctant to share feedback with others as well.

222 | LEADERSHIP ESSENTIALS

e courage to overcome our reluctance and fear is oen the
first step toward achieving true growth in our lives and jobs.

Include Learners in Training and Development
Planning

Learners are oen the best experts at realizing their own
needs for self-development. Therefore, learners should be
involved in developing their training and development plan
as much as possible. People take more ownership when they
feel like they are a part of the process or planning. In addition,
professional growth rarely encompasses merely learning new
skills and abilities. Self-development, or people skills, are just
as important, and sometimes more important than learning
how to do a new task.

If Available, Have a Human Resources
Representative Play a Major Role

A trained human resources professional can be a major help
in employee development. The representative usually has a
good understanding of the dynamics of training and develop-
ment. They also have a strong working knowledge of the
relevant policies and procedures related to training and
development. In addition, the representative can be an impartial
confidant for the learner.

Provide Ongoing Feedback and Support

Some learners may not feel comfortable asking for help. Even
if things seem to be going fine, supervisors still need to check
in with the learner regularly to see if there are questions or

THE ART OF LEADERSHIP | 223

concerns, as well as provide useful feedback. Provide ongoing
affirmation and support.

Assessing Employee Learning and
Maximizing Feedback

Consider getting feedback from the learner’s peers and
subordinates about the learner’s progress. A 360-degree
performance review is a powerful practice when carried out
with clarity and discretion, and when used correctly. It might
be wise to bring in a professional the first time you use this
tool to ensure that both you and the employees understand
its intent and usefulness.

Coaching and Mentoring

As leaders, we tend to get wrapped up in the day-to-day
operations of our organization and do not take time to plan
for our own career moves, which could include retirement.
We do not take the time to develop someone to replace us.

You need to take a hard look at whether there is someone on
your team who could readily assume your leadership role if
you are gone on vacation, move to another department, get
promoted, or retire. If not, then you should seriously consider
mentoring and coaching your employee(s) to get them ready
for this potential situation.

Poor or misinformed leaders think that if they train someone
to do their jobs, they will become vulnerable to being fired. at
is typically not the case. Instead, by building subordinate(s) up
so that they can perform in your absence, a win-win situation

224 | LEADERSHIP ESSENTIALS

is created for all—for you, your key employees, and the
organization.

is is the hallmark of effective leadership—doing what needs
to be done even though you are not there to supervise them.
Coaching and mentoring is more than just selecting your
replacement. It involves bringing out the best in your team
members in order to improve performance and create a learn-
ing atmosphere within your team.

e Supervisor as a Coach

A good supervisor places a high priority on coaching employ-
ees. Good coaching involves working with employees to estab-
lish suitable goals, action plans and time lines. e supervisor
delegates, and also provides ongoing guidance and support to
the employees as they complete their action plans.

Rarely can job goals be established without considering other
aspects of an employee’s life. Take time to discuss such things
as training, career goals, personal strengths and weaknesses,
and so forth. If their career goals include areas for which they
have no skills or they aspire to a position for which you know
they never will be a viable candidate, be honest with them and
let them know that. is can be a hard discussion to have with
them, but they will thank you for it later.

e Supervisor as a Mentor

Usually the supervisor understands the organization and the
employee’s profession better than the employee does. Conse-
quently, the supervisor is in a unique position to give ongoing

THE ART OF LEADERSHIP | 225

advice to the employee about their job and career. e employee
can look to the supervisor as a great resource for direction
and guidance. An effective mentor-mentee relationship
requires the supervisor to accept the responsibility of mentor-
ship and then follow through on it. A good supervisor can be
a priceless addition to the career of an employee.

What Mentoring Means

Mentoring encompasses the technical, professional, and
personal development of our only source of sustainable
corporate advantage—people. A mentor willingly devotes
their time, talent, and energy to helping people develop and
fulfill their career potential.

e word mentor has roots in e Odyssey of ancient Greek
mythology. When Odysseus le Ithaca to fight in the Trojan
War, he entrusted Mentor with the care and development of
his son Telemachus. Aer the war, Odysseus wandered for ten
years, trying to return home. In his search for his father,
Telemachus was accompanied by Athena, who assumed the
form of Mentor.

Mentor’s wise counsel, tutelage, and guardianship resonate
through today’s workplace mentoring practices. Mentoring
has become synonymous with the guidance and support
offered by a trusted, more experienced adviser—someone
who takes an active, influential, yet usually informal interest
in guiding a protégé’s progress within the organization’s
political culture.

226 | LEADERSHIP ESSENTIALS

ink back to your first day at work. Did you wake up that
morning wanting to be a poor performer? Was it your ambition
to be just average? It is more likely you were motivated to
excel, but were not completely sure how to do that. By trial
and error, you made sense of the ambiguity and unwritten
rules of the real world. Maybe you even had a supervisor with
the attitude that, “I had to learn the hard way. So can everyone
else.” Hopefully that was not the case and instead you had
leaders or more-experienced peers who took the time to share
their expertise and show you the ropes.

This type of organization WILL NOT attract people,
investors, and customers in today’s business climate.

It is clear that we no longer can afford the sink-or-swim
approach. is ruins relationships, imperils dedication, reduces
confidence, and wastes resources. is type of organization
WILL NOT attract people, investors, and customers in today’s
business climate. Instead, becoming an organization that
provides for a structured, long-term approach to developing
and supporting high-potential achievers opens many doors and
attract high performers, committed investors and customers.
Mentors support the development of a protégé’s mastery of
the following dimensions.

