RESEARCH PAPERS...3 Buckminster Fuller published his book Operating Manual for Spaceship Earth in...

RENAISSANCE LEADERS: GLOBAL TRENDS ANDEMERGING FORMS OF LEADERSHIP

INTRODUCTION

stAs we enter the 21 Century there are serious questions

arising concerning our capacity to deal with its

challenges. Based on a review and synthesis across a

range of literatures covering management, organisation,

leadership, and learning and development, and global,

social, business, and technology trends, this paper

identifies some of the issues, challenges, and

opportunities likely to characterise the early decades of

the new millennium. This new age will be increasingly

challenging in ways not before experienced. This suggests

that a new kind of leader and leadership are needed,

and this paper outlines the most compelling of current stthought on leadership qualities demanded of the 21

Century leader. A fair degree of consensus exists across stthe literatures on the 21 Century canvas and the kinds of

1

CHRISTOPHER C. KIM*

By

leaders and leadership that might there make their mark.

From the analysis of approximately 300 sources, eight

distinct, primary categories of competence and

capacity have been distilled:

2

*,** The Australian National University.

ABSTRACT

stConventional leaders and leadership of the past are insufficient to meet the demands of the 21 Century. As we enter the

new millennium, our world is characterised by unprecedented complexity, paradox, and unpredictability. Change is

rapid and relentless. Today's leaders face demands unlike any ever before faced. Standard leadership approaches that

have served us well throughout much of history are quickly becoming liabilities. Conventional wisdom regarding

leadership and many of its habits must be unlearned. The strong, decisive, charismatic, and independent leader and

leadership we have idealised, strived to be, depended upon, and longed for may prove counter-productive in the new stmillennium and undermine a sustainable future. The challenges and opportunities of the 21 Century call for a new type

of leader and leadership, indeed an entirely new and different way of thinking about leadership and of developing

future leaders. This paper explores the nature of the nascent millennium and the leader and leadership qualities and

capabilities expected to be crucial in the uncertain decades ahead. Eight general categories of leadership attributes

have been identified as essential for the future. Those who possess or are developing these competence sets are

Renaissance Leaders—individuals who are different and make a difference. A significant gap remains between current

leadership competencies and those needed in the future. Implications of this gap are discussed. One important finding

is that leadership development programs in industry and higher education have yet to refocus to produce the kind of

leaders needed. Suggestions for reform are offered.

Keywords: st 21 Century Leadership, Emergent Leadership, Global Trends, New Millennium, Leadership Development,

Leadership Competencies.

JAY M. HAYS**

1

2

We do not distinguish leader and leadership, suggesting that both can be characterised by the same qualities. We acknowledge, however, that “leader” sounds like an individual and may be confused with positional, hierarchical leadership; further, “leader” has traditionally been and continues to be treated in the literature as “the head” or top echelons of an organisation. We claim that leaders and leadership exist and are required at all levels of and throughout the organisation. This will be increasingly recognised as crucial in the evolving and emerging organisations of the new millennium.About 100 of these sources are included as references in this paper, the first

in a series of publications based on a larger research project.

1li-manager’s Journal o Management Vol. No. 3 l n , 4 December 09 - February 2010

RESEARCH PAPERS

· Social Engineer and Relationship-

Builder

· Leader as Integrator

· Leader as Wise, Virtuous, and

Ethical

· Capacity for Complexity and

Strategic Thought

· Emotional Intelligence and

Authenticity· Transformational Potency

· Service- Servant Leadership· Learnership-

Teacher

Leader as Learner and

While aspects of these competencies have been

recognised over time, others are recent. The attention

these competencies are receiving in both academic

and practitioner literatures may represent a shift in

leadership thought and practice, or what it is referred to as

“the leadership renaissance.” The synthesis of the stemerging views of leadership suggest that the 21

Century leader is personally more adaptive and resilient,

broader in perspective, and more proactive than his or

her predecessors. Importantly, the Renaissance Leader is

also more effective in cultivating these qualities in others.

Taken together, the Renaissance Leader is expected to be

more effective in the tumultuous and uncertain stenvironment of the 21 Century.

This paper consolidates diverse perspectives on the

leadership challenges of the new millennium, and offers

practical recommendations for developing leaders who

possess the competencies necessary for leading today's

and tomorrow's organisations and institutions. While the

original sources referenced in this paper are worthwhile

reading, often insightful and sometimes provocative, this

paper also distils and organises the vast range of

descriptions, objectives, issues, and recommendations

into one source of relevance and utility to academics and

practitioners. It contrasts conventional and emerging

notions of leadership, showing how evolving views and

practices of leadership correspond to shifts in larger

contextual and environmental conditions.

Having intensely researched the topics of leadership and

environment, it is the authors' view that the world is

dramatically different than ever before and, thus, that the

leadership challenge is entirely different. While threats

and challenges loom large, we are heartened by the way

leaders and leadership are beginning to be conceived.

Renaissance Leadership is very different. We are intrigued

by the question of which comes first: Is Renaissance

Leadership a consequence of environmental demands

and an evolving world view, or is The New Leadership—as

conveyed by the numerous sources cited in this

paper—promoting the revolution in leadership theory

and practice? We believe the answer to this question will

be revealed, perhaps in the coming decade. For now,

the answer remains obscured by a cacophony of voices

and a landscape shifting too fast to map.

1. Review of the Literature

1.1 Context

This study set out to determine what the leadership

requirements of the near-future are and how prepared

our organisations and institutions are to fulfil those

leadership demands. The authors thought it necessary to

explore a range of literatures touching on different, but

related topics. First, there are two future-oriented aspects:

a. Depictions of the future – what the authors refer to stherein alternatively as the 21 Century or the new

millennium. This is the environment in which leaders can

expect to find theirselves in the approaching decades;

and,

b. Descriptions and prescriptions for leaders and stleadership in the 21 Century—what the authors are

calling Renaissance Leadership. Here, they draw on

notable and influential authorities on leadership. By

exploring these two future-oriented subjects against the

context 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 implications might be. Specifically, are current

beliefs about and practices of leadership sufficient to stmeet the leadership demands of the 21 Century?

st1.2 The 21 Century

Most of the topics covered in the various treatments on stthe 21 Century trends the authors have reviewed the

segmented into five interrelated divisions:

a) technology,

b) globalisation,

c) diversity,

d) Knowledge Workers, and

e) uncertainty,

stAs we hope is clear from our overview of the 21 Century,

momentous changes are underway and more expected

that significantly impact on organisations and society,

and on those who lead them. Coinciding with these

li-manager’s Journal o Management Vol. No. 3 ln , 4 December 09 - February 20102

RESEARCH PAPERS

changes in the environment are shifts in the ways leaders

and leadership are viewed and, thus, how they are

enacted. The 21st Century is a very different place than

were any centuries that preceded it. The leadership

landscape is entirely new, uncharted territory where

everyone is finding their way, somewhat tentatively. The

coming decades will be an interesting time for both

leaders and those they would lead.

1.2.1. Technology

Technology will increasingly be driven by global

competition: the need to do things faster, cheaper, and

better will only continue. It continues to change the nature

of business and will only accelerate the speed of change

and influence of other trends, such as making the world

economy more competitive (Van Opstal, 1998);

i n c r e a s i n g o u t s o u r c i n g e f f e c t i v e n e s s a n d

internationalisation (Centron and Davis, 2008); increasing

knowledge work and value of knowledge workers

(Davenpor t, 2001; Lawler, 2001) ; expanding

telecommuting (Mamaghani, 2006; Matathia and

Salzman, 1998; Townsend et al., 1998) and may give

competitive edge to younger employees who are likely to

remain more technologically savvy than their older

counterparts (Boddie et al., 2007; Marston, 2007).

Advancements made elsewhere will be more readily

incorporated locally. Ideas – the great generators of

progress – will come from harnessing the collective

brilliance of a diverse workforce, some of whom may

never even physically be in the same space. None of this

comes automatically, however, or naturally. Leaders of stthe 21 Century are going to have to be consummate

creators of community, architects and bridge-builders

that bring people together and enable and inspire them

to do great things. They will need to be the role models for

overcoming the challenges and making the most of

diversity.

1.2.2. Globalisation

Globalisation, in large part, is an inevitable consequence

of advances in technology. Notably the internet and the

access it has provided to citizens the world over to

information and the connectivity it permits to people

virtually no matter where they are. True, softening of

regimes, borders, and trade restrictions are enabling

greater traffic of people, products, and ideas. The world's

increasing interdependence and interconnectivity will

continue to impact business and organisational life,

making everything more complex than ever before

(Centron and Davis, 2008; Maciariel lo, 2006;

Mamaghani, 2006; van Opstal, 1998; Rao, 2006). In the stglobalised early-21 Century environment enabled if not

driven by digital communication and media, we cannot

distance ourselves from these hotspots. Greater options

and opportunities may be offset by greater risk and

complication. There will continue to be vast migrations of

people and jobs, with jobs flowing to cheaper labour

markets in developing countries (Centron and Davis,

2008; Spreitzer and Cummings, 2001), and huge

immigration to developed countries (Centron and Davis,

2008; Hankin, 2005). Even managerial and professional

jobs are likely to be outsourced (Goldsmith, 2006). For

better or worse, we are al l connected and

interdependent. On a positive note, the coming

generations may experience an upswing in global

citizenship such as we have never seen, characterised by

acts of brotherhood and stewardship on a grand scale,

partially as recognition that we are all in this together,

harking to notions of “spaceship earth” popularised in the

60s.

1.2.3. Diversity

As technology fuels and enables globalisation,

globalisation, in turn, promotes diversity. The future

workplace will not be anything like it has ever been in terms

of the “mix” of employees (Helgesen, 2006). With evolving

values and lifestyles, longer life spans, improved health,

and other factors, the new worker looks, sounds, and acts

differently, expects more from his or her employer (indeed

from community and society), and is unwilling to accept

unfair treatment or unreasonable demands. Diversity in

gender, race, and generation, amongst other

differences, poses many challenges in addition to the

opportunities and strengths that “hybrid vigour” brings to

3

3 Buckminster Fuller published his book Operating Manual for Spaceship Earth in 1963. Kenneth Boulding presented his work “The Economics of the Coming Spaceship Earth” in 1966.


RESEARCH PAPERS

the workplace. Organisations will have to contend with this

mix, while attracting diverse employees in a world where

competition for talent makes recruitment and retention

more difficult than ever (Hankin, 2005).

With employment possibilities available to people

anywhere in the world, employers are going to have to be

even more attentive to serving their employees - catering

to needs, preferences, quality of life and work-life balance

issues, and professional development; and, in general,

creating workplace environments that are caring,

accepting, humanising, and offer more than just a pay

check. Migration, especially, is changing the face of

developed countries. It will account for dramatic

demographic shifts, changing the face of developed

countries forever (Centron and Davis, 2008). Generational

differences probably unlike ever before will exist in the

workplace (Hankin, 2005). Differences in age and the

respective values and attitudes and skills and experience

that accompany them will challenge workers and

organisations, and intensify potential conflict between

generations (Headington, 2001). Older and more

experienced workers are leaving employment (Tulgan,

2004), which has implications for management, as does

the swelling of youthful workers (Hankin, 2005; Marston,

2007). It is hard to predict what the trade-offs will be

between loss of experience and gain in adaptability.

There also appears to be a significant shift in what

employees seek and expect from work, from having the

best and newest technologies to maintaining Quality of

Life / work-life balance (Boddie, et al., 2007; Mamaghani,

2006; Matathia and Salzman, 1998) and work that

provides meaning and serves a higher purpose (Hankin,

2005).

1.2.4. Knowledge Workers

The authors are entering a new age, the era of human

capital (Lawler, 2001). The next social order will be a

knowledge society (Davenport, 2001). Here knowledge is

the key resource, and knowledge workers are the

dominant group and its most valuable asset (Teo-Dixon

and Monin, 2007). People business is the next

management frontier (Kuczmarski and Kuczmarski, 2007).

A people orientation will define the new leadership

(Covey, 2006; Glaser, 2006). Highly-skilled workers and

knowledge professionals will be in greater demand than stever, and employers in the 21 Century will struggle to hire

and retain them (Spreitzer and Cummings, 2001).

Knowledge professionals will be demanding. They will

make up their own minds as to how much of themselves

they will give to their work, according to how they are

treated and the opportunities they are accorded (Covey, st2006). In the 21 Century, organisational worth will no

longer, at least exclusively, rest in buildings, tools and

technologies, or Intellectual Property – permanent things

– but in people. Lorenzi (2004) notes that

Managers manage resources; leaders manage

people, who comprise the organization's one critical,

unique resource. Factories can be copied, as can

plans, ideas, systems, and other forms of resources.

