next generation leadership: insights from emerging leaders

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  • Next Generation Leadership

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  • Next Generation Leadership

    Insights from Emerging Leaders

    Sherry H. Penney and Patricia Akemi Neilson

  • NEXT GENERATION LEADERSHIPCopyright Sherry H. Penney and Patricia Akemi Neilson, 2010.

    All rights reserved.

    First published in 2010 byPALGRAVE MACMILLANin the United Statesa division of St. Martins Press LLC,175 Fifth Avenue, New York, NY 10010.

    Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS.

    Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world.

    Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries.

    ISBN: 9780230620698

    Library of Congress Cataloging-in-Publication Data

    Penney, Sherry H. Next generation leadership : insights from emerging leaders / Sherry

    H. Penney and Patricia Akemi Neilson. p. cm. Includes bibliographical references and index. ISBN 9780230620698 1. Leadership. I. Neilson, Patricia Akemi. II. Title.

    HD57.7.P447 2010658.4092dc22 2009036638

    A catalogue record of the book is available from the British Library.

    Design by Newgen Imaging Systems (P) Ltd., Chennai, India.

    First edition: June 2010

    10 9 8 7 6 5 4 3 2 1

    Printed in the United States of America.

  • To Emerging Leaders Everywhere

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  • Contents

    Foreword ixMarshall N. Carter and Hubie Jones

    Authors Notes xi

    Acknowledgments xvii

    Introduction 1

    1 Who and Where Are Emerging Leaders: What Do We Know About Them? 5

    2 How Do Emerging Leaders See Themselves as Leaders? 17

    3 What Qualities Make Effective Leaders? 37

    4 Women and Leadership: Progress and Roadblocks 67

    5 Inclusive Leadership 95

    6 The View from Generation X: Organizations Need to Change 119

    7 Leadership for the Future: Passing the Torch 141

    Appendices 153

    Notes 171

    Bibliography 183

    About the Participants 191

    Index 197

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  • Foreword

    T , hopeful messages conveyed in the chapters that follow. This book looks at leadership from the viewpoint of emerging leaders themselves. How do those who will lead see the future challenges to leadership? What goals do they have, what skills will they need, and what kinds of organizations do they want to lead? In this book, we also hear about the leadership aspirations of women and people of color, and the need for cultural awareness in institutions.

    We speak as individuals from the private and the nonprofit sectors who have been in leadership positions and observed leadership in many forms. We both have been privileged to have met and worked with many of the over three hundred emerging leaders discussed in this book. We find them to be talented and inspirational. Leaders everywhere will benefit from their insights.

    We urge you to read this book and learn what young leaders have to say about leadership for the future. The next generation of leaders is already among us. Our future is in their hands, and we ignore them at our peril. We must heed their voices now because leadership for the future cannot be left to chance. It is time to pass the torch.

    Marshall N. CarterChairman, New York Stock Exchange Group

    Chairman and CEO (retired), State Street Corporation

    Hubie JonesDean Emeritus, Boston University School of Social Work

    Founder and President, Boston Childrens ChorusCharter Trustee, City Year, Inc.

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  • Authors Notes

    Sherry H. Penney

    It is perhaps presumptuous to think that anyone can actually teach leadership. So when I thought about offering courses in leadership and also establishing a unique executive leadership program late in my career, I reviewed my own evolution as an academic, civic, and business leader. What in my own values and experiences informed me and propelled me on this journey? Why did I want to establish an Emerging Leaders Program?

    My values like those of many others come from my parents, and for me, my Dads influence, in particular, was the formative event for my journey in and of leadership. It is a journey that involves values, experiences, and seeing a strong need. My father, Terry Hood, was a school principal and superintendent in Michigan while I was growing up and was the ultimate collaborative leader although such a concept was not used in the 1950s. As a school administrator, his values were an essential part of all that he did. He was attuned to issues of diversity although we rarely discussed it. He invited a black choir to our small town in Michigan to sing at our all white church. Our community was predominately white and quite conservative, but he was totally committed to justice and equality, and to seeing the best in everyone and believed that others should try to be this way too. There were gay and lesbian teachersindividuals whom he hired because they were outstanding teachers. I never heard him use words such as diversity, but he lived in such a way that it was evident that he valued all individuals equally and tried to foster in others an attitude of openness and acceptance.

    He never allowed me to believe that there were any limitations to what women could do, and when at age 11, I announced that I wanted to be a lawyer, he encouraged that goal. (My mother told me I should train to be a teacher.) Later in my teens, he arranged for me to meet the congress-woman from Michigan, Martha Griffiths. Again, he placed no limits on what I might want to do. He supported equal educational opportunity for all and that is how he lived his life. When he was felled by a heart attack at a young age, he gave up administration and became a high school counselor

  • A u t h o r s N o t e s

    and continued his commitments to helping all without regard to race, gen-der, or difference.

    I pursued a pre-law curriculum as an undergraduate but ended up enroll-ing in graduate school with a generous scholarship rather than law school and set out to become a history professor. (History was also the discipline that my father taught before he became a principal.) As a doctoral student I was told, as discussed in chapter 4, that my university would never hire a woman in its history department, although the department would help me find a job elsewhere. I did not protest but listened carefully and probably from that moment on, I knew that I would find a way to see that no other woman ever had to hear those words. That I would strive to become a university president might have been ordained that day!

    After graduate school, I taught history briefly at Union College in Schenectady, New York, but moved into administration soon after. I was fortunate to serve as associate provost at Yale University and vice chancel-lor for Academic Programs at the SUNY system office and acting presi-dent of SUNY Plattsburgh before becoming chancellor of the University of Massachusetts Boston. As chancellor, I occupied a major leadership position and tried to be the collaborative leader that I hoped to be. Im sure all did not see it that way!

    I also made real my commitment to diversity, and my senior staff of vice chancellors and deans included more women and people of color than white males. Moreover, during my tenure we added the Asian American Institute and the Gaston Institute (for research on Latinos) to the Trotter Institute for African American Studies that existed on the campus prior to my arrival. We also made a home for the Institute for Women and Politics whose goal is that more women run for and be elected to public office.

    The university faced 11 budget cuts and reversions in my first four years on the job and the reaction in the university community was one of anger and disbelief. My attempts at collaboration worked sometimes better than others. One of the best was the formation of an inclusive committee to assist in making recommendations for the many reductions that had to be made. Together we learned much about collaborating to make difficult decisions.

    I did not want collaboration to be seen as useful only in a budget crisis so looked for other ways to foster a more collaborative climate. With the help of an American Council on Education (ACE) fellow, we developed a leadership program for faculty and staff. We created a series of seminars on issues in higher education and invited individuals to apply to participate. Six months of very productive discussions followed as well as an expanded concept by all of what choices leaders have to make. I also worried about how the stu-dents viewed leadership. Around the same time I read the Ron Heifetz book Leadership Without Easy Answers, and it helped me realize how difficult it


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    was for them to understand that many times the leader has to make the least objectionable choice among all difficult choices and that there were serious limitations on what could be done in a crisis situation. It was not possible to take serious reductions in the state support, keep fees and tuition low, and also offer all the classes needed. Working with colleagues in student affairs, we also began a student leadership program. It included seminars as well as mentoring and was a way for students to learn more about what leaders face and how individuals can be better leaders. It also created a