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 v

Foreword

The first edition of this popular, widely used textbook was published in 1993,
and the authors have continually upgraded it with each new edition including
this one.
In a sense, no new foreword is needed; many principles of leadership are
timeless. For example, references to Shakespeare and Machiavelli need no
updating. However, the authors have refreshed examples and anecdotes, and
they have kept up with the contemporary research and writing of leadership
experts. Unfortunately, many of the reasons why leaders fail have also proved
timeless. Flawed strategies, indecisiveness, arrogance, the naked pursuit of
power, inept followers, the inability to build teams, and societal changes have
resulted in corrupt governments, lost wars, failed businesses, repressive
regimes around the globe, and sexual discrimination and/or harassment.
These occurrences remind us that leadership can be used for selfless or
selfish reasons, and it is up to those in charge to decide why they choose to
lead.
Such examples keep this book fresh and relevant; but the earlier foreword,
reprinted here, still captures the tone, spirit, and achievements of these
authors’ work.
Often the only difference between chaos and a smoothly functioning
operation is leadership; this book is about that difference.
The authors are psychologists; therefore, the book has a distinctly
psychological tone. You, as a reader, are going to be asked to think about
leadership the way psychologists do. There is much here about psychological
tests and surveys, about studies done in psychological laboratories, and about
psychological analyses of good (and poor) leadership. You will often run
across common psychological concepts in these pages, such as personality,
values, attitudes, perceptions, and self-esteem, plus some not-so-common
“jargon-y” phrases like double-loop learning, expectancy theory, and
perceived inequity. This is not the same kind of book that would be written
by coaches, sales managers, economists, political scientists, or generals.
Be not dismayed. Because these authors are also teachers with a good eye
and ear for what students find interesting, they write clearly and cleanly, and
they have also included a host of entertaining, stimulating snapshots of
leadership: quotes, anecdotal Highlights, and personal glimpses from a wide
range of intriguing people, each offered as an illustration of some scholarly
point.
Also, because the authors are, or have been at one time or another,
together or singly, not only psychologists and teachers but also children,
students, Boy Scouts, parents, professors (at the U.S. Air Force Academy),
Air Force officers, pilots, church members, athletes, administrators, insatiable
readers, and convivial raconteurs, their stories and examples are drawn from
a wide range of personal sources, and their anecdotes ring true.
As psychologists and scholars, they have reviewed here a wide range of
psychological studies, other scientific inquiries, personal reflections of
leaders, and philosophic writings on the topic of leadership. In distilling this
material, they have drawn many practical conclusions useful for current and
potential leaders. There
vi
are suggestions here for goal setting, for running meetings, for negotiating,
for managing conflict within groups, and for handling your own personal
stress, to mention just a few.
All leaders, no matter what their age and station, can find some useful tips
here, ranging over subjects such as body language, keeping a journal, and
how to relax under tension.
In several ways the authors have tried to help you, the reader, feel what it
would be like “to be in charge.” For example, they have posed quandaries
such as the following: You are in a leadership position with a budget
provided by an outside funding source. You believe strongly in, say, Topic A,
and have taken a strong, visible public stance on that topic. The head of your
funding source takes you aside and says, “We disagree with your stance on
Topic A. Please tone down your public statements, or we will have to take
another look at your budget for next year.”
What would you do? Quit? Speak up and lose your budget? Tone down
your public statements and feel dishonest? There’s no easy answer, and it’s
not an unusual situation for a leader to be in. Sooner or later, all leaders have
to confront just how much outside interference they will tolerate in order to
be able to carry out programs they believe in.
The authors emphasize the value of experience in leadership
development, a conclusion I thoroughly agree with. Virtually every leader
who makes it to the top of whatever pyramid he or she happens to be
climbing does so by building on earlier experiences. The successful leaders
are those who learn from these earlier experiences, by reflecting on and
analyzing them to help solve larger future challenges. In this vein, let me
make a suggestion. Actually, let me assign you some homework. (I know, I
know, this is a peculiar approach in a book foreword; but stay with me—I
have a point.)
Your Assignment: To gain some useful leadership experience, persuade
eight people to do some notable activity together for at least two hours that
they would not otherwise do without your intervention. Your only restriction
is that you cannot tell them why you are doing this.
It can be any eight people: friends, family, teammates, club members,
neighbors, students, working colleagues. It can be any activity, except that it
should be something more substantial than watching television, eating, going
to a movie, or just sitting around talking. It could be a roller-skating party, an
organized debate, a songfest, a long hike, a visit to a museum, or volunteer
work such as picking up litter or visiting a nursing home. If you will take it
upon yourself to make something happen in the world that would not have
otherwise happened without you, you will be engaging in an act of leadership
with all of its attendant barriers, burdens, and pleasures, and you will quickly
learn the relevance of many of the topics that the authors discuss in this book.
If you try the eight-person-two-hour experience first and read this book later,
you will have a much better understanding of how complicated an act of
leadership can be. You will learn about the difficulties of developing a vision
(“Now that we are together, what are we going to do?”), of motivating others,
of setting agendas and timetables, of securing resources, of the need for
follow-through. You may even learn about “loneliness at the top.” However,
if you are
vii
successful, you will also experience the thrill that comes from successful
leadership. One person can make a difference by enriching the lives of
others, if only for a few hours. And for all of the frustrations and
complexities of leadership, the tingling satisfaction that comes from success
can become almost addictive. The capacity for making things happen can
become its own motivation. With an early success, even if it is only with
eight people for two hours, you may well be on your way to a leadership
future.
The authors believe that leadership development involves reflecting on
one’s own experiences. Reading this book in the context of your own
leadership experience can aid in that process. Their book is comprehensive,
scholarly, stimulating, entertaining, and relevant for anyone who wishes to
better understand the dynamics of leadership, and to improve her or his own
personal performance.

