Effective leadership achua lussier 5th edition pdf

APPLICATIONS SKILL DEVELOPMENT CONCEPT APPLICATION (total of 42; average of 18 applications per chapter; partial listing below)

1.2 Leadership Managerial Roles 2.3 Achievement Motivation Theory 3.2 The Leadership Grid 4.3 Path-Goal Leadership 5.2 Using Power 6.3 Selecting Conflict Management Styles 7.1 In-Groups versus Out-Groups 8.4 Group Problem People 9.3 Transformational or Transactional

Leadership 10.1 Characteristics of Low- or

High-Performance Culture 11.2 Strategic Management Process 12.2 Differentiating between the Traditional

or Learning Organization

WORK APPLICATION (total of 111; average of 9 per chapter; sample below)

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

CASES: CHAPTER OPENING 1. Andrew Mason (Groupon) 2. Ellen Kullman 3. Traders Joe’s 4. Indra Nooyi (PepsiCo) 5. Mark Cuban 6. The Ranch Golf Club 7. Mark Zuckerberg 8. Gary Kelly (South West) 9. Oprah Winfrey

10. Andrea Jung (Avon) 11. Google 12. Vikram Pandit (CEO)

CRITICAL THINKING QUESTIONS (total of 80; average of 7 per chapter; sample below)

1.1 Should leadership be the manager’s job, or should leadership be a shared process?

1.2 Are you interested in sharing leadership, or do you prefer to be a follower?

1.3 Some people say the hard skills (finance, quantitative analysis) are more important for managers than soft skills (interpersonal skills), and some say the opposite is true. What is your view?

1.4 Should leadership courses focus on teach- ing students about leadership or on teaching students to be leaders?

DEVELOPING YOUR LEADERSHIP SKILLS (total of 29; average of 2 per chapter)

1.1 Getting to Know You by Name 1.2 Identifying Leadership Traits and

Behaviors 2.1 Improving Attitudes and Personality

Traits 2.2 Personality Perceptions 2.3 Ethics and Whistle-blowing 3.1 Writing Objectives 3.2 Giving Praise 4.1 Identifying Normative Leadership

Styles 4.2 Using the Normative Leadership

Models 5.1 Influencing Tactics 5.2 Influencing, Power, and Politics 6.1 Giving Instructions 6.2 Situational Communications 6.3 Coaching 6.4 Initiating Conflict Resolution 7.1 Improving Dyadic Relationships—

Followership 7.2 Delegating 8.1 Deciding Which Leadership

Decision-Making Style to Use 8.2 Individual Versus Group Decision

Making 9.1 Is the President of the United States

a Charismatic Leader? 10.1 Identifying and Improving

Organizational Culture 10.2 Diversity Training 10.3 Developing an Effective Multicul-

tural Team 11.1 Strategic Planning 11.2 Planning a Change Using the

Force-Field Model 11.3 Managing Change at Your College 12.1 Handling a Crisis 12.2 The Learning Organization

MODELS 3.1 Writing Effective Objectives Model 3.2 Giving Praise 6.1 The Oral Message-Sending Process 6.2 Job Instructional Training Steps 6.3 The Performance Formula 6.4 Coaching Model 6.5 The Collaborating Conflict Style 6.6 Situational Communication 7.1 Steps in the Delegation Process 8.1 Leadership Decision Making

SELF-ASSESSMENT EXERCISES (total of 40; average of 3 per chapter)

1.1 Leadership Potential 1.2 Managerial Leadership Skills 2.1 Big Five Personality Profile 2.2 Motive Profile 2.3 Motive Profile with Socialized

Power 2.4 Leadership Interest 2.5 Theory X and Theory Y Attitudes 2.6 How Ethical Is Your Behavior? 3.1 Your Behavioral Leadership Style 3.2 Your Personality Traits and Lead-

ership Styles 3.3 Job Motivators and Maintenance

Factors 4.1 Leadership Style 4.2 Your Personality and Contingency

Leadership Theories 4.3 Determining Your Preferred

Normative Leadership Style 4.4 Your Leadership Continuum and

Path-Goal Leadership Styles 5.1 Influencing Tactics, Power, and

Personality Traits 5.2 Use of Political Behavior 5.3 Networking 5.4 Negotiating

Continued on inside back cover

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LEADERSHIP Theory, Application, & Skill Development

