1. Academy for Leadership & Development

2. Research, Theory, & Best Practices Model the Way Model the Way Inspire a Shared Vision Inspire a Shared Vision Challenge the Process Challenge the Process Enable Others to Act Enable Others to Act Encourage the Heart Encourage the Heart The Five Practices of Exemplary Leadership:

3. Ten Commitments of Leadership PracticesCommitments Challenging the Process 1. Search out 2. Experiment Inspiring a Shared Vision 3. Envision 4. Enlist Enabling Others to Act 5. Foster 6. Strengthen Modeling the Way 7. Set 8. Achieve Encouraging the Heart 9. Recognize 10. Celebrate (Kouzes & Posner, 2002)

4. Level 5 Hierarchy Level 5 – Executive Builds enduring greatness through a paradoxical blend of personal humility and professional will Level 4 – Effective Leader Catalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards Level 3 – Competent Manager Organizes people and resources toward the effective and efficient pursuit of predetermined objectives Level 2 – Contributing Team Member Contributes individual capabilities to the achievement of group objectives and works effectively with others in a group setting Level 1 – Highly Capable Individual Makes productive contributions through talent, knowledge, skills, and good work habits (Collins, 2001)

5. Level 5 Leaders “Level 5 leaders channel their ego needs away from themselves and into the larger goal of building a great company. It's not that Level 5 leaders have no ego or self- interest. Indeed, they are incredibly ambitious—but their ambition is first and foremost for the institution, not themselves.”

6. The One Thing We Need to Know about Great Leading

7. A Leader’s Chief Responsibility Who do we serve? Who do we serve? What is our core strength? What is our core strength? What is our core score? What is our core score? What actions can we take today? What actions can we take today?

8. What Does the Literature Say about Great Leading?

9. Leadership Is… There is considerable research, many theories, and abundant best practices that lead the Academy to believe that leadership can be broadly categorized as: Transformational, Transactional, and Laissez-Faire. Transformational Transactional Laissez-Faire

10. Overview of Leadership Styles Transformational Leadership Transformational Leadership Transactional Leadership Transactional Leadership Laissez-Faire Leadership Laissez-Faire Leadership

11. The Transformational Leader Engages the full person so that followers are developed into leaders Engages the full person so that followers are developed into leaders Raises followers’ level of awareness of the importance of achieving valued outcomes and strategies for reaching them Raises followers’ level of awareness of the importance of achieving valued outcomes and strategies for reaching them Encourages followers to transcend their own self- interest for the sake of the team, organization, or larger policy Encourages followers to transcend their own self- interest for the sake of the team, organization, or larger policy Develops followers’ needs to higher levels in such areas as achievement, autonomy, and affiliation Develops followers’ needs to higher levels in such areas as achievement, autonomy, and affiliation

12. The Transformational Leader Becomes a source of inspiration to followers Becomes a source of inspiration to followers Diagnoses, meets, and elevates the needs of followers through individualized consideration Diagnoses, meets, and elevates the needs of followers through individualized consideration Stimulates followers to view the world from new perspectives Stimulates followers to view the world from new perspectives Has followers who place trust in the transformational leader to overcome any obstacle Has followers who place trust in the transformational leader to overcome any obstacle (Bass & Avolio, 1990)

13. The Transactional Leader Exchanges one thing for another Exchanges one thing for another Recognizes what followers want to get from their work and tries to see that they can get it, if their performance so warrants Recognizes what followers want to get from their work and tries to see that they can get it, if their performance so warrants Exchanges rewards and promises of reward for appropriate levels of effort Exchanges rewards and promises of reward for appropriate levels of effort Clarifies what will facilitate the successful attainment of objectives Clarifies what will facilitate the successful attainment of objectives Responds to the needs and desires of followers as long as they are getting the job done Responds to the needs and desires of followers as long as they are getting the job done (Bass & Avolio, 1990)

14. The Transactional Leader “The transactional leader who views leading others solely from a contingent reinforcement perspective may find that subordinates will circumvent a better way of doing things to maximize short-term gain to reach their goals in the most expeditious manner possible, regardless of the long-term implications. This system by itself would seem to support and reward the creative subordinate but not necessarily the long-term goals of the organization.” (Bass & Avolio, 1990)

15. The Transactional or Transformational Leader Recent leadership research indicates that both transformational and transactional leadership exist in some degree at all levels of most organizations Recent leadership research indicates that both transformational and transactional leadership exist in some degree at all levels of most organizations In many cases, both transformational and transactional leadership are exhibited by the same leader in different amounts and intensities In many cases, both transformational and transactional leadership are exhibited by the same leader in different amounts and intensities

