Trang 2
This course text is part of the learning content for this Edinburgh Business School course. In addition to this printed course text, you should also have access to the course website in this subject, which will provide you with more learning content, the Profiler software and past examination questions and answers. The content of this course text is updated from time to time, and all changes are reflected in the version of the text that appears on the accompanying website at http://coursewebsites.ebsglobal.net/. Most updates are minor, and examination questions will avoid any new or significantly altered material for two years following publication of the relevant material on the website. You can check the version of the course text via the version release number to be found on the front page of the text, and compare this to the version number of the latest PDF version of the text on the website. If you are studying this course as part of a tutored programme, you should contact your Centre for further information on any changes. Full terms and conditions that apply to students on any of the Edinburgh Business School courses are available on the website www.ebsglobal.net, and should have been notified to you either by Edinburgh Business School or by the centre or regional partner through whom you purchased your course. If this is not the case, please contact Edinburgh Business School at the address below: Edinburgh Business School Heriot-Watt University Edinburgh EH14 4AS United Kingdom Tel + 44 (0) 131 451 3090 Fax + 44 (0) 131 451 3002 Email enquiries@ebs.hw.ac.uk Website www.ebsglobal.net The courses are updated on a regular basis to take account of errors, omissions and recent developments. If you'd like to suggest a change to this course, please contact us: comments@ebs.hw.ac.uk.
Trang 3
Leadership Professor Tony Berry PhD Tony Berry is Professor in the business school at Manchester Metropolitan University. He began his career as an aircraft designer working on the Anglo-French Concorde as well as a range of aircraft at Boeing in Seattle. He gained a PhD at Manchester Business School, where he was a researcher and teacher for over 25 years. In that time he was director of both the full-time and part-time MBA programmes, of the doctoral programme, where he founded a DBA degree, and of many executive development programmes. In addition Tony was director of the International Teachers Programme. Tony has a wide international experience, supervising MBA dissertations with students from over 40 five countries and doctorates from more than ten countries. His current research interests include regulation, risk, medium-size enterprises, voluntary sector, networks, leadership and change. He jointly convenes the Senior Consultants Forum. Richard Bunning BA, MA, PhD Dick Bunning is a principal with Phoenix Associates (UK) Ltd, an OD consultancy with offices in the US and the UK. He was previously an HR Director and internal OD consultant with Pilkington Glass, first in the US, transferring to the UK in 1991. He is a Chartered Member of the Institute of Personnel and Development. An area of specialisation is developing the leadership function throughout organisations, from front-line leadership to the executive. Dick has worked in higher education as well as in major health care delivery organisations in North America. In his practice, he has consulted to a wide variety of organisations including the NHS, Barclays Bank, the Co-operative Wholesale Service, Raytheon Corporate Jets, Crown Cork and Seal, P&O Ferrymasters and Wincanton Logistics. Dick serves on the Board of Governors of St Helens College, is a member of the Editorial Review Boards of Management Decision and the Leadership and Organisation Development Journal, and has some 40 practitioner-oriented publications to his credit. He is listed in the current edition of Who’s Who in the World and jointly convenes the Senior Consultants’ Forum.
Trang 4
First Published in Great Britain in 2006. © T. Berry and R. Bunning 2006 The rights of Professor Tony Berry and Richard Bunning to be identified as Authors of this Work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. This book may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published, without the prior consent of the Publishers.
