CHAPTER 1 - Leadership remains partly an art as well as

a science.
Profiles in Leadership
- Some managers may be effective leaders
 Sheikh Zayed bin Sultan Al Nahyan without ever having taken a course or
 Bill Gates training program in leadership.
 Alexander Hamilton - Some scholars in the field of leadership
 Lin-Manuel Miranda may be relatively poor leaders themselves.
 Howard Schultz Leadership involves both the rational and
 Paul Revere emotional sides of human experience.
Leadership Some scholars suggest the very idea of
leadership may be rooted in our emotional
- it is a complex phenomenon involving the
needs.
leader, followers, and situation.
- it is a process of influencing an organized Belief in the potency of leadership (the
group toward accomplishing its goals. romance of leadership) may be a cultural myth
that has utility primarily insofar as it affects how
Due to the complexity of leadership, the
people create meaning about causal events in
concept has been defined in many ways:
complex social systems.
1. Process by which an agent induces a
subordinate to behave in a desired manner Good leadership is more than just
2. Directing and coordinating the work of calculation and planning, though a rational
group members analysis can enhance good leadership.
3. Interpersonal relation in which others Remember Martin Luther’s King Jr’s “I have
comply because they want to, not because a dream” speech. He inspired people to action
they have to and at the same touched their hearts and
Leaderships as a process of influencing an minds.
organized group toward accomplishing its Aroused feelings can be used positively or
goals. negatively. There were leaders who were able
- Pertains to actions that focus resources to to inspire people to greed deeds of actions and
create desirable opportunities courage and there were others who made
- Creating conditions for a team to be people act mindlessly.
effective Mere presence of a group causes people to
- The ability to engage employees, the ability act differently than when they are alone
to build teams, and the ability to achieve
results LEADERSHIP AND MANAGEMENT
- The first two represent the how and the Management - deals with efficiency, planning,
latter the what of leadership. regulations, control, and consistency.
- A complex form of social problem solving.
Leadership - is consistent with risk taking,
Difference between Successful Managers dynamic, creativity, change and vision. It is
and Effective Managers value choosing and value laden.
1. Successful Managers Managers Leaders
- Those promoted through the ranks
1. Administer 1. Innovate
- Spend more time in organizational
2. Maintain 2. Develop
socializing and politicking
3. Control 3. Inspire
- Spend less time on traditional management
4. Short-term view 4. Long-term view
responsibilities such as planning and
5. How and when 5. What and why
decision making
6. Imitate 6. Originate
2. Effective Managers
7. Accept the status 7. Challenges the
- Make real contributions to their
quo status quo
organization’s performance
Leadership Is Both a Science and an Art
 Studying the different ways researchers
have defined and examined leadership helps
students use these definitions and theories to
better understand what is going on in any
leadership situation.

Leadership and management are two

overlapping functions.
Some functions performed by leaders and
managers are unique, but there are functions
which overlap.
This framework depicts leadership as a
Leadership Myths
function of 3 elements; leaders, followers and
1. Good leadership is all common sense situation.
- One believes that good leadership only
The Interactional Framework for Analyzing
entails common sense.
Leadership
- The problem is the term common sense is
ambiguous. - It states that leadership is the result of a
- It implies that there is a body of practical complex set of interactions among the
knowledge about life that virtually any leader, the followers, and the situation.
reasonable person with moderate - In-groups: High degree of mutual influence
experience has acquired. and attraction between the leader and a few
- If leadership were simply common sense, subordinates.
then there would be fewer workplace - Subordinates feel a high degree of loyalty,
problems. commitment, and trust toward the leader.
2. Leaders are born, not made - Other subordinates belong to the out-group.
- Innate factors and formative experiences
In-groups are distinguished by their high
influence behavior and leadership
degree of loyalty, commitment and trust felt
- Natural talents or characteristics may offer
toward the leader.
certain advantages or disadvantages to a
leader. Leaders have more influence to the in-
- What is important is how these factors group followers that with the out-group
interact. followers.
- Research shows cognitive abilities and
Characteristics includes:
personality traits are partially innate. Natural
talents may prove to be advantageous or 1. Unique personal history
disadvantageous to a leader.
2. Interests
- Different environments can nurture or
suppress different leadership qualities. 3. Character traits
3. The only school you can learn
4. Motivation
leadership from is the school of hard
knocks. Effective leaders differ from their followers
and from ineffective leaders on elements such
Formal study and experiential learning
as personality traits, cognitive abilities, skills,
complement each other.
and values.
Formal study of leadership provides
Leaders are generally calm and are not
students with a variety of ways of examining a
prone to emotional outbursts.
particular leadership situation.
 Leaders appointed by superiors may have 2. Followers’ trust and confidence in the
less credibility and may get less loyalty. leader
Leaders elected or emerging by consensus Importance of the leader and follower
from ranks of followers are seen as more relationship has undergone dynamic
effective. change for the following reasons:
Leader’s experience or history in a 1. Increased pressure to function with reduced
particular organization is usually important to resources
her or his effectiveness. 2. Trend toward greater power sharing and
decentralized authority in organizations
Leader’s legitimacy is affected by the extent
3. Increase in complex problems and rapid
of follower participation in a leader’s selection.
changes in an organization
THE FOLLOWERS
Ways in which followers can take on new
- Both practitioners and scholars stress the leadership roles and responsibilities in the
relatedness of leadership and followership. future:

Following aspects of followers affect the 1. Being proactive in their stance toward
leadership process: organizational problems
2. Contributing to the leadership process by
1. Expectations
becoming skilled at “influencing upward”
2. Personality traits
3. Staying flexible and open to opportunities
3. Maturity levels
4. Levels of competence Alternative approach to understanding
5. Motivation followership:

