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Integral leadership: Overcoming the paradox of growth
Abstract
Purpose
To make top management aware of the innovation paradox: their current success depends on doing and improving upon what they now do well, but their future success requires creating entirely new capabilities.
Design/methodology/approach
One of the authors is director of development at Cisco, a firm that acquires disruptive technology through it's M&A program. The other author is one of the world's leading authorities on innovation.
Findings
A critical element of the solution to the disruptive innovation dilemma lies in setting up an autonomous organization that can adopt radically different resources, processes and values.
Research limitations/implications
A subsequent article will detail the M&A search for firms with technology needed or disruptive innovation.
Practical implications
In a firm with no history of innovation disruption, executives must use their personal authority to create a strategy process that is more emergent than intentional, focus on customers that appear unattractive, and develop new capabilities.
Originality/value
The authors propose that to achieve renewal via disruptive innovation that CEOs must become integral leaders, who learn to go beyond trade offs between constituencies within a set of constraints and see the necessity of changing the constraints themselves.
... An example of this is how the U.S. Military Academy at West Point " has updated their curriculum and pedagogy so that it now accounts for a cadet's level of self-development. . . . awareness of levels is primarily a tool for increasing instructor awareness and effectiveness " (Putz and Raynor, 2004. p. 13). ...
... Levels of Self Development and Leadership (Putz and Raynor 2004 ...
This article provides an introduction to the idea of integral leadership. It describes the basic premises of integral theory, focusing on the four quadrants, levels or stages of development, and lines or streams of development. It briefly examines the relationship of consciousness to leadership, and then provides an overview of the history of leadership theory from an integral perspective. It then suggests a distinction between an integrally informed approach to leadership and integral leadership, and closes with questions deserving further inquiry.
... The above Putz and Raynor model (see Table 1) does not even observe any kind of leadership at the impulsive stage at all. However, we think it is possible and meaningful to distinguish between egocentric identities which are "able to manage [their] impulses and to take the perspective of others" (Putz & Raynor, 2004, quoted after Reams, 2005) and ones which do not take the perspective of others into account at all, but simply follow their own impulses. Examples of those can be found in situations of exceptional violence and brutality, as well as of individuals acting out their will regardless of any social convention. ...
This article illustrates the extent to which adult development models can be useful tools for contributing to a more adequate, developmentally informed understanding of political leadership. In a case study of Russian president Vladimir Putin, we analyze evidence about important elements of the president’s political identity and worldview, as well as his goals and behavioral strategies that result from them. We draw on extensive published materials, including biographies, interviews, speeches, and public discourse, which are analyzed through the lens of neo-Piagetian theories of adult development, in particular, ego development. On this basis, we identify a leadership profile revolving around a self-protective center of gravity and discuss this finding in methodological regard.
... The second, more differentiated and more focused model we draw on shows the connections between different complexity levels of self-development, one of the core dimensions of leadership behavior, and how they affect specific leadership understandings, styles and practices. These connections have been elaborated in a study conducted by Putz/Raynor (2004), building on more fundamental research by Kohlberg, Kegan, Loevinger, Cook-Greuter and others. On this basis, table 1 below gives a more precise description of how, as self-image and self-understanding of a leader develop, their notions and ...
The idea and concept of responsible leadership (RL) has gained increasing public and academic atten-tion over the past years due to a general rise of awareness in business, research and politics concerning the challenges to sustainable development in an increasingly complex and globalized world. At the same time, there has been an ongoing discussion about the meaning of responsibility and thus, the requirements to be met by a resilient definition of responsible leadership. The paper addresses these challenges by proposing a developmentally informed notion of responsible leadership. Based on the claim that responsibility is a gradual phenomenon which increases in scope and comprehensiveness with growing personal and cultural development, it makes two main arguments. In a first step, it shows how theories of and research on adult development provide solid criteria for systematically assessing the degree of comprehensiveness of responsibility in leadership behavior. Based on the finding that late stages of consciousness development tend to view responsibility as a shared, collective challenge, it then argues that in times of multiple global crisis, collective responsible leadership needs to be radically collaborative. In the second part of the paper, we discuss what collaborative forms of responsible lead-ership can look like, drawing on experiences from innovative organizations, as well as from a currently running international EU-project facilitating the co-creation and implementation of powerful shared visions by cross-cultural and cross-sector stakeholder groups. The overall argument can be summarized by Otto Scharmer’s formula that we need a transformation “from ego to eco system perspectives” for leadership to become responsible towards a globalized world.
Cognitive-behavioral, spiritual, and integral approaches to management each describe a leader’s way of being as a matter of congruence between presence and purpose. This article introduces Ways of Being Theory (WBT), which bridges these approaches by comparatively analyzing assumptions and empirical observations. WBT defines presence as an individual’s dispositional level of awareness and purpose as the typical level of meaning they assign to work. By connecting these tensions, WBT reveals four different ways of being that have critical implications for leaders and organizations facing unprecedented challenges in the wake of COVID. This article also presents findings from a preliminary study on psychometric and comparative characteristics of a Way of Being Inventory (WBI), which partially supports a two-factor structure.
