the practice of management and the idea of leadership

8/12/2019 The Practice of Management and the Idea of Leadership

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The Practice of Management and the Idea of Leadership: An Overview ofTheory and Practice

Nancy Campbell March !""#

American corporations dole out an estimated 15 billion dollars per year on

training and consulting for up and coming mangers and leaders. Some target

high performers and potential leaders within the organization. Others believe

that leadership is more about what you do rather than who you are and,

therefore, everyone in the organization is capable of becoming a leader. We

have been arguing and writing about the science and practice of management

since the early 1!!"s, and about leadership for at least #!!! years, all in aneffort to demystify both. $s management, in fact, a practice, an art, or a science%

Are leaders born or made% What do managers actually do% &he argument

continues.

'y #5 years of e(perience as a manager, leader, and consultant, both nationally

and internationally, have helped me to understand the nature of that wor), and

the value it can bring. $ have seen the shift in training and education from a focus

on technical s)ills to interpersonal s)ills. $ have witnessed weary participants

leaving a wee)long manager"s leadership wor)shop, feeling emotionally raw after

confronting personal behaviors that have deterred their progress and

performance as managers and leaders. *orporations are as)ing their leaders to

ta)e personal change seriously + a critical success factor to organizational

change. earning leads to more effective action and, therefore, improved

performance - and is no longer an option. 'ore and more of the managers $

interact with are recognizing that the roles of management and leadership aredeep, comple(, and personally challenging, in addition to time consuming and

sometimes emotionally e(haustive. On occasion, some uestion their role and

their interest in pursuing that role. /eflective uestions li)e, 0o $ really want to

be a manager%2 and 0Am $ capable of being a good leader%2 are not uncommon.


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$t seems reasonable to as) such uestions, given the scope of wor) that needs

to be done, and the ever-increasing inside pressures from those at the top and

the bottom, and the outside pressures of global competition.

$ will begin my e(ploration of management and leadership by e(amining and

critiuing classic and current theories of management and leadership, and how

they have impacted and shifted management thin)ing and practice over the last

century. $ will then identify the theories, approaches, and ideas that appear to

have survived the management and leadership debate, and therefore continue to

evolve. 3inally, $ will reflect on my own e(perience and what $ believe will be the

trend for the future of management and leadership.

Management and Leadership $efined

$n the past, we have referred to management and managers uite separately

from leadership and leaders. &o manage was to plan, organize, direct, and

control + 0a way to reduce chaos in organizations and to ma)e them run more

effectively and efficiently2 4orthouse, #!!6, p. 78. &o lead was to motivate,

inspire, guide and coach - 0a process whereby an individual influences a group

of individuals to achieve a common goal2 4orthouse, ##!6, p. 98. $t is only

recently that we have begun to describe the two roles in con:unction with each

other. 'anagerial leadership describes managers as leaders and leaders as

managers, a combination that compliments and balances the needs of changing

organizations, and a combination that suggests the need for combined models

and multiple framewor)s to strategically and tactically navigate the future before

us. $f management is a process of producing order and stability, and leadership

is a process that produces change and movement, as argued by ;otter,


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involved in management.


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organized and institutionalized individual. @uman beings became raw material

transformed by modern organizational technologies into well-ordered, productive

members of society unli)ely to interfere with the long-term plans of ruling classes

and elites2 4/eed uoting Simon, 15B, p. 958. >iven the social, political, and

economic status of the day, most wor)ers were probably willing to e(cept this

treatment in order to ensure food on the table and a roof over their head. $n my

e(perience, this rationale is still accepted management practice in some third

world countries li)e $ndia and parts of *hina, although changing rapidly.

3rederic) W. &aylor, in his 111 boo) entitled, 0Crinciples and 'ethods of

Scientific 'anagement2, recognized the inadeuacies of the military model of

authority for large-scale factory productions of the day. &aylor"s scientific

management theory, often referred to as D&aylorism", emphasized a managerial

ideology 0thought to aid employers or their agents in controlling and directing the

activities of wor)ers2 4/eed, 1?, p. 958. &he &aylor Society, and its members,

supported and believed the principle of optimizing production achieved through a

strict division of labor, with each wor)er performing the same tas) the same way,

under strict supervision. =ach tas) was bro)en into to smaller parts, and wor)ers

were trained to get the most from each motion and every second + substantiated

by &aylor"s time-and-motion studies 4


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Simon"s theory of Dbounded rationality" and Dadministrative behavior" sought to

reduce any Dinterpretive wor)" done by individuals within the organization by

providing cognitive processes and formalized rules and operations 4/eed, 1?8.

