leadership glossary
Here are some meaningful terms which arise in connection with leadership. See the business dictionary for many more terms used in a wider context of business and organizational management. accountability - Accountability equates to having ultimate responsibility for an area, activity, group, project, department, etc. This assumes (ideally) that the accountable person has the necessary authority and capability for such ultimate responsibility. Accountability is not fair or reasonable where authority and capability are inadequate for the responsibility concerned. Accountability is different to responsibility. Accountability is not generally delegated, whereas responsibility very commonly is. Accountability generally requires a person to have responsibility extending beyond the performance of a task or duty, to having freedom in determining and potentially changing how the responsibility is exercised. See the differences between accountability and responsibility in the leadership purpose section. Action-Centred Leadership - (US-English, Action-Centered Leadership) A leadership model developed by English leadership expert, writer and theorist John Adair, based on three elements: Task, Team, Individual. See Action-Centred Leadership in this article, and the dedicated more detailed section on this website John Adair's Action-Centred Leadership theory. Adair, John - a significant influence on leadership thinking and developer of the Action-Centred Leadership model - see also more detail about John Adair on this website in the dedicated section about John Adair's Action-Centred Leadership theory. autocratic leadership - dictatorial method of leading - low concern for followers and high emphasis on task - typically reinforced with threat, punishment, and often ruthless exploitation of workers, who have little or no freedom to resist or desert. A feature of a strongly dictatorial application of the transactional leadership style. authentic leadership - a generally commendable and positive leadership philosophy, with emphasis on openness and honesty, being true-to oneself, and similarly ethical and high-integrity behaviours - see authentic leadership. behaviour (behavior in US-English) - often pluralized in referring to leadership behaviours, which are broadly how a leader acts - what the leader does and how the leader does it. There is a strong correlation between behaviour and style in the context of describing and understanding leadership theory. Like the word concept, and other quite vague terms, the word behaviour/behaviours needs to be clarified where it is important to understand its usage. behavioural ideals (behavioral in US-English) - a category of leadership model, the thinking within which is most notably represented by Blake and Mouton's Managerial Grid - see behavioural ideals - and Blake and Mouton's Managerial Grid. benevolent autocrat - a slightly contradictory term yet historically common type of leadership, in which the leader is both dictatorial and also caring (benevolent) at a basic level, as a strict parent might be with a small child. Alternatively regarded as paternalistic or patronizing. This highly specific and limited style of leadership can arise within styles/facets of leadership models, for example in versions of the 'Telling' mode of the Situational Leadership® model. Blake and Mouton's Managerial Grid - a leadership model within the category termed here as a 'behavioural ideals' model. The idea essential proposes a matrix of four main styles resulting from combining the relative emphasis given to 'concern for people' and 'concern for production' - see Blake and Mouton's Managerial Grid. Bolman and Deal - Lee Bolman and Terry Deal developed the Four Frame leadership model, categorised here as a Situational/Contingency leadership model, in which the central theme is switching leadership style/position according to the four organizational perspectives ('Four-Frame') of Structural, Human Resource, Political and Symbolic - see Bolman and Deal's Four Frame model - and see Situational/Contingency leadership models. character - in the context of leadership this usually refers to the qualities of a leader, as in 'the character of the leader' (being good, appropriate, etc), and usually refers to issues of honesty, reliability, ethics, integrity, etc., as would indicate whether the leader is trustworthy and well-intentioned. characteristic(s) - in the context of leadership equates to a/the feature(s) or quality(ies) of someone, usually a leader, more broadly then 'leadership character' above, and certainly extending to skills, attitudes and behaviours far beyond matters of trust and integrity. Characteristics may also refer to the features or qualities of other things, such as ('the characteristics of') an organization, or a model. definition - an attempt to describe something (like leadership or management or narcissism) using as few words as possible, with minimal flexibility for confusion and interpretation. Certain terms, such as leadership virtually defy definition, because the meaning is so vast and variable. description - an attempt to explain the nature of something as fully and as meaningfully as possible in as many words as the particular situation allows. Ideally descriptions are confined to the most relevant features for the context and the reader's precise needs. effective leadership - common expression basically meaning good leadership, i.e., a leadership approach which achieves task/organizational aims while also satisfying all other needs and obligations of leadership for the situation. Since situations can change a lot for any given leader the term also implies leadership capability to adapt methods/styles, etc., in maintaining effectiveness. ethics/ethical leadership - a flexible but very real and vital concept referring to the moral code applicable for a given situation. Within this notion there are many generally accepted universal rights and wrongs, for example not causing suffering to people; not stealing; not lying or cheating; but other less clear rights/wrongs. See the ethical leadership philosophy and the separate section on ethical management and leadership. Fiedler's Contingency Leadership Model - a leadership theory categorised here as a Situational Contingency model, which focuses on the correlation between the leader's style (emphasis either on task or relationship) and the 'favourableness' of the situation in which the leader is leading - see Fiedler's Contingency model - and see Situational/Contingency leadership models. Four Frame leadership model - a leadership theory developed by Lee Bolman and Terry Deal categorised here as a Situational/Contingency leadership model, advocating switching of leadership styles/positions according to four perspectives ('Four-Frame'), namely Structural, Human Resource, Political and Symbolic - see Bolman and Deal's Four Frame model - and see Situational/Contingency leadership models. functional - in the context of leadership theory this word refers (particularly in this leadership guide) to a sub-category of leadership models - see functional leadership models - which focus on flexible leadership behaviour, and includes most notably John Adair's Action-Centred Leadership model. French and Raven - John French and Bertram Raven developed the notable Sources of Power leadership theory, categorised here as a leadership philosophy. The Sources of Power theory might also be regarded as a partial leadership model, since it is structured and contains flexible correlations of a particular dimension of leadership, being the relationship between leader and followers and especially followers' perceptions of the leader, which determine the leader's power - see French and Raven's Sources of Power. Hersey and Blanchard - Paul Hersey and Ken Blanchard created the Situational Leadership® proprietary leadership model - their interests are now more separated; Hersey's organization has gone on to develop other 'Situational-branded' organizational models and products beyond leadership; Blanchard has since developed Situational LeadershipII® and other proprietary organizational development offerings - see Hersey and Blanchard's Situational Leadership® model. House's Path-Goal Theory - a leadership theory developed by Robert House, categorised here as a Situational/Contingency leadership model, in which the personal