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Next Generation
Leadership
Insights from
Emerging Leaders
Sherry H. Penney and
Patricia Akemi Neilson

NEXT GENERATION LEADERSHIP
Copyright © Sherry H. Penney and Patricia Akemi Neilson, 2010.
All rights reserved.
First published in 2010 by
PALGRAVE MACMILLAN®
in the United States—a division of St. Martin’s 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: 978–0–230–62069–8
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 978–0–230–62069–8
1. Leadership. I. Neilson, Patricia Akemi. II. Title.
HD57.7.P447 2010
658.4⬘092—dc22 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

Contents
Foreword ix
Marshall 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

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. Carter
Chairman, New York Stock Exchange Group
Chairman and CEO (retired), State Street Corporation
Hubie Jones
Dean Emeritus, Boston University School of Social Work
Founder and President, Boston Children’s Chorus
Charter Trustee, City Year, Inc.

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 Leader’s Program?
My values like those of many others come from my parents, and for me,
my Dad’s 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 teachers—individuals 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. I’m 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
xii

xiii
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 stronger cadre
of student leaders for the university. The Beacon Leadership Program for
undergraduates continues to this day.
Fortunately, after four years of cuts we entered a more stable phase and
were able to move the campus from state college status to doctoral, to under-
take a major fund raising campaign, and to celebrate having the first two
Fulbright students in the history of the campus. We also began a series of
capital improvements including plans for a new campus center. A variety of
initiatives related to leadership development in all our constituencies had been
put in place. It was during this period that I was asked to serve as President
of the University of Massachusetts system on an interim basis. That was my
role during 1995, and again I was able to work with the senior staff in the
President’s office and with the chancellors toward a spirit of collaboration.
When I retired as chancellor in 2000, leadership was again on my mind.
Fortunately, a major donor created an endowed professorship in leadership
and I was to be the first holder of the chair. A major financial institution
also provided a grant to establish an executive leadership program for young
professionals. As outlined in the introduction and chapter 1, our region was
changing dramatically in terms of demography, business enterprises, and the
role of nonprofits. Where would we find the leaders of the future who would
guide us in this new and more diverse setting? I was convinced, along with
several others, that they were among us and that what we needed to do was
find them and bring them together for an intensive leadership development
experience. The Emerging Leadership Program was born and my leadership
journey continues.
I have learned much from them and their thoughts are featured through-
out this book.
Patricia Akemi Neilson
Who would have guessed that I would be at an urban university working
with young professionals chosen by their companies to be the leaders of
tomorrow given my circuitous career path. I am a Sansei (third generation)
Asian American. Both my maternal and paternal grandparents immigrated
to Hawaii from Okinawa, a prefecture of Japan, in the early 1900s. I was

born and raised in Hawaii and grew up being part of the majority culture.
After high school I was fortunate to attend Seattle University. Going away
for college was my first venture outside the state and my introduction to
being a “minority.” My four years of education at Seattle University went
far beyond academics, and exposed me to a completely new lifestyle and
provided me with opportunities to navigate my new bicultural existence. My
parents were blue collar workers and sacrificed much to send me to college
on the mainland, but to them the sacrifice was necessary because providing
an education for me and my two sisters was of utmost importance. Upon
receiving my degree, I returned to Hawaii to start my first professional posi-
tion as an outreach drug abuse counselor for the YMCA of Honolulu. This
was the beginning of my administrative roles in the nonprofit community,
designing, implementing, and leading programs that addressed the needs of
underserved communities.
In the mid-1980s, my husband was offered a position at the headquar-
ters of a major computer company in Massachusetts so we decided to move
our family to the Boston area. My experience with grant writing, transfor-
mational curriculum development, program design, and implementation
secured me a position at North Shore Community College as the director of
the displaced homemaker program, an academic skill training program for
single parents, divorced, and widowed women.
DuringthisperiodIpursuedadoctoratedegreeinLeadershipinEducation.
My research interest in the under representation of Asian Americans in senior
administrative positions in higher education has led me to advocate for the
development of pipelines for this talent. In higher education although 6.4
percent of the national student enrollments are Asian Americans, less than
one percent (.09 percent) are chancellors or presidents. Proportionately, Asian
Americans are the most underrepresented group in senior administrative
positions. Only 2.4 percent of the 145,371 administrative positions in higher
education are held by Asian Americans, compared to 9.4 percent of such
positions held by African Americans and 3.6 percent by Latin Americans.
Upon completion of my degree, I was appointed to the position of aca-
demic dean. While serving as dean, I participated as a Fellow in the Emerging
Leaders Program. I was impressed with the speakers in the program and the
cross sector networking opportunities, but what struck me was the mission
and vision of the program: to create leaders who are collaborative, civically
engaged and who represent the demographics of the region.
Toward the end of the ten-month Emerging Leaders Program, a posting
for the associate director of the Center for Collaborative Leadership was cir-
culated and was brought to my attention. I had been taken by the challenge
of the mission and I considered applying for the position. Although it was not
the ideal trajectory for my career path, I applied and was offered the position.
xiv

xv
I made a mission based decision because I was intrigued with the idea that I
could be part of changing the complexion of the leadership in the region. It
has been nearly five years and I am now the director of the program. With
almost 400 alums of the program and an active alumni association, there
are strong indications that the program is having an impact on the region.
Graduates of the program have been promoted to significant leadership roles
in private industry, government, education, and the nonprofit community
and serve on many nonprofit boards. And the interest in running for and
holding elected office is growing. The Emerging Leaders Program is at criti-
cal mass and is definitely making a difference!

Acknowledgments
T        . W 
especially grateful to the 20 emerging leaders who contributed essays and
helped to make this book a reality: Sandra Bailly, Ron Bell, David Dance,
Lisa DeAngelis, Hugh Drummond, Paul Francisco, Armindo Gonçalves,
David Halbert, Chi Huang, MD, Andrea Hurwitz, Anne Marie Boursiquet
King, Georgianna Meléndez, Nate Pusey, Michael Rawan, Pauliina Swartz,
Amanda Trojan, Mary Tolikas, Deanna Yameen, Christie Getto Young, and
one who wishes to remain anonymous.
We acknowledge, in particular, Senior Scholar Sue Reamer who provided
the initial encouragement for this book. She has been with us every step of
the way giving wise advice and guidance as we developed the program and as
we moved ahead with this book.
We gratefully acknowledge State Street’s initial grant that made the pro-
gram possible. State Street Corporation and Foundation also provided two
additional grants that provided support for research for this book. Our
thanks go, in particular, to Marshall N. Carter, George Russell, and Jennifer
Waldner from State Street.
We thank Alan Macdonald and J. D. Chesloff of the Massachusetts
Business Roundtable, Tom Chmura, vice president for economic develop-
ment, University of Massachusetts system office, and Chris Martin and Steve
Dodman of the Greater Boston Manufacturing Partnership for information
about the changing business climate in Massachusetts. Insights from Chris
Carmody and Penny Connor, vice presidents at NSTAR, for observations on
generational workplace challenges and leadership skills are also appreciated.
We also thank Patricia Peterson for her careful reading and editing of
the essays and suggestions for this manuscript and Emily Rubin who co-
authored several of the essays. Marjorie Arons-Barron of Barron Associates
Worldwide provided valuable advice throughout as did Christine Green of
the Trefler Foundation.
Dean Philip L. Quaglieri of the College of Management at UMass Boston
provided consistent encouragement and faculty members Peter Kiang of Asian
America Studies and Maureen Scully of the Management and Marketing

xviii A c k n o w l e d g m e n t s
Department have assisted in the program itself and have been especially help-
ful as we prepared the manuscript.
The authors are also grateful for research assistance from graduate stu-
dents Jennifer Leigh, Vinai Norassakundt, Ben Donner, Meredith Evans,
Katia Canenguez, and Tom Robinson and for additional assistance from
John Lozada. We thank Karen Bowen and Deanne Dworski-Riggs in the
Center for Survey Research at UMass Boston for conducting the survey of
our alumni. Suzanne Buglione, Jennifer Safford-Farquharson, and Donna
Charbonneau of CommunityBuild also assisted with surveys and focus
groups. Additional focus group sessions were facilitated by Ian Cross, Gina
LaRoche, and Eleanor Chin, and we thank them all.
We especially thank Andrea Wight, assistant director for the Center for
Collaborative Leadership, who provided technical service and valuable edito-
rial and other advice to us throughout the whole process. Marcela Massarutto
and Glendalys Cabrera of the Center for Collaborative Leadership also were
helpful and we thank them.
We also extend special thanks to Laurie Harting, executive editor at
Palgrave Macmillan and to Laura Lancaster, editorial assistant, for their
assistance throughout the process. We are indebted to them and others at
Palgrave Macmillan.
Finally, we thank our husbands, Jim and Joey. Jim Livingston (Sherry’s
husband) read drafts, assisted with technology dilemmas, and provided
encouragement and hugs. Joey (Pat’s husband) provided much needed tech-
nical support, kind words and patience during stressful times when writer’s
block set in.

Introduction
E       . T  
informed by what we are learning from them about what leadership should
look like in the future, how it may differ from past models, and how our
society can benefit from their insights.
If we are to have effective leaders in the future, we must find those poten-
tial leaders now and provide them with leadership training and development.
That is what we set out to do. As we looked at our region at the turn of the
century, it became clear that the leadership profile is in flux. Many of the
businesses that once were prominent in our area as well as companies that
had traditionally provided the business and civic leadership no longer exist.
Others have felt the impact of mergers and acquisitions. New organizations
are emerging, and individuals from them will be called on to play prominent
roles in the future. In addition, demographic data show that people of color
are now a majority in our city, but most leadership positions throughout the
region continue to be held by white males with few females or people of color
in those roles. A more representative body of leaders is needed. We believe
that the leaders for the future are out there—they need to be found and pro-
vided with focused leadership development opportunities.
So we met with several individuals in the business and nonprofit commu-
nities to express our concern. We found much support for developing a lead-
ership pool for the future, and that is what we did. We created an Emerging
Leaders Program and a Center for Collaborative Leadership in 2001, and in
2002 we began our work with young professionals. For the past eight years
we have been privileged to work intensely with groups of talented young
professionals— “emerging leaders.” Including all eight groups, 342 individu-
als, with an average age of 37, have participated in the program and 46 new
emerging leaders joined us in January 2010 as this book was going to print.
They come from all areas of the business community as well as from the non-
profit and governmental sectors and are representative of the demographic
and organizational profile in many urban areas in the United States.
We ask organizations to seek out and then nominate individuals for their
leadership potential, thereby encouraging them in their roles as future leaders.

N e x t G e n e r a t i o n L e a d e r s h i p
2
This process also strengthens the commitment of those organizations to find
and support their own emerging leaders, which in turn enhances their efforts
to retain talented young professionals.
We work with each cohort over a ten-month period beginning with a week-
long seminar in January followed by monthly sessions through July and a final
session in September or October. The learning model is hands-on and focuses
on collaboration, inclusion, and civic responsibility. We address many of the
issues that emerging leaders face in their organizations such as: ethics in the
workplace, how to work in teams, how to lead from the middle of the organi-
zation, how to communicate effectively, how to resolve conflicts and practice
effective negotiation, and how to face work/family challenges. The program
has four main elements: evaluation sessions analyzing one’s own leadership
style, seminars focusing on specific skills, team projects, and meetings with
current leaders to learn about their paths to leadership. Over the course of the
ten months, participants have an opportunity to hone their leadership skills and
also to create new and expanded professional and social networks. Throughout,
we encourage individuals to cross boundaries and sectors in meaningful and
long-lasting ways. Individuals from the business world work closely with those
from the nonprofit and governmental sectors. Differences of race or gender
are no longer a central focus when these young professionals work together in
forum sessions and on teams. Inclusion and collaboration become the norm.
The Emerging Leaders Program won the “Excellence in Practice” award
from the European Foundation of Management Development in 2007 at a
ceremony in Brussels and was cited as a unique model of cooperation between
business and the academic world.1
We asked these emerging leaders to assist us in learning more about their
thoughts on leadership by writing essays outlining their views. Those essays
were compiled and printed in 2009: Voices of the Future: Emerging Leaders.
Copies of the essays are available on our Web site (leaders.umb.edu.) and a
list of the authors is in the appendix. Excerpts from those essays appear in
this book, and these personal insights shed new light on the topic of future
leadership. One essay mentions Leadership (capital “L”) and leadership (small
“l”) and points out that both are important. This concept is one that others
of the writers support. These young professionals see leadership in a more
inclusive way than did many from previous generations. They do not favor
the old “top-down” capital “L” leadership model. They value honesty and
integrity as the most important qualities of leaders and they believe that
everyone can be a leader and that it is important to enhance leadership quali-
ties in everyone. Their vision of a new leadership model is clearly one that
will change organizations in the future.
In addition, we interviewed several alumni of the program as well as their
sponsors. We also held eight focus groups with alumni and participants.

