In this assignment, you consider how leaders can engage

Introduction to Leadership
Fourth Edition

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To Madison and Isla

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Introduction to Leadership
Concepts and Practice

Fourth Edition

Peter G. Northouse
Western Michigan University

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FOR INFORMATION:

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All rights reserved. No part of this book may be reproduced or utilized in
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system, without permission in writing from the publisher.

Printed in the United States of America

ISBN: 978-1-5063-3008-2

This book is printed on acid-free paper.

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Marketing Manager: Ashlee Blunk

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Brief Contents
1. Preface
2. About the Author
3. 1. Understanding Leadership
4. 2. Recognizing Your Traits
5. 3. Engaging Strengths
6. 4. Understanding Philosophy and Styles
7. 5. Attending to Tasks and Relationships
8. 6. Developing Leadership Skills
9. 7. Creating a Vision

10. 8. Establishing a Constructive Climate
11. 9. Embracing Diversity and Inclusion
12. 10. Listening to Out-Group Members
13. 11. Managing Conflict
14. 12. Addressing Ethics in Leadership
15. 13. Overcoming Obstacles
16. Glossary
17. Index

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Detailed Contents
Preface
About the Author
1. Understanding Leadership

Introduction
Leadership Explained

?Leadership Is a Trait?
?Leadership Is an Ability?
?Leadership Is a Skill?
?Leadership Is a Behavior?
?Leadership Is a Relationship?
?Leadership Is an Influence Process?

Global Leadership Attributes
The Dark Side of Leadership
Leadership Snapshot: Indra Nooyi
Summary
Application

1.1 Case Study
1.2 Conceptualizing Leadership Questionnaire
1.3 Observational Exercise
1.4 Reflection and Action Worksheet

References
2. Recognizing Your Traits

Introduction
Leadership Traits Explained

Intelligence
Confidence
Charisma
Determination
Sociability
Integrity

Leadership Snapshot: Nelson Mandela
Leadership Traits in Practice

George Washington (1732?1799)
Winston Churchill (1874?1965)
Mother Teresa (1910?1997)
Bill Gates (1955?)

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Oprah Winfrey (1954?)
Summary
Application

2.1 Case Study
2.2 Leadership Traits Questionnaire
2.3 Observational Exercise
2.4 Reflection and Action Worksheet

References
3. Engaging Strengths

Introduction
Strengths-Based Leadership Explained

Historical Background
Identifying and Measuring Strengths

Strengths-Based Leadership in Practice
Discovering Your Strengths
Developing Your Strengths
Addressing Your Weaknesses

Leadership Snapshot: Steve Jobs
Recognizing and Engaging the Strengths of Others
Fostering a Positive Strengths-Based Environment

Summary
Application

3.1 Case Study
3.2 Leadership Strengths Questionnaire
3.3 Observational Exercise
3.4 Reflection and Action Worksheet

References
4. Understanding Philosophy and Styles

Introduction
Leadership Philosophy Explained

Theory X
Theory Y

Leadership Styles Explained
Authoritarian Leadership Style
Democratic Leadership Style
Laissez-Faire Leadership Style

Leadership Snapshot: Victoria Ransom
Leadership Styles in Practice
Summary
Application

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4.1 Case Study
4.2 Leadership Styles Questionnaire
4.3 Observational Exercise
4.4 Reflection and Action Worksheet

References
5. Attending to Tasks and Relationships

Introduction
Task and Relationship Styles Explained

Task Style
Relationship Style

Leadership Snapshot: Mick Wilz
Task and Relationship Styles in Practice

Task Leadership
Relationship Leadership

Summary
Application

5.1 Case Study
5.2 Task and Relationship Questionnaire
5.3 Observational Exercise
5.4 Reflection and Action Worksheet

References
6. Developing Leadership Skills

Introduction
Administrative Skills Explained

Administrative Skills in Practice
Interpersonal Skills Explained

Interpersonal Skills in Practice
Leadership Snapshot: Coquese Washington
Conceptual Skills Explained

