# data[].attributes.attachment_link.readable_text
In 1990, in my role as a science reporter at The New York Times, I chanced upon an article in a small academic journal by two psychologists, John Mayer, now at the University of New Hampshire, and Yale's Peter Salovey. Mayer and Salovey offered the first formulation of a concept they called "emotional intelligence."

Those were days when the preeminence of IQ as the standard of excellence in life was unquestioned; a debate raged over whether it was set in our genes or due to experience. But here, suddenly, was a new way of thinking about the ingredients of life success. I was electrified by the notion, which I made the title of this book in 1995. Like Mayer and Salovey, I used the phrase to synthesize a broad range of scientific findings, drawing together what had been separate strands of research - reviewing not only their theory but a wide variety of other exciting scientific developments, such as the first fruits of the nascent field of affective neuroscience, which explores how emotions are regulated in the brain.

I remember having the thought, just before this book was published ten years ago, that if one day I overheard a conversation in which two strangers used the phrase emotional intelligence and both understood what it meant, I would have succeeded in spreading the concept more widely into the culture. Little did I know.

The phrase emotional intelligence, or its casual shorthand EQ, has become ubiquitous, showing up in settings as unlikely as the cartoon strips Dilbert and Zippy the Pinhead and in Roz Chast's sequential art in The New Yorker. I've seen boxes of toys that claim to boost a child's EQ; lovelorn personal ads sometimes trumpet it in those seeking prospective mates. I once found a quip about EQ printed on a shampoo bottle in my hotel room.

And the concept has spread to the far corners of our planet. EQ has become a word recognized, I'm told, in languages as diverse as German and Portuguese, Chinese, Korean, and Malay. (Even so, I prefer EI as the English abbreviation for emotional intelligence.) My e-mail inbox often contains queries, from, for example, a doctoral student in Bulgaria, a school teacher in Poland, a college student in Indonesia, a business consultant in South Africa, a management expert in the Sultanate of Oman, an executive in Shanghai. Business students in India read about EI and leadership; a CEO in Argentina recommends the book I later wrote on the topic. I've also heard from religious scholars within Christianity, Judaism, Islam, Hinduism, and Buddhism that the concept of EI resonates with outlooks in their own faith.

Most gratifying for me has been how ardently the concept has been embraced by educators, in the form of programs in "social and emotional learning or SEL. Back in 1995 I was able to find only a handful of such programs teaching emotional intelligence skills to children. Now, a decade later, tens of thousands of schools worldwide offer children SEL. In the United States many districts and even entire states currently make SEL curriculum requirement, mandating that just as students must attain a certain level of competence in math and language, so too should they master these essential skills for living.

In Illinois, for instance, specific learning standards in SEL abilities have been established for every grade from kindergarten through the last year of high school. To give just one example of a remarkably detailed and comprehensive curriculum, in the early elementary years students should learn to recognize and accurately label their emotions and how they lead them to act. By the late elementary years lessons in empathy should make children able to identify the nonverbal clues to how someone else feels; in junior high they should be able to analyze what creates stress for them or what motivates their best performance. And in high school the SEL skills include listening and talking in ways that resolve conflicts instead of escalating them and negotiating for win-win solutions.

Around the world Singapore has undertaken an active initiative in SEL, as have some schools in Malaysia, Hong Kong, Japan, and Korea. In Europe, the U.K. Has led the way, but more than a dozen other countries have schools that embrace EI, as do Australia and New Zealand, and here and there countries in Latin America and Africa. In 2002 UNESCO began a worldwide initiative to promote SEL, sending a statement of ten basic principles for implementing SEL to the ministries of education in 140 countries.

In some states and nations, SEL has become the organizing umbrella under which are gathered programs in character education, violence prevention, antibullying, drug prevention and school discipline. The goal is not just to reduce these problems among schoolchildren but to enhance the school climate and, ultimately, students' academic performance.

In 1995, I outlined the preliminary evidence suggesting that SEL was the active ingredient in programs that enhance children's learning while preventing problems such as violence. Now the case can be made scientifically: helping children improve their self-awareness and confidence, manage their disturbing emotions and impulses, and increase their empathy pays off not just in improved behavior but in measurable academic achievement.

This is the big news contained in a recently completed meta-analysis of 668 evaluation studies of SEL programs for children from preschoolers through high school. The massive survey was conducted by Roger Weissberg, who directs the Collaborative for Academic, Social and Emotional Learning at the University of Illinois at Chicago - the organization that has led the way in bringing SEL into schools worldwide.

The data show that SEL programs yielded a strong benefit in academic accomplishment, as demonstrated in achievement test results and grade-point averages. In participating schools, up to 50 percent of children showed improved achievement scores and up to 38 percent improved their grade-point averages. SEL programs also made schools safer: incidents of misbehavior dropped by an average of 28 percent; suspensions by 44 percent; and other disciplinary actions by 27 percent. At the same time, attendance rates rose, while 63 percent of students demonstrated significantly more positive behavior. In the world of social science research, these remarkable results for any program promoting behavioral change, SEL had delivered on its promise.

In 1995 I also proposed that a good part of the effectiveness of SEL came from its impact in shaping children's developing neural circuitry, particularly the executive functions of the prefrontal cortex, which manage working memory - what we hold in mind as we learn - and inhibit disruptive emotional impulses. Now the first preliminary scientific evidence for that notion has arrived. Mark Greenberg of Pennsylvania State University. A codeveloper of the PATHS curriculum in SEL, reports not only that the program for elementary school students boasts academic achievement but, even more significantly, that much of the increased learning can be attributed to improvements in attention and working memory, key functions of the prefrontal cortex. This strongly suggests that neuroplasticity, the shaping of the brain through repeated experience, plays a key role in the benefits from SEL.

Perhaps the biggest surprise for me has been the impact of EI in the world of business, particularly in the areas of leadership and employee development (a form of adult education). The Harvard Business Review has hailed emotional intelligence as "a ground-breaking, paradigm-shattering idea," one of the most influential business ideas of the decade.

Such claims in the business world too often prove to be fads, with no real underlying substance. But here a far-flung network of researchers has been at work, ensuring that the application of EI will be grounded in solid data. The Rutgers University-based Consortium for Research on Emotional Intelligence in Organizations (CREIO) has led the way in catalyzing this scientific work, collaborating with organizations that range from the Office of Personnel Management in the federal government to American Express.

Today companies worldwide routinely look through the lens of EI in hiring, promoting, and developing their employees. For instance, Johnson and Johnson (another CREIO member) found that in divisions around the world, those identified at mid career as having high leadership potential were far stronger in EI competencies than were their less-promising peers. CREIO continues to foster such research, which can offer evidence-based guidelines for organizations seeking to enhance their ability to achieve their business goals or fulfill a mission.

# data[].attributes.attachment_link.description
In 1990, in my role as a science reporter at The New York Times, I chanced upon an article in a small academic journal by two psychologists, John Mayer, now at the University of New Hampshire, and Yale's Peter Salovey. Mayer and Salovey offered the first formulation of a concept they called "emotional intelligence."

# data[].attributes.attachment_link.readable_text
The situational theory of leadership suggests that no single leadership style is best. Instead, it depends on which type of leadership and strategies are best-suited to the task. According to this theory, the most effective leaders are those that are able to adapt their style to the situation and look at cues such as the type of task, the nature of the group, and other factors that might contribute to getting the job done.

Situational Leadership

Situational leadership theory is often referred to as the Hersey-Blanchard Situational Leadership Theory, after its developers, Dr. Paul Hersey, author of "The Situational Leader," and Kenneth Blanchard, author of "One-Minute Manager."

Leadership Styles

Hersey and Blanchard suggested that there are four primary leadership styles:

Telling (S1):In this leadership style, the leader tells people what to do and how to do it.

Selling (S2): This style involves more back-and-forth between leaders and followers. Leaders "sell" their ideas and message to get group members to buy into the process.

Participating (S3): In this approach, the leader offers less direction and allows members of the group to take a more active role in coming up with ideas and making decisions.

Delegating (S4):This style is characterized by a less involved, hands-off approach to leadership. Group members tend to make most of the decisions and take most of the responsibility for what happens.

Maturity Levels

The right style of leadership depends greatly on the maturity level (i.e., the level of knowledge and competence) of the individuals or group.

Hersey and Blanchard's theory identifies four different levels of maturity, including:

M1: Group members lack the knowledge, skills, and willingness to complete the task.

M2: Group members are willing and enthusiastic, but lack the ability.

M3: Group members have the skills and capability to complete the task, but are unwilling to take responsibility.

M4: Group members are highly skilled and willing to complete the task.

Matching Styles and Levels

Leadership styles may be matched with maturity levels. The Hersey-Blanchard model suggests that the following leadership styles are the most appropriate for these maturity levels:

Low Maturity (M1)-Telling (S1)

Medium Maturity (M2)-Selling (S2)

Medium Maturity (M3)-Participating (S3)

High Maturity (M4)-Delegating (S4)

How It Works

A more "telling" style may be necessary at the beginning of a project when followers lack the responsibility or knowledge to work on their own. As subordinates become more experienced and knowledgeable, however, the leader may want to shift into a more delegating approach.

The situational approach to leadership also avoids the pitfalls of the single-style approach by recognizing that there are many different ways of dealing with a problem and that leaders need to be able to assess a situation and the maturity levels of subordinates in order to determine what approach will be the most effective at any given moment.

Situational theories, therefore, give greater consideration to the complexity of dynamic social situations and the many individuals acting in different roles who will ultimately contribute to the outcome.

Situational Leadership II

The Situational Leadership II (or SLII model) was developed by Kenneth Blanchard and builds on Blanchard and Hersey's original theory. According to the revised version of the theory, effective leaders must base their behavior on the developmental level of group members for specific tasks.

