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RENAISSANCE LEADERSHIP

TRANSFORMING LEADERSHIP FOR THE 21


ST
CENTURY
J. Martin Hays and Choule Youn Kim
THE AUSTRALIAN NATINAL UNI!ERSITY
Key "ords#
Leadership Management Education Future Trends
Leadership Development The New Millennium Leadership Competencies
A$STRACT
Conventional leaders and leadership of the past are insufficient to meet the
demands of the 21
st
Century !s we enter the new millennium" our world is
characterised #y unprecedented comple$ity" parado$" and unpredicta#ility
Change is rapid and relentless Today%s leaders face demands unli&e any ever
#efore faced 'tandard leadership approaches that have served us well
throughout much of history are (uic&ly #ecoming lia#ilities Conventional
wisdom regarding leadership and many of its ha#its must #e unlearned The
strong" decisive" charismatic" and independent leader and leadership we have
idealised" strived to #e" depended upon" and longed for may prove counter)
productive in the new millennium and undermine a sustaina#le future The
challenges and opportunities of the 21
st
Century call for a new type of leader and
leadership" indeed an entirely new and different way of thin&ing a#out leadership
and of developing future leaders This paper e$plores the nature of the nascent
millennium and the leader and leadership (ualities and capa#ilities e$pected to #e
crucial in the uncertain decades ahead Eight general categories of leadership
attri#utes have #een identified as essential for the future Those who possess or
are developing these competence sets are *enaissance Leaders" individuals who
are different and ma&e a difference ! significant gap remains #etween current
leadership competencies and those needed in the future +mplications of this gap
are discussed ,ne important finding is that leadership development programs in
industry and higher education have yet to refocus to produce the &ind of leaders
needed 'uggestions for reform are offered
2
RENAISSANCE LEA%ERSHI&
TRANS'RMIN( LEA%ERSHI& 'R THE )*
ST
CENTURY
*+ *
J. Martin Hays and Choule Youn Kim
The times they are a-changin -.o# Dylan
A$STRACT
Conventional leaders and leadership of the past are insufficient to meet the demands of the 21
st

Century !s we enter the new millennium" our world is characterised #y unprecedented com)
ple$ity" parado$" and unpredicta#ility Change is rapid and relentless Today%s leaders face
demands unli&e any ever #efore faced 'tandard leadership approaches that have served us well
throughout much of history are (uic&ly #ecoming lia#ilities Conventional wisdom regarding
leadership and many of its ha#its must #e unlearned The strong" decisive" charismatic" and
independent leader and leadership we have idealised" strived to #e" depended upon" and longed
for may prove counter)productive in the new millennium and undermine a sustaina#le future
The challenges and opportunities of the 21
st
Century call for a new type of leader and leadership"
indeed an entirely new and different way of thin&ing a#out leadership and of developing future
leaders This paper e$plores the nature of the nascent millennium and the leader and leadership
(ualities and capa#ilities e$pected to #e crucial in the uncertain decades ahead Eight general
categories of leadership attri#utes have #een identified as essential for the future Those who
possess or are developing these competence sets are *enaissance Leaders" individuals who are
different and ma&e a difference ! significant gap remains #etween current leadership com)
petencies and those needed in the future +mplications of this gap are discussed ,ne important
finding is that leadership development programs in industry and higher education have yet to
refocus to produce the &ind of leaders needed 'uggestions for reform are offered
INTR%UCTIN
rientation
!s we enter the 21
st
Century there are serious (uestions arising concerning our capacity to deal
with its challenges .ased on a review and synthesis across a range of literatures covering man)
agement" organisation" leadership" and learning and development" this paper identifies some of
the issues" challenges" and opportunities li&ely to characterise the early decades of the new mil)
lennium This new age will #e increasingly challenging in ways not #efore e$perienced This
suggests that a new &ind of leader and leadership
2
are needed" and this paper outlines the most
compelling of current thought on leadership (ualities demanded of the 21
st
Century leader
1
'ee Endnote 1
2
+n this paper we do not generally distinguish leader and leadership" suggesting that #oth can #e characterised #y the
same (ualities /e ac&nowledge" however" that 0leader1 sounds li&e an individual and may #e confused with pos)
itional" hierarchical leadership2 further" 0leader1 has traditionally #een and continues to #e treated in the literature as
0the head1 or top echelons of an organisation /e" li&e Day 324415 and others claim that leaders and leadership e$ist
and are re(uired at all levels of and throughout the organisation This will #e increasingly recognised as crucial in
the evolving and emerging organisations of the new millennium
6
! fair degree of consensus e$ists across the literatures on the 21
st
Century canvas and the &inds of
leaders and leadership that might there ma&e their mar& From our analysis of over 274 sources"
6

we have distilled eight distinct" primary categories of competence and capacity8
/hile aspects of these competencies have #een recognised over time" others are new 3The eight
sets are ela#orated in the section The New Leadership5 The attention these competencies are
receiving in #oth academic and practitioner literatures may represent a paradigm shift
9
in lead)
ership thought and practice" or what we refer to as 0the leadership renaissance1 The renaissance
leader has many of the attri#utes e$ceptional leaders have always had" #ut these are configured
and #alanced differently2 and new (ualities contri#ute to ma&ing the renaissance leader richer"
deeper" #etter integrated" and more authentic than his or her counterparts of the past ,ur syn)
thesis of the emerging views of leadership suggests that the renaissance leader is personally more
adaptive and resilient" #roader in perspective" and more proactive than his or her predecessors
+mportantly" the renaissance leader is also more effective in cultivating these ha#its and (ualities
in others Ta&en together" the renaissance leader is e$pected to #e more effective in the tumult)
uous and uncertain environment of the 21
st
Century
The pie model at right shows the eight renaissance leader competency sets as
individual segments This reflects that there is no prioritisation intended or
implied in the order these sets of attri#utes are presented Nor is one set of
competencies and capacities necessarily more comple$ or sophisticated than
another" though we may understand or feel more familiarity with some more
than others /e return to this model later in our discussion of leadership
development for the 21
st
Century !nd" as we argue throughout this paper"
some measure of competence in each set is crucial /hile no individual is
e$pected to #e master in all areas" teams" organisations" and communities will need to possess
strengths across the eight dimensions to flourish in the new millennium !s individuals and
groups increasingly shade all segments of the pie:that is" as they develop across all eight com)
petency sets:they are approaching renaissance leadership
This paper comprises seven ma;or sections" in addition to the introduction These sections" in
turn" are8
LeadershipPast and Present. Traditional < conventional perspective of leaders and
leadership" including the positional)hierarchical view and predominance of the 0=reat Man1
orientation
7
'ignificant differences #etween management and leadership" and their implications
for individuals and organisations" and for leadership development
6
The reference list at the end of this paper includes over 274 sources covering themes of relevance Many sources
e$amined of potential contri#ution were e$cluded due to their tangential or insu#stantial nature
9
! paradigm shift is a fundamental transformation in understanding phenomena" impacting #eliefs" assumptions"
#iases" values" applications" and #ehaviour:everything related to the construct Thomas >uhn 31?@25 is credited
with surfacing the importance of paradigms in his The Structure of Scientific Revolutions. 'ee Aays 3244B#5 for a
discussion and application of paradigm shifts
7
'ee .ennis and Nanus 3244C5 for clarification on the =reat Man orientation to leadership
Learnership Leader as Learner and Teacher Service Servant Leadership
Transformational Potency Emotional Intelligence and Authenticity
Capacity for Complexity and Strategic Thought Leader as Wise !irtuous and Ethical
Leader as Integrator Social Engineer and "elationship#$uilder
9
L
SL
EQ&A
TP
CC
&ST
I
SE&
BB
WV&E
The 21
st
Century. Dredictions and depictions concerning the 21
st
Century 3of primary concern
to management researchers and practitioners5" including pro#lems" opportunities" issues" emerg)
ing trends and their implications Five ma;or areas covered8 glo#alisation" diversity" technology"
uncertainty" and >nowledge /or&ers
The New Leadership. Emerging conceptions of leadership and the leadership (ualities e$)
pected to #e of great value in the nascent millennium This is an ela#oration on the eight com)
petency sets comprising renaissance leadership as portrayed #y multiple and diverse scholars in
the field
The Leadership Gap. =ap #etween the more traditional < conventional views of leaders and
leadership and those e$pected to #e increasingly important as the 21
st
Century proceeds2 and the
research and practical implications of this gap
Leadership Development. E$ploration of leadership development 0state of the art1:how
potential leaders are #eing prepared for their future roles" #oth industry models and management
education Contrast current practices with leadership (ualities held to #e essential for the coming
decades +mplications for the gap #etween what we are producing and what we should #e
Leadership Development Reform for the 21
st
Century. ! range of leadership development
o#;ectives and strategies" #oth industry programs and management education" lin&ed to the
(ualities esta#lished as essential in the coming decades of the new millennium
Conlusion!
*etrospective ,verview Ma;or points and implications covered in the paper
Caveats and Considerations Limitations and directions for further research
!ssessing 21
st
Century leadership
Concluding *emar&s Contending with leadership challenges" including mandate
for leadership development
Following our proposals suggesting ways to reform leadership development programs" we con)
clude that while the way forward cannot #e defined or predicted in comforting detail" it is with
certainty that we must go forward and that we must
advance in ways we never have previously Leading
through times changing more (uic&ly than we can
o#serve and interpret them is one of the great leadership
challenges of the new millennium That we must prepare
our future leaders to meet this type of challenge is a given Aow we go a#out that and how well
we succeed have profound implications for #oth current and future leaders /e raise several of
these implications" along with setting pointers for further research" in Concluding *emar&s
*enaissance Leadership8 Transforming Leadership for the 21
'T
Century consolidates diverse
perspectives on the leadership challenges of the new millennium" and offers practical recom)
mendations for developing leaders who possess the competencies necessary for leading today%s
and tomorrow%s organisations and institutions /hile the original sources referenced in this
paper are worthwhile reading" often insightful and sometimes provocative" *enaissance Leader)
ship8 Transforming Leadership for the 21
'T
Century distils and organises the vast range of
descriptions" o#;ectives" issues" and recommendations into one source of relevance and utility to
academics and practitioners This paper contrasts conventional and emerging notions of leader)
7
Leading through times changing more %uic&ly
than 'e can o(serve and interpret them is one
of the great leadership challenges of the ne'
millennium)
ship" showing how evolving views and practices of leadership correspond to shifts in larger con)
te$tual and environmental conditions Aaving intensely researched the topics of leadership and
environment it is our view that the world is dramatically different than ever #efore and" thus" that
the leadership challenge is entirely different /hile threats and challenges loom large" we are
heartened #y the way leaders and leadership are #eginning to #e conceived *enaissance lead)
ership is very different /e are intrigued #y the (uestion of which comes first8 +s renaissance
leadership a conse(uence of environmental demands and an evolving world view" or is The New
Leadership:as conveyed #y the numerous sources cited in this paper:promoting the revolution
in leadership theory and practiceE
Same As It Never Was
6
'or,ard
The 21
st
Century presents pro#lems and opportunities the li&es of which we have never had to
contend +t would #e difficult to spontaneously generate e$amples of previously unconceived or
inconceiva#le developments" #ut the a#ility to envisage
possi#le futures is a crucial (uality of thin&ing that leaders
will increasingly need in the new millennium !nd" this is
only the #eginning Not only must our leaders #e a#le to
anticipate possi#ilities and discern emerging trends" #ut they will need to identify those of most
concern or opportunity and mo#ilise people
C
to most effectively respond to serious threats and
capitalise upon lucrative prospects
There is much that characterises the 21
st
Century and" thus" that indicates the leadership (ualities
demanded These attri#utes will #e descri#ed in su#se(uent sections of this paper 'ome of this
is not particularly stri&ing" and may appear as a continuation of the way things are =reater use
of the internet and virtual operations are o#vious
e$amples" as are the li&elihood of an increasingly
diverse wor&force and the pre)eminence of the glo#al
mar&etplace This suggests that 21
st
Century leaders
have to #e 0glo#al citiFens1 who:having transcended
parochialism:em#race diversity" straddle continents" and penetrate comple$ity" &nowing how to
ma&e the most of every opportunity that presents itself This is a tall order Cros#y" spea&ing
pessimistically a#out management of the 24
th
Century" noted in 1??2 that" 0The 21
st
century will
provide a clean slate of opportunity #ecause it will re(uire management to deal completely with
the whole world1 3p 295
@
/e #elieve this spin on the lyrics of the Tal&ing Aeads song 0,nce in a Lifetime1 31?B45 to #e thought)provo&ing
/hile it may have #een true in the past that 0the more things change" the more they stay the same1 3attri#uted to
!lphonse >arr5" it appears that the 21
st
Century is and will continue to #ecome dramatically different Due to a
num#er of factors" the margin for error is smaller than it has ever #een /e are living at the edge of chaos 3see Gones
and Culliney" 1??B5" and it would #e (uite simple to topple into the chasm of disorder There is little hope for us and
our planet if we continue to #lunder along as we have in the past 'ee the sections 0The 21
st
Century1 and 0Capacity
for Comple$ity and 'trategic Thought1 for more on comple$ity" and references at Footnotes 17 and 1B
C
The authors use the generic 0people1 on occasion in this paper to implicate not ;ust 0employees"1 #ut mem#ers of
communities" congregations" and institutions of all il& /hile this paper has a management slant" the authors intend
to address and concern all &inds of people" not ;ust managers or the managed
@
The a(ility to envisage possi(le futures is a
crucial %uality of thin&ing that leaders 'ill
increasingly need in the ne' millennium)
*+
st
Century leaders have to (e ,glo(al citi-ens.
'ho em(race diversity straddle continents and
penetrate complexity &no'ing ho' to ma&e the
most of every opportunity that presents itself)
And my world ee!s getting smaller every day "Neil 'eda&a
,ne of the most interesting aspects ma&ing this new millennium different is the &ind of leader)
ship needed and" with time" the &ind of leader deemed accepta#le /here for most of recorded
history leaders were e$pected to #e stalwart" tireless" #old" decisive" and dispassionate" amongst
other e$traordinary traits" the role of the contemporary leader is changing" and must 'trong
#ac&" thic& s&in" and hard)head are (ualities in decreasing demand" while other (ualities are
increasingly sought" including a range of #ehaviours more associated with the feminine than the
masculine 3see Endnote 15

2
Notions of who leads and how are evolving 3see Endnote 25"

6
along
with our planet that is #ecoming smaller" yet more comple$ and dynamic #y the hour /ith any
luc&" our species - and the world as we &now it - will survive through our collective intelligence"
tenacity" courage" adapta#ility" and creativity:some of the survival (ualities for the new
millennium
Hnderscoring this and other points relevant to this paper" AeifetF and Laurie 324465 write8
!daptive pro#lems have no ready solutions They re(uire that people apply their collective
intelligence and sills to the wor& only they can do This" in turn" re(uires that they unlearn
the ha#its of a lifetime spent as a manager" learn to meet challenges that they cannot meet with
their e$isting s&ills" and develop the capacity to e$plore and understand competing values at
sta&e 3p ?2 emphasis added5
+t may sound as if the leader of the 21
st
Century is 'uperman or /onder /oman
B
" a perpetuation
of the mythic)hero leader of the past This couldn%t #e further from the truth +f there is anything
super a#out individuals as leaders in the new millennium it is in their a#ility to colla#orate2 to
#uild #ridges amongst and across diverse places" people" and ideas2 to create power in the col)
lective2 and to nurture teams and communities that sustaina#ly lead themselves Des and Dic&en
324445 emphasise8
To compete in the information age" firms must increasingly rely on the &nowledge" s&ills" e$)
perience" and ;udgment of all their people The entire organiFation" collectively" must create
and assimilate new &nowledge" encourage innovation" and learn to compete in new ways in an
ever)changing competitive environment 3p 1B5 IEmphasis on 0all1 in the original2 we would
underscore 0collectively"1 as wellJ
Su!erman and $reen %antern aint got nothin on me
&
The leader of the future shares leadership and power 3see Endnote 65

9
Ae or she &nows that
pro#lems are too #ig and comple$ to solve and handle alone" that opportunities are too important
and multi)faceted to pursue single)handedly Ae or she
appreciates that no matter how powerful the leadership
push or pull and effective in the short)term" such 0acts1 of
leadership are unsustaina#le To #e effective" people must
lead themselves2 #ut to do so" they must develop the s&ills" &nowledge" courage" initiative" self)
efficacy" and other attri#utes every leader needs .uilding that shared leadership is one of the
prime o#;ectives and re(uisite a#ilities of the 21
st
Century leader 3see 0Leader as 'ocial Engineer
and *elationship).uilder15 This is not to say that conventional leadership 3that is" leading over
B
+n one of her interesting and informative papers on gendered issues" 'u ,lsen writes of Kena 3as in /arrior
Drincess5 as the epitomised super female" the corollary of Hlysses of the ,dyssey
?
From 0'unshine 'uperman"1 #y Donovan" from the 1?@@ al#um Sunshine Su!erman. This was one of the authors%
favourite songs as a youth
C
$uilding shared leadership is one of the prime
o(/ectives of the *+st century leader)
others5 is not necessary at decisive points =uidance" direction" even command may #e re(uired
at times There are always conse(uences The ;udicious 21
st
Century leader understands if and
when such leadership is needed" and what the implications are for asserting authority and
command
Re-ie, o. the Literature
,ur study set out to determine what the leadership re(uirements of the near)future are and how
prepared our organisations and institutions are to fulfil those leadership demands /e thought it
necessary to e$plore a range of literatures touching on different" #ut related topics First" there
are two future)oriented aspects8
1 Depictions 3and sometimes predictions5 of the future - what we refer to herein alter)
natively as the 21
st
Century or the new millennium This is the environment in which we
can e$pect to find ourselves in the approaching decades !nd"
2 Descriptions and prescriptions for leaders and leadership in the 21
st
Century:what we
are calling *enaissance leadership Aere" we draw on nota#le and influential authorities on
leadership
.y e$ploring these two future)oriented su#;ects against the conte$t of relevant past and current
leadership paradigms we sought to reveal whether or not there were any significant gaps in the
theory and practice of leadership" and to identify specifically what these gaps and their implica)
tions might #e 'pecifically" are current #eliefs a#out and practices of leadership sufficient to
meet the leadership demands of the 21
st
CenturyE
Ne$t" we too& a loo& at the current literature covering leadership development" #oth from a pro)
fessional development and management education perspective !gain" we wanted to ascertain
whether or not and to what e$tent leadership development programs are effectively addressing
the needs of 21
st
Century leaders and the organisations and institutions that will depend on them
,ur comparison of the leadership development 0state of the art1 with forecasts concerning future
leadership re(uirements reveals several significant gaps These gaps and their implications are
summarised in two sections of the review of the literature #elow" The Leadership =ap and The
Leadership Development =ap
LEA%ERSHI&/&AST AN% &RESENT
This section presents a #rief" concise overview of leadership and its evolution from early days to
the present /e do not intend to cover the su#;ect e$haustively" as that is #eyond the scope of
this paper and has #een done handsomely #y others
14
,ur purpose is to position leadership" con)
ventional and contemporary" as opposed to emerging" non)traditional forms of leadership2 the
latter to #e covered in the section titled The New Leadership The former provides important
conte$t for where we are today" and sets the stage for considerations and implications regarding
leadership and" particularly" leadership development for the 21
st
Century
The =reat Man theory of leadership is the earliest esta#lished view This view essentially holds
that individuals are #orn with potential for greatness" endowed with special personalities and
a#ilities that destine them for leadership and success in those roles They ac(uire power" wisdom"
14
'ome of the sources the authors have found to #e useful with respect to the topics addressed herein include8
.ryman 3244C5" Aogan and >aiser 324475" Aumphreys and Einstein 324465" van 'eters and Field 31??45" and
/inston and Datterson 3244@5
B
and courage naturally 3Lu&l" 24425 The =reat Man theory was prevalent amongst scholars dur)
ing the 1?
th
Century and into the 24
th
" and may have influenced the 0inherent view of leader)ship1
that em#odied much of early 24th Century thought on leadership 3>ir&patric& and Loc&e" 1??15
and was largely manifest in the trait theories that gained ground in the early decades of last
century
+nfluenced #y the =reat Man theory" trait theorists also assumed that leaders were #orn2 they pos)
sessed personal characteristics differing from the masses who" generally" were &een or needed to
#e led 3Aollander" 1?B@5 Traits included appearance" intelligence" strength" #earing" and even
station or position in society Trait theories dominated leadership research until the 1?94s" #ut
were eventually overcome #y the fact that it was impossi#le to identify traits that e$plained and
predicted leadership under all conditions 3Nye" 244B5 The assumption that =reat Men and those
with leadership potential are #orn 3not #red5 &ept attention away from developmental aspects of
leadership 3Aollander" 1?B@58 what e$periences and education contri#ute to a leader%s develop)
mentE There was also an aspect of elitism in these views8 as leaders are #orn privileged" only the
privileged could #ecome leaders /e don%t &now if such #eliefs actually hindered the less ad)
vantaged or ;ust reflected the #ias inherent in society !s a postscript" trait theories are not entire)
ly dead" as some current competency models suggest that a set of characteristics can descri#e
effective leadership 3see" for e$ample" Aollen#ec&" McCall" and 'ilFer" 244@5
Dissatisfied with the traits)centered approach" scholars turned to #ehavioural theories of leader)
ship 3Nye" 244B2 Lu&l" 24425 .ehavioural theories" emphasising interactions with followers -
how leaders should #ehave - were pervasive during the period spanning the 1?94s to the 1?@4s
Early research in this area centred on classification of leadership #ehavior8 which leadership
#ehaviors were most effective across the #roadest range of situationsE Despite much research" it
was difficult to identify consistently present and effective #ehaviour 3'chiro" 1???5
Focus #egan to shift to situational aspects of leadership in the 1?@4s" leadership #ehaviour ap)
propriate to conte$t or contingent on the situation 3Nye" 244B2 Lu&l" 24425 Fiedler%s 31?@C5 least
preferred co)wor&er model" Aersey and .lanchard%s 31?@?5 situational leadership theory" and
/offord and Lis&a%s 31??65 path)goal theory of leadership reflect this new approach +t was
thought that leadership style in interaction with followers and the situation can determine the
effectiveness of group performance8 different leadership styles are most effective in different
types of situations 3!shour" 1?C62 Fiedler" 1?B62 Mecchio" 1?CC5
+n situational leadership theory model 3'LT5" leaders vary their focus on tas& and relationship
#ehaviors to deal with different levels of follower readiness 3a#ility and willingness5" Aersey and
.lanchard 31?@?5 'uccessful leadership can #e achieved with the right leadership #ehavior and
it is influenced #y the level of the follower%s readiness 3.lanchard" Nigarmi" and Nelson" 1??62
FernandeF and Mecchio" 1??C5 The advent of #ehavioural and situational models and theories
advanced leadership theory from something with which we are #orn to something we can learn"
giving rise to the leadership development movement
.y far the most influential leadership theory currently in vogue is transformational leadership
Transformational and transactional leadership theory was e$panded #y many scholars" led #y
.ruce !volio and .ernard .ass during the 1?B4s and 1??4s 3see" for e$ample" .ass" 1?B72 .ass"
et al" 1?BC2 and .ass and !volio" 1??9
11
Transactional leadership theory involves contingent
reinforcement Leaders% praise and rewards motivate followers" and negative feed#ac& and
disciplinary actions correct them .ass and 'teidlmeier 31???5 e$plained that the leader ma&es
11
The authors respectfully ac&nowledge Games Mac=regor .urns as the 0father of transformational leadership"1 he
having defined and distinguished transformational and transactional leadership in his pivotal #oo& %eadershi!
31?CB5
?
assignments or consults with followers a#out what should #e done in e$change for implicit or
e$plicit rewards and the desired allocation of resources Thus" the transactional leader is &een to
emphasise the giving of rewards if followers achieve the agreed level of performance standards
3.ass et al" 1?BC5 Transactional leadership theory is o#;ective2 it assumes that leaders and
followers act rationally in accordance with the contractual relationship and fair transactions
/hile transactional leadership focuses on the transactional relations of leaders with su#ordinates"
transformational leadership attempts to include four components8 charisma or idealised influ)
ence" inspirational motivation" intellectual stimulation" and individualised consideration Imost
treatments of transformational leadership deal with these four components2 Aumphreys 324475
provides a good overviewJ Transformational leaders attempt to elevate the needs of the follower
in line with the leader%s own goals and o#;ectives" while the transactional leader concentrates on
maintaining the status (uo #y satisfying the follower%s current psychic and material needs 3.ass
et al" 1?BC5 Thus" the focus of transformational leadership lies on the inner dynamics of a
freely)em#raced change of heart in the realm of core values and motivation" on intellectual
stimulation" and a commitment to treating followers as goals" not means" while transactional
leadership focuses on outcomes and aims for #ehavioural compliance not necessarily consistent
with the genuine needs of followers 3.ass and 'teidlmeier" 1???5 Transformational leadership is
also considered moral leadership #ased on values" vision" charisma" and the leader%s concern for
others in the organiFation
12
.ass and 'teidlmeier 31???5 write"
+f transformational leadership is authentic and true to self and others" it is characteriFed #y high
moral and ethical standards in each of the dimensions it aims to develop the leader as a moral
person and creates a moral environment for the organiFation1 3p 1?15
Transformational leadership theory continues to #e ela#orated and distinguished Though there is
little dou#t of its primacy at present" there is disagreement amongst scholars as to how narrow or
#road transformational leadership is and what it centrally concerns ,f relevance here is de#ate
concerning 'ervant Leadership 3=reenleaf" 1?CC2 'pears and Lawrence" 24425 and transforma)
tional leadership8 is one a su#set of the other" and if so which comes firstE
16
+n our categorisa)
tion" we split the two" finding sufficient reason to treat 'ervice < 'ervant Leadership and Trans)
formational Dotency as separate leadership constructs 3see The New Leadership5
This (uic& leadership retrospective leads to several conclusions Leadership evolution has pro)
gresssed from a view that leaders are #orn and #elong to an elite minority to a view that leaders
are #red They ma&e themselves" or can #e developed" or #oth .ennis 324465 writes that 0true
leaders are not #orn" #ut made" and usually self)made Leaders invent themselves1 3p 665
DeDree 31?B?5 agrees8 0Leadership is an art" something to #e learned over time1 3p 65 Thomas
3244B5 would also agree8 0Cruci#le e$periences" when properly set up" managed and mined" can
help aspiring companies develop their ne$t generation of outstanding leaders1 3p 1B5
19
This has important implications for access to leadership and its potential #readth Leadership
need not remain the prerogative of the few Limited #y neither traits nor social class" many more
individuals can" at least potentially" #ecome leaders This is good for not only individuals" #ut for
organisations as well The #roader spectrum of (ualities individuals might #ring to leadership
12
This simplification neglects very real concerns regarding who determines the moral and values set" or pro#lems
when morals and values amongst the organisation" leader" and followers are incongruent +t seems the real power of
the transformational leader is achieving this congruence
16
Aumphreys 324475 and 'mith" Montagno" and >uFmen&o 324495 underta&e comparisons of transformational and
servant leadership The latter allude to the (uestion 0to serve or to transformE1 /e thin& a synthesis is possi#le
19
Cruci#le e$periences 3trial #y fire5" transformative processes involving challenge" adaptation" and learning" are
discussed in .ennis and Thomas 324422 244C5 and Thomas 3244B5
14
positions adds richness and variety:a hy#rid vigour
17
:that may ma&e organisations adaptive
and resilient
Leadership has moved from something a man is 3with nota#le e$ceptions" men have #een the
leaders throughout history5 to something an individual does" a way of #ehaving in dynamic inter)
action with others and within situational conte$ts =reater consideration is given to the nature of
followers" for e$ample 3see discussion of followership under 'ervice - 'ervant Leadership5
Leadership is coming to #e seen as a social process" consisting of mutual influence 3AerneF)
.roome and Aughes" 24495 and increasingly a distri#uted process 3Crevani" Lindgren" and
Dac&endorff" 244C2 'pillane" 24475 The decentralised" networ&ed world demands a new &ind of
leadership" one vested not in a single individual or elite minority" #ut on many The many" for the
first time in history" will all have necessary access to information2 they must #e willing and a#le
to use that intelligence to ma&e time)sensitive decisions in dynamic situations
This notwithstanding" conventional thought continues to envisage leadership as vested in a person
3the leader5" the capa#ilities he or she has" and the relationships and interactions this person has
with others Mc>ee" .oyatFis and Gohnston 3244B5 elo(uently underscore this point a#out seeing
leaders as single ar#iters of greatness8
To us" there is no no#ler goal than to lead people to e$cellence" fulfillment" and collective
achievement ,ur lives" our society" and our planet have changed rapidly and unpredicta#ly in
recent years:and this is pro#a#ly ;ust the tip of the ice#erg +f we are to find our way to a
#etter world" a more sta#le environment" and societies in which all people have access to life%s
gifts" we need people who can see #eyond today" spar& hope instead of despair" and draw
others into an intentional ;ourney of transformation /e need more great leaders who thin&
and act in new ways:women and men unafraid to travel the road less ta&en" the road that
re(uires vision and courage 3p i$5
!s we proceed further into the new millennium" there still seems to #e a #elief that the #etter the
leader the #etter the performance" due to some influence he or she e$erts over others Leaders
still get the credit for success and the #lame for failure !nd" there have #een too few success
stories and many sagas of horror in recent decades There is some suggestion that conventional
leadership is #eing supplanted #ecause it no longer wor&s .y conventional" we do not mean #ad"
#ut inappropriate given the circumstances of our changing world .y definition" conventional
leadership #ecame conventional #ecause it wor&ed +t was prevalent and favoured Managerial
leadership" for e$ample" was an integral part of scientific management and the growth of the
corporation and #ureaucracy Ta#le 9 highlights some of the distinctions #etween conventional
leaders and emerging views of leaders and leadership To a lesser e$tent" the left column of
Ta#le1" managers and management" reflects a view of leaders that har&s to an era preceding the
current 0age of uncertainty1 3see the following section" The 21
st
Century5
Conventional leaders drove progress for much of the 1?
th
and 24
th
Centuries Their strengths"
however" may now #e lia#ilities /ith their conservative" ris&)averse" and mechanistic tenden)
cies" and their penchant for hierarchy" positional power" and centrality" conventional leaders
cannot contend effectively with dynamic and uncertain 21
st
Century realities They are ;ust not
17
Ay#rid vigour seems to #e e$periencing a renaissance of appreciation and application in management and organ)
isation studies under the concept of 0re(uisite variety1 3see" for e$ample" Espinosa" Aarnden" and /al&er" 244C5 +n
comple$ity science" re(uisite variety implies alternatives or choices:the more choices a system has 3and ena#led to
ma&e them5" the more ro#ust it will #e /e li&en this to hy#rid vigour" the evolutionary advantage of out#reeding
and o#taining the virtues of genetically distinct parents 3/e are neither cy#erneticists nor geneticistsO5 /e
employ the organic metaphors of homogeneity and heterogeneity in our wor& with teams" with respect to perform)
ance and effectiveness 3see 'tacey" 2442" for an application of this5
11
sufficiently fle$i#le and adaptive +f this weren%t grave enough" conventional leaders have gotten
themselves and their organisations into trou#le through unethical" self)serving #ehaviours" and
misguided heroism >ucFmars&i and >ucFmars&i 3244C5 write
They 3ego centric leaders5 focused on their needs rather than the needs of their peopledid not
deliver as promised" committed serious ethical errors" lac&ed a solid set of values" and incurred
#oth mistrust and disdain They also cost their organiFations dearly in terms of prestige" repu)
tation" and financial well)#eing1 3p@5
+t is unfortunate that today%s leaders have gotten 0a #ad rap1 for the failings of a few .ut"
perhaps" re)cent dramatic and much)pu#licised scandals have actually done us a service #y
diverting attention from leaders seen or #ehaving as if they are invinc)i#le and a#ove the law to
focus upon leaders who are doing their #est to serve the common good +t is an interesting
parado$ that we seem to #e coming full)circle Emerging views of leadership are largely
concerned with attri#utes such as character and authenticity:who the leader is /e may have
had to e$plore the o#;ective" rational" and scientific only to conclude that we are and should #e
human #eings The good news is we now &now that many of the competencies re(uire)ed of the
new millennium can #e learned ,ur primary tas& may #e unlearning the ha#its of the past
1@
Im standing at the crossroads
'(
!s we enter the new millennium" two 3mi$ed5 metaphors for leadership are apt8 the 0#u##le has
#urst1 and 0leadership is at a crossroads1 The 0#u##le has #urst1 infers the notion of leader as
superhuman" heroic" infalli#le" one man at the top" in charge and in control is vaporising 3see
Endnote 25 'uch individuals are few and far #etween" if they e$ist at all !spiring to reach the
heights of great power" prestige" and influence may still drive the am#itious" and lauding those
who seemingly have 0made it1 may #e common amongst us commoners" #ut leadership vested in
one =reat Man is decreasingly seen as possi#le or desira#le This #rings us to the second meta)
phor" that of 0leadership at the crossroads1 /hile leadership throughout history has #een seen as
the prerogative and duty of the privileged and very minority elite" it is increasingly seen as a
collective and shared enterprise 3see Endnote 65 For the lion%s share of human evolution" our
vast ma;ority was uneducated and e$plica#ly disenfranchised Dower and control were vested
and remained in the privileged who" in the #est of times" ruled mercifully" if paternalistically
/ith widespread education and a swelling middle)class" such governance is inappropriate and
untena#le The vast ma;ority can and should have more say in the affairs of their wor& and com)
munity" and more control over their own destiny These are not the words of idealists and social
change provocateurs 'uch is the evolution of society and leadership +f shifts toward shared
leadership and power weren%t occurring as a result of changing values and endemic lifestyles"
they would need to occur in any event due to the increasing comple$ity of and rapidity of
change
1B
!s we argue elsewhere in this paper8 no one individual 3or nation for that matter5 can
unilaterally solve difficult pro#lems or ma&e the #est decisions2 #ut" collectively" we can
1@
The following are useful sources for 0unlearning18 .ec&er" Ayland" and !cutt 3244@52 .ettis and Drahalad 31??752
Cegarra)Navarro and Moya 3244752 Cegarra)Navarro and Dewhurst 3244@52 de Aolan" Dhillips" and Lawrence
3244952 *e#erni& and 'irec 3244C52 and 'in&ula 324425
1C
From *y Cooder%s production of 0Crossroads"1 written #y #lues legend *o#ert Gohnson" and immortalised in the
1?B@ film )rossroads.
12
Conventional leaders are insufficiently flexi(le and
adapta(le to contend effectively 'ith the dynamic
and uncertain realities of the *+
st
Century)
Mana0ement or Leadershi1/Not Just Semanti2s
Numerous authors have compared managers and leaders or otherwise entered into de#ate con)
cerning whether or not they differ 3>otterman" 244@5 /e #elieve management and leadership
differ across a num#er of important dimensions" and offer a range of contrasts and distinctions in
the ta#le #elow
Management Managerial Characteristics Leadership Leader Characteristics
0ocus on day#to#day activities and tas&s) 0ocus on strategy and long#term o(/ectives)
Changes and improvements are incremental and in accord 'ith
accepted 'ays of doing things)
Change is fundamental transforming the essence of the
organisation)
Single#loop learning) Tied to past experience) 1ou(le# and triple#loop learning) Loo&s for complex relationships
and second#order effects) 0osters ne' 'ays of thin&ing)
Transactional) Achieves (ehaviour change and desired outcomes
through exchanges 2inducements sanctions and re'ards3)
Surface)
Transformational) Achieves (ehaviour change and desired
outcomes through inspiration encouragement ena(lement and
empo'erment) 1eep)
0ormal and mechanistic) Impersonal) 1ispassionate) Informal and organic) Caring) Emotional 4 passionate)
Centralised hierarchical positional po'er) 1ecentralised flat distri(uted po'er)
Command and Control) Shared decision#ma&ing)
5anagerial pro(lem#solving) Participative pro(lem#solving)
Imposed discipline) Self#discipline)
Involvement strictly limited to ,need to &no'). Wide involvement and engagement)
Consensus) 1iversity)
Efficiency doing things right) Attention to performance and
consistency 'ith respect to standards procedures and norms)
Effectiveness doing the right things) 1iscern and focus on the
priorities of greatest overall impact)
Content) Context)
0ocus on trees getting the elements and su(systems right) 0ocus on forest ho' all the trees comprise a 'hole and the
relationship of the 'hole to other systems in the environment)
6nderstands and 'or&s effectively 'ithin the culture of the
organisation)
Envisages and compellingly communicates ne' culture and other
possi(ilities) Leverages existing culture 'hile em(odying the
change needed)
Status 7uo) 0uture State)
Implementer) !isionary)
Telling 4 Selling 4 Advocating) Instructive 4 1irective) Inviting 4 Consulting 4 In%uiring) 0acilitative)
8rganising) 9alvanising: mo(ilising)
What; Why; Why not;
9ets the /o( done) 5eets o(/ectives) $uilds future capa(ilities) 0osters learning)
Tas& and content expertise) 8perational) Context expertise) Strategic)
Po'er#'ielding) Empo'ering)
Ta3le *. Typical Comparisons and Contrasts #etween Manager and Leader Characteristics .ased on !llio 3244752
Day and 'choema&er 3244B52 >anungo 31??B52 >ent 324475" >otterman 3244@52 and Ta#orda 31???5
1?
1B
Comple$ity is larger than leadership and far e$ceed the #oundaries of this paper /hile s&imming its surface does
not do it ;ustice" touching upon comple$ity is inescapa#le" given our aspirations to discuss leadership in the 21
st