With detailed policies and procedures in place, wor)ers were encouraged not to

thin), and perform according to standardized processes + a simple e(tension of

the assembly line and devoid of any personal or responsible power.

>erman economist and sociologist 'a( Weber"s structural ideas emphasized the

framewor) of power and domination in the form of patriarchy, rather than

rationality + but still based his ideas on an organizing principle 4


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%&/"'%&("F The 0vol,tion of the 1,man )elations -ramewor.

'ary 3ollett Car)er agreed, and made the point that 0We can never wholly

separate the human from the mechanical sideG


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crescively developed defense mechanisms and being importantly shaped by

shared values, which are deeply internalized in the members. &he empirical

focus is thus directed to the spontaneously emergent and normatively sanctioned

structures in the organization2 4/eed uoting >ouldner, 15, p. 9B8. &his

framewor) was about survival and the needs of a changing society at large. $t

was an opportunity to apply the social integration framewor)s of social scientists,

and the general principles of systems theory. 0


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rather than people e(isting to serve organizations. &here must be a good fit

between the individual and the system + if the fit is poor, both suffer and if the fit

is good, both benefit 4. 'arch, a political scientist, both professors at

*arnegie-'ellon in 1?9, re:ected the traditional economic view of an

organization with the single goal of ma(imizing profits. *yert and 'arch placed

decision-ma)ing and resource allocation at the core of their predictive theory of

organization, viewing organizations as 0coalitions made up of individuals and

subcoalitions2 4


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use of power to get what individuals and groups need, describes organizational

politics that continues to be a )ey component of organizational dynamics and one

that can be understood and managed.

&he power framewor), grounded in 'a( Weber"s sociology of domination,

describes the organization 0as an arena of conflicting interests and values

constituted through power struggles2 4/eed, 1?, p. 6!8. &herefore, coalitions

form, individuals with common values, beliefs, and goals, to gain power, whether

by authority, the rational viewpoint, or through ethical influence, the human

relations viewpoint. /egardless of tactic, the aim of mobilizing power is to get

what is needed to get things done. Although power associated with the political

dynamic that is a part of every organization is often viewed as negative, the

manager that ac)nowledges the need to 0be political2 can use that s)ill to

encourage productive dialogue and learning, gain a better understanding of

varying perspectives and points-of-view, and, if persistent, find a reasonable and

politically sound solution to cross-functional problems. 0We have to stop

describing power always in the negative termsF Kas inL it e(cludes, it represses.

$n fact, power producesI it produces reality2 4


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organizational structural configurations, each addressing varying missions and

diverse environments, and each with its own set of management challenges.

$n his 1B publication entitled 0&he ature of 'anagerial Wor)2, 'intzberg

addresses those challenges by as)ing the uestion, 0What do managers do%2

4'intzberg, 1B8. @is wor) produced a set of ten 41!8 basic roles, three of

which are interpersonal roles, three that are informational roles, and four that are

decisional roles. &hese ten roles would aid the manager who 0must design the

wor) of his organization, monitor its internal and e(ternal environment, initiate

change when desirable, and renew stability when faced with a disturbance2

4'intzber, 1B, p. 1?8.


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unpredictable environments with little time for organizing and planning. 0&hey

are, instead, bombarded by constant stimuli and forced to ma)e rapid decisions2

4Muinn, #!!9, p. 78. &he manager is e(pected to be a 0creative innovator2 and

0politically astute2 + all in an effort to respond faster, compete more efficiently,

and continually adapt to the changing environment. ;ey management s)ills have

become political adaptation, creative problem solving, innovation, and the

management of change + troublesome s)ills in a bureaucratic organization and

critical s)ills in an 0adhocracy2, a self-designing organization.