5 Basic Styles of Followership according to Constructionist approach - Views leadership

Robert Kelley as combined acts of leading and following by
different individuals, whatever their formal titles
1. Alienated Followers – they habitually point
or positions in an organization may be.
out the all the negative aspects of the
organization to others. THE SITUATION
2. Conformist Followers – are the “yes
- Leadership makes sense in the context of
people” in the organization.
how the leader and followers interact in a
3. Pragmatist Followers – are rarely
given situation.
committed to their group’s work goals, but
- Most ambiguous aspect of the leadership
they have learned not to make waves.
framework.
4. Passive Followers – they don’t have the
characteristics of the exemplary followers. Illustrating the Interactional Framework:
They rely to their leader to do all the Women in Leadership Roles
thinking.
- Women are taking on leadership roles in
5. Exemplary Followers – present a
greater numbers than ever before.
consistent picture to both leaders and
- Problems that constrain the opportunity for
coworkers of being independent, innovative
capable women to rise to the highest
and willing to stand up to superiors. Their
leadership roles still exist.
talents are applied to the benefits of the
organization. Findings from studies regarding problems
that constrain women from gaining
Workers who share a leader’s goals and
leadership roles:
values, and who feel intrinsically rewarded for
performing a job well may be more motivated. 1. Mentors of women executives had less
organizational influence and clout than did
Following factors have significant
the mentors of their male counterparts.
implications:
2. Compared to men, women’s trust in each
1. Number of followers reporting to a leader other decreases when work situations
become more professionally risky.
3. Women’s commitment to the organizations - Considerable overlap exists between
they worked for was more guarded than leadership and management
that of their male counterparts. - Study of leadership must also include two
4. Strong masculine stereotype of leadership other areas: the followers and the situation
continues to exist in the workplace. - Good leadership makes a difference, and it
5. Women are seen as less well suited to the can be enhanced through greater
requirements of leadership than men. awareness of the important factors
6. Practice interactive leadership influencing the leadership process
7. Interactive leadership developed by
women’s socialization experiences and
career paths
Factors that explain the shift toward more
women in leadership roles:
1. Women themselves have changed
2. Leadership roles have changed
3. Organizational practices have changed
4. Culture has changed
Glass Cliff
- Female candidates for an executive position
are more likely to be hired than equally
qualified male candidates when an
organization’s performance is declining.
- Challenge for women in addition to the
glass ceiling.
- Reflects a greater willingness to put women
in precarious positions.
Things to Keep in Mind for Effective
Leadership
Leadership must always be assessed in
the context of the leader, the followers, and the
situation.
Leaders need to respond to:
1. Various followers differently in the same
situation
2. Same followers differently in different
situations
Followers may respond to:
1. Various leaders differently
2. Each other differently with different
leaders
3. The right behavior in one situation is not
necessarily the right behavior in another
situation.

CHAPTER SUMMARY
- Leadership is the process of influencing an
organized group toward achieving its goals
Quiz #1 8. The importance of leader and follower
relationship is the decentralized of power in the
1. Which of the following is not the function of a
organization.
leader?
True
E. Originate
False
C. Control
D. Develop 9. Leadership is a process of influencing an
A. Innovate organize group towards accomplishing its goal.
B. Inspire True
False
2. In his speech “I Have a dream” he inspired
people to action and touched their heart and 10. Leadership is not a process, but a position.
minds. True
E. Lenin False
B. King
11. A successful, effective manager, that
C. Jobb
he/she spend more time in the organization.
A. Kennedy
True
D. Pacquiao
False
3. He developed the Contingency Model and
12. Leadership is not a process, but a position.
recognize the importance of LFS.
True
C. Gates
False
Fiedler
D. Lin 13.Pragmatist follower is "habitually point out
A. Maslow all negative aspects of the organization to
B. Hamilton others".
True
4. Which of the following “are the yes people”
False
in the organization.
C. Alienated 14. One of the differences of leadership
E. Exemplary involves both rational and emotional skills of
A. Passive human experience.
B. Pragmatist True
D. None False
5. Which of the following is the function of a 15. Leadership and management are two
leader? overlapping functions.
B. Control True
A. Admission False
D. Initiate
16. The myth tells us, that good leadership only
C. Have a long term view
entails common sense.
E. Maintain
True
6. Which of the following aspects of followers False
affect the leadership process?
17. Formal study and experiential learning
D. All of the above
complement each other.
C. Levels of competence
True
A. Expectations
False
B. Motivation
18. A character of a leader includes calm and
7. The world’s greatest national transformation
is not prone to emotional outburst.
of the past 100 years.
True
E. Sultan Al Nahyan
False
A. Schultz
D. Revere 19. Leader is the most ambiguous aspect of
C. Hamilton the leadership framework.
B. Gates True
False
20. One of the problems, that constrain women 7. Which of the following is not a leader
from gaining leadership role is a strong development in college?
masculine stereotype of leadership continues A. increasing LD is occurring in the context of work
to exist in the workplace. itself
True C. Progress should be multidisciplinary
False E. None
B. Service learning is used to indicate values
Quiz #2
D. Focus on development outcome.
1. The following are to be developed by the
8. Which of the following leadership programs for
Middle-managers.
CEO?
D. Both A and C
C. Interpersonal skills
A. Giving feedback
A. Strategic Planning
C. Conducting reviews
E. None
B. Oral and written skills
B. Time Management
E. None
D. Public Relations
2. It is the process of equipping people with the
9. Coaching acts as a guide, role model and
tools, knowledge and opportunities.
sponsor.
C. Opportunities and skills
True
E. Skills
False
B. Mentoring
D. Coaching 10. Informal mentoring may be more effective than
A. Staffing formal mentoring as it creates a stronger emotional
bond and can last a lifetime.
3. They imagine possibilities that can benefit all the
True
members is:
False
E. None
A. Teacher & Mentor 11. Leadership and learning are indispensable to
C. Father & Judge each other by Michael Douglas?
B. Warrior & Knight True
D. Revolutionary & Crusader False

