{"id":109,"date":"2008-02-14T11:37:39","date_gmt":"2008-02-14T11:37:39","guid":{"rendered":""},"modified":"2013-11-26T21:49:08","modified_gmt":"2013-11-26T21:49:08","slug":"leadership-effectiveness-for-the-twenty-first-century","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/leadership-effectiveness-for-the-twenty-first-century\/","title":{"rendered":"Leadership Effectiveness for the Twenty-First Century"},"content":{"rendered":"
Submitted by: Tim Newman, EdD., ATC<\/div>\n

Introduction<\/strong><\/p>\n

As
\nwe move steadily through the first few years of the twenty-first
\ncentury, it is only natural to reflect upon the most significant
\nevents of the twentieth century, and look ahead at what awaits
\nus, particularly the next few years. Perhaps one of the largest
\ngroups of people pondering the future is the business community.
\nGiven all of the technological changes which occurred during
\nthe twentieth century, corporations have had to endure almost
\nnon-stop change to remain competitive in the global market.
\nOpen any history book to see the political changes…the end
\nof the Cold War, the fall of the Berlin Wall, the disintegration
\nof the Soviet Union…or the social changes…the development
\nof the entertainment industry with things like the television,
\nVCR, compact discs, personal computers, and the Internet…and
\nthe economic changes…the global economy, instant communication
\nfor business purposes, planes, and even the beginning stages
\nof video-conferencing.<\/p>\n

<\/p>\n

Combine
\neverything and one can see the unprecedented changes which
\nhave influenced business all over the world. The reality of
\nthe world-wide economy and the proliferation of information
\nand technology has made corporations large and small begin
\ncompeting in a whole new manner. As a result, effective management
\nskills and leadership often determine whether or not a company
\nwill survive. Open any business journal or trade magazine
\nand the myriad of articles talking about how to stay afloat
\namid the flood of changes is overwhelming.<\/p>\n

In
\naddition to businesses being forced to deal with a changing
\nsociety, education has also had to confront changes. One issue
\ninvolves the public desire for strong results in the end product
\nof children (Berry, 1997). According to Blankstein (1992),
\nthe structures schools use to manage daily operations need
\nto be updated and changed in order to be relevant and meaningful
\nin today’s society. Blankstein also argued that without creating
\na framework and structure for educational systems, all of
\nthe current practices in schools are simply individual programs
\nwhich function ineffectively. While dealing with the above
\nmanagement and organizational issues, school must also focus
\non the need to graduate students capable of leadership in
\na diverse and changing society (Seitz & Pepiton,1996).<\/p>\n

As
\nwe look toward the future, we must reflect on the past, evaluate
\nwhat has worked and begin plans for the twenty-first century.
\nWhat will leadership effectiveness mean in the next millennium?
\nPerhaps the best way to begin a conversation on this subject
\nis to turn to the greats in management theory–Deming, Shewhart
\nand Greenleaf. By examining different perspectives regarding
\neffective leadership and combining the best aspects of each
\nperson, a mixture of philosophies and practices should emerge
\nwhich can continue to change with the times.<\/p>\n

Review
\nof the Literature<\/strong><\/p>\n

A
\nreview of the literature reveals countless articles regarding
\ntotal quality management (TQM), effective management, quality
\ncontrols, employee empowerment and servant leadership. Articles
\nhave been written applying these ideas to areas which include
\neverything from education (Berry, 1997; Blankstein, 1992;
\nNapier, Sidle, Sanaghan, & Reed, 1988; Scholtes, 1997;
\nSeitz, & Pepiton, 1996) to government (Levin, 1996, Scholtes,
\n1997) and even sports (Ho, 1997). What do all of these things
\nmean? What do the philosophies and methods have in common?<\/p>\n

