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Preface: The Spirit of Community vii

Thank-Yous xiii

About the Authors xv

Introduction 1
PART 1 The Vision 11
1 Know Yourself 13

2 Know Your World 28

3 Identify a Problem 46

4 Understand the Problem 57

5 Brainstorm Solutions 67
PART 2 TheMethod 81 Step 1: DO WHAT WORKS 83
6 Design a Systemic Solution 85

7 Build on What Works 94

8 Measure, Evaluate, Improve, Repeat 101

9 Challenge What Works, Innovate, Keep What Works 110
Step 2: WORK TOGETHER 119
10 Balance Strengthening and Starting 121

11 Cultivate Community Ownership 128

12 Foster Team Unity 135

13 Forge Partnerships 140
Step 3: MAKE IT LAST 147
14 Start Small, Then Scale What Works 149

15 Engineer Self-Sustainable Solutions 156

16 Integrate Social Entrepreneurship 165

17 Share What Works 173

18 The Method in Action 179
PART 3 The Tools 197
Step 1: DO WHAT WORKS: Proven Strategies to Increase Your Impact 199

19 What Works in Choosing a Name 200

20 What Works in Writing a Mission Statement 208

21 What Works in Goals and Planning 219

22 What Works in Fundraising 231

23 What Works in Media and Marketing 261

24 What Works in Activism 280

25 What Works in Educational Curricula 299

26 What Works When Running for Office 317

27 Do What's Right 326
Step 2: WORK TOGETHER: Start and Strengthen Meaningful Relationships 335
28 Find Mentors 336

29 Build a Team 350

30 Optimize Communication 373

31 Create Partnerships 386

32 Organize a Conference 406

33 Serve on a Board 418

34 Develop Community Ownership 429
Step 3: MAKE IT LAST: Add Value and Sustain Success 442
35 Apply Social Entrepreneurship 443

36 Revitalize Your Efforts 456

37 Transition Leadership 469

38 Incorporate as a Business 479

39 Incorporate as a Nonprofit 488

40 Incorporate Reflection 497

41 Make Social Responsibility a Career 506

42 Make Social Responsibility a Lifestyle 520

Notes 531

Index 541

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Do Good Well: Your Guide to Leadership, Action, and Social Innovation

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Preface: The Spirit of Community vii Thank-Yous xiii About the Authors xv Introduction 1 PART 1 The Vision 11 1 Know Yourself 13 2 Know Your World 28 3 Identify a Problem 46 4 Understand the Problem 57 5 Brainstorm Solutions 67 PART 2 TheMethod 81 Step 1: DO WHAT

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Great leaders come from all eras, all levels of society, and all cultures--but there are certain beliefs great leaders share. These core beliefs are the foundation of your leadership, the things that will help you become successful. See how many you share:

1. Leading by example. Albert Schweitzer said, "Example is not the main thing in influencing others. It is the only thing." The people around you are watching your every move and looking to emulate you.

2. Balancing vision and execution. Success requires two interrelated elements: a compelling and clearly articulated vision and the ability to inspire others to work with you in carrying it out.

3. Showing respect. Earning the respect of others is important, but showing respect is the foundation of meaningful relationships--and therefore of leadership.

4. Accepting accountability. Being accountable means that you accept responsibility for the outcomes expected of you, both good and bad. You don't blame others, and you do the right thing even when it's not easy.

5. Committing to courage. Aristotle called courage the first virtue, because it makes all of the other virtues possible. Courage is not the absence of fear but the acquired ability to move beyond the fear when times are tough and challenging, because at the end of the day courage is the commitment to begin without any guarantee of success.

6. Delivering inspiration. If you can inspire a group of people to believe in something, you can motivate them to be in constant state of transformation and to ignore the perceived notion of their limitations. Leadership is about making others better as a result of your presence, and making sure it lasts in your absence.

7. Taking risks and learning from mistakes. There's no reward without risk--but even the worst mistakes should never stop you from taking a chance again. Success is all about taking risks.

8. Exhibiting confidence. Confidence is treated as something we're either born with or not, but it can be practiced and learned. Great leaders understand that you must believe in yourself to have the confidence to lead others.

9. Welcoming Optimism. Optimism is a magnet. If you stay positive and optimistic, good things and good people will be drawn to you.

10. Leading with integrity. Integrity is the consistency of your actions, your words, your values, and your moral principles. It's at the center of every true success.

11. Investing in others. When you make the time to invest in others, they will return great value. When you invest in your people you are investing in the future.

12. Encompassing humility. Great leaders remain humble even after they have acquired great success, money, and power. Confidence is who we are on the outside, and humility is who we are on the inside.

13. Contributing through fairness. If you treat people fairly they will likely treat you back with the same. Leaders who are fair and impartial are the ones who are admired and remembered.

14. Maintaining focus. Great leaders live by the acronym FOCUS--Follow One Course Until Successful. They succeed because a concentrated focus determines reality.

15. Manifesting loyalty. The deepest devotion occurs when loyalty is a two- way street. When you lead you need to give your loyalty and give it daily.

16. Embodying honesty. Integrity requires that you be true and honest--and the long reach of electronic media makes keeping secrets a risky proposition. People respect true hearts because they produce honest actions.

17. Honoring trust. The first job of a leader is to inspire trust and build it daily, and great leaders know that trust must be given if it's going to be earned. Leadership is an achievement of trust.

18. Exhibiting appreciation. Everyone wants to be valued and appreciated and recognized for who they are and what they do. As a leader, you must find ways to recognize and reward people when they do great work.

19. Embracing communication. Communication is vital--and that means being not only a great speaker but also a great listener. Great leaders engage directly with what's in front of them, and they never underestimate the power of the smallest interaction.

20. Measuring each moment. Great leaders believe that true leadership is measured in moments, not years. What you do every moment today will influence your future.

21. Leading with character. The things that make you different are the things that define your character, and your character is what defines your leadership.

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21 Core Beliefs That Will Take Your Leadership From Good to Great

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Great leaders come from all eras, all levels of society, and all cultures--but there are certain beliefs great leaders share. These core beliefs are the foundation of your leadership, the things that will help you become successful. See how many you share: 1. Leading by example.

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Well trained advisors add significant value to institutions in terms of learning, persistence, and overall student satisfaction. Advisors need well-planned and comprehensive training and development programs that span their careers. The following resources will help you get started with a training program - or will aid in expanding or formalizing your current plan. Creating a framework from the three foundational components of advising: conceptual, informational and relational can be a great way to begin your program.

NEW 2016-17

Career Ladder for Professional Academic Advisors Survey

Advisor Self-Assessment, NACADA Annual Conference, 2017

Online Training for New Advisors, Academic Advising Today, 2017

From the Ground Up: Creating In-House Professional Development Opportunities, Academic Advising Today, 2017

FERPA Self-Assessment, Kansas State University Qualtrics, 2017

Workplace learning experiences of four professional academic advisors, Academic Advising Today, 2015

Stepping out of the workshop: The case for experiential learning in advisor training and development, by Duslak and McGill, 2014

Building advising workshops with native materials, via Academic Advising Today, 2012

Using technology to enhance advisor training, via Academic Advising Today, 2011

Creating advisor professional development opportunities on a budget, webinar recording, 2011

Conducting a needs assessment for advisor professional development, by Terry Musser, Tracy Hoover, and Marcos Fernandez, 2008

Content components for advisor training revisited, by Jeffrey L. McClellan, 2007

Essential steps for developing the content of an effective advisor training and development program, by Susan Ford, 2007

Let them snooze and you lose: An argument for active training methods,, Academic Advising Today, 2007

From advisor training to advisor development: Creating a blueprint for first-year advisors, by Pat Folsom, Jennifer Joslin, and Frank Yoder, 2005

The justification for case studies in advisor training and development, via Academic Advising Today, 2003

Pocket Guides

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Well trained advisors add significant value to institutions in terms of learning, persistence, and overall student satisfaction. Advisors need well-planned and comprehensive training and development programs that span their careers. The following resources will help you get started with a training program - or will aid in expanding or formalizing your current plan.

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What is Transformational Leadership - Irina Ketkin

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Moving Leadership Towards Improved Academic Advising 

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Moving Leadership Towards Improved Academic Advising 

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Higher education has a big problem: Students aren't crossing the finish line. According to the National Center for Education Statistics (NCES), only 60 percent of students who begin their pursuit of a bachelor's degree actually go on to complete their degree program. At community colleges, that number is even worse: around 29 percent. Financial, family and other life challenges often stall students on their drive toward a degree even more than academic woes, especially for the growing population of non-traditional students. There is a great need for institutions to find ways to increase student degree program completion, and one of the most impactful levers is an effective student planning and advising unit.

In a report Tyton Partners released in June, Driving toward a Degree: Establishing a Baseline on Integrated Approaches to Planning and Advising, we surveyed over 1,000 higher education leaders with active involvement in advising, and we found that the vast majority of institutional stakeholders believe their advising units aren't succeeding. Less than 20 percent of administrators believe their institutions "achieve an ideal advising situation for their students." Despite these challenges, the insights from our report revealed a roadmap for institutions to improve their planning and advising function. Institutions are at various points on the road to a well-oiled advising unit, and our "Advising Reform Roadmap" is a tool that stakeholders can use to figure out where to begin to improve effectiveness.

This post is the first in a five-part series featuring each of the intervention areas along the Advising Reform Roadmap. Throughout the series we will highlight the current landscape of academic planning and advising, challenges institutions face, approaches institutions of all types are taking, and actionable steps higher education leaders and administrators can take toward an ideal advising situation for their students.

