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Preparing Students for the Culture of College

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Preparing students for the culture of college | JoAnn Myers | TEDxABQED

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The Inner Student

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The Inner Student: Kathleen Shea Smith at TEDxFSU

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Tips for New Advisors

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Developing an Effective Command

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Creating your Leadership Philosophy

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Transformational Leaders

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Servant Leader

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The charismatic leadership style relies on the charm and persuasiveness of the leader. Charismatic leaders are driven by their convictions and commitment to their cause.

Charismatic leaders also are sometimes called transformational leaders because they share multiple similarities. Their main difference is focus and audience. Charismatic leaders often try to make the status quo better, while transformational leaders focus on transforming organizations into the leader's vision.

Dr. Martin Luther King, Jr. was a charismatic leader who used powerful oratory, an engaging personality, and unwavering commitment to positive change in the lives of millions of people.

Read on to discover more about charismatic leadership:

What sets charismatic leaders apart is that they are "essentially very skilled communicators, individuals who are both verbally eloquent, but also able to communicate to followers on a deep, emotional level," said Ronald E. Riggio, Ph.D., professor of leadership and organizational psychology at Claremont McKenna College, in his Psychology Today article "What is Charisma and Charismatic Leadership?"

Charismatic leaders are often identified in times of crisis and exhibit exceptional devotion to and expertise in their fields. They are often people with a clear vision in business or politics and the ability to engage with a large audience.

A charismatic leadership definition is incomplete if it does not focus on the leader personally. More than other popular leadership styles, charismatic leadership depends on the personality and actions of the leader - not the process or structure.

Differences between charismatic leadership and other styles

"Charismatic leadership is a leadership style that is recognizable but may be perceived with less tangibility than other leadership styles," writes Mar Bell in "Charismatic Leadership Case Study with Ronald Reagan as Exemplar."

Charismatic leadership is similar to other styles. Both it and transformational leadership rely on the ability of the leader to influence and inspire followers. Transformational and charismatic leaders motivate the individual or those around them to be better and to work for the greater good of an organization or society. Other similarities include:

Leaders rally those around them in service of a common goal

Initiative and boldness are encouraged

The differences between charismatic and transformational leadership styles lie primarily in how the individual is viewed.

The personal vision of a charismatic leader has a great deal of influence over his or her audience

Charismatic leaders speak about their moral compass or passion rather than an existing method of doing business

Democratic and charismatic leaders compared

When compared to democratic leadership, similarities to the charismatic style include:

They both place considerable responsibility on the leader

Leaders guide employees, team members or volunteers in a particular direction

There is often a spirit of collaboration

The differences between charismatic leadership and democratic leadership include:

In democratic leadership, workers must have high-level skills in addition to the desire to work

Democratic leaders are highly rational and deliberate in their style

Charismatic leaders appeal to the emotions of the audience

In the charismatic leadership style, working toward a greater good is emphasized

Comparing autocratic and charismatic leadership

Likewise, charismatic and autocratic leadership styles share some traits. Both leaders often increase employee productivity. The key difference: The charismatic leader typically inspires employees to perform. The autocratic leader uses their authority to demand high performance. The short-term result is identical, although the long-term consequences may differ.

Charismatic leaders structure their organizations as they see fit. This is another example of a crossover between charismatic and autocratic leadership styles. The intensity of both styles may also generate early burnout of their leaders (and followers).

History of charismatic leadership

German sociologist Max Weber first published his book "The Three Types of Legitimate Rule" in 1958. In it, he sets forth a tripartite classification of authority for organizations and governments:

Two forms of order: authority and norms

Weber suggests that there are two fundamental forms of order: norms and authority. In organizations with authoritative order, people follow rules set by their leader. Transactional and bureaucratic leadership styles fit into this form of order.

Institutions that use norms depend on the appeal of their mission and vision to inspire allegiance in employees or followers. Charismatic leaders use norms to build a strong emotional relationship with the people who work for them.

Charismatic leaders are from all walks of life. In addition to business, this leadership style can be found in religious institutions and political and social movements.

Religious examples of charismatic leadership

Martin Luther King, Jr.

Born in 1929, Dr. King followed in the footsteps of his father as a Baptist minister. He started his civil rights career as the leader of the bus boycott the night that Rosa Parks was arrested in Montgomery, Alabama. Dr. King's powerful speeches and belief in peaceful protest put energy into the civil rights movement. In January 1957, he and several others founded the Southern Christian Leadership Conference. In 1960, Dr. King gained national notoriety for his arrest at a lunch counter sit-in, which came to the attention of presidential candidate John F. Kennedy. He was soon released and went on to have even greater influence in the fight for civil rights.

Martin Luther King, Jr.'s speeches ignited smaller movements for equal rights through the American South and beyond. Dr. King is best known for the August 28, 1963, march on Washington that drew more than 200,000 people. At that march, he delivered his famous "I Have a Dream" speech. The following year, the Civil Rights Act of 1964 was passed.

Mother Teresa

Born in Macedonia (now Yugoslavia) as Anjezë Gonxhe Bojaxhiu in 1910, Mother Teresa was a Roman Catholic nun best known for her work with the poor. Mother Teresa joined the Sisters of Loreto when she was 18 and moved to India in 1929. As a novitiate, she was sent to Calcutta and taught at St. Mary's School for Girls.

In 1946, Mother Teresa abandoned teaching to follow what she considered her calling, founding the Missionaries of Charity to live and serve in the slums of Calcutta. Over the course of the 1950s and '60s, she established a leper colony, an orphanage, a nursing home, a family clinic and a string of mobile clinics.

In 1971, she traveled to New York to open her first U.S.-based house of charity. In 1985, she spoke at the 40th anniversary of the United Nations General Assembly. By the time of her death, the Missionaries of Charity numbered over 4,000 sisters with 610 foundations in 123 countries. Her inspiring, devout persona and devotion to a singular idea make her a good example of a charismatic leader.

Pope John Paul II

In 1920, Pope John Paul ll was born in Poland as Karol Józef Wojtyla. Under Nazi occupation, he began his theological studies in a secret seminary in 1938 and was ordained as a Catholic priest in 1946. John Paul became the bishop of Ombi in 1958.

Well regarded for his work in the church, John Paul was made a cardinal in 1967. In 1978, he was elected pope, a role he occupied until his death in 2005. Pope John Paul II was instrumental in examining the Roman Catholic Church's role in the modern world. He traveled to more than 100 countries and was a vocal advocate for human rights.

Political examples of charismatic leadership

Ronald Reagan

Ronald Wilson Reagan was born in 1911. He gained fame as an actor after signing a seven-year movie contract with Warner Brothers in 1937. During World War ll, he made training films for the military. Although he served as president of the Screen Actors Guild, a labor union, Reagan's political views shifted from liberal to conservative in the 1950s.

He began giving motivational talks to businesses and moved to the national stage in 1964, when he gave a well-received televised speech for Barry Goldwater. He ran for president beginning in 1968 and won in 1980. President Reagan was able to articulate his political vision in ways that appealed to his followers. Along with Teddy Roosevelt and John F. Kennedy, Reagan is recognized as one of the most charismatic American presidents of the 20th century.

Sir Winston Churchill

Winston Leonard Spencer-Churchill was born in 1874. Although he is best known for being the prime minister of England during World War ll, he honed his communication skills as a war correspondent in World War l and crafted legislation for Parliament as a member. He was a powerful orator who used radio speeches to buoy the British people's resilience during Germany's World War II bombing of England.

Lee Iacocca

Lido Anthony Iacocca was brought to Chrysler in the late 1970s to rescue the automaker from impending bankruptcy. Those who saw Iacocca "work the room," ultimately persuading Congress to guarantee a huge loan to Chrysler, observed a charismatic leader working his magic.

Iacocca, an automotive executive with an undergraduate degree in industrial engineering, was not blessed with natural charisma, but he developed the talent. A memorable example of his charismatic style is his signature slogan, "If you can find a better car, buy it!"

Jack Welch

John Francis Welch was born in 1935 in Peabody, Massachusetts. He grew up playing sports and used lessons he learned as an athlete throughout his life. After college, Welch went to work at General Electric as a chemical engineer in 1960. He rose through the ranks to become the youngest CEO in GE's history in 1981.

As a CEO, Welch went out of his way to develop positive relationships with GE employees and customers. He talked informally with workers, making them feel as if they might receive a note or a visit from him at any time. Although Welch didn't hesitate to cut costs and lay off employees he viewed as poor performers, his leadership style engendered a sense of value and pride in the company.

Mother Teresa: "Let us always meet each other with smile, for the smile is the beginning of love."

Martin Luther King: "Human progress is neither automatic nor inevitable...every step toward the goal of justice requires sacrifice, suffering, and struggle; the tireless exertions and passionate concern of dedicated individuals."

Pope John Paul ll: "Freedom consists not in doing what we like, but in having the right to do what we ought."

Ronald Reagan: "We can't help everyone, but everyone can help someone."

Winston Churchill: "Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen."

Lee Iacocca: "Motivation is everything. You can do the work of two people, but you can't be two people. Instead, you have to inspire the next guy down the line and get him to inspire his people."

Jack Welsh: "The essence of competitiveness is liberated when we make people believe that what they think and do is important - and then get out of their way while they do it."

Common characteristics of leaders with charisma identified by Jay Alden Conger, leadership expert at the University of Southern California, and Henry Kravis, professor of leadership at Claremont McKenna College, include:

Sensitivity to their environment and the needs of their employees or followers

Articulate and visionary

Inclined toward personal risk taking

Adept at using unconventional behavior

There are many advantages to this leadership style. Charismatic leaders are often a catalyst for social change. They are, however, not a fit for organizations that depend on rigid structures and processes to function.

Charismatic leadership pros

Charismatic leaders inspire people to work together for a common cause

Organizations are committed to a central mission

Management prioritizes learning from mistakes in an effort to succeed in their mission

Charismatic-led companies tend to be cohesive because their workers have a clear purpose

Charismatic leadership cons

Leaders may develop tunnel vision or arrogance, undoing their previous good deeds

Organizations can become dependent on charismatic leaders and may suffer if he or she retires, leaves the company, or dies suddenly

Charismatic leaders sometimes become unresponsive to their subordinates or constituents

These leaders may not learn from their mistakes, compounding them

Charismatic leaders may believe they are above the law, committing financial or ethical violations

The world needs charismatic leaders because they fight for quality of life and a better world. Charismatic leaders have the courage of their convictions. They are willing to stand up to people who have a differing view of society or the organization.

Charismatic leaders tend to be able to see the gaps between what an organization delivers to its workers and what the workers need from the organization. They create visions that their supporters can readily see, and in return the supporters are motivated to contribute to a common goal.

Sources:

Ronald E. Riggio, Ph.D., " What Is Charisma and Charismatic Leadership?," Psychology Today

John C. Welch IV, "Insights on Charismatic Leadership from the Heroes and Villains"

Brian Evje, " 3 Dangers of Charismatic Leadership," Inc.
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What is Charismatic Leadership? Leading Through Personal Conviction

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The charismatic leadership style relies on the charm and persuasiveness of the leader. Charismatic leaders are driven by their convictions and commitment to their cause. Charismatic leaders also are sometimes called transformational leaders because they share multiple similarities. Their main difference is focus and audience.

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Transactional Leadership

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A transactional leader is someone who values order and structure. They are likely to command military operations, manage large corporations, or lead international projects that require rules and regulations to complete objectives on time or move people and supplies in an organized way. Transactional leaders are not a good fit for places where creativity and innovative ideas are valued.

Transactional leadership is most often compared to transformational leadership. Transactional leadership depends on self-motivated people who work well in a structured, directed environment. By contrast, transformational leadership seeks to motivate and inspire workers, choosing to influence rather than direct others.

Read more about transactional leadership:

Transactional leadership focuses on results, conforms to the existing structure of an organization and measures success according to that organization's system of rewards and penalties. Transactional leaders have formal authority and positions of responsibility in an organization. This type of leader is responsible for maintaining routine by managing individual performance and facilitating group performance.

This type of leader sets the criteria for their workers according to previously defined requirements. Performance reviews are the most common way to judge employee performance. Transactional, or managerial, leaders work best with employees who know their jobs and are motivated by the reward-penalty system. The status quo of an organization is maintained through transactional leadership.

