Leading and Managing Engineering and Technology Book 1

By Gerard H.
(Gus) Gaynor
IEEE Life Fellow
3M Director of Engineering, Retired
IEEE-USA E-Books
Leading and Managing
Engineering and Technology
Book 1
BOOK 2 Developing Leaders
and Managers
BOOK 3 Building a Culture that Develops Leaders
and Managers
BOOK 4 What It Takes
To Be a Manager-Leader
BOOK1 Perspectives on Leading
and Managing
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3
LEADING AND MANAGING ENGINEERING AND TECHNOLOGY: PERSPECTIVES ON LEADING AND MANAGING BOOK 1
Table Of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Book I. Perspectives on Leading and Managing . . . . . . . . . . . . . . . . . . . . . . 5
Changing Social Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Role of Scientic Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
A Few Caveats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Leadership: Historical Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Results from Leadership Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Center for Creative Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Warren Bennis and Robert J. Thomas . . . . . . . . . . . . . . . . . . . . . . . . . 11
Heike Bruch and Sumantra Ghoshal . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Leadership Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Edward E. Lawler III on Styles of Leadership . . . . . . . . . . . . . . . . . . . . . 13
Charismatic Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Autocratic Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Transactional Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Transformational Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Authentic Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
General Colin Powell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Manager or Leader? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
What Does It Mean to Manage? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Directing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Leading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Manager-Leader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Expectations from Technology Specialists . . . . . . . . . . . . . . . . . . . . . . . . . 23
What Industry Leaders Want. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Leader Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4
Introduction
T
he academic and business press generally addresses leadership and management at the
highest organizational levels; seldom do they focus on doing the leading and managing by
managers and discipline specialists at the operational levels.
Leading and Managing Engineering and Technology grew out of a concern that while
technology drives business performance, too few engineers and engineering managers
aspire to take on organizational leadership roles. This four-book series addresses leadership
in the organizations technical community (engineers, scientists and support competencies)
in relation to business performance. Leadership in this technical community requires more
than being technologically competent, since the test of its leadership is not only at the work
bench, but primarily in the marketplace: Will the product, service, or work-effort satisfy a need
or want?
The four-book series includes:
Book I. Perspectives on Leading and Managing leadership, what is it?; background
information; the continuum from research on leading to what it means to lead
Book II. Developing Leaders and Managers what it takes to be a leader; individual and
group leadership; consequences of being a leader; becoming a leader
Book III. Building a Culture that Develops Leaders and Managers building a leadership
culture; changing the mindset; limits of leadership; developing professional specialists as
leaders
Book IV. What it Takes to be a Manager-Leader personal characteristics; competencies
and capabilities; obstacles to becoming a leader; unleashing your potential
Leadership does not come with position its a very personal adventure for those who
have the vision and courage to risk their reputation by achieving what to some may be the
unachievable. It requires being authentic and demonstrating the capability of anticipating
future directions. Leading and Managing Engineering and Technology provides the
fundamentals for experiencing the journey.
5
Book I
Perspectives on Leading and Managing
W
hile there is no lack of literature on the general topic of leadership and management, the
competencies to lead and to manage continue to be misunderstood. As a society, we
focus on leadership as demonstrated by politicians, industry executives and individual effort
related to some major accomplishment. As you read Perspectives on Leading and Managing,
keep in mind that we are discussing managing and leading as related to technical professionals
and their managers.
In the book Leaders, Warren Bennis
1
says: Leadership remains the most studied and least
understood topic in all the social sciences. Leadership must be endemic to the organization
the fashion, not the exception. The same applies to management.
In The Essential Drucker, Peter Drucker
2
provides some seeds for thought. An organizations
managers collectively represent the leadership of the organization: individually, a manager is
just another member of the leadership group. The leadership group represents a position of
prominence and authority, and thus has certain responsibilities.
To expect every manager to be a leader is futile. But as a member of the leadership
group the manager must practice an ethic of responsibility.
The global society of man includes millions of managers, but leadership is an exception and
is conned to too few individuals.
Book 1 considers the following topics as related to technical professionals and managers,
with the objective of giving the reader an understanding of the issues involved in leading
and managing organizational activities: Are leading and managing different, the same, or
complementary? Is it possible to lead without managing? Is it possible to manage without
leading? Does the technical professional have a greater role in leading and managing?
Book 1 includes a discussion of the following topics:
Changing Social Paradigm More Leadership Styles
Role of Scientic Management Leader, Manager, or Manager-Leader
A Few Caveats Managing
Leadership: Historical Perspective Expectations from Technical Professionals
Results from Leadership Research Leader Training
Leadership Styles Commentary
6
Changing Social Paradigm
T
he role of engineers and the broader group of technical professionals and their managers
has changed signicantly from the agricultural, to the industrial, to the information age.
As the industrial age progressed, society forgot about the images of the horse and the plow
of the agricultural age, and the days when artisans were the dominant producers of our goods.
As the industrial age continued, the results of technological developments became visible.
Everywhere people turned, they saw the results of the technical community; they saw it in the
bridges, roads and tunnels; the automobile and the airplane; electrication; printing presses;
the telephone, wireless, the radio, the phonograph, the improvement in infrastructure, and
eventually television. By the latter part of the 20th Century, all of these images were too
common to be noticed; they were taken for granted. Society doesnt think of what would occur,
if the power generating systems shut down for 24 hours across a state or the entire United
States. Society doesnt think about the technologies that bring water to their homes and
factories. Society doesnt think about how technologies allow global air trafc controllers to
keep thousands of planes not only in ight, but also managing the takeoffs and landings. How
these technologies and designs accomplish these wonders is hidden from society. Society
only sees the results.
Society now thinks about dropped calls on their cellphones, and the associated inconveniences
caused to their daily routines: they think about the apps to their iPhones, iPads, and competi-
tions products. They have no interest in the internal operating system, the mechanisms, and
the system of systems that allows them to communicate. They dont see the insides and won-
der about what it took in terms of human initiative to provide these conveniences. They have
no understanding about the people, technology professionals and their managers, that have the
competencies to put it all together.
