On Leadership - Brossura

Gardner, John

Brossura

ISBN 10: 0029113121 ISBN 13: 9780029113127

Casa editrice: Free Press, 1993

Riassunto

In this insightful classic, John Gardner unpacks what it means to be a leader, stressing the importance of dispersed leadership and a primary understanding of leadership as applied across all sectors of society.

“A masterpiece.”—Walter F. Ulmer, Jr., President and CEO, Center for Creative Leadership

Leaders today are familiar with the demand that they come forward with a new vision. But it is not a matter of fabricating a new vision out of whole cloth. A vision relevant for us today will build on values deeply embedded in human history and in our own tradition. It is not as though we come to the task unready. Men and women from the beginning of history have groped and struggled for various pieces of the answer. The materials out of which we build the vision will be the moral strivings of the species, today and in the distant past.

Most of the ingredients of a vision for this country have been with us for a long time. As the poet wrote, “The light we sought is shining still.” That we have failed and fumbled in some of our attempts to achieve our ideals is obvious. But the great ideas still beckon—freedom, equality, justice, the release of human possibilities. The vision is to live up to the best in our past and to reach the goals we have yet to achieve—with respect to our domestic problems and our responsibilities worldwide.

—From the Preface to On Leadership

Su questo libro

L'autore:

John W. Gardner attended Stanford University (A.B., 1935; M.A., 1936) and the University of California (Ph.D., 1938). He taught psychology at the University of California, Connecticut College and Mount Holyoke College. He was an officer in the U.S. Marine Corps in World War II.

He was president of the Carnegie Corporation and the Carnegie Foundation for the Advancement of Teaching (1955 - 1965); U.S. Secretary of Health, Education, and Welfare (1965 - 1968); chairman of the National Urban Coalition (1968 - 1970); founding chairman of Common Cause (l970 - l977); and a co-founder of Independent Sector (1980). Mr. Gardner served on President Kennedy's Task Force on Education and was chairman of President Kennedy's Commission on International Educational and Cultural Affairs. He was chairman of President Johnson's Task Force on Education, served on President Carter's Commission on an Agenda for the '80s, and chaired (1976 - 1980) the President's Commission on White House Fellowships. He served on President Reagan's Task Force on Private Sector Initiatives.

Mr. Gardner has been a director of a number of corporations, including Shell Oil Company, the New York Telephone Company, American Airlines and Time, Inc. Among other organizations he has served as a board member are Stanford University and the Scientific Advisory Board of the Air Force.

Mr. Gardner was the editor of President John F. Kennedy's book To Turn the Tide and the author of Excellence, Self-Renewal, No Easy Victories, The Recovery of Confidence, In Common Cause and Morale. He is the coeditor, with Francesca Gardner Reese, of Quotations of Wit and Wisdom.

In 1964 Mr. Gardner was awarded the Presidential Medal of Freedom, the highest civil honor in the United States. Among other awards he has received are the U.S. Air Force Exceptional Service Award, and the Distinguished Achievement Medal of the Stanford Athletic Board.

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Chapter 1

THE NATURE OF LEADERSHIP

Leadership is a word that has risen above normal workaday usage as a conveyor of meaning. There seems to be a feeling that if we invoke it often enough with sufficient ardor we can ease our sense of having lost our way, our sense of things unaccomplished, of duties unfulfilled.

All of that simply clouds our thinking. The aura with which we tend to surround the words leader and leadership makes it hard to think clearly. Good sense calls for demystification.

Leadership is the process of persuasion or example by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers.

In any established group, individuals fill different roles, and one of the roles is that of leader. Leaders cannot be thought of apart from the historic context in which they arise, the setting in which they function (e.g., elective political office), and the system over which they preside (e.g., a particular city or state). They are integral parts of the system, subject to the forces that affect the system. They perform (or cause to be performed) certain tasks or functions that are essential if the group is to accomplish its purposes.

All that we know about the interaction between leaders and constituents or followers tells us that communication and influence flow in both directions; and in that two-way communication, nonrational, nonverbal, and unconscious elements play their part. In the process leaders shape and are shaped. This is true even in systems that appear to be led in quite autocratic fashion. In a state governed by coercion, followers cannot prevent the leader from violating their customs and beliefs, but they have many ways of making it more costly to violate than to honor their norms, and leaders usually make substantial accommodations. If Julius Caesar had been willing to live more flexibly with the give-and-take he might not have been slain in the Senate House. Machiavelli, the ultimate realist, advised the prince, "You will always need the favor of the inhabitants....It is necessary for a prince to possess the friendship of the people."

The connotations of the word follower suggest too much passivity and dependence to make it a fit term for all who are at the other end of the dialogue with leaders. I don't intend to discard it, but I also make frequent use of the word constituent. It is awkward in some contexts, but often it does fuller justice to the two-way interchange.

Elements of physical coercion are involved in some kinds of leadership; and of course there is psychological coercion, however mild and subtle, including peer pressure, in all social action. But in our culture, popular understanding of the leadership process distinguishes it from coercion -- and places those forms involving the least coercion higher on the scale of leadership.

