Chapter Summaries
1. Study Chapter 8 in the textbook(Richard_Hughes_Robert) and associated slides attached. Write a page about two ideas/concepts from this chapter which you personally find revealing. Illustrate relevance of these concepts for you with examples from your experience. No references are required.
2. Chapter Summaries for the chapters 1,2,4,5,6,7. Each chapter should be summarized in 3 pages. So its total of 18 pages minimum. Its should be written in APA format and I have attached the Text book along with grading rubric.
Chapter 8
Skills for Building Personal Credibility and Influencing Others
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Lecture Script 6-1
Chapter Outline
Building credibility
Communication
Listening
Assertiveness
Conducting meetings
Effective stress management
Problem solving
Improving creativity
McGraw-Hill Education
Building Credibility
Credibility: Ability to engender trust in others
Leaders with high levels of credibility are seen as trustworthy
Tend to have a strong sense of right and wrong
Comprises the following components:
Expertise: Technical competence, organizational knowledge, and industry knowledge
Trust: Clarifying and communicating ones values and building relationships with others
McGraw-Hill Education
Figure 8.1: The Credibility Matrix
Source: G. J. Curphy, Credibility: Building Your Reputation throughout the Organization (Minneapolis Personnel Decisions International, 1997)
Jump to
Figure 8.1: The Credibility
Matrix
, Appendix
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Lecture Script 6-4
Expertise and Trust: Credibility Matrix
Leaders are grouped in four quadrants in the credibility matrix
First quadrant: Leaders have high levels of expertise and trust
Likely to be seen by others as highly credible
Second quadrant: Leaders do not follow through with commitments, are new to the firm, or have not invested time in building relationships with followers
Third quadrant: Leaders may be new college hires or new to the industry
Lack technical competence, organizational or industry knowledge, or time to build relationships with coworkers
Fourth quadrant: Leaders are promoted from among peers or transferred from another department within the company
The former may need to develop leadership knowledge or skills and the latter technical competence if they wish to increase their credibility
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Figure 8.2: A Systems View of Communication
Jump to
Figure 8.2: A Systems View of Communication, Appendix
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Lecture Script 6-6
Communication, 1
Effective communication: Ability to transmit and receive information with a high probability that the intended message is passed from sender to receiver
Quality of a leaders communication is positively correlated with subordinate satisfaction and productivity and quality of services rendered
Effectiveness of the communication process depends on the successful integration of all the steps in the communication process
Effective communication skills give leaders and followers greater access to information relevant to important organizational decisions
McGraw-Hill Education
Communication, 2
Communication breakdowns
Causes
Purpose of the message was unclear
Leaders or followers verbal and nonverbal behaviors were inconsistent
Message was not heard by the receiver or the message may be misinterpreted
Often lead to blaming someone else for the problem
Communication model can minimize conflict associated with communication breakdowns
McGraw-Hill Education
Communication, 3
Leaders can improve their communication skills through the following means:
Determining the purpose of the communication
Choosing an appropriate context and medium for the message
Sending clear verbal and nonverbal signals
Actively ensuring that others understand the message
McGraw-Hill Education
Listening, 1
Good leaders and followers recognize the value of two-way communication
Listening to others is just as important to effective communication as expressing oneself clearly
Leaders are only as good as the information they have, which usually comes from watching and listening to what is going on around them
The best listeners are active listeners
Passive listeners are not focused on understanding the speaker
McGraw-Hill Education
Listening, 2
Active listening improves understanding and visibly demonstrates respect toward the speaker
Can be improved in the following ways:
Demonstrating nonverbally that you are listening
Actively interpreting the senders message
Attending to the senders nonverbal behavior
Avoiding defensive behavior
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Assertiveness, 1
Assertive behavior and assertiveness skills are composed of behavioral, knowledge or judgment, and evaluative components
Individuals exhibiting assertive behavior are able to stand up for their own rights, or their groups rights, in a way that also recognizes the concurrent right of others to do the same
Differs from acquiescence and aggression
