Leadership theory application and skill development 4e by lussier achua

SKILL-DEVELOPMENT EXERCISES total of 30; average of 2 per chapter 1.1 Getting to Know You by Name 1.2 Identifying Leadership Traits and Behaviors 2.1 Improving Attitudes and Personalit

APPLYING THE CONCEPT

(total of 39; average of 3 boxes, 18

applications per chapter; partial

7.1 In-Groups versus Out-Groups

8.4 Group Problem People

(total of 107; average of 9 per

chapter; sample below)

1.4 Are the managers where you

work(ed) effective at

influencing their employees

to bring about change?

Explain

CASES: CHAPTER OPENING

1 General Electric (GE)

2 Lorraine Monroe

3 Market America

4 Mark Cuban

5 Indra Nooyi (PepsiCo)

6 The Ranch Golf Club

(total of 84; average of 7 per

chapter; sample below)

3.5 Which of the three process

motivation theories do you

prefer? Why?

SKILL-DEVELOPMENT EXERCISES

(total of 30; average of 2 per chapter)

1.1 Getting to Know You by Name

1.2 Identifying Leadership Traits and Behaviors 2.1 Improving Attitudes and Personality Traits 2.2 Personality Perceptions 2.3 Ethics and Whistleblowing 3.1 Writing Objectives 3.2 Giving Praise 4.1 Influencing Tactics 4.2 Influencing, Power, and Politics

4.3 Networking Skills 4.4 Car Dealer Negotiation 5.1 Identifying Normative Leadership Styles 5.2 Using the Normative Leadership Models 6.1 Giving Instructions 6.2 Situational Communications 6.3 Coaching

6.4 Initiating Conflict Resolution 7.1 Improving Dyadic

Relationships—Followership 7.2 Delegating

8.1 Deciding Which Leadership Decision-Making Style to Use 8.2 Individual Versus Group Decision Making 9.1 Is the President of the United States a Charismatic Leader?

10.1 Identifying and Improving Organizational Culture10.2 Diversity Training10.3 Developing an Effective Multicultural Team11.1 Strategic Planning11.2 Planning a Change Using the Force-Field Model11.3 Managing Change at Your College

12.1 Handling a Crisis12.2 The Learning Organization

MODELS

3.1 Writing Effective Objectives Model

3.2 Giving Praise 4.1 The Negotiation Process 6.1 The Oral Message-Sending Process

6.2 Job Instructional Training Steps 6.3 The Performance Formula6.4 Coaching Model

6.5 The Collaborating Conflict Style

6.6 Situational Communication 7.1 Steps in the Delegation Model 8.1 Leadership Decision Making

SELF-ASSESSMENT EXERCISES

(total of 37; average of 3 per chapter)

1.1 Leadership Potential1.2 Names

2.1 Personality Profile2.2 Motive Profile2.3 Motive Profile with Socialized Power

2.4 Leadership Interest2.5 Theory X and Theory Y Attitudes

2.6 How Ethical Is Your Behavior?3.1 Your Leadership Style

3.2 Your Personality Traits and Leadership Styles

3.3 Job Motivators and Maintenance Factors4.1 Influencing Tactics, Power, and Personality Traits

4.2 Use of Political Behavior4.3 Networking

4.4 Negotiating5.1 Leadership Style5.2 Your Personality and Contingency Leadership Theories

5.3 Determining Your Preferred Normative Leadership Style5.4 Your Leadership Continuum and Path-Goal Leadership Styles

Continued on inside back cover

Robert N Lussier, Ph.D.

Springfield College

Christopher F Achua, D.B.A.

University of Virginia’s College at Wise

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Printed in the United States of America

1 2 3 4 5 6 7 12 11 10 09

Jesse, Justin, Danielle, Nicole, Brian, and Renee

Robert N Lussier

To all the Achua brothers and sisters, my mother Theresia Sirri, and last but not least, my wife Pauline and our children:Justin, Brooke, Jordan, Cullen, Gregory, and Zora

Christopher F Achua

Preface xiiiAcknowledgments xxiiiAbout the Authors xxvi

1 Who Is a Leader? 2

2 Leadership Traits and Ethics 30

3 Leadership Behavior and Motivation 68

4 Influencing: Power, Politics, Networking, and Negotiation 108

5 Contingency Leadership Theories 150

6 Communication, Coaching, and Conflict Skills 188

8 Team Leadership and Self-Managed Teams 278

9 Charismatic and Transformational Leadership 328

10 Leadership of Culture, Ethics, and Diversity 368

11 Strategic Leadership and Change Management 416

12 Crisis Leadership and the Learning Organization 450

Appendix:Leadership and Spirituality in the Workplace 481Glossary 487

Endnotes 492Index 515

Preface xiiiAcknowledgments xxiiiAbout the Authors xxvi

Leadership Is Everyone’s Business 3Why Leadership Is Important 4 / Defining Leadership 5 / Self-Assessment 1: Leadership Potential 5 / Are Leaders Born or Made? 9

Leadership Managerial Roles 9Interpersonal Roles 10 / Informational Roles 11 / Decisional Roles 11

Levels of Analysis of Leadership Theory 13Individual Level of Analysis 13 / Group Level of Analysis 14 / Organizational Level

of Analysis 14 / Interrelationships among the Levels of Analysis 15

Leadership Theory Paradigms 15The Trait Theory Paradigm 16 / The Behavioral Leadership Theory Paradigm 16 / The Contingency Leadership Theory Paradigm 17 / The Integrative Leadership Theory Paradigm 17 / From the Management to the Leadership Theory Paradigm 17

Objectives of the Book 18Leadership Theory 18 / Application of Leadership Theory 20 / Leadership Skill Development 20 / Flexibility 21

Organization of the Book 21

Chapter Summary 22Key Terms 23Review Questions 23Communication Skills 24Case: Steve Jobs—–Apple 24Video Case: Leadership at P.F Chang’s 26Skill-Development Exercise 1: Getting to Know You by Name 26Self-Assessment 2: Names 27

Skill-Development Exercise 2: Identifying Leadership Traits and Behaviors 28

Personality Traits and Leadership 32Self-Assessment 1: Personality Profile 32 / Personality and Traits 33 / The Big Five Model of Personality 33 / Personality Profiles 35

Traits of Effective Leaders 37Dominance 37 / High Energy 38 / Self-Confidence 38 / Locus of Control 38 / Stability 38 / Integrity 39 / Intelligence 39 / Flexibility 40 / Sensitivity to Others 41

The Personality Profile of Effective Leaders 42Achievement Motivation Theory 42 / Self-Assessment 2: Motive Profile 44 / Leader Motive Profile Theory 44 / Self-Assessment 3: Motive Profile with Socialized

Power 45 / Self-Assessment 4: Leadership Interest 46

Leadership Attitudes 47Theory X and Theory Y 48 / Self-Assessment 5: Theory X and Theory Y Attitudes 48 / The Pygmalion Effect 49 / Self-Concept 50 / How Attitudes Develop Leadership Styles 52

Ethical Leadership 52Self-Assessment 6: How Ethical Is Your Behavior? 52 / Does Ethical Behavior Pay? 54 / How Personality Traits and Attitudes, Moral Development, and the Situation Affect Ethical Behavior 54 / How People Justify Unethical Behavior 56 / Simple Guides to Ethical Behavior 58 / Stakeholder Approach to Ethics 58 / Being an Ethical Leader 59

Chapter Summary 60Key Terms 61Review Questions 62Communication Skills 62Case: The Bill & Melinda Gates Foundation 62Video Case: “P.F.” Chang’s Serves Its Workers Well 64Skill-Development Exercise 1: Improving Attitudes and Personality Traits 64Skill-Development Exercise 2: Personality Perceptions 66

Skill-Development Exercise 3: Ethics and Whistleblowing 67

Leadership Behavior and Styles 70Leadership Behavior 70 / Leadership Styles and the University of Iowa Research 70

University of Michigan and Ohio State University Studies 71Self-Assessment 1: Your Leadership Style 71 / University of Michigan: Job-Centered and Employee-Centered Behavior 72 / Ohio State University: Initiating Structure and Consideration Behavior 73 / Differences Between Leadership Models—–and Their Contributions 75

The Leadership Grid 75Leadership Grid Theory 75 / Leadership Grid and High-High Leader Research and Contributions 77 / Self-Assessment 2: Your Personality Traits and Leadership Styles 78

Leadership and Major Motivation Theories 79Motivation and Leadership 79 / The Motivation Process 79 / An Overview of Three Major Classifications of Motivation Theories 80

Content Motivation Theories 80Hierarchy of Needs Theory 81 / Two-Factor Theory 82 / Self-Assessment 3: Job Motivators and Maintenance Factors 83 / Acquired Needs Theory 85 / The Need to Balance Professional and Personal Needs 87

Process Motivation Theories 87Equity Theory 87 / Expectancy Theory 88 / Goal-Setting Theory 90

Reinforcement Theory 92Types of Reinforcement 93 / Schedules of Reinforcement 94 / You Get What You Reinforce 95 / Motivating with Reinforcement 96 / Giving Praise 97

Putting the Motivation Theories Together Within the Motivation Process 99

Chapter Summary 100Key Terms 102Review Questions 102Communication Skills 102Case: Art Friedman—–Friedmans Appliance 102Video Case: Motivation at Washburn Guitars 104Skill-Development Exercise 1: Writing Objectives 104Behavior Model Skills Training 1: Session 1 105Behavior Model Video 1: Giving Praise 105Skill-Development Exercise 2: Giving Praise 105

