The Leadership Experience 7th Edition Ebook PDF

The Leadership Experience 7th Edition
(eBook PDF)
Visit to download the full and correct content document:
https://ebooksecure.com/download/the-leadership-experience-7th-edition-ebook-pdf/
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
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:
By this time the man had brought his truck to a stop, a little
distance from the place where Russ had fallen and where the doll
had been lying.
“That was a narrow escape for you, youngster!” exclaimed the
man rather sternly. “You ought not to do things like that!”
“I didn’t want Vi’s doll run over,” explained Russ, as his mother and
sisters hurried toward him.
And while Russ is brushing the dust from his clothing and while Vi
is looking over her doll, to make sure it is all right, I shall take a
moment to let you know who the Bunkers are. And I shall also speak
of the other books in this series telling about them. I think it is much
better to read about people after you know who they are and what
they have done.
The first book introducing the children is called “Six Little Bunkers
at Grandma Bell’s.” At the opening of that story you find the Bunkers
living in Pineville, a Pennsylvania town.
Bunker was the family name, and as there were six children, none
of them very large, it was the most natural thing in the world to speak
of them as the “six little Bunkers.” Of course there was a father and
mother Bunker. Mr. Bunker’s name was Charles, and he was in the
real estate business. His wife was named Amy, and there were a
number of relatives, all of whom loved the six little Bunkers and all of
whom the six little Bunkers loved.
As for the children the eldest was Russ—the one who was just in
such danger. Russ seemed destined to become an inventor, for he
was always making new things—make-believe houses, engines,
automobiles, steamboats and the like. And as he worked he whistled
merrily.
Rose might be called a “little mother,” for she was very helpful
about the house, and Mrs. Bunker often said:
“I don’t know what I’d do without Rose to help look after the
younger children.”
Violet and Laddie, who were twins, needed much looking after.
They were both rather peculiar. That is, Violet was given to asking
questions. Her father said she could ask more in an hour than could
be rightly answered in a week. As for Laddie, he was fond of asking
riddles such as:
“You can have a house full and a hole full but you can’t keep a
bowl full. What is it?” The answer, of course, is “smoke,” but nothing
gave Laddie more pleasure than to find some one who couldn’t
answer that or some other riddle he asked. Sometimes he made up
riddles himself, or he might ask one that came out of a book. A queer
little chap was Laddie.
Then there was Margy, who was seldom called by her real name
of Margaret, and Mun Bun, otherwise known as Munroe Ford, as I
have mentioned.
Now you have met all the six little Bunkers and I hope you will like
them. As for their aunts, their uncles, their cousins and their other
relatives—well, there are books telling about these different
characters. The children often went to visit their cousins and aunts
and had many adventures.
For instance there is the time they stayed for a while at Aunt Jo’s,
or the occasion of their visit to Cousin Tom’s. They had fun at both
these places, but no more than at Grandpa Ford’s or Uncle Fred’s.
When they spent several weeks at Captain Ben’s the six little
Bunkers had delightful times, and Russ thought there never was
such a chap as Cowboy Jack, at whose ranch they spent some time.
The other children liked Cowboy Jack, too.
Just before the events I am going to tell you about in this book
took place, the children had been down South. You may find out all
that happened by reading the volume, “Six Little Bunkers at Mammy
June’s.” The family was now at home again in Pineville, ready for
more adventures.
“You certainly gave me a fright, boy,” said the truck driver, as he
got down off his high seat and looked at Russ. “Why did you run out
into the road like that?”
“I wanted to get my sister’s doll,” answered Russ, still brushing the
dust from his clothes.
“Um! Well, don’t do it again—that’s all I ask!” begged the man. “I
was afraid I was going to run right over you!”
“Yes, it was a very dangerous thing for him to do,” said Mrs.
Bunker. “He shouldn’t have tried it. I’m sorry he caused you trouble.”
“Oh, it wasn’t exactly trouble,” said the man, and he smiled a little.
“I was going to stop around here, anyhow. I’m looking for a family
named Bunker. Do you know if they live around here?”
“We’re the Bunkers!” quickly answered Russ. “Anyhow, we’re the
most of ’em,” he added, laughing. “All but daddy and——”
“Oh!” murmured the driver of the truck. “Are there more of you?”