Differences between transactional leadership and other leadership styles

Transactional leaders differ from charismatic and transformational leaders in both structure and method. Charismatic leadership emphasizes influencing a group or organization to make the world a better place. In transactional leadership, the emphasis is on managing the performance of the individual and determining how well he or she performs in a structured environment.

The difference between transactional leadership and transformational leadership is also quite large. Simply put, transactional is a "telling" leadership style, and transformational is a "selling" style. While the transactional approach features positive and negative reinforcement, transformational leadership emphasizes motivation and inspiration. Transactional leaders are reactive; transformational leaders are proactive. Transactional leadership appeals to the self-interest of individuals, while the transformational style prioritizes group progress.

History of the transactional leadership theory

Max Weber, a 20th-century German sociologist, made an extensive study of leadership styles and divided them into three categories: traditional, charismatic and rational-legal, or bureaucratic. In 1947, Weber was the first to describe rational-legal leadership - the style that would come to be known as transactional leadership - as "the exercise of control on the basis of knowledge."

Transactional leadership theory is based on the idea that managers give employees something they want in exchange for getting something they want. It posits that workers are not self-motivated and require structure, instruction and monitoring in order to complete tasks correctly and on time.

The transactional leadership style was widely used after World War II in the United States. This was a time when the government concentrated on rebuilding and required a high level of structure to maintain national stability.

Political scientist James McGregor Burns was one of the most prominent authors to advance Weber's theories. In his 1978 book "Leadership," Burns argued that both transactional and transformational leaders must be moral and have a higher purpose. In Burns's model, transactional leaders espouse honesty, fairness, responsibility, and honoring commitments.

In the 1980s and 90s, researchers including Bernard M. Bass, Jane Howell and Bruce Avolio defined the dimensions of transactional leadership:

Contingent reward, the process of setting expectations and rewarding workers for meeting them

Passive management by exception, where a manager does not interfere with workflow unless an issue arises

Active management by exception, in which managers anticipate problems, monitor progress and issue corrective measures

Many current leadership theorists agree that principals of transactional and transformational leadership can be combined for ideal outcomes for both management and the workforce.

The transactional model is likely to succeed in a crisis or in projects that require linear and specific processes. This model is also useful for big corporations, such as Hewlett-Packard, a company known for its extensive use of management by exception.

Many high-level members of the military, CEOs of large international companies, and NFL coaches are known to be transactional leaders. Transactional leadership also works well in policing agencies and first responder organizations. Here are four examples of transactional leaders.

Norman Schwarzkopf

Gen. Norman Schwarzkopf was born in 1934 and graduated from West Point. He went to Vietnam as an advisor to the South Vietnamese army. During that war, he was wounded twice and awarded three Silver Star medals. In 1978, he became a brigadier general; he attained a four-star ranking in 1988. General Schwarzkopf was commander-in-chief of the U.S. forces in Operation Desert Storm, responsible for tens of thousands of troops in Iraq and Kuwait. He used the rules and regulations of the military to coordinate operations on several continents.

Vince Lombardi

Born in 1913, Vince Lombardi is best known as the coach for the Green Bay Packers. He signed a five-year contract with Green Bay in 1959. Under his leadership, the team never had a losing session. Over the course of his career, he led the team to a 98-30-4 record and five championships. The Super Bowl trophy is named after him. He used to run the Packers through the same plays in practice over and over again. The team's opponents knew the plays Lombardi would run, but the team was so well trained that many teams had trouble defending against them.

Bill Gates

Bill Gates was born in Seattle in 1955. In his early teens, he met Paul Allen at the Lakeside School, where they both developed computer programs as a hobby. When Gates went to Harvard, Allen went to work as a programmer for Honeywell in Boston. In 1975, they started Microsoft, and by 1978, the company had grossed $2.5 million, when Gates was 23. In 1985, Microsoft launched Windows. Bill Gates is now one of the richest people in the world. As a transactional leader, he used to visit new product teams and ask difficult questions until he was satisfied that the teams were on track and understood the goal.

Howard Schultz

Howard Schultz was born in 1953 and grew up in the Brooklyn housing projects. He escaped the projects with a football scholarship from Northern Michigan University. After college, he started selling coffee makers to companies that included the Starbucks Coffee Tea and Spice Company, which originally sold coffee beans rather than made-to-order drinks. He was hired by the company in 1982. In 1984, Schultz opened the first Starbucks coffeehouse based on the concept of an Italian espresso bar.

Schultz wanted to grow Starbucks, but the owners wanted to stay small. Schultz left and opened his own company in 1985. With the help of investors in 1987, he bought Starbucks and merged the two companies. By 2006, Schultz was ranked 394 on Forbes magazine's list of the 400 richest people in America. As a transactional leader, he was responsible for the vision and implementation of the Starbucks model.

Transactional leadership quotes

Norman Schwarzkopf: "When placed in command, take charge."

Vince Lombardi: "The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand."

Bill Gates: "The first rule of any technology used in a business is that automation applied to an efficient operation will magnify the efficiency. The second is that automation applied to an inefficient operation will magnify the inefficiency."

Howard Schultz: "Starbucks is not an advertiser; people think we are a great marketing company, but in fact we spend very little money on marketing and more money on training our people than advertising."

Here are some of the characteristics of transactional leaders:

Focused on short-term goals

Favor structured policies and procedures

Thrive on following rules and doing things correctly

Revel in efficiency

Very left-brained

Tend to be inflexible

Opposed to change

Transactional leadership works well in organizations where structure is important. Transactional leadership is not the right fit for organizations where initiative is encouraged:

Transactional leadership pros:

Rewards those who are motivated by self-interest to follow instructions

Provides an unambiguous structure for large organizations, systems requiring repetitive tasks and infinitely reproducible environments

Achieves short-term goals quickly

Rewards and penalties are clearly defined for workers

Transactional leadership cons:

Rewards the worker on a practical level only, such as money or perks

Creativity is limited since the goals and objectives are already set

Does not reward personal initiative

There is definitely a place for transactional leadership in the world today. One of its best uses is in multinational corporations where not all of the workers speak the same language. Once the structure and the requirements are learned, it is easy for workers to complete tasks successfully. This works because transactional leadership is simple to learn and does not require extensive training. The transactional approach is easy to understand and apply across much of an organization.

The military, policing organizations, and first responders use this style of leadership so that all areas of the organization are consistent. It is also easier to apply in a crisis situation, where everyone must know exactly what is required of them and how a task is to be done under pressure.

To many people, money and perks are a powerful motivator. Many people need a job to pay the bills. They have other obligations and distractions and would just as soon know exactly how to do their job in order to keep it and reap the rewards.

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What is Transactional Leadership? Structure Leads to Results

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A transactional leader is someone who values order and structure. They are likely to command military operations, manage large corporations, or lead international projects that require rules and regulations to complete objectives on time or move people and supplies in an organized way.

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The Undecided College Student

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What is Leadership?

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Such a simple question, and yet it continues to vex popular consultants and lay people alike. I've now written several books on leadership for employee engagement, and yet it occurred to me that I never actually paused to define leadership. Let's start with what leadership is not ...

Leadership has nothing to do with seniority or one's position in the hierarchy of a company. Too many talk about a company's leadership referring to the senior most executives in the organization. They are just that, senior executives. Leadership doesn't automatically happen when you reach a certain pay grade. Hopefully you find it there, but there are no guarantees.

Leadership has nothing to do with titles. Similar to the point above, just because you have a C-level title, doesn't automatically make you a "leader." In all of my talks I stress the fact that you don't need a title to lead. In fact, you can be a leader in your place of worship, your neighborhood, in your family, all without having a title.

Leadership has nothing to do with personal attributes. Say the word "leader" and most people think of a domineering, take-charge charismatic individual. We often think of icons from history like General Patton or President Lincoln. But leadership isn't an adjective. We don't need extroverted charismatic traits to practice leadership. And those with charisma don't automatically lead.

Leadership isn't management. This is the big one. Leadership and management are not synonymous. You have 15 people in your downline and P&L responsibility? Good for you, hopefully you are a good manager. Good management is needed. Managers need to plan, measure, monitor, coordinate, solve, hire, fire, and so many other things. Typically, managers manage things. Leaders lead people.

Let's see how some of the most respected business thinkers of our time define leadership, and let's consider what's wrong with their definitions.
Peter Drucker: "The only definition of a leader is someone who has followers."
Really? This instance of tautology is so simplistic as to be dangerous. A new Army Captain is put in the command of 200 soldiers. He never leaves his room, or utters a word to the men and women in his unit. Perhaps routine orders are given through a subordinate. By default his troops have to "follow" orders. Is the Captain really a leader? Commander yes, leader no. Drucker is of course a brilliant thinker of modern business but his definition of leader is too simple.
Warren Bennis: "Leadership is the capacity to translate vision into reality."
Every spring you have a vision for a garden, and with lots of work carrots and tomatoes become a reality. Are you a leader? No, you're a gardener. Bennis' definition seems to have forgotten "others."
Bill Gates: "As we look ahead into the next century, leaders will be those who empower others."
This definition includes "others" and empowerment is a good thing. But to what end? I've seen many empowered "others" in my life, from rioting hooligans to Google workers who were so misaligned with the rest of the company they found themselves unemployed. Gates' definition lacks the parts about goal or vision.
John Maxwell: "Leadership is influence - nothing more, nothing less."
I like minimalism but this reduction is too much. A robber with a gun has "influence" over his victim. A manager has the power to fire team members which provides a lot of influence. But does this influence make a robber or a manager a leader? Maxwell's definition omits the source of influence.
So what is leadership? DEFINITION: Leadership is a process of social influence, which maximizes the efforts of others, towards the achievement of a goal.
Notice key elements of this definition:

Leadership stems from social influence, not authority or power

Leadership requires others, and that implies they don't need to be "direct reports"

No mention of personality traits, attributes, or even a title; there are many styles, many paths, to effective leadership

It includes a goal, not influence with no intended outcome

Lastly, what makes this definition so different from many of the academic definitions out there is the inclusion of "maximizes the efforts". Most of my work is in the area of employee engagement, and engaged employees give discretionary effort.

I guess technically a leader could use social influence to just organize the efforts of others, but I think leadership is about maximizing the effort. It's not, "Hey everyone, let's line up and get to the top of that hill someday." But rather, "Hey, see that hill? Let's see how fast we can get to the top...and I'll buy the first round for anyone who can beat me up there." So what do you think of my definition of leadership? Social influence, others, maximize effort, towards a goal. Do those key elements work for you?

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Kevin Kruse is the creator of the Leading for Employee Engagement eLearning program for managers. and author of the bestselling book, Employee Engagement 2.0.

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What is leadership, anyway? Such a simple question, and yet it continues to vex popular consultants and lay people alike. I've now written several books on leadership for employee engagement, and yet it occurred to me that I never actually paused to define leadership. Let's start with what leadership is not...

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Asking Good Questions is Key to Effective Leadership

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Asking Good Questions Is Key to Effective Leadership

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As a leader in higher education, your job requires you to make decisions, large and small, that affect the lives of those around you and tho

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Is not about money.
I have learned through my job experiences that what makes me happy is making a difference in people's lives.  This quote is a reminder for my future career.

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Leadership is Earned.
I want to be a leader to help others to develop, and this quote is an inspiration to keep in mind that building the trust with your followers will help my team work together.

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Why we have too Few Women Leaders?

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Why we have too few women leaders | Sheryl Sandberg

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Shonda Rhimes: Saying Yes to Everything

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My year of saying yes to everything | Shonda Rhimes

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Leadership Theories, Principles and Styles

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education

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A Review of Leadership Theories, Principles and Styles and Their Relevance to Educational Management

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This study was motivated by the premise that no nation grows further than the quality of its educational leaders. The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management.

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Why are there few females in Higher ED?

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A significant gender imbalance remains at executive management level within higher education despite a number of initiatives to increase the number of women in the leadership pipeline and ensure they are better prepared for these roles. This article presents findings from a recent study on the appointment of deputy and pro vice-chancellors in pre-1992 English universities that provide fresh insights into why this might be the case. These findings challenge the notion of women's missing agency - characterized by a lack of confidence or ambition and a tendency to opt out of applying for the top jobs - as an explanation for their continued underrepresentation. Rather, they highlight the importance of three structural factors associated with the selection process: mobility and external career capital, conservatism, and homosociability. An approach of 'fixing' the women is therefore unlikely to be sufficient in redressing the current gender imbalance within university executive management teams.