7
Role of Scientific Management
F
rederick W. Taylor
3
, the father of scientic management, published Shop Management
in 1903. This book involved the issues related to managing the productivity of manual
workers: how to gain the maximum output from manual labor; how to hold and swing the pick;
and how to hold and maneuver the shovel. The process morphed into the clipboard and the
stopwatch era, where every effort was made to eliminate non-essential motions that required
physical energy and slowed the process. Industrial organizations lived in the world of the
efciency experts. Over several decades, manual workers were being reduced and replaced by
what Drucker described as knowledge workers. Managers quickly realized that the command
and control of work actions no longer provided the desired results. However, based on the poor
performance record in meeting project commitments, we need to at least ask the question:
Do we need a modied form of the stopwatch and clipboard approach in this information age?
That question may sound like heresy, but it needs to be addressed.
In 1911, Taylor
4
published the monograph, The Principles of Scientic Management. Taylor
approached the study of work methods by analyzing work, and then prescribing specic
methods for accomplishing a task. His paper was not received well by the unions, and
eventually required Taylor to justify his position before a U.S. congressional committee.
Taylors thesis was simple: systematic managing of work will provide increased prots,
those increased prots could be shared by the stakeholders, and thus would motivate the
employees doing the work. Taylors opponents quickly responded that while good in theory,
actual results proved to the contrary. The world of practice was much different. Usually, added
prots were distributed to the stockholders and the many executive levels, but not to those
doing the physical work. For all practical purposes, Taylor was an advocate of pay for
performance. Of course, all progress involves not only a positive inuence, but also negative
consequences.
Concerns also surfaced about the dehumanizing of Taylors scientic management: it was
creating additional stress on the worker. There were claims that skill was no longer required.
However, in spite of all the criticism, Taylors scientic management principles drove the early
stages of the industrial revolution. Taylor was a leader in the area of industrial management,
followed by such people as the Carl Bart, H. L. Gantt of Gantt chart fame, Frank and Lillian
Gilbreth, Henry Fayol, and many others.
Taylors principles eventually led to what came to be known as the command and control
management style: do what youre told to do, and the way youre told to do it. The command
and control approach to managing generates some level of fear: fear of not doing as one is
told, and then suffering the consequences of dismissal, or some other means of humiliation.
Managers actually thought they could manage people this way. In this age, where knowledge
workers represent the majority of the work force, many academics in the various management
areas continue to talk about managing people. Organizations must recognize that knowledge
workers cannot be managed: the more appropriate way is to manage their activities, or their
productivity and performance.
8
A Few Caveats
T
he impersonal words of management and leadership dominate the business and public
press. Throughout this Leadership Book Series, I will try to avoid the use of such words.
Management and leadership speak to the impersonal discipline of management and leader-
ship. I prefer to use the noun forms manager and leader, and the verb forms manage and lead,
and managing and leading. Managers are part of management, and thus responsible for results
through managing. Management also includes a body of knowledge.
Peter Drucker
5
, in The Essential Drucker, asks the question: Is management a bag of techniques
and tricks? It may appear so, after scanning the books and periodical published by manage-
ment gurus who proclaim to solve some specic problem related to managing. Managing has
also been described as being responsible for the work of others, but that description may not
be sufciently inclusive. Managing is really about people: developing their skills and competen-
cies to meet the needs of the organization; providing opportunities for personal growth; and at
the same time, gaining satisfaction from their activities whether successful or unsuccessful.
Managing is not a bag of tools and techniques and tricks. As Henry Mintzberg
6
reminds us:
No job is more vital to our society than that of the manager. It is the manager who
determines whether our social institutions serve us well, or whether they squander our
talents and resources.
Thats a powerful statement, and each of us can identify situations where talents and resources
have been squandered because of inadequate managing and leading. We know that business
involves both personal and group risk, and that organizations must accept the consequences of
well-intentioned failure.
Leading denes an organizations future. It must exist at the highest management levels, busi-
ness unit, sub-business units, the various organizational functional or discipline units, and most
importantly at the individual employee level. Does it sound strange to expect leadership from
individual employees? And in this case, primarily from the technology, marketing and manufac-
turing specialists that determine, to a great extent, the success of an organization? Managers
need to nd a way to tap those take-the-lead competencies in the bowels of the organization:
thats where the competencies exist to meet the short- and long-term organizational objectives.
Leading does not depend on where one sits in the organizational hierarchy: it is not about pro-
moting some lofty vision, it is about performance. Its about meeting commitments. Its about
sticking your neck out. And above all, its about looking at the organizations activities through a
wide-angle lens.

9
Leadership: Historical Perspective
W
e can easily comprehend the leadership of people like Franklin D. Roosevelt, Winston
Churchill, and Generals Dwight Eisenhower and George S. Patton in pursuing World
War II to a successful conclusion. We likewise recognize Dr. Martin Luther Kings leadership
during the equal rights movement. We also recognize the accomplishments of all national and
international personalities, regardless of profession or social status, who through acceptance
of personal risk had a major impact on our social consciousness in some way.
Then, there are the spontaneous kinds of leadership associated with some major environmental
or social tragedy. As an example, New York Citys Mayor Rudy Giulianis leadership during the
September 11, 2001 attack on the World Trade Center. The terrorist attacks showed countless
acts of leadership and heroism by ordinary people who took leadership actions, both as indi-
viduals and groups, in rescue missions and in providing aid to the injured. These people risked
their own lives in an effort to save others, under the most difcult of conditions. These are all
instances during some tragic event that draw our nations attention to people who accepted
severe risk to aid others. Many individuals demonstrate leadership by risking their personal
reputations when they suggest and pursue programs that bring about a change in how the or-
ganization manages its business. Industrial organizations, government agencies, and academic
institutions, however, require a continual ow of leadership actions to meet their objectives in
an ever-changing economic and social environment.