Century ! couple valua#le sources germane to this paper include 3Espinosa" Aarnden" and /al&er" 244C2 Aays"
244C2 Dlowman" et al" 244C2 and van Ei;natten" 24492 'ee" also" Footnote 17 3hy#rid vigour < re(uisite variety5
1?
For readers &een on &nowing more a#out comparisons and distinctions #etween leaders and managers" .edeian
and Aunt 3244@5 provide a fascinating e$change on the su#;ect" covering #oth historical and conte$tual aspects Teo)
16
/e do not suggest that either management or leadership is #etter than the other" and we generally
agree with most current scholars who maintain organisations need #oth management and leader)
ship" as discussed #elow /e include this section #ecause distinctions #ear on how leadership
development has #een focused until now ! #ias 3however unconscious or unintended5 toward
management over leadership development has had significant conse(uences for today%s organisa)
tions This #ias may #e the result of pervasive assumptions and #eliefs a#out leadership and who
leads +t might ;ust #e a natural conse(uence of
management s&ills #eing easier to define" instruct"
and develop than leadership competencies +n any
event" leadership development for the 21
st
Century
must #e transformed" and an understanding of the
&ey differences #etween management and leadership
is essential for needed reform
.ased on his review of the literature" >otterman 3244@5 concludes that #oth leadership and man)
agement are important8 while there are some overlaps #etween leading and managing" and some)
times managers lead and leaders manage" there are &ey differences and organisations re(uire
#oth >otterman 3244@5 ma&es several additional points of relevance here8 'enior managers
often 0#elieve they are leading when in fact they are managing1 and" as >otter 31??75 claimed"
0most H' corporations are typically over)managed and under)led1 3p1@5
24
McCartney and Camp#ell 324475 assert that individuals can #e leaders or managers" #oth" or
neither They add that people have varying levels of #oth leadership and management compe)
tence2 #oth are needed for success" and individuals need to continue learning and developing
whatever their level in the organisation They note that the presence of either leadership or man)
agement competence can lead to a person #eing recognised as 0high)potential"1 #ut derailment is
possi#le if the individual does not continue to develop #oth leadership and management s&ills
>ent 324475 has also articulated distinctions #etween leaders and managers" and argued that in)
dividuals need to develop #oth leadership and management s&ills Effective leaders and man)
agers will #e a#le to apply the capacities of either as the situation re(uires Loung and DulewicF
3244C5 agree" noting that successful e$ecutives tend to #e good at #oth leading and managing
Neuschel 324475 writes
I'Juccessful organiFations are run #y men and women who are in com#ination #oth managers
and leaders !ll of us possess some of the (ualities of each The pro#lem is not in deciding
which to #e" #ut rather in achieving the right #alance of the managerial and leadership
characteristics that each individual e$ecutive should possess 3p645
Di$on and Monin 3244C5 trace a provocative evolution of and #etween management and leadership in their (ualita)
tive analysis of the language of leadership Nigarmi" et al 324475 distinguish leaders and managers across a num#er
of dimensions and orientations2 see" especially" p 1C65
24
,n the other hand" LorenFi 324495 worries that 0the Povermanaged and underled% thesis has O produced a general
denigration of management as an important #usiness role1 3p 2B95" adding that 0=ood leadership re(uires good man)
agement s&ills2 good management is an essential part of prosocial leadership1 3i#id5
19
Leadership development for the *+
st
Century must
(e transformed and an understanding of the &ey
differences (et'een management and leadership is
essential for needed reform
THE )*
ST
CENTURY
Its the end of the world as we now it* "R+,
-'
Though they write of #oth pro#lems and opportunities arising in the coming decades" the scen)
arios postulated #y futurists are #y and large #enign Most of the topics covered in the various
treatments on the 21
st
Century 3future trends5 we reviewed can #e segmented into four inter)
related divisions8 technology" glo#alisation" diversity" and >nowledge /or&ers" and a fifth cate)
gory" uncertainty" which pervades most considerations of the forthcoming decades Hncertainty
and unpredicta#ility have always #een a part of human e$istence and something with which
leaders have had to contend .ut" there is little disputing that the pace and comple$ity of change
is unprecedented and only li&ely to continue to accelerate and e$tend Technology will continue
to increase speed and efficiency2 glo#alisation will change the 0map1 of operations as the world
continues to #ecome a smaller place2 diversity will reign" changing the composition of our wor&)
force" suppliers" customers" and other sta&eholders2 and the inevita#le swelling of >nowledge
/or&ers and the impact of the &nowledge society will dramatically and forever change leadership
and organisations
These predictions" while reasona#le" will unfold within a conte$t of uncertainty Never #efore
have so many #een so engaged in and with an ever)changing environment ,ur needs for a sense
of sta#ility will #e severely challenged Those li&ely to flourish under such conditions will pos)
sess superlative resilience and adapta#ility
22
$oing with the flow will ta&e on an entirely new
significance +n this environment" attitudes and #ehaviours must #e much more organic" more
naturally mallea#le and muta#le ,ur guides and guidelines will have to #e visions" principles"
and values" as directives" rules" regulations" fi$ed procedures" and stipulations will (uic&ly #e)
come counterproductive and irrelevant Those things that have traditionally made us feel safe
will #e our undoing
The more salient features of the 21
st
Century are arrayed around the four segments of the 0future
trends pie1 and superimposed over the uncertainty oval in Figure 1" along with references to re)
searchers and authors who have pu#lished on the respective issues These closely related trends"
or forces" have significant implications for organisations and institutions of all types /hat we
do" when" where and how we do it" and with and for whom are all impacted #y these environ)
mental factors
Glo"alisation. =lo#alisation" in large part" is an inevita#le conse(uence of advances in tech)
nology Nota#ly the internet and the access it has provided to citiFens the world over to inform)
ation and the connectivity it permits to people virtually no matter where they are True" softening
of regimes" #orders" and trade restrictions are ena#ling greater traffic of people" products" and
ideas This is not to say that everyone has it good Doverty" sic&ness" and in;ustice reign supreme
is some areas of the world" and must #e of concern to us all +n the glo#alised early)21
st
Century
environment ena#led if not driven #y digital communication and media" we cannot distance
ourselves from these hotspots For #etter or worse" we are all connected and interdependent +t
does not re(uire soothsaying a#ilities to predict that the coming generations will e$perience an
upswing in glo#al citiFenship such as we have never seen" characterised #y acts of #rotherhood
21
'ee also Dearce and ManF 3244758 0The end of leadership as we &now it"1 as discussed in Endnote 9
22
'ee .ennis and Thomas 324425 with respect to adaptive capacity The single)most important attri#ute of
successful leaders" they e$plain" is the a#ility to ma&e the most of difficult situations and learn from challenging
e$periences
17
and stewardship on a grand scale" partially as recognition that we are all in this together" har&ing
to notions of 0spaceship earth1 popularised in the @4s
26
26
.uc&minster Fuller pu#lished his #oo& .!erating ,anual for S!aceshi! +arth in 1?@6 >enneth .oulding
presented his wor& 0The Economics of the Coming 'paceship Earth1 in 1?@@
1@
'i0ure *. Future Trends Die" reflecting the four segments" Technology" =lo#alisation" Diversity" and
>nowledge /or&ers" against a pervasive #ac&ground or conte$t of Hncertainty The authors ac&nowledge that
>anungo identified 315 #usiness glo#alisation" 325 e$plosion of +nformation Technology" 365 diverse la#ourforce
and mar&et" and 395 increasing demands for #usiness social responsi#ility as four mega)trends in his insightful
wor& of 1??B
The future 'or&place 'ill not (e anything
li&e it has ever (een in terms of the ,mix.
of employees 2<egelsen *==>3) 1iversity
in gender race and generation amongst other
differences poses many challenges in addition to
the opportunities and strengths that ,hy(rid vigour. (ring
to the 'or&place) 8rganisations 'ill have to contend 'ith
this mix 'hile attracting diverse employees in a 'orld
'here competition for talent ma&e recruitment and retention
more difficult than ever 2<an&in *==?3) Immigration is
changing the face of developed countries 2Cetron and
1avies *==@3) 9enerational differences pro(a(ly unli&e
ever (efore 'ill exist in the 'or&place 2<an&in *==?3)
1ifferences in age and the respective values and attitudes
and s&ills and experience that accompany them 'ill chal#
lenge 'or&ers and organisations and intensify potential
conflict (et'een generations 2<eadington *==+3) 8lder and
more experienced 'or&ers are leaving employment 2Tulgan
*==A3 'hich has implications for management as does the
s'elling of youthful 'or&ers 2<an&in *==?: 5arston *==B3)
It is hard to predict 'hat the trade#offs 'ill (e (et'een loss
of experience and gain in adapta(ility) There also appears
to (e a significant shift in 'hat employees see& and expect
from 'or& from having the (est and ne'est technologies to
maintaining 7uality of Life 4 'or&#life (alance 2$oddie
Contardo and Childs *==B: 5amaghani *==>: 5atathia
and Sal-man +CC@3 and 'or& that provides meaning and
serves a higher purpose 2<an&in *==?3) Leaders 'ill need
to exercise tolerance acceptance flexi(ility and respect for
employees of all types and status to ma&e the most of the
diversity that is the *+
st
Century)
The 'orldDs increasing interdependence and inter#
connectivity 'ill continue to impact (usiness and
organisational life ma&ing everything more complex
than ever (efore 2Cetron and 1avies *==@:
5aciariello *==>: 5amaghani: *==>: van 8pstal
+CC@: "ao *==>3) 9reater options and opportunities
may (e offset (y greater ris& and complication) There
'ill continue to (e vast migrations of people and /o(s
'ith /o(s flo'ing to cheaper la(our mar&ets in devel#
oping countries 2Spreit-er and Cummings *==+:
Cetron and 1avies *==@3 and huge immigration to
developed countries 2<an&in *==?: Cetron and
1avies *==@3) Even managerial and professional
/o(s are li&ely (e outsourced 29oldsmith *==>3)
Leaders must (e glo(ally a'are and (ecome
,glo(al citi-ens). This is li&ely to re%uire
ne' leadership development path'ays
and continuous rene'al)
Technology continues to change the nature of (usiness
and 'ill only accelerate the speed of change and in#
fluence of other trends such as ma&ing the 'orld
economy more competitive 2van 8pstal +CC@3: in#
creasing outsourcing effectiveness and international#
isation 2Cetron and 1avies *==@3: increasing &no'l#
edge 'or& and value of &no'ledge 'or&ers
21avenport *==+: La'ler *==+3: expanding telecom#
muting 25amaghani *==>: 5atathia and Sal-man
+CC@: To'nsend 1e5arie and <endroc&son +CC@3:
and may give competitive age to younger employees
'ho are li&ely to remain more technologically savvy
2$oddie Contardo and Childs 2*==B3 5arston *==B3)
Leaders 'ill need to stay a(reast of technological
advancements possess a modicum of relevant
s&ills and appreciate the needs and
expectations of the 'or&force)
Knowledge
Workers
Globalisation Technolog
!i"ersit
We are entering a ne' age the era of
human capital 2La'ler *==+3) The next
social order 'ill (e a &no'ledge society
21avenport *==+3) <ere &no'ledge is the
&ey resource and Eno'ledge Wor&ers are the
dominant group and its most valua(le asset 21ruc&er
cited in Teo#1ixon and 5onin *==B3) ,People (us#
iness. is the next management frontier 2Euc-mars&i
and Euc-mars&i *==B) Covey 2*==>3 9laser 2*==?3
and others stress that it is a people orientation that 'ill
define the ne' leadership) <ighly#s&illed 'or&ers and
&no'ledge professionals 'ill (e in greater demand than
ever and employers in the *+
st
Century 'ill struggle to
hire and retain them 2Spreit-er and Cummings *==+3)
Eno'ledge professionals 'ill (e demanding) They 'ill
ma&e up their o'n minds as to ho' much of them#
selves they 'ill give to their 'or& according to ho' they
are treated and the opportunities they are accorded
2Covey *==>3) Leading Eno'ledge Wor&ers and the
&no'ledge society demands a &ind of leadership the
'orld has never (efore experienced or re%uired)
Uncertainty Uncertainty
,f relevance to this paper generally and" here" to glo#alisation and diversity as to the ne$t feature
of the 21
st
Century" are MintF#erg and =osling%s 324425 characteristics of effective managers
They present five characteristics" as shown #elow /e have lin&ed the five to the respective
dimensions of our eight leadership competencies for the 21
st
Century
1 Managing 'elf - intrapersonal s&ills concerning self)&nowledge" )esteem < security" and
)control This aligns with our +motional Intelligence and Authenticity dimension
2 Managing *elationships - interpersonal and colla#orative s&ills8 the a#ility to #uild and
sustain relationships with people from a #road spectrum of diverse #ac&grounds:our Social
+ngineer and Relationshi!-/uilder dimension The a#ility to perceive what others may need
and want and to help them see how they can o#tain desired ends #y wor&ing together may
also point to the %eader as Integrator.
6 Managing ,rganisations - these are the typical managerial competencies 3analytical and
functional s&ills5 /e have not included these amongst our eight sets of (ualities these are
central to and dominant in conventional leadership in our view
9 Managing Conte$t - Aere" MintF#erg and =osling 324425 were concerned with the inter)
national" glo#al conte$t .eing e$posed to and coming to understand people from diverse
#ac&)grounds and seeing what ma&es the world go round from different points of view enrich
ones understanding of self and e$poses the limits of parochial worldviews This falls firstly
into our competency set )a!acity for )om!le0ity and Strategic Thought and somewhat less
so into %eader as Wise1 2irtuous1 and +thical. The a#le conte$t manager is" as we discuss
elsewhere herein" enlightened" the renaissance leader and glo#al citiFen of the 21
st
Century
29
7 Managing Change - Closely lin&ed to our Transformational 3otency dimension" managing
change concerns #oth personal and organisational change 3or learning and development5" per)
sonal transformation sometimes necessary to achieve e$ternal change
!lso of relevance to this paper and a point to which we will later return is that MintF#erg and
=osling 324425" while #elieving management s&ills can #e learned" offer little encouragement for
the development of management competence in the classroom +n a vicious cycle" individuals
cannot learn management without management conte$t /e agree in principle" #ut disagree that
management cannot #e learned in the classroom !s we later show" there are effective means for
creating relevant conte$t in the classroom" including the provision of management wor& and
using diversity
Diversity. !s technology fuels and ena#les glo#alisation" glo#alisation" in turn" promotes
diversity Migration" alone" will account for dramatic demographic shifts" changing the face of
developed countries forever Even without this ma;or shift" the wor&er of the 21
st
Century is a
very different individual than ever #efore /ith evolving values and lifestyles" longer life spans
and improved health" and other factors" the new wor&er loo&s" sounds" and acts differently" e$)
pects more from his or her employer 3indeed from community and society5" and is unwilling to
accept unfair treatment or unreasona#le demands /ith employment possi#ilities - for the first
time" really - availa#le to people anywhere in the world" employers are going to have to #e even
more attentive to serving their employees:catering to needs" preferences" (uality of life and
wor&)life #alance issues" and professional development2 and" in general" creating wor&place
environments that are caring" accepting" humanising" and offer more than ;ust a pay chec&
29
*eaders are directed to Aampden)Turner and Trompenaars 324445 for #road and helpful coverage of cross)cultural
differences and the development of competencies that enhance the effectiveness of cross)cultural interaction
1C
Tehnolo#y. Coming full circle" technology will increasingly #e driven #y glo#al competition8
the need to do things faster" cheaper" and #etter will only continue !dvancements made else)
where will #e more readily incorporated locally +deas - the great generators of progress - will
come from harnessing the collective #rilliance of a diverse wor&force" some of whom may never
even physically #e in the same space None of this comes automatically" however" or naturally
Leaders of the 21
st
Century are going to have to #e consummate creators of community" architects
and #ridge)#uilders that #ring people together and ena#le and inspire them to do great things
They will need to #e the role models for overcoming the challenges and ma&ing the most of
diversity
$nertainty. /ith the comple$ity and speed of change only li&ely to increase" uncertainty will
define our lives The future is more unpredicta#le than it has ever #een and the planning window
even narrower #ecause of the multiplicity of things to consider 3(uantity and &ind of varia#les5
and the complicated nature of their inter)relationships" and the speed with which opportunities
and threats come upon us This ma&es traditional planning and preparation difficult" if not im)
possi#le 3Ainterhu#er" 1??@5 /e can" however" #etter learn to read emerging trends and con)
sider their implications 3Day and 'choema&er 3244B5 'charmer 324415 advocates that leaders
0develop the capacity for Pprecognition"% the a#ility to sense and actualiFe emerging potentialsO
#efore they #ecome manifest in the mar&et place1 3p 16C5 Ae descri#es this precognitive
capacity as 0tacit nowledge !rior to its em#odiment1 or self)transcending &nowledge 3op cited2
emphasis in the original5 !t the ris& of over)simplifying" 'charmer 324415 e$plains that infra)
structures that promote shared action 3pra$is5" shared reflection" and shared will are re(uired to
foster a team%s or organisation%s a#ility to precognate 3self)transcend &nowledge5 that will ena#le
the perceiving of emerging trends /e will return to this notion in e$ploring leadership
development
/e can also e$ercise our responsiveness and fle$i#ility through scenario and contingency plan)
ning 3'chwartF" 1??15 Day and 'choema&er 3244B5 counsel that vigilant leaders develop stra)
tegic foresight" which they characterise as having longer time horiFons" greater fle$i#ility" and
incorporating widely diverse inputs" through the use of scenario planning" real)options thin&ing"
and dynamic monitoring They use an 0outside)in approach to strategic planning that starts with
the outside world" as opposed to an inside)out process that starts with growth targets and other
financial performance measures1 3p 9C5 =raetF 324425
emphasises the importance of #ringing strategic thin&ing
into strategic planning" a process that produces creative
and synergistic tension #etween the emergent" intuitive"
and synthetic cognition and the more analytic" rational
process of planning This permits leaders to contend more effectively with the volatile and
unpredicta#le environment" focusing strategy on continuous adaptation and improvement
The #etter we can foresee coming challenges and respond to them confidently and creatively" the
greater our competitive advantage over those who do not attempt to 3'preitFer and Cummings"
24415 MroF 3244@5 warns" however" that despite our #est efforts to predict and plan" events will
happen #eyond our control /e need to #e adapta#le and resilient" not prescri#ed To that end" it
seems that developing leaders" indeed all employees" to #etter e$ist with uncertainty 3tolerance
for am#iguity
7
5 would #e a good course of action
3'chwandt" 24475 The wor& that Luthans and
others are doing on positive psychology < positive
psychological capital and its application in the
wor&place is promising in this regard 3Luthans" 24422 Luthans" Luthans" and Luthans" 24492
Luthans" !volio" !vey" and Norman" 244C2 Luthans and Loussef" 244C5 These researchers are
1B
A prime tas& for *+
st
Century organisations is developing
leaders at all levels 'ith a high tolerance for am(iguity)
Strategic systemic thin&ing permits leaders to
contend more effectively 'ith the volatile and
unpredicta(le environment focusing on
continuous adaptation and improvement)
e$ploring the value of healthy" constructive states such as optimism" resilience" efficacy" hope"
confidence" and courage" and related #ehaviours such as citiFenship and principled action There
are stri&ing parallels #etween the focus of this positive scholarship and descriptions of and pre)
scriptions for *enaissance leadership
/hile we may not #e a#le to predict and control events with much certainty" we can prepare our)
selves to contend with the un&nown" what /hyte 324495 refers to as the frontier 0over the hor)
iFon1 To help employees and future leaders e(uip themselves for an uncertain future" we can
3and" perhaps" must5 #egin ta&ing them out of
their comfort Fones" while at the same time help)
ing them develop the coping s&ills and positive
attitudes that will ena#le them to navigate un)
charted terrain 3Day and 'choema&er" 244B5 +n so doing" individuals #ecome more confident
and competent at leading themselves" and less dependent on e$ternal" superior authority This is
no easy tas& +n Threshold and Transformation" Aays 3244B#5 e$amines the dynamic #etween
leader and led that most often reinforces the status (uo and maintains the superior)su#ordinate
relationship" with counter)productive conse(uences" including passivity and dependency Even
when the leader strives to empower and 0let go"1 pressures to remain 0in charge"1 ironically from
su#ordinates themselves in some cases" are often too powerful to resist
27
!s control is reasserted
and things get #ac& to normal" the prevailing conditions and #ehaviours #ecome further
entrenched
To overcome this self)reinforcing cycle" followers must mount and successfully pass through a
mental 0threshold1 that consists of self)limiting ways of thin&ing and associated #ehaviours
E$amples of such thin&ing are that it is the leader%s responsi#ility to provide precise guidelines
and clear #oundaries 3to tell them what they have to do" when" and how5 and to solve pro#lems
for them This may #e a threshold for many of us in leadership positions" as well" which partially
e$plains why empowerment and decentralisation are not as easily done as said +n one of many
parado$es Aays 3244B#5 discusses" leaders must ta&e followers with them through the portal
,nce through" #oth are transformed The leader can 0let go"1 and followers can 0ta&e control1
The process may #e arduous" ris&y" and painful" as might #e any ;ourney of e$ploration" #ut the
payoffs are considera#le and perhaps even vital in the coming
decades of the 21
st
Century Leaders must #e willing and a#le to
ta&e their followers to places neither have ever #een" and they must
#e willing and a#le to lead #y letting go8 having e(uipped followers
with the courage" s&ills" and attitudes of e$plorers and adventurers
2@
:the a#ility to lead them)
selves and to wor& effectively in autonomous teams2 and" moreover" the confidence to wor& in
uncertain environments with few if any guidelines or imposed limits Considera#le trust is
needed on #oth parts 3.rower" 'choorman" and Tan" 24442 'alamon and *o#inson" 244B5
%nowled#e &or'ers. Davenport 324415 claims that the ne$t social order will #e a &nowledge
society Lawler 324415 spea&s of the era of human capital +n this dawning age" &nowledge is the
&ey resource" and >nowledge /or&ers are those who wield the power >nowledge /or&ers will
#e the dominant group in this society and its most valua#le asset 3Druc&er" 24422 Teo)Di$on and
Monin" 244C5 >ucFmars&i and >ucFmars&i 3244C5 maintain that 0people #usiness1 is the ne$t
27
!mongst their recommendations for leadership change for the 21
st
Century" Des and Dic&en 324445 declare that
leaders 0Omust Ploosen up% the organisation:stimulating innovation" creativity and responsiveness" and learn to
manage continuous adaptation to change1 3p 1?5 They point to proven methods of challenging the status (uo"
including creating a sense of urgency" facilitating constructive dissent" encouraging ris& ta&ing" and getting everyone
involved
2@
Day and 'choema&er 3244B5 assert that vigilant leaders ena#le e$ploration in their organisations" creating cultures
of discovery #y giving employees latitude to e$plore areas outside their ;o# descriptions and encouraging creativity
1?
,Comfort -ones. must (ecome a thing of the past in the
*+
st
Century) See&ing ,discomfort -ones. may (ecome
the ne' trend)
The *+
st
Century leader must (e
a(le to lead (y ,letting go).
management frontier8 people in organisations are potentially the #est competitive advantage
organisations will have" as it is people who wor& and get results within organisations 0Focusing
on people instead of profits will prove profita#le in
the long term"1 (uir&s 'anders 3244B2 p 1B45
Hnleashing the potential of >nowledge /or&ers and
sustaining their commitment and performance will
#e a crucial challenge of leaders in the 21
st
century
Covey 3244@5" =laser 324475" and others stress that it is a people orientation that will define the
new leadership Many of the characteristics identified in our study for leaders in the 21
st
century
em#ody a people orientation
+n the 21
st
Century" organisational worth will no longer" at least e$clusively" rest in #uildings"
tools and technologies" or +ntellectual Droperty - permanent things - #ut in people LorenFi
324495" in distinguishing leadership and management" notes that
Managers manage resources2 leaders manage people" who comprise the organiFation%s one
critical" uni(ue resource Factories can #e copied" as can plans" ideas" systems" and other
forms of resources Most resources are hardware or software2 leadership re(uires the manage)
ment of P&now)ware%:people and their uni(ue cognitive s&ills" emotional capacities and
intellectual talents 3p 2B75
The clichQ 0people are our greatest asset1 will no longer #e rhetoric" #ut the essential reality"
people will comprise the crucial resource Aighly)s&illed wor&ers and &nowledge professionals
will #e in higher demand than ever" and employers in the 21
st
Century will #e increasingly strug)
gling to hire and retain them 3'preitFer and Cummings" 24415 +t is critical for future leaders to
grasp what the new wor&force will #e li&e #ecause people are the core of future success >nowl)
edge professionals in the 21
st
Century will refuse to #e led #y industrial age management styles
+ncreasingly" they e$pect to wor& with1 not for. They will ma&e up their own minds as to how
much of themselves they will give to their wor& according to how they are treated and the
opportunities they are accorded 3Covey" 244@5
+t will #e more important - and challenging - to attract" retain" and develop wor&ers Many will
demand latitude" challenge" and responsi#ility in their wor&"
and employers will have to #e fle$i#le and creative in man)
aging with them +t is clear that conventional leadership
approaches and corresponding methods of leadership devel)
opment will not suffice in such an environment More enlightened modes that involve power)
sharing" colla#oration" and autonomy are necessary and
fortunately emerging Future leadership will #e more a#out
invitation" enlistment" participation" and engagement than
telling and selling
!s we hope is clear from our overview of the 21
st
Century" momentous changes are underway
and more e$pected that significantly impact on organisations and society" and on those who lead
them !ccording to Nye 3244B5" the information revolution is transforming politics and organisa)
tions2 hierarchies are #ecoming flatter and em#edded in fluid networ&s2 and many wor&ers in
post)industrial nations are >nowledge /or&ers" and hence respond to different incentives and
appeals than did industrial wor&ers of the previous century Coinciding with these changes in the
environment are shifts in the ways leaders and leadership are viewed and" thus" how they are en)
acted The 21st Century is very different place than were any centuries that preceded it The
24
It 'ill only (ecome more difficult to attract
retain and develop professionals in The
Fe' 5illennium)
*+
st
Century leadership 'ill (e more a(out
invitation enlistment participation and
engagement than telling and selling)
6nleashing the potential of Eno'ledge Wor&ers and
sustaining their commitment and performance 'ill
(e a crucial challenge of leaders in the *+
st
century)
leadership landscape is entirely new" uncharted territory where everyone is finding their way"
somewhat tentatively The coming decades will #e an interesting time for #oth leaders and those
they would lead
THE NE" LEA%ERSHI&
)4
This section covers The New Leadership" an um#rella concept encompassing emerging and non)
traditional < non)conventional views of leaders and leadership and" for our purposes here" leader
attri#utes directly applied or indirectly applica#le to the new millennium The New Leadership
goes #y many names" some customary" some novel ! sample of the less mainstream leadership
styles and notions is shown in the following ta#le8
Authentic Leadership 2Avolio and 9ardner *==?: $egley
*==>: Cooper et al) *==?: 9ardner et al) *==?: !er(os et
al *==B3)
Colla(orative Leadership 2"aelin *==>a3
Compassionate Leadership 2"aelin *==G3)
1ialogic Leadership 2Isaacs +CCC3 Integral Leadership 2Pauchant *==?: Put- and "aynor
*==?3)
Enlightened 2or a'a&ened3 Leadership 25ar%ues *==>:
Fixon *===3)
Integrated Leadership 2Sham(augh *==?3 4 Integrative
Leadership 25oynihan and Ingraham *==A: "osenthal
+CC@3) See also Winston and PattersonDs 2*==>3 am(itious
treatment of integrative leadership) <erman 2*===3 also
discusses integrative 4 multiphasic leadership and the role of
leader as integrator)
5etamanager 2Smith *==B3
Positive or Appreciative Leadership 2Le'is et al *==>3)
Prosocial Leadership 2Loren-i *==A3
Servant Leadership
>
2see <ays *==@a or Send/aya Sarros
and Santora *==@ for recent treatments3)
Spiritual Leadership 2$ur&e *==>: Co(er et al +CC@:
0airholm +CC>: 5ar&o' and Elen&e *==?3)
Synergistic Leadership HTheoryI 2Ir(y $ro'n 1uffy and
Trautman *==*3) Also see Endnote + 'here Ir(y et al
2*==*3 is included 'ith respect to gendered leadership)
Systemic Leadership 2Edgeman and 1ahlgaard +CC@3)
Thought Leadership 25cCrimmon *==?3)
Transcendent Leadership 2Cardona *===: 9eorge +CCC:
9eroy $ray and !enne(erg *==?: Sanders et al *==G3)
True Leadership 25apes *==B: 5cConnell +CCA3)
!igilant Leadership 21ay and Schoema&er *==@3
Ta3le ). ,verview of Emerging Leadership Conceptions
+n addition to those leadership types and approaches listed in the ta#le a#ove" Charismatic Lead)
ership still seems to have its following 3Choi" 244@2 Auang" Cheng" and Chou" 24475 /here
transformational leadership might have #een an emerging or fringe focus in 1?B4" it has now at)
tained supreme status in the leadership arena 3germane references are included in the review of
the literature section" #elow" 0Transformational Dotential15 Finally" self)leadership 3Choi" 244@2
Aoughton and Loho" 24472 ManF and 'ims" 1??15 deserves recognition" as does shared < distri#)
uted 3distri#utive5 leadership 3see Endnote 95
For the most part" titles and descriptions of the new leadership unearthed in our investigation 3as
a#ove5 fit into the eight categories we have identified" as detailed #elow" those categories" them)
selves" having emerged from the literature 3'ee Ta#le 6 at the end of this section for a summary
2C
/e use The New Leadership to cover the range of individual and diverse emergent views of leaders and leader)
ship *enaissance leadership" in our view" amalgamates and integrates many of the various distinct (ualities com)
prising The New Leadership
21
of the eight sets of leadership competencies for the 21
st
Century Ta&en together" they em#ody
renaissance leadership
Learnership
2(
) Leader as Learner and Teaher
The leader of the 21
st
Century is continuously learning and developing new &nowledge" s&ills"
and capacities 3=hani" 244@2 Ma$well" 244B5" and is committed to helping others learn and
develop" championing individual" team" and corporate learning and development 3=hani" 244@2
Maciariello" 244@2 Ma$well" 244B5 'pendlove 3244C5 states" for e$ample" that 0coaching and
mentoring are &ey competencies of leadership1 3p 9115 Learnership e(uates the role of the
leader as teacher - helping employees and other sta&eholders to learn and grow as human #eings"
pu#lic servants" professionals" and leaders Citing research #y Conger and .en;amin" .rown and
Dosner 324415 emphasise that8
a trademar& competency of future leaders will #e their a#ility to instill a learning mindset into
their organiFations The upcoming generation of leaders will have to #e a generation of learn)
ing evangelists .y accentuating the importance of learning and esta#lishing a conte$t where
employees want to and are a#le to learn" leaders will #e more capa#le of strengthening their
organiFations for future challenges and increasing competitive and innovative a#ilities 3p 2C?5
The Leader as Learner and Teacher is hum#le and remains open to others and their ideas 3/eic&"
24412 .ailey" 244@5" and is not ;udgemental 3'charmer" 244B5 Ae or she fosters meaningful
dialogue and conversations amongst organisational mem#ers 3Martin" 244C5 and with all sta&e)
holders Learning Leaders are open to challenge and criti(ue 3=hani" 244@5" and a#le to learn
from mista&es 3'preitFer and Cummings" 24415 They &now their shortcomings 3what they" their
people" and the organisation do not &now and what capa#ilities are needed5 and resolutely wor&
to close gaps and anticipate future needs The Leader as Learner and Teacher develops organ)
isational learning capacity"
2?
instils values and mindsets for learning" and #uilds long)term sus)
taina#ility 3Aelgesen" 244@5 Learning Leaders are always vigilant to recognise #eliefs" assump)
tions" and ha#its that may #e impeding performance or learning and change Hnlearning is a
strategic imperative
The 21
st
Century leader is not master of all she sur)
veys" #ut is student of all she confronts Dresident
Gohn F >ennedy once (uipped 0Leadership and
learning are indispensa#le of each other"1 3in Ma$well"
244B2 p 12?5 Learning is an essential part of leadership" note >ouFes and Dosner 324415
.lanchard and Miller 3244C#5 assert that great leaders are always concerned with how they and
their people will continue to grow and develop .ennis 324465 states that the &ey essential
competence for leaders is adaptive capacity" the (uality that 0Oallows leaders to respond (uic&ly
2B
Coo&sey 324465 used the term 0learnership1 to convey the idea of diffusing responsi#ility for #oth leading and
learning throughout the organisation AeifetF and Laurie 324465 included 0leader as teacher1 in the title of their ;oint
wor& .orrowing from Miles and 'now" Montuori 324445 discusses 0the teaching organisation1 These three
sources are cited elsewhere in this paper /e ac&nowledge that 'enge - in his famous 1??4 paper in the Sloan
,anagement Review " spo&e to the leader as teacher8 0helping everyone in the organiFation" oneself included" to
gain more insightful views of current reality1 3p 115 Leader as teacher was one of his three critical roles of
leadership" along with designer 3purpose" vision" and values5 and steward 3here" essentially" 'ervice - 'ervant
Leadership5
2?
! few dependa#le sources on organisational learning that align with themes in this paper are8 Aays 3244C52
Gan&owicF 3244452 van Ei;natten 324495 /e include 'helton and Darling 324465 here due to their articulation of
seven competencies that we see as relevant to the 21
st
Century leader and organisation" what they refer to as
0(uantum s&ills1 These include (uantum seeing 3intentional5" thining 3parado$ical5" feeling 3vitality5" nowing
3intuition5" acting 3responsi#le5" trusting 3life%s process5" and #eing 3in relationship5
22
The *+
st
Century leader is not master of all she
surveys (ut is student of all she confronts)
and intelligently to relentless change1 3p $$ii5 !nd" /eic& 324415 o#serves8 leadership is
learned" so &eep learningR
Indi2ators
Learning remains at the forefront of community focus and
organisational activity)
$udget for professional development is generous and
sacrosanct)
Executive team places high priority on its o'n learning and
development and this is 'idespread &no'ledge through
the organisation)
Every employee has a professional development plan
clearly lin&ed to corporate team and individual needs and
aspirations)
Performance "evie's emphasise professional develop#
ment and individuals are placed in positions 'here they
can gro')
Strategic measures are in place for promoting learning and
innovation including re'ards and recognition for idea
generation and ,lauding failures).
Staff rotate through positions and sections on a reasona(le
schedule so as to ensure everyone develops corporate
&no'ledge)
People development is a high priority and is not supplanted
(y every crisis or ne' challenge that arises)
Professional development is high on meeting agendas)
*ervie ) *ervant Leadership
The 21
st
Century leader is servant and steward first" to the pu#lic he or she represents" his or her
employees" and other designated &ey sta&eholders 3.eau#ien" 1??B2 Maciariello" 244@5
Fairholm 31??@5 identified stewardship as one of three main responsi#ilities of leaders" the other
two #eing morality and community Ae sees stewardship as a democratic" egalitarian distri#ution
of power in organisations and communities" where everyone is steward and shares e(ually in
responsi#ility" o#ligation" and privilege
'ervant Leaders demonstrate ideals and #ehaviours of service" including 0putting others first1
First responsi#ility and priority are others" not self promotion" aggrandisement" or comfort
3Fisher" 24492 *ao" 244@5 The 'ervant Leader consistently shows high levels of faith" respect"
trust" and compassion to all he or she serves 3Aays" 244Ba5 0!t the core Iof leadershipJ"1 Leo
3244@5 asserts" 0is compassion1 3p @?5 /heatley 324495 notes that having faith in people may
#e the greatest sign of courage /hile the need for courage in our leaders is not new" a different
&ind of courage is called for in the 21
st
Century2
64
and - li&e leadership" itself" that will #e in)
creasingly shared - courage 30ta&ing heart15 is something all will need .uilding courageous
followers 3see Chaleff" 1??75 is an important tas& for enlightened leaders of the 21
st
Century
Followership" 3.a&er and =erlows&i" 244C2 *osenau" 24492 Townsend" 24422 Townsend and
=e#hardt" 24465" a topic that continues to grow in importance" will assume more precedence in
the ne$t ten to twenty years" as foreshadowed #y >anungo 31??B5 +ts increase in prominence
mirrors the shift toward more colla#orative" power)sharing" and decentralised models of leader)
64
This is not the #ravado)machismo courage of roughnec&s" #ut that governing matters of sentiment" such as caring"
compassion" and forgiveness" and traits such as vulnera#ility" humility" and trust 3see" illustratively" Frei#erg and
Frei#erg" 2449 or Love" 24475
26
ship Lou cannot have leaders that 0let go1 without followers who 0step up1 to the tas& of self)
management /here management research focus in the past has #een on leaders and leadership
and their affects" we are li&ely to see a greater focus on followers and effective followership in
the coming decades 3.;ugstad" et al" 244@5
/hile not writing specifically a#out 'ervant Leaders" .ryman 3244C5 found that 3a5 #eing con)
siderate and 3#5 treating staff fairly and with integrity were two of thirteen &ey #ehaviours assoc)
iated with leadership effectiveness
61
Cros#y 31??25 also noted that organisations will have to
create a climate of consideration for employees" if only to attract and retain them in an era when
good employees - the most valua#le part of the organisation - are increasingly hard to find
The 21
st
Century leader leads from the heart" as well as the head 3.eFFina" 24442 Frei#erg and
Frei#erg" 24492 Love" 24472 /hyte" 24495
62
Effective leadership starts on the inside with a
servant heart" .lanchard 324445 tells us" then moves outward to serve others Dart of the courage
needed as we go forward is the strength to show one%s heart" one%s human side" including a
measure of vulnera#ility +n his insightful treatment of leadership and spirituality" .ur&e 3244@5
ma&es a num#er of thought)provo&ing points ,f relevance" here" he writes8
The new leadership paradigm as&s the leader to #e the one who can show what it means to #e
human" what it means to #e authentic" and how #y modeling #ehaviour that sees other humans"
life forms" worldviews" ways of &nowing and epistemologies as not only the most important
aspect of any organiFation #ut as the way of gaining deeper insights into their spiritual selves
and into the spiritual lives of others 3p 265
These insights and their potency are e$tremely important for" as .ur&e 3244@5 notes" it is the
leader%s role and responsi#ility to 0place emphasis on correcting the cause of much that is wrong
with leadership today IandJ that of the western worldview of the organiFation itself1 3op cited5
Ae #elieves that 0it is only through organiFational leadership that a #etter world is possi#le1 3p
245 This is discussed more fully under 0Emotional +ntelligence and !uthenticity"1 #elow
The service)oriented leader of the 21
st
Century #uilds a culture of community 3=oldsmith" 244@5"
shared purpose" and service 3*ao" 244@5" and treats staff and other sta&eholders as e(uals and
partners 3'tallard and Dan&au" 244B5" and with utmost dignity 3Fairholm" 1??@5 Ae or she shows
concern for individual well)#eing and the health of the organisation 3.eau#ien" 1??B5" including
see&ing wor&)life #alance 3'tallard and Dan&au" 244B5 and ensuring ;ustice 3*ao" 244@5 Dorth" et
al" 324465 add that employees have intrinsic value a#ove and #eyond that of productivity and the
#ottom line !ccordingly" the wor&place of the 21
st
Century is predicted to #e more human" a
place where employees and other sta&eholders are valued in their own right" not ;ust as instru)
ments of production
.lanchard and Miller 3244C#5 informed us that the very #est leaders are driven" or feel a sense of
calling" to serve !#shire 3244C5 noted that true leaders provide servant leadership /heatley
61
.ryman 3244C5 identified other #ehaviours directly related to our findings" included in su#se(uent su#)sections
3Transformational Dotency" Capacity for Comple$ity and 'trategic Thought" Leader as /ise Mirtuous" and Ethical"
and 'ocial Engineer and *elationship).uilder5
62
Management education has not &ept pace with this vision of the 21
st
Century leader" as revealed in .ooth" Corriher"
and =eurin 31??75" who found that #oth management 0faculty and students perceive head traits as more important to
career success than heart traits1 3p 9@5 .oth groups prioritised intellectual conceptualisation 3head matters5 over
affective (ualities such as relationships with others 3matters of the heart5 Further" this orientation appears to #ecome
greater over years of study" presuma#ly #ecause head matters are more strongly reinforced than matters of the heart
More current research on this is needed to determine if management education remains in the dar& ages or is shifting
to more enlightened emphases
29
324495 emphasised that the leadership the world needs today is servant leadership .lanchard and
Carey 3244@5 argued that servant leadership is re(uired to restore faith" trust" and respect in mod)
ern #usiness Aays 3244Ba5 stressed that the teacher as servant was necessary to #ring a#out
ma;or reform in the way universities educate the leaders of tomorrow" an education that prepares
individuals for the challenging times ahead Clearly" 'ervant Leadership values" principles" and
practices will increasingly define enlightened leadership and the e$pectations we have for our
leaders
Indi2ators
Every employee is fulfilling his or her potential and
developing as leaders and good corporate citi-ens)
Service is stressed in all communi%uJs and in all meetings
including performance discussions)
Employees rate their units and the organisation highly on
community team'or& and other measures of corporate
health)
Senior managers and executives are rated on ,service.
at every revie' and are sho'n to have consistently high
ratings)
Where exigencies arise not covered (y regulations and
policies decisions are made 'ith respect to ,the greater
good. not (ased on ease or popular opinion 2Spreit-er
and Cummings *==+3)
1ecisions and courses of action periodically revie'ed
against standing principles are sho'n to ,measure up. 'ell)
The organisation monitors its service charter and sets and
strives to meet increasingly high levels of service)
Transformational Poteny
! forward)thin&er" the 21
st
Century leader remains focussed on the long)term Ae or she has a
clear vision of future possi#ility and helps all sta&eholders see the future and" providing strategic
direction" the ways and means of fulfilling it 3.ell" 244C2 Fisher" 24492 McCormic& and
Davenport" 24415 .lanchard and Miller 3244C#5 comment that leaders are the organisation%s
primary spo&esperson for the vision Thus" they ta&e every possi#le opportunity to depict the
future and why it is so worth striving for .ryman 3244C5 agrees" finding that 3a5 clear strategic
vision and direction and 3#5 communicating these well are two of the thirteen &ey leadership
effectiveness #ehaviours found in his e$tensive review of the literature >anungo 31??B5 states
that the leader%s 0critical and pivotal tas&1 is to create organisational capa#ilities to respond to
environmental change 3p CC5
The 21
st
Century leader spreads energy" e$citement" hope" and #elief 3*ao" 244@5 This is very
much a#out meaning)ma&ing" helping people ma&e sense of their world and to find meaning and
value in what they do" their contri#utions to the organisation and to something #igger than they
and even the organisation are 3see *aelin" 244@#5 The leader with transformational potential is
inspired and inspirational Ae or she creates and uses spirit2 0animating1 people to act 3/eic&"
24415 'uch 21
st
Century leaders encourage passion 3=oldsmith" 244@5" and #uild positive energy
and an appreciative culture They encourage people to develop to their full potential 3!dler"
244C5 0Ospirit" energy" patience" perseverance" and imagination O are the mar&s of effective
leadership at all levels"1 write 'charmer et al" 2441 3p 125 These authors note that
leadership is #oth deeply personal and inherently collective +t involves individuals tapping
their sources of inspiration and imagination" and it involves collectives actualiFing emerging
futures 3op cited5
The 21
st
Century leader &eeps focused on the highest possi#le future for staff 3'charmer" 244B5"
helps them realise their potential" and wants them to #e fulfilled .uc&minster Fuller 3cited else)
where herein5 was a leader who focused on the #est possi#le future - what the world should #e
li&e 3=a#el and /al&er" 244@5 !ccording to =a#el and /al&er 3244@2 p 915" 0people often
respond more enthusiastically to #ig and inspiring challenges than to safe" incremental change1
Transformational" visionary leaders recognise opportunities for innovation" improvement" and
27
change" and are willing to reinvent the way wor& gets done and the organisation is structured
3.lanchard and Miller" 244C#5 /eic& 324415 notes that such leaders are improvisational Not
fi$ated on formality of structure or process" they are willing to try new ways of doing things
The enlightened leader of the new millennium understands strategic and operational aspects of
change" and ensures change is underta&en positively - in ways that achieve corporate outcomes"
#uild capacity" and promote employee welfare This is not a#out change for change sa&e" #ut
a#out ma&ing wor& a more productive and fulfilling tas& and ma&ing the organisation a more
sustaina#le and worthy enterprise The transformational leader of the 21
st
Century enlists" en)
thuses" and engages people in change agendas2 and everyone feels a valued part of the change
agenda 3Martin" 244C5 'charmer 3244B5 says of such leaders that they connect to the deepest
forces for change #y opening the heart ,ne must feel the potential to #e gained through change
Earlier" 'charmer" et al" 2441" wrote that 0The most important tool for leading 21
st
)Centrury
change in the leader%s self1 3p 125" adding 0!n effective leader will have the capacity to use his
or her 'elf as the vehicle:the #lan& canvass:for sensing" tuning in to" and #ringing into pres)
ence that which wants to emerge1
+n service of continuous improvement and transformational change" the leader of the 21
st
Century
is willing and a#le to transform him) or herself" and creates an open and nourishing environment
wherein staff and other sta&eholders can transform themselves and their wor& Ae or she #uilds
corporate capacity for innovation and change2 creates 0space1 for new and different ideas
3Martin" 244C5 and invites people into that space to learn and to share 3'charmer" 244B5 'uch
leaders see& diverse e$periences 3Martin" 244C5 and create cultures where diversity of thought
and practice are promoted
The 21
st
Century leader is adaptive and promotes adapta#ility Aelping people #ecome adaptive
is needed when #usinesses and communities must change to thrive" when current ways of doing
things won%t suffice or are unsustaina#le 3AeifetF" 244@5 Enlightened transformational leaders"
however" aren%t #lindly focused on the future and change They also understand - and we would
add" honour - the past and the present and appreciate what must #e ta&en forward 3.ell" 244C5
Indi2ators
The organisation has and follo's a ro(ust roadmap for
organisational transformation that includes evaluation and
incorporates lessons learnt)
There is a frame'or& for conceiving organisational change
and developing change competence throughout the
organisation)
5anaging organisational change is seen as a crucial
capacity and expertise is continually developed through
training and developmental experience)
All mem(ers of the executive team assess themselves on
transformational %ualities and underta&e professional
development and coaching as needed)
Leaders at all levels are charged 'ith responsi(ility for
leading change effectively rated and accorded appropriate
training and development)
All employees have lin&s to corporate vision and change
agendas in their individual role descriptions and
performance agreements)
0oresight reignsK current pro(lems and priorities are not
permitted to detract from the re%uirement to thin& for'ard)
Corporate vision 2future state3 is clear and compelling
emphasised at all meetings and in all communi%uJs:
corporate change and other initiatives are all lin&ed to
vision)
Lin&s are esta(lished 'ith other government and private
organisations invested in future thin&ing including
universities and other scientific institutions)
+motional ,ntelli#ene and -uthentiity
2@
21
st
Century leaders &now themselves as well as they &now their people 3Fisher" 244952 they rep)
resent themselves as they really are and encourage others to 0#e themselves1 3'charmer" 244B5
Diversity and individuality are honoured 3=reen#erg)/alt and *o#ertson" 24412 Martin" 244C5
They are honest and encourage honesty:#uilding and maintaining trust is essential in the net)
wor&ed" virtual" and autonomous world of the 21
st
Century 3'tewart" 24415 They are vulnera#le
and" most of all" human 'enge 3244@5 writes that they are open)minded and open)hearted
They understand their own emotions and accept the emotionality of their staff and other sta&e)
holders They display and develop empathy 3.ailey" 244@5 Foremost" they are self)reflective
and encourage others to practice reflection They are self)aware2 authenticity #egins with self)
discovery 3.ailey" 244@5 /eic& 324415" amongst others" stresses the importance of authenticity
:#eing honest to yourself 3and others5 /hyte 324495 notes that authenticity is the product of
0courageous conversations1 one has with oneself" pro#ing honestly into sensitive areas others
neglect" such as how readily and a#ly one changes" what one resists facing" or why one does what
one does or does not do /e #elieve that emotionally intelligent" authentic leaders of the new
millennium are honest and open a#out who they are" and their motives" values" desires" and
concerns 3see 'arros" 24465
66
Leaders of the new age 0need to #e human and authentic2 often
admitting to not &nowing #ut wanting to learn and find out1 Ni$on 324462 p 1@95 emphasises
'elf)awareness tops 'pendlove%s 3244C5 list of leadership competencies 3organised according to
attitudes - what good leaders are2 &nowledge - what good leaders &now2 and #ehaviour - what
good leaders do5 'he maintains that people s&ills are paramount" including team)#uilding and
communication s&ills" and highlighting openness" honesty" and listening
.eing deeply self)aware" enlightened 21
st
Century leaders connect to their deepest sources of self
and will 3'charmer" 244B52 we would e$pect this to #e e$perienced as e$tremely empowering
They are characterised #y a deep sense of purpose" engagement" fulfilment" truth to core values"
and meaningfulness 3.arendsen and =ardner" 244@5 They help others find meaning and fulfil
their dreams 3=oldsmith" 244@5 Deople are pro#a#ly at their most committed #est when purpose
and endeavour are so deeply connected 3Mar&ow and >len&e" 24475 Deeply)connected leaders
are courageous servers of society 3.ailey" 244@2 =eorge" 24475 Their courage is not #orn of
#ravado or deception" #ut of #elief in the value of the wor& they are doing and its moral rightness
3Fairholm" 1??@5 They learn from mista&es" adversity" and trial 3!#shire" 244C2 Thomas" 244B5
This implies that they are sufficiently hum#le to admit error and falli#ility
Emotionally intelligent and authentic leaders &now and play to their strengths2 they compensate
for shortcomings #y surrounding themselves with capa#le advisors" mentors" and su#ordinate
leaders 0Migilant leaders surround themselves with a
smart" dynamic e$ecutive team that is always on the loo&)
out for new opportunities"1 Day and 'choema&er 3244B2 p
9@5 emphasise They use emotions constructively and
positively" maintain composure in stressful and challeng)
ing circumstances" and understand others% emotions
Indi2ators
"ealistic and meaningful measures are ta&en to monitor
corporate health 'ith results pu(licly displayed and all
employees involved in activities to sustain or improve
health)
5em(ers of the executive team have ,thermometers.
sho'ing their composure) Any executive displaying
,temperatures. a(ove a healthy level must sho' ho' he or
she is endeavouring to (ring heat to accepta(le levels)
66
*eaders are also pointed to !volio and =ardner 324475" Cooper" 'candura" and 'chriesheim 324475" and =ardner"
et al 324475" all providing essential #ac&ground on authentic leadership and authentic leadership development
2C
Emotionally intelligent and authentic leaders
&no' and play to their strengths: they com#
pensate for shortcomings (y surrounding
themselves 'ith capa(le advisors mentors
and su(ordinate leaders)
"e'ards and "ecognition for individuality and authenticity
are deployed)
"eflection is ,part of the 'ay 'e do things around here).
Employees are as&ed to reflect as part of the appraisal
process) Teams underta&e shared reflection 'hen
conducting progress chec&s and pro/ect de(riefs) Coaches
and mentors use reflective processes and tools in 'or&ing
'ith individuals and teams)
Employees undergo various assessments and training and
may have mentors or coaches assigned to help them un#
derstand and value 'ho they are as people: to help them
close the gap (et'een ho' they see themselves and ho'
others see them and to help them continue to develop as
individuals 2authentic selves3)
All team leaders and a(ove are assessed semi#annually on
Emotional Intelligence the results of 'hich are discussed in
performance management sessions and development plans
agreed and put into affect)
4or every com!le0 5uestion there is a sim!le answer1 and it is always wrong:Menc&en
69
Capaity for Comple.ity and *trate#i Thou#ht
The 21
st
Century leader sees the #ig picture and accepts that everything is inter)related" appreciat)
ing that action and inaction have profound social and environmental impacts and implications
Ae or she understands the nature of dynamic comple$ity and helps others learn to understand and
cope with uncertainty and to #ecome more responsive and adaptive to comple$ challenges
3Martin" 244C5 Capitalising on intuitive" divergent" and synthesising thin&ing" the strategic lead)
er of the 21
st
Century is a#le to adapt and innovate more dynamically in fluid circumstances than
his or her predecessors who sought sta#ility 3=raetF" 24425 'uch leaders understand that seem)
ingly small indications of change in the environment can have drastic conse(uences for the
organisation 3Day and 'choema&er" 244B2 Montuori" 24445" and they are constantly over the
horiFon and around the corner for threats and opportunities
The leader of the 21
st
Century with capacity for comple$ity and strategic thought8
'ees the #ig picture" and < or see&s counsel from advisors and su#ordinate leaders who under)
stand and capa#ly contend with conte$t Thin&s #roadly and strategically 3'pendlove" 244C5
Ma&es reasoned decisions" defensi#le #ased on understanding the dynamic comple$ity of
pro#lems and opportunities and their implications Capa#le leaders in times of tur#ulence and
uncertainty" possess and rely on comple$ conceptual s&ills and a#ilities 3Montuori" 24445
!nticipates pro#lems and opportunities and prepares for them #y #uilding capacity ,ne of
the most important aspects of leadership for the 21
st
Century is the dedication and a#ility to
#uild capacity amongst employees 3Aiggs" 24465
Continually scrutinises self and other e$ecutives for their tendency to see 0the trees #ut
not the forest1 3or that they are seeing #oth" systemic and focused - Coo&sey" 24465
Durposefully see&s provocative" unpopular" and diverse perspectives on issues and
opportunities to garner more informed decision)ma&ing and policy)setting =enerates
conflict and acts as a 0desta#iliser1 3Dlowman" et al" 244C5
Fre(uently and sufficiently see&s input from the widest range of sta&eholders possi#le
3.ryman" 244C5 *esists temptation to solve pro#lems or ma&e decisions alone 3see /hite
>night" #elow5
+s comforta#le with fluidity and chaos2 reduces hierarchy and control 3'later" 244152 accepts"
even legitimates dou#t and uncertainty 3'chwandt" 24472 /eic&" 24415 Leaders and those
led must #e open to not having all the answers 3'enge" 244@5
69
Though crisp" the (uote 0There is always a well)&nown solution to every human pro#lem:neat" plausi#le" and
wrong1 is thought to #e more accurate" and is attri#uted to Menc&e%s 1?24 wor&8 3re6udices7 Second Series.
2B
!s&s the o#vious and naSve (uestions 3=a#el and /al&er" 244@58 Why do we do things this
way8 Why cant we do things differently8 Why cant we have our cae and eat it too8
Tomorrow%s leader will have less time for planning and forecasting2 they must #e nim#le"
agile" and learn through and while doing 3'preitFer and Cummings" 24415 ,rganisations
must 3parado$ically5 structure themselves to #e responsive and adapta#le" to ta&e advantage
of opportunities as they arise2 #uilding in 3as opposed to eliminating5 redundancy is one way
to do this 3Ainterhu#er" 1??@5
The corporation of tomorrow is far more comple$ than today or in the past" defined #y a we#
of relationships amongst disparate parts2 people and communications s&ills are increasingly
important in dealing with this comple$ity 3Maciariello" 244@5
Must possess foresight and #e forward)thin&ing to capitalise upon emerging trends
3Maciariello" 244@5 'uch leaders are a#le to 0tune into1 relevant topics" 0tune out1 the noise"
and act at the right time 3=a#el and /al&er" 244@2 p 945 and 3p 9158 0Dic&ing up on so)
called Pwea& signals% long #efore anyone else is paying attention is a &ey ha#it leaders must
develop if they are to accurately anticipate and respond to future needs1
Must #e a#le to penetrate conflicting and am#iguous masses of symptoms" trends" possi#il)
ities" and pro#lems and distil what matters" put things together in ways that ma&e sense" and
ta&e appropriate courses of action:the synthesising mind 3=ardner" 244C52 have the presence
of mind to ma&e (uality decisions in the midst of comple$ity" differences" and tensions
3Thomas" 244@5
*aelin 324465 identifies the ma&ing of 0transcendent meaning1 - the a#ility to see
emerging realities #efore they occur2 to see what does not yet e$ist - as a &ey
leadership attri#ute for the 21
st
Century Leaders im#ued with this a#ility can 0O
conceive of action while in motion2 they can act and o#serve at the same time1 3p @B5
+n more conventional terms" Day and 'choema&er 3244B5 spea& of this form of
vigilance as 0peripheral vision1:scanning for faint #ut vital signals at the periphery1
that can ma&e a #rea& a company2 the a#ility to 0spot opportunities and threats #efore
rivals1 do 3p 96 and 995 'charmer" et al" 324415 e$plain that as the #usiness
environment #ecomes less sta#le and more dynamic" leadership must also change
They assert8
Oreal power comes from recogniFing the patterns of change Othe tas& of the leader
is to sense and recogniFe emerging patterns and to position him) or herself" personally
and organiFationally" as part of a larger generative force that will reshape the world 3p
65
Must #e aware" concerned" and a#le to marshal focus and efforts that span #oundaries 3'enge"
244@5
*eforms the system" not the people 3=a#el and /al&er" 244@58 0Othe most)effective lever)
age can almost always #e found #y reforming the physical infrastructure in which people live
and wor&" rather than #y trying to change ha#it)ridden men and women1 3p 965
Challenges contemporary structures and hierarchies:utilises peoples s&ills" a#ilities" and
desires regardless of ran& or position
Indi2ators
Senior managers and executives prepare themselves for
uncertain futures through scenario and contingency plan#
Executives re%uire of all proposals that they incorporate a
complex systems vie' to reduce the tendency to over#
2?
ning) Learnings are (uilt into planning processes and
training and development priorities)
simplify and to increase the li&elihood of identifying
solutions that 'ill 'or&)
What may seem extraordinary and unnecessary measures
are ta&en to engage staff and other sta&eholders in col#
la(orative pro(lem#solving decision#ma&ing and planning
(uilding more capa(le people and ensuring (etter solutions)
All senior managers and executives underta&e courses 'ith
the ,complexity college. to develop systems thin&ing and (ig
picture s&ills)
Spaces exist and forums are provided to allo' people to
'or& and play together)
Time is set aside to allo' people to thin&) Extra time is (uilt
into tas&s and deadlines to ena(le people to (est under#
stand challenges and opportunities and to do the /o( right)
64
Employees at all levels are involved in 4 engaged 'ith cross#
functional and inter#organisational groups and initiatives)
White Enights are impaled)
G?
Weve got stars directing our fate1 and were !raying its not too late9,illennium
:6

