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the Leadership experience. 7th Edition Richard L. Daft

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CONTENTS vii
Consider This! 112 5.5 Leading with Love versus Leading with Fear 153
4.4 Social Perception and Attributions 114 Leader’s Self-Insight 5.3 154
4.4a Perceptual Distortions 114 5.5a Fear in Organizations 155
4.4b Attributions 115 In the Lead 155
In the Lead 116 5.5b Bringing Love to Work 156
4.5 Cognitive Differences 116 Consider This! 157
4.5a Patterns of Thinking and Brain 5.5c Why Followers Respond to Love 158
Dominance 117 Leadership Essentials 158
Leader’s Self-Insight 4.4 118 Discussion Questions 159
In the Lead 119 Leadership at Work 160
4.5b Problem-Solving Styles: Jungian Types 120
Mentors 160
4.6 Working with Different Personality Types 122
Leadership Development: Cases for Analysis 160
Leader’s Self-Insight 4.5 123
The New Boss 160
Leadership Essentials 126
The USS Florida 162
Discussion Questions 127
References 163
Leadership at Work 127
Past and Future 127 Chapter 6: Courage and Moral Leadership 166
Leadership Development: Cases for Analysis 128 6.1 Moral Leadership Today 168
A Nice Manager 128 6.1a The Ethical Climate in Business 168
Environmental Designs International 130 Leader’s Bookshelf 169
References 131 6.1b Leaders Set the Ethical Tone 169
In the Lead 170
Chapter 5: Leadership Mind and Emotion 134 Leader’s Self-Insight 6.1 172
5.1 Leading with Head and Heart 136 6.2 Acting Like a Moral Leader 173
5.2 Mental Models 136 6.3 Becoming a Moral Leader 174
5.2a Assumptions 138
6.4 Servant Leadership 176
5.2b Changing or Expanding Mental Models 138
6.4a Authoritarian Management 176
In the Lead 139 6.4b Participative Management 177
5.3 Developing a Leader’s Mind 140 6.4c Stewardship 177
5.3a Independent Thinking 140 6.4d The Servant Leader 178
Leader’s Bookshelf 141 In the Lead 179
5.3b Open-Mindedness 142 Leader’s Self-Insight 6.2 180
Leader’s Self-Insight 5.1 143 6.5 Leading with Courage 180
5.3c Systems Thinking 144 6.5a What Is Courage? 181
5.3d Personal Mastery 145
Consider This! 181
5.4 Emotional Intelligence 146
In the Lead 182
5.4a What Are Emotions? 146
5.4b Why Are Emotions Important? 147
6.5b How Does Courage Apply to Moral
5.4c The Components of Emotional
Leadership? 184
Intelligence 149
6.5c Finding Personal Courage 185
In the Lead 152
In the Lead 186
viii CONTENTS
Discussion Questions 188 Leader’s Bookshelf 209

Leadership at Work 189 In the Lead 209
Scary Person 189 7.5 The Power and Courage to Manage Up 210
Leadership Development: Cases for Analysis 189 7.5a Sources of Power for Managing Up 210
‘‘What Should I Say?’’ 189 7.5b Necessary Courage to Manage Up 211
The Boy, the Girl, the Ferryboat Captain, and the Hermits 191 In the Lead 213
References 192 7.6 What Followers Want from Leaders 213
7.6a Clarity of Direction 214
Chapter 7: Followership 196 7.6b Opportunities for Growth 214
7.1 The Art of Followership 198 7.6c Frequent, Specific, and Immediate
Feedback 216
7.1a Learn to Manage Up as Well as Down 199
7.1b Managing Up Presents Unique Challenges 199 Leader’s Self-Insight 7.3 217
7.6d Protection from Organizational
In the Lead 199
Intrusions 217
7.2 What Your Leader Wants from You 200
7.3 Styles of Followership 201
In the Lead 204
Follower Role Play 219
Consider This! 205
7.4 Strategies for Managing Up 205
Waiting for Clearance 220
7.4a Understand the Leader 205
Jake’s Pet Land 221
7.4b Tactics for Managing Up 206
References 222
PART 4: THE LEADER AS A RELATIONSHIP BUILDER 225

Chapter 8: Motivation and Empowerment 226 8.4a The Psychological Model of
Empowerment 244
8.1 Leadership and Motivation 228
8.4b Job Design for Empowerment 244
8.1a Intrinsic and Extrinsic Rewards 229
8.4c Empowerment Applications 246
8.1b Positive and Negative Motives 230
In the Lead 246
Leader’s Bookshelf 232
8.2 Needs-Based Theories of Motivation 232
8.2a Hierarchy of Needs Theory 233 8.5 Giving Meaning to Work through
Engagement 248
8.2b Two-Factor Theory 234
In the Lead 249
In the Lead 235
8.2c Acquired Needs Theory 236 8.6 New Ideas for Motivation 250
8.6a The Making Progress Principle 250
8.6b Building a Thriving Workforce 250
8.3 Other Motivation Theories 237
Consider This! 238
8.3a Reinforcement Perspective on Motivation 238
8.3b Expectancy Theory 240 Leadership at Work 252
8.3c Equity Theory 241 Should, Need, Like, Love 252
Leader’s Self-Insight 8.2 242 Leadership Development: Cases for Analysis 254
8.4 Empowering People to Meet Higher Needs 243 Commissions for Charlotte 254
CONTENTS ix
Sun Spots 255 Chapter 10: Leading Teams 292