Introduction and context

There is a serious gender imbalance at executive management level in UK businesses ( Davies, 2015). This is replicated in the education sector, where women are underrepresented in leadership roles both in schools ( Chard, 2013) and universities ( Morley, 2013). The lack of inclusivity at the top applies also to ethnicity and disability ( ECU, 2015a), though it is the issue of gender that forms the focus for this article.

In higher education, the most recent figures (for the 2013/14 academic year) show that women comprise 45 per cent of academic staff yet account for only 22 per cent of professors, 35 per cent of deputy and pro vice-chancellors (PVCs), and 20 per cent of vice-chancellors ( ECU, 2015a). In the pre-1992 English universities - the focus of my research - the proportion of female PVCs and heads of institution is significantly lower, at 24 per cent and 11 per cent, respectively ( Shepherd, 2014). Remarkably, in eight of these institutions, including some of the country's most prestigious, the vice-chancellor and all the PVCs are men ( Shepherd, 2015a). This is despite the fact that the majority of higher education students (56%) and staff (54%) are now women ( ECU, 2015a; ECU, 2015b).

The UK situation is not unique. Although international data on women's representation in senior higher education leadership roles are somewhat patchy, itself arguably an indicator of the relative lack of importance attached to the issue ( Morley, 2013), the general picture that emerges is one of a dearth of women at the top ( Doherty and Manfredi, 2006). Across the 27 countries in the EU, for example, only 15.5 per cent of all higher education institutions and 10 per cent of universities that award PhDs are headed by a woman ( European Commission, 2012). Whilst acknowledging that the notion of representation - and what constitutes under- and overrepresentation - is both complex and contested ( Lumby, 2011), this relative dearth of women in senior positions reflects a failure to maximize female talent. This state of affairs is problematic both from a social justice and an organizational perspective given the increasing evidence that the more women executives an organization has, the better it performs ( Noland et al., 2016).

Nonetheless, there is still an element of complacency amongst senior decision-makers in higher education. A number of managers in Deem et al.'s study (2005) expressed the view that gender equality has already been accomplished. Moreover, in a recent survey of university governors commissioned by the Leadership Foundation for Higher Education (hereafter, the Leadership Foundation), equality and diversity 'barely registered as a concern', with only 3 per cent of governors identifying the issue as a key institutional challenge and only 17 per cent (compared to 42% of staff) believing that it is harder for women than for men to succeed in their organization ( LFHE, 2015: 15).

It is perhaps not surprising, therefore, that progress towards improving women's representation has been limited and slow ( Davison and Burke, 2004). Savigny (2014) calculates that at the current growth rate of 0.75 per cent per annum it will take over 100 years for women to achieve equal numbers in the UK professoriate. At executive management level, there has only been a 0.4 per cent annual increase in the proportion of female PVCs in English pre-1992 universities between 2005 and 2013 ( Shepherd, 2015b). Furthermore, there is some evidence that the proportion of female vice-chancellors may actually be declining ( Bebbington, 2012).

In recent years, initiatives such as Athena SWAN (designed to support the advancement of women in science, technology, engineering and mathematics) and the Leadership Foundation's female-only Aurora and Leadership Matters programmes have been introduced to increase the number of women in the leadership pipeline and better prepare them for senior roles. Yet, however many female academic managers emerge and however much they lean in ( Sandberg, 2013), they still have to make it through the recruitment and selection process if they are to secure the top jobs. This process remains a major determinant of the demographic of a university's executive management team and it is thus vital that universities undertake it effectively and equitably. However, my research suggests that this may not be the case in some universities, where recent change to recruitment practice is having a detrimental impact on the number of women being appointed ( Shepherd, 2015b).

Methodology

This article presents selected empirical data from my doctoral study in order to shed new light on the reasons for women's continued underrepresentation at senior leadership levels in higher education.

This underlying study examines the appointment of PVCs. This generic term is used to denote those predominantly, but not exclusively, academic managers at the second tier of university management: that is, at the level immediately below the vice-chancellor or head of institution. It is used to describe all managers in this group, whatever their specific job title. This includes deputy vice-chancellors as well as pro vice-chancellors even where, as is increasingly the case, the two co-exist, with the former holding a distinctive role and status from the latter ( Shepherd, 2014). It includes both executive PVCs/deans with faculty or campus line management responsibilities, as well as PVCs with policy oversight for a specific portfolio, such as research or teaching and learning.

The research focus is on English pre-1992 universities, i.e. those institutions that had university status prior to the 1992 Further and Higher Education Act which brought the former polytechnics into the university sector. Pre-1992 institutions, often referred to as 'old' or 'traditional' universities, are a diverse group that includes Oxford and Cambridge, the large civic universities (such as Birmingham and Sheffield), former colleges of art and technology (such as Loughborough and Surrey), University of London federal colleges (such as UCL and Imperial) and the 1960s 'plate glass' institutions (such as Kent and Warwick). Despite their different histories, with the exception of Oxford and Cambridge, they share similar governance arrangements in the form of a Council, or governing body, to oversee university finances and strategy, and a Senate to oversee academic affairs. They are research-intensive institutions that enjoy a relatively privileged status compared to the more teaching-oriented post-1992 universities.

Until recently, pre-1992 universities have been regarded as having a less managerial culture than their newer counterparts, with academics arguably more resistant to being managed. However, in an increasingly fast-moving and competitive higher education environment, all vice-chancellors are under pressure to manage their institutions effectively, and this necessitates making good PVC appointments. Moreover, according to post-holders themselves, the role has become increasingly managerial in nature ( Shepherd, 2014). Even so, the majority of PVCs in pre-1992s are still appointed on a fixed-term basis (rather than as a permanent management position, as may be more typical of the newer universities) on the assumption that they will return to their academic job at the end of their term of office - albeit that this is neither an attractive nor a feasible option for many.

Pre-1992s were chosen as the study population because many of these institutions are changing the way they appoint their PVCs, i.e. moving away from a traditional internal secondment model towards one of external open competition - already the norm in post-1992 institutions. The study investigates the nature, drivers and consequences - intended and otherwise - of this change in appointment practice both for the careers of individual managers and for the development of management capacity within the sector ( Shepherd, 2015b).

A mixed-methods research design was utilized incorporating three distinct data collection elements. Firstly, a census designed to give a snapshot in time of the demographic and career profile of all PVC post-holders in the 45 English pre-1992 universities. These data were collected from publicly available sources, primarily university websites. Secondly, an online survey was undertaken of third-tier managers, i.e. those academic and professional services managers at the level immediately below PVCs who are not members of the university's executive management team. On the academic side, these are usually deans. However, where the dean is also a PVC, third-tier managers are deemed to be those at the next level down the academic hierarchy, i.e. heads of school or department. It is from the ranks of these academic third-tier managers that the vast majority of future PVCs will be drawn, because the typical route into the role remains head of department, then dean. On the administrative side, third-tier managers are directors of professional services with a direct report to the registrar. All third-tier managers in pre-1992 universities for whom an email address was available ( n = 661) were invited to participate in the online survey, and 132 complete responses were received, with a 64:36 per cent split between academic and professional services third-tier managers. The gender split of respondents was 72:28 male to female, which is the same as that for the third-tier manager population as a whole. The aim of the survey was to generate data on their aspirations with regard to becoming a PVC and their experience of applying for externally advertised PVC posts.

The third, and substantive, data collection phase comprised 73 semi-structured interviews with vice-chancellors (19), PVCs appointed by means of external open competition (26), registrars (8) and third-tier managers (17) drawn from the 30 pre-1992 institutions that had externally advertised at least one PVC post between 1 January 2006 and 31 December 2012. In addition, interviews were conducted with representatives from three of the four executive search agencies most active in the higher education market. Women were slightly overrepresented at 25 per cent, compared to 24 per cent for the sample population. The inclusion of different categories of research participant from all three top tiers of university management, as well as from executive search agencies, was designed to gain a more rounded perspective on the research phenomenon than has been the case with research to date.

Whilst the aim of this study was not to investigate women's underrepresentation in PVC roles - and hence this article makes no claims to address the issue in a comprehensive way - it nevertheless produced some interesting, and counter-intuitive, gender-related findings. These data both challenge some commonly expressed ideas relating to women's missing agency and offer alternative explanations for why relatively few female PVCs are being appointed. These are considered via the theoretical lens of structure and agency, whereby an individual's agency, or capacity to act, is assumed to take place within structural contexts that are culturally shaped ( Archer, 1996).

Women's missing agency?

The individualistic nature of an academic career puts academics under pressure to manage their own career advancement and reinforces the belief that they are personally responsible for making it happen ( Coate et al., 2015). As these same researchers note, the premium that academic culture places on individual agency may have the effect of downplaying the role of structural inequalities. The problem of women's underrepresentation thus becomes that of the women themselves, or rather that of their missing agency.

This missing agency may take the form of a perceived lack of self-confidence or ambition, leading women to opt out of applying for senior management positions. Chesterman et al., for example, found that many senior female academics were wary of applying for management roles without specific encouragement or endorsement of their credentials from others, and that this reticence, combined with a lack of self-confidence and ambivalence - even resistance - towards these roles, was a key factor in explaining 'women's avoidance of senior jobs' ( Chesterman et al., 2005: 178).

My own research found little difference between men and women in terms of their aspirations to secure a more senior university management job. Female deans and heads of school are almost as likely as their male colleagues (43% compared to 45%) to consider applying for a PVC post - the next rung up the management ladder. In fact, a higher proportion of women (29%) than men (22%) say they are very likely to apply. Moreover, when it comes to translating aspiration into action there is still relatively little difference between the genders: 14 per cent of female deans and heads of school, compared to 16 per cent of men, had already applied for a PVC job in their own institution. In contrast, the proportion of male deans and heads of school who had already applied for a PVC role in another university was more than double that of their female counterparts (22% vs 9%). This implies that geographical mobility may be more of an issue for women.

At PVC level, too, although women are far fewer in number, they are no less likely than men to aspire to the top job. Of the five women I interviewed, two had already applied for a vice-chancellor post - unsuccessfully. Both had been told that they were not yet ready to take on the top job, but remained confident about their future career progression and intended to reapply:

I've had an insight into how a VC works and feel that there's not a bit that's missing. I will definitely be a VC. (PVC 14)

I will run an institution myself or some other kind of organization, not necessarily in HE or in the UK. (PVC 26)

Whilst these women display a high degree of self-confidence, it should be borne in mind that they are part of a select group who have already succeeded in gaining a PVC post via a process of external open competition. As White et al. (2011) observe, it takes courage and resilience for a woman to apply for a leadership post in a managerial academic culture. The PVCs in my study have already 'put their heads above the parapet', as one vice-chancellor (VC 10) describes it, and may thus not be typical of the wider female academic manager cohort. For example, in the recent Leadership Foundation survey of alumni from its Top Management Programme (designed for aspiring university leaders), women were more likely than men to cite a lack of confidence as an inhibiting factor on their career progression ( Manfredi et al., 2014).

However, the strategic agency demonstrated by the female deans and heads of school as well as these PVCs challenges the notion that women in higher education may be reluctant to apply for more senior management jobs and become involved in the 'competitive, self-promotional behavior traditionally associated with dominant masculinities' ( Leonard, 2001: 4).

In contrast to some earlier research findings that women view management roles as unappealing, overly demanding or simply not do-able ( Chesterman et al., 2005), most of the PVCs I interviewed - men and women - were relishing the job and saw a management career as an attractive option. Part of the appeal is said to be the opportunity to take decisions and make a difference and, like the female academic managers in O'Connor's (2015) study of Irish universities, these women showed little ambivalence towards assuming positional power.

Of course, a senior management job is not for everyone, but gender differences in this regard are not pronounced. Female deans and heads of school are only slightly more likely to choose to opt out of applying for a PVC role than men (52% compared to 47%), typically to re-focus on their academic work. The decision to dismiss senior management as a career option can itself be a positive choice, or assertion of agency. However, for some women it may also reflect a self-preservation strategy - an attempt to avoid the 'cruel optimism' of aspiring to something they believe they are statistically unlikely to achieve ( Morley, 2014: 120): a belief that appears to have some empirical foundation, as the following section shows.

