Showing papers on "Leadership development published in 2000"

Leadership development:: A review in context

Abstract: Interest in leadership development is strong, especially among practitioners Nonetheless, there is conceptual confusion regarding distinctions between leader and leadership development, as well as disconnection between the practice of leadership development and its scientific foundation The present review examines the field of leadership development through three contextual lenses: (1) understanding the difference between leader development and leadership development ( conceptual context); (2) reviewing how state-of-the-art development is being conducted in the context of ongoing organizational work ( practice context); and (3) summarizing previous research that has implications for leadership development ( research context) The overall purpose is to bridge the practice and science of leadership development by showing the importance of building both human and social capital in organizations Specific practices that are reviewed include 360-degree feedback and executive coaching, mentoring and networking, and job assignments and action learning Practices and research are framed in terms of a general need to link leader development, which is primarily based on enhancing human capital, with leadership development that emphasizes the creation of social capital in organizations

Aligning the IT human resource with business vision: the leadership initiative at 3M

Abstract: Increasingly, business leaders are demanding that IT play the role of a business partner and a strategic enabler. In such an environment, IT human capital has assumed considerable significance. Insightful IT leaders recognize that the greatest impediments to success are often related to people rather than to information, technology, and systems. What is not quite clear to IT leaders, however, is exactly how to develop and leverage this human capital in support of business needs. The transformation of IT from a back-office support role to a strategic business partner requires new roles and competencies for IT leaders and professionals. Key challenges for IT leaders are to envision these roles and competencies and to develop and implement programs to translate this vision to reality. This paper describes the IT human resource vision that is guiding such a transformation at 3M-a large multi-product, diversified manufacturing firm (1998 sales: $15 billion)-and focuses on the implementation of its leadership initiative. This initiative was instrumental in not only allowing 3M to develop needed skills and behaviors among its IT professionals, it also helped 3M evade an industry-wide recruitment and retention trend. The major conceptual models guiding the leadership initiative as well as implementation details are presented. Challenges encountered on the way and the lessons learned from the journey are discussed. 3M's experiences provide opportunities for managers in other organizations to develop valuable insights regarding the management of human capital in IT.

Competency development in public health leadership.

Abstract: The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control.

Advancing social work practice in end-of-life care.

Abstract: Insufficient training of health professionals has often been cited as a major barrier to improving the system of care for dying patients and for the bereaved. Although specific problems have been identified for physicians and nurses, the problems of social work in this substantive area have only recently been explored. This study used a practitioner survey, focus groups, and a survey of faculty of schools of social work to broaden the information base. Results suggested that not unlike the professions of medicine and nursing, social work knowledge and skill development in the care of the dying is uneven and not integrated sufficiently with theoretical concepts and research. Social workers felt unprepared for this work by their master's level training and unsupported by continuing education programs. They recognized few social work scholars who could function as role models by providing comprehensive training, knowledge building, innovation, and advocacy. A program for leadership development was created to test new approaches to professional development in the care of the dying and the bereaved.

A comparative study of transformational leadership in nursing development units and conventional clinical settings

Abstract: Aims This is a comparative study of the leadership provided by nurse managers and leaders in Nursing Development Units and conventional clinical settings in England. Background Nursing development units (NDUs) were originally conceived as centres of nursing excellence, innovation and leadership development. This article describes the first published use of a leadership practices inventory (LPI) explicitly based upon a model of transformational leadership. This style of leadership has been commended as highly effective and suitable for nursing. Methods The use of the LPI was piloted as a postal questionnaire and as a schedule for telephone interviewing, these pilots supported the use of telephone interviewing in the main study. Two matched samples of 70 nurses in total were recruited from across England, comprising 14 nurse leaders and 56 of their day to day colleagues. Data was collected by telephone interviewing over a 6-week period between February and April 1998. Six null hypotheses were developed to identify significant inter-group differences in leadership behaviour. Descriptive and inferential data analysis techniques were employed using SPSS for Windows. Findings The leadership provided by NDU leaders was evaluated more highly than non-NDU leaders. A higher level of congruence between self and observer evaluations was shown by NDU leaders. Statistically significant inter-group differences were apparent in three of the five practices of exemplary leadership and in the overall leadership behaviour. NDU leaders show greater self awareness and are more transformational than their non-NDU counterparts. The limitations of the study design are discussed. Conclusions NDU leaders provide leadership of a more transformational nature than their counterparts working in conventional settings. This finding suggests that NDU leaders have enhanced leadership potential and that formalizing nursing development within NDUs may promote the emergence of transformational leadership and provide a microculture in which it might flourish. The LPI is regarded as a useful, adaptable tool suitable for use in UK nursing applications including research, leadership development and education.