The focus of this book is leadership in this country today. Examples are drawn from other cultures and many of the generalizations are relevant for all times and places; but the focus is here and now. The points emphasized might be different were I writing fifty years ago or fifty years hence, or writing of Bulgaria or Tibet.

Distinctions

We must not confuse leadership with status. Even in large corporations and government agencies, the top-ranking person may simply be bureaucrat number 1. We have all occasionally encountered top persons who couldn't lead a squad of seven-year-olds to the ice cream counter.

It does not follow that status is irrelevant to leadership. Most positions of high status carry with them symbolic values and traditions that enhance the possibility of leadership. People expect governors and corporation presidents to lead, which heightens the possibility that they will. But the selection process for positions of high status does not make that a sure outcome.

Similarly, we must not confuse leadership with power. Leaders always have some measure of power, rooted in their capacity to persuade, but many people with power are without leadership gifts. Their power derives from money, or from the capacity to inflict harm, or from control of some piece of institutional machinery, or from access to the media. A military dictator has power. The thug who sticks a gun in your ribs has power. Leadership is something else.

Finally, we must not confuse leadership with official authority, which is simply legitimized power. Meter maids have it; the person who audits your tax returns has it.

Leadership requires major expenditures of effort and energy -- more than most people care to make. When I outlined to a teenager of my acquaintance the preceding distinctions and then described the hard tasks of leadership, he said, "I'll leave the leadership to you, Mr. Gardner. Give me some of that power and status."

Confusion between leadership and official authority has a deadly effect on large organizations. Corporations and government agencies everywhere have executives who imagine that their place on the organization chart has given them a body of followers. And of course it has not. They have been given subordinates. Whether the subordinates become followers depends on whether the executives act like leaders.

Is it appropriate to apply to leaders the word elite? The word was once applied to families of exalted social status. Then sociologists adopted the word to describe any group of high status, whether hereditary or earned; thus, in addition to the elites of old families and old money, there are elites of performance and profession.

Some social critics today use the word with consistent negative overtones. They believe that elite status is incompatible with an equalitarian philosophy. But in any society -- no matter how democratic, no matter how equalitarian -- there are elites in the sociologist's sense: intellectual, athletic, artistic, political, and so on. The marks of an open society are that elite status is generally earned, and that those who have earned it do not use their status to violate democratic norms. In our society, leaders are among the many "performance elites."

Leaders and Managers

The word manager usually indicates that the individual so labeled holds a directive post in an organization, presiding over the processes by which the organization functions, allocating resources prudently, and making the best possible use of people.

Many writers on leadership take considerable pains to distinguish between leaders and managers. In the process leaders generally end up looking like a cross between Napoleon and the Pied Piper, and managers like unimaginative clods. This troubles me. I once heard it said of a man, "He's an utterly first-class manager but there isn't a trace of the leader in him." I am still looking for that man, and I am beginning to believe that he does not exist. Every time I encounter utterly first-class managers they turn out to have quite a lot of the leader in them.

Even the most visionary leader is faced on occasion with decisions that every manager faces: when to take a short-term loss to achieve a long-term gain, how to allocate scarce resources, whom to trust with a delicate assignment. So even though it has become conventional to contrast leaders and managers, I am inclined to use slightly different categories, lumping leaders and leader/managers into one category and placing in the other category those numerous managers whom one would not normally describe as leaders. Leaders and leader/managers distinguish themselves from the general run of managers in at least six respects:

1. They think longer term -- beyond the day's crises, beyond the quarterly report, beyond the horizon.

2. In thinking about the unit they are heading, they grasp its relationship to larger realities -- the larger organization of which they are a part, conditions external to the organization, global trends.

3. They reach and influence constituents beyond their jurisdictions, beyond boundaries. Thomas Jefferson influenced people all over Europe. Gandhi influenced people all over the world. In an organization, leaders extend their reach across bureaucratic boundaries -- often a distinct advantage in a world too complex and tumultuous to be handled "through channels." Leaders' capacity to rise above jurisdictions may enable them to bind together the fragmented constituencies that must work together to solve a problem.

4. They put heavy emphasis on the intangibles of vision, values, and motivation and understand intuitively the nonrational and unconscious elements in leader-constituent interaction.

5. They have the political skill to cope with the conflicting requirements of multiple constituencies.

6. They think in terms of renewal. The routine manager tends to accept organizational structure and process as it exists. The leader or leader/manager seeks the revisions of process and structure required by ever-changing reality.

The manager is more tightly linked to an organization than is the leader. Indeed, the leader may have no organization at all. Florence Nightingale, after leaving the Crimea, exercised extraordinary leadership in health care for decades with no organization under her command. Gandhi was a leader before he had an organization. Some of our most memorable leaders have headed movements so amorphous that management would be an inappropriate word.

