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THROUGHOUT THIS BOOK, we’ve told stories of ordinary people who’ve made extraordinary things happen. They are from all over the globe, from all age groups and walks of life. They represent a wide variety of organizations—public and private, governmental and nongovernmental, high-tech and low-tech, small and large, educational and professional. Chances are you haven’t heard of most of them. They’re not public figures, celebrities, or megastars. They’re people who might live next door or work in the next cubicle over. They are people just like you.
We’ve focused on everyday leaders because leadership is not about position or title. It’s not about organizational power or author- ity. It’s not about fame or wealth. It’s not about the family you are born into. It’s not about being a CEO, president, general, or prime minister. And it’s definitely not about being a hero. Leadership is about relationships, about credibility, and about what you do. And everything you will ever do as a leader is based on one audacious assumption: that you matter.
Leadership Is Everyone’s
Business
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G E You don’t have to look up for leadership. You don’t have to look
out for leadership. You only have to look inward. You have the potential to lead others to places they have never been. But before you can lead others, you have to believe that you can have a positive impact on others. You have to believe that what you do counts. You have to believe that your words can inspire and that your actions can move others. And you have to be able to convince others that the same is true for them. In these turbulent times, there is no short- age of opportunities to lead, and the world needs more people who believe they can make a difference and who are willing to act on that belief.
LOOK TO LEADERS EVERYWHERE
For a long time now, we’ve been asking people of all ages and back- grounds about the leaders in their own lives who are role models. Not well-known historical leaders, but leaders with whom they’ve had personal experience. We’ve asked them to identify the person they’d select as their most important role model for leadership, and then we’ve given them a list of eight possible categories from which these leaders might come.1 They can choose from business leader, community or religious leader, entertainer or cinema star, family member, political leader, professional athlete, teacher or coach, or other/none/not sure. Take a look at the results in Table 12.1.
When thinking back over their lives and selecting their most important leader role models, people of all ages are more likely to choose a family member than anyone else. It turns out that relatives are the most influential leaders. In second place, for respon- dents thirty years of age and under, is a teacher or coach. For the over-thirty crowd, a business leader is number two. But when we
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probe further, people tell us that “business leader” really refers to the person who was an immediate supervisor at work, not someone in the C-suite; for those in the workplace, these leaders are their teach- ers and coaches.
What do you notice about the top groups on the list? You should notice that they’re the people you know well and who know you well. They’re the leaders you are closest to and who are closest to you. They’re the ones with whom you have the closest contact. Leader role models are local. You find them close to where you live and work.
Our research clearly demonstrates that the experience of leader- ship is not something that happens only at the very top of organiza- tions or that is confined to formal organizations at all. It’s experienced everywhere. In other words, Leadership is everyone’s business.
Role Model Category Respondent Age Category
18–30 years old
Over 30 years old
Family member 40% 46%
Teacher or coach 26% 14%
Community or religious leader 11% 8%
Business leader 7% 23%
Political leader 4% 4%
Professional athlete 3% 0%
Entertainer 2% 0%
None/not sure/other 7% 4%
TABLE 12.1 Who Are Role Models for Leadership?
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G E KNOW HOW IMPORTANT YOU ARE
Here’s something else the data show. People are watching you, regardless of whether you know it or not. And you are having an impact on them, regardless of whether you intend to or not.
If you’re a manager in an organization, to your direct reports you are the most important leader in your organization. You are more likely than any other leader to influence their desire to stay or leave, the trajectory of their careers, their ethical behavior, their ability to perform at their best, their drive to wow customers, their satisfaction with their jobs, and their motivation to share the organization’s vision and values.
If you’re a parent, teacher, coach, or community leader you are the person that’s setting the leadership example for young people. It’s not hip-hop artists, movie stars, or professional athletes they seek guidance from. You are the one they are most likely going to look to for the example of how a leader responds to competitive situa- tions, handles crises, deals with loss, or resolves ethical dilemmas. It’s not someone else. It’s you.
These data challenge further the myth that leadership is about position and power. And they support the notion that leadership is about the actions you take. That’s certainly what Yukari Huguenard, solutions product manager at KANA Software, learned when she examined her assumptions about the origins of leadership: “I used to think leaders had to be at the top level of a large organization. With that view of leadership, the chasm between where I am and being a leader was uncrossable. Now, I see leaders leading a group of people of any size and leading at any level. You are a leader if you employ the five leadership practices because people around you want to follow. In that sense, I feel that I’m already a leader.”
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There’s no escape. No matter what your position is, you have to take responsibility for the quality of leadership your constituents’ experience. You are accountable for the leadership you demonstrate. And because you are the most important leader to those closest to you, you have to decide how good a leader you want to be.
There’s little debate that leaders make a difference. The only real question is what kind of difference they make. Consider what people report when we ask them to think about the worst leader they have ever worked for and then to write down a number representing the percentage of their talents that this leader utilized. Our research results (displayed in Figure 12.1) show that people report that their worst leaders generally use only about a third of their available energy and talents. Those few who reported a higher percentage than the average, when referring to their worst leader, clearly noted and
FIGURE 12.1 The Best Leaders Bring Out the Talents in Others
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than was really necessary because of their boss’s ineptitude. This percentage is in sharp contrast to what people report when
they think about their most admired leader. For these folks, the bottom of the range is typically higher than the top of the range for the former group. Many people indicate over 100 percent, and the average is around 95 percent. Bottom line: the best leaders elicit nearly three times the amount of energy, drive, commitment, and productivity from their constituents compared to their counterparts at the other end of the spectrum. When people reflect on their own experience, it becomes crystal clear that, to repeat, leaders make a difference.
We’re certain that you want to become the best leader you can be, not just for your own sake, but also for the sake of others and for the success of the endeavors you are pursuing. After all, it’s unlikely that you’d be reading this book if you didn’t. But how can you learn to lead better than you do now?
PRACTICE
Nearly every time we give a speech or conduct a workshop, someone asks, “Are leaders born or made?” Whenever we’re asked this ques- tion, our answer, always offered with a smile, is this: “We’ve never met a leader who wasn’t born. We’ve also never met an accountant, artist, athlete, engineer, lawyer, physician, writer, or zoologist who wasn’t born. We’re all born. That’s a given. It’s what you do with what you have before you die that makes the difference.”
Let’s get something straight. Leadership is not preordained. It’s not a gene, and it’s not a trait. There is no hard evidence to support
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the assertion that leadership is imprinted in the DNA of only some individuals and that everyone else missed out and is doomed to be clueless.
Leadership can be learned. It’s an observable pattern of practices and behaviors and a definable set of skills and abilities. And any skill can be learned, strengthened, honed, and enhanced, given the motivation and desire, along with practice, feedback, and coaching. When we track the progress of people who participate in leadership development programs, for example, the research demonstrates that they improve over time.2 They learn to be better leaders.
But here’s the rub. Although leadership can be learned, not everyone wants to learn it, and not all those who learn about leader- ship master it. Why? Because becoming the very best requires having a strong desire to excel, a strong belief that new skills and abilities can be learned, and a willing devotion to deliberate practice and continuous learning. No matter how good you are, you have to always want to be better. The truth is that the best leaders are the best learners.
One midcareer executive told us about an address he still remem- bers by General Colin Powell, given at the Naval Academy in 1992: “He told the assembled brigade of midshipmen that one of the tenets of a good leader is to never stop learning. He stressed that we must use every experience, good or bad, to strengthen our leadership identity.” He went on to say that “among the leadership lessons I learned, the impact of making time for practicing good leadership strikes me as the most significant.” You can’t learn to be a good leader without putting in the time and practice.
Florida State University professor and noted authority on exper- tise K. Anders Ericsson made this same point when he said, “Until
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prerequisite for reaching expert levels of performance, they will continue to misattribute lesser achievement to the lack of natural gifts, and will thus fail to reach their own potential.”3 Anders and his colleagues have found, over the thirty years of their research, that raw talent is not all there is to becoming a top performer. It doesn’t matter whether it’s in sports, music, medicine, computer program- ming, mathematics, or other fields; talent is not the key that unlocks excellence.
Staggeringly high IQs don’t characterize the great performers, either. Sometimes world-class performers are really brilliant, but in many instances they possess just average intelligence. Similarly, years of experience don’t necessarily make someone a high performer, let alone the greatest performer. And as startling as it might sound, sometimes more years of experience can mean poorer performance compared to those newly graduated in a specialty.
What truly differentiates the expert performers from the good performers is hours of deliberate practice. You’ve got to work at becoming the best, and it sure doesn’t happen over a weekend. If you want a rough metric of what it takes to achieve the highest level of expertise, the estimate is about 10,000 hours of deliberate practice over a period of ten years.4 That’s about 2.7 hours a day, every day, for ten years!
In other words, you have to have a passion for learning in order to become the best leader you can be. You have to be open to new experiences and open to honestly examining how you and others perform, especially under conditions of uncertainty. You have to be willing to learn quickly from your failures as well as your successes, and find ways to try out new behaviors without hesitation. You won’t always be right or do things perfectly, but you will get the chance to grow.
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REFLECT
Engineers have computers; painters, canvas and brushes; musicians, instruments. Leaders have only themselves. The instrument of lead- ership is the self, and mastery of the art of leadership comes from mastery of the self. Leadership development is self-development, and self-development is not about stuffing in a whole bunch of new information or trying out the latest technique. It’s about leading out of what is already in your soul. It’s about liberating the leader within you. And it starts with taking a look inside.
Your ability to excel as a leader depends on how well you know yourself. The better you know yourself, the better you can make sense of the often incomprehensible and conflicting messages you receive daily. Do this, do that. Support this, support that. Decide this, decide that. Change this, change that. You need inter nal guidance to navi- gate the turmoil in today’s highly uncertain environment.
Harry Kraemer Jr., Northwestern University’s Kellogg School of Management professor and former chairman and CEO of Baxter International, strongly affirms that self-reflection is indispensible for leaders. “The more you self-reflect,” he says, “the better you know yourself: your strengths, weaknesses, abilities, and areas to be devel- oped. Being self-aware, you know what you stand for and what is important to you. With this clarity, you are able to connect and communicate with others more effectively. Grounded in self-knowl- edge, your leadership becomes more authentic.”5
For Harry, self-reflection is a personal discipline he’s cultivated over many years. It all started when he was dating his then girlfriend and now wife, Julie, and was invited on a weekend retreat by his prospective father-in-law. Of course Harry accepted, but he didn’t know until he arrived that it would be a “silent retreat.” Harry asked
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that you can’t shut up for three minutes. This is going to be a chal- lenge, because you are not going to say anything for three days.” Harry was intrigued, and learned that you can’t really reflect—can’t actually think through what’s important—unless you shut up and listen to your inner self.
Every single day, usually at the end of the day when the work is done and it’s quiet, Harry spends fifteen to thirty minutes reflect- ing on “the day that is coming to a close, the impact I have made, and the impact that others have made on me.” He asks himself a number of questions about what he said, what he actually did, what went well, what didn’t, what he’d do differently, what he learned that had an impact on how he lives going forward, and so on. This prac- tice of self-reflection is something every leader should adopt.
As you begin and continue your journey toward exemplary leadership, you must wrestle with some difficult questions:
What are the values that should guide my decisions and actions? What are my beliefs about how people ought to conduct the affairs
of our organization? What are my leadership strengths and weaknesses? How consistent is my view of my leadership with how others see
me? What do I need to do to improve my abilities to move the organiza-
tion forward? Where do I think the organization should be headed over the next
ten years? How clear are others about our shared vision of the future? How much do I understand about what is going on in the organiza-
tion and the world in which it operates? What are the challenges we face, and how prepared are we to deal
with them?
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How prepared am I to handle the complex problems that now con- front my organization?
What gives me the courage to continue in the face of uncertainty and adversity?
How will I handle disappointments, mistakes, and setbacks? What keeps me from giving up? How solid are my relationships with my constituents? How much do my constituents trust me and trust each other? How can I keep myself motivated and encouraged? How am I doing at sharing the credit and saying thank you? What can I do to keep hope alive—in myself and others? Am I the right one to be leading at this very moment? Why?
All exemplary leaders have wrestled with questions like these. Such personal searching is essential in the development of leaders. You can’t lead others until you’ve first led yourself on a journey of self-discovery.
As Harry said, “Turn the spotlight on yourself. The glare will not be more than you can handle. Rather, let it illuminate your life and your choices—personal and professional—and help you see how you are affecting the course of your life and your leadership.”6 If you are to become the leader you aspire to be, you will have to take the time to step back and reflect on your past, your present, and your future.
REMAIN HUMBLE AND HUMAN
We need to add, however, that there’s a messy reality all leaders have to face: you can do everything we talk about in this book perfectly and still fail! As a leader, you quickly learn what it feels like to be
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Sometimes, in spite of your best efforts and your very best inten- tions, you don’t succeed. Perhaps we should have told you this sooner, but it’s our guess that you knew it already. You knew it from your personal experience, or you knew it from the experience of those close to you. You knew it because no one can ever be that good.
There is no get-rich-quick, instant-weight-loss program for leaders. There’s absolutely no way that we can say that The Five Practices of Exemplary Leadership will always work, all the time or with everyone. We do know for certain that these leadership prac- tices will make a significant difference, but there’s no ironclad, money-back guarantee. In addition, you will never find, in historic or present times, even one example of a leader who controlled every variable in the environment. And you’ll never find an example of a leader who enlisted 100 percent of the possible constituency in even the most compelling of future possibilities.
And there’s still another reality to confront: the treachery of hubris is far more insidious than any of the other potential problems a leader might encounter. It’s fun to be a leader, gratifying to have influence, and exhilarating to have scores of people cheering your every word. In many all-too-subtle ways, it’s easy to be seduced by power and importance. It’s possible for any leader to get infected with the disease of arrogance and pride, becoming bloated with an exaggerated sense of self and pursuing one’s own ends. How then can you avoid this?
Humility is the only way to resolve the conflicts and contradic- tions of leadership. “Dig a hole, throw your ego into it, and pour concrete on top. Find humility instead,” advises Dave Balter, founder of BzzAgent, the leading word-of-mouth marketing company.7 Dave knows what he’s talking about. His ego, which gave him the
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confidence to be an entrepreneur and leader, almost destroyed his business.
BzzAgent was Dave’s fourth start-up, and it was a hit. Venture capitalists came knocking, he was featured on the cover of the New York Times Magazine, and Harvard Business School wrote two cases on the company. He was heralded as a genius, and confesses that he believed all the positive press. He thought he was the reason for the business’s success, and said that his “entire style evolved from confi- dent to cocky.” He dismissed comments from others around him as “shortsighted,” and the only voices he really heard, he later realized, “were the ones in my head.”8
Then the recession hit, and in 2009, reality struck. It was a hard time for every business, but it was particularly hard on BzzAgent because of “my outsized ego and the way I was leading the company,” as Dave himself observed. The chairman of the board eventually took Dave aside and told him that it was his attitude that was the problem. Fortunately, that encounter awakened him from his ego-induced slumber. He took action to make some changes. “I was forced to grasp that I didn’t have all the answers,” he said. “In fact, I had to face the fact that I was pretty lousy at some things. . . . Humbled, I started to change my mindset. I became a student and a sponge.”
Humility is the antidote for hubris. You can avoid excessive pride only when you recognize that you’re human and need the help of others. Exemplary leaders know that “you can’t do it alone,” and they act accordingly. They lack the pride and pretense displayed by many leaders who succeed in the short term but leave behind a weak organization that fails to remain viable after their departure. Instead, with self-effacing humor, deep listening to those around them, and generous and sincere credit to others, humble leaders realize higher and higher levels of performance.
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Latin humus, meaning “earth.” To be human and humble is to be down-to-earth, with your feet planted firmly on the ground. Inter- esting, isn’t it, how as you climb the ranks you often climb to a higher floor in the building, getting farther and farther away from the ground? Is it any wonder that the higher you go, the harder it gets to keep your footing?9
You have to have the courage to be human and the courage to be humble. It takes a lot of courage to admit that you aren’t always right, that you can’t always anticipate every possibility, that you can’t envision every future, that you can’t solve every problem, that you can’t control every variable, that you aren’t always congenial, that you make mistakes, and that you are, well, human. It takes courage to admit all these things to yourself, but it may take even more courage to admit them to others. If you can find the humility to do that, you invite others into a courageous conversation. When you let down your guard and open yourself up to others, you invite them to join you in the creation of something that you could not create alone. When you become more modest and unpretentious, others have the chance themselves to become visible and noticed.10
Nothing in the research hints that leaders should be perfect. Leaders aren’t saints. They’re human beings, full of flaws and failings like everyone else. They make mistakes. Perhaps the very best advice for all aspiring leaders is to remain humble and unassuming—to always remain open and full of wonder.