We start with leadership-where advising reform begins for many institutions. Leadership in planning and advising is broader than a mandate for change from top administrators. While more than 80 percent of stakeholders we surveyed said student retention is a primary objective in their strategic plan, our research shows that it takes more than a sound strategy to enact change.

According to Charlie Nutt, Executive Director of NACADA, effective leadership occurs when "there is a campus-wide culture and a campus-wide focus on advising." Unfortunately, Nutt continued, that's still missing on most campuses.

So how can institutions improve the leadership around planning and advising on their campuses? Here are a few places to start.
1. Commit to Organizational Change
First and foremost, institutional leaders must make a commitment to change if they want to see improved student outcomes. This might start with strategic visioning-82 percent of surveyed institutions agree that student retention is a primary objective in their institution's strategic plan-but this is only the beginning.

Transformational change to an institution's planning and advising unit requires a commitment from institutional leadership to set up the right structures for it to succeed.

Nutt says that the first step to establishing a campus-wide culture and commitment to advising is "some type of advising council or network that has representation from around campus." The council should meet regularly to discuss "campus wide goals for advising, mission statement, and how to best use technology to support students."

Setting up a network for advising can illustrate a commitment on behalf of university leadership, and establish buy-in on advising initiatives on all corners of the campus.
2. Establish a Clear Structure of Accountability
Following a commitment on behalf of leadership to executing organizational change, the next step is accountability. While several organizational models are observed in institutional planning and advising units, clear ownership of advising initiatives is one of the most common qualities in institutions succeeding in advising reform. According to an institutional segmentation from our research, 83 percent of "Equipped Navigators"-or institutions who are furthest along in achieving advising reform success-agree that their institution commits to ensuring there is clear ownership for student success and retention initiatives, compared to just 45 percent for institutions overall.

Importantly, clear ownership does not imply a specific organizational model. Just 62 percent of Equipped Navigators report institutional centralization at their institutions, implying that over a third of institutions that are achieving advising success are not centralized. Additionally, 51 percent of Equipped Navigators indicated that there is one individual with overall responsibility for advising, suggesting that there is a shared ownership structure for planning and advising at almost half of the high performers.

George Mason University (GMU) is one institution with this decentralized model for advising. Jeannie Brown Leonard, Dean of Student Academic Affairs-Advising, Retention and Transitions at GMU, said one of her greatest challenges with decentralization is that she "has a responsibility to improve advising, but no authority to improve advising." To establish accountability, Brown Leonard has built relationships with deans and identified a champion at each GMU school or college to both drive the campus-wide vision for advising and disseminate information.

Institutions should find an organizational model and ownership structure that works at their institution-with the key being clear accountability for moving advising initiatives forward.
3. Expand the Scope of Leadership Beyond Administrators
Many institutions who are succeeding with their advising reform initiatives are working to ensure that the vision for these initiatives is shared across the organization, including with project and initiative leaders. In an August 2015 white paper, Leadership for Transformative Change: Lessons From Technology-Mediated Reform in Broad-Access Colleges, Serena Klempin and Melinda Karp from the Community College Resource Center (CCRC) wrote, "transformative change requires multi-tiered leadership with shared priorities and a unified commitment to the goals of reform."

Including project-leaders and leaders of individual planning and advising initiatives can help to build this sense of unified commitment among the entire staff. At University of Washington (UW), Associate Dean of Undergraduate Academic Affairs Jason Johnson has helped to establish a UW "Advising Academy" to signal that advisors "need to be at the table and in the driver's seat" for advising initiatives. As part of this initiative, advisors are selected through an application process to provide campus leadership and feedback on advising initiatives, including working with IT on the design and implementation of advising tools.

Some institutions even include students on their planning and advising leadership teams. According to Brown Leonard at GMU, students can "offer a candid perspective and often are willing to go back to their peer groups to float ideas for feedback." At GMU, two students were included on the planning and advising leadership team this past year.

All that said, it is not enough to simply share ownership. All tiers of planning and advising leadership must have a shared vision for advising reform. Klempin and Karp note that it is optimal if both levels of advising reform leadership, institutional and project level, share an adaptive vision for leadership. This approach requires "leaders who can motivate people to engage in difficult conversations and to think and act differently."

Administrators and initiative leaders should seek to embody this approach to inspire engagement in advising reform.
Tune in for the next installment in this series on advising capacity, which will look at how to be sure an advising program has efficient supports-including both funding and advising staff. For more insights and resources, including interactive data, on advising reform, be sure to visit drivetodegree.org.

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Moving Leadership Beyond Empty Mandates: The Road to Improved Academic Advising (Part 1)

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Higher education has a big problem: Students aren't crossing the finish line. According to the National Center for Education Statistics (NCES), only 60 percent of students who begin their pursuit of a bachelor's degree actually go on to complete their degree program. At community colleges, that number is even worse: around 29 percent.

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Susan Campbell, Advising Administration Commission Chair

Budgetary reductions and constraints; Dealing with technological change; Understanding and implementing assessment strategies; Accommodating students with disabilities; Increased role of advising in retention; Changing student demographics; Institutional recognition for advising; Providing for professional development needs of staff; Encouraging and rewarding faculty participation in advising.

Of all the critical issues identified during the annual Advising Administration Commission meeting in Ottawa, these were among the most salient. However, more important than the list itself is what it represents, that is, the increasing complexity of academic advising administration. This complexity parallels that of higher education in general and, for many of us, has begun to reshape our campus roles. Whether reflected in our titles or not, as campus experts on academic advising, our positions are increasingly viewed as (and are) central to student persistence and success. We ought to be delighted - the important role academic advising plays in student retention continues to receive heightened attention, to wit, the popularity of the Academic Advising Handbook, the comments about advising made by John Gardner and Vincent in this spring's satellite downlink sponsored by the National Resource Center on the First-Year Experience and Students in Transition, and the concern for advising by regional accrediting associations. That which we have worked so hard to achieve-broad-based recognition of the importance of academic advising is literally on our front doorsteps.

As academic advising administrators, are we ready to capitalize on this expanded interest? Are we as equipped as we ought to be to lead the academic advising agenda? Are we able to move forward on what appears to be an ever-growing, increasingly complex list of critical issues? Or have the struggles for recognition and support for academic advising been so long and arduous and the tasks of administration so 'daily' that we no longer have the energy or time to focus on the bigger picture?

Our ability to take advantage of opportunities to further the academic advising agenda means revitalizing, or structuring, as the case may be, our roles as campus change-agents. From my vantage point, this means engaging in professional development that provides grounding in a lot of areas but, in particular, organizational theory and leadership. This grounding provides us with insight into the complexity of the organizations within which we work, the multi-dimensional nature of being human, and a perspective on what motivates individuals and groups. What emerges from these insights are tools we can use to be effective in navigating our 'systems,' negotiating for resources, and facilitating the development of a cohesive community committed to academic advising.

It is a great time to engage in this type of professional development. Organizational and leadership theory has come a long way since Max Weber and the 'trait' and 'behaviorists' of the 30's, 40's and 50's. With each addition of new research, we learn more about how truly complex organizations and the concept of leadership can be. In particular, the literature that explores organizations holistically and leadership in the context of relationships is very exciting, significant, and particularly relevant to higher education. My personal favorites are the works of Lee Bolman and Terrence Deal.

In Modern Approaches to Understanding and Managing Organizations (1984) and Reframing Organizations (1997), Bolman and Deal present four frames through which to view organizational processes; these frames also provide a 'roadmap' through which to trace organizational theory. The Structural Frame focuses on organizational rationality and such processes as division of labor and coordination of activities. The Human Resource Frame focuses on the fit between people and the organization and assumes the needs of each are not mutually exclusive. In the Political Frame conflict is viewed as a naturally occurring phenomenon and resolved through bargaining, negotiation, and coalition building. Finally, the Symbolic Frame explores the organization as a culture and the development of shared meaning.

Bolman and Deal suggest that we each have a frame 'preference' through which we tend to view organizational situations the problem is, of course, that not all situations call for the same frame. At times policies and procedures (Structure) are in order, while at other times, the development of a common vision (Symbolic) might best suit the situation. The challenge is to develop a facility with each of the frames such that one is able to apply them appropriately, thereby increasing leadership effectiveness. Their work speaks to the relationship-embedded nature of organizations and, thus, the need to understand individual and group differences and similarities. In Leading with Soul (2001) and Escape from Cluelessness (2000), Bolman and Deal immerse us in the leadership relationship. In Escape, they remind us that, "Leadership isn't about position or solo heroics. It's about working with people to help them figure out where they want to go, how they can get there, and how they can summon the courage to move ahead" (2000, pp. 197-98).

In Leading with Soul, they refer to the Gifts of Leadership - Authorship, Power, Love, and Significance - as those things that add spirit and meaning to our work. Through Authorship, the leader fosters the conditions through which others can put their own signatures on work; through Power, the leader finds that she/he can give away power and actually get more; through Love the leader demonstrates that she/he cares enough to find out what really matters to others; and, finally, the Significance of it all emerges from working with others, doing something worth doing, and having a sense of pride of association.

Taken together these works provide us with a framework through which to view and engage our organizations and a way to cultivate a community committed to academic advising. Is this enough? No, but it is a beginning. We also need to be involved in NACADA activities. NACADA continues to explore expanded opportunities for administrator growth through the summer institute for administrators, Commission activities, the organizations Professional Development Task Force, etc. Through active engagement in the Associations work, we not only educate ourselves, we help NACADA continue to develop a powerful community committed to advancing academic advising.