%&34 2 Today: The 0mergence of Organi5ations as C,lt,res

$n 19, Ceter ruc)er, one of the most influential scholars and practitioners in

the field of management, declared the end of capitalism, as we )now itF

03or two hundred and fifty years, from the second half of the eighteenth*entury on, *apitalism was the dominant social reality. 3or the last@undred years, 'ar(ism was the dominant social ideology. uru >uide pg #9-6

ruc)er declared that the )nowledge that would be valued was 0)nowledge that

could be applied systematically and purposefully2 for results + for ruc)er, it was

the only meaningful resource and the )ey to personal and economic success

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$n the mid-eighties, the notion of cultureemerged as an additional facet of

leadership, with =dgar Schein 41#8 publishing 0Organizational *ulture and

eadership2, enlightening us on the relationship between organizational culture

and leadership. @e defined culture as, 0a pattern of shared basic assumptions

that a group learned as it solved its problems of e(ternal adaptation and

integration, that has wor)ed well enough to be considered valid and therefore to

be taught to new members as the correct way to perceive, thin), and feel in

relation to those problems2 + those elements that are 0most stable and least

malleable2 4Schein, 1#, p. 1#8. nderstanding culture, therefore, became a

way of understanding what goes on inside an organization when different

subcoalitions, subgroups, and varying occupational groups wor) together. $f

leaders and managers are responsible for innovation, learning, and the

management of change, it only seems reasonable that managers and leaders

are able to conceptualize and create a supportive organizational climate + a

culture that is supportive of innovation, learning, and constant change. $t is

Schein"s belief that 0organizational cultures are created in part by leaders, and

one of the most decisive functions of leadership is the creation, the management,

and sometimes even the destruction of culture2 4Schein, 1#, pg 58. @e offers

leaders a process for analyzing culture, building or creating culture, embedding

culture, and managing culture during various stages of growth and development.

Cerhaps Schein"s greatest contribution to the field of organizational culture was

e(panding the concept of the learning organization and the learning leader + the

ability to build the organizations capacity to learn. 0A learning culture must

contain a core shared assumption that the appropriate way for humans to behave

is to be proactive problem solvers and learners2 4Schein, 1#, p. 9?68. &he

leader, therefore, 0attempts to develop a learning organization that will be able to

ma)e its own perpetual diagnosis and self-manage whatever transformations are

needed as the environment changes2 4Schein uoting


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and ideas of onald 'ichael 4175,118, &om 'alone 417B8, and Ceter Senge

41!8, Schein describes the learning culture as one thatF

0must assume that the world can be managed, that it is appropriate forhumans to be proactive problem solvers, that reality and truth must be

pragmatically discovered, that human nature is basically good and in anycase mutable, that both individualism and groupism are appropriate, thatboth authoritarian and participative systems are appropriate provided theyare based on trust, that the best )ind of time horizon is somewherebetween far and near future, that the best )inds of units of time aremedium-length ones, that accurate and relevant information must becapable of flowing freely in fully connected networ), that diverse butconnected units are desirable, that both tas) and relationship orientationsof interconnected forces in which multiple causation and over-determination are more li)ely than linear or simple causes2 4Schien, 1#,p 9B98.

Although $ have seen organizations functioning in varying degrees of what is

described as a learning organization, $ have yet to e(perience or witness the

complete transformation of an American corporation to a culture of true learning.

$ have, however, witnessed the transformation of a small number of leaders to

one of learning leadersI leaders who have the following abilities, as defined by

Schein 41#8F

Cerception and insight, relative to both the organization and self 'otivation to unfreeze their own organization, enlist aid out of concern for

the organization above and beyond self, and communicate dedication andcommitment to the group, beyond self-interest

=motional strength to absorb the an(iety created by the change, and besupportive to the organization through the transition

&he s)ill to change cultural assumptions, selling new visions and concepts

&he s)ill to create involvement and participation

&he s)ill to learn a new culture, possibly a year or more.

Schein summarizes by stating that, 0$f the leaders of today want to create

organizational cultures that will themselves be more amenable to learning, they

will have to set the e(ample by becoming learners themselves and involving

others in the learning process2 4Schein, 1#, p. 9#8.

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>eert @ofstede was a pioneer on the study of the impact of national culture on

the wor)place 4ood leadership behavior in one culture may

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be considered rather poor behavior in another2 4. orthouse, in his #!!6 publication 0eadershipF &heory and Cractice2,

presents a multitude of current approaches and theories applicable to the

practice of management and leadership. @is e(amples and case studies

demonstrate applicability in real-life organizations. &he &able below summarizes

these approaches, including their strengths and wea)nesses.

