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Phase 1

Phase 1

Excellent Management

Step 1 - Leadership


Vision & Mission
Situational Leadership
Christian Leadership


Step 2 - Culture


Lifelong Learning


Diverse Culture

Written Communications
Gung Ho Culture
Conflict Management

Conflict Resolution

Building Relationships

Step 3 - Customer Focus


Step 4 - Team Building

Step 5 - Problems Solving


Business Analyst

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Flow Charts
Force Field
Genba Kanri

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Step 6 - Continuous Improvement

Step 7 - Performance Measures



Project Goals by Process

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Phase 2



Phase 2

Storms of Chaos


Step 1 - Waves

Forecasting Trends


Step 2 - Lightning

Managing Risks

Step 3 - Buoyancy

Building Relationships

Step 4 - The Storm

Winning Competition


Step 5 - The Ship

Leading Your Ship


Phase 3



Phase 3

Drivers of Change


Step 1 - External Environment

Step 2 - Building People

Human Resources

Step 3 - Organizational Structure

Step 4 - Internal Environment

Step 5 - Systems Thinking


Employee Retention

Future Organization

Phase 4



Phase 4

Systems Loops


Open System


Phase 5



Phase 3

3 Phases of Change


Step 1 - Before the Change

Step 2 - During the Change

Step 3 - After the Change





"The first Step in Excellent Management is Excellent Leadership" 

by Craig A. Stevens, his students, and other professionals.


Excellent leadership is not a trait only for the top of the organization, but a skill to be developed in everyone throughout the organization. If any one person cannot lead the tasks for which they are responsible, they are likely not needed. 

Someone once said, "The more you need your Boss, Supervisor or Customer the less they need you." 

This is only half of the story.   The other half is this, you can always tell an ineffective leader by how hard that person works in relation to his or her team. Effective leaders have effective hard working teams.

My pet peeve is the whole Leadership and Management separation. I never knew a true manager who did not have a staff and once you add people you better add leadership. Although leadership is broader, you can be a leader without being a manager. One can never be an excellent manager without being an excellent leader.

Bottom Line:  Your company cannot have excellent management without excellent leadership. Leadership is a necessary part of working with people, managing in general, and obtaining excellent long-term results. The difference is related more to excellent verses poor management, instead of management verse leadership.



YouTube Video L1 - Craig A. Stevens Intro to Leadership




Summary of the article, "Tightrope: Be a leader for your employees, not a parent"

By Steve Sullivan (IBM and TNU 2007)


          Employee motivation is a tricky subject. A manager must walk a fine line between motivating and de-motivating. As a manager, you must be careful not to over lead by treating your employees as a child or under lead by providing not enough directions. In an article in USA TODAY, Gladys Edmunds attempts to help manager dealing with just such an issue.

            Edmunds article, “Tightrope: Be a leader for your employees, not a parent” explains “each individual must come with his or her own stuff that motivates them” As our reading from the last week suggests, managers must figure out what motivates their employees individually. On Abraham Maslow’s Hierarchy of Needs, self-actualization - the use of talents, gifts and potential to realize your dreams is the highest need as related to drives and motivations. (Edmund)

            Edmund offers some help to this problem by answering the question, what can a manger do to help the self-motivated person.  Edmund offers the following six questions for managers to answer for them selves to help walk this tightrope.

1.     Do you hold regular staff meetings and invite suggestions and ideas from your employees?

2.     Do you use their suggestions and reward them fro their advice?

3.     Are you employees working in the jobs they were hired for?  Alternatively, did you promise one position and place them in a different one?

4.     Do you encourage them to set work goals and report their successes as those goals are reached?

5.     Have you established mutual trust between you and them? Do they feel like they can trust your judgment?

6.     Do they learn of an important business decision directly from you or through the rumor mill?

Edmund concludes the article by confirming the benefits of balancing such a tight rope. The employees that have learned by your example will be better managers for their employee. In addition, their motivation will sky rocket while under your charge.


Works Cited

Edmunds, Gladys. “Tightrope: Be a leader for your employees, not a parent.” August 13, 2007. USA TODAY, June 21, 2007.


“Frances Hesselbein, past CEO of the Girls Scouts of America, explained leadership eloquently, "Leadership is a matter of how to be, not how to do it...and... the ethics that works full-time."

Ralph Stogdill said "The most effective leaders…exhibit a degree of versatility and flexibility that enables them to adapt their behavior to the changing and contradictory demands made on them.”

Debbie Slocum (TNU 2005)


Effective Leadership Traits

By Ronie Karr, Allen McPeak, Lamar Hollingsworth, and Glenda Frierson (TNU 2006)



An effective leader can possess many different character traits. The four characteristics mentioned below are a sampling of traits effective leaders demonstrate. Trusting subordinates, communication, encouraging risks, and expertise in particular field are important for an effective leadership. Out of all the valuable skills needed for an effective leadership, these four skills prove extremely helpful.

Trust Subordinates

Mutual trust between top management and employees is essential in order to be an effective leader. By recognizing employees’ potential and delegating authority when possible, employees will feel more trusted and valued. “The Seven Keys to Business Leadership,” an article featured in Fortune Magazine mentions one leader’s viewpoint on trust. Steven F. Dichter, a partner at management consulting firm McKinsey and Co. says: “You can no longer afford to manage for average performance, and if you want to get that extra margin from employees you have to loosen all the boundaries” (par 2). Leaders who want a high-commitment organization have to start relying more on the entire work force. This means pushing responsibility down the ladder. When employees’ efforts are recognized and rewarded, the quality and quantity of work will improve. Distributing work among subordinates is the only way this can happen. This act forces management to unleash their tight grasp on things and forces subordinates to take action.

Giving employees more responsibility and authority is an important step toward trusting subordinates. One way to give employees more authority is letting them have a voice in decisions. Donald E. Petersen, previous Ford Motor chief, was one of the first CEOs to establish this sense of teamwork. Petersen believed, “employee involvement requires participative management…anyone who has a legitimate reason, who will be affected by a decision, ought to have the feeling that people want to know how he or she feels'' (par 3). This type of attitude improved Ford’s quality of cars and improved the financial status of the company. Veterans of the industry say the change in employee attitudes was obvious. More freedom and input on decision-making enhanced employees trust. This change made employees want to work to the top of their abilities. Leaders who exude the quality of trust when dealing with employees can lead a successful company.


The effective leader must also have the quality of being a good communicator. He must be able to put forth his ideas clearly and concisely. If he fails in this, he will most likely fail in everything. His very life-blood depends on it.