5e

ROBERT N. LUSSIER, PH.D. Springfield College

CHRISTOPHER F. ACHUA, D.B.A. University of Virginia’s College at Wise

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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LEADERSHIP Theory, Application, & Skill Development

5e

ROBERT N. LUSSIER, PH.D. Springfield College

CHRISTOPHER F. ACHUA, D.B.A. University of Virginia’s College at Wise

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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Leadership: Theory, Application, & Skill Development, Fifth Edition Robert N. Lussier, Christopher F. Achua

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To my wife Marie and our six children:

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

— Robert N. Lussier

To my family, especially my wife (Pauline),

the children (Justin, Brooke, Jordan, Cullen, Gregory and Zora)

and my mother (Theresia Sirri).

— Christopher F. Achua

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Brief Contents

Preface xv

Acknowledgments xxvii

About the Authors xxx

PART ONE INDIVIDUALS AS LEADERS 1

1 Who Is a Leader and What Skills Do Leaders Need? 2

2 Leadership Traits and Ethics 32

3 Leadership Behavior and Motivation 69

4 Contingency Leadership Theories 111

5 Influencing: Power, Politics, Networking, and Negotiation 147

PART TWO TEAM LEADERSHIP 189

6 Communication, Coaching, and Conflict Skills 190

7 Leader-Member Exchange and Followership 239

8 Team Leadership and Self-Managed Teams 276

PART THREE ORGANIZATIONAL LEADERSHIP 321

9 Charismatic and Transformational Leadership 322

10 Leadership of Culture, Ethics, and Diversity 356

11 Strategic Leadership and Change Management 393

12 Crisis Leadership and the Learning Organization 428

Appendix: Leadership and Spirituality in the Workplace 463

Glossary 472

Endnotes 479

Index 508

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Contents

Preface xv Acknowledgments xxvii About the Authors xxx

PART ONE INDIVIDUALS AS LEADERS 1

CHAPTER 1 Who Is a Leader and What Skills Do Leaders Need? 2 Leadership Is Everyone’s Business 3

Defining Leadership 5 Self-Assessment 1: Leadership Potential 5 / Leaders–Followers 6 / Influence 7 / Organizational Objectives 8 / Change 8 / People 8

Leadership Skills 9 Are Leaders Born or Made? 9 / Self-Assessment 2: Managerial Leadership Skills 9 / Can Leadership Be Taught and Skills Developed? 10 / Managerial Leadership Skills 10

Managerial Leadership Roles 13 Interpersonal Roles 13 / Informational Roles 14 / Decisional Roles 15

Levels of Analysis of Leadership Theory 17 Individual Level of Analysis 17 / Group Level of Analysis 17 / Organizational Level of Analysis 17 / Interrelationships among the Levels of Analysis 18

Leadership Theory Paradigms 19 The Trait Theory Paradigm 19 / The Behavioral Leadership Theory Paradigm 19 / The Contingency Leadership Theory Paradigm 20 / The Integrative Leadership Theory Paradigm 20 / From the Management to the Leadership Theory Paradigm 21

Objectives of the Book 22 Leadership Theory 22 / Application of Leadership Theory 23 / Leadership Skill Development 24 / Flexibility 24

Organization of the Book 24

Chapter Summary 25 Key Terms 26 Review Questions 27 Critical Thinking Questions 27 CASE: Steve Jobs—Apple 27 VIDEO CASE: Leadership at P.F. Chang’s 29 Developing Your Leadership Skills 1: Getting to Know You by Name 30 Self-Assessment 3: Names 31 Developing Your Leadership Skills 2: Identifying Leadership Traits and Behaviors 31

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CHAPTER 2 Leadership Traits and Ethics 32 Personality Traits and Leadership 33

Self-Assessment 1: Big Five Personality Profile 33 / Personality and Traits 34 / Personality Profiles 35 / Applying Trait Theory 35

The Big Five Including Traits of Effective Leaders 37 Surgency 37 / Agreeableness 38 / Adjustment 39 / Conscientiousness 40 / Openness 41