Total
\nQuality Management Concepts <\/strong><\/p>\n

On
\na very basic level, all of the ideas revolve around a few
\nconcepts. First of all, management officials should always
\nact as leaders within their organization. It is the opinion
\nof the author that true leaders always give 100%, stick to
\ntheir beliefs, act for the good of their people\/organization,
\nand accept the consequences of their actions. Managers acting
\nas leaders inherently produce quality products, interact with
\nemployees in a positive manner and create a healthy working
\nenvironment based upon mutual trust. Furthermore, leaders
\nshould always strive to bring out the best in people and encourage
\nthe constant growth of every individual within the company.
\nNaturally, the leader must hold himself\/herself accountable
\nto the same standards as the employees. If leaders create
\na vision for their company and their people, and then take
\nthe necessary actions to achieve their goals, businesses will
\nprosper in the years to come. On the other hand, as Scholtes
\n(1997) said, “if leaders don’t understand and lead systems,
\norganizations and communities will forever falter and will
\nprobably not survive” (p 49).<\/p>\n

Officially
\nspeaking, the ideas mentioned above are all found in the theories
\nwhich exist in the business journals. For example, take the
\ntotal quality management approach. According to Grandzol,
\n& Gershon (1997), TQM can be best defined as, “a
\nholistic approach to running an organization such that every
\nfacet earns the descriptive quality” (p 44). Every facet
\nobviously refers to a slew of other topics. Anderson, Rungtusanatham,
\n& Schroeder (as cited in Grandzol, & Gershon in 1997),
\nfound seven guiding principles which repeatedly occurred in
\nthe research of TQM: leadership, continuous improvement, internal\/external
\ncooperation, customer focus, learning, employee fulfillment,
\nand process management. Each of the above mentioned principles
\nmay be broken-down into the categories listed below.<\/p>\n

For
\nexample, in a broad sense, leadership refers to the clarity
\nof vision and the long-range orientation of the leader. It
\nalso includes management through a coaching or participatory
\nstyle. Furthermore, leadership covers topics such as employee
\nempowerment and the planning\/implementing phase of change.
\nThe continuous improvement component allows for the refinement
\nof ideas and specific improvements to be made to the final
\nproduct or service. In addition, cooperation must be collaborative
\nbetween individual employees and teams of coworkers. The ultimate
\ngoal of cooperation is to operate from an organization-wide
\nperspective where the entire business functions as one system
\nbased upon trust and not fear. In terms of education, this
\nmeans schools need to focus on: implementing long-term planning,
\naddressing turnover rate of management (principals and superintendents),
\neliminating arbitrary goals\/quotas, revising the current appraisal
\nprocess of teachers, studying merit pay for teachers, and
\nreducing fear among educational participants (Blankstein,
\n1992).<\/p>\n

Of
\ncourse, businesses should always focus on the customer–all
\nactions should ultimately be based upon what the end result
\nprovides the customer. One of the ways in which customer driven
\nfocus occurs is through the continual process of learning
\namong corporation employees. The training provided through
\nthe company enhances employees’ foundational knowledge as
\nwell as process knowledge. The resulting educational development
\nand continuous self-improvement of all employees enables the
\nbusiness team to better serve the customer. In fact, the training
\nand development often leads to an increased level of employee
\nfulfillment (job satisfaction, commitment, and pride).<\/p>\n

Once
\nagain turning to education, Berry (1992) indicated schools
\nmust begin being considered as service organizations concerned
\nwith the needs of their clients\/customers. As a result, Berry
\nargued schools must actively provide both employees and students
\nwith services in the areas of educational programs, advice,
\ncare, information and opportunities for specific skills training.
\nMore specifically, Berry stated a TQM approach should include
\nthe following areas: leadership roles, development of vision,
\nmanagement by fact, team building, human resources, bench
\nmarking, cycle time reduction and customer focus\/satisfaction\/measurement.
\nUnfortunately for educators, Berry also pointed to barriers
\nwhich face educators when applying TQM practices to school
\nsystems: philosophical barriers, unclear relationships between
\nTQM and improved learning outcomes, difficulties with statistical
\nanalysis, the customer\/supplier relationship, customer-defined
\nquality concept, the industrial culture in education, the
\nintroduction\/development process and the inspection\/evaluation
\nprocess.<\/p>\n