If those who follow a leader do not receive clear instructions, the results can be disastrous. Many companies have failed because of bad communication. Lower management may not have completely understood what was required of them or their subordinates.

The good leader will not just communicate convincingly. He will communicate with authority and understanding because he has all the facts. He will also be able to answer any questions that arise. He will not be vague. Royce A. Coffin, in his book, The Communicator, says, “Don’t be vague. You may never know what misinterpretation or confusion you set in motion by not being clear and complete in what you say” (Coffin 8).

One area that people take for granted is a leader’s ability to communicate clearly while making a speech. Business communication is not just memos and policy statements. A leader must have the ability to deliver speeches in an effective manner. Social settings are another area where a leader will communicate among his employees. Even during these times, he must not remove his cloak of leadership and his ability to communicate. It is within the social scene that a leader can exert his communication skills. Socially he should be able to display the quality of genuine interest in his fellow workers. Unless a leader has a genuine interest in his fellow workers, his communications with them will seem shallow and insincere. Dale Carnegie, that great motivator of men, said it well in his classic, How to Win Friends and Influence People: “Be sincere. Do not promise anything that you cannot deliver. Forget about the benefits to yourself, and concentrate on the benefits to the other person” (Carnegie 246).

Encourage Risks

Another important factor in effective leadership is the ability to take risks. Having a certain outcome is comfortable but it does not prove to be rewarding. Taking chances builds personal growth and develops personal power within an employee and leader. Encouraging risks helps a company overcome fears, build confidence, and open new opportunities for the future.

Many leaders do not encourage risk taking among their employees. Some authority figures also never risk anything themselves because of concerns. “Fear of failure keeps many people from ever risking something new or unknown” (The New England Leadership Program par. 5). Overcoming these fears is the first step in taking risks. Provoking an employee to take on a task he is not accustomed to is intimidating. Leaders have to encourage facing fears to open creative thinking. Encouraging employees to take chances helps them overcome their fears and learn from past mistakes.

Promoting risks also helps one to build self-confidence. This assurance not only helps an employee personally but also makes a team stronger. Past mistakes even helps one with confidence by knowing what not to do. Leaders encourage risk taking because they understand that mistakes give hope to employees. Both leaders and their staff build confidence by pushing themselves to try new things. This confidence in taking chances helps everyone involved in a team become more creative.
Exploring new territory within a group develops opportunity for the future. When leaders drive their employees to take chances, the staff uncovers new ways to benefit their company. “Most organizations consider taking risks as an essential part of their success” (Simon Firth par. 6).


Encouraging risk taking can lead a company to new insights. Every risk is a success because even failures build character. When employees understand that risk taking is vital to a company, everyone in the company will benefit.

Expertise in Field

The last quality that an effective leader should possess is expertise in his or her field. Leaders in today’s market must empower themselves by knowing as much about business as possible. “Continuous Learning” is part of an ongoing process that keeps the company up-to-date. Leaders in management, owners, and supervisors need to know what is going on in the marketplace.
Leaders should have knowledge of products and services of their company as well as the competitions. These two areas are crucial for a company’s success. Leaders must recognize that customer relations are also a primary reason for the success of any company. Continual learning and improvement in these areas will be beneficial. Customer relations allow companies to be current with issues that relate to personnel and internal/external concerns. For leaders to be effective, attention to this area is critical. The novel, Geronimo Stone by Craig A. Stevens and Michael Moore discusses these issues: “If your people don’t learn incrementally, it is harder for them as the technological changes add up” (124). The book goes on to say, “Remaining competitive requires constant change and continuous improvement” (122).

Another area a leader should be educated in is marketing and research. By keeping up with the competition a company can stay proactive in its marketing. A leader must continuously study each aspect of the business in this global economy. If not, a leader may find his or her company falling behind the competition. All leaders should concern themselves with life long learning. Leaders at every level should be expected to know as much about the organization as possible. This should be a continual process, which in turn will keep the company growing.

Another goal of a leader should be to gain knowledge in order to share information with team members. Results happen when all parties share the outcomes acceptable to performance standards outlined by the organization. These goals should be common to all effective leaders. Results commonly occur through training and development. “Although training and development go hand in hand…training typically focuses on providing employees with specific skills while development is an effort to provide abilities that organizations may need in the future” ( Gomez-Majia, Balkin, & Cardy 288). The text Human Resource Management, by Gomez-Mijia, Balkin, & Candy discusses how individual standards can improve considerably. Simply put, supervisory development is an effort that enhances the learner's capacity to be a supervisor. Supervision often includes conducting basic management skills, decision making, problem solving, planning, delegation, and meeting management. This ensures conformance to personnel policies and other internal regulations. These are all critical skills for anyone who has the ability to manage their own learning. The highly motivated, self-directed leader can gain a great deal of learning through this method.


Leaders can guide companies through many different channels. Because of this, it is important to know which leadership qualities motivate employees the best. A leader that does not trust his subordinates or communicate well cannot be effective. Encouragement of risk taking and specialization in particular field is also a necessity for an effective leadership. Without these traits, a leader will have a difficult time motivating and encouraging employees.

Works Cited

  1. Labich, Kenneth. “The Seven Keys to Business Leadership” Fortune Magazine October 1988. 26 October 2006.

  2. Frey, Lois M., Duane, Dale, Bob Biagi. “Developing the Ability to Take Risks” Center for Rural Studies April 1998. 26 October 2006.

  3. Firth, Simon. “Afraid to Make Risky Business Decisions” HP Invent November 2005. 26 October 2006.

  4. Carnegie, Dale. How to Win Friends and Influence People. New York: Simon and Schuster, 1936.

  5. Coffin, Royce A. The Communicator. New York: Harper and Row, 1975.

  6. Gomez-Mijia, Luis R., David B. Balkin, and Robert L. Cardy. Managing Human Resouces. New Jersey: Prentice-Hall, 2003

  7. Stevens, Craig A., and Michael Moore. Geronimo Stone. FL: Llumina Press, 2006.


    In the future, empowerment will become more important, leading to fewer layers of management. To enable a quick, effective response, the information gatekeepers will have to be empowered decision-makers. However, many efforts of empowerment fail, in part, due to a lack of understanding that empowerment requires a systematic step-by-step approach as displayed in the figure below (Pepper and Stevens, 1992).

John Maxwell has a series of must have books. In one of his series of books related to the 21 Irrefutable laws of leadership, he makes some good points. 

Law number 20 of his 21 irrefutable laws of leadership is "The Law of Explosive Growth." To add growth in your company lead good followers. To multiply growth in your company lead leaders. (Maxwell, 2002)

John C. Maxwell; The 21 Irrefutable Laws of Leadership, Workbook, Thomas Nelson Publishers, 2002


Filson, Brent. “Three Factors of Leadership Motivation.” Woopidoo! Articles: Business and Leadership. 1 September 2008.


