Warren Bennis Leadership Excellence - July 2014

07.2014
Essentials of leadership
development,
managerial effectiveness,
and organizational
productivity
Vol.31 No. 7
The Standard of Global Leadership Development
Presented By
What Am I Creating?
Leadership lessons from tug-of-war
Eric Kaufmann
1306
Think Leadership is
Logical?
You need to think again!
Are You an Elite
Leader?
Traits that differentiate
an elite leader
Leading with a
Difference
Ways to foster heroic
leadership
Transforming the Next
Gen Leaders
Leadership pipeline for
succession planning
3020

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development,
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07.2014
development,
and organizational
productivity
Vol.31 No. 7
Presented By
1306
Think Leadership is
Logical?
Are You an Elite
Leader?
Traits that differentiate
an elite leader
Leading with a
Difference
Ways to foster heroic
leadership
Transforming the Next
Gen Leaders
Leadership pipeline for
succession planning
30205 What Am I Creating?
Eric Kaufmann
6 Think Leadership is Logical?
Carol Goman
9 Four Ways to Build Your
Leadership Advantage
And unlock your “super-powers”
Dr. Bart Tkaczyk
13 Leading with a Difference
Ways to foster heroic leadership
Heidi D’Cunha
20 Are You an Elite Leader?
Traits that differentiate an elite leader
Holly G. Green
25 Creating a Climate for Innovation
10 climate factors which impact
creative performance
Daniel Russell
30 Transforming the Next
Gen Leaders
Leadership pipeline for succession planning
Prof. Sattar Bawany
33 Where is My
Leadership Bench?
3 things executives can do to
develop bench strength
Gus Prestera
38 Meditation & Leadership
Do meditators make better leaders?
Jeff Gero
40 Leaders Must Be Curators
Cut through the clutter & drive good results
Joe F. Clark
41 Leadership BELs
The core elements of corporate
culture and employee engagement
John E. Smith
52 Learning from
Creative Research
And becoming an effective leader
Renee Kosiarek
56 How Well-Populated is
Your Pipeline?
Evaluating leadership effective-
ness by the quality of followers
Julie Winkle Giulioni
57 Leadership
A true leader is one who acts right
at the right time
David Mclean
59 Leadership in Small Business
5 ways to demonstrate leadership in
your business
Carolyn Sokol
What Am I Creating?
“What am I creating?” is a critical leadership question you must ask yourself
every day. Personally, it aligns your choices and actions. PG.05

A leader is one who knows the way, goes
the way, and shows the way - John Maxwell
Anyone can be a leader, but to be a true
leader you need to have qualities that make
you stand out. Such leaders never stay far
from their employees and would love to be
one among them. They try to learn from
everything and anything; they never fake
things. They know the power of unity, the
strength of bonding and most importantly
the goals of the organization. A leader’s job
is never a cake-walk, as he is always involved
in a tug-of -war with multiple teams in mul-
tiple directions. So what do they do in such
situations is what our cover story What Am I
Creating?: Leadership lessons from tug-of-war
by Eric Kaufmann deals with in this issue of
Leadership Excellence.
Erick feels that the question “What am I
creating?” when asked every day, will slowly
unravel any confusion and show the right
path. If this stands true with the leader, what
if each member of the team answers this ques-
tion in unison? It leads to amplification. If
there is such a collective focus on the same
objective, they harness the power of align-
ment. Teamwork, with a strong leader at the
helm, can provide a platform from which
we can accomplish significant and amazing
achievements. He compares the experience
with that of the game of tug-of-war, where
victory happens when a team is aligned and
not just strong. Read on for some great mo-
tivation!
Focusing on the idea of elite leadership,
author Holly G. Green’s article Are You an
Elite Leader? is yet another piece that focuses
on one of the core leadership traits. Winning
is all elite leaders focus on and they don’t
know anything else. You play or you quit is
their mantra.
Holly says that such leaders also exhibit a
number of traits that are not commonly as-
sociated with leadership, but are essential
for today’s uncertain business environment.
To know more on that, read her interesting
article.
A leader’s style becomes critical as he/she
dons various caps ranging from that of a key
decision maker, influencer, coach, advisor and
role model among many others. So how do
leaders foster heroic leadership? How do they
lead with a difference is what author Heidi
D’Cunha discusses in her article.
A strong leader is one who thinks about
the long term goals for the organization and
works towards achieving it. Companies need
innovation as a catalyst for growth. So it is the
leaders’ onus to create such a climate where
innovation effectiveness and efficiency can
be created. And yes! There are several climate
factors which significantly and positively
impact creative performance. Daniel Russell
in his article Creating a Climate for Innova-
tion talks about 10 such important factors.
This issue of Leadership Excellence Essen-
tials also features interviews with top heads of
companies that have won the Leadership500
Excellence Awards this past April.
Packed with leadership stories, opinions,
tips and advices, the magazine takes you for
the leadership journey infusing you with fresh
spirit and immense energy. Happy reading!
Leadership Excellence Essentials
(ISSN 8756-2308)
is published monthly by HR.com,
124 Wellington Street East
Aurora, Ontario Canada L4G 1J1.
Editorial Purpose:
Our mission is to promote personal and
organizational leadership based on con-
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Leadership Excellence Publishing:
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Publisher
Shelley Marsland-Beard, Product Manager
Ken Shelton, Editor of LE, 1984-2014
Brandon Wellsbury, Corporate Sales
Adnan Saleem, Design and Layout
Copyright © 2014 HR.com
No part of this publication may be
reproduced or transmitted without
written permission from the publisher.
Quotations must be credited.
Vol.31 No. 7Editor’s Note
Regards,
Debbie McGrath
HR.com
4 leadership excellence essentials presented by HR.com | 07.2014

“What am I creating?” is a critical leadership question you
must ask yourself every day. Personally, it aligns your choices
and actions. Organizationally, it orients your team’s choices—it
creates alignment. The reason for organizations is to harness the
collective power of the group. WE can accomplish more than I,
and our collective efforts are most impressive when they surge
forward in unison. Alignment produces a multiplier effect that
demonstrates that the whole IS greater than the sum of the parts.
Teamwork, however, can also be challenging and frustrating
as we subjugate our needs and impulses and emphasize consid-
eration of others and emotional intelligence. On the downside,
teamwork can rob us of our spontaneous expression and blur
our coveted individuality. On the upside, teamwork can provide
a platform from which we can accomplish meaningful and
breathtaking achievements.
Teams generate power when everyone is focused on the same
horizon. When each member answers, “What am I creating?”
in the same way, amplification occurs. By collectively focusing
on the same objective, they harness the power of alignment.
Tug-of-war is a practical example of the power of alignment.
I grew up playing this game a lot. The game cost nothing, was
easy to set up, and was intensely competitive. With a heeled
shoe we’d scratch a line in the dirt, then we’d split our group in
two. Each group took hold of opposing ends of a strong rope,
and on command we’d begin to pull. I remember the effort that
we expended as we pulled the rope in order to draw the oppos-
ing team toward us and over the midway line. The biggest and
heaviest team member was typically the “anchor” planted at the
end of the rope. As the resident “big boy” I spent my tug-of-war
career as the anchor. From here I had a clear view of my team as
well as the opposing team. What I learned watching both teams
is that the size, weight, and strength of the team were not the
most important predictors of who would win the game.
Alignment was the winning factor. Teams whose members
pulled together at the same achieved cumulative force. When
our backs, feet, and waists were lined up and pointing in the
same direction, we became unified. The combined force of an
aligned team magnified our individual contributions exponen-
tially. I remember many sunny days anchored at the end of the
line, and hoping the opposing team would look disjointed, that
their guys would be out of sync, pulling the rope at different
angles. When even one person pulled at a different angle, the
entire team lost their cumulative force and, rather than win,
they struggled.
Organizations, too, are pulling against competition in an
ongoing contest for market share, resources, and talent. This
constant tension is a tug-of-war with consumers and competitors.
Each organizational function is a hand on the collective rope.
Aligning the functions is not a mere philosophical abstraction;
it is a dictate of mechanics and physics. Team members pull
the rope at the operational level. When R&D, for example,
pulls the rope North and production pulls the rope West, the
organization falters.
Leaders are engaged in a constant tug-of-war, with not just one,
but multiple ropes being pulled by multiple teams in multiple
directions. As so many factors push and pull leaders’ attention
and energy, it is focus—”What am I creating?”—that shapes the
most effective decisions. Clarity of choice and decisions arises
when you can definitively answer “What am I creating?” as a
person, as a leader, and as a team. This focus is your vision and
your commitment to the future, and it illuminates a path of
decisions, relationships, and behaviors that pave your unique
path to success. LE
What Am I Creating?
By Eric Kaufmann
Eric Kaufmann, is President and Founder of Sagatica, providing leadership
development strategy, executive wisdom, and accelerating organizational
success. His published book, Leadership as a Hero’s Journey, shares practical
ideas and tools that deepen a leader’s ability to be efficient, effective and
deliberate; a leader whom people are drawn to follow.
Email eric@sagatica.com
Visit sagatica.com
5leadership excellence essentials presented by HR.com | 07.2014

