LEADERSHIP TRAINING?
BY
THOMAS A. STOKES
B.A. College of the Holy Cross
Submitted to the Department of
Urban Studies and Planning
in Partial fulfillment of the
Requirements of the
Degree of
MASTER OF CITY PLANNING
at the
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
June 1984
1984
it Thomas A.Stokes
The author hereby grants to M.I.T. permission to reproduce and to
distribute copies of this thesis document in whole or in part.
Signature of Autho r
Department of Urban-Studies and Planning
May 22, .1984
Certified by
uervis
Ps
Accepted by
airpers~ ,rban
//
Stucli'es and Planiiing Dept.
AUG 10 1984
LIBRPA1.11S
FROM: THOMAS A. STOKES
ABSTRACT FOR MASTER'S THESIS
TITLE: LEADERSHIP TRAINING?
This paper describes and critiques a one week Leadership
Development Program offered by the Center For Creative
Leadership in Greensboro, North Carolina. The paper
uses James M. Burns notion of "transforming Leadership"
which suggests some traits important to good leadership.
Some of these traits are: ability to deal with conflict
in order to achieve its creative potential, commitment
to a vision which goes beyond immediate goals, share a
common goal with followers and deal with follower's needs
in a holistic manner. The author of this paper suggests
that this leadership development program is too management and model oriented, and suggests that it also deal
with issues such as conflict and its potential, risktaking and developing a vision from which one works.
LEADERSHIP TRAINING?
BY
THOMAS A. STOKES
MASTER'S THESIS
MASSACHUSETTS INSTITUTE
OF TECHNOLOGY
MAY 22, 1984
MASTERS IN CITY PLANNING
ON LEADERSHIP
Leadership is an invisible strand
as mysterious as it is powerful.
It pulls and it bonds.
It is a catalyst that creates unity out of disorder.
Yet, it defies definition.
No combination
of talents can guarantee it. No process or training
can create it where the spark does not exist.
The qualities of leadership are universal:
they are found in the poor and the rich, the humble
and the proud, the common man, and the brilliant
thinker; they are qualities that suggest paradox
rather than pattern. But wherever they are found
leadership makes things happen.
The most precious and intangible quality
of leadership is trust-the confidence that the one
who leads will act in the best interest of those
who follow-the assurance that he will serve the group
without sacrificing the rights of the individual.
Leadership's imperative is a "sense of rightness"
-knowing when to advance and when to pause, when
to criticize and when to praise, how to encourage others
to excel. From the leader's reserves of energy
and optimism, his followers draw strength. In his
determination and self-confidence, they find inspiration.
In its highest sense, leadership is integrity.
This command by conscience asserts itself more
by commitment and example than by directive. Integrity
recognizes external obligations, but it heeds
the quiet voice within, rather than the clamor without.
0
1974,
International Business
Machines
I believe there is more leadership in you and me
than we use,
than we know,
than we can imagine.
INTRODUCTION
is
What
they be
that
managing,
someone who will
a
take
will
risk
bury
the gold to insure
with
the gold for
explore in my
that I will
I make
creative leadership.
in
personnel
be
to
has
person
order
just a
than
more
a
be
to
easy
not
is
can
leader
resources
and
and
ambiguity,
and
both
a
the
same
time,
all
have
these
of
but
I
creative
a
that
believe
reason
The
qualities.
be
and
manager
good
to be
at
inspirational
a
feel
off at
values
five
o'clock when
a person uses at
that
a
person goes
work should not
home
differ
and
developed
it
that
important is that leadership is a holistic phenomenon, it
turn
are
that I feel need to be present in a leader.
other qualities
It
for
Inspiration
with conflict
creativity and an ability to deal
see
I
that
I
of
manager
leader.
complete
up the
necessary
qualities
because
good
clear
are synonymous.
distinction
this
the
combination,
to
is important
and
skills
the
of
one
as only
management
It
thesis.
or
between
some
or
who
future,
dichotomy
leader,
want
someone
or
a better
of
leadership and management
that
misconception
this
the inspirational
leader,
managerial
sake
Do we
both?
safety
its
the
is
It
both?
do
can
who
someone
or
inspiring
and
creative
at
skillful
be
they
that
leaders:
our
from
expected
is
should not
from
work.
The
from
those
out
of work.
In
the
entry,
Diaries
he
opinions
Of Mario
discusses
of the
day
the
and
Cuomo
from
in
difficulty
still
being
1
his
disagreeing
elected
January
Sunday,
as
with
a
the
politician.
3,
1982
dominant
He
he
how
about
talks
down
breaking
of
challenge
daily
the
faces
to work towards a better future.
existing paradigms in order
Go along with
with choices.
That leaves the politician
all that
people
the
to
give
try
the dominant trend and
to win
enough
popularity,
yourself
assure
to
they want
the chance to serve...
Another choice is to try to lead -at least by opinionThis
way.
a better
by pointing to what you think is
dominant
people's
the
with
disagreeing
requires
opinions...and trying to convince them that they are
wrong. This is risky politics, and today it does not
appear to succeed often, but it's the only kind of
politics that I'm comfortable with.
1984)
Times, Book Review, Sunday May 13,
(N.Y.
the kind of challenging,
This is
commitment
that
is
at
cost
the
the
in
of
lose
towards
ingredient
office,
followers.
his
taking
risk
of
attitude
to work
essential
an
of
spiritual
and
political
confidence
order
norms in
is
a
suicidal,
politically
future,
has
instilling
to
even
breaki-ng
better
even
truth,
essential
This risky,
and
to
Cuomo
Mario
generation needs.
this
that
leadership
unafraid
of
vision
the
the
in
art
a
of
transforming leadership.
The
question
that
I am
training
leadership
Leadership be adapted
mixture
does
of a managerial
analysis
with data
trying
program
in order
to
the
to
develop
and facts,
2
and
is
how
For
Center
at
skilled
style;
now
answer
leaders
in
resource
an
inspirational
can
the
Creative
are a
that
allocation,
style;
James
M.Burns
of
a better
For
I will
a case
use
indicator
of
the
training
program
study of
keeping
make
leadership,
I will
development
program
in
could
"transforming"
to
transforming
and the
book
followers
in
He has
in
is
styles.
from
the
who
leader
builds
on the
each other
and
leader
goals are
their
that
task
This
the
that
premise
the
has
group.
the
of
concept
The leader
of
a
encouraged
their contribution to the
goals
based
a
mind
life.
their
the
reaching
learn
leadership
it
that
an
transforming
this
develops
Leadership
followers how
leadership
so
changed
of
how
to
as
the
and inspirational leadership
for meaning
ability to show the
integral
be
leadership.
need
on people's
his
as
style
critiqueing
ideals
the
suggestions
combination of managerial
James M.Burns
mind
in
By
style.
of this
principles
might
King,
program
training
will
to clarify
leadership
the managerial
existing
an
I
future.
as Martin Luther
such
leader,
risks,
takes
leadership"
"transforming
as guiding principles.
use
is
creativity,
notion of
inspirational
what an
encourages
a vision
has
norms and
challenges
use
followers,
the
inspirits
inseparable.
