Google Ad #1 - desktop - 728x90

Google Ad #3 - desktop - 728x90

Google Ad #1 - mobile - 300x200

Google Ad #3 - mobile - 300x200

ATD_Half_Page

Googel Ad #1 - Side Bar - Content pages

ATD Footer Logo

Leon Gold

Job Instruction Four Steps To Success

Leon Golir£

Bccause the Soviet leaders always be-lieved war to be at least a strong pos-sibility, they have been interested in civil defense since the early 1920s, and have at various times embarked on ex-tensive civil defense training and shelter construction progra

Civil Defense Training In Russia

A change maker steeped in valuable experience, David Dhevarajulu leads Singapore’s healthcare transformation as the executive director of the Centre for Healthcare Innovation at Tan Tock Seng Hospital, a co-learning network with a mission to build thought leadership, drive workforce transformation and enable healthcare training through new andragogy. In this role, David helms a team that encourages co-learning and collaborations across borders and industries, facilitate job redesign, drive innovative initiatives and projects, as well as oversee the operations of the Ng Teng Fong Centre for Healthcare Innovation, the largest purpose-built innovation centre with MICE facilities.Prior to this, David was the Director of various departments including Kaizen, Management Development, Organisational Development (OD) and Operations respectively. With his extensive experience and an acute understanding of both the healthcare industry and human resource transformation, David sits on numerous hospital and cluster committees and workgroups, to provide expert advice and insights. He has successfully driven many organization-wide transformation, staff engagement and change initiatives and has been instrumental in helping the hospital acquire numerous awards and accolades.For his dedicated and significant contributions to the National Healthcare Group and public service, David was awarded the TTSH Staff Excellence Award (Gold), the NHG Outstanding Citizenship Award and National Day Commendation Medal (2019).David is an Engineer by training with a Masters of Science in Human Resource Management from the Leicester University. He also holds certification in Strategic Planning from the Michigan University, Training and Development from IPD(UK), and Lean Healthcare from the Belmont University Graduate School.David is a certified Erickson Coach with ICF credentials.

David Dhevarajulu

Laine Mears is the BMW SmartState endowed chair of automotive manufacturing, and professor and founding faculty member in Clemson University’s automotive engineering department. He teaches and conducts research in manufacturing quality estimation, intelligent machining systems, manufacturing process design and control, and manufacturing equipment diagnostics at the Clemson University International Center for Automotive Research.Mears has published more than 160 peer-reviewed articles and is the recipient of the National Science Foundation CAREER award, SAE Ralph Teetor Educational Award, and the IMechE George Stephenson Gold Medal and Thatcher Bros. Prize. Prior to academia, Mears had more than 10 years of manufacturing industry experience in bearings and automotive engines and drivelines. He has a bachelor’s degree in mechanical engineering from Virginia Tech and a master’s degree and PhD in mechanical engineering from Georgia Tech. He is a fellow of the American Society of Mechanical Engineers and a senior member of both the Society of Manufacturing Engineers and the American Society for Quality. He is an ASQ Certified Quality Engineer (CQE), BMW Lean Six Sigma Black Belt, and a licensed Professional Engineer.

Laine Mears

Imogen Casebourne is director of learning at LEO Learning. Imogen works with the learning design team to ensure that LEO's learning solutions remain cutting-edge and evidence-based. Imogen also plays a key role in LEO’s thought leadership program and undertakes research and consultancy for LEO’s clients, including the NHS, the ICS, and the Red Cross.  She is closely involved with LEO’s Civil Service Learning partnership, leading the team that worked on the bespoke content suite and later offering consultancy support to ongoing work on the portal.  Imogen speaks at conferences, including the 2014 mLearncon in San Diego, has published a report on mobile learning for the NHS in 2012, and conducted case study research focusing on mobile learning for the eLearning Guild in 2013. She is currently studying part-time for a Doctorate in Education at Oxford University with a focus on the use of mobile technology. Imogen has designed solutions for tablets and smartphones and led the team that won gold for “Best Use of Mobile Learning” at the E-Learning Awards in 2012.

