Online Leadership Courses – Bringing Learning Into The 20th Century

As mentioned in any good leadership courses guide, Online Leadership Courses are a brand new methodology of gaining accredited information of leadership, without requiring the participant to actually attend a campus. This enables online leadership levels to be flexible across the needs of the participant, resembling a full time job or family life. Being able to take a leadership course online can in many instances, allow an employee to aquire the ability set wanted to grab a promotion, when their firm fails to deliver what it promised on leadership improvement needs and courses.

This guide to online courses will include the following topics:

1. When are online leadership courses the best choice?

2. Tips on how to tell which online courses are real, and those that are scams

3. What’s the distinction between a leadership diploma from University vs a College?

4. How a lot does an online leadership course cost?

5. Do online leadership courses require sensible hands-on expertise?

6. Which leadership courses online do I Advocate?

Before I get into the depths of this article, let me bring to your attention that I have no connections (affiliate or other) with any of the online leadership course suppliers referenced in this article, and I’m offering impartial advice. This is applicable in reverse too, as I can’t be held accountable for information held on external websites linked to in this article for which I have no control or responsibility over whatsoever.

1. When are online leadership courses the most suitable choice?

Online leadership courses are often taken as a result of different leadership coaching options, reminiscent of leadership lessons, leadership coaching, or leadership development programmes are too costly or not versatile sufficient for the users needs. You need to in all probability look online in case you want to spend under £1,000 for a leadership course, or in case you are working full time and will not be able to attend evening courses within the native area.

2. Find out how to inform which online courses are actual, and that are scams

Being able to tell which online leadership courses are reliable and respected qualifications, as apposed to false websites created by fraudsters is becoming increasingly difficult. Nevertheless as a seasoned internet veteran, I’m able to cross on just a few suggestions that may show you how to uncover whether or not the dream course is in truth a nugatory piece of paper.

Tip 1: Verify the Google PageRank of the website. Google pagerank is Google’s measure of how important a page is on the web. A rating of 0-2 suggests a page is just not linked to by very many other vital websites, nevertheless a score of 6-10 ensures that the site is extremely reputable. Navigate to the house page of the online course supplier you search to purchase a course from. Then enter the online handle of that homepage into the sector in this pagerank checker site. If the pagerank of their homepage is 2 or less, there is a very excessive chance that the college has little real presence on the internet. If the pagerank is three-10, then this take a look at is much less conclusive.

Tip 2: Verify the Alexa rating of the website. Alexa rating (A service run in the end by is an estimator of the number of visits a website has. So again, copy the homepage tackle of the course supplier, and paste now into the sitesearch perform of Alexa. This should display the worldwide Alexa visitors rank of the website. If this determine is more than 300,000 then the web site in all probability receives not more than 2,000 visitors per day. If the website is ranked within the prime one hundred,000 then this suggests the site receives a excessive volume of visitors (5,000+ per day) which suggests authenticity.

Tip 3: Verifiy accreditation with the accreditation authority. If a course supplier claims to be accredited by an state-run national body, then be sure to give them a call and check. If the accreditation organisation shouldn’t be government-linked, then evaluate the authenticity of that website utilizing the identical tips right here, as typically criminals create total accreditation networks simply to lend the aura of authenticity to their empty words.

Tip 4: Take a close take a look at the price. Does it look like suspiciously low? Remember that even £500 for a course that accommodates several hours of 1-to-one phonecalls with a tutor is a bargain. If the positioning guarantees lots of of hours of learning, with a price ticket of lower than £200, you need to be wary. ‘Colleges’ that value themselves like this aren’t essentially deceptive or scamming people, however their degrees will often carry no actual recognition.

Tip 5: Look out for warning bells within the wording. Does the course seem obsessed in regards to the idea of certificates and being able to present proof to anyone who calls? Does the wording spotlight that “The certificate is not going to comprise the phrases ‘Online'”. These are both warning flags that suggest the product itself is simply a decent-wanting fake certificates fairly than an actual qualification that can develop your leadership skills. Individuals who acquire these are merely seeking to artificially pad their CV so as to land a job, and are harming the neighborhood of leaders who commit time to growing their leadership qualities.

Tip 6: Scan for spelling errors, this is an instantaneous trace that the web site has not had a lot time spent on it.

Tip 7: Search for contact details, addresses and telephone numbers. If the positioning only incorporates a form to fill in, be worried. If the web site solely accommodates one cellphone quantity, that is additionally a warning flag – and means that the course supplier is barely built to make sales and to not handle participant queries.

These 7 tips ought to allow even an online beginner to come to an inexpensive assessment of a course supplier’s validity. If you’re nonetheless utterly not sure, do not hesitate to get in touch with me (via my contact page) and I may be able to give a second opinion by either vouching for the positioning, or warning you to remain away. There should still be web sites I can not confidently conclude upon however.