“It is rather a large family,” said Mrs. Bunker. “I have two more
boys.”
“My daddy’s in his office,” volunteered Violet, who was now
satisfied that her doll, Esmeralda, was all right except for a little dirt.
“And Laddie and Mun Bun are digging a hole to China,” added
Margy.
“Oh,” and again the man smiled.
“Are you looking for a Mr. Charles Bunker?” asked Mrs. Bunker.
“That’s the name, yes, ma’am,” the truck driver replied, glancing at
a slip of paper in his hand. “I have a load of flowers for him.”
“Oh, flowers! Is that what’s on your auto?” cried Rose, for the
sides of the truck were covered with canvas and it could not be seen
what it was laden with. Without waiting for an answer, Rose hurried
around to the rear. There she saw a number of pots of flowers and
plants, and, being very fond of them, she reached up to pull nearer
to her the pot closest to the end of the truck.
Perhaps the sudden stopping of the vehicle had made the pot
unsteady, for, as Rose touched it, the pot was upset and rolled out of
the truck toward the little girl.
“Oh! Oh!” cried Rose.
“What is the matter now?” asked Mrs. Bunker, going around to the
rear of the truck. She was just in time to see a shower of brown earth
from the pot splattering around Rose. The pot fell to the ground and
was broken, the flower in it being knocked out.
“Not much damage done as long as the little girl isn’t harmed,”
said the driver. “I’ve got some extra pots on the truck and I can easily
plant this flower again,” and he picked up the geranium, which was a
pink one in full blossom.
“Let me ’mell!” begged Mun Bun who, with Laddie, had now come
out in the street to see why his mother and the other little Bunkers
were gathered there.
“There isn’t much smell to that geranium,” laughed the driver. “But
I have other flowers that do smell.”
“Are all these for us?” asked Mrs. Bunker, as she saw the mass of
blossoms inside. “Rose, dear, are you sure you aren’t hurt?”
“Yes, Mother, I’m all right,” was the answer. “But, oh, where did all
the pretty flowers come from?”
“They’re from Mr. Joel Todd,” answered the driver.
“Farmer Joel?” asked Mrs. Bunker.
“Yes, some folks call him that,” was the reply, and Mrs. Bunker
remembered a rather odd character whom her husband knew. Mr.
Bunker had often spoken of “Farmer Joel,” but had said nothing
about a load of flowers coming from him.
“Did my husband order these?” asked Mrs. Bunker.
“No, I don’t know that he did, exactly,” the driver answered.
“Farmer Joel had more plants than he could use, so he told me to
bring these in to you, as I had to come this way anyhow with a load
of produce.”
“Mother, who is Farmer Joel?” asked Rose, in a whisper.
“He has a farm about forty miles from here,” answered Mrs.
Bunker. “Your father and I were there some years ago. Farmer Joel
has orchards, bees, flowers, chickens, cows, and horses.”
“Oh, what a lovely place that would be to go to for the rest of the
summer!” exclaimed Rose.
“Could we go there, Mother?” begged Vi.
“I—now—I know a riddle about a horse,” spoke up Laddie. “When
is a boy a little horse?”
“We haven’t time for riddles now, dear,” said his mother. “I must tell
this man where to leave the flowers that Farmer Joel was so kind as
to send us.”
“Well, then I’ll tell you when a boy is a little horse,” went on Laddie.
“It’s when he has a cold.”
“Pooh! Being hoarse when you have a cold isn’t being a horse on
a farm,” declared Rose.
“It’s good enough for a riddle,” replied Laddie. “Oh, I want a ride!”
he cried, as he saw the driver climbing up on his seat after Mrs.
Bunker had pointed out her house.
“No, Laddie! Keep off the truck,” his mother warned him.
“Farmer Joel!” said Russ, in a musing tone as they all turned to go
back home. “I wonder if we could go there?”
“Maybe you’ll have the chance,” his mother said, smiling.
“Oh! Oh! Oh!” cried the six little Bunkers in delight.
“But I can’t tell you any more now,” Mrs. Bunker went on. “It’s a
secret!”