THE ART OF LEADERSHIP | 227

Manage Knowledge

Mentors can play a pivotal role in ensuring the success of an
organization’s strategic learning and development initiatives.
By developing mentoring skills, leaders gain credibility by
helping people use what they have learned during formal
learning activities to develop their long-term career potential.
With this support and guidance, people will develop the
confidence and commitment they need to achieve individual
goals and support organizational goals and strategies. Remem-
ber, setbacks and failures can be equally valuable experiences if
we learn from them, help others learn from them, and use this
knowledge to improve our performance.

Ease Transition to New Responsibilities

Mentors help people with new roles or additional assignments
to help them understand the organization’s expectations and
to learn the unwritten tricks of the trade for those specific roles
or assignments. Mentors also can help people to minimize
failure and setbacks by sharing their own experiences and those
of others who have faced similar challenges. By taking an active
interest in developing their mentees, mentors can help people
avoid common pitfalls and develop the values, commitment,
and skills they need to succeed.

Networking and Best-Practice Communities

Mentors exchange ideas, stimulate dialogue, and enhance
skills by creating a support network of other experienced
practitioners and managers. ey share with others what has
or has not worked for them.

228 | LEADERSHIP ESSENTIALS

Mentors believe in a level playing field for everyone. They
recognize that superior performance merits special recognition
and reward. ey help people to realize their career aspirations
and personal potential by clarifying expectations and presenting
realistic, credible career-development options. ey help people
assume responsibility for their own development and commit
themselves to giving their best performance.

Organized mentoring programs have enhanced individual
performance through greater career satisfaction and retention,
better decision making, and higher levels of personal commit-
ment. Although issues related to employment conditions should
be handled through established procedures, culture and
practices can and do affect performance. Effective and timely
mentoring can help high- potential performers understand what
they must do to improve, and the consequences of not doing so.
is should be done before performance issues adversely impact
their career prospects and before a formal intervention
becomes necessary.

Retain and Develop Talent

Mentoring facilitates continuity in management succession
and retention of skilled talent by identifying achievers with
leadership potential and technical skills. Organized and
leadership-focused approaches to mentoring develop the
visibility, skills, and all-around capabilities of these high-
potential people. ey also provide them the tools they need
to assume additional responsibility and to have rewarding
careers in the organization.

THE ART OF LEADERSHIP | 229

Guide

Although mentors may not have all the answers, they can
share valuable insights gained through their own experiences
to give vision, purpose, direction, focus, and meaning to a
protégé’s career development. Mentors also may ask
thought-provoking questions and give honest feedback,
which will help challenge preconceived assumptions and
complacency by the mentee. This helps to stimulate fresh
insights and perspectives about organizational, political, or
social realities, thereby sharpening a protégé’s critical-
thinking, problem-solving, and decision-making skills.

Guardian

By helping them to learn how to discern the risks inherent in
any course of action, mentors protect protégés from avoidable
corporate and career mistakes. is guidance helps them
avoid the rocks and shoals upon which their career advance-
ment may be founded. By suggesting alternatives and helping
protégés plan their development more effectively, mentors
protect the interests of the protégé and the organization.

Advocate

Mentors represent mentees’ interests, introduce them to key
people, identify opportunities for them to showcase their
talents and capabilities, and share responsibility as well as
credit for joint achievements.

230 | LEADERSHIP ESSENTIALS

Confidant

Mentors serve as a sounding board for the protégé to confiden-
tially test new ideas, share insights, discuss workplace issues or
vent frustrations. ey listen with genuine interest, concern,
and empathy, exploring and reflecting on issues before offering
their own judgements. Most importantly, they build and create
a level of trust with the protégé by ensuring confidentiality
throughout the mentoring relationship.

Protégé Roles And Responsibilities

Protégés bring their own qualities, views, and talents to
mentoring. As the relationship evolves, their perspectives,
commitment and passion can make a real difference.

e 16 Laws of Mentoring

1. e Law of Positive Environment: Create a positive
environment where potential and motivation are
released and options discussed.

2. e Law of Developing Character: Nurture a positive
character by helping to develop not just talent, but
also a wealth of mental and ethical traits.

3. e Law of Shared Mistakes: Share your failures as
well as your successes.

4. e Law of Planned Objectives: Prepare specific goals
for your relationship.

5. e Law of Independence: Promote autonomy; make
the learner independent of you, not dependent on you.

THE ART OF LEADERSHIP | 231

6. e Law of Limited Responsibility: Be responsible to
them, not for them.

7. e Law of Inspection: Monitor, review, critique, and
discuss potential actions. Do not just expect perform-
ance without inspection.

8. e Law of Tough Love: e participants acknowledge
the need to encourage independence in the learner.

9. e Law of Small Successes: Use a steppingstone process
to build on accomplishments and achieve great success.

10. e Law of Direction: It is important to teach by
providing options as well as direction.

11. e Laws of Risk: A mentor should be aware that a
learner’s failure may reflect back upon him/her.
A learner should realize that a mentor’s advice will
not always work.

12. e Law of Mutual Protection: Commit to covering
each other’s backs. Maintain privacy. Protect integrity,
character, and the pearls of wisdom you have shared
with one another.

13. e Law of Communication: e mentor and the learner
must balance listening and delivering information.

14. e Law of Extended Commitment: e mentoring
relationship extends beyond the typical 8-to-5
business day and/or traditional workplace role
or position.

232 | LEADERSHIP ESSENTIALS

15. e Law of Life Transition: As a mentor, when you help
a learner enter the next stage of their life or career,
you will enter the next stage of yours as well.