Trang 5
Contents Preface xiii Learning Processes xv Module 1 Learning about Leadership 1/1 1.1 Introduction to the Ideas and Structure of the Book 1/1 1.2 The Practice of Leadership? 1/3 1.3 Design of the Book and the Module 1/6 1.4 Culture, Values and Leadership 1/7 1.5 The Good Leader 1/8 1.6 Leadership in Today’s Organisations 1/9 1.7 Developing Leadership 1/9 1.8 Are Policy-Makers and Strategists Also Leaders? 1/10 1.9 Studying Leadership 1/10 1.10 And A Critical Response? 1/11 1.11 Planning For Your Future in a World of Flux: Chaos? 1/11 Learning Summary 1/13 Module 2 Trait Theory of Leadership 2/1 2.1 Introduction to The Trait Theory of Leadership 2/2 2.2 Identifying Leadership Traits in Great Leaders 2/3 2.3 Testing for Leadership Traits 2/4 2.4 Physical Traits and Leadership Success: Some Research Findings 2/6 2.5 Personality Characteristics and Leadership Success: Some Research Findings 2/7 2.6 Social or Emotional Intelligence 2/11 2.7 Culture and Leadership Traits 2/12 2.8 Leadership Traits in Summary 2/14 Learning Summary 2/16 Review Questions 2/17 Case Study 2.1: The Greenfield Assignment 2/19 Case Study 2.2: The Divisional Managers 2/20 Module 3 Behaviour Theory of Leadership: What Do Effective Leaders Do? 3/1 3.1 Introduction to the Behavioural Theory of Leadership 3/2 3.2 The Emergence of Specific Leadership Style Theories 3/4 Leadership Edinburgh Business School v
Trang 6
Contents 3.3 Horses for Courses: Different Situations, Different Styles 3/7 3.4 Situational Leadership 3/9 3.5 Fiedler’s Contingency Model 3/12 3.6 Path–Goal Theory 3/14 3.7 Leadership Behaviour Theory in Perspective 3/16 Learning Summary 3/17 Review Questions 3/18 Case Study 3.1: Charles, the Pharmacists and the Medical Supplies Department 3/19 Case Study 3.2: Simply the Best 3/20 Module 4 Transformational Theory of Leadership: Engaging Hearts and Minds 4/1 4.1 Introduction to the Transformational Theory of Leadership 4/2 4.2 Moving From Transactional to Transformational Leadership 4/3 4.3 Identifying Transformational Leadership Behaviours 4/6 4.4 Research Findings of Transformational Leadership 4/7 4.5 Charisma and Transformational Leadership 4/9 4.6 Developing Transformational Leadership 4/13 4.7 Concerns About Transformational Leadership 4/14 4.8 Transformational Leadership in Context 4/15 Learning Summary 4/16 Review Questions 4/17 Case Study 4.1: Turnaround Ted 4/18 Case Study 4.2: Dorothy and the Warehouse SWAT Team 4/20 Module 5 Following 5/1 5.1 Introduction: The Importance of Followers 5/2 5.2 Studies of Followers 5/3 5.3 Kinds of Followers 5/4 5.4 Facing the Music? 5/6 5.5 Transformational Relationships 5/7 5.6 Follower Orientation? Task and Relationship 5/7 5.7 Relationships at Issue 5/8 5.8 Followers Shaping Leaders? 5/11 5.9 A Relational Process? 5/12 5.10 Some Important Issues 5/13 Learning Summary 5/15 Review Questions 5/16 Case Study 5.1: Marlowe Business Services 5/17 vi Edinburgh Business School Leadership
Trang 7
Contents Module 6 Leadership: A Cultural Construction? 6/1 6.1 Introduction 6/2 6.2 Culture 6/2 6.3 Culture of Modern Organisations 6/5 6.4 Leadership and Culture 6/6 6.5 Some Caveats 6/8 6.6 Back to Organisations 6/11 6.7 What Can Leaders Do About Culture? 6/12 6.8 Leadership In Private, Public And Voluntary Organisations 6/14 6.9 Some Final Comments 6/16 Learning Summary 6/17 Review Questions 6/18 Case Study 6.1: Sierra Television 6/19 Module 7 Gender and Leadership 7/1 7.1 Introduction 7/1 7.2 Voices 7/2 7.3 Is Women’s Leadership Different From Men’s Leadership? Some Arguments 7/4 7.4 How Do Women Cope With Male Organisations? 7/7 7.5 Demographics 7/9 7.6 Do Women Make Better Leaders Than Men? 7/10 7.7 Wisdom in Leadership 7/12 Learning Summary 7/14 Review Questions 7/14 Case Study 7.1: Cathy Campbell 7/15 Module 8 Developing Ethical Behaviour in Our Leaders 8/1 8.1 Understanding Ethics 8/2 8.2 Ethics and Laws 8/3 8.3 Contemporary Ethical Behaviours in Business 8/4 8.4 Ethics as the Challenge to ‘Do What’s Right’ 8/5 8.5 The Business Ethics Gap 8/7 8.6 A Roadmap for Ethical Decisions 8/12 8.7 Leadership and Ethical Behaviours 8/15 Learning Summary 8/17 Review Questions 8/18 Case Study 8.1: The Divisional Managers 8/19 Case Study 8.2: The Nurse and the Sales Rep 8/20 Leadership Edinburgh Business School vii
Trang 8
Contents Module 9 Leading Individuals and Teams: Two Distinct Roles 9/1 9.1 The Varying Roles of the Leaders 9/2 9.2 Underpinning Leadership Behaviours 9/5 9.3 Leading the Individual 9/7 9.4 Situational Leadership 9/8 9.5 Leading a Team 9/15 9.6 Looking Ahead to the Leadership of the Larger Organisation 9/24 Learning Summary 9/24 Review Questions 9/25 Case Study 9.1: What Should I Do With a Team Like This? 9/27 Case Study 9.2: The New Supervisor 9/29 Module 10 Leadership Across the Larger Organisation 10/1 10.1 When We Must Lead the Organisation 10/1 10.2 Sources of Power 10/3 10.3 Power vs. Influence 10/12 10.4 Kouzes and Posner and the Leadership Challenge 10/13 10.5 Organisational Leadership as a Required Skill Set 10/18 Learning Summary 10/18 Review Questions 10/19 Case Study 10.1: The Cell Manufacturing Project 10/20 Case Study 10.2: Mistress Mary 10/22 Module 11 Leadership Development in a Fast-Changing World 11/1 11.1 The Search for Organisational Leadership 11/2 11.2 The Need For a New Approach 11/3 11.3 The Changing Context – Why New Approaches to Leadership Development Are Needed 11/4 11.4 The Emerging Approach to Leadership Development 11/10 11.5 A Framework for Developing the Leadership Function of Organisations 11/12 11.6 The Evolving Themes of Leadership Development 11/19 Learning Summary 11/20 Review Questions 11/21 Case Study 11.1: Obermar Logistics 11/22 Case Study 11.2: Developing Departmental Leadership 11/24 viii Edinburgh Business School Leadership
