Leadership Excellence July2014

07.
2014
Essentials of leadership
development,
managerial ef fectiveness,
and organizational
productivity
Vol.31 No. 7
The Standard of Global Leadership Development
Presented By
WHAT AM I CREATING?
Leadership lessons from tug-of-war
Eric Kaufmann
1
3
0
6
Think Leadership is
Logical?
You need to think again!
Are You an Elite
Leader?
Traits that diferentiate
an elite leader
Leading with a
Difference
Ways to foster heroic
leadership
Transforming the Next
Gen Leaders
Leadership pipeline for
succession planning
3
0
2
0
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WARREN BENNIS, AUTHOR AND
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08.2013
development,
and organizational
productivity
Vol.30 No. 8
Presented By
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Crucial Accountability
By Kerry Patterson
Confront slackers
Preparing Leaders
By Elaine Varelas
Develop the next
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Purpose of Power
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It gets things done
Developing Leaders
By Jack Zenger, Kurt
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Apply ve insights
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Email: LE@editor.hr.com
07.2014
development,
and organizational
productivity
Vol.31 No. 7
Presented By
1
3
0
6
Think Leadership is
Logical?
Are You an Elite
Leader?
Traits that diferentiate
an elite leader
Leading with a
Difference
Ways to foster heroic
leadership
Gen Leaders
Leadership pipeline for
succession planning
3
0
2
0
5
What Am I Creating?
Eric Kaufmann
6
Think Leadership is Logical?
Carol Goman
9
Four Ways to Build Your
Leadership Advantage
And unlock your super-powers
Dr. Bart Tkaczyk
13
Leading with a Difference
Ways to foster heroic leadership
Heidi DCunha
20
Are You an Elite Leader?
Traits that diferentiate an elite leader
Holly G. Green
25
Creating a Climate for Innovation
10 climate factors which impact
creative performance
Daniel Russell
30
Gen Leaders
Leadership pipeline for succession planning
Prof. Sattar Bawany
33
Where is My
Leadership Bench?
3 things executives can do to
develop bench strength
Gus Prestera
38
Meditation & Leadership
Do meditators make better leaders?
Jeff Gero
40
Leaders Must Be Curators
Cut through the clutter & drive good results
Joe F. Clark
41
Leadership BELs
The core elements of corporate
culture and employee engagement
John E. Smith
52
Learning from
Creative Research
And becoming an efective leader
Renee Kosiarek
56
How Well-Populated is
Your Pipeline?
Evaluating leadership efective-
ness by the quality of followers
Julie Winkle Giulioni

57
Leadership
A true leader is one who acts right
at the right time
David Mclean
59
Leadership in Small Business
5 ways to demonstrate leadership in
your business
Carolyn Sokol
What Am I Creating?
What am I creating? is a critical leadership question you must ask yourself
every day. Personally, it aligns your choices and actions. PG.05
A leader is one who knows the way, goes
the way, and shows the way - John Maxwell
Anyone can be a leader, but to be a true
leader you need to have qualities that make
you stand out. Such leaders never stay far
from their employees and would love to be
one among them. They try to learn from
everything and anything; they never fake
things. They know the power of unity, the
strength of bonding and most importantly
the goals of the organization. A leaders job
is never a cake-walk, as he is always involved
in a tug-of -war with multiple teams in mul-
tiple directions. So what do they do in such
situations is what our cover story What Am I
Creating?: Leadership lessons from tug-of-war
by Eric Kaufmann deals with in this issue of
Leadership Excellence.
Erick feels that the question What am I
creating? when asked every day, will slowly
unravel any confusion and show the right
path. If this stands true with the leader, what
if each member of the team answers this ques-
tion in unison? It leads to amplification. If
there is such a collective focus on the same
objective, they harness the power of align-
ment. Teamwork, with a strong leader at the
helm, can provide a platform from which
we can accomplish significant and amazing
achievements. He compares the experience
with that of the game of tug-of-war, where
victory happens when a team is aligned and
not just strong. Read on for some great mo-
tivation!
Focusing on the idea of elite leadership,
author Holly G. Greens article Are You an
Elite Leader? is yet another piece that focuses
on one of the core leadership traits. Winning
is all elite leaders focus on and they dont
know anything else. You play or you quit is
their mantra.
Holly says that such leaders also exhibit a
number of traits that are not commonly as-
sociated with leadership, but are essential
for todays uncertain business environment.
To know more on that, read her interesting
article.
A leaders style becomes critical as he/she
dons various caps ranging from that of a key
decision maker, influencer, coach, advisor and
role model among many others. So how do
leaders foster heroic leadership? How do they
lead with a difference is what author Heidi
DCunha discusses in her article.
A strong leader is one who thinks about
the long term goals for the organization and
works towards achieving it. Companies need
innovation as a catalyst for growth. So it is the
leaders onus to create such a climate where
innovation effectiveness and efficiency can
be created. And yes! There are several climate
factors which significantly and positively
impact creative performance. Daniel Russell
in his article Creating a Climate for Innova-
tion talks about 10 such important factors.
This issue of Leadership Excellence Essen-
tials also features interviews with top heads of
companies that have won the Leadership500
Excellence Awards this past April.
Packed with leadership stories, opinions,
tips and advices, the magazine takes you for
the leadership journey infusing you with fresh
spirit and immense energy. Happy reading!
Leadership Excellence Essentials
(ISSN 8756-2308)
is published monthly by HR.com,
124 Wellington Street East
Aurora, Ontario Canada L4G 1J1.
Editorial Purpose:
Our mission is to promote personal and
organizational leadership based on con-
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Leadership Excellence Publishing:
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Publisher
Shelley Marsland-Beard, Product Manager
Ken Shelton, Editor of LE, 1984-2014
Brandon Wellsbury, Corporate Sales
Adnan Saleem, Design and Layout
Copyright 2014 HR.com
No part of this publication may be
reproduced or transmitted without
written permission from the publisher.
Quotations must be credited.
Vol.31 No. 7 Editors Note
Regards,
Debbie McGrath
HR.com
4
leadership excellence essentials presented by HR.com | 07.2014
What am I creating? is a critical leadership question you
must ask yourself every day. Personally, it aligns your choices
and actions. Organizationally, it orients your teams choicesit
creates alignment. The reason for organizations is to harness the
collective power of the group. WE can accomplish more than I,
and our collective efforts are most impressive when they surge
forward in unison. Alignment produces a multiplier effect that
demonstrates that the whole IS greater than the sum of the parts.
Teamwork, however, can also be challenging and frustrating
as we subjugate our needs and impulses and emphasize consid-
eration of others and emotional intelligence. On the downside,
teamwork can rob us of our spontaneous expression and blur
our coveted individuality. On the upside, teamwork can provide
a platform from which we can accomplish meaningful and
breathtaking achievements.
Teams generate power when everyone is focused on the same
horizon. When each member answers, What am I creating?
in the same way, amplification occurs. By collectively focusing
on the same objective, they harness the power of alignment.
Tug-of-war is a practical example of the power of alignment.
I grew up playing this game a lot. The game cost nothing, was
easy to set up, and was intensely competitive. With a heeled
shoe wed scratch a line in the dirt, then wed split our group in
two. Each group took hold of opposing ends of a strong rope,
and on command wed begin to pull. I remember the effort that
we expended as we pulled the rope in order to draw the oppos-
ing team toward us and over the midway line. The biggest and
heaviest team member was typically the anchor planted at the
end of the rope. As the resident big boy I spent my tug-of-war
career as the anchor. From here I had a clear view of my team as
well as the opposing team. What I learned watching both teams
is that the size, weight, and strength of the team were not the
most important predictors of who would win the game.
Alignment was the winning factor. Teams whose members
pulled together at the same achieved cumulative force. When
our backs, feet, and waists were lined up and pointing in the
same direction, we became unified. The combined force of an
aligned team magnified our individual contributions exponen-
tially. I remember many sunny days anchored at the end of the
line, and hoping the opposing team would look disjointed, that
their guys would be out of sync, pulling the rope at different
angles. When even one person pulled at a different angle, the
entire team lost their cumulative force and, rather than win,
they struggled.
Organizations, too, are pulling against competition in an
ongoing contest for market share, resources, and talent. This
constant tension is a tug-of-war with consumers and competitors.
Each organizational function is a hand on the collective rope.
Aligning the functions is not a mere philosophical abstraction;
it is a dictate of mechanics and physics. Team members pull
the rope at the operational level. When R&D, for example,
pulls the rope North and production pulls the rope West, the
organization falters.
Leaders are engaged in a constant tug-of-war, with not just one,
but multiple ropes being pulled by multiple teams in multiple
directions. As so many factors push and pull leaders attention
and energy, it is focusWhat am I creating?that shapes the
most effective decisions. Clarity of choice and decisions arises
when you can definitively answer What am I creating? as a
person, as a leader, and as a team. This focus is your vision and
your commitment to the future, and it illuminates a path of
decisions, relationships, and behaviors that pave your unique
path to success. LE
What Am I Creating?
By Eric Kaufmann
Eric Kaufmann, is President and Founder of Sagatica, providing leadership
development strategy, executive wisdom, and accelerating organizational
success. His published book, Leadership as a Heros Journey, shares practical
ideas and tools that deepen a leaders ability to be efcient, efective and
deliberate; a leader whom people are drawn to follow.
Email eric@sagatica.com
Visit sagatica.com
5
I once asked the CEO of a technology company how his employees
were dealing with a proposed change. Weve presented all the facts, he
replied. But it would be much easier if people werent so emotional!
In the business world, we are taught to approach organizational
challenges objectively and logically. We quantify everything we can
and guard against emotions that would hijack our objectivity. But,
according to neurologist and author Antonio Damasio, the center of
our conscious thought (the prefrontal cortex) is so tightly connected
to the emotion-generating amygdala, that no one makes decisions
based on pure logic despite the belief that we do. Brain science
makes it clear that mental processes were not conscious of driving
our decision making, and logical reasoning is often no more than a
way to justify emotional choices.
Nowhere is this link more evident than in leading organizational
change eforts, and most leaders are aware of the need to present change
in ways that resonate both logically and emotionally.
Fewer leaders, however, realize how much their own emotional
state infuences a teams (or an organizations) attitude and produc-
tivity. From Te Silent Language of Leaders: How Body Language
Can Help or Hurt How You Lead, here are fve things a leader
should know about the link between emotion and leadership results.
1. Emotions afect people instantly
In a study at the University of Tubingen in Germany, subjects were
shown photos of happy or sad faces then asked to questions to gauge
their emotional reactions. People reported corresponding emotions to
the photos even when the pictures lasted only fractions of a second.
Likewise, those who report to you will instant-
ly and unconsciously pick up your emotional displays,
even if you believe you have quickly suppressed them.
2. Emotions are contagious
A business simulation experiment at Yale University gave two
groups of people the assignment of deciding how much of a bonus
to give each employee from a set fund of money. Each person in the
group was to get as large a bonus as possible for certain employees,
while being fair to the entire employee population. In one group,
the conficting agendas led to stress and tension, while in the second
group, everyone ended up feeling good about the result. Te difer-
ence in emotional response was created by the plants actors who
had been secretly assigned to manipulate peoples feelings about the
project. In the frst group, the actor was negative and downbeat, and
in the second, positive and upbeat.
Te emotional tone of the meetings followed the lead of each actor
although none of the group members understood how or why those
particular feelings had emerged.
3. Emotions fow most strongly from the most powerful person
in the room to others
Researchers at California State University in Long Beach found
that when business leaders were in a good mood, members of
their work groups experienced more positive emotions, were more
and productive than groups whose leaders were in a bad mood.
4. Te brain pays more attention to emotionally negative messages
than to positive ones
Inside the medulla is a vital link to reticular activating system (RAS).
RAS sorts the 100 million impulses that assail the brain each second
and defects the trivial, the vital through to alert the mind. Tis part
of brain evolved with an inherent tendency to magnify negative mes-
sages and minimize positive ones.
Today, RAS still prefers to interpret things negatively and we
then react by getting defensive and anxious. Tats why a leaders
body language (frowns, crossed arms, lack of eye contact, etc.)
can get amplifed into signals of danger and why mixed mes-
sages (when a leaders verbal content and body language signals
are out of alignment) may be evaluated as threatening to our
status, relationships, and even to our continued employment.
5. You cant (successfully) hide emotions
Stanford Universitys research on emotional suppression shows why
its so difcult to hide our true feelings: Te efort required takes a
physical and psychological toll. Subjects instructed to conceal their
emotions reported feeling ill at ease, distracted and preoccupied. And
this was validated by a steady rise in their blood pressure.
But another, quite unexpected (and for leaders a much more impor-
tant) fnding, showed a corresponding blood pressure rise in those who
were only listening to the subjects. So when a leader tries to suppress
what he or she really feels, the resulting tension isnt just personal; it
is also unconsciously contagious.
To tap into the power of emotion, savvy leaders understand
how feelings (their own and other peoples) impact and in-
fluence an organizations ability to make business decisions,
to stay positive and productive, and to embrace change. LE

Think Leadership is Logical?
By Carol Goman
Carol Kinsey Goman, Ph.D.is a keynote speaker, leadership communication
consultant, and body language coach.She is a leadership blogger for Forbes
and author of Te Silent Language of Leaders: How Body Language Can
Help - or Hurt - How You Lead and Te Truth About Lies in the Work-
place: How to Spot Liars and What to Do about Tem.
Email CGoman@CKG.com
Visit www.CKG.com
6
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Meet Louise
Louise is the Chief Executive Officer of a major oil and gas
exploration company based in San Antonio, TX, USA. Shes a
real positive energizer, and positive thinker, too. As a leader, a
lot of people Louise interacts with view her as super optimistic,
fully-charged, spiritual, strong in character, and emotionally
intelligent. In their eyes, shes a lady who inspires and excites
others, and thats why they follow her. Louise never panics. Shes
from Texas the Texas way is to get down to brass tacks! When
she realizes that a real good project has just been trashed, she
slows down, thinks and... bounces back pretty well soon. After
all, theres more than one way to rope a steer.
Louises also a reflective, lifelong learner and learning-crafter.
She truly believes that you should never stop learning. Having a
PhD in environmental engineering, plus an MBA from a top-tier
Canadian business school, to still develop herself, she frequently
participates in executive education programs. Currently, shes
working hard on her continuing executive development log and
design - she wants to be better and better at what she does, and
shes having a thing about it. But in the end, stubbornness and
determination will win out you can count on it! To kip fit and
stay grounded, Louise jogs and meditates thirty minutes every
day. Shes pretty much into daily multivitamin supplements,
too, not to mention good down-home cooking.
The values that get Louise up every morning are honor, posi-
tivity, personal humility and a commitment to get things done
and done right.
Meet Rishi
Rishi now works as Chief Innovation Officer for a successful
IT firm in Bangalore, India.
In the past, he was a renowned IT pioneer and serial Silicon
Valley entrepreneur he successfully started six companies from
zero. His colleagues nickname him Bob the Builder. Rishis
a visionary leader and a big pictureguy. Hes resourceful and
innovative. He believes that innovation is a lot more than just
creativity. When leading and executing a project from lab to
market, he works smart. In his practice, Rishi very often applies
design thinking; his favorite secret weapons are visualizations
and experience mappings. He advocates that design is the next
mega competitive advantage. All of the projects he delivers are
characterized by excellent quality, plus best customer experi-
ence design.
Since Rishis convinced of the existence of reverse innovation,
in his spare time, for free, he designs and develops educational
computer games for kids in India and, indeed, kids worldwide.
What he wants to be remembered for is his super-originality
and excellent performance, not to mention, for having made the
world a more creative, fun and intelligent place.
Meet Sophie
Sophie is a lovable Chief HR Officer with a global management
consulting firm, in their London office, UK. Shes a genuine
people person. Her motivators and energizers are people, and
people likewise love her much. Her leadership style is a coach-
ing one; she prefers to ask and listen, rather than to tell. Shes
no fool, of course but is fair and just.
People say that Sophies a fantastic talent architect and a great
organizational designer; shes crazy about high-performance work
systems. Plus she believes that everybody does have numerous,
rare and extraordinary talents, i.e., that the employees (or the
partners as she calls them) are the firms most valuable resources.
She goes on to state firmly that she doesnt come to be served,
but to serve others. Sophies a real employee champion. She
evangelizes diversity at work, regularly meets and recognizes
her personnel, and hence, they trust her intimately. Her most
favorite tool is a reflected best self-exercise. Sophies a born
networker too, Shes excellent at both building and sustaining
high-quality connections both in the workplace and outside
of work. Oh, from time to time, she loves a good party, too.
Sophies deepest dream for herself is to one day lead a company
where every employee flourishes.
Meet Jan
Jan is the Vice President of Operations for a German bank,
now based in Warsaw, Poland. Hes excellent at strategizing. Hes
stakeholder-centered and he knows how to improvise, adapt and
strategically navigate well through adversity and resistance the
company chair knows that Jans so good at leveraging angelsand
silencing devils.
Jan, as a leader, is driven by speed - he thinks fast and he
decides fast. He anticipates and spots trends easily, and doesnt
avoid what is uncertain. Hes open and he likes and uses scenario
planning lots.
What Jan also wants you to know about him is that hes a keen
surfer. Aha, when surfing, he thinks strategy too. Ironically, the
man likes fishing too, and will be patient for hours fly-fishing
at his favorite brook. Even if he catches nothing, he still thinks
its time well spent because he well knows a man has to switch
off and put aside time to recharge the mental circuits.
FOURFOLD LEADERSHIP DESIGN
The above is perhaps an idyllic business setting only. The
four characters just portrayed do not seem to be leaders but
rather some kind of super-leaders. Although there may not
be so many of them in every office of the world today, positive
organizational studies find that leading in the 21st century
demands much more dynamic capabilities than ever before,
and that every leader does possess some super-powersthey can
routinely develop and capitalize on to be personally effective and
impact business performance.
This comes from Fourfold Leadership Design (Tkaczyk, 2013,
Tkaczyk 2014a,b,c), a leadership model composed of Big 4
leadership ways(statistical factors), and 52 correlated super-
powers(expert strategies and methods that comprise the profile
of an effective, positive and credible leader) - for a complete list,
see the Inventory below. The four characters you already met in
the narrative above represent each strengths-based leadership-
Four Ways to Build Your Leadership Advantage
And unlock your super-powers
By Dr. Bart Tkaczyk
9
role/competency domain, i.e. Louise the Thinking Energizer,
Sophie the People Operator, Jan the Strategic Navigatorand
Rishi the Innovator-Designer.
Evidently, there is a good bank of resources that could be
relied on. For instance, the Thinking Energizercan draw on
learning and development crafting, positive energy or positive
leadership presence; the People Operatorcan bring into service
people or coaching skills; the Strategic Navigatorcan employ
political and organizational agility, positive change leadership
skills, speed or super-flexibility; and, finally, the Innovator-
Designercan utilize super-creativity or design thinking skills.
SUPER-POWERSUNLOCKED: LEADERSHIP SELF-
ASSESSMENT INVENTORY
Prior to becoming involved in boosting your super-powers,
you need to be aware of them first. You can do so systematically
through the Fourfold Leadership Design Self- Assessment Inven-
tory, a profiling tool that is both reflective and developmental.
As the philosophers say Know thyself - and this is one way
to do so.
I. FOURFOLD LEADERSHIP DESIGN SELF-ASSESSMENT
INVENTORY
Instructions: For each super-power, rate your own strength
by marking H (High), M (Medium) or L (Low). After you have
rated each of the items, return to the leadership wayand give
yourself an overall rating (High, Medium or Low).
LEADERSHIP WAY: THINKING ENERGIZER RATING:
Self-awareness, self-understanding,
self-regulation
RATING:
As a constant learning and development
crafter (learning agility)
RATING:
As a positive energizer (energizing others;
modeling positive energy; managing energy:
creating and sustaining positive energy)
RATING:
Spiritually energized RATING:
Mentally energized RATING:
Emotionally energized RATING:
Physically energized RATING:
Positive thinking RATING:
Professional and positive identity RATING:
Charisma/Inspiration RATING:
Honesty/Ethics; Value-focused; Having the
courage to say no to activity that in the long
run is harmful to society at large
RATING:
Personal humility; staying grounded RATING:
Resiliency (willing to jump in and get things
started)
RATING:
LEADERSHIP WAY: PEOPLE OPERATOR RATING:
People skills (team member, motivating,
recognizing others, celebrating wins...)
RATING:
Positive communication skills RATING:
Active listening skills RATING:
Coaching skills RATING:
As a talent designer and developer RATING:
Empathy and deep human understanding RATING:
Socializing RATING:
As a networker (building positive energy
networks and positive relationships)
RATING:
As an employee and culture champion and
evangelist
RATING:
Providing opportunities for people to receive/
develop best-self feedback/portraits
RATING:
Diversity and cross-cultural sensitivity RATING:
Positive influence skills RATING:
As a philanthropist: whether local, regional,
national or global (e.g. supplying jobs, train-
ing supporting schools, nurturing start-ups);
Service/servant leadership (e.g. volunteering)
RATING:

LEADERSHIP WAY: STRATEGIC NAVIGATOR RATING:
Strategizing RATING:
Assessing risks RATING:
Being stakeholder focused; navigating competi-
tion strategically; leveraging angelsand
making devilsirrelevant
RATING:
Leading positive change RATING:
10
Developing political and organizational agility;
managing resistance
RATING:
Super-flexibility RATING:
Scenario crafting; Balancing today and
tomorrow
RATING:
Proactivity (an inclination to respond
purposefully to events)
RATING:
Project leadership RATING:
Anti-bureaucracy RATING:
Being forward-looking RATING:
Openness to new ideas RATING:
Speed (thinking fast, deciding fast, sustaining
speed)
RATING:
LEADERSHIP WAY: INNOVATOR-DESIGNER RATING:
Super-creativity RATING:
Pioneering, innovative, imaginative RATING:
Focusing on the Big Picture (visionary,
actualizing vision, strategic intent)
RATING:
As a conceptualizer (visual: awakening, explora-
tion, strategy and communication); Storyteller
(using business narrative to transform organiza-
tion)
RATING:
Design thinking skills (What already is? What if
anything were possible? What exactly rocks? What
exactly works?)
RATING:
As an initiative planner and executor RATING:
As a problem-solver (identifying enablers) RATING:
As a customer driven co-creator (experience
design and mapping)
RATING:
Positive resource utilization and lean thinking RATING:
Prompting high levels of project and
organization performance
RATING:
As an evidence-based architect (total quality
mindset, profitability)
RATING:
Innovation transfer (including know-how assets
transfer)
RATING:
Being tech-smart RATING:
II. FOURFOLD LEADERSHIP DESIGN SELF-PORTRAIT
Fourfold Leadership Design is made up of Big 4 Leadership
Ways(Each Leadership Way has 13 Super-Powers).
Guide to Big 4scores:
RATING QUALITY DESCRIPTION
H :-) Very good leadership qualities
M :-|
Leadership qualities need
improvement
L :-( Leadership qualities deficits
What are your strengths? What needs boosting?
Thinking Energizer :-) :-| :-(
Rating H M L
Your Rating:
People Operator :-) :-| :-(
Rating H M L
Your Rating:
Strategic Navigtor :-) :-| :-(
Rating H M L
Your Rating:
Innovator-Designer :-) :-| :-(
Rating H M L
Your Rating:

11
12
III. ACTION PLAN
How do you feel about the way you lead? Does anything
about your leadership portrait surprise you? Which aspects of
your leadership profile are the most thought-provoking to you?
What energizes you?
How does the way(s) you lead affect you? How does the
way(s) you lead affect your team? How does the way(s) you
lead affect your company? How does the way(s) you lead affect
your industry?
List four baby-steps you could take during your next
working week to boost your leadership qualities and super-
powers? What about the next three months? Six months? Who
will hold you accountable for your actions? What resources will
you need?
What are some of the things that may be blocking your
ways and hindering your progress as a leader? Can you dream
up new strategies that might help you overcome these major
blocks to your positive leadership presence?
FINAL REMARKS
Driven to build a leadership advantage and boost the stock
of leadership capital within organization, for future success,
companies might want to invest in strengths. To be a leader in
the present climate (critical for both adding to the sustained
competitive advantage and personal branding), we may want to
bring into play our super-powers, i.e., valuable, rare, inimitable
and non-substitutable resources and finest assets. Still, to fully
use, and continually develop them, we have to identify them
first via reflecting on our leadership gifts and qualities, self/360
degree feedback assessment, or recording leadership learning
experiences. Finally, we should tailor our training to our needs,
and we should gain that training by way of programs custom-
made to our special ways of dealing with the world. One size
does not fit all! So for life-long learning, the old Greek notion
of Know Thy-Self rules and as thats something that doesnt
fall into place easily, but with the help of knowledgeable, skillful
workplace learning and performance professionals who can spot
things we ourselves are not fully aware of we can boost our
leadership capabilities and approach super-powered leaderstatus!
Its in most of us, it just has to be unlocked. LE
REFERENCES
Tkaczyk, B 2013, Reenergizing Leadership the Fourfold Way, Strategic HR
Review, vol. 12, no. 5, pp. 280-282.
Tkaczyk, B 2014a, Leadership and Design: Next-Practice Thinking, Arab Inves-
tor, no. 11 (Arabic version), pp. 56-58.
Tkaczyk, B 2014b, Daily Check-ins Stimulate Self-Improvement, TD, vol. 68,
no. 8, pp. 72-73.
Tkaczyk, B 2014c, Crafting Continuing Learning and Development: A Posi-
tive Design Tool for Leadership Development, Development and Learning in
Organizations, vol. 28, no. 4.

