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Hello, my name is Erin!

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I am overly excited to use the class as a blank, bare canvas and use me knowledge as a brush to create beautiful work. I am a very artistic person. I love paying attention to the minute details of life, using strokes of imagination to create intricate masterpieces. I am ready to sketch new ideas, think outside of the box, and learn about the principles of management. I understand that this course is only a seven-week class, so I am dedicated to staying motivated, erasing all my distractions, and poring all my focus into this course. My friends and family would describe me as someone who has a very cherry attitude; I love adding vibrance to life. When I was younger my family would always have to make sure I was not drawing new pictures on the bottoms of walls. They may also describe as a little messy. My room is often covered in paintbrushes, acrylic paints, and solvent and oil mediums.

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Module 1 discuses the multi levels of management and their responsibilities and contributions that keep a company running smoothly. When managing people management must remain aware of a company's conditions, environment, and resources, then decide the goals of the company and how they will be fulfilled. As an aspiring business owner I underestimated the importance of vertical management. Before reading about the importance of Top, Middle, and First-Line Mangers and Team Leaders I assumed that most functions of management could be done by one person.

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Above is an image of Ikea ,a Swedish furniture company, that successfully uses vertical management.

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Module 2: The Responsibilities of a Company.

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Module 2: The Responsibilities of a Company.

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Module 2 focuses on a company's social responsibilities of aiding in the avoidance of the depletion of natural resources and preventing discrimination against their employees that are apart of the LGBTQ+ community and employees of color. I have also know the importance of sustainability and keeping the earth clean, but I did not know how much major corporations can contribute to environmental issues.

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Above is an image of Zara, a fashion brand, that successfully uses vertical management.

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Module 2: The Responsibilities of a Company.

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Module 2: The Responsibilities of a Company.

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Above is an image of Disney, an media and entertainment company, is determined to please companies that have made it a giant by using zero net direct greenhouse gas emission policies within all its facilities.

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Module 2: The Responsibilities of a Company.

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Module 2: The Responsibilities of a Company.

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Above is an image of Microsoft, a technology corporation, it one of the most diverse companies in the world, 39.7% of the company's board was made up of racial and ethnic minorities, and its workforce as a whole was 49.8% racial or ethnic majorities.

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Module 3: To Global, or not to Globalize?

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Module 3: To Global, or not to Globalize?

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Above is a link to a video and study showing the positive affects of goal and performance oriented management. Performance Orientation would be the management style I would use. It is the only management style that encourages and promotes creativity and innovation. This is essential for adaptability.

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Goal setting is a key motivational process (Locke & Latham, 1984). Goals are the outcome that a person is trying to accomplish. People engage in activities that are believed to lead to goal attainment. As learners pursue multiple goals such as academic goals and social goals, goal choice and the level at which learners commit to attaining the goals influence their motivation to learn (Locke & Latham, 2006; Wentzel, 2000).

Besides goal content (i.e., what a person wants to achieve), the reason that a person tries to achieve a certain goal also has a significant influence on learning and performance. Goal orientations refer to the reasons or purposes for engaging in learning activities and explain individuals' different ways of approaching and responding to achievement situations (Ames & Archer, 1988; Meece, Anderman, & Anderman, 2006). The two most basic goal orientations are mastery and performance goals (Ames & Archer, 1988). Different researchers refer to these goals with the following terms: learning and performance goals (Elliot & Dweck, 1988), task-involved and ego-involved goals (Nicholls, 1984), and task-focused and ability-focused goals (Maehr & Midgley, 1991). A mastery goal orientation is defined as a focus on mastering new skills, trying to gain increased understanding, and improving competence (Ames & Archer, 1988). Students adopting mastery goals define success in terms of improvement and learning. In contrast, a performance goal orientation focuses on doing better than others and demonstrating competence, for example, by striving to best others, using social comparative standards to make judgments about their abilities while seeking favorable judgment from others (Dweck & Leggett, 1988).