SEIZE THE MOMENT
Sometimes leadership is imagined to be something majestic and awe inspiring. Grand visions, world-changing initiatives, transforming
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the lives of millions—all are noble possibilities, but real leadership is in the daily moments. Sergey Nikiforov, country manager, Russia and CIS, for CA Technologies, one of the world’s largest indepen- dent software companies, put it to us this way:
Where do I start becoming a better leader? This question has been nagging me for some time. Naively I assumed that to become a better leader meant to perform formidable tasks: moving mountains, saving lives, changing the world for the better. As you pointed out, these noble, grandiose tasks are often insurmountable for a single person.
Then it occurred to me—I was thinking selfishly. What I envisioned was instant gratification, recognition for my skills and talent. Although the issues at work matched well with your book’s materials, the way I dealt with them was far from ideal. In most cases, I used wrong tools and methods.
I found that every day I had an opportunity to make a small difference. I could have coached someone better, I could have listened better, I could have been more positive toward people, I could have said thank you more often, I could have . . . the list just went on.
At first, I was a bit overwhelmed with the discovery of how many opportunities I had in a single day to act as a better leader. But as I have gotten to put these ideas into practice I have been pleasantly surprised by how much improvement I have been able to make by being more conscientious and intentional about acting as a leader.
Sergey is right on point. Each day provides countless chances to make a difference. The chance might come in a private conversation with a direct report or in a meeting with colleagues. It might come while you’re sitting at the family dinner table. It might come when
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might come when you’re listening to a friend talk about a current conflict with a peer.
Leadership is in the moment. There are many moments each day when you can choose to lead, and many moments each day when you can choose to make a difference. Each of these moments serves up the prospect of contributing to a lasting legacy.
REMEMBER THE SECRET TO SUCCESS IN LIFE
There’s one final leadership lesson that we’d like to pass along. It’s the secret to success in life.
When we began our study of leadership bests, we were fortunate to cross paths with then U.S. Army Major General John H. Stanford. We knew that he had grown up poor, that he failed sixth grade but went on to graduate from Penn State University on an ROTC schol- arship, that he survived multiple military tours in both Korea and Vietnam, that he was highly decorated, and that the loyalty of his troops was extraordinary. John headed up the Military Traffic Man- agement Command for the U.S. Army during the Persian Gulf War. When he retired from the Army, he became county manager of Fulton County, Georgia, when Atlanta was gearing up to host the 1996 Summer Olympics, and then he became superintendent of the Seattle Public Schools, where he sparked a revolution in public education.
All that we learned of John’s public service was impressive, but it was his answer to one of our interview questions that most influ-
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enced our own understanding of leadership. We asked John how he’d go about developing leaders, whether in colleges and universities, in the military, in government, in the nonprofit sector, or in private business. He replied,
When anyone asks me that question, I tell them I have the secret to success in life. The secret to success is to stay in love. Staying in love gives you the fire to ignite other people, to see inside other people, to have a greater desire to get things done than other people. A person who is not in love doesn’t really feel the kind of excitement that helps them to get ahead and to lead others and to achieve. I don’t know any other fire, any other thing in life that is more exhilarating and is more positive a feeling than love is.
“Staying in love” isn’t the answer we expected to get—at least not when we began our study of leadership. But after researching leadership for over thirty years, through thousands of interviews and case analyses, we are constantly reminded of how many leaders use the word love freely when talking about their own motivations to lead.
Of all the things that sustain a leader over time, love is the most lasting. It’s hard to imagine leaders getting up day after day, putting in the long hours and hard work it takes to get extraordinary things done, without having their hearts in it. The best-kept secret of suc- cessful leaders is love: staying in love with leading, with the people who do the work, with what their organizations produce, and with those who honor the organization by using its products and services.
Leadership is not an affair of the head. Leadership is an affair of the heart.
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Making Extraordinary Things Happen in Organizations Chapter 1: When Leaders Are at Their Best 1. Unless otherwise noted, all quotations are taken from personal interviews or
from Personal-Best Leadership Experience case studies written by the respon- dent leaders. The titles and affiliations of the leaders may be different today from what they were at the time of their case study or publication of this volume. We expect that many have moved on to other leadership adventures while we were writing, or will do so by the time you read this. It is also interesting to note that many of the leaders we interviewed were not always comfortable talking about themselves as “leaders,” preferring to give credit for any of their accomplishments to the “great people” they were blessed to be working with. Barby Siegel is a good case in point.
2. For detailed information on our research methodology, the theory and evidence behind The Five Practices of Exemplary Leadership, our Personal- Best Leadership Experience questionnaire, the psychometric properties of the Leadership Practices Inventory (LPI), and reports on the analyses of our data, please see the research section of our Web site: http://www .leadershipchallenge.com/WileyCDA/Section/id-131060.html.
3. J. M. Kouzes and B. Z. Posner, The Truth About Leadership: The No-Fads, Heart-of-the-Matter Facts You Need to Know (San Francisco: Jossey-Bass, 2010).
4. Throughout this book, we use cooperate and collaborate synonymously. Their dictionary definitions are very similar. In Merriam-Webster’s Collegiate
Notes
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with another or others: act together” (p. 254). The first definition of collaborate is “To work jointly with others or together esp. in an intellectual endeavor” (p. 224).
5. B. Kowitt, “Full-Time Motivation for Part-Time Employees,” Fortune, October 17, 2011, 58.
6. See B. Posner, “Leadership Practices Inventory (LPI) Data Analysis,” acces- sible on our Web site at http://media.wiley.com/assets/2260/07/LPIData AnalysisSept2010.pdf. The LPI is also available for review at http://www .leadershipchallenge.com/WileyCDA/LCTitle/productCd-PCOL52.html.
7. Respondents identify their age, gender, educational level, ethnicity (U.S. respondents only), nationality (or country of origin), hierarchical (organiza- tional) level, functional field or discipline, industry, time with their current organization, and organization size (number of employees).
8. These ten statements were used to measure workplace engagement and com- mitment: (1) This person’s work group has a strong sense of team spirit; (2) People who are part of this person’s work group are proud to tell others that they work for their organization; (3) People who are part of this person’s work group are committed to the organization’s success; (4) People who are part of this person’s work group would work harder and for longer hours if the job demanded it; (5) People who are part of this person’s work group are highly productive in their job; (6) People who are part of this person’s work group are clear about what is expected of them in their job: (7) People who are part of this person’s work group feel that the organization values their work; (8) People who are part of this person’s work group are effective in meeting the demands of their job; (9) People who are part of this person’s work group seem to trust the management; and (10) People who are part of this person’s work group feel like they are making a difference in the organization.
A 5-point response scale (with 1 indicating strongly disagree; 2, disagree; 3, neither agree nor disagree; 4, agree; and 5, strongly agree) is used for each statement; the leader is the “person” referred to in each item. The measure is completed by the leader’s manager(s), coworkers (colleagues), direct reports, and “others” (people not in one of the previous three categories). The results do not vary systematically on the basis of these distinctions in the relationship with the leader.
9. Ann Rhoades quotes a 2009 study by the Gallup Organization that “com- panies in the top decile for employee engagement boosted earnings per share at nearly four times the rate of companies with lower scores.” A. Rhoades, “Passionate People = A Profitable Company,” Fortune, September 5, 2011, 22.
10. Abstracts of more than 500 studies using the Five Practices of Exemplary Leadership framework and the Leadership Practices Inventory (LPI) can be found at www.theleadershipchallenge.com/research.
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11. R. Roi, Leadership Practices, Corporate Culture, and Company Financial Per- formance: 2005 Study Results (Palo Alto, CA: Crawford & Associates Interna- tional, 2006). Downloadable copy available from www.hr.com.
12. For a more in-depth discussion about leadership being a relationship, what people look for in their leaders, and the actions leaders need to take to strengthen that relationship, see J. M. Kouzes and B. Z. Posner, Credibility: How Leaders Gain and Lose It, Why People Demand It, 2nd ed. (San Francisco: Jossey-Bass, 2011).
13. For more information about the original studies, see B. Z. Posner and W. H. Schmidt, “Values and the American Manager: An Update,” California Man- agement Review 26, no. 3 (1984): 202–216; and B. Z. Posner and W. H. Schmidt, “Values and Expectations of Federal Service Executives,” Public Administration Review 46, no. 5 (1986): 447–454.
14. See Kouzes and Posner, Credibility, 9. 15. A point that respondents often make about the checklist is that leadership is
not about following a person per se but about following a person who embod- ies for them a purpose (vision) that they believe is worthy and makes it pos- sible for them to be leaders themselves.
16. The classic study on credibility goes back to C. I. Hovland, I. L. Janis, and H. H. Kelley, Communication and Persuasion (New Haven, CT: Yale Univer- sity Press, 1953); early measurement studies include J. C. McCroskey, “Scales for the Measurement of Ethos,” Speech Monographs 33 (1966): 65–72; and D. K. Berlo, J. B. Lemert, and R. J. Mertz, “Dimensions for Evaluating the Acceptability of Message Sources,” Public Opinion Quarterly 3 (1969): 563– 576. However, even further back, Aristotle (384–322 bc), writing in the Rhetoric, suggested that ethos, the trust of a speaker by the listener, or what some have referred to as “source credibility,” was based on the listener’s percep- tion of three characteristics of the speaker: the intelligence of the speaker (correctness of opinions, or competence), the character of the speaker (reli- ability, a competence factor; and honesty, a measure of intentions), and the good will of the speaker (positive energy and favorable intentions toward the listener). These three characteristics (competence, honesty, and inspiration) have consistently emerged in factor-analytic investigations of communicator credibility; see D. J. O’Keefe, Persuasion: Theory and Research (Thousand Oaks, CA: Sage, 2002). Another contemporary perspective is provided in R. Cialdini, Influence: The Psychology of Persuasion (New York: Collins, 2007).
17. See, for example, B. Z. Posner and J. M. Kouzes, “Relating Leadership and Credibility,” Psychological Reports 63 (1988): 527–530.
18. P. J. Sweeney, V. Thompson, and H. Blanton, “Trust and Influence in Combat: An Interdependence Model,” Journal of Applied Social Psychology 39, no. 1 (2009): 235–264. Influence was defined as the willingness to allow another group member to change one’s motivation, attitudes, values, thoughts, or behaviors. A sample statement: “Motivates you to push yourself to achieve excellence.”
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Chapter 2: Clarify Values 1. This example was provided by Gautam Aggarwal. 2. M. Rokeach, The Nature of Human Values (New York: Free Press, 1973), 5. 3. B. Z. Posner, “Values and the American Manager: A Three-Decade Perspec-
tive,” Journal of Business Ethics 91, no. 4 (2010): 457–465. 4. B. Z. Posner and W. H. Schmidt, “Values Congruence and Differences
Between the Interplay of Personal and Organizational Value Systems,” Journal of Business Ethics 12 (1992): 171–177. See also B. Z. Posner, “Another Look at the Impact of Personal and Organizational Values Congruency,” Journal of Business Ethics 97, no. 4 (2010): 535–541.
5. Posner, “Another Look.” 6. C. Daniels, “Developing Organizational Values in Others,” in Leadership
Lessons from West Point, ed. D. Crandall (San Francisco: Jossey-Bass, 2007), 62–87.
7. See, for example, A. Rhoads and N. Shepherdson, Build on Values: Creating an Enviable Culture That Outperforms the Competition (San Francisco: Jossey- Bass, 2011); R. C. Roi, Leadership, Corporate Culture and Financial Perfor- mance, doctoral dissertation, University of San Francisco, 2006; and J. P. Kotter and J. L. Heskett, Corporate Culture and Performance (New York: Free Press, 1992).
8. See, for example, B. Z. Posner, W. H. Schmidt, and J. M. Kouzes, “Shared Values Make a Difference: An Empirical Test of Corporate Culture,” Human Resource Management 24, no. 3 (1985): 293–310; B. Z. Posner, W. A. Ran- dolph, and W. H. Schmidt, “Managerial Values Across Functions: A Source of Organizational Problems,” Group & Organization Management 12, no. 4 (1987): 373–385; B. Z. Posner and W. H. Schmidt, “Demographic Charac- teristics and Shared Values,” International Journal of Value-Based Management 5, no. 1 (1992): 77–87; B. Z. Posner, “Person-Organization Values Congru- ence: No Support for Individual Differences as a Moderating Influence,” Human Relations 45, no. 2 (1992): 351–361; and B. Z. Posner and R. I. Westwood, “A Cross-Cultural Investigation of the Shared Values Relation- ship,” International Journal of Value-Based Management 11, no. 4 (1995): 1–10.
9. Posner, “Another Look.” 10. Posner, “Values and the American Manager.” 11. This example was provided by Jo Bell and Renee Harness. 12. R. A. Stevenson, “Clarifying Behavioral Expectations Associated with
Espoused Organizational Values,” doctoral dissertation, Fielding Institute, 1995.
Chapter 3: Set the Example 1. This example was provided by Craig Haptonstall. 2. T. Yaffe and R. Kark, “Leading by Example: The Case of Leader OCB,”
Journal of Applied Psychology 96, no. 4 (July 2011): 806–826.
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3. T. Simons, “The High Cost of Lost Trust,” Harvard Business Review 80, no. 9 (September 2002): 19. See also T. Simons, The Integrity Dividend (San Francisco: Jossey-Bass, 2008).
4. Ed Schein has written extensively on how leaders help shape the culture of organizations; see E. Schein, Organizational Culture and Leadership, 4th ed. (San Francisco: Jossey-Bass, 2010), 197–298, and also E. Schein, The Corpo- rate Culture Survival Guide (San Francisco: Jossey-Bass, 2009).
5. This example was provided by Nick Fan. 6. For a discussion of how language influences our behavior in organizations,
see S. Zuboff, In the Age of the Smart Machine: The Future of Work and Power (New York: Basic Books, 1988). See also S. Zuboff and J. Maxim, The Support Economy: Why Corporations Are Failing Individuals and the Next Episode of Capitalism (New York: Penguin, 2004). Gary Hamel points out that “the goals of management are usually described in words like ‘efficiency,’ ‘advantage,’ ‘value,’ ‘superiority,’ ‘focus,’ and ‘differentiation.’ Important as these objectives are, they lack the power to rouse human hearts . . . [and leaders] must find ways to infuse mundane business activities with deeper, soul-stirring ideals, such as honor, truth, love, justice, and beauty.” See G. Hamel, “Moon Shots for Management,” Harvard Business Review, February 2009, 91.
7. Additional information on DaVita’s culture and language can be found in J. Pfeffer, “Kent Thiry and DaVita: Leadership Challenges in Building and Growing a Great Company,” Stanford Graduate School of Business, Case OB-54 (February 23, 2006).
8. F. A. Blanchard, T. Lilly, and L. A. Vaughn, “Reducing the Expression of Racial Prejudice,” Psychological Science 2, no. 2 (1991): 101–105.
9. For in-depth examination of the importance of self-awareness and leadership effectiveness, see the landmark book: D. Goleman, Emotional Intelligence: Why It Can Matter More Than IQ (New York: Bantam, 1995). See also D. Goleman, Leadership: The Power of Emotional Intelligence—Selected Writings (Northamp- ton, MA: More Than Sound, 2011); D. Goleman, Social Intelligence: The New Science of Human Relationships (New York: Bantam, 2006); D. Goleman, Working with Emotional Intelligence (New York: Bantam, 1998); and D. Goleman, A. McKee, and R. E. Boyatzis, Primal Leadership: Realizing the Power of Emotional Intelligence (Boston: Harvard Business School Press, 2002).
10. R. W. Eichinger, M. M. Lombardo, and D. Ulrich, 100 Things You Need to Know: Best Practices for Managers & HR (Minneapolis, MN: Lominger, 2004), 492.
11. More information about the Leadership Practices Inventory (LPI), including its psychometric properties and use, can be found on our Web site: http:// www.leadershipchallenge.com/WileyCDA/Section/id-131362.html.
12. One final source of feedback is yourself. Take a few moments each day, on a regular basis, to review, reflect, and look ahead. Casey Harbin, account manager at Apple, sets aside a few minutes each day “to reflect on something that bothered me or that I did well, so that I can both move on and move
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and appreciate the impact that I have on them, and vice versa.” 13. We’ll have more to say about this in Chapter Nine, Strengthen Others. 14. D. G. Kolb, “Seeking Continuity Amidst Organizational Change: A Storytell-
ing Approach,” Journal of Management Inquiry 12 (2003): 180–183. 15. S. Denning, The Springboard: How Storytelling Ignites Action in Knowledge-Era
Organizations (Boston: Butterworth-Heinemann, 2001), xiii. For the best ways to tell and use stories to communicate vision and values, see S. Denning, The Secret Language of Leadership: How Leaders Inspire Action Through Narra- tive (San Francisco: Jossey-Bass, 2007).
