Six Page APA Paper Format With A Strong Thesis (Not Including The Title And Reference Pages). The Description Is Below:

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The Leadership Experience

7th Edition

Richard L. Daft Owen Graduate School of Management Vanderbilt University

With the assistance of Patricia G. Lane

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To the spiritual leaders who shaped my growth and development as a leader and as a human being.

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About the author Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr., Professor of Management and Principal Senior Lecturer in the Owen Graduate School of Management at Vanderbilt University. Professor Daft specializes in the study of leadership and organization theory. Dr. Daft is a Fellow of the Academy of Management and has served on the editorial boards of Academy of Management Journal, Administrative Science Quarterly, and Journal of Management Education. He also served as the associate dean at the Owen School, was the associate editor-in-chief of Organization Science, and served for three years as associate editor of Administrative Science Quarterly.

Professor Daft has authored or coauthored 14 books. His latest books include The Executive and the Elephant: A Leader's Guide to Building Inner Excellence (Jossey-Bass, 2010) and Building Management Skills: An Action First Approach (with Dorothy Marcic, Cengage/Southwest, 2014). He is also the author of Organization Theory and Design (Cengage/Southwest, 2016), Management (Cengage/Southwest, 2018), and Fusion Leadership: Unlocking the Subtle Forces That Change People and Organizations (with Robert Lengel, Berrett-Koehler, 2000). He has also authored dozens of scholarly articles, papers, and chapters. His work has been published in Organizational Dynamics, Administrative Science Quarterly, Academy of Management Journal, Academy of Management Review, Strategic Management Journal, Journal of Management, Accounting Organizations and Society, Management Science, MIS Quarterly, California Management Review, Leadership Excellence, Leader to Leader, and Organizational Behavior Teaching Review.

Dr. Daft also is an active teacher and consultant. He has taught leadership, leading change, management, organizational theory, and organizational behavior. He has also produced for-pro�it theatrical productions and helped manage a start-up enterprise. He has been involved in management development and consulting for many companies and government organizations, including the National Academy of Science, Oak Ridge National Laboratory, American Banking Association, AutoZone, Aegis Technology, Bell Canada, Aluminum Bahrain (Alba), Bridgestone, TVA, Cardinal Healthcare, Pratt & Whitney, Allstate Insurance, State Farm Insurance, the United States Air Force, the U.S. Army, Central Parking System, USAA, Bristol-Myers Squibb, Eli Lilly, Vulcan Materials, and the Vanderbilt University Medical Center.

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Preface Many leaders have recently had their assumptions challenged about how organizations succeed. Leaders are struggling to make sense of the shifting environment and to learn how to lead the people in their companies effectively and successfully in the midst of turmoil. The crisis in the housing, mortgage, and �inance industries and resulting recession; volatile oil prices; ethical scandals; political turmoil; and other events have dramatically shifted the organizational and economic landscape. This edition of The Leadership Experience addresses themes and issues that are directly relevant to the current turbulent environment. My vision for the seventh edition is to give students an exciting, applied, and comprehensive view of what leadership is like in today's world. The Leadership Experience integrates recent ideas and applications with established scholarly research in a way that makes the topic of leadership come alive. Organizations are undergoing major changes, and this textbook addresses the qualities and skills leaders need in this rapidly evolving world.

Recent chaotic events, combined with factors such as a growing need for creativity and innovation in organizations, the rise of social media, the growth of e-business and mobile commerce, the use of virtual teams and telecommuting, globalization, the growing problem of cybercrime, and other ongoing transformations place new demands on leaders that go far beyond the topics traditionally taught in courses on management or organizational behavior. My experiences teaching leadership to students and managers, and working with leaders to change their organizations, have af�irmed for me the value of traditional leadership concepts while highlighting the importance of including new ideas and applications.

The Leadership Experience thoroughly covers the history of leadership studies and the traditional theories but goes beyond that to incorporate valuable ideas such as leadership vision, shaping culture and values, leadership courage, and the importance of moral leadership. The book expands the treatment of leadership to capture the excitement of the subject in a way that motivates students and challenges them to develop their leadership potential.

New to the Seventh Edition

A primary focus for revising The Leadership Experience, seventh edition, has been to relate leadership concepts and theories to real events in today's turbulent environment. Each chapter has been revised and updated to bring in current issues and events that leaders are facing.

Topics and application examples that have been added or expanded in the seventh edition include:

developing a global mindset

leading with humility

leadership courage as a skill

the in�luence of emotions on performance

the importance of self-awareness for leadership

entrepreneurial leadership

overcoming bias in the workplace

candid communication

how leaders use social media

leadership coaching

balancing con�lict and cooperation

agile leadership

fostering a thriving workforce

team competencies

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how to confront others during con�lict

diversity of thought

co-creating a vision

building a high-performance culture through values and results

the mental transition required for people to change behavior

using a positive emotional attractor

Some of the new examples of leaders and leadership within organizations that show practical applications of key concepts include:

Pope Francis

Mickey Drexler, J. Crew

Warren Buffett, Berkshire Hathaway

Satya Nadella, Microsoft

Laura Smith, Yola

Nancy Dubec, A&E Networks

Angela Ahrendts, Apple

Coach Ron Rivera, Carolina Panthers

Chade-Meng Tan, Google

Kip Tindell, Container Store

Gen. Stanley McChrystal, U. S. Army

Rich Gee, Rich Gee Group

Dan Price, Gravity Payments

Grant Reid, Mars Inc

Zingerman's

Honda Engine Plant

Seattle Seahawks

Earl's Restaurants

Mattel Toys

Chris Rufer, Morning Star

Golden State Warriors

Vivek Gupta, Zensar Technologies

Inga Beale, Lloyd's of London

Intel

HealthFitness

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Norman Seabrook, Riker's Island

Dick Costolo, Twitter

BNSF Railway

Rui Sousa, Ronnie McKnight,Tom Camp, UPS

Natarajan Chandrasekaran, Tata Consultancy

Marvin Ellison, J. C. Penney

Jon Fairest, Sano�i Canada

The Leadership Experience continues to offer students great opportunities for self-assessment and leadership development. An important aspect of learning to be a leader involves looking inward for greater self-understanding, and the seventh edition provides many opportunities for this type of re�lection. Each chapter includes multiple questionnaires or exercises that enable students to learn about their own leadership beliefs, values, competencies, and skills. These exercises help students gauge their current standing and connect the chapter concepts and examples to ideas for expanding their own leadership abilities. A few of the self-assessment topics involve engagement, networking, ethical maturity, personality traits, leading diverse people, developing a personal vision, spiritual leadership, candor, leadership courage, optimism, and leading with love versus leading with fear. Self-assessments related to basic leadership abilities such as listening skills, emotional intelligence, motivating others, and using power and in�luence are also included. Additional self-assessments are available within MindTap.

Organization

The organization of the book is based on �irst understanding basic ways in which leaders differ from managers, and the ways leaders set direction, seek alignment between organizations and followers, build relationships, and create change. Thus, the organization of this book is in �ive parts:

1. Introduction to Leadership

2. Research Perspectives on Leadership

3. The Personal Side of Leadership

4. The Leader as a Relationship Builder

5. The Leader as Social Architect

The book integrates materials from both micro and macro approaches to leadership, from both academia and the real world, and from traditional ideas and recent thinking.

Distinguishing Features

This book has a number of special features that are designed to make the material accessible and valuable to students.

In the Lead The Leadership Experience is loaded with new examples of leaders in both traditional and contemporary organizations. Each chapter opens with a real-life example that relates to the chapter content, and several additional examples are highlighted within each chapter. These examples are drawn from a wide variety of organizations including education, the military, government agencies, businesses, and nonpro�it organizations.

Consider This! Each chapter contains a Consider This box that is personal, compelling, and inspiring. This box may be a saying from a famous leader, or wisdom from the ages. These Consider This boxes provide novel and interesting material to expand the reader's thinking about the leadership experience.

Leader's Bookshelf In this edition, six of the 15 chapters have new Leader's Bookshelf reviews. A unique feature of The Leadership Experience is that each chapter includes a review of a recent book relevant to the chapter's content. The Leader's Bookshelf connects students to issues and topics being read and discussed in the worlds of academia, business, military, education, and nonpro�it organizations.

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New Leader Action Memo This feature helps students apply the chapter concepts in their own lives and leadership activities and directs them to self-assessments related to various chapter topics.

Leader's Self-Insight These boxes provide self-assessments for learners and an opportunity to experience leadership issues in a personal way. These exercises take the form of questionnaires, scenarios, and activities.

Student Development Each chapter ends with discussion questions and then two activities for student development. The �irst, Leadership at Work, is a practical, skill-building activity that engages the student in applying chapter concepts to real-life leadership. These exercises are designed so students can complete them on their own outside of class or in class as part of a group activity. Instructor tips are given for maximizing in-class learning with the Leadership at Work exercises. Leadership Development: Cases for Analysis, the second end-of-chapter activity, provides two short, problem-oriented cases for analysis. These cases test the student's ability to apply concepts when dealing with real-life leadership issues. The cases challenge the student's cognitive understanding of leadership ideas while the Leadership at Work exercises and the feedback questionnaires assess the student's progress as a leader.

Business Insights: Essentials' intuitive user interface makes it easy for students and instructors to search and �ind in-depth information on businesses, industries, and products. Features and bene�its include the ability to search across multiple data types from a single search box with targeted search options by category. This includes company information, articles, industry data, SWOT Reports, Thomson Reuters Company Financials and Investment Reports, Market Share Reports, and Industry Essays. We have created assignments based on articles that connect directly with the content covered in your text, including assessment questions to test students on their knowledge of the content and emphasizing real-world examples.

MindTap® Management for Daft's The Leadership Experience, 7th Edition, is the digital learning solution that helps instructors to engage and transform today's students into critical thinkers. Through paths of dynamic assignments and applications that you can personalize, real-time course analytics, and an accessible reader, MindTap helps you turn cookie- cutter into cutting-edge, apathy into engagement, and memorizers into higher-level thinkers.

As an instructor using MindTap, you have at your �ingertips the right content and a unique set of tools curated speci�ically for your course, all in an interface designed to improve work�low and save time when planning lessons and course structure. The control over building and personalizing your course is all yours, so you can focus on the most relevant material while also lowering costs for your students. Stay connected and informed in your course through real-time student tracking that provides the opportunity to adjust the course as needed based on analytics of interactivity in the course.

The MindTap Assignments are fully integrated with the text, providing calculated combinations of lower- and higher-order thinking skills exercises. Students can work together in the experiential exercises to create videos, write papers, deliver presentations, and more. Interactive Self-Assessments engage students by helping them make personal connections to the content presented in each chapter. A �lexible grading system offers grade analytics and grade book export tools to work with any learning management system.

Ancillaries

This edition offers a wide range of instructor ancillaries to fully enable instructors to bring the leadership experience into the classroom. These ancillaries include:

Test Bank

Cengage Learning Testing Powered by Cognero is a �lexible, online system that allows you to author, edit, and manage test bank content from multiple Cengage Learning solutions; create multiple test versions in an instant; and deliver tests from your LMS, your classroom, or wherever you want. The test bank for The Leadership Experience, seventh edition, includes approximately 60 questions per chapter to help you in writing examinations. Types of questions include true/false, multiple choice, completion, short-answer, and essay, with all questions tagged to relevant national competencies. To ensure consistency across our entire package, the content of the test bank has been fully reviewed and updated by the same authors who have crafted our new digital resources.

PowerPoint Lecture Presentations

An asset to any instructor, the PowerPoint lecture presentations include outlines for every chapter, illustrations from the text, and additional examples to provide learning opportunities for students.

Videos

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Videos compiled speci�ically to accompany The Leadership Experience, seventh edition, allow students to engage with the textual material by applying theories and concepts to real-world situations.

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Acknowledgments Textbook writing is a team enterprise. This book has integrated ideas and support from many people whom I want to acknowledge. I want to extend special thanks to my editorial associate, Pat Lane. I could not have undertaken this revision without Pat's help. She skillfully drafted materials for the chapters, found original sources, and did an outstanding job with last- minute changes, the copyedited manuscript, art, and galley proofs. Pat's talent and personal enthusiasm for this text added greatly to its excellence.

Here at Vanderbilt I want to thank my assistant, Linda Roberts, for the tremendous volume and quality of work she accomplished on my behalf that gave me time to write. Eric Johnson, the dean at Owen, and Sal March, associate dean, have maintained a positive scholarly atmosphere and supported me with the time and resources to complete the revision of this book. I also appreciate the intellectual stimulation and support from friends and colleagues at the Owen School—Bruce Barry, Ray Friedman, Jessica Kennedy, Rich Oliver, David Owens, Ty Park, Ranga Ramanujam, Bart Victor, and Tim Vogus.

I want to acknowledge the reviewers who provided feedback. Their ideas helped me improve the book in many areas:

Thomas H. Arcy University of Houston—Central Campus Janey Ayres Purdue University Kristin Backhaus SUNY New Paltz Bill Bommer Georgia State University William Russell Brown Navarro College Jared Caughron University of Oklahoma Meredith Rentz Cook North Central Texas College Glenn K. Cunningham Duquesne University Jeffrey Fisher Embry Riddle Aeronautical University Ron Franzen Saint Luke's Hospital Adrian Guardia Texas A&M University—San Antonio Delia J. Haak John Brown University Nell Hartley Robert Morris College Ann Horn-Jeddy Medaille College Ellen Jordan Mount Olive College Alyson Livingston North Central Texas College Gregory Manora Auburn University–Montgomery Joseph Martelli The University of Findlay Richard T. Martin Washburn University Jalane Meloun Barry University Mark Nagel Normandale Community College Ranjna Patel Bethune Cookman College Chad Peterson Baylor University Gordon Riggles University of Colorado Miriam Rothman University of San Diego Bill Service Samford University Dan Sherman University of Alabama at Huntsville Bret Simmons North Dakota State University Shane Spiller University of Montevallo Shand H. Stringham Duquesne University Ahmad Tootonchi Frostburg State University Mary L. Tucker Ohio University Joseph W. Weiss Bentley University

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Richard L. Daft, Nashville, Tennessee

Donald D. White University of Arkansas Xavier Whitaker Baylor University Jean Wilson The College of William and Mary George A. Wynn University of Tampa

The developers at Cengage Learning also deserve special mention. Senior Product Manager Mike Roche supported the concept for this book and obtained the resources necessary for its completion. Associate Content Developer Jamie Mack provided terri�ic support for the book's writing, reviews, and production.

