A Practitioner’s Guide

to Leadership 2 N D E D I TI O N

B Y B AR R Y L . SH O O P PH.D ., P.E .

PANTONE SOLID COATED:

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To lead people, walk beside them...
As for the best leaders, the people do not notice their existence.
The next best, the people honor and praise.
The next, the people fear; and the next, the people hate ...
When the best leader's work is done, the people say, “We did it ourselves!”
~Lao-tsu

Copyright © 2022 by IEEE-USA and by Barry L. Shoop. Ph.D., P.E. All rights reserved.

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TABLE OF CONTENTS
Prologue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Leadership Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Leadership Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Principles of Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Leadership Traits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Leaders and Managers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Expanding Leader Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Environmental Trends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Team Composition and Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Understanding Individual and Group Dynamics . . . . . . . . . . . . . . . . . . . . . . . . 23

Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

About The Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Epilogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 1

PROLOGUE

I
consider myself to be a student of life. Throughout my professional
career, I have had the opportunity to study leadership theory; practice
leadership techniques in a fairly wide variety of roles and circumstances;
and reflect on the successes and failures of these experiences. In the
mid-1990s, colleagues from the Optical Society of America asked me to
publish my thoughts on how to run effective meetings. Later, IEEE colleagues
asked me to give a series of presentations on effective leadership.

In 2008, IEEE-USA published the first edition of A Practitioner’s Guide to

Leadership. Since that publication, I have created an IEEE Expert Now
course—An Introduction to Leadership: A Primer for the Practitioner, the most
accessed module in the IEEE Center for Leadership Excellence (CLE) Learning
Library. Additionally, I have been a regular invited presenter of a leadership
module for the Volunteer Leadership Training (VoLT) Program, since its pilot
in 2013. Finally, as the 2016 IEEE President and CEO, I regularly lectured
on leadership; and I was able to incorporate information from a recurring
IEEE report—Change Drivers. John Keaton, then-Strategy and Future Studies
Director in IEEE Corporate Activities, created this tool to help IEEE leaders
stay abreast of changes in the general external environment.

Change Drivers covered broad, macro trends that could influence IEEE, including
population growth; changing demographics and consumer preferences; the
accelerating pace of technology change; emerging social, political and cultural
influences; economic globalization; workforce mobility; and how digitization
creates new ways of finding and using information. Using this environmental
scan, in addition to other sources, I published “The Face of Leadership” in
the March 2016 edition of The Institute; then added “The Changing Face of
Leadership” to my leadership lectures and seminars. This second edition is an
update to the first 2008 edition.

This second edition of A Practitioner’s Guide to Leadership begins with the

immutable foundations of leadership development from the original edition.
It then includes a slightly expanded treatment of leadership theories; and
retains the original principles of leadership, leadership traits and the discus-
sion of the difference between leaders and managers. This second edition
includes a new section on the need for an expanded leader portfolio of skills
and knowledge, informed from a survey of CEOs by PricewaterhouseCoopers
(PwC). Another new section on environmental trends follows it—one that
includes relevant environmental data from the most recent IEEE Change

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 2

Drivers report, that inform and influence organizations, and those who lead
them. The remainder of the book retains the practical examples of team
composition and diversity; understanding individual and group dynamics;
and finally, meetings.

This second edition is an expanding compilation of insights from numerous

scholarly references, as well as my personal leadership experiences. Like
the first edition, this book is not intended to be exhaustive in its coverage,
but instead to provide a starting point for those interested in becoming
more effective leaders—by stimulating thought, motivating practice, and
inspiring reflection.

I owe a huge debt of gratitude to my family for their endless encouragement,

tolerance, support and love. My wife, Linda, has been at my side for many
years, and she has graciously tolerated my passion for volunteerism that
has routinely taken me away from home on weekends and holidays. My son,
Brandon, and daughter, Aubrey, have taught me humility—and so much about
life in general—and they have kept me young at heart.

~Barry L. Shoop

Our chief want is someone who will inspire us

to be what we know we could be.
~Ralph Waldo Emerson

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 3

INTRODUCTION

L
eadership can be defined as the ability of an individual to influence,
motivate and enable others to contribute toward the effectiveness and
success of the organizations of which they are members1. Leadership
is not dependent on title, or formal authority. All too often, we think of
leadership as something we will develop and apply later, rather than
earlier, in our careers. This thought applies to both leadership within our
chosen technical discipline, and leadership of our profession. In the early
stages of a career, most people naturally focus on its technical aspects.
They begin their vocations applying the technical disciplinary knowledge
and skills they acquired in college. Then, they focus on those aspects that
will ensure promotion, tenure and success early in their employment.
However, leadership is something that should be considered and fostered,
early and often, throughout our entire professional careers.

Never tell people how to do things. Tell them what to do

and they will surprise you with their ingenuity.
~George Patton

1 R. J. House, Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies, SAGE Publications,
Thousand Oaks, 2004.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 4

BACKGROUND

L
eadership is a subject that has been studied, discussed and debated
across a wide variety of disciplines for centuries. Numerous books,
articles, and self-improvement courses exist on the subject—so many,
that the interested student of the broad subject of leadership might, at first,
be discouraged. The purpose of this book is not to be exhaustive, but instead
to provide a practical guide to leadership—while providing references to
some of the seminal works that form the foundation for both the theory and
practice of leadership.

Men make history and not the other way around.

In periods where there is no leadership, society stands still.
Progress occurs when courageous, skillful leaders seize the opportunity
to change things for the better.
~Harry Truman

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 5

LEADERSHIP DEVELOPMENT

E
ffective leaders are made not born. If you have the desire and willpower,
you can become an effective leader. Good leaders develop through a
continuous process of self-study, education, training, experience and
reflection. Although your position may give you the authority to accomplish
certain tasks and objectives in your organization—power or authority does
not make you a leader—it simply makes you the boss. Figure 1 describes a
formal leadership development model that can help you learn and improve
effective leadership skills.