Competence and Commitment

The developmental level is determined by each individual's level of competence and commitment. These levels include:

Enthusiastic beginner (D1): High commitment, low competence.

Disillusioned learner (D2):Some competence, but setbacks have led to low commitment.

Capable but cautious performer (D3):Competence is growing, but the level of commitment varies.

Self-reliant achiever (D4): High competence and commitment.

SLII Leadership Styles

SLII also suggests that effective leadership is dependent on two key behaviors: supporting and directing. Directing behaviors include giving specific directions and instructions and attempting to control the behavior of group members. Supporting behaviors include actions such as encouraging subordinates, listening, and offering recognition and feedback.

The theory identifies four basic leadership styles, including:

Directing (S1): High on directing behaviors, low on supporting behaviors.

Coaching (S2): High on both directing and supporting behaviors.

Supporting (S3): Low on directing behavior and high on supporting behaviors.

Delegating (S4): Low on both directing and supporting behaviors.

Key Factors

Experts suggest that there are four key contextual factors that leaders must be aware of when making an assessment of the situation.

Consider the Relationship

Leaders need to consider the relationship between the leaders and the members of the group. Social and interpersonal factors can play a role in determining which approach is best.

For example, a group that lacks efficiency and productivity might benefit from a style that emphasizes order, rules, and clearly defined roles. A productive group of highly skilled workers, on the other hand, might benefit from a more democratic style that allows group members to work independently and have input in organizational decisions.

Consider the Task

The leader needs to consider the task itself. Tasks can range from simple to complex, but the leader needs to have a clear idea of exactly what the task entails in order to determine if it has been successfully and competently accomplished.

Consider the Level of Authority

The level of authority the leader has over group members should also be considered. Some leaders have power conferred by the position itself, such as the capacity to fire, hire, reward, or reprimand subordinates. Other leaders gain power through relationships with employees, often by gaining respect from them, offering support to them, and helping them feel included in the decision-making process.

Consider the Level of Maturity

As the Hersey-Blanchard model suggests, leaders need to consider the level of maturity of each individual group member. The maturity level is a measure of an individual's ability to complete a task, as well as his or her willingness to complete the task. Assigning a job to a member who is willing but lacks the ability is a recipe for failure.

Being able to pinpoint each employee's level of maturity allows the leader to choose the best leadership approach to help employees accomplish their goals.

# data[].attributes.attachment_link.title
Why the Most Effective Leaders Know How to Adapt to the Situation

# data[].attributes.attachment_link.description
The situational theory of leadership suggests that no single leadership style is best. Instead, it depends on which type of leadership and strategies are best-suited to the task.

# data[].attributes.attachment_link.description
The Bureaucratic Leadership style is based on following normative rules, and adhering to lines of authority.

# data[].attributes.attachment_link.readable_text
In the workplace, leadership style can be as personal as individual leaders, but styles do tend to fall into three main categories: authoritative, laissez-faire and democratic.

Manhattan College's online Master's in Organizational Leadership will give you the skills to unlock your leadership potential, but here, we look at the strengths and weaknesses of the democratic leadership model.

Democratic Characteristics

A democratic leader brings together people from different levels of an organization to work together toward solving problems or meeting goals.

This leader emphasizes a shared approach to decision-making and will often seek input from everyone on a project team in order to reach a consensus.

Strengths

With this leadership style, employees often feel heard and valued. They believe their decisions and ideas have equal weight to everyone else.

This sense of empowerment can prompt considerable creativity and innovation since team members are assured "there are no bad ideas." This gives them confidence and is a significant morale booster.

Democratic leadership works especially well in teams where each worker has specialized experience and can articulate their ideas clearly. The leader can bring out the best of their insights and use those to keep a project moving forward.

Obstacles

Although there may be room for creativity with democratic leadership, there are also some drawbacks to this approach.

Most notably, inexperienced team members may feel that they aren't getting enough guidance on specific tasks.

Projects may also get delayed through all the efforts toward consensus building. Not everyone will agree on everything all the time. Trying to align team members who disagree can be a thankless, time-consuming task that may negatively affect morale in the long run.

Career Tracks

The democratic leadership style can be in demand in several job roles, particularly with distributed workforces and the need for more team building.

Project team leaders benefit from having this style, as well as some C-level executive positions like a chief marketing officer, chief technology officer and chief innovation officer.

Any position that involves directing a team in which ideas need to flow freely would benefit from a democratic leader.

Leadership Education

To learn more about your leadership style and the strengths and areas of opportunity associated with each, take the Leadership Quiz from Manhattan College.

Even if you feel that you're leaning more toward one approach or another, it can be helpful to develop more expertise around all leadership styles. Recognizing their differences can help you cultivate your own style as well as work with other leaders in more efficient ways.

The Online M.S. in Organizational Leadership from Manhattan College provides insights about different leadership styles and offers collaborative, experiential learning paired with skills that can be used in real-life career settings. This standout combination results not just in a roadmap for leadership but the roadmap you need to succeed.

To learn about Manhattan College's Online Master's Degree in Organizational Leadership, request information or call (855) 841-2843 to speak with Admissions.

# data[].attributes.attachment_link.title
Strengths and Weaknesses of a Democratic Leadership Style

# data[].attributes.attachment_link.description
In the workplace, leadership style can be as personal as individual leaders, but styles do tend to fall into three main categories: authoritative, laissez-faire and democratic. Manhattan College's online Master's in Organizational Leadership will give you the skills to unlock your leadership potential, but here, we look at the strengths and weaknesses of the democratic leadership model.

# data[].attributes.attachment_link.readable_text
At first blush, you may think a servant leader literally takes on the role of a servant. Taken to an extreme, that definition would look like this:

As you pull into work, the leader meets you at your car, opens your door, and welcomes you to the office. Maybe the leader gets you coffee mid-morning and drops by in the afternoon to see if you need anything. When you need assistance on a project, or maybe just someone to do the grunt work, there your leader is, waiting for you.

No, that isn't servant leadership.

Servant leadership is a blend and balance between leader and servant. You don't lose leadership qualities when becoming a servant leader.

A servant leader is one who:
1. Values diverse opinions.
A servant leader values everyone's contributions and regularly seeks out opinions. If you must parrot back the leader's opinion, you are not in a servant-led organization.
2. Cultivates a culture of trust.
People don't meet at the water cooler to gossip. Pocket vetoes are rejected.
3. Develops other leaders.
The replication factor is so important. It means teaching others to lead, providing opportunities for growth and demonstrating by example. That means the leader is not always leading, but instead giving up power and deputizing others to lead.
FREE SERVANT LEADERSHIP EBOOK. B ecome a better, more effective leader! To receive free Leadership Insights and posts like this one, just sign up below:
Already on my list? Enter your email above and you'll get instructions on how to access the webinar.

4. Helps people with life issues (not just work issues).
1: Values diverse opinions 2: Cultivates a culture of trust 3: Develops other leaders 4: Helps people with life issues 5: Encourages 6: Sells instead of tells 7: Thinks you, not me 8: Thinks long-term 9: Acts with humility 5. Encourages.
It's important to offer opportunities for personal development beyond the job. Let's say you run a company program to lose weight, or lower personal debt, or a class on etiquette. None of these may help an immediate corporate need, but each may be important.
6. Sells instead of tells.
The hallmark of a servant leader is encouragement. And a true servant leader says, " Let's go do it," not, " You go do it."
7. Thinks "you," not "me."
A servant leader is the opposite of a dictator. It's a style all about persuading, not commanding.
8. Thinks long-term.
There's a selfless quality about a servant leader. Someone who is thinking only, "How does this benefit me?" is disqualified.
9. Acts with humility.
A servant leader is thinking about the next generation, the next leader, the next opportunity. That means a tradeoff between what's important today versus tomorrow, and making choices to benefit the future.

The leader doesn't wear a title as a way to show who's in charge, doesn't think he's better than everyone else, and acts in a way to care for others. She may, in fact, pick up the trash or clean up a table. Setting an example of service, the servant leader understands that it is not about the leader, but about others.

Like this? Please share!

# data[].attributes.attachment_link.description
At first blush, you may think a servant leader literally takes on the role of a servant. Taken to an extreme, that definition would look like this: As you pull into work, the leader meets you at your car, opens your door, and welcomes you to the office.

# data[].attributes.attachment_link.readable_text
This article describes the Laissez Faire leadership in a practical way. After reading you will understand the basics of this powerful type of leadership style.

What is Laissez Faire leadership?

Of the many different leadership styles, Laissez Faire is one of the more remarkable. Translated from French, it literally means 'to let it do'.

Laissez Faire is the imperative, meaning 'let it do'. Both forms are used when referring to this leadership style.

Participation

In most management and leadership styles, employee participation is paramount.

When there is little or no participation, the leadership style is authoritarian. If employees are allowed a lot of room for participation (voicing their opinion and sharing their decision making process), the leadership style is democratic.

Between these extremes, there are many other leadership styles. However, a Laissez Faire leadership style is considered to be at the extreme end of the democratic leadership style spectrum. The idea of 'let them do whatever they want'-management could imply that it is a negative style, with the manager involving him or herself as little as possible. This is partially true.

Characteristics of Laissez Faire leadership

Laissez Faire leadership is often associated with leaving employees to their own devices. It is about giving employees freedom.

Managers have very little personal influence and delegate almost everything. In that sense, it is similar to facilitative leadership. Facilitating leaders trust that with the resources they offer, their employees are able to function independently.

Laissez Faire leadership is an extremely passive leadership style. Laissez-faire leaders also offer certain resources, but do not supervise the process and trust that employees can work towards solutions on their own. That means that employees are on their own. They decide for themselves what the right and wrong ways of doing things are.

