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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09534818910134040. When citing the article, please cite: Warren G. Bennis, (1989), “Managing the Dream: Leadership in the 21st Century”, Journal of Organizational Change Management, Vol. 2 Iss: 1, pp. 6 - 10.

The purpose of this paper is to design an experimentally‐oriented program for the training of a new generation of educational a administrators. The rationale for the program is based on selected concepts and propositions of occupational sociology, organization theory, and systems theory. Some of the salient features of the program are as follows: (i) The design is guided by the logic of Campbell's quasi‐experiment. (ii) A principal goal is to stimulate the professionalization of educational administration by increasing (a) the body of systematic knowledge: and (b) the commitment to an ideal of service in education. (iii) Another major goal is to sensitize educational administrators to the dilemmas of organizational change and to strategies for inducing change. (iv) A systems analysis is set forth of five sequentially interrelated processes: goal formation, recruitment of faculty and students, specification of the content of the curriculum, placement of graduates, and an evaluation of the program. (v) A sample curriculum for a three‐year period, guided by six pedagogical conceptions. (vi) A design for an experimental program for four cohorts of students is outlined.

Given the nature of change and the transnational challenges facing American business leadership, the key to making the right choices will come from understanding and embodying the leadership qualities necessary to succeed in the volatile and mercurial global economy. To survive in the 21st century, we are going to need a new generation of leaders – leaders, not managers, and the distinction is an important one.

Intensifying efforts to utilize behavioral science concepts and knowledge in administrative research and practice in education during the past quarter‐century have produced an impressive body of literature, largely taxonomic in nature. Much of this literature involves system theory and attempts to identify and classify the various processes by which planned change may be controlled and directed. It thus gives rise to the concept of coherent change strategies and tactics: a concept useful to both the student of organizational change and the administrative practitioner. The author describes four major attempts to identify and classify strategies of organizational change and the tactice that “go with them. In general, these strategies address the problem of how to change organizations, but it is also necessary to know what to change. Leavitt has identified and described four crucial organizational variables which are amenable to administrative control and manipulation: (1) task, (2) structure, (3) people, and (4) technology. These variables are dynamically interrelated but are helpful to the researcher and the administrator in designing and monitoring systemic approaches to organizational change utilizing any strategy which may have been selected.

Several years ago I began an intellectual adventure that has paid high dividends in terms of understanding the role of leadership and in selecting more effective leadership strategies. The adventure consisted of seeing what would happen if one conceptualised a social system (family, group, organisation, agency, corporation, school, college, community, state, nation, or world) as a system of human energy.

Chester Barnard's insistence that authority rests on the consent of the subordinate is difficult to reconcile with the opposing reality that superiors do have the last word. Resolution of this dilemma is unlikely to bo found by prolonging discussions of the legitimation of authority, which may have reached a point of diminishing returns. Co‐existence of coercion and consent may be more satisfactorily explained in terms of Simon's concept of the subordinate's zone of acceptance of authority and the resulting distinction between two different sets of decisional premises, one at the boundary of this zone and the other inside the zone. An addition to Simon's theory of the concept and analysis of compliance proposed by Etzioni gives further insight into the interdependency of superior and subordinate in the authority situation.

Discusses psychology′s contributions to understanding administrative behaviour. Beginning with a general theoretical search for what moved people to act, psychologists provided analytical and descriptive content to understanding individual and group behaviour. They observed individuals in real life and experimental situations and designed laboratory experiments to simulate organizational situations. By focusing on factors most related to interpersonal interaction, productivity, motivation, and morale, they provided insights for evaluating administrative arrangements and managerial practices.