Publications like Fortune, Bloomberg Business Week, Forbes, The Executive, The Wall Street
Journal, and others continually inform us on high-ego executive leaders. Todays hero may
be tomorrows villain. But, that praise for executive leadership came about from the creative
talent and dedication of countless numbers of individual acts of leadership. The vision may
come from the executive suite, but the implementation takes place in the bowels of the
organization. I do not minimize in any way the contributions from the executive suites, but also
caution that untold opportunities exist to capture the often disregarded leadership in the lower
operational levels of the organization. Too often, the executive suite forgets about the invis-
ible leadership in the organization. As we read press releases, we get the impression that the
executive ofces are the source of all leadership. Not so. Not all organizational change agents
reside in the executive suites. The creative constituencies of the organization that conceive
and implement new products, processes, innovation often under often restrictive conditions,
are the change agents. Executives might say, we need to do such and such, but who imple-
ments the such and such? No intention here to denigrate executive performance in any way
whatsoever, but put it into perspective: implementation is not the executives responsibility.
10
Taking on the mantle of leadership as a technical professional or manager in any discipline,
from entry-level to senior member, or entry-level manager to a position of greater responsibility,
involves putting this level of leadership in perspective. Youre not waging World War II. Youre
not rebuilding a major industrial organization. Youre not Carly Fiorina trying to negotiate a
merger between Hewlett Packard and Compaq into a new innovative organization. Youre not
Lou Gerstner Jr., who rebuilt IBM as CEO from 1993 to 2002. Youre not Jeffrey R. Immelt,
CEO of General Electric, unraveling the decisions of his predecessor Jack Welch. Organizations
depend on you, the technical professionals and managers, and a cadre of support people, to
fulll the objectives of the organization.
Antony Jay
7
in Management and Machiavelli passes on the Victorian concept of leadership. The
word leadership fell into disrepute because leadership at the time was dened as:
something a middle-class English boy could be taught in ten years of boarding
school before being sent out to govern the lesser breeds. It was a quality that did not
need specialist knowledge or qualication, and one that was opposed to originality and
imagination and non-conformism.
Jay then noted that:
we were in danger of overcompensating, or accepting a rival heresy that success in
industry can be achieved, not by leadership at all, but by management science, without
a man of courage and vision and experience to tell the management scientists what to
study and for what purpose.
11
Results from Leadership Research
L
ittle, if any, longitudinal studies can be found in research on leading or managing in the
bowels of the organization: leadership by those engineers, scientists, computer specialists
of many types, marketers, and others who are responsible for moving products out the door
and to the customer. That being said, here are some results that come from research on
leadership in general.
Center for Creative Leadership
A Center for Creative Leadership
8
survey that included responses from 750 executives
showed that:
The majority of respondents (79 percent) consider leadership the key factor in
developing competitive advantage.
Executives (90 percent) are somewhat or very involved in leadership training and
development.
The executives ranked people skills of the highest importance, followed by personal
characteristics and process management skills.
Less than half the executives (42 percent) have created and communicated leadership
strategy.
Less than (49 percent) have a program that supports development of leadership skills.
While 79 percent consider leadership a key factor in competitive advantage, 90 percent claim to
be involved in training. These results reveal a disconnect between the importance assigned to
leadership by executives, and their determination to provide the necessary support to develop
leadership skills. Less than half have a strategy related to developing leadership skills, and less
than half have a program that emphasizes leadership skills. Factor in just what constitutes a
leadership program, and the results are not encouraging.
Warren Bennis and Robert J. Thomas
Bennis and Thomas
9
classify leaders as Geezers and Geeks. Geezers survived the Great
Depression and World War II and sought stability, loyalty and nancial security. Geezers read
the Great Books, and lead through whats known as command and control, modeled after their
favorite generals of World War II. They believe that a career that starts in the mailroom can lead
to the executive suite.
12
Geeks grew up at a time of peace and plenty, and they seek a more balanced lifestyle. They
were fed television programs, school homework became a secondary activity, their lack of
performance became a secondary issue, and plagiarism grew as the Internet expanded. Their
parents were well-educated and material things were available. Geeks are impatient to reach
the boardroom, but the dot.com disaster somewhat tempered that impatience. Offering bonus-
es to join an organization was replaced with nding a job that might offer some security. Keep
in mind that these descriptions of Geezers and Geeks are somewhat true and somewhat false,
since populations are not subject to such broad generalizations. The authors argue that both
generations acquired their leadership skills through profound experiences that they refer to as
life-dening moments: Geezers lived through the Great Depressions and World War II, and the
Geeks had many other and diverse dening moments, like the dot.com bust.
Bennis and Thomas found four competencies that are common to Geezers and Geeks:
Adaptation the ability to adapt to circumstances and the environment
Engagement the ability to create shared meaning; motivate, take risks, and move
forward; the ability to create cognitive dissonance
Voice understanding emotional intelligence: treating people with dignity and re-
spect; knowing possibilities and limitation
Integrity maintaining a moral compass; balancing ambition, competence, and ethi-
cal behavior
Heike Bruch and Sumantra Ghoshal
Bruch and Ghoshal
10
in Beware of the Busy Manager, show in their ten-year study that only
ten percent of managers move a company forward: this ten percent provide the leadership.
Such a gure indicates that organizations face serious management problems. (Reasons will be
discussed in Book II.) The research showed that only ten percent were purposeful, highly ener-
getic, highly focused, and spent their time in value-adding activities; forty percent were well-
intentioned and energetic, but lacked focus and were classed as distracted; twenty percent
lacked energy and were essentially disengaged; and the procrastinators included thirty percent
who suffered from low levels of energy, and performed their tasks with little, if any, initiative.
The study further showed that too many managers are obsessed with e-mail, meeting mania,
and meaningless communication, instead of focusing on the real work of the organization: new
products, new processes, new markets, competition, strategy, effectiveness and efciency,
and the future directions of the organization. Not very encouraging.
We may argue with the results, but discount all the data by 20 percent and the results are also
discouraging.
13
Leadership Styles
T
he management leadership literature also discusses many types of leadership styles,
such as charismatic, autocratic, transactional, transformational, and more recently, authentic
leaders and then theres General Colin Powells Leadership Principles.
