Instructional Leadership Quotes

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

You don’t need fashion designers when you are young. Have faith in your own bad taste. Buy the cheapest thing in your local thrift shop - the clothes that are freshly out of style with even the hippest people a few years older than you. Get on the fashion nerves of your peers, not your parents - that is the key to fashion leadership. Ill-fitting is always stylish. But be more creative - wear your clothes inside out, backward, upside down. Throw bleach in a load of colored laundry. Follow the exact opposite of the dry cleaning instructions inside the clothes that cost the most in your thrift shop. Don’t wear jewelry - stick Band-Aids on your wrists or make a necklace out of them. Wear Scotch tape on the side of your face like a bad face-lift attempt. Mismatch your shoes. Best yet, do as Mink Stole used to do: go to the thrift store the day after Halloween, when the children’s trick-or-treat costumes are on sale, buy one, and wear it as your uniform of defiance.

If you want people to to think, give them intent, not instruction.

Your principles are your true north because they instruct how you will handle every situation, especially when there is no easy choice.

If you don’t collect any metrics, you’re flying blind. If you collect and focus on too many, they may be obstructing your field of view.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

Address the solvable first, instructs the father by way of teaching his son crisis management. That way, he counsels, there is less distraction to tackle more daunting issues.

Leaders are farmers; they cultivate human beings by adding values to them till they are fully grown as successful people for harvesting.

A leaders gentle reaction and sound instruction are their greatest weapons.

Hear me, and I will instruct thee; hearken to the thing that I say, and I shall tell thee more.

[The wives of powerful noblemen] must be highly knowledgeable about government, and wise – in fact, far wiser than most other such women in power. The knowledge of a baroness must be so comprehensive that she can understand everything. Of her a philosopher might have said: "No one is wise who does not know some part of everything." Moreover, she must have the courage of a man. This means that she should not be brought up overmuch among women nor should she be indulged in extensive and feminine pampering. Why do I say that? If barons wish to be honoured as they deserve, they spend very little time in their manors and on their own lands. Going to war, attending their prince's court, and traveling are the three primary duties of such a lord. So the lady, his companion, must represent him at home during his absences. Although her husband is served by bailiffs, provosts, rent collectors, and land governors, she must govern them all. To do this according to her right she must conduct herself with such wisdom that she will be both feared and loved. As we have said before, the best possible fear comes from love. When wronged, her men must be able to turn to her for refuge. She must be so skilled and flexible that in each case she can respond suitably. Therefore, she must be knowledgeable in the mores of her locality and instructed in its usages, rights, and customs. She must be a good speaker, proud when pride is needed; circumspect with the scornful, surly, or rebellious; and charitably gentle and humble toward her good, obedient subjects. With the counsellors of her lord and with the advice of elder wise men, she ought to work directly with her people. No one should ever be able to say of her that she acts merely to have her own way. Again, she should have a man's heart. She must know the laws of arms and all things pertaining to warfare, ever prepared to command her men if there is need of it. She has to know both assault and defence tactics to insure that her fortresses are well defended, if she has any expectation of attack or believes she must initiate military action. Testing her men, she will discover their qualities of courage and determination before overly trusting them. She must know the number and strength of her men to gauge accurately her resources, so that she never will have to trust vain or feeble promises. Calculating what force she is capable of providing before her lord arrives with reinforcements, she also must know the financial resources she could call upon to sustain military action. She should avoid oppressing her men, since this is the surest way to incur their hatred. She can best cultivate their loyalty by speaking boldly and consistently to them, according to her council, not giving one reason today and another tomorrow. Speaking words of good courage to her men-at-arms as well as to her other retainers, she will urge them to loyalty and their best efforts.

Helping teacher leaders come to understand their gifts is the first step in developing a specialty. Some leaders are great coaches and should focus on instructional leadership in a district or network where that is valued and supported. Great conceptual thinkers are good in startup mode but the daily grind of leading a school doesn't suit them. Other leaders thrive on the turnaround challenge. The dynamic blended future of education will allow more role specialization.

On those occasions when one of my people did not perform as expected, I found that in many cases at least half the fault was my own. I had either not put out clear, clean instructions or I had not trained that person sufficiently, or I had given him a task with little or no possibility of accomplishment.

Leadership crisis erupt when people who have not learnt how to obey instructions are given the privilege to give commands. Leaders are experienced servants.

Strong executive commitment is a success factor for implementing Scrum, and management can best demonstrate their support of the transformation through their actions.

People need to be reminded more often than they need to be instructed." The

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

if part of an integrated system. His tale is thus both instructive and cautionary, filled with lessons about innovation, character, leadership, and values. Shakespeare’s Henry V—the story of a willful and immature prince

I saw exactly one picture of Marx and one of Lenin in my whole stay, but it's been a long time since ideology had anything to do with it. Not without cunning, Fat Man and Little Boy gradually mutated the whole state belief system into a debased form of Confucianism, in which traditional ancestor worship and respect for order become blended with extreme nationalism and xenophobia. Near the southernmost city of Kaesong, captured by the North in 1951, I was taken to see the beautifully preserved tombs of King and Queen Kongmin. Their significance in F.M.-L.B. cosmology is that they reigned over a then unified Korea in the 14th century, and that they were Confucian and dynastic and left many lavish memorials to themselves. The tombs are built on one hillside, and legend has it that the king sent one of his courtiers to pick the site. Second-guessing his underling, he then climbed the opposite hill. He gave instructions that if the chosen site did not please him he would wave his white handkerchief. On this signal, the courtier was to be slain. The king actually found that the site was ideal. But it was a warm day and he forgetfully mopped his brow with the white handkerchief. On coming downhill he was confronted with the courtier's fresh cadaver and exclaimed, 'Oh dear.' And ever since, my escorts told me, the opposite peak has been known as 'Oh Dear Hill.' I thought this was a perfect illustration of the caprice and cruelty of absolute leadership, and began to phrase a little pun about Kim Jong Il being the 'Oh Dear Leader,' but it died on my lips.

In the end, it is up to us to instruct, inspire, and encourage one another by what we do and how we live. We must all, in this sense, be activists. If we want more connection, we must work harder to connect with others. If we want more unity, we must work to be uniters. If we want more leadership, then we must lead. The most profound changes in our country have come when individuals joined with other individuals in the stubborn belief that they could make change.

The sword of the Spirit has been muffled up and decked out with flowers and ribbons," author writes, conveying the sentiments of a Congregationist minister on men's ceding of moral and religious instruction and correction as women's work.