Susan Campbell
University of Southern Maine
SCAMP@USM.MAINE.EDU
References
Bolman, L.G., and Deal, T.E. Modern Approaches to Understanding and Managing Organizations. San Francisco: Jossey-Bass, 1984.
Bolman, L.G., and Deal, T.E. Reframing Organizations: Artistry, Choice, and Leadership, 2nd edition. San Francisco: Jossey-Bass, 1997.
Bolman, L.G., and Deal, T.E. Escape from Cluelessness. New York: AMACOM, 2000.
Bolman, L.G., and Deal, T.E. Leading with Soul: An Uncommon Journey of Spirit (revised edition). San Francisco: Jossey-Bass, 2001.

Cite this article using APA style as: Campbell, S. (2002, June). Advancing academic advising through leadership. Academic Advising Today, 25(2). Retrieved from [insert url here]

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Advancing Academic Advising Through Leadership

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Susan Campbell, Advising Administration Commission Chair Budgetary reductions and constraints; Dealing with technological change; Understanding and implementing assessment strategies; Accommodating students with disabilities; Increased role of advising in retention; Changing student demographics; Institutional recognition for advising; Providing for professional development needs of staff; Encouraging and rewarding faculty participation in advising.

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Matthew L. Kelly, University of Missouri—Kansas City

Over the previous decade or so, researchers have become increasingly interested in studying charismatic and transformational leadership. The termscharismatic and transformational are very closely related. They refer to the process of influencing major change throughout an organization and its membership in order to push an organization toward common goals and objectives (Slack, 1997). The transformational leader is one with certain personality traits. Ross and Offerman (1997) showed a distinct link between transformational leadership style and personality attributes. Transformational leaders had high scores in nurturance and pragmatism and lower scores in areas related to criticalness and aggression. Overall, transformational leadership involves leaders and followers raising each other to higher levels of achievement (Slack, 1997). This ability to raise levels of achievement in students is a crucial characteristic of a successful academic adviser.

Burns (1978), who is generally credited with the first real analysis of transformational leadership, realized that not all leaders were transactional and that leadership could involve more of an emotional bond with subordinates (in this case, advisees). He termed this new styletransformational. Transformational leadership involves stimulating subordinates into action and requires personalities that are more active and ideas that are more proactive than reactive (Bass, 1985). Bass (1985), one of the earliest theorists to study transformational leadership, stated that, based on Maslow's hierarchy of needs, transformational leaders could elevate those around them from a lower to a higher level of need. Maslow stated that people must satisfy the need for survival and can only then satisfy other needs in hierarchical fashion according to importance for survival. These leaders succeed in raising subordinates to a greater awareness of surroundings and the effects of action upon those surroundings. The awareness of surroundings and the understanding of tasks necessary to change surroundings ultimately result in a transformational organizational culture (Bass, 1985).

Lee Iaccoca is well-known as a successful transformational leader who had the ability to transform the ideals and attitudes of those surrounding him. Iaccoca took over the head of the Chrysler Corporation when it was in a time of distress—the most important time for the emergence of a transformational leader, according to Bass (1998). Although Chrysler was a very large corporation, Iaccoca had the ability to transform the ideals of his closest subordinates and, as a result, to reshape the corporate culture. Because a transformational leader encourages others to become transformational leaders, eventually the hierarchy of the corporate culture is filled with effective transformational leaders at all levels (National Research Council, 1997).

Even though most theorists agree that transformational leaders are more effective in smaller organizations, Iaccoca is considered a good example of transformational leadership as it relates to Maslow's hierarchical needs theories (Bass, 1998). Iaccoca had a high level of interaction with a small group of people and, within Chrysler, created levels of organization that did not previously exist. This development of organizational levels was tantamount to the reinvention of Chrysler corporate culture. In today's world, organizations that have transformational leaders throughout all levels of management have become the most successful (Joyce, 1999).

Transformational leadership involves several key factors: emotions, values, self-esteem, goals, and needs. When incorporated into leadership style, these factors can result in greater aspirations, greater efforts, lower turnover or absenteeism, performance beyond expectation, and higher job satisfaction (Chelladurai, 1999). According to Burns, transformational leadership involves leaders and followers (in this case, advisers and advisees) who raise one another to higher levels of motivation, as the leader appeals to the ideals and values of subordinates. Later, Bass expanded upon the earlier theories of Burns in the development of the Multifactor Leadership Questionnaire (Slack, 1997), suggesting that transformational leaders enhance subordinate confidence and increase awareness of goals.

Bass identified seven areas of leadership behavior that would identify transactional and transformational leadership. These seven areas are charismatic leadership, inspirational leadership, individual consideration, intellectual stimulation, contingent rewards, management by expectation, and laissez-faire. The first four areas identify transformational leaders. Items five and six identify transactional behaviors. Finally, the laissez-faire characteristic identifies individuals who do not possess leadership characteristics. These first four areas and the concept of laissez-faire characteristics should be considered in order to fully understand transformational leadership style.

Behaviors of Transformational Leaders

Charismatic leadership is the degree to which the leader is seen as charismatic by followers. Although the term charisma may be overused, charisma is used in the realm of political and social science to describe leaders who have profound and extraordinary effects on their followers (Bass, 1985). Charisma was examined in conceptual terms in relation to the organizational sciences by House (1977), who incorporated charisma into his path-goal theory. Bass examined several characteristics of charisma and how they relate to transformational leadership style. Charisma depends on followers as well as leaders: a charismatic leader receives an intense emotional component of devotion, reverence, and blind faith from followers (Bass, 1985). During a crisis or distress situation, a charismatic leader is seen as a savior, and a transformational leader is most effective. The connection between charismatic and transformational leadership is the crisis or distress within an organization. Thus, charismatic leadership is a characteristic of transformational leadership (Bass, 1985).

Inspirational leadership relates to how a leader inspires an organization as a whole. Inspirational leadership is the continuation of charismatic leadership. Charisma motivates individuals whereas inspirational leadership motivates the entire organization. The inspirational leader is capable of arousing the subordinates to become part of the organizational culture and environment. The inspirational leader instills pride in individuals, using pep talks and motivational speeches to build organizational morale, and uses his or her own behavior to set an example of what is expected (Bass, 1985). Inspirational leadership is also similar to charismatic leadership in that it must be perceived by the followers in order to be effective. The inspirational importance of a leader is important when subordinate commitment is essential for effective organizational performance.

Individual consideration is the characteristic that shows how much a leader gives personal attention to subordinates. Subordinates are considered individually and treated differently according to their needs and capabilities. This individual consideration can take many forms. Expression of appreciation for a job well done is the most frequently used individual consideration (Bass, 1985). Individual consideration is also a major part of leader member exchange, in which the leader shares expectations with subordinates. Individual consideration is most important in development behaviors and delegation. Consideration is given to subordinates in the areas of development such as career counseling and performance progress. The consideration of the capabilities of individuals can also allow a leader to determine the capability for responsibility and workload of a subordinate and to assess the amount and importance of delegation to subordinates. Individual consideration is an important aspect of transformational leadership (Bass, 1985).

Intellectual stimulation allows a leader to promote new ideas and to challenge the old ways of operating within an organization. In addition to the other characteristics of leadership, transformational leaders can stimulate extra effort from their subordinates through intellectual stimulation. Intellectual stimulation involves the arousal and change in followers' problem awareness and problem solving through the use of thought and imagination with relation to beliefs and values (Bass, 1985). This aspect of transformational leadership allows for long-term focus on strategy and intellect in addition to the short-term thinking involved with crisis control and immediate problem solving. Leaders can articulate vision to followers. Intellectual stimulation is also related to the charismatic proponent of transformational leadership. Charismatic leaders tend to have excellent abilities in communicating vision. The intellectual stimulation by the transformational leader is most often needed when the organization faces poorly structured situations. Intellectual stimulation results in the transformation of structure into well-structured solutions for organizational problems (Bass, 1985). Possibly the most important aspect of intellectual stimulation is how it relates to the intelligence of the subordinate. The leader must be able to determine the intellect of the subordinate and then, through the use of individualized consideration, decide the level of task that can be intellectually assigned to that subordinate.

With analysis of the four main areas or characteristics of the transformational leader, it can be seen that they are interdependent and must exist effectively with each other. The absence of any one area results in the ineffectiveness of the transformational leader. Additionally, the improper use of such characteristics results in loss of follower loyalty and consequently loss of leadership effectiveness (Slack, 1997).

Empowerment versus Laissez-Faire Leadership

Empowerment is a term that has been linked to transformational leadership in recent studies (Fullam, Lando, Johansen, Reyes, & Szaloczy, 1998). Empowerment is moving decision making to the levels at which competent decisions can be made. In order for empowerment to be effective, solid leaders must be present throughout all levels of management in an organization. Through one study, it was found that the majority of nurses exhibit transformational leadership behaviors. Nurses tend to have a high degree of sociability with superiors, subordinates, and patients. This high degree of sociability accompanied by the "human factor" within the field of nursing allows transformational leaders to be successful as managers in the health care field (Tracey, 1998). Once again, the emergence of transformational leaders occurs with groups of people educated in small, close-knit groups with a high opportunity for participation during learning. Nurses tend to be successful in situations of empowerment by using well-built transformational leadership skills (Fullam, Lando, Johansen, Reyes, & Szaloczy, 1998).

What happens when empowerment goes bad? This kind of leadership is referred to aslaissez-faire leadership. Laissez-faire leadership is the extent to which the leader abdicates or relinquishes his or her leadership role. This type of leader avoids providing direction and support, shows lack of caring for what the followers do, and buries himself or herself in busy work (Bass, 1998). Laissez-faire leadership has also been termed "the dark side of empowerment." This poor leadership most often results in negative effects for the organization. This type of academic advising results in a lack of academic direction and goal setting from the student. Other effects of laissez-faire leadership are social loafing and over-delegation (Bass, 1998). It is crucial that the transformational leader avoid laissez-faire leadership in order to remain an effective leader.