Finally, the last component of qualities associated with TQM
\nrevolves around the concept of process management. The managers
\nof a business are directly responsible for prevention of mistakes
\nand reduction in mass inspections. Management must focus on
\nthe company’s design quality and statistical control. The
\nmanagers and leaders are required to understand the concept
\nof variation and be able to use the idea to eliminate numerical
\nquotas and merit ratings. Furthermore, management must truly
\nunderstand motivation and be able to direct employee motivation
\ntoward cutting total costs within the company and maintaining
\na stable level of employment among the workers. All of these
\nideas constitute the seven indicators of total quality management
\n(as described by Anderson, et al., 1994 and cited by Grandzol,
\n& Gershon, 1997)…but where did these ideas originate?<\/p>\n

Deming,
\nShewhart, and Greenleaf<\/strong><\/p>\n

It
\nis important to backtrack to the works of W. Edwards Deming
\nand Walter A. Shewhart. Both men were classical American pragmatists
\n(Lovitt, 1997) that believed, “knowledge is grounded
\nin hard, measurable data” (p 99). Deming viewed businesses
\nas systems designed to please the customers. In order to please
\nthe customer, Deming realized that a number of factors must
\nbe addressed. First, the business must clearly identify the
\ncustomers and know what they want. Then, the business must
\nproduce quality products that meet the customers’ needs and
\ndesires. In order to do this effectively, the business must
\nfunction as a system of interrelated processes working at
\noptimal performance. Deming based his standards of optimization
\non the work of Shewhart. Levels of acceptable variation could
\nbe determined based upon the data collected by the business
\n(Roehm, & Castellano, 1997). A key component of this view
\nis the idea that when the system was not functioning at the
\ncorrect level, management officials need to find the cause
\nand solve the problem. Deming even modified Shewhart’s work
\nto create a method for problem solving to aid in this procedure.
\nThe PDSA cycle (plan-do-study-act) refers to the process by
\nwhich people learn and improve (Lovitt, 1997).<\/p>\n

Already
\none can see the relationship between the unofficial definition
\nof leadership and the works of the Deming and Shewhart. If
\nevery employee at a given business focuses on expending 100%
\neffort and takes pride in their work, then it naturally follows
\nthat the corporation would run at optimum levels and produce
\nhigh quality items. When the leader treats everyone with respect
\nand creates an atmosphere of trust, then employees will be
\nable to work towards continuous improvement, personal growth\/development,
\nand learn. Few employees would be able to argue they were
\nunfulfilled! Even the customers would feel well taken care
\nof when they bought quality products which served their needs
\nand met high standards.<\/p>\n

Before
\ncontinuing with more details about Deming and Shewhart, take
\na moment to relate Robert Greenleaf’s work to effective leadership
\nin the twenty-first century. Greenleaf’s concept of servant
\nleadership focuses on putting the needs of others above one’s
\nown needs. A leader concerns himself\/herself about the employees,
\nthe customers, and the community as the number one priority.
\nOne knows he\/she is truly adhering to servant leadership when
\nthe people being served grow as individuals, are happy, and
\nbecome more autonomous. Perhaps the best reward is when someone
\nyou have served takes on the role of a servant leader (Spears,
\n1994). Once again, these ideas fit with the first concept
\nof leadership–leaders strive to bring out the best in people
\nand encourage constant growth. This level of commitment and
\nservice, if sincere, would enable businesses to prosper in
\nthe twenty-first century.<\/p>\n

Now
\nthat general ideas have been discussed, a closer look at Deming’s
\nwork seems appropriate. One of the goals of Deming’s TQM movement
\nwas to create a culture for change within an organization.
\nIn order to create change, the head of the company must commit
\nto the hard work of developing a vision which the employees
\nwill embrace. Deming created the following philosophical platform\/framework
\nof fourteen quality management points: (1) create constancy
\nof purpose; (2) adopt a new philosophy; (3) stop mass inspections;
\n(4) end price-tag contract awards; (5) improve constantly;
\n(6) institute training; (7) institute leadership; (8) drive
\nout fear; (9) break down barriers; (10) eliminate slogans;
\n(11) eliminate quotas; (12) remove barriers to pride in work;
\n(13) education\/re-training courses; (14) action (Berry, 1997).
\nThese fourteen steps are not in any particular order but reflect
\nthe ideas of Deming.<\/p>\n

