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Leadership
Enhancing the Lessons of Experience Seventh Edition
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
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/204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles/
204/MHBR214/hug_disk1of1/0078112656/hug12656_pagefiles
LEADERSHIP: ENHANCING THE LESSONS OF
EXPERIENCE
Published by McGraw-Hill/Irwin, a business unit of The
McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY, 10020. Copyright © 2012, 2009, 2006, 2002,
1999, 1996, 1993 by The McGraw-Hill Companies, Inc. All
rights reserved. 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 The McGraw-Hill Companies, Inc., 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.
1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1
ISBN 978-0-07-811265-2
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Library of Congress Cataloging-in-Publication Data
Hughes, Richard L.
Leadership : enhancing the lessons of experience / Richard
L. Hughes, Robert C. Ginnett,
Gordon J. Curphy. — 7th ed.
p. cm.
Includes index.
ISBN-13: 978-0-07-811265-2 (alk. paper)
ISBN-10: 0-07-811265-6 (alk. paper)
1. Leadership. I. Ginnett, Robert C. II. Curphy, Gordon J.
III. Title.
HM1261.H84 2012
303.394—dc22
2010052313
www.mhhe.com
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www.mhhe.com
iii
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
interna-
tional 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 Be-
havioral Sciences and Leadership. He is a clinical psychologist
and a grad-
uate 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 leader-
ship of high-performance teams and organizations. He is the
developer of
the Team Leadership Model, © which provides the theoretical
framework
for many interventions in organizations where teamwork is
critical. This
model and its real-time application have made him an
internationally rec-
ognized expert in his field. He has worked with hundreds of
organiza-
tions including Novartis, Prudential, Fonterra, Mars,
GlaxoSmithKlein,
Boston Scientific, Daimler Benz, NASA, the Defense and
Central Intelli-
gence Agencies, the National Security Agency, United and
Delta Airlines,
Textron, and the United States Army, Navy, and Air Force.
Prior to work-
ing 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 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 worked at the Kennedy Space Center in
the post-
Challenger period. Robert is an organizational psychologist
whose educa-
tion includes a master of business administration degree, a
master of arts,
a master of philosophy, and a PhD from Yale University.
Gordy Curphy is the president of C3, a human resource
consulting firm
that helps public and private sector clients achieve better results
through
people. Gordy has over 25 years of leadership and technical
expertise in
job analysis and competency modeling; hourly staffing systems;
multirater
feedback systems; performance management design and
implementation;
leadership development design, delivery, and evaluation; survey
construc-
tion, administration, and analysis; assessment center
methodology;
executive coaching, training, and team building; succession
planning;
team and organizational effectiveness; and strategic and

business planning.
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iv About the Authors
Prior to forming his own consulting firm, Gordy spent 10 years
as a vice
president of institutional leadership at the Blandin Foundation
and as a
vice president and general manager at Personnel Decisions
International.
He is an industrial/organizational psychologist and a graduate
of the U.S.
Air Force Academy. He has an MA from the University of St.
Mary’s and a
PhD in industrial/organizational psychology from the University
of
Minnesota.
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v

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—the seventh. For this newest edition I’ve
written some-
thing of a new foreword.
In a sense, no new foreword is needed; many principles of
leadership
are timeless. For example, their references to Shakespeare and
Machiavelli
need no updating. However, they have refreshed their examples
and an-
ecdotes, and they have kept up with the contemporary research
and writ-
ing of leadership experts. Ironically, one of their most riveting
new
examples falls into the “Dark Side of Leadership” chapter,
where they in-
clude the horrific example of Richard Fuld, the CEO who
presided over
the disintegration, destruction, and bankruptcy of Lehman
Brothers, the
fourth-largest investment bank in the world. Over a five-year
period
(when he was paid a total of $300,000,000), Fuld kept
stretching the rubber
band of increasingly risky investments while at the same time
stretching
another rubber band of tricky financial reporting until they both
snapped
simultaneously, bringing the world’s financial system close to
the brink of
disaster. His actions cost the jobs of 25,000 employees and the