Edward E. Lawler III on Styles of Leadership
There are countless approaches to describe leadership styles. Lawlers
11
research identied
four basic styles of leadership: laissez-faire, authoritarian, human relations and participative.
Laissez-faire leaders are basically passive. Personal initiative and risk- taking are
not on the agenda. The status quo is good enough. Dont expect much from such
leaders.
Authoritarian leaders generally make decisions without input from group members.
Not a very good approach when dealing with knowledge workers. While the
authoritarian approach may be required, at times it should be used sparingly. A
burning building doesnt require a committee to make a decision to call the re
department. This approach does allow for a quick decision.
Human Relations type leaders go to the extreme in focusing on people orientation.
Non-performance can easily be rationalized and quickly dumbs down the organiza-
tion. Difcult people decisions.
Participative leaders seek input from the group members to guarantee their involve-
ment. Bringing the group into the decision process does motivate the group. These
leaders must guard against attempting to reach consensus, as its easy for leaders
to shift the responsibility to the group. These leaders need to practice the 80/20 rule:
80 percent of what is needed can be accomplished in 20 percent of the time.
Charismatic Leaders
First, what is charisma? Simply stated, charisma is a particular personal quality or power of
individuals making them capable of inuencing or inspiring large numbers of people. What
characteristics do charismatic leaders demonstrate? Basically, they possess a certain attraction
or appeal to the way they present themselves and how others react to them. However,
charisma does not necessarily generate effective leaders. Charismatic leaders face the same
challenges and traits as other leadership approaches. They possess the usual competencies
and attributes of all leaders, like describing the vision and promoting it (I prefer to use the
expression set direction, rather than vision, because too much of the management literature
emphasizes visioning as the only function of the leader); establishing goals, priorities, and
standards of performance; building the team with competent and supportive thinkers and
doers; and investing in future educational needs, either through formal educational programs
or leading-edge projects; accepting the risks and responsibilities for the actions of their team
14
members; and operating in a responsible manner with the highest levels of integrity.
Dwight D. Eisenhower, George C. Marshall, and Harry S. Truman are considered as charismatic
but were not endowed with what we normally associated with charisma. John F. Kennedy,
the 35
th
President of the United States, a charismatic personality by way of manner, looks,
and presence, never really had an opportunity to fully demonstrate his leadership.
Bud Haney
12
in Leadership Charisma describes charismatic leadership as follows:
Charismatic leaders create and maintain a work environment where people are
emotionally and intellectually committed to the organizations goals. They build an
energetic and positive attitude in others and inspire them to do their very best. In
doing so, they create a common sense of purpose where people are more inclined
to invest extra energy, and even some of their own time in their work.
Do you agree with Haneys description of charismatic leadership? Does his description differen-
tiate charismatic leaders from what we expect from those described as just plain leaders?
Autocratic Leaders
If you have worked continually with an autocratic leader who uses the position of authority
to demand certain levels of performance, you most likely have little respect for such a leader.
You may even avoid ascribing the word leader to such people. Unfortunately, few autocratic
leaders succeed except in the short-term. In essence, autocratic leaders are dictators. Of
course, autocratic leaders like all others, fall on a continuum from moderate to tyrannical.
However, autocratic leaders should not be totally discounted, as there are times when it may
be absolutely essential to make demands and give orders. Of course, those orders can be given
in a way where they are accepted or rejected with anger. If the building is in ames, someone
must take action and provide direction without a great deal of discussion: it can be very effec-
tive under such conditions. Such is not a time for committee action. As engineers and technol-
ogy specialists, there might have been times when an autocratic leader may have prevented
that two- or three-year delay on a project. Leading involves decision-making, and all decisions
will leave some participants not only disappointed and dissatised, but also capable of aggres-
sive confrontation. Dont expect creativity or innovation to ourish under autocratic leadership.
If you read the business press, you undoubtedly have become familiar with autocratic leaders
who own the tyrannical end of the autocratic continuum.
Transactional Leaders
Bernard M. Bass
13
discusses the proponents and champions of what came to be known as
Transactional Leadership. The underlying theory of Transactional Leadership promotes the
concept of leaders and followers. Leaders are the bosses, so to speak, and workers are the
followers who do what is prescribed by the leader. The style is based on rewards and penalties:
meet the requirements, and you may be a hero. Fail to meet the requirements, and your future
depends on the idiosyncrasies of the leader. While Bass denes Transactional Leadership as
an operational theory that denes the relationships between the leader and the followers, I
suggest that this approach, as a matter of policy, doesnt even meet the minimum standards
required of a manager. Beware of the leader who wishes to institute signed performance
contracts. Leaders are not the dictators; theyre part of the team.
15
Transformational Leaders
Noel M. Tichy
14
and David O. Ulrich in The Leadership Challenge A Call for the Transfor-
mational Leader sought to dene the transformational leaders qualities in a world-changing
economy, and delineate the organizational change dynamics challenging the leader. They argued
the need for a new breed of leaders. These new leaders would not only develop a new vision
of the competitive enterprise but gain the support of the stakeholders in its implementation.
Charles Handy
15
in The Age of Unreason described these leaders who were creating something
new from what already existed as leaders who shape and share a vision by re-framing and
re-conceptualizing the obvious: the vision must be understandable, make sense to others, and
communicated. The leader must live the vision, and fulllment of the vision depends on the
supportive work of others: the vision remains a dream without others support. Note that Handy
speaks of leaders who create something new, so the vision involves much more than moving
the boxes on the organization chart, or appointing another intermediate management level.
Authentic Leaders
Bill George
16
, former Chair and CEO of Medtronic, and author of Authentic Leadership:
Rediscovering the Secrets to Creating Lasting Value, has become the unofcial spokesman
for responsible leadership in, business, the media and academia. Bill George says:
After years of studying leaders and their traits, I believe that leadership begins and
ends with authenticity. Its being yourself; being the person you were created to be.
