Leadership in Organizations Leadership in Organizations outlines new agendas for leadership and its development It offers innovative ideas about what truly constitutes ‘leadership’ and the ways in which it can—and cannot—be developed With contributions from some of the most distinguished experts in their various fields, this book provides a rounded, balanced and sober evaluation of the latest issues and trends in the newly vibrant leadership debate The book makes a trenchant critique of many of the leadership training and development products and approaches currently available to managers and it offers some constructive alternatives Topics covered include: • • • • • • • • An interpretation of post-transformational leadership Leadership competences The meaning and significance of integrity for leaders Methods of ‘learning leadership’ Corporate university solutions Leadership development in the public sector Leadership and career development The fit between leadership and business strategy Addressing the legitimate uncertainties about the nature of leadership, this is a distinctive and challenging text It will be essential reading for students and practitioners of organizational leadership John Storey is Professor of Human Resource Management at the Open University Business School and a consultant to leading corporations He has authored and edited 15 books on business, management and organizations ii A fascinating set of papers dealing with many current problematic issues in leadership development John Storey has assembled a sparkling set of leading edge contributors whose contributions are highly thought-provoking and challenging A ‘must’ for any researcher in this area Karen Legge, Warwick Business School Leadership in Organizations goes beyond other mainstream leadership texts by providing both creativity and insight in its approach to leadership development A focus on key issues and critical themes highlights the importance of the context within which any interpretation of leadership takes place and within which efforts for leadership development must be designed and evaluated Jeanie Foray, School of Business, Western New England College, Massachusetts and Editor-in-chief of the Organization Management Journal Leadership in Organizations Current issues and key trends Edited by John Storey Routledge Taylor & Francis Group LONDON AND NEW YORK First published 2004 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005 “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” © 2004 John Storey selection and editorial matter; individual chapters, the contributors All rights reserved No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Storey, John, 1947– Leadership in organizations: currrent issues and key trends/John Storey Includes bibliographical references and index Leadership Executives-Training of Leadership-Study and teaching I Title HD57.7.S765 2004 658.4•092–dc21 2003009701 ISBN 0-203-41584-1 Master e-book ISBN ISBN 0-203-34073-6 (Adobe eReader Format) ISBN 0-415-31032-6 (hbk) ISBN 0-415-31033-4 (pbk) Contents PART I List of illustrations vii Notes on contributors ix Preface xi Introduction Signs of change: ‘damned rascals’ and beyond JOHN STOREY Changing theories of leadership and leadership development JOHN STOREY PART II The elements of leadership 11 39 Leadership and integrity IAIN MANGHAM 40 Competences of managers, competences of leaders GRAEME SALAMAN 58 PART III The processes of leadership training and development 80 Methods of ‘learning leadership’: taught and experiential 81 ELENA P.ANTONACOPOULOU AND REGINA F.BENTO Corporate universities and leadership development 104 ROB PATONSCOTT TAYLOR AND JOHN STOREY Can leadership be taught? GRAHAM MOLE 127 Innovative technologies and leadership development PETER SCOTT 140 Making leadership and management development measure up SHEILA TYLER 154 vi PART IV Leadership in the public sector 173 10 Leadership in public sector organizations BEVERLY ALIMO-METCALFE AND JOHN ALBANMETCALFE 174 11 Leadership and leadership development in education RON GLATTER 206 PART V Leadership and career development 226 12 Positive career development for leaders and managers WENDY HIRSH 227 13 The individualization of the career and its implications for leadership and management development JANE STURGES 250 PART VI How does leadership fit with business strategy? 