Leadership Enhancing the Lessons of Experience Eighth Edition Richard L Hughes Robert C Ginnett Gordon J Curphy LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, EIGHTH EDITION Published by McGraw-Hill Education, Penn Plaza, New York, NY 10121 Copyright © 2015 by McGraw-Hill Education All rights reserved Printed in the United States of America Previous editions © 2012, 2009, and 2006 No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning Some ancillaries, including electronic and print components, may not be available to customers outside the United States This book is printed on acid-free paper DOC/DOC ISBN 978-0-07-786240-4 MHID 0-07-786240-6 Senior Vice President, Products & Markets: Kurt L Strand Vice President, Content Production & Technology Services: Kimberly Meriwether David Brand Manager: Michael Ablassmeir Developmental Editor: Andrea Heirendt Marketing Manager: Elizabeth Trepkowski Director, Content Production: Terri Schiesl Content Project Manager: Heather Ervolino Buyer: Nichole Birkenholz Cover Designer: Studio Montage, St Louis, MO Cover Image: Purestock/SuperStock Media Project Manager: Shawn Coenen Compositor: MPS Limited Typeface: 10/12 Palatino LT Std Printer: R R Donnelley All credits appearing on page or at the end of the book are considered to be an extension of the copyright page Library of Congress Cataloging-in-Publication Data Hughes, Richard L Leadership : enhancing the lessons of experience / Richard L Hughes, Robert C Ginnett, Gordon J Curphy — Eighth edition pages cm ISBN 978-0-07-786240-4 (alk paper) Leadership I Ginnett, Robert C II Curphy, Gordon J III Title HM1261.H84 2015 303.3'4—dc23 2013039348 The Internet addresses listed in the text were accurate at the time of publication The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites www.mhhe.com About the Authors Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL) and the U.S Air Force Academy CCL is an international organization devoted to behavioral science research and leadership education He worked there with senior executives from all sectors in the areas of strategic leadership and organizational culture change At the Air Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership He later served at the Academy as its Transformation Chair In that capacity he worked with senior leaders across the Academy to help guide organizational transformation of the Academy in ways to assure it is meeting its mission of producing leaders of character He is a clinical psychologist and a graduate of the U.S Air Force Academy He has an MA from the University of Texas and a PhD from the University of Wyoming Robert Ginnett is an independent consultant specializing in the leadership of 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 recognized expert in his field He has worked with hundreds of organizations including Prudential, Fonterra, Mars, GlaxoSmithKlein, Daimler Benz, the U.S Department of Education, the Pacific Leadership Academy, NASA, the Defense and Central Intelligence Agencies, the National Security Agency, United and Delta Airlines, Textron, and the United States Army, Navy, and Air Force Prior to working independently, Robert was a senior fellow at the Center for Creative Leadership and a tenured professor at the U.S Air Force Academy, where he also served as the director of leadership and counseling Additionally, he served in numerous line and staff positions in the military, including leadership of an 875-man combat force in the Vietnam War He spent over 10 years working as a researcher for the National Aeronautics and Space Administration, focusing his early work in aviation crew resource management, and later at the Kennedy Space Center in the post-Challenger period Robert is an organizational psychologist whose education includes a master of business administration degree, a master of arts, a master of philosophy, and a PhD from Yale University Gordy Curphy has been the president of Curphy Consulting Corporation since 2002 As a leadership consultant Gordy has worked with numerous Fortune 500 firms to deliver more than 2,500 executive assessments, 150  executive coaching programs, 200 team engagements, and 150 leadership training programs He has also played a critical role in iii iv About the Authors helping organizations formulate winning strategies, drive major change initiatives, and improve business results Gordy has published numerous books and articles and presented extensively on such topics as business, community, school, military, and team leadership; the role of personality and intelligence in leadership; building high-performing teams; leading virtual teams, teams at the top, managerial incompetence, followership, on-boarding, succession planning, and employee engagement His most recent work describes why the leadership development industry has failed over the past 20 years Prior to starting his own firm Gordy spent a year as the vice president of Institutional Leadership at the Blandin Foundation, eight years as a vice president and general manager at Personnel Decisions International, and six years as a professor at the U.S Air Force Academy He has a BS from the U.S Air Force Academy and a PhD in Industrial and Organizational Psychology from the University of Minnesota Foreword The first edition of this popular, widely used textbook was published in 1993, and the authors have continually upgraded it with each new edition including this one In a sense, no new foreword is needed; many principles of leadership are timeless For example, references to Shakespeare and Machiavelli need no updating However, the authors have refreshed examples and anecdotes, and they have kept up with the contemporary research and writing of leadership experts Unfortunately, many of the reasons why leaders fail have also proved timeless Flawed strategies, indecisiveness, arrogance, the naked pursuit of power, inept followers, the inability to build teams, and societal changes have resulted in corrupt governments, lost wars, failed businesses, and the death of over 167 million people in the 20th century Many of these characteristics underlie the repressive regimes in Russia, China, Cuba, Venezuela, North Korea, and many of the Central Republics; the shortcomings of the U.S public education system; sexual harassment in the U.S military; the phone hacking scandal in the United Kingdom; the financial crisis in Europe; and the civil war in Syria These occurrences remind us that leadership can be used for selfless or selfish reasons, and it is up to those in charge to decide why they choose to lead Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the tone, spirit, and achievements of these authors’ work: Often the only difference between chaos and a smoothly functioning operation is leadership; this book is about that difference The authors are psychologists; therefore the book has a distinctly psychological tone You, as a reader, are going to be asked to think about leadership the way psychologists There is much here about psychological tests and surveys, about studies done in psychological laboratories, and about psychological analyses of good (and poor) leadership You will often run across common psychological concepts in these pages, such as personality, values, attitudes, perceptions, and self-esteem, plus some notso-common “jargon-y” phrases like double-loop learning, expectancy theory, and perceived inequity This is not the same kind of book that would be written by coaches, sales managers, economists, political scientists, or generals Be not dismayed Because these authors are also