1.?Week 7 DB: Leadership, Organizational Culture, and Strategy Turning a vision for an organization into a reality is a bit l
Week 7 DB: Leadership, Organizational Culture, and Strategy
Turning a vision for an organization into a reality is a bit like putting together the pieces of a puzzle. Healthy organizational culture, effective teamwork, and the appropriate degree of organizational transparency are just some of the pieces that can contribute to making a vision a reality. Leaders who have a strategy can provide the means for fashioning the various pieces and integrating them into a fully realized vision.
This week, you will evaluate a case study featuring business leader Dr. Craig Marsh. Based on this case study, you will analyze the keys to effective leadership and the role of leadership in shaping an organizational culture, including a focus on positive social change.
Learning Objectives
INDEPENDENT SCHOLARS WILL:
- Analyze factors related to effective leadership within a global, virtual context
- Analyze the role of leadership in establishing an organizational culture that includes positive social change
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
REQUIRED READINGS
Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.Chapter 14, “Team Leadership” (pp. 363–396)
Chapter 16, “Culture and Leadership” (pp. 427–467)Discussion: Leading a Virtual Organization:
Critical Decisions
Leaders are responsible for making decisions that have long-term ramifications; thus, making the appropriate decisions can be stressful and leaders’ decisions may vary. They often enhance employee performance using effective means for employee engagement. Leaders are also sometimes responsible for building trust among their team members as well as being role models who exemplify ethical behavior and commitment to the organizational values. These responsibilities are challenging for some leaders. An additional challenge for some leaders is understanding the work their teams perform. For this Discussion, you will consider the scenario of an executive business leader, Dr. Craig Marsh, who faces similar challenges. You will put yourself in his position and will answer questions common to real-world situations.To prepare for this Discussion, review the “Leading a Virtual Organization” videos and Case Study Guide and consider the case of business executive Dr. Craig Marsh. Consider how Dr. Marsh built within his organization a culture of employee engagement, one that is conducive to optimal performance management, and a leadership structure appropriate to achieve his goals. Further, consider how Dr. Marsh took into account the perspectives of researchers and practitioners before creating his strategy.BY DAY 3
Post your analysis of the case study, specifically the factors related to effective leadership within a global, virtual organization. In your analysis, be sure to address the following questions:What aspects of the academic and practitioner literature did you find particularly applicable to Dr. Marsh’s scenario?
Whose seminal work would you adopt to help you form your strategy to change the organizational culture of this virtual organization?
If you were in Dr. Marsh’s position, what is one additional strategy you might have employed to more effectively lead or develop this virtual, globally dispersed team? Provide a rationale for your selected strategy.Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and one or more additional scholarly sources.
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| Name: DDBA_8151_Week_7_Assignment_Rubric | ||||||
| Superior Criteria | Excellent Criteria | Satisfactory Criteria | Marginal Criteria | Unsatisfactory Criteria | Not Submitted | |
| Element 1: Ethical Dilemma | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Student presents a thorough and detailed analysis that provides an explanation of the ethical dilemma. Several sources and examples support thinking. | Student presents a thorough and detailed analysis that provides an explanation of the ethical dilemma. Several sources and examples support thinking. There are one or two minor errors in analysis. | Student presents an analysis with some details of the ethical dilemma. Some sources and examples support thinking. | Student presents a cursory or incomplete analysis with vague or missing details of the ethical dilemma. Few sources or examples support thinking. | Does not meet minimal standards. | Did not submit element. | |
| Element 2: Ethical Framework | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Student presents a thorough and detailed analysis that explains the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and includes support for his/her analysis from scholarly research. Several sources and examples support thinking. | Student presents a thorough and detailed analysis that explains the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and includes support for his/her analysis from scholarly research. Several sources and examples support thinking. There are one or two minor errors in analysis. | Student presents an analysis with some details that explains the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and includes some support for his/her analysis from scholarly research. Some sources and examples support thinking. | Student presents a cursory or incomplete analysis with vague or missing details of the ethical framework that, if applied by the organization to make its decision, would have resolved the ethical dilemma, and/or does not include support for his/her analysis from scholarly research. Few sources or examples support thinking. | Does not meet minimal standards. | Did not submit element. | |
| Element 3: Positive and Negative Consequences of Decision | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Student presents a thorough and detailed analysis examining both the positive and negative consequences of the decision, including the tradeoffs that the leadership of the organization made in making their decision. Several sources and examples support thinking. | Student presents a thorough and detailed analysis examining both the positive and negative consequences of the decision, including the tradeoffs that the leadership of the organization made in making their decision. Several sources and examples support thinking. There are one or two minor errors in analysis. | Student presents an analysis with some details examining both the positive and negative consequences of the decision, including some of the tradeoffs that the leadership of the organization made in making their decision. Some sources and examples support thinking. | Student presents a cursory or incomplete analysis with vague or missing details examining both the positive and negative consequences of the decision, and/or provides vague or missing details of the tradeoffs that the leadership of the organization made in making their decision. | Does not meet minimal standards. | Did not submit element. | |