Leaders instill courage in the hearts of those who follow. This rarely happens through words alone. It generally requires action. It goes back to what we said earlier: Somebody has to go first. By going first, the leader furnishes confidence to those who follow. As a next generation leader, you will be called upon to go first. That will require courage. But in stepping out you will give the gift of courage to those who are watching. What do I believe is impossible to do in my field, but if it could be done would fundamentally change my business? What has been done is safe. But to attempt a solution to a problem that plagues an entire industry - in my case, the local church - requires courage. Unsolved problems are gateways to the future. To those who have the courage to ask the question and the tenacity to hang on until they discover or create an answer belongs the future. Don’t allow the many good opportunities to divert your attention from the one opportunity that has the greatest potential. Learn to say no. There will always be more opportunities than there is time to pursue them. Leaders worth following are willing to face and embrace current reality regardless of how discouraging or embarrassing it might be. It is impossible to generate sustained growth or progress if your plan for the future is not rooted in reality. Be willing to face the truth regardless of how painful it might be. If fear causes you to retreat from your dreams, you will never give the world anything new. it is impossible to lead without a dream. When leaders are no longer willing to dream, it is only a short time before followers are unwilling to follow. Will I allow my fear to bind me to mediocrity? Uncertainty is a permanent part of the leadership landscape. It never goes away. Where there is no uncertainty, there is no longer the need for leadership. The greater the uncertainty, the greater the need for leadership. Your capacity as a leader will be determined by how well you learn to deal with uncertainty. My enemy is not uncertainty. It is not even my responsibility to remove the uncertainty. It is my responsibility to bring clarity into the midst of the uncertainty. As leaders we can afford to be uncertain, but we cannot afford to be unclear. People will follow you in spite of a few bad decisions. People will not follow you if you are unclear in your instruction. As a leader you must develop the elusive skill of leading confidently and purposefully onto uncertain terrain. Next generation leaders must fear a lack of clarity more than a lack of accuracy. The individual in your organization who communicates the clearest vision will often be perceived as the leader. Clarity is perceived as leadership. Uncertainty exposes a lack of knowledge. Pretending exposes a lack of character. Express your uncertainty with confidence. You will never maximize your potential in any area without coaching. It is impossible. Self-evaluation is helpful, but evaluation from someone else is essential. You need a leadership coach. Great leaders are great learners. God, in His wisdom, has placed men and women around us with the experience and discernment we often lack. Experience alone doesn’t make you better at anything. Evaluated experience is what enables you to improve your performance. As a leader, what you don’t know can hurt you. What you don’t know about yourself can put a lid on your leadership. You owe it to yourself and to those who have chosen to follow you to open the doors to evaluation. Engage a coach. Success doesn’t make anything of consequence easier. Success just raises the stakes. Success brings with it the unanticipated pressure of maintaining success. The more successful you are as a leader, the more difficult this becomes. There is far more pressure at the top of an organization than you might imagine.

He was not a model boss or human being, tidily packaged for emulation. Driven by demons, he could drive those around him to fury and despair. But his personality and passions and products were all interrelated, just as Apple’s hardware and software tended to be, as if part of an integrated system. His tale is thus both instructive and cautionary, filled with lessons about innovation, character, leadership, and values.

tale is thus both instructive and cautionary, filled with lessons about innovation, character, leadership, and values. Shakespeare’s Henry V—the story of a willful and immature prince who becomes a passionate but sensitive, callous but sentimental, inspiring but flawed king—begins with the exhortation “O for a Muse of fire, that would ascend / The brightest heaven of invention.” For Steve Jobs, the ascent to the brightest heaven of invention begins with a tale of two sets of parents, and of

Shifting customer needs are common in today's marketplace. Businesses must be adaptive and responsive to change while delivering an exceptional customer experience to be competitive. Traditional development and delivery frameworks such as waterfall are often ineffective. In contrast, Scrum is a value-driven agile approach which incorporates adjustments based on regular and repeated customer and stakeholder feedback. And Scrum’s built-in rapid response to change leads to substantial benefits such as fast time-to-market, higher satisfaction, and continuous improvement—which supports innovation and drives competitive advantage.

The prophet died in the year 632 of our own approximate calendar. The first account of his life was set down a full hundred and twenty years later by Ibn Ishaq, whose original was lost and can only be consulted through its reworked form, authored by Ibn Hisham, who died in 834. Adding to this hearsay and obscurity, there is no agreed-upon account of how the Prophet’s followers assembled the Koran, or of how his various sayings (some of them written down by secretaries) became codified. And this familiar problem is further complicated—even more than in the Christian case—by the matter of succession. Unlike Jesus, who apparently undertook to return to earth very soon and who (pace the absurd Dan Brown) left no known descendants, Muhammad was a general and a politician and—though unlike Alexander of Macedonia a prolific father—left no instruction as to who was to take up his mantle. Quarrels over the leadership began almost as soon as he died, and so Islam had its first major schism—between the Sunni and the Shia—before it had even established itself as a system. We need take no side in the schism, except to point out that one at least of the schools of interpretation must be quite mistaken. And the initial identification of Islam with an earthly caliphate, made up of disputatious contenders for the said mantle, marked it from the very beginning as man-made.

We ought to care for those closest to us in terms of relatedness. After our immediate family, we ought to pursue our calling diligently as employees and provide just incentives (perhaps through profit-sharing) and reasonable care for our workers as employers. We should seek the wisdom of teachers and elders in society and look to them for leadership, while rejecting their folly when it is discerned. We must put our children and their education, both at home and in school, before our own entertainment, pleasure, and success. We ought not to tolerate insolence or haughtiness in them; nor ought we to punish them too severely, but should lead them as good teachers, by example and patient instruction.

Your job as an EntreLeader is to make sure when your team member leaves your office they take their monkey with them. The first step is to give them some ideas for options and instruct them to come back with three good ways to solve the problem and a suggested course of action. The next step is to teach your team to come to your office with a problem only after they have found three or more possible solutions and a suggested course of action. That makes for some great discussions and teachable moments as you show them how you would make the call. After solving problems and making the call with your help several times, the best team members begin to see the pattern you use and can do what you do. The final step is very personally rewarding.

You needn't instruct me to think about my children's welfare," Phoebe said quietly. "I've always put them first, and always will. As for me being a child... I'm afraid I'm not nearly enough like one." A faint smile touched her lips. "Children are optimistic. They have a natural sense of adventure. To them, the world has no limitations, only possibilities. Henry was always a bit childlike in that way- he never became disenchanted with life. That was what I loved most about him." "If you loved Henry, you will honor his wishes. He wanted Edward to have charge of his family and estate." "Henry wanted to make sure our future would be in capable hands. But it already is." "Yes. Edward's." "No, mine. I'll learn everything I need to know about managing this estate. I'll hire people to help me if necessary. I'll have this place thriving. I don't need a husband to do it for me. If I marry again, it will be to a man of my choosing, in my own time. I can't promise it will be Edward. I've changed during the past two years, but so far, he doesn't see me for who I am, only who I was. For that matter, he doesn't see how the world has changed- he ignores the realities he doesn't like. How can I trust him with our future?" Georgiana regarded her bitterly. "Edward is not the one who is ignoring reality. How can you imagine yourself capable of running this estate?" "Why wouldn't I be?" "Women aren't capable of leadership. Our intelligence is no less than men's, but it is shaped for the purpose of motherhood. We're clever enough to operate the sewing machine, but not to have invented it. If you asked the opinions of a thousand people whether they would trust you or Edward to make decisions for the estate, whom do you think they would choose?" "I'm not going to ask a thousand people for their opinions," Phoebe said evenly. "Only one opinion is required, and it happens to be mine." She went to the doorway and paused, unable to resist adding, "That's leadership." And she left the dowager fuming in silence.

