Developing Your Leadership Legacy

Developing Your Leadership Legacy:
The Interpersonal, Communicative,
& Attitudinal Aspects of Success

Heidi Saliba
Coordinator of Research Programs and Editor, ON PAR magazine
Ped-I-Care and the Division of General Pediatrics ©2011-2012

About the Author
• Degree is in Media, Public Communication, and
Professional Writing
• Previously worked as a web designer
• Has presented media research in Egypt, Germany,
Canada, and the United States
• Has worked in non-clinical/translational medical
research for 3.5 years, with topics including the
prevalence of MRSA in community settings, the
Heidi Saliba effects of stimulant medications on growth
velocity, the use of Facebook™ as relating to
medical professionalism, and patient satisfaction
relevant to insurance type
• Plans to pursue graduate studies in health and
international communication
• Lifelong Gators fan
2

Objectives
 Develop a framework of understanding of basic
leadership concepts

 Explore the importance of context relative to all
portions of this discussion

 Enhance our understanding of what employees are
looking for and how they are motivated

 Challenge ourselves to continue growing, striving, and
improving along the lines of interpersonal
communication, cultural competency, and
organizational excellence
3

Overview
SECTION 1 Understanding Workplace Cultures
& Forms of Leadership
Workplace Culture; Understanding the Culture of Bureaucracy; The Spectrum of
Authority; Are You a Boss or a Leader?; Micromanagement and Multiple Alternatives;
Characteristics of Leaders; Components of Professionalism; Understanding Your
Leadership Style; Evaluating Leadership in Others

SECTION 2 Understanding Those Whom We Lead
What Employees Need from Leadership; Quint Studer’s Flywheel Philosophy; Seeing
Problems as Challenges; Choosing Well: How to Select the Right Employees; Factors
that Affect Motivation

SECTION 3 Building, Bridging, & Moving On:
The Legacy Portion of Leadership
Developing Your Staff: The Importance of Regular Training; Seeking out Ways to
Recognize and Reward; Creating Opportunities; Consistency Creates Credibility;
Navigating the Appropriate Intellectual Distance between You and Your Staff; Building
Your Organization by Continually Building Yourself; Would You Want to Work for
Yourself?; Manage Your Reputation

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Why is This Important?
1. People matter.

2. Medical professionals are held to higher
standards than almost anyone.
• Professionalism is a core competency
in medical education and
performance reviews.
• Emerging requirement for
cultural competency

3. Organizations are only as good as their
employees, and good employees are very
difficult to replace.

4. People sue doctors and insurance
companies they don’t like. Much of this
Map source:
“don’t like” is rooted in communication
https://www.thinkculturalhealth.hhs.gov/cc_legislation.asp1 problems.
5

“Sometimes, because we don’t deal with
the cause, we get overwhelmed with the
symptoms. Leadership training is at the
heart of why employees want to come to
work and why they want to stay. It’s
about the unit work environment and the
supervisor. People don’t leave their job.
They leave the work environment…the
majority of employees leave their position
because their relationship with their Photo credit: Cade Martin; content provider CDC/Dawn Arlotta 3

supervisor is not what they want it to be. Employees want to come to a place
where they feel that they have a purpose, are doing worthwhile work, and can
make a difference. They want to feel a part of things. And they want to be
recognized and appreciated. The supervisor holds the key to high employee
retention.” 2

- Quint Studer, Hardwiring Excellence

6

“When an organization
commits to excellence, it
creates a culture where
employees want to work.”

- Quint Studer

SECTION 1 :
Understanding Workplace Cultures
& Forms of Leadership

7

Workplace Culture
 ‘Workplace culture’
describes what an
organization does and
how it does it.
• What type of industry?
• What level of attention to
detail?
• What level of efficiency?
• Who are the decision makers, Photo credit: James Gathany; content provider CDC/CDC Connects

and who influences them?
 Every organization has one, and this determines their
internal and external reputations among other things.
• “I hear they have the fastest service in town, and their prices are
reasonable, too.”
• “Oh, you don’t want to work there…the boss is a real bear!” 8

Workplace Culture
 An organization’s leaders are the authors, drivers, and
reinforcers of its workplace culture.
• Leaders may or may not be in positions of formal authority.
• A cashier, maintenance worker, or entry-level employee may
contribute to the business’s culture of friendly, efficient
service.
•A unit supervisor may contribute
to the organization’s reputation
as a good place to work.
• Unofficial leaders within teams
may be the glue that holds the
team together.

Photo credit: Cade Martin; content provider CDC/Dawn Arlotta
9

Understanding the
Culture of Bureaucracy
 Developed by Max Weber, early 20th century.

 Designed to address lack of organization and
efficiency.

• Division of labor
• Rules and procedures
• Job descriptions
• Hierarchical authority
• Formal communication4


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Understanding the

“Communication in the classical, or traditional, organization is top-down and
task-oriented, as well as formal. There is little interest in leader-follower
interaction for social purposes; communication’s function is to distribute
information for the predominant purpose of task completion.” 5
–Patricia D. Witherspoon

“Few things are more frustrating to a good leader than a partner with a bureaucratic mindset.”6
- John Maxwell
11

Understanding the
 Benefits of bureaucracy:
• Based on logic, order
• Highly effective at providing direction in the completion of tasks
• Built-in systems of accountability

 Shortcomings of bureaucracy:
• Values tasks and outcomes more than people and perspectives
• Communications are often stifled
• People often intimidated by those above them on chain of
command

 Essentially:
• It is possible to operate respectfully and appropriately within
a classically-structured bureaucracy while still demonstrating
care and concern for employees at all levels of the organization.
12

Understanding the
 Finding the balance
• Determine relative importance of
procedures and protocols
• When do they become inappropriate
or irrelevant?
• Understand what’s at stake and gauge its
importance
• What latitude can we allow
employees in making their own
decisions?
• Adapt to the unexpected Photo content provider: CDC

 Trust, empowerment are built when leaders recognize
times that procedures should be modified or nixed
altogether.
• Micromanagement would be the opposite of this concept. 13

The Spectrum of Authority
Dictators Bosses Leaders
Totalitarian control. People live, They are in charge and proud of it. A Continually investing in other people. Sought out by
work, and move in fear. few brave souls may take the chance many for advice on “management.” Respected by
Everything rises and falls on the and offer suggestions and ideas. Most everyone. Concerned more with equipping those who
dictator. No subordinate just do their jobs and go home, are ready for responsibility than criticizing those who
motivation except to survive. resigned to producing the bare have it. Inspiring to others because of their
minimum to get by. demonstrated wisdom, respect for others, and proven
results which are the fruits of those qualities.