needs and benefits accruing to the group in achieving a task (goal) are correlated to a correspondingly suitable approach (path) of leading the group - see House's Path-Goal Theory - and see Situational/Contingency leadership models. integrity - equates to and encompasses honesty and discretion, also and is a foundation of forming trust between people, especially between leader and followers, supplier and customers, etc. Kouzes and Posner - James Kouzes and Barry Posner initially developed Kouzes and Posner's Trait Theory, explained here within the leadership Trait Theory section (categorised here as a sub-category of leadership models). Kouzes and Posner subsequently developed their ideas into (what is generally regarded as) a Functional leadership model, known as Kouzes and Posner's Five Leadership Practices model, which has become proprietary (a marketed, branded offering, as well as academically driven) under the brand of 'The Five Practices of Exemplary Leadership®' (also referred to as Kouzes and Posner's 'Leadership Challenge Model'), based on development of their trait-based research into a five-part functional leadership approach, containing the following elements: Model the Way, Inspire a Shared Vision, Challenge the Process, Enabling Others to Act, and Encourage the Heart. leadership - motivating others to achieve an aim - see more detail at definitions of leadership. leadership concept - a rather vague term usually referring to a single theory or aspect of leadership, but used very loosely and more widely than this. The term needs clarifying and questioning if understanding its precise meaning is important. leadership model - a structure or framework or process which can be used to learn, teach, apply and adapt leadership - or a tool that enables people to lead effectively and grow as leaders - see more detail at leadership terminology definitions. In general the term is used rather loosely; in this article the term leadership model is a lot more specific, and refers to the main category of leadership theories explained in this article, leadership models. leadership philosophy - an approach to leading that is driven by a set of values and beliefs. These values govern the aims that a leader pursues and how he or she acts. This can be underpinned by beliefs about wider issues than leadership - see more detail at leadership terminology definitions. In general the term is used rather loosely; in this article the term leadership philosophy is a lot more specific, and refers to a lesser but nevertheless very significant category of leadership theories explained in this article, leadership philosophies. leadership style - a particular and relatively narrow behaviour, or set of behaviours, that are used by real-life leaders, and which may arise to a degree as an aspect or mode of leadership within a leadership model - a leadership style alone is very inadequate for teaching, applying and adapting leadership methods - see more detail at leadership terminology definitions. In general the term is used rather loosely; in this article the term leadership style is a lot more specific, and refers to a lesser category of leadership theories explained in this article, leadership styles. Lewin's Three Styles Leadership Model - Kurt Lewin's leadership theory categorised here as a Situational/Contingency leadership model. Lewin's ideas essentially propose three styles or leadership positions in relation to the corresponding needs/demands of followers. The three styles are Authoritarian, Participative and Delegative - see Lewin's Three Styles model - and see Situational/Contingency leadership models. method - a general term usually referring to a modular or procedural approach, or to a process. The term 'leadership method(s)' usually refers to a series of actions which together form a process, and which may be described or represented by a leadership model. morals/morality - equating to ethics - this refers to a sense of fairness, 'rightness', honesty, truth, etc., especially relating to the treatment of people. Path-Goal Theory - a leadership theory developed by Robert House, categorised here as a Situational/Contingency leadership model, in which the personal needs and benefits accruing to the group in achieving a task (goal) are correlated to a correspondingly suitable approach (path) of leading the group to achieve the goal - see House's Path-Goal Theory - and see Situational/Contingency leadership models. process - in the context of leadership a process is a step-by-step series of actions designed to achieve a result, and typically evident in leadership models. proprietary - Proprietary here means that a concept or theory has been developed into a branded and typically protected product or service. Often this is signified by the registered symbol ®, or the trademark abbreviation TM. This has happened quite a lot in the leadership theory field, not least because there is a very big market for leadership development products and services. Significantly for leadership teachers, trainers, organizational development providers, authors and publishers, proprietary concepts are subject to intellectual property protections which control and restrict their usage, especially for commercial exploitation. As a general rule proprietary protected/registered concepts can be mentioned and described in the course of education, but may not be incorporated into a service which seeks to profit from or otherwise exploit the concept, unless suitable licence or permission has been obtained. Please see the terms of use of this website for more explanation as to the usage conditions for the materials within this leadership guide, and above all seek local qualified advice for any usage which is not clearly within your own rights to pursue. principles - often used in the context of leadership, for example in the widely used expression, 'principles of effective leadership', or 'effective leadership principles' - principles here means simply 'important basic points', or foundations. Principles in this context may also imply an ethical sense, or equate to doing things right or morally correctly, or legally. qualities - in the context of leadership this is usually a general and loose term equating to the characteristics of a leader. responsibility - a duty or set of duties that a person is given, or ideally agrees to deliver/achieve. This is different to accountability. Responsibility may more easily be delegated than accountability See the differences between responsibility and accountability in the leadership purpose section. Also see the article on delegation, which is crucially relevant to responsibility in leadership and management. Scouller's Three Levels of Leadership Model - a model developed by James Scouller, categorised here as an Integrated Psychological model. Scouller proposed three levels of leadership development to help leaders understand firstly what they have to do behaviourally in their role, and secondly how to grow their leadership presence, know-how and skill. It is notable for embracing the strengths of the older models while integrating an important new element - the leader's psychology. The three levels are Public Leadership, Private Leadership and Personal Leadership - see Scouller’s Three Levels model. servant leadership - a leadership concept categorised here as a leadership philosophy, in which the leader's priorities are the followers interests, and the interests of the wider situation, rather than the leader's own interests. - see servant leadership. Situational - a categorising term for range of leadership models in which the leadership behaviour and positioning is determined and influenced by the situation, especially including the nature of the followers, notably including Hersey and Blanchard's Situational Leadership® model. The category here is seen to be closely similar to models which are regarded as 'contingency leadership' theories - see Situational/Contingency models. Situational Leadership® - a popular, sophisticated, and and highly regarded proprietary leadership model theory developed by Hersey and Blanchard, categorised here within the Situational/Contingency sub-category of leadership models - it essentially proposes a four-square matrix according to task and relationship relative priority, which also offers a progressive development of leadership positions according to