I once asked the CEO of a technology company how his employees
were dealing with a proposed change. “We’ve presented all the facts,” he
replied. “But it would be much easier if people weren’t so emotional!”
In the business world, we are taught to approach organizational
challenges objectively and logically. We quantify everything we can
and guard against emotions that would hijack our objectivity. But,
according to neurologist and author Antonio Damasio, the center of
our conscious thought (the prefrontal cortex) is so tightly connected
to the emotion-generating amygdala, that no one makes decisions
based on pure logic – despite the belief that we do. Brain science
makes it clear that mental processes we’re not conscious of driving
our decision making, and logical reasoning is often no more than a
way to justify emotional choices.
Nowhere is this link more evident than in leading organizational
change efforts, and most leaders are aware of the need to present change
in ways that resonate both logically and emotionally.
Fewer leaders, however, realize how much their own emotional
state influences a team’s (or an organization’s) attitude and produc-
tivity. From “The Silent Language of Leaders: How Body Language
Can Help – or Hurt – How You Lead,” here are five things a leader
should know about the link between emotion and leadership results.
1. Emotions affect people instantly
In a study at the University of Tubingen in Germany, subjects were
shown photos of happy or sad faces then asked to questions to gauge
their emotional reactions. People reported corresponding emotions to
the photos – even when the pictures lasted only fractions of a second.
Likewise, those who report to you will instant-
ly and unconsciously pick up your emotional displays,
even if you believe you have quickly suppressed them.
2. Emotions are contagious
A business simulation experiment at Yale University gave two
groups of people the assignment of deciding how much of a bonus
to give each employee from a set fund of money. Each person in the
group was to get as large a bonus as possible for certain employees,
while being fair to the entire employee population. In one group,
the conflicting agendas led to stress and tension, while in the second
group, everyone ended up feeling good about the result. The differ-
ence in emotional response was created by the “plants” – actors who
had been secretly assigned to manipulate people’s feelings about the
project. In the first group, the actor was negative and downbeat, and
in the second, positive and upbeat.
The emotional tone of the meetings followed the lead of each actor
– although none of the group members understood how or why those
particular feelings had emerged.
3. Emotions flow most strongly from the most powerful person
in the room to others
Researchers at California State University in Long Beach found
that when business leaders were in a good mood, members of
their work groups experienced more positive emotions, were more
and productive than groups whose leaders were in a bad mood.
4. The brain pays more attention to emotionally negative messages
than to positive ones
Inside the medulla is a vital link to reticular activating system (RAS).
RAS sorts the 100 million impulses that assail the brain each second
and deflects the trivial, the vital through to alert the mind. This part
of brain evolved with an inherent tendency to magnify negative mes-
sages and minimize positive ones.
Today, RAS still prefers to interpret things negatively and we
then react by getting defensive and anxious. That’s why a leader’s
body language (frowns, crossed arms, lack of eye contact, etc.)
can get amplified into signals of danger — and why mixed mes-
sages (when a leader’s verbal content and body language signals
are out of alignment) may be evaluated as threatening to our
status, relationships, and even to our continued employment.
5. You can’t (successfully) hide emotions
Stanford University’s research on emotional suppression shows why
it’s so difficult to hide our true feelings: The effort required takes a
physical and psychological toll. Subjects instructed to conceal their
emotions reported feeling ill at ease, distracted and preoccupied. And
this was validated by a steady rise in their blood pressure.
But another, quite unexpected (and for leaders a much more impor-
tant) finding, showed a corresponding blood pressure rise in those who
were only listening to the subjects. So when a leader tries to suppress
what he or she really feels, the resulting tension isn’t just personal; it
is also unconsciously contagious.
To tap into the power of emotion, savvy leaders understand
how feelings (their own and other people’s) impact and in-
fluence an organization’s ability to make business decisions,
to stay positive and productive, and to embrace change. LE
Think Leadership is Logical?
By Carol Goman
Carol Kinsey Goman, Ph.D. is a keynote speaker, leadership communication
consultant, and body language coach. She is a leadership blogger for Forbes
and author of “The Silent Language of Leaders: How Body Language Can
Help - or Hurt - How You Lead” and “The Truth About Lies in the Work-
place: How to Spot Liars and What to Do about Them.”
Email CGoman@CKG.com
Visit www.CKG.com

Phone: 1.877.472.6648 | Email: peapp@editor.hr.com
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Meet Louise
Louise is the Chief Executive Officer of a major oil and gas
exploration company based in San Antonio, TX, USA. She’s a
real positive energizer, and positive thinker, too. As a leader, a
lot of people Louise interacts with view her as super optimistic,
fully-charged, spiritual, strong in character, and emotionally
intelligent. In their eyes, she’s a lady who inspires and excites
others, and that’s why they follow her. Louise never panics. She’s
from Texas –the Texas way is to get down to brass tacks! When
she realizes that a real good project has just been trashed, she
slows down, thinks and... bounces back pretty well soon. After
all, there’s more than one way to rope a steer.
Louise’s also a reflective, lifelong learner and learning-crafter.
She truly believes that you should never stop learning. Having a
PhD in environmental engineering, plus an MBA from a top-tier
Canadian business school, to still develop herself, she frequently
participates in executive education programs. Currently, she’s
working hard on her continuing executive development log and
design - she wants to be better and better at what she does, and
she’s having a thing about it. But in the end, stubbornness and
determination will win out –you can count on it! To kip fit and
stay grounded, Louise jogs and meditates thirty minutes every
day. She’s pretty much into daily multivitamin supplements,
too, not to mention good down-home cooking.
The values that get Louise up every morning are honor, posi-
tivity, personal humility and a commitment to get things done
and done right.
Meet Rishi
Rishi now works as Chief Innovation Officer for a successful
IT firm in Bangalore, India.
In the past, he was a renowned IT pioneer and serial Silicon
Valley entrepreneur –he successfully started six companies from
zero. His colleagues nickname him “Bob the Builder”. Rishi’s
a visionary leader and a “big picture”guy. He’s resourceful and
innovative. He believes that innovation is a lot more than just
creativity. When leading and executing a project from lab to
market, he works smart. In his practice, Rishi very often applies
design thinking; his favorite secret weapons are visualizations
and experience mappings. He advocates that design is the next
mega competitive advantage. All of the projects he delivers are
characterized by excellent quality, plus best customer experi-
ence design.
Since Rishi’s convinced of the existence of reverse innovation,
in his spare time, for free, he designs and develops educational
computer games for kids in India and, indeed, kids worldwide.
What he wants to be remembered for is his super-originality
and excellent performance, not to mention, for having made the
world a more creative, fun and intelligent place.
Meet Sophie
Sophie is a lovable Chief HR Officer with a global management
consulting firm, in their London office, UK. She’s a genuine
people person. Her motivators and energizers are people, and
people likewise love her much. Her leadership style is a coach-
ing one; she prefers to ask and listen, rather than to tell. She’s
no fool, of course but is fair and just.
People say that Sophie’s a fantastic talent architect and a great
organizational designer; she’s crazy about high-performance work
systems. Plus she believes that everybody does have numerous,
rare and extraordinary talents, i.e., that the employees (or the
‘partners’ as she calls them) are the firm’s most valuable resources.
She goes on to state firmly that she doesn’t come to be served,
but to serve others. Sophie’s a real employee champion. She
evangelizes diversity at work, regularly meets and recognizes
her personnel, and hence, they trust her intimately. Her most
favorite tool is a reflected best self-exercise. Sophie’s a born
networker too, She’s excellent at both building and sustaining
high-quality connections both in the workplace and outside
of work. Oh, from time to time, she loves a good party, too.
Sophie’s deepest dream for herself is to one day lead a company
where every employee flourishes.
Meet Jan
Jan is the Vice President of Operations for a German bank,
now based in Warsaw, Poland. He’s excellent at strategizing. He’s
stakeholder-centered and he knows how to improvise, adapt and
strategically navigate well through adversity and resistance –the
company chair knows that Jan’s so good at leveraging “angels”and
silencing “devils”.
Jan, as a leader, is driven by speed - he thinks fast and he
decides fast. He anticipates and spots trends easily, and doesn’t
avoid what is uncertain. He’s open and he likes and uses scenario
planning lots.
What Jan also wants you to know about him is that he’s a keen
surfer. Aha, when surfing, he thinks strategy too. Ironically, the
man likes fishing too, and will be patient for hours fly-fishing
at his favorite brook. Even if he catches nothing, he still thinks
it’s time well spent –because he well knows a man has to switch
off and put aside time to recharge the mental circuits.
FOURFOLD LEADERSHIP DESIGN
The above is perhaps an idyllic business setting only. The
four characters just portrayed do not seem to be leaders but
rather some kind of “super-leaders”. Although there may not
be so many of them in every office of the world today, positive
organizational studies find that leading in the 21st century
demands much more dynamic capabilities than ever before,
and that every leader does possess some “super-powers”they can
routinely develop and capitalize on to be personally effective and
impact business performance.
This comes from Fourfold Leadership Design (Tkaczyk, 2013,
Tkaczyk 2014a,b,c), a leadership model composed of Big 4
“leadership ways”(statistical factors), and 52 correlated “super-
powers”(expert strategies and methods that comprise the profile
of an effective, positive and credible leader) - for a complete list,
see the Inventory below. The four characters you already met in
the narrative above represent each strengths-based leadership-
Four Ways to Build Your Leadership Advantage
And unlock your “super-powers”
By Dr. Bart Tkaczyk

