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You have been selected to appear on the show to serve as Leadership Expert: Are Leaders Born or Made?You must submit a deliverable (minimum 1-2 pages) in the assigned teams discussion forum (equivalent to a one to two page word document). You are encouraged to be original and creative in your delivery of information. Television personalities are a MUST! A sense of humor coupled with accurate research is encouraged. Each deliverable must be accompanied by a minimum of 2 documented sources (limited to the textbook and one additional PEER REVIEWED academic source). You MUST include information from the chapter reading assignment AND one peer reviewed article to meet my expectations. Including information from the text means using concepts, terms, and researched information that is pertinent to your deliverable regardless of your job roles.https://troy.instructure.com/courses/55097/files/3...https://troy.instructure.com/courses/55097/files/3... leadership_enhancing_the_lessons_9th_edition.c2__2_.pdf Unformatted Attachment Preview Leadership Enhancing the Lessons of Experience Ninth Edition Richard L. Hughes Robert C. Ginnett Gordon J. Curphy LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, NINTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2015, 2012, and 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 LCR/LCR 23 22 21 20 19 ISBN 978-1-259-96326-1 (bound edition) MHID 1-259-96326-8 (bound edition) ISBN 978-1-260-16765-8 (loose-leaf edition) MHID 1-260-16765-8 (loose-leaf edition) Portfolio Manager: Laura Hurst Spell Marketing Manager: Debbie Clare Content Project Managers: Rick Hecker and Rachel Townsend Buyer: Susan K. Culbertson Design: Matt Backhaus Content Licensing Specialist: Melisa Seegmiller Cover Image: ©Giovanni Rinaldi/Getty Images Compositor: MPS Limited All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Hughes, Richard L., 1946– author. | Ginnett, Robert C., author. | Curphy, Gordon J., author. Leadership: enhancing the lessons of experience / Richard L. Hughes, Robert C. Ginnett, Gordon J. Curphy. Ninth Edition. | New York: McGraw-Hill Education, [2018] LCCN 2017048123| ISBN 9781259963261 (acid-free paper) | ISBN 1259963268 (acid-free paper) LCSH: Leadership. LCC HM1261 .H84 2018 | DDC 303.3/4—dc23 LC record available at https://lccn.loc.gov/2017048123 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. mheducation.com/highered About the Authors Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL) and the U.S. Air Force Academy. CCL is an international organization devoted to behavioral science research and leadership education. He worked there with senior executives from all sectors in the areas of strategic leadership and organizational culture change. At the Air Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership. He later served at the Academy as its Transformation Chair. In that capacity he worked with senior leaders across the Academy to help guide organizational transformation of the Academy in ways to ensure it is meeting its mission of producing leaders of character. He is a clinical psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of Texas and a PhD from the University of Wyoming. Robert Ginnett is an independent consultant specializing in the leadership of highperformance teams and organizations. He has worked with hundreds of for-profit organizations as well as NASA, the Defense and Central Intelligence Agencies, the National Security Agency, and the United States Army, Navy, and Air Force. Prior to working independently, Robert was a senior fellow at the Center for Creative Leadership and a tenured professor at the U.S. Air Force Academy, where he also served as the director of leadership and counseling. Additionally, he served in numerous line and staff positions in the military, including leadership of an 875-man combat force and covert operations teams in the Vietnam War. He spent over 10 years working as a researcher for the National Aeronautics and Space Administration, focusing his early work in aviation crew resource management, and later at the Kennedy Space Center in the post-Challenger period. Robert is an organizational psychologist whose education includes a master of business administration degree, a master of arts, a master of philosophy, and a PhD from Yale University. He now enjoys doing pro bono work with local fire and police departments and teaching leadership courses at the Gettysburg National Military Park. Gordy Curphy is a managing partner at Curphy Leadership Solutions and has been running his own consulting business since 2002. As a leadership consultant Gordy has worked with numerous Fortune 500 firms to deliver more than 2,500 executive assessments, 150 executive coaching programs, 200 team engagements, and 150 leadership training programs. He has also played a critical role in helping organizations