This Discussion is Online Discussion Assignment #1 and is worth 5% of your final grade. Note: Once you have posted your answer to the questions below, be sure to engage in a meaningful conversation with at least two (2) of your classmates. For example, ask about their original definition of leadership, how it may have changed, and why? Be curious – especially if someone defines leadership differently than you. Your online etiquette demonstrated by the way in which you engage with your peers, the way in which you ask questions, and/or clarify statements. Background: This first of two Online Discussion Assignment is intended to support you as you further explore your understanding of 21st-century Leadership and how various theories may inform your own individual Leadership Identity. The discussion will help to inform: 1.Your understanding of Leadership Theory 2. Your Leadership Development Plan, and 3. Your Digital Leadership Story, and 4. Your Leadership Creative Learning ePortfolio. During the first few weeks of class, we took some time to begin the exploration of our notions of leadership, were introduced to the process of critical thinking, and using our views and the process of critical thinking analyzed the dominant theories of leadership. The purpose of this Online Discussion is to provide a space in which each of you may explore your understanding of Leadership theories with one another in groups. Assignment Details After our class on day #1, you will be asked to post your answers to the following questions in this discussion thread. It is important, as future leaders, to explore your preconceived ideas and emerging notions about leadership whilst simultaneously critically analyzing the literature and theoretical constructs that underpin leadership education today. Combining the two acts, comparing and contrasting along your journey will inform your current and future beliefs and practice as leaders. During the first class, we took some time to begin the exploration of our notions of leadership. You were introduced to the process of critical thinking, and using our views and the process of critical thinking to analyze the 21st-century workplace and how this characterization informed your emerging definition of Leadership? We also examined organizational metaphors. Your discussion will let you start thinking about yourself as a leader. This reflection will also help you to start preparing the “About Me” section for your Leadership Development Plan Assignment by: · your experiences with Leadership; · your questions about Leadership entering this course; · and your aspirations for the future. Your Online Discussion #1 also, builds on our work during weeks one and two, by addressing the following questions. Assignment Questions: 1. How might we characterize the 21st-century environment? 2. What metaphor would you use to characterize the 21st-century organization? Why? 3. Given your metaphor, how does it apply to your emerging leadership identity and the process of leadership? 4. How does what you have learned about the 21st-century work environment informed your emerging definition of leadership Assignment Details and Outline This discussion is reflective and is to be written in the first-person. The use of examples/personal experience to support your claims and assertions are expected. You must cite relevant theory/theories discussed in class to support your response, as well. Include the in-text citations or reference list. Minimum 12 point font. Use of APA 7 formatting is required. NOTE: This Discussion is Online Discussion Assignment #1 and is worth 5% of your final grade. Once you have posted your answer to these questions, be sure to engage in a meaningful conversation with at least two (2) of your classmates. For example, ask about their original definition of leadership, how it may have changed, and why? Be curious – especially if someone defines leadership differently than you. |
Assignment Details and Outline
This assignment is an Online Discussion and is intended to take place between the two-week period noted in the course schedule. Please separate your initial answers to each of the five questions into separate paragraphs Each of your initial answer paragraphs is to be a maximum of one paragraph (200-250 words max/question). Use of APA 7 formatting is required for any sources you include. Use of personal pronouns is acceptable |
Assessment for Online Discussion #1 Your participation in 1. Your critical analysis of your own emerging definition of Leadership. 2. The level, and quality, of your participation during the Online Discussion. At minimum, you are to respond to, and engage in dialogue, with two of your peers. 3. Your online etiquette demonstrated by the way in which you engage with your peers, the way in which you ask questions, and/or clarify statements. 4. Use of APA 7 formatting. Online Discussion Rubric Assessment Criteria Unsatisfactory = 0 Novice = 1 Progressing = 2 Proficient = 3 Score (Max 3) Critical Analysis of your emerging definition of Leadership Discussion posting shows little or no evidence that an analysis of the leadership theories explored and/or one’s emerging definition of leadership. No links included to readings or emerging understanding of leadership. Posting is vague and does not include supporting materials, links to concepts from readings, in-class discussions, outside resources, or specific real-life application Discussion posting repeats and summarizes the necessary information found in the readings. Few links to concepts from readings, in-class discussions, outside resources, or specific real-life applications are provided. Minimal analysis of findings as it relates to leadership contexts indicating a limited emerging understanding of leadership. Discussion posting displays an understanding of the leadership theories evidenced by an analysis of the findings related to one’s own experiences with leadership in different contexts. Links made to concepts from readings, in-class discussions, outside resources, or specific real-life applications. Displays correct use of terminology. Posting explores connections between and among theories and experiences Discussion posting displays an excellent understanding of the leadership theories explored and their respective links to the emerging understanding of self as leader and leadership definition. The correct terminology is used. Posting integrates readings, in-class discussion, and real-life application. Discussion utilizes well-sourced resources to support assertions made.
