Indeed, the discussions were robust. The centrality of the deliberations unequivocally alerted the team to the fact that answers were being sought about the perennial question of leadership. It was, in essence, the equivalent to a benchmarking exercise. The debates covered a wide spectrum of views and ranged from discussions that resonated with issues of leadership paradigms and theories; leadership epistemology and pedagogy; whether leadership can be taught; the influence of the process of globalisation and the recent financial crises on leadership; whether good leadership is a mutually exclusive or inclusive process; the paucity of good leaders; whether good leadership is an intrinsic value for the overall success of all organisations; the characteristics of good leadership; the importance of ethics and emotional intelligence in shaping a good leader; and finally, questioning the worthiness of leadership as a major theme of the MBA curriculum.
At the conclusion of the debates, the planning task team concurred that a critical examination of the concept of leadership was beyond the scope of the planning exercise. A four-member team (the authors of this article) was assigned the task of interrogating the concept of leadership and providing a policy framework that would inform a major sub-section of the MBA curriculum. The planning task team did, however, arrive at a consensus regarding the intrinsic value of leadership, especially in the governance of all organisations. The team also agreed that leadership was a significant compass bearing for the success of all organisations and business education; hence it was accepted as a major theme of the new MBA curriculum.
This short essay is a starting point in our concerted effort to comprehend a contextual framework for the thematic rubric of leadership at RBS. The paper does not in any way pretend to be a magna carta on the question of leadership. It is a humble beginning. Moreover, following this essay, we intend to produce a series of briefing papers, which we hope will contribute towards a better understanding of the concept of leadership, not only for RBS, but also in terms of universal epistemology and praxis. What follows, therefore, is a broad-stroke theoretical approach to elucidate the major issues and debates that enshroud the question of leadership.
Any examination of the concept of leadership, we are certain, should inform the researcher or scholar that the process of leadership does not take place in a vacuum. It has to be contextualised. To this extent, in the contemporary period, the process of globalisation and the recent financial crisis stand out as valuable constructs that catalytically influence leadership practice and academic debates thereof.
In respect of the above, the process of globalisation has pointed us to the fact that we live in a complex world where quantum revolutions in technology virally assist in the explosion of knowledge. Almost every economy in the world, even the remotest village, has become a part of the global village. Quintessentially, this means that leaders, whether in the private, public or civic sector, have to be informed about new global realities. Diversity becomes a keyword. In this context, global trading, for example, becomes an exercise far beyond traditional macroeconomics. Global trade has assumed a new demeanour. It is much more complicated and, in order to succeed, an effective leader needs to understand not only the macro and micro aspects of trade - he has to understand the dynamics of global political economy, the influences of diverse cultures and the subtle nuances of potential trading partners.
The recent financial crisis, likewise, has informed the leadership community about the complexity and stresses of a globalised world. For example, we have learned that no country was untouched by the global seismic recession tremor. The aftershocks of the banking, financial and housing failures and government deficits in the US and Europe caused severe challenges and disruptions throughout the world. Additionally, it not only led academics and critics to question the unethical leadership of finance houses and governments in question, but also rightfully apportioned blame on business schools, such as Harvard, for having produced disreputable and unethical leaders.
Notwithstanding the fact that the financial crisis has left many nations and business organisations and their leadership feeling somewhat struggle weary, it has become increasingly clear that business schools and academics need to re-evaluate their understanding of what is meant by leadership and how best to proceed in terms of research and teaching and learning. In the context of globalisation and the aftermath of the financial crisis, it is imperative that concept of leadership has to be unpacked, reconceptualised and redefined.
The question of whether leadership is a mutually exclusive or inclusive process has also led to some critical discussions within the four-person task team. A minority member within this group has postulated that leadership is a mutually exclusive process and even suggested that leaders are born and that theories which posit the view that the best qualities of leadership can be acquired through training and education are misleading. Equally, the majority have opined that leadership is a mutually inclusive process. Furthermore, they are of the conviction that a good leader informs and is informed by the organisation he serves. Moreover, they aver that leadership begins with individuals in leadership positions, but it doesn't end there. The ability of an organisation to accomplish its goals does not depend solely on the force of will of a leader. As much as these issues are important, they do not in and of themselves help us understand why some organisations succeed where others fail.
Furthermore, proponents of the "mutually inclusive view" are quick to point out that recent research has shown that in order to understand the intrinsic values of leadership, we need to interrogate the culture of the collective actions of leaders and whom they lead. It is not simply the quality of the individual leader that determines organisational success, but the ability of the collective of the organisation.
Clearly, the outcomes of the cursory theoretical scan reveal that there are no definitive answers as to which of the theoretical positions are most plausible in dealing with questions of leadership. As a group, though, we are in concert with the view that suggests the thematic rubric of leadership has to be informed by recent paradigm shifts and, in this respect, the new MBA curriculum would have to be strategically guided by good scholarship. The planning team at RBS is convinced that the theoretical impasse has provided opportunity for an interesting discourse in leadership.
With reference to the process of globalisation and its ramifications, the planning team is also persuaded that a "new brand" of leadership was wanting. It is inevitable that globalisation will unleash new opportunities, hitherto unchartered. Within perspective, globally connected markets, new technologies, competitiveness and leadership that thinks and acts across national boundaries will become stronger. Leaders will need to understand economic, cultural, legal, and political implications. Indeed, leadership will have to be contextualised within a global scenario, inclusive of an expanded field of socio-cultural and political vision and values.
New technologies, the explosion of information and the new knowledge society are other factors that have also made global thinking a requirement for future leaders. It will, for example, become incumbent on new leaders to be trained in the liberal arts. Courses such as global political economy, sociology, development studies and environmental studies will become critical. Technology can help break down barriers to international business. Leaders who can make globalisation and an understanding of the information society work in their favour will have a huge comparative advantage.
Intelligence will become another key factor in effective leadership. The new leader will have to understand that the information society relies on knowledge workers. The virtual plundering of international boundaries and state sovereignty will allow for osmosis in the free flow of skilled labour and they may well be difficult to retain. They will likely have little organisational loyalty and view themselves as professional free agents who will work for the leader who provides the most developmental challenge and opportunity. Skills in hiring and retaining key talent will be invaluable for the leader of the future.
Certainly, understanding leadership in the 21st century is a complex issue. There are no easy explanations. It is, in short, a learning process.
The concept of leadership is at an important juncture in global political economy, leadership epistemology and business education.
We are hopeful that RBS' new leadership praxis will be informed by existing and new paradigm shifts in business education. We are also optimistic that our own research in the field of leadership in Africa and the world at large will add further value to the extant knowledge in the field. Towards this end, RBS also looks forward to its students providing innovative and thought-provoking inputs into the debate on leadership as they embrace the new MBA curriculum. In return, we promise them one of the most stimulating and challenging programmes in leadership education - one that will hold them in good stead, as budding leaders of the new millennium.
Finally, the RBS curriculation planning team is of the firm opinion that leadership is a dynamic concept and must be understood holistically. Every independent part or process of leadership is important and the optimal relationship between all the parts or processes makes the whole more efficient, effective and insightful. It is a theoretical posture or frame of mind which we urge all our academics to assume as they critically engage with students in their lectures and seminars.
In the forthcoming series of papers, RBS aspires to unpack detailed and critical aspects of the question of leadership. Watch for elucidating sequels in the theoretical leadership expositions of epistemology, praxis and pedagogy.
In the interim, we welcome comments, suggestions and critique which could add further value to this discourse on leadership.
The authors are members of the MBA re-curriculation planning team and can be contacted at www.regent.ac.za.