Leader as &ise/ 0irtuous/ and +thial
The 21
st
Century leader sees wisdom as the only salvation for the future 3surviva#ility and sus)
taina#ility52 see&s to deepen his or her own wisdom and develop deep pools of wisdom through)
out the organisation +t is not a#out #eing clever" successful" or impressive" #ut doing the right
thing for the greater good 3Aays" 244C5 0Leadership for the common good" #ased on virtues and
moral principles of the leader"1 'arros 324465 reminds us" is not new2 it 0was written and spo&en
a#out in Aomer%s The Iliad1 Dlato%s The Re!u#lic and !ristotle%s 3olitics1 3p 115 Ae also calls
our attention to Aomer%s .dyssey1 noting that it 0teaches that each of us should underta&e our
own ;ourneys into self)awareness and self)understanding .y so doing we can develop our own
leadership potential1 3p 125" a point we will return to in our section of leadership development
reform
21
st
Century leaders &now their values and motives 3.lanchard and Miller" 244C#5" and conduct
all affairs in accordance with a moral code and set of upstanding values and principles 3Fairholm"
1??@5 They place virtue and values at the centre of decisions and #ehaviour 3AeifetF" 244@5
They show courage in doing the right things 3.ailey" 244@5" even when hard and unpopular" or
what might #e called hard love; they can #e 0uncompromising1 and 0outspo&en1 when it comes
to matters of principles and values 3Fairholm" 1??@5 !#shire 3244C5 maintains that such leaders
- 0true leaders1 - spea& up #ased on what they #elieve LorenFi 324495 descri#es the 0prosocial
leader"1 someone who leads for the social good:the 0collective utility1 'uch leaders% 0inten)
tions" visions" and goals are positive 3Ppro%52 they create or add value1 3p 2B65
Leaders as /ise" Mirtuous" and Ethical are the role models for staff and other sta&eholders
.ryman 3244C5 found that leaders as role models are an important aspect of mentoring and staff
development2 #eing trustworthy and demonstrating personal integrity are lin&ed to their capacity
to #e effective role models .eau#ien 31??B5 declared that such leaders serve as the role model
for professionalism and ethics .arendsen and =ardner 3244@5 ela#orate8 leaders must demon)
strate e$emplary" unwavering ethical leadership" especially in the comple$" glo#al environment
characterising the 21
st
Century:they must 0stay the course1 to provide the role models for staff
Leading #y e$ample is also a theme in =ardner et al 324475 who stress the importance of leaders%
modelling 0of positive values" psychological states" #ehaviors and self)development1 3p 67B5 in
influencing followers and promoting their healthy development
*eflecting one of our earlier competency sets for 21
st
Century leadership" the wise leader e$hi#its
a strong sense of servant)leadership For wise leaders" there is no difference #etween who they
are and what they do /or& is a calling for leaders of the future2 they must discover and em#race
67
The /hite >night is the e$pert who single)handedly solves pro#lems Li&e the &nights of old" this manager or
consultant rides in to save the day /hile they remain attractive" /hite >nights are anachronistic in the 21
st
Century
They are as misguided as they are honoura#le /hite >nights thrive on crises and the respect and admiration they
accrue as heroes /hile #eyond scope" here to ela#orate" this creates a vicious cycle involving crisis" e$pert solution"
and disenfranchisement This is why the wise leader 0impales1 /hite >nights The lesson is not that courage is un)
warranted or that chivalry is dead" #ut that single acts of e$pertise are unsustaina#le The courage" &nowledge" and
s&ill of the &night need to #e transferred to team mem#ers and other sta&eholders" #oosting their individual capa#il)
ities and the overall capacity of the organisation to solve pro#lems or implement needed change 'ee also Endnote 6
6@
*o##ie /illiams" 0Millennium"1 from The +go has %anded1 1??B The authors love this song" with its Games
.ond theme from <ou .nly %ive Twice.
61
their calling 3Leider" 244@5 The 'ervant Leader is fulfilled" recharged" and in charge when giv)
ing and serving2 leaders who learn from" teach" serve" and empower othersO are tomorrow
3.atten" 1??25 Mar&ow and >len&e 324475 suggest that calling is intrinsically related to com)
mitment Leaders who can help employees find meaning and calling are li&ely to elicit greater
performance from and fulfilment amongst staff +n his paper on ethics in #usiness" 'auser 324475
emphasises the #enefit to individuals" organisations" and society of leaders seeing their wor& as a
calling Ae lin&s ethical #usiness leadership" Corporate 'ocial *esponsi#ility" and 'ervant
Leadership" and concludes his paper with a compelling (uote from >ing that we repeat here" as it
is central to many of the themes we entertain in this paper8
/e as a nation have #een so enamored #y the hero)leader that we have placed immense power
in the hands of these e$ecutives and many have s(uandered the trust placed in them Corpora)
tions have collapsed and filed for #an&ruptcy as a result of unethical actions and self)serving
leadership practices These leaders who have reaped more harm than good in their actions
have directly affected our nation%s economy and (uality of life The corporate community is
struggling to find leaders committed to the mission and the margin" people and profit" organi)
Fational growth and family sta#ility Leaders with ethical perspectives that are a#le to gain the
trust of the employees" the customers and the community are now in great demand 'tructures
and organiFations are loo&ing for leaders who care for people" rather thanOcontrol people"
individuals concerned a#out #uilding community more than #eing #oss" leaders who empower
people rather than use people 3p 67@5
*owsell and .erry 31??65 argued that leadership was essentially 0management of meaning"1
focusing an integrative energy towards collective identity and purpose 'ince organisations
operate in and must adapt to comple$" uncertain" and changing conditions" the wise" systemic
leader 3*owsell and .erry" 1??65 adapts him) or herself" and facilitates adaptive meaning)ma&ing
amongst sta&eholders that may entail dialogue" de#ate" conflict" and synthesis The goal is to
sustain a sense of integrity and coherence amongst parts of the system 3organisational elements
and people5 while transforming in many respects +nsightfully" these authors note that it is not the
leader%s vision and values that are paramount and imposed on employees" #ut that it is the
leader%s role to articulate vision and values already possessed amongst them
Ainterhu#er 31??@5 stresses that organisational leaders must engage in and foster a culture of
ethical reflection2 this" he declares" 0means that top leadership ta&es seriously its responsi#ility
for the future of this planet 3p 2?B51 +t is especially important in times of uncertainty" tur#u)
lence" and transition" he notes" for all employees and sta&eholders to ethically reflect on decisions
and courses of action so that everyone understands their necessities and implications" feels in)
volved" and develops a sense of ownership and commitment
Thomas 3244B5 suggests that effective leaders use cruci#le e$periences to develop the ne$t gen)
eration of outstanding leaders 0Men and women #ecome leaders only after tempering in the
harsh cruci#le of organiFational e$perience1 3!llio" 24472 p 14C25 Cruci#le e$periences are
transformational 3.ennis and Thomas" 24425" e$periences 0through which an individual comes to
a new or altered sense of identity 3p @5 /e don%t &now if cruci#le e$periences are re(uired of
everyone to develop wisdom and maturity" #ut it is reasona#le to assume that hardships" failures"
and other 0tests1 contri#ute to an individual%s seasoning *ecent literature descri#es Ptrigger
events1 and their significance in authentic leader development 3Cooper" et al" 24475 +ndeed"
Cooper et al" 324475 compare cruci#le e$periences and trigger events" finding them to #e closely
related .oth cruci#le e$periences and trigger events are aligned with the process leading to
transformational learning as discussed #y Aays 3244B#5 Tension" am#iguity" parado$ and other
stressors serve as catalysts that culminate in a threshold moment" the successful passing through
62
of which results in transformation 3transformative learning5 Hnderstanding and a#ility to apply
this process offers great promise in leadership development
Indi2ators
1ecisions and policies are set (ased on principles and
values)
Principles and values are stressed in all communi%uJs
including meetings)
Principles and values are manifest in role descriptions and
performance agreements and in performance appraisals
and re'ards and recognition)
The executive team is 'illing and a(le to assess themselves
against corporate values principles and priorities and
confident that they are doing 'ell and 4 or genuinely
improving)
A'ards honours and recognition are given to employees
and other sta&eholders 'ho uphold highest ethical and
virtuous standards of (ehaviour as /udged (y peers) Such
a'ards carry as much prestige and merit as do any a'ards
for performance or productivity)
Individuals at all levels of the organisation are ac&no'ledged
for ,living. corporate values and principles)
There is an annual 'isdom a'ard for individuals and teams
and a culture of commitment to a'ard 2and 'in3 the honour)
7ualities and values are manifest in corporate statements of
vision purpose ideals and o(/ectives)
Leader as ,nte#rator
The 21
st
Century leader is inclusive and involving 3Martin" 244C5" and unifying8 architect of
coherence Ae or she helps employees and other sta&eholders see8
where and how the organisation fits in the #igger picture
where and how they fit in or relate to the organisation and how their attitudes and #ehaviours
contri#ute to its important mission 3=oldsmith" 244@5
why things are done as they are or should #e done differently
The Leader as +ntegrator helps people find meaning and purpose with respect to the organisation
3.eau#ien" 1??B2 Driscoll and Mc>ee" 244C2 Mar&ow and >len&e" 24475" and find themselves
and their ideal roles 3Co#er" Aac&er" and Gohnston" 1??B2 'tallard and Dan&au" 244B5 Meaning)
ma&ing is a &ey leadership role 3*aelin" 244@#58 leaders fulfilling this role help employees get
the most out of wor&ing together" often finding answers that were always there" inherent strengths
that may have #een overloo&ed or neglected
+nclusiveness is unifying diverse parts into a meaningful whole 3>ucFmars&i and >ucFmars&i"
244C5 Fairholm 31??@5 went so far as to say that the leader%s primary role is as 0whole)ma&er"1
creator of 0oneness1 and community The New Leadership is a#out helping people feel connect)
ed:to others" to meaning and purpose" to something higher or more transcendent than a ;o#
3Driscoll and Mc>ee" 244C2 Mar&ow and >len&e" 24472 *aelin" 244@#5 Co#er et al 31??B5 con)
cluded8
/e have come to realiFe that the spiritual energy essential to produce greatness O must come
from the individual%s understanding of a larger purpose for self" an understanding which may
#e facilitated through self)discovery #y organiFational leadership 3p ?1?5
+n his paper on transcendental leadership" Cardona 324445 suggests that such leaders #ring out the
#est in their people" achieving 0transcendent motivation"1 altruistic drives to contri#ute and ma&e
a difference !s Cardona 324445 e$plains" transcendent motivation is #rought a#out through a
certain &ind of partnership or colla#oration #etween leaders and followers #ased on trust" integ)
rity" and meaningful cause that leads to unity Hnity surpasses #oth uniformity 3compliance5 and
66
alignment" and leads to greater effort and commitment" as might #e evidenced #y citiFenship #e)
haviour 3going a#ove and #eyond duty statements5 =eorge 31???5 e$pressed it thusly8 0Trans)
cendent leadership of an organiFationOenvisions a clear mission of the organiFation" a mission
with purpose and passion" and calls upon the purpose and passion to lead the organiFation to
greater heights to fulfil its mission1 3p 9945 For =eorge 31???5" a leadership mission defines a
higher purpose2 such purpose provides vision" passion" and compassion The Leader as +ntegrator
is passionate a#out the organisation%s values and culture 3!dler" 244C5" and ma&es choices
amongst alternatives to the degree that they fit corporately" either now or in the future
Leadership" !le$ander 3244@5 notes" is the collective activities of all mem#ers devoted to purpose
and tas&2 it is the result of collective interaction Leaders as +ntegrators wor& assiduously to
ensure everyone wor&s together in a coordinated" unified way toward shared purpose" o#;ectives"
and rewards
/e are moving increasingly (uic&ly toward glo#al democracy2 the leader of tomorrow must en)
courage and e$ploit the power of e(uality and freedom 3'later" 24415 /or&places are e$pected
to #e more democratic" #ut they will #ecome so only if relationships amongst people at wor&
change and the relationship people have with wor& changes 3Driscoll and Mc>ee" 244C5 The
Leader as +ntegrator assures people find their place:a contri#uting role that is valued" fulfilling"
and continues to evolve as individuals themselves develop and have more to offer
Indi2ators
The executive communicates consistently fre%uently and
effectively 'ith staff and other sta&eholders a(out things that
matterK directions priorities values etc)
Executive communi%uJs are forthright and as personal as
possi(le) There is high congruity (et'een informal
communications and the glossy pu(lic affairs ones)
Employees or outside o(servers do not spea& of rhetoric or
spin in corporate communications (ut of realityL truth good
intention transparency)
Everyone &no's 'here they fit) Any employee can explain
'hat he or she does 'hy and ho' it fits into the (igger
picture)
There is a high level of respect for the organisation and 'hat
it does and of trust for the organisationDs leadership)
There is a palpa(le sense of team) There are high levels of
colla(oration and all manner of 'or&ing inter#dependently)
Fo one feels isolated or ,left (ehind). There is a 'idespread feeling of moving for'ard together)
*oial +n#ineer and Relationship12uilder
Leadership is relationships" write >ouFes and Dosner 324415 Elsewhere they have pointed out
that success in leading is wholly dependent on the a#ility to #uild and sustain productive relation)
ships 3>ouFes and Dosner" 244@5 The future world is inclusion2 the leader%s role is to ma&e it
happen and get the most out of it 3Aelgesen" 244@2 >ucFmars&i and >ucFmars&i" 244C5 !s
'ocial Engineer and *elationship).uilder" the leader of the 21
st
Century is master connector and
conduit" facilitating and encouraging all staff and other sta&eholders to networ&
6C
and colla#orate
within and without the organisation 3!dler" 244C2 =hani" 244@2 Martin" 244C5 and #uild and util)
ise networ&s 3Day and 'choema&er" 244B2 =oldsmith" 244@5 Aere" the 21
st
Century leader sees
opportunities to connect people and ideas that might not normally have cause to come together
The crucial tas& is to share power and promote shared ownership and collective effort resulting in
greater capa#ility and commitment and producing more sustaina#le solutions !mongst the thirt)
een leadership effectiveness #ehaviours unearthed in .ryman%s 3244C5 review of the literature are
two of relevance here8 3a5 encouraging open communications and 3#5 creating positive < collegial
wor& atmosphere
6C
Day 324415 presents a useful description of networ&ing and its value in his discussion of leadership development
strategies
69
'ummarising their research into leadership and colla#oration" Au$ham and Mangen 324445 state8
The last decade has seen a worldwide movement toward colla#orative governance" colla#or)
ative pu#lic service provision" and colla#orative approaches to addressing social pro#lems
IThen furtherJ There seems little dou#t that pu#lic sector management in the 21
st
century will
need to #e sophisticated in its understanding of the s&ills" processes" structures" tools" and
technology needed for wor&ing across organiFational #oundaries 3p 117?5
+n his paper on systems citiFenship" 'enge 3244@5 ac&nowledges that a &ey leadership tas& for the
new millennium is #uilding partnerships and colla#oration across #oundaries *elated challenges
include the a#ility to em#race 3and encourage5 multiple perspectives and to #uild shared under)
standing 3'enge" 244@5 'arros 324462 p 115 asserts that 0we are heading into a post)industrial
world where the !ractice of leadershi! rests on !rinci!les of colla#oration rather than com-
!etition1 3emphasis in the original5 =hani 3244@5 added that the leader)integrator #reeds and
connects multiple perspectives 3#ridge)#uilder5 to creative effect and helps everyone discover the
leader within themself /e #elieve these points of particular relevance to the glo#al citiFen
aspect of the 21
st
Century The notion of 0everyone as leader1 seems especially germane to the
idea of good citiFenship where personal responsi#ility and initiative are called for 3as opposed to
passivity and compliance5
'hared leadership and empowerment is the leadership model of the future2 the future organisation
is all a#out effective teamwor& and colla#oration 3=reen#erg)/alt and *o#ertson" 24415 Lead)
ership in the future will #e increasingly a#out leadership throughout the organisation" at all levels
3'preitFer and Cummings" 24415 +n ela#orating his ideas on learnership" Coo&sey 324465 ta&es a
provocative stand with respect to empowerment and shared leadership8
.y gradually dissolving this leader < follower dependency
6B
through the evolution and diffus)
ion of the capacity for Plearnership"% the diversity of individual capacities" the multiplicity of
worldviews and myriad potential interpretations of systemic and conte$tual feed#ac& can #e
tapped for future learning in such as way as to eventually erase the distinction #etween leader
and learner !ll would lead and all would learn" at different and appropriate times and in dif)
ferent and appropriate waysO3p 2125
/hile the need for individual leadership will pro#a#ly never disappear" calls for democracy and
empowerment seem increasingly ;ustified +n their review of the literature" Eddy and
ManDerLinden 3244@5 conclude that leadership is increasingly defined not #y position or hier)
archy" #ut understood as relationships amongst people The leader%s role is to compile an inte)
grating vision tapping into the power of the collective 3>ouFes and Dosner" 244@5 /e)centric
leadership" =laser and Dilnic& 324475 note" is a#out sharing power2 it involves inclusion" support"
development" learning" and nourishing that ena#le and lead to co)leadership and co)creation ,n
the way there" the 21
st
Century leader decentralises decision)ma&ing" and respects and values staff
;udgement and a#ility 3'tallard and Dan&au" 244B5 Ae or she #uilds ownership and adapt)a#ility
amongst people:the idea of one right leader must #e done away with 3AeifetF" 244@58
every#ody must develop leadership potential
6B
'ee previous discussion on the leader)follower relationship in the section on Hncertainty
67
Indi2ators
The executive team periodically examines and ,redra's. its
(usiness (oundaries geographic political and operational)
A'ards and recognition are provided to individuals and
teams 'ho ,(rea& the (ox.M'ho come up 'ith 'ays of
'or&ing more colla(oratively and exploiting net'or&s
partnerships and other relationships)
All staff are encouraged to ,(ranch out. enter into dialogue
'ith staff in other units 4 locations and 'ith people in other
organisations to exchange ideas and cultivate opportunities
for colla(oration) += +?N of individual 'or& time is set
aside for this and an account esta(lished to fund visits and
other expenses)
,Competitors. are re#evaluated as ,colla(orators. and
partners)
A'ards and recognition are slanted to'ards team
achievements and other successful colla(orative efforts)
5anagers are re'arded and promoted (ased not on
individual achievements (ut on their outreach initiatives and
success in promoting partnering and colla(orative efforts
amongst their teams)
There are visi(le and effective Communities of Practice
'ithin and across (usiness lines and 'ith industry partners)
Staff receive on#going 4 advanced training in ,relationship
management. and team'or& and colla(oration)
All managers receive training in leading colla(orative
pro/ects)
To,ard Renaissan2e/Uni.yin0 The Ne, Leadershi1
Leaders and leadership have #een portrayed and arrayed in many ways #y many authors +n the
foregoing section we presented eight sets of leadership attri#utes" a synthesis and categorisation
we have developed #ased on an e$tensive review of current literatures covering leadership For
reference" the eight categories are summarised here
Learnershi# % Leader as Learner and Teacher
The leader of the *+
st
Century is continuously learning and
is committed to helping others learn and develop) Learning
remains at the forefront of community focus and organisa#
tional activity) 6nlearning is a strategic imperative) The
*+
st
Century leader is not master of all she surveys (ut is
student of all she confronts)
Ser"ice % Ser"ant Leadershi#
The *+
st
Century leader is servant and ste'ard first to the
pu(lic he or she represents his or her employees and
other designated &ey sta&eholders) The Servant Leader
consistently sho's high levels of faith respect trust and
compassion to all he or she serves) The *+
st
Century
leader leads from the heart as 'ell as the head)
Trans&or'ational Potenc
A for'ard#thin&er the *+
st
Century Leader remains focused
on the long#term) <e or she has a clear vision of future
possi(ility and helps all sta&eholders see the future and the
'ays and means of fulfilling it) The *+
st
Century leader
spreads energy excitement hope and (elief) In service of
continuous improvement and transformational change the
leader of the *+
st
Century is 'illing and a(le to transform
him# or herself and creates an open and nourishing envir#
onment 'herein staff and other sta&eholders can transform
themselves and their 'or&)
E'otional Intelligence and A(thenticit
*+
st
Century leaders &no' themselves as 'ell as their
people: they represent themselves as they really are and
encourage others to ,(e themselves). 1iversity and indi#
viduality are honoured) They are honest and encourage
honestyM(uilding and maintaining trust is essential in the
net'or&ed virtual and autonomous 'orld of the *+
st