4. In the A-O-R model A stands for? 12. Training design to develop skill in giving
A. Attitude feedback to another person would be considered
B. Ability Leader development?
D. None True
C. Activity False
E. Active
13. What is your name is one of the questions in
5. They are the one who takes risks and action in the A-O-R model?
crisis. True
E. None False
D. Visionary & Alchemist
14.Leaders tend to ignore perception because they
B. Warrior & Knight
lack time?
A. Revolutionary & Crusader
True
C. Father & Judge
False
6. That people can learn the most from experiences
15. Leadership development in organization
when they spend time thinking about and
knowledge is often transferred via lecture method.
reflecting on these experienced.
True
E. None
False
B. Theory of Game
A. Theory of Experience 16. Individuals learn only about subjects within
D. Theory of Deconstructionism their comfort zone of their belief systems.
C. Theory of Learning True
False
17. The Spiral of experience is the most productive
way to develop as a leader.
True
False
18. Leadership training programs are more
narrowly focused than university courses and are
much shorter.
True
False
19. One of the main points of Chapter 2 is to
describe how perceptions can affect a leader’s
interpretation
True
False
20. Mentoring is the process of equipping people
with the tools, knowledge, and opportunities that
they need to develop and become more successful.
True
False
CHAPTER 2
LEADER DEVELOPMENT
“The more you contain your ego, the more
realistic you are about your problems. You
learn how to listen and admit that you don’t
know all the answers. You exhibit the attitude
that you can learn from anyone at any time.
Your pride doesn’t get in the way of gathering
the information you need to achieve the best
results.” - Learning theorists suggest that people can
- Larry Bossidy and Ram Charan on humility learn the most from experiences when they
- Execution: The Discipline of Getting Things spend time thinking about and reflecting on
Done those experiences.
- This notion provides the basis for the
John F. Kennedy - Leadership and learning action-observation-reflection (A-O-R) model
are indispensable to each other. and the spiral of experience.
Leader Development - more appropriate to - It is not enough just to have experiences,
use when referring to methods intended to but one needs to think about what they did,
facilitate growth in individual’s perspective or what the outcomes were, and how they can
skills. leverage what they did to learn the skills
required to continue to perform effectively
Leadership Development - focus on or how they can change to be more
developing shared properties of whole groups effective.
or social systems such as the degree of trust - Developing the skills necessary to observe
among all members of a team or department, the consequences of one’s actions and
or on enhancing the reward systems in an reflecting on the importance and meaning
organization to better encourage collaborative will improve leadership development and
behavior. leadership performance.
THE ACTION-OBSERVATION-REFLECTION Key Role of Perception in the Spiral of
MODEL Experience
- It shows that leadership development is 1. Experience depends on what events
enhanced when the experience involves the happen to one and how one perceives
following processes: those events.
1. Action 2. Perception affects all three phases of the
2. Observation action, observation, and reflection or A O R
3. Reflection model.
- Leadership development through 3. People actively shape and construct their
experience may be better understood as experiences.
the growth resulting from repeated
movements through all three phases rather Perception and Observation
than merely in terms of some objective - With respect to observation, people
dimension. selectively attend to events in the
The Spiral of experience - the most environment.
productive way to develop as a leader. - One phenomenon that demonstrates this
selectivity is called perceptual set.
- Perceptual sets can influence any of our
senses, and they are the tendency or bias
to perceive one thing and not another.
- Many factors can trigger a perceptual set,
such as feelings, needs, prior experience,
and expectations.
Perceptual sets can influence any of one’s Self-fulfilling prophecy occurs when one's
senses. expectations or predictions play a causal role in
bringing about the events he or she predicts.
1. Tendency or bias to perceive one thing and
not another. Reflection and Leadership Development
2. Feelings, needs, prior experiences, and - Reflection offers leaders insights about
expectations can all trigger a perceptual set framing problems differently, viewing
situations from multiple perspectives, and
3. Stereotypes about gender, race, and the
understanding subordinates better.
like represent powerful impediments to
- Leaders tend to ignore reflection because
learning because they function as filters that
they lack time or they lack awareness of its
distort one’s observations.
value.
Perception and Reflection - Leadership development can be enhanced
by raising implicit beliefs to conscious
- Perception influences reflection.
awareness in order to aid thoughtful
- Reflection is how humans interpret their
reflection.
observations.
- Intentional reflection may prompt one to see
- Perception is inherently an interpretive, or a
potential benefits in experience not initially
meaning-making, activity, of which
considered relevant to leadership.
attribution is an important aspect
- Attributions: Explanations that one develops FUNDAMENTAL ARCHETYPES OF
for the characteristics, behaviors, or actions LEADERSHIP
he or she attends to
- These archetypes provide the value for
Factors that affect the attribution process: helping developing leaders articulate their
tacit knowledge on leadership, see the
1. Fundamental attribution error: Tendency
similarities and differences and have a
to overestimate the dispositional causes of
better understanding on the complexities of
behavior and underestimate the
leadership.
environmental causes when others fail.
2. Self-serving bias: Tendency to make
Teacher and mentor
external attributions for one’s own failures
and make internal attributions for one’s own Father and judge
successes Warrior and knight