16. e Law of Fun: Make mentoring a wonderful
experience. Laugh, smile, and enjoy the process.

Motivating and Inspiring

ink back to the definition of leadership and you see the
words “motivate” and “inspire.” How do you do this? What
should you do (and not do) with your employees to motivate
them?

In this section, we will discuss techniques to motive and
inspire employee performance. Much has been written about
this subject and by no means is this section all-inclusive.
Rather, think of this section as a starting point from which to
refine your motivational and inspirational competencies.

We all know people who have inspired us. It might have been
a family member, or a historical or religious figure. People
who started a small business and built it into a multimillion-
dollar empire inspire many of us who own or would like to
own our own company. For kids, it might be an imaginary
hero from a book or movie. Of course, most of us in America
were inspired by the actions of the 9/11 heroes. In thinking
along these lines, how can we, as managers, learn to inspire
others?

THE ART OF LEADERSHIP | 233

Start with the examples of those people who inspired you and
what you learned from them. Ask yourself how and why they
inspired you. Once you have reflected on your own heroes,
you can use that to motivate and inspire your team members
to become the best they can be. In conclusion, inspire your
employees to become the best they can be by practicing the
following examples of leadership best practices.

Be A Good Example

“Do as I say, not as I do” is not good advice for managers.
Employees always will watch what you do more than they
listen to what you say. ey will not only focus on what you
do at work, but when not there as well. Do not be hypocritical.
Be someone worth following.

Appreciate Your Employees

Everyone likes to be appreciated for the work they do.
Employees like to feel as if they are a valued part of the company,
which also will help them do their best. Offer public praise
and recognize victories oen, and make it authentic.

Share Your Failures

By you being willing to share your failures as well as your
successes, others will relate to you much easier and more
deeply. ey will understand that they are not the only people
with challenges, that success does not come overnight, and it
is not without problems.

234 | LEADERSHIP ESSENTIALS

Watch What You Say

Watch what you say and how you say it. While we may not
intend to come across in a certain way, it is easy to become
condescending when relating how you have overcome prob-
lems or how you have succeeded (and they did not). is also
includes written communication and especially email.

Challenge Your Employees

If you ever had a teacher or a mentor who challenged you,
you will understand what this means. ey asked you to go
the extra mile and to do your best. It might have been difficult
and you probably did not think you could do it, but more
oen than not, you made it and were grateful for the push.

Motivate em By Caring, Not Scaring

Fear never should be used as a motivation strategy. It may get
you what you want now, but it will come back to haunt you
in the future in the form of employee anger, resentment, and
lack of enthusiasm and commitment. When employees feel
that managers care about them and that they are perceived as
respected and valuable members of the organization, they are
more cooperative, enthusiastic, and committed to succeed,
both in the present and in the future.

Growth and Blossoming of Employee Motivation
in the Right Environment

The job of the manager is to create a work environment that
gives employees the opportunity to attain their goals and

THE ART OF LEADERSHIP | 235

experience what they value most in their professional lives.
In this environment, communication is open and honest,
coaching for success is ongoing, training for performance
improvement is continuous, and creative problem-solving is a
way of life. Managers also need to provide sincere expressions
of recognition, appreciation, and acknowledgement to nourish
their employees’ feelings of self-worth.

If you want motivated employees,
you need to be motivated yourself.

Walk Your Talk

Modeling the behavior you want from your employees is the
most effective way to change their and everyone else’s behavior.
If you want your employees to arrive on time, you should be
in early. If you want motivated employees, you need to be
motivated yourself. Regardless of what it is that you want and
expect from your employees, remember, most people never
will become motivated or strive to succeed when presented
with tasks that you, as a manager, are not committed to on a
personal and professional level.

Make Work Fun!

e research is clear. Laughter is not only good for the soul, but
for the mind and body as well. Having fun is a basic human
need, and when it is met in the workplace, productivity goes
up. Appoint a “fun” committee and come up with ways to bring
enjoyment into your department.

236 | LEADERSHIP ESSENTIALS

Bringing fun into the workplace lowers stress levels and
provides opportunities for employees to build rapport with each
other, which is the foundation for successful team building.

e Law of Attraction

e law of attraction states that whatever we focus on, we
bring it to ourselves. If you focus on the lack of motivation in
your employees, you will find more and more examples of it.
When you seek to learn more about motivation and create
an atmosphere that fosters it, you will find more motivated
employees in the workplace.

Ongoing Commitment

Mentoring and caring about your employees is an ongoing
process because people are continually growing and changing.
As they achieve something they want or value, they then seek
to achieve more of the same, to move to that next level. If
motivation is not a high priority, you will see the fires in your
employees slowly fade and die out.

Strategic Leadership

“e best executive is the one who has the sense enough to
pick good men to do what he wants done and self-restraint
enough to keep from meddling with them while they do it.”
eodore Roosevelt, 26th president of the United States.

Executive leaders guide the achievement of their organi-
zational vision by acquiring and allocating resources, directing
policy, building consensus, influencing organizational culture,

THE ART OF LEADERSHIP | 237

and shaping complex and usually ambiguous internal and
external environments. Executive leaders lead by example
to build effective organizations, grow the next generation
of leaders, energize subordinates, seek opportunities to
advance organizational goals, and balance personal and
professional demands.

Strategic Leadership Challenges

Maintain Your Perspective: Consider the entire organization,
not just a particular functional area. Be careful not to become
so engaged in the details that you lose your objectivity.

Anticipate and Shape the Future: Know and understand the
time frame in which you operate. Engage external stakeholders
to shape the future environment.