Controlling Convincing

Micromanagers Managers
Controlling over things they don’t Hold things together. Can do all
have to control. Suspicious when the work on their own but don’t
they shouldn’t be. People regret feel they have to. They know
seeing this person come in every how to train new employees.
morning and walk on eggshells They fix things. They are
because of the scope of the respected by subordinates, but
micromanager’s radar. People learn subordinates are not necessarily
survival behaviors which include inspired by the manager.
lying, hiding, manipulation, and
avoidance.
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Are You a Boss or a Leader?
Behavioral Characteristics and Distinctions
A Boss: A Leader:
Intimidates Influences
Interrogates Investigates
Infuriates Inspires
Tells Shows
Demands respect Earns respect
Shames Supports
Orders Offers guidelines
Assumes Seeks clarification
Ridicules Reveals opportunities
Condemns Corrects
Micromanages Educates and empowers
Pushes Persuades
Is concerned about being Is concerned about being
popular professional

Are You a Boss or a Leader?
Behavioral Characteristics and Distinctions
A Boss: A Leader:
Manages Motivates
Requires compliance Builds allegiances
Is more concerned for himself/ Is more concerned about the interests of
herself and their own best interests team members and the organization
Shows favoritism; allows politics to Shows fairness; stops gossip and poor
rule the office attitudes in their tracks
Continually shows signs of stress, Shows continual growth in leadership
anger, and hostility and self-discipline
Builds power through the use of fear Builds power through encouragement,
tactics support, and education of others
Continually chases fires, deals with Enjoys the peace that comes from a
preventable emergencies professionally-run office

Our Words Tell the Story:
Same Scenarios, Different Styles
Bosses and Micromanagers
1. “I told you in an email last Monday that you weren’t supposed to…”
2. “You’re not trained to do that and it’s not any of your business anyway. You need to run things like that by me before taking
matters into your own hands. Who told you it was okay to do that?”
3. “You’re spending too much time on this.”
4. “You have serious issues with your end-of-the-month reports, which by the way have several spelling errors and were routed
to only 2 of the 3 supervisors I told you to send them to. Here’s a copy of the procedures and the email in which they were
sent.”
5. “You need to review the notes I gave you on how to do the quarterly reports. I’ve already explained that it’s the end-of-month
reports that get the ___, not the ____. And when you do these, you need to send them to me first so I can check them for
mistakes. Did you remember to clock out before going on break? You can just swing by my office on your way back in so I
know that you’re back. Make sure when you clock back in that you’ve gotten your coffee, and keep it low on the cream
because it might smell offensive to ‘other’ people. Thanks, I like your necklace.”

Leaders
1. “Did you know…” / “Do you remember how we talked about…”
2. “You’re really on top of things! Do you mind if I ask how it went for you?”
3. “I’m so impressed with your tenacity and patience. Are you making the progress you’d hoped for? Could you give me a
status update?”
4. “What we’re looking at is an opportunity to expand our leadership by helping to correct the ____ problem.”
5. “You’ve done a great job learning all the procedures and codes, which in and of itself is an accomplishment. What we have
to focus on now is the next step, the context. Remember when we talked about the difference between the end-of-month
reports and the quarterly reports? That’s where the confusion is coming in. With the quarterly reports we have to ____. But
don’t worry, you’ll get it! You’re one of the fastest workers we have and you’re catching on quickly. This is one of the final
pieces to mastering the whole process.” 17

Understanding Micromanagement
 Micromanagement:
“to manage or control with excessive attention to minor details.”

“The micromanager is the manager who must personally make every
decision, take a lead role in the performance of every significant task and, in
extreme cases, dictate every small step the workers take.” 7
-The National Federation of Independent Businesses

 According to the NFIB, micromanagement is a form
of mismanagement.

18

 Examples of micromanagement behaviors include:

• Being overly specific and giving no latitude to the employee,
when allowing some latitude/independent decision making
would be perfectly appropriate
• All decisions, no matter how small, must go through the manager
• Delegation of authority is restricted, fleeting or absent
• Direct reports spend more time reporting on progress than
making progress
• The manager performs the job of direct reports
• The input provided by the manager offers little value8

“Micromanagement…is the opposite of leadership.”9
- www.changingminds.org
19

 Micromanagement is, by definition, a form of bullying.

Source: www.dictionary.com10

20

“Bullying can create and sustain a toxic work environment. The organizational
ramifications of workplace bullying are dangerous and costly. Bullying can erode
morale and job satisfaction, leading to loss of productivity, work absence, and nurse
attrition. Termination and turnover are expensive sequelae of bullying because most
hospitals can ill afford to lose nurses.

Bullying is also viewed as a risk to patient safety. Bullying interferes with teamwork,
collaboration, and communication, the underpinnings of patient safety. Although to
date research linking bullying and patient safety is often focused on disruptive
physician behavior, the principles are clearly and immediately applicable to other
healthcare professionals, including nurses. Intimidation can influence communication
in healthcare, and failed communication threatens patient safety.”11

-Laura A. Stokowski, RN, MS

21

 Some leadership positions require
high attention to detail.
• Micromanagement ≠ paying appropriate
attention to details of subordinates’ work
• The line is contextualized by understanding
and analyzing the situation:
• what’s at stake
• who it affects
• how important something is to the
overarching goal and direction of the
organization.
 In most situations, micromanagement
Photo content provider: CDC/Dr. William
Wagner

is counterproductive.
• By the time you get done micromanaging someone you
could have just done the job yourself. 22

 Micromanagement says:
• “I don’t trust you to do the job properly.”
• “I don’t believe your skills set is sufficient enough that you can
make decisions on your own.”
• “I’m insecure about my own effectiveness and therefore I need
you reporting to me about every move you make to ensure that I
maintain full control over what’s going on.”
• “I’m going to catch and call to your attention every little thing
you do wrong. You can count on me, though, to smile and say
please and thank you so as to balance out these demands. The
result is that you will begin to hate me. You will not learn
anything except that it’s time to find another job.”

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The Effects of Micromanagement
 When people are micromanaged, it
makes them nervous.
• Anxiety and over-thinking minor issues much to
the detriment of more important items
• Begin second-guessing themselves and making
other mistakes because of the insecurity and
having to answer for every little thing that is
done.
Photo credit: James Gathany;
content provider CDC/Laura R.
Zambuto

“Just remember…people are not like pigeons. People are more complicated. They are aware, they
think for themselves and they certainly don’t want to be manipulated by another person. Remember
that and respect that. It is a key to good management.”12
- The One Minute Manager
24

 People who micromanage others frequently also
patronize those they are supervising.

• They may do this unknowingly by way of giving little
compliments here and there or manufacturing “positive”
behaviors to offset what they know is probably offensive – the
negative aspects of standing over other peoples’ shoulders all day.

“Help people reach their full potential: Catch them doing something right.”
25

 People who micromanage others frequently also
patronize those they are supervising.

