Leadership Enhancing the Lessons of Experience Ninth Edition Richard L Hughes Robert C Ginnett Gordon J Curphy LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, NINTH EDITION Published by McGraw-Hill Education, Penn Plaza, New York, NY 10121 Copyright © 2019 by McGraw-Hill Education All rights reserved Printed in the United States of America Previous editions © 2015, 2012, and 2009 No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning Some ancillaries, including electronic and print components, may not be available to customers outside the United States This book is printed on acid-free paper LCR/LCR 23 22 21 20 19 ISBN 978-1-259-96326-1 (bound edition) MHID 1-259-96326-8 (bound edition) ISBN 978-1-260-16765-8 (loose-leaf edition) MHID 1-260-16765-8 (loose-leaf edition) Portfolio Manager: Laura Hurst Spell Marketing Manager: Debbie Clare Content Project Managers: Rick Hecker and Rachel Townsend Buyer: Susan K. Culbertson Design: Matt Backhaus Content Licensing Specialist: Melisa Seegmiller Cover Image: ©Giovanni Rinaldi/Getty Images Compositor: MPS Limited All credits appearing on page or at the end of the book are considered to be an extension of the copyright page Library of Congress Cataloging-in-Publication Data Hughes, Richard L., 1946– author | Ginnett, Robert C., author | Curphy, Gordon J., author Leadership: enhancing the lessons of experience / Richard L Hughes, Robert C Ginnett, Gordon J Curphy Ninth Edition | New York: McGraw-Hill Education, [2018] LCCN 2017048123| ISBN 9781259963261 (acid-free paper) | ISBN 1259963268 (acid-free paper) LCSH: Leadership LCC HM1261 H84 2018 | DDC 303.3/4—dc23 LC record available at https://lccn.loc.gov/2017048123 The Internet addresses listed in the text were accurate at the time of publication The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites mheducation.com/highered About the Authors Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL) and the U.S Air Force Academy CCL is an international organization devoted to behavioral science research and leadership education He worked there with senior executives from all sectors in the areas of strategic leadership and organizational culture change At the Air Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership He later served at the Academy as its Transformation Chair In that capacity he worked with senior leaders across the Academy to help guide organizational transformation of the Academy in ways to ensure it is meeting its mission of producing leaders of character He is a clinical psychologist and a graduate of the U.S Air Force Academy He has an MA from the University of Texas and a PhD from the University of Wyoming Robert Ginnett is an independent consultant specializing in the leadership of highperformance teams and organizations He has worked with hundreds of for-profit organizations as well as NASA, the Defense and Central Intelligence Agencies, the National Security Agency, and the United States Army, Navy, and Air Force Prior to working independently, Robert was a senior fellow at the Center for Creative Leadership and a tenured professor at the U.S Air Force Academy, where he also served as the director of leadership and counseling Additionally, he served in numerous line and staff positions in the military, including leadership of an 875-man combat force and covert operations teams in the Vietnam War He spent over 10 years working as a researcher for the National Aeronautics and Space Administration, focusing his early work in aviation crew resource management, and later at the Kennedy Space Center in the post-Challenger period Robert is an organizational psychologist whose education includes a master of business administration degree, a master of arts, a master of philosophy, and a PhD from Yale University He now enjoys doing pro bono work with local fire and police departments and teaching leadership courses at the Gettysburg National Military Park Gordy Curphy is a managing partner at Curphy Leadership Solutions and has been running his own consulting business since 2002 As a leadership consultant Gordy has worked with numerous Fortune 500 firms to deliver more than 2,500 executive assessments, 150 executive coaching programs, 200 team engagements, and 150 leadership training programs He has also played a critical role in helping organizations formulate winning strategies, drive major change initiatives, and improve business results Gordy has published numerous books and articles and presented extensively on such topics as business, community, school, military, and team leadership; the role of personality and intelligence in leadership; building high-performing teams; leading virtual teams; teams at the top; managerial incompetence; iii iv About the Authors followership; on-boarding; succession planning; and employee engagement Prior to starting his own firm Gordy spent a year as the vice president of institutional leadership at the Blandin Foundation, eight years as a vice president and general manager at Personnel Decisions International, and six years as a professor at the U.S Air Force Academy He has a BS from the U.S Air Force Academy and a PhD in industrial and organizational psychology from the University of Minnesota Foreword The first edition of this popular, widely used textbook was published in 1993, and the authors have continually upgraded it with each new edition including this one In a sense, no new foreword is needed; many principles of leadership are timeless For example, references to Shakespeare and Machiavelli need no updating However, the authors have refreshed examples and anecdotes, and they have kept up with the contemporary research and writing of leadership experts Unfortunately, many of the reasons why leaders fail have also proved timeless Flawed strategies, indecisiveness, arrogance, the naked pursuit of power, inept followers, the inability to build teams, and societal changes have resulted in corrupt governments, lost wars, failed businesses, repressive regimes around the globe, and sexual discrimination and/or harassment These occurrences remind us that leadership can be used for selfless or selfish reasons, and it is up to those in charge to decide why they choose to lead Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the tone, spirit, and achievements of these authors’ work Often the only difference between chaos and a smoothly functioning operation is leadership; this book is about that difference The authors are psychologists; therefore, the book has a distinctly psychological tone You, as a reader, are going to be asked to think about leadership the way psychologists There is much here about psychological tests and surveys, about