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This paper brings attention to the role of hybrid middle managers. In particular it explores the relationship of organisational purpose and role requirements.

The primary research question for the original research was: What does it mean to hybrid managers to lead and deal with imposed changes (restructuring) to services? A novel narrative approach based on a synthesis of Czarniawska, Gabriel and Boje was applied. Accounts from interviews were condensed into narratives by initially using the categories defined by Gabriel (2000) as epic, tragic, comic and romantic and then further categorised into stories, themes and a serial (Czarniawska, 1997). The final stage of the three-way synthesised narrative approach incorporated Boje’s (2001) notion of “antenarrative” to include pre-emplotment elements.

Four narratives are provided that give insight to the nature of the struggles the hybrid middle managers were in the midst of. A struggle to address incongruent demands being placed on them that cause tension with their sense of purpose, organisational goals and their hybrid clinical roles and management roles. In the midst of these struggles the narratives illustrate the dynamic of ethical resistance that seeks a way forward. However, this appears to come at a health and well-being cost to the middle managers.

The paper offers up the notion of an added third bind to the traditional double, that of “ethical resistance”, a struggle to align organisational purpose with clinical and management role requirements. Theorising this third bind provides a new insight into understanding the context and dynamics of the hybrid middle manager role and behaviour. Indeed, the idea of ethical resistance may cause a revision of how resistance is understood.

Purpose – The purpose of this paper is to present the background and an evaluation of a new health and social care leadership programme. Design/methodology/approach – The paper describes a three‐stage programme design methodology. First, participants were asked to narrate their stories of implementing change at a series of in‐depth interviews. Second, the dialogue was continued with these managers and others based around their stories of change to establish that their meanings of change and their support needs had been understood. Finally, their expressed needs and practical suggestions were analysed with the help of MacIntyre's virtue ethics schema. MacIntyre's schema was used for two reasons. First, because it is based on the notion of a narrative underpinning to social reality and to informing our moral standards, and second because strong resonance between the managers' narratives and the schema's underlying thesis of ethical conflict in modern institutions was found. Findings – The finding was that the programme exceeded expectations by influencing the participants' courage to lead change despite the complexity of their working environment. At the start of the programme many of the participants had reported feelings of powerlessness in face of central and local imperatives for reforms to their services. During the course of the six‐month programme their narratives changed from “mission impossible” to “mission possible”. Research limitations/implications – The main limitation is that this was a pilot study. However, the encouraging findings do support the view offered by Moore and Beadle that MacIntyre's thesis offers rich concepts for the furtherance of managerial and organisation studies and imply that a wider education programme based on this methodology and theorising would be worthwhile. Practical implications – The enthusiasm with which this pilot programme was received implies that public sector leadership education needs to pay more attention to narrative constructions of change, ethical conflict and engaging managers in concert with their constructed needs in the face of those conflicts. Originality/value – The study contributes a design methodology for health services leadership education informed by a narrative research methodology and a virtue ethics theoretical framework.

The aim of this paper is to show how storytelling and MacIntyre's virtue ethics theoretical schema can inform a new approach to management development and coaching. It also highlights the potentially collusive nature of a coaching relationship where there is an absence of broader research‐based input.

The approach has three stages: first, to sample what it means to lead reform implementation through managers' stories; second, to view those stories as passing on or coaching others in the virtues of the institution; third, to suggest an alternative approach to coaching which includes deepening managers' understanding about conflicting moral traditions, ideologies and discourses that often feature in their stories of change.

The capability to find a way through multiple and conflicting change initiatives appears to be enhanced when managers gain a deeper understanding of the antecedents of the different ideologies at play. It is argued that without the research input and stimulus to understand what is behind change policy, coaching could be submitting to disciplinary power (Foucault, 1980) where both coach and coachee are implicated in a collusive perpetuation of what Žižek calls a “narrative quilting of heterogeneous material into a unified ideological field”.

One suggested avenue for management development and coaching would be to build further on MacIntyre's notion that it is sometimes only through conflict that we learn what our ends and purposes are, with the question, “Of what [wider] conflicts is [my conflict] the scene?” (adapted from MacIntyre).

The purpose of this paper is to introduce the manner in which storytelling has become an increasingly common part of management development, and to highlight some of the use and abuse of storytelling as a management development tool.

The paper adopts an initial warning about the way storytelling is being used, particularly by management and leadership coaches, questioning whether the term “storytelling” is an appropriate term to use for what is occurring. The notion of “storyselling” is introduced in such a context and, in so doing, stimulates critical reflection about storytelling. A summary of key ideas of other papers is also presented to assist the reader in better understanding the broader trajectories contained in the papers as a whole.

Many are now starting to question practical guidance that is emerging from organization and management literature. Multiple paradigms have yielded not complementary perspectives on management problems, but less than unambiguous voices and guidance. Storytelling has become increasingly popular because it fills a void left by the current state of the organization and management literature. The practical guidance that “preaches” how an approach worked for others in similar situations makes storytelling a big business. Often wrapped up in the rhetoric of management and leadership coaching, storytelling becomes a core educative tool – a tool that this paper, and volume, suggests needs to be carefully examined.

The paper, and the volume as a whole, represents an opportunity for readers to join with the authors in a reflexive consideration of storytelling. The paper and volume also represent a cautionary note to those who rely upon what is dubbed “storytelling” as a core educative tool.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to alert the reader to the urgent need to address the most pressing challenge and opportunity of the twenty-first century, namely, leadership that enables flourishing for all forever.

This conceptual paper suggests a heuristic for the reader and supplies a working model of leadership as enabling function for flourishing that arises from a survey of the literature around leadership development, as well as a brief review of the literature on flourishing.

The paper highlights the reality that there are, as yet, only a small number of organizations and leadership that have conceptualized and implemented the notion of flourishing by design and that a great deal more research and implementation needs to occur to prove the validity of the model.

There is a need to undertake quasi-experimental research in which leadership development praxis incorporates the element of flourishing by design and then action research through which the outcomes can be measured, modified and ongoing improvements iterated into the organizational design.

This paper suggests a different mindset and skillset for leadership and, by implication, leadership development. The ongoing research into “Seeking Best Methods for Leadership Development”, through the authors’ Round 1 Delphi survey has uncovered the elements of Human Capital, Social Capital, Structural Capital and Self Leadership, as core elements desired by global CEOs as necessary for an effective leadership development program. What the authors did not probe for, and need to probe for, is the element of “Flourishing Capital” or the degree to which the leadership might be developed to serve as an enabling function for flourishing for all forever.

If organizations design flourishing into the raison d‘être of the organization, then organizations will seek and develop leadership that has flourishing as a core motif and focus. If organizational leadership supports and enhances flourishing as a central motif, then a shift will occur from profit only to profit that supports flourishing for all forever.

The paper highlights the reality that there are, as yet, only a small number of organizations and leadership that have conceptualized and implemented the notion of flourishing by design and that a great deal more research and implementation needs to occur to prove the validity of the model.