teachers with a good eye and ear for what students find interesting, they write clearly and cleanly, and they have also included a host of entertaining, stimulating snapshots of leadership: cartoons, quotes, anecdotal Highlights, and personal glimpses from a wide range of intriguing people, each offered as an illustration of some scholarly point v vi Foreword Also, because the authors are, or have been at one time or another, together or singly, not only psychologists and teachers but also children, students, Boy Scouts, parents, professors (at the U.S Air Force Academy), Air Force officers, pilots, church members, athletes, administrators, insatiable readers, and convivial raconteurs, their stories and examples are drawn from a wide range of personal sources, and their anecdotes ring true As psychologists and scholars, they have reviewed here a wide range of psychological studies, other scientific inquiries, personal reflections of leaders, and philosophic writings on the topic of leadership In distilling this material, they have drawn many practical conclusions useful for current and potential leaders There are suggestions here for goal setting, for running meetings, for negotiating, for managing conflict within groups, and for handling your own personal stress, to mention just a few All leaders, no matter what their age and station, can find some useful tips here, ranging over subjects such as body language, keeping a journal, and how to relax under tension In several ways the authors have tried to help you, the reader, feel what it would be like “to be in charge.” For example, they have posed quandaries such as the following: You are in a leadership position with a budget provided by an outside funding source You believe strongly in, say, Topic A, and have taken a strong, visible public stance on that topic The head of your funding source takes you aside and says, “We disagree with your stance on Topic A Please tone down your public statements, or we will have to take another look at your budget for next year.” What would you do? Quit? Speak up and lose your budget? Tone down your public statements and feel dishonest? There’s no easy answer, and it’s not an unusual situation for a leader to be in Sooner or later, all leaders have to confront just how much outside interference they will tolerate in order to be able to carry out programs they believe in The authors emphasize the value of experience in leadership development, a conclusion I thoroughly agree with Virtually every leader who makes it to the top of whatever pyramid he or she happens to be climbing does so by building on earlier experiences The successful leaders are those who learn from these earlier experiences, by reflecting on and analyzing them to help solve larger future challenges In this vein, let me make a suggestion Actually, let me assign you some homework (I know, I know, this is a peculiar approach in a book foreword; but stay with me—I have a point.) Your Assignment: To gain some useful leadership experience, persuade eight people to some notable activity together for at least two hours that they would not otherwise without your intervention Your only restriction is that you cannot tell them why you are doing this It can be any eight people: friends, family, teammates, club members, neighbors, students, working colleagues It can be any activity, except that it should be something more substantial than watching television, eating, going to a movie, or just sitting around talking It could be a Foreword vii roller-skating party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter or visiting a nursing home If you will take it upon yourself to make something happen in the world that would not have otherwise happened without you, you will be engaging in an act of leadership with all of its attendant barriers, burdens, and pleasures, and you will quickly learn the relevance of many of the topics that the authors discuss in this book If you try the eightperson-two-hour experience first and read this book later, you will have a much better understanding of how complicated an act of leadership can be You will learn about the difficulties of developing a vision (“Now that we are together, what are we going to do?”), of motivating others, of setting agendas and timetables, of securing resources, of the need for 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 leadership, the tingling satisfaction that comes from success can become almost addictive The capacity for making things happen can become its own motivation With an early success, even if it is only with eight people for two hours, you may well be on your way to a leadership future The authors believe that leadership development involves reflecting on one’s own experiences Reading this book in the context of your own leadership experience can aid in that process Their book is comprehensive, scholarly, stimulating, entertaining, and relevant for anyone who wishes to better understand the dynamics of leadership, and to improve her or his own personal performance David P Campbell Preface Perhaps by the time they are fortunate enough to have completed seven editions of a textbook, it is a bit natural for authors to believe something like, “Well, now we’ve got it just about right there couldn’t be too many changes for the next edition” (that is, this one) Of course, there are changes because this is a new edition Some of the changes are rather general and pervasive in nature while others represent targeted changes in specific chapters of an otherwise successful text The more general and pervasive changes are those things one would expect to find in the new edition of any textbook: the inclusion of recent research findings across all chapters as well as extensive rework in the vast majority of chapters of the very popular Highlights The latter work involved the addition of numerous new Highlights as well as the elimination of those that had become dated and/or less central to their respective chapter material A few examples of the new Highlights include leadership lessons learned by a recent college graduate’s internship in India combating human slavery and bondage; an examination of the nature of power by contrasting American football and judo; illustrations of how “con men” work to influence others to the former’s ulterior purposes; and the complex nature of leadership of the search and recovery efforts for Hurricane Katrina We also made targeted revisions to the nature of content in two chapters One of those is Chapter 4, Power and Influence While power remains a critical aspect of leadership and continues to be a key emphasis of this chapter, we also believe that greater attention needs to be paid to the nature and role of influence Changes to Chapter reflect this greater emphasis on influence processes The most extensive revisions were made to Chapter New material (not just updated references) has been added, and the chapter has been reorganized to underscore growing scholarly and practical interest in the role of character in leadership For example, we address in some detail Hannah and Avolio’s recent work on the concept of moral potency We also note recent research by many other scholars, all of whom note the rather remarkable fact that it has only been very recently that the concept of character has been a focus of scholarly leadership research at all In addition, we’ve shifted our framework for examining moral reasoning from Kohlberg’s stages of moral development to Joshua Greene’s dual process theory of moral judgment The chapter’s new name—Values, Ethics, and