The one leadership skill that impacts overall success

By Lydia Dishman

The single most important skill of a good leader may not be what you think. Although it is important to be visionary and a strategic thinker, a new study suggests that it’s more rooted in their daily dealings with people.

According to DDI, the leader who’s mastered having successful conversations is most likely to do well steering their team and/or their business. “By the end of each day, leaders likely have had multiple conversations with a range of their constituents,” DDI’s researchers write. “Each of these interactions will collectively determine their ultimate success as a leader.” Continue reading

The leadership blind spot that’s killing your business

by Gretchen Fox

There’s a dangerous black hole in your organization, and if you are in the C-Suite you don’t even know it exists. Whether you realize it or not, you have a leadership blind spot.

This black hole usually exists either right below your nose or two rungs down and, day by day, it’s sucking the life right out of your business.

Before I can shed light on this hole you are missing, I need you to understand something very, very important: You are not going to be able to lean on your go-to staff right below you to help you solve this. Not yet. Not until you get an awareness of it yourself. If you don’t understand the issue first, you will remain locked in the blind spot. I’ll explain why momentarily. Continue reading

Leadership: can you learn to communicate and embody it?

Arthur JosephBy Arthur Joseph

 

In the “Education Life” section of the New York Times this past spring, Duff McDonald asked the questions, “Can you learn to lead?” and “What does one learn at graduate business school?”

He went on to point out that the biggest topic in business schools today is “leadership,” then quoted a few of the lofty goals such programs espouse. Examples? “Leaders who make a difference in the world” (Harvard Business School), and “Brave leaders who inspire growth in people, organizations and markets” (Kellogg at Northwestern).

Duff then described various approaches to teaching leadership, citing Ann L. Cunliffe’s advice to include “challenges” like “thinking critically, seeing situations in new ways, being able to deal with uncertainty and ambiguity, learning from experience and mistakes, knowing yourself . . . being passionate about what you do.” Continue reading

Sustaining a Global Life

linda brimm.jpgby Linda Brimm

Global Cosmopolitans are often pigeon-holed by organizations as mobile and adaptable people, standing ready to be parachuted into the next market. But they should push back when they want to go “home” or stay put for a while and companies should listen.

Luisa, a former South American student of mine got yet another international assignment. This time, her company wanted to send her from the head office in the UK to Australia. She had been pegged as someone who could move anywhere. She’d done it before, many times. But this time was different; she wanted to stay in one place and settle for a while. Right after the birth of her second child, HR offered her a promotion in Australia. She tried to explain that she had gained many skills that she could use as a result of her mobility in the head office, but she felt tagged as easily mobile. They had given her a promotion and set up the new position, but this time, she didn’t bite.  She used this as an opportunity to decide what would be best for her. She changed companies. Continue reading

Why Leadership Development Programs Fail: Revolutionizing On-The-Job

By David Carder

In response to an argument McKinsey made for why leadership development programs fail, we made two cases for how they succeed: when they set and communicate realistic expectations, and when they are built on solid, empirical research foundations Going beyond the debate on why programs succeed or fail, I’d like to share some bold ways to implement effective leadership development programs.
We have worked with and observed organizations that are creating real, far-reaching changes in how leadership development participants apply what they have learned on the job. They are fundamentally reshaping the environment in which their learners work and, therefore, redefining the 70 in the 70:20:10 model . Continue reading