3. What is the difference between a leadership degree from University vs a College?

The key difference is recognition and employability. In case you are involved in gaining a leadership qualification to assist you in performing your job appropriately, there isn’t a purpose for you to discriminate between the two. Nonetheless should you’re on the lookout for a good course that may present a solid career development mark on your CV, then sticking with a big or medium sized university will guarantee your qualification has some chew behind it, and won’t be met with cynisism.

4. How much does an online leadership course price?

Management course prices range broadly, from £39.99 for a three hours introduction to leadership idea from LearnDirect (here), to £2,000 a year for part time leadership-related bachelors degrees or masters. It closely relies on what level of information you wish to gain from a course, and over what time period you’re ready to study.

5. Do online leadership courses require practical hands-on experience?

Typically speaking, online courses such as diplomas make no such requirements. All work is graded primarily based on knowledge-based studying equivalent to essays and exams. Only courses with a physical grounding at a campus or native college will seemingly ask you to engage in real case research and suggestions the results. The benefit of this sort of learning out-weighs information alone, and this demonstrates the trade off between the conevience of online courses, and educational merits of fulltime courses.

6. Which leadership courses online does Management Professional Suggest?

We are currently researching the totally different online leadership courses obtainable to UK and International members, and will update this text is due course.

Leadership: The Cornerstone of Success in the Martial Arts and In Life

Leadership is one of the most talked about and least understood aspects of human behavior. There must be hundreds of definitions of leadership, yet none of them is useful for success in life because none of them allows you to ‘create’ leadership within your life.

Why is that? Why isn’t leadership one of those things you can go to school to learn, pick up through experience, or work on yourself to develop?

First, you need to understand the false assumptions – the myths – about leadership. Then you’ll come to realize that leadership is one of those things you can go to school to learn . . . if there were a school that knew how to teach it. You can pick it up through experience . . .if you know what leadership is and as importantly, what it isn’t. You can work on yourself to develop it . . .but you need to know what to work on.

The first barrier to developing leadership is breaking through the false assumptions we have come to accept without questioning. You may not believe all the assumptions listed below but it’s a good bet you believe some of them. Yet, they’re all false.


1. Leadership is innate – you’re either born with it or you’re not. Absolutely false! Leadership consists of a set of skills that can be identified and learned. It’s true that some people have a greater aptitude for leadership but all of us can be leaders and can build our leadership skills.

2. Leadership is charisma and style; it’s the way we do things, not what we do. False. We’d all like to be charismatic and stylish, and many leaders are just that. But leadership is substance, not style. Leadership has to do with what we do and the impact we have on others. There have been great leaders who were dull as dust and others who have been charismatic. In our own time Bill Gates, chairman of Microsoft, is dull, “nerdy,” and as uncharismatic as one can get, yet look at what he’s led others to do and the impact he’s had on Today’s world.

3. There’s no structure or system to leadership; it’s situational. False. Not only is leadership – true leadership – structured and systematic, it can be duplicated again and again. Students in the Mastery Leadership program learn how to do this during the course of their study. Leadership has principles, skills that can be learned, and specific ways to get results. All those things are the building blocks of the successful accomplishment of goals, managing the aspects of our lives, and creating a life worth living. And if you can systemize it, you can duplicate it.

Believe it – leadership can be built into your life as a workable, predictable system.

4. The top person – the “boss” – is the leader, and it can’t be any other way. False. In fact it’s the exact opposite that is so often true. In the best businesses, families, schools, and groups, anyone in the group can exhibit leadership. Leadership should be encouraged at every level of the organization (with a few rules of behavior to prevent conflict and confusion).

If you believe any or all of these myths, you’ll need to revise your beliefs or you’ll never build true leadership into your life.


Leadership is nothing more than a core set of skills that can be learned. There are five of them: vision, discrimination, strategic thinking, commitment, and inspirational communication. You’ll learn about them and how to develop them in yourself and others as you progress through the Mastery Leadership program’s Mastery Keys for the Emerging Leader. At the same time, you will be able to assess your own leadership and that of those you associate with, and devise a leadership development program for enhancing your skill level.


There’s nothing mysterious about leadership. Once you know its core skills and specific systems it becomes a straightforward personal development task, just like any other system in your life.

Like many other seemingly mysterious things, once you know the secrets of duplicable leadership, you’ll want to say, “How simple! Why didn’t I see it sooner?”

Leadership is probably the single most important aspect of your life and ability to produce the results you want. It’s leadership that figures out what you need to do to enhance your life and give it the power, thrust and momentum it needs. And it’s leadership that determines how to do it. Then it’s leadership that makes sure it gets done. Without leadership, life is aimless, purposeless, random, ineffective, and – no exaggeration – terminally ill. With effective leadership, your life will thrive, you will navigate through any storm, and surpass every goal you ever set for yourself.

