Chief Learning Officer- September 2008 - (Page 18) STRATEGIES Leading With Substance and Style The two sides of the leadership coin • BY FRED HARBURG recently was interviewed by a major network asking whether Sen. Barack Obama’s chances for the White House could be damaged by the incident involving the use of a logo resembling the presidential seal that appeared on the podium he used at a Chicago event. Well, sure, his chances could be damaged, but just how damaged has a lot to do with how hyped up the story becomes in Fred Harburg is a the news cycle and how much his staff learns from private consultant, the incident. writer and speaker Like all senior leaders in public service, business, in the disciplines of sports, nonprofits and entertainment, Obama lives in leadership, strategy and a fishbowl of continuous public scrutiny. For highperformance coaching. profile leaders, every move is under the microscope. He has held numerous One of the first and most disconcerting things senior international leaderexecutives learn is that people always are watching ship roles at IBM, them and making all manners of attribution regarding GM, Motorola and their actions, mannerisms and trappings. Fidelity Investments. In the greater scope of things, the seal is a minor He can be reached at editor@clomedia.com. issue, and the story probably will go away soon. Obama probably had nothing to do with its design or even the decision to use it, but like any leader, he bears the responsibility for issues such as this, no matter how trivial. This situation illustrates a couple of bigger leadership issues: One is the general issue of image vs. authenticity, and the other is the specific issue of a leader’s image with respect to arrogance and narcissism vs. humility. CLO SYMPOSIUM With ubiquitous media Tamar Elkeles, vice president of coverage, all leaders constantQualcomm’s Learning Center, will ly face image-based assessdiscuss the skills and competenments whether they like it cies required to be the leader of or not. Perceptions are real an organization’s learning function in their consequences, even at the Fall 2008 CLO Symposium if the perceptions are dead taking place Sept. 24-26 in Corowrong. Leaders are forced to nado, Calif. For more information, pay attention to their images, go to www.clomedia.com/events/ not because they want to, but symposiums. because doing otherwise can compromise their ability to lead in a way that serves the best interests of the organization, its employees, its customers and its stakeholders. In the best of all worlds, a leader’s publicly held image is consistent with his or her privately held values. These leaders are authentic, and they hold values that evoke a sense of confidence in their competence and character. When it comes to leadership, the first thing that I followers ask, consciously or unconsciously, is, “Can I trust you?” In a 2001 study called “The Voice of the Leader” by the Corporate Leadership Council, 88,000 businesspeople across industries and across global cultures said the qualities they most wanted in a leader were integrity and authenticity. We hear a lot about arrogant business leaders but not so much about the humble ones because they enjoy a lower profile than their more flamboyant and highlighted peers. Who has not heard the story of former Tyco CEO Dennis Kozlowski’s “business expense” charges to the stockholders for a $6,000 shower curtain and a $2.1 million birthday party for his wife? We also know that ex-WorldCom CEO Bernie Ebbers thought $12 billion of expenses could be accounted for as capital investments. But what about the selfless business leaders who hold values greater than their self-interest? Why not learn from the positive exemplars? I have had the privilege of working for a few of these inspiring leaders during my career. One of them was Skip LeFauve. He was the CEO who launched Saturn Corp. Working for him gave me the chance to see what a psychologist would call “mutuality” up close. One of the hallmarks of achieving rapport with other human beings is the authentic and consistent demonstration of genuine regard for them. LeFauve had it in abundance. Whether talking with a shop worker or the chairman of General Motors — and I was with him when he did both — he treated each with the same degree of courtesy, respect and, when appropriate, firm disagreement. Another example was Bob Galvin, former CEO and chairman of Motorola. Galvin had the humility to listen carefully to employees far less experienced and knowledgeable than him, and to learn from them. His active listening could not be faked, and it engendered fierce loyalty and respect from his people. People rarely take the time to get all the facts. Unfortunately, they operate on sound bites and oneframe storyboards. Substance clearly is the first priority for a leader, but appearance matters too. Leaders who lack the appearance of competence rarely get the chance to show that they have it. We are all blessed when a leader has both. Leaders like Galvin and LeFauve have demonstrated that it’s possible. Here’s hoping the same is true for our elected leaders. CLO 18 Chief Learning Officer • September 2008 • www.clomedia.com http://www.clomedia.com/events/symposiums http://www.clomedia.com/events/symposiums http://www.clomedia.com
