May 19, 2008, 2008 (San Dimas, CA) The Conversations with Cops at the Watering Hole May 21, 2008 will be discussing the secrets of Marine Corps Leadership with Wally Adamchik.
Program Date: May 21, 2008
Program Time: 2100 hours, Pacific
Topic: Secrets of Marine Corps Leadership
Listen Live: http://www.blogtalkradio.com/LawEnforcement
About the Guest
As an Officer of Marines, Adamchik Wally deployed throughout the world as an armor officer and as a pilot of AH-1W Super Cobra attack helicopters. Always seeking a new challenge, Wally Adamchik entered the hyper-competitive private sector. He was recognized for superior performance and award-winning leadership at two national restaurant companies. At the same time he earned his Master of Business Administration from the University of North Carolina at Chapel Hill.
Today, Wally Adamchik serves as a consultant, speaker, and author. He works with firms to improve their leadership capability and organizational effectiveness. He understands the Fortune 500 firm as well as he does the family business and is able to tailor his approach to make an impact in both. He is a regular contributor to national business and trade publications and is a sought after leadership speaker.
His book, NO YELLING: The Nine Secrets of Marine Corps Leadership You MUST Know To WIN In Business, was selected by Entrepreneur magazine as one of the best reads for summer 2007. Wally Adamchik also serves as a Non-Resident Fellow with Marine Corps University working with the Marines to improve leadership.
About the Watering Hole
The Watering Hole is police slang for a location cops go off-duty to blow off steam and talk about work and life. Sometimes funny; sometimes serious; but, always interesting.
About the Host
Lieutenant Raymond E. Foster was a sworn member of the Los Angeles Police Department for 24 years. He retired in 2003 at the rank of Lieutenant. He holds a bachelor’s from the Union Institute and University in Criminal Justice Management and a Master’s Degree in Public Financial Management from California State University, Fullerton; and, has completed his doctoral course work. Raymond E. Foster has been a part-time lecturer at California State University, Fullerton and Fresno; and is currently a faculty advisor and lecturer with the Union Institute and University. He has experience teaching upper division courses in law enforcement, public policy, law enforcement technology and leadership. Raymond is an experienced author who has published numerous articles in a wide range of venues including magazines such as Government Technology, Mobile Government, Airborne Law Enforcement Magazine, and Police One. He has appeared on the History Channel and radio programs in the United States and Europe as subject matter expert in technological applications in law enforcement.
Listen, call, join us at the Watering Hole.
http://www.blogtalkradio.com/LawEnforcement
Program Contact Information
Lieutenant Raymond E. Foster, LAPD (ret.), MPA
editor@police-writers.com
909.599.7530
Monday, May 19, 2008
Sunday, May 18, 2008
Commander’s Handbook for Unit Leader Development
Leaders develop from a combination of new challenges and experiences, new knowledge, and time for reflection. Leader development in the Army is a deliberate, continuous, sequential, and progressive process, grounded in Army values (FM 7-0). The result is Soldiers and civilians who are competent and confident leaders capable of decisive action.
The operational (unit) assignment is the most effective setting for leader development. In a 2006 leader development survey, captains and majors ranked leading a unit along with personal examples and mentoring as the three most effective ways their leadership qualities are developed. The consensus among private sector leader development professionals is that a full 70 percent of leader development occurs on the job, 20 percent from other people (leaders, mentors), and 10 percent from training courses.
The organization and content of this handbook provide you with key principles, TTPs, and applications to implement the most effective methods of leader development.
First – Set conditions for leader development. Personally model behaviors that encourage leader development, create an environment that encourages on-the-job learning, and get to know the leaders within your command.
Second – Provide feedback on a leader’s actions. Immediate, short bursts of feedback on actual leadership actions enhance leader development in operational assignments.
Third – Integrate Learning. Leverage leaders who are role models in your unit. Encourage mentoring, training, reflection, and study. Learning from other leaders is one of the most effective and efficient methods of development.
Fourth – Create a legacy. Modify job assignments to challenge leaders. Be deliberate about the selection and succession of leaders. Integrate leader development across day-to-day unit activities. Evaluate its effectiveness.
DOWNLOAD THE HANDBOOK
http://usacac.army.mil/CAC2/Repository/Materials/CAL_CommandersHandbook.pdf
The operational (unit) assignment is the most effective setting for leader development. In a 2006 leader development survey, captains and majors ranked leading a unit along with personal examples and mentoring as the three most effective ways their leadership qualities are developed. The consensus among private sector leader development professionals is that a full 70 percent of leader development occurs on the job, 20 percent from other people (leaders, mentors), and 10 percent from training courses.