Stay In Your Lane: Let supervisors and managers run the
organization. Your job is to synchronize processes and systems
across the organization.

Clear Communications with Key Messages: e vision is your
message. Clearly and consistently articulate a few powerful
messages that communicate the vision.

Consider Second- and ird-Order Effects of Decisions: Effects
have causes. Effects can, and usually do, become causes of other
effect(s) and because of this, there can be a large number of
cause-and-effect chains created based on a single causal event.

238 | LEADERSHIP ESSENTIALS

Final Thoughts

Go out and slay some dragons.

Here ere Be Dragons …

In ancient times, mapmakers did not have a clear and certain
view of the world. Instead, they knew only about what the
explorers told them was out there. e notes and charts the
explorers maintained were used to draw the maps that would
be employed by future explorers. On the other side of the
known world, these cartographers often would draw sea
monsters and dragons to symbolize the unknowns: here there
be dragons.

Leadership is about slaying these dragons and turning the
unknown into the known. Leaders are people who thrive
on tackling change, dealing with uncertainty and complex
problems, and truly making the significant differences needed
in order to propel others forward into the land of the unknowns:
here there be dragons.

It oen has been said that management is concerned with
doing things right, whereas leadership is concerned with
doing the right things. If that is true, then management is
focused on making the map correct whereas leadership is
concerned with discovering what else is out there that other
explorers missed: here there be dragons.

So, go forth and lead boldly! Never give up, never quit. Never
give in to the temptations and revert to the path of least
resistance. Instead, go out and slay some dragons. Aer all, that
is what leadership is all about: here there be dead dragons.

240 | LEADERSHIP ESSENTIALS

References and
Selected Bibliography

Abrashoff, D. M. (2002) It’s Your Ship. New York: Warner
Books, Inc.

Barber, B. E. (2004). No Excuse Leadership: Lessons from
the U.S. Army’s Elite Rangers. Hoboken, New Jersey:
John Wiley & Sons, Inc.

Canfield, J., M. V. Hansens, M. Rogerson, M. Rutte, and
T. Clause Carrison, D., and R. Walsh T. (1996). Chicken
Soup for the Soul at Work. Deerfield Beach, FL: Health
Communications, Inc.

D. Carrison, and R. Walsh, (1999). Semper Fi: Business
Leadership the Marine Corps Way. New York, NY:
American Management Association.

Center for Army Leadership (2004). e U.S. Army
Leadership Field Manual: Battle-Tested Wisdom for
Leadership in Any Organization. New York:
McGraw-Hill.

Cohen, W. A. (2001). e Stuff of Heroes: e Eight
Universal Laws of Leadership. Athens, GA: Longstreet
Press.

Collins, J. (2001) Good to Great: Why some Companies
Make the Leap and Others Don’t. New York.
HarperCollins Publishers, Inc.

Collins, J. and M. T. Hansen (2011). Great by Choice.
HarperCollins Publishing, Inc.

THE ART OF LEADERSHIP | 241

Connelly, O. (2002). On War and Leadership: e Words of
Combat Commanders from Frederick the Great to
Norman Schwarzkopf. Princeton, NJ: Princeton
University Press.

Covey, S. R. (2004). e 8th Habit: From Effectiveness to
Greatness. New York, NY: Simon & Schuster, Inc.

Drucker, P. (1966). e Effective Executive. New York:
Harper & Row.

Harvard Business Essentials. (2004). Creating Teams with
an Edge: e Complete Skill Set to Build Powerful and
Influential Teams. Boston, MA: Harvard Business
School Publishing Corporation.

Huszczo, G. (2004). Tools for Team Leadership: Delivering
the X Factor in Team Excellence. Palo Alto, CA:
Davies-Black Publishing.

Kotter, J. P. (1996). Leading Change. Boston MA: Harvard
Business School Press.

Lakein, A. (1974). How to Get Control of Your Time and
Your Life. New York: Signet, 1974.

Maxwell, J. C. (2004). Developing the Leaders Within You:
Workbook. Nashville, TN: omas Nelson, Inc.

Maxwell, J. C. (2005). The 360° Leader: Developing Your
Influence from Anywhere. Nashville TN: omas
Nelson, Inc.

Maxwell, J. C. (2001). e 17 Indisputable Laws of
Teamwork: Embrace em and Empower Your Team.
Nashville, TN: omas Nelson, Inc.

Maxwell, J. C. (2000). e 21 Most Powerful Minutes in a
Leader’s Day: Revitalize Your Spirit and Empower Your
Leadership. Nashville, TN: omas Nelson, Inc.

242 | LEADERSHIP ESSENTIALS

McConnell, T. (1974). Group Leadership for Self-Realization.
London, England: Mason and Lipscomb Publishers.

McDeilly, M. (2001) Sun Tzu and e Art of Modern
Warfare: New York, NY: Oxford University Press, Inc.

McGee-Cooper, A. (1983). Time Management for
Unmanageable People. Dallas, TX: Ann McGee-Cooper
and Associates.

Nanus, B. (1992). Visionary Leadership. New York, NY:
Maxwell Macmillan International Publishing.

Oedekoven, O. O., D. K. Robbins, J. Lavrenz, H. A.
Dillon, Jr., & R. Warne. (2015, Revised 2017).
Leadership Foundations: A Conversation
Regarding the Character, Skills, and Actions
for Leaders. Gillette, Wyoming: Peregrine
Leadership Institute.

Santamaria, J. A., V. Martino, and E. K. Clemens (2004).
e Marine Corps Way: Using Maneuver Warfare to
Lead A Winning Organization. New York, NY:
McGraw-Hill Publishing.