Character—reflects the chapter’s new orientation As always, we are indebted to the superb editorial staff at McGrawHill/Irwin including Andrea Heirendt, developmental editor; Heather Ervolino, content project manager; Misbah, full service project manager at MPS; and Lori Bradshaw, freelance development editor They all have viii Preface ix been wise, supportive, helpful, and pleasant partners in this process, and it has been our good fortune to know and work with such a professional team And as we noted at the beginning of this preface, we are also indebted to the individuals 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 perspectives of the following scholars who provided helpful feedback on particular portions of the text: Barbara A Alston Nova Southeastern University Joseph Petrick Wright State University Ellen A Benowitz Mercer County Community College/Fairleigh Dickinson University Jon S Sager University of Southern California Stephen Trainor U.S Naval Academy David Broxterman Polk State College Diane Galbraith Slippery Rock University Once again we dedicate this book to the leaders of the past from whom we have learned, the leaders of today whose behaviors and actions shape our ever-changing world, and the leaders of tomorrow 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 720 Subject Index In-basket exercises, 61 Inc (magazine), 279 Incompetence, managerial See Managerial incompetence Indeed (website), 368 Independent, critical thinking, 20 Independent leadership cultures, 499 India charismatic leadership in, 578 emerging economy of, 217 Individual development plan (IDP), 67–68 Individual factors, in Team Leadership Model, 424 Individualism, 510–511, 512–513 Individualized feedback, 60 Individual versus community, 158 Industrial age, 490–492 In Extremis Leadership (Kolditz), 484 Influence definition of, 117 empowerment and, 358–359 of followers, 102–104, 116 generalizations about, 131–132 illicit use of (con game), 140–141 leader motives for, 132–134 Mandela as master of, 141–142 power versus, 117–118 reciprocal, 393 without authority, 102 Influence Behavior Questionnaire (IBQ), 135–136 Influence tactics, 117–118, 135–142 choosing, factors in, 136–138 gender differences in, 138 hard versus soft, 136 and power, 136–139 as social skill, 139 types of, 135–136 Informal coaching, 69–70, 468 Informal mentoring, 73 Informal organization, 495–504 See also Organizational culture Information age, 490–492 Ingratiation, 135 In-group, 16, 525–526 In-group favoritism, 160–161 Initiating structure, 246 Innate leadership, myth of, 12–13 Inner dialogue, monitoring, 295 Innovation IKEA, 517–519 industrial age to information age, 491 Inputs, in Team Leadership Model, 419 Inspirational appeals, 135 Instrumental values, 153–154 Integrity, 151, 165, 174 Intelligence, 207–219 analytic, 209–210, 212–214 athleticism versus, 209 creative, 211, 214–217 definition of, 207–208 emotional, 220–227 lack of, and managerial derailment, 644–648 practical, 210–211 stress and, 217–219 triarchic theory of, 208–217, 223 Intelligence testing, 207 Intensity, motivation and, 333–334 Intention, in communication, 283, 284 Interactional framework, 15–35 charismatic leadership and, 584, 585 contingency model and, 544–545 followers in, 15–16, 18–19, 33–35 leader in, 15–18 managerial derailment and, 635–636 normative decision model and, 532–533 path–goal theory and, 551 rational approach to change and, 574–575 Situational Leadership model and, 537–538 situation in, 15–16, 24–26, 33–35, 479–480 Team Leadership Model and, 428–429 women in leadership roles, 27–33 Interactional justice, 375 Interaction facilitation, 246–247 Interactive leadership, 30–32 Interdependent leadership cultures, 499 Interpersonal conflict, 170, 412, 459–460, 515–516 Interpersonal level of leadership, 174–177 Interpersonal skills, 253 Interrole conflict, 401 Interrupting, 119 Intersender role conflict, 401 Intrapersonal conflict, 170 Intrapersonal skills, 253 Intrasender role conflict, 401 Invictus (poem and film), 141 Iran charismatic leadership in, 578 hostage crisis in, 405 Iran–Contra affair, 407 Iraq Abu Ghraib prison in, 129 terrorism in, 320 war in, 129, 130, 220, 504, 560, 565, 582 Ishikawa diagram, 307, 308 Island of the Lost (Druett), 244 “I” statements, 293–295, 296 Jackson, Peter (profile), Jackson, Phil (profile), 393–394 Jacobs, F Nicholas (minicase), 554–555 Jargon, 287, 497 JC Penney’s, 633 Job-centered dimensions, 246–247 Jobs, Steve (profile), 59 Subject Index Job satisfaction, 331–338, 361–376 affectivity and, 370–372 definition of, 334 downturn in U.S., 334–335 engagement and, 364–365 facet, 366–370 Fortune’s “100 Best Companies to Work For,” 335 global, 366–377 goal achievement and, 349 happiest occupations, states, and countries, 372 Herzberg’s two-factor theory of, 372–375 hierarchy effect and, 366–367 hygiene factors in, 373–375 international comparisons of, 336 lack of, and change, 564–565 motivation and, 332–338 motivators in, 373–375 punishment and, 687–689 reference group comparison of, 367–369 relationship with leadership and performance, 332–333 role ambiguity and, 374 role conflict and, 374 salary and, 367 surveys of, 365–370 theories of, 370–376 and turnover, 362–364 worst companies to work for, 368 Jonestown massacre, 130 Journals, 94–95 Journey to the East (Hesse), 168 Judging–perceiving, 200, 202 Judo, power and influence in, 137 Justice distributive, 375 interactional, 375 versus mercy, 158 organizational, 375–376 procedural, 375 Karimova, Gulnara (profile), 617 Kleptocracies, 580, 619–620 Knowledge, power of, 122–124 Knowledge component of assertiveness, 291–292 of communication, 283 of feedback, 445 Knowledge workers, industrial age to information age, 491 Knowling, Bob (profile), 590–591 Korean Air crashes, 507–508 Koresh, David (profile), 619 Laissez-faire leadership, 254, 596–597 Lands’ End, 355 Language, in organizational culture, 497 LBDQ See Leader Behavior Description Questionnaire Leader Behavior Description Questionnaire (LBDQ), 245–246 Leader development, 42–84 action–observation–reflection (A–O–R) model of, 45–52 active learning and, 62–66 coaching and, 68–71 in college, 58–60 development planning and, 66–68 experience and, 13–14, 44–52 individual focus in, 42–43 innate versus acquired, 12–13 innovative approaches to, 64 leadership development versus, 42–43 mentoring and, 71–74 myths that hinder, 11–14 in organizational settings, 60–62, 63 reflection and, 52–55 “school of hard knocks” and, 13–14 self-image and, 74–75 skills in See Leadership skills Leader–Follower–Situation (L–F–S) framework, 15–35 721 charismatic leadership and, 584, 585 contingency model and, 544–545 described, 33–35 followers in, 15–16, 18–19, 33–35 leader in, 15–18 managerial derailment and, 635–636 normative decision model and, 532–533 path–goal theory and, 551 rational approach to change and, 574–575 Situational Leadership model and, 537–538 situation in, 15–16, 24–26, 33–35, 479–480 Team Leadership Model and, 428–429 women in leadership roles, 27–33 Leader–member exchange (LMX) theory, 524, 525–527 cycle of leadership making in, 526 vertical dyadic linkage model in, 525 Leader–member relations, 541–542 Leadership See also Profiles in leadership; specific types and theories academic course in, value of, 43–44 acquisition of status, 16–18 changing nature of, 504–507 children’s beliefs about, 53 definitions of, 3–5 effective, lack of simple recipe for, 33–35 interactional framework for See Interactional framework levels of, 174–177 management versus, 8–9, 10 metaphors and archetypes of, 52 722 Subject Index Leadership—Cont power