Fluent Essays

Write a brief summary of the important concepts you learned from chapter 4 & 5. (Chapter 4 & 5 summary attached and textbook attached) Writing Requirements Include Abstract APA format Only 2 pages in length (excluding cover page, abstract, and reference list) Only reference to textbook 4-1Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 4-2 Power and Influence “The true leader must submerge himself in the fountain of the people.” ~V.I. Lenin C h a p te r 4 4-3 Some Important Distinctions • Power has been defined as the capacity to produce effects on others, or the potential to influence others. • Followers or situational characteristics may diminish or enhance a leader’s potential to influence followers. • Power does not need to be exercised in order to have its effect. • Power is attributed to others on the basis and frequency of influence tactics they use and on their outcomes. 4-4 Some Important Distinctions (continued) • Influence is defined as the change in a target agent’s attitudes, values, beliefs, or behaviors as the result of influence tactics. • Influence tactics refer to one person’s actual behaviors designed to change another person’s attitudes, beliefs, values, or behaviors. • Followers can wield power and influence over leaders as well as over each other. 4-5 Some Important Distinctions (continued) • Influence can be measured by the behaviors or attitudes manifested by followers as a result of a leader’s influence tactics. • Leaders can cause fairly substantial changes in subordinates’ attitudes and behaviors. • The amount of power followers have in work situations can also vary dramatically. – Sometimes, particular followers may exert relatively more influence than the leader does. 4-6 Some Important Distinctions (continued) • Individuals with a relatively large amount of power may successfully employ a wider variety of influence tactics. • Followers often can use a wider variety of influence tactics than the leader. – This is because the formal leader is not always the person who possesses the most power in a leadership situation. 4-7 Sources of Leader Power • Many situational factors affect power and influence. – Furniture arrangement – Office size and type – Prominently displayed symbols – Appearances of title and authority – Choice of clothing – Presence or absence of crisis 4-8 A Taxonomy of Social Power • French and Raven identified five sources/bases of power by which an individual can potentially influence others. – Expert power – Referent power – Legitimate power – Reward power – Coercive power 4-9 Sources of Leader Power in the Leader- Follower-Situation Framework 4-10 Expert Power • Expert power is the power of knowledge. • Some people are able to influence others with their relative expertise in particular areas. • Expert power is a function of the amount of knowledge one possesses relative to other group members, so followers may have more expert power than leaders at times. • If different followers have considerably greater amounts of expert power, the leader may be unable to influence them using expert power alone. 4-11 Referent Power • Referent power refers to the potential influence one has due to the strength of the relationship between the leader and the followers. • Referent power often takes time to develop but can be lost quickly. • The stronger the relationship, the more influence leaders and followers exert over each other. • Followers with relatively more referent power than their peers are often spokespersons for their units and have more latitude to deviate from work-unit norms. 4-12 Legitimate Power • Legitimate power depends on a person’s organizational role i.e. formal/official authority. • Legitimate power allows exertion of influence through requests or demands deemed appropriate by virtue of role and position. • Holding a position and being a leader are not synonymous. – Effective leaders often intuitively realize they need more than legitimate power to be successful. • Followers can use their legitimate power (job descriptions, bureaucratic rules, union policies) to influence leaders. 4-13 Reward Power • Reward power involves the potential to influence others through control over desired resources. • The potential to influence others through reward power is a joint function of the leader, the followers, and the situation. • Overemphasizing performance rewards can lead to workers feeling resentful and manipulated. • Extrinsic rewards (praise, compensation) may not have the same behavioral effects as intrinsic rewards (personal growth, development). 4-14 Reward Power (continued) • Leaders can enhance their ability to influence others based on reward power by: – Determining what rewards are available and most valued by subordinates – Establishing policies for the fair and consistent administration of rewards for good performance • Followers can exercise reward power over leaders by: – Controlling scarce resources – Modifying their level of effort based on the leader’s performance 4-15 Coercive Power • Coercive power is the potential to influence others through the administration of negative sanctions or the removal of positive events. • Reliance on this power has inherent limitations. • One of the most common forms of coercion is a superior’s temperamental outbursts. • Followers that use coercive power to influence a leader’s behavior tend to have a relatively high amount of referent power among co- workers. 