Imogen Casebourne

Joni D. Goodman, CPTD, CDTLF is the Principal at JDGAdvisors. She collaborates with her clients: employees, sales professionals, leaders and executives and together with them boosts learning initiatives, sales, and leadership, to achieve development goals!Joni was selected and trained by Dr. Brene’ Brown as one of the first Dare to Lead™ facilitators in the world. Joni is known for creating safe spaces where leaders can put down their armor and lean into growth.Ms. Goodman has over 20 years of experience in the learning and development space where her experience encompasses effective management development, sales training, mentoring, and executive coaching.She is also a published author in: “The Book of Road-Tested Training Activities”, “Association for Talent Developments (ATD)Training Toolkit application”, and “101 Ways to Make Training Active”. Ms. Goodman has been a featured speaker for the HR Houston Gulf Coast Symposium, ATD Houston, ATD San Antonio, Gulf Coast Diversity Council and W.I.S.E. (Women In Sports and Events) to name a few.

Joni Goodman, CPTD

Gordon Schmidt is a professor of management and the Director of the David and Sharon Turrentine School of Management at the University of Louisiana Monroe. He has a doctorate in Organizational Psychology from Michigan State. He wrote a book on teaching leadership through Marvel superhero films. He co-edited a book on social media use in employee selection. He is currently writing a book teaching leadership concepts through Avatar: The Last Airbender. Dr. Schmidt does research related to the Future of Work, including the gig economy and virtual leadership. He has researched the future of the field of I-O Psychology. He also researches leadership in lean production and Corporate SocialResponsibility. He consults with organizations on various topics, including how superhero examples can help learning. Dr. Schmidt teaches courses in leadership and human resources. His teaching innovations have been published in journals. He is the co-editor of Management Teaching Review.

