Description
Hi,
I attached one pdf in the attachments, in that you have to read chapter 2 that ie Leader Development. after that you have to answer these 8 Questions. Simply i need answers for the below questions and there is no word limit. Thank you
Chapter – 2: Leader development.
1. Not all effective leaders seem to be reflective by nature. How do you reconcile that with the concept of the spiral of experience and its role in leadership development?
2. Explain how you can use knowledge about each of the following to enrich the benefits of your own present leadership experiences:
a. The action–observation–reflection model
b. The people you interact and work with
c. The activities you are involved in
3. Using the role of teacher as a specific instance of leadership, discuss how a teacher’s perceptual set, expectations of students, and attributions may affect student motivation and performance. Do you think some teachers could become more effective by becoming more aware of these processes? Would that be for leaders in general?
4. If you were to design the perfect leadership development experience for yourself, how would you do so and what would it include? How would you know whether it was effective?
5. Do you think people have a need for growth and development?
6. One important aspect of learning from experience is observing the consequences of one’s actions. Sometimes, however, the most significant consequences of a leader’s actions do not occur for several years (for example, the ultimate impact of certain personnel decisions or a strategic decision to change a product line). Is there any way individuals can learn from the consequences of those actions in a way to modify their behaviour? If consequences are so delayed, is there a danger they might draw the wrong lessons from their experiences?
7. What would a development plan for student leaders look like? How could you capitalize on school experiences as part of a development plan?
8. What would a leadership coaching or mentoring program for students look like? How could you tell whether the program worked?
Unformatted Attachment Preview
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Tenth
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ENHANCING
THE LESSONS
OF EXPERIENCE
Tenth Edition
LEADERSHIP
ENHANCING THE LESSONS OF EXPERIENCE
Richard L. Hughes Robert C. Ginnett
90000
EAN
9
781265 107888
mheducation.com/highered
Hughes
Ginnett
Curphy
ISBN: 978-1-265-10788-8
MHID: 1-265-10788-2
Gordon J. Curphy
Leadership
Enhancing the Lessons of Experience
Tenth Edition
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
Final
LEADERSHIP
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New York, NY 10121. Copyright ©2022 by McGraw Hill LLC. All
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Some ancillaries, including electronic and print components, may not be available to customers outside the United States.
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mheducation.com/highered
hug07882_ISE.pdf
November 17, 2020
About the Authors
Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL), the U.S. Air Force
Academy, and Denver Seminary. CCL is an international organization devoted to behavioral science research
and leadership education. Rich worked there with senior executives from all sectors in the areas of strategic
leadership and organizational culture change. At the Air Force Academy he served for a decade as head of its
Department of Behavioral Sciences and Leadership. Rich later served at the Academy as its Transformation
Chair. In that capacity he worked with senior leaders across the Academy to help guide organizational transformation of the Academy in ways to ensure it is meeting its mission of producing leaders of character. He is
a clinical psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of
Texas and a PhD from the University of Wyoming.
Robert Ginnett is an independent consultant specializing in the leadership of high-performance teams and
organizations. He has worked with hundreds of for-profit organizations as well as NASA, the Defense and
Central Intelligence Agencies, the National Security Agency, and the U.S. Army, Navy, and Air Force. Prior
to working independently, Robert was a senior fellow at the Center for Creative Leadership and a tenured
professor at the U.S. Air Force Academy, where he also served as the director of leadership and counseling. Additionally, he served in numerous line and staff positions in the military, including leadership of an
875-man combat force and covert operations teams in the Vietnam War. He spent over 10 years working as a
researcher for the National Aeronautics and Space Administration, focusing his early work in aviation crew
resource management, and later at the Kennedy Space Center in the post-Challenger period. Robert is an
organizational psychologist whose education includes an MBA, an MA, an MPhil, and a PhD from Yale University. He now enjoys doing pro bono work with local fire and police departments and teaching leadership
courses at the Gettysburg National Military Park.