There is a persistent theory, held by those who prate most steadily about "the American way of life" that the average American is a rugged individualist to whom the whole conception of "leadership" is something foreign and distasteful—and this theory would certainly seem to be in accord with our national tradition of lawlessness and disrespect for authority. But it is not entirely consistent with the facts. We Americans are inveterate hero worshipers, to a far greater extent than are the British and the French. We like to personalize our loyalties, our causes. In our political or business or labor organizations, we are comforted by the knowledge that at the top is a Big Boss whom we are free to revere or to hate and upon whom we can depend for quick decisions when the going gets tough. The same is true of our Boy Scout troops and our criminal gangs. It is most conspicuously true of our passion for competitive sport. We are trained from childhood to look to the coach for authority in emergencies. The masterminding coach who can send in substitutes with instructions whenever he feels like it—or even send in an entirely new team—is a purely American phenomenon. In British football the team must play through the game with the same eleven men with which it started and with no orders from the sidelines; if a man is injured and forced to leave the field the team goes on playing with only ten men. In British sport, there are no Knute Rocknes or Connie Macks, whereas in American sport the mastermind is considered as an essential in the relentless pursuit of superiority.

Last year, I did a comprehensive study of T. E. Lawrence—Lawrence of Arabia. Lawrence played a pivotal role in the development of the modern Arab world. He was both pro-Arab and a Zionist. Unlike today, during this time period, this was not a contradiction. I read the entirety of Lawrence’s tome, Seven Pillars of Wisdom, as well as his personal letters. Colonel Lawrence had a comprehensive and personal relation with the emerging Arab political leaders during World War I. He also encountered the Persians (the Iranians of today). He made an interesting and important observation regarding their unique view of Islam. Lawrence observed that the “Shia Mohammedans from Pershia . . . were surly and fanatical, refusing to eat or drink with infidels; holding the Sunni as bad as Christians; following only their own priests and notables.” Each of these three leaders provides valuable insight into the intrigue that is the Middle East today, because the lessons they learned from their leadership in their eras can instruct us on the challenges we face in our own time. A new alliance has developed in the last few years that has created what I call an unholy alliance. History often repeats itself. We no longer have the luxury of simply letting history unfold. We must change the course of events, rewriting the history if needed, to preserve our constitutional republic. In this volume, I discuss and analyze the history and suggest a path of engagement to end what is the latest in a history-spanning line of attempts to export Sharia law and radical jihad around the world. We will win. We must win. We have no option.

I probably won’t be seeing you again, will I? I mean, I know the others might come back, but you…” He trails off, but picks up the thought again a moment later. “Just seems like you’ll be happy to leave it behind, that’s all.” “Yeah, you’re probably right.” I look at my shoes. “You sure you won’t come?” “Can’t. Shauna can’t wheel around where you guys are going, and it’s not like I’m gonna leave her, you know?” He touches his jaw, lightly, testing the skin. “Make sure Uri doesn’t drink too much, okay?” “Yeah,” I say. “No, I mean it,” he says, and his voice dips down the way it always does when he’s being serious, for once. “Promise you’ll look out for him?” It’s always been clear to me, since I met them, that Zeke and Uriah were closer than most brothers. They lost their father when they were young, and I suspect Zeke began to walk the line between parent and sibling after that. I can’t imagine what it feels like for Zeke to watch him leave the city now, especially as broken by grief as Uriah is by Marlene’s death. “I promise,” I say. I know I should leave, but I have to stay in this moment for a little while, feeling its significance. Zeke was one of the first friends I made in Dauntless, after I survived initiation. Then he worked in the control room with me, watching the cameras and writing stupid programs that spelled out words on the screen or played guessing games with numbers. He never asked me for my real name, or why a first-ranked initiate ended up in security and instruction instead of leadership. He demanded nothing from me. “Let’s just hug already,” he says. Keeping one hand firm on Caleb’s arm, I wrap my free arm around Zeke, and he does the same. When we break apart, I pull Caleb down the alley, and can’t resist calling back, “I’ll miss you.” “You too, sweetie!” He grins, and his teeth are white in the twilight. They are the last thing I see of him before I have to turn and set out at a trot for the train.

The emphasis was on “soft.” No matter what else happened, the wranglers were to stay soft while riding the horses. Soft hands, soft seat, and soft legs. There was to be absolutely no hitting, kicking, slapping, or yelling at any time for any reason. The penalty for doing such things was to be placed on a two-day suspension. A second offense would lead to termination. Neither penalty was ever needed. At times it wasn’t easy to stay quiet with the horses because so many of them had been “used up” over the years, dulled to any form of cue. However, we remained consistent in our focus and the horses responded. The wranglers were instructed to ride the horses with the softest cues possible, often using nothing more than a light squeeze to get forward movement and a shift of weight in the saddle, along with light pressure on the reins, for a stop. They were also instructed to look for, find, and then release their cues at the slightest try from the horse—something they all became very adept at doing. With everyone riding in the same manner from one day to the next, all the horses began to respond within a few weeks. Before we knew it, all of our horses, including the very old ones that had been in the program for years and years, became responsive to the lightest of cues. We’d taught our horses to be responsive to these light cues, but a question remained. How could we keep them that way, particularly with the hundreds of different people who would be riding each horse over the summer? The answer was simple. Everyone needed to remain consistent. So, instead of expecting our horses to respond to the conflicting cues that each new rider was bound to give, we taught each rider how to communicate with our horses. Each week when a new batch of guests arrived at the ranch, we held an orientation in the riding arena. During this orientation, we explained how our horses were trained and what was expected of them as a rider of one of our horses. We gave them a demonstration in the saddle of proper seat and hand position, so they could keep their balance. We showed them the cues for walk, stop, trot, lope, and turn, using a horse right out of the string. Once we had demonstrated how our horses worked, we got everyone on horseback in the arena and helped them to practice giving the cues, allowing the horse to respond, and releasing the cues so that the horse would remain responsive. Of note is the fact that after

me to be honest about his failings as well as his strengths. She is one of the smartest and most grounded people I have ever met. “There are parts of his life and personality that are extremely messy, and that’s the truth,” she told me early on. “You shouldn’t whitewash it. He’s good at spin, but he also has a remarkable story, and I’d like to see that it’s all told truthfully.” I leave it to the reader to assess whether I have succeeded in this mission. I’m sure there are players in this drama who will remember some of the events differently or think that I sometimes got trapped in Jobs’s distortion field. As happened when I wrote a book about Henry Kissinger, which in some ways was good preparation for this project, I found that people had such strong positive and negative emotions about Jobs that the Rashomon effect was often evident. But I’ve done the best I can to balance conflicting accounts fairly and be transparent about the sources I used. This is a book about the roller-coaster life and searingly intense personality of a creative entrepreneur whose passion for perfection and ferocious drive revolutionized six industries: personal computers, animated movies, music, phones, tablet computing, and digital publishing. You might even add a seventh, retail stores, which Jobs did not quite revolutionize but did reimagine. In addition, he opened the way for a new market for digital content based on apps rather than just websites. Along the way he produced not only transforming products but also, on his second try, a lasting company, endowed with his DNA, that is filled with creative designers and daredevil engineers who could carry forward his vision. In August 2011, right before he stepped down as CEO, the enterprise he started in his parents’ garage became the world’s most valuable company. This is also, I hope, a book about innovation. At a time when the United States is seeking ways to sustain its innovative edge, and when societies around the world are trying to build creative digital-age economies, Jobs stands as the ultimate icon of inventiveness, imagination, and sustained innovation. He knew that the best way to create value in the twenty-first century was to connect creativity with technology, so he built a company where leaps of the imagination were combined with remarkable feats of engineering. He and his colleagues at Apple were able to think differently: They developed not merely modest product advances based on focus groups, but whole new devices and services that consumers did not yet know they needed. He was not a model boss or human being, tidily packaged for emulation. Driven by demons, he could drive those around him to fury and despair. But his personality and passions and products were all interrelated, just as Apple’s hardware and software tended to be, as if part of an integrated system. His tale is thus both instructive and cautionary, filled with lessons about innovation, character, leadership, and values.

