Description
Module 09: Inclusive Leadership
This module introduces the study of inclusive leadership, which is related to how we address and manage individuals from diverse demographic backgrounds. In today’s global environment, diversity is not only defined as race, gender, religion, and age, but also involves social background and cultural norms. Building on the idea of cultural dimensions, cultural clusters are useful to illustrate country-level cultural similarities and differences, which can help us understand individuals’ behaviors to effectively manage inclusiveness. This module addresses inclusiveness, culture, and leadership while evaluating how they can help increase organizational competitiveness and success. You will also explore the topics of universal leadership
Discussion Question
Question Requirements:
Culture and Leadership
You have been selected to open two subsidiaries of organization XYZ. The headquarters of the organization is in the KSA. The organization is dedicated to the production of mobile devices. One of these new subsidiaries will be located in Mexico and the other one will be located in Denmark.
As you can see in the image below, which is from Hofstede’s Cultural Dimension Theory, there are differences and similarities among the countries. Leaders should attempt to understand these differences to create effective organizational strategies. Specifically, these cultural dimensions can help leaders determine business approaches, how to address negotiations, and can aid in creating strong management and leadership styles.
Source: Hofstede Insights. (2021). Country comparison. https://www.hofstede-insights.com/country-comparison/denmark,mexico,saudi-arabia/
In addition to Hofstede’s Cultural Dimension Theory, the GLOBE research has identified six global leadership behaviors that are considered important in different cultures. These leadership behaviors are as follows:
Charismatic/ Value-Based
Team-Oriented
Participative
Humane-Oriented
Autonomous
Self-Protective
Based on Hofstede’s cultural dimensions, briefly describe the similarities and differences between the dimensions in Denmark, the KSA, and Mexico.
Analyze how the cultural dimensions of the three countries (i.e., Denmark, the KSA, and Mexico) impact leadership styles, leadership behaviors, and the decision-making process of leaders. What factors most greatly impact leadership qualities?
Directions:
Discuss the concepts, principles, and theories from your textbook. Cite your textbooks and cite any other sources.
Write the discuss that includes an introduction paragraph, the body, and a conclusion paragraph to address the assignment’s guide questions.
Your initial post should address all components of the question with a 600-word limit.
Learning Outcomes
Analyze inclusive leadership practices.
Evaluate the dimensions of culture in relation to leadership.
Readings
Required:
Leadership: Theory and Practice: Chapter 12: Inclusive Leadership
Hofstede Insights. (2021). Country Comparison.
Geert Hofstede Insights [review website]
Recommended:
Chapter 12 PowerPoint Slides – Leadership: Theory and Practice
Unformatted Attachment Preview
Module 09: Inclusive Leadership
This module introduces the study of inclusive leadership, which is related to how we address and
manage individuals from diverse demographic backgrounds. In today’s global environment, diversity
is not only defined as race, gender, religion, and age, but also involves social background and cultural
norms. Building on the idea of cultural dimensions, cultural clusters are useful to illustrate countrylevel cultural similarities and differences, which can help us understand individuals’ behaviors to
effectively manage inclusiveness. This module addresses inclusiveness, culture, and leadership while
evaluating how they can help increase organizational competitiveness and success. You will also
explore the topics of universal leadership
Discussion Question
Question Requirements:
Culture and Leadership
You have been selected to open two subsidiaries of organization XYZ. The headquarters of the
organization is in the KSA. The organization is dedicated to the production of mobile devices. One of
these new subsidiaries will be located in Mexico and the other one will be located in Denmark.
As you can see in the image below, which is from Hofstede’s Cultural Dimension Theory, there are
differences and similarities among the countries. Leaders should attempt to understand these
differences to create effective organizational strategies. Specifically, these cultural dimensions can
help leaders determine business approaches, how to address negotiations, and can aid in creating
strong management and leadership styles.