Through this process, you acquire new knowledge about leadership

theory and application, gain leadership experience, and then reflect on
the new knowledge and experiences to improve your leadership skills.
To be effective, this developmental cycle should continue throughout
your entire career—effective leaders are lifelong learners! First, acquire
new knowledge about the theory and application of leadership. Read
articles and books on leadership, study leadership theory, and observe
other leaders. You can gain tremendous insights from observing both
effective and ineffective leaders.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 6

Leadership experience is equally important to help you develop effective
leadership skills. Leadership experience at work, in volunteer organizations,
and in professional societies provides the opportunity to practice leadership
theory, and the new knowledge you acquire during the first phase of the
developmental process. Reflection is arguably the most important element
in the overall developmental process. Conducting an honest inventory of
your leadership strengths and weaknesses; then reviewing your leadership
experiences through the lens of the newly acquired knowledge, will help
you further refine your leadership skills. This developmental cycle should
continue throughout your entire career.

Leaders aren't born they are made.

And they are made just like anything else, through hard work.
And that's the price we'll have to pay to achieve that goal, or any goal.
~Vincent Lombardi

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 7

LEADERSHIP THEORIES

I
n his book Leadership2, J. M. Burns noted “that we know all too much
about our leaders, but far too little about leadership.”

A number of different theories exist on leadership. In 1847, T. Carlyle devel-

oped the Great Man Theory, suggesting that leadership is inherent, and that
great leaders are born. In the early-to-mid-1900s, Trait Theory was developed.
This theory suggests specific traits are important for effective leaders. In his
1947 review of military leaders' traits, W. O. Jenkins3 concluded that traits were
important, but a specific situation determined which traits were most important—
that expertise separated leaders from followers. Later, R. M. Stogdill4 conducted a
similar study of non-military leaders, reinforcing Jenkins' conclusion.

Around the same time, M. Weber5 expanded Trait Theory with the development
of Charismatic Leadership—proposing leaders emerge in a time of crisis,
due to their inherent charisma. Situational Theory followed, advocating that
different leadership styles are more appropriate for certain types of decision-
making. Behavioral Theory is based on the premise that leadership can
be learned. Participative Theory, sometimes referred to as Democratic
Leadership, propounds that the ideal leadership style is one that takes others'
input into account. Here, leaders encourage participation—and ensure
organization members participate in the decision-making process.

B. M. Bass6 identifies three basic ways to explain how people become leaders.
The first two explain leadership development for a very small number of
people; while the third, describes how the majority become effective leaders.

1. Trait Theory. Some personality traits may lead people naturally into
leadership roles.

2. Great Events Theory. A crisis or important event may cause a person to

rise to the occasion—which brings out extraordinary leadership qualities
in an ordinary person.

2 J. M. Burns, Leadership, New York: Harper & Row, 1978.

3 W. O. Jenkins, “A review of leadership studies with particular reference to military problems,” Psychological
Bulletin, Vol. 44, pp. 54-79, 1947.
4 R. M. Stogdill, “Personal factors associated with leadership: A survey of the literature,” Journal of
Psychology, Vol. 25, pp. 35-71, 1948
5 M. Weber, Theory of Social and Economic Organization, “The Nature of Charismatic Authority and its
Routinization" translated by A. R. Anderson and Talcot Parsons, 1947.
6 B. M. Bass, Stogdill's Handbook of Leadership: A Survey of Theory and Research. New York: Free
Press, 1989.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 8

3. Transformational Leadership Theory. People can choose to become
leaders, and can learn leadership skills. It is the most widely accepted
theory today.

Transformational Leadership Theory advocates that if we choose to

become a leader, or desire to become a better leader—then, we can learn
certain leadership skills. It is through the study of leadership theories;
the practical application of leadership styles and techniques, in a variety
of leadership roles; and reflection on those experiences, that we become
more effective leaders.

Finally, in 1999 IEEE-USA hosted the 1999 Professional Activities

Conference in Dallas, Texas.7 Peter Delisle’s paper, “Engineering
Leadership,”8 advanced the perspective that engineers assume more and
greater levels of responsibility, in organizations beset with complexity
and ambiguity in their business conduct. It suggests engineers are the
professionals most likely to embrace complex problem-solving with compe-
tence and sincere interest. By developing awareness and perspective of
the interpersonal issues related to leadership, engineers will continue to
advance in their influence and impact on modern organizations.

Delisle further suggests that lead-

ership is a direct function of three
elements of interpersonal effective-
ness: (1) people’s Awareness of
themselves, other people, and the
act of leadership; (2) their Ability
to make decisions, problem-solve,
motivate others, and balance the
tasks and relationships in an orga-
nization; and (3) the Commitment
to make hard decisions, and face the
risks of “doing the right thing.” Figure
2 shows the interdependent relation-
ship of these elements.

DeLisle’s leadership effectiveness triad reinforces the elements of the

previous formal leadership development model. Here, Awareness is a
growth and development process and a function of experience, commu-
nication, self-discovery and feedback. Ability includes skills, knowledge
7 The Balanced Engineer: Entering the New Millennium, Proceedings of the 1999 IEEE-USA Professional
Development Conference, Dallas, Texas, September 3-5, 1999.
8 Peter A. DeLisle, “Engineering Leadership”, Proceedings of the 1999 IEEE-USA Professional Development
Conference, pp. 128-134, Dallas, Texas, September 3-5, 1999

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 9

and experience, and the acquisition of new knowledge to improve lead-
ership skills. Commitment is about gaining experience through the
practice of leadership and making leadership decisions.

You cannot manage men into battle.

You manage things. You lead men.
~Grace Hopper

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 10

PRINCIPLES OF LEADERSHIP

T
he basis of good leadership is honorable character and selfless service to
your organization. Your leadership is everything you do that effects the
organization's objectives, and the well being of those that follow you.
Respected leaders concentrate on what they are [be] (such as beliefs and
character); what they [know] (such as job, tasks and human nature), and
what they [do] (such as implementing, motivating and providing direction).