Dr. Bart Tkaczyk, MSc (HRD & Consultancy), PMSC (HRD), MBA, PhD,
Fulbright Scholar (UC Berkeley), President & CEO (ENERGIZERS, LLC),
Author of Fourfold Leadership Design.
Email bart@energizers-boutique.com
Twitter @DrBTkaczykMBA
Video
13
By Heidi DCunha
Ways to foster heroic leadership
Leading with a Diference
A quote by Nelson Mandela reads, It is better to lead from
behind and to put others in front, especially when you celebrate
victory when nice things occur.
We have often heard stories about leaders leading by example
and leaders acting as role models. However, to be successful,
do leaders always have to be in the forefront? Can, as Nelson
Mandela says, they lead from behind the scenes, away from the
spotlight? Can leaders make the shift from being self-focused
to consciously noticing others? And why restrict these so called
others only to the work space let us broaden the scope of
our leadership workplace, struggling friend, overburdened
neighbour.
Leaders of today need to evolve into people motivated by
more than just targets and numbers. Leaders need to be just a
tad altruistic.
As per the concept of Altruistic Leadership, leaders care about
others as an end in itself. In todays highly connected world, where
stress levels are hitting the roof and people would give anything
to climb the corporate ladder, we need leaders to foster interde-
pendence and cooperation and be genuinely concerned about
their people their growth, development and their happiness.
Conventional thinking has equated leaders with straightforward
organization performance and targets. However leaders who
respect their peoples goals, imbibe humanistic values and are
ethical in their ways are those who can cut through toxic work
environments and foster a productive and synergetic work culture.
Leadership is a catalyst for organizational performance. As
leaders play varied roles - key decision makers, influencers,
coaches, advisors and role models among many others, the
style of a leader becomes all the more critical. Leadership has
a waterfall effect on the people, and since people mainly need
to be inspired to perform, it would be beneficial if leaders were
heroes ordinary people who do extraordinary things.
Let us take a look at some ways we can foster such heroic lead-
ership.
Selflessness: Connect with people on a higher level by being
genuinely interested in them.
Spread Trust: Trust in the capabilities of people and encour-
age them to outperform.
Promote a System of Values: Honesty in dealings, integrity
in relationships and reaching out without expectations.
Be Supportive: Generate an organizational climate where
people are of prime importance, eliminating fears and allowing
them to seek information, participate and take risks.
Encourage Dialogue: Teach people to communicate and
dialogue and support an open environment for learning and
feedback.
From this we could also draw certain parallels to the popular
theory by Maslow. When a leader has surpassed egotistical
boundaries (Level of Self Actualization) and has reached a state
of compassion for his fellow people, we could cultivate high
performing organizations, rooted in innovation, learning and
humanism. LE
References
Altruistic Leadership
http://www.olkc2013.com/sites/www.olkc2013.com/fles/downloads/133.pdf
Heidi DCunha is a Human Resource professional from India with 6 years
experience in Learning and Development. She has also worked in areas of
Reward and Recognition, Employee Communication, Talent Management
and Fun at Work. Along with working in L&D, she is also working on proj-
ects related to E-learning and HR Branding.
Email heididcunha@gmail.com
What is your overall leadership vision and mission specifc to Executive Leader-
ship Program?
Trough our Executive Leadership Program (ELP), we aim to develop leaders with
a grounded understanding of self and impart leadership skills consistent with ethical
and efective leadership practices. We believe its the combination of self-insight,
and development and practice of leadership behaviors that equip leaders to make
personal and professional decisions that can positively transform their organizations
and communities.
We are very focused on being practical. Once you complete our program, you
will be able to begin applying the principles immediately on returning to work! Te
center expects that individuals participating in our program will leave with a better
understanding of their personal drivers and how these afect the way they view their
world and in turn the quality of decisions they make for themselves and the organi-
zations they serve. Additionally, they will leave having learned and had a chance to
practice some key leadership skills found to be consistent with efective leadership. We
are committed not only to training leaders to be more efective, but also to continu-
ously incorporating the most current research into our training programs, as well as
feedback from the practitioners themselves who attend and complete our programs.
What makes your program unique and diferent?
Te Center for Leadership Executive Leadership Program is a unique resource
developed not only on the strength of our proprietary research, but also by leveraging
extant and impactful leadership knowledge from around the world. In addition, we
tap executives who attend our programs, the practitioners of leadership, for informa-
tion on what is proving efective in the feld and we feed this information back into
our research directives and our program. In this way, the program remains current,
relevant, to the point and resonates!
Program content is based on our Leadership Competency Model (LCM) and
developed by the centers multi-disciplinary academic faculty, in collaboration with
key partners around the world. LCM identifes fve core competencies for efective
leadership -- Leading Self, Leading Others, Strategic Focus, Managing Work and
Connecting with Others. Tis proprietary research forms the foundation of our
program and provides participants both unique and practical perspectives. Te ELP is
designed to provide building blocks for executives to develop their unique leadership
blueprint, and it also allows customization for specifc peer groups, including C-Suite
executives, women leaders, educators, and high-potential executives.
Participants are placed in cohorts that best match their organizational experience
Educational Institutions
Leadership Excellence Rank
#Globalleadership14 Global Leadership Excellence 2014
Garth Headley
1
Company Name: Florida International
University Center for Leadership
Program Name: Executive Leadership
Program
Program Director: Dr. Mayra Beers
Address: 11200 SW 8th St, CBC 223, Miami,
FL, 33199
Call: 305-348-5323
Email: beersm@u.edu
Visit: lead.u.edu
Ethical and Effective Leadership
Our editorial team interviewed Garth Headley from Florida International
Universitys Center for Leadership, at the Leadership Excellence Awards this
past April. Following are the excerpts from exclusive interview.
Video
and needs (Director and above). Program content is tailored to meet
the unique leadership challenges of executives while maintaining our
core leadership philosophy and is highly interactive.
How many people do you impact, every year, with this program?
During the past year, approximately 100 participants have attended
our executive leadership training program. Over the last fve years,
the centers growth has been deliberate, targeted and grounded on
developments in the feld. At present there are more than 600 alumni
of the program. Participants are nominated by their organizations
and to date more than 140 organizations across the United States,
Latin America, the Caribbean, Europe, and Africa have participated.
How long does it take to complete this program?
Te programs are three to four-day resident schedules, with specifc
targeted cohorts ofered throughout the year. Pre-work readings and
assignments, assessments, and questionnaires are part of the prepa-
ration for participants attending the program. Action planning is a
key part of every program and ensures participants apply lessons to
real-world, on-the-job challenges. Each participant also spends a one
hour, one-on-one, with an executive coach who helps them craft an
actionable and practical plan for returning to work.
How is this program delivered, both online and in classroom?
Te Executive Leadership Program emphasizes the value of peer-
to-peer learning and interaction and its resident, face-to-face, format
has proven highly efective by bringing together diferent perspectives
across organizations and industries. Te program is designed to maxi-
mize ROI for executives and busy professionals by ofering a mixture
of online assessments, classroom lectures, experiential learning and
roundtable discussions.
Upon arrival, participants are expected to engage in full-day sessions
that cover pre-session assignments, personal experiences, and faculty
expertise. Participant interaction is a hallmark of each days sessions,
including group work and individual presentations. Workbooks with
relevant materials as well as books and articles for further reading and
continuous development are provided to participants.
Whom do you target for the Executive Leadership Program?
Our participants come from a broad spectrum of industries and
levels. Our typical clients are senior managers, directors, vice presidents,
C-level executives and board members, or any executive with extensive
responsibilities and whose decisions have substantive implications on
their organizations. Industry representation includes multinational
corporations, local enterprises, non-proft organizations, educational
institutions, and government administrators.
Te center also partners with our home institution, Florida In-
ternational University (FIU), to provide leadership training for our
managers and directors through custom in-house ELP.
How do you measure success and ROI of your program?
Each program ofered by the center is rigorously evaluated by par-
ticipants, facilitators, and staf using a comprehensive accountability
and measurement system that evaluates the quality of the products
and services provided. Evaluations are designed by trained organi-
zational psychologists in order to provide an accurate assessment of
the centers performance. Each instructor is evaluated on delivery,
knowledge, and ability to engage the audience as well as the rigor and
applicability of the session. Program content is evaluated on the utility
and value of information, quality of materials used, and amount of
new knowledge gained.
Prior to each program, participants are asked to complete a ques-
tionnaire to assess their expectations from the program and to better
address the groups unique leadership development needs. During
multi-day programs, participants are asked to complete daily evalua-
tions including reporting on each session and instructor.
In addition, an overall program evaluation is distributed on the
fnal day of the program that adds questions on venue, stafng, and
logistics. Participant feedback through the evaluation process is used to
introduce new material, refne existing curriculum, and make adjust-
ments to the delivery process. Since the launch of our frst program,
we have consistently averaged 4.8 on a 5 point scale.
What is your area of expertise with regards to leadership training,
such as teamwork, execution and frontline managers?
Our research shows that decisions are a key measure of efective
leadership and as such our work revolves around how to help leaders
and enhance their decision making abilities. For this reason, our
program is built on creating a strong sense of self and developing key
leadership capabilities that infuence the decision making process. We
teach skills that help leaders build infrastructure for developing and
actioning efective decisions.
What are the key takeaways from this program and how does it
help your customer, client, or participant to improve their, as well
as that of their team members, performance?
Since we focus on bettering the process of leadership decision
making, self-insight and practical leadership behaviors are important
takeaways.
Prior to arriving at the program, participants are asked to come
prepared with a challenge they want to work on during the program.
Troughout their time with us and by using the knowledge and skills
acquired during the program, each prepares an action plan to address
the challenge/issue. We have a systematic way of identifying your core
values, assessments geared towards understanding the role personal-
ity plays in decision making as well as life traps and schemas at work
that we may not be aware of. On the behavioral side, you walk away
knowing how to build high impact networks, connect meaningfully
with others, and developing and enlisting others to a strategic vision.
Tey also get to meet an executive coach who helps them develop the
plan and ensures it has actionable steps. Te action plan is presented
to the rest of the cohort on the last day of the program, helping to
create accountability. Tis document, prepared by participants, vetted
by their coach, and committed to in front of their peers, results in a
valuable blueprint they take home. It prepares them to face pertinent
challenges.
What impact does your program have on users?
Te Executive Leadership Program provides exceptional ROI to
organizations and individuals. Many have termed it life-changing.
But, perhaps more tangible are the promotions that often occur after
fnishing the program and the referral of their colleagues to future
programs, or having CEOs who complete the program ask to have
custom workshops for their internal leadership team. When you
consider that many of our graduates are decision makers in Fortune
500 companies, both locally and internationally, leading large teams
within their organizations, the impact is wide reaching. When we hear
from our graduates on returning to work that we have dramatically
changed the way they lead, this is perhaps our best endorsement.
Whats in store for future?
We are currently preparing to launch an executive leadership program
for physicians and hospital administrators. Te program was developed
based on our competency model, and while it will focus on develop-
ing self-insight and leadership skills, it is also designed to help the
physician-leader begin to understand and efectively navigate the
changing landscape of healthcare leadership. We are very excited
about this program which should launch soon with registration dates
in January 2015.
Tell us about your leadership vision and mission specifc to Leading High
Performing Teams program?
We believe leadership can be taught, however, it requires more than just lectures
and books. It needs much more than the case method taught currently in business
schools. Real learning is equivalent to real change, and real change happens when
participants are immersed in action-based scenarios, simulations, and challenges
that pull them out of their comfort zone and help them expand their leadership
capacity. Introspection, refection, self-assessment, and thoughtful planning are key
components in this journey.
What separates Michigan from most other institutions is its reliance on verifed,
practical research as foundation for its programs, combined with faculty who are
experienced in the real world of business. Ours is an action-based learning approach
that ensures participants begin applying new concepts and tools to their work situations
even as the program ensues.
We deliver content in various formats including assessments, lectures, case analyses,
technological delivery, simulations, interactive practice and applicable action learning
in order to help participants and their organizations perform in extraordinary ways.
Often, we ofer content in non-traditional places such as museums, high-end chef
kitchens, symphonies, and atomic particle laboratories to name a few.
How many people do you impact, every year, through this program?
Te program is ofered three times a year. On an average, 20 participants take part
in each program.
Leading High Performing Teams is a three-day program.
Learning happens both in classroom and at various campus locations. In addition,
we integrate technology throughout the learning experience.
What are the levels of leaders that you address?
Te Leading High Performing Teams program is aimed at mid-level managers,
whose success depends on leading teams, including global and virtual.
Educational Institution Category
Kim Cameron
2
Company Name: Stephen M. Ross School of
Business at the University of Michigan
Program Name: Leading High
Performing Teams
Chief Executive Education Ofcer:
Melanie Weaver Barnett
Address: 724 E. University, Wyly Hall,
Suite 3700, Ann Arbor, MI 4810
Call: 734-615-2162
Email: barnettm@umich.edu
Visit: umich.edu
Multi-faceted Leadership
Our editorial team interviewed Professor Kim Cameron, Associate Dean,
Executive Education from Stephen M. Ross School of Business at the
University of Michigan this past April. Following are the excerpts from exclusive
interview.
Assessment data is gathered pre and post programs to examine
leadership changes resulting from our Strength-Based Leadership
approaches. Referrals from past participants are a key success indicator.
So, are daily program evaluations and feedback from participants
during post program coaching sessions.
Te UM Ross Leading High Performing Teams (LHPT) program
helps participants to unleash the power of their most talented teams
-- globally, locally, and virtually. Tey learn best practices to motivate
and enable their teams to achieve sustainable high performance while
using fewer resources.
In addition, they explore key things that they can do as a team leader
-- visionary, designer, coach, coalition builder, and ambassador. Te
program is highly engaging and interactive in nature. Te simulations
that explore real-world examples of best and worst team leadership
practices give them new tools for maximizing their own teams
performance, while leadership self-assessments and diagnostics for
evaluating team performance help them refect on their personal
efectiveness.
As participants interact with faculty experts and colleagues, they
learn which behaviors do and dont lead to high-performing teams.
Participants deeply analyze common pitfalls many talented leaders
make and explore techniques for leading teams regardless of functional
area, organizational level, geography, or industry. Tey emerge with
a roadmap to take their teams performance to the next level, gain
a deeper understanding of their personal team leadership strengths
and weaknesses, and insight into the special needs of diverse, global,
and virtual teams.
Te faculty for this program brings a wealth of research-based and
practical experience to the classroom. Paula Caproni has over 20
years of experience teaching Michigan Ross Executive Education. She
has coached more than 500 executives to improve their leadership
and has worked with organizations in over 10 countries. Her book,
Management Skills for Everyday Life: Te Practical Coach, is in its
third edition. Jefrey Sanchez-Burks is a leading expert in cross-cultural
competence in global business. His research, teaching, and consulting
have been featured in the Harvard Business Review.
What can customers, clients, or participants take away from your
program and apply to improve themselves and the performance
of their team members?
Specifc course curriculum is designed to help participants gain
expertise required in their current job and to grow to the next level.
Curriculum is modifed and changed to refect environmental
conditions, key challenges and the state of current economy.
Participants develop a personalized action plan for their team(s)
that they will implement upon their return to organization. Tis
includes: a) Step-by-step plans to implement best practices to create
work contexts that maximize results, b) Tools to diagnose and improve
strengths and weaknesses of team(s), c) Coaching strategies to cultivate
both individual team member and team as a whole, d) Techniques to
avoid common dysfunctional team dynamics. A private, follow-up
coaching session within three months of the program completion
serves to reinforce learning and helps to propel success.
How does your program impact users?
Independent evaluation of our leadership programs has shown: 1.
Signifcant improvement on leadership and management competencies
2. Improved promotability of participants who complete the program,
and 3. Substantial ROI increases.
Let me quote a few testimonials: Excellent mix of theory, practical
advice, tools, videos, and In every topic covered, I could take
meaningful and relevant aspects to relate back to my team/myself.
We encourage participation by asking participants to share their
experiences. All our sessions are research-based. Te program is simple
and easy to understand learning (pedagogy) and you get plenty of
tools in each session that can be utilized/ implemented at your area of
work. Excellent experience helped in building collective intelligence,
self-awareness by team leader as designer, decision maker and coach.
We ofer diferent levels of leadership certifcates, including tuition
discounts (that can be shared with other leaders), for those who attend
more than one Michigan program. Many customer clients ask for
this kind of experience for their high potential leaders, so the content
of this program is expanding and is being customized for diferent
industries and diferent contexts.
CONNECTINGHR EXPERTS GLOBALLY
www.hr.com/leadership500
For more information phone: 1.877.472.6648 email: leadership500@info.hr.com
For the past 30 years, Leadership Excellence has identied and recognized the top 500
leadership organizations and their strategies and solutions in our yearly ranking issues.
Nominate your organization for their Excellence in Leadership Development at
www.hr.com/leadership500
Get your name on the list with some of the 2014 winners, including: GE, Cisco Systems,
MasterCard, FedEx Services, General Mills, Qualtrics, TD Bank Group, Association
of Strategic Alliance Professionals (ASAP), Florida International University, Zenger
Folkman and Development Dimensions International (DDI).
Nominations NOW OPEN!
1. Small Company
2. Midsize Company
3. Large Company
4. Government/Military
5. Non-Prot Organization
6. International Company
7. Educational Institution
8. Small Leadership Partner & Provider
9. Midsize Leadership Partner & Provider
10. Large Leadership Partner & Provider
11. International Leadership Partner & Provider
By Holly G. Green
Traits that differentiate an elite leader
Are You an Elite Leader?
Defning elite leadership can be a difcult task, but we all know
it when we see it.
It starts with a certain mindset. Elite leaders have a remarkable
clarity on winning for the company, for the team, and for herself/
himself. Moreover, this clarity on winning doesnt come at the cost of
others losing. Instead, its a relentless determination to help everyone
achieve the goals and reach the defned destination.
Elite leaders play to win all the time, every time. In fact, they dont
know how to play any other way. Teir philosophy is you either play
the game to win or you dont play at all.Tey also exhibit a number
of traits that are not commonly associated with leadership, but are
essential for todays uncertain business environment.
Elite leaders:
Listen. Too often, business leaders just go through the motions
when it comes to listening. Elite leaders understand that listening
is an essential skill for getting things done, and they work hard at
developing their listening abilities.
Pause. Elite leaders pause enough to actually think before making
decisions and taking action (unless there is a crisis that requires im-
mediate action). Instead of jumping at the frst good idea or solution,
they take the time to explore diferent alternatives before proceeding
with a course of action. Tey understand that it always costs more to
do it over than get it right the frst time.
Refect. Elite leaders are keenly aware of their own biases and
thought bubbles. Tey understand how and where these can get in
the way, and build in the practice of regularly analyzing and ques-
tioning them. Tey constantly update their thinking to stay on top
of their game.
Expand. Elite leaders actively seek the wisdom and advice of
others, especially those with diferent backgrounds and points of
view. Tey appreciate the value of having multiple perspectives on
every issue.
Explore. Elite leaders talk about possibilities rather than potholes.
Tey ask why rather than why not questions. Tey focus on what
could be versus what might get in the way.
Self-correct. When elite leaders make a mistake, they self-correct
by acknowledging it, adjusting, and refocusing on winning.
Practice. No matter how much success they achieve, elite leaders
constantly work to hone their craft. Teyre driven to get better at
what they do and what they want to do.
Most of all, elite leaders stay focused on moving forward, which
requires learning from the past without getting stuck there. When
things go wrong, they dont point fngers or assign blame. Instead,
they do it again to get it right, or they guide others to do it again
and get it right.Tey work to make others successful, and strive to
create an environment that supports everyone achieving their goals.
Whether in business, sports or any endeavor, people would rather
be part of an organization that plays to win. Take advantage of this
natural human tendency and tap into the winning mindset and be-
haviors of everyone on your team! LE
Holly G. Green is CEO of THE HUMAN FACTOR, Inc., and helps
companies achieve excellence by creating clarity on what winning looks like
and determining how to get there.
She was previously President of Te Ken Blanchard Company and a biotech
start up. Her clients include Google, Arbys, the National Behavioral Health
Council as well as numerous small and midsized businesses.
Holly is also a bestselling author. Her newest book, Using Your Brain to
Win, has just been released to international acclaim.
Email holly@thehumanfactor.biz
Visit thehumanfactor.biz
LinkedIn www.linkedin.com/in/hollygreen
20
Tell us about your overall leadership vision and mission specifc to Drexel
Universitys CEO LEAD program?
Te Creating Experiential Opportunities for Leadership Education and Development
(CEO LEAD) program comes under the direction of Drexel Universitys Ofce of
Student Leadership Development & Traditions (SLDT). Te CEO LEAD program
is based on the foundations of the Social Change Model for Leadership Development
which advances personal and professional development, builds group and team
dynamic skills, and cultivates community engagement and responsibility through
the values of the 7 Cs.
SLDT ofers numerous opportunities for leadership education/CEO LEAD credit
through the Leadership Certifcate Program (LCP), Te Leadership Academy (TLA),
Read to Lead Book Club, Reel Leadership Movie Series and conferences, retreats,
and symposiums for all students to foster and enhance leadership skills, utilizing the
principles and philosophies of the Social Change Model as a foundation.
We ofer about 200 workshops per year through the LCP and utilize our partners
to engage with students on a variety of leadership topics. Students can earn diferent
certifcates and hone skills in a particular interest with a leadership specialization.
TLA ofers a structured, three-tiered classroom curriculum and shared-experience
where students can dive deeper into the process of personal leadership development.
In our program, students develop personally as well as professionally, frst through
self-awareness and values clarifcation, then through group and team dynamics
formation, and ultimately as a global citizen and community change agent.
Te CEO LEAD program at Drexel was formed in the 1998-1999 academic year.
Initially, the program was designed to teach students skills that would help in the
management of their student organizations. As the program developed, workshops were
ofered to meet the needs of all students seeking leadership growth and development,
and the number of certifcates that could be earned went from 2 in 1998-1999 to
15 in 2010-2011.
Students earning certifcation also grew from two dozen in 1998-1999 to 300+
in 2012-2013. Altogether, more than 1,800 individual students participated in over
200 workshops ofered in 2012-2013, with a total attendance surging near 6,000.
Trough the CEO LEAD Leadership Certifcate Program, students are welcome to
attend a plethora of workshops throughout each academic year (Fall-Spring). Students
receive credit for attending workshops and can apply these credits toward earning any
one of our four leadership certifcates by completing the minimum requirements.
Richard Kopp
7
Company Name: Drexel University
Program Name: CEO LEAD
Program Director: Richard Kopp
Address: 3210 Chestnut Street, Creese Stu-
dent Center, Room 32F, Philadelphia, PA
Call: 215-895-6076
Email: CEOLEAD@drexel.edu
Visit: drexel.edu/CEOLEAD
Honing the Leaders among Students
Our editorial team interviewed Richard Kopp from Drexel University, at the
Leadership Excellence Awards this past April. Here are some excerpts from
the exclusive interview.
Video
In order to earn certifcation in a specifc track, students must attend
six workshops in that category. Sessions are organized in three separate
certifcate tracks based on the Social Change Model: 1) Personal &
Professional Development, 2) Group & Team Dynamics, and 3)
Community Engagement & Responsibility.
Students may also earn a Holistic Leadership Certifcate by attending
any six workshops across all disciplines. For students seeking to hone
skills in a particular area, the program also ofers specializations in eight
areas. To earn specialization, students must complete the requirements
of a certifcate track, as well as attend three workshops coded in that
specialization discipline.
Specializations currently include: 1) Spiritual Leadership, 2) Sports
Leadership, 3) Womens Leadership, 4) Multicultural Leadership,
5) Fraternity & Sorority Life Leadership, 6) Advanced Fraternity &
Sorority Life Leadership, 7) Student Organization Leadership, and
8) Student Organization Management.
Troughout the year, we host a variety of workshops with themes
and topics including, but not limited to: Interpersonal Skills,
Running Efective Meetings, Business Etiquette, Personal Branding
and Networking, Teambuilding and Team Dynamics, Leaving Your
Legacy, Goal Setting and Time Management, Ethical Leadership,
Women and Leadership, Diversity Education, Communication and
Delegation, and Management and Motivation.
We host a majority of the workshops at our University City Campus
in the afternoons and evenings, Tuesdays through Tursdays. A majority
of our workshops are also available via a live online webcast, allowing
students to participate virtually who are on cooperative education,
study abroad, or another campus! Workshops are typically scheduled
for 60-90 minutes, inclusive of the presentation, activities/exercises,
and Q&A.
Which are the levels of leaders whom you address?
We ofer programs for novice student leaders, emerging leaders,
and experienced leaders. Our programs are open and targeted at all
students, including undergraduate and graduate students, student
organization ofcers, online students, adult-learners, and alumni,
faculty and staf.
We utilize the Multi-Institutional Study of Leadership (MSL),
an international research project that uses the Socially Responsible
Leadership Scale and other measures to better understand college
student leadership development, to assess the values of the Social
Change Model for Leadership Development and the success of our
CEO LEAD program. We also collect evaluations from individual
workshops, conduct pre/post-test evaluations for our TLA courses,
and disseminate an end-of-year evaluation survey to all program
participants.
Our CEO LEAD program ofers both a workshop-based option, LCP,
and structured, tiered classroom curriculum and shared-experience,
TLA. Troughout both aspects of the program, students advance their
personal and professional development through self-assessments, values
clarifcation, goal identifcation, and topical classroom workshops.
Students are also trained in group formation, team roles, and confict
management. Furthermore, advanced workshops and classes are ofered
to strengthen our leaders responsibilities to community through timely
discussions, mentorship and role modeling opportunities, and peer
education, while enhancing and embracing community engagement
and responsibility.
What are the key takeaways from your program that your customers,
clients, or participants can apply to improve themselves and the
performance of their team members?
At the end of every academic year, SLDT hosts an Annual Recognition
& Awards Reception to honor and recognize the achievements of those
students who have sought to develop leadership skills both personally
and professionally. Te reception is open to any student who has
participated in at least one LCP workshop during the academic
year. Certifcates are awarded to students who have attended at least
six workshops. Former presenters, faculty, staf and alumni are also
honored for their dedication and contributions to the program and
are invited and encouraged to attend.
CEO LEAD participants are exposed to a variety of leadership topics
that align with the Social Change Model and are able to apply those
learned lessons and skills to improve their future personal, academic,
and career success.
Participants in our leadership program have consistently performed
better in many co-curricular, academic, and cooperative education
settings compared to average, non-involved students on our campus.
Participants noted that the following leadership skills were improved
and enhanced as a result of their involvement with one of our leadership
programs: 1) efective communication, 2) self-confdence, 3) teamwork,
4) project management, 5) people skills, 6) understanding of leadership/
management styles, 7) critical thinking and analytical skills, 8) healthy
living skills, 9) authenticity, 10) citizenship/community building, 11)
business/technical skills, and 12) awareness of multicultural issues.
Te program has helped students to be more self-aware about
themselves, their values, ethics, and interests. Students learn to apply
these values into whichever organization or team they are associated
with. Tis has also helped them to be a better team player and leader
and also realize that they are a part of a larger community.
Whats in store for the future?
For the upcoming academic year, participants in our program
can look forward to the full launch of our TLA courses, a peer
mentorship program, an of-site leadership conference, and a co-
curricular transcript tracking tool.
Tell us about your overall leadership vision and mission, specifc to Global
Leadership Executive Forum?
Our annual fagship program, Global Leadership Executive Forum, provides
knowledge and skills to executives and helps them efectively lead and manage
challenges and complexity of todays global business environment. Our vision is to
enable these executives to make a larger impact on the success of their companies.
Te Global Leadership Executive Forum diferentiates itself as a transformative
program that enables middle and senior-level managers to become leaders. Let me
quote VP Human Resources of International Assignments, Robert Bosch GmbH,
who said, I came as a manager and am now prepared as a leader.
Te program addresses key issues of strategy, business, and leadership. Led by
world-class faculty, the intensive four-week program integrates three focus areas in
an international context: Managing the Business, Managing Yourself, and Managing
and Leading Others.
Apart from traditional topics, such as strategy or global marketing, the program
also focuses on the people aspect of management and leadership. Te program
covers several topics, including working across cultures, change management, and
collaborating efectively in diverse teams. It also provides personal executive coaching
integrated with 360 degree feedback to support their personal learning journey. Te
forum helps participants understand who they are, how they interact, and how their
leadership behavior impacts others.
In addition to classroom experiences delivered by renowned international faculty, the
program includes a number of innovative methods. For example, it provides relevant
leadership lessons from improvisational theater through stage work with a director
of Interactive Teatre who is an associate professor at Carnegie Mellon Universitys
Entertainment Technology Centre. Te program also provides an impactful experiential
learning session related to problem solving, risk taking, and individual and team roles
through combined use of a psychometric instrument with rock climbing.
Another distinctive feature of the program is action-based learning, through an
integrated strategic project with partner companies. Tis ofers participants a continuous
cycle of learning, and helps them apply new methods and theories in a real-world
strategic challenge along with observation and refection.
Te program provides the participants a platform to try and apply the learning in a
safe environment. Tis helps them understand its impact, before they can apply it in
a real-world business scenario. Te program also helps them understand the human
aspect of business and leading efectively.
Educational Institutions
Sylvia B. Vogt
8
Company Name: Carnegie Bosch Institute
Program Name: Global Leadership
Executive Forum
Program Director: Sylvia B. Vogt /
Debi Dobransky-Fasiska
Address: Carnegie Mellon University, Tepper
School of Business, 5000 Forbes Avenue,
Pittsburgh, PA 15213
Call: 412-268-7344; 412-268-5178
Email: svogt@cmu.edu ,
ddobranskyfasiska@cmu.edu
Visit: cbi.tepper.cmu.edu
Building Tomorrows Business Leaders
Our editorial team interviewed Sylvia B. Vogt from Carnegie Mellon
University, Tepper School of Business, at the Leadership Excellence Awards
this past April. Following are the excerpts from the exclusive interview.
Video
On an average, 30 to 35 executives from various global companies
participate in the program. Te small size contributes to the intimate
and efective learning atmosphere. However, the impact is much
larger because these executives, when returning to their organizations
transformed as leaders, often transition into a higher-impact role and
thus impact numerous others.
Te Global Leadership Executive Forum is a four-week program.
With 20 days of programming, the program is very intense and
demanding. Executives are expected to not indulge in any work related
afairs during this period. In exchange, the curriculum is designed to
be extremely substantive and efciently planned.
Te program is delivered at the Carnegie Bosch Institute classroom
located at Carnegie Mellon University, in the Tepper School of Business.
Learning occurs in a highly interactive set-up that incorporates thought-
provoking lectures, case studies, small group workshops, computer-
based simulations, and innovative project work with real-life business
partners.
Participants can test their individual assumptions and gain new
ways of thinking about global markets, strategy, value creation, and
leadership. Personal growth and leadership development are important
elements of the program, with 360 degree feedback, several assessment
tools, and professional coaching integrated into the curriculum.
Whom do you target?
Te Global Leadership Executive Forum has been specifcally
designed to meet the complex needs of high potential mid-to-senior
level executives in multinational companies who currently, or aspire
to, hold key roles in global operations. Participants typically have 8-15
years of management experience. Tey come from various cultural
backgrounds and represent a cross section of functional areas, including
executive management, strategic planning, fnance, human resources,
legal, marketing, sales, operations, research and development, product
engineering, and manufacturing, among others.
Te Global Leadership Executive Forum receives extremely high
quality ratings, based on qualitative and quantitative measures. Tese
measures have been tracked for the past ten years of the program.
Participants complete evaluations of each of the 14-15 faculty members
as well as an extensive overall evaluation. We encourage and document
feedback from participants during the program and afterward, to
enable program staf to improve customer experience.
In the years following the program, intermittent personal follow-
up with participants about their application and personal progress
ensues. Tracking referrals and recommendations of past participants
is an additional measure of success. Te program design is reviewed
and revised every year.
Te Global Leadership Executive Forum aims at improving
management of global corporations by building a strong foundation
and signifcantly enhancing the strategic thinking and leadership skills
of its executives. Te area of expertise in the program is on global
leadership and management. Topics that are typically included in
the program are global strategy and innovation, global markets and
corporate performance, leadership and followership, creating value
in cultural diversity, leadership techniques from performing arts, and
developing and communicating a leadership point of view.
What are the key takeaways from this program and how does
it help participants to improve their own as well as their teams
performance?
Classroom sessions provide an increased understanding of the global
marketplace. Te sessions are carefully integrated so as to build upon
each other without repetition. Training methods that go beyond the
classroom, such as a leadership project with a real client, numerous
group exercises, and improvisational acting lessons, enhance and
exemplify the classroom knowledge. Personal assessments lead to
an increased self-awareness. After executive coaching and planning
sessions, participants leave with an individual leadership action plan,
reinforcing the notion that the end of the four-week program at
Carnegie Bosch Institute is just the beginning of a continuing leadership
development journey.
Te Global Leadership Executive Forum has a huge impact on
participants. Let me quote some of their testimonials:
I had an expectation that I would leave with a change of a lifetime,
and you have far surpassed it.
Te amount of learning has been phenomenal. Tis is the single
best investment of my time and career.
World-class faculty bring the latest management perspective. I am
going back a changed person to create, if not a revolution, at least a
substantial change in the thought process of the frm.
Tis annual program is conducted for four weeks in the months
of May-June every year. Looking at the strong participant base
this year, we have plans to ofer this program twice a year with
the help of highly qualified faculty members. However, we
do not want to make it a mass market program and would like
to continue providing high experiential learning to participants.