Gordy Curphy is a managing partner at Curphy Leadership Solutions and has been running his own consulting business since 2002. As a leadership consultant Gordy has worked with numerous Fortune 500 firms to
deliver more than 2,500 executive assessments, 150 executive coaching programs, 200 team engagements,
and 150 leadership training programs. He has also played a critical role in helping organizations formulate
winning strategies, drive major change initiatives, and improve business results. Gordy has published numerous books and articles and presented extensively on such topics as business, community, school, military,
and team leadership; the role of personality and intelligence in leadership; building high-performing teams;
leading virtual teams; teams at the top; managerial incompetence; followership; on-boarding; succession planning; and employee engagement. Prior to starting his own firm Gordy spent a year as the vice president of
institutional leadership at the Blandin Foundation, eight years as a vice president and general manager at
Personnel Decisions International, and six years as a professor at the U.S. Air Force Academy. He has a BS
from the U.S. Air Force Academy and a PhD in industrial and organizational psychology from the University
of Minnesota.
Foreword
The first edition of this popular, widely used textbook was published in 1993, and the authors have continually
upgraded it with each new edition including this one.
In a sense, no new foreword is needed; many principles of leadership are timeless. For example, references
to Shakespeare and Machiavelli need no updating. However, the authors have refreshed examples and
anecdotes, and they have kept up with the contemporary research and writing of leadership experts.
Unfortunately, many of the reasons why leaders fail have also proved timeless. Flawed strategies,
indecisiveness, arrogance, the naked pursuit of power, inept followers, the inability to build teams, and
societal changes have resulted in corrupt governments, lost wars, failed businesses, repressive regimes around
the globe, and sexual discrimination and/or harassment. These occurrences remind us that leadership can be
used for selfless or selfish reasons, and it is up to those in charge to decide why they choose to lead.
Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the
tone, spirit, and achievements of these authors’ work.
Often the only difference between chaos and a smoothly functioning operation is leadership; this book is
about that difference.
The authors are psychologists; therefore, the book has a distinctly psychological tone. You, as a reader, are
going to be asked to think about leadership the way psychologists 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 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.”
FOREWORD
v
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 successful, you will also experience the thrill that comes
from successful leadership. One person can make a difference by enriching the lives of others, if only for a
few hours. And for all of the frustrations and complexities of leadership, the tingling satisfaction that comes
from success can become almost addictive. The capacity for making things happen can become its own motivation. With an early success, even if it is only with eight people for two hours, you may well be on your way
to a leadership future.
The authors believe that leadership development involves reflecting on one’s own experiences. Reading this
book in the context of your own leadership experience can aid in that process. Their book is comprehensive,
scholarly, stimulating, entertaining, and relevant for anyone who wishes to better understand the dynamics of
leadership, and to improve her or his own personal performance.
David P. Campbell
Psychologist/Author
Preface
With each new edition, we have found ourselves both pleasantly surprised (as in “You mean there’ll be
another one?”) and also momentarily uncertain just what new material on leadership we might add—all the
while knowing that in this dynamic field, there is always new material to add. Illustrations from history and
current leadership practice seem inexhaustible, and there is always new research that deepens both our conceptual understanding and appreciation of evolving trends in the field.
We continue in this tenth edition with the general approach we have followed for a number of preceding editions. The book’s overall structure remains essentially the same, following our conceptualization of leadership
as a process involving an interaction among leaders, followers, and situations. So once again Part One of our
text looks at the nature of the leadership process itself as well as how a person becomes a better leader. Part
Two is titled Focus on the Leader, with Parts Three and Four logically following as Focus on the Followers and
Focus on the Situation. And also continuing the format of previous editions, there is a specific “skills chapter”
in each of those parts addressing essential leadership competencies appropriate to each of those four broad
areas.