CHAPTER III
THE SECRET
Mrs. Bunker could not have said anything more exciting than the
word “secret” if she had tried for a week. Hearing it, the six little
Bunkers fairly jumped for joy.
“Oh, ho! A secret!” cried Russ.
“Let me guess what it is!” begged Laddie, acting as though he
thought it a riddle.
“Oh, tell me!” cried Rose. “I won’t tell the others, Mother.”
“No, no!” laughed Mrs. Bunker. “When it is time to tell the secret
you shall all know it at once.”
“Is it about us?” asked Violet, with what she thought a cunning air,
hoping she might surprise something of the secret from her mother.
“Yes, it’s about all of you,” was the answer.
“Is it good to eat?” was what Mun Bun wanted to know.
“Yes, the secret is good to eat,” answered Mrs. Bunker, with
laughing eyes, as she looked at Farmer Joel’s truck driver.
“Is it good to play with?” was the question Margy asked.
“Yes, it’s good to play with, too,” said her mother.
This set all the six little Bunkers to guessing, and they named first
one thing and then another, but Mrs. Bunker only shook her head,
laughed, and told them they would have to wait to find out about the
secret.
“You’ve got your hands full with those youngsters, I can see that,”
chuckled the truck driver, who had said his name was Adam North.
“They must keep you busy.”
“They do. But they are good children,” Mrs. Bunker said, while
Rose was murmuring:
“I can’t think what kind of a secret it can be that you can eat and
play with. Can you, Russ?”
“Not unless it’s a candy cane—the kind we used to get for
Christmas,” he answered.
“Oh, it couldn’t be that!” quickly declared Rose. “Mother wouldn’t
make a secret about a candy cane. I think it must have something to
do with this Farmer Joel.”
“Maybe,” agreed Russ. “But I have to go into the house and brush
my clothes. I didn’t think they were so dusty. It’s like sliding for first
base when you’re playing ball.”
By this time the six little Bunkers in charge of their mother were
ready to walk back toward their house. They made a pretty picture
as they stood in the street, Mun Bun and Margy were first, side by
side, and holding hands as the two youngest generally did. Then
came the twins, Violet and Laddie, next largest in size, and back of
them were Rose and Russ, while Mrs. Bunker came behind the two
oldest, smiling at her “brood,” as she sometimes called them,
pretending they were hungry chickens.
“Well, we’re generally hungry all right,” Russ would say with a
laugh when his mother spoke thus.
“I suppose we look like a procession, don’t we?” asked Mrs.
Bunker of Adam North, as he prepared to start his truckload of
flowers.
“Well, a little, yes,” he agreed, with a laugh. “But it’s a mighty nice
procession. I guess Farmer Joel wishes he had one like it.”
“That’s so, he has no children, has he?” remarked Mrs. Bunker.
“It’s been some time since I have seen him, and I thought perhaps
he might have married.”
“No,” went on Mr. North, while the six little Bunkers listened to the
talk, wondering, the while, what the wonderful secret might be.
“Farmer Joel is still a bachelor. He lives with his sister Miss Lavina.
She keeps house for him, you know.”
“Oh, yes, I know Lavina Todd very well,” said Mrs. Bunker. “She
and I were old chums. We went to school together when we lived in
the same country town as girls. But that was quite a number of years
ago, and I thought Farmer Joel might have married in all that time.”
“No—old bachelor,” replied Adam North. “But he’s the kindest,
jolliest soul you’d want to meet and he loves children. That’s why I
say he’d like a procession like yours. Now then, where do you want
these flowers? I’ve got quite a load of ’em.”
“Indeed you have a wonderful load of blossoms,” said Mrs.
Bunker. “It was very kind of Farmer Joel to send them. But I’m afraid
I can’t set them out all alone.”
“Oh, I’ll stay and help you plant the flowers,” offered Adam North,
who was something of a farmer and gardener himself. “Mr. Todd said
I was to do that. I’ve got to stay, anyhow, to see Mr. Bunker. He’ll be
home soon, I expect.”
“Yes, he’ll come home to supper,” replied Mrs. Bunker. “I hope you
can stay and have a meal with us,” she added.