271 14 Strategically aligned leadership development MARTIN CLARKE AND DAVID BUTCHER AND CATHERINE BAILEY 272 15 Linking development with business WILLIAM TATE 294 16 A new look at dispersed leadership: power, knowledge and context TIM RAY STEWART CLEGG AND RAY GORDON 320 PART VII Conclusions 17 338 Bringing the strands together JOHN STOREY AND IAIN MANGHAM 339 Index 345 Illustrations Figures 2.1 2.2 8.1 8.2 8.3 8.4 9.1 9.2 9.3 12.1 12.2 12.3 12.4 13.1 14.1 14.2 14.3 14.4 15.1 15.2 15.3 17.1 The leadership constellation Meta-capabilities of leaders A technical view of the hospital webcasting architecture A user view of the first webcast live interface A view of the BuddySpace system The Matterhorn live audioblog page Three reinforcing growth processes Capacity building: a framework The learning and workplace contexts Career paths in BP The career development continuum Supporting individual career development Some career development processes Derr and Laurent’s cultural model of career dynamics The virtuous development cycle Questions to create a virtuous development cycle BLD strategy framework Evaluation of outcomes using the BLD strategy framework Converting individual competence into corporate competence Managing leadership along the employment spectrum False-real learning material continuum An integrating framework 18 25 143 144 150 152 158 164 166 233 235 239 245 251 278 279 286 289 297 305 310 342 Tables 1.1 A summary dichotomy: managers versus leaders 2.1 Summary of the main theories of leadership 14 6.1 Four corporate university cases and their primary dynamics 110 10.1 Scales measured by the transformational leadership questionnaire (TLQ) 178 194 10.2 The impact of the scales measured by the transformational leadership questionnaire (TLQ) on male and female staff at middle to top management level in local government viii 14.2 The transition to ‘future oriented’ leadership 14.2 Value and use of BLD methodologies 14.3 Comparison of the advantages of internal and external development experiences 278 281 283 Contributors John Alban-Metcalfe, Director of Research, Leadership Research & Development Ltd Beverly Alimo-Metcalfe, Professor of Leadership Studies, University of Leeds and Leadership Research & Development Ltd Dr Elena P.Antonacopoulou, Lecturer in Human and Organizational Analysis, Manchester Business School, University of Manchester Catherine Bailey, Programme Director, Advanced Development Programme, Cranfield School of Management Dr Regina F.Bento, Hatfield-Merrick Distinguished Professor, Merrick School of Business, University of Baltimore David Butcher, Director of General Management Programmes, Cranfield School of Management Martin Clarke, Programme Director, Cranfield General Management Programme, Cranfield School of Management Stewart Clegg, Professor of Management, University of Technology, Sydney, Australia, and Visiting Professor of Management, University of Aston Business School, UK Ron Glatter, Professor of Educational Management, Centre for Educational Policy, Leadership and Lifelong Learning, Open University Ray Gordon, Senior Lecturer, School of Management, University of Technology, Sydney Dr Wendy Hirsh, Associate Fellow, Institute for Employment Studies Iain Mangham, Professor Emeritus, University of Bath School of Management, and Visiting Senior Research Fellow, Management Centre, King’s College, London Dr Graham Mole, Group Training and Development Director, Willis Group Limited Rob Paton, Professor of Social Enterprise, Open University Business School Tim Ray, Senior Lecturer in Knowledge and Innovation, Open University Business School A NEW LOOK AT DISPERSED LEADERSHIP 335 relying on the pupil’s intelligent cooperation for catching the meaning of the demonstration’ (ibid.: 5) There are, however, cracks in this veneer of uncritical realism; as one might expect with two such distinguished Japanese co-authors, Japan’s specificity is not ignored completely In the book’s conclusion, the authors argue that Japan’s stability-based system has already given way to a competition-based system in those parts of the economy that are productive and successful; the challenge is to spread this competition-based system throughout the economy Accordingly, Japan will need to embrace some elements of the Western approach, much as it has done in the past The result, however, will not be a clone of American capitalism but a new and distinctly Japanese conception of competition Where will the uniqueness lie? (Porter et al 2000:188) References Bendix, R (1956) Work and Authority in Industry, Berkeley, CA: University of California Press Bingham, W.V (1927) ‘Leadership’, in H.C.Metcalf (ed.) 