Reductionist Leadership.0719.13

8/17/2019 Reductionist Leadership.0719.13

1/27

““ Reductionist”Reductionist”LeadershipLeadership

AssessmentAssessment

Tom Peters/0719.13Tom Peters/0719.13


2/27

I’d een doin! some serious thin"in! #re$thin"in!% a out &eadership 'hen I’d een doin! some serious thin"in! #re$thin"in!% a out &eadership 'hen Icame acrossame across P rac t i ce Pe r ( ec t ) *+ R u&es (o r , e t t i n ! - e t t e r a t , e t t i n ! - e t t e rP rac t i ce Pe r ( ec t ) *+ Ru&es (o r , e t t i n ! - e t t e r a t , e t t i n ! - e t t e r

ou! Lemo 2rica oo&'a and 4atie 5e66i. It chan!ed m &i(e. I’m not ou! Lemo 2rica oo&'a and 4atie 5e66i. It chan!ed m &i(e. I’m notactua&& sure a out that ut I’m sure that it made me chan!e mctua&& sure a out that ut I’m sure that it made me chan!e mperspecti e. #I’d stron!& ur!e ou to read the oo".%erspecti e. #I’d stron!& ur!e ou to read the oo".% In sho r t i n e7c ruc i a t i n !n sho r t i n e7c ruc i a t i n !de t a i& the au tho r s m a"e the ca se (o r d i r ec t in ! a&mos t a&& t r a in in ! t o ' a rd t hee t a i& the au tho r s m a"e the ca se (o r d i r ec t in ! a&mos t a&& t r a in in ! t o ' a rd t he

i t s8no t t he ' ho&e . In t e ! r a t i on mus t t a "e p&ace8 u t i n t e ! r a t i e t r a in in ! i si t s8no t t he ' ho&e . In t e ! r a t i on mus t t a "e p&ace8 u t i n t e ! r a t i e t r a in in ! i sac tua&& ' a s t ed o r e en coun te rp roduc t i e i ( t he p i eces ha e no t eenc tua&& ' a s t ed o r e en coun te rp roduc t i e i ( t he p i eces ha e no t eenmas te red .a s t e r ed . I 'as a&read startin! to head do'n this path utI 'as a&read startin! to head do'n this path ut Prac t i ce Pe r ( ec trac t ice Per(ec t iced the ar!ument.ced the ar!ument.

o the stor here 'i&& e simp&e in out&ine8cha&&en!in! as a&& !et out ino the stor here 'i&& e simp&e in out&ine8cha&&en!in! as a&& !et out inimp&ementation. I’m ar!uin!8not e act& ori!ina&8that &eadin! &i"e (oot a&&mp&ementation. I’m ar!uin!8not e act& ori!ina&8that &eadin! &i"e (oot a&&or music or theater can e &ar!e& ro"en do'n into acti ities. And unti&r music or theater can e &ar!e& ro"en do'n into acti ities. And unti&those acti ities are trained in and practiced and more or &ess mastered it’shose acti ities are trained in and practiced and more or &ess mastered it’spremature to dea& 'ith the hi!h (a&utin’ stu(( &i"e ision and a&ues andremature to dea& 'ith the hi!h (a&utin’ stu(( &i"e ision and a&ues andener! and enthusiasm. #:ita&& important as these characteristics are;% oner! and enthusiasm. #:ita&& import ant as these characteristics are;% oas ou 'ade into 'hat (o&&o's #i( ou choose to do so% I 'ant to ma"e ones ou 'ade into 'hat (o&&o's #i( ou choose to do so% I 'ant to ma"e onepoint c&ear.oint c&ear. 2 e r i t em e&o ' can e su


3/27

Reductionist” Leadership Assessmenteductionist” Leadership Assessment

???? I am 'hat some ca&& an a!!ressi e??? I am 'hat some ca&& an a!!ressi e&istener ” !i in! 'ithout (ai& intenseistener ” !i in! 'ithout (ai& intenseundi ided attention to the spea"er and erndi ided attention to the spea"er and errare& interruptin!@ I am a isi & a!!ressi eare& interruptin!@ I am a isi & a!!ressi e&istener attemptin! to e an imp&aca &e ro&eistener attemptin! to e an imp&aca &e ro&emode& (or a!!ressi e &istenin!.ode& (or a!!ressi e &istenin!.

