‘ ... 5.3.4.111..- .. r .11. .35. £33 4... 5» SI: .91.: ‘ ‘ i . . It. .1); x 5: '\§* ‘ ‘3’}. '51} “9‘ . >3 .3 x #1., \ \3. £451.)... .59. .5 r .7153... £0» \ 5“ 1):!!! 1|].th .\ L‘ v as TY usmmss lllllllllliill um \\\\l 3 1293 0 420 1440 l r. 1“— "lets This is to certify that the dissertation entitled LEADERSHIP EFFECTIVENESS: A Descriptive Analysis Of Incumbent Perceptions 0f Existing And Future Traits And Skills presented by Larry David Horton has been accepted towards fulfillment ' of the requirements for PH J degree in Winning Education Major professor Date MM MSU is an Affirmative Action/Equal Opportunity Institution 0-12771 LIBRARY Michlgan State University PLACE II RETURN BOX to remove thle checkout from your record. TO AVOID FINES return on or before dete due. DATE DUE DATE DUE DATE DUE MSU leAn Affirmative Adlai/EM 0M lnetitulon WW1 LEADERSHIP EFFECTIVENESS: A DESCRIPTIVE ANALYSIS OF INCUMBENT PERCEPTIONS OF EXISTING AND FUTURE TRAITS AND SKILLS By Larry David Horton A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Adult and Continuing Education 1 995 c \ O ~ At a I N F‘e ‘ U 9 ‘v p h 5 A h 5 A i to e .u. 1 in It \ v A to Us a \ V U n a u H ‘D P . ABSTRACT LEADERSHIP EFFECTIVENESS: A DESCRIPTIVE ANALYSIS OF INCUMBENT PERCEPTIONS OF EXISTING AND FUTURE TRAITS AND SKILLS By Larry David Horton American organizations are seeking to identify individuals who possess the skills to lead them to success in an increasingly complex and competitive marketplace. Even a cursory review of current business literature shows the significance given to effective leaders in future organizations. The purpose of this research is to identify specific behaviors, attitudes and skills critical to future leadership effectiveness. The research attempts to determine three things: One, how effectively are those behaviors, attitudes and skills used by current leadership?; Two, how effectively must those behaviors, attitudes and skills be used in the future by leaders?; and, Three, how significant are the gaps between current usage and what will be required in the future? The research indicates that a specific set of behaviors, attitudes and skills will need to be practiced more effectively in the future. Expectations of leaders are undergoing a change from historical norms. Behaviors, attitudes and skills that have been traditionally accepted as critical for leadership effectiveness appear to be of less importance in the future. An orientation to process, and to people, U"- ([3 (II (by 1') (I) 2., Ho. nu (h ”t Jul “In A P‘ V“ P 3 ll) ‘U' H ., 6' ‘91:... 'n. is apparently replacing the more traditional directive, hierarchical, analytical and detail orientation. Differences in expectations exist across all demographic groupings within education, business and society. Differences which indicate that context, environment and individual choice may influence specific requirements. At the same time certain behaviors, attitudes and skills are seen as critical for future leadership effectiveness no matter what context or situation one considers. Dependence on currently used assessment methods and models will need to be re-evaluated. The assumption that the context and environment within which a leader must function is generic across all organizations must be re—thought. A more flexible, fluid process for identifying leadership potential should be developed. Future leaders will be required to know more than technical, role or discipline specific behaviors to meet expectations. An understanding of systems theory, process theory, organizational complexity, and change theory will be necessary. But more than a theoretical knowledge of these various things will be required. An ability to move theory into practical behaviors, actions and results will be critical. Most importantly, the ability to transfer theoretical understanding to others who possess specific skills to achieve desired results will determine whether or not a leader is in reality perceived as effective. Copyright by LARRY DAVID HORTON 1995 DEDICATION I would like to dedicate this effort, and the results that flow from it in the future, to a little five year old boy. Over the years that little boy has shown me that even the greatest hurdles can be overcome through believing in oneself, and that no one can take that self-esteem away from you. Thank you from the bottom of my heart for being faithful and for never never giving up when that would have been so much easier. The struggle has been worth it. ACKNOWLEDGMENTS No undertaking such as this is completed in isolation. There are many individuals who have played an important part in assisting me in this task. There is always the danger of overlooking someone whose influence and support became a part of the journey. None the less, I would like to identify a few whose involvement was very important to me. First, my wife Jude. Thank you for believing in me even when the goal seemed so far away, for your patience, and for your love. Second, to my sons, Chris and Josh. Their love, faith and trust, even in the worst of times, has shown me what is truly important in my life. Third, I want to thank my maternal grandfather. He has been gone ten years, but his influence and life still show me what it means to be truly educated, to seek continual learning, and to find the joy that knowledge brings. Fourth, for caring enough to always be there, special thanks to Mrs. Geneva Speas of Michigan State University. Fifth, I want to thank Dr. Ted Ward. Thank you for starting me on this journey of learning so many years ago. There were times when it seemed an impossible vi dream but your example always was there urging me to keep on keeping on. And lastly, I want to especially thank the members of my Doctoral committee, in particular the chair, Dr. Cas Heilman. Cas, Joe (Dr. S. Joseph Levine), Sam (Dr. Samuel Moore), and Jim (Dr. James Snoddy), your patience and interest in this effort has assisted in ways that I will only understand in the future. vii 3 4 LIV‘ N-or I Va. ("l-r VIAF TABLE OF CONTENTS LIST OF TABLES CHAPTER I: FOCUS AND PURPOSE OF THE STUDY Introduction Purpose Of The Study Research Questions Importance Of The Study Definition Of Key Terms CHAPTER II: REVIEW OF RELATED LITERATURE Organizational Complexity Leadership Effectiveness Effective Leadership Behaviors, Attitudes And Skills CHAPTER III: RESEARCH METHODOLOGY Introduction Subjects Of The Study Survey Instrument Design viii Page xi-xiv 1-6 9-10 10-14 14-20 21 -26 26-35 35-40 41 -43 43-45 45-47 A "I V'Li Sample Demographics 48-49 Sample Data Collection Process 49-50 Data Analysis Process 50-52 Project Design 52-53 CHAPTER IV: STUDY FINDINGS Introduction 54-56 Data Analysis And Interpretation 56-57 Study Population And Respondents 57-59 Presentation Of Findings 59-71 Organization Specific Data Analysis 71 -78 Demographic Data Analysis 78-80 Attained (Completed) Educational Level 81 Industry Within Which They Are Currently 81-82 Employed Job Title Specific To Their Current Position 82 Number Of Years In Their Current Position 82-83 Overall Satisfaction (High/Low) With Their 83-84 Current Position Gender Differentiation (Female Or Male) 84-85 Survey Descriptor -- Research Base 85-88 Analysis - Respondent Written Comments 89-101 CHAPTER V: CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS Introduction 102-106 Summary Of Findings 106-109 Conclusions Recommendations Final Thoughts APPENDIX A: SURVEY DESCRIPTOR -- RESEARCH BASE APPENDIX B: COMMUNICATION TOOLS APPENDIX C: SURVEY INSTRUMENT APPENDIX D: DEMOGRAPHIC DATA ANALYSIS APPENDIX E: RESPONDENT WRITTEN COMMENTS APPENDIX F: RESEARCH QUESTION ANALYSIS APPENDIX G: STATISTICAL ANALYSIS BIBLIOGRAPHY 109-111 112-115 115-118 119-124 125-128 129-134 135-158 159-165 166-194 1 95-205 206-217 c... S... f... S... u. teal '4 If; LIST OF TABLES Table Page #1 Total Response - Character/Personal Leadership 62 Traits #2 Total Response - Organizational Leadership Skills 64 #3 Total Response - Current Leadership Practice Profile 66 #4 Total Response - Future Leadership Practice Profile 68 #5 Total Response - Smallest Gaps Between Current 69 And Future Practice #6 Total Response - Largest Gaps, Future Practice -- 71 Current Practice #7 Total Response - Common Organizational 74-75 Perceptions #8 Total Response - Common Significant Gaps In 75 Perception #9 Total Response - Smallest Common Variances 76 #10 Validity Of Previous Research 87 Character/Personal Leadership Traits #11 Validity Of Previous Research 88 Organizational Leadership Skills #12 Attained (Completed) Educational Level - Current 135 Character/Personal Leadership Traits xi A: P b afla it" 32‘. it22 Table #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 #23 Page Attained (Completed) Educational Level - Future 136 Character/Personal Leadership Traits Attained (Completed) Educational Level - Current 137 Organizational Leadership Skills Attained (Completed) Educational Level - Future 138 Organizational Leadership Skills Industry Within Which They Are Currently 139 Employed - Current Character/Personal Leadership Traits Industry Within Which They Are Currently 140 Employed - Future Character/Personal Leadership Traits Industry Within Which They Are Currently 141 Employed - Current Organizational Leadership Skills Industry Within Which They Are Currently 142 Employed - Future Organizational Leadership Skills Job Title Specific To Their Current Position - 143 Current Character/Personal Leadership Traits Job Title Specific To Their Current Position - 144 Future Character/Personal Leadership Traits Job Title Specific To Their Current Position - 145 Current Organizational Leadership Skills Job Title Specific To Their Current Position - 146 Future Organizational Leadership Skills xii Afiv . . 0. ' ARV 0“ A It , a. ,6 A b .1. Adv .Q. Q“ 4. II '6’. 9L 3'? w». I Table Page #24 Number Of Years In Their Current Position - 147 Current Character/Personal Leadership Traits #25 Number Of Years In Their Current Position - 148 Future Character/Personal Leadership Traits #26 Number Of Years In Their Current Position - 149 Current Organizational Leadership Skills #27 Number Of Years In Their Current Position - 150 Future Organizational Leadership Skills #28 Overall Satisfaction With Their Current Position - 151 Current Character/Personal Leadership Traits #29 Overall Satisfaction With Their Current Position - 152 Future Character/Personal Leadership Traits #30 Overall Satisfaction With Their Current Position - 153 Current Organizational Leadership Skills #31 Overall Satisfaction With Their Current Position - 154 Future Organizational Leadership Skills #32 Gender Differentiation (Female Or Male) - Current 155 Character/Personal Leadership Traits #33 Gender Differentiation (Female Or Male) - Future 156 Character/Personal Leadership Traits #34 Gender Differentiation (Female Or Male) - Current 157 Organizational Leadership Skills xiii Any YIII .tw 09., RA e VJ o ,9 Table #35 #36 #37 #38 #39 #40 #41 #42 #43 Page Gender Differentiation (Female Or Male) - Future 158 Organizational Leadership Skills Comparison Of Three Organizations - Current 195 Character/Personal Leadership Traits Comparison Of Three Organizations - Future 196 Character/Personal Leadership Traits Comparison Of Three Organizations - Current 197 Organizational Leadership Skills Comparison Of Three Organizations - Future 198 Organizational Leadership Skills Comparison Of Three Organizations 199 Gaps - Current To Future Character/Personal Leadership Traits Comparison Of Three Organizations 200 Gaps - Current To Future Organizational Leadership Skills Organizational Comparison - Statistical Analysis 204 Character/Personal Leadership Traits Organizational Comparison - Statistical Analysis 205 Organizational Leadership Skills xiv CHAPTER I FOCUS AND PURPOSE OF THE STUDY -\v .5 . F 'v ‘ -r\..n A: d e 3» 376 ‘f'. 521,,“ L «I. I8 CHAPTER I INTRODUCTION The search for individuals who have the potential or ability to effectively lead organizations in a complex, continually changing context is a difficult task. The search includes understanding both the types of individuals and the required behaviors, attitudes and skills that must be possessed. Developing an understanding of those behaviors, attitudes and skills, and how to identify and develop the required effective leaders, begins by first understanding what has happened to organizations and how they will differ from what is the norm today. It involves an analysis of the pre-conditioning of today's leaders as a result of the developmental experiences they have had during their careers. It involves an analysis of the compartmentalization of practices and expectations of current leaders which may help or hinder their future effectiveness. It involves an analysis of the significant environmental, contextual and attitudinal changes that are taking place within organizations. It involves the identification of behaviors, attitudes and skills that will be required to succeed in the organization of the future. And finally, it will require an analysis of the most effective means to move current leaders, and those to be developed in the future, to a point at which the required behaviors, attitudes and skills become part of day-to-day leadership effectiveness. A' U Ar 1.! u A? hr U E III “A, IDA“! VVV‘ at as t 2 An organization is the cumulative product of human effort over time. Organizations do not make sense until "...we are able to see the patterns in them, to see which bits and pieces cluster together in some kind of order (Hawking, 1988, p. 5)." Organizations are structured patterns of relationships between separate parts of the whole. Organizations are structured relationships between the technical/analytical and human/social elements of effort. Theorists and practitioners alike seek models to understand what the effective organization of the future will look like. At the same time they seek to identify the behaviors, attitudes and skills that will be required of individuals to effectively lead the new organizations that will result. Of particular interest is an idea that is gaining increasing support, the concept that organizations will become 'clusters,' groups of individuals or components, working together, building increased energy and capacity to accomplish the work of the organization (Davidow & Malone, 1992; Drucker, 1980, 1986; Kilmann, et.al., 1988; Mills, 1991; Mohrman, et.al., 1989; Morgan, 1986; Moss-Kanter, 1983, 1989; Rock & Rock, 1990; Rifkin, 1980; Segal, 1989; Toffler, 1990; Ulrich & Lake, 1990; Waterman, 1987; Wheatley, 1994; Zuboff, 1988). Based on a model of Quantum Physics, combined with experience based common sense, it is argued that increasing the effective interaction of component parts of an organization will result in an increased ability to apply concerted effort and skills to meet organizational needs. Waterman, quoting ((1 ‘(3 ‘AA “v In. 3‘. hrs; '6 it: 3 Boyce Rensberger, illustrates the alternative if this clustering model does not become reality. Rensberger states, "...a highly organized system will inevitably proceed to a state of disorder and chaos unless energy (which is the equivalent of work) is brought into the system to re-establish order (Waterman, 1987, p. 19). D. Quinn Mills (1991) identifies the term 'clusters' as a simple way of describing the anticipated relationship of the parts of an organization. Stephen Hawking, a world recognized physicist, discusses the issues of loss of energy within organized units, using Quantum Physics and the Second Law of Thermodynamics, or 'entropy,’ the loss of energy over time, to provide a philosophical basis for the concept of interrelated effectiveness. Max DePree (1989, 1992) and Mills (1991 ), along with many others, attempt to identify the specific leadership implications resulting from the changes in organizational needs and structures driven by the movement to reorganize around groups or clusters. Together they argue, as Waterman states, without significant organizational and leadership change, "...everything that is organized will break down or run down unless it is maintained (Waterman, 1987, p. 19)." These individuals often find their arguments conflicting with accepted organizational and leadership change efforts. Contrary to the mechanistic solutions of the past, they would argue as Hawking writes, "...no explosion of personal computers, no new telecommunications gear or software packages, (I) ner- ‘V 4 neither color strategic matrix or refinement of ROI calculations -- in short, none of the technical apparatus of management -- can change this situation (Hawking, 1988, p. 6)." None of the standard text book answers really have the potential to bring about the transformation of organizations or of the individuals charged with leading them. Understanding organizations, and the required behaviors, attitudes and skills of leaders within them, cannot be accomplished without the use of categories or descriptors. The leader of today, and of the future, must have guides, blueprints, models, that will identify reasonably accurate maps of what will be required of them. Hawking writes, regarding leaders, "...the man-made quality of so much of their professional apparatus holds a special lesson. Charged with acting under pressure of time in complex environments, they must be quickly able to tell which factors about them are really beyond their control and which are amenable to change..." (Hawking, 1988, pp 22-23) He goes on to say that leaders, "...respond to the circumstances in which they find themselves by defining, explicitly or not, the nature of the issues or problems with which they must wrestle." (Hawking, 1988, p. 24) By defining the nature of the issues or problems they face, leaders have historically adopted standardized behaviors (Drucker, 1980; Morgan, 1986) to implement within organizations. In so doing, they have identified behaviors, 5 attitudes and skills, which while relevant in one moment of time, may be inappropriate for the future. Human nature of leaders being what it is, those same behavior, attitude and skill characteristics have often evolved into accepted conventions of thought and practice. As time passes those conventions may be accepted as being above question. Again, Hawking goes on to say, in reference to conventions of thought and practice, "...the greater their surface transparency, the stronger their power will be to control, condition, and predispose...over time...awareness of their artifice evaporates, leaving behind a residue that seems utterly matter- of-fact. It is this surface transparency, this invisibility, that gives conventions their special force in human affairs..." (Hawking, 1988, p. 28) Or in the case of organizational and leadership issues, "...in the 'how' we think..." (Hawking, 1988, p. 28), and in the 'how' we act. Individuals assume they understand the reality of organizations within which they function. A great deal of energy is expended in analysis of that reality. Analysis which often indicates that understanding organizations completely is a very difficult task. Analysis which may indicate that leaders who maintain historical, standardized leadership behaviors, attitudes and practices may not succeed in the future (Bennis, 1989; Bennis & Nanus, 1985; Clark & Clark, 1990; Cribbin, 1981; DePree,1989; Drucker,1990; Johnston, 1993; Kotter, an. ill 4 U-' I"" it C‘” p. I r L .h» F :v ”a Ahv Ara- iv fly, in; r .N d ”I 6 1988, 1990; Kouzes, 1987; LeBow, 1990; Moss-Kanter, 1983, 1989; Roberts, 1987; Senge, 1990). Is there a logic that holds organizations together and enables leaders to be effective? Do these two entities, structure and people, have a logical relationship that secures success for both? Does a possible logical relationship help determine what behaviors, attitudes and skills a leader must use to ensure effective leadership and success of an organization? Organizations, groups of inter-related individuals, will face a series of issues during the remainder of the 19905 concerning their leadership: 1. What behaviors, attitudes and skills must leaders possess to effectively lead the organization of the future?; and, 2. How wide is the perceived gap between current effective use of those behaviors, attitudes and skills and what will be required in the future? As individuals struggle to succeed in an increasingly hostile business world the urgency for identifying and developing skilled, effective leaders will grow. Leaders who possess the required behaviors, attitudes and skills will be much in demand. But the demand may outstrip the availability of the required resource unless dramatic changes occur in how the questions above are answered, and solutions to the resulting problems identified and implemented. *12" P PURPOSE OF THE STUDY The purpose of this study is to describe and predict leadership behavior, attitude and skill requirements. The study undertakes the description and prediction of the correlation between those behaviors, attitudes and skills within current and future effectiveness expectations. To accomplish both the descriptive and predictive results that were desired, a study of the relationship between current realities and what will be required in the future of leaders was undertaken with the following objectives in mind: 1. To describe perceptions of organizational leadership effectiveness against expectations. 2. To predict the key behavior, attitude and skill components that will be required of future leadership. 3. To describe current awareness and acceptance of critical behaviors, attitudes and skills that will be required within future organization structures. 4. To describe the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures. The study analyzes experiences and observations of individuals involved directly in leadership of current organizations or in the development of leaders r ”IV I. .: ah.- any for current and future leadership roles. The study identifies a prioritized three part model of leadership elements: 1. What observable behaviors are important for leaders? 2. What observable attitudes are important for leaders? 3. What observable skills are important for leaders? The study shows how the three content elements of the model inter-relate to ensure leadership effectiveness. The study describes an apparent change from an emphasis on technical leadership skills to an emphasis on behavioral leadership skills. The descriptive analysis identifies key skill and behavior needs of future leaders based on perceptual understandings of current and future requirements. The study clarifies the transition from past to future requirements in each of the three elements: behaviors, attitudes and skills. The study isolates key behaviors, attitudes and skills that are significantly different than what has been expected of leaders historically. The study identifies these key behaviors, attitudes and skills as understood by individuals currently in positions of leadership within organizations. Results of the study provide a data base upon which design and implementation decisions may be made regarding future leadership development efforts. The I are i le A\~ any A14 9 results should provide a data base upon which a more complete understanding of organizational leadership requirements might be determined. The results may provide a data base upon which analysis of fundamental changes in leadership requirements, from technical to human/behavioral might be undertaken. RESEARCH QUESTIONS Answers were sought to several critical research questions. Answers to the questions are both descriptive and predictive. Key questions examined in the study include: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? To what degree are those new expectations currently practiced within organizations? In future organizations will certain behavior, attitude and skill characteristics be more important than others? What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within .P‘U- d a" GPA, ‘ill( 1" IA. —- II A u', 4.. 'v. (i) 1 0 future organization structures? 7. What specific observable behaviors are important? 8. What specific observable attitudes are important? 9. What specific observable skills are important? IMPORTANCE OF THE STUDY The current environment of organizational change and increasing uncertainty about future requirements of organizational leaders charged with leading and managing organizations into the twenty-first century warrants the study be undertaken (Ackoff, 1981; Belasco, 1990; Davis, 1987; Deming, 1990; Drucker, 1980, 1992; Halberstam, 1991; Handy, 1989; LeBow, 1990; Naisbitt, 1982; Naisbitt & Aburdene, 1985, 1990; Peters, 1987; Toffler, 1990; Waterman, 1987; Zuboff, 1988). An increasing amount of literature is being Written, innumerable research studies, both formal and informal, are undertaken, and organizations re-organize daily to identify and respond to the rapid changes being identified as precursors of the work world of the next century (Ackoff, 1981 ; Bolt, 1989; Cribbin, 1981; Davidow & Malone, 1992; Davis, 1987; DFucker, 1992; Feigenbaum, et. al., 1988; Fombrun, 1992; Grayson & O'Dell, 1988; Halberstam, 1991; Handy, 1989; Kilmann et. al., 1988; LeBow, 1990; Mills, 1991; Naisbitt & Aburdene, 1985; Rock & Rock, 1990; Schwartz, 1991; Segal, 1989; Tomasko, 1987). fih. 45* iv 4 u) 1 IA,‘ P‘Ac N... Br“ P. 11 Reorganization for reorganization's sake is an exercise fraught with problems. Identification and analysis of changing requirements of future organizational leaders, isolated from realistic models of future organizational structures, will not affect required changes (Ackoff, 1981; Cribbin, 1981; Davidow & Malone, 1992; Feigenbaum, et. al., 1988; Kilmann, et. al., 1988; Mills, 1991; Mohrman, et. al., 1989; Morgan, 1986; Rock & Rock, 1990; Segal, 1989; Tomasko, 1987). It is only when the two issues: What is a realistic model of future organizational structures? and, What leadership behavior, attitude and skill requirements will be necessary within the new structures?, are studied together, can one begin to identify the strategies and processes necessary to potentially guarantee organizational and leadership effectiveness (Bennis & Nanus, 1985; Cribbin, 1981; DePree, 1989, 1992; Drucker, 1989, 1992; Gibson, et. al., 1988; Planning Forum, 1989; Porter, 1985; Tregoe & Zimmerman, 1980). As a result of the analysis, potential differences between current leadership effectiveness and that which will be required in the future are identified. The resulting information base, and corresponding conclusions drawn, may be useful to both develop and evaluate highly effective leadership development processes. Ame an- 53 “so; "V HA V 12 Several audiences could potentially be impacted by the research: 1. Organizational design and development theorists will have an additional model upon which to judge both current and future organizational structures. 2. Leadership development theorists and practitioners should have a practical model of the relationship between valid current behaviors, attitudes and skills that must be maintained and future behaviors, attitudes and skills that must be added to ensure effective leaders are available to organizations. 3. Organizations and leaders should have an additional data base and model which could potentially assist in identifying priority efforts required to achieve higher levels of leadership effectiveness. Because the study is primarily descriptive, the long-term implications will not be known until the data is incorporated into leadership development processes and programs. The study has potential predictive validity in that it is based on current perceptions of reality, as compared to theoretical constructs, built on both literature and previously completed statistical research projects. The validity of the study, and the necessity for it to be undertaken, rest on the following assumptions: 1. Organizational structures will continue to change in order to sustain their validity within the future business world (Naisbitt & Aburdene, 13 1985; Wheatley, 1994). . Organization structures will be fundamentally different than currently accepted structures and models (Rock & Rock, 1990; Tomasko, 1987; Wheatley, 1994). . Organizational leadership behavior, attitude and skill requirements within new organizational structures will differ significantly from those currently accepted as necessary (DePree, 1989, 1992; Drucker, 1992; Kotter, 1988; Waterman, 1987; Zuboff, 1988). . Significant theoretical data are available to support the proposed organizational model (Davidow & Malone, 1992; Mills, 1991; Rifkin, 1980; Toffler, 1991; Zuboff, 1988). . Individuals currently in leadership roles within organizations have perceptions of what will be required of them in the future. . Training and development of leaders will become increasingly Significant as an indicator of potential organizational effectiveness (Cetron & Gayle, 1991; DePree, 1989, 1992; Dimock, 1987; Senge,1990) . The process of organizational change will have to be managed and led by leaders committed to new organizational structures (Ackoff, 1981; Dalziel & Schoonover, 1988; Drucker, 1989, 1992; Handy, 1989; Kilmann, et. al., 1988; Kotter, 1990; Moss-Kanter, 1983; Segal, 1989; Tough, 1982; Waterman, 1987; Wheatley, 1994). a\9 Q» 14 8. The new leadership development processes that will result will be driven by the form of the new organization (Bolt, 1989; Clark 8 Clark, 1990; Senge, 1990; Zaltman & Duncan, 1977). 9. Descriptive research, as used in this study, will identify possible relationships and options that will be evaluated by practical usage over time. 10. The resulting recommendations and conclusions will provide only one possible alternative for dealing with future organizational and leadership effectiveness issues. DEFINITION OF KEY TERMS To ensure the clearest possible understanding of the study, the data, and resulting conclusions and recommendations, the following key terms were used consistently throughout the research and analysis process. The definitions, within the context of the study, are pertinent to leadership and organizational issues. Any degree of similarity with definitions in current literature is purely by chance, and if possible, is noted. Adult Learner: An individual, who, having completed their formal education, continues to learn in either a non-formal or formal context, primarily motivated toward two goals: professional and/or personal development through self- directed efforts. Analy' Behai a». 3i ”" Bure 15 Analysis: Breaking apart of the whole into individual parts, studying the individual parts to determine 'how' each works. Analysis tells us the 'how' of the part outside of the whole. (Noted from thoughts of Dr. Russell L. Ackoff) Behavior: Observable actions, which either directly or indirectly indicate the presence of certain attitudes, values, priorities and objectives, directed toward some specific interpersonal or organizational goal. Actions which indicate, but do not prove, the presence of some underlying value or motivation. Bureaucracy: A relationship of organizational elements structured on the basis of vertical, systematic and controlling lines of responsibility and accountability, charged with employing functional control of discrete elements of an organization. Change: The on-going movement of reality from what has been the familiar and accepted to that which is new, unknown, unfamiliar; achieved either through systematic incremental steps, or through traumatic leaps from the past. Curriculum: Sequenced content identified for transfer to learners in both formal and non-formal settings, by the individual learner advancing through a step-by-step schedule, moving from simple to increasingly complex content. Development: Progression from the simple to the more complex, from ignorance to understanding, from failure to success, from lack of ability to skills, I eArM al- Ave IPU II RAF. i For. ‘N'I I'C’.‘ 16 to successful use of abilities and skills, through the use of life experiences and formal training. Over time, systematic efforts that are undertaken to ensure that organizations have the ability, resources and skills necessary to attain goals and objectives, to include any and all efforts undertaken to develop the behaviors, attitudes and Skills of those whose efforts will be directed toward those same goals, objectives and resulting quality of life. Employee: An individual employed to accomplish job functions and tasks within a formal organizational structure. Executive: An individual, due to their formal position, and upper level rank in an organization's vertical structure, who has responsibility for the accomplishment of the organization's goals and objectives. The most senior officers or managers within an organization accountable for and empowered to direct the efforts of all concerned toward common goals and objectives. Formal Education: Learning that takes place in an accredited institution predominantly known as grade, middle, high-school, as well as college and university. Passing through a sequenced series of levels of content and institutions to earn a diploma or degree. Education that takes place in institutions, mandated by state and federal authorities to provide and judge the level of learning attained. 17 Integration: The joining together of different elements of an organization to gain the most effective and efficient results possible, enhancing the strengths of the whole based on the interrelationship of the various separate elements. Knowledge: The accumulated understanding of a topic including both theoretical and practical aspects enabling an individual to use the resulting learned Skills and behaviors effectively. Leader: An individual responsible for providing direction and guidance to the efforts of others through formal and informal behaviors and the ability to create a desire by others to move in the direction desired; a coach, a mentor, not a judge or evaluator. Leadership: The ability to lead, guide and direct the efforts of others to accomplish goals and objectives. The ability to guide and direct individuals or organizations toward a common goal or objective, providing an image of the future, ensuring that all concerned understand the purpose, meaning and expected results of all efforts. Management: Individuals responsible for the implementation on a day-to-day basis of strategies and plans through the efforts of others to achieve goals and objectives. Those responsible for the tactical, operational and financial coordination of work efforts. (Interchangeable with the word manager) F A P—r‘ vb 1‘ Non I" .t‘ .HAF A 18 Matrix: A model of management in which the elements of an organization work toward the same goals and objectives through the integration of effort, strategies, expectations and management structures often based on multiple reporting and work relationships on the part of each employee. Non-fonnal Education: Learning structures outside of accredited institutions in which individuals gain skills and knowledge useful for both professional and personal development; education that is in most cases non-sequential, undertaken for practical and immediate use, often with less theoretical content than that undertaken in a more formal setting. Organization: The joining together of various groups of interests who share a common goal or objective with the understanding that joint effort will offer a higher probability of successfully attaining those same goals and objectives. Power: Control over, or formal influence upon, the efforts of others in accomplishing identified goals and objectives; the ability to encourage, influence or coerce others to expend effort toward some identified end. Role: An individual's Specific place, responsibility, or function within an organization, defined by specific job and work tasks and expectations, inclusive of the position the individual retains in relating to other individuals within the organization. Skills - o~ ll) (I) I.‘ (I) Struc V (I, EX) a o t (I) u) 19 Skills: Abilities which an individual uses to accomplish effectively the work or tasks for which they are accountable. Structures: The physical, logistical, informational and political inter- relationships between groups or interests within an organization which enables the accomplishment of goals and objectives in the most systematic, efficient and effective way possible. Synthesis: Understanding the role and function of the parts by first understanding the context within which the parts must function, the context determines the specifics of each part, and the parts only have meaning as they are part of the larger whole. (Dr. Russell L. Ackoff) System: The interrelating parts of a whole form a total system. Each system is part of a larger system. Understanding of each system only occurs when understanding of the next larger system is gained. (Dr. Russell L. Ackoff) Training: Efforts, both formal and non-formal, which are undertaken to increase the skill, knowledge and behavior levels of learners. It results in knowing 'how' to do something. Transformation, Transformed, Transformational: A significant, immediate change from that which has been accepted and the norm to that which becomes reality, often impacting structural, operational and human elements of an Valm 20 organization, resulting in the renewal of all elements toward higher levels of effectiveness. Value: The quantitative and qualitative importance given to something which is desired. Vision: An image of what might be that is now not reality, that which is desired over that which is current, a picture of reality following efforts to move from what is to that which is desired. CHAPTER II REVIEW OF RELATED LITERATURE Tm ‘: Q , :15 u) O'Na ,- :6 w L _ (I) (I) h‘» FA 0 U! L'I "‘nn 'e CHAPTER II The following review of relevant literature identifies three major areas of content that are joined within this study. The review contains literature relevant to the study of organizational complexity, leadership effectiveness, leadership behaviors, attitudes and skills. ORGANIZATIONAL COMPLEXITY The initial motivation for undertaking the study was a growing awareness that organizational change and increasing complexity might require different types of leaders than have existed in both the past and present. Organizations of the future may not desire or require the type of leader that has been in place. The skills and expertise of current leaders may not be sufficient to guarantee organizational effectiveness and success in the future. Leadership and organizational mindsets have the nasty habit of outlasting their usefulness (Hawking, 1988). Even when organizations and leaders are shaken by powerful circumstances of crises, the fact that habitual practice has immunized against effective change means the impulse of doing what they know how to do in an environment interpreted in terms that are familiar to them continues unabated (DePree, 1989, 1992; Kotter, 1990; Zuboff, 1988). Even when pushed to change, to define the new context, the new organization, the 21 22 new knowledge and skills for leaders, the result is often just another re-write of what has been comfortable in the past (Drucker, 1980, 1992; Senge, 1990). Organizations of the future will not be able to rely on the behaviors, attitudes and skills of leaders that have been effective in the past (Drucker, 1992; Grayson & O'Dell, 1988; Johnston, 1993; Kantrow, 1987). The task ahead is to identify which behaviors, attitudes and skills, effective in the present, will remain effective in the future, as well as identifying those behaviors, attitudes and skills that must be added to increase leadership effectiveness (Bennis, 1989; Covey, 1989; Kotter, 1988; Kouzes & Posner, 1987). The ability to judge what a particular organization undergoing change needs, what it should maintain from the past, and what it should add in the future, determines the efforts and processes that will be required to secure effective leadership. Classical organizational and management theorists have traditionally focused on the design of parts of an organization (Morgan, 1986). A menu of behaviors, attitudes and skills resulted that were used to predict leadership effectiveness. Initial efforts by military experts, including Frederick the Great, provided the foundation for management and leadership development efforts during the first half of the twentieth century (Morgan, 1986). Inherent in those development efforts was an understanding of organizations. *0“ A'- (X) in '5an l‘) (I) (I) "fiNn u “*9..." II... 23 The work of Adam Smith, in The Wealth offltions (1776), started a process by which human thought and action in organizations was seen in Newtonian mechanical terms. Organizations were perceived as nothing more than machines in their own right, and the work done within them, and the management of those efforts, was thought to follow simple, yet powerful principles (Morgan, 1986). By the beginning of the nineteenth century the first public demonstrations of mass production built on a mechanistic understanding of work were seen. Charles Babbage, inventor of one of the first forms of the mathematical computer, in 1832, supported a scientific approach to organization and management. He advocated that organizational success would be built on effective planning and clear divisions of labor (Morgan, 1986). Shortly after the beginning of the twentieth century, Frederick Taylor declared that organizations, and work, should be broken into specialized components organized into categories of closely related tasks (Morgan, 1986). Max Weber, writing in 1947, declared that the resulting structure of organizations would provide the precision, speed, reliability and efficiency that would guarantee success. He coined the term 'bureaucracy' for the resulting organizational design (Morgan, 1986). 