Source: Hofstede Insights. (2021). Country comparison. https://www.hofstede-insights.com/countrycomparison/denmark,mexico,saudi-arabia/
In addition to Hofstede’s Cultural Dimension Theory, the GLOBE research has identified six global
leadership behaviors that are considered important in different cultures. These leadership behaviors
are as follows:
•
•
•
•
•
•
Charismatic/ Value-Based
Team-Oriented
Participative
Humane-Oriented
Autonomous
Self-Protective
1. Based on Hofstede’s cultural dimensions, briefly describe the similarities and differences
between the dimensions in Denmark, the KSA, and Mexico.
2. Analyze how the cultural dimensions of the three countries (i.e., Denmark, the KSA, and
Mexico) impact leadership styles, leadership behaviors, and the decision-making process of
leaders. What factors most greatly impact leadership qualities?
Directions:
•
•
•
Discuss the concepts, principles, and theories from your textbook. Cite your textbooks and
cite any other sources.
Write the discuss that includes an introduction paragraph, the body, and a conclusion
paragraph to address the assignment’s guide questions.
Your initial post should address all components of the question with a 600-word limit.
Learning Outcomes
1. Analyze inclusive leadership practices.
2. Evaluate the dimensions of culture in relation to leadership.
Readings
Required:
• Leadership: Theory and Practice: Chapter 12: Inclusive Leadership
• Hofstede Insights. (2021). Country Comparison.
• Geert Hofstede Insights [review website]
Recommended:
• Chapter 12 PowerPoint Slides – Leadership: Theory and Practice
Chapter 12: Inclusive Leadership
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
Description (1 of 2)
• Inclusive leadership defined.
• Can be competitive advantage.
• Diversity management.
• Organizational initiatives value all
differences.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
2
Description (2 of 2)
• Reduces negative, develops positive
processes.
• Lacks consistent theoretical foundation.
• One of many leadership demands.
• Modern leaders create diverse
opportunities.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
3
Inclusion Defined (1 of 5)
• Basic interpersonal human need.
• Relational leadership.
• Differs from participative leadership.
• Inclusion may encompass other concepts.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
4
Inclusion Defined (2 of 5)
• Optimal distinctiveness theory.
– Belongingness.
– Uniqueness.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
5
Inclusion Defined (3 of 5)
• Four possible outcomes.
– Exclusion.
– Differentiation.
– Assimilation.
– Inclusion.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
6
Inclusion Defined (4 of 5)
Author, Title and Edition. © SAGE Publications, 2018.
7
Inclusion Defined (5 of 5)
• Three goals of inclusion.
– Shared group identity.
– Reduce status differences.
– Facilitate participation and involvement.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
8
A Model of Inclusive Leadership
(1 of 5)
Antecedent Conditions: Leader
Characteristics.
• Antecedent conditions.
– Pro-diversity beliefs.
– Cognitive complexity.
– Leader personality factors.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
9
A Model of Inclusive Leadership
(2 of 5)
Antecedent Conditions: Group Diversity
Cognitions.
– Diversity cognitions within the group.
– Multicultural beliefs.
– Psychological climates.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
10
A Model of Inclusive Leadership
(3 of 5)
Antecedent Conditions: Organizational
Policies and Practices.
• Support inclusive leaders.
• Indicate commitment to diversity.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
11
A Model of Inclusive Leadership
(4 of 5)
Inclusive Leadership Behaviors.
• Psychologically safe environments.
• Leader inclusiveness.
• Qualities of inclusive leaders.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
12
A Model of Inclusive Leadership
(5 of 5)
Outcomes.
• Low-status individuals benefit.
• Well-being.
• Learning from failure and creativity.
• Related to helping behaviors.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
13
How Does Inclusive Leadership
Work?
• Shared identity.
• Reducing status differences within groups.
• Follower participation/involvement.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
14
Strengths
• Emphasizes everyone’s involvement.
• Aligns with other theories.
• Shares leadership responsibilities within
group.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
15
Criticisms
• Lacks clear definition.
• Difficult to measure.
• Isolated from existing literature.
• More research is needed.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
16
Application (1 of 4)
• May be learned and developed.
• Hierarchy transitions to distributed power.