3
I n t r o d u c t i o n
Individuals from interviews and focus groups are not identified by name to
protect confidentiality, but we have included quotations from many of them
throughout this book. We also enlisted the Center for Survey Research at
the University of Massachusetts Boston to survey these emerging leaders to
obtain quantitative information about their views on leadership challenges
and related issues. All of these sources have been helpful as we developed
this book.
Their thoughts also alert us to the need for change in many organizations.
Emerging leaders prefer to work in organizations that demonstrate corporate
social responsibility. They want organizations to provide opportunities for
their own professional development and growth, and they like to be in places
whose policies permit and encourage family friendly work environments.
The next generation of leaders is among us. They are the talented young
professional individuals who have been identified by their organizations as
the emerging leaders of the future, and they now have developed the skills
and experience needed to take on major leadership roles. These talented
young professionals are our future, and it is time to listen to them.
Chapter 1, Who and Where Are Emerging Leaders: What Do We Know
About Them?, outlines the characteristics of emerging leaders and provides a
summary of some of the recently published work on emerging leaders.
In Chapter 2, How Do Emerging Leaders See Themselves as Leaders?,
the focus is on the importance of reflection in leadership development. We
discuss how young professionals think about their own styles as a first step in
becoming stronger leaders. We discuss goals they set for themselves and then
examine whether the goals have been met.
In Chapter 3, What Qualities Make Effective Leaders?, the skills and
behaviors that will benefit emerging leaders in the future, how they see their
skills develop and their behavior change over time, are discussed.
Chapter 4, Women and Leadership: Progress and Roadblocks, addresses
the issue of gender—how do young professional women develop their lead-
ership styles, what barriers do they face and what roles will they play in
the future? How are they dealing with work/family issues and how do these
affect their paths to leadership?
Chapter 5, Inclusive Leadership, looks at issues of cultural differences,
diversity, and inclusion. Over 40 percent of our participants have been indi-
viduals of color. What have they experienced in their organizations? How
do they see themselves as future leaders? Are their challenges different from
those of other young professionals?
Chapter 6, The View from Generation X: Organizations Need to Change,
discusses what we have learned from emerging leaders about the challenges
they see for leaders in the future. We also examine their views on how organi-
zations must change and on the importance of corporate social responsibility.

4
In addition, we discuss what emerging leaders want to see in the organiza-
tions where they work and how organizations can make themselves attractive
to young professionals.
In Chapter 7, Leadership for the Future: Passing the Torch, the views of
Generation X and Generation Y about the future are discussed as well as the
roles they hope to play.

C h a p t e r 1
Who and Where Are
Emerging Leaders:
What Do We Know
About Them?
W        I  
Amazon or other sources, you will find thousands of such books. But most
of them focus on leadership from the point of view of established leaders and
academic researchers. Studies from leaders who have been CEOs, political,
or nonprofit leaders are helpful and have provided the basis for much current
thinking about leadership. And much leadership development work focuses
on executive training for senior managers. We know less about the views of
the leaders of the future and how to prepare them, but that discussion is now
more important than ever before.
The voices of young professionals often called Generation X (born between
1965 and 1980) and Generation Y (also sometimes called the Millennials and
born between 1980 and 2000) need to be heard. How do they (X and Y)
differ from Baby Boomers (born 1945–1964)? How do they relate to the
Traditionalists or The Silent Generation (Tulgan calls them the Schwarzkopf
generation—those born before 1946)?1
How will Generation X lead and work
with Generation Y? How do they view themselves as leaders? What qualities do
they stress? How do they see leadership in the future? Their characteristics and
thinking can tell us much about where we are going and what leadership styles
will take us there. These voices need to be heard because leadership for the
future cannot be left to chance. Their insights also are helpful to organizations
where they work who must deal with recruiting and retaining talented people.
And their voices are useful to other young professionals embarking on their
own leadership journeys. In the pages that follow we will bring you the views
and thoughts of emerging leaders, primarily those from Generations X and Y.

6
Demographics
We begin by describing these young professionals. Who are these emerging
leaders? This book focuses on the 342 individuals who participated in our
program from 2002 to 2009 and includes 150 men and 192 women with
people of color some 40 percent. These emerging leaders have diverse pro-
fessional backgrounds with 210 (61 percent) from the corporate sector, 89
(26 percent) in the nonprofit sector, and 43 (13 percent) from the govern-
mental sector. They are primarily Generation X with a few Boomers and a
few from Generation Y.
They represent the major businesses and nonprofit organizations in our
region. Although our study focuses on a region in the Northeast, these young
professionals are representative of what one would find in other large urban
areas in the United States. They come from organizations such as AT&T,
Bank of America, Citizens Bank, State Street Corporation, Sovereign Bank,
Blue Cross Blue Shield, the Red Cross, Liberty Mutual Insurance Company,
Bank of New York Mellon, Putman Investments, John Hancock Financial
Services, and Verizon as well as Genzyme, Raytheon, the Boston Globe, the
Federal Reserve Bank of Boston, NSTAR, EMC, Teradyne, Brown Brothers
Harriman, Eastern Bank, Boston Medical Center, Brigham and Women’s
Hospital, Massachusetts General Hospital, Partners Community Health
Care, United Way of Massachusetts Bay, City Year, and the offices of the
Governor of Massachusetts and of the Mayor of Boston.2
The Emerging Leaders Program
Before beginning our work with young professionals, we examined the
potential need for leadership development efforts and what issues might be
significant in the future. Jennifer Deal and her colleagues (2001) note that
demographic data indicate that there are too few people in the management
population defined as “emerging leaders,” or, “rising managers from the gen-
eration born between 1964 and 1978.” In the past there have been enough
individuals from which “organizations could select candidates for manage-
rial and leadership positions,” but now there are too few with the appropriate
skills for taking on the leadership challenges that our country faces. Similarly,
Stuart Crainer and Des Dearlove (1999) predict that organizations will have
a hard time finding managers through the year 2050. The need for new
leaders is also reaffirmed in a special issue of Leader to Leader in 2006. In the
introduction the following is noted: “With the pending retirement of nearly
78 million Baby Boomers over the next several years, the potential for a huge
gap in leadership is a significant threat to this nation’s ability to remain a
global leader.” The leadership gap also is hitting the nonprofit sector. A recent

7
W h o a n d W h e r e A r e E m e r g i n g L e a d e r s ?
headline in the Chronicle of Philanthropy is “A Growing Leadership Crisis.”
The article says that despite many recent layoffs, at least 24,000 senior-level
nonprofit positions will be available in 2009. This theme of a leadership gap is
confirmed again in studies from the European Foundation for Management
Development, IMB executive studies, and Hewitt Associates reports. All
cite a concern over the pending leadership gap, both in the United States
and internationally. In a recent Hewitt report, Indraneel Roy, from Hewitt’s
Global Leadership Consulting Practice, states:
Leadership talent is in short supply around the world, yet a handful of compa-
nies are able to consistently groom and grow great leaders through the ranks,
even in the most demanding talent markets and in the most volatile economic
and financial climate.
The good news is that leading companies have developed systematic
approaches to identify leaders and understand that leadership development is
not only for the CEO and executive staff but must be part of every organiza-
tion’s strategic plan.3
In addition to a concern about the leadership gap mentioned above, there
is concern about the changing business climate not only in our region but in
many other regions of our country. Extensive mergers and acquisitions, the
growth of new technologies, and many entrepreneurial business startups are
producing major shifts in the local as well as the national business environ-
ment. With mergers and acquisitions come the loss of formerly prominent
business organizations and their leaders as corporate headquarters become
consolidated in new locales. Sadly their former executives who often served
as major civic leaders also are now lost through retirement or transfer. To
replace them, new leadership is needed and much will come from new busi-
ness sectors: high technology, biotechnology, and green technology. All these
are changing the face of corporate America. Moreover, small entrepreneurial
businesses are also growing as well as some nonprofits. Leadership of the
future should reflect this changing business environment and be representa-
tive of these business realities. New leaders will need to be in place as change
continues to dominate in corporate, governmental, and nonprofit sectors and
as power shifts into new patterns.
We also see that the kind of leaders we will need in the future will differ
from those in the past. For some years in the middle of the twentieth cen-
tury, a predominate business influence in the greater Boston region was an
organization of leading businessmen who met in the Boston Safe Deposit
Bank and hence came to be called the Vault. They, in large part, determined
the direction of many business and political decisions for the city and under
their leadership Boston as a city improved considerably. The Vault was a

8
powerful but not a diverse group. Business, civic and political leaders deter-
mined that a small group of leaders making decisions for the community
was not the way to go for the future and other organizations began to play
a role. The Vault ceased to operate and several of its members subsequently
became members of the Massachusetts Business Roundtable when it was
formed in the 1970s. Leadership is now more diverse and more dispersed
and new models are emerging. In addition to the Roundtable there are now
also the Massachusetts Taxpayers Association, the Associated Industries of
Massachusetts and several industry specific groups in addition to Chambers
of Commerce in many regions of the Commonwealth. Many of these asso-
ciations focus on statewide issues rather than primarily the city of Boston.
From conversations with current business and nonprofit leaders as well as
young professionals, a return to the days of the Vault or something similar
is not predicted although a few individuals in our community think some
variation of the Vault might again be useful. The young professionals, how-
ever, look to more inclusive models. They are moving into leadership posi-
tions with more respect and desire for collaboration and for making followers
part of leadership.4
Moreover, leaders for the future must reflect the populations in their
geographical regions. The demographics of our city cited in the 2000 cen-
sus show 49.5 percent of the city as Caucasian, with Blacks at 23.8 percent,
Latinos at 14.4 percent, Asians at 7.5 percent, multiracial at 3.1 percent, and
other single race at 1.4 percent. Persons of color are now the majority, and as
a city Boston is more diverse by race and ethnicity than at any time in the
past. Although the Commonwealth has its first African American governor,
overall the current leaders do not reflect the new demographic reality. A 2009
study by the Commonwealth Compact at the University of Massachusetts
Boston notes that of the companies surveyed, minorities continue to be
underrepresented at the executive level, with 23 percent reporting that they
have no people of color on their leadership team. Most reported, however,
that overall workplace diversity has improved.5
So now and in the future a
more diverse leadership structure is needed.
As we looked at the leadership gap, the changing model of leadership,
the new business climate, and the demographic reality, it was clear that an
effort to encourage more young professionals to take on leadership roles and
subsequently to promote a collaborative model might be welcome. We were
aware of the many outstanding community and other leadership develop-
ment programs that exist throughout the country, but also saw a need for a
program in our region based in a business school that would stress collabora-
tion, inclusion, and teamwork as well as the need for civic engagement. This
model of collaborative and inclusive leadership probably would not have been
popular in the previous decades, but change is in the air.

9
In the late 1990s business and civic leaders from Boston began an initia-
tive (City to City) to visit other cities to learn about how other areas were
facing various urban issues. On trips that began with visits to Seattle and
Atlanta, Sherry and Hubie Jones, a prominent civic leader and also assistant
to the chancellor for Urban Affairs at U Mass Boston, discussed the need for
new leaders and new leadership models. Subsequent conversations took place
with the Mayor of Boston and other leaders about what to do about future
leadership for our region and the Commonwealth. One of the business lead-
ers supported the idea of a new initiative and concurred with the concept of
developing a new leadership cadre for our region. In his role as CEO of one
of the major financial organizations, he generously donated $250,000.00 to
the Center for Collaborative Leadership upon the occasion of his retirement
as CEO so that our efforts could begin. He now is Chair of the New York
Stock Exchange Group and in that role remains involved with the program.
He has been the opening speaker for each cohort and wrote in the Boston
Business Journal:
Our region and our city are poised for significant leadership challenges as
more of our current leaders retire and move on. It is critical that outstanding
individuals be ready and willing to take their places. But the new leadership
will not and should not look like that of old. It must be more inclusive and
respond to national and regional demographic changes. It must also be more
collaborative—a characteristic not always the norm in Boston.6
We then surveyed business and other leaders in the nonprofit and govern-
mental sectors in our region to ascertain their views on the major leadership
challenges in the future. Three items topped the list: hiring and retaining
talented staff; helping individuals develop an effective leadership style; and
fostering teamwork. In addition to the survey, we also interviewed several
leaders from the above sectors. They voiced similar concerns. One of those
leaders from the telecommunications industry who also speaks regularly in
the program expresses the need this way:
Nourishing the next generation of leadership right here in Boston is critical
if we are to remain a world-class hub for the finance, education, technology,
communications, and health care industries. As today’s business leaders, we
must teach the executives of tomorrow how to collaborate effectively with
others in an unprecedented fashion. We need to build in them the confidence
to infuse their academic learning with their unique personal experiences. 7
We formed a board of advisors that includes many of the leaders who were
interviewed, and then we recruited our first cohort of young professionals to
participate in the hands-on program that covers practical as well as theoretical