3. Actor or observer difference: Refers to Revolutionary and crusader

the fact that people who are observing an Visionary and alchemist
action are much more likely than the actor
to make the fundamental attribution error
SINGLE- AND DOUBLE-LOOP LEARNING
4. Apart from perception and attribution,
1. Single-loop learners
reflection also involves higher functions like
- seek relatively little feedback that may
evaluation and judgment
significantly confront their fundamental
Perception and Action ideas or actions.
- Individuals learn only about subjects within
- Research shows that perceptions and
the comfort zone of their belief systems.
biases affect supervisors’ actions toward
2. Double-loop learning
poorly performing subordinates.
- involves being willing to confront one’s own
- Self-fulfilling prophecy is a perceptual
views and inviting others to do the same
variable that can affect actions.
- Mastering double-loop learning is viewed as
- Having expectations about others can
learning how to learn
subtly influence our actions, and these
- Learning is enhanced through a practice of
actions can, in turn, affect the way others
systematic reflection or after event reviews
behave.
or A E Rs.
Making the Most of One's Leadership Different leader development methods may
Experiences: Learning to Learn from be used beyond service learning.
Experience
Some courses or program elements
- Research shows a meaningful link between might involve individualized feedback to
stress and learning. students in the form of:
- The learning events and developmental
1. Personality, intelligence, values, or interest
experiences that punctuate one’s life are
test scores
usually—perhaps always—stressful.
- In stressful situations, there is a tendency to 2. Leadership behavior ratings
do what’s always been done.
3. Case studies and role playing are used as
- What results is one of the great challenges
vehicles for leadership discussions
of adult development: the times when
people most need to break out of the mold 4. Simulations and games are structured
created by past learning patterns are the activities designed to mirror the challenges
times when they are most unwilling to do or decisions commonly faced in the work
so. environment
- Being able to go against the grain of one’s
Leader Development in Organizational
personal historical success requires an
Settings
unwavering commitment to learning and a
relentless willingness to let go of the fear of - Leadership training programs are more
failure and the unknown. narrowly focused than university courses
- To be successful, learning must continue and are much shorter.
throughout life, beyond the completion of - Oftentimes, these training programs target
one’s formal education. a specific audience and the set of skills that
audience needs to better accomplish their
Leader Development in College job tasks and responsibilities (e.g., mid-
level managers).
- University courses in leadership generally
- Increasingly leadership development is
provide a broad survey of leadership occurring in the context of work itself.
research and findings. - A great deal of research has demonstrated
- In these settings, knowledge is often the positive effects of education and training
transferred via the lecture method. programs on performance and
- Additionally, these courses make use of advancement, but the content of these
individualized feedback, role playing, and programs varies substantially.
case studies to enhance learning and
Program content depends on the
development.
organization level of participants:
- Simulations and games are other
methods of leader development. 1. First-level Supervisors - use lectures,
- Recent research suggests that case studies, and role-playing
development as a leader may most exercises to improve supervisory skills.
authentically and enduringly occur when the They focus on:
context and design of the experiences  Training
afford learns the opportunity to deeply  Monitoring
personalize their lessons of experience.  Giving feedback
- Leadership programs should be  Conducting performance reviews
multidisciplinary and should cultivate values 2. Mid-level Managers - use individualized
feedback, case studies, presentations,
represented in the broader field.
role playing, simulations, and in-basket
- Service learning is used to inculcate values
exercises to improve:
such as social responsibility and the
 Interpersonal skills
expectation to become engaged in one’s
 Oral and written communication skills
community.
 Time management
- Should focus on expected developmental
 Planning
outcomes, with associated assessment and
 Goal setting
evaluation to determine program
effectiveness.
- Conger states that a multi-tiered approach Provides a methodology for leaders to
is effective and should focus on personal improve their behavior even as they go about
growth, skill building, feedback, and their daily work activities.
conceptual awareness.
- Some approaches to leadership Coaching
development emphasize individualized - Key leadership skill that can help leaders
feedback about each person’s strengths improve the bench strength of the group
and weaknesses based on standardized and retain high-quality followers.
assessment methods. - Process of equipping people with the tools,
- Others emphasize that leader development knowledge, and opportunities that they
in the twenty-first century must occur in need to develop and become more
more lifelike situations and contexts. successful.
- Leadership programs for senior executives
and CEOs focus on: Types of Coaching
1. strategic planning 1. Informal coaching: Takes place
2. public relations, and whenever a leader helps followers to
3. interpersonal skills. change their behaviors.
Training Programs and Action Learning 2. Formal coaching programs: Designed
for the specific needs and goals of
- Traditional training programs involve individual executives and managers in
personnel taking leadership classes during leadership positions.
work hours.
Peterson and Hicks: Steps in Informal
- Such training addresses common Coaching
leadership issues, but its artificial nature
makes it difficult to transfer concepts to 1. Forging a partnership
actual work situations. 2. Inspiring commitment
3. Growing skills
- Action learning involves the use of actual 4. Promoting persistence
work issues and challenges as the 5. Shaping the environment
developmental activity itself.
Informal Coaching
- It works on the philosophy that best learning
involves learning by doing. - The process can be used to diagnose why
behavioral change is not occurring and
- They are conducted in teams of work what can be done about a.
colleagues who are addressing real - It can and does occur anywhere in the
company challenges. organization and is effective for both high-
performing and low-performing followers.
Development Planning
- Increases in difficulty when it occurs either
- To make enduring behavioral changes, remotely or across cultures.
leaders must provide positive answers to
Features of Formal Coaching
the following five questions:
1. Do leaders know which of their - Formal coaching programs can be
behaviors need to change? expensive. It cost more than 100,000
2. Is the leader motivated to change these dollars.
behaviors? - Coaching may be more effective at
3. Do leaders have plans in place for changing behavior than more traditional
changing targeted behaviors? learning and training approaches.
4. Do leaders have opportunities to 1. One-on-one relationship between manager
practice new skills? and coach lasts from six months to more
5. Are leaders held accountable for than a year.
changing targeted behaviors? 2. The process begins with an assessment of
the manager to clarify development needs.
Good development plans are constantly
3. Coach and manager meet regularly to build
being revised as new skills are learned or new
skills.
opportunities to develop skills become
4. Role plays and videotape are used
available.
extensively, and coaches provide
immediate feedback.
5. Outcomes of coaching programs 3. People who want to avoid the
6. Clarification of managers’ values responsibilities of leadership should
7. Identification of discrepancies between keep an open mind about the
managers’ espoused values and their importance and pervasiveness of
actual behaviors leadership.
8. Development of strategies to better align
managers’ behaviors with their values CHAPTER SUMMARY
- One way to add value to one's leadership
Mentoring
courses and experiences is by applying the
- Personal relationship in which a more action, observation, and reflection model.
experienced mentor acts as a guide, role - To become a better leader, one must seek
model, and sponsor of a less experienced challenges and try to make the best of any
protégé. leadership opportunity.
- In a formal mentoring program, the - Behavior change efforts are most
organization assigns a relatively successful if some formal system or
inexperienced but high-potential leader to a process of behavioral change is put into
top executive in the company. place.
- Often used to accelerate the development - Systems include action learning,
of female or minority protégés. development planning, informal and formal
- Informal mentoring may be more effective coaching programs, and mentorships.
than formal mentoring as it creates a - Leaders can help their followers with
stronger emotional bond and can last a behavioral change through coaching or
lifetime. mentoring programs.
-
Mentor
- Experienced person willing to take an
individual under his or her wing
- Usually someone 2 to 4 levels higher in an
organization
- Provides protégés with knowledge, advice,
challenge, counsel, and support about
career opportunities, organizational strategy
and policy, and office politics.
Mentoring is not the same as coaching
because:
- It may not target specific development
needs
- Guidance is provided by someone several
leadership levels higher in the organization
and not the immediate supervisor
- Mentor may not even be part of the
organization
- There are formal and informal mentoring
programs
- Informal mentoring occurs when a protégé
and mentor build a long-term relationship
based on friendship, similar interests, and
mutual respect

