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

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5-2. Mental Models A mental model can be thought of as an internal picture that affects a leader's thoughts, actions, and relationships with others. Mental models are theories people hold about speci�ic systems in the world and their expected behavior. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#AWCLDG96LT7JBDYUC495) A system means any set of elements that interact to form a whole and produce a speci�ied outcome. To understand what is meant by a mental model, consider an electrical circuit as a system. Exhibit 5.1 shows the elements of an electrical circuit system. A mental model would give you a picture in your mind of how these four elements �it together to produce the outcome of light. Just as an electric circuit is a system, an organization is a system, as is a football team, a sorority pledge drive, or the registration system at a university. An accurate mental model helps a leader understand how to arrange the key elements in these systems to get the desired outcome.

Mental models theories people hold about speci�ic systems in the world and their expected behavior

https://content.ashford.edu/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#AWCLDG96LT7JBDYUC495

Mental models theories people hold about speci�ic systems in the world and their expected behavior

Mental models

theories people hold about speci�ic systems in the world and their expected behavior

Mental models theories people hold about speci�ic systems in the world and their expected behavior

W. B. Rouse and N. M. Morris, “On Looking Into the Black Box: Prospects and Limits in the Search for Mental Models,” Psychological Bulletin 100 (1986), pp. 349–363; Beng-Chong Lim and Katherine J. Klein, “Team Mental Models and Team Performance: A Field Study of the Effects of Team Mental Model Similarity and Accuracy,” Journal of Organizational Behavior 27 (2006), pp. 403–418; Vanessa Urch Druskat and Anthony T. Pescosolido, “The Content of Effective Teamwork Mental Models in Self-Managing Teams: Ownership, Learning, and Heedful Interrelating,” Human Relations 55, no. 3 (2002), pp. 283–314; and Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Doubleday, 1990).

Mental models theories people hold about speci�ic systems in the world and their expected behavior

Exhibit 5.1. Elements of a System

New Leader Action Memo

As a leader, you can become aware of your mental models and how they affect your thinking and behavior. You can learn to regard your assumptions as temporary ideas and strive to expand your mindset.

Leaders have many mental models that tend to govern how they interpret experiences and how they act in response to people and situations. Consider the two different mental models in the following quote from Robert Townsend, former CEO of Avis Rent-a-Car. To have a successful organization, he advised leaders, “you'll have to give up being an administrator who loves to run others and become a manager who carries water for his people so they can get on with the job.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#VBBEB7B70BLXC28Q9295) The �irst part of the phrase re�lects a mental model that it is the leader's job to control people, whereas the second part re�lects a mental model that the leader is a servant who helps people do their best. Exhibit 5.2 shows the mental model that Google's top leaders use to keep the company on the cutting edge as its core business of search matures. At Google, leaders believe that risk-taking, a little craziness, and making mistakes are important for the sake of innovation. Too much structure and control is considered death to the company. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#ELGNM5MJJ0D38EYJA636)

From Robert Townsend, Up the Organization , quoted in “Everything You Wanted to Know about Leadership, from the Man Who Broke All the Rules,” The Conference Board Review (September–October 2007), pp. 37–41.

Adam Lashinsky, “Chaos by Design,” Fortune (October 2, 2006), pp. 86–98.

Exhibit 5.2. Google Leaders' Mental Model

Stay uncomfortable

Let failure coexist with triumph

Use a little less “management” than you need

Defy convention

Move fast and �igure things out as you go

Source: Based on Adam Lashinsky, “Chaos by Design,” Fortune (October 2, 2006), pp. 86–98.

Leaders at Google, as well as other organizations, strive to create mental models that are aligned with organizational needs, goals, and values. However, personal values, attitudes, beliefs, biases, and prejudices can all affect one's mental model. A leader's assumptions play an important role in shaping his or her mental models, but leaders can examine their assumptions and shift or expand mental models when

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needed to keep their organizations healthy. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#BUXB3YK769QSN4SKD803)

The following discussion is based partly on Robert C. Benfari, Understanding and Changing Your Management Style (San Francisco: Jossey-Bass, 1999), pp. 66–93.