Transforming leaders are able to show their followers
beyond
which
daily
bring
in
affairs
the leader
which show
commitment
motivating
their
to
order
and
followers
than
3
are much
force
or
larger
These
together.
followers
and passion
the
appreciate
how to
more
threats
goals
actions
in
influential
could
see
ever
be.
by
followers
showing
They must
but
decision
continuous
can
be the
and time
for
reflection.
"total"
leader.
All
leaders
ideal
for
their
followers
uncomfortable
an
in
leader
an
organization
ground
In
sum,
often
that
of
one
existing
encourage
the main concerns
participants
its
goals)
in
to
shared
the
engage
goal
no
transforming
of working within
breaking
and
to religious,
new
to
take
to
look
might
it
on the
at
an
better
challenge
It is a style of leadership that is
political,
leadership at all levels.
is
to see how
program,
the
paper
of this
program
training
of transforming leadership.
applicable
paradox
in
established norms.
threatens
leadership
But
The
the
(and
institution
or
be.
may
with
able to deal
to be
has
a
woman
some good at
same:
the
toward
process
or
authority.
the
remains
drive
ongoing
the
matter how challenging
being
toward
to strive
leaders
with
a
view,
deficient
be
some better at managing than inspiring,
but
my
No man
will
make
realistic.
in
requires,
leadership
training
some areas,
listening
to
approach
to
ready
inspiring but
listen,
to
firm,
but
flexible
be
ready
also
holistic
This
a
on
demands
This concept of transforming leadership places great
leaders.
as
group
the
purpose.
achieving its
whole
in
confidence
their
them
their
strengthen
and
inspirit
can
leaders
transforming
These
and
intellectual
It represents a value
based on truth,
challenge,
inspiration,
introspection.
This paper
assumes
4
vision,
that
the
corporate
system which is
and
creativity,
participants
in
the
program
training
are
but,
considered
program is
in
this
paper
at
Therefore
shall
It is with
portion
the descriptive
begin
training
the
of
this
outlines the one week leadership development program
changes
introducing
I
that
the Center.
to some
employees.
aimed at making them even better leaders.
mind
which
valued
jobs
their
in
not only competent
discussed are
some
I
Following that
that
might make
of the
will
the
behind
ideas
5
some
suggestions
as
program more
challenging
by
make
transforming
leadership.
DESCRIPTION OF LEADERSHIP
DEVELOPMENT PROGRAM.
N.B.
The source of descriptive material for this thesis
is the booklet which is used as an accompaniment
for the -Leadership Development Program at The Center
For Creative Leadership in Greensboro, North Carolina.
Observations are based on a one week visit to the
center during the leadership program, and from conversations with the staff and participants.
-
DAY ONE
The
SUNDAY
Sunday
by
followed
the first
meeting with
to each other
introduced
large
of
Most
long program.
The
rooms.
observation
way mirrors,
a sound
the
and
staff,
who
would
be
role
the
and
We were
the
us about
told
used
week
the
for
a
sessions were to be held in
lecture
in the
playing exercises
one
rooms were equipped with
observation
system
lunch
informal
participants.
24
all
that
the
room,
conference
and to
facilities
the
all
and
center
started
an
with
noon
at
schedule
video cameras.
EARTH II
The
exercise
first
The 24
Earth II.
went
and all
given
the
discovered
earth.
planet
In
population of
almost
about
earth.
a
start
The
was
II
Earth
short,
of earthlings,
to
of
had an explanation
paper that
A contingent
sent to this
was called
Each
rooms.
observation
had an atmosphere
that
in
participants were split into teams of six each
exercise.
II
part
took
the participants
separate
into
a sheet of
Earth
that
new
group
to
task
for
the
a new
planet just
a million,
were
ease
to
were
of
that
to
sent
be
was
identical
and
life
group
to
the
be
over
radically
diverse, with a slight majority of Asians.
The
issue
member of
to
the
be
solved
group was
was who
given
6
should
time
to
be
write
the
leader.
out
a
Each
resume
for
their
ideal
would
be
order of
then
candidate,
the
they
the
rank
then
leader and
remaining
they
that
The criteria
preference.
amongst
had to decide
had
them
in
candidates
in
include
to
who
their descriptions were:
o
Male or female
o
Race
o
College attended & major
o
Graduate education & major
o
Previous
o
Race & background of
o
Explanation
best
(if
any)
jobs
parents
to group of why
suited to be the leader
your
candidate
is
(what
qualities).
This exercise was viewed
the
center
back to
that the
who each
one
had
the
from
room
control
participant
to
during sessions later in the week.
staff used as a basis for
activity
led the
level
discussion
influenced
problem
others
analysis
task orientation
motivated others
verbal
effectiveness
7
by
the
observe
staff
and
Some of the
their feedback were:
at
report
criteria
inter
The
same
personal
participants
skills
were also
criteria,
after
to rate
asked
each
role
each
playing
other
using
exercise.
these
After
the
completion of
the
the
exercise
discuss
some of
In
expedition.
decent
were
was
female.
chosen,
of
the
somewhat
The
staff
restrained
asked
and
that
lectures
groups
split
the gender
seemed
with
each
the
person
each day.
8
a
as
whole
the
talked about
to
elected
Most participants
and
exercises
most
again
They
findings.
their
that
individuals
met
participants
be
a
the
person
was
to be
other
make
to
types
of
of
leaders
the
Asian/Oriental
of
about
evenly
very
cordial,
persons
in
written
group
male
and
pleasant
their
comments
groups.
on
the
DAY TWO -
The
MONDAY
first
on
lecture
was
Monday
8
the
of
Phases
Creative
Leadership.
EIGHT PHASES
The
eight
can be
OF CREATIVE LEADERSHIP
phases
for
used
leadership
of creative
about
bringing
systematically.
It
be
can
change
on
used
a
a model
represents
and
problems
attacking
level
personal
that
or
when
functioning as a leader.
ASSESSMENT
This is
a process
the
of
spirit
organizational
account
the
context
context
world
conditions;
times,
the
third
including ones
organizational
and
context
individual
second
the
assessment
taking
context:
and
reactions
of
must be kept
bias and untested assumptions as possible.
9
in
context
such as cultural
weaknesses,
This
own.
the
economy, company goals,
individual
strengths,
individual
biases,
personal
the global
such as the local
and
employee relations;
into
first
on
information
gathering
are working;
which you
norms,
of
the
as
global,
free
from
the
In order to do this kind of disinterested assessment,
it
that
believes
include
with
relationships
of
concept
assessment,
needs;
such
which
as
self
stated
Alderfer
always
employees
the
theory of leadership advocated by
objectively
to
working
one's
and
is essential
environment, an ability based on self knowledge,
the
as
such
needs,
one
ability
the
as
fellow
one's
oneself,
analyze
Alderfer's
depending upon the situation.
predominates
This
using
satisfying
simultaneously,
operate
all
although
that
relatedness
accomplishment.
of
feelings
and
fulfillment
to
self
the
existence needs
growth
and
other people;
through
by
to maintaining
necessary
things
those
all
security;
and
shelter
water,
food,
of
center,
According
into three categories:
fall
theory needs
the
to
as Alderfer's.
of needs such
theories
or
Understanding
according
enhanced,
is
others
self
develop
analysis,
self
feedback and .counseling from others.
and
to
leader
the
and
introspection
through
knowledge
for
necessary
is
center
to
center.
FORMULATION
involves
Formulation
placing
problem
broad
in
likely to be
common
underlies
which
number
of
It
runs
is
in
the
through
symptoms.