As you would expect, this new edition brings research updates to virtually every chapter as well as updates
to our Highlights, Profiles in Leadership, and Mini-Case features. Generally speaking, we have tried to make
“one-for-one” trades on these features so as new material was added, less relevant or interesting material was
eliminated. As a result, our new set of Highlights includes topics such as these (among others):
•
•
•
•
•
•
•
•
•
•
Growth versus fixed mindsets
The ethics of dropping atom bombs on Hiroshima and Nagasaki
Lawrence Kohlberg’s theory of moral development
Moral challenges of leadership
The dangers of hubris
The relationship between humility and charisma
Helicopter parenting and its impact on a person’s leadership potential
The accelerating rate of change in the world
The Space Shuttle Challenger disaster
The impact of the COVID-19 pandemic
Similarly, our Profiles in Leadership introduce new subjects as diverse as Harry Truman, Fred Rogers, U.S.
Secretary of State Michael Pompeo, and 20th-century German theologian Dietrich Bonhoeffer (who was part
of the plot to assassinate Adolf Hitler). New Mini-Cases include the examination of Army Lieutenant General Laura Yeager, the first woman to command a combat division in the U.S. Army; Carlsson Systems Ltd.
(CSL); and the nuclear disaster at the Chernobyl power plant in the former Soviet Union.
The greatest structural change to the book (i.e., to the table of contents) pertains to a new approach to the
subject matter covered in the ninth edition’s Chapters 9 and 10. The subject matter per se remains essentially
the same, but we believe it is treated more appropriately in three rather than just two chapters. Therefore, in
this tenth edition Chapter 9 is titled “Follower Motivation,” Chapter 10 is titled “Follower Satisfaction and
Engagement,” and Chapter 11 is titled “Follower Performance, Effectiveness, and Potential.” You will also see
other changes to the content of certain chapters, including a Highlight on punishment in Chapter 4, “Power
and Influence”; the subject matter seems more appropriate in that chapter than in the final chapter of the
book, where it previously had been presented as a leadership skill. We also moved coverage of the Vroom
and Yetton model of decision-making from the chapter on contingency theories of leadership to a skills chapter (Chapter 8). And there is also updated material on high-performing teams and geographically dispersed
teams in Chapter 12 (“Groups, Teams, and Their Leadership”).
PREFACE
vii
As always, we are indebted to the superb editorial staff at McGraw-Hill Education including Michael Ablassmeir, Director; Laura Hurst Spell, Associate Portfolio Manager; Melissa Leick, Senior Content Project Manager; Emily Windelborn, Assessment Content Project Manager; Alyson Platt, Copy Editor; Beth Blech,
Designer; Sarah Blasco, Product Developer; Vinoth Prabhakaran, Vendor Customer Service Representative;
and Lisa Granger, Marketing Manager.
We are also indebted to the experienced and insightful perspectives of the following scholars who provided
helpful feedback to guide changes to the tenth and previous editions:
Douglas Lee Akins, North Central Texas College; Barbara Altman, Texas A&M; Lynn Becker, University
of Central Florida; Audrey Blume, Wilmington University; Barry Boyd, Texas A&M University; Patricia
Ann Castelli, Lawrence Technological University; Elizabeth Cooper, University of Rhode Island; Marian M.
Extejt, Bridgewater State University; Cherly Furdge, North Central Texas College; Diane D. Galbraith, Slippery Rock University; Melissa K. Gibson, Edinboro University; Dr. Gerry Herbison, The American College
of Financial Services; Cecil Douglas Johnson, Georgia Gwinnett College; Barbara Limbach, Chadron State
College; Michael Monahan, Frostburg State University; Kevin O’Neill, State University of New York at Plattsburgh; Michelle Roach; Susan Pope, University of Akron; Dr. Eric Terry, Miami Dade College; Debra Touchton, Stetson University; Richard S. Voss, Troy University; and Belinda Johnson, White Morehouse College.