Lessons from safety-critical sociotechnical systems, such as aviation and acute medical care, demonstrate the importance of the human factor and highlight the crucial role of efficient communication between human agents. Although a large proportion of fatal incidents in aviation have been linked to failures in communication, cognitive engineering provides the theoretical framework to mitigate risks and increase performance in sociotechnical systems not only in the civil sector, but also in the military domain. Conducting cyber operations in multidomain battles presents new challenges for military training and education as the increased importance of psychological factors such as metacognitive skills and perspective-taking both in lower and higher ranking staff, becomes more apparent. The Hybrid Space framework (Jøsok et al., 2016) provides a blueprint for describing the cognitive and behavioral constraints for maneuvering between socio-technical and cyber-physical systems whilst cooperating, coordinating or competing with accompanying cognitive styles in the chain of command. We apply the Hybrid Space framework to communicative challenges in the military cyber domain and suggest a three-phase Orienting, Locating, Bridging model for safe and efficient communication between partners. Based on the educational principles of the Norwegian Defence Cyber Academy, we discuss the required skill-sets and knowledge in which cyber officer cadets are trained and taught early in their education, and how these refer to the theoretical framework of the Hybrid Space and the key principles of communication as defined in cognitive engineering.
A drive for accountability in public administration throughout development agencies has been manifested in the adoption of tools of strategic planning and ex post evaluation. The result has been the adoption of a planning, implementation and evaluation tool known as the Logical Framework (LF).
Previous training assistance in Project Cycle Management (PCM) provided to beneficiaries of PHARE assistance primarily sought to transfer basic information on LF completion in order to achieve the pragmatic objective of receiving documents that would get past the “ex-ante” check of the European Commission and thus become eligible for funding. As a result, the staff of Civil Society Organisations (CSO) learned how to fulfil the bureaucratic requirement to complete a LF. In fact, most of the organisations would complete the LF after writing up the proposal itself and, after their bid was granted support, never looked at it again!
No attention was devoted to instilling the principles of PCM into the beneficiaries with the result that the quality of PHARE programming documents has not improved over the period of PHARE’s existence. The secondary effect of a substantially disempowered recipient community, alienated from the benefits that PCM holds was equally as damaging to the development process.
A case study is presented that contrasts the PCM approach with its LF predecessor and to identify those aspects that contribute to successful development initiatives. The chosen case is a Non-Government Organisation capacity building project from the Czech Republic.
Under the support of the British Department for International Development, a small training project was planned, implemented and evaluated that adopted the approach that the LF is an irreplaceable tool for the proper management of the whole Project Cycle, but that people needed to be empowered in its use through the promotion of a participatory process.
The scale of the programme was modest, consisting of:
A 4 day training of trainers workshop focusing on PCM and the use of LF, with the last day spent considering issues of how to train in PCM
A fund to support cascading training events for which the trainees could bid.
The trialling and elaboration of a training manual.
A follow-up workshop to evaluate progress and share lessons learned.
The participants in the initial training were recruited from all three sectors – state, private and civil society, although the majority represented CSOs. The applicants were required to have previous experience as trainers and to be prepared to cascade the know-how gained. It was important to approach the training methodology for PCM as a piece of mediated experiential learning in order to empower people to get advantages for themselves out of the tool.
The most graphic illustration of the success of the initial training workshop was the widespread enthusiasm for donating future time and effort to prepare the case study and training manual. In addition, the scepticism shown for LFs at the outset of the training had been entirely replaced by a pragmatic appreciation for them as management tools.
There were 7 additional PCM workshops conducted outside of the funded scheme, which means a minimum of 70 additional people trained. It was clear that this PCM training had targeted a blind spot in the area of CSO training and was met with great demand and interest from CSOs.
A number of strengths of the design and implementation of this initiative were identified:
Small Schools, Big Ideas shows how the principle-based and equity-focused model from the Coalition of Essential Schools (CES) can be used to redesign existing schools and create new schools that prepare students for this century's challenges and opportunities. Filled with inspirational stories and illustrative examples from schools that have successfully implemented CES principles and practices, Small Schools, Big Ideas offers information and inspiration needed to: Transform schools in order to achieve equitable outcomes for all students. Understand various school design options. Establish school vision, mission, and goals to raise educational expectations and results. Develop transformational leadership. Cultivate a professional learning community. Implement student-centered teaching, learning, and curricula. Build productive relationships with families and communities. Establish strategies for sustainability.
Purpose
– The aim of this paper is to explore the entry and success of hip‐hop entrepreneurs in the music industry and identify the competitive reactions of well‐established firms within the industry.
Design/methodology/approach
– The paper used anecdotal data and popular press coverage to trace the evolution of the hip‐hop music industry in the USA and discuss aspects of the marketing strategies of key players in the industry. Additionally, the strategic response of dominant firms to their success within the industry is explored.
Findings
– Hip‐hop music and its ensuing culture is now a well‐established industry that has enormous marketing power. Although few championed their efforts in the beginning, the contributions of Black American entrepreneurs to the music industry is becoming increasingly recognized by existing firms within the industry and beyond. The failure of major record companies to capitalize on the hip‐hop phenomenon resulted in the creation of new ventures and a new industry. While one could argue that very few key Black American entrepreneurs remain in the industry, the impact and influence of these entrepreneurs and those that have been recruited by major labels suggests that the hip‐hop entrepreneurs should not be ignored.
Originality/value
– This paper sheds light on the development of the hip‐hop music industry, which could be of value to aspiring Black American entrepreneurs and marketing managers of companies in other industries that target young urban customers as well as companies that are interested in forming partnerships with Black American entrepreneurs.
The paradoxes of management are explored at two levels. The overall challenge of 'getting things done by other people' is broken down into the processes of providing direction, control (presented as planning) and motivation, with their associated paradoxes. These are formulated in relation to the management role of deciding as a fractal model of management and the attendant management contributions discussed. Finally, these issues are placed in the specific context of managing Development Assistance (DA).
Abstracts for short works are not provided
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