Leadership

September 17, 2016 By B. Baylis Leave a Comment

Four Lessons from FIve Verses – Part III-B

As indicated in the previous post, Lesson III-Part A , from my Four Lessons from Five Verses series, I took my Memorial Day, Independence Day and Labor Day posts from the first five verses of chapter 2 of Paul’s second letter to his protege Timothy. The first post focused on the attributes of a good soldier taken from verses 3 and 4. The second looked at how to be a winner using verse 5 as the text, while the third began to look at the repetitive, self-sustaining cycle of Biblical Teaching from verse 2. It looked at the office, qualifications and work of a Biblical teacher. This post continues looking at that same verse:

And the things that thou hast heard of me among many witnesses, the same commit thou to faithful men, who shall be able to teach others also. (II Timothy 2:2, KJV)

I freely admit that the wording in the KJV of this verse baffled me at first. My initial reading was that Paul was suggesting to Timothy that he concentrate on things that he heard “about” Paul from many people who had observed Paul’s action and preaching. However, Timothy didn’t need to hear about Paul from others, because Timothy had sat directly under Paul’s teaching. He had lived with him, and traveled with him. Timothy had personally witnessed and heard Paul preach and live out the winsome gospel with his own eyes and ears. I believe that Paul is telling Timothy in this passage to concentrate on those things Timothy heard and saw Paul say and live out in the presence of many witnesses.

In the King James Version, this verse begins with the phrase “And the things that thou heard of me among many witnesses,..” The English preposition “of ” comes from the Greek preposition para which together with its variation par appears 200 times in the New Testament. These two Greek words are all purpose prepositions. They are translated at least seven different ways in the King James Version, with another 10 variations in other versions of the Bible. Three things help determine the meaning of the word para in particular situations. We begin with a grammar lesson. A preposition is a word that shows the relationship of the noun or pronoun following the preposition, known as the object of the preposition, and some other word or element in the sentence known as the subject. In II Timothy 2:2, the preposition “of” is describing the relationship between “things,” the subject, and “Paul”, represented by the pronoun “me,” the object. In Greek we have one additional clue to the meaning of a preposition. That clue is found in the grammatical case of the object. In English, the most distinctive use of grammatical case is the Genitive case signifying possession. In the sentence “We are going in my car,” the subject is “We”; the preposition is “in” and the object is “car.” With the possessive pronoun “my”, we know the car belongs to me.

In the Greek, objects following the preposition para (παρά) take three different cases. These cases are the genitive, accusative and dative. In the Greek, the case of a given noun or pronoun can be visibly seen by the form of the word. In English, the case of nouns and pronouns are more generally defined by their usage. The only exception to this is with the genitive case which signifies possession. The genitive pronoun for a male person is “his” while the dative and accusative pronouns take the same form “him.” The accusative case reflects the direct object of a preposition, while the dative case represents the indirect object of a preposition. In II TIm 2:2, in the preposition phrase “things…of me” the Greek word translated “me” is emou (ἐμοῦ) which is in the genitive case. This signifies that the subject of the preposition “things” belonged to or were inherently part of Paul. Thus, it makes more sense to think of the things spoken of here to be the actual words, teachings and life of Paul.

However, there is far more to be gleaned from this verse. Verse 2 also lays out a multi-step family tree that can be extended indefinitely. It begins with Christ, who commissioned and ordained Paul as a master teacher, who received his commissioning and marching orders from Jesus Christ. Timothy was Paul’s student, apprentice and protege. Timothy was in turn destined and charged with the responsibility of becoming a teacher for the next generation of students and teachers. In this passage Paul is giving us God’s plan for the spread of the gospel and his teachings. God was going to raise up a self-sustaining tree of preachers and teachers who would in turn nurture and train the next generation of preachers and teachers.

While Christ was present with the disciples, he could teach them directly. After his resurrection and ascension into heaven, was anyone going to teach and help Paul and the other apostles? God the Father had made provision for that. In John 14, Jesus tells his disciples that he would not always be with them, but that God was not going to leave them alone.