Laissez Faire leadership is about giving employees freedom. The danger of this style is that the manager may come across as uninvolved, indifferent or unengaged.

Informal leadership

Generally, a Laissez Faire manager has a lot of faith in his employees. He observes how the work is done and checks the results, but does not intervene.

Employees' self-reliance is put to the test. Because there is very little or no supervision or support of the employees, they have to do it themselves.

This increases the chance for informal leadership. However, Laissez Faire leadership can cause uncertainty among employees and in the group as a whole. Employees need a central leader, someone to stimulate them and help them flourish.

Without leadership, employees have a tendency to do only what is expected of them and what they were hired to do. They might get the impression that they are not being taken seriously, and neither are their ideas and wishes.

That makes it more likely that subgroups will form within the main group, leading to increased internal rivalry and risk of conflicts. When employees are free to make decisions as they see fit, they can become lazy, resulting in reduced productivity.

Therefore, it is a good idea that a Laissez Faire leader initially gives his employees a direction. That way, group members will know what course they should follow and what is expected of them.

Danger

When using the Laissez Faire leadership style, employees may be less focused on working in a results-oriented fashion. Another danger is reduced harmony, undermining the group-effect.

Some employees are simply not able to set their own deadlines, motivate themselves and/ or activate themselves.

They need a leader to do that for them. This makes it difficult for them to be responsible for their projects, manage them and solve problems on their own.

The risk is that projects will not be completed on time or at all.

The main disadvantages of Laissez Faire leadership are described below:

1. Lack of role awareness - the employee does not know what is expected of him within the team.

2. Lack of commitment - the employee does not feel committed to the group. There is no cohesion, making it less likely that group members hold each other accountable.

3. Lack of responsibility - nobody supervises employees. This may lead to employees showing up for work, but not feeling responsible for how they perform their tasks.

4. Passivity - when employees are unfamiliar with their task and/or the process as a whole, they will not make as much of an effort as they might have otherwise.

Application

Laissez Faire leadership does in fact have certain benefits though, making it a valid leadership style.

Laissez Faire leadership can be an excellent choice of leadership style when working with a team that is capable of operating completely independently, takes responsibility and is not afraid to make decisions. The team will be self-guiding and self-regulating and knows exactly what is expected of them.

There are also certain situations in which the (temporary) deliberate use of this style will pay off. One example would be a new manager that comes from the existing group. It is a good idea for him to initially take a wait-and-see approach. After making his observations, he can determine how far the group has progressed and what exactly they are capable of.

Even in the case of team decisions, Laissez Faire leadership can work well. By giving a group the room to make their own decision and remaining on the sidelines, leaders can increase the confidence of the group members. The leader should make it clear that he is available for advice and information, and he should monitor the process to make sure there are no problems.

These examples all refer to temporary and deliberate use of this leadership style.

Furthermore, it would be wise to only use this style in the case of professional and experienced employees who like to work independently. Laissez Faire leadership is also an excellent leadership style for employees who appreciate working alone.

However, this does require them to be passionate and intrinsically motivated about their job.

It's Your Turn

What do you think? Is the Laissez Faire leadership style still applicable in today's modern business world? Do you recognize the practical explanation or do you have more additions? What are your success factors for good leadership in relation to employees who work alone?

Share your experience and knowledge in the comments box below.

If you liked this article, then please subscribe to our Free Newsletter for the latest posts on Management models and methods. You can also find us on Facebook and Google+.
More information

1. Bass, B. M., & Stogdill, R. M. (1990). Handbook of leadership. Free Press.

2. Chaudhry, A. Q., & Javed, H. (2012). Impact of transactional and laissez faire leadership style on motivation. International Journal of Business and Social Science, 3(7).

3. Deluga, R. J. (1990). The effects of transformational, transactional, and laissez faire leadership characteristics on subordinate influencing behavior. Basic and Applied Social Psychology, 11(2), 191-203.

4. Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L. (2003). Transformational, transactional, and laissez-faire leadership styles: a meta-analysis comparing women and men.

How to cite this article:
Mulder, P. (2017). Laissez Faire leadership. Retrieved [insert date] from ToolsHero: https://www.toolshero.com/leadership/laissez-faire-leadership/

Add a link to this page on your website:
<a href="https://www.toolshero.com/leadership/laissez-faire-leadership/">ToolsHero: Laissez Faire leadership</a>

Did you find this article interesting?
Your rating is more than welcome or share this article via Social media!

You need to enable JavaScript to vote

Patty Mulder is an Dutch expert on Management Skills, Time Management, Personal Effectiveness and Business Communication. She is also a Content writer, Business Coach and Company Trainer and lives in the Netherlands (Europe).

# data[].attributes.attachment_link.title
Laissez Faire Leadership, a powerful type of leadership style | ToolsHero

# data[].attributes.attachment_link.description
This article describes the Laissez Faire leadership in a practical way. After reading you will understand the basics of this powerful type of leadership style. What is Laissez Faire leadership? Of the many different leadership styles, Laissez Faire is one of the more remarkable. Translated from French, it literally means'to let it do'.

# data[].attributes.attachment_link.readable_text
Autocratic leadership, also known as authoritarian leadership, is a leadership style characterized by individual control over all decisions and little input from group members. Autocratic leaders typically make choices based on their ideas and judgments and rarely accept advice from followers. Autocratic leadership involves absolute, authoritarian control over a group.

Like other leadership styles, the autocratic style has both some benefits and some weaknesses. While those who rely on this approach to heavily are often seen as bossy or dictator-like, this level of control can have benefits and be useful in certain situations. When and where the authoritarian style is most useful can depend on factors such as the situation, the type of task the group is working on, and characteristics of the team members.

If you tend to utilize this type of leadership with a group, learning more about your style and the situations in which this style is the most effective can be helpful.

Some of the primary characteristics of autocratic leadership include:

Little or no input from group members

Leaders make almost all of the decisions

Group leaders dictate all the work methods and processes

Group members are rarely trusted with decisions or important tasks

Work tends to be highly structured and very rigid

Creativity and out-of-the box thinking tend to be discouraged

Rules are important and tend to be clearly outlined and communicated

The autocratic style tend to sound quite negative. It certainly can be when overused or applied to the wrong groups or situations. However, autocratic leadership can be beneficial in some instances, such as when decisions need to be made quickly without consulting with a large group of people. Some projects require strong leadership to get things accomplished quickly and efficiently. When the leader is the most knowledgeable person in the group, the autocratic style can lead to fast and effective decisions.

So when does autocratic leadership work best?

The autocratic leadership style can be useful in the following instances:

It can be effective in small groups where leadership is lacking. Have you ever worked with a group of students or co-workers on a project that got derailed by poor organization, a lack of leadership and an inability to set deadlines? If so, the chances are that your grade or job performance suffered as a result. In such situations, a strong leader who utilizes an autocratic style can take charge of the group, assign tasks to different members, and establish solid deadlines for projects to be finished.

These types of group projects tend to work better when one person is either assigned the role of leader or simply takes on the job on their own. By setting clear roles, assigning tasks, and establishing deadlines, the group is more likely to finish the project on time and with everyone providing equal contributions.

It can also be used well in cases where a great deal of pressure is involved. In situations that are particularly stressful, such as during military conflicts, group members may prefer an autocratic style. This allows members of the group to focus on performing specific tasks without worrying about making complex decisions. This also allows group members to become highly skilled at performing certain duties, which is ultimately beneficial to the success of the entire group.

Manufacturing and construction work can also benefit from the autocratic style. In these situations, it is essential that each person have a clearly assigned task, a deadline, and rules to follow. Autocratic leaders tend to do well in these settings because they ensure that projects are finished on time and that workers follow safety rules to prevent accidents and injuries.

While autocratic leadership can be beneficial at times, there are also many instances where this leadership style can be problematic. People who abuse an autocratic leadership style are often viewed as bossy, controlling, and dictatorial. This can sometimes result in resentment among group members. Group members can end up feeling that they have no input or say in how things or done, and this can be particularly problematic when skilled and capable members of a team are left feeling that their knowledge and contributions are undermined.

Some common problems with autocratic leadership:

This style tends to discourage group input. Because autocratic leaders make decisions without consulting the group, people in the group may dislike that they are unable to contribute ideas. Researchers have also found that autocratic leadership often results in a lack of creative solutions to problems, which can ultimately hurt the group from performing.

Autocratic leaders tend to overlook the knowledge and expertise that group members might bring to the situation. Failing to consult with other team members in such situations hurts the overall success of the group.

Autocratic leadership can also impair the morale of the group in some cases. People tend to feel happier and perform better when they feel like they are making contributions to the future of the group. Since autocratic leaders typically do not allow input from team members, followers start to feel dissatisfied and stifled.

The autocratic style can be beneficial in some settings, but also has its pitfalls and is not appropriate for every setting and with every group. If this tends to be your dominant leadership style, there are things that you should consider whenever you are in a leadership role.

Listen to team members. You might not change your mind or implement their advice, but subordinates need to feel that they can express their concerns. Autocratic leaders can sometimes make team members feel ignored or even rejected, so listening to people with an open mind can help them feel like they are making an important contribution to the group's mission.

Establish clear rules. In order to expect team members to follow your rules, you need to first ensure that these guidelines are clearly established and that each person on your team is fully aware of them.

Provide the group with the knowledge and tools they need. Once your subordinates understand the rules, you need to be sure that they actually have the education and abilities to perform the tasks you set before them. If they need additional assistance, offer oversight and training to fill in this knowledge gap.

Be reliable. Inconsistent leaders can quickly lose the respect of their teams. Follow through and enforce the rules you have established.