AND NEGOTIATION 108Power 110

Sources of Power 110 / Types of Power and Influencing Tactics, and Ways to Increase Your Power 111 / Self-Assessment 1: Influencing Tactics, Power, and Personality Traits 119 / Acquiring and Losing Power 119

Organizational Politics 120Self-Assessment 2: Use of Political Behavior 120 / The Nature of Organizational Politics 121 / Political Behavior 122 / Guidelines for Developing Political Skills 124

Networking 127Self-Assessment 3: Networking 127 / Perform a Self-Assessment and Set Goals 128 / Create Your One-Minute Self-Sell 129 / Develop Your Network 130 / Conduct Networking Interviews 131 / Maintain Your Network 132

Negotiation 133Self-Assessment 4: Negotiating 133 / Negotiating 134 / The Negotiation Process 135

Ethics and Influencing 140

Chapter Summary 141Key Terms 142Review Questions 142Communication Skills 142Case: Ron Johnson—–Department of Accounting 143Video Case: Employee Networks at Whirlpool Corporation 145Skill-Development Exercise 1: Influencing Tactics 145

Skill-Development Exercise 2: Influencing, Power, and Politics 146Skill-Development Exercise 3: Networking Skills 147

Skill-Development Exercise 4: Car Dealer Negotiation 148

Contingency Leadership Theories and Models 152Leadership Theories versus Leadership Models 152 / Contingency Theory and Model Variables 152 / Global Contingency Leadership 153

Contingency Leadership Theory and Model 154Leadership Style and the LPC 155 / Self-Assessment 1: Leadership Style Your Fiedler LPC 155 / Situational Favorableness 156 / Determining the Appropriate Leadership Style 156 / Research 158

Leadership Continuum Theory and Model 159Path-Goal Leadership Theory and Model 161Situational Factors 162 / Leadership Styles 163 / Research 164

Normative Leadership Theory and Models 165Leadership Participation Styles 166 / Model Questions to Determine the Appropriate Leadership Style 167 / Selecting the Time-Driven or Development-Driven Model for the Situation 169 / Determining the Appropriate Leadership Style 170 / Research 170

Putting the Behavioral and Contingency Leadership Theories Together 171Prescriptive and Descriptive Models 173

Leadership Substitutes Theory 173Substitutes and Neutralizers 173 / Leadership Style 174 / Changing the Situation 174 / Research 174 / Self-Assessment 2: Your Personality and Contingency Leadership Theories 175

Chapter Summary 175Key Terms 177Review Questions 177Communication Skills 177Case: Rick Parr—–Archer Daniels Midland (ADM) Company 178Video Case: Leadership at McDonald’s 179

Self-Assessment 3: Determining Your Preferred Normative Leadership Style 180Skill-Development Exercise 1: Identifying Normative Leadership Styles 183Skill-Development Exercise 2: Using the Normative Leadership Models 183Self-Assessment 4: Your Leadership Continuum and Path-Goal Leadership Styles 185

Communication 189Communication and Leadership 190 / Sending Messages and Giving Instructions 190 / Receiving Messages 193 / Self-Assessment 1: Listening Skills 193

Feedback 197The Importance of Feedback 197 / Common Approaches to Getting Feedback

on Messages—–and Why They Don’t Work 198 / How to Get Feedback on Messages 199 / 360-Degree Multirater Feedback 200

Coaching 201Coaching and Leadership 201 / How to Give Coaching Feedback 201 / What Is Criticism and Why Doesn’t It Work? 205 / The Coaching Model for Employees Who Are Performing Below Standard 207 / Mentoring 209

Managing Conflict 210The Psychological Contract 210 / Conflict and Leadership 210 / Conflict Management Styles 210

Collaborating Conflict Management Style Models 215Initiating Conflict Resolution 215 / Responding to Conflict Resolution 217 / Mediating Conflict Resolution 217 / Self-Assessment 2: Your Personality Traits and Communication, Feedback, Coaching, and Conflict Management Style 218

Chapter Summary 220Key Terms 221Review Questions 221Communication Skills 221Case: Lawrence Weinbach—–from Unisys Corporation to Yankee Hill Capital Management 222

Video Case: Communication at Navistar International 224Skill-Development Exercise 1: Giving Instructions 224Behavior Model Skills Training 1 226

Self-Assessment 3: Determining Your Preferred Communication Style 226The Situational Communications Model 229

Behavior Model Video 6.1: Situational Communications 232Skill-Development Exercise 2: Situational Communications 232Behavior Model Skills Training 2 233

The Coaching Model 233Behavior Model Video 6.2: Coaching 232Skill-Development Exercise 3: Coaching 233Behavior Model Skills Training 3 235The Initiating Conflict Resolution Model 235Behavior Model Video 6.3: Initiating Conflict Resolution 235Skill-Development Exercise 4: Initiating Conflict Resolution 235Behavior Model Video 6.4: Mediating Conflict Resolution 237

Evolution of the Dyadic Theory 240Vertical Dyadic Linkage (VDL) Theory 241 / Self-Assessment 1: Dyadic Relationship with Your Manager 241 / Leader–Member Exchange (LMX) Theory 243 / Team Building 244 / Systems and Networks 245

Leader–Member Exchange Theory 247The Influence of LMX on Follower Behavior 247 / Self-Assessment 2:

In-Group and Out-Group 249 / The Three-Stage Process for Developing Positive LMX Relations 249 / Factors that Determine LMX Quality 250 / Effective Leader–Follower Feedback 251 / Limitations of LMX Theory Application 252 / Self-Assessment 3: Your LMX Relationship with Your Manager 253 / Bias in LMX: Employee Career Implications 254

Followership 254The Effective Follower, and Follower Types 255 / Self-Assessment 4:

Effective Followership 257 / Guidelines to Becoming an Effective Follower 258 / Determinants of Follower Influence 261 / Dual Role of Being a Leader and a Follower 263

Delegation 264Delegating 264 / Delegation Decisions 265 / Self-Assessment 5: Followership and Personality 266 / Delegating with the Use of a Model 267

Chapter Summary 269Key Terms 270Review Questions 271Communication Skills 271Case: W L Gore & Associates 271Video Case: Delegation at Boyne USA Resorts 274Skill-Development Exercise 1: Improving Dyadic Relationships—–Followership 274Behavior Model Skills Training 275

The Delegation Model 275Behavior Model Video 7.1: Delegating 275Skill-Development Exercise 2: Delegating 275

The Use of Teams in Organizations 280Groups Versus Teams: What Is the Difference? 281 / Advantages and Disadvantages of Teamwork 282 / Self-Assessment 1: Assessing Teamwork in Your Group 284 / Characteristics of Effective Teams 285 / Self-Assessment 2: Assessing the Climate for Creativity 292

Types of Teams 293Functional Team 293 / Cross-Functional Team 294 / Virtual Team 296 / Self-Managed Team (SMT) 296

Decision Making in Teams 297Leader-Centered Decision-Making Model 297 / Team-Centered Decision-Making Model 298 / Self-Assessment 3: Personality Traits and Teams 299 / Normative Leadership Model 300

Leadership Skills for Effective Team Meetings 300Planning Meetings 300 / Conducting Meetings 302 / Handling Problem Members 303

Self-Managed Teams 305The Nature of Self-Managed Teams 306 / The Benefits of Self-Managed Teams 308 / Guidelines for Improving Self-Managed Team Effectiveness 309 / The Changing Role of Leadership in Self-Managed Teams 312 / The Challenges

of Implementing Self-Managed Teams 313

Chapter Summary 314Key Terms 317Review Questions 317Communication Skills 317Case: Frederick W Smith—–FedEx 318Video Case: The NEADS Team: People and Dogs 320Behavior Model Skills Training 320

Leadership Decision-Making Model: Deciding Which Leadership Decision-Making Style

to Use (Part I) 320Behavior Model Video 8.1 and Video Exercise: Deciding Which Leadership Decision-Making Style to Use (Part II) 323

Skill-Development Exercise 1: Deciding Which Leadership Decision-Making Style to Use (Parts III & IV) 323

Skill-Development Exercise 2: Individual Versus Group Decision Making 325

Personal Meaning 330Factors That Influence Personal Meaning 331

Charisma 334Weber’s Conceptualization of Charisma 334 / Differentiating Between Charismatic and Noncharismatic Leaders 335

Charismatic Leadership 337Locus of Charismatic Leadership 337 / The Effects of Charismatic Leadership 338 / Qualities of Charismatic Leaders 341 / How One Acquires Charismatic Qualities 344 / Charisma: A Double-Edged Sword 345

Transformational Leadership 347The Effects of Transformational Leadership 348 / Charismatic versus Transformational Leadership 349 / Transformational Leader Behaviors and Attributes 350 /

Transformational versus Transactional Leadership 352 / Self-Assessment 1: Are You More of a Transactional or Transformational Leader? 352 / The Transformation Process 354

Stewardship and Servant Leadership 356The Nature of Stewardship and Servant Leadership 357 / Framework for Stewardship 357 / Framework for Servant Leadership 358 / Self-Assessment 2: Personality and Charismatic and Transformational Leadership 360

Chapter Summary 360Key Terms 363Review Questions 363Communication Skills 364Case: Anne Mulcahy and Ursula Burns: Xerox’s Dynamic Duo 364Video Case: Timbuk2: Former CEO Sets a Course 366

Skill-Development Exercise 1: Is the President of the United States a Charismatic Leader? 366