APA References/Citation No Sources Cited Some Sources Cited Most Sources Cited. All sources cited.
Participation in the Learning Community Discussion posting does not contribute to the ongoing conversation. Limited to no responses/questions posed/posted to peers. Questions that are posted do not generate deeper thinking of others. No evidence of critical thought in replies to questions. Discussion posting sometimes contributes to the ongoing conversation, as evidenced by affirming statements or references to readings or asking relevant, probing questions. Some responses/questions posed/posted to peers. Questions generate some additional thinking; however, probes to hidden assumptions not evident. Discussion posting contributes to ongoing conversation evidenced by affirming statements or references to readings, asking relevant, probing questions. Assumptions are questioned/clarified by proposing alternative point of view Discussion posting actively stimulates and sustains further discussion and deep thinking by building on peer’s postings or responses, including, but not limited to, building a focused argument around an issue, asking a new related question, challenging assumptions by providing an alternative point of view.
Etiquette in Dialogue and Quality of Writing Posts on the discussion board show disrespect for the viewpoints of others. Posts contain numerous grammatical, spelling, and punctuation errors. Personal and authentic voice not present Some posts on the discussion board show respect and interest in the viewpoints of others. Posts include some grammatical, spelling, or punctuation errors. Emerging authentic voice evident. Some sources not cited Posts on the discussion board show respect and interest in the viewpoints of others. Posts are mostly free of grammatical, spelling or punctuation errors. The language used demonstrates an authentic voice. Most sources cited. Posts on the discussion board show respect and sensitivity to peers’ opinions and ideas. Engages with a sense of curiosity rather than a space of “knowing.” Posts are free of grammatical, spelling, or punctuation errors. All sources cited
Discussion Engagement Did not respond to peer’s postings. Responded in a meaningful conversation with one (1) classmates’ post. Responded in a meaningful conversation with at least two (2) classmates’ posts. The engagement was somewhat active; some questions/responses posted to peers. Responded in a meaningful conversation with at least two (2) classmates’ posts. Active engagement with questions/responses posted to peers.
Total Score
Out of 15 |
Academic Integrity According to Daft (2018), effective leaders are leaders who are ethical, honest, and lead with integrity (p. 39). Integrity, in a leadership context, refers to “a leader’s character as a whole, integrated, and grounded in solid ethical principles, and he or she acts in keeping with those principles. . . . Honest and integrity are the foundation of trust between leaders and followers” (p. 39). In keeping with the importance of integrity in leadership, this course holds learners to the highest standard in Academic Integrity. To support your learning and understanding of Academic Integrity and its role in your learning please refer to the To that end, you are expected to cite your sources in your online discussion postings as you would an assignment submitted using APA 7 formatting. All students have access to Turnitin’s Originality Check tool through the self-check Turnitin folder in the assignment dropbox folder. |
SHERRY H. PENNEY
VOICES OF THE FUTURE:
LEADERSHIP FOR THE 21ST CENTURY
Introduction
Leadership is on the international, national, and local
agendas in a way not seen for some time. Where have all
the leaders gone? Or what kind of leaders do we need
for the future, we ask? Leadership is changing around
the world as new models are emerging. All this suggests
that the leadership patterns that we will see in the future
will look quite different from that practiced by many
individuals in the past.
One crucial area that remains less examined is that
of the views of Generations X and Y on what leader-
ship should look like in the future. What kind of lead-
ers do they want to be and what kinds of organizations
are attractive to them? Through interviews, focus
groups, essays on leadership, and surveys, we have so-
licited the views of Generations X and Y—primarily
Generation X—to seek some answers.1 These findings
are explored in more detail in our recent book, Next
Generation Leadership: Insights from Emerging Leaders
(2010), and the major findings are summarized in this
article.
What Do We Know About
Leadership?
If you check Google, there are some 38 million entries
on leadership—that sounds like enough. But of the
thousands of books on leadership, many are written by
current or former CEOs or politicians and by profes-
sors in the academic world. Very few books on leader-
ship solicit and report the views of emerging leaders—
Generations X (born 1965 –1979) and Y (born
1980–2000). These generations are the leaders of the
future, and their voices need to be heard.