maturity/capability of followers - and see Hersey and Blanchard's Situational Leadership® model and see Situational/Contingency leadership models. skills - often used in the term 'leadership skills' whereby it has a narrowing effect on the meaning of leadership, since proper effective leadership is not constrained to skills alone, and entails behaviours, attitudes, experience, integrity, ethics, honesty, authenticity, etc. Sources of Power - a specific concept of leadership developed by French and Raven, categorised here as a leadership philosophy; the theory is arguably also a 'mini-model', being structured and containing flexible correlations, of a particular dimension of leadership, notably the relationship between leader and followers and especially followers' perceptions of the leader, which determine the leader's power - see French and Raven's Sources of Power. Tannenbaum and Schmidt Leadership Continuum - a novel and highly applicable theory categorised here as a Situational/Contingency leadership model, which focuses on the particular dimension of a leader's control emphasis according to group or followers' maturity/capability. The theory offers a sliding scale or continuum enabling selection of appropriate levels of leadership control, especially concerning delegated responsibility and group freedom. The model is especially helpful for delegation and succession management - see Tannenbaum and Schmidt's Leadership Continuum - and the more detailed webpage on Tannenbaum and Schmidt's Continuum - and see Situational/Contingency leadership models. theory - An overall, over-arching term referring to the thinking and potentially scientific and academic analysis and explanation of how and why something works and thereby how to control or manage the processes and causes-and-effects involved. Leadership theory is very broad and refers to the study of leadership in all of its forms. The term 'a leadership theory' instead refers generally and loosely to a model or philosophy or style of leadership, or even more loosely may equate to other very broad terms, such as concept or idea. trait(s) - in the context of leadership the word trait has become used (optionally) with a capital T, as in in 'Trait theory', or 'Trait-based theory', a sub-category of leadership models. Trait here means a characteristic of a leader. Trait theory refers to the study, analysis, and potential application of leadership according to the idea that effective leaders can be identified and developed by reliably knowing which traits enable a leader to be effective. This idea seems yet to be proven. transforming leadership/transformational leadership - here transforming/transformational leadership is categorised as a leadership style. The concept and terminology of 'transforming leadership' were first described alongside a 'transactional leadership' style, by James MacGregor Burns. Transforming refers to to the growth of followers via the encouragement and support to over-achieve expectations. Transactional refers to a trade or exchange between leader and followers, most obviously being pay in return for work, or other incentives offered by leadership in return for extra efforts by followers. Transforming leadership is (by Burns certainly, and elsewhere commonly) paired with the 'Transactional leadership' style, as a two-part choice or switch of styles for leaders. Transformational leadership is a more progressive leadership style than transactional leadership, which is a more traditional style than transformational. The term 'transforming' later became popularly called 'transformational' after the work of Bernard Bass, who developed the transformational idea to suggesting four essential leadership actions for effective transformational leadership: building trust; motivating inspirationally; enabling creativity; and supporting individual growth - see transformational and transactional leadership styles. These theories are particularly connected to the Psychological Contract, which offers an excellent way to understand each approach, and especially managing the balance between them. transactional leadership - here transactional leadership is categorised as a leadership style. As explained above, the concept and terminology of 'transactional leadership' was first described alongside a 'transforming leadership' style, by James MacGregor Burns. Transactional refers to the traditional employer/employee exchange typified by being paid to in return for doing work, extending to other incentives offered by leadership in return for extra efforts and inputs by followers. Transactional leadership is paired with the 'Transforming' style as either a way to analyse organizational leadership cultures, but also serves as a leadership style-switch available to leaders. Transforming equates to the growth of followers via the encouragement and support to over-achieve expectations, as the main theme. ('Transforming' later became popularly 'Transformational' after the work of Bernard Bass) - see transformational and transactional leadership styles. types - type in the context of leadership usually refers to a leadership style or to distinct mode of leadership behaviour within a leadership model, as in 'leadership type'. Alternatively the word type(s) has a looser meaning when used as 'type of leadership', which could refer to any aspect of leadership theory, and would need clarifying if appropriate. values-based leadership - a concept of leadership here categorised as a leadership philosophy, chiefly in which leaders draw on their own values and followers' values for direction, inspiration and motivation. Values in this context refer to principles or standards of behaviour, and what is deemed important in life - see values-based leadership. leadership theories
leadership models, philosophies, styles - definitions, descriptions, terminology Leadership is a vast and important subject, yet full of confusing ideas and terminology, open to widely different interpretations. http://www.businessballs.com/leadership-theories.htm Leadership definitions and descriptions also vary enormously. Examples of leadership can be extremely diverse too. We lead when we manage a football team or teach a classroom of children. We lead our own children when we are parents, and we lead when we organize anything. We certainly lead when we manage projects, or develop a new business. We lead the moment we take the first supervisory responsibility at work, and we may lead even before we assume official responsibility to do anything. A vicar or preacher leads a congregation. A writer or visionary may lead when he or she puts pen to paper and creates a book, or poem, or article which inspires and moves others to new thoughts and actions. A monarch and a president are both leaders. So is a local councillor, and so can be a community fund-raiser. A ruthless dictator is a leader. So was Mother Theresa, and so was Mahatma Gandhi. We can find leadership in every sort of work and play, and in every sort of adventure and project, regardless of scale, and regardless of financial or official authority. And so, given the many ways in which leadership operates, it is no surprise that leadership is so difficult to define and describe. So what is leadership? Is leadership a technical model? Or is leadership a behaviour? (Or a behavior?, for US-English users.) Or is leadership more a matter of style, or philosophy? In fact it's impossible to limit descriptions of leadership merely to being a technical model, or a process, or a style or philosophy. It's all of these things, and much more besides. This article aims: to help clarify what leadership is, and to offer a comprehensive summary of the main ways to understand and explain what leadership means. As you will see, leadership can, and necessarily should, be approached from a variety of standpoints. A helpful way to understand leadership is by exploring leadership thinking and theories using these three main conceptual viewpoints: Models Philosophies, and Styles This three-category approach provides the structure for what follows below in this leadership theories article. I am grateful to James Scouller, an expert coach, thinker and writer on leadership, for the contribution of most of the technical content for this article, and for the collaboration in editing it and presenting it here. Aside from what follows here, Scouller's expertise