&able 1

LeadershipApproach

$escription 6eyTheorists

+trengths 7ea.nesses

&rait Approach $dentifies leadership traitsor characteristicsessential to effectiveleadershipI focuses onleader not followers

Stogdill,'ann,ord,;ir)patric)and oc)e

$s intuitively appealing,well researched,focuses on role ofleader, provides us withassessment material

ist of traits is endlesdoes not considersituation, highlysub:ectivedetermination of wha0most important2, not

useful for training upand coming leaders

S)ills Approach 3ocuses on s)ills andabilities rather thanpersonality characteristics

+ technical, human, andconceptual competencies

;atz,'umford,Naccaro,@arding,Jacobs,3leishman,Hammarino

Suggests that manyindividuals have thepotential for leadership,stresses importance ofdeveloping specificleadership s)ills,presents multi-facetedpicture of leadership,and useful in leadershipeducation

&oo broad in scope ais addresses more th

:ust leadership, doesnot e(plain howvariations in a particus)ill affectsperformance, claimsnot to be a trait modebut includes individuaattributes which aretrait-li)e, and s)illsapproach wasdeveloped using a lasample of militarypersonnel

Style Approach 3ocuses on what leadersdo and how they behave

+ actions of leaderstoward subordinates in

Stodgill,


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SituationalApproach


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Cath->oal&heory

@ow leaders motivatesubordinates toaccomplish goalsI the lin)between the leader"s styleand the motivational

needs of the subordinatewithin the wor) settingIleader can choose fromdirective, supportive,participative, andachievement-orientedbehaviors to impactsubordinates motivation

=vans,@ouse,essler,'itchell

3irst situational-contingency theory ofleadership to e(plainhow tas) andsubordinate

characteristics affectthe impact of leadershipon subordinateperformance, uniuelydesigned to )eep usas)ing, 0@ow can $motivate subordinatesto feel that they havethe ability to do thewor)%2, and practical inthat it reminds leadersto guide and coachsubordinates along apath to achieve a goal

ifficult to use andcomple(, claims oftheory are tentativebecause of partialsupport for empirical

research studies, failto describe how aleader can employvarious styles directlyhelp subordinates feecompetent and trusteand path-goal theorycould create adependent relationbetween leader andsubordinate failing torecognize the fullabilities of thesubordinate

eader-'ember=(change&heory 4'E8

3ocuses on the uality ofe(changes betweenleaders and membersIhigh-uality e(changesproduce less turnover,more positiveperformance, greaterorganizationalcommitment, betterattitudes, greaterparticipation, and can beused for 0leadership

ma)ing2I three phases ofe(change are strangerphase, acuaintancephase and partner phaseIboth describes andprescribes leadership

ansereau,>raen,@aga,*ashman,hl-


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&ransformational eadership

istinguishes betweentwo types of leadershipFtransactional andtransformationalItransactional is the bul) of

the models whereastransformational refers tothe process that raisesthe level of motivationand ethics in both theleader and the followerItries to help followerreach their fullestpotential, raises theirhopes and in the processchanges himselfherself


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CsychodynamicApproach

eaders are moreeffective when they haveinsight into their ownma)eup and can gain abetter understanding of

their needs,predispositions, andemotionsI they are alsomore effective when theyhave insight into thesame elements of theirsubordinatesI focusesmore on learned anddeep-seated emotionalresponses that one maynot be aware of + and notable to change, the )eybeing acceptance ofthese uir)s and theuir)s of others

3reud,Jung,Nalezni)

/esults in a betterunderstanding of therelationship betweenleader and follower,applicable cross-

culturally and e(hibits auniversality,emphasizes the needfor insight into self andencourages the pursuitof personal growth anddevelopment, andultimately results in theleader becoming ateacher and counseloras well as carrying outtraditional leadershiprole


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problem. Cersonal barriers such as family obligations and lac) of political savvy

also affect the status of women leaders in organizations. As a result, some

women leaders leave corporate life and start their own businesses + $ believe

there is a growing trend of women leaving high level positions after wor)ing so

hard to get there, because of what they see happening to men holding those

highest of positions. &hey declare, 0it"s :ust not worth it2, and they leave to

recreate a new )ind of life.