¹⁵If ye love me, keep my commandments. ¹⁶And I will pray the Father, and he shall give you another Comforter, that he may abide with you for ever; ¹⁷Even the Spirit of truth; whom the world cannot receive, because it seeth him not, neither knoweth him: but ye know him; for he dwelleth with you, and shall be in you. ¹⁸I will not leave you comfortless: I will come to you. ¹⁹Yet a little while, and the world seeth me no more; but ye see me: because I live, ye shall live also. ²⁰At that day ye shall know that I am in my Father, and ye in me, and I in you. (John 14:15-21, KJV)

Through the Holy Spirit, God’s Comforter, Paul and Timothy had direct access to help from God. But this aid was not available to only Paul and Timothy. Since the time of Christ’s ascension, it has available to every Christian, especially those commissioned as teachers.

Chart created by author using ClickChart Professional

What was Paul’s responsibility as a Master Teacher? According to I Corinthians and Ephesians, Paul was to follow Christ and faithfully teach the next generation. What was the responsibility of the next generation? They were to remember what Paul did and taught. They were to keep the ordinances that Paul delivered unto them. They were to help teach and perfect the next generation so that they would mature in faith. They were not just to strive to resemble Paul. They were to be like Christ.

Be ye followers of me, even as I also am of Christ. Now I praise you, brethren, that ye remember me in all things, and keep the ordinances, as I delivered them to you. (I Corinthians 11: 1 & 2, KJV)

But unto every one of us is given grace according to the measure of the gift of Christ. Wherefore he saith, When he ascended up on high, he led captivity captive, and gave gifts unto men. (Now that he ascended, what is it but that he also descended first into the lower parts of the earth? He that descended is the same also that ascended up far above all heavens, that he might fill all things.) And he gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; For the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ: Till we all come in the unity of the faith, and of the knowledge of the Son of God, unto a perfect man, unto the measure of the stature of the fulness of Christ: That we henceforth be no more children, tossed to and fro, and carried about with every wind of doctrine, by the sleight of men, and cunning craftiness, whereby they lie in wait to deceive; But speaking the truth in love, may grow up into him in all things, which is the head, even Christ: (Ephesians 4: 7 – 15, KJV)

In the two centuries since Christ taught and commissioned that first level of teachers, we have seen more than 60 levels of students, turned teachers. We no longer have the physical presence of Christ or Paul to follow. However, we have the scriptures and we have the Holy Spirit to guide in our study and interpretation of the Word of God. We also have the stories and the lives of the saints who have gone on before us.

I end this post with Paul’s statement about scriptures to Timothy:

But continue thou in the things which thou hast learned and hast been assured of, knowing of whom thou hast learned them; And that from a child thou hast known the holy scriptures, which are able to make thee wise unto salvation through faith which is in Christ Jesus. All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, thoroughly furnished unto all good works. (II Timothy 3:14-17, KJV)

We need to remember a big part of “all good works” is teaching and leading the next generation.

August 24, 2016 By B. Baylis Leave a Comment

The Business Model of All of Higher Education Is Broken–Part V Increasing Enrollments Is Not Enough

For some in American higher education, the headline College enrollments to double in next decade that appeared in the July 12, 2016, edition of Education DIVE, a daily online newsletter of news from all aspects of education, may have seemed like the message from on high that they desperately wanted to see and hear. However, if American Institutions of Higher Education (IHEs) are counting on this touted coming influx of students for the future health of their institutions, they are going to be sadly mistaken.

This installment is the fifth part in a series on the economic conditions in American higher education. The preceding installment, The Business Model of All of Higher Education is Broken: Part IV — Tuition and Fees, dealt with the general trend of increasing the share that tuition must cover of an institution’s Education and Related Costs (E & R Costs). However, in The Business Model of All of Higher Education is Broken: Part III — Tuition and Fees, we saw that students and their families are resisting any and all suggestions that increasing individual students’ tuition and fees should provide a possible solution to higher education’s financial difficulties. Students and families are saying, “Enough is enough! We’ve paid our fair share!” This thought is only reinforced by politicians saying that four years of public college education should be free for every one or at least the overwhelming majority of the American public. This means that to realistically get more money out of the Tuition & Fees Bucket, institutions must increase the number of students paying the current or possibly even lower tuition charges. If institutions are counting on many new students saving them from financial disaster, there are several significant holes in this strategy.

In spite of the bold headline, the first hole in this strategy is what I believe is the mistaken belief of many leaders in the American higher education megaplex that there is a seemingly unending and ever expanding supply of students who will pay any price to be part of the American higher education scene. The preceding post in this series presented some of the arguments against raising tuition. Two recent articles in education press circles clearly show the strategy of counting on continuously growing enrollments may soon blow up in the face of traditional IHEs. While the Education DIVE headline appears to bolster the claim that there is a growing supply of fresh bodies for American IHEs, it conveniently omitted the fact that the article was referring to “the number of students in colleges and universities across the globe will double by 2025.” As you read the article, it does admit that enrollments at U.S. colleges are falling. Are they trying to rain on the parade of educational expansionists?