Building One’s Own Leadership Self-Image

1. Not everyone wants to be a leader or
believes he or she can be.
2. Many people are selling themselves
short.
CHAPTER 3 1. Identifying the team’s key objectives,
metrics, and important projects.
New Leader Onboarding Road Map
2. Understanding the boss’s view of team
- This is a road map to help people make strengths and weaknesses.
successful transitions into new 3. Working through meeting schedules and
leadership positions. communication styles.
1. Before you start 4. Sharing plans for the day and the next
- Pre-hire data gathering several weeks.
- Positive activities
The First Two Weeks: Lay The Foundation
2. The first day
- Meet your boss - The new leaders should meet people
- Meet your entire team both inside and outside the team.
3. The first two weeks
Key objectives for these meetings are:
- Meet team members
- Meet peers 1. Learning as much as possible
- Meet stars 2. Developing relationships
- Other meetings 3. Determining future allies
4. The first two months
- Obtain external perspectives One-On-One Meetings with Key Team
- Strategy, structure, and staffing Members should provide the Leader with
- Socialize decisions Answers to Critical Questions:
- Get feedback  What is the team member working on?
5. The third month  What are the team member’s objectives?
- Establish culture  Who are the “stars” a level or two down in
- Team off-site: the organization?
 Values  What are the people issues on the team?
 Strategy  What can the team do better?
 Operating rhythm  What advice do team members have for the
 Improvement areas new leader, and what can the new leader
 Sub-team analyses do to help team members?
Before You Start: Do Your Homework - New leaders should minimize their personal
interactions with direct reports during their
1. A candidate should prepare for the first two months on the job.
interview. - They should discuss the following during
2. The candidates should gather as much meetings:
information about their potential company - Their peers’ objectives, challenges, team
as they can. structure, etcetera
3. Sources of information include Websites, - Their perspectives on what the new leader’s
annual reports, press releases, and team does well and could do better
marketing literature. - Their perspectives on the new leader’s
4. Can also use Facebook, LinkedIn, Plaxo, team members
and other social networking sites to set up - How to best communicate with the boss
informational interviews with people inside - How issues get raised and decisions made
the organization. on their boss’s team
5. These informational interviews will help the
candidates to learn more about the During the first two weeks, new leaders
organization’s history and culture and should also try to meet with individuals who
provide important insight about the vacant were once part of the team but have taken
position. positions in other parts of the organization.

The First Day: Making First Impression These individuals can offer unique insights
into the history of the team and its team
- The first meeting with the boss happens members, and this source of information
in the boss’s office and lasts an hour. should not be overlooked.
The Key Topics to address in the meeting The two other pieces of organization new
are: leaders should gather during the first two
weeks are what the organization sees as the
critical roles on the team and if they were any The Major events for the third month:
internal candidates for the team leader
1. Meet with the entire team
position.
2. Meet off-site with direct reports if the team
New leaders should need this information to is large
ensure they have the best talent filing key roles
and to see if anyone on the team may be The purpose of the first meeting is to enable
hoping to fail. the leader to share the information he gathered
during the process, vision for the future,
The First Two Months: Strategy, Structure, staffing model, team structure, his/her
and Staffing expectations about the team members and any
rationale regarding changes in the team.
It is essential for the Leader to gather more
information, determine the direction, and The change pertains to the tangible actions
finalize the appropriate structure and staffing taken by the leader.
for the team for the next six weeks.
Key Objectives of the Off-site Meeting:
The first 90 days on the job provide a
unique window for driving change and leaders 1. Get agreement on the critical attributes
should know how to “socialize” their strategy, and values of team members.
structure, and staffing ideas with their bosses - New leaders should set-off time to finalize
and peers before making any personnel and clearly define the positive and negative
decisions. behaviors for all attributes and values they
want to see in their members.
The tasks to be performed include: 2. Create a team scorecard.
- New leaders will create the vision and
1. Gathering benchmarking information from
overall objectives for the future, direct report
other organizations
teams need to formulate concrete, specific
2. Meeting with key external customers and goals with timelines and benchmarks to
suppliers measure success.
3. Establish an operating rhythm.
3. Meeting with the former team leader, if
- Teams need to work on their rules of
appropriate
engagement.
New leaders need to be able to articulate: 4. Establish task forces to work on key
change initiatives
1. Where the team has been and where it
- Issues need to be addressed by the team
needs to go over the next one to three
can be done on off-site meetings, whereas
years
task forces may be a better venue for
2. What the team needs to accomplish and
resolving other issues.
what changes will be needed to make this
happen LEARNING FROM EXPERIENCE
3. Their expectations for team members
Leadership practitioners can enhance the
Once the proposed changes have been learning value of experiences by:
agreed to, new leaders need to have one-on- 1. Creating opportunities to get feedback –
one meetings with all team members affected The most helpful information for developing
by any strategy, structure, and staffing leadership comes from feedback regarding
decisions. perceptions in one’s behavior, and impact
The new leaders should seek feedback on the group’s overall effectiveness.
from peers and recruiters. 2. Taking a 10 percent stretch- It conveys the
Third Month: Communicate and Drive idea of voluntary but determined efforts to
Change improve leadership skills.

Things to do include: 3. Learning from others- Leaders can learn a

lot by observing how others react to and
1. Articulating how the team will win handle different challenges and situations.
2. Identifying the what, why, and how of any
needed changes 4. Keeping a journal of daily leadership events
3. Defining a clear set of expectations for team – Good journal entries give leaders a wealth
members of examples they can use.
5. Having a developmental plan – Leaders 2. Followers receive better performance
should have a systematic plan, outlining appraisal ratings.
self-improvement goals and help them take
Building Effective Relationships with
advantage of opportunities that they may
Superiors
otherwise overlook.
- In order to understand the superior’s world
Technical Competence
better, followers should:
- It concerns the knowledge and repertoire of
1. Understand the superior’s personal and
behaviors one can utilize to complete a task
organizational objectives.
successfully.
- Followers with technical competence earn 2. Realize that superiors do not have all the
better performance appraisal ratings, exert answers and have both strengths and
influence in their groups, and are more weaknesses.
likely to be a member of a leader’s in-group.
- This is related to improved managerial 3. Keep the superior informed about
promotion rates, better training skills, lower various activities in the work group or
rates of group conflict, reduced levels of new developments or opportunities in the
role ambiguity, and higher motivation levels field.
among followers for leaders. Requires followers to adapt to the
Reasons Why Followers Need a High Level superior’s style by:
of Technical Competence:  Clarifying expectations about their role on
1. Performance is a function of technical the team, committee, or work group
competence.  Listing major responsibilities and using the
2. Followers with high level of technical list to guide discussions with superiors
competence have a lot of expert power and about different ways to accomplish tasks
at times can wield more influence in their and relative priorities of the tasks
groups than their leader.
3. Individuals with high levels of technical  Being honest and dependable
competence may be more likely to be of a
leader’s in-group and more likely to be Building Effective Relationships with Peers
delegated tasks and asked to participate in - Research suggests that a key requirement
decisions. of leadership effectiveness is the ability to
Steps in Building Technical Competence: build strong alliances with others.