References 256 10.1 The Value of Teams 294
10.1a What Is a Team? 294
Chapter 9: Leadership Communication 260
Consider This! 295
9.1 How Leaders Communicate 262 10.1b Types of Teams 295
9.1a Management Communication 263
In the Lead 297
10.2 The Dilemma for Team Members 298
9.1b The Leader as Communication
Champion 264 Leader’s Self-Insight 10.1 299
Consider This! 265 10.3 Leading a Team to High Performance 300
9.2 Leading Strategic Conversations 266 Leader’s Bookshelf 301
In the Lead 266 10.4 Team Processes 301
9.2a Creating an Open Communication 10.4a How Teams Develop 302
Climate 267 10.4b Team Cohesiveness 303
9.2b Asking Questions 267 In the Lead 304
9.2c Listening 268 10.4c Team Norms 305
Leader’s Self-Insight 9.2 270 10.5 What Team Members Must Contribute 306
9.2d Dialogue 270 10.5a Essential Team Competencies 306
9.2e Communicating with Candor 272 Leader’s Self-Insight 10.2 307
Leader’s Self-Insight 9.3 273 10.5b Team Member Roles 307
In the Lead 273 10.6 Leading a Virtual Team 308
9.2f The Power of Stories 274 In the Lead 309
Leader’s Bookshelf 275 10.6a Uses of Virtual Teams 309
9.3 Communicating to Persuade and Influence 275 10.6b Challenges of Virtual Teams 310
9.4 Selecting the Correct Communication 10.7 Handling Team Conflict 311
Channel 276 10.7a Types of Conflict 312
9.4a The Continuum of Channel Richness 277 10.7b Balancing Conflict and Cooperation 312
In the Lead 278 10.7c Causes of Conflict 313
9.4b Effectively Using Electronic Communication 10.7d Styles to Handle Conflict 313
Channels 279 Leader’s Self-Insight 10.3 315
9.5 Nonverbal Communication 281 10.7e Negotiation 316
9.6 Current Communication Challenges 281 Leadership Essentials 317
9.6a Leadership via Social Media 281 Discussion Questions 317
9.6b Being Crisis-Ready 282
In the Lead 283 Team Feedback 318
Decision Time 319
Devereaux-Dering Group 320
Listen Like a Professional 285
References 322
The Superintendent’s Directive 286 Chapter 11: Developing Leadership Diversity 326
Hunter-Worth 287 11.1 Leading People Who Aren’t Like You 328
References 288 Leader’s Self-Insight 11.1 329
x CONTENTS
11.2 Diversity Today 329 The Trouble with Bangles 355

11.2a Definition of Diversity 329 References 356
11.2b Changing Attitudes toward Diversity 330
In the Lead 331 Chapter 12: Leadership Power and Inﬂuence 360
11.2c The Value of Organizational Diversity 331 12.1 Four Kinds of Influential Leadership 362
11.3 Challenges Minorities Face 332 12.1a Transformational Leadership 362
11.3a Prejudice, Stereotypes, and 12.1b Charismatic Leadership 363
Discrimination 332 Leader’s Self-Insight 12.1 364
Leader’s Self-Insight 11.2 333 12.1c Coalitional Leadership 365
11.3b The Glass Ceiling 334 In the Lead 366
Leader’s Bookshelf 336 12.1d Machiavellian-Style Leadership 368
In the Lead 337 Leader’s Bookshelf 369
11.4 Ways Women Lead 337 Leader’s Self-Insight 12.2 370
Consider This! 338 In the Lead 371
11.4a Women as Leaders 339 12.2 Using Hard versus Soft Power 371
11.4b Is Leader Style Gender-Driven? 340 12.2a Specific Types of Power 372
In the Lead 340 In the Lead 374
11.5 Global Diversity 341 12.2b Follower Responses to the Use of
11.5a The Sociocultural Environment 341 Power 375
Leader’s Self-Insight 11.3 342 Consider This! 376
11.5b Social Value Systems 343 12.3 Increasing Power through Political Activity 376
11.5c Developing Cultural Intelligence 344 12.3a Leader Frames of Reference 377
11.5d Leadership Implications 345 12.3b Political Tactics for Asserting Leader
11.6 Becoming an Inclusive Leader 346 Influence 378
In the Lead 347 Leader’s Self-Insight 12.3 379
11.7 Ways to Encourage the Advancement of Women In the Lead 382

and Minorities 349 12.4 Don’t Take Power Personally 382
11.7a Employee Affinity Groups 349 Leadership Essentials 384
11.7b Minority Sponsorship 350 Discussion Questions 385
Leadership Essentials 351 Leadership at Work 386
Discussion Questions 352 Circle of Inﬂuence 386
Leadership at Work 352 Leadership Development: Cases for Analysis 387
Personal Diversity 352 The Suarez Effect 387
Leadership Development: Cases for Analysis 353 Waite Pharmaceuticals 388
True to Myself 353 References 390
PART 5: THE LEADER AS SOCIAL ARCHITECT 393

Chapter 13: Creating Vision and Strategic Direction 394 Consider This! 397
13.1 The Leader’s Job: Looking Forward 396 13.1b Strategic Leadership 398
13.1a Stimulating Vision and Action 396 In the Lead 399
CONTENTS xi
13.2 Leadership Vision 400 14.3d Specialized Language 442

Leader’s Self-Insight 13.1 402 14.3e Selection and Socialization 442
13.2a What Vision Does 402 14.3f Daily Actions 443
Leader’s Self-Insight 13.2 404 14.4 The Competing Values Approach to Shaping
13.2b Common Themes of Vision 404 Culture 443
In the Lead 406 Leader’s Self-Insight 14.2 445

13.2c Leader Steps to Creating a Vision 406 14.4a Adaptability Culture 446
13.3 Mission 407 In the Lead 446