Century) They are vulnera(le and most of all human)
They understand their o'n emotions and accept the emo#
tionality of their staff and other sta&eholders) 0oremost
they are self#reflective and encourage others to practice
reflection)
Ca#acit &or Co'#le)it and Strategic Tho(ght
The *+
st
Century leader see the (ig picture and accepts that
everything is inter#related appreciating that action and
inaction have profound social and environmental impacts
and implications) <e or she understands the nature of dy#
namic complexity and helps others learn to understand and
cope 'ith uncertainty and to (ecome more responsive and
adaptive to complex challenges) These leaders resist
temptation to solve pro(lems or ma&e decisions alone)
Leader as Wise* Virt(o(s* and Ethical
The *+
st
Century leader sees 'isdom as the only salvation
for the future 2surviva(ility and sustaina(ility3: see&s to
deepen his or her o'n 'isdom and develop deep pools of
'isdom throughout the organisation) It is not a(out (eing
clever successful or impressive (ut doing the right thing
for the greater good) *+
st
Century leaders &no' their val#
ues and motives and conduct all affairs in accordance 'ith
a moral code and set of upstanding values and principles)
They are the role models for staff and other sta&eholders)
6@
Leader as Integrator
The *+
st
Century leader is inclusive involving and unifyingK
architect of coherence) <e or she helps employees and
other sta&eholders seeK
'here and ho' the organisation fits in the (igger picture
'here and ho' they fit in or relate to the organisation and
ho' their attitudes and (ehaviours contri(ute to its
important mission
'hy things are done as they are or should (e done
differently)
The Leader as Integrator helps people find meaning
(elonging and purpose)
Social Engineer and +elationshi#,B(ilder
As Social Engineer and "elationship#$uilder the leader of
the *+
st
Century is master connector and conduit facilitat#
ing and encouraging all staff and other sta&eholders to net#
'or& and colla(orate 'ithin and 'ithout the organisation)
<ere the *+
st
Century leader sees opportunities to connect
people and ideas that might not normally have cause to
come together) The crucial tas& is to share po'er and
promote shared o'nership and collective effort resulting in
greater capa(ility and commitment and producing more
sustaina(le solutions)
Ta3le 5. The Eight Essential Categories of the 21
st
Century Leader
There are many facets to the leader of the 21
st
Century Each of us will reflect different aspects"
having strengths in some areas" while trying to develop in others +t may #e idealistic to #elieve
any one human #eing could #e strong across all eight dimensions" something li&e an ,lympian
decathlete Nevertheless" the dimensions provide specific targets to strive for 'ome measure of
competence in each area would indicate a well)rounded leader" while levels sufficient in each
area would predict a healthy organisation which to strive ! measuring device provided in the
conclusion can assist individuals and organisations to assess themselves on the eight dimensions
of 21
st
Century leadership
/e do not claim that our leadership representation is the #est or the last There is some greying
of the lines #etween and across our eight dimensions +t was hard for us to always find a precise
and distinct fit for the many and varied depictions we have found in the literature This would
especially #e the case in an instance where the author descri#ed leaders of the future in ways that
cut across our categories" as e$emplified #y8
! transforming leader helps employees see their wor& as something #igger than themselves"
helping them find meaning and purpose #y involving and engaging their hearts and minds
toward achievement of a worthy goal" ensuring they &now where they fit in the organisation
and how crucial their contri#utions are to accomplishment" and creating an environment that
supports colla#oration" learning and change" and e$traordinary performance
6?
Hne(uivocal precision and distinctiveness notwithstanding" we are confident that most of the
attri#utes descri#ed #y authors on emerging forms of leadership have #een included in our eight
sets The eight dimensions are distinctive and encompassing enough to provide researchers and
practitioners ali&e a useful way of thin&ing a#out leaders and leadership ,n the whole" we have
leadership that is (uite different than that ever previously conceived /e cannot yet &now
whether or not renaissance leadership will solve glo#al pro#lems su#stantially #etter than leader)
ship of the past or lead to an era of enlightenment such as we have
never seen /e can with certainty" however" predict that if lead)
ership continues on its current tra;ectory that the world as we
&now it will change dramatically
Id love to change the world9Ten Lears !fter
94
6?
!n aggregate composed #y the authors from multiple sources
6C
Emerging vie's of leadership are
%uite different than ever previously
conceived)
+magine ;ust for a moment a world characterised #y the leadership we have descri#ed here" where
leaders of #usinesses" institutions" and organisations of all types really serve their employees and
other sta&eholders first" and demonstrate unwavering commitment to stewardship of the organisa)
tion" the community" and the planet /here" leading from the heart and soul as well as the head"
they #ring out the #est in everyone and ensure every individual feels centred and connected" and
whose contri#utions are valued
91
/here pro#lems are solved not with stop)gap measures or
counter)productive solutions that erode faith" trust" and posterity" #ut sustaina#ly and compass)
sionately" with the widest" most)genuine consultation and in the interests of the greater good
This is the vision of our future shared and touted #y leading minds today Not only does this vis)
ion seem worth pursuing" #ut it may #e our #est" if not only hope /hether perceived as an ideal"
a pipe)dream" or a necessity" we do not have to loo& far to find a disparity #etween the descrip)
tions and e$pectations of 21
st
Century leadership and the reality of leadership as it actually is at
present Despite considera#le and compelling agreement that a new leadership is #oth possi#le
and desira#le" we have some distance to travel #efore we attain it
THE LEA%ERSHI& (A&
Drawing on our research into emerging impressions and e$pectations of leaders and leadership
;u$taposed against the #ac&drop of more mainstream understandings" we discuss in this section
the gap #etween the two and its implications Ta#le 9" #elow" shows a comparative overview of
conventional views of leadership and those that appear to #e gaining acceptance - The New
Leadership
Conventional Leaders and Leadership Emerging Views of Leaders and The New
Leadership
The leader as machine. The leader is 2should (e3 and
must (e perceived to (e hard cool calm and collected:
o(/ective calculating precise)
The leader as human. It is increasingly recognised that
leaders are and should (e human) It 'ould (e impossi(le
to list the attri(utes of 'hat it is that ma&es us human (ut
the point is that denying our humanity limits our o'n
potential and distances us from those 'e 'ould lead and
inspire)
The leader as made it. Leadership is a destination
not a /ourney) Leadership positions are a(out having
attained ran& title po'er and influence using them
effectively: and in some cases 'or&ing hard to retain
them)
The leader as a work in process. Leadership is de#
creasingly thought of as a final or penultimate o(/ectiveM
'hen youDve arrived youDve made it: rather a lifelong
continuous process of learning and development)
94
!ppearing on A S!ace in Time. /ritten #y !lvin Lee of Ten Lears !fter Droduced #y Chris /right" Chrysalis
Music
91
Cammoc& 324465 has written a captivating" compelling" and relevant #oo& on soul in leadership Ais #oo&" =ance
of %eadershi!1 complements much reported in our paper" stressing" for e$ample" the importance of the whole person
and identifying si$ &ey characteristics of effective leaders8 passion" integrity" courage" faith" concern for others" and
sense of self:all included amongst the eight dimensions of 21
st
Century leadership we have found 3his falling most)
ly in two of our dimensions" 'ervice:'ervant Leadership and Emotional +ntelligence and !uthenticity
6B
The leader as superior. $y virtue of ran& title or
position the leader is the authorityMthe one 'ho chal#
lenges in%uires advocates controls) The position of
superior has (een earned or conferred and there are fe'
positions at the top) While seldom stated the inference is
that anyone not in top positions is inferior or at (est
su(ordinate: as such they do not lead and ta&en to its
extreme nor could they or should they lead)
The leader as equal. There is little dispute that The Fe'
Leadership is a(out empo'ering and ena(ling others to
learn and develop and nota(ly to lead) The ne' leader
does not see him# or herself as ,superior. in a superior#
su(ordinate relationship (ut as an e%ual amongst others
all 'ho have uni%ue and different %ualities and can and
should lead as circumstances call for)
The leader as agent. The superior in any situation is the
leader) It is this personDs prerogative role and respon#
si(ility to use his or her position and associated po'er
and influence to get the /o( done through ,leadership
acts). Accounta(ility resides in the position) Accordingly
others are not re%uired to have o'nership responsi(ility
or commitment exceeding that strictly prescri(ed (y /o(
description or role statement: nor are they generally
re'arded for going a(ove and (eyond the call of duty
and in fact may (e chastised for doing so)
The leader / leadership as a process. Increasingly
leadership is seen as a relationship and a dynamic
process less as a person or activity) Since leadership is
not vested in a particular person or position it is distri(#
utive in natureMeveryone might have some) Ideally
leadership flo's amongst people 'hen 'here and ho' it
is most needed) It is offered and received graciously and
'ith (est intentions) While not everyone 'ants or has the
s&ills to lead such an environment generates higher levels
of commitment and performance than in strictly regiment#
ed hierarchical systems and creates unsurpassed future
leadership capacity)
Leader as stabiliser. It is the leaderDs role and respon#
si(ility to ensure employees and other sta&eholders feel
secure and confident 'ith strategic policy and direction to
assure everyone that the organisation 2and its leadership3
are at the helm and capa(le of steering through 'hatever
'eather may present itself) Consistency relia(ility
predicta(ility composure and control are the catch'ords)
Leader as change agent. Consensus is that it is the
leaderDs role and responsi(ility to create change#a(le
organisations responsive and adaptive and to envision
and usher in change that &eeps the organisation a(reast
of changes in the environment or (etter anticipates and
proactively leads the organisation to contend 'ith and
capitalise upon emerging trends) This is the leader as
,desta(iliser).
The leader as instrument of shareholders. The
primary responsi(ility of the CE8 and other executives is
to shareholdersMto profit and "8I) The corollary is short#
term gains 2%uarterly returns3)
The leader as servant and steward. Increasingly
leaders are (eing sought and lauded for their demon#
strated values of service altruism and ste'ardship)
These are people 'ho care a(out others the communities
in 'hich they 'or& and the planet on 'hich 'e inha(it)
Such dedication is of special importance today given the
rate of resource depletion environmental and ecological
destruction and the urgent re%uirement to focus on
sustaina(ility not to mention the recurring instances of
corporate greed that have spa'ned greater vigilance and
emphasis on social responsi(ility)
Leader as KI apostle. The leaderDs /o( is to ,&eep it
simple stupid). 5a&e communi%uJs and instructions as
simple as possi(le: target the least common denominator)
Employees and other sta&eholders 'ill (e confused (y
and distrust complexity and see 'ea&ness in indecision)
8nly tell them 'hat they need to &no'L See& clear and
direct information on 'hich to (ase decisions) Cut
through the crapL
Leader as prosel!te of comple"it!. The leader of the
ne' millennium is a student of and preaches complexity)
Li(erated (y Hthe acceptance ofI the fact that the 'orld is
too dynamic and complex for any one person to under#
stand it reduce its uncertainty or ma&e it (ehave the ne'
generation of leaders 'ill ta&e pleasure in studying com#
plexity and engaging in deep and meaningful dialogue 'ith
a 'ide range of enlightened and 4 or concerned souls to
plum( the depths of emerging pro(lems and opportunities
and to consider (est not %uic&est or most economical
solutions)
6?
Leader as e"ecutor. The leaderDs tas& is to get the /o(
done as efficiently and economically as possi(le) To
manage coordinate and control effectively 2or ensure
these functions are carried out diligently3) To ta&e
direction from superiors or the (oard of directors and
implement accordingly)
Leader as creator and patron of meaning. The *+
st