• As a result, the employees feel they are trapped into going along
with the happy-go-lucky performance of their boss, and in turn
are manufacturing fake attitudes of their own just to get by. This
further diminishes morale because now the employees’ own
personality traits and tendencies are being regulated as heavily as
their overt behaviors, but this is probably happening in
indirect/unclear/implied manners, which makes the situation
even worse.

26

 If micromanagement is so bad, why on Earth would
anyone use it?
“Understand that micromanaging behavior is driven by the positive
characteristics of conscientiousness, diligence, and responsibility; it’s just that
they have been taken to an extreme…Keep in mind that behavior such as
constant checking on your progress or reviewing your work has NOTHING to
do with how well you perform. It is about your boss, who has gotten so caught
up in his or her fears and needs for reassurance that he or she is not aware of
how this behavior may be impacting you.”13

- Nahid Casazza

27

 When employees are micromanaged:
• They are robbed of intellectual and emotional freedom. Creativity
is stifled.
• They are deprived of the opportunity to learn from their own
mistakes.
• They operate in fear, which leads to bad decision-making.
• They think in terms of the boss’ opinion, rather than a clearly-
defined set of standards. This leads to politicking, positioning,
and a set of resultant behaviors designed to tease and appease the
interests of the person in power – the micromanager.
• No one feels safe, so learning stops. Studies have shown that
people must be in an environment which is both physically and
intellectually safe if learning is the end goal.
“The best executive is the one who has sense enough to pick good men to do what he wants done, and
self-restraint enough to keep from meddling with them while they do it.”
– Theodore Roosevelt 28

 When employees are micromanaged:

• The use of sick days increases, as people begin to dread coming
into work. While they may initially be ‘sick’ of the work
environment, they will eventually also begin to experience the
physical effects of continual stress and job-related anxiety, which
fuel the death spiral of a poorly-run office.
• The most valuable employees end up leaving, in search of
opportunities elsewhere with real leadership in place.
• The person doing the micromanaging has put himself or herself in
a bad position: if they are in control of every detail of their
employees’ work, then the micromanager is the one who will have
to take the fall when something goes wrong. After all, they’ve
dictated everything.

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In Short…
 Micromanagement is, by definition, a form of
bullying.

 Micromanagement is disrespectful.

 Micromanagement kills morale.

 Micromanagement is NOT your friend!

‘A good supervisor is a catalyst, not a drill sergeant. He creates an atmosphere where intelligent
people are willing to follow him. He doesn’t command; he convinces.’
- Whitley Davis
30

Alternatives to Micromanagement
 If someone’s performance
is so poor that you feel
you have to watch
everything that they do,
chances are:

• You may not have made a
good choice in hiring them.
• Are they technically
qualified? Is their demeanor/interpersonal skill set appropriate?
Did you do a thorough background check and test their
references?

“If you want to attract better people, become the kind of person you desire to attract.”
– John Maxwell
31

 If someone’s performance is so poor that you feel you
have to watch everything that they do, chances are:

• You may not have provided adequate training for them.
• If there is ever a time to provide highly-detailed, ongoing
instruction and close supervision, it is during the initial
training period when someone is learning their job. This is
especially true for jobs in which there is a lot at stake, such as
healthcare, defense programs, public safety, etc.

“…the key to training someone to do a new task is, in the beginning, to catch them doing something
approximately right until they can eventually learn to do it exactly right…Most managers wait until
their people do something exactly right before they praise them. As a results, many people never get to
become high performers because their managers concentrate on catching them doing things wrong –
that is, anything that falls short of the final desired performance.”
32

 If someone’s performance is so poor that you feel you
have to watch everything that they do, chances are:

• You may have identified inter-office conflicts which hinder or
handicap your employee from performing at his or her best.
• They might have lost their motivation.
• Are they bored? This could happen because the job is too
easy for them, or it’s too difficult to even attempt to do well.
• Is there gossip going on around the office?
• Do you give them enough regular, good feedback?

“…W. Charles Redding suggested that better supervisors are good listeners, are adept at giving
instructions, are open, sensitive and persuasive as opposed to coercive, and like to use oral
communication to interact within their organizations.”
-Communicating Leadership
33

 Do your ‘management’ on the front end.
• Hire well.
• Provide excellent and thorough training.

 Work to earn your employees’ trust, just as they are
working to earn yours.
• When employees know they will not be killed for making a
mistake, they will seek out the opinions and insights of their
supervisor. They will be more forthcoming with ideas, with
success stories, and even mistakes. This in turn makes the
‘manager’ more confident, knowing they can relax about the level
and amount of management needed for their employee(s).

34

Provide regular feedback.
• Public praise, private correction.
• Catch people doing well. Make sure they understand why their
positive behaviors, qualities, and choices are important to the
success of the team.
• When you have to correct, do it in the right way.
• Choose your battles – don’t nit-pick.
• Focus on the behavior as opposed to the person.
• Make sure the employee understands the end goal and the
reasons for that goal. Everyone should know what success
looks like.
• Once the correction has been made, thank the person and
move on. Don’t hover with the goal of ‘catching them at it
again.’
• Remember not all corrections call for a sit-down meeting.
Some require just a quick reminder or FYI.
35

 If you’ve first chosen a good job candidate, then
provided them appropriate training, and all along
you’ve worked to build a collegial, team-focused
relationship with each employee, your problems will
likely be minimal.

 People work hard and work well when they know
they are valued and supported.

 People work with integrity when they know their
boss is not looking for ways to get rid of them. They
also work with integrity when they see that integrity
is valued, by way of regular, appropriate, spot-on
communication. 36

 Leadership qualities begin to emerge in people the
boss may not have thought of as leaders, because of
the atmosphere which makes it conducive to
appropriately-measured risk-taking and
appropriately independent decision making.

 Leaders emerge when the work environment is safe –
this in turns fuels more loyalty for those who are in
positions of formal authority, because they are the
ones who’ve nurtured and cultivated this atmosphere
to begin with.

37

 Be careful not to control,
but to inform and equip.

• Negotiate your corrections;
gauge what is important.
When employees make
mistakes, ask what they think
about it and what they would
do differently next time. Ask Photo credit: Greg Knobloch; content provider CDC

them why.

• Reinforce correct behaviors; redirect incorrect ones.