4-16 Concluding Thoughts about French and Raven’s Power Taxonomy • Leaders can usually exert more power during a crisis than during periods of relative calm. – During a crisis, followers may be more eager to receive direction and control from leaders. • Research indicates that reliance on referent and expert power led to employees who: – Were more motivated – Were more satisfied – Were absent less – Performed better 4-17 Concluding Thoughts about French and Raven’s Power Taxonomy (cont.) • Four generalizations can be made about power and influence: – Effective leaders typically take advantage of all their sources of power. – Leaders in well-functioning organizations are open to being influenced by their subordinates. – Leaders vary in the extent to which they share power with subordinates. – Effective leaders generally work to increase their various power bases or become more willing to use their coercive power. 4-18 Leader Motives • People vary in their motivation to influence or control others. • This need for power is expressed in two ways. – Personalized power is exercised for personal needs by selfish, impulsive individuals. – Socialized power is used for the benefit of others or the organization and may involve self-sacrifice. • Thematic Apperception Tests, a projective personality test, can assess the need for power. • Need for power is found to be positively related to various leadership effectiveness criteria. 4-19 Leader Motives (continued) • Leaders who are relatively uninhibited in their need for power will use power impulsively. • Leaders with a high need for power but low activity inhibition may be successful in the short term but create hazards for the long-term. • Some followers have a high need for power too, which can lead to tension between leader and follower. 4-20 Leader Motives (continued) • Individuals vary in their motivation to manage in terms of six composites: – Maintaining good relationships with authority figures – Wanting to compete for recognition and advancement – Being active and assertive – Wanting to exercise influence over subordinates – Being visibly different from followers – Being willing to do routine administrative tasks 4-21 Leader Motives (continued) • Miner’s Sentence Completion Scale (MSCS) consistently predicts leadership success in hierarchical or bureaucratic organizations, and its findings offer several implications: – Not all individuals like being leaders. – A high need for power or motivation to manage does not guarantee leadership success. – A high need for socialized power and a high level of activity inhibition may be required for long-term leadership success. – Followers and leaders differ in the need for power, activity inhibition, and motivation to manage. 4-22 Influence Tactics • The Influence Behavior Questionnaire (IBQ) assesses nine types of influence tactics: – Rational persuasion – Inspirational appeals – Consultation – Ingratiation – Personal appeals – Exchange – Coalition tactics – Pressure tactics – Legitimizing tactics 4-23 Influence Tactics and Power • A strong relationship exists between relative power and the types of influence tactics used. • Hard tactics are typically used when: – An influencer has the upper hand – Resistance is anticipated – When a person’s behavior violates important norms • Soft tactics are typically used when: – They are at a disadvantage or expect resistance – They will personally benefit if the attempt is successful 4-24 Influence Tactics and Power (continued) • Rational tactics are typically used when: – Parties are relatively equal in power – Resistance is not anticipated – Benefits are organizational as well as personal • Leaders with high referent power generally do not use legitimizing or pressure tactics. • Leaders with only coercive or legitimate power tend to use coalition, legitimizing, or pressure tactics. • Using influence tactics is a social skill. 4-25 A Concluding Thought about Influence Tactics • Leaders benefit from being conscious of the type of influence tactic to use and its effects. • Leaders should consider why they believe particular influence tactics are effective. • Influence efforts intended to build others up more frequently lead to positive outcomes than influence efforts intended to put others down. 4-26 Summary • By reflecting on their different bases of power, leaders may better understand how they can affect followers and even expand their power. • Leaders can improve their effectiveness by enhancing their idiosyncratic credit. • Leaders should discourage in-group and out- group rivalries from forming in the work unit. • The exercise of power occurs primarily through the influence tactics leaders and followers use. • Leadership practitioners should always consider why they are using a particular influence attempt before they actually use it. 5-1Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 5-2 Values, Ethics, and Character “Leadership cannot just go along to get along… Leadership must meet the moral challenge of the day.” ~Jesse Jackson C h a p te r 5 5-3 Introduction • Leaders can use power for good or ill. • A leader’s personal values and ethical code may be the most important determinants of how that leader exercises available power sources. • Recent scandals involving political, business, and religious figures highlight the need to consider values and ethics in terms of leadership. • Scholarly and popular literature have turned greater attention to the question of ethical leadership. 