role/competency domain, i.e. Louise the “Thinking Energizer”,
Sophie the “People Operator”, Jan the “Strategic Navigator”and
Rishi the “Innovator-Designer”.
Evidently, there is a good bank of resources that could be
relied on. For instance, the “Thinking Energizer”can draw on
learning and development crafting, positive energy or positive
leadership presence; the “People Operator”can bring into service
people or coaching skills; the “Strategic Navigator”can employ
political and organizational agility, positive change leadership
skills, speed or super-flexibility; and, finally, the “Innovator-
Designer”can utilize super-creativity or design thinking skills.
“SUPER-POWERS”UNLOCKED: LEADERSHIP SELF-
ASSESSMENT INVENTORY
Prior to becoming involved in boosting your “super-powers”,
you need to be aware of them first. You can do so systematically
through the Fourfold Leadership Design Self- Assessment Inven-
tory, a profiling tool that is both reflective and developmental.
As the philosophers say “Know thyself”- and this is one way
to do so.
I. FOURFOLD LEADERSHIP DESIGN SELF-ASSESSMENT
INVENTORY
Instructions: For each “super-power”, rate your own strength
by marking H (High), M (Medium) or L (Low). After you have
rated each of the items, return to the “leadership way”and give
yourself an overall rating (High, Medium or Low).
LEADERSHIP WAY: THINKING ENERGIZER RATING:
Self-awareness, self-understanding,
self-regulation
RATING:
As a constant learning and development
crafter (learning agility)
RATING:
As a positive energizer (energizing others;
modeling positive energy; managing energy:
creating and sustaining positive energy)
RATING:
Spiritually energized RATING:
Mentally energized RATING:
Emotionally energized RATING:
Physically energized RATING:
Positive thinking RATING:
Professional and positive identity RATING:
Charisma/Inspiration RATING:
Honesty/Ethics; Value-focused; Having the
courage to say ‘no’ to activity that in the long
run is harmful to society at large
RATING:
Personal humility; staying grounded RATING:
Resiliency (willing to jump in and get things
started)
RATING:
LEADERSHIP WAY: PEOPLE OPERATOR RATING:
People skills (team member, motivating,
recognizing others, celebrating wins...)
RATING:
Positive communication skills RATING:
Active listening skills RATING:
Coaching skills RATING:
As a talent designer and developer RATING:
Empathy and deep human understanding RATING:
Socializing RATING:
As a networker (building positive energy
networks and positive relationships)
RATING:
As an employee and culture champion and
evangelist
RATING:
Providing opportunities for people to receive/
develop best-self feedback/portraits
RATING:
Diversity and cross-cultural sensitivity RATING:
Positive influence skills RATING:
As a philanthropist: whether local, regional,
national or global (e.g. supplying jobs, train-
ing supporting schools, nurturing start-ups);
Service/servant leadership (e.g. volunteering)
RATING:
LEADERSHIP WAY: STRATEGIC NAVIGATOR RATING:
Strategizing RATING:
Assessing risks RATING:
Being stakeholder focused; navigating competi-
tion strategically; leveraging “angels”and
making “devils”irrelevant
RATING:
Leading positive change RATING:

Developing political and organizational agility;
managing resistance
RATING:
Super-flexibility RATING:
Scenario crafting; Balancing today and
tomorrow
RATING:
Proactivity (an inclination to respond
purposefully to events)
RATING:
Project leadership RATING:
Anti-bureaucracy RATING:
Being forward-looking RATING:
Openness to new ideas RATING:
Speed (thinking fast, deciding fast, sustaining
speed)
RATING:
LEADERSHIP WAY: INNOVATOR-DESIGNER RATING:
Super-creativity RATING:
Pioneering, innovative, imaginative RATING:
Focusing on the Big Picture (visionary,
actualizing vision, strategic intent)
RATING:
As a conceptualizer (visual: awakening, explora-
tion, strategy and communication); Storyteller
(using business narrative to transform organiza-
tion)
RATING:
Design thinking skills (What already is? What if
anything were possible? What exactly rocks? What
exactly works?)
RATING:
As an initiative planner and executor RATING:
As a problem-solver (identifying enablers) RATING:
As a customer driven co-creator (experience
design and mapping)
RATING:
Positive resource utilization and lean thinking RATING:
Prompting high levels of project and
organization performance
RATING:
As an evidence-based architect (total quality
mindset, profitability)
RATING:
Innovation transfer (including know-how assets
transfer)
RATING:
Being tech-smart RATING:
II. FOURFOLD LEADERSHIP DESIGN SELF-PORTRAIT
Fourfold Leadership Design is made up of Big 4 “Leadership
Ways”(Each Leadership Way has 13 “Super-Powers”).
Guide to “Big 4”scores:
RATING QUALITY DESCRIPTION
H :-) Very good leadership qualities
M :-|
Leadership qualities need
improvement
L :-( Leadership qualities deficits
What are your strengths? What needs boosting?
Thinking Energizer :-) :-| :-(
Rating H M L
Your Rating:
People Operator :-) :-| :-(
Rating H M L
Your Rating:
Strategic Navigtor :-) :-| :-(
Rating H M L
Your Rating:
Innovator-Designer :-) :-| :-(
Rating H M L
Your Rating:


III. ACTION PLAN
• How do you feel about the way you lead? Does anything
about your leadership portrait surprise you? Which aspects of
your leadership profile are the most thought-provoking to you?
What energizes you?
• How does the way(s) you lead affect you? How does the
way(s) you lead affect your team? How does the way(s) you
lead affect your company? How does the way(s) you lead affect
your industry?
• List four baby-steps you could take during your next
working week to boost your leadership qualities and super-
powers? What about the next three months? Six months? Who
will hold you accountable for your actions? What resources will
you need?
• What are some of the things that may be blocking your
ways and hindering your progress as a leader? Can you dream
up new strategies that might help you overcome these major
blocks to your positive leadership presence?
FINAL REMARKS
Driven to build a leadership advantage and boost the stock
of “leadership capital” within organization, for future success,
companies might want to invest in strengths. To be a leader in
the present climate (critical for both adding to the sustained
competitive advantage and personal branding), we may want to
bring into play our “super-powers”, i.e., valuable, rare, inimitable
and non-substitutable resources and finest assets. Still, to fully
use, and continually develop them, we have to identify them
first via reflecting on our leadership gifts and qualities, self/360
degree feedback assessment, or recording leadership learning
experiences. Finally, we should tailor our training to our needs,
and we should gain that training by way of programs custom-
made to our special ways of dealing with the world. One size
does not fit all! So for life-long learning, the old Greek notion
of ‘Know Thy-Self’ rules and as that’s something that doesn’t
fall into place easily, but with the help of knowledgeable, skillful
workplace learning and performance professionals who can spot
things we ourselves are not fully aware of – we can boost our
leadership capabilities and approach “super-powered leader”status!
It’s in most of us, it just has to be unlocked. LE
REFERENCES
Tkaczyk, B 2013, ‘Reenergizing Leadership the Fourfold Way’, Strategic HR
Review, vol. 12, no. 5, pp. 280-282.
Tkaczyk, B 2014a, ‘Leadership and Design: Next-Practice Thinking’, Arab Inves-
tor, no. 11 (Arabic version), pp. 56-58.
Tkaczyk, B 2014b, ‘Daily Check-ins Stimulate Self-Improvement’, TD, vol. 68,
no. 8, pp. 72-73.
Tkaczyk, B 2014c, ‘Crafting Continuing Learning and Development: A Posi-
tive Design Tool for Leadership Development’, Development and Learning in
Organizations, vol. 28, no. 4.

