on Orders of $25 or more*
|Get your books quickly and easily... and pay nothing for shipping. Just order $25 or more and standard shipping is on us (excludes Marketplace and Rental offerings).|
|$3.99 flat rate|
|UPS 2nd Day Air*||$11.99 flat rate|
|UPS Next Day Air*||$19.98 flat rate|
* Not available for PO boxes and APO/FPO
** Saturday delivery is only available in certain areas. UPS standard rates apply.
*** Separate shipping rates apply for bulk orders
THE NATURE OF LEADERSHIP
Leadership is a word that has risen above normal workaday usage as a conveyor of meaning. There seems to be a feeling that if we invoke it often enough with sufficient ardor we can ease our sense of having lost our way, our sense of things unaccomplished, of duties unfulfilled.
All of that simply clouds our thinking. The aura with which we tend to surround the words leader and leadership makes it hard to think clearly. Good sense calls for demystification.
Leadership is the process of persuasion or example by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers.
In any established group, individuals fill different roles, and one of the roles is that of leader. Leaders cannot be thought of apart from the historic context in which they arise, the setting in which they function (e.g., elective political office), and the system over which they preside (e.g., a particular city or state). They are integral parts of the system, subject to the forces that affect the system. They perform (or cause to be performed) certain tasks or functions that are essential if the group is to accomplish its purposes.
All that we know about the interaction between leaders and constituents or followers tells us that communication and influence flow in both directions; and in that two-way communication, nonrational, nonverbal, and unconscious elements play their part. In the process leaders shape and are shaped. This is true even in systems that appear to be led in quite autocratic fashion. In a state governed by coercion, followers cannot prevent the leader from violating their customs and beliefs, but they have many ways of making it more costly to violate than to honor their norms, and leaders usually make substantial accommodations. If Julius Caesar had been willing to live more flexibly with the give-and-take he might not have been slain in the Senate House. Machiavelli, the ultimate realist, advised the prince, ''You will always need the favor of the inhabitants....It is necessary for a prince to possess the friendship of the people.''
The connotations of the word follower suggest too much passivity and dependence to make it a fit term for all who are at the other end of the dialogue with leaders. I don't intend to discard it, but I also make frequent use of the word constituent. It is awkward in some contexts, but often it does fuller justice to the two-way interchange.
Elements of physical coercion are involved in some kinds of leadership; and of course there is psychological coercion, however mild and subtle, including peer pressure, in all social action. But in our culture, popular understanding of the leadership process distinguishes it from coercion -- and places those forms involving the least coercion higher on the scale of leadership.
The focus of this book is leadership in this country today. Examples are drawn from other cultures and many of the generalizations are relevant for all times and places; but the focus is here and now. The points emphasized might be different were I writing fifty years ago or fifty years hence, or writing of Bulgaria or Tibet.
We must not confuse leadership with status. Even in large corporations and government agencies, the top-ranking person may simply be bureaucrat number 1. We have all occasionally encountered top persons who couldn't lead a squad of seven-year-olds to the ice cream counter.
It does not follow that status is irrelevant to leadership. Most positions of high status carry with them symbolic values and traditions that enhance the possibility of leadership. People expect governors and corporation presidents to lead, which heightens the possibility that they will. But the selection process for positions of high status does not make that a sure outcome.
Similarly, we must not confuse leadership with power. Leaders always have some measure of power, rooted in their capacity to persuade, but many people with power are without leadership gifts. Their power derives from money, or from the capacity to inflict harm, or from control of some piece of institutional machinery, or from access to the media. A military dictator has power. The thug who sticks a gun in your ribs has power. Leadership is something else.
Finally, we must not confuse leadership with official authority, which is simply legitimized power. Meter maids have it; the person who audits your tax returns has it.
Leadership requires major expenditures of effort and energy -- more than most people care to make. When I outlined to a teenager of my acquaintance the preceding distinctions and then described the hard tasks of leadership, he said, ''I'll leave the leadership to you, Mr. Gardner. Give me some of that power and status.''
