Read the following fragments from Handy (p.

117) and identify and discuss the qualities that make a good leader. Which leadership theories apply in each case?

Six good leaders

Maccoby studied six successful leaders in very different types of organizations on both sides of the Atlantic, ranging from a foreman in Tennessee to a factory manager in Scotland, and from a union leader to a Congressman. They included a woman government official and a Swedish chief executive. The six were both different and similar! They all shared certain traits intelligence, ambition, will and optimism. All were persuasive communicators. Although they came from very different backgrounds, they shared a critical attitude to authority. Each of them had also taken time off from the tiring managerial tasks of getting the job done to question whether the mission of their organization served society and individual employees. They were pragmatists, not ideologues, but some of them were also quite clear that they would not sacrifice people for power. Bluestone (the union leader), for example, was unwilling to sacrifice friendship to compete for the union presidency, while Reaves (in Scotland) would not sacrifice his family to become a national leader. They dont try to control everyone, observed Maccoby. They spend more time developing consensus than controlling things or dealing with mistakes. They defend basic values of human dignity, equity and liberty, including the right to be heard, even when the majority is opposed. They dont feel they have to win every contest, but approach conflict strategically, prepared for retreat when necessary, though without losing sight of long-term goals. M. Maccoby, The Leader, 1981

Ten good schools

Her Majestys Inspectorate of Schools in Britain examined ten secondary schools of different types, all reckoned to be successful by a broad range of criteria. They concluded: What they all have in common is effective leadership and a climate conducive for growth ... . Emphasis is laid on consultation, team work and participation but, without exception, the most important single factor in the success of these schools is the quality of leadership of the head. Without exception, the heads have qualities of imagination and vision, tempered by realism, which have enabled them to sum up not only their present situation but also attainable future goals. They appreciate the need for specific educational aims, both social and intellectual, and have the capacity to communicate these to staff, pupils and parents, to win their assent and to put their own policies into practice. Their sympathetic understanding of staff and pupils, their accessibility, good humour and sense of proportion, and their dedication to their task has won them the respect of parents, teachers and taught. Ten Good Schools, 1977