Ron's staffing 63rd and harlem

APPLYING THE CONCEPT (total of 39; average of 3 boxes, 18 applications per chapter; partial listing below) 1.1 Leadership Managerial Roles 2.3 Achievement Motivation

Theory 3.2 The Leadership Grid 4.2 Using Power 5.3 Path-Goal Leadership 6.3 Selecting Conflict

Management Styles 7.1 In-Groups versus Out-Groups 8.4 Group Problem People 9.4 Transformational or

Transactional Leadership 10.1 Low- or High-Performance

Culture 11.2 Strategic Thinking 12.2 Traditional or Learning

Organization

WORK APPLICATION (total of 107; average of 9 per chapter; sample below) 1.4 Are the managers where you

work(ed) effective at influencing their employees to bring about change? Explain.

CASES: CHAPTER OPENING 1. General Electric (GE) 2. Lorraine Monroe 3. Market America 4. Mark Cuban 5. Indra Nooyi (PepsiCo) 6. The Ranch Golf Club 7. Joel Osteen 8. John Chambers (Cisco) 9. Oprah Winfrey 10. Andrea Jung (Avon) 11. Google 12. Rick Wagoner (GM)

COMMUNICATION SKILLS (total of 84; average of 7 per chapter; sample below) 3.5 Which of the three process

motivation theories do you prefer? Why?

SKILL-DEVELOPMENT EXERCISES (total of 30; 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 Whistleblowing 3.1 Writing Objectives 3.2 Giving Praise 4.1 Influencing Tactics 4.2 Influencing, Power, and

Politics 4.3 Networking Skills 4.4 Car Dealer Negotiation 5.1 Identifying Normative

Leadership Styles 5.2 Using the Normative

Leadership Models 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

Multicultural 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 4.1 The Negotiation Process 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 Model 8.1 Leadership Decision Making

SELF-ASSESSMENT EXERCISES (total of 37; average of 3 per chapter) 1.1 Leadership Potential 1.2 Names 2.1 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 Leadership Style 3.2 Your Personality Traits and

Leadership Styles 3.3 Job Motivators and

Maintenance Factors 4.1 Influencing Tactics, Power, and

Personality Traits 4.2 Use of Political Behavior 4.3 Networking 4.4 Negotiating 5.1 Leadership Style 5.2 Your Personality and

Contingency Leadership Theories

5.3 Determining Your Preferred Normative Leadership Style

5.4 Your Leadership Continuum and Path-Goal Leadership Styles

APPLICATIONS SKILL DEVELOPMENT

Continued on inside back cover

LEADERSHIP Theory, Application, & Skill Development 4e

Robert N. Lussier, Ph.D.

Springfield College

Christopher F. Achua, D.B.A.

University of Virginia’s College at Wise

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Leadership, Fourth 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 all the Achua brothers and sisters, my mother Theresia Sirri, and last but not least, my wife Pauline and our children:

Justin, Brooke, Jordan, Cullen, Gregory, and Zora

Christopher F. Achua

iv

B R I E F C O N T E N T S

Preface xiii

Acknowledgments xxiii

About the Authors xxvi

part one Individuals as Leaders 1 1 Who Is a Leader? 2 2 Leadership Traits and Ethics 30 3 Leadership Behavior and Motivation 68 4 Influencing: Power, Politics, Networking, and Negotiation 108 5 Contingency Leadership Theories 150

part two Team Leadership 187 6 Communication, Coaching, and Conflict Skills 188 7 Leader–Follower Relations 238 8 Team Leadership and Self-Managed Teams 278

part three Organizational Leadership 327 9 Charismatic and Transformational Leadership 328

10 Leadership of Culture, Ethics, and Diversity 368 11 Strategic Leadership and Change Management 416 12 Crisis Leadership and the Learning Organization 450

Appendix: Leadership and Spirituality in the Workplace 481

Glossary 487

Endnotes 492

Index 515

v

C O N T E N T S

Preface xiii

Acknowledgments xxiii

About the Authors xxvi

part one Individuals as Leaders 1 1 WHO IS A LEADER? 2

Leadership Is Everyone’s Business 3

Why Leadership Is Important 4 / Defining Leadership 5 / Self-Assessment 1: Leadership Potential 5 / Are Leaders Born or Made? 9