Confusion between leadership and official authority has a deadly effect on large organizations. Corporations and government agencies everywhere have executives who imagine that their place on the organization chart has given them a body of followers. And of course it has not. They have been given subordinates. Whether the subordinates become followers depends on whether the executives act like leaders.
Is it appropriate to apply to leaders the word elite? The word was once applied to families of exalted social status. Then sociologists adopted the word to describe any group of high status, whether hereditary or earned; thus, in addition to the elites of old families and old money, there are elites of performance and profession.
Some social critics today use the word with consistent negative overtones. They believe that elite status is incompatible with an equalitarian philosophy. But in any society -- no matter how democratic, no matter how equalitarian -- there are elites in the sociologist's sense: intellectual, athletic, artistic, political, and so on. The marks of an open society are that elite status is generally earned, and that those who have earned it do not use their status to violate democratic norms. In our society, leaders are among the many ''performance elites.''
Leaders and Managers
The word manager usually indicates that the individual so labeled holds a directive post in an organization, presiding over the processes by which the organization functions, allocating resources prudently, and making the best possible use of people.
Many writers on leadership take considerable pains to distinguish between leaders and managers. In the process leaders generally end up looking like a cross between Napoleon and the Pied Piper, and managers like unimaginative clods. This troubles me. I once heard it said of a man, ''He's an utterly first-class manager but there isn't a trace of the leader in him.'' I am still looking for that man, and I am beginning to believe that he does not exist. Every time I encounter utterly first-class managers they turn out to have quite a lot of the leader in them.
Even the most visionary leader is faced on occasion with decisions that every manager faces: when to take a short-term loss to achieve a long-term gain, how to allocate scarce resources, whom to trust with a delicate assignment. So even though it has become conventional to contrast leaders and managers, I am inclined to use slightly different categories, lumping leaders and leader/managers into one category and placing in the other category those numerous managers whom one would not normally describe as leaders. Leaders and leader/managers distinguish themselves from the general run of managers in at least six respects:
1. They think longer term -- beyond the day's crises, beyond the quarterly report, beyond the horizon.
2. In thinking about the unit they are heading, they grasp its relationship to larger realities -- the larger organization of which they are a part, conditions external to the organization, global trends.
3. They reach and influence constituents beyond their jurisdictions, beyond boundaries. Thomas Jefferson influenced people all over Europe. Gandhi influenced people all over the world. In an organization, leaders extend their reach across bureaucratic boundaries -- often a distinct advantage in a world too complex and tumultuous to be handled ''through channels.'' Leaders' capacity to rise above jurisdictions may enable them to bind together the fragmented constituencies that must work together to solve a problem.
4. They put heavy emphasis on the intangibles of vision, values, and motivation and understand intuitively the nonrational and unconscious elements in leader-constituent interaction.
5. They have the political skill to cope with the conflicting requirements of multiple constituencies.
6. They think in terms of renewal. The routine manager tends to accept organizational structure and process as it exists. The leader or leader/manager seeks the revisions of process and structure required by ever-changing reality.
The manager is more tightly linked to an organization than is the leader. Indeed, the leader may have no organization at all. Florence Nightingale, after leaving the Crimea, exercised extraordinary leadership in health care for decades with no organization under her command. Gandhi was a leader before he had an organization. Some of our most memorable leaders have headed movements so amorphous that management would be an inappropriate word.
The Many Kinds of Leaders
One hears and reads a surprising number of sentences that describe leaders in general as having such and such attributes and behaving in such and such a fashion -- as though one could distill out of the spectacular diversity of leaders an idealized picture of The Leader.
Leaders come in many forms, with many styles and diverse qualifies. There are quiet leaders and leaders one can hear in the next county. Some find their strength in eloquence, some in judgment, some in courage. I had a friend who was a superior leader in outdoor activities and sports but quite incapable of leading in a bureaucratic setting.