The Leadership Investment: How the World's Best Organizations Gain Strategic Advantage through Leadership Development

Abstract: Introduction - leadership development lessons from the best the competitive advantage of leadership development Arthur Andersen - the search for qualification General Electric - staging ground for corporate revolution Hewlett-Packard - diversity and development through decentralization Johnson & Johnson - frameworks of leadership Royal Dutch Shell - LEAP to remain a living company The World Bank - its most important investment corporate universities - a source of competitive advantage, Saturn as model universities - learning to listen leadership development firms - new faces of competition the strategic challenge. Appendices - benchmarking, the systematic transfer of best practices Web sites about corporate universities.

Service-Learning Leadership Development for Youths

Abstract: Service-learning without intentional leadership development is trivial and shallow, these youthful authors point out And such leadership development requires adults and young people to work collaboratively in the design of service-learning When that happens, the outcome will be both profound learning and successful projects NEEDED IMMEDIATELY: Young people and adults ready to work together toward community improvement, social change, and learning Ideal candidates must be willing to take risks, learn, and share power and accountability for success and failure Benefits include challenge, leadership development, a new perspective on intergenerational affairs, and relationships with people of different ages and backgrounds IF YOU READ a job description such as this in your local paper or on the Internet, would you apply? Would you describe service-learning leadership this way? The service-learning field is growing larger and reaching more educators and young people every day Much has been written about the benefits that can accrue to young people who participate in service-learning But what has rarely been considered is the potential for all young people to develop character, citizenship, and knowledge through leading service-learning ' not just participating in it We have been inundated with research on leadership Names like Howard Gardner, James Kouzes, Barry Posner, Robert Greenleaf, and Kenneth Blanchard have become synonymous with theories on leadership attributes, leadership practices, servant-leadership, and situational leadership For the most part, the field of leadership development has concentrated on adults involved with organizational management and has relied on methods such as simulations and case studies But young, emerging leaders do not have the same leadership development needs as adults For young people, the best approach is to develop leadership in real situations We have found that service-learning is the most powerful approach in youth leadership development However, if it is such a powerful method of developing leadership, why isn't it better known and more widely practiced? Because it's challenging It's threatening to the status quo It allows for mistakes It means sharing power and responsibility between youths and adults It means blurring the line between teaching and learning With that distinction gone, the ageist hierarchy collapses, and many people assume that chaos will follow But that is fear of the unknown speaking Our experiences as emerging service-learning leaders contradict such pessimism Through service-learning, young people become engaged leaders taking responsibility for solving complex problems and meeting the tangible needs of a defined community Case studies, simulations, and other typical leadership development methods become tools of the past Public policy, stakeholder analyses, interpersonal communication, technology, and project management are tools of the present and future ' tools that make learning about community, self, and leadership authentic and meaningful Generation X and Generation Y The authors' generations, otherwise known as Generations X and Y, have suffered from a great deal of criticism Unlike the baby boomers who came of age in the 1960s and 1970s, today's young people have not been part of a widespread movement that is working toward a major social change Previous generation-based movements focused on the Vietnam War and on equal rights for women and people of color Today, with the vast number of issues that surround us, we have not devoted the same degree of attention and effort to any single issue For that reason, today's young people have been misunderstood and criticized for not being leaders, for not being involved, for simply being lazy As a result of the previous generations' hard work for racial, ethnic, and cultural acceptance, today's young Americans live in highly diverse communities …

Leadership practices and effectiveness among Greek student leaders.