in leadership theory is evidenced particularly in his 2011 book The Three Levels of Leadership, which I commend to you. N.B. Some US-English spellings with 'our' and 'ize' word-endings (for example, behavior, favour, color, organize, mobilize, etc) are different to UK-English spellings/preferences (behaviour, organise, etc). Both versions of the ise/ize spellings may be used on this webpage, as appropriate, especially for the words organisation/organization, as appropriate, and to aid searching. Please adapt the spellings to suit your needs and situation. Also the words he and his equate to he/she and his/her where appropriate. The singular non-gender-specific use of the words 'they' and 'theirs' (instead of he/she and his/hers) is generally avoided because such usage is misleading to some people for whom English is not the first language. leadership theories - index Introduction Leadership and Management Differences - why is leadership different from management? - and Leadership vs Management Differences Grid Leadership Terminology Clarifications - Models, Philosophies and Styles - Terminology Definitions and Terminology Differences (what the terminology itself means) Leadership Definitions - what leadership is and what leadership means Leadership and the Leader's Purpose - the aims and responsibilities of an effective leader Leadership Glossary - the main leadership terminology explained simply and concisely Leadership Theories - Overview - models, philosophies and styles - and index of leadership concepts Leadership Models - explanations and examples of the main leadership models Leadership Philosophies - explanations and examples of the main leadership philosophies Leadership Styles - explanations and examples of the main leadership styles Summary and Conclusion - and useful outline of this extensive leadership guide Acknowledgments - including expert co-author James Scouller's biography Additions and Amendments - details of significant changes, new theories added, and other amendments Training/Teaching Use - note about use of materials related to proprietary systems introduction - leadership theories This free guide to leadership theories is a comprehensive, easy-to-read summary of leadership concepts. In fact this leadership guide aims to be the clearest, most succinct and useful summary of leadership (concepts, theories and thinking) available anywhere. If it's not, then your suggestions and comments as to how to improve it would be greatly appreciated. This article should add usefully to your understanding of this fascinating subject, and if you are responsible for teaching and inspiring others to lead, then it will help to improve clarity and awareness of what leadership means. These materials can be used for: self-development - understanding and improving personal leadership knowledge and capability teaching and training others - about leadership - what it is and means, and how to do it - to lead others - effectively, and as an academic reference source for the study of leadership and related matters. The article therefore aims to be both: an easy and practical guide to leadership - for developing leadership knowledge and capability and also, a reliable and serious technical reference source - for the academic and professional study of leadership. Within this overall aim, the article will specifically offer: definitions of leadership and the purposes of a leader explanations and differentiations of leadership terminology - notably concerning leadership models, leadership philosophies, and leadership styles - importantly bringing clarity to leadership theory, where historically terminology and definitions, etc., have caused much confusion, among students and leaders alike) explanations of the main models of leadership explanations of the main philosophies of leadership explanations of the main styles of leadership including notes, comparisons, overlaps, correlations and other relational interpretations as appropriate and helpful for the understanding and application of leadership theory. differences between leadership and management It is appropriate here briefly to explain, and give examples of, the differences between management and leadership. There are lots of confusions and overlaps, and also big differences, when comparing leadership with management. A very big difference between leadership and management, and often overlooked, is that leadership always involves (leading) a group of people, whereas management need only be concerned with responsibility for things, (for example IT, money, advertising, equipment, promises, etc). Of course many management roles have major people-management responsibilities, but the fact that management does not necessarily include responsibility for people, whereas leadership definitely always includes responsibility for people, is a big difference. The biggest most fundamental overlap between leadership and management - there are many individual points - is that good leadership always includes responsibility for managing. Lots of the managing duties may be delegated through others, but the leader is responsible for ensuring there is appropriate and effective management for the situation or group concerned. The opposite is not the case. It would be incorrect to suggest that management includes a responsibility to lead, in the true sense of both terms. We therefore may see management as a function or responsibility within leadership, but not vice-versa. (Incidentally - Where a manager begins to expand his or her management responsibility into leadership areas, then the manger becomes a leader too. The manager is leading as well as managing) Beyond this fundamental overlap - that leadership is actually a much bigger and deeper role than management - a useful way to understand the differences between leadership and management is to consider some typical responsibilities of leading and managing, and to determine whether each is more a function of leading, or of managing. Of course by inflating the meaning of the word 'managing', or reducing the significance of the meaning of the word 'leading', it is possible to argue that many of these activities listed below could fit into either category, but according to general technical appreciation, it is reasonable to categorize the following responsibilities as being either: managing, or leading. To emphasise the differences, the two lists of responsibilities are arranged in pairs, showing the typical management 'level' or depth of responsibility, compared to the corresponding leadership responsibility for the same area of work. The responsibilities are in no particular order, and the numbering is simply to aid the matching of one item to another as you consider the management perspective versus the leadership perspective. management vs leadership - differences in responsibilities Typical Responsibilities (not absolutely exclusive to either management or leadership) Management Leadership Implementing tactical actions Detailed budgeting Measuring and reporting performance Applying rules and policies Implementing disciplinary rules Organizing people and tasks within structures Recruiting people for jobs Checking and managing ethics and morals Developing people Problem-solving Planning Improving productivity and efficiency Motivating and encouraging others Delegating and training Creating new visions and aims Establishing organizational financial targets Deciding what needs measuring and reporting Making new rules and policies Making disciplinary rules Deciding structures, hierarchies and workgroups Creating new job roles Establishing ethical and moral positions Developing the organization Problem-anticipation Visualising Conceiving new opportunities Inspiring and empowering others Planning and organizing succession, and... All management responsibilities, including all listed left, (which mostly and typically are delegated to others, ideally aiding motivation and people-development) Observant readers will notice that the final entry in the leadership list is 'All management... (delegated to others...)'