Reflection paperPaper
Yu Liang
Student ID : 628399Comment by S L: No space here.
Trinity Western University
LDRS 303 I3 - Contemporary Leadership Approaches
Steven Stephen Liang
May 17, 2022
Chapter 11Comment by S L: Do not leave a line between the heading and the paragraph.
After reading chapter 11 I learned that adaptive leadership is how leaders motivate their followers to adapt and respond to changes, problems and challenges. Unlike authentic leadership, which focuses on the characteristics of the leader, adaptive leadership emphasizes the complex interactions of leaders and followers in different contexts. In general, adaptive leadership focuses on how followers change and adapt to new situations. It asks leaders to address three situational challenges: 1) technical challenges, 2) technical and adaptive challenges, and 3) adaptive challenges.Comment by S L: This is not APA.
An important point for me in this chapter is that adaptive leadership is follower-centric. Adaptive leaders always help their followers do what they need to do to adapt to the challenges or problems they face (Northouse, 2018). I think this is important. I remember when I was in Vancouver Premier College before because our team members did not understand the instructions given by the teacher during the group work process. Later, under the active discussion of our group, he finally adapted to the topic given by the teacher teacher, and we got good grades.Comment by S L: Awkward. Unclear.
I will apply this leadership style to my practice. At home, this entails encouraging each family member to deal with tough life issues. At work, this entails encouraging employees to adapt to challenges and thrive when faced with them. In a community, adaptive leadership involves encouraging community members to deal with problems, such as disease outbreaks, natural disasters, or terrorism. A key advantage of adaptive leaders is that they can adapt their leadership methods to the situation.Comment by S L: A little repetitious. I'd like to see more specifics.
Adaptive leadership has to do with the culture I come from. I grew up in a culture of transparency and openness. Adaptable leaders must face challenges with transparency and openness. Adaptive leadership can also be rooted in other cultures, including those that support change. This will ensure success when implementing the change program.Comment by S L: You are introducing something new in your conclusion.
Reference
Preece, J. (2016). Negotiating service learning through community engagement: Adaptive 434
leadership, knowledge, dialogue and power. Education as Change, 20(1), 104–125.
Edwin. Did someone help you with this?
You citation and reference doesn’t match.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5 ...
Samples of Student EthnographiesFrom previous terms.docxtodd331
Samples of Student Ethnographies
From previous terms
Option #1: PartiCipant Observation
Participant-observation at the Italian Market;
Then and Now: Adaptations of a Baptist Church;
Signs of Change in Chinatown;
Train Ethnography on the Norristown Local;
Ethnography of a Military Ball;
Anthropological Perspectives on a Tailgating Party;
Exploring the Subcultural Worlds of Tango and Salsa;
Ethnography of a Sweat Lodge Ceremony;
Participant-Observation of a “Sweet Sixteen Party”;
Participant-Observation at the Philadelphia Arts Tattoo Convention;
Things to think about
Which essays have we/ will we have read that detail accounts of participant observation…look to them as “models” in writing, style, citation;
Think of your interests….
Say you have an interest in Immigration…where could you go to do Participant Observation?
Where is a “site” that you can do “fieldwork”?
Welcome Center for New Pennsylvanians
Nationality Services Center
Churches, temples, mosques that welcome “newcomers” into a Philadelphia neighborhood
Option #2: Intercultural Interview
Losing or Gaining Religion? Interviews with Freshmen on their College “Rites of Passage”;
Bi-racial Marriage in a 21st Century;
Three Generational Interview of “Geek Culture” over Time.
Interview a roommate, friend, or (grandparent) of a friend who came here from _______________.
OPTION #3:
Auto-ethnography
ABC - American Born Chinese: Challenges of Being Asian in the U.S.
An Auto-ethnographic Account of a “Traditional” Vietnamese-American Thanksgiving;
Constructing a Kinship Chart: Turkish-American Identity and Family;
Coming to America: Auto-ethnography of a Sudanese Student in Philadelphia;
My “Do-rag” Does Not Define Me;
Observations on the Cultural Significance of my Grand Mother’s Passing: Irish and Italian Differences on Death and Dying
Video Gamers: Explorations into a Contemporary Subculture.
Parkour as a Community of Practice
#4: Proposal for an independent project “investigating culture”
“Gran Torino” as a Vehicle for Discussing Neighborhood Changes in Kensington
Changing Concepts of “Friendship” in an Era of Facebook
Cultural Money Matters: Examining Black and White Investments in the Future
Exploring Different Orientations to Time in Moving Across State Borders
Emerging leadership and healthcare
COLLAPSE
Top of Form
Healthcare is an industry much like an ecosystem whose matrix-like qualities benefit from collaboration and innovative mindsets. Traditional leadership assumptions come from industrial manufacturing where the goal is maximizing production and reducing variance. Such doctrines that employ linear top-down thinking also promote organizational culture unawareness and being unprepared for innovation and require management, not leadership (Weberg, 2012 p. 269). Invariably there will be an unforeseen situation that one must learn their way out of. Thus far our studies have been on scenarios, practices and formulas leadership with major focus on.
APPLYING THE CONCEPT(total of 39; average of 3 boxes, 18.docxjewisonantone
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 Personal.
Question A Ten (10) - page Final Paper is required at the end of .docxcatheryncouper
Question: A Ten (10) - page Final Paper is required at the end of the course. This paper is your synopsis of the semester and the opportunity to propose your personal leadership model. It should have elements from your Strength Finder self-assessment, “Participation and Observation Assignment;” your team case studies; your own self-understanding; the leadership theories and skills learned in class; the readings and viewings. It is your chance to self-assess and look at the different leadership styles and opportunities you have and will encounter (see the grading rubric) and determine which best fits you.
1. The above is the actual question posted so I need two assignments each 10 pages MLA format with 5 citations minimum. One for me and other for my friend.
Course Outcomes
Questions
Exemplary
Acceptable
Needs Improvement
Read, think and communicate like a leader.
How has your understanding of leadership changed or developed during the course?
Used comparison or contrast to analyze changes in personal approach to leadership.
Provided an understanding of leadership.
Did not describe an approach to leadership or how it had changed.
Develop solutions to leadership and teamwork problems
Did any of the leadership theories resonate with you? Why?
Does this model work for you?
Described a leadership theory that matches your personal talents and situation; described why. Compare your leadership model to another model(s); provided logic or evidence for choice.
Described a leadership model that they espoused. Compared your leadership model to another model(s); did not support with evidence.
Did not describe an approach to leadership or how it resonated with them.
Understand the principles of leadership ethics and social responsibility
What did you learn about ethics and social responsibility based on the case studies, “Who Is?” and “Participate and Observe” assignments?
Describe how you will incorporate an understanding of ethics and social responsibility into your leadership model
Shallow understanding of the importance of ethical leadership. Limited concern for socially responsible leadership.
Did not address the issue.
Explain and discuss leadership issues intelligently; bring discussions and experiences into later leadership opportunities
What are you going to do differently after this course or after this degree?
What changes in behavior, style or roles?
Provided logic for changes and clear understanding of personal capabilities and shortcomings.
Developed a specific plan for development but did not provide a framework for why.
Little analysis, plan is based on generalities and platitudes about leadership.
Develop solutions to leadership and teamwork problems
What did you learn about leadership problems and decisions based on the course?
In-depth understanding of the difficulties involved; described several tools for addressing these types of issues.
Either didn’t understand the difficult aspects of being a leader or provided no ...
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Man, the different situations in which he finds himself, the diversity of aims, objectives and functions that he purpose and that are laid down for him and the many types of frames of reference in which he finds himself, are all together so complex and complicated that we cannot evolve anything like a universal formula for leadership. In fact the most that we can say and we can say it all generic elements of administration – is that the success of leadership in the final analysis is determined by the knowledge of the leader and of the people he leads. This knowledge includes knowledge of things outside the group’s own frame of reference. All this constitute the subject – matter of this article.
1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
More Related Content
Similar to Introduction to LeadershipFourth Edition2T.docx
Reflection paperPaper
Yu Liang
Student ID : 628399Comment by S L: No space here.
Trinity Western University
LDRS 303 I3 - Contemporary Leadership Approaches
Steven Stephen Liang
May 17, 2022
Chapter 11Comment by S L: Do not leave a line between the heading and the paragraph.
After reading chapter 11 I learned that adaptive leadership is how leaders motivate their followers to adapt and respond to changes, problems and challenges. Unlike authentic leadership, which focuses on the characteristics of the leader, adaptive leadership emphasizes the complex interactions of leaders and followers in different contexts. In general, adaptive leadership focuses on how followers change and adapt to new situations. It asks leaders to address three situational challenges: 1) technical challenges, 2) technical and adaptive challenges, and 3) adaptive challenges.Comment by S L: This is not APA.
An important point for me in this chapter is that adaptive leadership is follower-centric. Adaptive leaders always help their followers do what they need to do to adapt to the challenges or problems they face (Northouse, 2018). I think this is important. I remember when I was in Vancouver Premier College before because our team members did not understand the instructions given by the teacher during the group work process. Later, under the active discussion of our group, he finally adapted to the topic given by the teacher teacher, and we got good grades.Comment by S L: Awkward. Unclear.
I will apply this leadership style to my practice. At home, this entails encouraging each family member to deal with tough life issues. At work, this entails encouraging employees to adapt to challenges and thrive when faced with them. In a community, adaptive leadership involves encouraging community members to deal with problems, such as disease outbreaks, natural disasters, or terrorism. A key advantage of adaptive leaders is that they can adapt their leadership methods to the situation.Comment by S L: A little repetitious. I'd like to see more specifics.
Adaptive leadership has to do with the culture I come from. I grew up in a culture of transparency and openness. Adaptable leaders must face challenges with transparency and openness. Adaptive leadership can also be rooted in other cultures, including those that support change. This will ensure success when implementing the change program.Comment by S L: You are introducing something new in your conclusion.
Reference
Preece, J. (2016). Negotiating service learning through community engagement: Adaptive 434
leadership, knowledge, dialogue and power. Education as Change, 20(1), 104–125.
Edwin. Did someone help you with this?
You citation and reference doesn’t match.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5 ...
Samples of Student EthnographiesFrom previous terms.docxtodd331
Samples of Student Ethnographies
From previous terms
Option #1: PartiCipant Observation
Participant-observation at the Italian Market;
Then and Now: Adaptations of a Baptist Church;
Signs of Change in Chinatown;
Train Ethnography on the Norristown Local;
Ethnography of a Military Ball;
Anthropological Perspectives on a Tailgating Party;
Exploring the Subcultural Worlds of Tango and Salsa;
Ethnography of a Sweat Lodge Ceremony;
Participant-Observation of a “Sweet Sixteen Party”;
Participant-Observation at the Philadelphia Arts Tattoo Convention;
Things to think about
Which essays have we/ will we have read that detail accounts of participant observation…look to them as “models” in writing, style, citation;
Think of your interests….
Say you have an interest in Immigration…where could you go to do Participant Observation?
Where is a “site” that you can do “fieldwork”?
Welcome Center for New Pennsylvanians
Nationality Services Center
Churches, temples, mosques that welcome “newcomers” into a Philadelphia neighborhood
Option #2: Intercultural Interview
Losing or Gaining Religion? Interviews with Freshmen on their College “Rites of Passage”;
Bi-racial Marriage in a 21st Century;
Three Generational Interview of “Geek Culture” over Time.
Interview a roommate, friend, or (grandparent) of a friend who came here from _______________.
OPTION #3:
Auto-ethnography
ABC - American Born Chinese: Challenges of Being Asian in the U.S.
An Auto-ethnographic Account of a “Traditional” Vietnamese-American Thanksgiving;
Constructing a Kinship Chart: Turkish-American Identity and Family;
Coming to America: Auto-ethnography of a Sudanese Student in Philadelphia;
My “Do-rag” Does Not Define Me;
Observations on the Cultural Significance of my Grand Mother’s Passing: Irish and Italian Differences on Death and Dying
Video Gamers: Explorations into a Contemporary Subculture.
Parkour as a Community of Practice
#4: Proposal for an independent project “investigating culture”
“Gran Torino” as a Vehicle for Discussing Neighborhood Changes in Kensington
Changing Concepts of “Friendship” in an Era of Facebook
Cultural Money Matters: Examining Black and White Investments in the Future
Exploring Different Orientations to Time in Moving Across State Borders
Emerging leadership and healthcare
COLLAPSE
Top of Form
Healthcare is an industry much like an ecosystem whose matrix-like qualities benefit from collaboration and innovative mindsets. Traditional leadership assumptions come from industrial manufacturing where the goal is maximizing production and reducing variance. Such doctrines that employ linear top-down thinking also promote organizational culture unawareness and being unprepared for innovation and require management, not leadership (Weberg, 2012 p. 269). Invariably there will be an unforeseen situation that one must learn their way out of. Thus far our studies have been on scenarios, practices and formulas leadership with major focus on.
APPLYING THE CONCEPT(total of 39; average of 3 boxes, 18.docxjewisonantone
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 Personal.
Question A Ten (10) - page Final Paper is required at the end of .docxcatheryncouper
Question: A Ten (10) - page Final Paper is required at the end of the course. This paper is your synopsis of the semester and the opportunity to propose your personal leadership model. It should have elements from your Strength Finder self-assessment, “Participation and Observation Assignment;” your team case studies; your own self-understanding; the leadership theories and skills learned in class; the readings and viewings. It is your chance to self-assess and look at the different leadership styles and opportunities you have and will encounter (see the grading rubric) and determine which best fits you.
1. The above is the actual question posted so I need two assignments each 10 pages MLA format with 5 citations minimum. One for me and other for my friend.
Course Outcomes
Questions
Exemplary
Acceptable
Needs Improvement
Read, think and communicate like a leader.
How has your understanding of leadership changed or developed during the course?
Used comparison or contrast to analyze changes in personal approach to leadership.
Provided an understanding of leadership.
Did not describe an approach to leadership or how it had changed.
Develop solutions to leadership and teamwork problems
Did any of the leadership theories resonate with you? Why?
Does this model work for you?
Described a leadership theory that matches your personal talents and situation; described why. Compare your leadership model to another model(s); provided logic or evidence for choice.
Described a leadership model that they espoused. Compared your leadership model to another model(s); did not support with evidence.
Did not describe an approach to leadership or how it resonated with them.
Understand the principles of leadership ethics and social responsibility
What did you learn about ethics and social responsibility based on the case studies, “Who Is?” and “Participate and Observe” assignments?
Describe how you will incorporate an understanding of ethics and social responsibility into your leadership model
Shallow understanding of the importance of ethical leadership. Limited concern for socially responsible leadership.
Did not address the issue.
Explain and discuss leadership issues intelligently; bring discussions and experiences into later leadership opportunities
What are you going to do differently after this course or after this degree?
What changes in behavior, style or roles?
Provided logic for changes and clear understanding of personal capabilities and shortcomings.
Developed a specific plan for development but did not provide a framework for why.
Little analysis, plan is based on generalities and platitudes about leadership.
Develop solutions to leadership and teamwork problems
What did you learn about leadership problems and decisions based on the course?
In-depth understanding of the difficulties involved; described several tools for addressing these types of issues.
Either didn’t understand the difficult aspects of being a leader or provided no ...
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Man, the different situations in which he finds himself, the diversity of aims, objectives and functions that he purpose and that are laid down for him and the many types of frames of reference in which he finds himself, are all together so complex and complicated that we cannot evolve anything like a universal formula for leadership. In fact the most that we can say and we can say it all generic elements of administration – is that the success of leadership in the final analysis is determined by the knowledge of the leader and of the people he leads. This knowledge includes knowledge of things outside the group’s own frame of reference. All this constitute the subject – matter of this article.