Most resources are hardware or software; leadership

requires the management of 'know-ware'—people

and their unique cognitive skills, emotional capacities

and intellectual talents (p. 285).

The cliché “people are our greatest asset” will no longer

be rhetoric, but the essential reality. People will comprise

the crucial resource.

1.2.5. Uncertainty

With the complexity and speed of change only likely to

increase, uncertainty will define our lives. The future is

more unpredictable than it has ever been and the

planning window even narrower because of the

multiplicity of things to consider (quantity and kind of

variables) and the complicated nature of their

interrelationships, and the speed with which opportunities

and threats come upon us. This makes traditional

planning and preparation difficult, if not impossible

(Hinterhuber, 1996). We can, however, better learn to read

emerging trends and consider their implications (Day and

Schoemaker, 2008). The better we can foresee coming

challenges and respond to them confidently and

creatively, the greater our competitive advantage over

those who do not attempt to (Spreitzer and Cummings,

2001). While we may not be able to predict and control

events with much certainty, we can prepare ourselves to


RESEARCH PAPERS

contend with the unknown, what is referred to as the

frontier “over the horizon” (Whyte, 2004). To help

employees and future leaders equip themselves for an

uncertain future, we need to begin taking them out of their

comfort zones, while at the same time helping them

develop the coping skills and positive attitudes that will

enable them to navigate uncharted terrain (Day and

Schoemaker, 2008). In so doing, individuals become

more confident and competent at leading themselves,

and less dependent on external, superior authority. This is

no easy task.

2. The Leadership Gap

Drawing on the extensive research into emerging

impressions and expectations of leaders and leadership

juxtaposed against the backdrop of more mainstream

understandings, our view is that the gap between the two

is huge. Table 1, shows a comparative overview of

conventional views of leadership and those that appear

to be gaining acceptance – The New Leadership.

As the comparisons in Table 1 show, there is a substantial

divergence between mainstream and emerging views of

leaders and leadership. We speculate that individuals

Leader as creator and patron of meaning. The 21st Century leader sees it as his or her role to elicit meaning from work and circumstances and help employees and other stakeholders connect with that meaning. This is largely the vision, values, and purpose discussed so broadly. Work is seen as a most likely place for people to find needed meaning, purpose, and even community. At the same time, there is a groundswell belief that people will go above and beyond the call of duty for causes (work) they believe in.

à

Leader as executor. The leader’s task is to get the job done as efficiently and economically as possible. To manage, coordinate, and control effectively (or ensure these functions are carried out diligently). To take direction from superiors or the board of directors and implement accordingly.

Leader as proselyte of complexity. The leader of the new millennium is a student of and preaches complexity. Liberated by the fact that the world is too dynamic and complex for any one person to understand it, reduce its uncertainty, or make it behave, the new generation of leaders wi ll take pleasure in studying complexity and engaging in deep and meaningful dialogue with a wide range of enlightened and / or concerned souls to plumb the depths of emerging problems and opportunities and to consider best, not quickest or most economical solutions.

à

Leader as KISS apostle. The leader’s job is to “keep it simple, stupid.” Make communiqués and instructions as simple as possible; target the least common denominator. Employees and other stakeholders will be confused by and distrust complexity and see weakness in indecision.

The leader as servant and steward. Increasingly, leaders are being sought and lauded for their demonstrated values of service, altruism, and stewardship. These are people who care about others, the communities in which they work, and the planet we inhabit. Such dedication is of special importance today given the rate of resource depletion, environmental and ecological destruction, and the urgent requirement to focus on sustainability, not to mention the recurring instances of corporate greed that have spawned greater vigilance and emphasis on social responsibility.

àThe leader as instrument of shareholders. The primary responsibility of the CEO and other executives is to shareholders—to profit and ROI. The corollary is short-term gains (quarterly returns).

Leader as change agent. Consensus is that it is the leader’s role and responsibility to create changeable organisations – responsive and adaptive –and to envision and usher in change that keeps the organisation abreast of changes in the environment or, better, anticipates and proactive ly leads the organisation to contend with and capitalise upon emerging trends. This is the leader as “destabiliser.”

à

Leader as stabiliser. It is the leader’s role and responsibility to ensure employees and other stakeholders feel secure and confident with strategic policy and direction, to assure everyone that strong leadership is at the helm and capable of steering through whatever weather may present it. Consistency, reliabilit y, predictability, composure, and control are the catchwords.

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 distributive in nature—everyone might have some. Ideally, leadership flows amongst people when, where, and how it is most needed. It is offered and received graciously and with best intentions. While not everyone wants or has the skills to lead, such an environment generates higher levels of commitment and performance than in strictly regimented, hierarchical systems, and creates unsurpassed future leadership capacity.

à

The leader as agent. The superior in any situation is the leader. It is this person’s prerogative, role, and responsibility to use his or her position and associated power and influence to get the job done through “leadership acts.” Accountability resides in the position. Accordingly, others are not required to have ownership, responsibility, or commitment exceeding that strictly prescribed by job description or role statement; nor are they generally rewarded for going above and beyond the call of duty, and, in fact, may be chastised for doing so.

The leader as equal. There is little dispute that The New Leadership is about empowering and enabling others to learn and develop, and, notably, to lead. The new leader does not see him- or herself as “superior” in a superior-subordinate relationship, but as an equal amongst others, all who have unique and different qualities and can and should lead as circumstances call for.

à

The leader as superior. By virtue of rank, title, or position, the leader is the authority—the one who challenges, inquires, advocates, controls. The posit ion of superior has been earned or conferred, and there are few positions at the top. While seldom stated, the inference is that anyone not in top positions is inferior or, at best, subordinate; as such, they do not lead, and, taken to its extreme, nor could they or should they lead.

The leader as a work in process. It is decreasingly thought of as a final or penultimate objective—when you’ve arrived, you’ve made it; rather a lifelong, continuous process of learning and development.

àThe leader as “made it.” It is a destination, not a journey. Leadership positions are about having attained rank, title, power, and influence, using them effectively; and, in some cases, working hard to retain them.

The leader as human It is increasingly recognised that leaders are human. It would be impossible to list the attributes of what it is that makes us human, but the point is that denying our humanity limits our own potential and distances us from those we would lead and inspire.

àThe leader as machine The leader is (should be) and must be perceived to be hard, cool, calm, and collected; objective, calculating, precise.

Emerging Views: The New LeadershipConventional Leaders and Leadership

Table 1. Comparative Leadership Modes: Conventional versus Emergent.


RESEARCH PAPERS

“schooled” in more conventional forms of leadership will

increasingly confront a workforce, peers, and other

stakeholders who hold views and expectations that

depart from conventional wisdom and norms. They may

find this cognitively troubling and practically problematic.

While we do not claim that the emerging trends are

better—that is, will be more effective in the long run—we

do not think the emerging trends will revert. For the present,

we are on a certain trajectory toward a more human type

of leadership and, perhaps, a more enlightened one.

3. Toward Renaissance - Unifying the New Leadership

Leaders and leadership have been portrayed and

arrayed in many ways by many authors. This present

paper strives to consolidate and distil the competing and

complementary perspectives on leaders and leadership

represented in the most current leadership literature. The

intent is neither to criticise nor rehash previous work, but to

build upon it. The outcome, the result of three years labour,

is a manageable set of distinctions, the eight sets of

leadership attributes introduced at the beginning of this

paper.

3.1. Learnership - Leader as Learner and Teacher

stThe leaders of the 21 Century are continuously learning

and developing new knowledge, skills, and capacities

(Ghani, 2006; Maxwell, 2008), and are committed to

helping others learn and develop, championing

individual, team, and corporate learning and

development (Ghani, 2006; Maciariello, 2006; Maxwell,

2008). Learning is an essential part of leadership as noted

by Kouzes and Posner (2001). Blanchard and Miller (2007)

assert that great leaders are always concerned with how

they and their people will continue to grow and develop

(Table 2) Bennis (2003) states that the key essential

competence for leaders is adaptive capacity, the quality

that “allows leaders to respond quickly and intelligently to

relentless change” (p. xxii).

Learnership equates the role of the leader as teacher –

helping employees and other stakeholders to learn and

grow as human beings, public servants, professionals,

and leaders (Brown and Posner, 2001). Ulrich, et al., (2008)

liken leaders who strive to develop others to good parents.

Spendlove (2007) states, for example, that “coaching

and mentoring are key competencies of leadership” (p.

411). The Leader as Learner and Teacher is humble and

remains open to others and their ideas (Weick, 2001;

Bailey, 2006), and is not judgemental (Scharmer, 2008).

Learning leaders foster meaningful dialogue and

conversations amongst organisational members (Martin,

2007) and with all stakeholders. They are open to

challenge and critique (Ghani, 2006), and able to learn

from mistakes (Spreitzer and Cummings, 2001). They know

their shortcomings (what they, their people, and the

organisation do not know and what capabilities are

needed) and resolutely work to close gaps and anticipate

future needs. They develop organisational learning

capacity, instil values and mindsets for learning, and build

long-term sustainability (Helgesen, 2006). They are always

vigilant to recognise beliefs, assumptions, and habits that

may be impeding performance or learning and change.

To them, unlearning (Akgün, et al., 2003; Akgün, et al.,

People development is a high priority and is not supplanted by every crisis or new challenge that arises. Professional development is high on meeting agendas.

Staff rotate through positions and sections on a reasonable schedule so as to ensure everyone develops corporate knowledge.

Strategic measures are in place for promoting learning and innovation, including rewards and recognition for idea generation and “lauding failures.”

Performance reviews emphasise professional development, and individuals are placed in positions where they can grow.

Every employee has a professional development plan clearly linked to corporate, team, and individual needs and aspirations.

Executive team places high priority on its own learning and development, and this is widespread knowledge through the organisation.

Budget for professional development is generous and sacrosanct.

Learning remains at the forefront of community focus and organisational activity.

Indicators


RESEARCH PAPERS

Table 2. Learnership

2007; Cegarra and Rodrigo Moya, 2005; Sinkula, 2002) is sta strategic imperative. The 21 Century leaders are not

master of all they survey, but are students of all they

confront. And, as Weick (2001) observes: leadership is

learned, so keep learning!

3.2. Service – Servant Leadership

Twenty-First Century leaders are servants and stewards

first, to the public they represent, their employees, and

other designated key stakeholders (Beaubien, 1998;

Maciariello, 2006). Servant Leaders demonstrate ideals

and behaviours of service, including “putting others first.”

First responsibility and priority are others, not self

promotion, aggrandisement, or comfort (Fisher, 2004;

Rao, 2006). Servant Leaders consistently show high levels

of faith, respect, trust, and compassion to all they serve

(Hays, 2008).

Followership (Baker and Gerlowski, 2007; Rosenau, 2004;

Townsend, 2002; Townsend and Gebhardt, 2003), a topic

that continues to grow in importance, will assume more

precedence in the next ten to twenty years, as

foreshadowed by Kanungo (1998). Its increase in

prominence mirrors the shift toward more collaborative,

power-sharing, and decentralised models of leadership.

You cannot have leaders that “let go” without followers

who “step up” to the task of self-management. Where

management research focus in the past has been on

leaders and leadership and their affects, we are likely to

see a greater focus on followers and effective followership

in the coming decades (Bjugstad, et al, 2006),(Table 3).

stThe 21 Century leaders lead from the heart, as well as the

head (Bezzina, 2000; Freiberg and Freiberg, 2004; Love,

2005; Whyte, 2004). Effective leadership starts on the

inside with a servant heart, Blanchard (2000) tells us, then

moves outward to serve others. Part of the courage

needed as we go forward is the strength to show one's

heart, one's human side, including a measure of stvulnerability. The service-oriented leaders of the 21

Century build a culture of community (Goldsmith, 2006),

shared purpose, and service (Rao, 2006), and treat staff

and other stakeholders as equals and partners (Stallard

and Pankau, 2008), and with utmost dignity (Fairholm,

1996). They show concern for individual well-being and

the health of the organisation (Beaubien, 1998), including

seeking work-life balance (Stallard and Pankau, 2008) and

ensuring justice (Rao, 2006). Abshire (2007) noted that true

leaders provide servant leadership. Wheatley (2004)

emphasised that the leadership the world needs today is

servant leadership. Blanchard and Carey (2006) argued

that servant leadership is required to restore faith, trust,

and respect in modern business. Hays (2008) stressed that

the teacher as servant was necessary to bring about

major reform in the way universities educate the leaders

of tomorrow, an education that prepares individuals for

the challenging times ahead. Clearly, Servant Leadership

values, principles, and practices will increasingly define

enlightened leadership and the expectations we have for

our leaders.