Culture Creation and Sustainability 370The Power of Culture 371 / Low- and High-Performance Cultures 373 / Characteristics of Low-Performance Cultures 373 / Characteristics

of High-Performance Cultures 375 / The Role of Leadership in Culture Creation and Sustainability 378 / Cultural Value Types 382

Values-Based Leadership 387Self-Assessment 1: Personal Values 387 / The Leader’s Role in Advocating Ethical Behavior 388 / National Culture Identities—–Hofstede’s Value Dimensions 391 / Implications for Leadership Practice 392

Changing Demographics and Diversity 394Current State of Workforce Diversity 394 / The Impact of Globalization on Diversity 395 / Reasons for Embracing Diversity 396 / Obstacles to Achieving Diversity 398 / Creating a Culture That Supports Diversity 400 / Diversity Awareness Training and Leadership Education 403 / Self-Assessment 2: Personality, Culture, Values, and Diversity 406

Chapter Summary 407Key Terms 409Review Questions 409Communication Skills 410Case: Robert Stevens Continues Lockheed Martin’s Diversity Initiatives 410Video Case: Diversity at PepsiCo 412

Skill-Development Exercise 1: Identifying and Improving Organizational Culture 413

Skill-Development Exercise 2: Diversity Training 413Skill-Development Exercise 3: Developing an Effective Multicultural Team 414

11 STRATEGIC LEADERSHIP AND CHANGE MANAGEMENT 416Strategic Leadership 418

Strategic Leadership Failures 419 / Strategic Management 420 / The Strategic Management Process 421

Implementing Change 431The Need for Change 432 / The Role of Leadership in Implementing Change 434 / The Change Management Process 435 / Why People Resist Change 438 / Strategies for Minimizing Resistance to Change 441 / Self-Assessment 1: Personality, Leadership, and Change 442

Chapter Summary 443Key Terms 444Review Questions 445Communication Skills 445Case: Mark Parker: A Seasoned Veteran Takes the Helm at Nike 445Video Case: Original Penguin Spreads Its Wings 447

Skill-Development Exercise 1: Strategic Planning 447Skill-Development Exercise 2: Planning a Change Using the Force-Field Model 448Skill-Development Exercise 3: Managing Change at your college 449

Crisis Leadership 452The Impact of Environmental Factors 453 / Crisis Management Plan 453 / Effective Crisis Communication 460

The Learning Organization and Knowledge Management 463What Is a Learning Organization? 464 / Self-Assessment 1: Learning Organizations 465 / The Traditional versus the Learning Organization Culture 466 / The Role of Leaders in Creating a Learning Organization 469 / Self-Assessment 2: Personality and Crisis and the Learning Organization 473

Chapter Summary 473Key Terms 475Review Questions 475Communication Skills 475Case: CEO A G Lafley’s Transformation of P&G 476Video Case: Managing in Turbulent Times at Second City Theater 478Skill-Development Exercise 1: Handling a Crisis 478

Skill-Development Exercise 2: The Learning Organization 479

Appendix:Leadership and Spirituality in the Workplace 481

Glossary 487

Endnotes 492

Index 515

Target Market

This book is intended for leadership courses offered at the undergraduate

and graduate levels in schools of business, public administration, health care,

education, psychology, and sociology No prior coursework in business or

manage-ment is required The textbook can also be used in managemanage-ment developmanage-ment

courses that emphasize the leadership function, and can supplement management

or organizational behavior courses that emphasize leadership, especially with an

applications/skill development focus

Goals and Overview of

Competitive Advantages

In his book Power Tools, John Nirenberg asks: “Why are so many well-intended

stu-dents learning so much and yet able to apply so little in their personal and

profes-sional lives?” Is it surprising that students cannot apply what they read and cannot

develop skills, when most textbooks continue to focus on theoretical concepts?

Textbooks need to take the next step, and develop students’ ability to apply what

they read and to build skills using the concepts I (Lussier) started writing

manage-ment textbooks in 1988—prior to the calls by the Association to Advance Collegiate

Schools of Business (AACSB) and the Secretary’s Commission on Achieving

Necessary Skills (SCANS) for skill development and outcomes assessment—to

help professors teach their students how to apply concepts and develop

manage-ment skills Pfeffer and Sutton concluded that the most important insight from

their research is that knowledge that is actually implemented is much more likely

to be acquired from learning by doing, than from learning by reading, listening,

or thinking.1 We designed this book to give students the opportunity to learn by

doing

The overarching goal of this book is reflected in its subtitle: theory, application,

skill development We developed the total package to teach leadership theory and

concepts, to improve ability to apply the theory through critical thinking, and to

develop leadership skills Following are our related goals in writing this book:

• To be the only traditional leadership textbook to incorporate the three-pronged

approach We make a clear distinction between coverage of theory concepts,

their application, and the development of skills based on the concepts The Test

Bank includes questions under each of the three approaches

• To make this the most “how-to” leadership book on the market We offer

behav-ior models with step-by-step guidelines for handling various leadership functions

(such as how to set objectives, give praise and instructions, coach followers,

resolve conflicts, and negotiate)

• To offer the best coverage of traditional leadership theories, by presenting

the theories and research findings without getting bogged down in too much

detail

• To create a variety of high-quality application material, using the concepts to

develop critical-thinking skills

• To create a variety of high-quality skill-development exercises, which build ership skills that can be used in students’ personal and professional life.

lead-• To offer behavior-modeling leadership skills training

• To make available a video package, including 7 Behavior Model Videos and

12 Video Cases

• To suggest self-assessment materials that are well integrated and illustrate the important concepts discussed in the text Students begin by determining their personality profile in Chapter 2, and then assess how their personality affects their leadership potential in the remaining chapters

• To provide a flexible teaching package, so that professors can design the course

to best meet the leadership needs of their students The total package includes more material than can be covered in one course Supplemental material is included, thus only one book is needed—making it a low-cost alternative for the student

Flexibility Example

The textbook, with 12 chapters, allows time for other materials to be used in the leadership course The textbook includes all the traditional topics in enough detail, however, to use only the textbook for the course It offers so much application and skill-development material that it cannot all be covered in class during one semes-ter Instructors have the flexibility to select only the content and features that best meet their needs

Specific Competitive Advantage—

Pedagogical Features

Three-Pronged Approach

We created course materials that truly develop students into leaders As the title

of this book implies, we provide a balanced, three-pronged approach to the curriculum:

• A clear understanding of the traditional theories and concepts of leadership, as well as of the most recently developed leadership philosophies

• Application of leadership concepts through critical thinking

• Development of leadership skillsThe three-pronged approach is clear in the textbook and is carried throughout the Instructor’s Manual and Test Bank

Theory

Leadership Theories, Research and References, and Writing Style: This book has been

written to provide the best coverage of the traditional leadership theories, ing the theories and research findings clearly without being bogged down in too much detail The book is heavily referenced with classic and current citations Unlike the textbooks of some competitors, this book does not use in-text citations,

present-to avoid distracting the reader and adding unnecessary length present-to the text chapters

Readers can refer to the notes at the end of the book for complete citations of

all sources Thus, the book includes all the traditional leadership topics, yet we

believe it is written in a livelier, more conversational manner than those of our

competitors

The following features are provided to support the first step in the three-pronged

approach—theory

Learning Outcomes: Each chapter begins with Learning Outcomes At the end of the

chapter, the Learning Outcomes are integrated into the chapter summary

Key Terms: A list of key terms appears at the beginning and end of each chapter

Clear definitions are given in the text for approximately 15 of the most important

concepts from the chapter (with the key term in bold and the definition in italic)

Chapter Summary: The summary lists the Learning Outcomes from the beginning

of the chapter and gives the answers For each chapter, the last Learning Outcome

requires students to define the key terms of the chapter by writing the correct key

term in the blank provided for each definition

Review Questions: These questions require recall of information generally not

cov-ered in the Learning Outcomes

Product Support Web Site: The product support Web site,

www.cengage.com/man-agement/lussier, has information for both professors and students Students can

take interactive quizzes, written by Kenneth Zula of Keystone College, and quiz

themselves on key terms

Test Bank (Assessment of Understanding of Theory/Concepts) and Instructor’s Manual:

The Test Bank includes traditional assessment of student knowledge It also

includes the Learning Outcomes and Review Questions for each chapter The

Instructor’s Manual includes the answers to all Review Questions

Application

The second prong of our textbook is to have students apply the leadership theories

and concepts so that they can develop critical-thinking skills Students develop their

application skills through the following features

Opening Case Application: At the beginning of each chapter, information about an

actual manager and organization is presented The case is followed by four to eight

questions to get students involved Throughout the chapter, the answers to the

questions are given to illustrate how the manager/organization actually uses the

text concepts to create opportunities and solve problems through decision making

A distinctive head (Opening Case APPLICATION) appears when the opening case is

applied in the text

1 What Big Five personality traits does Lorraine Monroe possess?

To a large extent, Lorraine Monroe was a successful founder and leader because of her

strong personality in the Big Five She has a strong need for surgency, is conscientious,

and is open to new experience as she does consulting to bring about better educational

leadership to help public school children Lorraine was not afraid to step on toes and

be disagreeable at Frederick Douglass Academy as she took strong control over the

school and enforced discipline conducive to learning, while maintaining overall emotional

stability.