16. J. Martin and M. E. Power, “Organizational Stories: More Vivid and Persua- sive Than Quantitative Data,” in Psychological Foundations of Organizational Behavior, ed. B. M. Staw (Glenview, IL: Scott, Foresman, 1982), 161–168. For additional evidence that storytelling improves a leader’s ability to com- municate, see also M. Bennett, Once upon a Time in Leadership: Inspiring a Shared Vision Through Storytelling, master’s thesis, College of Business and Public Management, University of La Verne, March 2005. For more about being a storyteller, see C. Wortmann, What’s Your Story? Using Stories to Ignite Performance and Be More Successful (Chicago: Kaplan, 2006).
17. A. L. Wilkens, “Organizational Stories as Symbols Which Control the Orga- nization,” in Organizational Symbolism, ed. L. R. Pondy, P. J. Frost, G. Morgan, and T. C. Dandridge (Greenwich, CT: JAI Press, 1983), 81–92; also Kolb, “Seeking Continuity.”
18. For a detailed blueprint you can use to create and reinforce a culture that is based on shared values, see A. Rhoades, Built on Values: Creating a Culture That Outperforms the Competition (San Francisco: Jossey-Bass, 2011).
19. We’ll say a lot more about reward and recognition in Chapters Ten and Eleven.
Inspire a Shared Vision Chapter 4: Envision the Future 1. D. Gilbert, Stumbling on Happiness (New York: Knopf, 2006), 5–6. 2. G. Hamel and C. K. Prahalad, Competing for the Future (Boston: Mass.:
Harvard Business Press, 1996). 3. For extensive research on intuitive decision making under conditions of
extreme uncertainty, see G. Klein, The Sources of Power: How People Make Decisions (Cambridge, MA: MIT Press, 1998). Envisioning and intuiting aren’t logical activities, and they’re extremely difficult to explain and quantify. Alden M. Hayashi, a senior editor of Harvard Business Review who has studied executive decision making, reports, “In my interviews with top executives known for their shrewd business instincts, none could articulate precisely how they routinely made important decisions that defied any logical analysis. To describe that vague feeling of knowing something without knowing exactly how or why, they used words like professional judgment, intuition, gut instinct, inner voice, and hunch, but they couldn’t describe the process much
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beyond that.” Yet, as he points out, the leaders he studied agreed that these hard-to-describe abilities were crucial to effectiveness. They even went so far as to say that it was the “X-Factor” that separated the best from the mediocre. See A. M. Hayashi, “When to Trust Your Gut,” Harvard Business Review 79, no. 2 (February 2001): 59–65. In fact, by definition, intuition and vision are directly connected. Intuition has as its root the Latin word meaning “to look at”; see E. Partridge, A Short Etymological Dictionary of Modern English (New York: Macmillan, 1977), 359, 742.
4. J. P. Schuster, The Power of Your Past: The Art of Recalling, Recasting, and Reclaiming (San Francisco: Berrett-Koehler, 2011).
5. O. A. El Sawy, “Temporal Perspective and Managerial Attention: A Study of Chief Executive Strategic Behavior,” unpublished doctoral dissertation, Stan- ford University, 1983. See also O. A. El Sawy, “Temporal Biases in Strategic Attention,” research paper, November 1988, Marshall School of Business, University of Southern California.
6. Bob Rodriguez is the managing director and CEO of the $17 billion value investing firm First Pacific Advisors, which under his twenty-five year leader- ship has never had an annual loss. Bob tells the story that in 1974 when he was taking a portfolio management investment class at the University of Southern California, he asked Charlie Munger, when he was giving a guest lecture, if there was one thing that he could do that would make him a better investment professional. “His answer was, ‘Read history, read history, read history.’ And so I became a good historian, reading both economic and financial history as well as general history.” Reflecting on the past definitely helps you see into the future and understand more about what is going on in the present. As told by E. Florian, “The Best Advice I Ever Got,” Fortune, February 6, 2012, 14.
7. Gary Hamel observes, “One of the reasons many people fail to fully appreciate what’s changing is because they’re down at ground level, lost in the thicket of confusing, conflicting data. You have to make time to step back and ask yourself, ‘What’s the big story that cuts across all these little facts?” See G. Hamel, Leading the Revolution (Boston: Harvard Business School Press, 2000), 128.
8. Elliot Jaques has written extensively about future orientation. See, for example, E. Jaques, Requisite Organization: The CEO’s Guide to Creative Structure and Leadership, 2nd rev. ed. (Arlington, VA: Cason Hall, 2006), 15–32.
9. Einstein went on to say, “For knowledge is limited to all we know and under- stand, while imagination embraces the entire world, and all there ever will be to know and understand.”
10. This was precisely the viewpoint advocated by the late Bill Walsh, who coached the San Francisco 49ers to three Super Bowl championships. See B. Walsh, S. Jamison, and C. Walsh, The Score Takes Care of Itself: My Philosophy of Leadership (New York: Penguin Group, 2009).
11. N. Halevy, Y. Berson, and A. D. Galinsky, “The Mainstream Is Not Electable: When Vision Trumps Over Representativeness in Leader Emergence and
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E S Effectiveness,” Personality and Social Psychology Bulletin 37, no. 7 (2011):
893–904; J. E. Bono and T. A. Judge, “Self-Concordance at Work: Toward Understanding the Motivational Effects of Transformational Leaders,” Academy of Management Journal 46 (2003): 554–571; D. A. Waldman, G. G. Ramirez, R. J. House, and P. Puranam, “Does Leadership Matter? CEO Leadership Attributes and Profitability Under Conditions of Perceived Envi- ronmental Uncertainty,” Academy of Management Journal 44 (2001): 134– 143; B. Shamir, E. Zakay, E. Breinin, and M. Popper, “Correlates of Charismatic Leader Behavior in Military Units: Subordinates’ Attitudes, Unit Characteristics and Superiors’ Appraisals of Leader Performance,” Academy of Management Journal 41 (1998): 387–409; and K. B. Lowe, K. Kroeck, and N. Sivasubramaniam, “Effectiveness Correlates of Transformation and Trans- actional Leadership: A Meta-Analytic Review of the MLQ Literature,” Leader- ship Quarterly 7 (1996): 385–425.
12. See E. L. Deci with R. Flaste, Why We Do What We Do: Understanding Self- Motivation (New York: Penguin, 1995). For another excellent treatment of this subject, see K. W. Thomas, Intrinsic Motivation at Work: Building Energy and Commitment, 2nd ed. (San Francisco: Berrett-Koehler, 2009); and for an extensive academic treatment, see C. Sansone and J. M. Harackiewicz (eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (New York: Academic Press, 2000).
13. D. Pink, Drive: The Surprising Truth About What Motivates Us (New York: Penguin Group, 2009); L. Freifeld, “Why Cash Doesn’t Motivate,” Training 48, no. 4 (July–August 2011): 17–22.
14. Deci with Flaste, Why We Do What We Do, 25. 15. J. M. Kouzes and B. Z. Posner, “To Lead, Create a Shared Vision,” Harvard
Business Review, January 2009, 20–21. 16. J. Selby, Listening with Empathy: Creating Genuine Connections with Customers
and Colleagues (Charlottesville, VA: Hampton Roads, 2007); D. Patnaik, Wired to Care: How Companies Prosper When They Create Widespread Empathy (Upper Saddle River, NJ: FT Press, 2009).
17. B. L. Kaye and S. Jordon-Evans, Love ’em or Lose ’em: Getting Good People to Stay, 4th ed. (San Francisco: Berrett-Koehler, 2008).
18. This particular list was originally shared with us in a telephone interview with Dave Berlew, November 14, 1994, based on his research. See D. E. Berlew, “Leadership and Organizational Excitement,” California Management Review 17, no. 2 (1974): 21–30. Others have reported similar findings about what employees want most at work. For example, a survey of more than ninety thousand workers worldwide by the management consulting firm Towers Perrin found that 84 percent wanted challenging work that broadened their skills, and 83 percent wanted opportunities to develop new knowledge skills (Towers Perrin Global Workforce Study, 2007–2008); according to one popular Web site, the key factors are to be respected, to be members of the in-crowd, to impact decision making about their jobs, to have the opportunity to grow
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and develop, and access to reasonable leadership (http://humanresources .about.com/od/managementtips/qt/four_factors_b4.htm); and the list pro- vided by Kelly Services, a global workforce recruiting and staffing organiza- tion, begins with the opportunity to make a difference (purpose), followed by clear goals and objectives, responsibility, autonomy, and job flexibility (http://www.kellyservices.us/web/us/services/en/pages/careertips_oct10 _what_employees_want.html).
19. In their studies of “great workplaces,” the authors note that although the context in which people have responded since the 1980s has changed quite a bit, their answers “point to strikingly consistent experiences: Specifically, they believe their leaders to be credible, respectful, and fair—they trust them. They also take pride in what they do, and they share a sense of camaraderie with their coworkers.” M. Burchell and J. Robin, The Great Workplace: How to Build It, How to Keep It, and Why It Matters (San Francisco: Jossey-Bass, 2011), 7.
20. Researchers have challenged the assumption that giving people more money— providing or increasing financial incentives—improves performance. In fact, current thinking is that contingent rewards (for example, pay for perfor- mance) may be a losing proposition. See, for example, D. Ariely, Predictably Irrational: The Hidden Forces That Shape Our Decisions (New York: Harper- Collins, 2009); and “LSE: When Performance-Related Pay Backfires,” Finan- cial, June 25, 2009.
21. See, for example, Pink, Drive; M. Novak, Business as a Calling: Work and the Examined Life (New York: Free Press, 1996); R. J. Leider and D. A. Shapiro, Whistle While You Work: Heeding Your Life’s Calling (San Francisco: Berrett- Koehler, 2001); P. J. Palmer, Let Your Life Speak (San Francisco: Jossey-Bass, 2000); D. Zohar and I. Marshall, Spiritual Capital (San Francisco: Berrett- Koehler, 2004); and R. Barrett, Building a Values-Driven Organization (Bur- lington, MA: Butterworth-Heinemann, 2006).
22. See, for example, H. Mintzberg and R. A. Norman, Reframing Business: When the Map Changes the Landscape (Hoboken, NJ: Wiley, 2001); C. Handy, The Hungry Spirit: Beyond Capitalism (New York: Broadway Books, 1999); and G. Hamel, Leading the Revolution (Boston: Harvard Business School Press, 2000).
23. H. Mintzberg, “The Rise and Fall of Strategic Planning,” Harvard Business Review 72, no. 1 (January–February 1994): 109.
24. As quoted in L. Ioannou, “Make Your Company an Idea Factory,” Fortune, June 12, 2000, F264N–F264R.
Chapter 5: Enlist Others 1. This example was provided by Pierfrancesco Ronzi. Their achievements
reached far beyond the results in the race. Shosholoza became a “hope genera- tor” for many South Africans, who identified in this success with pride. Thanks to the creation of the Izivunguvungu MSC Foundation for Youth, a
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and street children are taught life skills through sail training. 2. “Portraits of Team Shosholoza,” http://www.teamshosholoza.com/cms/index
.php?id=310&tx_ttnews%5Btt_news%5D=425&tx_ttnews%5BbackPid%5 D=310&cHash=de77148e29.
3. For more on the role of meaning and purpose in work, see S. Sinek, Start with Why: How Great Leaders Inspire Everyone to Take Action (New York: Portfolio, 2010); R. M. Spence, It’s Not What You Sell, It’s What You Stand For: Why Every Extraordinary Business Is Driven by Purpose (New York: Portfolio, 2010); and D. Ulrich and W. Ulrich, The Why of Work: How Great Leaders Build Abundant Organizations That Win (New York: McGraw-Hill, 2010).
4. M. Burchell and J. Robin, The Great Workplace: How to Build It, How to Keep It, and Why It Matters (San Francisco: Jossey-Bass, 2011), 127–128. The Great Place to Work Institute, where Burchell and Robin work, does the research that each year selects the Fortune 100 Best Companies to Work For.
5. Market researcher and author Doug Hall has found that “dramatically differ- ent” levels of distinctiveness in a new product or service increase the idea’s probability of success in the marketplace from 15 percent to 53 percent. That’s a 353 percent greater chance of success. The same is true for a vision; the more unique it is, the higher the probability of success in getting people to buy in. See D. Hall, Jump Start Your Business Brain: Win More, Lose Less, and Make More Money with Your New Products, Services, Sales and Advertising (Cincinnati: Clerisy Books, 2005), 126.
6. Researchers Michael Burchell and Jennifer Robin find that “pride” is one of the five dimensions of a great workplace, and scoring high on this dimension is one of the things that qualify a company as a Fortune 100 Best Companies to Work For. See their discussion of pride in Burchell and Robin, Great Workplace, 127–154.
7. When we did this on March 1, 2012, for “leadership books,” an Amazon.com search returned 82,803 choices, and a Google search returned 205 million hits in 0.28 seconds.
8. “ ‘I Have a Dream’ Leads Top 100 Speeches of the Century,” press release from the University of Wisconsin, December 15, 1999. Available online at www .news.wisc.edu/releases/3504.html or at http://www.americanrhetoric.com /top100speechesall.html. See also S. E. Lucas and M. J. Medhurst, Words of a Century: The Top 100 American Speeches, 1900–1999 (New York: Oxford University Press, 2008). Other leaders often seen on international lists of great speakers from recent history are Winston Churchill, Charles de Gaulle, Mahatma Gandhi, Vaclav Havel, Robert Kennedy, Nelson Mandela, Jawahar- lal Nehru, Barack Obama, Ronald Reagan, Eleanor Roosevelt, Gloria Steinem, Mother Teresa, Margaret Thatcher, and Lech Walesa.
9. The audio version of the “I Have a Dream” speech that we have found to be most instructive is the six-minute, eleven-second version that contains the most famous passages. It is in the collection Greatest Speeches of All Time, Vol. 1. You can download it from Amazon.com: http://www.amazon.com
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/ G r e a t e s t - S p e e c h e s - A l l - Ti m e - Vo l / d p / B 0 0 1 L 0 R O N E / r e f = s r _ 1 _cc_3?ie=UTF8&qid=1301516046&sr=1–3-catcorr. A printed version of this portion of the speech is in C. S. King (ed.), The Words of Martin Luther King, Jr. (New York: Newmarket Press, 1983), 95–98. A video can be viewed on YouTube at http://www.youtube.com/watch?v=z4qrGWRbUng&feature= related.
10. This example was provided by Steve Coats. 11. This example was provided by Terri Armstrong Welch. It also appears in
J. M. Kouzes and B. Z. Posner, The Five Practices of Exemplary Leadership: Nursing (San Francisco: Pfeiffer, 2011).
12. J. Geary, I Is an Other: The Secret Life of Metaphor and How It Shapes the Way We See the World (New York: Harper, 2011), 5.
13. V. Lieberman, S. M. Samuels, and L. Ross, “The Name of the Game: Predic- tive Power of Reputations Versus Situational Labels in Determining Prisoner’s Dilemma Game Moves,” Personality and Social Psychology Bulletin 30 (2004): 1175–1185. See also Y. Benkler, “The Unselfish Gene,” Harvard Business Review, July–August 2011, 78.
14. For a discussion of the role of images, stories, and emotions in creating memorable ideas, see C. Heath and D. Heath, Made to Stick: Why Some Ideas Survive and Others Die (New York: Random House, 2007).
15. Those who are more auditory by nature talk about this as a “calling.” 16. D. Goleman, Social Intelligence: The New Science of Human Relationships (New
York: Bantam, 2006). 17. Barbara L. Fredrickson, Positivity: Groundbreaking Research Reveals How to
Embrace the Hidden Strengths of Positive Emotions, Overcome Negativity, and Thrive (New York: Crown, 2009), 21.
18. Fredrickson, Positivity, 60–65. 19. See, for example, H. S. Friedman, L. M. Prince, R. E. Riggio, and M. R.
DiMatteo, “Understanding and Assessing Nonverbal Expressiveness: The Affective Communication Test,” Journal of Personality and Social Psychology 39, no. 2 (1980): 333–351; D. Goleman, R. Boyatzis, and A. McKee, Primal Leadership: Realizing the Power of Emotional Intelligence (Boston: Harvard Business School Press, 2002); J. Conger, Winning ’em Over: A New Model for Management in the Age of Persuasion (New York: Simon & Schuster, 1998); and M. Greer, “The Science of Savoir Faire,” APA Monitor 36, no. 1 (2005): 28.
20. B. L. Halpren and K. Lubar, Leadership Presence: Dramatic Techniques to Reach Out, Motivate, and Inspire (New York: Gotham Books, 2003), 141.
21. J. L. McGaugh, Memory and Emotion (New York: Columbia University Press, 2003), 90. See also R. Maxwell and R. Dickman, The Elements of Persuasion: Use Storytelling to Pitch Better Ideas, Sell Faster, & Win More Business (New York: HarperCollins, 2007), especially “Sticky Stories: Memory, Emotions and Markets,” 122–150.
22. McGaugh, Memory and Emotion, 93. 23. McGaugh, Memory and Emotion, 92.
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Hard (New York: Broadway Books, 2010), 101–123. 25. This example was provided by John Wang. For more information, see J.