FIGURE 5.20 The Sales Force’s DNA However, it wasn’t yet a full set of operating instructions. To make the code practically useful, we would need to understand how the framework should be applied to the task of managing any particular sales force. We had the “superset” of things leadership could measure and manage, but we needed clear guidelines to help cull from it the handful of activities and metrics that would enable leadership to focus on its own organizational goals. We needed to know how to apply these insights in a targeted and tactical way. Fortunately, we were on the verge of doing just that.

the New Testament offers more instruction regarding elders than on other important church subjects such as the Lord’s Supper, the Lord’s Day, baptism, or spiritual gifts. When you consider the New Testament’s characteristic avoidance of detailed regulation and church procedures (when compared to the Old Testament), the attention given to elders is amazing.

Even though Solomon was the wisest man in the world, he understood the value of receiving advice from others. For example, in Proverbs Solomon offered: “Instruct the wise, and they will be even wiser. Teach the righteous, and they will learn even more” (9:9). “Without wise leadership, a nation falls; there is safety in having many advisers” (11:14). “Fools think their own way is right, but the wise listen to others” (12:15). “Plans go wrong for the lack of advice; many advisers bring success” (15:22). “Get all the advice and instruction you can, so you will be wise the rest of your life” (19:20). “Plans succeed through good counsel; don’t go to war without wise advice” (20:18).

Pastors enter congregations vocationally in order to embrace the totality of human life in Jesus' name. We are convinced there is no detail, however unpromising, in people's lives in which Christ may not work his will. Pastors agree to stay with the people in their communities week in and week out, year in and year out, to proclaim and guide, encourage and instruct as God work his purposes (gloriously, it will eventually turn out) in the meandering and disturbingly inconstant lives of our congregations. This necessarily means taking seriously, and in faith, the dull routines, the empty boredom, and the unattractive responsibilities that make up much of most people's lives. It means witnessing to the transcendent in the fog and rain. It means living hopefully among people who from time to time get flickering glimpses of the Glory but then live through stretches, sometimes long ones, of unaccountable grayness. Most pastor work takes place in obscurity: deciphering grace in the shadows, searching out meaning in a difficult text, blowing on the embers of a hard-used life. This is hard work and not conspicuously glamorous.

All of these responses convinced me all the more of the incompetence of the people in the company, so I responded by issuing even more careful instructions, developing even more policies and procedures, and so on. Everyone took all that to be further evidence of my disrespect for them and resisted me all the more. And so on, round and round—each of us inviting the other to be in the box, and in so doing, providing each other with mutual justification for staying there. Collusion was everywhere. We were a mess.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

If 80 percent of children can become successful as a result of first, best instruction (Batsche et al., 2005), shouldn’t district leadership devote 80 percent of its efforts toward improving Tier 1 concentrated instruction, rather than focusing most of its time, energy, and resources on “plugging holes in the dike

Lord gave His church some final instructions. In fact, the very last words He spoke on earth have been commonly known as “the Great Commission.”1 This unchanging command is to “make disciples of all ethnic groups of the world” (Matt. 28:19-20). All four Gospels, along with the book of Acts, repeat the disciple-making mission entrusted to the church.2 In fact, from a hermeneutical perspective, one must interpret the entire New Testament in light of the Great Commission and the redemptive work of Jesus. The salvific mission of Jesus remains the same and has been handed down to every believer. The follower of Christ must obediently pick up the baton and carry on the mission of Jesus. On the other hand, the Great Commission has fallen on hard times and in reality has been re-defined as “the Great Omission.”3 Perhaps one’s conscience has been soothed by the fine art of “making church members” or helping the poor. Nevertheless, the haunting words of the Great Commission continue to echo from the pages of Scripture, “make disciples of all nations” not just casual followers. Far too often, Christians are content with leading people to say a prayer or sign a card in order to ease their guilty hearts. The bar of discipleship has been lowered, and leadership has accepted the fact that most church members will never be involved in the disciple-making mission of Jesus. In fact, low expectations have become the norm in everyday Christianity. The content of preaching continues to be “dumbed down,” and the ever-widening gap between the professional clergy and the common layman continues to expand. As long as the offerings exceed the budget, leadership will accept the status quo. Nevertheless, the church remains oblivious to the mission of Jesus. Perhaps missiologist Ed Stetzer has correctly surmised the situation: The greatest travesty in the contemporary church is we pile hundreds of Christians into our churches and stack them in on padded pews very similar to products stacked on shelves in the grocery store and we let them come and go and do absolutely nothing and we let them think they’re okay. The greatest sin in most churches is that we have made it okay to do nothing and call ourselves a follower of Jesus.4

Real empowerment comes from having both the principles and the practices understood and applied at all levels of the organization. Practices are the what to do’s, specific applications that fit specific circumstances. Principles are the why to do’s, the elements upon which applications or practices are built. Without understanding the principles of a given task, people become incapacitated when the situation changes and different practices are required to be successful. When training people, we often teach skills and practices, the specific how to of a given task. But when we teach practices without principles, we tend to make people dependent on us or others for further instruction and direction. Principle-centered leaders are men and women of character who work with competence “on farms” with “seed and soil” on the basis of natural principles and build those principles into the center of their lives, into the center of their relationships with others, into the center of their agreements and contracts, into their management processes, and into their mission statements. The challenge is to be a light, not a judge; to be a model, not a critic.

Grudem highlights a key difference between the specific instructions to which complementarians appeal for their position, and the general principles to which egalitarians appeal. On the one hand, “The passages that prohibit women from being elders and from teaching or having authority over men in the assembled church are not isolated passages. They occur in the heart of the main New Testament teachings about church office and about conduct in public worship.”540 On the other hand, “egalitarian claims that all church leadership roles should be open to women are based not on any direct teaching of Scripture but on doubtful inferences from passages where this topic is not even under discussion.”541

Real empowerment comes from having both the principles and the practices understood and applied at all levels of the organization. Practices are the what to do’s, specific applications that fit specific circumstances. Principles are the why to do’s, the elements upon which applications or practices are built. Without understanding the principles of a given task, people become incapacitated when the situation changes and different practices are required to be successful. When training people, we often teach skills and practices, the specific how to of a given task. But when we teach practices without principles, we tend to make people dependent on us or others for further instruction and direction. Principle-centered leaders are men and women of character who work with competence “on farms” with “seed and soil” on the basis of natural principles and build those principles into the center of their lives, into the center of their relationships with others, into the center of their agreements and contracts, into their management processes, and into their mission statements. The challenge is to be a light, not a judge; to be a model, not a critic. Section 1 PERSONAL     and INTERPERSONAL EFFECTIVENESS  

He did not view the organization and the individuals within it as two separate entities, but as one and the same: “People are the heart of your organization,” he instructed me. This perspective affected his leadership profoundly.