Dr. Bart Tkaczyk, MSc (HRD & Consultancy), PMSC (HRD), MBA, PhD,
Fulbright Scholar (UC Berkeley), President & CEO (ENERGIZERS, LLC),
Author of Fourfold Leadership Design.
Email bart@energizers-boutique.com
Twitter @DrBTkaczykMBA
Video

By Heidi D’Cunha
Ways to foster heroic leadership
Leading with a Difference
A quote by Nelson Mandela reads, ‘It is better to lead from
behind and to put others in front, especially when you celebrate
victory when nice things occur. ‘
We have often heard stories about leaders leading by example
and leaders acting as role models. However, to be successful,
do leaders always have to be in the forefront? Can, as Nelson
Mandela says, they lead from behind the scenes, away from the
spotlight? Can leaders make the shift from being self-focused
to consciously noticing others? And why restrict these so called
others only to the work space – let us broaden the scope of
our leadership – workplace, struggling friend, overburdened
neighbour.
Leaders of today need to evolve into people motivated by
more than just targets and numbers. Leaders need to be just a
tad altruistic.
As per the concept of Altruistic Leadership, leaders care about
others as an end in itself. In today’s highly connected world, where
stress levels are hitting the roof and people would give anything
to climb the corporate ladder, we need leaders to foster interde-
pendence and cooperation and be genuinely concerned about
their people – their growth, development and their happiness.
Conventional thinking has equated leaders with straightforward
organization performance and targets. However leaders who
respect their people’s goals, imbibe humanistic values and are
ethical in their ways are those who can cut through toxic work
environments and foster a productive and synergetic work culture.
Leadership is a catalyst for organizational performance. As
leaders play varied roles - key decision makers, influencers,
coaches, advisors and role models among many others, the
style of a leader becomes all the more critical. Leadership has
a waterfall effect on the people, and since people mainly need
to be inspired to perform, it would be beneficial if leaders were
heroes – ordinary people who do extraordinary things.
Let us take a look at some ways we can foster such heroic lead-
ership.
Selflessness: Connect with people on a higher level by being
genuinely interested in them.
Spread Trust: Trust in the capabilities of people and encour-
age them to outperform.
Promote a System of Values: Honesty in dealings, integrity
in relationships and reaching out without expectations.
Be Supportive: Generate an organizational climate where
people are of prime importance, eliminating fears and allowing
them to seek information, participate and take risks.
Encourage Dialogue: Teach people to communicate and
dialogue and support an open environment for learning and
feedback.
From this we could also draw certain parallels to the popular
theory by Maslow. When a leader has surpassed egotistical
boundaries (Level of Self Actualization) and has reached a state
of compassion for his fellow people, we could cultivate high
performing organizations, rooted in innovation, learning and
humanism. LE
References
Altruistic Leadership
http://www.olkc2013.com/sites/www.olkc2013.com/files/downloads/133.pdf
Heidi D’Cunha is a Human Resource professional from India with 6 years’
experience in Learning and Development. She has also worked in areas of
Reward and Recognition, Employee Communication, Talent Management
and Fun at Work. Along with working in L&D, she is also working on proj-
ects related to E-learning and HR Branding.
Email heididcunha@gmail.com

What is your overall leadership vision and mission specific to Executive Leader-
ship Program?
Through our Executive Leadership Program (ELP), we aim to develop leaders with
a grounded understanding of self and impart leadership skills consistent with ethical
and effective leadership practices. We believe it’s the combination of self-insight,
and development and practice of leadership behaviors that equip leaders to make
personal and professional decisions that can positively transform their organizations
and communities.
We are very focused on being practical. Once you complete our program, you
will be able to begin applying the principles immediately on returning to work! The
center expects that individuals participating in our program will leave with a better
understanding of their personal drivers and how these affect the way they view their
world and in turn the quality of decisions they make for themselves and the organi-
zations they serve. Additionally, they will leave having learned and had a chance to
practice some key leadership skills found to be consistent with effective leadership. We
are committed not only to training leaders to be more effective, but also to continu-
ously incorporating the most current research into our training programs, as well as
feedback from the practitioners themselves who attend and complete our programs.
What makes your program unique and different?
The Center for Leadership Executive Leadership Program is a unique resource
developed not only on the strength of our proprietary research, but also by leveraging
extant and impactful leadership knowledge from around the world. In addition, we
tap executives who attend our programs, the practitioners of leadership, for informa-
tion on what is proving effective in the field and we feed this information back into
our research directives and our program. In this way, the program remains current,
relevant, to the point and resonates!
Program content is based on our Leadership Competency Model (LCM) and
developed by the center’s multi-disciplinary academic faculty, in collaboration with
key partners around the world. LCM identifies five core competencies for effective
leadership -- Leading Self, Leading Others, Strategic Focus, Managing Work and
Connecting with Others. This proprietary research forms the foundation of our
program and provides participants both unique and practical perspectives. The ELP is
designed to provide building blocks for executives to develop their unique leadership
blueprint, and it also allows customization for specific peer groups, including C-Suite
executives, women leaders, educators, and high-potential executives.
Participants are placed in cohorts that best match their organizational experience
Educational Institutions
Leadership Excellence Rank
#Globalleadership14 Global Leadership Excellence 2014
Garth Headley
1
Company Name: Florida International
University Center for Leadership
Program Name: Executive Leadership
Program
Program Director: Dr. Mayra Beers
Address: 11200 SW 8th St, CBC 223, Miami,
FL, 33199
Call: 305-348-5323
Email: beersm@fiu.edu
Visit: lead.fiu.edu
Ethical and Effective Leadership
Our editorial team interviewed Garth Headley from Florida International
University’s Center for Leadership, at the Leadership Excellence Awards this
past April. Following are the excerpts from exclusive interview.
Video

and needs (Director and above). Program content is tailored to meet
the unique leadership challenges of executives while maintaining our
core leadership philosophy and is highly interactive.
How many people do you impact, every year, with this program?
During the past year, approximately 100 participants have attended
our executive leadership training program. Over the last five years,
the center’s growth has been deliberate, targeted and grounded on
developments in the field. At present there are more than 600 alumni
of the program. Participants are nominated by their organizations
and to date more than 140 organizations across the United States,
Latin America, the Caribbean, Europe, and Africa have participated.
How long does it take to complete this program?
The programs are three to four-day resident schedules, with specific
targeted cohorts offered throughout the year. Pre-work readings and
assignments, assessments, and questionnaires are part of the prepa-
ration for participants attending the program. Action planning is a
key part of every program and ensures participants apply lessons to
real-world, on-the-job challenges. Each participant also spends a one
hour, one-on-one, with an executive coach who helps them craft an
actionable and practical plan for returning to work.
How is this program delivered, both online and in classroom?
The Executive Leadership Program emphasizes the value of peer-
to-peer learning and interaction and its resident, face-to-face, format
has proven highly effective by bringing together different perspectives
across organizations and industries. The program is designed to maxi-
mize ROI for executives and busy professionals by offering a mixture
of online assessments, classroom lectures, experiential learning and
roundtable discussions.
Upon arrival, participants are expected to engage in full-day sessions
that cover pre-session assignments, personal experiences, and faculty
expertise. Participant interaction is a hallmark of each day’s sessions,
including group work and individual presentations. Workbooks with
relevant materials as well as books and articles for further reading and
continuous development are provided to participants.
Whom do you target for the Executive Leadership Program?
Our participants come from a broad spectrum of industries and
levels. Our typical clients are senior managers, directors, vice presidents,
C-level executives and board members, or any executive with extensive
responsibilities and whose decisions have substantive implications on