Acquiescence: Avoiding interpersonal conflict entirely either by giving up and giving in or by expressing ones needs in an apologetic, self-effacing way
Aggression: Attaining objectives by attacking or hurting others
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Figure 8.4: Relationships between Assertiveness, Acquiescence, and Aggression
Jump to
Figure 8.4: Relationships between Assertiveness, Acquiescence, and Aggression, Appendix
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Lecture Script 6-13
Assertiveness, 2
Leaders who fail to be assertive with friends and peers run the risk of becoming victims of the Abilene paradox
Abilene paradox: Occurs when someone suggests that the group engage in a particular activity or course of action but no one in the group really wants to do the activity, and this feeling is expressed only after the activity is completed
Ways to behave more assertively
Use “I” statements
Ask for help when required
Learn to say no to others
Monitor one’s inner dialogue
Be persistent without becoming irritated, angry, or loud
McGraw-Hill Education
Conducting Meetings
Can help accomplish goals, exchange information, and maintain open lines of communication
Guth and Shaws tips for conducting meetings
Determine whether a meeting is necessary
List the objectives
Stick to the agenda
Provide pertinent materials in advance
Pick a time and place as convenient as possible for all participants
Encourage participation
Take minutes for the record
McGraw-Hill Education
Effective Stress Management, 1
Stress: Process by which one perceives and responds to situations that challenge or threaten him or her
Responses may include:
Increased levels of emotional arousal
Changes in physiological symptoms
Increased perspiration, heart rate, cholesterol level, or blood pressure
Often occurs in situations that are complex, demanding, or unclear
Can either facilitate or inhibit performance, depending on the situation
Stressors: Characteristics in individuals, tasks, organizations, or the environment that pose some degree of threat or challenge to people
McGraw-Hill Education
Effective Stress Management, 2
Guidelines for effective stress management
Monitoring stress levels of oneself and one’s followers
Identifying the cause of stress
Practicing a healthy lifestyle
Learning how to relax
Developing supportive relationships
Keeping things in perspective
Applying the A-B-C Model to change self-talk
A: Triggering event
B: Your thinking
C: Feelings and behaviors
McGraw-Hill Education
Steps for Effective Problem Solving
Identify problems or opportunities for improvement to ensure that the task is clear
Analyze the causes of the problem using cause-and-effect diagram and force field analysis
Develop alternative solutions using procedures such as the nominal group technique
Nominal group technique: Group members write down ideas on individual slips of paper, which are later transferred to a whiteboard or flipchart for the entire group to work with
Select and implement the best solution based on established criteria
Assess the impact of the solution using measurable criteria of success
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Figure 8.5: A Cause-and-Effect Diagram
Jump
to
Figure 8.5: A Cause-and-Effect Diagram
, Appendix
McGraw-Hill Education
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Lecture Script 6-19
Figure 8.6: Force Field Analysis Example: Starting a
Personal Exercise Program
Jump to Figure
8.6: Force Field Analysis Example: Starting a
Personal Exercise Program, Appendix
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Lecture Script 6-20
Improving Creativity
Brainstorming stimulates creative thinking in groups
Seeing things in new ways enhances creativity but it can be difficult because of a mental block known as functional fixedness
Can be overcome in the following ways:
Thinking in terms of analogies
Putting an idea or a problem into a picture rather than into words
Leaders can use power constructively to encourage the open expression of creative ideas
Forming diverse problem-solving groups increases creativity, but may also increase conflict
McGraw-Hill Education
Summary
Every leader should be equipped with the following skills:
Building credibility
Communication
Listening
Assertiveness
Conducting meetings
Effective stress management
Problem solving
Improving creativity
McGraw-Hill Education
Appendices
Figure 8.1: The Credibility Matrix,
Appendix
The slide contains a 2 by 2 grid, which is divided into four quadrants. Outside the grid, the top-left corner is labeled high, the bottom-left corner is labeled low, and the bottom-right corner is labeled high. The y-axis of the square is labeled trust. It has five points marked on it. Starting from the bottom, the points are 1, 2, 3, 4, and 5. The x-axis of the grid is labeled expertise. It has five points marked on it. Starting from the left, the points are 1, 2, 3, 4, and 5. Within the grid, each quadrant contains a number. The upper-left quadrant contains the number 4. The lower-left quadrant contains the number 3. The lower-right quadrant contains the number 2. The upper-right quadrant contains the number 1.