Other
\nresearchers have rearranged the order of the fourteen points
\nso that the points stress the commitment employers have to
\nemployees (Roehm, & Castellano,1997). Still others have
\nchosen to focus on specific elements of Deming’s work. For
\nexample, Ward (1997) zeroed in on the issue of implementing
\nemployee empowerment. In the case of Blankstein (1992), five
\nof the points were connected to school related concerns. Additionally,
\nLo (1997) used seven points to address issues related to major
\nchanges within the philosophy of the organization. The bottom
\nline is that Deming’s work provides enough information to
\neffectively manage while at the same time, provides enough
\nflexibility to tailor the fourteen points to fit the needs
\nof a specific situation.<\/p>\n

As
\nbusinesses experience the changes that will occur as time
\ngoes by, it is important to continuously apply the PDSA model.
\nIf businesses make it a habit of planning their course of
\naction, implementing the ideas of Deming, Shewhart, and Greenleaf
\nand studying the results, then corporations will be able to
\nact in the best possible manner to achieve customer demands.
\nWhen management follows the guidelines and applies 100% of
\ntheir efforts to achieving company goals, serving the needs
\nof employees\/customers\/community members, then the corporations
\nwill be able to keep up with the changes and survive in the
\nnew millennium.<\/p>\n

Summary
\nand Conclusion<\/strong><\/p>\n

In
\nclosing, businesses and schools throughout the world should
\npractice the leadership effectiveness models currently outlined
\nby Deming’s fourteen points, the PDSA learning cycle, and
\nthe servant leadership paradigm of Greenleaf. When applied
\nin a consistent manner by individuals committed to working
\nwith 100% effort and organized by people in leadership positions
\nwilling to adhere to their beliefs, then success should follow.
\nThe key is for the leaders to act in manners consistent with
\nthe best interests of their people\/organization. Of equal
\nimportance is for the leadership team to accept the consequences
\nof their actions–both good and bad. Through modifying the
\nprocess and eliminating sources of inappropriate variations,
\nmanagers will facilitate the production of quality products.
\nFurthermore, employees will work within a positive, healthy
\nworking environment. The high level of mutual trust combined
\nwith the encouragement of leaders to pursue constant growth
\nwill empower employees to actively participate in the entire
\nbusiness process. With sound vision, people, and methods,
\ncompanies will achieve their goals, businesses will prosper,
\nand everyone will win together. In terms of education, students
\nwill be prepared to enter the work force and educational professionals
\nwill experience benefits similar to those in business. Leadership
\neffectiveness in the twenty-first century will ideally be
\ncharacterized by impeccable customer service, employee loyalty,
\nhigh standards, and individual growth.<\/p>\n

References<\/strong><\/p>\n

Anderson,
\nJ. C.; Rungtusanatham; & Schroeder, R. G. (1994). A theory
\nof quality management underlying the Deming management method.
\nThe Academy of Management Review, 19(3), 472-509.<\/p>\n

Berry, G. (1997). Leadership and the development of quality
\nculture in schools. International journal of Educational Management,
\n11(2), 52-64.<\/p>\n

Blanksetin, A. M. (1992). Lessons from enlightened corporations.
\nEducational Leadership, March 1992, 71-75.<\/p>\n

Grandzol, J. R.; & Gershon, M. (1997). Which TQM practices
\nreally matter: An empirical investigation. Quality Management
\nJournal, 4(4), 43-59.<\/p>\n

Ho, S. H. (1997). Problem solving and the Euro \u201896. Management
\nServices, January 1997, 10-12.<\/p>\n

Levin, W. J. (1996). Could a dose of Deming transform government?
\nJournal for Quality and Participation, January\/February 1996,
\n56-61.<\/p>\n

Lo, W. (1997). Application of Deming’s principles in the management
\nof change–a Hong Kong experience. The TQM Magazine, 9(5),
\n336-343.<\/p>\n

Lovitt, M. R. (1997). The new pragmatism: Going beyond Shewhart
\nand Deming. Quality Progress, April 1997, 99-105.<\/p>\n

Napier, R.; Sidle, C. C.; Sanaghan, P.; & Reed, W. S.
\n(1998). Metamorphosis: Creating the capacity for change. NACUBO
\nBusiness Officer, January 1998, 18-28.<\/p>\n

