Leadership And Responsibility In The Second World War

Leadership and Responsibility in the Second World War examines how well political, diplomatic, and military leaders, particularly in Great Britain, handled the daunting challenge of a worldwide conflagration. It seeks to determine if a connection can be delineated between leadership, responsibility, success, and failure - specifically if any connection can be found between reluctance to shoulder responsibility and failure to produce results. In doing so, the authors challenge widely accepted views on major wartime controversies, such as the role of Neville Chamberlain and his Conservative party at the outbreak of the war, the reasons the British failed to reach an alliance with the Soviet Union in 1939, and the motives that drove Claus von Stauffenberg to attempt to assassinate Adolf Hitler.

Leadership is crucial in every conflict and the willingness to accept responsibility is a vital dimension of leadership. Leadership and Responsibility in the Second World War examines of how well political, diplomatic, and military leaders, particularly in Great Britain, handled the daunting challenge of a worldwide conflagration. It seeks to determine if a connection can be delineated between leadership, responsibility, success, and failure -specifically if any connection can be found between reluctance to shoulder responsibility and failure to produce results. In so doing, the authors challenge widely accepted views on major wartime controversies, such as the role of Neville Chamberlain and his Conservative Party at the outbreak of the war, the reasons why the British failed to reach an alliance with the Soviet Union in 1939, and the motives that drove Claus von Stauffenberg to attempt to assassinate Adolf Hitler. Leadership and Responsibility in the Second World War provokes reflection about questions of character, context, and circumstances in wartime leadership.

With a range of well-respected voices from across the business, political, third sector and research spectrum, this important book provides an accessible insight into responsible leadership. It represents the most comprehensive and informed work on responsible leadership linked to the United Nations (UN) Sustainable Development Goals (SDGs) produced to date. This carefully edited volume, based on a collaborative partnership between the Institute for Responsible Leadership (IRL) and the United Nations Institute for Training and Research (UNITAR), contains twenty chapters in seven parts which address the relationship between responsible leadership and the UN Sustainable Development Goals. These original and accessible contributions discuss progress in a variety of areas relevant to the goals, including climate change and biodiversity, global health, cybercrime, human trafficking, corporate social responsibility, gender, education and social cohesion. The world-leading expert contributors are drawn from a wide range of societies and continents and cover key aspects of responsible leadership in a lively and impactful fashion. This book is for leaders at every level in the public, private and third sectors, students concerned with responsible leadership, academics and researchers studying leadership in different disciplinary fields, and all those committed to sustainable development and progressing the UN SDGs.

First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

Outlining origins of the field and latest research trends, this Research Handbook offers a unique and cutting-edge take on the numerous avenues to responsible management in the 21st century. Renowned contributors present iconic viewpoints that have formed the foundation of responsible management research, introducing cutting-edge conceptual lenses for the study of the responsible management process.

The associational life of middle-class women in twentieth-century England has been largely ignored by historians. During the Second World War women's clubs, guilds, and institutes provided a basis for the mobilization of up to a million women, mainly housewives, into unpaid part-time work. Women's Voluntary Service, which was set up by the Government in 1938 to organize this work, generated a rich archive of reports and correspondence which provide the social historian with a unique window into the female public sphere. Questioning the view that the Second World War served to democratize English society, James Hinton shows how the war enabled middle-class social leaders to reinforce their claims to authority. Displaying 'character' through their voluntary work, the leisured women at the centre of this study made themselves indispensable to the war effort. James Hinton delineates these 'continuities of class', reconstructing intimate portraits of local female social leadership in contrasting settings across provincial England (towns large and small, shire counties, the Durham coalfield), tracing complex and often acerbic rivalries within the voluntary sector, and uncovering gulfs of mutual distrust and incomprehension dividing publicly active women along gendered frontiers of class and party. This study reminds us how much Britain's wartime mobilization relied on a Victorian ethos of public service to cope with the profoundly un-Victorian problems of total war. The women's associations so evocatively explored here reached the apex of their effectiveness during the Second World War, sustaining an uneasy balance between voluntarism and the expanding power of the state. In the longer term female social leaders found themselves marginalized by bureaucracy and professionalization. The stories told here demonstrate that the Second World War changed English society far less than is often assumed. It was not until the 1950s and 1960s that practices and attitudes laid down in the nineteenth century finally lost their purchase.

This book reviews the practice of shared responsibility in multiple issue areas of international law, to assess its application and development.

This book is a comprehensive, practical manual to help instructors integrate moral leadership in their own courses, drawing from the experience and resources of the Harvard Business School course 'The Moral Leader', an MBA elective taken by thousands of HBS students over nearly twenty years. Through the close study of literature--novels, plays, and historical accounts-- followed by rigorous classroom discussion, this innovative course encourages students to confront fundamental moral challenges, to develop skills in moral analysis and judgment, and to come to terms with their own definition of moral leadership. Using this guide's background material and detailed teaching plans, instructors will be well prepared to lead their students in the study of this vital and important subject. Featuring a website to run alongside that links the manual with the textbook and provides a wealth of extra resources, including on-line links to Harvard Business School case studies and teaching notes this manual forms a perfect complement to The Moral Leader core text also by Sandra Sucher. The detailed and hands-on nature of the guide makes it possible for instructors, with or without a specialized background, to replicate the 13-session Harvard Business School course, or to integrate moral leadership into an existing course, or as a module, or as stand-alone sessions. The manual presents flexible class plans, easily adaptable to a wide variety of business and academic topics. It suggests how to adapt the course to other settings, provides supporting materials, and reviews the approach to teaching "The Moral Leader," differentiating it from other literature-based courses. The author, a Harvard Business School professor with a successful record in teaching this course, also brings into the text the kind of real world understanding of effective leadership development that comes from decades of experience as a high level corporate executive. An accompanying student book, focused on class preparation and the context of each work, helps students address questions like: What is the nature of a moral challenge? How do people "reason morally"? How do leaders - formal and informal - contend with the moral choices they face? How is moral leadership different from leadership of any other kind? Struggling with these questions, both individually and as members of a vibrant learning community, students internalize moral leadership concepts and choices, and develop the skills to pursue it in their careers and personal lives.