Structural issues

Neither aspiration nor agency (in the form of submitting an application) are guarantees of success in securing a senior management job. Whilst this is true for both men and women, it would appear that the latter are at a particular disadvantage. Recent research commissioned by the Leadership Foundation found that female alumni of its Top Management Programme who subsequently applied for a more senior management role were more than twice as likely as their male counterparts to have been unsuccessful: 21.6 per cent compared to only 8.5 per cent for men ( Manfredi et al., 2014). This is a real concern from an equity perspective, because, unless women account for a high proportion of new appointments, the overall gender imbalance at senior leadership levels will fail to improve. It may even worsen.

Although a desire to secure the best candidates was the main driver of change, a number of vice-chancellors and other university managers in my study expected the introduction of external open competition for PVC posts to lead to more women getting the jobs. However, the reverse has been the case: only 15 per cent of PVCs appointed by external competition are women, compared to 28 per cent via an internal-only appointment process. This has implications for the gender profile not only of the PVC cohort but also that of vice-chancellors, because PVCs form the main recruitment pool for future university leaders.

The following sections highlight three structural impediments that help explain this mismatch between expectation and reality in terms of the impact of external open competition on the numbers of female PVCs being appointed.

Although an external open competition recruitment process does not necessarily lead to the appointment of someone from outside the institution (34% of PVCs appointed via external competition were internal candidates), a desire to bring in an external candidate was a key driver of change for many of the vice-chancellors in my study. External appointees are seen as bringing fresh ideas and perspectives as well as being unencumbered from vested interests and hence better placed to take forward a change agenda. These attitudes and assumptions place a premium on external, as opposed to internal, career capital ( Floyd and Dimmock, 2011). The first relates to knowledge accumulated in one's own institution and the second to that gained elsewhere.

The fact that external career capital has become increasingly important in relation to PVC appointments has implications in terms of equity. Not all aspiring PVCs are able to move institutions to grow their career capital and/or obtain a more senior post. Although this is not a new problem, it is one which is becoming more pertinent given both the increased expectation that PVCs will have worked in more than one university and the reduced opportunity for promotion within one's own institution when posts are externally advertised.

Aspiring managers who are not geographically mobile may be disadvantaged, and women may be more affected than men, as evidenced by the fact that female deans and heads of school are less likely than their male counterparts to have applied for a PVC job in another university. This resonates with previous research which has shown that women may be less mobile in their careers ( Chesterman et al., 2005) and more constrained in their career advancement by 'limited opportunities to change employer' ( Manfredi et al., 2014: 13).

Universities tend to be conservative and risk-averse organizations. These two cultural traits also characterize the approach of many pre-1992 institutions to the recruitment and selection of their PVCs. Ironically, perhaps, these conservative tendencies are exacerbated by the highly competitive and challenging environment in which universities are now operating and the pressure they are under to manage themselves effectively. As already noted, the PVC role is more managerial and demanding than hitherto, and this has raised the stakes with regard to making appointments. As the perceived cost of a bad appointment increases, so the avoidance of risk becomes even more of a concern. This is particularly true when executive search agencies are utilized, given the expense incurred and the potential reputational fallout of a failed appointment.

In order to limit the chances of selecting the wrong candidate, appointment panels appear to be using experience as their main indicator of quality. Because there is no one better able to demonstrate experience than an individual already undertaking the role, it follows that existing PVCs become the prime candidates.

Although the prioritization of experience makes sense in the light of vice-chancellors' stated desire for PVCs who can hit the ground running, it precludes serious consideration of a more diverse candidate pool, placing non-standard candidates at a disadvantage. Moreover, it fails to take into account a candidate's potential. Thus, a talented but less experienced female candidate may be deemed too high-risk.

This conservative and risk-averse approach to recruitment and selection helps explain why, despite the fact that the opening up of PVC posts to external competition and the use of executive search agencies has widened the pool of potential applicants, the outcome has not been greater diversity in the profile of the people being appointed. Rather, it has resulted in the selection of safer, more experienced candidates and the recirculation of existing PVCs as part of a self-perpetuating, predominantly male, hierarchy.

My study found that vice-chancellors are the key decision-makers with regard to PVC appointments and 'call the shots' (PVC 7), both with regard to the choice of recruitment method and the selection decision:

Although university governors have to formally approve these appointments, in general they appear willing to accede to the wishes of their vice-chancellor. Indeed, some vice-chancellors made it very clear from the outset that they expected the governors to go along with their choice of candidate.

Whilst it is understandable that vice-chancellors would wish to choose members of their own executive team, this has not been conducive to diversity. Academic managers who have been through the appointment process spoke of how they became aware of the requirement for a good fit with the existing executive team, leading to the appointment of 'more of the same':

These findings are suggestive of homosociability, or 'the tendency to select people just like oneself', which was also found to be symptomatic of the principal selection process in Australia ( Blackmore et al., 2006: 297) and Ireland ( Grummell et al., 2009). They support the contention that familiarity exerts a powerful influence over who gets appointed or promoted ( Harley, 2003) - a situation that disadvantages 'outsiders' to the dominant group who diverge from the stereotypical leadership ideal ( Coleman, 2012). It has also been argued that some differences matter more than others, for example where they are perceived as problematic by the majority group, and that prejudice may be greater against those with observable difference, such as ethnicity and gender ( Lumby, 2006).

The tendency for organizations to select people who are similar to the leaders they are replacing has been described as a form of cloning - and one that perpetuates unequal representation ( Gronn and Lacey, 2006). It also runs the risk of 'group think' ( Hambrick and Mason, 1984) and a lack of appropriate challenge, neither of which is conducive to the effective running of a university. On the contrary, there is a strong business case for a heterogeneous executive management team that reflects a diversity of backgrounds and talents.

Conclusion

Strategic agency is required if individuals are to prosper in the academic game ( Acker, 2010), and women have sometimes been seen as deficient in this regard, lacking in the necessary confidence and skills of self-promotion. Alternatively, it has been argued that they are choosing to opt out of senior management positions because they deem them unattractive and/or impossibly demanding. Whilst this is undoubtedly true for many academics of both genders, findings from my study of the appointment of PVCs show that female academic managers are no less ambitious or likely to apply for a more senior management role than are their male counterparts. This implies that women's missing agency is not in itself an adequate explanation for their continued underrepresentation at the top of higher education. Instead, talented and ambitious women may be disadvantaged by a number of structural factors associated with the recruitment and selection process for senior posts, including lack of external career capital, conservatism and homosociability.

This implies that efforts to 'fix' the women, for example female-only development programmes like Aurora and Leadership Matters, are unlikely to be sufficient to achieve gender equality. Rather, a mix of change interventions may be required that also seek to 'fix' the organization, i.e. in terms of systemic and procedural changes. More importantly, perhaps, the micro-politics and cultural assumptions that underpin these practices and procedures - for example, in relation to recruitment and selection - also need to be acknowledged and addressed.

The author would like to thank the research participants who gave freely of their time to share their ideas and experiences, and the reviewers for their helpful comments.

References

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Why are there so few female leaders in higher education: A case of structure or agency? - Sue Shepherd, 2017

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A significant gender imbalance remains at executive management level within higher education despite a number of initiatives to increase the number of women in the leadership pipeline and ensure they are better prepared for these roles.

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Transformational vs Servant Leadership

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10 Reasons Why Emotional Intelligence is Critical for Leaders

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Many of us believe great leaders are born, specifically, we attach certain characteristics to our version of what we believe is successful.

So, what are the key traits most of us believe a leader should possess? Passion, vision, fearlessness, infallibility -- might top the list of what is deemed as positive characteristics to define a leader.

Great leaders are aware of their own leadership style. For them, having awareness of how their style influences their team, makes these already great leaders, exceptional. Truly great leaders identify, understand and not only manage their own emotions, but are able to do that with others in a very empowering way. This is referred to as having emotional intelligence.

The original definition, as coined by the team of Salovey and Mayer (1990) is:

Emotional intelligence (EI) refers to the collection of abilities used to identify, understand, control and assess the emotions of the self and others.

The following are 10 important reasons why emotional intelligence matters:

Leaders possessing emotional intelligence are not afraid of the emotions of others. They do not manage just from the bottom line. Their style is about growing an organization that cares about their employees and anyone who conducts business with them. Everyone is treated with consideration.
2. Effective Communication
Leaders who share their vision or strategy often with those around them, so everyone is on the same page, lead a more efficient workplace. Motivation comes from effective communication. Clarity and consistency in stating a thought or directive gives employees the ability to understand what is expected or needed from them. This extends itself to being able to listen without judgment, keeping emotions under control and to ask questions when necessary to seek to understand. People have to believe in their leader, and communication is a key to that credibility.

Clarity on strengths and weaknesses is important for any leader to recognize. With self-awareness a leader can focus on the strengths he or she possesses, while hiring individuals who perform well in areas where the leader lacks astuteness. Having awareness includes understanding others and promoting their strengths. If a leader lacks awareness, they may buy into their own press clippings and take crazy risks, without introspection; or, they may fail to connect their actions and words, and be be potentially demoralizing to their subordinates.

Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is strength; mastering yourself is true power. If you realize that you have enough, you are truly rich.

(Lao Tzu)

Knowing oneself and acting from that truth draws people to a leader. Being real, making decisions that are in alignment with how a leader truly operates rarely requires second-guessing. Such a leader must understand their own values and be consistent in applying them. As part of that, the leader needs to possess the courage to hold true to them, without losing sight of reality.

Respect is not just about others; the emotionally intelligent leader practices self-respect. How a leader treats themselves matters, because it is reflected back in the people he or she manages. A leader who respects themselves and others doesn't speak disrespectfully at any time, even when mistakes happen. The way to do get the best out of people is not through demeaning behavior, but by treating all people the same in every situation.

Leaders who have passion show their emotions and vulnerability, and they connect with many employees on an emotional level, too.

Many leaders are analytical, but if they are just cold and calculating, there may be too much distance between them and their subordinates to truly be on the same team. Dictatorships don't work in a company, especially as a long term solution to employee engagement or loyalty. Although, this doesn't mean a leader with heart is a pushover or puts up with inappropriate behavior (or sloppy work) either, it means addressing a subordinate with warmth. Detached directness without empathy is brutal.

If a leader is serious all the time, then it creates a very austere environment. Some leaders are afraid to be light, because they want to be taken seriously. It's usually a sign of insecurity. An emotionally intelligent leader presents balance. People tend to work harder and smarter when there is a sense of fun. Morale is linked to productivity, and as a leader, this means to instill a positive energy to the workspace.

As a leader, there will be crisis and calm times when things are not moving forward. Whatever size the business, it's important to not fall into overwhelm or overreact. People look to the leader for cues on how to respond to the circumstances and if a leader is confident while taking care of issues, it will help keep the team feeling the same. Great leadership is about having the confidence to make decisions and not second guess them.Those who inspire others to follow into the unknown, do so possessing self-confidence.

Intuitive leaders make quick decisions based on a lifetime of accumulated wisdom and understanding. Leading a team through new territory, without a map, means everything is uncertain, and the higher the risk, the higher the pressure. Logic is important, but can't be the only determining factor for making a decision. A leader who trusts his or her gut will take the necessary measures that inspires others to do the same.

In a study conducted by IBM, 200 CEO's stated: "Today's business environment is volatile, uncertain and increasingly complex. Because of this, the ability to create something that's both novel and appropriate is top of mind." Not all decisions are cut and dry, it's about being able to deviate from the set course and look outside of the box for a different option. Collaborative brainstorming with no holds barred can bring an entirely new and creative solution to a challenge. Innovation is the result of creativity. A leader who confidently promotes diverse creative thinking, will arrive by taking quantum leaps that create innovations.
EQ is important to being a great leader. I believe in leading beyond maximum potential and delivering results that matter, if you are too, please email me: tracy@eqmentoring.com

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10 Reasons Why Emotional Intelligence Is Critical for Leaders

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Many of us believe great leaders are born, specifically, we attach certain characteristics to our version of what we believe is successful. So, what are the key traits most of us believe a leader should possess? Passion, vision, fearlessness, infallibility -- might top the list of what is deemed as positive characteristics to define a leader.

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What is Emotional Intelligence?