The Personality Profile of Effective Leaders 43 Achievement Motivation Theory 43 / Self-Assessment 2: Motive Profile 45 / Leader Motive Profile Theory 46 / Self-Assessment 3: Motive Profile with Socialized Power 47 / Self-Assessment 4: Leadership Interest 48

Leadership Attitudes 49 Theory X and Theory Y 49 / Self-Assessment 5: Theory X and Theory Y Attitudes 49 / The Pygmalion Effect 50 / Self-Concept 51 / How Attitudes Develop Leadership Styles 52

Ethical Leadership 53 Self-Assessment 6: How Ethical Is Your Behavior? 53 / Does Ethical Behavior Pay? 55 / Factors Influencing Ethical Behavior 55 / How People Justify Unethical Behavior 57 / Guides to Ethical Behavior 59 / Being an Ethical Leader 60

Chapter Summary 61 Key Terms 62 Review Questions 62 Critical Thinking Questions 63 CASE: The Bill & Melinda Gates Foundation 63 VIDEO CASE: “P.F.” Chang’s Serves Its Workers Well 65 Developing Your Leadership Skills 1: Improving Attitudes and Personality Traits 65 Developing Your Leadership Skills 2: Personality Perceptions 67 Developing Your Leadership Skills 3: Ethics and Whistle-blowing 68

CHAPTER 3 Leadership Behavior and Motivation 69 Leadership Behavior and Styles 70

Leadership Behavior 70 / Leadership Styles and the University of Iowa Research 71

University of Michigan and Ohio State University Studies 72 Self-Assessment 1: Your Behavioral Leadership Style 72 / University of Michigan: Job- Centered and Employee-Centered Behavior 73 / Ohio State University: Initiating Structure and Consideration Behavior 75 / Differences, Contributions, and Applications of Leadership Models 75

The Leadership Grid 77 Leadership Grid Theory 77 / Leadership Grid and High-High Leader Research 79 / Behavioral Theory Contributions and Applications 79 / Self-Assessment 2: Your Personality Traits and Leadership Styles 80

Leadership and Major Motivation Theories 80 Motivation and Leadership 81 / The Motivation Process 81 / An Overview of Three Major Classifications of Motivation Theories 82

Content Motivation Theories 82 Hierarchy of Needs Theory 82 / Two-Factor Theory 84 / Self-Assessment 3: Job Motivators and Maintenance Factors 85 / Acquired Needs Theory 88 / Balancing Work-Life Needs 89

viii CONTENTS

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Process Motivation Theories 89 Equity Theory 90 / Expectancy Theory 91 / Goal Setting Theory 92

Reinforcement Theory 95 Types of Reinforcement 96 / Schedules of Reinforcement 97 / You Get What You Reinforce 98 / Motivating with Reinforcement 99 / Giving Praise 100

Putting the Motivation Theories Together within the Motivation Process 103

Chapter Summary 104 Key Terms 105 Review Questions 105 Critical Thinking Questions 105 CASE: Art Friedman—Friedmans Appliance 106 VIDEO CASE: Motivation at Washburn Guitars 107 Developing Your Management Skills 1: Writing Objectives 108 Behavior Model Skills Training 1: Giving Praise 109 Behavior Model Video 1: Giving Praise 109 Developing Your Leadership Skills 2: Giving Praise 109

CHAPTER 4 Contingency Leadership Theories 111 Contingency Leadership Theories and Models 112

Leadership Theories versus Leadership Models 113 / Contingency Theory and Model Variables 113 / Global Contingency Leadership 114

Contingency Leadership Theory and Model 115 Leadership Style and the LPC 116 / Self-Assessment 1: Leadership Style 116 / Situational Favorableness 117 / Determining the Appropriate Leadership Style 117 / Research, Criticism, and Applications 119

Leadership Continuum Theory and Model 120

Path–Goal Leadership Theory and Model 122 Situational Factors 124 / Leadership Styles 124 / Research, Criticism, and Applications 126

Normative Leadership Theory and Models 127 Leadership Participation Styles 127 / Model Questions to Determine the Appropriate Leadership Style 128 / Selecting the Time-Driven or Development-Driven Model for the Situation 131 / Determining the Appropriate Leadership Style 131 / Research, Criticism, and Applications 132

Putting the Behavioral and Contingency Leadership Theories Together 133 Prescriptive and Descriptive Models 133