formulate winning strategies, drive major change initiatives, and improve business results. Gordy has published numerous books and articles and presented extensively on such topics as business, community, school, military, and team leadership; the role of personality and intelligence in leadership; building high-performing teams; leading virtual teams; teams at the top; managerial incompetence; iii iv About the Authors followership; on-boarding; succession planning; and employee engagement. Prior to starting his own firm Gordy spent a year as the vice president of institutional leadership at the Blandin Foundation, eight years as a vice president and general manager at Personnel Decisions International, and six years as a professor at the U.S. Air Force Academy. He has a BS from the U.S. Air Force Academy and a PhD in industrial and organizational psychology from the University of Minnesota. Foreword The first edition of this popular, widely used textbook was published in 1993, and the authors have continually upgraded it with each new edition including this one. In a sense, no new foreword is needed; many principles of leadership are timeless. For example, references to Shakespeare and Machiavelli need no updating. However, the authors have refreshed examples and anecdotes, and they have kept up with the contemporary research and writing of leadership experts. Unfortunately, many of the reasons why leaders fail have also proved timeless. Flawed strategies, indecisiveness, arrogance, the naked pursuit of power, inept followers, the inability to build teams, and societal changes have resulted in corrupt governments, lost wars, failed businesses, repressive regimes around the globe, and sexual discrimination and/or harassment. These occurrences remind us that leadership can be used for selfless or selfish reasons, and it is up to those in charge to decide why they choose to lead. Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the tone, spirit, and achievements of these authors’ work. Often the only difference between chaos and a smoothly functioning operation is leadership; this book is about that difference. The authors are psychologists; therefore, the book has a distinctly psychological tone. You, as a reader, are going to be asked to think about leadership the way psychologists do. There is much here about psychological tests and surveys, about studies done in psychological laboratories, and about psychological analyses of good (and poor) leadership. You will often run across common psychological concepts in these pages, such as personality, values, attitudes, perceptions, and self-esteem, plus some not-so-common “jargon-y” phrases like double-loop learning, expectancy theory, and perceived inequity. This is not the same kind of book that would be written by coaches, sales managers, economists, political scientists, or generals. Be not dismayed. Because these authors are also teachers with a good eye and ear for what students find interesting, they write clearly and cleanly, and they have also included a host of entertaining, stimulating snapshots of leadership: quotes, anecdotal Highlights, and personal glimpses from a wide range of intriguing people, each offered as an illustration of some scholarly point. Also, because the authors are, or have been at one time or another, together or singly, not only psychologists and teachers but also children, students, Boy Scouts, parents, professors (at the U.S. Air Force Academy), Air Force officers, pilots, church members, athletes, administrators, insatiable readers, and convivial raconteurs, their stories and examples are drawn from a wide range of personal sources, and their anecdotes ring true. As psychologists and scholars, they have reviewed here a wide range of psychological studies, other scientific inquiries, personal reflections of leaders, and philosophic writings on the topic of leadership. In distilling this material, they have drawn many practical conclusions useful for current and potential leaders. There v vi Foreword are suggestions here for goal setting, for running meetings, for negotiating, for managing conflict within groups, and for handling your own personal stress, to mention just a few. All leaders, no matter what their age and station, can find some useful tips here, ranging over subjects such as body language, keeping a journal, and how to relax under tension. In several ways the authors have tried to help you, the reader, feel what it would be like “to be in charge.” For example, they have posed quandaries such as the following: You are in a leadership position with a budget provided by an outside funding source. You believe strongly in, say, Topic A, and have taken a strong, visible public stance on that topic. The head of your funding source takes you aside and says, “We disagree with your stance on Topic A. Please tone down your public statements, or we will have to