Table of Contents Feed for the Digital Edition of Chief Learning Officer- September 2008 Chief Learning Officer Editor’s Letter Contents Connections Imperatives Selling Up, Selling Down Strategies Take Five Lifestyle Learning: Improve the Bottom Line With Behavioral Education Tracom’s Social Style Model CLO Profile IOL: Determining the Impact of Learning Communicating With the Boss About Impact Mission Accomplished? Measuring Success of Corporate Universities Borrowing Measurement Practices From Investors Value Creation With Human Capital Investment Business Impact Analysis at Chrysler Learning or Performance Enhancement: Which Is It? Best Practices in Global Project Management Training Case Study Business Intelligence Advertisers’ Index Editorial Resources In Conclusion Chief Learning Officer- September 2008 Chief Learning Officer- September 2008 - Chief Learning Officer (Page Cover1) Chief Learning Officer- September 2008 - Chief Learning Officer (Page Cover2) Chief Learning Officer- September 2008 - Chief Learning Officer (Page 3) Chief Learning Officer- September 2008 - Editor’s Letter (Page 4) Chief Learning Officer- September 2008 - Editor’s Letter (Page 5) Chief Learning Officer- September 2008 - Editor’s Letter (Page 6) Chief Learning Officer- September 2008 - Editor’s Letter (Page 7) Chief Learning Officer- September 2008 - Editor’s Letter (Page 8) Chief Learning Officer- September 2008 - Contents (Page 9) Chief Learning Officer- September 2008 - Contents (Page 10) Chief Learning Officer- September 2008 - Contents (Page 11) Chief Learning Officer- September 2008 - Connections (Page 12) Chief Learning Officer- September 2008 - Connections (Page 13) Chief Learning Officer- September 2008 - Imperatives (Page 14) Chief Learning Officer- September 2008 - Imperatives (Page 15) Chief Learning Officer- September 2008 - Selling Up, Selling Down (Page 16) Chief Learning Officer- September 2008 - Selling Up, Selling Down (Page 17) Chief Learning Officer- September 2008 - Strategies (Page 18) Chief Learning Officer- September 2008 - Strategies (Page 19) Chief Learning Officer- September 2008 - Take Five (Page 20) Chief Learning Officer- September 2008 - Take Five (Page 21) Chief Learning Officer- September 2008 - Lifestyle Learning: Improve the Bottom Line With Behavioral Education (Page 22) Chief Learning Officer- September 2008 - Lifestyle Learning: Improve the Bottom Line With Behavioral Education (Page 23) Chief Learning Officer- September 2008 - Tracom’s Social Style Model (Page 24) Chief Learning Officer- September 2008 - Tracom’s Social Style Model (Page 25) Chief Learning Officer- September 2008 - Tracom’s Social Style Model (Page 26) Chief Learning Officer- September 2008 - Tracom’s Social Style Model (Page 27) Chief Learning Officer- September 2008 - CLO Profile (Page 28) Chief Learning Officer- September 2008 - CLO Profile (Page 29) Chief Learning Officer- September 2008 - CLO Profile (Page 30) Chief Learning Officer- September 2008 - CLO Profile (Page 31) Chief Learning Officer- September 2008 - IOL: Determining the Impact of Learning (Page 32) Chief Learning Officer- September 2008 - IOL: Determining the Impact of Learning (Page 33) Chief Learning Officer- September 2008 - Communicating With the Boss About Impact (Page 34) Chief Learning Officer- September 2008 - Communicating With the Boss About Impact (Page 35) Chief Learning Officer- September 2008 - Communicating With the Boss About Impact (Page 36) Chief Learning Officer- September 2008 - Communicating With the Boss About Impact (Page 37) Chief Learning Officer- September 2008 - Mission Accomplished? Measuring Success of Corporate Universities (Page 38) Chief Learning Officer- September 2008 - Mission Accomplished? Measuring Success of Corporate Universities (Page 39) Chief Learning Officer- September 2008 - Borrowing Measurement Practices From Investors (Page 40) Chief Learning Officer- September 2008 - Borrowing Measurement Practices From Investors (Page 41) Chief Learning Officer- September 2008 - Borrowing Measurement Practices From Investors (Page 42) Chief Learning Officer- September 2008 - Borrowing Measurement Practices From Investors (Page 43) Chief Learning Officer- September 2008 - Borrowing Measurement Practices From Investors (Page 44) Chief Learning Officer- September 2008 - Borrowing Measurement Practices From Investors (Page 45) Chief Learning Officer- September 2008 - Value Creation With Human Capital Investment (Page 46) Chief Learning Officer- September 2008 - Value Creation With Human Capital Investment (Page 47) Chief Learning Officer- September 2008 - Business Impact Analysis at Chrysler (Page 48) Chief Learning Officer- September 2008 - Business Impact Analysis at Chrysler (Page 49) Chief Learning Officer- September 2008 - Business Impact Analysis at Chrysler (Page 50) Chief Learning Officer- September 2008 - Business Impact Analysis at Chrysler (Page 51) Chief Learning Officer- September 2008 - Learning or Performance Enhancement: Which Is It? (Page 52) Chief Learning Officer- September 2008 - Learning or Performance Enhancement: Which Is It? (Page 53) Chief Learning Officer- September 2008 - Learning or Performance Enhancement: Which Is It? (Page 54) Chief Learning Officer- September 2008 - Learning or Performance Enhancement: Which Is It? (Page 55) Chief Learning Officer- September 2008 - Learning or Performance Enhancement: Which Is It? (Page 56) Chief Learning Officer- September 2008 - Best Practices in Global Project Management Training (Page 57) Chief Learning Officer- September 2008 - Case Study (Page 58) Chief Learning Officer- September 2008 - Case Study (Page 59) Chief Learning Officer- September 2008 - Case Study (Page 60) Chief Learning Officer- September 2008 - Case Study (Page 61) Chief Learning Officer- September 2008 - Business Intelligence (Page 62) Chief Learning Officer- September 2008 - Business Intelligence (Page 63) Chief Learning Officer- September 2008 - Business Intelligence (Page 64) Chief Learning Officer- September 2008 - Editorial Resources (Page 65) Chief Learning Officer- September 2008 - In Conclusion (Page 66) Chief Learning Officer- September 2008 - In Conclusion (Page Cover3) Chief Learning Officer- September 2008 - In Conclusion (Page Cover4)
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