10
issues in leadership. These individuals are selected by their organizations as
potential leaders. In most cases that means that they have an advocate or at
least someone in the organization who believes that they have demonstrated
leadership potential.
Collaboration as the Theme
When you work with aspiring leaders, your own leadership philosophy comes
into play. What have we learned along the way? What would have been help-
ful to us at an early stage in our careers? Some of what we have to offer comes
from holding leadership positions—our personal experiences. We also have
observed leaders in action and we have read and thought about leadership
quite extensively. We—Sherry as a university president, and Pat, as a col-
lege dean respectively—observed leadership and saw again and again ways in
which it could be better.
As a new administrator at Yale in the 1970s, Sherry was privileged to see
collaboration and inclusion at work as she watched and learned from the
first female provost (and later Acting President) at Yale, Hanna Gray. She
was a strong leader and always decisive, but she practiced collaboration and
also was inclusive. Her influence made a lasting impression and reinforced
Sherry’s personal views on leadership. Not only did she like what she saw, but
it worked! Gray was a very effective leader and subsequently became the first
female president of the University of Chicago.
Early in her career Pat worked as a youth program director for the Young
Men’s Christian Association (YMCA) of Honolulu. The organization of this
metropolitan office consisted of two large comprehensive branches (athletic
membership gyms, residence halls, swimming pools, youth programs, caf-
eteria, etc.) and three community branches that consisted of community
outreach and youth programs. Although the resources available to the com-
prehensive branches were considerably larger than the community branches,
the leadership of all five branches that made up this large organization agreed
to share resources and facilities so the quality of programs and services pro-
vided by all the branches were consistent regardless of the size and budget of
the facilities. What she learned from working in an atmosphere of sharing
and collaboration was the ability to deliver quality programming across the
organization. She learned early on that collaboration works and has contin-
ued its practice throughout her career.
Our view that effective leadership is based on collaboration has informed
our work, and we believe that collaboration and inclusion is the model
needed in the future. Many sources contributed to our thinking. Asian
cultures are known to place value on collective effort rather than indi-
vidual accomplishment. Many years ago Chinese philosophers stressed

11
the importance of collaboration and those views were practiced in Eastern
societies before they caught on in Western cultures. Chinese philosophers
call for leaders who are team players and who know how to work with
others. Individuals who do not need to take credit for every action and
who know how to give others credit follow the advice of Lao Tsu in the
familiar Chinese proverb: “The wise leader settles for good work and does
not take all the credit for what happens. When the work is done, let them
say with pride, we have done this together.” The sense of interconnect-
edness and the internalizing of the concept okage sama de, which means
that we are extensions of one another and we are all connected, also go a
long way to explain and illuminate the intensely collaborative nature of
the Japanese. W. Edward Deming is associated with quality practices and
kaizen approaches that started in the 1950s and became a revolution in
Japan. The key elements of kaizen or continuous improvement are quality,
effort, involvement of all employees, willingness to change, and communi-
cation. Initially, when American companies tried to adopt these best prac-
tices in quality from Japan, they were unsuccessful because the cultural
context in the United States was quite different from Japan. The approach
in Japan traditionally has been collective, while in the United States the
focus is more on individual contribution. More recently, some American
companies such as Callaway Golf Company, Raytheon, and Beth Israel
Hospital are incorporating these collaborative leadership efforts with suc-
cess. In 2009, Chao C. Chen and Yueh-Ting Lee combined major ideas
from Chinese philosophy with some Western ideas as they looked at lead-
ership and management in China and they outline how both Eastern and
Western approaches continue to be important.8
In addition to looking at Eastern models, other studies have been help-
ful in gaining a broad perspective on leadership including James M. Burns
(1978), John Gardner (1990), Daniel Goleman (1995), James Austin (2000),
Warren Bennis (2003; 1990), Joseph Raelin (2003), Scott Quatro (2007),
and Edwin Hollander (2009). Concepts from the earlier works were useful
as we made the decision to establish a Center for Collaborative Leadership in
2001, and others have been helpful as development went forward. The word
collaborative was a deliberate choice. As Bennis and others argue, leadership
strength comes from blending many ideas.9
Along with Jay Conger (1999), we realize that collaboration as a leader-
ship strategy is not a given, and that it is not embraced by all who practice
leadership. Other competing ideas for leadership models such as the trait
and contingency models have supporters, and there may still be a few who
support the Great Man theory according to Hollander’s (2009) overview. In
fact, in our own leadership journeys, both of us observe some who continue
to subscribe to the heroic and Great Man theory of leadership. However,

12
collaboration is the model recommended by many scholars and practitioners
who also see that power is shifting to this newer paradigm.
As we noted above, a collaborative model is not all that new. In the United
States Mary Follett advocated collaboration and teams early in the twentieth
century and these ideas came to the fore again in the 1960s. And in 1961,
W. C. H. Prentice argued that a major task of a leader is to help move others
toward goals. What works best is for the leader to know well the individu-
als with whom he works so that he can help develop and guide them. “The
man who successfully marshals his human collaborators to achieve particular
ends is a leader.”10
This sounds “new” but he made these points over 50 years
ago. His work reinforces the concept of leadership that involves relationships
among leaders and followers who operate within a given context. What is
needed is an integrative model.
But as Conger notes, collaborative strategy recommended in the 1960s
did not fare as well in the 1970s and 1980s. By the 1990s we again saw a more
favorable view of collaboration as a leadership model as knowledge became
the currency for successful organizations. And collaboration is viewed as the
best strategy for the twenty-first century. How to achieve structural change
based on collaborative models will not be easy. Hollander argues for collabo-
ration and inclusion and provides a model for these challenging times as he
notes the importance of the reciprocal leader-follower relationship.11
That the
upcoming generation of leaders will move in the direction of collaboration
is our hope.
We also agree with the concept that much about leadership can be learned.
Leaders are not “born” that way. Young professionals should also understand
the roles of transformational and transactional leadership and how each style
may impact their own leadership development (Burns 1978; Bass 1985). As
Cynthia McCauley and colleagues report (2006), “...although transactional
leadership can be effective for motivating followers, transformational leader-
ship is more strongly related to numerous leadership outcomes such as fol-
lower satisfaction and group productivity.” And we agree with Quatro (2007)
and others about the need to develop holistic leaders.12
So our goal in work-
ing with young professionals is to expose them to various models and theo-
ries and to engage them in developing models that work for them and that
will address twenty- first-century needs.
Current Research
In the last decade several works that look to the future and provide advice to
future leaders and the organizations where they work have become available.
Studies such as Bruce Tulgan’s Managing Generation X (2000), Managing
the Generation Mix (2006), and Not Everyone Gets A Trophy (2009) along

13
with Claire Raines, Ron Zemke, and Bob Filipczak’s “Generations at Work”
(2000)andRainesBeyondGenerationX:APracticalGuideforManagers(1997),
J. Jennifer Deal, Karen Peterson, and Heidi Gailor-Loflin Emerging Leaders:
An Annotated Bibliography (2001), Warren Bennis, Gretchen Spreitzer, and
Thomas Cummings (eds.) The Future of Leadership (2001) provide helpful
insights on the topic of future leadership.
Tulgan’s focus is on the workplace and about how best to bridge the gen-
eration gap there. He stresses how members of Gen X deal with multiple
forms of information and how much they value flexibility and collaboration.
Tulgan also provides examples of Gen X, particularly women and persons of
color, who still face discrimination in spite of legislative victories and orga-
nizational statements promoting diversity. Helpful advice on dealing with
the multigenerational mix also is mentioned. Following in that vein, Raines
provides practical advice for those working with Generation X and discusses
qualities that she finds in Xers such as embracing technology, independence,
creativity and wanting lifestyles with more balance. The structure of the
work environment also is the focus of the Zemke, Raines, and Filipczak
study. They, like Tulgan, provide helpful insights. Xers, they note, like flex-
ibility and are at ease with multitasking. Successful organizations learn how
to realize the potential of workforces that are diverse in age ranges as well as
other dimensions. The Deal (2001) bibliography follows up on the workplace
theme and lists several sources that discuss Generation X and the challenges
they present in the workforce, especially how to retain them.13
In their book of essays, editors Warren Bennis, Gretchen Spreitzer, and
Thomas Cummings pay particular attention to how the organization of the
future will need to change, and they discuss leadership lessons of the past
that are important for the next generation. Several of the essays in their book
offer important insights related to the next generation of leaders and have
informed our thinking on the topic. The importance to leaders of building
relationships, especially one’s relationship to subordinates, is the theme of the
essay by James Kouzes and Barry Posner in the Bennis book. In line with the
Zemke study, they also describe the challenges presented by leading across
generations. The youth culture in the modern high-tech and knowledge-
based organization often is in conflict with the skills and habits of many older
workers. The Baby Boomers (numbering some 80 million) and Generation X
(about 50 million) have different value systems and work habits.
The Bennis collection also features insights by two “young” leaders in
which they express their hopes that discussions of leadership will include
thoughts from young and emerging leaders. Tara Church in her essay “Where
the Leaders Are: The Promise of Youth Leadership,” discusses the importance
of wanting to make a difference and she argues for leadership development
programs for youth. In “ Seeking a Newer World,” Edward Headington

14
points out that Generation Xers want “more direct action” and ways to prac-
tice their ideals. He says that this new vision of leadership involves working
with others to offer “our services directly” and “reaching out to others from
diverse backgrounds to find new solutions.” The author states that (this was
written before Barack Obama obtained the Democratic Party nomination
and then was selected as President in 2008) the focus of Generation X is
on “community service and away from conventional politics.” Both young
authors stress that Generation X will seek new definitions and ways of doing
leadership.14
Generational differences are also discussed by Jay Conger (1998), Pam
Withers (1998), Joanne Cole (1999), Jim Rapp (1999), Jeffrey Cufaude (2000),
and Mark Murphy (2009). Generation Xers want real balance between work
and private life according to Conger who also notes their desire for a work-
place that feels like a community. Withers addresses what managers need to
know to work with Generation X. He notes that employers need to focus on
making work more meaningful and also may need to provide more autonomy
such as flexible work hours. Rapp (1999) advises managers to provide con-
stant feedback to Generation X. Cole notes that Xers like teams, and want
to know that their work is important to the organization. They also want
to participate in planning processes for their units. Cufaude suggests that
executives need to spend more time talking with and listening to the younger
generation. He believes that older leaders need to rethink their strategies for
engaging younger generations. Mark Murphy (2008) focuses on Generation
Y and their need to know “why” certain tasks are to be performed. They need
to have reasons for what they do and they like to see the big picture.15
Similar to many of the essays in Bennis, the authors Paul Rodriguez, Mark
Green and Malcolm Ree (2003) discuss the challenges of managing a work-
force that includes both Baby Boomers and younger workers. They surveyed
workers at a major telecommunications company, both Boomers and Xers,
and found significant differences. Their study draws some preliminary con-
clusions and cites, among other issues, that Xers prefer a challenging task
that can be accomplished in a short period of time while the Boomer’s time
frame is longer. Xers like using the Internet and Boomers prefer the telephone.
Boomers like regularly scheduled hours while Xers like flexible hours.16
In her survey of recent studies, Pixie Anne Mosley (2005) notes that Xers
are seeking balance and personal enjoyment during their younger years and
are not willing to defer personal interests until retirement. She also points out
that Xers are more diverse and are more tolerant of diversity than any previ-
ous generation. Xers also seek balance between their work and personal lives,
both for themselves and for their employees.17
Ron Carucci (2006) agrees with the authors above and notes that many
emergingleadersaresaying“no”totheleadershippatternsoftheirpredecessors

15
and in many cases their mentors. They are looking for new models. He urges
all who work with emerging leaders to be generous in displaying gratitude
and appreciation and reminds us that to bring out the best in these new lead-
ers, we, the “incumbent” generation, must listen to them and appreciate their
passion and their new ways of defining leadership.18
Some 150 of Generation X were interviewed by Karl Moore (2006) who
finds that they believe that each person’s “story is important, not just the
dominant story...” of the senior executive. He also highlights the impor-
tance to this generation of not eliminating emotions and feelings from busi-
ness life.19
And the article, “Leadership’s Online Labs,” (2008) highlights
again the differences of Generation X from Boomers and discusses changes
in leadership development efforts in the future as more and more emerging
leaders will be communicating online and using online games to develop
their leadership skills. Elizabeth Agnvall makes a similar point and describes
how Staples and many other companies are using technology for leadership
development.20
Tulgan (2009) confirms these findings and adds that they
need regular feedback.21
With the exception of Tulgan, Moore, and Carucci’s works and the two
essays in the Bennis book, most recent studies do not quote heavily from
emerging leaders themselves. We believe that these voices are essential since
both Generation X and Generation Y have views about organizational struc-
tures and about leadership. Additional emphasis on the voices of the emerg-
ing leaders themselves, written by them, is needed.
Another Look
Since we want to know more about what these emerging leaders—those
of Generation X and Y— think, we solicited their views through essays,
surveys, focus groups, individual conversations and observations. We asked
them what leaders should strive to be in the future and how organiza-
tions should be structured to best support their young professionals. From
conversations as well as recent studies cited previously in this chapter, we
know that emerging leaders are eager for leadership experiences and not
afraid of challenges. As the following chapters demonstrate, the next gen-
eration of leaders hopes to modify organizational structures to make them
more collaborative and inclusive. Our belief that effective leaders now and
in the future must embrace collaboration and inclusion was confirmed
in December 2006 when Time magazine proclaimed that the Great Man
Theory of History “took a serious beating this year,” noting that the future
is “a story about community and collaboration on a scale never seen before.”
Time, in highlighting collaboration, declared all leaders as the “person of
the year.”22