studies done in psychological laboratories, and about psychological analyses of good (and poor) leadership You will often run across common psychological concepts in these pages, such as personality, values, attitudes, perceptions, and self-esteem, plus some not-so-common “jargon-y” phrases like double-loop learning, expectancy theory, and perceived inequity This is not the same kind of book that would be written by coaches, sales managers, economists, political scientists, or generals Be not dismayed Because these authors are also teachers with a good eye and ear for what students find interesting, they write clearly and cleanly, and they have also included a host of entertaining, stimulating snapshots of leadership: quotes, anecdotal Highlights, and personal glimpses from a wide range of intriguing people, each offered as an illustration of some scholarly point Also, because the authors are, or have been at one time or another, together or singly, not only psychologists and teachers but also children, students, Boy Scouts, parents, professors (at the U.S Air Force Academy), Air Force officers, pilots, church members, athletes, administrators, insatiable readers, and convivial raconteurs, their stories and examples are drawn from a wide range of personal sources, and their anecdotes ring true As psychologists and scholars, they have reviewed here a wide range of psychological studies, other scientific inquiries, personal reflections of leaders, and philosophic writings on the topic of leadership In distilling this material, they have drawn many practical conclusions useful for current and potential leaders There v vi Foreword are suggestions here for goal setting, for running meetings, for negotiating, for managing conflict within groups, and for handling your own personal stress, to mention just a few All leaders, no matter what their age and station, can find some useful tips here, ranging over subjects such as body language, keeping a journal, and how to relax under tension In several ways the authors have tried to help you, the reader, feel what it would be like “to be in charge.” For example, they have posed quandaries such as the following: You are in a leadership position with a budget provided by an outside funding source You believe strongly in, say, Topic A, and have taken a strong, visible public stance on that topic The head of your funding source takes you aside and says, “We disagree with your stance on Topic A Please tone down your public statements, or we will have to take another look at your budget for next year.” What would you do? Quit? Speak up and lose your budget? Tone down your public statements and feel dishonest? There’s no easy answer, and it’s not an unusual situation for a leader to be in Sooner or later, all leaders have to confront just how much outside interference they will tolerate in order to be able to carry out programs they believe in The authors emphasize the value of experience in leadership development, a conclusion I thoroughly agree with Virtually every leader who makes it to the top of whatever pyramid he or she happens to be climbing does so by building on earlier experiences The successful leaders are those who learn from these earlier experiences, by reflecting on and analyzing them to help solve larger future challenges In this vein, let me make a suggestion Actually, let me assign you some homework (I know, I know, this is a peculiar approach in a book foreword; but stay with me—I have a point.) Your Assignment: To gain some useful leadership experience, persuade eight people to some notable activity together for at least two hours that they would not otherwise without your intervention Your only restriction is that you cannot tell them why you are doing this It can be any eight people: friends, family, teammates, club members, neighbors, students, working colleagues It can be any activity, except that it should be something more substantial than watching television, eating, going to a movie, or just sitting around talking It could be a roller-skating party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter or visiting a nursing home If you will take it upon yourself to make something happen in the world that would not have otherwise happened without you, you will be engaging in an act of leadership with all of its attendant barriers, burdens, and pleasures, and you will quickly learn the relevance of many of the topics that the authors discuss in this book If you try the eight-person-two-hour experience first and read this book later, you will have a much better understanding of how complicated an act of leadership can be You will learn about the difficulties of developing a vision (“Now that we are together, what are we going to do?”), of motivating others, of setting agendas and timetables, of securing resources, of the need for followthrough You may even learn about “loneliness at the top.” However, if you are Foreword vii successful, you will also experience the thrill that comes from successful leadership One person can make a difference by enriching the lives of others, if only for a few hours And for all of the frustrations and complexities of leadership, the tingling satisfaction that comes from success can become almost addictive The capacity for making things happen can become its own motivation With an early success, even if it is only with eight people for two hours, you may well be on your way to a leadership future The authors believe that leadership development involves reflecting on one’s own experiences Reading this book in the context of your own leadership experience can aid in that process Their book is comprehensive, scholarly, stimulating, entertaining, and relevant for anyone who wishes to better understand the dynamics of leadership, and to improve her or his own personal performance David P Campbell Psychologist/Author Preface Perhaps by the time they are fortunate enough to have completed eight editions of a textbook, it is a bit natural for authors to believe something like, “Well, now we’ve got it just about right there couldn’t be too many changes for the next edition” (that is, this one) Of course, there are changes because this is a new edition Some of the changes are rather general and pervasive in nature while others represent targeted changes in specific chapters of an otherwise successful text The more general and pervasive changes are those things one would expect to find in the new edition of any textbook: the inclusion of recent research findings across all chapters as well as extensive rework in the vast majority of chapters of the very popular Highlights The latter work involved the addition of