“What gets rewarded, gets repeated.”
– John Maxwell
38

 Do you check in
with your employees
to make sure they’re
having a good work
experience?
• Do they have what they
need to do a good job?
• Do they feel supported?
Photo credit: Greg Knobloch; content provider CDC/CDC Connects • Is there open
communication?
• What are their goals?
“To lead others well, we must help them to reach their potential. That means being on their side,
encouraging them, giving them power, and helping them to succeed. That’s not traditionally what
we’re taught about leadership.”
– John Maxwell 39

 Does your communication style equip and empower?
Or does it stigmatize and stifle?
“In a specific study of leadership communication style in an organization in the
mid-1980s, two researchers found that, ‘…perceptions of a leader being a warm,
open, relaxed, and attentive communicator were strongly correlated with
subordinate satisfaction with supervision; and subordinates were less satisfied
with leaders who were perceived as being dominant in social situations, who
were very expressive nonverbally, who dramatized extensively, and who
regularly told jokes, stories, and anecdotes.’”
– Communicating Leadership

“The stronger the relationship and connection between individuals, the more likely the follower will
want to help the leader.”
– John Maxwell
40


• Be a word conservationist – to an extent.
• The more we talk the less people hear. Sometimes we over-
explain or repeat ourselves, especially when we’re very familiar
w/the material or when we feel the topic is very important.
However, when people frequently hear you repeat yourself and/or
go on too long, they tune out.

“…good communicators take something complicated and make it simple.”
– John Maxwell

41

“Daily in my travels, I’m reminded how imperative it is for organizations not
only to consider their problems, but more importantly, to identify and study the
causes of their successes so they can duplicate them. I’ve also learned that when
health care organizations improve their patient, employee, and physician
satisfaction, they are rewarded and recognized in dozens of unforeseen and
astounding ways. The best recognition is when people feel confident about their
care, physicians enjoy practicing medicine, and employees are proud to be part
of the organization.”
-Quint Studer

42

Characteristics of Leaders
 Leaders do what is best, regardless of personal
opinion or comfort level. ‘Best’ takes into
consideration the needs of the organization and the
well-being of its employees.

 Leaders never rest on their laurels, nor do they allow
others to remain stagnant.

“The word gets out in departments where low performers and employees with bad attitudes are held
accountable. More people want to work there and those that do have higher morale.”
- Quint Studer
43

 Leaders inspire
greatness and
positivity by way of
their attitude, ingenuity,
productivity,
commitment to quality,
and concern for others.
Photo credit: James Gathany; content provider CDC/James Gathany;
Jana Swenson

“Attitude is one of the most contagious qualities a human being possesses. People with good attitudes
tend to make people around them feel more positive. Those with terrible attitudes tend to bring
others down...If you think your people are negative, then you’d better check your attitude…”
– John Maxwell
44

 Leaders are not afraid to admit they may have erred.
They do not cringe at criticism but rather embrace it,
because they understand that criticism:

• Serves as a thermometer of other people’s feelings,
impressions, and motivations;
• Offers the opportunity to improve;
• Opens the door for transparent and salient communications;
• Creates the chance to build trust with those who report to them.

45

 Leaders continually seek out the opinions of others,
especially those they admire for their own
demonstrated leadership and wisdom.

 Leaders keep up with the news, including global,
national, local, and industry-specific news. Because of
this, they are able to both forecast and troubleshoot
and make decisions accordingly.

 Leaders identify and study character and career
mentors. They learn from other leaders and are
careful to avoid the mistakes which have been the
downfall of others.
46

 Leaders are able to see through hype and fluff. While
they are careful with words, they do not mislead with
flowery language; they do not rely on clichés and
jargon; they do not accept this from others especially
when making decisions.

 Leaders are passionate but not flaky or recklessly
emotional; they are persuasive as opposed to pushy,
and stable but growing in all areas of their lives.

 Leaders do not shrink away from challenges, nor are
they afraid to address difficult subjects head on. They
choose their battles carefully, however.
47

 Leaders are, by nature, encouragers and empowerers.

• Because of their own high self-esteem, they are not afraid to build
their organizations by responsibly handing power to others by
means of task delegation, rewards and recognition, and
appropriate promotions and pay increases. They capitalize on the
strengths of their team members without taking advantage of
anyone.

“The point I would stress to other managers is that you can never
overemphasize the importance of the little things like treating staff fairly,
having kind words to say, and being your staff’s biggest fan…and remembering
that not only are the patients your customers, but so are their families, your
physicians, and other employees.”
– A letter to the Studer Group
48

 Leaders regularly engage in metacognition, or
thinking about their own thinking. They are
confident in their thought processes but humble
enough to constantly seek to improve it.

 Leaders evaluate their actions and decisions on the
basis of:

• Sound facts;
• Appropriate interpretation of those facts;
• Careful placement of the facts within the right contexts;
• Consideration for alternative scenarios; and
• Seriousness/weight/depth of each of the factors considered.

49

 Leaders are not afraid to respectfully hold others
accountable – including those to whom they report.
• This becomes important w/fraud and abuse issues – if your boss
is erroneously billing and either or both of you are aware of it and
do nothing to correct it, both of you could be liable.
• If your “boss” is a true leader, he or she will value your insights,
especially if those insights save them from making mistakes.

“…these three basic ingredients – telling people what they did wrong; telling people how you feel about
it; and reminding people that they are valuable and worthwhile – lead to significant improvements in
people’s behavior.”
- Quint Studer
50

 Leaders understand the importance of investing in
other people.

• Similarly, they look for ways to recognize, promote, and
create opportunities for others as a way to reward those who
have earned it.
• Leaders understand that these behaviors are just as important
as hands-on training, continued education, and career
guidance, because appropriately-weighted and –timed
rewards build job satisfaction, employee-employer trust,
loyalty, and self-esteem.

51

 Leaders are efficiency
experts. They understand
that:

• Fast does not always equal
efficient!
• Thorough but inordinately
slow is not efficient.
• Thorough, accurate, and
appropriately timely does equal
efficient.

“…it’s not about not having the financial resources, but rather about how well you can spot best
practices and how quickly you can adopt and transfer them throughout the organization.”
– Quint Studer
52

 Leaders see
problems as
challenges.

•Their positivity and
creative thinking
allows them to fix
problems that others
may have
experienced as well.
Photo credit: Center for Universal Design; content provider CDC/Richard
Duncan

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond
measure…”
- Marianne Williamson
53

 Above all, leaders are balanced.
• Balance is the avoidance of unnecessary extremes.
• Balance is NOT giving equal screen time to behaviors/situations
of opposite extremes.
• Showing up at a serious business meeting with reindeer
antlers on your head is not a way to ‘balance’ out the serious
nature of the meeting. The way to maintain balance when
important decisions are being made is to avoid carrying any
one point to the extreme, so as to ensure that all sides are
heard and weighted accordingly. Showing up with antlers on
your head only serves to undermine your credibility and the
purpose of the meeting itself.
“I have known both types of leaders and one is as detrimental to the organization as the other.”
-Nancy Giunta

-“Any strength taken to the extreme becomes a weakness.”
- John Maxwell 54

Components of Professionalism:
The Communicative and Interpersonal Skills Sets
Professional Not Professional
Point Counterpoint Off-Point
Confidence Humbleness/Humility Arrogance or self-doubt
Poise Spontaneity Rigidity or aloofness
Assertiveness Appropriate deference Aggression or apathy
Questioning Listening Failing to engage
Showing Being insincere in word
appreciation/support Helping to troubleshoot or intention
Seeking advice Granting advice Gossiping
Respectfully holding Breaking rank or ignoring
Loyalty others accountable problems
Truthfulness Compassion or empathy Dishonesty; selfishness

Understanding Your Leadership Style
 What do you do well?