To help you be, know and do—follow these eleven principles of leadership9:

1. Know yourself and seek self-improvement—To know yourself, you

must understand your own attributes. Seek self-improvement, continually
strengthening your attributes. You can accomplish this principle through
self-study, formal classes, reflection, practice, and interacting with others.

2. Be technically proficient—As a leader, you must know your job, as well

as those of your subordinates.

3. Seek responsibility, and take responsibility for your actions—Search

for ways to guide your organization to new heights. When things go wrong,
take responsibility, and do not blame others. Analyze the situation, take
corrective action, and move on to the next challenge.

4. Make sound and timely decisions—Use good problem-solving,

decision-making and planning tools.

5. Set the example—Be a good role model. Your staff must not only hear
what they are expected to do, but also see.

6. Know your people and look out for their well-being—Know human
nature, and the importance of sincerely caring for all of your people.

7. Keep everyone informed—Know how to communicate—not only with

your subordinates, but also with senior-level, and other key people.

8. Develop a sense of responsibility in those you lead—Help to

develop good character traits that will assist others in carrying out
their professional responsibilities.

9 U.S. Army Handbook, Military Leadership, 1973.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 11

9. Ensure that tasks are understood, supervised and accomplished—
Communication is the key to this responsibility.

10. Train as a team—Although many “so-called leaders” call their orga-

nization, department, section, etc., a team; they are not really teams…
they are just a group of people doing their jobs.

11. Use the full capabilities of your organization—By developing a

team spirit, you will be able to take your organization, department,
section, etc., to its fullest capabilities.

The price of greatness is responsibility.

~Winston Churchill

The following suggests a leadership framework based on Be-Know-Do:

• BE a professional—be loyal to the organization, perform selfless-service,

take personal responsibility

• BE a professional who possess good character traits—honesty, competence,

candor, commitment, integrity, courage

• KNOW the four factors of leadership—follower, leader, communication

and situation

• KNOW yourself—the strengths and weakness of your character,

knowledge and skills

• KNOW human nature—human needs, emotions, and how people respond

to stress

• KNOW your job—be proficient; be able to train others in their tasks

• KNOW your organization—where to go for help, its climate and culture,

who the unofficial leaders are

• DO provide direction—goal setting, problem-solving, decision-making, planning

• DO implement—communicating, coordinating, supervising, evaluating

• DO motivate—develop morale and esprit de corps in the organization—

train, coach, counsel

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 12

Being an effective leader will serve you well throughout your entire
professional career. Regardless of where you are in your organizational
structure, effective technical leadership can make you a more effective
contributor, and can make your organization more productive. Practicing
your leadership skills in volunteer positions in your professional societies
will contribute to and strengthen the entire profession.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 13

LEADERSHIP TRAITS

A
trait is a distinguishing characteristic or quality. It is instructive to identify
and consider those traits that distinguish a leader.

A number of traits10 can be attributed to effective leaders:

• Vision—Set the course and have the conviction to follow-through

• Goals—Establish achievable goals

• Passion—Positive outlook; are passionate about their goals

• Integrity—Know their strengths and weaknesses

• Honesty—Earn the trust of their followers

• Curiosity—Leaders are learners

• Risk—Take calculated risks; learn from mistakes

• Dedication—Commitment to the cause

• Charisma—Maturity, respect, compassion, and a sense of humor

• Listening—Effective leaders actively listen

The task of the leader is to get his people

from where they are
to where they have not been.
~Henry Kissinger

In The Leadership Challenge11, J. M. Kouzes and B. Z. Posner identified what

they considered the five most important leadership traits:

1. Honest

2. Forward-Looking

10 R. Findlay, “Some Thoughts on Leadership”, 2004 Region 1 Summer Training Workshop, Sturbridge, MA
11 J. M. Kouzes and B. Z. Posner, The Leadership Challenge, John Wiley & Sons, 2002.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 14

3. Competent

4. Inspiring

5. Intelligent

Leadership is a combination of strategy and character.

If you must be without one, be without the strategy.
~H. Norman Schwarzkopf

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 15

LEADERS AND MANAGERS

I
n many organizations, the words leader and manager are used interchange-
ably and synonymously. Many simplistically characterize the senior managers
in an organization as the organization's leadership. It is important to make a
distinction between these two nouns, and understand the difference between a
leader and a manager. The dictionary defines:

• Leader—noun, (1) A person who is followed by others. (2) The horse

placed at the front, in a team or pair.

• Manager—noun, (1) A person controlling or administering a business or

a part of a business. (2) A person regarded in terms of skill in household,
financial, or other management.

Important distinctions between a manager and a leader deserve further

consideration.

Management is doing things right;

leadership is doing the right things.
~Peter F. Drucker

In the book On Becoming a Leader12, Warren Bennis described a dichotomy

between managers and leaders. He drew twelve distinctions between the
two groups:

• The manager administers; the leader innovates.

• The manager is a copy; the leader is an original.

• The manager maintains; the leader develops.

• The manager focuses on systems and structure; the leader focuses

on people.

• The manager relies on control; the leader inspires trust.

• The manager accepts reality; the leader investigates it.

• The manager has a short-range view; the leader has a long-range perspective.

12 W. Bennis, On Becoming a Leader: The Leadership Classic, Da Capo Press, 2003.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 16

• The manager asks how and when; the leader asks what and why.

• Managers always have their eyes on the bottom line; leaders have their
eyes on the horizon.

• The manager imitates; the leader originates.

• The manager accepts the status quo; the leader challenges it.

• The manager is the classic good soldier; the leader is his or her
own person.

• The manager does things right; the leader does the right thing.

Other lists have been suggested that distinguish between leaders and managers:

• Leaders have followers; managers have employees.