Work Applications: Open-ended questions, called Work Applications, require

students to explain how the text concepts apply to their own work experience; there are over 100 of these scattered throughout the text Student experience can be present, past, summer, full-time, or part-time employment The questions help the students to bridge the gap between theory and the real world The Work Applications are also included in the Test Bank, to assess students’ ability to apply the concepts

Applying the Concept: Every chapter contains a series of two to six Applying the

Concept boxes that require students to determine the leadership concept being illustrated in a specific, short example All the recommended answers appear

in the Instructor’s Manual with a brief explanation In addition, the Test Bank has similar questions, clearly labeled, to assess students’ ability to apply the concepts

Applying the Concept 1

Big Five Personality Dimensions

Identify each of these seven traits/behaviors by its personality dimension Write the appropriate letter in the blank before each item.

7 The leader is giving in to a follower to avoid a conflict.

Communication Skills: New to this edition are more than 80 critical-thinking

ques-tions (an average of 7 per chapter) that can be used for class discussion and/or ten assignments to develop communication skills

writ-Cases: Following the Review Questions and Communication Skills, students are

presented with another actual manager and organization The students learn how the manager/organization applies the leadership concepts from that chapter Each Case is followed by questions for the student to answer Chapters 2 through 11 also include cumulative case questions Cumulative questions relate case material from prior chapters Thus, students continually review and integrate concepts from previous chapters Answers to the Case questions are included in the Instructor’s Manual

Video Cases: All chapters include one Video Case Seeing actual leaders tackling

real management problems and opportunities enhances student application of the concepts The 12 Video Cases have supporting print material for both instructors and students, including a brief description and critical-thinking questions Answers

to the Video Case questions are included in the Instructor’s Manual

Work

Application 1

Recall a present or past job

Were you both a leader and a

follower? Explain.

Test Bank (Assessment of Application Ability) and Instructor’s Manual: The Test Bank

includes Work Applications and Applying the Concept questions The Instructor’s

Manual contains detailed answers for all of the application features

Skill Development

The difference between learning about leadership and learning to be a leader is

the acquisition of skills, our third prong This text focuses on skill development so

students can use the leadership theories and concepts they learn to improve their

personal and professional life

Self-Assessments: Scattered throughout the text are 37 Self-Assessments Students

com-plete these exercises to gain personal knowledge All information for completing and

scoring the assessments is contained within the text Students determine their

person-ality profile in Chapter 2, and then assess how their personperson-ality affects their leadership

in the remaining chapters Self-knowledge leads students to an understanding of how

they can and will operate as leaders in the real world Although Self-Assessments do

not develop a specific skill, they serve as a foundation for skill development

V I D E O C A S E

Motivation at Washburn Guitars

Founded in the late 1800s in Chicago, Washburn

Guitars boasts a rich tradition of fine instrument

making Today the company sells more than 50,000

guitars annually, totaling about $40 million in revenue

Washburn Guitars produces a variety of acoustic and

electric guitars Washburn craftsmen also enjoy making

custom guitars In recent years, custom shop

produc-tion has grown dramatically from 20 to 300 guitars

per month Having a motivated workforce is essential

because guitar making is labor intensive and requires

attention to detail Quality materials combined with quality

craftsmanship are necessary to produce quality guitars

Washburn Guitars’ workforce is motivated because they love music and care about the instruments.

1 What motivates most employees at Washburn Guitars?

2 What kinds of guitars do employees most like to produce?

3 What is the connection between quality guitars and workforce motivation?

S E L F - A S S E S S M E N T 2

Charismatic leaders have charisma based on

personality and other personal traits that cut across all

of the Big Five personality types Review the ten

quali-ties of charismatic leaders in Exhibit 9.3 on page 341

Which traits do you have?

If you have a high surgency Big Five personality style

and a high need for power, you need to focus on

using socialized, rather than personalized, charismatic leadership.

Transformational leaders tend to be charismatic

as well In Self-Assessment 1 on pages 352-353 you determined if you were more transformational or transactional How does your personality affect your transformational and transactional leadership styles?

Personality and Charismatic and Transformational Leadership

Ethical Dilemma: There are 24 Ethical Dilemma boxed items The boxes present

issues of ethics for class discussion, with many presenting actual situations

faced by real companies Each dilemma contains two to four questions for class

discussion

Case Role-Play Exercise: Following each Case are instructions to prepare students to

conduct an in-class role-play, based on a situation presented in the Case Through role-playing, students develop their skills at handling leadership situations For example, students are asked to conduct a motivational speech and to develop

a vision and a mission statement for an organization

Step-by-Step Behavior Models: In addition to traditional theories of leadership, the

text includes behavior models: how-to steps for handling day-to-day leadership functions, such as how to set objectives, give praise, coach, resolve conflicts, del-egate, and negotiate

Behavior Model Videos: There are seven Behavior Model Videos that reinforce the

development of skills The videos demonstrate leaders successfully handling mon leadership functions, using the step-by-step behavior models discussed earlier

com-in the Theory section Students learn from watchcom-ing the videos and/or uscom-ing them in conjunction with the Skill-Development Exercises Material in the text integrates the videos into the chapters Ideas for using all videos are detailed in the Instructor’s Manual

Behavior Model Video 7.1

Delegating

Objective

To observe a manager delegating a task to an employee.

Video (4½ minutes) Overview

You will watch a production manager, Steve, delegate the completion of a production output form to Dale.

Ethical Dilemma 2

Executive Compensation

Executive compensation is a complex and controversial subject Executive ment skill has a direct impact on the success of the firm Top executives should be paid multimillion dollar compensation packages; after all, if it weren’t for some effective CEOs, companies would not be making the millions of dollars of profits they make each year They deserve a peace of the pie they helped create 65

manage-However, top executives have been criticized for being overpaid In 2006, total direct compensation (including salary, bonus, and the value of restricted stock) for CEOs of 350 major companies was $6.05 million (not including generous pensions, deferred compensation, and other perks) 66 Investors have been complaining about executive pay and trying to cut it back, without much success 67

1 Do executives deserve to make 200 times as much as the average worker?

2 Is it ethical for managers to take large pay increases while laying off employees?

3 Are companies being socially responsible when paying executives premium compensation?

Skill-Development Exercises: There are between one and four Skill-Development

Exercises at the end of each chapter We use the term skill-development exercise only

in referring to an exercise that will develop a skill that can be used in the students’ personal or professional life at work Full support of 30 activities can be found in the Instructor’s Manual, including detailed information, timing, answers, and so

on There are three primary types of exercises:

Individual Focus Students make individual decisions about exercise questions before or during class Students can share their answers in class discussions, or the instructor may elect to go over recommended answers

Group/Team Focus. Students discuss the material presented and may select group answers and report to the class

Role-Play Focus. Students are presented with a model and given the opportunity

to use the model to apply their knowledge of leadership theories through

role-playing exercises

Behavior Model Skills Training: Six of the Skill-Development Exercises may be used

as part of behavior modeling by using the step-by-step models in the text and the

Behavior Model Videos Meta-analysis research has concluded that behavior

model-ing skills trainmodel-ing is effective at developmodel-ing leadership skills For example, students

read the conflict resolution model in the text, watch the video in class, and then

complete a Skill-Development Exercise (role-play) to resolve a conflict, using the

model and feedback from others

Behavior Model Skills Training

In this behavior model skills training session, you will

per-form three activities:

1. Read the section, “Delegation,” in this chapter (to

learn how to use Model 7.1, page 268).

2. Watch Behavior Model Video 7.1, “Delegating.”

3 Complete Skill-Development Exercise 2 (to develop your delegating skills).

For further practice, use the delegation model in your sonal and professional life.

per-Test Bank (Assessment of Skill Development) and Instructor’s Manual The per-Test Bank

includes skill-development questions The Instructor’s Manual contains detailed

answers for all of the skills featured in the text, including timing, information,

answers, logistics, and so on It also explains how to test on the specific

Skill-Development Exercises, and provides information that can be shared with students

to help them prepare for exams

Ancillary Support

Instructor’s Manual with Test Bank (0-324-78300-0)

(Prepared by Robert N Lussier, Christopher F Achua, and David McCalman,

University of Central Arkansas)

The Instructor’s Manual and Test Bank are organized to complement the

three-pronged approach of the text—theory, application, and skill development

The Instructor’s Manual contains the following for each chapter of the book:

a detailed outline for lecture enhancement, Review Question answers, Applying

the Concept answers, Case and Video Case question answers, instructions on use

of videos, and Skill-Development Exercise ideas (including setup and timing)

The Instructor’s Manual also contains an introduction that discusses possible

approaches to the course, and provides an overview of possible uses for various

features and how to test and grade them It explains the use of permanent groups

to develop team leadership skills, and provides guidance in the development of a

course outline/syllabus

The Test Bank offers over 800 true/false, multiple choice, and fill-in-the-blank

questions from which to choose In addition, the authors provide distinct questions

to test each of the three components of the text—theory, application, and skill

development

ExamView® (0-324-78526-7)

All questions from the printed Test Bank are available in ExamView®, an easy-to-use

test-creation program, on the Instructor’s Resource CD

PowerPoint™ (0-324-78525-9)

(Prepared by Rhonda S Palladi, Georgia State University)PowerPointTM slides are available on the Instructor’s Resource CD and the product support Web site for a more flexible and professional presentation in the classroom

Behavior Model Videos (0-324-78535-6)

To reinforce the development of skills for students, seven Behavior Model Videos are provided The videos teach students, step-by-step, how to handle common lead-ership functions such as giving praise, communicating, coaching, resolving conflict, delegating, and decision making Students learn from watching the videos and/or using them in conjunction with the Skill-Development Exercises Material in the text integrates the videos into the chapters Ideas for using all videos are detailed

in the Instructor’s Manual

Video Cases (0-324-78535-6)

Accompanying and integrated within the text are 12 Video Cases These videos show real businesses dealing with issues that are discussed in the text These Video Cases add variety in the classroom presentation and stimulate students to learn about organizations, teams, and leadership

Instructor’s Resource CD-ROM (0-324-78538-0)

Get quick access to the Instructor’s Manual with Test Bank, ExamView®, and PowerPointTM slides from your desktop via one CD-ROM

Product Support Web Site

The dedicated Leadership Web site, www.cengage.com/management/lussier, offers

broad online support Log on for downloadable ancillaries and more

Summary of Key Innovations

Our goal is to make both students and instructors successful in the classroom by providing learning features that not only teach about leadership but also help stu-dents become leaders Here are the special ways in which this is done:

• Three-pronged approach (theory, application, skill development) in the book, and corresponding assessment of the three areas in the Test Bank

text-• Unique skill-development materials that build leadership skills for use in dents’ personal and professional life

stu-• Unique application material to develop critical-thinking skills

• Unsurpassed video package, with 12 Video Cases and 7 Behavior Model Videos

• Flexibility—use any or all of the features that work for you!