take another look at your budget for next year.” What would you do? Quit? Speak up and lose your budget? Tone down your public statements and feel dishonest? There’s no easy answer, and it’s not an unusual situation for a leader to be in. Sooner or later, all leaders have to confront just how much outside interference they will tolerate in order to be able to carry out programs they believe in. The authors emphasize the value of experience in leadership development, a conclusion I thoroughly agree with. Virtually every leader who makes it to the top of whatever pyramid he or she happens to be climbing does so by building on earlier experiences. The successful leaders are those who learn from these earlier experiences, by reflecting on and analyzing them to help solve larger future challenges. In this vein, let me make a suggestion. Actually, let me assign you some homework. (I know, I know, this is a peculiar approach in a book foreword; but stay with me—I have a point.) Your Assignment: To gain some useful leadership experience, persuade eight people to do some notable activity together for at least two hours that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this. It can be any eight people: friends, family, teammates, club members, neighbors, students, working colleagues. It can be any activity, except that it should be something more substantial than watching television, eating, going to a movie, or just sitting around talking. It could be a roller-skating party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter or visiting a nursing home. If you will take it upon yourself to make something happen in the world that would not have otherwise happened without you, you will be engaging in an act of leadership with all of its attendant barriers, burdens, and pleasures, and you will quickly learn the relevance of many of the topics that the authors discuss in this book. If you try the eight-person-two-hour experience first and read this book later, you will have a much better understanding of how complicated an act of leadership can be. You will learn about the difficulties of developing a vision (“Now that we are together, what are we going to do?”), of motivating others, of setting agendas and timetables, of securing resources, of the need for followthrough. You may even learn about “loneliness at the top.” However, if you are Foreword vii successful, you will also experience the thrill that comes from successful leadership. One person can make a difference by enriching the lives of others, if only for a few hours. And for all of the frustrations and complexities of leadership, the tingling satisfaction that comes from success can become almost addictive. The capacity for making things happen can become its own motivation. With an early success, even if it is only with eight people for two hours, you may well be on your way to a leadership future. The authors believe that leadership development involves reflecting on one’s own experiences. Reading this book in the context of your own leadership experience can aid in that process. Their book is comprehensive, scholarly, stimulating, entertaining, and relevant for anyone who wishes to better understand the dynamics of leadership, and to improve her or his own personal performance. David P. Campbell Psychologist/Author Preface Perhaps by the time they are fortunate enough to have completed eight editions of a textbook, it is a bit natural for authors to believe something like, “Well, now we’ve got it just about right . . . there couldn’t be too many changes for the next edition” (that is, this one). Of course, there are changes because this is a new edition. Some of the changes are rather general and pervasive in nature while others represent targeted changes in specific chapters of an otherwise successful text. The more general and pervasive changes are those things one would expect to find in the new edition of any textbook: the inclusion of recent research findings across all chapters as well as extensive rework in the vast majority of chapters of the very popular Highlights. The latter work involved the addition of numerous new Highlights as well as the elimination of those that had become dated and/or less central to the material in their respective chapters. Examples of the new Highlights include bullying bosses, gender stereotyping, and possible evolutionary roots to the pull toward greater organizational transparency. There are also many new Profiles in Leadership covering leaders as diverse as Sheikh Zayed, founder of the United Arab Emirates; Stan Lee, who was the creative genius behind Marvel Comics; and Lin-Manuel Miranda, whose musical Hamilton became a Broadway phenomenon. The most significant structural change to the book involved changes to the 8th edition’s Chapter 9 (“Motivation, Satisfaction and Performance”). In order to better address the extensive academic literature