Transformational leaders tend to do several specific things. They tend to question organizational assumptions and to use nontraditional thinking for problem solving, to exhibit collaborative problem solving and decision making behaviors, to contemplate a future orientation and to consider the future impacts of current decisions in relation to the organization as a whole (Tracey, 1998). Academic advisers who are transformational leaders are sensitive to feelings and relationships. They tend to lead through empowerment (Scott, 1999).

Summary

In relation to academic advising, transformational leadership can influence major changes in the attitudes and assumptions of students and help build a commitment for academic goals and objectives (Slack, 1997). It is important for university leadership to identify transformational leadership behavior in potential academic advisers and campus leaders. Podsakoff, MacKenzie, Moorman, and Fetter (1990) helped to develop a self-assessment questionnaire designed to evaluate charismatic and transformational leadership behavior. If transformational characteristics were shown to manifest themselves during undergraduate education, hiring committees could target potential employees from specific styles or types of undergraduate institutions.

With a more complete understanding of transformational leadership, future application of this leadership style is possible. Researchers, instructors, and academic advisers should explore the realm of transformational leadership as it relates to their role in the organization and profession. Current university leaders should actively pursue transformational leaders and place them into advising roles on campus, allowing for the evolution of the advising structure and increasing the success of academic advising strategies. According to Slack (1997), we cannot ignore the role that transformational leadership plays in the successful organization.

References

Bass, B. (1985).Leadership and performance beyond expectations. New York: The Free Press.

Bass, B. (1998).Transformational leadership: Industry, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Burns, J. (1978).Leadership. New York: Harper & Row.

Chelladurai, P. (1999).Human resource management in sport and recreation. Champaign, IL: Human Kinetics.

Fullam, C., Lando, A., Johansen, M., Reyes, A., & Szaloczy, D. (1998). The triad of empowerment: Leadership, environment, and professional traits.Nursing Economics, 16, 254–259.

House, R. (1977). A 1976 theory of charismatic leadership. In Hunt, J. and Larson, L. (Eds.),Leadership, the cutting edge. Carbondale, IL: Southern Illinois University Press.

Joyce, W. (1999).Mega change: How today's leading companies have transformed their workforces. New York: The Free Press.

National Research Council. (1997).Enhancing organizational performance. Washington, DC: National Academy Press.

Podsakoff, P., MacKenzie, S., Moorman, R., & Fetter, R. (1990). Transformational leader behaviors and their effects on followers' trust in leader, satisfaction, and organizational citizenship behaviors.The Leadership Quarterly, 1(2), 107–142.

Ross, S., & Offerman, L. (1997). Transformational leaders: Measurement of personality attributes and work group performance.Personality & Social Psychology Bulletin, 23, 1078–1087.

Slack, T. (1997).Understanding sport organizations: The application of organization theory. Champaign, IL: Human Kinetics.

Tracey, J. (1998). Transformational leadership or effective managerial practices?Group & Organizational Management, 23, 220–237.

Additional Resources

Carless, S. (1998). Gender differences in transformational leadership: An examination of superior, leader, and subordinate perspectives.Sex Roles: A Journal of Research, 39, 887–896.

Glanville, J. (1999). Political socialization or selection? Adolescent extracurricular participation and political activity in early adulthood.Social Science Quarterly, 80, 279–290.

Viegas, S., Brun, J., & Hausafus, C. (1998). Leadership development for family and consumer sciences college undergraduates.Journal of Family and Consumer Sciences, 90, 47–51.

About the Author

Matt Kelly is director of Student-Athlete Services at the University of Missouri—Kansas City. He can be reached at kellymat@umkc.edu or 816-235-1164.

Published in The Mentor on January 1, 2003, by Penn State's Division of Undergraduate Studies
Available online at dus.psu.edu/mentor
Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved

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The Mentor: An Academic Advising Journal

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Matthew L. Kelly, University of Missouri-Kansas City Over the previous decade or so, researchers have become increasingly interested in studying charismatic and transformational leadership. The termscharismatic and transformational are very closely related. They refer to the process of influencing major change throughout an organization and its membership in order to push an organization toward common goals and objectives (Slack, 1997).

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9 common leadership styles: Which type of leader are you?

There is never a one-size-fits-all leadership style for every business - all companies operate differently and certain traits will be more successful in some environments than others.

However, having a thorough understanding of various leadership styles enables senior executives to not only adopt the correct characteristics for themselves, but also choose better managers throughout the organisation.

Here is a list of nine common leadership styles and a brief summary of their advantages and disadvantages:

Transformational leadership

Often considered among the most desirable employees, people who show transformational leadership typically inspire staff through effective communication and by creating an environment of intellectual stimulation.

"However, these individuals are often blue-sky thinkers and may require more detail-oriented managers to successfully implement their strategic visions."

For more information on transformational leadership traits, read our article: The guide to organisation structures (flat vs hierarchical) here.
Transactional leadership

Transactional leadership is focused on group organisation, establishing a clear chain of command and implementing a carrot-and-stick approach to management activities.

It is considered transactional because leaders offer an exchange; they reward good performances, while punishing bad practice.

While this can be an effective way of completing short-term tasks, employees are unlikely to reach their full creative potential in such conditions.

Servant leadership

People who practice servant leadership prefer power-sharing models of authority, prioritising the needs of their team and encouraging collective decision-making.

Research by Catalyst has claimed this style, described as altruistic leadership by the company, can improve diversity and boost morale.

However, detractors suggest servant leaders lack authority and suffer a conflict of interest by putting their employees ahead of business objectives.

The 9 Top points of Common leadership styles Info-graphic

Autocratic leadership

A more extreme version of transactional leadership, autocratic leaders have significant control over staff and rarely consider worker suggestions or share power.

"Ruling with an iron fist is rarely appreciated by staff, which can lead to high turnover and absenteeism."

This leadership style is best suited to environments where jobs are fairly routine or require limited skills. It is also common in military organisations.
There can also be a lack of creativity due to strategic direction coming from a single individual.

Laissez-faire leadership
As such:
More commonly used to describe economic environments, laissez-faire literally means "let them do" in French. This is typically translated to "let it be".

Laissez-faire leaders are characterised by their hands-off approach, allowing employees to get on with tasks as they see fit. Click To Tweet

This can be effective in creative jobs or workplaces where employees are very experienced. However, it is important that leaders monitor performance and effectively communicate expectations to prevent work standards slipping.

Democratic leadership

Also known as participative leadership, this style - as the name suggests - means leaders often ask for input from team members before making a final decision.

"Workers usually report higher levels of job satisfaction in these environments and the company can benefit from better creativity."

On the downside, the democratic process is normally slower and may not function well in workplaces where quick decision-making is crucial.

Bureaucratic leadership

Bureaucratic leadership models are most often implemented in highly regulated or administrative environments, where adherence to the rules and a defined hierarchy are important.

"These leaders ensure people follow the rules and carry out tasks by the book."

Naturally, this works well in certain roles - such as health and safety - but can stifle innovation and creativity in more agile, fast-paced companies.

Charismatic leadership

There is a certain amount of overlap between charismatic and transformational leadership. Both styles rely heavily on the positive charm and personality of the leader in question.

However, charismatic leadership is usually considered less favourable, largely because the success of projects and initiatives is closely linked to the presence of the leader.

While transformational leaders build confidence in a team that remains when they move on, the removal of a charismatic leader typically leaves a power vacuum.

Situational leadership

Developed by management experts Paul Hersey and Ken Blanchard in 1969, situational leadership is a theory that the best leaders utilise a range of different styles depending on the environment. Click To Tweet

Factors such as worker seniority, the business process being performed and the complexity of relevant tasks all play an important role in what leadership style to adopt for any given situation.
However, many people have a natural leadership style, which can make switching between roles challenging.
For example, situational leaders may adopt a democratic leadership style when discussing commercial direction with senior executives, but switch to a bureaucratic strategy when relaying new factory protocols to workers.

It can also be difficult to gauge what style is most suitable for certain circumstances, holding up decision-making processes.

We hope you enjoyed this article and find the information useful.

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9 common leadership styles: Which type of leader are you?

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There is never a one-size-fits-all leadership style for every business - all companies operate differently and certain traits will be more successful in some environments than others. However, having a thorough understanding of various leadership styles enables senior executives to not only adopt the correct characteristics for themselves, but also choose better managers throughout the organisation.

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Leaders: What do you stand for? What do you live by? What are your values?

Having a confident leadership "voice" is your key to being a successful leader. You make decisions based on what you value. From the clients you engage with, to the employees that you hire, your values are reflected in every facet of your leadership style. And your life.

By identifying and living your core values, you lay the foundation for a grounded and confident leadership approach. Your values encompass your passions, talents and strengths. By defining your values, you determine what matters most to you. And you can determine how your values align, (or not), with those of your community and your organization.

By integrating the Emergenetics Profile into my executive coaching practice, I am able to guide leaders into greater insight and awareness of what is important to them in their life, and, thus, how their values impact their leadership brand.

Identifying Your Values Builds a Foundation of Trust

In the past, many discussions that centered on leadership were focused on the leaders themselves: their personality traits, their motivation and how to coach and develop those team members with potential. Recently, this focus has shifted from the personality traits of a leader to their ability to inspire confidence and build a foundation of trust within their team.