The organization and content of this handbook provide you with key principles, TTPs, and applications to implement the most effective methods of leader development.
First – Set conditions for leader development. Personally model behaviors that encourage leader development, create an environment that encourages on-the-job learning, and get to know the leaders within your command.
Second – Provide feedback on a leader’s actions. Immediate, short bursts of feedback on actual leadership actions enhance leader development in operational assignments.
Third – Integrate Learning. Leverage leaders who are role models in your unit. Encourage mentoring, training, reflection, and study. Learning from other leaders is one of the most effective and efficient methods of development.
Fourth – Create a legacy. Modify job assignments to challenge leaders. Be deliberate about the selection and succession of leaders. Integrate leader development across day-to-day unit activities. Evaluate its effectiveness.
DOWNLOAD THE HANDBOOK
http://usacac.army.mil/CAC2/Repository/Materials/CAL_CommandersHandbook.pdf
A Fearless Leader-Twice a Hero
One of the “young Soldiers” who fought with LTC Harold Moore at the well-known battle of Ia Drang in late 1965 was a lieutenant named Cyril Richard “Rick” Rescorla. He was British, the epitome of the young warriors that country had bred for centuries, already battle-hardened by time spent in Cyprus and Rhodesia at the age of 24. Rescorla came to America to join the fight in Vietnam.
LTC Moore called him the best platoon leader he ever saw. His troops loved him for his spirit and fearlessness. The night after an entire company of the 2nd Battalion, 7th Cavalry was virtually wiped out at Landing Zone (LZ) X-Ray, Rescorla’s company was ordered to replace them on the perimeter at the foot of the Chu Pong mountain ridge.
READ ON
http://usacac.army.mil/CAC2/CAL/lessons_in_leadership/Fearless_leader.doc
LTC Moore called him the best platoon leader he ever saw. His troops loved him for his spirit and fearlessness. The night after an entire company of the 2nd Battalion, 7th Cavalry was virtually wiped out at Landing Zone (LZ) X-Ray, Rescorla’s company was ordered to replace them on the perimeter at the foot of the Chu Pong mountain ridge.
READ ON
http://usacac.army.mil/CAC2/CAL/lessons_in_leadership/Fearless_leader.doc
Army Leadership
As the keystone leadership manual for the United States Army, FM 6-22 establishes leadership doctrine, the fundamental principles by which Army leaders act to accomplish their mission and care for their people. FM 6-22 applies to officers, warrant officers, noncommissioned officers, and enlisted Soldiers of all Army components, and to Army civilians.
From Soldiers in basic training to newly commissioned officers, new leaders learn how to lead with this manual as a basis. FM 6-22 is prepared under the direction of the Army Chief of Staff. It defines leadership, leadership roles and requirements, and how to develop leadership within the Army. It outlines the levels of leadership as direct, organizational, and strategic, and describes how to lead successfully at each level. It establishes and describes the core leader competencies that facilitate focused feedback, education, training, and development across all leadership levels.
It reiterates the Army Values. FM 6-22 defines how the Warrior Ethos is an integral part of every Soldier’s life. It incorporates the leadership qualities of self-awareness and adaptability and describes their critical impact on acquiring additional knowledge and improving in the core leader competencies while operating in constantly changing operational environments.
In line with evolving Army doctrine, FM 6-22 directly supports the Army’s capstone manuals, FM 1 and FM 3-0, as well as keystone manuals such as FM 5-0, FM 6-0, and FM 7-0. FM 6-22 connects Army doctrine to joint doctrine as expressed in the relevant joint doctrinal publications, JP 1 and JP 3-0. As outlined in FM 1, the Army uses the shorthand expression of BE-KNOW-DO to concentrate on key factors of leadership.
What leaders DO emerges from who they are (BE) and what they KNOW. Leaders are prepared throughout their lifetimes with respect to BE-KNOW-DO so they will be able to act at a moment’s notice and provide leadership for whatever challenge they may face.
FM 6-22 expands on the principles in FM 1 and describes the character attributes and core competencies required of contemporary leaders. Character is based on the attributes central to a leader’s make-up, and competence comes from how character combines with knowledge, skills, and behaviors to result in leadership.
Inextricably linked to the inherent qualities of the Army leader, the concept of BE-KNOW-DO represents specified elements of character, knowledge, and behavior described here in FM 6-22.
READ ON
http://usacac.army.mil/CAC2/repository/materials/fm6-22.pdf
From Soldiers in basic training to newly commissioned officers, new leaders learn how to lead with this manual as a basis. FM 6-22 is prepared under the direction of the Army Chief of Staff. It defines leadership, leadership roles and requirements, and how to develop leadership within the Army. It outlines the levels of leadership as direct, organizational, and strategic, and describes how to lead successfully at each level. It establishes and describes the core leader competencies that facilitate focused feedback, education, training, and development across all leadership levels.