Recognize success. Your team may quickly lose motivation if they are only criticized when they make mistakes but never rewarded for their successes.

While autocratic leadership does have some potential pitfalls, leaders can learn to use elements of this style wisely. For example, an autocratic style can be used effectively in situations where the leader is the most knowledgeable member of the group or has access to information that other members of the group do not. Instead of wasting valuable time consulting with less knowledgeable team members, the expert leader can quickly make decisions that are in the best interest of the group.

Autocratic leadership is often most effective when it is used for specific situations. Balancing this style with other approaches including democratic or transformational styles can often lead to better group performance.
Cragen, JF, Wright, DW, & Kasch, CR. Communication in Small Groups: Theory, Process, and Skills. Boston: Wadsworth; 2009. Daft, RL. The Leadership Experience. Stamford, CT: Cengage Learning; 2015.

# data[].attributes.attachment_link.title
What Are the Pros and Cons of Autocratic Leadership?

# data[].attributes.attachment_link.description
Autocratic leadership, also known as authoritarian leadership, is a leadership style characterized by individual control over all decisions and little input from group members. Autocratic leaders typically make choices based on their ideas and judgments and rarely accept advice from followers. Autocratic leadership involves absolute, authoritarian control over a group.

# data[].attributes.attachment_link.readable_text
I chose special education for what felt like the right reason. I wanted to help the students who struggle to learn. But I soon realized that was only a part of the job.

The paperwork, the meetings, the accountability. Eventually it got to me. I couldn't do it all and I got tired of showing up to a job I knew I couldn't do. It's that simple.

So as I've been looking into the teacher shortage it hasn't felt like a revelation that people are leaving the profession. I get it.

But I have been curious about my friends and colleagues who have stayed. Especially one colleague in particular: Stephanie Johnson.

I know Stephanie from my college days. We were in the same special education program at Brigham Young University three years ago. But as a mother of three returning to school in her 40s, Stephanie wasn't your typical student.

She's now going on her third year teaching eighth grade math and ninth grade English to students with a wide range of disabilities at Oak Canyon Junior High School in Lindon, Utah, which is about 40 miles south of Salt Lake City.
'My Joy Is In The Classroom'
I visited Stephanie's classroom during a math lesson. She was reviewing how to find the slope of a line, through word problems. You know, x-axis-y-axis-type stuff. The students copied some problems from the board and got to work.

The class was surprisingly quiet and focused. If I had been teaching I might have leaned back, put my feet up on the desk and enjoyed the moment.

But not Stephanie.

She weaved through the desks, kneeling beside each student and checking in. I could tell she was in her element.

I checked in with a few students too. Each one had the same responses to my questions.

Do you like math?

Are you good at it?

How are you doing in Mrs. Johnson's class?
Good. It makes sense when she explains it.
"My joy is in the classroom," Stephanie told me afterward. "When they catch on to something and they have those 'aha' moments."

Those "aha" moments are no small feat. Each of Stephanie's students has some type of learning disability. Many have become accustomed to the feeling of being totally lost during their classes, especially math.

But there they were, scribbling away with that scrunched concentration on their faces. None of them looked lost.

This didn't surprise me. Back in college it was obvious that Stephanie would be a dynamic teacher.

For starters, she understood special education from a parent's perspective. One of her sons, Alec, was in special education classes from second through ninth grade. She knows the heartache and worry that come when a parent is told her child learns differently.

"Now, as the teacher, I can say, 'I know exactly how you feel. I've been there and it's going to be OK,' " Stephanie says.

She was also a teaching assistant in a special education classroom at a middle school for five years. And on top of that she was an extremely driven student.

Because of all this, my classmates and I looked up to her. She was a kind of mentor to us. She helped us see the purpose in what we were preparing to do.

"I was really clear on why I was there," Stephanie remembers.

She pauses. "I wish that was more clear now."
Not Enough Hours In The Week
From the outside, it looks like Stephanie has everything under control. But that's not how she feels.

"I don't know how to describe it," she says. "It's just so much work."

She's not talking about teaching or lesson planning or even working with disruptive students. She really likes those parts of the job.

"It's all the other compliance and laws and paperwork."

All of that stuff can be summed up with three letters: IEP, for Individualized Education Program. Each student in special education has one. It's required by law. And each IEP requires hours and hours of upkeep.

Forms need to be updated, data have to be tracked and there are additional meetings with parents and other staff. Multiply that by the 43 students Stephanie has, and there goes all of her free time.

"I stay at work hours typically every day," Stephanie said. What she doesn't finish, she takes home.

In 2011, Donald Deshler, a professor of special education at the University of Kansas, set out to examine just how many hours all that paperwork consumes. He and a doctoral student wanted to find out what the typical special education teacher's workload looked like.

They decided to observe a few teachers during their workday. "We followed them everywhere, except the bathroom," Deshler says.

They then broke down the teacher's typical workday into four main categories with the percentage of time spent on each:

Management, IEP paperwork and administrative responsibilities: 33 percent

Collaboration, co-teaching, assisting other teachers and meetings: 27 percent

Instruction, teaching students in their classroom: 27 percent

Diagnostic, testing and data tracking: 13 percent

Of the 27 percent time spent teaching, only 21 percent was what Deshler considered "specialized instruction," meaning the teachers were using methods that were evidence-based and focused on students' individual needs.

"Twenty-one percent of their time is spent teaching the best of what we know. That roughly translates into one day a week," Deshler explains. "If we wonder why teachers are frustrated, this data sheds some light on it."

And that frustration leads good teachers like Stephanie to question whether they can stay in the profession. She admits she thinks about leaving all the time.

"Just because I'm exhausted," she says. "But I'm changing kids' lives, I'm making a difference, so why would I want to walk away from that?"

# data[].attributes.attachment_link.title
What It Takes To Be A Special Education Teacher

# data[].attributes.attachment_link.description
I chose special education for what felt like the right reason. I wanted to help the students who struggle to learn. But I soon realized that was only a part of the job. The paperwork, the meetings, the accountability. Eventually it got to me.

# data[].attributes.attachment_link.readable_text
Looking for effective teaching strategies for your special education classroom? These quick suggestions should come in handy for teachers working with special-needs students who pose certain challenges.

Working with short attention spans

Set clear expectations for all students.

Break assignments into smaller pieces to work on in short time periods.

Space breaks between assignments so students can refocus on their tasks.

Share ideas with parents so they can help with homework.

Carry out everyday routines consistently.

Develop a reward system for good behavior, completing work on time and participating in class.

Use visual and auditory reminders to change from one activity to the next. This may need to be done several times before the change is made. An egg timer is a good auditory tool that indicates a signal to begin or end an activity.

Managing constant change

The science behind teaching special education students is not cut-and-dry, and the strategies that teachers develop for their classrooms shouldn't be permanent-instead, think scalable and flexible.

Design teaching aids and lessons that are flexible.

Add creativity to lessons and homework.

Develop easy-to-use monitoring tools that are needs-based.

Design lesson plans that can be modified to fit each student.

Develop a set of resources and interventions that work.

Teaching effectively

Being an effective teacher requires many tools, most of which you likely choose through trial and error. Effective teaching strategies include:

Use a multiple-scenario approach to developing lesson plans.

Monitor and verify student responses to lessons.

Evaluate and adapt lessons as necessary.

Use peers to review lesson plans and to develop ideas that might be applicable.

Develop and maintain a pool of mentors.

Keep a list of resources for teaching, lesson plans, and professional development.

Set a professional development plan for yourself and track your goals.

Develop or implement a system that allows for easy and comprehensive data collection to help monitor and adapt lessons.

Gather some tricks of the trade from fellow teachers, including those who do not teach special education.

For more ideas, printables, and reading materials, check out TeacherVision's resources for teachers of special needs students; we love the wealth of information and advice on their site.

Tags: Special Education

# data[].attributes.attachment_link.title
Effective Teaching Strategies for Special Education

# data[].attributes.attachment_link.description
Looking for effective teaching strategies for your special education classroom? These quick suggestions should come in handy for teachers working with special-needs students who pose certain challenges. Set clear expectations for all students. Break assignments into smaller pieces to work on in short time periods.

# data[].attributes.attachment_link.description
The Leadership Initiative is a statewide effort to provide support to education leaders responsible for administering programs and services for students with disabilities. Special education administrators need to be knowledgeable about effective programming for students with disabilities, as well as special education law. Our theme is "Achieving Balance: Managing Compliance, Leading Improvement."

# data[].attributes.attachment_link.readable_text
All educators take on leadership roles. Teachers are the leaders of their classrooms. Principals are the leaders of their schools. Every educator and administrator plays a part in leading tomorrow's future. How inspiring is that? Together, no matter what your role, you are making a difference in the lives of your students.

Want to be sure you're being a good leader? Here are five of the most important characteristics any effective educational leader should possess and demonstrate on a daily basis.

1. Self-aware

A good educational leader needs a solid understanding of oneself and should also have confidence. When you believe in yourself, you can accomplish so much more. Have confidence in the decisions you make, don't be nervous, and don't be afraid of what others may think. Plan how you'll start each and every day in ways that will lead your students, school, and colleagues in the right direction to achieve their goals.

2. Excellent communication skills

You can't lead a group of people if you don't speak with others! The best educational leaders are excellent communicators and know how to reach a variety of people in many different ways. For instance, a principal might have one-on-one chats with teachers each week and also send out a daily email update. This way, the principal takes the time to communicate in-person but also makes communication convenient by emailing the teachers as well. No matter what your job title is at your school, make sure you're constantly communicating with your colleagues, students, and others.