???? Listenin! is Item =1 in our set o( ore??? Listenin! is Item =1 in our set o( oreu&tura& :a&ues.u&tura& :a&ues.

??????? I e&ie e in a ! ! r e s s i e &is t en in !” soe&ie e in a ! ! r e s s i e &is t en in !” som uch tha t i t i s pa r t o ( e e r one ’s e a&ua tionuch tha t i t is pa r t o ( e e r one ’s e a&ua t iona n d e e r o n e m u s t t a " e a n n u a & re ( r e s h e rn d e e r o n e m u s t t a "e a n n u a & r e ( r e s h e rt r a in in ! in a ! ! r e s s i e &is t en in ! p e r se .r a in in ! in a ! ! r e s s i e &is t en in ! pe r se .???? I am a (u&&$(&ed!ed student o( &istenin!??? I am a (u&&$(&ed!ed student o( &istenin!aimin! (or the same &e e& o( pro(essiona&imin! (or the same &e e& o( pro(essiona&e ce&&ence” that I’d aim (or in a specia&t &i"ece&&ence” that I’d aim (or in a specia&t &i"emar"etin! or (inance.ar"etin! or (inance.


4/27


???? I am e ceedin!& meticu&ous a out the??? I am e ceedin!& meticu&ous a out the

e act construction o( the Buestions I as"act construction o( the Buestions I as"a&'a s manner& a&'a s pro in! a&'a s&'a s manner& a&'a s pro in! a&'a s!i in! the person Buestioned space/time toi in! the person Buestioned space/time to(ormu&ate a thou!ht(u& ans'er@ m (o&&o'$upormu&ate a thou!ht(u& ans'er@ m (o&&o'$upis not so(t” ut is supporti e” to a (au&t.s not so(t” ut is support i e” to a (au&t.The Buestionin! process is near the heart o(he Buestionin! process is near the heart o(e((ecti e &eadership practice and I approach((ecti e &eadership practice and I approachit 'ith the !ra it it deser es.t 'ith the !ra it it deser es.

???? I understand the comp&e it o( and the??? I understand the comp&e it o( and thepo'er o( e ce&&ent Buestionin! s"i&&. I am ao'er o( e ce&&ent Buestionin! s"i&&. I am a(orma& student o( the art and science o(orma& student o( the art and science o(as"in! Buestions.s"in! Buestions.


5/27


???? I ie' meetin!s 'hich a sor an??? I ie' meetin!s 'hich a sor ane traordinar amount o( m time #and 'hichtraordinar amount o( m time #and 'hicha&'a s 'i&&% to e de(inition m premier&'a s 'i&&% to e de(inition m premier&eadership opportunit @ I do intenseeadership opportunit @ I do intensepreparation (or the most rie( o( meetin!sreparation (or the most rie( o( meetin!sand ma"e it c&ear e!innin! 'ith odnd ma"e it c&ear e!innin! 'ith od

&an!ua!e that I ie' the/an meetin! as anan!ua!e that I ie' the/an meetin! as anopportunit not an anno ance or distraction.pportunit not an anno ance or distraction.I understand i( I !i e o(( another$damn$ understand i( I !i e o(( another$damn$meetin!” i es I 'i&& in(ect e er participanteetin!” i es I 'i&& in(ect e er participant

in a (&ash.n a (&ash.

???? In meetin!s and e er other interaction??? In meetin!s and e er other interactionI ma"e it c&ear that 'e are a&& part o( a ci i&ma"e it c&ear that 'e are a&& part o( a ci i&societ @ i!orous de ate is essentia& utociet @ i!orous de ate is essentia& ut!ood manners re!ard&ess o( the passion (orood manners re!ard&ess o( the passion (ora particu&ar position matter a !reat dea&. particu&ar position matter a !reat dea&.