1000 words, 2 referencesBegin conducting research now on your .docxvrickens
1000 words, 2 references
Begin conducting research now on your company/client. After brainstorming on your company’s industry and after your preliminary research information-gathering techniques, create a research profile proposal to deliver to your company’s management that includes the following:
State the specific research goal for the proposal.
What is the company’s current business problem?
Who is the company’s competition?
Establish your population sample for researching customer attitudes and behaviors about the company and product.
Identify the steps in the research process.
.
1000 words only due by 5314 at 1200 estthis is a second part to.docxvrickens
1000 words only due by 5/3/14 at 12:00 est
this is a second part to this assignment due at a different time
Part 1
Your fast-food franchise has been cleared for business in all 4 countries (United Arab Emirates, Israel, Mexico, and China). You now have to start construction on your restaurants. The financing is coming from the United Arab Emirates, the materials are coming from Mexico and China, the engineering and technology are coming from Israel , and the labor will be hired locally within these countries by your management team from the United States. You invite all of the players to the headquarters in the United States for a big meeting to explain the project and get to know one another. The people seem to be staying with their own groups and not mingling.
What is the cultural phenomenon at play here (what is it called/ term)?
How do you explain the lack of intercultural communication and interaction?
What do you know about these cultures—specifically their economic, political, educational, and social systems—that could help you in getting them together?
What are some of the contrasting cultural values of these countries?
You are concerned about some of the language barriers as you start the meeting, particularly the fact that the United States is a low-context country, and some of the countries present are high-context countries. Furthermore, you only speak English, and you do not have an interpreter present.
How will this affect the presentation?
What are some of the issues you should be concerned about regarding verbal and nonverbal language for this group?
What strategy would you use to begin to have everyone develop a relationship with each other that will help ease future negotiations, development, and implementation?
.
1000 words with refernceBased on the American constitution,” wh.docxvrickens
1000 words with refernce
Based on the American “constitution,” which internal and external stakeholders, in the policy making process, possess “constitutional legitimacy” for their role in making public policy? Do entities with explicit power have more influence than those entities with implied powers in making public policy? Should they? Why or why not?
1000 words with reference
Accountability and ethical conduct are important concepts in public administration. In Tennessee, recent political stakeholders and some bureaucratic stakeholders have been caught up in various scandals (Operation Tennessee Waltz, Operation Rocky Top etc.). Based on the readings, what could Tennessee do to make political and bureaucratic functionaries more accountable?
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10.1. In a t test for a single sample, the samples mean.docxvrickens
10.1. In a
t
test for a single sample
,
the sample
'
s mean is
c
o
m
par
ed to the
population
.
10.2. When we use a paired-samples
t
test to compare the pret
es
t and
p
ostt
est
scores for a group of 45 people, the degrees of freedom
(
df
)
ar
e _____.
10.3. If we conduct a
t
test for independent samples
,
and
n1
=
32 and
n2
=
35,
the degrees of freedom
(df)
are
_____.
10.4
.
A researcher wants to study the effect of college education on p
eo
p
le's
earning by comparing the annual salaries of a randomly
-
selecte
d g
ro
up
of 100 college graduates to the annual salaries of 100 randoml
y-selected
group of people whose highest level of education is high
schoo
l.
To
compare the mean annual salaries of the two groups
,
th
e resea
r
cher
should use a
t
test for
______.
10.5. A training coordinator wants to determine the effectiveness
of a program
that makes extensive use of educational technology when t
raining new
employees. She compares the scores of her new emplo
yees who
completed the training on a nationally-normed test to th
e
me
a
n
s
c
ore of
all
those in the country who took the same test.
The a
p
pro
p
riate
statistical test the training coordinator should use for h
er analysis
i
s the
t
test for ______.
10
.
6. As part of the process to develop two parallel forms o
f a q
u
es
t
io
nn
aire
,
the persons creating the questionnaire may admin
i
st
e
r b
o
th
f
or
ms to a
group of students, and then use a
t
test for ______ s
a
mpl
es
t
o com
p
are
the mean scores on the two forms
.
Circle the
correct
answer:
10.7. A difference
o
f 4 points between two
homogeneous group
s
is lik
e
ly to
be
more/less
statistically significant than the
s
ame
d
i
ffe
r
e
n
ce (of 4
points) between two
heterogeneous
groups
,
when all fou
r g
r
o
up
s are
taking completing the same survey and have appro
x
im
a
tel
y t
h
e same
number of subjects.
10.8. A difference of 3 points on a 100-item test taken b
y t
w
o g
rou
ps is likely to be
more/less
statistically significant than a difference of 3 po
i
nt
s on a 30-item test taken by the sa
m
e
t
w
o g
r
oups.
10.9 When
a
t
test for paired samples is u
s
ed to
c
ompare th
e
p
re
t
est an
d
the posttest
means
,
the number of pretest scores i
s
the
same as/different than
the number of
po
s
t-t
e
st scor
e
s.
10.10. W
hen
w
e
w
ant to compar
e w
h
e
th
e
r female
s
' scor
es
on th
e
G
MAT are
di
fferent f
rom males' scores
,
we should use a
t
test for
paired samples/independen
t
samples
.
10
.11 In studi
e
s
w
h
e
re the alte
r
nati
ve (
r
es
ear
c
h
)
h
y
poth
es
i
s
i
s
directiona
l
,
t
h
e critical va
lu
es
for
a
one tailed test/two-tailed test
should b
e us
ed t
o
d
e
t
erm
i
ne the
l
e
vel o
f
signi
fi
cance (i
.
e.
,
the
p
va
lue).
10.12 W
h
e
n
t
h
e
alt
e
rnati
ve
h
y
poth
e
si
s
is: H
A
: u1=u2
,
the c
ri
ti
ca
l
v
alu
es for
one
tailed test/
two-tailed
test
should b
e
u
se.
100 WORDS OR MOREConsider your past experiences either as a studen.docxvrickens
100 WORDS OR MORE
Consider your past experiences either as a student, early child care professional, or teacher. Describe a creative episode similar to the two boys who found a frog in the text (Creativity and the Arts with Young Children, p.309), when the teacher (maybe you) seized the opportunity (the teachable moment) to inspire the children to branch out using their imagination, creativity, and interests. Why do you think this was such a memorable moment?
WHAT WAS OBSERVED?
Two boys were exploring the outdoors and found a small frog. The teacher recognized their high interest and determined that this was an appropriate topic for a study. Their experience in nature provided the interest and stimulus for a long-term project on frogs. The teacher demonstrated her belief that this study could not only include informational learning but also be enriched by the use of the arts. She didn't know a lot about frogs, so she joined the children in looking for information about them. Stories provided the content for the drama about frogs, and the music selection encouraged listening and moving to the “frog music.” A group mural was created through the collaboration of several children, who created visual representations of the frog's environment. Another group of children investigated building a habitat for the frog in their classroom aquarium. All of the children were involved in active learning and used methods that matched their interests. At the conclusion of the study, the children shared their learning by making a giant book about frogs, creating a song about frogs, and demonstrating the development of the frog aquarium that emulated its outdoor environment. Finally, they returned the frog to its home, which led to their understanding that it needed to live in its natural habitat.
.
1000 to 2000 words Research Title VII of the Civil Rights Act of.docxvrickens
1000 to 2000 words
Research Title VII of the Civil Rights Act of 1964 and discuss why it is so significant.
Your paper should discuss the state of race relations in the United States prior to the Civil Rights Act of 1964. It should also discuss the political environment that led to the passing of the Civil Rights Act of 1964. Additionally, please include a response to the following in your analysis:
What is the purpose of this law?
What groups does it protect? What groups does it not protect?
How were the Jim Crow laws tested during this time period?
What is the U.S. Supreme Court case
Plessy v. Ferguson
about? Is the rule established in the Plessy case still the rule today?
.
1000 word essay MlA Format.. What is our personal responsibility tow.docxvrickens
1000 word essay MlA Format.. What is our personal responsibility toward the natural world, toward what we term our natural resources? Use one of these readings and interpet it to the question reflecting your answer. Add perentheses when using quotes.
“May’s Lion” (Le Guin)
“Deer Among Cattle” (Dickey)
“Meditation at Oyster River” (Roethke)
“The Call of the Wild” (Snyder)
“Eco-Defense” (Abbey)
“The Present” (Dillard)
“Time and the Machine” (Huxley)
Mending wall(Frost)
.
100 wordsGoods and services that are not sold in markets.docxvrickens
100 words
Goods and services that are not sold in markets, such as food produced and consumed at home and some household articles, are generally not included in GDP.
How might the absence of these values mislead one when comparing the economic well-being of the United States and India?
What other items are not included in GDP and how might their exclusion impact policy?
.
100 word responseChicago style citingLink to textbook httpbo.docxvrickens
100 word response
Chicago style citing
Link to textbook: http://books.google.com/books?id=zutRiJJMBQYC&printsec=frontcover#v=onepage&q&f=false
Article is attached
The overwhelming similarities between the articles are perception of identity through self-focus or self-identity through culture. Mulvaney tells us “truth is socially constructed through language and other symbol systems” (Mulvaney, 222). And as an example, it was just such self-focus that landed Galileo in jail by asserting that the universe was sun-centered as opposed to earth centered. The people of that time had socially constructed their own truths based on their perceptions of that time, although we now know that both were incorrect. It was from this perception of correctness that power was assumed and asserted by the majority, which in this case led to Galileo’s arrest (Mulvaney 2004).
Jandt touches on an interesting fact regarding existentialism, the idea of the “other” and the idea that both the observer and the observed are changed in the process. He states, “that the observer is not independent of the observed; the observed is in some sense “created” or changed or both by the act of observation” (Jandt, 212). It is from this dynamic that Jandt speaks of that we can see the formation of societal roles, i.e. the roles of those in positions of power and those in a subservient roles.
The interesting culmination of the information from all three articles is that the process is not a stagnant one, but rather one that can, and often times does change. Through introspective analysis, asking ourselves the question “Who am I?” we can embrace our cultural differences and through the acceptance of our individual qualities can take back some of the power that was perhaps lost (Jandt, 210). For example, take the labels “Feminist” and “Gay” along with “queer” and “Chicano,” which were certainly negative when created, have been transformed into positive labels embraced by those within each perspective community (Jandt 2004).
Works Cited
Jandt, Fred E., Dolores V. Tanno. "Decoding Domination, Encoding Self-Determination - Intercultural Comminication Research Process." In Intercultural Communication: A Global Reader, by Fred E. Jandt, 205 - 221. Thousand Oaks, CA: Sage Publications, Inc., 2004.
Mulvaney, Becky Michelle. "Gender Differences in Communication - An Intercultural Experience." In Intercultural Communication - A Global Reader, by Fred E. Jandt, 221 - 229. Thousand Oaks, CA: Sage Publications, Inc., 2004.
.
100 word response to the followingBoth perspectives that we rea.docxvrickens
100 word response to the following:
Both perspectives that we read referenced Hofstede’s work. Merrit and Helmreich focused closely on Hofstede’s principles of individualism and power distance. They studied how American flight crews differed in these areas from Asian flight crews. The American flight crews proved to have much more individualism than the Asian, although power distance perceptions were mixed between pilots and flight attendants, with the flight attendants perceiving more power distance than the pilots (in Jandt, 2004). Aldridge also focused on individualism and power distance, with regards to the American culture. It is Aldridge’s thesis that it is the idea of the “natural rights of man” that underpins American culture (in Jandt, 2004, p.94). The natural rights of man are a value that is espoused by a culture with high individuality and low power distance. If man has natural rights, then he is an independent being, and in order to value all men, we must have a lower perception of the distance between those of high status and those with lower status.
I enjoyed both perspectives. I felt that the aviation study was very strong, as they were careful to make sure that they accounted for cultural differences in their measurements. I agree with the authors that although they confirmed some sociological theories and demonstrated that flight crews tend to follow their cultural norms, the study is likely skewed. In order to understand how different flight crews behave from standard Asian social norms, the surveys would have to be done from an Asian perspective and even then, there is not just one Asian culture, so that should be taken into account. We likely miss many of the subtle differences between Asian flight crews and their home culture, by not having a sensitive test to that culture.
My main complaint about Aldridge’s perspective is a lack of strong comparison to other cultures. I felt that the argument that American culture is strong based on our belief in natural human rights would have been better served by showing more comparison to other cultures that also espouse this value and/or to cultures that clearly do not. The comparison to Nazi culture was a start, but one that gets kind of old after a while, and is not a culture that is as current as I would prefer in a comparison.
Readings:
Texbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004
“Human Factors on the Flight Deck: The Influence of National Culture,” Merritt and Helmreich, Jandt pages 13-27
“What is the Basis of American Culture,” Aldridge, Jandt pages 84-98
100 word response to the following
The perspectives learned this week relate to the evolution of human beings and their ability to evolve and survive. As it was state in Aldridge’s readings human beings have the capability to communicate and this ability makes them superior, than animals. All human beings came from the same land and eventually with th.
100 word response to the followingThe point that Penetito is tr.docxvrickens
100 word response to the following:
The point that Penetito is trying to make is that it is important for indigenous cultures to survive. He uses the case of the education of the Maori in New Zealand as an example to exhibit the declining influence of the culture because of the influence of the more dominant British culture. Penetito strengthens his argument by referencing problems that come with colonization and the negative on natives, most notably, the educational system. By attacking this one issue and using facts about the culture to enrich the discussion helps to focus his message that cultures being dominated is a bad thing. The Maori educational system has been moulded to fit the mainstream framework rather than a Maori one (Jandt, 2004, p. 173) and this creates many of the problems and contributes to the extinction of culture. He could use other examples of how colonizing countries leads to the destruction of less important areas of indigiounous cultures such as dress, language, or food in order to strengthen his arguments about the educational systems. The lack of attention in the educational field is having lasting effects on Maoris living in New Zealand and any more information he could use to support this would be important to know. Also examples of educational systems in other colonized countries, to compare and contrast them to New Zealand's would also help to influence readers. He references a report done by the Ministry of Maori Development which states that, "disparities between Maori and non-Maori in a variety of economic sectors such as employment and income" (Jandt, 2004, p. 181). The Maori are just an example of one culture that is fighting for survival out of many. The problem is that through colonization, diversity dwindles. Penetito's writing is valid for all endangered languages because all cultures can use it as a template and useful knowledge for preserving their cultures before they are completely gone.
Textbook: Jandt, F. (2004). Intercultural Communication:A Global Reader. Thousand Oaks, CA: Sage Publications Inc.
---------------------------------------------------------------------------------------------------------------------------
100 word response to the following:
I would like to ask a provocative question, or two.
Given that all of the indigenous languages in the USA are on the brink of extinction, should there be federal funding to protect these languages and these cultures?
Along the same lines, what do you think of English-only initiatives? Do these aid or hurt American culture?
http://www.endangeredlanguages.com/
.
100 word response to the folowingMust use Chicago style citing an.docxvrickens
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004. Part I Cultural Values
Culture has many different meanings anywhere from historical perspectives to behavioral perspectives to different traditions that have been passed down from generations to generations.
Levi Strauss was interested in structuralism which he defined as “the search for unusual harmonies” (pg 1 Jandt). “There are many more human cultures than human races”, human cultures are counted by the thousands and human races are divided up by units.
The collaboration between cultures is trying to compare the old world with the new world. “No society is intrinsically cumulative. Cumulative history is the way of life of cultures and how they get a long together. All cultural contributions are divided into two groups; isolated acquisitions or features, the features are important but at the same time they are limited. The second group is systemized contributions which is how each society has chosen to express human aspirations. According to Strauss the true contribution of a culture is its difference from others.