By Daniel Russell
10 climate factors which impact creative performance
Rapid technological change, increasing global competition,
and economic uncertainty all contribute to companies increas-
ing interest on creativity and innovation.
Companies need to be able to generate new ideas to fuel
growth. At the same time, they need to be able to increase
both the effectiveness and efficiency of the innovation process.
However, it is very difficult to generate high quality innovation
and see it through to implementation. Still, there is a great deal
that business leaders can do to improve innovation effectiveness
and efficiency.
One way leaders can increase innovation effectiveness and
efficiency is by creating a climate of creativity, or a place where
new ideas are invented and applicable innovation results. Re-
search has shown that climate is an effective predictor of creative
performance and, further, that creative people are especially
influenced by climate. A recent analysis of 42 research studies
(Hunter, Bedell, & Mumford, 2007) found several climate factors
which significantly and positively impact creative performance.
Here, we will present ten of the most important factors.
1. Challenging Work
Making the work challenging means designing jobs and tasks
that are demanding, complex, and interesting; yet, they must
not be overly taxing or unduly overwhelming. Challenging jobs
are typically characterized by skill variety, autonomy, ambiguity,
and frequent changes. When jobs are complex and challenging,
individuals are more excited about their work and interested
in completing their job well (Oldham & Cummings, 1996).
Leaders can influence this factor through job design by inject-
ing enough complexity and variety into the job to keep things
interesting and by setting challenging goals for the workgroup.
2. Intellectual Stimulation
In this context, intellectual stimulation means encouraging
open and honest debate and discussion of ideas. Creativity flour-
ishes in work environments where meaningful exchanges take
place around significant issues and ideas. This kind of debate
takes time, focus, and interaction in both formal and informal
settings. In todays virtual workplace, a controversial policy
might be required to create this type of environment. Marissa
Meyer was frequently criticized when she rolled back Yahoos
work from home policy. However, she stuck to her decision
saying employees are more collaborative and innovative when
theyre together. Some of the best ideas come from pulling two
different ideas together (Tkaczyk, 2013).
3. Positive Interpersonal Cohesion
Creativity also flourishes in climates where employees perceive
a sense of togetherness and cohesion and an absence of emotional
conflict. Collectivistic cultures where employees identify more
as team members working toward shared goals also foster greater
positive interpersonal cohesion (Rawlston, 2005). Fostering
positive interpersonal relationships can be difficult when you
must also encourage open debate. It is important for the leader
and group members to acknowledge the need to debate ideas and
issues while, at the same time, being careful that the debate does
not erode positive interpersonal cohesion. Continuing to have
open conversations may even improve interpersonal cohesion.
4. Trust & Safety
Research and practice clearly show that a climate of trust and
safety facilitates creative performance (Reiter-Palmon, de Vreede,
& de Vreede, 2013). Global innovation expert Charles Day
(2013) says that the fuel of trust is transparency. Transparency
doesnt necessarily mean telling everyone everything, but it does
mean being as open as possible with employees. This includes
also being open about what you do and dont know, as well as,
what you can and cannot share.
Building trust also means showing you trust your employ-
ees. Even as Netflix has grown and become a successful public
company, it has not implemented formal time off or time and
expense policies. Instead, it trusts employees to use their common
sense and make decisions in the best interest of the company.
This climate of trust helped Netflix grow to over 25 million
US subscribers and triple their stock price in 2013. Indeed,
creating a climate of trust must go beyond policies and posters
on the wall.
5. Flexibility & Risk-Taking
Encouraging flexibility and risk-taking means being comfort-
25
Interactive
able with the uncertainty that comes along with creative work.
Organizations that embrace the knowledge gained from errors
have a competitive advantage over those that ignore or punish
failure. Leaders must clearly communicate through word and
action that errors are to be learned from and they must present
opportunities to learn and improve (Hunter, Thoroughgood,
Myer, & Ligon, 2011). IDEO, the innovation powerhouse,
shows support for risk-taking in a company slogan, Fail often
to succeed sooner (Fredman, 2002).
Harvard Professor Rosabeth Moss Kanter (2006) points out
that flexibility is also key in innovation efforts. For example,
Honeywell set up a venue for divisions to present their best
innovation ideas during quarterly budget reviews. However,
none of the budgets contained funds for emerging ideas. Thus,
the leaders were forced to fund projects by finding cost savings
in other areas. In contrast, IBM has set up a US$100 million
innovation fund to support new ideas which might emerge
during the year.
6. Autonomy
Providing employees with autonomy in doing their jobs is
another important aspect of a creative climate. Decades of
research on innovation clearly demonstrates that innovators
prefer the freedom to be self-directed and independent (Hunter,
Thoroughgood, Myer, & Ligon, 2011). Innovation author and
researcher Scott Anthony (2012) observed that in the 1950s and
1960s, the most successful innovators chose to work autono-
mously outside of the bureaucracy of large companies. Today,
large corporations (e.g., IBM, Medtronic, Unilever) are creating
so-called corporate garages allowing innovators autonomy
in their work while still enabling them to draw on the overall
resources of the organization.
7. Mission Clarity
Mission clarity is another critical aspect of a creative climate
that can be highly influenced by the leader. Academic and
applied research clearly shows the importance of setting forth
a clear mission and engaging innovators in that endeavour
(Hunter, Bedell, & Mumford, 2007). The first step is often
called problem identification and has been shown to be highly
correlated with creative production and solution generation
(Reiter-Palmon & Illies, 2004). Because the leader typically has
the most comprehensive viewpoint, his or her input in problem
identification is vital.
The second step in creating mission clarity is to make clear
strategic decisions that set the context for innovation (Anthony,
2012). These decisions send strong signals about the companys
strategic direction and the competitive landscape. Bain and
Company in a 2013 study found that setting clear, specific
innovation goals and models was the single most important
factor dividing top performing innovative companies from
weaker performers. They suggest that creating passion for the
mission by capturing the hearts and minds of innovators is also
an important part of this factor (Almquist, Leiman, Rigby, &
Roth, 2013). Leaders need to ensure that innovators are given
a clear, compelling, and aspirational mission that challenges the
mind and engages the heart.
8. Commercial Emphasis
Promoting a strong balance of practicality and originality is
another important aspect to creating a climate for innovation. A
solution that is original but not relevant or effective is of little
use to the organization. Likewise, some solutions are practical
and effective but not original. Those solutions may work in the
short term, but they are not innovative. Thus, they are easily
replicated and do not represent sustainable competitive advan-
tage. This is why blank slate brainstorming doesnt work as
well as expected. Putting practical constraints on brainstorming
has been shown to yield better results (Heath & Heath, 2007).
9. Resources
Just as innovation is a risky endeavour, it can also be costly.
Innovators need to perceive that the organization is willing to
invest the time and money necessary to support innovation and
implementation of these efforts. Leaders need to purposefully
plan for flexibility in budgets and in time allocation to encour-
age innovation. 3Ms policy allowing its engineers to take 15%
of their workweek to focus on independent projects has yielded
such innovations as the Post-It Note.
Lavish spending on innovation is not required and it can
actually be detrimental to the teams climate for innovation.
Research has shown that an overabundance of resources can lead
to complacency and that some limitation of resources leads to
resourcefulness which drives innovation (Hunter, Thoroughgood,
Myer, & Ligon, 2011). This same idea holds true for time re-
sources as the leader must allow adequate time for innovation
but also be able to make a call about when to shelve an idea
that is not currently viable.
10. Leadership Support
Finally, innovation teams must believe that their efforts are
important to top management. The innovation team leader
can influence this factor greatly by serving as a conduit between
the team and more senior leadership. The leader must sell the
importance of innovation efforts to more senior leaders and
communicate their to the innovation team. While leadership
support for innovation is important overall, it is most important
in the testing and implementation stages of the innovation project
when resource needs become less predictable and organizational
patience wears thin.
Research and practice clearly show the strong positive impact
that climate can have on creativity (Hunter, Bedell, & Mumford,
2007). The positive linkage between these climate factors and
performance are applicable across a wide variety of work en-
vironments. By definition, one cannot guarantee a successful
innovation project. However, as we have discovered, there are
many factors that can ensure a climate that fosters creativity and
leads to profitable innovation. LE