“Well, I might—yes,” was the slow answer. “In fact, I was going to
stay over at the hotel all night, as it’s a long ride back to Cedarhurst,
and I don’t like to drive the truck after dark if I can help it.”
“Oh, then you can stay at our house,” quickly said Mrs. Bunker.
“We’d be delighted to have you. There is plenty of room.”
“And you can tell us about the farm,” added Rose.
“And about the bees,” added Mun Bun. “Does they sting?”
“Sometimes,” laughed Mr. North.
THE CHILDREN HELPED AS MUCH AS THEY COULD.
Six Little Bunkers at Farmer Joel’s. (Page 31)
“And tell us about the cows and chickens,” begged Laddie. “I know
a riddle about—now—about a cow, only I can’t think of it.”
“Maybe it’s the cow that jumped over the moon,” joked Mr. North.
“No, it isn’t that,” Laddie answered. “Maybe I’ll think of it after a
while.”
“I’d like to hear about the horses,” suggested Violet. “How many
horses does Farmer Joel have and do they ever run away and did
they ever run away with you and did you get hurt and are there any
little horses? I don’t believe they’d run away, would they? And if a
horse runs away does he run back again and——”
“Violet! Violet!” cried her mother. But the little girl had stopped
herself, for she was out of breath.
“Does she often get spells like that?” asked Adam North, with a
laughing look at Mrs. Bunker.
“Sometimes,” was the smiling answer. “But generally she asks her
questions one at a time. I don’t know what made her take such a
streak. But come, children, I want to get these flowers set out before
daddy comes home. Come along.”
“We can plant some in the hole we dug,” said Laddie.
“No! No!” cried Mun Bun. “That’s a hole to China and we don’t
want any flowers in it!”
“Easy, Mun Bun! Don’t get so excited,” soothed Russ. “Maybe the
people in China would like some of these flowers.”
“Oh, all right. I give some flowers to Chiweeze,” agreed Mun Bun.
By this time the truck had rolled into the driveway of the Bunker
home, and the family of children and their mother soon followed. The
doll, which had been the cause of so much excitement, and not a
little trouble, was put in the house where no wandering dog could
carry her off again. Then Adam North began unloading the pots of
flowers, some of which needed to be set out in the ground to make
them grow better.
It was toward the end of spring, with summer in prospect and just
the time to start making a flower garden, Mr. North said. Farmer Joel
raised many kinds of plants and blossoms, his sister Miss Lavina
Todd helping him. They had so many that it had been decided to
send some to Mr. Bunker.
“But I never thought he could spare all these,” remarked Mrs.
Bunker, when she saw the geraniums, the begonias, the four-
o’clocks, the petunias, the zinnias, the marigolds and many other
kinds of “posy-trees,” as Mun Bun called them.
“Oh, yes, we have more flowers at Cedarhurst than we know what
to do with,” said Adam North, as he began setting out the blossoms.
The children and Mrs. Bunker helped as much as they could, but
except for what Russ, Rose and Mrs. Bunker did there was really not
much help. For Violet, Margy, Mun Bun and Laddie would start to dig
a hole in which to set out a plant, then they would forget all about it
in running to see a new kind of blossom that was taken from the
truck.
So it was that there were a number of half-dug holes about the
garden, with nothing planted in them. But Adam North knew his
business well, and soon he had turned the formerly dull Bunker yard
into a veritable flower-show, with bright blossoms here and there.
“Now if you’ll just give ’em a little wetting down with the hose so
they won’t wilt, they’ll come up fresh and strong by morning,” he
said, when the last plant was set out.
“I’ll use the hose!” offered Russ.
“I’ll help!” said Rose.
“So will I!” cried the other four little Bunkers. Using the hose was
something they all delighted to do.
“No, my dears,” said Mrs. Bunker firmly. “Russ will do the
sprinkling and all the others must come in and get washed ready for
supper. Daddy will soon be home and then——”
“Will you tell us the secret?” asked Rose.
“I think so—yes,” was the reply, and this gave the smaller children
something to think about so they did not mind not being allowed to
use the hose.
“I wouldn’t dare let them take turns wetting the new plants,” said
Mrs. Bunker to Adam. “Russ is all right, but the others would shower
every one passing in the street.”