| Element 4: Critical Thinking | 16 (16%) | 15.2 (15.2%) | 13.6 (13.6%) | 12 (12%) | 8 (8%) | 0 (0%) |
| Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. | Writing exhibits excellent evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyze patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned, superb arguments. There are one or two minor errors in explanation. | Writing exhibits some evidence of thoughtful critical analysis and thinking. A good examination is made of assumptions and possible biases, with some supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments adequately, but not superbly. | Writing exhibits little evidence of thoughtful critical analysis and thinking. Examination is not made of assumptions and possible biases. Writing does not synthesize the classroom experiences and content; nor analyzes patterns or connections between theory and practice. Logical conclusions based on well-reasoned arguments are not exhibited. | Does not meet minimal standards. | Did not submit element. | |
| Element 5: Written Delivery Style & Grammar | 8 (8%) | 9.5 (9.5%) | 8.5 (8.5%) | 7.5 (7.5%) | 5 (5%) | 0 (0%) |
| Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. | Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. | Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. | Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. | Does not meet minimal standards. | Did not submit element. | |
| Element 6: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations) | 8 (8%) | 9.5 (9.5%) | 8.5 (8.5%) | 7.5 (7.5%) | 5 (5%) | 0 (0%) |
| Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. | Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. | Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. | Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. | Does not meet minimal standards. | Did not submit element. |
Exit
Exit
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1
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly summarizes your paper in 120 words or less. Through your abstract, your readers should be able to fully understand the content and the implications of the paper. Also, note that writing this section after the paper itself may be helpful. See section 2.04 APA for tips and more information on writing abstracts. This template was updated April 25, 2016.
Title of the Paper
This template’s margins, page numbers, and page breaks are set for you, and you do not need to change them. Do not add any extra spaces between the heading and the text (you may want to check Spacing under Format, Paragraph in your word processor, and make sure that it is set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab button), and start typing. The introduction should receive no specific heading because readers assume that the first section functions as your paper’s introduction.
After considering these formatting issues, you will need to construct a thesis statement, which lets readers know how you synthesized the literature into a treatise that is capable of advancing a new point of view. This statement provides readers with a lens for understanding the forthcoming research presented in the body of your essay (after all, each piece of literature should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the introduction. An easy template for writing an introduction follows:
1. Start with what has been said or done regarding the topic.
2. Explain the problem with what has been said or done.
3. Offer a solution in a concise thesis statement that can be supported by the literature.
4. Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even though this section has a new heading, make sure to connect this section to the previous one so readers can follow along with the ideas and research presented. The first sentence in each paragraph should transition from the previous paragraph and summarize the main point in the paragraph. Make sure each paragraph contains only one topic, and when you see yourself drifting to another idea, make sure you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page) to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short, think this: new idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Note that, when you add additional headings, you should use the APA levels available in the Styles area of your toolbar. If you enter them manually instead, you may need to delete the automatic indent that appears because Word thinks you are beginning a new paragraph. Again, the topic sentence of this section should explain how this paragraph is related or a result of what you discussed in the previous section. Consider using transitions between sentences to help readers see the connections between ideas. Below are a few examples of how to transition from one statement to another (or in some cases, one piece of literature to another):
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J. Thompson, personal communication, July 3, 2013), largely due to the state’s recent financial cutbacks of fine arts programs (Babar, 2007).
2. Obesity affects as much as 17% of the total population of children, an increase which may lead to other chronic health problems (Hera, 2008; Sinatra, 2008).
For more examples, see some of the transitions handouts on the Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous section. Using headings is a great way to organize a paper and increase its readability, so be sure to review heading rules on APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels is all that is needed. You would use Level 1 (centered, bold font with both uppercase and lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This template provides examples of APA’s four heading levels, but remember that at least two headings on the same level are needed before the next heading level. For example, a paper must have at least two level 3 headings before a level 4 heading.