Finally, there is one small set of changes to this edition we want to mention. They are not remarkable in either
their volume or particular insight; in truth, they represent literally last-minute changes. That is because it was
only in our final stage of prepublication work that—like the rest of the world—we found ourselves in the midst
of the coronavirus pandemic. And as we progressed through weeks and months of “sheltering at home,” we
found ourselves becoming increasingly mindful of questions like “How are our leaders responding to this crisis?” and “How might this change life—and leadership—in the future?” As this edition goes to press, we do not
yet pretend to know the answers to these questions. But we do believe the enormity of the issues deserves at
least some acknowledgment and thoughtful reflection in this text—however superficially we may do so now.
Therefore, here and there as it was even possible in the process, we’ve added a Highlight or end-of-chapter
questions and activities regarding the pandemic—and for that we appreciate the publisher’s considerable flexibility.
And precisely because of the timing of these events, and somewhat in the same spirit and consciousness of
the impact the pandemic is having on all our lives, we want to dedicate this edition to the first responders and
medical personnel who so bravely, tirelessly, and selflessly are risking their lives to help us all.
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
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Brief Contents
PART ONE:
Leadership Is a Process, Not a Position
Chapter 1:
Chapter 2:
Chapter 3:
1
What Do We Mean by Leadership? 2
Leader Development 40
Skills for Developing Yourself as a Leader
78
PART TWO:
Focus on the Leader
Chapter 4:
Chapter 5:
Chapter 6:
Chapter 7:
Chapter 8:
100
Power and Influence 101
Values, Ethics, and Character 135
Leadership Attributes 167
Leadership Behavior 224
Skills for Building Personal Credibility and Influencing Others
PART THREE:
Focus on the Followers
Chapter 9:
Chapter 10:
Chapter 11:
Chapter 12:
Chapter 13:
301
Follower Motivation 313
Follower Satisfaction and Engagement 355
Follower Performance, Effectiveness, and Potential 382
Groups, Teams, and Their Leadership 416
Skills for Developing Others 459
PART FOUR:
Focus on the Situation
Chapter 14:
Chapter 15:
Chapter 16:
Chapter 17:
Chapter 18:
Index 686
490
The Situation 492
Contingency Theories of Leadership 531
Leadership and Change 556
The Dark Side of Leadership 612
Skills for Optimizing Leadership as Situations Change
668
266
Contents
Preface vi
PART ONE
Leadership Is a Process, Not a Position 1
Chapter 1
What Do We Mean by Leadership? 2
Introduction 2
What Is Leadership? 3
Leadership Is Both a Science and an Art 6
Leadership Is Both Rational and Emotional 7
Leadership and Management 9
Leadership Myths 12
Myth: Good Leadership Is All Common
Sense 12
Myth: Leaders Are Born, Not Made 13
Myth: The Only School You Learn Leadership
from Is the School of Hard Knocks 14
The Interactional Framework for Analyzing
Leadership 15
The Leader 16
The Followers 17
The Situation 23
Illustrating the Interactional Framework: Women
in Leadership Roles 24
There Is No Simple Recipe for Effective
Leadership 30
Summary 32
Minicase: Laura Yeager Assumes Command of
an Army Infantry Division 34
Chapter 2
Leader Development 40
Introduction 40
The Action–Observation–Reflection Model 42
The Key Role of Perception in the Spiral of
Experience 44
Perception and Observation 45
Perception and Reflection 47
Perception and Action 48
Reflection and Leadership Development 49
Single- and Double-Loop Learning 51
Making the Most of Your Leadership
Experiences: Learning to Learn from
Experience 52
