Kouzes and Posner: The Leadership Challenge

Description
Kouzes and Posner's The Leadership Challenge focuses on individual leadership skills.
Leadership is addressed with the identification of five Practices of Exemplary Leadership:
1. Model the way
2. Inspire a shared vision
3. Challenge the process
4. Enable others to act
5. Encourage the heart
At the core of this model is the principle that leadership is everyone's business, and leadership
is measurable and learnable. They theorize that 99.9% of people show leadership ability and
would say that virtually everyone can learn to be a leader. In their research, only 0.00013%
people show absolutely no leadership capability (1 out of 1 million people have no leadership
capability). So, the question is how to help the 99+% develop their leadership skills.
They created the Leadership Practices inventory (LPI), a behavioral assessment of the individual
against the 5 Practices of Exemplary Leadership.
Regardless of your style, more frequent engagement in learning about leadership leads to
better practices of good leadership.
This model is about assessing leaders against the LPI and helping them grow and learn how to
enact the behaviors associated with the 5 practices.

Background
Founders: Jim Kouzes, Executive Fellow for the Center for Innovation and Entrepreneurship,
Leavey School of Business at Santa Clara University in California, and a Fellow at the Doerr
Institute for New Leaders at Rice University.
Barry Posner serves as the Michael Accolti Chair and Professor of Leadership for the Leavey
School of Business at Santa Clara University, where he was Dean for 12 years. Earned a Master's
in Public Administrations and Ph.D. in Organizational Behavior and Administrative Theory at the
University of Massachusetts Amherst.
In the early 1980s, Kouzes and Posner began studying leadership. They examined research in
existence about leadership and management. Next, they began a systematic process to
research leadership behaviors through survey and case study research. They looked to find
individuals who were functioning at their Personal Best as a leader. Part of their research
included studying managers and non-managers and their behaviors. Using their Personal Best
Leadership Experience questionnaire (38 open-ended questions), they studied leadership
behaviors and trends of over 5000 respondents to the survey.

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 Sample questions included the following:
• Who initiated the project?
• What made you believe you could accomplish the results you sought?
• What, if any, special techniques or strategies did you use to get other people involved in
the project?
• Did you do anything to mark the completion of the project at the end or along the way?
• What did you learn most from this experience?
• What key lessons would you share with another person about leadership from this
experience?
The basic tenet is that everyone can learn to be a leader. It is not intelligence/talent alone that
gets results; it's continuous practice and efforts that achieve results. The best leaders have
credibility on their side (honesty, forward-thinking, competence, and capacity to inspire).
• "You cannot command commitment; you must inspire it."
• DWYSYWD: Do what you say you will do!
The five practices:
• Model the way
• Inspire a shared vision
• Challenge the process
• Enable others to act
• Encourage the heart
Key themes:
• Be dependable and foster trust.
• Embody virtues you want your team to embody.
• Develop your team culture and vision.
• Stack wins/successes and celebrate them.
• Love what you do, love life, and love the people you serve.
The Leadership Practices Inventory Assessment (LPI): Kouzes and Posner went on to create the
Leadership Practices Inventory (LPI) Assessment. They identified six behaviors for each of the
five practices outlined above, for a total of 30 behaviors. These 30 behaviors were developed
into the LPI assessment tool. It has strong validity and reliability. This assessment is inclusive of
a self-assessment process as well as a 360 assessment; the 360 assessment is completed by
team members that know the leader in the workplace and who are willing to provide their
feedback concerning that person in relationship to the 30 practices.
• The LPI components are outlined below:
• Self-Assessment: Completed by the individual

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 • LPI 360: Completed by 5-10 other people familiar with the person (manager, co-worker
or peer, direct reports, or others familiar with the work behaviors/habits of the person)
• Completed forms go to an independent facilitator, who scores them by computer or
hand.
There are additional services offered through an LPI 360+ process, which can include additional
reports, modules, and other resource materials.
Four types of reports are possible from the LPI:
• Individualized feedback on LPI 360 feedback from others with a breakdown of
most/least frequent behaviors
• LPI Self-Report: A summary of the person's self-assessment on the 30 behaviors
• Reassessment Report: Used as a second assessment to report on an LPI 360+; longer
process with pre-/post-testing over an 18-month period of time (lets people assess how
they have changed over time)
• Group Assessment Report: If a team of people in a business work together, it is possible
to have the team go through the process and have a post-assessment report.
People who complete the LPI assessment have access to
• Development Planner
• Vision Book
• Practice Book
• LPI Handouts
The 360+ includes added modules to challenge the leader in addition to numerous handouts to
help them through the leadership challenge.
The tool has been used for three decades. Kouzes and Posner have continued to study and
update it during that time. They have developed further training options for coaches and
facilitators of the training and the LPI assessment. There have not been any major changes to
the model.