Some 340 young professionals, average age 37, from
a major urban area in the United States are the subject
of this examination. These emerging leaders include
40% persons of color with half female. Some two-thirds
are from the corporate sector with the others from
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©2011 University of Phoenix
View this article online at wileyonlinelibrary.com • DOI:10.1002/jls.20233 55
This article discusses leadership from the point of view of Generations X and Y (primarily X)—what
kind of leaders do they want to be? What leadership qualities/behaviors do they see as important?
What challenges do they see facing leaders of the future? The article also discusses what organiza-
tions need to do to attract and retain Generation X. The research is based on surveys, interviews,
and focus groups with over 300 young professionals in the greater Boston region. The findings come
from the recent book Next Generation Leadership: Insights from Emerging Leaders (Penney & Neilson,
2010).
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S Y M P O S I U M
nonprofit and government agencies. Our sample rep-
resents what one would find in other urban areas in the
business, governmental, and nonprofit areas. They are
employed at organizations such as AT&T, Bank of
America, Citizens Bank, Sovereign Bank, Bank of New
York Mellon, State Street Corporation, the Boston
Globe, Blue Cross Blue Shield of Massachusetts,
Raytheon, Genzyme, Partners Community Health
Care, Massachusetts General Hospital, NSTAR,
Federal Reserve Bank of Boston, Verizon, Boston Med-
ical Center, Liberty Mutual Insurance Co, Boston Pub-
lic Schools, EMC Corporation, Brown Brothers
Harriman & Co., United Way of Massachusetts Bay,
Pine Street Inn, Boston Children’s Chorus, AIDS Ac-
tion Committee, Commonwealth of Massachusetts,
and office of the Mayor of Boston, among others.
That these generations are important to us is con-
firmed when talking with leaders from the business com-
munity. When we asked some of its leaders about the
key issues they face in the future, they told us that
the biggest challenge continues to be that of retaining
qualified workers, those members of Generations
X and Y who are now the majority in our workforce
(Penney, Leigh, & Norassakkunkt, 2002).
All the issues cited by the business community are
ones that we also found are important to Generation X
(Table 1). That generation also sees retaining qualified
workers as a concern, but believes that organizations,
too, must change in order for hiring and retention to
improve (Penney & Neilson, 2010, pp. 122–123).
How Does Generation X View
Leadership?
Members of Generation X tell us that leadership in the
future must be more inclusive and less top-down. One
common thread that runs through this exploration is
that emerging leaders describe Leadership as capital “L”
and small “l” citing the importance of both, with grow-
ing emphasis on the small “l.” Capital “L” leadership to
them signifies the previous ways of seeing leaders as all
knowing—you lead, you tell us what to do. Small “l”
leadership is a contrary view—a view that leadership is
shared. Emerging leaders embrace leadership with the
small “l,” and they believe that it is important to en-
hance leadership qualities in everyone. They argue that
the best leadership development happens when indi-
viduals lead from where they are in the organization.
And they note that one of the most important duties of
a leader is to develop her/his people because successful
organizations in the future will be those that discover
and develop human talent. Many of them find this
model of helping others learn and improve to be one of
the most rewarding as well as most difficult aspects in
Table 1. Challenges for Organizations
For each of the following, please
indicate if you expect it to be a
major leadership challenge for
Gender Race/Ethnicity
business in the next 10 years. Male Female White, not Hispanic Other Total
(% Yes for each) (n � 58) (n � 72) (n � 78) (n � 51) (n � 131)
Retaining qualified workers 93 93 90 98 93
Dealing with global economic pressures 90 88 90 86 89
Keeping up with technological advances 76 76 81 69 76
Environmental issues 74 73 78 67 73
Dealing with diversity and inclusiveness 68 78 68 82 73
Hiring qualified workers 72 71 76 64 72
Effective teamwork 70 69 72 66 69
Dealing with difficult people 53 61 63 50 57
Other 32 22 24 29 27
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their current leadership positions. The message is clear.
Find those high potentials, engage them, and retain
them. Knowledge assets are the ones that will count.
So it also is not surprising that they also see collabo-
ration as a necessary component of leadership. They be-
lieve that it works better than older top-down models.
They call for collaborative leadership in their own lives
and want to see it in organizations where they work.
Peer-to-peer interaction is important to them, and
working on teams is the norm. Many of them work in
teams whose members are in other geographic locations,
sometimes all over the world, and this creates manage-
ment issues involving both new kinds of collaboration
and sophisticated technology. New organizational struc-
tures are called for if such teams are to be effective and
collaborative efforts sustained.
When asked to comment on themselves as leaders
and how they lead, collaboration and adaptive qualities
are at the top with other important qualities also cited.
Table 2 summarizes their self-reported comments.