 With what areas do you struggle?

 Whose leadership do you admire, and whose do you
loathe? Why?
• These provides clues as to the development and expression of
your own leadership skills and areas for improvement.

“It’s not the position that makes the leader; it’s the leader that makes the position.”
- Stanley Huffty
56

 According to the book Communicating Leadership:
An Organizational Perspective there are 5 leadership
styles:
1. Authority-obedience
Maximum concern for production and a minimum concern for
people
2. Country-club
Minimum concern for production and maximum concern for
people
3. Impoverished
Minimum concern for both production and people
4. ‘Organization man’
A style that conforms with the status quo
5. Team management
Maximum concern for both people and production 57

Notes on leadership style from The One-Minute Manager:

 [There are many] “tough” managers whose organizations win
while their people lose. Authority-obedience
Maximum concern for production and a
minimum concern for people

 There are many “nice” managers whose people win while their
organizations lose. Country-club
Minimum concern for production and
maximum concern for people

 “Effective managers…manage themselves and the people they
work with so that both the organization and the people profit
from their presence.” Team management
Maximum concern for both people and
production

58

 Notes from Communicating Leadership
Situational approach to the notion of ‘style:

1. The most effective style is one that varies with a given situation.
2. The best attitudinal style is high-task and high-relations
oriented.
3. Appropriate leadership depends on the relationship between
task and relational behaviors and the situational context in
which a leader finds himself or herself.”

59

Evaluating Leadership in Others
 As we’ve discussed, just because someone is in
charge, that doesn’t make them a leader. Hitler and
Roosevelt were both elected to office; however it is
widely acknowledged that the first was a dictator and
the second a true leader.

 When evaluating leaders, consider their effectiveness
by way of influence, task performance, appropriate
decision making, fiscal and temporal efficiency,
personal growth, respect from and for others, and
vision for the future.

60

Evaluating Leadership in Others
 Evaluation of leadership must be free from personal
interest or bias; remember this is in fact one of the
key components of leadership itself.

• Democrat Barack Obama wields considerable influence in the
American political spectrum, as did his predecessor George W.
Bush. Both have been criticized for an extensive list of reasons,
but both are also among the most memorable and noteworthy
leaders of the last hundred years.
• An evaluation of their respective leadership abilities should not
rest on one’s personal political convictions but rather an
understanding of the qualities of true leadership and where each
person’s performance falls in those areas.

61

“Employees want three things:
they want to believe the
organization has the right
purpose; they want to know
that their job is worthwhile;
and they want to make a
difference.”

- Quint Studer

SECTION 2 :
Understanding Those Whom We Lead

62

What Employees
Need from Leadership
 Clear communication, direction
 Clearly defined set of standards, expectations
 Fairness
 Sound judgment
 Appropriate concern for needs of the employees on
both business and personal levels
 Predictability, consistency
 Openness to new ideas
 Professionalism
 Two-way trust, communication
 Regular feedback, especially on what’s going well
 A good example
63

Quint Studer’s
Flywheel Philosophy
 “The Healthcare Flywheel shows how organizations
can create momentum for change by engaging the
passion of their employees to apply prescriptive
actions guided by Nine Principles of service and
operational excellence to achieve bottom-line
results.”

 “By continually reinforcing how daily choices and
actions connect back to these core values at the hub
of the Flywheel (purpose, worthwhile work, and
making a difference), leaders will reinforce these
behaviors and effect change more quickly.”
64

Seeing Problems as Challenges
 The good news is, most workplace problems are
predictable and therefore manageable.

 Some problems may be avoided altogether by:
• Making good hiring choices
• Providing appropriate training
• Setting a good example

“If you want to attract better people, become the kind of person you desire to attract.”
– John Maxwell
65

Seeing Problems as Challenges
 Some problems will
speak to opportunities
for the organization as
a whole to improve.

 In all situations, the
leader is the one who
holds the key to
whether the
organization “deals
with problems” or
pursues challenges as Photo credit: James Gathany; content provider CDC

opportunities.
66

Identifying Problems
Problem type Examples
Maturity, emotional Bad attitude, gossiping, taking things too personally, overreacting, reading too
intelligence much into things, constantly seeking attention and approval
Showing disregard for safety and security, ignoring or overlooking the obvious,
Poor judgment overreacting or underreacting, taking things out of context
Showing up late, taking long breaks, frequently calling in, excessive use of
Work habits Facebook
Discriminatory behavior, inappropriate jokes, poor dress/hygiene, lack of self-
awareness (smacking gum, being laden w/cologne or perfume, speaking loudly
Lack of professionalism and excessively), breaking rank, ignoring problems
Excessive instructions/explanations, failing to keep others in the loop as
Poor communication necessary, being rude, reading too much into a message, using inappropriate
skills fonts and font colors in emails and other business communications
Lack of knowledge, lack of procedural understanding and context, excessive
errors, egregious errors, lack of due diligence, missing deadlines, missing
Job performance meetings, failing to meet expectations of the position
Saying, “Hey Gerry!” to Dr. Schiebler, bad-mouthing someone in the elevator
when you think no one is around, speaking too often and too much in a
meeting, asking your supervisor for a favor in front of other people, breaking
rank, complaining often and loudly to anyone who will listen, rear-ending your
Political faux pas co-worker’s car, not holding the door for someone, forgetting names
Lying, cheating, stealing, purposely doing something wrong, being
Dishonesty manipulative, setting people up for failure, being disloyal
67