The laws God gave me and I gave you exist not for God’s sake but for ours. God gave us freedom – the most rare, precious, unfathomable thing of all other than life itself. But with freedom comes responsibility. That means that we must take the risk of action. God gave us the land but we must conquer it. God gave us the fields but we must plough, sow, and reap them. God gave us bodies but we must tend and heal them. God is our father; He made us and established us. But parents cannot live their children’s lives. They can only show them by instruction and love how to live.

A confident, informed, and compassionate instructional lead learner will propagate a positive culture. Creating a positive school culture is a responsibility any school leader must recognize and take seriously.

Some people want to kill goliath but they do not want to attend to sheep. How can God use you to kill giants if you cannot follow simple instructions?

Systematically shifting instructional pedagogy in the classroom, and supporting the needs of diverse learners, is the hard part; but the part that matters most.

We believe that the Bible makes room for both celibate singleness and faithful monogamy as equally legitimate expressions of human sexuality for those who would follow Jesus (Grenz, Sexual Ethics, chap. 9). In light of the whole of the biblical witness there is no reason for proclaiming one or the other the higher way. This is a matter within the range of Christian liberty and God’s calling in view of the gifts of each particular person in each particular context. The contemporary church is full of all kinds of people: never-married, married, divorced, remarried, widowed and so on. Neither marriage nor singleness should be viewed as a requirement for ministry leadership. Among the laity are those who are single for life or single for a time in life. Clear instruction is available in the Bible for those in this wide variety of life situations and callings, and singles should not be “singled out” for second-class Christian status.

In 1939 “removal” still meant social exclusion and displacement, not physical annihilation. Only after Germany’s occupation of Poland and its invasion of the Soviet Union did genocide become an option. The search for a written command by Hitler ordering the Holocaust is a pointless exercise. As we have seen, it was his style of leadership to express decisions of fundamental scope in terms of general wishes, which were then to be translated into concrete instructions by the executors of his policies. We should not forget that this abominable crime against humanity could not have been carried out without the participation of hundreds of thousands of ready helpers.

unspoken message. “You’re fundamentally okay.” As the weeks and months passed, he began to feel a quiet confidence and affirmed himself. He began to blossom, at his own pace and speed. He became outstanding as measured by standard social criteria—academically, socially and athletically—at a rapid clip, far beyond the so-called natural developmental process. As the years passed, he was elected to several student body leadership positions, developed into an all-state athlete and started bringing home straight A report cards. He developed an engaging and guileless personality that has enabled him to relate in nonthreatening ways to all kinds of people. Sandra and I believe that our son’s “socially impressive” accomplishments were more a serendipitous expression of the feelings he had about himself than merely a response to social reward. This was an amazing experience for Sandra and me, and a very instructional one in dealing with our other children and in other roles as well. It brought to our awareness on a very personal level the vital difference between the Personality Ethic and the Character Ethic of success. The Psalmist expressed our conviction well: “Search your own heart with all diligence for out of it flow the issues of life.

the extent to which Mormons wish to continue to dissociate themselves from any of the three major branches of Christianity makes it harder for them to credibly claim to be Christian at the same time. Imagine a young man raised in a not overly devout LDS home today who begins to go around describing a vision he had received in which he saw three identical looking men who identified themselves as Father, Son, and Holy Ghost. They instructed him to associate with no existing church but to await further revelation. Eventually an angel guides him to dig up silver tiles that are covered with writing he cannot read but looks a little like pictographs on totem poles. Later he announces he has been enabled by God’s Spirit to translate them. They tell the story of a group of Mormons who migrated to the Yukon in the late nineteenth century and who mingled with the Inuit there until they were all killed off except for one who had buried these tiles with their story engraved on them. Later God reveals to this young man extensive instructions for the founding of a new group restoring the original Mormonism of Joseph Smith, which had begun to be corrupted by Brigham Young, lost its moorings considerably in the mid-twentieth century, was reformed and improved by LDS church president Ezra Taft Benson but still needs a full restoration. After all, Joseph Smith died before he could pass on his authority to his divinely ordained successor, so no existing Mormons have true priesthood authority. The Salt Lake City-based Mormons, the rural Utah fundamentalist Mormons, and the Community of Christ (formerly the Reorganized Church of Jesus Christ of Latter-day Saints) are all illegitimate, and it is time to restore original Mormonism under the leadership of this upstart young man. Anyone who wants to be in God’s best graces has to be baptized into the new church this man is organizing, which is to be called the Restored Church of our Holy Lord Jesus Christ of Last-day Disciples. Existing Mormon baptisms are not good enough for membership in his church. Indeed, this new Restored Church is the one true church on the entire planet. At the same time, it wants to call itself Mormon and be treated as fully Mormon by the Quorum of the Twelve and the First Presidency in Salt Lake City, by all the renegade fundamentalist Mormons, and by the Community of Christ. What is the likelihood that anyone in these three groups would agree? Yet that is very close to how the rest of Christendom perceives, rightly or wrongly, the desires of the Church of Jesus Christ of Latter-day Saints.

we’d practiced the ceremony to perfection, the day came. As we stood there in the sun waiting for it to begin, the Gunfighter signaled me to come up to the reviewing stand for new instructions. He directed me to return to the formation and order all the officers to do an about-face and gaze at their troops. I was then to order the officers to salute their soldiers. We conducted the ceremony, and the officers turned as he had directed and saluted the troops. It was a deeply moving moment. The gesture was the only way he could truly show that credit for his success belonged to the soldiers who had served under him.

The most disheartening place I visited, which will go unnamed here, was a former communist-bloc nation where the church actually suffered little overt persecution.... Once that nation's churches had made their go-along-get-along strategy for survival a central tenant of their faith, they pretty much forgot the very last instruction Jesus gave His followers - to go and make disciples. Since the government concluded that the church posed little threat and would probably soon wither and die, there was no need for concerted persecution to control believers. These compromised churches had shackled themselves. These believers had failed to share their faith or speak for themselves. They had failed to speak for others when thousands of Jews were slaughtered just blocks from their church's headquarters. They allowed the communist leadership to share space inside their denominational offices. Why would they ever face persecution when they had already surrendered almost everything?

It is wise to use titles for people in positions of power, higher education, seniority, or maturity, unless otherwise instructed. This may sound old-fashioned, but practicing respectful traditions will earn you points and inevitably make you seem more cultured and sophisticated. This is especially true with older generations.

he sometimes wondered why leadership and stupidity seemed to be such frequent companions. And why people leaped to follow those who were plainly wrong. People who instructed them to do the impossible and then berated them for doing exactly what they’d been told, when they knew it was never going to work in the first place.