David P. Campbell
Psychologist/Author
viii

Preface

Perhaps by the time they are fortunate enough to have completed eight
editions of a textbook, it is a bit natural for authors to believe something like,
“Well, now we’ve got it just about right … there couldn’t be too many
changes for the next edition” (that is, this one). Of course, there are changes
because this is a new edition. Some of the changes are rather general and
pervasive in nature while others represent targeted changes in specific
chapters of an otherwise successful text. The more general and pervasive
changes are those things one would expect to find in the new edition of any
textbook: the inclusion of recent research findings across all chapters as well
as extensive rework in the vast majority of chapters of the very popular
Highlights. The latter work involved the addition of numerous new
Highlights as well as the elimination of those that had become dated and/or
less central to the material in their respective chapters. Examples of the new
Highlights include bullying bosses, gender stereotyping, and possible
evolutionary roots to the pull toward greater organizational transparency.
There are also many new Profiles in Leadership covering leaders as diverse
as Sheikh Zayed, founder of the United Arab Emirates; Stan Lee, who was
the creative genius behind Marvel Comics; and Lin-Manuel Miranda, whose
musical Hamilton became a Broadway phenomenon.
The most significant structural change to the book involved changes to the
8th edition’s Chapter 9 (“Motivation, Satisfaction and Performance”). In
order to better address the extensive academic literature in those broad areas
we divided the material into two chapters. In this 9th edition, Chapter 9 is
now titled “Motivation, Performance and Effectiveness;” it includes the five
motivational theories from before along with a detailed description of the
performance management cycle (planning, monitoring, and evaluating
performance) as well as common ways to measure team and organizational
effectiveness. Chapter 10 is a new chapter entitled “Satisfaction,
Engagement, and Potential.” It includes substantially enhanced content on
engagement as well as a detailed discussion on potential, including readiness
and succession planning. And while all the chapters were revised in several
ways, two other chapters saw relatively greater change. Chapter 6 has
substantially more content on the subject of emotional intelligence as well as
more extensive treatment of strength based leadership and neuroleadership.
Chapter 12 includes expanded treatment of organizational culture types. And
as noted above, all chapters include updates on relevant research and changes
in Highlights and Profiles in Leadership.
As always, we are indebted to the superb editorial staff at McGraw-Hill
Education including Laura Hurst Spell, associate portfolio manager; Rick
Hecker, content project manager; and Tracy Jensen, freelance development
editor. They all have been wise, supportive, helpful, and pleasant partners in
this process, and it has been our good fortune to know and work with such a
professional team. We are
ix
grateful for the scholarly and insightful perspectives of the following scholars
who provided helpful feedback on particular portions of the text:

Patricia Ann Castelli

Lawrence Technological University

Gary Corona
Florida State College at Jacksonville

Nathaniel Vargas Gallegos

Chadron State College
Gerald J Herbison
The American College

Rajnandini Pillai
California State University San Marcos

Benjamin Redekop
Christopher Newport University

Once again we dedicate this book to the leaders of the past from whom we
have learned, the leaders of today whose behaviors and actions shape our
ever-changing world, and the leaders of tomorrow whom we hope will
benefit from the lessons in this book as they face the challenges of change
and globalization in an increasingly interconnected world.

Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
x

Brief Contents

PART ONE:
Leadership Is a Process, Not a Position
Chapter 1: What Do We Mean by Leadership?
Chapter 2: Leader Development
Chapter 3: Skills for Developing Yourself as a Leader

PART TWO:
Focus on the Leader
Chapter 4: Power and Influence
Chapter 5: Values, Ethics, and Character
Chapter 6: Leadership Attributes
Chapter 7: Leadership Behavior
Chapter 8: Skills for Building Personal Credibility and Influencing
Others

PART THREE:
Focus on the Followers
Chapter 9: Motivation, Performance, and Effectiveness
Chapter 10: Satisfaction, Engagement, and Potential
Chapter 11: Groups, Teams, and Their Leadership
Chapter 12: Skills for Developing Others

PART FOUR:
Focus on the Situation
Chapter 13: The Situation
Chapter 14: Contingency Theories of Leadership
Chapter 15: Leadership and Change
Chapter 16: The Dark Side of Leadership
Chapter 17: Skills for Optimizing Leadership as Situations Change
 xi