Leadership Managerial Roles 9

Interpersonal Roles 10 / Informational Roles 11 / Decisional Roles 11

Levels of Analysis of Leadership Theory 13

Individual Level of Analysis 13 / Group Level of Analysis 14 / Organizational Level of Analysis 14 / Interrelationships among the Levels of Analysis 15

Leadership Theory Paradigms 15

The Trait Theory Paradigm 16 / The Behavioral Leadership Theory Paradigm 16 / The Contingency Leadership Theory Paradigm 17 / The Integrative Leadership Theory Paradigm 17 / From the Management to the Leadership Theory Paradigm 17

Objectives of the Book 18

Leadership Theory 18 / Application of Leadership Theory 20 / Leadership Skill Development 20 / Flexibility 21

Organization of the Book 21

Chapter Summary 22 Key Terms 23 Review Questions 23 Communication Skills 24 Case: Steve Jobs—–Apple 24 Video Case: Leadership at P.F. Chang’s 26 Skill-Development Exercise 1: Getting to Know You by Name 26 Self-Assessment 2: Names 27 Skill-Development Exercise 2: Identifying Leadership Traits and Behaviors 28

2 LEADERSHIP TRAITS AND ETHICS 30 Personality Traits and Leadership 32

Self-Assessment 1: Personality Profile 32 / Personality and Traits 33 / The Big Five Model of Personality 33 / Personality Profiles 35

Traits of Effective Leaders 37

Dominance 37 / High Energy 38 / Self-Confidence 38 / Locus of Control 38 / Stability 38 / Integrity 39 / Intelligence 39 / Flexibility 40 / Sensitivity to Others 41

vi Contents

The Personality Profile of Effective Leaders 42

Achievement Motivation Theory 42 / Self-Assessment 2: Motive Profile 44 / Leader Motive Profile Theory 44 / Self-Assessment 3: Motive Profile with Socialized Power 45 / Self-Assessment 4: Leadership Interest 46

Leadership Attitudes 47

Theory X and Theory Y 48 / Self-Assessment 5: Theory X and Theory Y Attitudes 48 / The Pygmalion Effect 49 / Self-Concept 50 / How Attitudes Develop Leadership Styles 52

Ethical Leadership 52

Self-Assessment 6: How Ethical Is Your Behavior? 52 / Does Ethical Behavior Pay? 54 / How Personality Traits and Attitudes, Moral Development, and the Situation Affect Ethical Behavior 54 / How People Justify Unethical Behavior 56 / Simple Guides to Ethical Behavior 58 / Stakeholder Approach to Ethics 58 / Being an Ethical Leader 59

Chapter Summary 60 Key Terms 61 Review Questions 62 Communication Skills 62 Case: The Bill & Melinda Gates Foundation 62 Video Case: “P.F.” Chang’s Serves Its Workers Well 64 Skill-Development Exercise 1: Improving Attitudes and Personality Traits 64 Skill-Development Exercise 2: Personality Perceptions 66 Skill-Development Exercise 3: Ethics and Whistleblowing 67

3 LEADERSHIP BEHAVIOR AND MOTIVATION 68 Leadership Behavior and Styles 70

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

University of Michigan and Ohio State University Studies 71

Self-Assessment 1: Your Leadership Style 71 / University of Michigan: Job-Centered and Employee-Centered Behavior 72 / Ohio State University: Initiating Structure and Consideration Behavior 73 / Differences Between Leadership Models—–and Their Contributions 75

The Leadership Grid 75

Leadership Grid Theory 75 / Leadership Grid and High-High Leader Research and Contributions 77 / Self-Assessment 2: Your Personality Traits and Leadership Styles 78

Leadership and Major Motivation Theories 79

Motivation and Leadership 79 / The Motivation Process 79 / An Overview of Three Major Classifications of Motivation Theories 80

Content Motivation Theories 80

Hierarchy of Needs Theory 81 / Two-Factor Theory 82 / Self-Assessment 3: Job Motivators and Maintenance Factors 83 / Acquired Needs Theory 85 / The Need to Balance Professional and Personal Needs 87