We also asked them what areas they saw as ones for
improvement. Here we note improving decision-making
skills as number one, followed by increasing their con-
fidence, which was cited more by women than by men
(Table 3). They have learned from their work in vari-
ous organizations about the importance of making
timely but informed decisions. They strive for thought-
ful decision making, where decisions are made only after
careful consideration of all points of view. The obser-
vation about women’s needing to increase their confi-
dence is confirmed in other of our findings about
gender differences in leadership (Penney & Neilson,
2010, pp. 40–41, Appendix, Tables 2.5 and 2.7).
What Challenges Come With
Technology?
Closely related, and not a surprise, Generations X and Y
are constantly adapting to new technologies in businesses
and in their private lives, and they see facility with tech-
nology as a necessary component of leadership. One of
the challenges they face is that of being patient with
“Boomers” as bosses or colleagues who are less skilled
with technology. How to manage the diversity of gen-
erations in the same unit is a frequent issue, and the
emerging leaders are figuring out ways to face this issue.
Many serve as technology mentors to older colleagues.
One tells an interesting story about how he tried to help
his father adapt to technology issues at his workplace.
The father could not do so and lost his job.
They also are aware that technology can be misused,
and they are cautious about overuse of social network-
ing and putting too much information on Facebook.
Yet they are cognizant of how important technology is
to their own professional development and to keeping
their networks current.
Table 2. Leadership Style
Please indicate if you
possess each of the
Gender Race/Ethnicity
following leadership Male Female White, not Hispanic Other Total
styles. (% Yes for each) (n � 57–58) (n � 71–72) (n � 77–78) (n � 50–51) (n � 129–131)
Collaborative 98 100 99 100 99
Adaptive 97 97 97 96 97
Authentic 91 99 95 96 95
Inclusive 85 93 89 92 89
Agent of change 79 81 77 84 79
Decisive 76 76 74 78 76
Strategic 85 69 72 84 76
Charismatic 74 56 60 71 64
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How Important Are Race and Gender
Issues?
Another finding is that these young professionals view
and practice leadership in a more inclusive way than
did many from previous generations and want to see a
more representative body of leaders throughout organ-
izations, particularly at the top. Demographic changes
in major urban areas throughout the United States and
around the world highlight the importance of this issue.
Generation Xers are more tolerant and less likely than
Boomers and others to harbor racial prejudice. They
have been involved with different races and ethnicities
in previous settings in school and in their communities
and work well across racial and ethnic lines.
However, when we talk with Generation X members
who are minorities, we hear that subtle and sometimes
not-so-subtle racism continues in many organizations.
This seems to be the case, in particular, when the or-
ganization’s leadership is more traditional and more
comfortable with a top-down style. Many persons of
color report worries about appearing too aggressive in
business settings even though they have strong points to
make. Some also cite concerns about lack of access to
the informal networks that help one get ahead. These
networks, whether golf games or other expeditions, are
often not accessible to them. One Hispanic male re-
ported in a focus group, “I believe that systematically we
are excluded from many different things. There are only
so many people at the top and it’s the old boy’s net-
work.”
Both race groups in our survey cite mentoring as im-
portant (although the sample here was quite small).
Whites are more likely to report that their mentors
point out their strengths and weaknesses, while the
other race group is more likely to report that their men-
tor enhances their network. But overall from our survey
and conversations, we find that persons of color were
less satisfied than white participants with the kinds of
assistance and opening doors that they receive from
mentors.
So, although as a society we have come a long way
in providing access to jobs for persons of color, much
remains to be done to achieve racial equality and bal-
ance in the workplace at all levels. Diversity and bring-
ing many points of view into discussions is valued by
Table 3. Leadership Style Changes
What do you want to change in
Gender Race/Ethnicity
your leadership style? Male Female White, not Hispanic Other Total
(% responding Yes to each) (n � 39) (n � 54) (n � 60) (n � 33) (n � 94)
Improve decision making 21 19 20 18 19
Have more confidence 10 19 18 9 15
Improve communication 18 11 13 15 14
Be more strategic 8 15 17 3 12
Have more patience 10 7 7 12 9
Be more inclusive 10 6 8 6 7
Be more inspirational 8 6 8 3 7
Improve time management 8 6 7 6 6
Manage change more effectively 5 6 7 3 5
Be more active in the community 3 6 5 3 4
Improve conflict resolution 3 6 3 6 4
Other 23 26 23 27 24
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Generation X. And they believe that as more of them
occupy leadership positions in organizations, more in-
clusive structures will become the norm and additional
opportunities will be available (Penney & Neilson,
2010, pp. 95–118).