their organizations. Industry representation includes multinational
corporations, local enterprises, non-profit organizations, educational
institutions, and government administrators.
The center also partners with our home institution, Florida In-
ternational University (FIU), to provide leadership training for our
managers and directors through custom in-house ELP.
How do you measure success and ROI of your program?
Each program offered by the center is rigorously evaluated by par-
ticipants, facilitators, and staff using a comprehensive accountability
and measurement system that evaluates the quality of the products
and services provided. Evaluations are designed by trained organi-
zational psychologists in order to provide an accurate assessment of
the center’s performance. Each instructor is evaluated on delivery,
knowledge, and ability to engage the audience as well as the rigor and
applicability of the session. Program content is evaluated on the utility
and value of information, quality of materials used, and amount of
new knowledge gained.
Prior to each program, participants are asked to complete a ques-
tionnaire to assess their expectations from the program and to better
address the group’s unique leadership development needs. During
multi-day programs, participants are asked to complete daily evalua-
tions including reporting on each session and instructor.
In addition, an overall program evaluation is distributed on the
final day of the program that adds questions on venue, staffing, and
logistics. Participant feedback through the evaluation process is used to
introduce new material, refine existing curriculum, and make adjust-
ments to the delivery process. Since the launch of our first program,
we have consistently averaged 4.8 on a 5 point scale.
What is your area of expertise with regards to leadership training,
such as teamwork, execution and frontline managers?
Our research shows that decisions are a key measure of effective
leadership and as such our work revolves around how to help leaders
and enhance their decision making abilities. For this reason, our
program is built on creating a strong sense of self and developing key
leadership capabilities that influence the decision making process. We
teach skills that help leaders build infrastructure for developing and
actioning effective decisions.
What are the key takeaways from this program and how does it
help your customer, client, or participant to improve their, as well
as that of their team members’, performance?
Since we focus on bettering the process of leadership decision
making, self-insight and practical leadership behaviors are important
takeaways.
Prior to arriving at the program, participants are asked to come
prepared with a challenge they want to work on during the program.
Throughout their time with us and by using the knowledge and skills
acquired during the program, each prepares an action plan to address
the challenge/issue. We have a systematic way of identifying your core
values, assessments geared towards understanding the role personal-
ity plays in decision making as well as life traps and schemas at work
that we may not be aware of. On the behavioral side, you walk away
knowing how to build high impact networks, connect meaningfully
with others, and developing and enlisting others to a strategic vision.
They also get to meet an executive coach who helps them develop the
plan and ensures it has actionable steps. The action plan is presented
to the rest of the cohort on the last day of the program, helping to
create accountability. This document, prepared by participants, vetted
by their coach, and committed to in front of their peers, results in a
valuable blueprint they take home. It prepares them to face pertinent
challenges.
What impact does your program have on users?
The Executive Leadership Program provides exceptional ROI to
organizations and individuals. Many have termed it ‘life-changing’.
But, perhaps more tangible are the promotions that often occur after
finishing the program and the referral of their colleagues to future
programs, or having CEOs who complete the program ask to have
custom workshops for their internal leadership team. When you
consider that many of our graduates are decision makers in Fortune
500 companies, both locally and internationally, leading large teams
within their organizations, the impact is wide reaching. When we hear
from our graduates on returning to work that we have dramatically
changed the way they lead, this is perhaps our best endorsement.
What’s in store for future?
We are currently preparing to launch an executive leadership program
for physicians and hospital administrators. The program was developed
based on our competency model, and while it will focus on develop-
ing self-insight and leadership skills, it is also designed to help the
physician-leader begin to understand and effectively navigate the
changing landscape of healthcare leadership. We are very excited
about this program which should launch soon with registration dates
in January 2015.

Tell us about your leadership vision and mission specific to Leading High
Performing Teams program?
We believe leadership can be taught, however, it requires more than just lectures
and books. It needs much more than ‘the case method’ taught currently in business
schools. Real learning is equivalent to real change, and real change happens when
participants are immersed in action-based scenarios, simulations, and challenges
that pull them out of their comfort zone and help them expand their leadership
capacity. Introspection, reflection, self-assessment, and thoughtful planning are key
components in this journey.
What separates Michigan from most other institutions is its reliance on verified,
practical research as foundation for its programs, combined with faculty who are
experienced in the real world of business. Ours is an action-based learning approach
that ensures participants begin applying new concepts and tools to their work situations
even as the program ensues.
We deliver content in various formats including assessments, lectures, case analyses,
technological delivery, simulations, interactive practice and applicable action learning
in order to help participants and their organizations perform in extraordinary ways.
Often, we offer content in non-traditional places such as museums, high-end chef
kitchens, symphonies, and atomic particle laboratories to name a few.
How many people do you impact, every year, through this program?
The program is offered three times a year. On an average, 20 participants take part
in each program.
Leading High Performing Teams is a three-day program.
Learning happens both in classroom and at various campus locations. In addition,
we integrate technology throughout the learning experience.
What are the levels of leaders that you address?
The Leading High Performing Teams program is aimed at mid-level managers,
whose success depends on leading teams, including global and virtual.
Educational Institution Category
Kim Cameron
2
Company Name: Stephen M. Ross School of
Business at the University of Michigan
Program Name: Leading High
Performing Teams
Chief Executive Education Officer:
Melanie Weaver Barnett
Address: 724 E. University, Wyly Hall,
Suite 3700, Ann Arbor, MI 4810
Call: 734-615-2162
Email: barnettm@umich.edu
Visit: umich.edu
Multi-faceted Leadership
Our editorial team interviewed Professor Kim Cameron, Associate Dean,
Executive Education from Stephen M. Ross School of Business at the
University of Michigan this past April. Following are the excerpts from exclusive
interview.

Assessment data is gathered pre and post programs to examine
leadership changes resulting from our ‘Strength-Based Leadership’
approaches. Referrals from past participants are a key success indicator.
So, are daily program evaluations and feedback from participants
during post program coaching sessions.
The UM Ross Leading High Performing Teams (LHPT) program
helps participants to unleash the power of their most talented teams
-- globally, locally, and virtually. They learn best practices to motivate
and enable their teams to achieve sustainable high performance while
using fewer resources.
In addition, they explore key things that they can do as a team leader
-- visionary, designer, coach, coalition builder, and ambassador. The
program is highly engaging and interactive in nature. The simulations
that explore real-world examples of best and worst team leadership
practices give them new tools for maximizing their own team’s
performance, while leadership self-assessments and diagnostics for
evaluating team performance help them reflect on their personal
effectiveness.
As participants interact with faculty experts and colleagues, they
learn which behaviors do and don’t lead to high-performing teams.
Participants deeply analyze common pitfalls many talented leaders
make and explore techniques for leading teams regardless of functional
area, organizational level, geography, or industry. They emerge with
a roadmap to take their team’s performance to the next level, gain
a deeper understanding of their personal team leadership strengths
and weaknesses, and insight into the special needs of diverse, global,
and virtual teams.
The faculty for this program brings a wealth of research-based and
practical experience to the classroom. Paula Caproni has over 20
years of experience teaching Michigan Ross Executive Education. She
has coached more than 500 executives to improve their leadership
and has worked with organizations in over 10 countries. Her book,
‘Management Skills for Everyday Life: The Practical Coach’, is in its
third edition. Jeffrey Sanchez-Burks is a leading expert in cross-cultural
competence in global business. His research, teaching, and consulting
have been featured in the Harvard Business Review.
What can customers, clients, or participants take away from your
program and apply to improve themselves and the performance
of their team members?
Specific course curriculum is designed to help participants gain
expertise required in their current job and to grow to the next level.
Curriculum is modified and changed to reflect environmental
conditions, key challenges and the state of current economy.
Participants develop a personalized action plan for their team(s)
that they will implement upon their return to organization. This
includes: a) Step-by-step plans to implement best practices to create
work contexts that maximize results, b)Tools to diagnose and improve
strengths and weaknesses of team(s), c) Coaching strategies to cultivate
both individual team member and team as a whole, d) Techniques to
avoid common dysfunctional team dynamics. A private, follow-up
coaching session within three months of the program completion
serves to reinforce learning and helps to propel success.
How does your program impact users?
Independent evaluation of our leadership programs has shown: 1.
Significant improvement on leadership and management competencies
2. Improved promotability of participants who complete the program,
and 3. Substantial ROI increases.
Let me quote a few testimonials: “Excellent mix of theory, practical
advice, tools, videos”, and “In every topic covered, I could take
meaningful and relevant aspects to relate back to my team/myself.”
We encourage participation by asking participants to share their
experiences. All our sessions are research-based. The program is simple
and easy to understand learning (pedagogy) and you get plenty of
tools in each session that can be utilized/ implemented at your area of
work. Excellent experience helped in building collective intelligence,
self-awareness by team leader as designer, decision maker and coach.
What’s in store for future?
We offer different levels of leadership certificates, including tuition
discounts (that can be shared with other leaders), for those who attend
more than one Michigan program. Many customer clients ask for
this kind of experience for their high potential leaders, so the content
of this program is expanding and is being customized for different
industries and different contexts.

CONNECTING HR EXPERTS GLOBALLY
www.hr.com/leadership500
For more information phone: 1.877.472.6648 email: leadership500@info.hr.com
For the past 30 years, Leadership Excellence has identified and recognized the top 500
leadership organizations and their strategies and solutions in our yearly ranking issues.
Nominate your organization for their Excellence in Leadership Development at
www.hr.com/leadership500
Get your name on the list with some of the 2014 winners, including: GE, Cisco Systems,
MasterCard, FedEx Services, General Mills, Qualtrics, TD Bank Group, Association
of Strategic Alliance Professionals (ASAP), Florida International University, Zenger
Folkman and Development Dimensions International (DDI).
Nominations NOW OPEN!
1. Small Company
2. Midsize Company
3. Large Company
4. Government/Military
5. Non-Profit Organization
6. International Company
7. Educational Institution
8. Small Leadership Partner & Provider
9. Midsize Leadership Partner & Provider
10. Large Leadership Partner & Provider
11. International Leadership Partner & Provider