• Assessment-challenge-support (ACS)
model evaluations.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
17
Application (2 of 4)
Assessment.
• Assessment.
• Means of assessment.
• Must recognize bias to mitigate.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
18
Application (3 of 4)
Challenge.
• Challenges.
• Self-development.
• Breaking with convention.
• Necessary for inclusivity.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
19
Application (4 of 4)
Support.
• Support.
• Particularly mentors and colleagues.
• Organization can support inclusivity.
Northouse, Leadership, 9th edition. © SAGE Publications, 2021.
20
1
LEADERSHIP
Ninth Edition
2
3
DEDICATION
To Madison, Isla, Sullivan, and Edison
4
5
LEADERSHIP
Theory and Practice
Ninth Edition
Peter G. Northouse
Western Michigan University
Los Angeles
London
New Delhi
Singapore
Washington DC
6
Melbourne
7
FOR INFORMATION:
SAGE Publications, Inc.
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Copyright © 2022 by SAGE Publications, Inc.
All rights reserved. Except as permitted by U.S. copyright law, no part of
this work may be reproduced or distributed in any form or by any means, or
8
stored in a database or retrieval system, without permission in writing from
the publisher.
All third party trademarks referenced or depicted herein are included solely
for the purpose of illustration and are the property of their respective
owners. Reference to these trademarks in no way indicates any relationship
with, or endorsement by, the trademark owner.
Printed in Canada
Library of Congress Cataloging-in-Publication Data
Names: Northouse, Peter Guy, author.
Title: Leadership : theory and practice / Peter G. Northouse, Western Michigan University.
Description: Ninth Edition. | Thousand Oaks : SAGE Publishing, 2021. | Revised edition of
the author’s Leadership, [2019] | Includes bibliographical references and index.
Identifiers: LCCN 2020045038 | ISBN 9781544397566 (paperback) | ISBN
9781071836149 | 9781071834466 (epub) | ISBN 9781071834473 (epub) | ISBN
9781071834480 (pdf)
Subjects: LCSH: Leadership. | Leadership—Case studies.
Classification: LCC HM1261 .N67 2021 | DDC 303.3/4—dc23 LC record available at
https://lccn.loc.gov/2020045038
This book is printed on acid-free paper.
21 22 23 24 25 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Maggie Stanley
Content Development Editor: Lauren Gobell
Editorial Assistant: Sarah Wilson
Production Editor: Tracy Buyan
Copy Editor: Melinda Masson
Typesetter: C&M Digitals (P) Ltd.
9
Proofreader: Jennifer Grubba
Indexer: Integra
Cover Designer: Gail Buschman
Marketing Manager: Jennifer Jones
10
11
BRIEF CONTENTS
Preface
Acknowledgments
About the Author
About the Contributors
Chapter 1 Introduction
Chapter 2 Trait Approach
Chapter 3 Skills Approach
Chapter 4 Behavioral Approach
Chapter 5 Situational Approach
Chapter 6 Path–Goal Theory
Chapter 7 Leader–Member Exchange Theory
Chapter 8 Transformational Leadership
Chapter 9 Authentic Leadership
Chapter 10 Servant Leadership
Chapter 11 Adaptive Leadership
Chapter 12 Inclusive Leadership
Chapter 13 Followership
Chapter 14 Gender and Leadership
Chapter 15 Leadership Ethics
Chapter 16 Team Leadership
References
Author Index
Subject Index
12
13
DETAILED CONTENTS
Preface
Acknowledgments
About the Author
About the Contributors
Chapter 1 Introduction
Leadership Defined
Ways of Conceptualizing Leadership
Definition and Components
Leadership Described
Trait Versus Process Leadership
Assigned Versus Emergent Leadership
Leadership and Power
Leadership and Coercion
Leadership and Morality
Leadership Is a Neutral Process
Leadership Is a Moral Process
Leadership and Management
Plan of the Book
Case Study
Case 1.1 Open Mouth . . .