&he =nron scandal opened the floodgates to a ree(amination of ethical

leadership and what that means. =thical leadership can be defined simply as

0what leaders do and who leaders are2 4orthouse, #!!9,8. 0&he choices that

leaders ma)e and how they respond in a given circumstance are informed and

directed by their ethics2 4orthouse, #!!9, p. 9!#8. =thical theories can be

classified as theories about leaders" conduct of character, and their degree of

self-interest vs. their concern for others. 0$n short, ethics is central to leadership

because of the nature of the process of influence, the need to engage followers

to accomplish mutual goals, and the impact leaders have on establishing the

organization"s values2 4orthouse, #!!#, p. 9!98. /onald @eifetz 4168 based

his wor) on emphasizing how leaders can help followers use conflict

constructively to effect ethical change. /obert >reenleaf 41B!8 approached

ethics and leadership by describing servant leadership, arguing that by nature a

person was a servant, and it was inherent that a servant leader focus on the

needs of the follower, help them become more )nowledgeable and capable, and

eventually become servants themselves. /obert 'c>regor


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for emotional intelligence to principles of innovation and resilience.


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management,stability

direction, goalclarity

resourceacuisition

3le(ibility or*ontrol

3le(ible *ontrol *ontrol 3le(ible

$nternal or=(ternal $nternal focus $nternal focus =(ternal focus =(ternal focus

*ompetenciesor /oles

'entor and 3acilitator 'onitor and*oordinator

Croducer andirector

$nnovator and


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and intelligence of people in service of an organization + and build loyalty, hard

to come by these days.

$f loyalty is hard to come by, so to are integrity, professionalism, and innovation.

Ceter ruc)er wrote the 0Cractice of 'anagement2 in 156, as timeless in views

and principles of management, as those management views of 'ary Car)er

3ollett in the 1#!"s and 9!"s. ruc)er continually refers to the need for integrity,

professionalism and innovation in the practice of management, particularly in

times of adversity + these times. 0Adversity is the test of leadership,2 said

Eenophon #5!! years ago in the D;yropaedia" + 0still the best boo) on leadership

4ne(t to the =pistles of St. Caul82 4Nahra uoting ruc)er, 156, p.118.

0$t"s easy to loo) good in a boomG&he only thing new is that the lastboom considerably increased the temptation to fa)e the boo)s + thee(clusive emphasis on uarterly figures, the overemphasis on the stoc)price, the well-meant but idiotic belief that e(ecutives should have ma:orsta)es in the company, the stoc) options 4which $ have always consideredand open invitation to mismanagement8, and so on2 4Nahra uotingruc)er, 156, p.118

@e ma)es the additional point that integrity and professionalism are as much

about the discipline and science of management as they are about the art of

leadership. According to ruc)er, 0managers define what the organization is

about through their actions and deeds2, while leadership 0gives the organization

meaning, defines and nurtures its central values, creates a sense of mission, and

builds the systems and processes that lead to successful performance2

4Wittmeyer uoting ruc)er, 156, p. 168. 'anagers" actions and deeds reflect

the values of the organization through the decision they ma)e, the people they

hire, the people they fire, and how they pursue their goals. $n the long run, the

integrity of management reflects the ethics and morals of the organization.

>iven the changing face of management and leadership, ruc)er believed, and

still believes, that )nowledge wasis the only meaningful resource and the )ey to

personal and economic success. 0$t is becoming increasingly difficult for any one

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person to be the e(pert on all aspects of the wor) that needs to be done, and this

is true in a wide variety of conte(ts ranging from the /R lab to the e(ecutive

suite2 4Cearce, #!!6, p. 6B8. As a result, traditional models of leadership are in

uestion, and some believe that the future of leadership is in the ability to

promote shared leadership in a team-based environment. &eam-based

)nowledge wor) is the result of organizations responding to the e(ternal

pressures of a more competitive global environment + and an 0increased need

for a more fle(ible wor)force, a reduction in organizational response time, and full

utilization of organizational )nowledge, which can in part be achieved through the

synergies of team-based )nowledge wor)2 4Cearce, #!!6, p. 6B8. So, as we

typically thin) of leadership as one person influencing a group of followers, or a