13.3a What Mission Does 407 14.4b Achievement Culture 446
14.4c Involvement Culture 447
14.4d Consistency Culture 447
13.3b A Framework for Noble Purpose 410
14.5 Ethical Values in Organizations 448
In the Lead 412
In the Lead 448
13.4 The Leader as Strategist-in-Chief 413
13.4a How to Achieve the Vision 413 14.6 Values-Based Leadership 449
13.4b How to Execute 415 14.6a Personal Values 449

14.6b Spiritual Values 450
Future Thinking 420
Walk the Talk 454
The New Museum 422
Culture Clash 456
The Visionary Leader 423
5 Star and Amtech 457
References 425
References 458
Chapter 14: Shaping Culture and Values 428
Chapter 15: Leading Change 462
14.1 Organizational Culture 430
14.1a What Is Culture? 430 15.1 Leadership Means Leading Change 464
15.1a Resistance Is Real 464
15.1b The Leader as Change Agent 465
14.1b Importance of Culture 432
In the Lead 433
In the Lead 466
Consider This! 434
15.2 A Framework for Change 467
14.2 Culture Strength, Responsiveness, and
Performance 435 15.3 Using Appreciative Inquiry 469
14.2a Responsive Cultures 435 15.3a Applying Appreciative Inquiry on a Large
Scale 469
14.2b The High-Performance Culture 437 Leader’s Self-Insight 15.2 470

15.3b Applying Appreciative Inquiry Every
14.3 Cultural Leadership 440 Day 472
14.3a Ceremonies 441
14.3b Stories 441
14.3c Symbols 441 15.4 Leading Creativity for Change 473
xii CONTENTS
15.4a Instilling Creative Values 474 Leadership at Work 487

15.4b Leading Creative People 475 Organizational Change Role Play 487
Leader’s Self-Insight 15.3 477 Leadership Development: Cases for Analysis 488
15.5 Implementing Change 481 ‘‘From This Point On. . .’’ 488
Consider This! 481 Riverside Pediatric Associates 489
15.5a Helping People Change 482 References 491
15.5b The Keys That Help People Change 483
In the Lead 484 Name Index 494
Leadership Essentials 486 Index of Organizations 498

Discussion Questions 486 Subject Index 502
ABOUT THE AUTHOR
Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr., Professor of Management

and Principal Senior Lecturer in the Owen Graduate School of Management at Van-
derbilt University. Professor Daft specializes in the study of leadership and organiza-
tion theory. Dr. Daft is a Fellow of the Academy of Management and has served on
the editorial boards of Academy of Management Journal, Administrative Science
Quarterly, and Journal of Management Education. He also served as the associate
dean at the Owen School, was the associate editor-in-chief of Organization Science,
and served for three years as associate editor of Administrative Science Quarterly.
Professor Daft has authored or coauthored 14 books. His latest books include
The Executive and the Elephant: A Leader’s Guide to Building Inner Excellence
(Jossey-Bass, 2010) and Building Management Skills: An Action First Approach
(with Dorothy Marcic, Cengage/Southwest, 2014). He is also the author of Organi-
zation Theory and Design (Cengage/Southwest, 2016), Management (Cengage/
Southwest, 2018), and Fusion Leadership: Unlocking the Subtle Forces That
Change People and Organizations (with Robert Lengel, Berrett-Koehler, 2000). He
has also authored dozens of scholarly articles, papers, and chapters. His work has
been published in Organizational Dynamics, Administrative Science Quarterly,
Academy of Management Journal, Academy of Management Review, Strategic
Management Journal, Journal of Management, Accounting Organizations and Soci-
ety, Management Science, MIS Quarterly, California Management Review, Leader-
ship Excellence, Leader to Leader, and Organizational Behavior Teaching Review.
Dr. Daft also is an active teacher and consultant. He has taught leadership, lead-
ing change, management, organizational theory, and organizational behavior. He
has also produced for-profit theatrical productions and helped manage a start-up
enterprise. He has been involved in management development and consulting for
many companies and government organizations, including the National Academy of
Science, Oak Ridge National Laboratory, American Banking Association, Auto-
Zone, Aegis Technology, Bell Canada, Aluminum Bahrain (Alba), Bridgestone,
TVA, Cardinal Healthcare, Pratt & Whitney, Allstate Insurance, State Farm Insur-
ance, the United States Air Force, the U.S. Army, Central Parking System, USAA,
Bristol-Myers Squibb, Eli Lilly, Vulcan Materials, and the Vanderbilt University
Medical Center.
xiii
PREFACE
Many leaders have recently had their assumptions challenged about how organiza-
tions succeed. Leaders are struggling to make sense of the shifting environment and
to learn how to lead the people in their companies effectively and successfully in the
midst of turmoil. The crisis in the housing, mortgage, and finance industries and
resulting recession; volatile oil prices; ethical scandals; political turmoil; and other
events have dramatically shifted the organizational and economic landscape. This
edition of The Leadership Experience addresses themes and issues that are directly
relevant to the current turbulent environment. My vision for the seventh edition is
to give students an exciting, applied, and comprehensive view of what leadership is
like in today’s world. The Leadership Experience integrates recent ideas and appli-
cations with established scholarly research in a way that makes the topic of leader-
ship come alive. Organizations are undergoing major changes, and this textbook
addresses the qualities and skills leaders need in this rapidly evolving world.
Recent chaotic events, combined with factors such as a growing need for
creativity and innovation in organizations, the rise of social media, the growth of
e-business and mobile commerce, the use of virtual teams and telecommuting, glob-
alization, the growing problem of cybercrime, and other ongoing transformations
place new demands on leaders that go far beyond the topics traditionally taught in
courses on management or organizational behavior. My experiences teaching lead-
ership to students and managers, and working with leaders to change their organiza-
tions, have affirmed for me the value of traditional leadership concepts while
highlighting the importance of including new ideas and applications.
The Leadership Experience thoroughly covers the history of leadership studies
and the traditional theories but goes beyond that to incorporate valuable ideas such
as leadership vision, shaping culture and values, leadership courage, and the impor-
tance of moral leadership. The book expands the treatment of leadership to capture
the excitement of the subject in a way that motivates students and challenges them
to develop their leadership potential.
NEW TO THE SEVENTH EDITION