• Leaders empower and inspire their followers. Managers only maintain

command and control, many times to excess, thereby uninspiring employees.

• Leaders do not seek stability; they look for flexibility.

• Leaders set the course, inspiring their followers to solve their own problems and
make their own decisions. Leaders teach their followers to be leaders in their
own right—to better themselves, their companies, and those around them.
Managers make decisions, solve problems as they arise, and give orders.

• Leaders are always looking for better and more efficient ways of doing
things. Managers just accept the organization’s makeup and culture, and
do all they can to cement the company’s status quo.

• As leaders, we always need to be looking for ways to access the brains

and trust of those we employ—the know-how and everyday skills of our
people. Unfortunately, even the best managers don’t do well with this
type of task—but leaders do!

There is a profound difference between management and leadership,

and both are important. To manage means to bring about, to accomplish,
to have charge of, or responsibility for; to conduct. Leading is influencing,
guiding in a direction, course, action, opinion. The distinction is crucial.
~Warren Bennis

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 17

THE EXPANDING LEADER PORTFOLIO

T
echnology professionals require a constantly expanding portfolio
of skills and knowledge to succeed and lead in our dynamic and
increasingly complex world. PricewaterhouseCoopers' recent survey
of CEOs provides some insights. According to the survey, industry leaders
are looking for employees who are more than skilled professionals. They
also want them to anticipate external issues—such as public policies
and regulations, and the convergence of technologies—that affect their
disciplines and fields of interest. The CEOs also placed high value on the
ability to work collaboratively—with fellow professionals, stakeholders,
and others—to create comprehensive, balanced and effective initiatives
and solutions. The ability to build diverse and well-aligned partnerships
is a hallmark of successful leaders in our fields.

Similarly, technology leaders must work as synthesists—individuals who can

draw expertise from an array of disciplines—and bring that knowledge to bear
on multidisciplinary and interdisciplinary problems. A successful leader in such
an environment will have to draw not only on deep disciplinary knowledge, but
also on modern professional skills: written and oral communication, teamwork,
critical thinking, innovation and entrepreneurship. Some have called these skills
of successful leaders the rise of the “T-shaped” individuals—a reference to a
deep knowledge of a single field of interest, coupled with other broad abilities—
the so-called “soft skills,” and a firm grounding in collaboration.13

Leadership and learning are indispensable to each other.

~John F. Kennedy

13 Adapted from the original article, “The Face of Leadership,” B.L. Shoop, The Institute, IEEE, March 2016

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 18

ENVIRONMENTAL TRENDS

F
or technology leaders to be successful in an increasingly dynamic and
complex world, one would find it useful to broadly consider environmental
trends that will impact our professions, industries—and organizations. The
following information is offered as relevant environmental data14 that informs
and influences organizations, and those who lead in them.

The long-term global economic outlook predicts a shift of economic power

in the developing world. China, India and Brazil, as well as countries like
Colombia, Indonesia, Malaysia, Mexico, Nigeria, South Africa, Turkey, and
Vietnam will become more important in the global economy. Indian, Chinese,
African and Southeast Asian markets together hold the potential for signifi-
cant, and continued, economic expansion. Analysts expect more than half of
the global growth the next ten years to come from these geographic areas.

The world’s population will add more than one billion people over the next
decade, reaching 8.5 billion by 2030. Projections estimate that this number
will grow to 9.7 billion by 2050, and exceed 11 billion by 2100. Most of the
growth in the world’s working-age population will occur in India—and the
developing African and South Asian economies—placing pressure on the
education and employment systems in nations least capable of supporting
economic, political and environmental growth.

We’re witnessing increased urbanization, as people move to cities—a trend

that, for many nations, will continue throughout the next several decades.
People will be more mobile in the future, changing migration patterns15
worldwide, as they more freely move about the globe. Economic migrants
will be the fastest growing group of migrants, as the demand for both skilled
and unskilled labor increases. Ethnic and cultural diversity of national popu-
lations will increase, reshaping demographics—as well as national values and
attitudes in the decades ahead. We will see women increasingly participating
in the world’s economy—as well as an entire generation of young people who
grew up with computers, the Internet, mobile phones, texting and social
networking entering the workforce.

In 1990, the world contained 10 “megacities,” with 10 million inhabitants

or more—home to 153 million people, or seven percent of the global urban
population. In 2016, there were 31 megacities worldwide, home to 453
14 Excerpts from “Change Drivers for IEEE,” John Keaton, 2017
15 United Nations Research Institute for Social Development, Global Trends, Challenges and Opportunities in
the Implementation of the Sustainable Development Goals, 2017

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 19

million people, or about 12 percent of the world’s urban dwellers. Today,
the world has 33 megacities, with that number projected to grow to 41, by
2030. Growing urbanization and megacities, in both emerging and devel-
oped markets—reflecting shifting economic and demographic trends—will
create enormous need for new infrastructure. Aging populations in Western
Europe and Japan, for instance, will require additional healthcare facilities;
while countries in Sub-Saharan Africa, the Middle East, and many parts of
Asia-Pacific will need more schools. Worldwide investments in telecommu-
nications, road, rail, water, electricity generation, and other energy-related
infrastructure will need to increase.

The nearly nine billion people sharing our planet in 2030 will increase demands
for food, water, energy, other natural resources, and infrastructure. Several of
the underlying factors impacting the environment include population growth,
polluting technologies, and unsustainable consumption-and-production
patterns. Other environmental challenges include climate change, degradation
of air and land, water scarcity, deforestation, marine pollution, and a decline in
biodiversity. In October 2018, the United Nations’ Intergovernmental Panel on
Climate Change reported that if greenhouse gas emissions are sustained at the
current rate, then atmospheric warming will exceed 1.5°C over pre-industrial
levels as early as 2030—resulting in far more dire consequences for human and
natural systems than had previously been projected. The report urged “rapid,
far-reaching and unprecedented changes in all aspects of society”; and it
cited “acceleration of technological innovation” as an important measure for
mitigating the environmental impacts of climate change.16

The United Nations has also identified 17 Sustainable Development Goals

(SDGs)—including climate change; gender equality; affordable and clean
energy; industry, innovation and infrastructure; sustainable consumption;
and sustainable cities and communities, among other priorities. Being
good stewards of our world, and resources for future generations, can be
considered a megatrend that can be viewed through societal, economic and
governmental lenses. The need for societal and economic sustainability, as
well as global responsibility, is critical.