By Holly G. Green
Traits that differentiate an elite leader
Are You an Elite Leader?
Defining elite leadership can be a difficult task, but we all know
it when we see it.
It starts with a certain mindset. Elite leaders have a remarkable
clarity on winning – for the company, for the team, and for herself/
himself. Moreover, this clarity on winning doesn’t come at the cost of
others losing. Instead, it’s a relentless determination to help everyone
achieve the goals and reach the defined destination.
Elite leaders play to win – all the time, every time. In fact, they don’t
know how to play any other way. Their philosophy is you either play
the game to win or you don’t play at all. They also exhibit a number
of traits that are not commonly associated with leadership, but are
essential for today’s uncertain business environment.
Elite leaders:
• Listen. Too often, business leaders just go through the motions
when it comes to listening. Elite leaders understand that listening
is an essential skill for getting things done, and they work hard at
developing their listening abilities.
• Pause. Elite leaders pause enough to actually think before making
decisions and taking action (unless there is a crisis that requires im-
mediate action). Instead of jumping at the first good idea or solution,
they take the time to explore different alternatives before proceeding
with a course of action. They understand that it always costs more to
do it over than get it right the first time.
• Reflect. Elite leaders are keenly aware of their own biases and
thought bubbles. They understand how and where these can get in
the way, and build in the practice of regularly analyzing and ques-
tioning them. They constantly update their thinking to stay on top
of their game.
• Expand. Elite leaders actively seek the wisdom and advice of
others, especially those with different backgrounds and points of
view. They appreciate the value of having multiple perspectives on
every issue.
• Explore. Elite leaders talk about possibilities rather than potholes.
They ask “why” rather than “why not” questions. They focus on what
could be versus what might get in the way.
• Self-correct. When elite leaders make a mistake, they self-correct
by acknowledging it, adjusting, and refocusing on winning.
• Practice. No matter how much success they achieve, elite leaders
constantly work to hone their craft. They’re driven to get better at
what they do and what they want to do.
Most of all, elite leaders stay focused on moving forward, which
requires learning from the past without getting stuck there. When
things go wrong, they don’t point fingers or assign blame. Instead,
they do it again to get it right, or they guide others to do it again
and get it right. They work to make others successful, and strive to
create an environment that supports everyone achieving their goals.
Whether in business, sports or any endeavor, people would rather
be part of an organization that plays to win. Take advantage of this
natural human tendency and tap into the winning mindset and be-
haviors of everyone on your team! LE
Holly G. Green is CEO of THE HUMAN FACTOR, Inc., and helps
companies achieve excellence by creating clarity on what winning looks like
and determining how to get there.
She was previously President of The Ken Blanchard Company and a biotech
start up. Her clients include Google, Arby’s, the National Behavioral Health
Council as well as numerous small and midsized businesses.
Holly is also a bestselling author. Her newest book, Using Your Brain to
Win, has just been released to international acclaim.
Email holly@thehumanfactor.biz
Visit thehumanfactor.biz
LinkedIn www.linkedin.com/in/hollygreen

Tell us about your overall leadership vision and mission specific to Drexel
University’s CEO LEAD program?
The Creating Experiential Opportunities for Leadership Education and Development
(CEO LEAD) program comes under the direction of Drexel University’s Office of
Student Leadership Development & Traditions (SLDT). The CEO LEAD program
is based on the foundations of the Social Change Model for Leadership Development
which advances personal and professional development, builds group and team
dynamic skills, and cultivates community engagement and responsibility through
the values of the 7 Cs.
SLDT offers numerous opportunities for leadership education/CEO LEAD credit
through the Leadership Certificate Program (LCP), The Leadership Academy (TLA),
Read to Lead Book Club, Reel Leadership Movie Series and conferences, retreats,
and symposiums for all students to foster and enhance leadership skills, utilizing the
principles and philosophies of the Social Change Model as a foundation.
We offer about 200 workshops per year through the LCP and utilize our partners
to engage with students on a variety of leadership topics. Students can earn different
certificates and hone skills in a particular interest with a leadership specialization.
TLA offers a structured, three-tiered classroom curriculum and shared-experience
where students can dive deeper into the process of personal leadership development.
In our program, students develop personally as well as professionally, first through
self-awareness and values clarification, then through group and team dynamics
formation, and ultimately as a global citizen and community change agent.
The CEO LEAD program at Drexel was formed in the 1998-1999 academic year.
Initially, the program was designed to teach students skills that would help in the
management of their student organizations. As the program developed, workshops were
offered to meet the needs of all students seeking leadership growth and development,
and the number of certificates that could be earned went from 2 in 1998-1999 to
15 in 2010-2011.
Students earning certification also grew from two dozen in 1998-1999 to 300+
in 2012-2013. Altogether, more than 1,800 individual students participated in over
200 workshops offered in 2012-2013, with a total attendance surging near 6,000.
Through the CEO LEAD Leadership Certificate Program, students are welcome to
attend a plethora of workshops throughout each academic year (Fall-Spring). Students
receive credit for attending workshops and can apply these credits toward earning any
one of our four leadership certificates by completing the minimum requirements.
Richard Kopp
7
Company Name: Drexel University
Program Name: CEO LEAD
Program Director: Richard Kopp
Address: 3210 Chestnut Street, Creese Stu-
dent Center, Room 32F, Philadelphia, PA
Call: 215-895-6076
Email: CEOLEAD@drexel.edu
Visit: drexel.edu/CEOLEAD
Honing the Leaders among Students
Our editorial team interviewed Richard Kopp from Drexel University, at the
Leadership Excellence Awards this past April. Here are some excerpts from
the exclusive interview.
Video

In order to earn certification in a specific track, students must attend
six workshops in that category. Sessions are organized in three separate
certificate tracks based on the Social Change Model: 1) Personal &
Professional Development, 2) Group & Team Dynamics, and 3)
Community Engagement & Responsibility.
Students may also earn a Holistic Leadership Certificate by attending
any six workshops across all disciplines. For students seeking to hone
skills in a particular area, the program also offers specializations in eight
areas.To earn specialization, students must complete the requirements
of a certificate track, as well as attend three workshops coded in that
specialization discipline.
Specializations currently include: 1) Spiritual Leadership, 2) Sports
Leadership, 3) Women’s Leadership, 4) Multicultural Leadership,
5) Fraternity & Sorority Life Leadership, 6) Advanced Fraternity &
Sorority Life Leadership, 7) Student Organization Leadership, and
8) Student Organization Management.
Throughout the year, we host a variety of workshops with themes
and topics including, but not limited to: Interpersonal Skills,
Running Effective Meetings, Business Etiquette, Personal Branding
and Networking, Teambuilding and Team Dynamics, Leaving Your
Legacy, Goal Setting and Time Management, Ethical Leadership,
Women and Leadership, Diversity Education, Communication and
Delegation, and Management and Motivation.
We host a majority of the workshops at our University City Campus
in the afternoons and evenings,Tuesdays through Thursdays. A majority
of our workshops are also available via a live online webcast, allowing
students to participate virtually who are on cooperative education,
study abroad, or another campus! Workshops are typically scheduled
for 60-90 minutes, inclusive of the presentation, activities/exercises,
and Q&A.
Which are the levels of leaders whom you address?
We offer programs for novice student leaders, emerging leaders,
and experienced leaders. Our programs are open and targeted at all
students, including undergraduate and graduate students, student
organization officers, online students, adult-learners, and alumni,
faculty and staff.
We utilize the Multi-Institutional Study of Leadership (MSL),
an international research project that uses the Socially Responsible
Leadership Scale and other measures to better understand college
student leadership development, to assess the values of the Social
Change Model for Leadership Development and the success of our
CEO LEAD program. We also collect evaluations from individual
workshops, conduct pre/post-test evaluations for our TLA courses,
and disseminate an end-of-year evaluation survey to all program
participants.
Our CEO LEAD program offers both a workshop-based option, LCP,
and structured, tiered classroom curriculum and shared-experience,
TLA. Throughout both aspects of the program, students advance their
personal and professional development through self-assessments, values
clarification, goal identification, and topical classroom workshops.
Students are also trained in group formation, team roles, and conflict
management. Furthermore, advanced workshops and classes are offered
to strengthen our leaders’ responsibilities to community through timely
discussions, mentorship and role modeling opportunities, and peer
education, while enhancing and embracing community engagement
and responsibility.
What are the key takeaways from your program that your customers,
clients, or participants can apply to improve themselves and the
performance of their team members?
At the end of every academic year, SLDT hosts an Annual Recognition
& Awards Reception to honor and recognize the achievements of those
students who have sought to develop leadership skills both personally
and professionally. The reception is open to any student who has
participated in at least one LCP workshop during the academic
year. Certificates are awarded to students who have attended at least
six workshops. Former presenters, faculty, staff and alumni are also
honored for their dedication and contributions to the program and
are invited and encouraged to attend.
CEO LEAD participants are exposed to a variety of leadership topics
that align with the Social Change Model and are able to apply those
learned lessons and skills to improve their future personal, academic,
and career success.
What impact does your program have on users?
Participants in our leadership program have consistently performed
better in many co-curricular, academic, and cooperative education
settings compared to average, non-involved students on our campus.
Participants noted that the following leadership skills were improved
and enhanced as a result of their involvement with one of our leadership
programs: 1) effective communication, 2) self-confidence, 3) teamwork,
4) project management, 5) people skills, 6) understanding of leadership/
management styles, 7) critical thinking and analytical skills, 8) healthy
living skills, 9) authenticity, 10) citizenship/community building, 11)
business/technical skills, and 12) awareness of multicultural issues.
The program has helped students to be more self-aware about
themselves, their values, ethics, and interests. Students learn to apply
these values into whichever organization or team they are associated
with. This has also helped them to be a better team player and leader
and also realize that they are a part of a larger community.
What’s in store for the future?
For the upcoming academic year, participants in our program
can look forward to the full launch of our TLA courses, a peer
mentorship program, an off-site leadership conference, and a co-
curricular transcript tracking tool.