Daniel Russell is the Managing Principal at Link Consulting. He has 20
years experience assisting clients to design and implement high impact HR
programs. He was most recently a Partner at Aon Hewitt leading the Selection
& Assessment Service Line for North America. Prior to Aon Hewitt, Dan was
a Research Scientist at the American Institutes for Research in Washington,
DC.
Email drussell@linkconsulting.com.my
LinkedIn Dan Russell
26
White Paper
Creating a Climate for
Innovation
Link Consulting Blog
What is your overall leadership vision and mission, specifc to Custom Leadership
Development Certifcate programs?
Our aim is to develop high performance leaders and promote organizational success
through collaborative partnerships and custom employee development programs.
What makes this program unique and diferent?
Custom Leadership Development Certifcate programs feature an authentic process
of customization, including comprehensive need-based assessments. Tis ensures that
the resulting programs design and curriculum support an organizations mission,
vision and values; align with current strategic goals and business objectives; target
development of specifc skills and competencies; and achieve desired learning outcomes.
Customization also includes scheduling to minimize workplace disruption and
onsite or on campus delivery. Course materials are co-branded and include case studies
based on industry or organization specifc issues. Each program utilizes a team of
culturally ft instructors and subject matter experts.
A unique element critical to success is the integration of a workplace application
platform either an Individual or a Team Development Plan (IDP or TDP). Te
IDP or TDP requires each participant to select a leadership challenge based on an
actual workplace issue or situation, develop and implement weekly action plans that
incorporate key learning, track progress via success factors, and report results at an
end-of-program Capstone event.
We average over 1,000 enrollments in our custom leadership development modules,
workshops, seminars and certifcate programs each year.
How long does it take to complete a Custom Leadership Development Certifcate
program?
Te optimal length of a custom certifcate program is 45 hours, including the
Capstone. Modules are delivered in 3.5-4 hour segments. A participant can complete
this program in 11-13 weeks.
Custom Leadership Development Certifcate programs are ofered in three formats
on ground, blended and online.
Kathleen Wilson
9
Company Name: Brandman University
School of Extended Education
Program Name: Custom Leadership
Development Certicate
Program Director: Kathleen Wilson
Address: 16355 Laguna Canyon Road, Irvine,
CA 92618
Call: 800-632-0094
Email: corporate training@brandman.edu
Visit: brandman.edu/exed
Strategic Leadership Development
Our editorial team interviewed Kathleen Wilson from Brandman University
School of Extended Education, at the Leadership Excellence Awards this
past April. Here are some excerpts from the exclusive interview.
Video
Who are your target audiences?
Our programs are designed and developed for emerging leaders/high
potentials, team leads, front line supervisors, managers and directors,
and executive teams.
How do you measure success and ROI of this program?
To determine participant satisfaction, we utilize mid-point and post-
training evaluations. We also chart participant expectations during the
orientation and use them as a benchmark for each module delivered.
We conduct pilot programs to test the strength of the programs
design and format. We also employ continuous process improvement
by conducting debriefs at the end of each session to determine if the
curriculum is still relevant to an organizations current needs. If not,
we modify course content, instructor team, and schedule.
To ensure workplace application of classroom learning, each
participant in the program works on an IDP or TDP model. Support
and accountability are provided via classroom learning teams and an
internal accountability partner.
Our team of instructors combines signifcant organization leadership
experience with strong business/management consulting expertise
and great presentation/facilitation skills. We have capitalized on
this know-how to build a custom programming library of over 60
modules that are organized into four tiers of competencies: Personal
Leadership, Team/Group Leadership, Organization Leadership and
Business Mastery.
Our custom leadership programs can also incorporate curriculum
available through our open enrollment programs across business,
technology, health and wellness, and education. Continuing
education credit as well as academic credit toward degree completion
is available. Examples of what some companies have built into
custom leadership certifcates include technology training (primarily
MS Ofce applications), business certifcation courses (primarily in
supply chain operations and project management), training in Lean/
Six Sigma, and reinforcement coaching.
What is the impact of your program on users?
Based primarily on the IDP and TDP Capstone reports and
feedback from key stakeholders, our Custom Leadership Development
Programs have signifcant impact at individual, team/department and
organizational levels. Customization of content ensures that training
focuses on developing or enhancing competencies identifed by an
organization as critical for success.
Our custom programs combine a strong academic foundation with
relevant practical tools to teach best practices. Te environment is
interactive and based on peer learning to leverage talent and experience
that employees already possess. Participants develop critical thinking
skills by evaluating and discussing case studies specifc to their industry
or organization.
Leadership capacity is increased at the individual level and that
transforms the way teams are managed, employees are developed/
engaged, and work gets done. Organization culture shifts as new
behavior is modeled by leaders and overall productivity and efectiveness
are enhanced.
More partners want us to guide them right from the design phase
and help them develop a strategic approach to leadership development.
Tis results in an integrated program that trains leaders at all levels and
enables us to provide product and content over a multi-year period
rather than through a single training event. Tis strategic approach
supports succession planning and produces a robust leadership pipeline.
Brandman University, a part of the Chapman University System, is a private, nonprot institution accredited by the Western Association of
Schools and Colleges (WASC) that offers academic programs both online and at over 25 campuses throughout California and Washington.
928-0613-2014
Available on site at a business location, on campus
or online, custom programs are the result of a
collaborative partnership and emphasize:
Strategic, integrated approach
Comprehensive need-based assessments
Strong academic foundation and relevant
practical tools
Skill development for succession planning
Peer interaction, critical thinking, and specic
case studies
Recently honored with a 2014 Top 10 Leadership
Excellence Award from HR.com, Brandman is
dedicated to developing high performance leaders
and promoting success in a wide variety of
organizations and industries.
Brandman Universitys School of Extended Education offers quality leadership development programs
and custom corporate solutions that positively impact individual capabilities, team effectiveness
and business results.
DEDI CATED TO THE SUCCESS
of
EMERGING AND EXISTING LEADERS
LEARN MORE TODAY
800-632-0094
corporatetraining@brandman.edu
www.Brandman.edu/ExEd
By Prof. Sattar Bawany
Leadership pipeline for succession planning
Transforming the Next Gen Leaders
30
Talent management and retention is perennially at the top
of CEOs most pressing worries. A companys leadership pipe-
line is expected to deliver its next generation of ready-now
leaders. The key to ensuring an organisation has the leaders it
needs when it needs them, is to accelerate the performance of
future leaders including high potential employees, so that their
skills and leadership abilities are as strong as possible when they
are needed particularly as leaders transition from role to role.
A companys leadership pipeline is expected to deliver its
next generation of ready-now leaders. The payoff is a supply
of leadership talent that simultaneously achieves targets, bolsters
and protects ethical reputation, and navigates transformational
change in pursuit of a bright competitive future. Unfortunately,
some Boards and CEOs neglect their talent management ac-
countability - consequently, their pipelines run dry. When this
occurs, the downward spiral of competitive capability becomes
discernable, the edge is lost, and the magic disappears. The
competition begins to outwit, outflank and outperform these
companies.
The Current Realities
Organizations move their leaders through positions of respon-
sibility and challenge to develop talent and ensure capability for
the future. These transitions are known as role to role transi-
tions, i.e. a leader who is successfully performing in one role
takes on another role with different responsibilities.
Successfully assuming a new leadership role is almost never
easy. It is more often challenging and dauntingregardless of the
amount of experience a leader may have. In the 2009 Harvard
Business Review article The Realities of Executive Coaching,
Coaches surveyed reported that 48% of the time they are hired
to develop high potentials or to facilitate transitions.
Actions taken in the first few months of a leadership transition
directly impact a leaders chances of success. Transitions can be
times of both great opportunity and great risk. Transitioning
leaders often find the eyes of superiors, colleagues, direct reports,
and even shareholders firmly fixed on their first moves. Expecta-
tions are high. So what are the secrets of succeeding and thriving
in times of role transition, with so much at stake?
What are the Challenges or Pitfalls leaders in transition face?
The specific challenges leaders face depend on the types
of transitions they are experiencing. Leaders who have been
hired externally (on-boarding) confront the need to adapt to
new business models & organizational cultures, and to build
supportive networks of relationships. For those whohave been
promoted internally (role-to-role transitions),the challenge lies
in understanding and developing the competencies required to
be successful at the new level. Hence, it is essential to carefully
diagnose the situation and craft transition strategies accordingly.
The biggest trap new leaders fall into is to believe they will
continue to be successful by doing what has made them success-
ful in the past. There is an old saying, To a person who has a
hammer, everything looks like a nail. New leaders should focus
first on discovering what it will take to be successful in the new
role, then discipline themselves to do the things that dont come
naturally if the situation demands it.
New leaders are expected to hit the ground running. They
must produce results quickly while simultaneously assimilat-
ing into the organization. The result is that a large number of
newly recruited or promoted managers fail within the first year
of starting new jobs.
There is growing evidence that the range of abilities that
constitutes what is now commonly known as emotional intel-
ligence plays a key role in determining success for leaders and
in the workplace. Longitudinal research, conducted by Centre
for Executive Education (CEE Global) has uncovered links
between specific elements of emotional intelligence and leader-
ship styles as well as specific behaviors associated with leadership
effectiveness and ineffectiveness. CEE has found that, higher
levels of certain emotional intelligence components appear to be
connected to better performance in leadership roles. The study
also identified potential problem areas that could contribute to
executive derailment.
What are the transitional skills required for leaders in tran-
sition?
Leaders must identify the right goals, develop a supporting
strategy, align the architecture of the organization, and figure
out what projects to pursue to secure early wins.
Leaders at all levels of the organization must demonstrate a
high degree of emotional intelligence in their leadership role.
Emotionally intelligent leaders create an environment of
positive morale and higher productivity and this would result
in sustainable employee engagement.
The critical transitional skills for leaders in transition include
having social and emotional intelligence competencies in effective
relationship management, diversity management, cross-cultural
communication, effective negotiation and conflict management
in a multigenerational workplace.
The reality for leaders in transition is that relationships are
great sources of leverage. By building credibility with influen-
tial players, you are better able to gain agreement on goals, and
commitment to achieving those goals.
In the leaders new situation, relationship management skills
are critical as they arent the only one going through a transi-
tion. To varying degrees, many different people, both inside and
outside the leaders direct line of command, are affected by the way
he or she handles his or her new role.
Put another way, leaders negotiate their way to success in
their new roles.
Demystifying Executive Coaching
The goal of coaching is the goal of good management: to
make the most of an organizations valuable resources.
- Harvard Business Review (November 1996)
31
Executive Coaching is one of the fastest growing and most
misunderstood professions of this decade. Coaching used to be
an executive perk for large company executives to help them
make better business decisions. Today, coaching is rapidly being
recognized as one of the best strategic weapons a company can
have in its arsenal.
Effective coaching is a major key to improving business perfor-
mance. Executive Coaching focuses on the qualities of effective
leadership and improved business results. It is comprised of a
series of structured, one-on-one interactions between a coach
and an executive (coachee), aimed at enhancing the executives
performance in two areas:
Individual Performance or Effectiveness
Organisational Performance or Effectiveness
When executives are first confronted by being coached, they
are not always clear about how best to use their sessions and
quite unaware that it is they who set the agenda; in fact, some
executives expect executive coaching to be like a one-on-one
tailored training programme where the executive coach initi-
ates the agenda. Executive coaching teaches the beneficiary to
minimise, delegate, or outsource non-strengths by changing
ineffective behaviours or changing ineffective thinking.
An Executive Coach only has one item on his agenda the
clients or coachees success. This means going where it might
hurt by confronting and challenging the client, and keeping
a client accountable to achieving their goals. Coaching helps
people grow personally and as professionals. This growth allows
then to commit completely to the success of an organization.
When professional coaches work with organizations they can
turn performance management into a collaborative process that
benefits both the employee and the organization.
The Coaching Methodology (see Figure 1) consists of a proven
four-step process that is firmly grounded in leadership develop-
ment best practices:
Figure 1: A.D.A.M. Coaching Methodology
1. Assess: Through a series of assessment and information
gathering from various stakeholders, the coachee determine how
their performance links to current business goals.
2. Debrief: The coachee will be provided with feedback
based on the results of the assessments and with the support of
the Coach will develop a Development Plan which will enable
coachees to determine what to do to close the gaps in their
leadership capability. The Sponsor will sign off the Development
Plan to ensure that there is alignment to the business objectives.
3. Action Plan:The Coachee will implement the Development
Plan by taking well-defined action steps and regular feedback
during scheduled coaching sessions with the Coach which enables
the Coachees to move toward measurable goals.
4. Measure: A full evaluation of the coaching process and
engagement based on the agreed success metrics at the beginning
of the assignment yields objective measures of business results and
professional outcomes for both the organisation and the coachee.
Executive vs Transition Coaching Approach
Transition coaching has three overall goals: to accelerate the
transition process by providing just-in-time advice and counsel,
to prevent mistakes that may harm the business and the leaders
career, and to assist the leader in developing and implementing a
targeted, actionable transition plan that delivers business results.
While many of the issues covered by transition coaching are
similar to those included in executive coaching, such as sorting
through short and long-term goals, and managing relationships
upwards as well as with team members, transition coaching is
focused specifically on the transition and designed to educate
and challenge new leaders. The new leader and coach will work
together to develop a transition plan, a road map that will define
critical actions that must take place during the first 90 days to
establish credibility, secure early wins and position the leader
and team for long-term success.
The transition coaching relationship also includes regular
meetings with the new leader as well as ongoing feedback. Fre-
quently, the coach conducts a pulse check of the key players,
including the boss, direct reports, peers and other stakeholders,
after four to six weeks to gather early impressions so that the
new leader can make a course correction if needed.
The entire transition coaching process provides new leaders
with the guidance to take charge of their new situation, achieve
alignment with the team, and ultimately to move the business
forward. Organizations make a significant investment when
they recruit and hire new leaders, and they have much to lose
if a new hire does not succeed, possibly several times the hires
base compensation.
Conclusion
Whether an executive is moving into a new position or looking
to get back on the road to success, executive and transition coach-
ing work to bring out the best in leaders through the support
of a professional relationship. Both relationships are built on a
foundation of trust and confidentiality. The ability of coaches
to provide leaders with an outside resource that can also act as
a sounding board helps them become the successful leaders they
were meant to be.
Organizations must clearly define the purpose of coaching,
gauge the process, and evaluate results. Coaching is not just
about providing support. Ultimately, coaching should deliver
what any business needs real results. LE
Bibliography
Bawany, Sattar, Maximising the Potential of Future Leaders: Resolving Leader-
ship Succession Crisis with Transition Coaching in Coaching in Asia The First
Decade., Candid Creation Publishing LLP, September 2010
Bawany, Sattar, Winning the War for Talent, Human Capital, Singapore Human
Resources Institute, (September-October 2007); 54-57.
Coutu, Diane. & Kauffman, Carol. The Realities of Executive Coaching.
Harvard. Business Review Research Report. (January 2009); 6-7
Charan, Ram. Ending the CEO Succession Crisis. Harvard Business Review,
(February 2005); 83-86.
Ready, A. Douglas; Conger, A. Jay and Hill, A. Linda. Are You A High Potential.
Harvard Business Review. (June 2010); 78-84.

