In addition to running the Graduate Student Seminar, Hartman, with the support of the Hadassah Foundation, will be adapting the Created Equal curriculum for use with a variety of other cohorts: clergy, campus professionals, lay leaders, among others. We anticipate that this learning will invite a much needed conversation in the Jewish community about who is a leader, and what a leader should look like.
Only by spurring a much larger conversation among all segments of the Jewish community will we be able to achieve our goal of a truly inclusive communal leadership. Top 40 Philanthropy Blogs and Websites to Follow in Search this website Hide Search. Rabbi Ellen Flax is the director of the Hadassah Foundation. Comments So happy to see this important and relevant conversation happening.
Thumbnails Document Outline Attachments. Highlight all Match case. Whole words. Toggle Sidebar. Zoom Out. More Information Less Information. Enter the password to open this PDF file:. Cancel OK. File name: -. File size: -. Title: -. Author: -. And that perception of identity may form the theoretical basis for explaining why certain individuals seek opportunities for change.
The methods to bring about change may be technological, political, or ideological, but the object is the same: to profoundly alter human, economic, and political relationships. In considering the development of leadership, we have to examine two different courses of life history: 1 development through socialization, which prepares the individual to guide institutions and to maintain the existing balance of social relations; and 2 development through personal mastery, which impels an individual to struggle for psychological and social change.
Changing Conceptions of Leadership by Carl F. Graumann, Serge Moscovici - pargyoudiftiden.ml
Society produces its managerial talent through the first line of development; leaders emerge through the second. Each person experiences the traumas associated with separating from his or her parents, as well as the pain that follows such a wrench. In the same vein, all individuals face the difficulties of achieving self-regulation and self-control.
But for some, perhaps a majority, the fortunes of childhood provide adequate gratifications and sufficient opportunities to find substitutes for rewards no longer available. But suppose the pains of separation are amplified by a combination of parental demands and individual needs to the degree that a sense of isolation, of being special, or of wariness disrupts the bonds that attach children to parents and other authority figures? Given a special aptitude under such conditions, the person becomes deeply involved in his or her inner world at the expense of interest in the outer world.
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For such a person, self-esteem no longer depends solely on positive attachments and real rewards. A form of self-reliance takes hold along with expectations of performance and achievement, and perhaps even the desire to do great works. Even with strong talents, there are no guarantees that achievement will follow, let alone that the end result will be for good rather than evil.
Other factors enter into development as well. For one, leaders are like artists and other gifted people who often struggle with neuroses; their ability to function varies considerably even over the short run, and some potential leaders lose the struggle altogether. Also, beyond early childhood, the development patterns that affect managers and leaders involve the selective influence of particular people.
Managerial personalities form moderate and widely distributed attachments. Leaders, on the other hand, establish, and also break off, intensive one-to-one relationships. It is a common observation that people with great talents are often indifferent students. The reason for mediocrity is obviously not the absence of ability. It may result, instead, from self-absorption and the inability to pay attention to the ordinary tasks at hand. The only sure way an individual can interrupt reverie-like preoccupation and self-absorption is to form a deep attachment to a great teacher or other person who understands and has the ability to communicate with the gifted individual.
Whether gifted individuals find what they need in one-to-one relationships depends on the availability of teachers, possibly parental surrogates, whose strengths lie in cultivating talent. Fortunately, when generations meet and the self-selections occur, we learn more about how to develop leaders and how talented people of different generations influence each other. While apparently destined for mediocre careers, people who form important one-to-one apprenticeship relationships often are able to accelerate and intensify their development.
The psychological readiness of an individual to benefit from such a relationship depends on some experience in life that forces that person to turn inward. Consider Dwight Eisenhower, whose early career in the army foreshadowed very little about his future development. Shortly after World War I, Eisenhower, then a young officer somewhat pessimistic about his career chances, asked for a transfer to Panama to work under General Fox Connor, a senior officer whom he admired.
The army turned down his request. Through some sense of responsibility for its own, the army then transferred Eisenhower to Panama, where he took up his duties under General Connor with the shadow of his lost son very much upon him. In a relationship with the kind of father he would have wanted to be, Eisenhower reverted to being the son he had lost. And in this highly charged situation, he began to learn from his teacher.