I also thank Bob Lengel at the University of Texas at San Antonio. Bob's enthusiasm for leadership many years ago stimulated me to begin reading, teaching, and training in the area of leadership development. His enthusiasm also led to our collaboration on the book Fusion Leadership: Unlocking the Subtle Forces That Change People and Organizations. I thank Bob for keeping the leadership dream alive, which in time enabled me to pursue my dream of writing this leadership textbook.

Finally, I want to acknowledge my loving daughters Danielle, Amy, Roxanne, Solange, and Elizabeth. Although everyone is now pursuing their own lives and careers, I appreciate the good feelings and connections with my children and grandchildren. On occasion, we have been able to travel, vacation, watch a play, or just be together—all of which reconnect me to the things that really count.

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Part 1. Introduction to Leadership

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Chapter 1 . What Does It Mean to Be a Leader?

Your Leadership Challenge After reading this chapter, you should be able to:

Understand the full meaning of leadership and see the leadership potential in yourself and others. Recognize and facilitate the six fundamental transformations in today's organizations and leaders. Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it. Recognize the traditional functions of management and the fundamental differences between leadership and management. Appreciate the crucial importance of providing direction, alignment, relationships, personal qualities, and outcomes. Explain how leadership has evolved and how historical approaches apply to the practice of leadership today.

Abraham Lincoln had less leadership experience than any previous president, but when historians rank the “greatest presidents,” Lincoln frequently tops the list. Interest in Lincoln's leadership swelled with the release of Steven Spielberg's historical �ilm Lincoln , which was a huge critical and commercial success, grossing more than $250 million at the box of�ice and garnering 12 Academy Award nominations. “Lincoln's presidency is a big, well-lit classroom for business leaders seeking to build successful, enduring organizations,” said Howard Schultz, CEO of Starbucks. In this era of disconnected and often morally bankrupt leaders, it is no wonder the skills, strengths, and character of Lincoln have struck a chord. Lincoln once provoked an opponent to tears by using his expert communication skills to mimic and ridicule his rival. Soon afterward, the man who would later become the 16th president of the United States felt disappointed and ashamed of his own behavior and sought out his opponent to offer an apology. Lincoln took this as a valuable lesson about channeling his emotions, practicing empathy, and using his abilities to promote good. From then on, Lincoln applied his superb leadership and communication skills to serve the higher interests of the American people rather than his own goals and ego. His ability to control his emotions and stay committed to a vision even under intense hardship, his commitment to go into the �ield and establish connections with soldiers and the general public, and his willingness to listen to different points of view and to share credit for successes and take blame for failures all tap into a deep longing within people for genuine leadership. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/cqth1�htbw3tmygwd076#KEGKCNPM5P0B40YAL557)

Nancy F. Koehn, “Lincoln's School of Management,” The New York Times (January 26, 2013); Catherine L. Moreton, “10 Qualities That Make Abraham Lincoln a Great Leader,” HR and Employment Law White Papers, Business and Legal Resources (June 25, 2008), https://hr.blr.com/whitepapers/Staf�ing-Training/Leadership/10- Qualities-that-Made-Abraham-Lincoln-a-Great-Lea (https://hr.blr.com/whitepapers/Staf�ing-Training/Leadership/10-Qualities-that-Made-Abraham-Lincoln-a-Great-Lea) (accessed March 4, 2013); Hitendra Wadhwa, “Lessons in Leadership: How Lincoln Became America's Greatest President,” Inc.com (February 12, 2012), http://www.inc.com/hitendra-wadhwa/lessons-in-leadership-how-abraham-lincoln-became-americas-greatest-president.html (http://www.inc.com/hitendra- wadhwa/lessons-in-leadership-how-abraham-lincoln-became-americas-greatest-president.html) (accessed March 4, 2013); and Richard Brookhiser, “What Would Lincoln Do” Modern-Day Leaders Could Learn a Lot from Our 16th President (February 14, 2014), http://online.wsj.com/news/articles/SB10001424052702303704304579382882084406374?mod=WSJ_hppMIDDLENexttoWhatsNewsSecond (http://online.wsj.com/news/articles/SB10001424052702303704304579382882084406374?mod=WSJ_hppMIDDLENexttoWhatsNewsSecond) (accessed October 5, 2015). The Howard Schultz quote is from Koehn.

The public trust in leaders may be at an all-time low. Referring to the dire economic situation that followed the ethical and �inancial problems in the mortgage and �inance industries, David Rothkopf wrote in the Washington Post , “This is not just a global economic crisis. It is a global leadership crisis.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/cqth1�htbw3tmygwd076#MAHE8LHB2KV0E56H8664)

David Rothkopf, “Somebody Take Control. (Anybody. Really. Please.): Where Are All the Leaders?” The Washington Post (March 29, 2009), p. B1.

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https://hr.blr.com/whitepapers/Staffing-Training/Leadership/10-Qualities-that-Made-Abraham-Lincoln-a-Great-Lea

http://www.inc.com/hitendra-wadhwa/lessons-in-leadership-how-abraham-lincoln-became-americas-greatest-president.html

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1-1. Why We Need Leadership Many of us think of leadership in a way similar to what U.S. Supreme Court Justice Potter Stewart said about obscenity in reviewing a 1964 pornography case: we may not be able to de�ine it but “we know it when we see it.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#UFEL94FC9CDMRSV8Z171) People can clearly see leadership in Abraham Lincoln, but many are having a hard time seeing it in current political, business, military, and even religious leaders. General David Petraeus, one of the most decorated military leaders of his generation, stepped down as director of the Central Intelligence Agency after the FBI inadvertently discovered he had an extramarital affair with his biographer and began investigating for potential leaks of classi�ied information. The British Broadcasting Corporation (BBC) was tarnished by allegations that managers covered up years of sexual abuse by a well-known reporter. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#DEMJ0WVLSQCEX6K3D009) Senator Chuck Grassley recently probed the �inancial records of six well-known televangelists, including Cre�lo Dollar and Kenneth Copeland, after reports that tax-exempt donations were �inancing lavish lifestyles for the religious leaders, including mansions, Rolls Royce cars, and private jets. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#APQDMZQXY5ZP9VD3Q875) Nearly every month brings a new report of a business leader somewhere lying to, misleading, or cheating employees, customers, or the government. No wonder survey after survey shows that con�idence in leaders is sinking and suspicion and distrust are rising. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#BEWYXAXDUFD1SJ7T8777)

Thanks to Doug Moran, “Great Leadership,” Leadership Excellence (September 2011), p. 18, for this analogy.

John F. Burns and Stephen Castle, “BBC's Leaders Faulted as Lax in Handling Sex Abuse Crisis,” The New York Times (December 19, 2012), http://www.nytimes.com/2012/12/20/world/europe/pollard-report-bbc-jimmy-savile-sexual-abuse-inquiry.html?pagewanted=all&_r=0 (http://www.nytimes.com/2012/12/20/world/europe/pollard-report-bbc-jimmy-savile-sexual-abuse-inquiry.html?pagewanted=all&_r=0) (accessed March 4, 2013).

“Sen. Grassley Probes Televangelists' Finances,” USA TODAY (November 7, 2007), http://usatoday30.usatoday.com/news/washington/2007-11-07-televangelist- probe_N.htm (http://usatoday30.usatoday.com/news/washington/2007-11-07-televangelist-probe_N.htm) (accessed March 4, 2013).

See various surveys and studies reported in Paul Harris, “Leadership Role Models Earn Trust and Pro�its,” T+D 64, no. 3 (2010), pp. 47–50.

Yet there are good leaders working in every organization, large and small. In fact, quality leadership is all around us every day, in all facets of our lives—our families, schools, communities, social clubs, and volunteer organizations, as well as in the world of business, sports, religion, government, and the military. Without good leadership, our institutions and society would fall apart.

Before we can examine what makes an effective leader, we need to know what leadership means. Scholars and other writers have offered hundreds of de�initions of the term leadership , prompting James McGregor Burns to conclude that leadership “is one of the most observed and least understood phenomena on earth.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#QXJSQ1U3B480JSTEQ096) De�ining leadership has been a complex and elusive problem largely because the nature of leadership itself is complex. Some have even suggested that leadership is nothing more than a romantic myth, perhaps based on the false hope that someone will come along and solve our problems by sheer force of will. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#SUTQMWD7RQN8CDA30018)

Gary Cohen, “De�ining Leadership,” Leadership Excellence (August 2009), pp. 16–17; Warren Bennis and Burt Nanus, Leaders: The Strategies for Taking Charge (New York: Harper & Row, 1985), p. 4; and James MacGregor Burns, Leadership (New York: Harper & Row, 1978), p. 2.

J. Meindl, S. Ehrlich, and J. Dukerich, “The Romance of Leadership,” Administrative Science Quarterly 30 (1985), pp. 78–102; and Mitchell C. Bligh, Jeffrey C. Kohles, and Rajnandini Pillai, “Romancing Leadership: Past, Present, Future,” The Leadership Quarterly 22 (2011), pp. 1058–1077.

There is some evidence that people do pin their hopes on leaders in ways that are not always realistic. Think about how some struggling companies recruit well-known, charismatic CEOs and invest tremendous hopes in them, only to �ind that their problems actually get worse. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#TXVFUR0PV6R0DKFY9424) For example, Yahoo hired former Autodesk CEO Carol Bartz in 2009 with high hopes that the star leader could turn the struggling company around, only to ask her to leave a couple of years later as Yahoo's fortunes continued to slide. In mid-2012, Yahoo hired former Google executive Marissa Mayer as the �ifth CEO in �ive years.

Rakesh Khurana, “The Curse of the Superstar CEO,” Harvard Business Review (September 2002), pp. 60–66.

Particularly when times are tough, people often look to a grand, charismatic type of leader to alleviate fear and uncertainty. Think of how Barack Obama sailed to the U.S. presidency in 2008 based largely on his charisma and the ability to make people feel hopeful in a time of uncertainty. In recent years, the romantic or heroic view of leadership has been challenged. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#GCBALTSR8C7GPP04N024) Much progress

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http://usatoday30.usatoday.com/news/washington/2007-11-07-televangelist-probe_N.htm

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has been made in understanding the essential nature of leadership as a real and powerful in�luence in organizations and societies.

Khurana, “The Curse of the Superstar CEO”; Mitch McCrimmon, “The Ideal Leader,” Ivey Business Journal (January–February 2011); Joseph A. Raelin, “The Myth of Charismatic Leaders,” Training and Development (March 2003), p. 46; and Betsy Morris, “The New Rules,” Fortune (July 24, 2006), pp. 70–87.

1-1a. De�ining Leadership

Leadership studies are an evolving discipline, and the concept of leadership will continue to develop. For the purpose of this book, we will focus on a single de�inition that delineates the essential elements of the leadership process: Leadership is an in�luence relationship among leaders and followers who intend real changes and outcomes that re�lect their shared purposes. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#YVSJP1XLFUDQPHH0B710)

Leadership an in�luence relationship among leaders and followers who intend real changes and outcomes that re�lect their shared purposes

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Joseph C. Rost, Leadership for the Twenty-First Century (Westport, CT: Praeger, 1993), p. 102; and Joseph C. Rost and Richard A. Barker, “Leadership Education in Colleges: Toward a 21st Century Paradigm,” The Journal of Leadership Studies 7, no. 1 (2000), pp. 3–12.

Exhibit 1.1 summarizes the key elements in this de�inition. Leadership involves in�luence; it occurs among people; those people intentionally desire signi�icant changes; and the changes re�lect purposes shared by leaders and followers. In�luence means that the relationship among people is not passive; however, also inherent in this de�inition is the concept that in�luence is multidirectional and noncoercive. The basic cultural values in North America make it easiest to think of leadership as something a leader does to a follower. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#PBBKSM47TJ2090XA8106) However, leadership is reciprocal. In most organizations, superiors in�luence subordinates, but subordinates also in�luence superiors. The people involved in the relationship want substantive changes —leadership involves creating change, not maintaining the status quo. In addition, the changes sought are not dictated by leaders but re�lect purposes that leaders and followers share. Moreover, change is toward an outcome that both the leader and the followers want, a desired future or shared purpose that motivates them toward this more preferable outcome. An important aspect of leadership is in�luencing others to come together around a common vision. Thus, leadership involves the in�luence of people to bring about change toward a desirable future.

Peter B. Smith and Mark F. Peterson, Leadership, Organizations, and Culture: An Event Management Model (London: Sage Publications, 1988), p. 14.

Exhibit 1.1. What Leadership Involves

Also, leadership is a people activity and is distinct from administrative paperwork or planning activities. Leadership occurs among people; it is not something done to people. Since leadership involves people, there must be followers . An individual performer who achieves excellence as a scientist, musician, athlete, or woodcarver may be a leader in her �ield of expertise but is not a leader as de�ined in this book unless followers are involved. Followers are an important part of the leadership process, and all leaders are sometimes followers as well. Good leaders know how to follow, and they set an example for others. The issue of intention or will means that people—leader and followers—are actively involved in the pursuit of change. Each person takes personal responsibility to achieve the desired future.

One stereotype is that leaders are somehow different, that they are above others; however, in reality, the qualities needed for effective leadership are the same as those needed to be an effective follower. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#XETY5395NPJVG00D5835) Effective followers think for themselves and carry out assignments with energy and enthusiasm. They are committed to something outside their own self-interest, and they have the courage to stand up for what they believe. Good followers are not “yes people” who blindly follow a leader. Effective leaders and effective followers may sometimes be the same people, playing different roles at different times. At its best, leadership is shared among leaders and followers, with everyone fully engaged and accepting higher levels of responsibility.