Udell, “An Unforgettable Lesson,” http://blog.jonudell.net/2010/10/27/an -unforgettable-lesson/.
26. This example was provided by Terri Armstrong Welch and Dick Heller. It also appears in J. M. Kouzes and B. Z. Posner, The Five Practices of Exemplary Leadership: Non-Profit (San Francisco: Pfeiffer, 2011) and in J. M. Kouzes and B. Z. Posner, The Leadership Challenge Workshop Facilitator’s Guide Set, 4th ed. (San Francisco: Pfeiffer, 2010).
Challenge the Process Chapter 6: Search for Opportunities 1. R. M. Kanter, The Change Masters: Innovation for Productivity in the American
Corporation (New York: Simon & Schuster, 1983), 125. 2. J. M. Crant and T. S. Bateman, “Charismatic Leadership Viewed from Above:
The Impact of Proactive Personality,” Journal of Organizational Behavior 21, no. 1 (2000): 63–75.
3. T. S. Bateman and J. M. Crant, “The Proactive Component of Organizational Behavior: Measures and Correlates,” Journal of Organizational Behavior 14 (1993): 103–118; T. S. Bateman and J. M. Crant, “Proactive Behavior: Meaning, Impact, Recommendations,” Business Horizons 42, no. 3 (May–June 1999): 63–70; and J. M. Crant, “Proactive Behavior in Organizations,” Journal of Management 26, no. 3 (2000): 435–463.
4. See, for example, J. M. Crant, “The Proactive Personality Scale and Objective Job Performance Among Real Estate Agents,” Journal of Applied Psychology 80, no. 4 (August 1995): 532–537; J. A. Thompson, “Proactive Personality and Job Performance: A Social Capital Perspective,” Journal of Applied Psychol- ogy 90, no. 5 (2005): 1011–1017. See also S. E. Seibert and M. L. Braimer, “What Do Proactive People Do? A Longitudinal Model Linking Proactive Personality and Career Success,” Personnel Psychology 54 (2001): 845–875; D. Goetsch, Effective Leadership: Ten Steps for Technical Professions (Englewood Cliffs, NJ: Prentice-Hall, 2004); and D. J. Brown, R. T. Cober, K. Kane, P. E. Levy, and J. Shalhoop, “Proactive Personality and the Successful Job Search: A Field Investigation of College Graduates,” Journal of Applied Psychol- ogy 91, no. 3 (2006): 717–726.
5. Our sample involved managers from both the United States and Switzerland. See B. Z. Posner and J. W. Harder, “The Proactive Personality, Leadership, Gender and National Culture” (paper presented to the Western Academy of Management Conference, Santa Fe, New Mexico, April 2002).
6. H. Schultz and D. J. Yang, Pour Your Heart into It (New York: Hyperion, 1999), 210.
7. For detailed information on mental simulation, see G. Klein, Sources of Power: How People Make Decisions (Cambridge, MA: MIT Press, 1999), 45–77; see
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also G. Klein, The Power of Intuition: How to Use Your Gut Feelings to Make Better Decisions at Work (New York: Currency, 2004).
8. The finding that how we deal with challenge comes from the inside was dramatically related by V. E. Frankl in Man’s Search for Meaning: An Introduc- tion to Logotherapy (New York: Touchstone, 1984; originally published in 1946).
9. See E. L. Deci with R. Flaste, Why We Do What We Do: Understanding Self- Motivation (New York: Penguin, 1995). See also D. Pink, Drive: The Surpris- ing Truth About What Motivates You (New York: Riverhead Press, 2011); and K. W. Thomas, Intrinsic Motivation at Work: What Really Drives Employee Engagement, 2nd ed. (San Francisco: Berrett-Koehler, 2009).
10. A. Blum, Annapurna: A Woman’s Place, Twentieth Anniversary Edition (San Francisco: Sierra Club Books, 1998), 3.
11. P. LaBarre, “How to Make It to the Top,” Fast Company, September 1998, 72.
12. For a discussion of myths and truths about financial incentives, see J. Pfeiffer and R. I. Sutton, Hard Facts, Dangerous Half-Truths, and Total Nonsense: Profiting from Evidence-Based Management (Boston: Harvard Business School Press, 2006), 109–134. See also A. Kohn, Punished by Rewards (New York: Houghton Mifflin, 1993).
13. See R. Foster and S. Kaplan, Creative Destruction: Why Companies That Are Built to Last Underperform the Market—and How to Successfully Transform Them (New York: Currency Doubleday, 2001); C. M. Christensen, The Inno- vator’s Dilemma: When New Technologies Cause Great Firms to Fail (Boston: Harvard Business School Press, 1997); C. M. Christensen, S. D. Anthony, and E. A. Roth, Seeing What’s Next: Using the Theories of Innovation to Predict Industry Change (Boston: Harvard Business School Press, 2004); and G. Hamel, The Future of Management (Boston: Harvard Business School Press, 2007).
14. See, for example, S. Johnson, Where Good Ideas Come From: The Natural History of Innovation (New York: Riverhead, 2010); J. Ettlie, Managing Inno- vation, 2nd ed. (Burlington, MA: Butterworth-Heineman, 2004); E. von Hippel, Democratizing Innovation (Cambridge, MA: MIT Press, 2005); and T. Davila, M. J. Epstein, and R. Shelton, Making Innovation Work: How to Manage It, Measure It, and Profit from It (Upper Saddle River, NJ: Wharton School Publishing, 2006).
15. IBM, Expanding the Innovation Horizons: The Global CEO Study 2006 (Somers, NY: IBM Global Services, 2006).
16. G. Berns, Iconoclast: A Neuroscientist Reveals How to Think Differently (Cam- bridge, MA: Harvard Business School Press, 2008).
17. M. M. Capozzi, R. Dye, and A. Howe, “Sparking Creativity in Teams: An Executive’s Guide,” McKinsey Quarterly, April 2011.
18. Capozzi, Dye, and Howe, “Sparking Creativity.” 19. This example was provided by Alex Jukl.
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E S 20. R. Katz, “The Influence of Group Longevity: High Performance Research
Teams,” Wharton Magazine 6, no. 3 (1982): 28–34; and R. Katz and T. J. Allen, “Investigating the Not Invented Here (NIH) Syndrome: A Look at the Performance, Tenure, and Communication Patterns of 50 R&D Project Groups,” in Readings in the Management of Innovation, 2nd ed., ed. M. L. Tushman and W. L. Moore (Cambridge, MA: Ballinger, 1988), 293–309.
21. Katz, “The Influence of Group Longevity,” 31. 22. L. Huston and N. Sakkab, “Connect and Develop: Inside Procter & Gamble’s
New Model for Innovation,” Harvard Business Review 84, no. 2 (March 2006): 60.
23. C. Christensen, J. Dyer, and H. Gregersen, “The Innovator’s DNA,” Harvard Business Review 87, no. 12 (December 2009): 60–67.
24. Capozzi, Dye, and Howe, “Sparking Creativity.” 25. On February 7, 2010, the CBS television series Undercover Boss premiered to
a staggering 38.6 million viewers, the most watched premiere episode of any reality series in the history of television. It was the most popular new show of the 2009–2010 television season.
26. Quoted in S. Lambert and E. Holzman, Undercover Boss (San Francisco: Jossey-Bass, 2011), 41.
Chapter 7: Experiment and Take Risks 1. K. E. Weick, “Small Wins: Redefining the Scale of Social Problems,” American
Psychologist 39, no. 1 (1984): 43. Karl attributes the concept of small wins to author Tom Peters, who wrote about it in his doctoral dissertation at Stanford University. For a related treatment of this topic, see P. Sims, Little Bets: How Breakthrough Ideas Emerge from Small Discoveries (New York: Free Press, 2011), 141–152.
2. This example was provided by Dan Schwab. 3. The initial discoveries of psychological hardiness came from a twelve-year
longitudinal study of executives at Illinois Bell Telephone as that organization experienced the firestorm of changes produced by the federal antitrust case against the Bell system and the resulting breakup of the company. Some executives were undermined by the mounting stresses of this upheaval; they had high stress scores along with high rates of illness. Yet another group of executives with equally high stress scores thrived and were below average on incidence of illness. As the researchers predicted, there was a clear attitudinal difference between the high-stress and high-illness group and the high-stress and low-illness group. For a history of the research, see S. R. Salvatore, “The Story of Hardiness: Twenty Years of Theorizing, Research, and Practice,” Consulting Psychology Journal: Practices and Research 54, no. 3 (2002): 175– 185. See also S. R. Maddi and S. C. Kobasa, The Hardy Executive: Health Under Stress (Chicago: Dorsey Press, 1984); S. R. Maddi and D. M. Khoshaba, “Hardiness and Mental Health,” Journal of Personality Assessment 67 (1994): 265–274; and S. R. Maddi and D. M. Khoshaba, Resilience at Work: How to Succeed No Matter What Life Throws at You (New York: AMACOM, 2005).
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4. See R. A. Bruce and R. F. Sinclair, “Exploring the Psychological Hardiness of Entrepreneurs,” Frontiers of Entrepreneurship Research 29, no. 6 (2009): 5; P. T. Bartone, R. R. Roland, J. J. Picano, and T. J. Williams, “Psychological Hardiness Predicts Success in US Army Special Forces Candidates,” International Journal of Selection and Assessment 16, no. 1 (2008): 78–81; and P. T. Bartone, “Resilience Under Military Operational Stress: Can Leaders Influence Hardiness?” Military Psychology 18 (2006): S141–S148.
5. “Too Many Interruptions at Work?” interview with Gloria Mark, Gallup Management Journal, June 8, 2006, 1. Available online at http://gmj.gallup .com/content/23146/Too-Many-Interruptions-at-Work.aspx. See also G. Mark, V. Gonzalez, and J. Harris, “No Task Left Behind? Examining the Nature of Fragmented Work,” Proceedings of ACM CHI’05, Portland, OR, April 2005, 321–330. See also the classic study on the subject of how manag- ers spend their time: H. Mintzberg, The Nature of Managerial Work (New York: Prentice Hall, 1980).
6. T. A. Amabile and S. J. Kramer, “The Power of Small Wins,” Harvard Business Review, May 2011, 73; see also their book The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work (Boston: Harvard Busi- ness Review Press, 2011).
7. Amabile and Kramer, “Power of Small Wins,” 75. 8. Amabile and Kramer, “Power of Small Wins,” 75. 9. S. Hollander, The Success of Increased Efficiency: A Study of DuPont Rayon Plants
(Cambridge, MA: MIT Press, 1965). See also D. Ulrich, S. Kerr, and R. Ashkenas, The GE Work-Out (New York: McGraw-Hill, 2002).
10. H. Mintzberg, The Rise and Fall of Strategic Planning (New York: Free Press, 1994), 134.
11. K. M. Eisenstadt and B. N. Tabrizi, “Accelerating Adaptive Processes: Product Innovation in the Global Computer Industry,” Administrative Science Quar- terly 40 (1995): 84–110.
12. M. Maidique, “Why Products Succeed and Why Products Fail,” presentation to the Executive Seminar in Corporate Excellence, Santa Clara University, May 29, 1985; see also M. Maidique and B. J. Zinger, “The New Product Learning Cycle,” Research Policy 14 (1985): 299–313; G. A. Moore, Crossing the Chasm: Marketing and Selling High-Tech Products to Mainstream Customers (New York: Harper Business, 1999); and C. M. Christensen, S. D. Anthony, and E. A. Roth, Seeing What’s Next: Using the Theories of Innovation to Predict Industry Change (Boston: Harvard Business School Press, 2004). See also J. McGregor, “How Failure Breeds Success,” Business Week, July 10, 2006, 42– 50. McGregor writes, “The best companies embrace their mistakes and learn from them.”
13. T. L. O’Brien, “Are U.S. Innovators Losing Their Competitive Edge?” New York Times, November 13, 2005, 3.
14. M. Jordan, “Failure” (Nike commercial), accessed on YouTube March 6, 2012, http://www.youtube.com/watch?v=m-EMOb3ATJ0.
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E S 15. P. J. Schoemaker and R. E. Cunther, “The Wisdom of Deliberate Mistakes,”
Harvard Business Review 84, no. 6 (June 2006): 108–115. Harvard Business Review devotes the entire April 2011 issue to a discussion of failure and its role in business. You can access it online at http://hbr.org/archive-toc /BR1104?conversationId=1855599.
16. L. M. Brown and B. Z. Posner, “Exploring the Relationship Between Learning and Leadership,” Leadership & Organization Development Journal, May 2001, 274–280. See also J. M. Kouzes and B. Z. Posner, The Truth About Leadership: The No-Fads, Heart-of-the-Matter Facts You Need to Know (San Francisco: Jossey-Bass, 2010), 119–135.
17. R. W. Eichinger, M. M. Lombardo, and D. Ulrich, 100 Things You Need to Know: Best Practices for Managers & HR (Minneapolis, MN: Lominger, 2004), 492.
18. Eichinger, Lombardo, and Ulrich, 100 Things, 495. 19. A. G. Lafley, “I Think of Failure as a Gift,” Harvard Business Review, April
2011, 89. 20. For the role of humility in leadership effectiveness, see, for example, J. Collins,
Good to Great: Why Some Companies Make the Leap . . . and Others Don’t (New York: HarperBusiness, 2001), 27–30.
21. C. S. Dweck, Mindset: The New Psychology of Success (New York: Random House, 2006), 6–7.
22. A. Bandura and R. E. Wood, “Effects of Perceived Controllability and Per- formance Standards on Self-Regulation of Complex Decision Making,” Journal of Personality and Social Psychology 56 (1989): 805–814. Also see Dweck, Mindset, for a discussion of numerous research studies in these and other domains.
23. A. Carmeli, D. Brueller, and J. E. Dutton, “Learning Behaviours in the Workplace: The Role of High-Quality Interpersonal Relationships and Psy- chological Safety,” Systems Research and Behavioral Science Systems Research 26 (2009): 81–98.
24. This example was provided by Jo Bell and Renee Harness. 25. The feedback instrument used in this instance was J. M. Kouzes and B. Z.
Posner, The Leadership Practices Inventory, 3rd ed. (San Francisco: Pfeiffer, 2007).
26. To read more about Pat Williams’s thoughts on leadership and his personal experience as a ballplayer and sports executive, see P. Williams with J. Denney, Leadership Excellence: The Seven Sides of Leadership for the 21st Century (Uhrichsville, OH: Barbour Books, 2012).
27. A. L. Duckworth, C. Peterson, M. D. Matthews, and D. R. Kelly, “Grit: Perseverance and Passion for Long-Term Goals,” Journal of Personality and Social Psychology 92, no. 6 (2007): 1087–1101.
28. M.E.P. Seligman, “Building Resilience,” Harvard Business Review, April 2011, 101–106. For a more complete treatment of this subject, see M.E.P. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-Being (New York: Free Press, 2011).
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29. Seligman, “Building Resilience,” 102. 30. It may be difficult to overcome a habitual pattern of avoidance, but it is
possible to learn to cope assertively with stressful events through counseling and educational programs. For example, see Maddi and Kobasa, Hardy Execu- tive; D. M. Khoshaba and S. R. Maddi, “Early Experiences in Hardiness Development,” Consulting Psychology Journal 51 (1999): 106–116; S. R. Maddi, S. Kahn, and K. L. Maddi, “The Effectiveness of Hardiness Training,” Consulting Psychology Journal 50 (1998): 78–86; Maddi and Khoshaba, Resil- ience at Work; K. Reivish and A. Shatte, The Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life’s Hurdles (New York: Broadway Books, 2003); and J. D. Margolis and P. G. Stoltz, “How to Bounce Back from Adversity,” Harvard Business Review 88, no. 1 (January–February 2010): 86–92.
Enable Others to Act Chapter 8: Foster Collaboration 1. For detailed analyses of alliances and partnerships in the competitive market-
place, see Y. L. Doz and G. Hamel, Alliance Advantage: The Art of Creating Value Through Partnering (Boston: Harvard Business School Press, 1998); J. K. Conlon and M. Giovagnoli, The Power of Two: How Companies of All Sizes Can Build Networks That Generate Business Opportunities (San Francisco: Jossey-Bass, 1998); and W. C. Kim and R. Mauborgne, Blue Ocean Strategy (Boston: Harvard Business School Press, 2005). For a discussion of collabora- tion and its importance to innovation, see IBM, Expanding the Innovation Horizons: The Global CEO Study 2006 (Somers, NY: IBM Global Services, 2006). For a discussion of good and bad collaboration, see M. T. Hansen, Collaboration: How Leaders Avoid the Traps, Create Unity, and Reap Big Results (Boston: Harvard Business School Press, 2009).