numerous new Highlights as well as the elimination of those that had become dated and/or less central to the material in their respective chapters Examples of the new Highlights include bullying bosses, gender stereotyping, and possible evolutionary roots to the pull toward greater organizational transparency There are also many new Profiles in Leadership covering leaders as diverse as Sheikh Zayed, founder of the United Arab Emirates; Stan Lee, who was the creative genius behind Marvel Comics; and Lin-Manuel Miranda, whose musical Hamilton became a Broadway phenomenon The most significant structural change to the book involved changes to the 8th edition’s Chapter (“Motivation, Satisfaction and Performance”) In order to better address the extensive academic literature in those broad areas we divided the material into two chapters In this 9th edition, Chapter is now titled “Motivation, Performance and Effectiveness;” it includes the five motivational theories from before along with a detailed description of the performance management cycle (planning, monitoring, and evaluating performance) as well as common ways to measure team and organizational effectiveness Chapter 10 is a new chapter entitled “Satisfaction, Engagement, and Potential.” It includes substantially enhanced content on engagement as well as a detailed discussion on potential, including readiness and succession planning And while all the chapters were revised in several ways, two other chapters saw relatively greater change Chapter has substantially more content on the subject of emotional intelligence as well as more extensive treatment of strength based leadership and neuroleadership Chapter 12 includes expanded treatment of organizational culture types And as noted above, all chapters include updates on relevant research and changes in Highlights and Profiles in Leadership As always, we are indebted to the superb editorial staff at McGraw-Hill Education including Laura Hurst Spell, associate portfolio manager; Rick Hecker, content project manager; and Tracy Jensen, freelance development editor They all have been wise, supportive, helpful, and pleasant partners in this process, and it has been our good fortune to know and work with such a professional team We are viii Preface ix grateful for the scholarly and insightful perspectives of the following scholars who provided helpful feedback on particular portions of the text: Patricia Ann Castelli Lawrence Technological University Gerald J Herbison The American College Gary Corona Florida State College at Jacksonville Rajnandini Pillai California State University San Marcos Nathaniel Vargas Gallegos Chadron State College Benjamin Redekop Christopher Newport University Once again we dedicate this book to the leaders of the past from whom we have learned, the leaders of today whose behaviors and actions shape our ever-changing world, and the leaders of tomorrow whom we hope will benefit from the lessons in this book as they face the challenges of change and globalization in an increasingly interconnected world Richard L Hughes Robert C Ginnett Gordon J Curphy 754 Subject Index Leader Behavior Description Questionnaire (LBDQ), 249 Leader development, 40–77 action–observation–reflection (A–O–R) model of, 42–44 active learning and, 64–65 coaching and, 67–69 in college, 57–59 development planning and, 65–67 experience and, 14–15, 41–42 individual focus in, 40 innate versus acquired, 13–14 innovative approaches to, 63–64 leadership development versus, 40 learning to see and, 47 mentoring and, 69–72 myths that hinder, 12–15 in organizational settings, 59–63 overview, 40–42 perception in, 45–49 personal development and, 50–51 reflection and, 49–54 “school of hard knocks” and, 14–15 self-image and, 72 webs of belief, 50–51 Leader support, 250 Leader-follower relationships, 324 Leader–Follower–Situation (L–F–S) framework contingency model, 566–567 described, 31 followers in, 17–22, 31 leader in, 16–17 managerial derailment/incompetence, 657 normative decision model, 554–555 path–goal theory and, 572 situation in, 15–16, 22–23, 31 Situational Leadership model, 559–560 Team Leadership Model and, 457 Leader–member relations, 562–563 Leader–member (LMX) theory, 547–549 cycle of leadership making in, 548 vertical dyadic linkage model, 549 Leadership acquisition of status, 17 appearance, 254 authentic, 158–159 changing nature of, 528–531 character-based, 148–157 character-based approach, 157–162 charismatic, 166 children’s beliefs about, 52 competency model, 255–259 consistent, 144 creating compelling vision, 144 dark side of, 636–685 definitions of, 3–5 demonstrating empathy, 144 destructive, 639–644 “doing the right things,” 143–157 effective, 30–31 elements of ethical leadership development, 154 emotional intelligence, 213–221 ethical organizational climate, 165–168 by example, 163–165 global, 533–534 grid, 251–253 integrity, 144 intelligence, 199–212 interpersonal, 167 maintaining balance, 517 management versus, 9–11 managerial, 167 metaphors and archetypes, 52 moral reasoning, 148–157 myths, 12–15 organizational, 167 personal, 167 personality traits, 177–189 personality types, 190–199 power and, 114–129 of president Trump, 610 principle-centered, 167 as process, 4, rational and emotional, 7–8 roles of ethics, 157–162 romance of, as science and art, 6–7 servent, 159–162 strengths-based, 196 stress and, 308 substitutes for, 520 success versus effectiveness, 185 theory X, 144–145 theory Y, 144–145 values, 145–148 women in leadership roles, 24–30 Subject Index 755 Leadership (Burns), 599 Leadership assessment assertiveness questionnaire, 298 leader motives, 126–129 leadership behavior in, 266–273 (See also leadership behavior) Multifactor Leadership Questionnaire (MLQ), 616–618 personality tests in, 126, 127 Leadership attributes, 176–222 emotional intelligence, 213–221 Great Man theory, 122, 510 intelligence, 199–212 personality traits, 177–189 universality of, 537–538 Leadership behavior, 245–275, 337 community leadership, 264–266 competency models, 255–259 leadership assessment, 266–273 leadership grid of, 251–253 leadership pipeline and, 259–264 multirater feedback instruments, 266–273 in path–goal theory, 567–568 reasons for studying, 246–247 in Situational Leadership model, 556–557 Leadership competency model, 255–259 flaw, 257–259 Leadership credo, 287–288 Leadership grid, 251–253 Leadership Model, 445–458 Leadership motivation, 677–679 Leadership pipeline, 259–264 Leadership potential, 407 Leadership practitioners, 352, 358, 395 Leadership self-image, 72 Leadership skills, 256 See also specific skill ability to motivate, 335, 337, 365 assertiveness, 297–302 coaching, 495–501 communication, 290–294 