10
possible.
alternative
more
categories
developed.
factor
a
category
the broadest
in
it
accurately identifying
a
process
series
Identifying
the
By
problem
putting the
solutions
of
of
the
and
are
finding the
problems
problem
or
and
it
stating
the
in
underlying
broadest
terms
helps us
possible
with
deal
to
causes rather than constantly treating symptoms.
TRANSFORMATION
and
identifying
is
problem
the
restating
in
many ways
as
transformation
problem;
the underlying
stating
to
possible
as
new methods of
changed perspective which may reveal
is
Formulation
Formulation and transformation are reciprocals.
a
gain
solution.
GOAL SETTING
the
Through
one
transformation,
desirable.
intends
to
change.
The
stated
of
activities
Goal
setting
make
and
center
making
feels
measurable
observable,
just
what
commitment
to
accomplish
that
in
terms
operational
in
a
and
it
has
to
be
specific.
measured
essential
is
outcomes
There is
a need
in
Then
the
goals be
to
be
will
to
devise
or
organization
relationship
one
that
that
the
which
a method to measure accomplishments.
individual
change
deciding
involves
be
would
that
changes
identify
may
and
formulation
assessment,
changes
accomplished.
PLANNING
AND
This phase
is
ORGANIZING
concerns
to be made.
the focus
narrowing
Detailed
analysis
11
of
to a single
change
and
constraints
resources
that
is
in
necessary
are made
that
errors
the resources
the
To limit
(2)
what can be
It
is
EVALUATION
to
goals into
break
system
in
necessary
is
give
This will
and
information
on
the
growth
satisfy
their
actions
contribute
needs
If
given
in
information
properly,
it
can
security
process.
measuring
and
to
see
not
motivate
performance.
12
how
their
the
what
to
is
behavior
progressing.
plan is
only shows
people
his
how
can
they
that
Likewise,
goals.
the overall
how
feedback
also
order
seeing
by
needs
organizational
to
other people
being made,
and
effective
An
attainment.
to goal
contributing
are
actions
affecting
in
build
and
criteria
establishing
upon
depends
control
Followers need information provided by feedback so
leader
this
goals in
sub
problems
anticipate
for measuring progress.
feedback
exist
not
AND CONTROL
Evaluation and
what
which do
constraints
plans.
contingency
methods
on the
actions
alternative
possible
should
leader
The
process.
accomplished with
reality.
necessary
often
common
available.
basis of assumed
in
Two
plan.
are:
activity
this
in
To overestimate
(1)
a development
to create
order
progress
improve
their
is
IMPLEMENTATION
been
done well and
been
established,
which depends
the
If
into effect.
phases
previous
of
simply a matter
is
Implementation
on the
planning
and
organizing
has
control
has
forward
motivations
the
in
made
and
a straight
is
and
skills
plans
of evaluation
a viable method
implementation
putting
process
involved.
of those
REASSESSMENT
for
The data
of
method
evaluation
Reassessment
goal
original
to
of
evaluating
a
of
success
the
against
data
and
failure
or
any
for
examination
careful
the
established.
those
the degree
through
provided
previously
control
to determine
been
have
and
consists
for
allow
reassessment
this
unintended
c
onsequences.
of creative
leadership
served as
The
8 phases
the
exercise called the Hollow Square.
HOLLOW
an
to
introduction
SQUARE
took
This exercise
groups of
six
implementing
planning
planning
people
each.
teams and
teams
was
teams were
in
place
the
two were
matched
then
of
Two
the
with
given
13
a
rooms,
observation
the
groups
planning
an
were
teams.
implementing
puzzle
with
directions
four
with
called
the
Each of
the
team.
The
and
a
how to put
of
diagram
they were given,
the
the
exercise was
the
first
teams
five
implementing
in
together
members
25
observed
the
participants
how difficult
the
Included
in
exercise
break.
some
it
on the
During this
to
told
come
staff
A team
of
in
feedback
was
the
the
show
to
and
planners
and
planning
implementers
project.
the
participants
time
period
The
exercises.
introduce
use
exercise
for
is
same
for
schedule
stretching
important to
the
of
purpose
The
later
after
implementing
were
latest.
for
interactions
sessions.
to work separately
very
the
at
minutes
rooms but
separate
teams were in
and
matched
The
other.
to each
could not talk
but
minutes,
forty
planning
the
minutes
the
instruct
to
puzzle together.
run for approximately
twenty
had
the
using
Without
team
planning
implementing team on how to put
The
together.
puzzle
the
diagram
they
center
into
exercise
each
the
day
was
took a walk or
felt
program
as
did
was
it
that
an
a way
of
relieving tension and stress.
After
lunch the
Styles.
for
staff
The lectures
introduced
and handouts
decision making.
DECISION MAKING
STYLES
14
section
on Decision
Making
included
the following
model
the
around
can
leader
when making
a
this
flow chart
are:
in
variables
follower
acceptance
This model
leader
making the
decision
for
this model
is that the
the
identifying
the outcome
problem
chooses
The LDSS
is
versus
model
assumes
therefore
implementation
performance
method
is
always
Another assumption
leader does not want to waste any time
and
solutions
which
and without
excessive
producing effective
undue
delay
Acceptance
not openly refuse
Compliance
he/she
the
morale.
to subordinate
Compliance
to use
of the decision.
can be implemented without
damage
of
regardless
that
belief
based on the
is
responsible
of
share
they
goals.
organizational
of
and
problem,
the
on whether
decision based
the
of
of
the
to
available
information
definition
followers,
the
or
and
leader
basic
the
of
Some
decision.
take
a
that
routes
various
the
illustrates
that
chart
flow
a
revolves
model
This
Survey (LDSS).
Styles
Leadership Decision
the
called
making
decision
for
model
created a
has
center
The
that
subordinates
to implement,
is
without
guaranteed,
direct
any
will
decision
could
but
supervision
to grudging implementation
performance.
15
at
or
comply
of
result
closely
minimal
with,
the
in
that
leader.
faulty
monitored
standards
of
is sufficient only when appropriate implementation of
Compliance
required
involve
would
decision
the
ability.
guaranteed
but
want;
or
most certain
is
(b)
the
(c)
(d)
or
have
that
feel
the
Acceptance
of a decision
(b)
by
the
necessary
is
implementation requires
and
to the
leader
the
is
not
viewed
is
the welfare of
about
the
offers
or
either
the
to make
and
decision;
the
making
in
shared
views
have
been
problem.
who
subordinates
(a)
will
have
or initiative;
cannot be closely monitored.
Quality
Quality
refers
to
the
"correctness"
16
of
the
to
appropriate
whenever
extra effort, creativity,
whenever performance
of
accomplish something they
information
their
response
in
it
best
the
allows
ask the leader
subordinates
considered
implement
the
(a)
decision
the
subordinates
the
decision
when
opportunity to get or
the
subordinates
hearted
Acceptance of the leader's decision
subordinate;
the
to
expert and as the one who cares
both as the
for
creative,
implementation
vigorous
follower's
enthusiastic,
in
results
which
whole
produces
hand,
other
on the
Complete acceptance,
self-directed,
and
creativity,
could always be closely monitored.
which performance
commitment
which
task
routine
or
no initiative
no extra effort,
a
performing
decision
itself
solution
would
to
a problem
needs at
quality
decision.
method
one
the same
then
cost
Relevant
efficient
or
product
would
that
information
or
If
it.
to
subordinates
the
equally
is
if
or
less,
cost
clients
of
of
of the reaction
regardless
one
effective
and
meet
the
would
the
be
highest
the quality
influencing
a decision could include:
o Data on costs,
resources
required, quality control
specifications.
o Data on opinions from clients
and subordinates
regarding market demand and consumer acceptance.
o Opinions from subordinates on feasibility,
difficulty of implementation, long-term
consequences.
new courses of
o Suggestions for
action,
alternatives.