2. For example, see R. F. Hurley, The Decision to Trust: How Leaders Create High- Trust Organizations (San Francisco: Jossey-Bass, 2012); P. S. Shockley-Zala- bak, S. Morreale, and M. Hackman, Building the High-Trust Organization: Strategies for Supporting Five Key Dimensions of Trust (San Francisco: Jossey- Bass, 2010); R. S. Sloyman and J. D. Ludema, “That’s Not How I See It: How Trust in the Organization, Leadership, Process, and Outcome Influence Individual Responses to Organizational Change,” Organizational Change and Development 18 (2010): 233–276; S.M.R. Covey, The Speed of Trust: The One Thing That Changes Everything (New York: Free Press, 2008); M. P. Wulandari and J. Burgess, “Trust and Its Relationship to the Quality of Communication and Satisfaction in a Large Indonesian Workplace: A Case Study,” Interna- tional Journal of Business and Management Studies 2, no. 2 (2010): 49–55; K. T. Dirks, “Trust in Leadership and Team Performance: Evidence from NCAA Basketball,” Journal of Applied Psychology 8, no. 6 (2009): 1004–1012; P. J. Sweeney, V. Thompson, and H. Blanton, “Trust and Influence in Combat: An Interdependence Model,” Journal of Applied Social Psychology 39, no. 1 (2009): 235–264; N. Gillespie and L. Mann, “How Trustworthy Is Your
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E S Leader? Implications for Leadership, Team Climate, and Outcomes in R&D
Teams,” in Leadership, Management, and Innovation in R&D Teams, ed. L. Mann (New York: Praeger, 2005); K. T. Dirks and D. L. Ferrin, “Trust in Leadership: Meta-Analytic Findings and Implications for Research and Prac- tice,” Journal of Applied Psychology 87, no. 4 (2002): 611–628; K. T. Dirks, “The Effects of Interpersonal Trust on Work Group Performance,” Journal of Applied Psychology 84, no. 3 (1999): 445–455; R. B. Shaw, Trust in the Balance: Building Successful Organizations on Results, Integrity, and Concern (San Francisco: Jossey-Bass, 1997); and R. M. Kramer, “Trust and Distrust in Organizations: Emerging Perspectives, Enduring Questions,” Annual Review of Psychology 50 (1999): 569–598.
3. Shockley-Zalabak, Morreale, and Hackman, Building the High-Trust Organization.
4. Innovation Survey (London: PricewaterhouseCoopers, 1999), 3. 5. See M. B. Gurtman, “Trust, Distrust, and Interpersonal Problems: A Circum-
plex Analysis,” Journal of Personality and Social Psychology 62 (1992): 989– 1002. See also G. D. Grace and T. Schill, “Social Support and Coping Style Differences in Subjects High and Low in Interpersonal Trust,” Psychological Reports 59 (1986): 584–586.
6. W. R. Boss, “Trust and Managerial Problem Solving Revisited,” Group & Organization Studies 3, no. 3 (1978): 331–342.
7. Boss, “Trust and Managerial Problem Solving Revisited,” 338. 8. Boss, “Trust and Managerial Problem Solving Revisited,” 338. 9. Y. Benkler, “The Unselfish Gene,” Harvard Business Review, July–August
2011, 77–85. See also P. J. Zak, “The Neurobiology of Trust,” Scientific American, June 2008, 88–95; F. Fukuyama, Trust: The Social Virtues and the Creation of Prosperity (New York: Free Press, 1996).
10. See, for example, Shockley-Zalabak, Morreale, and Hackman, Building the High-Trust Organization.
11. This example was provided by Kelly Ann McKnight. 12. M. Mortesen and T. Beyene, “Being There: Firsthand Experience and the
Subsequent Role of Reflected Knowledge in Cultivating Trust in Global Col- laboration,” MIT Sloan School Working Paper 4735-09, April 27, 2009. Available online at http://ssrn.com/abstract=1395732.
13 T. Rath, Vital Friends: The People You Can’t Afford to Live Without (New York: Gallup Press, 2006).
14. D. E. Zand, “Trust and Managerial Problem Solving,” Administrative Science Quarterly 17, no. 2 (1972): 229–239; and J. W. Driscoll, “Trust and Participa- tion in Organizational Decision Making as Predictors of Satisfaction,” Academy of Management Journal 21, no. 1 (1978): 44–56.
15. P. Lee, N. Gillespie, L. Mann, and A. Wearing, “Leadership and Trust: Their Effect on Knowledge Sharing and Team Performance,” Management Learning 41, no. 4 (2010): 473–491.
16. C. A. O’Reilly and K. H. Roberts, “Information Filtration in Organizations: Three Experiments,” Organizational Behavior and Human Performance 11
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(1974): 253–265; and Boss, “Trust and Managerial Problem Solving Revisited.”
17. The breakthrough experiment on group interdependence, and one of the most cited in social psychology, was conducted by Muzafer and Carolyn Sherif. It took place at a Boy Scouts of America camp between two rival groups of kids, the Rattlers and the Eagles. Conditions at the camp required that they cooper- ate in order to get water flowing to both camps. You can read the story in M. Sherif, O. J. Harvey, W. R. Hood, and C. W. Sherif, The Robbers Cave Experi- ment: Intergroup Conflict and Cooperation (Middletown, CT: Wesleyan, 1988).
18. Another important ingredient in creating common purpose is identity. If you want people to collaborate, there can’t be any in-group or out-group, any “us” and “them,” or competition for attention among members. People have to identify with the group they are part of in order to work together. Sports teams create identity with uniform colors, mascots, unique gestures, and fight songs. Project teams do it with special names for product versions, insider jokes, badges, and the like. Fraternities and sororities do it with Greek letters, handshakes, secret words, ceremonies, and rituals.
19. R. Axelrod, The Evolution of Cooperation: Revised Edition (New York: Basic Books, 2006). See also W. Poundstone, Prisoner’s Dilemma: John Von Neumann, Game Theory, and the Puzzle of the Bomb (New York: Anchor, 1993).
20. Axelrod, Evolution of Cooperation, 20, 190. 21. R. B. Cialdini, “Harnessing the Science of Persuasion,” Harvard Business
Review, October 2001, 72–79. For a discussion of the principle of reciprocity, see R. B. Cialdini, Influence: Science and Practice, 4th ed. (Needham Heights, MA: Allyn & Bacon, 2001), 19–51; J. K. Butler Jr. “Behaviors, Trust, and Goal Achievement in a Win-Win Negotiating Role Play,” Group & Organiza- tion Management 20, no. 4 (1995): 486–501; and W.E.D. Creed and R. E. Miles, “Trust in Organizations: A Conceptual Framework Linking Organiza- tional Forms, Managerial Philosophies, and the Opportunity Costs of Con- trols,” in Trust in Organizations: Frontiers of Theory and Research, ed. R. M. Kramer and T. R. Tyler (Thousand Oaks, CA: Sage, 1996), 16–39. See also G. Kohlrieser, Hostage at the Table: How Leaders Can Overcome Conflict, Influ- ence Others, and Raise Performance (San Francisco: Jossey-Bass, 2006).
22. R. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Touchstone, 2001), 134.
23. For a discussion of the competencies of collaborative leaders, see H. Ibarra and M. T. Hansen, “Are You a Collaborative Leader?” Harvard Business Review, July–August 2011, 69–74. For a variety of examples from organiza- tions ranging from the U.S. Marine Corps to the Montreal-based Cirque du Soleil, see the “Secrets of Greatness: Teamwork!” Fortune, June 12, 2006, 64–152. See also A. M. Brandenburger and B. J. Nalebuff, Co-Opetition: A Revolution Mindset That Combines Competition and Cooperation: The Game Theory Strategy That’s Changing the Game of Business (New York: Currency, 1997); R. Wright, The Logic of Human Destiny (New York: Vintage, 2000); Kim and Mauborgne, Blue Ocean Strategy; and D. W. Johnson and
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E S R. T. Johnson, Cooperation and Competition: Theory and Research (Edina, MN:
Interaction, 1989). 24. This latter was clearly revealed in the 2011 NBA championships when the
Dallas Mavericks prevailed over the individual superstars on the Miami Heat team.
25. J. Vesterman, “From Wharton to War,” Fortune, June 12, 2006, 106. 26. Vesterman, “From Wharton to War.” 27. Mortesen and Beyene, “Being There.” See also A. Van de Ven, A. L. Delbecq,
and R. J. Koenig, “Determinants of Coordination Modes Within Organiza- tions,” American Sociological Review 41, no. 2 (1976): 322–338.
28. Mortesen and Beyene, “Being There.” See also D. Cohen and L. Prusak, In Good Company: How Social Capital Makes Organizations Work (Boston: Harvard Business School Press, 2001), 20.
29. D. Brooks, The Social Animal: Hidden Sources of Love, Character, and Achieve- ment (New York: Random House, 2011).
Chapter 9: Strengthen Others 1. R. M. Kanter, The Change Masters: Innovation for Productivity in the American
Corporation (New York: Simon & Schuster, 1983). Also see R. M. Kanter, When Giants Learn to Dance: Mastering the Challenges of Strategy, Management, and Careers in the 1990s (New York: Simon & Schuster, 1989); and R. M. Kanter, e-Volve! Succeeding in the Digital Culture of Tomorrow (Boston: Harvard Business School Press, 2001). For a study of how organizations create a culture of employee confidence, see R. M. Kanter, Confidence: How Winning Streaks & Losing Streaks Begin and End (New York: Crown Business, 2004).
2. L. Wiseman, Multipliers: How the Best Leaders Make Everyone Smarter (New York: HarperCollins, 2010), 20.
3. A. Bandura, Self-Efficacy: The Exercise of Control (New York: Freeman, 1997); K. A. Karl, A. M. Leary-Kelly, and J. J. Martocchio, “The Impact of Feedback and Self-Efficacy on Performance in Training,” Journal of Organizational Behavior 14, no. 4 (1993): 379–394; C. M. Shea and J. M. Howell, “Char- ismatic Leadership and Task Feedback: A Laboratory Study of Their Effects on Self-Efficacy and Task Performance,” Leadership Quarterly 10, no. 3 (1999): 375–396; and A. Bandura, “Social Cognitive Theory: An Agentic Perspec- tive,” Annual Review of Psychology 52 (2001): 1–26.
4. T. Yaffe and R. Kark, “Leading by Example: The Case of Leader OCB,” Journal of Applied Psychology 96, no. 4 (July 2011): 806–826.
5. This example was provided by Nicole Matouk. 6. A. Bryant, “Yes, Everyone Can Be Stupid for a Minute,” New York Times,
May 7, 2011, http://www.nytimes.com/2011/05/08/business/08corner.html ?pagewanted=1&_r=1&emc=eta1.
7. A. Wrzeniewski and J. Dutton, “Crafting a Job: Revisioning Employees as Active Crafters of Their Work,” Academy of Management Review 26, no. 2 (2001): 179–201, and M. S. Christian, A. S. Garza, and J. E. Slaugher, “Work Engagement: A Quantitative Review and Test of Its Relations with Task and Conceptual Performance,” Personnel Psychology 64 (2011): 89–136.
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8. “Winners,” Sibson & Company 1, no. 7 (October 1991): 2. 9. Evolutionary psychology demonstrates that in ecosystems, collaboration is
what assists species to survive rather than become extinct; the group ends up eradicating bad or inefficient behavior. See R. Wright, The Moral Animal: Why We Are the Way We Are: The New Science of Evolutionary Psychology (New York: Vintage, 1995). For another interesting look at the origins of social coopera- tion, see A. Fields, Altruistically Inclined? The Behavioral Sciences, Evolutionary Theory, and the Origins of Reciprocity (Ann Arbor: University of Michigan Press, 2004).
10. M. Csikszentmihalyi, Finding Flow: The Psychology of Engagement with Every- day Life (New York: Basic Books, 1997), 30.
11. M. Burchell and J. Robin, The Great Workplace: How to Build It, How to Keep It, and Why It Matters (San Francisco: Jossey-Bass, 2011), 66.
12. See, for example, MICA Management Resources, “Training Impact on Cor- porate Competitiveness” (Toronto: MICA Management Resources, April 1991); America and the New Economy (Alexandria, VA: ASTD, 1990); and B. Sugrue and R. J. Rivera, State of the Industry 2005 (Alexandria, VA: ASTD, 2005).
13. N. Merchant, The New How: Creating Business Solutions Through Collaborative Strategy (San Francisco: O’Reilly Media, 2010), 63.
14. These are the kinds of questions that successful CEOs also think about. See A. Bryant, The Corner Office: Indispensable and Unexpected Lessons from CEOs on How to Lead and Succeed (New York: Times Books, 2011). For another look at this issue, see W. Bennis, D. Goleman, and J. O’Toole, Trans- parency: How Leaders Create a Culture of Candor (San Francisco: Jossey-Bass, 2008).
15. Psychologists often refer to this as self-efficacy. See, for example, Bandura, Self-Efficacy; and R. M. Steers, L. W. Porter, and N. Branden, Self-Esteem at Work: How Confident People Make Powerful Companies (San Francisco: Jossey- Bass, 1998).
16. R. E. Wood and A. Bandura, “Impact of Conceptions of Ability on Self- Regulatory Mechanisms and Complex Decision Making,” Journal of Personal- ity and Social Psychology 56 (1989): 407–415. Managers in this study who lost confidence in their own judgments tended to find fault with their people. Indeed, they were quite uncharitable about their employees, regarding them as unable to be motivated and unworthy of supervisory effort; given the option, they would have fired many of them.
17. A. Bandura and R. E. Wood, “Effects of Perceived Controllability and Per- formance Standards on Self-Regulation of Complex Decision Making,” Journal of Personality and Social Psychology 56 (1989): 805–814.
18. A. M. Saks, “Longitudinal Field Investigation of the Moderating and Mediat- ing Effects of Self-Efficacy on the Relationship Between Training and New- comer Adjustment,” Journal of Applied Psychology 80 (1995): 211–225.
19. See, for example, Wiseman, Multipliers; C. Dweck, Mindset: The New Psychol- ogy of Success (New York: Ballantine Books, 2007); and J. Hagel and J. S. Brown, “Do You Have a Growth Mindset?” Harvard Business School blog,
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E S posted November 23, 2010, http://blogs.hbr.org/bigshift/2010/11/do-you
-have-a-growth-mindset.html. 20. See K. A. Ericsson, M. J. Prietula, and E. T. Cokely, “The Making of an
Expert,” Harvard Business Review, July–August 2007, 114–121. 21. L. M. Spencer Jr. and S. M. Spencer, Competence at Work: Models for Superior
Performance (Hoboken, NJ: Wiley, 1993). See also R. Boyatzis and A. McKee, Resonant Leadership (Boston: Harvard Business School Press, 2004); M. M. Hughes, L. B. Patterson, and J. B. Terrell, Emotional Intelligence in Action: Training and Coaching Activities for Leaders and Managers (San Francisco: Jossey-Bass, 2005); V. U. Druskat, G. Mount, and F. Sala (eds.), Linking Emotional Intelligence and Performance at Work: Current Research Evidence with Individuals and Groups (Mahwah, NJ: Erlbaum, 2005); and D. Goleman, Social Intelligence: The New Science of Human Relationships (New York: Bantam Books, 2006).
22. P. Leone, “Take Your ROI to Level 6,” Training Industry Quarterly, Spring 2008, 14–18, http://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2008 spring/.
23. An interesting study of this involved 320 soldiers serving in a combat zone in Iraq. Researchers found that the level of trust that subordinates (soldiers) had in their leaders determined the amount of influence they willingly accepted. See P. Sweeny, V. Thomson, and H. Blanton, “Trust and Influence in Combat: An Interdependence Model,” Journal of Applied Social Psychology 39, no. 1 (2009): 235–264.
24. F. Hesselbein, “Bright Future,” Leader to Leader, no. 60, Spring 2011, 4.
Encourage the Heart Chapter 10: Recognize Contributions 1. Hundreds of research studies have since been conducted to test this notion,
and they all clearly demonstrate that people tend to act in ways that are consistent with the expectations they perceive. See, for example, D. Eden, Pygmalion in Management: Productivity as a Self-Fulfilling Prophecy (Lexing- ton, MA: Lexington Books, 1990); D. Eden, “Leadership and Expectations: Pygmalion Effects and Other Self-Fulfilling Prophecies in Organizations,” Leadership Quarterly 3, no. 4 (1992): 271–305; and A. Smith, L. Jussim, J. Eccles, M. Van Noy, S. Madon, and P. Palumbo, “Self-Fulfilling Prophecies, Perceptual Biases, and Accuracy at the Individual and Group Levels,” Journal of Experimental Social Psychology 34, no. 6 (1998): 530–561.
2. K. S. Cameron, Positive Leadership: Strategies for Extraordinary Performance (San Francisco: Berrett-Koehler, 2008). Fostering virtuousness, according to Kim, is about facilitating the best of the human condition. He argues that this is based on an eudaemonic assumption that an inclination exists in all human systems toward goodness for its own intrinsic value.