Conceptual Skills in Practice
Summary
Application

6.1 Case Study
6.2 Leadership Skills Questionnaire
6.3 Observational Exercise
6.4 Reflection and Action Worksheet

References
7. Creating a Vision

Introduction
Vision Explained

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A Picture
A Change
Values

Leadership Snapshot: Rosalie Giffoniello
A Map
A Challenge

Vision in Practice
Articulating a Vision
Implementing a Vision

Summary
Application

7.1 Case Study
7.2 Leadership Vision Questionnaire
7.3 Observational Exercise
7.4 Reflection and Action Worksheet

References
8. Establishing a Constructive Climate

Introduction
Constructive Climate Explained
Climate in Practice

Providing Structure
Clarifying Norms
Building Cohesiveness
Promoting Standards of Excellence

Leadership Snapshot: Meg Whitman
Summary
Application

8.1 Case Study
8.2 Organizational Climate Questionnaire
8.3 Observational Exercise
8.4 Reflection and Action Worksheet

References
9. Embracing Diversity and Inclusion

Introduction
Diversity and Inclusion Explained

Definitions
Brief Historical Perspective

Inclusion Framework
Leadership Snapshot: Ursula Burns
Diversity and Inclusion in Practice

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Model of Inclusive Practices
Leader Practices That Advance Diversity and Inclusion
Barriers to Embracing Diversity and Inclusion

Summary
Application

9.1 Case Study
9.2 Cultural Diversity Awareness Questionnaire
9.3 Observational Exercise
9.4 Reflection and Action Worksheet

References
10. Listening to Out-Group Members

Introduction
Out-Group Members Explained

How Out-Groups Form
The Impact of Out-Group Members

Out-Group Members in Practice
Strategy 1: Listen to Out-Group Members
Strategy 2: Show Empathy to Out-Group Members
Strategy 3: Recognize the Unique Contributions of Out-
Group Members
Strategy 4: Help Out-Group Members Feel Included
Strategy 5: Create a Special Relationship With Out-Group
Members
Strategy 6: Give Out-Group Members a Voice and
Empower Them to Act

Leadership Snapshot: Abraham Lincoln
Summary
Application

10.1 Case Study
10.2 Building Community Questionnaire
10.3 Observational Exercise
10.4 Reflection and Action Worksheet

References
11. Managing Conflict

Introduction
Conflict Explained

Communication and Conflict
Conflict on the Content Level

Leadership Snapshot: Humaira Bachal
Conflict on the Relational Level

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Managing Conflict in Practice
Fisher and Ury Approach to Conflict
Communication Strategies for Conflict Resolution
Kilmann and Thomas Styles of Approaching Conflict

Summary
Application

11.1 Case Study
11.2 Conflict Style Questionnaire
11.3 Observational Exercise
11.4 Reflection and Action Worksheet

References
12. Addressing Ethics in Leadership

Introduction
Leadership Ethics Explained
Leadership Ethics in Practice

1. The Character of the Leader
2. The Actions of the Leader

Leadership Snapshot: Warren Buffett and Bill and Melinda
Gates

3. The Goals of the Leader
4. The Honesty of the Leader
5. The Power of the Leader
6. The Values of the Leader

Culture and Leadership Ethics
Summary
Application

12.1 Case Study
12.2 Sample Items From the Ethical Leadership Style
Questionnaire
12.3 Observational Exercise
12.4 Reflection and Action Worksheet

References
13. Overcoming Obstacles

Introduction
Obstacles Explained
Overcoming Obstacles in Practice

Obstacle 1: Unclear Goals
Obstacle 2: Unclear Directions
Obstacle 3: Low Motivation

Leadership Snapshot: Bill Courtney

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Obstacle 4: Complex Tasks
Obstacle 5: Simple Tasks
Obstacle 6: Low Involvement
Obstacle 7: Lack of a Challenge

Summary
Application

13.1 Case Study
13.2 Path?Goal Styles Questionnaire
13.3 Observational Exercise
13.4 Reflection and Action Worksheet

References
Glossary
Index

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Preface

Leadership is a salient topic today. Given the volatility of global events
and our national political climate, it is even more important now than it
was when the third edition of this book was published. The public remains
fascinated by who leaders are and what leaders do. People want to know
what accounts for good leadership and how to become good leaders.
Despite this strong interest in leadership, there are very few books that
clearly describe the complexities of practicing leadership. I have written
Introduction to Leadership: Concepts and Practice to fill this void.