Leadership Substitutes Theory 135 Substitutes and Neutralizers 135 / Leadership Style 136 / Changing the Situation 136 / Research, Criticism, and Applications 136 / Self-Assessment 2: Your Personality and Contingency Leadership Theories 136

Chapter Summary 137 Key Terms 138 Review Questions 138 Critical Thinking Questions 139 CASE: Terry Gou—Foxconn Technology Group 139 VIDEO CASE: Leadership at McDonald’s 141 Self-Assessment 3: Determining Your Preferred Normative Leadership Style 141 Developing Your Leadership Skills 1: Identifying Normative Leadership Styles 144 Developing Your Leadership Skills 2: Using the Normative Leadership Models 144 Self-Assessment 4: Your Leadership Continuum and Path-Goal Leadership Styles 146

CONTENTS ix

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CHAPTER 5 Influencing: Power, Politics, Networking, and Negotiation 147 Power 148

Sources of Power 149 / Types of Power and Influencing Tactics, and Ways to Increase Your Power 149 / Self-Assessment 1: Influencing Tactics, Power, and Personality Traits 158 / Acquiring and Losing Power 158

Organizational Politics 159 Self-Assessment 2: Use of Political Behavior 160 / The Nature of Organizational Politics 161 / Political Behavior 161 / Guidelines for Developing Political Skills 163

Networking 165 Self-Assessment 3: Networking 166 / Perform a Self-Assessment and Set Goals 167 / Create Your One-Minute Self-Sell 168 / Develop Your Network 168 / Conduct Networking Interviews 169 / Maintain Your Network 171 / Social Networking at Work 171

Negotiation 172 Self-Assessment 4: Negotiating 172 / Negotiating 173 / The Negotiation Process 174

Ethics and Influencing 178

Chapter Summary 180 Key Terms 181 Review Questions 181 Critical Thinking Questions 181 CASE: Latoya Washington—Department of Marketing 182 VIDEO CASE: Employee Networks at Whirlpool Corporation 183 Developing Your Leadership Skills 1: Influencing Tactics 184 Developing Your Leadership Skills 2: Influencing, Power, and Politics 185 Developing Your Leadership Skills 3: Networking Skills 186 Developing Your Leadership Skills 4: Car Dealer Negotiation 187

PART TWO TEAM LEADERSHIP 189

CHAPTER 6 Communication, Coaching, and Conflict Skills 190 Communication 191

Communication and Leadership 192 / Sending Messages and Giving Instructions 192 / Receiving Messages 195 / Self-Assessment 1: Listening Skills 195

Feedback 199 The Importance of Feedback 199 / Common Approaches to Getting Feedback on Messages—and Why They Don’t Work 200 / How to Get Feedback on Messages 201 / 360-Degree Multi-Rater Feedback 201

Coaching 202 How to Give Coaching Feedback 203 / What Is Criticism—and Why Doesn’t It Work? 206 / The Coaching Model for Employees Who Are Performing Below Standard 207 / Mentoring 209

Managing Conflict 210 The Psychological Contract 210 / Conflict and Leadership 210 / Conflict Management Styles 211

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

x CONTENTS

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Chapter Summary 219 Key Terms 221 Review Questions 221 Critical Thinking Questions 221 CASE: Reed Hastings—Netflix 222 VIDEO CASE: Communication at Navistar International 224 Developing Your Leadership Skills 1: Giving Instructions 224 Behavior Model Skills Training 1: Session 1 226 Self-Assessment 3: Determining Your Preferred Communication Style 226 The Situational Communications Model: The Interactive Process System 229 Behavior Model Video 6.1: Situational Communications 233 Developing Your Leadership Skills 2: Situational Communications 233 Behavior Model Skills Training 2: Session 2 234 The Coaching Model 234 Behavior Model Video 6.2: Coaching 234 Developing Your Leadership Skills 3: Coaching 234 Behavior Model Skills Training 3: Session 3 236 The Initiating Conflict Resolution Model 6.5 236 Behavior Model Video 6.3: Initiating Conflict Resolution 236 Developing Your Leadership Skills 4: Initiating Conflict Resolution 236 Behavior Model Video 6.4: Mediating Conflict Resolution 238

CHAPTER 7 Leader–Member Exchange and Followership 239 Evolution of Dyadic Theory 241