. This emphasizes that: Leadership is (usually*) a bigger responsibility than management, and also, Leadership includes the responsibility for the management of the group/situation, which is typically mostly by delegation to others. * N.B. Management may of course be a bigger responsibility than leadership where the scale of a management role is much bigger than the scale of a leadership role, for example the quality assurance manager for a global corporation compared to the leader of a small independent advertising agency.) Also, it is important to note again that many managers are also leaders, and so will be doing, or perhaps will be asked to do, things which appear in the leadership list. Where a manager does things which appear in the leadership list, then actually he or she is leading, as well as managing. (Incidentally this view of managing vs leading forms the basis of a group/teambuilding exercise to explore the differences between managing and leading, available in the teambuilding games section, and is a good activity to use with groups where the aim is to explain and develop leadership for others.) James Scouller has an additional and helpful viewpoint on the distinction between leadership and management: He says: "Leadership is more about change, inspiration, setting the purpose and direction, and building the enthusiasm, unity and 'staying-power' for the journey ahead. Management is less about change, and more about stability and making the best use of resources to get things done... But here is the key point: leadership and management are not separate. And they are not necessarily done by different people. It's not a case of, 'You are either a manager or a leader'. Leadership and management overlap..." (From The Three Levels of Leadership, J Scouller, 2011) leadership terminology clarifications (models, philosophies and styles - definitions and differences) There are many different aspects of leadership. And a lot of confusing terminology. So here is some detailed explanation about leadership terminology, before we begin to address leadership theory itself. Separately, further below is a simple leadership glossary which aims to include the most commonly used leadership terminology. Writers and experts in leadership use many different terms when trying to describe or categorise leadership - usually as a prefix or a suffix to the word leadership. Consider how many different single or two-word terms are used with the word 'Leadership'. Also consider that many of these terms are rarely used with the word 'Management'. We would not normally refer to 'management character' or 'management traits', or to 'management behaviour/behavior' or to a 'natural born manager', but we see these terms, such as 'character', 'traits', 'behaviour', and 'natural born', appearing very commonly with the word 'Leadership'. Similarly terms like 'ethical leadership, 'inspirational leadership', 'charismatic leadership', 'leadership philosophy', 'authentic leadership', and 'servant leadership' include describing words - some generically defining - which tend not to appear commonly in connection with management and other disciplines. We see also some proprietary concepts containing the word 'Leadership', representing significant theories and internationally recognized personal and organizational development 'brands', most notably for example: Action-Centred Leadership®, and Situational Leadership®. This serious depth and variety of terminology reflects the serious depth and variety of leadership itself as a subject. The richness of leadership terminology points to the huge variety of interpretations of leadership as a subject, and further indicates the potency of leadership to operate in very many different ways and directions, and at a fundamentally important level for people and society - even civilisations. Of the many major terms which refer to concepts or theories about leadership, three terms together offer a useful structure by which to categorize and explore the wide range of theories within the subject. They are: Leadership Models Leadership Philosophies Leadership Styles These three categories are different ways of looking at leadership. We could say instead: different aspects of leadership. Different aspects can cause confusion when we try to understand what leadership is - especially if we use only one aspect to consider the subject. For example one person may be seeing leadership from a 'style' standpoint while another may be thinking about leadership 'philosophy'. The two people might hold similar or overlapping views, and yet because the standpoints are different (and usually therefore the terminology and reference points are different too), it can seem that there is conflict about what leadership is, when actually there may be close agreement. Two people may disagree about something purely because they are approaching it from a different standpoint, when actually they may be seeing the same thing, or two things which substantially overlap. So, in addition to providing a helpful theory structure, using the three stated categories also helps to show that lots of leadership thinking is overlapping and compatible, when it might otherwise seem conflicting and wildly diverse. Here are definitions of the three categories: models, philosophies and styles. Please note that these definitions are specific to this leadership theory article. In other situations these three words (models, philosophies, styles) may have other meanings. leadership terminology definitions - models, philosophies, styles definition of leadership models definition of leadership philosophies definition of leadership styles A leadership model contains theories or ideas on how to lead effectively and/or become a better leader. Action-Centred Leadership is an example of a leadership model. A leadership philosophy contains values-based ideas of how a leader should be and act; and the sources of a leader's power. Servant Leadership is an example of a leadership philosophy. A leadership style is a classification or description of the main ways in which real-life leaders behave. Transformational Leadership is an example of a leadership style. In this context, a leadership model is a structure which contains process or logic or a framework, which can be used or applied like a tool, in performing, understanding and teaching leadership. A model is often also shown in some sort of diagram format. There may also be a sense of mechanics or engineering, with inter-related and linked moving parts. In some cases a leadership model may contain measurable elements, sometimes entailing complex relative factors, and may also enable a reasonably consistent measurement or indication of standard, for example effective versus ineffective leadership. Any philosophy, and so too a leadership philosophy, is a way of thinking and behaving. It's a set of values and beliefs. A philosophy is a series of reference points or a foundation upon which processes, decisions, actions, plans, etc., can be built, developed and applied. A leadership philosophy connects leadership with humanity and morality and ethics. A leadership philosophy will at some point be influenced by beliefs about human nature and society, and perhaps religion, or universal truth and a sense of fairness and natural justice. A leadership style is a more narrow and specific category than a models or a philosophies. In fact many leadership styles are contained within leadership models as components of the model. A style is a distinct way of behaving. A leadership style tends to contain and be influenced strongly by the purpose or aim of the leadership. A leadership style may also be strongly influenced and perhaps determined by the personality of the leader and/or the personality or capability of the followers or group being led, and/or of the situation in which the leader is leading his or her people. leadership terminology differences - models, styles, philosophies This explains differences between the three categories/aspects of leadership which provide the structure of this article - models, philosophies and styles: summary more detail symbolically leadership models Leadership models aim to teach us how to be successful or effective as leaders. They show us the keys to effective leadership. Models often contain different leadership styles and enable 'switching' between them. Leadership models tend to contain or enable processes and measurable standards, and a 'switching' capability in response to different circumstances. Models may be supported by diagrams and graphs. A model may be influenced by or underpinned by a philosophy. A leadership model is like a toolbox or a kit of parts. leadership philosophies Leadership philosophies examine the sources of a leader's power, and offer a value-laden view of the aims that leaders should pursue and how they should go about them. Leadership philosophies focus on what kind of leadership one should offer. A leadership philosophy is usually more difficult to learn and apply than a model as it is depends on values not technique. Leadership philosophies tend more than the other categories to be based on a life code or moral position. A philosophy - since it is expressed mainly through ideas and words, rather than processes and structured elements - is usually more difficult (than a model) to explain, transfer, teach, apply, or to develop into a measurable set of rules or instructions. A philosophy may underpin a model, and may also underpin a style. A philosophy also involves far more and deeper references to society, politics, civilization, etc., than models or styles. A leadership philosophy is like a compass or code - underpinned by a set of beliefs. Clients