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maetrix | Emotionally Intelligent Leadership

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See also Leadership Styles

Introduction
The capability of people to perform the work or job that they do falls into three areas:
Technical skills - which includes technical expertise e.g. accountancy skills.
Intellectual capability - which is commonly known as IQ, or cognitive abilities.
Emotional capability - often referred to as emotional intelligence or EI.
Whilst a significant amount of information, research and education exists in the fields of technical skills and intellectual capability, the area of Emotional Intelligence remains largely untouched.

What is Emotional Intelligence?
Emotional intelligence is the ability to recognise, understand and manage emotions in ourselves and others.
Emotional Intelligence is divided into the four clusters of Self-Awareness, Self-Management, Social Awareness and Relationship Management (often been referred to very broadly as "people skills" in years gone by).

Daniel Goleman, a leader in this field, has identified that successful managers and leaders possess a high percentage of emotional intelligence. By successful we mean those who have;
Achieved better financial results,
Developed more effective and supportive organisational climates or culture and
Achieved higher productivity gains with their workforce.
Goleman's (1998) findings also indicated that Emotional Intelligence contributes 80 to 90% of the competencies that distinguish outstanding leaders from average leaders.

The behaviours identified include;
the ability to recognise and understand their own moods, emotions and drives as well as their effect on others;
the ability to control or redirect disruptive impulses, moods and to think before acting;
the passion to work for reasons beyond money or status and the propensity to pursue goals with energy and persistence;
the ability to understand the emotional makeup of other people and the skill in treating people according to their emotional reactions; the proficiency in managing relationships, building networks and the ability to find common ground and build rapport.

EI on the other hand can be learned at any age. Growing your competency in EI is not easy or quick, as it takes perseverance in the process of critical self-evaluation, commitment to improvement and of course behavioural practice.

It is also important to note, that competence in Emotional Intelligence does not necessarily increase with age as you might expect. Some people may learn from life's experiences, but many do not.

Emotional Intelligence

Figure 1. Goleman's Emotional Intelligence Model (2002)

Self-Awareness:
The core of Emotional Intelligence is self-awareness. Self-awareness is comprised of three competencies;
emotional self-awareness, where you are able to read and understand your emotions as well as recognise their impact on work performance and relationships;
accurate self-assessment, where you are able to give a realistic evaluation of your strengths and limitations;
self-confidence, where you have a positive and strong sense of one's self-worth.
The starting point and key in these areas is the ability to be critically self-reflective.

Self-Management:
Self-management is comprised of five competencies;
Self-control, which is keeping disruptive emotions and impulses under control;
transparency, which is maintaining standards of honesty and integrity, managing yourself and responsibilities;
adaptability, which is the flexibility in adapting to changing situations and overcoming obstacles;
achievement orientation, which is the guiding drive to meet an internal standard of excellence;
initiative, which is the readiness to seize opportunities and act.

Social Awareness:
Social Awareness is comprised of three competencies;
empathy, which is understanding others and taking an active interest in their concerns;
organisational awareness, which is the ability to read the currents of organisational life, build decision networks and navigate politics;
service orientation, which is recognising and meeting customers needs.

Relationship Management:
The Social cluster of Relationship Management is comprised of seven competencies;
visionary leadership, which is inspiring and guiding groups and individuals;
developing others, which is the propensity to strengthen and support the abilities of others through feedback and guidance;
influence, which is the ability to exercise a wide range of persuasive strategies with integrity, and also includes listening and sending clear, convincing and well-tuned messages;
change catalyst, which is the proficiency in initiating new ideas and leading people in a new direction;
conflict management, which is resolving disagreements and collaboratively developing resolutions; building bonds, which is building and maintaining relationships with others;
teamwork and collaboration, which is the promotion of cooperation and building of teams.

Research also supports the view that competence in Emotional Intelligence accounts for over 90% of the difference between ineffective leaders and effective leadership performance.

Effective leadership improves business performance and provides organisations with a competitive advantage.

To implement this strategy you first need to define what the core capabilities your business requires to achieve its vision, values and business strategies which includes Emotional Intelligence clusters and competencies. You will also need to identify the more specific competency profiles for positions within the organisation.

This capability framework and competency profiles, then forms the basis for your performance management system in conjunction with your Key Performance Indicators. The performance management system then becomes a mechanism for driving and achieving changes in the workplace.

The Emotional Intelligence Development Programs provided by mætrîx® ® provide a structured pathway to improve the individuals self-awareness, their self-management and the way they interact with people and develop relationships. In other words it will grow their Emotional Intelligence.

If you do not have a "core" capability framework for your staff, there are still benefits in introducing Emotional Intelligence development programs. These are seen primarily through improved leadership and interpersonal relationships and as a result improved business performance. See
Leadership Styles

So, what is critical self-reflection? Most people would be familiar with reflection, which is the analysis of one's beliefs. We also have critical reflection, which is the analysis of the assumptions on which our beliefs are built. But the area we are most interested in is Critical Self-Reflection, which is the analysis of the way we pose problems to ourselves and of our own structure of assumptions that we use as a reference for interpreting our experiences.

Effective critical self-reflection requires you to question yourself and the assumptions you make on an ongoing basis. This can be demonstrated through the three (3) why? Test, that is where you ask "Why" down three levels from the item you are analysing.
For example, I have been asked to present a workshop to one hundred people on a subject I know very well, and I have said no.
(1) Why did I say no? Because I would not feel comfortable doing it.
(2) Why do you feel uncomfortable about doing it? Because I might look incompetent.
(3) Why do you feel you would look incompetent? Because people in the audience may know more than I do.

The answer to this question is based on assumptions, and we need to challenge these assumptions to check their validity. If the assumptions are invalid and we change that assumption and therefore our perspective then transformational learning has occurred.

See Emancipatory Learning
Developing transformational learning in others is called emancipatory learning. At mætrîx® we have structured our emancipatory learning programs to cover the foundations of the Emotional Intelligence Self and Social clusters.
Products & Services

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Emotional Intelligence | maetrix | Emotionally Intelligent Leadership

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See also Leadership Styles Introduction The capability of people to perform the work or job that they do falls into three areas: Technical skills - which includes technical expertise e.g. accountancy skills. Intellectual capability - which is commonly known as IQ, or cognitive abilities. Emotional capability - often referred to as emotional intelligence or EI.

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The Dark Side of Emotional Intelligence

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In some jobs, being in touch with emotions is essential. In others, it seems to be a detriment. And like any skill, being able to read people can be used for good or evil.

Some of the greatest moments in human history were fueled by emotional intelligence. When Martin Luther King, Jr. presented his dream, he chose language that would stir the hearts of his audience. "Instead of honoring this sacred obligation" to liberty, King thundered, "America has given the Negro people a bad check." He promised that a land "sweltering with the heat of oppression" could be "transformed into an oasis of freedom and justice," and envisioned a future in which "on the red hills of Georgia sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood."

Delivering this electrifying message required emotional intelligence-the ability to recognize, understand, and manage emotions. Dr. King demonstrated remarkable skill in managing his own emotions and in sparking emotions that moved his audience to action. As his speechwriter Clarence Jones reflected, King delivered "a perfectly balanced outcry of reason and emotion, of anger and hope. His tone of pained indignation matched that note for note."
Emotional intelligence is important, but the unbridled enthusiasm has obscured a dark side.
Recognizing the power of emotions, another one of the most influential leaders of the 20th century spent years studying the emotional effects of his body language. Practicing his hand gestures and analyzing images of his movements allowed him to become "an absolutely spellbinding public speaker," says the historian Roger Moorhouse-"it was something he worked very hard on." His name was Adolf Hitler.

Since the 1995 publication of Daniel Goleman's bestseller, emotional intelligence has been touted by leaders, policymakers, and educators as the solution to a wide range of social problems. If we can teach our children to manage emotions, the argument goes, we'll have less bullying and more cooperation. If we can cultivate emotional intelligence among leaders and doctors, we'll have more caring workplaces and more compassionate healthcare. As a result, emotional intelligence is now taught widely in secondary schools, business schools, and medical schools.

Emotional intelligence is important, but the unbridled enthusiasm has obscured a dark side. New evidence shows that when people hone their emotional skills, they become better at manipulating others. When you're good at controlling your own emotions, you can disguise your true feelings. When you know what others are feeling, you can tug at their heartstrings and motivate them to act against their own best interests.

Social scientists have begun to document this dark side of emotional intelligence. In emerging research led by University of Cambridge professor Jochen Menges, when a leader gave an inspiring speech filled with emotion, the audience was less likely to scrutinize the message and remembered less of the content. Ironically, audience members were so moved by the speech that they claimed to recall more of it.

The authors call this the awestruck effect, but it might just as easily be described as the dumbstruck effect. One observer reflected that Hitler's persuasive impact came from his ability to strategically express emotions-he would "tear open his heart"-and these emotions affected his followers to the point that they would "stop thinking critically and just emote."
"Whenever we wanted to persuade our staff to support a particular project we always tried to break their hearts."
Leaders who master emotions can rob us of our capacities to reason. If their values are out of step with our own, the results can be devastating. New evidence suggests that when people have self-serving motives, emotional intelligence becomes a weapon for manipulating others. In a study led by the University of Toronto psychologist Stéphane Côté, university employees filled out a survey about their Machiavellian tendencies, and took a test measuring their knowledge about effective strategies for managing emotions. Then, Cote's team assessed how often the employees deliberately undermined their colleagues. The employees who engaged in the most harmful behaviors were Machiavellians with high emotional intelligence. They used their emotional skills to demean and embarrass their peers for personal gain. In one computer company studied by Tel-Aviv University professor Gideon Kunda, a manager admitted to telling a colleague "how excited we all are with what he is doing," but at the same time, "distancing my organization from the project," so "when it blows up," the company's founder would blame the colleague.

Shining a light on this dark side of emotional intelligence is one mission of a research team led by University College London professor Martin Kilduff. According to these experts, emotional intelligence helps people disguise one set of emotions while expressing another for personal gain. Emotionally intelligent people "intentionally shape their emotions to fabricate favorable impressions of themselves," Professor Kilduff's team writes. "The strategic disguise of one's own emotions and the manipulation of others' emotions for strategic ends are behaviors evident not only on Shakespeare's stage but also in the offices and corridors where power and influence are traded."

Of course, people aren't always using emotional intelligence for nefarious ends. More often than not, emotional skills are simply instrumental tools for goal accomplishment. In a study of emotions at the Body Shop, a research team led by Stanford professor Joanne Martin discovered that founder Anita Roddick leveraged emotions to inspire her employees to fundraise for charity. As Roddick explained, "Whenever we wanted to persuade our staff to support a particular project we always tried to break their hearts." However, Roddick also encouraged employees to be strategic in the timing of their emotion expressions. In one case, after noticing that an employee often "breaks down in tears with frustration," Roddick said it was acceptable to cry, but "I told her it has to be used. I said, 'Here, cry at this point in the ... meeting." When viewing Roddick as an exemplar of an emotionally intelligent leader, it becomes clear that there's a fine line between motivation and manipulation. Walking that tightrope is no easy task.
In jobs that required extensive attention to emotions, higher emotional intelligence translated into better performance. In jobs that involved fewer emotional demands, the results reversed.
In settings where emotions aren't running high, emotional intelligence may have hidden costs. Recently, psychologists Dana Joseph of the University of Central Florida and Daniel Newman of the University of Illinois comprehensively analyzed every study that has ever examined the link between emotional intelligence and job performance. Across hundreds of studies of thousands of employees in 191 different jobs, emotional intelligence wasn't consistently linked with better performance. In jobs that required extensive attention to emotions, higher emotional intelligence translated into better performance. Salespeople, real-estate agents, call-center representatives, and counselors all excelled at their jobs when they knew how to read and regulate emotions-they were able to deal more effectively with stressful situations and provide service with a smile.

However, in jobs that involved fewer emotional demands, the results reversed. The more emotionally intelligent employees were, the lower their job performance. For mechanics, scientists, and accountants, emotional intelligence was a liability rather than an asset. Although more research is needed to unpack these results, one promising explanation is that these employees were paying attention to emotions when they should have been focusing on their tasks. If your job is to analyze data or repair cars, it can be quite distracting to read the facial expressions, vocal tones, and body languages of the people around you. In suggesting that emotional intelligence is critical in the workplace, perhaps we've put the cart before the horse.