5-2a. Assumptions

In Chapter 4 , we discussed two very different sets of attitudes and assumptions that leaders may have about subordinates, called Theory X and Theory Y, and how these assumptions affect leader behavior. A leader's assumptions naturally are part of his or her mental model. Someone who assumes that people can't be trusted will act very differently in a situation than someone who has the assumption that people are basically trustworthy. Leaders have assumptions about events, situations, and circumstances as well as about people. Assumptions can be dangerous because people tend to accept them as “truth.”

J.C. Penney provides a good example. Ron Johnson, who helped create the popular and successful Apple retail stores, was hired to save J.C. Penney from a slow death, but he was �ired just 17 months into the job. Johnson's assumptions about the transformation, which included making stores and merchandise more upscale, were based on his experience with what worked at Apple. He created in-store “boutiques” with expensive shelving and signage and pushed stores to stock youthful, slim-�itting clothing and European designs, re�lecting a shift away from the retailer's core customers. The problem is that J.C. Penney isn't Apple. Customers �lock to Apple stores for cutting-edge, status- symbol products, but J.C. Penney's customers want basic clothing and home goods at low prices. Johnson's remake assumed the only department store customer that mattered was the one “who shops at Target or Macy's or Nordstrom's,” said Margaret Bogenrief of ACM Partners. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#TTQKZ3Q8PFY3KWF3L506) In 2015, Marvin Ellison took over as the third CEO at Penney in four years. One of Ellison's biggest jobs will be working with other top Penney's leaders to bring more realistic assumptions to the challenge of reinventing an iconic brand for a new era.

Stephanie Clifford, “Chief's Silicon Valley Stardom Quickly Clashed at J.C. Penney,” The New York Times (April 9, 2013), http://www.nytimes.com/2013/04/10/business/how-an- apple-star-lost-his-luster-at-penneys.html?emc=eta1&_r=0 (http://www.nytimes.com/2013/04/10/business/how-an-apple-star-lost-his-luster-at-penneys.html?emc=eta1&_r=0) (accessed April 24, 2013); Stephanie Clifford, “J.C. Penney Ousts Chief of 17 Months,” The New York Times , April 8, 2013, http://www.nytimes.com/2013/04/09/business/ron-johnson-out-as- jc-penney-chief.html?pagewanted=all&_r=0 (http://www.nytimes.com/2013/04/09/business/ron-johnson-out-as-jc-penney-chief.html?pagewanted=all&_r=0) (accessed April 24, 2013); and Andrew Ross Sorkin, “A Dose of Realism for the Chief of J.C. Penney,” The New York Times , November 12, 2011, http://dealbook.nytimes.com/2012/11/12/a-dose-of-realism-for- the-chief-of-j-c-penney/ (http://dealbook.nytimes.com/2012/11/12/a-dose-of-realism-for-the-chief-of-j-c-penney/) (accessed March 26, 2013).

As this example illustrates, it is important for leaders to regard their assumptions as temporary ideas rather than �ixed truths. The more aware a leader is of his or her assumptions, the more the leader understands how assumptions guide behavior and decisions. In addition, the leader can question whether long-held assumptions �it the reality of the current situation. Questioning assumptions can help leaders understand and shift their mental models.

5-2b. Changing or Expanding Mental Models

The mindset of top leaders has always played a key role in organizational success. A Harvard University study ranking the top 100 business leaders of the twentieth century found that they all shared what the researchers refer to as “contextual intelligence,” the ability to sense the social, political, technological, and economic context of the times and adopt a mental model that helped their organizations best respond. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#ACBVETXD1AHRW7UR1380) In a world of rapid and discontinuous change, the greatest factor determining the success of leaders and organizations may be the ability to change or expand one's mental model. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#ELGE69Z87WNP5L3R1165) Consider how Ron Rivera, head coach of the Carolina Panthers, expanded his mental model of how to lead a football team.