Metropolitan Council, MN Ameriprise Home and Auto, Green Bay, WI Minnesota Corrections Association (Conference) Osseo Secondary Transition Center, Osseo Public Schools Scott/Carver/Dakota Head Start Staff Anoka County Government, MN Dakota County Government, MN Pine County Government US Federal Probation Iowa State Dept of Transportation Anoka County Head Start SHRM Diversity Conferences Dummer Academy, NH American Indian OIC, MN MN State MFIB Conference Minnesota Social Services Association Minnesota Department of Corrections Alexandra House Shelter Program Anoka Bar Association, MN Tenth District Equal Justice Committee American Indian OIC Eastside Neighborhood Services Pine County, MN Ameriprise Financial, MN Washington County, MN North Hennepin Community College Rasmussen College, Brooklyn Park Center for Parental Responsibility State of Minnesota DEED MCAA Ethics & Elimination of Bias for Government Civil Attorneys Oromo Youth Leadership Conference Ethics & Elimination of Bias for Criminal Prosecutors SHRM Diversity Conference National Middle School Association American Bar Association/ Equal Justice Conference Overview
“Through innovative and interactive diversity education, personal empowerment, and team building, we help individuals and organizations approach old problems with new solutions.” Client List Preaching to the Choir Preaching to the choir is a necessary activity. Some choir members don't know the song, others need help staying on key. So the choir must practice. The same hold true for those of us in the helping professions. We must expand our knowledge about different cultures, changing demographics and the shifts and trends occurring in the popular culture. Our Goal It is our aim to empower Attorneys, Social Workers, Law Enforcement Officers and Human Resource Managers and Educators with new knowledge and examine each of our implicit bias so that we can be aware of our personal/professional bias to eliminate the barriers that create discriminatory practices in our field of work, in the lives of our constituents and in society at large. What people say about us... Andre is a very effective teacher. He uses a very common sense approach to discuss what could be difficult topics. He is excellent at building on participants' own experiences to reveal not only how some widely held beliefs can hold a community back, but how that same community can overcome them. ~Sacil Armstrong, Newport News Andre sparked our interest and pricked our minds and hearts to become a person of change. ~Jill Weinmaster, Robbinsdale I have no doubt that Andre's style, humor and delivery enhances the probability that his intended message will be heard, digested and learned. ~Tom Kelly, Wright County Attorney Andre delivered a very inspiring presentation! Our students established almost an immediate connection with him and could easily relate with the stories he shared. Thank you very much for 'recycling our minds' and providing a different perspective on diversity issues to our students! ~Julia Miller, Roseville Andre has a wonderful way of communicating so that our defense mechanisms and fear do not get in the way of learning about diversity and inclusion. He is a natural presenter and very easy to listen to. Staff appreciated his presentation on Race, Poverty and Wealth and responded very favorably on the evaluations. Some have scheduled him to speak at their department all staff meetings to continue to create awareness on issues of diversity and inclusion with co-workers. ~Maureen Connaughty, Stillwater Andre always leaves us wanting to know more and motivated to do better. Energizing! Excellent presentation Outstanding! Very dynamic! Very good - appreciated his approach to diversity. Andre was awesome! Strong impact! We have used Mr. Koen is several capacities and he always delivers a relevant, meaningful and educational experience Amazing, wonderful, up lifting, and eye opening Best Diversity Workshop/Training I ever attended Executive Summary
Expanding Diversity · Cultural diversity doesn’t just entail differences in dress and language. It also encompasses different ways of thinking, managing, and communicating. Diversity is a concept that counters discrimination and embraces the inclusion of people with various experiences and backgrounds and is one of the strongest forms of competitive advantage available to organizations. We are committed to providing business consultation services in the areas of personal empowerment, cultural sensitivity, and diversity training for government and educational agencies. · We have a unique product mix of workshops, seminars, online and offline trainings, and online resources on a range of topics including cultural sensitivity, harassment, equity and respect. Lead by the charismatic and engaging Andre Koen, the Company’s offerings prompt organizational change by empowering mangers and staff with the gift of cultural knowledge. AM Horizons Training Group have established themselves as the leader in nurturing workforce diversity and cultural inclusion for Government employees; Police Departments, Human Resource Departments, County Sheriffs, Social Workers, Attorneys, Public Defenders and Educational institutions. In addition to serving the public sector, the Company has launched a series of professional and personal development e-books for the public sector and consumer market. AM Horizons Training Group’s ability to deliver this service and professionalism is based on more than ten years development work within the educational sector. That experience holds the Company in good stead for ensuring a high quality user experience and aim to will tap into the government sector in Greater Minnesota and the Twin - Cities Metro Area as its primary customer group. The major focus will be on ethics and bias training, developing professional cross cultural techniques and empowering customer service skills, build for government agencies including a range of occupations (from social workers to law enforcement). · The strong management team headed by founder Andre Koen ensures the Company’s likelihood of success. Upon graduating from University of St. Thomas, Andre launched his career at the American Youth Foundation, where he first experienced the joy of altering cultural perceptions. Andre has also contributed enormously to Skills for Tomorrow Schools and the National Amercian University. Andre’s successful pursuit and completion of audacious goals is testament to the dedication to his work and is a direct result of the extraordinary importance placed on goals and success. Our approach is simple. We help Government and Educational organizations manage and train staff, employees, and clients on diversity issues without blame, fault or guilt. We understand that people are doing the best they can with what they have. Yet we encourage them to examine themselves, explore other cultures, and become allies for others. We work to move people's behaviors not by pushing them or making them feel guilty. We dissect, analyze, and making meaning of the issues that challenge us in a fair, balanced way that people can hear and understand. We motivate individuals to create something collaboratively. We Guarantee that if your group does not function better, think differently, and engage clients more after following our methods, we will do our next session for free. The SCOPE...