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Knowledge: A Study of Innovation in Industry, Basingstoke: Macmillan McGregor, D (1960) The Human Side of Enterprise, New York: McGraw-Hill Manz, C.C and H.P.Sims (1991) ‘Superleadership: beyond the myth of heroic leadership’, Organizational Dynamics 19:18–35 Mason, R.H.P and J.G.Caiger (1972) A History of Japan, Rutland, VT, and Tokyo: Charles E.Tuttle Company Miyamoto, M (1995) Straightjacket Society, Tokyo: Kodansha International Miyashita, K and D.Russell (1996) Keiretsu: Inside the Hidden Japanese Conglomerates, New York: McGraw-Hill Nakane, C (1970) Japanese Society, Berkeley, CA: University of California Press Nonaka, I and H.Takeuchi (1995) The Knowledge-Creating Company, Oxford: Oxford University Press Nonaka, I., R.Toyama and N.Konno (2000) ‘SECI, ba and leadership: a unified model of dynamic knowledge creation’, Long Range Planning 33(4): 5–34 A NEW LOOK AT DISPERSED LEADERSHIP 337 North, D (1990) Institutions, Institutional Change and Economic Performance, Cambridge: Cambridge University Press Nowotny, H., P.Scott and M.Gibbons (2001) Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty, Cambridge: Polity Press Ouchi, W (1981) Theory Z, Redding, MA: Addison-Wesley Penrose, E (1995) The Theory of the Growth of the Firm, Oxford: Oxford University Press Peters, T and R.Waterman (1982) In Search of Excellence, New York: Harper & Row Polanyi, M (1967) The Tacit Dimension, London: Routledge & Kegan Paul Ltd Porter, M., H.Takeuchi and M.Sakakibara (2000) Can Japan Compete?, Basingstoke: Macmillan Ray, T (2002) ‘Managing Japanese organizational knowledge creation: the difference’, in S.Little, P.Quintas and T.Ray (eds) Managing Knowledge: An Essential Reader, London: Sage Ray, T and S.Little (2001) ‘Collective tacit knowledge and practice in Japan’s workplace ba’, Creativity and Innovation Management 10(3): 153–64 Schenk, C (1928) ‘Leadership’, Infantry Journal 33:111–22 Schumpeter, J (1976) Capitalism, Socialism and Democracy, London: George Allen & Unwin Senge, P.M (1999) ‘Towards an ecology of leadership: developmental journeys of three leaders’, Change and Development Journeys into a Pluralistic World, Annual Meeting of the Academy of Management, Chicago, 6–11 August Sievers, B (1994) Work, Death and Life Itself: Essays on Management and Organization, New York: Walter de Gruyter Sims, H.P and P.Lorenzi (1992) The New Leadership Paradigm, Newbury Park, CA: Sage Uhl-Bien, M and G.B.Graen (1998) ‘Individual self management: analysis of professionals’ self-managing activities in functional and cross-functional work teams’, Academy of Management Journal 41 (3): 340–50 Vogel, E.F (1979) Japan as Number One: Lessons for America, Cambridge, MA: Harvard University Press Weick, K and F.Westley (1996) ‘Organizational learning: affirming an oxymoron’, in S Clegg, C.Hardy and W.Nord (eds) Handbook of Organization Studies, London: Sage Wenger, E (2000) ‘Communities of practice and social learning systems’, Organization (2): 225–46 Wittgenstein, L (2001) Philosophical Investigations, Oxford: Blackwell Publishers Part VII Conclusions 17 Bringing the strands together John Storey and Iain Mangham It was noted in the Introduction that interest and activity in the subject of ‘leadership’ are both running at extraordinarily high levels In addition, it was also observed that an emergent set of contemporary critical themes could be identified It was then demonstrated, through a literature review in Chapter 2, that the sheer volume of studies to date had not in themselves helped to clarify the picture Vast numbers of empirical studies were inconsequential in outcome and often trivial in design The ‘theories’ of leadership were lacking in breadth and were often addressing different phenomena Hence the central rationale and the intended contribution of this volume has been to help cut a way through the noise by focusing attention on the identified critical issues and the emergent key trends The key themes identified in Chapter as deserving close attention can be summarized and synthesized as follows First, that there are changing interpretations, understandings and assumptions about what constitutes ‘leadership’—and more specifically ‘effective leadership’ This latter point is related of course to the question of the link between leadership and performance outcomes Various chapters in the book have suggested that interpretations of desired models of leadership are culturally shaped and that currently there is evidence of a further shift, with growing doubts about the acceptability, viability and sustainability of the charismatic/transformational model Second, and consequent to the first point, the attempts to delineate the ‘competences’ of leadership were picked out as another current issue Third, we identified the study of leadership development initiatives, interventions and methods as an issue of pressing current concern Various chapters were critical of conventional methods of leadership development and a number of alternative approaches were sketched So, as we approach the end, what have we found? Our findings can be summarized under two main headings: conceptions of leadership, and an integrative framework of leadership as a process and a constituted social phenomenon 340 JOHN STOREY AND IAIN MANGHAM Conceptions of leadership The object of inquiry—leadership—is formed and constituted by the theories and conceptualizations of it These understandings and interpretations reflect the concerns and agendas of the observers and the other players who are interested in, and usually, if not invariably, have a stake in, the phenomenon For example, a number of stakeholders have interests to protect and advance As we noted in Chapter 2, people occupying privileged positions usually want to account for their occupancy in terms of expertise and other forms of legitimate and rational explanation Hence they often welcome (controlled and negotiated) explorations of the nature and source of this alleged exceptionality These efforts are bolstered by other stakeholders For example, major business schools have an interest in fostering the notion that ‘leaders’ are the key to organizational success It follows that preparation for the priesthood is crucial and worth spending (or rather investing) large sums of money on This is illustrated by the advertising for the London Business School’s Senior Executive Programme.1 Headlined with the confident and uncompromising assertion that ‘Inspiring Leaders Create the Future’, the course notice goes on to assert that ‘[t]he best leaders galvanize their organization into action, move boundaries and transform industries’ With this prior emphatic statement, the agenda and the problematic are allowed to move rapidly to addressing the classic twofold questions of nearly all existing leadership research, namely: • What are the attributes or competences, if any, that demarcate the best leaders from the rest? • If such attributes and competences can be identified how can they be accrued and learned? However, as we have seen, it is patently evident that there are no clear answers to these two frequently asked questions The many attempts to provide answers reveal contradictory outcomes They may not in fact be the best questions with which to commence; they are certainly not the only worthwhile questions to pose As we have argued from the outset of this book, interpretations of leadership are shaped and influenced by the ideational and indeed ideological context The belief (for ultimately that is what it is) in the capability of those in senior positions to ‘galvanize organizations’ or to ‘move boundaries and transform industries’ is highly tendentious (This term is used here in tune with the dictionary definition of ‘having a purposed tendency; composed or written with such a tendency’.) Studies which have attempted to reveal the difference made by executive succession have been inconclusive—often because they have been limited and poorly designed Pfeffer (1977) argues that even chief executive officers (CEOs) are in reality normally severely constrained by market conditions, organizational political constraints and other factors, and that in consequence their true impact on organizational effectiveness is usually very limited Yukl concurs BRINGING THE STRANDS TOGETHER 341 but is more circumspect, arguing that CEOs have only ‘moderate influence’ (1989:276) The implication is that future research should explore leadership in the context of the wider array of factors and processes in organizations This brings us to the second of our