5-4 Leadership and “Doing the Right Things” • Leaders face dilemmas that require choices between competing sets of values and priorities. • Leaders set a moral example that becomes the model for an entire group or organization. • Leaders should internalize a strong set of ethics—principles of right conduct or a system of moral values. • Gardner and Burns stress the centrality and importance of the moral dimension of leadership. 5-5 Leadership and “Doing the Right Things” (continued) • Four qualities of leadership engender trust: – Vision – Empathy – Consistency – Integrity • Two contrasting sets of assumptions people make about human nature: – Theory X asserts that most people need extrinsic motivation because they are not naturally motivated to work. – Theory Y asserts that most people are intrinsically motivated by their work. 5-6 Values • Values are “constructs representing generalized behaviors or states of affairs that are considered by the individual to be important.” • Values are learned through socialization, become internalized, and affect behavior. • People in an organization vary in the relative importance they place on values. – Instrumental values refer to modes of behavior (being helpful, being responsible). – Terminal values refer to desired end states (family security, social recognition). 5-7 Values (continued) • Pervasive influences of broad forces at a particular time tend to create common value systems. – This may contribute to misunderstandings and tension during interactions between older leaders and younger followers. • Each generation is molded by distinctive experiences at their critical developmental periods. – The Veterans (1922–1943) – The Baby Boomers (1942–1960) – The Gen Xers (1961–1981) – Millennials (1982–2005) 5-8 Values (continued) • Gen Xers have a clearly different view of authority than previous generations. – Leadership is viewed as removing obstacles and giving followers what they need to work. – Leaders must “earn their stripes” rather than advance by seniority. • Research has found little evidence of a generation gap in basic values. • Studies show that Boomers, Xers, and Milliennials in the managerial workforce are more similar than different in their views of organizational leadership. 5-9 Moral Reasoning and Character- Based Leadership • An important consideration is how people think and act concerning matters of right and wrong. • Moral reasoning is the process leaders use to make decisions about ethical and unethical behaviors i.e. the manner by which they solve moral dilemmas. • Value differences often result in different judgments regarding ethical and unethical behavior. • Not everyone fully develops their moral judgment. 5-10 Moral Reasoning and Character- Based Leadership (continued) • Unconscious biases may affect moral judgments, which is why many organizations are developing programs to develop moral decision-making competence among leaders. • Effectiveness of such programs depends on understanding the moral decision-making process, which is complex. • Greene suggests a dual-process theory of moral judgment. – Moral judgments dealing with rights or duties are made by automatic emotional responses while those made on a utilitarian basis are made more cognitively. 5-11 Moral Reasoning and Character- Based Leadership (continued) • A common but challenging ethical dilemma involves choosing between two “rights.” • Kidder identified four common ethical dilemmas. – Truth vs. loyalty – honestly answering a question that may compromise confidentiality – Individual vs. community –compromising the rights of an individual for the good of the community – Short-term vs. long-term – balancing spending time with family against making career investments for future benefits – Justice vs. mercy –excusing a person’s behavior due to extenuating circumstances or convicting to teach a lesson 5-12 Moral Reasoning and Character- Based Leadership (continued) • Kidder offers three principles for resolving ethical dilemmas. – Ends-based thinking – “Do what’s best for the greatest number of people.” It is also known as utilitarianism. – Rule-based thinking – It is consistent with Kantian philosophy and is characterized as “following the highest principle or duty.” – Care-based thinking – “Do what you want others to do to you.” It is similar to the Golden Rule of conduct common in some form to many world religions. 