The Evolution of Leadership in the Workplace
Article by Herb Rubenstein
Introduction
Thousands of books, journals and articles are generated each year on the topic of leadership. New organizations are being developed in every major city promoting the topic. Universities, community colleges and even high schools are getting into the act of teaching courses and providing “service learning” or experiential learning programs to prepare their students for the new leadership era predicted over the last decade. These courses, books, and leadership training efforts all seem to bypass an important question in the “world” of leadership today. That question is: “Where and how is leadership evolving?”
The Fundamentals
This article sets out some background information about modern leadership theory, knowledge, skills and practices in order to demystify leadership. By laying out the 10 modern leadership theories, in an evolutionary framework (each latter one builds on the former), we will gain important, practical insights regarding how the current evolution in what we call “leadership” can improve our workplaces, productivity, employee retention, profits and reduce strife inside the workplace. Peter Northouse, in Leadership Theory and Practice, 3rd Ed., (Sage, 2003), has given us a useful framework or lens to look at leadership theories. Each of the nine basic theories of leadership he has identified, plus my own theory of “Leaders of Leaders,” is summarized below.
1. The Trait Theory: People with certain physical, mental, personality based and emotional traits are more likely, if not destined, to be leaders.
2. The Style Approach: Leadership is a function of the style of behavior a person brings to a situation. Typical styles of leadership activity include: Team Management, Authority-Compliance; Country Club Management and Impoverished Management.
3. The Situational Approach: Leaders must “read” a situation and determine what combination of supportive and directive behaviors is appropriate. Such behaviors may be characterized as delegating (low supportive, low directive); supporting (high supportive and low directing); coaching (high supportive and high directive) and directing (low supportive and high directive). This leadership theory suggests that leaders adapt their styles based on understanding the full content and context of the situation they are in, their role, the goals of the situation and their assessment of what is needed.
4. The Contingency Theory: Leadership situations can be characterized into three distinct groupings: 1) leader-member relations; 2) task structure; and 3) position power. Contingency theory aanalyzes how the success of certain styles of leadership are contingent on the circumstances in which they are used. This theory suggests that the situation will have a strong impact on the leader and leadership style which will be effective in that situation.
5. Path-Goal Theory: This is the motivational theory of leadership. This theory suggests that a major goal of leadership is to stimulate performance and satisfaction among those led by the leader. The classic behaviors of the leader under this theory are: 1) identify goals and secure “buy in,” support, enthusiasm, ownership of these goals by subordinates; 2) identify all key obstacles to achieving the goals; 3) assure proper training and resources for subordinates in their effort to achieve these goals; 4) organize and direct the actions of the subordinates in their effort to achieve goals; 5) monitor all activity and guide any changes in strategy, resources and actions necessary to achieve goals; 6) lead the actions to achieve the goals; 7) acknowledge and reward subordinates for contributions in the effort to achieve the goals; 8) set new goals and repeat process.
6. Leader-Member Exchange Theory: This theory suggests that leadership is a function of a relationship where followers give to a leader leadership status and responsibilities and leaders accept that status, perform leadership acts which the followers accept and the relationship between the leader and followers is one of partnership rather than control. Power is equally shared by members with the leader and the leader’s ability and authority to lead is always a function of the support he or she has from the members.
7. Transformational Leadership: Leadership is a process that changes and transforms individuals and groups. It is a dynamic process which includes assessing the follower’s needs and motives and seeking the input of the followers at each critical stage in the leadership process. Transformational leadership presupposes that the goal of the leader is to promote change and improvement for the betterment and with the assistance of the followers.
8. Team Leadership: This theory assumes that all leaders are leaders of teams and the major functions of a leader are 1) to help the group determine which goals and tasks it wants to achieve; 2) help create enabling processes and direct the group so that it achieves performs the tasks and achieves the goals; 3) keep the group supplied with the right resources, training and supplies; 4) set standards for behavior, success and ethics; 4) diagnose and remedy group deficiencies; 5) forecast impending environmental changes to help steer the group; 6) help maintain and defend the group by organizing it and insuring its proper internal functioning.
9. Psychodynamic Approach: This theory suggests that successful leaders must understand their own psychological make up and the psychological make of those they lead. Leaders in this theory are those who understand the 1) “family of origin” impact on a person’s attitude, potential, behaviors and expected responses to leadership; 2) the level of maturity of followers and its impact on their responses to leadership actions; 3) the desire and motivational keys to the subordinates; 4) the meaning and interpretation of language, behavior, symbols and expected understanding of situations by subordinates; 5) the proper balance of dependence and independence appropriate for a given group of followers; 6) the proper psychological relationship between the leader and subordinates; and 7) the understanding of the psychodynamic interplay between the leader and subordinates and between and among leaders as well as subordinates. Leaders must be able to incorporate these dimensions in creating their leadership style and activities so they will succeed.