Changes to the Fourth Edition

The fourth edition has been thoroughly revised:

• Although we have maintained the individual, team, organizational parts

frame-work, we have added a new chapter In the third edition, crisis management was part of Chapter 11 and knowledge management or the learning organization was part of Chapter 10 We have brought these two topics together to make up Chapter 12

• The number of references has increased from 1,100 to more than 1,400, and

over 80 percent are new references

• New to this edition are approximately 85 communication skills critical-thinking

questions for class discussion and/or written assignments

• The skill development exercises now indicate which AACSB learning standard(s)

is developed through the exercise

• Over half of the chapter opening and end-of-chapter cases are new, and the

remaining cases have been updated

• Twelve new Video Cases have been added

• All chapters have new and updated Test Bank questions and PowerPoint slides

Chapter 1

The “Why Leadership Is Important” subsection has been revised Two new

key terms—“management to the leadership theory paradigm” and

“evidence-based management (EBM)”—have been added Discussions on “Evidence-Based

Management (EBM)” and “AACSB Learning Standards” have been added to the

“Leadership Theory” subsection The “Application of Leadership Theory” and

“Leadership Skill Development” subsections have been revised

Chapter 2

The “Personality Profiles” subsection has been rewritten and now includes current

research relating the Big Five to “Job Performance” and “The Big Five Correlates

with Leadership.” The prior heading “Derailed Leadership Traits” is now discussed

in the “Personality Profiles” subsection

Chapter 3

A new Applying the Concept has been added

Chapter 4

The introductions to the “Power” and “Networking” sections have been rewritten

The introduction and first part of the “Organizational Politics” section has been

reordered and rewritten

Chapter 5

A new opening case features PepsiCo’s CEO, Indra Nooyi, and the end-of-chapter

case now features ADM, with information on its new CEO, Patricia Woertz

Chapter 6

The introduction to the “Communication” section has been revised

Chapter 7

The “Leader–Member Exchange Theory” section has undergone a significant

rewrite The section entitled “Strategies for Developing Positive Leader–Member

Relations” has been updated and changed to “The Three-Stage Process for

Developing Positive LMX Relations.” The section entitled “Factors that Determine

LMX Quality” has been updated to provide a more in-depth discussion on “Follower

Attributes,” “Leader-Follower Perceptions of Each Other,” and “Situational Factors.”

The “Effective Leader–Follower Feedback” subsection has been moved from the

“Followership” section to the “Leader–Member Exchange Theory” section and is now titled “Effective Leader-Follower Feedback.” Exhibit 7.3 has been modified.

Chapter 8

This chapter has been reorganized and shortened The “Advantages and Disadvantages of Teamwork” subsection has been reorganized into bulleted points so that they stand out A subsection on the “Virtual Team” has been added

To eliminate redundancy and repetition, the “Decision Making in Teams” section has been heavily revised The “Team versus Individual Decision Making” subsec-tion has been cut The “Leader-Centered versus Group-Centered Approaches” subsection is now two separate subsections: “Leader-Centered Decision-Making Model” and “ Team-Centered Decision-Making Model.” The subsection titled

“Factors That Influence Self-Managed Team Effectiveness” has been replaced with a much shorter and pointed discussion on the “Characteristics of Effective Self-Managed Teams.”

Chapter 9

The “Behavioral Components of Charisma” subsection has been heavily edited and updated and retitled to “Differences Between Charismatic and Noncharismatic Leaders.” The “Locus of Charismatic Leadership” subsection has been moved to the

“Charismatic Leadership” section Learning Outcome 3 (formerly LO 4— Describe the four behavioral components of charisma) has been rephrased for clarity and focus

on the purpose of the discussion A new subsection, “The Effects of Transformational Leadership,” has been added to the “Transformational Leadership” section

Chapter 10

Chapter 10 was previously titled “Leadership of Culture and Diversity, and the Learning Organization.” The chapter has been reorganized to focus on three key topics: Organizational Culture, Values-Based Leadership, and Diversity The discus-sion on learning organizations has been moved to Chapter 12 A new introduc-tory section, “Culture Creation and Sustainability,” has been added The section

on “Weak and Strong Cultures” has been merged with the section on “Low- and High-Performance Cultures.” A new subsection, “The Impact of Globalization on Diversity,” has been added The section titled “Leadership Initiatives for Achieving Full Diversity” has been significantly reorganized to focus on three separate topics—

“Obstacles to Achieving Diversity,” “Creating a Culture That Supports Diversity,” and “Diversity Awareness Training and Leadership Education.”

Chapter 11

This chapter now combines strategic leadership and change management A new subsection, “The Role of Leadership in Implementing Change,” has been added The “Guidelines for Overcoming Resistance to Change” section has been renamed

“Strategies for Minimizing Resistance to Change.” The subsections in this section have also been renamed from “People-Oriented Actions” and “Task-Oriented Actions” to “People-Centered Recommendations for Minimizing Change” and

“Task-Centered Recommendations for Minimizing Change.”

Chapter 12

Chapter 12 is new In the third edition, “Crisis Leadership” was part of Chapter 11, and the “Learning Organization and Knowledge Management” was part of Chapter 10 We have brought these two topics together to make up Chapter 12

I’m deeply honored that Judi Neal, Executive Director, Association for Spirit

at Work (http://www.spiritatwork.org), wrote the Appendix, “Leadership and

Spirituality in the Workplace.” I also want to thank my mentor and coauthor of

many publications, Joel Corman, for his advice and encouragement during and

after my graduate education at Suffolk University

I hope everyone who uses this text enjoys teaching from these materials as I do

Robert N Lussier, Springfield College

As it has been with the last three editions of this book, working with Bob Lussier is

always a learning and growth experience that I value very much He is a good friend

and a mentor To my students, friends, and colleagues who have encouraged and

supported me morally, I say thanks And, finally, I give recognition and thanks to

the leadership of my school, the University of Virginia’s College at Wise, for their

support of scholarship of this kind

Christopher F Achua, The University of Virginia’s College at Wise

Finally, we both would like to acknowledge the superb assistance we received from

our editorial team The guidance, support, and professionalism of Joe Sabatino

(executive editor), Clint Kernen (marketing manager), Emily Nesheim (content

project manager), Tippy McIntosh (senior art director), Danny Bolan (media

edi-tor), and Ruth Belanger (editorial assistant) were invaluable to the completion of

this project Special thanks to Leslie Kauffman (developmental editor) for all her

help in updating and upgrading this new fourth edition We sincerely acknowledge

the reviewers and survey respondents of this and past editions who provided

feed-back that greatly improved the quality of this book in many areas

Reviewers

Chris Adalikwu, Concordia College—Selma, Alabama

Kathy Bohley, University of Indianapolis

John Bonosoro, Webster University

Brian W Bridgeforth, Herzing College

Carl R Broadhurst, Campbell University

Jon Burch, Trevecca Nazarene University

Debi Cartwright, Truman State University

Don Cassiday, North Park University

Ken Chapman, Webster University

Felipe Chia, Harrisburg Area Community College

Valerie Collins, Sheridan College

George W Crawford, Clayton College & State University

Joseph Daly, Appalachian State University

Frederick T Dehner, Rivier College

Melinda Drake, Limestone College

Rex Dumdum, Marywood University

Ray Eldridge, Freed-Hardeman University

Debi Carter-Ford, Wilmington College

Gerald A Garrity, Anna Maria College

Thomas Garsombke, Northland College Ronald Gayhart, Lakeshore Tech College Michele Geiger, College of Mount St Joseph James Gelatt, University of Maryland University College Don R Gibson, Houston Baptist University

Eunice M Glover, Clayton College & State University Garry Grau, Northeast State Community College Ray Grubbs, Millsaps College

Deborah Hanson, University of Great Falls Mary Ann Hazen, University of Detroit Mercy Linda Hefferin, Elgin Community College Marilyn M Helms, Dalton State College Mary Hogue, Kent State University, Stark Campus Stewart Husted, Virginia Military Institute Gale A Jaeger, Marywood University Lori Happel-Jarratt, The College of St Scholastica David Jones, North Carolina State University Thomas O Jones, Jr., Greensboro College Paul N Keaton, University of Wisconsin–La Crosse Gary Kleemann, Arizona State University East Bill Leban, DeVry University