Jump back to
Figure 8.1: The Credibility Matrix
McGraw-Hill Education
Figure 8.2: A Systems View of Communication, Appendix
Six rectangles are presented in this figure. Starting from the left, the first rectangle is labeled intention. Three questions are listed below this rectangle. The questions are what do you want to accomplish?, is your purpose clear?, and who needs to hear you? An arrow from the first rectangle points to the second rectangle. The second rectangle is labeled expression. 10 questions are listed below this rectangle. They are what medium?, consistent verbally and nonverbally?, expressed with receiver’s frame of reference in mind?, expressed in terms receiver will understand?, too much information expressed too quickly?, important points emphasized?, might message be ambiguous to others?, is message confounded by senders feelings?, biases or invalid assumptions about receiver?, and are you communicating directly with the receiver or through others? An arrow from the second rectangle points to the third rectangle, labeled reception. Five points are listed below this box. They are was it seen?, was it heard?, were there competing messages or other noise?, are there reasons the receiver wittingly or unwittingly may have filtered the information?, and has time or the medium of transmittal diluted or changed the message? An arrow from the third rectangle points to the fourth rectangle, labeled interpretation. Three questions are listed below this rectangle. They are was it understood?, do the receiver’s ego needs interfere with understanding?, and do the receiver’s biases or assumptions interfere with understanding? An arrow extends from the last question under interpretation and points to the fifth rectangle at the bottom of the image. This rectangle is labeled feedback. There is a sub point within the rectangle, which reads did you communicate what you intended? Three points are listed below the rectangle. They are history of prior communications, context of relationships and common practices, and concurrent events. An arrow extends from the fifth rectangle and points to the sixth rectangle, labeled new intentions. The sixth rectangle is placed below the questions listed under the first rectangle, labeled Intention.
Jump back to
Figure 8.2: A Systems View
of Communication
McGraw-Hill Education
Figure 8.4: Relationships between Assertiveness, Acquiescence, and Aggression, Appendix
Three lines form an unfinished triangle in the image. There are three labels where the lines of the triangle should meet. The label at the top reads assertiveness. The label at the bottom-left corner of the triangle reads acquiescence. The label at the bottom-right corner of the triangle reads aggression.
Jump back to
Figure 8.4: Relationships between Assertiveness, Acquiescence, and Aggression
McGraw-Hill Education
Figure 8.5: A Cause-and-Effect Diagram, Appendix
The content in the box reads our day-long workshop was a disaster. The first box above the arrow reads people. An arrow from this box points to the horizontal arrow at the center of the figure. Three points are listed below this box. Starting from the top, the first point reads timing of workshop interfered with another mandatory meeting. The second point reads many participants unclear about workshop’s purpose. The third point reads participants not notified until last minute. Arrows from each of these points point to the arrow that extends from the box labeled people toward the arrow at the center of the figure.
The second box above the horizontal arrow is labeled agenda. An arrow from this box points to the horizontal arrow at the center of the figure. Three points are listed below this box. Starting from the top, the first point reads didn’t finish the final and most important activity. The second point reads not enough time for discussion. The third point reads not well designed to meet needs of this group. Arrows from each of these points point to the arrow that extends from the box labeled agenda toward the arrow at the center of the figure.
The first box below the horizontal arrow is labeled facilities and materials. An arrow from this box points to the horizontal arrow at the center of the figure. Three points are listed above this box. The first point reads hot, crowded room. The second point reads not enough handouts to go around. The third point reads because of inadequate parking, many people showed up late. Arrows from each of these points point to the arrow that extends from the box labeled facilities and material toward the arrow at the center of the figure.
The second box below the horizontal arrow reads other major causes. An arrow from this box points to the horizontal arrow at the center of the figure. One point is listed above this box. It reads minor causes. Three arrows below this sentence point to the arrow that extends from the box labeled other major causes.