conducting meetings, 302–304 conflict management, 698–703 creating compelling vision, 694–698 creativity, 315–317 credibility, 284–289 delegation, 362, 490–495 development planning, 99–105 diagnosis of performance problems, 705–707 feedback, 356, 358, 473–478 goal setting, 470–471 learning from experience, 89–92 listening, 294–297 negotiation, 704 problem solving, 310–314 punishment, 712–717 in rational approach to change, 594–596 rhetorical, 605–606 stress management, 304–310 team building at top, 707–712 team building for work teams, 450, 478–481 technical competence, 92–95 Leadership style achievement-oriented, 568 adaptive, 515, 530, 595 authoritarian, 132–133 autocratic, 550 autonomous, 537 charismatic, 536 culture and, 532–538 democratic, 132, 550 directive, 568 group, 550 humane-oriented, 537 participative, 537, 568 self-protective, 537 of superior, 96–97 supportive, 568 team-oriented, 537 Theory Y, 99, 144–145 value-based, 536 of women, 27–28 Leadership success versus effectiveness, 185 Leadership versatility approach, 269 Learning action, 64–65 double-loop, 53–54 empowerment and, 361–365 environment for, coaching and, 455, 500 single-loop, 53 stretching in, 89–90, 104 transferring, 105 webs of belief, 50–51 Learning agility, 595 Learning from experience, 89–92 adjectives describing, 54–55 gender differences in, 55 journals and, 90–91 leader development in, 14–15, 41–42 756 Subject Index Learning from experience, (continued) learning to learn in, 54–72 lifelong or continuing, 56–57 service, 57 stress and, 56 Learning from others, 90 Learning to see, 47 Least preferred co-worker (LPC) scale, 561–562 Lee, Stan (profile), 56 Legal-rational authority system, 598 Legitimate power, 119–120 Legitimizing tactics, 130 Lehmann Brothers, 677 Leverage Points, in Team Leadership Model, 452–456 Levine, Daniel, 396 Levono, 533 Life of Pi (film), 338 Life satisfaction, 395–399, 401 Lincoln, Abraham, 342 LinkedIn, 83, 345, 612, 671 Listening, 294–297 active, 295–296 active interpretation, 295–296 defensiveness in, avoiding, 297 nonverbal demonstration of, 296–297 passive, 295 to sender’s nonverbal behavior in, 296–297 servant leadership, 160 LMX See Leader–member (LMX) theory Loafing, social, 428 Locke, Ed, 353 Locus of control, 569–570 “Locus” of leadership, 6–7 Lombardi, Vince, 449 Lord of the Rings (film trilogy), 144 Loss, fear of, change and, 591–592 Low-LPC leaders, 561, 562, 565 LPC See Least preferred co-worker (LPC) scale Luck, observation and, 45 Luthans, Fred, 356 M Macron, Emmanuel (profile), 589 Maduro, Nicolás (profile), 640 Malicious compliance, 609 Management definition of, leadership versus, 9–11 moronization, 650 motivation to manage, 128–129 in rational approach to change, 594–596 Managerial derailment, 639, 649–656 behavioral patterns, 651 common themes, 652–653 dark-sided personality traits, 672–676 failure to meet business objectives, 651 inability to adapt in, 655 inability to build and lead a team, 651, 654 inability to build relationships, 654 inadequate preparation for promotion, 656 lack of intelligence and, 666–669 lack of situational and self-awareness in, 664–666 lack of team-building know-how and, 667, 669 and Leader–Follower–Situation framework, 657 minicase on, 684–686 organizational fit and, 661–664 poor followership and, 669–671 root causes of, 657–681 situational and follower factors in, 659–661 Managerial incompetence, 639, 644–649 base rate of, 644 chronic, 661 dark-sided personality traits, 672–676 Dr Gordy’s test of, 646 episodic, 661 facts and statistics on, 644–645 in government, 646–647 lack of intelligence and, 666–669 lack of situational and self-awareness in, 664–666 lack of subject matter expertise and, 667–668 lack of team-building know-how and, 667, 669 and Leader–Follower–Situation framework, 657 myths, 679–681 organizational fit and, 661–664 personnel policies and, 671–672 poor followership and, 669–671 public and private sectors, 646–648 root causes of, 657–681 situational and follower factors in, 659–661 Managerial level of leadership, 167 Mandela, Nelson (profile), 601 Market cultures, 525–526, 527 Marvel Comics, 56 Maslow’s hierarchy, of needs, 345 MassMutual Financial Group, 350, 482 Mastery, 346 Subject Index 757 Material resources, 456 Mayer, Marissa (profile), 642–643 Mayer, Salovey, and Caruso’s Emotional Intelligence Test (MSCEIT), 216 MBTI See Myers-Briggs Type Indicator (MBTI) Meaning, sense of, 364 Mease, Bill, 354 Meetings advance provision of pertinent materials for, 303 agenda for, 303 calibration, 409 conducting, 302–304 convenience of, 303 determining necessity of, 302 encouraging participation, 303–304 keeping record of, 304 of new leaders with staff, 85–87 objectives for, 303 one-on-one, 85–87 Mentor, 69 coach/sponsor versus, 72 Mentoring, 69–72 coaching versus, 70–71 critical lessons learned from, 70 definition of, 69–70 formal, 71 informal, 71 for women in leadership, 24–25 Merchant Marine academies, 322 Merkel, Angela (profile), 178 Metaphors of leadership, 52 in vision, 697–698 Micro Geographically Dispersed Team, 461 Microsoft, Microsoft Corporation, 620–621 Milgram experiments, 323 Milgram (shock) studies, 116, 122, 323 Millennials, 270–271 Millennials (generation), values of, 147 A Million Ways to Die in the West, 646 Mindfulness, 221 Miner’s Sentence Completion Scale (MSCS), 128 Minicase Bill Gates (Microsoft), 620–621 F Nicholas Jacobs (Windber Medical Center), 575–576 Ho Ching (Temasek Holdings), 138–139 IKEA, 541–542 managerial derailment, 684–686 Marco Hernandez (Hernandez & Associates, Inc.), 465–466 Richard Branson (Virgin Group), 33–35, 413–414 UPS, 76–77 Minorities in leadership, mentoring for, 71 Minutes of meetings, 304 Mission determining, 93–94 money and, 581–582 in Rocket Model, 456, 482, 484 teams, 443, 462, 484 Mixed model, emotional intelligence, 215 MLQ See Multifactor Leadership Questionnaire (MLQ) Mobilization, 266 Möbius strip, of leadership and followership, 21 Model variable, in change, 584, 586–588 Moonlight movie, 338 Moral courage, 157 Moral efficacy, 157 Moral justification, 155 Moral manager, 157 Moral ownership, 156–157 Moral person, 157 Moral potency, 156 Moral reasoning, 148–157 definition of, 149 Morale, in Rocket Model, 487–488 Moronization of management, 650 Motivation, 335–376 achievement orientation and, 348–353 defining, 336, 337 empowerment and, 361–365 engagement and, 337, 339 goal setting and, 353–355 and job satisfaction, 339–343 leader motives and power, 126–129 to manage, 128–129 Maslow’s hierarchy of needs and, 345 operant approach to, 355–360 organizational justice and, 400 and performance, 337–339 and performance problems, 707 personality and, 348–353 spending on programs for, 343 