in those broad areas we divided the material into two chapters. In this 9th edition, Chapter 9 is now titled “Motivation, Performance and Effectiveness;” it includes the five motivational theories from before along with a detailed description of the performance management cycle (planning, monitoring, and evaluating performance) as well as common ways to measure team and organizational effectiveness. Chapter 10 is a new chapter entitled “Satisfaction, Engagement, and Potential.” It includes substantially enhanced content on engagement as well as a detailed discussion on potential, including readiness and succession planning. And while all the chapters were revised in several ways, two other chapters saw relatively greater change. Chapter 6 has substantially more content on the subject of emotional intelligence as well as more extensive treatment of strength based leadership and neuroleadership. Chapter 12 includes expanded treatment of organizational culture types. And as noted above, all chapters include updates on relevant research and changes in Highlights and Profiles in Leadership. As always, we are indebted to the superb editorial staff at McGraw-Hill Education including Laura Hurst Spell, associate portfolio manager; Rick Hecker, content project manager; and Tracy Jensen, freelance development editor. They all have been wise, supportive, helpful, and pleasant partners in this process, and it has been our good fortune to know and work with such a professional team. We are viii Preface ix grateful for the scholarly and insightful perspectives of the following scholars who provided helpful feedback on particular portions of the text: Patricia Ann Castelli Lawrence Technological University Gerald J Herbison The American College Gary Corona Florida State College at Jacksonville Rajnandini Pillai California State University San Marcos Nathaniel Vargas Gallegos Chadron State College Benjamin Redekop Christopher Newport University Once again we dedicate this book to the leaders of the past from whom we have learned, the leaders of today whose behaviors and actions shape our ever-changing world, and the leaders of tomorrow whom we hope will benefit from the lessons in this book as they face the challenges of change and globalization in an increasingly interconnected world. Richard L. Hughes Robert C. Ginnett Gordon J. Curphy Brief Contents PART ONE: Chapter 10: Leadership Is a Process, Not a Position 1  atisfaction, Engagement, S and Potential 390 Chapter 11:  roups, Teams, and Their G Leadership 423 Chapter 1: What Do We Mean by Leadership? 2 Chapter 2: Leader Development Chapter 3:  kills for Developing S Yourself as a Leader 82 40 PART TWO: Focus on the Leader 109 Chapter 4: Power and Influence Chapter 7: Leadership Behavior 176 245 Chapter 8: Skills for Building Personal Credibility and Influencing Others 284 PART THREE: Focus on the Followers Chapter 9: x PART FOUR: Focus on the Situation 321  otivation, Performance, M and Effectiveness 335 505 Chapter 13: The Situation Chapter 14: Contingency Theories of Leadership 546 Chapter 15:  eadership and L Change 580 Chapter 16:  he Dark Side of T Leadership 636 110 Chapter 5: Values, Ethics, and Character 143 Chapter 6: Leadership Attributes Chapter 12: Skills for Developing Others 470 507 Chapter 17: Skills for Optimizing Leadership as Situations Change 694 Contents Preface viii Reflection and Leadership Development Single- and Double-Loop Learning PART ONE Leadership Is a Process, Not a Position Chapter 1 What Do We Mean by Leadership? Introduction 2 What Is Leadership? 1 2 3 Leadership Myths 12 Myth: Good Leadership Is All Common Sense 12 Myth: Leaders Are Born, Not Made 13 Myth: The Only School You Learn Leadership from Is the School of Hard Knocks 14 The Interactional Framework for Analyzing Leadership 15 The Leader 16 The Followers 17 The Situation 22 Illustrating the Interactional Framework: Women in Leadership Roles 24 There Is No Simple Recipe for Effective Leadership 30 Summary 32 Chapter 2 Leader Development 40 Introduction 40 The Action–Observation–Reflection Model The Key Role of Perception in the Spiral of Experience 45 Perception and Observation 45 Perception and Reflection 47 Perception and Action 48 Making the Most of Your Leadership Experiences: Learning to Learn from Experience 54 Leader Development in College 57 Leader Development in Organizational Settings Action Learning 64 Development Planning 65 Coaching 67 Mentoring 69 Building Your Own Leadership Self-Image Summary 74 Leadership Is Both a Science and an Art 6 Leadership Is Both Rational and Emotional 7 Leadership and Management 9 59 72 Chapter 3 Skills for Developing Yourself as a Leader 82 Introduction 82 Your First 90 Days as a Leader 83 Before You Start: Do Your Homework 83 The First Day: You Get Only One Chance to Make a First Impression 84 The First Two Weeks: Lay ... 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