Geert Hostede looks at business cultures and states that culture may be divided into four categories symbols, heroes, rituals and values. “Understanding people means understanding their background from which their present and future behavior can be predicted”. There are also four national cultural differences: 1.power distance-the population from equal to extremely unequal 2. Individualism -people have learned to act as individuals rather than in a group 3.masculinity- assertiveness or masculine values prevail over the feminine ones 4.uncertainty avoidance- people in a country prefer structured over unstructured situations.
References:
Jandt, E. Fred. Intercultural Communications. Thousand Oaks; Sage Publications. 2004. Print.
100 word response to the folowing:
Must use Chicago style citing and the textbook: Jandt, Fred E. (editor) Intercultural Communication: A Global Reader. Thousand Oaks, CA: Sage. 2004 Part I Cultural Values
Our culture is something that has been ingrained in us from an early age, and is largely unconscious. Levi-Strauss says that while certain biological traits were selected for us in the beginning of evolution, as soon as culture came into being, those biological traits were influenced by the dynamics of culture (Jandt, p. 6). Essentially, we are not able to separate ourselves from culture, and to do so would be to ruin what is wonderful and unique about each culture. According to Hofstede, all cultures have their processes, and their values. While things like symbols and rituals in a culture vary greatly, he says; “Values represent the deepest level of culture. (Jandt, p. 9)”
Because culture is deeply ingrained in us, all of the variants that Levi-Strauss and Hofstede discussed must be taken in account when dealing wit.
100 word response using textbook Getlein, Mark. Living with Art, 9t.docxvrickens
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
Between the Baroque and Rococo era, according to Getlein in Living with Art 2010, Rococo is a development and extension of the baroque style. Rococo is not only a play on the word baroque, but also French for rocks and shells. Rococo is known for its ornate style and several points of contrast. Baroque on the other hand was an art of cathedrals and palaces (Getlein p. 397). The Mirror Room of the Amailienburg in Nymphenburg is a great example of the Rococo style of art with its gentle pastels, overall intimacy, multiple mirrors and its illusion of the sky and with that baroque is large in scale and rococo is lighter. According to Getlein p. 398, Rococo architecture first originated in France but was soon exported, some examples of this type of art are found in Germany. Hall of mirrors on page 392 by Charles Le Brun is an example of baroque art, it is a more intense piece of work that is more vibrant and energetic vice the lighter decoration s used in The Mirror Room.
100 word response using textbook: Getlein, Mark. Living with Art, 9th Ed., New York: McGraw-Hill, 2010. Citing in MLA Format:
The Renaissance covered the period from 1400 to 1600, which brought numerous changes that included new techniques in art, the way art was viewed, and how people viewed themselves. The term renaissance means "rebirth" and it refers to the renewal of interest in Roman and Greek cultures. During the period scholars who called themselves humanists believed in the pursuit of knowledge and striving to reach their full creative and intellectual potential. This new way of thinking had many impacts for art during this period. Artists became interested in observing the natural world and studied new techniques on how to accurately depict it. Various techniques were developed such as the effect of light known as chiaroscuro; noting that distant objects appeared smaller than nearer ones they developed linear perspective; seeing how detail and colored blurred with distance, they developed atmospheric perspective. (Getlein page 361) The nude also reappeared in art, for the body was one of God's most noble creations; an example of this can be seen in figure 16.8 the statue of David, by the artist Michelangelo. (Getlein page 368) The primary difference between the Renaissance and the prior period of time was that artists were no longer viewed craftsmen, they were now recognized as intellectuals. (Getlein page 362)
The Northern Renaissance developed more gradually than in Italy. Northern artists did not live among the ruins of Rome nor did they share the Italians’ sense of a personal link to the creators of the Classical past; thus affecting the focus and characteristics between the two cultures. (Getlein page 374) Renaissance artists in northern Europe focused more on small details of the visible world, such as decoration or the outer appearanc.
100 word response to the following. Must cite properly in MLA.Un.docxvrickens
100 word response to the following. Must cite properly in MLA.
Unlike the Egyptian culture that created statues of themselves as gods and pharaohs. Muslims did not worship false idols or statues so no pictures or statues or gods are present in their mosques. According to Geitlein (2010), “The Qur’an contains a stern warning against the worship of idols, and in time this led to a doctrine forbidding images of animate beings in religious contexts” (p. 410). Instead the Muslims of the Islam culture used geometry and plants to design buildings, like the Egyptian pyramids, Muslims built beautiful mosques with grand designs. Islam became a world religion, like Christians, they needed a place of worship and prayer. They also used fine textiles, sun dried brick, and ceramics to create their designs. An example would be the popular Cordoba mosque of Spain. A lot of mosques use the arch and dome technique like that of the Romans and Byzantine architecture. Arabic script also became popular and appeared inside the mosque temples. Islam used calligraphy as art and to illustrate writing. Egyptians were also big on scripting but theirs was called hieroglyphics, which not only had letters, but pictures were a big part of their writing system as well. The Egyptians didn’t technically worship false idols at all times, at some times they had statues created of themselves but there wasn’t really a religion in Egypt until the one god religion began there. Egypt gave you a visual of the life and world of Egypt, Islam leaves it more up to the imagination with no pictures of what any of the past history looked like.
References
Getlein, Mark. Living With Art. 9th ed. New York: McGraw-Hill, 2010. Print.
100 word response to the following. Must cite properly in MLA:
Realism was a mid to late 19th century movement in which artist should represent the world at it is regardless of artistic and social understandings. Realist were seeking to free art from social regulation and depicting how society shapes the lives of people (Little, page 80).
In his Fur Traders Descending the Missouri, American-born George Caleb Bingham a self taught artist and the first major painter to live and work west of the Mississippi River illustrates the realism of life for a French trapper and his son on the Missouri River hunting from a dugout canoe. The painting is simple to understand, it represents the calmness of a time to me when life was simple.
Abstract Expressionism was a movement that got its start following World War TWO. Developed in New York and often referred to as the New York School or Action Painting it is characterized to depict universal emotions. Additionally this was the first American movement to gain international recognition (Little, page 122).
Jackson Pollock’s perfected Abstract Expressionism through his “drip technique”, a technique in which you apply paint to a canvas on the floor indirectly from a brush. Pollock the youngest of five boys in a family that moved a.
100 original, rubric, word count and required readings must be incl.docxvrickens
100% original, rubric, word count and required readings must be included
This is 3 assignments in one. The final is all the assignments from M1A2- M5A2
The assignments are highlighted in yellow and the rubics are in red and attached for M3A2 and M5A2
Assignment 2: LASA 1—Preliminary Strategy Audit
The end result of this course is developing a strategy audit. In this module, you will outline and draft a preliminary framework for your final product. This provides you with the opportunity to get feedback before a final submission.
In
Module 1
, you reviewed the instructions for the capstone strategy audit assignment and grading rubric due in
Module 5
. By now, you have completed the following steps:
Identified the organization for your report
Interviewed at least one key mid-level or senior-level manager
Created a market position analysis
Conducted an external environmental scan in preparation of your final report and presentation
In this assignment, you will generate a preliminary strategy audit in preparation for your final course project.
Prepare a report that includes the following:
In preparation for your course project, prepare the preliminary strategy audit using the tools and framework you have focused on so far including the following:
Analysis of the company value proposition, market position, and competitive advantage
External environmental scan/five forces analysis
Identify the most important (5–7) strategic issues facing the organization or business unit.
You may modify the strategic issues in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that it is important to look at the strategic issue(s) from more than just one perspective in the business unit or company—speak to or research the issue from more than one angle to offer a 360-degree approach that does not cause more problems or issues.
Strategic issues arise from a mismatch between internal capabilities and external trends such that important opportunities are not being pursued or significant external threats are not being addressed under the current strategy.
Include a preliminary set of recommended tactics for improving your company’s strategic alignment and operating performance.
You may modify these recommendations in your final report based on the additional analysis you will conduct in the next module as well as the feedback you receive on this paper from your instructor.
Keep in mind that recommendations can include, but are not limited to, tactics in marketing, branding, alliances, mergers and acquisitions, integration, product development, diversification or divestiture, and globalization. If you recommend your company to go global, you must include a supply chain analysis and an analysis of your firm’s global capabilities.
Write your report as though you are a consultant to your company and are addressing the executive officers of this comp.
100 or more wordsFor this Discussion imagine that you are speaki.docxvrickens
100 or more words
For this Discussion imagine that you are speaking to a group of parents or early childcare professionals. Identify the characteristics of the group so that your readers know who is being addressed. Explain to the group why play is so important to children, including:
How and what children learn through play
Give examples of how they can encourage and support play for children
.
10. (TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Or.docxvrickens
10.
(TCOs 1 and 10) Apple, Inc. a cash basis S corporation in Orange, Texas, formerly was a C corporation. Apple has the following assets and liabilities on January 1, 2010, the date the S election is made:
Adjusted Basis
Fair Market Value
Cash
$200,000
$200,000
Accounts receivable
-0-
$105,000
Equipment
$110,000
$100,000
Land
$1,800,000
$2,500,000
Accounts payable
-0-
$110,000
During 2010, Apple collects the accounts receivable and pays the accounts payable. The land is sold for $3 million, and taxable income for the year is $590,000. What is Apple's built-in gains tax?
(Points : 5)
.
10-12 slides with Notes APA Style ReferecesThe prosecutor is getti.docxvrickens
10-12 slides with Notes APA Style Refereces
The prosecutor is getting feedback from local law enforcement officers explaining that they are discouraged from making arrests in cases of domestic violence and child abuse. They claim that they have been either not making arrests in domestic violence situations or arresting both parties when they go out on a call. It seems that abused women often go back to the abusers, and children who get removed from the homes where they have been abused often return after removal. These occurrences have been especially demoralizing to law enforcement.
One of your jobs in working as a victim witness assistant is to help educate law enforcement on the nature and behaviors involved in domestic violence and child abuse. The prosecutor’s office has decided that you should present each of these topics for the next training session:
Topic 1: Domestic violence:
Your goal is to educate law enforcement to use best practices in the investigation of domestic abuse cases. Include the following topics:
How to approach a domestic violence situation when responding to an emergency call
when the parties should be separated
how to interview parties
what information needs to be in the report and why
how best to help a victim
what laws protect victims, including the use of protection orders
why victims return to abusers
length of time it may take to stay away from their abusers
Arrests
the legal standard needed to make an arrest in a domestic violence case
What evidence should be collected at the arrest?
Are dual arrests effective law enforcement?
how to assist domestic violence victims
reluctant victims
help for victims
Topic 2: Child Abuse:
Your goal will be to educate law enforcement about the dynamics of abuse and neglect cases. Include the following topics:
signs of child abuse and categories (physical, sexual, emotional)
difference between abuse and neglect
legal description of neglect
use of guardian
ad litems
the legal standards that must be met in removal from the home
termination of parental rights
requirements of Indian Child Welfare Act (ICWA)
role of court-appointed special advocates (CASA) in child abuse and neglect cases
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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1. Introduction to Leadership
Fourth Edition
2
To Madison and Isla
3
Introduction to Leadership
Concepts and Practice
Fourth Edition
Peter G. Northouse
Western Michigan University
4
FOR INFORMATION:
SAGE Publications, Inc.
3. any means, electronic or mechanical, including photocopying,
recording, or by any
information storage and retrieval system, without permission in
writing from the publisher.
Printed in the United States of America
ISBN: 978-1-5063-3008-2
This book is printed on acid-free paper.
5
Acquisitions Editor: Maggie Stanley
Development Editor: Lauren Holmes
Editorial Assistant: Neda Dallal
eLearning Editor: Katie Ancheta
Production Editor: Libby Larson
Copy Editor: Melinda Masson
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Theresa Kay
Indexer: Wendy Allex
Cover Designer: Gail Buschman
Marketing Manager: Ashlee Blunk
4. 6
Brief Contents
1. Preface
2. About the Author
3. 1. Understanding Leadership
4. 2. Recognizing Your Traits
5. 3. Engaging Strengths
6. 4. Understanding Philosophy and Styles
7. 5. Attending to Tasks and Relationships
8. 6. Developing Leadership Skills
9. 7. Creating a Vision
10. 8. Establishing a Constructive Climate
11. 9. Embracing Diversity and Inclusion
12. 10. Listening to Out-Group Members
13. 11. Managing Conflict
14. 12. Addressing Ethics in Leadership
15. 13. Overcoming Obstacles
16. Glossary
17. Index
7
Detailed Contents
Preface
About the Author
1. Understanding Leadership
5. Introduction
Leadership Explained
“Leadership Is a Trait”
“Leadership Is an Ability”
“Leadership Is a Skill”
“Leadership Is a Behavior”
“Leadership Is a Relationship”
“Leadership Is an Influence Process”
Global Leadership Attributes
The Dark Side of Leadership
Leadership Snapshot: Indra Nooyi
Summary
Application
1.1 Case Study
1.2 Conceptualizing Leadership Questionnaire
1.3 Observational Exercise
1.4 Reflection and Action Worksheet
References
2. Recognizing Your Traits
Introduction
Leadership Traits Explained
Intelligence
Confidence
Charisma
Determination
Sociability
Integrity
Leadership Snapshot: Nelson Mandela
Leadership Traits in Practice
6. George Washington (1732–1799)
Winston Churchill (1874–1965)
Mother Teresa (1910–1997)
Bill Gates (1955–)
Oprah Winfrey (1954–)
Summary
Application
8
2.1 Case Study
2.2 Leadership Traits Questionnaire
2.3 Observational Exercise
2.4 Reflection and Action Worksheet
References
3. Engaging Strengths
Introduction
Strengths-Based Leadership Explained
Historical Background
Identifying and Measuring Strengths
Strengths-Based Leadership in Practice
Discovering Your Strengths
Developing Your Strengths
Addressing Your Weaknesses
Leadership Snapshot: Steve Jobs
Recognizing and Engaging the Strengths of Others
Fostering a Positive Strengths-Based Environment
7. Summary
Application
3.1 Case Study
3.2 Leadership Strengths Questionnaire
3.3 Observational Exercise
3.4 Reflection and Action Worksheet
References
4. Understanding Philosophy and Styles
Introduction
Leadership Philosophy Explained
Theory X
Theory Y
Leadership Styles Explained
Authoritarian Leadership Style
Democratic Leadership Style
Laissez-Faire Leadership Style
Leadership Snapshot: Victoria Ransom
Leadership Styles in Practice
Summary
Application
4.1 Case Study
4.2 Leadership Styles Questionnaire
4.3 Observational Exercise
4.4 Reflection and Action Worksheet
References
9
8. 5. Attending to Tasks and Relationships
Introduction
Task and Relationship Styles Explained
Task Style
Relationship Style
Leadership Snapshot: Mick Wilz
Task and Relationship Styles in Practice
Task Leadership
Relationship Leadership
Summary
Application
5.1 Case Study
5.2 Task and Relationship Questionnaire
5.3 Observational Exercise
5.4 Reflection and Action Worksheet
References
6. Developing Leadership Skills
Introduction
Administrative Skills Explained
Administrative Skills in Practice
Interpersonal Skills Explained
Interpersonal Skills in Practice
Leadership Snapshot: Coquese Washington
Conceptual Skills Explained
9. Conceptual Skills in Practice
Summary
Application
6.1 Case Study
6.2 Leadership Skills Questionnaire
6.3 Observational Exercise
6.4 Reflection and Action Worksheet
References
7. Creating a Vision
Introduction
Vision Explained
A Picture
A Change
Values
Leadership Snapshot: Rosalie Giffoniello
A Map
A Challenge
Vision in Practice
10
Articulating a Vision
Implementing a Vision
Summary
Application
10. 7.1 Case Study
7.2 Leadership Vision Questionnaire
7.3 Observational Exercise
7.4 Reflection and Action Worksheet
References
8. Establishing a Constructive Climate
Introduction
Constructive Climate Explained
Climate in Practice
Providing Structure
Clarifying Norms
Building Cohesiveness
Promoting Standards of Excellence
Leadership Snapshot: Meg Whitman
Summary
Application
8.1 Case Study
8.2 Organizational Climate Questionnaire
8.3 Observational Exercise
8.4 Reflection and Action Worksheet
References
9. Embracing Diversity and Inclusion
Introduction
Diversity and Inclusion Explained
Definitions
Brief Historical Perspective
Inclusion Framework
11. Leadership Snapshot: Ursula Burns
Diversity and Inclusion in Practice
Model of Inclusive Practices
Leader Practices That Advance Diversity and Inclusion
Barriers to Embracing Diversity and Inclusion
Summary
Application
9.1 Case Study
9.2 Cultural Diversity Awareness Questionnaire
9.3 Observational Exercise
9.4 Reflection and Action Worksheet
11
References
10. Listening to Out-Group Members
Introduction
Out-Group Members Explained
How Out-Groups Form
The Impact of Out-Group Members
Out-Group Members in Practice
Strategy 1: Listen to Out-Group Members
Strategy 2: Show Empathy to Out-Group Members
Strategy 3: Recognize the Unique Contributions of Out-Group
Members
Strategy 4: Help Out-Group Members Feel Included
Strategy 5: Create a Special Relationship With Out-Group
Members
12. Strategy 6: Give Out-Group Members a Voice and Empower
Them to
Act
Leadership Snapshot: Abraham Lincoln
Summary
Application
10.1 Case Study
10.2 Building Community Questionnaire
10.3 Observational Exercise
10.4 Reflection and Action Worksheet
References
11. Managing Conflict
Introduction
Conflict Explained
Communication and Conflict
Conflict on the Content Level
Leadership Snapshot: Humaira Bachal
Conflict on the Relational Level
Managing Conflict in Practice
Fisher and Ury Approach to Conflict
Communication Strategies for Conflict Resolution
Kilmann and Thomas Styles of Approaching Conflict
Summary
Application
11.1 Case Study
11.2 Conflict Style Questionnaire
11.3 Observational Exercise
13. 11.4 Reflection and Action Worksheet
References
12. Addressing Ethics in Leadership
12
Introduction
Leadership Ethics Explained
Leadership Ethics in Practice
1. The Character of the Leader
2. The Actions of the Leader
Leadership Snapshot: Warren Buffett and Bill and Melinda
Gates
3. The Goals of the Leader
4. The Honesty of the Leader
5. The Power of the Leader
6. The Values of the Leader
Culture and Leadership Ethics
Summary
Application
12.1 Case Study
12.2 Sample Items From the Ethical Leadership Style
Questionnaire
12.3 Observational Exercise
12.4 Reflection and Action Worksheet
References
13. Overcoming Obstacles
14. Introduction
Obstacles Explained
Overcoming Obstacles in Practice
Obstacle 1: Unclear Goals
Obstacle 2: Unclear Directions
Obstacle 3: Low Motivation
Leadership Snapshot: Bill Courtney
Obstacle 4: Complex Tasks
Obstacle 5: Simple Tasks
Obstacle 6: Low Involvement
Obstacle 7: Lack of a Challenge
Summary
Application
13.1 Case Study
13.2 Path–Goal Styles Questionnaire
13.3 Observational Exercise
13.4 Reflection and Action Worksheet
References
Glossary
Index
13
Preface
Leadership is a salient topic today. Given the volatility of
global events and our national
political climate, it is even more important now than it was
when the third edition of this
15. book was published. The public remains fascinated by who
leaders are and what leaders do.