The Discovering Diversity Profile provides an effective tool to help employees understand diversity in the following key areas: Knowledge: Discover what they actually know about differences by looking at stereotypes and at the source of their knowledge or information Understanding: Decipher their level of awareness and explore their willingness to put themselves in a position to feel what others may be feeling Acceptance: Examine their patience and regard for respecting different beliefs and behaviors Behavior: Assess how they act out their attitudes toward others, their flexibility and openness in dealing with others, and their self-awareness of patterns of interaction Core Program Offerings
Bullying and Intimidation Intervention Bullying and Cyber-intimidation harm schools and create costly liabilities in our workplaces. We find the best solutions for you both in our facilitated classroom discussion and through our online course. Creating a Respectful Environment As our workplaces become more complex in ethnic, cultural and learning styles, we can empower employees to communicate and build upon the synergy of their diverse experiences to replace conflict with growth. Conflict Management in the Organization Finite resources, vague goals and limited time are the volatile mixtures that produce conflict. In this workshop, employees learn innovative methods to negotiate conflict productively. Cultural Sensitivity Coaching Our world continues to change and our social and business networks are becoming increasingly integrated systems. Events in China can enhance or disrupt our daily lives, because we are all interconnected. This session explores the public and private roles we all play and the profitable lessons we can learn from each other. Discrimination/Microinequities Training Microinequities and discrimination can undermine workplace and social cooperation. In this session, supervisors and business leaders learn how to minimize unproductive and unprofitable behavior and optimize the discretionary efforts of their employees. Sexual Harassment and the Hostile Work Environment Workplaces free of harassment produce employees that are more willing and able to focus on work goals by increasing their personal effectiveness while allowing co-workers to grow. This session explores interpersonal techniques that bypass harassment and empower employee relations to maximize a return on investment. Life & Death of a Hegemony:
We will develop strategies to deconstruct the race, gender and class structures that support and feed the hegemony. In this session we will define the hegemony, examine it impacts on social structures. Deliver us from Evil in the workplace: What is Evil in the workplace? When stressors, gossip and microinequities impact our discretionary effort, separate our body from our spirit, this is evil. Once the spirit is separated from the body, people become things or objects. The Spirit or the life of the person begin to become power-less and productivity suffers. In this session we will examine methods that will allow us to reintegrate our whole self, as in the workplace and rid our environment of evil. The Myth of the right fit: Uncovering the lie What is the right fit? Is it a degree, a certification or a CEU? The right fit is a Lie used to not deal with conflict, perceived differences or culture. Knowledge, Skills and Abilities are the framework that should allow us to select candidates that help us maintain or expand our capacity to deliver our services. This session will help us refocus, on knowledge, skills and abilities, so that we get the right people for the right fit in our work teams. TO Live and Die in a MEME: Memes are the smallest unit of thought, they battle in a contest of Darwinian survival of the fittest. In this session we will examine the power of the thoughts we hold and the primal instinct that we must overcome to be more inclusive in our workplaces and community. 101 year game of catch up: Why do we have a gap of services, an imbalance in our educational system and disproportionate number of African Americans involved in criminal justice system? In 1863 the slaves were "freed" yet it was not until 1964 that they legally gained the rights of other US citizens. This session will examine methods, strategies and tools we can use to close those gaps. Your not the Boss of ME: Helping supervisors manage and engage difficult employees. Fear only works when people are afraid. Often as manager and teacher, this is the primary tool or fake performance instrument that are designed to document more than the aid in the growth and retention of employees. This session will provide us with new tools to develop and grow our troublesome employees. Networks=Networth In this session we will explore the latest in network built strategies to provide a framework for managers to help build diverse work environments, hire the right people and engage them in real and powerful ways. Archie Bunker, The Great American Hero This session will provide a fresh look at Bigotry, Prejudice & Discrimination. All in the family was a television program that provided, for many Americans the opportunity to tell the truth, struggle with social change and prepare for a future that is uncertain. Archie Bunker told the truth and after this session you will too. I have forgotten more than you know: Generations in the workplace The tools have changed, the methods may be more sophisticated and rules more complicated but the laws of successful teaming and effective group development have remained the same. We will discuss the different generations in the workplace and how each of them must work towards the maxims of high quality and effective outcomes, no matter the generation gap. What is in a name? Colored people or People of color? Put people first. Helping individuals retain and maintain their humanity can be a complex and at times, difficult undertaking. So why do we call them White People and not People of White? Our social customs and system were created by us and we are the ones who can rewrite the code of our human relationships and this session aims to do just that. Battling Bikini Zombie Babes: The Battle for Dignity of Women and Girls When we are able to rip the spirit from the body, when we end up with a thing, an object a tool. Hammers don't care how or when they are used. Media, rhetoric and the male hegemony are attempting to teach girls to rip out the souls of their sisters so we end up with women and girls as zombies. This session will allow us to critically examine methods of restoring girls and women to wholeness, with men as allies. Simulating Manhood: The Quest Manhood With the growth and popularity of first person shooter games I am amazed at the questions that arise around gun violence. It occurs to me that pilots spend hundreds of hours in a simulator prior to stepping foot in the cockpit of a passenger plane. In this session we will examine why violent masculinity seems to be growing, why boys and men are turning to porn and why misogyny seems not to be recognized as a public health issue. The bridge of excuses: truth, lies and thing we make We do