Found by Sheila Sorrells (2008 TNU)



Leader Tips for Motivation.


Found by Glenda Frierson (2006 TNU)



Leaders have a choice to “Motivate or Inspire”
When we motivate, we serve ourselves first, when we inspire, we serve others first.

Lance Secretan, Inspiration by Action

Found by Allan Crooks, Darla Sansom, Callie Clark (TNU 2005)


So, How do you create a company of leaders? 

    The word most often used and sometimes abused is "Empowerment." Empowerment is an effective management tool in motivating employees for the benefit of the organization. Empowerment acknowledges employee skills and demonstrates management's trust in employees. As a result, management can confidently grant authority to employees, which results in employees' greater sense of self-confidence and increased motivation. Empowered employees are liberated to enjoy a more meaningful jobs and to drag the company with them to success. The people of an organization are the only true power of an organization to meet its goals. (Craig Stevens and Gina Jones, HCA Inc., 2004)

In the words of John Maxwell. Irrefutable Law Number 12 is "The Law of Empowerment, Only Secure Leaders Give Power to Others."

John C. Maxwell; The 21 Irrefutable Laws of Leadership, Workbook, Thomas Nelson Publishers, 2002

"First Part of Leadership is  Dealing With People and the Second Part of Leadership is Influencing People to Get Results."  Craig Stevens

By: Karen Loso, Ruby Northcutt, Laura Smith, Mike Toney (TNU 2006)

Organizations need qualified leaders. Leaders who evolve to perform consistently within organizations must possess four key abilities to effect change. These important characteristics include applying leadership styles appropriately, communicating effectively, managing performance regularly, and developing associates responsibly. These keys, when applied skillfully, provide managers the opportunities to unlock excellence in leadership.


KEY 1: Appropriate Application of Leadership Style


Many scientific theories debate the principles that define specific leadership styles. The authors, Lee Bolman and Terrence Deal, note that agreement exists among the major studies regarding leadership (342). The conclusion reveals that there is no best leadership style (Bolman and Deal 342). One study by behavioral theorists Paul Hersey and Kenneth Blanchard fully supports a contingency theory. Hersey and Blanchard believe that situational behavior based on contingency forms the basis of leadership styles (107). This simply means that a leader must assess situations before taking appropriate action. Progressive leaders need the ability to apply contingency or situational assessment in changing organizational environments. The contingency style of leadership is a model that provides leaders with a menu of choices of application.


Understanding Situational Leadership - Leaders who maximize effectiveness begin with the understanding of leadership style. The contingency style of leadership derives its credibility from a behavioral approach. Hersey and Blanchard define leadership style as the regular behavior patterns by leaders that create perceived influence (145). They realize that the variables of any situation in leadership are never the same. The theorists understand that leaders contend with a wide range of factors. Leaders therefore must consider contingencies such as the individuals involved and the environments of the situations (Hersey, Blanchard, and Johnson 145-173). Leaders base decisions on the amount of instruction and emotional support needed by others to accomplish tasks. Additionally, leaders must consider the attitudes and ability levels of followers to perform any designated tasks. Further, leaders use different styles of decision-making in order to motivate followers to perform well. Modification of the leaders’ behaviors takes place when followers reach needed skill levels to achieve goals (Hersey, Blanchard, and Johnson 173-188). Hersey and Blanchard call this type of leadership style Situational Leadership. Leaders using this model of leadership style must analyze each situation, applying the leadership style that best fits.


Learning The Application Process - The process of applying Situational Leadership style is a cycle that requires leaders to “diagnose, adapt, and communicate” (Hersey, Blanchard, and Johnson 144). First, leaders must determine what objectives need achieving and where to exert influence upon followers. Second, leaders must assess readiness levels for followers to achieve set goals. Third, leaders must apply the appropriate style of leadership to communicate and obtain the desired results from followers. The fourth phase or the assessment involves the analysis of the results from the leadership behavior. The final phase of application requires a follow-up assessment of the overall situation (Tubbs, Stewart L. 237-239). The chart below provides a quick overview of the Situational Leadership Model.

When leaders learn to apply task and relationship behaviors to influence others effectively, then Situational Leadership becomes successful. Task behavior is the way a leader defines roles for others. Relationship behavior involves how the leader communicates in a variety of ways. The combination of these behaviors forms subsets of situational leader behavior. The first behavioral combination, or S1, involves high task/low relationship. The next combination or S2 involves high task/high relationship behaviors. A third combination, or S3, behaviors include high relationship/low task. The last combination, or S4, behaviors include low relationship/low task. Decision styles for Situational Leadership application include telling (1), selling (2), participating (3), or delegating (4). These decision styles work in conjunction with the degrees and types of behavior that form a cycle of influential leadership (Hersey, Blanchard, and Johnson 173-190).

A successful application of Situational Leadership style must also include the abilities and willingness of followers. Hersey and Blanchard call this factor the “Readiness factor” (175). A scale rates the abilities and willingness of followers to perform tasks. Readiness, ranked in categories, includes high, moderate, and low. Rankings in these categories are from one to four. Leaders make decisions for appropriate applications of leadership style in combination with follower readiness rankings (Hersey, Blanchard, and Johnson 175-187). The table below reflects the Follower Readiness Rankings as designed by Hersey and Blanchard for Situational Leadership (236).


Followers Readiness















The readiness of a new employee requires a leader or manager to use specific rationale and behaviors. The readiness level of an experienced employee requires a leader or manager to use another combination of behaviors. For example, a new employee’s readiness level may be low to moderate. This requires S1 (telling) and S2 (selling) level leadership behavior that includes more contact with the employee. In contrast, the experienced employee’s readiness level may be moderate to high. This situation requires more S3 (participating) and S4 (delegating) leadership behavior with less contact (Hersey, Blanchard, and Johnson 171-191). The leader offers some assistance and more encouragement, but allows the employee to pursue work with less supervision.

The Necessity of Assessment and Follow-Up - The successful implementation of Situational Leadership style requires two important final steps. Assessment gives leaders the results of influence. The knowledge of results assists leaders in determining the followers’ performances as well as leadership performances. Additionally, leaders need to do follow-up procedures. This is to determine if any additional procedures are necessary to complete desired results. (Tubbs 237-239). The follow-up analyses of the situations allow leaders to address needed changes in the application cycles.