10. Leaders of Leaders: This theory of leadership suggests that the job of a leader of followers is completely different from that of a job of a leader of leaders. Leaders of followers are mainly “problem solvers.” Leaders of leaders are “platform setters” who create a platform that guides the environment for the followers so that they can act within this environment as leaders themselves, solve their own “problems,” and make excellent decisions consistent with the platform that the leader of leaders sets. In addition, the leaders of leaders concept incorporates the idea that the platform set by the leader of leaders will improve over time as the followers and other leaders will be encouraged to test the platform out in the real world, find deficiencies and report proposed improvements for the platform to the leader of leaders. The major role of the leader of leaders is to create this platform and not to make decisions in particular situations. This job is delegated to the leaders whom the leader of leaders leads.
From Theory to Brands
It is axiomatic that “theory will only get you so far.” In the commercial or product “space,” we go from idea/theory to brand as the next conceptual link to the customer’s mind and wallet. Not surprisingly, we do the same in the academic or intellectual space. Today, we have over 80 brands of leadership currently available from vendors, books, trainers and “leadership gurus” throughout the United States and the world. Each brand has its marketing program, course materials, tapes, books, CD’s, speakers, and each attempt to corner one niche market of the leadership industry by differentiating itself from all of the others. Below is an exhausting, but not exhaustive list of leadership brands on the market today.
Assigned Leadership. Connective Leadership. Balanced Leadership. Connected Leadership. Muscular Leadership. Toxic Leadership. Fusion Leadership. Complexity Leadership. Character Based Leadership. Emergent Leadership. Directive Leadership. Participative Leadership. Ethical Leadership. Principled Leadership. Team Leadership. Achievement Oriented Leadership. Supportive Leadership. Charismatic Leadership. Wholehearted Leadership. Level 5 Leadership. Authentic Leadership. Leadership Development. Leadership Training. Executive Development. Team Building. Coaching. Situational Leadership. Principle Centered Leadership. Values Centered Leadership. Inclusive Leadership. Servant Leadership. Transactional Leadership. Transformational Leadership. Total Leadership. Trustee Leadership. Leadership Identity. Enlightened Leadership. Leadership at Every Step. Leading Change. Values Based Leadership. Continuous Leadership. Rational Leadership. Visionary Leadership. Strategic Leadership. Contributory Leadership. Virtual Leadership. Leadership by Example. Integrated Leadership. Institutionalized Leadership. Collaborative Leadership. Appreciative Leadership. Leadership as a Process. Proactive Leadership. Generative Leadership. Revolutionary Leadership. Total Leadership. Unnatural Leadership. Empowering Leadership. Organizational Leadership. Operational Leadership. Innovative Leadership. Creative Leadership. Synergistic Leadership. Entrepreneurial Leadership. Steward Leadership. Military Leadership. Inspired Leadership. Leaders Building Leaders. Leading Upward. Tomorrow Leader. Quantum Leadership. Alpha Leadership. Lead by Design. Results Based Leadership. Trickle Up Leadership. Leaders to Leaders. Formative Leadership. Distributive Leadership. Integral Leadership. Cross Border Leadership. Invisible Leadership. Social Leadership.