C h a p t e r 2
How Do Emerging
Leaders See
Themselves as Leaders?
H            
style and how it impacts our peers and colleagues? Probably not many, even
though we know we should. In our own leadership journeys, more attention
to reflective practice would have been helpful. When you are in a leadership
position facing many crises on a daily basis, reflection often takes a back
seat. Sherry believed strongly in collaborative leadership but did not exercise
it appropriately shortly after she became chancellor of UMass Boston. In her
first few days on the job she found that the university was facing a daunting
budget crisis. She worked closely with the senior staff to design a plan to deal
with the crisis. A few of the faculty were consulted but not about the basics of
the plan—only on the principles involved such as not to cut across the board.
Not surprisingly, when the plan was presented to the university community,
it was rejected. All of it! Cuts had to be made anyway, but the experience
was painful and all too common for many in leadership positions. Because
several more cuts came along, there was a chance to try again and to use a
more collaborative approach the next time. This meant having a broad-based
group of faculty and staff make a series of very difficult recommendations.
None was popular, but there was greater acceptance because of the broader
involvement. So reflection took place—a lot of reflection—but after the fact
and the reflection had a positive outcome. This experience reinforces the
importance of reflection as not only helpful but absolutely necessary.1
For Pat, reflection played a major role in deciding between pursuing a more
secure position rather than remaining in an administrative position supported
by grant monies. Five years into being the director of an academic skills train-
ing program for displaced homemakers funded by the Carl Perkins Act, she
was encouraged by her supervisor to apply for a faculty position funded by

18
state monies. The faculty position would provide more job security and pro-
vide a more flexible work schedule. Her current director position was funded
on a year-to-year contract. She applied for the posted faculty position and went
through the search process and was one of two finalists. The night before the
second round interview with the vice president of academic affairs, she listed
the pros and cons of the position and the strengths and weaknesses she would
bring to each position. After some soul searching, she decided she would stay
with the grant-funded position. Although the funding for the director position
was not as secure as the faculty position, it was work that she was passionate
about. Providing training for single mothers, divorced and widowed women
with no marketable skills was challenging, but the results were very reward-
ing. When she arrived the next morning for her interview, she withdrew her
candidacy and spent the time informing the vice president about her vision for
at-risk women at the college. Going through the process of interviewing for
the position gave Pat the opportunity to reassess and reflect on her skills and
areas of passion and compassion.
Reflective Practices as Necessary Tools
To reflect on what went wrong and could be improved is a valuable exercise,
but one that should not be used only in a crisis situation. Many young pro-
fessionals with strong leadership potential do not devote sufficient time to
reflection to evaluate their strengths and shortcomings. So the importance
and benefits of reflection need to be stressed early. We encourage reflection
in several ways: self-knowledge/awareness, writing essays on leadership and
articulating and determining purpose and developing goals that align with
that purpose.
Self-Knowledge/Awareness
The focus needs to be on the person and how she/he can develop into a better
leader, and an understanding of one’s strengths and weaknesses is an essen-
tial first step. Warren Bennis (2003) suggests that self-knowledge is essen-
tial, and it includes both what you know and don’t know about yourself.
And Peter Drucker (1999) advises us that we need to learn to manage our-
selves and, “Place ourselves where we can make the greatest contribution.”2
Daniel Goleman (1995), in advocating for the important role of emotional
intelligence for leaders, lists self-awareness as the first step. Joseph Raelin
(2003) concurs with the need for self-awareness and notes: “...leadership
development has more to do with surfacing one’s leadership tendencies than
with introducing particular skills that constitute someone’s list of leadership
qualities.”3

19
E m e r g i n g L e a d e r s R e f l e c t a n d A c t
Comments from emerging leaders indicate that they see the importance of
self-reflection. The need, as discussed by Chi Huang, a physician, is clear.
My entrance into leadership in medicine was circuitous and unexpected. As a
practicing physician, my desire was and still is to provide the very best care to my
patients and their family. And yet there were instances in my practice when systems
and operations prevented me from delivering the most efficient and effective care.
Motivated by this challenge, I cautiously entered into management and leader-
ship with the same singular desire to care for people, but from a different vantage
point....The greatest challenge in my early career in leadership is understanding
and managing people. People have different needs and motivations. Paradoxically,
I have been challenged to know myself better, my strength and weakness, in order
to grow professionally.
Later he credits Goleman (1995) and notes the importance of emotional and
social intelligence.
...leaders need the ability to self-identify and self-regulate their emotions and also
to understand the social dynamics of various groups of people. It is this specific skill
that lends itself to effectively managing people.
A young woman leader from the nonprofit sector, Andrea Hurwitz, also
reflects on the need for self-awareness as she outlines her views on what it
takes to be a young leader.
...It is the young professional who chooses introspection over apathy, who chal-
lenges her own instincts to better understand what lies beneath her decision mak-
ing, who is a young leader. Young leaders are professionals who translate the
information they have absorbed so that they can take life’s challenges and turn
them into successes.
Reflection is seen as an ongoing process by Mary Tolikas whose work is in
the biomedical area. Tolikas also sees the need for looking inside and outside
oneself to the broader community.
So my journey in leadership continues. It is a journey within my own self, a con-
tinuous commitment toward building self-awareness and self-actualization and
finding the strength to be continuously humbled by the learning. And as my expe-
riences multiply and grow, so does my belief that it is the greater human values—
such as justice, liberty, equality, freedom, and opportunity—that should underlie
all my actions as I strive to achieve happiness for myself and my fellow world citi-
zens. Leadership is also an outward journey, with the continuous commitment to
keep looking for and connecting with the people who share similar values and hold
on to a similar commitment for collective hope and passion for positive change. In

20
a world seemingly full of complex connections and diminishing boundaries, can
we all share and grow with similar human values or will protectionism in the face
of intense competition prove to be an unsurpassable challenge?
Leadership is about transforming, transforming the world around you and the
world inside you. And in the process, “plan to be surprised.”
Other comments from emerging leaders indicate that self-reflection is a nec-
essary but difficult exercise.
Although it’s important and necessary, it’s also painful to look inward at your
own shortcomings or challenges, both personally and professionally.
I learned a lot about myself and my innate leadership skills. I stepped outside of
myself and really used the time to reflect on my strengths and weaknesses. I really
learned a lot about diversity in all of its manifestations and how important it is to
take into consideration when leading.
It takes a lot of work...examining your strengths and weaknesses.
I learned that there are many ways in which I can take on more of a leadership
role in my current position, despite my role as an individual contributor. I have
clarified many areas for personal development and growth. It gave me courage to
take more career risks and more confidence to achieve goals.
Essays on Leadership
There are many ways to encourage reflection, and we ask young profession-
als to write an essay describing their leadership style and discussing a chal-
lenging leadership experience. These essays provide insights into their issues.
Several of these essays were revised by some of the emerging leaders after they
returned to their workplaces. Subsequently, we collected and printed these
essays. Now excerpts from them appear throughout this book so that the
voices of these emerging leaders are heard.4
Several themes emerge from their writing. For some the essay was a chance
to reflect in ways they had not done before and they benefited from taking
time to reflect—to think about leadership and their own style. Some discuss
their understanding of the need to be more self-aware. Others write about
how they see themselves as leaders and how they might need to change.
Almost all stress the need for leaders to find ways to continue to learn. As
they write about their experiences, the essay as a reflection tool is confirmed,
although some resist doing it at the time. Michael Rawan, a banker, provides
an interesting perspective.
[Writing the essay] allowed me to reflect on my experiences, the mentoring I have
received, the lessons I have learned, and the legacy I have been building. This essay
is both a product of my journey as well as a homage to those that have guided and
influenced my career.

21
Lisa DeAngelis, who at the time worked in a construction company, states
her reasons for writing her essay with her friend Deanna Yameen who is in
the nonprofit sector and how the essay helped clarify their thoughts.
...only recently in my career have I begun to understand that there is a better way
of doing it; and by “it” I mean better ways of aligning yourself with your organi-
zation, having an active voice in the leadership that translates into the collective
momentum of the company. It’s my interpretation of synergy where, by having
the right people in the right place at the right time with a common vision, the
impossible becomes possible. Everywhere we look—sports, school, business—it’s a
competition, who can be the best. Within the organization it doesn’t have to be a
competition where there is a winner and there are losers. In fact, better things are
accomplished when it isn’t. When all persons can bring their whole selves to the
table, and fully contribute, the outcome is incredible compared to what even the
most talented leader can accomplish on his or her own.
A lawyer, Christie Getto Young, who works at a major nonproft agency, used
the essay as a way to look ahead.
My application essay focused on my aspirations to utilize the skills and experiences
I would gain from the ELP to transition into a more formal management role. At
that time, I was searching to develop more confidence and become more comfort-
able with my professional authority so that I not only truly functioned as a leader
but also moved up the ladder to a more senior supervisory position. I was in my
early thirties with a supportive husband and a two-year-old daughter. I lived and
worked in Boston, and we owned one car, which we used on weekends. I could
leave my office, pick up my daughter from her childcare center and then walk
home all in approximately 45 minutes. At no time during the process of drafting
my essay, or during my year as an ELP Fellow, was I particularly distressed when
trying to balance my work and family lives.
With a commitment to working in the political arena, David Halbert writes
about the benefits of reflection and for the need to move away from the Great
Man theory.
As someone interested in developing my leadership skills, and of achieving lead-
ership positions of greater influence, I have strived to be both self-aware in my
decision-making process, while simultaneously cognizant of how those decisions
are assessed by others. By reconciling these two viewpoints, which often stand
in stark contrast with one another, I find the final outcome is often of greater
value than if I had simply acted from my own perspective, or conversely that of
others.
My goal is to be an elected official. As I have watched others attempt to lead, I
have seen how a lack of understanding of the perspective of others, combined with
an overestimation of the value of one’s own views, leads to frustration and failure.
In order for me to reach my goal, and be the type of leader that I strive to be, I

22
know that it will be vital to stay connected to the light in which others see me. This
is not so that I can always do what they want, but instead so that I know how to
explain what I am doing and I why I feel that it needs to be done.
In times past, success could be achieved by the imposition of a singular world-
view and ideology on others. Effective leadership in this context was determined
by either brute strength or ruthless guile, often at the detriment of others who were
deemed weaker or less cunning. As time has passed, and globalization has become
the vanguard of progress, it has become not just preferred, but absolutely necessary,
to have the ability to perform self-examination through the prism of others.
Sandra Bailly, from health care, discusses her leadership journey and how it
is evolving over time. Her dual-citizen background (Panama and Barbados)
plays a major role in her development.
A series of major life milestones shaped and continues to shape my view of myself
as a leader. Embracing the view of oneself as a leader is an evolving process that is
both a personal and public journey. As one moves through different stages of lead-
ership, the ability to influence others toward a given cause/effort requires transpar-
ency (living in the fishbowl) and a willingness to put oneself out there first.
Ron Bell works in the Massachusetts Governor’s office. He reflects on the
need to learn from mistakes and to build relationships.
...leaders are not perfect, but leadership in the twenty-first century is learn-
ing from our mistakes and talking about them and passing that knowledge on
to other leaders, helping them learn from experiences. That’s not being done
enough. I’ve had to search for my mentors. Too many people are holding on to
what little influence they have and not sharing their wisdom. As we go into the
twenty-first century, there is not going to be another Dr. King–one person in the
black community—there is going to be a whole bunch of them. And that’s a good
thing, because we need to get perspectives from people of different races, ages and
genders.
Relationships are key. We’ve become tense in our society and within ourselves.
We’ve gotten away from the face-to-face, the looking square in the eye and seeing
if someone is being truthful. Some of us have hidden behind technology, which is
a great thing but it’s caused us to become unrelational. We need to get back to the
kitchen table, have meals together, congregate and forge relationships. Through
my office, I’m trying to build that kind of community. I’m meeting with all kinds
of incredible organizations with great programs and encouraging them to talk to
each other. Leadership for the twenty-first century needs to have a strong founda-
tion in cultivating our relationships.
Determining Purpose and Developing Goals
An additional way to foster reflection is an exercise where the participants are
asked to succinctly state their purpose. In dyads they reveal their ideas and

23
then share their thoughts with the larger group. To state your purpose in a
sentence or two takes thought and practice, and they struggle. And for most
this is not something they have done before in a conscious way. Yet when
they share with each other, clarification is easier and the results are positive.
Thinking about and then articulating purpose helps to define the kind of
leader you want to be and what you need to do to get there. Of course, this is
just a starting point. The purpose of the exercise is to stretch one’s thinking
about the big picture and to put day-to-day activities into a larger context.
Some of the most common goals outlined are expanding networks, par-
ticularly across sectors, the desire to learn more about current issues in the
region, and to understand the benefits of civic engagement. Young profes-
sionals also want access to current prominent leaders to see what challenges
they face and how they meet them, and they seek information about different
leadership styles to understand what might work best for them.
In interviews individuals who are now alumni/ae think again about their
goals and what they hope to accomplish.
My primary goal was to take advantage of networking opportunities. However, I
have been pleasantly surprised by my own professional growth through developing
techniques used in the collaborative process of addressing complex social issues.
My hope was to open up new networks (personal & professional)—to understand
and open up connections to the Boston business network.
A couple of my goals were to develop network strategies...and to develop differ-
ent types of leadership skills...Depending who you are working with you need to
learn different ways and one of the goals that I had was to learn different types
of leadership, figure out which one you are, and when to adapt it and when to
change. So when I deal with my team and co-workers, depending on whom I’m
dealing with, I use different types of leadership skills...So those were my two main
goals...and they were absolutely met.
Others describe their goals in quite personal ways, ways in which they dis-
cover in themselves the capacity to be leaders. Many had always thought of
leadership as someone else, as the person who sits at the top of the organiza-
tion. Now they begin to see how leadership can be dispersed and practiced
in new and expanded ways.
...I never really thought myself a leader. I think I’m still a developing leader, but
my views of what a leader should be have changed since the program
...The program focused on collaborative leadership, and how there are differ-
ent types of leaders. And I like the description of what a collaborative leader is.
I think I identified with that more than the ones who delegate, or overpower, or
whatever.
To be authentic and consistent, always do the right thing. Step up but also step
back to let others lead.