Instead of assuming that emotional intelligence is always useful, we need to think more carefully about where and when it matters. In a recent study at a healthcare company, I asked employees to complete a test about managing and regulating emotions, and then asked managers to evaluate how much time employees spent helping their colleagues and customers. There was no relationship whatsoever between emotional intelligence and helping: Helping is driven by our motivations and values, not by our abilities to understand and manage emotions. However, emotional intelligence was consequential when examining a different behavior: challenging the status quo by speaking up with ideas and suggestions for improvement.

Emotionally intelligent employees spoke up more often and more effectively. When colleagues were treated unjustly, they felt the righteous indignation to speak up, but were able to keep their anger in check and reason with their colleagues. When they went out on a limb to advocate for gender equity, emotional intelligence helped them keep their fear at bay. When they brought ideas for innovation to senior leaders, their ability to express enthusiasm helped them avoid threatening leaders. On a much smaller scale, they were able to follow Martin Luther King Jr.'s lead in rocking the boat while keeping it steady.

More than two decades have passed since psychologists Peter Salovey at Yale and John Mayer at the University of New Hampshire introduced the concept of emotional intelligence in 1990. Why has it taken us so long to develop a more nuanced view? After Daniel Goleman popularized the idea in 1995, many researchers-perhaps awestruck themselves by enthusiasm for the concept of emotional intelligence-proceeded to conduct studies that were fatally flawed. As University of Lausanne professor John Antonakis observed, "practice and voodoo science is running way ahead of rigorous research."

One of the most persistent problems was the use of self-report measures, which asked employees to rate their own emotional abilities on items like "I can tell how people are feeling even if they never tell me" and "I am generally very good at calming someone down when he or she is upset." Abilities cannot be accurately measured with self-reports. As emotion experts Sigal Barsade of Wharton and Donald Gibson of Fairfield University lament, "One might compare this approach to assessing mathematical skills by asking respondents, 'How good are you at solving algebraic equations?' rather than asking the person to actually solve an algebraic equation."

Thanks to more rigorous research methods, there is growing recognition that emotional intelligence-like any skill-can be used for good or evil. So if we're going to teach emotional intelligence in schools and develop it at work, we need to consider the values that go along with it and where it's actually useful. As Professor Kilduff and colleagues put it, it is high time that emotional intelligence is "pried away from its association with desirable moral qualities."

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In some jobs, being in touch with emotions is essential. In others, it seems to be a detriment. And like any skill, being able to read people can be used for good or evil. Some of the greatest moments in human history were fueled by emotional intelligence. When Martin Luther King, Jr.

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Challenges Women Face in Leadership

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The difficulty that women encounter in making their way into leadership positions is laden with challenges and is viewed as a labyrinth that women have to navigate through if they choose to advance in their careers. The challenges that arise in the leadership labyrinth based on the views of McDonagh, & Paris (2012), women can use the navigation of the labyrinth to their advantage and obtain wisdom and master the ability to understand when these challenges arise and how to work tactfully around them. (McDonagh & Paris, 2012, p.24) Northouse (2016) discusses that there are three differences in women's and men's investments that are depicted in Figure 15.1, from Northouse (2016, p.400) which show how human capital, the genders differences, as well as the prejudice and discrimination affect women in navigating the leadership labyrinth. Three different experiences of women in my current organization are prime examples of how women navigate each of these areas of the theory of the leadership labyrinth.

The vast under representation of women in top leadership positions has been a topic of study beginning around the 1970's. (Northouse, 2016, p.397) The lack of women in top leadership positions was initially coined in 1986 as the glass ceiling in that there was a barrier that was invisible that women would inevitability hit at a point in their careers disallowing them from progressing. This definition has been shifted into what has been coined as the leadership labyrinth in that the journey to top leadership positions will be full of challenges and difficulties along the way that with successful navigation can be worked through. (Hansen, 2009) Northouse (2016) discusses the explanations as to why there is such a drastic difference in women's and men's presence in high-level leadership positions.

A woman named Trina within my office has worked her way through the organization. She began her career working as a contracted employee working for the government. She attended classes at night and became a subject matter expert in her trade. She was hired on as a federal employee after a number of years. She is not recognized by others in the office as being knowledgeable in certain aspects of our office related tasks that she provides training to and openly discusses with co-workers. She does not dispute her perceived lack of competence and knowledge. Trina has applied for a supervisory position and those in upper management are not to providing Trina an opportunity to be considered for the position.

There are two key issues that surround this experience. The first was that my co-worker Trina is competent and knowledgeable in the organizations performance and the goals that are required by the mission of the Department of the Navy. However, she is viewed as not being capable during weekly staff meetings and does not receive recognition for providing advice to her peers. The second key issue is that she meets several times with her supervisor about the path to making work lead and makes her case to be considered as based on her performance with the and is consistently denied. If she were to involve herself in the organizations mentorship program it would allow her the opportunity to broaden her, "developmental opportunities" surrounding her career. (Northouse, 2016, p.401). Secondly, the idea of "psychology of prejudice" being the reason cultural stereotypes are stacked against women of she was to switch her approach in meetings with superiors in meetings to bridge the incongruity between female gender and the leadership role in the firm. (Santovec, 2010) Her supervisor tells her that the submarine force is predominately a male field as our office has never had a female supervisor.

This particular experience first explanation shows the struggle that women face against placed next to their male counterparts in the differences in human capital in that women have supposedly less invested in their personal education, training and work experiences. Based on the research conducted through the Pew Research Center this supposed difference in human capital actually is more reflective of the opposite. In today's society women are more likely than their male counterparts to graduate from college. In 2013, "37% of women ages 25 to 29 had at least a bachelor's degree, compared with 30% of men in the same age range" (Pew Research Center, 2015, p.15).

The next experience I myself am involved in on a regular basis with the male co-workers in my office. Many of the individuals within my office including myself are prior Navy. I worked in the Navy as a mechanic on auxiliary equipment. This role in the military is predominately male and is viewed as a very masculine position. When I transitioned out of the military as a sailor and began working with prior sailors in a civilian setting I found that offering my opinion in this new environment was not perceived as well as it had been in the military. I am not heard when I offer my opinion and come across as being masculine in how I interact with my peers. Based on the findings from a large-scale meta-analysis conducted by Eagly, Makhijani, & Klonsky (1992) the evaluation of male and female leaders found that when women led in a "masculine" manner the view on the female leader was seen as devalued. (Northouse, 2016, p.402) In this aspect women have found that using a more democratic style leads to more favorable results in leadership roles. (Northouse, 2016, p.402) I have identified that the women within my office that tend to have more of a feminine manner in how they interact with their male counterparts have an overall more effective interaction and relationship with the male peers within the office.

There are a number of sailors in positions of leadership who work within my organization that are highly qualified and high ranking within the military. However, they face a fair amount of prejudice and discrimination when they become pregnant. The difficulty with being pregnant within the military that in most cases a position held by the pregnant sailor can be harmful to their health and that of their unborn child. This factor requires that these females are moved and placed into other jobs with less hazardous conditions. Many of these women attempt to hide the fact that they are pregnant because once moved it harms their chances of learning their job and advancing their career. This type experience of perpetuates the cultural stereotypes that surround women in today's society. (Santovec, 2010, p.1) The differences in how women and men are viewed based on stereotypes can lead to the detriment of female leaders. "Women are regarded as higher in 'communion' and lower in 'agency' compared with men who are considered to be agentic." (Santovec, 2010, p.1) In this situation it can be difficult to navigate through this challenge of prejudice and discrimination of being pregnant while in the military. In my organization however, there are more opportunities for female sailors who are pregnant to still be placed in positions that are less hazardous while pregnant with the integration of enlisted female sailors on board Trident Submarines. (CNO, 2016)

The successful navigation through the challenges that can arise for female leaders can benefit their ability to move into higher-level positions and increase their overall effectiveness as leaders. Organizational reform can provide as an approach in shifting how women leaders are viewed. Reorganizing the norms in the workplace and providing women with more opportunities to develop their careers can also help women navigate these challenges. The addition of mentoring programs and providing women with opportunities to lead in positions that are considered higher-level will help in this regard as well. The negotiation of role expectations and shifting of a women's particular qualities to be more reflective of "a combination of warmth with agentic qualities...and individualized consideration with inspirational motivation", (Northouse, 2016, p.420) would also provide women with the ability to develop their careers. There are many challenges that women face in navigating the leadership labyrinth. The approaches that were posed to each of the individuals in each of these experiences within my organization show their ability to use the theories presented by Northouse (2016) can be applied to effectively maneuver around the challenges women face to elevate their careers to be able to reach the high-leveled positions of leadership.
References
Chief of Naval Operations (CNO) Washington D.C., (2016). NAVADMIN 196/16-ENLISTED WOMEN IN SUBMARINES RATING CONVERSION PROCESS CYCLE 3. Retrieved June 28, 2018 from https://www.public.navy.mil/bupers-npc/reference/messages/Documents/NAVADMINS/NAV2016/NAV16196.txt

Eagly, A. H., Makhijani, M. G., & Klonsky, B. G. (1992). Gender and the evaluation of leaders: A meta-analysis. Psychological Bulletin, 111(1), 3-22. doi:10.1037/0033-2909.111.1.3. Retrieved June 28, 2018 from https://search-proquest-com.ezaccess.libraries.psu.edu/docview/1296896476?pq-origsite=summon&accountid=13158

Hansen, S.B. Sex Roles (2009) 60: 748. Retrieved June 28, 2018 from https://link-springer-com.ezaccess.libraries.psu.edu/content/pdf/10.1007%2Fs11199-008-9546-8.pdf

McDonagh, K. J., & Paris, N. M., (2012). The leadership labyrinth: Career advancement for women. Frontiers of Health Services Management, 28(4), 22-28. Retrieved from http://ezaccess.libraries.psu.edu/login?url=https://search-proquest-com.ezaccess.libraries.psu.edu/docview/1038848907?accountid=13158

Northouse, P.G. (2016). Leadership: Theory and practice (7th ed.) Thousand Oaks, CA: Sage.

Pew Research Center, (2015). Women and Leadership: Public Says Women are Equally Qualified, but Barriers Persist, pp.1-55. Retrieved from http://www.pewsocialtrends.org/2015/01/14/women-and-leadership/

Santovec, M. L., (2010). Women's Metaphor: From 'Glass Ceiling' to 'Labyrinth'. Women in Higher Education, 19(12), 1-2. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/whe.10122/full

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The difficulty that women encounter in making their way into leadership positions is laden with challenges and is viewed as a labyrinth that women have to navigate through if they choose to advance in their careers.

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Why women make great leaders?

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Gender shouldn't determine an individual's leadership abilities. Instead, organizations must assess leadership potential by evaluating individual strengths and personality traits. However, often, women aren't encouraged to assume leadership roles as much as their male counterparts, which contributes to the lopsided power dynamics of the corporate landscape. A recent Fortune coverage suggests that women now head 23 organizations on the Global 500 list, which is an all-time high! Besides, their representation is more diverse than ever; in 2020, only one woman of color headed a Global 500 business. In 2021, there were six women! Yet, while women are steadily climbing up the corporate ladder, the chasm between men and women in leadership roles remains apparent.

McKinsey & Company's Women in the Workplace 2021 report underlines the inadvertent or targeted biases prevalent in the corporate ecosystem that diminishes women's ability to rise to C-suite roles. The study indicates that American companies, when promoting every 100 men to managerial roles, they only promote 86 women. This omission reduces their representation at the manager level, which means fewer women are eligible for promotion to C-suite roles. But women are equally, if not more, qualified than men; then what justifies this massive and unjustified disparity?

Women had more to deal with, even as companies shifted to remote and hybrid working models in the backdrop of the global pandemic, COVID-19. The McKinsey & Company report further reveals that women have been more burned out than a year ago. Meanwhile, the gap in the burnout between women and their male counterparts has doubled, almost. This prolonged stress has forced one in three women to consider leaving the workforce or downshifting their career, which is a significant increase from one in four in the first few months of the pandemic.

The International Labor Organization (ILO) has also revealed similar figures. Female employment worldwide declined by 4.2 percent in 2020 compared to the previous year. For reference, male employment fell by 3 percent during the corresponding year. The decline was the steepest in the Americas (9.4%), followed by the Arab states (4.1%) and the APAC region (3.8%). Despite these headwinds, they have stepped up and are out-performing men in similar positions by helping their teams manage work-life challenges better, ensuring their well-being. Women leaders are also outdoing men in DEI initiatives. The McKinsey & Company report's findings suggest that senior-level women are twice as likely as senior-level men to allot time for such activities at least once a week.