The U.S. National Academy of Engineering (NAE), the Royal Academy of

Engineering (RAE), and the Chinese Academy of Engineering (CAE) held a
Global Grand Challenges Summit (GGCS) in 2017, to address some of the
most pressing issues and promising innovations at the time. The challenges
included virtual reality, AI, healthcare, climate change, and the education of
future engineers. The 2017 Summit was the third in a series that focused on
the four themes of the NAE Grand Challenges for Engineering: sustainability,
16 IPCC, Special Report on Global Warming of 1.5°C (SR15), 2018

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 20

health, security and joy of living, as well as education and public engage-
ment related to the Grand Challenges.

Understanding these and other external environmental trends—and how they

can potentially impact the organizations in which we lead—is an increasingly
important skill for leaders.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 21

TEAM COMPOSITION AND DIVERSITY

W
hen you build a team, it is important you strive to achieve diver-
sity, in its broadest definition. You should ensure that the team
represents the rich diversity of your stakeholders or constit-
uents—making certain the breadth of views from your constituency is
represented. You should also incorporate a diversity of perspectives on
your team. Your team should include individuals with strong convictions,
both for and against, and have the technical expertise necessary to give
recommendations from this group credibility. What you want to avoid at all
costs is a group of “yes-people.” All too often, it is easier to build a team
with members who have similar perspectives, because the meetings will
be less controversial—and in some cases, the conclusions are a known
priority. However, scrutinizing these results will quickly identify the flaws,
jeopardizing both leader and committee credibility. The most effective and
defendable results come from genuine debate, considering all possible
perspectives and alternatives.

Whoever is careless with the truth in small matters

cannot be trusted with the important matters.
~Albert Einstein

Diverse team composition also fosters innovation. A team with members who
bring a diverse set of experiences, perspectives and backgrounds is crucial
to innovation, and developing novel ideas. The more diverse the team is
along multiple dimensions—including, but not limited to—culture, ethnicity,
gender, sexuality, age, experience, discipline, expertise, etc.—the more likely
the members will draw inspiration from seemingly unrelated places. These
idea combinations lead to more unlikely—and more innovative—ideas.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 22

UNDERSTANDING INDIVIDUAL AND
GROUP DYNAMICS

U
nderstanding individual and group dynamics is important to effectively and
efficiently lead a group. You can identify and understand a group's individual
and interpersonal dynamics in several ways. If you will be leading a group
over an extended period of time, consider the Myers-Briggs Type Indicator (MBTI).
While not definitive, this instrument can provide you with insights about, and allow
you to understand, the members of your group better. The MBTI assessment is
a psychometric questionnaire designed to measure psychological preferences in
how people perceive the world and make decisions.17 The MBTI preferences are
based on Carl Gustav Young's well-known research, as published in his 1923 book
Psychological Types.18 Katharine Cook Briggs, and her daughter, Isabel Briggs
Myers, originally developed the personal inventory. The definitive published source
of reference on the Myers-Briggs Type Indicator is The MBTI Manual,19 produced
by Consulting Psychologists Press (CPP, Inc.). A 126-item questionnaire comprises
the MBTI assessment instrument. You can find a popular source of the model, with
an original test, in Please Understand Me,20 by David Keirsey.

The theory of Personality Types contends that:

• An individual is either primarily Extraverted or Introverted

• An individual is either primarily Sensing or iNtuitive

• An individual is either primarily Thinking or Feeling

• An individual is either primarily Judging or Perceiving

The possible combinations of these basic preferences form sixteen different

Personality Types, identified in Table 1.

Pull the string, and it will follow wherever you wish.

Push it, and it will go nowhere at all.
~Dwight D. Eisenhower

17 I. Briggs Myers with P. B. Myers, Gifts Differing: Understanding Personality Type. Mountain View, CA:
Davies-Black Publishing, 1980, 1995.
18 C. G. Jung, "Psychological Types", Collected Works of C. G. Jung, Vol. 6, Princeton University Press, 1971
19 I. Briggs Myers, M. H. McCaulley, N. L. Quenk, and A. L. Hammer, MBTI Manual (A guide to the develop-
ment and use of the Myers Briggs type indicator). Consulting Psychologists Press; 3rd edition, 1998.
20 D. Keirsey and M. Bates, Please Understand Me: Character and Temperament Types. Del Mar, California:
Prometheus Nemesis.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 23

 ISTJ ISFJ INTJ
INFJ
Introverted Sensing with Introverted Sensing with Introverted iNtuition with
Introverted iNtuition with
auxiliary extraverted auxiliary extraverted auxiliary extraverted
auxiliary extraverted Feeling
Thinking Feeling Thinking
ISTP ISFP INFP INTP
Introverted Thinking with Introverted Feeling with Introverted Feeling with Introverted Thinking with
auxiliary extraverted auxiliary extraverted auxiliary extraverted auxiliary extraverted
Sensing Sensing iNtuition iNtuition
ESTP ESFP ENTP
ENFP
Extraverted Sensing with Extraverted Sensing with Extraverted iNtuition with
Extraverted iNtuition with
auxiliary introverted auxiliary introverted auxiliary introverted
auxiliary introverted Feeling
Thinking Feeling Thinking
ESFJ ENFJ ENTJ
ESTJ
Extraverted Feeling with Extraverted Feeling with Extraverted Thinking with
Extraverted Thinking with
auxiliary introverted auxiliary introverted auxiliary introverted
auxiliary introverted Sensing
Sensing iNtuition iNtuition

Table 1. Sixteen Myers-Briggs Type Indicator Personality Types.