3. Resourceful

To be an effective leader, you need to be resourceful and open to new ideas. Especially during tough economic times, technology helps to change classrooms, and you need to be open to new ideas that will improve the way students absorb and retain information. You also need to know how to use the resources you have to the best of your ability-if you aren't sure, ask someone in the know. Take an online course. Get the answers you need; others around you will benefit greatly from this type of leadership mentality.

4. Lead by example

The best leaders in the educational system make it a point to lead by example, and not simply by words. It's easy to spell out rules and dictate them from an ivory tower, but this type of leadership will not have a large impact in your school. As an educator, you have much influence on students. If you want students to speak kindly to one another in the hallways, you must always speak kindly, too. If you want your students to show respect, them what that means. This method is effective and powerful, and helps you teach students skills they will need for the rest of their lives.

5. Power of teaching and learning

Perhaps the most important trait of being an educational leader is believing in your students and the power of education. If you don't believe in your students or your colleagues, then everyone is doomed for failure. It's vital to believe in what your school is trying to accomplish each and every day, and to convey your enthusiasm for change, your own motivation to make things better, and your confidence in those around you. Your words and actions directly impact morale-show others your passion for education, and they'll feel it too.

There are obviously so many different characteristics and traits of a good leader, but these are a great place to start if you're stepping up to more of a leadership role in your school-whether that's in your classroom, on a sports team you coach, or within your district. Show 'em what you got.

For details on our online MEd in Educational Leadership program, click here. If leadership is in the stars for you, you'll love what we have to offer working professionals.

Tags: Educational Leadership, Leadership and Administration

# data[].attributes.attachment_link.title
5 Important Traits of Outstanding Educational Leaders

# data[].attributes.attachment_link.description
All educators take on leadership roles. Teachers are the leaders of their classrooms. Principals are the leaders of their schools. Every educator and administrator plays a part in leading tomorrow's future. How inspiring is that? Together, no matter what your role, you are making a difference in the lives of your students.

# data[].attributes.attachment_link.readable_text
Key points

Transformational leaders motivate followers to high levels of performance.

A transformational leader "walks the walk" and has genuine concern for their followers' needs.

This eight-question test can reveal your propensity for transformational leadership.

The most popular theory of leadership today is transformational leadership. What is a transformational leader? Originally focused on leaders who "transform" groups or organizations, transformational leaders focus on followers, motivating them to high levels of performance, and in the process, help followers develop their own leadership potential.

There are four components to transformational leadership, sometimes referred to as the four I's:

Idealized Influence (II) - the leader serves as an ideal role model for followers; the leader doesn't just talk the talk but "walks the walk," and is admired for this.

Inspirational Motivation (IM) - Transformational leaders have the ability to inspire and motivate followers. Combined these first two I's are what constitute the transformational leader's charisma.

Individualized Consideration (IC) - Transformational leaders demonstrate genuine concern for the needs and feelings of followers. This personal attention to each follower is a key element in bringing out their very best efforts.

Intellectual Stimulation (IS) - the leader challenges followers to be innovative and creative. A common misunderstanding is that transformational leaders are "soft," but the truth is that they constantly challenge followers to higher levels of performance.

Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders. Why? Because transformational leaders hold positive expectations for followers, believing that they can do their best. As a result, they inspire, empower, and stimulate followers to exceed normal levels of performance. And, transformational leaders focus on and care about followers and their personal needs and development.

Here are some items from our new measure of transformational leadership. See if you have transformational leadership qualities (Agree or Disagree):

1. I would never require a follower to do something that I wouldn't do myself.

2. My followers would say that they know what I stand for.

3. Inspiring others has always come easy to me.

4. My followers have told me that my enthusiasm and positive energy are infectious.

5. My followers would say that I am very attentive to their needs and concerns.

6. Even though I could easily do a task myself, I delegate it to expand my followers' skills.

7. Team creativity and innovation are the keys to success.

8. I encourage my followers to question their most basic way of thinking.

(Items 1 & 2 = II; 3 & 4 = IM; 5 & 6 = IC; 7 & 8 = IS)
To learn more about transformational leadership click here.

# data[].attributes.body
Collins, J. (2001). Good to great. Why some companies make the leap….and others don’t. New York, NY. HarperBusiness.

# data[].attributes.attachment_link.readable_text
I have just finished Good to Great by Jim Collins and I wanted to record my reflections about the book. However, I am in somewhat of a dilemma. On the one hand, I really enjoyed the book and felt that many of the concepts Jim talks about are values and ideas that I recognise as important in building a great business. On the other, I have read a number of critical reviews of the book (such as that by Rob May) pulling apart both the fundamental research foundations of the book and also its findings.

On balance

Overall, I think that Good to Great provides a very useful model and framework for developing and creating a great business. Concepts such as the flywheel go some way to challenging the 'magic bullet' fascination within the business world. Similarly, a Level 5 leader in place of 'Fred the Shred' might have created a very different outcome for Royal Bank of Scotland in the last year.

Solving the impossible

At the same time, trying to unravel the complexity of the business world to create a model that enables a business to become great is a tall order! Businesses operate in too complex an environment for a 'key to business success' to exist. Any business book that claims to have discovered the 'secret to success' is deceiving itself. Although I don't feel that Jim Collins does claim the key to success in Good to Great, the book is taking on a huge task in assessing what creates 'greatness' and I suppose it is not surprising if it falls a little short of the answers.

Everlasting greatness

Obviously, there are other criticisms leveled against the book regarding the companies that were chosen and their subsequent fall from grace - Fannie Mae, being the most recent. However, the book never claims that the companies chosen will continue to be great beyond the 15 years of great performance shown. Indeed, 4 of the 11 great companies used in the study were facing serious challenges to their greatness or had already lost it by the time the book was published. It is also worth noting that Jim has recently published a new book (although I haven't yet had chance to read it), entitled ' How the mighty fall: And why some companies never give in ', which I imagine begins to examine some of the questions raised by the fall of great companies.

Correlation versus Causality

I think one of the key problems with many studies and books is that of causality and correlation. Causality and correlation are similar and yet entirely different. Causality is where one or more factors cause an effect; correlation is where a relationship of some kind exists between two factors but one is not necessarily the cause of the other. Yet, so often when correlation is discovered, people assume they have discovered causality. Good to Great discovers correlation, but cannot prove causality: there are too many other uncontrollable and unexaminable factors to pin down exactly what causes greatness.

Should you read it?

If you are looking for factors (or levers) within a business that can be proven beyond doubt to create success then you might as well stop reading business books!

If however, you are looking for interesting ideas that help develop you and your business, not as a magic formula but rather as concepts to play against and spark off, then Jim Collins' Good to Great does just that. It may not hold the secrets to success but it will certainly provide you with food for thought!

# data[].attributes.attachment_link.title
'Good to Great' book review | Stocker Partnership

# data[].attributes.attachment_link.description
I have just finished Good to Great by Jim Collins and I wanted to record my reflections about the book. However, I am in somewhat of a dilemma. On the one hand, I really enjoyed the book and felt that many of the concepts Jim talks about are values and ideas that I recognise as important ...

# data[].attributes.body
Good to Great by Jim Collins

# data[].attributes.attachment_link.description
In addition to his work in the business sector, Jim has a passion for learning and teaching in the social sectors, including education, healthcare, government, faith-based organizations, social ventures, and cause-driven nonprofits. In 2012 and 2013, he had the honor to serve a two-year appointment as the Class of 1951 Chair for the Study of Leadership at the United States Military Academy at West Point.

# data[].attributes.attachment_link.readable_text
"The servant-leader is a servant first. It begins with the natural feeling that one wants to serve, to serve first." - Robert K. Greenleaf

If I took five minutes to talk to your team about their thoughts of you as a leader, what would they say? Would they say that you were a servant leader?

For as long as I can remember, I have had an extremely strong and uncommon desire to serve others. As I have grown and developed as a professional and leader, I have realized that my innate desire to serve has catapulted my career to astronomical heights; all because I have always followed my desire to serve first. A leader with a servant's heart is a truly invaluable asset, and everyone in a leadership position should seek to adopt this type of mentality.

Often times, we confuse leadership with dictatorship. A dictator barks out orders and does not take into account the wants and needs of others. A servant leader is the complete opposite. A servant leader works tirelessly to develop his or her people and is focused on what they can do for others.

I have compiled a few examples of what it means to be a servant leader, and most importantly, ways that you can establish a culture of servant leadership within your organization.

1. Let others see you serve and encourage them to join you. It is of the utmost importance that my employees and clients alike witness me in service. For example, this past holiday season I organized a book donation drive to provide books to the residents of one of my favorite charities, Martha's House, which is a local transitional facility for women who are reentering society post-incarceration. I donated copies of my own books and encouraged other authors and people on my team to do the same. Collectively, we donated over 50 books. I simultaneously gave back to the community while showing my team what it means to embody service.

2. Make sure they know that you care. We've all heard the famous quote, "They don't care how much you know until they know how much you care." It is crucial that leaders know and understand the message and meaning behind this quote. Being knowledgeable does not make you a good leader, being caring does. A leader who shows his or her team that they care will not have to worry about loyalty or poor customer service. Place the importance of taking care of your people above the importance of your bottom line. When you take care of your people, they will take care of your customers. Get creative with finding ways to show your team that you care. It could be something as small as a $5 gift card to their favorite store or offering a kind word when they have experienced a personal trauma.

3. Invest in your people. The biggest investment you can make in your people is your time. Your team wants to spend time with you. Giving your time is a surefire way to let them know how much you care. Spending quality time with your team will impact their job performance directly and will, therefore, have great impacts on your bottom line. Spend time connecting with them as often as you can. Talk to them about non-work related topics and show genuine interest in them as a person. You'd be surprised how much this will mean to your team.