The diversity is almost without limit: Churchill, the splendidly eloquent old warrior; Gandhi, the visionary and the shrewd mobilizer of his people; Lenin, the coldly purposeful revolutionary. Consider just the limited category of military leadership. George Marshall was a self-effacing, low-keyed man with superb judgment and a limitless capacity to inspire trust. MacArthur was a brilliant strategist, a farsighted administrator, and flamboyant to his fingertips. (Eisenhower, who had served under MacArthur, once said, ''I studied dramatics under a master.'') Eisenhower in his wartime assignment was an outstanding leader/administrator and coalition builder. General Patton was a slashing, intense combat commander. Field Marshal Montgomery was a gifted, temperamental leader of whom Churchill said, ''In defeat, indomitable; in victory, insufferable.'' All were great leaders -- but extraordinarily diverse in personal attributes.
The fact that there are many kinds of leaders has implications for leadership education. Most of those seeking to develop young potential leaders have in mind one ideal model that is inevitably constricting. We should give young people a sense of the many kinds of leaders and styles of leadership, and encourage them to move toward those models that are right for them.
Leaders and History
All too often when we think of our historic leaders, we eliminate all the contradictions that make individuals distinctive. And we further violate reality by lifting them out of their historical contexts. No wonder we are left with pasteboard portraits. As first steps toward a mature view of leaders we must accept complexity and context.
Thomas Jefferson was first of all a gifted and many-sided human, an enigmatic man who loved -- among other things -- abstract ideas, agriculture, architecture and statecraft. He was a man of natural aloofness who lived most of his life in public; a man of action with a gift for words and a bent for research; an idealist who proved himself a shrewd, even wily, operator on the political scene. Different sides of his nature came into play in different situations.
Place him now in the context of the exhilarating events and themes of his time: a new nation coming into being, with a new consciousness; the brilliant rays of the Enlightenment reaching into every phase of life; the inner contradictions of American society (e.g., slavery) already rumbling beneath the surface.
Finally, add the overpowering impulse of succeeding generations to serve their own needs by mythologizing, idolizing or debunking him. It turns out to be an intricately textured story -- and not one that diminishes Jefferson.
It was once believed that if leadership traits were truly present in an individual, they would manifest themselves almost without regard to the situation in which the person was functioning. No one believes that any more. Acts of leadership take place in an unimaginable variety of settings, and the setting does much to determine the kinds of leaders that emerge and how they play their roles.
We cannot avoid the bewhiskered question, ''Does the leader make history or does the historical moment make the leader?'' It sounds like a seminar question but it is of interest to most leaders sooner or later. Corporate chief executive officers fighting a deteriorating trend in an industry feel like people trying to run up the down escalator. Looking across town at less able leaders riding an upward trend in another industry, they are ripe for the theory that history makes the leader.
Thomas Carlyle placed excessive emphasis on the great person, as did Sidney Hook (''all factors in history, save great men, are inconsequential.'') Karl Marx, Georg Hegel, and Herbert Spencer placed excessive emphasis on historical forces. For Marx, economic forces shaped history; for Spencer, societies had their evolutionary course just as species did, and the leader was a product of the process; for Hegel, leaders were a part of the dialectic of history and could not help what they did.
The balanced view, of course, is that historical forces create the circumstances in which leaders emerge, but the characteristics of the particular leader in turn have their impact on history.
It is not possible to understand Queen Isabella without understanding fifteenth-century Europe (when she was born, Spain as we know it did not exist), or without understanding the impact of the Reformation on the Catholic world and the gnawing fear stirred by the Muslim conquests. But many monarchs flourished on the Iberian Peninsula in that historical context; only Isabella left an indelible mark. Similarly, by the time Martin Luther emerged, the seeds of the Reformation had already sprouted in many places, but no one would argue that the passionate, charismatic priest who nailed his ninety-five theses to the church door was a puppet of history. Historical forces set the stage for him, but once there, he was himself a historical force.
Churchill is an even more interesting case because he tried out for leadership many times before history was ready for him. After Dunkirk, England needed a leader who could rally the British people to heroic exertions in an uncompromising war, and the eloquent, combative Churchill delivered one of the great performances of the century. Subsequently the clock of history ticked on and -- with the war over -- the voters dropped him unceremoniously. When a friend told him it was a blessing in disguise, he growled ''If it is, the disguise is perfect.''