Vertical Dyadic Linkage (VDL) Theory 242 / Self-Assessment 1: Dyadic Relationship with Your Manager 242 / Leader–Member Exchange (LMX) Theory 244 / Team-Member Exchange Theory 245

Leader–Member Exchange Theory 246 Factors That Influence LMX Relationships 246 / Developing High-Quality LMX Relationships 248 / The Benefits of High-Quality LMX Relationships 249 / Self- Assessment 2: In-Group and Out-Group 250

Strengths and Limitations of LMX Theory 250 Self-Assessment 3: Your LMX Relationship with Your Manager 251

Followership 252 Defining Followership 252 / Types of Followers 252 / The Effective Follower 254 / Self-Assessment 4: Effective Followers 255 / Guidelines to Becoming an Effective Follower 255 / Determinants of Follower Influence 258 / Dual Role of Being a Leader and a Follower 260

Delegation 261 Delegating 261 / Delegation Decisions 262 / Self-Assessment 5: Followership and Personality 263 / Delegating with the Use of a Model 264

Follower Evaluation and Feedback 266

Chapter Summary 267 Key Terms 269 Review Questions 269 Critical Thinking Questions 269 CASE: W. L. Gore & Associates 270 VIDEO CASE: Delegation at Boyne USA Resorts 272 Developing Your Leadership Skills 1: Improving Dyadic Relationships— Followership 272 Behavior Model Skills Training 273 The Delegation Model 273

CONTENTS xi

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Behavior Model Video 7.1: Delegating 273 Developing Your Leadership Skills 2: Delegating 274

CHAPTER 8 Team Leadership and Self-Managed Teams 276 The Use of Teams in Organizations 278

Groups versus Teams: What Is the Difference? 278 / Advantages and Disadvantages of Teamwork 280 / Self-Assessment 1: Assessing Teamwork in Your Group 281 / What Is an Effective Team? 282 / Characteristics of Effective Teams 283 / Team Leadership 287 / Organizational Climate and Team Creativity 288 / Self- Assessment 2: Assessing the Climate for Creativity 289

Types of Teams 290 Functional Team 290 / Cross-Functional Team 291 / Virtual Team 292 / Self- Managed Team (SMT) 293

Decision Making in Teams 293 Normative Leadership Model 294 / Team-Centered Decision-Making Model 294 / Self-Assessment 3: Personality Traits and Teams 295

Leadership Skills for Effective Team Meetings 296 Planning Meetings 297 / Conducting Meetings 298 / Handling Problem Members 299

Self-Managed Teams 301 The Nature of Self-Managed Teams 301 / The Benefits of Self-Managed Teams 303 / Improving the Success Rate of Self-Managed Teams 304 / The Changing Role of Leadership in Self-Managed Teams 306 / The Challenges of Implementing Self-Managed Teams 307

Chapter Summary 308 Key Terms 310 Review Questions 310 Critical Thinking Questions 311 CASE: Frederick W. Smith—FedEx 311 VIDEO CASE: The NEADS Team: People and Dogs 313 Behavior Model Skills Training 313 Leadership Decision-Making Model: (Part I) 314 Behavior Model Video 8.1 and Video Exercise: (Part II) 316 Developing Your Leadership Skills 1: (Parts III & IV) 317 Developing Your Leadership Skills 2: Individual Versus Group Decision Making 319

PART THREE ORGANIZATIONAL LEADERSHIP 321

CHAPTER 9 Charismatic and Transformational Leadership 322 Charismatic Leadership 324

Weber’s Conceptualization of Charisma 324 / Locus of Charismatic Leadership 325 / The Effects of Charismatic Leaders on Followers 326 / How One Acquires Charismatic Qualities 328 / Charisma: A Double-Edged Sword 329

Transformational Leadership 331 The Effects of Transformational Leadership 331 / Transformational versus Transactional Leadership 332 / Self-Assessment 1: Are You More of a Transformational Leader? 332 / The Transformation Process 334

xii CONTENTS

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Charismatic and Transformational Leadership—An Integrated Perspective 336 Qualities of Effective Charismatic and Transformational Leadership 336 / Transformational and Charismatic Leader Behaviors 340 / Differentiating between Charismatic and Transformational Leadership 342 / Self-Assessment 2: Are You More Charismatic, Transformational, or Both? 344