Leadership is the cornerstone of the warrior’s ability to create the life worth living and develop the skills necessary for protecting that life from anything that would threaten it. And so it is also the cornerstone of the Warrior Concepts Life Mastery Program. Here at WCI, just like every other solid, educational institution, we create leaders – not just in the martial arts, but at home, school or work, and in the community. We create the light that will cause others to engage in our vision with us and that will brighten the Path for others to follow.

Leadership Theories

The many leadership theories which exist today fall within eight categories. These are the great man theories, trait, contingency, situational, behavioral, participative, management and relationship theories respectively. In great man theories, leadership is presumed to be inherent, that is, leaders are born not made. Similarly, trait theories hold this ideology but based on the leadership qualities. Relative to contingency theories, the environmental factors determine the leadership style whereas on situational theories the situation dictates. Unlike great man’s theories, behavioral theories hold that leaders are not born but made: leadership develop from learning either through teaching or observation. Further to participative and management theories, leadership is determined by the role played. For participative theory, a leader is taken as the one who incorporates others inputs through participation and contribution. Next, management theories feature leadership through supervision and organizational roles. Finally, relationship theories focus on the ability to form connections amongst leaders and followers (Lussier, & Achua, 2010). In this paper, attention will shift on two leadership theories, situational theories and management theories.

In regards to situation theories, leadership is proposed to be triggered by the situational variables such as decision making. In a situation where the leader is more experienced and knowledgeable than the followers, an authoritarian leadership style is more favorable. On the other hand, in a situation where the followers are skilled, a democratic leadership style is more effective. Therefore, situational theories define leadership based on the situational factors which influence the leadership style as well as the follower’s motivation. These are the relationship between the leader and follower, task structure, and the power position. In leader-follower relationship, the focus is on the followers’ confidence of the leaders while the task structure is in the nature of the task and power position is on the leader’s authority and influence. Moreover, the employee characteristics determine the leadership style as mentioned above. Directive style is preferred for followers that are unskilled and non-motivated; coaching style for unskilled but motivated followers; supporting style for skilled but non-motivated; and observing style for both skilled and motivated followers.

Relative to management leadership theories (also known as transformational), leadership is based as the influential factor in job performance and satisfaction (Braun, Peus, Weisweiler, and Frey, 2013). In this respect leaders are obliged to set clear goals and paths to guide and enable the employees to perform. In addition, the management theories highly focus on employee motivation. In this respect, leaders should incorporate styles which enhance employee motivation; supporting style where the followers lack confidence; and instructive style when the task is ambiguous, demanding and there is no motivation to meet the deadlines. Most important, the management theories recommend regular leaders consultation with the followers as well as followers’ involvement in decision making (Braun, Peus, Weisweiler, and Frey, 2013).

In both theories above, employee behavior is entirely dependent on the leader’s individuality. That is, if the leader is task oriented or relationship oriented. Leaders are supposed to adapt to their employees as well as their workplaces. For this reason, these theories emphasize on the leadership approach which is flexible and helps in utilizing fully the potential of the employees. The situational theories of leadership provides specifications upon which leaders should rely on in different situations. These specifications are based on three dimensions. First and foremost is the prioritization of tasks, next is assessment of employees skills and motivation and finally, formulating of the leadership style. In regards to management theories, leaders concentrate on employees’ skills in order to assign tasks and influence performance through rewards. The situational leadership theory portrays followers as having different responses depending on their personality coupled with their ability and willingness. By contrast to the management leadership theory, followers act based on the nature of leadership applied.

The situational leadership theory developed from Hersey and Blanchard model of leadership, the life cycle theory (Thompson, and Vecchio, 2009). The life cycle theory purposed to help change the parenting approach of parents towards their children starting from infancy, adolescence to adulthood. Later, the two authors changed the application setting of this theory from home-based parent child relationship to the workplace relationship between leaders and followers. This approach laid emphasis that leadership should be based on leadership style depends on the members as well as their behavior. This brought forth newer aspects of leadership from the relationship with the behavioral aspects. For this reason, the situational leadership theory is regarded as the single best model of leadership (Thompson, and Vecchio, 2009).