In addition to the basic distinction between mastery and performance goals, performance goal orientations have been further differentiated into performance-approach and performance-avoidance goals (Elliot & Church, 1997; Elliot & Harackiewicz, 1996). Performance-approach goals represent individuals motivated to outperform others and demonstrate their superiority, whereas a performance-avoidance goal orientation refers to those who are motivated to avoid negative judgments and appearing inferior to others. Incorporating the same approach and avoidance distinction, some researchers have further distinguished mastery-approach and mastery-avoidance goals (Elliot & McGregor, 2001). Mastery-approach goals are related to attempts to improve knowledge, skills, and learning. In contrast, mastery-avoidance goals represent a focus on avoiding misunderstanding or the failure to master a task. For instance, athletes who are concerned about falling short of their past performances reflect a mastery-avoidance goal. Despite the confirmatory factor analyses of the 22 goal framework (Elliot & McGregor, 2001; see Table 6.11.1), the mastery-avoidance construct remains controversial and is in fact the least accepted construct in the field.

Table 6.11.1. Model of goal orientations

Approach Focus
Focus on mastery of learning

Learn from errors

Judge performance based on standards of self-improvement and progress

Focus on outperforming others

Errors indicative of failure

Judge performance based on normative standards of being the best performer

Avoidance Focus
Focus on avoiding not mastering task

Errors indicative of failure

Judge performance based on standards of not being wrong

Focus on avoiding failure

Errors indicative of failure

Judge performance based on normative standards of not being the worst performer

Studies typically report that mastery-approach goals are associated with positive achievement outcomes such as high levels of effort, interest in the task, and use of deep learning strategies (e.g., Greene, Miller, Crowson, Duke, & Akey, 2004; Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002; Wolters, 2004). On the other hand, research on performance-avoidance goals has consistently reported that these goals induced detrimental effects, such as poor persistence, high anxiety, use of superficial strategies, and low achievement (Linnenbrink, 2005; Urdan, 2004; Wolters, 2003, 2004). With regard to performance-approach goals, the data have yielded a mix of outcomes. Some studies have reported modest positive relations between performance-approach goals and achievement (Linnenbrink-Garcia, Tyson, & Patall, 2008). Others have found maladaptive outcomes such as poor strategy use and test anxiety (Keys, Conley, Duncan, & Domina, 2012; Elliot & McGregor, 2001; Middleton & Midgley, 1997). Taken together, these findings suggest that students who adopt performance-approach goals demonstrate high levels of achievement but experience negative emotionality such as test anxiety. Mastery-avoidance goals are the least studied goal orientation thus far. However, some studies have found mastery-avoidance to be a positive predictor of anxiety and a negative predictor of performance (Howell & Watson, 2007; Hulleman, Schrager, Bodmann, & Harackiewicz, 2010).

Figure 6.11.1. The likelihood of goal success is influenced by the goal orientation. Mastery-approach goals are most likely to be successful, performance-avoidance goals are least likely.

Video 6.11.1. Goal Orientation Theory explains the four goal orientations and implications to teaching.

Goals that Contribute to Achievement

What kinds of achievement goals do students hold? Imagine three individuals, Maria, Sara, and Lindsay, who are taking algebra together. Maria's main concern is to learn the material as well as possible because she finds it interesting and because she believes it will be useful to her in later courses, perhaps at university. Hers is a mastery goal because she wants primarily to learn or master the material. Sara, however, is concerned less about algebra than about getting top marks on the exams and in the course. Hers is a performance goal because she is focused primarily on looking successful; learning algebra is merely a vehicle for performing well in the eyes of peers and teachers. Lindsay, for her part, is primarily concerned about avoiding a poor or failing mark. Hers is a performance-avoidance goal or failure-avoidance goal because she is not really as concerned about learning algebra, as Maria is, or about competitive success, as Sara is; she is simply intending to avoid failure.