To better understand each of the different Personality Types, consider a brief

description of each:

• Extraverted or Introverted describes an individual’s flow of energy, and

defines how they receive the essential portion of stimulation. If we receive
this energy predominately from within ourselves, we are characterized as
Introverted. If this energy comes predominately from external sources, we
are Extraverted.

• Sensing or iNtuitive describes how we prefer to take in information. If we

rely on our five senses to take in information, we are considered Sensing.
If we rely more on instincts, we are considered iNtuitive.

• Thinking or Feeling describes how we prefer to make decisions. If we are

prone to decide things based on logic and objective consideration, we
are characterized as Thinking; while those who base their decisions on
personal, subjective value systems are considered Feeling.

• Finally, Judging and Perceiving describes our preference of how we deal

with the external world on a day-to-day basis. Those who are organized and
purposeful, and more comfortable with scheduled, structured environments
are described as Judging; while those who are flexible and diverse, and more
comfortable with open, casual environments are considered Perceiving.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 24

Learning about other people's Personality Types helps us to understand the
most effective way to communicate with them, and how they function best.
As a leader, this insight allows you to better understand the members of your
team, and shape activities to take advantage of each member’s strengths.

What you cannot enforce, do not command.

~Sophocles

As a broad generalization, most scientists and engineers are introverts—

preferring to sit-back, listen, and deliberately think through their responses.
Extroverts tend to develop their opinions and responses by talking out-loud.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 25

MEETINGS

H
ave you ever attended a meeting that did not have a clearly defined
agenda, seemed to drag-on forever, rambled from topic-to-topic,
and ended without any apparent result? We have all experienced this
type of meeting, and have come to dread them. They can be tremendously
frustrating to those who attend, and can waste one of the most valuable
resources of any organization—time. Some psychologists and students of
human nature believe that meetings satisfy a tribal gathering instinct deeply
ingrained in the human psyche. Others believe they add a social dimen-
sion, giving employees a sense of belonging to the organization. In any
regard, meetings are a fact of life; and in the majority of cases, a necessity.
However, ill-prepared and ineffective meetings do not need to be the norm.

A leader is a dealer in hope.

~Napoleon Bonaparte

One misconception is that meetings are exclusively the purview of managers.

Make no mistake, at some point everyone will be responsible for running a
meeting. Whether as a graduate student, an engineer or scientist, or as a
manager—at some point, you will be responsible for running a meeting. Meeting
management is a leadership responsibility. As you become more senior, you can
expect to attend and conduct more meetings, as shown graphically in Figure 3.

One study identified the characteristics of negative meetings21:

83%— drift from the subject

77%—poor preparation

74%—questionable effectiveness

68%—lack of listening

62%—verbose participants

60%—length

51%—lack of participation

21 Achieving Effective Meetings—Not Easy But Possible, Bradford D. Smart, in a survey of 635 executives.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 26

Another characterized what people are looking for in an effective meeting22:

• 88%—participation

• 66%—define the meeting’s purpose

• 62%—address each item on the agenda

• 59%—assign follow-up action

• 47%—record discussion

• 46%—invite essential personnel

• 36%—publish an agenda

Effective meetings don’t just happen; they require deliberate planning, and
must be conducted in an effective and efficient manner. The conduct of a
meeting is the leader's responsibility. In preparing for a meeting, consider
three distinct phases of the meeting: (1) before the meeting planning, (2)
during the meeting, and (3) post-meeting activities.

Leadership is the art of getting someone else to do something

you want done because he wants to do it.
~Dwight D. Eisenhower

Before the Meeting

1. The first order of business is to define the purpose of the meeting.

2. During this phase, you should also identify the participants. Every invitee
should have a role. Additionally, identify a recorder or secretary.

3. Prepare an agenda in advance of the meeting. An effective technique is to

communicate the intent of each agenda item—using labels such as (A) for
Action, (I) for Information, and (V) for Vote. Additionally, estimate the amount
of time allocated to each agenda item.

The organization of the agenda is just as important as the content of the

agenda. One effective agenda construct is the Bell-Shaped Agenda. The
purpose of the Bell-Shaped Agenda is to structure events around the group’s
energy and attention. The first few items help the meeting participants work
22 GM Consultants, Pittsburgh, Pa., 1993.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 27

 as a group on easy items, before they tackle more difficult items.
For example:

4. Prepare or identify background information.

5. Assign responsibilities for agenda items, and communicate to those

responsible, in advance of the meeting.

6. Publish the agenda, and identify background information to be reviewed.

7. Plan for breaks—lunch, coffee, etc.

8. Think through the conduct of the meeting:

– Use a trusted member of your staff, or a deputy

– Consider logistics:

9. Room—layout, seating, eliminate distractions

10. Support items—projector, white board, pens, etc.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 28

During the Meeting

1. Arrive early.

Arrange the room, if necessary. The layout of the meeting room deserves
special attention because space matters. Like Goldilocks and the Three
Bears, meeting space must be just right to provide comfort, visual focus,
and the opportunity to effectively interact. Members must be able to easily
see one another. The room should be a comfortable temperature; have
adequate space for planners, notebooks, or laptops; and noise should be
reduced, so people can hear the discussion easily. If it is a large group,
the meeting’s facilitator should consider standing. Know how to control the
lighting and temperature in the room.

Three broad categorizations constitute meeting room layout:

• Theater Style. In the theater style

configuration shown in Figure 4,
the leader has the greatest power,
by position. Participation and
interruption by the audience
is limited.

• U-Shaped Style. Figure 5 shows

the U-shaped room layout. Here
there is equality of membership,
but there is no doubt about who
the leader is. This layout provides
good visibility for visual aids.