headings An integrating framework In Chapter we presented and discussed ‘the leadership constellation’—the interlocking factors of context, perceived need, behavioural requirements and development methods Bearing in mind the points discussed above, it is possible to widen this in order to outline a more integrative framework for interpreting leadership This is illustrated in Figure 17.1 This framework takes account of the wider ideological and ideational context (first box on the far left) This sets the scene for the kind of priority which is accorded to the idea of leadership in the first place, and also shapes the understanding of its nature For example, as was discussed in Chapter 2, the extraordinarily high value given to charismatic and transformational leadership in the 1980s and 1990s was associated with the wider priority at that time to undertake a radical restructuring of industry and the public services We noted that the messages of Tom Peters2 (which received enthusiastic responses from industrialists) concerning new forms of competition, new approaches to organizational design and new interpretations about the meaning of work (e.g empowered, fulfilling, engaging, customer-focused, etc.) also contained messages about new forms of leadership In other words, the new orthodoxy about appropriate leadership was inextricably embroiled in the material and ideological context of the time As we also noted in that chapter, a new mood is evident (signalled for example, in the works of de Vries, Khurana, Maccoby and Fullan) The new ideological context of the 21st century requires a form, or rather forms, of leadership which display more evident signs of integrity, intelligence and thoughtfulness There are also some signs (though as yet less uniform than the others) that the expectation that leaders in the future should have and display indepth knowledge of their industry may also be part of the emergent context Figure 17.1 makes clear that there are two types or levels of context, because in the next box (top centre) the industry and organizational level of context is of a different order than the wider ideological one identified in the first If the tendency detected in the previous paragraph develops—i.e that industry knowledge and experience become an expected requisite—then the saliency of the governing factors in this box will increase The perceived need for leadership and for a particular kind of leadership is a further key aspect This, as explained in Chapter 2, goes beyond the mechanistic notion of ‘fit’ sometimes found in the contingency approach to leadership Even at this level, perceptions of need can be very much influenced by ‘non— (economically) rational’ considerations such as emulation and crowd following The perceived need in recent years has often been of the kind which seeks to 342 JOHN STOREY AND IAIN MANGHAM Figure 17.1 An integrating framework defend and promote the reputational capital of organizations by having a high profile leader at the helm (if only mainly for symbolic reasons) Behavioural requirements and competences will nevertheless seemingly always be part of any theory of leadership They express what capabilities and behaviours are expected or required of persons held to be leaders or in leadership positions As we have seen, these can either be approached in universalist and essentialist terms (that is, based on the assumption that leaders are special people who will exhibit these behaviours, which can be uncovered and even predicted through wellhoned instruments) or in contingent terms (that is, certain patterns of behaviours are deemed to be suitable for different challenges) We saw in Chapter that research can be circular insofar as followers are surveyed for their understandings of what makes for a competent leader The quantitative ‘findings’, although persuasive, are often merely echoes of the orthodoxy and received opinion of that time and place Nonetheless, despite these dangers it seems inconceivable that future research and discussions about leadership will be able to escape paying attention to the behavioural attributes of leaders This brings us to leadership development methods—the range of ways in which leaders and potential leaders might be trained and developed Chapters 5–11 all attended to this problematic Developing trends in modes of leadership interventions were identified in some detail The issue here