16. Laissez-Faire Leadership Indicates an absence of leadership Indicates an absence of leadership Abdicates responsibilities Abdicates responsibilities Avoids making decisions Avoids making decisions Does not communicate to followers where they stand on “issues” Does not communicate to followers where they stand on “issues” Generally there are neither transactions nor agreements with followers Generally there are neither transactions nor agreements with followers Decisions are often delayed Decisions are often delayed Feedback, rewards, and involvement are absent Feedback, rewards, and involvement are absent No attempt to motivate employees or to recognize and satisfy their needs No attempt to motivate employees or to recognize and satisfy their needs

17. Purpose of MLQ Self and Supervisor Rating Form Provide a method for measuring the behaviors constituting transformational, transactional, and laissez-faire leadership Provide a method for measuring the behaviors constituting transformational, transactional, and laissez-faire leadership Identify a broad range of leadership behaviors— from highly charismatic leadership at one end to laissez-faire at the other Identify a broad range of leadership behaviors— from highly charismatic leadership at one end to laissez-faire at the other Focus on transforming individuals and organizations, while assessing those leadership behaviors that are used to motivate followers to achieve agreed upon and expected levels of performance Focus on transforming individuals and organizations, while assessing those leadership behaviors that are used to motivate followers to achieve agreed upon and expected levels of performance

18. Constructs Defining the MLQ Transformational leadership Transformational leadership Transactional leadership Transactional leadership Laissez-faire leadership Laissez-faire leadership These three styles of leadership form a new paradigm for understanding both the lower and higher order effects of leadership.

19. Transformational Leadership Idealized Influence Idealized Influence Inspirational Motivation Inspirational Motivation Intellectual Stimulation Intellectual Stimulation Individualized Consideration Individualized Consideration

20. Transformational Leadership: Idealized Influence Display conviction; emphasize trust; take stands on difficult issues; present their most important values; and emphasize the importance of purpose, commitment, and the ethical consequences of decision Display conviction; emphasize trust; take stands on difficult issues; present their most important values; and emphasize the importance of purpose, commitment, and the ethical consequences of decision Are admired as role models; they generate pride, loyalty, confidence and alignment around a shared purpose Are admired as role models; they generate pride, loyalty, confidence and alignment around a shared purpose Leaders who score 3.8 or higher on a scale of 1 to 5 in this area have the following attributes:

21. Transformational Leadership: Inspirational Motivation Articulate an appealing vision of the future Articulate an appealing vision of the future Challenge followers with high standards Challenge followers with high standards Speak optimistically and with enthusiasm Speak optimistically and with enthusiasm Provide encouragement and meaning for what needs to be done Provide encouragement and meaning for what needs to be done Leaders who score 4.0 or higher on a scale of 1 to 5 in this area have the following attributes:

22. Transformational Leadership: Intellectual Stimulation Question old assumptions, traditions, and beliefs Question old assumptions, traditions, and beliefs Stimulate in others new perspectives and ways of doing things Stimulate in others new perspectives and ways of doing things Encourage the expression of ideas and reasons Encourage the expression of ideas and reasons Leaders who score 3.9 or higher on a scale of 1 to 5 in this area have the following attributes:

23. Transformational Leadership: Individualized Consideration Deal with others as individuals Deal with others as individuals Consider their individual needs, abilities, and aspirations Consider their individual needs, abilities, and aspirations Listen attentively Listen attentively Further their development Further their development Advise Advise Teach Teach Coach Coach Leaders who score 4.1 or higher on a scale of 1 to 5 in this area have the following attributes:

24. Transactional Leadership Contingent Reward Contingent Reward Management-by-Exception Management-by-Exception

25. Transactional Leadership: Contingent Reward Engage in a constructive path-goal transaction of reward for performance Engage in a constructive path-goal transaction of reward for performance Clarify expectations and exchange promises and resources Clarify expectations and exchange promises and resources Arrange mutually satisfactory agreements Arrange mutually satisfactory agreements Negotiate for resources Negotiate for resources Exchange assistance for effort Exchange assistance for effort Provide commendations for successful follower performance Provide commendations for successful follower performance Leaders who score 3.8 or higher on a scale of 1 to 5 in this area have the following attributes:

26. Transactional Leadership: Management-by-Exception Active leaders monitor followers’ performance and take corrective action if deviations from standards occur; they enforce rules to avoid mistakes Active leaders monitor followers’ performance and take corrective action if deviations from standards occur; they enforce rules to avoid mistakes Passive leaders fail to intervene until problems become serious; they wait to take action until mistakes are brought to their attention Passive leaders fail to intervene until problems become serious; they wait to take action until mistakes are brought to their attention Leaders who score 2.1 or higher on a scale of 1 to 5 in this area have the following attributes:

27. Laissez-Faire Leadership A non-leadership component A non-leadership component Avoid accepting their responsibilities Avoid accepting their responsibilities Are absent when needed Are absent when needed Fail to follow up requests for assistance Fail to follow up requests for assistance Resist expressing their views on important issues Resist expressing their views on important issues Leaders who score 1.6 or higher on a scale of 1 to 5 in this area have the following attributes:

28. MLQ/LSPS COVER SHEET: OVERALL RESULTS Multifactor Leadership Questionnaire (MLQ) Results Transformational Leadership Transactional Leadership Evaluator Pre/ Interim/Pos t Idealized Influence Inspirationa l Motivation Intellectual Stimulation Individualiz ed Considerati on Contingent Rewards Manageme nt-by- Exception SelfPre3.84.03.94.13.82.1 SupPre4.04.03.84.03.82.1 OVERALL MLQ RESULTS Evaluat or Pre/ Interim/P ost Transformatio nal Leadership Transactio nal Leadership Laissez- Faire SelfPre3.92.71.6 SupPre4.02.21.4

29. MLQ Expanded Results Report Self Supervisor Your Score In- Progress GoodAdvanced Sup. Score In- Progress GoodAdvanced I. Transformational Leadership Pretest Score X3.03.94.8X3.04.04.9 Interim-test Score 3.04.05.03.04.15.0 Post-test Score 3.24.25.0 3.14.25.0 Improvement Index 0.20.30.20.10.20.1

30. MLQ Expanded Results Report Self Supervisor Your Score In- Progress GoodAdvanced Sup. Score In- Progress GoodAdvanced A. Idealized Influence Pretest Score X2.93.84.7X3.04.05.0 Interim-test Score 2.83.95.03.04.15.0 Post-test Score 3.14.15.0 3.24.25.0 Improvement Index 0.20.3 0.2 0.0 (Questions for the Idealized Influence Section): 6. I talk to those I lead about my most important values and beliefs. Pretest Score X2.33.44.5X2.33.44.6 Interim-test Score 2.43.64.82.03.44.8 Post-test Score 2.63.74.9 2.33.75.0 Improvement Index 0.3 0.40.00.30.4

31. Leadership Skills Perceptions Survey Designed as a Pre/Interim/Post measure of improvement in leadership skills based on the competencies of the leadership program Designed as a Pre/Interim/Post measure of improvement in leadership skills based on the competencies of the leadership program Respondents include the leader (self), their supervisor, a support staff person, and two colleagues Respondents include the leader (self), their supervisor, a support staff person, and two colleagues Perceptions of leadership skills measured prior to training, towards the end of training, and one year after training to assess impact of training-over-time Perceptions of leadership skills measured prior to training, towards the end of training, and one year after training to assess impact of training-over-time

32. OVERALL LSPS RESULTS Eval Pre/ Interim/ Post Effective Leadership Leading Individual and Organizational Change Managing Self and Others Diversity and Style Differences Personal and Professional Planning Hiring for Excellence Leading Teams Leading and Communicating Effectively SelfPre3.6 3.53.73.53.33.53.4 Evaluator Results are an Average From 2 out of 4 Respondent(s) OtherPre3.8 3.63.93.83.33.7

33. LSPS Expanded Results Report Self Other Your Score In- Progress GoodAdvanced Other Score In- Progress GoodAdvanced I. Effective Leadership Pretest Score X2.73.64.7X2.63.85.0 Interim-test Score3.44.14.83.54.35.0 Post-test Score 3.74.24.7 3.64.34.9 Improvement Index1.10.60.01.00.5-0.1

34. LSPS Expanded Results Report Self Other Your Score In- Progress GoodAdvanced Other Score In- Progress GoodAdvanced A. Transformational Leadership Pretest Score X2.63.64.7X2.63.85.0 Interim-test Score3.44.14.83.54.25.0 Post-test Score 3.74.24.7 3.74.35.0 Improvement Index1.10.60.01.10.50.0 (Questions for the Transformational Leadership Section): 31. I instill pride, faith, and respect, and have the ability to effectively articulate the mission (or vision). Pretest Score X2.63.64.6X2.93.95.0 Interim-test Score3.44.14.83.54.35.0 Post-test Score 3.64.35.0 3.64.45.1 Improvement Index1.00.70.40.70.50.1

35. IPDP

36. Reflection