Index
accommodating style, 22
accountability
benchmarking and, 64
culture of, 34–35
operating calendar and, 62–63
action learning projects, 59–60, 97
active listening, 69–70
adult learning theory, 34–35
after-action reviews, 79–80, 89
agendas, 50–51
assessment
after-action reviews, 79–80, 89
evaluating the system, 9
formal methods of, 112–113
multi-rater feedback in, 87–88, 91, 94
operating calendar and, 62–63
see also feedback
avoiding style, 22
awards, 72
benchmarking, 64
brainstorming
in cross-departmental problem solving, 101
in developmental relationships, 94
of rewards, 19–20
switching it up in, 49
Brookfield, Stephen, 67
Buckingham, Marcus, 23–24
calendar, operating, 62–63
case studies, 74–75
Center for Creative Leadership, 116
certificate programs, 83–84
challenges
adaptive versus technical, 81–82
asking tough questions, 114–115
learning from hardships and failure, 116–117
providing, 23–24
coaching
developmental relationships and, 93–95
on-boarding process and, 99–100
in personal development plans, 87–88
in rotating team leadership, 50–51
Coffman, Curt, 23–24
collaborating style, 22
communication
in cross-departmental problem solving, 101–102
debates in, 71
of frequently asked questions (FAQ), 72–73
90/10 rule in, 69–70
presentation skills development, 52–54
community service, 96
competing/forcing style, 21
competition, case studies and, 74–75
compromising style, 22
conceptual understanding, 11, 67–84
adaptive versus technical challenges in, 81–82
after-action reviews in, 79–80, 89
applying training to workplace, 83–84
book/article clubs in, 69–70
case studies in, 74–75
critical reflection in, 67–68, 89
debates in, 71
organizational FAQs in, 72–73
outside support in, 76–77
solution focus in, 78
confidence, of leaders, 24
confrontation
in cross-departmental problem solving, 101
in culture of accountability, 34
modeling, 21–22
Conger, Jay, 11
continuous improvement, 9
critical reflection, 67–68, 89
cross-departmental problem solving, 101–102
culture of accountability, 34–35
Days Inn, 120
debates, 71
debriefing sessions, 79–80
degree programs, 83–84
delegation, importance of, 7–8
department retreats, 61
“do” phase, of presentations, 54
e-mail, tone of, 27
emotional intelligence, 79–80, 91–92
energy of team members, 36–37
Essex, L. N., 7
evaluation, see assessment
expectations
clarifying team, 15–16
coaching for performance, 32–33
Pygmalion Effect and, 30–31
team as customer and, 28–29
failure, learning from, 116–117
feedback, 109–117
in after-action reviews, 79–80, 89
asking tough questions, 114–115
creating culture of, 109–110
formal assessment, 112–113
ID-GAP model for, 109–110
learning from hardships and failure, 116–117
nature of, 11–12
as phase of presentations, 54
receiving, 5
self-evaluation, 111
standing one-on-ones, 38–39, 48
360-feedback instrument, 87–88, 91, 94
see also assessment
fieldwork, 97–98
frequently asked questions (FAQ), 72–73
goals
coaching for performance, 32–33
in personal development plans, 87–88
Goleman, Daniel, 91
hardship, learning from, 116–117
hope, of leaders, 24
Huczynski, A. A., 2
ID-GAP model, 109–110
implementation process
action learning projects in, 59–60, 97
team ownership of, 57–58
intentionality, 32–33
ISO-1000, 72
job enrichment, 55–56
Kelloway, K., 27
K-mart, 120
LCS method of reflection, 67–68, 89–90
leadership development
characteristics of effective leaders, 24
creating teachers and leaders, 103–104
LD50 Snapshot for assessing, 6, 121–124
model for, 3–10
overview of, 11–12
learning theory, 34–35
Lewis, J. W., 2
listening, 90/10 rule in, 69–70
Lombardo, M. M., 47–48
Malcolm Baldrige Award, 72
managing the system, 7–9
McCall, M. W., 47–48
meetings, rotating leadership of, 50–51
mentoring
developmental relationships and, 93–95
standing one-on-ones in, 38–39, 48
Mezirow, Jack, 67