24
The program helped me conceptualize what being a top leader would be like and
figure out what skills I needed to build...to differentiate between management
skills and kind of visionary, charismatic leadership skills that a lot of the leaders
that came to speak to us spoke about. And so the program just really challenged me
to think about how I could develop those skills in myself, because I shy away from
that a little bit...
Amanda Trojan, whose work is in the high tech field, writes about her goals
and her leadership journey.
I am still at the beginning of my leadership journey. I have a basic understanding
of my skills. I know that in the coming years I want to focus on conflict resolution
and communication skills to prepare me for leading in a global environment. I
want to begin to learn these skills within my next leadership role. I’m ready for the
challenges ahead....Knowing what I want, I can focus on what needs improve-
ment in my day-to-day interactions.
Another young professional from the high tech sector identifies with
Goleman’s outline of the importance of emotional intelligence for leaders
and his call for self-awareness, self-regulation, motivation, empathy, and
social skills.5
In an interview another young leader relates how opening one’s
mind to consider diverse points of views is important.
...A better sense of my leadership style, and greater awareness of the diverse minds,
talent and people that exist and expanded networks that I can leverage outside of
my immediate workplace.
Her Haitian upbringing is important to Anne Marie Boursiquot King who
is in a health care foundation. Her background gives her unique perspectives
as she describes what is important.
Perhaps it is the experience we all shared. Perhaps it is the common understanding
that to get to the front of the line you have to actually get in the line behind every-
one else. Perhaps it is my Haitian upbringing. The elders in my family and com-
munity always reminded us youngsters about working hard today for the rewards
of tomorrow. Whatever the common denominator, I feel that many other younger,
up-and-coming individuals do not have that sense of “you have to put your time
in.” I have been called upon many times to coach and mentor young people and I
get the sense that once they’ve made a bit of progress or reached a milestone, they
want the big reward.
Trojan also comments: “It’s important as leaders to constantly inventory our
abilities so that we can utilize the skills when we need them and work to
build the skills that we don’t have.”

25
Networking across boundaries was a major focus for Pauliina Swartz from
financial services. She is pleased with her emerging leader colleagues because
of the many areas they represent and the variety of experiences they offer. She
is surprised by how much she learns from them.
What impressed me most about the program, though, were my fellow emerging
leaders, who were smart, passionate, and often accomplished in many fields. Their
diversity was refreshing and enlightening, for they were diverse not only in gender,
race, and ethnicity but also in the types of organizations they represented. These
ranged from small one- or two-person “startups” to large multinational compa-
nies, and included such industries as telecom, media, and financial services as well
as government and nonprofit entities. Some of my most memorable discussions
were with fellows who, unlike me, had chosen careers in the nonprofit sector and
were taking on various social challenges, including HIV/AIDS, teen pregnancy,
and the plight of street children. These fellows had already emerged as leaders and
have great potential to make an impact in their organizations and communities.
We find that when they look at their goal statements several months after
preparing them and reflect upon them further in interviews, they see their
own progress and realize that they have achieved many of the things that
they hoped to do.
They are also asked to discuss with a peer a leadership experience that did
not go well. They discuss what went wrong and why and their colleagues
offer suggestions about what to do differently. As the discussion takes place,
the process itself helps to clarify one’s leadership goals and purpose. We are
pleased that some have continued to assist each other with refining their
leadership purpose and with professional goals. One group of alumni meets
regularly to continue these conversations and to assist each other profession-
ally. They call themselves the South Shore Men’s Group and they tell us
how beneficial it is to have a group of professional peers with whom to share
experiences and from whom to seek advice.
So, finding ways for potential leaders to undertake thoughtful reflection
is essential and beneficial. Reflection continues as emerging leaders are asked
to be more aware of their strengths and weaknesses, use writing to clarify
their thinking and to be mindful of the larger purpose as they formulate
their goals.
Leadership Practices Inventory
In addition to engaging in reflective practices, participants complete the
Leadership Practices Inventory (LPI). The LPI, developed by James Kouzes and
Barry Posner, asks individuals to rate their abilities in areas the authors believe
that foster leadership development and also are ones that exemplary leaders

26
possess. There are thirty questions and survey respondents indicate whether
they participate in the behavior rarely, sometimes or frequently in five key areas
including: (1) modeling the way, (2) inspiring a shared vision, (3) challenging
the process, (4) enabling others to act, and (5) encouraging the heart. And the
more you demonstrate the trait, the better.6
The survey questions encourage
further reflection and introspection and respondents are informed that they
will complete the survey again after a specific period of time.
This exercise helps individuals focus on their current leadership style and
what may be working as well as what might need to improve. The LPI pre
and post-tests also provide a useful analysis of how, over time, individuals
may improve their leadership capacities. This survey was given to the emerg-
ing leaders in each of the 2002–2008 cohorts as they began the program and
again when they completed it. The LPI results from the 2002–2008 cohorts
show encouraging patterns, and interviews confirmed many of these find-
ings. We found positive increases in the scores overall and for each cohort
with the completion of the second LPI survey, which was administered sev-
eral months after the first.
There was an increase in the mean scores across all seven cohorts from
LPI-1 to LPI-2 from 215 to 234.7
(See figure 2.1 and table 2.1 included in the
appendix for mean scores and cohort summaries.) Also some 48 percent of
respondents achieved LPI survey scores at a level of 240 or higher, meaning
that almost half of all ELP participants developed a tendency to “usually,”
“very frequently” or “always” engage in the identified leadership practices.
These increases in scores suggest that being selected for a leadership devel-
opment experience by an organization and then participating in leadership
activities assists individuals to become more attuned to positive leadership
behaviors. The period of time between administering LPI-1 and LPI-2
appears to be a time for participants to reflect on, refine and gain confidence
in their leadership abilities. Reflection and training make a difference.
As we examined the data further, we also looked at the mean scores of
respondents for each of the five separate categories in the survey (see table 2.2
for leadership practices) in addition to the overall cohort scores. There were
gains in all areas: inspiring a shared vision, modeling the way, encouraging
the heart, challenging the process, and enabling others to act. The level of
significance of their gains across each of the categories and subcategories is
statistically significant. We are encouraged, in particular, with these increases
because participants clearly gained competencies in areas of personal behav-
ior that are important for leaders. These areas of personal behaviors are ones
that can be improved, and these young professionals are doing just that. The
increase in developing a personal philosophy (see appendix) was especially
encouraging as was the increase in encouraging the heart. The goal setting
and exercises to define your purpose likely play a role in these gains.

27
The highest initial LPI ratings are in items that address personal attributes
of leadership such as the following:
testing one’s own skills and abilities
●
taking initiative to overcome obstacles
●
speaking with conviction about meaning and purpose of the organization’s
●
work
treating others with dignity and respect
●
developing collaborative relations
●
following through on promises and commitments
●
setting a personal example
●
praising people for a job well done
●
giving team members lots of appreciation and support for their contributions
●
Even though these were rated fairly high at the beginning, the second LPI
ratings consistently reflect improvement, indicating that the participants at
times engage in the identified activities as at the highest frequencies. We also
found lower initial LPI ratings scores on leadership traits such as:
testing boundaries
●
influencing others to envision the future
●
having a clear philosophy of leadership
●
recognizing and rewarding positive collaboration by others
●
facilitating colleagues’ skills acquisition
●
holding others accountable for shared principles and standards
●
In each instance, however, the second LPI scores demonstrate improvement,
indicating that the emerging leaders developed more enhanced skills in these
areas. From conversations with them, it appears that some of these areas
improve as they assume more responsibility in their organizations and have
more confidence in themselves. One notes, “I hope to take more risks and
really challenge myself to grow.” Another writes: “I will become more confi-
dent, resourceful, thoughtful and adaptive.” And another, “The possibilities
are endless.” A good summary: “I did not believe you could learn so much
about yourself.” Another strikes a positive note of being allowed to step out-
side of “our comfort zone.” Others report how difficult it is to absorb feed-
back that may be negative, but that it is an important part of developing one’s
style. This is not surprising as Kouzes and Posner report that of the 30-item
behavior assessment, they find that the “statement that ranks lowest from
the observers’ perspective, and next to lowest from the leaders’ perspective
is this one: 16. (He or she) asks for feedback on how his/her actions affect
other people’s performance.”8
Overall participants note continued personal
and professional development augmented by increased self-knowledge and
finding new approaches and perspectives about leadership.

28
Gender Differences
When we look at gender, we find that female participants initially self-
assessed themselves as having higher levels of leadership abilities than men
at the time of LPI-1. However, while both male and female participants
registered significant gains across all LPI categories, males make greater
gains than females. In fact, by LPI-2, the mean male and female scores
are both 234. This represents a gain of 8 percent for male participants
and a gain of 6 percent for female participants between LPI-1 and LPI-2.
(In chapter 4 on gender we will look in greater detail at some of the issues
for women leaders.) In conversations with males, we learned that they saw
themselves as having less of the “soft power” attributes of leadership skills
when they entered the program. They believe themselves strong on the
“harder” and more technical skills so it is encouraging that they see gains
in the “softer” areas.
Since almost all the participants have strong technical skills, a great deal
of focus is on the less technical side: communication including both speak-
ing and listening, negotiation, networking, inclusion, teamwork and the like.
Many who study leadership now agree with Goleman that these softer areas
need attention and practice. We do not ignore technical skills and believe
that both are important. However, we do agree that sometimes the softer
skills have not received as much attention as is desirable. We read with great
interest Joseph Nye’s (2008) call for “smart power” in which he recom-
mends a blending of soft and hard power to “smart” power.9
Nye’s advice,
although focusing primarily on diplomacy and related areas, also has broader
meaning.
The LPI helps individuals focus on positive leadership behaviors and since
the positive traits in the survey are also ones that are addressed in the pro-
gram, it is not surprising that improvement occurs. Interviews with partici-
pants also provided further evidence. Young professionals, especially males,
become more aware of the need to develop the more personal leadership skills
and they do so. They also see these as essential skills for effective leaders and
no longer view them as peripheral areas.
Alumni Survey
To better understand what emerging leaders have to say about leadership
for the future and about their leadership styles, we surveyed the alumni.
Surveys were administered in 2007 and again in 2008, and respondents were
drawn from the total group, 2002–2008. Similar to the total group, they are
racially and ethnically diverse with over a third people of color. They are well

29
educated, the majority having obtained a BA or MA. Ages range from 24
to 58 with an average age of 37. This is not a group of Baby Boomers. (See
tables 2.3 and 2.4 in the appendix for the demographic and organizational
details.)
For those in the corporate sector, the largest segment works in an organi-
zation engaged in finance or banking. But areas such as telecommunications,
high technology, insurance, and communications are also well represented.
However, in the survey responses there are some different career choices for
the two racial groups. Whites are much more likely to be in the corporate
sector, with non-whites more likely to work for a nonprofit organization or
the government.
Although respondents work in different fields, a majority of them have
attained a leadership position in their organization. Nearly three-quarters of
respondents (73 percent) directly supervise other people, which is similar for
men (76 percent) and women (71 percent) with some differences for whites
(76 percent) and non-whites (69 percent). The number of people they super-
vise ranges from one to 150, with a mean of ten and a median of four. The
mean was eleven for men and nine for women, eleven for whites and eight
for non-whites. In addition, over half the respondents (54 percent) manage
a budget, most of which (83 percent) are over $100,000 per year. That dif-
ference does not vary by gender and 53 percent of men and 54 percent of
women manage a budget, but there is a bigger difference by race, with 60
percent of whites reporting that they manage a budget but only 43 percent
of non-whites so reporting. These young professionals are well positioned to
assume even greater responsibilities in their organizations in the near future.
These surveys, which were completed after they returned to their workplaces,
also provide another chance for personal reflection. The individuals report
on which leadership styles they think they possess, how satisfied they are
with their current leadership style, and whether they would like to change
their leadership style.10
The self-reported leadership styles (table 2.5 in appendix) cited most fre-
quently were collaborative (99 percent), adaptive (97 percent), and authen-
tic (95 percent). The least self reported style was charismatic (64 percent).
That collaboration was ranked at the top is not surprising. Young leaders
stress the importance of collaboration in interviews and in focus groups
and those conversations are supported by the data. They also talk about the
definition of a leader being separate from the title that one holds. They see
themselves as more attuned to collaborative styles than some of their older
colleagues, some of whom prefer more hierarchal approaches. They are less
enthusiastic about charismatic leaders as they have seen many such leaders
fall from grace so it is not surprising that this is ranked somewhat lower.