Contents

Preface

PART ONE
Leadership Is a Process, Not a Position

Chapter 1
What Do We Mean by Leadership?
Introduction
What Is Leadership?
Leadership Is Both a Science and an Art
Leadership Is Both Rational and Emotional
Leadership and Management
Leadership Myths
Myth: Good Leadership Is All Common Sense
Myth: Leaders Are Born, Not Made
Myth: The Only School You Learn Leadership from Is the School of Hard
Knocks
The Interactional Framework for Analyzing Leadership
 The Leader
The Followers
The Situation
Illustrating the Interactional Framework: Women in Leadership Roles
There Is No Simple Recipe for Effective Leadership
Summary

Chapter 2
Leader Development
Introduction
The Action–Observation–Reflection Model
The Key Role of Perception in the Spiral of Experience
Perception and Observation
Perception and Reflection
Perception and Action
Reflection and Leadership Development
Single- and Double-Loop Learning
Making the Most of Your Leadership Experiences: Learning to Learn from
Experience
Leader Development in College
Leader Development in Organizational Settings
Action Learning
Development Planning
Coaching
Mentoring
Building Your Own Leadership Self-Image
Summary

Chapter 3
Skills for Developing Yourself as a Leader
Introduction
Your First 90 Days as a Leader
Before You Start: Do Your Homework
The First Day: You Get Only One Chance to Make a First Impression
The First Two Weeks: Lay the Foundation
The First Two Months: Strategy, Structure, and Staffing
The Third Month: Communicate and Drive Change
Learning from Experience
Creating Opportunities to Get Feedback
Taking a 10 Percent Stretch
Learning from Others
Keeping a Journal
Having a Developmental Plan
Building Technical Competence
Determining How the Job Contributes to the Overall Mission
Becoming an Expert in the Job
Seeking Opportunities to Broaden Experiences
Building Effective Relationships with Superiors
Understanding the Superior’s World
Adapting to the Superior’s Style
xii

Building Effective Relationships with Peers

 Recognizing Common Interests and Goals
Understanding Peers’ Tasks, Problems, and Rewards
Practicing a Theory Y Attitude
Development Planning
Conducting a GAPS Analysis
Identifying and Prioritizing Development Needs: Gaps of GAPS
Bridging the Gaps: Building a Development Plan
Reflecting on Learning: Modifying Development Plans
Transferring Learning to New Environments

PART TWO
Focus on the Leader

Chapter 4
Power and Influence
Introduction
Some Important Distinctions
Power and Leadership
Sources of Leader Power
A Taxonomy of Social Power
Expert Power
Referent Power
Legitimate Power
Reward Power
Coercive Power
Concluding Thoughts about French and Raven’s Power Taxonomy
 Leader Motives
Influence Tactics
Types of Influence Tactics
Influence Tactics and Power
A Concluding Thought about Influence Tactics
Summary

Chapter 5
Values, Ethics, and Character
Introduction
Leadership and “Doing the Right Things”
Values
Moral Reasoning and Character-Based Leadership
Character-Based Approaches to Leadership
Authentic Leadership
Servant Leadership
The Roles of Ethics and Values in Organizational Leadership
Leading by Example: The Good, the Bad, and the Ugly
Creating and Sustaining an Ethical Climate
Summary

Chapter 6
Leadership Attributes
Introduction
Personality Traits and Leadership
What Is Personality?
 The Five Factor or OCEAN Model of Personality
Implications of the Five Factor or OCEAN Model
Personality Types and Leadership
The Differences between Traits and Types
Psychological Preferences as a Personality Typology
Implications of Preferences and Types
Intelligence and Leadership
What Is Intelligence?
The Triarchic Theory of Intelligence
Implications of the Triarchic Theory of Intelligence
Intelligence and Stress: Cognitive Resources Theory
Emotional Intelligence and Leadership
What Is Emotional Intelligence?
Can Emotional Intelligence Be Measured and Developed?
Implications of Emotional Intelligence
Summary

Chapter 7
Leadership Behavior
Introduction
Studies of Leadership Behavior
Why Study Leadership Behavior?
The Early Studies
The Leadership Grid
Competency Models
The Leadership Pipeline
Community Leadership
xiii

Assessing Leadership Behaviors: Multirater Feedback Instruments

Summary

Chapter 8
Skills for Building Personal Credibility and Influencing Others
Building Credibility
The Two Components of Credibility
Building Expertise
Building Trust
Expertise × Trust
Communication
Know What Your Purpose Is
Choose an Appropriate Context and Medium
Send Clear Signals
Actively Ensure That Others Understand the Message
Listening
Demonstrate Nonverbally That You Are Listening
Actively Interpret the Sender’s Message
Attend to the Sender’s Nonverbal Behavior
Avoid Becoming Defensive
Assertiveness
Use “I” Statements
Speak Up for What You Need
Learn to Say No
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or close one's eyes, 60, 29 wiped beside (part.), cheated out of,
defrauded of, 132, 19 wittely, wyttdye (adv.), wisely, cleverly,
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