A primary focus for revising The Leadership Experience, seventh edition, has been
to relate leadership concepts and theories to real events in today’s turbulent environ-
ment. Each chapter has been revised and updated to bring in current issues and
events that leaders are facing.
Topics and application examples that have been added or expanded in the sev-
enth edition include:
xiv
PREFACE xv
• developing a global mindset • agile leadership

• leading with humility • fostering a thriving workforce
• leadership courage as a skill • team competencies
• the influence of emotions on • how to confront others during
performance conflict
• the importance of self-awareness for • diversity of thought
leadership • co-creating a vision
• entrepreneurial leadership • building a high-performance culture
• overcoming bias in the workplace through values and results
• candid communication • the mental transition required for
• how leaders use social media people to change behavior
• leadership coaching • using a positive emotional attractor
• balancing conflict and cooperation
Some of the new examples of leaders and leadership within organizations that
show practical applications of key concepts include:
• Pope Francis • Seattle Seahawks

• Mickey Drexler, J. Crew • Earl’s Restaurants
• Warren Buffett, Berkshire • Mattel Toys
Hathaway • Chris Rufer, Morning Star
• Satya Nadella, Microsoft • Golden State Warriors
• Laura Smith, Yola • Vivek Gupta, Zensar Technologies
• Nancy Dubec, A&E Networks • Inga Beale, Lloyd’s of London
• Angela Ahrendts, Apple • Intel
• Coach Ron Rivera, Carolina • HealthFitness
Panthers • Norman Seabrook, Riker’s Island
• Chade-Meng Tan, Google • Dick Costolo, Twitter
• Kip Tindell, Container Store • BNSF Railway
• Gen. Stanley McChrystal, U. S. • Rui Sousa, Ronnie McKnight,Tom
Army Camp, UPS
• Rich Gee, Rich Gee Group • Natarajan Chandrasekaran, Tata
• Dan Price, Gravity Payments Consultancy
• Grant Reid, Mars Inc • Marvin Ellison, J. C. Penney
• Zingerman’s • Jon Fairest, Sanofi Canada
• Honda Engine Plant
The Leadership Experience continues to offer students great opportunities for
self-assessment and leadership development. An important aspect of learning to be a
leader involves looking inward for greater self-understanding, and the seventh edi-
tion provides many opportunities for this type of reflection. Each chapter includes
multiple questionnaires or exercises that enable students to learn about their own
leadership beliefs, values, competencies, and skills. These exercises help students
gauge their current standing and connect the chapter concepts and examples to ideas
for expanding their own leadership abilities. A few of the self-assessment topics
involve engagement, networking, ethical maturity, personality traits, leading diverse
people, developing a personal vision, spiritual leadership, candor, leadership cour-
age, optimism, and leading with love versus leading with fear. Self-assessments
related to basic leadership abilities such as listening skills, emotional intelligence,
motivating others, and using power and influence are also included. Additional self-
assessments are available within MindTap.
xvi PREFACE
ORGANIZATION
The organization of the book is based on first understanding basic ways in which
leaders differ from managers, and the ways leaders set direction, seek alignment
between organizations and followers, build relationships, and create change. Thus,
the organization of this book is in five parts:
1. Introduction to Leadership
2. Research Perspectives on Leadership
3. The Personal Side of Leadership
4. The Leader as a Relationship Builder
5. The Leader as Social Architect
The book integrates materials from both micro and macro approaches to lead-
ership, from both academia and the real world, and from traditional ideas and
recent thinking.
DISTINGUISHING FEATURES
This book has a number of special features that are designed to make the material
accessible and valuable to students.
In the Lead The Leadership Experience is loaded with new examples of leaders in
both traditional and contemporary organizations. Each chapter opens with a real-
life example that relates to the chapter content, and several additional examples are
highlighted within each chapter. These examples are drawn from a wide variety of
organizations including education, the military, government agencies, businesses,
and nonprofit organizations.
Consider This! Each chapter contains a Consider This box that is personal, compelling,
and inspiring. This box may be a saying from a famous leader, or wisdom from the
ages. These Consider This boxes provide novel and interesting material to expand
the reader’s thinking about the leadership experience.
Leader’s Bookshelf In this edition, six of the 15 chapters have new Leader’s Bookshelf
reviews. A unique feature of The Leadership Experience is that each chapter
includes a review of a recent book relevant to the chapter’s content. The Leader’s
Bookshelf connects students to issues and topics being read and discussed in the
worlds of academia, business, military, education, and nonprofit organizations.
New Leader Action Memo This feature helps students apply the chapter concepts in their
own lives and leadership activities and directs them to self-assessments related to
various chapter topics.
Leader’s Self-Insight These boxes provide self-assessments for learners and an opportu-
nity to experience leadership issues in a personal way. These exercises take the form
of questionnaires, scenarios, and activities.
PREFACE xvii
Student Development Each chapter ends with discussion questions and then two activ-
ities for student development. The first, Leadership at Work, is a practical, skill-
building activity that engages the student in applying chapter concepts to real-life
leadership. These exercises are designed so students can complete them on their own
outside of class or in class as part of a group activity. Instructor tips are given for
maximizing in-class learning with the Leadership at Work exercises. Leadership De-
velopment: Cases for Analysis, the second end-of-chapter activity, provides two
short, problem-oriented cases for analysis. These cases test the student’s ability to
apply concepts when dealing with real-life leadership issues. The cases challenge the
student’s cognitive understanding of leadership ideas while the Leadership at Work
exercises and the feedback questionnaires assess the student’s progress as a leader.
Business Insights: Essentials’ intuitive user interface makes it easy for students and instruc-
tors to search and find in-depth information on businesses, industries, and products.
Features and benefits include the ability to search across multiple data types from a
single search box with targeted search options by category. This includes company
information, articles, industry data, SWOT Reports, Thomson Reuters Company
Financials and Investment Reports, Market Share Reports, and Industry Essays. We
have created assignments based on articles that connect directly with the content
covered in your text, including assessment questions to test students on their knowl-
edge of the content and emphasizing real-world examples.
MindTap¤ Management for Daft’s The Leadership Experience, 7th Edition, is the digital learning
solution that helps instructors to engage and transform today’s students into critical
thinkers. Through paths of dynamic assignments and applications that you can per-
sonalize, real-time course analytics, and an accessible reader, MindTap helps you
turn cookie-cutter into cutting-edge, apathy into engagement, and memorizers into
higher-level thinkers.
As an instructor using MindTap, you have at your fingertips the right content
and a unique set of tools curated specifically for your course, all in an interface
designed to improve workflow and save time when planning lessons and course
structure. The control over building and personalizing your course is all yours, so
you can focus on the most relevant material while also lowering costs for your stu-
dents. Stay connected and informed in your course through real-time student track-
ing that provides the opportunity to adjust the course as needed based on analytics
of interactivity in the course.
The MindTap Assignments are fully integrated with the text, providing calcu-
lated combinations of lower- and higher-order thinking skills exercises. Students can
work together in the experiential exercises to create videos, write papers, deliver pre-
sentations, and more. Interactive Self-Assessments engage students by helping them
make personal connections to the content presented in each chapter. A flexible grad-
ing system offers grade analytics and grade book export tools to work with any
learning management system.
ANCILLARIES
This edition offers a wide range of instructor ancillaries to fully enable instructors to
bring the leadership experience into the classroom. These ancillaries include:
xviii PREFACE
Instructor’s Manual
A comprehensive Instructor’s Manual is available to assist in lecture preparation.
Included in the Instructor’s Manual are the chapter outlines, suggested answers to
end-of-chapter materials, suggestions for further study, and a quick-glance overview
for each chapter of the available MindTap resources to assist instructors in their
planning.
Test Bank
Cengage Learning Testing Powered by Cognero is a flexible, online system that
allows you to author, edit, and manage test bank content from multiple Cengage
Learning solutions; create multiple test versions in an instant; and deliver tests from
your LMS, your classroom, or wherever you want. The test bank for The Leader-
ship Experience, seventh edition, includes approximately 60 questions per chapter
to help you in writing examinations. Types of questions include true/false, multiple
choice, completion, short-answer, and essay, with all questions tagged to relevant
national competencies. To ensure consistency across our entire package, the content
of the test bank has been fully reviewed and updated by the same authors who have
crafted our new digital resources.
PowerPoint Lecture Presentations