24 What effect has the evolving nature of organizational and leadership understanding had on current reality? During a span of one hundred years organizations have centralized, de-centralized and re-centralized repeatedly (Peters, 1987). From optimization by function, to matrix collaboration, organizations have attempted to find the most efficient and effective structure. Desired leadership behaviors, attitudes and skills have changed according to the organizational agenda and priorities that resulted (Peters, 1987). The resulting confusion and debate as to which structure, and what behaviors, attitudes and skills are required to achieve effectiveness continues. Classical management theory relates to a world that in the minds of current experts was far less complex than the future (Ackoff, 1981; Davis, 1987; Drucker, 1989; Handy, 1989; Kantrow, 1987; Naisbitt, 1982; Naisbitt & Aburdene, 1990; Peters, 1987; Toffler, 1990; Zuboff, 1988). There are some, including Peters (1987), who would argue that development processes have produced a generation of leaders so dependent on historical systems, out of touch with the totality of whole organizations, not possessing the behaviors, attitudes and skills required currently, let alone in the future, who will be unable to direct the anticipated complex organizations. Confusion over which organizational design to advocate has created a situation within which desired leadership effectiveness will be difficult to attain at best (Peters, 1987). So much so that Peters (1987) believes organizations, without significantly more effective ‘FA‘ .1! iv (.1 D (I (I) Ftp u' cm V: V\ .59. I'D} 3"." U (D— K), 25 leadership, will fail. Complex structures are more often than not a principal cause of slow organizational responses to changing circumstances (Davis, 1987; Peters, 1987). Excessive structure, hierarchies, uncertain cultures, politics, personal advancement over organizational success, often lead to organizational atrophy, complacency or in the most extreme cases, organizational hardening of the arteries (LeBow, 1990). In the post-industrial, information service age (Davis, 1987; Zuboff, 1988) in which we find ourselves, the accepted models of organizations have been found to be wanting. The autocratic bureaucracies that drove organizations for most of the twentieth century lack the ability to instantly respond to an increasingly complex and diverse environment (Peters, 1987). Functional structures short circuit an organization's ability to respond in concert and quickly to problems or opportunities (Davis, 1987). Organizations built on the theory of division of labor and responsibility find it hard to provide a holistic response (Morgan, 1986). A lack of understanding of how one effort contributes to the success of the whole leads to a lack of commitment to success and effective response on the part of employees (Zuboff, 1988). Compartmentalization of skills and expertise into finance, marketing, sales, production, planning, operations, human resources and others makes it difficult ! tetra V ara- V «a u (I) l‘Ae-e (J Am G hm V‘ INA .‘ "' A V In. L l ('Ip. '1'. 26 for an organization to put forth a united front, a united strategy, that may result In organizational success (Drucker, 1992; Gibson, et. al., 1988; Johnston, 1993; Kantrow, 1987; Miller, 1990; Naisbitt & Aburdene, 1985; Segal, 1989). Placing an individual in one of the aforementioned skill niches increases the difficulty of their understanding and influencing the whole. Leadership effectiveness, and correspondingly organizational effectiveness based on leadership behaviors, based on one set of skills and expertise, often lead to a biased view of what organizational success must be built upon (Bennis & Nanus, 1985; Kouzes & Posner, 1987; Ulrich & Lake, 1990). This researcher believes that the obvious complexity of questions and issues faced within organizations may indicate a serious need to rethink the requirements of organizational leaders of the future. The importance of identifying effective leaders, and providing for their skills and knowledge development through the most effective means possible, may have never been more important than within our current and anticipated organizational context. LEADERSHIP EFFECTIVENESS Organizations often use the terms executive and leader interchangeably. Often the term management, or manager, is added to the list of adjectives used to describe individuals given responsibility for guiding groups of people toward the achievement of organizational success. This reality may contribute to the 27 confusion that exists within current organizations as to who provides the direction and goals to be achieved in the future. Not all managers are leaders and some leaders are executives (Greenleaf, 1977). It matters not where an individual sits in the organizational structure as to whether they might be considered a leader (DePree, 1989; Greenleaf, 1977). For many the leadership role is beyond the reality of possibility. For a few it lies in the future within certain circumstances. For some who are currently seen as leaders it will mean radical change in the how and what they do (DePree, 1989, 1992; Greenleaf, 1977). But for all, no matter what term is used, adjective or title connected to them, their behaviors, attitudes and skills must be transformed if they are to be effective in the organization of the future (Bennis, 1989; Kotter, 1988, 1990). Drucker (1986) writes that leaders must understand the context that surrounds them and the organizations they lead. He states that leaders in the future will need to develop and understand the use of screens, or criteria, for guiding an organization that will probably be significantly different than those in use today. The leader of the future will need to understand events outside the organization and interpret them to make sense of, and for use in, guiding the internal efforts of the organization (Drucker, 1966). Those events will not be a continuation of trends or strategies from the past, but more than likely significant changes from 28 what has been relevant and accepted practice (Drucker, 1966). Leadership in the future will require the ability to make contributions to an organization that effect the total effort of each individual to perform effectively and to obtain desired results (Drucker, 1966). The leader of the future will of necessity need a holistic view of both the world within which the organization lives, and of the organization itself. As Chester Barnard described in 1938, and Zuboff (1988) restates, the ability to understand the organization as a whole within its context does not rest on purely intellectual or mechanical methods. Rather, terms such as 'feeling,‘ 'judgment,’ 'Sense,' 'proportion,‘ 'balance,‘ 'appropriateness,‘ are identified (Zuboff, 1988) Effectiveness is described as being an art rather than a science, aesthetic rather than logical (Zuboff, 1988). Leadership then becomes something that is recognized, intuitively known, seen through its effects rather than solely through analysis (Zuboff, 1988). If an organization is to be transformed, the architect of that transformation will certainly have to change as well, to be transformed into something new (Bennis, 1989) Bennis & Nanus (1985) explain that the required skills will not be mechanistic, logical or material. The behavior, attitude and skill set will be more akin to the social scientist rather than the engineer. The leader of the transformed organization will of necessity need to be more like the social architect of the more qualitative world of human and social change (Bennis & 29 Nanus, 1985). The transformed effective leader will need to clearly articulate renewed values, norms and pictures of the transformed organization. That individual will require new behaviors, attitudes, skills and tools in order to achieve organizational transformation. That individual will require significant changes in their understanding of accountability and responsibility in order to institutionalize the newness desired (Bennis & Nanus, 1985). Leadership as social architecture differs dramatically from accepted descriptions of management skills and effectiveness. Management is more formal and scientific. It is universal in nature. Management is mechanistic, a set of rote skills which can be applied to each and every situation (Kotter, 1990). There is a growing awareness today that a need exists for flexibility and creativity, but everyday practice continues to follow historical models (Drucker, 1974, 1986, 1992). Kotter (1990), looking back over the previous ten years, states that traditional management practices work well only in situations where effective leaders guide management efforts. He believes that in the volatile and unpredictable organizational environment we are now faced with, the need for effective skilled leaders will increase significantly. Lacking those effective leaders, organizations dependent on traditional managers, will face difficult times, and potential failure (Kotter, 1990). 30 Kotter (1990) states that transforming teams of managers into effective leaders will be difficult. It would be more worthwhile to ensure that those individuals possess effective day-to-day management skills. To identify and develop the individual capable of effectively leading is a complicated process in contrast. Even more complex is developing the ability of an effective business manager to lead (Kotter, 1990). Kotter's perspective suggests that effectiveness in a continually changing, and complex future, will be difficult to achieve if organizations depend solely on current management Skills and behaviors ((1990). Zuboff (1988) writes that leadership effectiveness will not be possible in isolation, leaders will not be able to direct their efforts toward one discipline, one segment, one isolated element of an organization. Rather, leaders will of necessity be required to provide supportive and directed relationships between themselves and each element of an organization. Leaders, dependent on others, will be required to create an environment where relying on others to achieve individual tasks, will be the only possible guarantee of success (Zuboff, 1988). The interplay of organizational and human elements will increase in complexity and intensity. The shape and quality of those relationships will depend to a large degree on leadership effectiveness (Zuboff, 1988). 31 Individuals charged with managing and leading today's organizations who cannot effectively practice an integrative, guiding, supportive process, will have a difficult time leading, let alone transforming organizations (Horton, 1992). Horton identifies individuals incapable of that type of leadership as 'low- producing managers.‘ He would state that those individuals, thus identified, may not have the potential to become transformational leaders of future organizations. Ill-equipped and ineffective leaders, in Horton's terms (1992), are rigid, directive, coercive, controlling. He contrasts that type of individual to what he identifies as the 'high-producing manager,‘ (Horton, 1992), an individual who supports initiative, innovation, creativity, identifies a clear picture of the future, trusts individuals to achieve results, is interested in controlling results rather than individuals. l-Iorton (1992) clearly believes that the leader of the future must possess broader and more complex behaviors, attitudes and skills than the manager of today. He identifies the effective leader of the future as a 'change engineer,’ an individual with highly developed abilities to plan, implement and support organizational innovation and change (Horton, 1992). Effective leaders must have the ability to assist people and motivate them to create change. Effective leaders must take responsibility for their own transformation, but also for that of every employee within an organization as well 32 (Drucker, 1991 ). Ulrich & Lake (1990) support Drucker's position when they state that leaders will be required to change the fundamental thought processes used by others to achieve success. For that to occur, leaders, DePree (1989), among many others, must create a vision to which an organization, and all of its members, can become committed. He, DePree (1989, 1992), states very clearly that creating and communicating that vision is a critical difference between managers and leaders. For that to result, employees and management, must accept and believe in the vision. It will require total commitment to implementing whatever is necessary to bring it to reality. It will require of leaders a set of behaviors, attitudes and skills different than those of the past. DePree (1989) believes that leaders must create a belief system for their organizations to ensure future success. Zuboff (1988) writes that the context of organizations, both current and anticipated in the future, will make that task increasingly difficult. The interrelationships between structure, or organization, and Ieadership's behaviors, attitudes and skills, will have much to do with whether or not required change will take place (Zuboff, 1988). Do leaders possess the ability to achieve that change today? Horton and Reid (1991), quoting Peter Gelfond, partner and director of employee survey programs at the Hay Group, would seem to believe that the perceptual gap, 33 between what will be required, and what is currently reality, does exist, and that it provides a very powerful indicator that a significant transformation must take place on the part of organizational leadership before the new organization of the future has a possibility of becoming a reality. Gelfond indirectly speaks to the need for a transformation of those individuals, and organizational structures, that have historically been identified with leadership. He alludes to a position, originally identified by Pascale (1990), that ties organizational transformation to leadership transformation. Pascale (1990) alludes to a discontinuity with the past based on a complete alteration of values, new behavior expectations, and different organizational processes. Pascale (1990) concludes that for that to occur, leaders must pass through processes that alter their values and behaviors. Transformed leaders must have the ability to transfer those values and behaviors to an organization. Transformed leaders, as Pascale continues (1990) are not satisfied with incremental improvement in organizational performance. Organizational change requires large, quantum (Hawking, 1988) leaps in effort and results. A new order must result (Pascale, 1990). Kilmann and Covin (1988) support that degree of organizational change. They go so far as to say, effective leadership will require the ability to support and enable that level of change by all members of the organization. 34 Bennis and Nanus (1989) provide a definition of 'transformative leadership' A subtle change in emphasis from that of 'transformed leadership' alluded to above. They write that 'transformed Ieaders' must successfully practice 'transformative leadership' behaviors, attitudes and skills, that will result in renewed and redirected organizations and employees. Transformative leadership, in the words of Bennis and Nanus (1989) would be characterized as; collective, effective relationships between the leader and each employee; as causative, inventing contexts and environments within which employees may succeed; as morally purposeful, basing efforts and goals on shared values; as creative, building an environment which supports individual needs; and, as integrative, blending the best of all elements of an organization into a more powerful whole. Bennis and Nanus (1989) conclude that transformative leaders are catalysts, identifying a common enterprise from amongst disparate priorities and goals, and translating that commonness into reality via the efforts of others. Ulrich and Lake (1990), using the term 'transformational leader‘ support the role as noted by Bennis and Nanus, as one of interpreting reality for the organization, seeking any and all input into what that reality is, and communicating the clearest picture possible of the organization's journey into that reality. They state that the major task for leaders of the future will be interpreting reality, the 35 environment external to an organization, in ways that will empower individual employees to succeed. Ulrich and Lake (1990) see a direct correlation between the terms 'transformative leader’ and 'social architect.’ The effective leader, as social architect of the organization, must possess behaviors, attitudes and skills to bring about the organization's transformation. The difficulty that lies in the future of organizational and leadership transformation is identifying and developing the specific ‘social architect' and 'transformative' behaviors, attitudes and skills that will lead to desired organizational changes. EFFECTIVE LEADERSHIP BEHAVIORS, ATTITUDES AND SKILLS. Identifying the specific behaviors, attitudes and skills of transformed leaders would appear to be of importance to organizations. Ulrich and Lake ( 1990) attempt to present an explanation of this by describing the skills of leaders for the 19905 and beyond. The transformed leader will effectively integrate multiple efforts, build effective and collaborative teams, and will empower all elements within an organization. The transformed leader will possess the ability to mobilize disparate individuals into active participation in change processes. The transformed leader will be an effective problem solver, have the ability to absorb 36 large amounts of information and base decisions on the logical interplay of that information. The transformed leader will have the ability to train others in effective decision making. Bennis (1989) adds, in support of Ulrich and Lake, that transformed leaders will be able to understand multiple contexts and environments. Transformed leaders will have the ability to take that contextual understanding, and explain to an organization how it must function. Bennis and Nanus (1985) had previously alluded to these skills by noting that transformed leaders will have the ability to take responsibility for shaping organizational practices, directing change efforts, overcoming resistance to change efforts, and building confidence and trust on the part of others. Continuing, they note that leaders of the future will not guide with an overtly powerful hand. They will not over manage or over lead. They will guide. They will be pathfinders, the scouts, the 'point' man or woman, effectively marking the trail for their organizations. They will practice a set of behaviors, attitudes and skills that are fundamentally different than accepted practices today. They will differentiate themselves, not by what they do, but by what they don't do (Bennis 8 Nanus, 1985). Transformed leaders will have the ability to manage change, chaos, and uncertainty. As Camus wrote, "leaders will create dangerously" (Bennis & Nanus, 1985). DePree (1989) quoting Greenleaf, indicates that transformed 37 leaders will practice stewardship rather than ownership. Effective leaders will be individuals with the ability to change themselves even as they are involved in changing organizations. The effective leader will be the individual who gains others commitment to action, who converts followers into leaders in their own right, and who has the ability to change leaders into change agents (Bennis & Nanus, 1985). More specifically, Ulrich and Lake (1990), effective leaders have the ability to influence others toward goal achievement. Waterman (1987) would say that effective leaders have the ability to build, to make things better, more effective. Waterman goes on to say that effective leaders value change, and believe that renewal results from change. Dalziel and Schoonover (1988) support the idea that effective leaders have the ability to embrace change, both as a value in their own transformation, and in the transformation of organizations. Effective leaders possess the ability to transfer that preference for change to others. Toffler (1990), in a somewhat more esoteric vein, describes effective leaders as having intuitive sensitivity, the ability to empathize, to feel the reality that is changing. Again referring to the thoughts of Bennis and Nanus (1985), effective leaders will be persistent; they will have a clear sense of self; they will be willing to take risks and to accept failure; they will be consistent; and, they will be committed 38 to life-long learning. As well, Bennis and Nanus (1985) state that effective leaders will possess the behaviors, attitudes and skills necessary to Integrate those who must do, with that which must be done, into a cohesive effort. For that to occur, as Kotter (1988, 1990) writes, effective leaders will know how to build effective networks of support with all levels of individuals, will know how to solicit cooperation rather than competition. Again referring to the thoughts of Bennis and Nanus (1985), effective leaders will have the ability to paint a clear picture of the future, a vision; they will be passionate in their belief in the future; they will practice total integrity in all their actions and behaviors; they will know how to build trust and to maintain it irregardless of circumstances; they will be naturally curious; and, they will possess a natural desire to tackle the impossible. The characteristics as just identified indicate that developing effective leaders for the future may be a complex and difficult task. An important insight arises at this point concerning how the described behaviors, attitudes and skills can be transferred to individuals. Adding the process of transforming the behaviors, attitudes and Skills of leaders to the need to transform organizations concurrently, illustrates the complexity of the issue. How should an organization attempt to develop, as Bennis (1990) notes, the skills of consistency, reliability and integrity in its leadership? Bennis alludes to 39 processes that combine personal character traits, human relation skills, organizational skills, logic, analysis, synthesis and instinct as content elements for any developmental process. He concludes that behaviors, attitudes and skills are the means for expressing the truest sense of leadership describing the internal processes an individual undergoes during skill development. He notes that development of behaviors, attitudes and skills follows a natural progression ending in an individual achieving full expression of self-hood. Development of behaviors, attitudes and skills is a process of reflection, resolution, perspective, testing, mastery, and self-expression. Inability or lack of skills to achieve each of these steps, might possibly mean an individual will never fully be effective as a leader (Bennis, 1985). Effectiveness as a leader is directly tied to the degree an individual possesses the ability to understand themselves. Leadership effectiveness is built on the ability to be self-expressive (Kotter, 1988, 1990). Attitudes about self and others, the ability to understand those attitudes and change them when required, molding them into more positive traits, moves one closer to effectiveness (Bennis, 1989). Building on ones self understanding, effective leaders have an unbending optimism about the future, and the skill to transfer that to others (Bennis & Nanus, 1985). They have the ability to believe they can accomplish whatever 40 needs to be done. They know that they must be reliable and persistent (Bennis & Nanus, 1985). They know how to express themselves fully (Bennis, 1989). They know they must have the ability to inspire others toward a collective goal (Kotter, 1990). DePree (1989, 1992) writes that effective leadership is more an art than a science. He believes that leaders must have the ability to clearly state their values and beliefs when he notes that effective leaders must have the skills necessary to: be clear about their own beliefs; provide an environment which supports efforts of others; empower others to effective effort; to function in a mature way in directing change; provide logical and rational reasons for effort; and, the skill to provide others with space and freedom to grow themselves. Effective leadership behaviors, attitudes and skills, in the organization of the future, are a complex, continually evolving issue. Identifying a baseline of behavior, attitude and skill characteristics of effective leaders, an anticipated result of this study, may serve as the beginning of future efforts to ensure those effective leaders exist, and that they know and practice their role effectively. CHAPTER III RESEARCH METHODOLOGY CHAPTER III INTRODUCTION The study is both descriptive and predictive in nature. The study describes current perceptions of leadership behaviors, attitudes and skills that will be required to effectively transform organizations toward increased levels of effectiveness in the future. The study provides organizational development, educational and adult learning theorists and practitioners with a data base for possible use in identifying content for inclusion in leadership development processes and programs. Possible answers are presented for the following research questions: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? 3. Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? 4. To what degree are those new expectations currently practiced within organizations? 41 42 5. In future organizations will certain behavior, attitude and skill characteristics be more important than others? 6. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 7. What specific observable behaviors are important? 8. What specific observable attitudes are important? 9. What specific observable skills are important? A data base of leadership characteristics has been collected, analyzed, and descriptive, as well as predictive, conclusions and recommendations identified concerning respondent perceptions of required leadership behaviors, attitudes and skills. Respondents were asked to reflect on their own experience, their perceptions of current reality, and their opinions of future requirements relating to the effectiveness of leadership within their own organizations. A population of potential respondents was identified from which a random sample was approached to provide the required data for analysis. Three nationally based organizational development, human resource, and leadership development associations were approached to secure the required respondent population for the study. A random sample of each of the three identified associations was asked to complete a paper and pencil survey instrument. 43 The survey instrument (see Appendix C) was used to solicit respondent perceptions of incumbent leadership effectiveness, within their own organization, against a listing of research based leadership behaviors, attitudes and skills. Analysis of the resulting data is presented through multiple identifiers: 1. Total respondent membership; 2. Association specific analysis; 3. Comparison of perceptions and opinions between the three associations; 4. Demographic analysis (See Sample Demographics this chapter); and, 5. Written narrative comments included in returned surveys. Using the completed data analysis, specific conclusions and recommendations have been identified and related to research questions contained in the study. A model of leadership behavior, attitude and skill requirements has been identified using the analyzed data, responses to specific research questions, and anticipated future organizational requirements identified within the Literature Review (See Chapter #2). SUBJECTS OF THE STUDY The associations from which the survey population sample was chosen are national in scope. Three were approached, representing a wide spectrum of 44 current involvement in organizational and leadership effectiveness efforts. Specifically, they are: The Center For Creative L_ea_dership A Greensboro, North Carolina based research and leadership development organization with its primary purpose being the identification and provision of state-of-the-art training and development opportunities for current and future leaders. The Human Resoulce Planning Society A New York city based human resource research, consulting and development association whose purpose is the provision of state-of—the- art human resource practices and development experiences for organizational professionals involved in the identification and development of employees for organizations. The Organizationgl Development Network A Portland, Oregon based professional association of individuals providing research, consulting and training for those actively involved in all facets of building effective organizations. Membership within each of the three organizations includes business leaders, those with operational and strategic responsibility to run specific companies; leadership development theorists and practitioners, those actively involved in the design and facilitation of leadership development processes and programs; and, 45 organizational design theorists and practitioners, those actively involved in the design and implementation of effective organizational structures. SURVEY INSTRUMENT DESIGN Multiple sources were used to identify historical and anticipated descriptors of effective leaders. Sources were restricted to completed research studies, instrumentation currently in use within educational, research and consultant settings, as well as the extensive literature review included in Chapter #2 of the study. Specifically, the following were identified and incorporated into the survey instrument (See Appendix A): 1. Yukl, Wall and Lepsinger -- Psychological characteristics as identified in their 'Managerial Practices Survey.’ 2. Posner and Kouzes -- Characteristics identified through their extensive interviewing of individuals asked to describe 'a personal best as a leader.‘ 3. Yammarino and Bass - Characteristics of transformational leaders resulting from the use of their 'Leadership Scales' instrument. 4. David Campbell -- Characteristics identified through his 'Skills Survey Leadership Scale' used in the creation of both the 'Campbell Work Orientations' and 'Leadership Potential lndex.’ 46 5. Wilson, O'Hare and Shipper -- Characteristics identified through their survey targeted at differentiating levels of effectiveness in top leadership positions. 6. Clark, Kenneth E., & Clark, Miriam B. -- Characteristics identified and included in the 'Survey of Leadership Practices.‘ 7. Max DePree -- Characteristics identified in his current books (See Bibliography). In addition, predominant characteristics were identified and taken directly from the extensive review of current literature pertaining to leadership and organizational effectiveness (See Bibliography). The lists of characteristics from the identified multiple sources were compared with the goal of editing out all redundant terms, simplifying the words used, and deleting those terms that would be difficult to define consistently for population and sample members. This simplification process was completed three times with a final list of behaviors, attitudes and skills identified (See Appendix A). That final list included: 1. A list of forty (40) key character and personal traits that may indicate current and potential leadership effectiveness. 2. A list of forty-two (42) organizational leadership skills that may be indicative of effectiveness both currently and in the future. 47 This final list was then arranged on a random basis. The random mixing of the characteristics was done to prevent possible skewing of responses due to any subtle bias contained within any one particular extant list. The simplistic language of the resulting final list of descriptors was used to avoid as much as possible respondent misunderstanding of the core meaning of the behavior, attitude or skill they were asked to consider. This process did not prevent a degree of interpretation by respondents within the study sample, but it had the potential of keeping any interpretation differences to a minimum allowing resulting data to be as consistent as possible. Provision was made for sample members to add any written narrative comments deemed necessary to ensure their perceptions and opinions were clearly stated. The resulting comments, when analyzed, assist in clarifying the prioritization of characteristics and issues, as well as providing additional insights into perceptions of effectiveness. Respondent demographic information was requested at the end of the survey, to assist in completing the multiple planned analysis steps. The resulting demographic information and dependent variables were used to differentiate perceptions and opinions. (See Appendix D). 48 SAMPLE DEMOGRAPHICS Samples were identified for each association which agreed to involvement in the study. A minimum percentage of the total population of each association was identified for inclusion in the population sample. (Minimum percentage -- 20 %) Sample criteria were differentiated according to the following: 1. 2. Association specific membership; Attained educational level; Industry; Job Title; Years in current job; Level of job satisfaction; and, Gender. Within each of these criteria, a second level of differentiation was used, including: 1. Within business environments. a. Chief Executive Officer b. Senior Management (Vice President and above) c. Director/Manager 2. Within organizational development professions. a. Consultants and researchers; and, b. Organizational development professionals practicing within a business/company. 49 3. Within human resource professions. a. Senior human resource officers (Vice-President and above); b. Directors and managers; and, c. Human resource consultants and researchers. 4. Within educational institutions. a. Formal academic institutions; and, b. Training and development professionals within a business/company. The resulting sample represents a cross section of each organization and each profession contained within the association memberships. The sample provides a wide ranging perceptual understanding of the issues of current levels of effectiveness and of what will be required in the future. The randomness of the sample ensures the highest potential for providing objective data. The inclusion of a cross section of the membership of each association allows the resulting data, conclusions and recommendations to have as broad a potential audience for use as possible within the parameters defined within the study. SAMPLE DATA COLLECTION PROCESS Multiple target groups were sampled to identify a data base of current and future perceptions of leadership effectiveness against projected behaviors, attitudes and skills identified through a systematic study of current practice and literature. 50 Upon completion of the sample identification, against previously noted criteria and within identified classifications, the data collection instrument was mailed to each sample member. Included in the mailing were the following materials: (See Appendices B and C) 1. A cover letter requesting completion of the survey, with information as to the studies purpose, and the importance of their involvement. 2. The data collection survey, including a cover memo with specific instructions on how to complete the survey. 3. A pre-addressed, stamped return envelope, to be used by the respondent to return the completed survey. Confidentiality was maintained in all correspondence and in the analysis of the resulting data. Sample members were informed that, should they indicate a desire to receive a copy of the data analysis, conclusions and recommendations, such would be sent to them. The sponsoring associations were also made aware of the offer to provide them with compilations of all results, recommendations and conclusions of the study specific to their organization. DATA ANALYSIS PROCESS Upon receipt of returned surveys a systematic process was undertaken to analyze all resulting data. The data was analyzed using a set of predetermined 51 steps, which include: 1. Categorization of the data: Business environment leaders Chief Executive Officer Senior management (Vice President and above) Director/Manager Organization Development leaders Consultants Practitioners Human Resource leaders Senior Human Resource officer Director/Manager Consultants Educational leaders Formal educational institutions Business training and development professionals Association specific categories 2. Data was compiled for each of the categories using tables and lists. 3. Analysis of the compiled data was completed using the following steps: a. Data relating to each specific leadership behavior, attitude and skill was compiled for each analysis category. b. Comparative analysis was completed to identify responses which most clearly indicate trends, perceptions or opinions concerning each behavior, attitude and skill. c. Cross-association, and cross-profession analysis was completed for each behavior, attitude and Skill. d. Association specific analysis was completed. 52 e. A final set of conclusions and recommendations based on the data analysis identifying prioritized perceptions, concerns and gaps was completed for each of the identified analysis groupings. The analyzed data was separated into distinct groupings that were used to identify specific conclusions and recommendations. Analysis was completed to describe the differences that exist between a research generated model of effective leaders and current perceptions of leadership effectiveness. Using the data as compiled and analyzed, specific conclusions and recommendations were identified. All data, resulting analysis, conclusions and recommendations are presented in Chapters #4 and #5, as well as in Appendices D, E, F, G. PROJECT DESIGN The procedure used in the study provided respondents with an open forum within which perceptual and experiential data is identified and used to build an expanded understanding of leadership effectiveness. To ensure the highest levels of survey and data validity a systematic process was completed. Process specifics were: 53 . The data collection instrument was designed and produced for pilot testing. . Instrument validation processes were completed prior to sending the survey to the total study sample. a. Two (2) members of the researchers Ph. D. committee at Michigan State University were asked to review the instrument and assist in its final editing. b. Six (6) professional organizational development and human resource development practitioners were asked to complete the survey, offer enhancement suggestions and provide refinements to both questions and format. 