Foundation For Leadership Excellence - The first key of leadership, application of leadership style provides the foundation to leadership excellence. The concept of Situational Leadership provides adaptability to changing situations and assessment of readiness levels of followers. Further, the concept offers leaders choices of behavioral styles to achieve leadership that effects change. Moreover, this style provides a process for quantifiable results of application and follow-up. The Situational Leadership style gives leaders the needed flexibility to unlock the first key to leadership excellence.


Key 2: Effective Communications


Effective leadership requires good communication.. This communication has to be two-way communication. The results of good communication should be to gain associate alignment, agreement, and commitment.

One should keep words simple. Most people absorb about 80 percent of what they hear, so information should be broken down into small sections (Leadership, 7). Speakers often ignore their nonverbal actions. Nonverbal actions make-up the majority of communication and can determine how a message is understood. Visual, tactile, vocal, spatial, and images are all forms of non-verbal communications. A nonverbal action can be body language or even the tone that the speaker uses. Nonverbal actions can cause the receiver to interpret the message incorrectly or differently from what the speaker intended (Importance, 2).


Tips to Help Communicate Effectively
1. One person can only talk at a time.
2. Be quick to listen and slow to speak.
3. Remember, it is impossible to listen and talk at the same time.
4. Use proper body language.
5. Make eye contact.


Barriers are a problem in communication. Barriers are things that stand in the way of the listener understanding the message. Some of the more obvious barriers are noise and the misreading of the speaker’s body language.


Another important barrier is the listener’s language interpretation. For example, two listeners will interpret what a speaker says in two different ways and will come to two different conclusions. This is why language is the key to effective communications. A speaker needs to be careful with his words and try to enforce his meaning in more than one way (Importance, 4).


Finally, the speaker must know how to communicate. In order for communication to be successful, a speaker must try to understand and know the listener. Communication has as much to do with human relationships as it does with informing listeners (Winnett, 5).


There are four steps to follow when trying to communicate effectively. These steps are attention, apprehension, assimilation, and action. The first step is to eliminate interference or noise. The second step in communicating effectively is apprehension or understanding. Achieving apprehension is a major part of the communication process. One thing that a speaker should remember not to say is, “Do you understand?” This small question can undo everything that the speaker said by implying that the speaker does not believe the listeners is capable of understanding.


The third part of communication is assimilation. In order for assimilation to occur, a listener must not only understand the speaker’s message but also believe it. Belief of the message is essential to the implementation of new ideas or concepts in a company or organization.

The final step is action. Action only happens if assimilation has occurred. The speaker of the message plays a vital part of what occurs after assimilation. In order to accomplish the goals, the speaker must offer support as well as the tools that are needed (Winnett, 4-7).


All of these steps are essential if effective communication is to occur. For a leader to be successful, he or she must learn to master these steps. A leader must also learn to recognize the barriers to communication and become able to overcome them. The last thing a leader must remember is to use the proper nonverbal actions as well as the proper verbal actions.


Key 3: Managing Performance

Research concerning performance management indicates the importance of motivation involving employees. The task of managing employees to ensure challenges in their work, while enabling and motivating them to reach their highest performance potential is a difficult responsibility for management today (Frigo 10). The challenge for management is to ensure employees have appropriate skills for a particular job and are properly motivated to perform that job (Understanding 8). Motivation is a key factor in managing performance.

To manage performance properly, the Situational Approach to performance management is appropriate. Paul Hersey and Marshall Goldsmith developed the ACHIEVE method for leaders to use as a performance management tool to help determine specific performance problems and understand why these problems exist. According to Hersey and Goldsmith, the use of a situational approach is an effective way to address performance management. In the situational approach, the three steps of planning, coaching, and reviewing define performance management. Feedback is vital for followers. Without proper feedback from management, followers are unable to improve their performance. With proper feedback, followers are able to improve performance and attain new, higher-level goals (Hersey 350).


A.C.H.I.E.V.E:   The mnemonic device ACHIEVE uses seven variables: ability; clarity; help; incentive; evaluation; validity; and environment, to provide leaders and followers with the necessary tools to improve performance. By using these seven aides, management can identify performance problems and determine why these problems exist. Again, the benefit of using the situational approach is that it allows management to address needs for each employee based on their individual situation. Below is a more in-depth definition for each variable.


The letter “A” represents ability and constitutes the skills, experience, etc. possessed by an employee. Managers identify skills possessed by employees and set goals and tasks based on ability information. Management assesses each individual situation to determine if an employee has the ability to perform a particular task.


“C” represents Clarity and is the ability of an employee to clearly understand requested tasks and possess knowledge of what must be done in order to accomplish them. Problems with clarity in a situation may result in goals that are never accomplished. It is extremely important that managers clearly state goals and objectives up front to employees.

The “H” in the third variable, help, refers to support by the organization necessary for employees to complete goals and objectives. Support encompasses anything from monetary resources to equipment resources. It is the responsibility of management to aide the employee in obtaining necessary resources. If required resources are not obtainable, there should not be repercussions to the employee for inability to achieve a goal.


“I” stands for incentive. This refers to the motivation of the employee to achieve a task or goal. Managers must remember that employees are motivated in very different ways and address motivational needs based on the individual situation. Some employees may require elaborate forms of reward, including monetary rewards, while others require only a compliment or statement of “a job well done.”


“E” refers to evaluation and relates to the incentive variable discussed previously. Employees must receive periodic on-going feedback regarding their performance. Without feedback, employees “wonder” what is going on and can become unmotivated. Management should document positive as well as negative feedback.


“V” stands for validity. The validity of a situation includes the legalities of decisions by managers. Managers must consider laws and company policies when making human resources decisions. Managers should document any issues based on performance. It is the responsibility of management and human resources to ensure their decisions are valid.


The final letter “E” stands for the environment variable. Environment refers to all external factors that may affect performance. Some of these include suppliers, market changes, etc. Employees can only perform as their environments allow (Hersey 351-353).


Key 4: Developing Associates

There are four steps to ensuring the development of associates.

  • Awareness

  • Education

  • Skill Practice

  • Competence

Each of these steps builds on another. Each step is distinct and occurs in a specific order. This process applies to all learning situations. The process not only improves an associate’s performance deficit, but also helps him to develop competencies required to move to the next level, task, or promotion (Batesville Casket Company).


According to Paul Hersey, Kenneth Blanchard, and Dewey Johnson in Management of Organizational Behavior, “Before beginning the developmental cycle with an individual in a work situation the manager must decide how well that person is doing right now. What is the person’s readiness level right now in a specific aspect of the job” (234)? This leads into the first of the four steps to developing associates.