Opinions
would
like
factual
one
solution
information
relevant
decision.
to "quality"
issues
or
information about
which
That information
of the
opposed
as
another
relevant
and
separately.
17
the
subordinates
would
not
be
of
the
to "acceptance"
but
not
with
the
two
the
influenced
is
decision;
to
well
how
model
deals
quality
The model
quality
provides
decision
will
that
to
a guide
the
in
promote
help
time
shortest
of
degree
the
the
leader
produce
using
possible
the
a
high
method
for
needed
acceptance
appropriate implementation.
After
concrete,
to help make
by
an
on
worked
participants
the
the lecture
which
exercise
theory
their
example,
was
designed
the
various decision styles available to a leader or manager.
of
LEADERSHIP DECISION STYLES SURVEY
The
each given a
several
booklet describing
Survey.
Styles
Decision
groups
up into
split
participants
styles
different
The
of
the
or
of three
theory
of
introduction
as
leadership
were
the Leadership
of
explains
book
this
the
and
four
it,
sees
center
they are:
L1
-
you
L2
-
you seek information and
LF1
-
you
decide
alone
consult with
then decide
individuals
and
alone
then decide
alone
LF2
-
you
consult with your
entire
group and then
decide
alone
M
-
you
share
the
18
problem with your
group,
and
then
you
The remainder
has to
decision
leadership
During
from
this
the
or
be made.
section
test
The
used in
group has
each
tries
to
to do.
cases
sixteen
contains
the participants
Myers-Briggs
The
mutually decide what
the booklet
should be
program.
styles
of
all
decide
their
also received
they took before
to illustrate
people's
of decision making:
what
Extraversion
or
attending
preferences
Introversion,
Intuition, Thinking or Feeling, and Judgement or
19
a
which
of
style
case.
which
test
in
scores
the
for
Sensing
Perception.
DAY 3 -
TUESDAY
Tuesday
began with a lecture on Situational
a
theory based
for
call
situations
different
that
on the belief
Leadership, which is
of leadership.
different styles
SITUATIONAL LEADERSHIP
center and others indicates that there
Research conducted by the
is
no one
style of leadership which is "best".
a
behavior
leadership
"effective"
situation
is
increase
the
three
conditions:
The
performance.
to high
(D-4).
they demonstrate,
level
developed
requested
of
of
of development
other things
A group
or
assigned
a
and
high
has
20
vary
can
and
skill
more motivation,
shows
the
being
or
individual
desire
the
equal,
to
do
knowledge
on
depends
group
ability,
their
level
all
your
both
determine
must
or
individual
willingness,
development.
(D-4)
an
their
The
To
people you are leading.
of the
level
The developmental
you
leadership
influence.
maximizing
are
performance,
their
developmental level
you
that
probability
and
effectiveness
in any
to
trying
are
you
that
people
the
for
appropriate
is
which
that
of the key elements
One
specific situation.
is
On the contrary,
from
and
their
low
(D-1)
responsibility
the
higher
that
is
what
you
and
the
fully
experience
have
These
mission.
the
accomplish
to
necessary
an outstanding job.
depended on to follow through and do
one
that
extent
or
should
suits
the
choose
each
specific task,
When
a group or
or
overbearing
helpful,
and
reinforcement
the
should begin
increasing
as
soon
should be
To
the
is
not
their
praise,
the
most
a
effective
efficient,
and
style)
as
other
in
developed
less
(leadership
at
considerable
improves
you
that best
determined
low
a
for
development
style,(S-1),
recognition
use
should
you
Direction
any
and
structure
reinforcement.
positive
as
task
or request.
To
need
should
be
not
be
use
the
harsh,
pleasant
and
a
positive
performance
increases,
you
style,
which
improvement
is made
communicated.
and
development
using
much
provide
unpleasant.
of
level
as
be
functioning
is
to
leadership
structuring
As
below
be
to a particular
of development
assignment
need
both
or
praise
relation
be
level
individual
you
in
behavior
the
As performance
direction.
or
To
other person's
(D-1),
may
but
times.
other
at
you
level,
development
function
will
developed
time,
particular
areas
individual
may be highly
People
a
or
conditions of
can
level.
highest
at
of the
group
the
present,
or more
people
S-2
leadership
recognition,
and
support
while
calls
reducing
for
the
an individual
or
group begins performing at or above standard, you should move
to
amount
of structure
you
provide.
21
Then,
when
(praise,
behavior
that
individual
(S-4
accepted
to
responsibility
provide
because
or
you
very
and
understood
technology
can
to
it
may be
the
person
and
information,
both,
or
and
Also
control of
the
your
performance.
standard,
below
inadequate
goals,
Unrealistic
or
is
beyond
factors
accomplishment
for improved
others
mind
in
keep
of
sense
performance
of situational
resources
limited
a
recognition
that when
group.
and
climate where
a
contributions,
their
them
offer
appropriate
remember
are
goals
group or
level,
encouragement
to help establish
and maximize
develop
can
development
of
sure
making
a
With
leadership style).
this model
As you use
amounts
moderate
beyond
direction
little
a D-4
functioning at
is
support).
and
recognition,
only
provide
need
a high degree of relationship
leadership style, that is,
the S-3
to
contribute
all
below standard performance.
The
creative
to
obstacles
and
improvement
to
overcome
developing
the
strives
while
behavior.
SCORES
After
the
received
The
performance
this
in people through "effective" leadership
potential
LSI
leader recognizes
their
LSI score
scores
is
on the
based
the
leadership,
on Situational
lecture
Leadership
on information
22
Indicator
Style
that
participants
is
collected
(LSI).
from
the
Coaching,
detail
Delegating and
the
more
themselves
peers.
to see
from 0 to
The
how
using
a
he
same
or she
of
is
this
The
information
perceived
participant is in each type
23
the
by others,
see
also
for
the
and
of leadership style.
to
the
and
participant
how
the
scored
subordinates
their
is
is
ratio
peers
and
participants
as
criteria
for
scores
closer
in
describes
booklet
The
style.
subordinates
The
leader.
the
purpose
1.00.
the
favorably
as
participant
each
by
meant
range
participants
1.00
is
what
The
a
given
Encouraging,
styles:
Structuring.
attending
were
the participants
leadership
four
describing
persons
the
of
supervisors
persons scoring
The
program.
booklet
the
and
peers,
subordinates,
effective
After
group
lunch
utilizing
on
lecture
a
developing
of
importance
the
and
resources
a
were given
the participants
creative
climate.
UTILIZING
GROUP RESOURCES
A "Creative
and
a
of
cornerstones
and
successfully
organizations will
Climate"
"Creative
that
individuals
their
goals.
probability
the
increases
Climate"
reach
are mutual
The
respect,
trust,
commitment.