5-13 Moral Reasoning and Character- Based Leadership (continued) • Research has identified 4 biases that affect our moral decision making. – Implicit prejudice refers to subconscious prejudices that affect our decisions without us being aware of them. – In-group favoritism involves doing acts of kindness and favors for those who are like us. – Overclaiming credit involves overrating the quality of our own work and contributions. – Conflicts of interest adversely impact ethical judgments and bias our perceptions of situations. 5-14 Moral Reasoning and Character- Based Leadership (continued) • When people behave badly, they use the following methods to interpret their behavior in a self-protective way. – Moral justification – Euphemistic labeling – Advantageous comparison – Displacement or diffusion of responsibility – Disregard or distortion of consequences – Dehumanization – Attribution of blame 5-15 Moral Reasoning and Character- Based Leadership (continued) • Moral potency has three key components. – Moral ownership is a felt sense of responsibility not only for the ethical nature of one’s own behavior but also for one’s commitment not to allow unethical things to happen within one’s broader sphere of influence. – Moral courage refers to the fortitude to face risk and overcome fears associated with taking ethical action. – Moral efficacy is the confidence in one’s capability to mobilize personal, interpersonal, and other external resources to persist despite moral adversity. 5-16 Character-Based Approaches to Leadership (continued) • Avolio asserts that there are two components of ethical leadership. – The moral person is a principled decision maker who cares about people and the broader society. – The moral manager makes ethics an explicit part of the leadership agenda by communicating messages of ethics and values and by modeling ethical behavior. • There is new interest in leadership approaches that are based on the interdependence between effective leadership and certain value systems. – Authentic leadership – Servant leadership 5-17 Character-Based Approaches to Leadership (continued) • Authentic leadership is based on the notion of “to thine own self be true.” • Authentic leaders are self-aware and self- consciously align their actions with their inner values. • The study of authentic leadership has gained momentum because of the following beliefs: – Enhancing self-awareness can help people in organizations find more meaning at work – Promoting transparency and openness in relationships builds trust and commitment – Fostering more inclusive structures and practices can help build more positive ethical climates 5-18 Character-Based Approaches to Leadership (continued) • Servant leadership views serving others to be the leader’s role. • Ten characteristics describe servant leaders: – Listening – Empathy – Healing – Awareness – Persuasion – Conceptualization – Foresight – Stewardship – Commitment to others’ growth – Building community 5-19 The Roles of Ethics and Values in Organizational Leadership • The top leadership’s collective values play a significant role in determining the dominant values throughout the organization. • Many of the most difficult decisions made by leaders are choices between opposing values. • A leader must set a personal example of values-based leadership and ensure that clear values guide everyone’s behavior in an organization. 5-20 Leading by Example: the Good, the Bad, and the Ugly • One of the most quoted principles of good leadership is “leadership by example.” • Research shows that ethical role models are characterized by four general categories of attitudes and behaviors: – Interpersonal behaviors: show care, concern, and compassion for others. – Basic fairness: show fairness to others – Ethical actions and self-expectations: hold themselves to high ethical standards – Articulating ethical standards: articulate a consistent ethical vision and are uncompromising toward it 5-21 Leading by Example: the Good, the Bad, and the Ugly (continued) • Upward ethical leadership involves individuals showing leadership by taking actions to uphold ethical standards when higher-ups misbehave. • The general quality of an organization’s ethical climate affects whether or not employees raise ethical concerns. – In ethical climates, ethical standards/norms are consistently and clearly communicated, embraced, and enforced by organizational leaders. – In unethical climates, unethical behavior exists with little corrective action, and misbehavior may even be condoned. 5-22 Creating and Sustaining an Ethical Climate • Five “fronts” of leadership action are required to create an ethical climate. – Formal ethics policies and procedures – formal statements of ethical standards/policies, reporting mechanisms, disciplinary procedures, and penalties – Core ideology – organization’s purpose, guiding principles, basic identity, and most important values – Integrity – core ideology is congruent with all public and private actions throughout the organization – Structural reinforcement – organization’s structure and systems encourage higher ethical performance and discourage unethical performance – Process focus – how goals are achieved is as important as achievement 5-23 Creating and Sustaining an Ethical Climate (continued) • Principle–centered leadership asserts a fundamental interdependence between the personal, interpersonal, managerial, and organizational levels of leadership. – Personal: Be a trustworthy person in terms of both character and competence. – Interpersonal: A lack of trust leads to self-protective efforts to control and verify each other’s behavior. – Managerial: Empowering others requires a trusting relationship, team building, delegation, communication, negotiation, and self-management. – Organizational: Creativity requires that the organization’s structure, systems (training, reward, communication), strategy, and vision be aligned and mutually supportive. 