0. Six (6) practicing business leaders were asked to complete the pilot instrument, offer enhancement suggestions, and provide practical refinements to ensure that the survey would be clear to potential sample members. . Validation of the instrument content was undertaken to compare it to current instruments taken from publically available sources. . A statistically valid sample of individuals was identified from the total populations available in the identified associations. . Survey instruments were mailed to each sample member. . Returned surveys were collected and collated against specific analysis criteria. . Analysis of the resulting data was completed using specific codes. . Conclusions and recommendations were identified using the data as analyzed. CHAPTER IV STUDY FINDINGS CHAPTER IV INTRODUCTION The purpose of the study is to describe and predict leadership behavior, attitude and Skill characteristics. The data and its analysis will describe relationships between current and future practice of those behaviors, attitudes and skills. To accomplish both the descriptive and predictive results desired, data analysis will describe the relationship between current realities and what will be required in the future of leaders with the following objectives in mind: 1. To describe perceptions of organizational leadership effectiveness against expectations. 2. To predict key behavior, attitude and skill components that will be required of future leadership. 3. To describe current awareness and acceptance of critical behaviors, attitudes and skills that will be required within future organization structures. 4. To describe the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures. The study analyzes experiences and observations of individuals involved directly 54 55 in leading current organizations or in the development of leaders for current and future leadership roles. Analysis of data resulting from the study will address a set of specific research questions. Questions addressed include: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? . Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? To what degree are those new expectations currently practiced within organizations? In future organizations will certain behaviors, attitudes and skills be more important than others? What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? What specific observable behaviors are important? . What specific observable attitudes are important? What specific observable skills are important? 56 Analysis of data resulting from the study describes changes from an emphasis on one set of behaviors, attitudes and skills to a new set perceived as potentially more critical in the future. Final results of the analysis, and of the study as a whole, provide a data base upon which design and implementation decisions concerning future leadership development efforts may be based. Analysis of data will assist in building a base upon which a more complete understanding of organizational leadership requirements might be achieved. Analysis of data provides a base upon which analysis of fundamental changes in leadership requirements might be initiated. DATA ANALYSIS AND INTERPRETATION A simple one to five (1 -5) scale was used to enable respondents to identify current levels of effectiveness. The same scale was used to identify future required levels of effective practice of the behaviors, attitudes and skills identified. The same scale was used for both discriminators, character/personal leadership traits and organizational leadership skills. The scales differ in how they are defined. The polar definitions should be understood as: Character/Personal Leadership Traits - Current levels of practice 1 2 3 4 5 Not Practiced Practiced Extensively 57 Character/Personal Leadership Traits - Required future level of practice 1 2 3 4 5 Practice Extensive practice Not Required Required Organizational Leadership Skills - Current levels of practice 1 2 3 4 5 Not Practiced Practiced Extensively Organizational Leadership Skills — Required future level of practice 1 2 3 4 5 Practice Extensive Practice Not Required Required Interpretation of written comments lifted from returned surveys considers the fact that no specific term definitions are provided to survey respondents. All resulting written comments are therefore taken at face value. Without knowing definitions applied to terms by respondents, or the context within which their narrative written comments were made, one cannot extrapolate meaning and context beyond ideas held in common by the public in general. Analysis of written comments is undertaken only at a level of grouping commonality and consistency of ideas. A complete record of written comments is provided in Appendix E. STUDY POPULATION AND RESPONDENTS Using membership lists of the three (3) targeted organizations (See Chapter #3, Subjects Of The Study), a total research population of five thousand (5000) was identified. From that population, a random sample of one thousand (1000) was 58 chosen to receive the survey instrument. Each potential respondent received identical instructions. Survey instruments were mass produced by a professional vendor to ensure consistency in style (See Appendix C). RESPONDENT DEMOGRAPHICS Total population 5000 individuals Completed surveys returned 150 surveys Total sample 1000 individuals Organization A 7 surveys Total sample by organization Organization B 68 surveys Organization A 38 individuals Organization C 75 surveys Organization 8 500 individuals Organization C 461 individuals Response percentage (%) 17.3 % Total survey response, completed surveys returned Total sample 1000 individuals Removal of all international 55 individuals No forwarding address 78 individuals Total potential returned surveys 867 surveys Response by organization: Organization A: Sample of 34/7 returned surveys = 20.6 % Organization B: Sample of 417/68 returned surveys = 16.3 % Organization C: Sample of 416/75 returned surveys = 18.0 % Demographic analysis of the one hundred fifty (150) returned surveys shows a breakdown of total respondents as follows: (N = Total surveys on which respondents provided information as requested) 1. Education (Level of Education completed), N = 150 2. Industry (Major categories), N = 144 N % Total N N % Total N High School 4 2.67 % Manufacturing 52 36.11 % BA/BS 33 22.00 % Healthcare 6 5.16 % Masters Degree 48 32.00 % Finance/lnsur. 14 9.72 % MBA 28 18.67 % Technology 13 9.03 % PHD 37 24.67 % Government 10 6.94 % Consulting 36 25.00 % Education 13 9.03 % 59 3. Job Title (Current Job, major organizational title), N = 145 N Business 30 CEO/President 12 VP. and above 4 Director/Manager 14 Human Resource 44 Sr. HR Officer 9 Director/Manager 23 Consultants 12 % Total N 20.69 % 8.28 % 2.75 % 9.66 % 30.34 % 6.21 % 15. 86 % 8.28 % 4. Years in Current Job, N = 147 N 0-2 years 46 3-5 years 46 6—10 years 40 10-15 years 7 16 + years 8 % Total N 31.29 % 31.29 % 27.21 % 4.76 % 5.44 % N % Total N Organization Development 38 26.21 % Consultants 19 13.10 % Practitioners 19 13.10 % Education Leaders 33 22.76 % Formal institutions 9 6.21 % Non-formal institutions 24 16.55 % 5. Job Satisfaction (In current job), N = 148 N % Total N High satisfaction 123 83.11 % Low satisfaction 25 16.89 % 6. Female - Male, N = 150 N % Total N Female 50 33.30 % Male 150 66.70 % PRESENTATION OF FINDINGS Initial analysis of data resulting from the sample survey was undertaken using the one hundred fifty (150) individual returned surveys. Resulting profiles are based on data presented using a mean score for each behavior, attitude and skill. The resulting analysis provides contrasting profiles of current leadership effectiveness and desired future leadership effectiveness. Profiles result related to the two key descriptors identified in the study, character/personal leadership traits and organizational leadership skills. Each profile contains a comparison of desired future usage of behaviors, attitudes and 60 skills, the level of current practice of those same behaviors, attitudes and skills, and the magnitude of perceived gaps between required future level of practice and current levels of usage. Specific research questions addressed in the profiles (See Introduction to this section) are: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required in the future? 3. To what degree are those new expectations currently practiced within organizations? 4. In future organizations will certain behaviors, attitudes and skills be more important than others? 5. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 6. What specific observable behaviors, attitudes and skills are important? 61 Interpretation of the resulting profiles, in the context of the previously mentioned research questions, as presented in the following tables, compares: 1. Column #1 which identifies perceptions of required levels of future practice for each behavior, attitude and skill. 2. Column #2 which identifies corresponding values for the current level of practice for each behavior, attitude and skill. 3. Column #3 which identifies the resulting difference (gap) between future required practice and the corresponding level of current practice for each behavior, attitude and skill. 62 TABLE #1 TOTAL RESPONSE CHARACTER/PERSONAL LEADERSHIP TRArrs (N = 150, 15 Point Scale) Future Level Current Level Perceived Gap Trait/Skill Required Prggtice Practice In Practice Integrity 4.69 3.69 1 .00 Ethical 4.65 3.73 .92 Consistent in words and actions 4.63 2.93 1.70 Trustworthy 4.61 3.58 1 .03 Belief in potential of others 4.61 3.14 1.47 Flexible 4.58 3.11 1.47 Clear goals 4.56 3.23 1.33 Values human dignity 4.53 3.55 .98 Sound judgment 4.47 3.49 .98 Responsible 4.45 3.81 .64 Believes in self 4.44 3.78 .68 Committed to the future 4.44 3.46 .98 Resourceful 4.43 3.43 1 .00 Clear personal values 4.40 3.45 .95 Cooperative 4.37 3.25 1 .12 Confident 4.29 3.78 .51 Emotionally stable 4.28 3.53 .75 Persuasive 4.28 3.48 .80 Positive self-awareness 4.24 3.05 1 .19 Intellectual energy 4.24 3.46 .78 Reliable 4.23 3.51 .72 Risk taker 4.18 2.90 1.28 Optimistic 4.13 3.46 .67 Persistent 4.11 3.58 .53 Intuitive 4.04 3.06 .98 Conviction 4.03 3.38 .65 Empathetic 4.02 3.03 .99 Disciplined 4.01 3.57 .44 Courageous 4.00 3.03 .97 Rational 3.99 3.70 .29 Naturally curious 3.93 3.02 .91 Congruent 3.93 2.84 1.09 Passionate advocate 3.91 2.93 .98 Self-controlled 3.86 3.58 .28 Reflective 3.82 2.85 .97 Patient 3.82 3.07 .75 Values change 3.79 2.57 1.22 Instinctive 3.70 3.05 .65 Spontaneous 3.41 2.76 .65 Vulnerable 3.09 2.42 .67 Data from Table #1 indicates that respondents believe the largest gap between current levels of practice and what will be required in the future are a leader's 63 consistency in words and actions, belief in the potential of others, flexibility, clarity of goals, ability to take risks and their perspective on the importance of change. Also respondents identify those behaviors, attitudes and skills that would appear to be of most importance in the future, for example, integrity, ethical behavior, consistency in words and actions, trustworthiness, and a belief in the potential of others. Comparison of current practice to these desired traits indicates some level of failure of current leaders to use them as effectively as might be required. Trait/Skill Builds trust Inspires shared vision Builds effective teams Informing/Communicative Manages change Accepts accountability Provides feedback Recognizing and Rewarding Distributes power to others Long-range view Encourages others People developer Delegates to others Challenges processes Clarifying goals Initiates change Provides sense of direction Challenges status quo Integrates varied efforts Approachable Focused on people Understands human diversity Conflict management Clarifies common goals Comfort with ambiguity Influences positively Breadth of knowledge Participative Understands cultural diversity Problem solving Goal oriented Enabler of others Networking Facilitator Catalyst Planning and organizing Logical Environmental analysis Analytical Clarifies common interests Charismatic Mastery of details 64 TABLE #2 TOTAL RESPONSE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1-5 Point Scale) Future Level Reguired Practice 4.75 4.61 4.60 4.59 4.55 4.51 4.51 4.49 4.48 4.46 4.45 4.41 4.41 4.39 4.38 4.37 4.37 4.37 4.33 4.33 4.31 4.30 4.29 4.28 4.28 4.26 4.26 4.24 4.23 4.22 4.17 4.15 4.15 4.14 4.13 4.01 3.86 3.85 3.83 3.80 3.57 3.11 Current Level Practice 2.97 2.77 2.65 3.14 2.81 3.62 2.81 2.55 2.82 2.97 3.14 2.75 3.23 3.09 3.00 3.06 3.09 2.95 2.81 3.11 2.95 2.63 2.58 2.84 2.97 2.94 3.26 3.03 2.73 3.49 3.55 2.73 3.11 2.61 2.79 3.37 3.65 2.61 3.68 2.55 2.80 3.26 Perceived Gap In Practice 1.78 1.84 1.95 1.45 1.74 .89 1.70 1.94 1.66 1.49 1.31 1.66 1.18 1.30 1.38 1.31 1.28 1.42 1.52 1.22 1.36 1.67 1.71 1.44 1.31 1.32 1.00 1.21 1.50 .73 .62 1.42 1.04 1.53 1.34 .64 .21 1.24 .15 1.25 .77 (-15) 65 It would appear from Table #2 (Page 64) that respondents believe the largest gap between current levels of practice and what will be required in the future are a leaders ability to build effective teams, clarify common interests, provide a vision of the future, manage change, and deal effectively with conflict. Respondents indicate that certain attitudes, behaviors, and skills are perceived as most important in the future. For example, an ability to build trust, an ability to provide a vision of the future, building effective teams, effective communication and the management of change. A review of Tables #1 and #2 indicates a level of change in desired priorities of practice for many behaviors, attitudes and skills on the part of respondents. Also, the number of gaps in Table #2, Organizational Leadership Skills, above the value of 1.00, is much greater than the number of gaps above the 1.00 value in Table #1 , Character/Personal Leadership Traits. In one instance (Table #2), the trait/skill of "Mastery of Details," has a negative value (-0.15). For all other identified behaviors, attitudes and skills on the two tables, the perceived gap in practice has a positive value. The resulting positive values identify the level of increased relative effectiveness that respondents believe leaders should practice, from what occurs currently to what is desired in the future. fi.‘ - fl..- DV F. F 66 The following profile contains an arbitrarily chosen minimum of the twenty most highly rated current behaviors, attitudes and skills from the two major descriptors, character/personal leadership traits (CP), and organizational leadership skills (LS). The profile is a ranking based on the means of respondent perceptions on the one to five (1 -5) point scale used within the survey instrument. TABLE #3 TOTAL RESPONSE CURRENT LEADERSHIP PRACTICE PROFILE (N = 150, 1-5 Point Scale) Future Level Current Level Perceived Gap Trait/Skill Reguired Practice Practice In Practice Descriptor Responsible 4.45 3.81 .64 CP Believes in self 4.44 3.78 .66 CP Confident 4.29 3.78 .51 CP Ethical 4.65 3.73 .92 CP Rational 3.99 3.70 .29 CP Integrity 4.69 3.69 1 .00 CP Analytical 3.83 3.68 .15 L8 Logical 3.86 3.65 .21 LS Accepts accountability 4.51 3.62 .89 LS Persistent 4.1 1 3.58 .53 CP Trustworthy 4.61 3.58 1 .03 CP Self-controlled 3.86 3.58 .28 CP Disciplined 4.01 3.57 .44 CP Goal oriented 4.17 3.55 .62 LS Problem solving 4.22 3.49 .73 LS Planning and organizing 4.01 3.37 .64 LS Mastery of details 3.1 1 3.26 (-0.15) LS Breadth of knowledge 4.26 3.26 1.00 LS Delegates to others 4.41 3.23 1.18 LS Encourages others 4.45 3.14 1.31 LS Informing/Communicative 4.59 3.14 1 .45 LS Table #3 (above), speaks directly to several of the research questions contained in the study. In particular, the following: 67 1. To what degree are those new expectations currently practiced within organizations? 2. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 3. What specific observable behaviors, attitudes and skills are important? Respondent perceptions of the most highly required character/personal leadership traits and organizational leadership skills in the future, when combined, identify a profile (Table #4, following) relating to specific research questions within the study. In particular, ‘I. What behaviors, attitudes and skills Should leaders possess and practice to effectively lead organizations in the future? 2. To what degree are those new expectations currently practiced within organizations? 3. In future organizations will certain behaviors, attitudes and skills be more important than others? 4. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 5. What specific observable behaviors, attitudes and skills are important? 68 The profile (Table #4) contains the most highly rated future behaviors, attitudes and skills from the two major descriptors, character/personal leadership traits (identified as CP), and organizational leadership skills (identified as LS). The profile is a ranking based on the mean scores of respondent perceptions on the 1-5 point scale within the survey. TABLE #4 TOTAL RESPONSE FUTURE LEADERSHIP PRACTICE PROFILE (N = 150, 1-5 Point Scale) Future Level Current Level Perceived Gap Trait/Skill Required Prgctice Practice In Practice Descriptor Builds trust 4.75 2.97 1 .78 LS Integrity 4.69 3.69 1 .00 CP Ethical 4.65 3.73 .92 CP Consistent in words and 4.63 2.93 1.70 CP actions Inspires shared vision 4.61 2.77 1.84 LS Trustworthy 4.61 3.58 1 .03 CP Belief in potential of others 4.61 3.14 1.47 CP Builds effective teams 4.60 2.65 1.95 LS Informing/Communicative 4.59 3.14 1.45 LS Flexible 4.58 3.11 1 .47 CP Clear goals 4.56 3.23 1.33 CP Manages change 4.55 2.81 1.74 LS Values human dignity 4.53 3.55 .98 CP Accepts accountability 4.51 3.62 .89 LS Provides feedback 4.51 2.81 1.70 LS Recognizing and rewarding 4.49 2.81 1.68 LS Clarifies common interests 4.49 2.55 1.94 LS Distributes power to others 4.48 2.82 1.66 LS Sound judgment 4.47 3.49 .98 CP Long-range view 4.46 2.97 1.49 LS Analysis of the data yielded a profile (Table #5, following) of behaviors, attitudes and skills that have the smallest perceived gap relating to effective practice between what is currently done and what will be required in the future. The profile provides information relating to several of the research questions 69 contained in the study: 1. Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? 3. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? TABLE #5 TOTAL RESPONSE SMALLEST GAPS BETWEEN CURRENT AND FUTURE PRACTICE (N = 150, 1-5 Point Scale) Future Level Current Level Perceived Gap Trait/Skill Require—dchtice Practice In Practice Descriptor Mastery of details 3.11 3.26 (-0.15) LS Analytical 3.83 3.58 .15 LS Logical 3.86 3.65 .21 LS Rational 3.99 3.70 .29 CP Disciplined 4.01 3.57 .44 CP Confident 4.29 3.78 .51 CP Persistent 4.1 1 3.58 .53 CP Goal oriented 4.17 3.55 .62 LS Planning and organizing 4.01 3.37 .64 LS Instinctive 3.70 3.05 .65 CP Spontaneous 3.41 2.76 .65 CP Conviction 4.03 3.38 .65 CP Believes in self 4.44 3.78 .66 CP Optimistic 4.13 3.46 .67 CP Vulnerable 3.09 2.42 .67 CP Problem solving 4.22 3.49 .73 LS Charismatic 3.57 2.80 .77 LS Accepts accountability 4.51 3.62 .89 LS Breadth of knowledge 4.26 3.26 1.00 LS Networking 4.15 3.1 1 1 .04 LS 70 Analysis of the data also yielded a profile (Table #6, following) of behaviors, attitudes and skills that have the Ia_rge_st perceived gap relating to effective practice levels that will be required in the future when compared to current levels of practice. The profile provides information relating to several of the research questions contained in the study, 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? 3. In future organizations will certain behaviors, attitudes and skills be more important than others? 4. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 5. What specific observable behaviors, attitudes and skills will be important? The gaps indicate the highest levels of difference between perceived future requirement levels of a behavior, attitude or skill, and what level of practice is observed to be practiced currently. The profile (Table #6) contains the largest perceived gaps from the two major descriptors, character/personal leadership 71 traits (identified as CP), and organizational leadership skills (identified as L8). The profile is a ranking based on gaps identified using the mean scores of respondents on the 1-5 point scale used in the survey. TABLE #6 TOTAL RESPONSE LARGEST GAPS, FUTURE PRACTICE - CURRENT PRACTICE (N = 150, 1-5 Point Scale) Future Level Current Level Perceived Gap Trait/Skill Required Practice Practice In Prpctice Descripfl Builds effective teams 4.60 2.65 1.95 LS Clarifies common interests 4.49 2.55 1.94 LS Inspires shared vision 4.61 2.77 1.84 LS Builds trust 4.75 2.97 1.78 LS Manages change 4.55 2.81 1.74 LS Conflict management 4.29 2.58 1.71 LS Consistent in words and 4.63 2.93 1.70 CP actions Provides feedback 4.51 2.81 1.70 LS Recognizing and rewarding 4.49 2.81 1.68 LS Understands human diversity 4.30 2.63 1.67 LS Distributes power to others 4.48 2.82 1.66 LS People developer 4.41 2.75 1.66 LS Flexible 4.58 3.11 1 .47 CP Belief in potential of others 4.61 3.14 1.47 CP Clear goals 4.56 3.23 1.33 CP Risk taker 4.18 2.90 1.28 CP Values change 3.79 2.57 1.22 CP Positive self-awareness 4.24 3.05 1.19 CP Cooperative 4.37 3.25 1 .12 CP Congruent 3.93 2.84 1 .09 CP ORGANIZATION SPECIFIC DATA ANALYSIS Analysis of data relating to each of the three (3) organizations identified as providing part of the study population and sample was undertaken using total numbers of respondents for each organization as identified by specific coding included on the survey instrument. Total numbers of returned surveys compiled 72 for each organization and analyzed with the results that follow are: (Individuals may belong to more than one of the organizations) Organization A -- 7 Respondents A Greensboro, North Carolina based research and leadership development organization with its primary purpose being the identification and provision of state-of-the-art training and development opportunities for current and future leaders. Organization B -- 68 Respondents A New York City based human resource research, consulting and development association whose purpose is the provision of state- -. of-the-art human resource practices and development experiences for organizational professionals involved in the identification and development of employees for organizations. Organization C -- 75 Respondents A Portland, Oregon based professional association of individuals providing research, consulting, and training for those actively involved in all facets of building effective organizations. Organization specific data has been analyzed for the total respondent return for that particular organization. Analysis of resulting data provides a base upon which research questions within the study might be addressed. Research questions include: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be 73 required within future organizations? 3. Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? 4. To what degree are those new expectations currently practiced within organizations? 5. In future organizations will certain behaviors, attitudes and skills be more important than others? 6. What is the magnitude of difference between expectations of effectiveness and levels of expectations that will be required within future organization structures? 7. What specific observable behaviors are important? 8. What specific observable attitudes are important? 9. What specific observable skills are important? Profiles comparing the three organizations contain clear indications of the various differences of perceptions of members of each individual organization. Differences relating to the specific research questions above. Differences specific to each of the two key descriptors contained in the study, character/personal leadership traits and organizational leadership skills. At the same time consistent perceptions are apparent across the three (3) groups. Also, simple statistical analysis identifies a mean, variance, standard deviation, coefficient of variance and significance of variance for each individual behavior, 74 attitude and skill comparison between the three organizations. Organization A (containing the smallest number of respondents) was used as a baseline for comparing the mean values for each organizations perception of the behaviors, attitudes and skills identified. Detailed profiles of the statistical analysis are contained in Appendix G. Comparison of the respondent members of each orginization contained in the study yielded those behaviors, attitudes and skills which all respondents held in common. TABLE #7 TOTAL RESPONSE COMMON ORGANIZATIONAL PERCEPTIONS IDENTIFIER TIMEFRAME EFFECTIVENESS TRAITS/SKILLS 1. Character/Personal Trait Current Most Ethical, Believes in self, Responsible, Integrity 2. Character/Personal Trait Current Least Passionate advocate, Values change, Congruent, Spontaneous, Vulnerable 3. Character/Personal Trait Future Most Clear goals, Flexible, Ethical 4. Character/Personal Trait Future Least Instinctive, Reflective, Vulnerable, Spontaneous 5. Organizational Leadership Current Most Accepts Accountability, Skill Analytical 6. Organizational Leadership Current Least Understands human Skill diversity, Environmental analysis, Conflict management, Facilitator 75 7. Organizational Leadership Future Most Builds effective teams Skill 8. Organizational Leadership Future Least Clarifies common Skill interests, Analytical, Logical, Charismatic, Environmental analysis, Mastery of details Comparison of responses from members of all three organizations identifies traits and skills which were perceived to have common significant gaps across all three organizations. TABLE #8 TOTAL RESPONSE COMMON SIGNIFICANT GAPS IN PERCEPTION IDENTIFIER DEGREE OF USAGE TRAITS/SKILLS 1. Character/Personal Trait More Clear goals, Flexible, Belief in potential of others, Values change 2. Character/Personal Trait Less Responsible, Instinctive 3. Organizational Leadership Skill More Builds effective teams, Inspires shared vision 4. Organizational Leadership Skill Less Analytical, Logical, Breadth of knowledge, Accepts accountability, Goal oriented, Mastery of details Statistical analysis of the responses from the three organizations provides support for the consistencies that exist between the three groups. Of particular importance are those areas which have the smallest variance between the responses. The small variance would seem to indicate that a high level of consistency exists amongst the perceptions of the respondents to the survey, 76 irregardless of their organizational membership. TABLE #9 TOTAL RESPONSE SMALLEST COMMON VARIANCES IDENTIFIER TIMEFRAME SIZE OF VARIANCE 1. Character/Personal Trait 2. Character/Personal Trait 3. Organizational Leadership Skills 4. Organizational Leadership Skills Current Future Current Future Smallest Smallest Smallest Smallest TRAITS/SKILLS Rational, Flexible, Congruent, Persuasive, Courageous Sound judgment, Confident, Responsible, Clear goals, Committed to the future Goal oriented, Charismatic, Recognizing and rewarding, Manages change, Clarifying goals Analytical, Approachable, Goal oriented, Charismatic, Enabler of others Specific analysis relating to the significance of the variances that exist in the data collected from the surveys for each organization identifies the following: 1. Of the three organizations, only Organization A (Greensboro, North Carolina) possesses results that are significant at a .05 level. A total of eighteen (18) character/personal traits are identified having that level of significance within the variance. They are: Believes in self Integrity Optimistic Self-controlled Intuitive Instinctive Flexible Consistent in words and actions Trustworthy Empathetic Clear goals Sound judgment Persistent Committed to the future Congruent Reliable Spontaneous Reflective 77 A total of fifteen (15) organizational leadership skills are identified having that level of significance within the variance. They are: Builds trust Delegates to others Planning and organizing Initiates change Participative Provides sense of direction Manages change Long-range view Inspires shared vision Encourages others Conflict management Understands cultural diversity Facilitator Catalyst Mastery of details 2. Neither Organization B or C possessed results significant at the .05 level. This may indicate that the results from these two organizations might be a better indicator of more generalizable perceptions than Organization A. 3. Organization A, because of the very small number of respondents, seven (7), may not be a good indicator of generalizable perceptions due to it representing only 4.7 % of the total response to the survey. 4. Based on the generalized responses of Organizations B and C, one must rely on the mean values, and their corresponding ranking, to identify an initial prioritization of importance and effort relating to specific traits and skills. 5. Confirmation of the significant differences resulting from respondents within Organization A would depend on replication of the survey resulting in a much higher level of response to allow consistent comparison. Results of the statistical analysis (Detailed profiles contained in Appendix G) would seem to indicate some level of consistency between the three Organizations. That consistency rests on the commonalities of perception amongst all respondents. The statistical analysis supports the results of the baSic numerical data presented for the total response to the survey, results Presented previously entitled "total response" (Pages 62 and 64) Creation of the profile of the effective future leader (Table #4, Page 68) would appear to present a reasonably consistent picture of those traits and skills that WI“ indeed be important for organizations. That profile would appear to be valid 78 for 95 % of the respondents (removing the responses within Organizational A). The significance of the profile, and the consistencies within it, would appear to cross over organization lines. DEMOGRAPHIC DATA ANALYSIS Demographic analysis of data resulting from respondent surveys was undertaken for the total of one hundred fifty (150) surveys returned. Several categories were identified on the last page of the survey. Respondents were asked to respond by checking the appropriate space, or writing in their response. Using the categories which follow, analysis was undertaken to identify response patterns and perceptions relating directly to those same categories. In particular: 1. Attained (completed) educational level. 2. Industry within which they are currently employed. (a) . Job title specific to their current position. 4. Number of years in their current position. . Overall satisfaction with their current position. 01 . Gender differentiation (female or male). 0) EaCh of the six (6) categories was further sub-divided into arbitrarily chosen bands, or identifiers, to allow for basic comparative analysis to be undertaken. 79 They include: 1. Attained Educational Level 2. Industry (Major categories) High School Manufacturing BA/BS Healthcare Masters Degree Finance/Insurance MBA Technology PHD Government Consulting Education 3. Job Title Business Organizational Development CEO/President Consultants VP and above Practitioners Director/Manager Human Resources Educational Leaders Sr. HR Officer Formal institutions Director/Manager Non-formal institutions Consultants 4. Years in Current Job 5. Job Satisfaction 6. Female - Male 0-2 Years High Female 3-5 Years Low Male 6-10 Years 1 1-15 Years 16 + Years The resulting data relates directly to research questions contained within the study. The data provides information relevant to the following research questions: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those 80 that will be required within future organizations? 3. Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? 4. To what degree are those new expectations currently practiced within organizations? 5. In future organizations will certain behaviors, attitudes and skills be more important than others? 6. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 7. What specific observable behaviors are important? 8. What specific observable attitudes are important? 9. What specific observable skills are important? Respondents were presented with multiple behavior, attitude and skill identifiers within each of the two (2) major discriminators. Specifically, within the discriminator identified as "character/personal leadership traits," forty (40) behavior, attitude and skill characteristics were identified. Within the discriminator identified as "organizational leadership skills," forty-two (42) behavior, attitude and skill characteristics were identified. (See Appendix D) 81 ATTAINED (COMPLETED) EDUCATIONAL LEVEL Respondents identified those behaviors, attitudes and skills which the five (5) educational levels hold in common: Highest Levels Current Practice Responsible Integrity Analytical Logical Highest Required Future Practice Flexible Manages change Largest Gap Perceived Practice Risk taker Flexible Belief in potential of others Manages change Builds effective teams Lowest Levels Current Practice Values change Vulnerable Risk taker Spontaneous Lowest Required Future Practice Vulnerable Charismatic Spontaneous Environmental analysis Analytical Logical Mastery of details Smallest Gap Perceived Practice Persistent Analytical Logical INDUSTRY WITHIN WHICH THEY ARE CURRENTLY EMPLOYED Respondents identified those behaviors, attitudes and skills which the seven (7) industry categories hold in common: Highest Levels Current Practice Responsible Ethical Problem solving Highest Required Future Practice Ethical Belief in potential of others Trustworthy Builds trust Lowest Levels Current Practice Vulnerable Values change Conflict management Lowest Required Future Practice Vulnerable Mastery of details Spontaneous Charismatic Analytical Clarifies common interests Largest Gap Perceived Practice Builds effective teams Manages change 82 Smallest Gap Perceived Practice Analytical Mastery of details Logical Planning and organizing Goal oriented JOB TITLE SPECIFIC TO THEIR CURRENT POSITION Respondents identified those behaviors, attitudes and skills which the ten (10) job titles hold in common: Highest Levels Current Practice Responsible Highest Required Future Practice Largest Gap Perceived Practice Builds effective teams Lowest Levels Current Practice Vulnerable Values change Lowest Required Future Practice Vulnerable Mastery of details Spontaneous Analytical Clarifies common interests Smallest Gap Perceived Practice Analytical Logical NUMBER OF YEARS IN THEIR CURRENT POSITION Respondents identified those behaviors, attitudes and skills which they hold in common based on years of service: Highest Levels Current Practice Believes in self Responsible Accepts accountability Analytical Logical Planning and organizing Lowest Levels Current Practice Vulnerable Spontaneous 83 Highest Required Future Practice Lowest Required Future Practice Consistent in words and actions Vulnerable Trustworthy Spontaneous Builds trust Instinctive Builds effective teams Manages change Mastery of details Largest Gap Perceived Practice Smallest Gap Perceived Practice Consistent in words and actions Self-controlled Mastery of details Flexible Rational Analytical Builds effective teams Logical Goal oriented Builds trust Charismatic Planning and organizing Problem solving OVERALL SATISFACTION (HIGH/LOW) WITH THEIR CURRENT POSITION Respondents identified those behaviors, attitudes and skills which they hold in common by level of job satisfaction: Highest Levels Current Practice Lowest Levels Current Practice Confident Integrity Believes in self Responsible Emotionally stable Rational Accepts accountability Analytical Logical Mastery of details Problem solving Goal oriented Highest Required Future Practice Ethical Integrity Clear goals Values human dignity Responsible Consistent in words & actions Trustworthy Belief in potential of others Vulnerable Values change Reflective Risk taker Clarifies common interests Catalyst Builds effective teams Environmental analysis Lowest Required Future Practice Vulnerable Mastery of details Instinctive Charismatic Spontaneous Clarifies common interests Logical Values change 84 Sound judgment Reflective Analytical Manages change Congruent Environmental analysis Builds effective teams Facilitator Naturally curious Distributes power to others Planning and organizing Informing/Communicative Recognizing and rewarding Builds trust Long-range view Accepts accountability Inspires shared vision Largest Gap Perceived Practice Smallest Gap Perceived Practice Consistent in words and actions Confident Mastery of details Belief in potential of others Persistent Logical Clear goals Self-controlled Analytical Flexible Disciplined Accepts accountability Risk taker Optimistic Charismatic Manages change Goal oriented Believes in self Builds effective teams Rational Breadth of knowledge Inspires shared vision Problem solving Recognizing and rewarding Planning and organizing Builds trust Provides feedback GENDER DIFFERENTIATION (FEMALE OR MALE) Respondents identified those behaviors, attitudes and skills which they hold in common by gender: Highest Levels Current Practice Lowest Levels Current Practice Responsible Accepts accountability Values change Conflict management Integrity Analytical Vulnerable Clarifies common interests Logical Believes in self Spontaneous Facilitator Confident Goal oriented Reflective Builds effective teams Ethical Delegates to others Congruent Understands human diversity Rational Mastery of details Empathetic People developer Planning and organizing Passionate advocate Problem solving Environmental analysis Enabler of others Courageous 85 Highest Required Future Practice Belief in potential of others Values human dignity Consistent in words and actions Clear goals Flexible Builds trust Informing/Communicative Builds effective teams Manages change Lowest Required Future Practice Vulnerable Mastery of details Spontaneous Charismatic Reflective Analytical Self-controlled Logical Congruent Clarifies common interests Environmental analysis Planning and organizing Naturally curious Patient Inspires shared vision Accepts accountability Recognizing and rewarding Distributes power to others. Largest Gap Perceived Practice Smallest Gap Perceived Practice Consistent in words and actions Self-controlled Mastery of details Belief in potential of others Rational Analytical Values change Disciplined Logical Flexible Responsible Goal oriented Clear goals Confident Charismatic Positive self-awareness Persistent Planning and organizing Builds effective teams Vulnerable Accepts accountability Inspires shared vision Problem solving Builds trust Breadth of knowledge Manages change People developer Recognizing and rewarding Provides feedback Understand human diversity SURVEY DESCRIPTOR -- RESEARCH BASE Incorporation of existing validated studies and instrumentation provides a base to compare results of the current study with lists of leadership behaviors, attitudes and skills that have proven to be significant. Analysis of each of those sources shows which of the previous behaviors, attitudes and skills would appear to remain relevant according to respondent perceptions (See Appendix A). 86 Analysis would seem to indicate that the majority of the characteristics noted in the previous research are not seen as being required to a high degree in both current and future usage. On tables #10 and #11 following (Pages 87 and 88) those behaviors, attitudes and skills that continue to have a level of importance are illustrated. For a complete listing of the characteristics identified in the previous research noted below, refer to Appendix A. Previous research illustrated includes: 1. Yukl, Wall and Lepsinger, "Preliminary Report on Validation of The Managerial Practices Survey." Yammarino and Bass, "Long-term Forecasting of Transformational Leadership and Its Effect Among Naval Officers: Some Preliminary Findings." Posner and Kouzes, "Leadership Practices: An Alternative To The Psychological Perspective." Wilson, O'Hare and Shipper, "Task Cycle Theory: The Process of lnfluencefl Max DePree in his book entitled Leadership Is An Art (1989). David P. Campbell, "The Campbell Work Orientations Surveys: Their Use To Capture The Characteristics Of Leaders." 