People want to know what accounts for good leadership and
how to become good leaders.
Despite this strong interest in leadership, there are very few
books that clearly describe the
complexities of practicing leadership. I have written
Introduction to Leadership: Concepts and
Practice to fill this void.
Each chapter describes a fundamental principle of leadership
and how it relates in practice
to becoming an effective leader. These fundamentals are
illustrated through examples,
profiles of effective leaders, and case studies. The text
comprises 13 chapters: Chapter 1,
“Understanding Leadership,” analyzes how different definitions
of leadership have an
impact on the practice of leadership. Chapter 2, “Recognizing
Your Traits,” examines
leadership traits found to be important in social science research
and explores the leadership
traits of a select group of historical and contemporary leaders.
Chapter 3, “Engaging
Strengths,” discusses the emerging field of strengths-based
leadership, looking at how
several assessment tools can help one to recognize his or her
own strengths and those of
others and then put those strengths to work as an effective
leader. Chapter 4,
“Understanding Philosophy and Styles,” explores how a
person’s view of people, work,
and human nature forms a personal philosophy of leadership and
how this relates to three
commonly observed styles of leadership: authoritarian,
democratic, and laissez-faire.
16. Chapter 5, “Attending to Tasks and Relationships,” describes
how leaders can integrate
and optimize task and relationship behaviors in their leadership
role. Chapter 6,
“Developing Leadership Skills,” considers three types of
leadership skills: administrative,
interpersonal, and conceptual. Chapter 7, “Creating a Vision,”
explores the characteristics
of a vision and how a vision is expressed and implemented.
Chapter 8, “Establishing a
Constructive Climate,” focuses on how important it is for
leaders who are running groups
or organizations to provide structure, clarify norms, build
cohesiveness, and promote
standards of excellence. Chapter 9, “Embracing Diversity and
Inclusion,” discusses the
importance of inclusive leadership and the barriers that can be
encountered when trying to
embrace diversity and inclusion. Chapter 10, “Listening to Out-
Group Members,”
explores the nature of out-groups, their impact, and ways
leaders should respond to out-
group members. Chapter 11, “Managing Conflict,” addresses the
question of how we can
manage conflict and produce positive change. Chapter 12,
“Addressing Ethics in
Leadership,” explores six factors that are related directly to
ethical leadership: character,
actions, goals, honesty, power, and values. Finally, Chapter 13,
“Overcoming Obstacles,”
addresses seven obstacles that subordinates may face and how a
leader can help to overcome
these.
14
17. New to This Edition
This edition retains the chapters of the previous edition but has
been expanded and
enhanced in several ways:
First and foremost, it includes a new chapter on diversity and
inclusion that
examines the nature of diversity and inclusion, provides a
model of inclusive
behavior, describes communication practices to improve
inclusion, and identifies
barriers to effective inclusive leadership.
Second, this edition premieres the Ethical Leadership Style
Questionnaire, a self-
assessment instrument that allows readers to learn what their
ethical leadership
behaviors tend to be. The questionnaire in this book is an
abridged edition of a
longer, more comprehensive assessment available to readers
online.
Third, several chapters include a look at the dark side of
leadership in terms of the
approaches explored in the book.
Fourth, new case studies, examples, and research are integrated
throughout the
book.
Fifth, this edition includes new “Ask the Author” videos that
show Peter Northouse
answering student questions.
15
18. Special Features
Introduction to Leadership: Concepts and Practice is designed
to help the reader understand
how to become a better leader. While the book is grounded in
leadership theory, it
describes the basics of leadership in an understandable and
user-friendly way. Each chapter
focuses on a fundamental aspect of leadership, discusses how it
can be applied in real
leadership situations, and provides a relevant profile of a
leader.
Perhaps the most notable features of this book are the four
applied activities included in
every chapter, which allow the reader to explore leadership
concepts and real-world
applications:
Case studies illustrate the leadership concepts discussed in the
chapter. At the end of
each case, thought-provoking questions help the reader analyze
the case using ideas
presented in the chapter.
Self-assessment questionnaires help the reader determine his or
her own leadership
style and preferences. Students may want to complete this
questionnaire before
reading the chapter’s content. By completing the questionnaire
first, the reader will
be more aware of how the chapter’s content specifically applies
to his or her
leadership tendencies.
Observational exercises guide the reader in examining behaviors
of leaders from his
19. or her life experiences.
Reflection and action worksheets stimulate the reader to reflect
on his or her
leadership style and identify actions to take to become more
effective.
16
Audience
A practice-oriented book, Introduction to Leadership: Concepts
and Practice is written in a
user-friendly style appropriate for introductory leadership
courses across disciplines.
Specifically, it is well suited for programs in leadership studies
and leadership courses in
schools of agriculture, allied health, business, management,
communication, education,
engineering, military science, public administration, nursing,
political science, social work,
and religion. In addition, this book is appropriate for programs
in continuing education,
corporate training, executive development, in-service training,
and government training. It
is also useful for student extracurricular activities.
17
Digital Resources
SAGE coursepacks allow instructors to import high-quality
online resources directly into
20. Blackboard, Canvas, Moodle, or Brightspace by Desire2Learn
(D2L) in an intuitive, simple
format. Instructors who do not use an LMS platform can still
access many of the online
resources by visiting edge.sagepub.com/northouseintro4e.
SAGE coursepacks include, for each chapter:
A diverse range of test items with pretests, posttests, and test
banks built on Bloom’s
Taxonomy and AACSB standards, available with ExamView test
generation
Assignable SAGE Premium Video (available via the interactive
eBook version,
linked through SAGE coursepacks) that includes insights from
Peter G. Northouse
and other leadership experts, with corresponding multimedia
assessment options
that automatically feed to a gradebook
A comprehensive Media Guide for the video resources
Discussion questions to help launch classroom interaction
SAGE journal articles to show how scholarship relates to
chapter concepts
Editable, chapter-specific PowerPoint® slides that offer
flexibility when creating
multimedia lectures
Sample course syllabi with suggested models for structuring a
leadership course
Lecture notes that summarize key concepts for each chapter
Ideas for class activities that can be used in class to reinforce
active learning
Web exercises that direct students to useful websites to
complete creative activities
and reinforce learning
Suggested films to facilitate showing examples of leadership in
action
21. Case notes that include case summaries, analyses, and sample
answers to case
questions
The Reflection and Action Worksheets and Observational
Exercises from the text
in downloadable Word document format for more flexibility in
using these resources
Tables and figures from the textbook
SAGE edge for students at edge.sagepub.com/northouseintro4e
enhances learning in an
easy-to-use environment that offers, for each chapter, learning
objectives, action plans to
track progress, mobile-friendly flashcards and practice quizzes,
SAGE Premium Video
featuring author Peter G. Northouse, additional multimedia
resources, and selected SAGE
journal articles to strengthen learning.
18
http://edge.sagepub.com/northouseintro4e
http://edge.sagepub.com/northouseintro4e
Interactive eBook
An interactive eBook version of the text is available for
students to provide a contemporary,
multimedia-integrated presentation for learning. In addition to a
fully electronic textbook,
students can link directly to “Ask the Author” video, audio,
additional enrichment readings
from SAGE journals titles, and other relevant resources,
bringing the subject matter to life
in a way a traditional print text cannot.
22. The interactive eBook features exclusive Interactive Leadership
Assessments to help
students strengthen their leadership abilities by providing them
with individualized
feedback based on their responses to each questionnaire. After
completing each
questionnaire, a student using the interactive eBook will receive
an in-depth analysis of her
or his scores as well as personalized, pragmatic suggestions for
further developing her or his
leadership.
You can find the eBook icons in the print and electronic
versions of the text. Below is a
guide to the icons:
“Ask the Author” video icon
SAGE journal article icon
Video icon
Web icon
19
Acknowledgments
I would like to express my appreciation to many individuals
who directly or indirectly
played a role in the development of this book. First, I would
like to thank the many people
at SAGE Publications, in particular my editor, Maggie Stanley,
23. who along with her
leadership team (Liz Thornton, Lauren Holmes, Neda Dallal,
Katie Ancheta, Ashlee Blunk,
Georgia Mclaughlin, and Gail Buschman) has competently
guided this revision from the
beginning review phase through the production phase. In
addition, I would like to thank
copy editor Melinda Masson and production editor Libby
Larson. In their own unique
ways, each of these people made valuable contributions that
enhanced the overall quality of
the book. Collectively, they are an extraordinary team that
demonstrates the very highest
standards of excellence in all that they do.
For their thoughtful and constructive feedback on this latest
edition, I would like to thank
the following reviewers:
Jens Beyer, Hochschule Anhalt Standort Bernburg
Carl Blencke, University of Central Florida
Roger Clark, NWN Corporation
Dan Cunningham, McDaniel College
D. Keith Gurley, University of Alabama at Birmingham
Sat Ananda Hayden, University of Southern Mississippi
Sharon Kabes, Southwest Minnesota State University
Lorin Leone, Independence University
Douglas Micklich, Illinois State University
Bryan Patterson, Johnson C. Smith University, Northeastern
University
Robert W. Robertson, Independence University
Lou L. Sabina, Stetson University
Stephanie Schnurr, University of Warwick
Douglas Threet, Foothill College
Simone Wesner, Birkbeck, University of London
Paula White, Independence University
24. Cecilia Williams, Independence University
For comprehensive reviews of past editions, I would like to
thank the following reviewers:
Maureen Baldwin, Saint Ambrose University
Barry L. Boyd, Texas A&M University
Susan Bramlett Epps, East Tennessee State University
Linda L. Brennan, Mercer University
Shannon Brown, Benedictine University
Lisa Burgoon, University of Illinois at Urbana-Champaign
20
Tom Butkiewicz, University of Redlands
Patricia Cane, Klamath Community College
Stephen C. Carlson, Piedmont College
Melissa K. Carsten, Winthrop University
James R. “Chip” Coldren Jr., Governors State University
Barbara Collins, Cabrini College
Stacey A. Cook, College of Marin
Ronald J. Cugno, Nova Southeastern University
Greg Czyszczon, James Madison University
Douglas Davenport, Truman State University
Edward Desmarais, Salem State College
Marco Dowell, California State University, Dominguez Hills
Tiffany Erk, Ivy Tech Community College of Indiana
Leon Fraser, Rutgers Business School
Jim Fullerton, Idaho State University
Jennifer Garcia, Saint Leo University
Don Green, Lincoln Christian University
Francesca Grippa, Northeastern University
Yael Hellman, Woodbury University
Vanessa Hill, University of Louisiana at Lafayette
25. Martha A. Hunt, NHTI—Concord’s Community College
Jean Gabriel Jolivet, Southwestern College
Ruth Klein, Le Moyne College
Renee Kosiarek, North Central College
Robert Larison, Eastern Oregon University
Karen A. Longman, Azusa Pacific University
Maureen Majury, Bellevue Community College
James L. Morrison, University of Delaware
Terry W. Mullins, University of North Carolina at Greensboro
Jane Murtaugh, College of DuPage
Joanne E. Nottingham, University of North Carolina,
Wilmington
Ramona Ortega-Liston, University of Akron
Ron Parlett, Nova Southeastern University
Bruce Peterson, Sonoma State University
Joseph W. T. Pugh, Immaculata University
Deana Raffo, Middle Tennessee State University
Melody Rawlings, Northern Kentucky University
Bronte H. Reynolds, California State University, Northridge
Louis Rubino, California State University, Northridge
Laurie A. Schreiner, Azusa Pacific University
Thomas Shields, University of Richmond
Pearl Sims, Peabody College of Vanderbilt University
21
Bruce Tucker, Santa Fe Community College
Mary Tucker, Ohio University
John Tummons, University of Missouri
Sameer Vaidya, Texas Wesleyan University
Natalie N. Walker, Seminole State College
Amy Wilson, University at Buffalo
Laurie Woodward, University of South Florida
26. Critiques by these reviewers were invaluable in helping to focus
my thinking and writing
during the revision process.