Chet Legenza, DeVry University Sondra Lucht, Mountain State University James Maddox, Friends University Kathleen B Magee, Anna Maria College Charles Mambula, Suffolk University Gary May, Clayton College & State University David McCalman, University of Central Arkansas Lee E Meadows, Walsh College

Ken Miller, Mountain State University Steve Morreale, Worcester State College Jamie Myrtle, MidAmerica Nazarene University Rhonda S Palladi, Georgia State University Patricia Parker, Maryville University Jeff Pepper, Chippewa Valley Tech College Nicholas Peppes, St Louis Community College Melinda Phillabaum, Indiana University Laura Poppo, Virginia Tech

William Price, North County Community College Gordon Rands, Western Illinois University Kira K Reed, Syracuse University Marlys Rizzi, Simpson College Mary Sacavage, Alvernia College Schuylkill Center Khaled Sartawi, Fort Valley State University Christopher Sieverdes, Clemson University

H D Sinopoli, Waynesburg College Thomas G Smith, Fort Valley State University Emeric Solymossy, Western Illinois University—Quad Cities

Martha C Spears, Winthrop University

Shane Spiller, Morehead State University

Bill Tracey, Central Connecticut State University

Robin Turner, Rowan-Cabarrus Community College

John Waltman, Eastern Michigan University

Fred A Ware, Jr., Valdosta State University

Kerr F Watson, Mount Olive College

Kristopher Weatherly, Campbellsville University

Amy Wojciechowski, West Shore Community College

Mike Woodson, Northeast Iowa Community College

Benjamin R Wygal, Southern Adventist University

Kimberly S Young, St Bonaventure University

Kenneth J Zula, Keystone College

Joseph E Zuro, Troy State University

Robert N Lussier

Robert N Lussier is a professor of management at Springfield College and has taught management for more than 25 years He has developed innovative and widely copied methods for applying concepts and developing skills that can be used

in one’s personal and professional life He was the director of Israel Programs and taught there Other international experiences include Namibia and South Africa

Dr Lussier is a prolific writer, with over 300 publications to his credit His

articles have been published in the Academy of Entrepreneurship Journal, Business

Horizons, Entrepreneurship Theory and Practice, Journal of Business Strategies, Journal of Management Education, Journal of Small Business Management, Journal of Small Business Strategy, SAM® Advanced Management Journal, and others His other textbooks include Management Fundamentals: Concepts, Applications, Skill Development 4e (South-Western/

Cengage); Human Relations in Organizations: Applications and Skill Building 7e (Irwin/ McGraw-Hill); Business, Society and Government Essentials: An Applied Ethics Approach (Waveland); Sport Management Principles and Applications: A Skills Approach 2e (Human

Kinetics); and others

When not writing, Dr Lussier consults to a wide array of commercial and profit organizations In fact, some of the material in the book was developed for such clients as Baystate Medical Center, Coca-Cola, Friendly’s Ice Cream, the Institute

non-of Financial Education, Mead, Monsanto, Smith & Wesson, the Social Security Administration, the Visiting Nurses Associations of America, and the YMCA

Dr Lussier holds a bachelor of science in business administration from Salem State College, two master’s degrees in business and education from Suffolk University, and a doctorate in management from the University of New Haven

mar-Dr Achua has actively presented scholarly papers at regional and national

con-ferences His papers have been published in many refereed proceedings, the Small

Business Institute Journal, and the Journal of Small Business Strategy He has also consulted

for a variety of public and not-for-profit organizations When not involved in academic pursuits, he lends his expertise to community development programs and initiatives

He has served on several boards of organizations in the local community, and was chair of the Mountain Empire Regional Business Incubator Board of Directors

Dr Achua received his undergraduate degree in business administration and accounting from the University of Sioux Falls, South Dakota; his MBA from the University of South Dakota; and his doctorate from the United States International University (now Alliant International University) in San Diego, California

chapter 3

Leadership Behavior and Motivation 68

chapter 4

Influencing: Power, Politics, Networking, and Negotiation 108

chapter 5

Contingency Leadership Theories 150

Are Leaders Born or Made?

Leadership Managerial Roles

Individual Level of Analysis

Group Level of Analysis

Organizational Level of Analysis

Interrelationships among

the Levels of Analysis

Leadership Theory Paradigms

The Trait Theory Paradigm

The Behavioral Leadership

From the Management to the

Leadership Theory Paradigm

Objectives of the Book

Leadership Theory

Application of Leadership Theory

Leadership Skill Development

Flexibility

Organization of the Book

Learning Outcomes

After studying this chapter, you should be able to:

1 Briefly describe the five key elements of leadership p 5

2 List the ten managerial roles based on their three categories p 9

3 Explain the interrelationships among the levels of leadership analysis p 15

4 Describe the major similarity and difference between the trait and behavioral leadership theories p 16

5 Discuss the interrelationships between trait and behavioral leadership theories and contingency theories p 17

6 Define the following key terms (in order of appearance in the chapter):

leadership influencing managerial role categories interpersonal leadership roles informational leadership roles decisional leadership roles levels of analysis of leadership theory

leadership theory leadership theory classifications

leadership paradigm leadership trait theories behavioral leadership theories contingency leadership theories

integrative leadership theories management to the leadership theory paradigm

evidence-based management (EBM)

Who Is a Leader?

1

Opening Case A P P L I C A T I O N

We begin each chapter by introducing an exceptional

leader and company, followed by some questions for you

to answer, and we answer the questions throughout the

chapter We selected General Electric (GE) for the first

chapter because it was ranked number 1 in the world

for leaders by Fortune Magazine,1 and its CEO Jeffrey

Immelt has been named one of the best CEOs in the

world by Barron’s, ranked in the top 10 of Fortune’s Most

Powerful Businesspeople in the World, and named man

of the year by the Financial Times Fortune Magazine,

Financial Times, Forbes, and Business Week consistently

rank GE among the most admired companies in the

United States and in the world Over the past five years,

GE has grown its earnings an average of ten percent

annually.2

GE is Imagination at Work; it has a history of

bring-ing innovation to market GE is a diversified technology,

media, and financial services company focused on

solv-ing some of the world’s toughest problems More than

half of the company is located outside the United States

It serves customers in more than 100 countries and

employs more than 300,000 people worldwide.3 You are

either a customer of GE or have indirectly been exposed

to its products and services without realizing it GE is a

conglomerate with multiple lines of business under the

following six business units:

If you are interested in working for a company that

is seeking people with leadership skills, or one that will develop your leadership skills, GE is a company to consider Like most major organizations, GE’s Web site provides information regarding career opportunities

Opening Case Questions:

4 What leadership managerial roles does CEO Jeff Immelt perform at GE?

Can you answer any of these questions? You’ll find answers to these questions about General Electric and its leadership throughout the chapter

To learn more about General Electric, visit the

company’s Web site at http://www.ge.com.

The focus of this chapter is on helping you understand what leadership

is and what this book is all about We begin by defining leadership and

the ten roles that leaders perform Then we explain the three levels of

leadership analysis, which provides the framework for the book After

explaining the four major leadership paradigms that have developed over the

years, we end this chapter by stating the objectives of the book and presenting its

organization

Leadership Is Everyone’s Business

In this section, we begin with a discussion of the importance of leadership,

fol-lowed by our definition of leadership that is used throughout this book We end by

answering the question: Are leaders born or made?

Ethical Dilemma 1

Is Leadership Really Important?

Scott Adams is the creator of the cartoon character Dilbert Adams makes fun of agers, in part because he distrusts top-level managers, saying that leadership is really a crock Leadership is about manipulating people to get them to do something they don’t want to do, and there may not be anything in it for them CEOs basically run the same

man-Why Leadership Is Important

Here are just a few reasons why leadership is so important

• The success of individual careers and the fate of organizations are determined

by the effectiveness of leaders behavior.4 Leadership is considered crucial for success, and some researchers have argued that it is the most critical ingredient.5

Domino’s Pizza chain CEO David Brandon states that the success of each store is based on the leadership provided by the manager.6 Organizations are recruiting job candidates with leadership potential and skills for all types of careers

• Chief Executive Officers (CEOs) understand that they can’t run companies on their own; the secret is to foster a leadership mentality throughout the organiza-tion.7 Winning the war for talent will be a predominant business challenge for this century; it’s about recruiting and retaining talent and creating leadership opportunities.8

• Well-publicized corporate failures (Enron and WorldCom) have brought home the critical role that leadership plays in the success or failure of almost every aspect of the profit and not-for-profit environment CEOs who don’t perform get fired, as CEO tenure is shrinking The following CEOs were recently replaced for poor performance—Gary Forsee of Sprint Nextel, Angelo Mozilo of Countrywide Financial,9 Charles Prince of Citigroup,10 and Stan O’Neal of Merrill Lynch.11

As the examples illustrate, leadership is important,12 and there is a great need for better leaders.13 If you want to be successful, you must develop your leader-ship skills.14 To this end, the focus of this book is to help you develop your lead-ership skills, so that you can become a successful leader in your personal and professional life

Opening Case A P P L I C A T I O N

1 Why is GE so successful?

CEO Jeff Immelt says that you either get out ahead of new trends or you get stomped by them GE is so successful because for more than 100 years it has been a world leader in getting ahead of trends In fact, Immelt understands the importance of environmental issues and global warming He sees green in the future, so GE is developing technology to be a world leader in clean energy He is one of the leading advocates of government-mandated caps on carbon emissions because he knows caps are coming, and GE is going to be in front of the issue.15

Sustainability requires leadership development GE is known as the company that ops leaders It is commonly stated that more executives from GE have developed leadership skills and then gone on to become CEOs of other major firms than from any other company, with hundreds more who have gone on to hold senior corporate positions

devel-Briefly describe the five key elements of leadership.