Stewardship and Servant Leadership 345 Defining Stewardship and Servant Leadership 346 / The Effective Steward Leader 346 / The Effective Servant Leader 347 / Self-Assessment 3: Personality and Charismatic and Transformational Leadership 348

Chapter Summary 349 Key Terms 351 Review Questions 351 Critical Thinking Questions 351 CASE: Ursula Burns: Xerox’s Chairwoman and CEO 352 VIDEO CASE: Timbuk2: Former CEO Sets a Course 354 Developing Your Leadership Skills 1: Is the President of the United States a Charismatic Leader? 354

CHAPTER 10 Leadership of Culture, Ethics, and Diversity 356 What Is Organizational Culture? 358

The Power of Culture 359 / Low- and High-Performing Cultures 360 / The Leader’s Role in Influencing Culture 364 / Types of Culture 366 / National Culture Identities—Hofstede’s Value Dimensions 369

Ethics Leadership 371 Self-Assessment 1: Personal Values 371 / Organizational Practices That Foster an Ethical Work Environment 372 / Authentic Leadership 374

Diversity Leadership 376 Changing Demographics and Workforce Diversity 376 / Benefits of Embracing Diversity 377 / The Downside of Diversity 378 / Creating a Pro-Diversity Culture 378 / The Effects of Globalization on Diversity Leadership 383 / Self-Assessment 2: Personality, Culture, Values, and Diversity 383

Chapter Summary 384 Key Terms 386 Review Questions 386 Critical Thinking Questions 387 CASE: Governor Deval Patrick—Commonwealth of Massachusetts 387 VIDEO CASE: Diversity at PepsiCo 389 Developing Your Leadership Skills 1: Identifying and Improving Organizational Culture 389 Developing Your Leadership Skills 2: Diversity Training 390 Developing Your Leadership Skills 3: Developing an Effective Multicultural Team 391

CHAPTER 11 Strategic Leadership and Change Management 393 Globalization and Environmental Sustainability 395

Strategic Leadership 396 / Strategic Leadership Failures 397 / Self-Assessment 1: Strategic Leadership 398

Strategic Management Framework 399 Environmental Scanning 400 / Strategy Formulation 402 / Strategy Implementation 407 / Strategy Evaluation and Control 409 / Strategic Management in Action 409

CONTENTS xiii

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Leading Change 410 The Need for Change 411 / The Leader’s Role in Managing Change 412 / The Change Management Process 413 / Why People Resist Change 416 / Minimizing Resistance to Change 419 / Self-Assessment 2: Personality, Leadership, and Change 420

Chapter Summary 421 Key Terms 422 Review Questions 422 Critical Thinking Questions 423 CASE: Nike—CEO Mark Parker and His Executive Team Impress Shareholders and Analysts 423 VIDEO CASE: Original Penguin Spreads Its Wings 425 Developing Your Leadership Skills 1: Strategic Planning 426 Developing Your Leadership Skills 2: Planning a Change Using the Force-Field Model 426 Developing Your Leadership Skills 3: Managing Change at Your College 427

CHAPTER 12 Crisis Leadership and the Learning Organization 428 Crisis Leadership 430

Crisis Leadership Training 432 / The Impact of Environmental Factors 432 / Crisis Management Plan 433 / Principles of Effective Crisis Communication 442 / A Spotlight on the African Crisis 444

The Learning Organization and Knowledge Management 445 What Is a Learning Organization? 446 / What Is Knowledge Management? 447 / Self-Assessment 1: Learning Organizations 448 / Differentiate between the Traditional and Learning Organization 448 / The Learning Organizational Culture and Firm Performance 451 / The Role of Leaders in Creating a Learning Organization Culture 451 / Self-Assessment 2: Personality and Crisis and the Learning Organization 456

Chapter Summary 456 Key Terms 458 Review Questions 458 Critical Thinking Questions 458 CASE: Merck CEO Ken Frazier: First African-American Leading a Major Pharmaceutical Company 458 VIDEO CASE: Managing in Turbulent Times at Second City Theater 460 Developing Your Leadership Skills 1: Handling a Crisis 461 Developing Your Leadership Skills 2: The Learning Organization 462

Appendix: Leadership and Spirituality in the Workplace 463 Glossary 472 Endnotes 479 Index 508

xiv CONTENTS

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Preface

Target Market This book is intended for leadership courses offered at the undergraduate and graduate levels in schools of business, public administration, health care, education, psychology, and sociol- ogy. No prior coursework in business or management is required. The textbook can also be used in management development courses that emphasize the leadership function, and can supplement management or organizational behavior courses that emphasize leadership, espe- cially with an applications/skill development focus.