An asset to any instructor, the PowerPoint lecture presentations include outlines for
every chapter, illustrations from the text, and additional examples to provide learn-
ing opportunities for students.
Videos
Videos compiled specifically to accompany The Leadership Experience, seventh edi-
tion, allow students to engage with the textual material by applying theories and
concepts to real-world situations.
ACKNOWLEDGMENTS
Textbook writing is a team enterprise. This book has integrated ideas and support
from many people whom I want to acknowledge. I want to extend special thanks to
my editorial associate, Pat Lane. I could not have undertaken this revision without
Pat’s help. She skillfully drafted materials for the chapters, found original sources,
and did an outstanding job with last-minute changes, the copyedited manuscript,
art, and galley proofs. Pat’s talent and personal enthusiasm for this text added
greatly to its excellence.
Here at Vanderbilt I want to thank my assistant, Linda Roberts, for the tremen-
dous volume and quality of work she accomplished on my behalf that gave me time
to write. Eric Johnson, the dean at Owen, and Sal March, associate dean, have
maintained a positive scholarly atmosphere and supported me with the time and
resources to complete the revision of this book. I also appreciate the intellectual
stimulation and support from friends and colleagues at the Owen School—Bruce
Barry, Ray Friedman, Jessica Kennedy, Rich Oliver, David Owens, Ty Park, Ranga
Ramanujam, Bart Victor, and Tim Vogus.
PREFACE xix
I want to acknowledge the reviewers who provided feedback. Their ideas helped
me improve the book in many areas:
Thomas H. Arcy Richard T. Martin