5-24 Summary • There is a relationship between ethics, values and leadership. • It is not just the content of what one believes is right and wrong, but how one makes moral or ethical judgments. • Ethical dilemmas often involve a choice between two “rights” rather than right and wrong. • Recent research has explored the interdependencies between effective leadership and particular value systems. This page intentionally left blank Leadership Enhancing the Lessons of Experience Seventh Edition Richard L. Hughes Robert C. Ginnett Gordon J. Curphy hug12656_fm_i-xviii.indd Page i 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page i 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2012, 2009, 2006, 2002, 1999, 1996, 1993 by The McGraw-Hill Companies, Inc. All rights reserved. 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 The McGraw-Hill Companies, Inc., 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 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN 978-0-07-811265-2 MHID 0-07-811265-6 Vice president and editor-in-chief: Brent Gordon Executive director of development: Ann Torbert Managing development editor: Laura Hurst Spell Development editor: Jane Beck Vice president and director of marketing: Robin J. Zwettler Marketing director: Amee Mosley Associate marketing manager: Jaime Halteman Vice president of editing, design, and production: Sesha Bolisetty Project manager:   Dana   M.   Pauley Senior buyer: Carol A. Bielski Design coordinator: Joanne Mennemeier Senior media project manager: Susan Lombardi Media project manager: Suresh Babu, Hurix Systems Pvt. Ltd. Typeface: 10/12 Palatino Compositor: Aptara®, Inc. Printer: R. R. Donnelley Library of Congress Cataloging-in-Publication Data Hughes, Richard L. Leadership : enhancing the lessons of experience / Richard L. Hughes, Robert C. Ginnett, Gordon J. Curphy. — 7th ed. p. cm. Includes index. ISBN-13: 978-0-07-811265-2 (alk. paper) ISBN-10: 0-07-811265-6 (alk. paper) 1. Leadership. I. Ginnett, Robert C. II. Curphy, Gordon J. III. Title. HM1261.H84 2012 303.394—dc22 2010052313 www.mhhe.com hug12656_fm_i-xviii.indd Page ii 1/20/11 7:46 PM user-f494hug12656_fm_i-xviii.indd Page ii 1/20/11 7:46 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles www.mhhe.com iii 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 interna- tional 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 Be- havioral Sciences and Leadership. He is a clinical psychologist and a grad- uate 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 leader- ship of high-performance teams and organizations. He is the developer of the Team Leadership Model, © which provides the theoretical framework for many interventions in organizations where teamwork is critical. This model and its real-time application have made him an internationally rec- ognized expert in his field. He has worked with hundreds of organiza- tions including Novartis, Prudential, Fonterra, Mars, GlaxoSmithKlein, Boston Scientific, Daimler Benz, NASA, the Defense and Central Intelli- gence Agencies, the National Security Agency, United and Delta Airlines, Textron, and the United States Army, Navy, and Air Force. Prior to work- ing 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 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 worked at the Kennedy Space Center in the post- Challenger period. Robert is an organizational psychologist whose educa- tion includes a master of business administration degree, a master of arts, a master of philosophy, and a PhD from Yale University. Gordy Curphy is the president of C3, a human resource consulting firm that helps public and private sector clients achieve better results through people. Gordy has over 25 years of leadership and technical expertise in job analysis and competency modeling; hourly staffing systems; multirater feedback systems; performance management design and implementation; leadership development design, delivery, and evaluation; survey construc- tion, administration, and analysis; assessment center methodology; executive coaching, training, and team building; succession planning; team and organizational effectiveness; and strategic and business planning. hug12656_fm_i-xviii.indd Page iii 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page iii 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles iv About the Authors Prior to forming his own consulting firm, Gordy spent 10 years as a vice president of institutional leadership at the Blandin