1. Determining how the job contributes to the Ways to establish and maintain good peer
overall success of the organization. relationships:
2. Becoming an expert in the job through 1. Recognizing common interests and goals
education, training, observation, asking 2. Understanding peers’ tasks, problems, and
questions, and teaching. rewards
3. Seeking opportunities to broaden one’s 3. Practicing a theory Y attitude
experiences by performing tasks associated 4. recognition of an individual’s strengths and
with the other positions in one’s work group weaknesses.
and visiting other parts of the organization.
Development Planning
Advantages of Having a Good Working
Relationship with Superiors: - It is a systematic process of building
knowledge and experience or changing
1. Superiors and followers sharing the same behavior.
values, approaches, and attitudes will: - Peterson and Hicks believe that there are
 Experience less conflict five interrelated phases to developmental
planning:
 Provide higher levels of mutual
support 1. Identifying development needs

 Be more satisfied with superior and 2. Analyzing data to identify and prioritize
follower relationships development needs
 3. Using prioritized development needs to the future, and drive organizational
create a focused and achievable change.
development plan
 Performance is a function of technical
4. Periodically reviewing the plan, competence.
reflecting on learning, and modifying or
 Individuals who have good superior-
updating the plan as appropriate
follower relationships are often in the
5. Transferring learning to new superior’s in-group.
environments
 Fundamental requirement of leadership
Conducting a GAPS analysis effectiveness is the ability to build strong
alliances with others.
G – goals
 Development planning is the systematic
A – abilities
process of building knowledge and
P- perceptions experience or changing behavior.
S- standards.
- The first phase in the planning stage.
- This helps the leader to gather and
categorize all pertinent development
planning information.
Steps in GAPS Analysis
1. Identifying career goals
2. Identifying strengths and development
needs related to the career goals
3. Determining how one’s abilities, skills, and
behaviors are perceived by others by
asking others for feedback or through
performance reviews or 360-feedback
instruments
4. Determining the standard, one's boss or
organization has for one's career objectives
Bridging the GAPS: Building a Development
Plan
- Following are the steps for developing a
high-impact development plan:
1. Working on career and development
objectives
2. Determining the criteria for success
3. Determining action steps
4. Deciding whom to involve and
reassessing dates
5. Stretching assignments
6. Using various resources
7. Reflecting the knowledge with a partner
CHAPTER SUMMARY
 The first three months give leaders
unique opportunities to make smooth
transitions, paint compelling pictures of
CHAPTER 4 • This is because the formal leader is not
always the person who possesses the
POWER AND INFLUENCE
most power in a leadership situation
“The true leader must submerge himself in the
Sources of Leader Power
fountain of the people.” - V. I. Lenin, Leader of
the 1917 Bolshevik Revolution 1. Furniture arrangement
IMPORTANT DISTINCTION, 1 2. Shape of the table used for meetings and
seating arrangements
Power
3. Prominently displayed symbols
- Capacity to produce effects on others or the
potential to influence others 4. Appearances of title and authority
 Function of the leader, the followers, 5. Choice of clothing
and the situation
6. Presence or absence of crisis
 Does not need to be exercised in order
to have its effect
 Attributed to others on the basis and
frequency of influence tactics they use
and, on their outcomes,
IMPORTANT DISTINCTION, 2
Influence
- Change in a target agent’s attitudes, values,
beliefs, or behaviors as the result of
influence tactics
Influence tactics
French and Raven’s Bases of Social Power:
- One person’s actual behaviors designed to Expert Power
change another person’s attitudes, beliefs,
values, or behaviors Power of knowledge
- Apart from leaders, followers can also wield - Some people are able to influence others
power and influence over leaders as well as with their relative expertise in particular
over each other areas
IMPORTANT DISTINCTION, 3 Followers may have more expert power
- Influence can be measured by the than leaders at times
behaviors or attitudes manifested by - If different followers have considerably
followers as a result of a leader’s influence greater amounts of expert power, the leader
tactics may be unable to influence them using
- Leaders with high amounts of power can expert power alone
cause fairly substantial changes in
subordinates’ attitudes and behaviors French and Raven’s Bases of Social Power:
- Amount of power followers have in work Referent Power
situations can also vary dramatically
Potential influence one has because of the
• Some followers may exert relatively strength of the relationship between the leader
more influence than the leader does in and the followers
certain situations
- Takes time to develop but can be lost
IMPORTANT DISTINCTION, 4 quickly
- Desire to maintain referent power may limit
- Individuals with a relatively large amount of
a leader’s actions in certain situations
power may successfully employ a wider
variety of influence tactics The stronger the relationship, the more
- Followers often can use a wider variety of influence leaders and followers exert over each
influence tactics than the leader other
- Followers with relatively more referent 2. Modifying their level of effort based on the
power than their peers are often leader’s performance
spokespersons for their units and have
more latitude to deviate from work-unit French and Raven’s Bases of Social Power:
norms Coercive Power
Potential to influence others through the
French and Raven’s Bases of Social Power:
administration of negative sanctions or the
Legitimate Power
removal of positive events
Depends upon on a person’s organizational
Reliance on this power has inherent limitations
role or his or her formal or official authority
Informal coercion can change the attitudes and
Allows exertion of influence through requests
behaviours of others
or demands deemed appropriate by virtue of
one’s role and position - One of the most common forms of coercion
is a superior’s temperamental outbursts
Holding a position and being a leader are not
synonymous Followers that use coercive power to influence
a leader’s behavior tend to have a relatively
- Effective leaders often intuitively realize
high amount of referent power among co-
they need more than legitimate power to be
workers
successful
- Followers can use their legitimate power, Concluding Thoughts about French and
job descriptions, bureaucratic rules, or Raven’s Power Taxonomy, 1
union policies to influence leaders
Leaders can usually exert more power during a
French and Raven’s Bases of Social Power: crisis than during periods of relative calm
Reward Power
- During a crisis, followers may be more
Involves the potential to influence others eager to receive direction and control from
through control over desired resources leaders
- Potential to influence others through reward Research indicates that leaders who rely on
power is a joint function of the leader, the referent and expert powers have
followers, and the situation subordinates who:
Problems associated with rewards 1. Are more motivated and satisfied
- Overemphasizing performance rewards can 2. Are absent less
lead to workers feeling resentful and
manipulated 3. Perform better