Trang 9
Contents Module 12 The Development of Leadership: Tools and Practices 12/1 12.1 The Development of Leadership 12/2 12.2 How Can Leadership Be Learned? 12/2 12.3 How Do We Learn? 12/4 12.4 Organisational Practices 12/13 12.5 Application: Putting It All Together 12/23 12.6 Leadership Development: The Future 12/24 Learning Summary 12/25 Review Questions 12/26 Case Study 12.1: Developing Executives at Packerton plc 12/27 Case Study 12.2: Leadership Development at the Riverside Call Centre 12/29 Module 13 Strategic Leadership 13/1 13.1 Introduction 13/1 13.2 Strategy: A Brief Overview 13/2 13.3 Strategy Schools 13/3 13.4 The Strategic Leader 13/10 13.5 Strategic Alignment 13/13 13.6 Summary 13/16 Learning Summary 13/16 Review Questions 13/17 Case Study 13.1: Milking the Market 13/18 Module 14 Leadership and Risk 14/1 14.1 Introduction 14/1 14.2 Uncertainty and Risk 14/3 14.3 Risk Management in Corporations 14/6 14.4 Organisational Risk Management 14/9 14.5 Social and Cultural Context 14/10 14.6 The Risk Society 14/11 14.7 Some Observations 14/14 14.8 Leadership in a Risk Society 14/15 Learning Summary 14/17 Review Questions 14/17 Case Study 14.1: Ashburn Windows 14/19 Leadership Edinburgh Business School ix
Trang 10
Contents Module 15 How Is Leadership Studied? 15/1 15.1 Introduction 15/1 15.2 Research Methodology in the Study of Leadership 15/3 15.3 Varieties of Field Study Approaches 15/6 15.4 Research Design 15/7 15.5 Case Research Design 15/8 15.6 Constructionist and Subjectivist ‘Qualitative’ Case Methods 15/11 15.7 Theory-Building about Leadership 15/12 15.8 Researcher Roles and Skills in Leadership Research 15/13 15.9 Ethical Issues in Leadership Research 15/14 15.10 Discussion of Different Approaches to Studying Leadership 15/14 Learning Summary 15/17 Review Questions 15/17 Module 16 A Critical Look at Leadership 16/1 16.1 Introduction 16/1 16.2 Context of Leadership 16/2 16.3 A New Transnational Order? 16/3 16.4 Can National Leaders Make Rational Economic Choices? 16/4 16.5 Leaders as Agents in the Corporation? 16/5 16.6 Three Critiques of Leadership 16/7 16.7 From Functionalism to Social Constructionism 16/9 16.8 The Formation of Leaders: A Social Construction? 16/11 Learning Summary 16/13 Review Questions 16/14 Case Study 16.1: Life Alive 16/16 Module 17 The Way Forward: Our Learning and the Application of Our Knowledge of Leadership 17/1 17.1 How Do We Apply Leadership Understanding? 17/1 17.2 A Brief Review of Our Leadership Themes 17/2 17.3 How Organisations Can Learn to Develop the Leadership Function 17/6 17.4 Applying Organisational Learning Systems to the Leadership Function 17/9 17.5 Developing Your Own Leadership Effectiveness 17/9 x Edinburgh Business School Leadership
Trang 11
Contents Appendix 1 Guide: Preparing For a Leadership Development Planning Meeting With Your Manager A1/1 Introduction 1/1 This Meeting is About You 1/1 Preparation 1/2 Sources of Feedback 1/6 Skills Checklist 1/7 Developmental Activities 1/8 Career Options 1/9 Appendix 2 Practice Final Examinations A2/1 Practice Final Examination 1 2/2 Practice Final Examination 2 2/5 Appendix 3 Answers to Review Questions A3/1 Module 2 3/1 Module 3 3/3 Module 4 3/5 Module 5 3/7 Module 6 3/8 Module 7 3/11 Module 8 3/13 Module 9 3/15 Module 10 3/17 Module 11 3/18 Module 12 3/20 Module 13 3/22 Module 14 3/24 Module 15 3/27 Module 16 3/28 Index I/1 Leadership Edinburgh Business School xi
Trang 13
Preface The Learning Design of this Course This course is designed to enable you to 1. know and understand theories, issues and tools of leadership in order to (a) develop yourself as a leader (b) develop leadership in your organisation and 2. understand how leadership theories are developed in order that you can (a) be critically aware as you make use of them (b) consider how you might make a contribution to them (especially relevant to DBA candidates). The structure of the course is set out in Module 1. Our starting point We the authors see ourselves as (somewhat distant) consultants or coaches to your learning. This gives two questions: (a) How do we see you as learners? (b) What kind of consultancy are we offering? (a) How do we see you as learners? Our first assumption is that you are adult learners, experienced and capable of learning from the content of the course, and of relating the course learning to your own roles and to your own organisation, as well as being capable of con- structing your own models of leadership and your own developmental processes for