and, 119–134 as process, rational and emotional, 6–8 romance of, 11 as science and art, 5–6, student perspective on, 19 substitutes for, 495 trust in, qualities engendering, 151 Leadership (Burns), 579–582 Leadership assessment assertiveness questionnaire, 291 ethics/values in, 163, 164 leader motives in, 132–134 leadership behavior in, 241–242 See also Leadership behavior Leadership Grid for, 248–250 Multifactor Leadership Questionnaire (MLQ), 595–599 multirater (360-degree) feedback instrument for, 261–267 OCEAN model of, 195–196 Ohio State University instruments for, 245–246 personality tests in, 132, 197, 198, 200–204, 313 StrengthsFinder 2.0, 205 talent identification programs, 228 University of Michigan dimensions for, 246–248 Leadership attributes, 185–233 emotional intelligence, 220–227 Great Man theory of, 129, 185–186, 484–485 intelligence, 207–219 personality, 186–207 personality traits, 187–198 personality typology, 198–207 universality of, 514–515 Leadership behavior, 241–271 competency models of, 251–254 early studies of, 243–248 Leadership Grid of, 248–250 Leadership Pipeline and, 255–258 limitations in research on, 267 multirater (360-degree) feedback instrument for, 261–267 in path–goal theory, 546–547 reasons for studying, 243 in Situational Leadership model, 534–539 skills versus, 250 See also Leadership skills Leadership credo, 280–281 Leadership culture metaphors of, 500 stages of development, 499 Leadership Grid, 248–250 Leadership Opinion Questionnaire (LOQ), 246 Leadership Pipeline, 255–258 Leadership self-image, 74–75 Leadership skills, 85–113 See also specific skills ability to motivate, 331 assertiveness, 291–296 coaching, 468–475 communication, 283–288 conducting meetings, 296–299 conflict management, 671–676 creating compelling vision, 666–671 creativity, 309–313 credibility, 277–283 definition of, 253 delegation, 463–468 development planning, 104–110 diagnosis of performance problems, 678–680 feedback, 444–449 goal setting, 441–444 leadership behavior versus, 250 listening, 288–291 negotiation, 677–678 problem solving, 306–309 punishment, 685–691 in rational approach to change, 574–575 rhetorical, 585–586 stress management, 299–305 team building at top, 680–685 team building for work teams, 449–453 technical competence, 96–99 Leadership style achievement-oriented, 547 adapting to superior’s, 101–102 adaptive, 490, 575 authentic, 166–167 authoritarian, 139 autocratic, 528 autonomous, 513–514 culture and, 507–515 democratic, 139, 151, 528 directive, 547 humane-oriented, 513–514 humor and, 254 leading by example, 172–174 participative, 513–514, 547 self-protective, 513 servant, 167–169 supportive, 547 team-oriented, 513–514 Theory X, 151–152 Theory Y, 103–104, 151–152 Theory Z, 171 of women, 30–32 Leadership Virtues Questionnaire, 165 Leader support, 246–247 Leading by example, 172–174 Learning action, 62–66 double-loop, 54–55, 210 empowerment and, 357–358 environment for, coaching and, 473–474 service, 58 single-loop, 54, 210 stretching in, 93–94, 109 transferring, to new environments, 110 Learning agility, 575 Subject Index Learning from experience, 92–96 adjectives describing, 55–56 gender differences in, 56 journals and, 94–95 leader development in, 13–14, 44–52 learning to learn in, 55–74 lifelong or continuing, 57–58 stress and, 55–57 Learning from others, 94 Least preferred co-worker (LPC) scale, 539–545 Legal–rational authority system, 578 Legitimate power, 126 Legitimizing tactics, 136 Lehmann Brothers, 655 Leverage points, in Team Leadership Model, 422–426 Life of Pi (film), 334 Life satisfaction, 367 LinkedIn, 265 Listening, 288–291 active, 288–291 active interpretation of message in, 289–290 attending to sender’s nonverbal behavior in, 290 defensiveness in, avoiding, 290–291 nonverbal demonstration of, 289 passive, 288 in servant leadership, 168 LMX See Leader–member exchange theory Loafing, social, 397 Locus of control, 547–549 LOQ See Leadership Opinion Questionnaire Lord of the Rings (film trilogy), 6, 152 Loss, fear of, change and, 571–572 Low-LPC leaders, 540, 541, 544 LPC See Least preferred co-worker (LPC) scale Luck, observation and, 49 Malicious compliance, 590 Management definition of, leadership versus, 8–9, 10 moronization of, 627 motivation to manage, 133–134 in rational approach to change, 574–575 Managerial derailment, 615, 626–635 behavioral patterns in, 628–635 dark-sided personality traits and, 651–656 failure to meet business objectives in, 628–631, 634 inability to adapt in, 633 inability to build and lead team in, 631 inability to build relationships in, 631–632 inadequate preparation for promotion in, 633–634 lack of intelligence and, 644–648 lack of situational and selfawareness in, 640–642 lack of subject matter expertise and, 645–648 lack of team-building knowhow and, 646–648 and Leader–Follower– Situation framework, 635–636 minicase on, 659–661 organizational fit and, 640–642 personnel policies and, 650 poor followership and, 648–649 root causes of, 635–656 situational and follower factors in, 637–640 Managerial incompetence, 615, 620–626 base rate of, 620–621, 625–626 chronic, 639 dark-sided personality traits and, 651–656 723 dimensions of, 622 Dr Gordy’s test of, 622–623, 631 episodic, 639 facts and statistics on, 621–622 lack of intelligence and, 644–648 lack of situational and selfawareness in, 640–642 lack of subject matter expertise and, 645–648 lack of team-building know-how and, 646–648 and Leader–Follower– Situation framework, 636–637 organizational fit and, 640–642 poor followership and, 648–649 root causes of, 635–656 situational and follower factors in, 637–640 Managerial integrity, 165 Managerial level of leadership, 174–177 Mandela, Nelson (profile), 581 Market cultures, 503 Mars missions, 211 Maslow’s hierarchy of needs, 340–342 MassMutual Financial Group, 347, 454 Material resources, 426 Mayer, Salovey, and Caruso’s Emotional Intelligence Test (MSCEIT), 223, 226 MBTI See Myers–Briggs Type Indicator McDonald’s, 646–648 Meaning, sense of, 358 Meetings advance provision of pertinent materials for, 298 conducting, 296–299 convenience of, 298 determining necessity of, 297 724 Subject Index Meetings—Cont encouraging participation in, 298–299 keeping record of, 299 listing objectives for, 297–298 of new leaders with staff, 88–90 one-on-one, 88–90 sticking to agenda for, 298 Mentor, 71 Mentoring, 71–74 coaching versus, 72–73 critical “three Cs” in, 74 definition of, 71–72 formal, 73 informal, 73 for minorities in leadership, 74 for women in leadership, 28 Merkel, Angela (profile), 188 Metaphors in vision, 670 Metaphors of leadership, 52 Microsoft Corporation, 26, 228, 510, 601–602 Milgram (shock) studies, 122, 129, 319 Military See specific U.S branches Millennials, values of, 155–156 Miner’s Sentence Completion Scale (MSCS), 133–134 Minicase Richard Branson (Virgin Group), 37–38 The Coffee Bean, 379–380 Gary Erickson (Clif Bar Inc.), 179–180 Ann Fudge (Young & Rubicam), 231–233 Bill Gates (Microsoft), 601–602 Marco Hernandez (Hernandez & Associates, Inc.), 436–437 Ho Ching (Temasek Holdings), 144–146 IKEA, 517–519 F Nicholas Jacobs (Windber Medical Center), 554–555 managerial derailment, 659–661 Andra Rush (Rush Trucking), 270–271 UPS, 79–80 Minorities in leadership, mentoring for, 74 Minutes of meetings, 299 Mission overall, determining how job contributes to, 98 in Rocket Model, 455–456 of teams, 408, 455–456 Mixed model of emotional intelligence, 221–223, 226 MLQ See Multifactor Leadership Questionnaire Mobilization, 259–261 Möbius strip, of leadership and followership, 22–23 Model variable, in change, 564, 566–568 