University of Houston—Central Washburn University
Campus Jalane Meloun
Janey Ayres Barry University
Purdue University Mark Nagel
Kristin Backhaus Normandale Community College
SUNY New Paltz Ranjna Patel
Bill Bommer Bethune Cookman College
Georgia State University Chad Peterson
William Russell Brown Baylor University
Navarro College Gordon Riggles
Jared Caughron University of Colorado
University of Oklahoma Miriam Rothman
Meredith Rentz Cook University of San Diego
North Central Texas College Bill Service
Glenn K. Cunningham Samford University
Duquesne University Dan Sherman
Jeffrey Fisher University of Alabama at Huntsville
Embry Riddle Aeronautical Bret Simmons
University North Dakota State University
Ron Franzen Shane Spiller
Saint Luke’s Hospital University of Montevallo
Adrian Guardia Shand H. Stringham
Texas A&M University—San Antonio Duquesne University
Delia J. Haak Ahmad Tootonchi
John Brown University Frostburg State University
Nell Hartley Mary L. Tucker
Robert Morris College Ohio University
Ann Horn-Jeddy Joseph W. Weiss
Medaille College Bentley University
Ellen Jordan Donald D. White
Mount Olive College University of Arkansas
Alyson Livingston Xavier Whitaker
North Central Texas College Baylor University
Gregory Manora Jean Wilson
Auburn University–Montgomery The College of William and Mary
Joseph Martelli George A. Wynn
The University of Findlay University of Tampa
The developers at Cengage Learning also deserve special mention. Senior Prod-
uct Manager Mike Roche supported the concept for this book and obtained the
xx PREFACE
resources necessary for its completion. Associate Content Developer Jamie Mack
provided terrific support for the book’s writing, reviews, and production.
I also thank Bob Lengel at the University of Texas at San Antonio. Bob’s enthusi-
asm for leadership many years ago stimulated me to begin reading, teaching, and
training in the area of leadership development. His enthusiasm also led to our collabo-
ration on the book Fusion Leadership: Unlocking the Subtle Forces That Change
People and Organizations. I thank Bob for keeping the leadership dream alive, which
in time enabled me to pursue my dream of writing this leadership textbook.
Finally, I want to acknowledge my loving daughters Danielle, Amy, Roxanne,
Solange, and Elizabeth. Although everyone is now pursuing their own lives and
careers, I appreciate the good feelings and connections with my children and grand-
children. On occasion, we have been able to travel, vacation, watch a play, or just
be together—all of which reconnect me to the things that really count.
Richard L. Daft
Nashville, Tennessee
Part 1: Introduction to Leadership
Chapter 1: What Does It Mean to Be a Leader?
Chapter 1: What Does It Mean to Be a Leader?
YOUR LEADERSHIP CHALLENGE
After reading this chapter, you should be able to:
• Understand the full meaning of leadership and see the leadership potential in yourself and others.
• Recognize and facilitate the six fundamental transformations in today’s organizations and leaders.
• Identify the primary reasons for leadership derailment and the new paradigm skills that can help you
avoid it.
• Recognize the traditional functions of management and the fundamental differences between
leadership and management.
• Appreciate the crucial importance of providing direction, alignment, relationships, personal qualities,
and outcomes.
• Explain how leadership has evolved and how historical approaches apply to the practice of leadership
today.
CHAPTER OUTLINE
4 Why We Need Leadership In the Lead Leader’s Bookshelf
8 The New Reality for Leaders 13 Pope Francis, Roman Catholic 7 My Life in Leadership: The
Church Journey and Lessons Learned
14 How Leadership Differs from
23 Google Along the Way
Management
17 Evolving Theories of Leader’s Self-Insight Leadership at Work
Leadership 27 Leadership Right–Wrong
11 Your Learning Style: Using
21 Leadership Can Be Learned Multiple Intelligences Leadership Development: Cases for
24 Mastering the Art and Science 17 Your Leadership Potential Analysis
of Leadership 29 Sales Engineering Division
22 Are You on a Fast Track to
24 Organization of This Book Nowhere? 29 The Marshall Plan
A
braham Lincoln had less leadership experience than any previous president,
but when historians rank the ‘‘greatest presidents,’’ Lincoln frequently tops
the list. Interest in Lincoln’s leadership swelled with the release of Steven
Spielberg’s historical film Lincoln, which was a huge critical and commercial suc-
cess, grossing more than $250 million at the box office and garnering 12 Academy
Award nominations. ‘‘Lincoln’s presidency is a big, well-lit classroom for business
leaders seeking to build successful, enduring organizations,’’ said Howard Schultz,
CEO of Starbucks. In this era of disconnected and often morally bankrupt leaders,
it is no wonder the skills, strengths, and character of Lincoln have struck a chord.
Lincoln once provoked an opponent to tears by using his expert communication
skills to mimic and ridicule his rival. Soon afterward, the man who would later
become the 16th president of the United States felt disappointed and ashamed of his
own behavior and sought out his opponent to offer an apology. Lincoln took this as
a valuable lesson about channeling his emotions, practicing empathy, and using his
abilities to promote good. From then on, Lincoln applied his superb leadership and
communication skills to serve the higher interests of the American people rather
than his own goals and ego. His ability to control his emotions and stay committed
3
4 PART 1 INTRODUCTION TO LEADERSHIP
to a vision even under intense hardship, his commitment to go into the field and
establish connections with soldiers and the general public, and his willingness to lis-
ten to different points of view and to share credit for successes and take blame for
failures all tap into a deep longing within people for genuine leadership.1
The public trust in leaders may be at an all-time low. Referring to the dire eco-
nomic situation that followed the ethical and financial problems in the mortgage
and finance industries, David Rothkopf wrote in the Washington Post, ‘‘This is not
just a global economic crisis. It is a global leadership crisis.’’2
1-1 WHY WE NEED LEADERSHIP