Process Motivation Theories 87

Equity Theory 87 / Expectancy Theory 88 / Goal-Setting Theory 90

Reinforcement Theory 92

Types of Reinforcement 93 / Schedules of Reinforcement 94 / You Get What You Reinforce 95 / Motivating with Reinforcement 96 / Giving Praise 97

Contents vii

Putting the Motivation Theories Together Within the Motivation Process 99

Chapter Summary 100 Key Terms 102 Review Questions 102 Communication Skills 102 Case: Art Friedman—–Friedmans Appliance 102 Video Case: Motivation at Washburn Guitars 104 Skill-Development Exercise 1: Writing Objectives 104 Behavior Model Skills Training 1: Session 1 105 Behavior Model Video 1: Giving Praise 105 Skill-Development Exercise 2: Giving Praise 105

4 INFLUENCING: POWER, POLITICS, NETWORKING, AND NEGOTIATION 108 Power 110

Sources of Power 110 / Types of Power and Influencing Tactics, and Ways to Increase Your Power 111 / Self-Assessment 1: Influencing Tactics, Power, and Personality Traits 119 / Acquiring and Losing Power 119

Organizational Politics 120

Self-Assessment 2: Use of Political Behavior 120 / The Nature of Organizational Politics 121 / Political Behavior 122 / Guidelines for Developing Political Skills 124

Networking 127

Self-Assessment 3: Networking 127 / Perform a Self-Assessment and Set Goals 128 / Create Your One-Minute Self-Sell 129 / Develop Your Network 130 / Conduct Networking Interviews 131 / Maintain Your Network 132

Negotiation 133

Self-Assessment 4: Negotiating 133 / Negotiating 134 / The Negotiation Process 135

Ethics and Influencing 140

Chapter Summary 141 Key Terms 142 Review Questions 142 Communication Skills 142 Case: Ron Johnson—–Department of Accounting 143 Video Case: Employee Networks at Whirlpool Corporation 145 Skill-Development Exercise 1: Influencing Tactics 145 Skill-Development Exercise 2: Influencing, Power, and Politics 146 Skill-Development Exercise 3: Networking Skills 147 Skill-Development Exercise 4: Car Dealer Negotiation 148

5 CONTINGENCY LEADERSHIP THEORIES 150 Contingency Leadership Theories and Models 152

Leadership Theories versus Leadership Models 152 / Contingency Theory and Model Variables 152 / Global Contingency Leadership 153

Contingency Leadership Theory and Model 154

Leadership Style and the LPC 155 / Self-Assessment 1: Leadership Style Your Fiedler LPC 155 / Situational Favorableness 156 / Determining the Appropriate Leadership Style 156 / Research 158

viii Contents

Leadership Continuum Theory and Model 159 Path-Goal Leadership Theory and Model 161

Situational Factors 162 / Leadership Styles 163 / Research 164

Normative Leadership Theory and Models 165

Leadership Participation Styles 166 / Model Questions to Determine the Appropriate Leadership Style 167 / Selecting the Time-Driven or Development- Driven Model for the Situation 169 / Determining the Appropriate Leadership Style 170 / Research 170

Putting the Behavioral and Contingency Leadership Theories Together 171

Prescriptive and Descriptive Models 173

Leadership Substitutes Theory 173

Substitutes and Neutralizers 173 / Leadership Style 174 / Changing the Situation 174 / Research 174 / Self-Assessment 2: Your Personality and Contingency Leadership Theories 175

Chapter Summary 175 Key Terms 177 Review Questions 177 Communication Skills 177 Case: Rick Parr—–Archer Daniels Midland (ADM) Company 178 Video Case: Leadership at McDonald’s 179 Self-Assessment 3: Determining Your Preferred Normative Leadership Style 180 Skill-Development Exercise 1: Identifying Normative Leadership Styles 183 Skill-Development Exercise 2: Using the Normative Leadership Models 183 Self-Assessment 4: Your Leadership Continuum and Path-Goal Leadership Styles 185

part two Team Leadership 187 6 COMMUNICATION, COACHING, AND CONFLICT SKILLS 188

Communication 189

Communication and Leadership 190 / Sending Messages and Giving Instructions 190 / Receiving Messages 193 / Self-Assessment 1: Listening Skills 193