3. See, for example, J. E. Dutton, R. E. Quinn, and K. S. Cameron, Positive Organizational Scholarship: Foundations of a New Discipline (San Francisco:
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Berrett-Koehler, 2003); K. S. Cameron, Positive Leadership; D. Whitney and A. Trosten-Bloom, The Power of Appreciative Inquiry: A Practical Guide to Positive Change, 2nd ed. (San Francisco: Berrett-Koehler, 2010); and M. E. Seligman, Flourish: A Visionary New Understanding of Happiness and Well- Being (New York: Free Press, 2011).
4. For a classic empirical study of such situations, see D. Eden and G. Ravid, “Pygmalion vs. Self-Expectancy: Effects of Instructor and Self-Expectancy on Trainee Performance,” Organizational Behavior and Human Performance 30 (1982): 351–364; and D. Eden and A. B. Shani, “Pygmalion Goes to Boot Camp: Expectancy, Leadership and Trainee Performance,” Journal of Applied Psychology 67 (1982): 194–199.
5. But what happens in organizations when leaders have low expectations of others? And what happens when managers are constantly on the lookout for problems? Three things: they get a distorted view of reality; over time, produc- tion declines; and their personal credibility hits bottom. Wandering around with an eye for trouble is likely to get you just that: more trouble. There is other intriguing research which suggests that leaders can set others up to fail. This can happen when managers micromanage and control poor performers, weakening self-confidence and performance, which can in turn lead to living down to expectations rather than living up to them. See J.-F. Manzoni and J.-L. Barsoux, The Set-Up-to-Fail Syndrome: How Good Managers Cause Great People to Fail (Boston: Harvard Business Press, 2002).
6. For a discussion of both the research on goal setting and its practical applica- tions, see H. G. Halvorson, Succeed: How We Can Reach Our Goals (New York: Hudson Street Press, 2010).
7. For a discussion of flow, see M. Csikszentmihalyi, Finding Flow: The Psychology of Engagement with Everyday Life (New York: Basic Books, 1997).
8. See, for example, J. E. Sawyer, W. R. Latham, R. D. Pritchard, and W. R. Bennett Jr., “Analysis of Work Group Productivity in an Applied Setting: Application of a Time Series Panel Design,” Personnel Psychology 52 (1999): 927–967; and A. Gostick and C. Elton, Managing with Carrots: Using Recognition to Attract and Retain the Best People (Layton, UT: Gibbs Smith, 2001).
9. This example was provided by Bilal Burak Ersan. 10. P. A. McCarty, “Effects of Feedback on the Self-Confidence of Men and
Women,” Academy of Management Journal 20 (1986): 840–847. See also Halvorson, Succeed.
11. K. A. Ericsson, M. J. Prietula, and E. T. Cokely, “The Making of an Expert,” Harvard Business Review, July–August 2007, 114–121.
12. For more on this topic, see Truth Nine in J. M. Kouzes and B. Z. Posner, The Truth About Leadership: The No-Fads, Heart-of-the-Matter Facts You Need to Know (San Francisco: Jossey-Bass, 2010).
13. B. Nelson, 1001 Ways to Reward Employees, 2nd ed. (New York: Workman, 2005).
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E S 14. See, for example, J. M. Kouzes and B. Z. Posner, A Leader’s Legacy (San
Francisco: Jossey-Bass, 2006), especially chap. 7, “Leaders Should Want to Be Liked,” 56–61.
15. J. A. Ross, “Does Friendship Improve Job Performance?” Harvard Business Review 54, no. 2 (March–April 1977): 8–9. See also K. A. Jehn and P. P. Shah, “Interpersonal Relationships and Task Performance: An Examination of Mediating Processes in Friendship and Acquaintance Groups,” Journal of Personality and Social Psychology 72, no. 4 (1997): 775–790. There is an important caveat, however. Friends have to be strongly committed to the group’s goals. If not, then friends may not do better. This is precisely why we said earlier that it is absolutely necessary for leaders to be clear about standards and to create a condition of shared goals and values. When it comes to per- formance, commitment to standards and good relations between people go together.
16. T. Rath, Vital Friends: The People You Cannot Afford to Live Without (New York: Gallup Press, 2006).
17. As used in this publication, “Deloitte” means Deloitte Consulting LLP, a subsidiary of Deloitte LLP. Please see www.deloitte.com/us/about for a detailed description of the legal structure of Deloitte LLP and its subsidiaries.
18. This example was provided by Steve Coats. 19. J. L. Hall, B. Z. Posner, and J. W. Harder, “Performance Appraisal Systems:
Matching Theory with Practice,” Group and Management Studies 14, no. 1 (1989): 51–69.
20. J. Pfeffer and R. I. Sutton, Hard Facts, Dangerous Half-Truths, and Total Nonsense: Profiting from Evidence-Based Management (Boston: Harvard Busi- ness School Publishing, 2006).
21. Eric Harvey suggests lots and lots of creative ways to recognize people in his handbook 180 Ways to Walk the Recognition Talk (Dallas: Walk the Talk Company, 2000). See also Nelson, 1001 Ways to Reward Employees; L. Yerkes, Fun Works: Creative Places Where People Love to Work (San Francisco: Berrett- Koehler, 2001); J. W. Umlas, The Power of Acknowledgment (New York: International Institute for Learning, 2007); B. Kaye and S. Jordan-Evans, Love ’em or Lose ’em: Getting Good People to Stay, 4th ed. (San Francisco: Berrett- Koehler, 2008).
22. See, for example, J. T. Bond, E. Galinsky, and J. E. Swanberg, The 1997 National Study of the Changing Workforce (New York: Families and Work Institute, 1998); F. L. Branham, Keeping the People Who Keep You in Business (New York: AMACOM, 2000); B. N. Pfau and I. T. Kay, The Human Capital Edge (New York: McGraw-Hill, 2001); and K. Thomas, Intrinsic Motivation at Work: What Really Drives Employee Engagement, 2nd ed. (San Francisco: Berrett-Koehler, 2009).
23. L. K. Thaler and R. Koyal, “The Power of ‘Thanks,’ ” the Power of Small blog, posted January 17, 2011, http://www.thepowerofsmallbook.com/index.php /pos/comments/601/.
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24. B. Nelson, “The Power of Rewards and Recognition,” presentation to the Consortium on Executive Education, Leavey School of Business, Santa Clara University, September 20, 1996; A. M. Grant and F. Gino, “A Little Thanks Goes a Long Way: Explaining Why Gratitude Expressions Motivate Prosocial Behavior,” Journal of Personality and Social Psychology 98, no. 6 (June 2010): 946–955.
25. R. M. Kanter, The Changemasters: Innovation and Entrepreneurship in the American Corporation (New York: Free Press, 1985). See also R. M. Kanter, SuperCorp: How Vanguard Companies Create Innovation, Profits, Growth and Social Good (New York: Crown Books, 2009).
26. M. Buckingham and D. O. Clifton, Now, Discover Your Strengths (New York: Free Press, 2001). You can go overboard, however. At a thirteen-to-one ratio, productivity declines. Most people don’t have to worry about this upper limit; it’s meeting the three-to-one ratio that’s usually problematic for most people.
27. See T. Rath and D. O. Clifton, How Full Is Your Bucket? Positive Strategies for Work and Life (New York: Gallup Press, 2004), 57. Original research: M. Losada, “The Complex Dynamics of High Performance Teams,” Mathematical and Computer Modeling (1999): 30.
Chapter 11: Celebrate the Values and Victories 1. In writing on this important subject, New York Times writer David Brooks
combines the most recent research on neuroscience with a fascinating narra- tive story. See D. Brooks, The Social Animal: The Hidden Sources of Love, Character, and Achievement (New York: Random House, 2011). Social psy- chologist Elliot Aronson has written the most widely read and most accessible textbook on the dynamics of human behavior in social settings. See E. Aronson, The Social Animal, 11th ed. (New York: Worth, 2011).
2. For a detailed discussion of, and extensive data on, social capital, see R. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Touchstone, 2001). For a practical application of social capital research to the business world, see W. Baker, Achieving Success Through Social Capital: Tapping the Hidden Resources in Your Personal and Business Networks (San Francisco: Jossey-Bass, 2000).
3. Source: “List of Social Networking Websites,” Wikipedia, http://en.wikipedia .org/wiki/List_of_social_networking_websites.
4. K. N. Hampton, L. S. Goulet, L. Rainie, and K. Purcell, “Social Networking Sites and Our Lives,” Pew Internet & American Life Project, June 16, 2011, 22. Available at http://pewinternet.org/Reports/2011/Technology-and-social -networks.aspx.
5. T. Deal and M. K. Key, Corporate Celebration: Play, Purpose, and Profit at Work (San Francisco: Berrett-Koehler, 1998), 5.
6. This example was provided by Alex Jukl. 7. D. Campbell, If I’m in Charge Here, Why Is Everybody Laughing? (Greensboro,
NC: Center for Creative Leadership, 1984), 64.
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E S 8. This was precisely the point that our Russian colleague Alexey Astafev made
in the previous chapter. 9. This example was provided by Michael Bunting. 10. See, for example, K. J. Fenlason and T. A. Beehr, “Social Support and Occu-
pational Stress: Effects of Talking to Others,” Journal of Organizational Behav- ior 15, no. 2 (1994): 157–175; and J. S. Mulbert, “Social Networks, Social Circles, and Job Satisfaction,” Work & Occupations 18, no. 4 (1991): 415–430.
11. L. L. Berry, A. Parasuraman, and V. A. Zeithaml, “Improving Service Quality in America: Lessons Learned,” Academy of Management Executive 8, no. 2 (1994): 32–45.
12. S. Achor, The Happiness Advantage: The Seven Principles of Positive Psychology That Fuel Success and Performance at Work (New York: Crown Books, 2010), 176.
13. See J. Cacioppo, Loneliness: Human Nature and the Need for Social Connection (New York: Norton, 2008). See also L. F. Berkman and S. L. Syme, “Social Networks, Host Resistance, and Mortality: A Nine-Year Follow-Up Study of Alameda County Residents,” American Journal of Epidemiology 109, no. 2 (1979): 186–204; and S. Cohen, “Psychosocial Models of the Role of Social Support in the Etiology of Physical Disease,” Health Psychology 7 (1988): 269–297.
14. J. W. Shenk, “What Makes Us Happy?” Atlantic, June 2009, http://www .theatlantic.com/magazine/print/2009/06/what-makes-us-happy/7439/.
15. R. D. Cotton, Y. Shen, and R. Livne-Tarandach, “On Becoming Extraordi- nary: The Content and Structure of the Developmental Networks of Major League Baseball Hall of Famers,” Academy of Management Journal 54, no. 1 (2011): 15–46.
16. T. Rath, Vital Friends: The People You Can’t Afford to Live Without (New York: Gallup Press, 2006), 52. See also T. Rath and J. Harter, Well Being: The Five Essential Elements (New York: Gallup Press, 2010), 40–43, for an update on this research. See also R. Wagner and J. K. Harter, 12: The Elements of Great Managing (New York: Simon & Schuster, 2006) for a follow-up report on the Gallup engagement research, including a discussion of the importance of having friends in the workplace.
17. Rath, Vital Friends, 51. 18. R. F. Baumeister and M. R. Leary, “The Need to Belong: Desire for Interper-
sonal Attachment as a Fundamental Human Motivation,” Psychological Bulletin 117 (1995): 497–529; H. W. Perkins, “Religious Commitment, Yuppie Values, and Well-Being in a Post-Collegiate Life,” Review of Religious Research 32 (1991): 244–251; D. G. Myers, “The Funds, Friends, and Faith of Happy People,” American Psychologist 55, no. 1 (2000): 56–67; and S. Crabtree, “Getting Personal in the Workplace: Are Negative Relationships Squelching Productivity in Your Company?” Gallup Management Journal, June 10, 2004, available online at www.govleaders.org/gallup_article_getting _personal.htm.
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19. See, for example, Myers, “Funds, Friends, and Faith of Happy People”; M. Csikszentmihalyi, “If We Are So Rich, Why Aren’t We Happy?” American Psychologist 54 (1999): 821–827; D. G. Myers and E. Diener, “The Pursuit of Happiness,” Scientific American 274 (1996): 54–56; and D. Gilbert, Stum- bling on Happiness (New York: Knopf, 2006).
20. This example was provided by Alex Jukl. 21. K. Blanchard and S. Johnson, The One-Minute Manager (New York: Morrow,
1982). See also K. Blanchard and R. Lorber, Putting the One Minute Manager to Work: How to Turn the 3 Secrets into Skills (New York: Morrow, 2006).
22. G. Klein, The Sources of Power: How People Make Decisions (Cambridge, MA: MIT Press, 1998). For more on the importance of storytelling and decision making, see G. Klein, The Power of Intuition: How to Use Your Gut Feelings to Make Better Decisions at Work (New York: Crown Business, 2004); and G. Klein, Streetlights and Shadows: Searching for the Keys to Adaptive Decision Making (Cambridge, MA: MIT Press, 2009). After studying professionals in life-and-death situations, Klein concludes that “the method we found most powerful for eliciting knowledge is to use stories.”
23. D. Westen, The Political Brain: The Role of Emotion in Deciding the Fate of the Nation (New York: Public Affairs, 2008), 28.
Chapter 12: Leadership Is Everyone’s Business 1. This survey was first conducted for Public Allies, now a part of AmeriCorps,
in 1998 to those eighteen to thirty-two years old. We adapted the survey and have administered it to a wider range of ages over the past decade.
2. B. Z. Posner, “A Longitudinal Study Examining Changes in Students’ Leader- ship Behavior,” Journal of College Student Development 50, no. 5 (2009): 551–563.
3. K. A. Ericsson, “The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance,” in The Cambridge Handbook of Expertise and Expert Performance, ed. K. A. Ericsson, N. Charness, P. J. Feltovich, and R. R. Hoffman (New York: Cambridge University Press, 2006), 699.
4. See Ericsson, “Influence of Experience,” 692. Others have also written about this metric. See, for example, G. Colvin, Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else (New York: Portfolio, 2008); D. Coyle, The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How (New York: Bantam Books, 2009); and M. Gladwell, Outliers: The Story of Success (New York: Little, Brown, 2008).
5. H.M.J. Kraemer Jr., From Values to Action: The Four Principles of Values-Based Leadership (San Francisco: Jossey-Bass, 2011), 15. We interviewed him on November 11, 2011. Noted leadership scholar Warren Bennis has also pointed out that becoming a leader requires you to know your inner self, and he calls that “the most difficult task any of us faces. But until you truly know yourself, strengths and weaknesses, know what you want to do and why you want to do it, you cannot succeed in any but the most superficial sense of the word.”
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E S W. Bennis, On Becoming a Leader, 4th ed. (Philadelphia: Basic Books, 2009),
40. 6. Kraemer, From Values to Action, 26. 7. D. Balter, “The Humility Imperative: CEOs, Keep Your Arrogance in Check,”
Inc., June 23, 2011, http://inc.com/articles/201106/the-humility-imperative -ceos-keep-your-arrogance-in-check.html. Balter became so motivated by his own transformational experience that he instigated a movement called “The Humility Imperative”; see his Web site (www.humilityimperative.com) devoted to spreading the message about the importance of humility in leaders.
8. Balter, “Humility Imperative.” 9. For more on the importance of humility in organizational success, see J.
Collins, Good to Great: Why Some Companies Make the Leap . . . and Others Don’t (New York: Harper Audio, 2005), 17–40. See also Kraemer, From Values to Action, 59–76. Another interesting perspective is F. Kofman, Conscious Business: How to Build Value Through Values (Boulder, CO: Sounds True, 2006).
10. We write more about the importance of courage in A Leader’s Legacy (San Francisco: Jossey-Bass, 2006).
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People often ask us how we’ve managed to work together for such a long time, and one important reason is that we both recognize that you can’t do anything great all by yourself! With this in mind, we pay tribute to all those who have helped us over these many years to make this book possible (from the first edition onward).
We gratefully acknowledge the millions of people around the world who have read our books and used our materials. We hear from individuals nearly every week about how they are applying these ideas—not just in their workplaces but in their homes and with their families, communities, and congregations. You give us reason, and encouragement, to continue to do our part in liberating the leader within each and every person, and making extraordinary things possible.
We thank our collaborators in the research—those who partici- pated in our classes, workshops, and seminars; who completed our
Acknowledgments
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T S surveys; and who were gracious in sharing their case studies with us.
You are the heart and soul of this book. Your stories and examples bring the numbers and qualities to life. We learned years ago that experience is the best teacher of leadership; your histories reinforce this axiom.