loss of bil-
lions of dollars by investors. Yeoman work by other leaders
avoided the
brink but could not prevent a painful economic recession. This
brutal ex-
ample, in a perverse way, once again emphasizes the power of
leadership.
Such examples keep this book fresh and relevant; but the
earlier fore-
word, 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 psy-
chological tone. You, as a reader, are going to be asked to think
about lead-
ership the way psychologists do. 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 of-
ten 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 scien-
tists, 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: cartoons, quotes, anecdotal Highlights,
and
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vi Foreword
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, insatia-
ble readers, and convivial raconteurs, their stori es 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 cur-
rent and potential leaders. There 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
quanda-
ries 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 lead-
ers 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
develop-
ment, 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 sug-
gestion. 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, per-
suade eight people to do some notable activity together for at
least two
hours that they would not otherwise do 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
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Foreword vii
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 plea-
sures, 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 ex-
perience first and read this book later, you will have a much
better under-
standing 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 follow -
through. You may

even learn about “loneliness at the top.” However, if you are
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 leader-
ship, 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 lead-
ership 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
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viii
Preface
Perhaps by the time they are fortunate enough to have
completed six edi-
tions 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). But as our
experience con-
sistently has been since the first edition, the helpful suggestions
of users
and reviewers always provide helpful grist for improvement.
The changes
made in this edition are far more extensive than we would have
predicted
a year ago, and we believe this edition is better because of
them.
We have made a number of significant changes to this book’s
structure
and format as well as the kind of normal updates you would
expect (such
as adding timely references, including new Highlights, and
pruning dated
stories). Let us briefly review here some of the major changes
to this edi-
tion. Some of these can be characterized as a generalized effort
to better
integrate material covered in multiple chapters in previous
editions into
single chapters in this edition. For example, we have combined
material
from the first two chapters in all previous editions into the first

chapter of
this edition with an overall leaner and more consolidated
treatment of the
material. As another example, we have moved material about
mentoring,
coaching, and development planning from the chapter about
leader be-
havior into the chapter about leader development while also
eliminating
material from earlier editions of the development chapter that
over time
had become somewhat out of date.
Another major change is the complete elimination of the
chapter about
assessing leadership. We struggled with this chapter through all
previous
editions in our efforts to adequately cover material that we
believe important
but that to many others is dry and perhaps not that important
in an introduc-
tory course. We finally concluded that the cost of an entire
chapter that either
was not covered by many of our textbook users, or was found
problematic by
others who did, was simply not worth it. (Sneakily, we must
admit that a lit-
tle of that material might have found its way into other
chapters.)
The chapter now called “Leadership, Ethics and Values” also
includes
many changes. There is an extended treatment of ethical
leadership, and
more explicit linkages are drawn among ethics, values, ethical
leadership,
authentic leadership, and servant leadership. In the spirit of
consolidation

and integration, some material about character development
from other
chapters in the previous edition is now included in this chapter
instead.
Finally, the “Leading across Cultures” section, which was in the
“Leader-
ship and Values” chapter of our sixth edition, is now part of
“The Situa-
tion” chapter in this edition because it fits better there
thematically.
Speaking about our chapter addressing the role of the situation
in lead-
ership, it also has undergone other significant changes. In
general, these
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Preface ix
changes represent our effort to reorient the chapter more toward
leader-
ship issues than toward organizational behavior or management.
Thus
the chapter not only discusses the leadership challenges of
leading glob-
ally but also explores the topic of organizational culture. The
chapter also
takes a new look at the role of leadership in dealing with
increasing envi-
ronmental change.

The final major change to this edition reorganizes the content
covered
in our sections about leadership skills into four chapters, each
one now
representing the final chapter in each of the book’s four parts,
and each
chapter focusing on a distinctive aspect of a leader ’s
challenges. There
also are two new skills added: “Creating a Compelling Vision”
and “Your
First 90 Days as a Leader.”
There are other changes to the seventh edition as well, though
they are
generally smaller in scope and less systematic than those just
mentioned.
For example, greater attention is now given to LMX theory in
the “Contin-
gency Theories” chapter; leading virtual teams gets more
extended treat-
ment in “Groups, Teams, and Their Leadership”; and new
Highlights and
Profiles in Leadership appear throughout the book.
As always, we are indebted to the superb editorial staff at
McGraw-
Hill/Irwin, including Jane Beck, our editorial coordinator, Laura
Spell, the
managing development editor, Dana Pauley, the project
manager, and
Jaime Halteman, our marketing manager. They all have been
wise, sup-
portive, helpful, and pleasant partners in this process, and it has
been our
good fortune to know and work with such a professional team.
And as we
noted at the beginning of this preface, we are also indebted to
the individu-

als whose evaluations and constructive suggestions about the
previous
edition provided the foundation for many of our revisions. We
are grateful
for the scholarly and insightful comments from all of our
reviewers:
John Anderson
Walsh College
Mark Arvisais
Towson University
David Lee Baker
Kent State University
Herbert Barber
Virginia Military Institute
Erich Baumgartner
Andrews University
Ellen Benowitz
Mercer County Community
College
Kenneth Campbell
North Central College
Cheree Causey
University of Alabama–Tuscaloosa
Jeewon Cho
Montclair State University
Marie Gould