Prof Sattar Bawany is the CEO & C-Suite Master Executive Coach of
Centre for Executive Education (CEE Global) and Executive Development
Associates (EDA). CEE Global ofers talent management and executive
development solutions including executive coaching and leadership
development programs that help professionals develop the skills and
knowledge to embrace change and catalyze success in their industries.
Visit www.cee-global.com
Email sattar.bawany@cee-global.com
Individual
(Coachee) and
Organisational
Success
Measure Debrief Action Assess
Transforming the Next Gen Leaders
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33
By Gus Prestera
3 things executives can do to develop bench strength
Where is My Leadership Bench?
Bill is the President of a large division within a corporate
multi-national firm. When he wakes up each morning, he is
excited about the work hes doing, driving his long-term vision
of the business, shaping it and molding the organizational struc-
ture, culture, processes, finances, and of coursethe people. He
has rebuilt the leadership team, placing managers he trusts in
key positions and has empowered them to make things happen
within their functional areas. He meets regularly with each of his
direct reports to discuss strategy and execution, to put out fires,
as well as to coach and mentor them. He has already identified
a few potential successors and is investing in their development.
Bill is doing a lot of things right. However, one costly mistake
that Bill is making is assuming that the vice presidents who
report directly to him are adequately preparing the future leaders
of the organization. He assumes that the vice presidentshis
functional headsare putting in the same amount of time and
effort into developing their direct reports. Their direct reports
are the directors who act as department heads, each of them
managing multiple managers and dozens of individual contribu-
tors. The vice presidents, in turn, assume that the directors
are developing the managers and individual contributors who
report to them. Like a beautiful sea-side mansion that is built
on sand, an organization that does not develop its future leaders
is destined for a hard fall.
Wheres our bench? Top leaders get promoted, leave, or
retireas many baby boomers are currently doingand as the
organization looks to replace them, it suddenly becomes evident
that the bench is devoid of high-quality successors who are
ready to step into these critical leadership roles. Frustrated
with its poor bench strength, the leadership team looks to hire
externally. Though there are sometimes legitimate reasons for
hiring senior leaders externally, the best run organizations make
that the exception rather than the norm.
Sourcing, recruiting, and selection eat up months as the leader-
ship vacuum wreaks havoc on the business plan and derails key
initiatives. Once hired, the new leader will take time to onboard
and acclimate to the organization (and vice versa). Though
that executive may be operational within a few weeks, it will
take anywhere from six months to two years
1
for that externally
hired leader to settle into the organization. Thats assuming
the leader sticks around that long, since as many as three out
of every five
2
new leaders typically exit the organization within
their first year on the job.
Meanwhile, those high-performing managers and directors who
thought they were potential successors and might be given an
opportunity to close the leadership vacuum are shocked to find
out that senior leadership is going outside to fill the vacant
VP position. These key leaders begin to lose hope that they will
ever have opportunities for advancement here, and some start
to disengage while a few even exit the organization.
Low morale and disenfranchised middle managers exacer-
bate the leadership vacuum, and Bills carefully laid plans are
derailed. At best, patching up the holes and rehabilitating the
organization will distract Bill and his leadership team, delay-
ing and disrupting his plans. At worst, the organization will
fall into a downward spiral that will require a radical change in
leadership to reversea change that perhaps includes Bill and
his leadership team.
As I work with organizations on succession planning and
leadership development, I frequently run into situations like
Bills, where the top executives are caught unaware that their
organization lacks the bench strength to ensure leadership
continuity. Its like a ticking time bomb, and consultants like
me are usually called in once the bomb has exploded. Whats
the alternative, though? Bill thought he was doing everything
right. He empowered his organization and delegated to his vice
presidents. What could he have done differently?
The uncomfortable truth is that many middle managers and
senior leaders have little or no interest in developing future
leaders. When I conduct interviews and focus groups with
them, I tend to hear four major themes arise, represented by
the following quotes:
1. Short-Term Focus. Weve been battered for so long by
leadership changes, shifting priorities, budget cuts, and the
constant drumbeat of do more with less that I just cant focus
on developing myself or my people for the future. I cant take
my eyes off of the here and now.
2. Whats in it for me? Why should I invest more of my
own time and energy into grooming the person who is going to
replace me, when I burn out or get laid off?
3. No one looks out for me (Sour Grapes). Why should I
invest in developing my people, when my boss doesnt invest in
my development?
4. Whats the point? Why should I develop myself or my
people, when there are no real opportunities for advancement?
The company is just going to hire someone from the outside.
There are several strategies that Bill could implement to break
this cycle of apathy and establish a culture of development. Ill
share three of my favorites.
Idea #1: Establish Business Goals and Metrics. Leadership
development is often seen as a soft discipline, where tangible
results and metrics are elusive, so tangible business goals and
hard metrics are rarely established. Leadership development
is seen as an end rather than as a means to an end, which is a
critical error. Relevant business goals and metrics should be
tied to things like leadership continuity, bench strength for key
positions, and the proportion of internal promotionsnot to
attendance and participation in formal leadership development
programs. Who cares how many leaders attended a particular
program? But a CEO who sets an aggressive target for internal
promotions, for exampleand holds his/her management team
accountable for those metricsis really driving the organization
to invest more of its efforts into developing a leadership pipeline.
Idea #2: Establish a CEO Advisory Board: Bill doesnt need to
wait for his VPs to develop the Directors. He can identify high
potentials and form them into an advisory board that can help
him drive innovation within the organization. VPs would be
invited to participate but are not required. The directors who
are on the board can work on special assignments and team-
based projects that relate to driving revenue, service, quality,
productivity, and other key performance indicators. By working
directly with those Directors, Bill can mentor them and assess
their readiness for himself. In turn, those high potentials can
develop the business acumen and executive presence that often
holds them back from attaining those C-Suite positions. It will
also have the side effect of shaming some of his VPs into getting
involved with leadership development. Even if some of his VPs
are already engaged, establishing a direct link with those direc-
tors will complement other leadership development activities.
Idea #3: Match Boomers and Millenials in Reverse Mentoring
Relationships: Bill can establish reverse mentoring relationships
between his executive leadership team and much more junior
level managers. Think of this as a knowledge transfer between
Baby Boomers with Millennials. Bill can pair them up and
assign them innovation projects that involve tapping into the
Millenials tech-savvy, social-networking core competencies,
giving those Millenials an opportunity to shine and to teach the
Baby Boomers a thing or two, while at the same time, giving the
Baby Boomers an opportunity to teach the Millenials about the
organization, the industry, and how to think like seasoned busi-
nesspeople. Both sides of that mentoring relationship can learn
something new, broaden their perspectives, and grow as leaders.
These three strategies are no substitute for conducting talent
review and succession planning sessions or implementing indi-
vidual development plans. Such talent management processes
are critical, but in organizations where those processes are not
already in place, it can take six months to a year to implement
them, let alone see any benefits. Taking immediate and direct
action, Bill can get his leaders to start having development
conversations and engaging in development activities, which
can start to seed a development culture. LE
1. RHR International Executive Research (2005). Executive Selection & Integration:
Beyond the First 90 Days.
2. Hargrove, Robert (2011). Your First 100 Days in a New Executive Job. Masterful
Coaching Press: Boston, MA.
Where is My Leadership Bench?
Gus Prestera is a consultant, educator, and entrepreneur, whose focus is
improving the capabilities and performance of leaders and their employees,
leveraging core competencies in organizational development, talent manage-
ment, and training & development. Taking a practical, results-oriented
approach, informed by a deep understanding of industry research and best
practices, Gus has been helping businesses in a variety of industries develop
their people for nearly 20 years.
Call 1|484|343.6474
Email gus@presterafx.com
34
Describe your overall leadership vision and mission specifc to the School of
Business and Economics Leadership Development program?
Our mission is to prepare leaders for success in a rapidly changing world. Our
programs deliver a high-quality professional experience that provides students with
skills, attitudes, and values needed to meet the leadership challenges of tomorrow.
Our leadership development program is strongly diferentiated by its liberal arts
foundation. Te values implicit in our liberal arts approach include (i) adherence to
ethical principles, (ii) openness to new ideas, (iii) respect for individuals, and (iv)
tolerance for diferent points of view. We believe that these practices (or habits of
mind) are essential for leaders to successfully navigate the turbulent waters of a rapidly
changing and highly uncertain global marketplace.
Our program has a strong experiential component that integrates both theory and
practice and inculcates efective and ethical management and decision-making skills,
including the ability to perceive the world through multiple disciplinary perspectives.
Every year, how many people do you impact through this program?
Involvement and participation is extensive, varying from activity to activity.
About 550 students and faculty members attend our Giford Business Ethics and
Leadership Lectures and more than 100 members of the business community attend
our Economic Outlook Conference. Leadership Lessons lectures are attended by
approximately 100 students, the Anderson Leadership Conference has about 125
participants, and approximately 70 students are actively engaged with our Leadership
Studies curriculum.
While the 400 students in the School of Business and Economics (SOBE) can
participate in all these leadership development activities, we also encourage broad
participation from across campus. Any student, regardless of academic major, can
opt for our undergraduate Leadership Studies program.
Te majority of our students complete the program within four years, during
which they participate in a wide variety of activities. We recognize that each student
is unique and encourage all students to grow into leaders at a pace that is most
comfortable to them.
Educational Institutions Category
Joseph Turek
10
Institution Name: Lynchburg College
Program Name: School of Business and Eco-
nomics Leadership Development Program
Program Director: Dr. Joseph Turek, Dean
Address: 1501 Lakeside Drive, Lynchburg,
VA 24501
Call: 434-544-8542
Email: turek@lynchburg.edu
Visit: lynchburg.edu
A Step towards Excellence
Our editorial team interviewed Joseph Turek from the School of Business and
Economics, Lynchburg College, at the Leadership Excellence Awards this
past April. Following are the excerpts from exclusive interview.
All aspects of our leadership development program are delivered in
face-to-face set-ups, such as classrooms, seminar rooms, or auditoriums.
With the exception of public lectures, all of these activities take
place in small groups. Twelve students, for example, recently had the
opportunity to meet with our Visiting International Scholar from
Mexico, who engaged them in a discussion regarding leadership
challenges in culturally diverse organizations. Tis year, we sent four
students to the Institute of Management Accountants (IMA) Student
Leadership Conference in Charlotte, N.C.
We are currently in the process of organizing a seminar on Women
in Leadership for female students preparing to enter the workplace.
Tis seminar will be led by an Executive-in-Residence who will provide
both instruction and one-on-one mentoring to program participants.
What level of leaders do you address?
Our program addresses leadership development needs of individuals
at multiple levels. Emerging Leaders Retreat works with individuals
who are just beginning their leadership journey, while Anderson
Leadership Conference supports students who already have some
leadership experience under their belt. Te Economic Outlook
Conference and Business Ethics and Leadership Lecture Series are
open to the entire community and both are attended by established
leaders in the business, non-proft, and public sectors.
Our customized MBA program with Babcock and Wilcox includes
numerous high-potential individuals in the nuclear industry and
our courses in the Ed.D. Program in Leadership Studies prepare
educational leaders to grow within their respective organizations.
Te School of Business and Economics is currently accredited by the
Accreditation Council for Business Schools and Programs (ACBSP),
whose standards are closely aligned with the Baldrige Programs
Education Criteria for Performance Excellence. Tese standards refect
a school-wide commitment to continuous improvement, data-driven
decision making, and learning assurance. All programs assess learning
goals and objectives each year, evaluating performance against national
benchmarks and prior performance.
SOBE submits regular Quality Assurance reports to ACBSP every
other year and undergoes formal reafrmation every ten years. External
accountability is provided by SOBEs national accrediting agency,
ACBSP; Lynchburg Colleges regional accrediting agency, SACS; and
various nationally-normed learning assurance systems.
Internal accountability is provided by regular student feedback that
is solicited twice a semester, annual assessment of student learning
outcomes, and fve-year program reviews.
Curriculum content and pedagogy was established by an
interdisciplinary team of faculty to refect (a) SOBEs mission, vision,
and values, (b) best practices employed within the industry and (c)
stakeholder needs. Te Leadership Studies curriculum includes
several one-of-a-kind classes that clearly refect our liberal arts roots
and humanistic tradition.
Ethical Dilemmas for Business and Leadership emphasizes the
ethical dimension of responsible leadership and efective decision-
making. In our Leadership and the Classics course, students apply
lessons of classical literature to contemporary leadership issues and study
the successes and failures of important leaders in history. Leadership
in Action Practicum provides students an opportunity to apply what
theyve learned in a real-world setting, tackling important organizational
problems and devising and implementing focused solutions.
Incorporation of team projects across the curriculum enables students
to learn important team skills and creates opportunities for students
to assume a variety of leadership roles. Regular consultations with the
SOBE Board of Advisors, comprised of community leaders drawn
from business, government, and non-proft organizations, help ensure
that our curriculum remains relevant and that students are acquiring
skills required to be successful after graduation.
How does your program help participants to improve themselves
and the performance of their team?
Students completing the Leadership Studies program have the
knowledge and skills needed to obtain mid-level positions with some
leadership responsibilities. Alumni tracking data indicate that our
graduates are successfully moving up in their respective organizations,
assuming more signifcant leadership roles over time.
Whether theyre leading from the top or the middle, our graduates
report that they leave SOBE fully prepared to make a diference in the
workplace. Students who complete our MBA program have moved
into managerial positions within their present organization or moved
to higher-level positions in other organizations. As more and more
of our students express interest in entrepreneurship, we have begun
collecting data to measure the contribution of leadership skills and
attitudes to entrepreneurial success.
Sixty percent of our recent graduates reported that they are well-
prepared to give back to their community or society and more than
half do volunteer or community work on a regular basis. According to
our most recent alumni survey, 92 percent of 2011 SOBE graduates
were employed full-time (82 percent were employed in jobs related
to their major and 88 percent expressed satisfaction with their choice
of SOBE major).
According to our latest EBI survey (2012), 96 percent of students
reported that our curriculum enhanced their ability to lead efectively.
For example, last year, a student who took part in the Leadership in
Action Practicum developed and implemented a student mentoring
program. A group of students from the Social Media Marketing class
created an organization called S.O.S., Students Opposing Starvation,
and launched a social media campaign to raise money to feed starving
children in Uganda.
Given that we are an academic institution, the impact of our
leadership development programs may not be immediately apparent.
Te impact begins to be felt after a student graduates, starts working
and accumulates some experience. Tat said, students who have
participated in leadership development activities are more likely to
assume leadership roles in a variety of campus organizations (both
within SOBE and at the College level), seek entry into Omicron Delta
Kappa (the national leadership Honor Society), and, after graduation,
give back to communities and pursue additional career-related training
and education.
Te impact of our graduate programs and training seminars is
more evident since most of the participants are already employed.
Tese individuals, as indicated above, have experienced success in a
variety of forms, most notably, promotions, transfer, and expanded
responsibilities.
While interpersonal dynamics are very important in creating a
learning environment, technology also has a major role to play. We
are currently in the process of exploring new ways to use technology
in leadership development to further our educational mission. As
we work to cultivate new partnerships beyond South Korea and
Austria, intercultural and international expansion will be high priorities
infuture.
Do meditators make better leaders?
By Jef Gero
No one seems to really say what meditation is. Tey do say what
it does. I dont believe that a meditator would get the same great
benefts, which meditation ofers, if they sit and think about their
problems. It becomes our challenge to sustain our focus on the object
of concentration. So lets defne meditation as the consistent fow of
focused mental energy, whether its on a mantra, following your breath,
or focusing on a candle fame. Te state of meditation occurs when
the mediators mind becomes absorbed into the object of meditation.
One of the goals of meditation is attain a formless reality, which
is freedom from the obstacles associated with the mind. Tere are
thousands of meditation techniques and no one has proven that one
meditation technique is better than another.
Distractions are sure to arise using any meditation technique. As
soon as the meditator becomes aware of the distraction they gently
return to the meditation focus. Sometimes I fnd it very difcult to
focus and it seems like the object of meditation is my distraction
and my thoughts are my meditation. Tat is the opposite objective
of meditation. Lets call this obstructive thinking.
My ability to concentrate sometimes depends on my state of mind.
In a calm mood I am more successful. When I am stressed out, its
very difcult to turn my mind from thinking, solving problems
or just worrying. Te mind has the job of thinking, which it does
very well. Meditation practice gives us the opportunity to train our
mind so we dont get caught up in obstructive thoughts. Every time
a thought arises we observe it and then bring our awareness back to
the object of meditation.
By observing our mind meditation helps us to understand our emo-
tions and reactions to situations and thoughts. Trough self-awareness
which is the ability to become aware of our thoughts, emotions and
reactions, we become objective. We allow thoughts to pass rather than
unconsciously get caught up in them. Tis ultimately will help us to
become less reactive and more proactive in situations and become
more efective leaders.
Beliefs create thoughts, thoughts create feelings and feelings create
actions. Toughts are bursts of electrical energy moving around
on neural pathways in the brain. And generally, the pathways they
move on are pretty well defned fxed beliefs. As these beliefs become
stronger, they create a habit, an attitude that can govern us the rest of
our lives. Tat habitual attitude becomes part of our personality and
identity. Because this is mostly unconscious, we are not aware of it.
One habitual attitude I have is slow trafc stresses me. I realize its
not the trafc that is really stressing me, but my belief that I have to
be in control. I need to get somewhere on time and I cant. I really
need to accept the situation. Scientists now say that the brain is mal-
leable which means we can restructure it, based on our perception
and experience. We can create new neural pathways in the brain that
allow us to totally change our attitude toward life, behavior and our
perception of our self and of others.
Everyone knows that meditation reduces stress. With the aid of
advanced brain scanning technology, researchers are beginning to
show that meditation directly afects the function and structure of
the brain, changing it in ways that appear to increase attention span,
sharpen focus and improve memory. All great attributes for todays
hard working leaders.
One recent study found evidence that the daily practice of medi-
tation thickened the parts of the brains cerebral cortex responsible
for decision making, attention and memory. Sara Lazar, a research
scientist at Massachusetts General Hospital, presented preliminary
results, which showed that the gray matter of 20 men and women who
meditated for just 40 minutes a day was thicker than that of people
who did not. Te grey matter includes regions of the brain involved
in muscle control, sensory perception such as seeing and hearing,
memory, emotions, and speech. Unlike in previous studies focusing
on Buddhist monks, the subjects were Boston area workers practicing
a Western-style of meditation called mindfulness or insight medita-
tion. Researchers at Harvard, Yale, and the Massachusetts Institute
of Technology also found that meditation actually alters the physical
structure of the brain.
Given all the benefcial results that researchers have validated about
38
meditation, a growing number of corporations, including Deutsche
Bank, Google, Hughes Aircraft, General Mills and Aetna Insurance
ofer meditation classes to their workers. Studies say meditation makes
employees sharper, improves productivity, in large part by preventing
stress-related illness and reducing absenteeism. According to Time
magazine, 10 million people meditate daily in the U.S.
Now business schools are also teaching aspiring MBAs meditation
techniques, as well. A handful of executive MBA programs around the
country from Harvard to Michigans Ross School of Business to the
Drucker School of Management are teaching students to meditate.
Its not necessarily about teaching spirituality, but focus and atten-
tion. Teres no way to quantify whether learning how to be centered
during a stressful business meeting is balancing the bottom lines at
companies. But students say slowing down does help them be more
efective and resilient.
Since emotional intelligence is a persons ability to perceive, evalu-
ate and control their emotions, I believe meditation enhances the
individuals EI ability. In other words, it is the ability to step back
from a situation, look at it objectively and respond to it without an
automatic, preconditioned, negative emotional reaction.
Meditation is also known for providing its practitioners with
superior mental and emotional health. It rids our minds of sub-
conscious layers of anger, depression, anxiety, fear, phobias, and
sadness, and produces a perfect mental and emotional balance.
Added benefts of meditation from a Harvard study include, a more
positive attitude, less anxiety, less ego involvement, more present and
stronger ethics. People who meditate are known to have more friends,
maintain healthier relationships, and feel a great deal more satisfed
and content with their lives.
In India, managers arent as shy about combining management and
meditation. Meditation is, in fact, seen as an essential part of leader-
ship. Apoorva Lochan, director of the recruitment and training frm
Cerebral Solutions in New Delhi, meditates daily for 90 minutes,
something he believes everybody should do. Meditation makes him
less reactive and gives him a broader perspective, Lochan says. I dont
let myself get as crazy from stress or negative results. I am more patient
with my employees, but also with my children at home. Cutting back
on meditation in times of stress is about the dumbest thing you can
do. I am convinced that meditation is one of the best investments an
organizations leader can make.
How managers deal with stress and tension is determined by an
organizations culture. If a manager leads by example and regularly
creates an atmosphere where meditation, peace of mind and objectiv-
ity are acceptable, it will have a direct efect on employees. It is best
if the managers and leaders also meditate with employees. At one
company where I was teaching meditation, I asked the partners to
join the meditation group. One partner did, occasionally. Te other
partner said, Isnt it enough that I support meditation by paying for
it? Stronger support will bring better results.
Meditation is becoming an acceptable practice and more neces-
sary than ever before in our history. One hundred years ago there
were no jet planes, hardly any automobiles, certainly no cell phones,
Blackberrys, computers, internet, or fax machines. More than 80% of
the worlds technological inventions have occurred since 1900.Tere
was more information produced in the 30 years from 1965-1995
than was produced in the entire 5,000-year period from 300BC to
1965. We have experienced more change in the past 20 years than
the world encountered in the previous 2,000 years. Never before in
our history has our life changed so rapidly and the stress increased so
fast. We coined new stress terms like; GONE POSTAL, ROAD
RAGE, DESK RAGE and the newest one, TECHNO STRESS.
Meditations role in stress reduction is crucial for companies, too, since
stress-related absenteeism is a big cost to business. Researchers from
the American Institute of Stress estimated that stress costs businesses
in the U.S. $300 million a year due sick days and lost productivity.
Te advantages of meditation for business are clear. In 2008, the
University of Wisconsin reported meditation not only improved
concentration, but fostered feelings of friendliness and empathy. In
1988, Bengt Gustavsson at the University of Stockholm proved it
enhanced the cooperation and communication of management teams.
R.W. Buck Montgomery is a long-time believer in the business
benefts of meditation. He instituted regular meditation sessions
at his Detroit chemical manufacturing frm in 1983. Within three
years, 52 of the companys workers, from upper management to
production line employees, were meditating 20 minutes before they
came to work and 20 minutes in the afternoon on company time.
Within three years, absenteeism fell by 85 percent, productivity rose
by 120 percent, injuries dropped by 70 per cent, sick days fell by 16
per centand proft soared by 520 per cent. People enjoyed their
work; they were more creative and more productive as a result of the
meditation breaks, Montgomery says. I tell companies, If you do
this, youll get a return on your investment in one year.
It has been my experience that meditators make much better leaders
than stressed out, and aggressive ones. Tey understand their reac-
tions to stressful situations and understand their impact on others.
Tey are far better at inspiring and motivating employees to take on
greater responsibilities, having greater self confdence and at aligning
them around common missions and values. Tey lead by example
and employees dont even feel like they are being led because they
feel empowered and confdent. LE
Dr. Jefery Gero is a pioneer in the feld of stress management and the creator
of the Success of Stress System. For over 30 years, Dr. Gero has worked with
many organizations and individuals dealing with a variety of stressors.
Dr. Gero co-wrote and co-produced a relaxation and stress management video
hosted by Dennis Weaver, has produced a variety of stress management and
peak-performance CDs and has authored a manual for individuals to imple-
ment his Success Over Stress system.
Call 818 879-1373
Email jefgero@sbcglobal.net
Visit www.jefgero.com
39
Leaders Must Be Curators
Cut through the clutter & drive good results
By Joe F. Clark
Whats the difference between an art museum and an art
warehouse? Its the empty space. Thats the distinction. An art
warehouse is designed as storage with as many pieces stuffed
inas possible. In a warehouse, allowing patrons to enjoy the art
is not the intention where as an art museum is mostly empty
space, which makes it easier for patrons to enjoy each piece.
An art museum has a curator whose job is to inject a dose of
splendor into the experience. The editorial process of the curator
is what brings a museum to life. The curator creates empty space
and only fills the museum with the best pieces in just the right
location and at the right time.
In business, managers and executives need to be curators. Ev-
eryday employees come in to work and have a list of things on
their task and to-do list. Most likely only a few of those activi-
ties and tasks actually give the company any extra credit in the
eyes of the customer. A goodleader knows how to cut through
the noise and help employees focus on tasks that drive strategy
execution and uniqueness in the marketplace.
Leaders must be curators. Otherwise, businesses become ware-
houses of activity with employees performing tasks that dont
reallymake much of a difference. However, when managers and
executives understand how to use strategy as a tool for focusing
employees onthe most importantactivities, then that company
is well on its way to creating a compelling brand with superior
results and a lasting competitive advantage.
Are you ready to become a curator and a strategy-focused leader?
Start with this powerful and free eLesson and learn how to drive
ridiculously good results. LE
Joe F. Clark is the CEO of Prana Business. Joe has over 18 years of strategy
management, leadership development, and entrepreneurial experience. As a
strategy consultant and executive coach, Joe is highly sought-after by board
directors, the C-suite, and managers from mid-cap businesses to the Global
500 enterprise. Joe has co-authored the Keys to Strategy Execution model
that has helped thousands of managers across dozens of organizations execute
strategy and create competitive advantage.
Call 1|303|4476889
Email joe@pranabusiness.com
Visit pranabusiness.com
40
Leadership BELs
The core elements of corporate culture and employee engagement
By John E. Smith
I have given plenty of speeches on Corporate Culture and
Employee Engagement and without fail there are always great
questions that follow. The most popular one by far is can you
change a culture without leadership buy-in? Having gotten the
question so many times I have become well prepared at answer-
ing it. My standard response up until recently has been Yes!
A change in culture can start at any level in the organization
and bubble up to leadership, however, it is considerably easier
if leadership is involved from the beginning.
After much research, working with many clients and some
personal experiences I have changed my answer and updated my
Engagement Effect model. Leadership is absolutely necessary for
creating or changing a Corporate Culture and Employee Engage-
ment with any lasting significance. The initial shift can come
from anywhere and leadership can be influenced to understand
the importance of culture and engagement. However, without
Leadership Behaviors, Expectations and Language (BEL) it will
quickly return to its previous place, or as in most cases get even
worse. Lets break down the Leadership BELs.
1. Expectations Expectations in an organization are the
41
things written down that tell people what is expected from
people in the organization. In many companies these are things
like Core Values, Mission and Vision Statements. Some great
companies get very specific about expectations and take them to
detailed and behavioral levels. For example take WD-40, they
make tribe members take the Maniac Pledgebefore joining their
organization. The Maniac Pledge states:
I am responsible for taking action, asking questions, getting
answers, and making decisions. I wont wait for someone to tell me.
If I need to know, Im responsible for asking. I have no right to be
offended that I didnt get this sooner. If Im doing something others
should know about, Im responsible for telling them.
After pledging to that it is pretty clear what is expected.
Without written and highly communicated Expectations people
will just make up their own, the expectations will be ever chang-
ing and employee engagement does not have a chance.
2. Behaviors Leadership behaviors are how leaders, especially
the top leaders visibly act on a micro level and on a day-to-day
basis. Behaviors should be modeled, and leaders must model the
behaviors, at a micro level, they want from the organization.
This is hard for leaders, there is a lot on their plates and after
all they are only human. To counteract this, leaders need an
open feedback and accountability system in place, allowing for
continuous readjustment and growth of their detailed behaviors.
Leadership Behaviors trump Expectations, and in cases where
Expectations are not clearly set, the leadership Behaviors will
become the unwritten Expectations, if people stay long enough
to figure them out. When Expectations and Behaviors start
conflicting or contradicting each other, people disengage not
knowing whats expected or how to behave.
3. Language - Language within an organization are the com-
monly used reserved words (or sayings) with which people will
use to represent a more complex concept. The language of the
organization, the words that people use over and over again will
have a heavy influence on the organizations culture. In the book
Tribal Leadership, the authors found that organizations can be
ranked (Stages 1-5), simply by listening to the language people
within the organization used.
Stage % Relationship Language Meaning
5 2 Team Life is
Great
Together we can do
just about anything
4
2
2 Partnership
Were
Great
We work well together
and get lots of work
done
3
4
9 Self-Centric
Im
Great
I do really great work
and dont care about
others
2
2
5 Separate
My Life
Sucks
Show up, do whats
asked and dont com-
plain
1 2 Alienated Life I am very depressed
From Tribal Leadership
Leaders need to be continuously setting and influencing
the Language within an organization. Expectations can create
Language and Language will shape the way people think and
ultimately behave or set Behaviors.
The Leadership BELs are heavily interdependent and if at any
time they start to conflict or contradict one another, they will
produce a negating effect. Meaning that they will cancel each
other out and any positive momentum from a culture shift or
engagement will be turned into an equally negative decline. This
is why the Leadership BELs are so foundational and fragile, and
why culture and engagement are so hard to maintain. What was
just working great yesterday and was getting the entire organiza-
tion aligned, is equally killing it today, due to a change (conflict
or contradict) in Leadership BELs.
The good news is that once the Leadership BELs are created,
trained and communicated they require minimal attention, just
little nudges to allow an awesome corporate culture and high
employee engagement to continue and build itself. If you want
to create a great company, one with and awesome culture and
a highly engaged workforce, start with and pay continuous at-
tention to the Leadership BELs. LE
Leadership BELs
John E. Smith is a seasoned technology focused business entrepreneur and
thought leader in the areas of using software to create better corporate cultures
and a more engaged workforces.Recently John left SPARC as CPO / Chief
Evangelist, a software product company that balanced both high growth (#14
Inc. 500), and culture (#3 Best Place to Work) to focus on helping other
companies do the same. John now helps others organizations build awesome
cultures and engaged workforces at Break Te Equation.
Email john.smith@breaktheequation.com
LinkedIn John E. Smith
Blog Break the Equation - John E. Smith
42
Tell us about your leadership vision and mission specifc to MA in Human
Resource & Change Leadership program?
Our vision is to deliver a leading-edge, practitioner-scholar program bringing
clarity and integrated competencies to the future, strategic HR and change world.
Our mission is to prepare professionals to lead in organizations by leveraging the
multi-disciplinary perspectives necessary to work at the intersections of strategy,
people, technology, and change.
Our program will develop competencies needed in a wide range of specialist,
generalist, leader, and strategic business partner roles including areas such as talent
management, shared services, organization efectiveness, organization capability and
leadership development.
Our program stands out with its thought-leading, co-ordinated faculty team,
diferentiated teaching/advising quality, rigorous bridging of theory and practice and
impactful feld application experiences. Our program attracts greater visibility in the
professional community and spins of professional development opportunities for
our felds and alumni.
Our program integrates several functions within and outside HR. Our full-time
faculty is associated with a core group of exemplary leader-practitioners and our
guest scholars bring feld and organizational experience. Our students get hands-on
experience along with creative problem solving, while focusing on current issues, trends
and approaches. Our faculty members are not just scholars, but also practitioners
who are active in research and consulting.
We integrate a Capstone course and Practicum to create unique way of learning
through feld experiences, by using collective learning formats, and synthesizing
understanding of the whole program. We also provide fexibility of pace for course
completion to meet a wide range of student desires, schedules, and life situations.
Our department also ofers free professional development events throughout the
year. Our students and alumni are active in professional organizations such as the
MN Organization Development Network, Society for Human Resource Management
(SHRM), and the American Society for Training & Development.
We currently have 166 students enrolled in our MA program and also have 119
alumni who are actively engaged in attending department events. Our department
Honorable mention in the Educational Institution Category
Dr. William Brendel
*
Company Name: University of St Thomas
Program Name: MA in Human Resource &
Change Leadership
Program Director: Dr. David Jamieson
Address: 1000 LaSalle Avenue, Minneapolis,
MN 55403
Call: 310-699-3060
Email: djamieson@stthomas.edu
Visit: stthomas.edu
Leading Change in Changing Times
Our editorial team interviewed Dr. William Brendel from University of
St Thomas, at the Leadership Excellence Awards this past April. Here
are some excerpts from the exclusive interview.
Video
ofers two signature events per year, in fall and spring. Approximately
200 students and community professionals participate in these events.
Our alumni program also hosts six meetings every year, with
up to 20 attendees in each meeting. We have also developed and
hosted conferences such as the 2013 Socio Economic Approach to
Management (SEAM) Conference with approximately 60 attendees.
Our program also hosts the MN Organization Development Network
presentations and seminars, with up to 60 participants, nine times
a year.
Since 2000, our faculty members have produced more than 70
publications in peer-reviewed journals, conferences, book chapters,
and books. We also have a strong presence with regular exhibits at
the SHRM MN Conference, ASTD-TCC Conference, Multicultural
Forum, and OD Network National Conference.
Tis program consists of 40 credit hours and can be completed in
two and a half years.
Tis program is designed for working adults. We conduct classes
from 5:30-8:30 PM during weekdays and occasionally on Saturdays.
Tough there is no online option currently, some of our classes do
ofer a Flipped Classroom experience, in which students view to a
lecture online and then attend the same lecture during weekday classes
to engage in skills practice and deeper dialogue. Blended formats are
also ofered for some courses, including online tasks and discussions.
Whom do you target at with this program?
Many students in our program already work in leadership positions,
such as change agents, consultants and managers, in organizations
like Target, Medtronic Cargill, not-for-profts and government
organizations. However, this is not a necessary requirement for
admission into the program. Current students and alumni of this
program work in positions such as HR business partner, HR manager,
organization efectiveness consultant, and corporate trainer.
Our primary metric is the success stories of our graduates. When
our graduates succeed, we succeed. While reviewing our program we
include surveys that inquire about the activities of those who have
graduated from our program.
Content and curriculum in our program include a wide variety
of topics including, but not limited to, Trends in HR and Change
Leadership, Te Teory and Practice of Organizational Change, Adult
Learning and Development in the Workplace, Group Dynamics,
Human Resource Partnerships in Organizations, HR and Change
Impact, Leadership and Change Development, Organization
Development and Design, and Strategic HR and Change Leadership.
What is it that your graduates gain from this program and how
does it help them to improve themselves and the performance of
their team members?
Students learn how to partner with other leaders in organizations.
Tis helps them understand how to lead change, how other strategy,
systems and processes function and can be improved, what are the
talent issues and opportunities need to be managed for success and how
HR and learning processes can be applied to enhance organizational
performance.
During our program, faculty and students work together to explore
theory and practice and try to produce and test new approaches both
in their professional and academic spaces. Tis program gives students
an outlook for the next 10 to 20 years in leadership development.
What is the impact of your program on your users?
We take a customer and client oriented approach by integrating what
they need, along with the best that we have and new advancements
coming into the feld.
Our program prepares students for a wide range of roles in talent,
change, and performance leadership. Trough this degree, graduates will
be able to integrate HR and change principles and solve organizational
problems. Tis program also helps them understand how organizations
operate, talent fts in, and efectiveness is managed. Trough this
program, participants gain skills to work across all levels of human
systems and understand operational and strategic functions of HR.
In a world where globalization has quickly become the norm for
many industries, weve recognized a need to provide opportunities
for students to lead and consult around change projects in foreign
settings. As a result, we have just started ofering courses with a work
abroad component where students engage directly in consulting
organizations through change processes overseas. Our frst trip included
work with a global organization based out of Beijing, China. We are
excited to expand to other countries, particularly emerging global
markets. We have also just launched a 15 credit, 12 month Executive
Coaching Certifcate. Tis program is designed for HR professionals
and organizational leaders seeking to apply coaching skills to their
current role. It is also helpful for practicing coaches and consultants.
Describe your overall leadership vision and mission specifc to your Higher
Ground Leadership program?
Our aim is to inspire leaders and teams, help them build great organizations and
make a diference in the world. We want to help organizations to move away from a
fear-based system; motivation, to a love-based system; inspiration.
A few organizations understand the power of spirit as a driver for high performance.
Tis, together with an intense focus on inspiration, forms the core of Te Secretan
Center Inc.s work.
In addition, we ofer unique learning experiences through events such as Colorado
skiing, Ontario kayaking and mountain biking. We link metaphors of these activities
to personal transformation to teach leaders. For example, we teach people how to
ski double black diamonds in one day and show them how the same is possible in
every activity of their lives.
How many people do you impact, every year, through this program?
We do not know the exact number, however, every year we impact thousands of
people all over the world.
Te program can be completed in one year, however, engagements often continue
for some more years.
Te Higher Ground Leadership program is delivered in the form of retreats, group
coaching, customized DVD-based in-house training, CEO and individual coaching,
workshops, seminars and online tele-classes.
Whom do you target at with your program?
We aim at C suite and senior leaders.
International Vendor Category
Lance H. K. Secretan
1
Company Name: The Secretan Center Inc.
Program Name: Higher Ground
Leadership
Program Director: Dr. Lance H. K. Secretan
Address: 1177 Cataract Road, Caledon,
ON, L7K1P2
Call: 519-927-5213
Email: lance@secretan.com
Visit: secretan.com
Leadership: Inspiration
vs. Motivation
Our editorial team interviewed Lance H. K. Secretan from The Secretan Center
Inc., at the Leadership Excellence Awards this past April. Following are the
excerpts from the exclusive interview.
Video
Baseline metrics are established at the beginning of an engagement
and monitored during the course of the transformational process.
Numerous instruments are available online.
We are experts in areas such as transformational leadership, cultural
change, high performance training, and in achieving exceptional
organizational aspirations.
What are the key takeaways from your program? How does it help
your customers, clients, or participants to improve themselves
and their team?
With the help of our program, we have had clients who have doubled
sales and quadrupled profts, while reducing staf turnover.
Our program helps participants to achieve unprecedented levels of
personal and organizational inspiration.
What lies ahead for your program?
Our business is very dynamic. I would not have predicted our
methodologies and technologies even two or three years ago, so I cant
predict two or three years down the road either. I think that we will
be highly responsive and listen carefully to what people are needing
so we can adapt to ft our clients needs.
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Tell us about your overall leadership vision and mission specifc to Te Leadership
Contract program?
Te Leadership Contract represents a set of solutions, such as webinars, keynote
presentations, workshops, seminars and consulting, based on the New York Times
and USATodays best-selling book Te Leadership Contract.
Our aim is to help leaders step up and be accountable to the obligations and
expectations their organizations have for them.
Te Leadership Contract program drives a strong vision and message around
leadership accountability. Unlike, other programs that only help leaders to cultivate
skills and knowledge, our program ensures that they also have the right mind-set to
lead an organization to success.
Our program compliments the existing leadership programs of an organization.
Te program asks leaders to consider the contract that leadership represents and to
totally commit to all its implications. Participants learn to make right decision, step
up and work hard to meet their leadership obligations and connect to a broader
community of leaders.
Unlike other programs, our program not just focuses on individual leaders, but also builds
a community of leaders and help organizations to enhance their leadership culture as a whole.

