Fluent Essays

This assignment is built around the idea of “conversations around the water cooler.” The goal of the water cooler assignments is to encourage you to find interesting, compelling, and even challenging (opposite view) content —along with your analysis of it—to your peers and faculty member to discuss and debate.  You may consider the following leadership styles as you conduct your search: Transformational Leadership, Transactional Leadership, Servant Leadership, Autocratic Leadership, Laissez-faire Leadership, Charismatic Leadership, and Situational Leadership.  Remember, the goal is to find relevant, compelling (fun!), challenging articles that are of interest to you and that you would like to share with your peers. *  Properly paraphrase sources or include enough citations for their sources.  * No plagiarism * See .pdf for additional sources  *TWO LEADERSHIP THEORIES, ROLE MODELS – AND COMMON SENSE 29 TWO Leadership theories, role models – and common sense “There is nothing so practical as a theory that works” PROFESSOR BARRY TURNER “Business leaders have the difficult task of acting as role models every hour of every day” ANDREW BROWN The world of business is essentially one where applied, intelligent common sense, allied to the outstanding management of people, money, resources and information, are seen as the critical executive strengths. It is prima- rily a managerial arena where pragmatism, productive ‘do-how’ and discipline – in the achievement of results – are regarded as the more laudable managerial virtues. In such a world of forecasting, planning, organization, mobilization and control, there is no gain saying the crucial importance of reality, practicality and sound common sense, as key execu- tive competencies. Almost by default, pragmatism has inevitably assumed the dominant role, in relation to theory, in the practices of management and leadership, within the vast majority of organizations that make up the business world. In Williams, Michael. Leadership for Leaders, Thorogood Publishing, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/waldenu/detail.action?docID=308984. Created from waldenu on 2021-01-24 12:46:47. C op yr ig ht © 2 00 5. T ho ro go od P ub lis hi ng . A ll rig ht s re se rv ed . LEADERSHIP FOR LEADERS30 recognition of that position of precedence and preference, it must be said that the management philosophies and so-called practices taught at many business schools, universities and by major consultancies, often bear little relation to the managerial realities of shop-floor leadership, cross- functional integrative management and corporate governance. Clearly, there are exceptions to this criticism. In the UK, Exeter University, Warwick, Cranfield, London and Ashridge are among those British business schools whose teaching does have its roots in reality, while INSEAD at Fontainebleau, IMD at Lausanne, Stockholm School of Economics, Copenhagen Business School and Nyenrode, in Holland, offer some of the most relevant – and creative – learning experiences avail- able for business leaders, on a par with those of the best US business schools. D. O. Hebb1 an American psychologist, made the point that – “theory is a sophisticated statement of ignorance” and in providing learning oppor- tunities for leaders – be they managerial training programmes, workshops, or face-to-face coaching – we need to remain conscious of Hebb’s definition. Taking a different view, Professor Barry Turner2 suggests there is nothing so practical as a theory that works. Theories that provides necessary context, perspective and understanding, to practice, offer people both meaning and a sense of purpose, which they might not otherwise find, by being excessively committed to utilitarian pragmatism. A great many gurus hMichael Williams Leadership for leaders “Informed, thoughtful and practical… a very fine achievement.” Yury Boshyk, formerly Professor at IMI Geneva and IMD Lausanne Williams, M. (2005). Leadership for leaders. ProQuest Ebook Central <a onclick=window.open(http://ebookcentral.proquest.com,_blank) href=http://ebookcentral.proquest.com target=_blank style=cursor: pointer;>http://ebookcentral.proquest.com</a> Created from waldenu on 2021-01-24 12:44:26. C o p yr ig h t © 2 0 0 5 . T h o ro g o o d P u b lis h in g . A ll ri g h ts r e se rv e d . Blank page Williams, M. (2005). Leadership for leaders. ProQuest Ebook Central <a onclick=window.open(http://ebookcentral.proquest.com,_blank) href=http://ebookcentral.proquest.com target=_blank style=cursor: pointer;>http://ebookcentral.proquest.com</a> Created from waldenu on 2021-01-24 12:44:26. C o p yr ig h t © 2 0 0 5 . T h o ro g o o d P u b lis h in g . A ll ri g h ts r e se rv e d . LEADERSHIP FOR LEADERS Michael Williams Williams, M. (2005). Leadership for leaders. ProQuest Ebook Central <a onclick=window.open(http://ebookcentral.proquest.com,_blank) href=http://ebookcentral.proquest.com target=_blank style=cursor: pointer;>http://ebookcentral.proquest.com</a> Created from waldenu on 2021-01-24 12:44:26. C o p yr ig h t © 2 0 0 5 . T h o ro g o o d P u b lis h in g . A ll ri g h ts r e se rv e d . Thorogood Publishing Limited 10-12 Rivington Street London EC2A 3DU Telephone: 020 7749 4748 Fax: 020 7729 6110 Email: [email protected] Web: www.thorogood.ws Books Network International Inc 3 Front Street, Suite 331 Rollinsford, NH 30869, USA Telephone: +603 749 9171 Fax: +603 749 6155 Email: [email protected] © Michael Williams 2005 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, photocopying, recording or otherwise, without the prior permission of the publisher. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than in which it is published and without a similar condition including this condition being imposed upon the subsequent purchaser. No responsibility for loss occasioned to any person acting or refraining from action as a result of any material in this publication can be accepted by the author or publisher. A CIP catalogue record for this book is available from the British Library. PB: ISBN 1 85418 350 8 HB: ISBN 1 85418 355 9 Cover and book designed in the UK by Driftdesign. Printed in India by Replika Press. Special discounts for bulk quantities of Thorogood books are available to corporations, institutions, associations and other organizations. For more information contact ThorogONE CLOSE-QUARTER LEADERSHIP 7 ONE Close-quarter leadership “Leaders go first. They set an example and build commitment through simple, daily acts that create progress and momentum. Leaders model the way through personal example and dedicated execution” JAMES KOUZES & BARRY POSNER For anyone in a leadership role the defining moment of truth is – “It’s YOUR call. What are you going to DO?” Becoming a fully paid-up member of the – ‘By my deeds ye shall know me’ school of leadership would seem, therefore, to be an indispensable qualification for leaders who consciously acknowledge the central nature of their role. ‘Say – do’ credibility, based upon the timeless obligation of leadership by example – and delivery – remains at the very root of leader accept- ability, influence and, ultimately, success. But it is not simply a matter of action for action’s sake. Even more so, true leadership is about as distanced as it can be from its grotesque parody – ‘macho management’. Too easily, under pressure for results, a leader can fall into the seduc- tive ‘activity trap’, in the often mistaken belief that ‘any action is better than no action at all’. Equally, the myth of urgency and the confusion about what is ‘urgent’ and what is crucial exerts its insidious pressure, as a leader may feel the presence of some sneaky ‘sword of Damocles’ hanging over his ever-vulnerable head. Williams, Michael. Leadership for Leaders, Thorogood Publishing, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/waldenu/detail.action?docID=308984. Created from waldenu on 2021-01-24 12:54:37. C op yr ig ht © 2 00 5. T ho ro go od P ub lis hi ng . A ll rig ht s re se rv ed . LEADERSHIP FOR LEADERS8 Fear of failure, or ridicule, rather than the real demands of the situa- tion, so frequently become the arbiter of leaders’ decisions and actions – or the trigger for inconsistent and inappropriate leadership ‘style’. The influential findings of recent research by people like Jim Collins1 and, in the UK, by Jane Simms2 suggest that the key behaviours of currently successful leaders tend to be – strong professional will, but with personal humility, high self-discipline, a preparedness to confront brutal reality, a focused concentration on the business, strong communication, but also an absence of narcissism, and – a largely low-key, low-profile approach. Such findings appear to be at odds with traditional perceptions of effec- tive leaders who are so often seen as – highly egotistical, ‘charismatic’, high-profile, colourful personalities. As more rigorous research now seems to indicate, some of those narcis- sistic leaders, who set out to cultivate mythology about themselves, have their ‘brief, gaudy hour’ and may achieve short-term successes, while others may bring about necessary turn-around within their businesses. Yet, not too many of them leave legacies of long-term transformation and enduring success. As Collins says: “…boardTWO LEADERSHIP THEORIES, ROLE MODELS – AND COMMON SENSE 29 TWO Leadership theories, role models – and common sense “There is nothing so practical as a theory that works” PROFESSOR BARRY TURNER “Business leaders have the difficult task of acting as role models every hour of every day” ANDREW BROWN The world of business is essentially one where applied, intelligent common sense, allied to the outstanding management of people, money, resources and information, are seen as the critical executive strengths. It is prima- rily a managerial arena where pragmatism, productive ‘do-how’ and discipline – in the achievement of results – are regarded as the more laudable managerial virtues. In such a world of forecasting, planning, organization, mobilization and control, there is no gain saying the crucial importance of reality, practicality and sound common sense, as key execu- tive competencies. Almost by default, pragmatism has inevitably assumed the dominant role, in relation to theory, in the practices of management and leadership, within the vast majority of organizations that make up the business world. In Williams, M. (2005). Leadership for leaders. ProQuest Ebook Central <a onclick=window.open(http://ebookcentral.proquest.com,_blank) href=http://ebookcentral.proquest.com target=_blank style=cursor: pointer;>http://ebookcentral.proquest.com</a> Created from waldenu on 2021-01-24 12:48:35. C op yr ig ht © 2 00 5. T ho ro go od P ub lis hi ng . A ll rig ht s re se rv ed . LEADERSHIP FOR LEADERS30 recognition of that position of precedence and preference, it must be said that the management philosophies and so-called practices taught at many business schools, universities and by major consultancies, often bear little relation to the managerial realities of shop-floor leadership, cross- functional integrative management and corporate governance. Clearly, there are exceptions to this criticism. In the UK, Exeter University, Warwick, Cranfield, London and Ashridge are among those British business schools whose teaching does have its roots in reality, while INSEAD at Fontainebleau, IMD at Lausanne, Stockholm School of Economics, Copenhagen Business School and Nyenrode, in Holland, offer some of the most relevant – and creative – learning experiences avail- able for business leaders, on a par with those of the best US business schools. D. O. Hebb1 an American psychologist, made the point that – “theory is a sophisticated statement of ignorance” and in providing learning oppor- tunities for leaders – be they managerial training programmes, workshops, or face-to-face coaching – we need to remain conscious of Hebb’s definition. Taking a different view, Professor Barry Turner2 suggests there is nothing so practical as a theory that works. Theories that provides necessary context, perspective and understanding, to practice, offer people both meaning and a sense of purpose, which they might not otherwise