From Brand to Behavior
Every creator of an idea or product knows that “brand” is only the lubricant in sales process. There must, at some point, be some “beef” in the burger, or “tofu” in the dish, to generate constant, profitable sales and an increase in the value of the brand. Below are sets of leadership behaviors classified similarly to the way we classify a genus, species and classes of birds or mammals. A list of prominently acknowledged sets of successful leadership behaviors is presented below:
Checklist 1: People Management:
1.1 Clearly communicates expectations
1.2 Recognizes, acknowledges and rewards achievement
1.3 Inspires others and serves as a catalyst for others to perform in ways they would not undertake without the leader’s support and direction
1.4 Puts the right people in the right positions at the right time with the right resources and right job description
1.5 Secures alignment on what is the right direction for the organization
1.6 Persuades/Encourages people in the organization to achieve the desired results for the organization
1.7 Makes sure not to burn out people in the organization, looking out for their well being as well as the well being of the organization
1.8 Identifies weak signals that suggest impending conflict and deals with the sources of conflict effectively
1.9 Holds people accountable
1.10 Encourages the human capital development of every person in the organization and allocates sufficient resources to this endeavor
1.11 Correctly evaluates the actual performance and the potential of each person in the organization
1.12 Encourages people in the organization to stand up for and express their beliefs
1.13 Creates a non-fear-based environment where all persons in the organization can speak the truth as he or she sees it without concern for retaliation
1.14 Able to empathize with those he or she leads
Checklist 2: Strategic Management
2.1 Flexible when necessary to adapt to changing circumstances
2.2 Sets, with input from others including all stakeholders, the long term direction for the organization
2.3 Understands the competitive environment, social trends, competitors, customers and all stakeholders
2.4 Correctly analyzes the risks of all decisions
2.5 Correctly analyzes the returns of all decisions
2.6 Has the ability to focus without losing breadth in his or her ability to see at the outer edges gathering worthwhile information that others miss or fail to see as significant
2.7 Understands the strengths and weaknesses of the organization; how to exploit the strengths and address the weaknesses successfully
2.8 Can develop and implement strategies to improve the strengths and to combat the weaknesses of the organization
2.9 Can identify appropriate partners, strategic alliances and outside resources to tap into to help further the organization’s goals
2.10 Can articulate the values of the organization and develop strategies consistent with the core values
2.11 Demonstrates a strong commitment to diversity and change, improvement
2.12 Demonstrates a strong commitment to creating and sustaining a learning organization (Learning is the foundation for all sustainable change).
Checklist 3: Personal Characteristics
3.1 Lives with honesty and integrity
3.2 Selects people for his or her team who are honest and have high integrity
3.3 Will, passion and desire to succeed
3.4 Willingness to shoulder the responsibility for success (without being a “thunder taker”) and failure (without casting blame)
3.5 Innovative and open to new ideas
3.6 Not willing to accept the ways things are since they can always be improved; never satisfied completely with the status quo
3.7 Smart, intelligent, emotionally strong
3.8 Confident without being arrogant
3.9 Able negotiator
3.10 Willing to be patient
3.11 Decisive when necessary
3.12 Able to think analytically
3.13 Quick learner
3.14 Respectful to all
3.15 Perceptive and sensitive to the needs of others
3.16 Diligent, disciplined and has strong perseverance capabilities
3.17 Comfortable with ambiguity
3.18 Willing to be original
3.19 Informed risk taker
Checklist 4: Process Management
4.1 Able to manage change
4.2 Promotes innovation
4.3 Able to secure resources
4.4 Able to allocate resources
4.5 Great problem solver
4.6 Able to anticipate crises
4.7 Able to handle crisis when it explodes
4.8 Can create and manage budgets
4.9 Can create and manage timelines, work plans
4.10 Great project management skills
4.11 Can translate long term vision into step-by-step plan
4.12 Able to measure results
4.13 Knows when a process is not working
4.14 Willing to redesign processes as often as necessary
Teaching or Creating “Repeatable” Leadership Behaviors
In mass production, repeatability is everything. Quality control, systems and protocols are all designed to create “repeatable” results and repeatable behaviors that lead to these results. The same is true in the intellectual space. Every time a new, improved idea rises to the surface in the workplace, management’s number one job is to recognize it, create a process to institutionalize it, teach workers how to generate new, or enhanced value from deploying it effectively and doing so at a cost that will allow the new idea, product, service, software or other improvement to be produced, packaged, distributed, sold and warranted with a reasonable profit margin.
The purchasing of leadership training today in organizations usually follows this process. First, only a few at the top of the organization get this training. Second, they are not expected to be able to use this leadership training to train others in the organization. For all employees to benefit from leadership training, the training company will demand a contract that will provide leadership training to each and every worker, often in small groups. This is highly inefficient. It would be much more efficient to create leadership development training and courses that companies, nonprofit organizations, and educational institutions can pay for once with only a portion of their employees taking the course. Then, the employees who take the course, take the teachings of the course, teach other employees the material and lessons they have learned and then the training course and improved leadership behaviors could replicate themselves within their organizations through organic growth. If this were the delivery model it would be much more like the evolutionary process we use as teachings are handed down from generation to generation. In addition, such a process would not only be efficient, but it would also serve as a “glue” bonding teacher to learner (employee to employee) through the organization. The bottom line would be much more cost effective and top line results might well be similar to those now experienced by the investment company, Knowledge Asset Management, Inc., that only invests in companies that invest substantial sums in the training and development of their workers. As the March 2004 Harvard Business Review article on this company shows, this investment company is substantially outperforming the market as a whole since its inception over two years ago.