The first of the four steps is Awareness. This step requires the associate to be aware of where they are in the development process and where the gaps are. They also have to take ownership and be ready to improve. This awareness comes from many different avenues such as one-on-one discussions, 360-degree feedback, and formal skills/competency assessments.


The next step is Education. To start the education process, the leader must demonstrate the correct process to use and show associates how to do the job. After demonstrating or teaching the correct procedures, the effective leader will check to insure the understanding of procedures. Examples of educational development include assigned readings, specialized classes, seminars, and mentorship.


In Flipping the Switch by John Miller, he writes that we are learning when we ask the
Questions behind the Questions (QBQ):


  1. What can I do to develop new skills?

  2. How can I adapt to the changing world?

  3. What can I do to apply what I’m hearing?

  4. How can I be more productive today?

  5. What can I do to be my best (17)?

The third step in this development process is skill practice. Skill practice allows the associate to put into practice the learning from the education step, which enables the skill to be internalized, or perfected. During this step, the leader must use coaching skills heavily. Neither the associate nor the company gain the full benefit of the education step when the skills learned do not include implementation and practice on the job in a short period. Examples of skills practice assignments are job rotation, special assignments, off-line training, and non-work related activities.


Competency is the final step in the development process. Demonstrated competency through skill mastery, full proficiency, and the ability to teach the skills to others reflects understanding of job requirements. The competency step is the pay-off to the associate, the team, the supervisor, and the company for the efforts and accomplishments of the previous three steps. An example of competency is winning the Tour De France and then writing a book to instruct others on the steps to take to win.

In summary, situational leadership involves the belief that there is not one way to manage all employees. Managers must consider the individual employee’s current knowledge level, skills, ability, and situation. Using these four keys to leadership success and a situational leadership approach, managers attain the complete concept of performance management.

Works Cited

  1. Batesville Casket Company, “Keys to Leadership Success Training Manual” (Manchester
    Tennessee Facility). Batesville Casket Training Manual. Batesville IN.

  2. Bolman, Lee G., and Terrence E. Deal. Reframing Organizations: Artistry, Choice, and
    Leadership. San Francisco: Jossey-Bass, 2003.

  3. Frigo, Mark L. “Strategy-Focused Performance Measures.” Strategic Finance. Sept. 2002: Vol.
    84, Issue 3, p. 10.

  4. Hersey, Paul, Kenneth Blanchard, and Dewey Johnson. Management Of Organizational
    Behavior: Leading Human Resources. New Jersey: Prentice-Hall. 2001.

  5. “Importance of Effective Communication”  <>

  6. Jones, Linda. “Communicating Effectively”

  7. Miller, John G. Flipping the Switch. New York: Penguin Publishing Group, 2006.

  8. Tubbs, Stewart L. A Systems Approach to Small Group Interaction. New York: McGraw-Hill,

  9. “Understanding Leadership’s Roll in Measurement Strategies.” Best Practice Measurement
    Strategies. July/Aug. 2001: Vol. 1 Issue 6, p. 8. Winnett, Azriel. “Communicating Effectively in the Workplace: Four Essential Steps.” 



Leadership and an Environment for Motivating Employees

By Steven V. Scudder (TNU 2006)



Three different sources highlight leadership’s role in developing an environment for motivating employees at various levels.  All three sources concluded that fads did not get the results most leaders and managers sought in their work places.

     The article by Fredrick Herzberg looked past the minor boost in production or behavior achieved any time management pays attention to its employees.  Instead, the emphasis is on creating environments that truly provide employee motivation.  Herzberg writes, “but it is only when one has a generator of one’s own that we can talk about motivation,” (Herzberg 3).  The automotive analogy fits well in this discussion sense we are trying to find methods that really work and will not need constant replacing with the next management fad.  Herzberg shatters several myths about employee involvement in developing ideas or solutions.  Most solutions that come from work group teams fail to make lasting and significant change.  The employee quality circle fad shows little actual success compared to the investment of time and money.

     In the article, “Looking for Help Training Leaders,” Gerry Kraines, a manager, is having trouble locating worthwhile leadership training that is not just running the same old games that do not produce results.  These bad classes that claim to be the latest great craze in leadership training create unproductive leadership experiences that result in wasted time and money.  According to Sandberg, “some of those who do have an equally good excuse: lots of leadership development exercises fall far short of the mark,” (Sandberg par. 2).  There is plenty of good data indicating what works to produce leaders and provide environments for motivation in the work place.

     The first four chapters of Paul Hersey’s book, “Management of Organizational Behavior,” focuses on what is known and accepted about leadership, management, and motivating people.  Hersey tackles several of the myths that permeate many discussions about improving employee motivation and why it is important for management to make real change by understanding human behavior.  He demonstrates through research done over the years which kind of management involvement produces results in employee performance and how the world of work is moving toward the knowledge age.  Some people believe with the technology that is available today management and leaders may no longer be needed.  This idea does not standup to the scientific data available that indicates organizational problems revolve around leadership and management of human employees.  Hersey further writes, “the effective management of human organizations comes down to the one-on-one or one-on-a-group influence process,” (Hersey 10).  Therefore, leadership and employee motivation is still critical issues in the modern organization and require study to achieve effective results.

     These three sources look at how leadership and employee motivation affects the organizations ability to achieve goals.  Hersey starts by examining the definitions and exploring research to determine what the discussion of leadership, management, and motivation should entail.  While Herzberg focuses on getting results and avoiding what is just a fad.  Finally, the newspaper article pinpoints one manager’s frustration in finding leadership training that will actually be worthwhile and not just a weekend rafting trip to build fake teamwork that does not last past the end of the boat ride.  All three come to the realization that the human factor is intangible and that there is no one method for motivating and leading people in all situations.


  1. Hersey, Paul, Kenneth Blanchard, Dewey Johnson. Management of Organizational Behavior: Leading Human Resources. 8th ed. Upper Saddle River: Prentice Hall, 2001.

  2. Herzberg, Frederick. “One More Time: How Do You Motivate Employees?” Harvard Business Review vol. 81 Jan. 2003: 86-96.

  3. Sandberg, Jared. “Looking for Help Training Leaders.” Courier-journal 24 Apr. 2006: D4. 



PowerPoint show on Empowerment and leadership, many of the points in the show uses John C. Maxwell's The 21 Irrefutable Laws of Leadership, Workbook, Thomas Nelson Publishers, 2002 (a book worth reading).

  1. The Law of the Lid - Leadership determines a person's level of effectiveness. 

  2. The Law of Influence - The True Measure of Leadership Is Influence - Nothing More, Nothing Less. This tells us that tradition and ego should not replace results.