Anthony J. Mayo and Nitin Nohria, In Their Time: The Greatest Business Leaders of the 20th Century (Boston: Harvard Business School Press, 2005).

Prasad Kajpa, “Steve Jobs and the Art of Mental Model Innovation,” Ivey Business Journal (May–June 2012), http://www.iveybusinessjournal.com/topics/leadership/steve-jobs-and- the-art-of-mental-model-innovation (http://www.iveybusinessjournal.com/topics/leadership/steve-jobs-and-the-art-of-mental-model-innovation) (accessed March 26, 2013); David J. Glew, Stephen C. Harper, and Jonathan D. Rowe, “Is Your Organization a Target?” Industrial Management (November–December 2010), pp. 15–20; Geoffrey Colvin, “The Most Valuable Quality in a Manager,” Fortune (December 29, 1997), pp. 279–280; and Marlene Piturro, “Mindshift,” Management Review (May 1999), pp. 46–51.

In the Lead Ron Rivera, Carolina Panthers

Most NFL coaches keep the time they spend in the locker room to a minimum. Ron Rivera, head coach of the Carolina Panthers, used to do that too, but after asking for advice from �ighter pilots about how to promote honesty and trust, Rivera shifted his mental model from one of maintaining distance from players to one of getting to know and understand players at a deep personal level. Now he's in the locker room interacting with players all the time. “Unless you are exposed to them [in the locker room], when they let their hair down, you won't get to know them,” he says.

After being advised to “remove rank” when talking to subordinates, Rivera took a bunch of players to dinner and asked them to give honest feedback. He was amazed at some of the things he heard. “I'm blown away,” he said. “You guys should have told me!” That's when he embarked on a crusade to create a culture of total honesty, where players felt they could ask him or tell him anything. Rivera set up a second of�ice closer to the locker room and he regularly visits the training room and cafeteria, as well as the locker

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http://www.nytimes.com/2013/04/10/business/how-an-apple-star-lost-his-luster-at-penneys.html?emc=eta1&_r=0

http://www.nytimes.com/2013/04/09/business/ron-johnson-out-as-jc-penney-chief.html?pagewanted=all&_r=0

http://dealbook.nytimes.com/2012/11/12/a-dose-of-realism-for-the-chief-of-j-c-penney/

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room, to interact informally with players. “I have answered questions in the locker room about whether a player should get puppies,” Rivera said. “I told them having a puppy is just like having a baby, there's a lot of responsibility.” * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#HVVEP4PWZ5Z9MQXQ2964)

Based on Kevin Clark, “The Coach Who Won't Leave the Locker Room,” The Wall Street Journal (October 13, 2015), http://www.wsj.com/articles/the-coach-who-wont- leave-the-locker-room-1444755991 (http://www.wsj.com/articles/the-coach-who-wont-leave-the-locker-room-1444755991) (accessed October 15, 2015).

Having closer personal relationships with his players helps Rivera monitor morale and smooth problems that might interfere with high performance. Leaders have to keep open minds and be willing to question assumptions and shift their mental models when new approaches are needed.

Organizations are vulnerable when leaders stick with obsolete mental models in the face of new realities. For example, market share for the BlackBerry smartphone has plummeted in recent years because leaders at Research in Motion stayed with what worked in the past and had a hard time shifting their mental model to keep the company competitive in an environment that changed quickly with the introduction of Apple and Samsung smartphones. On the other hand, leaders at Apple, particularly the late Steve Jobs, have been masters at shifting or expanding their mental models over the years. One researcher who interviewed Steve Jobs said he could “sometimes throw you off balance by suddenly adopting your position as his own, without ever acknowledging that he ever thought differently.” One reason Apple is so successful today, this researcher asserts, is that Steve Jobs was a genius at reframing issues and shifting mental models—his own, his employees', his partners', and his customers'. Before the iPhone, no one had ever thought of something like the App Store or the possibility of demanding a share of the revenue from wireless carriers, for instance. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#KNRQ838N3SW5EAUA1127)

Kajpa, “Steve Jobs and the Art of Mental Model Innovation.”