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Robert E. Kelley, “In Praise of Followers,” Harvard Business Review (November–December 1988), pp. 142–148.

1-1b. Everyday Leadership

Using this de�inition of leadership makes clear that leadership can come from anyone. When we stop equating leadership with greatness and public visibility, it becomes easier to see our own opportunities for leadership and recognize the leadership of people we interact with every day. Leaders come in all shapes and sizes, and many true leaders are working behind the scenes. Leadership that has big outcomes often starts small.

Wendy Kopp was a senior at Princeton University when she �irst came up with the idea of a sort of “Peace Corps for teachers,” a national organization that would recruit recent college graduates to commit to teach for two years at some of America's toughest public schools. One of her Princeton professors admits he called her “deranged” when she proposed the idea to him. Yet Teach for America, the organization Kopp started, became one of the most respected educational initiatives in the United States. As the organization has grown larger, it has come under attack, but most observers agree it has changed education for the better and it continues to harness the idealism of young college graduates as a force for good. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#GABEQZ4P0YB9TJ4LZ184)

Bill George, “Truly Authentic Leadership” (Special Report: America's Best Leaders), U.S. News & World Report (October 30, 2006), pp. 52–53; Victoria Strauss, “It's Time for Teach for America to Fold: Former TFAer,” (The Answer Sheet blog), The Washington Post (February 28, 2013), http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/28/its-time-for-teach-for-america-to-fold-former-tfaer/ (http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/28/its-time-for-teach-for-america-to-fold-former-tfaer/) (accessed March 5, 2013); and “Is Teach for America Working?” (Room for Debate Opinion Page), The New York Times (August 30, 2012), http://www.nytimes.com/roomfordebate/2012/08/30/is-teach-for-america-working/ (http://www.nytimes.com/roomfordebate/2012/08/30/is-teach- for-america-working/) (accessed March 5, 2013)

Clinical psychologist Barbara Van Dahlen was working primarily with children in the Washington, D.C., area when she became concerned about the effects of the wars in Iraq and Afghanistan on the mental health of U.S. soldiers, veterans, and their families. Van Dahlen founded Give an Hour to provide free services that give help and hope to returning service members. The organization now has a national network of more than 6,100 mental health professionals who volunteer their time. Give an Hour also works with other organizations, such as Bare the Burden, a nonpro�it organization that creates an online community for veterans to heal by connecting with others. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#VAGE2BCASJ964UEA3318)

“Barbara Van Dahlen” segment in “The World's 100 Most In�luential People 2012,” Time http://www.time.com/time/specials/packages/article/0,28804,2111975_2111976,00.html (http://www.time.com/time/specials/packages/article/0,28804,2111975_2111976,00.html) (accessed March 4, 2013); and Barbara Van Dahlen, “Recognizing Options for Healing This Veterans Day,” Huf�ington Post (November 13, 2012), http://www.huf�ingtonpost.com/barbara-van-dahlen-phd/veterans- health-care_b_2092411.html (http://www.huf�ingtonpost.com/barbara-van-dahlen-phd/veterans-health-care_b_2092411.html) (accessed March 4, 2013).

During his �ive years working as a car salesman, Robert Chambers was disgusted by how some dealers and �inance institutions preyed on low-income customers. After he retired from a varied career, the 62-year-old electrical engineer decided to do something about it. He founded More Than Wheels, which helps low-income people buy new, base-model cars at low prices and on good loan terms. With branches in New Hampshire, Vermont, and Maine, More Than Wheels has negotiated price and extended warranty deals with a dozen or so auto dealers and worked with banks to provide low interest rates. More Than Wheels guarantees the loan and then works with clients to help them manage their �inances, improve their credit scores, and improve their future. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qnlja945l6d1gnyjk720#DXYPAGYU60NFX818E804)

Scott R. Schmedel, “Making a Difference,” The Wall Street Journal (August 21, 2006), pp. R5, R12; and “More Than Wheels: About,” http://www.morethanwheels.org/about (http://www.morethanwheels.org/about) (accessed March 5, 2012).

New Leader Action Memo

As a leader, you can recognize opportunities for leadership and act to in�luence others and bring about changes for a better future.

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There are opportunities for leadership all around us that involve in�luence and change toward a desired goal or outcome. As further illustrated in the Leader's Bookshelf , widely known and highly respected leaders often begin their leadership journeys in small ways. The leaders of tomorrow's organizations will come from anywhere and everywhere, just as they always have. Do you have the capacity and commitment required for taking a leadership role in your school, community, or workplace? You can start now, wherever you are, to practice leadership in your own life. Leadership is an everyday way of acting and thinking that has little to do with a title or formal position in an organization. As we will discuss in the following section, business leaders need to understand this tenet more than ever in the world of the twenty-�irst century.

Leader's Bookshelf My Life in Leadership: The Journey and Lessons Learned Along the Way by Frances Hesselbein

What college dropout transformed one of the world's largest volunteer organizations, was named Fortune magazine's “Best Nonpro�it Manager in America,” and received America's highest civilian honor, the Presidential Medal of Freedom? The answer: Frances Hesselbein, who began her amazing leadership journey as a somewhat reluctant volunteer leader of Girl Scout Troup 17 in Johnstown, Pennsylvania, when she was in her early twenties. In her autobiography, My Life in Leadership , Hesselbein, now in her late 90s, shares what she has learned about leadership throughout her long career.

“Leadership is a Matter of How to Be, Not How to Do”

Hesselbein argues that “it is the quality and character of the leader that determines performance.” For her, leadership is about serving others. From her beginning as a volunteer Scout leader, she eventually became CEO of the Girl Scouts of the USA, and later was founding president of famed management scholar Peter Drucker's Leader to Leader Institute (she still serves as CEO of the organization, recently renamed the Frances Hesselbein Leadership Institute). Here are a few of the key lessons Hesselbein has learned along the way:

Have a Clear Mission That Everyone Can Support. As soon as she became CEO of the national Girl Scouts, Hesselbein took a close look at the mission of the organization and began asking leaders at all levels, as well as girls themselves, what they really valued, wanted, and needed. “Because we included everyone, it became theirs, not ours,” she says. Hesselbein calls the mission, vision, and values “the soul of the organization,” which should be central “even as we abandon the vestiges of the past that spell irrelevance in the future.”

Be Inclusive. Hesselbein also ditched the hierarchy, sharing information and power with leaders at all levels from the beginning. A concept she called “circular management,” put the leader in the middle of the organizational chart rather than at the top of a hierarchy. Everyone was a member of a team, and there were no superiors and subordinates. Being inclusive develops leaders at every level and increases the energy and creativity of the entire organization.

Make Learning a Top Priority. Organizations have to keep changing and adapting when it's necessary. “The �irst item in your budget should be learning, education, and development of your people,” she says.

The Great Adventure

Hesselbein tells her story in Learning to Lead as a great adventure that she enjoyed every step of the way. It is a story told in a very personal way, but one that is packed with observations and re�lections that are as relevant to today's leaders as when Hesselbein �irst began her long leadership journey as a volunteer Girl Scout leader.

Source: Learning to Lead , by Frances Hesselbein, is published by Jossey-Bass.

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1-2. The New Reality for Leaders Social media. Globalization. Mobile commerce. Geopolitical wars. Renewable technologies and smart machines. Outsourcing. Climate change and resource scarcity. Telecommuting and virtual teams. Cybercrime. Redistribution of economic power. Massive changes in the world mean today's leaders are facing challenges they couldn't even imagine just a few years ago. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#FANX8S2Z3XPS5LRYP001) In a survey by the Center for Creative Leadership, 84 percent of leaders surveyed say the de�inition of effective leadership changed signi�icantly within the �irst few years of the twenty-�irst century. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#NYUEKFKX37YBTMVJW048) And that was even before social and mobile technologies began reshaping everyday life and work. Social connectedness and mobility are becoming central aspects of every leader's job.

These changes and challenges are based in part on Thomas W. Malnight and Tracey S. Keys, “The Great Power Shift: 10 Trends Business Leaders Need to Watch in 2013,” as reported in “The World in 2013: Global Trends for 2013; A Top Ten for Business Leaders,” Cassandra blog, The Economist (November 26, 2012), http://www.economist.com/blogs/theworldin2013/2012/11/global-trends-2013 (http://www.economist.com/blogs/theworldin2013/2012/11/global-trends-2013) (accessed March 5, 2013). The complete Global Trends 2013 report is available for purchase at http://www.globaltrends.com/reports/gt-2013 (http://www.globaltrends.com/reports/gt-2013)

Center for Creative Leadership survey reported in Andre Martin, “What Is Effective Leadership Today? A New Study Finds Collaboration Prized over Heroics,” Chief Executive (July–August 2006), p. 24.

Some historians and other scholars believe our world is undergoing a transformation more profound and far-reaching than any experienced since the dawn of the modern age and the Industrial Revolution more than 500 years ago. Today's leaders operate in a world where little is certain, the pace is relentless, and everything is more complex. This transformation requires a transition from a traditional to a new leadership paradigm, as outlined in Exhibit 1.2 . * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#MBDXNC0K00CPJZAP3638) A paradigm is a shared mindset that represents a fundamental way of thinking about, perceiving, and understanding the world.

paradigm a shared mindset that represents a fundamental way of thinking about, perceiving, and understanding the world

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This discussion is based on Dominic Barton, Andrew Grant, and Michelle Horn, “Leading in the 21st Century,” McKinsey Quarterly , no. 3 (2012), pp. 30–47; Olivia Parr Rud, “Book Highlight—Adaptability: A Key to Business Intelligence Success,” Global Business and Organizational Excellence (January–February 2010), pp. 76–85; Ken Shelton, “Reinventing Leadership,” Leadership Excellence (July 2012), p. 9; Fahri Karakas, “The Twenty-First Century Leader: Social Artist, Spiritual Visionary, and Cultural Innovator,” Global Business and Organizational Excellence (March/April 2007), pp. 44–50; Daniel C. Kielson, “Leadership: Creating a New Reality,” The Journal of Leadership Studies 3, no. 4 (1996), pp. 104–116; and Mark A. Abramson, “Leadership for the Future: New Behaviors, New Roles, and New Attitudes,” The Public Manager (Spring 1997).

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Exhibit 1.2. The New Reality for Leaders

Although many leaders are still operating from an old-paradigm mindset, as outlined in the �irst column of Exhibit 1.2 , they are increasingly ineffective. Successful leaders will respond to the new reality outlined in the second column of the exhibit.

1-2a. From Stabilizer to Change Manager

In the past, many leaders assumed that if they could just keep things running on a steady, even keel, the organization would be successful. Yet today's world is in constant motion, and nothing seems certain anymore. If leaders still had an illusion of stability at the dawn of the twenty-�irst century, it is surely shattered by now. Consider the following recent events:

A powerful earthquake in Japan triggered massive tsunami waves that damaged the nuclear reactors at the Fukushima Daiichi power plant and led to the shutdown of numerous companies, creating supply chain disruptions for manufacturers around the world. In the wake of the disaster, managers at Tokyo Electric Power Company (Tepco) were criticized for failing to act quickly enough to cool the reactors at Fukushima. Trying to protect their investment, they hesitated to use seawater, which they knew could damage the reactors, leading to the second- largest nuclear disaster in history. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#VUFV79UYB4N5KU53D816)

Norihiko Shirouzu, Phred Dvorak, Yuka Hayashi, and Andrew Morse, “Bid to ‘Protect Assets’ Slowed Reactor Fight,” The Wall Street Journal (March 19, 2011), http://online.wsj.com/article/SB10001424052748704608504576207912642629904.html (http://online.wsj.com/article/SB10001424052748704608504576207912642629904.html) (accessed August 6, 20120); and Peter Valdes-Dapena, “Japan Earthquake Impact Hits U.S. Auto Plants,” CNNMoney (March 30, 2011), http://money.cnn.com/2011/03/28/autos/japan_earthquake_autos_outlook/index.htm# (http://money.cnn.com/2011/03/28/autos/japan_earthquake_autos_outlook/index.htm#) (accessed June 13, 2012).

In 2015, the Volkswagen Group, one of the largest car manufacturers in the world and known as maker of “the people's car,” was discovered to have used software designed to cheat U.S. emissions tests, affecting 11 million vehicles worldwide. Actual exhaust emissions turned out to be up to 40 times higher than the emission tests revealed. VW's emissions scandal cast doubt on the reputations and emissions validity of other auto manufacturers such as Mercedes and BMW. Germany's national economy and auto suppliers worldwide will likely be hurt as VW sales decline. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#GAPD7HWRRTJUAVD33104)

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William Boston and Sarah Sloat, “Volkswagen Emissions Scandal Relates to 11 Million Cars,” The Wall Street Journal (September 22, 2015), http://www.wsj.com/articles/volkswagen-emissions-scandal-relates-to-11-million-cars-1442916906 (http://www.wsj.com/articles/volkswagen- emissions-scandal-relates-to-11-million-cars-1442916906) (accessed October 5, 2015), and Jack Ewing, “Diesel Scandal at VW Spreads to Core Market,” The New York Times (September 23, 2015), p. A1.

Greece was in a deep recession in 2015 due to huge debts to the European Union (EU). Sharp cutbacks in government spending had decimated personal incomes and businesses in the region. Ireland and Spain faced similar debt problems previously, causing talk of a possible breakup of the euro system (the single currency adopted by EU countries), which would deal a severe blow to the global �inancial system. Leaders of multinational �irms have to take steps to protect themselves, as well as consider what they will do in the event that a return to national currencies requires a rethinking of everything from how to expand operations to how to pick suppliers or pay employees. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#NLSQBLWUGFVRMDG04763)

Vanessa Fuhrmans, and Dana Cimilluca, “Business Braces for Europe's Worst—Multinationals Scramble to Protect Cash, Revise Contracts, Tighten Payment Terms,” The Wall Street Journal (June 1, 2012), p. B1.