Tell us about your overall leadership vision and mission, specific to Global
Leadership Executive Forum?
Our annual flagship program, Global Leadership Executive Forum, provides
knowledge and skills to executives and helps them effectively lead and manage
challenges and complexity of today’s global business environment. Our vision is to
enable these executives to make a larger impact on the success of their companies.
The Global Leadership Executive Forum differentiates itself as a transformative
program that enables middle and senior-level managers to become leaders. Let me
quote VP Human Resources of International Assignments, Robert Bosch GmbH,
who said, “I came as a manager and am now prepared as a leader.”
The program addresses key issues of strategy, business, and leadership. Led by
world-class faculty, the intensive four-week program integrates three focus areas in
an international context: Managing the Business, Managing Yourself, and Managing
and Leading Others.
Apart from traditional topics, such as strategy or global marketing, the program
also focuses on the people aspect of management and leadership. The program
covers several topics, including working across cultures, change management, and
collaborating effectively in diverse teams. It also provides personal executive coaching
integrated with 360 degree feedback to support their personal learning journey. The
forum helps participants understand who they are, how they interact, and how their
leadership behavior impacts others.
In addition to classroom experiences delivered by renowned international faculty, the
program includes a number of innovative methods. For example, it provides relevant
leadership lessons from improvisational theater through stage work with a director
of Interactive Theatre who is an associate professor at Carnegie Mellon University’s
EntertainmentTechnology Centre. The program also provides an impactful experiential
learning session related to problem solving, risk taking, and individual and team roles
through combined use of a psychometric instrument with rock climbing.
Another distinctive feature of the program is action-based learning, through an
integrated strategic project with partner companies. This offers participants a continuous
cycle of learning, and helps them apply new methods and theories in a real-world
strategic challenge along with observation and reflection.
The program provides the participants a platform to try and apply the learning in a
safe environment. This helps them understand its impact, before they can apply it in
a real-world business scenario. The program also helps them understand the human
aspect of business and leading effectively.
Educational Institutions
Sylvia B. Vogt
8
Company Name: Carnegie Bosch Institute
Program Name: Global Leadership
Executive Forum
Program Director: Sylvia B. Vogt /
Debi Dobransky-Fasiska
Address: Carnegie Mellon University, Tepper
School of Business, 5000 Forbes Avenue,
Pittsburgh, PA 15213
Call: 412-268-7344; 412-268-5178
Email: svogt@cmu.edu ,
ddobranskyfasiska@cmu.edu
Visit: cbi.tepper.cmu.edu
Building Tomorrow’s Business Leaders
Our editorial team interviewed Sylvia B. Vogt from Carnegie Mellon
University, Tepper School of Business, at the Leadership Excellence Awards
this past April. Following are the excerpts from the exclusive interview.
Video

On an average, 30 to 35 executives from various global companies
participate in the program. The small size contributes to the intimate
and effective learning atmosphere. However, the impact is much
larger because these executives, when returning to their organizations
transformed as leaders, often transition into a higher-impact role and
thus impact numerous others.
The Global Leadership Executive Forum is a four-week program.
With 20 days of programming, the program is very intense and
demanding. Executives are expected to not indulge in any work related
affairs during this period. In exchange, the curriculum is designed to
be extremely substantive and efficiently planned.
The program is delivered at the Carnegie Bosch Institute classroom
located at Carnegie Mellon University, in theTepper School of Business.
Learning occurs in a highly interactive set-up that incorporates thought-
provoking lectures, case studies, small group workshops, computer-
based simulations, and innovative project work with real-life business
partners.
Participants can test their individual assumptions and gain new
ways of thinking about global markets, strategy, value creation, and
leadership. Personal growth and leadership development are important
elements of the program, with 360 degree feedback, several assessment
tools, and professional coaching integrated into the curriculum.
Whom do you target?
The Global Leadership Executive Forum has been specifically
designed to meet the complex needs of high potential mid-to-senior
level executives in multinational companies who currently, or aspire
to, hold key roles in global operations. Participants typically have 8-15
years of management experience. They come from various cultural
backgrounds and represent a cross section of functional areas, including
executive management, strategic planning, finance, human resources,
legal, marketing, sales, operations, research and development, product
engineering, and manufacturing, among others.
The Global Leadership Executive Forum receives extremely high
quality ratings, based on qualitative and quantitative measures. These
measures have been tracked for the past ten years of the program.
Participants complete evaluations of each of the 14-15 faculty members
as well as an extensive overall evaluation. We encourage and document
feedback from participants during the program and afterward, to
enable program staff to improve customer experience.
In the years following the program, intermittent personal follow-
up with participants about their application and personal progress
ensues. Tracking referrals and recommendations of past participants
is an additional measure of success. The program design is reviewed
and revised every year.
The Global Leadership Executive Forum aims at improving
management of global corporations by building a strong foundation
and significantly enhancing the strategic thinking and leadership skills
of its executives. The area of expertise in the program is on global
leadership and management. Topics that are typically included in
the program are global strategy and innovation, global markets and
corporate performance, leadership and followership, creating value
in cultural diversity, leadership techniques from performing arts, and
developing and communicating a leadership point of view.
What are the key takeaways from this program and how does
it help participants to improve their own as well as their team’s
performance?
Classroom sessions provide an increased understanding of the global
marketplace. The sessions are carefully integrated so as to build upon
each other without repetition. Training methods that go beyond the
classroom, such as a leadership project with a real client, numerous
group exercises, and improvisational acting lessons, enhance and
exemplify the classroom knowledge. Personal assessments lead to
an increased self-awareness. After executive coaching and planning
sessions, participants leave with an individual leadership action plan,
reinforcing the notion that the end of the four-week program at
Carnegie Bosch Institute is just the beginning of a continuing leadership
development journey.
How does your program impact users?
The Global Leadership Executive Forum has a huge impact on
participants. Let me quote some of their testimonials:
“I had an expectation that I would leave with a change of a lifetime,
and you have far surpassed it.”
“The amount of learning has been phenomenal. This is the single
best investment of my time and career.”
“World-class faculty bring the latest management perspective. I am
going back a changed person to create, if not a revolution, at least a
substantial change in the thought process of the firm.”
What’s in store for the future?
This annual program is conducted for four weeks in the months
of May-June every year. Looking at the strong participant base
this year, we have plans to offer this program twice a year with
the help of highly qualified faculty members. However, we
do not want to make it a mass market program and would like
to continue providing high experiential learning to participants.

By Daniel Russell
10 climate factors which impact creative performance
Creating a Climate for Innovation
Rapid technological change, increasing global competition,
and economic uncertainty all contribute to companies’ increas-
ing interest on creativity and innovation.
Companies need to be able to generate new ideas to fuel
growth. At the same time, they need to be able to increase
both the effectiveness and efficiency of the innovation process.
However, it is very difficult to generate high quality innovation
and see it through to implementation. Still, there is a great deal
that business leaders can do to improve innovation effectiveness
and efficiency.
One way leaders can increase innovation effectiveness and
efficiency is by creating a climate of creativity, or a place where
new ideas are invented and applicable innovation results. Re-
search has shown that climate is an effective predictor of creative
performance and, further, that creative people are especially
influenced by climate. A recent analysis of 42 research studies
(Hunter, Bedell, & Mumford, 2007) found several climate factors
which significantly and positively impact creative performance.
Here, we will present ten of the most important factors.
1. Challenging Work
Making the work challenging means designing jobs and tasks
that are demanding, complex, and interesting; yet, they must
not be overly taxing or unduly overwhelming. Challenging jobs
are typically characterized by skill variety, autonomy, ambiguity,
and frequent changes. When jobs are complex and challenging,
individuals are more excited about their work and interested
in completing their job well (Oldham & Cummings, 1996).
Leaders can influence this factor through job design by inject-
ing enough complexity and variety into the job to keep things
interesting and by setting challenging goals for the workgroup.
2. Intellectual Stimulation
In this context, intellectual stimulation means encouraging
open and honest debate and discussion of ideas. Creativity flour-
ishes in work environments where meaningful exchanges take
place around significant issues and ideas. This kind of debate
takes time, focus, and interaction in both formal and informal
settings. In today’s virtual workplace, a controversial policy
might be required to create this type of environment. Marissa
Meyer was frequently criticized when she rolled back Yahoo’s
work from home policy. However, she stuck to her decision
saying employees are “more collaborative and innovative when
they’re together. Some of the best ideas come from pulling two
different ideas together (Tkaczyk, 2013).”
3. Positive Interpersonal Cohesion
Creativity also flourishes in climates where employees perceive
a sense of togetherness and cohesion and an absence of emotional
conflict. Collectivistic cultures where employees identify more
as team members working toward shared goals also foster greater
positive interpersonal cohesion (Rawlston, 2005). Fostering
positive interpersonal relationships can be difficult when you
must also encourage open debate. It is important for the leader
and group members to acknowledge the need to debate ideas and
issues while, at the same time, being careful that the debate does
not erode positive interpersonal cohesion. Continuing to have
open conversations may even improve interpersonal cohesion.
4. Trust & Safety
Research and practice clearly show that a climate of trust and
safety facilitates creative performance (Reiter-Palmon, de Vreede,
& de Vreede, 2013). Global innovation expert Charles Day
(2013) says that “the fuel of trust is transparency.” Transparency
doesn’t necessarily mean telling everyone everything, but it does
mean being as open as possible with employees. This includes
also being open about what you do and don’t know, as well as,
what you can and cannot share.
Building trust also means showing you trust your employ-
ees. Even as Netflix has grown and become a successful public
company, it has not implemented formal time off or time and
expense policies. Instead, it trusts employees to use their common
sense and make decisions in the best interest of the company.
This climate of trust helped Netflix grow to over 25 million
US subscribers and triple their stock price in 2013. Indeed,
creating a climate of trust must go beyond policies and posters
on the wall.
5. Flexibility & Risk-Taking
Encouraging flexibility and risk-taking means being comfort-
Interactive