In the Nineteenth Century, the history of college enrollments in the United States had been one of relatively consistent, but slow growth. The rate of growth increased slightly for the first half of the Twentieth-Century, before taking off like a rocket ship in the latter half of the Twentieth-Century. In the early years of the Twenty-First Century, the growth has sputtered and even dropped for several years. This is the context for the statement in the Education DIVE concerning falling enrollments. The article references the CNN report College enrollment is dropping. Bad sign? This article begins by pointing out that college enrollment in the United States “peaked in 2010 at just over 21 million students. Attendance has dropped every year since. By the fall of 2014 — the most recent year that government data is available from the Digest of Educational Statistics published by the National Center for Educational Statistics–there were 812,069 fewer students walking around college campuses.” Is this the first sign of trouble on the horizon? I think that it is a clear warning sign and should be taken very seriously by American IHEs.

However, the CNN article tries to assuage fears of impending doom by suggesting that this decline is primarily due to improvement in the economy. “More people are going back to work instead of signing up for additional degrees. ‘Historically, as the economy improves and Americans get back to work, college enrollment declines,’ says U.S. Under Secretary of Education Ted Mitchell.” The unemployment rates from the Bureau of Labor Statistics lend some credence to this explanation, since the unemployment rate in 2010 was almost twice the unemployment in 2014. However, current federal and state administrations predict continued low unemployment rates, while predicting and pushing more students into higher education. Are IHEs and the federal and local governments trying to “have their cake and eat it too?”

Chart 1 below presents Total U.S. College Enrollments and Projections from 1870 to 2025. The data has been extracted from several sources including the report, 120 Years of American Education: A Statistical Portrait, published by the National Center for Educational Statistics (NCES), and the 2016 Digest of Educational Statistics also published by NCES. This graph gives the reader the sense of the enormity of the growth of American higher education in the last century compared to its early days.

Chart I Total U.S. College Enrollments from 1870 to 2025

However, because of the scale of the graph, it is difficult to get a perspective on some of the early growth of American higher education. Thus in Chart 2, I emphasize the growth of enrollment in the years 1870 to 1920.

Chart 2: U.S. College Enrollments from 1870 to 1920

Is the headline claim of enrollment doubling totally unreasonable? In the history of U.S. higher education, doubling of enrollment within one decade has never happened. The closest occurred from 1870, when the first doubling of enrollment took just over a decade. The next doubling of enrollments took approximately two decades. Looking at both Charts 1 and 2, we see that the next six doublings of enrollment took approximately 15 years each. Then in 1980, the brakes on enrollment growth began to slow down growth considerably. If there were to be another doubling of enrollment the NCES projections predict that it would take approximately five decades.

Evan Schofer and John W. Meyer in their paper The World-Wide Expansion of Higher Education in the Twentieth-Century present some very startling results. They show that even though the higher education enrollments in the United States were expanding at what seemed to be break-neck speed in the last half of the Twentieth-Century, the United States’ share of the world’s higher education market fell from 50% to a meager 20%. With no apparent let-up in world-wide higher education enrollments, at least in the analysis of UNESCO and the independent scholars, Schofer and Meyer, it is a very small leap of faith to postulate that they could easily top 250 million by 2025. This would mean that the U.S. share of the world market falls to approximately 10%. The United States is no longer the top dog. The two countries of China and India have surpassed the U.S. share of the world market, with Europe, Africa and Latin America nipping at its heels.

I don’t believe that the future is much brighter for U.S. higher Education. This is especially true if U.S. colleges stick to their well-ingrained bias of focusing their offerings in a full-time, face-to-face format to late adolescents. This population has peaked in the United States and will be in decline over the next 20 years as the following chart from the U.S. Census Bureau indicates.

Enrollment peaked in 2011. In July of 2011, there were about 18.1 million people in the prime college years of 18-21. In June of 2014, that number was down to 17.4 million – nearly 700,000 fewer young people. U.S. colleges enrolling 300,000 fewer students last year suddenly makes a lot of sense. Not only are other options opening up for high school grads, but there are also just fewer warm bodies to go around.If we think about the graduating high school seniors who might be entering college, there would have been close to 4.6 million 18 year-olds in 2009. Five years later, there were only 4.2 million – And the 17 year-olds preparing for college are the smallest age cohort younger than 35 – at 4,176,000. The next set of them (current 16 year-olds) will be even smaller. In fact, we should expect a slowly declining pool of college-aged students for the foreseeable future, as illustrated by the graph below.