Leader Development in College 56
Leader Development in Organizational
Settings 57
Action Learning 62
Development Planning 63
Coaching 64
Mentoring 68
Building Your Own Leadership Self-Image 69
Summary 70
Minicase: Developing Leaders at UPS 72
Chapter 3
Skills for Developing Yourself as a Leader 78
Introduction 78
Your First 90 Days as a Leader 78
Before You Start: Do Your Homework 79
The First Day: You Get Only One Chance to
Make a First Impression 80
The First Two Weeks: Lay the Foundation 80
The First Two Months: Strategy, Structure, and
Staffing 82
The Third Month: Communicate and Drive
Change 83
Learning from Experience 83
Creating Opportunities to Get Feedback 84
Taking a 10 Percent Stretch 84
Learning from Others 85
Keeping a Journal 85
Having a Developmental Plan 86
xii
CONTENTS
Building Technical Competence 87
Determining How the Job Contributes to the
Overall Mission 88
Becoming an Expert in the Job 88
Seeking Opportunities to Broaden
Experiences 88
Building Effective Relationships with
Superiors 89
Understanding the Superior’s World 89
Adapting to the Superior’s Style 90
Building Effective Relationships with Peers 91
Recognizing Common Interests and Goals 91
Understanding Peers’ Tasks, Problems, and
Rewards 91
Practicing a Theory Y Attitude 92
Development Planning 92
Conducting a GAPS Analysis 93
Identifying and Prioritizing Development Needs:
Gaps of GAPS 95
Bridging the Gaps: Building a Development Plan
95
Reflecting on Learning: Modifying Development
Plans 97
Transferring Learning to New Environments 97
PART TWO
Focus on the Leader 100
Chapter 4
Power and Influence 101
Introduction 101
Some Important Distinctions 101
Power and Leadership 105
Sources of Leader Power 105
A Taxonomy of Social Power 108
Expert Power 108
Referent Power 109
Legitimate Power 110
Reward Power 110
Coercive Power 111
Concluding Thoughts about French and Raven’s
Power Taxonomy 117
Leader Motives 119
Influence Tactics 122
Types of Influence Tactics 122
Influence Tactics and Power 123
A Concluding Thought about Influence
Tactics 128
Summary 128
Minicase: The Prime Minister’s Powerful Better
Half 130
Chapter 5
Values, Ethics, and Character 135
Introduction 135
Leadership and “Doing the Right Things” 135
Values 137
Moral Reasoning and Character-Based
Leadership 140
Character-Based Approaches to Leadership 148
Authentic Leadership 149
Servant Leadership 150
The Roles of Ethics and Values in Organizational
Leadership 153
Leading by Example: The Good, the Bad, and
the Ugly 154
Creating and Sustaining an Ethical
Climate 156
Summary 159
Minicase: Balancing Priorities at Clif Bar 161
Chapter 6
Leadership Attributes 167
Introduction 167
Personality Traits and Leadership 168
What Is Personality? 168
The Five Factor or OCEAN Model of
Personality 173
CONTENTS
Implications of the Five-Factor or OCEAN
Model 177
An Alternative to Traits: Personality Types 181
Emotional Intelligence and Leadership 183
What Is Emotional Intelligence? 183
Can Emotional Intelligence Be Measured and
Developed? 187
Implications of Emotional Intelligence 187
Intelligence and Leadership 191
What Is Intelligence? 191
The Triarchic Theory of Intelligence 193
Implications of the Triarchic Theory of
Intelligence 198
Intelligence and Stress: Cognitive Resources
Theory 203
Summary 206
Minicase: Lessons on Leadership from Ann
Fudge 208
Chapter 7
Leadership Behavior 224
Introduction 224
Studies of Leadership Behavior 225
Why Study Leadership Behavior? 225
The Early Studies 228
The Leadership Grid 230
Competency Models 233
The Leadership Pipeline 238
Community Leadership 244
Assessing Leadership Behaviors: Multirater
Feedback Instruments 247
Summary 254
Minicase: Paying Attention Pays Off for Andra
Rush 256