Most leaders, whether in business, politics, the military, education, social services, the arts, or the world of sports, recognize that trying to maintain stability in a world of such unexpected and far-reaching change is a losing battle. “You have to be able to react very quickly,” said Ellen Kullman, recently retired CEO of DuPont, referring to the impact of events such as the Japanese tsunami and the EU �inancial crisis. “And the world is so connected that the feedback loops are more intense.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#HHZH69L0GC8PSD57P187)

Quoted in Barton et al., “Leading in the 21st Century.”

Today's best leaders accept the inevitability of change and crisis and tap into them as potential sources of energy and self- renewal. Adaptability is the watchword of the day.

1-2b. From Controller to Facilitator

Leaders in powerful positions once believed strict control was needed for the organization to function ef�iciently and effectively. Rigid organizational hierarchies, structured jobs and work processes, and detailed, inviolate procedures let everyone know that those at the top had power and those at the bottom had none.

Today, the old assumptions about the distribution of power are no longer valid. An emphasis on control and rigidity serves to squelch motivation, innovation, and morale rather than produce desired results. Effective leaders share power rather than hoard it and �ind ways to increase an organization's brainpower by getting everyone in the organization involved and committed. Rather than being a controller, the leader is a facilitator who helps people do and be their best by removing obstacles to performance, getting people what they need, providing learning opportunities, and offering support and feedback.

One reason for this is that the �inancial basis of today's economy is becoming information rather than the tangible assets of land, buildings, and machines. This means human capital is becoming more important than �inancial capital, which increases the power of employees. “Ideas are now more important than materials,” as former Israeli president Shimon Peres once put it. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#WUYJ5WHPD71U7TTK9249) When all the organization needed was workers to run machines eight hours a day, traditional command-and-control systems generally worked quite well, but success today depends on the intellectual capacity of all employees. One of the leader's most challenging jobs is to enable people to embrace and use their power effectively. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#QEJN9KA0J6C36V1CB965)

Quoted in Barton et al., “Leading in the 21st Century.”

Charles Handy, The Age of Paradox (Boston: Harvard Business School Press, 1994), pp. 146–147; and Geoff Colvin, “Leader Machines,” Fortune (October 1, 2007), pp. 98– 106.

When he took over as CEO of India's struggling HCL Technologies in 2005, Vineet Nayar took a huge risk that proved to be a highly effective route to true employee empowerment and increasing revenues. His revolutionary move was to organize the company around the principle of “employees �irst, customers second.” Nayar created an open online forum where people could post questions and leaders would answer. Employees were overjoyed that leaders were willing to acknowledge the problems in the company, and they began proposing solutions. This began the transfer of power and responsibility for solving problems from top executives to employees. In the new HCL, the job of leaders is to serve employees. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#ENJVX3DDF8Z1MUTUD298) Nayar, who served as CEO until 2013, wrote a book titled Employees First, Customers Second: Turning Conventional Management Upside

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Down to explain how leaders can tap into the power of this unconventional approach. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#DUPV1SW0X9D05X6QN614)

J. P. Donlon, “What, Put Your Customers Second? Are You Kidding?” (CEO Chronicles), Chief Executive (November–December 2010), pp. 14–16; “HCL Technologies CEO, Vineet Nayar, Gets ‘Leader in the Digital Age’ Award at CeBIT 2011,” Entertainment Close-Up (March 11, 2011); and Stephen Denning, “Masterclass: The Reinvention of Management,” Strategy & Leadership 39, no. 2 (2011), pp. 9–17.

Vineet Nayar, Employees First, Customers Second: Turning Conventional Management Upside Down (Boston: Harvard Business Review Press, 2010).

1-2c. From Competitor to Collaborator

Social media has “put connectivity on steroids,” blurring and sometimes obliterating boundaries within and between organizations. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#YXLZW6APWMJXUK8A6356) In a hyperconnected, networked age, collaboration becomes more important than competition. Successful leaders harness and make the most of ideas, talent, and resources from across boundaries of all kinds. Although some companies still encourage internal competition and aggressiveness, most successful leaders stress teamwork, compromise, and cooperation. Self-directed teams and other forms of horizontal collaboration spread knowledge and information throughout the organization.

Herminia Ibarra and Morten T. Hansen, “Are You a Collaborative Leader?” Harvard Business Review (July–August 2011), pp. 69–74.

New Leader Action Memo

Go to Leader's Self-Insight 1.1 to learn about your own “intelligence” for dealing with collaboration and with the other new realities facing leaders.

Effective leaders also work collaboratively with suppliers, customers, governments, universities, and other organizations. There is a growing trend within companies to think of themselves as teams that create value jointly rather than as autonomous entities in competition with all others.

Collaboration presents greater leadership challenges than did the old concept of competition. Leaders �irst have to develop their own collaborative mindset and then create an environment of teamwork and community that fosters collaboration and mutual support. They learn to keep the lines of communication open and use in�luence rather than wielding their authority to quell harmful politicking, get buy-in on important matters, and move things forward. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#CTAWYJ55F4NYBWM6C523)

Ibarra and Hansen, “Are You a Collaborative Leader?”; and Sally Helgesen, “Leading in 24/7: What Is Required?” Leader to Leader (Summer 2012), pp. 38–43.

Leader's Self-Insight 1.1. Your Learning Style: Using Multiple Intelligences

Instructions: Multiple-intelligence theory suggests that there are several different ways of learning about things in a topsy-turvy world; hence there are multiple “intelligences,” of which �ive are interpersonal (learn via interactions with others), intrapersonal (own inner states), logical–mathematical (rationality and logic), verbal–linguistic (words and language), and musical (sounds, tonal patterns, and rhythms). Most people prefer one or two of the intelligences as a way of learning, yet each person has the potential to develop skills in each of the intelligences.

The following items will help you identify the forms of intelligence that you tend to use or enjoy most, as well as the forms that you use less. Please check each item below as Mostly False or Mostly True for you.

Mostly False Mostly True 1. I like to work with and solve complex problems. 2. I recently wrote something that I am especially proud of. 3. I have three or more friends. 4. I like to learn about myself through personality tests.

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Mostly False Mostly True 5. I frequently listen to music on the radio or iPod-type player. 6. Math and science were among my favorite subjects. 7. Language and social studies were among my favorite subjects. 8. I am frequently involved in social activities. 9. I have or would like to attend personal growth seminars. 10. I notice if a melody is out of tune or off key. 11. I am good at problem solving that requires logical thinking. 12. My conversations frequently include things I've read or heard about. 13. When among strangers, I easily �ind someone to talk to. 14. I spend time alone meditating, re�lecting, or thinking. 15. After hearing a tune once or twice, I am able to sing it back with some accuracy.

Scoring and Interpretation

Count the number of items checked Mostly True that represent each of the �ive intelligences as indicated below.

Questions 1, 6, 11: Logical–mathematical intelligence.

# Mostly True = ________.

Questions 2, 7, 12: Verbal–linguistic intelligence.

# Mostly True = ________.

Questions 3, 8, 13: Interpersonal intelligence.

# Mostly True = ________.

Questions 4, 9, 14: Intrapersonal intelligence.

# Mostly True = ________.

Questions 5, 10, 15: Musical intelligence.

# Mostly True = ________.

Educational institutions tend to stress the logical–mathematical and verbal–linguistic forms of learning. How do your intelligences align with the changes taking place in the world? Would you rather rely on using one intelligence in depth or develop multiple intelligences? Any intelligence above for which you received a score of 3 is a major source of learning for you, and a score of zero means you may not use it at all. How do your intelligences �it your career plans and your aspirations for the type of leader you want to be?

Sources: Based on Kirsi Tirri, Petri Nokelainen, and Martin Ubani, “Conceptual De�inition and Empirical Validation of the Spiritual Sensitivity Scale,” Journal of Empirical Theology 19 (2006), pp. 37–62; and David Lazear, “Seven Ways of Knowing: Teaching for Multiple Intelligences,” (Palatine, IL: IRI/Skylight Publishing, 1991).

1-2d. From Diversity Avoider to Diversity Promoter

Many of today's organizations were built on assumptions of uniformity, separation, and specialization. People who think alike, act alike, and have similar job skills are grouped into a department, such as accounting or manufacturing, separate from other departments. Homogenous groups �ind it easy to get along, communicate, and understand one another. The uniform thinking that arises, however, can be a disaster in a world becoming more multinational and diverse.

Bringing diversity into the organization is the way to attract the best human talent and develop an organizational mindset broad enough to thrive in a multinational world. Carlos Ghosn, CEO of Nissan, says one reason his company has been able to

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cope with change and crises better than some of its competitors is its highly diverse culture and workforce. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#XSFQ0A52JHNYP57M0136) Two business school graduates in their twenties discovered the importance of diversity when they started a specialized advertising �irm. They worked hard, and as the �irm grew, they hired more people just like themselves—bright, young, intense college graduates who were committed and hard working. The �irm grew to about 20 employees over two and a half years, but the expected pro�its never materialized. The two entrepreneurs could never get a handle on what was wrong, and the �irm slid into bankruptcy. Convinced the idea was still valid, they started over, but with a new philosophy. They sought employees with different ages, values, ethnic backgrounds, and work experience. People had different styles, yet the organization seemed to work better. People played different roles, and the diverse experiences of the group enabled the �irm to respond to unique situations and handle a variety of organizational and personal needs. The advertising �irm is growing again, and this time it is also making a pro�it.

Barton et al., “Leading in the 21st Century.”

Consider This! Should Leaders Live by the Cowboy Code? 1. A cowboy never takes unfair advantage—even of an enemy.

2. A cowboy never goes back on his word or betrays a trust.

3. A cowboy always tells the truth.

4. A cowboy is kind and gentle with children, the elderly, and animals.

5. A cowboy is free from racial or religious prejudice.

6. A cowboy is always helpful and lends a hand when anyone is in trouble.

7. A cowboy is a good worker.

8. A cowboy stays clean in thought, speech, action, and personal habits.

9. A cowboy respects womanhood, parents, and the laws of his nation.

10. A cowboy is a patriot to his country.

Source: Gene Autry's Cowboy Commandments are reported, with some variations in wording, in multiple sources.

1-2e. From Hero to Humble

Another shift is the move from celebrating the “leader-as-hero” to recognizing the hard-working behind-the-scenes leader who quietly builds a strong, enduring company by supporting and developing others rather than touting his or her own abilities and successes. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#TSCSBHZ4STU0745X6723) Recall from this chapter's opening example how Abraham Lincoln made an intentional choice early in his political career to use his abilities to serve the interests of the American people rather than to feed his own ego. This chapter's Consider This box presents 10 commandments based on 1950s western �ilm star Gene Autry's Cowboy Code that can be regarded as applicable to new-paradigm leaders even today.

See James Collins, Good to Great: Why Some Companies Make the Leap … and Others Don't (New York: HarperCollins, 2001); Charles A. O'Reilly III and Jeffrey Pfeffer, Hidden Value: How Great Companies Achieve Extraordinary Results with Ordinary People (Boston: Harvard Business School Press, 2000); Rakesh Khurana, Searching for a Corporate Savior: The Irrational Quest for Charismatic CEOs (Princeton, NJ: Princeton University Press, 2002); Joseph Badaracco, Leading Quietly (Boston: Harvard Business School Press, 2002); Jason Jennings, Think Big, Act Small: How America's Best Performing Companies Keep the Startup Spirit Alive (New York: Portfolio/Penguin, 2005); Ryan Underwood, “The CEO Next Door,” Fast Company (September 2005), pp. 64–66; and Linda Tischler, “The CEO's New Clothes,” Fast Company (September 2005), pp. 27–28.

“Humility is not weakness. Humility has its effect across levels of an organization in an empowered uplifting way. You can't browbeat people into performance.”

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Angelo Kinicki, Management Professor, Author, and Consultant

One reason for the shift from hero to humble is that it is less and less realistic for an individual leader to meet all the challenges a team or organization faces in a complex and rapidly changing world. Another is that ambitious, highly self-con�ident, charismatic leaders have been at the forefront of some of the ethical scandals and business failures of recent years. The hero leader may make more risky and daring decisions, often without considering the greater good, whereas a humble leader will seek advice and take time to think through the possible consequences of his or her actions. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#HXVEGUW9P0SCMXAN1358) A recent study from the W.P. Carey School of Business at Arizona State University found that the most effective CEOs, for example, were those who led with humility by empowering and appreciating their employees, being open to feedback, and putting the greater good above their own self-interest. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#NGLR96TN5V1S90DUU925)

David Brooks, “The Humble Hound,” The New York Times (April 10, 2010), p. A27; Charalambos A. Vlachoutsicos, “How to Cultivate Engaged Employees,” Harvard Business Review (September 2011), pp. 123–126; and Rob Nielsen, Jennifer A. Marrone, and Holly S. Slay, “A New Look at Humility: Exploring the Humility Concept and Its Role in Socialized Charismatic Leadership,” Journal of Leadership and Organizational Science 17, no. 1 (2010), pp. 33–43.

Amy Y. Ou, Anne S. Tsui, Angelo J. Kinicki, David A. Waldman, Zhixing Xiao, and Lynda Jiwen Song, “Humble Chief Executive Of�icers' Connections to Top Management Team Integration and Middle Managers' Responses,” Administrative Science Quarterly 59, no. 1 (March 2014): 34–72; and Laurie Merrill, “Study Finds Humble Bosses Are Best,” USA Today (July 30, 2014), http://www.usatoday.com/story/money/business/2014/07/30/asu-study-humble-bosses-best/13352105/ (http://www.usatoday.com/story/money/business/2014/07/30/asu-study-humble-bosses-best/13352105/) (accessed October 5, 2015).

Jim Collins, author of Good to Great and Great by Choice , calls this new breed “Level 5 leaders.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#FTCU0Q0DQJLH8PLDR456) In contrast to the view of great leaders as larger-than-life personalities with strong egos and big ambitions, Level 5 leaders often seem shy and unpretentious and have no need to be in the limelight. They are more concerned with the success of the team or company than with their own success.