Peirce College
Donald Howard Horner
U.S. Naval Academy
Osmond Ingram Jr.
Dallas Baptist University
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x Preface
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 who 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
Karen Jacobs
LeTourneau University
Donna Rue Jenkins
National University
Lanny Karns

SUNY–Oswego
Stacey Kessler
Montclair State University
Paulette Laubsch
Fairleigh-Dickinson
University–Teaneck
Charles Changuk Lee
Chestnut Hill College
John Michael Lenti
University of South Carolina
Kristie Loescher
University of Texas–Austin
Lt. Col. Thomas Meriwether
Virginia Military Institute
Howard Rudd
College of Charleston
Cdr. Stephen Trainor
U.S. Naval Academy
Dennis Veit
University of Texas–Arlington
Deborah Wharff
University of North Carolina–
Pembroke
Eric Williams
University of Alabama–Tuscaloosa

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xi
Brief Contents
PART ONE:
Leadership Is a Process, Not a
Position 1
Chapter 1: What Do We Mean by
Leadership? 2
Chapter 2: Leader
Development 43
Chapter 3: Skills for Developing
Yourself as a
Leader 88
PART TWO:
Focus on the Leader 117
Chapter 4: Power and
Infl uence 118
Chapter 5: Leadership, Ethics and
Values 150
Chapter 6: Leadership

Attributes 188
Chapter 7: Leadership
Behavior 242
Chapter 8: Skills for Building
Personal Credibility and
Infl uencing Others 277
PART THREE:
Focus on the Followers 317
Chapter 9: Motivation, Satisfaction,
and Performance 331
Chapter 10: Groups, Teams, and
Their Leadership 390
Chapter 11: Skills for Developing
Others 436
PART FOUR:
Focus on the Situation 473
Chapter 12: The Situation 473
Chapter 13: Contingency Theories of
Leadership 520
Chapter 14: Leadership and
Change 556
Chapter 15: The Dark Side of
Leadership 607
Chapter 16: Skills for Optimizing

Leadership as Situations
Change 657
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xii
Contents
Preface viii
PART ONE
Leadership Is a Process, Not a
Position 1
Chapter 1
What Do We Mean by Leadership? 2
Introduction 2
What Is Leadership? 3
Leadership Is Both a Science and an Art 5
Leadership Is Both Rational and Emotional 6
Leadership and Management 8
Leadership Myths 11
Myth: Good Leadership Is All Common Sense 11
Myth: Leaders Are Born, Not Made 12
Myth: The Only School You Learn Leadership from
Is the School of Hard Knocks 13

The Interactional Framework for Analyzing
Leadership 15
The Leader 16
The Followers 18
The Situation 26
Illustrating the Interactional Framework:
Women in Leadership Roles 27
There Is No Simple Recipe for Effective
Leadership 34
Summary 35
Chapter 2
Leader Development 43
Introduction 43
The Action–Observation–Reflection
Model 46
The Key Role of Perception in the Spiral of
Experience 49
Perception and Observation 49
Perception and Reflection 51
Perception and Action 52
Reflection and Leadership
Development 54
Single- and Double-Loop Learning 54
Making the Most of Your Leadership
Experiences: Learning to Learn from
Experience 57
Leader Development in College 59
Leader Development in Organizational

Settings 61
Action Learning 64
Development Planning 66
Coaching 69
Mentoring 74
Building Your Own Leadership Self-
Image 78
Summary 78
Chapter 3
Skills for Developing Yourself as a
Leader 87
Your First 90 Days as a Leader 88
Before You Start: Do Your Homework 88
The First Day: You Get Only One Chance to Make
a First Impression 89
The First Two Weeks: Lay the Foundation 90
The First Two Months: Strategy, Structure, and
Staffing 92
The Third Month: Communicate and Drive
Change 93
Learning from Experience 94
Creating Opportunities to Get Feedback 95
Taking a 10 Percent Stretch 95
Learning from Others 96
Keeping a Journal 96
Having a Developmental Plan 97
Building Technical Competence 98
Determining How the Job Contributes to the
Overall Mission 100
Becoming an Expert in the Job 100
Seeking Opportunities to Broaden Experiences 101