My first grade nun had instructed me that from those to whom much is given, much is expected. I was learning that this lesson had to be combined with Shakespeare's wisdom that one must 'to thine own self be true.' Add to this humility, empathy, a sense of curiosity, courage, and plain old hard work, and I was finally seeing the real path to leadership. Of course, humor is always a plus. (158)

Thou shalt give thy all in the struggle to unify the entire society with the revolutionary ideology of the Great Leader Comrade Kim Il-sung. Thou shalt honor the Great Leader Comrade Kim Il-sung with all thy loyalty. Thou shalt make absolute the authority of the Great Leader Comrade Kim Il-sung. Thou shalt make the Great Leader Comrade Kim Il-sung’s revolutionary ideology thy faith and make his instructions thy creed. Thou shalt adhere strictly to the principle of unconditional obedience in carrying out the Great Leader Comrade Kim Il-sung’s instructions. Thou shalt strengthen the entire party’s ideology and willpower and revolutionary unity, centering on the Great Leader Comrade Kim Il-sung. Thou shalt learn from the Great Leader Comrade Kim Il-sung and adopt the Communist look, revolutionary work methods, and people-oriented work style. Thou shalt value the political life thou wast given by the Great Leader Comrade Kim Il-sung, and loyally repay his great trust and thoughtfulness with heightened political awareness and skill. Thou shalt establish strong organizational regulations so that the entire party, nation, and military move as one under the one and only leadership of the Great Leader Comrade Kim Il-sung. Thou shalt pass down the great achievement of the revolution by the Great Leader Comrade Kim Il-sung from generation to generation, inheriting and completing it even unto the very end.

teachers lead by working directly with students and others who influence student learning inside and beyond the classroom. Teachers act on behalf of students by planning instruction, creating curriculum, collaborating with colleagues, taking initiative, taking the lead, and co-constructing practice on numerous levels.

If instructional expertise and cultural competence, or the ability to teach across difference, are essential to improving student achievement, then teachers are educational leaders with the greatest scope of influence

He was a ravenous reader, leading senior executives in discussion of books like Clayton Christensen’s The Innovator’s Dilemma, and he had an utter aversion to doing anything conventionally. Employees were instructed to model his fourteen leadership principles, such as customer obsession, high bar for talent, and frugality, and they were trained to consider them daily when making decisions about things like new hires, promotions, and even trivial changes to products.

Does your school mission focus on learning? Is the word “learning” in your mission statement? If so, it makes it easier to focus on the instructional program and creating a positive school climate. Rigby’s Three Forms of Logic Behind Instructional Leadership Prevailing logic: The role of the principal is to be both

A car can take you from point A to B . It can take you anywhere you want . Most Importantly a car doesn’t start Itself. You start It. You Instruct It on which direction It should go. On how fast or slow It should go. It Is good to have a car, But at the end of the day. You are the driver and the one who Is In control of It. You can make the most of It or make the worse out of It. A car can change you or change your life. Get yourself a car. If you want to live a better life. Anywhere I have used the word car replace it with the word career and read again.

Long gone are the days when a leader knew which buttons to press in their hierarchical organization so that decisions and resulting instructions are carried out smartly. The command-and-control structures have morphed into highly complex networks.” Nik Gowing and Chris Langdon, leadership specialists

When a business is driven by AI, software instructions and algorithms make up the critical path in the way the firm delivers value.

The mark of someone with potential to grow is openness to the process. When you look at people who are eager to learn more, you can bet they are on the right track. And when you talk to people who just don't want any more instruction, then they have pretty much hit the wall. They are done.

The Four Leadership Motions are stated as one-line instructions for what to do right now: Orient Honestly. Value Outcomes. Leverage the Brains. Make Durable Decisions.

How organizations deal with failures or accidents is particularly instructive. Pathological organizations look for a “throat to choke”: Investigations aim to find the person or persons “responsible” for the problem, and then punish or blame them. But in complex adaptive systems, accidents are almost never the fault of a single person who saw clearly what was going to happen and then ran toward it or failed to act to prevent it. Rather, accidents typically emerge from a complex interplay of contributing factors. [...] Thus, accident investigations that stop at “human error” are not just bad but dangerous. Human error should, instead, be the start of the investigation. Our goal should be to discover how we could improve information flow so that people have better or more timely information, or to find better tools to help prevent catastrophic failures following apparently mundane operations.

After considering what gets covered, you will need to turn your attention to who is involved in the performance management cycle. Traditional performance management models are typically formal and hierarchical—and often involve only the senior management or leadership team. When you're setting up performance management for the ecosystem economy, you need a less hierarchical, more project-oriented, more results-oriented model. You need to involve not just senior management, but also people from all levels within your agile model (e.g., tribes, chapters, and squads). Involving more of the team not only creates a more streamlined and efficient process, but also facilitates an unfiltered flow of information. Management gets an opportunity to hear an unfiltered report straight from the team members who will be best equipped to give it. And the team members get an opportunity to receive feedback and instruction straight from management, without anything getting lost in translation as the information passed through two or three levels of hierarchy and bureaucracy.

Christians need human direction in prayer and human leadership in worship; they need human instruction and example in how to live their vocations and bear their trials. They need these from one another and owe them to one another.

Paul believed in separate spheres (women in the home, men at work and leading the church) and genderized roles, he was a living contradiction. He sent Phoebe away from home to do apostolic work on his behalf. He instructed Nympha to take responsibility for having the Colossian letter read (and presumably also obeyed) by her church. He partnered with Prisca and Aquila in city-to-city missionary work, treating them as equals in leadership. In fact, there is good reason to believe she was the more active partner in ministry.

Khrushchev backed down, Kennedy wisely instructed his staff not to betray any hint of gloating—a provocation to Soviet credibility and pride could lead to a later war. Similarly, he rejected additional plans for an invasion, which Secretary of Defense Robert McNamara put before him in case the Soviets did not honor a promise to remove their missiles. Kennedy continued to see an invasion as carrying huge risks: “Consider the size of the problem,” he told McNamara, “the equipment that is involved on the other side, the Nationalists [’] fervor which may be engendered, it seems to me we could end up bogged down. I think we should keep constantly in mind the British in the Boer War, the Russians in the last war with the Finnish and our own experience with the North Koreans.” Given his concerns about getting “bogged down” only ninety miles from U.S. shores, would Kennedy have been as ready as Lyndon Johnson to put hundreds of thousands of ground troops into Vietnam?

Standard work and good job instruction are foundations for sustaining know- why in the organization. Are they in place in your organization? How can you build a know- why culture?

What Hegel taught that intrigued the powerful then and now was that history could be deliberately managed by skillfully provoking crises out of public view and then demanding national unity to meet those crises — a disciplined unity under cover of which leadership privileges approached the absolute.