able with the uncertainty that comes along with creative work.
Organizations that embrace the knowledge gained from errors
have a competitive advantage over those that ignore or punish
failure. Leaders must clearly communicate through word and
action that errors are to be learned from and they must present
opportunities to learn and improve (Hunter, Thoroughgood,
Myer, & Ligon, 2011). IDEO, the innovation powerhouse,
shows support for risk-taking in a company slogan, “Fail often
to succeed sooner (Fredman, 2002).”
Harvard Professor Rosabeth Moss Kanter (2006) points out
that flexibility is also key in innovation efforts. For example,
Honeywell set up a venue for divisions to present their best
innovation ideas during quarterly budget reviews. However,
none of the budgets contained funds for emerging ideas. Thus,
the leaders were forced to fund projects by finding cost savings
in other areas. In contrast, IBM has set up a US$100 million
innovation fund to support new ideas which might emerge
during the year.
6. Autonomy
Providing employees with autonomy in doing their jobs is
another important aspect of a creative climate. Decades of
research on innovation clearly demonstrates that innovators
prefer the freedom to be self-directed and independent (Hunter,
Thoroughgood, Myer, & Ligon, 2011). Innovation author and
researcher Scott Anthony (2012) observed that in the 1950s and
1960s, the most successful innovators chose to work autono-
mously outside of the bureaucracy of large companies. Today,
large corporations (e.g., IBM, Medtronic, Unilever) are creating
so-called “corporate garages” allowing innovators autonomy
in their work while still enabling them to draw on the overall
resources of the organization.
7. Mission Clarity
Mission clarity is another critical aspect of a creative climate
that can be highly influenced by the leader. Academic and
applied research clearly shows the importance of setting forth
a clear mission and engaging innovators in that endeavour
(Hunter, Bedell, & Mumford, 2007). The first step is often
called “problem identification” and has been shown to be highly
correlated with creative production and solution generation
(Reiter-Palmon & Illies, 2004). Because the leader typically has
the most comprehensive viewpoint, his or her input in problem
identification is vital.
The second step in creating mission clarity is to make clear
strategic decisions that set the context for innovation (Anthony,
2012). These decisions send strong signals about the company’s
strategic direction and the competitive landscape. Bain and
Company in a 2013 study found that setting clear, specific
innovation goals and models was the single most important
factor dividing top performing innovative companies from
weaker performers. They suggest that creating passion for the
mission by capturing the hearts and minds of innovators is also
an important part of this factor (Almquist, Leiman, Rigby, &
Roth, 2013). Leaders need to ensure that innovators are given
a clear, compelling, and aspirational mission that challenges the
mind and engages the heart.
8. Commercial Emphasis
Promoting a strong balance of practicality and originality is
another important aspect to creating a climate for innovation. A
solution that is original but not relevant or effective is of little
use to the organization. Likewise, some solutions are practical
and effective but not original. Those solutions may work in the
short term, but they are not innovative. Thus, they are easily
replicated and do not represent sustainable competitive advan-
tage. This is why “blank slate” brainstorming doesn’t work as
well as expected. Putting practical constraints on brainstorming
has been shown to yield better results (Heath & Heath, 2007).
9. Resources
Just as innovation is a risky endeavour, it can also be costly.
Innovators need to perceive that the organization is willing to
invest the time and money necessary to support innovation and
implementation of these efforts. Leaders need to purposefully
plan for flexibility in budgets and in time allocation to encour-
age innovation. 3M’s policy allowing its engineers to take 15%
of their workweek to focus on independent projects has yielded
such innovations as the Post-It Note.
Lavish spending on innovation is not required and it can
actually be detrimental to the team’s climate for innovation.
Research has shown that an overabundance of resources can lead
to complacency and that some limitation of resources leads to
resourcefulness which drives innovation (Hunter, Thoroughgood,
Myer, & Ligon, 2011). This same idea holds true for time re-
sources as the leader must allow adequate time for innovation
but also be able to make a call about when to “shelve” an idea
that is not currently viable.
10. Leadership Support
Finally, innovation teams must believe that their efforts are
important to top management. The innovation team leader
can influence this factor greatly by serving as a conduit between
the team and more senior leadership. The leader must sell the
importance of innovation efforts to more senior leaders and
communicate their to the innovation team. While leadership
support for innovation is important overall, it is most important
in the testing and implementation stages of the innovation project
when resource needs become less predictable and organizational
patience wears thin.
Research and practice clearly show the strong positive impact
that climate can have on creativity (Hunter, Bedell, & Mumford,
2007). The positive linkage between these climate factors and
performance are applicable across a wide variety of work en-
vironments. By definition, one cannot guarantee a successful
innovation project. However, as we have discovered, there are
many factors that can ensure a climate that fosters creativity and
leads to profitable innovation. LE

Creating a Climate for Innovation
Daniel Russell is the Managing Principal at Link Consulting. He has 20
years’ experience assisting clients to design and implement high impact HR
programs. He was most recently a Partner at Aon Hewitt leading the Selection
& Assessment Service Line for North America. Prior to Aon Hewitt, Dan was
a Research Scientist at the American Institutes for Research in Washington,
DC.
Email drussell@linkconsulting.com.my
LinkedIn Dan Russell
White Paper
Creating a Climate for
Innovation
Link Consulting Blog

What is your overall leadership vision and mission, specific to Custom Leadership
Development Certificate programs?
Our aim is to develop high performance leaders and promote organizational success
through collaborative partnerships and custom employee development programs.
What makes this program unique and different?
Custom Leadership Development Certificate programs feature an authentic process
of customization, including comprehensive need-based assessments. This ensures that
the resulting program’s design and curriculum support an organization’s mission,
vision and values; align with current strategic goals and business objectives; target
development of specific skills and competencies; and achieve desired learning outcomes.
Customization also includes scheduling to minimize workplace disruption and
onsite or on campus delivery. Course materials are co-branded and include case studies
based on industry or organization specific issues. Each program utilizes a team of
culturally fit instructors and subject matter experts.
A unique element critical to success is the integration of a workplace application
platform – either an Individual or a Team Development Plan (IDP or TDP). The
IDP or TDP requires each participant to select a leadership challenge based on an
actual workplace issue or situation, develop and implement weekly action plans that
incorporate key learning, track progress via success factors, and report results at an
end-of-program Capstone event.
We average over 1,000 enrollments in our custom leadership development modules,
workshops, seminars and certificate programs each year.
How long does it take to complete a Custom Leadership Development Certificate
program?
The optimal length of a custom certificate program is 45 hours, including the
Capstone. Modules are delivered in 3.5-4 hour segments. A participant can complete
this program in 11-13 weeks.
Custom Leadership Development Certificate programs are offered in three formats
– on ground, blended and online.
Kathleen Wilson
9
Company Name: Brandman University
School of Extended Education
Program Name: Custom Leadership
Development Certificate
Program Director: Kathleen Wilson
Address: 16355 Laguna Canyon Road, Irvine,
CA 92618
Call: 800-632-0094
Email: corporate training@brandman.edu
Visit: brandman.edu/exed
Strategic Leadership Development
Our editorial team interviewed Kathleen Wilson from Brandman University
School of Extended Education, at the Leadership Excellence Awards this
past April. Here are some excerpts from the exclusive interview.
Video

Warren Bennis Leadership Excellence - July 2014

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