87 TABLE #10 VALIDITY OF PREVIOUS RESEARCH CHARACTER/PERSONAL LEADERSHIP TRAIT S (N = 150, 1-5 Point Scale) (C = Current Effectiveness, F = Future Effectiveness) Trait/Skill Mean Yukl Yammarino Posner Wilson DePree Campbell Integrity 4.69 C,F C,F Ethical 4.65 Consistent in words & 4.63 actions Trustworthy 4.61 C,F Belief in potential others 4.61 F Flexible 4.58 Clear goals 4.56 Values human dignity 4.53 Sound judgment 4.47 Responsible 4.45 Believes in self 4.44 Committed to the future 4.44 Resourceful 4.43 Clear personal values 4.40 Cooperative 4.37 Confident 4.29 C Emotionally stable 4.28 Persuasive 4.28 Positive self-awareness 4.24 Intellectual energy 4.24 Reliable 4.23 Risk taker 4.18 Optimistic 4.1 3 Persistent 4.1 1 Intuitive 4.04 Conviction 4.03 Empathetic 4.02 Disciplined 4.01 Courageous 4.00 Rational 3.99 Naturally curious 3.93 Congruent 3.93 Passionate advocate 3.91 Self-controlled 3.86 Reflective 3.82 Patient 3.82 Values change 3.79 Instinctive 3.70 Spontaneous 3.41 Vulnerable 3.09 88 TABLE #11 VALIDITY OF PREVIOUS RESEARCH ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1-5 Point Scale) (C = Current Effectiveness, F = Future Effectiveness) Trait/Skill Mean Yukl Yammarino Posner Wilson DePree Campbell Builds trust 4.75 F Inspires shared vision 4.61 F F F Builds effective teams 4.60 F F Informing/Communicative4.59 C,F C,F Manages change 4.55 Accepts accountability 4.51 Provides feedback 4.51 F Recognizing/Rewarding 4.49 F F F Distributes power others 4.48 Long-range view 4.46 Encourages others 4.45 C People developer 4.41 Delegates to others 4.41 C C Challenges processes 4.39 Clarifying goals 4.38 F Initiates change 4.37 Provides sense direction 4.37 Challenges status quo 4.37 Integrates varied efforts 4.33 Approachable 4.33 Focused on people 4.31 Understands diversity 4.30 (human) Conflict management 4.29 Clarifies common goals 4.28 Comfort with ambiguity 4.28 Influences positively 4.26 Breadth of knowledge 4.26 C Participative 4.24 Understands diversity 4.23 (cultural) Problem solving 4.22 C Goal oriented 4.17 C,F Enabler of others 4.15 Networking 4.15 Facilitator 4.14 Catalyst 4.13 Planning and organizing 4.01 C C Logical 3.86 Environmental analysis 3.85 Analytical 3.83 Clarifies common inter. 3.80 Charismatic 3.57 Mastery of details 3.11 C 89 ANALYSIS--RESPONDENT WRITTEN COMMENTS Written respondent comments were analyzed to determine any consistencies that might exist. Analysis was undertaken first for each of the three organizations from which the study population and survey sample were chosen. Final analysis was undertaken to identify an overall perspective on the resulting written comments. ORGANIZATION A -- WRITTEN COMMENTS The total respondent number within this organization, seven (7), did not result in a great number of written comments. When asked what additional behaviors, attitudes or skills should be added to the possible alternatives, respondents indicated four (4) behaviors, attitudes and skills. The four (4) behaviors, attitudes and skills identified are: Good use of lime Humor Dedication Cautious Respondents, when asked what additional organizational leadership skills should be added to the possible alternatives, identified only two (2) characteristics. The two (2) behaviors, attitudes and skills are: To serve Clear written communication One narrative written comment in particular (of the total of three (3) made) indicates the degree of change that one respondent believes needs to happen in 90 the effectiveness of, and role of, leadership, from current practices to future practices. The respondent writes: "There are two groups of leaders with different needs -- Traditional leaders often need to learn there are newly emerging leaders from groups of people previously excluded from main stream leadership roles. Traditional leaders need to learn to be inclusive, respectful and attentive to these 'new' people. They often feel they have a lot to lose in doing that. New leaders will benefit from learning some effective traditional leadership roles - and that they are not 'selling out' or being co-opted by the establishment when they do. My responses were more to my perceptions of traditional leaders." Other narrative written comments speak to changes that must take place in the mind set of leadership. In one case the respondent speaks directly to the environment within which he/she functions, education. In another, the respondent directs comments toward a more global perspective on leadership effectiveness. "Global vision with acute sensitivity to interdependence among organizations as well as individuals. Leaders must develop workplaces that are at one challenging, collegial and yet are fun." In the second instance, relating specifically to an educational environment, the respondent writes: "Unlike perhaps many of the respondents - I answered on behalf of my organization's performance in the community. I did this because leadership within a school district is really a collaborative effort on the part of the school board members and the superintendent —- tempered by the implementation on the part of the staff. In the eyes of the community - - which is my perspective as the PR director - we are perceived as a large amorphous mass." 91 ORGANIZATION B -- WRITTEN COMMENTS With a total of sixty eight (68) responses from the total sample population, the number of written comments is larger than those of Organization A. When asked what additional character/personal leadership traits should be added to the possible alternatives, respondents included many that in different words communicate the same content as those included in the actual survey. Details of the actual written comments are found in Appendix E. Some terminology used by respondents is traditional, others are more closely related to the terminology found in the research undertaken in Chapter #2 of the study. The written comments pertaining to character/personal leadership traits are: Systems thinking (see the big picture) Be an active listener Possess an impatient/action orientation Be a visionary Seek continuous improvement Be open Be accessible Be inspirational Technically knowledgeable Be intelligent Possess a good memory Possess physical energy/stamina Be able to handle ambiguity and paradox Be innovative Be financially intelligent Understand Statistical Process Control Ability to lead teams Ability to use situational knowledge Be aware of customers Ability to use continuous improvement tools Ability to make consensus decisions Credibility Be spiritual Possess 3 results orientation Be a driver of change Possess interpersonal astuteness Be oriented to learning Be decisive Be available to people Respect others Value diversity Be a strategic thinker Multi-cultural orientation Committed to quality Be able to create/communicate a vision Possess tolerance for others ideas/opinions Analysis of the preceding list indicates that the traits/skills noted in many cases are part of the proposed profile for future required effective practice. In many 92 cases the behaviors, attitudes and skills identified in the survey for organizational leadership skills are found in this list created by respondents for critical character/personal leadership traits. It would appear that respondents expect leaders to be very active within organizations in ways that differ from more traditional expectations. In most of the terminology used in the resulting list, few if any traditional terms are found. Respondents, when asked what additional organizational leadership skills should be added to the possible alternatives, identified: Project management Cost Conscious Set example/model Promote dialogue Be computer literate Coalition building Be sincere Be honest Be able to handle multiple levels Be dispensable - set up operation to work without of complexity you This list is shorter than that identified for character/personal leadership traits, but as noted, many of the descriptors included in the previous list might be transferred to a more organizational leadership orientation as seen in this study. The above list does incorporate several new terms, not previously seen. For example, "Computer literacy," and "complexity." Written narrative comments support the two lists of characteristics generated by respondents within Organization B. The comments are both generic and specific in the contexts they address. Some speak to the total environment, some to the type of mindset that leaders must possess, some to specific organizations, others to the level of people skills that will be required of leaders. 93 For example: "Systems thinking, is, the ability to understand how the culture, structure, and processes of an organization affects what gets done, how and how well. Dedication to learning, not only personal, but insisting that the organization learn from its experiences and its environment. Testing new paradigms, leading the organization to continually challenge all the assumptions that underlie its operations and businesses." "Organizational leaders are struggling to do more with less in a highly competitive, highly ambiguous, rapidly changing environment. They are also struggling to identify and develop the skills necessary for success in this environment. I believe this will require broad reaching changes in organization's support systems, business school curriculum, etc." "The level of practice varies with the level of leadership position." "Our organization is now working to identify leadership competencies for our current and future executives worldwide." "I believe leaders of the future will need better people skills. As organizations downsize, flatten and re-engineer, the successful leader will be one who can re-think how things are done -- challenge the system to be more productive and efficient. This means partnering with employees as well as customers. Rather than directing work, leaders will have to make it possible for employees to get the work done with no artificial organizational barriers." Respondents appear to have a perception that leadership traits/skills will need to be oriented towards a constantly changing environment, an increase in external influences on the organization, and the importance of their ability to lead people effectively in the resulting environment. Research contained within the study indicates that there is a growing general awareness of these same points across leadership thinking. ORGANIZATION C -- WRITTEN COMMENTS 94 With a total of seventy five (75) responses from the total organization sample, the number of written comments is again larger than either of those created by respondents from the other two (2) organizations (A or B). When asked what additional character/personal leadership traits should be added to the possible alternatives, respondents included many that, in different words, communicate the same content as contained in both the survey document, and in the written comments of respondents from the other organizations. Details of the actual written comments are found in Appendix E. The written comments pertaining to character/personal leadership traits are: Do not blame others Passionate A systems thinker Win-win attitude Stamina/high energy Stop being so serious Team player Non-dependent Moral Collaborative Strategic thinker Learns from mistakes High tolerance Mentor/coach Sense of humor Strong belief in personal life Walks the talk Service orientation Quick response time Facilitative Be tolerant Truthful Loving/caring Commitment Stakeholder orientation Operate from heart Achievement oriented Non-avoidance Openness Consultative Learning orientation Celebratory Tenacity Learner Speed Encourages the heart Open/franklcandid Develop self Guide more Look for opportunity Trustful communications WIIIingness to ask for support Encouraging mistakes with purpose Tolerant of difference (diversity) Mutual benefit orientation Supportive Non-perfectionist Oppositional VIsionary Enabling Systems thinker Continuous improvement orientation Receptive to feedback Ability to admit mistakes Ability to suffer fools gladly Comfort with conflict Acts as a role model Committed to sharing/giving away power Continually developing others Control less 95 Share limelight Synthesizer Big picture thinker Integrator Healthy/energetic Collaborative In touch with feelings Honesty Comfortable with others feelings Critical thinking skills Ability to change Authentic communicator Ability to learn Knowledge of trends Ability to reserve judgment Analysis of this list would appear to indicate some consistency with the terminology describing behaviors, attitudes and skills used in the survey. Many of the characteristics identified in the respondent lists might be identified for the organizational leadership list as well. It would appear that respondents have an expectation that current leaders must increase their effectiveness in a list of traits/skills that differs from what they might be currently expecting. Few traditional terms are used in this list. Respondents seem to be saying that leaders must increase their effectiveness in both job related and people related behaviors, attitudes and skills. Respondents were also asked what specific organizational leadership skills should be added to those included in the survey. They identified the following: Receives feedback effectively Provides feedback constructively Initiates improvement Supports improvement in individuals Ability to self-assess Encourages mutual relationships Mentoring Using actions rather than words to communicate VIsionary Ability to let others use the same skills Systems view/thinker Builds teams Customer focus Encourages collaboration Role model - walk the talk Translates complex information to usable formats Support front line employees Ability to maximize strengths, minimize weaknesses Manages transitions Manages change Problem solving approach Open communication Team orientation Involves others in developing goals 96 Analysis of the above list indicates that respondents might be indicating that leaders of the future be oriented to process rather than details. Leaders may need to be oriented to improving the efforts of others and of the organization by enabling both to function as effectively as possible. Written narrative comments support the lists of respondent perceptions of additional character/personal leadership traits and organizational leadership skills. In general, written comments support the apparent change that respondents might be indicating leaders undertake in all aspects of an organizations efforts. Reading the written narrative comments would seem to indicate that the level of expectation of future leadership will be much more stringent than might have been the case in the past. Comments speak to leadership issues such as motivation, role, philosophy, and practical implementation of the desired skills. For example: "To be highly effective leaders must be able to: 1. Impart mission/vision/values to others and role model ideals. 2. Encourage, support, reward innovations, risk taking, process improvement. 3. Provide the appropriate environment/resources for autonomous functioning. 4. Promote feedback that helps rather than hinders the process. 5. Prove their own effectiveness, position with success." "I believe that the 'Ieader' and 'coach' are passing phrases and that the true power to change and create new 'wealth' will come from the grass 97 roots. The charismatic leader who inspires is maybe the final triumph of the patriarchal system. There is a new model of cooperation waiting to emerge which will not have leaders and the trappings of privilege and power that we currently observe in even the most 'enlightened' of our new breed of corporate leaders. Leadership will be the emergence of the spirit of human creativity within each person. This is of course a developmental journey. Maybe we don't really know and we should unlearn before we start to dream up new definitions of leadership." "I deliberately put 5's for the 'future' state because I honestly believe that leaders in the future will have to be paragons of leadership in the business world of the future. Unless they do an about face and return to the early days when you were told to leave your brains at the gate. The working force is growing in its expectations that they will be given a more active -- even pro-active -- role in their daily work life. Where the workforce needs to grow-up is in the realization that empowerment ..... requires that they also be responsible and accountable to management, leaders, and each other. We have a ways to go." "No one person will exhibit in full measure all these traits. Leadership diversity recognizes that different occasions call for different mixes of leadership traits. A leader of an organization interest in its long term welfare will strive to keep alive several types of leaders so that their special skills can be drawn upon as different situations arise. Perception of character as different situations arise is critical for establishing leadership credibility." "Process leadership will become increasingly important. Content leadership will become increasingly obsolete. Leaders will need to be jointly chosen/developed by both their followers in organizations, their peers and their superiors." "People are so well educated now that an important aspect of leadership in the future will be their ability to 'step back' and stop being the leaders so others can lead." "Leadership effectiveness will be and is built around the ability to see future needs and rally around people to make change happen. These skills can be and are paradoxical, therefore, difficult to accomplish." " ..... I find that each industry requires a focus on certain specific sets of skills. People who succeed in their chosen field obviously have the 98 characteristics which are needed and what is needed depends on a variety of external and internal conditions. Contingency theory is as important to understand leadership as it is to understand organizations. Knowledge of the industry and its environment is also important." "Leaders must lead, not dictate the behavior changes required. They must demonstrate the behavior changes themselves." Respondents appear to be describing a prescription of change in what will be required of leadership. From comments that are generic to all industries, to some which indicate that each industry, and situation, will require differing traits/skills, they appear to indicate that change must occur from what they are currently experiencing. It would appear that they are indicating that a collaborative leadership process might be the most successful in achieving desired results. Respondents appear to have high expectations of future leaders when compared to what they find occurring currently. In relation to the other two (2) organizations (A & B), respondents in Organization C seem to be more direct in their comments that change will be significant. GENERAL PERCEPTIONS 0F WRITTEN COMMENTS Analysis of written lists and narrative comments of the three (3) organizations appears to identify some level of consistency. That consistency may indicate there is general agreement as to what leaders must do to be considered effective irregardless of any one particular context or environment. A generalized list of written comments includes: 99 Clear, effective communication Possess an action orientation Ability to handle ambiguity Possess an orientation to learning Possess a multi-cultural orientation Possess intelligence Ability to use situational knowledge Interpersonal effectiveness Committed to quality Ability to handle complexity Ability to think critically Possess ability to change Comfort with conflict Collaborative Initiates improvement and change Possess problem solving ability Being a systems thinker Seeks continuous improvement Possess ability to lead teams Be accessible, available to others Ability to communicate a vision Ability to innovate Possess credibility Be a strategic thinker Possess tolerance for others Possess ability to build teams Be a synthesizer Change oriented Continually developing others Committed to sharing power Provides feedback Ability to understand and interpret complexity Comparing this resulting list with profiles generated for the total respondent group supports respondent's perceptions of what will be required of leaders. The words may be different but the concepts noted above have a close relationship to the final total profiles as presented. A careful reading of the list above indicates that traditional technical, role specific, or discipline specific, behaviors, attitudes and skills are not included in the description. It would appear that a strategic process orientation, with an ability to enable others, as well as the total organization, to function effectively in a complex, changing environment, surface as respondents most important concerns for future leaders. That perception is supported to a degree by written narrative comments of respondents as well. Analysis of those written comments in relation to the preceding list of characteristics identifies a concern for process and complexity. It indicates a concern for multiple behaviors, attitudes and skills that a leader 100 must practice effectively. Perceptions of respondents would appear to use terminology that is found in many of the research resources used for the study. In a general sense those terms are found to a high degree in the popular literature noted in the attached Bibliography. There is a degree of difference in terminology from those behaviors, attitudes and skills identified in research resources identified as existing instruments used to determine leadership potential or effectiveness. It should be noted that the final list of key behaviors, attitudes and skills in the discussion of the survey descriptor -- research base, compares in a general sense to the list of respondent comments contained within written narrative comments. The list identified within the discussion of survey descriptors might function as key headings for a more detailed list which results from analysis of respondent written comments. Analysis of written comments might be described as implementation traits/skills required to implement the more general leadership characteristics identified from previous validated research. Respondents are reasonably consistent in the behaviors, attitudes and skills that they identify as required for future leadership effectiveness. The relationship of those same behaviors, attitudes and skills to what has been previously 101 validated, may begin the process of clarifying those specific behaviors, attitudes and skills that have been, and will be, critical to a leaders being perceived as effective on an ongoing basis. CHAPTER V CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS CHAPTER V INTRODUCTION American organizations are seeking to identify individuals who possess the skills to lead them to success in an increasingly complex and competitive marketplace. Even a cursory review of current business literature shows the significance given to effective leaders in future organizations. The focus of this research was to identify, not only necessary leadership skills for the future, but to determine if specific behaviors and attitudes were also deemed important. Specifically, the research set out to determine, using a specific listing of character/personal leadership traits, and organizational leadership skills, gleaned from an extensive review of current literature, three things: One, how effectively were those behaviors, attitudes and skills used by current leadership?; Two, how effectively must those behaviors, attitudes and skills be used in the future by leaders?; and, Three, how significant are the gaps between current usage and what will be required in the future? In order to address those three issues, the research was designed to gather input from individuals currently involved in business, consulting and educational environments. The task was completed using a research based survey of one thousand (1,000) individuals (150 respondents) who were asked to evaluate the effectiveness of their immediate superior, both in meeting current expectations, 102 103 and determining what levels of effectiveness would be required of those same individuals in the future. In this chapter, each of the individual research questions contained in the study are addressed. As well, observations and recommendations are presented, based on the researcher’s review of specific data resulting from the respondent feedback, and from the extensive literature review that was undertaken. Specific research questions addressed were: 1. What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future? Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? To what degree are those new expectations currently practiced within organizations? In future organizations will certain behavior, attitude and skill characteristics be more important than others? What is the magnitude of difference between current expectations of effectiveness and levels of what expectations that will be required within future organization structures? 104 7. What specific observable behaviors are important? 8. What specific observable attitudes are important? 9. What specific observable skills are important? Developing an understanding of those behaviors, attitudes and skills, and how to identify and develop the required effective leaders, begins by first understanding what has happened to organizations and how they will differ from what is the norm today. It involves an analysis of the pre—conditioning of today's leaders as a result of the developmental experiences they have during their careers. It involves an analysis of the compartmentalization of practices and expectations of current leaders which may help or hinder their future effectiveness. It involves an analysis of the significant environmental, contextual and attitudinal changes that are taking place within organizations. It will require an analysis of the most effective means to move current leaders, and those to be developed in the future, to a point at which the required behaviors, attitudes and skills become part of day-to-day leadership effectiveness. Critical to gaining an understanding of each of the preceding statements, and central to the purpose of this research, is gaining an initial understanding of the behaviors, attitudes and skills that will be required to succeed in the organization of the future. To this end, the research was undertaken, and specific answers to the aforementioned research questions were sought. 105 The overall purpose of this study was to describe and predict leadership behavior, attitude and skill requirements. To accomplish both the descriptive and predictive results that were desired, the relationship between current realities and what will be required in the future of leaders was undertaken with the following objectives in mind: 1. To describe perceptions of organizational leadership effectiveness against expectations. 2. To predict the key behavior, attitude and skill components that will be required of future leadership. 3. To describe current awareness and acceptance of critical behaviors, attitudes and skills that will be required within future organization structures. 4. To describe the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures. Peter Gilfond, partner and director of employee survey programs at the Hay Group (Horton and Reid, 1991) stated that the perceptual gap, between what will be required, and what is current reality, does exist, and that it provides a very powerful indicator that a significant transformation must take place on the part of organizational leadership before the organization of the future has a possibility of becoming a reality. 106 The original statement of the purpose of the study, to describe and predict leadership behavior, attitude and skill requirements, within future organizations was shown to be a real issue through this research. As a result of this effort, the original objective of this research, has generated a large number of additional relevant and reasonable research topics. SUMMARY OF FINDINGS Identification of specific findings resulting from the large amounts of data generated was a complex and time consuming undertaking. Results of that analysis, however, show clearly that significant changes are perceived to be required to ensure that organizations do have effective future leadership. It is immediately clear that respondents to the survey effort believe that certain behaviors, attitudes and skills are practiced more effectively than others by individuals currently in formal leadership roles. As well, those same individuals believe that a specific set of behaviors, attitudes and skills, need to be practiced at a significantly higher level in future organizations. Significant differences exist between the identified lists of leadership effectiveness. Expectations of leaders are undergoing a change from historical expectations. The significance of that shift is seen in the 75 % difference between behaviors, attitudes and skills listed as currently being practiced 107 effectively and those that will be of more importance in the future. Behaviors, attitudes and skills that have been traditionally accepted as critical for leadership effectiveness appear to be of lesser importance in the future. The traditional directive, controlling, hierarchical orientation is changing to a more process oriented set of behaviors, attitudes and skills. As well, an orientation to people is apparently replacing a more analytical and detail orientation. Traditional technical, role specific, or discipline specific behaviors, attitudes and skills are not seen as being as important for future leadership effectiveness as they might have been in the past. Differences in expectations amongst various groups exist. This may indicate that context, environment and organizational practices may influence specific requirements within any given situation. Certain behaviors, attitudes and skills though are perceived as critical for future leadership effectiveness irregardless of these influences. An individual's overall satisfaction with their job appears to be one indicator of consistency of expectations of leaders. Those individuals with high satisfaction appear to have a somewhat similar set of expectations across all demographic categories. Gender appears to have some effect on perceptions, but not to the degree that one might assume. Of the various demographic categories identified in this 108 research, the level of consistency of expectations was most apparent when comparing female and male responses. Dependence on currently used assessment instruments to identify an individuals potential for filling a leadership role will have to be re-evaluated. Only a relatively small number of previously identified leadership practices, contained in current instruments, are seen as having on-going importance for effective leaders. The assumption that the context and environment within which a leader must function is generic across all organizations, and therefore appropriate for the use of such instruments, should be re-thought. A more flexible, fluid process for identifying potential should be developed, incorporating multiple tools and processes. Future leaders, of necessity, will be required to know more than technical, role or discipline specific behaviors to meet the expectations of employees. An understanding of systems theory will be necessary. An understanding of process theory will be necessary. An understanding of organizational complexity will be necessary. An understanding of change theory, as well, will be necessary. But more than a theoretical knowledge of these various things will be required. An ability to move theory into practical behaviors, actions and results will be critical. Most importantly, the ability to transfer theoretical understanding to others who possess specific skills to achieve desired results 109 will determine whether or not a leader is in reality perceived as effective. Simply put, the most critical behavior, attitude and skill required of future effective leaders will be their ability to enable others to excel. CONCLUSIONS Conclusion #1: To succeed at the highest levels possible in the future a leader must possess the ability to: Build trust Act in an ethical manner Inspire a shared vision Believe in the potential of others Effectively communicate Value human dignity Provide feedback Clarify common interests Use sound judgment Act with integrity Build effective teams Be consistent in words and actions Be flexible Act in a trustworthy manner Manage change Accept accountability Recognize and reward Distribute power to others Possess long-range view Possess a set of clear goals Conclusion #2: To succeed at the highest levels possible in the future a leader must depend to a lesser degree on the following behaviors, attitudes and skills: Networking Facilitator Catalyst Logical Analytical Charismatic Mastery of details Planning & Organizing Environmental analysis Naturally curious Congruent Passionate advocate Self-controlled Reflective Patient Values change Instinctive Spontaneous Vulnerable (I) 110 Comment, Conclusions #1 8. #2: Failure to respond effectively to the changing expectations required to function well in the organization of the future will result in failure of leadership, and ultimately to the failure of the organization. Individuals, who currently function within a leadership role, who fail to incorporate the behaviors, attitudes and skills identified in this research, will not be perceived to be successful in the future. Conclusion #3: Future leaders will of necessity be required to be less analytical, less directive and less controlling. To be effective they will need to be responsive to the people they are charged with leading, possessing an orientation toward the facilitation of another's effectiveness. Conclusion #4: Expectations of effective leaders must move from a primary emphasis on technical, skills specific or position specific criteria, to an emphasis on implementation of systems thinking, process improvement and the development of people. Conclusion #5: Selection criteria for success in a leadership role must include an individual's potential to effectively practice the behaviors, attitudes and skills identified within this study. 111 Conclusion #6: Development of effective future leaders will need to shift from traditional methods, primarily dependent on assessment and role specific skill sets, to an eclectic process combining experience, behaviors, attitudes and people skills. Comment, Conclusion #6: Educational and business efforts to identify and develop effective leaders must cease to depend on methods and content which were previously used, and identify and implement efforts directed at the needs of the organization of the future. The process required to develop effective future leaders must incorporate three critical elements: a. A redefinition of both formal and non-formal developmental content; b. A redefinition of both formal and non-formal developmental methods; and, c. Identification of methods to design and implement developmental efforts on a person-by-person basis. 112 RECOMMENDATIONS Recommendations relating to the purpose of the study, "to describe and predict leadership behavior, attitude and skill characteristics required of effective leaders within future organizations," identify preliminary efforts that are necessary to initiate a long-term change process to improve effectiveness of leaders within current and future organizations. As the complexity and size of organizational change continues to increase, the importance of initiating a systematic effort to identify, develop and implement processes to secure effective leaders becomes even more important. Recommendation #1: The study should be replicated to expand the degree of reliability and applicability of the findings. Effort should be undertaken to expand the respondent population beyond those contained within the study, individuals currently involved in or managing the identification and training of leaders from a Human Resource or Organizational Development perspective. Specifically: 1. Non-Human Resource and Organizational Development professional contexts. 2. Management contexts, individuals involved directly in production and/or bottom line accountabilities. 113 3. Non-management contexts, individuals functioning in professional, technical and hourly employee groups. 4. Educational contexts, individuals currently involved in formal and non-formal development and training efforts targeted at the acquisition of effective leadership behaviors, attitudes and skills. 5. Expanded demographic categories, both expanding the sample size in areas noted within the study, and within an increasingly broad spectrum of possible categories not noted in the study. 6. International business contexts, individuals currently involved in, or anticipating involvement in global business leadership. Recommendation #2: Intensive effort must begin to undertake additional research into specific areas which will increase our understanding of the context within which effective leaders must function. Specifically: 1. The study of organizations, how they are created, how they function, and how they must change. 2. The study of leadership development processes, how past efforts and experience have preconditioned individuals, and how those efforts must change. 114 3. The study of behaviors, attitudes and skills as traditionally defined, to determine what new or different processes will ensure that individuals possess behaviors, attitudes and skills required in the future. 4. The study of environmental, contextual and attitudinal changes that are taking place within organizations and within employees. 5. The study of developmental efforts that will be required to educate and train individuals for leadership roles in the future. Recommendation #3: Effort should be initiated to specifically define each of the behaviors, attitudes and skills identified in the study, to better describe the specifics of what will be required of individuals attempting to practice them in the future. The resulting definitions should include at a minimum generic descriptors which identify the critical characteristics, traits and actions contained in each behavior, attitude and skill. Recommendation #4: Any resulting definition of an effective leader should be defined within an environment of complexity, process improvement and continual change. The new definition of effective leadership should incorporate influences from a business/organizational context driven by the external environment 115 within which leaders and organizations must achieve effectiveness. Recommendation #5: Expectations of current and future leaders should incorporate the findings of this study as part of the multiple tools and content elements necessary to identify and develop effective leaders. The information should be considered as part of the increasing knowledge base required within leadership thought. Recommendation #6: Developmental processes and content within educational environments need to be evaluated as to their ability to provide effective leaders for organizations. Effort should be undertaken to make whatever changes are necessary to incorporate the best methods and best content that will increase their ability to develop effective leaders. Recommendation #7: Systematic communication of the results of this study should be undertaken targeted at social, business and educational communities. FINAL THOUGHTS Not to attempt to incorporate the findings of this effort into future "Leadership Effectiveness" would make the entire undertaking nothing more than an 116 academic exercise. Increasing the level of effective leadership from perceived current levels to levels that will be required by future organizations will be a never ending effort. The magnitude of change requires immediate efforts directed toward current leadership as well as more long-term undertakings that will result in changes within anticipated leadership needs. Those changes will require a systematic plan that addresses business, social and educational environments at a minimum. Before we can learn to soar with eagles we must first begin by taking baby steps required to build a foundation of understanding and commitment to the proposed model of effective leadership. Those first steps include: 1. Replication of the study to increase understanding of issues and perceptions of individuals seeking to be led, and to lead, in a more effective way. 2. Dissemination of results of this effort to as broad an audience as possible to act as a catalyst for the questioning and creative processes that will be required to create implementable acts on the part of individuals accountable for leading in the future. 