Authentic leadership includes the desire to serve others; empower people to make
a difference, rather than gain power, money, or personal prestige; and they are guided
by qualities of the mind and the heart, and by passion and compassion. They lead with
purpose, meaning, and values. They are consistent and self-disciplined. When their
principles are tested, they refuse to compromise. They are dedicated to developing
themselves, because they know that leadership takes a lifetime of personal growth.
Paraphrasing Bill George, authentic leadership is not what the literature or the experts teach.
They suggest styles of leadership, the persona of the leader, and ask that we adopt them. They
disregard their character. They make heroes out of celebrities, CEOs included, as we face a
crisis in organizational leadership. Good leaders are able to nuance their styles on the demands
of the situation and to know how to deploy different styles.
Bill George provides an example of leaders adapting to the needs of the occasion. When he
joined Medtronic, he spent a lot of time learning the business, listening to customers, and
inspiring employees on Medtronics mission of restoring people to full health. At the same
time, he saw it was necessary to be more disciplined about decisions on spending, so it was a
challenge to put restrictions on headcount additions. Some people found this action confusing,
but eventually recognized that leading involves adapting to the needs of the situation. However,
authentic leadership does not include funding every idea that surfaces. Organizations must
establish priorities within the limits of their capability, to implement them successfully.
16
General Colin Powell
Colin Powell
17
, former Chairman of the Joint Chiefs of Staff and U.S. Secretary of State
summed up his leadership principles in 18 points. While they were directed toward the military
they provide a guide for all organizational leaders. I suggest you Google Colin Powell on Leader-
ship and view the complete presentation.
Colin Powell: Good leadership involves responsibility to the welfare of the group, which means
that some people will get angry at your actions and decisions. Its inevitable, if youre honor-
able. Trying to get everyone to like you is a sign of mediocrity: youll avoid the tough decisions,
youll avoid confronting the people who need to be confronted, and youll avoid offering differ-
ential rewards based on differential performance because some people might get upset. Ironi-
cally, by procrastinating on the difcult choices, by trying not to get anyone mad, and by treating
everyone equally nicely, regardless of their contributions, youll simply ensure that the only
people youll wind up angering are the most creative and productive people in the organization.
(See References for URL.)
Some additional points:
Real leaders make themselves accessible and available.
Dont be buffaloed by the experts and the elite.
Dont be afraid to challenge the pros, even in their own backyard.
Never neglect details. When everyones mind is dulled or distracted, the leader must
be doubly vigilant.
You dont know what you can get away with until you try.
Keep looking below surface appearances. Dont shrink from doing so, (just) because
you might not like what you nd.
Organization doesnt really accomplish anything. Plans dont accomplish anything
either. Theories of management dont much matter. Endeavors succeed or fail be-
cause of the people involved. Only by attracting the best people will you accomplish
your great deeds.
Organization charts and fancy titles count for next to nothing.
Never let your egos get so close to your position that when your position goes, your
ego goes with it.
Fit no stereotypes. Dont chase the latest management fads. The situation dictates
which approach best accomplishes the teams mission.
Perpetual optimism is a force multiplier.
17
Powells Rules for Picking People: Look for intelligence and judgment and, most
critically, a capacity to anticipate, to see around the corners. Also for loyalty, integrity,
a high energy drive, a balanced ego, and the drive to get things done.
Great leaders are almost always great simpliers, who can cut through the
argument, debate and doubt, to offer a solution everybody can understand.
Use the formula P = 40 to 70, in which P stands for probability of success and the
numbers indicate the percentage of information required. Once the information falls
within the 40 to70 range, go with your gut.
The commander in the eld is always right, and the rear echelon is wrong, unless
proved otherwise.
Have fun in your command. Dont always run at breakneck pace. Take leave when
youve earned it: spend time with your families. Surround yourself with people who
take their work seriously, but not themselves, those who work hard and play hard.
Command is lonely. Leadership is the art of accomplishing more than the science
of management says is possible.
18
Manager or Leader?
T
here is no shortage of commentary in relation to this triad of manager, leader, or leader
manager. Is it possible to 1) lead without managing; and 2) manage without leading?
I suggest that in most cases, neither situation I nor 2 provide an answer to the process for
developing a successful organization. It may be more benecial to consider 1) the manager-
leader and 2) the leader-manager.
Warren Bennis
18
in On Becoming a Manager described the differences between the manager
and the leader.
The manager administers the leader innovates
The manager copies the leader is an original
The manager maintains the leader develops
The manager focuses on systems and structure the leader focuses on people
The manager relies on control the leader inspires trust
The manager has a short range view the leader has a long range perspective
The manager asks how and when the leader asks what and why
The manager has eyes always on the bottom line the leaders eyes are on the horizon
The manager imitates the leader originates
The manager accepts the status quo the leader challenges it
The manager is the classic good soldier the leaders are their own people
The manager does things right the leader does the right thing
While this list provides a basis for discussion, we need to recognize that managers do not
manage 24/7, and leaders do not lead 24/7. Managing and leading are different sides of the
same coin. Both work hand in hand, and seldom independently. At the highest executive
levels, leading may occupy an executive 24/7, but keep in mind were dealing with the
technology professionals and their managers.
19
What Does It Mean To Manage?
T
he managing function involves 1) performing the administrative functions, 2) providing
direction, and 3) being the source of leadership. These three functions dene a managers
responsibilities in their broadest sense. Those administrative functions like budgets, reports,
personnel appraisals, etc., cannot be delegated or disregarded. The group needs direction from
its manager, as well as advice and counsel on meeting the groups purposes. And nally, be the
source of leadership. Just what does being the source of leadership mean? In the simplest of
terms, to lead means to execute. It involves not only developing and promoting a vision for the
organization, but, making-it-happen.
To manage does not mean to boss. Its unfortunate that today where the majority of workers
are knowledge workers we continue to use the word boss: it connotes the wrong mindset for
the manager and the organizations employees/associates. Gaynor
19
describes the managing
function as meeting the organizations requirements related to administration, directing and
leading in doing the organizations business.