Abstract: The purpose of the study was to examine leadership practices of Greek-affiliated student leaders at three public, midwestern universities and to measure their effectiveness as determined by chapter presidents, executive council members, and general members of on-campus fraternities and sororities. Participants completed the Student Leadership Practices Inventory and the Leadership Effectiveness Survey, and when responses were compared, significant differences were revealed. Women rated their chapter presidents higher than men did, and also felt more strongly that their presidents were effective leaders. Both men and women agreed that presidents were effectual in representing their organizations to external groups. Introduction The issue of leadership has been increasingly discussed over the past several decades. The question of what makes a person a leader has been raised by academicians, politicians, and businesspersons all over the world. As Burns (1978) noted, "Leadership is one of the most observed and least understood phenomena on earth" (p. 2). Clark, Freeman, and Britt (1987) found that over 600 colleges and universities offered courses and curricula on leadership. In addition, the importance of developing student leadership skills has been acknowledged in college and university mission statements (Bass, 1991). Review of Literature The relationship between leadership practices and organizational effectiveness has been studied in business and industry, as well as in post-secondary settings. To derive a conceptual framework of business leadership, Kouzes and Posner (1987) interviewed more than 1,000 managers. Based on this framework, they developed the Leadership Practices Inventory (LPI) (Kouzes & Posner, 1988). The LPI rates a leader's effectiveness on five factors: (a) Challenging the Process; (b) Inspiring a Shared Vision; (c) Enabling Others to Act; (d) Modeling the Way; and (e) Encouraging the Heart. Two versions of the instrument are used to collect data: the LPI-Self and the LPI-Other. Organizational leaders complete the LPI-Self, and their constituents complete the LPI-Other. The LPI has been used in leadership development programs by numerous organizations, including IBM, Levi Strauss and Motorola (Kouzes & Posner, 1988). Kouzes and Posner (1988) examined leaders' attributes and effectiveness as measured by perceptions of group members/followers. They concluded that effective leaders scored significantly higher than ineffective leaders on the five leadership practices. Other researchers have found similar results that effective leaders inspire vision and shared power (Bass, 1985; Conger, Kanungo, & Associates, 1988). In studies conducted in academic communities, college and university students have comprised the population or sample for much of the research about leadership practices, leader effectiveness, and the role gender plays with leaders and their groups (Butterfield & Powell, 1981; Jago & Vroom, 1982; Komives, 1994; Linimon, Barron, & Falbo, 1984; Posner & Brodsky, 1992; 1993; 1994). Butterfield and Powell surveyed 616 undergraduate students (372 men; 244 women) enrolled in a management course at the University of Massachusetts. They found that male and female managers using the same leadership style were evaluated equally. Both the initiating structure and consideration styles were evaluated more favorably, regardless of manager gender, when performance was high rather than low (p Jago and Vroom (1982) conducted a study that dealt with differences in leadership styles of college students. One hundred sixty-one women and 322 men were asked to assume the role of leader in 30 hypothetical cases and respond with a decision making process. Women were found to be more participative in their self-reported leadership style than men (p

Performance-Driven Leadership Development

Abstract: High-Performance Leadership. Leading and managing people and organizational systems to achieve and sustain high levels of effectiveness by optimizing goals, design, and management at the individual...

Leadership Styles among Nurse Managers in Chaning Organizations

Abstract: Aim The intention in this study was to explore the meaning, exposition and application of nurse managers' leadership styles within the organizational culture of a changing healthcare system. Background Nurse managers are expected to act, under the pressure of a changed and restructured healthcare system, as skilled and competent future managers of people, operations, budgets and information. Knowledge concerning nurse managers' thoughts and ideas is important if their leadership development is to be supported and their management strengthened. Method Open-ended, tape-recorded interviews were conducted with 15 nurse managers from three Swedish hospitals. The analysis was inductive, and made use of two deductive perspectives. Findings Four leadership styles were identified: the formation of hierarchical authority; the formation of hierarchical adjustment; the formation of a career approach; and the formation of a devotional approach. Conclusion Nurse managers who had a clear leadership style related mainly to a transformational or transactional leadership model, experienced fewer management problems than nurse managers with a composite leadership style. There was a connection between nurse managers' attitudes to the existing organizational culture and the leadership model adopted, the strategy towards the top level and their management idea.