Defining Leadership

The topic of leadership has generated excitement and interest since ancient times

When people think about leadership, images come to mind of powerful dynamic

individuals who command victorious armies, shape the events of nations, develop

religions, or direct corporate empires How did certain leaders build such great

armies, countries, religions, and companies? Why do certain leaders have dedicated

followers while others do not? Why were Gandhi, Mother Theresa, Martin Luther

King, and Nelson Mandela such influencial leaders? How did Adolf Hitler rise to a

position of great power? In this book, you will learn the major leadership theories

and research findings regarding leadership effectiveness

There is no universal definition of leadership because leadership is complex,

and because leadership is studied in different ways that require different

defini-tions As in leadership research studies, we will use a single definition that meets

our purpose in writing this book Before you read our definition of leadership,

complete Self-Assessment 1 to get a better idea of your leadership potential In the

following section, we will discuss each question as it relates to the elements of our

leadership definition and to your leadership potential

Learning

Outcome 1

S E L F - A S S E S S M E N T 1

As with all of the self-assessment exercises in this book,

there are no right or wrong answers, so don’t try to pick

what you think is the right answer Be honest in

answer-ing the questions, so that you can better understand

yourself and your behavior as it relates to leadership

For each pair of statements distribute 5 points, based

on how characteristic each statement is of you If the first

statement is totally like you and the second is not like

you at all, give 5 points to the first and 0 to the second If

it is the opposite, use 0 and 5 If the statement is usually

like you, then the distribution can be 4 and 1, or 1 and 4

If both statements tend to be like you, the distribution should be 3 and 2, or 2 and 3 Again, the combined score for each pair of statements must equal 5

Here are the scoring distributions for each pair of statements:

0–5 or 5–0 One of the statements is totally like

you, the other not like you at all

1–4 or 4–1 One statement is usually like you, the

2–3 or 3–2 Both statements are like you, although

one is slightly more like you

scam as fortune-tellers, who make up a bunch of guesses and when by chance one is

correct, they hope you forget the other errors First, CEOs blame their predecessors for

anything that is bad, then they shuffle everything around, start a new strategic program,

and wait When things go well, despite the CEO, the CEO takes the credit and moves

on to the next job Adams says we may be hung up on leadership as part of our DNA

It seems we have always sought to put somebody above everybody else.16

1 Do you agree with Scott Adams that leadership is a crock?

2 Do we really need to have someone in the leadership role?

(Ethical Dilemma 1 continued)

Leadership Potential

Leadership is the influencing process of leaders and followers to achieve organizational

objectives through change Let’s discuss the five key elements of our definition; see

Exhibit 1.1 for a list

1 I’m interested in and willing to take charge

of a group of people

I want someone else to be in charge of

the group

2 When I’m not in charge, I’m willing to give

input to the leader to improve performance

When I’m not in charge, I do things

the leader’s way, rather than offer my

suggestions

3 I’m interested in and willing to get people

to listen to my suggestions and to

imple-ment them

I’m not interested in influencing other

people

4 When I’m in charge, I want to share the

management responsibilities with group

members

When I’m in charge, I want to perform the

management functions for the group

5 I want to have clear goals and to develop

and implement plans to achieve them

I like to have very general goals and take

things as they come

6 I like to change the way my job is done

and to learn and do new things

I like stability, or to do my job the same way;

I don’t like learning and doing new things

7 I enjoy working with people and helping

Leadership

Leaders–Followers

Leaders–Followers

Question 1 of Self-Assessment 1 is meant to get you thinking about whether you want

to be a leader or a follower If you are not interested and not willing to be in charge, you are better suited to be a follower However, as you will learn in this section, good followers also perform leadership roles when needed And followers influence lead-

ers Thus, in our definition of leadership, the influencing process is between leaders

and followers, not just a leader influencing followers; it’s a two-way street Knowing how to lead and developing leadership skills will make you a better leader and

follower.17 So whether you want to be a leader or a follower, you will benefit from

this book

Throughout this book, leadership is referred to in the context of formal

orga-nizational settings in business corporations (GE, IBM), government agencies

(Department of Motor Vehicles, the Police Department), and nonprofit

organiza-tions (Red Cross, Springfield College) Organizaorganiza-tions have two major classificaorganiza-tions

of employees: managers, who have subordinates and formal authority to tell them

what to do; and employees, who do not All managers perform four major

func-tions: planning, organizing, leading, and controlling Leadership is thus a part of

the manager’s job However, there are managers—you may know some—who are

not effective leaders There are also nonmanagers who have great influence on

managers and peers Therefore, in this book we do not use the terms manager and

leader interchangeably When we use the word manager, we mean a person who has a

formal title and authority When we use the term leader, we mean a person who may

be either a manager or a nonmanager A leader always has the ability to influence

others; a manager may not Thus, a leader is not necessarily a person who holds

some formal position such as manager

A follower is a person who is being influenced by a leader.18 A follower can be a

manager or a nonmanager Good followers are not “yes people” who simply follow

the leader without giving input that influences the leader In short, effective

lead-ers influence followlead-ers, and their followlead-ers influence them.19 The qualities needed

for effective leadership are the same as those needed to be an effective follower

Throughout this book, we use the term behavior when referring to the activities of

people or the things they do and say as they are influenced You will learn more

about followership in Chapter 7

As implied in question 2 of Self-Assessment 1, good followers give input and

influence leaders If you want to be an effective follower, you need to share your

ideas.20 Also, as a leader you need to listen to others and implement their ideas to

be effective.21 According to GE CEO Jeff Immelt, GE is not run like a big company;

it is run like a big partnership, where every leader can make a contribution not just

to their job, but to the entire company.22

Influence

Influencing is the process of a leader communicating ideas, gaining acceptance of them, and

motivating followers to support and implement the ideas through change Influence is the

essence of leadership.23 Question 3 of Self-Assessment 1 asked if you were interested

in and willing to influence others, as a leader or follower When you have a

manage-ment position, you have more power to influence others But, effective followers

also influence others Your ability to influence others (to get what you want) can

be developed.24 Influencing includes power, politics, and negotiating; you will learn

more about these concepts in Chapter 4

Influencing is also about the relationship between leaders and followers.25

Managers may coerce subordinates to influence their behavior, but leaders do not

Leaders gain the commitment and enthusiasm of followers who are willing to be

influenced.26 Most of the leadership research is concerned with the relationship

between leaders and followers.27 Effective managers know when to lead and when to

follow Thus, leaders and followers often change roles throughout the influencing

process.28 Question 4 of Self-Assessment 1 asked if you want to share management

responsibility as a leader

Organizational Objectives

Effective leaders influence followers to think not only of their own interests but

also of the interest of the organization through a shared vision.29 Leadership occurs

Work

Application 1

Recall a present or past job Were you both a leader and a follower? Explain.

Work

Application 2

Briefly explain the ing relationship between the leader and followers where you work(ed).

influenc-when followers are influenced to do what is ethical and beneficial for the tion and themselves Taking advantage of followers for personal gain is not part of leadership Members of the organization need to work together toward an outcome that the leader and followers both want, a desired future or shared purpose that motivates them toward this more preferable outcome.30 Leaders need to provide direction, but the group should set its goals.31 As implied in question 5 of Self-Assessment 1, effective leaders set clear goals You will learn how to set objectives

organiza-in Chapter 3

Change

Influencing and setting objectives is about change Organizations need to ally change, in adapting to the rapidly changing global environment.32 GE is the only company listed in the Dow Jones Industrial Index today that was also included

continu-in the origcontinu-inal continu-index continu-in 1896 The other companies may have become too able with doing business the same old way, perhaps causing these former business stars to fade Effective leaders realize the need for continual change to improve performance.33

comfort-Statements like these are not in a successful leader’s vocabulary: We’ve always

done it this way; We’ve never done it that way before; It can’t be done; No one else has done it; and It’s not in the budget Leadership involves influencing followers to bring about

change toward a desired future for the organization.34

As implied in question 6 of Self-Assessment 1 and the information in this section,

to be an effective leader and follower you must be open to change.35 The people who advance in organizations are those who are willing to take a risk and try new things.36 When was the last time you did something new and different? You will learn more about leading change in Chapter 11

People

Although the term people is not specifically mentioned in our definition of

leader-ship, after reading about the other elements, you should realize that leadership is about leading people As implied in question 7 of Self-Assessment 1, to be effective

at almost every job today, you must be able to get along with people Effective ers and followers enjoy working with people and helping them succeed.37 People skills are more valuable than computer skills.38 You will learn how to develop your people skills throughout this book

lead-Research, experience, and common sense all point to a direct relationship between a company’s financial success and its commitment to leadership practices that treat people as assets.39 There is little evidence that being a mean, tough man-ager is associated with leadership success It is the collective efforts of all people contributing that make things happen.40

partner-by hundreds of successful companies and nonprofit organizations

Work

Application 3

State one or more objectives

from an organization where

you work(ed).

Work

Application 4

Are the managers where you

work(ed) effective at

influenc-ing their employees to brinfluenc-ing

about change? Explain.