Leadership Instrument
Conceptualizing Leadership Questionnaire
Summary
Chapter 2 Trait Approach
Description
Intelligence
Self-Confidence
Determination
Integrity
Sociability
Five-Factor Personality Model and Leadership
Strengths and Leadership
Emotional Intelligence
How Does the Trait Approach Work?
Strengths
14
Criticisms
Application
Case Studies
Case 2.1 Choosing a New Director of Research
Case 2.2 Recruiting for the Bank
Case 2.3 Elon Musk
Leadership Instrument
Leadership Trait Questionnaire (LTQ)
Summary
Chapter 3 Skills Approach
Description
Three-Skill Approach
Technical Skills
Human Skills
Conceptual Skills
Summary of the Three-Skill Approach
Skills Model
Individual Attributes
Competencies
Influences on Skills Development
Leadership Outcomes
Summary of the Skills Model
How Does the Skills Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 3.1 A Strained Research Team
Case 3.2 Andy’s Recipe
Case 3.3 2019 Global Teacher of the Year: Peter Tabichi
Leadership Instrument
Skills Inventory
Summary
Chapter 4 Behavioral Approach
Description
Task and Relationship Behaviors
Task Orientation
15
Relationship Orientation
Historical Background of the Behavioral Approach
The Ohio State Studies
The University of Michigan Studies
Blake and Mouton’s Managerial (Leadership) Grid
Paternalism/Maternalism
Opportunism
Recent Studies
How Does the Behavioral Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 4.1 A Drill Sergeant at First
Case 4.2 We Are Family
Case 4.3 Cheer Coach Monica Aldama
Leadership Instrument
Leadership Behavior Questionnaire
Summary
Chapter 5 Situational Approach
Description
Leadership Style
Development Level
How Does SLII® Work?
Strengths
Criticisms
Application
Case Studies
Case 5.1 Marathon Runners at Different Levels
Case 5.2 Getting the Message Across
Case 5.3 Philosophies of Chinese Leadership
Leadership Instrument
SLII® Questionnaire: Sample Items
Summary
Chapter 6 Path–Goal Theory
Description
Leader Behaviors
16
Directive Leadership
Supportive Leadership
Participative Leadership
Achievement-Oriented Leadership
Follower Characteristics
Task Characteristics
How Does Path–Goal Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 6.1 Three Shifts, Three Supervisors
Case 6.2 Playing in the Orchestra
Case 6.3 Row the Boat
Leadership Instrument
Path–Goal Leadership Questionnaire
Summary
Chapter 7 Leader–Member Exchange Theory
Description
Early Studies
Later Studies
Leadership Development
Emotions and LMX Development
How Does LMX Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 7.1 His Team Gets the Best Assignments
Case 7.2 Working Hard at Being Fair
Case 7.3 Pixar: Creating Space for Success
Leadership Instrument
LMX-7 Questionnaire
Summary
Chapter 8 Transformational Leadership
Description
Transformational Leadership Defined
17
Transformational Leadership and Charisma
A Model of Transformational Leadership
Transformational Leadership Factors
Transactional Leadership Factors
Nonleadership Factor
Transformational Leadership Measurements
Other Transformational Perspectives
Bennis and Nanus
Kouzes and Posner
How Does the Transformational Leadership Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 8.1 The Vision Failed
Case 8.2 An Exploration in Leadership
Case 8.3 Grandmothers and Benches
Leadership Instrument
Transformational Leadership Inventory
Summary
Chapter 9 Authentic Leadership
Description
Authentic Leadership Defined
Approaches to Authentic Leadership
Practical Approach
Theoretical Approach
How Does Authentic Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 9.1 Am I Really a Leader?