Each chapter describes a fundamental principle of leadership and how it
relates in practice to becoming an effective leader. These fundamentals are
illustrated through examples, profiles of effective leaders, and case studies.
The text comprises 13 chapters: Chapter 1, ?Understanding
Leadership,? analyzes how different definitions of leadership have an
impact on the practice of leadership. Chapter 2, ?Recognizing Your
Traits,? examines leadership traits found to be important in social science
research and explores the leadership traits of a select group of historical
and contemporary leaders. Chapter 3, ?Engaging Strengths,? discusses
the emerging field of strengths-based leadership, looking at how several
assessment tools can help one to recognize his or her own strengths and
those of others and then put those strengths to work as an effective leader.
Chapter 4, ?Understanding Philosophy and Styles,? explores how a
person?s view of people, work, and human nature forms a personal
philosophy of leadership and how this relates to three commonly observed
styles of leadership: authoritarian, democratic, and laissez-faire. Chapter
5, ?Attending to Tasks and Relationships,? describes how leaders can
integrate and optimize task and relationship behaviors in their leadership
role. Chapter 6, ?Developing Leadership Skills,? considers three types
of leadership skills: administrative, interpersonal, and conceptual. Chapter
7, ?Creating a Vision,? explores the characteristics of a vision and how a
vision is expressed and implemented. Chapter 8, ?Establishing a
Constructive Climate,? focuses on how important it is for leaders who
are running groups or organizations to provide structure, clarify norms,
build cohesiveness, and promote standards of excellence. Chapter 9,
?Embracing Diversity and Inclusion,? discusses the importance of
inclusive leadership and the barriers that can be encountered when trying

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to embrace diversity and inclusion. Chapter 10, ?Listening to Out-
Group Members,? explores the nature of out-groups, their impact, and
ways leaders should respond to out-group members. Chapter 11,
?Managing Conflict,? addresses the question of how we can manage
conflict and produce positive change. Chapter 12, ?Addressing Ethics in
Leadership,? explores six factors that are related directly to ethical
leadership: character, actions, goals, honesty, power, and values. Finally,
Chapter 13, ?Overcoming Obstacles,? addresses seven obstacles that
subordinates may face and how a leader can help to overcome these.

New to This Edition
This edition retains the chapters of the previous edition but has been
expanded and enhanced in several ways:

First and foremost, it includes a new chapter on diversity and
inclusion that examines the nature of diversity and inclusion,
provides a model of inclusive behavior, describes communication
practices to improve inclusion, and identifies barriers to effective
inclusive leadership.
Second, this edition premieres the Ethical Leadership Style
Questionnaire, a self-assessment instrument that allows readers to
learn what their ethical leadership behaviors tend to be. The
questionnaire in this book is an abridged edition of a longer, more
comprehensive assessment available to readers online.
Third, several chapters include a look at the dark side of leadership
in terms of the approaches explored in the book.
Fourth, new case studies, examples, and research are integrated
throughout the book.
Fifth, this edition includes new ?Ask the Author? videos that show
Peter Northouse answering student questions.

Special Features
Introduction to Leadership: Concepts and Practice is designed to help the
reader understand how to become a better leader. While the book is
grounded in leadership theory, it describes the basics of leadership in an
understandable and user-friendly way. Each chapter focuses on a
fundamental aspect of leadership, discusses how it can be applied in real

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leadership situations, and provides a relevant profile of a leader.

Perhaps the most notable features of this book are the four applied
activities included in every chapter, which allow the reader to explore
leadership concepts and real-world applications:

Case studies illustrate the leadership concepts discussed in the
chapter. At the end of each case, thought-provoking questions help
the reader analyze the case using ideas presented in the chapter.
Self-assessment questionnaires help the reader determine his or her
own leadership style and preferences. Students may want to complete
this questionnaire before reading the chapter?s content. By
completing the questionnaire first, the reader will be more aware of
how the chapter?s content specifically applies to his or her leadership
tendencies.
Observational exercises guide the reader in examining behaviors of
leaders from his or her life experiences.
Reflection and action worksheets stimulate the reader to reflect on
his or her leadership style and identify actions to take to become more
effective.