mission of team members, 36–37
modeling effective leadership, 12, 15–43
challenge and support in, 23–24
clarifying team expectations, 15–16
coaching for performance in, 32–33, 47
confrontation in, 21–22
culture of accountability in, 34–35
passion and energy in, 36–37
process of modeling, 17–18
Pygmalion Effect in, 30–31
rewarding achievement, 19–20
sharing information, see sharing information
solidifying learning in, 42–43
standing one-on-ones in, 38–39, 48
team as customer in, 28–29
thought of the day in, 27
vision as reality in, 40–41
monumental assignments, 105–106
Morrison, A. M., 47–48
motivation
job enrichment as source of, 55–56
to learn from training opportunities, 2
recognition and reward programs in, 19–20
Moxley, Russ, 116
multi-rater feedback, 87–88, 91, 94
new hires, on-boarding process and, 99–100
90/10 rule, 69–70
Nordstrom, 120
objectives, in implementing decisions, 57–58
observation
in fieldwork, 97–98
of team reactions to leader, 17–18
on-boarding process, 99–100
one-size-fits-all approach, 23, 37
operating calendar, 62–63
optimism, of leaders, 24
organizational FAQ, 72–73
ownership of decisions, 57–58
passion of team members, 36–37
performance reviews, 42
personal development opportunities
in capturing and sharing the learning, 83, 89–90
community service and, 96
in creating teachers and leaders, 103–104
cross-departmental problem-solving and, 101–102
developmental relationships and, 32–33, 38–39, 47, 93–95
emotional intelligence and, 79–80, 91–92
fieldwork and, 97–98
monumental assignments as, 105–106
on-boarding process and, 99–100
personal development plans in, 87–88, 91, 111
public speaking and, 52–54
rotating team leadership and, 50–51
personal growth opportunities, 11, 67–106
presentation skills, 52–54
problem solving
action learning projects in, 59–60, 97
adaptive versus technical challenges and, 81–82
case studies in, 74–75
cross-departmental, 101–102
solutions versus barrier focus in, 78
project management skills, 55–56
public speaking skills, 52–54
Pygmalion Effect, 30–31
asking tough, 114–115
in organizational FAQ, 72–73
recognition programs, 19–20
recovery plans, 117
reflection
importance of critical, 67–68, 89
in learning from hardship and failure, 116–117
in self-evaluation, 111
resiliency, of leaders, 24
retreats, department, 61
reward programs, 19–20
Ritz Carlton, 120
rotating leadership, 50–51
Seinfeld, Jerry, 52
self-evaluation, 111
sharing information
adaptive versus technical challenges and, 81–82
in after-action reviews, 79–80, 89
in applying training to workplace, 83–84
in book/article club, 69–70, 83
in capturing and sharing the learning, 83, 89–90
importance of, 25–26
learning from hardship and failure, 116–117
in solidifying team learning, 42–43
“show” phase, of presentations, 53–54
action learning projects in, 59–60, 97
culture of benchmarking in, 64
department retreats in, 61
implementation decisions in, 57–58
job enrichment in, 55–56
operating calendar in, 62–63
presentation skills in, 52–54
rotating team leadership in, 50–51
stretching the team in, 47–48, 49, 89, 105–106
switching it up in, 49
social learning theory, 17
standing one-on-ones, 38–39, 48
stars, Pygmalion Effect and, 30–31
strategic planning process, 6–7
stretch assignments, 47–48, 49, 89, 105–106
supportive environment
importance of, 5
outside sources for leader, 76–77
providing, 23–24
switching it up, 49
teachers, creating, 103–104
technical challenges, 81–82
“tell” phase, of presentations, 53
thought of the day, 27
training and development
applying to workplace, 83–84
budgets for, 119–120
creating teachers and leaders, 103–104
fieldwork as, 97–98
motivation to learn from, 2
presentation skills courses, 52–53
solidifying team learning, 42–43
virtual environments, 27, 119–120
vision, aligning with team member, 40–41
volunteer work, 96