Administration
Administration does not excite the average manager, but unfortunately its essential. It can only
become a creative activity, if the manager adopts a mindset that there must be a better way
to deal with the mass of work involved in essentially routine activities that, to most employees,
does not add value. Unfortunately, work must ow throughout the organization; policies and
procedures that guide the organization cannot be disregarded, and require continual updating;
the imposed work from the executive suite cannot be ignored; requirements from all levels of
government must be taken into consideration; personnel appraisals cannot be avoided; manag-
ers cannot avoid complying with the many mandates from all functions and levels of manage-
ment; expense vouchers need to be approved; and payroll records must be accurate. The job
content may be boring; however, any employee with an effectiveness mindset can simplify the
work processes, and provide signicant benets to the organization.
Directing
Providing direction as a manager involves integrating the knowledge, attitudes, personal
characteristics, experiences, and competencies and capabilities into an effective and efcient
team. I make a distinction between competencies and capabilities: competencies are the
individual independent things that we might be good at; capabilities involve the mix of a num-
ber of competencies that provide a specic benet. In our age of specialization, this distinction
becomes important. An employee with one competency can function primarily in that single
area of expertise. An engineer with competence in a major discipline, but with knowledge
of some aspects of other engineering disciplines, provides a new specic capability to the
organization, assuming that the organization needs the linkage of those competencies. A
computer programmer who is competent in programming provides a competence in computer
20
programming. A computer programmer who is competent in computer programming
but also competent in control systems design provides a capability. As employees gain
experience, their competencies should transition to capabilities.
Providing direction requires the manager to function as teacher, coach, promoter, innovator,
and perhaps confessor, while working with the available resource and the organizational
infrastructure. Those resources include people; intellectual property; information; technol-
ogy; time; customers; suppliers; the organizations plant and equipment, and facilities; and of
course, nancial. The organizational infrastructure includes purposes; objectives; strategies;
organizational structure; guiding principles; policies and practices; management attitudes and
expertise; support for innovation; acceptance of risk; method; scope of communicating; and of
course, social responsibility.
Leading
Leading is the third component in meeting the organizations requirements related to adminis-
tration, providing direction, and leading in doing the organizations business. Leading involves
more than setting that often unachievable vision; without providing the means to accomplish it.
Leading involves going beyond whats expected; being the pathnder for the future; promoting
continual improvement; participating in the greater issues of the enterprise; accepting those
challenges that involve not only nancial but personal risk; and the capability to do all these
things, without experiencing continual stress. Leading involves making some very difcult deci-
sions that often have negative consequences. Here is a short list of attributes that applies not
only to entry- level managers, but those in-development managers, and the experienced:
Accept responsibility and accountability
Dont kill the messenger
Make judgments based with minimum information
Make the complex simple
Follow through with clear decisions
Challenge the experts
Develop a proactive philosophy
Obsolete the present before its time
Promote a positive attitude
21
The Manager-Leader
A
s mentioned previously, I consider leading and managing as different sides of the same
coin. Both must be integrated in attempting to not just meet results, but meet results and
capitalize on other opportunities. Becoming a manager-leader does not occur by attending
a ve-day seminar. Management fundamentals can be learned, but they only add value after ap-
plication: making mistakes, hopefully not too damaging, and learning from them, helps develop
an effective manager. There are no ten easy lessons because the next problem-opportunity
may be totally different, and will require use of wisdom gained from past experiences. It takes
many experiences to learn to manage, and a greater number of experiences to be competent
in managing in different work environments. In todays environment, many seek the boardroom
without the willingness to pay the entry fee: taking on more complex issues and accepting
greater responsibilities over a period of time. An MBA does not necessarily qualify one to man-
age: but it can be the beginning for an entry-level position as manager-leader.
Leading involves a new set of competencies and capabilities. The managing component of
managing/leading deals mostly with the now, the leading component deals with tomorrow.
Leading involves looking forward, anticipating needs, providing the resources (knowledge and
experience) for those needs, and establishing the strategic direction. These are some of the
attributes required of the manager-leader.
Communicating up, down, laterally, within and outside the organization verbal,
graphic, written, listening
Integrating the multi-functional interests of the group, minimizing the impact of the
disciplinary and functional silos
Monitoring progress cannot be monitored from the ofce by reading reports, there
comes a time when its necessary to take the see, feel, and smell approach adopt
a show-me attitude
Motivating the results from bringing in the motivator last about 48 hours;
motivating involves individual attention
Teaching teaching isnt micromanaging, everyone doesnt have to start at the
bottom of the learning curve; you bring experience and your personal intellectual
property, learn how to pass it on
Training training will determine the future of your unit, whether related to
technology application or professional development; complex problems require
multi-disciplinary approaches
Coaching providing guidance when project difculties arise; helping to put
someone on the right path builds condence and earns respect; dont take any part
of the credit, thats your job
22
Analyzing and synthesizing analyzing data represents one-half of the equation;
synthesizing data from somewhat obscure sources and nding relations provides
the answers
Negotiating negotiating involves compromise but the compromise cannot just
focus on reaching a decision that is not satisfactory to either party; get out the ip
charts, forget personal ideologies and preferences, and start with basic problem
solving principles
Promoting and selling strange terms for most engineers and many of their
managers, but vitally important; how many times are you willing to present an idea
and have it rejected, once, twice, three times, or more?
Innovating managers set the tone and the culture that fosters innovation;
managers provide the freedom and determine whether or not the group can live
with well-intentioned failure; managers and the professionals are not competitors,
but managers must demonstrate through their actions that taking risks and living
with the dissonance that accompanies innovation are welcome
23
Expectations from Technology Specialists
J
oseph Bordogna
20
, then acting Deputy Director of the National Science Foundation writing
in the IEEE Institute identied 1) Next Generation Skill Sets and 2) Next Generation Career
Paths.
The next generation skill sets include:
Systems integration
Facility with intelligent technology
Management skills decision-making
Ability to advocate and inuence
Knowledge integration
Ability to manage complexity and uncertainty
Language and multi-cultural understanding
The next generation career paths include:
Moving concepts to business opportunities
Creative enterprise formation
Product and process development
Mega designs and smart systems
Energy and materials efciency
Life cycle engineering
Infrastructure creation and renewal
The business landscape continues to change more than we may possibly appreciate or compre-
hend. The United States no longer has few, if any industries, in which it can claim domination.