As you might imagine, mastery, performance, and performance-avoidance goals often are not experienced in pure form, but in combinations. If you play the clarinet in the school band, you might want to improve your technique simply because you enjoy playing as well as possible-essentially a mastery orientation. But you might also want to look talented in the eyes of classmates-a performance orientation. Another part of what you may wish, at least privately, is to avoid looking like a complete failure at playing the clarinet. One of these motives may predominate over the others, but they all may be present.

Mastery goals tend to be associated with the enjoyment of learning the material at hand, and in this sense represent an outcome that teachers often seek for students. By definition therefore they are a form of intrinsic motivation. As such mastery goals have been found to be better than performance goals at sustaining students' interest in a subject. In one review of research about learning goals, for example, students with primarily mastery orientations toward a course they were taking not only tended to express greater interest in the course, but also continued to express interest well beyond the official end of the course, and to enroll in further courses in the same subject (Harackiewicz, et al., 2002; Wolters, 2004).

Performance goals, on the other hand, imply extrinsic motivation and tend to show the mixed effects of this orientation. A positive effect is that students with a performance orientation do tend to get higher grades than those who express primarily a mastery orientation. The advantage in grades occurs both in the short term (with individual assignments) and in the long term (with overall grade point average when graduating). But there is evidence that performance-oriented students do not actually learn the material as deeply or permanently as students who are more mastery-oriented (Midgley, Kaplan, & Middleton, 2001). A possible reason is that measures of performance-such as test scores-often reward relatively shallow memorization of information and therefore guide performance-oriented students away from processing the information thoughtfully or deeply. Another possible reason is that a performance orientation, by focusing on gaining recognition as the best among peers, encourages competition among peers. Giving and receiving help from classmates is thus not in the self-interest of a performance-oriented student, and the resulting isolation limits the student's learning.

Goals that Affect Achievement Indirectly

Failure-Avoidant Goals

As we mentioned, failure-avoidant goals by nature undermine academic achievement. Often they are a negative byproduct of the competitiveness of performance goals (Urdan, 2004). If a teacher (and sometimes also fellow students) put too much emphasis on being the best in the class, and if interest in learning the material as such therefore suffers, then some students may decide that success is beyond their reach or may not be desirable in any case. The alternative-simply avoiding failure-may seem wiser as well as more feasible. Once a student adopts this attitude, he or she may underachieve more or less deliberately, doing only the minimum work necessary to avoid looking foolish or to avoid serious conflict with the teacher. Avoiding failure in this way is an example of self-handicapping -deliberate actions and choices that the reduce chances of success. Students may self-handicap in a number of ways; in addition to not working hard, they may procrastinate about completing assignments, for example, or set goals that are unrealistically high.

Social Goals

Most students need and value relationships, both with classmates and with teachers, and often (though not always) they get a good deal of positive support from the relationships. But the effects of social relationships are complex, and at times can work both for and against academic achievement. If a relationship with the teacher is important and reasonably positive, then the student is likely to try pleasing the teacher by working hard on assignments (Dowson & McInerney, 2003). Note, though, that this effect is closer to performance than mastery; the student is primarily concerned about looking good to someone else. If, on the other hand, a student is especially concerned about relationships with peers, the effects on achievement depend on the student's motives for the relationship, as well as on peers' attitudes. Desiring to be close to peers personally may lead a student to ask for help from, and give help to peers-a behavior that may support higher achievement, at least up to a point. But desiring to impress peers with skills and knowledge may lead to the opposite: as we already mentioned, the competitive edge of such a performance orientation may keep the student from collaborating, and in this indirect way reduce a student's opportunities to learn. The abilities and achievement motivation of peers themselves can also make a difference, but once again the effects vary depending on the context. Low achievement and motivation by peers affects an individual's academic motivation more in elementary school than in high school, more in learning mathematics than learning to read, and more if their is a wide range of abilities in a classroom than if there is a more narrow range (Burke & Sass, 2006).