Message to Extraterrestrial Civilizations First Draft [Complete Text] Attention, you who have received this message! This message was sent out by a country that represents revolutionary justice on Earth! Before this, you may have already received other messages sent from the same direction. Those messages were sent by an imperialist superpower on this planet. That superpower is struggling against another superpower for world domination so that it can drag human history backwards. We hope you will not listen to their lies. Stand with justice, stand with the revolution! [Instructions from Central Leadership] >This is utter crap! It’s enough to put up big-character posters27 everywhere on the ground, but we should not send them into space. The Cultural Revolution leadership should no longer have any involvement with Red Coast. Such an important message must be composed carefully. It’s probably best to have it drafted by a special committee and then discussed and approved by a meeting of the Politburo. Signed: XXX Date: XX/XX/196X Second Draft [omitted] Third Draft [omitted] Fourth Draft [Complete Text] We extend our best wishes to you, inhabitants of another world. After reading the following message, you should have a basic understanding of civilization on Earth. By dint of long toil and creativity, the human race has built a splendid civilization, blossoming with a multitude of diverse cultures. We have also begun to understand the laws governing the natural world and the development of human societies. We cherish all that we have accomplished. But our world is still flawed. Hate exists, as does prejudice and war. Because of conflicts between the forces of production and the relations of production, wealth distribution is extremely uneven, and large portions of humanity live in poverty and misery. Human societies are working hard to resolve the difficulties and problems they face, striving to create a better future for Earth civilization. The country that sent this message is engaged in this effort. We are dedicated to building an ideal society, where the labor and value of every member of the human race are fully respected, where everyone’s material and spiritual needs are fully met, so that civilization on Earth may become more perfect. With the best of intentions, we look forward to establishing contact with other civilized societies in the universe. We look forward to working together with you to build a better life in this vast universe.

Message to Extraterrestrial Civilizations First Draft [Complete Text] Attention, you who have received this message! This message was sent out by a country that represents revolutionary justice on Earth! Before this, you may have already received other messages sent from the same direction. Those messages were sent by an imperialist superpower on this planet. That superpower is struggling against another superpower for world domination so that it can drag human history backwards. We hope you will not listen to their lies. Stand with justice, stand with the revolution! [Instructions from Central Leadership] This is utter crap! It’s enough to put up big-character posters everywhere on the ground, but we should not send them into space. The Cultural Revolution leadership should no longer have any involvement with Red Coast. Such an important message must be composed carefully. It’s probably best to have it drafted by a special committee and then discussed and approved by a meeting of the Politburo. Signed: XXX Date: XX/XX/196X Second Draft [omitted] Third Draft [omitted] Fourth Draft [Complete Text] We extend our best wishes to you, inhabitants of another world. After reading the following message, you should have a basic understanding of civilization on Earth. By dint of long toil and creativity, the human race has built a splendid civilization, blossoming with a multitude of diverse cultures. We have also begun to understand the laws governing the natural world and the development of human societies. We cherish all that we have accomplished. But our world is still flawed. Hate exists, as does prejudice and war. Because of conflicts between the forces of production and the relations of production, wealth distribution is extremely uneven, and large portions of humanity live in poverty and misery. Human societies are working hard to resolve the difficulties and problems they face, striving to create a better future for Earth civilization. The country that sent this message is engaged in this effort. We are dedicated to building an ideal society, where the labor and value of every member of the human race are fully respected, where everyone’s material and spiritual needs are fully met, so that civilization on Earth may become more perfect. With the best of intentions, we look forward to establishing contact with other civilized societies in the universe. We look forward to working together with you to build a better life in this vast universe.

Whether it will ever again be possible to take an education easily, in Massachusetts or any other state, will depend upon political decisions made by those — like yourselves — who hold power in trust for the rest of us. I mean no disrespect, only to signal my personal sadness when I say I don’t think those decisions will be made. My reasons for pessimism stem from knowing that failure is built into our political system because it forces our political leadership to depend for its election on the same financial interests which profit from schools staying the way they already are. Schools are a most lucrative source of contracts and an enormous jobs project with sinecures for friends and relatives of your campaign donors. Don’t chalk that up to cynicism: unless you acknowledge why your hands are tied in regard to school change, you’re certain to make the same mistakes year after year in counterfeit reforms. Change isn’t likely to be possible from any political center for the same reason, but it can come from defiant personal decisions made by simple men and women who won’t stand still for their kids being outraged any more — like the revolution of homeschoolers taking place nationwide. This system has had a century to prove itself, that’s enough. It didn’t work at the start except in house-generated fairy tales; it doesn’t work today, and it won’t work better in the future.

Doubt is a result of more than one internal voice giving differing and contradicting instructions and suggestions concerning a situation or a phase of your success journey. The triggering suggestions may be internal or external factors igniting internal conflict and uncertainty in the face of adversity. Yet inside of you must rise up a voice of authority which silences the disempowering shouts of unbelief. You need to have a deliberate plan to develop that internal voice of authority.

Auftrag: The Contract of Leadership Once your team has achieved a high level of competence in performing individual and unit tasks, and where most communication is implicit and the need for written instructions is relatively rare, then you can start leading through missions—as opposed to by assigning tasks, for example. Although hierarchies are not the only type of human organization, I am going to use terms like “subordinate” faute de mieux. If this bothers you, substitute “the person who has the vision for what needs to be done” for “superior” and “a person whom he or she is going to ask to help accomplish it” for “subordinate.” It should be noted, though, that there are few examples of effective combat units that were participatory democracies.

Along the way after introductions to putting Boyd’s, Sun Tzu and Clausewitz (two other brilliant military (human conflict) thinkers) as well as other’s thoughts to practice, we begin introductions to actually implementing these ideas in the classroom along with examples of how they translated to the street. Over the course of the book, these real-world examples compile to actually form a real world Program of Instruction (POI) for a course that was implemented successful in a large police force just a couple of years ago.

To teach Shelley to be more forceful, I resorted to a method you wouldn’t find in any instructional. I made her plan and run a practice. She had to design the workout, set up the drills, push her teammates through them, and decide when something had been done well enough. I never said a word. For a good hour and a half she just stood there and watched. I was drained. Not only do you have to talk, you are in the drill. I just remember being mentally exhausted after that practice. But what a great way to develop leadership and ownership. —SHELLEY SEXTON COLLIER

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

Craft does not entail looking up decisions in books, or sticking to universal truths. It’s an instinct for making the right decision on every occasion. Pure eggheads lack it. When we think of the Apollo space program, we rarely picture the rocket scientists. We remember a failed mission, Apollo 13, when three guys jury-rigged their spaceship and got back to earth alive. They were among the most highly trained people ever to leave the ground, but they had little training in the repair of carbon dioxide scrubbers. Still, they were able to combine instructions from the ground with their skill as first-class tinkerers. That’s craft: flexibly wise leadership. All great leaders have it.

A leader expresses loyalty to his subordinates by supporting their needs and ensuring their welfare in a number of ways. Subordinates express loyalty to that sort of caring leadership by positively and efficiently carrying out the leader’s orders or instructions.

Humor can be marvelously therapeutic,” adds another observer. “It can deflate without destroying; it can instruct while it entertains; it saves us from our pretensions; and it provides an outlet for feeling that expressed another way would be corrosive.