Century leader sees it as his or her role to elicit meaning
2if not craft it3 from 'or& and circumstances and help
employees and other sta&eholders connect 'ith that
meaning) This is largely the vision values and purpose
discussed so (roadly these days) Wor& increasingly is
seen as a most li&ely place for people to find needed
meaning purpose and even community) At the same
time there is a grounds'ell (elief that people 'ill go
a(ove and (eyond the call of duty for causes 2'or&3 they
(elieve in)
Leader as engineer. The leaderDs /o( is to ensure
everyone &no's 'hat their roles and responsi(ilities are
and that they have the s&ills tools and other resources to
do their prescri(ed /o() The organisation is a 'ell#
designed and maintained machine precise and pre#
dicta(le) 6nits and people (ehave rationally and 'ill
continue to do so as long as policy and procedure are
strictly follo'ed) If something goes 'rong the faulty part
process or person is replaced) "ationality reignsO
Leader as communit!#builder. It is no longer sufficient
to merely ensure the 'or&place is safe and secure and
that 'or&ersD (asic needs are met) Leaders of the ne'
age create environments 'here people 'ant to come to
'or& contri(ute in a meaningful 'ay and derive the
(enefits of mem(ership 2citi-enship3 in that vital com#
munity including nourishing emotional re'ards 2sense of
(elonging esteem personal gro'th3) Personality reignsO
Leader as warrior. The leaderDs tas& is to anticipate
pre#empt or su(due threat from 'ithin 2competing tri(es
or am(itious lieutenants3 and 'ithout 2antagonistic
intimidating and encroaching neigh(ours and others
competing for our sovereignty resources or mar&ets3)
Eeep your friends close and your enemies closerL As
long as you 2and your organisation or nation3 are po'erful
and in control no one can ta&e advantage of you) The
(est defence is a strong offence)
Leader as peacemaker.
$%
The leaderDs tas& is to (uild
(ridges amongst and across parties competing unnec#
essarily and counter#productively and to use conflict and
tension productively not see&ing harmony for ease and
pleasantness (ut to create opportunities for creativity and
constructive 'or&) The leader as peacema&er is all a(out
colla(orating and partnering loo&ing for ne' friends and
repairing failed friendships) The (est defence is commit#
ment to resolving shared concerns and trust (uilt up over
time)
Ta3le 6. Comparative Leadership Modes8 Conventional versus Emergent
!s the comparisons in Ta#le 9 show" there is a su#stantial divergence #etween mainstream and
emerging views of leaders and leadership These sharp contrasts do not" per se" confirm or eluci)
date the gap #etween leaders adhering to mainstream paradigms and those adopting emergent
styles and philosophies of leadership /e can only speculate that individuals 0schooled1 in more
conventional forms of leadership will increasingly confront a wor&force" peers" and other sta&e)
holders who hold views and e$pectations that depart from conventional wisdom and norms
They may find this cognitively trou#ling and practically pro#lematic /hile we do not claim that
the emerging trends are #etter:that is" will #e more effective in the long run:we also do not
thin& the emerging trends will revert For the present" we are on a certain tra;ectory toward a
more human type of leadership and" perhaps" a more enlightened one
/hile it would #e premature to declare renaissance leadership as synthesised in this paper a pana)
cea" there is no (uestion that it has many advocates and does hold promise for a more ethical and
sustaina#le leadership +f it can #e a standard or #enchmar& to strive toward and mainstream
leadership is the current measure of performance" then we have a significant way to go to close
the gap Gust how we might #egin closing that gap is the topic we pursue in the following section
LEA%ERSHI& %E!EL&MENT
92
/hile unintentional" the dichotomy #etween Leader as /arrior and Leader as Deacema&er reminds us of Dan
Millman%s Way of the 3eaceful Warrior7 A /oo that )hanges %ives. The #oo&%s themes parallel principles of 21
st

Century leadership" and it should #e mandatory annual reading for leaders and those aspiring to lead
94
+n an effort to discover #est practice in leadership development" the authors sourced over 144
articles and research papers dealing centrally with leadership or management development and <
or management education where leadership or management was a focal concern 3see Endnote @
for a review of some of the papers found to #e of particularly useful for our current study5
C

.y way of summary" what we can say is that much has #een pu#lished" there is considera#le
overlap from that which has #een pu#lished" and there is little that we would descri#e as partic)
ularly novel" inspired" or compelling 3with some prime e$ceptions included in our review5 +t
may #e that leadership development is a #ehemoth industry" fairly conservative" well)esta#lished"
and slow to change +t may #e that the consulting companies" corporate universities" and #usiness
schools have got it right There is certainly much #eing done in terms of leadership and manage)
ment development /e%ve seen estimates of e$penditures in the #illions 3.eddowes" 1??92
Aartman" Con&lin" and 'mith" 244C2 *eady and Conger" 24465" with individual organisations
spending millions annually on leadership development 3/eiss and Molinaro" 244@5 Dram)
atically" Connaughton" Lawrence" and *u#en 324465 go so far as to say that 0corporations waste
#etween T7@ and T1@B #illion each year on ineffective leadership development programs1 3p
9@5 /e have also seen some practical" progressive" and am#itious efforts 3Ni$on" 24462 'hefy
and 'adler)'mith" 244@5 .ut" despite a chorus of calls for more integrated" continuous" and
holistic development strategies 3.oyatFis and McLeod" 24412 AerneF).roome and Aughes"
24495" mainstream development efforts" on the whole" do not appear to #e &eeping pace with
emerging views of leaders and leadership 3Doyle" 24445
The ma;or disconnect #etween renaissance leadership and companion development initiatives
may #e e$plained #y the fact that the compendium of 21
st
Century leadership competencies is
comple$ These competencies" which tend to #e intangi#le and su#;ective" do not lend them)
selves to the standard training course or university classroom" as many traditional leadership
development programs do 3Cooper" et al" 24475 .ecoming more authentic" for instance" may
re(uire more time" deeper and intense e$periences" greater #readth of situations and environ)
ments" and more capa#le facilitators and coaches than allowed for #y most current formats and
venues They may also pose greater ris& to and demand more courage of the participants of such
programs and the organisations that source and fund them The easy development su#;ects are
offered e$tensively and well enough These are the su#;ects with 0pac&agea#le1 course content
consisting of discrete &nowledge #its and easily)demonstrated s&ills ,ne of the underlying
drivers for such practical courses is that they are measura#le Corporate sponsors can readily
assess return on training investment This is one of the characteristic re(uirements of the con)
temporary leadership development movement as evidenced in numerous research papers from the
field 3see Dernic&" 2441 and *eady and Conger" 2446" as e$amples5 'uch training is also easy to
cost
+ronically" courses and programs addressing the simpler leadership development tas&s pose a
comple$ of insidious pro#lems +n part" they8
Deceive participants and organisations into #elieving that meaningful leadership development
is occurring" while diverting funding that could #e devoted to more effective leadership
development2
Detract attention from the #ig picture and undermine its importance #y focusing on peripheral
and simplistic issues2 and thus"
Lead to sense of scepticism and derision amongst participants and prospects2
91
.ecome self)reinforcing" as a result of the 0training as reward1 phenomenon" the visi#ility of
graduates demonstrating evidence of training 3using the ;argon" applying the tools5" satisfaction
ratings on course feed#ac&" and other du#ious indicators
+n other words" they pander to the 0(uic& fi$1 mentality and undermine the real comple$ity of
leadership and the leadership development tas&
,f course" corporate)wide training offers advantages such as creating shared language and e$per)
ience" fostering networ&ing and relationship)#uilding" e$posing participants to other parts of the
#usiness" and em#edding use of new techni(ues and #usiness process:all valid #enefits .ut
one must as& whether these reasons merit the spending of limited leadership development dollars
=iven the comple$ity of the world we live in and the pro#lems we face" simple approaches to
leadership development are insufficient" at #est" and (uite possi#ly counterproductive +t is time
we recognise this fact and #egin demanding more of program developers" providers" and par)
ticipants
Community o. &ra2ti2e as Model .or Leadershi1 %e-elo1ment
The authors would li&e to present the following case as an e$ample of a leadership development
initiative with great potential +t is promising #ecause of its informality and low cost" on the one
hand" and its demonstrated effectiveness at #uilding superior collegial" colla#orative leadership
on the other Darado$ically" the initiative was unplanned and emerged (uite naturally and oppor)
tunistically from a Community of Dractice pro;ect in which one of the authors was involved
That pro;ect entailed starting and < or supporting a num#er of multidisciplinary C,Ds across the
university There were a doFen C,D' in various stages of development" from 0early days1 to
firmly esta#lished The original o#;ective of the pro;ect was to see if and how leadership can #e
developed through Community of Dractice activity
!s few of the C,Ds were self)sufficient and most seemed to #e struggling" the pro;ect team
committed to providing facilitation and administrative support to them Each C,D had at least
one pro;ect team mem#er serving in various support roles" from secretary and general #ehind the
scenes organiser and helping hand" to facilitator" catalyst" and functional mem#ership *ec)
ognising that pro;ect team involvement might #e impeding C,Ds from #ecoming more self)
directing and inhi#iting their individual mem#ers from developing critical s&ills and ta&ing on
more responsi#ility" the team decided to create a separate C,D comprised of individuals from the
respective C,Ds who showed leadership promise Leadership development efforts would con)
centrate on the individuals with o#vious potential
This metacommunity" or 'uperC,D" #egan meeting regularly every two wee&s The agenda was
fle$i#le" and centred on issues and challenges representatives were facing in their communities
,ne underlying theme provided continuity8 facilitation:what were the s&ills" #ehaviours" and
values that underpin colla#orative effectiveness" and how could they #e developedE +t should #e
noted that positional" hierarchical leadership was downplayed" and a shared" distri#utive model of
leadership was sought This creates a tension #etween leading 3directing5 a group and promoting
leadership development within it" palpa#ly felt #y #oth facilitators and group mem#ers +nterest)
ingly" #oth sides wanted more leadership" the difference #eing who demonstrated it and how it
manifested !lso in a process li&e this there e$ists a tension #etween tas accom!lishment1 seen
as the content and priority #y group mem#ers" and leadershi! develo!ment1 seen as the content
3and process5 and priority for facilitators This is a significant 3though perhaps neglected5 issue
in progressive leadership development programs that integrate development with strategic cor)
92
porate o#;ectives 3see" as e$amples" .eddowes" 1??92 Ni$on" 24462 *eady and Conger" 24465
IThese are sometimes referred to as !ction Learning pro;ects 3*aelin" 244@a2 'mith" 24415J
Drogress in the 'uperC,D could #e characterised as a series of 0#umps and starts1 Numerous
learning and development o#;ectives and topics were entertained" directly and indirectly related
to Communities of Dractice with leadership always as a central theme Aowever" it was not until
mem#ers galvanised around the planning and running of a national conference on leadership that
they really started to 0clic&1 as a group *elieved at the completion of the conference and glee)
fully surprised at their success" the group #egan to appreciate what they collectively had achieved"
with no e$ternal leadership or direction Finally" the lessons on leadership with which the group
had #een struggling for months were at least partly resolved
The 'uperC,D has continued to meet for over a year following the conference" every second
wee& for an hour and one)half Mem#ers come voluntarily" set the agenda" and run sessions on
their own" #ased on mem#er needs" wishes" and preferences !nother #ig event is planned" a
Dialogue Conference 3for more on Dialogue" see +saacs" 1???2 and 'charmer" 24412 pp 19@ )
19B5
Aow has this Community of Dractice promoted leadership development and what specific com)
petencies have #een developedE /e enumerate" here" ;ust some of the &nowledge" s&ills" and
attitudes mem#ers have identified related to 21
st
Century leaders and leadership8
Individual and shared reflective practice leading to individual and group
learning and development greater understanding and appreciation of individual
differences and improved overall effectiveness) There is a reflective activity at
practically every session)
Learnership
Emotional Intelligence and
Authenticity
1ialogue s&ills and use of Appreciative In%uiry leading to more effective and
fulfilling resolutions initiatives and change pro/ects) These are examples of
topics studied and applied in various situations) 5a&ing the decision to (ecome
a centre of excellence for 1ialogue in support of the universityDs internal and
external sta&eholders and demanded adoption of an ethic of service and trans#
formationK 'e can and 'ill ma&e a differenceO
Capacity for Complexity and
Strategic Thought
Service Servant leadership
Transformational Potency
9roup pro(lem solving decision ma&ing and planning s&ills) Planning and
running the national conference and other initiatives exercised and developed
important colla(orative s&ills (uilt confidence and demonstrated that ,outside.
leadership 'as neither essential nor particularly desira(le) 1eveloping the
,content. for conference 'or&shop activities on emergent non#positional lead#
ership re%uired shifts in thin&ing and practice) The entire process 'as ex#
perimental ,ris&y. and instructive: it em(odied paradox and am(iguity)
Capacity for Complexity and
Strategic Thought
Emotional IntelligenceMitDs o&ay for you 2and others3 to sho' and to use
emotion (ut importantly to understand ho' your emotional (eing impacts on
your thin&ing and (ehaviour and conse%uently affects others) "ich and open
conversation and honest feed(ac& gives people insights into others and them#
selves)
Emotional Intelligence and
Authenticity
Personal agencyMac&no'ledgement of ones efficacy and o(ligation to
contri(ute) Eno'ing 'hen and ho' you impact others) 9reater appreciation of
ones personal po'er and influence and s&ill in their use) "ole plays de(riefs
real case studies and other activities complemented (y reflection contri(ute to
individualsD gro'ing sense of agency)
Transformational Potency
96
Authenticity and presenceMenhanced honest and complete appraisal of self
and 'illingness and a(ility to pro/ect the real human (eing leading to richer
relationships and more meaningful 'or&) 1isclosures 2sharing of personal and
professional struggles and impediments as 'ell as values delights and
passions3 through various community#(uilding and professional development
activities lead to greater self# and other#understanding and acceptance and allo'
us to (ring more of the ,self. to 'or&)
Service Servant Leadership
0acilitation s&illsMplanning and running meetings pro(lem#solving sessions
other group 'or&) Everyone rotates facilitation responsi(ilities) Everyone a
leader) 1evelopment of a shared sense of responsi(ility and mutual inter#
dependence) WeDre all in this together and it 'onDt 'or& if 'e donDt each ,share
the load. and pull our 'eight) Content is al'ays tied to processK 'hat 'e need
to learn as a group (ecomes part of the delivery) <o' do 'e facilitate a lesson
on facilitation; <o' do 'e lead in an environment of shared leadership;
Learnership
Leader as Integrator
The very formation of the meta#community 2SuperC8P3 served to integrate
individuals from various parts of the university to'ard shared purpose and
around common themes) Wor&ing together helps participants see that they are
all part of a (igger organisation (ut that they are not alone and everyone shares
similar pro(lems or has familiar situations) Through SuperC8P participants feel
connected contri(uting and supported) While individuals may have their o'n
uni%ue issues and challenges they can learn from one another and help each
other) SuperC8P (ecomes the ,proving ground. for testing out solutions and
exploring ideas that can (e used (ac& in participantsD units or their o'n Com#
munities of Practice) WeDve 'or&ed on such issues as promotion indigenous
staff recruitment and retention and conflict resolution)
Leader as Integrator
Transformational Potency
The po'er of the collective) The realisation that you are not alone that much
can (e achieved through colla(oration and collective effort) Appreciation for
concerted effort and &no'ing ho' to get it) Fumerous side pro/ects have (een
spa'ned through activities and discussion in the metacommunity: su(groups
have colla(orated on the 'riting of research papers proposed ne' university
initiatives forged colla(orations 'ith industry partners got executive endorse#
ment for ne' programs and helped mem(ers solve numerous pro(lems related
to their respective Communities of Practice)
Social Engineer and
"elationship#$uilder
1evelopment of capacity to see the (igger picture and consider the range of
issues and perspectives) Continual confrontation of dilemmas tensions and
paradoxes) Constant testing of vie's and values and continual exposure to
multiple and diverse points of vie') A gradual (ut inexora(le maturation in
understanding ones o'n (iases (eliefs and motives and those of others) This
comes a(out primarily through on#going dialogue that is open and honest some#
times confrontational (ut al'ays caring: and implies a foundation of trust itself a
product of personal commitment 4 investment and shared experience)
Leader as Wise !irtuous
and Ethical
Mana0ement Edu2ation 7 Hi0her Edu2ation
,ne need not loo& far to find criticisms with higher education" in general" and management edu)
cation" in particular Criticisms generally centre on the lac& of education%s relevance 3see" as an
e$ample" =old and Aoman" 24415 and often point to particular deficiencies such as ethics and
moral development" reasoning and critical thin&ing 3Au#er" 24465 /hile de#ate on the value of
higher education" per se" is #eyond the scope of this paper" the authors happen to #elieve that a
99
little education goes a long way - and the more the #etter Connaughton" Lawrence" and *u#en
324465 would agree" as they assert8
!n educated citiFenry is the most coveted" vigorously cultivated" and dependa#le national
resource" and higher education rapidly is #ecoming a re(uirement for full participation in
societies today 3p 9@5 ILater" they addJ CitiFens must #ecome #etter educated to fulfil
leadership challenges responsi#ly" effectively" and ethically 3p 9C5
This notwithstanding" more often than not" relevance critics generally decry the preparedness of
graduates to enter the professional wor&force smoothly" (uic&ly catch their stride" and #egin pro)
ductive wor&:wor& that is increasingly team)#ased and re(uiring high levels of inter)personal
s&ill 3Morrison" *ha" and Aelfman" 24465 Hniversities must 0lift their game1
Employers are loo&ing for graduates who demonstrate initiative and are responsive and proactive2
who are self)directed and can perform well in autonomous circumstances2 who are creative" fle$)
i#le" and eager to learn and develop further 3Au#er" 24462 Morrison" *ha" and Aelfman" 24465
/e would add that employers see& or should #e see&ing people who are different and #ring new
perspective and complementary s&ills" #ut who can 0fit in1 as well Fitting in" it seems" is more
important than ever !nd" we don%t mean #eing assimilated and su#merged:acculturated to the
point of losing your identity and individual spar&:#ut having the courage and s&ill to remain and
e$press yourself" while adapting and accommodating to those around you such that everyone
remains a valued individual and valua#le team)player ! crucial ingredient in the portfolio of
success for the 21
st
Century leader is this a#ility to get along with people of all il&" and to create
environments wherein all feel capa#le" respected" and eager to colla#orate This is something that
can and should #e learnt at university" #ut often is not
+n our review of several doFens of scholarly articles on higher and management education that we
thought might #e of relevance to this paper" we conclude that" on the whole" management educa)
tion fails to contri#ute much to developing leaders of the future who possess the attri#utes needed
#y the 21
st
Century /orse" in some cases" management education is counter)productive in this
regard"
96
as e$emplified #y8
Derpetuating independent study and competition over colla#oration and teamwor&
Dromoting passivity and dependence" as opposed to the fostering of autonomy and initiative
'u#tly or not)so)su#tly discouraging students from challenging ideas and authority or ta&ing
ris&s" while encouraging them to follow instructions and rules
96
!na&we and Durohit 3244@5 craft a particularly scathing criticism of management education2 =old and Aolman
324415 paint a #lea& picture" and 'wain 31???5 #asically as&s" 0what are #usiness schools good forE1
97
*ewarding 0right"1 mainstream answers and #ehaviour rather than promoting unconventional"
out)of)#o$ thin&ing" what%s needed for creativity and innovation
Derpetuating the power status (uo:teacher is the authority2 the only one whose views count
99
These and other classroom dynamics undermine development of leadership competencies for the
21
st
Century /hat management education does well - li&e its industry counterparts - is prepare
the analysts and functional specialists of the future This does allow graduate to find ;o#s and to
#egin or advance their careers .ut is does not prepare them to wor& in the tumultuous environ)
ment in which modern managers and leaders operate Aigher education and management and
#usiness schools can and should #e doing more to prepare the ne$t generation
Case in Point! The Community Pro3etLin'in# Theory and Pratie. *ather than providing
lists of courses or course content topics that would #e more in line with the needs of 21
st
Century
leaders" we present" here" a description of one university course with which the authors are famil)
iar This course - not even a leadership course - naturally promotes development of the 21
st