General Connor offered, and Eisenhower gladly took, a magnificent tutorial on the military. The effects of this relationship on Eisenhower cannot be measured quantitatively, but in examining his career path from that point, one cannot overestimate its significance. I can never adequately express my gratitude to this one gentleman…. In a lifetime of association with great and good men, he is the one more or less invisible figure to whom I owe an incalculable debt.
He received orders to attend the Command and General Staff School at Fort Leavenworth, one of the most competitive schools in the army. It was a coveted appointment, and Eisenhower took advantage of the opportunity. Unlike his performance in high school and West Point, his work at the Command School was excellent; he was graduated first in his class. Psychological biographies of gifted people repeatedly demonstrate the important part a teacher plays in developing an individual.
Andrew Carnegie owed much to his senior, Thomas A. As head of the Western Division of the Pennsylvania Railroad, Scott recognized talent and the desire to learn in the young telegrapher assigned to him. Great teachers take risks. They bet initially on talent they perceive in younger people. And they risk emotional involvement in working closely with their juniors. The risks do not always pay off, but the willingness to take them appears to be crucial in developing leaders.
A myth about how people learn and develop that seems to have taken hold in American culture also dominates thinking in business. The myth is that people learn best from their peers. Supposedly, the threat of evaluation and even humiliation recedes in peer relations because of the tendency for mutual identification and the social restraints on authoritarian behavior among equals.
Peer training in organizations occurs in various forms. As a result, so the theory goes, people interact more freely, listen more objectively to criticism and other points of view, and, finally, learn from this healthy interchange. Another application of peer training exists in some large corporations, such as Philips N. Formally, both hold equal responsibility for geographic operations or product groups, as the case may be. As a practical matter, it may turn out that one or the other of the peers dominates the management. Nevertheless, the main interaction is between two or more equals.
Leaders tend to feel separate from their environment. The principal question I raise about such arrangements is whether they perpetuate the managerial orientation and preclude the formation of one-to-one relationships between senior people and potential leaders.
May 9, 2014
Aware of the possible stifling effects of peer relationships on aggressiveness and individual initiative, another company, much smaller than Philips, utilizes joint responsibility of peers for operating units, with one important difference. The chief executive of this company encourages competition and rivalry among peers, ultimately rewarding the one who comes out on top with increased responsibility.
These hybrid arrangements produce some unintended consequences that can be disastrous. There is no easy way to limit rivalry. Instead, it permeates all levels of the operation and opens the way for the formation of cliques in an atmosphere of intrigue.
Changing Conceptions of Leadership
One large, integrated oil company has accepted the importance of developing leaders through the direct influence of senior on junior executives. The chairman and chief executive officer regularly selects one talented university graduate whom he appoints his special assistant, and with whom he will work closely for a year.
At the end of the year, the junior executive becomes available for assignment to one of the operating divisions, where he or she will be assigned to a responsible post rather than a training position.
follow This apprenticeship acquaints the junior executive firsthand with the use of power and with the important antidotes to the power disease called hubris —performance and integrity. Working in one-to-one relationships, where there is a formal and recognized difference in the power of the players, takes a great deal of tolerance for emotional interchange. This interchange, inevitable in close working arrangements, probably accounts for the reluctance of many executives to become involved in such relationships.
Fortune carried an interesting story on the departure of a key executive, John W.
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The chairman evidently felt he could not work well with Hanley who, by his own acknowledgment, was aggressive, eager to experiment and change practices, and constantly challenged his superior. A chief executive officer naturally has the right to select people with whom he feels congenial.
But I wonder whether a greater capacity on the part of senior officers to tolerate the competitive impulses and behavior of their subordinates might not be healthy for corporations. At least a greater tolerance for interchange would not favor the managerial team player at the expense of the individual who might become a leader.
I am constantly surprised at the frequency with which chief executives feel threatened by open challenges to their ideas, as though the source of their authority, rather than their specific ideas, was at issue.
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