The situational leadership theory stipulates that different situations of varying degrees influence leadership effectiveness. Most notably, the situations in this model vary between the task behavior and related behavior of the leaders to the followers. The task behavior refers to the degree upon which the leader clearly explains the duties and responsibilities of the followers. Task behavior is characterized with one way communication where the leader closely directs and supervises employees in their tasks. Relative to the relationship behavior, the focus is on the degree of support that the leader provides to the employers. Unlike in the task behavior, the relationship behavior uses a two way channel of communication. Here, the leader plays both the role of a facilitator and the listener. Therefore, an effective leader is the one able to determine the extent of task behavior and relationship behavior to accommodate based on employees readiness. In this context, readiness refers to the employees’ ability and willingness in directing their behavior towards the task at hand. Ability defines the knowledge, skills and experience of followers whereas willingness the confidence, motivation and commitment possessed by the followers. Therefore, situational model of leadership revolves about the task and relationship behaviors provided by the leader and the follower readiness (Thompson, and Vecchio, 2009).

As far as the tasks and relationship behaviors are concerned, their effectiveness is based four different dimensions. These are telling, selling, participating and delegating. With respect to telling, leaders should clearly define stipulate the duties and supervise them closely. Here, one way communication persist as the leader makes and announces the decisions based on what task is to do, when and how. Next to selling, the leaders encourage followers’ ideas and opinions about the task but the decision making prerogative remains with the leaders. Further to participation, leaders offer their followers support to boost their confidence and motivate them as well. Lastly, on delegation the followers should be willing and able to handle the task freely with minimum support and supervision (Thompson, and Vecchio, 2009).

On the situational model of leadership, the situational behaviors depend on the readiness of the followers. The dimension of readiness is comprised of four levels. Followers in the first readiness level are classified as unable and non-willing. This class of followers has little knowledge, skills and experience pertaining to the task. In addition they are less confident, committed and motivated to carry the task. Second level followers are those that are unable but willing. Similar to the first level followers, they are less knowledgeable, skillful and experienced about the task but are confident, committed and motivated in the presence of the leader. Third level followers are able but non-willing. In this level, the followers are able to handle the task but not willing. Finally, followers in the fourth readiness level are able and willing to carry out the task (Thompson, and Vecchio, 2009).

Situational model of leadership is mostly employed by military forces worldwide particularly the United States Air Force for the purposes of training and developing its leading officers. However, the military forces are keen to know that the skills acquired and used in one situation mostly does not apply to other situations. Therefore, the context of situational leadership model is a significant tool for providing training to leaders. Additionally, this model of leadership is presently in educational leadership. This was based on a study conducted by a district school in Ohio where the situational model of leadership was found to be the most effective form of leadership for superintendents. Taking into consideration the readiness level, superintendents led both the school administrators and principals in achieving the common goal (Thompson, and Vecchio, 2009).

As earlier mentioned, management theories of leadership involve the advancement of high levels of motivation between the leader and followers. The leadership qualities together with proper follower’s engagement are the prerequisite for effective leadership. The management leadership relationship between leaders and followers is characterized by selflessness, individual consideration and intellectual stimulation. Here, leaders support followers in developing new and specific techniques of tackling the challenges. Moreover, leaders encourage followers to aim high by providing inspiration through visions and missions. More specifically, management leadership model is based on helping followers to grow and develop at a personal level by addressing the needs, empowering them as well as aligning their goals. In turn, this enables followers to achieve extraordinary performance leading to high level of satisfaction and hence more commitment. Generally, management theories of leadership define leadership as a process of change and transformation of individuals. That is, enabling individuals to change, improve and want to be led. Therefore, this involves an assessment of the subordinate motives, valuing and satisfying their needs (Braun, Peus, Weisweiler, and Frey, 2013).

There are four components which management leadership theories base leadership on; charisma/idealized influence, inspirational motivation, individual consideration and intellectual stimulation. The above components form the basis of most research pertaining management theories of leadership (Yukl, 2013; Lussier, & Achua, 2010). To begin with, idealized influence/charisma is considered the most important component of transformational leadership theory. This is attributed to the fact that transformational leaders are seen to spearhead the vision, values, norms and purpose that make work/tasks meaningful. Thus, leaders with this attribute of idealized influence are considered to be mentors to their followers. In this regard, such leaders behave in a manner that portrays them as role models. This attracts their followers who in turn like to be identified with them as well as emulate them. In addition, such leaders have the willingness to undertake the risks and appear to be consistent other than arbitrary. Furthermore, followers expect such leaders to perform to high standards ethically and morally. The leaders’ capacity to be a role model or mentor is dependent on how leaders expose themselves to their followers in order to earn their trust (Duden, 2011). On the contrary, the idealized influence component of transformational theory is affected by uncertainty, culture, personality and dependency (Braun, Peus, Weisweiler, and Frey, 2013).