support for progress and, 353–354 theories and approaches to, 344 understanding and influencing, 391–394 758 Subject Index Motivation hierarchy, 562 Motivators, 401, 402 Motivators, of two-factor theory, 402 Motorola, 361 MSCS See Miner’s Sentence Completion Scale (MSCS) Multifactor Leadership Questionnaire (MLQ), 616–618 Multiple-influence model, 511 Multirater feedback instruments, 266–273 Murphy, Kevin, 371 Musgrave, Thomas (profile), 249 Mutual interaction, 424, 426 Mwangi, James (profile), 356 Myers-Briggs Type Indicator (MBTI), 191, 316, 513 Myths about leadership, 12–15 about organizational culture, 522 managerial incompetence, 679–681 punishment and, 712–713 N Narcissism, 675–676 National Assembly, 640 National Outdoor Leadership School, 63 NATO forces, in Afghanistan, 332 Natural disaster, response to, 11 Natural talents, 14 Navy academies, 322 Need(s), 345–348 for achievement, 349 definition of, 345 development, 102–103 feedback, 473 hierarchy of, 345, 375 learning to speak up for, 301 Maslow’s hierarchy of, 345 for power, 127–129 for self-esteem, 345 Negative feedback, 478 Negotiation, 704 Neuroleadership, 221 Neuroticism, 184 Neutralizers, 520 New leaders communication and change, 88–89 determining mission, 93–94 development planning for, 65–67, 92, 99–105 expertise building, 94 feedback, creating opportunities, 89 first impression, 84–85 first two months of, 87–88 first two weeks of, 85–87 homework or preparation of, 83–84 journals for, 90–91 laying foundation, 85–87 learning from experience, 89–92 learning from others, 90 onboarding road map for, 83 relationships with peers, 97–99 relationships with superiors, 95–97 team strategy, structure, and staffing, 87–88 technical competence of building, 92–95 10 percent stretch of, 89–90 third month of, 88–89 New York City Fire Department (FDNY), 63 News of the World, 648 NeXT Computer, 58 NGT See Nominal group technique (NGT) Nierenberg, Andrea, 399 Nike, 533 Nilsen, Dianne, 397 9-box matrices, 409, 410, 412, 415 9-Box matrix, 409 Nissan Motors, 533 No, learning to say, 300, 301 Nominal group technique (NGT), 312, 314 Noncontingent, 355 Noncontingent rewards or punishment, 355–356 Nonportable skills, 256 Nooyi, Indra (profile), 262–263 Normative decision model, 549–556 decision acceptance in, 551 decision tree in, 552–554 empirical studies of, 555 and Leader–Follower–Situation framework, 554–555 levels of participation in, 550 Norming stage, of groups, 429 Norms group, 433–435 of team, 443 Norm(s), 485–486 Nuclear power plant disaster (Fukushima Daichi), 660 Nuclear power plant safety, 448 O Obama, Barack, 331 Obedience, Milgram’s study of, 116, 122 Observable goals, 471 Subject Index 759 Observation in action–observation– reflection model, 44 luck and, 45 perception and, 45–47 Occupy Wall Street movements, 322 OCEAN model of personality See Five Factor Model (FFM) of personality Office (television series), 247 Office arrangement, power and, 115 Office Space (film), 378 Ollieism, 437, 438 On-boarding, 263 On-boarding programs, 263 Onboarding road map, 83 One-on-one meetings, 85–87 Openness to experience, 182 Operant approach, 355 Operant approach, to motivation, 355–360 Operating rhythm, establishing, 88 Opportunities, and performance problems, 706 Oracle, 411 Oral communication, 292–293 Organizational change, 580–621 alternative framework for, 614–615 amount of, 583 Beer’s model of, 583–584 commitment to, 609 compliance with, 609 conflict and, 700 cooperation with, 609 dissatisfaction and, 584 emotional approach to, 597–615 fear of loss in, 591–592 model of, 583, 584, 586–588 process of, 583, 588–590 rational approach to, 583–596 resistance to, 583, 591–594 SARA model of, 592–593 scope of, 580 system changes in, 587 Organizational citizenship behaviors, 336–337, 339 Organizational citizenship behaviors, 339 Organizational climate, 520–521 Organizational culture, 326 adhocracy, 526 changing, 523–524 clan, 526 Competing Values Framework, 524–527 definition of, 520–521 hierarchy, 525–526 IKEA (minicase), 541–542 issues for students and young leaders, 527 key factors in, 522 language in, 522 market, 525–526 myths and stories in, 522 organizational climate versus, 520–521 questions defining, 521 rituals in, 522 symbols and artifacts in, 522 Organizational fit, 661–664 Organizational justice, 399, 400 Organizational level (O-1), 454 leadership, 454, 464 Organizational level of leadership, 167, 260 Organizational secrets, 529–530 Organizational settings, leader development in, 59–63 Organizational shells, 444 Organizational structure, 518–519 Organizational transparency, 530 Organizations, 407 leave/stay with, 392 Organization(s), 511, 516–527 centralization of, 520 complexity of, 519 formal, 517–520 formalization in, 519 industrial age to information age, 516–517 informal, 520–524 (See also Organizational culture) level of authority in, 517–518 Orwell, George, 371 Out-group, 16, 547–548 Outliers (Gladwell), 9, 532 Outward Bound, 63 Overbounding, 436, 438 Overclaiming credit, 153 P Paraphrasing, 296 Pareto principle, 312 Participation levels, in normative decision model, 550 in meetings, encouraging, 303–304 Participative leadership, 537, 568 Partners, followers as, 325 Partnership, forging, in coaching, 496 Passive followers, 19 760 Subject Index Passive listening, 295 “Past-oriented” punishment, 713 Path–goal theory, 567–573 expectancy in, 567 followers in, 568–570 leader behaviors in, 567–568 and Leader–Follower–Situation framework, 572 prescriptions of, 571 situation in, 570–571 Pay dispersion, 357 PayPal, 336 Pearl Harbor, 436 Pearl Harbor attack, 436 Pecking order, 113 Peers interests and goals, 98 one-on-one meetings with, 86 practicing Theory Y attitude with, 99 relationships with, 97–99 understanding tasks, problems, and rewards of, 98–99 Perception action and, 48–49 in GAPS analysis, 102 observation and, 45–47 reflection and, 47–48 spiral of experience and, 45–49 Perceptual set, 45 Performance culture and, 526–527 defining, 336 effectiveness versus, 338 expectation–performance gap, 591 model of, 705, 707 monitoring, 370 monitoring, in delegation, 494 motivation and, 366 punishment and, 714–715 relationship with leadership and job satisfaction, 341–342 standards, in vision, 696–697 Performance appraisals, 372 Performance bonuses, 360 Performance initiative, 324 Performance management cycle, 366, 367 Performance problems capabilities and, 706 diagnosis of, 705–707 expectations and, 706 motivation and, 707 opportunities and, 706 Performing stage, of groups, 429 Persistence assertiveness and, 301–302 motivation and, 338 promoting, in coaching, 498–500 Personal appeals, 130 Personal development, 50–51 Personal level of leadership, 167 Personal