In their beaver-like work to enforce the Reich's emigration policies on the Jewish community, the SS had hitherto tried hard to keep a low profile, and to avoid any kind of spectacular outrage to international opinion. Göring thus found himself on the side of the SS, in alliance against the radical Goebbels, and on January 24 he formally instructed the ministry of the interior to set up a central emigration office under Heydrich to regulate and organize the deportation of the Jews. Hitler's personal part in this anti-Jewish programme was one of passive observation. Talking with Colonel Jósef Beck, the Polish foreign minister, on January 5 he rather speciously regretted that the western powers had not entertained Germany's colonial demands: ‘If they had, I might have helped solve the Jewish problem by making a territory available in Africa for resettlement of not only the German but the Polish Jews as well.’ On the twenty-first, he uttered to the Czech foreign minister Chvalkovský these ominous words: ‘The Jews here are going to be destroyed.’ The Czech replied sympathetically, and Hitler continued: ‘Help can only come from the others, like Britain and the United States, who have unlimited areas that they could make available for the Jews.’ And in a major speech to the Reichstag on January 30, 1939, Hitler uttered an unmistakable threat to any Jews who did choose to remain behind in his Germany: I have very often been a prophet in my lifetime and I have usually been laughed at for it. During my struggle for power, it was primarily the Jewish people who just laughed when they heard me prophesy that one day I would become head of state and thereby assume the leadership of the entire people, and that I would then among other things subject the Jewish problem to a solution. I expect that the howls of laughter that rose then from the throats of German Jewry have by now died to a croak. Today I'm going to turn prophet yet again: if international finance Jewry inside and outside Europe should succeed once more in plunging our peoples into a world war, then the outcome will not be a Bolshevization of the world and therewith the victory of Jewry, but the destruction of the Jewish race in Europe!

Without cultural change, we are hopeless to change existing results.5 Of all changes, cultural change is the most difficult. It is essentially changing the collective DNA of an entire group of people. To understand how to change culture, it is helpful to know how change works in general. Changing Church Culture Change is extremely difficult. One of the most vivid and striking examples of this painful reality is the inability of heart patients to change even when confronted with grim reality. Roughly six hundred thousand people have a heart bypass each year in the United States. These patients are told they must change. They must change their eating habits, must exercise, and quit smoking and drinking. If they do not, they will die. The case for change is so compelling that they are literally told, “Change or die.”6 Yet despite the clear instructions and painful reality, 90 percent of the patients do not change. Within two years of hearing such brutal facts, they remain the same. Change is that challenging for people. For the vast majority of patients, death is chosen over change. Yet leadership is often about change, about moving a group of people to a new future. Perhaps the most recognized leadership book on leading an organization to change is John Kotter’s Leading Change. And when ministry leaders speak or write about leadership, they often look to the wisdom found in the book of Nehemiah, as it chronicles Nehemiah’s leadership in rebuilding the wall around Jerusalem. Nehemiah led wide-scale change. Nehemiah never read Kotter’s book, and he led well without it. The Lord well equipped Nehemiah for the task of leading God’s people. But it is fascinating to see how Nehemiah’s actions mirror much of what Kotter has observed in leaders who successfully lead change. With a leadership development culture in mind, here are the eight steps for leading change, according to Kotter, and how one can see them in Nehemiah’s leadership. 1. Establish a sense of urgency. Leaders must create dissatisfaction with an ineffective status quo. They must help others develop a sense of angst over the brokenness around them. Nehemiah heard a negative report from Jerusalem, and it crushed him to the point of weeping, fasting, and prayer (Neh. 1:3–4). Sadly, the horrible situation in Jerusalem had become the status quo. The disgrace did not bother the people in the same way that it frustrated Nehemiah. After he arrived in Jerusalem, he walked around and observed the destruction. Before he launched the vision of rebuilding the wall, Nehemiah pointed out to the people that they were in trouble and ruins. He started with urgency, not vision. Without urgency, plans for change do not work. If you assess your culture and find deviant behaviors that reveal some inaccurate theological beliefs, you must create urgency by pointing these out. If you assess your culture and find a lack of leadership development, a sense of urgency must be created. Leadership development is an urgent matter because the mission the Lord has given us is so great.

There were three kinds of students going through Pre Flight in Pensacola. First, there were the OIs or Officers under Instruction. They were already commissioned Naval Academy or NROTC, and lived as junior officers. Next were the AOCs or Aviation Officer Candidates. They had college degrees and were commissioned as Ensigns upon graduation from Pre Flight. During Pre Flight training they were officially cadets and treated as such. Last and probably least were the NAVCADS. At the end of Pre Flight, they received a letter of completion and stayed cadets until they completed flight training. Only then were they commissioned. Each class was made up exclusively of one type of student. That is, even in Pre Flight NAVCADS and AOCs were not mixed together in a class. There is a book titled “The Second Luckiest Pilot in the World”, an anthology of flying stories. One chapter was about a NAVCAD going through flight training in the late forties. The author nailed it when he wrote that NAVCADS were in their own world. The officers didn’t associate with them because they weren’t officers. The enlisted guys didn’t associate with them because they were going to be officers. The result was a very tight knit group.

Sean Joyce, who served as my first deputy director, became famous in the organization for hitting “reply all” when some bureaucrat within the Bureau sent an all-employee message instructing personnel to shelter in place or flee in the event of an “active shooter” in the workplace. Sean replied that any special agent who took that advice and hid or failed to run toward an active shooter would be fired.

The Second World War has swept over Europe. The Führer is dead. The Greater German Reich has been smashed. German cities lie in ruins. The German folk has been surrendered to the interest slavery of its enemy. As in the First, so in the Second World War, too, English, American and Russian soldiers have been the executors. But who is the real victor of this war? Is it the folks from whom those soldiers had come? The takeover of the government by the Führer in 1933 was for World Jewry the signal to attack. The World Jewish press agitated for the global boycott against Germany. Germany’s reply was the 24 hour boycott of Jewish businesses on April 1, 1933. No Jew lost his life in the process, and no Jewish business building was damaged. The counter-boycott, ordered by the party leadership and carried out under my leadership, was supposed to warn World Jewry against challenging National Socialist Germany. Since that time, malicious attacks against National Socialist Germany have appeared in the world press again and again. It was unmistakable that with that propaganda in the world, carried out without interruption, the view was supposed to be bred that the existence of a National Socialist Germany meant a danger for the other folks. The Jewish writer Emil Ludwig, who emigrated to France, spoke especially clearly about Jewish wishes and intentions in the magazine „Les Annales”: „Hitler does not want war, but he will be forced to it.” The Polish ambassador in the USA, Count Potocky, wrote at a time when in Europe nobody thought a Second World War would come or must come, to his government in Warsaw that he had gained the impression that influential Jews in Washington would work toward a new world war. (See the German White Book.) The report of the Polish Ambassador Potocky, whom nobody can reproach with bias against World Jewry and who also was no friend of National Socialist Germany, would alone suffice to be able to thoroughly answer the question of war guilt. The guilt for the Second World War, too, was born at the moment when god Jehovah, through the mouth of Field Marshal Moses, gave the Jewish folk the instructions: „You should devour all the folks!” With the defeat of National Socialist Germany in the Second World War, World Jewry has won the greatest victory in its history.

It's true that Paul wrote in one letter that women should not teach men. It's also true that Paul lauded in many letters the numerous women who worked alongside him in various ministry capacities, including teaching, which bolsters the scholarly argument that his instruction was specific to the one church he was writing. In short, the biblical case for a blanket ban on women serving in Church leadership is thin and unconvincing-as evidenced by the fact that many of America's most conservative denominations observe no such ban.

from the war against Austrian rule, taking the course opposite to the one Mazzini had urged in his open letter of six months before. Pressured by Catholic monarchies on the run in France, Austria, and Spain to retreat from civil leadership, Pio Nono now instructed the people of Italy to “abide in close attachment to their respective sovereigns.