Generation Xers also are less likely to harbor old stereo-
types about limited and prescribed roles for women. We
observed males and females in several leadership devel-
opment sessions to assess any major differences in behav-
ior. We find in designated leadership activities that females
are equal participants with males in a variety of activities
such as speaking up and asking questions, volunteering
for challenging tasks, and participating on teams. The
only major difference we note is when males and females
take part in a negotiation exercise. Here, the males
predominate—both in actively participating in the exercise
as well as being chosen by their teammates to negotiate
for the group. However, it often is the males in the group
who point out this difference and work to correct it.
Both genders report that networking is very impor-
tant to them. Women find that developing important
networks outside of the workplace is more difficult for
them than for men, partially due to the family respon-
sibilities that many have, but also sometimes they are
not made to feel welcome in such activities. They, like
their colleagues who are individuals of color, also
cite the lack of access to informal networks as an issue.
They, too, are not always invited to the golf games or to
stop by the bar to have a drink after hours. Without
these additional networking opportunities, they lack
sources of information and support that can lead to
promotions, board positions, and access to information
about what is happening in their respective fields.
Work–family issues are significant for both genders.
Both women and men of Generation X sometimes have
to rearrange job responsibilities because of family obli-
gations, but women still tend to see this as more of an
issue than men do. Organizations have yet to institute
the policy and practical changes to accommodate the
needs of Generation Xers, who struggle to balance work
and family needs. Women report that when they leave
early to pick up a child from day care or to attend a
soccer game, they receive a scowl. When the men do
such, they hear, “Isn’t he a great dad!”
Women also report to us that they believe that some-
times they do not receive the most challenging assignments
because it is perceived that they will not be able to do
them due to family obligations. They resent this view
and want those difficult assignments. Give them a hard
task to do and they will do it, they tell us.
We hear other concerns similar to those of people of
color. For example, it is often hard for women to make
themselves heard in some groups because they are the
only female (or only person of color) or one of a very
small number. They often feel ignored and note that
their ideas often do not get appropriate consideration.
They find more gender insensitivity when working with
older or more traditional bosses. They work well
with others of Generation X, so they, too, believe that
they will fare better as more Generation Xers occupy
leadership roles in organizations (Penney & Neilson,
2010, pp. 68–93).
We know, and so do Gen Xers who are female and
people of color, that a strong business case can be made
for hiring more women and people of color—the world
is more diverse, globalization dominates, and more and
more inclusion is a plus. We remain hopeful that as
members of Generation X move into upper manage-
ment positions, issues of race and gender will decline,
and inclusion will be a top priority.
What Skills Do Emerging Leaders
Cite as Necessary for Themselves as
Leaders?
Emerging leaders’ list of important qualities includes
collaboration, networking, communication, being adap-
tive and understanding, context, creativity, inclusive-
ness, confidence, and using gray thinking. They stress
collaboration, networking, inclusiveness, and commu-
nication as essential.
We discussed collaboration, networking, and inclu-
siveness earlier. Communication is something that
many cite as needing to improve (Table 3). They are
exposed to it in a variety of forms and are concerned, in
particular, that so much communication is now
through electronic means. They admit that they need to
practice and improve communication, especially writ-
ten and oral communication. They tell us that effective
leaders must be excellent communicators who know
how to use many different styles and strategies. They
worry that the overuse of e-mail, Facebook, and
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S Y M P O S I U M
Twitter has reduced face-to-face communication, and
that more of this needs to be restored. Leaders cannot
be isolated, but must be active communicators and lis-
teners. When we meet with them in focus group set-
tings, they tell us how good it feels to be talking—really
talking and listening—to their colleagues (Penney &
Neilson, 2010, pp. 37–65).
What Holds Them Back?
Yet they also believe that even when they have the skills,
they are sometimes held back from reaching their po-
tential (Table 4). The major roadblock is the lack of
sufficient opportunities to move up. They also tell us
that they want more feedback on their work. They favor
more frequent comments, as opposed to waiting for an
end-of-the-year evaluation. Lack of opportunities to
move up is well ahead of work–family issues, which
they also cite as an issue (Penney & Neilson, 2010,
p. 120).
How Do Business and Nonprofit
Organizations Need to Change?
They have much to say about how organizations need
to change and adapt for the future if they are to be suc-
cessful in recruiting and retaining Generation X. They
are redefining what they want in business organiza-
tions and in nonprofit structures. Yes, they care about
a good business model, and, yes, they want their busi-
nesses to be successful and to make a profit, but they
prefer to work in organizations that also demonstrate
corporate social responsibility (CSR). As they assume
roles of increased responsibility, we expect to see CSR
move higher and higher on the list of major corporate
goals. They do not want to see CSR as window dress-
ing only, but want to know how it is practiced and by
whom.