Goals and Overview of Competitive Advantages In his book Power Tools, John Nirenberg asks: “Why are so many well-intended students learning so much and yet able to apply so little in their personal and professional lives?” Is it surprising that students cannot apply what they read and cannot develop skills, when most textbooks continue to focus on theoretical concepts? Textbooks need to take the next step, and develop students’ ability to apply what they read and to build skills using the concepts. I (Lussier) started writing management textbooks in 1988—prior to the call by the Association to Advance Collegiate Schools of Business (AACSB) for skill development and outcomes assessment—to help professors teach their students how to apply concepts and develop management skills. Pfeffer and Sutton concluded that the most important insight from their research is that knowledge that is actually implemented is much more likely to be acquired from learning by doing, than from learning by reading, listening, or thinking. We designed this book to give students the opportunity to learn by doing.

The overarching goal of this book is reflected in its subtitle: theory, application, skill development. We developed the total package to teach leadership theory and concepts, to improve ability to apply the theory through critical thinking, and to develop leadership skills. Following are our related goals in writing this book:

• To be the only traditional leadership textbook to incorporate the three-pronged approach. We make a clear distinction between coverage of theory concepts, their application, and the development of skills based on the concepts. The Test Bank includes questions under each of the three approaches.

• To make this the most “how-to” leadership book on the market. We offer behavior models with step-by-step guidelines for handling various leadership functions (such as how to set objectives, give praise and instructions, coach followers, resolve con- flicts, and negotiate).

• To offer the best coverage of traditional leadership theories, by presenting the theo- ries and research findings without getting bogged down in too much detail.

• To create a variety of high-quality application material, using the concepts to de- velop critical-thinking skills.

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

xv Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).

Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

• To offer behavior-modeling leadership skills training. • To make available a video package, including 7 Behavior Model Videos and

12 Video Cases. • To suggest self-assessment materials that are well integrated and illustrate the

important concepts discussed in the text. Students begin by determining their personality profile in Chapter 2, and then assess how their personality affects their leadership potential in the remaining chapters.

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

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

Specific Competitive Advantage— Pedagogical Features Three-Pronged Approach We created course materials that truly develop students into leaders. As the title of this book implies, we provide a balanced, three-pronged approach to the curriculum:

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

• Application of leadership concepts through critical thinking • Development of leadership skills

The three-pronged approach is clear in the textbook and is carried throughout the Instructor’s Manual and Test Bank.

Theory Leadership Theories, Research and References, and Writing Style: This book has been written to provide the best coverage of the traditional leadership theories, presenting the theories and research findings clearly without being bogged down in too much detail. The book is heavily referenced with classic and current citations. Unlike the textbooks of some competi- tors, this book does not use in-text citations, to avoid distracting the reader and adding unnec- essary length to the text chapters. Readers can refer to the notes for complete citations of all sources. Thus, the book includes all the traditional leadership topics, yet we believe it is written in a livelier, more conversational manner than those of our competitors.

The following features are provided to support the first step in the three-pronged approach—theory.

Learning Outcomes: Each chapter begins with Learning Outcomes. At the end of the chapter, the Learning Outcomes are integrated into the chapter summary.

xvi PREFACE

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Key Terms: A list of key terms appears at the beginning and end of each chapter. Clear definitions are given in the text for approximately 15 of the most important concepts from the chapter (with the key term in bold and the definition in italic).

Chapter Summary: The summary lists the Learning Outcomes from the beginning of the chapter and gives the answers. For each chapter, the last Learning Outcome requires students to define the key terms of the chapter by writing the correct key term in the blank provided for each definition.

Review Questions: These questions require recall of information generally not covered in the Learning Outcomes.

Product Support Web Site: The product support Web site, www.cengage.com/manage ment/lussier, has information for both professors and students. Students can take interactive quizzes, written by Kenneth Zula of Keystone College, and quiz themselves on key terms.