In spite of these complexities, social relationships are valued so highly by most students that teachers should generally facilitate them, though also keep an eye on their nature and their consequent effects on achievement. As we explain further, many assignments can be accomplished productively in groups, for example, as long as the groups are formed thoughtfully; in that chapter we discuss some ways of insuring that such groups are successful, such as by choosing group tasks wisely and recognizing all members' contributions are fully as possible. Relationships can also be supported with activities that involve students or adults from another class or from outside the school, as often happens with school or community service projects. These can provide considerable social satisfaction and can sometimes be connected to current curriculum needs (Butin, 2005). But the majority of students' social contacts are likely always to come from students' own initiatives with each other in simply taking time to talk and interact. The teacher's job is to encourage these informal contacts, especially when they happen at times that support rather than interfere with learning.

Encouraging Mastery Goals

Even though a degree of performance orientation may be inevitable in school because of the mere presence of classmates, it does not have to take over students' academic motivation completely. Teachers can encourage mastery goals in various ways, and should in fact do so because a mastery orientation leads to more sustained, thoughtful learning, at least in classrooms, where classmates may sometimes debate and disagree with each other (Darnon, Butera, & Harackiewicz, 2006).

How can teachers do so? One way is to allow students to choose specific tasks or assignments for themselves, where possible, because their choices are more likely than usual to reflect prior personal interests, and hence be motivated more intrinsically than usual. The limitation of this strategy, of course, is that students may not see some of the connections between their prior interests and the curriculum topics at hand. In that case it also helps for the teacher to look for and point out the relevance of current topics or skills to students' personal interests and goals. Suppose, for example, that a student enjoys the latest styles of music. This interest may actually have connections with a wide range of school curriculum, such as:

biology (because of the physiology of the ear and of hearing)

physics or general science (because of the nature of musical acoustics)

history (because of changes in musical styles over time)

English (because of relationships of musical lyrics and themes with literary themes)

foreign languages (because of comparisons of music and songs among cultures)

Still another way to encourage mastery orientation is to focus on students' individual effort and improvement as much as possible, rather than on comparing students' successes to each other. You can encourage this orientation by giving students detailed feedback about how they can improve performance, or by arranging for students to collaborate on specific tasks and projects rather than to compete about them, and in general by showing your own enthusiasm for the subject at hand.

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Goal setting is a key motivational process (Locke & Latham, 1984). Goals are the outcome that a person is trying to accomplish. People engage in activities that are believed to lead to goal attainment.

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Module 3: To Globalize, or not to Globalize?

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Module 3: To Globalize, or not to Globalize?

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Above is an image of L'Oreal, a makeup company, they uses a unique strategy, Universalization. It's globalization that captures, understands and respects differences desires, needs and traditions.

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Module 3: To Globalize, or not to Globalize?

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Module 3: To Globalize, or not to Globalize?

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Module 3 weighed in on the importance, advantages and disadvantages of a company deciding to expand internationally. In the future I would love to globalize my own beauty/self-care business. My biggest concern is factoring in the cultural, economic, and political differences of multiple countries. But the possibility of my products being affordable and avaible to people around the world is inspiring. I used to view the competition of other businesses as a bad thing, but the increase of competitors demands for constant innovation and evolution.

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Module 4 resonated with me the most. I have always wanted to own my own beauty and self-care company, but I struggle with the mission direction and the vision I want for my business. I have been told by family and family friends that branding and a clear mission isn't important, but I after reading Module 4 I think that is what ensures the longevity of a business.

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Above is an image of Kim Kardashian at her shapewear brand's "Skims" Nordstrom press event. After the launch of the brand Kim received backlash for being culturally ignorant for naming her company "Kimono". After making thousands of units of shapewear the company made a split decision to change their name to "Skims". This is a prime example of poor Social PESTEL analysis.