3. Identification of actionable definitions for each of the behaviors, attitudes and skills contained in the proposed model of effective leadership. 117 4. Identification and design of actionable leadership development models capable of building both content knowledge of what will be required of leaders and training in their use, transferable to, and within, a practical world. 5. Identification and design of leadership intervention models capable of addressing the needs of business, social and educational environments at a minimum. Traditional leadership behaviors, attitudes and skills would appear to be inappropriate for the organization of the future. Paraphrasing a few thoughts of Paulo Freire, in Pedagogy Of The Oppresseg. " ..... rather than being encouraged and equipped to know and respond to the concrete realities of their world, they were kept 'submerged' in a situation in which such critical awareness and response was practically impossible. And it became clear ...... that the whole Leadership Process was one of the major instruments for the maintenance of a 'culture of silence.” If one accepts one or more of the currently accepted models of organizational structure and leadership found in popular literature, it becomes obvious that there is an increasing desire to move away from the comment just noted (Freire). A desire exists to destroy the "culture of silence and fear" that traditional models of leadership have created. An urgency exists to redefine the characteristics and role of individuals functioning as leaders. A need to redefine leadership to 118 something such as: "Leadership is the application of behaviors, attitudes and skills in the real world, learning how to make sense of day-to-day events, and applying that learning to build a better understanding of the future." Larry D. Horton, October, 1994 Future effective leadership must hear the message that people working in all types of situations are voicing: "TEACH ME ----- SUPPORT ME ----- GET OUT OF MY WAY" APPENDIX A SURVEY DESCRIPTOR -- RESEARCH BASE 119 SURVEY DESCRIPTOR -- RESEARCH BASE The study survey descriptors were developed from several sources: 1. 2. 3. An indepth study of current literature. An analysis of previously completed, statistically validated studies and instrumentation. A simple combination of redundant terms, from research, into final lists of descriptors included in the study. On the pages that follow a detailed presentation is made of the process used to identify the eighty two (82) descriptors that were incorporated in the study survey. In particular the following statistically validated studies and instruments were used. 1. "Preliminary Report On Validation Of The Managerial Practices Survey," by Yukl, Wall and Lepsinger (1987). This report led to the creation of a Taxonomy of Managerial Practices ( 1987), by the same authors. "Long-term Forecasting of Transformational Leadership and Its Effect Among Naval Officers: Some Preliminary Findings," by Yammarino and Bass (1985). . "Leadership Practices: An Alternative To The Psychological Perspective," by Posner and Kouzes (1987). . "Task Cycle Theory: The Process Of Influence," by Wilson, O'Hare and Shipper. . Leadershjp Is An Art. by Max DePree (1989). . "the Campbell Work Orientations Surveys: Their Use To Capture The Characteristics Of Leaders," by David P. Campbell. Campbell Interest Survey (CIS) Campbell Skills Survey (CSS) Campbell Leadership Potential Index vs Observers (CLPI) Campbell Organizational Survey (COS) Measures of Leadership, by Clark and Clark (1990). 120 LEADERSHIP DESCRIPTORS BY SOURCE (Validated Instruments/Research) 1. Yukl, Wall, Lepsinger 3- Posner and Kouzes Informing Planning and organization Clarifying Motivating Supporting Conflict management Representing 2. Yammarino and Bass Charisma Intellectual stimulation Contingent promises Active management by exception Challenging the process Enabling others to act Encouraging the heart 4- VViIson, O'Hare and Shipper Clarifying goals Upward communication Delegation Recognition Approachability Team building Time emphasis Control of details Vision Risk taking Self-confidence Creativity Resourcefulness Competence Modeling Mentoring Caring Consulting and delegating Problem solving Monitoring Recognizing and rewarding Developing Team building Networking/Interfacing Individualized consideration Inspirational leadership Contingent rewards Passive management by exception Inspiring a shared vision Modeling the way Goal pressure Participation Orderly planning Expertise Facilitation Feedback Interest in subordinate growth Building trust Expectations Excellence Persuasion Push/Pressure Recognition Integrity Charisma Leadership potential f 5. Max DePree Integrity Discernment Courage in relationships Intellectual energy Respect of the future Understanding of the past Breadth 6. David P. Campbell Dynamic Experienced Confident Passive Vulnerability Awareness of human spirit Sense of humor Intellectual curiosity Regard for the present Predictability Comfort with ambiguity Farsighted Trustworthy Ambitious Sheltered LEADERSHIP DESCRIPTORS BY SOURCE (General Review of Literature) The following list was gleaned from the general literature review as contained in Chapter #2 (See Bibliography). From each meaningful source characteristics, traits and skills were identified and included in the following: Two criteria were used to differentiate from the large number of descriptors found. 1. Those which describe character/personal traits in both a current and future context. 2. Those which describe organizational skills in both a current and future context. CURRENT CHARACTER/PERSONAL TRAITS: Dynamic Confident Risk taker Caring Integrity Discernment Courage Intellectual energy Respects future Understands past Trustworthy Ambitious Self-confident Persuasive Vulnerability Awareness of human spirit Sense of humor Intellectual curiosity Regards present Predictability 122 FUTURE CHARACTER/PERSONAL TRAITS: Values change Judgment Brave/Gutsy Emotional Self-aware Persistent Consistent Flexible Cooperative Competitive Passionate Integrity Trustworthy Curious Daring/Courageous Reliable Congruent Risk taker Instinctive Reflective Self-controlled Optimistic Spontaneous Imaginative Patient Belief in self Belief in potential of others Disciplined Expressive Clear sense of values Conviction Clear sense of goals Clear sense of beliefs Mature Ethical Rational Responsible Values human dignity CURRENT ORGANIZATIONAL SKILLS: Intellectual stimulation Inspires shared vision Model Farsighted Visionary Competent Breadth of knowledge Informing/Communicative Delegates Problem solving Monitoring Recognizing and rewarding Developer of others Team building Contingent promises Clarifying of goals Participative Feedback Charisma Approachable FUTURE ORGANIZATIONAL SKILLS: Redistributes power Integrates multiple efforts Manages change Identify common interests and goals Understands cultural diversity Understand human diversity Empathetic Mentor Challenges processes Enabler Encourages Experienced Resourceful Mentor Comfort with ambiguity Consultative Planning and organizing Clarifying Motivating Supportive Conflict management Networking Management by exception Upward communication Facilitator Control of details Goal oriented Builds trust Builds effective teams Initiates change Environmental analysis Influencing Builder Intuitive Enabler People developer 123 Focused on people Mastery of details Long-range view Sense of direction Catalyst Facilitator Caring Committed Nurturing Accountable Analytical Logical These lists were then combined. Redundant or similar terms were removed from the resulting lists to create the final lists of descriptors that are included in the survey instrument. The final descriptor lists were cross checked with a group of executives and human resource professionals to identify any possible descriptors that should be added to the final survey instrument. Those final lists follow: CHARACTER/PERSONAL LEADERSHIP TRAITS: (Final) Values change Emotionally stable Sound judgment Positive self-awareness Persistent Consistent in words and actions Flexible Cooperative Passionate advocate Integrity Trustworthy Naturally curious Courageous Reliable Congruent Risk taker Instinctive Reflective Self-controlled Optimistic Spontaneous Patient Belief in self Belief in potential of others Disciplined Conviction Clear personal values Responsible Ethical Rational Values human dignity Confident Persuasive Vulnerable Intellectual energy Committed to the future Intuitive Empathetic Resourceful Clear goals Distributes power to others Integrates varied efforts Manages change Clarifies common goals Influences positively Understands human diversity People developer Mastery of details Catalyst Accepts accountability Logical Inspires shared vision Encourages others Comfort with ambiguity Delegates to others Problem solving Recognizing and rewarding Networking Focused on people Charismatic Approachable 124 ORGANIZATIONAL LEADERSHIP SKILLS: (Final) Builds effective teams Initiates change Environmental analysis Clarifies common interests Understands cultural diversity Enabler of others Long-range view Provides sense of direction Facilitator Analytical Challenges processes Challenges status quo Breadth of knowledge Informing/Communicative Planning and organizing Clarifying goals Conflict management Participative Provides feedback Goal oriented Builds trust APPENDIX B COMMUNICATION TOOLS 125 REQUEST LETTER TO POTENTIAL SAMPLE POPULATION RESOURCES Dear I am writing to request your organization's agreement to be involved in a research project which will assist me in completing requirements for receiving a Ph. D. from Michigan State University in 1995. Attached you will find a document (Study Purpose) which explains the focus and purpose of the study I am undertaking. My request of your organization is permission to use your membership as part of the population from which my study sample will be chosen. My goal is to identify data, conclusions and recommendafions that will be useful to the general business environment as it deals with the issue of "leadership effectiveness." Your permission, and forwarding to me of your most recent membership listing, will be a great assistance in this undertaking. Resulting data. the Emes of the sample mem_bers. and the surveys com_gl_t_at_ed by sgme. will be held in strictest confidence. There M" be no use of any individualized, specific data, which results from the study. All results, recommendations, and conclusions will be presented in generic formats, and only identified as specific to broad professional categories. Upon compleh'on of the data analysis, I will forward to you a copy of the resulting findings and recommendations. As well, I will forward data analysis specific to your association. I believe the results of the study will be valuable to both your organization and to its membership. It is my hope to provide useful insights for the continuing development of effective leaders. Upon receipt of the results I would be very open to discussions of how the results could be best used. Thanks you for considering my request and I look forward to your positive response in the very near future. Sincerely, Larry D. Horton Attachment - Focus and Purpose of the Study Send all correspondence to: 126 MEMO TO INSTRUMENT PILOT PARTICIPANTS Realizing that your time is valuable, I would like to request your assistance in piloting the attached survey which will be used to gather data required to meet my graduate study program requirements. Please complete the instrument as it is written and return it to me no later than lwould also request that you complete the attached evaluation and feedback form, with answers and suggesfions to the following: 1. Where the directions clear? How could they be improved? 2. Was the format of the instrument easy to use and understand? 3. In your opinion does the instrument address current leadership effectiveness issues? Knowledge ~—- Skills -- Behaviors? 4. What behaviors, attitudes and skills would you add to the descriptors? 5. Any general improvement suggestions that you would like to be considered for inclusion? I appreciate your willingness to assist me in this way. It is my hope that the conclusions and recommendations that result from this undertaking will be of use to the general task of improving the development of leaders for organizations. Your involvement is very important to my completing this task. Rest assured thgt your involvement in this will be @t in the strictest of confidence. Any information your provide, or responses to the pilot survey, will only be used to improve the instrument itself. If you have any questions please do not hesitate to contact me. I look forward, in the very near future, to receiving your returned survey and comments. Thank you very much, Larry D. Horton encl. 127 INSTRUMENT PILOT Informant Response and Comment Form Please complete the following form concerning the instrument (survey) you have received and return attached to the completed survey. 1. Were the directions clear? Yes No 2. How could the directions be made more clear and precise? 3. Was the format of the instrument easy to use and understand? Yes No 4. How could the format be improved? 5. Does the survey address current leadership effectiveness and leadership skill issues? Yes No 6. What issues should be added to the survey to address missing leadership effectiveness and skill needs? 7. Any general improvement suggestions that you would like to make: 128 COVER LETTER TO ACCOMPANY DATA COLLECTION INSTRUMENT (SURVEY) Good Morning: Leadership effectiveness, and how to develop the skills and behaviors required in current organizations, and those projected for the future, continues to be of great concern to business and educational leaders. I HAVE A SPECIAL REQUEST OF YOU AT THIS TIME. I am currently completing a Ph. D. at Michigan State University. I am attempting to determine what gaps exist between current leadership effecfiveness and what will be required of leaders in the future using a research based model of leadership skills and behaviors. The enclosed survey asks you to respond, within your current job and organization context, to questions concerning: 1. Your perceptions of leadership effectiveness against current expectaflons; and, 2. Your perceptions of critical knowledge, skills and behaviors that will be required of leaders in the future. Your input on these issues is very important, both for my academic purpose, and to the general understanding of how effective leaders can be developed. REST ASSURED THAT I WILL MAKE NO REFERENCE TO YOUR INDIVIDUALLY. lug responses you provide will be kept in strictest confidence. Alresfls. conclusions a_ng recomendptions wi_lLbe presented in generic formats, and only identified as specific to broad professional categories. Please complete the enclosed survey and return it to me, in the enclosed envelope, no later than I appreciate your willingness to assist me in this project. Should you desire a copy of the resulting data analysis and corresponding recommendations please indicate so at the end of the survey. Thank you for your prompt response to my request. I look forward to receiving your completed survey in the very near future. Sincerely, Larry D. Horton encl. APPENDIX C SURVEY INSTRUMENT 1 (I1Practir Ilot Reqt (3) Not Practic PLEASE com; (A) it (3) Yc Lama: THANK 129 LEADERSHIP EFFECTIVENESS C) Larry D. Horton March 1994 £L§A§§ complete each section of the following survey entitled: l. Character/Personal Leadership Traits 2. Organizational Leadership Skills as completely and as candidly as possible. gpggpg use the following 5 pgint scale to complete the survey: ? 2 3 4 i (A) Practice Extensive Not Required < —— — > Practice Required (3) Not Practiced Practiced < — > Extensively 2L£A§fi complete for each of the two scales: (A) Your perception of future levels of practice required. (8) Your perception of current observed level of practice. M212: (3) (3) Future Level Current Observed t e Re ired Levgl Of Practigg 5 .... Ability to walk on water ..... 2 {ngfig include any additional general comments in space provided. ELfifififi complete the demographic section at the end of the survey. Your responses to the survey should be your PERCEPTION OF: (A) The extent to which a particular behavior, attitude or skill must be practiced in your or any other organization in the future. (B) To what extent your current supervisor, or most immediate superior, practices the behavior, attitude or skill. THANK YOU AGAIN FOR YOUR WILLINENESS TO COMPLETE THE SURVEY! / / 130 CHARACTER/PERSONAL LEADERSHIP TRAITS Larry D. Horton Page #2 CODE 2L§A§§ identify your perceptions of :ggpired and observed practice using the following five point scale. i i i " i (A) Practice Extensive Not Required < -------- > Practice Required (8) Not Practiced Practiced < —> Extensively (A) Future Level Personal Leadership (3) Current Observed W hara ta 91 rat Misuse 1. 0.00.00.00.00 values Change .00... 0000000000000 0.. 2. _____ ............. Sound judgment ... ................ .. _____ 3. ______............. Emotionally stable ................. _____ 4. _____ ............. Positive self-awareness ............ '_____ 5. _____ .. ....... .... Persistent ................... ..... . ‘_____ 6. _____ ............. Consistent in words and actions .... _____ 7. _____ ............. Flexible ........................... _____ 8. ___.............Cooperative........................ __ 9. _____ ............. Passionate advocate ..... . .......... _____ 10. _____ ............. Integrity ........ ................ .. _____ 11. ‘_____ .. ..... ...... Trustworthy ................ ........ _____ 12. _____ ............. Naturally curious .................. _____ 13. _____ ............. Courageous ......................... _____ 14. _____ ............. Reliable .......... ..... . ...... ..... _____. 15. _____ . .......... .. Congruent ... ....................... _____ 16. _____ ............. Risk Taker .. ................... .... _____ l7. _____ ........... .. Instinctive ......... ............... _____ 18. 0.0.0.0000... Reflective 00.000.00.000000000000000 Page #3 (a :9. __ 2c. _ 21. _ 22. _ 23. _ 2t. _ 25. _ 25. __ 22. _ 23. _ 29. _ so. __ 31. _ 32. __ 33. § It. § 35. _~ 36. N 37, .. 38. 39. IO. \ ditto“, Page #3 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 380 39. 40. (A) 0.0.0.0000... 00.00.0000... 131 C) Larry D. Horton Self-controlled :................... Optimistic ......................... Spontaneous ........................ Patient ............................ Believes in self ................... Belief in potential of others ...... Disciplined ........................ Conviction ......................... Clear personal values .............. Responsible ........ ........... ..... Ethical .......... ..... ............. Rational ................... ....... . Values human dignity ............... Confident .......................... Persuasive ......................... Vulnerable ......................... Intellectual energy ................ Committed to the future ............ Intuitive 00.0.0.0...00000. Empathetic .00.00.000.000.000000000. Resourceful 0.0000000000000000000000 Clear goals 00.000000000000000000000 (3) Additional characteristics and/or traits you believe are important: Page i ‘11-? the f 12. 13. 14. 15. 17, 18. 132 ORGANIZATIONAL LEADERSHIP SKILLS Larry D. Horton Page #4 CODE m identify your perceptions of reggired and observed practice using the following five point scale. l 2 3 4 5 (A) pr.ct1é;'°°'°°"" | ............ | ............ | °""'°°é;£;nl1ve Not Required < -------- > Practice Required (B) Not Practiced Practiced < — > Extensively (A) Future Level Organizational (B) Current Observed Egg§§1§§_3§ggiggg Skill Level Of Practice 1. _............. Distributes power to others ... __ 2. _____ ............. Builds effective teams ............. ._____ 3. _____ ............. Integrates varied efforts .......... _____ 4. __ . . . .......... Initiates change . .................. __ 5. ______... ...... .... Manages change ..................... _____ 6. _____’ ........... .. Environmental analysis ............. ______ 7. _____ ............. Clarifies common goals ............. _____ 8. __ . . . . ....... . . Clarifies common interests . . . ...... _ 9. _____ . ............ Influences positively ..... ......... _____ 10. _____ ..... ....... . Understands cultural diversity ..... _____ ll. ______............. Understands human diversity ........ ______ l2. ______............. Enabler of others .................. _____ l3. ______...... ..... .. People developer ................... _____ l4. _____ ............. Long-range view .................... ______ 15. ._____ ............. Mastery of details ........ ......... ______ 16. ______ ............. Provides sense of direction ........ ______ 17- ______............. Catalyst ..... ............. ......... _____ 18. ______............. Facilitator ........................ 133 Page #5 © Larry D. Borton (A) (3) 19. ............. Accepts accountability ............. 20. ______............. Analytical ......................... ______ 21. _____ .. ...... ..... Logical ............................ _____ 22. _____ ............. Challenges processes ............... _____ 23. _____ ............. Inspires shared vision ............. ______ 24. ._____ ............. Challenges status quo .............. _____ 25. ______............. Encourages others .................. _____ 26. _____ ............. Breadth of knowledge ............... _____ 27. ______............. Comfort with ambiguity ............. _____ 28. ______............. Informing/Communicative ............ _____ 29. ______ ............. Delegates to others ................ _____ 30. ______ ............. Planning and organizing ............ ______ 31. ______ ............. Problem solving .................... _____ 32. ______ ............. Clarifying goals ................... _____ 33. .______ ............. Recognizing and rewarding .......... _____ 34. ______ ............. Conflict management ................ _____ 35- ______ ............. Networking ......................... ______ 35- ______ .. ........... Participative . ..... ................ _____ 37- ______ ............. Focused on people .................. _____ 38- ______ ............. Provides feedback .................. _____ 39° ______ ............. Charismatic ................. ..... .. _____ 40. _____ ............. Goal oriented ...................... _____ 41- _____ ............. Approachable ....................... _____ 42. eeeeeoeoeeeoe Builds trust sees-eeeeeeeeeeeeeeeeeee Additional organizational leadership skills you believe are important: \ \ g2 P .. . .3 mu. ___________m 134 Page #6 C) Larry D. Horton CODE Additional general comments regarding leadership effectiveness: BLEAfiE complete the following demographic section by checking the appropriate space, or providing written information as requested. 1. ¥our overall satisfaction in your current job? Low High 2. Your satisfaction with your current supervisor? Low High 3. # of years in current position? Years 4. t of years with current organization? Years Industry Job Title Technical Specialty Highest Educational Level Attained High School BA/BS Masters MBA Ph. D. Yes, please send me a copy of the final analysis, conclusions and recommendations. Send To: Name Address APPENDIX D DEMOGRAPHIC DATA ANALYSIS 135 TABLE #12 "ATTAINED (COMPLETED) EDUCATIONAL LEVEL" - CURRENT CHARACTER/PERSONAL LEADERSHIP TRAITS (N =1so,1s Scale) Trait/Skill HS(N=4) BAIBSIN=33) Mstrst=48I MBA(N=28) PHD(N=37) Reliable 4.00“ 3.30 3.48 3.79“ 3.46 Values human dignity 3.75“ 3.55“ 3.46 3.71 3.30 Consistent in words and actions 3.50“ 3.03 2.83‘ 3.39 2.78" Integrity 3.50“ 3.67“ 3.63“ 3.93“ 3.51“ Sound judgment 3.25“ 3.48" 3.42 3.96“ 3.38 Persistent 3.25“ 3.45 3.50 3.93“ 3.54“ Trustworthy 3.25“ 3.48“ 3.63" 3.79“ 3.35 Disciplined 3.25" 3.55“ 3.69“ 3.68 3.38 Conviction 3.25“ 3.45 3.42 3.53 3.16 Clear personal values 3.25“ 3.48 3.29 3.93“ 3.30 Responsible 3.25" 3.91“ 3.92“ 4.21 “ 3.70" Rational 3.25“ 3.42 3.79“ 3.71 3.81“ Flexible 3.00 2.91 ' 3.08 3.46 2.95 Cooperative 3.00 3.18 3.23 3.64 3.22 Courageous 3.00 2.82‘ 3.02 3.04' 2.95 Congruent 3.00 2.82‘ 2.71 ' 3.21 ' 2.73' Self-controlled 3.00 3.39 3.71“ 3.75 3.62“ Believes in self 3.00 3.76“ 3.81“ 3.53 3.84“ Ethical 3.00 3.76“ 3.58 4.18“ 3.62“ Confident 3.00 3.67" 3.83“ 3.82“ 3.84“ Persuasive 3.00 3.42 3.52 3.75 3.30 Intellectual energy 3.00 3.58“ 3.48 3.71 3.32 Committed to the future 3.00 3.67“ 3.63" 3.64 2.86 Empathetic 3.00 3.03 2.98' 3.29‘ 273' Positive self-awareness 2.75 3.09 2.90‘ 3.53 2.95 Passionate advocate 2.75 2.97‘ 3.13 2.93' 3.00 Instinctive 2.75 3.21 2.88‘ 3.36 3.03 Reflective 2.75 3.06 2.81' 3.21‘ 2.51 ' Optimistic 2.75 3.42 3.60“ 3.46 3.38 Belief in potential of others 2.75 3.06 3.13 3.50 3.00 Intuitive 2.75 3.21 3.02 3.43 2.76' Resourceful 2.75 3.39 3.56 3.68 3.19 Values change 250‘ 2.61' 2.83' 2.82" 2.14‘ Emotionally stable 2.50' 3.24 3.58 4.00“ 3.46“ Naturally curious 2.50‘ 2.85' 3.02 3.32 278' Risk taker 2.50' 2.85‘ 2.98‘ 2.96' 2.65' Spontaneous 2.50' 2.82" 2.71' 3.00‘ 262‘ Clear goals 2.50‘ 3.12 3.23 3.75 3.14 Patient 2.25‘ 3.03 3.06 3.29' 2.95 Vulnerable 2.25' 2.76' 2.19‘ 2.79" 224‘ KEY: * The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. HS - High School BAIBS — Bachelor of Arts/Bachelor of Science Mstrs - Masters degree MBA —- Masters Business Administration PHD - Doctorate 136 TABLE #13 "ATTAINED (COMPLETED) EDUCATIONAL LEVEL" - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 1-5 Scale) Trait/Skill HS(N=4) BAIBS(N=33) Mstrs(N=48) MBA(N=28) PHQ(N=3Z) Risk taker 4.75“ 4.21 4.25 4.1 1 4.16 Values human dignity 4.75“ 4.55“ 4.65“ 4.32 4.57“ Clear goals 4.75" 4.55" 4.67“ 4.61" 4.48" Flexible 4.50" 4.52“ 4.63" 4.64“ 4.57“ Courageous 4.50“ 4.03 4.15 3.89 4.08 Patient 4.50“ 4.06 3.90' 3.64‘ 3.65' Believes in self 4.50" 4.36 4.56 4.46" 4.35 Conviction 4.50“ 3.94‘ 4.10‘ 4.18 3.97 Clear personal values 4.50“ 4.09 4.52 4.54“ 4.43“ Sound judgment 4.25 4.24 4.69“ 4.46“ 4.41“ Integrity 4.25 4.7 “ 4.63“ 4.64“ 4.78“ Reliable 4.25 4.1 2 4.35 4.18 4.24 Instinctive 4.25 3.67' 3.77' 3.82' 3.49' Self-controlled 4.25 3.97 3.92‘ 3.82' 370* Belief in potential of others 4.25 4.64“ 4.73“ 4.54“ 4.57“ Disciplined 4.25 3.91‘ 4.21 3.96 3.92 Ethical 4.25 4.73“ 4.63“ 4.68" 4.68“ Committed to the future 4.25 4.67“ 4.58 4.32 4.30 Resourceful 4.25 4.42 4.56 4.36 4.32 Values change 4.00 3.91' 4.21 3.71' 3.19' Emotionally stable 4.00 4.24 4.44 4.29 4.16 Cooperative 4.00 4.1 8 4.60“ 4.32 4.38“ Passionate advocate 4.00 3.76‘ 4.06' 3.82' 3.92 Trustworthy 4.00 4.61" 4.71“ 4.50“ 4.68“ Congruent 4.00 3.64‘ 4.02' 3.89 4.08 Reflective 4.00 3.85‘ 3.92' 3.61 ‘ 3.89‘ Optimistic 4.00 4.1 8 4.21 4.00 4.14 Responsible 4.00 4.48“ 4.48 4.50" 4.49“ Confident 4.00 4.27 4.40 4.14 4.35 Intellectual energy 4.00 4.27 4.35 4.21 4.30 Intuitive 4.00 4.09 4.23 3.79' 4.03 Positive self-awareness 3.75' 4.15 4.38 4.18 4.35 Consistent in words and actions 3.75' 4.64“ 4.67“ 4.71 “ 4.54“ Naturally curious 3.75‘ 3.94‘ 4.25 3.50‘ 3.78‘ Empathetic 3.75‘ 3.97 4.23 3.75‘ 4.08 Persistent 3.50' 3.73‘ 4.13 4.1 1 4.27 Spontaneous 3.50' 3.39‘ 3.48‘ 3.29‘ 3.51‘ Rational 3.50‘ 4.06 4.10‘ 3.93 3.84' Persuasive 3.25‘ 4.1 5 4.44 4.25 4.35 Vulnerable 3.00‘ 2.94' 3.15' 3.11' 316‘ KEY: * The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories HS — High School BAIBS - Bachelor of Arts/Bachelor of Science Mstrs - Masters degree MBA — Masters Business Administration PHD - Doctorate 137 TABLE #14 "ATTAINED (COMPLETED) EDUCATIONAL LEVEL" - CURRENT ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 15 Scale) Trait/Skill HS(N=4) BAIBS(N=33) Mgrs(N=48) MBA(N=28) PHD(N=37) Analytical 3.75“ 3.61“ 3.56" 3.86" 3.73“ Logical 3.75“ 3.42“ 3.69“ 3.71“ 3.73“ Focused on people 3.50“ 3.00 2.94 3.07 2.92 Influences positively 3.25“ 2.97 2.79 3.21 2.84 Delegates to others 3.25“ 3.33“ 3.27“ 3.50“ 3.03 Approachable 3.25“ 3.27“ 3.02 3.36 3.05 Clarifies common goals 3.00 2.55‘ 2.81 3.21 2.78 Accepts accountability 3.00 3.58" 3.54“ 3.79“ 3.65“ Breadth of knowledge 3.00 3.48“ 3.15“ 3.64" 3.08“ Comfort with ambiguity 3.00 2.73 2.90 3.14 3.00 Informing/Communicative 3.00 3.09 3.15“ 3.25 3.05“ Recognizing and rewarding 3.00 2.67‘ 2.85 3.00 2.81 Participative 3.00 2.85 3.08 3.25 2.92 Builds trust 3.00 3.21“ 2.88 3.25 2.62' Distributes power to others 2.75 2.76 2.73 2.96‘ 2.92 Clarifies common interests 2.75 2.39‘ 2.52‘ 2.75‘ 2.59‘ Understands human diversity 2.75 2.45' 2.50' 2.86‘ 2.59' Enabler of others 2.75 2.76 2.63' 3.00 2.57‘ Long-range view 2.75 2.85 3.02 3.32 2.76 Mastery of details 2.75 3.09 3.25“ 3.46“ 3.32“ Challenges processes 2.75 3.21“ 3.06 3.32 2.86 Inspires shared vision 2.75 2.67' 2.75 2.93‘ 2.68 Encourages others 2.75 3.18 3.17“ 3.32 3.08 Problem solving 2.75 3.61“ 3.38“ 3.75“ 3.41“ Provides feedback 2.75 2.79 2.88 2.93‘ 2.62' Builds effective teams 2.50 2.70 2.40' 3.00 2.65' Integrates varied efforts 2.50 2.79 2.67 3.04 2.81 Understands cultural diversity 2.50 2.64' 2.54' 2.93‘ 265' People developer 2.50 2.52' 2.44' 3.07 2.86 Provides sense of direction 2.50 3.09 2.98 3.43“ 3.00 Catalyst 2.50 2.82 2.54' 3.29 2.70 Facilitator 2.50 2.58' 2.35“ 2.93' 2.78 Planning and organizing 2.50 3.27“ 3.33“ 3.7 “ 3.35" Clarifying goals 2.50 2.88 3.08 3.18 3.05“ Conflict management 2.50 2.70 2.56' 2.61‘ 249‘ Networking 2.50 2.88 3.27“ 3.11 3.22' Charismatic 2.50 2.88 2.75 2.79' 2.68 Goal oriented 2.50 3.55“ 3.52“ 3.79“ 3.41“ Initiates change 225' 3.12 2.92 3.25 2.89 Manages change 225' 2.64' 2.79 3.14 2.68 Environmental analysis 225' 2.42‘ 2.60' 3.04 2.57‘ Challenges status quo 2.00' 3.09 3.04 3.14 2.68 KEY: ‘ The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. HS - High School BAIBS - Bachelor of Arts/Bachelor of Science Mstrs — Masters degree MBA — Masters Business Administration PHD - Doctorate :u u . 138 TABLE #15 "ATTAINED (COMPLETED) EDUCATIONAL LEVEL” - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1-5 Scale) rait/S 'll HS(N=4) BflBS(N=33) Mstrs(N=48) MBA(N=2§) PHD(N=37) Builds effective teams 4.50“ 4.58“ 4.75“ 4.71" 4.43“ Manages change 4.50“ 4.52" 4.54“ 4.68“ 4.54“ Understands cultural diversity 4.50“ 4.09 4.33 4.21 4.30 Understands human diversity 4.50“ 4.09 4.44 4.32 4.27 Long-range view 4.50" 4.48" 4.50 4.43 4.46“ Encourages others 4.50“ 4.45“ 4.50 4.57“ 4.35 Clarifying goals 4.50“ 4.39 4.38 4.46 4.35 Recognizing and rewarding 4.50“ 4.42 4.60“ 4.61“ 4.30 Conflict management 4.50“ 4.15 4.54" 4.32 4.05' Distributes power to others 4.25 4.64“ 4.50 4.57“ 4.32 Integrates varied efforts 4.25 4.24 4.44 4.43 4.27 Initiates change 4.25 4.39 4.48 4.39 4.30 Clarifies common goals 4.25 4.21 4.40 4.36 4.16 Influences positively 4.25 4.21 4.38 4.39 4.35 People developer 4.25 4.52" 4.40 4.61“ 4.27 Provides sense of direction 4.25 4.39 4.27 4.46 4.43“ Accepts accountability 4.25 4.42 4.60" 4.64 4.43“ Challenges processes 4.25 4.33 4.44 4.50 4.41 Inspires shared vision 4.25 4.49“ 4.73“ 4.71“ 4.54“ Challenges status quo 4.25 4.36 4.52 4.46 4.16 Informing/Communicative 4.25 4.64“ 4.65“ 4.54“ 4.59“ Delegates to others 4.25 4.36 4.60“ 4.39 4.30 Planning and organizing 4.25 4.12 3.98 4.07 397' Networking 4.25 4.06' 4.29 4.00" 3.97‘ Clarifies common interests 4.00 3.73‘ 3.83‘ 3.93‘ 3.92‘ Enabler of others 4.00 3.97‘ 4.23 4.39 3.89‘ Facilitator 4.00 4.09 4.08‘ 4.32 4.22 Breadth of knowledge 4.00 4.24 4.38 4.18' 4.27 Participative 4.00 4.18 4.31 4.29 4.27 Focused on people 4.00 4.39 4.33 4.29 4.27 Provides feedback 4.00 4.45“ 4.60“ 4.46 4.54“ Approachable 4.00 4.58“ 4.35 4.29 4.1 9 Builds trust 4.00 4.85“ 4.77“ 4.82“ 4.68“ Mastery of details 375' 3.12‘ 3.31 ' 3.54' 2.97' Catalyst 3.75' 4.30 4.15’ 4.18‘ 4.1 1 Comfort with ambiguity 3.75' 4.03' 4.38 4.18‘ 4.46“ Problem solving 3.75' 4.12 4.35 4.43 4.08 Goal oriented 3.75“ 4.21 4.15' 4.25 4.2 Analytical 3.50' 3.94' 3.92‘ 3.75' 3.84' Logical 3.50' 4.03' 3.98‘ 3.75' 381' Environmental analysis 350" 3.64' 4.06‘ 3.79' 4.00‘ Charismatic 3.25' 3.39' 3.73' 3.54' 400' KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. HS — High School BAIBS - Bachelor of Arts/Bachelor of Science Mstrs - Masters degree MBA - Masters Business Administration PHD - Doctorate 139 TABLE #16 "INDUSTRY WITHIN WHICH THEY ARE CURRENTLY EMPLOYED" - CURRENT CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 15 Scale) Trait/Skill Mfg(N=52) Hlthcre(N=6) Fin/Ins(N=14) Iith=13l GovtLN=10I CnsIt(N=361 Ed(N=13) Integrity 3.87“ 4.17“ 3.57" 3.69" 3.70" 3.47 3.31“ Emotionally stable 3.85“ 4.00 3.14 3.62 3.40 3.53 2.77 Responsible 3.83“ 4.67" 3.86“ 4.00" 3.90" 3.89“ 3.46“ Ethical 3.83“ 4.00 3.50" 3.62 3.60“ 3.64“ 3.69“ Rational 3.83“ 3.67 3.43 3.54 3.70“ 3.83" 3.15 Trustworthy 3.79“ 4.00 3.21 3.85“ 3.80“ 3.47 2.92 Believes in self 3.77“ 4.00 4.00“ 3.92“ 3.50 3.75“ 3.62“ Sound judgment 3.65" 3.83 3.43 3.62 3.00 3.53 3.08 Self-controlled 3.65" 4.17" 3.71“ 3.23 3.00 3.64" 3.54 Values human dignity 3.63 3.83 3.29 3.69“ 3.50 3.53 3.00 Confident 3.63 4.00 3.86" 3.85" 3.50 3.78“ 3.62 Persistent 3.62 4.00 4.14“ 3.31 3.40 3.53 3.00 Reliable 3.60 4.00 3.29 3.69“ 3.30 3.61“ 2.69‘ Intellectual energy 3.56 4.00 3.57“ 3.54 3.10 3.56“ 3.08 Clear personal values 3.54 4.33“ 3.50“ 3.69" 3.30 3.33 3.00 Resourceful 3.52 3.67 3.21 3.08 3.50 3.42 3.23 Cooperative 3.50 3.33' 3.36 3.23 2.70' 3.22 3.38“ Disciplined 3.50 4.00 3.43 3.54 3.70“ 3.47 3.00 Persuasive 3.50 3.67 3.57“ 3.38 3.60“ 3.50 3.08 Committed to the future 3.50 4.00 3.43 3.31 3.50 3.31 3.23 Conviction 3.46 4.17“ 3.21 3.31 3.40 3.39 3.00 Optimistic 3.38 3.33' 3.43 3.85“ 3.10 3.47 3.54“ Intuitive 3.23 3.33' 3.00 254' 2.70" 3.17 2.62‘ Instinctive 3.21 3.33‘ 3.21 3.08 3.00 3.11 2.54‘ Flexible 3.15 3.50 3.00 3.38 3.00 3.00 3.00 Clear goals 3.13 3.83 3.50“ 3.38 3.10 3.28 3.08 Positive self-awareness 3.12 3.67 3.00 3.23 2.70' 2.97‘ 2.77 Consistent in words 8. 3.06 3.67 2.86' 2.62‘ 3.30 2.97‘ 2.38' actions Naturally curious 3.06 3.33‘ 3.21 3.00' 2.40" 3.06 2.92 Belief In potential of others 3.04 3.83 2.79' 3.62 3.00 3.33 2.84 Patient 3.02' 3.50 2.93 3.31 3.10 3.19 2.61' Empathetic 3.02' 3.00' 2.71' 3.23 3.20 2.92' 3.00 Congruent 2.98‘ 3.50 3.00 2.54' 2.80‘ 2.97 2.31' Reflective 2.98‘ 3.50 2.86' 2.92‘ 2.80" 2.72‘ 2.46' Courageous 2.96' 3.50 2.71 2.77' 2.80' 3.19 2.77 Risk taker 2.83' 3.17“ 2.93 2.92‘ 2.60‘ 3.03‘ 2.77 Spontaneous 2.83' 3.17‘ 2.50‘ 3.15 2.60' 2.75' 2.38‘ Passionate advocate 2.83' 4.00 2.57“ 3.00" 2.90 2.78' 3.38“ Values change 281' 2.17‘ 2.29' 2.54' 2.40' 2.58“ 2.23‘ Vulnerable 2.46' 2.33' 2.00' 2.46‘ 2.70' 2.50' 2.23“" KEY: .. The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories Mfg. - Manufacturing Hlthcre. — Healthcare Fin/Ins. — Financial/Insurance Tech. — Technology Govt. - Government Cnslt. - Consulting Ed. - Education 140 TABLE #17 "INDUSTRY WITHIN WHICH THEY ARE CURRENTLY EMPLOYED" - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N =1so, 1.5 Scale) rait/Skill Mfg(N=52) Hlthcre(N=6) Fin/Ins(N-14) Tech(N=13) Govt(N=10) CnsIt(N=36) Ed(N=13) Integrity 4.77“ 4.83" 4.21 4.69“ 4.40“ 4.75“ 4.62" Ethical 4.71 “ 4.83“ 4.64“ 4.69" 4.40“ 4.67“ 4.46“ Consistent in words 8 actions 4.67“ 4.50 4.43“ 4.85“ 4.80" 4.53 4.46“ Belief in potential of others 4.62“ 4.83“ 4.50" 4.46“ 4.70“ 4.69“ 4.54“ Clear goals 4.62“ 4.67 4.64“ 4.54" 4.30 4.56 4.23 Values human dignity 4.60“ 4.67 4.29 4.54“ 4.60“ 4.64“ 4.31 Sound judgment 4.56“ 4.83“ 4.21 4.38 4.00 4.53 4.46" Trustworthy 4.56“ 4.83“ 4.50“ 4.54“ 4.50" 4.81 " 4.54“ Committed to the future 4.50" 4.67 4.21 4.69“ 4.30 4.50 4.54" Flexible 4.48" 5.00" 4.79“ 4.46“ 4.80“ 4.64“ 4.38 Believes in self 4.46 4.50 4.36“ 4.38 4.20 4.61“ 4.31 Resourceful 4.42 4.50 4.29 4.38 4.60“ 4.47 4.31 Responsible 4.40 4.67 4.36" 4.54“ 4.40" 4.61" 4.31 Clear personal values 4.38 4.50 4.21 4.00 4.30 4.69“ 4.31 Persuasive 4.33 4.50 4.36" 4.1 5 4.30 4.31 4.1 5 Intellectual energy 4.29 4.50 4.07 4.31 4.30 4.42 4.08 Risk taker 4.27 4.50 4.29 4.15 4.20 4.22 4.08 Emotionally stable 4.25 4.83“ 4.21 4.15 4.00 4.33 4.46" Reliable 4.25 4.67 4.1 4 4.23 4.20 4.31 4.1 5 Cooperative 4.23 4.50 4.36“ 4.23 4.60“ 4.64“ 4.62“ Confident 4.1 9 4.67 4.50“ 4.23 4.20 4.44 4.23 Conviction 4.17 4.17‘ 3.64' 3.54' 3.90' 4.11' 4.23 Positive self-awareness 4.10 4.50 4.21 3.92 4.30 4.58 4.46“ Optimistic 4.10 4.33 3.93 4.00 4.10 4.22 4.23 Courageous 4.06 4.17‘ 4.00 3.69 4.10 4.24 4.15 Rational 4.06 4.00' 3.86 4.00 4.00 3.97' 3.85‘ Intuitive 4.04 4.33 3.86 3.85 3.90' 4.17 4.23 Naturally curious 4.02 3.50‘ 3.79“ 3.69 3.70“ 4.06' 3.85' Persistent 3.98 4.33 4.21 3.77 4.00 4.17 4.23 Values change 3.96 3.50' 3.29' 3.92 4.20 3.56' 3.54‘ Passionate advocate 3.96 4.00 3.71' 3.23' 3.80' 4.25 3.77‘ Disciplined 3.92‘ 4.00 3.71' 4.00 4.10 4.28 4.08 Self-controlled 3.90‘ 4.33 4.00 3.62' 4.10 3.72' 3.77‘ Congruent 3.87‘ 4.33 3.93 2.92' 3.90' 4.36 4.08 Instinctive 3.87‘ 3.83“ 3.43' 3.23' 4.00 3.72' 3.85' Empathetic 3.87“ 4.33 4.14 3.69 4.10 4.39 3.92“ Reflective 3.75‘ 4.00‘ 3.57' 3.23‘ 4.10 4.1 4" 4.00 Patient 3.65' 4.17' 3.79‘ 3.69 4.20 4.08‘ 3.77‘ Spontaneous 3.37‘ 3.67‘ 3.50‘ 2.92‘ 3.50' 3.67“ 3.31' Vulnerable 3.02' 2.67' 2.57' 2.54‘ 3.80‘ 3.53' 300‘ KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Mfg. — Manufacturing Hlthcre. - Healthcare Fin/Ins. — Financial/Insurance Tech. - Technology Govt. - Government Cnslt. - Consulting Ed. - Education m5? 1 5..) n n 2?. 141 TABLE #18 "INDUSTRY WITHIN WHICH THEY ARE CURRENTLY EMPLOYED" - CURRENT ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1-5 Scale) Trait/Skill Mfg(N=52) Hlthcre(N=6J Fin/Insm=1 4i TechIN=13I GovtiN=LOL Cnslt(N=36) Ed(N=13) Analytical 3.90“ 4.17“ 3.07 3.46“ 3.20“ 3.86“ 3.31“ Logical 3.83“ 4.17“ 3.00 3.69“ 2.90“ 3.92“ 3.15“ Accepts accountability 3.65“ 3.67 3.36“ 4.15“ 3.20“ 3.67“ 3.15“ Problem solving 3.62“ 4.17“ 3.21“ 3.31“ 3.20“ 3.53“ 3.15“ Goal oriented 3.56“ 3.83“ 3.36“ 3.62“ 3.20“ 3.61“ 3.54“ Mastery of details 3.46“ 3.83" 3.14“ 3.00 2.90" 3.25“ 3.46“ Delegates to others 342“ 3.83" 3.14" 3.31“ 2.80 3.25“ 2.77 Planning and organizing 3.42“ 3.83“ 2.86 3.46“ 3.00“ 3.53“ 3.31" Approachable 3.37" 3.17 3.14" 3.31" 2.60 3.00 2.92 Challenges processes 3.31“ 3.67 3.00 3.38“ 2.50 2.86 2.77 Breadth of knowledge 3.27 4.00“ 3.14“ 3.54“ 3.10 3.33“ 3.23“ Provides sense of direction 3.23 3.50 2.93 2.69 2.80 3.14 2.77 Informing/Communicative 3.23 3.83“ 3.00 2.92 2.30 3.25“ 3.08 Encourages others 3.19 3.33 2.86 3.15 2.60 3.25“ 3.00 Comfort with ambiguity 3.19 2.83‘ 2.64 2.31 ' 2.30 3.08 2.85 Participative 3.19 3.67 3.00 2.54 2.50 3.19 2.69‘ Initiates change 3.17 3.83“ 3.21" 2.54 2.40 3.22 3.08 Influences positively 3.15 3.33 2.29‘ 2.69 2.40 2.97 2.92 Long-range view 3.13 3.33 3.14“ 2.69 3.00“ 2.75 3.15“ Challenges status quo 3.08 3.33 2.93 3.08 2.30 3.00 238' Networking 3.04 3.33 3.29“ 3.54" 2.60 3.11 3.62“ Focused on people 3.04 3.17 2.79 2.69 2.80 3.08 2.85 Builds trust 3.00 3.67 2.86 3.00 2.60 3.06 2.46‘ Clarifies common goals 2.98 3.17 2.71 2.69 2.20‘ 2.97 2.62' Clarifying goals 2.98 3.67 2.71 2.77 2.50 3.19 3.15“ Recognizing and rewarding 2.98 3.17 2.50‘ 2.46‘ 2.30 2.86 3.08 Provides feedback 2.94 3.67 2.50‘ 2.54 1 .90‘ 2.92 269‘ People developer 2.92 3.17 2.14‘ 2.54 2.40 2.83 2.92 Distributes power to others 2.90 3.83“ 2.86 2.62 2.10‘ 2.92 2.69' Enabler of others 2.90 3.17 2.71 2.77 2.50 2.47‘ 2.85 Manages change 2.88 3.17 2.79 2.46' 2.30 2.92 2.85 Environmental analysis 2.87 3.17 2.43‘ 2.23' 2.40 2.69' 2.54‘ Facilitator 2.85‘ 3.17 2.07' 2.54 2.00' 2.78‘ 2.46‘ Integrates varied efforts 2.83' 3.33 2.50‘ 2.31‘ 2.40 3.14 2.85 Understands cultural diversity 2.83’ 3.17 2.57 2.92 2.40 2.64‘ 3.00 Catalyst 2.83‘ 3.67 2.64 2.46‘ 2.40 2.89 2.77 Inspires shared vision 2.83' 3.17 2.64 2.54 2.80 2.83 2.46' Charismatic 2.77' 3.17 2.43' 2.69 2.50 2.94 2.77 Understands human diversity 2.75‘ 2.67" 2.43“ 2.77 2.10' 2.61‘ 3.00 Builds effective teams 2.71' 3.33 2.71 2.38' 2.10‘ 2.69‘ 2.77 Clarifies common interests 2.69' 3.17 2.21 ' 2.23' 2.30 2.64‘ 2.69" Conflict management 267' 3.17 2.29' 2.38' 2.00" 2.67' 238' KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Mfg. - Manufacturing Hlthcre. - Healthcare Fin/Ins. - Financial/Insurance Tech. - Technology Govt. - Government Cnslt. - Consulting Ed. - Education 142 TABLE #19 "INDUSTRY WITHIN WHICH THEY ARE CURRENTLY EMPLOYED" - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 15 Scale) Mfg(N=52) HIthcre(N=6) Fin/lngLN=14) IgctiIN=1SL Govt(N=10) Cnslt(N=36) Ed(N=13) Trait/Skill Builds effective teams 4.75“ 4.83“ 4.64“ Manages change 4.67" 4.67“ 4.71“ Builds trust 4.67" 5.00“ 4.93" Distributes power to others 4.63“ 4.50 4.57“ People developer 4.62“ 4.50 4.14 Inspires shared vision 4.62“ 4.83“ 4.64" Informing/Communicative 4.62" 4.83“ 4.50“ Provides sense of direction 4.58“ 4.50 4.43 Accepts accountability 4.56“ 4.67“ 4.36 Integrates varied efforts 4.54 4.00‘ 4.21 Initiates change 4.54 4.67“ 4.29 Long-range view 4.52 4.50 4.57“ Recognizing and rewarding 4.50 4.83“ 4.50“ Encourages others 4.48 4.67“ 4.36 Challenges processes 4.46 4.83“ 4.21 Enabler of others 4.44 4.33 4.00 Challenges status quo 4.44 4.83“ 4.29 Clarifies common goals 4.42 4.33 4.36 Influences positively 4.42 4.50 4.14 Understands human diversity 4.38 4.00‘ 4.50" Delegates to others 4.38 4.50 4.29 Clarifying goals 4.37 4.67“ 4.36 Understands cultural diversity 4.35 3.67‘ 4.14 Provides feedback 4.35 4 50 4.57“ Catalyst 4.29 4.33 3.93' Breadth of knowledge 4.29 4.50 4.14 Approachable 4.29 4.33 4.36 Comfort with ambiguity 4.27 4.17 4.21 Goal oriented 4.27 3.83' 4.14 Problem solving 4.25 4.50 4.29 Conflict management 4.25 4.50 4.29 Focused on people 4.23 4.17 4.07 Facilitator 4 19" 4.50 3.57' Participative 4 13' 4.33 4.21 Networking 440' 4 33 393" Planning and organizing 4.02‘ 3.67' 371‘ Environmental analysis 402‘ 4.00‘ 3.86' Clarifies common interests 4.00“ 4.00‘ 3.71“ Analytical 3 94‘ 3.67' 3.79' Logical 3.88' 3.83‘ 3.86‘ Charismatic 3.52‘ 3.83' 3.57' Mastery of details 323‘ 3.17' 293' KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Mfg. - Manufacturing Hlthcre. — Healthcare Fin/lns/ — F inancial/Insurance Tech. — Technology Govt. - Government Cnslt. - Consulting Ed. - Education 4.38“ 4.23 4.69“ 4.23 4.31 4.69“ 4.46“ 3.92 4.38" 4.23 3.92 4.15 4.69“ 4.38" 4.31 4.15 4.38“ 4.00 3.77' 3.77' 4.38“ 4.54“ 4.15 4.46“ 4.00 4.23 4.54“ 4.30“ 4.30“ 4.20" 4.30" 4.20“ 4.10 4.10 4.64" 4.58“ 4.92“ 4.47 4.44 4.75“ 4.75“ 4.39 4.69" 4.36 4.42 4.44 4.53 4.53 4.50 4.08" 4.42 4.36 4.58“ 4.44 4.47 4.69" 4.85“ 4.77“ 4.54 4.54 4.62 4.69" 4.54 4.77“ 4.62 4.46 4.85 4.62 4.62 4.31 4.23' 4.15‘ 4.54 4.69“ 4.62 4.62 3.54- no . . 