Test Bank (Assessment of Understanding of Theory/Concepts) and Instructor’s Manual: The Test Bank includes traditional assessment of student knowledge. It also in- cludes the Learning Outcomes and Review Questions for each chapter. The Instructor’s Manual includes the answers to all Review Questions.

Application The second prong of our textbook is to have students apply the leadership theories and concepts so that they can develop critical-thinking skills. Students develop their applica- tion skills through the following features.

Opening Case Application: At the beginning of each chapter, information about an actual manager and organization is presented. The case is followed by four to eight ques- tions to get students involved. Throughout the chapter, the answers to the questions are given to illustrate how the manager/organization actually uses the text concepts to create opportunities and solve problems through decision making. A distinctive head (Opening Case APPLICATION) appears when the opening case is applied in the text.

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

OPENING CASE APPLICATION 1. What Big Five and leadership personality traits does Ellen Kullman possess?

To a large extent, Ellen Kullman is a successful leader because of her strong personality in the Big Five. She has a strong need for surgency that helped her climb the corporate ladder at DuPont, which is dominated by

men. It took energy and determination to become the first woman CEO of DuPont. Further evidence of her being powerful follows: Forbes listed Kullman number 18 on its list of the World’s 100 Most Powerful Women. Fortune ranked Kullman seventh on its list of 50 Most Powerful Women, and fifth on its Businessperson of the Year list.

PREFACE xvii

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Concept Applications: Every chapter contains a series of two to six Concept Applica- tion boxes that require students to determine the leadership concept being illustrated in a specific, short example. All the recommended answers appear in the Instructor’s Manual with a brief explanation. In addition, the Test Bank has similar questions, clearly labeled, to assess students’ ability to apply the concepts.

Critical Thinking Questions: There are more than 80 critical-thinking questions (an average of 7 per chapter) that can be used for class discussion and/or written assign- ments to develop communication and critical thinking skills.

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

Video Cases: All chapters include one Video Case. Seeing actual leaders tackling real management problems and opportunities enhances student application of the concepts. The 12 Video Cases have supporting print material for both instructors and students, including a brief description and critical-thinking questions. Answers to the Video Case questions are included in the Instructor’s Manual.

xviii PREFACE

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Test Bank (Assessment of Application Ability) and Instructor’s Manual: The Test Bank includes Work Applications and Concept Application questions. The Instructor’s Manual contains detailed answers for all of the application features.

Skill Development The difference between learning about leadership and learning to be a leader is the acquisition of skills, our third prong. This text focuses on skill development so students can use the lead- ership theories and concepts they learn to improve their personal and professional life.

Self-Assessments: Scattered throughout the text are 37 Self-Assessments. Students complete these exercises to gain personal knowledge. All information for completing and scoring the assessments is contained within the text. Students determine their per- sonality profile in Chapter 2, and then assess how their personality affects their leader- ship in the remaining chapters. Self-knowledge leads students to an understanding of how they can and will operate as leaders in the real world. Although Self-Assessments do not develop a specific skill, they serve as a foundation for skill development.

You Make the Ethical Call. The boxes present issues of ethics for class discussion, with many presenting actual situations faced by real companies. Each dilemma contains two to four questions for class discussion.

PREFACE xix

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Case Role-Play Exercise: Following each Case are instructions to prepare students to conduct an in-class role-play, based on a situation presented in the Case. Through role- playing, students develop their skills at handling leadership situations. For example, stu- dents are asked to conduct a motivational speech and to develop a vision and a mission statement for an organization.

Step-by-Step Behavior Models: In addition to traditional theories of leadership, the text includes behavior models: how-to steps for handling day-to-day leadership functions, such as how to set objectives, give praise, coach, resolve conflicts, delegate, and negotiate.

Behavior Model Videos: There are seven Behavior Model Videos that reinforce the de- velopment of skills. The videos demonstrate leaders successfully handling common lead- ership functions, using the step-by-step behavior models discussed earlier in the Theory section. Students learn from watching the videos and/or using them in conjunction with the Skill-Development Exercises. Material in the text integrates the videos into the chap- ters. Ideas for using all videos are detailed in the Instructor’s Manual.