Foundation and as a vice president and general manager at Personnel Decisions International. He is an industrial/organizational psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of St. Mary’s and a PhD in industrial/organizational psychology from the University of Minnesota. hug12656_fm_i-xviii.indd Page iv 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page iv 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles v 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—the seventh. For this newest edition I’ve written some- thing of a new foreword. In a sense, no new foreword is needed; many principles of leadership are timeless. For example, their references to Shakespeare and Machiavelli need no updating. However, they have refreshed their examples and an- ecdotes, and they have kept up with the contemporary research and writ- ing of leadership experts. Ironically, one of their most riveting new examples falls into the “Dark Side of Leadership” chapter, where they in- clude the horrific example of Richard Fuld, the CEO who presided over the disintegration, destruction, and bankruptcy of Lehman Brothers, the fourth-largest investment bank in the world. Over a five-year period (when he was paid a total of $300,000,000), Fuld kept stretching the rubber band of increasingly risky investments while at the same time stretching another rubber band of tricky financial reporting until they both snapped simultaneously, bringing the world’s financial system close to the brink of disaster. His actions cost the jobs of 25,000 employees and the loss of bil- lions of dollars by investors. Yeoman work by other leaders avoided the brink but could not prevent a painful economic recession. This brutal ex- ample, in a perverse way, once again emphasizes the power of leadership. Such examples keep this book fresh and relevant; but the earlier fore- word, 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 psy- chological tone. You, as a reader, are going to be asked to think about lead- ership 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 of- ten 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 scien- tists, 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: cartoons, quotes, anecdotal Highlights, and hug12656_fm_i-xviii.indd Page v 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page v 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles vi Foreword 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, insatia- ble 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 cur- rent and potential leaders. There 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 quanda- ries 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 lead- ers 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 develop- ment, 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 sug- gestion. 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, per- suade 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 hug12656_fm_i-xviii.indd Page vi 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page vi 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles Foreword vii 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 plea- sures, 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 ex- perience first and read this book later, you will have a much better under- standing 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 follow-through. You may even learn about “loneliness at the top.” However, if you are 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 leader- ship, 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 lead- ership 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 hug12656_fm_i-xviii.indd Page vii 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page vii 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles viii Preface Perhaps by the time they are fortunate enough to have completed six edi- tions 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). But as our experience con- sistently has been since the first edition, the helpful suggestions of users and reviewers always provide helpful grist for improvement. The changes made in this edition are far more extensive than we would have predicted a year ago, and we believe this edition is better because of them. We have made a number of significant changes to this book’s structure and format as well as the kind of normal updates you would expect (such as adding timely references, including new Highlights, and pruning dated stories). Let us briefly review here some of the major changes to this edi- tion. Some of these can be characterized as a generalized effort to better integrate material covered in multiple chapters in previous editions into single chapters in this edition. For example, we have combined material from the first two chapters in all previous editions into the first chapter of this edition with an overall leaner and more consolidated treatment of the material. As another example, we have moved material about mentoring, coaching, and development planning from the chapter about leader be- havior into the chapter about leader development while also eliminating material from earlier