- Extrinsic rewards such as praise or Concluding Thoughts about French and

compensation may not have the same Raven’s Power Taxonomy, 2
behavioral effects as intrinsic rewards such Following generalizations can be made
as personal growth and development about power and influence:
- Rewards may produce compliance but not 1. Effective leaders take advantage of all their
other desirable outcomes like commitment sources of power
Leaders can enhance their ability to 2. Leaders in well-functioning organizations
influence others based on reward power by: are open to being influenced by their
1. Determining what rewards are available and subordinates
most valued by subordinates 3. Leaders vary in the extent to which they
2. Establishing policies for the fair and share power with subordinates
consistent administration of rewards for
good performance 4. Effective leaders generally work to increase
their various power bases or become more
Followers can exercise reward power over willing to use their coercive power
leaders by:
Leader Motives, 1
1. Controlling scarce resources
People vary in their motivation to influence or
control others
- Need for power is expressed in the Findings concerning need for power and
following ways: motivation to manage have several implications
for leadership practitioners
1. Personalized power is exercised for
personal needs by selfish, impulsive, - Not all individuals like being leaders
uninhibited individuals who lack self- - High need for power or motivation to
control manage does not guarantee leadership
success
2. Socialized power is used for the
benefit of others or the organization and Leader Motives, 5
involves self-sacrifice
High need for socialized power and a high level
- Thematic Apperception Test, a projective of activity inhibition may be required for long-
personality test, can assess the need for term leadership success
power
Followers and leaders differ in the need for
- Need for power is found to be positively
power, activity inhibition, and motivation to
related to various leadership effectiveness
manage
criteria
Leader Motives, 2 Types of Influence Tactics based on the
Influence Behavior Questionnaire
Leaders who are relatively uninhibited in their
need for power will use power impulsively 1. Rational persuasion: When logical
arguments or factual evidence is used to
Leaders with a high need for power but low influence others
activity inhibition may be successful in the short
term, but the remainder of the organization 2. Inspirational appeals: When a request or
may pay high costs for this success proposal is designed to arouse enthusiasm
or emotions in targets
Some followers have a high need for power,
which can lead to tension between the leader 3. Consultation: When targets are asked to
and the follower participate in planning an activity

Leader Motives, 3 4. Ingratiation: When an agent attempts to

get a target in a good mood before making
Individuals vary in their motivation to manage a request
- Miner describes motivation to manage in 5. Personal appeals: When a target is asked
terms of the following composites: to do a favor out of friendship
1. Maintaining good relationships with 6. Exchange: When a target is influenced
authority figures through the exchange of favors
2. Wanting to compete for recognition and 7. Coalition tactics: When agents seek the
advancement help of others to influence the target
3. Being active and assertive 8. Pressure tactics: When threats or
persistent reminders are used to influence
4. Wanting to exercise influence over
targets
subordinates
9. Legitimizing tactics: When agents make
5. Being visibly different from followers
requests based on their position or authority
6. Being willing to do routine
administrative tasks Influence Tactics and Power

Leader Motives, 4 - A strong relationship exists between the

relative power of agents and targets and the
Miner’s Sentence Completion Scale or M S C S types of influence tactics used
measures a person's motivation to manage - Leaders with high referent power generally
The overall composite M S C S score do not use legitimizing or pressure tactics
consistently predicts leadership success in - Leaders with only coercive or legitimate
hierarchical or bureaucratic organizations power tend to use coalition, legitimizing, or
pressure tactics
Hard tactics are used when: • Leaders should discourage in-group and
out-group rivalries from forming in the
1. An influencer has the upper hand
work unit
2. Resistance is anticipated
• Exercise of power occurs primarily
3. The other person’s behavior violates through the influence tactics leaders and
important norms followers use

Soft tactics are used when: • Leadership practitioners should always

consider why they are using a particular
1. One is at a disadvantage influence attempt before they actually
2. Resistance is expected use it

3. There is personal benefit if the attempt is

successful
Rational tactics are used when:
1. Parties are relatively equal in power
2. Resistance is not anticipated
3. Benefits are organizational as well as
personal
- Using influence tactics is a social skill
Other ways to successfully influence
superiors
1. Thoroughly preparing beforehand
2. Involving others for support or coalition
tactics
3. Persisting through a combination of
approaches
People select influence tactics as a function of
their power relationship with another person
- Relationship holds true universally across
different social domains

A Concluding Thought about Influence

Tactics
Leaders should pay attention to the actual
influence tactics they use and why they believe
particular methods are effective
- Influence efforts intended to build others up
more frequently lead to positive outcomes
than influence efforts intended to put others
down

CHAPTER SUMMARY
• By reflecting on their different bases of
power, leaders may better understand
how they can affect followers and even
expand their power
• Leaders can improve their effectiveness
by finding ways to enhance the value of
their personal contribution to their team
CHAPTER 5 People in an organization vary in the relative
importance they place on values
VALUES, ETHICS, AND CHARACTER
1. Instrumental values: Modes of behavior, such
“Leadership cannot just go along to get along… as being helpful or being responsible
Leadership must meet the moral challenge of the
day” - Jesse Jackson, American civil rights 2. Terminal values: Desired end states, such as
family security or social recognition
activist
Values, 2
Leaders can use power for good or ill
Pervasive influences of broad forces at a particular
- Leader’s personal values and ethical code may
time tend to create common value systems
be the most important determinants of how that
leader exercises available power sources - May contribute to misunderstandings and
- Recent scandals involving political, business, tension in the interactions between older
and religious figures highlight the need to leaders and younger followers
consider values and ethics in terms of
All generations are molded by distinctive
leadership
experiences at their critical developmental periods
- Scholarly and popular literature have turned
greater attention to the question of ethical 1. The Veterans, 1922 to 1943
leadership
2. The Baby Boomers, 1942 to 1960
Leadership and “Doing the Right Things”, 1
3. The Gen Xers, 1961 to 1981
Leaders face dilemmas that require choices
between competing sets of values and priorities 4. Millennials, 1982 to 2005