How many people do you impact per year with this program?
Tis is a new program, so we are yet to gauge its impact. However, the core ideas
of the book are embedded in Knightsbridges other leadership programs and services
which impact approximately 10,000 leaders/year, worldwide.
Tis program is ofered in one and two-day formats.
The program is mainly delivered in classrooms and supported by peer
coaching sessions and booster webinars. Participants also can access our site
and use free blogs and support tools to sustain learning beyond the classroom.

International Vendor Category
Vince Molinaro
2
Company Name: Knightsbridge Human
Capital Solutions
Program Name: The Leadership Contract
Program Director: Vince Molinaro
Address: 250 Yonge Street Suite 2800 To-
ronto Ontario Canada M5B 2L7
Call: 416-928-4602
Email: vmolinaro@knightsbridge.com
Visit: knightsbridge.com
Accountability in leadership
Our editorial team interviewed Vince Molinaro from Knightsbridge Human
Capital Solutions, at the Leadership Excellence Awards this past April. Here
are some excerpts from the exclusive interview.
Video
Whom do you target at with this program?
Tis program is aimed at the four following levels of leaders:
1. Emerging
2. Front line
3. Mid-level and director
4. Executive level
At this stage, we are focusing on Level 1 & 2. Whereas, levels 3 & 4
are currently being gathered in a few clients who have been embedding
Te Leadership Contract into their organizations.
I have 25 years of experience as a practitioner, executive and thought
leader with experience ranging from frontlines through to executive,
C-Suite and board level leaders. Our areas of focus are personal, team
and organizational leadership.
users to improve performance?
Te program impacts users at a personal level and make them more
accountable of their decisions. Leaders walk away with a practical, yet
powerful approach to improve their personal leadership efectiveness.
Our program has a high impact on users. It helps them fnd ways to
grow. After our program, leaders become recommitted to their roles
and responsibilities. Tere were instances where some realized that
they will be able to add more value to their organizations in other
roles, than from their current ones.
We have started sharing broader suite of solutions to our clients
so that they can choose what they want and add value. We are also
ofering consulting service to help organizations create their own
leadership contract as per need. We are also looking at how to support
leaders at every stage of their growth through our coaching programs.

Tell us about your overall leadership vision and mission, specifc to CRG Assessment
Systems Certifcation Program?
Our vision is to be globally acknowledged as the number one resource for personal
and professional development, for personal and professional developers. Our mission
is to achieve this through CRGs global network of licensed associates, afliates and
clients.
CRG provides holistic and congruent development models that are proprietary to
CRG. It has taken CRG 35 years with seven authors to create and publish over 3.5
million words of content. All the models have been developed internally to refect our
value and focus on the development of individuals, families, teams, and organizations.
We do not have a test mindset, development is our focus - where individuals are
equipped to win with tools that we do with them not to them. Our Personal Style
Indicator is one of the only multi-theory style tools in the marketplace.
How many people do you impact per year with this program?
CRG has a global network of associates who use our tools. We impact several
thousands of people every year, and have impacted millions over the past 35 years.
CRGs Certifcation Program is 3 days (long days of 14 hours) which consists of
over 30 hours of interaction, learning activities and teaching time.
Tis is a live and highly interactive workshop with multiple learning strategies
which includes, lecture, large group processes, teach back segments, game theory,
triads, and partner & private work as part of the program.
Whom do you target through this program?
Our development models are meant for a wide variety of people ranging from 16
year old high school students, to individuals new to HR development industry, to
professionals with over 40 years of experience, even those who hold advanced degrees,
such as MA, MBA or PhDs. Te attendees of this program are global leaders or
professional developers in all helping felds from HR, consulting, coaching, training,
speaking, to educators, pastors, career developers, counsellors, etc.
International Vendor
Ken Keis
3
Company Name: CRG Consulting Resource
Group International Inc.
Program Name: CRG Assessment Systems
Certication Program
Program Director: Ken Keis
Address: PO Box 418 Main Stn A,
Abbotsford, BC V2T 6Z7
Call: 604-852-0566
Email: ken@crgleader.com
Visit: crgleader.com
All-round Development
Our editorial team interviewed Ken Keis from CRG Consulting Resource
Group International Inc., at the Leadership Excellence Awards this past
April. Following are the excerpts from the exclusive interview
Video
Te success and ROI of our program is measured in several ways.
Our participants never leave this experience without being personally
and professionally transformed. Tey are equipped with brand new
tools and assessments to bring into their organization to assist in
the development of the people that they serve. Organizations and
individuals see the impact of using CRG tools in many diferent
ways such as improved relationships, communications, and team
performance, increased sales (up to 35% in some cases) and customer
service ratings, more efective leadership, reduced employee turn-over
through better selection and employee job ft just to name a few.
CRG as a company has worked many diferent organizations from
small businesses to Fortune 500 clients and government agencies
(especially public safety, law enforcement and frst responders). I
have personally designed and created over 40 business programs/
workshops and business redesign processes and also authored or
co-authored all the assessments and content at CRG except for our
Team Lead Development System. CRG and its Licensed Associates
conduct leadership retreats for billion dollar organizations, and have
implemented leadership development with thousands of managers
and supervisors. Our expertise lie in a holistic model that includes
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participants to improve their performance and that of their teams?
Many come with the expectation that they are going to learn CRGs
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Participants learn how to use assessment and development tools
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they came. Our graduates then take this newfound information and
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the honor and privilege of improving the lives of millions of people.
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live, lead, and work On Purpose!
Learning from Creative Research
And becoming an effective leader
By Renee Kosiarek
Surveys have shown that 21
st
century leaders must be creative.
Fortune Magazine recently reported that creativity is the most
important leadership quality for CEOs, and a recent survey
overwhelmingly showed that unlocking creative potential is key
to economic growth. Leaders are becoming more aware of the
need to use powerful storytelling to create visions and engage
followers. They hear about the usefulness of mind maps, brain-
storming and collaborative spaces, and want to become creative
leaders. Such work, though, is complex, difficult and risky. The
pay-offs, however, can be immense.
Creativity often results in flow, which occurs when a person is
completely engaged in an activity, losing track of time and even
space. They are productive, motivated and joyful.
Imagine a workforce where your employees experience full engage-
ment and flow?
Would it not be a happier, more productive culture overall?
Additionally, a novel and creative goal may be the only way
to compete or create needed change in todays economy. And
52
a creative workspace may be the only method to attract and
retain the best talent.
Yet a gap exists: leaders cognitively understand that they need
to be creative and imaginative. However, they do not actually
engage in creativity, set the stage for creativity, or even encour-
age creativity.
Are you living up to your creative potential?
In 1968, George Land distributed a creativity test used by
NASA to select innovative engineers and scientists. 98% of 5
years scored at the genius level, 30% of 10 year olds scored at
that level, and 12% of 15 year olds achieved a genius score. Only
2% of 280,000 adults received a genius score. Land believed
that we learn to be uncreative.
If we can unlearn something, we can surely learn it again .
Creativity has been studied for decades. We know that cre-
ative people often share common characteristics, behaviors and
attitudes. They work in spaces that contribute to their success,
and are often surrounded by people who create a certain type of
culture. By studying the characteristics and behaviors of suc-
cessful creative writers, scientists, business people, and artists,
we leaders can become more successful as well.