Cross-cultural leadership development

Abstract: There has been much debate about the types of leaders needed in tomorrow's schools and about the optimal forms of leadership preparation. This study examined the applicability of the Boundary-Breaking Leadership Development Model to a cross-cultural travel study programme for Canadian and New Zealand graduate students in educational leadership programmes at two universities. The Canada-New Zealand travel study exchange was designed to foster participant understandings of educational issues that are prevalent in education internationally. Grounded theory data analysis techniques were used in the study. The information contained in the journals, field notes, reflective commentaries, and surveys was sorted and re-sorted into related categories until four broad groups of findings emerged. The categories focused primarily on the effects of the cross-cultural exchange on the graduate students' learning. The categories were the emotional experience of learning, the culture of critical enquiry, moving beyond self...

Implementation and outcomes of a balanced scorecard model in women's services in an academic health care institution.

Abstract: In the current, chaotic health care climate an important success determinant for health care administrators and clinicians is the support of timely, collaborative decisions for delivery of patient care. The purpose of this article is to describe implementation and outcomes of the application of the Balanced Scorecard (BSC) model, a strategic management system, for a Women's Services Clinical Business Unit (CBU) in an academic health care institution, a complex adaptive system. Emphasis is focused on crucial process and outcome indicators that demonstrate how the work of all team members makes a difference at the point of clinical services across the continuum. Finally, implications for leadership development are revealed from the principles underlying complexity science.

The Characteristics of Hong Kong School Principals' Leadership: The Influence of Societal Culture

Abstract: This paper aims to identify the characteristics of principal leadership in Hong Kong. More specifically, it analyzes and integrates a number of studies to identify the consistency of principal leadership across the years and samples using a number of different leadership conceptions. These conceptions include both traditional and alternate approaches to educational leadership. The paper shows how societal culture and context combine with the principals' personal attributes to shape their school leadership. Findings indicate considerable diversity among Hong Kong principals even though they operate within the same social system. The paper stresses the importance of understanding culture and context if worthwhile leadership development programmes are to be developed.

Building a stronger organization through leadership development at Parke‐Davis Research

Abstract: This article describes a systematic process initiated by Parke‐Davis Pharmaceutical Research and Development to increase the leadership capabilities of its scientific management staff. Our approach to helping scientists step up to the challenging responsibility of leading others was built around four powerful ideas: imagination, leadership, application, and community. A process of university based executive education programs and follow‐up sessions was initiated to help managers shift their perspective from following the science to leading other scientists. Achievement of this objective was accomplished by developing a partnership with the University of Michigan Executive Education Center.

Training a New Generation of Leaders

Abstract: This article highlights the Eisenhower Leadership Development Program, an undergraduate course with a two-fold purpose: (1) to develop students' leadership skills and abilities, and (2) to foster i...

The Leadership Programme for Serving Headteachers: probably the world’s largest leadership development initiative

Abstract: Education, education, education!That was New Labour’s priority when it came to government in the UK. How has it fared since? This article provides some information on how such statements were translated into action. It is written from both practitioner and academic perspectives, highlighting the impact psychology‐based research findings have had on educational attainment.

Educating Preservice Media Specialists: Developing School Leaders.