space, 113 Personality, 177 Five Factor Model or OCEAN model, 350, 617–618 Great Man theory of leadership, 122, 510 leader motives and, 126, 127 transformational leadership, 617–618 types, 190 Personality tests, 126, 127 Personality typology, 190 Myers-Briggs Type Indicator (MBTI), 191, 316, 513 Personalized leadership, 607–608 president Trump and, 610 Personalized power, 127 Personnel policies, 671–672 Person-role conflict, 433 Perspective, and stress, 309 Perspectives in Biology and Medicine (journal), 703 Persuasion rational, 129 servant leadership, 160 Persuasiveness, Petrobras, 204 Pfizer, 411, 482, 533 Physical characteristics, leaders, 14 Ping Fu (profile), 342 Pirate Code of Conduct, 441 Pirates, teamwork in Golden Age of, 438 Pirates of the Caribbean (film), 439 Plaxo, 83 Playing the Enemy: Nelson Mandela and the Game That Made a Nation (Carlin), 135 Pointing, 113 Politicians, followers as, 325–326 Ponzi scheme, 648 Poor followership, 669–671 Portable skills, 256 Port-au-Prince earthquake, 659 Position power, 563 Positive feedback, 478 Subject Index 761 Positive psychology, 196 Potter and Rosenbach followership model, 326, 327 Power of coaching, 71 coercive, 121–124 constructive use to enhance creativity, 315–316 crisis and, 117 definition of, 110 destructive leadership and, 640 empowerment and, 126 expert, 118 followers and, 110 importance of concept, 110 influence tactics and, 130–134 influence versus, 112 leader motives for, 126–129 and leadership, 114–129 legitimate, 119–120 need for, 127–129 nonverbal cues (gestures), 113 obedience study of, 116, 122 personalized, 127 position, 563 referent, 118–119 reward, 120–121 in Rocket Model, 456, 486–487 situation and, 110, 112, 117 social, taxonomy of, 118–124 socialized, 127 sources of, 117–124 Stanford prison experiment, 431 Stanford prison experiment on, 122–123 Power corrupts, 363 Powerlessness, 363 Practical intelligence, 201 domain specific, 201 Practicing new behaviors, 59 Pragmatist followers, 19 Praise, culture of, 362 Presenteeism, 404 Pressure tactics, 130 Primary work group, 570 The Prince (Machiavelli), 110 Principle-centered leadership, 167 Prison, Stanford prison experiment, 122–123, 431 Prison population, 596 Private sectors, managerial incompetence in, 646–647, 648 Problem solving, 310–314 analyzing causes in, 312 assessing impact of solution, 314 brainstorming, 314 developing alternative solutions in, 312, 314 force field analysis in, 312, 313 forming diverse groups for, 316 identifying problems, 311–312 improvement in, 311–312 nominal group technique in, 312, 314 Pareto principle and, 312 selecting and implementing best solution in, 314 Problem(s), 514–515 adaptive, 515, 530–531 technical, 514, 515, 530 Procedural justice, 400 Process of change, 583, 588–590 leadership as, 4, Team Leadership Model, 448 Process focus, 167 Process loss, 428 Process measures, 448, 449 Procrastination, artful, 553 Proctor & Gamble, 607 Profiles in leadership Angela Merkel, 178 Aung San Suu Kyi, 149 Bill Gates, David Koresh, 641 Donald Trump, 610–611 Elizabeth Holmes, 658 Emmanuel Macron, 589 George Dalgarno, 249 Greg Boyle, 265 Howard Schultz, 15 Indra Nooyi, 262–263 James Mwangi, 356 Marissa Mayer, 642–643 Mark Roellig, 350 Michael Dell, 111 Muhammad Yunus, 590–591 Nelson Mandela, 601 Nicolás Maduro, 640 Osama bin Laden, 602 Paul Revere, 20 Phil Jackson, 425–426 Ping Fu, 342 Ratan Tata, 248 762 Subject Index Profiles in leadership (continued) Richard Branson, 413–414 Robert Hogan, 189 Scott Rudin, 217 Sheikh Zayed, Stan Lee, 56 Steve Bannon, 198 Steve Jobs, 58 Thad Allen, 531–532 Thomas Musgrave, 249 Projective personality test, 127 Projective psychological test, 63 Psychological characteristics, leaders, 14 Psychological types, 194–195 Public reputation, 176 assessing, 180 Public sectors, managerial incompetence in, 646–647 Punctuated equilibrium, 430 Punishment, 355, 712–717 administering, 715–717 definition of, 355, 712 efficacy of, 713 examples of, 712 future- versus past-oriented, 713 and motivation, 355–361 myths surrounding use of, 712–713 noncontingent, 355, 358 and performance, 714–715 reinforcing nature of, 716 and satisfaction, 714 vicarious effects of, 714 Purpose communication, 292 of leader, 51 Pygmalion effect, 354 R RadioShack, 397 Rater bias, 275 Rational approach, to organizational change, 583–596 Rational leadership, 7–8 Rational persuasion, 129 Readiness, 408–410 Ready-36, 408 Reality distortion field, 666 Reception, in communication, 290, 291 Recession (2007–2009), destructive leadership and, 640–641 Reciprocal influence, 424, 426 Record keeping, meetings, 304 Red Bull, 405 Red Bull leaders, 347 Reference group, 398 Referent power, 118–119 Reflection in action–observation–reflection model, 44 in development planning, 105 leader development and, 49–54 leadership metaphors/archetypes, 52 with peers, 97–99 perception and, 47–48 single- and double-loop learning in, 53–54 time pressure and, 53 Reframing, 600 Reilly, Rick, 433–434 Rejection, of change, 592, 593 Relationship behaviors, 556 Relationship initiative, 325 Relationship roles, 431, 432 Relationship(s) building trust and, 286–288 with followers, 530 inability to build, 654 and referent power, 118–119 with superiors, 95–97 supportive, and stress management, 308 virtual, 530 Relaxation techniques, 308 Religious leader, destructive, 641 “Remote” coaching, 68 Renault, 533 Replacement tables, 410, 412, 415 Resistance to change, 583, 591–594 Respond, decision making, 23 Results, in Rocket Model, 456, 488 Return on investment (ROI), 60 Revenues, 581–582 Revere, Paul (profile), 20 Reverence, 51 Revolutionary-crusader, 52 Reward power, 120–121 Reward(s), 355 contingent, 355 definition of, 355 noncontingent, 355 salary (pay) as, 357 Rhetorical skills, 605–606 president Trump and, 610 Subject Index 763 Richard Branson (profiles), 413–414 Risk, in delegation, 362, 492 Rituals, organizational culture, 522 Rocket Model for Team Effectiveness, 456, 482–490 basis of, 482 buy-in in, 486 diagram of, 482, 483 implications of, 488–490 morale in, 487–488 norms in, 485–486 power in, 486–487 results in, 488 situation in, 482–483 talent in, 484–485 The Rocket Model: Practical Advice for Building HighPerformance Teams (Curphy and Hogan), 490 Rockne, Knute, 456 Roellig, Mark (profile), 350 ROI See Return on investment (ROI) Role ambiguity, 402, 433 Role approach, 22 Role conflict, 402, 432 Role playing, 59 Role theory, 510 Role-making, 548 Role-taking, 548 Rolling Stone article, 332 Romance of leadership, Rose, Pete, 346 Routinization, 548 Rubbermaid, 677 Rudin, Scott (profile), 217 Rule-based thinking, 151 Russia, charismatic leadership in, 600, 602 Ryan, Liz, 405 S Sacred Hoops (Jackson), 425 