Feedback 197

The Importance of Feedback 197 / Common Approaches to Getting Feedback on Messages—–and Why They Don’t Work 198 / How to Get Feedback on Messages 199 / 360-Degree Multirater Feedback 200

Coaching 201

Coaching and Leadership 201 / How to Give Coaching Feedback 201 / What Is Criticism and Why Doesn’t It Work? 205 / 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 210

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

Contents ix

Chapter Summary 220 Key Terms 221 Review Questions 221 Communication Skills 221 Case: Lawrence Weinbach—–from Unisys Corporation to Yankee Hill Capital Management 222 Video Case: Communication at Navistar International 224 Skill-Development Exercise 1: Giving Instructions 224 Behavior Model Skills Training 1 226 Self-Assessment 3: Determining Your Preferred Communication Style 226 The Situational Communications Model 229 Behavior Model Video 6.1: Situational Communications 232 Skill-Development Exercise 2: Situational Communications 232 Behavior Model Skills Training 2 233 The Coaching Model 233 Behavior Model Video 6.2: Coaching 232 Skill-Development Exercise 3: Coaching 233 Behavior Model Skills Training 3 235 The Initiating Conflict Resolution Model 235 Behavior Model Video 6.3: Initiating Conflict Resolution 235 Skill-Development Exercise 4: Initiating Conflict Resolution 235 Behavior Model Video 6.4: Mediating Conflict Resolution 237

7 LEADER–FOLLOWER RELATIONS 238 Evolution of the Dyadic Theory 240

Vertical Dyadic Linkage (VDL) Theory 241 / Self-Assessment 1: Dyadic Relationship with Your Manager 241 / Leader–Member Exchange (LMX) Theory 243 / Team Building 244 / Systems and Networks 245

Leader–Member Exchange Theory 247

The Influence of LMX on Follower Behavior 247 / Self-Assessment 2: In-Group and Out-Group 249 / The Three-Stage Process for Developing Positive LMX Relations 249 / Factors that Determine LMX Quality 250 / Effective Leader–Follower Feedback 251 / Limitations of LMX Theory Application 252 / Self-Assessment 3: Your LMX Relationship with Your Manager 253 / Bias in LMX: Employee Career Implications 254

Followership 254

The Effective Follower, and Follower Types 255 / Self-Assessment 4: Effective Followership 257 / Guidelines to Becoming an Effective Follower 258 / Determinants of Follower Influence 261 / Dual Role of Being a Leader and a Follower 263

Delegation 264

Delegating 264 / Delegation Decisions 265 / Self-Assessment 5: Followership and Personality 266 / Delegating with the Use of a Model 267

Chapter Summary 269 Key Terms 270 Review Questions 271 Communication Skills 271 Case: W. L. Gore & Associates 271 Video Case: Delegation at Boyne USA Resorts 274 Skill-Development Exercise 1: Improving Dyadic Relationships—–Followership 274 Behavior Model Skills Training 275

x Contents

The Delegation Model 275 Behavior Model Video 7.1: Delegating 275 Skill-Development Exercise 2: Delegating 275

8 TEAM LEADERSHIP AND SELF-MANAGED TEAMS 278 The Use of Teams in Organizations 280

Groups Versus Teams: What Is the Difference? 281 / Advantages and Disadvantages of Teamwork 282 / Self-Assessment 1: Assessing Teamwork in Your Group 284 / Characteristics of Effective Teams 285 / Self-Assessment 2: Assessing the Climate for Creativity 292

Types of Teams 293

Functional Team 293 / Cross-Functional Team 294 / Virtual Team 296 / Self-Managed Team (SMT) 296

Decision Making in Teams 297

Leader-Centered Decision-Making Model 297 / Team-Centered Decision-Making Model 298 / Self-Assessment 3: Personality Traits and Teams 299 / Normative Leadership Model 300

Leadership Skills for Effective Team Meetings 300

Planning Meetings 300 / Conducting Meetings 302 / Handling Problem Members 303

Self-Managed Teams 305

The Nature of Self-Managed Teams 306 / The Benefits of Self-Managed Teams 308 / Guidelines for Improving Self-Managed Team Effectiveness 309 / The Changing Role of Leadership in Self-Managed Teams 312 / The Challenges of Implementing Self-Managed Teams 313