your leadership roles. Our second assumption is that you, the learners, are a very diverse community of people. The authors have supervised masters’ dissertations and doctoral dissertations with students from more than 50 countries from every continent across the world. This has taught us that you, the learners, differ very much from one an- other in gender, age, nationality, culture, religion, beliefs, social context, educational background, professional and managerial experience, economic sec- tor and learning patterns. Our third assumption is that each of you is a unique person and will therefore have your own unique way of learning and will develop your own unique way of leadership effectiveness. (b) What kind of consultancy are we offering? Our first assumption is that you do not require us to tell you what to do. Indeed, given the fact that we do not know the unique person that you are, it would be presumptuous of us to do that. But it is the case that leadership research has not reached the point where accurate universal predictions can be made. Second, we offer the content of this course as a vehicle where we enter a part- nership with you on ideas, theories, issues and processes about leadership. We Leadership Edinburgh Business School xiii
Trang 14
Preface do not know the culture, context or setting in which you work, so we invite you on a journey through the modules. It would not be surprising if you found that some were more relevant to your past, some more relevant now, and that others would be more relevant in the future. Third, we expect that you will respond in a unique way to the content of the course and the modules. Sometimes you will find that we are challenging your deeply held beliefs, your experience and your understanding of leaders and lead- ership. At other times we shall reinforce what you believe. This may be confusing at first, but please remember that there are many theories and ideas about leaders and leadership. What is more, every month new research is adding to both knowledge and understanding of leaders, leading and leadership Fourth, we assume that you, as a leader, and your practice of leading as well as your ability to develop leadership in your context, will be undergoing some changes. xiv Edinburgh Business School Leadership
Trang 15
Learning Processes Each module has set learning objectives that are designed as a first-level insight into the course. We hope that they are helpful at that level. However, because individuals learn in different ways, we have added some ques- tions for reflection and consideration where your responses are those that matter. You may wish to keep these in a journal and revisit them towards the end of the course. We have also included some examples of leaders and leadership. But we also know that your magazines, newspapers, TV and radio carry many reports and stories of leaders, their triumphs, conflicts, disasters and ordinary everyday work. We also know that some of these tales will be about the rise and indeed the fall of all types of leader. In short, we know that you are surrounded by and infused with observa- tion and reports about leaders, leading and leadership. We encourage you to keep these with you as you work through this course. One way of doing this is to start and keep a press and magazine cutting file as you do the course. (Don’t forget the sports pages!) Another way is to see how leadership is handled in TV, radio and especially films about various national heroes and heroines. Biography and autobi- ography are also good places to observe leaders. Take time in your busy day to discuss these with colleagues. For 14 of the modules we have written case studies. (There are no cases for the first introductory module or the learning about leadership module; the case material for Module 17 is you.) These are not designed as illustrations of good leaders or of good leadership practice. They are designed so that you can examine how the ideas in each module might be applied, to recognise problems and to suggest some possible solutions. But by the time you get to the sixth or seventh module you will begin to see that you can consider most of the cases in relation to almost any of the modules. Indeed, we recommend that you take two or three of the longer cases and do that work. It would be very good preparation for the course assessment. We assume that you will be able to make connections between the materials of each module. In Module 1 we set out our rationale for the design of the course. In Module 17 we create a development process for you to build on the connections that you have made. That provides a framework for linking and sense-making. One way of getting to grips with the course is to read the summary points in each module to construct a map in your mind. In places the text is unashamedly academic. That did not seem to the authors to be a problem in courses leading to a masters or doctors degree. There is nothing so useful as a good theory. In other parts it is unashamedly pragmatic, as befits a business degree. Leadership Edinburgh Business School xv
Trang 17