Moral courage, 164 Morale, in Rocket Model, 459–460 Moral efficacy, 164 Moral justification, 163 Moral manager, 166 Moral ownership, 164 Moral person, 166 Moral potency, 164 Moral reasoning, 156–165 biases and, 159–161 care-based thinking in, 159 conflicts of interest and, 161 definition of, 157 development of, 157 dissociation from actions, 162–164 dual-process theory of, 157, 158 ends-based thinking in, 158–159 rule-based thinking in, 159 Moronization of management, 627 Motion picture industry, 217 Motivation, 331–361 achievement orientation and, 343–346 definition of, 333–334 empowerment and, 356–360 engagement and, 364–365 goal setting and, 346–350 and job satisfaction, 332–338 leader motives and power, 132–134 to manage, 133–134 Maslow’s hierarchy of needs and, 340–342 operant approach to, 350–355, 359–360 organizational justice and, 375–376 and performance, 332–338 and performance problems, 680 personality and, 342–346 spending on programs for, 338 support for progress and, 345 theories and approaches to, 339–340 understanding and influencing, 338–340 Motivation hierarchy, 540, 541 Motivators, in job satisfaction, 373–375 MSCEIT See Mayer, Salovey, and Caruso’s Emotional Intelligence Test MSCS See Miner’s Sentence Completion Scale Multifactor Leadership Questionnaire (MLQ), 595–599 Multiple-influence model, 485 Multirater feedback instrument, 261–267 cultural, racial, or gender issues with, 265–266 improvement over time, 264–265 self-ratings versus, 264 Musgrave, Thomas (profile), 244 Mutual interaction, 393 Mwangi, James (profile), 351 Subject Index Myers–Briggs Type Indicator (MBTI), 200–207, 313, 487 MySpace, 265 Myths about leadership, 11–14 about organizational culture, 497–498 about punishment, 686–687 “Narcissistic praise junkies,” 355 National Outdoor Leadership School, 64 Natural disaster, response to, 10 Need(s) definition of, 340 learning to speak up for, 295, 296 Maslow’s hierarchy of, 340–342 Need for power, 132–134 Negative affectivity, 370–371 Negative feedback, 449 Negotiation, 671, 677–678 focus on interests, not positions in, 677–678 preparing for, 677 separating people from problem in, 677 Neuroticism, 190, 193 Neutralizers, 495 New leaders, 86–110 becoming an expert in job, 98–99 building effective relationships with peers, 102–104 building effective relationships with superiors, 99–102 communication and change by, 91–92 determining how job contributes to overall mission, 98 developmental planning for, 66–68, 95–96, 104–110 feedback for, creating opportunities for, 93 first impression of, 87–88 first two months of, 90–91 first two weeks of, 88–90 homework or preparation of, 86–87 journals for, 94–95 laying foundation, 88–90 learning from experience, 92–96 learning from others, 94 onboarding road map for, 86 opportunities to broaden experience of, 99 team strategy, structure, and staffing and, 90–91 technical competence of, building, 96–99 10 percent stretch of, 93–94 third month of, 91–92 News of the World (newspaper), 654 New York City Fire Department (FDNY), 64 New York City Leadership Academy, 590, 591 NGT See Nominal group technique Nike, 510 Nissan Motors, 510 No, learning to say, 295, 296 Nominal group technique (NGT), 308 Noncontingent rewards or punishment, 351 Nooyi, Indra (profile), 257 Norm(s), 402–404, 413, 457–458 Normative decision model, 527–534 decision acceptance in, 529 decision quality in, 528–529 decision tree in, 529–532 empirical studies of, 533–534 and Leader–Follower– Situation framework, 532–533 levels of participation in, 527–528 Norming stage, of groups, 397 Nuclear power plant safety, 418 Obedience, Milgram’s study of, 122, 129, 319 725 Obesity, versus advancement, 251 Observable goals, 442 Observation in action–observation– reflection model, 45–47 luck and, 49 perception and, 47–48 OCEAN model of personality, 190–196 achievement orientation in, 344 dark-sided personality traits and, 653–656 emotional intelligence and, 223, 226, 227 leadership assessment in, 195–196 transformational leadership and, 597–598 universal application of, 196 The Office (television series), 243 Office arrangement, power and, 120 OfficeMax, 368 Office Space (film), 379 Offshore oil rigs, 363 Ohio State University leadership studies, 245–248 Oil spill, 363, 418, 640 Old Navy, 492 Ollieism, 407 Onboarding road map, 86 One-on-one meetings, 88–90 Online personas, 265 Openness to experience, 190–191 Operant approach, to motivation, 350–355, 359–360 Operating rhythm, establishing, 92 Opportunities, and performance problems, 680 Oracle, 228 Organization(s), 486, 490–504 centralization of, 495 complexity of, 494 formal, 492–495 formalization in, 494–495 groups versus, 395 industrial age to information age, 490–492 726 Subject Index Organization(s)—Cont informal, 495–504 See also Organizational culture level of authority in, 492–493 Organizational change, 560–602 alternative framework for, 594 amount of, 564 Beer’s model of, 562–564 commitment to, 590 compliance with, 590 conflict and, 672 cooperation with, 590 dissatisfaction and, 564–565 emotional approach to, 577–594 See also Charismatic leadership fear of loss in, 571–572 large-scale, example of, 562 and Leader–Follower– Situation framework, 574–575 model for, 564 model of, 564, 566–568 process of, 564, 569–570 rational approach to, 561–576 resistance to, 564, 570–573 SARA model of, 572–573 scope of, 560–561 system changes in, 566–568 Organizational citizenship behaviors, 334, 361 Organizational climate, 496 Organizational culture adhocracy, 503 changing, 498–501, 568 clan, 503 Competing Values Framework for, 501–504 definition of, 495–496 fit in, 170, 640–642 hierarchy, 502–504 IKEA (minicase), 517–519 issues for students and young leaders, 504 key factors in, 497 language in, 497 market, 503 myths and stories in, 497–498 organizational climate versus, 496 questions defining, 496–497 rituals in, 497 symbols and artifacts in, 497 values and ethics in, 169–177 Organizational fit, 170, 640–642 Organizational justice, 375–376 Organizational level of leadership, 174–177, 255, 256–258, 424 Organizational settings, leader development in, 60–62, 63 Organizational shells, 414 Organizational structure, 493–494 Out-group, 16, 525–526 Outliers (Gladwell), 26, 507 Outputs, in Team Leadership Model, 416–417 Outsourcing, 592 Outward Bound, 64 Overbounding, 405 Overclaiming credit, 161 Paraphrasing, 289–290 Pareto principle, 307 Participation levels, in normative decision model, 527–528 in meetings, encouraging, 298–299 Participative leadership, 513–514, 547 Partners, followers as, 321–323 Partnership, forging, in coaching, 469 Passive followers, 20 Passive listening, 288 Past-oriented punishment, 687 Path–goal theory, 546–552 empirical studies of, 551–552 expectancy in, 546 followers in, 547–549 leader behaviors in, 546–547 and Leader–Follower– Situation framework, 551 prescriptions of, 550, 551 situation in, 549–550 Pearl Harbor attack, 405 Pecking order, 119 Peers building effective relationships with, 102–104 common interests and goals with, recognizing, 102–103 feedback from (360-degree instrument), 261–267 one-on-one meetings with, 89–90 practicing Theory Y attitude with, 103–104 understanding tasks, problems, and rewards of, 103 PepsiCo, 228, 257, 633 Perception in GAPS analysis, 107 and observation, 47–48 and spiral of experience, 47–51 Perceptual set, 48 Performance definition of, 334 effectiveness versus, 334 in expectation–performance gap, 571 model of, 678–679 monitoring, in delegation, 467 motivation and, 332–338 punishment and, 687–689 relationship with leadership and job satisfaction, 332–333 standards, in vision, 