Jim Collins, “Level 5 Leadership: The Triumph of Humility and Fierce Resolve,” Harvard Business Review (January 2001), pp. 67–76; Collins, “Good to Great,” Fast Company (October 2001), pp. 90–104; Edward Prewitt, “The Utility of Humility,” CIO (December 1, 2002), pp. 104–110; A. J. Vogl, “Onward and Upward” (an interview with Jim Collins), Across the Board (September–October 2001), pp. 29–34; and Stefan Stern, “A New Leadership Blueprint,” Management Today (October 1, 2010), http://www.managementtoday.co.uk/features/1032244/a-new-blueprint-leaders/ (http://www.managementtoday.co.uk/features/1032244/a-new-blueprint-leaders/) (accessed March 13, 2013).

These leaders are characterized by an almost complete lack of ego, coupled with a �ierce resolve to do what is best for the organization. They accept full responsibility for mistakes, poor results, or failures, but they typically give credit for successes to other people. One corporate example is Sir Terry Leahy, who recently retired after more than a decade leading Britain's Tesco. That is a long and successful tenure for a leader whom most people know little about. Leahy didn't court personal publicity, much to the chagrin of journalists, and he put his energies into promoting Tesco and its employees rather than himself. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#RBHK55N4EK7S5UZAD032) Although most research regarding the new type of leader has been on corporate CEOs like Sir Terry Leahy, it is important to remember that new-paradigm or Level 5 leaders are in all positions in all types of organizations. Perhaps not surprisingly, Pope Francis is an excellent example of a humble leader. He chose to be named after St. Francis of Assisi to illustrate that humility and service come �irst. But the popular pope also illustrates many other qualities of the new-paradigm leader.

As described in Stefan Stern, “A New Leadership Blueprint,” Management Today (October 1, 2010), p. 38.

In the Lead Pope Francis, Roman Catholic Church

He was chosen as Time magazine's 2013 “Person of the Year,” is a leader in Google searches, has tripled attendance at papal events with his humility, empathy, and commitment to the disenfranchised, and created a huge stir when he visited the United States for the �irst time in September 2015. The leader considered “everyone's pope” has become a celebrity among managers, leadership coaches, entrepreneurs, and CEOs, too.

In a short period of time, Francis has brought about tremendous change and revival in a huge, global organization that has suffered devastating scandals in recent years and, not so long ago, seemed on the verge of becoming irrelevant. He did it by using not only his personal charisma and character but also leadership skills that anyone can apply. For example, Francis doesn't fear change and is willing to take risks. He has reached out to atheists and agnostics, proclaimed a year of jubilee for women who have had abortions but have since chosen to re�lect on the Church's teachings on the subject, and declared that God has redeemed all of us, not just Catholics. Francis has also demonstrated the importance of empowering rather than controlling subordinates. He transformed the Synod of Bishops into a

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decision-making group rather than a ceremonial one. He created a global Council of Cardinal Advisers made up of members who re�lect diverse views. He is always willing to listen to advice from anyone and uses social media. He has washed the feet of prisoners, women, and Muslims, rather than performing the traditional ritual only on priests, as a way to show the value of every person and what each person can contribute. He makes personal telephone calls to unsuspecting people, such as the 14-year-old brother of a gas station attendant killed in an armed robbery and a Vatican critic who was ill in the hospital.

Francis is willing to listen, to collaborate, and to take advice, but he also isn't afraid to move forward with his own ideas when he believes this serves the greater good and is in the best interest of the organization. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/wqwf9483nd4zap7nq399#NFKBBVNKVA3CHYNKM977)

Noah Rayman, “5 Leadership Lessons You Can Learn from Pope Francis,” Time (March 10, 2015), http://time.com/3737887/pope-francis-leadership- lessons/ (http://time.com/3737887/pope-francis-leadership-lessons/) (accessed October 6, 2015); William Vanderbloemen, “5 Leadership Lessons from Pope Francis,” Fast Company (September 25, 2015), http://www.fastcompany.com/3051514/know-it-all/5-lessons-every-leader-can-learn-from-pope-francis (http://www.fastcompany.com/3051514/know-it-all/5-lessons-every-leader-can-learn-from-pope-francis) (accessed October 6, 2015); Minda Zetlin, “Why Pope Francis Is So Effective: 8 Lessons for Every Leader,” Inc . (August 1, 2014), http://www.inc.com/minda-zetlin/why-pope-francis-is-so-effective-8-lessons-for- every-leader.html (http://www.inc.com/minda-zetlin/why-pope-francis-is-so-effective-8-lessons-for-every-leader.html) (accessed October 6, 2015); Ben Brum�ield, “Pope Francis Surprised by Warmth of Americans and Devoutness of the Faithful,” CNN (September 28, 2015), http://www.cnn.com/2015/09/28/us/pope- trip-wrap-vatican/ (http://www.cnn.com/2015/09/28/us/pope-trip-wrap-vatican/) (accessed October 6, 2015); and Susan Cramm, “Leadership Gone Viral,” Strategy + Business (January 17, 2014), http://www.strategy-business.com/blog/Leadership-Gone-Viral?gko=96623 (http://www.strategy- business.com/blog/Leadership-Gone-Viral?gko=96623) (accessed October 6, 2015).

New Leader Action Memo

As a leader, you can respond to the reality of change and crisis, the need for empowerment, collaboration, and diversity, and the importance of a higher purpose. You can channel your ambition toward achieving larger organizational goals rather than feeding your own ego.

Once a relatively obscure Jesuit cardinal, Pope Francis has become one of the most recognized—and some believe most effective—leaders in the world. Within two years, he has brought signi�icant positive changes, including economic reforms at the Vatican and evolving discussions about social issues. He shows that, rather than playing it safe or being blinded by fear of failure, leaders can bring fresh perspectives to problems and apply their skills to achieve a higher purpose.

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http://www.fastcompany.com/3051514/know-it-all/5-lessons-every-leader-can-learn-from-pope-francis

http://www.inc.com/minda-zetlin/why-pope-francis-is-so-effective-8-lessons-for-every-leader.html

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1-3. How Leadership Differs from Management

New Leader Action Memo

You can evaluate your own leadership potential by completing the quiz in Leader's Self-Insight 1.2 .

Management can be de�ined as the attainment of organizational goals in an effective and ef�icient manner through planning, organizing, staf�ing, directing, and controlling organizational resources. So, what is it that distinguishes the process of leadership from that of management? Managers and leaders are not inherently different types of people. There are managers at all hierarchical levels who are also good leaders, and many people can develop the qualities needed for effective leadership and management. Both are essential in organizations and must be integrated effectively to lead to high performance. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/muwled7hkvq16wg80991#EQNP62D7AZNAU5C4N740) That is, leadership cannot replace management; the two have to go hand-in-hand.

Management the attainment of organizational goals in an effective and ef�icient manner through planning, organizing, staf�ing, directing, and controlling organizational resources

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Management the attainment of organizational goals in an effective and ef�icient manner through planning, organizing, staf�ing, directing, and controlling organizational resources

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Gary Yukl and Richard Lepsinger, “Why Integrating the Leading and Managing Roles Is Essential for Organizational Effectiveness,” Organizational Dynamics 34, no. 4 (2005), pp. 361–375; Henry Mintzberg, Managing (San Francisco: Berrett-Koehler, 2009); Andrew Saunders, “Rebuilding Management's Good Name,” Management Today (May 2011), pp. 44–46; John Kotter, “Change Leadership: How Can You Accelerate Results?” Leadership Excellence (January 2013), pp. 6–7; and Alan Murray, “What Is the Difference Between Management and Leadership?” The Wall Street Journal (2009), http://guides.wsj.com/management/developing-a-leadership-style/what-is-the- difference-between-management-and-leadership/ (http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and- leadership/) (accessed June 28, 2009).

Management the attainment of organizational goals in an effective and ef�icient manner through planning, organizing, staf�ing, directing, and controlling organizational resources

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Leader's Self-Insight 1.2. Your Leadership Potential

Instructions: Questions 1–6 below are about you right now. Questions 7–14 are about how you would like to be if you were the head of a major department at a corporation. Answer Mostly False or Mostly True to indicate whether the item describes you accurately or whether you would strive to perform each activity as a department head.

Now Mostly False Mostly True 1. When I have a number of tasks or homework assignments to do, I set priorities

and organize the work to meet the deadlines.

2. When I am involved in a serious disagreement, I hang in there and talk it out until it is completely resolved.

3. I would rather sit in front of my computer than spend a lot of time with people. 4. I reach out to include other people in activities or when there are discussions. 5. I know my long-term vision for career, family, and other activities. 6. When solving problems, I prefer analyzing things myself to working through

them with a group of people.

Head of Major Department Mostly False Mostly True 7. I would help subordinates clarify goals and how to reach them. 8. I would give people a sense of long-term mission and higher purpose. 9. I would make sure jobs get out on time. 10. I would scout for new product or service opportunities. 11. I would give credit to people who do their jobs well. 12. I would promote unconventional beliefs and values. 13. I would establish procedures to help the department operate smoothly. 14. I would verbalize the higher values that I and the organization stand for.

Scoring and Interpretation

Count the number of Mostly True answers to even-numbered questions: . Count the number of Mostly True answers to odd-numbered questions: . Compare the two scores.

The even-numbered items represent behaviors and activities typical of leadership. Leaders are personally involved in shaping ideas, values, vision, and change. They often use an intuitive approach to develop fresh ideas and seek new directions for the department or organization. The odd-numbered items are considered more traditional management activities. Managers respond to organizational problems in an impersonal way, make rational decisions, and work for stability and ef�iciency.

If you answered yes to more even-numbered than odd-numbered items, you may have potential leadership qualities. If you answered yes to more odd-numbered items, you may have management qualities. Management qualities are an important foundation for new leaders because the organization �irst has to operate ef�iciently. Then leadership qualities can enhance performance. Both sets of qualities can be developed or improved with awareness and experience.

Sources: Based on John P. Kotter, Leading Change (Boston, MA: Harvard Business School Press, 1996), p. 26; Joseph C. Rost, Leadership for the Twenty-�irst Century (Westport, CT: Praeger, 1993), p. 149; and Brian Dumaine, “The New Non-Manager Managers,” Fortune (February 22, 1993), pp. 80–84.

Exhibit 1.3 compares management to leadership in �ive areas crucial to organizational performance—providing direction, aligning followers, building relationships, developing personal qualities, and creating leader outcomes. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/muwled7hkvq16wg80991#QAFCUF77QZCRC6VQ0928)

This section is based on John P. Kotter, A Force for Change: How Leadership Differs from Management (New York: The Free Press, 1990), pp. 3–18; John P. Kotter, “What Leaders Really Do,” Harvard Business Review (December 2001), pp. 85–96; and ideas in Kevin Cashman, “Lead with Energy: Apply the Resilience Principle,” Leadership Excellence (December 2010), p. 7; Henry Mintzberg, Managing (San Francisco: Berrett-Koehler, 2009); and Mike Maddock, “The One Talent That Makes Good Leaders Great,” Forbes (September 26, 2012), http://www.forbes.com/sites/mikemaddock/2012/09/26/the-one-talent-that-makes-good-leaders-great/ (http://www.forbes.com/sites/mikemaddock/2012/09/26/the-one-talent-that-makes-good-leaders-great/) (accessed March 7, 2013).

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Exhibit 1.3. Comparing Management and Leadership

Sources: Based on John P. Kotter, A Force for Change: How Leadership Differs from Management (New York: The Free Press, 1990) and ideas in Kevin Cashman, “Lead with Energy,” Leadership Excellence (December 2010), p. 7; Henry Mintzberg, Managing (San Francisco: Berrett-Koehler, 2009); and Mike Maddock, “The One Talent That Makes Good Leaders Great,” Forbes (September 26, 2012), www.forbes.com/sites/mikemaddock/2012/09/26/the-one-talent-that-makes- good-leaders-great/ (http://www.forbes.com/sites/mikemaddock/2012/09/26/the-one- talent-that-makes-good-leaders-great/) (accessed March 7, 2013).

1-3a. Providing Direction

Both leadership and management are concerned with providing direction for the organization, but there are differences. Management focuses on establishing detailed plans and schedules for achieving speci�ic results, then allocating resources to accomplish the plan. Leadership calls for creating a compelling vision of the future, setting the context within which to view challenges and opportunities, and developing farsighted strategies for producing the changes needed to achieve the vision. Whereas management calls for keeping an eye on the bottom line and short-term results, leadership means keeping an eye on the horizon and the long-term future.

A vision is a picture of an ambitious, desirable future for the organization or team. It can be as lofty as Motorola's aim to “become the premier company in the world” or as down-to-earth as the Swedish company IKEA's simple vision “to provide affordable furniture for people with limited budgets.”

vision a picture of an ambitious, desirable future for the organization or team

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vision a picture of an ambitious, desirable future for the organization or team

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1-3b. Aligning Followers

Management entails organizing a structure to accomplish the plan; staf�ing the structure with employees; and developing policies, procedures, and systems to direct employees and monitor implementation of the plan. Leadership is concerned instead with communicating the vision and developing a shared culture and set of core values that can lead to the desired future state. Whereas the vision describes the destination, the culture and values help de�ine the journey toward it so that everyone is lined up in the same direction.

Leadership provides learning opportunities so people can expand their minds and abilities and assume responsibility for their own actions. Think about classes you have taken at your college or university. In some classes, the professor tells students

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exactly what to do and how to do it, and many students expect this kind of direction and control. Have you ever had a class where the instructor instead inspired and encouraged you and your classmates to �ind innovative ways to meet goals? The difference re�lects a rational management versus a leadership approach.

1-3c. Building Relationships

In terms of relationships, management focuses on getting the most results out of people so that production goals are achieved and goods and services are provided to customers in a timely manner. Leadership, on the other hand, focuses on investing more in people so they are energized and inspired to accomplish goals.