Unfortunately, many leaders become prisoners of their own assumptions and mindsets because these led to success in the past. They �ind themselves simply going along with the traditional way of doing things—whether it be running a business such as Research in Motion, managing a foundation, handling insurance claims, selling cosmetics, or coaching a basketball team—without even realizing they are making decisions and acting within the limited frame of their own mental model. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#MGHE73XYTNH62L0A7655)

Glew et al., “Is Your Organization a Target?”; Gary Hamel, “Why … It's Better to Question Answers Than to Answer Questions,” Across the Board (November–December 2000), pp. 42–46; and Jane C. Linder and Susan Cantrell, “It's All in the Mind (set),” Across the Board (May–June 2002), pp. 39–42.

One speci�ic challenge for the mental models of leaders is to navigate through ambiguities and complexities on a global scale that far exceed anything they encounter within their traditional management responsibilities. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#ZCYQM97LKHP3YA66E941) A global mindset can be de�ined as the ability of managers to appreciate and in�luence individuals, groups, organizations, and systems that represent different social, cultural, political, institutional, intellectual, or psychological characteristics. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#VKYUD2BM4YTNXAA7P429) A manager with a global mindset can perceive and respond to many different perspectives at the same time rather than being stuck in a domestic mental model that sees everything from one's own limited personal or cultural perspective. One of the best ways managers develop a global mindset is by engaging with people from different cultures. Ken Powell, CEO of General Mills, says being given international positions early in his career convinced him that getting people out of their comfort zone was the best way to develop leaders. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#FBULNZ6Q4811PTAA8485)

global mindset the ability of managers to appreciate and in�luence individuals, groups, organizations, and systems that represent different social, cultural, political, institutional, intellectual, or psychological characteristics

https://content.ashford.edu/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#HVVEP4PWZ5Z9MQXQ2964

http://www.wsj.com/articles/the-coach-who-wont-leave-the-locker-room-1444755991

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global mindset

the ability of managers to appreciate and in�luence individuals, groups, organizations, and systems that represent different social, cultural, political, institutional, intellectual, or psychological characteristics

This section is based on Schon Beechler and Dennis Baltzley, “Creating a Global Mindset,” Chief Learning Of�icer (May 29, 2008), http://clomedia.com/articles/view/creating_a_global_mindset/1 (http://clomedia.com/articles/view/creating_a_global_mindset/1) (accessed June 26, 2012); Mansour Javidan and Jennie L. Walker, “A Whole New Global Mindset for Leadership,” People & Strategy 35, no. 2 (2012), pp. 36–41; and Stephen L. Cohen, “Effective Global Leadership Requires a Global Mindset,” Industrial and Commercial Training 42, no. 1 (2010), pp. 3–10.

De�inition based on Mansour Javidan and Mary B. Teagarden, “Conceptualizing and Measuring Global Mindset,” Advanced in Global Leadership 6 (2011), pp. 13–39; and Beechler and Baltzley, “Creating a Global Mindset.”

Ken Powell, interviewed by Beth Kowitt, “Move Beyond Your Comfort Zone,” Fortune (May 4, 2009), p. 48.

Despite the mental discomfort and sense of disorientation it might cause, leaders must allow their mental models to be challenged and even demolished. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#WYXEEACGDKT6TFYJ9533) Becoming aware of assumptions and understanding how they in�luence emotions and actions is the �irst step toward being able to shift

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mental models and see the world in a new way. Effective leaders learn to continually question their own beliefs, assumptions, and perceptions in order to see things in unconventional ways and meet the challenge of the future head on. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/vphjlrhb6y4am7v6g128#UFFJ8RMDTTL364PY2285) Leaders who are unable to see and change their own ineffective mental models often need outside help, as described in this chapter's Leader's Bookshelf .