Chapter Summary 314 Key Terms 317 Review Questions 317 Communication Skills 317 Case: Frederick W. Smith—–FedEx 318 Video Case: The NEADS Team: People and Dogs 320 Behavior Model Skills Training 320 Leadership Decision-Making Model: Deciding Which Leadership Decision-Making Style to Use (Part I) 320 Behavior Model Video 8.1 and Video Exercise: Deciding Which Leadership Decision-Making Style to Use (Part II) 323 Skill-Development Exercise 1: Deciding Which Leadership Decision-Making Style to Use (Parts III & IV) 323 Skill-Development Exercise 2: Individual Versus Group Decision Making 325

part three Organizational Leadership 327 9 CHARISMATIC AND TRANSFORMATIONAL LEADERSHIP 328

Personal Meaning 330

Factors That Influence Personal Meaning 331

Charisma 334

Weber’s Conceptualization of Charisma 334 / Differentiating Between Charismatic and Noncharismatic Leaders 335

Contents xi

Charismatic Leadership 337

Locus of Charismatic Leadership 337 / The Effects of Charismatic Leadership 338 / Qualities of Charismatic Leaders 341 / How One Acquires Charismatic Qualities 344 / Charisma: A Double-Edged Sword 345

Transformational Leadership 347

The Effects of Transformational Leadership 348 / Charismatic versus Transformational Leadership 349 / Transformational Leader Behaviors and Attributes 350 / Transformational versus Transactional Leadership 352 / Self-Assessment 1: Are You More of a Transactional or Transformational Leader? 352 / The Transformation Process 354

Stewardship and Servant Leadership 356

The Nature of Stewardship and Servant Leadership 357 / Framework for Stewardship 357 / Framework for Servant Leadership 358 / Self-Assessment 2: Personality and Charismatic and Transformational Leadership 360

Chapter Summary 360 Key Terms 363 Review Questions 363 Communication Skills 364 Case: Anne Mulcahy and Ursula Burns: Xerox’s Dynamic Duo 364 Video Case: Timbuk2: Former CEO Sets a Course 366 Skill-Development Exercise 1: Is the President of the United States a Charismatic Leader? 366

10 LEADERSHIP OF CULTURE, ETHICS, AND DIVERSITY 368 Culture Creation and Sustainability 370

The Power of Culture 371 / Low- and High-Performance Cultures 373 / Characteristics of Low-Performance Cultures 373 / Characteristics of High-Performance Cultures 375 / The Role of Leadership in Culture Creation and Sustainability 378 / Cultural Value Types 382

Values-Based Leadership 387

Self-Assessment 1: Personal Values 387 / The Leader’s Role in Advocating Ethical Behavior 388 / National Culture Identities—–Hofstede’s Value Dimensions 391 / Implications for Leadership Practice 392

Changing Demographics and Diversity 394

Current State of Workforce Diversity 394 / The Impact of Globalization on Diversity 395 / Reasons for Embracing Diversity 396 / Obstacles to Achieving Diversity 398 / Creating a Culture That Supports Diversity 400 / Diversity Awareness Training and Leadership Education 403 / Self-Assessment 2: Personality, Culture, Values, and Diversity 406

Chapter Summary 407 Key Terms 409 Review Questions 409 Communication Skills 410 Case: Robert Stevens Continues Lockheed Martin’s Diversity Initiatives 410 Video Case: Diversity at PepsiCo 412 Skill-Development Exercise 1: Identifying and Improving Organizational Culture 413 Skill-Development Exercise 2: Diversity Training 413 Skill-Development Exercise 3: Developing an Effective Multicultural Team 414

xii Contents

11 STRATEGIC LEADERSHIP AND CHANGE MANAGEMENT 416 Strategic Leadership 418

Strategic Leadership Failures 419 / Strategic Management 420 / The Strategic Management Process 421

Implementing Change 431

The Need for Change 432 / The Role of Leadership in Implementing Change 434 / The Change Management Process 435 / Why People Resist Change 438 / Strategies for Minimizing Resistance to Change 441 / Self-Assessment 1: Personality, Leadership, and Change 442