On the front of inspirational motivation, the management model portrays leaders as those who act in ways that inspire and motivate followers through encouragement. Most of the leadership studies describe this component of leadership as the capacity to inspire and motivate followers’ commitment to achieve organizational success. Through this component leaders are required to know how to inspire and motivate followers through communication either verbally or non-verbally. Thus, they must communicate as well as show commitment to the shared goals and vision of the organization. Individualized consideration is another key component of the management leadership model. This component of leadership is about providing due attention to the needs of all followers. This is meant to enhance followers’ growth and fulfillment. This component emphasizes that leaders should have the concern of all followers in an organization at heart. In this respect, leaders view the followers as humans with capacity in terms of personality and quality. This is aimed at making followers feel valued based on their inputs to the organization’s success. In return, this will influence followers to yield potential of the highest level (Braun, Peus, Weisweiler, and Frey, 2013).

Further to intellectual stimulation, this component involves simulating followers to employ intelligence, rationality, problem solving and questioning assumptions. This is stimulation is purposed to encourage and enhance creativity amongst the flowers by involving them extensively in the organization’s processes. The stronghold of this component lies in allowing followers free expressions and eliminating criticism. This enables leaders and followers to evaluate and analyze various situations from different dimensions. Overall, the effectiveness of management leadership theory is pegged in building and fostering commitment in the followers. However, this begins by gaining the trust from the followers. To gain followers leaders must embrace integrity, transparency and fairness (Braun, Peus, Weisweiler, and Frey, 2013).

Next Generation Leadership and Generative Leadership

The reason we have interest in Next Generation Leadership is because the last generation of leadership interpretations were inadequate. They didn’t deliver the goods of enabling actual leadership and leadership results, however captivating the leadership framework and stories.

Leadership is a field that needs some clarity and usefulness where we outgrow our appetite for “next generation leadership” because the last generation didn’t produce satisfaction and effectiveness. We need an understanding of leadership that is fundamental, clear, observable, necessary, executable, rigorous, and learnable. We need an interpretation that brings us closer to the “eternally valid aspects” of leadership, regardless of culture or historical era.

Leadership, as with any other field of human endeavor, is a field of distinctions, practice, and discourse. As a discourse, leadership shows up for us based on what story and distinctions we have for it, and these shape and enable the actions we take as leaders. Our personal discourse of leadership may be rich and enabling, or sparse and remote. For many people “leadership” is just a word that names something that is not clear, a bit mysterious, but seems important. They lack the distinctions to see, learn, or carry out effective leadership, though they do experience occasional moments where it seems to happen anyway.

Leadership draws tremendous attention with many books, programs, and approaches, as we try to explain, show, inspire, and enable effective leadership. The wide diversity of interpretations and approaches is also a symptom that we don’t have a clear shared interpretation of what it is. We don’t have, for example, such a wide diversity of interpretations for basic chemistry- it’s pretty settled as a field of understanding, interpretation, and practice. We still lack such a foundational understanding of leadership. The diversity of approaches to understanding leadership is reflected in a wide diversity of business leadership programs, business management courses, executive leadership programs, and offers of leadership coaching.

“Generative leadership” is the name of the field that has been focused on developing just such a fundamental set of leadership interpretations and practices, to find identifiable fundamental structures and regularities of the ways that effective leaders observe, act, and generate results. We don’t believe that generative leadership is the only, final, or right interpretation of leadership, but rather that it provides a fundamental and permanent dimension of leadership interpretation that addresses what is missing in the mainstream common sense. It provides a focus on what is fundamental and non-discretionary about leadership and also provides a frame which allows for variations in style, culture, situation, and historical moment. It acts as a foundation and cross check on other interpretations to increase the value they can provide by addressing the generative aspects of: what is observable, executable, learnable, and produces leadership outcomes.

The roots of generative leadership extend back into a discipline called ontological design, developed by Dr. Fernando Flores, and it is related to the field of ontological coaching, developed by Julio Olalla. The discipline draws from many other fields including neuroscience, linguistics, somatics and embodiment, cognition, biology, psychology and emotions. Developed by Bob Dunham since 1981, generative leadership comes from the original questions of “what is action?”, and “how do human beings produce action and coordinate action?” These questions are so fundamental that they also provide powerful new answers to other questions including “what is leadership,” “what is management,” “what is a team,” and “what is an organization.”

These generative answers – which mean ones that are observable, executable, learnable, and that produce the outcome that is named – are based on focusing attention and action on phenomena that are not part of our mainstream awareness. These include commitment based management and coordination, the power of conversations to generate action and results, the role of care in producing passion and ownership, and practice based learning. Some of the key areas of focus of these interpretations include the role of emotions, body, and language in generating action, the role of care in value and satisfaction, and the essential aspects of coordination that underlie effective team performance.

In generative leadership acts of commitment, like requests and promises, produce the generative power of language and conversation. All action is understood to be preceded by conversations that shape and determine its outcomes, both through performance and coordination, and through the assessments of the outcomes. All conversations produce some kind of commitment that shapes future action, and the impact of every conversation is based on the coherence of its language, emotional tone, presence and body language. What people listen when others speak is based on their history and background. Leaders know how to connect to the historical listening and the care of others, and to provoke commitment for future actions.