editions of the development chapter that over time had become somewhat out of date. Another major change is the complete elimination of the chapter about assessing leadership. We struggled with this chapter through all previous editions in our efforts to adequately cover material that we believe important but that to many others is dry and perhaps not that important in an introduc- tory course. We finally concluded that the cost of an entire chapter that either was not covered by many of our textbook users, or was found problematic by others who did, was simply not worth it. (Sneakily, we must admit that a lit- tle of that material might have found its way into other chapters.) The chapter now called “Leadership, Ethics and Values” also includes many changes. There is an extended treatment of ethical leadership, and more explicit linkages are drawn among ethics, values, ethical leadership, authentic leadership, and servant leadership. In the spirit of consolidation and integration, some material about character development from other chapters in the previous edition is now included in this chapter instead. Finally, the “Leading across Cultures” section, which was in the “Leader- ship and Values” chapter of our sixth edition, is now part of “The Situa- tion” chapter in this edition because it fits better there thematically. Speaking about our chapter addressing the role of the situation in lead- ership, it also has undergone other significant changes. In general, these hug12656_fm_i-xviii.indd Page viii 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page viii 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles Preface ix changes represent our effort to reorient the chapter more toward leader- ship issues than toward organizational behavior or management. Thus the chapter not only discusses the leadership challenges of leading glob- ally but also explores the topic of organizational culture. The chapter also takes a new look at the role of leadership in dealing with increasing envi- ronmental change. The final major change to this edition reorganizes the content covered in our sections about leadership skills into four chapters, each one now representing the final chapter in each of the book’s four parts, and each chapter focusing on a distinctive aspect of a leader ’s challenges. There also are two new skills added: “Creating a Compelling Vision” and “Your First 90 Days as a Leader.” There are other changes to the seventh edition as well, though they are generally smaller in scope and less systematic than those just mentioned. For example, greater attention is now given to LMX theory in the “Contin- gency Theories” chapter; leading virtual teams gets more extended treat- ment in “Groups, Teams, and Their Leadership”; and new Highlights and Profiles in Leadership appear throughout the book. As always, we are indebted to the superb editorial staff at McGraw- Hill/Irwin, including Jane Beck, our editorial coordinator, Laura Spell, the managing development editor, Dana Pauley, the project manager, and Jaime Halteman, our marketing manager. They all have been wise, sup- portive, helpful, and pleasant partners in this process, and it has been our good fortune to know and work with such a professional team. And as we noted at the beginning of this preface, we are also indebted to the individu- als whose evaluations and constructive suggestions about the previous edition provided the foundation for many of our revisions. We are grateful for the scholarly and insightful comments from all of our reviewers: John Anderson Walsh College Mark Arvisais Towson University David Lee Baker Kent State University Herbert Barber Virginia Military Institute Erich Baumgartner Andrews University Ellen Benowitz Mercer County Community College Kenneth Campbell North Central College Cheree Causey University of Alabama–Tuscaloosa Jeewon Cho Montclair State University Marie Gould Peirce College Donald Howard Horner U.S. Naval Academy Osmond Ingram Jr. Dallas Baptist University hug12656_fm_i-xviii.indd Page ix 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page ix 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles x Preface 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 who 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 Karen Jacobs LeTourneau University Donna Rue Jenkins National University Lanny Karns SUNY–Oswego Stacey Kessler Montclair State University Paulette Laubsch Fairleigh-Dickinson University–Teaneck Charles Changuk Lee Chestnut Hill College John Michael Lenti University of South Carolina Kristie Loescher University of Texas–Austin Lt. Col. Thomas Meriwether Virginia Military Institute Howard Rudd College of Charleston Cdr. Stephen Trainor U.S. Naval Academy Dennis Veit University of Texas–Arlington Deborah Wharff University of North Carolina– Pembroke Eric Williams University of Alabama–Tuscaloosa hug12656_fm_i-xviii.indd Page x 1/20/11 7:46 PM user-f494hug12656_fm_i-xviii.indd Page x 1/20/11 7:46 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles xi Brief Contents PART ONE: Leadership Is a Process, Not a Position 1 Chapter 1: What Do We Mean by Leadership? 