Non-Traditional Leaders

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You might have noticed that the second Who Is list had several “everyday” or non-traditional leaders. Non-traditional leaders are people who are not in positional leadership (at least not when they start) but have in some way influenced the lives of others (small or big scale). What stands out to you about these kinds of leaders? Do you see yourself as an “everyday leader”?

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Non-Traditional Leaders

The non-traditional leaders are leaders whose prestige accrues from their success. All these persons are responsible for making decisions in specialized areas, but more important for our concern is that as a result of their prestige they exert in spheres not covered by their authority. Non-traditional leaders are infectious change agents whose leadership credibility emerges from the cultural, economic, spiritual, and social conditions that shape their community. They are men, women, young people, and elders whose unique experiences and skills allow them to work across different cultural boundaries. Non-traditional leaders inspires positive change with startling speed because they know what is going; can bring people together; and can provide specific information, and identify assets in the community.

rmore, a formal selection process provides a way for job applicants to build their self-esteem. Knowing that they would be competing with other candidates, job applicants tend to see the selection process as an opportunity to prove their potentials and skills. Through the selection process, applicants get the chance to prove themselves worthy of the position and in the process build confidence and a stronger personality. In interviews for example, workforces get the chance to express their thoughts and views and in the process show their communication and interpersonal skills. Consequently, these experiences allow individuals to explore their skills and potentials and at the same time develop self esteem.

Going now to training, organizations normally see the training process as a systematic approach to developing and enhancing the skills and capabilities of the workers in a way that would add value to the organization. According to Gerber (2000) the complex nature of the business in the twenty first century calls for highly qualified and competent workforces. Furthermore, Gerber (2000) claimed that work has become more demanding and requiring for a ‘smarter’ workforce. Consequently, the organization may respond to these external pressures by harnessing the skills and capabilities of the workforces, which may be achieved by designing and facilitating training programs for the workforces.

Fundamentally, effective training programs and approaches would guarantee that organization’s workforces are equipped with the appropriate knowledge and information to efficiently perform their tasks (Acton & Golden 2003). Subsequently, trained and efficient workforces tend to produce better results than workforces that have not undergone training. Resultantly, overall productivity and efficiency may be improved and sustained on a long-term basis. Moreover, organizations also rely on training to cascade new initiatives. For example, organizations attempting to introduce new concepts, such as total quality management (TQM) and other programs tend to conduct training sessions to introduce the new concept to the members of the organization. In additio

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