is complicated by multiple considerations: what ‘works’, at what cost, and what is socially acceptable to the target audience We have seen evidence that occupants of top (leadership) positions are on the whole reluctant to participate in leadership development activities—for a host of reasons As we have seen in the discussion above, and as is shown in Figure 17.1, there is a close relationship between identified behavioural requirements/expectations at any one time and the wider ideological context BRINGING THE STRANDS TOGETHER 343 Moreover, wanted behaviour is usually very dependent on what has gone before If organizations have stagnated there may be a desire for a change-oriented leader If conversely the organization has experienced a prolonged or intensive period of change management there may be a desire for a leader who promises to consolidate and stabilize In the framework shown in Figure 17.1, outcomes are seen as multifaceted They are expressed here in three categories: unit performance, internal stakeholder evaluation and external stakeholder evaluation The first indicates the possibility for some objective measures of unit performance (e.g company performance indicators such as growth, market share, sales, profits and so on) The other categories, internal and external stakeholder evaluations, allow for the subjective judgements of those with specific sets of expectations from the leader or leaders For example, in the UK the Learning and Skills Council was recently prompted by Sir Bryan Sanderson (former chairman of BP) to conduct a survey of the satisfaction levels of learners in further education colleges and similar training arenas He expressed surprise at the lack of attention to consumer attitudes and responses in this sphere of educational services This is just one indication of the potential for a broader perspective concerning leadership outcomes We are suggesting that future research should take a more holistic approach when undertaking studies of ‘leadership’, by paying attention to each and all of these interacting variables Looking to the future It has been suggested in this volume that we have been through a couple of decades which have been characterized by an intense promotion of the idea of charismatic/transformational leadership If, as has also been suggested, there is now a growing disenchantment with this model, then the question naturally arises as to what will take its place If leadership is viewed as mainly an attributional phenomenon, the search for the answer to this question would be directed to the social and economic climate If it is viewed, conversely, in more functional terms, the search would focus on an analysis of the kinds of economic and social problems to be faced and the kinds of solutions deemed likely to be required In practice the two forms of analysis seem to proceed curiously in tandem It is usually very difficult to disentangle a purely functional analysis from an ideologically influenced analysis For example, the tide at the moment seems to be moving in the direction of collective or distributed leadership as the favoured mode (see, for example, Denis et al 2001) This appeals, in part, because it represents the kind of reaction to the excesses of the individual hero leader discussed above In part it is also ‘found’ to be in tune with the preferred cultures and structures of organizations which lean towards empowered teams, distributed responsibility, network forms, and which extol the value of knowledge workers The professional services firms, with their player-managers and distributed 344 JOHN STOREY AND IAIN MANGHAM knowledge networks, represent one significant contemporary model with wide appeal What this point clearly indicates is that preferred models of leadership cannot be understood in isolation from wider tendencies, theories and patterns in social organization The implication for us is that the study of leadership in the future would be improved if it was to be considered as simply one part of a bigger organizational picture Collective, distributed or highly concentrated lead ership represents the outcomes of a negotiated order Power, perceived interests and social interpretations are the driving factors One final observation is worth making It used to be common to ask what would be the next big idea after ‘knowledge management’ Judging by new job titles and new business initiatives