6/27


???? >e&pin!” sounds innocent/o ious ut??? >e&pin!” sounds innocent/o ious utit’s an thin! ut@ !i in! he&p must et’s an thin! ut@ !i in! he&p must emeticu&ous& tai&ored to each indi idua& andeticu&ous& tai&ored to each indi idua& andher/his momentar circumstance. I ha eer/his momentar circumstance. I ha estudied in depth the comp&e process o(tudied in depth the comp&e process o(he&pin! per se and I am a &e to he&p in a 'ae&pin! per se and I am a &e to he&p in a 'athat is use(u& and ps cho&o!ica&& sound.hat is use(u& and ps cho&o!ica&& sound.???? on ersations8o ious& 8are the meat??? on ersations8o ious& 8are the meatC potatoes the hors d’oeu res main coursepotatoes the hors d’oeu res main course

C dessert o( &i(e. I ha e studied the sciencedessert o( &i(e. I ha e studied the scienceo( con ersations per se &earnin! and( con ersations per se &earnin! andpracticin! the too&s associated 'ith ma"in!racticin! the too&s associated 'ith ma"in!e er communication/con ersation count.er communication/con ersation count.


7/27


??????? I e&ie e in the I ron La ' o (e&ie e in the Iron La ' o (

o m m u n i c a ti o n ) R e ! a r d &e s s o (o m m u n i c a ti o n ) R e ! a r d &e s s o (c i r cum s tances i ( t he re i s ai r cum s tance s i ( t he re i s am is c o m m u n i c a ti o n D it ’s m ( a u &ti scom m unica t ion D i t’s m (au&t .???? I e&ie e in e((ecti e C e tensi e trainin!??? I e&ie e in e((ecti e C e tensi e trainin!'ith passion to the point o( (anaticism. Theith passion to the point o( (anaticism. TheBua&it o( each o( our trainin! courses isua&it o( each o( our trainin! courses isroutine& reathta"in!.” #And is e a&uatedoutine& reathta"in!.” #And is e a&uatedremorse&ess& .% Eur hie( Trainin! E((iceremorse&ess& .% Eur hie( Trainin! E((icerrecei es compensation andecei es compensation and

ac"no'&ed!ement on a par 'ith sa thec"no'&ed!ement on a par 'ith sa theFE@ &ine trainers are chosen 'ith the sameFE@ &ine trainers are chosen 'ith the same

care and ri!or one 'ou&d app& to hirin! aare and ri!or one 'ou&d app& to hirin! aresearch scientist.esearch scientist.


8/27


???? Appreciation and ac"no'&ed!ement ma??? Appreciation and ac"no'&ed!ement ma

e the most po'er(u& (orces in the uni ersee the most po'er(u& (orces in the uni erseand I !o out o( m 'a hour hour tond I !o out o( m 'a hour hour toconnect 'ith e er one I so much as pass in aonnect 'ith e er one I so much as pass in acorridor and ma"e them (ee& at the erorridor and ma"e them (ee& at the er&east e e contact that I !et” theireast e e contact that I !et” theirimportance to our enterprise. I ha e Dmportance to our enterprise. I ha e Ds tud iedtud ied D appreciation/ac"no'&ed!ement perD appreciation/ac"no'&ed!ement perse and understand ana& tica&& its stunnin!e and understand ana& tica&& its stunnin!po'er.o'er.

???? Than" ou”@ I than" peop&e (or their??? Than" ou”@ I than" peop&e (or theircontri utions8sma&& e en more than &ar!e.ontri utions8sma&& e en more than &ar!e.Thou!h than" ou” (its underhou!h than" ou” (its underac"no'&ed!ement the T5 'ords per se arec"no'&ed!ement the T5 'ords per se are

po'er 'ords ” and I "eep at &east casua&po'er 'ords ” and I "eep at &east casua&trac" o( m dai& Than" ou” score.rac" o( m dai& Than" ou” score.