3.3. Transformational Potency

The leaders who present transformational potency are

forward-thinkers who remain focussed on the long-term.

They have a clear vision of future possibility and help all

stakeholders see the future and, providing strategic

direction, the ways and means of fulfilling it (Bell, 2007;

Blanchard and Miller, 2007; Fisher, 2004; McCormick and

Davenport, 2004). Ulrich et al., (2008) claim that effective

leadership is related to projection into the future and

definition of a context where organizations and their


RESEARCH PAPERS

Indicators

The organisation monitors its service charter and sets and strives to meet increasingly high levels of service.

Decisions and courses of action periodically reviewed againststanding principles are shown to “measure up” well.

Where exigencies arise not covered by regulations and policies,decisions are made with respect to “the greater good,” not based onease or popular opinion (Spreitzer and Cummings, 2001).

Senior managers and executives are rated on review, and are shown to have consistently high ratings. (Those whocan’t or won’t are let go.)

“service” at everyEmployees rate their units and the organisation highly on communteamwork, and other measures of corporate health.

ity,

Service is stressed in all communiquperformance discussions.

és and in all meetings, includingEvery employee is fulfilling his or her potential and developing leader and good corporate citizen.

as

Table 3. Service - Servant Leadership

people can be successful. They also suggest that

effective leaders should be strategists who “envision a

future state that creates or responds to opportunities”

(p.26). Bryman (2007) agrees, finding that clear strategic

vision and direction and communicating these well are

two of the thirteen key leadership effectiveness

behaviours found in his extensive review of the literature

(Table 4).

The leaders with transformational potential are inspired

and inspirational. They spread energy, excitement, hope

and belief; they animate people to act (Rao, 2006; Weick,

2001). This is very much about meaning-making, helping

people make sense of their world and to find meaning

and value in what they do, their contributions to the

organisation and to something bigger than they and even

the organisation are (see Raelin, 2006). They keep

focused on the highest possible future for staff (Scharmer,

2008), help them realise their potential, and want them to

be fulfilled. Buckminster Fuller (cited elsewhere herein) was

a leader who focused on the best possible future – what

the world should be like (Gabel and Walker, 2006). Weick

(2001) notes that such leaders are improvisational. Not

fixated on formality of structure or process, they are willing

to try new ways of doing things. They thus are adaptive

and promote adaptability. Helping people become

adaptive is needed when businesses and communities

must change to thrive, when current ways of doing things

won't suffice or are unsustainable (Heifetz, 2006).

Enlightened transformational leaders, however, aren't

blindly focused on the future and change. They also

understand and honour the past and the present, and

appreciate what must be taken forward (Bell, 2007).

The leaders with transformational potential understand

strategic and operational aspects of change, and ensure

change is undertaken positively – in ways that achieve

corporate outcomes, build capacity, and promote

employee welfare. This is not about change for change

sake, but about making work a more productive and

fulfilling task and making the organisation a more

sustainable and worthy enterprise. They enlist, enthuse,

and engage people in change agendas; and everyone

feels a valued part of the change (Martin, 2007).

Scharmer (2008) says of such leaders that they connect to

the deepest forces for change by opening the heart. One

must feel the potential to be gained through change.

In se r v ice o f cont inuous improvement and

transformational change, the leaders of the 21st Century

are willing and able to transform themselves, and create

an open and nourishing environment wherein staff and

other stakeholders can transform themselves and their

work. They build corporate capacity for innovation and

change; create “space” for new and different ideas

(Martin, 2007) and invite people into that space to learn

and to share (Scharmer, 2008). Such leaders seek diverse

experiences (Martin, 2007) and create cultures where

diversity of thought and practice are promoted.

3.4. Emotional Intelligence and Authenticity

Twenty-First Century leaders know themselves as well as

they know their people (Fisher, 2004); they represent

themselves as they really are and encourage others to

“be themselves” (Scharmer, 2008). They understand their

own emotions and accept the emotionality of their staff Indicators

All employees have links to corporate vision and change agendas their individual role descriptions and performance agreements.

inLeaders at all levels are charged with responsibility for leadineffectively, rated, and accorded appropriate training and development.

g change

All members of the executive team assess themselves ontransformational qualities and undertake professional development andcoaching, as needed.

Managing organisational change is seen as a crucial capacity andexpertise is continually developed through training and developmentalexperience.

There is a framework for conceiving organisational change anddeveloping change competence throughout the organisation.

The organisation has and follows a robust roadmap for organisatitransformation that includes evaluation and incorporates lessons learnt.

onal

Links are established with government and private organisationsinvested in future thinking, including universities and other scientificinstitutions.

Foresight reigns: current problems and priorities are not permitdetract from the requirement to think forward.

ted to

Corporate vision (future state) is clear and compelling, emphasiall meetings and in all communiqués; corporate change and otherinitiatives are all linked to vision.

sed at


RESEARCH PAPERS

Table 4. Transformational Potency

and other stakeholders. They display and develop

empathy (Bailey, 2006; Kakabadse, et al., 2008).

Foremost, they are self-reflective and encourage others

to practice reflection. They are self-aware; authenticity

begins with self-discovery (Bailey, 2006). Being deeply

self-aware, enlightened 21st Century leaders connect to

their deepest sources of self and will (Scharmer, 2008;

Ulrich, et al., 2008). We would expect this to be

experienced as extremely empowering (Table 5).

Twenty-First Century leaders are characterised by a deep

sense of purpose, engagement, fulfilment, truth to core

values, and meaningfulness (Barendsen and Gardner,

2006). They help others find meaning and fulfil their

dreams (Goldsmith, 2006). People are probably at their

most committed best when purpose and endeavour are

so deeply connected (Markow and Klenke, 2005). We

believe that emotionally intelligent, authentic leaders of

the new millennium are honest and open about who they

are, and their motives, values, desires, and concerns (see

Sarros, 2003). Whyte (2004) notes that authenticity is the

product of “courageous conversations” one has with

oneself, probing honestly into sensitive areas others

neglect, such as how readily and ably one changes, what

one resists facing, or why one does what one does or does

not do.

Emotionally intelligent and authentic leaders know and

play to their strengths; they compensate for shortcomings

by surrounding themselves with capable advisors,

mentors, and subordinate leaders. “Vigilant leaders

surround themselves with a smart, dynamic executive

team that is always on the lookout for new opportunities,”

Day and Schoemaker (2008; p. 46) emphasise. They use

emotions constructively and positively, maintain

composure in stressful and challenging circumstances,

and understand others' emotions. Thus, leaders of the new

age “need to be human and authentic; often admitting

to not knowing but wanting to learn and find out” (Nixon,

2003; p. 164).

3.5. Capacity for Complexity and Strategic Thought

Twenty-First Century leaders see the big picture and

accept that everything is interrelated, appreciating that

action and inaction have profound social and

environmental impacts and implications. They

understand the nature of dynamic complexity and help

others learn to understand and cope with uncertainty and

to become more responsive and adaptive to complex

challenges (Martin, 2007). Capitalising on intuitive,

divergent, and synthesising thinking, the strategic leaders

of the 21st Century are able to adapt and innovate more

dynamically in f luid circumstances than their

predecessors who sought stability (Graetz, 2002). Such

leaders understand that seemingly small indications of

change in the environment can have drastic

consequences for the organisation (Day and

Schoemaker, 2008; Montuori, 2000), and they are

constantly scanning over the horizon and around the

corner for threats and opportunities.

They see the big picture and understand potential

challenges to the success of the organisation, and seek

counsel from advisors and subordinate leaders who

understand and capably contend with context (Frohman

and Howard, 2008; Spendlove, 2007). Montuori (2000)

asserts that capable leaders in times of turbulence and

uncertainty possess and rely on complex conceptual skills

Indicators

Members of the executive team have composure. Any executive displaying “temperatures” above a healthy levelmust show how he or she is endeavouring to bring heat to acceptable levels.

“thermometers” showing their

Employees undergo various assessments and training and may havementors or coaches assigned to help them understand and value whothey are as people; to help them close the gap between how they seethemselves and how others see them, and to help them continue todevelop as individuals (authentic selves).

All team leaders and above are assessed semiIntelligence, the results of which are discussed in performancemanagement sessions and development plans agreed and put into effect.

-annually on Emotional

Rewards and Recognition for individuality and authenticity aredeployed.

Reflection is are asked to reflect as part of the appraisal process. Teams undertakeshared reflection when conducting progress checks and projectdebriefs. Coaches and mentors use reflective processes and tools inworking with individuals and teams.

“part of the way we do things around here.” Employees

Realistic and meaningful measures are taken to monitor corporatehealth, with results publicly displayed and all employees involved inactivities to sustain or improve health.


RESEARCH PAPERS

Table 5. Emotional Intelligence and Authenticity

and abilities. They anticipate problems and opportunities

and prepare for them by building capacity (Higgs, 2003).

They need to possess foresight and be forward-thinking to

capitalise upon emerging trends (Johansen, 2009;

Maciariello, 2006).

Such leaders are able to “tune into” relevant topics, “tune

out” the noise, and act at the right time (Gabel and

Walker, 2006; p. 40). They are able to penetrate

conflicting and ambiguous masses of symptoms, trends,

possibilities, and problems and distil what matters, put

things together in ways that make sense, and take

appropriate courses of action—the synthesising mind

(Gardner, 2007). They also have the presence of mind to

make quality decisions in the midst of complexity,

differences, and tensions (Thomas, 2006) and are able to

reframe hopelessness as hope (Johansen, 2009). They

are comfortable with fluidity and chaos; reduce hierarchy

and control (Slater, 2001); accept, even legitimate doubt

and uncertainty (Schwandt, 2005; Weick, 2001). Leaders

and those led must be open to not having all the answers

(Senge, 2006). Tomorrow's leaders will have less time for

planning and forecasting; they must be nimble, agile,

and learn through and while doing (Spreitzer and

Cummings, 2001), which is different from traditional

leadership that has always put more emphasis on thinking

things through before acting (Johansen, 2009, p.115).

3.6. Leader as Wise, Virtuous, and Ethical

Twenty-First Century leaders see wisdom as the only

salvation for the future. They seek to deepen their own

wisdom and develop deep pools of wisdom throughout

the organisation (Hays, 2010). It is not about being clever,

successful, or impressive, but doing the right thing for the

greater good (Hays, 2007). They know their values and

motives (Blanchard and Miller, 2007), and conduct all

affairs in accordance with a moral code and set of

upstanding values and principles (Fairholm, 1996). They

place virtue and values at the centre of decisions and

behaviour (Heifetz, 2006). They show courage in doing the

right things (Bailey, 2006), even when hard and unpopular,

or what might be called hard love. They can be

“uncompromising” and “outspoken” when it comes to

matters of principles and values (Fairholm, 1996). Abshire

(2007) maintains that such leaders – “true leaders” –

speak up based on what they believe. Lorenzi (2004)

describes the “prosocial leader,” someone who leads for

the social good—the “collective utility.” Such leaders'

“intentions, visions, and goals are positive ('pro'); they

create or add value” (p. 283).

Leaders as Wise, Virtuous, and Ethical are the role models

for staff and other stakeholders. Bryman (2007) found that

leaders as role models are an important aspect of

mentoring and staff development; being trustworthy and

demonstrating personal integrity are linked to their

capacity to be effective role models. Beaubien (1998)

declared that such leaders serve as the role model for Indicators

White Knights are impaled.4

Employees at all levels are involved in / engaged with crossand inter-organisational groups and initiatives.

-functional

Time is set aside to allow people to think. Extra time is built and deadlines to enable people to best understand challenges andopportunities and to do the job right.

into tasksSpaces exist and forums are provided to allow people to work andplay together.

All senior managers and executives undertake courses with a“complexity college” to develop systems thinking and big picture skills

What may seem extraordinary and unnecessary measures are takento engage staff and other stakeholders in collaborative problem-solving,decision-making, and planning, building more capable people andensuring better solutions.

Executives require of all proposals that they incorporate a compsystems view to reduce the tendency to over-simplify and to increasethe likelihood of identifying solutions that will work.

lexSenior managers and executives prepare themselves for uncertainfutures through scenario and contingency planning. Learnings are builtinto planning processes and training and development priorities.

4The White Knight is the expert who single-handedly solves problems. Like the knights of old, this manager or consultant rides in to save the day. While they remain stattractive, White Knights are anachronistic in the 21 Century. They are as misguided as they are honourable. White Knights thrive on crises and the respect and

admiration they accrue as heroes. While beyond scope, here to elaborate, this creates a vicious cycle involving crisis, expert solution, and disenfranchisement. This is why the wise leader “impales” White Knights. The lesson is not that courage is unwarranted or that chivalry is dead, but that single acts of expertise are unsustainable. The courage, knowledge, and skill of the knight need to be transferred to team members and other stakeholders, boosting their individual capabilities and the overall capacity of the organisation to solve problems or implement needed change.