Chapter 8
Skills for Building Personal Credibility and
Influencing Others 266
Introduction 266
Building Credibility 266
xiii
The Two Components of Credibility 267
Building Expertise 267
Building Trust 268
Expertise × Trust 269
Communication 270
Know What Your Purpose Is 273
Choose an Appropriate Context and
Medium 273
Send Clear Signals 273
Actively Ensure That Others Understand the
Message 274
Listening 275
Demonstrate Nonverbally That You Are
Listening 275
Actively Interpret the Sender’s Message 276
Attend to the Sender’s Nonverbal Behavior 276
Avoid Becoming Defensive 277
Assertiveness 277
Use “I” Statements 279
Speak Up for What You Need 280
Learn to Say No 280
Monitor Your Inner Dialogue 280
Be Persistent 281
Conducting Meetings 281
Determine Whether It Is Necessary 282
List the Objectives 282
Stick to the Agenda 282
Provide Pertinent Materials in Advance 282
Make It Convenient 282
Encourage Participation 283
Keep a Record 283
Effective Stress Management 283
Monitor Your Own and Your Followers’ Stress
Levels 286
Identify What Is Causing the Stress 286
Practice a Healthy Lifestyle 286
Learn How to Relax 286
Develop Supportive Relationships 287
Keep Things in Perspective 287
xiv
CONTENTS
The A-B-C Model 287
Chapter 10
Follower Satisfaction and Engagement 355
Problem Solving 288
Identifying Problems or Opportunities for
Improvement 289
Analyzing the Causes 292
Developing Alternative Solutions 292
Selecting and Implementing the Best
Solution 294
Assessing the Impact of the Solution 294
Improving Creativity 295
Seeing Things in New Ways 295
Using Power Constructively 295
Forming Diverse Problem-Solving Groups 296
PART THREE
Focus on the Followers 301
The Potter and Rosenbach Followership
Model 303
The Curphy and Roellig Followership
Model 306
Chapter 9
Follower Motivation 313
Introduction 313
Defining Motivation, Satisfaction, Engagement,
Performance, and Effectiveness 314
Understanding and Influencing Follower
Motivation 320
Motives: How Do Needs Affect Motivation? 322
Achievement Orientation: How Does Personality
Affect Motivation? 325
Goal Setting: How Do Clear Performance
Targets Affect Motivation? 331
The Operant Approach: How Do Rewards and
Punishment Affect Motivation? 333
Empowerment: How Does Decision-Making
Latitude Affect Motivation? 338
Summary 342
Minicase: Initech versus the Coffee Bean 344
Introduction 355
Understanding and Influencing Follower
Satisfaction 356
Global, Facet, and Life Satisfaction 360
Two Theories of Job Satisfaction 365
Understanding and Improving Employee
Engagement 369
Summary 373
Minicase: The Case of the Troubled Casino 375
Chapter 11
Follower Performance, Effectiveness, and Potential
382
Introduction 382
Understanding and Managing Follower
Performance 384
The Performance Management Cycle:
Planning 387
The Performance Management Cycle:
Monitoring 388
The Performance Management Cycle:
Evaluating 389
Understanding and Managing Unit and Team
Effectiveness 395
Understanding Follower Potential 399
Summary 408
Minicase: Who Shall Rule? 410
Chapter 12
Groups, Teams, and Their Leadership 416
Introduction 416
Individuals versus Groups versus Teams 417
The Nature of Groups 419
Group Size 419
Developmental Stages of Groups 421
Group Roles 422
Group Norms 425
CONTENTS
Group Cohesion 426
Teams 429
Effective Team Characteristics and Team
Building 429
Team Leadership Model 435
Outputs 436
Process 437
Inputs 439
Leadership Prescriptions of the Model 440
Creation 440
Dream 440
Design 441
Development 441
Diagnosis and Leverage Points 442
Concluding Thoughts about the Team
Leadership Model 445
Virtual Teams 445
On the Horizon 451
Summary 452
Minicase: Integrating Teams at Hernandez &
Associates 454
Chapter 13
Skills for Deve