As an executive coach, I know that nothing builds trust more than a leader who lives by their values. Not everyone may agree with your beliefs or how you put them into practice, but you will garner trust and respect by leading via a consistent and core set of practices and values.

Your team will have a better appreciation for your decision-making process. They will understand how you make your decisions and how you communicate your thoughts, insights and feedback. Think of the leaders that you have had in your life. Those leaders who lived by an open set of values were consistent in the way that they managed and dealt with people and situations.

Identifying Your Values Develops Your Credibility

Effective leaders that lead according to their values make an effort to open up and be genuine with their team. Sometimes that is easier said than done. By letting your team know who you are and what you value, you can build and evolve that trust and credibility. Share your values with your team. Tell them how your values will impact the decisions you make. Give brief, concrete examples of how your values have guided you in the past, and share your expectations of the team's performance going forward. Your Emergenetics Profile provides the strong framework in which to communicate what is important to you and to your team.

Once you begin sharing what is important to you, you begin to create an environment of engagement, mutual trust and respect. You do not need to share everything, but by communicating what is significant to you and what you expect of each other, you enable your team to understand your motivation and eliminate mis-interpretations. This is not about building a team based on "friendships", it is about building a team of mutual trust, respect and credibility.

Identifying Your Values Provides You with Direction

By identifying your values, you establish a framework by which you make decisions. In today's social and digital marketplace, where so many things compete for your attention, being able to prioritize what is important for you to spend your time on is critical. Discovering your values via your Emergenetics Profile provides you with an inner GPS to make decisions and assess situations, enabling you to effectively prioritize and focus on the issues that matter most. No matter what role you play.

Identifying Your Values Reveals What You Stand For

Self-discovery is an important aspect of effective leadership. A leader without an identified, clear-cut set of values will be directionless and thus, ineffective. Sort of like a rudder-less ship...just drifting at sea. By defining your values, you allow your team members, your clients-and more importantly, you-to know what you stand for. This enables you to lead from a foundation comprised of integrity, consistency and accountability.

While we live in a society that makes it tempting to pretend to be someone you are not, this will prevent you from gaining the trust of your team, your organization and your clients. Your values set you apart from other leaders. Your values are what make you unique. Discover them. Lead with them. Own them.

Finding your VOICE as a leader does not mean shouting to make an impact...it means using the Emergenetics Profile to reveal your brilliance as a leader by:

Discovering your critical leadership Values

Creating a compelling vision to obtain the Outcomes you want

Influencing your relationships with trust and credibility

Making decisions that reveal your Courage and confidence to take a stand

Communicating your overall Expression for lasting impact.

"I had chosen to use my work as a reflection of my values." - Sidney Poitier

ABOUT THE AUTHOR

Paul Larsen
Emergenetics Associate
Certified Professional Performance Coach
Finding Your VOICE as a Leader
Connect on LinkedIn, Twitter, and Facebook

As a senior leadership coach and consultant with over 25 years of experience, Paul has a proven and successful track record in building leadership strength within Fortune 100, start-up, high-tech, and non-profit environments. A leadership veteran of such iconic companies as Charles Schwab, Adobe Systems, and Bristol-Myers Squibb, he is now a trusted advisor & coach to many leaders via his innovative coaching programs.

Paul is a frequent conference speaker and workshop facilitator on "Finding your Voice as a Leader" for companies, associations and universities and is also a member of a number of professional societies. His organizational development work has been featured in the latest book, "Consulting on the Inside" by Bev Scott and B. Kim Barnes.

In addition to a B.A. in History from the University of the Pacific and a M.A. in Human Resources Organizational Development from the University of San Francisco, in his spare time, Paul can be found somewhere in the world helping local communities as a project team member with Global Volunteers.

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Leaders: What do you stand for? What do you live by? What are your values? Having a confident leadership "voice" is your key to being a successful leader. You make decisions based on what you value. From the clients you engage with, to the employees that you hire, your values are reflected in every facet of your leadership style.

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The Wizard and the Warrior: Leading with Passion and Power

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The Wizard and the Warrior gives leaders the insight and courage they need to take risks on behalf of values they cherish and the people they guide. Great leaders must act both as wizard, calling on imagination, creativity, meaning, and magic, and as warrior, mobilizing strength, courage, and willingness to fight as necessary to fulfill their mission.

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At the beginning of each advanced leadership workshop session, business thought leader John Spence asks attendees how many currently have a written list of their key leadership values. Much to his surprise, only one or two out of 100 to 150 executives raise their hands.

As a result, Spence wonders how executives successfully lead their organizations and project teams. "I just have a hard time believing that if you've never taken the time to truly think through what kind of leader you want to be, what your leadership values are, what sort of leadership legacy you want to leave ... and then write those things down so that you have a clear and focused guide for your self-leadership ... that you would be a truly effective leader of others," he wrote.

Defining your leadership philosophy and then completing your personal leadership philosophy can help guide and direct how you'll lead others.

What Is a Leadership Philosophy?

A leadership philosophy provides insight into the ideas, values, attributes and expectations that comprise how you approach leadership. Your leadership philosophy reflects what is important to you as a leader, so that you'll be grounded in it and so that others can understand what you stand for and what they can expect from you as a leader.

Leadership coach Deb Calvert identifies three defining aspects of a leadership philosophy.

It's personal. There is no right or wrong.

It's something that you choose. Not having a leadership philosophy leads to an "accidental" philosophy that is vague and unclear to others - as well as to you, even. By having a leadership philosophy, you're making a deliberate and intentional choice based on reflection and determinations.

It's meant as a foundation. Your leadership philosophy provides clarity to guide decisions and a focus for everyday activities and responsibilities.

There are key elements in your leadership philosophy that you'll want to model as a leader. Spence noted some of the most important characteristics people feel make an "ideal leader."

Honest/integrity/character

Visionary

Highly competent

Excellent communicator

Team player/collaborative

Innovative/risk taker

Decisive

Fair and supportive

Creates clear goals and direction

Respect/recognition

Passionate/inspiring

Personally accountable

Proactive/action oriented

Customer/quality focused

How to Develop Your Personal Leadership Philosophy (PLP)

While some leaders may be aware of their leadership philosophy, few have written down these leadership characteristics. For communicating your personal leadership philosophy (PLP), Calvert provides a description of what it means to have a PLP, with bolded verbs that create a step-by-step process for building your PLP.
Successful Leaders know their Personal Leadership Philosophy (PLP) and communicate it by living it passionately every day in all they say and do. They have taken the time to determine who they are, their values and priorities. They know their course and have set their internal compass, which gives them greater self-knowledge, greater self-confidence, and improved effectiveness as a leader. This is accomplished by writing a Personal Leadership Philosophy, which states the core values you live by, what you expect of your people, what they can expect of you, and how you will evaluate performance. -Ed Ruggero, The Leader's Compass: A Personal Leadership Philosophy Is Your Key to Success
You can't develop a meaningful PLP without first determining who you are as a leader, including your values and priorities. What do you believe? What values do you refuse to compromise? And what causes you to have these values? What is the single most important thing to you?

Communicate Your Core Values and Expectations

The act of writing out or communicating your PLP is important. By putting it in writing, you:

Provide clarity and objectivity

Signal that you're serious

Make a commitment

Keep your values and expectations consistent

Cause self-reflection

Make yourself accountable

Make it easier to share

You need clarity, commitment, consistency and accountability. By putting something in writing, you'll take a step back and evaluate your PLP more objectively. Writing it down will help you insert a great deal of thought and analysis - not just emotion - into your philosophy.

Determine Who You Are Through Your PLP

The next step involves becoming intimately familiar with your PLP.
"You have to know your own PLP so well that you live and breathe it," Calvert says. "If it is to guide your actions and provide examples to others of who you are and what you stand for, then you need to be intimately familiar with your PLP. This can't be an occasional thing that you bring out when it suits you ... It needs to be a constant expression."
Once you truly know your PLP, you'll have a strong hold on what you believe in and what you stand for. This leads to authenticity, credibility, clarity, determination and other outcomes.

Set Yourself to Your PLP and Live by It

Let your PLP guide how you lead others. By doing this, you'll project confidence because you know exactly where you're going and you'll have no doubts how you're going to get there. Others will notice, get inspired and be more willing to follow you.

Writing Your PLP Communicates What Matters to Those You Lead

Communicating your PLP takes place through your actions and by distributing it to others. Make sure you're clear and confident in what you stand for; you shouldn't change your PLP very often. Allow some time for it to reach a point where you can live with it for a long time.

Personal Leadership Philosophy Examples

There are different styles of PLPs that you can emulate when you write your document. Leadership training company Academy Leadership has several examples of PDFs. The second example is especially noteworthy for its structure and approach.
"My Leadership Philosophy is based upon the [principles] that I have learned through the study of both strong and weak leaders," Dennis C. Parker, president and CEO of Active Minerals International, wrote in the introduction of his PLP. "It is my belief that following these [principles] will be the most profitable and rewarding way to lead my life and positively impact the lives of those around me."
Parker used the following headers to structure his PLP.

I lead by: Making and keeping commitments, integrity and character, setting goals and earning credibility, along with other leadership qualities.

I place great value in: Honesty, trust, credibility, communication, knowledge, quality and other traits.

What I expect: Telling the truth in a timely manner, showing respect through words and deeds, being a team player and other expectations.

Things I do not accept: Unsafe working environments and safety violations, lying, negligence, types of disruptive or disrespectful behavior and other negative behavior and motives.

Understanding and applying leadership principles requires a strong understanding in business theory and practice. This might mean you'll want to obtain some relevant formal education such as Aurora University's online MBA program that helps students develop the knowledge and skills needed to lead others and advance their careers.

