Brilliant Look at Need to Link Direct and Indirect Leaders,
April 8, 2000
Howard E. Gardner
I bought this book sometime after concluding that national intelligence leadership needed to inspire and appeal to the citizens of the USA at large, rather than being so narrowly focused on staying out of trouble with Congress while collecting secrets. This book reviews leadership of both domains and nations, with case studies on Margaret Mead (Culture), J. Robert Oppenheimer (Physics), Robert Maynard Hutchins (Education), Alfred P. Sloan, Jr. (Business), George C. Marshall (Military), Pope John XXII (Religion), Eleanor Roosevelt (Ordinariness and Extraordinariness), Martin Luther King (Minority) and Margaret Thatcher (National). The best leaders that emerge are those who are willing to confront authority and take risk, while also creating networks of contacts that number in the hundreds or thousands rather than tens. Most tellingly, aleader in a discipline (e.g. intelligence) only emerges as a long-term leader if he finally realizes that “he is more likely to achieve his personal goals or to satisfy his community if he addresses a wider audience than if he remains completely within a specific domain.” The six constants of leadership are the story, the audience (beginning with a message for the unschooled mind), the organization, the embodiment, a choice between direct (more practical) and indirect (more reflective and often more enduring) leadership, and a paradox-the direct leaders often lack knowledge while the indirect leaders often have greater knowledge, and transferring knowledge from the indirect leader to the direct leader may be one of the central challenges and opportunities of the 21st Century.
Productivity Primer–One of Five Basic Books for InfoAge,
April 8, 2000
Robert R Carkhuff
This book had a profound influence on me, helping me to understand that the functions fulfilled by an employee dealing with “things” are completely distinct from the functions fulfilled by an employee dealing with “ideas”, and that completely different educational, training, management, and compensation models are needed for the new “Gold Collar” worker. From this book I realized that virtually everything we are doing in U.S. education and U.S. personnel management and training today is way off the mark and at least a decade if not two or three decades behind where we could be in human productivity management.
This book was a catalyst in changing my own focus from that of reforming the classified intelligence community, to that of creating a “virtual intelligence community” that served as an on-going educational program for government and business leaders. “If there was ever a moment in history when a comprehensive strategic view was needed, not just by a few leaders in high (which is to say visible) office but by a large number of executives and other generalists in and out of government, this is certainly it. Meeting that need is what should be higher about higher education.”