  3. The Law of Process  - Leadership Develops Daily, Not in a Day 

  4. The Law of Navigation  - Anyone Can Steer the Ship, But It Takes a Leader to Chart the Course 

  5. The Law of E.F. Hutton  - When the Real Leader Speaks, People Listen 

  6. The Law of Solid Ground  - Trust is the Foundation of Leadership 

  7. The Law of Respect - People Naturally Follow Leaders Stronger Than Themselves 

  8. The Law of Intuition  - Leaders Evaluate Everything with a Leadership Bias

  9. The Law of Magnetism - Who You are is Who You Attract. 

  10. The Law of Connection - Leaders Touch a Heart Before They Ask for a Hand

  11. The Law of The Inner Circle - A Leader's Potential Is Determined by Those Closest to Him

  12. The Law of Empowerment - Only Secure Leaders Give Power to Others 

  13. The Law of Reproduction - It Takes a Leader to Raise Up a Leader

  14. The Law of Buy-In - People Buy into the Leader, Then the Vision 

  15. The Law of Victory - Leaders Find a Way for the Team to Win

  16. The Law of The Big Mo - Momentum Is the Leader's Biggest Friend

  17. The Law of Priorities - Leaders Understand That Activity Is Not Necessarily Accomplishment

  18. The Law of Sacrifice - A Leader Must Give Up to Go Up

  19. The Law of Timing - When to Lead is as Important As What to Do and Where to Go

  20. The Law of Explosive Growth - To Add Growth - Lead Followers. To Multiply - Lead Leaders 

  21. The Law of Legacy - A Leader's Lasting Value is Measured by Succession


A manager is more effective if he is able to recognize the skills of his employees.  If an employee is not excelling in their current position then the manager should find a position better suited for that employee.  According to Ed Zimmer in his article from The Entrepreneur Network,


“Not all employees will like all jobs--or become competent in them.  From my experience, they will realize it about the same time you realize it.  Do not leave them there.  Move them on.  Just chalk it up as one job they cannot do, but do not look at it -- or them look at it--as “failure.” 


An effective leader will encourage his employees to make their own decisions and not ridicule them when they make a bad decision.  In a sense, you want them to make mistakes—people learn from their mistakes, not from their successes.”


Kellie Sorrell, (TNU 2006)

Zimmer, E., 734-663-8000, The Entrepreneur Network, 1996,




Employee Empowerment Equals Ownership 


by Kathy Minor, Sonya Rafn, Dawn Summers, (TNU 2004) and Craig Stevens.

(Principles of Management, TNU 2004)

    One of John Maxwell's 21 irrefutable laws of leadership is "The Law of Explosive Growth (Maxwell, 2002)." Embedded in this concept is the fact that a company will grow if the company is full of good followers. However, the company will have explosive growth if the company consists of good leaders. You as a manager will experience growth if you lead good followers, but you will break all records if you lead good leaders. 

    "To lead good leaders," means one has to empower people and set them free to grow your company. When employees are free to handle minor and even difficult situations with customers, it sends the message that the organization puts the customer first. This empowers the employee, the customer, and the establishment. It empowers employees by giving them ownership of the position, and it says that their judgment and decisions are valued. It empowers customers because problems are addressed immediately. Customers are not made to feel like they are inconveniencing other customers while standing in line waiting to explain the situation to management. By allowing flexibility, the workload and some of the day-to-day responsibilities are spread throughout the workforce allowing management to devote their attention to the bigger picture and in order to stay focused on the vision of the company. 

    If the employee is given ownership, a win-win situation for the employer, employee, and the customer is created. However, for empowerment to equal ownership, management must build employees up as leaders capable of being empowered. It is not a one-day implementation; it requires a planned incubation in two phases. The first phase is people-centered and the second phase is a result-centered employee growth and development process. In the people-centered phase, the employee grows over time into a people-centered leader. Layers are built as the employee masters the art of relating to and leading others. 

  1. To begin, the employer must be one hundred percent committed to empowering the employee, and the employee must be one hundred percent committed to becoming an empowered leader. If either side is not committed, empowerment will not happen. One cannot give another commitment. 

  2. Once committed, the employee can start the process of understanding. An excellent leader must understand people, experience, and learn about motivators, dissatisfiers, and real life demands. Likewise, the employers should understand the employee's need to operate with a sense of empowerment. 

  3. When one understands a situation or a concept, one becomes more sensitive to the nuances of the situation. Both employee and employer must become sensitive to the needs of the business, customers, subordinates, peers, and supervisors. Being empathetic to others will increase the level of effectiveness when dealing with people. 

  4. The fourth step is respect. Respect only comes after one understands and is sensitive to others. This is a two-edged sword. For example, if the employer is sensitive to the fact that the employee is lazy, then the employee builds a disrespected reputation. 

  5. Patience is the fruit that grows from respect. If the empowered employee understands people and is sensitive to others' needs, patience grows. The employer must give the employee time to develop and grow into the leader he or she can become. Upon completion of these steps, the employee has built the foundation for becoming a leader who can deal with people. To build on this foundation will be the layers required to obtain results.


  1. The first step required when building on the foundation of leadership is the information layer. A leader needs correct and truthful information on which to build. If you do not trust your employees, then they are not really your people, are they? One must give a leader relevant information, set challenging goals, and have specific expectations before the leader will be effective. 

  2. Trust only comes after one is given correct information over time. By providing truthful information, goals, and expectations to the employee, he or she will begin to trust their employers. Trust is essential for empowerment. Without trust, the employee will never believe the source or feel confident to act with empowerment. Results will never happen without trust. 

  3. After trust comes openness to learning. You would never go to a university you did not trust; likewise, employees are not open to training and education unless they trust they will someday use the information. 

  4. Now comes true empowerment and ownership. Every step leading to this step is essential if the employer is truly committed in establishing an atmosphere of empowerment, and for the employee to truly feel empowered. 

  5. Evaluation and recognition comes at the end. One should never evaluate a person not empowered to make results happen. Furthermore, one should never give recognition to one not correctly evaluated. 

    The overall benefits of empowering your employees can be a life long commitment from your employees, which in turn is a cost savings for your company. Consider the following possibilities: 

  • Empowerment gives employees a voice. They are able to take ownership by having some control over decisions related to their position. 

  • Empowerment leads to pride, which can lend itself to ownership. Work is no longer just a place to go for eight plus hours a day. It becomes an integral part of who the employee is as a person. 

  • Empowerment gives an employee focus. Rather than following the direction of the organization, empowerment gives control, and the employee has the freedom to make choices based on his or her decisions. 

  • Empowerment gives the opportunity to be challenged. Employees are given the freedom to take the job as far as it can go. 