in the USA, one contender must be the notion of ‘thought leadership’ Such a development, with its Orwellian connotations, might also suggest a trend beyond transformational leadership Notes Financial Times, 31 March 2003 See, for example, Peters and Waterman (1982) References Denis, J.L., L.Lamothe and A.Langley (2001) ‘The dynamics of collective leadership and strategic change in pluralistic organizations’, Academy of Management Journal 44(4): 809– 37 Peters, T and R.Waterman (1982) In Search of Excellence, New York: Harper & Row Pfeffer, J (1977) ‘The ambiguity of leadership’, Academy of Management Review 2:104–12 Yukl, G (1989) ‘Managerial leadership: a review of theory and research’, Journal of Management 15(2): 251–89 Index absorptive capacity 84 action learning sets 197–6 Adair, J 26 Ahold 52 Alban-Metcalf, J 174 Alimo-Metcalf, B 174 American Dream 19 Andersen Consulting 33 Antonacopoulou, E 7, 26 Apple Computer 29 Aristotle 49 Arnold, J 228, 249, 263 Arthur, M.B 229 Asian cultural values 18 Association of Chief Police Officers 198 Avolio, B 19, 27 Axel, H 275 Bion, W.R 132 Birkenshaw, J 34 Blake, R.R 13, 14 Blandford, S 20 Blass, E 103 BLD 277–80 blended learning 107 blogging 150–50 Boeing 112 Boyatzis, R 25 BP career paths 233–2 Bradford, D.L 29 Brodbeck, F.C 19 Bridges, W 248 British Airways 310 British Bakeries 309 British Psychological Society 181 Brittain, Samuel 50 Brown, P 311 Brundrett, M 20 Bryce, R 40 Bryman, A 13, 14, 27, 324 BT 312 BuddySpace 149 Burgoyne, J 282 Burns, J.M 14, 28 Business Excellence Model Business Schools 54 Business Week 19 Butcher, D 272, 273 Badaracco, J.L.E 40–5 BAE Systems 103, 120 Bailey, C 272 Bandura, A 135 Barclays Bank 103,112 Barker, R 274 Bass, B 19,28 Bateson, G 91 behavioural complexity 84 behavioural requirements of leadership 23– Bell, E 157 Bendix, R 21 Bennett, R 212 Bennis, W.G 15, 16 Bento, R Bernard, L 14 Cabinet Office 3, 3, 6, 174 Cable and Wireless 104 Cadbury Report 53 Cannon, D 262 345 346 INDEX Cap Gemini 103, 114, 121, 122 capacity building framework 163 career anchors 253: career development for leaders 227–47; career development strategies 231–46; career individualization 249–65; career self management 237–8; careers as a problem 229–8; conflicting attitudes to careers 228–8 CEML 24, 26, 73 Champy, J 76 change management character 49 Charles I 130 Child, J 21 Churchill, Winston 15 CIPD 237, 294 Clarke, M 272 Clegg, S 319 Cockerill, T 134 competences of leadership 23–5, 57–77, 134–4 conceptualisations of leadership 339–42 conference board Conger, J 10, 27, 31 corporate universities 3, 103–24 Court, S 305 Covey 126 Cruver, B 40, 45 CU Xchange 103 Dale, B.G Daresh, J 20 Davos 40 Day, G.S 156 De Vries, M.K 32 Deming, W DEMOS Denis, J.L 344 Derr, C.B 251, 254 Deverell, J.F 88 DfES Digital Equipment Limited 312 DiMaggio, P.W 21 director 19 Disney 32, 103 dispersed leadership 319–33 distributed leadership, 13 diversity 311–11 Dotlich, D 27 double loop learning 160 DTI Du Gay, P 58 DuPont 106 Durham University 201 EFQM 3, 303 Egan, Sir John Enron Eraut, M 217, 219 Eriksson, Sven-Goran 34 essentialist interpretation 17 ethics 46 ethos 47–53 Etzioni, A 54 evaluation of training and development 153–67 expenditure on training feedback, 360 degree 181–5 Ferris, W.P 91 Financial Times 19 Fisher, R 25 followership 131 Fortune 19 Fox, L 40, 42, 46 Fresh Start Scheme 208 Freud, S 32 Fullan, M 3, 10, 26, 33, 210, 341 Gallwey, T 297 Garratt, R 87 Garrett, E 32 Gates, Bill 51 Gattorna,J.L General Electric Generation X 262 Gibbons, M 327 Giber, D.L 27 Glatter, R 205 globalisation 50 Goffee, R 254 Goffman, E 127 Goleman, D 25 INDEX 347 Google 150 Gordon, R 319 Gosling, J 307 Grace, G 207 Granovetter, M 260 Gratton, L 241 Griffiths Report 175 Grint, K 14, 130 growth processes 158 Guest, D 31 Hallinger, P Hamel, G 116 Hampel Report 53 Harvard University 27 Harvard Business School 42 Haugaard, M 325 Herriott, P 132, 229 Hersey, R 26 Higgs Report 53 High Potentials (Hi-Po’s) 287–8 Himmelfarb, G 49 Hirsh, W 227 HM Inspectorate of Constabulary Hogan, R 176 Holbeche, L 229 Hollenbeck, G 27 Home Office Hopfl, H 93 Horne, M 3, 300, 302 Houghton, J.D 89 Howell, J 31 Humphrey, R.H 25 Huxham, C 220 ideological aspects of leadership 22 IDS 237 image theatre 92–4 improvisation 91 In Search of Excellence 30–1 Information and Communication Technology 139–50 Inner theatre 95 INSEAD 27 Institute for Employment Studies 234 