This post was authored by Brian Neese
Brian has been writing about online education for more than five years, with specialties in health care, business and education. In his spare time, he enjoys sports, movies and spending time with family and friends.
Ms. Career Girl was started in 2008 to help ambitious young professional women figure out who they are, what they want and how to get it.

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Developing a Leadership Philosophy - Ms. Career Girl

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At the beginning of each advanced leadership workshop session, business thought leader John Spence asks attendees how many currently have a written list of their key leadership values. Much to his surprise, only one or two out of 100 to 150 executives raise their hands.

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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Leadership is a trait of influencing the behavior of individuals, in order to fulfill organizational objectives. A number of leadership theories have been propounded by various management experts considering behaviour, traits, nature, etc. namely, Authoritarian, Laissez-faire, Transactional, Transformational, Paternalistic and Democratic. Transactional Leadership or otherwise known as management leadership, refers, to a leadership style which lays emphasis on the transaction between leader and its subordinates.

On the other hand, Transformational Leadership is a type of leadership which becomes a reason for the transformation (change) in the subordinates. In this style, the leader works with the subordinates to ascertain the desired change in the organization.

Many people have trouble understanding the difference between transactional and transaformational leadership.

Content: Transactional Leadership Vs Transformational Leadership

Comparison Chart

Basis for Comparison

Transactional Leadership

Transformational Leadership

Definition of Transactional Leadership

A leadership style whereby the objectives and goals are predefined and the leader uses reward and punishment to motivate his followers is known as Transactional Leadership. It focuses on improving the current situation of the organisation by framing the steps and controlling the organisational activities. The basic purpose of this type of leadership is to revamp the existing corporate culture and to enhance current policies & procedures.

In 1947, the style was first proposed by Max Weber followed by Bernard Bass in the year 1981.

In this leadership style, the leader uses his authority and responsibility as his power as well as the style has a formal approach. Prize and penalties are the two primary tools employed by the leader to inspire his subordinates i.e. if an employee achieves the target within the stipulated time he is given initiative for his work, whereas if the task is not completed within the required time, then he will be penalised for the same.

Definition of Transformational Leadership

The style of leadership in which the leader uses his influencing power and enthusiasm to motivate his followers to work for the benefit of the organisation. Here, the leader seeks the requirement for a change in the existing organisation culture, gives a vision to his subordinates, incorporates mission and implement the change with the dedication of his followers.

In transformational leadership, the leader acts as a role model and as a motivator too who offers vision, excitement, encouragement, morale and satisfaction to the followers. The leader inspires his people to increase their abilities and capabilities, build up self-confidence and promotes innovation in the whole organisation.

James MacGregor Burns first proposed the concept of this leadership style in the year 1978. The main idea of this leadership style is that both the superior and subordinate work for lifting each other for improving their morale and motivation.

Key Differences Between Transactional and Transformational Leadership

The following are the major differences between transactional and transformational leadership:

1. Transactional Leadership is a type of leadership whereby rewards and punishment are used as a basis for initiating the followers. Transformational Leadership is a leadership style in which the leader uses his charisma and enthusiasm to influence his followers.

2. In transactional leadership leader, is lays stress on his relationship with followers. Conversely, in transformational leadership leader lays stress on the values, beliefs and needs of his followers.

3. Transactional Leadership is reactive whereas Transformational Leadership is proactive.

4. Transactional Leadership is best for a settled environment, but Transformation is good for the turbulent environment.

5. Transactional Leadership works for improving the present conditions of the organisation. On the other hand, Transformational Leadership works for changing the present conditions of the organisation.

6. Transactional Leadership is bureaucratic while Transformational Leadership is charismatic.

7. In Transactional Leadership, there is only one leader in a group. In contrast to transformational leadership, in which there can be more than one leader in a group.

8. Transactional Leadership is focussed towards planning and execution as compared to transformational leadership which promoted innovation.

Conclusion

According to some researchers, transactional leadership is best while some think that transformational leadership is better. So the debate is never ending, for the two leadership styles. In my opinion, there is no standard leadership style which is best suited to all the circumstances. So, an organisation should not rely on a single leadership style. It must employ the requisite leadership style as per its needs and prevalent conditions.

If you are searching for the best leadership style between transactional and transformational leadership, then you will end up saying that both are having its merits and demerits. It depends on the situation which leadership style will be most appropriate to it.

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Difference Between Transactional and Transformational Leadership - Key Differences

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Leadership is a trait of influencing the behavior of individuals, in order to fulfill organizational objectives. A number of leadership theories have been propounded by various management experts considering behaviour, traits, nature, etc. namely, Authoritarian, Laissez-faire, Transactional, Transformational, Paternalistic and Democratic.

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As summer draws to a close, maybe your summer reading list still needs a little work. Or maybe you think of fall as the perfect time to recharge your brain, just like you did when you were a full-time student. Either way, this collection of books won't let you down: Get ready to broaden your mind and expand your leadership skill set.

We're talking about leading teams and individuals, analyzing technology and trends with a critical eye, and applying your emotional intelligence. EQ skills have never been in higher demand, thanks to the popularity of cross-functional teams and agile methodologies. Let's dig into 10 books that will help you build competency in these areas:

By: Chip and Dan Heath

Book description: While human lives are endlessly variable, our most memorable positive moments are dominated by four elements: elevation, insight, pride, and connection. If we embrace these elements, we can conjure more moments that matter. Many of the defining moments in our lives are the result of accident or luck - but why would we leave our most meaningful, memorable moments to chance when we can create them? The Power of Moments shows us how to be the author of richer experiences.

Why you should read it: "If life is a series of moments, the Heath brothers have transformed how I plan to spend mine," writes author Adam Grant in his review of this book. This book explores not only the why behind some of the most meaningful moments of our lives, but also the how. In doing so, the authors provide a recipe for companies to cook up their own powerful moments to engage employees and win over customers.

By: Whitney Johnson

Book description: What's the secret to having an engaged and productive team? It's having a plan for developing all employees - no matter where they are on their personal learning curves. Better morale and higher performance happen through learning, argues Whitney Johnson. The best bosses know this, and they know how to make it happen by thoughtfully designing people's jobs around the skills they have today as well as the skills they'll need to be even more valuable tomorrow. In this book, Johnson explains how to become one of those bosses and how to build your A-team.

Why you should read it: Johnson has had a front-row seat to what makes employees tick after spending more than 20 years coaching, investing, and consulting. With no end in sight to the struggles of finding top technical talent, you can't afford to lose the talent you already have. This book will help you be a better leader and build a team that thrives despite continuous change.

By: Tim Ferriss

Book description: We all need mentors, particularly when the odds seem stacked against us. To find his own, four-time #1 best-selling author Tim Ferriss tracked down more than 100 eclectic experts to help him, and you, navigate life. Through short, action-packed profiles, he shares their secrets for success, happiness, meaning, and more. No matter the challenge or opportunity, something in these pages can help.

Why you should read it: One of Fast Company's "Most Innovative Business People," Ferriss offers lessons and life advice on a variety of topics from a wide range of experts and celebrities. Leaders will find tidbits that they can apply to their careers - like how to say no, and how to see obstacles as opportunities. As one reviewer said, "Take notes, because you'll want to revisit these nuggets of wisdom often."
[ Are you getting the most from mentoring? Read also : 7 habits of highly effective mentors. ]
By: Daniel H. Pink

Book description (via Amazon): Drawing on a rich trove of research from psychology, biology, and economics, Pink reveals how best to live, work, and succeed. In "When," Pink distills cutting-edge research and data on timing and synthesizes them into a fascinating, readable narrative packed with irresistible stories and practical takeaways that give readers compelling insights into how we can live richer, more engaged lives.

Why you should read it: We all know the saying "timing is everything." In this book, Pink dives into the science behind this idea and explores why there truly is a good time and a bad time for everything - from when to make big life decisions, to when to hold the most productive meetings, to when to have your morning cup of coffee.

By: Emily Chang

Book description (via Amazon): In this powerful exposé, Bloomberg TV journalist Emily Chang reveals how Silicon Valley got so sexist despite its utopian ideals, why bro culture endures despite decades of companies claiming the moral high ground (Don't Be Evil! Connect the World!) - and how women are finally starting to speak out and fight back.

Why you should read it: Peter Weis, CIO of Matson Navigation says, "I'm not just a CIO. I'm also a father of two daughters, one of whom works in Silicon Valley, and I've been in enough meetings with start-ups and venture capitalists to see the male-dominated culture first-hand. This important book provides an unflinching view into this systemic failure but also provides hope for a brighter, more inclusive future for women in technology. It's a must read for any technology leader who seeks to be a change agent. Both business and society overall will benefit as this new future unfolds."

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10 must-read books for leaders: Expand your mind

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As summer draws to a close, maybe your summer reading list still needs a little work. Or maybe you think of fall as the perfect time to recharge your brain, just like you did when you were a full-time student.

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Courtesy of Sanford Heisler

Updated (11/15/2018, 4:53 p.m.) with a statement from one of the professors.
Seven current and former students sued Dartmouth College on Thursday, saying it had failed to protect them from three psychology and brain-science professors who sexually harassed and assaulted them. In the lawsuit, filed in a federal court in New Hampshire, they say that when they and others reported horrific treatment, the college did nothing, allowing the professors' behavior to continue until last spring, when one retired and the other two resigned.