Work

Application 5

Do managers where you

work(ed) treat their employees

as valuable assets? Explain.

Are Leaders Born or Made?

You may think this is a trick question, because most researchers say the answer is

both Effective leaders are not simply born or made, they are born with some

lead-ership ability and develop it So natural leadlead-ership ability offers advantages You will

learn more about leadership traits in Chapter 2 However, everyone has potential

to lead,41 and leadership skills can be developed.42 If leadership skills could not be

developed, or leaders were not made, major corporations would not spend millions

of dollars on leadership training each year.43 The Center for Creative Leadership

(http://www.ccl.org) is one of the world’s most respected nonprofit organizations

that develops leaders in all sectors of the global economy Clearly, it would not be

in business if its global client organizations did not believe it can develop

leader-ship skills

Some researchers go so far as to say that experts are definitely made, not born,44 and

that everyone has equal potential to lead.45 Legendary football coach Vince Lombardi

once said, “Contrary to the opinion of many people, leaders are not born, leaders are

made, and they are made by effort and hard work.” Whatever your leadership ability

is now (which is based on your natural ability and development), you can invest in

developing your leadership skills, or you can allow them to remain as they are now

You may never become the CEO of an organization, but you can improve your

leader-ship knowledge, ability, and skill through this course As Vince Lombardi would put it,

you can develop your leadership skills through this course if you put in the effort and

work hard at it We’ll talk more about this in the last section of this chapter

Opening Case A P P L I C A T I O N

3 Can leadership skills be developed, and can you develop your leadership skills

through this course?

For 50 years companies have been trying to emulate GE’s legendary Crotonville training facility

(John F Welch Leadership Center) where thousands of its employees have honed their

lead-ership skills With increased globalization, GE has taken Crotonville on the road to hot spots

around the world including Shanghai, Munich, and Bangalore Staying ahead of the trends, GE

employees from anywhere in the world can also tap online leadership workshops through the

company intranet.46 So the answer is yes, GE is clearly developing leadership skills, and that

is why other organizations are hiring GE managers to become their leaders You can develop

your leadership skills through this course if you put in the effort and work hard at it

List the ten managerial roles based on their three categories.

Leadership Managerial Roles

In this section, we discuss what leaders do on the job—leadership managerial

roles.47 Henry Mintzberg identified ten managerial roles that leaders perform to

accomplish organizational objectives.48 The roles represent the dominant classes of

behavioral activities that managers or their followers perform Mintzberg defined

a role as a set of expectations of how a person will behave to perform a job He

grouped these roles into three categories The managerial role categories are

inter-personal, informational, and decisional Mintzberg’s management role theory has been

supported by research studies Exhibit 1.2 on the next page shows the ten

manage-rial roles, based on the three categories

Work

Application 6

Do you believe that you are a born leader? Do you believe that you can develop your leadership skills to improve job performance?

Learning

Outcome 2

Interpersonal Roles

The interpersonal leadership roles include figurehead, leader, and liaison.

Figurehead Role

Leaders perform the figurehead role when they represent the organization or

depart-ment in legal, social, ceremonial, and symbolic activities Top-level managers are usually viewed as figureheads for their organization.49 However, leaders through-out the organization perform the following behavior, as well as other related activities:

• Signing official documents (expense authorization, checks, vouchers, contracts, and so on)

• Entertaining clients or customers as official representatives and receiving/escorting official visitors

• Informally talking to people and attending outside meetings as an tional representative

organiza-• Presiding at meetings and ceremonial events (awards ceremonies, retirement dinners, and so on)

Leader Role

According to Mintzberg, the leader role is that of performing the management

func-tions to effectively operate the managers’ organization unit Therefore, the leader

role pervades all managerial behavior In other words, the leader role influences how the leader performs other roles.50 You will learn more about the leadership role throughout this book Here are some of the many leader behaviors that can

be performed by managers or followers:

• Hiring and training

• Giving instructions and coaching

• Evaluating performance

Liaison Role

Leaders perform the liaison role when they interact with people outside their

orga-nizational unit Liaison behavior includes networking to develop relationships and gain information and favors.51 Organizational politics is an important part of the liaison role, and you will learn more about how to gain and use power, how to conduct politics, and how to network in Chapter 4 Here are a few of the liaison role behaviors:

• Serving on committees with members from outside the organizational unit

• Attending professional/trade association meetings

• Calling and meeting with people to keep in touch

Work

Application 7

Give one job example of the

specific behavior you or some

other leader displayed when

performing the figurehead,

leader, and liaison roles For

each of the three roles, be sure

to identify the leader as you or

another, the role by its name,

and the specific behavior.

E X H I B I T 1.2 Managerial Roles

Interpersonal Roles Informational Roles Decisional Roles

Figurehead Leader Liaison

Monitor Disseminator Spokesperson

Entrepreneur Disturbance-handler Resource-allocator Negotiator

Informational Roles

The informational leadership roles include monitor, disseminator, and spokesperson You

will learn more about informational roles in Chapter 6

Monitor Role

Leaders perform the monitor role when they gather information Most of the

infor-mation is analyzed to discover problems and opportunities, and to understand

events outside the organizational unit.52 Some of the information is passed on to

other people in the organizational unit (disseminator role), or to people outside

the unit (spokesperson role) Information is gathered by behavior, including:

• Reading memos, reports, professional/trade publications, newspapers, and so forth

• Talking to others, attending meetings inside and outside the organization, and

so forth

• Observing (visiting a competitor’s store to compare products, prices, and

busi-ness processes)

Disseminator Role

Leaders perform the disseminator role when they send information to others in the

orga-nizational unit Managers have access to information that is not available to employees

Some of the information that comes from higher levels of management must be passed

on to employees, either in its original form or paraphrased Using information

trans-lated into skills that advance the organization is now often being referred to as

knowl-edge management.53 Information is passed on in one or both of the following forms:

• Orally through voice mail, one-on-one discussions, and group meetings You will

learn how to conduct meetings in Chapter 8

• Written through e-mail and snail mail (U.S mail)

Spokesperson Role

Leaders perform the spokesperson role when they provide information to people

out-side the organizational unit People must report information to their boss (board

of directors, owner, managers) and people outside the organizational unit (other

departments, customers, suppliers) Leaders lobby and serve as public relations

representatives for their organizational unit Here are some examples of when the

spokesperson role is performed:

• Meeting with the boss to discuss performance and with the budget officer to

discuss the unit budget

Leaders perform the entrepreneur role when they innovate and initiate

improve-ments.54 Leaders often get ideas for improvements through the monitor role Here

are some examples of entrepreneur behavior:

• Developing new or improved products and services

• Developing new ways to process products and services

• Purchasing new equipment

Work

Application 8

Give one job example of the specific behavior you or some other leader conducted when performing the monitor, dissemi- nator, and spokesperson roles For each of the three roles, be sure to identify the leader as you

or another, the role by its name, and the specific behavior.

Disturbance-Handler Role

Leaders perform the disturbance-handler role when they take corrective action during

crisis or conflict situations You will learn more about how to handle conflicts in Chapter 6 Unlike the planned action of the entrepreneur role to take advantage

of an opportunity, the disturbance is a reaction to an unexpected event that creates

a problem.55 Leaders typically give this role priority over all other roles Here are some examples of emergencies leaders may have to resolve:

• A union strike

• The breakdown of important machines/equipment

• Needed material arriving late

• A tight schedule to meet

Resource-Allocator Role

Leaders perform the resource-allocator role when they schedule, request authorization, and

perform budgeting activities Deciding who gets the organization’s limited resources is

an important task of managers.56 Here are some examples of resource allocation:

• Deciding what is done now, done later, and not done (time management; priorities)

• Determining who gets overtime or a merit raise (budgeting)

• Scheduling when employees will use material and equipment

Negotiator Role

Leaders perform the negotiator role when they represent their organizational unit during

routine and nonroutine transactions that do not include set boundaries (such as only one price and term of a sale/purchase for a product/service, or pay of an employee) When there are no set prices or pay conditions, leaders can try to negotiate a good deal

to get the resources they need You will be involved in employment negotiations,57 and you will learn how to negotiate in Chapter 4 Here are some examples of negotiations:

• Pay and benefits package for a new professional employee or manager

• Labor union contract

• Contract with a customer (sale) or supplier (purchase)Although managers are responsible for all ten roles, which roles are most important—and which roles the manager performs and which are performed by other leaders—will vary based on the manager’s job The relative emphasis placed

on these roles will vary as a function of organizational technology, the day-to-day problems faced by leaders, and the task environment of their organizations.58 After answering Work Applications 7 through 9, you should realize that you and others perform the leadership roles regardless of management title

Opening Case A P P L I C A T I O N

4 What leadership managerial roles does CEO Jeff Immelt perform at GE?

Like all managers who are good leaders, Jeff Immelt plays all ten roles, and he delegates these roles to his followers Immelt’s interpersonal roles include signing documents, enter-taining customers, running and attending meetings; leadership development and evalua-tion of followers; and serving on committees and boards His informational roles include extensive communications Immelt’s decisional roles include developing new products and processes to keep ahead of the competition, dealing with crises, deciding which business units to give resources to and which to drain, as well as which to buy and to sell

Work

Application 9

Give one job example of the

specific behavior you or some

other leader performed when

fulfilling the entrepreneur,

disturbance-handler,

resource-allocator, and negotiator roles

For each of the four roles,

be sure to identify the leader

as you or another, the role

by its name, and the specific

behavior.