These insights affirm their abilities and the untapped potential that companies must unravel. Women may not always realize how poised for success they are in leadership roles, but their potential and skills are undeniable. Here are 17 reasons why women make great leaders.

1. They Value Work-life Balance

"Women are great leaders because we are able to balance professional and personal leadership skills. It's easier to approach a woman leader with a personal request, or a sensitive question. I care about my team and their well-being, which includes their performance at work and their work-life balance. I also find women more proactive in becoming mentors, and sometimes it's already such an open and communicative relationship that the transition to mentor is easy."

- Amy Killoran, Creative Manager, I Love Travel

2. They Are More Inclusive

"I hate to say there are female and male ways of dealing with power because I think each of us has a male and a female part. But based on my own experience, women will tend to be inclusive, to reach out more, to care a little more."

- Christine Lagarde, Managing Director, International Monetary Fund

3. They Are More Empathetic

"One of the criticisms that I've faced over the years is that I'm not aggressive enough or assertive enough or maybe somehow, because I'm empathetic, it means I'm weak. I totally rebel against that. I refuse to believe that you cannot be both compassionate and strong."

- Jacinda Ardern, Prime Minister of New Zealand

4. They Encourage Free Thinking

"Our emerging workforce is not interested in command-and-control leadership. They don't want to do things because I said so; they want to do things because they want to do them.

-Irene Rosenfeld, CEO, Mondelez International

5. They Focus on Teamwork

"The women [I've worked with] consistently demonstrate passion, enthusiasm and an immense capacity to serve and be served by others. I've observed women make bold and wise decisions as leaders while relying on others to be part of their team. The environment is less authoritarian and more cooperative and family-like, but with solid leadership."

- Katharine M. Nohr, Principal, Nohr Sports Risk Management

6. They're Good at Multitasking

"Women make great leaders as we are natural multitaskers. The ability to decisively and quickly respond to simultaneous and different tasks or problems at a time is a critical component to successful leadership."

- Carolann Tutera, President, SottoPelle

7. They're Motivated By Challenges

"We are creative problem solvers motivated by obstacles. The desire to overcome a challenge fuels us to get things accomplished. Leaders don't take 'no' for an answer."

- Jackie Zlatanovski, Founder, Flik Flops

8. They're Strong Communicators

"Communication is said to be among a woman's strongest skill - and female leaders know how to use it! Whether communicating with employers, co-workers, or partners, an open communication stream allows for clarity in executing roles and responsibilities. Female business leaders are able to communicate regularly, clearly and openly."

- Tina Bacon-DeFrece, President, Big Frog

9. They Dream Big

"Women make great leaders because they have an innate ability to dream big, challenge assumptions and inspire teams - and they know how to translate big ideas into concrete action and results."

- Angela Dejene, Executive Vice President, Crosswind Media & Public Relations

10. They Handle Crisis Situations Well

"Many women, especially moms, are trained caretakers and know how to deal with crisis situations at home with compassion and patience. These attributes become very relevant when a woman leader is dealing with crisis situations, whether this is related to HR or [clients]."

- Huma Gruaz, President and CEO, Alpaytac PR

11. They Can Wear Many Hats

"Wearing many hats is often a regular occurrence in a woman's life. They often balance careers, households and even aging parents, among other things. Women pivot, adjust and focus on solutions. Resting in the doom and gloom can be time-consuming, so many shift to find positive solutions to life and work problems." - Gretchen Halpin, Chief Strategy Officer, Hewins Financial Advisors

12. They Keep Their Ego In-Check

"Ego so often gets in the way of good decision-making in the C-suite. Women exhibit ego differently and they are good at decision-making with the ego held in check. This is a key advantage in working with boards of directors, partners and customers."

- Joan Wrabetz, CTO, Quali

13. They Have High Emotional Intelligence

"Emotional intelligence - the ability to recognize emotions in yourself and others and relate - is something that has recently gained momentum as an essential leadership behavior. I believe this is something that comes more naturally to women than men, and is something that I've personally encountered in my career. To truly create a great place to work and to get the best out of employees, demonstrating emotional intelligence as a leader is critical."

- Lakshmi Raj, Co-founder and Co-CEO, Replicon

14. They're Flexible

"Women make great leaders because we are flexible, and agile. We can see the direction we thought we should take if our company isn't working and we regroup and change course for the better without much deliberation."

- Danita Harris, CEO, Rated M

15. They Lead by Example

"Women lead by example, and in so many cases, women have climbed the ladder so they have experienced a variety of roles before they get to the leadership ones. Experience is key."

- Harriet Taub, Executive Director, Materials for the Arts

16. They Make Their Jobs Look Effortless

"I believe women make phenomenal leaders because they are experts at making the impossible seem possible. And sometimes on a good day they even make it look effortless. Women are pragmatic, resilient and usually able to maneuver tricky situations with grace. Their perspectives are borne out of a mix of trial by fire and sheer fortitude. They look at the world with bravery and are able to piece together the world around them like a complex puzzle."

- Jody Clower, Founder and CEO, Nestiny

17. They Defy the Odds

"Women make great leaders because the odds are against us to lead. When you're the underdog, it takes an extra push to get to the top. That's why the women who emerge on top are extraordinarily strong and capable. We had to fight to get there!"

- Sarah Attman, Principal, Sarah Rose Public Relations

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17 Reasons Women Make Great Leaders - Replicon

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Gender shouldn't determine an individual's leadership abilities. Instead, organizations must assess leadership potential by evaluating individual strengths and personality traits. However, often, women aren't encouraged to assume leadership roles as much as their male counterparts, which contributes to the lopsided power dynamics of the corporate landscape.

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Biggest Challenges that Women Leaders Face

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While the world is evolving, women are still lagging behind when it comes to leadership roles in business. Today, only 26 women are in CEO roles at Fortune 500 companies, making up 5.2% of the female population, according to a report by Pew Research . The stats stay virtually the same for women CEOs of Fortune 1000 companies at 5.4%, showing that there is little movement of women making up these high-ranking positions as company leaders.

With women still pushing to reach the top, they are faced with a range of challenges that many of their male CEO counterparts don't have an understanding of. It is these issues that are preventing many women from achieving their goal of becoming a leader at their company and diminishing their ability to get ahead in business.

Below, 15 members of share what the biggest challenges their female clients are currently facing and provide advice for women leaders everywhere.
1. Being Treated Equally 2. Building A Sisterhood 3. Generating Revenue 4. Being Confident 5. Speaking Up
It's not enough to be in a role or to sit at the table. One must also speak confidently, regardless of odds faced. Women leaders fear being ostracized or rejected; however, respect comes when one's voice is heard. I coach leaders to share their voice and perspective because it can help shape policy, the workforce and perspective. Make your presence known as a leader and collaborator for good. - LaKisha Greenwade , Lucki Fit LLC
6. Building Alliances With Decision-Makers 7. Becoming A Member Of The C-Suite 8. Asking For Money 9. Standing In Their Success 10. Tackling Imposter Syndrome 11. Overcoming Perfectionism
Many of the women leaders I coach get paralyzed by their perfectionist tendencies. I often recommend reflection for clients when they get really stuck. It might be a shorter pause, such as a few deep breaths or short meditation, or a longer activity like a walk, journaling exercise, or a Brené Brown book excerpt or TED Talk. All of these approaches have worked well to help manage perfectionism. - Jill Hauwiller , Leadership Refinery
12. Trusting Their Own Voice
In conversations with leaders, there is one recurring theme that haunts me. It is the virtually inaudible question I hear women asking themselves too often: "Who am I to...?" What I tell my clients is that right now, they are among the wealthiest, most educated and powerful women on the planet. They have not risen to their current title by accident. They must trust and use their own voice! - Susanne Biro , Susanne Biro & Associates Coaching Inc.
13. Shifting Their Word Choice 14. Dealing With Negative Thoughts
One of the biggest challenges my female clients face is they allow for the negative thoughts that arise in their mind to take control of their life. My advice for women everywhere is to take control of their thoughts by becoming consciously aware of them and to either replace them with more positive and encouraging thoughts or to accept them and decide to move forward despite them. - , Pam Ortiz International LLC
15. Re-Entering The Paid Workforce

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15 Biggest Challenges Women Leaders Face And How To Overcome Them

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While the world is evolving, women are still lagging behind when it comes to leadership roles in business. Today, only 26 women are in CEO roles at Fortune 500 companies, making up 5.2% of the female population, according to a report by Pew Research .

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4 Major Types of Educational Leadership

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Spread the loveThere are four major styles of leadership which apply well in the educational setting. While each of these styles has its good points, there is a wide berth of variation, and in fact, transformational leadership is truly an amalgamation of the best attributes of the other three.

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High School Online Dual Enrollment

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What makes our program unique?

Our model is guided by Landmark College pedagogies honed over three decades of working with students who learn differently. The program's uniqueness derives from having a course liaison, a design structure that scaffolds executive function difficulties, and is personalized for individual learners.

Liaison

In addition to the course instructor, each course has an online or onsite liaison. The liaison assist students in navigating the online learning environment and stay on top of course assignments.

Design

Courses are developed following the conceptual framework of Universal Design and include embedded supports for executive function.

Personalized

Small class size helps customize the learning environment and make it personal. Each course has a maximum of 12 - 14 students per instructor and liaison.

Who should take our courses?

Students enrolled in a "transition to college" track in high school who are seeking College Prep and First Year Seminar courses

Year 13 or Gap Year students

Students seeking college credits while in high school

Students interested in exploring targeted courses of interest

Rising juniors and seniors interested in short-term summer programs

What are the benefits?

Our dual enrollment courses offer college preparedness and transition benefits in academic, social-emotional, and economic domains:

Academic

Earn college credits while in high school

Engage in the college experience and learn more about transition to college

Social-Emotional

Develop communication skills

Build self-confidence and awareness of self-advocacy

Experience communicating with peers in a college context

Work with faculty who understand unique academic needs, reducing anxiety about the learning process

Economic

Reduce student loans that are typically associated with extending college graduation time

Save tuition costs compared to other state and private institutions

Read more about the benefits of online dual enrollment courses for students who learn differently.

How does our model support students with executive function challenges?

The dual enrollment program includes dedicated time during the school day for students to meet with an onsite school liaison who ensures that students understand navigation within a digital environment. The liaison works closely with the students to clarify technical and procedural hurdles that students typically have to resolve on their own in college. They learn about the accessibility of the Learning Management System (LMS) (in this case, Canvas), as well as online communication. Students learn how to participate in synchronous and asynchronous discussions and learn about the multiple affordances of online learning in supporting individual needs, such as frequent communication with instructor via digital means, interacting with an online learning community of peers, add-on tech-based applications, and other supports for time management, organization, and self-regulation.

Testimonials

Members of the Winston Preparatory School staff and student body. ( Transcript)

Claudia Koochek, Head of School at the Westmark School in Encino, CA.

What types of courses are offered under the LC dual enrollment program?

The following foundational courses may be offered under the Landmark College High School Online Dual Enrollment program. Availability of a course listed below may vary from semester to semester. Each course is equivalent to three college credits. Landmark College reserves the right to make changes to course offerings during any semester, as needed.

Questions?

For more information about the High School Online Dual Enrollment program, including fees and application, contact the department of Educational Technology and Online Programs (ETOP) at online@landmark.edu or 802-387-1662.

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Our model is guided by Landmark College pedagogies honed over three decades of working with students who learn differently. The program's uniqueness derives from having a course liaison, a design structure that scaffolds executive function difficulties, and is personalized for individual learners. In addition to the course instructor, each course has an online or onsite liaison.

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Ensuring your Developmental Advising is Effective

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Due to rising enrollment and budget cuts, academic advisors can find themselves nearly overwhelmed with high student traffic and high student/advisor ratios. Given this situation, how can directors of advising ensure a high quality of developmental advising, and how can they best encourage and support their staff in providing it?

We spoke this week with Susan Ohrablo, a doctoral enrollment counselor with the Abraham S. Fischler School of Education at Nova Southeastern University. Prior to joining the Fischler School, Ohrablo served as the director of academic advising for the business school at NSU, providing training and leadership to a large staff of undergraduate, master's, and doctoral academic advisors. Here is her advice.