668–669 Performance initiative, 321 Performance problems capabilities and, 679 diagnosis of, 678–680 expectations and, 679 motivation and, 680 opportunities and, 680 Performing stage, of groups, 397 Persistence assertiveness and, 296, 297 motivation and, 333–334 promoting, in coaching, 472–473 Subject Index Personal appeals, 135 Personality, 186–207 definitions of, 186–189 emotional intelligence and, 223, 226, 227 Five Factor or OCEAN model of, 190–196, 223, 226, 227, 344, 597–598, 653–656 Great Man theory of leadership, 129, 185–186, 484–485 leader motives and, 132–134 and motivation, 342–346 presidential, 189 transformational leadership and, 597–598 Personality tests, 132, 197, 198, 200–204, 313 Personality traits, 187–198 adjectives describing, 190 assessment of, 197 cross-situational consistency in, 187–189 dark-sided, 651–656 definition of, 187 implications of, 193–196 versus personality types, 198–199 in weak versus strong situations, 189 Personality typology, 198–207 implications of, 204–207 limitations and misuses of, 204–207 Myers–Briggs Type Indicator (MBTI) of, 200–207, 313, 487 personality traits versus, 198–199 psychological preferences in, 200–204 Personalized leadership, 588 Personalized power, 132 Personal level of leadership, 174–177 Personal space, 119 Personnel policies, and managerial derailment, 650 Person–role conflict, 401 Perspective, and stress, 304 Perspectives in Biology and Medicine (journal), 676 Persuasion rational, 135 by servant leaders, 168 Pfizer, 454, 510 Ping Fu (profile), 337 Piperlime, 492 Pirate Code of Conduct, 411–412 Pirates, teamwork in Golden Age of, 409–412 Pirates of the Caribbean (film), 409 Platoon (film), 214 Playing the Enemy: Nelson Mandela and the Game That Made a Nation (Carlin), 142 Pointing, 119 Politicians, followers as, 321–322 Poor followership, 648–649 Position power, 541–542 Positive affectivity, 371 Positive feedback, 449 Positive psychology, 205 Potter and Rosenbach followership model, 320–323 Power coercive, 128–131 constructive use to enhance creativity, 311 crisis and, 121–123 definition of, 116 empowerment and, 131 expert, 122–124 followers and, 116 generalizations about, 131–132 importance of concept, 116 influence tactics and, 136–139 influence versus, 117–118 leader motives for, 132–134 and leadership, 119–134 legitimate, 126 need for, 132–134 nonverbal cues (gestures) of, 119 obedience study of, 122, 129 personalized, 132 727 position, 541–542 pursuit of, and destructive leadership, 616 referent, 124–126 reward, 127–128 in Rocket Model, 459 situation and, 116–117, 121–123 social, taxonomy of, 122–132 socialized, 132 sources of, 120–123 Stanford prison experiment on, 129, 401 Powerlessness, 358 Practical intelligence, 210–211 Pragmatist followers, 20 Praise, culture of, 355, 365 Presidency, U.S., personality and, 189 Pressure tactics, 135–136 Primary work group, 549 The Prince (Machiavelli), 116 Principle-centered leadership, 175–177 Prison, Stanford prison experiment, 129, 401 Problem(s), 488–490, 505–506 adaptive, 489–490, 505–506 technical, 489–490, 505 Problem solving, 306–309 analyzing causes in, 307–308 assessing impact of solution in, 309 creativity in, 309–313 developing alternative solutions in, 308 force field analysis in, 307–308, 309 forming diverse groups for, 311–313 identifying problems and opportunities for improvement in, 306–307 nominal group technique in, 308 Pareto principle and, 307 selecting and implementing best solution in, 308–309 Procedural justice, 375 728 Subject Index Process of change, 564, 569–570 leadership as, Process, in Team Leadership Model, 417–419 Process focus, 175 Process loss, 396–397 Process measures, 418–419 Procrastination, artful, 531 Proctor & Gamble, 228, 587 Profiles in leadership Thad Allen, 508 Greg Boyle, 260 Richard Branson, 376 Rebekkah Brooks, 654 Hugo Chavez, 618 Winston Churchill, 165 George Dalgarno, 244 Michael Dell, 125 Ping Fu, 337 Bill Gates, 26 Holly Graf, 634 Robert “RT” Hogan, 198 Peter Jackson, Phil Jackson, 393–394 Steve Jobs, 59 Gulnara Karimova, 617 Bob Knowling, 590–591 David Koresh, 619 Osama bin Laden, 582 Nelson Mandela, 581 Angela Merkel, 188 Thomas Musgrave, 244 James Mwangi, 351 Indra Nooyi, 257 Paul Revere, 21 Michelle Rhee, 206 Bob Roberts, 596 Mark Roellig, 347 Scott Rudin, 224 Howard Schultz, 14 Aung San Suu Kyi, 25 Ratan Tata, 245 Oprah Winfrey, 57 Muhammad Yunus, 570 Programs for promotions initiatives, 623 Projective personality test, 132 Projective psychological test, 64 Project teams, 398–399 Promotion appearance and, 251 inadequate preparation for, 633–634 Protective hesitation, 74 Psychological preferences, 200–204 Psychology, positive, 205 Public reputation, 186–187, 194 Punctuated equilibrium, 399 Punishment, 685–691 administering, 690–691 contingent versus noncontingent, 351 definition of, 350, 686 efficacy of, 687 examples of, 686 future- versus past-oriented, 687 and motivation, 350–355 myths surrounding use of, 686–687 and performance, 687–689 reinforcing nature of, 691 and satisfaction, 687–689 vicarious effects of, 688–689 Pygmalion effect, 349 Racial differences, in multirater (360-degree) feedback, 265–266 Racial prejudice, 160 RadioShack, 368 Rational approach, to organizational change, 561–576 Rational leadership, 6–8 Rational persuasion, 135 Reception, in communication, 283, 284 Reciprocal influence, 393 Reference group, 367–369 Referent power, 124–126 Reflection in action–observation– reflection model, 45–47 in development planning, 110 and leader development, 52–55 leadership metaphors/ archetypes and, 52 perception and, 49–50 single- and double-loop learning in, 54–55 time pressure and, 52–54 Reframing, 580 Rejection, of change, 572–573 Relationship(s) building trust and, 279–281 inability to build, 631–632 with peers, 104–106 and referent power, 124–126 with superiors, 99–102 supportive, and stress management, 303–304 Relationship behaviors, 534–535 Relationship initiative, 321 Relationship roles, 399–400 Relaxation techniques, 303 Religious leaders, destructive, 618–619 Renault, 510 Resistance to change, 564, 570–573 Results, in Rocket Model, 460–461 Return on investment (ROI), 61 Revere, Paul (profile), 21 Revolutionary–crusader, 52 Reward(s) contingent versus noncontingent, 351 culture of praise and, 355, 365 definition of, 350 incongruent with desired performance, 354 and motivation, 350–355 salary (pay) as, 351, 352 Reward power, 127–128 Rhee, Michelle (profile), 206 Rhetorical skills, 585–586 Risk, in delegation, 464–465 Rite Aid, 368 Rituals, 497 Robert-Half International, 368 Subject Index Roberts, B (profile), 596 The Rocket Model: Practical Advice for Building HighPerformance Teams (Curphy and Hogan), 462 Rocket Model for Team Effectiveness, 453–462, 648 basis of, 454 buy-in in, 458 context or situation in, 455 diagram of, 454 implications of, 461–462 morale in, 459–460 norms in, 457–458 power and resources in, 459 results in, 460–461 talent in, 456–457 Roellig, Mark (profile), 347 ROI See Return on investment Role ambiguity, 374, 402, 688 Role conflict, 374, 400–401 Role-making, 525 Role playing, 60 Role-taking, 525 Role theory, 485 Romance of leadership, 11 Roper Industries, 590 Routinization, 525 Rubbermaid, 655 Rudin, Scott (profile), 224 Rule-based thinking, 159 Rush, Andra (minicase), 270–271 Russia charismatic leadership in, 580 emerging economy of, 217 Sacred Hoops (Jackson), 393–394 Safety, in team operations, 418 Salary (pay) inequity in sports and business, 352 and job satisfaction, 367 and motivation, 351, 352 Samsung, 578 Sandwich technique, for feedback, 467–468 San Francisco earthquake and fire (1906), 