Audience
A practice-oriented book, Introduction to Leadership: Concepts and
Practice is written in a user-friendly style appropriate for introductory
leadership courses across disciplines. Specifically, it is well suited for
programs in leadership studies and leadership courses in schools of
agriculture, allied health, business, management, communication,
education, engineering, military science, public administration, nursing,
political science, social work, and religion. In addition, this book is
appropriate for programs in continuing education, corporate training,
executive development, in-service training, and government training. It is
also useful for student extracurricular activities.

Digital Resources
SAGE coursepacks allow instructors to import high-quality online
resources directly into Blackboard, Canvas, Moodle, or Brightspace by
Desire2Learn (D2L) in an intuitive, simple format. Instructors who do not

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use an LMS platform can still access many of the online resources by
visiting edge.sagepub.com/northouseintro4e.

SAGE coursepacks include, for each chapter:

A diverse range of test items with pretests, posttests, and test banks
built on Bloom?s Taxonomy and AACSB standards, available with
ExamView test generation
Assignable SAGE Premium Video (available via the interactive
eBook version, linked through SAGE coursepacks) that includes
insights from Peter G. Northouse and other leadership experts, with
corresponding multimedia assessment options that automatically
feed to a gradebook
A comprehensive Media Guide for the video resources
Discussion questions to help launch classroom interaction
SAGE journal articles to show how scholarship relates to chapter
concepts
Editable, chapter-specific PowerPoint? slides that offer flexibility
when creating multimedia lectures
Sample course syllabi with suggested models for structuring a
leadership course
Lecture notes that summarize key concepts for each chapter
Ideas for class activities that can be used in class to reinforce active
learning
Web exercises that direct students to useful websites to complete
creative activities and reinforce learning
Suggested films to facilitate showing examples of leadership in
action
Case notes that include case summaries, analyses, and sample
answers to case questions
The Reflection and Action Worksheets and Observational
Exercises from the text in downloadable Word document format for
more flexibility in using these resources
Tables and figures from the textbook

SAGE edge for students at edge.sagepub.com/northouseintro4e
enhances learning in an easy-to-use environment that offers, for each
chapter, learning objectives, action plans to track progress, mobile-friendly
flashcards and practice quizzes, SAGE Premium Video featuring author
Peter G. Northouse, additional multimedia resources, and selected SAGE

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journal articles to strengthen learning.

Interactive eBook
An interactive eBook version of the text is available for students to provide
a contemporary, multimedia-integrated presentation for learning. In
addition to a fully electronic textbook, students can link directly to ?Ask
the Author? video, audio, additional enrichment readings from SAGE
journals titles, and other relevant resources, bringing the subject matter to
life in a way a traditional print text cannot.

The interactive eBook features exclusive Interactive Leadership
Assessments to help students strengthen their leadership abilities by
providing them with individualized feedback based on their responses to
each questionnaire. After completing each questionnaire, a student using
the interactive eBook will receive an in-depth analysis of her or his scores
as well as personalized, pragmatic suggestions for further developing her
or his leadership.

You can find the eBook icons in the print and electronic versions of the
text. Below is a guide to the icons:

?Ask the Author? video icon

SAGE journal article icon

Video icon

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Web icon

Acknowledgments
I would like to express my appreciation to many individuals who directly
or indirectly played a role in the development of this book. First, I would
like to thank the many people at SAGE Publications, in particular my
editor, Maggie Stanley, who along with her leadership team (Liz Thornton,
Lauren Holmes, Neda Dallal, Katie Ancheta, Ashlee Blunk, Georgia
Mclaughlin, and Gail Buschman) has competently guided this revision
from the beginning review phase through the production phase. In
addition, I would like to thank copy editor Melinda Masson and production
editor Libby Larson. In their own unique ways, each of these people made
valuable contributions that enhanced the overall quality of the book.
Collectively, they are an extraordinary team that demonstrates the very
highest standards of excellence in all that they do.