The 72-page complaint, which seeks class-action status, describes an academic department where heavy drinking, misogyny, and sexual harassment were normalized. It says that the three professors - Todd F. Heatherton, William M. Kelley, and Paul J. Whalen - "leered at, groped, sexted," and "intoxicated" students. One former student alleges she was raped by Kelley, and a current student alleges she was raped by Whalen. Dartmouth ended a Title IX investigation after the professors left, and, as far as the complainants could tell, did not attempt to examine how the abuse occurred or how it could be prevented it from happening again, according to the complaint.

In a written statement, a Dartmouth spokesman said that college officials "respectfully but strongly disagree with the characterizations of Dartmouth's actions in the complaint and will respond through our own court filings."

After complaints were made about the three professors, the college "took unprecedented steps toward revoking their tenure and terminating their employment. They are no longer at Dartmouth and remain banned from our campus and from attending all Dartmouth-sponsored events, no matter where the events are held," the statement says. Members of the Board of Trustees, who are the lawsuit's named defendants, "remain committed to improving our culture as we work to make our community the best it can be."

News of the allegations against Heatherton, Kelley, and Whalen seeped out after posters mysteriously appeared last year on the campus asking what had happened to them. The student newspaper learned from administrators that the professors were on paid leave due to "ongoing investigations into allegations of serious misconduct." Later the New Hampshire attorney general's office announced that it had opened a criminal investigation into allegations of "sexual misconduct." The complaint filed on Thursday explains the root of those investigations.

A 'Party Culture'

Kristina M. Rapuano, who earned her Ph.D. this year, and Vassiki Chauhan, a fourth-year graduate student who is still at Dartmouth, both say they were raped by one of the three professors. Several of the plaintiffs describe being groped, pressured to drink, or subjected to comments about their appearance and relationships by one of the professors.

Rapuano was a graduate student working in Kelley's lab in 2015 when she met him in San Francisco, where they were attending a conference. He took her to a bar and allegedly encouraged her to drink well into the morning, then sexually assaulted her "when he knew she was too incapacitated to consent," according to the complaint. He continued to pressure her into a sexual relationship, and when she tried to reject him, he would "deprive her of academic guidance and refuse to schedule meetings to discuss her research."

Chauhan was working as Whalen's teaching assistant in April 2017 when he allegedly pressured her into drinking with him. He brought her to his house, and though she tried to leave, he prevented her from doing so and "forced her to engage in nonconsensual intercourse with him," according to the complaint. That encounter happened about two weeks after several graduate students reported Heatherton, Kelley, and Whalen for sexual misconduct.

Another complainant, a former undergraduate named Marissa Evans, alleged that when she met Kelley for a job interview, he "plied her with several glasses of wine before taking her bar-hopping and buying her whiskey," even though she was 19 years old and so not of legal drinking age. He later sent her more than 10 explicit sexual photographs of himself and "repeatedly threatened to harm Ms. Evans academically after she refused to engage in his sexual banter," the complaint says.

In all, the plaintiffs describe an environment in which they felt pressured to participate in the department's "party culture," and if they didn't, they would be neglected by their professors. Eventually, in April 2017, several of them brought their complaints to the chair of the department, David J. Bucci, and the director of graduate studies, Thalia Wheatley, and a Title IX investigation was launched.

$70 Million in Damages

At least 27 people participated in investigations of the three professors, according to the complaint. Heatherton, Kelley, and Whalen were put on administrative leave in July 2017. Based on the findings of those investigations, Elizabeth F. Smith, dean of the faculty of arts and sciences, recommended that their tenure be revoked. They each left on their own in June or July of this year.

In a statement issued through his lawyer when he retired, Heatherton apologized for his actions.

"I acknowledge that I acted unprofessionally in public at conferences while intoxicated," he said. "I offer a humble and sincere apology to anyone affected by my actions."

In a statement issued on Thursday through his lawyer, Heatherton denied "playing any role in creating a toxic environment" and noted that none of the complainants were his graduate students. He said he was "extremely concerned about being grouped with the other professors," adding that he did not know about the allegations made against them before seeing the complaint. He said he did not regularly socialize, party, or drink with his graduate students.

The statement also responded to the individual allegations made against him. In the complaint, one student, Sasha Brietzke, said Heatherton had met her and other attendees at a conference in 2017 and had "groped her buttocks" and then "grabbed her waist and pulled her into his lap and asked her what she was 'going to be doing later that night.'" Heatherton said that his actions had been "unprofessional," and though he regrets touching her, he denied that it was "a sexual touching."

Heatherton also acknowledged a 2002 incident in which he allegedly "grabbed a female graduate student's breasts and told her that she was 'not doing very well,'" according to the complaint. The incident was reported to Dartmouth administrators, the complaint said. Heatherton said that the student involved chose not to file a complaint and that when she was interviewed, she said she viewed the incident as an accident.

Kelley and Whalen appear not to have spoken publicly since they resigned. Efforts to reach them on Thursday were not successful.

In the lawsuit, the plaintiffs seek $70 million in damages from Dartmouth. They also want the college to change its Title IX process and improve how it treats people who report incidents of abuse, they said in an interview.

Some of the plaintiffs are still students at Dartmouth. Brietzke, who has several years left in her Ph.D. program, said she had been scared to participate in the lawsuit because of how it would be perceived in the field, but decided to do so anyway because of the headwinds she knows many women face in the sciences.

"This lawsuit is something to equal the playing field," Brietzke said. "In doing so, in keeping women in science, it's a gift to science."
Nell Gluckman writes about faculty issues and other topics in higher education. You can follow her on Twitter @nellgluckman, or email her at nell.gluckman@chronicle.com.

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Dartmouth Allowed 3 Professors to Sexually Harass and Assault Students, Lawsuit Charges

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Updated (11/15/2018, 4:53 p.m.) with a statement from one of the professors. Seven current and former students sued Dartmouth College on Thursday, saying it had failed to protect them from three psychology and brain-science professors who sexually harassed and assaulted them.

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Recruiting Resources: How to Recruit and Hire Better

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Crush your interview with our guide

Why ask candidates leadership interview questions

When you're hiring for a senior level position (e.g. team leaders), look for soft skills in candidates that may reflect their leadership styles. These can include:

Motivation: How they use feedback and acknowledgment to inspire productivity

Delegation: How they identify employees' strengths and weaknesses to assign duties

Communication: How they encourage team members to express concerns and ideas

Integrity: How they handle confidential information, manage work relationships and follow company policies to set a good example for their team

Good leaders add value to the company by fostering a collaborative environment and welcoming new ideas. Leadership interview questions help recruiters get greater insight into a candidate's way of working. Use job-related examples to understand how candidates:

manage (or collaborate in) a team to achieve goals

motivate their subordinates/co-workers

approach challenges and conflicts in a team

reach decisions

These interview questions can also reveal the leadership potential of candidates, even if they're interviewing for entry-level roles. Employees with leadership skills and experience tend to show commitment to their job and overcome obstacles in a timely manner.

These sample leadership interview questions will help you identify if your candidates have what it takes to be a good leader.

Example leadership interview questions to ask candidates

Tell me about a time you struggled with work-life balance. Did you manage to solve the problem? How did you do it?

Tell me about a time you took the lead in a team project. What was the outcome of the project?

Tell me about a time your idea improved the company in some way. How did you make sure it was implemented?

Two employees left from your team just before the deadline on a big project. How would you change your leadership style to meet the deadline?

How do you monitor the performance of individual team members?

In what specific ways do you motivate your team?

How do you make decisions about the compensation of team members?

How would you describe your leadership style?

Tips to assess leadership skills in interviews

All candidates will claim to have communication and motivational skills. Behavioral and situational interview questions will help you identify how they use these skills in work-related scenarios.

Leadership is not (only) about knowledge. A good leader shares the company's values and contributes to its long-term growth. Opt for candidates who aspire to grow and are interested in developing their careers.

Team leaders get involved with hiring and training new members. Ask interview questions to gauge their familiarity with these procedures.

A good leader is tenacious during hard times. Use work-related leadership examples to identify how candidates react to challenges and approach difficult decisions.

Ask leadership questions that reveal candidates' creativity. Employees who can make quick decisions when things don't go as planned can prove vital for your company.

Red flags

Negativity. It's important that those in leadership positions nourish positive team environments. Candidates who focus on the negative or lack energy will struggle to motivate their team members.

Dishonest answers. If you spot inaccuracies in candidates' answers, that indicates they lack professionalism. Leaders usually play a strategic role in a company, so look for employees who are honest, ethical and don't hesitate to admit their mistakes.

Inflexibility. Experienced leadership candidates might be used to a specific way of working. To be good leaders, candidates should be eager to adjust to different circumstances.

Signs of arrogance. Being a team leader doesn't give you license to be bossy or order people around. Effective leaders know when to follow other people's suggestions and value contributions from others.

Blaming others or making excuses. Employees in leadership positions who don't take accountability for their actions (or failures) risk ruining the team's balance. Look for trustworthy candidates who focus on finding solutions instead of complaining about problems.

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Leadership interview questions and answers

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Crush your interview with our guide When you're hiring for a senior level position (e.g. team leaders), look for soft skills in candidates that may reflect their leadership styles.

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Transforming Your Leadership Philosophy 

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Transforming Your Leadership Philosophy 

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Leadership doesn't come easily to first-timers. I should know: I was one.

When you think about leading a company, a lot of people tend to think about the glamorous parts of the job. They often imagine leaders shaking hands at fancy conference tables, giving passionate keynote speeches, and hanging out with the frontline employees (because they're so down to earth). While victories and fun times can certainly be part of the deal, leadership also has another side - and that's where the real leaders shine.

Leaders are responsible for everything that happens under their watch, good and bad. That includes the reputation of their brands, their office cultures, their turnover rates, and more. The best leaders take accountability as often as they can, while questionable leaders look for someone else to blame when things go wrong.