Avoiding Problems, Addressing Challenges
Problem MOSTLY
Problem type Ways to avoid problems/Possible remedies if challenges exist
points to
Maturity, Search this out in the job interview. If the candidate seems mature enough to handle
The employee and
emotional the position for which they are being considered, but later develops these types of
poor leadership
intelligence issues, the problem is likely w/leadership more so than the person.
Help the employee understand the spectrum of importance, from most important to
Poor not important at all (following HIPAA would be most important; the color of the
The employee
judgment silverware in the breakroom would not be important at all). If you have to, draw a
chart.
Set expectations and good examples early and often. Be consistent in the
Work habits Poor leadership communication and enforcement of the rules. Even those with low motivation know
what they can and cannot get away with, and will act accordingly.
Display zero tolerance for behaviors which undermine the dignity of any individual or
Lack of
group. Set expectations and good examples early and often. Be consistent in the
profession- Poor leadership
communication and enforcement of the rules. Even those with low motivation know
alism
what they can and cannot get away with, and will act accordingly.
Conduct an appropriately-timed and structured interview to test the candidate's
Poor communication skills across all areas for which they will be responsible. Decide ahead
communi- The employee of time what is important: verbal vs written or both; grammar, spelling and
cation skills punctuation vs thought and content or both; etc. Can their shortcomings be corrected
with training and guidance?
Job Hiring the wrong Conduct a thorough background check to verify degrees, reputation, past job
performance person performance, etc. Require performance testing if necessary. Provide adequate training.
Set the example. Discuss how and why key decisions were made, as appropriate, being
Political
Poor leadership careful to explain the political atmosphere within which the decisions were made.
faux pas
Show respect for others. Display a positive attitude and choose words carefully.
Be clear and consistent with expectations and consequences. Display zero tolerance for
Dishonesty The employee
dishonest behaviors. 68

Choosing Well:
How to Select the Right Employees
 Start by thinking with the end in mind. What exactly
do you need the employee to do?

 What specific skills do they need to do the job well?
• Computer skills, relevant degrees, specific types of experience,
certifications, professional licenses, etc.
• What are the interpersonal and intangible skills that are needed?
• Creativity, emotional intelligence, professional demeanor,
decision-making abilities, ability to work under pressure,
ability to self-supervise, leadership, etc.

69

Choosing Well:
 Match the job posting to places of interest for those
you are seeking.
• If you’re searching for an IT manager, they are likely not reading
the classified section of a newspaper. As a matter of fact, most
people are not doing that at all nowadays.

 At UF, you must have a job
posting on the UF website.
HR can help you with this.

70

Choosing Well:
 When applicants send you their resume, look for
both overt and subtle cues as to their work habits and
communication abilities. Consider whether and to
what extent these are relevant to the skills you’ve
decided are important.

• Spelling/grammatical errors
• Cover letter – content, tone, focus, direction

71

Choosing Well:
 Be weary of applicants with emotionally-charged
appeals:

“I am extremely interested in the awesome and exciting opportunity your well-
known organization is offering. You will be very impressed with my credentials
and I promise to do the best job possible.”

• This is more than a little over the top – it speaks to someone
who lacks balance in their communication perspective and
also to someone who may be a communicative liability to
your company. Candidates should write cover letters that are
upbeat but not glittery; their letters should be poignant and
persuasive without boasting or promising the moon.

72

Choosing Well:
 The cover letter may also give you cues as to the
employees’ emotional intelligence relevant to
understanding the needs of others.

• Do they only refer to themselves and their interests, as opposed to
yours?

“My resume is attached, and you can see that I have the skills to do this
job. I would appreciate a phone call back to set up an interview.” versus,
“The position advertised on UF’s web page sounds challenging and
rewarding. Attached is my resume for your review; thank you for your
time and consideration of this application. Please feel free to call or email
with any questions. I would welcome the opportunity to discuss how my
skills and experiences might be of assistance in achieving your
department’s goals.” 73

Choosing Well:
Successful cover letters

Dear Ms. Saliba,

My name is ___and I am currently a student at the University of Florida
studying biology. ___ referred me to you about a possible research position. I
have not participated in research before, however I work as a tech in the PACU
of an ambulatory surgery center when I am home and currently shadow at
Shands in the Trauma Center. These positions have enabled me to better develop
my interpersonal skills and become comfortable in a professional medical
setting. If the position is still available I would appreciate the
opportunity to meet with you.

Regards,
74

Choosing Well:
Successful cover letters

Good Afternoon Ms. Saliba,

My name is ___ and I am a second year student in the University of Florida
Master of Public Health (MPH) program. I am interested in the Volunteer
Research Assistant position in the Division of General Pediatrics at the
University of Florida. I was informed of the position from ____, the ____
Coordinator for the MPH program.

I have attached my cover letter and resume in order to considered for the
position. I appreciate the opportunity.

Sincerely,
75

Choosing Well:
UNsuccessful cover letters

Hi. My name is ______and I am currently a first year undergrad student and I was
interested in being a volunteer research assistant.
Thank You.

76

Choosing Well:

Hello,

My name is _____and I am a linguistics major here at the University of Florida
and i am interested in volunteering as a research assistant in the area of pediatrics.
I wanted to know if you currently have research where you have openings
available for volunteers research assistants at this time. If so you can contact me
at XXX@ufl.edu.

Thank you for your time and consideration,

77

Choosing Well:

Mrs. Saliba

I am a junior in the bachelor of health science program and I am interested in the
volunteer research assistant position. I look forward to working with the research
team.

Hello,
I am interested in this research study for RA position.
Sincerely,

78

Choosing Well:
 Be very, very wary of email ‘blasts.’

• An email blast occurs when someone sends an email with only
their resume/CV attached, but no cover letter. This is considered
rude, as the sender assumes you know will either know why
they’re sending it or that you will figure it out on your own.

• What if you have other positions posted?
• What if they’ve sent it to the wrong email address?
• What does it say about someone who doesn’t take the time
to write a five-sentence greeting/introduction?
• Would you want them answering your phone or
representing you at a conference?

79

Choosing Well:
Example of an email ‘blast’

80

Choosing Well:
 Someapplicants display behaviors in the application
process which tell you everything you need to know
before calling them in for an interview.

• Do they follow application instructions (no phone calls, include
resume, type/not print application, etc.)?
• Do they read your response to their email/contact and respond
accordingly?
• Do they follow up within a week or two if they don’t hear back
from you?
• Are they assertive or aggressive in pursuing the opportunity?
• Do they respond to your contact in a timely manner?
• What does their email address say about them?
• Ex. hatetowork@something.com; outlaw4life@misc.net
81

Choosing Well:
 If the cover letter, resume, and/or application seem
promising, conduct an online background check
before calling them in for an interview.

• Facebook™, Twitter ™, MySpace ™, and other publicly-available
postings tell you what the candidate thinks is okay to share with
the entire world.
• Their postings tell you who they are outside of work, and
how they present themselves in social and other situations.
• This is important in understanding their spheres of influence,
their attitudes toward work itself, and personal
characteristics which may be important to the job for which
they are being considered.

82

Choosing Well:
 Regarding Facebook, etc.: Don’t take it too far.

• There are some postings that may immediately and unquestionably
disqualify someone for consideration, but with most it will be a
gray area.
• Review the list of skills and credentials
• Decide on what constitutes a deal breaker
• Decide how applicants’ self-reported, chosen behaviors do
or do not line up with job requirements
• Ex. If someone wants to become a research assistant
at a pediatrician’s office, regardless of their resume or
anything else, it is an immediate deal breaker if they
have posted that they do not like to read and that
school work gets in the way of their gambling.
83

Choosing Well:
 Regardless of the position you’re looking to fill, you
should steer clear of anyone whose postings are
racially offensive, blatantly derogatory, or reflective of
illegal activities.