Whereas the management relationship is based on position and formal authority, leadership is a relationship based on personal in�luence and trust. For example, in an authority relationship, both people accept that a manager can tell a subordinate to be at work at 7:30 �.�. or her pay will be docked. Leadership, on the other hand, relies on in�luence, which is less likely to use coercion. The role of leadership is to attract and energize people, motivating them through purpose and challenge rather than rewards or punishments. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/muwled7hkvq16wg80991#XPURD2EJKF6K5X0CW632) The differing source of power is one of the key distinctions between management and leadership. Take away a manager's formal position, and will people choose to follow her? That is the mark of a leader.

Warren Bennis, Why Leaders Can't Lead (San Francisco: Jossey Bass, 1989).

1-3d. Developing Personal Leadership Qualities

New Leader Action Memo

As a leader, you can awaken your leadership qualities of enthusiasm, integrity, courage, and moral commitment. You can make emotional connections with followers to increase your leadership effectiveness.

Leadership is more than a set of skills; it relies on a number of subtle personal qualities that are hard to see but are very powerful. These include things like enthusiasm, integrity, courage, and humility. First of all, good leadership springs from a genuine caring for the work and a genuine concern for other people. The process of management generally encourages emotional distance, but leadership means being emotionally connected to others. Where there is leadership, people become part of a community and feel that they are contributing to something worthwhile. Whereas management means providing answers and solving problems, leadership requires the courage to admit mistakes and doubts, to listen, and to trust and learn from others.

Developing leadership qualities takes work. For leadership to happen, leaders may have to undergo a journey of self-discovery and personal understanding. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/muwled7hkvq16wg80991#GGWAS4K0H9TLRLPUR678) Leadership experts agree that a top characteristic of effective leaders is that they know who they are and what they stand for. In addition, leaders have the courage to act on their beliefs.

Abraham Zaleznik, “Managers and Leaders: Are They Different?” Harvard Business Review (March–April 1992), pp. 126–135; David Rooke and William R. Torbert, “7 Transformations of Leadership,” Harvard Business Review (April 2005), pp. 67–76; and Rooke and Torbert, Action Inquiry: The Secret of Timely and Transforming Leadership (San Francisco: Berrett-Koehler, 2004).

True leaders tend to have open minds that welcome new ideas rather than closed minds that criticize new ideas. Leaders listen and discern what people want and need more than they talk to give advice and orders. Leaders are willing to be nonconformists, to disagree and say no when it serves the larger good, and to accept nonconformity from others rather than try to squeeze everyone into the same mindset.

1-3e. Creating Outcomes

The differences between management and leadership create two differing outcomes, as illustrated at the bottom of Exhibit 1.3 . Management maintains a degree of stability, predictability, and order through a culture of ef�iciency . Leadership, on the other

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hand, creates change, often radical change, within a culture of agility and integrity that helps the organization thrive over the long haul by promoting openness and honesty, positive relationships, and long-term innovation. Leadership facilitates the courage needed to make dif�icult and unconventional decisions that may sometimes hurt short-term results.

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1-4. Evolving Theories of Leadership To understand leadership as it is viewed and practiced today, it is important to recognize that the concept of leadership has changed over time. Leadership typically re�lects the larger society, and theories have evolved as norms, attitudes, and understandings in the larger world have changed. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/tktmu663mpbjz3v35982#TCEXWEA6SXE8QUNDC770)

Jim Boneau and Gregg Thompson, “Leadership 4.0: It's a Brave New Approach,” Leadership Excellence (January 2013), p. 6.

1-4a. Historical Overview of Major Approaches

The various leadership theories can be categorized into six basic approaches, each of which is brie�ly described in this section. Many of these ideas are still applicable to leadership studies today and are discussed in various chapters of this text.

Great Man Theories This is the granddaddy of leadership concepts. The earliest studies of leadership adopted the belief that leaders (who were always thought of as male) were born with certain heroic leadership traits and natural abilities of power and in�luence. In organizations, social movements, religions, governments, and the military, leadership was conceptualized as a single “Great Man” who put everything together and in�luenced others to follow along based on the strength of inherited traits, qualities, and abilities.

Trait Theories Studies of these larger-than-life leaders spurred research into the various traits that de�ined a leader. Beginning in the 1920s, researchers looked to see if leaders had particular traits or characteristics, such as intelligence or energy, that distinguished them from nonleaders and contributed to success. It was thought that if traits could be identi�ied, leaders could be predicted, or perhaps even trained. Although research failed to produce a list of traits that would always guarantee leadership success, the interest in leadership characteristics has continued to the present day.

Behavior Theories The failure to identify a universal set of leadership traits led researchers in the early 1950s to begin looking at what a leader does rather than who he or she is. One line of research focused on what leaders actually do on the job, such as various management activities, roles, and responsibilities. These studies were soon expanded to try to determine how effective leaders differ in their behavior from ineffective ones. Researchers looked at how a leader behaved toward followers and how this correlated with leadership effectiveness or ineffectiveness. Chapter 2 discusses trait and behavior theories.

Contingency Theories Researchers next began to consider the contextual and situational variables that in�luence what leadership behaviors will be effective. The idea behind contingency theories is that leaders can analyze their situations and tailor their behavior to improve leadership effectiveness. Major situational variables are the characteristics of followers, characteristics of the work environment and follower tasks, and the external environment. Contingency theories, sometimes called situational theories , emphasize that leadership cannot be understood in a vacuum separate from various elements of the group or organizational situation. Chapter 3 covers contingency theories.

In�luence Theories These theories examine in�luence processes between leaders and followers. One primary topic of study is charismatic leadership ( Chapter 12 ), which refers to leadership in�luence based not on position or formal authority but, rather, on the qualities and charismatic personality of the leader. Related areas of study are leadership vision ( Chapter 13 ) and organizational culture ( Chapter 14 ). Leaders in�luence people to change by providing an inspiring vision of the future and shaping the culture and values needed to attain it. Several chapters of this text relate to the topic of in�luence because it is essential to understanding leadership.

Relational Theories Since the late 1970s, many ideas of leadership have focused on the relational aspect, that is, how leaders and followers interact and in�luence one another. Rather than being seen as something a leader does to a follower, leadership is viewed as a relational process that meaningfully engages all participants and enables each person to contribute to achieving the vision. Interpersonal relationships are seen as the most important facet of leadership effectiveness. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/tktmu663mpbjz3v35982#HZXWQCXJ9V8X8T7WP020) Two signi�icant relational theories are transformational leadership ( Chapter 12 ) and servant leadership ( Chapter 6 ).

Based on Susan R. Komives, Nance Lucas, and Timothy R. McMahon, Exploring Leadership: For College Students Who Want to Make a Difference (San Francisco: Jossey-Bass Publishers, 1998); and Shann R. Ferch and Matthew M. Mitchell, “Intentional Forgiveness in Relational Leadership: A Technique for Enhancing Effective Leadership,” The Journal of Leadership Studies 7, no. 4 (2001), pp. 70–83.

Other important relational topics covered in various chapters of the text include the personal qualities that leaders need to build effective relationships, such as emotional intelligence, a leader's mind, integrity and high moral standards, and personal

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courage. In addition, leaders build relationships through motivation and empowerment, leadership communication, team leadership, and embracing diversity.

1-4b. A Model of Leadership Evolution

Exhibit 1.4 provides a framework for examining the evolution of leadership from the early Great Man theories to today's relational theories. Each cell in the model summarizes an era of leadership thinking that was dominant in its time but may be less appropriate for today's world. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/tktmu663mpbjz3v35982#CNPFTSS0CP4NT4BHT211)

This discussion draws ideas from Boneau and Thompson, “Leadership 4.0: It's a Brave New Approach.”

Exhibit 1.4. Leadership Evolution

Leadership Era 1 This era may be conceptualized as pre-industrial and pre-bureaucratic. Most organizations were small and were run by a single individual who many times hired workers because they were friends or relatives, not necessarily because of their skills or quali�ications. The size and simplicity of organizations and the stable nature of the environment made it easy for a single person to understand the big picture, coordinate and control all activities, and keep things on track. This is the era of Great Man leadership and the emphasis on personal traits of leaders. A leader was conceptualized as a single hero who saw the big picture and how everything �it into a whole.

Leadership Era 2 In Era 2, we see the emergence of hierarchy and bureaucracy. Although the world remains stable, organizations have begun to grow so large that they require rules and standard procedures to ensure that activities are performed ef�iciently and effectively. Hierarchies of authority provide a sensible mechanism for supervision and control of workers, and decisions once based on rules of thumb or tradition are replaced with precise procedures. This era sees the rise of the “rational manager” who directs and controls others using an impersonal approach. Employees aren't expected to think for themselves; they are expected to do as they're told, follow rules and procedures, and accomplish speci�ic tasks. The focus is on details rather than the big picture.

The rational manager was well-suited to a stable environment. The behavior and contingency theories worked here because leaders could analyze their situation, develop careful plans, and control what happened. But rational management is no longer suf�icient for leadership in today's world.

New Leader Action Memo

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As a leader, you can use the leadership skills that �it the correct era for your organization. You can use in�luence and relational aspects as appropriate for your organization.

Leadership Era 3 This era represented a tremendous shock to managers in North America and Europe. Suddenly, the world was no longer stable, and the prized techniques of rational management were no longer successful. Beginning with the OPEC oil embargo of 1972 to 1973 and continuing with the severe global competition of the 1980s and early 1990s, many managers saw that environmental conditions had become chaotic. The Japanese began to dominate world commerce with their ideas of team leadership and superb quality. This became an era of great confusion for leaders. They tried team-based approaches, downsizing, reengineering, quality programs, and empowerment as ways to improve performance and get more motivation and commitment from employees.

This is the era of the team leader and the change leader. In�luence was important because of the need to change organizational structures and cultures. This era sees the emergence of knowledge work, an emphasis on horizontal collaboration, and a shift to in�luence theories. Rather than conceiving of leadership as one person always being �irmly “in charge,” leadership is often shared among team leaders and members, shifting to the person with the most knowledge or expertise in the matter at hand. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/tktmu663mpbjz3v35982#KJUSFZ3NP1ZJXQCSR364)

Craig L. Pearce, “The Future of Leadership: Combining Vertical and Shared Leadership to Transform Knowledge Work,” Academy of Management Executive 18, no. 1 (2004), pp. 47–57.

Leadership Era 4 Enter the digital, mobile, social-media age. It seems that everything is changing, and changing fast. Era 4 represents agile leadership , which means giving up control in the traditional sense to ensure organizational �lexibility and responsiveness to a changing world. Leaders in�luence others through relationships and networks and through shared vision and values rather than through hierarchical power and control. Agile leaders are constantly experimenting, learning, and changing, in both their personal and professional lives, and they encourage the development and growth of other people and the organization. Era 4 requires the full scope of leadership that goes far beyond rational management or even team leadership.

agile leadership giving up control in the traditional sense and encouraging the growth and development of others to ensure organizational �lexibility and responsiveness

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agile leadership giving up control in the traditional sense and encouraging the growth and development of others to ensure organizational �lexibility and responsiveness

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Implications The �low from Great Man leadership to rational management to team leadership to agile leadership illustrates trends in the larger world. The implication is that leadership re�lects the era or context of the organization and society. Most of today's organizations and leaders are still struggling with the transition from a stable to a chaotic environment and the new skills and qualities needed in this circumstance. Thus, Era 3 issues of diversity, team leadership, empowerment, and horizontal relationships are increasingly relevant. In addition, many leaders are rapidly shifting into Era 4 leadership by focusing on change management and facilitating a vision and values to encourage high performance, agility, and continuous adaptation in a

agile leadership giving up control in the traditional sense and encouraging the growth and development of others to ensure organizational �lexibility and responsiveness

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fast-shifting world. Agile leaders align themselves with new social technologies that can create networks of leaders throughout the organization. Era 3 and Era 4 leadership is what much of this book is about.

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1-5. Leadership Can Be Learned

New Leader Action Memo

Leader's Self-Insight 1.3 gives you a chance to test your people skills and see if there are areas you need to work on.

Many leaders are caught in the transition between the practices and principles that de�ined the industrial era and the new reality of the twenty-�irst century. Attempts to achieve collaboration, empowerment, and diversity in organizations may fail because the beliefs and thought processes of leaders as well as employees are stuck in an old paradigm that values control, stability, and homogeneity. It is dif�icult for many leaders to let go of methods and practices that have made them and their organizations successful in the past. Yet leaders can make the leap to a new paradigm by intentionally practicing and applying new paradigm principles.

Leader's Self-Insight 1.3. Are You on a Fast Track to Nowhere?

Instructions: Many people on the fast track toward positions of leadership �ind themselves suddenly derailed and don't know why. Many times, a lack of people skills is to blame. To help you determine whether you need to work on your people skills, take the following quiz, answering each item as Mostly False or Mostly True. Think about a job or volunteer position you have now or have held in the past as you answer the following items.

People Skills Mostly False Mostly True 1. Other people describe me as very good with people. 2. I often smile and laugh with teammates or classmates. 3. I often reach out to engage people, even strangers. 4. I often express appreciation to other people.

Dealing with Authority Mostly False Mostly True 1. I quickly speak out in meetings when leaders ask for comments or ideas. 2. If I see a leader making a decision that seems harmful, I speak up. 3. I experience no tension when interacting with senior managers, either inside or

outside the organization.

4. I have an easy time asserting myself toward people in authority.

Networking Mostly False Mostly True 1. I spend part of each week networking with colleagues in other departments. 2. I have joined multiple organizations for the purpose of making professional

contacts.

3. I often use lunches to meet and network with new people. 4. I actively maintain contact with peers from previous organizations.

Scoring and Interpretation

Tally the number of “Mostly Trues” checked for each set of questions.

People Skills: Dealing with Authority: Networking:

If you scored 4 in an area, you're right on track. Continue to act in the same way.

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If your score is 2 – 3, you can �ine-tune your skills in that area. Review the questions where you said Mostly False and work to add those abilities to your leadership skill set.