Anil K. Gupta and Vijay Govindarajan, “Cultivating a Global Mindset,” Academy of Management Executive 16, no. 1 (2002), pp. 116–126.

Hamel, “Why … It's Better to Question Answers Than to Answer Questions”; Geoffrey Colvin, “Managing in Chaos,” Fortune (October 2, 2006), pp. 76–82.

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Chapter 9 . Leadership Communication

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

Act as a communication champion and a “sensegiver” rather than just as an information processor. Use key elements of effective listening and understand why listening is important to leader communication. Use candor appropriately to improve your communication effectiveness, and recognize and apply the difference between dialogue and discussion. Incorporate metaphor and storytelling into your leadership communications. Select an appropriate communication channel for your message and effectively use social media and nonverbal communication. Communicate in a way that persuades and in�luences others. Effectively communicate during times of stress or crisis.

A group of assembly line employees, factory �loor managers, and quality control experts recently held a meeting in a maintenance closet. The impromptu get-together took place because workers at Honda's Anna, Ohio, engine plant were faced with having to spend more than three hours taking out, repairing, and reinstalling engines in Honda vehicles because of a previously unrecognized defect in a camshaft from a supplier. The meeting went on for several minutes with tempers �laring and petty arguments erupting. Some of the managers thought it was time to give up and just do it the obvious way, but other participants wanted to keep talking things out. When the meeting was over 20 minutes later, the group had found a way to make the camshaft repairs that would tie up only one hour per vehicle. These kinds of spontaneous meetings are called waigaya at Honda, and they are considered indispensable. A company story says the term waigaya was coined by Takeo Fujisawa, the business partner of Honda founder Soichiro Honda, because it sounded like the babble of many people talking at the same time, openly disagreeing with one another and debating ideas and opinions. Honda leaders believe involving everyone in open, candid, fearless communication is essential for �inding the best, most practical way of doing things. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qftf244mazvl2bw1x779#RNFU88NX6EKPHF0Q2887)

Jeffrey Rothfeder, “For Honda, Waigaya Is the Way,” Strategy + Business (Autumn 2014), http://www.strategy-business.com/article/00269? rssid=organizations_and_people&gko=48bd9 (http://www.strategy-business.com/article/00269?rssid=organizations_and_people&gko=48bd9) (accessed November 6, 2015).

Organizations suffer when people are afraid to speak up, don't care enough to speak up, or �ind that no one is listening. As a leader, you will de�ine your team or organization's communication climate, whether things are discussed openly or suppressed, whether people know and care what is going on in the organization or do not, and whether listening is valued as a key part of the communication process.

Recall that leadership means in�luencing people to bring about change toward a vision, or desired future, for the organization. Leaders communicate to share the vision with others, inspire and motivate them to strive toward the vision, and build the values and trust that enable effective working relationships and goal accomplishment.

Successful leader communication also includes deceptively simple components, such as asking questions, paying attention to nonverbal communication, and actively listening to others. Unfortunately, research shows that many executives are not investing the time and energy to be effective communicators. A survey by AMA Enterprise found that nearly 40 percent of employees feel out of the loop and don't know what is going on in their companies. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qftf244mazvl2bw1x779#TVZT4T4T5R7KWCC9R266) Moreover, many leaders resist employee feedback because they don't want to hear negative information. Without feedback, leaders can miss important signals that something is going wrong, and they may make decisions that are out of alignment with employee needs or perceptions, making smooth implementation less likely. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/qftf244mazvl2bw1x779#DGPQSM1BF019KNDBW832)

AMA Enterprise, a division of American Management Association, 2012, reported in “Employees Are Clueless about What's Going On at Work,” T + D (June 2012), p. 23.