4. Don't place restrictions on your willingness to serve. For a servant leader, no job is beneath their pay grade. A true servant leader is willing to clean toilets if necessary. If you are in leadership, do not make the mistake of feeling or thinking that you are above grunt work. Your team can sense this type of attitude, and it is off-putting. It also puts distance between you and your team. Never be afraid to roll up your sleeves and go to work.

Successful leaders maintain a servant's heart and thus encourage their people to do the same. Imagine what your business's culture would look like if you and all of your team became servant leaders. What impact would this have on your customers' experiences? Only good can come from you showing your people what it means to serve first. I challenge you to explore ways to foster servant leadership in your own leadership style and among your team as well.

# data[].attributes.attachment_link.title
Servant Leadership: How To Put Your People Before Yourself

# data[].attributes.attachment_link.description
"The servant-leader is a servant first. It begins with the natural feeling that one wants to serve, to serve first." - Robert K. Greenleaf If I took five minutes to talk to your team about their thoughts of you as a leader, what would they say?

# data[].attributes.attachment_link.readable_text
When you are promoted into a role where you are managing people, you don't automatically become a leader. There are important distinctions between managing and leading people. Here are nine of the most important differences that set leaders apart:
1. Leaders create a vision, managers create goals.
Leaders paint a picture of what they see as possible and inspire and engage their people in turning that vision into reality. They think beyond what individuals do. They activate people to be part of something bigger. They know that high-functioning teams can accomplish a lot more working together than individuals working autonomously. Managers focus on setting, measuring and achieving goals. They control situations to reach or exceed their objectives.
2. Leaders are change agents, managers maintain the status quo.
Leaders are proud disrupters. Innovation is their mantra. They embrace change and know that even if things are working, there could be a better way forward. And they understand and accept the fact that changes to the system often create waves. Managers stick with what works, refining systems, structures and processes to make them better.
3. Leaders are unique, managers copy.
Leaders are willing to be themselves. They are self-aware and work actively to build their unique and differentiated personal brand. They are comfortable in their own shoes and willing to stand out. They're authentic and transparent. Managers mimic the competencies and behaviors they learn from others and adopt their leadership style rather than defining it.
4. Leaders take risks, managers control risk .
Leaders are willing to try new things even if they may fail miserably. They know that failure is often a step on the path to success. Managers work to minimize risk. They seek to avoid or control problems rather than embracing them.
5. Leaders are in it for the long haul, managers think short-term.
Leaders have intentionality. They do what they say they are going to do and stay motivated toward a big, often very distant goal. They remain motivated without receiving regular rewards. Managers work on shorter-term goals, seeking more regular acknowledgment or accolades.
6. Leaders grow personally, managers rely on existing, proven skills.
Leaders know if they aren't learning something new every day, they aren't standing still, they're falling behind. They remain curious and seek to remain relevant in an ever-changing world of work. They seek out people and information that will expand their thinking. Managers often double down on what made them successful, perfecting existing skills and adopting proven behaviors.
7. Leaders build relationships, managers build systems and processes.
Leaders focus on people - all the stakeholders they need to influence in order to realize their vision. They know who their stakeholders are and spend most of their time with them. They build loyalty and trust by consistently delivering on their promise. Managers focus on the structures necessary to set and achieve goals. They focus on the analytical and ensure systems are in place to attain desired outcomes. They work with individuals and their goals and objectives.
8. Leaders coach, managers direct.
Leaders know that people who work for them have the answers or are able to find them. They see their people as competent and are optimistic about their potential. They resist the temptation to tell their people what to do and how to do it. Managers assign tasks and provide guidance on how to accomplish them.
9. Leaders create fans, managers have employees.
Leaders have people who go beyond following them; their followers become their raving fans and fervent promoters - helping them build their brand and achieve their goals. Their fans help them increase their visibility and credibility. Managers have staff who follow directions and seek to please the boss.

Are you a manager or a leader?

William Arruda is the cofounder of CareerBlast and creator of the LinkedIn quiz that helps you evaluate your profile and networking strategy.

# data[].attributes.attachment_link.title
9 Differences Between Being A Leader And A Manager

# data[].attributes.attachment_link.description
When you are promoted into a role where you are managing people, you don't automatically become a leader. There are important distinctions between managing and leading people. Here are nine of the most important differences that set leaders apart: 1. Leaders create a vision, managers create goals.

# data[].attributes.attachment_link.readable_text
Do you think parent's involvement is not important in the child's education as long as they are going to good school? You may be terribly wrong. Read this article to learn more about the role of parents in the education of children.

It is often said that education begins at home. And hence it's all upon parents to help their child educate and be a better person. Education is the most important thing happening to a child and if parents are actively involved in their child's education, then the child is definitely going to do much better than anybody else. This article mentions how important parent's involvement can be in their child's education and also tell you how parents can actively get involved in their child's education.

How important is parent's involvement in their child's education

Parent's involvement in their child's education is definitely important. It creates a big difference in their child's performance and academic evaluation. Parents are known to be the role models for kids. Kids also look after their parents as a guide, a source and an important advisor. A parent can help child deal with lots of issues with their constant guidance and support. A parent actively involves in their child's development, growth, feeding and overall health concerns. The same involvement should be applied to their child's academic development. If a parent successfully allots a specified time everyday to his child's studies then the child is definitely going to score better. Education is not just related to academic performance but also to various other arenas which include overall development of a child, extracurricular activity, sports, physical education and mental education. If a parent successfully is able to involve himself actively in these arenas, they would help their child grow and develop into better person. Parent's involvement can be an accelerating factor for a child's development. His / her academic performance will improve and so would be his/her confidence in various other aspects of life.

Parents are usually busy with their own life. Few of them are working and can't stay with their child at home all the time. But that can't be an excuse for a parent to ignore his child's education and not be able to involve in his child's studies and other activities. Hence it's very important that even if a parent is working, he/she should still manage to spend some quality time with their kid, where kid is able to talk about studies and clear his doubts. Teachers can't be held completely responsible for a child's academic performance. Parents too need to pay maximum attention to their children when it comes to study. Though schools are the center for education, homes are the actual place where children learn things. A child looks upon his parents for active support and involvement when it comes to education. The same is expected from teachers and school.

Reason why parent's involvement in their child's education help

Parent's involvement in their child's education is extremely important and there are various reasons why. Few are discussed below:

- Parents are known to be the ones who build the foundation for their child's education.

- Parents are the only one who can explain to a child how important education can be for them.

- Parents can imbibe good thoughts and ideas about education and its importance to kids right from the early stage.

- Children listen to their parents more than anybody else in the earlier stage.

- Parents help children in their decisions when they are kids.

- Parents are the only ones who can help a child get access to various materials and sources related to education.

- Parents are the ones who can notice their child's ability and inabilities towards education and other activities.

- Parents are also looked upon by the teachers and school for active involvement.

The above reasons are important enough to prove that parent's involvement in their child's education is extremely important.

Reasons why a parents may not be able to involve in their child's education

If a parent is not able to involve himself/herself in their child's education there definitely are few reasons for that. Few of them include:

- Lack of time

- Busy schedule

- Lack of interest

- Illiteracy

How does lack of involvement from parents in their child's education may effect their child

If a parent fails to involve in their child's education then it may overall affect a child in many ways, which include:

- Poor academic performance

- Poor decision making skills in children

- Poor access to various educational sources

- Poor participation of kids in educational and other curricular activities

- Poor performance in overall well-being of child in school

- Lack of interest in studies

Hence a parents needs to actively involved in their child's education regularly. Let's discuss how exactly a parent can involve in their child's education and how it would benefit a child.

Offer a rich learning environment to your child at home

Parent's attitude and ideas about education influences a child's mind. If parents show lack of interest in education, then a child too may get less interested in educating himself. If parents complain about the present education system in front of their children then children too complain the same and show less interest in studies. Hence a parent needs to be very appreciative when it comes to education. Children should be explained the importance of education right from an early age for creating interest in them. What parents can do is offer their child a rich learning environment at home by participating and showing interest in the academic education and other activities, which can motivate their child to educate himself. Interest in education can be created only at an early age, and that is exactly what parents should do.

Actively participate in your child's school activities

Research has shown that kids whose parents actively participate in school activities and other events are always given priority by their teachers. When parents show active involvement in school and their child's education by regularly keeping follow-ups with school and attending meeting and other events, teachers get to understand the importance and concern parents show in their child's academic performance and other activities. This helps the teacher to distinguish between students whose parents are actively involved and students whose parents show a lack of interest. Teachers in such situations always give special attentions to students whose parents actively involve themselves in child's day-to day activities at school.

Top 10 Tips for a parent to involve actively in their child's education

1. Allow your child get access to lot of study enriching materials and help him educate himself.

2. Learn your child's abilities and disabilities related to education and other activities and help him perform well.

3. Actively take study sessions regularly at a specified time and check your child's performance.

4. Never miss the parent teachers meeting.They are extremely important as you get to know what teacher has to say about your child.

5. Keep regular follow-ups with school and discuss your child's performance and abilities with his teacher.

6. Always keep a check on how much time your child spends in watching TV and playing video games. Control those times and keep a schedule for such entertainment and leisure activities.

7. Help your child to learn the importance of regular attendance and good conduct at schools.

8. Explain the importance of parental involvement to your family and get a complete family involvement in your child's education.

9. Help and actively involve yourself in your child's school projects and activities for great encouragement to students.

10. Never forget that there are two main educators for your child, one you and other the teacher. Teacher gets to spend only a limited time with your child. But parents are the one who spend maximum time with their children. And most important education beings at home, so it's the parents who act as the main educator and remain the main influence for their child's learning.

Nothing is more important for kids than good reading skills. Children needs good reading skills for enhancing their knowledge and enriching their lives. Here are few ways by which a parent can help develop reading skills in kids.