Snair, S. (2004). West Point Leadership Lessons: Duty, Honor
and Other Management Principles. Naperville, IL:
Sourcebooks, Inc.

Tichy, N. M. (2002). e Cycle of Leadership: How Great
Leaders Teach eir Companies to Win. New York, NY:
HarperCollins Publishers, Inc.

Welch, J., and S. Welch, (2005) WINNING. New York, NY:
HarperCollins Publishers, Inc.

REFERENCES AND SELECTED BIBLIOGRAPHY | 243

Meet the Authors

Olin O. Oedekoven, PhD

Dr. Olin Oedekoven has an extensive background in leadership,
organizational development, higher education, strategic
planning, and institutional evaluation. His undergraduate
degree is in Wildlife and Fisheries Management (South Dakota
State University), and his first master’s degree is in Wildlife
Ecology (University of Wyoming). Olin then worked in state
government as a natural resource specialist for 20 years.

Olin continued his formal education with Northcentral Univer-
sity, earning an MBA and a PhD in Business Administration
with concentrations in Management and Public Administration.
He later earned a post-doctoral certification in Human Resource
Management. Dr. Oedekoven taught doctoral level students
for 10 years, including chairing approximately 40 PhD
committees.

Concurrently, Dr. Oedekoven served for nearly 33 years in the
U.S. Army Reserves and U.S. Army National Guard. He retired
in 2011 as the deputy adjutant general of the Wyoming National
Guard, leading an organization that included nearly 3,500
members (civilian and uniformed employees). Brig. Gen.
Oedekoven has a master’s degree in Strategic Planning from the
U.S. Army War College, and served on several U.S. government
councils and committees during his tenure as a general officer.

Dr. Oedekoven founded the Peregrine Leadership Institute in
2003 and Peregrine Academic Services in 2009. e Leadership
Institute provides leadership development training, organiza-
tional assessment, strategic planning assistance, and executive
leadership seminars. Highlights associated with the leadership
development services include management training throughout
the U.S. with government and private sector organizations,
ongoing leadership training in Canada, and leadership devel-
opment work in China, Tunisia, Mongolia, Vietnam, India,
Ghana, and South Africa.

Peregrine Academic Services provides online assessment
and educational services to institutions of higher education
throughout the world. Peregrine has also consulted with
both governmental and academic institutions and organiza-
tions concerning higher education needs, compliance, academic
accreditation, assurance of learning, quality, and reform.

246 | LEADERSHIP ESSENTIALS

Deborah K. Robbins, SPHR, MPA

Deborah Robbins has an extensive background in human
resources, leadership development, HR systems, and strategic
planning. Her undergraduate degree is in Personnel Manage-
ment and Industrial Relations and she holds a master’s degree
in Public Administration. Throughout her years of public
service in local government, her focus was on leadership
development, general human resource practices, and project
management.

Robbins also has extensive experience in the private sector with
general human resources, recruiting, and continuous improve-
ment processes. She is an adjunct faculty member for the
University of Mary in Bismarck, ND, teaching undergraduate
and graduate level Human Resources and Diversity courses. Ms.
Robbins holds the certification of Senior Professional in Human
Resources from the Society of Human Resources in the U.S.

In 2010, Robbins joined Peregrine Leadership Institute, focusing
on instructional design, human resource consulting, executive
leadership development, and coaching new supervisors. She
resides in Gillette, Wyoming.

MEET THE AUTHORS | 247

John E. Lavrenz, MBA

John had 30-plus years of experience at all organizational levels.
He had a comprehensive background in the areas of training
and development and extensive experience in the areas of
leadership, organizational development, affirmative action,
succession planning, HR management, labor relations, and
project management.

John had an undergraduate degree in Business Management
with a concentration in Organizational Psychology and an
MBA with a concentration in Project Management. He served
on numerous boards and was instrumental in helping with pro-
gram development for several local colleges, where he spent
many years working with staff members as well as the exec-
utive leadership to build technical education programs.

John served as vice president of the advisory board for a local
college where his duties entailed working with city, county, and
state leadership and government officials to help build support
and funding for the Northwest Wyoming Community College
District. He also sat on an advisory board for a local high school

248 | LEADERSHIP ESSENTIALS

and was very passionate about his work there, which included
student engagement—how to keep students in school.

John retired from his position as director of training from a large
mining organization in March 2012, aer spending 34 years
there. While there, he helped develop and conduct training for
all levels within the organization. is included working closely
with various global training providers to develop, and then
conduct, training for all 14,000 employees in the organization.

In 2010, John entered into an agreement with a private firm and
co-authored a succession-planning program that is being taught
throughout the world. He was also jointly responsible for
the recruitment and hiring process for the company’s
Wyoming mining operations and worked closely with the
federal government to set up and manage apprenticeship
programs throughout the organization. John oen was
called upon to help with conflict resolution both internally and
externally.

John joined Peregrine Leadership Institute and Peregrine
Academic Services as executive director shortly aer his retire-
ment from the mining industry. John oversaw the daily business
functions of Peregrine Leadership Institute and conducted
executive leadership programs to various clients until his
passing in early 2015.