Module 1 Learning about Leadership Contents 1.1 Introduction to the Ideas and Structure of the Book.........................1/1 1.2 The Practice of Leadership? ..................................................................1/3 1.3 Design of the Book and the Module......................................................1/6 1.4 Culture, Values and Leadership ............................................................1/7 1.5 The Good Leader....................................................................................1/8 1.6 Leadership in Today’s Organisations....................................................1/9 1.7 Developing Leadership...........................................................................1/9 1.8 Are Policy-Makers and Strategists Also Leaders?............................ 1/10 1.9 Studying Leadership ............................................................................ 1/10 1.10 And A Critical Response?.................................................................... 1/11 1.11 Planning For Your Future in a World of Flux: Chaos? .................... 1/11 Learning Summary......................................................................................... 1/13 Learning Objectives By the end of this module, you will be able to: • understand and work with the circles of leader development; • acknowledge that leading is about change; • understand the structure of the book and how it relates to the circles of leader- ship development. 1.1 Introduction to the Ideas and Structure of the Book This module examines some of the themes of leadership studies, and sets the scene for the following modules. We have set out to cover most of the current ideas in the field. But to begin, we see that there is considerable complexity in learning about leadership and about being a leader. The two circles in Figure 1.1 show how you might learn about leadership and being a leader. The outer circle is based upon acknowledging your experience of leadership in organisations, reflecting upon that experience, examining those experiences and reflections against the theories of leadership and then planning how you might plan to change your own leadership and leadership in your organisation. Leadership Edinburgh Business School 1/1
Trang 18
Module 1 / Learning about Leadership Experience of leadership in role self as Leader Action planning Reflection on to change experiences Leader Self as Self Role behaviour leader of self as leader of leadership Theories of leadership Figure 1.1 The leadership learning cycle The inner circle is about you. Beginning with your personal experience of being a leader, reflecting upon that experience, examining those reflections against theories of persons as leaders, and then planning to change and develop yourself as a leader. The connection between these circles of development is quite complex. It can be difficult to disentangle your experience of leaders in your organisation from your experience of yourself as a leader. It is also not always clear how to take on board the theories of leadership. Part of your task in this book is to keep in mind these two circles as you work through the modules and the questions and exercises we have provided. It appears to be impossible to define effective leadership for all situations. There are a variety of theories and philosophies of leadership, the research on leadership is not conclusive and sometimes contradictory, the field is constantly changing, and the most important thing is for you to develop your own working or lived theory of leadership, one with which you are comfortable, but also one that is open to learning and development. So we see you as being open to continual learning and development as a leader. The book is designed to guide you through both circles and has a number of learning exercises to help you. 1/2 Edinburgh Business School Leadership
Trang 19
Module 1 / Learning about Leadership Warren Bennis, a noted writer on leadership, borrowed William Shakespeare’s idea of the seven stages of a man’s life to consider the parallel stages of a leader’s development. These were: The infant executive in need of a mentor. The young graduate The schoolboy must learn and then act in public, still in need of The unit leader mentors. The lover wonders anxiously about his success and his The group attachment to the career and organisation. leader The bearded is now a leader of substance who must be The divisional soldier willing to accept people better than himself as leader talented staff. The general must be open to the truth, listen and hear what The strategic people say to him. leader The statesman works at wisdom for the organisation, is a The policy policy-maker. leader The sage embraces the role of mentor. The senior non- executive director It seemed unnecessary to change this to include women, not because we do not acknowledge equality, but because it would not make as much sense of the poet’s original intention. Indeed in most organisations the leadership role of women is without question. You, the reader, may be at any one of these stages, having travelled through all or none of them. You might think that you do not carry the history of these stages with you, but you most surely do. And as you work through this book you will have to consider why ideas of leadership that you do not appreci- ate so readily may be more applicable either to your past or to your future than to your present position. How do you place yourself in these stages? 