It reiterates the Army Values. FM 6-22 defines how the Warrior Ethos is an integral part of every Soldier’s life. It incorporates the leadership qualities of self-awareness and adaptability and describes their critical impact on acquiring additional knowledge and improving in the core leader competencies while operating in constantly changing operational environments.
In line with evolving Army doctrine, FM 6-22 directly supports the Army’s capstone manuals, FM 1 and FM 3-0, as well as keystone manuals such as FM 5-0, FM 6-0, and FM 7-0. FM 6-22 connects Army doctrine to joint doctrine as expressed in the relevant joint doctrinal publications, JP 1 and JP 3-0. As outlined in FM 1, the Army uses the shorthand expression of BE-KNOW-DO to concentrate on key factors of leadership.
What leaders DO emerges from who they are (BE) and what they KNOW. Leaders are prepared throughout their lifetimes with respect to BE-KNOW-DO so they will be able to act at a moment’s notice and provide leadership for whatever challenge they may face.
FM 6-22 expands on the principles in FM 1 and describes the character attributes and core competencies required of contemporary leaders. Character is based on the attributes central to a leader’s make-up, and competence comes from how character combines with knowledge, skills, and behaviors to result in leadership.
Inextricably linked to the inherent qualities of the Army leader, the concept of BE-KNOW-DO represents specified elements of character, knowledge, and behavior described here in FM 6-22.
READ ON
http://usacac.army.mil/CAC2/repository/materials/fm6-22.pdf
Saturday, May 17, 2008
Contemporary Leadership Issues
This seminar will help you keep abreast of evolving challenges and administration initiatives involving Federal managers across the Government. You will learn what is most relevant and at the cutting edge in Government management and organizational leadership. An expert author on current leadership and Federal management issues will moderate discussions and answer your questions. Publications are provided in advance to allow you to read, reflect, and develop questions.
A cornerstone of this seminar is a comprehensive review of current administration initiatives. Topics range from the President’s Management Agenda to the latest thinking on succession planning, homeland security, and national defense.
More Information
http://www.leadership.opm.gov/Programs/Policy-and-Initiatives/CLI/Index.aspx
A cornerstone of this seminar is a comprehensive review of current administration initiatives. Topics range from the President’s Management Agenda to the latest thinking on succession planning, homeland security, and national defense.
More Information
http://www.leadership.opm.gov/Programs/Policy-and-Initiatives/CLI/Index.aspx
Wednesday, May 14, 2008
A VIEW OF LAW ENFORCEMENT LEADERSHIP FOR THE YEAR 2000
In preparing this independent study project, the author received frequent advice from well-intentioned educators, POST advisors and colleagues to avoid the morasses of such an amorphous abstraction as leadership. Successful independent study projects, they said, are built of sturdier stuff. Surely, they suggested, the writer would lose himself in the tortuous labyrinth of leadership theory from which no man emerges unscathed.
Undaunted by good advice, the author damned the torpedoes and forged full-speed ahead. This more from an unconscious urge to express a vision that seemed clear to him than a desire to defy others. The writer has long held that it is the duty of law enforcement managers to lead. Police managers must instill within others a vision of the organization's mission, the values which guide decision-making, the future state toward which the organization is moving and the importance of each individual in that future. Without this, police managers serve only as custodians of a mindless bureaucracy which preoccupies itself with the present at the expense of the future.
READ ON
http://libcat.post.ca.gov/dbtw-wpd/documents/cc/11-0216.pdf
Undaunted by good advice, the author damned the torpedoes and forged full-speed ahead. This more from an unconscious urge to express a vision that seemed clear to him than a desire to defy others. The writer has long held that it is the duty of law enforcement managers to lead. Police managers must instill within others a vision of the organization's mission, the values which guide decision-making, the future state toward which the organization is moving and the importance of each individual in that future. Without this, police managers serve only as custodians of a mindless bureaucracy which preoccupies itself with the present at the expense of the future.
READ ON
http://libcat.post.ca.gov/dbtw-wpd/documents/cc/11-0216.pdf
NVAA: Leadership in Victim Services
The study of leadership is recent. Only in the last fifteen years have organizational theorists closely examined qualities of leadership as distinct from qualities of management. Yet throughout history individuals whose actions and accomplishments have inspired people to live honorably, to persevere in personal quests, and to treat others with dignity and respect have been revered. In 1978, James MacGregor Burns, one of the first major theorists on leadership, wrote:
"Leadership is leaders inducing followers to act for certain goals that represent the values and the motivations the wants and needs, the aspirations and expectations of both leaders and followers. And the genius of leadership lies in the manner in which leaders see and act on their own and their followers’ values and motivations."