Those uninhabited markets no longer exist. The business landscape now includes:
Business globalization
Shortened technology and product life cycles
Increasing demands for accountability
Emphasis on cycle-time reduction
The virtual organization
Emphasis on the bottom-line
Faster, better, cheaper
24
What Industry Leaders Want
Do organizations take full advantage of the competencies of their technical professionals? Do
organizations provide an environment that allows the technical professionals to not only meet
the requirements, but exceed them? Do technical professionals take the initiative to propose
those new technologies that put the organization at the leading-edge in their industry?
Industry leaders want engineers and managers with technical competence, a creative and
innovative spirit, a breadth of vision, exibility and adaptability, a customer and market focus,
and a business orientation. Its not enough to just do the techie stuff: techie stuff has to be
done within the context of the business. That means taking a wide-angle view of the role of
engineering in a business organization. And nally, deliver what you promise. Can you reduce
risk and at the same time ensure technical integrity. Will you meet your commitments, in spite
of the roadblocks and other obstacles? Business is the driver, not technology. Can you change
your mindset, so that while you focus on meeting the technical commitments, you meet them
by keeping in mind that your work ts into a system, and does not stand alone?
Technical competence begins with a mastery of the fundamentals of engineering and
mathematics including statistics; the physical and life sciences; and information technology.
In addition, over time, engineers must gain an understanding of the design and manufacturing
process, the product concept to commercialization process, a comprehensive knowledge base
of an engineering specialty, and an understanding of the disciplines that support engineering
and those that engineering supports.
25
Leader Training
T
here are countless numbers of training courses on leadership. These courses may include
anywhere from one to four- or ve-day sessions. While these courses may provide some
fundamentals on leading, they hardly prepare one for leading. Leading involves taking action
and judgment. These training programs claim that after attending the training session partici-
pants will be better able to:
Present and promote the vision be the pathnder
Set strategic directions
Dene goals and objectives
Identify initiatives that create value
Know how to establish priorities
Use power and inuence
Leverage business relationships. internally and externally
Learn how to develop effective teams
Drive organizational and behavioral change
Promote open communication
Energize the organization to do its best
Demonstrate a can do attitude
Develop a culture of respect and one that fosters innovation
Develop future competencies
Leverage the organizations resources and infrastructure
Promote open discussion through creating dissonance
Training sessions of this type must be geared to the appropriate level of leadership and provide
a benet, but must be followed with opportunities to act on the training.
26
Commentary
P
eter Drucker said that an organizations managers collectively represent the leadership of
the organization: individually, a manager is just another member of the leadership group.
The leadership group represents a position of prominence and authority, and thus has certain
responsibilities.
To expect every manager to be a leader is futile. But as a member of the leadership
group, the manager must practice an ethic of responsibility.
Yes, some executives do demonstrate exceptional leadership, some will pass as moderately
successful, but many do not make the grade to be called leaders. Do not disregard the invisible
leadership, use it wisely.
Leading does not depend on where one sits in the organizational hierarchy: it is not just about
promoting some bold vision, it is about promoting that bold vision and making it happen. Its
about meeting commitments. Its about sticking your neck out. And above all its about looking
at the organizations activities through a wide-angle lens.
In an article in the 5 January issue of the Financial Times, The rough diamonds are our
lifesblood, Luke Johnson included a comment from George Bernard Shaw:
All progress, therefore, depends on the unreasonable man.
Unreasonable men and women are the last best hope for places like the United States and
Europe. They will not be pulled out of the slump by genteel executives in the boardroom. The
answer lies with the rough diamonds who challenge the structures of the ruling classes and
inbred privileged; justifying their seat at the table, not with the prerogative of the aristocrat, but
with sweat and ingenuity. These outsiders, oblivious to any social pecking order, are todays
rebels with a cause.
27
Book 1 includes some perspectives and observations regarding managing and leading as the
groundwork required for understanding for what will follow in subsequent books. Summary of
Book 1:
A short section was presented on the history of scientifc management to demonstrate
how it evolved from its inception. As most organizations struggle to improve their track
record on meeting project commitments related to requirements, schedule, and cost,
its advisable to reevaluate work processes in the information age. Are we using the
available tools effectively and efciently? When a major project ends up being three
years behind schedule, are we willing to examine the facts behind the problems? That
takes leadership because its difcult for organizations to face the facts. Facing the facts
does not mean placing blame. The reasons for the delay may have been from non-
related executive decisions that had nothing to do with the delayed project. The reasons
may stem from poor design or test prior to implementation. And of course, the delay
might stem from disregarding the details.
Rather than discussing management and leadership, I suggested managing and leading;
to manage and to lead; and managers and leaders. That terminology recognizes the
differences; managing and leading do not include a bag of techniques and tricks: its
discipline differentiates between critically thinking about managing and leading and
being critical. It requires developing a forward-looking mindset, adapting to the situation,
and the competence to bring people along to share the vision.
Identifying leaders in the public sector usually comes from the media and receives
considerably more prominence than leaders in industry. Leaders in industry are usually
measured by performance of the organizations growth and its stock price. Some annual
reports seldom now feature the innovator or the researcher who came through with a
product, or expanded the knowledge base in some scientic of engineering area.
Results from research from the Center of Creative leadership, Warren Bennis and
Robert Thomas, and Heike Bruch and Sumantra Ghoshal are not very encouraging.
Much discussion but little action! What are programs in your organization for developing
managers and leaders?
Does your top management have a particular type of leadership? What about the middle
managers? What about the high-level technical professionals? Do you choose a style
for leading? Where do you want to be on the continuum from laissez-faire, authoritarian,
autocratic, human relations, participative, charismatic, transactional, transformational,
authentic, and nally the words of General and Secretary of State Colin Powell? Individu-
al styles of leadership evolve over time and must be appropriate to the situation at hand.