Data is extracted from the US Census and presented in an understandable format by Demographic Research Group at UVA

This has not been a very upbeat posting. My next post will attempt to analyze the problems and difficulties facing the U.S. higher education system. I will then propose some possible solutions. I can’t guarantee that the proposed solutions will work. In fact, the only thing that I can guarantee is that some of my readers will find these proposed solutions completely untenable.

April 15, 2016 By B. Baylis Leave a Comment

We’re Back in Business, Part II

As promised Higher Ed By Baylis LLC (HEBB) is officially back in business. This post is a continuation of Today is April 11! This is no April Fools’ joke. We’re Back in Business. So I begin this post with the third and fourth announcements which I had planned to make.

The above picture of a store front with a Grand Reopening sign is only symbolic. HEBB doesn’t yet have a physical building. However, we are in the process of building a new viable, and vital business entity. I have placed emphasis on several words and concepts in the preceding sentence.The emphasis is on the word we. From January 2013, the official beginning of Higher Ed By Baylis LLC, By Baylis was the only investor and only operating consultant. My loving, loyal and responsible wife of 47 years, had access to all records of the HEBB, including the finances. I took this prudent step in case something happened to me, since twice in 2009, I entered a hospital as a member of the ABB (All But Bagged) Club. What does “All But Bagged” mean? The best description I can give probably came from the doctor that greeted Elaine when she got to the hospital when I first experienced the exploding artery, imploding tumor, and what looked liked a stroke. The doctor truly thought that I would leave the hospital in a body bag. When Elaine was introduced to the attending doctor, the doctor told her to call the family together. Elaine asked for an explanation. The doctor said, “If he survives the operation, he’ll never be the same.”

The first significant change is that HEBB will very soon officially be a “we” It will no longer be just By Baylis. Over the past several years, as I talked with potential clients about their needs, it became obvious that the needs and the potential solution to these clients’ problems were well beyond the capabilities of one individual. To remedy this deficiency, quoting the Lennon and McCartney song title, I have called for “a little help from my friends“. I have been in discussion with a number of former colleagues and the friends that I have built up over my 40 years of experience in the world of higher education. Out of those discussions, I am pleased to announce that almost a dozen highly qualified, experienced consultants and coaches, have agreed to work with me. There are several possibilities concerning the final cooperative arrangements. In some cases, the individuals may actually join HEBB and become principals. In other situations, HEBB and some consulting/coaching practices may form an alliance and work together cooperatively.

The above discussions are ongoing because they involve intricate legal negotiations. As soon as individual arrangements are finalized, we will make those announcements. I know I am pleased with the caliber of my current, potential partners. I am very confident that potential clients will find the collection of experts that emerges from these discussions to be a powerful force, which can easily and economically help them identify their watershed decisions and find practical and feasible answers to those organizational, world-changing questions.

It is not yet clear what form the final entity will take when it emerges from the above mentioned discussions. I guarantee that the final entity will share the dream that lead to the founding of Higher Ed By Baylis LLC. It was a dream of resilient, welcoming, wise, listening, flexible, entrepreneurial organizations that had a strong sense of integrity, honesty, confidence, determination, and quality. For Christian colleges, this meant they had to have a central anchor of Christ. Emanating from the proposition and relational truth expressed in Christ, were cultures of learning, scholarship, engagement, hospitality, evidence, excellence and worship. A culture is a group of people who have a foundational set of values, beliefs and principles. These people generally or habitually behave in a manner consistent with their values and have developed a collective knowledge base that has grown out of their beliefs and actions. A culture is who the people are, what they know, and how they typically behave. I expressed my dream of 21st Century Christian University in the following diagram that appeared in the 2006 Winter edition of the Cornerstone magazine:

courtesy of By Baylis and Cornerstone University

Returning to a discussion of the words emphasized in opening paragraph of this fourth announcement, some of you may be asking the question, “Don’t the terms viable and vital mean the same thing?” In one sense, they both carry the connotation of being alive. However, in another sense, they mean something very different. I am using the term viable in the sense of being capable of success or continuing effectiveness. I see HEBB as having a good probability of being successful. It can easily be very effective. I am using the term vital in its sense of having remarkable energy, liveliness, or force of personality. I foresee HEBB as a force with which to be reckoned in the coaching and consulting world. The team which we are assembling will be second to none. They will all be recognized as experts in their fields and masters of their trades. It is very important to note the plural designation on the words field and trade. HEBB will be a one-stop shop for organizations seeking help. In the educational arena, we are assembling a team that can cover the waterfront of accreditation, accountability, admissions and recruiting, advancement and fund raising, alumni relations, athletics, curriculum development and management, educational law, facility planning and management, finance, information technology, human resources and professional development, leadership development and succession, planning (including strategic, operational, tactical and master planning), regulatory compliance, and student development. HEBB will be able to work with and help any institution, whether public or private, at any educational level including primary, secondary, or higher education. Do you get the feeling of why I am excited to be back in business? Although the emphasis to this point has been with educational entitities, I foresee in the near future extending the vision of HEBB to service Christian and non-profit public service ministries, since there are many similarities in mission and operations with educational institutions.

If you are an individual who would be interested in joining HEBB as a principal or you represent a coaching/consulting practice that would be interested in collaborating in an alliance with HEBB, I would be very interested in talking with you. Please leave a comment in the reply box with your name, area(s) of expertise, an email address, a phone number, and the best time to contact you. Since I have the protocols set so that I must approve any comments before they appear, your contact information will not be shared with anyone.

The fourth and final announcement in these two blog posts relates to the HEBB website which you can find by clicking here: HEBB. For almost 18 months the website has been effectively shut down. With the reopening of Higher Ed By Baylis LLC, that’s about to change. The website is going to experience extensive remodeling to reflect the changes in HEBB.

The first change you will see is a new welcome page which will introduce people to Higher Ed By Baylis LLC, its mission, vision and core values. There will be a staff page that will introduce people to the HEBB team, a brief bio and their areas of focus. There will be a blog page with links to the blogs written by our people. There will be page of introduction to HEBB services for institutional clients. There will also be a page of introduction to services for individual and family clients. There will be a page of resources available to the general public. There will be a page of the cost of various HEBB services. These changes should be in place by the end of April.

November 27, 2015 By B. Baylis 1 Comment

Why Organizations Need a Chief Eleemosynary Officer

In my previous post on organizational CEO’s, I offered the suggestion that organizations should have a Chief Eleemosynary Officer. What in the world is an eleemosynary officer? Where did I get the idea that organizations needed an eleemosynary officer? I will admit that prior to last week I don’t think I had ever heard of the word eleemosynary. As with most word trips since my traumatic brain incidents of 2009 (the implosion of a benign meningioma and four tonic-clonic seizures within a thirty-minute time span), the journey to finding the meaning and significance of eleemosynary was not a straight line.

As I prepared the post A Proposal for Changing the Definition and Expected Behaviors of a CEO, I sat in on a number of diverse webinars. Two of the webinars dealt with creating a positive workplace environment and the benefits that accrue from such a setting. These webinars both concluded that the happy workplace was a healthier workplace, physically, psychologically and emotionally. One of the webinars presented some research data that confirmed that healthier and happier employees worked harder and produced more. Both webinars pushed the idea that the tone of an organization begins at the top. If the CEO of an organization habitually broadcasts happiness, the organization is a healthier and more productive work environment. By broadcasting happiness, I am not talking about being a clown, constantly laughing and telling jokes. Happiness or positive psychology has become a legitimate branch of science. The Declaration of Independence affirms the right of every American to posses life, liberty and the pursuit of happiness. One place to begin broadcasting happiness is to make the effort to encourage those with whom you have contact, particularly anyone who is having a rough time. Happiness is contagious. It spreads more quickly, if it begins at the top of an organization. To more fully understand the attributes and benefits of a positive workplace, I highly recommend the work, and webinars of Shawn Achor, Michelle Gielan and others at Good Thinking Inc. For such a workplace to exist, the organization needs a Chief Encouragement Officer.

A third webinar looked at organizational cultures and structures, and the thorny question of how one changes an entrenched, but badly functioning culture. One suggestion popped out at me. The presenter repeatedly used the word “engagement.” Employees were more productive when they were engaged in their work. When did individuals feel more engaged? The key to employee engagement was a sense of self-determination, authority and empowerment. This webinar reminded me of one of the management principles that I claimed as an operational strategy very early in my administrative career: “Push decision making down to the most appropriate level.” This is the essence of empowerment. Very early in my administrative career I also learned that empowerment must begin at the top of the organization. If the chief executive officer is not on board with this program, people will get mixed messages and eventually gridlock will set in. Thus the chief executive officer must also be the chief empowerment officer.