The role of the modern leader has evolved into a process that involves clearly-defined tangible skills and attributes. The requirements for effective leadership in victim services are developing as rapidly as the discipline itself. In addition to providing leadership in a variety of direct victim assistance programs, victim advocates are heading teams in Attorneys General’s offices, police departments, prosecutors’ offices, and departments of probation and parole. Victim advocates convey their passion and dedication to helping victims to these colleagues some of whom may have little understanding of the cause, may be apathetic towards the mission, or may be nonbelievers.
READ ON
http://www.ovc.gov/assist/leadership/files/leadership.pdf
"Leadership is leaders inducing followers to act for certain goals that represent the values and the motivations the wants and needs, the aspirations and expectations of both leaders and followers. And the genius of leadership lies in the manner in which leaders see and act on their own and their followers’ values and motivations."
The role of the modern leader has evolved into a process that involves clearly-defined tangible skills and attributes. The requirements for effective leadership in victim services are developing as rapidly as the discipline itself. In addition to providing leadership in a variety of direct victim assistance programs, victim advocates are heading teams in Attorneys General’s offices, police departments, prosecutors’ offices, and departments of probation and parole. Victim advocates convey their passion and dedication to helping victims to these colleagues some of whom may have little understanding of the cause, may be apathetic towards the mission, or may be nonbelievers.
READ ON
http://www.ovc.gov/assist/leadership/files/leadership.pdf
Inmate and Prison Gang Leadership
Almost 2,000 males who have been convicted of crimes covering the gamut of criminal activities are institutionalized in the state prison in Johnson County, Tennessee. These inmates, housed in the confines of a few concrete buildings, represent a society that is dissimilar from the free-world society.
The purpose of this phenomenological study was to determine the characteristics of an inmate leader. Research data were collected through interviews with 20 prisoners located in the Northeast Correctional Complex in Mountain City, Tennessee. Inmate leaders, selected for the study included gang leaders and non-gang leaders. Interviews were tape recorded and transcribed for the data analysis. To capture the essence of the interviews, interpretivism was used for the analysis. A holistic view allowed certain overlapping themes to be isolated. Findings were presented thematically as they answered specific research questions.
Past experiences of inmates and the prisonization process gave them a unique and different understanding of leadership. To serve in a leadership role, the inmates determined that the person had to be trustworthy, follow the code of silence, and show respect for fellow inmates in the carceral setting. Gang leaders had a greater focus on coercion and power in their roles as leaders. The controlled prison environment conditioned the inmates to a survival mode. Inmate Larry encapsulated life on the other side of the fence: Prison is what you make it.
Recommendations included researching the leadership traits of juveniles in the correctional system. These data could be useful in re-directing the leadership energies of these youths. A study of leadership traits identified by females in the correctional justice system would provide information on how the traits are shaped by gender, prisonization, or a life with little exposure to leadership role models.
READ ON
http://etd-submit.etsu.edu/etd/theses/available/etd-1103103-220112/unrestricted/FortuneS112503f.pdf
The purpose of this phenomenological study was to determine the characteristics of an inmate leader. Research data were collected through interviews with 20 prisoners located in the Northeast Correctional Complex in Mountain City, Tennessee. Inmate leaders, selected for the study included gang leaders and non-gang leaders. Interviews were tape recorded and transcribed for the data analysis. To capture the essence of the interviews, interpretivism was used for the analysis. A holistic view allowed certain overlapping themes to be isolated. Findings were presented thematically as they answered specific research questions.
Past experiences of inmates and the prisonization process gave them a unique and different understanding of leadership. To serve in a leadership role, the inmates determined that the person had to be trustworthy, follow the code of silence, and show respect for fellow inmates in the carceral setting. Gang leaders had a greater focus on coercion and power in their roles as leaders. The controlled prison environment conditioned the inmates to a survival mode. Inmate Larry encapsulated life on the other side of the fence: Prison is what you make it.
Recommendations included researching the leadership traits of juveniles in the correctional system. These data could be useful in re-directing the leadership energies of these youths. A study of leadership traits identified by females in the correctional justice system would provide information on how the traits are shaped by gender, prisonization, or a life with little exposure to leadership role models.
READ ON
http://etd-submit.etsu.edu/etd/theses/available/etd-1103103-220112/unrestricted/FortuneS112503f.pdf
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