Purpose
Kouzes And Posner created the Leadership Challenge to help leaders develop their own
leadership skills and help organizations to create a learning environment to create leaders.

How It Works
The Leadership Challenge is a structured, multistep model. There are varying degrees of
implementation. The recommendation is that organizations interested in the model go through
the training and complete the LPI. While not recommended, there are some organizations that
use the five practices of Exemplarity Leadership and 30 behaviors as a comparison point to
determine areas that need attention.

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 Organizations looking to implement the model and complete the challenge need to bring LPI
into the organization and get certified. An LPI certified master will come and offer the
Leadership Challenge training and conduct the LPI with their staff. Information on the certified
master and the training schedule can be found on the Leadership Challenge website.
The training includes the following:
• Staff are trained on the Leadership Challenge.
• Staff complete the Leadership Potential Inventory (LPI) which includes a self-assessment
and a 360 assessment.
• After classroom training, there is an option for one-on-one coaching, and most
organizations choose that package.
• Individuals can go back to have a reassessment on the LPI.
• An organization or individuals may also decide to pursue further training to become a
coach, facilitator, or a master trainer.

Core Values, Principles and Concepts

The core principle of the Leadership Challenge is that anybody can be a leader. Empathy and
compassion are critical skills and listening can help with empathy. The model helps leaders
identify the kind of leader they want to be.
The Model is driven by the five Practices of Exemplary Leadership:
1. Model the way.
2. Inspire a shared vision.
3. Challenge the process.
4. Enable others to act.
5. Encourage the heart.
The Leadership Challenge also include the following five Fundamentals for Learning to Lead:
1. Believe you can lead.
2. Aspire to excel.
3. Challenge yourself.
4. Engage supports.
5. Practice deliberately.

Framework
The five practices and 10 corresponding commitments of Exemplary Leadership (From Kouzes
and Posner, Leadership Challenge Workbook, 3rd Edition 2017):

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 Model the way
Strong leaders lead by example and are clear about their values. They demonstrate vs. talk
about their vision and values to help others understand. They embody the virtues desired in
others.
Clarify values by finding your voice and affirming shared values.
Set the example by aligning actions with shared values.

Inspire a shared vision

Great leaders have a vision/dream they believe in and communicate their passion about it. The
vision keeps them forward-looking, and they show the team the way. Strong leaders build team
cohesion to achieve a shared vision/dream and make people feel they're doing useful work.
Envision the future by imagining exciting and ennobling possibilities.
Enlist others in a common vision by appealing to shared aspirations.

Challenge the process

Leaders overcome obstacles and look for new ideas or approaches; they think outside the box
and take risks. They stack small wins to build incrementally on them, and they learn from
mistakes and move on to improve or try a new idea.
Search for opportunities by seizing the initiative and by looking outward for innovative ways to
improve.
Experiment and take risks by consistently generating small wins and learning from experience.

Enable others to act

Strong leaders foster collaboration through trust and relationships. They create a team
environment where everyone trusts each other. They involve everyone and help them to
enhance their self-confidence and develop competence. They empower the team with a sense
of ownership.
Foster collaboration by building trust and facilitating relationships.
Strengthen others by increasing self-determination and developing competence.

Encourage the heart

"Genuine caring uplifts the spirit and draws people forward."
True leaders place emphasis on being authentic and sincere in their efforts. They model and
nurture a positive working atmosphere of collaboration. They recognize efforts and

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 contributions and celebrate and reward positive outcomes in-person and with unexpected
positive feedback.
Recognize contributions by showing appreciation for individual excellence.
Celebrate the values and victories by creating a spirit of community.

Diagram
The Five Practices and Ten Commitments of Exemplary Leadership

Application
The Kouzes and Posner principles are applicable to any type of organization since it focuses on
leadership skills and not processes or operations. Individuals or teams in an organization can
benefit from learning to develop leadership skills. This is not about management skill
development. It is about developing your personal leadership capacities. For organizations
interested in using the Leadership Challenge training, visit Leadership Challenge - Become an
Expert in Developing Exemplary Leaders. You will find information on the options for
implementing the Kouzes and Posner model.