9/27


???? I’m sorr ”) 2((ecti e apo&o! as??? I’m sorr ”) 2((ecti e apo&o! as

research as 'e&& as common senseesearch as 'e&& as common sensedemonstrates trans(orms # trans(orm ”emonstrates trans(orms # trans(orm ”stron! ut appropriate 'ord% customertron! ut appropriate 'ord% customerre&ationships and re&ationships amon! peers@e&ationships and re&ationships amon! peers@I !o out o( m 'a to ta"e rapid and isi &e!o out o( m 'a to ta"e rapid and isi &eresponsi i&it (or and the initiati e inesponsi i&it (or and the initiati e inaddressin! the s&i!htest o( rea& or percei edddressin! the s&i!htest o( rea& or percei edscre'$ups. Goreo er I ha e insti&&edcre'$ups. Goreo er I ha e insti&&ed

reco!nition o( the astoundin! po'er o( thiseco!nition o( the astoundin! po'er o( thistactic” throu!hout our !roup/'or"(orce.tactic” throu!hout our !roup/'or"(orce.


10/27


???? I am a&'a s on the pro'& (or peop&e 'ho??? I am a&'a s on the pro'& (or peop&e 'houn idden are routine& he&p(u& to othersn idden are routine& he&p(u& to others'ho 'i&& drop their o'n precious tas" in aho 'i&& drop their o'n precious tas" in a(&ash to !i e a he&pin! hand to someone 'ho&ash to !i e a he&pin! hand to someone 'honeeds a hand at a critica& moment. I ma"e iteeds a hand at a critica& moment. I ma"e itc&ear that mutua& he&p(u&ness is a core&ear that mutua& he&p(u&ness is a core

cu&tura&” trait 'hich 'i&& e routine&cu&tura&” trait 'hich 'i&& e routine&ac"no'&ed!ed and (orma&& ta"en intoc"no'&ed!ed and (orma&& ta"en into

account in a&& e a&uations.ccount in a&& e a&uations.


11/27


????????? I e&ie e in e ( (ec t i e C e7 te ns i ee&ie e in e ( (ec t i e C e7 tens i et r a in in ! ' i th pa s s ion t o t he po in t o (r a in in ! ' i th pa s s ion t o t he po in t o (( ana t ic i sm . Th e Bua&i t o ( ea ch o ( ou ra n a t ic i s m . T h e B u a & it o ( e a c h o ( o u rt r a in in ! co u r se s i s r ou t ine&ra in in ! cou r s e s i s r ou t ine&

rea th t a " in ! . ” #And i s e a&ua tedrea th t a " in ! . ” #And i s e a&ua tedrem orse&ess& .% Eur h i e ( Tra in in !em orse&ess& .% Eur h i e ( Tra in in !E ( ( i c e r r e c e i e s c o m p e n s a t io n a n d( ( ice r r ece i e s com pen sa t ion andac"no ' &ed!em en t on a pa r ' i th s ac"no ' &ed!em en t on a p a r ' i t h s at h e F E @ &i n e t r a in e r s a r e c h o s e n ' i t hh e F E @ & in e t r a i n e r s a r e c h o s e n ' i t ht h e s a m e c a r e a n d r i ! o r o n e ' o u & dh e s a m e c a r e a n d r i ! o r o n e ' o u &dapp & to h i r in ! a r e sea rch s c i en t i s t .pp& to h i r i n ! a r e sea rch s c i en t i s t .


12/27


???? Presentation e ce&&ence. Those o( us??? Presentation e ce&&ence. Those o( us

'ho do not do manua& 'or" &isten” andho do not do manua& 'or" &isten” andta&"” (or a &i in!@ to!ether ta&"in! andta&"” (or a &i in!@ to!ether ta&"in! and&istenin! constitute our pro(ession asistenin! constitute our pro(ession as&eaders. Intense pro(essiona&” trainin! ineaders. Intense pro(essiona&” trainin! in

oth is imperati e8there is nothin! in theoth is imperati e8there is nothin! in the&east automatic a out these s"i&&s. I isi &east automatic a out these s"i&&s. I isi &support and reBuire presentation trainin! andupport and reBuire presentation trainin! andde e&opment@ and practice cease&ess& toe e&opment@ and practice cease&ess& toimpro e m o'n presentation s"i&&s.mpro e m o'n presentation s"i&&s.