Case 9.2 Kassie’s Story
Case 9.3 The Arena of Authenticity
Leadership Instrument
Authentic Leadership Self-Assessment Questionnaire
Summary
18
Chapter 10 Servant Leadership
Description
Servant Leadership Defined
Historical Basis of Servant Leadership
Ten Characteristics of a Servant Leader
Building a Theory About Servant Leadership
Model of Servant Leadership
Antecedent Conditions
Servant Leader Behaviors
Outcomes
Summary of the Model of Servant Leadership
How Does Servant Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 10.1 Global Health Care
Case 10.2 Servant Leadership Takes Flight
Case 10.3 Energy to Inspire the World
Leadership Instrument
Servant Leadership Questionnaire
Summary
Chapter 11 Adaptive Leadership
Description
Adaptive Leadership Defined
A Model of Adaptive Leadership
Situational Challenges
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Leader Behaviors
Adaptive Work
How Does Adaptive Leadership Work?
Strengths
Criticisms
Application
Case Studies
19
Case 11.1 Silence, Stigma, and Mental Illness
Case 11.2 Taming Bacchus
Case 11.3 Agonizing Options for Marlboro College
Leadership Instrument
Adaptive Leadership Questionnaire
Summary
Chapter 12 Inclusive Leadership
Description
Inclusion Defined
A Model of Inclusive Leadership
Antecedent Conditions
Leader Characteristics
Group Diversity Cognitions
Organizational Policies and Practices
Inclusive Leadership Behaviors
Outcomes
How Does Inclusive Leadership Work?
Strengths
Criticisms
Application
Assessment
Challenge
Support
Case Studies
Case 12.1 Difficult Decision
Case 12.2 The Extraversion Advantage
Case 12.3 Inclusive Leadership During a Crisis
Leadership Instrument
Inclusive Leadership Reflection Instrument
Summary
Chapter 13 Followership
Description
Followership Defined
Role-Based and Relational-Based Perspectives
Typologies of Followership
The Zaleznik Typology
The Kelley Typology
20
The Chaleff Typology
The Kellerman Typology
Theoretical Approaches to Followership
Reversing the Lens
The Leadership Co-Created Process
New Perspectives on Followership
Perspective 1: Followers Get the Job Done
Perspective 2: Followers Work in the Best Interest of
the Organization’s Mission
Perspective 3: Followers Challenge Leaders
Perspective 4: Followers Support the Leader
Perspective 5: Followers Learn From Leaders
Followership and Destructive Leaders
1. Our Need for Reassuring Authority Figures
2. Our Need for Security and Certainty
3. Our Need to Feel Chosen or Special
4. Our Need for Membership in the Human Community
5. Our Fear of Ostracism, Isolation, and Social Death
6. Our Fear of Powerlessness to Challenge a Bad
Leader
How Does Followership Work?
Strengths
Criticisms
Application
Case Studies
Case 13.1 Bluebird Care
Case 13.2 Olympic Rowers
Case 13.3 Penn State Sexual Abuse Scandal
Leadership Instrument
Followership Questionnaire
Summary
Chapter 14 Gender and Leadership
Description
The Glass Ceiling Turned Labyrinth
Evidence of the Leadership Labyrinth
Understanding the Labyrinth
Gender Differences in Leadership Styles and Effectiveness
21
Navigating the Labyrinth
Strengths
Criticisms
Application
Case Studies
Case 14.1 The “Glass Ceiling”
Case 14.2 Pregnancy as a Barrier to Job Status
Case 14.3 Jacinda Ardern, Prime Minister of New Zealand
Leadership Instrument
Gender-Leader Bias Questionnaire
Summary
Chapter 15 Leadership Ethics
Description
Ethics Defined
Level 1. Preconventional Morality
Level 2. Conventional Morality
Level 3. Postconventional Morality
Ethical Theories
Centrality of Ethics to Leadership
Heifetz’s Perspective on Ethical Leadership
Burns’s Perspective on Ethical Leadership
The Dark Side of Leadership
Principles of Ethical Leadership
Ethical Leaders Respect Others
Ethical Leaders Serve Others
Ethical Leaders Are Just
Ethical Leaders Are Honest
Ethical Leaders Build Community
Strengths
Criticisms
Application
Case Studies
Case 15.1 Choosing a Research Assistant
Case 15.2 Reexamining a Proposal
Case 15.3 Ship Shape
Leadership Instrument
Ethical Leadership Style Questionnaire (Short Form)
22
Summary
Chapter 16 Team Leadership
Description
Team Leadership Model
Team Effectiveness
Leadership Decisions
Leadership Actions
How Does the Team Leadership Model Work?