Jump back to
Figure 8.5: A Cause-and-Effect Diagram
McGraw-Hill Education
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Lecture Script 6-27
Figure 8.6: Force Field Analysis Example: Starting a
Personal Exercise Program, Appendix
The figure is divided into two by a dashed vertical line. Below this line is a label that reads present equilibrium point. The left side of the figure is labeled driving or promoting forces. Six points are listed below this label. Arrows extend from each of the points and point to the dashed vertical line at the center of the figure. The points are concern for health, dissatisfaction with appearance, boyfriend or girlfriend a health nut, group of work associates will enter local 10 k run, feeling heavy or have been gaining weight, and company encourages fitness activities at lunch. The right side of the figure is labeled restraining forces. Four points are listed below this label. Arrows extend from each of the points and point to the dashed vertical line at the center of the figure. The points read schedule already full, unskilled at popular recreational sports, no regular exercise partners, and rationalization, for example, I won’t exercise but I’ll eat better. A vertical dashed line extends from the last horizontal arrow in this section. This line is labeled desired equilibrium point.
Jump back to
Figure 8.6: Force Field Analysis Example: Starting a
Personal Exercise Program
McGraw-Hill Education Leadership
Enhancing the Lessons of Experience Ninth Edition
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
hug63268_FM_i-xvi.indd 1 25/12/17 4:23 pm
LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, NINTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright 2019 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous editions 2015, 2012, and
2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
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This book is printed on acid-free paper.
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ISBN 978-1-259-96326-1 (bound edition)
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ISBN 978-1-260-16765-8 (loose-leaf edition)
MHID 1-260-16765-8 (loose-leaf edition)
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All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Hughes, Richard L., 1946 author. | Ginnett, Robert C., author. |
Curphy, Gordon J., author.
Leadership: enhancing the lessons of experience / Richard L. Hughes,
Robert C. Ginnett, Gordon J. Curphy.
Ninth Edition. | New York: McGraw-Hill Education, [2018]
LCCN 2017048123| ISBN 9781259963261 (acid-free paper) |
ISBN 1259963268 (acid-free paper)
LCSH: Leadership.
LCC HM1261 .H84 2018 | DDC 303.3/4dc23
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The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not
guarantee the accuracy of the information presented at these sites.
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hug63268_FM_i-xvi.indd 2 25/12/17 4:23 pm
iii
About the Authors
Rich Hughes has served on the faculties of both the Center for Creative Leadership
(CCL) and the U.S. Air Force Academy. CCL is an international organization
devoted to behavioral science research and leadership education. He worked
there with senior executives from all sectors in the areas of strategic leadership
and organizational culture change. At the Air Force Academy he served for a
decade as head of its Department of Behavioral Sciences and Leadership. He
later served at the Academy as its Transformation Chair. In that capacity he
worked with senior leaders across the Academy to help guide organizational
transformation of the Academy in ways to ensure it is meeting its mission of
producing leaders of character. He is a clinical psychologist and a graduate of
the U.S. Air Force Academy. He has an MA from the University of Texas and a
PhD from the University of Wyoming.
Robert Ginnett is an independent consultant specializing in the leadership of high-
performance teams and organizations. He has worked with hundreds of for-profit
organizations as well as NASA, the Defense and Central Intelligence Agencies, the
National Security Agency, and the United States Army, Navy, and Air Force. Prior
to working independently, Robert was a senior fellow at the Center for Creative
Leadership and a tenured professor at the U.S. Air Force Academy, where he also
served as the director of leadership and counseling. Additionally, he served in nu-
merous line and staff positions in the military, including leadership of an 875-man
combat force and covert operations teams in the Vietnam War. He spent over
10 years working as a researcher for the National Aeronautics and Space Adminis-
tration, focusing his early work in aviation crew resource management, and later at
the Kennedy Space Center in the post-Challenger period. Robert is an organiza-
tional psychologist whose education includes a master of business administration
degree, a master of arts, a master of philosophy, and a PhD from Yale University.
He now enjoys doing pro bono work with local fire and police departments and
teaching leadership courses at the Gettysburg National Military Park.