10 li-manager’s Journal o Management Vol. No. 3 ln , 4 December 09 - February 2010

RESEARCH PAPERS

Table 6. Capacity for Complexity and Strategic Though

professionalism and ethics. Barendsen and Gardner

(2006) elaborate: leaders must demonstrate exemplary,

unwavering ethical leadership, especially in the complex,

g loba l env i ronment characte r i s ing the 21s t

Century—they must “stay the course” to provide the role

models for staff. Leading by example is also a theme in

Gardner et al (2005) who stress the importance of leaders'

modelling “of positive values, psychological states,

behaviours and self-development” (p. 358) in influencing

followers and promoting their healthy development.

3.7. Leader as Integrator

Twenty-First Century leaders are inclusive and involving

(Martin, 2007; Kuczmarski and Kuczmarski, 2007), and

unifying: architect of coherence. They help employees

and other stakeholders see where and how the

organisation fits in the bigger picture; where and how they

fit in or relate to the organisation, and how their attitudes

and behaviours contribute to its important mission

(Goldsmith, 2006); why things are done as they are or

should be done differently. The Leaders as Integrator help

people find meaning and purpose with respect to the

organisation (Beaubien, 1998; Driscoll and McKee, 2007;

Markow and Klenke, 2005), and find themselves and their

ideal roles (Cober, Hacker, and Johnston, 1998; Stallard

and Pankau, 2008).

Meaning-making is a key leadership role (Raelin, 2006):

leaders fulfilling this role help employees get the most out

of working together, often finding answers that were

always there, inherent strengths that may have been

overlooked or neglected. Inclusiveness is unifying diverse

parts into a meaningful whole (Kuczmarski and

Kuczmarski, 2007). Fairholm (1996) went so far as to say

that the leader's primary role is as “whole-maker,” creator

of “oneness” and community. The New Leadership is

about helping people feel connected—to others, to

meaning and purpose, to something higher or more

transcendent than a job (Driscoll and McKee, 2007;

Markow and Klenke, 2005; Raelin, 2006).

Leadership, Alexander (2006) notes, is the collective

activities of all members devoted to purpose and task; it is

the result of collective interaction. Leaders as Integrators

work assiduously to ensure everyone works together in a

coordinated, unified way toward shared purpose,

objectives, and rewards. Ulrich et al., (2008) support

Alexander by saying,

“When employees can actively participate in

deciding where you are going, they will help you

Indicators

Awards, honours, and recognition are given to employees and othestakeholders who uphold highest ethical and virtuous standards ofbehaviour as judged by peers. Such awards carry as much prestige andmerit as do any awards for performance or productivity.

rIndividuals at all levels of the organisation are acknowledged f“living” corporate values and principles.

or

Decisions and policies are set based on principles and values.

Qualities and values are manifest in corporate statements of vispurpose, ideals, and objectives.

ion,

The executive team is willing and able to assess themselves agaicorporate values, principles, and priorities, and confident that they aredoing well and / or genuinely improving.

nstPrinciples and values are manifest in role descriptions andperformance agreements, and in performance appraisals and rewardsand recognition.

Principles and values are stressed in all communiqumeetings.

és, includingThere is an annual wisdom award for individuals and teams, and aculture of commitment to award (and win) the honour.

There is a widespread feeling of moving forward together.No one feels isolated or “left behind.”

There is a palpable sense of team. There are high levels of collaboration and all manner of working interdependently.

There is a high level of respect for the organisation and what it doesand of trust for the organisation’s leadership.

Everyone knows where they fit. Any employee can explain what he orshe does, why, and how it fits into the bigger picture.

Employees or outside observers do not speak of rhetoric or spin incorporate communications, but of reality… truth, good intention, transparency.

Executive communiqués are forthright and as personal as possible. There is high congruity between informal communications and the glossy public affairs ones.

The executive communicates consistently, frequently, and effectively with staff and other stakeholders about things that matter: directions, priorities, values, etc.

Indicators


RESEARCH PAPERS

Table 7. Leader as Wise, Virtuous and Ethical

Table 8. Leader as Integrator

make a better decision about where you are going

and help make sure that you get there” (p.44).

We are moving increasingly quickly toward global

democracy; the leader of tomorrow must encourage

and exploit the power of equality and freedom (Slater,

2001). Workplaces are expected to be more democratic,

but they will become so only if relationships amongst

people at work change and the relationship people have

with work changes (Driscoll and McKee, 2007). The Leader

as Integrator assures people find their place—a

contributing role that is valued, fulfilling, and continues to

evolve as individuals themselves develop and have more

to offer.

3.8. Social Engineer and Relationship-Builder

Leadership is relationship, Kouzes and Posner (2001) write.

Elsewhere they have pointed out that success in leading is

wholly dependent on the ability to build and sustain

productive relationships (Kouzes and Posner, 2006). The

future world is inclusion; the leader's role is to make it

happen and get the most out of it (Helgesen, 2006;

Kuczmarski and Kuczmarski, 2007). As Social Engineer

and Relationship-Builder, the leader of the 21st Century is

master connector and conduit, facilitating and

encouraging all staff and other stakeholders to network

and collaborate within and without the organisation

(Adler, 2007; Ghani, 2006; Johansen, 2009; Martin, 2007)

and build and utilise networks (Day and Schoemaker,

2008; Goldsmith, 2006). Johansen (2009) writes,

The leader of the future will be less controlling, since

there will be fewer things they can control. They will

also be more engaged with others, since connectivity

will be required to make the future. Everyone is part of

a network. Leaders are nodes, and the best ones are

hubs that form, nurture, and grow networks that stretch

far beyond the individual leader (pp.18-19).

Here, the 21st Century leader sees opportunities to

connect people and ideas that might not normally have

cause to come together. The crucial task is to share power

and promote shared ownership and collective effort

resulting in greater capability and commitment and

producing more sustainable solutions. Brooks and Brooks

(2005), for example, advocate that creating learning

community can be ideal in order to add value to and

increase performance of organizations. They remark,

The world is changing too rapidly. Leaders can no

longer just respond to change; they need to be able

to anticipate it, adapt, be flexible, and change

direction when necessary to meet market conditions,

demands, and crises. Organizations need to foster

collaboration. They need to work with people to

improve their ability to share knowledge and to help

them understand how they learn and how they use

and share information and knowledge (p.30).

Shared leadership and empowerment is the leadership

model of the future; the future organisation is all about

effective teamwork and collaboration (Greenberg-Walt

and Robertson, 2001). Leadership in the future will be

increasingly about leadership throughout the

organisation, at all levels (Spreitzer and Cummings, 2001).

While the need for individual leadership will probably

never d i sappear, ca l l s fo r democracy and

empowerment seem increasingly justified. In their review

of the literature, Eddy and VanDerLinden (2006) conclude Indicators

Staff receive on-going / advanced training in “relationship management” and teamwork and collaboration.

There are visible and effective Communities of Practice and SpecialInterest Groups within and across business lines and with indust ry partners.

All staff are encouraged to “branch out,” enter into dialogue with staff in other units / locations and with people in other organisations to exchange ideas and cultivate opportunities for collaboration. 10 – 15% of individual work time is set aside for this and an account established to fund visits and other expenses.

“Competitors” are re-evaluated as “collaborators” and partners.

Awards and recognition are slanted towards team achievements andother successful collaborative efforts.

Managers are rewarded and promoted based not on individual achievements but on their outreach initiatives and success in promoting partnering and collaborative efforts amongst their teams.

All managers receive training in leading collaborative projects.

The executive team periodically examines and “redraws” its business boundaries, geographic, political, and operational.

Awards and recognition are provided to individuals and teams who“break the box”—who come up with ways of working more collaboratively and exploiting networks, partnerships, and otherrelationships.


RESEARCH PAPERS

Table 9. Social Engineer and Relationship-Builder

that leadership is increasingly defined not by position or

hierarchy, but understood as relationships amongst

people. The leader's role is to compile an integrating

vision tapping into the power of the collective (Kouzes and

Posner, 2006). We-centric leadership, Glaser and Pilnick

(2005) and Glaser (2006) note, is about sharing power; it

involves inclusion, support, development, learning, and

nourishing that enable and lead to co-leadership and co-

creation. On the way there, the 21st Century leaders

decentralise decision-making, and respects and value

staff judgement and ability (Stallard and Pankau, 2008).

They build ownership and adaptability amongst people.

The idea of one right leader must be done away with

(Heifetz, 2006): everybody must develop leadership

potential.

3.9. Terrain and Trajectory

We do not claim that our leadership representation is the

best or the last. There is some greying of the lines between

and across our eight dimensions. It was hard for us to

always find a precise and distinct fit for the many and

varied depictions we have found in the literature.

U n e q u i v o c a l p r e c i s i o n a n d d i s t i n c t i v e n e s s

notwithstanding, we are confident that most of the

attributes described by authors on emerging forms of

leadership have been included in our eight sets. The eight

dimensions are distinctive and encompassing enough to

provide researchers and practitioners alike a useful way of

thinking about leaders and leadership. On the whole, we

present leadership that is quite different than that ever

previously conceived. We cannot yet know whether or not

Renaissance Leadership will solve global problems

substantially better than leadership of the past or lead to

an era of enlightenment such as we have never seen. We

can with certainty, however, predict that if leadership

continues on its current trajectory that the world as we

know it will change dramatically.

4. Leadership Development

4.1. Context

In an effort to discover best practice in leadership

development, the authors sourced over 100 articles and

research papers dealing centrally with leadership or

management development and / or management

education where leadership or management was a focal

concern. After reviewing relevant literature, what we can

say is that (a) much has been published, (b) there is

considerable overlap amongst that which has been

published, and (c) there is little that we would describe as

particularly novel, inspired, or compelling (with some

prime exceptions included in our review).

It may be that leadership development is a behemoth

industry, fairly conservative, well-established, and slow to

change. It may be that the consulting companies,

corporate universities, and business schools have got it

right. There is certainly much being done in terms of

leadership and management development. We have

seen estimates of expenditures in the billions (Beddowes,

1994; Hartman, Conklin, and Smith, 2007; Ready and

Conger, 2003), with some individual organisations

spending millions annually on leadership development

(Weiss and Molinaro, 2006). Dramatically, Connaughton,

Lawrence, and Ruben (2003) go so far as to say that

“corporations waste between $5.6 and $16.8 billion each

year on ineffective leadership development programs”

(p. 46). We have also seen some practical, progressive,

and ambitious efforts (Nixon, 2003; Shefy and Sadler-

Smith, 2006). But, despite a chorus of calls for more

integrated, continuous, and holistic development

strategies (Boyatzis and McLeod, 2001; Hernez-Broome

and Hughes, 2004), mainstream development efforts, on

the whole, do not appear to be keeping pace with

emerging views of leaders and leadership (Doyle, 2000).

The major disconnect between Renaissance Leadership

and companion development initiatives may be

explained by the fact that the compendium of 21st

Century leadership competencies is complex. These

competencies, which tend to be intangible and

subjective, do not lend themselves to the standard

training course or university classroom, as many

traditional leadership development programs do

(Cooper, et al., 2005). Becoming more authentic, for

instance, may require more time, deeper and intense

experiences, greater breadth of situations and

environments, and more capable facilitators and


RESEARCH PAPERS

coaches than allowed for by most current formats,

venues, and budgets. They may also pose greater risk to

and demand more courage of the participants of such

programs and the organisations that source and fund

them.

The easy development subjects are offered extensively

and well enough. These are the subjects with

“packageable” course content consisting of discrete

knowledge bits and easily-demonstrated skills. One of the

underlying drivers for such practical courses is that they

are measurable. Corporate sponsors can readily assess

return on training investment. This is one of the

characteristic requirements of the contemporary

leadership development movement as evidenced in

numerous research papers from the field (see Pernick,

2001 and Ready and Conger, 2003, as examples). Such

training is also easy to cost.

Ironically, courses and programs addressing the simpler

leadership development tasks pose a complex of

insidious problems. In part, those courses and programs

deceive participants and organisations into believing that

meaningful leadership development is occurring, while

diverting funding that could be devoted to more effective

leadership development. They detract attention from the

big picture and undermine its importance by focusing on

peripheral and simplistic issues. Thus, they lead to

scepticism and derision amongst participants and

prospects and become self-reinforcing, as a result of the

“training as reward” phenomenon, the visibility of

graduates demonstrating evidence of training,

satisfaction ratings on course feedback, and other

dubious indicators. In other words, they pander to the

“quick fix” mentality and undermine the real complexity of

leadership and the leadership development task.