???? -od &an!ua!e is said to account (or as??? -od &an!ua!e is said to account (or asmuch as 90H o( our communicationuch as 90H o( our communicatione((ecti eness. I am a student o( od((ecti eness. I am a student o( od&an!ua!e a re&ent&ess se&($o ser er andan!ua!e a re&ent&ess se&($o ser er andassiduous in turnin! od &an!ua!e per sessiduous in turnin! od &an!ua!e per seinto a primar trait o( e((ecti e &eadership.nto a primar trait o( e((ecti e &eadership.


13/27


??????? G a n s a t h a t h ir in ! i s t h e m o s tan sa tha t h i rin ! i s t he m os ti m p o r t a n t t a s " i n t h e o r ! a n i 6 a ti o n . A s s u m i n !m p o r t a n t t a s " i n t h e o r ! a n i 6 a ti o n . A s s u m i n !

tha t ’s mo re o r &ess t rue I can c a&& m se&( a ndha t ’s mo re o r &ess t rue I can ca&& m se&( an d1 0 0 H o ( m & e a d e r p e e r s t r u e h i ri n !0 0 H o ( m & e a d e r p e e r s t r u e h i ri n !p ro (es s iona&s ” a id s tuden t s an dro (es s iona&s ” a id s tuden t s an dprac t i t ione r s o ( h i r in ! e7ce&&ence .r ac t i t ione r s o ( h i r in ! e7ce&&ence .


14/27


???? There is perhaps no more comp&e tas"??? There is perhaps no more comp&e tas"

than de e&opin! and e ecutin! an e a&uationhan de e&opin! and e ecutin! an e a&uationprocess that is a ma


15/27


???? I ac"no'&ed!e that time is m on&??? I ac"no'&ed!e that time is m on&resource8and mana!e accordin!& . Iesource8and mana!e accordin!& . Ie a&uate in e actin! detai& m timea&uate in e actin! detai& m timea&&ocation to insure that it isi & matches&&ocation to insure that it isi & matchesm espoused priorities. I e a&uate dai& espoused priorities. I e a&uate dai&'ee"& month& 'ith dispassionate ri!or.ee"& month& 'ith dispassionate ri!or.???? In mana!in! m time I "eep a??? In mana!in! m time I "eep asu stantia& amount o( m ca&endar openu stantia& amount o( m ca&endar open#+ HJ% in order to dea& 'ith the a!aries o(+ HJ% in order to dea& 'ith the a!aries o(

the &eadership


16/27


???? I am e pert at and an a id practitioner o(??? I am e pert at and an a id practitioner o(G- A/Gana!in! - anderin! Around8the- A/Gana!in! - anderin! Around8the"e to sta in! in touch and mode&in! coree to sta in! in touch and mode&in! core

a&ues and in(orma&& en!a!in! emp&o ees.a&ues and in(orma&& en!a!in! emp&o ees.E sessi e” G- A e((ecti e& surpassesE sessi e” G- A e((ecti e& surpasses

other priorities. I am thou!ht(u& notther priorities. I am thou!ht(u& nothapha6ard in m approach to G- A.apha6ard in m approach to G- A.???? Am I an a id student o( the process o(??? Am I an a id student o( the process o(in(&uencin! others per se8or do I trust mn(&uencin! others per se8or do I trust m

instincts since I’ e een around”K There is anstincts since I’ e een around”K There is amassi e amount o( research on this topicassi e amount o( research on this topicand in(&uencin! per se shou&d e considerednd in(&uencin! per se shou&d e considereda discreet s"i&& to e studied and practiceddiscreet s"i&& to e studied and practicedand mastered.nd mastered.