Level 3 heading. Note that you should write Level 3 and 4 headings in sentence case, meaning that only the first word and any proper nouns are capitalized. The number of headings needed in a particular paper is not set, but longer papers may benefit from another heading level, such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to cite in academic work. Make sure to cite source information throughout your paper to avoid plagiarism. This practice is critical: you need to give credit to your sources and avoid copying others’ work at all costs. Look at APA starting at 6.01 for guidelines on citing source information in your text.
Level 4 heading. You will want to include at least two of each kind of heading in your paper, hence this additional paragraph modeling effective heading usage. See below for further tips on using headings effectively.
Level 3 heading. Again, if you choose to use Level 3 or 4 headings, at least two of each heading level should appear in the paper. Otherwise, if only one heading appears, your readers may question the need for a heading at all. If you find yourself questioning whether or how to use headings, consider consulting your instructor or committee chair for his or her input.
Level 1 Heading
APA can seem difficult to master, but following the general rules becomes easier with use. The Writing Center also offers numerous resources on its website and by email to help.
And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your paper. However, perhaps more importantly, the conclusion should also interpret what you have written and what it means in the bigger picture. To help write your concluding remarks, consider asking yourself these questions: What do you want to happen with the information you have provided? What do you want to change? What is your ultimate goal in using this information? What would it mean if the suggestions in your paper were taken and used?
References
(Please note that the following references are intended as examples only. Also, these illustrate different types of references but are not all cited in the text. In your paper, be sure every reference entry matches a citation, and every citation refers to an item in the reference list.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14–31. doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319–4392. Retrieved from http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565–582. doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31–22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf
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CASE STUDY
Dr. Craig Marsh is a business executive with over 25 years of experience in organizational leadership, development, and change, across a number of industries. In this case study, Craig will present a real-world leadership challenge based on his professional experience that will allow you to place yourself in the same situation and to explore in-depth some of the questions that inevitably arise: Would you have made the same decisions? What does the case tell you about the nature of the modern organization and its opportunities for value creation, as well as its limits? And what are the questions it raises for both senior and frontline leadership in the 21st century?
The Case
Five years ago, I took over a business unit that consisted almost entirely of people working virtually. I had nearly 500 people working for me who lived all over the world and worked remotely. They were all directly customer facing, and—most significantly— they were not employed directly by my organization, but were contracted to us, mostly on a part-time basis.
To provide some context, our organization had grown rapidly over the previous 4-5 years and was confronting a classic consequence of that growth—a start-up culture now requiring scalable structures and processes to ensure that growth and service standards were maintained consistently. As a leader, I inherited very little structure, other than some early attempts at putting in place performance indicators and quality standards, as well as established central units for monitoring service quality. I also had a small group of divisional directors reporting to me, each of whom were in charge of a subunit of my structure with specific and differentiated customer value propositions.
One of my biggest challenges, however, was the very "loose" structure of contracted service professionals who provided the main value work to our customers. These
service professionals were highly educated and experienced, multinational, working remotely from anywhere in the world, were mainly part time, and had a tenuous connection to the company. Legally, there were strict constraints on treating them as employees, for fear of violating local tax laws. Because of this, it was very challenging to promote employee engagement and build trust across the team, accurately evaluate performance for all staff, and establish an appropriate leadership structure for this unique situation. I faced a number of questions and set myself the following three key challenges: 1. How do I introduce a culture of engagement? 2. How do I effective process for performance management? 3. How do I build a leadership structure appropriate for my particular circumstances
Leadership seventh edition
To Laurel, Lisa, Madison, Scott, and Kallie
Leadership Theory and practice • seventh edition
Peter g.Northouse Western Michigan University
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Copyright 2016 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data Northouse, Peter Guy.
Leadershop : theory and practice/Peter Northouse, Western Michigan University.—Seventh Edition.
pages cm Includes bibliographical references and index.
ISBN 978-1-4833-1753-3 (pbk. : alk. paper)
1. Leadership. 2. Leadership—Case studies. I. Title.
HM1261.N67 2015 303.3′4—dc23 2014044695 This book is printed on acid-free paper.