 Remember to also check local arrest records and
listings of known sexual offenders and predators, as
well as the listing of those who’ve been indicated in
federal fraud and abuse cases. These are publicly-
available records that can be quickly found online.

84

http://offender.fdle.state.fl.us/offender/homepage.do

85
Source: The Florida Department of Law Enforcement14

https://www.alachuaclerk.org/court_records/index.cfm

Start here

Source: Alachua County Clerk of the Court15

87

This is good news.

88

Shows the type of case

89

http://oig.hhs.gov/exclusions/exclusions_list.asp

Source: Office of Inspector General16
90

http://exclusions.oig.hhs.gov/ExclusionTypeCounts.aspx

91

http://www.oig.hhs.gov/fraud/fugitives/index.asp

92

Choosing Well:
 Do a Google™ search on their name to find out more
details on their publications, affiliations, club
memberships, experiences, etc. as well as things they
may have left off their resume.
• Be sure that you’re reviewing the right records, however; people
have the same names and some of them cause trouble for others.
• Look for clues that you’ve found the right person – even the
same name in the same town/same university is not
confirmation enough. You do not want to unfairly eliminate a
candidate on the basis of a Google search.
• Even if you’ve found the right person, there may be an
explanation as to the context and placement of what
you’ve found. Find a way to get confirmation, contextual
understanding, or a correction of the item with which
you’re concerned. 93

Not me

Not me

94
Source: Google.com17

Not me

Source: Facebook.com18

95

Not me

Not me

Not me

96

Choosing Well:
 When conducting interviews:

• Remember to avoid illegal questions – basically, anything that
asks about private/protected statuses such as race, religion,
sexual preference, pregnancy/parenthood status, marital status,
etc. If it isn’t directly related to performance of the duties of the
job for which they are being considered, do not ask.

97

Choosing Well:

• Decide ahead of time how long the interview should last and who
should attend. It is best to have at least one other person
interview the candidate with you, for the benefit of their
additional insights. Although the timing will differ depending on
the type of position and your goals in the interview, most
interviews for professional positions should last about 30 minutes
to an hour.

98

Choosing Well:

• The structure of the interview should be such that you are able to
gauge the applicant’s interpersonal, analytical, and intuitive
abilities, in addition to getting the surface answers that you need
about their skills and experiences.
• If you need someone who can handle multiple
responsibilities at the same time, ask them a couple of multi-
tiered questions and see if they answer all of them.

99

Choosing Well:
 Try multi-level/complex questions midway through
or near the end of the interview, to see how the
applicant handles them.

Ex. “Tell me about your research at Harvard, and how your interviewing
strategy was so successful at meeting the expected n. Did you follow the typical
Likert-style survey structure or was it more open-ended and inquisitive, and
what did you take away from that approach after looking back on your success?
Would you change anything?”

100

Choosing Well:
 In this example, we do in fact want answers to all
those questions, but there are much simpler ways to
ask them. What we’re doing here is purposely
stacking an entire group of questions into one
statement/informational request so as to:

• Observe the applicant’s ability to manage stressful situations
• Remember all the important parts of a conversation
• Handle complex duties in a succinct and efficient manner
• See if the applicant asks for help when it’s needed (“I’m sorry,
what was the last question you asked?” or, “Does that answer
all of your questions?”)

101

Choosing Well:
 First impressions almost always pan
out.

• You should not have to tell the applicant to
show up dressed appropriately, but
unfortunately many people nowadays have
not been taught to dress well for an
interview. You’ll have to decide for yourself
whether this is a deal breaker. If someone
wants a supervisory or higher position,
they should absolutely know to dress up.

Photo content provided by: CDC/ World
Health Organization; Stanley O. Foster MD,
MPH

102

Choosing Well:
 Remember that the best applicants
will also be interviewing you.

• The best applicants will have their choice of
positions, so be sure, as the interviewer, that
you are also dressed appropriately, that
you are prepared for the interview, that
you’ve cleaned up your office, etc. Show the
same respect for the applicant that you’d like
shown to you. This communicates positivity
in the workplace and could work in your
favor if this candidate is one of your top
Photo credit: James Gathany; content provider
choices. CDC/James Gathany

103

Choosing Well:
 When interviewing, remember that the amount of
talking a candidate does will also provide clues as to
their levels of emotional intelligence and
professionalism.

• If they talk longer than necessary, this may indicate they tend to
be passionate but lacking focus. They may over-commit
themselves to various projects out of a desire to cover as much as
possible. Or, they may be lacking in self-awareness, ie that it’s not
all about them and that other people would like a turn to talk.

104

Choosing Well:
 When interviewing, remember that the amount of
talking a candidate does will also provide clues as to
their levels of emotional intelligence and
professionalism.

• If they don’t talk enough, they may lack the assertiveness and
self-confidence that is necessary to success in most business
situations. It could, alternatively, indicate that they are not feeling
well – maybe it hurts their throat to talk and they didn’t want to
cancel their interview that was so hard to come by. Or, maybe
they are simply a word conservationist and this is how it typically
is with them. Depending on the position, they may be ideal or
they may not be a good choice. Go back to your job description
and decide how important this is to you.
105

Choosing Well:
 Be careful not to get caught up in style over
substance.
• Some people have the gift of explaining away loads of mistakes
and issues; weigh this against what you know on paper and value
in the best candidate. Don’t be taken away by flattery and
polished social skills, although social skills are important to
almost every position.
• By the same token, don’t be too put off by someone whose social
skills are just average but their experience and qualifications are
good, especially if the job does not call for them to regularly
interact with the public or clients.
• Always consider what you see and know against what you need.
How important are these observations? What are the top 3 most
important qualifications for this job, and does the applicant have
ample evidence to support their candidacy? 106

Choosing Well:
 When interviewing, remember that body language
tells as much as the actual words a person does – or
doesn’t speak.

• The majority of all communication
is non-verbal.
• Everyone interprets body language
differently – this is where a
second person’s opinion becomes
very valuable.

107

Choosing Well:
Exercise
What do you think this person’s body language might relay about her
unvoiced thoughts? Write 4 or 5 captions for each of the photos below.


108

Choosing Well:
Exercise


109

Choosing Well:
Exercise


110

Choosing Well:
 Non-verbal indicators of candidates who bring
professionalism and emotional intelligence to the
table:

• They wait to be asked to have a seat, rather than plopping
down in a chair and making themselves at home without
invitation.
• Their posture is poised and appropriate, neither slouching nor
rigid.
• They maintain an appropriate level of eye contact, so that
they are neither staring at you constantly nor looking around
the entire time. Their eyes remain where they should – on
your eyes as opposed to other parts of your body.