Although such a leadership training model or course has not yet rolled off the assembly line or evolved in any organization, the courses outlined below could provide a first step toward the creation of self-replicating leadership courses that are capable of expanding organically and efficiently within an organization. The efficiency of developing and presenting these courses to a small group of people within the organization with an explicit timeline for them to take these courses (and their improved leadership behaviors) to every employee within the organization mirrors the physics we associate with the big bang theory. The outline for such leadership courses that could be self replicating within organizations could be as follows.
The Leadership Course:
Course Background Information
The leadership course would deliver the knowledge of leadership theory, leadership styles or brands in use today and the list of leadership behaviors so that those enrolled will be able to achieve the following learning and behavioral objectives:
Learning Objectives for the Leadership Course
1. define the terms and vocabulary of leadership
2. comprehend the meaning of leadership from many theoretical and practical perspectives
3. apply the knowledge base that has been developed in the field of leadership so that in real situations the student will be able to develop and implement the most appropriate leadership behavior within themselves and within those whose job it is for them to lead.
4. analyze situations to know what type of leadership will be most effective for the leader, himself or herself, and teach those enrolled how to teach others how to analyze situations to allow them to determine what leadership behaviors will be best in given situations.
5. synthesize all the knowledge in the course on leadership so that those enrolled will develop confidence in his or her ability to lead and instills confidence in others in not only his or her ability to lead but also in their ability to lead after they have been instructed in leadership.
6. evaluate leadership acts so that those enrolled will know very quickly whether the leader (either him or herself or another leader) is being successful and how to improve the leadership activities of him or herself and others on the spot to promote success of the group or the endeavor.
This course material, which could include classroom and on the job training, would complement the leadership development activities the persons taking the course would begin to undertake right away “on the job.” This course would be both an intellectual and a vocational course and those enrolled will be expected to begin demonstrating leadership behaviors immediately after taking the course in their every day lives, in their professional lives and in their interactions with others.
This course is designed to stimulate those enrolled to become a “learner” in that the course is designed to “lead those enrolled” to become, on their own, an avid student of leadership. The course would encourage those enrolled to continue independent leadership study, exercises, rigorous self-assessment, and assessment of other leaders with whom they come into contact. It would also to promote their willingness, eagerness, and interest in taking on greater and greater leadership responsibilities than they would have been willing to do had they not taken the course. Ultimately, this course unlike every other leadership development course on the market today, would enable the student to become a teacher of leadership throughout the organization in a very short period of time.
Innovative Teaching Methods:
1. Limited Lecture by the Co-Instructors
2. Visual diagrams of leadership theories; leadership brands; and leadership checklists;
3. Role playing of many of the leadership styles and brands outlined above
4. An exercise with those enrolled challenging them to increase the number of leadership behaviors on the list of the “leadership behaviors” to 100 items;
5. A written assignment identifying all of the leadership behaviors of the person with whom they have worked in their past (still living) who they believe is the “best leader they know.” This assignment would include writing to that person with an opening paragraph thanking them for openly displaying those leadership behaviors and for being the best example of leadership the student has ever known. The letter will list each of the behaviors demonstrated by that person, and ask that person to continue to serve, via letters and when possible, phone calls and in person meetings, as a leadership coach for the student on a permanent basis.
6. Homework assignments. Write a memo on one particular leadership theory or leadership style after doing extra reading on that theory.
7. Complete a Leadership Workbook
8. Form groups of 4 or 5 participants as “Leadership Groups” who will work together on a project of their choosing with each person taking turns of being the leader Each group will generate a written report on “Leadership in Action: Lessons Learned and Results Achieved.”
9. Begin to develop a “teacher’s guide” for this student to use when he or she will be teaching the leadership course.
10. The taking of meticulous notes and record keeping by each student of all knowledge, insights and lessons learned throughout the course.
These teaching methods are innovative. They are rigorous and demanding. They are based on the premise that knowledge is the fundamental prerequisite to action learning and learning will be fostered when it produces greater and greater success for the student. This course will be designed so that those enrolled will generate a strong will to become a better leader and to demand that others around them become better leaders. And, it will foster the creation of a group whose leadership knowledge and skills is embodied in a way that will promote their being excellent teachers of leadership to the others in the organization.