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Module 5: Objectives of an Organization. 

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Module 5: Objectives of an Organization. 

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Above is an image of Vouge Magazine's hierarchy of authority.

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Module 5: Objectives of and Organization. 

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Module 5: Objectives of and Organization. 

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Above is a link of an article explaining what happens when employees do not effectively take feedback.

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When Your Employee Doesn’t Take Feedback

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Module 5: Objectives of and Organization.  

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Module 5: Objectives of and Organization.  

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Module 5 explained organizational structure such as common purpose, coordinated effort, division of labor, and hierarchy of authority. I was surprised to learn that "Internal Environment" is factor that business owners have to consider. I thought the external external environment, resources and competitors, of business was its only concern.

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Above is an image of Amazon, the largest e-commerce company in the world.

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Module 7 explains the difference between Leaders and Managers. Before reading module 7 I also grouped leaders and managers together. I have had managers at previous jobs be able to direct and organize but are unable to set direction, build an inspiring vision, and create something new.

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Above is a link of horror stories of some of the worst leaders!

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| This article originally appeared on the H&H website. For the full version, which contains much more insights, visit https://handhcomms.co.uk/6-chilling-horror-stories-of-poor-leadership-in-the-workplace/|
I wonder if you've ever come across the infamous adage, 'people don't quit their jobs; they quit their bosses'?
Maybe you've even contemplated jumping the career ship yourself once or twice thanks to bad workplace leadership (or perhaps you've actually taken the leap!).

While the accuracy of that oft-quoted statement has been thrown into question, there can be no doubt that our leaders' management styles play a big role in inspiring us to go above and beyond the call of duty, or encouraging us to take the first new job offer we happen across just so we can get as far away from them as possible.

If leaders and managers fail to embody an inspiring, welcoming culture, keep people in the dark, and keep themselves closed off from the business, then employee engagement will be a ghostly thing indeed.

The problem with workplace leadership

The reality though, is that poor workplace leadership is unfortunately all too common a problem. In fact, as many as 1/3 of employees think their leader has a negative impact on the company culture.

Quite apart from the werewolves, zombies and witches you're likely to find appearing on your doorstep today - it's this that will be keeping disengaged employees up at night.

The good thing is that every cloud has a silver lining, and for every example of bad leadership in real life, there's a satirical fictitious counterpart to poke fun at it and expose the underlying issues for all to see.

So for a bit of Halloween fun, I'll be treating (or maybe that should be tricking) you to some of the ghastliest, terrifying leadership horror stories from the silver screen - and exploring what they can tell us about how leadership should really be done.

You may have even experienced situations like these over the course of your career (although hopefully not to these extremes!).
Got your Halloween candy at the ready? Then we'll begin...
When you're violently assaulted for airing your view

If one of your employees happens to vocally disagree with something you've said, without a doubt one of the absolute worst ways to respond is by attempting to choke them to death. Unfortunately though, Darth Vader didn't get the memo.

When Admiral Motti boldly contradicts his superior's remark that the Death Star's weaponry isn't a patch on the Force, rather than settling the conflict of opinion in a productive, civilised manner - Vader wastes no time in demonstrating his point by force-choking the poor guy. Just in case the message wasn't clear enough.

Granted, Motti didn't put his point forward in the politest of ways, but it still goes without saying that using force (even if it isn't the mystical one) to resolve disagreements is not the way to go.

Good leaders encourage all voices to be heard, and promote open, honest and inclusive debate. After all - isn't that where the best ideas come from?

When your manager is totally and utterly inept

'Belief in senior leadership' is one of the strongest drivers of employee engagement. With this in mind, I think it's safe to say that the poor employees of Wernham Hogg never stood any chance of being engaged.

Despite his best intentions, David Brent is a leader who just falls flat on his face at every hurdle, unable to inspire confidence or trust in any of his long-suffering staff.