Two more webinars dealt with the topic of ethics and ethical behavior within an organization. As I reflected on the content of those webinars, I remembered some of the academic conference presentations by Greg Lozier, Deborah Teter and Lawrence Sherr that I had attended over many years in higher education that focused on high performing campuses. One common theme from their work was that one characteristic of a high performing organization was the existence of a code of ethics that was well established within the organization, publicized widely across the whole organization, well known by everyone within the organization and adhered to by all members of the organizations from the top to the bottom. If the ethics of an organization is a reflection of the ethical code of its leadership, then doesn’t it make sense for an organization to have a Chief Ethics Officer?

Therefore, there were at least four different visions of a CEO: 1) Chief Executive Officer; 2) Chief Ethics Officer; 3) Chief Empowerment Officer; and 4) Chief Encouragement Officer. My mind started wandering and wondering if there were other types of CEO’s lurking out there. I needed E-words to build this model. Those of you who know my story, know my struggle with words the past six years. As part of my therapy program to hang onto and improve my memory of words, I have spent hours writing and doing crossword puzzles. It’s not uncommon for me to stop in the middle of a thought and say to my wife, “I need a word.” She usually plays along with this game and gives me the first word that comes to her mind. I will shoot back at her, “That’s not the word I need.” I proceed to explain what I want the missing word to do or mean. In my writing and crossword puzzle endeavors, in addition to Google and my wife, I have come to rely heavily on three books, The American Heritage Dictionary, with over 70,000 entries, Webster’s Basic Thesaurus, with over 150,000 synonyms and antonyms, and Webster’s New Explorer Crossword Puzzle Dictionary, with 350,000 answer words in over 150 categories. In this case, I first went to the crossword puzzle dictionary, since it was physically the closest to my computer. As I read through the e-words, I easily found 10 more options for defining a CEO.

E-Word Cloud

About halfway through the e-words, I came across one that hit me right between the eyes. Eleemosynary. I don’t remember ever seeing this word before. I know I have never used it previously. As I read the suggested crossword answers to the clue “eleemosynary” I said to myself, here is another option for CEO. The word “eleemosynary” has been used as a clue for the following list of answers:

humane, generous, altruistic, beneficient, benevolent, charitable, munificient, openhanded, humanitarian, philanthropic.

“Just click the Donate button, fill out the form that pops up selecting your favorite charity, and the company will match your gift.”

“Let’s make this is a Merry Christmas for every child in our community by making sure they recieve at least one toy this year.”

“Hello! Let me welcome you to our company and family.”

“Here, give me your hand. I’ll help you up.”

“Lean on me! I’ll help you get to where you’re going.”

This is a great list of adjectives, that would describe a great organization. In order for an organization to be truly humane or philanthropic, the leadership of the organization would have to define such a vision, set such an example, and encourage such behavior within the organization. Leadership would have to empower the individual members of the organization to demonstrate these traits. Does the organization give to charitable causes? Does the organization encourage employees to give? For non-profits, does it make it easy for employees to give back to the organizationa? Does it match charitable contributions? Does the organization have a volunteer program? Does it encourage employees to volunteer on their own time? Does the organization treat everyone fairly and equitably within the organization, without discrimination? Does the organization welcome new members and help them acclimate to the organizational culture? Every well-functioning organization needs a Chief Eleemosynary Officer.

Since this is Thanksgiving week, I am taking a break from my list of planned blog posts and preparing my next post on the meaning and celebration of Thanksgiving.

November 25, 2015 By B. Baylis 1 Comment

A Proposal for Changing the Definition and Expected Behaviors of a CEO

In organizational theory, the abbreviation CEO usually represents Chief Executive Officer. “What is a Chief Executive Officer?” “What does he or she do?” The CEO is the highest corporate officer of an organization. This individual is in charge of the total management of the organization. The simplest answer is that the CEO is the boss! All areas of the corporation and all individuals within the organization work under the ultimate direction of the CEO. What are some of the differences between terrible CEO’s and great ones?

What does a bad CEO say and do? The negative pictures of a CEO usually begin with a monster screaming orders at the employees.