They also want organizations to provide opportuni-
ties for their own professional development and growth,
and they ask for challenging assignments, a finding that
is in line with their concern about the lack of opportu-
nity. Confirming this finding, Martin and Schmidt
(2010) note that it is important to keep high-potential
young leaders engaged, and that they want to be in
challenging roles. They also want to be recognized for
their work and achievements.
Emerging leaders also favor places whose policies per-
mit and encourage family-friendly work environments.
They are looking for new ways to resolve work–family
challenges with more telecommuting and flexible
schedules and the like. They want to do the required
work, and they believe they can do it but in a more flex-
ible way.
In addition, they want organizations to support
“green” initiatives. Again, they are looking for evidence
of this in practice and in the buildings where they work.
Table 4. Major Factors Holding Back Progress
What is the major factor holding you back from
making a lot of progress towards your career
Gender Race/Ethnicity
goal in your current organization? Male Female White, not Hispanic Other Total
(% reporting Yes for each) (n � 32) (n � 48) (n � 47) (n � 32) (n � 80)
No opportunities to move up 34 31 32 31 33
Issues of work–family balance 19 17 19 16 18
Lack of support from boss or supervisor 13 10 13 9 11
Lack of necessary skills 3 4 2 6 4
Own lack of motivation or drive 3 4 6 0 4
Discrimination 0 2 2 0 1
Reluctant to take on responsibilities of leadership role 0 0 0 0 0
Lack of encouragement 0 0 0 0 0
Other 28 31 26 38 30
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They see this as a significant part of globalization and
the shrinking of our world.
Their views have implications for organizations in
the future as those organizations seek to find, recruit,
and retain talented young professionals. It will no longer
be sufficient to be a well-run organization with good
business practices.
What Qualities Do They Seek in
Current Leaders?
When asked what kind of leaders they want to emulate
and what qualities are important, they select honesty
and integrity as number one (Table 5). They react neg-
atively to the business failures of recent years such as
Enron and Tyco and nonprofit lapses such as in the
Catholic church. They want to see ethical standards in
their organizations and do not value models that foster
a climate of greed. They also cite several other qualities
such as vision, developing the organization’s people, and
leading change as important (Penney & Neilson, 2010,
p. 131).
What Surprises?
Many of our findings were anticipated as we have
worked closely with many young professionals over the
years. However, there were two surprises. The most in-
teresting is the value to them and to their organizations
of cross-sector networking. Much of their regular net-
working occurs within their individual areas; bankers
network with bankers and nonprofits with other non-
profits. They find enormous value in expanding those
networks so that emerging leaders in business network
more frequently with those in nonprofits and with those
in other business fields. Leadership strategies that work
for business also work for nonprofits and for those in
government because all face similar issues and all ben-
efit from knowing and working with those in other sec-
tors. The networking across sectors creates new synergies
and new organizational benefits to all involved. When
emerging leaders become more familiar with those from
other areas, understanding is enhanced, and new and
lasting connections are forged.
Closely related is an enhanced interest in joining a
nonprofit board or becoming engaged in various vol-
unteer activities by those in the business community.
Many of these young professionals have become board
members. In one case, a headmaster for a local school
enlisted four emerging leaders from the financial serv-
ices area to join her board. In another case, a banker
joined a board related to improving mathematics and
science teaching. In addition to those who have joined
nonprofit boards, an even larger number express a desire
to join such boards and/or volunteer in the future. An-
other example of involvement was that one of the fe-
males told us how when a recent shower was planned
for her, she asked that gifts go to a nonprofit organiza-
tion serving poor women rather than to her. The list of
such involvement in boards and other nonprofit ven-
tures is lengthy and very encouraging.