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 Vocational Rehabilitation
In 2014, Missouri VR decided to implement an Emerging Leaders Training for the agency as part
of their succession planning. They hired a Consulting Team (former VR Leadership) to develop
the program. The training builds on Kouzes and Posner's Leadership Challenge and includes the
LPI. The training is voluntary and offered once annually with the cohort of 20 staff meeting
three times over the course of the year.
The three phases of the training cover the following content:
• First session: Leadership Challenge principles applied to VR and DDS
• Second session: Self-development (360 feedback, LPI inventory and CPI 260) and one-
on-one consulting with staff
• Third session: Special considerations in leadership, broader vision/mission, legal and
ethical implications, social media, fiscal management, etc.
The Emerging Leaders Training is currently on its seventh cohort. They have found that in
addition to addressing succession planning, it has been a good mechanism for professional
development, and there has been almost no turnover with the 120 staff who have gone
through the training.

Criticisms or Concerns
Since the model is focused on leadership styles and practices, it may be limited if leaders are
not at the management level. The model does not get into management practices. Trying to be
a leader from a non-management role can have its challenges. Since major decisions and
operational issues fall into the management realm, non-management leaders don't drive
changes in these areas. There is the potential for non-management leaders to influence those
in management roles by making compelling arguments or proposals to them. There is also the
potential for a groundswell from the rank and file, influenced by peer leaders which may also
catch the attention and favor of the management team.

Effectiveness
This is a very effective leadership option, but it is costly. Each aspect of the Leadership
Challenge requires training as well as the LPI assessment and reporting protocols. Additionally,
ongoing training and re-assessment options allow individuals or organizations to monitor their
progress over time. There are also options for Facilitators and Mentors to emerge through a
training process. All of these training and development options are fairly expensive endeavors
for an individual or agency.
The Leadership Challenge model was based on the extensive research by Kouzes and Posner,
who have continued to revise and update their tools and resources as their research on leaders
points them in new directions or confirms their original hypotheses.
A Doctoral Dissertation was done on Kouzes and Posner leadership practices and looked at their
effectiveness among elementary school principals. Another study, The Leadership Practices

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 Inventory: Theory and Evidence Behind the five Practices of Exemplary Leaders, was conducted
in 2002.

Recommendation for Use in VR

This could be beneficial to a SVRA trying to develop its pool of emerging leaders. Many state
agencies struggle as staff in senior management and management roles near retirement to
have an ample size group of emerging leaders in cue to assume their roles. This can include
roles from supervisors to the Director, and include other administrative roles, such as quality
assurance, training, data collection and reporting, and more. As agencies incorporate
succession planning, this leadership training could help new and emerging leaders learn their
strengths and enhance their skills in preparation for assuming different leadership roles.

Certification Types
As noted earlier, organizations can bring LPI into the organization by hiring a certified master to
conduct training and the LPI assessments. Many organizations also choose to get staff certified
as coaches and facilitators so that they have internal expertise and offer ongoing training for
staff.
Coaches learn about the LPI Model and evidence of how it came to be. They get familiar with
the intricacies of the LPI reports, get trained on helping leaders in their organization by
providing feedback in group or individuals settings. They earn a certificate as a Trained LPI
Coach and have access to resource materials to help with coaching and the Coaches Guide to
Developing Exemplary Leaders.
Facilitators complete two full days of the Leadership Challenge, a Leadership is Everyone's
Business workshop, and the Challenge Continues session. They get trained on LPI Leadership
Practices, the LPI inventories, and guidance on how to debrief on LPI. They also get access to
online resources to help with training that includes activities tied to the five practices and a
collection of general leadership activities.

Options for Training

The Leadership Challenge Workshop and LPI for organizations: In-person or online (early bird
rate is $2095/person for non-profits; four-plus people save $200/person)
The Leadership Challenge Workshop and LPI for individuals
Becoming a Leadership Challenge and LPI Coach: Prices combine prerequisites of Leadership
challenge with coaching with a range of options. See details on site.
Become a Trained Facilitator of the Leadership Challenge: Prices combine prerequisite training
with a range of options. See details on their site.

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.
 Resources
Websites
Kouzes & Posner's The Leadership Challenge (A Wiley Brand) website outlines the training and
assessment options: https://www.leadershipchallenge.com/solutions.aspx

Articles and Reports

Leadership Practices Inventory Sample Individual Report
Leadership Practices Inventory Sample 360 feedback report
Leadership Practices Inventory Sample Reassessment Report
Leadership Practices Inventory Sample Group Assessment report
Research Article: Bringing the Rigor of Research to the Art of Leadership

Webinars
Leadership Challenge
Learning Leadership with Jim Kouzes
Presentation Slides of 5 Practices

This content was developed by the VRTAC-QM, a project funded under #H264J200002 of the U.S. Department of
Education (Department). The information contained herein does not necessarily reflect the position or policy of the
Department and no official endorsement should be inferred.