Gordy Curphy is a managing partner at Curphy Leadership Solutions and has been
running his own consulting business since 2002. As a leadership consultant Gordy
has worked with numerous Fortune 500 firms to deliver more than 2,500 executive
assessments, 150 executive coaching programs, 200 team engagements, and 150 lead-
ership training programs. He has also played a critical role in helping organizations
formulate winning strategies, drive major change initiatives, and improve business
results. Gordy has published numerous books and articles and presented extensively
on such topics as business, community, school, military, and team leadership; the
role of personality and intelligence in leadership; building high-performing
teams; leading virtual teams; teams at the top; managerial incompetence;
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iv AbouttheAuthors
followership; on-boarding; succession planning; and employee engagement. Prior to
starting his own firm Gordy spent a year as the vice president of institutional leader-
ship at the Blandin Foundation, eight years as a vice president and general manager
at Personnel Decisions International, and six years as a professor at the U.S. Air
Force Academy. He has a BS from the U.S. Air Force Academy and a PhD in indus-
trial and organizational psychology from the University of Minnesota.
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v
Foreword
The first edition of this popular, widely used textbook was published in 1993, and
the authors have continually upgraded it with each new edition including this one.
In a sense, no new foreword is needed; many principles of leadership are time-
less. For example, references to Shakespeare and Machiavelli need no updating.
However, the authors have refreshed examples and anecdotes, and they have kept
up with the contemporary research and writing of leadership experts. Unfortu-
nately, many of the reasons why leaders fail have also proved timeless. Flawed
strategies, indecisiveness, arrogance, the naked pursuit of power, inept followers,
the inability to build teams, and societal changes have resulted in corrupt govern-
ments, lost wars, failed businesses, repressive regimes around the globe, and sexual
discrimination and/or harassment. These occurrences remind us that leadership
can be used for selfless or selfish reasons, and it is up to those in charge to decide
why they choose to lead.
Such examples keep this book fresh and relevant; but the earlier foreword,
reprinted here, still captures the tone, spirit, and achievements of these authors work.
Often the only difference between chaos and a smoothly functioning operation
is leadership; this book is about that difference.
The authors are psychologists; therefore, the book has a distinctly psychological
tone. You, as a reader, are going to be asked to think about leadership the way psy-
chologists do. There is much here about psychological tests and surveys, about stud-
ies done in psychological laboratories, and about psychological analyses of good
(and poor) leadership. You will often run across common psychological concepts
in these pages, such as personality, values, attitudes, perceptions, and self-esteem,
plus some not-so-common jargon-y phrases like double-loop learning, expectancy
theory, and perceived inequity. This is not the same kind of book that would be
written by coaches, sales managers, economists, political scientists, or generals.
Be not dismayed. Because these authors are also teachers with a good eye and
ear for what students find interesting, they write clearly and cleanly, and they have
also included a host of entertaining, stimulating snapshots of leadership: quotes,
anecdotal Highlights, and personal glimpses from a wide range of intriguing peo-
ple, each offered as an illustration of some scholarly point.
Also, because the authors are, or have been at one time or another, together or
singly, not only psychologists and teachers but also children, students, Boy Scouts,
parents, professors (at the U.S. Air Force Academy), Air Force officers, pilots,
church members, athletes, administrators, insatiable readers, and convivial racon-
teurs, their stories and examples are drawn from a wide range of personal sources,
and their anecdotes ring true.
As psychologists and scholars, they have reviewed here a wide range of psycho-
logical studies, other scientific inquiries, personal reflections of leaders, and philo-
sophic writings on the topic of leadership. In distilling this material, they have
drawn many practical conclusions useful for current and potential leaders. There
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vi Foreword
are suggestions here for goal setting, for running meetings, for negotiating, for man-
aging conflict within groups, and for handling your own personal stress, to men-
tion just a few.
All leaders, no matter what their age and station, can find some useful tips here,
ranging over subjects such as body language, keeping a journal, and how to relax
under tension.
In several ways the authors have tried to help you, the reader, feel what it would
be like to be in charge. For example, they have posed quandaries such as the fol-
lowing: You are in a leadership position with a budget provided by an outside fund-
ing source. You believe strongly in, say, Topic A, and have taken a strong, visible
public stance on that topic. The head of your funding source takes you aside and
says, We disagree with your stance on Topic A. Please tone down your public
statements, or we will have to take another look at your budget for next year.