Gordon Schmidt

This is the first post in a three-part series examining leadership. (See post 2 and post 3.)  “With each new day in Africa, a gazelle wakes up knowing it must outrun the fastest lion or perish. At the same time, a lion stirs and stretches, knowing it must outrun the fastest gazelle or starve. It is no different for the human race. Whether you consider yourself a gazelle or a lion, you simply have to run faster than others.”— from “My Vision: Challenges in the Race for Excellence”by His Highness Mohammed bin Rashid Al Maktoum,Vice President and Prime Minister of the UAE and Ruler of Dubai There is little argument that leadership is comprised of many facets. For many, leadership is the key aspect of a manager’s job—as well as a critical component of any directing function. More importantly, many agree that a main role of leaders is to empower others to work toward specific objectives. Accordingly, leadership is a constant process, rather than a “product” that happens overnight. In addition, leadership is focused on making other people feel more energetic and determined to work. In other words, leadership is a “contact sport” that routinely occurs via positive social modeling and continuous learning and development. Apart from this “relationship” dimension of leadership, there is an emphasis on accomplishing purposeful tasks, improving performance, and achieving results. What the Research Tells Us International research consistently shows that investing in leadership development and management capabilities is the key to achieving sustainable organizational growth and success. Indeed, the evidence touting the value of leadership development is compelling. A major case-based European HRD research project examined learning and development (L&D) practice in nearly 200 “learning-oriented” enterprises (most employing between 500 to +1,000 employees) in seven European countries: Belgium, Finland, France, Germany, Italy, the Netherlands, and the United Kingdom. The study found that it takes a learning culture to produce a learning culture, and its development could be traced to such factors as organizational leadership, a strong push for innovation in the workplace, and future learning capacity development (Tjepkema et al., 2002).According to research, led by Birkbeck, University of London, about management training and development approaches in the United Kingdom, France, Germany, Spain, Denmark, Norway, and Romania, there is strong statistical corroboration for management development leading to superior organizational performance across companies of all sizes, sectors, and national location (Mabey and Ramirez, 2004).Research into National Vocational Education and Training (NVET) systems in the Netherlands, Germany, France, the United States, the United Kingdom, and Japan found that NVET strategies impact both workforce upscaling and re-skilling, and are the foundation of success in the knowledge-based global economy of the 21st century (Harrison and Kessels, 2004).A Harvard Business School/Hay Group research project that examined more than 100 senior teams around the globe revealed that effective teams can significantly contribute to their enterprises, yet only one in five are extremely good, while one-third are mediocre, and 42 percent are poor. The study identified “a clearly defined senior leadership team” as one of the conditions for effective operations—rather than a heroic CEO (Wageman et al., 2008).Another study found that ineffective management is estimated to cost, for example, UK businesses more than £19billion per year in lost working hours. More importantly, the data showed that bad management by company directors is the source of 56 percent of all corporate failures (BIS, 2012). Clearly, leadership is one of the most loaded, not to mention well-established, issues in management today—whether we are dealing with a global corporation, government institution or a start-up in Abu Dhabi, London, Minneapolis, Moscow, Mumbai, Shanghai, Silicon Valley, or Toronto. And even though we have been studying “leadership” since the time of Plato, the same questions emerge: Are leaders born or made?How are we doing as leaders?   How we thought about leadership and its development, though, has changed over the years. Let’s now explore the journey of leadership. Trait Approaches to Leadership Trait approaches seek to uncover what makes a leader_—_in contrast to those who are not leaders. The typical assumption is that that some people simply possess the “right stuff” to be leaders, while others do not. The implication is that good leaders are, in fact, “born to lead.” These "born leaders" possess unique traits that are not equally present in all individuals. For example, Kirkpatrick and Locke (1991) researched the regularity of certain traits in leaders, such as:energypersonalized vs. socialized leadership motivationhonesty and integrityself-confidence (including emotional stability)cognitive abilityknowledge of the business. The study found weaker support for other traits commonly touted as necessary leadership traits, including charisma, creativity/originality, and flexibility. Meanwhile, Daniel Goleman (1998) produced a meta-analysis of leadership competency frameworks in 188 different enterprises. He found that it is the “emotional” competencies—a combo of traits and abilities enabling people to work with others and lead positive change—that make an effective leader. His research found that five emotional intelligence (EQ) competencies (self-awareness, self-regulation, motivation, empathy, and social skill) were twice as significant as other capabilities, specifically: technical skills (accounting or business planning) and cognitive skills (big-picture thinking or analytical reasoning). Research, however, has demonstrated little consistency in these “bundles” of personal capabilities among power leaders who drive organizational performance far above the norm. Leadership Behaviors and Styles for Different Situations Along a different vein, other leadership analysts have shifted the emphasis of study from “what the leader is” to “how leaders behave.” For example, McGregor (1960) held that the leader determines the style they manage staff, and thereby, successively determines how the staff behaves. Leaders who buy into “Theory X” believe that people are naturally irresponsible and uncooperative, and must be rewarded or punished to add value. Leaders who subscribe to “Theory Y” believe that followers are naturally energetic, growth-oriented, and interested in being utilitarian. Though the model admittedly plays up and groups leadership behaviors along an orientation toward employees, it offers little concrete basis for action. Furthermore, Blake and Mouton (1964) created the “Managerial Grid,” which is based on two facets of leadership behavior: people and production. This grid then produces four leadership styles:Authority-Compliance (High on Production, Low on People)Country Club (High on People, Low on Production)Impoverished Management (Low on People, Low on Productivity)Team Leadership (High on People, High on Productivity). However, although this framework is significantly more inclusive (the assumption being that leadership involves learning leadership behavior) and numerous leadership development interventions have been built on it, it fails to account for events and circumstances that cannot be predicted with certainty. Finally, situational leadership, a contingency model by Hersey & Blanchard (1988) provides a remedy for adapting the leadership style to fit the demands of the environment. Having diagnosed the developmental level of the followers, as well as their needs, this model contends that the leader works through the four styles:Directing (telling)Coaching (selling)Supportive (participating)Delegation (empowering). Again, many current leadership development solutions are being designed around this model of leadership. Perhaps, though, it is time to move onto a post-heroic view of leadership that offers an L&D orientation of leaders. This will be the focus of my next post in this series on leadership. Stay tuned...

Search results for 'Leon Gold'

Categories

Refine By