I would like to thank Dr. Bernardo Ferdman for his helpful
comments and suggestions on
the “Embracing Diversity and Inclusion” chapter, and Terry
Hammink for his assistance in
the construction and scoring of the Ethical Leadership Style
Questionnaire and James
Ludema for his support.
For their outstanding work in developing creative resources for
this edition, I am grateful to
Isolde Anderson of Hope College, Matthew Creasy of the
University of Delaware, Jeff Paul
of the University of Tulsa, Lou Sabina of Stetson University,
Andrea Smith-Hunter of
Siena College, and Douglas Threet of Foothill College.
Finally, I wish to thank Marie Lee for her thorough editing and
commitment and Laurel
Northouse for her editorial insights and extraordinary support.
It takes a lot of dedicated
people to write a book, and I feel fortunate to have those people
in my life.
In the electronic edition of the book you have purchased, there
are several icons that reference links (videos,
journal articles) to additional content. Though the electronic
edition links are not live, all content referenced
may be accessed at edge.sagepub.com/northouseintro4e . This
URL is referenced at several points throughout
your electronic edition.
22
27. About the Author
Peter G. Northouse,
PhD, is Professor Emeritus of Communication in the School of
Communication at
Western Michigan University. In addition to publications in
professional journals, he
is the author of Leadership: Theory and Practice (now in its
seventh edition) and
coauthor of Health Communication: Strategies for Health
Professionals (now in its third
edition) and Leadership Case Studies in Education. His
scholarly and curricular
interests include models of leadership, leadership assessment,
ethical leadership, and
leadership and group dynamics. For more than 30 years, he has
taught undergraduate
and graduate courses in leadership, interpersonal
communication, and organizational
23
communication on both the undergraduate and graduate levels.
Currently, he is a
consultant and lecturer on trends in leadership research,
leadership development, and
leadership education. He holds a doctorate in speech
communication from the
University of Denver, and master’s and bachelor’s degrees in
communication
education from Michigan State University.
28. 24
1 Understanding Leadership
25
Introduction
This book is about what it takes to be a leader. Everyone, at
some time in life, is asked to be
a leader, whether to lead a classroom discussion, coach a
children’s soccer team, or direct a
fund-raising campaign. Many situations require leadership. A
leader may have a high
profile (e.g., an elected public official) or a low profile (e.g., a
volunteer leader in Big
Brothers Big Sisters), but in every situation there are leadership
demands placed on the
individual who is the leader. Being a leader is challenging,
exciting, and rewarding, and
carries with it many responsibilities. This chapter discusses
different ways of looking at
leadership and their impacts on what it means to be a leader.
What is Leadership?
26
Leadership Explained
29. At the outset, it is important to address a basic question: What
is leadership? Scholars who
study leadership have struggled with this question for many
decades and have written a
great deal about the nature of leadership (Antonakis, Cianciolo,
& Sternberg, 2004; Bass,
1990; Conger & Riggio, 2007). (See Box 1.1.)
In leadership literature, more than 100 different definitions of
leadership have been
identified (Rost, 1991). Despite these many definitions, a
number of concepts are
recognized by most people as accurately reflecting what it is to
be a leader.
Leadership Basics
27
“Leadership Is a Trait”
First, leadership is thought of as a trait. A trait is a
distinguishing quality of an individual,
which is often inherited. Defining leadership as a trait means
that each individual brings to
the table certain qualities that influence the way he or she leads.
Some leaders are confident,
some are decisive, and still others are outgoing and sociable.
Saying that leadership is a trait
places a great deal of emphasis on the leader and on the leader’s
special gifts. It follows the
often-expressed belief “leaders are born, not made.” Some argue
that focusing on traits
30. makes leadership an elitist enterprise because it implies that
only a few people with special
talents will lead. Although there may be some truth to this
argument, it can also be argued
that all of us are born with a wide array of unique traits and that
many of these traits can
have a positive impact on our leadership. It also may be
possible to modify or change some
traits.
Through the years, researchers have identified a multitude of
traits that are associated with
leadership. In Chapter 2 we will discuss some key leadership
traits, and in Chapter 3 we
will explain how strength-based leadership is a variation of trait
leadership. Although there
are many important leadership traits, what is most important for
leaders is having the
required traits that a particular situation demands. For example,
a chaotic emergency room
at a hospital requires a leader who is insightful and decisive and
can bring calm to the
situation. Conversely, a high school classroom in which
students are bored demands a
teacher who is inspiring and creative. Effective leadership
results when the leader engages
the right traits in the right place at the right time.
28
“Leadership Is an Ability”
In addition to being thought of as a trait, leadership is
conceptualized as an ability. A
31. person who has leadership ability is able to be a leader—that is,
has the capacity to lead.
While the term ability frequently refers to a natural capacity,
ability can be acquired. For
example, some people are naturally good at public speaking,
while others rehearse to
become comfortable speaking in public. Similarly, some people
have the natural physical
ability to excel in a sport, while others develop their athletic
capacity through exercise and
practice. In leadership, some people have the natural ability to
lead, while others develop
their leadership abilities through hard work and practice.
Box 1.1 The Evolution of Leadership
Leadership has long intrigued humankind and has been the topic
of extensive literature for centuries. The
earliest writings include philosophies of leadership such as
Machiavelli’s The Prince (1531/2005) and
biographies of great leaders. With the development of the social
sciences during the 20th century, inquiry
into leadership became prolific. Studies on leadership have
emerged from every discipline “that has had
some interest in the subject of leadership: anthropology,
business administration, educational
administration, history, military science, nursing
administration, organizational behavior, philosophy,
political science, public administration, psychology, sociology,
and theology” (Rost, 1991, p. 45).
As a result, there are many different leadership approaches and
theories. While the words are often used
interchangeably, approaches and theories are different
conceptually. An approach is a general way of
thinking about a phenomenon, not necessarily based on
32. empirical research. A theory usually includes a set
of hypotheses, principles, or laws that explain a given
phenomenon. Theories are more refined and can
provide a predictive framework in analyzing the phenomenon.
For example, the spiritual leadership
approach is a conceptualization of leadership that does not yet
have a body of empirical research to validate
it, while contingency leadership theory has a refined set of
propositions based on the results of multiple
research studies.
Not unlike fashion, approaches to leadership have evolved,
changed focus and direction, and built upon one
another during the past century. To understand this evolution, a
brief historical view can be helpful:
29
Trait Approach
The early trait approach theories were called “Great Man”
theories because they focused on identifying the
innate qualities and characteristics possessed by great social,
political, and military leaders such as Catherine
the Great, Mohandas Gandhi, Abraham Lincoln, Moses, and
Joan of Arc. Studies of leadership traits were
especially strong from 1900 to the early 1940s and enjoyed a
renewed emphasis beginning in the 1970s as
researchers began to examine visionary and charismatic
leadership. In the 1980s, researchers linked
leadership to the “Big Five” personality factors while interest in
emotional intelligence as a trait gained
favor in the 1990s. (For a discussion of emotional intelligence
as a leadership skill, see Chapter 6, pages 126–
127.)
33. 30
Behavior Approach
In the late 1930s, leadership research began to focus on
behavior—what leaders do and how they act.
Groundbreaking studies by researchers at The Ohio State
University and the University of Michigan in the
1940s and 1950s analyzed how leaders acted in small group
situations. Behavior approach theories hit their
heyday in the early 1960s with Blake and Moulton’s (1964)
work exploring how managers use task and
relationship behaviors in the organizational setting.
31
Situational Approach
The premise of this approach is that different situations demand
different kinds of leadership. Serious
examination of situational approach theories began in the late
1960s by Hersey and Blanchard (1969) and
Reddin (1967). Situational approaches continued to be refined
and revised from the 1970s through the
1990s (Vecchio, 1987). One of these, path–goal theory,
examines how leaders use employee motivation to
enhance performance and satisfaction. Another approach,
contingency theory, focuses on the match
between the leader’s style and specific situational variables.
32
34. Relational Approach
In the 1990s, researchers began examining the nature of
relations between leaders and followers. This
research ultimately evolved into the leader–member exchange
(LMX) theory. LMX theory predicts that
high-quality relations generate more positive leader outcomes
than low-quality relations. Research in the
relational approach to leadership continues to generate moderate
interest today.
33
“New Leadership” Approach
When these approaches began appearing in the mid-1980s—
three decades ago—they were, and continue to
be, called “new leadership” approaches (Bryman, 1992).
Beginning with the work of Bass (1985, 1990),
leadership studies generated visionary or charismatic leadership
theories. From these approaches developed
transformational leadership theory, which describes leadership
as a process that changes people and
organizations.
34
Emerging Leadership Approaches
A diverse range of approaches to leadership is emerging during
the 21st century:
Adaptive leadership examines how leaders help people address
problems, face challenges, and adapt
35. to change. Adaptive leadership stresses that the leaders don’t
solve the problems, but rather
encourage others to do the problem solving and adapt to change.
Authentic leadership is an approach that looks at the
authenticity of leaders and their leadership
and is currently enjoying strong interest.
Spiritual leadership considers how leaders use values, a sense of
“calling,” and membership to
motivate followers.
Servant leadership emphasizes the “caring principle” with
leaders as “servants” who focus on their
followers’ needs in order to help these followers become more
autonomous, knowledgeable, and like
servants themselves.
Gender-based studies, which have gained much momentum as
women continue to become more
dominant in the workforce, especially on a global level, view
how one’s gender affects and
differentiates one’s leadership.
The historical timeline in Figure 1.1 is not intended to represent
these approaches as separate and distinct
eras, only to disappear from the picture when a new theory
appears. Instead, many of these theories occur
concurrently, building upon one another. Even when a certain
approach’s period of popularity has waned,
the theory continues to influence further study and the
development of new leadership approaches.
Figure 1.1 Development of Leadership Theories Through
History
Source: Adapted from Antonakis, J., Cianciolo, A. T., &
Sternberg, R. J. (Eds.).
(2004). The nature of leadership. Thousand Oaks, CA: Sage, p.
7.
36. Key Theories
An example of leadership as ability is the legendary University
of California at Los Angeles
35
basketball coach John Wooden, whose teams won seven
consecutive National Collegiate
Athletic Association titles. Described first as a teacher and then
as a coach, Wooden
implemented four laws of learning into his coaching:
explanation, demonstration,
imitation, and repetition. His goal was to teach players how to
do the right thing
instinctively under great pressure. Less visible or well known,
but also an example of
leadership as ability, is the unheralded but highly effective
restaurant manager who,
through years of experience and learning, is able to create a
successful, award-winning
restaurant. In both of these examples, it is the individuals’
abilities that create outstanding
leadership.
36
“Leadership Is a Skill”
Third, leadership is a skill. Conceptualized as a skill, leadership
is a competency developed to
37. accomplish a task effectively. Skilled leaders are competent
people who know the means
and methods for carrying out their responsibilities. For
example, a skilled leader in a fund-
raising campaign knows every step and procedure in the fund-
raising process and is able to
use this knowledge to run an effective campaign. In short,
skilled leaders are competent—
they know what they need to do, and they know how to do it.
Describing leadership as a skill makes leadership available to
everyone because skills are
competencies that people can learn or develop. Even without
natural leadership ability,
people can improve their leadership with practice, instruction,
and feedback from others.
Viewed as a skill, leadership can be studied and learned. If you
are capable of learning from
experience, you can acquire leadership.
37
“Leadership Is a Behavior”
Leadership is also a behavior. It is what leaders do when they
are in a leadership role. The
behavioral dimension is concerned with how leaders act toward
others in various situations.
Unlike traits, abilities, and skills, leadership behaviors are
observable. When someone leads,
we see that person’s leadership behavior.
Leadership Behaviors
38. Research on leadership has shown that leaders engage primarily
in two kinds of general
behaviors: task behaviors and process behaviors. Task behaviors
are used by leaders to get
the job done (e.g., a leader prepares an agenda for a meeting).
Process behaviors are used
by leaders to help people feel comfortable with other group
members and at ease in the
situations in which they find themselves (e.g., a leader helps
individuals in a group to feel
included). Since leadership requires both task and process
behaviors, the challenge for
leaders is to know the best way to combine them in their efforts
to reach a goal.
38
“Leadership Is a Relationship”
Another, and a somewhat unusual, way to think about leadership
is as a relationship. From
this perspective, leadership is centered on the communication
between leaders and followers
rather than on the unique qualities of the leader. Thought of as a
relationship, leadership
becomes a process of collaboration that occurs between leaders
and followers (Rost, 1991).
A leader affects and is affected by followers, and both leader
and followers are affected in
turn by the situation that surrounds them. This approach
emphasizes that leadership is not
a linear one-way event, but rather an interactive event. In
traditional leadership, authority is
often top down; in the interactive type of leadership, authority
39. and influence are shared.
When leadership is defined in this manner, it becomes available
to everyone. It is not
restricted to the formally designated leader in a group.
Leadership and Change
Thinking of leadership as a relationship suggests that leaders
must include followers and
their interests in the process of leadership. A leader needs to be
fully aware of the followers
and the followers’ interests, ideas, positions, attitudes, and
motivations. In addition, this
approach has an ethical overtone because it stresses the need for
leaders to work with
followers to achieve their mutual purposes. Stressing mutuality
lessens the possibility that
leaders might act toward followers in ways that are forced or
unethical. It also increases the
possibility that leaders and followers will work together toward
a common good (Rost,
1991).
39
“Leadership Is an Influence Process”
A final way of thinking about leadership is as an influence
process. This is the perspective
that will be emphasized in this book.
Leadership is a process whereby an individual influences a
group of individuals to
achieve a common goal.
40. Leadership Development
Defining leadership as an influence process means that it is not
a trait or an ability that
resides in the leader, but rather an interactive event that occurs
between the leader and the
followers. Influence is central to the process of leadership
because leaders affect followers.
Leaders direct their energies toward influencing individuals to
achieve something together.
Stressing common goals gives leadership an ethical dimension
because it lessens the
possibility that leaders might act toward followers in ways that
use coercion or are
unethical.
Finally, in explaining what leadership is, it is important to make
a distinction between
leadership and management. In discussing what leadership is
and can be, the concepts of
leadership and management sometimes overlap. Both leadership
and management involve
influence, but leadership is about seeking constructive change,
and management is about
establishing order. For example, it is often said that “managers
are people who do things
right, and leaders are people who do the right thing.” Since both
leaders and managers are
engaged in influencing people toward goal accomplishment, our
discussion in this book
will treat the roles of managers and leaders similarly and not
emphasize the differences
between them.
40
41. Global Leadership Attributes
We probably all wonder at the differences in leadership around
the world. Why do some
countries gravitate toward the distributed leadership of a
democracy, while others seem
content with the hierarchical leadership of a monarchy or
dictatorship? The definition and
concepts of leadership outlined in this chapter are from an
American perspective. If you
were to travel to nations across the world, you would no doubt
encounter different views of
leadership specific to those ethnic and political cultures.
Universal Leadership Attributes
In 2004, Robert House led a group of 160 researchers in an
ambitious study to increase our
understanding of the impact culture has on leadership
effectiveness. The GLOBE (Global
Leadership and Organizational Behavior Effectiveness) studies
drew on the input of 17,000
people in 62 countries in determining how leadership varies
across the world. Among the
many findings generated by the GLOBE studies was the
identification of positive and
negative leadership characteristics that are universally accepted
worldwide (see Table 1.1).
Table 1.1 Universal Leadership Attributes
Table 1.1 Universal Leadership Attributes
Positive Leader Attributes
43. Dependable
Effective bargainer
Informed
Team builder
Negative Leader Attributes
41
Loner
Irritable
Ruthless
Asocial
Nonexplicit
Dictatorial
Noncooperative
Egocentric
Source: Adapted from House, R. J., Hanges, P. J., Javidan, M.,
Dorfman, P. W., & Gupta, V. (Eds.). (2004).