Studies from the Elliot Leadership Institute, reported in Louise van der Does and Stephen J. Caldeira, “Effective Leaders Champion Communication Skills,” Nation's Restaurant News (March 27, 2006), p. 20; and Dennis Tourish, “Critical Upward Communication: Ten Commandments for Improving Strategy and Decision Making,” Long Range Planning 38 (2005), pp. 485–503.

This chapter describes tools and skills that can be used to overcome the communication de�icit pervading today's organizations. We examine how leaders use communication skills to make a difference in their organizations and the lives of followers.

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9-1. How Leaders Communicate Have you ever had a supervisor or instructor whose communication skills were so poor that you didn't have any idea what was expected of you or how to accomplish the job you were asked to do? On the other hand, have you experienced the communication �lair of a teacher, boss, or coach who “painted a picture in words” that both inspired you and clari�ied how to achieve an objective?

Leadership means communicating with others in such a way that they are in�luenced and motivated to perform actions that further common goals and lead toward desired outcomes. Communication is a process by which information and understanding are transferred between a sender and a receiver, such as between a leader and an employee, an instructor and a student, or a coach and a football player. Exhibit 9.1 shows the key elements of the communication process. The sender (such as a leader) initiates a communication by encoding a thought or idea, that is, by selecting symbols (such as words) with which to compose and transmit a message. The message is the tangible formulation of the thought or idea sent to the receiver, and the channel is the medium by which the message is sent. The channel could be a formal report, a blog, a telephone call, an e-mail or text message, or a face-to-face conversation. The receiver decodes the symbols to interpret the meaning of the message. Encoding and decoding can sometimes cause communication errors because individual differences, knowledge, values, attitudes, and background act as �ilters and may create “noise” when translating from symbols to meaning. People can easily misinterpret messages. Feedback is the element of the communication process that enables someone to determine whether the receiver correctly interpreted the message. Feedback occurs when a receiver responds to a leader's communication with a return message. Without feedback, the communication cycle is incomplete. Effective communication involves both the transference and the mutual understanding of information. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/dfsc68ewfmmcrxsjt970#BEQV6M17AMX7RSA64249) As illustrated in Exhibit 9.1 , the nature of effective communication is cyclical, in that a sender and receiver may exchange messages several times to achieve a mutual understanding. The ongoing process of sending, receiving, and feedback to test understanding underlies both management and leadership communication.

Communication a process by which information and understanding are transferred between a sender and a receiver

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Communication a process by which information and understanding are transferred between a sender and a receiver

Communication

a process by which information and understanding are transferred between a sender and a receiver

Communication a process by which information and understanding are transferred between a sender and a receiver

Bernard M. Bass, Bass & Stogdill's Handbook of Leadership , 3rd ed. (New York: The Free Press, 1990).

Communication a process by which information and understanding are transferred between a sender and a receiver

Exhibit 9.1. A Circular Model of Interpersonal Communication

Sources: Based on Gabriela Moise, “Communication Models Used in the Online Learning Environment,” The 3rd International Conference on Virtual Learning 2008, ICVL ( http://www.icvl.edu/2008 (http://www.icvl.edu/2008) ), pp 247–254; and Wilbur Schramm, The Process and Effects of Mass Communication , 6th ed. (Urbana, IL: University of Illinois Press, 1965).

9-1a. Management Communication

New Leader Action Memo

Networking is a vital part of leadership information sharing. Answer the questions in Leader's Self-Insight 9.1 to learn whether you network with other people like successful leaders do.

The traditional role of a manager is that of an “information processor.” Managers spend some 80 percent of each working day in communication with others. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/dfsc68ewfmmcrxsjt970#CHKUTE61ABPNPQ9VH613) In other words, 48 minutes of every hour are spent in meetings, on the telephone, or talking informally with others. Managers scan their environments for important written and personal information, gathering facts, data, and ideas, which in turn are sent to subordinates and others who can use them. A manager then receives subordinate messages and feedback to check understanding and determine whether to modify messages for accuracy.