• Circular Style. This layout, shown

in Figure 6, is democratic—equality is
stressed. It provides for all participants'
greatest visibility, including obvious
body language. This layout encourages
participation. A good reference for those
interested is King Arthur’s Round Table.23

23 David Perkins, King Arthur’s Round Table, John Wiley & Sons, Inc., 2003

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 29

2. Distribute handouts.

3. Begin on time.

4. Introduce members, if the group is not familiar; introduce visitors.

5. Establish ground rules, if necessary.

6. Run the meeting.

7. Control interruptions—ask that cell phones and pagers be turned-off, or

set to vibrate, to reduce distractions.

8. Identify and record results.

9. Assign responsibilities for follow-up—consider an Action Item Registry.

10. End on time.

Thank participants for their input, and reinforce the importance of outcomes
for the organization.

Each of the members of the committee or group has an important role to

play in conducting the meeting.

• The Chair. The Chair is responsible for preparing for the meeting; appointing a
secretary, or someone to take meeting minutes; and to conduct and control the
meeting. The Chair watches the time, or assigns someone this responsibility, to
ensure all participants have an equal opportunity to speak—and adjudicates, as
necessary. The Chair also makes certain actions items are clear, and assigned
to individuals—with due dates. Finally, the Chair is responsible for checking that
meeting minutes are produced accurately, and in a timely manner.

• The Secretary. The Secretary sees to it that the agenda and relevant
papers are distributed beforehand, with the date, time and place of the
meeting. The Secretary usually prepares and books the meeting space, and
brings background papers and information for the Chair. The Secretary is
also responsible for bringing: (1) the constitution, (2) rules of procedure,
and (3) minutes of previous meetings. At the meeting, the Secretary records
the names of attendees; and checks to make sure there is a quorum.

We must become the change we want to see.

~Mahatma Gandhi

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 30

• Members in General. It is important to understand that people often
react to other people—not to their ideas. The Chair must stress that
meeting effectiveness translates into a healthy disregard for personal
or departmental allegiances. Individual members have their own
self-perception of their roles within a group. Some see themselves as
elder leaders; others as jokers; and some, as the voices of reason.
Table 2 highlights several member roles that support group discussion.

Members of committees can act24 in either supportive or disruptive roles.

Several characterizations of supportive roles are described in Table 3.
Those describing disruptive roles are described in Table 4.

24 R. K. Sadler and K. Tucker, Common Ground, South Melbourne, Macmillan, pp. 82, 1981.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 31

 Great leaders are almost always great simplifiers,
who can cut through argument, debate and doubt
to offer a solution everybody can understand.
~Colin Powell

Finally, the leader must be aware of a series of member-role stereotypes.

Table 5 describes some of these roles.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 32

Disruptive members are particularly challenging. They can dominate the
conversation; divert the focus of the conversation; and ultimately, waste
valuable time. To effectively deal with disruptive members, the leader must
make sure that all meeting participants understand their responsibilities. All
members were invited to the meeting for a reason; all members should feel
free to contribute. For those members who might be silent, begin meetings
by engaging every member of the group: “Bill, haven’t you done this in your
work? What was your experience?” “Janet, you’ve been rather quiet to this
point, what are your thoughts on this subject?”

Additionally, consider breaking the larger group into smaller groups, to develop
input. For those members who are vocally dominant, redirect the discussion to
other members. “We all recognize your expertise in this area, but let’s hear from
some others, in case some new ideas emerge.” “Bill has made a compelling argu-
ment, and he has made his opinion clear; does anyone else have something they
would like to add?” For those members who are continually negative, probe the
negativity to better understand their concerns, and then redirect the discussion
to other members. If the negative behavior persists, consider speaking off-line,
or excluding them from future meetings. “Let’s not dismiss this idea prematurely;
let’s give it some time for evaluation.”

If the blind lead the blind, both shall fall into the ditch.
~The Bible

After the Meeting

• Publish the minutes of the meeting promptly.

• Identify responsibilities for action items.

• Assess the meeting.

Following are a few tips that will help you avoid some of the obvious pitfalls,
and help you run an effective meeting:

• Clearly identify and articulate the purpose of the meeting. You should
have an outcome in mind for your meeting: a decision, providing informa-
tion, a brainstorming session. Let the attendees know your expectations: “At
the conclusion of this meeting, I want to have a recommendation on the best
course of action to correct our low-voltage power supply problem.”

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 33

• Publish an agenda prior to the meeting. If you expect your attendees
to effectively contribute to the meeting, let them know ahead of time,
so that they can come to the meeting prepared to participate. If it is a
weekly meeting, try to have some of the coordination and groundwork
on key decision topics done prior to the meeting. E-mail is an effec-
tive means of distributing advanced material, as well as doing some of
the preliminary coordination. On the agenda, use such headings as “For
Information,” “For Discussion,” or “For Decision”—to clearly articulate the
intended outcome for each topic.

• Set a time limit for the meeting and stick to it. Since you called the
meeting, and you have identified the purpose, then you must run the
meeting. It may require you to stop a discussion that has progressed off
the subject, and recommend it be taken up at a later time. Get to the
meeting room early; configure the room, if necessary; check to see that
any audio-visual equipment you require functions properly; and get your-
self organized. Start promptly and on-time; end at the time published.

• Run the meeting. Actively involve all of your attendees—each and

every one has something to contribute—if not, then you are wasting
someone’s time. Be wary of those who will attempt to dominate the
discussions, as well as those who prefer to passively observe. You will
need to be able to skillfully regain control of the discussion from the
first—and elicit participation from the second.

• Summarize, assign responsibilities, and publish minutes. At the

conclusion of the meeting, review the highlights of the meeting, assign
responsibilities, and publish minutes. The minutes should indicate the
date and time the meeting began, identify the subjects covered—to
include recommendations and assignments of follow-up actions—and the
time the meeting concluded.