Century competencies amongst students Mersions of the survey course" Management" Deople"
and ,rganisation" have #een run at #oth undergraduate and post)graduate levels +n response to
recognised need to ma&e courses in the curriculum more practically relevant" MD, was redesign)
ed and su#)titled The )ommunity 3ro6ect. Course content:including such topics as strategic
planning" communications and interpersonal s&ills" leading change" entrepreneurship" teams and
teamwor&" and human resource management:remained the same The main difference is that
students must underta&e one or more community pro;ects as a part of the 16)wee& course
'tudents are introduced to the o#;ectives and nature of the course in /ee& ,ne Their first
related tas& is to interview students" faculty" and others at or around the university to ascertain
what people thin& a#out 0community"1 and to discover what sta&eholders #elieve would improve
community or the overall learning e$perience !lso as a group" they develop the criteria #y
which proposals will #e assessed This gives them a sense of what potential pro;ects might #e
e$pected to accomplish and what they hope to discover through the data gathering 3interview5
process The e$ercise also #egins to #uild a sense of ownership for potential pro;ects" and starts a
process that continues throughout the semester of #uilding community in the classroom through
dialogue" shared purpose" and collective activity Aaving conducted interviews and developed
proposals" students present their ideas to the class in /ee& Two" and as a group they select one or
more proposals to wor& on during the semester
97
From then on" each wee&ly meeting consists of
a theory piece on the designated topic 3say" organising or wor& design5 and how it relates to the
community pro;ect3s52 and a practical segment where students wor& in groups on pro;ect aspects
E$amples of pro;ects to date include8 campus safety and security2 a multicultural festival2 design
99
'ee Aays 3244B#5
97
.y /ee&s Two or Three" the emergence of natural leaders can already #e seen These tend to #e the more assert)
ive students who" #y virtue of personality" e$perience" or e$pectation" e$hi#it more proactive #ehaviours They are
louder" and more demonstra#ly active and seemingly engaged They tend to organise other students and activities
and ta&e control of situations2 they often appear dominant and sometimes even domineering /here in typical class)
rooms the emergence of such natural leaders is e$pected 3and" perhaps" tacitly encouraged5" in The )ommunity
3ro6ect1 through instruction" modelling" coaching" discourse" and a#undant feed#ac&" all students come to appreciate
how their own attitudes and #ehaviour demonstrate effective leadership and followership /e discuss the advantages
and disadvantages" the implications and conse(uences of a predilection in either direction The more assertive stu)
dents struggle to 0#ac& off1 and support the more reticent students as they strive to step out of their comfort Fones
and #ecome more present 3/e use the term 0present1 here in the sense of agency" not ;ust active or engaged" #ut
engaging8 presence" not in sense of charisma or allure" #ut in terms of ta&ing an active" responsi#le role:putting
yourself 0out there1 May#e we thin& that is what leadership is all a#out /e certainly #elieve this is a fundamental
character of the leader of the 21
st
Century
9@
of a community centre2 improvement of career centre operations2 li#rary improvement2 and a
sports carnival
.y the end of the semester" students have designed" implemented" and evaluated a real" ma;or
pro;ect Aowever" The )ommunity 3ro6ect is not I;ustJ an applied pro;ect management course
Not limited to reading and analysing cases" listening to lectures or discussing theory in the
a#stract" or even undergoing role plays and simulations in the safety of the classroom" these
students have had to deal with real people" multiple and competing priorities" and comple$
pro#lems with very little guidance The instructor serves as facilitator" coach" and champion"
trying to provide a framewor& for wor&ing and a supportive learning environment !s if The
)ommunity 3ro6ect weren%t enough" in cells of four or five" students develop and present the
lesson covering one te$t chapter 3eg" strategy2 planning and control2 motivation and perform)
ance management5 These lessons" usually more li&e a seminar or wor&shop" are generally
creative" interesting" and informative" and often surprisingly engaging 'tudents love learning
from one another" and are grateful for having the opportunity to research" develop" and present a
lesson
%ets Wor Together
>6
Li&e the real world" the course and The )ommunity 3ro6ect pose considera#le ris& and am#iguity
for students 3and faculty5 !nd there is a fair amount of chaos and confusion until students 0find
their stride1 .y the end of the semester" students have e$perienced disappointment" frustration"
and anger when people and circumstances don%t cooperate2 they%ve felt what it%s li&e to really
commit to something important" and discovered what shared responsi#ility is all a#out They%ve
e$perienced ;oy" cele#ration" a deep sense of accomplishment" and camaraderie" an emotional
gamut (uite unli&e anything e$perienced in other courses They have managed themselves"
demonstrated leadership" presented to e$ecutives" and learned to depend on one another and wor&
together toward the achievement of something meaningful They have not only achieved some)
thing of merit" #ut developed crucial 21
st
Century competencies" as shown in the ta#le #elow8
Learnership Leader as
Learner and Teacher
The teacher underta&es learning 'ith her students not as sole source of 'isdom and authority
(ut as a co#learner expressing passion for and delight in learning her o'n and her studentsD)
Students are encouraged and re'arded for ta&ing ris&s ta&ing initiative sho'ing courage (eing
different doing more than expectedM(ecoming self#directed and demonstrating personal
agency and contri(ution to the community) Students 'or& in Learning Cells 2study groups3 and
have to reflect on their individual and collective performance and effectiveness in the cells
pro/ect teams and classroom) Learning is stressed not a particular outcome 2there are no
exams3)
Service Servant
Leadership
The notion of service is stressed throughout the semester and 'oven into discussions and
activities) The instructor strives to serve her students as facilitator counsel guide: promoting
for their sense of self#efficacy and esteem) Attention to treating students as e%uals and 'ith
dignity and respect as human (eings and the leaders of the future) <elping them see that
leadership is not /ust a(out po'er and authority 2telling people 'hat to do3 (ut a(out sharing
po'er and helping others develop and gro' as human (eings and leaders: that leadership is
everyoneDs responsi(ility)
Emotional Intelligence
and Authenticity
Students are involved in many group activities inside and outside the classroom) These
activities form much of the core or context for learning the (ac&ground for theory) This is 'here
'e learn a(out ourselves in relation to those around us developing social and cultural s&ills)
,"eflective 5oments. are (uilt into 'ee&ly activities and students are re%uired to 'rite reflective
learning /ournals) $oth have them explore their interpersonal (ehaviour lin&ed to course topics
9@
0Let%s /or& Together"1 from the Canned Aeat al#um )anned ?eat )oo#oo released in 1?C4 3,riginal written
#y /il#ert Aarrison5
9C
such as influence planning team'or& or listening) The instructor shares passages from her
o'n /ournal reflecting on her experience of the course and pro/ect) Through modelling and
other inducements instructor facilitates students to come to understand and more readily and
honestly reveal aspects of themselves (ecoming more authentic) Emotional expression is
encouraged and respected)
Capacity for Complexity
and Strategic Thought
5aterial on complexity chaos coherence am(iguity and paradox have (een added to the
course) Community pro/ect proposals as an example must demonstrate complex strategic
analysis and consider multiple sta&eholders) Students apply systems thin&ing and tools to solve
complex pro(lems) Students are al'ays encouraged to thin& more 'idely and to (ecome
mindful of their o'n assumptions (iases values (eliefs and predilections and ho' these
impact pro(lem solving and decision ma&ing) They are re%uired to dra' their o'n conclusions
and defend them and to live 'ith the conse%uences 2as opposed to (eing continually told 'hat
to do or corrected3)
9B
Leader as Wise !irtuous
and Ethical
Additional readings are provided touching on interesting and different 'ays of thin&ing from a
range of sources on philosophy and ethics 2especially classical 9ree& and Eastern 'or&s3)
Instructor shares readings and 'ell as personal insights anecdotes and stories to ma&e leader#
ship more accessi(le and multi#faceted) Students are led to an understanding of their o'n moral
positions and 'hat this means in their lives and for their careers) !irtues are stressed not (e#
cause of their instrumental value /ust (ecauseL) Students ac%uire reflective discipline and are
taught to thin& of 'ider impacts 2implications of decisions and conse%uence of actions3 (eyond
,(ottom line. o(/ectives to thin& of the longer#term 4 sustaina(ility of the full spectrum of sta&e#
holders on impacts to the community and the environment) The constant concern is ,the
greater good).
Leader as Integrator The course is run as an organisation and community) There is a place for everyone: 'hile
everyone is different everyone has uni%ue gifts to contri(ute) Emphasis is on ho' 'e 'or&
together as a 'hole to achieve the (est ends for everyone) Considera(le 'or& is done to ensure
separate pro/ects are not conceived and implemented discretely (ut are part of a more#import#
ant (igger purposeK community (etterment) Every student is made to feel important to the
success of the pro/ect and that he or she is (enefiting from contri(ution and 'ill continue to
learn and develop through contri(uting) The underlying message is we are all in this together.
Transformational Potency The instructor strives to exemplify transformative leadership and promote deep transformative
change in students as 'ell as helping them see themselves as change agents and in need of
continuous rene'alK their pro/ects are a(out meaningful change) <o' can they inspire and
sustain it; <o' can they improve themselves through their 'or& and help others to learn and
develop at the same time) Change is sho'n to (e the constant and the re%uirement for pro#
gress and change s&ills as the great differentiatorMsomething 'e must all possess and en#
courage) Instructor realises that for these s&ills to develop in students that she must ,let go. and
let them find their o'n 'ay) 8ne of the first units in the semester is change leadership) A first
leadership act of the instructor is to (egin crafting a vision of a (etter community and helping
students to find that piece of the vision that is most inspiring and compelling for them) They in
turn learn a(out vision#crafting 'hen underta&ing their pro/ects)
Social Engineer and
"elationship#$uilder
Constant attention is paid to helping students see and act as if they are not aloneK there is a
'ide 'orld out there full of people 'hose support they may need 'hom they might learn from)
Who are the sta&eholders and 'hat is their relation to the pro/ect; <o' can 'e 'or& together
more effectively; Who have 'e forgotten a(out or neglected; Where can 'e get (etter or a
'ider range of ideas; The first theory pieces in the semester cover topics most relevant to
starting the pro/ect and 'or&ing effectively on it as a groupK glo(al emerging trends including
ne' ideas on leadership and organisations: team'or& and colla(oration: communications and
interpersonal s&ills: diversity Hclasses have a high proportion of international students 2graduate
classes (et'een ?= and C?N3 and are %uite multiculturalI: and organisational development and
change)
Ta3le 8. Coursewor& Leadership Development
THE LEA%ERSHI& %E!EL&MENT (A&
+ndustry and higher education are doing a fair ;o# of preparing leaders for the 24
th
Century" #ut
not the 21st There are numerous possi#le reasons for this" the newness and comple$ity of the
leadership development tas& not the least of them Dou#t and scepticism may #e other factors
su#tly wor&ing against leadership development /e have a history of failed leadership develop)
ment programs2 and there may remain a har#ouring of #elief amongst e$ecutives that leadership
cannot #e taught /hile there is some agreement that leadership can #e learnt 3not taught5 3!llio"
24475" many #elieve that learning leadership ta&es considera#le time and may re(uire confronting
and re#ounding from difficulty and" possi#ly" failure in the 0cruci#le of e$perience1 3Thomas"
244B5 'pecific pro#lems with past and some current leadership development initiatives include
9?
that they are simplistic" disunified" and unintegrated with or difficult to translate to the real wor&
conte$t 3Doyle" 24445 They often promote development of functional &nowledge and s&ill 3and
may #e fun and rated highly #y participants5" #ut what they learn should not #e confused with
leadership /hen training and courses do promote development of relevant leadership &nowl)
edge and s&ill" the ;o#" itself" participants% managers" and their organisational culture may unwit)
tingly wor& against them applying their new a#ilities
The gap is significant The eight sets of renaissance leadership (ualities presented in this paper
for the 21
st
Century represent a daunting omni#us of competencies Many of these emerging
competencies are new and different from the s&ills" &nowledge" a#ilities - ways of #eing - ever
widely thought previously to #e important aspects of leaders and leadership Compounding this
pro#lem was the generally)held #elief that individuals were #orn with such traits2 you either had
them or you didn%t 3The corresponding #elief was that only an elite minority were #orn with
leadership potential5 There has #een a gradual trend away from this narrow view of leaders
toward one that increasingly holds that leaders are #red" not #orn This means leadership can #e
taught 3or at least learnt5 !t the same time" however" we confront an increasing recognition of
the world%s comple$ity and uncertainty" and that the leaders of tomorrow must possess sophis)
ticated capacities to lead our organisations" institutions" and nations Moreover" there is a grow)
ing trend toward democracy" egalitarianism" and empowerment Employees and citiFens e$pect
to have a voice" and are more e(uipped to e$press it
Never has it #een as possi#le or more important for the
governed to #e self)governing
The implications of this are profound +n the modern" glo#al organisation of the 21
st
Century"
everyone is not only entitled to #ut must demonstrate leadership There is much wor& to #e done
to ena#le the wor&force to develop and e$press leader)
ship !nd" it is not ;ust people development of concern
,rganisations and institutions must change to accom)
modate a more capa#le wor&force" or their efforts will
#e stymied Current leaders must change the way they lead to ensure the ne$t generation of
leaders are #eing developed now
LEA%ERSHI& %E!EL&MENT RE'RM 'R THE )*
ST
CENTURY
Shine on you cra@y diamond " 3in 4loyd
>(
Aaving e$plored leadership in the conte$t of the 21
st
Century and having revealed su#stantial
gaps in leadership and leadership development" the important (uestion #ecomes what can we do
to reduce the gapE Clearly" we cannot continue to prepare future leaders as we have done in the
past ,ur focus on #oth content of leadership development programs and targets for leadership
development has missed the mar& /e can and must change the way we are preparing the ne$t
generation of leaders This involves who participates" who delivers" what is delivered and how
The authors do not #elieve that the solution is increasing the
#udget for leadership development" at least not e$clusively
/hat is needed is a wiser use of the resources availa#le !lso
in desperate need of change is the 0tic& the #o$1 mentality that
sees leadership development as administration and something
to #e managed in discrete #its8 scheduling and running participants through training courses or
pac&aged programs 'imilarly" we do not advocate measura#le *,+ on leadership development
9C
*eleased on the al#um Wish <ou Were ?ere1 1?C7
74
We cannot continue to prepare future
leaders as 'e have done in the past: 'e
can and must change the 'ay 'e are
preparing the next generation of leaders)
Fever has it (een as possi(le or more important
for the governed to (e self#governing)
$uilding leadership capacity throughout the
organisation or community may (e the single
most important tas& of the renaissance leader)
initiatives as many currently do" as this leads to simplistic and short)term development o#;ectives"
strategies" and measures rather than meaningful" encompassing" and long)term #ehaviour change
Effective leadership development is not something that A* or e$ternal providers do" it is some)
thing in which we are all involved and for which we are all responsi#le
Rome wasnt #uilt in a day9Morchee#a
9B
*enaissance leadership capacities such as authenticity" service" transformational potency" and
holistic thin&ing do not lend themselves to 0stand)alone1 professional development or single
university courses Deepening appreciation for and a#ility to demonstrate such competencies
must really #e seen more as a ;ourney than a destination" gradual growth rather than instant
#ehaviour change This is not to say that individual courses cannot provide introductory or even
more)advanced awareness and s&ills:you have to start somewhereR Courses" seminars" and
wor&shops can #e very effective if complemented #y a variety of leadership development
activities across a curriculum" and em#edded or fully integrated into 0the way things are done1
Effective leadership development courses employ and em#ody the principles" values" tools" and
#ehaviour desired Darticipants should e$perience as realistically as possi#le what it is they are
meant to learn For e$ample" instructors and facilitators should model colla#orative #ehaviour"
facilitating shared decision)ma&ing and giving participants su#stantial responsi#ility for success
of the course /hen they see what it%s li&e for participants 3su#ordinates5 to have a significant
voice in what they do and how they do it" they are li&ely to reproduce this #ehaviour themselves
on the ;o# ,f course this is ;ust one e$ample of creating an environment wherein individuals
#egin ac(uiring re(uisite awareness and s&ill To #e fully genuine and effective" every tas& and
lesson should represent the ideal /hile this might #e impractical" trainers and instructors should
consider how each and every tas& or lesson could #etter reflect one or more 21
st
Century com)
petence +ndicative guiding (uestions include8
Aow can the comple$ity of this pro#lem #e revealedE
Aow can this tas& #uild a sense of serviceE
/hat are the relationship)#uilding opportunities inherent in this situationE
Aow can we rethin& the ;o# such that participants have more chance to e$ercise creativityE
Aow can this pro;ect #e used to help individuals find out more a#out themselves and each
otherE
/hat are the potentials in this activity for participants to discover and e$press themselves
authenticallyE
Aow might we reveal the many perspectives possi#le on this particular issueE
The point is that the range of 21
st
Century competencies cannot #e learned overnight Nor is it
the case that everyone can master all of the renaissance competencies thought necessary of 21
st

Century leaders .ut everyone can develop in each of these areas /hile the competencies may
#e hard to teach" they can #e (uite fun and interesting to learn" and the importance of develop)
ment in these areas should not #e underestimated The pie chart" #elow" similar to that introduced
at the very #eginning of this paper" reflects one way that an individual%s status with respect to
renaissance leadership can #e displayed Each of the eight segments represents one of the 21
st

9B
0*ome /asn%t .uilt in a Day"1 appearing on 3arts of the 3rocess1 2444" produced #y =odfrey" =odfrey" and
Norris
71
Start 'ith statements of philosophy and
values (ut reinforce constantly through
'ord and deed)
Century competency sets +ndividual measures can #e ascertained employing the thermometers
presented in the conclusion to this paper Hsing this pie chart 3left5 with ratings in each com)
petence set as an e$ample" we see that the manager in (uestion is well along
her development path and fairly well)rounded" having apprecia#le levels of
attainment in each segment" or competence set 'he has particular strengths
in Emotional +ntelligence and !uthenticity 3EUV!5 and +ntegration 3Leader
as +ntegrator - +5" with room for improvement in 'ervice - 'ervant Leader)
ship 3'L5 and /isdom" Mirtue" and Ethics 3/MVE5 Lower scores in these
two areas may #e more a function of values and aspirations the manager has
than any assessment from her manager or other associates For instance"
she may feel the need or desire to develop in and demonstrate more of the (ualities associated
with service and wisdom Discussing results with managers and peers helps clarify e$pectations
and normalise ratings 'uch dialogue also sets the stage for pro;ects and other learning tas&s that
will help individuals capitalise on their strengths and develop in other areas
!rrival at this point already indicates that an organisation has come a long way" showing #oth
commitment to leadership development and sophistication in program implementation There
first needs to #e a general awareness of the importance of these competencies across the organ)
isation This can start with statements of philosophy and values" #ut must #e reinforced constant)
ly through word and deed Then" employees at all levels need to undergo continuing education"
suited to their personal attainments and positions in the organisation !ll organisational systems
and practices need to #e aligned with the competencies so that
they are continually monitored" shaped" and rewarded" and
over time #ecome part of the fa#ric of the culture Each
organisation may want to adapt and adopt the competencies in
their own uni(ue ways Aaving a #attery of operationalised
competencies could help ensure that the right people are #eing recruited" hired" developed" pro)
moted" and retained The indicators provided for each of the eight sets of attri#utes in the section
The New Leadership might #e a useful place to start