Chapter Summary 443 Key Terms 444 Review Questions 445 Communication Skills 445 Case: Mark Parker: A Seasoned Veteran Takes the Helm at Nike 445 Video Case: Original Penguin Spreads Its Wings 447 Skill-Development Exercise 1: Strategic Planning 447 Skill-Development Exercise 2: Planning a Change Using the Force-Field Model 448 Skill-Development Exercise 3: Managing Change at your college 449

12 CRISIS LEADERSHIP AND THE LEARNING ORGANIZATION 450 Crisis Leadership 452

The Impact of Environmental Factors 453 / Crisis Management Plan 453 / Effective Crisis Communication 460

The Learning Organization and Knowledge Management 463

What Is a Learning Organization? 464 / Self-Assessment 1: Learning Organizations 465 / The Traditional versus the Learning Organization Culture 466 / The Role of Leaders in Creating a Learning Organization 469 / Self-Assessment 2: Personality and Crisis and the Learning Organization 473

Chapter Summary 473 Key Terms 475 Review Questions 475 Communication Skills 475 Case: CEO A. G. Lafley’s Transformation of P&G 476 Video Case: Managing in Turbulent Times at Second City Theater 478 Skill-Development Exercise 1: Handling a Crisis 478 Skill-Development Exercise 2: The Learning Organization 479

Appendix: Leadership and Spirituality in the Workplace 481

Glossary 487

Endnotes 492

Index 515

xiii

P R E F A C E

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 sociology. No prior coursework in business or manage- ment 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, especially 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 stu- dents learning so much and yet able to apply so little in their personal and profes- sional 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 manage- ment textbooks in 1988—prior to the calls by the Association to Advance Collegiate Schools of Business (AACSB) and the Secretary’s Commission on Achieving Necessary Skills (SCANS) for skill development and outcomes assessment—to help professors teach their students how to apply concepts and develop manage- ment 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.1 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 behav- ior models with step-by-step guidelines for handling various leadership functions (such as how to set objectives, give praise and instructions, coach followers, resolve conflicts, and negotiate).

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

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

xiv Preface

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

• 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 leadership 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 semes- ter. 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, present- ing 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 competitors, this book does not use in-text citations, to avoid distracting the reader and adding unnecessary length to the text chapters.

Preface xv

Readers can refer to the notes at the end of the book 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.

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 cov- ered in the Learning Outcomes.

Product Support Web Site: The product support Web site, www.cengage.com/man- agement/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 includes 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 application 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 questions 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.

Opening Case A P P L I C A T I O N 1. What Big Five personality traits does Lorraine Monroe possess?

To a large extent, Lorraine Monroe was a successful founder and leader because of her strong personality in the Big Five. She has a strong need for surgency, is conscientious, and is open to new experience as she does consulting to bring about better educational leadership to help public school children. Lorraine was not afraid to step on toes and be disagreeable at Frederick Douglass Academy as she took strong control over the school and enforced discipline conducive to learning, while maintaining overall emotional stability.

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xvi Preface

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.

Applying the Concept: Every chapter contains a series of two to six Applying the Concept 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.

Applying the Concept 1

Big Five Personality Dimensions

Identify each of these seven traits/behaviors by its personality dimension. Write the appropriate letter in the blank before each item.

a. surgency d. conscientiousness b. agreeableness e. openness to experience c. adjustment

1. The manager is influencing the follower to do the job the way the leader wants it done.

2. The sales representative submitted the monthly expense report on time as usual.

3. The leader is saying a warm, friendly good morning to followers as they arrive at work.

4. The leader is seeking ideas from followers on how to speed up the flow of work.

5. As a follower is yelling a complaint, the leader calmly explains what went wrong.

6. The leader is being very quiet when meeting some unexpected visitors in the work unit.

7. The leader is giving in to a follower to avoid a conflict.

Communication Skills: New to this edition are more than 80 critical-thinking ques- tions (an average of 7 per chapter) that can be used for class discussion and/or writ- ten assignments to develop communication skills.

Cases: Following the Review Questions and Communication Skills, 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. Answers 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.