MEET THE AUTHORS | 249

Peregrine Leadership Institute (PLI) was formed in 2004 as a
Limited Liability Company registered in Wyoming, U.S.A.
and subsequently as an S-Corp in 2006. The Institute
employs experienced leadership consultants who provide
consulting services, training workshops, and leadership
seminars. Institute’s clients include both private and public
sector organizations. Our focus is on values-based leadership,
workplace application, and quality. To date (August 2016), the
Institute has provided leadership and management development
services for over 185 client organizations located throughout the
U.S. and in several countries (U.S., Canada, China, Tunisia,
Greece, Ghana, Mongolia, and Vietnam). Client organizations
include publicly-owned companies, small business, non-profit
organizations, and government agencies (federal, state, and
local).

e Peregrine Leadership Institute includes professionals with
practical, real-world experience. Leadership facilitators have the
right combination of professional training, practical experience,
and the values-based competency needed to facilitate impactful
workshops and seminars and conduct human resource
management consulting.

Leadership seminars and team development workshops focus
on application and topical areas include strategic planning,
executive leadership, coaching and mentoring, character

leadership, workplace compliance, performance management,
team development, governance, overcoming conflict, and
leading change. e online 360˚ Leadership Assessment service
helps participants assess their leadership strengths and oppor-
tunities for further development. Our Executive Leadership
Program is based on the Baldrige Excellence Framework,
designed to develop senior leaders who are able to lead change,
grow organizational capacity, evaluate performance, and
respond effectively to the uncertain strategic environment.

Peregrine’s Online Leadership Courses for business leadership
includes courses focused business writing fundamentals,
leadership communications, leadership essentials, leading
teams, dealing with workplace conflict, leading change, and
leading the leaders. Each course is organized into eight modules
with instructional content and post-course assessment. e
courses are oen used to supplement an academic specialization
in leadership.

For more information, please contact us at:

www.PeregrineLeadership.com
307 685-1555

Info@PeregrineLeadership.com

252 | LEADERSHIP ESSENTIALS

A
absenteeism, 199–200, 203
action learning, 220
action plans, 140, 225
active listening, 6, 113–14
adrenaline, 132, 142, 146
adult learning, 220
Aer Action Review (AAR), 126
agreement, 11, 65, 70, 160, 162
anger, 30, 44, 63
application forms, 89, 94–95
approach, team-building, 37
assignments, 22–23, 54, 228
assurance, conduct quality, 102
attitudes
positive, 19–20, 30, 148
world-class, 81–82
authority, 37, 125, 156, 174–76,
198, 209
delegate, 13
grant, 176

B
barriers, 47, 181, 187
to effective change, 6, 187
to effective communication, 112
basis
monthly, 99–100
regular, 179, 181, 191, 213
behaviors
good, 21–23
past, 79, 106
poor, 21–23
believing, 17–18
board, 51–52, 187, 231
boss, 35–36, 116, 144, 156, 211
business, 94, 105, 152, 155, 158–59,
162–63, 179, 200, 215–16, 233

characteristics, 216
climate, 227
ethics, 149, 151–52, 156
team, 56
vision, 104

C
capabilities, 20, 229–30
employee, 199
care, 9, 40, 66, 88, 116–17, 137, 152,
174, 195–96, 208, 214, 224–26,
229, 233
career-development
goals, 144
plans, 143, 229
change
agents, 192
champions, 190
coalition, 179
conditions, 15
cultural, 192
efforts, 180–82
initiatives, 179, 186
leadership, 179
legitimize, 180, 189
lifestyle, 140
management plan, 184
new, 186
order, 130
organizational, 141
people resist, 182, 193
period of, 180–81
perpetual, 180
planned, 218
process, 179, 181, 183, 190
wild, 184
character, 25, 27, 47, 231–32
choices, 119, 149, 183
bad, 150

Index

civil rights organizations, 93
coach, 163, 172, 210, 225
counsel, 12
collaboration, 67, 103, 125–26
commitments, personal, 229
communicating non-defensively,
120, 122
communication(s), 6, 13, 43, 47, 50,
104, 111–12, 114, 116, 119, 129,
216, 218, 232, 236
business, 149
defensive, 120–21
effective, 111–12, 203
goals, 111
good, 53, 85
problems, 113
competencies, 46, 103, 107
competitiveness, 67
compliance, 6, 100, 156, 206
compromise, 67, 74, 125, 134, 158
conduct
code of, 24, 149
criminal record checks, 94
conflict(s)
changes cause, 61
constructive, 69
destructive, 69
interpersonal, 68, 120
managed, 67
team, resolving, 67
workplace, 111
conscience, 162
consciousness, stream of, 145
consensus, 42, 54, 70, 72, 74
team, 98
consequences of poor delegating,
177
constraints, 128, 171
time, 125, 166
contributions of others, 14, 88, 117,
181, 185
convictions, 93–94

costs, seek to reduce, 99–100, 128,
174, 199–201
counseling, 203, 207
courage, 13, 15, 28, 38, 223
co-workers, concern with, 61, 65,
106, 151–52, 157
credibility, leaders gain, 228
credit, giving, 15
criminal records, 92, 94
culture
organizational, 237
organization’s, 186

D
data modeling,
cost, 127
net investment cost, 126
ROI, 126–27
decisions
bad, 71, 128
employment, 93
final, 36, 57, 76
good, 15, 28
strategic, 77–78
timely, 15, 28
decisiveness, 28
deficiency, 101, 199, 201
degrees, master’s, 221
delegate, 56, 170–72, 174
tasks, 43
delegating, 173–74
jobs, 170–71, 173
leadership styles, 37
delegation, 6, 165, 167, 169–75,
177
deliverables, 42–43, 191
major, 123
development, 48, 102–3, 176, 217,
219, 223, 226–27, 229–30
employee, 223
people, principles, 25, 47
personal, 221, 226