30
Severalexcerptsfromtheiressayssupportthesurveyresults.LisaDeAngelis
and Deanna Yameen in the introduction to their joint essay state:
Many people encourage potential leaders to become independent, and the one per-
son who runs out ahead of the pack is often rewarded. Collaborative leadership
points the way toward moving everyone forward together. It not only respects, but
actually fosters and promotes, diversity. Although everyone needs to move toward
the same goal, success rests on each person bringing his or her talents and view-
points to the table. The role of a formal leader in such a system is completely rede-
fined. In a world of competition, technological advances, and an increasing need
for social responsibility, interdependence is the key to true success.
Yameen also comments:
My thoughts are that regardless of organizational design, collaborative leadership
recognizes, values, and even celebrates that fact that everyone is a leader in the
role that they play.
In his essay, information technology specialist David Dance, who is in health
care, also highlights the importance of collaboration. “Effective leaders must
be willing to collaborate by listening to others, especially those that may not
agree with them.”
And another emerging leader, Hugh Drummond, from the field of com-
munication, applauds teamwork and sees it this way:
I have found the best leaders to be those who recognize and welcome the contribu-
tion of the entire team. They do not fear contrary opinions or suppress differing
styles. Applying these principles in my life, I work hard to always build a collab-
orative structure that fosters shared success and teamwork and inspires my team
to believe in themselves and their objective. Doing this establishes a firm founda-
tion that will weather even the stiffest adversity when it inevitably comes. Today
a leader must lead with less control and more openness than ever before. Think
about the power of the individual today.
Armindo Gonçalves works at the Boston Redevelopment Authority (BRA).
He outlines why he believes that leaders must give of themselves and that
they need to make a difference.
From my perspective, leadership requires personal sacrifice and taking positions on
matters that may be right but not very popular. This type of leadership is lacking
in nearly every facet of our society, because personal sacrifice requires selflessness:
giving something of oneself in order to make a difference. Sadly, in Western soci-
ety, where self-preservation and individuality are of utmost importance, personal
sacrifice is almost nonexistent.

31
There were some differences between genders, with men more likely than
women to report that they are strategic and charismatic and women more
likely than men to report that they are authentic and inclusive. There were
fewer race differences, though the non-white group was more likely to see
themselves as strategic and charismatic. As we will discuss in a later chapter,
the commitment to collaboration sometimes presents problems for young
leaders whose organizations have not adopted a collaborative model.
When respondents critiqued their current leadership style (summarized
in table 2.6 in the appendix), almost all respondents are quite positive about
their leadership style, with 4 percent reporting that they are extremely satis-
fied, and the vast majority reporting that they are very satisfied (44 percent)
or somewhat satisfied (47 percent) with their leadership style. Only 5 percent
said they were a little satisfied with their leadership style and no one said
they were not at all satisfied. Yet, the majority of respondents (75 percent)
said that there were things about their leadership style that they wanted to
change. Clearly the reflection process has an impact. There were almost no
differences between the two gender groups in their satisfaction with their
leadership styles. There was some difference between the two race groups
(white and non-white), and whites were more likely to say that they wanted
to change something in their leadership style.
Decision making
Respondents had many ideas for changing their leadership styles (table 2.7
in appendix). Nearly one in five (19 percent) said they wanted to improve
decision making, including improving decision-making skills in general and
being more decisive. Some respondents report that they want to have more
confidence (15 percent). Here we note that women rated this higher than
men and whites more than non-whites. This gender finding is confirmed in
conversations with young women and with their comments made in focus
groups. More men than women selected the need to be more inclusive. They
become more aware of the importance of this issue as they meet and work
with a more diverse group of individuals. Improving communication by
being “more direct,” “being a better listener,” “improving public speaking,”
or “developing better networking and [public relations] skills” is also men-
tioned frequently (14 percent). These findings again are in line with conver-
sations with emerging leaders and focus group discussions.
Role of Supervisors
Respondents were also asked about how each of their leadership styles devel-
oped. We want to know the three strongest influences on them (table 2.8 in

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Wizard said to the animal:
"Are the Fuddles nice people?"
"Oh, very nice," answered the kangaroo; "that is, when they're
properly put together. But they get dreadfully scattered and mixed
up, at times, and then you can't do anything with them."
"What do you mean by their getting scattered?" inquired
Dorothy.
"Why, they're made in a good many small pieces," explained the
kangaroo; "and whenever any stranger comes near them they have
a habit of falling apart and scattering themselves around. That's
when they get so dreadfully mixed, and its a hard puzzle to put them
together again."
"Who usually puts them together?" asked Omby Amby.
"Any one who is able to match the pieces. I sometimes put
Grandmother Gnit together myself, because I know her so well I can
tell every piece that belongs to her. Then, when she's all matched,
she knits for me, and that's how she made my mittens. But it took a
good many days hard knitting, and I had to put Grandmother
together a good many times, because every time I came near she'd
scatter herself."
"I should think she would get used to your coming, and not be
afraid," said Dorothy.
"It isn't that," replied the kangaroo. "They're not a bit afraid,
when they're put together, and usually they're very jolly and
pleasant. It's just a habit they have, to scatter themselves, and if
they didn't do it they wouldn't be Fuddles."
The travelers thought upon this quite seriously for a time, while
the Sawhorse continued to carry them rapidly forward. Then Aunt

Em remarked:
"I don't see much use our visitin' these Fuddles. If we find them
scattered, all we can do is to sweep 'em up, and then go about our
business."
"Oh, I b'lieve we'd better go on," replied Dorothy. "I'm getting
hungry, and we must try to get some luncheon at Fuddlecumjig.
Perhaps the food won't be scattered as badly as the people."
"You'll find plenty to eat there," declared the kangaroo, hopping
along in big bounds because the Sawhorse was going so fast; "and
they have a fine cook, too, if you can manage to put him together.
There's the town now—just ahead of us!"
They looked ahead and saw a group of very pretty houses
standing in a green field a little apart from the main road.
"Some Munchkins came here a few days ago and matched a lot
of people together," said the kangaroo. "I think they are together
yet, and if you go softly, without making any noise, perhaps they
won't scatter."
"Let's try it," suggested the Wizard.
So they stopped the Sawhorse and got out of the wagon, and,
after bidding good bye to the kangaroo, who hopped away home,
they entered the field and very cautiously approached the group of
houses.
So silently did they move that soon they saw through the
windows of the houses, people moving around, while others were
passing to and fro in the yards between the buildings. They seemed
much like other people, from a distance, and apparently they did not
notice the little party so quietly approaching.

They had almost reached the nearest house when Toto saw a
large beetle crossing the path and barked loudly at it. Instantly a
wild clatter was heard from the houses and yards. Dorothy thought it
sounded like a sudden hailstorm, and the visitors, knowing that
caution was no longer necessary, hurried forward to see what had
happened.
After the clatter an intense stillness reigned in the town. The
strangers entered the first house they came to, which was also the
largest, and found the floor strewn with pieces of the people who
lived there. They looked much like fragments of wood neatly
painted, and were of all sorts of curious and fantastic shapes, no
two pieces being in any way alike.
They picked up some of these pieces and looked at them
carefully. On one which Dorothy held was an eye, which looked at
her pleasantly but with an interested expression, as if it wondered
what she was going to do with it. Quite near by she discovered and
picked up a nose, and by matching the two pieces together found
that they were part of a face.
"If I could find the mouth," she said, "this Fuddle might be able
to talk, and tell us what to do next."
"Then let us find it," replied the Wizard, and so all got down on
their hands and knees and began examining the scattered pieces.
"I've found it!" cried the Shaggy Man, and ran to Dorothy with a
queer-shaped piece that had a mouth on it. But when they tried to
fit it to the eye and nose they found the parts wouldn't match
together.
"That mouth belongs to some other person," said Dorothy. "You
see we need a curve here and a point there, to make it fit the face."
"Well, it must be here some place," declared the Wizard; "so if
we search long enough we shall find it."

Dorothy fitted an ear on next, and the ear had a little patch of
red hair above it. So while the others were searching for the mouth
she hunted for pieces with red hair, and found several of them
which, when matched to the other pieces, formed the top of a man's
head. She had also found the other eye and the ear by the time
Omby Amby in a far corner discovered the mouth. When the face
was thus completed all the parts joined together with a nicety that
was astonishing.
"Why, it's like a picture puzzle!" exclaimed the little girl. "Let's
find the rest of him, and get him all together."
"What's the rest of him like?" asked the Wizard. "Here are some
pieces of blue legs and green arms, but I don't know whether they
are his or not."
"Look for a white shirt and a white apron," said the head which
had been put together, speaking in a rather faint voice. "I'm the
cook."

"Oh, thank you," said Dorothy. "It's lucky we started you first,
for I'm hungry, and you can be cooking something for us to eat
while we match the other folks together."
It was not so very difficult, now that they had a hint as to how
the man was dressed, to find the other pieces belonging to him, and
as all of them now worked on the cook, trying piece after piece to
see if it would fit, they finally had the cook set up complete.
When he was finished he made them a low bow and said:

"I will go at once to the kitchen and prepare your dinner. You will
find it something of a job to get all the Fuddles together, so I advise
you to begin on the Lord High Chigglewitz, whose first name is Larry.
He's a bald-headed fat man and is dressed in a blue coat with brass
buttons, a pink vest and drab breeches. A piece of his left knee is
missing, having been lost years ago when he scattered himself too
carelessly. That makes him limp a little, but he gets along very well
with half a knee. As he is the chief personage in this town of
Fuddlecumjig, he will be able to welcome you and assist you with
the others. So it will be best to work on him while I'm getting your
dinner."
"We will," said the Wizard; "and thank you very much, Cook, for
the suggestion."
Aunt Em was the first to discover a piece of the Lord High
Chigglewitz.
"It seems to me like a fool business, this matching folks
together," she remarked; "but as we haven't anything to do till
dinner's ready we may as well get rid of some of this rubbish. Here,
Henry, get busy and look for Larry's bald head. I've got his pink vest,
all right."
They worked with eager interest, and Billina proved a great help
to them. The Yellow Hen had sharp eyes and could put her head
close to the various pieces that lay scattered around. She would
examine the Lord High Chigglewitz and see which piece of him was
next needed, and then hunt around until she found it. So before an
hour had passed old Larry was standing complete before them.
"I congratulate you, my friends," he said, speaking in a cheerful
voice. "You are certainly the cleverest people who ever visited us. I
was never matched together so quickly in my life. I'm considered a
great puzzle, usually."

"Well," said Dorothy, "there used to be a picture puzzle craze in
Kansas, and so I've had some 'sperience matching puzzles. But the
pictures were flat, while you are round, and that makes you harder
to figure out."
"Thank you, my dear," replied old Larry, greatly pleased. "I feel
highly complimented. Were I not a really good puzzle there would be
no object in my scattering myself."
"Why do you do it?" asked Aunt Em, severely. "Why don't you
behave yourself, and stay put together?"
The Lord High Chigglewitz seemed annoyed by this speech; but
he replied, politely:
"Madam, you have perhaps noticed that every person has some
peculiarity. Mine is to scatter myself. What your own peculiarity is I
will not venture to say; but I shall never find fault with you,
whatever you do."
"Now, you've got your diploma, Em," said Uncle Henry, with a
laugh, "and I'm glad of it. This is a queer country, and we may as
well take people as we find them."
"If we did, we'd leave these folks scattered," she returned, and
this retort made everybody laugh good-naturedly.
Just then Omby Amby found a hand with a knitting needle in it,
and they decided to put Grandmother Gnit together. She proved an
easier puzzle than old Larry, and when she was completed they
found her a pleasant old lady who welcomed them cordially. Dorothy
told her how the kangaroo had lost her mittens, and Grandmother
Gnit promised to set to work at once and make the poor animal
another pair.
Then the cook came to call them to dinner, and they found an
inviting meal prepared for them. The Lord High Chigglewitz sat at

the head of the table and Grandmother Gnit at the foot, and the
guests had a merry time and thoroughly enjoyed themselves.
After dinner they went out into the yard and matched several
other people together, and this work was so interesting that they
might have spent the entire day at Fuddlecumjig had not the Wizard
suggested that they resume their journey.
"But I don't like to leave all these poor people scattered," said
Dorothy, undecided what to do.
"Oh, don't mind us, my dear," returned old Larry. "Every day or
so some of the Gillikins, or Munchkins, or Winkies come here to
amuse themselves by matching us together, so there will be no harm
in leaving these pieces where they are for a time. But I hope you will
visit us again, and if you do you will always be welcome, I assure
you."
"Don't you ever match each other?" she inquired.
"Never; for we are no puzzles to ourselves, and so there
wouldn't be any fun in it."