The point about these distinctions is that they are all generative – observable, executable, learnable, and always are part of generating the results. This is the power of the generative way of “observing.” This way of being an observer – of what one sees and pays attention to – enables being an actor that takes different kinds of action based on these fundamental aspects of human communication, coordination, leadership, management, and teamwork.

Although these distinctions are not yet part of our mainstream education and training, they address phenomena that are always present and in which we are always moving as human beings. We are in a situation similar to medicine hundreds of years ago when doctors didn’t know or study anatomy, but anatomy was always there determining what was happening as a result of their actions. Physicians became more effective when they became aware of and skillful with what was already there – anatomy, biochemistry, and the systems and dynamics of the body. We believe that leadership and management face a similar historical moment: that practitioners are conscientious, hard-working, and dedicated, but are blind to the anatomy and dynamics of their domain of action, which is there all the time and determining their outcomes whether they pay attention to them or not.

To address this Bob Dunham founded the Institute for Generative Leadership in 1998 based on work he and his colleagues have been involved in since 1981. The Institute has trained hundreds of executives, business owners, managers, and professionals through its Generative Leadership Program (the GLP program). Bob’s experience includes being an executive in multiple companies, including as Vice President of Motorola Computer Systems, Vice President of Business Design Associates, and Chief Operating Officer of Action Technologies. He actively consults with client companies in management and leadership development.

A bit more about Bob: he is co-author of the book The Innovator’s Way, the Essential Practices for Successful Innovation with Dr. Peter Denning, published by MIT Press. He designs and delivers multi-year programs in leadership in the US and South America, including the Generative Leadership Program (GLP). He also delivers the Coaching Excellence in Organizations (CEO) program in a joint venture with Newfield Network, one of the leading schools of coaching in the world. He is a guest lecturer in the Executive Certification Program for Presidio Graduate School and in the Leading by Design Fellows Program for the California College of the Arts, and was Adjunct Faculty, Executive in Residence, in the Presidio MBA program in Sustainable Management for three years. Bob has also been published with a chapter in the book Being Human at Work, edited by Dr. Richard Strozzi Heckler, as well as in numerous publications, including Communications of the ACM, Training Magazine, the International Journal for Coaching in Organizations, and the Center for Quality of Management Journal.

The intent of the GLP Program, the CEO program, and others that are in development is to provide generative leadership training that enables people to become more self-generating as leaders, managers, team members, and human beings. These programs provide what is not currently available from other forms of traditional and mainstream education and development: as an MBA leadership program, providing a new dimension to current forms of management leadership training, management development, and organizational performance development. We believe that we provide an essential element to what may someday be a degree in leadership that offers actual leadership skill, not just leadership studies.The results of the programs are being demonstrated by our GLP participants and graduates and our CEO participants and graduates that now number in the hundreds.

Our ambitions and purpose for generative leadership are not just to be thought of as next generation leadership, but to go beyond the next generation as an important foundation for future developments in leadership. We believe that it is now possible to have leadership be clear, observable, executable, and learnable with appropriate practice and feedback. The world is calling leaders to new levels of challenge and our understanding of leadership must provide generative foundations for leadership action and learning.

Leadership Development – Leadership Styles and Training

What makes a good leader?

Leadership development

Ever since we started Impact Factory, lo these many years ago, we have struggled with the whole notion of leadership development or leadership training. Indeed, we have resisted writing about it in much detail because the subject is so subjective.

Are leaders born or made? Can you use management leadership training to give leadership skills to someone who isn’t leadership material? How is it done?

Given that we’re being asked to create a lot more leadership programmes of late, we decided we’d take a hard look at just what makes a good leader.

Even of you don’t think of yourself as a leader, you will have areas in your life where other people look to you for leadership. So here are some essentials qualities and skills you need to be a good leader in whatever leadership arena you’re in.

Leadership training

Training is a misnomer when applied to leadership. Any leadership development programme has to include at least a passing reference to the following

Introduction to the concept of leadership behaviours
Discussion and debate about leadership
A widening of the definition beyond traditional leadership stereotypes
Personal understanding of individual leadership qualities and strengths
The difference between leadership and management
A look at how people perceive, their perception is their reality
Assumptions and their effect on how people see the world
What are your terms of reference and seeing the bigger picture
Personal patterns and beliefs
A look at the elements that have influenced and shaped the participants
Establishing ownership of individual’s leadership behaviours

A programme needs to be designed around the development of the individuals involved rather than towards competencies identified as required by the organisation.

Leadership style

What does a leader look like?