Henry Mintzberg, Managing (San Francisco: Berrett-Koehler Publishers, 2009); and Henry Mintzberg, The Nature of Managerial Work (New York: Harper & Row, 1973).

Leader's Self-Insight 9.1. Am I Networked?

Instructions : Think about your current life as an employee or as a student. Indicate whether each of the following items is Mostly False or Mostly True for you.

Mostly False Mostly True

http://www.icvl.edu/2008

https://content.ashford.edu/books/Daft.0283.17.2/sections/dfsc68ewfmmcrxsjt970#CHKUTE61ABPNPQ9VH613

Mostly False Mostly True 1. I learn early on about changes going on in the organization that might affect me or my job. 2. I have a clear belief about the positive value of active networking. 3. I am good at staying in touch with others. 4. I network as much to help other people solve problems as to help myself. 5. I am fascinated by other people and what they do. 6. I frequently use lunches to meet and network with new people. 7. I regularly participate in charitable causes. 8. I maintain a list of friends and colleagues to whom I send holiday cards. 9. I build relationships with people of different gender, race, and nationality than myself. 10. I maintain contact with people from previous organizations and school groups. 11. I actively give information to subordinates, peers, and my boss. 12. I know and talk with peers in other organizations.

Scoring and Interpretation

Add the number of Mostly True answers for your score: . A score of 9 or above indicates that you are excellent at networking and can be a networking leader. A score of 3 or below would suggest that you need to focus more on building networks, perhaps work in a slow-moving occupation or organization, or not put yourself in a position of leadership. A score of 4—8 would be about average.

Networking is the active process of building and managing productive relationships. Networking builds social, work, and career relationships that facilitate mutual understanding and mutual bene�it. Leaders accomplish much of their work through networks rather than formal hierarchies.

Source: The ideas for this self-insight questionnaire were drawn primarily from Wayne E. Baker, Networking Smart: How to Build Relationships for Personal and Organizational Success (New York: McGraw-Hill, 1994).

Managers have a huge communication responsibility in directing and controlling an organization. They communicate facts, statistics, and decisions. Effective managers establish themselves at the center of information networks to facilitate the completion of tasks. Leadership communication, however, serves a different purpose.

9-1b. The Leader as Communication Champion

Although leadership communication also includes the components of sending, receiving, and feedback, it is different from management communication. Leaders often communicate the big picture—the vision, as de�ined in Chapter 1 —rather than facts and pieces of information. A leader can be seen as a communication champion. * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/dfsc68ewfmmcrxsjt970#GJBRWNPBBH3C526DT187)

Mary Young and James E. Post, “Managing to Communicate, Communicating to Manage: How Leading Companies Communicate with Employees,” Organizational Dynamics (Summer 1993), pp. 31–43; and Warren Bennis and Burt Nanus, Leaders: The Strategies for Taking Charge (New York: Harper & Row, 1985).

A communication champion is philosophically grounded in the belief that communication is essential to building trust and gaining commitment to the vision and strategy. Leaders use communication to unite people around a common sense of purpose and identity and to ensure that the vision and strategy are deeply understood and accepted by employees. This deep understanding and acceptance of organizational direction and purpose is referred to as embeddedness . * (http://content.thuzelearning.com/books/Daft.0283.17.2/sections/dfsc68ewfmmcrxsjt970#WWMV6U01SVBHZ2Q0U399) When the vision and strategy are embedded, everyone's daily decisions and actions help move the �irm in the right direction, toward achieving important goals. In many of today's organizations, command-and-control management is counterproductive. People cannot simply be told what to do. They need to understand and accept the vision and strategy so they can align their actions to support the organization's competitive intentions.