Individual/Organizational
Goals
commitment are
mutual
if
influence,
and
openness
to be cultivated.
and
respect,
trust,
People are more alike
than
openness
most people have concerns about
they are different;
of
issues
fundamental
address
must
Leader"
A "Creative
Commitment
Respect
Trust
and influence.
Openness
Will
How
use
anyone
honest
about
compatible
express my
open
and
what
honest
I
say
their feelings
with
the
wishes or
may
I
against
and
24
in
me?
this
situation?
Will
others
opinions?
organization/others...can
fears?
be
Are
my
I
be
goals
freely
If
forming
pairing--people
one another;
not
by
to oneself
ideas
and
feelings
facts,
relevant
and withdrawal--keeping
isolation
or,
defend
and
protect
that
subgroups
find
we
open,
not
are
communication
of
channels
up
speaking
or
participating.
Influence
this
If
resolved,
to
of
power,
control
you may
find that
people
issue
behavior,
behavior
and
respect,
and
expectations
As
what
result.
To
commitment
and
open
conflict.
in,
what
in
from
the
the
leader
Det ermine
Performance
Standards
Measure
Performance Level
Give
Performance Feedback
established
these
of
trust,
To do this:
Areas
25
If
can
communicate
should
Performance
are
they
counterdependent
Identify
compatible goals
turn
or
acceptable
development
priorities.
clarify
is
them.
or
not
People
how
dependent
foster
is
become defensive
expect
others
addressed,
are not
may
have
influence
responsibilities,
roles,
their
and
fit
they
to know how
want
contribute
questions
or
resistance
manipulation,
generally
I
will
power
how much do I want, need?
situation;
the
of
use
this
Is
do?
How much control
trusted?
to be
acceptable;
I
what
control
Who will
and
reached,
mutual
communicates
problem
and
setting
what
and
leader
the
task
following
relationship
and
completed
activities
as
to
designed
get
use
the
needed,
the
assignment
and
directing,
organizing,
by
resources
information,
relevant
structuring
team
productivity should increase.
made
decision
or
his/her
of
member
every
Behaviors
Activities:
goal
solving.
commitment, creativity and
Task
in
appropriately
people
other
necessary
the
provides
expected,
is
Leader"
"Creative
The
grow.
commitment
and includes
resources,
If
and
respect,
trust,
and
responsibilities.
1. Initiating
2.
Information-giving
3.
Information-seeking
4.
Elaborating
5. Innovating
6.
level
Behaviors
Activities:
Relationship
assignment
Problem-solving
completed
of openness,
1.
or
made
decision
cooperation
Involving.
26
and
to
designed
by
increasing
commitment.
get
the
the
If the
2.
Encouraging
3.
Listening
4.
Processing
5.
Reconciling
6.
Harmonizing
through policies,
leader,
an
establishes
then
activities,
When these
flourish.
Cliiate"
mutual
may exist
probability
and individuals
that
cornerstones
mutually
are
coripatible
27
and
and
in
their
takes
person
relationship
and
commitment
will
a "Creative
increasing
the
be
reached
Coals will
maximize
and behavior,
place,
thus,
raintained;
can. develop
tasks
twelve
respect,
trust,
and be
each
where
environr.ent
for doing these
responsibility
expectations,
contribution.
A CREATIVE LEADERSHIP WINDOW
Known
By
Others
0
0
-)
Not
Known By
Others
Adapted from the Johart Window concept developed by Joe Luft and Harry Ingham.
o Copyright 1982 Robert S. Bailey, Center for Creative Leadership
role
by a
followed
was
This lecture
called
exercise
playing
the Blizzard.
THE BLIZZARD
survive
were located,
they
where
would last,
to
they have available
that
items were blankets,
a
shovel,
items
of
of
list
that
Included in
them.
tire,
list
a
and
a
storm
the
hours
of
number
estimated
the
with:
description
given
were
participants
The
during a blizzard.
to
how
of
one
was
problem
particular
This
problem.
a
solve
to
were asked
participants
groups of six the
Again in
a
knife
and
order
of most
shotgun,
compass.
individual
Each
not
to
up
give
sense
to do
could view
was
exercise
in
a
of
someone
elses argument,
to
let
problem
could be more effective
people
see
situation
solving
future
in
28
how
tapped
The
they
and
situations.
were
they
unless
afterwards.
it
instructed
were
items
that
it
made
so
that
the
purpose
of
see
the
with
interacted
to
of
order
in
a group,
the
six
of
groups
in
This exercise was video
sc.
participants
others
by
as
items in
participants
order
their
convinced
completely
The
important.
to least
most
the items,
had to list
participants
Then
important.
least
to
important
the
listed
separately
how
they
-
DAY 4
WEDNESDAY
innovative problem solving.
Wednesday began with a theory of
be
The
theory of
center's
method
to
need
innovative
use
behavior,
evaluation
process
that
just
one.
rather
than
methods
of
idea
BRAINSTORMING
when
generation
were given exercises
AND
BRAINWRITING
29
The
a
applied
problem
solving
of
variety
beginning
and
in
things
using
in
and
an
solutions
a
couple
of
the
process
of
suggests
center
brainstorming
solving,
participants
The
to
solving techniques,
encourages
single
techniques
established
problem
common
important
is
solutions.
success
for
question
are:
creativity
problem
changed
be
to
a
using a
it
that
solving
problem
to get innovative
order
in
problems
problems
center argues
innovative
introduce
that
The
of solution.
creativity.
explains
rut"
all
solve
people
which
in
phenomenon
"Velvet
the
an
through
pass
all
that inhibits natural
acculturation process
creativity,
natural
we
but
creative,
born
is
everyone
(3)
and
problems
solving
for
used
can
creativity
how
creativity,
Applied
(2)
Picassos
Bachs,
Eiensteins,
of
experiences
mountaintop
the
creativity,
generative
types of creativity (1)
three
center suggests
The
brainwriting.
both methods.
The
company has an over capacity and needs
for
uses
to find new
were using them
divers
a way
to find
group was
not
feel
be too
to
buy
using
them
and
men
suggests
might
people
such
forum
open
an
the
of
that
so
center
where
them
avoid
task
The
The
in
ideas
to suggest
inhibited
them.
situations
be used in
were
pantyhose
the
to market
ashamed
brainwriting
removed.
was
it
over
legs
their
tape
pulling when
hair
painful
would
could
they
because
athletes
for warmth,
scuba
and
Outdoor workers
more men were wearing pantyhose.
and
more
how
described
that
article
page
a one
were given
groups
The
to men.
second topic was marketing pantyhose
that
the
that
told
beads.
glass
The
present
its
then
was
group
The
beads.
glass
for
uses
topic
One
described
company and
manufacturing
bead
by
The participants were given a history of a
was glass beads.
glass
one
on,
brainwriting.
by
other
other
the
brainstorming
to work
topics
two
given
group of six was
Each
as
brainstorming.
In
sum,
shout
brainstorming
out
whatever
is a
comes
verbal
exercise
heads.
their
into
people
where
It
is
best
utilized when working on issues where peer group pressure is
likely to be a problem.