Maybe it's his misguided mantra that he's 'a friend first, and a boss second. Probably an entertainer third' (a well-meaning philosophy that he takes as an invitation to be an annoying, distracting clown). Perhaps it's the pretentious, self-important attitude that spills out from everything he does. Or maybe it's his appalling communication skills, which leave a whole lot to be desired (best demonstrated in the clip). Or it could just be his total lack of competence in basically everything he turns his hands to.

Especially in times of uncertainty and change, employees look to senior leaders for reassurance, support, and guidance. And leaders need to have the confidence and capability to step up to the plate.

Even if you don't have all the answers, simply embodying solidarity and conviction - and communicating a strong, inspiring vision - will go a long way in boosting employee morale.

When you're never, ever recognised for your hard work - or at all

It's true that Homer Simpson wasn't the best employee on the block - a lifetime of falling asleep at his Nuclear plant control desk and stuffing his face with donuts on the job is solid proof of that.

But it's also fair to say that Mr Burn's wasn't the most inspiring, motivational boss in the books either.

The Simpsons' answer to Scrooge is a mean-spirited, greedy, self-serving, finger-steepling plutocrat who cares little for the well-being and happiness of his employees, just so long as they're helping to keep his counting house well-stocked. Perhaps the most telling thing is that he doesn't even attempt to remember any of their names.

All I can say is that it's really no wonder that Homer, Lenny and Carl are serial slackers who don't really care about doing their jobs well - since Mr Burns never once returns the favour.

93% of employees who feel valued are motivated to do their best - but this amounts to just 34% of employees who don't feel valued by their leaders.

Showing that you appreciate your employee's efforts doesn't have to just be about pay rises and promotions. Simply shining the spotlight on them in return for diligence and commitment - is enough to keep engagement and motivation on the up.

When you become the butt of inappropriate behaviour

There's a scene from the Friends episode 'The One with the Ultimate Fighting Champion' where Chandler literally becomes the 'butt' of his manager's inappropriate behaviour - whereby the latter repeatedly spanks him on the... erm, butt... as a way of saying 'job well done'.

Needless to say, when I mentioned the need to show appreciation to employees in my last point, this isn't exactly what I meant.

Clearly, while this scene is played for laughs, inappropriate behaviour of any kind by leadership figures is totally unacceptable.

The good thing about this particular portrayal though is that when Chandler reveals his discomfort at being on the receiving end of this unusual recognition technique, his manager graciously accepts his viewpoint, and alters his behaviour accordingly.

It's common sense, but 75% of employees would stay longer in a business where they were listened to and had their concerns addressed. And 'being ethical and fair' ranks as the 3rd most important quality of a perfect leader.

A truly inclusive leader allows every employee to share their concerns and opinions, and make their voices heard. And beyond that, they actively take what's raised on board - and make appropriate changes to suit.

When you're subject to bullying and constant criticism

(Warning: clip contains strong language)

The infamous spin doctor from political-satire series The Thick of It - Malcolm Tucker - is quite possibly one of the best examples there is of poor leadership in the workplace quite literally turned all the way up to 11.

Not averse to frequently using Machiavellian techniques to achieve his often morally dubious aims, Tucker rules with an iron fist, preferring to bully, scare and criticise his colleagues into submission rather than positively inspiring them to achieve results - often with a tirade of expletives to boot.

His unruly leadership techniques do nothing but sow seeds of discontent among his peers, accumulating him a host of enemies and a significant lack of allies - hardly a good retention strategy.

Leaders can't expect to win the support of their workforce if they treat employees with disdain and contempt. An aggressive 'my way or the high way' attitude just breeds resentment.

Employees will be much more motivated to go above and beyond in a positive culture where they're supported and inspired - not treated as the underlings of a ruthless enforcer.