In addition, a new commitment to civic engagement
and a new respect for the work of the individuals in
nonprofit organizations from those in the corporate sec-
tor is evident among emerging leaders. When individ-
uals from the corporate sector work closely in teams and
on projects with those from nonprofits on relevant civic
issues, they gain new understanding about issues related
to public education, poverty, income inequality, and
the like, and they become committed to working on
Table 5. Ranking of Leadership Qualities
Please rate how much you value each Mean
of the following qualities in a leader. rating (SD)
Use a scale from 1 to 10, where (n � 128–131,
1 means not at all and 10 means varies by
extremely. item)
Honesty and integrity 9.8 (0.6)
Setting the vision for the organization 9.4 (0.9)
Developing the organization’s people 9.3 (0.9)
Managing change 9.2 (1.0)
Teamwork and collaboration 9.1 (1.0)
Dealing effectively with conflict 9.1 (1.0)
Encouraging creativity and innovation 8.9 (1.1)
Implementing strategies to move the 8.9 (1.1)
organization ahead
Practicing inclusiveness 8.5 (1.6)
Maximizing profit for the organization 8.3 (1.4)
Networking 8.2 (1.5)
62 JOURNAL OF LEADERSHIP STUDIES • Volume 5 • Number 3 • DOI:10.1002/jls
S Y M P O S I U M
the policy implications of these issues along with their
careers in business. In a recent team project, we ob-
served young business leaders working on how foreclo-
sures and homelessness affect the economic
environment. The specific project is over, but we have
a commitment from the young professionals who
worked on it to stay involved with these issues. These
positive signs signal a heightened concern for civic and
community engagement, which is encouraging.
What Next—What Else for
Generation X?
This research focused on one urban area (greater
Boston) in the eastern part of the United States. Addi-
tional research in other urban areas would be instruc-
tive. What do young professionals in other urban areas
have to say about leadership and about what kind of or-
ganizations will work best in the future? Are similar con-
cerns evident? Are there models that can be replicated
to ensure the emerging leaders throughout the country
are committed to enhancing civic involvement and
strengthening their communities?
Conclusions
Many Generation Xers are pointing the way to new
models of leadership, renewed commitments to civic
engagement, and fostering inclusive structures.
Next Generation Leadership (Penney & Neilson, 2010,
p. 151) ends with these words:
It is time for many Boomers and others to welcome
a new generation of leaders. Those of Generation X
and Generation Y envision a world where collabora-
tion and inclusion are practiced not only on the local
level but also worldwide, and they want to be part of
bringing about that change. We believe that they will
be. New leaders are needed for the new century. . . .
Find those new leaders, encourage them, and be
ready to “pass the torch.”
Generation X can help ensure that a strong future is
possible.
N o t e
1. Findings and observations in this article are based on Next
Generation Leadership: Insights from Emerging Leaders, by
Sherry H. Penney and Patricia A. Neilson (Palgrave Macmillan,
2010).
The tables and results are based on 131 completed inter-
views (conducted by the Center for Survey Research at the
University of Massachusetts Boston) out of a possible 295
(44.4% return rate). Two respondents did not complete the
items on race and ethnicity, so they are omitted from those
analyses. There are other missing data as well, which means
that some analyses are based on fewer than 131 respondents.
The analyses that compare across race/ethnicity use two
groups: white/non-Hispanic versus all other groups. There
are not enough cases in the data to make any further break-
downs. Throughout we use the shorthand White versus Oth-
ers or nonwhites and refer to this as the race comparison.
(The full report is found in: Bogen, K. [2008, October].
Analysis of data from 2007 and 2008 UMass Boston Future
Leaders Survey. Center for Survey Research.) The number
340 is cited in the paper because other individuals who were
not part of the survey also participated in focus group dis-
cussions and interviews.
Chapter 2, Mentors: The number of respondents on
which these mentor comparisons are based is relatively small,
since the total number of respondents who reported having
a mentor is 55.
References
Martin, J., & Schmidt, C. (2010, May). How to keep your talent.
Harvard Business Review, 88(5), 54–61.
Penney, S., Leigh, J., & Norassakkunkt, V. (2002). New leaders for
the new century. In C. Cherrey & L. R. Matusak (Eds.), Building
leadership bridges (pp. 48–58). Greensboro, NC: Center for Cre-
ative Leadership, North Carolina Press.
Penney, S. H., & Neilson, P. A. (2010). Next generation leader-
ship: Insights from emerging leaders. New York, NY: Palgrave
Macmillan.
Sherry H. Penney is the ‘Sherry H. Penney Professor of
Leadership’ in the College of Management at the Univer-
sity of Massachusetts Boston and founding director of the
Center for Collaborative Leadership there.
sheridancollege.ca
Leadership
Development
HRMT 44004D
Week 1 – Introduction to
Leadership
sheridancollege.ca
WEEK ONE: LEARNING AGENDA
o Define leadership in a way
that is real and relevant
o Explore what is a good
leader and an ineffective
leader
o Define what a leader does
o Outline traits and
behaviours associated with
effective leadership
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DEFINING
LEADERSHIP
What Leadership Involves
Leader
Followers
Influence
Intention
Integrity
Change
Shared
Purpose
Daft, R. (2018). The Leadership Experience, 7th Edition, p. 5. Boston, MA: Cengage
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DEFINING LEADERSHIP
Leadership Definition
o Leadership is a people
activity
o Effective Leader = Effective
Follower
o Leadership is an everyday
way of being
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SHIFTS IN LEADERSHIP PARADIGM
New Reality for Leaders in 21st Century
OLD Paradigm
Stabilizer
Controller
Competitor
Diversity Avoider
Hero
NEW Paradigm
Change Manager
Facilitator
Collaborator
Diversity Promotor
Humble
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WHAT IS LEADERSHIP?