2 Chapter 2: Leader Development 43 Chapter 3: Skills for Developing Yourself as a Leader 88 PART TWO: Focus on the Leader 117 Chapter 4: Power and Infl uence 118 Chapter 5: Leadership, Ethics and Values 150 Chapter 6: Leadership Attributes 188 Chapter 7: Leadership Behavior 242 Chapter 8: Skills for Building Personal Credibility and Infl uencing Others 277 PART THREE: Focus on the Followers 317 Chapter 9: Motivation, Satisfaction, and Performance 331 Chapter 10: Groups, Teams, and Their Leadership 390 Chapter 11: Skills for Developing Others 436 PART FOUR: Focus on the Situation 473 Chapter 12: The Situation 473 Chapter 13: Contingency Theories of Leadership 520 Chapter 14: Leadership and Change 556 Chapter 15: The Dark Side of Leadership 607 Chapter 16: Skills for Optimizing Leadership as Situations Change 657 hug12656_fm_i-xviii.indd Page xi 1/19/11 1:07 PM user-f494hug12656_fm_i-xviii.indd Page xi 1/19/11 1:07 PM user-f494 /204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles xii Contents Preface viii PART ONE Leadership Is a Process, Not a Position 1 Chapter 1 What Do We Mean by Leadership? 2 Introduction 2 What Is Leadership? 3 Leadership Is Both a Science and an Art 5 Leadership Is Both Rational and Emotional 6 Leadership and Management 8 Leadership Myths 11 Myth: Good Leadership Is All Common Sense 11 Myth: Leaders Are Born, Not Made 12 Myth: The Only School You Learn Leadership from Is the School of Hard Knocks 13 The Interactional Framework for Analyzing Leadership 15 The Leader 16 The Followers 18 The Situation 26 Illustrating the Interactional Framework: Women in Leadership Roles 27 There Is No Simple Recipe for Effective Leadership 34 Summary 35 Chapter 2 Leader Development 43 Introduction 43 The Action–Observation–Reflection Model 46 The Key Role of Perception in the Spiral of Experience 49 Perception and Observation 49 Perception and Reflection 51 Perception and Action 52 Reflection and Leadership Development 54 Single- and Double-Loop Learning 54 Making the Most of Your Leadership Experiences: Learning to Learn from Experience 57 Leader Development in College 59 Leader Development in Organizational Settings 61 Action Learning 64 Development Planning 66 Coaching 69 Mentoring 74 Building Your Own Leadership Self- Image 78 Summary 78 Chapter 3 Skills for Developing Yourself as a Leader 87 Your First 90 Days as a Leader 88 Before You Start: Do Your Homework 88 The First Day: You Get Only One Chance to Make a First Impression 89 The First Two Weeks: Lay the Foundation 90 The First Two Months: Strategy, Structure, and Staffing 92 The Third Month: Communicate and Drive Change 93 Learning from Experience 94 Creating Opportunities to Get Feedback 95 Taking a 10 Percent Stretch 95 Learning from Others 96 Keeping a Journal 96 Having a Developmental Plan 97 Building Technical Competence 98 Determining How the Job Contributes to the Overall Mission 100 Becoming an Expert in the Job 100 Seeking Opportunities to Broaden Experiences 101 hug12656_fm_i-xviii.indd Page xii 1/29/11 8:04 PM user-f470hug12656_fm_i-xviii.indd Page xii 1/29/11 8:04 PM user-f470/Volumes/208/MHSF234/gri34307_disk1of1/0073534307/gri34307_pagefiles/Volumes/208/MHSF234/gri34307_disk1of1/0073534307/gri34307_pagefile Contents xiii Building Effective Relationships with Superiors 101 Understanding the Superior’s World 102 Adapting to the Superior’s Style 103 Building Effective Relationships with Peers 104 Recognizing Common Interests and Goals 104 Understanding Peers’ Tasks, Problems, and Rewards 105 Practicing a Theory Y Attitude 105 Development Planning 106 Conducting a GAPS Analysis 107 Identifying and Prioritizing Development Needs: Gaps of GAPS 109 Bridging the Gaps: Building a Development Plan 110 Reflecting on Learning: Modifying Development Plans 110 Transferring Learning to New Environments 112 PART TWO Focus on the Leader 117 Chapter 4 Power and Influence 118 Introduction 118 Some Important Distinctions 118 Power and Leadership 121 Sources of Leader Power 122 A Taxonomy of Social Power 125 Expert Power 125 Referent Power 126 Legitimate Power 128 Reward Power 129 Coercive Power 130 Concluding Thoughts about French and Raven’s Power Taxonomy 133 Leader Motives 134 Influence Tactics 137 Types of Influence Tactics 138 Influence Tactics and Power 139 A Concluding Thought about Influence Tactics 142 Summary 142 Chapter 5 Leadership Ethics and Values 150 Introduction 150 Leadership and “Doing the Right Things” 150 Values, Ethics, and Morals 152 Are There Generational Differences in Values? 154 Moral and Ethical Reasoning and Action 157 Why Do Good People Do Bad Things? 166 Ethics and Values-Based Approaches to Leadership 168 The Roles of Ethics and Values in Organizational Leadership 172 Leading by Example: the Good, the Bad, and the Ugly 174 Creating and Sustaining an Ethical Climate 176 Summary 181 Chapter 6 Leadership Attributes 188 Introduction 188 Personality Traits and Leadership 189 What Is Personality? 189 The Five Factor or OCEAN Model of Personality 192 Implications of the Five Factor or OCEAN Model 196 Personality Types and Leadership 201 The Differences between Traits and Types 201 Psychological Preferences as a …