Where Developmental Advising Efforts Often Fall Short

"Given the lack of time and high expectations from students for a fast turnaround in responses to their inquiries," Ohrablo cautions, "it's easy for the advisor to focus on answering the immediate question at hand without necessarily engaging in actual developmental advising."

Ohrablo offers this scenario. Suppose a student calls indicating they have one more class to register for, and they are asking if they should take a certain course they find interesting. The advisor, pressed for time, responds with a speedy "yes," indicating that the course will count as an elective.

"The advisor has not misadvised the student," Ohrablo observes, "but the advisor hasn't done a comprehensive job of addressing the students' needs, either. The advisor hasn't asked about the student's career goals or reviewed the student's record, hasn't checked for issues the student didn't know to ask about. The advisor might look and see that the student has nearly reached the time limit on their degree, and a discussion is needed about that. So, even though the student called to ask about an elective course, there may be other issues the student isn't aware of. Unless the advisor takes the time to look at the student record and talk with the student, the advisor will also remain unaware of these issues."

The Issue is One of Approach, not Time

"If I give a student five brief answers to five specific questions over time, this means the student has called or emailed five times, and I've had five interactions, as opposed to having just one comprehensive discussion. It seems counterintuitive, but investing in the comprehensive advising reduces advisor workload in the long term by reducing student traffic and by reducing each student's total number of visits and calls."
Susan Ohrablo, Nova Southeastern University

Ohrablo emphasizes that it is crucial to encourage your advising staff to view developmental advising not as a function of time, but as a function of approach and problem-solving. It's not an increase in workload, but a reallocation of the advisor's time.

A related concern is that many academic advisors devote time to tasks that aren't as necessary. "One thing I used to tell my employees when I first hired them," Ohrablo recalls, "is that I did not hire you to be a catalog; I have one of those. I did not hire you to be a website; I have one of those. If you are just replicating content that is already available to the student, this is a good check that you're not adding value through developmental advising."

Rather than provide and go over course or program descriptions, an advisor could send the student a degree audit prior to the student's visit, and then invest the time spent in the visit in supporting the student's decision-making and goal-setting.

Envisioning the Academic Advisor as the Student's Partner

When training or coaching your academic advisors, prompt them to:

Articulate how they will balance the need to provide guidance and knowledge the student doesn't have with the need to join the student in shared responsibility for problem-solving and decision-making

Define the value they bring to advising sessions (what the student will receive or achieve in those sessions that they cannot elsewhere) -- such as offering a supportive shoulder, helping students think creatively about their goals, and helping students navigate the options available to them and outline strategies to reach their goals

Think through the importance of listening to the student (and watching for nonverbal cues) that may help them adjust their advising to the student's level of readiness (for example, there is little value and possibly some harm in launching into an intensive discussion of concentrations and minors, career goals, and internships with a student is feeling completely overwhelmed)

This may entail a shift in mindset for some staff, particularly professional advisers who haven't previously received formal training in advising. "One advisor," Ohrablo notes, "may believe that sending an email to the student with 10 links to 10 resources in the catalog or course schedule may be a comprehensive job. But this is duplicating resources, it may overwhelm the student, and there has been no assessment of the student's needs."

"Reinforce the fact that we're not simply here to give information or restate policies and procedures. Advising goes well beyond that. Keep the focus on decision-making, goal-setting, and helping students anticipate and overcome obstacles to their goals."
Susan Ohrablo, Nova Southeastern University

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Daniel Fusch, Director of Publications & Research, Academic Impressions

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Ensuring Your Developmental Advising is Effective - Academic Impressions

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Due to rising enrollment and budget cuts, academic advisors can find themselves nearly overwhelmed with high student traffic and high student/advisor ratios. Given this situation, how can directors of advising ensure a high quality of developmental advising, and how can they best encourage and support their staff in providing it?

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Academic Advisers as Transformational Leaders

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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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Advising as Servant

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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.

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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Superior, Leader, or Coach: Which is better in HigherED?

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Supervisor, Leader, or Coach: Which Is Best for Higher Ed?

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If every division chair/department head, dean, director, vice president, or other person in a position of authority thought of themselves as

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Core Values for Academic Advisors

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Advising as Servant Leadership

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The 4 Key Elements of Great Leadership

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Anyone in a management or supervisory role is a leader, but not everyone in those positions exhibits true leadership. Think of leadership as next level management. The best leaders take their expert management skills and combine them with people skills to become well rounded and highly successful. The difference between being a good leader and a great one is in the relationships you build with your team. These are the four key components of great leadership.
Coaching, not directing.
A great leader is a teacher and a coach, not a dictator. They help their teams develop and grow, and support them by providing training in various forms, including coaching and mentoring. They understand when they need to nurture their teams, and when they need to push them. It's about finding the balance between giving up too much control and being too controlling. A great leader knows that there is no specific ratio to this, and that it changes depending on the situation.

To be a great coach, you must understand that everyone has different needs and that there isn't a one size fits all solution. Learn how your team members work best, and tailor your coaching to match their work style. When you're responsible for very large teams, it's much more difficult to know which style will work best, so it's best to experiment with a few styles until you find the one that gets the desired results. That ties in to the next point, being adept.
Being adept.
Great leaders are prepared for change to happen at any time. They're able to think and make decisions quickly, and more importantly, they know how to rally their teams to make results happen. One day that could mean giving the team free reign to come up with ideas for a project and a deadline that they need to meet. The next day, the deadline could get moved up, and the leader would have to assign tasks and provide more structure.

As a leader, you have to be very aware of everything that's happening from a process standpoint as well as a people standpoint. Paying equal attention to both is important. By ensuring that your team is performing to the best of their abilities, you'll be better able to keep the process on track. If you ignore one, the other will suffer.
Respect.
Respect is a two way street, and it must be given to be had in return. Great leaders understand this, and show their team respect through trust. No employee likes to be micromanaged, as it indicates to them that you don't trust their abilities. In fact, it's one of the quickest ways to lose respect. Leaders must allow their employees to take risks and accept that they will fail sometimes. If you can't trust your employees, they won't trust you. A sure sign of a respected and trusted leader is when employees are comfortable coming to them with questions.

The best leaders have no problem working alongside their employees and aren't afraid to roll up their sleeves and jump in to help the team when necessary. Your own personal leadership style will dictate how often you do this, as will the nature of your work. Some leaders need to constantly work with their teams, whereas others are able to be more hands off. The key is to step in and put in that extra work when it's necessary, and not leave your team struggling.
Being a master communicator.
Great leaders can tailor their communication style to meet the needs of any situation. A leader must be an excellent listener, in order to truly understand the needs of their team. Great leaders understand that different situations call for different communication styles, and are able to switch between them with ease. Without high level communication skills, no leader will truly be successful.

To master the art of communication, you simply need to practice. There are six key communication styles you should be familiar with - listening, advising, directing, motivating, teaching, and coaching. Each one has it's own place and time to be used, and are most effective when combined. Being adept in your communication methods is absolutely necessary. By becoming a master communicator, you're able to clearly express yourself, and therefore lead with greater clarity.

No matter what your title is, you can become a leader. Practice these skills, and you'll be on the path to great leadership.

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Anyone in a management or supervisory role is a leader, but not everyone in those positions exhibits true leadership. Think of leadership as next level management. The best leaders take their expert management skills and combine them with people skills to become well rounded and highly successful.

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Academic Advising Preamble

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Emotional Intelligence for Effective Leadership

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This article was co-authored by Brent Gleeson and Dyan Crace, Marketing Manager at Internet Marketing Inc.
"There are no extraordinary men... just extraordinary circumstances that ordinary men are forced to deal with." - William (Bill) Halsey, Jr.
The ability to be perceptively in tune with yourself and your emotions, as well as having sound situational awareness can be a powerful tool for leading a team. The act of knowing, understanding, and responding to emotions, overcoming stress in the moment, and being aware of how your words and actions affect others, is described as emotional intelligence. Emotional intelligence consists of these four attributes: self-awareness, self-management, social awareness, and relationship management.

As a Navy SEAL veteran, entrepreneur, and leader of one of the fastest growing digital marketing agencies in the country, I have experienced many emotions and become very aware of how those emotions can have a positive or negative effect on my ability to inspire and lead a team. Many individuals try to shut off their feelings, but as much as we distort, deny, and bury our emotions and memories, we can't ever eliminate them.

You can learn to be emotionally independent and gain the attributes that allow you to have emotional intelligence by connecting to core emotions, accepting them, and being aware of how they affect your decisions and actions. My past experiences in combat required me to develop emotional intelligence quickly. A skill that takes constant improvement but that has been beneficial in current leadership roles.

Emotional intelligence is widely known to be a key component of effective leadership. Understanding how the brain operates and how the emotional response system works should also be a factor in where we place team members within our organizations. Being able to relate behaviors and challenges of emotional intelligence on workplace performance is an immense advantage in building an exceptional team. One of the most common factors that leads to retention issues is communication deficiencies that create disengagement and doubt. A leader lacking in emotional intelligence is not able to effectively gauge the needs, wants and expectations of those they lead. Leaders who react from their emotions without filtering them can create mistrust amongst their staff and can seriously jeopardize their working relationships. Reacting with erratic emotions can be detrimental to overall culture, attitudes and positive feelings toward the company and the mission. Good leaders must be self aware and understand how their verbal and non-verbal communication can affect the team.

SEAL training taught me many things, including how to build alliance among a team, make quick decisions in high stress situations, and communicate effectively amidst chaos. Emotions and adrenaline run high in stressful and potentially life threatening situations, but for people that haven't had the training, it can be difficult to stay calm and make good decisions under pressure.

To help understand your emotional intelligence competencies, I would recommend determining where you stand on the below elements.

Self-Assessment: Without reflection we cannot truly understand who we are, why we make certain decisions, what we are good at, and where we fall short. In order to reach your maximum potential, you must be confident in who you are, understanding the good with the bad. Those that have a strong understanding of who they are and what they want to work on, can improve themselves on a regular basis. On the battlefield, a soldier's heart is revealed. You see actions of heroism as well as shameful acts of cowardice. Sometimes you don't even know what type of person you are until you have been put in a situation that pushes you to the limits.

Empathy and Compassion: Empathy is the ability to put yourself in someone else's shoes and understand how they may feel or react to a certain situation. When one has empathy, the capacity to feel compassion is open. The emotion that we feel in response to suffering that motivates a desire to help. The more we can relate to others, the better we will become at understanding what motivates or upsets them.

Emotional Restraint: Self-control is a critical part of emotional intelligence. You need to understand how you feel before you react in a way that you may regret later. This is important in conflict resolution. It doesn't do any good to say things that will not help to resolve the situation. A leader's responsibility is to create order within organization and form a unified culture with positivity at the core.

Relationship Building: You can't make deep connections with others if you're distracted. Many of us have families, other obligations, and a crazy to-do list, but building and maintaining healthy and productive relationships is essential to one's ability to gain higher emotional intelligence. We must recognize that everyone has a different perspective due to their background and ideals. The key is to find common ground and know that what you do and say can have a positive or negative effect on someone. This includes the tone of your voice, facial expressions, and body language.

Effective Communication: In the SEAL teams you have to do three things flawlessly to be an effective operator and team member: Move, shoot, and communicate. Communication being of the utmost importance. Misunderstandings and lack of communication are usually the basis of problems between most people. Failing to communicate effectively in a workplace leads to frustration, bitterness, and confusion among employees. Effective communication can eliminate obstacles and encourage stronger workplace relationships. When employees know their role within a company and understand how they benefit the overall direction and vision, there is a sense of value and accomplishment. Good communication results in alignment and a shared sense of purpose.

One of the things that motivates me to be a better leader is having a positive effect on people. Emotional intelligence is a powerful tool and I hope to continue to understand how it can contribute to exceeding goals, improving critical work relationships, and create a healthy, productive workplace and organizational culture.

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This article was co-authored by Brent Gleeson and Dyan Crace, Marketing Manager at Internet Marketing Inc. "There are no extraordinary men... just extraordinary circumstances that ordinary men are forced to deal with." - William (Bill) Halsey, Jr. The ability to be perceptively in tune with yourself and your emotions, as well as having [...]

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