- Leaders set a moral example that becomes the Values, 3

model for an entire group or organization Gen Xers have a clearly different view of authority
- Leaders should internalize a strong set of than previous generations
ethics, which are principles of right conduct or
a system of moral values - Define leading as removing obstacles and
- Gardner and Burns stressed the centrality and giving followers what they need to work well
importance of the moral dimension of - Expect managers to earn their promotions and
leadership not be rewarded with leadership responsibilities
because of seniority
Leadership and “Doing the Right Things”, 2
Research has found little evidence of a generation
Qualities of leadership that engender trust gap in basic values
1. Vision - Studies show that Boomers, Xers, and
2. Empathy Millennials in the managerial workforce are
more similar than different in their views of
3. Consistency organizational leadership
4. Integrity Moral Reasoning and Character-based
Leadership, 1
McGregor's styles of managerial behavior on the
basis of people’s implicit attitudes about human Moral reasoning: Process used by leaders to
nature make decisions about ethical and unethical
behaviors
• Theory X asserts that most people need
extrinsic motivation because they are not - Value differences among individuals often result
naturally motivated to work in different judgments regarding ethical and
unethical behavior
• Theory Y asserts that most people are
- Not everyone fully develops their moral
intrinsically motivated by their work
judgment
Values, 1
Moral Reasoning and Character-based
Constructs representing generalized behaviors or Leadership, 2
states of affairs that are considered by the
Unconscious biases may affect one’s moral
individual to be important
judgments, which is why many organizations are
Play a central role in one’s overall psychological developing programs to develop moral decision-
makeup and can affect behavior in different making competence among leaders
situations
- Effectiveness of such programs depends on Ways in which people with firm moral principles
understanding the moral decision-making may behave badly without feeling guilt or remorse
process over their behavior
Dual-process theory of moral judgment 1. Moral justification: Justifying otherwise
immoral behavior in terms of a higher
- Moral judgments dealing with rights or duties
purpose
are made by automatic emotional responses
while those made on a more utilitarian basis are a. Euphemistic labeling: Disguising
made more cognitively morally distasteful behavior with
cosmetic words
Moral Reasoning and Character-based
Leadership, 3 2. Advantageous comparison: Avoiding self-
contempt for one’s behavior by comparing it
Common but challenging ethical dilemmas involve
to even more heinous behavior by others
choosing between two rights
3. Displacement or diffusion of
Kidder identified the following common ethical
responsibility: Violating personal moral
dilemmas:
standards by attributing responsibility to
1. Truth versus loyalty: Honestly answering a others
question that may compromise real or
4. Diffusion of responsibility: Excusing one’s
implied promise of confidentiality to others
own reprehensible behavior because others
2. Individual versus community: Protecting are behaving in the same way
the confidentiality of someone’s medical
5. Disregard or distortion of consequences:
condition when the condition itself may pose
Minimizing the actual harm caused by one’s
a threat to the larger community
behavior
3. Short-term versus long-term: Balancing
6. Dehumanization: Avoiding the
spending time with family against making
consequences of one’s behavior by
career investments for future benefits
dehumanizing those who are affected
4. Justice versus mercy: Deciding whether to
7. Attribution of blame: Justifying one's
excuse a person’s misbehaviour because of
immoral behavior by claiming it was caused
extenuating circumstances or a conviction
by someone else’s actions
that he or she has learned a lesson
Components of moral potency
Kidder offers the following principles for
resolving ethical dilemmas: 1. Moral ownership
2. Moral courage
1. Ends-based thinking: Doing what’s best
3. Moral efficacy
for the greatest number of people
• Known as utilitarianism Avolio and Associates: Components of
2. Rule-based thinking: Following the Ethical Leadership
highest principle or duty
1. Moral person
• Consistent with Kantian
• Principled decision-maker who cares
philosophy
about people and the broader society
3. Care-based thinking: Doing what one
2. Moral manager
wants others to do to him or her
• Makes ethics an explicit part of the
• Similar to the Golden Rule of
leadership agenda by communicating
conduct common in many world
messages of ethics and values and by
religions
modeling ethical behavior
Research has identified biases that affect our
moral decision-making Character-Based Approaches to Leadership, 1

1. Implicit prejudice: Subconscious Authentic leadership

prejudices that affect one's decisions
Authentic leaders exhibit consistency among
without him or her being aware of them
their values, beliefs, and actions
2. In-group favoritism: Doing acts of
kindness and favors for those who are like - Are self-aware
us - Self-consciously align their actions with
3. Overclaiming credit: Overrating the quality
their inner values
of one's own work and contributions
4. Conflicts of interest: Adversely impact Study of authentic leadership has gained
ethical judgments and bias one's momentum because of the following beliefs:
perceptions of situations
 1. Enhancing self-awareness can help • Research shows that role models can
people in organizations find more be characterized using the following
meaning at work categories of attitudes and behaviors:
2. Promoting transparency and openness in • Interpersonal behaviors: They
relationships builds trust and show care, concern, and
commitment compassion for others
3. Fostering more inclusive structures and • Basic fairness: They show
practices can help build more positive fairness to others
ethical climates
• Ethical actions and self-
Servant leadership views serving others as expectations: They hold
being the leader’s role themselves to high ethical
standards and behave
Characteristics of servant leaders:
consistently in both their public
1. Listening and private lives

2. Empathy • Articulating ethical standards:

They articulate a consistent
3. Healing ethical vision and are
4. Awareness uncompromising toward it

5. Persuasion Upward ethical leadership: Leadership

behavior enacted by individuals who take
6. Conceptualization action to maintain ethical standards in the face
7. Foresight of questionable moral behaviors by higher-ups

8. Stewardship • General quality of an organization’s

ethical climate affects whether or not
9. Commitment to others’ growth employees raise ethical concerns
10. Building community • In ethical climates, ethical
standards or norms are
Roles of Ethics and Values in
consistently and clearly
Organizational Leadership
communicated, embraced, and
Organizations have dominant values just as enforced by organizational
individuals do leaders
- Values represent the principles by which • In unethical climates, unethical
employees are to get work done and treat behavior exists with little
other employees, customers, and vendors corrective action, and
- Leaders in an organization fail because of a misbehavior may even be
misalignment between personal and condoned
organizational values
Creating and Sustaining an Ethical Climate
Top leadership’s collective values play a
“Fronts” of leadership action required to create
significant role in determining the dominant
an ethical climate
values throughout the organization
1. Formal ethics policies and procedures
- Many of the most difficult decisions made
by leaders are choices between opposing 2. Core ideology
values
- Leaders must set a personal example of 3. Integrity
values-based leadership and ensure that 4. Structural reinforcement
clear values guide everyone’s behavior in
an organization 5. Process focus

Leading by Example: The Good, the Bad, Principle-centered leadership asserts a

and the Ugly, 1 fundamental interdependence between the
personal, interpersonal, managerial, and
One of the most quoted principles of good organizational levels of leadership
leadership is “leadership by example”
 • Interdependence between the levels
posited in principle-centered leadership
is similar to the conceptualizations of
authentic leadership
CHAPTER SUMMARY
• There is a relationship between ethics,
values, and leadership
• It is not just the content of what one
believes is right and wrong but how one
makes moral or ethical judgments
• Ethical dilemmas often involve a choice
between two “rights” rather than choices
between what is right or wrong
• Recent research has explored the
interdependencies between effective
leadership and particular value systems