Safety, in team operations, 369 Samsung, 598 San Francisco earthquake and fire (1906), 11 Sandwich technique, for feedback, 495 SAP, 411 SARA model, of change, 592–593 SAT scores, 373 Satisfaction defining, 336 of followers, 568 job (See Job satisfaction) life, 395 Satisfaction questionnaire, 395 “School of hard knocks,” 14–15 Schultz, Howard (profile), 15 Schwarzkopf, Norman, 344 Science, leadership as, 6–7 Scientific American, 529 Sears, 397 Selection (leaders), 17 Self-actualization, 345 Self-awareness, 180, 664, 665 Self-determination, 364 Self-esteem, need for, 345 Self-expectations, qualities of ethical leadership, 164 Self-fulfilling prophecy, 48 Self-image, leadership, 72 Self-protective leadership, 537 Self-serving bias, 48 Self-starters, 328–333, 370 transforming slackers, 330 Sense, decision making, 23 Sensing-intuition, 192 September 11, 2001 attacks, 323, 465, 580, 602 Servant leadership, 159–162, 680 Service academies followership in, 322 Service learning, 57 ServiceMaster, 533 Sex bias stereotypes, 25–26, 28 Sharing, in conflict management, 701 Sharks, swimming with, 703 Shock, change and, 592 Shock experiments (Milgram), 116, 122 Short-term versus long-term, 151 Siloed thinking, 587 The Simpsons (television series), 119 Simulations, 59 Single-loop learning, 53, 204 Situation, 507–542 in charismatic leadership, 611 college classroom as, 509 dangerous, 508, 510 Great Man theory and, 510 in interactional framework, 15–16, 22–23, 31 managerial derailment and, 659–661 multiple-influence model, 511 path-goal theory, 570–571 764 Subject Index Situation, (continued) and power, 110, 112, 117 in Rocket Model, 482–483 role theory, 510 Situational awareness, 664, 665 Situational engineering, 508 Situational factors, 406 of president Trump, 611 Situational favorability, 562–564 Situational Leadership model, 556–560 contingency model versus, 561 developmental interventions, 558–559 follower readiness in, 557–558 leader behaviors in, 556–557 and Leader–Follower–Situation framework, 559–560 prescriptions of, 558–559 revision of, 559 Situational levels, 511–512 environment, 511, 527–538 organization, 511, 516–527 task, 512–515 Skills, advantage of, 443 Sleep, and stress management, 308 Social facilitation, 428 Social loafing, 428 Social networks charisma and, 612–613 charismatic leadership, 612 and guerilla warfare, 585 president Trump and, 611 Socialized power, 127 Societal culture awareness and respect of, 537–538 definition of, 535 GLOBE study and, 537–538 leading across, 532–535 Society for Human Resource Management, 395 Society of Industrial and Organizational Psychology, 462 SOPs See Standard operating procedures (SOPs) Sources of power, 117–124 South Africa, 135, 601 SpaceX, 336 Span of control, 427 Spatial complexity, 519 Spider Man, 56 Spiral of experience, 43–49 Sponsor, 72 Sports coaching and, 495 task interdependence in, 514 Sports teams, 347, 429 Sprewell, Latrell, 359 The Stampede (painting), 528 Standard operating procedures (SOPs), 637 Standardization, in organizations, 519 Standards, GAPS analysis, 102 Stanford prison experiment, 122–123, 431 Starbucks, 15, 336, 483–486 Staring, 113 Start-ups, 392–393 Status, acquisition of, 17 Stengel, Casey, 435 Stereotype threat, 25–26 Stewardship, 160 Stewart, Potter, 400 Stories See also Myths about organizational culture, 522 about vision, 697–698 Storming, of groups, 429 Strategic approach, women and, 30 Strategic Health Authority, 482 Strengths-based leadership, 196 Stress A-B-C model, 309–310 definition, 304 health effects of, 306–307 healthy lifestyle to reduce, 308 identifying causes of, 307–308 learning and, 56 management of, 304–310 monitoring levels of, 307 optimal level of, 306 perspective and, 309 relaxation techniques for, 308 supportive relationships and, 308 symptoms of, 305 Stretching to learn, 89–90, 104 Strong situations, 179 Structural reinforcement, 167 Structured task, 513 Subject matter expertise, 667 Subordinates, followers as, 325 Substitutes for leadership, 520 Subsystem nonoptimization, 451 Success, criteria for, 104 Successful leaders, 678 Subject Index 765 Successful leadership, 185 Successful managers, The Successful Manager’s Handbook (Davis, Hellervik, Sheard), 104 Succession planning, 409, 411 in family businesses, 411 Succession planning processes, 607 “Superheroes,” 606–607 Superior(s) adapting to style of, 96–97 assertiveness with, 299, 301 defined, 95 first impression on, 84–85 relationships with, 95–97 understanding, 96 Suppliers, links to, 516 Supportive leadership, 568 Surgical team, 454 Suu Kyi, Aung San (profile), 149 “Swimming with sharks,” 703 Symantec, 482 Synectics, 315 System changes, 587 Systems thinking approach, 587 T Talent, in Rocket Model, 484–485 Talent hoarding, 371 Task autonomy, 512 Task behaviors, 556 Task feedback, 512 Task forces, establishing, 88–89 Task interdependence, 425, 513 Task structure, 512–513, 563 Task(s), 512–515 additive, 443 effective teams, 443 in path–goal theory, 570 problems and challenges in, 514–515, 530–531 roles, 431 of team, 443 TAT See Thematic Apperception Test (TAT) Tata, Ratan (profile), 248 Taylor, Frederick W., 335 Tea Party movement, 322 Teacher-mentor, 52 Team and Organization Development Sourcebook (Silberman and Philips), 480 Team Assessment Survey II, 489 Team design level, 454 Team Leadership Model (TLM), 445–449 design, 451 development, 451–452 diagnosis and leverage points, 452–454 dream, 449–450 effort at the process level, 452 iceberg metaphor, 446 individual factors, 452–457 and interactional framework, 457 Leader-Follower-Situation framework, 457 process variables, 448 three functions of, 450 Team scorecard, 88 Team scorecards, 369 Team-building interventions, 478–480 bottom-up, 479 examples of, 481 experiential exercises in, 480–481 top-down, 479 workshops, 480–481 Team-building know-how, 667 Team-oriented leadership, 537 Team(s) authority, 444 boundaries, 443 common goals or tasks, 425 communication to minimize interpersonal conflicts, 443 effective and ineffective, 439 effective team characteristics, 439–445 executive (See Executive teams) first impression on, 84–85 groups versus, 436–438 high-performance, building, 446–447 high-performing teams, building, 482–490 individuals versus groups, 424–426 interpersonal conflicts, 487–488 leadership prescriptions, 449–456 material resources, 456 mission and standards of, 484 norms, 443 norms of, 485–486 one-on-one meetings with, 85–87 organizational level in, 452, 454 organizational shells, 444 sense of identification, 424 systems theory approach, 445 task, 443 766 Subject Index Team(s) (continued) task interdependence of, 425, 512 team design level, 454, 455, 457 at top (executive teams), 707–712 variables