integrating framework of leadership 341 International Monetary Fund 50 Investors in People 157 Jackson, B 58 James, K 304 Japanese organizations 326–30 Jobs, Steve 29 Johari Window 186 Jones, G 87 Kanter, R.M 124, 259 Katz, D 132 Khurana, R 14, 19, 29, 341 Kidd, J.M 228 Kirkpatrick, D 154 KLM 310 Kodak 19 Kossek, E.K 268 Kotter, J 29 Kouzes, J.M 26 Lambert, R 40 Langrish, J 327 Latham, G.P 135 Lave, J 88, 160 Lay, Kenneth 40–5 leader as learner 82 leadership: charismatic and post-charismatic 27–9; constitutive approach 15; leadership competences 73–7; constellation model 18; leadership development 81–96; post-charismatic 27–33; theories 12–25 leadership development and business 293– 316 leadership in education 205–18 learner-centred paradigm 81–3 Learning and Skills Council 343 learning context 160, 165 learning contracts 307–7 learning organisations 86 learning structures 94–5 legitimising leadership 21–3 Leiner, F Leithwood, K 210 Linstead, S 93 348 INDEX Lloyds TSB 104, 240–40 local government Local Government Management Board 177 London Business School Senior Executive Programme 340 London, M 27 Lord Desai 50 Lufthansa 310 NPQH 182, 214, 215 Maccoby M 32, 33, 341 Macromedia Shockwave 143 Malcolm Baldridge Awards managers vs leaders Mangham, I 7, 339 Marcic, D 93 Marconi 33 Maslow, H 26 MBA McCrae, H 40 McDonald’s 103 McGregor, D 26 meaning-making 15 Meister, J 107 Miller, D 22 Miller, P 70 Ministry of Defence MITI 328 modernising agenda 23 Mole, G 126 Morris, Philip 52 Morton, A 48 Moshavi, D 92 Motorola 19, 103 multi-level evaluations 167 Myers Briggs 126 Pawar, B.S 20 Pearn, M.A 133 Pedler, M 106 Peoples Express 32 perceived need for leadership 20–3 Perrow, C 20 personal growth 87 personality 48 Peters, T 29, 341 Pettigrew, A 13, 77 Pfeffer, J 340 PIU 174 Polanyi, M 319, 330 Polaroid 32 Pondy, L 21 public sector leadership development 174– 203 Nakane, C 329 narcissism 32 National College of School Leadership 3, 109, 213–13 National Health Service 3, 73 Nationwide Building Society 235–5 Nestle 239, 242 new career 252, 257–60 Nicholson, N 228 North, D 321, 333 Oakland, J OECD 218 Ofsted 175 Open University 7, 141–40, 151, 161 organizational careers 227–9 organizational routines 84 Oxfam 22 Quality Assurance Agency 217 Quinn, R.E 84 Rainbird, H 294 Ray, T 319 relational leadership 87 reputational capital 22 Robinson, V.M.J 213 ROI 167 Rolls-Royce 237, 242–5 Rose, N 58 Roth, A.V 159 Sadler, P 83 Sadler-Smith, E 159 Salaman, G 57 Sanderson, Sir Bryan 343 Sankowski, D 27, 31 Sarbanes-Oxley Act 53 INDEX 349 Scase, R 253 Schein, E 228 school leadership 207 School Standards and Framework Act 205 Scott, P 208 self-analysis 26 Selznick, P 20 SENCO 212 Senge, P 6, 127 Sennett, R 49 Shackleton, V 14 shareholder value 51 Shell 103, 113, 119, 121 Skilling, Jeff 32 SMART objectives 181 Sorenson, G Soros, G 55 Soul 81–8 Southworth, G 209 stadium webcasting technology 141 stakeholder perception 22 Stogdill, R 12 Storey, J 109, 297, 299, 339 Strati, A 93 Sturges, J 259 Sun Microsystems 239 SuperLeadership 90 Taggart, J 50 Tate, W 293, 297, 299 teaching leadership 126–4 technology 145–5 telepresence 139–43 Thatcher, Margaret 130 Thompson, A.W.J 239, 276 Thought leadership 344 Tichy, N 13, 31, 274 The Times 40 Transactional leadership 29 Transformational Transformational Leadership Questionnaire 178–9 Tyler, S 161 University Council for Educational Administration 211 University of Leeds 185 Vail, P 82 Vangen, S 220 Vicere, A 3, 27 Vitello-Cicciu, J.M 25 Vroom, V.H 13 Wakhlu, A 89 Waldman, D.A 25 Wall Street 40, 47 Wall Street Journal 19 Wallace, M 218 Waterman, R.J 230 Watkins, K.E 159 ways of looking at careers 228–9 webcast 142 Weick, K.W 16 Welch, Jack Wenger, E 321 Westley, F 13 Wharton 27 Whipp, R 77 Wiggenhorn, W 106 Wittgenstein, L 302, 321 Wolff, S.B 25 Work Foundation work—life balance 261–3 World Economic Forum 40 Worldcom 33 Yukl, G 14,340 Zaleznick, A 13 ... Cataloging in Publication Data Storey, John, 1947– Leadership in organizations: currrent issues and key trends /John Storey Includes bibliographical references and index Leadership Executives-Training... hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers British Library Cataloguing in Publication... Karen Legge, Warwick Business School Leadership in Organizations goes beyond other mainstream leadership texts by providing both creativity and insight in its approach to leadership development