The following section presents an overview of indicative strategies to assist organisations and
institutions of higher learning design and assess their leadership development programs The
purpose is not to provide an e$haustive and detailed compilation of leadership development
strategies" #ut to offer illustrative suggestions to consider and e$pand upon /e have organised
the strategies according to the emerging e$pectations of 21
st
Century leaders and leadership" as
articulated previously in this paper
+n reflecting on the leadership development strategies included here" program designers and
evaluators should carefully consider the leadership (ualities the organisation 3or graduates5 need
today and in the near future *ealise also that we have included development strategies only for
the emerging leadership (ualities sought /hile they may not apply to every organisation across
all industries" these leadership (ualities are #oth generally applica#le and widely thought needed
in the 21
st
Century +n addition to these" the organisation may already have or still need to dev)
elop strategies for more conventional leadership development and for the specific operational
discipline < functional areas re(uired
72
L
SL
E7PA
TP
CC
PST
W!PE
I
SEP
$$
Renaissance Leadership Leadership Development trategies
Learnershi# % Leader as Learner and
Teacher- The leader as a work in
process.
Leaders at all levels of the organisation have and periodically update learning
and development plans)
ExecutivesD plans are posted on the organisationDs intranet site) Shortfalls and
'hat they are doing to overcome them are there for everyone to see)
Leaders at all levels have learning roles and teaching assignments 'hich might
include training facilitation or mentoring)
8rganisational Learning o(/ectives and activities are visi(le and focused)
The CE8 or delegate is Chief Learning 8fficer: mandate and agenda are clear
and progress closely monitored)
E'otional Intelligence and A(thenticit-
The leader as human.
"eflective /ournal#'riting)
9roup 4 team shared reflection on experience)
Training in Emotional Intelligence)
Incorporation of EI into performance management system 2professional
development plans and appraisals3 along 'ith coaching and 4 or mentoring)
Incorporation of an emotional 4 reflective component in individual and group
pro/ects)
Incorporation of EI into corporate ,health chec&s. and employee surveys)
Ser"ice % Ser"ant Leadershi#- The
leader as servant and steward.
Every employee has a service commitment as part of his or her annual plan of
at least +?N of time) Service commitments can (e 'ithin the organisation 2e)g)
leading efforts that might not normally (e in the individualDs /o( purvie' such as
running a clu( 'ith a service connection3 (ut emphasis should (e on the local
community 2$ig $rother hostel visits teaching 4 training3)
The organisation has at least one strategic o(/ective that is altruistic 4 service
related appropriate to the si-e of the organisation and its industry)
!alues and principles of services 4 Servant Leadership are integrated at every
level from corporate values statement to individual performance plans)
Every university ma/or has at least one course on service 4 Servant Leadership
and every course has some component 2that might (e assessa(le3)
Course credit is a'arded (y institution of <igher Education for supervised
pro/ects and 'or& experience of a service nature)
Trans&or'ational Potenc- Leader as
change agent.
Everyone organisation should have a change curriculum 'hether or not there
is an on#going change program 2implementation3) Larger organisations might
have a ,change college. and might even host individuals and teams from other
(usinesses) Individuals might pass through several ran&s earning certificates
or credentials each 'ith associated responsi(ilities in change management)
Everyone needs to learn ho' to develop visions and facilitate vision develop#
ment) Every individual should have a personal vision at least partially related to
his or her team or organisationDs vision purpose and o(/ectives)
6niversities need to offer programs in change management and transformation#
al leadership a'arding certificates and degrees 4 credentials as appropriate) A
(asic course in change 4 change management must (e a part of every degree
program)
76
All students should have one or more courses or ma/or pro/ects involving
change or implementation of some initiative and that offers some leadership
experience)
Trans&or'ational Potenc- Continued Course'or& offerings should include at least one course 'here students have
to undergo some personal transformation and 'here they learn the stages of
change people go through) Such courses must include a reflective compon#
ent and may need to (e facilitated (y professionals 'ith advanced s&ills) This
model can and should (e adopted (y industry as 'ell)
Ca#acit &or Co'#le)it and Strategic
Tho(ght- Leader as proselyte of
complexity.
The organisation has and runs a ,complexity college. a centre of excellence or
institute offering advanced training in the science and practice of complexity
and systems thin&ing)
6niversities offer courses and ma/ors in uncertainty emergence chaos and
complexity leading to certificate or degree)
All proposals and (usiness cases re%uire a systems perspective including
discussion of short# versus long#term costs and (enefits not /ust in terms of the
(usiness (ut including the community or larger environment as 'ell)
All students have to ta&e at least one course on sustaina(ility or ecology and
environment)
All courses have at least one unit 2topic chapter etc)3 on sustaina(ility or
ecology and environment)
In selection organisations 'eigh formal course'or& in complexity topics as
,highly desira(le).
Leader as Wise* Virt(o(s* and Ethical-
Leader as peacemaker.
All students have to ta&e at least one course on ethics and 4 or corporate social
responsi(ility)
All courses have at least one unit 2topic chapter etc)3 on ethics and 4 or
corporate social responsi(ility) Could (e on the philosophy of virtue)
8rganisations and communities sponsor 'isdom a'ards) Individuals teams
(usiness units and organisations compete for the prestigious honour of
'inning)
8rganisations identify 'isdom criteria offer training include as professional
development and performance appraisal o(/ectives and measures)
People are selected for advanced development and positions (ased on
demonstrated virtuous 'ise and ethical (ehaviour)
Leader as Integrator- Leader as
creator and patron of meaning.
All leaders and managers underta&e training in inclusion and facilitation
including such topics as ho' to (uild consensus involvement and engagement)
All leaders and managers underta&e courses 4 training in communications
including speechcraft 4 pu(lic spea&ing)
Communities of Practice flourish 'ithin 'hich mem(ers dialogue concerning
organisational ,meaning#ma&ing. loo&ing for opportunities to highlight and
further develop the organisations purpose and values)
79
Social Engineer and +elationshi#,
B(ilder- Leader as community-builder.
The leader as equal. The leader /
leadership as a process.
All leaders and managers underta&e training in team#(uilding colla(oration
strategic partnering (uilding and sustaining Communities of Practice) As
appropriate running one or more of these groups is included in duty statements
and assessed as part of the appraisal process)
All leaders and managers underta&e training and have as part of their
professional development plans and performance appraisal process courses in
shared decision#ma&ing empo'erment and group pro(lem#solving)
A'ards and recognition are offered to individuals and teams 'ho spearhead
initiatives to partner or colla(orate across the organisation or 'ith other
(usinesses and organisations)
Leadership positions are rotated so everyone has a chance to develop
leadership s&ills and learn more a(out the (usiness)
Competition is do'nplayed amongst individuals 'hile team and colla(orative
efforts are encouraged and re'arded)
Ta3le 9. Leadership Development 'trategies >eyed to the Eight Dimensions of *enaissance Leadership
Ta#le @ presents the eight dimensions of renaissance leadership and corresponding leadership de)
velopment strategies /hile some of the dimensions and < or their attendant leadership develop)
ment strategies might #e more appealing to readers than others" for instance" thought to #e of
more utility to a particular organisation or leader" careful thought should #e given to selection +f
anything" the renaissance leader of the 21
st
Century is well)rounded" not one)dimensional2 human
from every angle and enlightened in his or her many facets This #eing the case" choosing one
dimension or single development strategies would #e insufficient For simplicity or account)
a#ility" program managers might see& to narrow the development focus or limit the #readth of
strategies +t would #e natural" for e$ample" to see each dimension as a stream Different leaders
could #e placed in various streams" as suited to their developmental needs This" however" is too
much li&e the professional development on offer8 discrete and fractured" with little relationship
amongst training courses and less to the wor&place
Figure 2" #elow" shows renaissance leadership as an integrated curriculum Leadership develop)
ment for the 21
st
Century needs to #e as systemic and integrated as possi#le in order to produce
leaders who encompass and em#ody the eight dimensions
77
Leader
as
Ser"ant
Ca#abilit and
Strategic Tho(ght
Leader as Wise*
Virt(o(s*
and Ethical
E'otional
Intelligence and
A(thenticit
Trans&or'ational
Potenc
Social Engineer
and
+elationshi#,
B(ilder
Leader as
Integrator
Leader as
Learner and
Teacher
The .ew Leadershi#
C(rric(l('
'i0ure ). *enaissance Leadership +ntegrated Curriculum
/hat we are suggesting is that #usinesses and universities consider all eight dimensions of the
21
st
Century leader as an integrated and continuous program" and structure leadership develop)
ment accordingly ,ne way to do this" and #uilding on the strategies listed a#ove" would #e to
pic& and choose one or more strategies from each of the eight dimensions for any given individ)
ual 'uch latitude allows for personal preference and program re(uirements" while not diluting
the overall curriculum Everyone involved - learner" manager" administrator" and facilitator -
would #e using the same language and wor&ing toward the same overall outcome8 well)rounded
leaders with re(uisite s&ills" &nowledge" and attitudes for the new millennium
Case in Point! -n ,nte#rated Leadership Development Pro#ram. ,ne manager might have" for
e$ample" to develop as a mentor or coach as part of her learning and development plan 3%earner-
shi!5 'ince this manager has received feed#ac& from peers and su#ordinates previously that she
tends to #e (uite directive" curt" a #it insensitive to others" and doesn%t listen well" she also is
underta&ing training in Emotional +ntelligence and is wor&ing with a coach" herself" to accelerate
her development in this area 3+motional Intelligence and Authenticity5 =reat with num#ers and
+nformation Technology" the manager has found a volunteer opportunity in the local community"
helping marginalised citiFens develop their computing s&ills and complete ;o#s they have entail)
ing num#ers" li&e ta$ returns and #usiness plans 3Service5 The manager has committed to writ)
ing up her o#servations and e$periences wor&ing with her protQgQ and locals downtown in her
reflective learning ;ournal 3+motional Intelligence and Authenticity5 'he uses the material in on)
going dialogue with her own coach
+n agreement with her manager and in consultation with her coach" she has determined that she is
going to transform herself8 to #ecome more effective in wor&ing with her team and others in the
organisation ,n)going change pro;ects allow her to o#serve herself transforming as she leads
her team through change" loo&ing at change from #oth personal 3human5 and #usiness)technical
perspectives 3Transformational 3otency5 'he also includes o#servations and insights in her
;ournal
/ith some of the changes going on at wor& so large and comple$" the manager is ta&ing a course
at the local university titled 0Comple$ity and Change8 'eeing .usiness Transformation through
the Eyes of a 'ystems Thin&er1 3)a!acity for )om!le0ity and Strategic Thought5 'he is putting
her learning in the course to good use and has enlisted her team in trying to compete for one of
the organisation%s wisdom awards +f they can show they are implementing #usiness change
using #est principles of change and at the forefront of corporate virtues and values they might ;ust
have a chanceR 3%eader as Wise1 2irtuous1 and +thical5 +n addition" she has ;oined a corporate
Community of Dractice on organisational change" and learning from and sharing war stories with
others involved in various change pro;ects around the place 3Social +ngineer and Relationshi!-
/uilder5 Together" they are trying to ma&e sense of all the initiatives underway and how they
might #etter leverage and integrate them 3%eader as Integrator5
Further" she is encouraging her team to connect with people in other industries to see what they
can learn from them" in some cases paying for travel when prospects are promising 3Social +n-
gineer and Relationshi!-/uilder5 'he also has #een 0tal&ing up1 courses at the university in
which team mem#ers might #e interested" and spea&ing with them individually a#out how they
might architect their learning and development plans to accommodate courses they might ta&e
3%earnershi!5 Finally" she instituted an award for the team mem#er or su#)team that discovers
and < or develops the most novel and useful new product" service" or #usiness process 3Trans-
formational 3otency; Social +ngineer and Relationshi!-/uilder5" along with its systemic #usi)
ness case 3)om!le0ity and Strategic Thought52 and team mem#ers are having lots of fun trying to
0out do1 each other 3%eader as Integrator5
7@
This case e$ample highlights the integrated nature of *enaissance Leadership Curriculum The
specifics might not #e particularly new or different in and of themselves than what many indi)
vidual leaders and organisations might #e doing already .ut deli#erately and thoughtfully
drawing from each of the eight dimensions and directed in concert toward #uilding a well)
rounded leader in conte$t 3with mutually supporting organisational systems and culture5" the
li&elihood of producing individual leaders who can more effectively and confidently meet the
challenges of the 21
st
Century - and help others to do so - is greatly enhanced
CNCLUSIN
Retros1e2ti-e -er-ie,
/e have raised a num#er of issues in this paper of relevance to industry and community leaders"
practitioners involved in leadership development" and management educators and researchers
These include8
1 Leading through times changing more (uic&ly than we can o#serve and interpret them is one
of the great leadership challenges of the new millennium This has significant implications
for leading and the development of leadership" and for conceptions of organisation ,ur
notions of permanence" consistency" and sta#ility must shift to accommodate more organic
and dynamic forms 3=riffin" 244B5 /e must learn to #e sensing at the farthest reaches of the
&nown and e$ploit our collective intelligence to interpret and respond to changes #efore they
overcome us
2 The a#ility to envisage possi#le futures is a crucial (uality of thin&ing that leaders will in)
creasingly need in the new millennium Not only do leaders of the 21
st
Century need to #e
visionaries - the #est leaders have always #een so - they need to ta&e visioning to new levels
to conceive of the inconceiva#le Never has the need to #e creative and innovative #een so
important ,rganisations must continually loo& for ways to foster and get the most of new
ways of thin&ing and doing things
6 Not only must our leaders #e a#le to anticipate possi#ilities and discern emerging trends" #ut
they will need to identify those of most concern or opportunity Moreover" they will need to
#e consummate communicators" leading others to see future possi#ilities and to forge visions
themselves +ndividual elo(uence will always #e admired and will sometimes #e necessary"
#ut the greatest communication challenge and opportunity is dialogue amongst people The
leader%s tas& is to connect people in meaningful ways and encouraging open e$change
9 The leader of the 21
st
Century will have to #e a#le to mo#ilise people to underta&e tas&s in
uncertain" rapidly)changing environments /hile the need to marshal and galvanise people
under challenging circumstances in nothing new" how such mo#ilisation will occur is This is
where the 21
st
Century leader will #ring all his or her assets to #ear to encourage and inspire"
to involve and engage as leaders in the past have not had to do
7 The effective leader of the 21
st
Century is whole and leads with heart" head" and soul 'uch
authenticity and wholeness touch others" those who wor& for" with" and a#ove him or her"
partners" and other sta&eholders 3=riffin" 244B5 The whole person ta&es a holistic view of
the world 3English" Fenwic&" and Darsons" 24475" seeing everything as connected" and realis)
ing that action and inaction have conse(uences e$ceeding the immediate present and vicinity
+t is management education%s responsi#ility to educate 0the whole person1 3.oyatFis and
McLeod" 24415
7C
@ 21
st
Century leaders are glo#al citiFens who em#race diversity" straddle continents" and
penetrate comple$ity" &nowing how to ma&e the most of every opportunity that presents
itself These are renaissance persons" well)rounded and always eager to learn more
'chwandt 324475 calls such individuals philosopher)managers and managers as learners"
stressing that continuous learning is &ey to the leader of the future and that 0the essence of
managerial development should include Plearning to learn%1 3p 1BB5
C .uilding shared leadership is one of the prime o#;ectives and re(uisite a#ilities of the 21
st

Century leader This re(uires the a#ility to 0step aside1 and support others to 0step up1
Effective 21
st
Century leaders will lead #y 0letting go1 Leaders as the elite at the top will
give way to a surge of leadership from #elow and around2 the #ias toward positional" hier)
archical leadership will continue its shift to a lateral" colla#orative" collective form of
leadership
B Drevailing #eliefs a#out and practices of leadership are insufficient to meet the leadership
demands of the 21
st
Century ! groundswell of interest in revolutionary ideas on leaders and
leadership spearheaded #y forward)thin&ers" however" suggests these anachronistic #eliefs
and practices can #e overcome !ttri#utes of 21
st
Century leaders have #een distilled into
eight sets" as identified in this paper8
Learnership Leader as Learner Emotional Intelligence and Authenticity
Leader as Integrator Leader as Wise !irtuous and Ethical
Transformational Potency Capacity for Complexity and Strategic Thought
Service 4 Servant Leadership Social Engineer and "elationship#$uilder
? +ndustry and academic leadership development programs are not effectively addressing the
needs of 21
st
Century leaders or the organisations and institutions that will depend on them
Aowever" more integrated curricula and creative ways of lin&ing theory and practice hold
promise This paper proposes an integrated curriculum model that may #e used in industry
and higher education" and provides case e$amples of and illustrative strategies for leadership
development across the eight sets of competencies
14 /hile no one individual will li&ely master all eight sets of 21
st
Century leadership com)
petencies" organisations can #egin to recruit and select" develop" and promote #ased on
them +f possessed sufficiently" these competencies should predict individual" team" and
organisational effectiveness and resilience over the long haul
11 Four ma;or" interrelated trends of the 21
st
Century were highlighted that will impact upon
organisations and society at large" and provide the conte$t for leaders and leadership in the
coming decade8 technology" glo#alisation" diversity" and >nowledge /or&ers
12 ,rganisational and glo#al activity will increasingly #e dominated #y pervasive
uncertainty ! prime tas& for 21
st
Century organisations is developing leaders at all levels
with a high tolerance for am#iguity 3Au#er" 24465 Comfort Fones must #ecome a thing of
the past" and Pdiscomfort Fones% will #ecome the new preoccupation
16 'ince emerging views of leaders and leadership are so different than those conventionally
held" and the voices propounding these views so many and convincing" the authors #elieve
that we are e$periencing a renaissance in leadership:a transformation in the way we thin&
a#out leaders and practice leadership +ndividuals who possess and are developing the
7B
capa#ilities portrayed here as 21
st
Century competence sets are renaissance leaders Those
who practice renaissance leadership are transforming their teams" organisations" and com)
munities
Ca-eats and Considerations
To develop the eight sets of leadership attri#utes presented in this paper we have drawn on
hundreds of research papers and doFens of #oo&s and #oo& chapters /e found overwhelming
consistency across authors and topics for the individual competencies we have synthesised into
the eight categories /e found no significant disagreement or alternatives =iven our inter)
pretation of the glo#al environment" what these many researchers and scholars have to say re)
garding leaders and leadership ma&es a lot of sense to us /hat we cannot say is whether or not
what we are seeing is an a#undant case of idealism and wishing thin&ing
Conceptions of the leader of the 21
st
Century are much different than ever #efore Does this
reflect a dawning age of enlightenment or a widening schism #etween theory and practiceE /e
do not &now how aligned the notions of leaders and leadership are #etween emerging depictions
and real)world practice To this end" we would point to an important area of empirical research
needed8 Aow em#edded in today%s organisations are the attri#utes thought necessary to 21
st

Century leadershipE +s there evidence that they are #eing incorporated in leadership development
programs" performance management processes" and promotionE !re employees and managers
even aware of the emerging competenciesE Do they #elieve they are importantE -li&ely to ever
#e adoptedE
Despite the fact that we o#viously see value in people and organisations that em#ody the eight
dimensions of renaissance leadership" we accept that the s&ills" &nowledge" a#ilities" and attitudes
that comprise these capacities are somewhat intangi#le There will #e many who discount 21
st

Century leadership attri#utes purely as they are difficult to measure 'ome of the #est things in
life" however" are hard to define and difficult to grasp" though none the less important /e have
tried to ma&e the attri#utes presented in this paper a little more tangi#le for readers Care was
ta&en in discussing the individual competencies in the section titled The New Leadership" and
performance indicators were provided for each +llustrative leadership development strategies
were enumerated for each competency set in Ta#le @
/e #elieve that most organisations are capa#le of developing useful measures for each of the 21
st

Century leadership attri#utes +n fact" ;ust having the conversation amongst individuals a#out the
characteristics and how they might #e demonstrated and measured could #ecome part of a leader)
ship development strategy Gust such a conversation informed the assessment that resulted in the
manager%s pie chart shown previously" and the professional development plan su#se(uently
crafted !s staff discuss and de#ate the competencies and what #ehaviours might discriminate
apprecia#le over nominal performance they come to a shared understanding of what%s valued"
how its displayed" and how it might #e fostered
Dending such dialogue" the authors provide this simple device" a set of 0thermometers1 for each
of the eight sets of 21
st
Century leadership competence !ny individual or organisation can use
this device to #egin assessment and awareness)#uilding
7?
'i0ure :. 21
st
Century Leadership Dortfolio !ssessment
'imply fill in the 0thermometers1 to the degree that you 3or you collectively5 feel most closely
descri#es your level of achievement Lou may also 0tic&1 a #o$" place an 0K1 where it #elongs
on the continuum" or circle the num#er that #est sums your current level These #ars can also #e
used to show progress *emem#er that capacities in the eight dimensions have &nowledge" at)
titude or value" and #ehavioural aspects to them Everyone may &now" for e$ample" what an
attri#ute represents and assert that they #elieve it is important" #ut may not demonstrate it through
day)to)day #ehaviour /hether you feel more specific assessment of these different aspects is
useful is up to you The point is the more time spent thin&ing a#out how these attri#utes are
shown and what their importance to the organisation and its culture are the #etter The authors
don%t score higher than 0@1 on any of the dimensions Aow do you stand upE
9?
+n finalising this paper" the authors have concluded that there is a dearth of su#stantive studies or
articles showcasing #est practice in leadership development Many pu#lished sources lac& detail"
theoretical underpinnings" or empirical data to su#stantiate them Derhaps not surprisingly"
papers on academic programs tend to #e more)defensi#ly written" #ut therefore may #e perceived
as having less to offer the corporate practitioner +n any event" more studies and articles that
provide solid conte$tual #ac&ground and thorough detail on design" delivery" and evaluation of
leadership development programs are needed The authors challenge academics and practitioners
ali&e to pu#lish results on programs that are attempting to genuinely deal with the dynamic com)
ple$ity that characterises the world in which we live