9 .w. a ~ ~.. ~ ..A Au 4... . Ill! 4‘. . oatmxwgwacs D .t. 3.. an. AL FL .2 :e . t : II C 143 TABLE #20 "JOB TITLE SPECIFIC TO THEIR CURRENT POSITION" - CURRENT CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 1.5 Scale) Business Org. Dev. Human Resource Education Trait/Skill CEO/Pres Sr.Mgt DirLMgr Cnslt Pract Sr.Off Dir/Mgr Cnslt Formal Trainers Responsible 4.08“ 4.25“ 4.00“ 3.58“ 3.89“ 4.33“ 3.87" 3.83“ 3.33" 3.88“ Rational 4.98“ 3.75“ 3.71“ 3.47“ 3.95“ 3.67 3.52 4.00“ 3.33“ 3.54“ Believes in self 3.92" 3.25 3.86" 3.47" 3.89“ 3.78 4.13" 4108" 3.56" 3.63" Confident 3.92“ 3.50 3.71“ 3.53“ 4.00“ 3.78 4.04" 4.00“ 3.56“ 3.50” Disciplined 3.83“ 3.25 3.64 3.32 3.53 3.56 3.70“ 3.67 2.89 3.79“ Sound judgment 3.75“ 3.50 3.50 3.26 3.53 4.22“ 3.48 3.67 2.89 3.46“ Self-controlled 3.75“ 3.75" 3.21 3.42“ 3.95“ 3.56 3.48 3.58 3.78“ 3.58" Optimistic 3.75“ 3.50 3.36 3.21 3.53 3.44 3.35 3.75 3.67“ 3.42“ Persuasive 3.67“ 3.25 3.57 3.16 3.63 3.67 3.65 3.83“ 3.00 3.17 Persistent 3.50 2.75' 3.71" 3.58“ 3.58 4.22" 3.87“ 4.25“ 2.56' 3.42“ Ethical 3.50 3.75“ 4.07“ 3.58“ 4.05“ 4.00“ 3.65 3.92“ 3.89“ 3.38 Intellectual energy 3.50 3.25 3.36 3.32 3.63 4.11" 3.65 3.67 2.78 3.33 Resourceful 3.50 2.75' 3.71“ 3.21 3.42 3.78 3.7 “ 3.58 3.33“ 3.08 Integrity 3.42 3.75“ 4.00“ 3.37 4.00 4.11“ 3.70“ 3.58 3.67“ 3.54“ Trustworthy 3.42 3.75“ 3.79" 3.32 3.84“ 3.89“ 3.61 3.75 3.22 3.38 Conviction 3.42 3.25 3.64 3.16 3.47 3.78 3.48 3.17' 3.11 3.33 Clear personal values 3.42 3.50 3.71“ 3.21 3.84“ 3.44 3.74“ 3.17‘ 3.00 3.33 Emotionally stable 3.33 3.50 3.64 3.4 “ 3.84“ 4.00“ 3.83“ 3.50 2.78 3.38 Belief in potential of others 3.33 3.00 3.21 3.16 3.42 3.33' 3.09 3.33 3.00 2.83 Clear goals 3.33 3.50 3.07' 2.84' 3.05‘ 4.00“ 3.43 3.83“ 2.78 3.25 Risk taker 3.25 3.00 3.00' 2.89‘ 3.00‘ 3.33‘ 2.96 3.83“ 2.67" 2.54' Values human dignity 3.25 3.25 3.64 3.37 3.95“ 3.78 3.61 3.75 3.11 3.33 Courageous 3.17 2.75" 2.86‘ 3.00 3.05‘ 3.56 2.83' 3.17' 2.67‘ 2.83 Instinctive 3.17 3.25 3.14 3.05 3.26 3.00‘ 3.48 3.33 2.33' 2.83 Cooperative 3.08 3.25 3.21 3.16 3.42 3.67 3.35 3.58 3.67" 3.00 Patient 3.08 2.50' 3.00 3.00 3.63 2.89‘ 2.87' 3.50 2.78 2.88 Committed to the future 3.08 3.50 3.93“ 3.11 3.32 3.67 3.87“ 3.58 3.00 3.29 Positive self-awareness 3.00 3.25 3.36 3.05 3.05‘ 3.67 3.13 3.00' 2.89 2.75‘ Reliable 3.00 3.25 3.36 3.42“ 3.68 3.67 3.65 3.75 2.78 3.29 Flexible 2.92' 3.50 3.21 3.00 3.32 3.44 3.35 3.50 3.11 2.71' Naturally curious 2.92' 2.75‘ 2.93‘ 2.89' 3.21 3.44 2.96 3.25‘ 2.78 3.00 Intuitive 2.92" 2.75‘ 3.29 3.11 3.11‘ 3.33' 3.26 3.33 2.56' 2.71‘ Empathetic 2.92' 2.00‘ 3.14 2.63' 3.37 3.33' 2.96 3.58 3.33“ 2.58' Spontaneous 2.83‘ 3.00 2.71‘ 2.53‘ 2.53' 2.78‘ 2.83‘ 2.83‘ 2.56‘ 2.58‘ Congruent 2.75' 3.00 3.00‘ 2.89‘ 3.05‘ 3.56 2.91" 3.08' 2.22' 2.29' Consistent in words 8. actions 2.67‘ 3.50 3.07" 2.95‘ 3.26 3.44 2.96 3.58 2.33' 2.83 Values change 258' 2.25' 2.86‘ 2.42‘ 2.79' 2.78' 2.91 ' 2.92‘ 2.22‘ 2.17‘ Passionate advocate 2.50' 3.00 3.00' 3.11 2.84' 3.22‘ 2.83‘ 3.25' 3.33“ 3.05 Vulnerable 2.50‘ 1 .75‘ 2.57‘ 2.53' 2.42‘ 2.67' 2.52" 2.67' 2.56‘ 2.13‘ Reflective 2.42‘ 2.50' 2.93' 2.53' 3.26 3.33' 2.83' 3.08' 2.44‘ 2.92 KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. " The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Business Organizational Development (Org. Dev.) CEO/Pres. -- Chief Executive Officer(N=12) Cnslt. - Consultant(N=19) Sr.Mgt. - Senior Management (VP 8. above)(N=4) Pract. - Practitioner (In business)(N=19) Dir/Mgr — Director/Manager(N=14) Human Resource Education SrOff - Senior HR Officer(N=9) Formal - Teachers, Faculty(N=9) Dir/Mgr — Director/Manager(N=23) Trainers - In business settings(N=24) Cnslt - Consultants(N=12) n. l. r. e t E a. C .3 w.) . .y my 3.. I. 3 '0 Fly 1 C -d .I- .v..». F. ax .. A v F. a e a... C A- e 2.. ....c Dr H F «U. .m: Ia. «W. Lu P: Rm 3!» Do. «we. Pu... R, Ix 144 TABLE #21 "JOB TITLE SPECIFIC TO THEIR CURRENT POSITION" - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 1-5 Scale) Business Org. Dev. Human Resource Education Trait/Skill CEO/Pres Sr.Mgt Dir/Mgr Cnslt Pract SrOff Dir/Mgr Cnslt Formal Trainers Sound judgment 4.75“ 4.50“ 4.64" 4.37 4.42 4.56 4.52“ 4.67" 4.22 4.25 Integrity 4.75“ 4.25 4.64“ 4.84“ 4.95“ 4.78“ 4.78“ 4.33 4.44“ 4.63“ Trustworthy 4.75" 3.75 4.64“ 4.84“ 4.89“ 4.67" 4.48“ 4.33 4.44“ 4.58“ Believes in self 4.75" 3.50 4.29 4.42 4.68“ 4.44 4.34 4.58“ 4.22 4.38 Belief in potential of others 4.75“ 4.50" 4.64“ 4.74" 4.84“ 4.44 4.57“ 4.50“ 4.44“ 4.58“ Responsible 4.75" 4.00 4.64“ 4.58“ 4.63 4.67“ 4.26 4.08 4.33 4.50“ Ethical 4.75" 4.50“ 4.57" 4.63" 4.89“ 4.67“ 4.74“ 4.33 4.44“ 4.71 " Positive self-awareness 4.67 3.50 4.29 4.74" 4.16 4.33 4.04 4.00 4.33 4.21 Optimistic 4.67 4.75" 4.14 3.95“ 4.16 4.33 3.91 4.08 4.1 1 4.13 Clear personal values 4.67 4.25 4.29 4.79“ 4.74“ 4.33 4.17 3.83 4.22 4.38 Values human dignity 4.67 4.00 4.50 4.58" 4.74“ 4.44 4.52“ 4.58" 4.33 4.54“ Confident 4.67 4.00 4.00 4.21 4.47 4.44 4.22 4.50“ 4.22 4.33 Emotionally stable 4.58 4.25 4.36 4.21 4.26 4.56 4.30 4.25 4.33 4.08 Consistent in words & actions 4.58 4.00 4.71" 4.53 4.84" 4.67" 4.57 4.42“ 4.33 4.83“ Cooperative 4.58 3.50 4.50 4.63" 4.47 4.56 4.17 4.33 4.44“ 4.21 Committed to the future 4.58 4.25 4.71“ 4.37 4.47 4.56 4.57" 4.25 4.44“ 4.50“ Resourceful 4.58 4.50“ 4.50 4.42 4.53 4.56 4.13 4.50“ 4.33 4.42 Clear goals 4.58 4.75“ 4.64“ 4.53 4.74“ 4.78" 4.39 4.58“ 4.22 4.50" Persistent 4.50 3.50 4.00 4.00‘ 4.37 4.44 3.96 4.00 4.11 3.71' Flexible 4.50 4.50“ 4.57“ 4.68“ 4.63 4.78“ 4.52“ 4.67“ 4.33 4.58“ Conviction 4.50 4.50“ 4.14 3.74' 4.47 3.89' 3.96 3.33‘ 4.22 4.00 Persuasive 4.50 4.00 3.93‘ 4.00‘ 4.42 4.33 4.39 4.75“ 4.22 4.29 Intellectual energy 4.50 3.50 4.00 4.21 4.37 4.78“ 4.35 4.25 4.00 4.29 Risk taker 4.42 4.25 4.07 4.16 4.37 4.33 4.17 4.00 4.11 4.25 Empathetic 4.42 3.25“ 3.79‘ 4.26 4.26 4.00 3.96 3.92 3.89' 4.00 Passionate advocate 4.33 3.50 3.93' 4.21 3.89“ 3.89' 3.87 3.50' 4.11 3.83 Courageous 4.33 4.00 4.00 4.21 4.21 4.00 3.83‘ 3.58' 4.11 4.29 Reliable 4.33 3.25‘ 4.50 4.21 4.58 4.44 4.26 4.08 4.22 3.92 Patient 4.33 4.25 4.00 4.00‘ 4.16 3.22' 3.65' 3.42' 3.56‘ 3.71‘ Congruent 4.25' 3.50 3.93‘ 4.26 4.00' 4.44 3.78‘ 3.50‘ 4.1 1 3.54‘ Disciplined 4.25' 3.75 4.21 4.32 4.1 1 4.00 3.83' 4.17 4.00 3.75‘ Reflective 4.17' 3.50 3.57' 4.21 4.1 1 3.67' 3.70‘ 3.75 4.00 3.67‘ Naturally curious 4.08‘ 3.25‘ 4.07 4.05 4.05‘ 3.78‘ 3.96 3.42‘ 3.89‘ 3.83 Intuitive 3.92’ 3.25‘ 4.00 4.11 4.21 4.00 3.87‘ 4.25 4.11 4.21 Instinctive 3.92“ 3.25‘ 3.86“ 3.53“ 3.63‘ 3.56' 3.70' 3.75 3.78' 3.71' Rational 3.92‘ 3.75 4.14 3.79‘ 4.1 1 4.33 4.04 4.17 3.78' 3.83 Values change 383‘ 4.00 4.21 3.47‘ 3.58“ 4.22 4.26 3.58' 4.00 3.58' Spontaneous 3.83' 3.00' 3.29‘ 3.47' 3.53' 3.56' 3.35‘ 3.25' 3.44' 3.38' Self-controlled 3.58' 4.00 4.14 3.74‘ 4.05‘ 4.00 3.91 4.17 3.78“ 3.63' Vulnerable 3.33‘ 2.25‘ 3.21‘ 3.63' 3.21' 3.00‘ 3.04“ 2.42‘ 3.33' 271' KEY: ‘ The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. " The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Business CEO/Pres - Chief Executive Officer(N=12) Sr. Mgt. - Senior Management (VP 8. Above)(N=4) Dir/Mgr - Director/Manager(N=14) Human Resource SrOff - Senior HR Officer(N=9) Dir/Mgr - Director/Manager(N=23) Cnslt - Consultants(N=12) Education Formal — Trainers — In business settings(N=24) Organizational Development (Org. Dev.) Cnslt. - Consultant(N=19) Pract. — Practitioner(ln business)(N=19) Teachers, Faculty(N=9) E at. C L. ..m A. a! 1.... PP ‘D ”I A Bu. ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1.5 Scale) Business Trait/Skill CEO/Pres Sr.Mgt Dir/Mgr Logical 4.08“ 4.25“ 3.29“ Planning and organizing 3.92" 2.75 3.29“ Analytical 3.83“ 4.50“ 3.86“ Goal oriented 3.83" 2.75 4.00“ Accepts accountability 3.58“ 3.00 3.93“ Networking 3.58“ 2.25‘ 2.50‘ Initiates change 3.33" 2.00' 3.36“ Provides sense direction3.33“ 3.25 3.43“ Problem solving 3.33“ 3.25 3.43“ Influences positively 3.25 3.00 2.86 Catalyst 3.25 3.00 2.79 Breadth of knowledge 3. 3.25 3.71“ Delegates to others 3.25 3.25 3.36“ Integrates varied efforts 3.17 2.50' 3.07 Informing/Commun 3.17 3.00 2.93 Mastery of details 3.08 3.25 3.21 Encourages others 3.08 3.75“ 3.00 Manages change 3.00 3.00 2.64 Clarifies common goals 3.00 3.25 2.79 Clarifying goals 3.00 2.50' 2.64 Participative 3.00 3.00 2.57‘ Challenges processes 2.92 3.75" 3.21 Focused on people 2.92 3.50“ 3.14 People developer 2.83 3.00 2.86 Provides feedback 2.83 3.25 2.79 Builds trust 2.83 3.50“ 2.86 Distributes power others2.75 3.00 3.00 Challenges status quo 2.75 3.00 2.86 Comfort with ambiguity 2.75 2.50' 2.71 Charismatic 2.75 3.00 207' Environmental analysis 2.67 2.25' 2.79 Clarifies common inter 2.67 2.75 2.43" Enabler of others 2.67 3.00 2.71 Long—range view 2.67 2.50‘ 3.36" Inspires shared vision 2.67 3.75“ 2.43‘ Recognizing/rewarding 2.67 3.00 2.21' Approachable 2.67 3.50“ 3.07 Builds effective teams 2.58' 2.75 2.57‘ Facilitator 2.58“ 2.75 2.36' Conflict management 2.50 3.00 2.29' Understands cul diver 2.42' 2.50‘ 3.00 Understands humdiver 2.33' 2.50’ 229' KEY: Business CEO/Pres - Chief Executive Officer(N=12) The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the 145 TABLE #22 "JOB TITLE SPECIFIC TO THEIR CURRENT POSITION" - CURRENT demographic categories. The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Sr.Mgt — Senior Management (VP & above)(N=4) Dir/Mgr - Director/Manager(N=14) Human Resource SrOff - Senior HR Officer(N=9) Dir/Mgr - Director/Manager(N=23) Cnslt - Consultants(N=12) Org. Dev. Cnslt Pact 3.58" 3.63“ 3.26“ 3.05 3.79“ 3.47“ 3.32“ 3.37“ 3.63“ 3.58 2.79 3.63 3.16“ 3.16 3.00 2.74' 3.37“ 3.21 2.63‘ 3.11 2.58‘ 2.74‘ 3.26“ 3.21 3.00 3.42“ 3.05 2.74' 3.05 2.89 2.95 2.89 3.05 3.26“ 2.84 2.84 2.95 2.68“ 3.11“ 2.84 2.95 2.95 2.68 3.11 3.00 3.21 2.84 3.00 2.79 2.89 2.95 3.05 2.95 3.4 " 3.00 2.79 3.16“ 3.11 2.89 2.58' 2.63' 2.53‘ 2.63' 2.58‘ 2.26‘ 3.21 2.68 3.32“ 2.63‘ 2.68‘ 2.84 2.89 3.00 3.42“ 2.68 2.74 2.68 2.84 2.53' 2.47‘ 2.53' 3.21 2.58' 3.21 Human Resource SrOff 3.78“ 3.33 4.1 1“ 3.78" 3.78" 3.44 3.67 3.78" 4.00“ 3.67 3.78“ 3.11' 2.67‘ 311* 2.56‘ 2.67' Dir/Mgr 3.61" 3.70“ 3.65“ 3.79" 3.61“ Cnslt 4.08“ 3.25 3.67“ 4.00" 3.7 “ 3.17 2.75“ Organizational Development (Org. Dev.) Cnslt - Consultant(N=19) Education Formal Trainers 3.11 3.58“ 3.22 3.25“ 3.22 3.54“ 3.56“ 3.17“ 3.33“ 3.33" 3.56“ 2.88 3.22 2.96 2.89 2.96 3.11 3.33“ 3.22 2.79 3.00 2.63 3.11 3.17 3.00 2.96 2.67' 2.54" 3.44“ 3.00“ 3.44“ 3.38“ 3.44“ 2.88 2.89 2.58 2.67' 2.58 3.33“ 2.67 3.11 2.79 2.89 3.17" 3.11 2.67 3.22 2.88 2.89 2.75 2.67‘ 2.79 2.78‘ 2.50' 2.67“ 2.79 3.11 2.58 3.00 2.63 2.56‘ 2.63 2.78' 2.29‘ 3.00 2.75 3.22 2.88 2.78' 2.50‘ 3.44“ 2.46‘ 3.22 2.96 2.78“ 2.54‘ 2.67' 2.58 2.67' 2.54' 3.44“ 2.75 3.22 254' Pract - Practitioner(in business)(N=19) Education Formal - Teachers, F aculty(N=9) Trainers —- In business settings(N=24) a. l. I. a: .a u . a. J... . .5 .1. ~ . a. .T. 4.. . - .. o .15 2.. Mn" ..W «I ...v 1A. N W... P!» a .. a. A“ a v AC R. Pu P: .... 3. F C re. I... If I. 146 TABLE #23 "JOB TITLE SPECIFIC TO THEIR CURRENT POSITION" - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 15 Scale) Business Org. Dev. Human Resource Education Trait/Skill CEO/Pres Sr.Mgt Dir/Mgr Cnslt Pract SrOff Dir/Mgr Cnslt Formal Trainers Builds effective teams 4.83"" 4.75“ 4.93"" 4.68"" 4.53"" 4.78"" 4.65"" 4.00 4.89 4.71"" Builds trust 4.83"" 4.50 4.79“ 4.89"" 4.74"" 5.00"" 4.65"" 4.58“ 5.00"" 4.71"" Long-range view 4.75"" 4.75"" 4.71“ 4.42 4.37 4.44 4.26 4.17 5.00"" 4.54"" Provides feedback 4.75"" 3.75" 4.64 4.74"" 4.42"" 4.56 4.30 4.50"" 4.67 4.50"" Integrates varied efforts4.67"" 4.50 4.43 4.42 4.26 4.56 4.17 4.08 4.78 4.38 Manages change 4.67"" 4.25 4.57 4.79"" 4.47"" 4.44 4.43 4.33 5.00“ 4.75"" People developer 4.67"" 4.25 4.64 4.37 4.42"" 4.44 4.43 350* 4.89 4.71"" Accepts accountability 4.67"" 4.50 4.64 4.63"" 4.53"" 4.78"" 4.26 4.00 4.89 4.46"" Inspires shared vision 4.67"" 4.75"" 4.50 4.74"" 4.37 4.33 4.65"" 4.00 5.00"" 4.71"" Informing/Commun 4.67"" 4.50 4.64 4.79"" 4.42"" 4.78"" 4.52"" 4.58“ 4.78 4.54“ Debgates to others 4.67“ 4.50 4.57 4.42 4.21 4.22 4.52"" 4.33 4.67 4.38 Distributes power others4.58 4.75"" 4.71"" 4.58"" 4.53"" 4.56 4.43 4.08 4.89 4.50 Influences positively 4.58 4.25 4.36 4.79“ 4.26 4.67"" 4.17 3.67" 4.89 4.33 Catalyst 4.58 4.00 4.36 3.84" 4.37 4.44 4.09 3.33" 4.89 4.13" Challenges status quo 4. 4.50 4.36 4.16" 4.21 4.56 4.48"" 4.33 4.44" 4.3 Comfort with ambiguity 4.58 3.50" 4.00' 4.47 4.26 4.22 4.26 4.00 4.78 4.21 Recognizing/rewarding 4.58 4.75“ 4.57 4.42 4.37 4.78"" 4.48"" 4.33 4.78 4.42 Conflict management 4.58 4.50 4.14 4.42 4.11 4.44 4.09 4.08 4.78 4.29 Initiates change 4.50 4.75"" 4.86"" 4.58"" 4.21 4.44 4.39 3.92 4.78 4.25 Understands humdiver 4.50 4.25 4.29 4.47 4.32 4.22 4.04 4.17 4.89 4.42 Provides sense direction4.50 4.75"" 4.71"" 4.42 4.42 4.56 4.30 3.92 4.67 4.46" Facilitator 4.50 3.75" 4.36 4.37 4.1 1 4.33 3.87" 3.42‘ 4.89 4.21 Challenges processes 4.50 4.50 4.71"" 4.58“ 4.37 4.56 4.35 4.08 4.56 4.25 Encourages others 4.50 5.00“ 4.57 4.47 4.32 4.78"" 4.30 4.33 4.89 4.42 Breadth of knowledge 4.50 4.00 4.21 4.32 4.16 4.33 4.48 4.08 4.44" 4.13' Participative 4.50 3.75" 4.14 4.37 4.00" 4.33 4.26 4.08 4.67 4.17 Focused on people 4.50 4.25 4.57 4.53 4.11 4.44 4.26 4.33 4.11" 4.17 Clarifies common goals 4.42 3.75" 4.50 4.47 4.21 4.44 4.17 4.00 4.56 4.33 Understands cul diver 4.42 4.25 4.43 4.21 4.26 4.33 3.91" 4.08 4.89 4.38 Approachable 4.42 3.75" 4.57 4.26 4.32 4.56 4.26 4.33 4.78 4.21 Enabler of others 4.3 4.25 4.57 3.95" 4.37 4.22 4.22 3.25" 4.33‘ 4.38 Clarifying goals 4.33 4.75"" 4.71"" 4.47 4.26 4.22 4.43 4.33 4.44" 4.33 Networking 4.33 4.25 4.07" 4.47 4.21 4.33 3.83" 4.00 4.78 3.92" Planning and organizing 4.25" 4.25 4.07" 4.16" 4.37 3.89" 4.13 3.92 4.56 3.75" Goal oriented 4.25" 4.25 4.00" 4.16" 4.11 4.22 4.09 3.33" 4.56 4.21 Problem solving 4.17" 4.00 4.07" 4.37 4.11 4.56 4.26 4.58"" 4.67 4.04" Clarifies com interests 4.00" 3.75" 4.00" 4.11" 3.89" 4.11" 3.87" 2.92" 4.33" 383‘ Environmental analysis 3.92" 3.75" 3.79" 4.42 3.79" 3.67" 3.65" 3.58" 4.56 3.92" Logical 3.92" 3.50" 3.86" 3.84" 3.63" 4.33 3.91" 4.33 4.22" 3.71" Charismatic 3.83" 4.25 3.00" 3.32" 3.26" 3.78" 3.87" 4.00 3.44" 3.38" Analytical 3.67" 3.50" 3.86" 3.89" 3.68" 4.22 3.91" 3.75' 4.33" 3.75" Mastery of details 2.67" 3.00" 3.36" 3.42" 2.95" 3.33" 3.30" 2.75" 3.89" 2.88" KEY: " The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the demographic categories. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the demographic categories. Business Organizational Development (Org. Dev.) Cnslt -— Consultant(N=19) Pract - Practitioner(in business)(N=19) CEO/Pres - Chief Executive Officer(N=12) Sr.Mgt — Senior Management (VP 8. Above)(N=4) Dir/Mgr - Director/manager(N=14) Human Resource SrOff - Senior HR Officer(N=9) Dir/Mgr — Director/Manager(N=23) Cnslt - Consultant(N=12) Education Formal - Teachers, Faculty(N=9) Trainers — In business settings(N=24) I. It .5. . a . n ...- ? .l I. .a- .r. u I . ll. l. l . . R. C 3 ..t .r A.-.“ an. Q“ C .2 .R «to UV Ct ab C a .m I t\ .c h B D S .t D. .C D. C R D. Trait/Skill 0-2Yrs(N=46) Believes in self 3.91"" Confident 3.83"" Self-controlled 3.70"" Persistent 3.67"" Intellectual energy 3.67"" Rational 3.65"" Integrity 3.63"" Optimistic 3.61“ Responsible 3.61 "" Ethical 3.61"" Trustworthy 3.57 Conviction 3.57 Persuasive 3.57 Sound judgment 3.50 Committed to the future 3.50 Emotionally stable 3.48 Resourceful 3.48 Clear personal values 3.43 Values human dignity 3.43 Reliable 3.41 Disciplined 3.41 Clear goals 3.37 Cooperative 3.35 Instinctive 3.30 Flexible 3.20 Naturally curious 3.13 Congruent 3.09 Intuitive 3 02 Belief in potential others3..00 Positive self-awareness 2.96 Spontaneous Empathetic Risk taker Courageous Passionate advocate Consistent in words & actions Reflective Patient Vulnerable Values change KEY: 291' 2.91' 2.87‘ 2.85' 2.83' 2.80" 2.78‘ 2.72‘ 2.43" 2.35' 3-5Yrs(N=46) 3.63“ 3.70“ 3.54" 3.41 3.15 3.63“ 3.79“ 3.33 3.80“ 3.74" 3.48 3.24 3.39 147 TABLE #24 "NUMBER OF YEARS IN THEIR CURRENT POSITION" - CURRENT CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 15 Scale) 6—10Yrs(N=40) 3.93" 3.80" 3.75“ 3.7 “ 3.83" 3.68 11-15Yrs(N=7) 3.86“ 3.57 3.71" 2.57" 3.71“ 3.57 3.29 3.57 16+Yrs( N=8) 3.50" 3.75“ 3.38 3.75“ 2.75‘ 3.63“ 3.38 3.50“ 3.88" 3.13 3.13 3.13 2.13‘ 2.63“ 2.00‘ 3.13 The ten(10) lowest mean values for a specific behavior, attitude and skill within each of the categories. The ten (10) highest mean values for a specific behavior, attitude and Skills within each of the categories. I ( ) r“) (p 1 1| - .-- S.’ .‘I’ "t .0 (.__) ,1; r“ w 148 TABLE #25 "NUMBER OF YEARS IN CURRENT POSITION" - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N =150,1-5 Scale) Trait/Skill 0-2Yrs(N=46) 3-5Yrs(N=46) 6-10Yrs(N=40) 1 1 -15Yr§(N=7) 16+Yr§(N =8) Integrity 4.65"" 4.70"" 4.68"" 4.29 4.88"" Belief in potential of others 4.65"" 4.54"" 4.70"" 4.29 4.63"" Clear goals 4.61"" 4.57"" 4.63"" 3.71 4.38 Consistent in words 8. actions 4.59"" 4.67"" 4.50"" 4.43"" 4.63"" Trustworthy 4.59"" 4.61"" 4.63"" 4.43"" 4.63"" Ethical 4.59"" 4.89"" 4.75"" 4.14 4.63"" Values human dignity 4.59"" 4.46"" 4.58"" 4.57"" 4.13 Committed to the future 4.59"" 4.33 4.28 4.57"" 4.88"" Responsible 4.54"" 4.35"" 4.55"" 4.29 4.63"" Persuasive 4.52"" 4.13 4.28 3.86 4.25 Believes in self 4.50 4.33 4.55"" 4.57"" 4.13 Flexible 4.48 4.50"" 4.40 4.57"" 4.88"" Cooperative 4.46 4.22 4.43 4.43"" 4.50 Intellectual energy 4.43 4.17 4.33 4.00 4.00 Resourceful 4.43 4.39"" 4.45 4.14 4.38 Confident 4.39 4.13 4.43 4.14 4.38 Sound judgment 4.35 4.26 4.75"" 4.71"" 4.75"" Emotionally stable 4.33 4.11 4.48 4.00 4.25 Reliable 4.33 4.24 4.28 3.71 4.00 Clear personal values 4.33 4.28 4.58"" 4.29 4.50 Risk taker 4.26 4.13 4.15 4.14 4.50 Positive self-awareness 4.24 4.04 4.40 4.71"" 4.25 Optimistic 4.22 3.89 4.28 3.86 4.63"" Persistent 4.17 4.04 4.05" 3.14" 4.25 Courageous 4.13 3.93 4.15 3.57" 4.25 Conviction 4.1 1 3.87 4.23 3.57" 4.25 Passionate advocate 4.02 3.67" 4.10 3.14" 4.25 Intuitive 4.02 4.00 4.10 3.86 3.88" Naturally curious 4.00 3.80" 3.98" 3.43" 3.88" Congruent 4.00 3.83" 4.15 2.29" 4.00 Empathetic 4.00 3.91 4.10 3.71 4.13 Rational 3.93" 3.96 4.13 3.71 3.75" Self-controlled 3.83" 3.76" 4.05" 3.57" 4.00 Disciplined 3.83" 4.02 4.18 3.71 4.25 Reflective 3.78" 3.74" 3.90" 4.00 3.88" Instinctive 3.76" 3.61" 4.03" 3.14" 3.50" Patient 3.72" 3.72" 4.10 3.57" 3.88" Values change 3.57" 3.78" 4.08" 3.86 3.88" Spontaneous 3.43" 3.24" 3.28" 2.57" 3.75" Vulnerable 2.93" 3.02" 3.28" 2.57" 3.50" KEY: * The ten(10) lowest mean values for a specific behavior, attitude and skill within each of the categories. "" The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. 149 TABLE #26 "NUMBER OF YEARS IN THEIR CURRENT POSITION" - CURRENT ORGANIZATIONAL LEADERSHIP SKILLS (N =150.1-5 Scale) Trait/Skill 0-2Yrs(N=46) 3—5Yrs(N=46) 6-10Yrs(N=40) 1 1-15Yrs(N=7) 16+Yrs(N=8) Accepts accountability 3.80"" 3.39"" 3.53"" 3.86"" 3.88"" Analytical 3.78"" 3.43"" 3.73"" 4.00"" 4.13"" Logical 3.70"" 3.61"" 3.60"" 3.86"" 3.75"" Goal oriented 3.59"" 3.50"" 3.55"" 3.14 3.88"" Problem solving 3.48"" 3.41"" 3.45"" 4.14"" 3.13 Mastery of details 3.37"" 2.91 3.40"" 3.43"" 3.50"" Planning and organizing 3.35"" 3.28"" 3.45"" 3.57"" 3.38"" Challenges processes 3.33"" 3.04 2.95 3.00 3.00 Delegates to others 3.30"" 3.39"" 3.15 3.00 3.00 Networking 3.28"" 3.02 2.93 3.14 3.13 Breadth of knowledge 3.26 3.26"" 3.38"" 3.86"" 3.25"" Approachable 3.22 3.17"" 3.15 3.00 2.88 Challenges status quo 3.17 2.91 2.88 3.00 2.38" Encourages others 3.17 3.22"" 3.05 3.43"" 2.75 Participative 3.17 3.15 2.90 2.57" 2.63 Provides sense of direction 3.13 2.87 3.13 3.43"" 3.38"" Clarifying goals 3.13 2.93 2.93 3.29 2.88 Initiates change 3.11 2.96 3.30"" 2.86 2.88 Comfort with ambiguity 3.09 2.91 2.95 2.86 2.50" Long-range view 3.07 2.87 3.08 2.86 2.63 Informing/Communicative 3.07 3.13 3.15 2.86 3.13 Influences positively 2.98 2.76 3.05 3.43"" 2.38" Clarifies common goals 2.96 2.72 2.88 2.86 2.75 Inspires shared vision 2.96 2.59 2.78" 2.86 2.63 Focused on people 2.96 2.87 3.05 2.71" 3.00 Catalyst 2.91 2.61" 2.83 3.00 2.63 Environmental analysis 2.89 2.35" 2.68" 2.57" 2.50" Manages change 2.87 2.76 2.83 2.86 2.88 Recognizing and rewarding 2.85 2.78 2.75" 3.14 2.88 Charismatic 2.85 2.65" 2.63" 3.00 3.63"" Understands cultural diversity 2.83 2.70 2.80" 2.43" 2.63 Provides feedback 2.83 2.87 2.85 2.71" 2.63 Builds trust 2.78" 3.04 3.03 3.14 2.75 Facilitator 2.76" 2.57" 2.68" 2.86 2.50" Distributes power to others 2.74" 2.87 2.95 2.57" 2.75 Understands human diversity 2.70" 2.50" 2.93 2.43" 2.00" People developer 2.65" 2.70 2.95 3.14 2.50" Builds effective teams 2.63" 2.57" 2.63" 3.29 2.50" Integrates varies efforts 2.63" 2.67" 2.95 3.43"" 3.38"" Clarifies common interests 2.61" 2.39" 2.78" 2.57" 2.50" Conflict management 2.59" 2.61" 2.75" 2.86 2.63 Enabler of others 2.46" 2.67" 2.70" 2.86 2.63 KEY: " The ten (10) lowest mean values for a specific behavior, attitude and skill within each of the categories. "* The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. .1 — H. av ad. .... an. I“ I. J “ nu- BIL Fil— ub III \ F E I \ It Al‘ I I I I I. 150 TABLE #27 "NUMBER OF YEARS IN THEIR CURRENT POSITION" - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 15 Scale) Trait/Skill 0-2Yrs(N=46) 3-5Yrs( N=46) 6-10Yrs(N=40) 1 1-15YrsLN=7) 16+Yr§._(N=8) Inspires shared vision 4.85"" 4.48"" 4.60 4.29 4.38 Builds trust 4.83"" 4.65"" 4.80"" 4.86"" 4.63"" Builds effective teams 4.76"" 4.39"" 4.65"" 4.86"" 4.63"" Informing/Communicative 4.74"" 4.41"" 4.65"" 4.29 4.75"" Recognizing and rewarding 4.70"" 4.30"" 4.60 3.57" 4.50 Accepts accountability 4.67"" 4.39"" 4.60 4.14 4.50 Long-range view 4.65"" 4.04 4.63"" 4.71"" 4.13 Integrates varied efforts 4.63"" 4.04 4.35 4.29 4.25 Manages change 4.63"" 4.35"" 4.68"" 4.57"" 4.63"" Encourages others 4.61"" 4.24 4.58 4.43 4.38 Distributes power to others 4.59 4.26"" 4.60 4.57"" 4.63"" Delegates to others 4.59 4.22 4.50 4.00 4.63"" Provides feedback 4.59 4.35"" 4.58 4.43 4.63"" Initiates change 4.54 4.04 4.60 4.00 4.63"" Understands human diversity 4.54 3.91" 4.48 4.00 4.50 People developer 4.54 4.17 4.55 4.43 4.38 Challenges status quo 4.52 4.13 4.48 4.43 4.13 Conflict management 4.50 4.24 4.58 3.86 4.50 Challenges processes 4.50 4.24 4.58 3.86 4.50 Clarifying goals 4.50 4.24 4.63"" 3.71" 4.13 Provides sense of direction 4.48 4.04 4.65"" 4.43 4.63"" Problem solving 4.43 4.15 4.28 3.71" 3.88" Understands cultural diversity 4.41 4.04 4.28 4.00 4.38 Approachable 4.41 4.24 4.43 4.00 4.25 Clarifies common goals 4.39 3.93 4.58 4.29 4.25 Influences positively 4.39 4.07 4.53 4.43 4.50 Comfort with ambiguity 4.39 4.13 4.35 4.43 4.25 Goal oriented 4.39 4.02 4.23" 3.57" 4.00" Focused on people 4.37 4.20 4.33 4.29 4.63"" Participative 4.33 4.09 4.30 3.86 4.50 Logical 4.30 3.57" 4.03" 3.86 3.88" Enabler of others 4.28" 3.93 4.38 4.14 3.88" Breadth of knowledge 4.28" 4.22 4.33 4.00 4.38 Networking 4.28" 3.98 4.20" 3.86 4.25 Catalyst 4.24" 3.85" 4.38 4.29 3.88" Planning and organizing 4.20" 3.76" 4.18" 3.71" 4.25 Environmental analysis 4.1 3" 3.30" 4.10" 4.29 4.1 3 Facilitator 4.13" 3.89" 4.40 4.14 4.50 Analytical 4.04" 3.46" 3.98" 3.86 4.00" Clarifies common interests 3.91" 3.52" 4.13" 3.86 3.75" Charismatic 3.76" 3.24" 3.60" 3.00" 4.1 3 Mastery of details 3.35" 2.74" 3.48" 2.71" 3.50" KEY: * The ten(10) lowest mean values for a specific behavior, attitude and skill within each of the categories. "" The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. 151 TABLE #28 "OVERALL SATISFACTION WITH THEIR CURRENT POSITION" - CURRENT CHARACTERIPERSONAL LEADERSHIP TRAITS (N = 150, 1-5 Scale) Trait/Skill Low(N=25) High(N=123) Confident 3.52"" 3.84"" Integrity 3.40"" 3.72"" Believes in self 3.40"" 3.89"" Responsible 3.36"" 3.98"" Emotionally stable 3.24"" 3.64"" Persistent 3.24"" 3.63 Self-controlled 3.24"" 3.69"" Optimistic 3.24"" 3.50 Rational 3.24"" 3.79"" Values human dignity 3.20"" 3.59 Reliable 3.12 3.59 Trustworthy 3.08 3.65"" Disciplined 3.04 3.64 Clear personal values 3.00 3.54 Sound judgment 2.96 3.62 Cooperative 2.96 3.31 Ethical 2.96 3.90"" Instinctive 2.92 3.1 0" Patient 2.88 3.1 2 Persuasive 2.84 3.59 Intellectual energy 2.76 3.63 Committed to the future 2.76 3.62 Resourceful 2.76 3.56 Conviction 2.68 3.55 Empathetic 2.68 3.06" Positive self-awareness 2.60 3.15 Flexible 2.60 3.20 Naturally curious 2.60 3.09" Passionate advocate 2.56 3.11 Courageous 2.56 3.04" Spontaneous 2.56 2.80" Risk taker 2.52" 2.98" Intuitive 2.52" 3.16 Clear goals 2.52" 3.42 Consistent in words and actions 2.40" 3.13 Belief in potential of others 2.40" 3.26 Congruent 2.24" 2.94" Reflective 2.20" 2.98" Values change 2.21" 2.72" Vulnerable 2.04" 2.46" KEY: * The ten (10) lowest mean values for a specific behavior, attitude and skill within each of the categories. "* The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. 152 TABLE #29 "OVERALL SATISFACTION WITH THEIR CURRENT POSITION" - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N =150,1-5 Scale) Trait/Skill Low(N=25) High(N=123) Ethical 4.68"" 4.65"" Integrity 4.56"" 4.72"" Values human dignity 4.56"" 4.54"" Consistent in words and actions 4.48"" 4.63"" Belief in potential of others 4.48"" 4.64"" Trustworthy 4.32"" 4.67"" Sound judgment 4.28"" 4.50 Clear personal values 4.28"" 4.42 Responsible 4.28"" 4.50 Committed to the future 4.28"" 4.50 Clear goals 4.28"" 4.54"" Flexible 4.24 4.65"" Resourceful 4.20 4.47 Persuasive 4.16 4.29 Believes in self 4.12 4.50 Intellectual energy 4.08 4.32 Risk taker 4.04 4.24 Emotionally stable 3.96 4.35 Optimistic 3.96 4.1 7 Rational 3.96 3.97" Confident 3.96 4. 37 Reliable 3.92 4.30 Conviction 3.92 4.15 Patient 3.88 3.82" Cooperative 3.84 4.49 Courageous 3.84 4.1 1 Self-controlled 3.84 3.85" Positive self-awareness 3.80 4.36 Persistent 3.76 4.1 1 Empathetic 3.76 4.07 Naturally curious 3.72" 3.94" Congruent 3.72" 3.96" Intuitive 3.68" 4.1 1 Disciplined 3.68" 4.17 Passionate advocate 3.60" 3.98 Reflective 3.48" 3.89" Values change 3.48" 3.89" Instinctive 3.20" 3.80" Spontaneous 3.12" 3.48" Vulnerable 2.80" 3.13" KEY: * The ten (10) lowest mean values for a specific behavior, attitude and Skill within each of the categories. *" The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. 153 TABLE #30 "OVERALL SATISFACTION WITH THEIR CURRENT POSITION" - CURRENT ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1-5 Scale) Trait/Skill Low(N=25) High(N=123) Accepts accountability 3.60"" 3.54"" Analytical 3.48"" 3.73"" Logical 3.48"" 3.65"" Mastery of details 3.16"" 3.28"" Breadth of knowledge 3.04"" 3.38"" Networking 3.04"" 3.10 Problem solving 3.00"" 3.59"" Approachable 3.00"" 3. 1 6 Goal oriented 2.92"" 3.66"" Challenges processes 2.88"" 3.14 Informing/Communicative 2.84 3.25"" Planning and organizing 2.84 3.49"" Comfort with ambiguity 2.80 2.98 Delegates to others 2.80 3.36"" Initiates change 2.76 3.15 Provides sense of direction 2.76 3.16 Distributes power to others 2.72 2.81" Understands human diversity 2.72 2.63" Encourages others 2.72 3.20 Focused on people 2.72 2.99 Enabler of others 2.68 2.75" Influences positively 2.64 3.00 Long-range view 2.64 3.05 People developer 2.60 2.75" Challenges status quo 2.60 3.02 Charismatic 2.56 2.87 Understands cultural diversity 2.52 2.77" Participative 2.52 3.12 Recognizing and rewarding 2.48 2.89 Facilitator 2.44 2.67" Conflict management 2.44 2.61" Builds trust 2.44 3.01 Environmental analysis 2.36" 2.70" Provides feedback 2.36" 2.89 Builds effective teams 2.32" 2.73" Integrates varied efforts 2.32" 2.89 Manages change 2.32" 2.87 Clarifying goals 2.32" 3.17 Catalyst 2.28" 2.86" Clarifies common goals 2.24" 2.98 Inspires shared vision 2.04" 2.88 Clarifies common interests 1.92" 2.64" KEY: " The ten (10) lowest mean values for a specific behavior, attitude and Skill within each of the categories. "" The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. 154 TABLE #31 "OVERALL SATISFACTION WITH THEIR CURRENT POSITION" - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1.5 Scale) Trait/Skill ow N=25 High(N=123) Manages change 4.84"" 4.50"" Builds effective teams 4.80"" 4.58"" Distributes power to others 4.68"" 4.44"" Informing/Communicative 4.68"" 4.58"" Recognizing and rewarding 4.64"" 4.44"" Delegates to others 4.60"" 4.38 Builds trust 4.60"" 4.79"" People developer 4.56"" 4.38 Long-range view 4.52"" 4.44"" Accepts accountability 4.52"" 4.51"" Inspires shared vision 4.52"" 4.63"" Integrates varied efforts 4.48 4.29 Understands cultural diversity 4.48 4.20 Initiates change 4.44 4.37 Encourages others 4.44 4.46"" Understands human diversity 4.40 4.28 Provides sense of direction 4.40 4.34 Challenges processes 4.40 4.41 Clarifying goals 4.40 4.37 Provides feedback 4.40 4.53"" Approachable 4.40 4.33 Clarifies common goals 4.36 4.25 Catalyst 4.36 4.09" Breadth of knowledge 4.36 4.24 Enabler of others 4.32 4.13" Problem solving 4.32 4.21 Participative 4.32 4.23 Influences positively 4.28 4.33 Challenges status quo 4.24 4.40 Conflict management 4.24 4.28 Goal oriented 4.20 4.16 Facilitator 4.16" 4.12" Planning and organizing 4.16" 3.98" Focused on people 4.16" 4.35 Environmental analysis 4.08" 3.85" Comfort with ambiguity 4.00" 4.36 Analytical 3.96" 3.80" Networking 3.96" 4.20 Logical 3.92" 3.85" Clarifies common interests 3.80" 3.85" Charismatic 3.56" 3.53" Mastery of details 3.24" 3.08" KEY: " The ten (10) lowest mean values for a specific behavior, attitude and skill within each of the categories. "* The ten (10) highest mean values for a Specific behavior, attitude and skill within each of the categories. 155 TABLE #32 "GENDER DIFFERENTIATION (FEMALE OR MALE)" - CURRENT CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 15 Scale) Trait/Skill Female(N=53) Male(N=95) Responsible 3.98"" 3.82"" Believes in self 3.85"" 3.78"" Integrity 3.83"" 3.60"" Confident 3.83"" 3.77"" Ethical 3.79"" 3.65"" Rational 3.75"" 3.65"" Trustworthy 3.72"" 3.52 Persistent 3.70"" 3.52 Self-controlled 3.70"" 3.57 Committed to the future 3.66"" 3.37 Clear personal values 3.60 3.38 Optimistic 3.58 3.39 Emotionally stable 3.55 3.56 Disciplined 3.50 3.61"" Conviction 3.47 3.33 Values human dignity 3.43 3.57 Reliable 3.40 3.58"" Intellectual energy 3.40 3.54 Resourceful 3.38 3.45 Persuasive 3.36 3.57 Clear goals 3.28 3.26 Sound judgment 3.26 3.64"" Cooperative 3.25 3.28 Patient 3.1 9 2.98 Naturally curious 3.11 2.97" Flexible 3.09 3.11 Belief in potential of others 3.08 3.19 Intuitive 3.08 3.05 Passionate advocate 3.06 2.91" Instinctive 3.06 3.1 1 Empathetic 3.02" 2.97" Courageous 3.00" 2.96" Positive self-awareness 2.96" 3.08 Congruent 2.92" 2.79" Consistent in words and actions 2.91" 3.07 Reflective 2.87" 2.87" Risk taker 2.85" 2.89" Spontaneous 2.79" 2.75" Vulnerable 2.53" 2.35" Values change 2.25" 2.79" KEY: " The ten (10) lowest mean values for a Specific behavior, attitude and Skill within each of the categories. "" The ten (10) highest mean values for a Specific behavior, attitude and skill within each of the categories. 156 TABLE #33 "GENDER DIFFERENTIATION (FEMALE OR MALE)" - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 15 Scale) Trait/Skill F emale(N=53) Male(N=95) Ethical 4.85"" 4.37 Integrity 4.79"" 4.66"" Belief in potential of others 4.74"" 4.57"" Values human dignity 4.70"" 4.48"" Consistent in words and actions 4.68"" 4.55"" Clear goals 4.68"" 4.51"" Committed to the future 4.62"" 4.41 Clear personal values 4.60"" 4.31 Resourceful 4.58"" 4.35 Flexible 4.53"" 4.58"" Trustworthy 4.53"" 4.58"" Responsible 4.49 4.47"" Believes in self 4.45 4.47"" Emotionally stable 4.42 4.27 Confident 4.42 4.25 Passionate advocate 4.36 3.85" Positive self-awareness 4.34 4.21 Sound judgment 4.32 4.49"" Persistent 4.32 4.03 Cooperative 4.30 4.37 Courageous 4.30 3.74" Risk taker 4.26 4.20 Conviction 4.25 3.97 Intellectual energy 4.25 4.32 Persuasive 4.21 4.23 Intuitive 4.21 3.97 Reliable 4.17 4.29 Optimistic 4.1 7 4.1 4 Empathetic 4.1 7 3.97 Rational 4.08 3.93 Naturally curious 4.00" 3.67" Patient 4.00" 3.75" Disciplined 4.00" 4.05 Congruent 3.98" 3.89" Reflective 3.89" 3.80" Self-controlled 3.89" 3.84" Values change 3.81" 3.96 Instinctive 3.72" 3.67" Spontaneous 3.28" 3.54" Vulnerable 3.15" 3.02" KEY: The ten (10) lowest mean values for a Specific behavior, attitude and Skill within each of the categories. "* The ten (10) highest mean values for a specific behavior, attitude and Skill within each of the categories. 157 TABLE #34 "GENDER DIFFERENTIATION (FEMALE OR MALE)" - CURRENT ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 15 Scale) Trait/Skill Eemale(N=53) Male(N=95) Accepts accountability 3.77"" 3.46"" Analytical 3.74"" 3.65"" Logical 3.66"" 3.67"" Goal oriented 3.57"" 3.51"" Delegates to others 3.42"" 3.18"" Mastery of details 3.38"" 3.20"" Planning and organizing 3.38"" 3.38"" Problem solving 3.38"" 3.57"" Long-range view 3.36"" 2.77 Breadth of knowledge 3.30"" 3.32"" Initiates change 3.23 3.08 Challenges status quo 3.21 2.82 Encourages others 3.21 3.14 Provides sense of direction 3.19 3.03 Challenges processes 3.15 3.06 Informing/Communicative 3.08 3.1 8"" Approachable 3.08 3.16 Participative 3.04 3.06 Networking 2.98 3.16 Influences positively 2.96 2.94 Catalyst 2.94 2.69" Focused on people 2.94 3.03 Clarifying goals 2.92 3.09 Distributes power to others 2.91 2.80 Builds trust 2.91 3.02 Clarifies common goals 2.85 2.84 Integrates varied efforts 2.83 2.80 Manages change 2.83 2.78 Comfort with ambiguity 2.83 2.99 Recognizing and rewarding 2.79 2.87 Inspires shared vision 2.79 2.76" Environmental analysis 2.77 2.68" Enabler of others 2.77 2.68" People developer 2.75" 2.76" Provides feedback 2.75" 2.86 Understands cultural diversity 2.74" 2.81 Charismatic 2.70" 2.82 Understands human diversity 2.70" 2.60" Builds effective teams 2.70" 2.62" Facilitator 2.64" 2.63" Clarifies common interests 2.47" 2.64" Conflict management 2.40" 2.67" KEY: The ten (10) lowest mean values for a specific behavior, attitude and Skill within each of the categories. "" The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. 