“The last quarter was a disaster! It better not happen again!”

If the ogre is not yelling at everyone, then the cutthroat is making the poor employee who made a mistake walk the plank.

“That’s it! I’ve had enough of your mistakes. You’re fired!”

Many times the bad boss is a micromanager, who must control every aspect of the organization, and approve every decision in detail.

“The buck stops with me. This is my company. You will do it my way! Let me see what you’re doing!”

Bad CEO’s are often notorious for manipulating individuals in order to get their own way. They treat people like they are toys or puppets.

“You’ll dance until I say you’re done. Next time I tell you to do something, you’ll do it immediately, without question.”

Terrible CEO’s have lost the respect of their employees. How can you tell when a boss has lost the respect of the employees? Figuratively and literally, the employees turn their backs on the boss. They may follow orders, but their hearts aren’t in it.

“What are you idiots doing? Why isn’t anyone paying attention to me? Look at me when I’m talking to you, I’m your boss!”

If that’s what a bad boss does and says, what does the good boss look like? The good boss is a true executive officer who sets the vision and direction for the ship. The good ship’s captain is the individual whose very presence on the bridge commands respect.

“Be alert, the enemy has been spotted in the area. We’re in imminent danger. Every one to battle stations. Change course to 90 degrees. Engines ahead, full speed.”

The capable CEO must act like a coach of a winning athletic team. The coach serves from the side line, and many times behind the scenes, teaching and encouraging the players.

“Great tackle! Be ready to jump into the passing lane. Watch the quarterback’s eyes, just like you do in practice.”

Research has shown that high performing organizations have a set of ethical standards that are well publicized across the organization, known and followed by everyone. In these organizations, the CEO is the standard bearer and sets the moral tone for the organization.

“Do I take the shortcut, just this one time? I probably won’t get caught. NO! This organization, my reputation and my life is built on doing what is right.”

The good CEO encourages everyone in the organization, builds up their self-confidence, and urges them on to higher standards.

“This is great work, you two. I really like your proposal for the new ad campaign. Do you think we could tweak the sales goals just slightly?”

A great CEO empowers people, and enables them to be all that they can be.

“I really liked how you turned this failing store around. I think you have the right stuff. I want to make you district manager.”

The CEO definitely needs to be the Chief Executive Officer, the individual who helps formulate the vision of the organization and leads the management of its operations. However, the CEO also needs to be the Chief Ethics Officer, the individual who helps define the values of the organization, and sets its moral and ethic tone. The CEO needs to be the Chief Encouragement Officer, the individual who is constantly encouraging people to continually strive to do their best and achieve great things. In addition, the CEO must be the Chief Empowerment Officer, the individual who enables or authorizes individuals to do what they can and be who they are meant to be. These building blocks fit together to form the Leadership Pyramid.

In my next blog post, I propose that there is at least one more function that a CEO must fulfill. The excellent CEO must be the Chief Eleemosynary Officer of the organization. You don’t know what eleemosynary means? Neither did I until I started looking for E-words to fit in the title CEO. I’m not telling you yet what the word means. You’ll either have to look it up or wait until my next post.

November 16, 2015 By B. Baylis Leave a Comment

What Is the Difference Between Ethics and Ethical Behavior?

The past two weeks have been a huge struggle for me. I spent much of that time fighting the pain from an infected tooth which had a broken root. It took me several days to get an “emergency” appointment with my dentist. During that appointment the determination was quickly made that the very loose and painful tooth had to be extracted. Because of the infection, I had to take a full week run of antibiotics. In addition, I had to be taken off my blood thinners slowly. Thus, I had to wait another full week for the oral surgery. During that time, in the periods of calm generated by acetaminophen and benzocaine, I struggled with this post.

The question, “Why do people do what they do?” kept hitting me in the face.

When not sleeping, eating or working at my computer, I watched sports and newscasts on television. What did I see? 1) Two Presidential debates with candidates questioning the behavior of rivals and impugning their ethics; 2) A report of an automotive manufacturer installing software in its cars that only shuts off high carbon emissions when the car is being tested for those emissions; 3) A report of another automotive manufacturer not acting on knowledge of dangerous defects in its cars for years; 4) A report on dozens of judges, prosecutors and defense attorneys passing around hundreds of emails with pornographic pictures and offensive stories; 5) A report on a State Attorney General indicted for leaking Grand Jury information and the commission of perjury by lying about it; 6) A report on a township supervisor voting positively on a zoning petition and building permit for a family member’s project; 7) A report on what appears to be wholesale, systematic doping by a country’s sports infrastructure in a recent Olympics; and 8) A popular race car driver appearing to intentionally wreck another popular driver in retaliation for a perceived intentional wreck the previous week.