Abstract: The leadership role of the library media specialists is the most important factor in establishing the viability of the school media program The purpose of this study was to determine how preservice media specialists in the United States perceive leadership responsibilities and certain tasks associated with the school library media profession One hundred and fifty preservice media specialists enrolled at five universities in the southeastern US were asked to participate in this study Data indicated that many of the preservice media specialists in this study viewed themselves as support personnel rather than school leaders For the most part, this research establishes the need to include leadership development courses in the degree programs offered to preservice media specialists Introduction As we look into the future, the basic elements of library media services ring as true as ever: a warm caring individual who promotes the love of reading, stands as an advocate for youth, promotes learning through materials and technology, inspires excellence, provides the best learning tools, joins teachers in the creation of exciting learning experiences, and guides individual students as they venture into the world of information and technology It will be as true in 2020 as it [was] in 1994: The tools for learning, the best technology, the finest books, and the best resources of information don't jump out at students and automatically make a difference without an intermediary-the library media specialist (Loertscher, 1995, p 90) Loertscher's (1995) predictions regarding the future of library media services were presented at the fifth Treasure Mountain research retreat held on November 8, 1994 at Brown County State Park in Indiana The Treasure Mountain retreat, unofficially associated with the Research Committee of the American Association of School Librarians (AASL), brought together professionals interested in exploring research topics in the field of school librarianship Questions addressed at the fifth retreat included: (a) "What will future schooling be like? (b) What is the role of library media specialists and library media programs in future schooling? (c) What is the probable education required for future information professionals?" (Grover & Barron, 1995, p 7) Although the answers are likely to change over the course of the 21st century, Loertscher's description of the elements that should continue to underlie school library services are perhaps the ties that bind these questions together Preservice library media specialists who completed their degree programs in the late 1990s will move the profession into the new millennium Each prospective library media specialist requires effective preparation for the challenges of meeting the ever-changing information needs of diverse educational communities The purpose of this study was to determine how preservice media specialists perceived leadership responsibilities in relationship to the tasks associated with the profession they were about to enter Specifically, data were collected to answer the following questions 1 How do preservice media specialists perceive the leadership responsibilities associated with the profession they are about to enter? 2 How do preservice media specialists perceive the relative importance of three major task areas-instruction and collaboration, media center management, and professional involvement-associated with the school library media profession? 3 How do preservice media specialists perceive the relative amount of time they will spend on three major task areas-instruction and collaboration, media center management, and professional involvement-associated with the school library media profession? Traditionally, schools have been viewed as change agencies responsible for preparing young people for the adult future Although Loertscher (1995) and Rakestraw and Fowler (1995) described what schooling might look like in the future, that future exists now …

Management 21C : someday we'll all manage this way

Abstract: PART 1 - 21C LEADER 2. The janusian leader 3. Sensational leadership 4. Leadership as collective genius 5. The dualistic leader: thriving on paradox 6. The value based Edu leader 7. Mastery: The critical advantage 8. Mind sets for mangers PART 2 - 21C PROCESSES 9. Value creation: the new millennium management manifesto 10. Emerging work of managers 11. Ultra - rapid management processes 12. Knowledge leadership 13. Future leadership development 14. Communities of leaders or no leadership at all PART 3-21C ORGANIZATION 15. The customized workplace 16. The creative web 17. Context, capability and response 18. Kaleidoscope thinking

Ten Observations on E-Learning and Leadership Development

Abstract: T here is no denying that the Internet has changed the business world. And there is no doubt that the explosive development of wireless Internet technology will further catalyze corporate reactions to the e-revolution. Every aspect of doing business has been touched by these events, and, as a result, virtually every business process is in a state of transformation to some type of e-platform. Although e-commerce and enterprise software currently dominate discussions of this infrastructure shift, the impact of the Internet on people management is equally as profound. Definitions of the potential role of the Internet in recruiting, training, educating, developing, leading, and earning a return on investment in people are just beginning to emerge. But even in its infancy, the e-world holds great promise for enhancing the art and science of people management.

Leadership Development in Small and Medium Sized Enterprises: Phase 1 Report

Abstract: South West Regional Development Agency; Marchmont Observatory; Department for Education and Employment