o Leadership can be learned!
o We experience leadership when a
person applying said practices and
behaviours influences others to act
in a way that influences change and
generates sustained momentum
towards a common vision.
o A vision is a picture of an ambitious,
desirable future for an organization
or a team.
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MYTHS OF LEADERSHIP
o Leadership is a rare skill
o There are great leaders just like great runners, actors but
everyone has leadership potential
o Leaders are born, not made
o Nope, the leadership can be learned, if the desire is there-it
is art and science
o Leaders are charismatic
o Some are, but most are not. They are simply who they are
o Leadership exists only at the top of the
organization
o Leadership is in every position.
o Leaders control, direct and manipulate others
o It is not power over others but genuine empowerment of
others.
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REASONS FOR LEADERSHIP FAILURE
o Acting with an insensitive, abrasive, intimidating,
bullying style
o Being cold, aloof, arrogant
o Betraying personal trust
o Being overly ambitious, self-centered, thinking of
next job, playing politics
o Having specific performance problems with the
business
o Over-managing, being unable to delegate or
build a team
o Being unable to select good team-members
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LEADERSHIP
Traits, Behaviours and Relationships
Traits
o Distinguishing personal
characteristics of a leader.
Trait theory
o Some people are born with traits
that make them natural leaders
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ADMIRED LEADERS
Top Four Characteristics
1. Honest 84% of respondents
2. Competent 66% of respondents
3. Inspiring 66% of respondents
4. Forward Looking 62% of respondents
Same four characteristics rank consistently across different
countries.
The Leadership Challenge, 6th Edition, 2017
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LEADERSHIP
Traits, Behaviours and Relationships
o It’s not about identifying specific
individual strengths…
o It’s about understanding your own
unique set of strengths and
capabilities and applying them
effectively.
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LEADERSHIP
Know Your Strengths
o 60% of leaders identify that the
complexities of today’s environment are
beyond the capability of one individual.
o Interdependence is key.
What is a strength?
o Strengths arise from natural talent and
has been nurtured, supported, and
reinforced with knowledge and skill.
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LEADERSHIP
Know Your Strengths
What is a talent?
o A talent is an innate trait and naturally
recurring patterns of thought, feeling
and behavior.
o Talents can be turned to strengths by
consciously developing and enhancing
them with learning and practice.
o Concentrate on your Strengths NOT
your Weaknesses!
o We will be learning out our Strengths
during Week 5 (week ending Feb 7th)
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LEADERSHIP
Know Your Strengths
Warren Buffet, self-made billionaire and
Chairman of Berkshire Hathaway said,
“Find work, or a career that you really
enjoy, and it will fit the natural strengths
of your mental wiring.”
o Match Strengths with Roles
o Operational
o Collaborative
o Advisory
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LEADERSHIP
Themes of Leadership Behaviour Research
Daft, R. (2018). The Leadership Experience, 7th Edition, p. 5. Boston, MA: Cengage
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LEADERSHIP
Themes of Leadership Behaviour Research
Daft, R. (2018). The Leadership Experience, 7th Edition, p. 5. Boston, MA: Cengage
sheridancollege.ca
PLANS FOR WEEK 1
Pre-work for Week 1
o Purchase Strengths-Based Leadership Book
o Familiarize yourself with SLATE, course outline, and
assignments
o Review “Guiding Questions” for Week 1
o Consider the following questions and bring your
answers with you to class:
o Why is leadership important to organizations, to
society?
o What does Leadership mean to me?
o Post your Introduction in the class SLATE Discussion
thread.
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PLANS FOR WEEK 1
Post-work for Week 1
o If you haven’t done so already, Go to Discussions Board
and the “Introductions and About Me” Discussion thread.
Post your “About Me” reflection – Use the following to
guide your thinking:
o Share a little bit about yourself – background,
experience as a leader, with a leader.
o What does leadership mean to you?
o What are you hoping to learn during this course?
o Please add your picture!
o Create a file folder on your laptop for the course-work and
reflections
o Go to your ePortfolio created in PORT 10100D, create a
new tab entitled “Leadership Development”