I turned off the television and went to my computer. What did I do at my computer? When I was not working on this post, I was cleaning up my email backlog and sitting through three webinars. What did I find in my email newsletters? 1) A report on scholarly authors attempting to “game” the JIF (Journal Impact Factor) by self-citing their own articles, or by bartering citations from friends and colleagues by citing their articles in a pyrimad-type scheme called citation stacking; 2) A report on a scientist who pleaded guilty to fraud for faking data involving a study of HIV vaccine; 3) A report on a recently published article entitled “The Mirage of Prestige: The educational quality of courses in prestigious and non-prestigious institutions” that attempts to measure the difference in academic outcomes between the so-called prestigious and non-prestigious institutions; 4) Reports on several institutions faking data on campus crime statistics, salary information on graduates and admissions profile data; and 5) A report that estimates the costs of complying with federally imposed regulations across the higher education sector to be $27 billion annually.

What did I hear in the webinars?: 1) The first webinar dealt with plagiarism. The primary assumption was that faculty increasingly believe that students do not know what plagiarism is. However, even in the face of that previous assumption, faculty increasingly believe the frequency of plagiarism is increasing and more students are intentionally participating in it; 2) The second webinar was a presentation from the field of professional training. The primary point of this webinar was that compliance training is one of the most difficult areas of professional development in which to produce quality eLearning programs, while at the same time, it is one of the areas of fastest growing demand. In this webinar one question was continually raised: “Should we train people to act ethically or just to meet compliance requirements?” No matter how we answer the previous question, the webinar suggested that the CEO must lead the organization by exhibiting a constant pattern of ethical behavior, because the organization will rise to a level no higher than the one set by its leader. 3) The third webinar focused on the teaching of ethics. One of the foundational assumptions of the webinar presenters was that ethics was only a matter of content knowledge that could and should be taught within the confines of an academic discipline. The presenters kept saying that within a given context, there were rules, regulations and obligations that had to be met. The presenters dismissed any comment or suggestion that there were universal principles that applied across disciplines. Ethics were situational and behaviorally oriented.

I return to my original question, “what is the difference between ethics and ethical behavior?” I admit that I come down on the side of the universalists on this question. I believe that there are universal rules of right and wrong. In this sense one’s ethical behavior is a result of one living ethically. It becomes a matter of living by principles, not according to specific rules that can change when circumstances change. For students and faculty, honesty requires telling the truth, not lying, not stealing or not cheating, no matter the personal consequence, no matter whether every one else is doing it, or whether you can get away without getting caught. Living the principled life means doing the same thing whether someone is watching you or not. The second great commandment “Love your neighbor” is a principle, not a rule dependent upon whether the individual in need is “like you” or is “very different.” The great requirement from Micah 6:8, “what doth the Lord require of thee, but to do justly, and to love mercy, and to walk humbly with thy God?” (KJV) presents us another set of principles. Ethics and ethical behavior are not only matters of content, but of values. They are matters of the head and the heart. They require not only comprehension and accession, but also action by the individual based on the individual’s knowledge and beliefs.

Ethics and ethical behavior are not the same thing. However, ethical behavior should be the outgrowth of ethics. One should act based on one’s principles. How do we discover our principles (ethics) and translate those into actions (ethical behavior)? Two suggestions from Scripture provide us guidance in this endeavor. The first is Paul’s admonition to Timothy: “But continue thou in the things which thou hast learned and hast been assured of, knowing of whom thou hast learned them; And that from a child thou hast known the holy scriptures, which are able to make thee wise unto salvation through faith which is in Christ Jesus. All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, thoroughly furnished unto all good works.” (II Timothy 3: 14-17, KJV) The second is Solomon’s advice to his son: “Trust in the Lord with all thine heart; and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths.” (Proverbs 3: 5&6, KJV)

If we diligently seek God’s principles, He will show them to us and guide us in the way we should go. We can follow in His footsteps on the path to righteousness and salvation.

My next post continues this discussion by raising the suggestion that the CEO of an organization should be its Chief Ethics Officer and Chief Encouragement Officer in addition to being its Chief Executive Officer.