Roehm, H. A.; & Castellano, J. F. (1997). The Deming view
\nof a business. Quality Progress, 39(2), February 1997, 39-45.<\/p>\n

Scholtes, P. R. (1997). Communities as systems: Americans
\nneed to pick up where W. Edwards Deming left off. Quality
\nProgress, July 1997, 49-53.<\/p>\n

Seitz, S.; & Pepiton, S. (1996). Servant leadership: A
\nmodel for developing college students. Metropolitan Universities,
\nSummer 1996, 113-122.<\/p>\n

Spears, L. C. (1994). Servant leadership: Quest for caring
\nleadership. Inner Quest, 2, 9-13.<\/p>\n

Ward, J. A. (1997). Implementing employee empowerment. Information
\nSystems Management, Winter 1997, 62-65.<\/p>\n","protected":false},"excerpt":{"rendered":"

Submitted by: Tim Newman, EdD., ATC<\/div>\n

Introduction<\/strong><\/p>\n

As
\n we move steadily through the first few years of the twenty-first
\n century, it is only natural to reflect upon the most significant
\n events of the twentieth century, and look ahead at what awaits
\n us, particularly the next few years. Perhaps one of the largest
\n groups of people pondering the future is the business community.
\n Given all of the technological changes which occurred during
\n the twentieth century, corporations have had to endure almost
\n non-stop change to remain competitive in the global market.
\n Open any history book to see the political changes…the end
\n of the Cold War, the fall of the Berlin Wall, the disintegration
\n of the Soviet Union…or the social changes…the development
\n of the entertainment industry with things like the television,
\n VCR, compact discs, personal computers, and the Internet…and
\n the economic changes…the global economy, instant communication
\n for business purposes, planes, and even the beginning stages
\n of video-conferencing. <\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[291],"tags":[25,37,8,33],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-1L","jetpack-related-posts":[{"id":180,"url":"https:\/\/thesportjournal.org\/article\/soccer-hooliganism-in-england-between-the-wars\/","url_meta":{"origin":109,"position":0},"title":"Soccer Hooliganism in England Between the Wars","date":"March 3, 2008","format":false,"excerpt":"Submitted by: Gerald Griggs Hooliganism has long been associated with soccer in England and has been a common occurrence from the late nineteenth century onwards. 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Box 3011 Commerce, TX 75429 dean.culpepper@tamuc.edu 903.886.5573 Dean Culpepper is an Assistant Professor at Texas A&M University-Commerce in the Health and Human Performance Department and Lorraine Killion is an Associate Professor at Texas A&M University-Kingsville in the Health\u2026","rel":"","context":"In "Research"","img":{"alt_text":"Micro or Macro - Table 2","src":"https:\/\/i0.wp.com\/thesportjournal.org\/wp-content\/uploads\/2016\/11\/Micro-or-Macro-Table-2.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":93,"url":"https:\/\/thesportjournal.org\/article\/did-you-know\/","url_meta":{"origin":109,"position":3},"title":"Did You Know?","date":"February 14, 2008","format":false,"excerpt":"Submitted by: Dr. Richard Bell, Ed.D. The Olympic flag was conceived by Pierre de Coubertin. The flag consists of five colored interlocking rings on a white background. The rings are blue, yellow, black, green, and red. After more than a century the flag still maintains its symbolism. At least one\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":262,"url":"https:\/\/thesportjournal.org\/article\/book-review-early-exits-the-premature-endings-of-baseball-careers\/","url_meta":{"origin":109,"position":4},"title":"Book Review: Early Exits: The Premature Endings of Baseball Careers","date":"March 14, 2008","format":false,"excerpt":"Reviewed by: David Gargone Early Exits: The Premature Endings of Baseball Careers examines the many obstacles that have confronted men and women in the world of professional baseball. The book highlights several career-ending incidents and supplies excerpts from those individuals affected by them. These incidents range from gambling and drug\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":220,"url":"https:\/\/thesportjournal.org\/article\/book-review-all-around-men-heroes-of-a-forgotten-sport\/","url_meta":{"origin":109,"position":5},"title":"Book Review: All Around Men : Heroes of a Forgotten Sport","date":"January 8, 2006","format":false,"excerpt":"Reviewed by: Glaucio Scremin The book is well structured. 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