The Motivation Course
“Leadership without motivation is like an airplane on the runway without fuel.”
Course Background Information:
A second complementary course to the leadership would be optional, but is highly recommended.
The Path- Goal Theory
The Path-Goal Theory is the leading leadership theory that directly addresses issues surrounding motivation. There is much controversy in the social science literature on the validity and the knowledge base of motivational theory and leadership. Actually, very little literature exists on this exact topic, as shown by typing into Googletm the phrase, “Motivational theory and leadership” and only five hits appear in February 2004.
However, the Path Goal Theory does give us guidance on the complex issues on this topic and readings on the following conceptual frameworks will be used in the development of this module.
1. Maslow’s hierarchy of needs
2. Herzberg’s seminal book, “The Motivation to Work,”
3. Douglas McGregor’s XY theory
4. Keller’s ARCS- Attention, Relevance, Confidence, Satisfaction model
5. Gray’s Motivational Theory (Behavioral Activiation System; Behavioral Inhibition System)
6. Michael Maccoby, his work on Narcissistic Leadership and his books, Why Work and The Perils of Visionary Leadership
7. External, Intrinsic and Expectancy Factors and their affect on motivation
8. Goleman’s work on EQ
House and Mitchell in their article Path-Goal Theory of Leadership (1974), Journal of Contemporary Business, 3, 81-97 state that leadership generates motivation when it shows that it controls and:
1. is willing to increase the kinds of payoffs that subordinates want
2. shows its willingness to create rapport with the subordinates
3. works to make their jobs easier and more likely to be successful
4. makes sacrifices on behalf of the subordinates
5. gives acknowledgement appropriately, and
6. creates goals and objectives that are intrinsically appealing to the subordinates.
Research on the topic of motivation shows that the following 22 factors are all essential to create the environmental conditions that are supportive of leaders being able to motivate those they lead.
1. Subordinates understand the goals of the group and its leaders
2. Subordinates know what is expected of them
3. Leaders maintain a friendly, yet disciplined relationship with subordinates
4. Leaders consult with subordinates
5. Leaders coach and mentor subordinates
6. Leaders listen actively to subordinates
7. Leaders keep subordinates accurately informed
8. Leaders exhibit the same ethics they demand of subordinates
9. Leaders endeavor to understand the situation the subordinates face
10. Leaders set realistic, but challenging goals for subordinates individually and for subordinates as a group
11. Leaders consider the feelings and emotions of subordinates and understand and try to accommodate their personal needs
12. Leaders give encouragement to subordinates
13. Leaders help subordinates become more skilled at solving problems and overcoming obstacles
14. Leaders tell the truth to subordinates and demand the same from them
15. Leaders effectively deliver punishment when warranted
16. Leaders are perceived by subordinates as being fair
17. Leaders create a vision for subordinates that is both realistic/comprehensible and challenges the imagination of the subordinates
18. Leaders use humor appropriately
19. Leaders express appropriate confidence in subordinates
20. Leaders know the capabilities of their subordinates, demand that they perform at that level, and let subordinates know that the leader is monitor their activities against that standard
21. Leaders undertake substantial effort to make subordinates leaders in their own rights.
22. Leaders resign when they fail or when their subordinates are not motivated to success by the leaders’ actions, thus allowing another leader to take the reigns.
Learning Objectives for the Motivation Course:
The learning objectives for the Motivation course include:
1. Imparting the knowledge of the state of the art in motivational leadership so that all those enrolled are aware of the terms and vocabulary related to motivation.
2. Those enrolled will comprehend how motivation works in the brain and emotions of subordinates from many theoretical and practical perspectives.
7. Those enrolled will have the ability will be able to develop and implement the most appropriate strategies to motivate subordinates.
8. Give those enrolled the critical analytical ability to evaluate efforts to motivate subordinates so that thy will know very quickly whether the leader (either him or herself or another leader) is being successful in the effort to motivate others and to learn through experiential learning (doing) what works and does not work to motivate others.
Innovative Teaching Methods
1. Limited Lecture by the Instructor
2. Quick role playing by those enrolled where one participant tries to motivate the class. Introduce “fear” into many simulations and analyze the relationship between fear and motivation.
3. Chamberlain type segment of Civil War movie. Analysis of motivational style and effectiveness.
4. Have those enrolled pick five events in their lives when someone motivated them and where they tried to motivate others and analyze the situations in a memo based on course content.