We also give a “shout-out” to all those who made previous edi- tions of this book possible through their generous help, able assis- tance, and gracious support: Julianne Balmain, Myra Cake, Brian and Anne Carroll, Paul Cohen, Cedric Crocker, Kathy Dalle-Molle, Ray Dallin, Marcella Friel, Bill Hicks, Jerry Hunt, Jan Hunter, JoAnn Johnson, Peter Jordan, Steve Katten, Sarah Kidd, Andre and Barbara Morkel, Trish O’Hare, Lynne Parode, Tom Peters, Debra Scates, Natalie Sibert, Laura Simonds, Tracey Taylor, Janice Van Collie, Francessa Webb, Terri Armstrong Welch, and Barbara Wheeler.
Hats off to the terrific team at Jossey-Bass/Pfeiffer/Wiley. You have all been first-rate in your support and encouragement—prod- ding, nudging, and challenging us to think deeply and address a broad set of issues, circumstances, and audiences. This edition has benefited, in particular, from the overall craftsmanship and gentle guidance of Byron Schneider, senior development editor, and Karen Murphy, senior editor. We especially want to thank our developmen- tal editor, Leslie Stephen, who brought clarity and focus to our writing, challenged our thinking, and willingly broke ties when we got ourselves bogged down. Others at Jossey-Bass/Wiley who helped us bring this book into and through production and onto book- shelves who deserve special recognition include Mary Garrett, senior production editor; Michele D. Jones, copyeditor; John Maas, senior editorial assistant; Carolyn Carlstroem, associate marketing director; and Amy Packard, publicity manager. Special notes of thanks for their continuing support, encouragement, sense of humor,
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and leadership go out to Lisa Shannon, associate publisher, and Marisa Kelly, associate editor.
We dedicated this twenty-fifth anniversary edition to our spouses, Tae Moon Kouzes and Jackie Schmidt-Posner, and we add a final note of appreciation for their ongoing patience, understand- ing, wise counsel, and love. Many thanks for sticking with us through this project and so many other adventures (and those still to come!).
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Jim Kouzes and Barry Posner have been working together for more than thirty years, studying leaders, researching leadership, conduct- ing leadership development seminars, and serving as leaders them- selves in various capacities. They are coauthors of the award-winning, best-selling book The Leadership Challenge. Since its first edition in 1987, The Leadership Challenge has sold more than two million copies worldwide and is available in more than twenty-two lan- guages. It has won numerous awards, including the Critics’ Choice Award from the nation’s book review editors and the James A. Ham- ilton Hospital Administrators’ Book of the Year Award, and was selected as one of the top ten books on leadership in Covert and Sattersten’s The 100 Best Business Books of All Time.
Jim and Barry have coauthored more than a dozen other award- winning leadership books, including Credibility: How Leaders Gain and Lose It, Why People Demand It; The Truth About Leadership: The
About the Authors
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R S No-Fads, Heart-of-the-Matter Facts You Need to Know; A Leader’s
Legacy; Encouraging the Heart: A Leader’s Guide to Rewarding and Recognizing Others; The Student Leadership Challenge; and The Aca- demic Administrator’s Guide to Exemplary Leadership. They also devel- oped the highly acclaimed Leadership Practices Inventory (LPI), a 360-degree questionnaire for assessing leadership behavior, which is one of the most widely used leadership assessment instruments in the world, along with The Student LPI. More than five hundred doctoral dissertations and academic papers have been based on their The Five Practices of Exemplary Leadership model.
Among the honors and awards that Jim and Barry have received is the American Society for Training and Development’s highest award for their Distinguished Contribution to Workplace Learning and Performance. They have been named Management/Leadership Educators of the Year by the International Management Council; ranked by Leadership Excellence magazine in the top twenty on its list of the Top 100 Thought Leaders; named among the 50 Top Coaches in the nation (according to Coaching for Leadership); and listed among HR Magazine’s Most Influential International Thinkers.
Jim and Barry are frequent keynote speakers, and each has con- ducted leadership development programs for hundreds of organiza- tions, including Alberta Health Services, Apple, Applied Materials, ARCO, AT&T, Australia Institute of Management, Australia Post, Bank of America, Bose, Charles Schwab, Chevron, Cisco Systems, Clorox, Community Leadership Association, Conference Board of Canada, Consumers Energy, Deloitte Touche, Dorothy Wylie Nursing and Health Leaders Institute, Dow Chemical, Egon Zehnder International, Federal Express, Genentech, Google, Gymboree, HP, IBM, Jobs DR-Singapore, Johnson & Johnson, Kaiser Foundation Health Plans and Hospitals, Intel, Itau Unibanco, L. L. Bean, Law- rence Livermore National Labs, Lucile Packard Children’s Hospital, Merck, Motorola, NetApp, Northrop Grumman, Novartis, Oakwood
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Temporary Housing, Oracle, Petronas, Roche Bioscience, Siemens, 3M, Toyota, United Way, USAA, Verizon, VISA, the Walt Disney Company, and Westpac. They have lectured at over sixty college and university campuses.
Jim Kouzes is the Dean’s Executive Fellow of Leadership, Leavey School of Business at Santa Clara University, and lectures on leader- ship around the world to corporations, governments, and nonprofits. He is a highly regarded leadership scholar and an experienced execu- tive; the Wall Street Journal cited him as one of the twelve best executive educators in the United States. In 2010, Jim received the Thought Leadership Award from the Instructional Systems Association, the most prestigious award given by the trade associa- tion of training and development industry providers. He was listed as one of HR Magazine’s Most Influential International Thinkers for 2010 and 2011, named one of the 2010 and 2011 Top 100 Thought Leaders in Trustworthy Business Behavior by Trust Across America, and ranked by Leadership Excellence magazine as number sixteen on its list of the Top 100 Thought Leaders. In 2006, Jim was pre- sented with the Golden Gavel, the highest honor awarded by Toast- masters International. Jim served as president, CEO, and chairman of the Tom Peters Company from 1988 through 1999, and prior to that led the Executive Development Center at Santa Clara University (1981–1987). Jim founded the Joint Center for Human Services Development at San Jose State University (1972–1980) and was on the staff of the School of Social Work, University of Texas. His career in training and development began in 1969 when he con- ducted seminars for Community Action Agency staff and volunteers in the war on poverty. Following graduation from Michigan State University (BA degree with honors in political science), he served as a Peace Corps volunteer (1967–1969). Jim can be reached at jim@ kouzes.com.
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R S Barry Posner is Accolti Professor of Leadership at the Leavey School
of Business, Santa Clara University, where he served as dean of the school for twelve years (1997–2009). He has been a distinguished visiting professor at Hong Kong University of Science and Technol- ogy, Sabanci University (Istanbul), and the University of Western Australia. At Santa Clara he has received the President’s Distin- guished Faculty Award, the School’s Extraordinary Faculty Award, and several other teaching and academic honors. An internationally renowned scholar and educator, Barry is author or coauthor of more than a hundred research and practitioner-focused articles. He cur- rently serves on the editorial review boards for Leadership and Organizational Development and the International Journal of Servant-Leadership. In 2011, he received the Outstanding Scholar Award for Career Achievement from the Journal of Management Inquiry.
Barry received his BA with honors in political science from the University of California, Santa Barbara; his MA in public adminis- tration from The Ohio State University; and his PhD in organiza- tional behavior and administrative theory from the University of Massachusetts, Amherst. Having consulted with a wide variety of public and private sector organizations around the globe, Barry also works at a strategic level with a number of community-based and professional organizations, currently sitting on the board of directors of EMQ FamiliesFirst. He has served previously on the boards of the American Institute of Architects (AIA), Big Brothers/ Big Sisters of Santa Clara County, Center for Excellence in Non- profits, Junior Achievement of Silicon Valley and Monterey Bay, Public Allies, San Jose Repertory Theater, Sigma Phi Epsilon Frater- nity, and both publicly traded and start-up companies. Barry can be reached at [email protected].
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Index
A Aboitiz, Ana, 252–254 Accountability, fostering, 252–255,
367n9 Achor, Shawn, 311 Actions: aligned with shared values,
17, 95–97; breaking problems down into small, 195–197; to build trust, 22–23, 222–228; to celebrate values and victories, 326–328; to clarify values, 68–69; of credible leaders, 39–40, 74; to enlist others, 152–153; to envision the future, 125–126; to experiment and take risks, 209–211; to foster collaboration, 238–240; importance of leader’s, 25–26; influence on workplace engagement and commitment, 25–26, 348n9; making others feel powerless/powerful, 244–247; to recognize contributions, 297–299; to search for opportunities, 182–183; to set
example, 95–97; to strengthen others, 268–269; values as guide for, 48–51
Affirming shared values, 57–68; by clarifying common values, 57–60; necessity of, 17; through consensus on values, 60–64; through dialogue about values, 64–68
Aggarwal, Gautam, 109 Alice’s Adventures in Wonderland
(Carroll), 280 Allen, Tom, 175 Amabile, Teresa, 198 Animating vision, 139–151; capability
for, 139–141; communication for, 145–146, 150–151; expressing emotions for, 147–150; images of future for, 143–145; language for, 141–143
Anwar, Alex, 43–44 Appealing to common ideals,
130–139; by aligning dreams, 136–139; by connecting to what’s meaningful, 131–134; with pride
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X in uniqueness, 134–136, 356nn5– 6; vision and, 130–131
Appreciation, showing: with community spirit, 24; to make people feel powerful, 246; recognizing contributions by, 23–24, 298–299; by saying thank you, 287–288, 294–297; through personal involvement, 287–291, 316, 317, 319
Aruba Networks, 249 Ashkenzai, Ari, 145–146 Associating ability, 178 Astafev, Alexey, 286–287 Attention: passion and, 113; values
indicated by use of, 76–78 Attitudes: of adventure toward every
job, 179–182; impact of leadership philosophy clarity on, 47–48; impact of shared values on, 60; personal values and, 55–57; of psychological hardiness, 194–195, 360n3
Axelrod, Robert, 232–233
B Bagheri, Samieh, 224–225 Balter, Dave, 340–341, 374n7 Barkhuff, Stephen, 314 Barsi, Joe, 157–158 Behavior. See Actions Bennett, Don, 189–190, 192 Bennhold, Florian, 234 Bennis, Warren, 373n5 Berns, Gregory, 173 Bhope, Sushma, 21 Binger, Jane, 292 Birgbauer, Peter, 319 Blanton, Buddy, 116–117 Blum, Arlene, 170–171
Boyer, David, 151 Brocato, Justin, 322–323, 324, 326 Brunello, Mark, 77–78 Burchell, Michael, 133, 258, 356n6
C Campbell, David, 307 Capozzi, Marie, 173 Care, showing, 318–321 Carmody, Cora, 215–218 Carroll, Lewis, 280 Castagna, Heidi, 174 Celebrating values and victories,
301–328; actions for, 326–328; by creating spirit of community, 305–315; example of impact of, 302–304; by getting involved, 315–326
Celebrations: to capitalize on human need to connect, 305–307; importance of, 305–307; public, 307–309; scheduling, 12–13, 323–326; of successes and contributions of others, 23–24; as universal, 301–302
Challenge: change linked to, 19–20, 159–161; as element of psychological hardiness, 194, 195; employees’ preference for leaders who seek, 168; motivation to deal with, 169–172, 359n8; preparing employees for, 168–169; relationship between skill, performance, and, 256–257
Challenging the process (practice 3), 19–21, 29, 156. See also Experimenting and taking risks; Searching for opportunities
Chan, Joanne, 106–107 Chan, Maurice, 285–286
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Change: challenge linked to, 19–20, 159–161; made through small wins, 195–199; through encouraging initiative in others, 166–169; vision in times of rapid, 122–124; as work of leaders, 1–2, 158–159, 209
Characteristics of Admired Leaders survey, 33–35, 36–38
Chen, Lina, 134–135 Chitnis, Abhijit, 89–90, 265 Choices: linked to values, 49–50;
strengthening others by providing, 247–249
Christensen, Clayton, 178 Chu, Wilson, 237 Clapham, Ward, 185–187 Clarifying values, 43–69; actions for,
68–69; by affirming shared values, 57–68; example of, 43–44; by finding your voice, 45–57; necessity of, 16–17
Clark, Sonia, 292 Coaching: to develop competence
and confidence, 257–258, 264–267; to learn leadership, 204–205, 335; respect evident in, 224–225
Collaboration: accountability with, 254, 367n9; defined, 347n4; fostering, 21–22, 215–240; need for, 219
Commitment: as element of psychological hardiness, 194–195; impact of shared values on, 60; influence of leader’s actions on, 25–26, 348n9; personal values and, 55–57; shared vision worthy of, 18–19, 120–122. See also Ten Commitments of Exemplary Leadership
Communication: to animate vision, 139–151; improved by facilitating relationships, 228–230; of leader’s values, 43–44; promoting external and internal, 175–177; through leader’s actions, 316. See also Storytelling
Community building, 305–315; human need for connection and, 305–307; by investing in fun, 313–315; by providing social support, 309–312; by publicly celebrating accomplishments, 307–309
Compeán, Lorena, 22 Competence: as characteristic of
admired leaders, 34, 35; demonstrated by sharing knowledge and information, 226–228; developing, 255–267; structuring work to build, 261
Confidence: developing, 255–267; impact on performance, 262–264, 367nn15–16
Conley, Chip, 313–314 Constituents: attitudes of, 47–48, 60;
common values of, 120, 354n18, 355nn19–20; expectations of leaders, 33–36; friendships with leaders, 287–291, 370n15
Control: as element of psychological hardiness, 194, 195; feeling of being in, 246, 250, 254; giving up, 222, 243, 266, 279
Cooperation. See Collaboration Corporate Celebration (Deal and Key),
324, 325 Credibility: actions of leaders with,
39–40, 74; as foundation of leadership, 37–39, 349n18; source, 36–37, 349n16
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X Critical incidents, 88–91 Csikszentmihalyi, Mihaly, 256, 257
D DaVita, 79–80 Day, Guy, 273–275 Deal, Terence, 324, 325 Decision making: giving employees
power in, 242, 250–252; by groups of friends vs. acquaintances, 289; intuitive, 105–106, 352n3; as latent vs. acquirable skill, 263; sharing information about, 260
Deloitte, 289–290, 370n17 Denning, Steve, 91 Developing competence and
confidence, 255–267; by fostering self-confidence, 262–264; need for, 255–258; by organizing work, 261–262; by sharing information., 259–261; through coaching, 264–267; training for, 258–259
DeVry, 302–304 di Bari, Paul, 50–51 Diemer, Ryan, 20 Dirking, Jennifer, 23–24 Disney, Walt, 206 Drucker, Peter, 266 Duckworth, Angela, 207 DuPont, 198 Durrani, Yamin, 31–32 Dweck, Carol, 202–203 DWYSYWD (Do What You Say You
Will Do), 40, 74 Dye, Renee, 173 Dyer, Jeffrey, 178
E Edelman, Richard, 9 Eichinger, Bob, 202
Einstein, Albert, 112, 353n9 Emotions: expressing, 129, 147–150;
positive, 146; recognition to replenish, 275, 287
Employees. See Constituents Enabling others to act (practice 4),
21–23, 29, 214. See also Fostering collaboration; Strengthening others
Encouraging the heart (practice 5), 23–24, 29, 272. See also Celebrating values and victories; Recognizing contributions
Engagement: impact of leadership philosophy clarity on, 47–48; influence of leader’s actions on, 25–26, 348n9; personal values and, 55–57; when work matters, 133
Enlisting others, 127–153; actions for, 152–153; by animating vision, 139–151; by appealing to common ideals, 130–139; example of impact of, 127–129
Enthusiasm, 141, 147, 315 Envisioning the future, 101–126;
actions for, 125–126; by finding common purpose, 116–124; by imagining possibilities, 104–115; importance of, 101–103