17/27


???? I ha e painsta"in!& made m se&( e pert??? I ha e painsta"in!& made m se&( e pertin understandin! the comp&e it o( then understandin! the comp&e it o( thedecision$ma"in! process. I am i id& a'areecision$ma"in! process. I am i id& a'areo( the #enormous;% iases that seep into the( the #enormous;% iases that seep into thedecision$ma"in! process and 'or" (orma&&ecision$ma"in! process and 'or" (orma&&

to address or reduce those iases8ando address or reduce those iases8andinsti&& this understandin! and studenthood”nsti&& this understandin! and studenthood”into 100H o( the mana!ement corps.nto 100H o( the mana!ement corps.???? I am a ri&&iant& schoo&ed and practiced??? I am a ri&&iant& schoo&ed and practicedstudent o( ne!otiation. A&&


18/27


???? o I ta&" cease&ess& a out the??? o I ta&" cease&ess& a out theimportance o( e ecution ut assume thatmportance o( e ecution ut assume thatsince it is an o ious priorit it does notince it is an o ious priorit it does notha e to e a su ence the consciousmana!ement o( the e ecution process per seana!ement o( the e ecution process per seis a topic o( stud and practice.s a topic o( stud and practice.


19/27


??????? 1 0 0 H o ( o u r e m p & o e e s h a e0 0 H o ( o u r e m p & o e e s h a espec i ( i c de e&opmen t p&ans /p ro ! r amsp e c i (i c d e e &o p m e n t p & a n s /p r o ! r a m sc a r e ( u && d e s i ! n e d a n d p r e c i s e &a r e ( u && d e s i ! n e d a n d p r e c i s e &t a i& o re d (o r t h e m a n d o n ' h i c h t h e 8a i &o r e d ( o r th e m a n d o n ' h i c h th e 8a n d e s p e c i a & & t h e ir m a n a ! e r s ; 8 a r en d e s p e c i a & & t h e ir m a n a ! e r s ; 8 a r e

r i!o ro us& e a&ua ted . An em p&o eei !o rous& e a&ua ted . An em p&o ee

one s top s i n the ha && can t a&" co ! en t&ne s tops i n t he ha&& can t a&" co !en t&a o u t he r /h is pe r so na& p ro (e s s iona &ou t he r /h i s pe r son a& p ro (e s s iona &d e e &o p m e n t p & a n a n d h e r /h i s p r o ! r e s se e &o p m e n t p & a n a n d h e r /h i s p r o ! r e s s

t h e r e o n # a n d th e d e ! r e e t o ' h i c hh e r e o n # a n d t h e d e ! r e e t o ' h i c hshe /he has e en a ided he r /h i she /he has e en a ided he r /h i sm ana !e r. I nd i idua& a nd c o&&ec t i e andana !e r. I nd i idua& a nd co&&ec t i e andd i re c t & m a n a ! e d e m p & o e e ! r o ' t h a r ei re c t & m a n a ! e d e m p & o e e ! r o ' t h a r e

a n e & e m e n t i n o u r c o r e a & u e s e t .n e & e m e n t i n o u r c o r e a & u e s e t .


20/27


???? I am e cruciatin!& a'are o( the??? I am e cruciatin!& a'are o( thed”i ersit o( m /our team. #I ca&& it &o'erd”i ersit o( m /our team. #I ca&& it &o'er

case d’i ersit ”8not the !ender/race arietase d’i ersit ”8not the !ender/race arietut di ersit on e er $damn$dimension$ut di ersit on e er $damn$dimension$

ima!ina &e.% I acti e& ensure (or e amp&ema!ina &e.% I acti e& ensure (or e amp&ethat e er team (eatures an e citin! mi o(hat e er team (eatures an e citin! mi o(

ac"!rounds that enhances the &i"e&ihood o(ac"!rounds that enhances the &i"e&ihood o(their (o&&o'in! interestin!/creati e paths toheir (o&&o'in! interestin!/creati e paths tode e&opin! and e ecutin! pro


21/27


???? 2 er &eader/mana!er is e ceedin!&??? 2 er &eader/mana!er is e ceedin!&'e&& trained in team ui&din! per se. 2 ere&& trained in team ui&din! per se. 2 ermana!er is assessed on her/his team ui&din!ana!er is assessed on her/his team ui&din!

s"i&&s and resu&ts. Attention to team ui&din!"i&&s and resu&ts. Attention to team ui&din!per se is on the dai& a!enda o( e er one o(er se is on the dai& a!enda o( e er one o(our &eaders.ur &eaders.