For their thoughtful and constructive feedback on this latest edition, I
would like to thank the following reviewers:

Jens Beyer, Hochschule Anhalt Standort Bernburg
Carl Blencke, University of Central Florida
Roger Clark, NWN Corporation
Dan Cunningham, McDaniel College
D. Keith Gurley, University of Alabama at Birmingham
Sat Ananda Hayden, University of Southern Mississippi
Sharon Kabes, Southwest Minnesota State University
Lorin Leone, Independence University
Douglas Micklich, Illinois State University
Bryan Patterson, Johnson C. Smith University, Northeastern
University
Robert W. Robertson, Independence University
Lou L. Sabina, Stetson University
Stephanie Schnurr, University of Warwick
Douglas Threet, Foothill College
Simone Wesner, Birkbeck, University of London
Paula White, Independence University
Cecilia Williams, Independence University

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For comprehensive reviews of past editions, I would like to thank the
following reviewers:

Maureen Baldwin, Saint Ambrose University
Barry L. Boyd, Texas A&M University
Susan Bramlett Epps, East Tennessee State University
Linda L. Brennan, Mercer University
Shannon Brown, Benedictine University
Lisa Burgoon, University of Illinois at Urbana-Champaign
Tom Butkiewicz, University of Redlands
Patricia Cane, Klamath Community College
Stephen C. Carlson, Piedmont College
Melissa K. Carsten, Winthrop University
James R. ?Chip? Coldren Jr., Governors State University
Barbara Collins, Cabrini College
Stacey A. Cook, College of Marin
Ronald J. Cugno, Nova Southeastern University
Greg Czyszczon, James Madison University
Douglas Davenport, Truman State University
Edward Desmarais, Salem State College
Marco Dowell, California State University, Dominguez Hills
Tiffany Erk, Ivy Tech Community College of Indiana
Leon Fraser, Rutgers Business School
Jim Fullerton, Idaho State University
Jennifer Garcia, Saint Leo University
Don Green, Lincoln Christian University
Francesca Grippa, Northeastern University
Yael Hellman, Woodbury University
Vanessa Hill, University of Louisiana at Lafayette
Martha A. Hunt, NHTI?Concord?s Community College
Jean Gabriel Jolivet, Southwestern College
Ruth Klein, Le Moyne College
Renee Kosiarek, North Central College
Robert Larison, Eastern Oregon University
Karen A. Longman, Azusa Pacific University
Maureen Majury, Bellevue Community College
James L. Morrison, University of Delaware
Terry W. Mullins, University of North Carolina at Greensboro
Jane Murtaugh, College of DuPage
Joanne E. Nottingham, University of North Carolina, Wilmington

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Ramona Ortega-Liston, University of Akron
Ron Parlett, Nova Southeastern University
Bruce Peterson, Sonoma State University
Joseph W. T. Pugh, Immaculata University
Deana Raffo, Middle Tennessee State University
Melody Rawlings, Northern Kentucky University
Bronte H. Reynolds, California State University, Northridge
Louis Rubino, California State University, Northridge
Laurie A. Schreiner, Azusa Pacific University
Thomas Shields, University of Richmond
Pearl Sims, Peabody College of Vanderbilt University
Bruce Tucker, Santa Fe Community College
Mary Tucker, Ohio University
John Tummons, University of Missouri
Sameer Vaidya, Texas Wesleyan University
Natalie N. Walker, Seminole State College
Amy Wilson, University at Buffalo
Laurie Woodward, University of South Florida

Critiques by these reviewers were invaluable in helping to focus my
thinking and writing during the revision process.

I would like to thank Dr. Bernardo Ferdman for his helpful comments and
suggestions on the ?Embracing Diversity and Inclusion? chapter, and
Terry Hammink for his assistance in the construction and scoring of the
Ethical Leadership Style Questionnaire and James Ludema for his support.

For their outstanding work in developing creative resources for this
edition, I am grateful to Isolde Anderson of Hope College, Matthew
Creasy of the University of Delaware, Jeff Paul of the University of Tulsa,
Lou Sabina of Stetson University, Andrea Smith-Hunter of Siena College,
and Douglas Threet of Foothill College.

Finally, I wish to thank Marie Lee for her thorough editing and
commitment and Laurel Northouse for her editorial insights and
extraordinary support. It takes a lot of dedicated people to write a book,
and I feel fortunate to have those people in my life.