5. The course would be taught similarly to the leadership course so that the students of the course would be expected to become the teachers of this course to other employees in the organization, until eventually, everyone in the organization was taught a leadership and a motivation course.
Leadership Evolution or Employee Revolution
This brings us to the title of this article, “The Evolution of Leadership in the Workplace.” I define leadership as the creation and fulfillment of worthwhile opportunities by honorable means. In other words, leadership is all about contributing to the business, the nonprofit organization, the educational organization, and more generally to society as a whole, one’s family, community and in all institutions where we participate. Unfortunately, somewhere along the historical evolution of leadership theory and practice, we got off track and leadership became reserved for the few, the elite. However, whether we call it democracy, transparency, diversity, liberalism, inclusion, participatory leadership, servant leadership, quality circles or any other name, the clear evolutionary process unfolding before us is a shift away from anointing only a small cadre to assume all leadership roles to focusing on how to get more and more people (including workers and employees) involved in the tasks that we have previously set out on a pedestal called “leadership prerogatives.” This evolution to a focus on “quantity” of leadership and leadership behaviors will make “distributed leadership” a well-known concept over the next decade. It manifests itself today in the splitting up of the Chairman and CEO roles and other governance changes that give more real power to shareholders. This movement will also have the effect of resurfacing the distinction made in the Book of Exodus when Jethro, Moses’ father-in-law, transformed Moses from being a “leader” to becoming a “leader of leaders” as he advised Moses to create literally thousands of leaders among the newly arrived settlers of the promised land.
This evolution to increasing dramatically the quantity of leaders in organizations, all the way down to the entry worker or employee level, is propelled by not only the efficiency of flat organizations, but also by a new leadership calculus emerging in the world. That calculus simply stated is “All other things being equal, the more people who participate in the leadership of an organization and make worthwhile contributions to that organization, the greater the output of the organization will be, the more efficient the organization will be and the better the organization will perform.”
This “quantity creates quality calculus” will represent the next evolution of leadership in organizations. It will be resisted by those who hold key power positions today, However, instead of “good to great,” with a focus on the few “level 5 leaders” we will see leadership development programs and opportunities grow from the few to the many, then from the many to the most, and eventually from the most to all. Information technology will certainly fuel this new emphasis on workplaces to create, foster and support leadership behaviors among almost all, if not all, of those workers who are willing to devote the extra time and effort it takes to help lead and help make a worthwhile contribution to the organization. The Information commons” movement and the soon to be developing field of the “science of information” will provide oxygen to this evolutionary trend.
Conclusion
Evolution by its nature has a sense of inevitability. The evolution of leadership from an elitist oriented, top-down approach, reserved for the few, to a more quantity driven, mass inclusion approach, must be accompanied by a change in organizational cultures. The current “leaders” who reserve all power to themselves will unlikely willingly give up their spot as the king of the hill. But like evolution, survival comes to those who recognize the next wave of the evolution and get ahead of the curve. When those few companies, nonprofits, and educational institutions, who emphasize quantity of leaders, and distribute leadership tasks broadly throughout their organizations, begin to succeed mightily, cultures will change in other organizations to support the notion that all employees, acting as leaders, make for a better organization, a better workplace environment, better performance, better retention levels, better financial results and healthier work environments. As organizations begin to allow, encourage and even demand that all employees step up as leaders, the results will make the inevitability of the adoption of this practice and culture move quite quickly. Human capital has evolved too far to expect employees to give their best when they are not allowed to lead and are forced to utilize such a small part of their skills, knowledge, and abilities in the places where they work. Organizations will achieve the next burst in human and organizational productivity by tapping into their employees’ (and volunteers’) full ability to contribute to the organization, and by delegating leadership tasks and responsibilities to such an extent as to allow all employees the opportunity to deploy all of their talents and knowledge all of the time.
We have seen it start in some high tech and knowledge industry workplaces. The challenge of management, employees and unions today is to make this movement from leadership by the few to leadership by the many pervasive and well supported in organizations. The outlines for the leadership courses set forth above are a small step toward making true in every organization the phrase by Gabriella de Audrey, a great artist, musician and co-founder of the Maryland State Opera Society, who said “Don’t put talent where it can’t get out.”
Since 2000, we have failed to find the “killer app.” We have looked to technology; we have looked to engineering and reengineering and we have looked at new financial structures from junk bonds to new trading platforms. They have all been colossal failures compared to what we expect of the next “killer app.” The next killer app will be widely distributed leadership within organizations. This is the evolution of leadership in the early 21st century. We will not be disappointed in the results.