single person leading a team, the uestion is being as)ed, 0is it possible and

desirable for teams of )nowledge wor)ers to contribute to the leadership process

with what is termed as shared leadership%2 4Cearce, #!!6, p. 678. 'embers of a

team become mutually accountable for a shared purpose and goals, and are

therefore fully engaged in the leadership of the teamG2and are not hesitant to

influence and guide their fellow team members in an effort to ma(imize the

potential of the team as a whole.2 4Cearce, #!!6, p. 678. iven the new nature of our

wor), is this the preferred model of leadership%

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eveloping leaders is a current, critical focus and concern of organizations +

managers" as coaches and mentors is, in effect, recognition of the need for

building systems that encourage and produce new leaders to ensure

organizational survival 4ruc)er, 1568. 0&he manager is the dynamic, life-giving

element in every businessGin a competitive economy, above all, the uality and

performance of the managers determine the success of a businessI indeed they

determine its survival.2 4Wittmeyer uoting ruc)er, 156, p. 1?8. $t is in this way,

organizations and their leadership create value for both shareholders, and

society.

Concl,sions: -,t,re Trends and Practices

&hroughout my reading, and given the nature of my wor) and past e(periences

as a manager and director, $ find two themes of managerial leadership that

continually emergeF transactional and transformational. ot transactional or

transformational, but a combination and integration of the two approaches. $t

seems that the attempts over the last twenty-five years have been attempts to

integrate models by choosing the most substantiated pieces of each and

producing yet another more simplified, practical model of management and

leadership, some successful, some not. $t does not, however, seem practical for

the managerleader practitioner to )eep multiple models and multiple roles in

their head. &he comple(ity of the sub:ect is overwhelming from a practitioner"s

standpoint. $t does seem practical to identify and pull the strengths from several,

and 0practice what they preach2 in an effort to find what wor)s for the individual.

3rom a conceptual level, $ gravitate toward a model of leadership and

management that thin)s in terms of Dtransactional" and Dtransformational". &able

6 is a synthesis of the models and framewor)s $ have described, given their

transactional or transformational nature.

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Table #: Leadership and Management as Transactional and

Transformational

Transactional Transformational

Models /ational, $nternal Crocess,Structure, Cower, ;nowledge

@uman /elations, OpenSystems, Symbolic

Approachesand Theories

&rait approach S)ills approach Style approach Situational approach *ontingency theory Cath-goal theory

eader-'ember e(changetheory

&eam leadership 3our drive theory

&ransformational eadership &eam leadership Shared leadership Csychodynamic approach =thical leadership Woman and leadership

3our drive theory

)ole ofManager andLeader

Clanner Organizer *ontroller 'onitor

Pisionary $nnovator $nfluencer 'entor

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*oordinator Croducer irector

3acilitator *oach and >uide 'oral, =thical eader

Obective A process that reduces chaosand produces order and stability

Accomplishes mission efines the organization through

actions and deeds

A process that encourageschaos 4challenges status uo8

and produces change andmovement

*reates a vision >ives the organization meaning

while defining and nurturing itscore values

Overlap ofManagementandLeadership

>ets things done, i.e.accomplishes goals throughpeople + influences

Clans, organizes, builds systemsto encourage successfulperformance

$ntegrity, professionalism, and

innovation reflect values of theorganization and influenceactions

>ets things done, i.e.accomplishes goals throughpeople + influences

Clans, organizes, builds systemsto encourage successfulperformance

$ntegrity, professionalism, and

innovation reflect values of theorganization and influenceactions

C,lt,re 3osters closed culture, amechanistic structure, rigidsystems and procedures + adefense-li)e strategy 4pg #998

3ocused on survival ability

3osters an open culture, anorganic structure with fle(iblesystems and procedures + aprotector-li)e strategy 4pg #998

3ocused on sustainability

At certain times, organizations thrive and prosper under transactional leadership,

and at other times they need transformational leadership, particularly in times of

rapid change 4Pera and *rossan, #!!6, p. ##?8.


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'intzberg 41B8 suggested a contingency theory in light of the variation of a

manager"s wor), including the size of the organization, technology in use,

e(ternal environmental factors, and individual needs. Although somewhat

conceptual in nature, the adaptive nature of this )ind of leadership approach

lends itself to differing conditions and constant changes present in organizations

today. Houng organizations respond favorably to transformational leadership,

mature organizations to transactional leadership, and those in a decline or

renewal stage need a transformational leader. $t also recognizes the importance

of the psychodynamic approach to leadership + the importance of being more

self-aware and more insightful about oneself and ones capabilities + articulated

as a facet of Demotional intelligence" by aniel >oleman 4178. $t is also possible

that as one gains a greater recognition and acceptance of ones strengths and

wea)nesses, there is greater appeal to the concept of shared leadership within

both leadership teams, and the organization.