In the electronic edition of the book you have purchased, there are several
icons that reference links (videos, journal articles) to additional content.

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Though the electronic edition links are not live, all content referenced may
be accessed at edge.sagepub.com/northouseintro4e . This URL is referenced
at several points throughout your electronic edition.

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About the Author

Peter G. Northouse,
PhD, is Professor Emeritus of Communication in the School of
Communication at Western Michigan University. In addition to
publications in professional journals, he is the author of Leadership:
Theory and Practice (now in its seventh edition) and coauthor of
Health Communication: Strategies for Health Professionals (now in
its third edition) and Leadership Case Studies in Education. His
scholarly and curricular interests include models of leadership,

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leadership assessment, ethical leadership, and leadership and group
dynamics. For more than 30 years, he has taught undergraduate and
graduate courses in leadership, interpersonal communication, and
organizational communication on both the undergraduate and
graduate levels. Currently, he is a consultant and lecturer on trends in
leadership research, leadership development, and leadership
education. He holds a doctorate in speech communication from the
University of Denver, and master?s and bachelor?s degrees in
communication education from Michigan State University.

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1 Understanding Leadership

Introduction
This book is about what it takes to be a leader. Everyone, at some time in
life, is asked to be a leader, whether to lead a classroom discussion, coach
a children?s soccer team, or direct a fund-raising campaign. Many
situations require leadership. A leader may have a high profile (e.g., an
elected public official) or a low profile (e.g., a volunteer leader in Big
Brothers Big Sisters), but in every situation there are leadership demands
placed on the individual who is the leader. Being a leader is challenging,
exciting, and rewarding, and carries with it many responsibilities. This
chapter discusses different ways of looking at leadership and their impacts
on what it means to be a leader.

What is Leadership?

Leadership Explained
At the outset, it is important to address a basic question: What is
leadership? Scholars who study leadership have struggled with this
question for many decades and have written a great deal about the nature
of leadership (Antonakis, Cianciolo, & Sternberg, 2004; Bass, 1990;
Conger & Riggio, 2007). (See Box 1.1.)

In leadership literature, more than 100 different definitions of leadership
have been identified (Rost, 1991). Despite these many definitions, a
number of concepts are recognized by most people as accurately reflecting
what it is to be a leader.

Leadership Basics

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?Leadership Is a Trait?
First, leadership is thought of as a trait. A trait is a distinguishing quality
of an individual, which is often inherited. Defining leadership as a trait
means that each individual brings to the table certain qualities that
influence the way he or she leads. Some leaders are confident, some are
decisive, and still others are outgoing and sociable. Saying that leadership
is a trait places a great deal of emphasis on the leader and on the leader?s
special gifts. It follows the often-expressed belief ?leaders are born, not
made.? Some argue that focusing on traits makes leadership an elitist
enterprise because it implies that only a few people with special talents
will lead. Although there may be some truth to this argument, it can also
be argued that all of us are born with a wide array of unique traits and that
many of these traits can have a positive impact on our leadership. It also
may be possible to modify or change some traits.

Through the years, researchers have identified a multitude of traits that are
associated with leadership. In Chapter 2 we will discuss some key
leadership traits, and in Chapter 3 we will explain how strength-based
leadership is a variation of trait leadership. Although there are many
important leadership traits, what is most important for leaders is having the
required traits that a particular situation demands. For example, a chaotic
emergency room at a hospital requires a leader who is insightful and
decisive and can bring calm to the situation. Conversely, a high school
classroom in which students are bored demands a teacher who is inspiring
and creative. Effective leadership results when the leader engages the right
traits in the right place at the right time.

?Leadership Is an Ability?
In addition to being thought of as a trait, leadership is conceptualized as an
ability. A person who has leadership ability is able to be a leader?that is,
has the capacity to lead. While the term ability frequently refers to a
natural capacity, ability can be acquired. For example, some people are
naturally good at public speaking, while others rehearse to become
comfortable speaking in public. Similarly, some people have the natural
physical ability to excel in a sport, while others develop their athletic
capacity through exercise and practice. In leadership, some people have
the natural ability to lead, while othe