not see the world for how it is we see what we desire. Context is everything. Our context or lack of context forms our truth. In this session we will examine the power of a paradigm, the influence of cultural norms and the limiting information stream provide by space and place as our predominant context. The Out of Context Problems Why do deer get hit by cars? Why don't immigrants learn to wait in line and why didn't the Native Americans Stop Columbus when they had the chance? Ronald Reagan was right, if aliens were to land today that would change the context by which we relate to people we perceive to be different from ourselves. In this session we will explore noticeable differences, the perceived conflict that those difference produce and build effect strategies to create networks of inclusive relationships. How to Start a Guerrilla War: Our ambiguity is our effectiveness 5 ways to dismantle effective liberation strategies for oppressed people. To kills a snake you simply cut off the head, but with worms where do you start and where do you end? In this session we will discuss effective ways for grassroots movement to interface with government, nonprofits and ngos that allow them not to lose the effectiveness or their heads. The Pricked Heart Why don't people smile? Hello seems to fall on deaf ears. Why does it seem as thought people are so callous? In this session we will explore why hurt people seem to hurt people. Our discussion will include methods of creating space in our wounded heart to be picked by something beautiful or to be touched by the generosity of another, we will talk about how to nurture a healing heart for yourself and others. Hurt people, Hurt People As human beings as a part of nature we must follow its laws. If we plant a seed in good ground it will rise with ample sun, rain and temperature. No matter what type of seed whether fruit or weed this process is the same. In this session we will discuss possible reasons for the trouble youth have, why it might be difficult to overcome challenges and why the same archetypes of people keep showing themselves in my life. At the conclusion of this session you will be able to reprogram your subconscious and plant need seed in others. Attitude adjustment What is an attitude? Why do teens seem to have more than their share of it? Attitudes are typically a secondary response to goal achievement. We often get confused or complicate what it means to have an attitude. In this session we will create an more effective and creative ways to deal with, help individuals change and monitor what attitudes are trying to tell us about goal accomplishment. Gorilla Dance Why are people so loud? Why is that certain people seem so rude? Why is it bad for a 500 pound gorilla to fight another 500 pound gorilla? The answer to all of the above can be summed up in the fact people, like gorillas, do not want to be hurt. In this session we will explore how people have gotten hurt, how that hurt has impacted them and methods to create space for healing in the service of others. The Price is Right What is the price for a human soul? Race, Poverty, Sexism and oppression are designed to place a dollar value on a particular human experience value one, some or groups over others. In this session we will create methods for combating these forms of oppression, providing new methods of building effective human relations and tools for establishing life-long partnerships that increase personal and professional effectiveness. Who stole the Soul? The body is a network of organs, bones and muscles that are organized in such a way the life is able to inhabit the state of being. The spirit in the animating force or sets of behaviors that provide power and life to the body and it the foundation of the personality. When the body is separated from the spirit one might say a person is dead. The systems of oppression, free market system and capitalist system are designing strategies and tools that will separate the spirit from the body in order to create a void that can never be filled by any product, system or external material gain. In this session we will explore methods for building resiliency, staying focused on goal attainment and creating networks for self advocacy. Cultural Competence 2.0 We need to reboot how we think about culture and the goals people from other cultures have. Why did those people move here? Why have they chosen my neighborhood and community? I field these inquiries with a very simple response. They are looking for Safety, Significance and belonging, just as your ancestors did prior to your arrival. In this session we will discussion the similarities between cultures, perceived differences and create methods for better cultural awareness and allophilia. IQ for what? Standardized test, IQ tests and SAT scores for what? Assessment are great for base line data. However, often in the conversation we never talk about the context for which these examination have been created and for context should this knowledge be applied. A farmer and a wall street banker will required different forms of "IQ", thus the question begs to be asked IQ for what purpose? In this session we will explore the typical assumption made about IQ test and performance, we will define successful life and provide pathways for differentiated learners to grow their self worth and dignity. Phill Jackson, tenure and entitlement programs After winning numbers of NBA championship I still have a question for Phill, "Is Phill Jackson a good coach?" This question lingers because he has coach some of the top players in the NBA. In this session we will expose the myths that often get associated with tenure, its relationship to entitlement programs and their impact on the Affirmative Action Plans. The Root of Human motivation What do they people want? Alfred Adler introduced a number of concepts that have allowed us to increase our effectiveness in engaging people in productive change. This session will discuss the 3 human drives as expressed by Adler and the methods that are typically employed in striving for attainment. Prejudice is Good If I am walking down a street late at night and 6 guys are approaching me, what decision might I make? Yes, cross the street. Often when we talk about the concept of prejudice we don't talk about the practical applications or benefits that may be derived from that skill. However we lose our credibility when we use those finding out of their original context and try them to a new situation in a different context. In this session we will explore the myths and truths about groups, we will expand our understanding or prejudice and we will discuss the importance the context plays in our relationship with others. Archie Bunker, The Great American Hero
This session will provide a fresh look at Bigotry, Prejudice & Discrimination. All in the family was a television program that provided, for many Americans the opportunity to tell the truth, struggle with social change and prepare for a future that is uncertain. Archie Bunker told the truth and after this session you will too. |
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