Leadership Comes around Again

Abstract: A GREAT deal of research on effective schools has told us that "the principal as instructional leader" is one of the most important ingredients of a school that works Such a principal keeps the school's focus on instruction, sets a constructive tone and high expectations, works to ensure a common curriculum, and provides leadership for teachers Since the heyday of the effective schools research in the 1980s, however, very little has been done to evaluate whether or not principals are being prepared to be "instructional leaders" or whether much of their time on the job is spent in this capacity Layer atop this, then, the concern about the declining pool of building-level leaders and the need for stronger leadership in an age of strict accountability, and one can understand why the national discussion has focused on recruiting strong candidates and setting standards for training and evaluation The hard part, of course, will be getting beyond the rhetoric of need and quality, so that in another 20 years someone else is not writing about the need for the principal to serve as the instructional leader of a school The Push and Pull Of Accountability In its new publication, In Pursuit of Quality Teaching: Five Key Strategies for Policymakers, the Education Commission of the States takes on this issue of leadership The authors, Robert Palaich and Michael Allen of ECS, note that the conflicting demands of school leadership - coupled with the pressure of high-stakes assessment, shortened average job tenure, and the increasingly small difference in pay between teachers and principals - have led to a growing shortage of school and district leaders, especially principals The media, too, have frequently reported on the issue over the past year Moreover, administrators quoted in a Washington Post story in June pointed out that principals are frequently held accountable for test scores but don't have the power to hire and fire teachers The Public Education & Business Coalition, a Colorado-based partnership of leaders from education, business, and the community, recently put together some "Key Learnings" from its school-based projects Here are a few that deal with the matter of leadership: * Leadership development must extend far beyond the principal's office Teachers and others with a vested interest in the success of the school should participate in leadership development opportunities * There is a clear distinction between leadership skills and management skills Leadership training for principals must focus on the former * Leadership development activities are most effective when they occur concurrently with curriculum, instruction, and assessment reform in a school * Lasting change in schools is most likely to occur when a complacent staff becomes inspired by a leader or a new pedagogy An outside party can contribute to this change by providing resources and nurturing relationships within the school * Barriers to reform are more perceived than real Finding Good Leaders A survey of 151 students enrolled in principal preparation programs at four universities, published in the spring 2000 issue of ERS Spectrum, found that the top three motivators for becoming a principal were: the chance to make a positive impact (nearly 60%), the chance to make a difference (more than 45%), and the chance to take on a personal challenge (more than 40%) Salary was the fifth reason for becoming a principal (less than 35%) When asked about inhibitors to becoming a principal, the number-one response was "paperwork and bureaucracy" (nearly 50%) Nearly 35% listed the increased time commitment, followed by possible litigation, discipline problems, and standardized tests (all less than 25%) Salary ranked sixth among inhibitors (a bit more than 20%) Considering their findings, the researchers' recommendations for school boards and communities were to increase salaries, reduce paperwork and/or provide assistance, consider ways to shrink the school bureaucracy, support principals through improved legal training, provide greater support for principals on disciplinary issues on their campuses, balance the emphasis on standardized test scores with emphasis on other forms of assessment, and provide for administrative assistants with broader responsibilities in order to decrease the time pressures on principals …

From pushing production inputs to empowering the community: a case study in the transformation of an extension agency

Abstract: The Oil Palm Industry Corporation of Papua New Guinea is transforming itself under the leadership of a Chief Executive Officer appointed in February 1996. During 1997, a team from the University of Western Sydney, Hawkesbury designed and initiated an Industry Learning and Leadership Development Program for OPIC. It began in October 1997 and finished in June 1999. The hypothesis is presented that the process, which the program is a part of, is enabling a transformation that constitutes a fundamental paradigm shift, from a production input and technology transfer model of extension to a systemic, community-development oriented one. The case for the hypothesis is pursued through an account of the experience of the program, and critical reflection on it. The outcomes of this are related to the challenge presented by a paradigm shift in extension. Praxis and effective leadership of it are put forward as an appropriate response. This is characterised by (i) widespread dissatisfaction with the pre-existing situation; (ii) conceptualisation of an alternative based on shared values, (iii) facilitation of theory-informed practice in the local context, and critical reflection on it, (iv) the internal capacity of the system to translate opportunities for reform into protocols and procedures, (v) the imprimatur of the ‘owners’ of the system, and (vi) access to needed resources.

Future leadership, old issues, new methods

Abstract: : The monographs here assembled are the work of students in both the AY98 and AY99 Army After Next Seminar at the U.S. Army War College. Their focus is on the leadership development component of the human and organizational dimension of the Army After Next Program. While the ultimate shape of the Army After Next is unclear, a consensus has emerged from the broader studies conducted through the Training and Doctrine Command (TRADOC) and elsewhere that the future command and leadership challenge will be significant. If a complete transformation of warfare occurs, as some posit, an accompanying transformation of command and leadership may likewise be required. This is not to say that the basics of leading soldiers is likely to change, but it suggests that the art of command, in which leadership is a component, is likely to be significantly transformed. The operating premise is that the tempo of operations will increase; the scope of action at each level will expand; the time constraints for mission accomplishment will diminish; and the tools for gaining and obtaining information will proliferate and provide near-perfect friendly and significantly improved knowledge of the enemy.