Strengths
Criticisms
Application
Case Studies
Case 16.1 Team Crisis Within the Gates
Case 16.2 Starts With a Bang, Ends With a Whimper
Case 16.3 1980 U.S. Olympic Hockey Team
Leadership Instrument
Team Excellence and Collaborative Team Leader
Questionnaire
Summary
References
Author Index
Subject Index
23
24
PREFACE
As this ninth edition of Leadership: Theory and Practice goes to press, the
number of confirmed deaths worldwide from the COVID-19 pandemic is
over 1 million. The horrific nature of this pandemic has challenged societies
on a global scale and highlights for all of us the importance of
understanding how leadership works and the value of leadership in times of
crisis. To that end, this edition is written with the objective of bridging the
gap between the often-simplistic popular approaches to leadership and the
more abstract theoretical approaches. Like the previous editions, this edition
reviews and analyzes a selected number of leadership theories, giving
special attention to how each theoretical approach can be applied in realworld organizations. In essence, my purpose is to explore how leadership
theory can inform and direct the way leadership is practiced.
25
NEW TO THIS EDITION
First and foremost, this edition includes a new chapter on inclusive
leadership, which examines the nature of inclusive leadership, its
underpinnings, and how it functions. Authored by two scholars in the areas
of diversity and inclusion, Donna Chrobot-Mason and Quinetta Roberson,
the chapter presents definitions, a model, and the latest research and
applications of this emerging approach to leadership. Underscored in the
chapter is how inclusion is an integration of two factors: (1) an individual’s
connectedness to others and (2) a person’s uniqueness. Finally, this new
chapter provides case studies and leadership instruments to explore how to
practice inclusive leadership in a variety of contexts.
In addition to the discussion of inclusive leadership in Chapter 12, this
edition includes an expanded analysis of leadership and morality—the
“Hitler Question.” It discusses the perplexing question of whether the
process of leadership is inherently a moral process that is concerned with
the common good or whether it is a neutral process that is not dependent on
promoting the common good.
Another new feature in this edition is the inclusion of a real-world case
study in each chapter. Because it is important to acknowledge and see real
leaders exhibiting the behaviors and concepts behind the leadership
approaches discussed in the text, the third case study in each chapter
profiles a leader that epitomizes the chapter’s concepts. These new realworld case studies include profiles from across the globe including a mental
health program utilizing grandmothers in Africa, an Italian energy
company, and New Zealand prime minister Jacinda Ardern. In addition,
there are profiles of leaders responding to crisis including closing a college
and battling COVID-19 on a U.S. aircraft carrier.
This edition retains many special features from previous editions but has
been updated to include new research findings, figures and tables, and
everyday applications for many leadership topics including leader–member
exchange theory, transformational and authentic leadership, team
leadership, the labyrinth of women’s leadership, and historical definitions of
26
leadership. In addition, it includes an expanded look at the relationship
between emotional intelligence and leadership. The format of this edition
parallels the format used in earlier editions. As with previous editions, the
overall goal of Leadership: Theory and Practice is to advance our
understanding of the many different approaches to leadership and ways to
practice it more effectively.
27
SPECIAL FEATURES
Although this text presents and analyzes a wide range of leadership
research, every attempt has been made to present the material in a clear,
concise, and interesting manner. Reviewers of the book have consistently
commented that clarity is one of its major strengths. In addition to the
writing style, several other features of the book help make it user-friendly.
Each chapter follows the same format: It is structured to include first
theory and then practice.
Every chapter contains a discussion of the strengths and criticisms of
the approach under consideration, and assists readers in determining
the relative merits of each approach.
Each chapter includes an application section that discusses the
practical aspects of the approach and how it could be used in today’s
organizational settings.