254 | LEADERSHIP ESSENTIALS

plans, 221–23
professional, 218, 221
team, 43
diary approach, 140
directed requirements/tasks, 129
directing leadership style, 35
direction, 22, 48, 226, 230, 232
organization’s, 27
disagreements, 66, 72, 74–75
discipline, positive, 195–96
discretionary areas of business, 158
distancing, 60
diversity, value, 15, 103, 218

E
EEOC (Equal Employment
Opportunity Commission),
93–94
efforts
collective, of leadership, 11–12
leader’s, 40
team’s, 166
work, 123, 130
electronic applications, 86
emotional exchange, 113
emotions, 14, 29, 43, 63, 70–71, 112,
114–15, 182, 196
employee(s)
anger, 235
coaching, 225
competent, 17
complaints, 76
criticizing, 21
defensiveness, 196
dismissal of, 175
experience and knowledge, use,
184
handbook, 76, 155, 205, 216
hiring, 94
involvement, 188
learning and maximizing
feedback, 224

more-experienced, 204
motivated, 236–37
motivation, increased, 220
orientation, 215
performance, 202, 205
inspire, 233
link to goals, 117
progress, 204
relations/safety, 129
review, 202
safety, 159
senior, 34
training and development,
reasons for, 217
turnover, reducing, 220
ethical choices, 6, 149–50
ethics, 151, 155, 157, 159, 161,
219–20
exchange ideas, 98
executive leaders, 237–38
exercise and proper diet, 30, 45,
147–48
expectations
high and low, 21–23
organization’s, 228
performance, 152
extra mile, asking for, 214, 235

F
failures, 14, 39, 68, 128, 144, 175,
184, 196, 201, 203, 228, 231, 234
feedback
critical, 51, 53
exchange, 222
giving, 6, 49, 53, 115-6, 208
negative, 92, 116
people crave, 49
performance, giving, 208
providing, 116, 205, 209
receiving, 6, 115, 117
routine, 53
sessions, 52, 188

INDEX | 255

G
goals, 41–42, 44, 46, 48–49, 51–52,
55–57, 59, 65–69, 72, 74, 103–5,
146, 168–70, 206–7, 214
career, 225
common, 42, 68
departmental, 11
organizational, 14, 98, 117, 199,
228, 238
sales, long-range, 102
training, 217
grammar and good spelling,
importance of, 86–87
group/organization, 177–78
growth, 38, 195, 221–22, 235
guidance, 22, 57, 70, 154, 226, 228,
230

H
helping employees set goals, 21
hiring
mistakes, 79, 81
process, 77–78, 86, 91, 94
hiring decisions, 92
bad, 81
human resources, 96, 100, 108

I
implementation, 188, 199
incentives, 214
increased workload, 184
inexperienced teams, leading, 36
information, new, adapting to, 15,
221–22
inspection, the law of, 232
inspire, 9, 15, 103, 111, 195, 214,
233–34
individuals, 38
multimillion-dollar empire, 233
inspiring, 7, 233

interview(s), 83, 91–92, 94–97, 142
discipline, 202
pre-discipline, 201
questions, 92, 107–8
schedule, 89
web-based, preliminary, 96
investment, 126, 168, 173, 216
investors, 227
invoices, 100–101

J
job(s)
candidates, 80
complete, 171
important, 168–69, 210
large, 171
minor, 167
partially completed, 172
people’s, 209
requirements, 86, 88, 159
routine, 167
judgment, 31, 65

L
Laws of Mentoring, 231-32
laws, federal, 92, 94
leaders
autocratic, 35
compassionate, caring, 213
competent, 33
democratic, 35
effective, 34, 40, 180
good, 206
learning, 13
misinformed, 224
strategic, 37
leadership
behaviors, 188
competencies, 103
effective, 10, 225
environment, 49

256 | LEADERSHIP ESSENTIALS

focused approaches, 229
key, 177
position, when in, 202
responsibility, ultimate, 151
roles, 41, 224
skills, 33, 131
styles, 33–35, 37, 39, 41, 43, 45,
47, 49, 51, 53, 55, 57
delegating, 37
transactional, 38–40
transformational, 38
theory, 33
transformational, 38
transition, 165
values, 13
leaders
influence, 11
intent, 40
strength, 37
team, 32
leading
change, 6, 179, 181, 183, 185,
187, 189, 191
teams, 41
learners, 221, 223, 231–33
learning experience, 37, 221
legal considerations, 95–96
long-term stress, 131, 148
loyalty, 13, 29, 31, 214

M
management, 11–12, 39, 45,
100–102, 148, 221, 239
managing, employee problems,
211
MBA, 221
members
interview team, 42
selecting team, 84–85
senior team, 34
mental stamina, 30
mentoring, 7, 12, 130, 171, 213,

224–26, 229, 231–33, 237
mentees, 228, 230
mentors exchange ideas, 228
practice, workplace, 226
misconduct vs. poor performance,
203
mission, 12, 28, 38–40, 46, 52, 83,
127, 153, 216
organization’s, 83, 155
purpose, 37
mistakes, 10, 13, 28, 43, 46, 71,
131, 146, 150, 172–73, 184
career, 230
common performance feedback,
115
model, basic ROI, 127
monitor, 48, 72, 83, 100, 130, 168,
177, 232
network performance, 101
morale, organization’s, 26
motivation, 68, 80, 208, 231, 233,
235, 237

N
nature, 9, 12, 87, 93, 169, 200, 204
non-defensive, 121
nondiscretionary areas of business,
158
nonperformance, 198, 201