affecting team, 458–462 virtual, 458–462 Teamwork, 450–452, 455, 458–460, 464 Technical competence building, 92–95, 285 determining mission, 93–94 expert in job, 94, 285–286 opportunities to broaden experience, 94–95 Technical problems, 514, 515, 530 Technology acceleration, 615 Technology-based approaches, to leader development, 63 Tellabs, 482 Temasek Holdings, 138–139 Temperament, 17 10 percent stretch of, 89–90 TEPCO See Tokyo Electric Power Company (TEPCO) Terrorism, 323, 580, 602 Terrorist attacks of September 11, 2001, 323, 580, 602 Tesla, 336 The Coffee Bean, 378, 379 The Wisdom of Teams, 450 TheJobCrowd (website), 396 Thematic Apperception Test (TAT), 127 Theory Y, 99, 144–145 Theranos, 658 Thinking-feeling, 192 3M, 61–62, 482, 533 Time “artful procrastination,” 553 charismatic/transformational leadership, 612 coaching and, 500 delegating and, 491, 492 Time magazine, 12, 596 Timely feedback, 475, 477 Timely Publications, 56 Today Show (television program), 507 Tokyo Electric Power Company (TEPCO), 660 Toro, 482 Touching, 113 Toy Story, 58 Toyota, 533 Traditional authority system, 597 Training programs, 59, 64 Trait approach, 179 Traits, 179 Transactional leadership, 599 Bass’s theory of, 603, 615–618 Burns’s theory of, 599 gender and, 27 research results on, 616–618 Transformational leadership, 323, 375, 600–604 Bass’s theory of, 603, 615–618 Burns’s theory of, 600, 603 and buy-in, 486 charismatic leadership versus, 603–604 common characteristics with charismatic leadership, 603–604 controversy in, 600–601 feelings of empowerment, 609 follower characteristics in, 608 gender and, 27 heightened emotional level, 608–609 identification with leader and vision in, 608 image of leader in, 606 leader characteristics in, 604–605 personality and, 617–618 personalized leadership in, 607–608 reframing in, 600 research results on, 616–618 rhetorical skills in, 605–606 time and, 612 trust in, 606 vision in, 600, 605, 608 willing subordination to leader in, 609 Treasure Island (Stevenson), 439 Trends, workplace, 531 Triarchic theory of intelligence, 200–205 implications, 205–210 Trip wires, for executive teams, 709–712 Trolley problem, 150 Trump, Donald (profile), 610–611 Trust building, 286–288 cost-benefit analysis, 324 as credibility component, 286–288 expertise and, in credibility matrix, 288–289 followership and, 286–288, 323, 324 president Trump and, 610 in transformational leadership, 606 Truth versus loyalty, 151 TRW, Tupelo (Mississippi), change, 582 Turing Pharmaceuticals, 648 Subject Index 767 Turnover dysfunctional, 393 functional, 393 satisfaction levels, 394 Twitter, 529, 612 Two-factor theory, 399, 401–403 motivators and hygiene factors, 402 Two-factor theory, of job satisfaction, 401–403 U Uber, 648 Uber, motivates drivers, 360–361 Umbrella, 612 Umbrella movements, 322 Uncritical thinking, 19 Unethical climate, 164 Uniforms, 115 United Arab Emirates (UAE), Universality of leadership attributes, 537–538 University of Colorado, organizational culture, 521 Unstructured task, 513 Unwritten rules, 433 UPS, 76–77, 362 Upward ethical leadership, 164 U.S Air Force, 343 inability to adapt, 655 jargon usage in, 293 organizational culture of, 521 U.S Army Abu Ghraib prison and, 122 achievement orientation, 345, 348–353 changing nature of leadership in, 528 common sense versus studies in, 13 disaster response of, 11 global, facet, and life satisfaction, 395 incompetence and, 671 managerial derailment, 659 mentors in, 71 Powell’s career in, 44 war in Iraq, 122–123, 528 U.S Marine Corps, organizational culture of, 521 U.S Navy, mentors in, 71 U.S Post Office, 11 V Value-based leadership, 536 Value(s), 145–148 building trust and, 286–288 and buy-in, 486 competing, in organizational culture, 524–527 instrumental, 146 terminal, 146 vision and, 696–697 Venezuela, Chavez’s leadership in, 598 Verbal 360-degree technique, 269 Verizon, 642 Vertical complexity, 519 Veterans (generation), values of, 147 Videoconferencing, 462 Violent criminals, 517 Virgin Group, 33–35 Virginia Tech shootings, 507 Virtual relationship, 530 Virtual teams, 454, 458–462 Vision in charismatic leadership, 597, 608 compelling, creation of, 694–698 edge of, 697–698 emotional energy of, 697 expectations in, 696–697 ideas in, 695–696 identification with, 608, 610 in organizational change, 586 practicing delivery of, 697 president Trump and, 610 questions answered in, 695 in transformational leadership, 600, 605, 608 Vision statement, 586 Visionary-alchemist, 52 Volkswagen, 648 VUCA, 529 W The Wall Street Journal, 285 Walmart, 598 Walt Disney Studios, 439 Walt Disney World, 522 Warrior-knight, 52 Wartime, 440 Afghanistan, 580, 602 changing leadership in, 528 guerilla tactics in, 585 Iraq, 122–123, 528, 580, 602 Waste Management, 482, 533 Watergate break-in, 437 Weak situations, 179 “Weapons of Influence,” 130 Weatherproofing, 768 Subject Index Webs of belief, 50–51 Wells Fargo, 204, 648 Western Electric Company, 428, 429 Wheel of Fortune (television show), 306 Williams–Sonoma, 482 Willing subordination to leader, 609 president Trump and, 611 Windber Medical Center, 575–576 Win–lose situation, 699 The Wisdom of Teams (Katzenbach and Smith), 450 Witness to Power (Ehrlichman), 114 Women in leadership acceptable behavior, bands of, 29 charismatic leadership, 602–603 culture and, 533 glass ceiling effect, 26, 29, 518 glass cliff, 29–30 influence tactics of, 133 interactional framework, 24–30 interactive leadership, 28 leadership styles of, 27–28 learning from experience, 55 lessons for success, 518 mentoring for, 24–25 sex bias stereotypes and, 25–26, 28 strategic approach and, 30 Work facilitation, 250 Work motivators, 401 Worker, generational levels, 346 Workers, dissatisfaction, 391 Working conditions, 390 Workplace trends, 531 Workshops, team-building, 480–481 WorldCom, 648 Written communication, 292–293 X X-Men, 56 Y Yahoo, 642–643 Yale University, organizational culture of, 521 Yearsley, Adam, 410 YouTube, 529 Yunus, Muhammad (profile), 590–591 Z Zayed, Sheikh (profile), Zenith, 677 Zero-sum situation, 699 Zimbabwe, kleptocracy in, 599 .. .Leadership Enhancing the Lessons of Experience Ninth Edition Richard L Hughes Robert C Ginnett Gordon J Curphy LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, NINTH EDITION Published by McGraw-Hill... series of Profiles in Leadership The first of these is Profiles in Leadership 1.1, which highlights Sheikh Zayed, the founder of the United Arab Emirates Sheikh Zayed bin Sultan Al Nahyan PROFILES... Saying leadership is both a science and an art emphasizes the subject of leadership as a field of scholarly inquiry, as well as certain aspects of the practice of leadership The scope of the science