Culture, leadership, and organizations: The GLOBE study of 62
societies. Thousand Oaks, CA: Sage, pp. 677–678.
Reprinted with permission.
44. 42
The Dark Side of Leadership
Those same characteristics and behaviors that distinguish
leadership can also be used by
leaders in nonpositive ways (Conger, 1990). The dark side of
leadership is the destructive
side of leadership where a leader uses his or her influence or
power for personal ends.
Lipman-Blumen (2005) suggests that such leaders are “toxic,”
where their leadership leaves
their followers worse off than they found them, often violating
the basic human rights of
others and playing to their followers’ basest fears. Dark
leadership is able to thrive when
three conditions exist, according to Padilla, Hogan, and Kaiser
(2007): a destructive leader,
susceptible followers, and a conducive environment. Destructive
leaders will prevail when
the checks and balances of an organization are weak and the
rules of the institution are
ineffective. While many cite Adolf Hitler as the prime example
of the dark side of
leadership, there are many current examples in the world today
from the regime of Bashar
al-Assad in Syria, whose leadership has led to violent civil war
that has left hundreds of
thousands dead, to religious extremist groups, such as ISIS and
al-Qaeda, who use their
followers to engage in mass murder of innocents.
The Dark Side of Leadership
45. The meaning of leadership is complex and includes many
dimensions. For some people,
leadership is a trait or an ability, for others it is a skill or a
behavior, and for still others it is a
relationship or a process. In reality, leadership probably
includes components of all of these
dimensions. Each dimension explains a facet of leadership.
Destructive Leadership
In considering these various definitions of leadership and based
on the results of your
Conceptualizing Leadership Questionnaire (page 14), which
dimension seems closest to
how you think of leadership? How would you define leadership?
Answers to these questions
are important because how you think about leadership will
strongly influence how you
practice leadership.
There is a strong demand for effective leadership in society
today. This demand exists at the
local and community levels, as well as at the national level, in
this country and abroad.
People feel the need for leadership in all aspects of their lives.
They want leaders in their
43
personal lives, at school, in the work setting, and even in their
spiritual lives. Everywhere
you turn, people are expressing a need for strong leadership.
46. When people ask for leadership in a particular situation, it is
not always clear exactly what
they want. For the most part, however, they want effective
leadership. Effective leadership
is intended influence that creates change for the greater good.
Leadership uses positive
means to achieve positive outcomes. Furthermore, people want
leaders who listen to and
understand their needs and who can relate to their
circumstances. The challenge for each of
us is to be prepared to lead when we are asked to be the leader.
Leadership Snapshot: Indra Nooyi, CEO, PepsiCo
Mark Wilson/Staff/Getty Images News/Getty Images
44
The daughter of a conservative, middle-class family in southern
India, Indra Nooyi didn’t seem destined to
one day run one of the world’s largest snack food and beverage
companies. But Nooyi does just that as the
CEO and president of PepsiCo, making her one of the top
female executives in the United States and
probably the highest-ranking woman of Indian heritage in
corporate America.
Nooyi, who grew up in Madras (now Chennai), India, admits
she always pushed social conventions. She
played on an all-girls cricket team and was a guitarist in a rock
band at a time when it was deemed
inappropriate for Indian girls to do such things. Despite
graduating from college with bachelor’s degrees in
chemistry, math, and physics from Madras Christian College in
47. 1974 and a master of business
administration from the Indian Institute of Management
Calcutta, Nooyi was reportedly remembered for
being only a “mediocre student” (Pandey, 2006).
Nooyi’s first job after college was for Tootal, a British textile
company in India, but she was hired away as a
brand manager for Johnson & Johnson to oversee the company’s
Stayfree account in India. It was a job that
would have challenged the most seasoned marketing executive
because, at the time, advertising women’s
feminine products was not allowed in her country (Murray,
2004).
By 1978, Nooyi felt she needed more preparation for the
business world and applied to and was accepted to
the Yale School of Management in the United States. To her
surprise, her parents agreed to let her go,
although it would essentially make her an unmarriageable
commodity in her culture. She received financial
aid from Yale, but still struggled to make ends meet, working as
an overnight receptionist. She didn’t have
the money to buy a business suit, so she wore her traditional
sari to work and later in job interviews,
choosing to be herself rather than adhere to expected cultural
norms.
Nooyi did not earn an MBA from Yale, choosing instead to get
a master’s degree in public and private
management. Her first jobs after graduation were for the
prestigious Boston Consulting Group and
Motorola. In 1990, she joined ASEA Brown Boveri (ABB), a
Swiss-Swedish industrial conglomerate. Her
success in directing ABB’s North American operations caught
the attention of PepsiCo CEO Wayne
Calloway who wooed her away to become his company’s chief
48. strategist.
Nooyi quickly left her mark at PepsiCo. She was the chief deal
maker for two of PepsiCo’s most important
acquisitions: the Tropicana orange juice brand in 1998 and
Quaker Oats in 2001. The Quaker Oats deal
added a huge range of cereals and snack foods to the PepsiCo
empire. Nooyi also helped the company
acquire beverage maker SoBe, beating out a competing offer
from Coca-Cola. Her deal-making talents
elevated her to the job of PepsiCo’s chief financial officer in
2000, and a year later she was given the title of
president.
Nooyi’s vision for PepsiCo—that “for any part of the day, we
will have a little snack for you” (Byrnes,
2001)—has been implemented through development of new
products and acquisitions. The company now
sells a wide range of foods and beverages from Cap’n Crunch
and Doritos to Mountain Dew and Gatorade.
The company’s 18 brands are sold in 200 countries, and it
employs 198,000 people worldwide.
But the strategist in Nooyi has also foreseen the effect that
growing lifestyle diseases such as obesity could
have on her company. Again, she has chosen to follow an
unconventional path, looking to create healthier
products in an industry dominated by salt, fat, and sugar. She
invested heavily in the creation of a research
and development lab that took five years to complete, drawing
criticism from stockholders and industry
analysts. So far, the investment has had some success: PepsiCo
introduced a “mid-calorie” cola, Pepsi True,
which has 30% less sugar and uses stevia extract instead of
artificial sweeteners, and has created potato chips
that taste just as salty as the original but have less sodium. The
49. company has also introduced a new line of
craft sodas called Stubborn Soda, which contain natural flavors
and sugarcane instead of high-fructose corn
syrup.
45
Summary
All of us at some time in our lives will be asked to show
leadership. When you are asked to
be the leader, it will be both demanding and rewarding. How
you approach leadership is
strongly influenced by your definitions of and beliefs about
leadership. Through the years,
writers have defined leadership in a multitude of ways. It is a
complex, multidimensional
process that is often conceptualized in a variety of ways by
different people. Some of the
most common ways of looking at leadership are as a trait, as an
ability, as a skill, as a
behavior, as a relationship, and as a process. The way you think
about leadership will
influence the way you practice leadership.
46
Glossary Terms
ability 2
adaptive leadership 4
approach 3
50. authentic leadership 4
behavior approach 3
“Big Five” personality factors 3
contingency theory 4
dark side of leadership 9
emotional intelligence 3
gender-based studies 4
“Great Man” theories 3
leader–member exchange (LMX) theory 4
leadership 7
path–goal theory 4
process behaviors 6
relational approach 4
relationship behaviors 3
servant leadership 4
situational approach 4
skill 5
spiritual leadership 4
task behaviors 3, 6
theory 3
trait 2
trait approach 3
transformational leadership theory 4
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47
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51. 1.1 Case Study: King of the Hill
Denny Hill’s career as a high school swimming coach didn’t
start out well. The seniors on his team quit in
the first season because he required them to come to all the
workouts. The team only won three meets the
whole season. That was 40 years ago. Since that time, the high
school chemistry teacher’s success as a
swimming coach has been extraordinary; his winnings include
more than 900 boys’ and girls’ dual meets
and a phenomenal 31 state titles.
Denny is noted for creating a team effort out of what is usually
considered an individual sport. He begins
every season with a team sleepover, followed by “Hell Week,” a
two-week grueling regimen in which team
members swim at least 5 miles a workout and 10 miles a day.
He acknowledges this is a bonding experience
for the swimmers, regardless of their skill, because they are “all
in the same boat.”
Denny passes the mantle of leadership onto his team members.
Seniors are expected to be mature leaders
who inform the freshmen of the team goals and expectations.
Juniors are to be role models, while
sophomores serve as quiet leaders who are still learning but
have a foundation in the team culture. Even the
freshmen members have a job: They are required to pay
attention to the coaches and other team members
as they learn the team’s culture and what’s expected.
Denny holds a 20-minute team meeting each Monday where
every member has the opportunity to present
a rose or a complaint to anyone on the team including the
coaches. He is tough on swimmers and makes
52. them work, but when they need support he is always there to put
an arm around them. Denny also uses
humor, often making jokes that help take the edge off long, hard
workouts.
And despite his teams’ successes, Denny isn’t about winning;
he’s more about preparing to win—telling his
swimmers that by preparing to win, everything takes care of
itself. When you do win, he says, you’ve done it
the right way.
48
Questions
1. What leadership traits account for Denny Hill’s success?
2. How would you describe Denny Hill’s leadership abilities?
3. Leadership includes administrative skills, interpersonal
skills, and conceptual skills. How does
Denny Hill stack up on these skills?
4. How does Denny Hill integrate task and relationship
behaviors in his leadership?
5. From a relational perspective, how would you describe Denny
Hill’s leadership?
6. In what way does Denny Hill’s coaching exemplify
leadership as an influence process?
49
1.2 Conceptualizing Leadership Questionnaire
Purpose
53. 1. To identify how you view leadership
2. To explore your perceptions of different aspects of leadership
Directions
1. Consider for a moment your own impressions of the word
leadership. Based on your experiences
with leaders in your lifetime, what is leadership?
2. Using the scale below, indicate the extent to which you agree
or disagree with the following
statements about leadership.
Statement Strongly
disagree
Disagree Neutral Agree Strongly
agree
1. When I think of leadership, I think of a
person with special personality traits.
1 2 3 4 5
2. Much like playing the piano or tennis,
leadership is a learned ability.
1 2 3 4 5
3. Leadership requires knowledge and know-
how.
1 2 3 4 5
4. Leadership is about what people do rather
54. than who they are.
1 2 3 4 5
5. Followers can influence the leadership
process as much as leaders.
1 2 3 4 5
6. Leadership is about the process of
influencing others.
1 2 3 4 5
7. Some people are born to be leaders. 1 2 3 4 5
8. Some people have the natural ability to be
leaders.
1 2 3 4 5
9. The key to successful leadership is having
the right skills.
1 2 3 4 5
10. Leadership is best described by what
leaders do.
1 2 3 4 5
11. Leaders and followers share in the
leadership process.
1 2 3 4 5
55. 50
12. Leadership is a series of actions directed
toward positive ends.
1 2 3 4 5
13. A person needs to have certain traits to
be an effective leader.
1 2 3 4 5
14. Everyone has the capacity to be a leader. 1 2 3 4 5
15. Effective leaders are competent in their
roles.
1 2 3 4 5
16. The essence of leadership is performing
tasks and dealing with people.
1 2 3 4 5
17. Leadership is about the common
purposes of leaders and followers.
1 2 3 4 5
18. Leadership does not rely on the leader
alone but is a process involving the leader,
followers, and the situation.
1 2 3 4 5
56. 19. People become great leaders because of
their traits.
1 2 3 4 5
20. People can develop the ability to lead. 1 2 3 4 5
21. Effective leaders have competence and
knowledge.
1 2 3 4 5
22. Leadership is about how leaders work
with people to accomplish goals.
1 2 3 4 5
23. Effective leadership is best explained by
the leader–follower relationship.
1 2 3 4 5
24. Leaders influence and are influenced by
followers.
1 2 3 4 5
Scoring
1. Sum scores on items 1, 7, 13, and 19 (trait emphasis)
2. Sum scores on items 2, 8, 14, and 20 (ability emphasis)
3. Sum scores on items 3, 9, 15, and 21 (skill emphasis)
4. Sum scores on items 4, 10, 16, and 22 (behavior emphasis)
5. Sum scores on items 5, 11, 17, and 23 (relationship emphasis)
6. Sum scores on items 6, 12, 18, and 24 (process emphasis)
57. Total Scores
1. Trait emphasis: _________________
2. Ability emphasis: ________________
3. Skill emphasis: __________________
51
4. Behavior emphasis: ______________
5. Relationship emphasis: ___________
6. Process emphasis: _______________
Scoring Interpretation
The scores you received on this questionnaire provide
information about how you define and view
leadership. The emphasis you give to the various dimensions of
leadership has implications for how you
approach the leadership process. For example, if your highest
score is for trait emphasis, it suggests that you
emphasize the role of the leader and the leader’s special gifts in
the leadership process. However, if your
highest score is for relationship emphasis, it indicates that you
think leadership is centered on the
communication between leaders and followers, rather than on
the unique qualities of the leader. By
comparing your scores, you can gain an understanding of the
aspects of leadership that you find most
important and least important. The way you think about
leadership will influence how you practice
leadership.
Improve Your Leadership Skills
If you have the interactive eBook version of this text, log in to
58. access the interactive leadership assessment.
After completing this chapter’s questionnaire, you will receive
individualized feedback and practical
suggestions for further strengthening your leadership based on
your responses in this questionnaire.
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52
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1.3 Observational Exercise
53
Defining Leadership
Purpose
1. To develop an understanding of the complexity of leadership
2. To become aware of the different ways people define
leadership
Directions
1. In this exercise, select five people you know and interview
them about leadership.
2. Ask each person to give you his or her definition of
leadership, and to describe his or her personal
beliefs about effective leadership.
59. 3. Record each person’s response on a separate sheet of paper.
Person #1 (name)
__________________________________________
Person #2 (name)
_________________________________________
Person #3 (name)
_________________________________________
Person #4 (name)
_________________________________________
Person #5 (name)
_________________________________________
Questions
1. What differences did you observe in how these people define
leadership?
2. What seems to be the most common definition of leadership?
3. In what ways did people describe leadership differently from
the definitions in Chapter 1,
“Understanding Leadership”?
4. Of the people interviewed, whose definition comes closest to
your own? Why?
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version of this exercise.
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1.4 Reflection and Action Worksheet
55
60. Understanding Leadership
Reflection
1. Each of us has our own unique way of thinking about
leadership. What leaders or people have
influenced you in your thinking about leadership? Discuss what
leadership means to you and give
your definition of leadership.
2. What do the scores you received on the Conceptualizing
Leadership Questionnaire suggest about
your perspective on leadership? Of the six dimensions on the
questionnaire (trait, ability, skill,
behavior, relationship, and process), which one is the most
similar to your own perspective? Which
one is least like your own perspective?
3. Do you think leadership is something everyone can learn to
do, or do you think it is a natural
ability reserved for a few? Explain your answer.
Action
1. Based on the interviews you conducted with others about
leadership, how could you incorporate
others’ ideas about leadership into your own leadership?
2. Treating leadership as a relationship has ethical implications.
How could adding the relationship
approach to your leadership make you a better leader? Discuss.
3. Think about your own leadership. Identify one trait, ability,
skill, or behavior that you could
61. develop more fully to become a better leader.
Visit edge.sagepub.com/northouseintro4e for a downloadable
version of this worksheet.
56
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References
Antonakis, J., Cianciolo, A. T., & Sternberg, R. J. (Eds.).
(2004). The nature of leadership.
Thousand Oaks, CA: Sage.