10 SAP, 633 SARA model, of change, 572–573 Satisfaction of followers, 547 job See Job satisfaction life, 367 SBDQ See Supervisory Descriptive Behavior Questionnaire “School of hard knocks,” 13–14 Schultz, Howard (profile), 14 Science, leadership as, 5–6, Sears, 368 Self-actualization, 166, 341 Self-awareness, lack of, 640–642 Self-determination, 358 Self-esteem, need for, 341 Self-fulfilling prophecy, 50–51 Self-image, leadership, 74–75 Self-protective leadership, 513–514 Self-serving bias, 50 Self-starters, 324–325, 328–330, 648–649 Sensing–intuition, 200, 201 September 11, 2001 attacks, 320, 560, 582 Servant leadership, 167–169 characteristics of, 168–169 versus realities of organizational life, 169 “soft” version of, 169 Service academies followership in, 318 jargon usage in, 267 Service learning, 58 ServiceMaster, 510 Sex bias stereotypes, 28–29, 32 Sharing, in conflict management, 673–675 Sharks, swimming with, 676 Shell Exploration, 590 Shock, change and, 572–573 Shock experiments (Milgram), 122, 129, 319 Short-term versus long-term, 158 Shrek (film), 193 Siloed thinking, 567 Simdesk Technologies, 590 729 The Simpsons (television series), 126, 191 Simulations, 60 Single-loop learning, 54, 210 Situation, 481–519 in charismatic leadership, 591–592 college classroom as, 483 dangerous, 481–482, 484 and empowerment, 359 and followership type, 322–323 Great Man theory and, 484–485 in interactional framework, 15–16, 24–26, 33–35, 470–480 leadership behavior and, 242, 255–256 in managerial derailment, 637–640 multiple-influence model and, 485 in path–goal theory, 549–550 and personality traits, 187–189 and power, 116–117, 121–123 in Rocket Model, 455 role theory and, 485 weak versus strong, 189 Situational awareness definition of, 640 lack of, 640–642 Situational engineering, 482 Situational favorability, 541–542 Situational Leadership model, 534–539 contingency model versus, 539 developmental interventions in, 537 follower readiness in, 536–539 leader behaviors in, 534–539 and Leader–Follower– Situation framework, 537–538 prescriptions of, 536–537 revision of, 538–539 Situational levels, 485–486 environment, 486, 504–515 organization, 486, 490–504 task, 486–490 730 Subject Index Skills business, 253 interpersonal, 253 intrapersonal, 253 leadership See Leadership skills Slackers, 326–330 Sleep, and stress management, 303 Social capital, building, 259–261 Social facilitation, 397 Socialized power, 132 Social loafing, 397 Social networks and, 265 and charismatic leadership, 592 and guerilla warfare, 565 Societal culture awareness and respect of, 511–512 definition of, 511 GLOBE study and, 512–515 leading across, 507–515 Society culture, 507–515 Society of Industrial and Organizational Psychology, 433 Sources of power, 120–123 South Africa, 141–142, 581 Span of control, 396 Spatial complexity, 494 Spiral of experience, 45–51 Sports athleticism versus intelligence in, 209 coaching and, 468–469 free agency in, 154–155 professional salaries in, 352 task interdependence in, 393–394, 488 unwritten rules of, 402–403 The Stampede (painting), 504 Standardization, in organizations, 494–495 Standards, in GAPS analysis, 107 Stanford prison experiment, 129, 401 Starbucks, 14, 174, 454–461 Staring, 119 Star Trek, the Next Generation (television series), 123 Stewardship, 168 Stories See also Myths about organizational culture, 497–498 about vision, 670 Storming stage, of groups, 397 Strategic Health Authority, 454 “Street smarts,” 210 Strengths-based leadership, 205 StrengthsFinder 2.0 assessment, 205 Stress A-B-C model and, 304–305 and dark-sided personality traits, 652 definition of, 218, 299 empowerment and, 357–358 health effects of, 301–302 healthy lifestyle to reduce, 303 identifying causes of, 302–303 and intelligence, 217–219 and learning, 55–57 management of, 299–305 monitoring levels of, 302 optimal level of, 300–301 perspective and, 304 relaxation techniques for, 303 supportive relationships and, 303–304 symptoms of, 299–300 Stretching to learn, 93–94, 109 Strong situations, 189 Structured task, 487–488 Subject matter expertise definition of, 645 lack of, and managerial derailment, 645–648 Subordinates, followers as, 321 Substitutes for leadership, 495 Subsystem nonoptimization, 422 Success, criteria for, 109 The Successful Manager’s Handbook (Davis, Hellervik, Sheard), 109 Succession planning processes, 587 Superego, 187 “Superheroes,” 587 Superior(s) adapting to style of, 101–102 assertiveness with, 292–293 building effective relationships with, 99–102 definition of, 99 feedback from (360-degree instrument), 261–267 first impression on, 87–88 understanding world of, 100–101 Supervisory Descriptive Behavior Questionnaire (SBDQ), 246 Suppliers, links to, 491 Supportive leadership, 547 Surgical team, 425 Survey of Organizations, 247 Suu Kyi, Aung San (profile), 25 “Swimming with sharks,” 676 Switch dilemma, 158 Symantec, 454 Synectics, 310–311 System changes, 566–568 Systems thinking approach, 567 Talent, in Rocket Model, 456–457 Talent identification programs, 228, 257 Target (retailer), 228, 646 Task(s), 486–490 additive, 396–397 of effective teams, 413 in path–goal theory, 549 problems and challenges in, 488–490, 505–506 Task autonomy, 486–487 Task behaviors, 534–535 Task feedback, 487 Task-focused leadership, humor and, 254 Task forces, establishing, 92 Task interdependence, 393–394, 488 Subject Index Taskmasters, 623 example of, 624 inability to build and lead teams, 631 inability to build relationships, 631–632 lack of situational and selfawareness, 641–642 situational factors and, 638–639 Task roles, 399–400 Task structure, 487–488, 541–542 TAT See Thematic Apperception Test Tata, Ratan (profile), 245 Tata Group, 243, 245 Teacher–mentor, 52 Team(s), 391–394, 408–434 authority of, 413 boundaries of, 413 common goals or tasks of, 393 communication of, 412 development (building) of, 398–399, 408–415 See also Team-building interventions effective, characteristics of, 408–415 effective versus ineffective, 408 first impression on, 87–88 in Golden Age of Pirates, 409–412 groups versus, 392–394 high-performance, building, 453–462 See also Rocket Model inability to build and lead, 631 individuals versus, 392 interpersonal conflicts on, 412, 459–460 leadership of, 413–415 See also Team Leadership Model mission and standards of, 408, 455–456 new leader assessment of and changes in, 90–91 norms of, 413, 457–458 one-on-one meetings with, 88–89 organizational shells and, 414 project, 398–399 sense of identification, 393 task interdependence of, 393–394, 488 task of, 413 at top (executive teams), 680–685 virtual, 429–432 Team and Organization Development Sourcebook (Silberman and Philips), 451 Team Assessment Survey II, 461–462 Team-building interventions, 449–453 bottom-up, 450 examples of, 452–453 experiential exercises in, 452 top-down, 450 workshops, 449, 451–452 Team building know-how definition of, 646 lack of, and managerial derailment, 646–648 Team Leadership Model (TLM), 415–420 creation in, 420 design in, 420–421 development in, 420–422 diagnosis and leverage points in, 422–426 dream in, 420–421 feedback in, 427 iceberg metaphor for, 415–416 individual factors in, 424 inputs in, 419 and Leader–Follower– Situation framework, 428–429 leadership prescriptions of, 420–426 material resources in, 426 organizational level in, 424 731 outputs in, 416–417 process in, 417–419 systems theory approach in, 415–416 team design level in, 425 variables affecting team in, 427 Team-oriented leadership, 513–514 Team scorecard, 92 Tea Party movement, 318, 620 Technical competence becoming expert in job, 98–99, 278–279 