A score of 0 – 1 indicates that you may end up dangerously close to derailment. You should take the time to do an in- depth self-assessment and �ind ways to expand your interpersonal skills.

1-5a. Leader Fatal Flaws

One of the most important aspects of shifting to the new paradigm of leadership is intentionally using soft, interpersonal skills to build a culture of performance, trust, and collaboration. A few clues about the importance of acquiring new leadership skills are brought to light by studies that look at what causes managers to “derail” in their careers. Derailment refers to a phenomenon in organizations in which a manager with an impressive track record reaches a certain level but goes off track and can't advance because of a mismatch between job needs and the manager's personal skills and qualities. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#NZRHBEUYZ4E0ZZRFM604) Studies conducted in numerous organizations in different countries indicate that managers fail more frequently because they are de�icient with soft, human skills rather than a lack of hard work or technical skills. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#VBVK83BDX5RAZYQ03736) Derailed managers are successful people who excelled in a functional area and were expected to go far, but they reached a plateau, were �ired, or were forced to retire early.

Derailment a phenomenon in which a manager with an impressive track record reaches a certain level but goes off track and can't advance because of a mismatch between job needs and personal skills and qualities

Derailment

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a phenomenon in which a manager with an impressive track record reaches a certain level but goes off track and can't advance because of a mismatch between job needs and personal skills and qualities

Derailment

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Yi Zhang, Jean Brittain Leslie, and Kelly M. Hannum, “Trouble Ahead: Derailment Is Alive and Well,” Thunderbird International Business Review 55, no. 1 (January–February 2013), pp. 95–102.

See studies reported in Joyce Hogan, Robert Hogan, and Robert B. Kaiser, “Management Derailment: Personality Assessment and Mitigation,” Hogan Assessment Systems , http://www.hoganassessments.com/_hoganweb/documents/Management_Derailment.pdf (http://www.hoganassessments.com/_hoganweb/documents/Management_Derailment.pdf) .

Researchers at the Center for Creative Leadership in Greensboro, North Carolina, have been looking at what causes manager derailment for two decades. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#PYJAHREJFMQD39TKT876) They conclude that there are �ive top �laws that cause managers to derail, as shown in Exhibit 1.5 . Note that many of these �laws relate to the lack of human skills. Unsuccessful managers fail to meet business objectives because they spend too much time promoting themselves rather than working. They are overly ambitious and sel�ish and may not follow through on promises. They are often insensitive and critical, not trustworthy, do not learn from feedback and mistakes, can't build and develop the right teams, and are unable to see the big picture when promoted into a general management position. Additional studies con�irm that the biggest leader mistakes are people mistakes rather than technical ones. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#RQNSXYK76L6YUPNX3256)

a phenomenon in which a manager with an impressive track record reaches a certain level but goes off track and can't advance because of a mismatch between job needs and personal skills and qualities

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Yi Zhang et al., “Trouble Ahead: Derailment Is Alive and Well”; and Morgan W. McCall Jr. and Michael M. Lombardo, “ Off the Track: Why and How Successful Executives Get Derailed ” (Technical Report No. 21), (Greensboro, NC: Center for Creative Leadership, January 1983).

Hogan et al., “Management Derailment: Personality Assessment and Mitigation”; George Kohlrieser, “People Mistakes: These 10 Are Very Dangerous,” Leadership Excellence (October 2012), p. 16; Clinton O. Longenecker and Laurence S. Fink, “Fixing Management's Fatal Flaws,” Industrial Management (July–August 2012), pp. 12–17; E. Van Velsor and J. B. Leslie, “Why Executives Derail: Perspectives Across Time and Cultures,” Academy of Management Executive 9, no. 4 (1995), pp. 62–72; and Morgan W. McCall Jr. and Michael M. Lombardo, “ Off the Track: Why and How Successful Executives Get Derailed ” (Technical Report No. 21), (Greensboro, NC: Center for Creative Leadership, January 1983).

Exhibit 1.5. Five Fatal Flaws that Cause Derailment

Source: Based on Yi Zhang, Jean Brittain Leslie, and Kelly M. Hannum, “Trouble Ahead: Derailment Is Alive and Well,” Thunderbird International Business Review 55, no. 1 (January–February 2013), pp. 95–102.

1-5b. Leader Good Behaviors

The best leaders, at all levels, are those who are genuinely interested in other people and �ind ways to bring out the best in them. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#DKJNKJ7MEF1WMXGB6983) Successful organizations, such as Google, pay attention to developing leaders in the soft skills needed to effectively lead technical people in a changing environment.

Ram Charan and Geoffrey Colvin, “Why CEOs Fail,” Fortune (June 21, 1999), pp. 68–78.

In the Lead Google

In 2015, Google was named the best company to work for by Fortune magazine for the sixth year in a row. Being a great place to work didn't happen by accident. Google's human resources department, called People Operations—or POPS for short—monitors employees' happiness and well-being to an incredible degree, using data to track everything and learn where improvements are needed.

One thing it discovered is that good leaders make a tremendous difference. Google looked at what successful leaders— those who have lower attrition rates and get better performance from their teams—do that makes them different from less successful ones. Analyzing performance reviews and feedback surveys, Google executives used the �indings to help make bad leaders better. Even in a company that depends on technical expertise, Google found that soft, human skills are essential. Technical expertise ranked dead last among eight desirable leader qualities, as shown in “Google's Eight Rules for Good Leader Behavior.”

Google discovered that employees want leaders who listen to them, build positive and productive relationships, and show an interest in their lives and careers. Google incorporates these eight desirable leader behaviors into leadership performance and evaluation systems as well as into feedback and training programs. When the company targeted unsuccessful leaders and coached them to develop soft skills and display these eight behaviors, the managerial ranks improved, with collective feedback scores going up every year since 2009. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#JGLGDXA0BTQWNAA8N086)

This example is based on Farhad Manjoo, “The Happiness Machine: How Google Became Such a Great Place to Work,” Slate Magazine , http://www.slate.com/articles/technology/technology/2013/01/google_people_operations_the_secrets_of_the_world_s_most_scienti�ic_human.html (http://www.slate.com/articles/technology/technology/2013/01/google_people_operations_the_secrets_of_the_world_s_most_scienti�ic_human.html) (accessed March 8, 2013); and David A. Garvin, “How Google Sold Its Engineers on Management,” Harvard Business Review (December 2013), pp. 74–82.

Google's Eight Rules for Good Leader Behavior

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1. Be a good coach.

2. Empower your team and don't micromanage.

3. Express interest in team members' success and personal well-being.

4. Don't be a sissy. Be productive and results-oriented.

5. Be a good communicator and listen to your team.

6. Help your employees with career development.

7. Have a clear vision and strategy for the team.

8. Have key technical skills so you can help advise the team. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/khhrccz2rn0te4epr632#VPGR9D0WBB80T3507449)

List of Google's Rules from Adam Bryant, “Google's Quest to Build a Better Boss,” The New York Times (March 12, 2011).

New Leader Action Memo

As a leader, you can cultivate your people skills to avoid executive derailment. You can treat others with kindness, interest, and respect and avoid overmanaging by selecting good followers and delegating effectively.

The skills on Google's list of desirable behaviors can help leaders avoid the fatal �laws that derail careers. In addition, today's successful leaders intentionally value change over stability, empowerment over control, collaboration over competition, diversity over uniformity, and integrity over self-interest, as discussed earlier. The industry of executive coaching emerged partly to help people through the transition to a new paradigm of leadership. Executive coaches encourage leaders to confront their own �laws and hang-ups that inhibit effective leadership, and then help them develop stronger emotional and interpersonal skills.

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1-6. Mastering the Art and Science of Leadership There's an age-old question: Are leaders born or made? In one survey, 19 percent of top executives said leaders are born, 52 percent said they are made, and 29 percent said they are both born and made. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/rwlmm7aa04g0hxyzg900#ZWCGX92D6HW6THCYX435) It may be true that some inborn qualities and personality characteristics can provide a foundation for being a good leader, but most people can learn to be good leaders no matter their innate characteristics. Interestingly, in the above-mentioned survey, both those who thought leaders are born and those who thought they are made mention learning from experience as a key to becoming a good leader.

Survey by the Center for Creative Leadership, reported in Phaedra Brotherton, “Leadership: Nature or Nurture?” T+D (February 2013), p. 25.

Leadership can be learned, but it is important to remember that leadership is both an art and a science. It is an art because many leadership skills and qualities cannot be learned from a textbook. Leadership takes practice and hands-on experience, as well as intense personal exploration and development. However, leadership is also a science because a growing body of knowledge and objective facts describes the leadership process and how to use leadership skills to attain organizational goals. This is where a textbook or a course on leadership can help you to be a better leader.

Knowing about leadership research helps people analyze situations from a variety of perspectives and learn how to be more effective. By exploring leadership in both business and society, students gain an understanding of the importance of leadership to an organization's success, as well as the dif�iculties and challenges involved in being a leader. Studying leadership can also lead to the discovery of abilities you never knew you had. When students in a leadership seminar at Wharton were asked to pick one leader to represent the class, one woman was surprised when she outpolled all other students. Her leadership was drawn out not in the practice of leadership in student government, volunteer activities, or athletics but in a classroom setting. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/rwlmm7aa04g0hxyzg900#GMMVQ4MJ4UQK1ZDA5533) Studying leadership gives you skills you can apply to the practice of leadership in your everyday life. Exhibit 1.6 gives some tips for how you can begin honing your leadership skills.

Russell Palmer, “Can Leadership Be Learned?” Business Today (Fall 1989), pp. 100–102.

Exhibit 1.6. Learning to Be a Leader

Source: Based on “Guidelines for the Apprentice Leader,” in Robert J. Allio, “Masterclass: Leaders and Leadership—Many Theories, But What Advice Is Reliable?” Strategy & Leadership 41, no. 1 (2013), pp. 4–14.

Many people have never tried to be leaders because they have no understanding of what leaders actually do. The chapters in this book are designed to help you gain a �irm knowledge of what leadership means and some of the skills and qualities that make a good leader. You can build competence in both the art and the science of leadership by completing the Self-Insight exercises throughout the book, by working on the activities and cases at the end of each chapter, and by applying the concepts

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you learn in class, in your relationships with others, in student groups, at work, and in voluntary organizations. Although this book and your instructors can guide you in your development, only you can apply the concepts and principles of leadership in your daily life. Learning to be a leader starts now, with you. Are you up to the challenge?

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1-7. Organization of this Book The plan for this book re�lects the shift to a new paradigm summarized in Exhibit 1.2 and the discussion of management versus leadership summarized in Exhibit 1.3 . The framework in Exhibit 1.7 illustrates the organization of the book.

Exhibit 1.7. Framework for the Book

Part 1 introduces leadership, its importance, and the transition to a new leadership paradigm. Part 2 explores basic research perspectives that evolved during a more stable time when rational management approaches were effective. These basic perspectives, including the Great Man and trait theories, behavior theories, and contingency theories, are relevant to dealing with speci�ic tasks and individuals and are based on a premise that leaders can predict and control various aspects of the environment to keep the organization running smoothly.

Parts 3, 4, and 5 focus on leadership perspectives that re�lect the paradigm shift to the turbulent, unpredictable nature of the environment and the need for fresh leader approaches. Part 3 discusses the personal side of leadership and looks at some of the qualities and forces that are required to be effective in the new reality. These chapters emphasize the importance of self- awareness and self-understanding, the development of one's own leadership mind and heart, moral leadership and courage, and appreciating the role of followership. Part 4 is about building effective relationships, including motivating and empowering others, communicating as a leader, leading teams, embracing the diversity of today's world, and using power and in�luence.

Part 5 brings together all of these ideas to examine the leader as builder of a social architecture that can help an organization create a brighter future. These chapters deal with creating vision and strategic direction, aligning culture and values to achieve the vision, and leading change.

Taken together, the sections and chapters paint a complete portrait of the leadership experience as it has evolved to the present day and emphasize the new paradigm skills and qualities that are relevant from today and into the future. This book blends systematic research evidence with real-world experiences and impact.

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Leadership Essentials This chapter introduced the concept of leadership and explained how individuals can grow as leaders. Leadership is de�ined as an in�luence relationship among leaders and followers who intend real changes and outcomes that re�lect their shared purposes. Thus leadership involves people in a relationship, in�luence, change, a shared purpose, and taking personal responsibility to make things happen. Most of us are aware of famous leaders, but most leadership that changes the world starts small and may begin with personal frustrations about events that prompt people to initiate change and inspire others to follow them. Your leadership may be expressed in the classroom, at work, or in your neighborhood, religious community, or volunteer organizations.

Concepts of leadership have evolved over time. Major research approaches include Great Man theories, trait theories, behavior theories, contingency theories, in�luence theories, and relational theories. Elements of all these approaches are still applicable to the study of leadership.

The biggest challenge facing leaders today is the changing world that wants a new paradigm of leadership. The new reality involves the shift from stability to change, from control to empowerment, from competition to collaboration, and from uniformity to diversity. In addition, the concept of leader as hero is giving way to that of the humble leader who develops others and shares credit for accomplishments. These dramatic changes suggest that a philosophy based on control and personal ambition will probably fail in the new era. The challenge for leaders is to evolve to a new mindset that relies on human skills, integrity, and teamwork.

The “soft” skills of leadership complement the “hard” skills of management, and both are needed to effectively guide organizations. Although leadership is often equated with good management, leadership and management are different processes. Management strives to maintain stability and improve ef�iciency. Leadership, on the other hand, is about creating a vision for the future, designing social architecture that shapes culture and values, inspiring and motivating followers, developing personal qualities, and creating change within a culture of integrity. Leadership can be integrated with management to achieve the greatest possible outcomes. Organizations need to be both managed and led, particularly in today's turbulent environment. Many managers already have the qualities needed to be effective leaders, but they may not have gone through the process needed to bring these qualities to life. Leadership is an intentional act. It is important to remember that most people are not born with natural leadership skills and qualities, but leadership can be learned and developed.