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Contents xiii
Building Effective Relationships with
Superiors 101
Understanding the Superior’s World 102
Adapting to the Superior’s Style 103
Building Effective Relationships with
Peers 104
Recognizing Common Interests and Goals 104
Understanding Peers’ Tasks, Problems, and
Rewards 105
Practicing a Theory Y Attitude 105
Development Planning 106
Conducting a GAPS Analysis 107
Identifying and Prioritizing Development Needs:
Gaps of GAPS 109
Bridging the Gaps: Building a Development
Plan 110
Reflecting on Learning: Modifying Development
Plans 110
Transferring Learning to New Environments 112
PART TWO

Focus on the Leader 117
Chapter 4
Power and Influence 118
Introduction 118
Some Important Distinctions 118
Power and Leadership 121
Sources of Leader Power 122
A Taxonomy of Social Power 125
Expert Power 125
Referent Power 126
Legitimate Power 128
Reward Power 129
Coercive Power 130
Concluding Thoughts about French and Raven’s
Power Taxonomy 133
Leader Motives 134
Influence Tactics 137
Types of Influence Tactics 138
Influence Tactics and Power 139
A Concluding Thought about Influence
Tactics 142
Summary 142
Chapter 5
Leadership Ethics and Values 150
Introduction 150
Leadership and “Doing the Right
Things” 150
Values, Ethics, and Morals 152

Are There Generational Differences in
Values? 154
Moral and Ethical Reasoning and Action 157
Why Do Good People Do Bad Things? 166
Ethics and Values-Based Approaches to
Leadership 168
The Roles of Ethics and Values in
Organizational Leadership 172
Leading by Example: the Good, the Bad,
and the Ugly 174
Creating and Sustaining an Ethical
Climate 176
Summary 181
Chapter 6
Leadership Attributes 188
Introduction 188
Personality Traits and Leadership 189
What Is Personality? 189
The Five Factor or OCEAN Model of
Personality 192
Implications of the Five Factor or OCEAN
Model 196
Personality Types and Leadership 201
The Differences between Traits and Types 201
Psychological Preferences as a Personality
Typology 202
Implications of Preferences and Types 205
Intelligence and Leadership 208

What Is Intelligence? 208
The Triarchic Theory of Intelligence 210
Implications of the Triarchic Theory of
Intelligence 213
Intelligence and Stress: Cognitive Resources
Theory 218
Emotional Intelligence and Leadership 220
What Is Emotional Intelligence? 220
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xiv Contents
Can Emotional Intelligence Be Measured and
Developed? 225
Implications of Emotional Intelligence 226
Summary 229
Chapter 7
Leadership Behavior 242
Introduction 242
Studies of Leadership Behavior 244
Why Study Leadership Behavior? 244
The Early Studies 246
The Leadership Grid 250
Competency Models 252

The Leadership Pipeline 255
Community Leadership 259
Assessing Leadership Behaviors: Multirater
Feedback Instruments 262
Summary 268
Chapter 8
Skills for Building Personal
Credibility and Influencing
Others 277
Building Credibility 277
The Two Components of Credibility 278
Building Expertise 278
Building Trust 279
Expertise × Trust 281
Communication 283
Know What Your Purpose Is 285
Choose an Appropriate Context and Medium 285
Send Clear Signals 286
Actively Ensure That Others Understand the
Message 287
Listening 288
Demonstrate Nonverbally That You Are
Listening 289
Actively Interpret the Sender’s Message 289
Attend to the Sender’s Nonverbal Behavior 290
Avoid Becoming Defensive 290
Assertiveness 291
Use “I” Statements 293
Speak Up for What You Need 295

Learn to Say No 295
Monitor Your Inner Dialogue 295
Be Persistent 296
Conducting Meetings 296
Determine Whether It Is Necessary 297
List the Objectives 297
Stick to the Agenda 298
Provide Pertinent Materials in Advance 298
Make It Convenient 298
Encourage Participation 298
Keep a Record 299
Effective Stress Management 299
Monitor Your Own and Your Followers’ Stress
Levels 302
Identify What Is Causing the Stress 302
Practice a Healthy Lifestyle 303
Learn How to Relax 303
Develop Supportive Relationships 303
Keep Things in Perspective 304
The A-B-C Model 304
Problem Solving 306
Identifying Problems or Opportunities for
Improvement 306
Analyzing the Causes 307
Developing Alternative
Solution
s 308
Selecting and Implementing the Best

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