Forces of history determined his rise and fall, but in his time on the world stage he left a uniquely Churchillian mark on the course of events.
The historical moment is the broadest context affecting the emergence and functioning of leaders; but immensely diverse settings of a more modest nature clearly affect leadership.
The makeup of the group to be led is, of course, a crucial feature of the context. According to research findings, the approach to leadership or style of leadership that will be effective depends on, among other things, the age level of the individuals to be led; their educational background and competence; the size, homogeneity and cohesiveness of the group; its motivation and morale; its rate of turnover; and so on.
Other relevant contextual features are too numerous and diverse to list. Leading a corporation is one thing, leading a street gang is something else. Thomas Cronin has pointed out that it may take one kind of leadership to start a new enterprise and quite another kind to keep it going through its various phases. Religious bodies, political parties, government agencies, the academic world -- all offer distinctive contexts for leadership. I discuss these contexts more fully in chapter 4.
Judgments of Leaders
In curious ways, people tend to aggrandize the role of leaders. They tend to exaggerate the capacity of leaders to influence events. Jeffrey Pfeifer says that people want to achieve a feeling of control over their environment, and that this inclines them to attribute the outcomes of group performance to leaders rather than to context. If we were to face the fact -- so the argument goes -- that outcomes are the result of a complex set of interactions among group members plus environmental and historical forces, we would feel helpless. By attributing outcomes to an identifiable leader we feel, rightly or not, more in control. There is at least a chance that one can fire the leader; one cannot ''fire'' historical forces.
Leaders act in the stream of history. As they labor to bring about a result, multiple forces beyond their control, even beyond their knowledge, are moving to hasten or hinder the result. So there is rarely a demonstrable causal link between a leader's specific decisions and consequent events. Consequences are not a reliable measure of leadership. Franklin Roosevelt's efforts to bolster the economy in the middle-to-late-1930s were powerfully aided by a force that did not originate with his economic brain trust -- the winds of war. Leaders of a farm workers' union fighting for better wages may find their efforts set at naught by a crop failure.
Frank Lloyd Wright said, ''A doctor can bury his mistakes. An architect can only advise his client to plant vines.'' Unlike either doctor or architect, leaders suffer from the mistakes of predecessors and leave some of their own misjudgments as time bombs for successors.
Many of the changes sought by leaders take time: lots of years, long public debate, slow shifts in attitude. In their lifetimes, leaders may see little result from heroic efforts yet may be setting the stage for victories that will come after them. Reflect on the long, slow unfolding of the battles for racial equality or for women's rights. Leaders who did vitally important early work died without knowing what they had wrought.
Leaders may appear to have succeeded (or failed) only to have historians a generation later reverse the verdict. The ''verdict of history'' has a wonderfully magisterial sound, but in reality it is subject to endless appeals to later generations of historians -- with no court of last resort to render a final judgment.
In the real world, the judgments one makes of a leader must be multidimensional, taking into consideration great strengths, streaks of mediocrity, and perhaps great flaws. If the great strengths correspond to the needs of a critical moment in history, the flaws are forgiven and simply provide texture to the biographies. Each leader has his or her own unique pattern of attributes, sometimes conflicting in curious ways. Ronald Reagan was notably passive with respect to many important issues, but vigorously tenacious on other issues.
Leaders change over the course of their active careers as do other human beings. In looking back, it is natural for us to freeze them in that moment when they served history's needs most spectacularly, but leaders evolve. The passionately antislavery Lincoln of the Douglas debates was not the see-both-sides Lincoln of fifteen years earlier. The ''national unity'' Churchill of 1942 was not the fiercely partisan, adversarial Churchill of the 1930s.
Devolving Initiative and Responsibility
I have already commented on our dispersed leadership and on its importance to the vitality of a large, intricately-organized system. Our most forward-looking business concerns are working in quite imaginative ways to devolve initiative downward and outward through their organizations to develop their lower levels of leadership.