No cookie cutter models here. Everyone can develop their capacity to lead, from church committees to local pressure groups to business teams to political parties. When someone is committed to, and practises using their leadership capabilities at all levels in their life, then they can and will develop their own potential as a leader.

There is a tendency, in our Western culture, to see Leadership as synonymous with white, middle class, male, in charge. There’s a kind of unspoken template of what leadership is supposed to look like. Now we know that isn’t true. Leadership can and does come in many different shapes and forms.

Good leaders don’t conform to a template. Indeed, leaders are people who don’t usually follow the party line. They have an edge to them, they get up people’s noses sometimes, they make decisions – lots of them – that often others don’t like. They say the things that need saying in a way that others understand.

Don’t let the picture get in the way

However, it is important to acknowledge that people developing their leadership skills are often hampered by their picture (or other people’s picture) of what a leader is supposed to ‘look’ like.

This is when it’s important to understand that the role of leader is not only completely individual (remember, they don’t fit a mould!) but also has to be worked at with belief and will and determination by the person occupying it.

It’s different for everyone

Not only that, leaders will be experienced differently by the individual people they lead. One getting encouragement, another understanding. That, of course, will be due to the leader’s ability to see what each person needs (more on this later).

In addition, not every leader is going to be a great leader in the sense that the world around them acknowledges their leader status. Many leaders get no ‘public’ recognition, only their personal satisfaction of a job well done.

Leadership theory

Seeing the Big Picture Vision

When the ‘vision’ word is used it usually means that someone has an idea of what the future could look like and a plan to get there. No point painting rosy, pie in the sky pictures (‘we’ll double our turnover in a year; we’ll create international markets; we’ll be number one in the UK’, etc.) if pie in the sky is all they are.

More like, ‘we could double our turnover in a year, this is how we could get there, this is what I expect from everyone in the organisation to help us get there and any new ideas are welcome’.

The ability to see

There is one essential quality for anyone in any position of leadership: the ability to see what is going on. Seeing is clarity. Seeing in the ‘wood for the trees’ kind of way.

We’ve heard the following phrase from a number of people throughout the years and it’s a good one – get your attention off yourself and on to whatever is going on.

What you’ll see

Here’s what you’ll be able to see if you do that: you’ll be able to see things from other people’s points of view; you’ll be able to understand what’s going on for them. You’ll be able to see what other people are capable of and how to help them achieve it. Most importantly, you’ll be able to see the whole picture not just your little bit of it.

Leadership skills

What makes you tick?

Know thyself. To be able to see you need a clear understanding of what has made you the way you are and what has shaped and influenced your life. The clearer you are about what motivates and affects your behaviour, the clearer you will be able to see what is going on with other people.

You didn’t spring fully formed from Zeus’s head – many things have affected you over the years. A good leader is proud to acknowledge role models, people, places, things, etc, which have inspired them.

You can’t do it alone

Any good leader worth their salt should be able to name 100 people, places, things, right off the bat. Why? Because they know themselves well enough to acknowledge who has supported and inspired them along the way, and what support they still need to get things done.

Leadership quality


Think about what qualities your role models have that are attractive to you, that make them inspiring. Now, putting aside modesty, false or otherwise, think about what qualities they have that you also have. You have to know who you are and accept that you have outstanding qualities – leaders are able to do that.

Beliefs, rules and patterns

How well do you understand the rules, beliefs and patterns you have created in your life so far? Everyone’s got ’em.

They can be the simple kind of rule – you should brush your teeth twice a day. They can be the more complex kind – you should treat everyone the way you expect to be treated. Beliefs can be things like – I believe everyone should be fair. And patterns can be as simple as going to and from work the same way every day.

When identifying your rules, patterns and beliefs see if you can avoid putting a value judgement on whether they are good or bad; this is far more about seeing just how well you understand your own behaviour.

Leadership management

Moving things forward Innovative thinking

Leadership requires innovative thinking; it requires people making positive and inspiring impacts; and it requires them to be able to motivate others. What is needed is an ability to think and act ‘out of the box’; out of the accepted or ‘right’ ways of doing things.

The culture of tomorrow will be one where change and innovation are the order of the day. Out of the box thinking and identifying future needs go hand in hand.

There’s no such thing as ‘can’t do’

‘Can’t do’ is an alien concept to a real leader. Leaders get things done. They have commitment, persistence, determination and resilience. Couple all of that with creative problem-solving and you have a person things happen around.

What we mean, is that no matter what their personality, there will be a kind of buzz around them; things change when they’re around; indeed, things might even get shaken up when they’re around. It isn’t always comfortable being around leaders.

You can’t stay stuck

Along with a ‘can do’ attitude, is an ability to move things forward. When others get bogged down, good leaders know how to motivate and inspire the people around them. They are willing to take risks and stand up for what they believe. They want to get things done and bring people along with them.