*an this approach be practiced% $ am currently wor)ing with a hospital leader

and leadership team in the midst of enormous change and facing increasingly

demanding economic conditions. &he board hired a transformational leader with

a strong transactional style. @is first two years were spent building a high level of

trust by using his transactional s)ills and style. @is first challenge was

suelching the entry of a nurses union to the hospital. $n the third year he

became a learner, pushing the accepted boundaries of a stable, yet stagnant,

culture, and influencing the organization and its members for the need for change

+ now. &he culture is changing. ew hires fit the mold of transformational

leadership primarily, with the fall bac) of transactional leadership. &hose who

could not move from transactional to transformation have 0deselected2 + they

have been forced out or have resigned of their own accord. Cerformance goals

are articulated and followed as bonus plan has been implemented - a more

contingent reward system to encourage new behaviors and performance.

earning is emerging as a renewed core value, to support continued learning and

new ways of thin)ing about problems. &he *=O is becoming a learning leader,

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and a trusted, well-respected one at that, both inside the organization, and

outside in the community. $ believe $ am witnessing a leadership approach that

blends transactional and transformational leadership, and one, when in practice,

is wor)ing.

'ore good news is that, according to


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At the end of the day, $ turn, once again, to Pictor 3ran)el 4158. @e states, 0in

the final analysis it becomes clear that the sort of person the prisoner became

was the result of an inner decision, and not the result of camp influences alone.

3undamentally, therefore, any man can, even under such circumstances, decide

what shall become of him + mentally and spiritually2 43ran)el, 15, p. B58. $

believe this thought also applies philosophically to leadership. &o become a

leader is an inner decision, a choosing of an attitude or stance that models ones

beliefs and values in an active way, through our deeds and conduct, in the

interest of ma)ing things better and serving life rather than life serving us. $ have

heard a favorite leader of mine refer to leadership as 0a calling2 + perhaps a

higher calling. $t"s intelligence, it"s hard wor), and it"s a )een understanding and

appreciation of human nature and human beings + a set of technical

competencies and a set of emotional competencies, diverse enough and fle(ible

enough to move with the changing tide and control our own destinies.

;ibliography

Bing, John W. (2004, February). o!"#e$e%" &on"e'uene" *he i+a# o! hi" -or

an$ on on"u/#ing an$ bu"ine"" ra#ie". *he a$e+y o! anage+en# eu#ie.Briar/i!! anor February 2004. o/.18, o. 1 . 8087.

Bo/+an, ee :., an$ ;ea/, *errene . (2003). a#ion" r#i"#ry,&hoie, an$ ea$er"hi. ?an Frani"o Jo""eyBa"" @ub/i"her".

Boye##, Jo"eh, an$ Boye##, Ji++ie (1998). *he :uru :ui$e. e- Aor John Wi/eyan$ ?on", n.

&o//in", Ji+ (2001). :oo$ #o :rea# Why ?o+e &o+anie" ae #he eaCan$

=#her" ;on%#. e- Aor arer&o//in" @ub/i"her".

Fo//e##, ary @arer (1995). @rohe# o! ange+en#. Bo"#on. arar$ Bu"ine""

?hoo/ @re"".

Fran/, i#or . (1959, 1962, 1984, 1992). an%" ?earh !or eaning. Bo"#on

Beaon @re"".

:o/e+an, ;anie/ (1998). Woring -i#h +o#iona/ n#e//igene. e- Aor Ban#a+

Boo".

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y+o-i#>, &aro/ (2004). *he Be"# ea$er" ae +/oyee" Who Wou/$ Fo//o-

*he+ ny-here. *he Wa// ?#ree# Journa/. 2004, February 10 B1.

a-rene, @au/ a#iona/ ?#u$ie" (. 3156). *hou"an$ =a", & ?age @ub/ia#ion".

?hein, $gar . (1992). =rgani>a#iona/ &u/#ure an$ ea$er"hi. ?an Frani"oJo""eyBa"" @ub/i"her".

?urey on


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the practice of management and the idea of leadership

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