Ericsson, K. Anders, 335–336 Expectations: constituents’, of leaders,
33–36; living up to, 276–279, 368n1, 369n5
Expecting the best, 276–285; by clarifying goals and rules, 280–281; by giving regular feedback, 282–285; impact of, 276–277, 368nn1–2; by showing that you believe, 277–279
Experimenting and taking risks, 185–211; actions for, 209–211; example of results of, 185–187; by generating small wins, 189–199; by
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learning from experience, 199–209; necessity of, 20, 188
F Facilitating relationships, 228–238; by
developing common goals, 230–232; example of impact of, 228–230; with face-to-face interactions, 236–238; with joint projects, 234–236; with reciprocity, 232–234
Failure, learning from, 20–21, 199–201, 202, 360n12
Fakharzadeh, Masood, 223 Family: role models in, 330–331; time
out of office tending to, 11 Feedback: on creating shared vision,
116–117; impact on motivation, 282; as necessary for learning, 283–284; seeking, 84–87; self-reflection as, 351n12; tips for receiving, 86; tips on giving, 284–285
Fernandez, Ed, 138–139 Finding common purpose, 116–124;
in cause worthy of commitment, 120–122; importance of, 116–117; by listening to others, 117–119; in times of rapid change, 122–124
Finding your voice, 45–57; by clarifying values, 55–57; by clarifying your leadership philosophy, 45–48; by letting values guide your actions, 48–51; by stating values in your own words, 51–54
Five Practices of Exemplary Leadership: challenging the process, 19–21, 29, 156; and constituents’ expectations of leaders, 35–36;
enabling others to act, 21–23, 29, 214; encouraging the heart, 23–24, 29, 272; history of, 3, 15–16; impact of engaging in, 25–28; inspiring shared vision, 17–19, 29, 100; listed, 29; modeling the way, 16–17, 29, 42. See also Leadership Practices Inventory (LPI)
Flow experiences, 256–257, 281 Followers. See Constituents Foo, Ian, 295 Forward-looking approach, 34, 35. See
also Envisioning the future Fostering collaboration, 21–22,
215–240; actions for, 238–240; by creating climate of trust, 219–228; by facilitating relationships, 228–238; with small discussion groups, 215–218
Fradenburg, Joshua, 47, 82–83 Fredrickson, Barbara, 146 Friendships: impact on decision
making, 289; between leaders and constituents, 287–291, 370n15; nonjudgmental listening and compassion in, 225–226; of social networking site users, 305
Fun, 313–315, 317–318 Future: creating images of, 143–145,
357n15; envisioning, 101–126; leaders’ focus on, 104–105, 112–113; prospecting, 110–113, 353nn9–10; reflecting on past and, 106–108, 353n6
G Gad, Sachin, 280 Garvanian, Kelli, 204–205 Geary, James, 142 Gest, Darren, 289–290 Gilbert, Daniel, 104
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X Goals: clarifying, 281; common, 230–232, 365nn17–18; impact on motivation, 282. See also Purpose
Golden Rule of Leadership, 78 Great Places to Work Institute, 356n4 Gregersen, Hal, 178 Grit: defined, 207; developing,
208–209; showing, 207–208
H Hall, Doug, 356n5 Hall, Hilary, 58–59 Halpren, Belle Linda, 147 Halvorson, Dave, 16 Hamburger, Daniel, 302 Hamel, Gary, 351n6, 353n7 Harbin, Casey, 351n12 Harvey, Kyle, 123–124 Hassin, Mark, 23 Haun, Tim, 247–248 Hayashi, Alden M., 352n3 Herrin, Jessica, 23 Hesselbein, Frances, 266 Honesty, 34, 35 Howe, Amy, 173 Hughson, Bill, 304 Huguenard, Yukari, 332 Hull, Karen Slakey, 192–194 Humility, 339–342, 374n7
I Ideals. See Appealing to common
ideals Ideas: communication as source of,
175–177; gathering, 181–182; looking for good, 177–179; sources of, 172–175
Illinois Bell Telephone, 360n3 Imagination, 112, 353n9
Imagining possibilities, 104–115; as ability of leaders, 104–106; by feeling passion, 113–115; by paying attention to present, 108–110, 353n7; by prospecting the future, 110–113, 353nn9–10; by reflecting on past, 106–108, 353n6
Incentives. See Rewards Information, sharing, 226–228,
259–261 Initiative, 159–172; by being
proactive, 162–166; challenge- change link and, 159–161; by challenging with purpose, 169–172; encouraging others to take, 166–169
Innovation: associating as skill for, 178; driven by constituents, 166–167, 179; mistakes as part of process of, 188, 200, 201; showing appreciation as increasing, 295; sources of ideas for, 172–175, 177, 181; trust as promoting, 220
Inspiration, 34, 35 Inspiring shared vision (practice 2),
17–19, 29, 100. See also Enlisting others; Envisioning the future
Interactions, face-to-face vs. virtual, 236–238
J Jacobs, Joe, 215 Job structure: to build competence and
ownership, 261–262; for joint efforts, 234–236; to offer latitude, 250–252
Joon Chin Fum-Ko, 14 Jordan, Michael, 200–201 Jukl, Alex, 191
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K Kane, Phillip, 92–93 Kanter, Rosabeth Moss, 160 Kaplan, Marc, 289 Kark, Ronit, 75 Katz, Ralph, 175 Key, M. K., 324, 325 Kim, David, 16 King, Martin Luther Jr., “I Have a
Dream” speech, 136–138, 139–140, 356nn8–9
Klotzbach, Darrell, 111, 226–227 Knowledge, sharing, 226–228 Kohenak, Marcie, 12 Kouzes-Posner First Law of Leadership,
38 Kouzes-Posner Second Law of
Leadership, 40 Kozlovsky, Patti, 278–279 Kraemer, Harry Jr., 337–338, 339 Kramer, Steven, 198 Krishnamurthy, Vittal, 18 Kwan, Alice, 290
L Lafley, A. G., 202 Lai, Olivia, 296–297 Language: animating vision with
symbolic, 141–143; values reflected in, 79–81, 351n6
Law, Charles, 65–66 Leaders: characteristics of admired,
33–35, 36–38; constituents’ expectations of, 33–36; defined, 35, 349n15; friendships with constituents, 287–291, 370n15; talents of others brought out by, 333–334
Leadership: books on, 356n7; case studies of exemplary, 347n1,
348n10; credibility as foundation of, 37–39, 349n18; as learnable, 203, 334–336; as relationship, 30–32; as responsibility of everyone in organization, 14, 16, 329, 331; role models for, 330–331, 373n1. See also Five Practices of Exemplary Leadership
Leadership development, 329–345; everyday opportunities for, 342–344; by observing leader role models, 330–331, 373n1; as possible at all organization levels, 330, 332–334; as self-development, 7; “staying in love” necessary for, 344–345; through humility, 339–342, 374n7; through practice, 334–336; through self-reflection, 337–339, 373n5
Leadership philosophy: impact of clarity of, 47–48; importance of knowing your, 45–47
Leadership practices. See Five Practices of Exemplary Leadership
Leadership Practices Inventory (LPI), 4, 25, 85, 351n11
Learning: active engagement in, 201–202; feedback as necessary for, 283–284; leaders’ passion for, 334–336; mindset for, 202–203
Learning agility, 202 Learning from experience, 199–209;
by being active learner, 201–203; by creating climate for learning, 203–205; of failures, 20–21, 199–201, 202, 361n12; by strengthening resilience, 206–209, 363n30
Lee, Seang Wee, 84 Levine, Andrew, 52–54 Limaye, Raj, 262
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X Listening: to build trust, 224, 225; to find common purpose, 117–119; when receiving feedback, 86
Littlejohn, R. E., 206–207 Living shared values, 75–87; by asking
questions, 81–84; importance of, 75–76; language for, 79–81, 351n6; by seeking feedback, 84–87; by use of time and attention, 76–78
Ljujic, Sinisa, 224–225 Lombardo, Mike, 202 Long, Erika, 64–65, 259, 260 LoSavio, Emily, 150–151 Lubar, Kathy, 147 Lui, Jade, 66–67, 101–103, 273–275
M MacIntyre, Janet (McTavish), 141–142 Majeti, Jiangwan, 17 Marsh, Tyson, 231–232 Matinpour, Bobby, 31–32 Matouk, Nicole, 61–63 McCullough, David, 250–251 McGaugh, James, 147, 148 Mehta, Meghana, 287–288 Mendicino, Lori, 303 Merchant, Nilofer, 260 Mindset, growth vs. fixed, 202–203 Mintzberg, Henry, 121 Mistakes, learning from, 20–21,
199–201, 202, 361n12 Modeling the way (practice 1), 16–17,
29, 42. See also Clarifying values; Setting example; Teaching modeling of values
Mohan, Arvind, 161–162 Money: as reward, 285–286, 291–292,
293, 355n20; work as source of, 120, 171–172
Mork, Casey, 46–47, 241–243 Moses, Vivien, 78 Motivation: to deal with challenge,
169–172, 359n8; extrinsic vs. intrinsic, 114; impact of goals and feedback on, 282
Mundra, Varun, 165–166 Munger, Charlie, 353n6
N National Baseball Hall of Fame, 311 Nelson, Bob, 287 Nguyen, Tiffany, 195–196 Nikiforov, Sergey, 343 Nuñez, Cristian, 228–230
O O’Donnell, Larry, 180–181 Oldenburg, Pat, 162–164 1001 Ways to Reward Employees
(Nelson), 287 Organizations: clarity of values of,
55–56; values reinforced by systems and processes of, 93–95
Outsight, 172–182; defined, 172; exercising, 172–182; looking for good ideas as, 177–179; looking outside your experience as, 172–175; promoting communication as, 175–177; treating job as adventure as, 179–182
Özkara, Harun, 283
P Pacas, Jan, 308–309 Padiyar, Sudeep, 176–177
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Passion: celebrations to generate, 305, 314–315; communicating with, 138, 140–141, 151; importance in enlisting others, 127–129, 131; need to feel, 113–115
Patel, Neera, 266–267 Pearson, Rob, 19–20 Pellegrino, Cheryl, 11 Performance: appreciative comments
to maximize, 295, 371n26; meeting expectations, 276–279, 368n1, 369n5; money as reward for, 285–286, 291–292, 293, 355n20; relationship between skill, challenge, and, 256–257; self-confidence’s impact on, 262–264, 367nn15–16
Personal involvement, 315–326; impact of, 315–318; by showing you care, 318–321; through celebrations, 323–326; through storytelling, 321–323
Personalizing recognition, 285–297; with creative incentives, 291–294; by getting close to people, 287–291; one-size-fits-all incentives vs., 285–287; by saying thank you, 294–297
Peters, Tom, 360n1 Powell, Colin, 335 Power: actions making others feel
powerless/powerful, 244–247; to make decisions, 242, 250–252; paradox of, 244; sharing, to strengthen others, 242
Prajapat, Rajan, 18–19 Pride: avoiding excessive, 339–342,
374n7; in uniqueness, 134–136, 356nn5–6
Prisoner’s Dilemma study, 232–233
Proactivity, 162–166 Problems, broken down into small
actions, 195–197 Procter & Gamble (P&G), 177 Progress, through small wins,
197–199 Psychological hardiness, 194–195,
360n3 Purpose: challenging with, 169–172;
finding common, 116–124; importance of common, 230–232, 365nn17–18. See also Goals
Putnam, Robert, 234 Pygmalion effect, 276
Q Questions: coaching by asking,
266–267; to prompt reflection on values, 81–84; when receiving feedback, 86
R RCMP leadership approach
(Richmond, B.C.), 185–187 Reciprocity, 232–234 Recognizing contributions, 273–299;
actions for, 297–299; example of impact of, 273–275; by expecting the best, 276–285; goals as context for, 281; by personalizing recognition, 285–297
Reflection: leadership development through, 337–339, 373n5; learning agility and, 202; on past, 106–108, 353n6; as source of feedback, 351n12
Relationships: close, between leaders and constituents, 287–291, 370n15; facilitating, 228–238;
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X leadership as, 30–32; listening and compassion in, 224–226; supportive, 309–312
Research methodology: demographic questions, 25, 348n7; further information on, 6, 347n2; Leadership Practices Inventory (LPI), 4, 25, 85, 351n11; statements about leaders and workplaces, 25, 348n8
Resilience: defined, 207; examples of, 206–207; strengthening, 208–209, 363n30
Responsibility: accountability and, 252–254; for leadership in organization, 14, 16, 329, 331; level of trust and, 266, 368n23; sharing, for vision, 116–117
Rewards: appreciative comments as, 295, 371n26; creative, to personalize recognition, 291–294; intrinsic, 293; money as, 285–286, 291–292, 293, 355n20; for team efforts, 234–236
Rhoades, Ann, 348n9 Richarz, Kurt, 306, 319–320 Rickerson, Wilson, 234 Risk taking. See Experimenting and
taking risks Robin, Jennifer, 133, 258, 356n6 Rodriguez, Bob, 353n6 Rodriguez, Javier, 80 Rokeach, Milton, 48 Role models, for leadership,
330–331, 373n1. See also Setting example
Ronzi, Pierfrancesco, 20–21 Roy, Rupessh, 19 Rupnow, Derek, 22–23 Rzepa, Andrew, 114–115
S Sarno, Salvatore, 127–128 Searching for opportunities,
157–183; actions for, 182–183; by exercising outsight, 172–182; meeting challenges and, 157–159; by seizing initiative, 159–172
Sedlock, Julie, 56–57 Self-confidence: developing, 255–267;
fostering, 262–264; impact on performance, 262–264, 367nn15–16
Self-determination, enhancing, 244–255; and actions making others feel powerless/powerful, 244–247; by fostering accountability, 252–255, 367n9; by providing choices, 247–249; by structuring jobs to offer latitude, 250–252
Seligman, Martin, 208 Setting example, 71–97; actions for,
95–97; example of impact of, 71–74; by living shared values, 75–87; by modeling teaching of values, 87–95
Shared values: affirming, 57–68; aligning actions with, 17, 95–97; impact on commitment and attitude, 60; importance of, 57–60; living, 75–87
Shared vision: finding, 116–124; inspiring, 17–19, 29, 100
Sharing information: to create climate of trust, 226–228; to develop competence and confidence, 259–261
Sharma, Pranav, 52–54 Sherif, Carolyn, 365n17
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Sherif, Muzafer, 365n17 Shevelyov, Sonja, 120–121 Shosholoza, 127–129, 355n1 Siegel, Barby, 9–13 Simons, Tony, 76 Skarke, Steve, 71–74 Small wins, 189–199; from breaking
down big problems, 195–197; to build psychological hardiness, 192–195; defined, 190; impact of focusing on, 189–192; origin of concept of, 360n1; progress through, 197–199
Social networking sites, 305 Social support, 309–312 Soundaranathan, Rakesh, 257–258 Source credibility, 36–37, 349n16 Spiegelman, Alan, 16–17 Stanford, John H., 344–345 Storytelling: symbolic language for,
141–143; to teach modeling of values, 91–93; as way of getting personally involved, 321–323, 373n22
Stout, James, 277 Strengthening others, 241–269;
actions for, 268–269; by developing competence and confidence, 255–267; by enhancing self-determination, 244–255; example of, 241–243
Stress: decreased by shared values, 60, 61; psychological hardiness toward, 194–195, 360n3; resilience when under, 146, 206–209; social support’s benefit when handling, 306, 311
Success: bred by failure, 200–201, 202, 360n12; obtained through small wins, 189–199; relationships
as key to, 32; staying in love as secret to, 344–345
Sullivan, Nancy, 131–133 Sullivan and Cromwell, 294–295
T Tam, Wayne, 314 Taute, Beth, 316–318 Teaching modeling of values, 87–95;
by confronting critical incidents, 88–91; importance of, 87–88; with organizational systems, 93–95; by telling stories, 91–93
Ten Commitments of Exemplary Leadership, 28, 29. See also specific commitments
Thank you: as personalized recognition, 287–288, 294–297; when receiving feedback, 86
Thiry, Kent, 80 Tierney, Paul, 225 Time, values indicated by use of,
76–78 Training: coaching paired with,
264–265; to develop competence and confidence, 258–259; as long-term investment, 168
Trust: impact in workplace, 219–222; responsibility and, 266, 368n23; virtual, 237–238
Trust building, 219–228; by being first to trust, 222–223; by focusing on needs of others, 22–23; by investing in trust, 219–222; by sharing knowledge and information, 226–228; by showing concern for others, 223–226
Trustmark Companies, 63
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V Vacation policy, 249 Vaillant, George, 311 Values: common, of workers, 120,
354n18, 355nn19–20; communicated by leader, 43–44; defined, 48; as guide for actions, 48–51; how time spent as indicator of, 76–78; language as reflecting, 79–81, 351n6; means and ends classification of, 48; organizational systems to reinforce, 93–95; personal, and commitment, 55–57; questions for reflecting on, 81–84; stated in your own words, 51–54; teaching modeling of, 87–95. See also Celebrating values and victories; Clarifying values; Shared values
Vesterman, Jim, 235–236 Virtuousness, 277, 368n2 Vision: animating, 139–151; and
appealing to ideals, 130–131; as ends value, 48–49; finding shared, 116–124; inspiring shared, 17–19, 29, 100; origin of, 105–106, 352n3
Vitale, Jessica, 12 Voice. See Finding your voice Vy, MT, 308
W Walker, Taryn, 18 Walsh, Alison, 10–11 Walsh, Bill, 353n10 Wang, Caroline, 26 Wang, John, 166–167 Wang, Justina, 197 Web site, leadership challenge, 6,
347n2, 351n11 Weick, Karl, 190 West, James E., 200 Westen, Drew, 321–322 Wiencke, Judith, 319 Williams, Pat, 206–207 Wilson, Donna, 291–292 Winkel, Katherine, 19 Winkler, Heidi, 22 Wiseman, Liz, 246–247 Wong, Bert, 93–95 Wong, Jacqueline, 118–119,
293—294 Workplaces: great, 133, 258–259,
356nn4, 6; impact of trust in, 219–222. See also Job structure
Y Yaffe, Tal, 75 Yang, Geoff, 122
Z Zeno Group, 9–13 Zor, Ferhat, 310
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