There is no comparable movement in government agencies. But in the nation as a whole, dispersed leadership is a reality. In Santa Barbara County, California, Superintendent of Schools William Cirone is a leader in every sense of the word. A healthy school system requires a vital and involved citizenry. How does one achieve that? Given the aging population, fewer and fewer citizens have children in the schools. How do we keep them interested? Education is a lifelong process. How do we provide for that? These are questions to which Cirone has addressed himself with uncommon energy and imagination.
The leaders of the Soviet Union did not launch the reforms of 1987 because they had developed a sudden taste for grass-roots democracy. They launched them because their system was grinding to a halt. Leader/managers at the lower levels and at the periphery of the system had neither the motivation nor the authority to solve problems that they understood better than the Moscow bureaucrats.
We have only half learned the lesson ourselves. In many of our large corporate, governmental, and nonprofit organizations we still make it all too difficult for potential leaders down the line to exercise initiative. We are still in the process of discovering how much vitality and motivation are buried at those levels awaiting release.
To emphasize the need for dispersed leadership does not deny the need for highly qualified top leadership. But our high-level leaders will be more effective in every way if the systems over which they preside are made vital by dispersed leadership. As I argued in Excellence, we must demand high performance at every level of society.
Friends of mine have argued that in view of my convictions concerning the importance of middle- and lower-level leaders, I lean too heavily on examples of high-level leaders. My response is that we know a great deal about the more famous figures, statements about them can be documented, and they are comfortably familiar to readers. No one who reads this book with care could believe that I consider such exalted figures the only ones worth considering.
To exercise leadership today, leaders must institutionalize their leadership. The issues are too technical and the pace of change too swift to expect that a leader, no matter how gifted, will be able to solve personally the major problems facing the system over which he or she presides. So we design an institutional system -- a government agency, a corporation -- to solve the problems, and then we select a leader who has the capacity to preside over and strengthen the system. Some leaders may be quite gifted in solving problems personally, but if they fail to institutionalize the process, their departure leaves the system crippled. They must create or strengthen systems that will survive them.
The institutional arrangements generally include a leadership team. Often throughout this book when I use the word leader, I am in fact referring to the leadership team. No individual has all the skills -- and certainly not the time -- to carry out all the complex tasks of contemporary leadership. And the team must be chosen for excellence in performance. Loyalty and being on the boss's wavelength are necessary but not sufficient qualifications. I emphasize the point because more than one recent president of the United States has had aides who possessed no other qualifications.
I am attempting in these early chapters to say what leadership is -- and no such description would be complete without a careful examination of what leaders do. So next we look at the tasks of leadership.
1 more offers below.
Get Free Shipping on orders over $25 (not including Rental and Marketplace). Order arrives in 5-10 business days.
Need it faster?
We offer fast, flat-rate expedited shipping options.
|Sell it back by:|
|Guaranteed cash back:|
|Cost of this book|
after cash back:
Take advantage of Guaranteed Cash Back. Send your book to us in good condition before the end of the buyback period, we'll send YOU a check, and you'll pay less for your textbooks!
When you're done with this book, sell it back to Textbooks.com. In addition to the best possible buyback price, you'll get an extra 10% cash back just for being a customer.
We buy good-condition used textbooks year 'round, 24/7. No matter where you bought it, Textbooks.com will buy your textbooks for the most cash.
Being online is not required for reading an eTextbook after successfully downloading it. You must only be connected to the Internet duringthe download process.
What is the Marketplace?
It's another way for you to get the right price on the books you need. We approved every Marketplace vendor to sell their books on Textbooks.com, so you know they're all reliable.
What are Marketplace shipping options?
Marketplace items do not qualify for free shipping. When ordering from the Marketplace, please specify whether you want the seller to send your book Standard ($3.99/item) or Express ($6.99/item). To get free shipping over $25, just order directly from Textbooks.com instead of through the Marketplace.
FREE UPS 2nd Day Air TermsRental and Marketplace items are excluded. Offer is valid from 1/21/2013 12:00PM to 1/23/2013 11:59AM CST. Your order must be placed by 12 Noon CST to be processed on the same day. Minimum order value is $100.00 excluding Rental and Marketplace items. To redeem this offer, select "FREE UPS 2ND DAY AIR" at checkout. Offer not is not valid on previous orders.