They now said goodbye to the queer Fuddles and got into their
wagon to continue their journey.
"Those are certainly strange people," remarked Aunt Em,
thoughtfully, as they drove away from Fuddlecumjig, "but I really
can't see what use they are, at all."
"Why, they amused us all for several hours," replied the Wizard.
"That is being of use to us, I'm sure."
"I think they're more fun than playing solitaire or mumbletypeg,"
declared Uncle Henry, soberly. "For my part, I'm glad we visited the
Fuddles."

When General Guph returned to the cavern of the Nome King his
Majesty asked:
"Well, what luck? Will the Whimsies join us?"
"They will," answered the General. "They will fight for us with all
their strength and cunning."
"Good!" exclaimed the King. "What reward did you promise
them?"
"Your Majesty is to use the Magic Belt to give each Whimsie a
large, fine head, in place of the small one he is now obliged to
wear."

"I agree to that," said the King. "This is good news, Guph, and it
makes me feel more certain of the conquest of Oz."
"But I have other news for you," announced the General.
"Good or bad?"
"Good, your Majesty."
"Then I will hear it," said the King, with interest.
"The Growleywogs will join us."
"No!" cried the astonished King.
"Yes, indeed," said the General. "I have their promise."
"But what reward do they demand?" inquired the King,
suspiciously, for he knew how greedy the Growleywogs were.
"They are to take a few of the Oz people for their slaves,"
replied Guph. He did not think it necessary to tell Roquat that the
Growleywogs demanded twenty thousand slaves. It would be time
enough for that when Oz was conquered.
"A very reasonable request, I'm sure," remarked the King. "I
must congratulate you, Guph, upon the wonderful success of your
journey."
"But that is not all," said the General, proudly.
The King seemed astonished.
"Speak out, sir!" he commanded.
"I have seen the First and Foremost Phanfasm of the Mountain
of Phantastico, and he will bring his people to assist us."

"What!" cried the King. "The Phanfasms! You don't mean it,
Guph!"
"It is true," declared the General, proudly.
The King became thoughtful, and his brows wrinkled.
"I'm afraid, Guph," he said rather anxiously, "that the First and
Foremost may prove as dangerous to us as to the Oz people. If he
and his terrible band come down from the mountain they may take
the notion to conquer the Nomes!"
"Pah! That is a foolish idea," retorted Guph, irritably, but he
knew in his heart that the King was right. "The First and Foremost is
a particular friend of mine, and will do us no harm. Why, when I was
there, he even invited me into his house."
The General neglected to tell the King how he had been jerked
into the hut of the First and Foremost by means of the brass hoop.
So Roquat the Red looked at his General admiringly and said:
"You are a wonderful Nome, Guph. I'm sorry I did not make you
my General before. But what reward did the First and Foremost
demand?"
"Nothing at all," answered Guph. "Even the Magic Belt itself
could not add to his powers of sorcery. All the Phanfasms wish is to
destroy the Oz people, who are good and happy. This pleasure will
amply repay them for assisting us."
"When will they come?" asked Roquat, half fearfully.
"When the tunnel is completed," said the General.
"We are nearly half way under the desert now," announced the
King; "and that is fast work, because the tunnel has to be drilled

through solid rock. But after we have passed the desert it will not
take us long to extend the tunnel to the walls of the Emerald City."
"Well, whenever you are ready, we shall be joined by the
Whimsies, the Growleywogs and the Phanfasms," said Guph; "so the
conquest of Oz is assured without a doubt."
Again the King seemed thoughtful.
"I'm almost sorry we did not undertake the conquest alone," said
he. "All of these allies are dangerous people, and they may demand
more than you have promised them. It might have been better to
have conquered Oz without any outside assistance."
"We could not do it," said the General, positively.
"Why not, Guph?"
"You know very well. You have had one experience with the Oz
people, and they defeated you."
"That was because they rolled eggs at us," replied the King, with
a shudder. "My Nomes cannot stand eggs, any more than I can
myself. They are poison to all who live underground."
"That is true enough," agreed Guph.
"But we might have taken the Oz people by surprise, and
conquered them before they had a chance to get any eggs. Our
former defeat was due to the fact that the girl Dorothy had a Yellow
Hen with her. I do not know what ever became of that hen, but I
believe there are no hens at all in the Land of Oz, and so there could
be no eggs there."
"On the contrary," said Guph, "there are now hundreds of
chickens in Oz, and they lay heaps of those dangerous eggs. I met a
goshawk on my way home, and the bird informed me that he had

lately been to Oz to capture and devour some of the young chickens.
But they are protected by magic, so the hawk did not get a single
one of them."
"That is a very bad report," said the King, nervously. "Very bad,
indeed. My Nomes are willing to fight, but they simply can't face
hen's eggs—and I don't blame them."
"They won't need to face them," replied Guph. "I'm afraid of
eggs myself, and don't propose to take any chances of being
poisoned by them. My plan is to send the Whimsies through the
tunnel first, and then the Growleywogs and the Phanfasms. By the
time we Nomes get there the eggs will all be used up, and we may
then pursue and capture the inhabitants at our leisure."
"Perhaps you are right," returned the King, with a dismal sigh.
"But I want it distinctly understood that I claim Ozma and Dorothy
as my own prisoners. They are rather nice girls, and I do not intend
to let any of those dreadful creatures hurt them, or make them their
slaves. When I have captured them I will bring them here and
transform them into china ornaments to stand on my mantle. They
will look very pretty—Dorothy on one end of the mantle and Ozma

on the other—and I shall take great care to see they are not broken
when the maids dust them."
"Very well, your Majesty. Do what you will with the girls, for all I
care. Now that our plans are arranged, and we have the three most
powerful bands of evil spirits in the world to assist us, let us make
haste to get the tunnel finished as soon as possible."
"It will be ready in three days," promised the King, and hurried
away to inspect the work and see that the Nomes kept busy.

"Where next?" asked the Wizard, when they had left the town of
Fuddlecumjig and the Sawhorse had started back along the road.
"Why, Ozma laid out this trip," replied Dorothy, "and she 'vised
us to see the Rigmaroles next, and then visit the Tin Woodman."
"That sounds good," said the Wizard. "But what road do we take
to get to the Rigmaroles?"
"I don't know, 'zactly," returned the little girl; "but it must be
somewhere just southwest from here."
"Then why need we go way back to the crossroads?" asked the
Shaggy Man. "We might save a lot of time by branching off here."

"There isn't any path," asserted Uncle Henry.
"Then we'd better go back to the signposts, and make sure of
our way," decided Dorothy.
But after they had gone a short distance farther the Sawhorse,
who had overheard their conversation, stopped and said:
"Here is a path."
Sure enough, a dim path seemed to branch off from the road
they were on, and it led across pretty green meadows and past leafy
groves, straight toward the southwest.
"That looks like a good path," said Omby Amby. "Why not try it?"
"All right," answered Dorothy. "I'm anxious to see what the
Rigmaroles are like, and this path ought to take us there the
quickest way."
No one made any objection to the plan, so the Sawhorse turned
into the path, which proved to be nearly as good as the one they
had taken to get to the Fuddles.
At first they passed a few retired farm houses, but soon these
scattered dwellings were left behind and only the meadows and the
trees were before them. But they rode along in cheerful
contentment, and Aunt Em got into an argument with Billina about
the proper way to raise chickens.
"I do not care to contradict you," said the Yellow Hen, with
dignity, "but I have an idea I know more about chickens than human
beings do."
"Pshaw!" replied Aunt Em, "I've raised chickens for nearly forty
years, Billina, and I know you've got to starve 'em to make 'em lay
lots of eggs, and stuff 'em if you want good broilers."

"Broilers!" exclaimed Billina, in horror. "Broil my chickens!"
"Why, that's what they're for, ain't it?" asked Aunt Em,
astonished.
"No, Aunt, not in Oz," said Dorothy. "People do not eat chickens
here. You see, Billina was the first hen that was ever seen in this
country, and I brought her here myself. Everybody liked her an'
respected her, so the Oz people wouldn't any more eat her chickens
than they would eat Billina."
"Well, I declare," gasped Aunt Em. "How about the eggs?"
"Oh, if we have more eggs than we want to hatch, we allow
people to eat them," said Billina. "Indeed, I am very glad the Oz
folks like our eggs, for otherwise they would spoil."
"This certainly is a queer country," sighed Aunt Em.
"Excuse me," called the Sawhorse, "the path has ended and I'd
like to know which way to go."
They looked around and, sure enough, there was no path to be
seen.
"Well," said Dorothy, "we're going southwest, and it seems just
as easy to follow that direction without a path as with one."
"Certainly," answered the Sawhorse. "It is not hard to draw the
wagon over the meadow. I only want to know where to go."
"There's a forest over there across the prairie," said the Wizard,
"and it lies in the direction we are going. Make straight for the
forest, Sawhorse, and you're bound to go right."
So the wooden animal trotted on again and the meadow grass
was so soft under the wheels that it made easy riding. But Dorothy

was a little uneasy at losing the path, because now there was
nothing to guide them.
No houses were to be seen at all, so they could not ask their
way of any farmer; and although the Land of Oz was always
beautiful, wherever one might go, this part of the country was
strange to all the party.
"Perhaps we're lost," suggested Aunt Em, after they had
proceeded quite a way in silence.
"Never mind," said the Shaggy Man; "I've been lost many a time
—and so has Dorothy—and we've always been found again."
"But we may get hungry," remarked Omby Amby. "That is the
worst of getting lost in a place where there are no houses near."
"We had a good dinner at the Fuddle town," said Uncle Henry,
"and that will keep us from starving to death for a long time."
"No one ever starved to death in Oz," declared Dorothy,
positively; "but people may get pretty hungry sometimes."
The Wizard said nothing, and he did not seem especially
anxious. The Sawhorse was trotting along briskly, yet the forest
seemed farther away than they had thought when they first saw it.
So it was nearly sundown when they finally came to the trees; but
now they found themselves in a most beautiful spot, the wide-
spreading trees being covered with flowering vines and having soft
mosses underneath them.
"This will be a good place to camp," said the Wizard, as the
Sawhorse stopped for further instructions.
"Camp!" they all echoed.

"Certainly," asserted the Wizard. "It will be dark before very long
and we cannot travel through this forest at night. So let us make a
camp here, and have some supper, and sleep until daylight comes
again."
They all looked at the little man in astonishment, and Aunt Em
said, with a sniff:
"A pretty camp we'll have, I must say! I suppose you intend us
to sleep under the wagon."
"And chew grass for our supper," added the Shaggy Man,
laughing.
But Dorothy seemed to have no doubts and was quite cheerful.
"It's lucky we have the wonderful Wizard with us," she said;
"because he can do 'most anything he wants to."
"Oh, yes; I forgot we had a Wizard," said Uncle Henry, looking at
the little man curiously.
"I didn't," chirped Billina, contentedly.
The Wizard smiled and climbed out of the wagon, and all the
others followed him.
"In order to camp," said he, "the first thing we need is tents. Will
some one please lend me a handkerchief?"
The Shaggy Man offered him one, and Aunt Em another. He took
them both and laid them carefully upon the grass near to the edge
of the forest. Then he laid his own handkerchief down, too, and
standing a little back from them he waved his left hand toward the
handkerchiefs and said:

"Tents of canvas, white as snow,
Let me see how fast you grow!"
Then, lo and behold! the handkerchiefs became tiny tents, and
as the travelers looked at them the tents grew bigger and bigger
until in a few minutes each one was large enough to contain the
entire party.
"This," said the Wizard, pointing to the first tent, "is for the
accommodation of the ladies. Dorothy, you and your Aunt may step
inside and take off your things."
Every one ran to look inside the tent, and they saw two pretty
white beds, all ready for Dorothy and Aunt Em, and a silver roost for
Billina. Rugs were spread upon the grassy floor and some camp
chairs and a table completed the furniture.
"Well, well, well! This beats anything I ever saw or heard of!"
exclaimed Aunt Em, and she glanced at the Wizard almost fearfully,
as if he might be dangerous because of his great powers.
"Oh, Mr. Wizard! How did you manage to do it?" asked Dorothy.
"It's a trick Glinda the Sorceress taught me, and it is much better
magic than I used to practise in Omaha, or when I first came to Oz,"
he answered. "When the Good Glinda found I was to live in the
Emerald City always, she promised to help me, because she said the
Wizard of Oz ought really to be a clever Wizard, and not a humbug.
So we have been much together and I am learning so fast that I
expect to be able to accomplish some really wonderful things in
time."
"You've done it now!" declared Dorothy. "These tents are just
wonderful!"
"But come and see the men's tent," said the Wizard. So they
went to the second tent, which had shaggy edges because it had

been made from the Shaggy Man's handkerchief, and found that
completely furnished also. It contained four neat beds for Uncle
Henry, Omby Amby, the Shaggy Man and the Wizard. Also there was
a soft rug for Toto to lie upon.
"The third tent," explained the Wizard, "is our dining room and
kitchen."
They visited that next, and found a table and dishes in the
dining tent, with plenty of those things necessary to use in cooking.
The Wizard carried out a big kettle and set it swinging on a crossbar
before the tent. While he was doing this Omby Amby and the
Shaggy Man brought a supply of twigs from the forest and then they
built a fire underneath the kettle.
"Now, Dorothy," said the Wizard, smiling, "I expect you to cook
our supper."
"But there is nothing in the kettle," she cried.
"Are you sure?" inquired the Wizard.
"I didn't see anything put in, and I'm almost sure it was empty
when you brought it out," she replied.
"Nevertheless," said the little man, winking slyly at Uncle Henry,
"you will do well to watch our supper, my dear, and see that it
doesn't boil over."
Then the men took some pails and went into the forest to search
for a spring of water, and while they were gone Aunt Em said to
Dorothy:
"I believe the Wizard is fooling us. I saw the kettle myself, and
when he hung it over the fire there wasn't a thing in it but air."