Bass, B. M. (1985). Leadership and performance beyond
expectations. New York, NY: Free
Press.
Bass, B. M. (1990). Bass and Stogdill’s handbook of leadership:
A survey of theory and
research. New York, NY: Free Press.
Blake, R. R., & Moulton, J. S. (1964). The managerial grid.
Houston, TX: Gulf.
Bryman, A. (1992). Charisma and leadership in organizations.
London, U K: Sage.
Byrnes, N. (2001, January 29). The power of two at Pepsi.
Businessweek. Retrieved from
http://www.bloomberg.com/news/articles/2001-01-28/the-
power-of-two-at-pepsi
Conger, J. (1990). The dark side of leadership. Organizational
62. Dynamics, 19(2), 44–55.
Conger, J. A., & Riggio, R. E. (Eds.). (2007). The practice of
leadership: Developing the
next generation of leaders. San Francisco, CA: Jossey-Bass.
Hersey, P., & Blanchard, K. H. (1969). Life-cycle theory of
leadership. Training and
Development Journal, 23(5), 26–34.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., &
Gupta, V. (2004). Culture,
leadership, and organizations: The GLOBE study of 62
societies. Thousand Oaks, CA:
Sage.
Lipman-Blumen, J. (2005). The allure of toxic leaders. New
York, NY: Oxford University
Press.
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power-of-two-at-pepsi
Machiavelli, N. (2005). The prince (W. J. Connell, trans.).
Boston, MA: Bedford/St.
Martin’s. (Original work published in 1531)
Murray, S. (2004, January 26). From poor Indian student to
powerful U.S. business-
woman. Financial Times, p. 3.
Padilla, A., Hogan, R., & Kaiser, R. B. (2007). The toxic
triangle: Destructive leaders,
63. susceptible followers, and conducive environments. The
Leadership Quarterly, 18(3),
176–194.
Pandey, J. M. (2006, August 18). Nooyi: IIM-C’s “average”
student turns role model. The
Times of India. Retrieved from
http://timesofindia.indiatimes.com/india/Nooyi-IIM-
Cs-average-student-turns-role-model/articleshow/1902571.cms
Reddin, W. J. (1967, April). The 3-D management style theory.
Training and
Development Journal, pp. 8–17.
Rost, J. C. (1991). Leadership for the twenty-first century.
Westport, CO: Praeger.
Vecchio, R. P. (1987). Situational leadership theory: An
examination of a prescriptive
theory. Journal of Applied Psychology, 72(3), 444–451.
58
http://timesofindia.indiatimes.com/india/Nooyi-IIM-Cs-average-
student-turns-role-model/articleshow/1902571.cms
2 Recognizing Your Traits
59
Introduction
Why are some people leaders while others are not? What makes
64. people become leaders? Do
leaders have certain traits? These questions have been of
interest for many years. It seems
that all of us want to know what characteristics account for
effective leadership. This
chapter will address the traits that are important to leadership.
Is Leadership a Trait?
Since the early 20th century, hundreds of research studies have
been conducted on the
traits of leaders. These studies have produced an extensive list
of ideal leadership traits (see
Antonakis, Cianciolo, & Sternberg, 2004; Bass, 1990). The list
of important leadership
traits is long and includes such traits as diligence,
trustworthiness, dependability,
articulateness, sociability, open-mindedness, intelligence,
confidence, self-assurance, and
conscientiousness. Because the list is so extensive, it is difficult
to identify specifically which
traits are essential for leaders. In fact, nearly all of the traits are
probably related to effective
leadership.
What traits are important when you are asked to be a leader? To
answer this question, two
areas will be addressed in this chapter. First, a set of selected
traits that appear by all
accounts to be strongly related to effective leadership in
everyday life will be discussed.
Second, the lives of several historical and contemporary leaders
will be examined with a
discussion of the traits that play a role in their leadership.
Throughout this discussion, the
unique ways that certain traits affect the leadership process in
65. one way or another will be
emphasized.
60
Leadership Traits Explained
From the beginning of the 20th century to the present day,
researchers have focused a great
deal of attention on the unique characteristics of successful
leaders. Thousands of studies
have been conducted to identify the traits of effective leaders.
The results of these studies
have produced a very long list of important leadership traits;
each of these traits contributes
to the leadership process.
Leadership Traits
For example, research studies by several investigators found the
following traits to be
important: achievement, persistence, insight, initiative, self-
confidence, responsibility,
cooperativeness, tolerance, influence, sociability, drive,
motivation, integrity, confidence,
cognitive ability, task knowledge, extroversion,
conscientiousness, and openness (Judge,
Bono, Ilies, & Gerhardt, 2002; Kirkpatrick & Locke, 1991;
Stogdill, 1974). On the
international level, House, Hanges, Javidan, Dorfman, and
Gupta (2004), in a study of
17,000 managers in 62 different cultures, identified a list of 22
valued traits that were
universally endorsed as characteristics of outstanding leadership
66. in these countries. The list,
which was outlined in Table 1.1 in Chapter 1, “Understanding
Leadership,” includes such
attributes as being trustworthy, just, honest, encouraging,
positive, dynamic, dependable,
intelligent, decisive, communicative, informed, and a team
builder. As these findings
indicate, research studies on leadership traits have identified a
wide array of important
characteristics of leaders.
Are There Certain Traits a Leader Needs?
However, these research findings raise an important question: If
there are so many
important leadership traits, which specific traits do people need
to be successful leaders?
While the answer to this question is not crystal clear, the
research points to six key traits:
intelligence, confidence, charisma, determination, sociability,
and integrity. In the following
section, we will discuss each of these traits in turn.
61
Intelligence
Intelligence is an important trait related to effective leadership.
Intelligence includes having
good language skills, perceptual skills, and reasoning ability.
This combination of assets
makes people good thinkers, and makes them better leaders.
While it is hard for a person to alter his or her IQ (intelligence
67. quotient), there are certain
ways for a person to improve intelligence in general. Intelligent
leaders are well informed.
They are aware of what is going on around them and understand
the job that needs to be
done. It is important for leaders to obtain information about
what their leadership role
entails and learn as much as possible about their work
environment. This information will
help leaders be more knowledgeable and insightful.
For example, a few years ago a friend, Chris, was asked to be
the coach of his daughter’s
middle school soccer team even though he had never played
soccer and knew next to
nothing about how the game is played. Chris took the job and
eventually was a great
success, but not without a lot of effort. He spent many hours
learning about soccer. He
read how-to books, instructors’ manuals, and coaching books. In
addition, Chris subscribed
to several soccer magazines. He talked to other coaches and
learned everything he could
about playing the game. By the time he had finished the first
season, others considered
Chris to be a very competent coach. He was smart and learned
how to be a successful
coach.
Regarding intelligence, few if any of us can expect to be
another Albert Einstein. Most of us
have average intelligence and know that there are limits to what
we can do. Nevertheless,
becoming more knowledgeable about our leadership positions
gives us the information we
need to become better leaders.
68. 62
Confidence
Being confident is another important trait of an effective leader.
Confident people feel self-
assured and believe they can accomplish their goals. Rather
than feeling uncertain, they feel
strong and secure about their positions. They do not second-
guess themselves, but rather
move forward on projects with a clear vision. Confident leaders
feel a sense of certainty and
believe that they are doing the right thing. Clearly, confidence
is a trait that has to do with
feeling positive about oneself and one’s ability to succeed.
Confidence
If confidence is a central trait of successful leaders, how can
you build your own
confidence? First, confidence comes from understanding what is
required of you. For
example, when first learning to drive a car, a student’s
confidence is low because he or she
does not know what to do. If an instructor explains the driving
process and demonstrates
how to drive, the student can gain confidence because he or she
now has an understanding
of how to drive. Awareness and understanding build confidence.
Confidence can also come
from having a mentor to show the way and provide constructive
feedback. This mentor
may be a boss, an experienced coworker, or a significant other
69. from outside the
organization. Because mentors act as role models and sounding
boards, they provide
essential help to learn the dynamics of leadership.
Confidence also comes from practice. This is important to point
out, because practice is
something everyone can do. Consider Michael Phelps, one of
the most well-known athletes
in the world today. Phelps is a very gifted swimmer, with 23
Olympic gold medals and the
record for winning the most medals, 28, of any Olympic athlete
in history. But Phelps also
spends an enormous amount of time practicing. His workout
regimen includes swimming
six hours a day, six days a week. His excellent performance and
confidence are a result of his
practice, as well as his gifts.
In leadership, practice builds confidence because it provides
assurance that an aspiring
leader can do what needs to be done. Taking on leadership
roles, even minor ones on
committees or through volunteer activities, provides practice for
being a leader. Building
one leadership activity on another can increase confidence for
more demanding leadership
roles. Those who accept opportunities to practice their
leadership will experience increased
confidence in their leadership abilities.
63
Charisma
70. Of all the traits related to effective leadership, charisma gets
the most attention. Charisma
refers to a leader’s special magnetic charm and appeal, and can
have a huge effect on the
leadership process. Charisma is a special personality
characteristic that gives a leader the
capacity to do extraordinary things. In particular, it gives the
leader exceptional powers of
influence. A good example of a charismatic leader is former
president John F. Kennedy,
who motivated the American people with his eloquent oratorical
style (visit
edge.sagepub.com/northouseintro4e to read one of his
speeches). President Kennedy was a
gifted, charismatic leader who had an enormous impact on
others.
Charismatic Leadership
It is not unusual for many of us to feel challenged with regard
to charisma because it is not
a common personality trait. There are a few select people who
are very charismatic, but
most of us are not. Since charisma appears in short supply, the
question arises: What do
leaders do if they are not naturally charismatic?
Based on the writings of leadership scholars, several behaviors
characterize charismatic
leadership (Conger, 1999; House, 1976; Shamir, House, &
Arthur, 1993). First,
charismatic leaders serve as a strong role model for the values
that they desire others to adopt.
Mohandas Gandhi advocated nonviolence and was an exemplary
role model of civil
71. disobedience; his charisma enabled him to influence others.
Second, charismatic leaders
show competence in every aspect of leadership, so others trust
their decisions. Third,
charismatic leaders articulate clear goals and strong values.
Martin Luther King Jr.’s “I Have
a Dream” speech is an example of this type of charismatic
leadership. By articulating his
dream, he was able to influence multitudes of people to follow
his nonviolent practices.
Fourth, charismatic leaders communicate high expectations for
followers and show confidence
in their abilities to meet these expectations. Finally, charismatic
leaders are an inspiration to
others. They can excite and motivate others to become involved
in real change, as
demonstrated by John F. Kennedy and Martin Luther King Jr.
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Determination
Determination is another trait that characterizes effective
leaders. Determined leaders are
very focused and attentive to tasks. They know where they are
going and how they intend to
get there. Determination is the decision to get the job done; it
includes characteristics such
as initiative, persistence, and drive. People with determination
are willing to assert
themselves, they are proactive, and they have the capacity to
persevere in the face of
obstacles. Being determined includes showing dominance at
72. times, especially in situations
where others need direction.
Determination
We have all heard of determined people who have accomplished
spectacular things—the
person with cancer who runs a standard 26.2-mile marathon, the
blind person who climbs
Mount Everest, or the single mom with four kids who graduates
from college. A good
example of determined leadership is Nelson Mandela, who is
featured in the Leadership
Snapshot in this chapter. Mandela’s single goal was to end
apartheid in South Africa. Even
though he was imprisoned for many years, he steadfastly held to
his principles. He was
committed to reaching his goal, and he never wavered from his
vision. Mandela was
focused and disciplined—a determined leader.
What distinguishes all of these leaders from other people is
their determination to get the
job done. Of all the traits discussed in this chapter,
determination is probably the one trait
that is easily acquired by those who lead. All it demands is
perseverance. Staying focused on
the task, clarifying the goals, articulating the vision, and
encouraging others to stay the
course are characteristics of determined leaders. Being
determined takes discipline and the
ability to endure, but having this trait will almost certainly
enhance a person’s leadership.
65
73. Sociability
Another important trait for leaders is sociability. Sociability
refers to a leader’s capacity to
establish pleasant social relationships. People want sociable
leaders—leaders with whom
they can get along. Leaders who show sociability are friendly,
outgoing, courteous, tactful,
and diplomatic. They are sensitive to others’ needs and show
concern for their well-being.
Sociable leaders have good interpersonal skills and help to
create cooperative relationships
within their work environments.
Being sociable comes easier for some than for others. For
example, it is easy for extroverted
leaders to talk to others and be outgoing, but it is harder for
introverted leaders to do so.
Similarly, some individuals are naturally “people persons,”
while others prefer to be alone.
Although people vary in the degree to which they are outgoing,
it is possible to increase
sociability. A sociable leader gets along with coworkers and
other people in the work
setting. Being friendly, kind, and thoughtful, as well as talking
freely with others and giving
them support, goes a long way to establish a leader’s
sociability. Sociable leaders bring
positive energy to a group and make the work environment a
more enjoyable place.
To illustrate, consider the following example. This scenario
occurred in one of the best
leadership classes I have had in 40 years of teaching. In this
74. class, there was a student
named Anne Fox who was a very sociable leader. Anne was an
unusual student who dressed
like a student from the 1960s, although it was more than two
decades later. Even though
she dressed differently than the others, Anne was very caring
and was liked by everyone in
the class. After the first week of the semester, Anne could name
everyone in class; when
attendance was taken, she knew instantly who was there and
who was not. In class
discussions, Anne always contributed good ideas, and her
remarks were sensitive of others’
points of view. Anne was positive about life, and her attitude
was contagious. By her
presence, Anne created an atmosphere in which everyone felt
unique but also included. She
was the glue that held us all together. Anne was not assigned to
be the leader in the class,
but by the semester’s end she emerged as a leader. Her sociable
nature enabled her to
develop strong relationships and become a leader in the class.
By the end of the class, all of
us were the beneficiaries of her leadership.
66
Integrity
Finally, and perhaps most important, effective leaders have
integrity. Integrity characterizes
leaders who possess the qualities of honesty and
trustworthiness. People who adhere to a
strong set of principles and take responsibility for their actions
75. are exhibiting integrity.
Leaders with integrity inspire confidence in others because they
can be trusted to do what
they say they are going to do. They are loyal, dependable, and
transparent. Basically,
integrity makes a leader believable and worthy of our trust.
Integrity
Leadership Snapshot: Nelson Mandela, First Black President of
South Africa
South Africa The Good News / www.sagoodnews.co.za CC BY
2.0
https://creativecommons.org/licenses/by/2.0/deed.en
In 1990, when Nelson Mandela was released from prison after
serving 27 long years, he was determined not
to be angry or vindictive, but instead to work to unite his
country of South Africa, which had been
fractured by generations of apartheid.
67
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https://creativecommons.org/licenses/by/2.0/deed.en
The descendent of a tribal king, Mandela was born in 1918 in a
small African village and grew up in a
country where Whites ruled through subjugation and tyranny
over Blacks and other races. Mandela
attended Methodist missionary schools and put himself through
law school, eventually opening the first
Black law partnership in 1942. His firm represented the African
National Congress (ANC), which was
76. engaged in resisting South Africa’s apartheid policies, and
during the 1950s, he became a leader of the
ANC. Influenced by Mohandas Gandhi, Mandela was initially
committed to nonviolent resistance but
shifted to supporting violent tactics when the government
refused to change its apartheid policies. In 1964,
Mandela received a life sentence for plotting to overthrow the
government by violence.
During the nearly three decades Mandela spent in prison, he
became a symbolic figure for the anti-
apartheid movement. But during those years, Mandela spent
time examining himself, coming to see himself
as others did: as an aggressive and militant revolutionary. He
learned to control his temper and strong will,
instead using persuasion and emphasis to convince others. He
listened to others’ life stories, including those
of the White guards, seeking to understand their perspectives.