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Brief Contents
Preface xvii
1. Introduction 1 2. Trait Approach 19 3. Skills Approach 43 4. Behavioral Approach 71 5. Situational Approach 93 6. Path–Goal Theory 115 7. Leader–Member Exchange Theory 137 8. Transformational Leadership 161 9. Authentic Leadership 195 10. Servant Leadership 225 11. Adaptive Leadership 257 12. Psychodynamic Approach 295 13. Leadership Ethics 329 14. Team Leadership 363 15. Gender and Leadership 397 16. Culture and Leadership 427
Author Index 467 Subject index 477 About the Author 491 About the Contributors 493
Detailed Contents
Preface xvii
1. Introduction 1 Leadership Defined 2
Ways of Conceptualizing Leadership 5 Def inition and Components 6
Leadership Described 7 Trait Versus Process Leadership 7 Assigned Versus Emergent Leadership 8 Leadership and Power 10 Leadership and Coercion 12 Leadership and Management 13
Plan of the Book 15 Summary 16 References 17
2. Trait Approach 19 Description 19
Intelligence 23 Self-Conf idence 24 Determination 24 Integrity 25 Sociability 26 Five-Factor Personality Model and Leadership 26 Emotional Intelligence 27
How Does the Trait Approach Work? 29 Strengths 30 Criticisms 30
Application 32 Case Studies 32
Case 2.1 Choosing a New Director of Research 33 Case 2.2 A Remarkable Turnaround 34 Case 2.3 Recruiting for the Bank 36
Leadership Instrument 37 Leadership Trait Questionnaire (LTQ) 38
Summary 40 References 41
3. Skills Approach 43 Description 43
Three-Skill Approach 44 Technical Skill 44 Human Skill 44 Conceptual Skill 45 Summary of the Three-Skill Approach 46
Skills Model 47 Competencies 48 Individual Attributes 52 Leadership Outcomes 53 Career Experiences 54 Environmental Influences 55 Summary of the Skills Model 56
How Does the Skills Approach Work? 56 Strengths 57 Criticisms 58 Application 59 Case Studies 60
Case 3.1 A Strained Research Team 60 Case 3.2 A Shift for Lieutenant Colonel Adams 62 Case 3.3 Andy’s Recipe 64
Leadership Instrument 66 Skills Inventory 67
Summary 69 References 70
4. Behavioral Approach 71 Description 71
The Ohio State Studies 72 The University of Michigan Studies 73 Blake and Mouton’s Managerial (Leadership) Grid 74
Authority–Compliance (9,1) 75
Country-Club Management (1,9) 75 Impoverished Management (1,1) 75 Middle-of-the-Road Management (5,5) 76 Team Management (9,9) 77
Paternalism/Maternalism 77 Opportunism 77
How Does the Behavioral Approach Work? 78 Strengths 80 Criticisms 81 Application 81 Case Studies 82
Case 4.1 A Drill Sergeant at First 83 Case 4.2 Eating Lunch Standing Up 84 Case 4.3 We Are Family 85
Leadership Instrument 87 Leadership Behavior Questionnaire 88
Summary 90 References 91
5. Situational Approach 93 Description 93
Leadership Styles 94 Development Levels 96
How Does the Situational Approach Work? 97 Strengths 98 Criticisms 99 Application 102 Case Studies 103
Case 5.1 Marathon Runners at Different Levels 103 Case 5.2 Why Aren’t They Listening? 105 Case 5.3 Getting the Message Across 107
Leadership Instrument 108 Situational Leadership Questionnaire: Sample Items 109
Summary 112 References 113
6. Path–Goal Theory 115 Description 115
Leader Behaviors 117 Directive Leadership 117 Supportive Leadership 117 Participative Leadership 118 Achievement-Oriented Leadership 118
Follower Characteristics 118 Task Characteristics 119
How Does Path–Goal Theory Work? 120 Strengths 122 Criticisms 123 Application 124 Case Studies 125
Case 6.1 Three Shifts, Three Supervisors 126 Case 6.2 Direction for Some, Support for Others 128 Case 6.3 Playing in the Orchestra 129
Leadership Instrument 132 Path–Goal Leadership Questionnaire 133
Summary 135 References 136
7. Leader–Member Exchange Theory 137 Description 137
Early Studies 137 Later Studies 140 Leadership Making 142
How Does LMX Theory Work? 144 Strengths 145 Criticisms 146 Application 148 Case Studies 149
Case 7.1 His Team Gets the Best Assignments 150 Case 7.2 Working Hard at Being Fair 151 Case 7.3 Taking on Additional Responsibilities 152
Leadership Instrument 154 LMX 7 Questionnaire 155
Summary 157 References 158
8. Transformational Leadership 161 Description 161