Brainwriting
single piece
in which
one
table and
people
anything verbally.
add to
of
the
paper
list
Cross fertilization
30
of
is
a written
is
passed
ideas
of
exercise
around
without
ideas
the
saying
occurs
as
each
person sees
exercise
causes
other
ideas
people's
helps to eliminate
the
peer group pressure
the most innovative ideas
31
on
paper.
which
to be held back.
This
often
DAY 5
The
-
ten
(b)
be able
to accept
which
"shoulds"
if
could
followed
and
the information,
make
(c)
They suggest
information.
the
able to do something about
the
understand
(a)
must:
person
to
helpful
to be
for feedback
order
in
that
individual,
information,
be
that
believes
The
of Feedback.
the Essentials
for Thursday was
topic
center
an
THURSDAY
feedback
more
constructive.
-
as perceptions
Present perceptions
and
as
facts
facts.
-
Refer
-
Use
-
Use established criteria.
-
Use a set range of
to relevant performance,
specific
observable
not
not general.
behavior,
high-low when
the person.
discussing
performance.
-
Use an established means
of solution where
possible.
-
Avoid using emotional
-
Only discuss issues
language.
the individual
has control
over.
-
Deal with defensiveness before continuing feedback.
-
Offer feedback in a manner which
shows acceptance
of the person receiving it.
For
the
person receiving
the
32
feedback
the
center
suggests
paraphrase,
evaluate what you have
the
The
center believes
is
Feedback
staff
members.
At
the same time
elements
an
individual
of
across all
interest,
involvement,
support,
a
goal,
own specific
serve its
program
but
and
motivations
affect
feelings
of
building
of the total work force.
attitudes,
include
Every element
respect.
only
They
levels.
optimism,
logically
the process cut
which
factors
the
Assignment
which
operations
some elements of
are
build
calls
center
the
Human Systems
or managing attitudes and responses
response
or
or operations and are concerned with
specific tasks
These
people,
other
to manage
responsibility
primary
as
assigned
be
This
basic
several
down into
what
of
element
assignment.
Systems
breaks
can
only one
from
of people within an organization.
and motivations
attitudes
important
is
it
that
views
then measure their outcome.
feedback suggestions and
use
Human
get
heard,
carefully
necessary,
if
ask for clarification
questions,
note
carefully,
listen
person:
the
that
operation
should
be
of
hope,
status
and
should
not
as
treated
opportunity to manage or build attitudes and motivations.
Each
member may become
staff
or
cooperate
with
general
operation,
basic
specific
all
others
motivational
but
to contribute
state.
33
for
therefore,
responsible,
must
to
coordinate
and
control
a
and
the
In
order
and
to bring about
a Human
sustain
change,
Systems
the following things have to be done.
1 .
of
system
A
must
particular,
employees
level
lower
in
who
be
in
are
not involved.
usually
A program
2.
bring
but
levels,
all
at
people
involve
must
It
established.
must
involvement
participative
of
This
established.
optimizing the
maximize
Sy
stems
effort
will
Human
of
operations
to which
the extent
must
improvement
to
and
motivation
facilitates
it
in order
Human System
the
and
evaluating
at
aim
be
efficiency.
3.
A program
and
4.
ordinary
unless
A program
must
System.
measure
be
the
participants
effect
progr
am
cannot
integrated
into
the
operations
and
up
set
effort
will
are
the change
able
34
to
be
supervision.
locate
to
or
which
of
established
be
Systems
systems
This
must
development
Technological
Administrational
Human
can be
it
daily management
Operational/
The
A Human
maintained.
maintained
of
supervisory
of
do
and
improve
/
Organizational
not
establish
support
an
controls
optimal
to
efforts.
use
these
suggestions
for
playing exercise.
a role
in
feedback
The
Three feedback situations were
description given to them.
to a
used:
are asked
participants
the
show
During
was motivating,
summaries
program.
from
a
attack.
who
center
other
give
to
been
had
addition
In
persons
the
attending
Most of these meetings were held in private so
was not able
evening
the
to
hoped
their feedback
received
week.
the
throughout
how
exercise
person at
received feedback
participants
I
participants
staff
from the
them
observing
the
the
day
the
center
not a personal
and
the
situation
feedback
The
this
through
participants
that
feedback
the
The
situations,
tense
with
to deal
subordinate.
a
a way as possible.
constructive
as
in
and
peer
rather
detail
descriptions
a
member,
family
a
on
based
someone
to
feedback
to give
asked
was
each
then
of three,
groups
into
were split
participants
person
SUBORDINATE
PEER AND
FEEDBACK TO FAMILY,
to observe
special
the
feedback.
private room at the local
Chinese
participants gave some personal
One
of
members
the
feelings
about
learning
experience
week
for
began
long
him.
35
Thursday
held
a
in
restaraunt. At this dinner
the
the staff
was
participants
for the
dinner
However,
the
feedback on the program.
evening
experience
After
by
and
sharing
how
his comments
his
a
it
was
he
asked
others
to
add
experience.
rather
their
comments
As we went
around
emotionally,
about
themselves
Coming from an
spent
at
of
in
during
dialogue
They
the
careers,
other
participants.
to
work
Surprisingly
on
concerned with
of
to
get
this
close
of
the
goals
The
staff
the
the
long
stresses
of
the
work
and work experiences with other managers.
with
office
a
sense
that
strong
environment
people
outside
growth
self
me that
for
are valued
the
in
the
is
rewarding
time
seemed
discussing
their
experience
to get
and
essential,
I
away
from
dialogue
if
organization.
models were not what affected
36
participants
and
introspection
the workplace
were
week
careers
away
to
effort
the
reflecting
and
were
participants
method
emotional
they
mentioned
of
rather
the
program.
starved
From this
and
that
In
of
of
their
attend
to
the
amazed
discuss
making
is
experience
goals
of
such as
from
most
to
time
was
environment.
any
fact
learned
so much
mentioned
the
issues
away
told,
had
with the
opportunuty
the
person
I
opportunity
people
after
which
that
frustrations
personal
the
they
reflection,
valuable friendships.
appreciative
program,
in
felt
the vast majority
maintain
that
and
the
Most
each
about
program.
participants
goals and
feelings
room
things
and writing
appreciated
jobs,
hoped
the
the
academic background
how precious
was.
the
and
creativity
It
was clear
the participants
came
the
with
and
to
most
but
strongly,
work
in
issues
to think
about
being able
the
of
experience
being
able
to
talk
being
a non threatening
environment,
of
career objectives
and
values,
to reflect
on it
37
all.
personal
about
able
and
of
DAY 6 -
The
FRIDAY
was
agenda for Friday
setting as a process for
center sees goal
result;
suggest
they
to be
successful
situational
should be done:
They
and
a determination
addition
In
priorities.
specific
a
I
do
where
analysis:
values and
in
attainable
important
is
it
that
feel
order
for
one
to
objectives
of
to go and what
want
desired
a
strengths and weaknesses, what are my
what are my
change.
do
an individual
that
deciding where one
In order
maximizing opportunities.
The
planning.
identifying
be changed;
what should
to go:
wants
and
setting
goal
I
do
want
to
that
goals
be
be
commited
to
them.
The
center
a
encourages
step
goals:
do measurable
activities,
activities,
know what
resources
the final
for
goal.
themselves,
The
have
are
families,
reaching
for
deadlines
time
to
available
to
order
were
participants
their
program
step
to be done in
have
know what activities
by
asked
their
careers
down
the
to
for
you,
and
accomplish
set
and
goals
their
communities.