As you guide your company through its ups and downs, remember these three truths about leadership:
1. You are responsible for the well-being of your employees.
Company leaders are responsible for more than financial decisions and business growth: They are also in charge of employee morale, performance, and job security. The stress of that responsibility can feel overwhelming, but leading a team successfully is one of the most rewarding parts of the job.

You want to lead the company well because all the people who work there depend on the organization for their livelihood. You aren't just growing for profit's sake - you're working to help keep families housed and bills paid. Plus, you don't want your workplace to feel like "just a place to work." Employees deserve to feel like the time they dedicate to your organization is worthwhile, not just because of the money they make but because of the satisfaction they feel.

The people working for you and driving your company forward deserve all the respect you can give them. Great leaders remember that they are not the monarchs of their companies but the principal servants who are there to help everyone as best they can.
2. You must actively build and manage your brand.
In the age of content, personal brands are more important than ever. Company leaders cannot hide quietly and expect to make a trustworthy name for themselves: They must use content to build their thought leadership, establish themselves as industry experts, and lend credibility to the companies they run.

That doesn't mean CEOs of tech companies need to be the best programmers in the office. I lead a content company, but I'm far from the best writer or editor on the staff. Building a brand simply means that leaders must make their voices public.

Industry trends, new technologies, and public policies shift the directions of companies every day. If business leaders do not participate in those conversations, people will begin to think that their companies might not be as impactful as they claim to be.

Create and share content under your own name, not just your company's, to help people connect to your brand. It sounds counterintuitive, but the more people can relate to you as a person, the more likely they are to think positively of your organization. That positive sentiment can lead to better recruitment, boosts to marketing and sales, personal speaking opportunities, new partnerships - the list goes on.
3. Your example matters.
Being a leader of a company is kind of like being a celebrity hounded by paparazzi. Your team is always watching, and if you don't embody the values and mission you set for your employees, people won't take you seriously.

When you treat others carelessly, employees notice. On the other hand, when you offer "unlimited" vacation days but never take a day off yourself, people neglect to use their benefits for fear of appearing unmotivated. You want your employees to be balanced, productive, happy people - and to help them achieve that, you have to set the example and embody those qualities yourself.

For example, my second daughter was born right around the time my company set a new paternity leave policy. While it was hard for me to take so much time off, I knew that if I didn't, I'd be sending the wrong message and making it harder for others to feel supported in taking their own paternity leave. As a leader, you have to set the right example for the rest of the team.

Leadership in real life doesn't look like it does on Instagram. It's less about the #hustle and #grind than it is about people, respect, and commitment to developing a better brand. Hopefully, these tips will help you avoid some of the mistakes most leaders get to learn from on the job.

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3 Lessons That Will Transform Your Leadership Philosophy

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Leadership doesn't come easily to first-timers. I should know: I was one. When you think about leading a company, a lot of people tend to think about the glamorous parts of the job. They often imagine leaders shaking hands at fancy conference tables, giving passionate keynote speeches, and hanging out with the frontline employees (because they're so down to earth).

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Leadership Styles: Which Type of Leader Are You?

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Leadership Development in Higher Education

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Leadership Development in Higher Education

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-Co-written with Eugenia L. Weiss | Associate Clinical Professor and Director of the Orange County Academic Center, University of Southern California-

In a recent article published by The EvoLLLution on public-private partnerships, I highlighted the economic and political imperatives that drive the complex nature of higher education today and introduced a paradigm of management reform with a contemporary focus on efficiency and quality by conceptualizing Public-Private Partnerships (P3). The article covered key do's and don'ts but it failed to provide one main ingredient for a successful partnership-indeed an element that continues to plague higher education-leadership. Thus, for the purpose of this article, the lack of leadership development in higher education will be discussed as a structural or institutional gap.

The word "plague" in reference to leadership in the previous paragraph was chosen because of its insidious nature to infect and spread, while typically commencing in one area or individual. However, most importantly, when detected early, a plague is often treatable or at least manageable. This article will not focus on specific traits of successful leaders, which is discussed in a plethora of books and articles, but instead the focus will be on how to build and enhance good leaders in higher education.

What is good leadership? Although our definition is not new or without bias, we believe a good leader is an individual who can establish a values-oriented vision and mission that promotes the success of others and their institution. The leader's decisions are noble, placing the success of others (i.e. community) as a guiding principle. This level of leadership is not driven by blind devotion to the institution or by ego and ambition, but is instead guided by responsible stewardship while considering the needs and particular limitations of the institution.

As graduate students and assistant professors, much of the guidance that is provided in faculty development is along the lines of "publish as early as possible and develop a research agenda that could garnish external funding." This advice provides an opportunity to secure a tenure position and establish a roadmap to promotion but does little to prepare the faculty member to lead a department or transition into an administrative role effectively.

Although, I have questioned many times the drive and focus on individuality that exists in higher education, I've been fortunate to have great mentors and an early introduction to leadership while serving in the United States Marine Corps. The experience has led me to embrace a leadership code that seeks to develop an open and collaborative environment, which fosters empowerment, professional development, and inclusion. In the Marine Corps an effective leader listens first, asks critical questions second, and lastly, provides thoughtful suggestions that promote a clear direction to achieve a mission. Great leaders (as opposed to good leaders) accomplish this by embracing and promoting institutional values and creating an institution-centered approach. To ensure individual and team success, they engage in clear, concise and thoughtful communication, which promotes collaboration to articulate and carry out solutions. Effective communication allows for transparency, relationship building and a sense of direction.
The question remains; how do we develop leaders among us?
Higher education leadership is multidimensional and complex, requiring an exploration through a systemic lens. A perspective that takes into account the intersection of relationships with regard to family, research, students, local communities, athletics, alumni, parents, media, public officials, faculty and global interests. Department chairs, deans, vice presidents and presidents alike have been hijacked by the occupational high tempo thus leaving them little time for professional development or to be mentors/mentees. This fast pace, combined with the aforementioned traditional values that have been historically summarized as "publish or perish," have provided the perfect storm for universities to fall short of developing leadership curricula and fellowships to build and support future academic leaders.

Although there are leadership programs provided by various entities, each program varies in cost, theme and time commitment and care should be taken to ensure that the content is at the appropriate level for the prospective leader candidate. At the risk of over disclosing, I confess that besides being indoctrinated by Marine Corps leadership values, I too am a product of Harvard's Management Development Program, Berkley's Executive Leadership Academy, and most recently, the American Council on Education (ACE) Fellows Program. Each of the above mentioned programs are unique and have provided an opportunity to further explore the complexity of higher education leadership while examining my understanding of what it takes to be an effective leader in today's changing educational environment. While I respect, refer to and shamelessly promote the programs mentioned, we believe that leadership development must begin early and from within the institution, leaving the more advanced programs for senior-level faculty and administrators.

Institutions of higher education have the responsibility to invest in developing leadership programs that prepare young or early-stage faculty to become leaders, as well as to become more purposeful contributors to the broader university strategic goals. In the end, this will impact those that the institution is intended to serve, namely students and future world leaders. When universities develop an internal leadership course for faculty and create a tailored experience, faculty can be afforded the opportunity to:

Develop an understanding of characteristics affecting higher education leadership today and in the future;

Develop an understanding of governance and leadership in a diverse environment;

Develop and enhance understanding of financial data, funding and resource allocations;

Increase an awareness of the functions of leadership, communications and government relations;

Become an effective agent of change;

Engage in self-reflection.

However, it would be unrealistic to expect an assistant professor establishing their research and publication agenda and working diligently towards tenure to lose focus on those goals. Therefore, we would propose a set of programs designed for various levels of professorship. Similar to that offered in the Marine Corps and other military branches, the course and content depends on the rank and experience of the participant as well as the individual's career goals. For instance, at the assistant level, there are essential elements that are applicable and can provide the bird's-eye view of the current landscape in higher education and would include curricula that involves such topics as:

Funding allocations

Diversity in higher education

Crisis management and communication (media)

Entrepreneurial environment including "friend-raising" & fundraising

The initiative of an internal leadership program requires a commitment by the highest authority on campus, be that a president or chancellor. Factors to consider when developing a program:

Allow deans to nominate a candidate or fellow;

Develop an independent review committee;

Select an exclusive number of participants based on selection reviews;

Establish a full-year curricula that provides time for application;

Ensure success by establishing faculty buy-in;

Evaluate all leadership development training sessions to measure effective delivery and well vetted and informed content;

Ensure that guest speakers and presenters are current experts in their topical areas;

Ensure faculty have a buy-out from teaching load (i.e., course release) and committee responsibility for the duration of the program while not affecting their annual performance reviews.

By instilling early the underpinnings associated with the values of leadership and the key topics for navigating the institutional culture, we can directly impact the future of higher education. The objective is to develop leaders who share the values of respect, community, professional development, and responsible stewardship, while seeking to promote others to lead and achieve success. In other words, a mindful leader who embraces collaboration and inclusiveness. An early introduction of leadership may increase faculty desire to become mentors and mentees while promoting others to challenge themselves to leadership positions within and outside of the institution. At the very least, faculty will be better informed on the elements of an effectively led institution, and then be able to advocate for organizational change and understand leadership from a systems perspective.

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Rethinking Leadership Development in Higher Education

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Co-written with Eugenia L. Weiss | Associate Clinical Professor and Director of the Orange County Academic Center, University of Southern California- In a recent article published by The EvoLLLution on public-private partnerships, I highlighted the economic and political imperatives that drive the complex nature of higher education today and introduced a paradigm of management reform [...]