Of course, corporate-wide training offers advantages

such as creating shared language and experience,

fostering networking and relationship-building, exposing

participants to other parts of the business, and

embedding use of new techniques and business

process—all valid benefits. But one must ask whether

these reasons merit the spending of limited leadership

development dollars. Given the complexity of the world

we live in and the problems we face, simple approaches

to leadership development are insufficient, at best, and

quite possibly counterproductive. It is time we recognise

this fact and begin demanding more of program

developers, providers, and participants.

4.2. Management Education / Higher Education

One need not look far to find criticisms with higher

education, in general, and management education, in

particular. Criticisms generally centre on the lack of

education's relevance and often point to particular

deficiencies such as ethics and moral development,

reasoning and critical thinking (Huber, 2003). While

debate on the value of higher education, per se, is

beyond the scope of this paper, the authors happen to

believe that a little education goes a long way – and the

more the better. This notwithstanding, more often than

not, relevance critics generally decry the preparedness of

graduates to enter the professional workforce smoothly,

quickly catch their stride, and begin productive

work—work that is increasingly team-based and requiring

high levels of inter-personal skill (Morrison, et al., 2003).

Universities must “lift their game.”

In the review of several dozens of scholarly articles on

higher and management education that we thought

might be of relevance to this paper, the authors conclude

that, on the whole, management education fails to

contribute much to developing leaders of the future who

possess the attributes needed by the 21st Century. Worse,

in some cases, management education is counter-

productive in this regard, as exemplified by:

·Perpetuating independent study and competition over

collaboration and teamwork.

·Promoting passivity and dependence, as opposed to

the fostering of autonomy and initiative.

·Subtly or not-so-subtly discouraging students from

challenging ideas and authority or taking risks, while

encouraging them to follow instructions and rules.

·Rewarding “right,” mainstream answers and behaviour

rather than promoting unconventional, out-of-box

thinking, what's needed for creativity and innovation.

·Perpetuating the power status quo—teacher is the


RESEARCH PAPERS

authority; the only one whose views count.

These and other classroom dynamics undermine

development of leadership competencies for the 21st

Century. What management education does well – like its

industry counterparts – is prepare the analysts and

functional specialists of the future. This does allow

graduate to find jobs and to begin or advance their

careers. But is does not prepare them to work in the

tumultuous environment in which modern managers and

leaders operate. Higher education and management

and business schools can and should be doing more to

prepare the next generation.

4.3. The Leadership Development Gap

Industry and higher education are doing a fair job of thpreparing leaders for the 20 Century, but not the 21st. We

may think of a history of failed leadership development

programs; and there may remain a harbouring of belief

amongst executives that leadership cannot be taught.

While there is some agreement that leadership can be

learnt (not taught) (Allio, 2005), many believe that learning

leadership takes considerable time and may require

confronting and rebounding from difficulty and, possibly,

failure in the “crucible of experience” (Thomas, 2008).

Specific problems with past and some current leadership

development initiatives include that they are simplistic,

disunified, and unintegrated with or difficult to translate to

the real work context (Doyle, 2000). They often promote

development of functional knowledge and skill (and may

be fun and rated highly by participants), but what they

learn should not be confused with leadership. When

training and courses do promote development of

relevant leadership knowledge and skill, the job,

managers, and their organisational culture may

unwittingly work against them applying their new abilities.

The gap is significant. The eight sets of Renaissance

Leadership qualities represent a daunting omnibus of

competencies. Many of these emerging competencies

are new and different from the skills, knowledge, and

abilities – ways of being – ever widely thought previously to

be important aspects of leaders and leadership.

Compounding this problem was the generally-held belief

that individuals were born with such traits; you either had

them or you didn't. There has been a gradual trend away

from this narrow view of leaders toward one that

increasingly holds that leaders are bred, not born. This

means leadership can be taught (or at least learnt). At the

same time, however, we confront an increasing

recognition of the world's complexity and uncertainty,

and that the leaders of tomorrow must possess

sophisticated capacities to lead our organisations,

institutions, and nations. Moreover, there is a growing trend

toward democracy, egalitarianism, and empowerment.

Employees and citizens expect to have a voice, and are

more equipped to express it. Never has it been as possible

or more important for the governed to be self-governing.

The implications of this are profound. In the modern, stglobal organisation of the 21 Century, everyone is not

only entitled to but must demonstrate leadership. There is

much work to be done to enable the workforce to

develop and exhibit leadership. And, it is not just people

development of concern. Organisations and institutions

must change to accommodate a more capable

workforce, or their efforts will be stymied. Current leaders

must change the way they lead to ensure the next

generation of leaders is being developed now.

4.4. Leadership Development Reform for the 21st

Century

Having explored leadership in the context of the 21st

Century and having revealed substantial gaps in

leadership and leadership development, the important

question becomes what can we do to reduce the gap?

Clearly, we cannot continue to prepare future leaders as

we have done in the past. Our focus on both content of

leadership development programs and targets for

leadership development has missed the mark. We can

and must change the way we are preparing the next

generation of leaders. This involves who participates, who

delivers, what is delivered and how. The authors do not

believe that the solution is increasing the budget for

leadership development, at least not exclusively. What is

needed is a wiser use of the resources available.

Also in desperate need of change is the “tick the box”

mentality that sees leadership development as


RESEARCH PAPERS

administration and something to be managed in discrete

bits: scheduling and running participants through training

courses or packaged programs. Similarly, we do not

advocate measurable ROI on leadership development

initiatives as many currently do, as this leads to simplistic

and short-term development objectives, strategies, and

measures rather than meaningful, encompassing, and

long-term behaviour change. Effective leadership

development is not something that HR or external

providers do, it is something in which we are all involved

and for which we are all responsible.

Renaissance Leadership capacities such as authenticity,

service, transformational potency, and holistic thinking do

not lend themselves to “stand-alone” professional

development or single university courses. Deepening

appreciation for and ability to demonstrate such

competencies must be seen more as a journey than a

destination, gradual growth rather than instant behaviour

change. This is not to say that individual courses cannot

provide introductory or even more-advanced awareness

and skills. Courses, seminars, and workshops can be very

effective if complemented by a variety of leadership

development activities across a curriculum, and

embedded or fully integrated into “the way things are

done.”

Effective leadership development courses employ and

embody the principles, values, tools, and behaviour

desired. Participants should experience as realistically as

possible what it is they are meant to learn. For example,

instructors and facilitators should model collaborative

behaviour, facilitating shared decision-making and

giving participants substantial responsibility for success of

the course. When they see what it's like for participants

(subordinates) to have a significant voice in what they do

and how they do it, they are likely to reproduce this

behaviour themselves on the job. Of course, this is just one

example of creating an environment wherein individuals

begin acquiring requisite awareness and skill. To be fully

genuine and effective, every task and lesson should

represent the ideal and real. While this might be

impractical, trainers and instructors should consider how

each and every task or lesson could better reflect one or

more 21st Century competence. Indicative guiding

questions include:

· How can the complexity of this problem be

revealed?

· How can this task build a sense of service?

· What are the relationship-building opportunities

inherent in this situation?

· How can we rethink the job such that participants

have more chance to exercise creativity and

latitude?

· How can this project be used to help individuals find

out more about themselves and each other?

· What are the potentials in this activity for participants

to discover and express themselves authentically?

· How might we reveal the many perspectives

possible on this particular issue?

The point is that the range of 21st Century competencies

cannot be learned overnight. Nor is it the case that

ever yone can master al l of the renaissance

competencies thought necessary of 21st Century

leaders. But everyone can develop in each of these

areas. While the competencies may be hard to teach,

they can be quite fun and interesting to learn, and the

importance of development in these areas should not be

underestimated.

The pie chart, Figure 1 reflects one way that an individual's

status with respect to renaissance leadership can be

displayed. Each of the eight segments represents one of stthe 21 Century competency sets. Individual measures

can be ascertained employing the thermometers

presented in the conclusion to this paper. Using this pie

chart with ratings in each competence set, we see that

L

SL

EQ&A

TPCC

&ST

WV&E

I

SE&BB

L

SL

EQ&A

TPCC

&ST

WV&E

I

SE&BB


RESEARCH PAPERS

Figure 1. Pie Chart Showing relative

the designated manager is well along her development

path and fairly well-rounded, having appreciable levels of

attainment in each segment, or competence set. She

has particular strengths in Emotional Intelligence and

Authenticity (EQ&A) and Integration (Leader as Integrator

– I), with room for improvement in Service – Servant

Leadership (SL) and Wisdom, Virtue, and Ethics (WV&E).

Lower scores in these two areas may be more a function

of values and aspirations the manager has than any

assessment from her manager or other associates. She

may feel the need or desire to develop in and

demonstrate more of the qualities associated with service

and wisdom. Discussing results with managers and peers

helps clarify expectations and normalise ratings. Such

dialogue sets the stage for projects and learning tasks that

will help individuals capitalise on their strengths and

develop in other areas.

Arrival at this point already indicates that an organisation

has come a long way, showing both commitment to

leadership development and sophistication in program

implementation. There first needs to be a general

awareness of the importance of these competencies

across the organisation. This can start with statements of

philosophy and values, but must be reinforced constantly

through word and deed. Then, employees at all levels

need to undergo continuing education, suited to their

personal attainments and positions in the organisation. All

organisational systems and practices need to be aligned

with the competencies so that they are continually

monitored, shaped, and rewarded, and over time

become part of the fabric of the culture. Each

organisation may want to adapt and adopt the

competencies in their own unique ways. Having a battery

of operationalised competencies could help ensure that

the right people are being recruited, hired, developed,

promoted, and retained. The indicators provided for

each of the eight sets of attributes in Section 3 might be a

useful place to start.

4.5. Development Strategies

In reflecting on the leadership development strategies

included here, program designers and evaluators should

carefully consider the leadership qualit ies the

organisation (or graduates) need today and in the near

future. Realise also that we have included development

strategies only for the emerging leadership qualities

sought. While they may not apply to every organisation

across all industries, these leadership qualities are both

generally applicable and widely thought needed in the st21 Century. In addition to these, the organisation may

already have or still need to develop strategies for more

conventional leadership development and for the

specific operational discipline / functional areas required.

Table 10 presents the eight dimensions of Renaissance

Leadership and corresponding leadership development

strategies. While some of the dimensions and / or their

attendant leadership development strategies might be

more appealing to readers than others, or thought to be

of more utility to a particular organisation or leader,

careful thought should be given to selection. If anything, stthe Renaissance Leader of the 21 Century is well-

rounded, not one-dimensional; human from every angle

and enlightened in his or her many facets. This being the

case, choosing one dimension or single development

strategies would be insufficient. For simplicity or

accountability, program managers might seek to narrow

the development focus or limit the breadth of strategies. It

would be natural, for example, to see each dimension as

a stream. Different leaders could be placed in various

streams, as suited to their developmental needs. This,

however, is too much like the professional development

on offer: discrete and fractured, with little relationship


RESEARCH PAPERS

Leader

as

Servant

Capability and

Strategic Thought

Leader as Wise,

Virtuous,

and Ethical

Emotional

Intelligence and

Authenticity

Transformational

Potency

Social Engineer

and

Relationship -

Builder

Leader as

Integrator

Leader as

Learner and

Teacher

The New LeadershipCurriculum

Leader

as

Servant

Capability and

Strategic Thought

Leader as Wise,

Virtuous,

and Ethical

Emotional

Intelligence and

Authenticity

Transformational

Potency

Social Engineer

and

Relationship -

Builder

Leader as

Integrator

Leader as

Learner and

Teacher

The New LeadershipCurriculum

Figure 2. Renaissance Leadership Integrated Curriculum.

amongst training courses and less to the workplace.

Figure 2, below, shows Renaissance Leadership as an

integrated curriculum. Leadership development for the st21 Century needs to be as systemic and integrated as

possible in order to produce leaders who encompass and

embody the eight dimensions.

What we are suggesting is that businesses and universities stconsider all eight dimensions of the 21 Century leader as

an integrated and continuous program, and structure

leadership development accordingly. One way to do this,

and building on the strategies listed above, would be to

pick and choose one or more strategies from each of the

eight dimensions for any given individual. Such latitude


RESEARCH PAPERS

Every employee has a service commitment as part of his or her annual plan of at least 15% of time. Service commitments can be within the organisation (e.g ., leading efforts that might not normally be in the individual’s job purview, such as running a club with a service connection), but emphasis should be on the local community (Big Brother, hostel visits, teaching / training).The organisation has at least one strategic objective that is al truistic / service related, appropriate to the size of the organisation and its industry.Values and principles of service / Servant Leadership are integrated at every level, from corporate values statement to individual performance plans.Every university major has at least one course on service / Servant Leadership and every course has some component (that might be assessable).Course credit is awarded by institution of Higher Education for supervised projects and work experience of a service nature.