  • Empowerment allows the employee to become self-employed. The position becomes their organization and they own it. 

    As mentioned at the beginning of the article, people can be empowered within limits, depending on the situation and the person. Allowing empowerment requires management to build their employees up so they will be capable of being empowered. Upon completion of these steps, the employee has a foundation for being a leader and has been molded into an empowered employee that is indeed a building block of success. 

John C. Maxwell; The 21 Irrefutable Laws of Leadership, Workbook, Thomas Nelson Publishers, 2002

Calvin Pepper and Craig Stevens “Project Management - Maintaining Quality by Communicating,” Third International Waste Management Conference, ASQC, Las Vegas, Nevada, 92




"Most managers were trained to be the thing they most despise - bureaucrats." 

Quoted: Alvin Toffler - Source: "The Ultimate Book of Business Quotations" by Stuart Crainer


How to be a Super Supervisor

by Scott Simpson (Information Technology Manager); Mary Waldo (Inventory Control Manager); Carla Arwood (Human Relations Manager); and Paul Beaty (General Supervisor) (TNU 2007)



         Communication within a company is the key to its success. Although communication is complex, the Business Performance website states effective communication is a hard skill required today. Hard skills are specialized technical or administrative skills, compared to soft or people skills. In the past communication has been a soft skill, but today organizations require excellent communication skills to remain competitive and effective. Interpersonal communication is essential for building both internal and external relationships that can be vital to organizations.


All information, both verbal and nonverbal, is a form of communication. Voice, facial expressions, silence, gestures, eye contact and gaze, proximity or space, touch, and body movements all impact communication. It is important that both types of communication agree. Supervisors should be precise and to the point, to verify employees and management have a clear understanding. The vocal tone should match the conversation with expectations clearly defined. Being aware of non-verbal communication is extremely important.  Body language may influence the content of a message and listeners may draw conclusions based on information gained from nonverbal communication. It is important to remember actions are as important as words.


           According to Susan Heathfield, a UCLA study found nonverbal communications accounts for approximately 93 percent of effective communication. John Stewart uses the presidential election of 1976 to display the importance of nonverbal communication. “An analysis of the 1976 Carter-Ford presidential debates argues that Gerald Ford’s loss was attributable to less eye gaze with the camera, grimmer facial expressions, and less favorable camera angles” (Stewart 156). This example shows that in addition to Ford’s verbal communication, which was extremely important, the American people were also interested in his nonverbal communication.




A good supervisor knows how to motivate their subordinates.  They understand that people want to feel accepted and receive recognition for their contributions.  This supervisor is wise to the importance of the individual and knows that when people feel good about themselves they reach higher standards in their performance.



Giving responsibility and establishing guidelines are important because employees need to know what the supervisor expects of them.  This is a sign of good supervisory leadership.  According to H.R. specialist Toni Talbot, they must tell an employee what must be told but in a respectful manner.  Asking the employee to verify understanding will avoid miscommunication.  Giving credit when and where credit is due and rewarding good performance will create an environment where good employees thrive. Recognizing employee’s in a timely manner is also important. 


            Another important characteristic of a good supervisor is fairness.  They should hold each employee responsible for the work they do.  All adults are accountable for their actions.  The supervisor also should not tolerate poor performance or unacceptable behavior and should always be consistent.  Scott Beagrie of Personnel Today emphasizes that being fair and even-handed is essential.


Technical Skills


A supervisor must have a clear and complete understanding of the processes that his or her employees follow. A supervisor must have a complete understanding of the tasks that he or she is responsible to manage. The more complete the supervisor’s knowledge, the more equipped that supervisor is to help the employees improve processes. LaVerne Ludden and Tom Capozzoli, the authors of Supervisor Savvy, (1) believe that most supervisors have great technical skills. They also believe that technical skills are normally accountable for the supervisor’s promotion in the first place.



Technical skills are quickly outdated. Jide Awe, founder of the technology career site, believes that “It is impossible for the content from a degree course or certification program to sustain you throughout your working career.” (Awe 2) A supervisor needs to be a lifelong learner and always updating his or her technical skills.


As new technology emerges, supervisors need to be one of the first people to learn to use it in order to gain efficiency. This graph, from Craig A. Stevens of Westbrook Stevens, depicts the lifecycle of a product. As a new product or technology emerges, supervisors need to be learning about it during the Introduction period.



Supervisors must have an intimate knowledge of software, hardware, and specialized tools that are required to perform the day-to-day functions of his or her department. A supervisor must be able to coach his or her employees when necessary. This requires the supervisor to know the best way to use the tools that his or her employees will use. A supervisor also needs to know how to manage time and resources. Managing requires him or her to know how to use tools that are more specific to the supervision task than the work environment task. Software tools used to create project plans, calendars, and spreadsheets are vital knowledge for today’s supervisors. These tools allow the supervisor to quickly enter data, analyze the data, and make decisions based on that analysis.


 Time Management Skills


The best supervisors never seem to be in a hurry. They plan their day before it starts. Many supervisors do not think it is very important to practice good time management skills away from work. Nothing could be further from the truth. Rob Bates, senior editor for Jewelers Circular Keystone notes; a supervisor should make time for himself or herself whenever possible. If a supervisor maintains a good rest and relaxation plan at home, he or she will come back to work rested and refreshed. This downtime on the personal side allows for increased concentration on the professional side.


Fortunately, there are tips that work both at home and at work. In an article for The Legal Intelligencer, Harry J. Sauer points out; a supervisor should take care of his or her big rocks first. The key is ranking the objectives to accomplish that day. If the supervisor takes care of the big rocks first, the sand will trickle in everywhere else. A manager should never procrastinate; procrastination is the ultimate time thief. Using these few tips will allow supervisors to manage themselves instead of time. There are other tips that will help a supervisor maximize his or her productivity.


One of the keys to successful supervision is only handle your mail or email one time. Author Mary Ann Bell points out the fat approach for mail-file, act, or trash.  These actions force the manager to refrain from adding to a growing pile of emails. In actuality, this approach can work for any kind of interaction with others. In most cases, the supervisor can trash the majority of issues; delegate some of the other issues. This leaves the supervisor with only the truly important things to address.  




Works Cited


Bates, Rob. “Take Control of Your Day!” Jewelers Circular Keystone; Sep. 2006: 154


Beagrie, Scott. “How to be a Good Supervisor.” Personnel Today; 12April 2007



Bell, Mary Ann. “Scrubbing Elephants with Toothbrushes!” Multimedia & Internet @ Schools Sep.-Oct. 2006: 37


“Effective Communication in the Workplace.” Business Performance. 11 April 2007 <>.