"Don't worry," remarked Billina, confidently, as she nestled in the
grass before the fire. "You'll find something in the kettle when it's
taken off—and it won't be poor, innocent chickens, either."
"Your hen has very bad manners, Dorothy," said Aunt Em,
looking somewhat disdainfully at Billina. "It seems too bad she ever
learned how to talk."
There might have been another unpleasant quarrel between
Aunt Em and Billina had not the men returned just then with their
pails filled with clear, sparkling water. The Wizard told Dorothy that
she was a good cook and he believed their supper was ready.
So Uncle Henry lifted the kettle from the fire and poured its
contents into a big platter which the Wizard held for him. The platter
was fairly heaped with a fine stew, smoking hot, with many kinds of
vegetables and dumplings and a rich, delicious gravy.
The Wizard triumphantly placed the platter upon the table in the
dining tent and then they all sat down in camp chairs to the feast.
There were several other dishes on the table, all carefully
covered, and when the time came to remove these covers they
found bread and butter, cakes, cheese, pickles and fruits—including
some of the luscious strawberries of Oz.

No one ventured to ask a question as to how these things came
there. They contented themselves by eating heartily the good things
provided, and Toto and Billina had their full share, you may be sure.
After the meal was over Aunt Em whispered to Dorothy:
"That may have been magic food, my dear, and for that reason
perhaps it won't be very nourishing; but I'm willing to say it tasted
as good as anything I ever et." Then she added, in a louder tone:
"Who's going to do the dishes?"
"No one, madam," answered the Wizard. "The dishes have
'done' themselves."
"La sakes!" ejaculated the good lady, holding up her hands in
amazement. For, sure enough, when she looked at the dishes they
had a moment before left upon the table, she found them all washed
and dried and piled up into neat stacks.

It was a beautiful evening, so they drew their camp chairs in a
circle before one of the tents and began to tell stories to amuse
themselves and pass away the time before they went to bed.
Pretty soon a zebra was seen coming out of the forest, and he
trotted straight up to them and said politely:
"Good evening, people."
The zebra was a sleek little animal and had a slender head, a
stubby mane and a paint-brush tail—very like a donkey's. His neatly
shaped white body was covered with regular bars of dark brown,
and his hoofs were delicate as those of a deer.

"Good evening, friend Zebra," said Omby Amby, in reply to the
creature's greeting. "Can we do anything for you?"
"Yes," answered the zebra. "I should like you to settle a dispute
that has long been a bother to me, as to whether there is more
water or land in the world."
"Who are you disputing with?" asked the Wizard.
"With a soft-shell crab," said the zebra. "He lives in a pool where
I go to drink every day, and he is a very impertinent crab, I assure
you. I have told him many times that the land is much greater in
extent than the water, but he will not be convinced. Even this very
evening, when I told him he was an insignificant creature who lived
in a small pool, he asserted that the water was greater and more
important than the land. So, seeing your camp, I decided to ask you
to settle the dispute for once and all, that I may not be further
annoyed by this ignorant crab."
When they had listened to this explanation Dorothy inquired:
"Where is the soft-shell crab?"
"Not far away," replied the zebra. "If you will agree to judge
between us I will run and get him."
"Run along, then," said the little girl.
So the animal pranced into the forest and soon came trotting
back to them. When he drew near they found a soft-shell crab
clinging fast to the stiff hair of the zebra's head, where it held on by
one claw.
"Now then, Mr. Crab," said the zebra, "here are the people I told
you about; and they know more than you do, who live in a pool, and
more than I do, who live in a forest. For they have been travelers all
over the world, and know every part of it."

"There's more of the world than Oz," declared the crab, in a
stubborn voice.
"That is true," said Dorothy; "but I used to live in Kansas, in the
United States, and I've been to California and to Australia—and so
has Uncle Henry."
"For my part," added the Shaggy Man, "I've been to Mexico and
Boston and many other foreign countries."
"And I," said the Wizard, "have been to Europe and Ireland."
"So you see," continued the zebra, addressing the crab, "here
are people of real consequence, who know what they are talking
about."
"Then they know there's more water in the world than there is
land," asserted the crab, in a shrill, petulant voice.
"They know you are wrong to make such an absurd statement,
and they will probably think you are a lobster instead of a crab,"
retorted the animal.
At this taunt the crab reached out its other claw and seized the
zebra's ear, and the creature gave a cry of pain and began prancing
up and down, trying to shake off the crab, which clung fast.
"Stop pinching!" cried the zebra. "You promised not to pinch if I
would carry you here!"
"And you promised to treat me respectfully," said the crab,
letting go the ear.
"Well, haven't I?" demanded the zebra.
"No; you called me a lobster," said the crab.

"Ladies and gentlemen," continued the zebra, "please pardon my
poor friend, because he is ignorant and stupid, and does not
understand. Also the pinch of his claw is very annoying. So pray tell
him that the world contains more land than water, and when he has
heard your judgment I will carry him back and dump him into his
pool, where I hope he will be more modest in the future."
"But we cannot tell him that," said Dorothy, gravely, "because it
would not be true."
"What!" exclaimed the zebra, in astonishment; "do I hear you
aright?"
"The soft-shell crab is correct," declared the Wizard. "There is
considerably more water than there is land in the world."
"Impossible!" protested the zebra. "Why, I can run for days upon
the land, and find but little water."
"Did you ever see an ocean?" asked Dorothy.
"Never," admitted the zebra. "There is no such thing as an ocean
in the Land of Oz."
"Well, there are several oceans in the world," said Dorothy, "and
people sail in ships upon these oceans for weeks and weeks, and
never see a bit of land at all. And the joggerfys will tell you that all
the oceans put together are bigger than all the land put together."
At this the crab began laughing in queer chuckles that reminded
Dorothy of the way Billina sometimes cackled.
"Now will you give up, Mr. Zebra?" it cried, jeeringly; "now will
you give up?"
The zebra seemed much humbled.

"Of course I cannot read geographys," he said.
"You could take one of the Wizard's School Pills," suggested
Billina, "and that would make you learned and wise without
studying."
The crab began laughing again, which so provoked the zebra
that he tried to shake the little creature off. This resulted in more
ear-pinching, and finally Dorothy told them that if they could not
behave they must go back to the forest.
"I'm sorry I asked you to decide this question," said the zebra,
crossly. "So long as neither of us could prove we were right we quite
enjoyed the dispute; but now I can never drink at that pool again
without the soft-shell crab laughing at me. So I must find another
drinking place."
"Do! Do, you ignoramus!" shouted the crab, as loudly as his little
voice would carry. "Rile some other pool with your clumsy hoofs, and
let your betters alone after this!"
Then the zebra trotted back to the forest, bearing the crab with
him, and disappeared amid the gloom of the trees. And as it was
now getting dark the travelers said good night to one another and
went to bed.

Dorothy awoke just as the light was beginning to get strong next
morning, and not caring to sleep any later she quietly got out of
bed, dressed herself, and left the tent where Aunt Em was yet
peacefully slumbering.
Outside she noticed Billina busily pecking around to secure bugs
or other food for breakfast, but none of the men in the other tent
seemed awake. So the little girl decided to take a walk in the woods
and try to discover some path or road that they might follow when
they again started upon their journey.
She had reached the edge of the forest when the Yellow Hen
came fluttering along and asked where she was going.
"Just to take a walk, Billina; and maybe I'll find some path," said
Dorothy.
"Then I'll go along," decided Billina, and scarcely had she spoken
when Toto ran up and joined them.
Toto and the Yellow Hen had become quite friendly by this time,
although at first they did not get along well together. Billina had
been rather suspicious of dogs, and Toto had had an idea that it was
every dog's duty to chase a hen on sight. But Dorothy had talked to

them and scolded them for not being agreeable to one another until
they grew better acquainted and became friends.
I won't say they loved each other dearly, but at least they had
stopped quarreling and now managed to get on together very well.
The day was growing lighter every minute and driving the black
shadows out of the forest; so Dorothy found it very pleasant walking
under the trees. She went some distance in one direction, but not
finding a path, presently turned in a different direction. There was
no path here, either, although she advanced quite a way into the
forest, winding here and there among the trees and peering through
the bushes in an endeavor to find some beaten track.
"I think we'd better go back," suggested the Yellow Hen, after a
time. "The people will all be up by this time and breakfast will be
ready."
"Very well," agreed Dorothy. "Let's see—the camp must be over
this way."
She had probably made a mistake about that, for after they had
gone far enough to have reached the camp they still found
themselves in the thick of the woods. So the little girl stopped short
and looked around her, and Toto glanced up into her face with his
bright little eyes and wagged his tail as if he knew something was
wrong. He couldn't tell much about direction himself, because he
had spent his time prowling among the bushes and running here
and there; nor had Billina paid much attention to where they were
going, being interested in picking bugs from the moss as they
passed along. The Yellow Hen now turned one eye up toward the
little girl and asked:
"Have you forgotten where the camp is, Dorothy?"
"Yes," she admitted; "have you, Billina?"

"I didn't try to remember," returned Billina. "I'd no idea you
would get lost, Dorothy."
"It's the thing we don't expect, Billina, that usually happens,"
observed the girl, thoughtfully. "But it's no use standing here. Let's
go in that direction," pointing a finger at random. "It may be we'll
get out of the forest over there."
So on they went again, but this way the trees were closer
together, and the vines were so tangled that often they tripped
Dorothy up.
Suddenly a voice cried sharply:
"Halt!"

At first Dorothy could see nothing, although she looked around
very carefully. But Billina exclaimed:
"Well, I declare!"
"What is it?" asked the little girl: for Toto began barking at
something, and following his gaze she discovered what it was.
A row of spoons had surrounded the three, and these spoons
stood straight up on their handles and carried swords and muskets.
Their faces were outlined in the polished bowls and they looked very
stern and severe.

Dorothy laughed at the queer things.
"Who are you?" she asked.
"We're the Spoon Brigade," said one.
"In the service of his Majesty King Kleaver," said another.
"And you are our prisoners," said a third.
Dorothy sat down on an old stump and looked at them, her eyes
twinkling with amusement.
"What would happen," she inquired, "if I should set my dog on
your Brigade?"
"He would die," replied one of the spoons, sharply. "One shot
from our deadly muskets would kill him, big as he is."
"Don't risk it, Dorothy," advised the Yellow Hen. "Remember this
is a fairy country, yet none of us three happens to be a fairy."
Dorothy grew sober at this.
"P'raps you're right, Billina," she answered. "But how funny it is,
to be captured by a lot of spoons!"
"I do not see anything very funny about it," declared a spoon.
"We're the regular military brigade of the kingdom."
"What kingdom?" she asked.
"Utensia," said he.
"I never heard of it before," asserted Dorothy. Then she added,
thoughtfully, "I don't believe Ozma ever heard of Utensia, either. Tell
me, are you not subjects of Ozma of Oz?"

"We never have heard of her," retorted a spoon. "We are
subjects of King Kleaver, and obey only his orders, which are to
bring all prisoners to him as soon as they are captured. So step
lively, my girl, and march with us, or we may be tempted to cut off a
few of your toes with our swords."
This threat made Dorothy laugh again. She did not believe she
was in any danger; but here was a new and interesting adventure,
so she was willing to be taken to Utensia that she might see what
King Kleaver's kingdom was like.

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Next Generation Leadership Insights From Emerging Leaders 1st Edition Sherry Penney