Once
these
assembled
individual
goals
in groups
goals.
written
were
of
As
three
an
and
four
individual
38
to
participants
discuss
described
his
their
or
her
goal
the
thought
team
questioned
they
might
them
out
with a
or
boss
center
suggests
discuss
goals
supportive
and
a resource
and
peer.
Another
for
successful
with
another
encouraging.
welcomed
important
goal
which would
meet more
needs
of the participants.
to
is
who
the
communication
an evaluation
develop
the
that
achievement
offered
be used to help
playing
element
staff
with
to
confrontation
a
someone
The
they
planned
used role
person,
continued
39
that
they
planned
they
which
obstacles
how
Some groups
The program closed
participants.
program
in
situations
the
and
encounter
overcome those obstacles.
act
on
the
will
center
to
be
as
with
the
of
the
program
to
CRITIQUE OF LEADERSHIP
DEVELOPMENT PROGRAM.
In
the
introduction
should a
of
leadership
develop
leaders
skilled
in
facts,
paper
this
training
that
I
program
creativity, takes
of
of
some
inspirits the
combination
is
it
Therefore
of
ideals
to
examples
leadership
how
illustrate
can create
styles
The management
theories
just
two
leadership
of
the
and
models
for
it is a
leaders.
-
leadership
some
shall
I
of
the
a
few
use
traits
a better
breed
of leaders.
at
the
center
Situational
that
suggest
The eight
the
to
designed
use
phases of
styles
leadership
are
both
of
some
of models to solve issues and problems.
Creative
shall
meshing
taught
a
leadership
program
leadership.
inspirational
I
important
rounded
its
and
followers,
I believe that
well
into
incorporate
data
program
a management
that
important
program
training
most
the
creates
that
traits
leader;
described
inspirational
and
could
norms and has
have
are
leadership.
managerial
of
that
ideas
the
developing inspirational
that
a managerial
development
one week management/leadership
incorporate
up
set
that I
Now
how
question:
risks, challenges
future?
a better
a
does analysis with
allocation,
and an inspirational leader;
a vision
be
were a mixture of
resource
encourages
asked
are
eliminate
conflict from the work environment by analysing the data and
assessing
the
situation
was lacking from
this
the models were limited
that conflict
through
management
in
their
formulas.
established
program
use.
was
a
sense
There was
could be useful if managed properly.
40
no
What
that
sense
Conflict
is at
Therefore I would
success of any organization or group.
the
models
developed
lectures.
the
in
of
the
A sugestion would
be
to
models
conflict
how
illustrate
to
playing exercises
role
the use
emphasized
playing exercises
The role
of conflict.
afraid
leaders
not to make
conflict, but
resolve
or
manage
and
uncertainty
reduce
help
to
introduce
programs
development
leadership
that
suggest
to
is essential
of creativity, and creativity
the root
use
the
that
is
managed properly can lead to creative solutions to problems.
A
training
challenge
program
established
to discover
innovative
a training
program
for
norms, but
are to be
In
a well
use models
also
for
teach
useful
take
to
the
task
to
leadership
developed
analysis
training
to
of
challenging
if inspirational
but
should
as
conflict
should
creativity
being
often
solutions.
illustrate
through
from conflict.
with
mangerial
setting versus having a vision.
training
41
should
conflicts,
how meshing inspirational
leadership
program
innovative
programs
leadership traits is in goal
The managerial
see
of
role playing how to bring out
example
training
to help solve
creation
the
of
risk
developed.
participants
Furthermore,
Another
on
to
order
a
is
It
solutions.
and
ideas
in
of conflict)
it is the most appropriate place
leaders
sum,
source
(a
norms
participants
encourage
should
program
emphasized
goal
a major
as
setting
center they
you will
going
The
to
be
terms in
operational
measurable
and
when
consideration
of
a
looking
has
leader
inspirational
better
a
outcomes
at
or
could
worked
from
not
(e.g.
reducing
and
and
an
first,
because
established
It
is
the
the
goals
would
norms
often
This
means
the bus
the
by
service
Without
should be presented
as
in
of
equal
Black
seating
been
prevented
from
vision,
therefore
Martin Luther King's
never
have
He
setting
importance
offer
have
norm
South.
the
in
setting, from managerial
42
The
stereotyped
leadership and goal
partners
only
the
vision.
society
to
would
of
combination
not
idea,
the
equal
having
therefore
is
setting
picture.
rights
showing
arrangements for all patrons).
vision
broke
boycotting
thus
goal
expectations.
civil
of
measurable goals
patronage
get
vision
his
profits
example,
it
in
observable,
of
force,
new
a
to
stated
be
larger
the
a major
as
future
Martin Luther King for
Blacks
will
but
task,
challenging norms and traditional
that
be
This description
specific.
to achieving
is important
vision
the
which
are
commitment
should
Goals
change.
that
accomplish
a
making
and
made
you
deciding what
involves
setting
the
else.
up somewhere
notion of goal
needs
know where
don't
you
end
probably
managerial
change
if
that
believe
At
purpose.
achieving one's
in
step
leadership
realized
progress.
inspirational
leadership that
development
programs.
example
A third
need to create
the
illustrating
leadership traits is in
between managerial and inspirational
and
seminars
uses
study.
such
workshops
as
such
participative
this
different
It
allows
the manager
to
These
management.
styles
about
managers
management.
in
used
one
to talk with
an opportunity
workshops offer the participants
other
the
as
style
seminars offer an update on various new styles
These
management,
of
The managerial
of reeducation.
their different styles
alliance
an
up
stay
of
theories
and
date
to
with
innovative new styles of management.
The
reeducation
process is different from the seminars
This
that
it
is
Introspection
It
vision.
not
does
in
thoughts
workshop,
unless
for
reflection.
day
or
which
I
think
two in
to know
It
that visions are born.
inner
defined
to the
essential
by coming
is
a
have
is
of
development
oneself
and
some
time
I don't mean a couple of hours,
which
a person. can
have peace
persons
a
dreams
one's
to process
specifically
and
it.
to
one's
of the work place
the structure
there
and workshops in
structure
difficult
is
introspection.
and
retreat
process reflection,
of
type
uses a different
style
leadership
inspirational
or
even
set
aside
but a whole
in
solitude
they can nurture their vision of a better future.
that
a
leadership
training
43
program
a
such
as
that
the
at
offered
This period of introspection might be
or role playing.
or
the office
of needs.
all
theory
is
leader
who
has
to
the
in
socially
for
in
economically
the job market
He
as
basic
a
needs,
growth,
44
the
a
more
Luther
King
in
needs
dream
was
one
of
and
(subsistence),
these
everyone
relatedness
to
was
equality
equality
(relatednes),
all
This
inspirational
Martin
at
time.
commited
wanted
package because
of
a
was
whites
and
at
three
although
he
that
vision
(growth).
education
look
a
again
have
relatedness,
people's
with
His
Blacks
that
from
approach.
holistic
and
their
Alderfer's
people
that
prominent
is
one
deal
Once
how
illustrates
granted
growth
very different
manner.
holistic
three
only
three
use
says
theory
subsistence,
basic needs,
of
This
dealing
by
or
emphasizes
center
The
of
notion
the
holistically
group member
or
employees
the
is
ideals,
leadership
first priority of need.
we
of
concerns
organization.
the
and managerial
theory
the
at
example to promote the linkage between inspirational
A final
with
their
look
to
everyday
the
from
away
to get
picture,
larger
to
into
seminar
opportunity
an
be
would
It
set.
own mind
the
from
new information
the
synthesize
the
participants
allow
would
This
session.
best
before
but
playing
role
and
the lectures
setting
goal
lecture
so for reflection without any
incorporating a day or
placed after
from
immensely
benefit
could
center
equality
equalities
consists
and subsistence.
of
these
If
he
had appealed
leader as
and inspirational
have been nearly as powerful
not
would
he
needs
economic
people's
simply to
he was.
because
words
conflict
person
each
manager may not be
is
worker.