He was steadfast in maintaining his dignity,
carefully refusing to be subservient while being respectful to
the guards and others. As a result, he became a
natural leader inside the prison, while outside, his fame framed
him as a symbolic martyr not only to Black
Africans but also to people across the globe. Free Mandela
campaigns were building around the world, with
other countries and international corporations being pressured
by stockholders and citizens to “divest” in
South Africa.
In 1990, South African president F. W. de Klerk, fearing civil
war and economic collapse, released
Mandela, at the time 71, from prison. Mandela emerged as a
moral leader who stood by the principles of
liberty and equal rights for all. He began speaking around the
world, raising financial support for the ANC
while seeking to bring peace to his fractured country. In 1992,
77. the South African government instituted a
new constitution and held a popular election with all parties
represented including the ANC. The result? In
1994, Mandela was elected as the first Black president of South
Africa, effectively ending apartheid. For his
role in negotiations to abolish apartheid, Mandela received the
Nobel Peace Prize, sharing it with de Klerk.
As president of South Africa from 1994 to 1999, Mandela’s
mission was to transform a nation from
minority rule and apartheid to a multiracial democracy. On the
first day of his presidency, he set the tone
with the predominantly White staff of the former president,
telling them that those who wanted to keep
their jobs were welcome to stay, stating “Reconciliation starts
here.” He developed a multiracial staff and
cabinet, using his friendly smiling style and tactic of listening
to all viewpoints carefully before making
decisions to keep the staff focused on problems and issues
rather than on partisanship.
Mandela served his five-year term as president but, at 76 years
old, chose not to seek another term. In
retirement, he continued to advocate for social causes, serving
as a mediator in disputes outside of South
Africa, and to bring a message of peace and justice throughout
the world. Mandela died in 2013. While it is
difficult to summarize all that he accomplished, Mandela’s
legacy is best described by former U.S. president
Bill Clinton who in 2003 wrote, “Under a burden of oppression
he saw through difference, discrimination
and destruction to embrace our common humanity.”
Grown-ups often tell children, “Never tell a lie.” For children,
the lesson is “Good children
are truthful.” For leaders, the lesson is the same: “Good leaders
78. are honest.” Dishonesty
creates mistrust in others, and dishonest leaders are seen as
undependable and unreliable.
Honesty helps people to have trust and faith in what leaders
have to say and what they
stand for. Honesty also enhances a leader’s ability to influence
others because they have
confidence in and believe in their leader.
Integrity demands being open with others and representing
reality as fully and completely
as possible. However, this is not an easy task: There are times
when telling the complete
truth can be destructive or counterproductive. The challenge for
leaders is to strike a
68
balance between being open and candid and monitoring what is
appropriate to disclose in a
particular situation. While it is important for leaders to be
authentic, it is also essential for
them to have integrity in their relationships with others.
Integrity undergirds all aspects of leadership. It is at the core of
being a leader. Integrity is a
central aspect of a leader’s ability to influence. If people do not
trust a leader, the leader’s
influence potential is weakened. In essence, integrity is the
bedrock of who a leader is.
When a leader’s integrity comes into question, his or her
potential to lead is lost.
Former president Bill Clinton (1993–2001) is a good example of
79. how integrity is related to
leadership. In the late 1990s, he was brought before the U.S.
Congress for misrepresenting
under oath an affair he had engaged in with a White House
intern. For his actions, he was
impeached by the U.S. House of Representatives, but then was
acquitted by the U.S.
Senate. At one point during the long ordeal, the president
appeared on national television
and, in what is now a famous speech, declared his innocence.
Because subsequent hearings
provided information suggesting he might have lied during his
television speech, many
Americans felt Clinton had violated his duty and responsibility
as a person, leader, and
president. As a result, Clinton’s integrity was clearly challenged
and the impact of his
leadership substantially weakened.
Effective Traits
In conclusion, there are many traits related to effective
leadership. The six traits discussed
here appear to be particularly important in the leadership
process. As will be revealed in
subsequent chapters, leadership is a very complex process. The
traits discussed in this
chapter are important but are only one dimension of a
multidimensional process.
69
Leadership Traits in Practice
80. Throughout history, there have been many great leaders. Each
of them has led with unique
talents and in different circumstances. The following section
analyzes the accomplishments
and the traits of five famous leaders. Although there are
hundreds of equally distinguished
leaders, these five are highlighted because they represent
different kinds of leadership at
different points in history. All of these leaders are recognized
as being notable leaders: Each
has had an impact on many people’s lives and accomplished
great things.
Traits of Great Leaders
The leaders discussed below are George Washington, Winston
Churchill, Mother Teresa,
Bill Gates, and Oprah Winfrey. As you read about each of them,
think about their
leadership traits.
70
George Washington (1732–1799)
George Washington is considered to be the founding father of
the United States of
America. His leadership was pivotal in the development of this
country’s government. He
was truly respected by everyone, from low-ranking soldiers to
feisty public officials. He was
a man of great integrity who was a good listener. After the
Revolutionary War, Washington
was the reason that various factions did not splinter into small
81. groups or nations. He
became the United States’ first president because his leadership
was so well suited for the
times.
71
Gilbert Stuart /National Gallery of Art/Getty Images
Born into a prosperous Virginia family, he grew up on a large
plantation. His father died
when he was 11. Washington received formal schooling for
seven years and then worked as
a surveyor. He entered the military at the age of 20. During the
French and Indian War,
Washington learned about the difficulties of battle and
experienced both victories and
defeats. He served as commander in chief of the Continental
Army from 1775 to 1783. His
leadership was instrumental in leading the colonies to victory
over Great Britain in the
72
Revolutionary War. After the war, he retired to farm for a short
period. In 1787, however,
his interests in politics and the nation took him to the
Constitutional Convention in
Philadelphia, where he was chosen to preside over the
successful creation of the U.S.
Constitution. After the Constitution was ratified, Washington
was elected by 100% of the
82. electoral college as the first president of the United States.
Washington served two terms as
president (1789–1793, 1793–1797); although he had the
people’s support, he chose not to
serve a third term. He retired to Mount Vernon in 1797 and died
there from pneumonia at
the age of 67. At his funeral, one of his officers, Henry Lee,
eulogized him as an American
who was “first in war, first in peace, and first in the heart of his
countrymen.”
Traits and Characteristics
George Washington exhibited many special leadership traits
(Brookhiser, 1996; Burns &
Dunn, 2004; Fishman, 2001; Higginbotham, 2002). Researchers
identify him as a modest
man with great moral character who demonstrated integrity,
virtuousness, and wisdom in
his leadership. Though neither highly educated nor brilliant, he
is reported to have read 10
newspapers each day. He was tall, and careful about his
appearance. For much of his life, he
kept a daily record of his work. Although reserved, as a military
leader he was brave and
tenacious. Rather than use power to his own ends, he gave up
his position as commander in
chief after the war. Washington provided stability, reason, and
order after the American
Revolution when the United States was in its formative stages.
His evenness made him
predictable to the American people, who considered him
trustworthy. Above all,
Washington was a prudent leader who made sound judgments
and provided balance and
wisdom to the new government. Washington was a special
83. leader with many unique talents
who, as Schwartz (1987, p. 147) has suggested, “was ‘great’
because he was ‘good.’”
73
Walter Stoneman/Stringer/Hulton Archive/Getty Images
74
Winston Churchill (1874–1965)
Winston Churchill was one of the greatest statesmen and orators
of the 20th century. In
addition, he was a talented painter and prolific writer; he
received the Nobel Prize in
Literature in 1953. Churchill served in the military during
World War I, became prime
minister of Great Britain in May 1940, and remained in that
office through World War II,
until 1945. It was at this time that his masterful leadership was
most visible. When the
Germans threatened to invade Britain, Churchill stood strong.
He made many famous
speeches that had far-reaching effects on the morale of the
people of Great Britain and the
Allied forces. On the home front, he was a social reformer. He
served a second term as
prime minister from 1951 to 1955. He died at the age of 90 in
1965.
Traits and Characteristics
84. Winston Churchill’s leadership was remarkable because it
emerged from a man who was
average in many respects and who faced challenges in his
personal life. In his education, he
did not stand out as superior to others. On a societal level, he
was a loner who had few
friends. On a personal level, he suffered from bouts of
depression throughout his life.
Despite these characteristics, Churchill emerged as a leader
because of his other unique gifts
and how he used them (Hayward, 1997; Keegan, 2002; Sandys
& Littman, 2003). A
voracious reader, Churchill was plain speaking, decisive, detail
oriented, and informed
(Hayward, 1997). Furthermore, he was very ambitious, but not
out of self-interest: He
wanted what was right for others, and he wanted the best for
Great Britain. His most
significant talent was his masterful use of language. In his
oratory, the normally
plainspoken Churchill used words and imagery in powerful
ways that touched the hearts of
many and set the moral climate of the war (Keegan, 2002). He
had the ability to build
hope and inspire others to rise to the challenge. His stoicism
and optimism were an
inspiration to his people and all of the Allied forces (Sandys &
Littman, 2003).
75
Mother Teresa (1910–1997)
85. A Roman Catholic nun considered a saint by many, Mother
Teresa received the Nobel
Peace Prize in 1979 for her work with the poor and helpless in
Kolkata, India, and
throughout the world. Born in Macedonia, Mother Teresa came
from a comfortable
background. At the age of 18, she joined the Catholic Sisters of
Loreto order and worked
for 17 years as a high school teacher in Kolkata. Her awareness
of poverty in Kolkata caused
her to leave the convent in 1948 to devote herself to working
full-time with the poorest of
the poor in the slums of the city. In 1950, Mother Teresa
founded a new religious order,
the Missionaries of Charity, to care for the hungry, homeless,
unwanted, and unloved.
Bettmann/Contributor/Bettmann/Getty Images
Today, there are more than 1 million workers affiliated with the
Missionaries of Charity in
more than 40 countries. The charity provides help to people who
have been hurt by floods,
epidemics, famines, and war. The Missionaries of Charity also
operate hospitals, schools,
orphanages, youth centers, shelters for the sick, and hospices.
For her humanitarian work
and efforts for peace, Mother Teresa has been recognized with
many awards, including the
76
Pope John XXIII Peace Prize (1971), the Nehru Award (1972),
the U.S. Presidential Medal
86. of Freedom (1985), and the Congressional Gold Medal (1994).
Although she struggled
with deteriorating health in her later years, Mother Teresa
remained actively involved in her
work to the very end. She died at the age of 87 in 1997. In
September 2016, Pope Francis
declared Mother Teresa a saint, with the official name of Saint
Teresa of Kolkata. In a
statement announcing the canonization, the Vatican called her a
“metaphor for selfless
devotion and holiness” (Lyman, 2016).
Traits and Characteristics
Mother Teresa was a simple woman of small stature who
dressed in a plain blue and white
sari, and who never owned more than the people she served.
Mirroring her appearance, her
mission was simple—to care for the poor. From her first year on
the streets of Kolkata
where she tended to one dying person to her last years when
thousands of people were
cared for by the Missionaries of Charity, Mother Teresa stayed
focused on her goal. She
was a true civil servant who was simultaneously determined and
fearless, and humble and
spiritual. She often listened to the will of God. When criticized
for her stand on abortion
and women’s role in the family, or her approaches to
eliminating poverty, Mother Teresa
responded with a strong will; she never wavered in her deep-
seated human values. Teaching
by example with few words, she was a role model for others.
Clearly, Mother Teresa was a
leader who practiced what she preached (Gonzalez-Balado,
1997; Sebba, 1997; Spink,
87. 1997; Vardey, 1995).
77
Bill Gates (1955–)
For many years, William (Bill) H. Gates III, cofounder and
chair of Microsoft
Corporation, the world’s largest developer of software for
personal computers, was the
wealthiest person in the world with assets estimated at more
than $70 billion. A self-made
man, Gates began his interest in computers at the age of 13
when he and a friend developed
their first computer software program. He later attended
Harvard University but left,
without graduating, to focus on software development. He
cofounded Microsoft in 1975.
Under Gates’s leadership, Microsoft developed the well-known
Microsoft Disk Operating
System (MS-DOS), Windows operating system, and Internet
Explorer browser. Microsoft
is one of the fastest-growing and most profitable companies
ever established. From the
success of Microsoft, Gates and his wife established the Bill &
Melinda Gates Foundation
in 2000 to reduce inequities and improve lives around the
world. This foundation
promotes education, addresses global health issues (such as
malaria, HIV/AIDS, and
tuberculosis), sponsors libraries, and supports housing and
community initiatives in the
Pacific Northwest. Beginning in 2006, Gates transitioned away
from his day-to-day
88. operating role at Microsoft to spend more time working with his
foundation, but he
remained the corporation’s chair. But in February 2014, Gates
stepped down as the
company’s board chairman in order to increase his involvement
in the company’s
operations, serving in a new role of technology adviser and
mentor to the company’s new
CEO Satya Nadella. Gates continues to tackle global challenges
as co-chair of the Bill &
Melinda Gates Foundation, which has become the world’s
largest private charitable
foundation.
78
Yamaguchi Haruyoshi/Contributor/Corbis Historical/Getty
Images
Traits and Characteristics
Bill Gates is both intelligent and visionary. When he cofounded
Microsoft, he had a vision
about how to meet the technological needs of people in the
future, and he hired friends to
help him accomplish that vision. Gates is also task oriented and
diligent, often working 12
79
or more hours a day to promote his interest in software product
development.
89. Furthermore, Gates is focused and aggressive. When Microsoft
was accused by the U.S.
government of antitrust violations, Gates appeared before
congressional hearings and
strongly defended his company. When asked about whether he
has a “win at all cost”
mentality, he answered that you bring people together to work
on products and make
products better, but there is never a finish line—there are
always challenges ahead (Jager &
Ortiz, 1997, pp. 151–152). In his personal style, Gates is
simple, straightforward,
unpretentious, and altruistic: He has demonstrated a strong
concern for the poor and
underserved.
Intelligence in Leadership
80
Oprah Winfrey (1954–)
An award-winning television talk show host, Oprah Winfrey is
one of the most powerful
and influential women in the world. Born in rural Mississippi
into a dysfunctional family,
she was raised by her grandmother until she was 6. Winfrey
learned to read at a very early
age and skipped two grades in school. Her adolescent years
were difficult: While living in
inner-city Milwaukee with her mother who worked two jobs,
Winfrey was molested by a
family member. Despite these experiences, she was an honors
student in high school and
90. received national accolades for her oratory ability. She received
a full scholarship to
Tennessee State University, where she studied communication
and worked at a local radio
station. Winfrey’s work in the media eventually led her to
Chicago where she became host
of the highly acclaimed Oprah Winfrey Show. In 2007, Winfrey
was the highest-paid
entertainer in television, earning an annual salary estimated at
$260 million. She also is an
actor, a producer, a book critic, and a magazine publisher, and,
in 2011, left her successful
television show to concentrate on her television network, OWN.
For years, Winfrey had
publicly battled her weight, using her struggles as inspiration
for her millions of fans to lead
healthier lives. In 2015, Winfrey become a 10% stockholder and
board member of the diet
empire Weight Watchers. Winfrey, who has long shown an
interest in health issues and
dieting programs, serves as an adviser to the company, using
her undeniable clout to further
encourage others to engage in healthier lifestyles.
81
Frederick M. Brown/Stringer/Getty Images Entertainment/Getty
Images
Her total wealth is estimated at more than $3.1 billion. Winfrey
is also a highly regarded
philanthropist: Her giving has focused on making a difference
in the lives of the
underprivileged and poor. Winfrey has paid special attention to
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