Many of us think of leadership in a way similar to what U.S. Supreme Court Justice
Potter Stewart said about obscenity in reviewing a 1964 pornography case: we may
not be able to define it but ‘‘we know it when we see it.’’3 People can clearly see
leadership in Abraham Lincoln, but many are having a hard time seeing it in current
political, business, military, and even religious leaders. General David Petraeus, one
of the most decorated military leaders of his generation, stepped down as director of
the Central Intelligence Agency after the FBI inadvertently discovered he had an
extramarital affair with his biographer and began investigating for potential leaks of
classified information. The British Broadcasting Corporation (BBC) was tarnished
by allegations that managers covered up years of sexual abuse by a well-known
reporter.4 Senator Chuck Grassley recently probed the financial records of six well-
known televangelists, including Creflo Dollar and Kenneth Copeland, after reports
that tax-exempt donations were financing lavish lifestyles for the religious leaders,
including mansions, Rolls Royce cars, and private jets.5 Nearly every month brings
a new report of a business leader somewhere lying to, misleading, or cheating
employees, customers, or the government. No wonder survey after survey shows
that confidence in leaders is sinking and suspicion and distrust are rising.6
Yet there are good leaders working in every organization, large and small. In
fact, quality leadership is all around us every day, in all facets of our lives—our fam-
ilies, schools, communities, social clubs, and volunteer organizations, as well as in
the world of business, sports, religion, government, and the military. Without good
leadership, our institutions and society would fall apart.
Before we can examine what makes an effective leader, we need to know what
leadership means. Scholars and other writers have offered hundreds of definitions of
the term leadership, prompting James McGregor Burns to conclude that leadership
‘‘is one of the most observed and least understood phenomena on earth.’’7 Defining
leadership has been a complex and elusive problem largely because the nature of
leadership itself is complex. Some have even suggested that leadership is nothing
more than a romantic myth, perhaps based on the false hope that someone will
come along and solve our problems by sheer force of will.8
There is some evidence that people do pin their hopes on leaders in ways that
are not always realistic. Think about how some struggling companies recruit well-
known, charismatic CEOs and invest tremendous hopes in them, only to find that
their problems actually get worse.9 For example, Yahoo hired former Autodesk
CEO Carol Bartz in 2009 with high hopes that the star leader could turn the strug-
gling company around, only to ask her to leave a couple of years later as Yahoo’s
fortunes continued to slide. In mid-2012, Yahoo hired former Google executive
Marissa Mayer as the fifth CEO in five years.
Another random document with
no related content on Scribd:
constantly passed, both indoors and out, where many stood waiting
the bearing of the coffin to the grave.
The transition of the funeral customs of ante-Revolutionary days
into those of our own may partially be learned from this account
written in 1858 by Rev. Peter Van Pelt, telling Domine
Schoonmaker’s method of conducting a funeral in the year 1819:
“The deceased had, many years before, provided and laid
away the materials for his own coffin. This one was of the
best seasoned and smoothest boards and beautifully grained.
As I entered the room I observed the coffin elevated on a
table in one corner. The Domine, abstracted and grave, was
seated at the upper end; and around in solemn silence, the
venerable and hoary-headed friends of the deceased. A
simple recognition or a half-audible inquiry as one after
another arrived was all that passed. Directly the sexton,
followed by a servant, made his appearance with glasses and
decanters. Wine was handed to each. Some declined; others
drank a solitary glass. This ended, again the sexton
presented himself with pipes and tobacco. The Domine
smoked his pipe and a few followed his example. The custom
has become obsolete, and it is well that it has. When the
whiffs of smoke had ceased to curl around the head of the
Domine, he arose with evident feeling, and in a quiet subdued
tone, made a short but apparently impressive address. I
judged solely by his appearance and manner; for although
boasting a Holland descent, it was to me an unknown tongue.
A short prayer concluded the service; and then the sexton
taking the lead, followed the Domine, doctor, and pall-bearers
with white scarfs and black gloves. The corpse and long
procession of friends and neighbors proceeded to the
churchyard.”
Not only were materials for the coffin secured and made ready
during the lifetime, but often a shroud was made and kept for use.
Instances have been known where a shroud was laid by unused for
so many years that it became too yellow and discolored to use at all,
and was replaced by another. Sometimes a new unlaundered shirt
was laid aside for years to use as a doed-hemde. Two curious
superstitions were rife in some localities, especially on Long Island;
one was the careful covering of all the mirrors in the house, from the
time of the death till after the funeral; the other the pathetically
picturesque “telling the bees.” Whittier’s gentle rhyme on the subject
has made familiar to modern readers the custom of “telling the bees
of one, gone on the journey we all must go.”
Both an English and Dutch funeral fashion was the serving to the
attendants of the funeral of funeral-cakes. In New York and New
Netherland these were a distinctive kind of koeckje known as doed-
koecks, literally dead-cakes. An old receipt for their manufacture is
thus given by Mrs. Ferris: “Fourteen pounds of flour, six pounds of
sugar, five pounds of butter, one quart of water, two teaspoonfuls of
pearlash, two teaspoonfuls of salt, one ounce of Caraway seed. Cut
in thick dishes four inches in diameter.” They were, therefore, in
substance much like our New Year’s cakes. Sometimes they were
marked with the initials of the deceased person; and often they were
carried home and kept for years as a memento of the dead,—
perhaps of the pleasures of the funeral. One baker in Albany made a
specialty of these cakes, but often they were baked at home.
Sometimes two of these doed-koecks were sent with a bottle of wine
and a pair of gloves as a summons to the funeral.
In Whitby, England, a similar cake is still made by bakers and
served at funerals; but it is sprinkled with white sugar. In Lincolnshire
and Cumberland like customs still exist. “Burial-cakes” were
advertised by a baker in 1748 in the Philadelphia newspapers.
It is frequently asserted that funeral rings were commonly given
among the Dutch. It seems fair to infer that more of them would have
been in existence to-day if the custom had been universal. Scores of
them can be found in New England. There is an enamelled ring
marked “K. V. R., obit Sept. 16, 1719,” which was given at the funeral
of Kileaen Van Renssalaer. One of the Earl of Bellomont is also
known, and two in the Lefferts family, dating towards the close of the
past century. I have heard of a few others in Hudson Valley towns.
Perhaps with gifts of gloves, spoons, bottles of wine, doed-koecks,
scarfs, or handkerchiefs, rings would have been superfluous.
It will be noted in all these references to funerals herein given that
the services were held in private houses; it was not until almost our
own day that the funerals of those of Dutch descent were held in the
churches.
Interments were made under the churches; and, by special
payment, a church-attendant could be buried under the seat in which
he was wont to sit during his lifetime. The cost of interment in the
Flatbush church was two pounds for the body of a child under six
years; three pounds for a person from six to sixteen years of age;
four pounds for an adult; and in addition “those who are inclined to
be permitted to be interred in the church are required to pay the
expense of every person.” I don’t know exactly what this ambiguous
sentence can mean, but it was at any rate an extra charge “for the
profit of the schoolmaster,” who dug the grave and carried the dirt
out of the church, and was paid twenty-seven guilders for this
sexton’s work for an adult, and less for a younger person and hence
a smaller grave. Usually the domines were buried in front of the
pulpit where they had stood so often in life.
After newspaper-days arrived in the colony, there blossomed in
print scores of long death-notices, thoroughly in the taste of the day,
but not to our taste. In the “New York Gazette” of December 24,
1750, we find a characteristic one:—
“Last Friday Morning departed this Life after a lingering
Illness the Honorable Mrs. Roddam, wife to Robert Roddam,
Esq. Commander of his Majesty’s Ship Greyhound, now on
this Station, and eldest Daughter of his Excellency our
Governor. We hear she is to be Interred this Evening.
“Good Mr. Parker—Dont let the Character of our Deceased
Friend, Mrs. Roddam, slip through your Fingers, as that of her
Person through those of the Doctors. That she was a most
affable and perfectly Good-Natured young Lady, with Good
Sense and Politeness is well known to all her Acquaintances,
and became one of the most affectionate Wives.
“Immatura peri, sed tu felicior, Annos