Heathfield, Susan M. “Listen With Your Eyes.” About Human Resources. 11 April 2007



Stewart, John. Bridges Not Walls. New York: McGraw Hill, 2006.


Sauer, Harry J. “To Do or Not to Do: (tips on time management).” The Legal Intelligencer            Feb. 10, 2006:


Talbot, Toni. . “How to be a Good Supervisor.” Human Resources pdf:  12 April 2007







Bass's Successful and Effective Leadership Continuum



YouTube Video L2 - Craig A. Stevens explains the Bass Leadership Continuum Model


In President Bush's Case, during 9/11 his leadership was strong.  Depending on the specific issues, in many cases resultant behavior was successful.  The views of effectiveness is  directly related to the specific subject and point of view.  Many times the results were effective and sometimes less so.  

But in all cases, unless you are God, most of the possibilities remain hidden until they become hindsight.  After you take an action, the future changes.  We have no way of knowing what effects the other possible actions would bring and there is no turning back to see what would have happened.  Because we have changed history, we can only speculate.  

That is one reason it is foolish to ever consider any plan an unchanging document.  A plan is always a process, to change as ignorance evolves into enlightenment.  It is dangerous not to understand this and to base any leader's success on "not changing" a plan.




The Importance of Effective Leadership 

(By Bill Arbogast, Teresa Ogletree, and Lesley Kennedy, TNU 2004)

(Principles of Management, TNU 2004)

    The key to a successful company is strong leadership in the eyes of the employees and the customers. . Making this work is essential to the company's bottom line in addition to the success of the employee. One may measure a leader's effectiveness in many ways, as in the Bass Model of Successful and Effective Leadership Continuum, illustrated above. 

    This chart symbolizes the flow of leadership from point "A" to "B" and how actions by management during these processes may or may not lead to the right solution. To be more effective, one thing a leader should remember is to stick with the developed execution of the company's objectives. While at the same time, it is just as important to remember that this objective is not a document; it is a process and requires constant navigation based on the changing environment, competitive responses, and new information. Once developed, a plan constitutes the beginning; it is up to the leader to update the plan and make sure enough resources and research goes into it to ensure that even small failures provide insight into future changes. The effect a leader and his or leadership style contributes to, as illustrated by the above diagram, will dictate whether the company's objectives and vision are truly successful. 

Based on Bernard M. Bass. Leadership, Psychology, and Organizational Behavior (New Your: Harper & Brothers 1960, pp, 90, 448 

Paul Hersey, Kenneth H. Blanchard, and Dewey E. Johnson, Management of Organizational Behavior, Leading Human Resources, 8th Edition, Prentice-Hall, Inc., 2001, pp. 128


Excellent Management Requires Excellent Leadership




Wanted: Meaningful, effective leadership in the workplace

By Kim Lyons and Brenda McClain-Poser (TNU 2004) 

Published in the Guest Commentary of the Nashville Business Journal

You can view this article on the web at: 

(Principles of Management, TNU 2004)

The Webster's Dictionary defines leadership as guiding on a way, directing activity or performance of. Leadership sounds simplistic in word, but for some, it is difficult to practice. The lack of leadership within our businesses today begs for the attention of executives and employees alike. 

The public frequently learns about the lives of those in top positions from the local newspapers. We read about their biographies, accomplishments, leadership philosophies and fiscal goals, but rarely read their concern for their employees that make the business profitable and keep them running every day. The information disseminated in most articles is from the "top down" vantage point - the information given is from the executive's viewpoint rather than from the average employee's. We learn what employers want and desire, but almost never learn from employees what they want and need in an employer. 

It is important for leaders and managers to know that employees not only desire just and appropriate leadership, but desperately seek those in leadership positions to actually direct them. Leaders must take time to explore the reasons behind employee and production problems. The first step in the process of resolving these issues should begin in review of who you are as a leader. 

In her book, "The Deming Management Method," Mary Walton wrote on the importance of commitment from those at the top to those working on the front lines. When approached by Ford Motor Co. in 1981 to share his management philosophies, Deming told Ford that he would only work "where there was a complete commitment from top management." 

After five years of implementing Deming's methods, Ford was able to report that "operating costs had been reduced by more than $4.5 billion since 1979 ... $12 million less a day." Why? The executives at the Ford had taken to heart Deming's methods specifically aimed at those in leadership and management positions, not the workers on the shop floor. 

Executives, as well as front line managers, should search within themselves to discover if, indeed, the problem lies at the top. An effective leader will address the following questions: 

  1. What leadership style do I have? 

  2. Does my leadership style negatively impact employees within the company? 

  3. Do the decisions I make benefit a few, or do they benefit the whole team? 

  4. Does what I say as a leader match up with what I ask you to do? 

Through the past century, many management theorists have shared their insights concerning the management of others. Deming was rejected for a season by those in leadership positions in America, only for him to rise eventually in the forefront of CEOs, chairpersons and businessmen's minds alike. Why? Our Japanese competitors started surpassing us in quality and in pricing, in the late 1970s. It was only when they affected our pocketbooks that the American businesses community faced the real issue: the need for effectual and meaningful leadership within the workplace. 

How leaders carry themselves daily sends messages to those they lead. If the leader arrives in to work only to be shut off from others through a closed door and closed mind, the message employees get is, "She can't be bothered with what we are concerned about." 

A leader who gets to know what employees are doing and recognizes that each plays a part in the effective functioning of the company send out the message that employees are valued. 

Above compensation, flex time and benefits, employees want good leaders within their company. People need and desire good leadership, and are willing to leave a company for the lack of it. Leadership and leading are active words - it should be something that you do, not a position you hold. 


Hey Craig! We did it!!! 

Our article was published on Nov. 5th! Just thought you would like to go online and read it. Just think: you had a big hand in this wonderful experience! Thanks a bunch, Brenda McClain - Poser 

Guest Commentary Wanted: Meaningful, effective leadership in the workplace Kim Lyons and Brenda McClain-Poser Published: November 8, 2004 in the Nashville Business Journal.


Although the collaboration style is the most effective, each of the other styles will be and should be effective in different situations.  Some of the examples we gave during our workshops are:

1/9 - I lose, you win = When we find out we are wrong.

9/1 - I win, you lose = When the alternative is illegal.

1/1 - I lose, you lose = When we both want something else but it is not worth losing our relationship.  The issue is too small to worry about.

5/5 - I give a little, you give a little = When we have to reach a quick decision and the collaborating process takes too long.

One could make the argument that each of the above stands can be viewed as a win/win; depending on the resultant possible negative outcomes of not standing firm.

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