With the exception of laissez-faire, all may be appropriate at times. But eventually most
leaders must develop a consistent style. While leaders do not like surprises, employees
also do not like surprises. Leaders cannot act normal at one time, and then as raving
maniacs the next occasion.
28
Warren Bennis identied the difference between a leader and a manager, and I suggest
these differences only apply only to very poor manager. Such a manager would have the
lowest levels of responsibility, hardly worthy of the title manager. If the manager only
administers then he/she is an administrator. A manager cannot be absolved of respon-
sibility for innovation. A manager must focus on people. A manager cannot manage
without inspiring trust. And the list goes on. Managing and leading are closely linked,
and that linkage increases as technical professionals and managers gain experience and
condence.
The managing function involves 1) administration, 2) providing direction, and 3) being
the source of leadership. These three functions dene a managers responsibilities in
their broadest sense. Those administrative functions like budgets, reports and person-
nel appraisals cannot be delegated or disregarded. The group needs direction from its
manager, as well as advice and counsel on meeting the groups purposes. And nally,
be the source of leadership. Just what does being the source of leadership mean? In
the simplest of terms, to lead means to execute. It involves not only developing and
promoting a vision for the organization, but making it happen.
Managing and leading are different sides of the same coin; theyre complementary
activities. Aspiring to the position of manager-leader requires knowledge, experience,
dedication, and a set of personal attributes to meet the requirements. Becoming a man-
ager-leader does not occur by attending a ve-day seminar. Management fundamentals
can be learned, but only add value after application: making mistakes, hopefully not too
damaging, and learning from them, helps develop an effective manager. It requires the
ability to accept personal failure, and the ability of the organization to accept well-inten-
tioned failure.
Joseph Bordognas list of Next Generation Career Paths and Skill Sets has not been ful-
lled by the technical community and its managers. A survey of the business publication
clearly shows that we lack sufcient skills in system integration and system of systems
with their associated uncertainties, risks, and complexities. As technology specialists
and managers, our efforts to deliver on enterprise creation and moving concepts to
business opportunities has not materialized. Our academic institutions need to develop
engineers and manager-leaders with technical competence, a creative and innovative
spirit, a breadth of vision, exibility and adaptability, a customer and market focus, and
a business orientation. Its not enough for the technology professional to focus on the
technology only. Industry is searching for people who ensure technical integrity and
meet their commitments, in spite of the roadblocks and other obstacles.
There are many myths surrounding the topic of leadership. Lets briey examine some
of them. Leaders are born with certain characteristics. Maybe yes and maybe no! Lead-
ers are charismatic. Maybe yes and maybe no! Leaders are change agents. Maybe yes
and maybe no! Leaders act when a crisis surfaces. Maybe yes and maybe no! Also
keep in mind that position, tenure in the organization, advanced degrees, and economic
status have nothing to do with becoming a manager-leader.
29
As a parting thought, keep in mind Henry Mintzbergs counsel:
No job is more vital to our society than that of the manager. It is the manager who
determines whether our social institutions serve us well, or whether they squander our
talents and resources.
Mintzberg implies the necessity to lead is part of the managing activity. Not everyone can
manage, not everyone can lead, and not everyone can fulll the requirements of the manager-
leader. Taking that journey toward being a manager-leader can be fullling to those that accept
the challenge.
30
References
1. Warren Bennis, On Being a Leader, New York, Perseus Books, 1994.
2. Peter F. Drucker, The Essential Drucker, New York, Harper-Collins, 2001, p. 65.
3. Frederick W. Taylor, Shop Management; Whitesh, MT, Kessinger Publishing, 1903.
4. Frederick W. Taylor, The Principles of Scientic Management American Society of
Mechanical Engineers, 1911.
5. Peter F. Drucker, The Essential Drucker, New York, Harper-Collins, 2001, pp. 10-13.
6. Henry Mintzberg, The Managers Job: Folklore and Fact, Harvard Business Review,
March-April 1990, reprint No. 90210.
7. Antony Jay, Management and Machiavelli, Holt Rinehart and Winston, New York, 1997,
pp. 25-28.
8. Peter Hapaniemi, Leading Indicators: The Development of Executive Leadership, Center
for Creative Leadership, Chief Executive Magazine, October 2002.
9. Warren Bennis and Robert J. Thomas, Geeks and Geezers: How Values and Dening
Moments Shape Leaders, Boston, Harvard Business School Press, 2002, pp. 23-87.
10. Heike Bruch and Sumantra Ghoshal, Beware of the Busy Manager, Harvard Business
Review, February 2002, pp. 5-11.
11. Edward E. Lawler III, Motivation in Work Organizations, San Francisco, Jossey-Bass, 1994,
pp. 219-232.
12. Bud Haney, Jim Sirbasku, with Deiric McCann, Leadership Charisma; S&H Publishing;
Waco, Texas; p. 14.
13. Bernard M. Bass and Ruth Bass, The Bass Handbook of Leadership: Theory, Research,
and Managerial Applications, New York, Free Press, 2008.
14. Tichy, N.M., & Ulrich, D.O The Leadership Challenge A Call for the Transformational
Leader (1984) in Classical Readings of Organizational Behavior, edited by Ott, Parkes, &
Simpson. Thomson-Wadsworth, Belmont, CA, 2008.
15. Charles Handy, The Age of Unreason, Harvard Business School Press, Boston, 1989,
pp. 132-140.
16. Bill George, Authentic Leadership, San Francisco, Jossey-Bass, 2003, pp. 1-25.
17. Colin Powell, A Leadership Primer, URL http://www.blaisdell.com/powell.
18. Warren Bennis, On Becoming a Manager, Basic Books, New York, 2009, pp.42-67.
19. Gerard H. (Gus) Gaynor, What Every New Manager Needs to Know, New York, Amacom,
pp. 34-45.
20. Joseph Bordogna, The Presidents Column, IEEE, The Institute, August 1997.
2001 L Street, NW, Suite 700 Washington, D.C. 20036-5104
+1 202 785 0017 www.ieeeusa.org
www.ieeeusa.org/communications/ebooks

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