Mihaly Csikmentmihalyi studied almost one hundred
notable creative people and found that creative individuals often
possess 10 antithetical traits including:
They have a lot of energy, but frequently enjoy quiet and rest
They are smart, yet naive (allowing them to be open to
new possibilities)
They are disciplined and playful
They are rebellious and conservative
Consider yourself as leader. If you are often conservative, might
there be room to rebel a bit? Strong leaders challenge the process.
Surely, you are smart. But consider what you dont know, where
your assumptions might be faulty, and how you may lack knowledge.
Discipline and hard work are givens. Are you playful at times as
well? Play brings new, fresh ideas and innovation.
Do you take time for rest and quiet? Research shows that suc-
cessful creative and successful ethical leaders do.
The Beatles thrived because they had internal and exter-
nal competition. Paul and John tried to outdo each other, but
the competition was healthy because both yearned to create
something stellar and new as a group. The Beach Boys were
innovating as well, and the Beatles worked hard to outshine
them. They recognized and even appreciated the competition,
largely because they kept their eye on the goal: making great
new music as a group.
How can you create internal competition that advances a collec-
tive goal? How can you compensate the collaborative result, rather
than the individual contribution?
Creative individuals know that they need time to allow
their work to flourish. The best ideas and projects often develop
after the creator had time away to let the idea incubate. A
long walk, silent space and even a vacation can contribute to
the end result.
Do you push too hard to complete a project? Sometimes, the
best ideas come in the shower for a reasonrecognize the value
of walks, quiet and incubation as a leader.
Creative people know that mistakes are part of the process.
In order to create something new, mistakes are necessary and
even welcomed. Edison noted that each failure was embraced,
as it brought him closer to the goal. Leaders often create cultures
where mistakes are berated. In that culture, how can you expect
excellence and innovation?
Do you appreciate mistakes, or do you solely reward visible suc-
cesses? Are your followers encouraged to take risks? How can you
create a culture of risk taking?
Creative people are open and receptive to new ideas and
ways of working. They embrace possibilities, and look for mul-
tiple ways of seeing and presenting things. They seek unusual
ideas, but also recognize that the public needs to connect to
the ideas as well.
How could you reframe your problems at work? Is there another
way of seeing them?
How do you talk about and display your vision and mission or the
accomplishments of your workforce? Can you do something visual
or create a story around the vision or accomplishments?
Using those 5 ideas from creativity research should help you
develop a richer and more effective leadership style. From there,
pay attention to the stories of creative individuals. Consider
how their work ethic and perspectives could be used to continue
to help you develop as a leader. Doing so could transform you
from a good leader to a genuinely creative one. LE

Garden Variety vs. Superstar Leaders.
Renee Kosiarek is an instructor, coach and facilitator who has taught leader-
ship, confict resolution and creativity to hundreds of people. She has taught
graduate and undergraduate courses in confict, ethics and leadership for
North Central College and DePaul University, led a womens retreat and fa-
cilitated dozens of workshops on leadership. It is her mission to be a creative
and transformational leader, coach and facilitator who helps others become
more engaged, creative, joyful, efective and thoughtful.
Email rkkosiarek@noctrl.edu
53
I recently asked my class of 25 students if they were

living up to their creative potential. No one felt that
they were. In wider surveys, less than 25% of people
believe they are living up to their creative potential.
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You Cant Manage Millennials: Recruiting, Engaging, and Retaining
Millennials in Todays Workplace
How the latest in Time & Attendance technology can assist you to reduce
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Going Global: Transforming a US-Centric Development Model into a
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A Selection of Verticals Schedule
Benefts: Cost Containment, Audits and Legal Risks July 22-23/14 Oct 1-2/14 Feb 4-5/15
Compensation: Best Practices and Trends Sept 8-9/14 Jan 26-27/15 Sept 14-15/15
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View our Upcoming Virtual Conference Schedule and Register Today!
www.hr.com/upcoming_webcasts View our Upcoming Webcast Schedule and Register Today!
By Julie Winkle Giulioni
Evaluating leadership effectiveness by the quality of followers
How Well-Populated is Your Pipeline?
Interactive
Last year, the Aberdeen Group conducted a research study explor-
ing the business impact of building learning capability. Using three
key performance criteria to distinguish best-in-class companies, it
was found that:
83% of employees in these companies received performance
ratings of exceeds performance expectations;
13% experienced year-over-year improvement to revenue per
full-time equivalent; and
78% of key roles have one or more ready-and-willing successors.
Its that last statistic that caught my attention. Best-in-class organiza-
tions enjoy a steady stream of talent, being grown and developed in
the wings. With this kind of robust pipeline, transitions occur with
ease, the negative efect of unexpected occurrences and surprises are
mitigated, engagement grows, and high levels of performance can
be sustained.
Given the powerful and positive impact of cultivating successors,
perhaps its time to begin evaluating leadership efectiveness based upon
this important job requirement. Rather than subjectively assessing a
variety of competencies and other factors, why not look objectively at
the most crucial outputs for which leaders are responsible: the quality
of their followers?
Well-intended forms and leadership evaluation processes could
be replaced by an assessment of follower readiness to assume his/her
next role. A full succession pipeline could lead to exceeds expecta-
tions ratings and increases. All of this would telegraph the value the
organization places upon development... and encourage other leaders
to prioritize employee growth.
So, how well-populated is your pipeline? How many of your em-
ployees are ready-and-willing successors? How committed are you
to their development? A few small steps on a leaders part can drive
disproportionate results. For instance, consider:
Making sure you are clear about each employees snapshot of
career success and how that fts into your organizations structure
and future needs.
Engaging in ongoing dialogue through quick, on-the-spot
conversations that keep development front of mind.
Ensuring that each employee has a least one development plan
or activity in process at all times. In todays environment, if people
arent growing, theyll quickly fnd themselves falling behind.
What would your performance rating be if it was based largely
upon having one or more ready-and-willing successors? Elevating your
personal rating reverberates through others and the organization as a
whole. So maybe its time to prioritize our pipelines.
What about you? What are you doing to ensure a steady stream
ready talent? LE
Julie Winkle Giulioni is the co-founder and principal of DesignArounds. She
has spent the past 25 years improving performance through learning. Julie is
well-known and well-regarded for her creative, one-of-a-kind solutions that
consistently deliver bottom-line results.She is the co-author of the Amazon
best-seller, Help Tem Grow or Watch Tem Go, and an international speaker
on a variety of performance improvement, leadership, sales and customer
service topics.
Call 1|626|799-3418
Email julie@juliewinklegiulioni.com
Ruining Recognition
Book
Help Them Grow or Watch
Them Go
Confessions of a
Cheer-Leader
56
By David Mclean
A true leader is one who acts right at the right time
Leadership
A chapter taken from the book A Road Taken: My Journey
from a CN Station House to the CN Boardroom by David
Mclean with Patricia Finn published by Greystone Books
In the middle of his career at CN, my father was elected union
leader with the Order of Railroad Telegraphers. For the next
fifteen years, he would faithfully travel to St. Louis, Missouri,
where the order was headquartered and meetings were held.
He and his fellow telegraphers would discuss the issues of the
day, the most important of which being how to improve labour
relations at CN. It was an orderly business with a clear agenda
for the most part, but on November 21, 1950, shortly after
ten thirty in the morning, two trains collided at Canoe River,
British Columbia. The westbound train was a troop train carry-
ing Canadian soldiers. Most were newly minted privatesyoung
gunners with the 2nd Field Regiment of the Royal Canadian
Horse Artillerybut some were veterans of World War ii. They
were all on their way to Fort Lewis, Washington, where they
would be transported by military ship to Korea.
Half of the cars of the westbound train were wooden with steel
frames. The eastbound train was a passenger train less than a day
into its transcontinental journey from Vancouver to Montreal.
All of those cars were steel. They collided on the turn at a blind
corner a few kilometres south of the junction at Red Pass. The
engineers and firemen of both trains were killed on impact.
There was no loss of civilian life on the passenger train, but the
wooden front cars of the troop train were devastated. Seventeen
soldiers died, and many more were terribly injuredscalded by
the steam from the damaged engine boilers.
The accident occurred in a remote high mountain area west of
Valemount, British Columbia, and it took several hours before a
train arrived from Jasper to take the survivors and casualties back
to Edmonton. A second train was dispatched from Kamloops
to pull the transcontinental train out of the area. It started to
snow and the temperature dropped below freezing.
In the waiting hours, there were acts of bravery and resilience.
Communications were down, but someone set up a temporary
means of communication and put the emergency call in to
Jasper. A doctor from the passenger train administered to the
injured with the help of his wife, who was a nurse, and other
volunteers. A hospital unit was set up in one of the dining cars
and a morgue in the other. My father was fifty-two years old,
and I was twelve. We were living in Edmonton at the time, and
57
I had just started junior high school. Dad must have come home
early that day, because I remember him getting into his car and
leaving shortly after I got home from school. He was worried
that a lynch mob was going to hang the young operator everyone
blamed for the tragedy. People were that upset. The operator
was a twenty-two-year-old man named John Atherton stationed
in a small town near the site of the accident.
According to reports, he had omitted the words at Cedarside
from a telegram delivered to the troop train at Red Pass Junction.
The troop train was supposed to wait at a siding at Cedarside
before proceeding west. Instead, the troop train carried on to
Canoe River, unaware of the eastbound train.
Dad drove all nightfirst to the Interior where he picked up
John Atherton, and then straight through to Vancouver where
he thought the young man would be safer. I dont know if Dad
thought his operator was guilty or innocent that night, but he
wasnt going to abandon a man on his watch. I found out later
that he took some of his vacation time to stay in Vancouver for
a few extra days to ensure the operator was not harmed. But the
story doesnt end there.
John Atherton was charged with manslaughter on January 9,
1951, but a Canadian lawyer named John Diefenbaker defended
him at the request of his wife, Edna Diefenbaker, who was suf-
fering from leukemia. John Diefenbaker was also the Member
of Parliament for his home riding of Saskatchewan, and among
his constituents was John Athertons father, Alfred Atherton, a
CN station master.
Alfred asked Diefenbaker to act as his sons defence lawyer, but
Diefenbaker declined; he was too busy with his parliamentary
obligations, he was not a member of the bar in British Columbia,
and his wife was dying in a Saskatoon hospital. Determined,
Alfred went directly to Edna, somehow gaining access to her
hospital room. She listened to Alfreds story and promptly ac-
cepted the case on her husbands behalf. Diefenbaker would have
to take and pass the B.C. bar exam first, however, which was said
to be difficult and came with a steep $1,500 registration fee.
Deferring to her judgement, Diefenbaker took the case. Edna
died a few weeks later, on February 7, 1951. It was a month
before the preliminary hearing.
In preparation for the hearing and the trial that followed,
Diefenbaker researched and, in fact, studied telegraphy in an
attempt to understand how words could be eliminated, inter-
rupted, or overlooked in a message transmitted by wire. Among
his findings was an account of transmissions being interrupted
by a bird dropping a fish on a snow-covered wire. It was, he
wrote later in his memoir, not well documented, but it was
all we had.
He was also determined to focus on other factors contribut-
ing to the tragedy, which included a need for block signaling, a
sharp curve along that particular section of the line, a sequence
of communications issues, and most importantly, the need to
eliminate wooden passenger cars. The trial lasted four days,
and after forty minutes of deliberation, the jury acquitted John
Atherton of all charges. Witnesses said his mother broke down
and cried when she heard the verdict. John Diefenbaker, who
would be elected prime minister of Canada in 1957, later wrote
about the case in his book, One Canada. It was a defining moment
in a distinguished career.
This brings me back to the subject of leadership. It seems to
me that leadership is a term often misunderstood. People think of
leaders as people who are popular and widely known. They think
of politicians, community leaders, sports figures, academics, and
business or professional leaders. These are all types of leaders in
their own way, but in my view, the definition of leadership is not
always tied to your position in life or even your responsibilities.
It is certainly not tied to wealth. A true leader is a person who
does the right thing when faced with a tough decision and who
knows how to motivate others to follow their lead.
I see many examples of that type of leadership in the Canoe
River tragedy: a doctor, a nurse, and a group of civilian volun-
teers working together under terrible circumstances; a father
determined to get his son the best lawyer he could find; a dying
woman who cared about the fate of a stranger in her last month
of life; a railroad that adopted virtually every recommendation
made to them to avert similar disasters; a future Canadian prime
minister; and my father, Frank Carl McLean.
Dad was a man of quiet wisdom and compassion, and although
I am often asked whether he would be proud of my service to
CN as chairman of the board, I know it would not come close to
the pride I felt for him that night in 1950. It is 1952, two years
after the Canoe River train wreck, and I am running for junior
class president. My campaign is going well and I anticipate an
easy victory. My opponents are disorganized and distracted by
their social lives, which are busier than mine. I use this to my
advantage and win. It is my first taste of leadership and I like
the experience, so a few years later, I run for senior class presi-
dent against a friend. I lose. He wins. I am silently critical of
his performance as president and believe for many years longer
than I care to admit that I would have been the better leader. I
am comforted somewhat when I am elected class valedictorian,
but as time passes, I dont remember a single word of what I
said in my address. I remember, though, that I lost an election
and a friend won and that it took me a long time to understand
what mattered and what did not. LE
Copyright 2014 by David McLean

An outspoken champion of entrepreneurship, education and community
service, David McLean is a distinguished leader in the Canadian business and
academic communities. In 1972, he founded his own real estate investment
frm, Te McLean Group and is the Chairman of the Board and Chief Execu-
tive Ofcer. In 1994, he was appointed to the Board of Directors of Canadian
National Railway Company (he was also a member of the Board from 1979 to
1986) and became Chairman in December 1994. He also served as Chair of
the University of British Columbias Board of Governors.
improvement programs.
Visit www.mcleangroup.com
A New Direction for HR Leaders
58
By Carolyn Sokol
5 ways to demonstrate leadership in your business
Leadership in Small Business
Leadership does not come in a package or a three-ring binder.
It does not come from a three-day workshop or a YouTube video.
It can be learned, although it is no DIY project. Nonetheless,
your small business is not going anywhere if it does not have a
leader to follow.
Workers at the lowest levels now feel a need for entitlement.
They expect to be heard and listened to. They are happiest in
positions where they are empowered to lead within their respec-
tive range of abilities. They value change and want to be part of
it. It rarely occurs to them that they might work at the same job
for a lifetime. In a small business, this includes office workers,
retail workers, customer service reps, production workers, and
other rank and file jobs. However, understand that if there are
to be strategies, goals, and outcomes, there has to be a leader.
Leadership starts with you
When you are aware of your own leadership behaviors, you
can encourage them among others because their strengths will
ease your burdens.
1. Meaningful relationships
Build the employee relationships that arise from small talk and
common conversations. In the midst of talk about the weather
and family birthdays, ask them what they want to do with their
lives and what it is that they like or do not like about their work.
Then, you continue those same themes and pick up where you
left off in the next conversation.
2. Show concern for others
Stay abreast of employee problems with health and family.
Express your concern and show empathy. If you are a good
listener, you do not have to fix problems for them. But, your
sympathy card on the death of a relative or your visit to their
child in the hospital are appreciated gestures.
3. Show your stuff where you can
Look for chances to be the leader. You have knowledge, skills,
and abilities in business ownership. You are in the position of
leadership because you brought your talents, backing, and risk
to the table. Employees need the confidence and reminder that
you are in charge and deserve to be. You communicate this
through displays of expertise, product and market knowledge,
self-confidence and authority.
4. Improve yourself
Treat and commit yourself to continual self-improvement.
Read a book in front of your employees and share what you
learned. Attend a workshop and join a professional membership
organization. Let employees know that this search for profes-
sional development is in their best interest.
5. Develop teams
Create a no fear work environment where workers can con-
tribute and offer feedback without fear of retaliation. Assign tasks
with size and value for the employees to complete and report on
before soliciting feedback from the rest of your organization.
Plan on change, but empower the employees to make it happen.
No matter how small your business, introduce the employees to
change management and process improvement. Recognize and
reward excellence and outcomes.
Transformational leadership
You lead when you are socially aware among your employees,
when you value you own self-awareness, and when you manage
your own performance. As a business owner, you have the right
to be coercive and authoritative when you have to be. But, as
the sole approach, this is not conducive to growth and develop-
ment. Coaching, support, and pace setting builds harmony and
productivity. If you are not in the business of innovation and
futures, you will not identify and develop leaders. And, if you do
not develop your employees, you probably will not succeed. LE
Carolyn Sokol is the founder and President of PEOcompare.com and busi-
ness development leader for compareHRIS.com. She is a current member of
SHRM and writes on HR issues that afect small businesses.
Email c.sokol@PEOcompare.com
59
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I recently asked my class of 25 students if they were

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