Are you worried about bullying in your child's school? Want to know how to deal with bullying and help your child?

Children now face the world at an early age. At three or four years of age they have to compete with their peers. In this article I am discussing the ways how you can help your child to improve confidence and be a winner in every situation. Moreover you will find here the best tips that you can apply everyday to boost your child's confidence.

Parenting skills were not needed in the olden days when Joint families ruled, but now in the massive arise of small nuclear families these young and new parents need help. Here I am trying to help you out with the basic parenting skills every parent will need to know at one time or the other.

Parents often wonder what goes wrong when it comes to developing the memory of their kids. They provide kids with everything the kids need and yet kids aren't performing up to their mark. In fact every kid has their own reasons for poor memory development. Here are few ways which can work better when it comes on improving the memory of children.

# data[].attributes.attachment_link.title
How important is parent's involvement in their child's education | Parents' role in education

# data[].attributes.attachment_link.description
Do you think parents involvement is not important in the childs education as long as they are going to good school? You may be terribly wrong. Read this article to learn more about the role of parents in the education of children.

# data[].attributes.headline
Addressing Parental Involvement in Schools

# data[].attributes.subject
Addressing Parental Involvement in Schools

# data[].attributes.attachment_link.readable_text
For the first time in history, a generation of American students will be less well educated than their parents. Teachers are getting the blame. In the current dialogue and debate about how to make our schools better, not much is being said about disengaged parents. While teachers have become the scapegoats for America's failing schools, maybe it's time to shine the light on parents.
Blaming the Teachers
Not only are teachers being vilified, they are being punished. We're cutting their pay, firing them, denying new textbooks, dictating new curricula, increasing class size, demanding longer hours, requiring high-stakes testing, making teachers teach to the test or face retribution, closing schools, reassigning teachers arbitrarily, taking away their pensions, criticizing their training, and both degrading and grading them.

Last week the National Education Association shifted its position and for the first time is advocating using student learning to assess teachers-great idea except there are no clearly reliable and valid measures of student learning. Some places are even having students grade the teachers as part of teacher assessment.

Since research shows that the parent is even more important to student success in school than teacher quality, should teachers be grading parents instead?
Disheartening Statistics
Among the nations of the world, the US ranks 14th in science, 17th in reading, and 25th in math. Yet one still reads about immigrants giving up their previous jobs as professors and accountants to move to the US and drive cabs-this, so their children have a chance at the American dream. Those parents get it. But other statistics on American parents' investment in their child's education have been disheartening:

Nearly one-third of students say their parents have no idea how they are doing in school.

About one-sixth of all students report that their parents don't care whether they make good grades in school or not.

Only about one-fifth of parents consistently attend school programs.

More than 40 percent never do.

(From Beyond the Classroom: Why School Reform Has Failed and What Parents Need to Do by Lawrence Steinberg, pages 19-20)

Real Stories from the Front Line
I asked my teacher friend, Will McIntyre, who has a 25-year career and currently teaches in a typical American high school in one of the nation's ten largest districts, about the parents in his school. He rolled his eyes and had plenty to say. His observations supported the disturbing statistics cited above: "Parents don't read at home. They buy the kids iPods, expensive phones, and all kinds of electronic gadgets, but few parents are modeling reading. Even the kids on free lunch somehow find the money for a three hundred dollar iPhone, but not a free library card or an eReader."

His biggest concern was that too many parents are disengaged, and he could cite example after example. Few parents show up at open house or communicate with teachers unless there is a problem. Even though his high school provides electronic access to grade books and daily assignments, half of the parents rarely use it. One father whose 12th-grade daughter had a 1.4 grade point average complained to the counselor that he had "no idea" that his daughter was not on track to graduate. The father was shocked to learn that graduation required a 2.0 grade point average. "I don't have time to use online parental academic review," the father complained, "and she refuses to show me her report cards." How is that an option in any home?

My teacher friend went on to say: "In my suburban high school of twenty-two hundred students, the typical yearly Open House/Back to School Night only brings in ten percent of the parents. Students who are in academic jeopardy seem to have the parents who are less likely to attend. We made the mistake of scheduling one parent meeting during the American Idol Finals-roughly two dozen of the five hundred invitees attended."
Tips for Engaging Parents
Maybe schools need to be more aggressive in communicating to parents the importance of parent engagement, including what the school expects of the parent. A state representative in Florida actually filed a bill in 2011 that would have required PreK-3 elementary school teachers across the state to grade parents based on the quality of their involvement in their children's schools. A parent grade of "satisfactory," "needs improvement," or "unsatisfactory" would have appeared on the child's report card rated in four categories. Did these parents communicate with teachers, attend meetings, help their children complete homework and prepare for tests, pay attention to absentee and tardy rates, and send kids to school rested and well nourished? We don't know. The bill didn't pass.

Grading parents may be heavy handed and a little harsh. In place of a parent report card, here are tips to encourage parents to be more involved in their child's schooling.

Teach your preschooler to read before entering school.

Team with the school, be an advocate for your child, and monitor your child's progress.

Praise your child's effort (not achievement); celebrate success.

Have heart-to-heart discussions at home about successes and/or problems in school.

Investigate your child's academic problems before assigning blame.

When possible, encourage and/or help with homework and encourage your child to prepare for tests.

Get to know your child's teachers.

Pay attention to your child's absentee and tardy rates.

Make school a priority.

Discuss realistic long-term school and life goals.

Parents who back their children make a difference in school success by helping develop an appropriate mindset, motivation, and self-discipline at school. Disengaged parents promote school failures and are helping create a generation of children who are less well educated than they are.

(For a research synthesis and excellent commentary on this topic see Richard Rothstein's essay, "How to Fix the Schools.")

(Dr. Gentry is the author of Raising Confident Readers, How to Teach Your Child to Read and Write--from Baby to Age 7. Available on Amazon.com. Follow Dr. Gentry on Facebook and on Twitter.)

# data[].attributes.attachment_link.title
A Lack of Parent Engagement Helps Create Failing Schools

# data[].attributes.attachment_link.description
For the first time in history, a generation of American students will be less well educated than their parents. Teachers are getting the blame. While teachers have become the scapegoats for America's failing schools, maybe it's time to shine the light on parents.

# data[].attributes.attachment_link.readable_text
You can act as a ruler or a mentor in leading your business.

Hemera Technologies/PhotoObjects.net/Getty Images

The very act of hiring an employee and negotiating his salary is an example of transactional leadership. This approach views work as a transaction in which tasks are performed in exchange for a financial or psychological reward. Busy small-business managers may be tempted by the transactional model, because this classical form of leadership is easy and convenient for a manager, but transactional leadership has significant disadvantages that could ultimately impact a company's bottom line.

Motivation

The transactional model of leadership assumes a very simplistic view of motivation, which fails to account for individual differences. Transactional leadership is based on the premise that employees will perform an action for a simple reward or to avoid punishment. A transactional leader does not typically recognize or praise employees who meet expectations. Because the leader views the job as a simple exchange -- work for money, for example -- he feels no obligation to provide praise simply when an employee upholds his end of the deal. Only exceptionally good performance is rewarded, and mistakes are corrected through punishment.

Rigidity

A transactional leader is rigid in his expectations about the working relationship, and believes the role of subordinates is to do as they are told. This leader uses his formal authority to instruct others on what to do, and is unwilling to consider anything other than the traditional organizational hierarchy. Consequently, subordinates should understand their place and must not question the transactional leader's ideas. The over-reliance on a single approach, and unwillingness to discuss, or even consider, the ideas of others, limits a leader's creativity and his ability to adjust if things go wrong.

Blame

It's never the fault of a transactional leader when tasks go wrong. Once the leader has assigned the task, that job is solely the responsibility of the employee. If problems occur, the employee is expected to be fully accountable for the issues. Because such a leader is unlikely to pass out much praise, or even a thank you, but is quick to blame the employee when things go wrong, employees subjected to this type of leadership style may become unhappy and dissatisfied. This is unlikely to be a concern to the transactional leader, who typically does not take employee feelings into account, as long as the tasks are completed.

Reliance on the Leader

Transactional leaders must always be present to guarantee that the work will get done properly. Transactional leadership, by its very nature, puts leadership and the employees on different sides. Constant threats of punishment for failure may inadvertently reward manipulation and game-playing by employees in an attempt to avoid punishment. As a result, employees may be likely to be devious when the leader is not present. Because of the task-focused leadership approach, employees do not feel as if they are working towards a shared goal, and they are not motivated by the overall organizational mission. This may mean that an employee does not feel obligated to work unless the leader is watching.

About the Author

For more than a decade, Tia Benjamin has been writing organizational policies, procedures and management training programs. A C-level executive, she has more than 15 years experience in human resources and management. Benjamin obtained a Bachelor of Science in social psychology from the University of Kent, England, as well as a Master of Business Administration from San Diego State University.

Photo Credits

Hemera Technologies/PhotoObjects.net/Getty Images

# data[].attributes.attachment_link.description
The very act of hiring an employee and negotiating his salary is an example of transactional leadership. This approach views work as a transaction in which tasks are performed in exchange for a financial or psychological reward. Busy small-business managers may be tempted by the transactional model, because this ...

# data[].attributes.attachment_link.readable_text
The following numerical scores are calculated from your answers to the EI test. If you have answered honestly and accurately, your scores, out of 10 for each quadrant, will reflect your capability level within each of the EI quadrants. (You might want to print out this result; if you do not, you will have to retake the test if you want these scores later since they are not saved anywhere.) To gain a picture of what each of the EI quadrants covers, read the short descriptions below.

You have answered 0 questions out of 40.For best results, you should answer all the questions that apply.

