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Growth in the maturing mainframe computer market faded in the 1970s. In the early 1980s, growth in the minimarket stopped. The environment facing Honeywell Information Systems was increasingly hostile. Honeywell is now making cultural transformations to revitalize the company.

What is missing from many people's work lives is any kind of personal appreciation or recognition. This is as true of senior people as it is of juniors. Managers often fall into the trap of looking for problems to be fixed rather than seeing successes that can be multiplied. This results in everyone being risk averse and cautious. It does little to encourage the vital task of regularly finding new ways to do the job better.

Though trauma survivors sometimes emerge as leaders in prosocial causes related to their previous negative or traumatic experiences, little is known about this transition, and limited guidance is available for survivors who hope to make prosocial contributions. To understand what enables trauma-inspired prosocial leadership development, the transition narratives of seven trauma-inspired leaders who varied by global region, primary language, gender, ethnicity, religion, trauma type, and leadership area were analyzed. Using interpretative phenomenological analysis in an exploratory study, participants’ transitional journeys were examined through analysis of their autobiographies. Critical findings included frequent references by all participants to perspective enlargement (reframing a problem or context) and resilience to the negative, apathetic, or retaliatory responses to the mission (possibly learned through resilience to trauma itself). This study explores posttraumatic leadership conceptually and makes suggestions for leadership development among trauma-inspired survivors

This issue is a selected bibliography covering the subject of leadership.

The purpose of this paper is to explain the “whole leadership” approach to engaging the heads, hearts and guts of employees.

The paper draws on research and case study material to demonstrate the importance of engaging employees to achieve organizational goals.

The paper provides useful guidelines for a whole leadership approach and suggestions for how HR professionals can implement learning opportunities to introduce whole leadership skills and behaviors in their organizations.

The paper demonstrates the value of a whole leadership approach in engaging, motivating and inspiring employees, particularly during periods of economic uncertainty, increasing globalization and complexity in organizational life.

Aims to present a conceptual framework for understanding how leaders develop.

The arguments are derived from the assumption that leadership, like many other human manifestations, is a function of a given potential, relevant motivation, and ongoing developmental processes. It is argued that three developmental psychological principles are essential for leaders' development, i.e. experiential learning, vicarious learning, and the suitability of certain developmental aspects to relevant critical periods.

These developmental principles, along with Schon's modalities of learning and reflections (“follow me”, “joint investigation” and “hall of mirrors”), serve as a conceptual framework for discussing main implications and practices related to developing leaders.

Leaders' development is a process that occurs continuously in an organization. Many organizations attempt to confine it artificially to courses and supplementary training. This limits the range of developmental possibilities, since leadership experiences and vicarious learning take place all the time over a broad range throughout the organization.

The responsible leadership movement may be seen as part of the wider sustainability revolution. Sustainability was defined by the World Commission on Environment and Development as “economic development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Since then, guiding principles have been formulated and a growing number of business leaders have issued a call to action. Still one expert, Orr, recently concluded that “virtually no indicator of planetary health is moving in a positive direction, and we should ask why.” The purpose of this paper, heeding the admonition to “ask why”, is to examine what it means to be responsible as a leader at this time, in this context.

A consensus view of the context and the accountabilities it implies is gleaned from an analysis of sustainability principles. A psychological approach to conceptualizing leader responsibility as a variable in personal development is elaborated under the normative construct of generativity. A new model for coaching developing leaders and promoting leader responsibility is proposed. It is based on recent advances in psychoanalytic psychology, and aspects of its theory base and method are illustrated in a case example.

Development of responsibility is found to hinge on personal value commitments that can best be awakened and cultivated through professionally‐relevant personal development in conjunction with experiential development strategies such as stretch assignments and action learning.

The approach offers a practical, developmental pathway for promoting leader responsibility.

Disagreements related to processes, priorities, and purpose surface within organizations. Disagreements may be between colleagues, or between internal and external protagonists, or between managers and their direct reports. Rather than avoiding or ignoring or even trying to eradicate disagreement, this paper highlights the potential value to be extracted from disagreement and offers some ideas on how best to be in a position to do so.

This paper is the result of the insights offered by one of the world’s leading ethicists and the reflective thought based on hundreds of discussions by all three authors with practicing managers combining for over 60 years of such engagement.

Practical considerations, examples, and suggestions for extracting the benefit resident in disagreement are presented and discussed.

The ideas and outcomes posed are immediately and broadly applicable.

Readers are provided with an array of field-observed benefits that are potential outcomes from a conscientious engagement with disagreement. Within an organizational “climate of possibilities”, ten potential benefits from constructive engagement with disagreement are presented and discussed. In addition, ten means for enhancing the likelihood of capturing those benefits are presented.