When your health and safety is completely swept under the carpet

(Warning: clip contains moderate violence)

If you've seen the movie Nightcrawler (BIG SPOILER INCOMING), you'll know that what starts out as a well-meaning, supportive (if unorthodox) leadership style from criminal-turned-businessman Lou Bloom towards his assistant Rick takes a nasty turn - when Lou intentionally leads him into a life-threatening situation at the film's climax, with no regard for his health or safety.

I thought I'd end on this leadership horror story because if there's one thing a leader must absolutely, definitely, never ever EVER do - it's to put the life of their employees at risk for the misguided 'good' of the company. Although you probably don't need me to tell you that.

And what's more - Lou then straight-up puts a bullet in Rick's head, for no reason other than he had asked for a raise!

Of course, as I've mentioned previously, the right thing to do when disagreements arise is to talk them out peacefully and diplomatically, reaching a mutual conclusion and putting appropriate actions in place to solve them.

Force-choking's one thing, but straight-up murder is a whole other kettle of fish.

You'll likely have noticed the common theme woven throughout these ghoulish horror stories of poor leadership in the workplace. That truly effective leadership means putting yourself on a level playing field with employees.

It takes an open-minded, supporting culture. It takes positive inspiration, encouragement, and confident capability. It takes consistent recognition and appreciation.

And most importantly, it takes kindness, humility, and genuine fairness.
To finish, I'll leave you with this revealing treat of a statistic:
Oh, and one last thing... Happy Halloween!

| This article originally appeared on the H&H website. For the full version, which contains much more insights, visit https://handhcomms.co.uk/6-chilling-horror-stories-of-poor-leadership-in-the-workplace/|

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6 leadership horror stories that will make you shudder with terror

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This article originally appeared on the H&H website. For the full version, which contains much more insights, visit https://handhcomms.

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Module 5 discuses what Human Resources is and their responsibilities and contributions to a company. I don't think I have ever worked at a company where a Human Resources department was visible. I have never thought about it before but I think it is important to have someone to ensure diversity and a positive work environment without an imbalance of power.

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Above is an image of Augustus Hawkins, Democrat of California, who introduced the act on the floor of the House, making it clear that the purpose of the act was to ban broadly discrimination on the basis of pregnancy.

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Above is a link explaining the impact of good leadership.

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Daniel Goleman argues that leadership style has a 70% impact on an organization's climate which in turn impacts business performance. Drea Zigarmi describes the connection between leadership style, the passion of employees, and the impact on the bottom line.

Leaders influence a variety of outcomes - including turnover, customer satisfaction, sales, revenue, productivity, and more. Good leadership creates employee engagement and passion, which lead to higher levels of customer loyalty, service, innovation, and ultimately profits.

The evidence of good leadership on organizational performance is clear. Isn't it?

It's human nature to want to see a quick return on our investments. When it comes to technical training, it's really easy to see the results. If you send somebody to a typing class, you can sit there and watch them type and know that they've learned something.

But when it comes to leadership development, it often takes a while to see the impact of that work. The results are more subjective and dependent on the situation.

However, like technical skills, leadership skills will improve over time the more the skills are practiced and invested in. As the saying goes, it's a marathon not a sprint. Much like a business where successful returns come with consistent contributions of capital, developing leadership skills takes a steady, focused investment and perseverance.

As business people we need to take a hard look at whether the investment that we are making in leadership and development is effective and productive. But here's the thing: Training alone doesn't have a huge return - a couple leadership classes probably won't have that big of an impact on performance.

The other day I was speaking with a client who was very skeptical about training. He shared that when he sends people to training they come back and feel good about it, but nothing changes in their behavior.

He's right to be skeptical. There is no magic bullet when it comes to leadership development. Impact comes from a combination of training, coaching, and organizational development with a dose of high expectations. Combine these activities with feedback and a developmental culture, and soon you've got real progress and real results.

The most effective leaders know that successful leadership starts with looking in the mirror.

There was a team we had been working with over a period of several months, when one of the senior leaders got some pretty tough feedback on how he was showing up.