For more information about interpreting your scores, click here. For more information aboutEmotional Intelligence and how to use it for your personal growth, please contact, Malcolm Lazenby
Please remember that this Sampler is NOT scientifically validated. We cannot guarantee the accuracy of the results of this EI analysis.

# data[].attributes.attachment_link.description
The following numerical scores are calculated from your answers to the EI test. If you have answered honestly and accurately, your scores, out of 10 for each quadrant, will reflect your capability level within each of the EI quadrants.

# data[].attributes.attachment_link.readable_text
Leaders know what they value. They also recognize the importance of ethical behavior. The best leaders exhibit both their core values and their ethics in their leadership style and actions. Your leadership ethics and values should be visible because you live them in your actions every single day.

A lack of trust is a problem in many workplaces. If leaders never identified their values in these workplaces, the mistrust is understandable.

People don't know what they can expect. If leaders have identified and shared their values, living the values daily -visibly will create trust. To say one sentiment and to do another will damage trust-possibly forever.

To walk your talk as a leader is the most significant way in which you demonstrate why employees can trust you and that you are an ethical and principled leader.

In " Trust Rules: The Most Important Secret," three constructs of trust are explored. Dr. Duane C. Tway calls trust a construct because it is constructed of these three components: "the capacity for trusting, the perception of competence, and the perception of intentions."

Workplace ethics take the same route. If the organization's leadership has a code of conduct and ethical expectations, they become an organization joke if the leaders fail to live up to their published code. Leaders that exhibit ethical behavior powerfully influence the actions of others.

To really make a difference in your organization, you need to do all three. A reader wrote to support this view.

"Within the organizations, in which I have had the opportunity to serve, the core values were communicated by actions mostly-in the ways in which business is conducted on a day-to-day basis, and not so much in words directly spoken or written.

"I am a strong advocate of demonstrated values more than written or spoken-actions speak louder. But, I also believe that written values that reinforce and support specific actions, and specific actions that reinforce and support written values, make a powerful combination. Their power far exceeds the power of one or the other by itself. If it is written down and demonstrated in action, we can really hold our feet to the fire when we need to."

Choose Your Leadership Values

The following are examples of values. You might use these values as the starting point for discussing values within your organization:

ambition, competency, individuality, equality, integrity, service, responsibility, accuracy, respect, dedication, diversity, improvement, enjoyment/fun, loyalty, credibility, honesty, transparency, innovativeness, teamwork, excellence, accountability, empowerment, quality, efficiency, dignity, collaboration, stewardship, empathy, accomplishment, courage, wisdom, independence, security, challenge, influence, learning, compassion, friendliness, discipline/order, generosity, persistence, optimism, dependability, flexibility, reliability, responsibility, customer serving

As a leader, choose the values and the ethics that are most important to you, the values and ethics that you believe in and that define your character.

Then live them visibly every day at work. Living your values is one of the most powerful tools available to you to help you lead and influence others. Don't waste your best opportunity to deeply engage the minds and hearts of your workers and customers.

Consciously Choose Your Organization Values

Organizations that are effective, customer-centric, and employee-oriented, develop a clear, concise and shared meaning of values/beliefs, priorities, and direction within their organization.

They want every employee to understand the values, contribute to the values, and live the values. Once defined, the values should impact every aspect of your organization.

You must support and nurture this impact or identifying the values will have been a waste of your time. People will feel fooled and misled unless they see the impact of the exercise within your organization-every day.

See a recommended process for identifying your values.

Leaders must lead in every aspect of selecting and living organization values.

Examples of Workplace Values

These samples of workplace values were developed by several organizations with facilitation by their leaders.

A Human Resources Development office chose these values as a reflection of how they want the organization to perceive them.

Integrity

Belonging/Caring

Helping/Contributing

Inner Harmony, Peace of Mind

Personal Growth, Learning, and Self-Actualization

Achievement /Accomplishment

Financial Stability

Fun

A University Student Health Center staff developed the acronym "I CARE" as a tool for remembering and expressing values. In the final document, each word is defined by a series of value statements which describe how the value is expressed in their workplace.

Characteristics of a Successful Leadership Style

Much is written about what makes successful leaders. These articles focus on the ten characteristics, traits, and actions that are key.

# data[].attributes.attachment_link.title
Do You Know Your Leadership Values and Practice Ethically?

# data[].attributes.attachment_link.description
Leaders know what they value. They also recognize the importance of ethical behavior. The best leaders exhibit both their core values and their ethics in their leadership style and actions. Your leadership ethics and values should be visible because you live them in your actions every single day.

# data[].attributes.attachment_link.readable_text
Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

Transformational leadership is a leadership style that can inspire positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

Quick Background

The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation."﻿﻿

Later, researcher Bernard M. Bass expanded upon Burns's original ideas to develop what is today referred to as Bass's Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect, and admiration from their followers.﻿﻿

Mental Health in the Workplace Webinar

Components

Bass also suggested that there were four different components of transformational leadership.

1. Intellectual Stimulation: Transformational leaders not only challenge the status quo; they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.

2. Individualized Consideration: Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of the unique contributions of each follower.

3. Inspirational Motivation: Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfill these goals.

4. Idealized Influence: The transformational leader serve as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.

So what are some typical signs of a transformational leader? Groups led by this type of leader tend to be both successful and loyal. They give a lot to the team and care deeply about the group's ability to accomplish its goals. Turnover tends to be quite low as transformational leaders are able to inspire a great deal of commitment in their followers.

In their classic text, Transformational Leadership, authors Bass and Riggio explained:

"Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and, in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization."

"Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders," explained psychologist and leadership expert Ronald E. Riggio in an article for Psychology Today.

The reason, he suggests, is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered.

What can you do to become a more transformational leader? Leadership experts suggest that having a strong, positive vision of the future plays a critical role. Not only is it important to believe in this vision yourself; you've also got to inspire others to buy into your vision as well.

Link to Well-Being

According to the results of one study, this style of leadership can also have a positive influence on employee well-being.﻿﻿

The study published in the Journal of Occupational and Environmental Medicine involved surveying workers at several different German information and communication technology companies. Researchers asked participants to answers questions about their employer's leadership style.

A score for transformational leadership was then determined based on qualities such as providing intellectual stimulation, giving positive feedback for good performance, leading by example, and helping employees feel like they were making a contribution toward the goals of the group.

The researchers discovered that employees who identified a higher level of transformational leadership in their employers also had higher reported levels of well-being. The effect stayed significant even after researchers controlled for factors that are linked to well-being such as job strain, education, and age.

"The results of this study suggest that a transformational leadership style, which both conveys a sense of trust and meaningfulness and individually challenges and develops employees, also has a positive effect on employee well-being," the authors summarized.

Real-World Applications

So what impact could such results have for managers and workers?

The study's authors suggest that the results are important and can help companies develop leadership training programs that can be used to teach transformational leadership skills. Acquiring communication skills such as resolving conflicts in the workplace and recognizing the needs of employees are an important part of transformational leadership.

"Such training programs can be seen as another essential component of workplace health promotion and prevention efforts and therefore should receive wide support," explained the study's authors.

A Word From Verywell

The transformational style of leadership can be highly effective when used appropriately, but it might not necessarily be the best choice for every situation. In some cases, groups may require a more managerial or autocratic style that involves closer control and greater direction, particularly in situations where group member are unskilled and need a lot of oversight.

One way to improve your own leadership skills is to assess your own current leadership style and think about ways in which your strengths can benefit the group you are leading. By evaluating your own skills, you will be better able to play to your strengths and work on improving your areas of weakness.

# data[].attributes.attachment_link.title
How Do Transformational Leaders Inspire and Motivate Followers?

# data[].attributes.attachment_link.description
Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

# data[].attributes.attachment_link.readable_text
Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

# data[].attributes.attachment_link.title
How Emotional Intelligence Became a Key Leadership Skill

# data[].attributes.attachment_link.description
A reading list to bring you up to speed.

# data[].attributes.attachment_link.readable_text
by Christopher A. Bylone

1. Temperament

A combination of natural genetic traits that always subconsciously, affects our behavior. Temperament is the foundation upon which leaders construct the values of their character and personality.

2. Openness, Honesty & Integrity

Leaders will not always tell people what they want to hear. However the unpleasant the issue, leaders will not be afraid to raise it with them. By doing so leaders can challenge everyone to be different and stand out from the crowd. This will require leaders to insist that everyone is to be open and honest with each other.

Intellectual solutions are commonplace and leaders can find them anywhere. A leader's passion is to help everyone create an organization to engage the heart and soul, not just the mind. Leaders are passionate about the fact that one cannot have the latter without the former anyway! Leaders will help everyone to create their future and build one's dream.
4. Innovation & Creativity
Leaders dare people to be different, and challenge them to create something unique in their goals. Doing what they have always done will get them what they have always got. Tomorrow is about leading the pack not being part of it.
5. Courage & Humility
To lead an organization takes courage: courage to try new things; courage to make mistakes; courage to admit you don't know everything; and courage to change knowing that what works today may not work tomorrow. Leaders must work with others to create a lasting leadership legacy, based on courage that will touch peoples' hearts.
6. Trust
If leaders can't trust others and others can't trust the leader. In that case the organization will not achieve anything of lasting value together. A true partnership is working with others not for the leader.

Source: Christopher A. Bylone, Campus Pride, 2006.

This entry was posted in . Bookmark the permalink.

# data[].attributes.attachment_link.description
by Christopher A. Bylone 1. Temperament A combination of natural genetic traits that always subconsciously, affects our behavior. Temperament is the foundation upon which leaders construct the values of their character and personality. 2. Openness, Honesty & Integrity Leaders will not ...Read More →

# data[].attributes.headline
Media Plan Character Education Professional Development

# data[].attributes.subject
Media Plan Character Education Professional Development