In the year -A-A1 if man is still alive1 if woman can survive1 they may find*
AB
Con2ludin0 Remar;s
/hile it is clear that 0times they are a%changin"1 for many of us the grip of outmoded and ideal)
ised #eliefs a#out leaders and leadership is too strong to allow us to move smoothly and con)
fidently into a present that is already far different than anything the human race has #efore e$)
perienced" a present and unfolding future in which we are all leaders in our own right +f we
survive the challenges of the new millennium" we have succeeded together2 if we fail" we have
only ourselves to #lame" not some hapless leader in whom we have placed not only our faith and
trust" #ut our responsi#ility as well Hnfortunately" it is in times of great distress and uncertainty
that we turn to leaders +t is then that we are mostly willing to #e led /e hope their intelligence"
guidance" and resolve will see us through the turmoil /hile strong" directive leadership and the
dependence it engenders may see us through a particular crisis" it is counterproductive First" it is
9?
Thermometer scores for one manager are shown in the pie chart introduced earlier in the section on reform 'he
scored highly for Emotional +ntelligence and !uthenticity 3?5 and +ntegration 3B5" with room for improvement in
/isdom" Mirtue" and Ethics 395 and 'ervice - 'ervant Leadership 375
74
In the <ear -A-A1 the world)wide smash 1?@? hit from Nager and Evans" was written #y *ic& Evans in 1?@9
!mongst other ominous tone and allusion" the song foretold mans gradual" #ut ine$ora#le dehumanisation
@4
Learnership Leader as Learner and Teacher
Service Servant Leadership
Emotional Intelligence and Authenticity
Transformational Potency
Leader as Wise !irtuous and Ethical
Capacity for Complexity and Strategic Thought
Leader as Integrator
Social Engineer and "elationship#$uilder
! " # $ % & ' ( ) !* *
! " # $ % & ' ( ) !*
*
! " # $ % & ' ( ) !* *
! " # $ % & ' ( ) !* *
! " # $ % & ' ( ) !* *
! " # $ % & ' ( ) !* *
! " # $ % & ' ( ) !* *
! " # $ % & ' ( ) !* *
5astery 6na'are 9ro'ing A'areness "easona(le Practice Advanced Practice
unsustaina#le Dependence is seldom a healthy condition 'econd" it is inade(uate in dealing
with the comple$ity of the 21
st
Century No hero)saviour is strong or smart enough to solve pro#)
lems of glo#al significance I'uperhuman heroes are few and far #etween" and reliance on them
unsustaina#le 3see Teo)Di$on and Monin 3244C5 and references at
Endnote 6J +t is only through effective wor&ing and leading together
that we may have a chance to" yet" save our planet and thrive on it for
generations to come
There is an inherent parado$ in the emerging notions of 21
st
Century leaders and leadership
Much continues to #e written a#out the leader of the future in terms that are outmoded /hile the
(ualities are shifting from conventional understandings of leadership - for e$ample" from auto)
cratic to more facilitative and power)wielding to power)sharing - the focus remains on the leader
him) or herself" as a single person or elite minority +ndeed" it has #een difficult in this paper to
write of 21
st
Century leadership without connoting this leadership as resident in a particular
leader" some one as leader Let" what many forward thin&ers are calling for and 21
st
Century
challenges might" themselves" re(uire is that everyone demonstrates leadership This idea is not
totally new" and is seen in the empowerment literature 3.artram and Casimir" 24472 Carson and
>ing" 24472 Choi" 244@2 Aoughton and Loho" 24472
WFaralli" 244625 and" more recently" in studies and other
wor&s on shared or distri#uted 3distri#utive5 leadership
3see Endnote 95
+t stri&es us that this movement is uni(ue !t no time in our past has there #een such a persuasive
call for empowerment or the conditions in place to permit it on a large scale This is not a utop)
ian pipe)dream or clarion call for socialism *esponsi#ility shared amongst responsi#le and a#le
people for organisational or community survival may #e what ena#les us to effectively address
the very real pro#lems that #eset us today and will #efall us tomorrow This means that people
throughout the organisation or within the community possess leadership s&ills and have #oth the
freedom and sense of responsi#ility to enact leadership They are" in fact" leaders or #ecoming
leaders" not ;ust potential leaders 3or worse" e$cluded from leadership opportunities5 These ideas
are increasingly #eing e$plored in wor&s on corporate democracy and citiFenship 3Choi" 244@2
/eymes" 24495 This is not" #y the way" multitudes of individuals vying for power over others"
#ut individuals who see what needs to #e done" have the initiative and motivation to do some)
thing a#out it" and are ready" willing" and a#le to wor& with others to get the ;o# done
This changes everything Derhaps the greatest challenge looming ahead of us is to develop col)
lective leaders:people who lead with and through others" not over them This poses a dilemma
for leadership development programs that" #y nature" ta&e individuals with presumed leadership
potential and develop their individual leadership s&ills:to lead IoverJ others" not with them
+t may #e de#ated how soon or to what e$tent this revolution might happen The evidence is
convincing" however" that a transformation is already happening and is only li&ely to increase
/e are in no way prepared for this leadership shift Time)honoured traditions of seniority"
position)#ased accounta#ility" and status tied to ran& or level" not to mention deeply)entrenched
cultural practices are ;ust a sample of the forces moderating against the transition to a more col)
lectivistic" colla#orative" and distri#utive leadership !dded to these restraining forces are the
ha#its" s&ills" and attitudes that currently reside on either side of the divide8 those in positions of
authority and those not Those on neither side have much e$perience or confidence in sharing
power" on the one hand" or accessing it on the other" in allowing others to lead or in leading
themselves +f the destination is shared power and leadership" the road there is fraught with
hurdles and haFards" with all ta&ing it confronting tensions" parado$" and uncertainty:endemic
@1
Leading and 'or&ing together
is the ne' paradigm)
*+
st
Century challenges demand that everyone
develops and demonstrates leadership)
challenges of the 21
st
Century Therein lie" perhaps" clues to how we might effectively prepare
our future leaders +t will #e neither easy nor popular to change the way we teach or do #usiness
.ut our very survival depends on it
The way forward cannot #e defined or predicted in comforting detail" and even if it could" there
would #e little time to prepare for it .ut advance we must" and in ways we never have previous)
ly The New Millennium demands a new &ind of leader and a different leadership Emerging
views of leaders and leadership provide us with a platform of competencies and characteristics
#elieved to #e necessary in the early decades of the 21
st
Century Ta&en together" these (ualities
em#ody the renaissance leader 'uch individuals are already leading a renaissance in the way we
thin& a#out leadership" people" and organisations They are transforming the way we approach
our wor&" our environment" and each other
ACKN"LE%(EMENTS
The authors gratefully ac&nowledge Chris and Catherine +&in for their original idea and stimulus
for this paper Their search for criteria to assess leadership competence for the 21
st
Century:
whether for recruitment" selection" development" promotion" or reward and recognition:led to
further (uestions concerning what leadership competence for the new millennium is and how it is
demonstrated2 and" thus" a larger research pro;ect was launched that ultimately #ecame
0*enaissance Leadership8 Transforming Leadership for the 21
st
Century1 /e also than& >erry
.a&er" Doug Gac&man" +an Drimrose" Colette *aison" and Dominic Tea&le for reviewing previous
or successive drafts of this paper Their (uestions" recommendations" and constructive criticisms
assured the final version #ecame reada#le" relevant" and compelling !ppreciation also goes out
to several anonymous reviewers whose criti(ue ensured the paper%s logic" scholarly rigour" and
precision
@2
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'tacey" * 324425" ,rganiFations as comple$ responsive processes of relating Cournal of
Innovative ,anagement1 Mol B" No 2" pp 2C - 6?
'tallard" M and G Dan&au 3244B5 'trengthening human value in organiFational cultures
%eader to %eader1 Mol 244B" +s 9C" pp 1B - 26
C9
'tewart" G 324415 Trust me on this8 organiFational support for trust in a world without
hierarchies +n .ennis" =" 'preitFer" M" and T Cummings 3Eds5" The 4uture of %eadershi!7
Todays To! leadershi! Thiners S!ea to Tomorrows %eaders1 pp @C - CC 'an Francisco8
Gossey).ass
'wain" D 31???5 ,rganisational learning8 developing leaders to deal with continuous change:
a strategic human resource perspective The learning .rgani@ation1 Mol @" No 1" pp 64 - 6C
Ta#orda" C 31???5 Leadership" teamwor&" and empowerment8 management toward 2444
AA)+ International Transactions1 pp 461 - 469
Taylor" C 31??C5 Modern management education8 how it needs to lead to leadership
,anaging Service Duality1 Mol C" +s @" pp 612 - 61@
Teo)Di$on" = and N Monin 3244C5 =uru of gurus8 Deter Druc&er" logology" and the ultimate
leader Cournal of ,anagement In5uiry1 Mol 1@" No 1" pp @ - 1C
Thomas" * 3244@5 Diversity management8 an essential craft for future leaders +n Aessel#ein"
F and M =oldsmith 3Eds5" The %eader of the 4uture -7 2isions1 Strategies1 and 3ractices for
the New +ra1 pp 9C - @4 'an Francisco8 Gossey).ass
Thomas" * 3244B5 Cruci#les of leadership development Sloan ,anagement Review1 Mol 9?"
No 6" pp 17 - 1B
Townsend" !" DeMarie" '" and ! Aendric&son 31??B5 Mirtual teams8 technology and the
wor&place of the future The Academy of ,anagement +0ecutive1 Mol 12" +s 6" pp 1C - 2?
Townsend" D 324425 Fitting teamwor& into the grand scheme of things The Cournal for
Duality and 3artici!ation1 Mol 27" No 1" pp 1@ - 1B
Townsend" D and G =e#hardt 324465 The leadership)teamship)followership continuum
%eader to %eader1 Mol 2?" pp 1B - 21
Tulgan" . 324495 Trends point to a dramatic generational shift in the future wor&place
+m!loyment Relations Today1 Mol 64" +s 9" pp 26 - 61
van Ei;natten" F 324495 Chaordic systems thin&ing8 some suggestions for a comple$ity
framewor& to inform a learning organiFation The learning .rgani@ation1 Mol 11" No @" pp 964
- 99?
van Engen" M" van der Leeden" *" and T /illemsen 324415 =ender" conte$t and leadership
styles8 a field study Cournal of .ccu!ational and .rgani@ational 3sychology1 Mol C9" pp 7B1
- 7?B
van ,pstal" D 31??B5 The new competitive landscape Issues in Science and Technology1 Mol
17" +s 2" pp 9C - 79
van 'eters" D and * Field 31??45 The evolution of leadership theory Cournal of
.rgani@ational )hange ,anagement1 Mol 6" +s 6" pp 2? - 97
Mecchio" * 31?CC5 !n empirical e$amination of the validity of Fiedler%s model of leadership
effectiveness .rgani@ational /ehavior and ?uman 3erformance1 Mol 1?" pp 1B4-24@
Mer#os" !" =erard" G" Forshey" D" Aarding" C" and G Miller 3244C5 The positive ethical
organiFation8 enacting a living code of ethics and ethical organiFational identity Cournal of
/usiness +thics1 Mol C@" pp 1C - 66
/eic&" > 324415 Leadership as the legitimation of dou#t +n .ennis" =" 'preitFer" M" and T
Cummings 3Eds5" The 4uture of %eadershi!7 Todays To! leadershi! Thiners S!ea to
Tomorrows %eaders1 pp ?1 - 142 'an Francisco8 Gossey).ass
C7
/eiss" D and M Molinaro 3244@5 +ntegrated leadership development Industrial and
)ommercial Training1 Mol 6B" No 1" pp 6 - 11
/heatley" M 324495 'ervant leaders8 what has to change nowE +0ecutive +0cellence1 Mol 21"
+s C" pp 17 - 1@
/hyte" D 324495 Five conversations on the frontiers of leadership %eader to %eader1 Mol 66"
pp 24 - 29
/inston" . and > Datterson 3244@5 !n integrative definition of leadership International
Cournal of %eadershi! Studies1 Mol 1" +s 2" pp @ - @@
/offord" G and L Lis&a 31??65 Dath)goal theories of leadership8 a meta)analysis Cournal of
,anagement1 Mol 1?" No 9" pp B7C - BC@
/eymes" E 324495 Management theory8 #alancing individual freedom with organisational
needs The Cournal of )or!orate )iti@enshi!1 Mol 1@" pp B7 - ?B
Leo" * 3244@5 Developing tomorrow%s leaders8 why their worldviews of today matterE
Industrial and )ommercial Training1 Mol 6B" No 2" pp @6 - @?
Loung" M and M DulewicF 3244C5 'imilarities and differences #etween leadership and
management8 high)performance competencies in the .ritish *oyal Navy /ritish Cournal of
,anagement1 Mol 1?" pp 1C - 62
Lu&l" = 324425 %eadershi! in .rgani@ations1 7
th
ed New Gersey8 Drentice Aall
Nigarmi" D" .lanchard" >" ,%Connor" M" and C Ede#urn 324475 The %eader Within7
%earning enough a#out yourself to %ead .thers. New Gersey8 Drentice Aall
C@
1
Renaissane Leadership. .y renaissance we imply an entirely new or fundamentally refigured leader and leader)ship
This is the emerging view of leaders and leadership documented in this paper8 well)rounded" #alanced" and possessing
multiple talents" a#ilities" and interests" whose concerns transcend profit or e$clusive #ottom lines to the environment"
sustaina#ility" and the future" and to the welfare of all sta&eholders This paper presents a convincing case that there is"
indeed" a 0renaissance1 in leadership thought:that is" that a new &ind of leader and leadership is re(uired Those
shepherding this revolution are themselves renaissance leaders8 people who see new possi#ilities and campaign tirelessly to
realise them
Transformin# Leadership. ,ne of the authors% first leadership te$ts was an edited volume 3!dams" 1?B@5 of a collection of
papers < chapters #y scholars whose then leading)edge ideas continue to influence the way we thin& a#out and practice
leadership +t was titled Transforming %eadershi!7 4rom 2ision to Results. /e hope that this current wor& does those
pioneers ;ustice /e use transforming as a dou#le entendre8 3a5 leadership that transforms individuals 3including leaders"
themselves5" organisations" and societies and 3#5 leadership that is itself transforming or evolving as a conse(uence of or
along with ma;or shifts in the environment" some of which are detailed in the section The 21
st
Century
2
! range of fascinating studies on 0endered leadershi1 is availa#le Maier 31??C5 in his coverage of the Challenger
de#acle presents an informative and compelling overview of the differences #etween masculine and feminine leader)ship
styles and their implications +n 1??7" !limo)Metcalf presented research that showed gender differences in #oth leadership
and empowerment" finding that" in general" women tend to #e more transformational and interactive than men" and rely
more on interpersonal s&ills than organisational structure as their source of power and influence !dditional relevant
sources are the following8
a van Engen" van der Leeden" and /illemsen 324415 highlight that while there e$ist pervasive 0connotations1 and
stereotypes of leadership as masculine and feminine" research evidence that differences e$ist a#ove and #eyond the
stereotypical e$pectations is scant:a finding supported #y their own research Nevertheless" they speculate that
transformational leadership 3of special significance to this study5 is a feminine leadership style due to its emphasis on
consideration and intellectual stimulation They also summarise research that indicates males and females appear to #e
sensitive to the leadership style preferences of their organisations as a function of the male)female composition 3mi$5 .oth
male and female leaders would e$hi#it more feminine leadership characteristics in organisations with proportionately more
females 3Males are characteristically males in male)dominated organisations5
# +r#y" et al" 2442" argue that a post)modernist theory of leadership 3synergistic5 that incorporates masculine and feminine
leadership (ualities is needed to overcome insufficiencies in the dominant masculine approaches to under)standing
leadership" insufficiencies that impact and < or do not account fully for theory and theory)#uilding and leaders development
E$isting theories perpetuate stereotypes" the glass ceiling for women" and marginalise the minority of women in leadership
positions
c *egine and Lewin 324465 suggest that women have an invisi#le edge in comple$ organisations The edge comes from
thin&ing and #ehavioural styles more predominant in women8 holistic thin&ing" #uilding relationships" nurture)ing"
empathy" egalitarian and consensus)seeing" compassionate:s&ills and #ehaviours more aligned with the nature of comple$
adaptive systems" systems they refer to as 0feminine1 The invisi#le part of the edge is that these very characteristics are
su#tle and" thus" many effective women managers and their efforts may #e overloo&ed and under)valued They do note that
these traits may comprise 0third possi#ility leadership"1 characterising men and women who parado$ically have and ma&e
use of #oth male and female assets *egine and Lewin 324465 also discuss the 0hero myth1 3see Endnote 25 e$plaining that
it is often leaders who are hum#le and (uiet that achieve sustaina#le results" not the 0#igger than life1 types showcased in
the media
d Ludeman and Erlandson 3244@5 write that the 0alpha1 male drive for dominance that once ensured survival of the
toughest is #ecoming maladaptive .rains are needed more than #rawn Females are seen as more inclusive and
consultative" while men continue to #e directive and tas&)oriented
e 'ee also *osenthal 31??B5 cited elsewhere in this wor& with respect to 0integrative leadership1
6
ManF and 'ims 31??15 #egan to dispel the myth of heroi2 leadershi1 almost two decades ago They asserted that true
leadership comes from within ! leader is #est when he or she can help others #ecome leaders" to lead them)selves They
distinguish a fading view of leaders as 0strong men"1 0transactors"1 and visionary)charismatic leaders" all who remain the
source of power and direction" from 0'uperLeaders1 who focus on followers and develop participative" high)performance
cultures The &ey" they say" 0Ois a #oundless optimism a#out the potential of ordinary people to accomplish e$traordinary
things1 3p 665 ,ther commentators on heroic and mythical leadership include8
a Taylor 31??C5 compares the traditional view of leadership with its arrogance" swagger" command 3orders5" and demand
for compliance with punishment for #reach with the new view of a hum#le leadership characterised #y reticence"
temperance" modesty" and unassuming nature with orientations toward others that are caring and respectful
# .adaracco 324425 stresses that leaders throughout the organisation 3and #y e$tension society5 are not the heroic"
charismatic individuals we continue to applaud" #ut people with modesty and restraint" who 0do the right thing1
c +n The ,yth of %eadershi!7 )reating %eaderless .rgani@ations1 Nielsen 324495 distinguishes 0ran&)#ased1 thin&ing and
organising 3a military hierarchy paradigm a&in to corporate positional leadership5" with 0peer)#ased1 The dichotomy is
essentially8 power)hunger" command and control" ego feeding" elitist" oppressive and creativity stifling" on the one hand"
and influencing" colla#orating" sharing" e(uality" respect" and promoting creativity and innovation" on the other
d Eddy and ManDerLinden 3244@5 contrast traditional" hierarchical and emerging views of leadership They note that the
emerging forms of leadership may #e superior as the nature of the world in which we live is changing Their research found
that emerging views of leadership remain rhetoric" and that if organisations are see&ing to #ecome more participative and
empowering" the mindsets of those occupying positions of power must first change
e =eorge and McLean 3244C5 suggest that the leader as hero is alive and well They note that many successful leaders
have #een caught in a hero stage characterised #y what they call 0the five perils18 #eing an imposter2 rationalsing2 glory
see&ing2 playing the loner2 shooting star These are all immature #ehaviours intended to disguise or ignore the leader%s
humanity2 they limit potential and effectiveness and possi#ly derail career attainment The hero stage must #e passed
through and transcended to #ecome an authentic leader Clearly" some 0leaders1 never evolve out of the hero stage
f 'inclair 3244C5 writes that leadership surrounds us and is within us2 we need not loo& for the one heroic leader /e do"
however" need to loo& within8 through discovering our real nature and enacting it 3our values" motives5 we can #ecome
authentic leaders
g Cowie 3244B5 most recent maintains that 0the =reat Man Theory of Leadership is dead1 3/e #elieve that =reat Man
notions of leader may #e dying and may need to 0pass over"1 #ut vestiges of =reat Man #elief and practice will remain
around for some time to come5 'he notes that 0ordinary heroes1 - those with deep awareness of self" who lead with
humility as well as courage" amongst other lauda#le traits - are the &inds of leaders we need today They #uild capa#ility
through #uilding relationships and attending to the needs of all sta&eholders
h !lso see Crevani" Lindgren" and Dac&endorff 3244C5" cited in Endnote 9 with respect to shared leadership" for a great
overview < comparison of traditional)hero and post)heroic leadership
9
There is a rich #ody of literature on shared leadershi1 3also referred to as distri#uted or distri#utive leadership5 'ome
useful sources include8 Crevani" Lindgren" and Dac&endorff 3244C5" Dearce and ManF 324475" and 'pillane 324475 !
classic on the su#;ect" it might have #een ManF and 'ims 31??15 who popularised the concept in their 0'uperLeadership1
article in .rgani@ational =ynamics.
a Crevani" Lindgren" and Dac&endorff 3244C5 descri#e shared leadership as a post)heroic" collective leadership
phenomenon" a colla#orative process amongst individuals Their research identified compelling reasons for shared
leadership and found that while it is fairly pervasive informally" few organisations have moved formally toward shared
leadership models
# Dearce and ManF 324475 suggest that 0self)leadership1 and 0shared leadership1 are the silver #ullets of a new leadership
era They play with the notion that 0leadership as we &now it1 is dead" #ut fall short of advocating a ma;or leadership
overhaul They do articulate" however" factors to consider in determining whether or not to move to greater self) and shared
leadership:what they descri#e as empowerment These include8 urgency" employee commitment" creativity"
interdependence" and comple$ity
c 'pillane 324475 stresses that traditional" positional)hierarchical leadership predicated on one leader is #ased on faulty
premises /e infer that it is also unvia#le in the fast)paced" comple$ environment in which we wor& +n 'pillane%s view"
distri#uted leadership is a#out interactive practice" what people do and how and why they do it" rather than individual
leaders or their roles and functions +t is less a#out individual actions and more a#out interactions amongst individuals
7
a +n his wor& with students" .anning 324465 found that toleran2e .or am3i0uity can #e developed through the use of the
case method Ae also notes the strategic importance of possessing and learning tolerance for am#iguity" citing a range of
research that demonstrates its #usiness performance relevance including decision)ma&ing and decision confidence"
entrepreneurialism" negotiations" coping with change" and propensity to form alliances
# Day and 'choema&er 3244B5 found that tolerance for am#iguity and em#race of parado$ were &ey aspects of vigilant
leaders% capacity for strategic foresight
c Aunter 3244@5 lin&s resilience" tolerance for am#iguity" and charismatic leadership arguing that these three characteristics
together help leaders contend with crises 'he summarises research that indicates that tolerance for am#iguity is a positive
or optimistic orientation 3half glass full5 rather than a negative" pessimistic 3half glass empty5 one Leaders who view
uncertain or even crisis situations as desira#le in some way 3such as seeing them as opportunities to learn5 - that is more
than less tolerant - are more li&ely to respond to the situation or threat in a more positive and optimistic" proactive" and
effective way" hence" more li&ely to succeed:to ma&e the most of the situation Tolerant responses are less li&ely to #e
pessimistic" reactive" defensive" hesitant or e(uivocating The latter 3intolerant responses5 are prone to failure or ma&e to
worst of a #ad situation
d Darry and /harton 3244C5 concur with research conducted since the 1?@4s that demonstrates the positive nature of
tolerance for am#iguity and a range of organisationally relevant (ualities" such as comple$ pro#lem)solving" relationship
s&ills" performance under conditions of ris&" and open)mindedness +n research very relevant to our current study" Darry and
/harton 3244C5 found significant differences across cohorts of M.! students They note that differences ultimately result
in lower levels of dissatisfaction with the educational e$perience amongst students with less tolerance for am#iguity2 while
arguing nevertheless that am#iguity should #e endorsed in the classroom" as developing tolerance for am#iguity is lin&ed to
a num#er of desira#le outcomes" including creativity" critical thin&ing" and autonomy
@
The authors #elieve that Ser-ant Leadershi1 has esta#lished itself #eyond 0fringe1 status Though not mainstream 3as is
the case with transformational leadership5" 'ervant Leadership has a dedicated 3and distinguished5" if small following" and"
while the term" itself" is not often used" the principles and values #ehind 'ervant Leadership appear in many sources
descri#ing enlightened leaders motivated #y and appealing to higher purpose" that is" transcending profit motive 'uch
leaders demonstrate high commitment to community" stewardship" healing" and personal and organisation growth" learning"
and development 3see Aays" 244Ba" for an e$position of the dimensions of 'ervant Leadership in their application in the
higher education conte$t5 !ccording the =reenleaf 3as reiterated in the 27
th
!nniversary Edition of his famous #oo&"
Servant leadershi!7 A Courney into the Nature of %egitimate 3ower and $reatness - 24425" leadership is a#out serving first
Lau# 31???5 stressed that 'ervant Leadership is
Oan understanding and practice of leadership that places the good of those led over the self)interest of the
leader 'ervant leadership promotes the valuing and development of people" the #uilding of community" the
practice of authenticity" the providing of leadership for the good of those led" and the sharing of power and status
for the common good of each individual" the total organiFation" and those served #y the organiFation 3p B65
Covey 324425 notes that there has #een growing interest in 'ervant Leadership since its introduction #y *o#ert =reenleaf in
1?CC" and a corresponding increase in its impact on individuals" organisations" education" and community .ased on their
research" *ussell and 'tone 324425 inform us that there have #een increasing efforts to prove the validity of 'ervant
Leadership and considera#le practical and theoretical development has occurred
'mith" Montagno" and >uFmen&o 324495 compared 'ervant Leadership and Transformational Leadership finding them to
#e very similar on a range of dimensions including respect" vision" influence" modeling" trust" integrity" and delegation
.oth emphasise individualiFed appreciation and consideration of followers Dennis and .ocarnea 324475 presented research
on an instrument they developed to measure 'ervant Leadership .eginning with seven dimensions #ased on Datterson%s
'ervant Leadership Theory" they ultimately found five distinct factors that could #e relia#ly measured8 empowerment" love"
humility" trust" and vision Goseph and /inston 324475 found that servant leadership has the potential to impact positively
on organisational performance through the #uilding of trust in the manager and organisation that 'ervant leadership
promotes
!ll is not rosy" however" for 'ervant Leadership +n her feminist analysis" Eicher)Catt 324475 argues that contrary to some
suppositions 'ervant Leadership is not gender)neutral or demonstrative of typically feminine #ehaviours such as empathy"
vulnera#ility" or compassion 3see Endnote 25" is something of a myth and" worse" perpetuates androgenic patriarchal norms
/hile any leadership could #e 3unwittingly5 self)serving or perpetuate the status (uo" we have to #elieve that the wisdom of
'ervant Leaders 3see .ar#uto and /heeler" 244@5 com#ined with intention to do the right thing for the greatest good all
things considered 3see Aays" 244C5 would prevail 'ervant Leaders would ma&e #etter choices more often than not" and
would readily change course when evidence suggest in;ustice or disservice is #eing done
More recently" .ar#uto and /heeler 3244@5 conducted research striving to test the validity of scales for various dimensions
of 'ervant Leadership They found strong evidence for five 'ervant Leadership factors 3from a potential eleven58 altruism"
emotional healing" persuasiveness" wisdom" and stewardship2 and esta#lished credi#ility for the inventory they used !nd"
most recently" 'end;aya" 'arros" and 'antora 3244B5 report on development and validation of the 'ervant Leadership
.ehaviour 'cale that is #ased on their new model characteriFed #y service orientation" holistic outloo&" and moral)spiritual
emphasis
Note also that The =reenleaf Center for 'ervant Leadership pu#lished 4ocus on %eadershi!7 Servant %eadershi! for the
-'
st
)entury in 2442 Edited #y Larry 'pears and Michele Lawrence" the #oo& contains 27 monographs from some of the
great names in leadership 3'tephen Covey" Ma$ DeDree" /arren .ennis" Danah Nohar" and Margaret /heatley" amongst
others5
C
Aere" we provide a synopsis of some of more informative and relevant sources on leadershi1 de-elo1ment and
mana0ement edu2ation.
a .eddowes 31??95 amongst others suggested that management development would increasing focus on 0learning to learn1
as opposed to master of some static content or specific managerial s&ills Ae also suggested that traditional methods of
leader development would #ecome decreasingly relevant and" thus" less sought:unless they reinvent themselves This
includes #usiness schools Ae noted that those involved in leadership development would have to adapt as (uic&ly as the
#usinesses they support and anticipate changing environmental conditions The challenge for management developers will
#e to get the most out of people while helping them get the most out of wor& +n line with our competency set 'ocial
Engineer and *elationship).uilder" .eddowes 31??95 noted that networ&ing and partnering s&ills are re(uisite core
competencies for leaders in the 21
st
Century
# Cullen and Turn#ull 324475 provide a good overview and analysis of the management development literature /e find
especially useful their notion of 0natural1 leadership and management learning .y 0natural1 we interpret them to mean an
organic approach that naturally and necessarily lin&s or integrates formal education and training with genuine
developmental initiatives in the organisation" ta&ing conte$t - including the organisation%s culture - into consideration" in
fact" utiliFing or employing that conte$t
c Doyle 324445 This paper is useful for its focus on management development within the conte$t of radical change" and
its call for development that is relational 3in conte$t5" with greater awareness of system dynamics 'ummarising his review
of the literature" Doyle 324445 finds that management development will continue to fail unless it #ecomes negotiated and
inclusive" as opposed to pushed on developing leaders from a#ove2 unless it #ecomes more readily related to the real wor&
and developing leaders see more relevance to participating +n short" programs must address a comple$ of 0structural"
cultural" political" emotional" and psychological influences1 3p 7B75 and their dynamic interaction Hseful also is Doyle%s
324445 coverage of emerging leadership development efforts that focus on affective states" helping leaders deal with
0emotional fallout1 and preparing them to assist others in dealing with emotional" psychological" and attitudinal issues
d Aartman" Con&lin" and 'mith 3244C5 in their review of trends in leadership and leadership development find that there is
increasing focus on higher)order s&ills" many of relevance to this study /hile this is a positive sign" they also note that the
comple$ of 0#ehavioral" cognitive" and social s&illsOmay re(uire a long time or a #road range of e$periences to develop 3p
665 They also found that leaders give little credit to formal education or training" placing more value on e$perience
!nother optimistic finding is that there is congruence #etween what leaders and researchers are saying
e 'imilarly" AerneF).roome and Aughes 324495 write that leadership development is li&ely to have greater impact when
developmental activities are lin&ed or em#edded in the individuals% on)going wor&" 0an 0integrated set of e$periences1 3p
275 They also note that there has #een increasing focus on aspects such as authenticity" credi#ility" and trustworthiness" on
the emotional connectedness to and impact on others" what they descri#es as 0related more to the affective (uality of a
leader%s relationships with others than to specific leader #ehaviors and competencies1 3p 2@5 AerneF).roome and Aughes
324495 note that much of leadership development affects how people thin& a#out themselves8 it can and does involve 0the
development of the whole person1 3p 2C5 They assert that leadership development must #e continuous" not a stand)alone
program or single event They summarise conclusions of the Conference .oard%s report 0Developing .usiness Leaders for
24141 Four crucial dimensions for development" &eyed to our dimensions" are 315 master strategist 3Capacity for
Comple$ity and 'trategic Thought5" 325 change manager 3Transformational Dotency5" 365 relationship < networ& #uilder
3'ocial Engineer and *elationship .uilder5" and 395 talent developer 3Learnership5 Finally" AerneF).roome and Aughes
324495 stress the collective and colla#orative nature of leadership and leadership development" noting that the competencies
entailed are more difficult to develop than traditional management s&ills and demand leadership development programs that
are more encompassing and #etter integrated than typically the case
f >aagan 31??B5 concluded from his research that e$ecutives 3as opposed to academics or consultants < trainers5 were the
#est e(uipped and placed to 0teach1 leadership Ae notes that e$periential approaches are far #etter at promoting leadership
development" especially those that have learners engage in ongoing dialogue and reflection with peers
g =iven the notion of gendered organisations and leadership and the emergence of the desira#ility of feminine leadership
traits and #ehaviours 3see Endnote 1" a#ove5" Miller%s 324475 recognition that 0there is little if anything in the literature that
e$amines how men might develop a wider repertoire to include the &inds of feminine character)istics #ecoming so important
to management1 3p @295 is provocative 'he provides little concrete to go on" #ut does suggest that managers need to
understand themselves #etter #efore they can more effectively lead 'he suggests dialogue and shared e$periences" and
0opportunities for self)discovery" peer support" and applied learning and reflection1 3i#id5 as strategies for leader
development
h Ni$on 324465 reminds us that leadership and leadership development must #e different today8 leaders #asically have to
0handle and thrive on chaos1 3p 1@65 =iven 0the degree of comple$ity and uncertainty" a far more comple$ approach to
leadership is needed than in the past:not so much a heroic approach as a more ena#ling one1 3p 1@95 'uch leadership
development is #est served when it is part and parcel of real organisational wor&" what he descri#es as 0an e$plicitly holistic
approach:integrating mind" heart" spirit and #ody2 his main e$ample #eing organisational change Learning and change go
hand)in)hand /e would summarise his points #y 0real wor&)real time1 Ais incorporation of meditation and Uigong in his
leadership development regime is progressive
i Leadership matters and leadership can #e learned" Dernic& 324415 asserts Ae also notes that learning on the ;o# can #e
0haphaFard1 and unrelia#le ,rganisations re(uire formal leadership development programs that em#ed a num#er of
premises These include a focus on the whole person" and #alancing organisation)wide o#;ectives with individual < tailored
development2 leadership is for everyone and all employees will #enefit from leadership develop)ment2 leadership is a#out
relationships" and relationships provide the conte$t and focus for leadership development Ais nine steps and corresponding
(uestions are (uite useful in helping practitioners design" deliver" and evaluate leadership development programs
; +n their paper on the failure of leadership development efforts" *eady and Conger 324465 identify three path)ologies8
Pownership is power1 mind set" productisation" and ma&e)#elieve metrics 'olutions" they su#mit" include sharing
ownership and ma&ing all leaders accounta#le for leadership development2 focus of process not products" integrate
leadership development and ma&e it on)going2 and measure what matters:competencies that lin& directly to sustained
superior #usiness performance
& /e li&e 'hefy and 'adler)'mith%s 3244@5 paper #ecause it addresses holistic principles in management develop)ment"
and employs Taoist philosophy to descri#e leader capa#ilities These include 315 (uieting the mind" 325 har)mony and
#alance" 365 relin(uishing control" 395 transcending the ego" 375 centeredness" and 3@5 power of softness /hile they seem to
have an air of 0new age1 a#out them" we #elieve these capa#ilities are relevant and closely aligned to competencies
descri#ed elsewhere in this paper of relevance to 21
st
Century leadership +t is a new age" and leadership ha#its and thin&ing
of the past do need an overhaul 'hefy and 'adler)'mith descri#e a leadership development program that has #oth
conventional o#;ectives and holistic approach that e$ercises #oth heart and head Hnconventional aspects of their program
included meditation" guided imagination" drawing" playing an instrument" and writing poetry !chievements are reported in
a num#er of dimensions of importance to us here" including improvements in emotional awareness" shared perspective"
interpersonal sensitivity" #enevolence" and fulfillment
l 0ICJurrent approaches to #uilding leadership capacity are failing to hit the mar&" and many senior leaders have little
confidence in their organiFation%s leadership development programs1 claim /eiss and Molinaro 3244@2 p 65 Their
criticisms of current approaches centre on what they call the 0single)solution1 3one siFe fits all5 approach" over)reliance on
classroom teaching" and over)emphasis on generic leadership models They advocate an 0integrated solution1 that
com#ines and leverages a variety of development options" stressing the importance of three inter)related concepts or
principles8 strategy" synergy" and sustaina#ility The #ottom)line" again" would #e leadership development programs fully
integrated into strategic direction and operations

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