O
objectives
shared, 11–12
team’s, 84
optimum stress level, 139
organization
business plan, 84
effective, 51, 238
empowered, 41
productive, 103
size, 27

INDEX | 257

success, 82, 170
organizational
demands, 165
enhancement, 38
strengths, 99
orientation, new employee, 215–16

P
performance, 12, 46, 49, 51, 115,
118, 139, 142–43, 196–97, 201,
203–8, 214, 217, 225, 228–29
counseling, 195
discrepancies, 48, 197, 199–201
employee’s, 203, 205, 207
expectations, 207
feedback, 49–50, 206
feedback system, effective, 50
issues, 120, 205–6, 229
management, 7, 195, 197, 199,
201, 203, 205, 207, 209, 211
steps, 199
maximizing employee, 7, 208
organization’s, 144
problems, 196, 199, 202–4
period, evaluation, upcoming, 52
personal attacks, ignore, 72, 120
personalities, 34–35, 207
personnel
policies, 216
problems, 81
plans, organization’s, future, 84
poor employee involvement, 187
position requirements, 83–84
positive
information, given, effect, 19–20
organizational outcome, 51
Pygmalion, 21–23, 26
thinking, 141, 146
potential candidates, 86–87
power of expectations, 16, 24, 32
pre-employment inquiries, 94

pressure, 36, 131–32, 166
pride, 44, 171–72
principles, 31, 52–53, 162–63
prioritize, 100, 123, 130, 166, 169
problem
analysis, 197, 201
behavior, 195–96
problems, real, 199–200
problem solving, 44, 74, 103, 114,
120, 177, 195
process decisions, 42
productivity, worker, increase, 215
products, new, 68, 101–2
programs, manage, 45, 221–22
project management leadership, 6,
123, 125, 127, 129
project sequence, 123, 128–29
project teams, special, 41–42
protégés, 230–31
punishments and rewards, 38–39,
198
Pygmalion
effect, 17–18, 20, 24–25, 32
leadership, 16

Q
qualifications, an applicant’s, 87–
88, 90, 95
questions, behavior-based, 106–7

R
recruiting
campaign, 83
efforts, 85
objectives, 84,
organization’s, 83
references, 89, 92, 95, 217
regulations, 39, 95, 101–2, 152,
154, 156, 158–59
relax, 96, 134, 137–38, 142
reputation, 19, 29, 77, 80

258 | LEADERSHIP ESSENTIALS

resistance, 6, 148, 180, 182, 186,
192–93, 240
resources, organizational, 150–51
restrictions, hiring, 92–93
resume
review, 87, 89
screening, 86
retention, 53, 229
Return on Investment (ROI), 126
reviewing resumes, 86, 89
rewards, 23, 26, 29, 38–40, 82, 103,
143, 214, 229
risks, 39, 114, 181, 191, 221, 230,
232
roadblocks, 56, 192
ROI. See Return on Investment
roles, traditional workplace, 232

S
selection process, 83, 91–92, 95
self
confidence, 34, 37, 46, 146, 169
development, 223
discipline, 14
fulfilling prophecy, 17
senior leaders, 53
sexual harassment, 219–20
skills, 44, 78, 80, 83–85, 88, 103,
178–79, 182, 210, 217, 223, 225,
228–29
computer, 218
deficiency, 197–98, 201
interpersonal, 44
new, 44, 183, 221, 223
person’s, 197
team-based, 32
sleep, 136, 138, 147
smoothing, style, 125
society, 162, 179–80, 219
solving performance problems, 7,
195–96

sound decisions, 31
staff, 25, 97, 103, 105, 167, 170, 173
steps, 38, 42, 67, 72, 76, 115, 127–
30, 175–76, 181, 189–92, 197,
199–201, 206
stress management, 131–33, 135,
137, 139, 141, 143, 145, 147, 222
stress-reduction techniques, 141
supervisor delegates, 225
supervisors, inexperienced, 211
sustaining change, 187

T
task assignments, 39
teach, 17, 34, 43, 120, 199, 215,
217, 232
team
approach, 57
building, 41, 237
conflicts, resolving, 67
development, stages in, 43
difficulties, 42
effort, 67–68
environment, 66
goals/objectives, 43
interaction, 44
leadership, 41–42, 45, 55
members, 25, 38, 41, 43, 46, 49,
55–57, 67, 69, 74, 85, 96,
158–59, 225, 234
planning, 12
rules, 24, 67, 69
success, 42
teamwork, effective, 41
thoughts, negative, 144–46
time management, 6, 43, 165–67,
169, 171, 173, 175, 177, 221
tips
counseling, 207
resolution, 65
time management, 166

INDEX | 259

training, 7, 23, 34, 44, 49, 54, 70,
85, 176, 183, 213, 216–17, 219–
23, 225, 236
truthfulness, 159

V
values, organizational, 149, 154
vision
organizational, 237
shared, 190, 193
visualize, 31, 135
volunteers, 210–11

W
weaknesses, 21, 42, 46–47, 176,
225
who/what/when/where/why
elements, 128–29
women, 20, 94
work

assignments, 68, 113
climate surveys, 53
environment, 68, 98, 104, 152,
235
ethics, 87–88
experience, 90
group, 20, 113, 182
make it fun, 236
schedules, 216
surroundings, 184
team, 41–43
unit, ethics, 151
workers, 18, 26, 53, 158
disadvantaged, 19
fellow, 156, 222
workforce, 20, 100, 123, 218–19
workplace
conflict, 111
issues, 231
rule, 203

260 | LEADERSHIP ESSENTIALS