22/27


23/27


???? 2 er one in the or!ani6ation #100H;% is??? 2 er one in the or!ani6ation #100H;% istrained in usiness”8that is the 'a arained in usiness”8that is the 'a a

usiness 'or"s inc&udin! the (inancia&usiness 'or"s inc&udin! the (inancia&

aspects thereo( so that he or she can ha espects thereo( so that he or she can ha eat &east a rudimentar !rasp o( our o era&&t &east a rudimentar !rasp o( our o era&&p&ace in the 'or&d.&ace in the 'or&d.


24/27

> o ' d i d ou d o o n t h is a s s e s s m e n to ' d i d o u d o o n t h i s a s s e s s m e n te 7 a m ” Ke 7 a m ” K

Perhaps not a&& that 'e&&. hi&e nir ana is noterhaps not a&& that 'e&&. hi&e nir ana is not&i"e& at the er &east hei!htenedi"e& at the er &east hei!hteneda'areness ma 8I dear& hope8&ead ou to'areness ma 8I dear& hope8&ead ou toe amine our o'n a((airs and theamine our o'n a((airs and thede e&opment o( &eaders throu!hout oure e&opment o( &eaders throu!hout our

or!ani6ation.r!ani6ation.I ' i&& s tand m a s se r t i on t ha t t he se' i&& s t and m a s se r t i on t ha t t he sea re t he t h in ! s &eade r s ac tua&&re the t h in ! s &ead e r s ac tua && d oo 8m i n u te m in u t e d a d a .i nu t e m inu te da d a .

I 'i&& a&so stand ramrod strai!ht m'i&& a&so stand ramrod strai!ht massertion that each and e er one o( thesessertion that each and e er one o( theseattri utes can e ri!orous& studied andttri utes can e ri!orous& studied and

practiced and mastered8that not a one isracticed and mastered8that not a one isinstincti e.”instincti e.”


25/27

03.+0.1+$03.+0.1+$07.17.1307.17.13


26/27

First up) Theirst up) The

Fred mithred mithBuestion;uestion;

stems >a e Their P&ace 2 EM P&aces ems a e e r ace ace


27/27

stems >a e Their P&ace 2 EM P&aces ems a e e r ace ace

ase =1/Nnited tates Air Force Tactica& Air ommand/ase =1/Nnited tates Air Force Tactica& Air ommand/,2M -i&& reech/ ri e s”2M -i&& reech/ ri e s”

ase =+/Gi&&i"en C ompan / 2E Ro!er Gi&&i"en/thease =+/Gi&&i"en C ompan / 2E Ro!er Gi&&i"en/the

* $minute !ri&&in!$minute !ri&&in!ase =3/Oohns >op"ins/ r. Peter Prono ost/The #rea&%ase =3/Oohns >op"ins/ r. Peter Prono ost/The #rea&%

roots o( chec"&ist po'eroots o( chec"&ist po'erase =*/ ommerce -an"/ 2E :ernon >i&&/The R2ase =*/ ommerce -an"/ 2E :ernon >i&&/The R2utton commitmentutton commitment

ase = /:eterans Administration/A ro!atin! thease = /:eterans Administration/A ro!atin! thecu&ture o( hidin!”cu&ture o( hidin!”ase = /Ga o &inic/ r. i&&iam Ga o/Team'or" ma"esase = /Ga o &inic/ r. i&&iam Ga o/Team'or" ma"es

me 100 times etter”e 100 times etter”ase =7/I-G/ 2E Lou ,erstner (&ummo ed in!rainedase =7/I-G/ 2E Lou ,erstner (&ummo ed in!rainede&ie(se&ie(sase =Q/,erman ’s Gitte&stand/e ce&&ence$in$the$ase =Q/,erman ’s Gitte&stand/e ce&&ence$in$the$

!enesenesase =9/ epartment o( e(ense/ A -oase =9/ epartment o( e(ense/ A -otone/trac"in! do'n the e tanttone/trac"in! do'n the e tant Gode& Insta&&ation”Gode& Insta&&ation”

superstarsuperstarsase =10/Gatthe' 4e&& />ouse"eepers’ dreamsase =10/Gatthe' 4e&& />ouse"eepers’ dreams

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Reductionist Leadership.0719.13

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