158 TABLE #35 "GENDER DIFFERENTIATION (FEMALE OR MALE)" - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N = 150, 1-5 Scale) Trait/Skill Female(N=53) Male(N=95) Builds trust 4.89"" 4.68"" Informing/Communicative 4.83"" 4.48"" Builds effective teams 4.81"" 4.52"" Long-range view 4.81"" 4.26 Manages change 4.79"" 4.41"" Inspires shared vision 4.77"" 4.56"" Accepts accountability 4.74"" 4.41"" People developer 4.68"" 4.26 Recognizing and rewarding 4.68"" 4.37"" Distributes power to others 4.66"" 4.3 "" Encourages others 4.66"" 4.36 Provides sense of direction 4.62 4.23 Initiates change 4.60 4.26 Challenges processes 4.60 4.29 Provides feedback 4.60 4.44"" Conflict management 4.58 4.09 Delegates to others 4.57 4.35 Integrates varied efforts 4.55 4.20 Influences positively 4.53 4.22 Clarifying goals 4.53 4.32 Understands human diversity 4.51 4.18 Clarifies common goals 4.49 4.17 Challenges status quo 4.45 4.34 Catalyst 4.43 3.96" Understands cultural diversity 4.43 4.13 Participative 4.40 4.17 Facilitator 4.36 4.02" Problem solving 4.36 4.17 Enabler of others 4.34 4.06" Breadth of knowledge 4.30 4.25 Comfort with ambiguity 4.30 4.25 Approachable 4.30 4.36 Focused on people 4.28" 4.37"" Networking 4.25" 4.1 1 Goal oriented 4.25" 4.1 5 Planning and organizing 4.19" 3.93" Environmental analysis 4.09" 3.77" Clarifies common interests 3.94" 3.80" Logical 3.92" 3.86" Analytical 3.89" 3.81" Charismatic 3.43" 3.61 " Mastery of details 3.09" 3.13" KEY: " The ten (10) lowest mean values for a specific behavior, attitude and skill within each of the categories. *" The ten (10) highest mean values for a specific behavior, attitude and skill within each of the categories. APPENDIX E RESPONDENT WRITTEN COMMENTS 159 RESPONDENT WRITTEN COMMENTS Good use of time Dedication Results orientation Interpersonal astuteness Decisiveness Be available to people Value diversity Multi-cultural Customer orientation Tolerance for listening to others' ideas/opinions rather than commanding Active learner Vision (\fisionary) Open Inspirational Intelligence Physical energy/stamina Financial acumen Ability to work in teams Use of situational leadership Consensus decision making Credibility Ability to handle ambiguity and paradox Vlsionary Inability to suffer fools gladly Learner Comfortable with conflict Walks the talk Acts as a role model Open, frank and candid Quick response time Facilitative Guide more, control less Big picture thinker Synthesizer In touch with feelings Healthy/energetic Critical thinking skills Honesty with direct reports Reserve judgment Tolerant Additional character/personal leadership traits you believe are important? Humor Cautious Driving change Learning organization Respect for others Strategic thinking Financial Skills/cost controls Quality Be able to create a vision and be able to communicate the vision effectively Systems thinking (big picture) Impatience/action orientation Continuous improvement Accessible Technical Good memory Innovative Statisfical Process Control Ability to lead teams Customer awareness Spirituality Ability to use continuous improvement tools Mentor/coach Able to admit mistakes Sense of humor Strong belief in personal life outside of work Speed Encourages the heart Service orientation Committed to sharing/giving away power Continually developing self and others Always looking for opportunities Share glory or limelight Integrator Collaborative Comfortable with others feelings Authentic communicator Ability to learn and change Knowledge of trends, industry and global issues Not blame others Truthful communications 160 Wlllingness to ask for support Tells the truth Tolerant of difference (diversity) Systems thinker Loving/caring Win-win attitude Commitment Once decision made, go 100% Supportive Be open to outcomes Change oriented Achievement oriented Non-dependent Oppositional (not to extreme) Openness Collaborative Enabling Learning orientation Continuous improvement orientation Receptive to feedback from others Tenacity To serve Being dispensable - set up operation to work without you Set example/model Computer literate Coalition building Honesty Vlsionary System views/thinker Builds teams Encourages collaboration Translates complex information into usable, simple formats Problem solving approach Team orientation No one person can do it all - the question becomes: How do we maximize our strengths and minimize the effects of our weaknesses and blind spots Actions Speak louder than words when communicating vision and values Passionate Encouraging of mistakes that one makes while pursuing organizations' purpose Stamina/high energy Stakeholder orientation Mutual benefit orientation Operating from the heart, rather than just the head Stop being so serious Team player Committed to excellence Non-perfectionist Non-avoidance Moral Vlsionary Consultative Strategic Systems thinker Learns from mistakes Celebratory High tolerance Additional organizational leadership skills you believe are important? Clear written communication Project management Cost consciousness Promote dialogue Ability to handle multiple levels of complexity Sincerity Mentoring The ability to let and encourage others to use their skills in these areas as well Customer focused Role model - walks the talk Acts as a support function to front line employees Involves team in developing goals Manages transitions, notjust change Open communication Receives feedback Provides feedback constructively Supports improvement in individuals Encourages mutual relationships Initiates improvement Self assesses 161 Additional general comments regarding leadership effectiveness "Global vision with acute sensitivity to interdependence among organizations as well as individuals. Leaders must develop workplaces that are at once challenging, collegial, and yet are fun. Compensation Should be just in all regards." "Unlike perhaps many of the respondents — I answered on behalf of my organizations' performance in the community. I did this because leadership within a school district is really a collaborative effort on the part of the school board members and the superintendent - tempered by the implementation on the part of the staff. In the eyes of the community - which is my perspective as the PR director — we are perceived as a large amorphous mass." "There are two groups of leaders with different needs - Traditional leaders often need to learn there are newly emerging leaders from groups of people previously excluded from the mainstream leadership roles. Traditional leaders need to learn to be inclusive, respectful and attentive to those 'new' people. They often feel they have a lot to lose in doing that. New leaders will benefit from learning some effective traditional leadership skills - and that they are not 'selling out' or being co-opted by the establishment when they do. My responses were more to my perceptions of traditional leaders." "Organizational leaders are struggling to do more with less in a highly competitive, highly ambiguous, rapidly changing environment. They are also struggling to identify and develop the skills necessary for success in this environment. I believe this will require broad reaching changes in organizations support systems, business school curriculum, etc." "Our organization is now working to identify leadership competencies for our current and future executives worldwide. I would be happy to share our work with you if it would be of help or interest." "The level of practice required varies with the level of the leadership position. I have answered for the senior level division general manager what leadership focus is long term and strategic Skills for other levels, which are more tactical and operational, would have different ratings." "Follow-up and follow through are critical." "I believe leaders of the future will need better people Skills. As organizations downsize, flatten and re-engineer, the successful leaders will be one who can re-think how things are done - challenge the system to be more productive and efficient. This means partnering with employees as well as customers. Rather than directing work, leaders will have to make it possible for employees to get the work done with no artificial/organizational barriers. Check our James Champys' work (Reengineering the Corporation) and James Brian Quinns’ work (Intelligent Enterprise)" "Must be true to self and open to change and challenge Simultaneously. Must be continuously learning new skills and knowledge, never complacent." 162 "Systems thinking, i.e., the ability to understand how the culture, structure and processes of an organization affects what gets done, how and how well. Dedication to learning, not only personal, but insisting that the organization learn from its experiences and its environment. Testing new paradigms, leading the organization to continually challenge all the assumptions that underlie its operations and businesses." "Need to build/reward customer focus. Understanding needs and fulfilling them." "I hope you do a cluster analysis, there are too many factors listed." "Effective leadership must be participative, results oriented and focused to ensure long- term profitability for the company." ”I am much more comfortable with my assessment of skills than traits." "Wlll be a new breed of person. Must be multi-lingual. Must have experience in other countries/cultures." "You use of the term 'practices' can be misleading. It is the 'practices' that means repeated efforts to master a Skill or is it the 'practices' that means the application of a technique, skill, knowledge, etc?" "Ability to role model behaviors for the organization. Ability to hire excellent team of leaders. Ability to be continuous learner." "Congruent - not sure what that means as a leadership trait. I'd like to see more integrity but I'm not convinced it relates much to success in business." "People are so well educated now that an important aspect of leadership in the future will be their ability to 'step back' and stop being the leader so others can lead. At the same time, they will need to lead - a quandary to be sure." "Leadership effectiveness will and is built around the ability to see future needs and rally around people to make change happen. These skills can be and are paradoxical, therefore, difficult to accomplish." "The person I rated has been relieved of his duties." "Although I filled out your survey, I find that each industry requires a focus on certain Specific set of skills. People who succeed in their chosen field obviously have the characteristics which are needed and what is needed depends on a variety of external and internal conditions. Contingency theory is as important to understand leadership as it is to understand organizations. Knowledge of the industry and its environment is also important." "This seems similar to the studies already done by James Kouzes (The Leadership Challenge)" "Many/most managers/leaders have never asked themselves the question, ”What do I need to know about me, to accept what can be learned, to commit to and plan for 163 change to increase my effectiveness in working with you/us. Theoretical knowledge of individual and group behavior has become neglected under the new manager/leader breed - the system boys." "I have no manager - I consult, so I thought about managers/leaders I work with." "In order to do the B column I needed to focus on a specific leader. lfI didn't that column would have been all 3 (average of low and high). Hope it doesn't Skew your results." "Leaders must LEAD, not dictate the behavior changes required. They must demonstrate the behavior changes themselves." "I see you are using Greenleaf criteria. In discussing Greenleaf at a recent workshop the group felt intuition is the most difficult to develop and teach. Also Greenleaf did not, perhaps as an introvert, include action steps. I see you have." "To be highly effective leaders must be able to: 1. lmpart mission/vision/values to others and role model ideals. 2. Encourage, support, reward innovations, risk taking, process improvement in achieving goals. 3. Provide the appropriate environment/resources for autonomous functioning. 4. Promote feedback that helps rather than hinders the process. 5. Prove their own effectiveness, position with successes." "Necessary balance between visionary and hands on skills. Tools and skills needed to address conflict constructively. It's almost as though leaders need 'courage development.” "There is a lot of research in the area and models for leadership skills and acts. I have seen very little research on the determinants of leadership skills or acts of productivity. Some of my initial data indicates a negative correlation between leadership Skills and acts and productivity." "I believe the 'Ieader' and 'coach' are passing phases and that the true power to change and create new 'wealth' will come from the grass roots. The charismatic leader who inspires is maybe the final triumph of the patriarchal system. There is a new model of cooperation waiting to emerge which will not have leaders, and the trappings of privilege and power that we currently observe in even the most 'enlightened' of our new breed of corporate leaders. Leadership will be the emergence of the spirit of human creativity within each person. This is of course a developmental journey. Maybe we don't really know and we Should unlearn before we start to dream up new definitions of leadership." ”I deliberately put 5's for the 'future state' because I honestly believe that leaders in the future will have to be paragons of leadership in the business world of the future. Unless they do an about face and return to the early days when you were told to leave your brains at the gate. The working force is growing in its expectations that they be given a more active - even proactive - role in their daily work life. Where the workforce needs to grow up and mature is in the realization that empowerment (or whatever the word of the month is) requires that they also be responsible and accountable to management, leaders and each other. We have a ways to go." 164 "Flexibility in style of leader. Recognizing that 'leadership' does not require the same 'leader.‘ Therefore leadership (sense of direction) is not the same as 'Ieader' (giver of direction). Shared vision, mission and goals can give leadership without a single leader (much of the time)" "No one person will exhibit in full measure all these traits. Leadership diversity recognizes that different occasions call for different mixes of leadership traits. A leader of an organization interested in its long-term welfare will strive to keep alive several types of leaders so that their Special skills can be drawn upon as different situations arise. Perception of character as different Situations arise is critical for establishing leadership credibility." "Major factor in the success of organizational development and learning. Not well understood by current practitioners. Current leaders are not well grounded or comfortable with leadership - and so flit from flower to flower looking for answers: TQM, Re-engineering, etc." "Able to control ones ego. Believe in people." "Enrolls people in vision. Shapes behavior into alignment. Shows passion for work." "Appraises to know expectations. Develops successors. Influences political action." "should not be taught using case study or text books. Should be taught out of doors, use scout leadership training or outward bound type experience. Look at the training education of Plato (The Cave), and others such as Martin Luther King, John Kennedy." "All management must be committed to change and continuous improvement. Everyone must be focused to be successful. Trust is the single biggest key to success, especially when implementing change. Allow people to make mistakes but help them to learn from the. Believe in the knowledge, wisdom, and experience of the employees. Do not retain a consultant to tell you what your people already have." "I believe communication skills and being able to deal with a multi-cultural workforce are important skills. Leaders should have open minds and not be trapped into 'restrictive assumptions.‘ They should be able to look at issues from different angles and avoid being the 'boiled frog.” "I sympathize with your effort, but most of your adjectives are desirable - it's just that we are human. Either you need to use something like scaled forced comparisons or ranking to get discrimination, or a narrower and more focused set of items. Good luck." "Process leadership will become increasingly important. Content leadership will become increasingly obsolete. Leaders will need to be jointly chosen/developed by both their followers in organizations, their peers and their superiors." "I did some research about 5 years ago using Milton Rosharch's Value Survey. I discovered that the perception of supervisors often differed from perceptions of the organization, especially when changes took place in organization leaders. So, I've give you both my perceptions of my boss and of the university leadership." 165 "Trait/factor psychology has never impressed me much. Skills in action seem to be much more important. The differences in perception of ones supervisor, of the organization leaders, could have profound implications for change at a persons organization." APPENDIX F RESEARCH QUESTION ANALYSIS 166 INTRODUCTION Based on findings contained in Chapter # 4, "Study F indings” (Pages 54 - 101), conclusions and recommendations result which relate directly to the purpose of the study. Within the purpose, "to describe and predict leadership behavior, attitude and skills characteristics required of effective leaders within future organizations," multiple objectives require specific conclusions and recommendations to be identified. In particular the following: 1. To describe perceptions of organizational leadership effectiveness against anticipated future expectations. 2. To predict key behavior, attitude and skill components that will be required of future leadership. 3. To describe current awareness and acceptance of critical behaviors, attitudes and Skills that will be required within future organization structures. 4. To describe the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures. To achieve these objectives, specific research questions have been addressed and appropriate conclusions and recommendations which relate to each question identified. The research questions are: 1. What behaviors, attitudes and skills should leaders possess and practice to effec’a'vely lead organizations in the future? 2. Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations? 3. Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills? 4. To what degree are those new expectations currently practiced within organizations? 5. In future organizations will certain behaviors, attitudes and skills be more important than others? 167 6. What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures? 7. What specific observable behaviors are important? 8. What specific observable attitudes are important? 9. What Specific observable skills are important? Conclusions and recommendations address the questions for total number of returned surveys, for each association from which study population and sample were chosen, for multiple demographic criteria as identified, and for narrative written comments gleaned from returned surveys. Information contained in Chapter # 4, "Study Findings" (Pages 54-101), as well as in Appendix D, "Demographic Data Analysis,"(Pages 135-158), has been used to identify conclusions and recommendations. Based on the resulting conclusions and recommendations a series of next steps has been identified as a final part of Chapter #5, "Conclusions, Implications And Recommendations" (Pages 109-115). No effort has been made to interpret developmental requirements, specific behavior, attitude and skill definitions, or methods of change required within organizations to implement the proposed model of required leadership effectiveness that findings support. Those interpretations, and any resulting recommendations will have to be undertaken at a later time, within on-going research. 168 TOTAL RESPONSE -- RESEARCH QUESTIONS Analysis of total responses, one hundred fifty (150) individuals, provides identifiable answers to research questions contained in the study. Specific answers follow. Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" An individual to be an effective leader of future organizations must possess or practice the following set of behaviors, attitudes and skills: An ability to build trust Clear goals Integrity An ability to manage change An ethical character Valuing human dignity Consistency in words and actions Accepts accountability An ability to inspire a shared vision Provides feedback Trustworthiness An ability to recognize and reward A belief in the potential of others An ability to clarify common interests An ability to build effective teams An ability to distribute power to others An ability to effectively communicate Sound judgment Flexibility A long range view Of the eighty two (82) behavior, attitude and skill descriptors identified the twenty (20) listed above are perceived to be the most important for future effectiveness. Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" 169 Specific gaps do exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations. The gaps indicate the amount of difference between current level of practice and what will be required of leaders in the future. Respondents identify some level of gap for all of the behaviors, attitudes and skills included in the study. The following list identifies those possessing the largest gaps between current practice and required future practice: Building effective teams Clarifying common interests Inspiring a shared vision Building trust Managing change Managing conflict Providing feedback Consistency in words and actions Recognizing and rewarding Understanding human diversity Distributing power to others Developing people Flexibility Belief in the potential of others Clear goals Risk taker Values change Positive self-awareness Cooperative Congruent Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Based on findings contained within the study, expectations of leaders are undergoing a change from historical expectations. Comparison of Table #3 (Chapter #4, Page 66), "Current Leadership Practice Profile," and Table #4 (Chapter #4, Page 68), "Future Leadership Practice Profile," shows that only five (5) behaviors, attitudes and skills identified as being practiced effectively today, are believed to be of enough importance to be included in the future profile of effectiveness. A Shift of seventy five (75%) indicates a change in expectations or priorities. 170 Question #4: "To what degree are those new expectations currently practiced within organizations?" Comparison of Tables #1 and #2 (Chapter #4, Pages 62, 64) indicates the degree to which the entire list of behaviors, attitudes and skills are practiced within current organizations. Table #4 (Chapter #4, Page 68) illustrates the degree to which behaviors, attitudes and skills identified as most important for future effectiveness are practiced currently. The gaps between current practice and future required practice for the twenty (20) behaviors, attitudes and skills range from a low of 0.89 to a high of 1.95 (on 1-5 point scale). The gaps indicate that current practice lacks the level of effectiveness that will be required in the future. Question #5: "In future organizations will certain behaviors, attitudes and skills be more important than others?" Future organizations will require that certain behaviors, attitudes and skills be practiced at higher levels than others. Specific behaviors, attitudes and skills that will be more important are identified in Tables #1 and #2 (Chapter #4, Pages 62, 64). Relative importance for both key descriptors contained in the study, "Character/personal Leadership Traits," and "Organizational Leadership Skills," result in a ranked listing for each descriptor of those behaviors, attitudes and skills that will be most important (ranked on 1-5 point scale). 171 Question #6: "What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organizational structures?" Future structures will require an increase in the effective use of certain behaviors, attitudes and skills. Future structures will not require as much of an increase in the effective use of certain other behaviors, attitudes and Skills. Review of Tables #1 and #2 (Chapter #4, Pages 62, 64) indicates which behaviors, attitudes and Skills must see an increase in effective usage and which must improve, but to a lesser degree. Table #5 (Chapter #4, Page 69) identifies the smallest gap between current and future practice of those behaviors. attitudes and skills. Table #5 illustrates those behaviors, attitudes and Skills that will require the least amount of improvement over current practice. Table #6 (Chapter #4, Page 71) identifies the largest gap between current and future practice of behaviors, attitudes and skills. Table #6 illustrates those behaviors, attitudes and skills that will require the most improvement over current practice. The resulting gap (a range of -0.15 to 1.95 on the 1-5 point scale) indicates the magnitude of difference between current expectations of effectiveness and levels of effectiveness that will be required within future organizations. Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" A review of Tables #1 and #2 (Chapter #4, Pages 62, 64) indicates which of the eighty two (82) behaviors, attitudes and skills are perceived to be important. A 1 72 review of Table #3 (Chapter #4, Page 66) indicates which of the behaviors, attitudes and skills are practiced most effectively within current organizations. A review of Table #4 (Chapter #4, Page 68) indicates which behaviors, attitudes and skills will be most important for effective future leaders. The reviews indicate that effectiveness in using the following behaviors, attitudes and skills will be important in the future: Ability to build trust Possessing clear goals Ability to act with integrity Ability to manage change Ability to function in an ethical manner Ability to value human dignity Ability to be consistent in words and actions Ability to accept accountability Ability to inspire a vision that is shared by others Ability to provide feedback Trustworthiness Ability to recognize and reward Belief in the potential of others Ability to clarify common interests Ability to build effective teams Ability to distribute power to others Ability to effectively communicate Ability to make sound judgments Ability to function with flexibility Ability to view events with a long- range perspective ORGANIZATION SPECIFIC RESPONSES -- RESEARCH QUESTIONS Analysis of the organization specific responses, Organization A - A Greensboro, North Carolina based research and leadership development organization with its primary purpose being the identification and provision of state-of-the-art training and development opportunities for current and future leaders. Organization 8 — A New York City based human resource research, consulting and development association whose purpose is the provision of state-of-the-art human resource practices and development experiences for organizational professionals involved in the identification and development of employees for organizations. Organization C - A Portland, Oregon based professional association of individuals providing research, consulting and training for those actively involved in all facets of building effective organizations. 173 provides identifiable answers to research questions contained in the study. Specific answers follow. Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" An individual, to be an effective leader of future organizations, must possess or practice the following set of behaviors, attitudes and skills: Organization A Ability to initiate change Ability to distribute power to others An understanding of cultural diversity Ability to challenge processes Belief in potential of others Values change Flexibility Clear personal values Ethical A long-range view Ability to build effective teams Ability to provide sense of direction Optimism Clear goals Sound judgment Self-control Responsible Committed to the future Organization 8 Ability to build trust Ability to inspire shared vision Ethical Ability to recognize and reward Ability to build effective teams Clear goals Values human dignity Accepts accountability Sound judgment Integrity Organization C Belief in potential of others Trustworthiness Ethical Ability to manage change Ability to inspire shared vision Values human dignity Ability to provide feedback Positive self-awareness Accepts accountability Resourceful Consistency in words and actions Integrity Flexibility Trustworthiness Ability to build trust Ability to build effective teams Ability to effectively communicate Ability to ectively Ability to manage change communicate Clear personal values Ability to challenge the status quo Clear goals Believes in self Responsible Flexibility Ability to distribute power to others A long-range view Combining the individual organizational profiles identifies those behaviors, attitudes and Skills held in common that should be practiced to achieve future 174 effectiveness. Those behaviors, attitudes and skills not found in common identify unique perspectives relating only to the individual organization they are found within. Commonly Held Characteristics Flexibility Ethical behavior Ability to build effective teams Clear goals. Organization A possesses only four (4), those listed above, characteristics in common with Organizations B and C. Organizations B and C have twelve (12) characteristics in common. Because Organization A had such a small sample of seven (7) individuals, the common characteristics Shared between Organization B and Organization C are most likely more significant in identifying specific behaviors, attitudes and Skills that will be required of effective future leaders. That list includes: Ability to build trust Ability to inspire shared vision Ethical behavior Ability to build effective teams Clear goals Valuing human dignity Accepting accountability Integrity Flexibility Trustworthiness Ability to manage change Ability to effectively communicate Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" Specific gaps do exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within each of the three organizations in the future. The gaps indicate the amount of difference between 175 current level of practice and what will be required of leaders in the future. Respondents identify some level of gap for all behaviors, attitudes and skills included in the study. The following lists identify those possessing the largest gaps between current practice and required practice for each organization. Organization A Organization 8 Organization C Networking Builds effective teams Builds effective teams Initiates change Recognizing and rewarding Conflict management Long-range view Builds trust Builds trust Understand cultural diversity Integrates varied efforts Manages change Inspires shared vision Distributes power to others Distributes power to others Flexible Risk taker People developer Cooperative Clear goals Clear goals Courageous Resourceful Flexible Clear goals Intuitive Values change Recognizing and rewarding Inspires Shared vision Trustworthy Builds effective teams Manages change Inspires Shared vision Values change People developer Consistent in words and acfions Patient Consistent in words and actions Understands human diversity Challenges status quo Flexible Provides feedback Belief in potential of others Belief in potential of others Facilitator Naturally curious Values change Belief in potential of others Optimistic Cooperative Positive self-awareness Sound judgment Committed to the future Congruent Empathetic Reflective Combining the individual organization profiles identifies those behaviors, attitudes and skills held in common that should be practiced to achieve future effectiveness. Those behaviors, attitudes and Skills not found in common identify unique perspectives relating only to the individual organization they are found within. 176 Common Held Characteristics Inspires shared vision Flexible Clear goals Builds effective teams Values change Belief in potential of others Organization A possess only six (6), those listed above, characteristics in common with Organization 8 and C. Organizations B and C have eleven (11) characteristics in common. The common characteristics shared between Organization B and C may be more significant in identifying specific behaviors, attitudes and skills that will be required of effective leaders due to the majority of the study sample residing in those two (2) organizations (143 of 150 respondents). That list of commonly held characteristics includes: Builds effective teams Builds trust Distributes power to others People developer Clear goals Flexible Values change Inspires shared vision Manages change Consistent in words and actions Belief in potential of others Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders within all three organizations are undergoing a change from historical expectations. Comparison of tables relating to "Current Leadership Practice," and "Future Leadership Practice," indicate that a change is expected. Organization A: The data contain five (5) common behaviors, attitudes and Skills as being practiced effectively currently, and believed to be of enough importance to be included in the future profile of effectiveness for Organization A. A shift 177 of seventy five percent (75%) indicates a change in expectations or pnonfies. Organization B: The data contain seven m common behaviors, attitudes and skills as being practiced effectively currently, and believed to be of enough importance to be included in the future profile of effectiveness for Organization B. A shift of sixty five percent (65%) indicates a change in expectations or priorities. Organization C: The data contain three (3) common behaviors, attitudes and skills as being practiced effectively currently, and believed to be of enough importance to be included in the future profile of effectiveness for Organization C. A shift of eighty five percent (85%) indicates a change in expectations or priorities. Question #4: "To what degree are those new expectations currently practiced within organizations?" Organization A: Study data and analysis indicates the degree to which the entire list of behaviors, attitudes and skills are practiced within Organization A. The gaps between current practice and future required practice for the behaviors, attitudes and skills range from a low of -0.14 to a high of 2.00 (on 1-5 point scale). The gaps indicate that current practice lacks the degree of effectiveness that will be required in the future. Organization B: Study data and analysis indicates the degree to which the entire list of behaviors, attitudes and skills are practiced within Organization B. The gaps between current practice and future required practice for the behaviors, attitudes and skills range from a low of -0.35 to a high of 1.85 (on 1-5 point scale). The gaps indicate that current practice lacks the degree of effectiveness that will be required in the future. Organization C: Study data and analysis indicates the degree to which the entire list of behaviors, attitudes and skills are practiced within Organization C. The gaps between current practice and future required practice for the behaviors, attitudes and skills range from a low of -0.02 to a high of 2.08 (on the 1-5 point scale). The gaps indicate that current practice lacks the degree of effectiveness that will be required in the future. 178 Question #5: "In future organizations will certain behaviors, attitudes and skills be more important than others?" Each of the organizations (A, B, C) will require that certain behaviors, attitudes and skills be practiced at higher levels than others. Specific behaviors, attitudes and skills that will be more important for each organization are identified. Relative importance for both key descriptors contained in the study, "Character/ Personal Leadership Traits," and "Organizational Leadership Skills," results in an identified ranking for each descriptor of those behaviors, attitudes and skills, that will be more important (ranked on 1-5 point scale). Question #6: "What is the magnitude of difference between current expectations of effectiveness and levels of expectations that will be required within future organization structures?" Each organization (A, B, C), in the future, will require an increase in the effective use of certain behaviors, attitudes and skills. As well, future structures will not require as much of an increase in the effective use of certain other behaviors, attitudes and skills. Organization A: Review of the data and analysis indicates which behaviors, attitudes and skills must see an increase in effective usage and which must improve to a lesser degree. Resulting gaps indicate the magnitude of difference between current expectations of effectiveness and levels of effectiveness that will be required within Organization A in the future. 179 Organization B: Review of the data and analysis indicates which behaviors, attitudes and skills must see an increase in effective usage and which must improve to a lesser degree. The tables illustrate those behaviors, attitudes and skills that will require the least amount of improvement over current practice. The resulting gaps indicate the magnitude and range of difference between current expectations of effectiveness and levels of effectiveness that will be required within Organization B in the future. Organization C: Review of the data and analysis indicates which behaviors, attitudes and skills must see an increase in effective usage and which must improve to a lesser degree. The resulting gaps indicate the magnitude and range of difference between current expectations of effectiveness and levels of effectiveness that will be required within Organization C in the future. Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" Organization A: A review of the data and analysis indicates which of the eighty two (82) behaviors, attitudes and skills are perceived to be important. A review of the data and analysis indicates which of the behaviors, attitudes and skills are practiced most effectively within Organization A currently. A review of the data and analysis indicates which behaviors, attitudes and skills will be most important for leaders in Organization A in the future. These reviews indicate that the following behaviors, attitudes and skill will be most important in the future: Ability to initiate change Ability to view events with a long-range perspective Ability to distribute power to others Ability to build effective teams Ability to understand cultural diversity Ability to provide a sense of direction Ability to challenge processes Possessing an optimistic outlook Belief in the potential of others Possessing clear goals Ability to value change Ability to make sound judgments Ability to function with flexibility Ability to maintain self-control Possessing clear personal values Ability to function responsibility Ability to function in an ethical manner Committed to the future Organization B: A review of the data and analysis indicates which of the eighty two (82) behaviors, attitudes and skills are perceived to be important. A review of the data and analysis indicates which of the behaviors, attitudes and skills are practiced most effectively within Organization B currently. A review of the data and analysis 180 indicates which behaviors, attitudes and skills will be most important for leaders in Organization B in the future. These reviews indicate that the following behaviors, attitudes and skills will be important in the future: Ability to build trust Ability to function with integrity Ability to inspire a shared vision Ability to be consistent in words and actions Ability to function in an ethical manner Ability to function with flexibility Ability to recognize and reward Ability to function in a trustworthy manner Ability to build effective teams Ability to effectively communicate Possessing clear goals Ability to manage change Ability to value human dignity Ability to challenge the status quo Ability to accept accountability Possessing a belief in self Possessing sound judgment Ability to accept responsibility Organization C: A review of the data and analysis indicates which of the eighty two (82) behaviors, attitudes and skills are perceived to be important. A review of the data and analysis indicates which of the behaviors, attitudes and skills are practiced most effectively within Organization C currently. A review of the data and analysis indicates which behaviors, attitudes and skills will be most important for leaders in Organization C in the future. These reviews indicate that the following behaviors, attitudes and skills will be important in the future: Belief in the potential of others Ability to function with integrity Ability to function in a trustworthy manner Ability to function in an ethical manner Ability to build effective teams Ability to manage change Ability to effectively communicate Ability to inspire a shared vision Possessing clear personal values Ability to value human dignity Possessing clear goals Ability to provide feedback Ability to function with flexibility Possessing positive self- awareness Ability to distribute power to others Ability to accept accountability Ability to view events with a long-range perspective Ability to be resourceful Comparison of the three organizations identifies a set of common behaviors, attitudes and skills which are important. Those characteristics not listed below as being held in common, are unique to each of the three organizations and should be seen as important only in an organizations' individual context. Those common behaviors, attitudes and skills are: 181 Ability to function in an ethical manner Ability to build effective teams Possessing clear goals Ability to function with flexibility DEMOGRAPHIC RESPONSE -- RESEARCH QUESTIONS Using the one hundred fifty (150) responses, research questions are addressed as they relate to study demographics. Answers to research questions are identified in the context of which behaviors, attitudes and skills are common across the various sub-categories within each demographic identifier. The balance of the eighty two (82) descriptors are perceived uniquely within each demographic sub-category. (See Appendix D) ATTAINED EDUCATIONAL LEVEL Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Two behaviors, attitudes and skills are identified: An ability to be flexible An ability to manage change Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" The largest gaps held in common relate to behaviors, attitudes and skills identified as: Being a risk taker Flexibility Belief in the potential of others An ability to manage change An ability to build effective teams 182 The smallest gaps held in common relate to behaviors, attitudes and skills identified as: Persistence Analytical abilities An ability to think and act logically Question #3: Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders are undergoing a change from historical expectations held in common. The change identifies a movement from more traditional skills such as: Mastery of details Analytical abilities An ability to think and act logically Possessing charisma Vulnerability Spontaneous Movement in the future will be toward more effectiveness in: Managing change Flexibility Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" A review of the demographic data specific to 'educational level attained' identifies a very brief list of behaviors, attitudes and skills which are identified as important for effective leaders in the future, and which are held in common by each of the demographic sub- categories. They are: An individuals ability to function with flexibility An individuals ability to manage change INDUSTRY WITHIN WHICH CURRENTLY EMPLOYED Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Four (4) behaviors, attitudes and skills are idenfified: Ethical behavior A belief in the potential of others Trustworthiness An ability to build trust 183 Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" The largest gaps held in common relate to behaviors, attitudes and skills identified as: An ability to build effective teams An ability to manage change The smallest gaps held in common relate to behaviors, attitudes and skills identified as: A mastery of details Analytical abilities An ability to plan and organize An ability to think and act logically Goal orientation Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders are undergoing a change from historical expectations. The change identifies a movement from more traditional skills such as: Vulnerability Mastery of details Spontaneity Charisma Analytical abilities An ability to clarify common interests Movement in the future will be toward higher levels of: Ethical behavior A belief in the potential of others Trustworthiness Ability to build trust Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" A review of the demographic data specific to "industry within which an individual is currently employed," identifies a brief list of behaviors, attitudes and skills which are identified as important for effective leaders in the future, and which are held in common by each of the demographic sub-categories. They are: Ability to function in an ethical manner. Possessing a belief in the potential of others Ability to function in a trustworthy manner Ability to build trust 184 JOB TITLE SPECIFIC TO CURRENT POSITION Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Within this specific demographic sub-category none of the eighty two (82) behaviors, attitudes and skills were identified as being held in common relating to their importance in the future. Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" The largest, and only gap held in common relates to a specific behavior, attitude and skill identified as: An ability to build effective teams The smallest gaps held in common relate to behaviors, attitudes and skills identified as: Analytical abilities An ability to think and act logically Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders are undergoing a change from historical expectations. The change identifies a movement from more traditional skills such as: Mastery of details Analytical abilities Vulnerability An ability to clarify common interests Spontaneity NUMBER OF YEARS IN CURRENT POSITION Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" 185 Wrthin this specific demographic sub-category the following behaviors, attitudes and skills are identified: Consistency in words and actions Trustworthiness The ability to build trust The ability to build effective teams The ability to manage change Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" The largest gaps held in common relate to behaviors, attitudes and skills identified as: Consistency in words and actions Trustworthiness The ability to build trust The ability to build effective teams The ability to manage change The smallest gaps held in common relate to behaviors, attitudes and skills identified as: Self-controlled Mastery of details Functioning in a rational manner Analytical abilities Goal orientation Thinking and acting in a logical manner Charisma Planning and organizing Problem solving Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders are undergoing a change from historical expectations. The change identifies a movement from more traditional skills such as: Mastery of details Instinct Spontaneity Vulnerability Movement in the future will be toward higher levels of: Consistency in words and actions Trustworthiness Building trust Building effective teams Managing change 186 Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" A review of the demographic data specific to "number of years in current position" identifies a brief list of behaviors, attitudes and skills which are identified as important for effective leaders in the future, and which are held in common by each of the individuals within this demographic sub-category. They are: Ability to be consistent in words and actions Ability to function in a trustworthy manner Ability to build trust Ability to build effective teams An individuals ability to manage change OVERALL SATISFACTION WITH CURRENT POSITION Answers to the following questions are identified as those behaviors, attitudes and skills held in common between the two sub-categories within this identifier: Individuals who have a high level of satisfaction with their current position, and individuals who have a low level of satisfaction with their current position. Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Wrthin this specific demographic category eighteen (18) of the eighty two (82) behaviors, attitudes and skills are identified as necessary to effectively lead organizations in the future. They are: Ethical behavior Clear goals Responsible behavior Trustworthiness Sound judgment Building effective teams Building trust Integrity Effective communication Accepts accountability Valuing human dignity Belief in potential of others Managing change A long-range view Inspiring a shared vision Distributing power to others Recognizing and rewarding Consistency in words and actions Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" Perceptual gaps do exist. 187 The largest gaps held in common relate to behaviors, attitudes and skills identified as: Consistency in words and actions Clear goals Risk taking Building effective teams Recognizing and rewarding Providing feedback Belief in potential of others Flexibility Managing change Inspiring a shared vision Building trust The smallest gaps held in common relate to a list of behaviors, attitudes and skills identified as: Confidence Persistence Self-control Discipline Optimism Goal orientation Rational behavior Problem solving Mastery of details Logical behavior Analytical abilities Accepts accountability Charisma Belief in self Breadth of knowledge Planning and organizing Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders are undergoing a change from historical expectations. The change identifies a movement from more traditional skills such as: Vulnerability Instinct Spontaneity Valuing change Reflection Congruency Functioning as a facilitator Planning and organizing Mastery of details Charisma Clarifying common interests Thinking and acting in a logical manner Analytical abilities Environmental analysis Curiosity Movement in the future will be toward higher levels of Ethical behavior Clarity of goals Responsibility Trustworthiness Sound judgment Building effective teams Effective communication Recognizing and rewarding Accepting accountability Integrity Valuing human dignity Consistency in words and actions Belief in potential of others Managing change Distributing power to others Building trust Long-range view Inspiring shared visions 188 Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" A review of the demographic data specific to "satisfaction with current position" identifies a list of behaviors, attitudes and skills which are identified as important for effective leaders in the future and which are held in common by each of the individuals within this demographic sub-category. They are: Ability to function in an ethical manner Ability to function with integrity Possessing clear goals Ability to value human dignity Ability to function responsibility Ability to be consistent in words and actions Ability to function in a trustworthy manner Possessing a belief in the potential of others Ability to use sound judgment Ability to manage change Ability to build effective teams Ability to distribute power to others Ability to effectively communicate Ability to recognize and reward Ability to build trust Possessing a long-range view Ability to accept responsibility Ability to inspire a shared vision GENDER DIFFERENTIATION (FEMALE OR MALE) Answers to the following questions are identified as those behaviors, attitudes and skills held in common between the two sub-categories within this identifier: Female and Male respondents. Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Wrthin this specific demographic category thirteen (13) of the eighty two (82) behaviors, attitudes and skills are identified as necessary to effectively lead organizations in the future. They are: Belief in the potential of others Ability to value human dignity Consistency in words and actions Possessing clear goals Ability to function in a flexible manner Ability to build trust Ability to effectively communicate Ability to build effective teams Ability to manage change Ability to inspire a shared vision Ability to accept accountability Ability to effectively recognize and reward Ability to distribute power to others 189 Question #2: "Do perceptual gaps exist between currently accepted leadership behavior, attitude and skill requirements and those that will be required within future organizations?" Perceptual gaps do exist. The largest gaps held in common relate to behaviors, attitudes and skills identified as: Consistency in words and actions Inspires shared vision Belief in potential of others Builds trust Values change Manages change Flexibility People developer Clear goals Recognizing and rewarding Positive self-awareness Provides feedback Builds effective teams Understands human diversity The smallest gaps held in common relate to a list of behaviors, attitudes and skills identified as: Self control Breadth of knowledge Rational Mastery of details Disciplined Analytical Responsible Logical Confident Goal oriented Persistent Charismatic Vulnerable Planning and organizing Problem solving Accepts accountability Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations of leaders are undergoing a change from historical expectations. Wrthin this demographic category the following list identifies a movement from more traditional expectations to higher levels of effectiveness in the use of a specific set of behaviors, attitudes and skills. The change will require a movement away from the following: Mastery of details Clarifies common interests Vulnerable Spontaneity Charisma Reflective Analytical Self-controlled Logical Congruent Environmental analysis Planning and organizing Natural curiosity Patient 190 Movement in the future will be toward higher levels of: Belief in potential of others Valuing human dignity Clear goals Consistency in words and actions Flexibility Building trust Effective communication Building effective teams Managing change Inspiring a shared vision Accepting accountability Recognizing and rewarding Distributing power to others SURVEY DESCRIPTOR/RESEARCH BASE -- RESEARCH QUESTIONS Incorporation of existing validated studies and instrumentation provides a base to identify answers relevant to the research questions contained within the study. Based on the analysis contained in Chapter #4, conclusions are drawn relating to the relationship of previous work and that undertaken within the parameters of this current effort. Question #1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Comparison of the work of Yukl, Wall and Lepsinger indicates that three (3) of the key descriptors they identify will continue to be of importance in the future (3 of 14). Ability to build effecfive teams Ability to effectively communicate Ability to effectively recognize and reward Relating to the work of Yammarino and Bass, two (2) descriptors they identify will continue to be of importance in the future (2 of 8). Ability to inspire a shared vision Ability to effectively recognize and reward Comparison to the previous work of Posner and Kouzes indicates that one (1) previously identified practice will continue to be important for leadership effectiveness in the future (1 of 5). Ability to inspire a shared vision 191 In contrast, a larger number of practices identified within the work of Vlfilson, O'Hare and Shipper, are seen as being important in the future as well (9 of 33). Ability to build trust Ability to function with integrity Ability to inspire a shared vision Belief in the potential of others Ability to build effective teams Ability to effectively communicate Possessing clear goals Ability to provide feedback Ability to effectively recognize and reward Wrthin the writing of Max DePree, only one (1) of the practices he identifies is perceived to be of continuing importance in the future (1 of 14). Ability to function with integrity Finally, within the findings of David P. Campbell, one (1) practice or characteristic is perceived to continue to be highly important in the future organization (1 of 8). Ability to function in a trustworthy manner Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" Expectations are changing from historical norms. The relatively small number of practices and descriptors, identified as a result of the research noted, indicates that many of the previously identified behaviors, attitudes and skills are no longer seen as being important for future leadership effectiveness. For each of the previous research studies the following percentages of continuation of importance indicate this shift: (% perceived to be of continuing importance) Yukl, Wall and Lepsinger, 3 of 14, = 21.4% Yammarino and Bass, 2 of 8, = 25.0% Posner and Kouzes, 1 of 5, = 20.0% Wilson, O'Hare and Shipper, 9 of 33, = 27.3% Max DePree, 1 of 14, = 7.1% David P. Campbell, 1 of 8, = 12.5% Question #4: "To what degree are these new expectations currently practiced within organizations?" Based on the number of practices identified in the original research by each identified individual or group of individuals, many of the expectations of effective leaders that they identified are not perceived as being practiced well currently. 192 From the group of practices identified by Yukl, Wall and Lepsinger (14) only 4 (4) are seen as being practiced at a high level currently (4 of 14, 28.6%). Ability to solve problems Ability to delegate Ability to plan and organize Ability to effectively communicate From the findings of Yammarino and Bass (8), none were perceived to be practiced at a highly effective level currently (0 of 8, 00.0%). Only one (1) characteristic of the five (5) identified by Posner and Kouzes is seen to be practiced at a highly effective level currently (1 of 5, 20.0%). Ability to encourage others From the findings of \NIISOl‘l, O'Hare and Shipper, six (6) of the characteristics identified through their work are identified as maintaining a high level of practice currently. Ability to function with integrity Ability to effectively plan and organize Ability to delegate Possessing a goal orientation Mastery of details Ability to effectively communicate From the list of fourteen (14) practices identified in the writing of Max DePree, two (2) are perceived to being practiced at a high level currently (2 of 14, 14.3%). Ability to function with integrity Possessing breadth of knowledge Finally, from the work of David P. Campbell, in which he identified a list of eight (8) key descriptors, two (2) are perceived to being used at a highly effective level currently (2. of 8, 25.0%). Ability to function in a confident manner Ability to function in a trustworthy manner Based on a comparison of previous research, instrumentation and writing, the behaviors, attitudes and skills identified in this study are not practiced to a high level of effectiveness in current organizations. Nine (9) of the total lists identified within previous work are seen as key areas of current practice which will retain their importance in the future. They are: Ability to function with integrity Ability to build effective teams Ability to build trust Belief in the potential of others Ability to provide feedback Ability to effectively communicate Ability to inspire a shared vision Possessing clear goals Ability to effectively recognize and reward 193 Question #5: "In future organizations will certain behaviors, attitudes and skills be more important than others?" Based on a comparison of previous research, instrumentation and writing, and the behaviors attitudes and skills idenfified in this study, those practices previously identified are not seen as being required to a high degree in future leadership practice. Questions #7-9: "What specific observable behaviors, attitudes and skills are important?" Comparing the list of previously identified practices with the results of the current study and combining common behaviors, attitudes and skills contained in both lists, and perceived to be of high importance in the future, results in a list of behaviors, attitudes and skills that are perceived to be most important for effective leadership practice. They are: Ability to build effective teams Ability to build trust Ability to inspire a shared vision Ability to effectively communicate Ability to provide feedback Ability to effectively recognize and reward Ability to function with integrity Belief in the potential of others Possessing clear goals WRITTEN COMMENTS -- RESEARCH QUESTIONS Question#1: "What behaviors, attitudes and skills should leaders possess and practice to effectively lead organizations in the future?" Based on the written comments of respondents a list of behaviors, attitudes and skills that leaders need to possess and practice to effectively lead organizations in the future results. The resulting list is consistently found within the body of written comments. The list includes: Ability to clearly communicate Ability to deal with ambiguity Possessing a multi-cultural orientation Ability to use situational knowledge Commitment to quality Ability to think critically Comfort with conflict Ability to lead teams Availability to others Possessing an action orientation Possessing an orientation to learning Possessing intelligence Possessing effective interpersonal skills Ability to handle complexity Possessing the ability to change Being a systems oriented thinker Ability to continually seek improvement Ability to communicate a vision 194 Ability to innovate Possessing credibility Ability to be tolerant of others Ability to build teams Ability to synthesize Being change oriented Ability to continually develop others Question #3: "Are expectations of leaders undergoing a change from historical norms to new behaviors, attitudes and skills?" A careful reading of the written comments indicates that tradifional technical, role specific, or discipline specific, behaviors, attitudes and skills are not seen as highly important for future leadership effectiveness. Question #5: "In future organizations will certain behaviors, attitudes and skills be more important than others?" A careful review of the written comments indicates that certain behaviors, attitudes and skills will be more important in the future than others. Specifically: Effective leaders will possess a concern for process. Effective leaders will possess an understanding of complexity. Effective leaders will possess an understanding of change. Effective leaders will use specific behaviors, attitudes and skills to deal with the implications and results of an understanding of process, complexity and change. APPENDIX G STATISTICAL ANALYSIS 195 TABLE #36 COMPARISON OF THREE ORGANIZATIONS - CURRENT CHARACTER/PERSONAL LEADERSHIP TRAITS (N = 150, 1-5 Scale) Trait/Skill A(N=7) BlN=681 C(N=75) Mean ariance §thev. Coef. Variance Ethical 4.43“ 3.74“ 3.65“ 3.94 .1214 .348 .0883 Committed to the future 4.43“ 3.49 3.35 3.76 .2300 .480 .1277 Responsible 4.29“ 3.84“ 3.73“ 3.95 .0587 .242 .0613 Values human dignity 4.14“ 3.59 3.45 3.73 .0887 .298 .0799 Believes in self 4.00“ 3.85“ 3.69“ 3.85 .0160 .126 .0327 Integrity 3.86“ 3.79“ 3.57“ 3.74 .0153 .124 .0332 Self-controlled 3.86" 3.53 3.60“ 3.66 .0202 .142 .0388 Positive self-awareness 3.71 3.00‘ 3.03' 3.25 .1075 .328 .1009 Consistent in words and actions3.71 3.09 2.72' 3.17 .1668 .408 .1287 Optimistic 3.71 3.31 3.57“ 3.53 .0275 .166 .0470 Clear personal values 3.71 3.47 3.40 3.53 .0176 .133 .0377 Rational 3.71 3.68“ 3.72“ 3.70 .0002 .014 .0038 Sound judgment 3.57 3.71“ 3.29 3.52 .0305 .175 .0497 Persistent 3.57 3.68“ 3.49 3.58 .0061 .078 .0218 Trustworthy 3.57 3.74“ 3.44 3.58 .0151 .123 .0344 Disciplined 3.57 3.65 3.49 3.57 .0043 .066 .0185 Conviction 3.57 3.41 3.33 3.44 .0099 .099 .0288 Confident 3.57 3.78“ 3.80“ 3.72 .0108 .104 .0280 Intuitive 3.57 3.01 3.05 3.21 .0651 .255 .0794 Resourceful 3.57 3.35 3.48 3.47 .0082 .091 .0262 Clear goals 3.57 3.40 3.04 3.34 .0488 .221 .0662 Reliable 3.43 3.66" 3.37 3.49 .0156 .125 .0358 Belief in potential of others 3.43 3.15 3.11 3.23 .0203 .143 .0443 Persuasive 3.43 3.53 3.44 3.47 .0020 .045 .0130 Intellectual energy 3.43 3.53 3.40 3.45 .0031 .056 .0162 Emotionally stable 3.29 3.59 3.49 3.46 .0156 .125 .0361 Risk taker 3.29 2.76' 2.99' 3.01 .0471 .217 .0721 Reflective 3.29 2.88‘ 2.79‘ 2.99 .0474 .218 .0729 Empathetic 3.29 3.21 2.85' 3.12 .0366 .193 .0619 Flexible 3.14' 3.12 3.09 3.12 .0004 .020 .0064 Cooperative 3.14' 3.26 3.59“ 3.33 .0362 .190 .0571 Passionate advocate 3.14‘ 2.85‘ 2.99‘ 2.99 .0140 .118 .0395 Instinctive 3.14‘ 3.00‘ 3.09 3.08 .0037 .061 .0198 Values change 300' 2.62' 2.49' 2.70 .0468 .216 .0800 Courageous 3.00' 2.96' 3.09 3.02 .0030 .055 .0182 Congruent 2.86' 2.87‘ 2.81 ' 2.85 .0007 .027 .0095 Naturally curious 2.71' 2.97' 3.09 2.92 .0252 .159 .0545 Patient 2.71' 3.06 3.07 2.95 .0280 .167 .0566 Spontaneous 2.57‘ 2.78‘ 2.76' 2.70 .0090 .095 .0352 Vulnerable 2.29‘ 2.44“ 2.41 " 2.38 .0042 .065 .0273 KEY: " The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. ** The ten (10) highest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. A - The Center For Creative Leadership B — The Human Resource Planning Society C - The Organizational Development Network TABLE #37 196 COMPARISON OF THREE ORGANIZATIONS - FUTURE CHARACTERIPERSONAL LEADERSHIP TRAITS (N =150,1-5 Scale) A(N=7) BIN=68I C(N=75) M Trait/Skill Optimistic 4.57“ Belief in potential of others 4.57“ Values change 4.43“ Sound judgment 4.43“ Clear goals 4.43" Flexible 4.29" Self-controlled 4.29“ Clear personal values 4.29“ Responsible 4.29“ Ethical 4.29“ Committed to the future 4.29“ Cooperative 4.14 Conviction 4.1 4 Values human dignity 4.14 Confident 4.14 Persuasive 4.14 Emotionally stable 4.00 Consistent in words and actlons4.00 Integrity 4.00 Courageous 4.00 Patient 4.00 Disciplined 4.00 Resourceful 4.00 Positive self-awareness 3.86 Passionate advocate 3.86 Believes in self 3.86 Rational 3.86 Intellectual energy 3.86 Persistent 3.71 Trustworthy 3.71 Naturally curious 3.71 Risk taker 3.71 Intuitive 3.71 Reliable 3.57‘ Congruent 3.14‘ Instinctive 3.14' Reflective 3.14‘ Spontaneous 3.14' Empathetic 3.00‘ Vulnerable 271' KEY: * The ten (10) lowest mean values for a specific behavior, attitude and skill for 4.20 4.83" 3.84" 4.52 332* each of the three (3) organizations. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. A - The Center For Creative Leadership 4.26 B - The Human Resource Planning Society C - The Organizational Development Network .1123 .0818 .236 .184 .329 .048 .074 .144 Variance Sthev. Coef. Variance .0554 .0462 .0827 .0108 .0164 .0321 .0597 .0472 O 196 TABLE #37 COMPARISON OF THREE ORGANIZATIONS - FUTURE CHARACTER/PERSONAL LEADERSHIP TRAITS (N =150,1-5 Scale) Trait/Skill A(N=7) BlN=68) C(N=75) Mean Variance Sthev Coef. Variance Optimistic 4.57“ 4.00 4.20 4.26 .0558 .236 .0554 Belief in potential of others 4.57“ 4.38 4.83“ 4.59 .0340 .184 .0462 Values change 4.43“ 3.66‘ 3.84‘ 3.98 .1082 .329 .0827 Sound judgment 4.43“ 4.41“ 4.52 4.45 .0023 .048 .0108 Clear goals 4.43“ 4.51“ 4.61“ 4.52 .0054 .074 .0164 Flexible 4.29" 4.59" 4.60“ 4.49 .0207 .1 44 .0321 Self-controlled 4.29“ 3.71 3.96‘ 3.99 .0564 .238 .0597 Clear personal values 4.29" 4.15 4.64“ 4.36 .0425 .206 .0472 Responsible 4.29“ 4.41“ 4.49 4.40 .0068 .082 .0186 Ethical 4.29“ 4.60“ 4.73" 4.54 .0341 .185 .0407 Committed to the future 4.29" 4.40 4.49 4.39 .0067 .082 .0187 Cooperative 4.14 4.24 4.51 4.30 .0244 .156 .0363 Conviction 4.14 3.90 4.13 4.06 .0123 .1 1 1 .0273 Values human dignity 4.14 4.46“ 4.63“ 4.41 .0413 .203 .0460 Confident 4.14 4.26 4.33 4.24 .0062 .079 .0186 Persuasive 4.14 4.37 4.21 4.24 .0093 .096 .0226 Emotionally stable 4.00 4.10 4.47 4.19 .0409 .202 .0482 Consistent in words and actions4.00 4.60“ 4.71“ 4.44 .0974 .312 .0703 Integrity 4.00 4.62“ 4.81“ 4.48 .1 196 .346 .0772 Courageous 4.00 3.72‘ 4.27 4.00 .0504 .225 .0563 Patient 4.00 3.65‘ 3.96‘ 3.87 .0245 .157 .0406 Disciplined 4.00 3.88 4.13 4.00 .0104 .102 .0255 Resourceful 4.00 4.35 4.53 4.29 .0484 .220 .0513 Positive self-awareness 3.86 3.90 4.59” 4.12 .1 123 .335 .0813 Passionate advocate 3.86 3.65‘ 4.16 3.89 .0438 .209 .0537 Believes in self 3.86 4.44“ 4.49 4.26 .0818 .286 .0671 Rational 3.86 4.09 3.91' 3.95 .0098 .099 .0251 Intellectual energy 3.86 4.32 4.20 4.1 3 .0380 .195 .0472 Persistent 3.71 3.99 4.27 3.99 .0523 .229 .0574 Trustworthy 3.71 4.53“ 4.77" 4.34 .2060 .454 .1046 Naturally curious 3.71 3.79' 4.07" 3.86 .0238 .154 .0399 Risk taker 3.71 4.13 4.27 4.04 .0566 .238 .0589 Intuitive 3.71 3.97 4.13 3.94 .0300 .173 .0439 Reliable 3.57‘ 4.18 4.35 4.03 .1 122 .335 .0831 Congruent 3.14‘ 3.72“ 4.19 3.68 .1844 .429 .1166 Instinctive 3.14‘ 3.57' 3.87' 3.53 .0898 .300 .0850 Reflective 3.14‘ 3.57‘ 4.11‘ 3.61 .1575 .397 .1100 Spontaneous 3.14‘ 3.32‘ 3.52' 3.33 .0241 .155 .0465 Empathetic 3.00' 3.94 4.19 3.71 .2625 .512 .1380 Vulnerable 2.71' 2.68' 3.49‘ 2.96 .1406 .375 .1267 KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. A - The Center For Creative Leadership B - The Human Resource Planning Society C - The Organizational Development Network 197 TABLE #38 COMPARISON OF THREE ORGANIZATIONS - CURRENT ORGANIZATIONAL LEADERSHIP SKILLS (N =1so,1-5 Scale) Trait/Skill A(N=7) BlN=68l ClN=75) Mean Variance Sthev. Coef. Variance Focused on people 4.14“ 2.85 2.92 3.30 .3508 .592 .1794 Analytical 4.00“ 3.71“ 3.63“ 3.78 .0219 .148 .0392 Accepts accountability 3.86“ 3.71“ 3.52“ 3.70 .0194 .139 .0376 Influences positively 3.71“ 2.97 2.84 3.17 .1468 .383 .1208 Encourages others 3.71“ 3.19 3.04 3.31 .0956 .309 .0934 Provides feedback 3.71“ 2.78 2.75 3.08 .1986 .446 .1448 Approachable 3.71 “ 3.26" 2.92 3.30 .1047 .324 .0982 Builds trust 3.71“ 3.10 2.79 3.20 .1461 .382 .1194 Provides sense of direction 3.57 3.07 3.05 3.23 .0579 .241 .0746 Challenges processes 3.57 3.22 2.92 3.24 .0706 .266 .0821 Breadth of knowledge 3.57 3.38" 3.12" 3.36 .0340 .184 .0548 Informing/Communicative 3.57 3.22 3.03 3.27 .0500 .224 .0685 Goal oriented 3.57 3.57“ 3.52“ 3.55 .0006 .025 .0070 Distributes power to others 3.43 2.85 2.73 3.00 .0934 .306 .1020 Logical 3.43 3.76" 3.57“ 3.59 .0183 .135 .0376 Problem solving 3.43 3.72“ 3.29“ 3.48 .0321 .179 .0514 Initiates change 3.29 3.03 3.07 3.13 .0131 .114 .0364 Clarifies common goals 3.29 2.88 2.76 2.98 .0515 .227 .0762 Understands cultural diversity 3.29 2.78 2.63' 2.90 .0798 .282 .0972 People developer 3.29 2 .69‘ 2.75 2.91 .0728 .270 .0928 Long-range view 3.29 2.91 3.00 3.07 .0263 .162 .0528 Catalyst 3.29 2.82 2.71‘ 2.94 .0633 .252 .0857 Delegates to others 3.29 3.35“ 3.11“ 3.25 .0104 .102 .0314 Builds effective teams 3.14 2.66' 2.59‘ 2.80 .0598 .245 .0875 Integrates varied efforts 3.14 2.69' 2.88 2.90 .0340 .184 .0634 Clarifies common interests 3.14 2.63' 2.41' 2.73 .0935 .306 .1 161 Planning and organizing 3.14 3.44“ 3.32“ 3.30 .0152 .123 .0373 Enabler of others 3.00 2.75' 2.69' 2.81 .0180 .134 .0477 Mastery of details 3.00 3.41“ 3.15“ 3.19 .0287 .169 .0530 Inspires shared vision 3.00 2.90 2.64‘ 2.85 .0197 .140 .0491 Challenges status quo 3.00 3.12 2.80 2.97 .0141 .119 .0401 Manages change 2.86" 2.79 2.81 2.82 .0009 .030 .0106 Understands human diversity 2.86' 2.69' 2.55' 2.70 .0127 .113 .0419 Facilitator 2.86" 2.65’ 2.56‘ 2.69 .0158 .126 .0468 Comfort with ambiguity 2.86“ 3.09 2.87 2.94 .0079 .089 .0303 Clarifying goals 2.86‘ 3.06 2.97 2.96 .0067 .082 .0277 Conflict management 286’ 2.74‘ 2.41' 2.67 .0569 .239 .0895 Charismatic 2.86‘ 2.87 2.73 2.82 .0041 .064 .0227 Recognizing and rewarding 2.71' 2.84 2.79 2.78 .0029 .054 .0194 Participative 2.71' 3.22 2.89 2.94 .0479 .219 .0745 Environmental analysis 243‘ 2.60' 2.64" 2.56 .0083 .091 .0355 Networking 214‘ 3.15 3.16“ 2.82 .2290 .479 .1699 KEY: ' The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. ** The ten (10) highest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. A - The Center For Creative Leadership 8 - The Human Resource Planning Society C - The Organizational Development Network 198 TABLE #39 COMPARISON OF THREE ORGANIZATIONS - FUTURE ORGANIZATIONAL LEADERSHIP SKILLS (N =150,1-s Scale) Trait/Skill A(N=7) BIN=68l CLN=751 Mean Variance §thev. Coef. Variance Initiates change 5.00“ 4.29 4.39 4.56 .0985 .314 .0689 Long-range view 4.86" 4.31 4.56“ 4.58 .0506 .225 .0491 Distributes power to others 4.71" 4.35 4.57“ 4.54 .0220 .148 .0326 Builds effective teams 4.71“ 4.51“ 4.67" 4.63 .0075 .087 .0188 Understands cultural diversity 4.71“ 4.04' 4.36 4.37 .0749 .274 .0627 Provides sense of direction 4.71“ 4.34 4.37 4.47 .0282 .168 .0376 Challenges processes 4.71" 4.32 4.43 4.49 .0270 .164 .0365 Encourages others 4.57 4.41" 4.48 4.49 .0043 .066 .0147 Delegates to others 4.57 4.41“ 4.40 4.46 .0061 .078 .0175 Clarifying goals 4.57 4.35 4.39 4.44 .0092 .096 .0216 Recognizing and rewarding 4.57 4.53“ 4.44 4.51 .0030 .055 .0122 Focused on people 4.57 4.29 4.29 4.38 .0174 .132 .0301 Builds trust 4.57 4.76“ 4.75“ 4.69 .0076 .087 .0186 Influences positively 4.43 4.04‘ 4.44 4.30 .0347 .186 .0433 Accepts accountability 4.43 4.44“ 4.57“ 4.48 .0041 .064 .0143 Informing/Communicative 4.43 4.51“ 4.67“ 4.54 .0100 .100 .0220 Provides feedback 4.43 4.41“ 4.60“ 4.48 .0073 .085 .0190 Integrates varied efforts 4.43 4.24 4.41 4.36 .0073 .085 .0195 People developer 4.29 4.34 4.49 4.37 .0072 .085 .0195 Inspires shared vision 4.29 4.60“ 4.64“ 4.51 .0245 .157 .0348 Challenges status quo 4.29 4.44“ 4.32 4.35 .0042 .065 .0149 Planning and organizing 4.29 4.00‘ 4.00‘ 4.10 .0187 .137 .0334 Approachable 4.29 4.35 4.31 4.32 .0006 .025 .0058 Manages change 4.14 4.47“ 4.67“ 4.43 .0478 .219 .0494 Understands human diversity 4.14 4.10 4.49 4.24 .0307 .175 .0413 Enabler of others 4.14 4.09 4.20' 4.14 .0020 .045 .0109 Breadth of knowledge 4.14 4.24 4.29 4.22 .0039 .062 .0147 Problem solving 4.14 4.22 4.23 4.20 .0039 .062 .0148 Networking 4.14 4.04" 4.25 4.14 .0074 .086 .0208 Goal oriented 4.14 4.21 4.15' 4.17 .0010 .032 .0077 Clarifies common goals 4.00 4.15 4.43 4.19 .0318 .178 .0425 Catalyst 4.00 4.10 4.17‘ 4.09 .0049 .070 .0171 Conflict management 4.00 4.18 4.41 4.20 .0282 .168 .0400 Clarifies common interests 3.86' 3.63' 3.95“ 3.81 .0182 .135 .0354 Analytical 3.86' 3.81' 3.85‘ 3.84 .0005 .022 .0057 Facilitator 3.71' 3.99‘ 4.32 4.01 .0622 .249 .0621 Logical 3.71' 3.97‘ 3.77‘ 3.82 .0124 .1 1 1 .0291 Comfort with ambiguity 3.71‘ 4.19 4.41 4.10 .0854 .292 .0712 Environmental analysis 357“ 3.63' 4.07" 3.76 .0497 .223 .0593 Participative 3.57' 4.24 4.31 4.04 .1 1 13 .334 .0827 Charismatic 3.57‘ 3.65' 3.52“ 3.58 .0029 .054 .0151 Mastery of details 329‘ 3.06‘ 3.13‘ 3.16 .0093 .096 .0304 KEY: " The ten (10) lowest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. “ The ten (10) highest mean values for a specific behavior, attitude and skill for each of the three (3) organizations. A - The Center For Creative Leadership B - The Human Resource Planning Society C — The Organizational Development Network 199 TABLE #40 COMPARISON OF THREE ORGANIZATIONS GAPS - CURRENT TO FUTURE CHARACTER/PERSONAL LEADERSHIP TRAIT S (N =1so.1-5 Scale) Traits/Skills Org. A(N=Z) Org. B(N=68) Org. C(N=75) Ethical (-0.14)' .86 1 .08 Committed to the future (-0.14)' .80 1.14 Responsible 0.00' .57' .76' Values human dignity 0.00' .87 1.18 Believes in self (-0.14) .59' .80 Integrity .1 4 .83 1 .24 Self-controlled .43 .1 8' .36‘ Positive self-awareness .15 .90“ 1 .56‘ Consistent in words and actions .29 1.51“ 1.99" Optimistic .86“ .69 1 .63“ Clear personal values .58 .68 1.24 Rational .15 .41 ‘ .19‘ Sound judgment .86” .70 1.23 Persistent .1 4 .31 ' .78‘ Trustworthy .14 .79 1 .33" Disciplined .43 .23‘ .64' Conviction .57 .49‘ .80 Confident .57 .48‘ .53' Intuitive .14 .96“ 1.08 Resourceful .43 1 .00“ 1 .05 Clear goals .86“ 1 .1 1“ 1.57" Reliable .14 .52 .98 Belief in potential of others 1 .14“ 1.23“ 1.72“ Persuasive .71 .84 .77‘ Intellectual energy .43 .79 .80 Emotionally stable .71 .51 .98 Risk taker .42 1.37" 1.28 Reflective (—0.1 5)‘ .69 1 .32“ Empathetic (-0.29)" .73 1 .34“ Flexible 1 .15“ 1 .47“ 1.51 “ Cooperative 1 .00“ .98“ .92 Passionate advocate .72 .80 1.17 Instinctive 0.00‘ .57" .78’ Values change 1 .43“ 1.04“ 1.35“ Courageous 1 .00“ .76 1 .18 Congruent .28 .85 1.38 Naturally curious 1.00“ .82 .98 Patient 1 .29“ .59' .89 Spontaneous .57 .54 .76‘ Vulnerable .42 .24' 1 .08 KEY: " The ten (10) smallest gaps from current to future practice for each specific behavior, attitude and skill for each of the three (3) organizations. ** The ten (10) largest gaps from current to future practice for each specific behavior, attitude and skill for each of the three (3) organizations. 200 TABLE #41 COMPARISON OF THREE ORGANIZATIONS GAPS - CURRENT TO FUTURE ORGANIZATIONAL LEADERSHIP SKILLS MILE Focused on people Analytical Accepts accountability Influences positively Encourages others Provides feedback Approachable Builds trust Provides sense of direction Challenges processes Breadth of knowledge Informing/Communicative Goal oriented Distributes power to others Logical Problem solving Initiates change Clarifies common goals Understands cultural diversity People developer Long-range view Catalyst Delegates to others Builds effective teams Integrates varied efforts Clarifies common interests Planning and organizing Enabler of others Mastery of details Inspires shared vision Challenges status quo Manages change Understands human diversity Facilitator Comfort with ambiguity Clarifying goals Conflict management Charismatic Recognizing and rewarding Participative Environmental analysis Networking KEY: (N= 150, 15 Scale) Org.A(N=Z) .43: (0.14)“ 1 .71" Org.B(N=68) 1 .44 .10" .73‘ 1.07 1 .22 O D O . “§§§ ‘35332 $88 aasaasa O a CD a t d. feed-‘d‘d—h—I ease (oasr d—I-b—I 35' ink: agwe I Q .T‘T‘T‘. .‘T‘T‘T‘ assesses: I Org.C( N=75) 1.37 I aesseakeaa stat ' The ten (10) smallest gaps from current to future practice for each specific behavior, attitude and skill for each of the three (3) organizations. ** The ten (10) largest gaps from current to future practice for each specific behavior, attitude and skill for each of the three (3) organizations. 201 The following identifies groups of commonalities and rankings when the data pertaining to the three organizations is compared. Particulars are: KEY: Std.Dev. - Standard Deviation Coef.Var. — Coefficient of Variance Character/Personal Leadership Traits — Current Highest Com_mon Values Lowest Comimon Values Ethical Passionate advocate Responsible Values change Believes in self Congruent Integrity Spontaneous Vulnerable Largest Largest Highest Variance Std.Dev. Coef.Var. Committed to the future .2300 .480 12.77% Consistent in words 8 .1668 .408 12.87% actions Ethical .1214 .348 8.83% Positive self-awareness .1 075 .328 10.09% Values human dignity .0887 .298 7.99% Values change 8.00% Smallest Smallest Lowest Variance Std.Dev. Coef.Var. Rational .0002 .014 0.38% Flexible .0004 .020 0.64% Congruent .0007 .027 0.95% Persuasive .0020 .045 1 .30% Courageous .0030 .055 Intellectual energy 1.62% Character/Personal Leadership Traits — Future Highest Common Values Lowest Cflmon Values Clear goals Instinctive Flexible Reflective Ethical Spontaneous Vulnerable 202 Largest Largest Highest Variance Std .Dev. Coef.Var. Empathetic .2625 .512 13.80% Trustworthy .2060 .454 1 0.46% Congruent .1844 .429 1 1 .66% Reflective .1575 .397 1 1 .00% Vulnerable .1406 .375 12.76% Smallest Smallest Lowest Variance Std.Dev. Coef.Var. Sound judgment .0023 .048 1 .08% Clear goals .0054 .074 1 .64% Confident .0062 .079 1 .86% Committed to the future .0067 .082 1.87% Responsible .0068 .082 1 .86% Organizational Leadership Skills —- Current Highest Common Values Lowest Com_mon Values Analytical Understand human diversity Accepts accountability Facilitator Conflict management Environmental analysis Largest Largest Highest Variance Std.Dev. Coef.Var. Focused on people .3508 .592 17.94% Networking .2290 .479 16.99% Provides feedback .1 986 .446 14.48% Influences positively .1468 .383 12.08% Builds trust .1461 .382 1 1 .94% Smallest Smallest Lowest Variance Std.Dev. Coef.Var. Goal oriented .0006 .025 0.70% Manages change .0009 .030 1.06% Recognizing and rewarding.0029 .054 1.94% Charismatic .0041 .064 2.27% Clarifying goals .0067 .082 2.77% 203 Organizational Leadership Skills — Future Highest Common Values Lovgt Comon Values Builds effective teams Clarifies common interests Environmental analysis Analytical Charismatic Logical Mastery of details Largest Largest Highest Variance Std.Dev. Coef.Var. Participative .1 1 13 .334 8.27% Initiates change .0985 .314 6.89% Comfort with ambiguity .0854 .292 7.12% Understands cultural .0749 .274 6.27% diversity Facilitator .0622 .249 6.22% Smallest Smallest Lowest Variance Std.Dev. Coef.Var. Analytical .0005 .022 0.57% Approachable .0006 .025 0.58% Goal oriented .0010 .032 0.77% Enabler of others .0020 .045 1.09% Charismatic .0029 .054 Recognizing and rewarding 1.22% Character/Personal Leadership Traits - Gaps (Current to Future) L_argest Perceived Gaps LCommon) Smallest Perceived Gaps (Com_mon) Clear goals Responsible Flexible Instinctive Values change Belief in potential of others Organizational Leadership Skills - Gaps (Current to Future) Lar est Perceived Ga Common Smallest Perceived Gaps (Com_mon) Builds effective teams Analytical Inspires shared vision Accepts accountability Breadth of knowledge Goal oriented Logical Mastery of details ORGANIZATIONAL COMPARISON - STATISTICAL ANALYSIS 204 TABLE #42 CHARACTER/PERSONAL LEADERSHIP TRAITS (.05 Significance Of Variance) Trait/Skill Optimistic Belief in potential of others Values change Sound judgment Clear goals Flexible Self-controlled Clear personal values Responsible Ethical Committed to the future Cooperative Conviction Values human dignity Confident Persuasive Emotionally stable Consistent in words and actions Integrity Courageous Patient Disciplined Resourceful Positive self-awareness Passionate advocate Believes in self Rational Intellectual energy Persistent Trustworthy Naturally curious Risk taker Intuitive Reliable Congruent Instinctive Reflective Spontaneous Empathetic Vulnerable A - The Center For Creative Leadership mm .9686 .5675 .9744 .9664 .9688 .9778 .9641 .7019 .9744 .9744 .9664 .9292 .8389 .9726 .9713 .9279 .9177 .9783 .9767 .8749 .5398 .9744 .8708 .5948 .9788 .9049 .9744 .9799 .9761 .9236 .8756 .9719 .9756 .9671 .9693 .9564 .9591 .9767 .7734 Organization 8 .7088 .8944 .6554 .8944 .751 7 .5279 .7357 .8849 .6879 .6064 .6879 .7967 B - The Human Resource Planning Society C - The Organizational Development Network Organization C .61 79 .5793 .7910 .7291 .7157 .7673 .761 1 .6293 .8577 ORGANIZATIONAL COMPARISON - STATISTICAL ANALYSIS 205 TABLE #43 ORGANIZATIONAL LEADERSHIP SKILLS (.05 Significance Of Variance) raitlSkill Qrganlz' atiog A Builds trust .9808 Inspires shared vision .9793 Builds effective teams .8962 Informing/Communicative .9452 Manages change .9693 Accepts accountability .8944 Provides feedback .8264 Clarifies common interests ---- Distributes power .9394 Long-range view .9625 Encourages others .9656 People developer .9207 Delegates to others .9798 Challenges processes .9099 Clarifying goals .9761 Initiates change .9772 Provides sense of direction .9783 Challenges status quo .8907 Integrates varied efforts .8810 Approachable .9452 Focused on people 9756 Understands human diversity .8186 Conflict management .9582 Clarifies common goals .9418 Comfort with ambiguity 9744 Influences positively 8186 Breadth of knowledge .9738 Participative .9772 Understands cultural diversity .9599 Problem solving .9015 Goal oriented .8264 Enabler of others .5871 Networking .5478 Facilitator .9582 Catalyst .9686 Planning and organizing .9793 Logical .9115 Environmental analysis .8962 Analytical .9131 Clarifies common interests .6700 Charismatic ---- Mastery of details .9699 A - The Center For Creative Leadership Organization 8 .5438 .5239 .8485 .7881 .6443 .8621 .8810 .8106 .7486 .7291 .7910 .6664 .6217 .5987 .5714 .8599 .9370 .7881 B - The Human Resource Planning Society C - The Organizational Development Network W .5753 .7881 .7881 .7088 .8264 .8554 BIBLIOGRAPHY 206 BIBLIOGRAPHY Abegglen, James C. and Stalk, George Jr. Keisha The Japanese Corporation. 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