Three case studies are provided in each chapter to illustrate common
leadership issues and dilemmas. Thought-provoking questions follow
each case study, helping readers to interpret the case.
A questionnaire is provided in each of the chapters to help readers
apply the approach to their own leadership style or setting.
Figures and tables illustrate the content of the theory and make the
ideas more meaningful.
Through these special features, every effort has been made to make this text
substantive, understandable, and practical.
28
AUDIENCE
This book provides both an in-depth presentation of leadership theory and a
discussion of how it applies to real-life situations. Thus, it is intended for
undergraduate and graduate classes in management, leadership studies,
business, educational leadership, public administration, nursing and allied
health, social work, criminal justice, industrial and organizational
psychology, communication, religion, agricultural education, political and
military science, and training and development. It can also be utilized
outside of academia by small and large companies, as well as federal
government agencies, to aid in developing the learner’s leadership skills. It
is particularly well suited as a supplementary text for core organizational
behavior courses or as an overview text within MBA curricula. This book
would also be useful as a text in student activities, continuing education, inservice training, and other leadership-development programs.
29
TEACHING RESOURCES
This text includes an array of instructor teaching materials designed to save
you time and to help you keep students engaged. To learn more, visit
sagepub.com or contact your SAGE representative at
sagepub.com/findmyrep.
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 . This URL is referenced
at several points throughout your electronic edition.
30
31
ACKNOWLEDGMENTS
Many people directly or indirectly contributed to the development of the
ninth edition of Leadership: Theory and Practice. First, I would like to
acknowledge my editor, Maggie Stanley, and her talented team at SAGE
Publications (Lauren Gobell and Sarah Wilson), who have contributed in so
many different ways to the quality and success of this book. For their very
capable work during the production phase, I would like to thank the copy
editor, Melinda Masson, and the project editor, Tracy Buyan. In her own
unique way, each of these people made valuable contributions to the ninth
edition.
I would like to thank the following reviewers for their valuable
contributions to the development of this manuscript:
Sidney R. Castle, National University
Jason Headrick, Texas Tech University
Michelle Jefferson, Rutgers, The State University of New Jersey
Gary F. Kohut, The University of North Carolina at Charlotte
R. Jeffery Maxfield, Utah Valley University
Daniel F. Nehring, Morehead State University
Michael Pace, Texas A&M University
Heather I. Scott, Kennesaw State University
Charlotte Silvers, Texas Tech University
Elena Svetieva, University of Colorado Colorado Springs
Mark Vrooman, Utica College
32
Isaac Wanasika, University of Northern Colorado
Rosie Watwood, Concordia University Texas
I would like to thank the following reviewers for their valuable
contributions to the development of the eighth-edition manuscript:
Sandra Arumugam-Osburn, St. Louis Community College–Forest Park
Rob Elkington, University of Ontario Institute of Technology
Abimbola Farinde, Columbia Southern University
Belinda S. Han, Utah Valley University
Deborah A. Johnson-Blake, Liberty University
Benjamin Kutsyuruba, Queen’s University
Chenwei Liao, Michigan State University
Heather J. Mashburn, Appalachian State University
Comfort Okpala, North Carolina A&T State University
Ric Rohm, Southeastern University
Patricia Dillon Sobczak, Virginia Commonwealth University
Victor S. Sohmen, Drexel University
Brigitte Steinheider, University of Oklahoma-Tulsa
Robert Waris, University of Missouri–Kansas City
Sandi Zeljko, Lake-Sumter State College
33
Mary Zonsius, Rush University
I would like to thank the following reviewers for their valuable
contributions to the development of the seventh-edition manuscript:
Hamid Akbari, Winona State University
Meera Alagaraja, University of Louisville
Mel Albin, Excelsior College
Thomas Batsching, Reutlingen University
Cheryl Beeler, Angelo State University
Julie Bjorkman, Benedictine University
Mark D. Bowman, Methodist University
Dianne Burns, University of Manchester
Eric Buschlen, Central Michigan University
Steven Bryant, Drury University