The Many Kinds of Leaders

One hears and reads a surprising number of sentences that describe leaders in general as having such and such attributes and behaving in such and such a fashion -- as though one could distill out of the spectacular diversity of leaders an idealized picture of The Leader.

Leaders come in many forms, with many styles and diverse qualifies. There are quiet leaders and leaders one can hear in the next county. Some find their strength in eloquence, some in judgment, some in courage. I had a friend who was a superior leader in outdoor activities and sports but quite incapable of leading in a bureaucratic setting.

The diversity is almost without limit: Churchill, the splendidly eloquent old warrior; Gandhi, the visionary and the shrewd mobilizer of his people; Lenin, the coldly purposeful revolutionary. Consider just the limited category of military leadership. George Marshall was a self-effacing, low-keyed man with superb judgment and a limitless capacity to inspire trust. MacArthur was a brilliant strategist, a farsighted administrator, and flamboyant to his fingertips. (Eisenhower, who had served under MacArthur, once said, "I studied dramatics under a master.") Eisenhower in his wartime assignment was an outstanding leader/administrator and coalition builder. General Patton was a slashing, intense combat commander. Field Marshal Montgomery was a gifted, temperamental leader of whom Churchill said, "In defeat, indomitable; in victory, insufferable." All were great leaders -- but extraordinarily diverse in personal attributes.

The fact that there are many kinds of leaders has implications for leadership education. Most of those seeking to develop young potential leaders have in mind one ideal model that is inevitably constricting. We should give young people a sense of the many kinds of leaders and styles of leadership, and encourage them to move toward those models that are right for them.

Leaders and History

All too often when we think of our historic leaders, we eliminate all the contradictions that make individuals distinctive. And we further violate reality by lifting them out of their historical contexts. No wonder we are left with pasteboard portraits. As first steps toward a mature view of leaders we must accept complexity and context.

Thomas Jefferson was first of all a gifted and many-sided human, an enigmatic man who loved -- among other things -- abstract ideas, agriculture, architecture and statecraft. He was a man of natural aloofness who lived most of his life in public; a man of action with a gift for words and a bent for research; an idealist who proved himself a shrewd, even wily, operator on the political scene. Different sides of his nature came into play in different situations.

Place him now in the context of the exhilarating events and themes of his time: a new nation coming into being, with a new consciousness; the brilliant rays of the Enlightenment reaching into every phase of life; the inner contradictions of American society (e.g., slavery) already rumbling beneath the surface.

Finally, add the overpowering impulse of succeeding generations to serve their own needs by mythologizing, idolizing or debunking him. It turns out to be an intricately textured story -- and not one that diminishes Jefferson.

It was once believed that if leadership traits were truly present in an individual, they would manifest themselves almost without regard to the situation in which the person was functioning. No one believes that any more. Acts of leadership take place in an unimaginable variety of settings, and the setting does much to determine the kinds of leaders that emerge and how they play their roles.

We cannot avoid the bewhiskered question, "Does the leader make history or does the historical moment make the leader?" It sounds like a seminar question but it is of interest to most leaders sooner or later. Corporate chief executive officers fighting a deteriorating trend in an industry feel like people trying to run up the down escalator. Looking across town at less able leaders riding an upward trend in another industry, they are ripe for the theory that history makes the leader.

Thomas Carlyle placed excessive emphasis on the great person, as did Sidney Hook ("all factors in history, save great men, are inconsequential.") Karl Marx, Georg Hegel, and Herbert Spencer placed excessive emphasis on historical forces. For Marx, economic forces shaped history; for Spencer, societies had their evolutionary course just as species did, and the leader was a product of the process; for Hegel, leaders were a part of the dialectic of history and could not help what they did.

The balanced view, of course, is that historical forces create the circumstances in which leaders emerge, but the characteristics of the particular leader in turn have their impact on history.ar

It is not possible to understand Queen Isabella without understanding fifteenth-century Europe (when she was born, Spain as we know it did not exist), or without understanding the impact of the Reformation on the Catholic world and the gnawing fear stirred by the Muslim conquests. But many monarchs flourished on the Iberian Peninsula in that historical context; only Isabella left an indelible mark. Similarly, by the time Martin Luther emerged, the seeds of the Reformation had already sprouted in many places, but no one would argue that the passionate, charismatic priest who nailed his ninety-five theses to the church door was a puppet of history. Historical forces set the stage for him, but once there, he was himself a historical force.

Churchill is an even more interesting case because he tried out for leadership many times before history was ready for him. After Dunkirk, England needed a leader who could rally the British people to heroic exertions in an uncompromising war, and the eloquent, combative Churchill delivered one of the great performances of the century. Subsequently the clock of history ticked on and -- with the war over -- the voters dropped him unceremoniously. When a friend told him it was a blessing in disguise, he growled "If it is, the disguise is perfect."

Forces of history determi...

Su questa edizione

• Editore: Free Press
• Data di pubblicazione: 1993
• ISBN 10: 0029113121
• ISBN 13: 9780029113127
• Rilegatura: Copertina flessibile
• Numero di pagine: 240