Development training

Can training develop leadership skills?

In our view, you cannot ‘send’ someone on a leadership programme who doesn’t want to be there and expect them to become a leader. It’s not like the reluctant presenter who gets sent along to a course and finds out that it’s not so bad after all. If your prospective leader isn’t fully engaged in the process, sending them along to be ‘taught’ leadership skills will be a waste of time and money.

If you fall into that category, then no amount of leadership training is going to develop your skills.

However, if you have to step into a new leadership role, or there are greater expectations of how you manage people, or you’ve become a project leader, and you have a willingness to develop and take on new skills, then it’s really possible to give yourself a leadership boost. Everyone can develop their capacity to lead, from church committees to local pressure groups to business teams to political parties. When you are committed to, and practise using your leadership capabilities at all levels in your life, then you can and will develop your own potential as a leader.

Management training

We believe there is a real difference between management and leadership. You don’t need to be a leader to be able to manage other people. However, to be an outstanding manager, you do have to have some of those essential skills and qualities that are necessary in developing as a leader.

Even if you are a manager with no major aspirations of leadership, there will be people who will turn to you for leadership, whether you like it or not. Therefore, when looking for training to develop your skills, it might be a very good idea to look at leadership courses as well as management courses.

Leadership courses

There are scores of courses available calling themselves Leadership Training, Leadership Development, Leadership Skills, etc. We cannot judge just how good they are, but if you think about everything you’ve read so far and feel in synch with our sentiments, then that’s what you need to look for: courses that incorporate a clear approach to developing leadership skills.

Earlier in this document we outlined some of the things to look for in a Leadership Training Programme. Add to that list a few more essentials:

How to initiate leadership behaviours
Understanding how commitment works
Leading by example
Influencing skills
Empowering and motivating others
Thinking on your feet
Handling yours and others’ stress

In our view, really good leadership courses need to incorporate all of these elements to be truly effective. Equally important, a programme needs to be relevant to your specific leadership needs and not something off the peg.

This is why Impact Factory only delivers tailored leadership training; so that each and every course fits the organisation to a ‘T’.

In conclusion:

Expect the unusual, the quirky, the non-conformist, the doer, the inspirer and you’ve got yourself a leader. To become one or to develop your leadership skills you have to be fully engaged in the process of development and just like everyone else, you have to practise, practise, practise.

Key Learning Points:

The power of aligning personal motivation and business objectives
The capacity of strong well expressed beliefs to motivate others
Communication is far more than just words
Leadership is not just about getting people to do what you ask
It is far more about seeing what is needed and carrying people forward with your vision
Being able to create the impact you want
Expanding your spheres of influence
Being able to talk to people in terms they understand
Using appropriate language
The relevance, development and use of personal style
Putting across concepts and ideas with ease and flair
The value of creative risk-taking and “out of the box” thinking
Making sure projects move forward without having to do all the work yourself.

Motivate Your Employees Using Quality Strategic Leadership Training

In today’s fast changing business world, there is an almost daily influx of ideas, programs, and technology that corporate leaders and managers in the United States of America and other countries need to address if they are to stay competitive. There is also the risk of your highly trained professional employees who are always on the lookout for more lucrative jobs and avenues to further their career.

Motivational Ideas

One of the ways to keep your employees motivated and challenged is to enroll them in executive leadership programs with specialized organizations to help them train and focus their goals and ideas. The expertise gained during these programs, usually conducted by industry professionals who know exactly how to instill leadership qualities as well as organizational development procedures in their potential business candidates. These professional organizations can observe your potential business leaders and select the ones they feel would be the best to improve your business with leadership and management skills. These executive direction programs help in highlighting the effort and time needed to teach future managers the strategies as well as fundamentals of how to enrich their ideals.

Leadership Qualities

They will assess your requirements and explain in detail what can be expected from the comprehensive guidance that the inductee will have to go through. Many companies are so confident in their abilities that they even guarantee Leadership Team Development qualities with a considerable improvement in productivity. They ensure wholehearted participation and completion of the training program with results that were envisioned by the management. In the United States of America, there are hundreds of outfits providing this sort of control training for the corporate world, but very few have the experience and qualities that are sought after worldwide.

Advanced Training

In the current competitive world of business, providing your managers, supervisors, and potential staff with executive level guidance training. This type of executive guidance and organizational development preparation is supposed to prepare your selected employees insight into creating headship vision qualities that will hopefully help them meet any challenges when leading your company’s operations. The thorough professional training highlights the basic concepts and principles of headship as well as enabling them to design, communicate, and execute their ideas, visions, and goals. This type of instruction program is not limited to large corporations, but is available to small and medium-sized businesses that can do their bit to level the playing field.

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