Service – Servant Leadership. The leader as servant and steward.

Reflective journal-writing.Group / team shared reflection on experience.Training in Emotional Intelligence.Incorporation of EI into performance management system (professional development plans and appraisals) along with coaching and / or mentoring.Incorporation of an emotional / reflective component in individual and group projects.Incorporation of EI into corporate “health checks” and employee surveys.

Emotional Intelligence and Authenticity. The leader as human.

Leaders at all levels of the organisation have and periodically update learning and development plans.Executives’ plans are posted on the organisation’s intranet site. Shortfalls and what they are doing to overcome them are there for everyone to see.Leaders at all levels have learning roles and teaching assignmen ts, which might include training, facilitation, or mentoring.Organisational Learning objectives and activities are visible and focused.The CEO or delegate is Chief Learning Officer; mandate and agenda are clear and progress closely monitored.

Learnership – Leader as Learner and Teacher. The leader as a work in process.

Leadership Development StrategiesRenaissance Leadership

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 thinking.Universities offer courses and majors in uncertainty, emergence, chaos, and complexity leading to certificate or degree.All proposals and business cases require a systems perspective, including discussion of short-versus long-term costs and benefits, not just in terms of the business but i ncluding the community or larger environment as well.All students have to take at least one course on sustainability or ecology and environment.All courses have at least one unit (topic, chapter, etc.) on sustainability or ecology and environment.In selection, organisations weigh formal coursework in complexit y topics as “highly desirable.”

Capacity for Complexity and Strategic Thought.Leader as proselyte of complexity.

Every organisation should have a change curriculum, whether or not there is an on -going change program (implementation). Larger organisations might have a “change college” and might even host individuals and teams from other businesses. Ind ividuals might pass through several ranks, earning certificates or credentials, each with as sociated responsibilities in change management.Everyone needs to learn how to develop visions and facilitate vision development. Every individual should have a personal vision at least partially related to his or her team or organisation’s vision, purpose, and objectives.Universities need to offer programs in change management and transformational leadership, awarding certificates and degrees / credentials, as appropriate. A basic course in change / change management must be a part of every degree program.All students should have one or more courses or major projects i nvolving change or implementation of some initiative, and that offers some leadersh ip experience.Coursework offerings should include at least one course where st udents have to undergo some personal transformation, and where they learn the stages of change people go through. Such courses must include a reflective component, and may need to be facilitated by professionals with advanced skills. This model can and shoul d be adopted by industry as well.

Transformational Potency. Leader as change agent.

al lows for personal preference and program

requirements, while not diluting the overall curriculum.

Everyone involved – learner, manager, administrator, and

facilitator – would be using the same language and

working toward the same overall outcome: well-rounded

leaders with requisite skills, knowledge, and attitudes for

the new millennium.

Conclusion

The Future is Here

Imagine just for a moment a world characterised by the

leadership we have described here, where leaders of

businesses, institutions, and organisations of all types really

serve their employees and other stakeholders first, and

demonstrate unwavering commitment to stewardship of

the organisation, the community, and the planet. Where,

leading from the heart and soul as well as the head, they

bring out the best in everyone and ensure every individual

feels centred and connected, and whose contributions

are valued. Where problems are solved not with stop-gap

measures or counterproductive solutions that erode faith,

trust, and posterity, but sustainably and compassionately,

with the widest, most genuine consultation and in the

interests of the greater good.

This is the vision of our future shared and touted by leading

minds today. Not only does this vision seem worth

pursuing, but it may be our best, if not only hope. Whether

perceived as an ideal, a pipe-dream, or a necessity, we

do not have to look far to find a disparity between the stdescriptions and expectations of 21 Century leadership

and the reality of leadership as it actually is at present.

Despite considerable and compelling agreement that a

new leadership is both possible and desirable, we have

some distance to travel before we attain it.

Summary of Important Points

A number of issues in this paper of relevance to industry

and community leaders, practitioners involved in

leadership development, and management educators

and researchers have been raised in this paper. These

include:

· Leading through times changing more quickly than we

can observe 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.

Current leaders must learn to be sensing at the farthest

reaches of the known and exploit our collective


RESEARCH PAPERS

All leaders and managers undertake training in team-building, collaboration, strategic partnering, building 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 undertake training and have as part of their professional development plans and performance appraisal process courses in shared decision-making, empowerment, and group problem-solving.Awards and recognition are offered to individuals and teams who spearhead initiatives to partner or collaborate across the organisation or with other bus inesses and organisations.Leadership positions are rotated so everyone has a chance to develop leadership skills and learn more about the business.Competition is downplayed amongst individuals, while team and collaborative efforts are encouraged and rewarded.

Social Engineer and Relationship-Builder. Leader as community-builder. The leader as equal. The leader / leadership as a process.

All leaders and managers undertake training in inclusion and facilitation, including such topics as how to build consensus, involvement and engagement.All leaders and managers undertake courses / training in communications, including speechcraft / public speaking. Communities of Practice flourish within which members dialogue concerning organisational “meaning-making,” looking for opportunities to highlight and further develop the organisations purpose and values.

Leader as Integrator. Leader as creator and patron of meaning.

All students have to take at least one course on ethics and / or corporate social responsibility.All courses have at least one unit (topic, chapter, etc.) on ethics and / or corporate social responsibility. Could be on the philosophy of virtue.Organisations and communities sponsor wisdom awards. Individual s, teams, business units, and organisations compete for the prestigious honour of winning.Organisations identify wisdom criteria, offer training, include as professional development and performance appraisal objectives and measures.People are selected for advanced development and positions based on demonstrated virtuous, wise, and ethical behaviour.

Leader as Wise, Virtuous, and Ethical. Leader as peacemaker.

Table 10. Leadership development strategies keyed to the eight dimensions of Renaissance Leadership

intelligence (Hays, 2010) to interpret and respond to

changes before they overcome us.

· Fiver major, interrelated trends of the 21 Century were

highlighted that will impact upon organisations and

society at large, and provide the context for leaders and

leadership in the coming decade: technology,

globalisation, diversity, Knowledge Workers, and

uncertainty.

· The ability to envisage possible futures is a crucial quality

of thinking that leaders will increasingly need in the new stmillennium. Not only do leaders of the 21 Century need

to be visionaries – the best leaders have always been so –

they need to take visioning to new levels to conceive of

the inconceivable. Never has the need to be creative

and innovative been so important.

· Not only must our leaders be able to anticipate

possibilities and discern emerging trends, but they will

need to identify those of most concern or opportunity.

Moreover, they wil l need to be consummate

communicators, leading others to see future possibilities

st

and to forge visions themselves. Individual eloquence will

always be admired and will sometimes be necessary, but

the greatest communication challenge and opportunity

is dialogue amongst people. The leader's task is to

connect people in meaningful ways and encourage

open exchange.

· The leader of the 21 Century will have to be able to

mobilise people to undertake tasks in uncertain, rapidly-stchanging environments. This is where the 21 Century

leader will bring all his or her assets to bear to encourage

and inspire, to involve and engage as leaders in the past

have not had to do.

st· The effective leader of the 21 Century is whole and

leads with heart, head, and soul. Such authenticity and

wholeness touch others, those who work for, with, and

above him or her, partners, and other stakeholders.

· Twenty-First Century leaders are global citizens who

embrace diversity, straddle continents, and penetrate

complexity, knowing how to make the most of every

opportunity that presents itself. These are renaissance

st

Leader as Wise, Virtuous, and EthicalThe 21st Century leader sees wisdom as the only salvation for the future (survivability and sustainability); seeks to deepen his or her own wisdom, and develop deep pools of wisdom throughout the organisation. It is not about being clever, successful, or impressive, but doing the right thing for the greater good. 21st Century leaders know their values and motives and conduct all affairs in accordance with a moral code and set of upstanding values and principles. They are the role mode ls for staff and other stakeholders.

Capacity for Complexity and Strategic ThoughtThe 21st Century leader sees the big picture and accepts that everything is inter-related, appreciating that action and inaction have profound social and environmental impacts and implications. He or she understands the nature of dynamic complexity and helps others learn to understand and cope with uncertainty and to become more responsive and adaptive to complex challenges. These leaders resisttemptation to solve problems or make decisions alone.

Emotional Intelligence and Authenticity21st Century leaders know themselves as well as their people; they represent themselves as they really are and encourage others to “be themselves.” Diversity and individuality are honoured. They are honest and encourage honesty—building and maintaining trust is essential in the networked, virtual, and autonomous world of the 21 st Century. They are vulnerable and, most of all, human. They understand their o wn emotions and accept the emotionality of their staff and other stakeholders. Foremost, they are self -reflective and encourage others to practice reflection.

Transformational PotencyA forward-thinker, the 21 st Century Leader remains focused on the long-term. He or she has a clear vision of future possibility and he lps all stakeholders see the future and the ways and means of fulfilling it. The 21st Century leader spreads energy, excitement, hope, and belief. I n service of continuous improvement and transformational change, the leader of the 21st Century is willing and able to transform him- or herself and creates an open and nourishing environment wherein staff andother stakeholders can transform themselves and their work.

Service – Servant LeadershipThe 21st Century leader is servant and steward first, to the public he or she represents, his or her employees, and other designated key stakeholders. The Servant Leader consistently shows high levels of faith, respect, trust, and compassion to all he or she serves. The 21 st Century leader leads from the heart, as well as the head.

Learnership – Leader as Learner and TeacherThe leader of the 21st Century is continuously learning and is committed to helping others learn and develop. Learning remains at the fo refront of community focus and organisational activity. Unlearning is astrategic imperative. The 21 st Century leader is not master of all she surveys, but is student of all she confronts.

Social Engineer and Relationship-BuilderAs Social Engineer and Relationship-Builder, the leader of the 21 st

Century is master connector and conduit, facilitating and encouraging all staff and other stakeholders to network and collaborate within and without the organisation. Here, the 21 st Century leader sees opportunities to connect people and ideas that might not normally have cause to come together. The crucial task is to share power and promote shared ownership and collective effort resulting in greater capability and commitment and producing more sustainable solutions.

Leader as IntegratorThe 21st Century leader is inclusive, involving, and unifying: architect of coherence. He or she helps employees and other stakeholders see :where and how the organisation fits in the bigger picture,where and how they fit in or relate to the organisation and how their attitudes and behaviours contribute to its important mission,why things are done as they are or should be done differently.The Leader as Integrator helps people find meaning, belonging, a nd purpose.

stTable 11. The Eight Essential Categories of the 21 Century Leader.


RESEARCH PAPERS

persons, well-rounded and always eager to learn more.

· Prevailing beliefs about and practices of leadership are stinsufficient to meet the leadership demands of the 21

Century. A groundswell of interest in revolutionary ideas on

leaders and leadership spearheaded by forward-thinkers,

however, suggests these anachronistic beliefs and stpractices can be overcome. Attributes of 21 Century

leaders have been distilled into eight sets, as identified in

this paper.

· While no one individual will likely master all eight sets of st21 Century leadership competencies, organisations can

begin to recruit and select, develop, and promote based

on them. If possessed sufficiently, these competencies

should predict individual, team, and organisational

effectiveness and resilience over the long haul.

· Organisational and global activity will increasingly be stdominated by pervasive uncertainty. A prime task for 21

Century organisations is developing leaders at all levels

with a high tolerance for ambiguity. Comfort zones must

become a thing of the past, and 'discomfort zones' will

become the new preoccupation.

· Finally, eight dimensions of The New Leadership were

developed. These are summarised here for reference.

Since 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 believe that we are experiencing a renaissance in

leadership—a transformation in the way we think about

leaders and practice leadership. Individuals who possess stand are developing the capabilities portrayed as 21

Century competence sets are Renaissance Leaders.

Those who practice Renaissance Leadership are

t ransforming thei r teams, organisat ions, and

communities.

Caveats and Considerations

To develop the eight sets of leadership attributes

presented in this paper we have drawn on hundreds of

research papers and over seventy books. We found

overwhelming consistency across authors and topics for

the individual competencies we have synthesised into the

eight categories. We found no significant disagreement

or alternatives. Given our interpretation of the global

environment, what these many researchers and scholars

have to say regarding leaders and leadership makes a lot

of sense to us. What we cannot say is whether or not what

we are seeing is an abundant case of idealism and

wishing thinking.

stConceptions of the leader of the 21 Century are much

different than ever before. Does this reflect a dawning

age of enlightenment or a widening schism between

theory and practice? We do not know how aligned the

notions of leaders and leadership are between emerging

depictions and real-world practice. To this end, we would

point to an important area of empirical research needed:

How embedded in today's organisations are the attributes stthought necessary to 21 Century leadership? Is there

evidence that they are being incorporated in leadership

development programs, performance management

processes, and promotion? Are employees and

managers even aware of the emerging competencies?