Discussion Questions 1. Look through recent magazines and newspapers and identify one leader who seems to illustrate the “leader-as-hero” mindset and one who seems more typical of the humble Level 5 leader described in the text. Describe their differing characteristics. Which was easier to �ind?

2. What do you consider your own strengths and weaknesses for leadership? Discuss your answer with another student.

3. Of the elements in the leadership de�inition as illustrated in Exhibit 1.1 , which is the easiest for you? Which is hardest? Explain.

4. How might the paradigm shift from competition to collaboration make the job of a leader more dif�icult? Could it also make the leader's job easier? Discuss.

5. Describe the best leader you have known. How did this leader acquire his or her capability?

6. Why do you think there are so few people who succeed at both management and leadership? Is it reasonable to believe someone can be good at both? Discuss.

7. Discuss some recent events and societal changes that might have contributed to a shift “from hero to humble.” Do you agree or disagree that humility is important for good leadership?

8. “Leadership is more concerned with people than is management.” Do you agree? Discuss.

9. What personal capacities should a person develop to be a good leader versus those developed to be a good manager?

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10. Why is leadership considered both an art and a science?

Leadership at Work

Leadership Right–Wrong

Leader Wrong: Think of a speci�ic situation in which you were working with someone who was in a leadership position over you and that person was doing something that was wrong for you. This person might have been a coach, teacher, team leader, employer, immediate boss, family member, or anyone who had a leadership position over you. “Wrong for you” means that person's behavior reduced your effectiveness, made you or your coworkers less productive, and was demotivating to you or your colleagues. Write a few words below that describe what the leader was doing that was wrong for you .

Think of a second situation in which someone in a leadership position did something wrong for you. Write a few words below that describe what the leader was doing that was wrong for you .

Leader Right: Think of a speci�ic situation in which you were working with someone who was in a leadership position over you and that person was doing something that was right for you. This person might have been a coach, teacher, team leader, employer, immediate boss, family member, or anyone who had a leadership position over you. “Right for you” means that person's behavior made you or your coworkers more productive, highly motivated you or others, and removed barriers to make you more successful. Write a few words below that describe what the leader was doing that was right for you .

Think of a second situation in which someone in a leadership position did something right for you. Write a few words below that describe what the leader was doing that was right for you .

The previous answers are data points that can help you understand the impact of leader behaviors. Analyze your four incidents —what are the underlying qualities of leadership that enable you to be an effective performer? Discuss your answers with another student. What leadership themes are present in the eight combined incidents? What do these responses tell you about the qualities you want and don't want in your leaders?

In Class: An interesting way to use this exercise in class is to have students write (�ive words maximum) their leader “rights” on one board and their leader “wrongs” on another board. The instructor can ask small groups to identify underlying themes in the collective set of leader data points on the boards to specify what makes an effective leader. After students establish four or �ive key themes, they can be challenged to identify the one key theme that distinguishes leaders who are effective from those who are not.

Source: Based on Melvin R. McKnight, “Organizational Behavior as a Phenomenological, Free-Will Centered Science,” Working Paper, College of Business Administration, Northern Arizona University, 1997.

Leadership Development: Cases for Analysis

Sales Engineering Division

When DGL International, a manufacturer of re�inery equipment, brought in John Terrill to manage its Sales Engineering division, company executives informed him of the urgent situation. Sales Engineering, with 20 engineers, was the highest-paid, best-educated, and least-productive division in the company. The instructions to Terrill: Turn it around. Terrill called a meeting of the engineers. He showed great concern for their personal welfare and asked point blank: “What's the problem? Why can't we produce? Why does this division have such turnover?”

Without hesitation, employees launched a hail of complaints. “I was hired as an engineer, not a pencil pusher.” “We spend over half of our time writing asinine reports in triplicate for top management, and no one reads the reports.” “We have to account for every penny, which doesn't give us time to work with customers or new developments.”

After a two-hour discussion, Terrill began to envision a future in which engineers were free to work with customers and join self-directed teams for product improvement. Terrill concluded he had to get top management off the engineers' backs. He promised the engineers, “My job is to stay out of your way so you can do your work, and I'll try to keep top management off your backs, too.” He called for the day's reports and issued an order effective immediately that the originals be turned in daily to his of�ice rather than mailed to headquarters. For three weeks, technical reports piled up on his desk. By month's end, the stack

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was nearly three feet high. During that time no one called for the reports. When other managers entered his of�ice and saw the stack, they usually asked, “What's all this?” Terrill answered, “Technical reports.” No one asked to read them.

Finally, at month's end, a secretary from �inance called and asked for the monthly travel and expense report. Terrill responded, “Meet me in the president's of�ice tomorrow morning.”

The next morning the engineers cheered as Terrill walked through the department pushing a cart loaded with the enormous stack of reports. They knew the showdown had come.

Terrill entered the president's of�ice and placed the stack of reports on his desk. The president and the other senior executives looked bewildered.

“This,” Terrill announced, “is the reason for the lack of productivity in the Sales Engineering division. These are the reports your people require every month. The fact that they sat on my desk all month shows that no one reads this material. I suggest that the engineers' time could be used in a more productive manner, and that one brief monthly report from my of�ice will satisfy the needs of the other departments.”

Questions 1. Does John Terrill's leadership style �it the de�inition of leadership in Exhibit 1.1 ? Is it part of a leader's job to manage upward? Explain.

2. With respect to Exhibit 1.4 , in what leadership era is Terrill? In what era is headquarters? Explain.

3. What approach would you have taken in this situation? What do you think the response of the senior executives will be to Terrill's action?

The Marshall Plan

Marshall Gordon was recognized by associates and competitors as a man on a mission . One of four members of the design team for a large chair manufacturing corporation, Marshall's obsession with the creation of comfortable seating dated to a childhood back injury and a lifetime of pain. He recognized, more than most in the industry, the importance of designing chairs that offered some relief to those suffering from debilitating back, hip, and neck pain as well as helping people of all ages to avoid problems with proper posture. In his early days with the company the staff jokingly called his approach the Marshall Plan, after America's 1947 initiative (named for Secretary of State George Marshall) to rebuild European economies after the war. Like someone �ighting to save the world, Marshall Gordon brought passion and a creative intensity to design meetings as if each drawing, each design tweak would change civilization as we knew it.

Single and with no apparent family or friendship ties, Marshall was married to his work. He seemed to thrive on 70-hour work weeks, although as a salaried manager, he received no overtime pay. Even his “down time” at meals or on weekends was spent sketching, studying the latest in ergonomics, or reconnoitering each design adjustment by competitors.

“When you visit a furniture store, you fully expect to see Marshall, skulking about in trench coat and hat, checking to see what the competition is offering,” says fellow team member John Craddock. “We all laugh about it. The guy brings—actually brings— chairs to meetings and tears them apart to show us some miniscule discovery .”

This obsession with chairs, pain and gravity, and one-upping the competition has made Marshall a valuable employee and earned him a reputation in the industry for creative design. Not since Peter Opsvik's Gravity Balans ergonomic chair of the 1970s has anyone made such an impact on the industry. The effect of Marshall's work on company pro�its is undeniable. The fact that competitors are chomping at the bit to lure him away is also undeniable.

But the Marshall Plan comes at a price. Over the 15 years he has worked with the company, �ive as leader of the design group, there has been a constant turnover within the design group as frustrated workers leave the company to “get away from Marshall.”

“Anything you could learn from this brilliant and dedicated man is destroyed by his cold, calculating attitude,” Craddock complains. “I came to this company excited about the chance to work with him. But any knowledge he possesses is carefully guarded. His design ideas are perfect, while ours are picked apart. We all swear he has listening devices scattered around everywhere, because if the rest of the team huddles in some corner of the world to discuss a design idea, voila ! He walks into the next meeting with our idea. Once when he was a few minutes late to a meeting, we thought we had beaten him and quickly

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presented our idea. Just then, he walks in, and announces, ‘Ideas must be in the air. I have something very similar,’ and throws his completed design on screen. Guess who won.”

Marshall presents a continuing challenge to company management, having both incredible positive and negative in�luence on the culture. While his contributions to design and pro�its far exceed those of other employees, his negative effect on the culture and his team's creativity and morale results in the loss of talented people and a climate of suspicion and discontent. His threat, “I can take my talents elsewhere,” hangs over top management like a sledge hammer.

Now, Craddock and Leslie Warren, other talented members of the design team, have approached management with their own ultimatum: Do something about Marshall or we resign .

Questions 1. If you were a top leader, how would you respond to the ultimatum? Be speci�ic. Explain why.

2. What is Marshall missing with respect to his leadership abilities? How do you explain his poor leadership behavior?

3. If you were Marshall's manager, how might you increase Marshall's awareness of the negative impact he is having on his team? How would you guide him toward better team leadership, sharing his knowledge with others, and mentoring his team members?

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Part 2. Research Perspectives on Leadership

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Chapter 2 . Traits, Behaviors, and Relationships

Your Leadership Challenge After reading this chapter, you should be able to:

Outline some personal traits and characteristics that are associated with effective leaders. Identify your own traits that you can transform into strengths and bring to a leadership role. Distinguish among various roles leaders play in organizations, including operations roles, collaborative roles, and advisory roles, and where your strengths might best �it. Recognize autocratic versus democratic leadership behavior and the impact of each. Know the distinction between people-oriented and task-oriented leadership behavior and when each should be used. Understand how the theory of individualized leadership has broadened the understanding of relationships between leaders and followers. Describe some key characteristics of entrepreneurial leaders.

Soon after her husband was elected the �irst African American president in the United States, Michelle Obama appeared on “The Tonight Show” wearing a stylish out�it consisting of a pencil skirt, a yellow and brown tank top, and a mustard yellow cardigan. When then-host Jay Leno asked about her wardrobe, saying “I'm guessing about 60 grand? Sixty, 70 thousand for that out�it?” she replied, “Actually, this is a J. Crew ensemble.” The audience roared. Obama also incorporated J. Crew items into her inauguration look. The man behind J. Crew, Millard S. (Mickey) Drexler, is a retail legend, known as both a visionary and something of a control freak. He turned Gap into a global fashion powerhouse in the 1990s, started Old Navy a decade or so later, and transformed J. Crew into a cult brand in the early years of the twenty-�irst century. When he took over as CEO, J. Crew was deeply in debt and struggling to survive. At the age of 70, Drexler is still going strong, but his leadership style and tendency to micromanage and focus on every detail, from vetting every new employee to deciding on the size of pockets or the look of a label, has recently come under scrutiny. By late 2015, even though J. Crew was still popular, sales were falling and the magic was fading. Yet owners continued to support Drexler and give him free rein as CEO. “Call it ‘the great man’ problem,” one New York Times reporter phrased it, questioning whether any company should be so closely tied to the characteristics, style, and actions of one individual. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/ezvu8mc54t6av03k5186#LGWA24CQCM78KSJ9K362)

Steven Davidoff Solomon, “J. Crew Struggles with Its ‘Great Man’ Dilemma,” The New York Times (June 10, 2015), p. B4; Stephanie Clifford, “J. Crew Bene�its As Mrs. Obama Wears the Brand,” The New York Times (November 17, 2008), http://www.nytimes.com/2008/11/17/business/media/17crew.html?_r=0 (accessed October 8, 2015); and Keith Bedford, “Mickey Drexler Leads J. Crew by Doing the Things Managers Aren't Supposed To,” Quartz http://qz.com/181569/j-crew-mickey-drexler-leads-by-doing- everything-managers-arent-supposed-to/ (accessed October 8, 2015).

We introduced the idea of “Great Man” leadership in Chapter 1 , and the Mickey Drexler example shows that the concept hasn't completely died. The earliest leadership studies proposed that certain people had natural traits and abilities of power and in�luence that enabled them to put everything together and in�luence others in a way that other people could not. Although few today would argue that leadership is based on inborn traits, interest in the characteristics that de�ine a good leader continues. As this example illustrates, current thinking on leadership incorporates a variety of ideas and concepts from the past.

Personal traits captured the imagination of the earliest leadership researchers, but if we look at any two successful and effective leaders they will likely share some traits but have others that are quite dissimilar. Each individual has a unique set of qualities, characteristics, and strengths to bring to a leadership role. In addition, leaders can learn to overcome some potentially limiting traits, such as a lack of self-con�idence or a quick temper. Consequently, many researchers have examined the behavior of leaders to determine what behavioral features comprise leadership style and how particular behaviors relate to effective leadership.

This chapter �irst examines the evolution of the trait approach and the importance of leaders understanding and applying their own unique leadership strengths. Then we provide an overview of the behavior approach and introduce the theory of individualized leadership, which looks at behavior between a leader and each individual follower, differentiating one-on-one behavior from leader-to-group behavior. The path illuminated by the research into leader traits and behaviors is a foundation for the �ield of leadership studies and still enjoys remarkable dynamism for explaining leader success or failure.

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2-1. The Trait Approach Traits are the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-con�idence, and appearance. Research early in the twentieth century examined leaders who had achieved a level of greatness and hence became known as the Great Man approach. Fundamental to this theory was the idea that some people are born with traits that make them natural leaders. The Great Man approach sought to identify the traits leaders possessed that distinguished them from people who were not leaders. Generally, research found only a weak relationship between personal traits and leader success. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/tqceav8zpzx03s96x890#ASMRNYUDY7RMQ5BCF502) Indeed, the diversity of traits that effective leaders possess indicates that leadership ability is not a genetic endowment.

Traits the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-con�idence, and appearance

Great Man approach a leadership perspective that sought to identify the inherited traits leaders possessed that distinguished them from people who were not leaders

Traits the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-con�idence, and appearance

Great Man approach a leadership perspective that sought to identify the inherited traits leaders possessed that distinguished them from people who were not leaders

Traits the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-con�idence, and appearance

Great Man approach a leadership perspective that sought to identify the inherited traits leaders possessed that distinguished them from people who were not leaders

Traits the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-con�idence, and appearance

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