What would you do? Quit? Speak up and lose your budget? Tone down your
public statements and feel dishonest? Theres no easy answer, and its not an un-
usual situation for a leader to be in. Sooner or later, all leaders have to confront
just how much outside interference they will tolerate in order to be able to carry
out programs they believe in.
The authors emphasize the value of experience in leadership development, a
conclusion I thoroughly agree with. Virtually every leader who makes it to the top
of whatever pyramid he or she happens to be climbing does so by building on
earlier experiences. The successful leaders are those who learn from these earlier
experiences, by reflecting on and analyzing them to help solve larger future chal-
lenges. In this vein, let me make a suggestion. Actually, let me assign you some
homework. (I know, I know, this is a peculiar approach in a book foreword; but
stay with meI have a point.)
Your Assignment: To gain some useful leadership experience, persuade eight
people to do some notable activity together for at least two hours that they would
not otherwise do without your intervention. Your only restriction is that you can-
not tell them why you are doing this.
It can be any eight people: friends, family, teammates, club members, neighbors,
students, working colleagues. It can be any activity, except that it should be some-
thing more substantial than watching television, eating, going to a movie, or just
sitting around talking. It could be a roller-skating party, an organized debate, a song-
fest, a long hike, a visit to a museum, or volunteer work such as picking up
litter or visiting a nursing home. If you will take it upon yourself to make something
happen in the world that would not have otherwise happened without you, you will
be engaging in an act of leadership with all of its attendant barriers, burdens, and
pleasures, and you will quickly learn the relevance of many of the topics that the
authors discuss in this book. If you try the eight-person-two-hour experience first
and read this book later, you will have a much better understanding of how compli-
cated an act of leadership can be. You will learn about the difficulties of developing
a vision (Now that we are together, what are we going to do?), of motivating oth-
ers, of setting agendas and timetables, of securing resources, of the need for follow-
through. You may even learn about loneliness at the top. However, if you are
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Foreword vii
successful, you will also experience the thrill that comes from successful leadership.
One person can make a difference by enriching the lives of others, if only for a few
hours. And for all of the frustrations and complexities of leadership, the tingling
satisfaction that comes from success can become almost addictive. The capacity for
making things happen can become its own motivation. With an early success, even
if it is only with eight people for two hours, you may well be on your way to a leader-
ship future.
The authors believe that leadership development involves reflecting on ones
own experiences. Reading this book in the context of your own leadership experi-
ence can aid in that process. Their book is comprehensive, scholarly, stimulating,
entertaining, and relevant for anyone who wishes to better understand the dynamics
of leadership, and to improve her or his own personal performance.
DavidP.Campbell
Psychologist/Author
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viii
Preface
Perhaps by the time they are fortunate enough to have completed eight editions
of a textbook, it is a bit natural for authors to believe something like, Well, now
weve got it just about right . . . there couldnt be too many changes for the next
edition (that is, this one). Of course, there are changes because this is a new
edition. Some of the changes are rather general and pervasive in nature while
others represent targeted changes in specific chapters of an otherwise successful
text. The more general and pervasive changes are those things one would expect
to find in the new edition of any textbook: the inclusion of recent research find-
ings across all chapters as well as extensive rework in the vast majority of
chapters of the very popular Highlights. The latter work involved the addition of
numerous new Highlights as well as the elimination of those that had become
dated and/or less central to the material in their respective chapters. Examples
of the new Highlights include bullying bosses, gender stereotyping, and possible
evolutionary roots to the pull toward greater organizational transparency. There
are also many new Profiles in Leadership covering leaders as diverse as
Sheikh Zayed, founder of the United Arab Emirates; Stan Lee, who was the
creative genius behind Marvel Comics; and Lin-Manuel Miranda, whose musical
Hamilton became a Broadway phenomenon.
The most significant structural change to the book involved changes to the
8th editions Chapter 9 (Motivation, Satisfaction and Performance). In order
to better address the extensive academic literature in those broad areas we di-
vided the material into two chapter