Do they believe they are important? –likely to ever be

adopted?

Despite the fact that we obviously see value in people

and organisations that embody the eight dimensions of

Renaissance Leadership, we accept that the skills,

knowledge, abilities, and attitudes that comprise these

capacities are somewhat intangible. There will be many stwho discount 21 Century leadership attributes purely as

they are difficult to measure. Some of the best things in life,

however, are hard to define and difficult to grasp, though

none the less important. We have tried to make the

attributes presented in this paper a little more tangible for

readers. Care was taken in discussing the individual

competencies in the section titled Toward Renaissance -

Unifying the New Leadership, and performance indicators

were provided for each. Il lustrative leadership

Learnership – Leader as Learner and Teacher

Service – Servant Leadership

Emotional Intelligence and Authenticity

Transformational Potency

Leader as Wise, Virtuous, and Ethical

Capacity for Complexity and Strategic Thought

Leader as Integrator

Social Engineer and Relationship -Builder

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

MasteryUnaware Growing Awareness Reasonable Practice Advanced Practice









1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5









1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

1 2 3 4 5 6 7 8 9 100

MasteryUnaware Growing Awareness Reasonable Practice Advanced Practice

Figure 3. Twenty-First Century Leadership Portfolio Assessment.


RESEARCH PAPERS

development strategies were enumerated for each

competency set in Table 2.

We believe that most organisations are capable of stdeveloping useful measures for each of the 21 Century

leadership attributes. In fact, just having the conversation

amongst individuals about the characteristics and how

they might be demonstrated and measured could

become part of a leadership development strategy. Just

such a conversation informed the assessment that

resulted in the manager's pie chart shown previously, and

the professional development plan subsequently crafted.

As staff discuss and debate the competencies and what

behaviours might discriminate appreciably over nominal

performance they come to a shared understanding of

what's valued, how it’s displayed, and how it might be

fostered.

Pending such dialogue, the authors provide this simple

device, a set of “thermometers” for each of the eight sets stof 21 Century leadership competence. Any individual or

organisation can use this device to begin assessment and

awareness-building.

Simply fill in the “thermometers” to the degree that you (or

you collectively) feel most closely describes your level of

achievement. You may also “tick” a box, place an “X”

where it belongs on the continuum, or circle the number

that best sums your current level. These bars can also be

used to show progress. Remember that capacities in the

eight dimensions have knowledge, attitude or value, and

behavioural aspects to them. Everyone may know, for

example, what an attribute represents and assert that

they believe it is important, but may not demonstrate it

through day-to-day behaviour. Whether you feel more

specific assessment of these different aspects is useful is

up to you. The point is the more time spent thinking about

how these attributes are shown and what their importance

to the organisation and its culture are the better. The

authors don't score higher than “6” on any of the 5dimensions. How do you stand up?

In finalising this paper, the authors have concluded that

there is a dearth of substantive studies or articles

showcasing best practice in leadership development.

Many published sources lack detail, theoretical

underpinnings, or empirical data to substantiate them.

Perhaps not surprisingly, papers on academic programs

tend to be more-defensibly written, but paradoxically

may be perceived as having less to offer the corporate

practitioner. In any event, more studies and articles that

provide solid contextual background and thorough detail

on design, delivery, and evaluation of leadership

development programs are needed. The authors

challenge academics and practitioners alike to publish

results on programs that are attempting to genuinely deal

with the dynamic complexity that characterises the world

in which we live.

References

[1]. Abshire, D. (2007). Trustworthy leaders. Leadership

Excellence, Vol. 24, No. 4, pp. 20.

[2]. Adler, H. (2007). Key leadership characteristics.

Leadership Excellence, Vol. 24, No. 12, pp. 5.

[3]. Akgün, A., Lynn, G., and J. Byrne. (2003).

Organizational learning: a socio-cognitive approach.

Human Relations, Vol. 56, No. 7, pp. 839–868.

[4]. Akgün, A., Byrne, J., Lynn, G., and H. Keskin. (2007).

Organizational unlearning as changes in beliefs and

routines in organizations. Journal of Organizational

Change Management, Vol. 20, No. 6, pp. 794–812.

[5]. Alexander, J. (2006). The challenge of complexity. In

Hesselbein, F. and M. Goldsmith (Eds.), The Leader of the

Future 2: Visions, Strategies, and Practices for the New

Era, pp. 85 – 94. San Francisco: Jossey-Bass.

[6]. Allio, R. (2005). Leadership development: teaching

versus learning. Management Decision, Vol. 43, No. 7/8,

pp. 1071–1077.

[7]. Bailey, D. (2006). Leading from the spirit. In Hesselbein,

F. and M. Goldsmith (Eds.), The Leader of the Future 2:

Visions, Strategies, and Practices for the New Era, pp. 297

– 302. San Francisco: Jossey-Bass.

[8]. Baker, S. and D. Gerlowski. (2007). Team effectiveness

and leader-follower agreement: an empirical study.


RESEARCH PAPERS

5 Thermometer scores for one manager are shown in the pie chart introduced earlier in the section on reform. She scored highly for Emotional Intelligence and Authenticity (9) and Integration (8), with room for improvement in Wisdom, Virtue, and Ethics (4) and Service – Servant Leadership (5).

Journal of American Academy of Business, Vol. 12, No. 1,

pp. 15–23.

[9]. Barendsen, L. and H. Gardner. (2006). The three

elements of good leadership in rapidly changing times. In

Hesselbein, F. and M. Goldsmith (Eds.), The Leader of the

Future 2: Visions, Strategies, and Practices for the New

Era, pp. 265–280. San Francisco: Jossey-Bass.

[10]. Beaubien, J. (1998). Leadership evolution.

Executive Excellence, Vol. 15, Is. 5, p. 12.

[11]. Beddowes, P. (1994). Reinventing management

development. Journal of Management Development,

Vol. 13, No. 7, pp. 40–46.

[12]. Bell, A. (2007). Using vision to shape the future.

Leader to Leader, Vol. 45, pp. 17–21.

[13]. Bennis, W. (2003). On Becoming a Leader (Revised

Edition). Cambridge: Basic Books.

[14]. Bezzina, C. (2000). Educational leadership for

twenty-first century Malta: breaking the bonds of

dependency. International Journal of Educational

Management, Vol. 14, No. 7, pp. 299.

[15]. Bjugstad, K., Thach, E., Thompson, K., and A. Morris.

(2006). A fresh look at followership: a model for matching

followership and leadership styles. Behavioral and

Applied Management, pp. 304–319.

[16]. Blanchard, K. (2000). Leadership by the book.

Executive Excellence, Vol. 17, No. 3, pp. 4.

[17]. Blanchard, K. and D. Carey. (2006). Regaining

public trust: a leadership challenge. In Hesselbein, F. and

M. Goldsmith (Eds.), The Leader of the Future 2: Visions,

Strategies, and Practices for the New Era, pp. 153–164.

San Francisco: Jossey-Bass.

[18]. Blanchard, K. and M. Miller. (2007). The higher plane

of leadership. Leader to Leader, Vol. 27, No. 46, pp.

25–30.

[19]. Boddie, W., Contardo, J. and R. Childs. (2007). The

future workforce: here they come. Public Manager,

Vol.36, No.4, pp. 25–28.

[20]. Boyatzis, R. and P. McLeod. (2001). Our educational

bottom line: developing the whole person. Journal of

Management Education, Vol.25, No.2, pp. 118–123.

[21]. Brooks, D. and L. Brooks. (2005). Ten secrets of

successful leaders: the strategies, skills and knowledge

leaders at every level need to succeed. New York:

McGraw-Hill.

[22]. Brown, L. and B. Posner. (2001). Exploring the

relationship between learning and leadership.

Leadership & Organization Development Journal, Vol. 22,

No. 6, pp. 274–280.

[23]. Bryman, A. (2007). Effective leadership in higher

education: a literature review. Studies in Higher

Education, Vol. 32, No. 6, pp. 693–710.

[24]. Cegarra, J. and B. Rodrigo Moya. (2005). Business

performance Management and unlearning process.

Knowledge and Process Management, Vol. 12, No. 3, pp.

161–170.

[25]. Centron, M. and O. Davis. (2008). Trends shaping

tomorrow's world: forecasts and implications for business,

governments, and consumers (Part One and Two). The

Futurist, pp. 35–52.

[26]. Cober, R., Hacker, S., and C. Johnson. (1998).

Spiritual leadership and vision alignment. ASQ's Annual

Quality Congress Proceedings, pp. 917–923.

[27]. Connaughton, S., Lawrence, F., and B. Ruben.

(2003). Leadership development as a systematic and

multidisciplinary enterprise. Journal of Education for

Business, Vol. 79, No. 1, pp. 46–51.

[28]. Cooper, C., Scandura, T., and C. Schriesheim.

(2005). Looking forward but learning from our past:

potential challenges to developing authentic leadership

theory and authentic leaders. Leadership Quarterly, Vol.

16, pp. 475–493.

[29]. Covey, S. (2006). Leading in the knowledge worker

age, In Hesselbein, F. and M. Goldsmith (Eds.), The Leader

of the Future 2: Visions, Strategies, and Practices for the

New Era, pp. 215–225. San Francisco: Jossey-Bass.

[30]. Davenport, T. (2001). Knowledge work and the future

of management, In Bennis, G., Spreitzer, M., and T.

Cummings (Eds.), The Future of Leadership: Today's Top

Leadership Thinkers Speak to Tomorrow's Leaders,

pp.41–58. San Francisco: Jossey-Bass.


RESEARCH PAPERS

[31]. Day, G. and P. Schoemaker. (2008). Are you a

'vigilant leader'? Sloan Management Review, Vol. 49, No.

3, pp. 43–51.

[32]. Doyle, M. (2000). Managing development in an era

of radical change: evolving a relational perspective.

Journal of Management Development, Vol. 19, No. 7, pp.

579–601.

[33]. Driscoll, C. and M. McKee. (2007). Restorying a

culture of ethical and spiritual values: a role for leader

storytelling. Journal of Business Ethics, Vol. 73, pp.

205–217.

[34]. Eddy, P. and K. VanDerLinden. (2006). Emerging

definitions of leadership in higher education: new visions

of leadership or same old “hero” leader? Community

College Review, Vol. 34, No. 1, pp. 5–26.

[35]. Fairholm, G. (1996). Spiritual leadership: fulfilling

whole-self needs at work. Leadership & Organization

Development Journal, Vol. 17, No. 5, p. 11.

[36]. Fisher, J. (2004). Servant leadership: begin with the

what and why. Executive Excellence, Vol. 21, Is. 5, pp.

15–16.

[37]. Freiberg, K. and J. Freiberg. (2004). How gutsy

leaders blow the doors off business-as-usual. Leader to

Leader, Vol. 33, pp. 32–37.

[38]. Frohman, D. and R. Howard. (2008). Leadership the

Hard Way: Why Leadership can't be Taught; How You can

Learn it Anyway. San Francisco: Jossey-Bass.

[39]. Gabel, M. and J. Walker. (2006). The anticipatory

leader: Buckminster Fuller's principles for making the world

work. The Futurist, Vol. 40, No. 5, pp. 39–44.

[40]. Gardner, H. (2007). Five Minds for the Future. Boston:

Harvard Business School Press.

[41]. Gardner, W., Avolio, B., Luthans, F., May, D., and F.

Walumbwa. (2005). Can you see the real me? a self-

based model of authentic leader and follower

development. Leadership Quarterly, Vol. 16, pp.

343–372.

[42]. Ghani, U. (2006). The leader integrator: an emerging

role. In Hesselbein, F. and M. Goldsmith (Eds.), The Leader

of the Future 2: Visions, Strategies, and Practices for the

New Era, pp. 241–250. San Francisco: Jossey-Bass.

[43]. Glaser, J. (2006). The DNA of Leadership: Leverage

your Instincts to Communicate, Differentiate, Innovate.

Avon: Platinum.

[44]. Glaser, J. and M. Pilnick. (2005). Leadership models:

these set corporate fashion. Leadership Excellence, Vol.

22, Is. 3, pp. 4–5.

[45]. Goldsmith, M. (2006). Leading new age

professionals. In Hesselbein, F. and M. Goldsmith (Eds.),

The Leader of the Future 2: Visions, Strategies, and

Practices for the New Era, pp. 165–172. San Francisco:

Jossey-Bass.