Vivi mens, Conjux optime, vive tuos
were the Sentiments of her Later Moments when I had the

Honour to attend her. As this is intended as a small Tribute to
the Manes of my dear departed Friend, your inserting of it will
oblige one of your constant Female Readers and Humble
Servant.”
Another, of a well-known colonial dame, reads thus;—
“Last Monday died in the 80th year of her Age, and on
Thursday was decently interred in the Family Vault at
Morrisania: Isabella Morris, Widow and Relict of his
Excellency Lewis Morris, Esq., Late Governor of the Province
of New Jersey: A Lady endowed with every Qualification
Requisite to render the Sex agreeable and entertaining,
through all the Various scenes of Life. She was a pattern of
Conjugal Affection, a tender Parent, a sincere Friend, and an
excellent Oeconomist.
She was
Liberal, without Prodigality
Frugal, without Parsimony
Chearful, without Levity
Exalted, without Pride.
In person, Amiable
In conversation, Affable
In friendship, Faithful
Of Envy, void.
She passed through Life endow’d with every Grace

Her virtues! Black Detraction can’t deface;
Or Cruel Envy e’er eclipse her Fame;
Nor Mouldering Time obliterate her Name.”
The tiresome, pompous, verbose productions, Johnsonian in
phrase and fulsome in sentiment, which effloresced on the death of
any man in public life or of great wealth, need not be repeated here.
They were monotonously devoid of imagination and originality, being
full of idle repetitions from each other, and whoever has labored
through one can judge of them all.
It does not give us a very exalted notion of the sincerity or value of
these funeral testimonials, or the mental capacity of our ancestors, to
read in the newspapers advertisements of printed circulars of praise
for the dead, eulogistic in every aspect of the life of the departed,
and suitable for various ages and either sex, to be filled in with the
name of the deceased, his late residence, and date of death.
Puttenham in the “Arte of English Poesie,” says: “An Epitaph is an
inscription such as a man may commodiously write or engrave vpon
a tombe in few verses, pithie, quicke, and sententious, for the
passer-by to peruse and judge vpon without any long tariaunce.”
There need be no “long tariaunce” for either inquisitive or
irreverent search over the tombstones of the Dutch, for the dignified
and simple inscriptions are in marked contrast to the stilted
affectations, the verbose enumerations, the pompous eulogies,
which make many English “graveyard lines” a source of ridicule and
a gratification of curiosity. Indeed, the Dutch inscriptions can scarcely
be called epitaphs; the name, date of birth and death, are simply
prefaced with the ever-recurring Hier rust het lighaam, Here rests the
body; Hier leydt het stoffelyk deel, Here lie the earthly remains; or
simpler still, Hier leyt begraven, Here lies buried. Sometimes is found
the touching Gedach-tenis, In remembrance. More impressive still,
from its calm repetition on stone after stone, of an undying faith in a
future life, are the ever-present words, In den Heere ontslapen,
Sleeping in the Lord.
Not only in memory of those dead-and-gone colonists stand these
simple Dutch tombstones, but in suggestive remembrance also of a
language forever passed away from daily life in this land. The
lichened lettering of those unfamiliar words seems in sombre truth
the very voice of those honored dead who, in those green Dutch
graveyards, in the shadow of the old Dutch churches, in den Heere
ontslapen.
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the Leadership experience. 7th Edition Richard L. Daft

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Discussion Questions 188 Leader’s Bookshelf 209

PART 4: THE LEADER AS A RELATIONSHIP BUILDER 225

Sun Spots 255 Chapter 10: Leading Teams 292

11.2 Diversity Today 329 The Trouble with Bangles 355

In the Lead 347 Leader’s Self-Insight 12.3 379

11.7 Ways to Encourage the Advancement of Women In the Lead 382

PART 5: THE LEADER AS SOCIAL ARCHITECT 393

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In the Lead 406 Leader’s Self-Insight 14.2 445

13.3 Mission 407 In the Lead 446

In the Lead 415 In the Lead 449

In the Lead 439 In the Lead 472

15.4a Instilling Creative Values 474 Leadership at Work 487

Leadership Essentials 486 Index of Organizations 498

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