Next time you call a meeting, think about the organizational resources
you are about to expend. Consider a one-hour meeting, with three
first-line managers and four engineers in attendance. For illustrative
purposes, assume a $100 per hour salary for the managers, and $60
per hour for the engineers—which results in a total cost of $540 for this
one-hour meeting. If you are responsible for conducting the meeting,
make certain you get your money’s worth.

People cannot be managed. Inventories can be managed,

but people must be led.
~H. Ross Perot

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 34

Several parting thoughts on the subject of meetings:

• Praise! Praise! Praise! Praise people twice as much as you criticize.

Never let any good deed or action go unheralded in the group. Say
"thank you" publicly at every meeting. Recognize the value of peoples’
contributions at the beginning, or within the meeting.

• Plan. Plan. Plan. Meeting design is the number one mechanism for
effective meetings. For each agenda item, make sure the group is clear
about the goals, processes and functions.

• NEVER, NEVER, NEVER, NEVER attempt to compose, draft, or edit a

report, or lengthy document, in a meeting! Some of the worst meetings
I have ever attended involved “wordsmithing” fifteen-to-twenty-page
documents.

Do you wish to rise? Begin by descending.

You plan a tower that will pierce the clouds?
Lay first the foundation of humility.
~St. Augustine

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 35

ABOUT THE AUTHOR

B
arry L. Shoop, Ph.D., P.E., is Dean of Engineering at the Albert Nerken
School of Engineering at The Cooper Union for the Advancement of
Science and Engineering, in Manhattan, NY.

Dr. Shoop assumed his role at The Cooper Union on January 1, 2019. In this
capacity, he leads the largest of The Cooper Union’s schools, composed of seven
academic departments—supporting an average enrollment of about 480 under-
graduate, and another 70 graduate, students. Under his leadership, the School
of Engineering has flourished. In the past three years, the school has introduced
three new minors, including Computer Science, Bioengineering, and Humanities
and Social Sciences; introduced a new type of course structure, known as
Vertically Integrated Projects (VIP), that engages students in a project-based
experience over multiple semesters, to apply disciplinary knowledge and gain
important professional skills; hired seven tenure-track faculty, increasing
the number of women tenured, and on tenure-track faculty—from 18% in
Academic Year 2018 to 33% in Academic Year 2022; and launched additional
partnerships with the Memorial Sloan Kettering Cancer Center and the Center
for Computational Astrophysics of the Simon’s Foundation’s Flatiron Institute.
Additionally, the School of Engineering has expanded its summer study abroad
program to include Singapore, Italy, and Bosnia, in conjunction with La Trope
University in Australia, and Santa Cruz del Quiche in Guatemala.

Prior to his current position, Dr. Shoop retired as a Brigadier General, after
a 39-year career in the U.S. Army, with the last 25 years at the U.S. Military
Academy at West Point. While at West Point, he served in a number of key lead-
ership roles, including Director of the Photonics Research Center; Director of the
Electrical Engineering Program; and his last position, Professor and Head of the
Department of Electrical Engineering and Computer Science. In this capacity,
Dr. Shoop was responsible for an undergraduate academic department with
more than 79 faculty and staff supporting ABET-accredited programs in elec-
trical engineering, computer science, and information technology, and serving
more than 2,300 students annually.

Earlier in his career, Shoop was a satellite communications engineer,

responsible for the design and installation of a high-capacity, global digital
communications network; and also, the Chief Technology Officer for a
US$4.5B organization, addressing the Improvised Explosive Device (IED)
challenge worldwide.

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 36

Dr. Shoop received his B.S. degree from the Pennsylvania State University,
and his Ph.D. from Stanford University, both in electrical engineering. His
research interests include optical information processing, neural networks,
image processing, disruptive innovations and educational pedagogy. He
is a Fellow of the Institute of Electrical and Electronic Engineers (IEEE);
the Optical Society of America (OSA); the International Society for Optical
Engineering (SPIE); and a member of Phi Kappa Phi, Eta Kappa Nu, and
Sigma Xi. He has served on the Board of Directors of the Optical Society
of America (OSA), the Accreditation Board for Engineering and Technology
(ABET), and the Institute of Electrical and Electronic Engineers (IEEE).

In 2016, Dr. Shoop served as the IEEE President and CEO. In 2008, OSA
recognized him with their Robert E. Hopkins Leadership Award; and in 2013,
he received both the SPIE Educator Award and the IEEE Haraden Pratt Award.
Dr. Shoop holds a patent on photonic analog-to-digital conversion; and he
has authored more than 150 archival publications, as well as eight books and
book chapters. He is a licensed Professional Engineer in the Commonwealth of
Virginia. In 2019, he was elected to the National Academy of Engineering.

Leadership is about setting the conditions

so others can succeed.
~Barry L. Shoop

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 37

EPILOGUE

A
nyone who has the desire and determination can become an effective
leader—through a process of self-study, education, training, experience
and reflection. Becoming an effective leader is important, because
effective leadership can make the difference between a good organization—
and a great organization.

When you are in a leadership position, people expect you to be the leader—
so lead! Know your role, responsibility and authority. Be passionate about
what you do—passion is contagious. Always set the example—don’t be afraid
to get involved and do the work. Be available, and take the time to get to
know your team members. Visit your people, and publicly recognize their
contributions. Identify, cultivate and mentor the next generation of leaders.

And remember—the troops always come first.

If your actions inspire others to dream more, learn more,

do more and become more, you are a leader.
~John Quincy Adams

A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 38

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R. R. Blake and J. S. Mouton, The Managerial Grid III: The Key to Leadership
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The bravest are surely those who have the clearest vision
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J. M. Kouzes and B. Z. Posner, The Leadership Challenge. San Francisco:
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Meetings

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A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 40

C. G. Pearce, R. Figgens and S. Golen, Principles of Business Communication,
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A PRACTITIONER'S GUIDE TO LEADERSHIP 2ND EDITION 41

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