[46]. Graetz, F. (2002). Strategic thinking versus strategic

planning: towards understanding the complementarities.

Management Decision, Vol. 40, No. 5/6, pp. 456–462.

[47]. Greenberg-Walt, C. and A. Robertson. (2001). The

evolving role of executive leadership. In Bennis, G.,

Spreitzer, M., and T. Cummings (Eds.), The Future of

Leadership: Today's Top Leadership Thinkers Speak to

Tomorrow's Leaders, pp. 139–157. San Francisco: Jossey-

Bass.

[48]. Hankin, H. (2005). The New Workforce: Five

Sweeping Trends that will Shape your Company's Future.

New York: AMACOM.

[49]. Hartman, N., Conklin, T., and J. Smith. (2007). What

leaders say versus what academics write: the relevance

of leadership theory. SAM Advanced Management

Journal, Vol. 72, No. 4, pp. 32–33.

[50]. Hays, J. (2007). Dynamics of organizational wisdom.

Business Renaissance Quarterly, Vol. 2, Is. 4, pp. 77–122.

[51]. Hays, J. (2008). Teacher as servant: applications of

Greenleaf's servant leadership in higher education.

Journal of Global Business Issues, Vol. 2, Is. 1, pp. 113–134.

[52]. Hays, J. (2010). The ecology of wisdom.

Management & Marketing, Vol. 1.

[53]. Headington, E. (2001). Seeking a newer world. In

Bennis, G., Spreitzer, M., and T. Cummings (Eds.), The

Future of Leadership: Today's Top Leadership Thinkers

Speak to Tomorrow's Leaders, pp. 226–237. San

Francisco: Jossey-Bass.


RESEARCH PAPERS

[54]. Heifetz, R. (2006). Anchoring leadership in the work of

adaptive progress. In Hesselbein, F. and M. Goldsmith

(Eds.), The Leader of the Future 2: Visions, Strategies, and


Jossey-Bass.

[55]. Helgesen, S. (2006). Challenges for leaders in the

years ahead. In Hesselbein, F. and M. Goldsmith (Eds.),



Jossey-Bass.

[56]. Hernez-Broome, G. and R. Hughes. (2004).

Leadership development: past, present, and future.

Human Resource Planning, Vol. 27, No. 1, pp. 24–32.

[57]. Higgs, M. (2003). How can we make sense of

leadership in the 21st century? Leadership & Organization

Development Journal, Vol. 24, No. 5/6, pp. 273–284.

[58]. Hinterhuber, H. (1996). Oriental wisdom and western

leadership. The International Executive, Vol. 38, No. 3, pp.

287–302.

[59]. Huber, N. (2003). An experiential leadership

approach for teaching tolerance for ambiguity. Journal

of Education for Business, Vol. 79, No. 1, pp. 52–55.

[60]. Johansen, B. (2009). Leaders Make the Future: Ten

New Leadership Skills for an Uncertain World. San

Francisco: Berrett-Koehler.

[61]. Kakabadse, A., Kakabadse, N., and L. Lee-Davies.

(2008). Leading for Success: the Seven Sides to Great

Leaders. New York: Palgrave Macmillan.

[62]. Kanungo, R. (1998). Leadership in organizations:

looking ahead to the 21st Century. Canadian Psychology,

Vol. 39, No. 1/2, pp. 71–82.

[63]. Kouzes, J. and B. Posner. (2001). Bringing leadership

lessons from the past into the future. In Bennis, G., Spreitzer,

M., and T. Cummings (Eds.), The Future of Leadership:

Today's Top Leadership Thinkers Speak to Tomorrow's

Leaders, pp. 81–90. San Francisco: Jossey-Bass.

[64]. Kouzes, J. and B. Posner. (2006). It's not just the

leader's vision. In Hesselbein, F. and M. Goldsmith (Eds.),



Jossey-Bass.

[65]. Kuczmarski, S. and T. Kuczmarski. (2007). Apples are

Square: Thinking Differently about Leadership. New York:

Kaplan Publishing.

[66]. Lawler, E. (2001). The era of human capital has finally

arrived. In Bennis, G., Spreitzer, M., and T. Cummings (Eds.),

The Future of Leadership: Today's Top Leadership Thinkers

Speak to Tomorrow's Leaders, pp.14–25. San Francisco:

Jossey-Bass.

[67]. Lorenzi, P. (2004). Managing for the common good:

prosocial leadership. Organizational Dynamics, Vol. 33,

No. 3, pp. 282–291.

[68]. Love, C. (2005). Using both head and heart for

effective leadership. Journal of Family and Consumer

Sciences, Vol. 97, No. 2, pp. 17–19.

[69]. Maciariello, J. (2006). Peter F. Drucker on executive

leadership and effectiveness. In Hesselbein, F. and M.

Goldsmith (Eds.), The Leader of the Future 2: Visions,

Strategies, and Practices for the New Era, pp. 3–27. San


[70]. Mamaghani, F. (2006). Impact of information

technology on the workforce of the future: an analysis.

International Journal of Management, Vol.23, No.4, pp.

845–943.

[71]. Markow, F. and K. Klenke. (2005). The effects of

personal meaning and calling on organizational

commitment: an empirical investigation of spiritual

leadership. International Journal of Organizational

Analysis, Vol. 13, No. 1, pp. 8–27.

[72]. Marston, C. (2007). Motivating the "What's in it for

Me?" Workforce: Managing across the Generational

Divide and Increase Profit. New Jersey: Wiley.

[73]. Martin, A. (2007). The future of leadership: where do

we go from here? Industrial and Commercial Training,

Vol. 39, No. 1, pp. 3–8.

[74]. Matathia, I. and M. Salzman. (1998). NEXT: Trends for

the Future. Sydney: Macmillan.

[75]. Maxwell, J. (2008). Leadership Gold: Lessons

Learned from a Lifetime of Leading. Nashville: Thomas

Nelson.


RESEARCH PAPERS

[76]. McCormick, B. and D. Davenport. (2004). Leader as

shepherd. Executive Excellence, Vol. 21, No. 2, pp. 6.

[77]. Montuori, L. (2000). Organizational longevity:

integrating systems thinking, learning and conceptual

complexity. Journal of Organizational Change

Management, Vol. 13, No. 1, pp. 61–73.

[78]. Morrison, J., Rha, J., and A. Helfman. (2003).

Learning awareness, student engagement, and change:

a transformation in leadership development. Journal of

Education for Business, Vol. 79, No. 1, pp. 11–17.

[79]. Nixon, B. (2003). Leading business transformation –

learning by doing. Industrial and Commercial Training,

Vol. 35, No. 4, pp. 163–167.

[80]. Pernick, R. (2001). Creating a leadership

development program: nine essential tasks. Public

Personnel Management, Vol. 30, No. 4, pp. 429–444.

[81]. Raelin, K. (2006). Finding meaning in the

organization. Sloan Management Review, Vol. 47, No. 3,

pp. 64–68.

[82]. Rao, S. (2006). Tomorrow's leader. In Hesselbein, F.

and M. Goldsmith (Eds.), The Leader of the Future 2:

Visions, Strategies, and Practices for the New Era, pp.

173–182. San Francisco: Jossey-Bass.

[83]. Ready, D. and J. Conger. (2003). Why leadership

efforts fail. Sloan Management Review, Vol. 44, No. 3, pp

83–88.

[84]. Rosenau, J. (2004). Followership and discretion:

assessing the dynamics of modern leadership. Harvard

International Review, Vol. 12, No. 1, pp. 14–17.

[85]. Sarros, J. (2003). The heart and soul of leadership:

the personal journey. In The Heart and Soul of Leadership

(Ch. 1; pp. 6–21). North Ryde: McGraw-Hill.

[86]. Scharmer, C. (2008). Uncovering the blind spot of

leadership. Leader to Leader, Vol. 2008, No. 47, pp.

52–59.

[87]. Schwandt, D. (2005). When managers become

philosophers: integrating learning with sensemaking

Academy of Management Learning & Education, Vol. 4,

No. 2, pp. 176–192.

[88]. Senge, P. (2006). Systems citizenship: the leadership

mandate for this millennium. In Hesselbein, F. and M.




[89]. Shefy, E. and E. Sadler-Smith. (2006). Applying

holistic principles in management development. Journal

of Management Development, Vol. 25, No. 3/4, pp.

368–385.

[90]. Sinkula, J. (2002). Market-based success,

organizational routines, and unlearning. Journal of

Business & Industrial Marketing, Vol. 17, No. 4, pp.

253–269.

[91]. Slater, P. (2001). Leading yourself. In Bennis, G.,

Spreitzer, M., and T. Cummings (Eds.), The Future of

Leadership: Today's Top leadership Thinkers Speak to


Bass.

[92]. Spendlove, M. (2007). Competencies for effective

leadership in higher education. International Journal of

Educational Management, Vol. 21, No. 5, pp. 407–417.

[93]. Spreitzer, M. and T. Cummings. (2001). The

leadership challenges of the next generation. In Bennis,

G., Spreitzer, M., and T. Cummings (Eds.), The Future of

Leadership: Today's Top Leadership Thinkers Speak to


Bass.

[94]. Stallard, M. and J. Pankau. (2008). Strengthening

human value in organizational cultures. Leader to Leader,

Vol. 2008, Is. 47, pp. 18–23.

[95]. Teo-Dixon, G. and N. Monin. (2007). Guru of gurus:

Peter Drucker, logology, and the ultimate leader. Journal

of Management Inquiry, Vol.16, No.1, 2007, pp. 6–17.

[96]. Thomas, R. (2006). Diversity management: an

essential craft for future leaders. In Hesselbein, F. and M.




[97]. Thomas, R. (2008). Crucibles of leadership

development. Sloan Management Review, Vol. 49, No. 3,

15–18.


RESEARCH PAPERS

ABOUT THE AUTHORS

Christopher Kim is currently doing his PhD on emerging forms of leadership in the College of Business and Economics at the Australian National University. He earned two bachelor's degrees in South Korea before moving to Australia: Bachelor of Business in 2002 and Bachelor of Economics (Applied Statistics) in 2004. He later received a Master of Marketing from the Australian National University in 2007.

Jay Hays did his graduate work at Boston University, earning a doctorate in education in the early 1990s. He is currently Lecturer in Leadership and Management in the College of Business and Economics at the Australian National University, and will be joining the faculty at Swinburne University in July 2010 as Academic Advisor, Professional Practice. Jay has published in the areas of organisational learning, development, and change; teamwork and collaboration / Communities of Practice; leadership and leadership development; systems dynamics and organisational ecology; performance management and measurement; and wisdom. His current focus is on team learning and Dialogue.


RESEARCH PAPERS

[98]. Townsend, P. (2002). Fitting teamwork into the grand

scheme of things. Journal for Quality and Participation,

Vol. 25, No. 1, pp 16–18.

[99]. Townsend, A., DeMarie, S., and A. Hendrickson.

(1998). Virtual teams: technology and the workplace of

the future. The Academy of Management Executive, Vol.

12, No. 3, pp. 17–29.

[100]. Townsend, P. and J. Gebhardt. (2003). The

leadership-teamship-followership continuum. Leader to

Leader, Vol. 29, pp. 18–21.

[101]. Tulgan, B. (2004). Trends point to a dramatic

generational shift in the future workplace. Employment

Relations Today, Vol. 30, Is. 4, 2004, pp. 23–31.

[102]. Ulrich, D., Smallwood, N., and K. Sweetman.(2008).

The New Leadership Code: Five Rules to Lead by. Boston:

Harvard Business Press.

[103]. van Opstal, D. (1998). The new competitive

landscape. Issues in Science and Technology, Vol.15, No.

2, pp. 47–54.

[104]. Weick, K. (2001). Leadership as the legitimation of

doubt. In Bennis, G., Spreitzer, M., and T. Cummings (Eds.),

The Future of Leadership: Today's Top leadership Thinkers

Speak to Tomorrow's Leaders, pp. 91–102. San Francisco:

Jossey-Bass.

[105]. Weiss, D. and V. Molinaro. (2006). Integrated

leadership development. Industrial and Commercial

Training, Vol. 38, No. 1, pp. 3–11.

[106]. Wheatley, M. (2004). Servant leaders: what has to

change now? Executive Excellence, Vol. 21, No. 7, pp.

15–16.

[107]. Whyte, D. (2004). Five conversations on the frontiers

of leadership. Leader to Leader, Vol. 33, pp. 20–24.

RESEARCH PAPERS...3 Buckminster Fuller published his book Operating Manual for Spaceship Earth in...

Documents

Transcript of RESEARCH PAPERS...3 Buckminster Fuller published his book Operating Manual for Spaceship Earth in...