It
holistic
treatment
transformation.
or
and
harmony
has
to
able
be
employee
through
of
The
because
the
the
of
the
how
understands
how
his or
the worker
motivate
of
the
when
task is
about
a
achievement of the goals of the organization or
and
that
organization.
leader
is
commited
to
the
followers
a
follower
to
essential
the
the
the
and
leader
brings
occurs
her
The
needs
that
transformation
other
of
commitment
followers
In
needs
the
all
needs
holistically.
with
dealt
ignore
three
all
another.
one
with
to solve
should be understanding
but
the three
cannot
H1anagers
workers
their
of
needs
the other
on
impact
his inspirational
of
his followers.
of
human needs
work in
Martin Luther
as
commited
He worked from his vision to help satisfy
people.
basic
and
notice
should take
they
King,
dedicated
as
be
being
Although most managers are not
an example to his followers.
to
by
and
vision
to his
his commitment
through
movement
called
ill into a strong people's
He transformed a social
as well.
whites
but
the Black population,
not only
to transform
able
was
that
time
our
in
leaders
few
the
of
one
he is
is
example
an
as
King
Luther
Martin
use
I
reason that
The
company,
and
the
Therefore,
a leadership
the importance
needs
that
are
the employee
of
program
training
undertanding
operating in
people
or group member in
46
how
the
and
a holistic
to
should
three
try
emphasize
basic
to
manner.
deal
human
with
RECOMMENDATIONS
SHORT TERM
AT THE CENTER FOR CREATIVE LEADERSHIP.
PROGRAM
my
purpose
to help
a
develop
of
traits
the
combine
is
recommendation
the
use of models so strongly.
In
encounter.
almost
the
was
time
8
expounding
on the
theory.
Another
on which
basics
the
theory must
the leader has
the
situation
her
followers.
effect
lasting
notion
in
Without
change.
the sessions,
not
depend:
respect
the
There was
and
I
feel
the
to
spend
no
is
no real
to
useful
respect
leader
that
of
the
read
valuable
the
ignore
what
matter
of
his
powerless
or
to
discussion of this
it
is
important
the message that the center gives the participants.
47
might
of
most
to
the
of
Phases
8
be
that
the
to have
use
that
seemed
Leadership,
Situational
model,
on
would
but
Phases
on the
to be
seems
to
It
emphasize
a manager
that
unenlightening
information
that
is
lecture
participants that I spoke with.
the
message
The
problem
any
particular
Leadership
Creative
not
center
the
not intentionally,
perhaps
solve
can
that
inspirational
and
that
first
can
of
light
program
training
managerial
The
models
the
in
transforming leadership.
leadership to create
coming across,
suggested
are
following recommendations
The
DEVELOPMENT
LEADERSHIP
FOR THE
RECOMMENDATIONS
to
The
lectures
and
exercises
creative
and
useful
mention
of conflict
dealing
with
way.
and
to
seemed
a
there
was
no
By
not
saw
of
part
established
and
norms
with
deal
you
creative
this
The
have
to
be
most useful
helping
in
with
positively
to
willing
be
center could be
ways
its
to reap
order
in
to
existing
to develop
participants
the conflict
The
program
want
question
conflict.
paradigms and that will cause
you
if
openly:
issue
of
causing
for
routines yet, this is where innovation occurs.
should
conflict
essential
ingredient
existing
challenging
is
conflict
in
aspects
an
main
One
conflict
creativity.
negative
overlook
training.
leadership
I
to inspire
develop
center
using
what
From
tool
as a
the
that
stress
that
the positive
program
the
is
recommendation
second
to
deal
beneficial
potential.
The
recommendation
third
participants
come.
The
idea of
vision
the
center
include
vision is important
vision
in
for reflection in order
The program as
of setting goals.
but
it
to come
Everyone
takes
it
I would suggest
of
a discussion
section
this
as a look into
be discussed
to creativity.
within themselves,
own vision.
should
things not yet discovered.
stresses the importance
that
encourage
center
the
to develop a vision from which their goals will
the future, of
is
that
is
has
a great
a
deal
how
dream
of
or
time
to an understanding of one's
are
scores
for
recommendation
fifth
The
I
growth
and
success
be
think
that
a group
wowed
professions
formulas.
than
development
as
are
The
just
program
I
the
say
simplified
needs
to
be
if
it
is
not
because
this
by
program in the broader sense
a
of
to
and
I
center.
or
doctors
be
future
program
the
designed
to
field.
Diversity
probably
would
Host
well.
as
at
f
staf
be
49
and
to the
to
managers
participants,
The
medical
program
able
I
to
the managers.
less
that
detrimental
the
serious
week
management
of academics,
the
attending
some
corporate
insights
to
in
This
do
Black
center.
the
challenge
a great
would
easily
of
of 24
only
is
would add some new
participants
leaders
the
hormo;eneity
this
that
feel
more
were in
participants
the
they
leave,
The
out
the
time
of
lives.
participants.
represented
the women
one of
Thursday
center
the
that
there were only 4 women
observed
of
the
to diversify
recruiting
is
the
participants.
to the
benefit
a worthwhile
is
itself
at
they
their
on
reflect
to
time
some
had
have
their
rarity
when
so that
participants
the
LSI
The center should set an
dedicated solely to introspection.
example
the
after
the
and
importance
the
indicated
dinner
for
and
comments
The
sessions.
feedback
personal
participants
the
to
returned
time
after
times,
two
at
should be positioned
reflection
This
time.
quiet
for
schedule
hours on the
four
least
at
allot
center
the
that
is
recommendation
fourth
The
church
these
models
appeal
leadership
of the word.
as
be
and
to
The
center
far outweigh its faults.
1My
on
only
not
get
sidetracked
leadership.
for
possibilities
of people from
development
evaluations
to
way
A great
the progran
many fields
program.
and use
to
take
to generate
leadership.
50
invite
center
of
aspects
new
some
get
is
the
managerial
the
benefits
its
that
is
big concern
and places
Then
them
a more worldly view of
program,
an excellent
is
's program
insights
a
diverse
on
the
group
to attend a leadership
their
some
suggestions
new
directions
and
in
BIBLIOGRAPHY
Center For Creative Leadership, Leadership
Development Program Booklet, Center For
Creative Leadership, Greensboro, North
Carolina, 1984
Burns, James McGregor, Leadership,
and Row, New York, N.Y. 1971
Harper
Cuomo, Mario , Diaries of Mario Cuomo,
Exerpt from: N.Y. Times, Book Review,
May 13, 1984