111

Choosing Well:
table:

• They avoid glancing at their watch during the interview.
• They have their cell phone turned completely off.
• They have their own pen and paper.
• They have an extra copy of their resume handy.
• They are polite to the receptionist and persons they pass in
the hall.
• They are not chewing gum, sucking on candy, or presenting
with a drink in hand.

112

Choosing Well:
table:

• They are dressed appropriately.
• For most positions, business wear is expected.
• Even if it is not (such as applying for a job at a sandwich
shop), at minimum:
• No undergarments are showing.
• Clothing fits the candidate.
• The candidate is not noticeably laden with cologne or after shave.
Conversely, the candidate does not have noticeable body odor.
• The candidate is not wearing an excessive amount of jewelry.

113

Choosing Well:
 Verbal indicators of candidates who bring
table:

• They use formal titles (Ms. Saliba, Dr. Brown) unless/until
asked to do otherwise.
• They know how much to say and how fast to say it.
• They avoid colloquial terms, slang, and derogatory remarks.
• They avoid inappropriate jokes.
• They speak loud enough to be heard but they are not too loud
or overbearing.

114

Choosing Well:
 Verbal indicators of candidates who bring
table:

• They avoid speaking badly of previous work situations and
experiences.
•This is not the same as diplomatically presenting their true
reasons for leaving – it’s all in how it is worded.
• They have questions prepared ahead of time regarding your role
in the company, the company itself, and what specifically is
required of the position.
• They use ‘please’ and ‘thank you’ appropriately.
• They speak to everyone in the room, not just the person who
invited them to the interview.
115

Choosing Well:
 The most desirable candidates will have questions for
you based upon their own research about your
company, your work, etc.

• These should be intelligent, well-informed questions such as, “I
read your article on the interactions between residents and
Facebook use, and wondered if you’ve decided to pursue that line
of research even further. What was the reaction to it after being
published in the journal?” They should not be questions such as,
“How much vacation time do I get and when can I start using it?”

116

Choosing Well:
 Avoid the temptation to hire on the spot.

• Give yourself at least a night to think it over. Involve someone
else in the interview and/or decision whenever possible. Other
people will notice things about the candidate that you will not.
They will ask inquisitive questions based on those observations,
which will lend well to the decision-making process.
• At UF, you must get clearance from HR before making a job offer.
They have to run a background check first.

117

Choosing Well:
 Wait to see if the candidate follows up with a thank-
you note.

• The person who does this is, at minimum, considerate of other
people. More likely, however, this candidate has been well-
groomed in workplace behavior and organizational and
leadership skills.
• A thank-you note should not be the final determining factor in
your decision but it does speak volumes about the person’s self-
awareness and business sense. It tells of an aptitude that is
frankly hard to find.

“Leaders help to shape the culture of their organizations based on who they are and what they do.”
– John Maxwell
118

“A legacy is created only when a person puts
his organization into the position to do great
things without him…Success doesn’t count for
much if you leave nothing behind. The best
way to do that is through a leadership legacy.”

-John Maxwell

SECTION 3 :
Building, Bridging, & Moving On:
The Legacy Portion of Leadership

119

What is a Legacy?
 A legacy is that which lives
on beyond our time at a job,
as part of a group, and our
time here on Earth.
 Legacies are akin to our long-
term reputations and our
most important contributions
to the world.

“There are certain things that are fundamental to human fulfillment. The essence of these needs is
captured in the phrase ‘to live, to learn, to leave a legacy…’ The need to leave a legacy is our spiritual
need to have a sense of meaning, purpose, personal congruence, and contribution..”
- Stephen R. Covey
120

What is a Legacy?
 Legacies are contextualized by that which we hold dear
and those things for which we stand.

 Everyone is building a legacy, and everyone has control
over that which they leave.

 Legacies may be concrete, tangential, or both.
“Martin Luther King challenged the conscience of my generation, and his words and his legacy
continue to move generations to action today at home and around the world. His love and faith is
alive in millions of Americans who volunteer each day in soup kitchens or in schools, or who refused
to ignore the suffering of millions they’d never met in far-away places when a tsunami brought
unthinkable destruction. His vision and his passion is alive in churches and on campuses when
millions stand up against the injustice of discrimination anywhere, or the indifference that leaves too
many behind.”
- John Kerry
121

How Are Legacies Built?
 Legacies are built in both our daily, routine choices and
across time as those choices becomes patterns. Those
patterns then become the themes of our lives; the themes
revealed over the course of lives are what become our
legacies.
 Ways to build legacies of leadership:
• Investing in others
• Guiding others to heights and successes they dared not dream
themselves
• Leaving things better than they found them
• Creating vehicles by which success will continue without them

“Success is nothing more than a few simple disciplines, practiced every day.”
- Jim Rohn
122

Building and Retaining:
How to Build and Motivate Your Staff
“When a leader truly has done the
work to connect with his people, you
can see it in the way the organization
functions. Employees exhibit loyalty
and a strong work ethic. The vision of
the leader becomes the aspiration of
the people. The impact is incredible.”
– John Maxwell

“A legacy lives on in people, not things.”
– John Maxwell
123

Factors That Positively Influence
Employee Motivation
 Appropriate rewards and
recognition
 Feeling part of a team
 Benefits, especially medical
 Training opportunities, especially
if relating to future advancement
 Variety of tasks, challenges
 Seeing the tangible fruits of their
labor

“What makes greatness is starting something that lives after you.”
– Ralph Sockman
124

Factors That Positively Influence
Employee Motivation
 Occasional office social
events, celebrations
 Respectable leadership
• Character, career examples;
knowledgeable; experienced;
encouraging; empowering;
courageous
 Bonuses and incentives
 Job security
Appropriate balance of flexibility, accountability
“While it is important to leave footprints in the sands of time, it is even more important to make sure
they point in a commendable direction.”
– James Cabell
125

Factors That Negatively Influence
Employee Motivation
 Office gossip
 Attitudes of negativity
 Favoritism/office politics
 Micromanagement
 Repetition/monotony in daily tasks
 Lack of intellectual, career growth and training;
personal and/or corporate stagnation
 Slow sales/lack of business

“Allowing employees with a bad attitude to work in the organization is a morale killer.”
– Quint Studer
126

Factors That Negatively Influence
Employee Motivation
 Dishonest/disreputable
leadership
 Poor leadership or lack of
leadership
 Job insecurity
 Lack of flexibility/grace
when it is necessary and/or
would be appropriate

“No legacy is so rich as honesty.”
– William Shakespeare
127

Developing Your Leadership Legacy

Developing Your Leadership Legacy

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