He took the feedback to heart. He didn't get defensive. He took responsibility.

Then he set out to change his relationship with the team by building relationships, by giving more positive feedback, by being authentic and curious and by connecting with each individual around the mission and vision of the organization.

As a result, how that team viewed the leader began to shift, as did their performance. All because he decided to look in the mirror and change his behaviors as opposed to expecting somebody else to change. It took courage. And time.

We do good to do well. We believe doing the right things will lead to success.

Having engaged, trained, effective folks is good for all of us - it's good for business and it's good for society. And that's the true impact of effective leadership.

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The Impact of Good Leadership - InnerWill

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When it comes to leadership development, it often takes a while to see the impact of that work. But leadership skills will improve over time the more the skills are practiced and invested in. Dr. Tom Epperson shares the real impact of good leadership.

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Above is an article about the benefits of GAP analysis.

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Expanding your business is always an exciting venture. Before you move forward with plans for a new product, market or location, it is helpful to perform a gap analysis. With a gap analysis, you can better strategize around where your business currently is and where you would like it to be. Beyond helping you decide if you should expand, there are many benefits of a gap analysis.

A gap analysis provides an in-depth look at your company so you can determine what you need to make growth happen. Gap analysis is used to examine both expected and current business practices.

A gap analysis answers the questions of where your company is now, where you would like it to be and how to get there. In essence, how do you bridge the gap between your current and future company?

You can use a gap analysis for such things as:

Improving sales

Getting certifications

Implementing new business segments

Entering new markets

Launching new products

Improving your customer service

There are many types of gap analysis. For instance, a service design analysis inspects the management concepts of service and how they need to change. A service quality analysis is more concerned with the apparent quality of service. Meanwhile, the service delivery analysis focuses on the difference between standards for service and the actual service delivered.

All types of gap analyses explore different aspects of the same problem. The importance of performance gap analysis is that it helps you create viable solutions that take your business to the next level.

You can opt to do a gap analysis internally, using your own employees. You can also hire an external company to help you perform a gap analysis. Opting for the latter may help you take a step back from the minutiae of your company and get the input of a fresh pair of eyes.

There are four essential elements of a gap analysis:

1. Determine the current state of your business, whether financial or otherwise.

2. Determine what you want your business to look like within a specified timeframe.

3. Identify what the gap is between the current state of your business and what you want it to be.

4. Devise a strategic plan to close that gap, including a budget and timeframe.

To get the most benefits of a gap analysis, you should do it for particular business segments rather than your entire company. That way you can better focus and track your efforts, highlighting the importance of your performance gap analysis.

Gap analysis, when used correctly, can be applied to a wide variety of situations where a business wants to improve. It is especially important for business leaders who want to make plans months and years into the future.

There are many advantages of a gap analysis, for your company now and in the future. Advantages of a gap analysis include:

An in-depth look at how your company currently operates.

A chance to assess if things are working as efficiently as possible at your company.

Forcing you to strategize around what you want your company to look like and how to get there.

Making better use of company resources and finances.

Allowing teams to quickly diagnose problems and create ways to solve those problems through integral changes in business practices.

The importance of performance gap analysis can vary by company or industry, but it is a worthwhile way to provide an in-depth look at your business to help it grow. The advantages of a gap analysis can be years of increased success for your company.

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The Advantages of Gap Analysis in the Business

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A gap analysis takes an in-depth look at your company by assessing where you are, where you want to be and the steps you must take to get there. Advantages of a gap analysis include reallocating resources, making worthwhile investments, improved staff performance and strategic long-term plans.

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Above is a funny article about how Toby, a character in the HR department on the show "The Office", should have handled company issues.

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How Toby Should Have Handled the Top 4 HR Issues from The Office - BambooHR Blog

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Toby's handling of HR doesn't even get an "A" for effort. Avoid his top four mistakes, and create a better workplace than the Scranton branch.

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