1.2 The Practice of Leadership? Leadership is everywhere in the world of politics, organisations and our private lives. A familiar view of the great leader was the hero or heroine (see Module 2). The attraction of the hero as leader seems to be as old as human society. It appears in many stories and in most cultures. In the Iliad, Homer gives an account of the battles to capture Troy, where the Greek and Trojan heroes struggle in individual combat to gain ascendancy and kill their adversary. The prose becomes electric in the description of the individuals and of the fights. In the sequel to the Iliad, the Odyssey, Homer takes us and Odysseus on a long and terrible journey, beset with external and internal dangers as the archetype of the leader as traveller into the unknown, with courage and fortitude together with hair-raising and delicious Leadership Edinburgh Business School 1/3
Trang 20
Module 1 / Learning about Leadership adventures. The arrival home of Odysseus is celebrated with great bloodshed. The journey of the defeated Trojans is described by Virgil in the Aeneid as a process, led by Aeneas, of re-establishing themselves in Italy to serve as a founding myth of Rome. Homer creates heroes for us both to admire and to emulate. Leader models and images, when MBA students are asked for them, are almost always entirely male. Such persons nearly always need prodding to find an equal set of female leadership models and images. That this maleness persists in this age, an age in the West anyway that is surely the ‘age of woman’, is quite surprising. The revolution in expectations and assumptions as to personal, private and public roles of men and women has yet to be worked through, but its impact on business organisations is felt in every detail of its working, including leadership. Leaders and leadership have preoccupied mankind for centuries. We all can recog- nise many people, throughout our national and international histories, who have been acknowledged as great or powerful leaders. Some of these have succeeded in their goals and some have ultimately failed. Reflecting on historical experience led Max Weber (1947), a German social theorist, to conceive of three kinds of leadership. First came traditional, by which he meant that the leader’s authority came from social, political and institutional continuity. Examples are kings, tribal leaders, religious leaders and such. Second was rational legal, where the leader’s authority came from constitutions of nations and organisations. Examples are presidents, prime ministers, trade union officers etc. Third was charismatic, where the leader’s authority came from inside the person and was accepted by those who were inspired to follow. Of course both traditional and rational legal leaders could also be charismatic. And this charismatic leadership was the uncomfortable driving force of change. Indeed Weber and others took the view that only charismatic leadership could effect substantial change. Weber noted that charismatic leaders were often the driving force of change from traditional to rational legal forms, but he also suggested that rational legal forms also decayed towards the traditional. So, as you may have experienced, leadership forms are not automatically stable. Business leaders may be of any of these three kinds. Family firms are usually founded by a charismatic figure and then continued in a traditional way, often to their detriment. In Lancashire there was an old saying about family firms: from clogs to clogs in three generations. The founder grew out of the poverty (wearing the clogs), the inheritor took the fruits of the business, and the next generation failed the business as other competitors and technological change made their products and processes redundant. So in business and commerce there have been many people recognised for innovation, for development, for adventures and venturing and for economic, social and political contribution. In the last century Henri Fayol (1949), when considering the task of business management, wrote of five functions of managing. These were planning, leading, organising, controlling and motivating. And note that leading was central to those but, as we shall see in this book, later leadership theorists were keen to establish the connections between leading and planning as an approach to strategy formulation, leading and controlling as a means of protecting the business, and leading and motivating as a means of engendering support and change, as we shall see in Module 4. Some theorists have made links between the functional stance of Fayol and the institutional stance of Weber to 1/4 Edinburgh Business School Leadership
Hiển thị 20 trang đầu. Tải tài liệu để xem đầy đủ.
Bình luận (0)
Chưa có bình luận nào. Hãy là người đầu tiên!