Transformational Leadership Def ined 162 Transformational Leadership and Charisma 164 A Model of Transformational Leadership 166
Transformational Leadership Factors 167 Transactional Leadership Factors 171 Nonleadership Factor 172
Other Transformational Perspectives 172 Bennis and Nanus 172 Kouzes and Posner 174
How Does the Transformational Approach Work? 175 Strengths 176 Criticisms 178 Application 180 Case Studies 181
Case 8.1 The Vision Failed 181 Case 8.2 An Exploration in Leadership 183 Case 8.3 Her Vision of a Model Research Center 185
Leadership Instrument 187 Summary 190 References 191
9. Authentic Leadership 195 Description 195
Authentic Leadership Def ined 196 Approaches to Authentic Leadership 197
Practical Approach 197 Theoretical Approach 200
How Does Authentic Leadership Work? 205 Strengths 206 Criticisms 207 Applications 208 Case Studies 209
Case 9.1 Am I Really a Leader? 210 Case 9.2 A Leader Under Fire 212 Case 9.3 The Reluctant First Lady 214
Leadership Instrument 217 Authentic Leadership Self-Assessment Questionnaire 218
Summary 220 References 221
10. Servant Leadership 225 Description 225
Servant Leadership Def ined 226 Historical Basis of Servant Leadership 226 Ten Characteristics of a Servant Leader 227 Building a Theory About Servant Leadership 229
Model of Servant Leadership 231 Antecedent Conditions 231 Servant Leader Behaviors 233 Outcomes 236 Summary of the Model of Servant Leadership 238
How Does Servant Leadership Work? 238 Strengths 239
Criticisms 240 Application 241 Case Studies 242
Case 10.1 Everyone Loves Mrs. Noble 243 Case 10.2 Doctor to the Poor 244 Case 10.3 Servant Leadership Takes Flight 247
Leadership Instrument 249 Servant Leadership Questionnaire 250
Summary 253 References 254
11. Adaptive Leadership 257 Description 257
Adaptive Leadership Def ined 258 A Model of Adaptive Leadership 260
Situational Challenges 261 Leader Behaviors 263 Adaptive Work 273
How Does Adaptive Leadership Work? 274 Strengths 275 Criticisms 276 Application 277 Case Studies 279
Case 11.1 Silence, Stigma, and Mental Illness 279
Case 11.2 Taming Bacchus 281 Case 11.3 Redskins No More 283
Leadership Instrument 286 Adaptive Leadership Questionnaire 287
Summary 292 References 293
12. Psychodynamic Approach 295 Manfred F. R. Kets de Vries and Alicia Cheak Description 295 The Clinical Paradigm 296 History of the Psychodynamic Approach 297 Key Concepts and Dynamics Within the
Psychodynamic Approach 301 1. Focus on the Inner Theatre 301 2. Focus on the Leader-Follower
Relationships 302 3. Focus on the Shadow Side of Leadership 305
How Does the Psychodynamic Approach Work? 305 Strengths 306
Criticisms 307 Application 308
Group Coaching 309 Case Studies 313
Case 12.1 Dealing With Passive-Aggressives 313 Case 12.2 The Fear of Success 314 Case 12.3 Helping a Bipolar Leader 315
Leadership Instrument 317 The Leadership Archetype
Questionnaire (Abridged Version) 318 Summary 324 References 324
13. Leadership Ethics 329 Description 329
Ethics Def ined 330 Level 1. Preconventional Morality 331 Level 2. Conventional Morality 332 Level 3. Postconventional Morality 332
Ethical Theories 333 Centrality of Ethics to Leadership 336 Heifetz’s Perspective on Ethical Leadership 337 Burns’s Perspective on Ethical Leadership 338 The Dark Side of Leadership 339 Principles of Ethical Leadership 341
Ethical Leaders Respect Others 341 Ethical Leaders Serve Others 342 Ethical Leaders Are Just 344 Ethical Leaders Are Honest 345 Ethical Leaders Build Community 346
Strengths 347 Criticisms 348 Application 349 Case Studies 349
Case 13.1 Choosing a Research Assistant 350 Case 13.2 How Safe Is Safe? 351 Case 13.3 Reexamining a Proposal 352
Leadership Instrument 355 Perceived Leader Integrity Scale (PLIS) 356
Summary 359 References 360
14. Team Leadership 363 Susan E. Kogler Hill Description 363
Team Leadership Model 366 Team Effectiveness 367 Leadership Decisions 372 Leadership Actions 377
How Does the Team Leadership Model Work? 381 Strengths 382 Criticisms 383 Application 384 Case Studies 385
Case 14.1 Can This Virtual
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