building, 96–99, 278 determining how job contributes to overall mission, 98 seeking opportunities to broaden experience, 99 Technical problems, 489–490, 505 Technology acceleration, 594 Technology-based approaches, to leader development, 64 Tellabs, 454 Telwares, 590 Temasek Holdings, 144–146 Temperament, 16 10 percent stretch, 93–94 Terminal values, 153–154 Terrorism, 210, 220, 320, 560, 582 Texas Instruments (TI), 216 TheJobCrowd (website), 368 Thematic Apperception Test (TAT), 132 Theory X, 151–152 Theory Y, 103–104, 151–152 Theory Z, 171 Thinking–feeling, 200, 201–202 Three Cs for advancement, 74 360-degree feedback instrument, 261–267 cultural, racial, or gender issues with, 265–266 improvement over time, 264–265 self-ratings versus, 264 3M, 63, 454, 510 732 Subject Index Time “artful procrastination” and, 531 and charismatic/ transformational leadership, 592 coaching and, 474 delegating and, 463–464, 464 Timely feedback, 446, 448 TLM See Team Leadership Model (TLM) TMA-Americas, 430–431 Today Show (television program), 481 Tokyo Electric Power Company (TEPCO), 638 Toro, 454 Touching, 119 Toyota, 510 Traditional authority system, 578 Training, 62–65 avoiding managerial derailment, 646–648 emotional intelligence, 223–225 Training programs, 62–65, 646–648 Trait(s), definition of, 187 See also Personality traits Trait approach, 187 See also Personality traits Transactional leadership, 579 Bass’s theory of, 583–584, 595–599 Burns’s theory of, 579–580 gender and, 30 research results on, 597–599 Transformational leadership, 579–594 attraction of followers to, 319–320 Bass’s theory of, 583–584, 595–599 Burns’s theory of, 579–582 and buy-in, 458 charismatic leadership versus, 580–581 common characteristics with charismatic leadership, 584 controversy in, 581–582 feelings of empowerment in, 589 follower characteristics in, 588–590 gender and, 30 heightened emotional level in, 589 humor and, 254 identification with leader and vision in, 589 image of leader in, 586 leader characteristics in, 585–588, 595 personality and, 597–598 personalized leadership in, 588 reframing in, 580 research results on, 597–599 rhetorical skills in, 585–586 time and, 592 trust in, 586 vision in, 579, 580–581, 584–585, 586, 589 willing subordination to leader in, 589 Transparency, 167 Treasure Island (Stevenson), 409 Trends, workplace, 507 Triarchic theory of intelligence, 208–217 components of, 209–212 emotional intelligence and, 223 implications of, 212–217 Trip wires, for executive teams, 682–685 Trolley problem, 158 Troubadour tradition, Trust building, 279–281 as credibility component, 278, 279–283 expertise and, in credibility matrix, 281–283 followership and, 151, 279–283, 319–320 qualities engendering, 151 in transformational leadership, 586 Truth versus loyalty, 158 Tupelo (Mississippi), change in, 563 Turnover, job dysfunctional, 362–364 functional, 362 satisfaction and, 362–364 Two-factor theory, of job satisfaction, 372–375 Tyco, 172 Uncritical thinking, 20 Unethical climates, 173 Uniforms, 121 U.S Air Force emotional intelligence screening in, 224 followership in, 318 jargon usage in, 287 organizational culture of, 496 U.S Army Abu Ghraib prison and, 129 achievement orientation in, 344 changing nature of leadership in, 504, 505 common sense versus studies in, 12 disaster response of, 10 followership in, 318 job satisfaction in, 366 mentors in, 73 personnel policies and managerial derailment in, 650 Powell’s career in, 45–47, 332 war in Afghanistan, 130 war in Iraq, 129, 130, 504 U.S Coast Guard, followership in, 318 U.S Marine Corps, organizational culture of, 496 U.S Navy followership in, 318 mentors in, 73 profile of Holly Graf, 634 SEAL teams of, 392, 433 Subject Index Universality of leadership attributes, 514–515 University of Colorado, organizational culture of, 496 University of Michigan leadership studies, 245–248 Unstructured task, 487–488 UPS, 79–80, 356, 646 Upward ethical leadership, 173 U.S West, 590 Utilitarianism, 158–159 Uzbekistan, destructive leadership in, 617 Value(s), 150–180 building trust and, 279–281 and buy-in, 458 character-based leadership and, 166–169 competing, in organizational culture, 501–504 compromising, 153 conflicts of interest and, 161 definition of, 152 dissociation from actions, 162–164 “doing the right things,” 150–165 generational differences in, 154–156 hallmarks of ethical leader, 164 instrumental, 153–154 leading by example, 172–174 moral reasoning and, 156–165 in organizational leadership, 169–177 self-evaluation of, 163 socialization and, 152 terminal, 153–154 vision and, 668–669 Value-based leadership, 513–514 Venezuela, Chavez’s leadership in, 578, 580, 618 Vertical complexity, 494 Veterans (generation), values of, 154 Vicarious effects, of punishment, 688–689 Virgin Group, 37–38, 376 Virginia Tech shootings, 481–482 Virtual teams, 429–432 frameworks for, 432 principles for leading, 430–431 rules for enhancing performance of, 432 Vision in charismatic leadership, 577, 581, 584–585, 586, 589 compelling, creation of, 666–671 edge of, 668, 670 emotional energy of, 668, 669 expectations in, 668–669 ideas in, 667–668 identification with, 589 in organizational change, 566 practicing delivery of, 670 as quality of leadership, 151 questions answered in, 667 in transformational leadership, 579, 580–581, 584–585, 586, 589 tying events to, 670 Visionary–alchemist, 52 Vision statement, 566, 567 Volunteers, community leadership of, 258–261 VUCA, 505 The Wall Street Journal, 11, 279 Wal-Mart, 578 Walt Disney Studios, 409 Walt Disney World, 497 Warrior–knight, 52 Wartime analytic intelligence in, 213–214 changing leadership in, 504 followership in, 318 guerilla tactics in, 565 intelligence and judgment in, 220 practical intelligence in, 210 733 Waste Management, 454, 510, 562 Watergate break-in, 407 Watson–Wyatt, 264–265 Weak situations, 189 “Weapons of Influence,” 136 Western Electric Company, 397 Wheelabrator Technologies, Inc (WTI), 596 Wheel of Fortune (television show), 301 Williams–Sonoma, 454 Willing subordination to leader, 589 Windber Medical Center, 554–555 Winfrey, Oprah (profile), 57 Win–lose situation, 672, 673 The Wisdom of Teams (Katzenbach and Smith), 421 Witness to Power (Ehrlichman), 120 Women in leadership “bands of acceptable behavior” and, 32 charismatic leadership, 583 culture and, 509 glass ceiling effect and, 29, 493 glass cliff and, 33 “hitting a wall,” 493 influence tactics of, 138 interactive leadership by, 30–32 leadership styles of, 29–32 learning from experience, 56 lessons for success, 493 mentoring for, 28 multirater (360-degree) feedback from and for, 266 profile of Holly Graf, 634 rise of, factors in, 33 sex bias stereotypes and, 28–29, 32 transformation leadership by, 30 734 Subject Index Work facilitation, 246–247 Working with Emotional Intelligence (Goleman), 221 Workplace trends, 507 WorldCom, 172 Yahoo, 633 Yale University, organizational culture of, 496 Young & Rubicam, 231–233 Yunus, Muhammad (profile), 570 Zenith, 655 Zero-sum situation, 672 Zimbabwe, kleptocracy in, 580 .. .Leadership Enhancing the Lessons of Experience Eighth Edition Richard L Hughes Robert C Ginnett Gordon J Curphy LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, EIGHTH EDITION Published by. .. or at the end of the book are considered to be an extension of the copyright page Library of Congress Cataloging-in-Publication Data Hughes, Richard L Leadership : enhancing the lessons of experience... guarantee the accuracy of the information presented at these sites www.mhhe.com About the Authors Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL) and the U.S