Daniel Calhoun, Georgia Southern University
David Conrad, Augsburg College
Joyce Cousins, Royal College of Surgeons in Ireland
Denise Danna, LSUHSC School of Nursing
S. Todd Deal, Georgia Southern University
Caroline S. Fulmer, University of Alabama
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Brad Gatlin, John Brown University
Greig A. Gjerdalen, Capilano University
Andrew Gonzales, University of California, Irvine
Decker B. Hains, Western Michigan University
Amanda Hasty, University of Colorado–Denver
Carl Holschen, Missouri Baptist University
Kiran Ismail, St. John’s University
Irma Jones, University of Texas at Brownsville
Michele D. Kegley, University of Cincinnati, Blue Ash College
Jeanea M. Lambeth, Pittsburg State University
David Lees, University of Derby
David S. McClain, University of Hawaii at Manoa
Carol McMillan, New School University
Richard Milter, Johns Hopkins University
Christopher Neck, Arizona State University–Tempe
Keeok Park, University of La Verne
Richard Parkman, University of Plymouth
Lori M. Pindar, Clemson University
Chaminda S. Prelis, University of Dubuque
Casey Rae, George Fox University
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Noel Ronan, Waterford Institute of Technology
Louis Rubino, California State University, Northridge
Shadia Sachedina, Baruch College (School of Public Affairs)
Harriet L. Schwartz, Carlow University
Kelli K. Smith, University of Nebraska-Lincoln
David Swenson, The College of St. Scholastica
Danny L. Talbot, Washington State University
Robert L. Taylor, University of Louisville
Precious Taylor-Clifton, Cambridge College
John Tummons, University of Missouri
Kristi Tyran, Western Washington University
Tamara Von George, Granite State College
Natalie Walker, Seminole State College
William Welch, Bowie State University
David E. Williams, Texas Tech University
Tony Wohlers, Cameron University
Sharon A. Wulf, Worcester Polytechnic Institute School of Business
Alec Zama, Grand View University
Xia Zhao, California State University, Dominguez Hills
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In addition, I would like to thank, for their exceptional work on the
leadership profile tool and the ancillaries, Isolde Anderson (Hope College),
John Baker (Western Kentucky University), and Eric Buschlen.
A very special acknowledgment goes to Laurel Northouse who has been my
number-one critic and supporter from the inception of the book in 1990 to
the present. In addition, I am especially grateful to Marie Lee for her
exceptional editing and guidance throughout this project. For her
comprehensive literature reviews and chapter updates, I would like to thank
Terri Scandura.
For his review of and comments on the morality and leadership section, I
am indebted to Joseph Curtin (Northeastern University). I would like to
thank Kate McCain (University of Nebraska–Lincoln) and Jason Headrick
(University of Nebraska–Lincoln) for their contributions to the adaptive
leadership chapter, John Baker for his contributions to the team leadership
chapter, Jenny Steiner for her case study on adaptive leadership, Jeff Brink
for sharing his story about transformational leadership, and Kassandra
Gutierrez for her case study on authentic leadership. In addition, I would
like to acknowledge Barbara Russell (Chemeketa Community College) for
her research and writing of many of the new real-world case studies.
Finally, I would like to thank the many undergraduate and graduate students
whom I have taught through the years. Their ongoing feedback has helped
clarify my thinking about leadership and encouraged me to make plain the
practical implications of leadership theories.
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ABOUT THE AUTHOR
Peter G. Northouse,
PhD, is Professor Emeritus of Communication in the School of Communication at
Western Michigan University. Leadership: Theory and Practice is the best-selling
academic textbook on leadership in the world and has been translated into 16 languages.
In addition to authoring publications in professional journals, he is the author of
Introduction to Leadership: Concepts and Practice (now in its fifth edition) and coauthor of Leadership Case Studies in Education (now in its third edition) and Health
Communication: Strategies for Health Professionals (now in its third edition). 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 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.
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40
ABOUT THE CONTRIBUTORS
Donna Chrobot-Mason,
PhD, is an associate professor and director of the