“I reckon so, and wash out all the new plants besides,” chuckled
Farmer Joel’s hired man. “And now,” he went on, “since you have
been so kind as to ask me to stay to supper and remain all night, I’d
like to wash up myself. I’m pretty dirty,” he added, with a laugh, as he
looked at his grimy hands, for he had been delving in the dirt to set
out the flowers.
“Come with me,” said Mrs. Bunker. “And, Russ,” she added, “be
careful about the hose. Don’t spray on any people who may be
passing.”
“I’ll be careful,” he promised.
Ordinarily when Russ used the hose all the other little Bunkers
stood around anxiously waiting for their turn. But now, with the
prospect of hearing a secret, they went willingly to the bathroom and
soon were as shining as soap and water could make them.
Adam, as the children soon began to call him, for he was very
friendly, ran the big truck up alongside the garage, as there was not
room for it inside. Then, after he had washed and prepared for
supper, he went out to see that Russ did not spray too much water
on the newly set out plants.
Norah, the cook, had supper almost ready and Adam had told
Russ enough water had been used when the boy, looking down the
street, saw his father approaching.
“Here comes daddy!” he cried.
Mr. Bunker waved his newspaper and as he reached the gate and
saw the visitor a pleasant smile came over his face and he cried:
“Well, Adam North! Glad to see you! How’s Farmer Joel?”
“Right hearty! I brought you those flowers.”
“That’s good! Hello, Russ! How’s everything here?”
“All right, Daddy!”
“Daddy! Daddy!” came in a chorus from the other little Bunkers,
and their father was overwhelmed in a joyous rush.
“What’s the secret?”
“Tell us the secret!”
“Can Mother tell us the secret now?”
These were only a few of the words Mr. Bunker heard as he was
hugged and kissed.
“Secret?” he exclaimed, looking at Adam. “What secret?”
“Oh, you know!” laughed Rose. “It must be about Farmer Joel!”
“Oh, that!” chuckled Mr. Bunker. “Yes, the secret is about him,” he
admitted. “But how did you all know it?”
“There’s been a lot of excitement in the last hour,” said Adam. “I
nearly ran over a doll, just missed smashing Russ, and there’s a
secret in the air. Oh, nobody’s hurt,” he quickly added, for he saw
that Mr. Bunker looked a little alarmed at the mention of what had so
nearly been an accident.
“That’s good,” said Daddy Bunker.
“The secret! The secret!” begged the children.
“All right. Come into the house and I’ll tell you the secret,” he
promised.
With whoops of delight, in trooped the six little Bunkers.
CHAPTER IV
WHERE IS LADDIE?
“Supper is all ready, Daddy! We’ll sit right down,” called Mother
Bunker, as the happy crowd entered. “I see you have already met
Farmer Joel’s man,” she added, nodding and smiling.
“Oh, yes, Adam and I are old friends,” Mr. Bunker said. “And I’m
glad supper is ready, for I’m hungry. Let me see now——”
“The secret! The secret!”
“You promised to tell us the secret!”
“Tell us now!”
“Don’t wait until after supper!”
Thus cried the six little Bunkers.
“Quiet, children! Please be quiet!” begged their mother. “What will
Adam North think of you?”
“Oh, let ’em go on! I like it!” chuckled the truck driver.
“I think perhaps I had better tell the secret,” said Mr. Bunker. “It is
the only way we shall have any peace and quiet. Now all of you sit
down to the table,” he ordered, “and when you can compose
yourselves I will tell you what I have to say.”
It took some little time for all of the six little Bunkers to get quiet,
but finally each one was sitting nicely in his or her chair, with their
father at one end of the table and their mother at the other, Adam
having a place next to Mr. Bunker.
“Now,” said Mr. Bunker, when all was quiet, “in order that you will
not eat too fast, to get through supper quickly to hear the secret, I
am going to tell it to you now.”
“Oh, I can hardly wait!” murmured Rose.
“What is it?” asked Violet.
Then came a moment of eager, anxious waiting.
“We are all going to spend the summer at Farmer Joel’s,” said Mr.
Bunker suddenly.
“Oh! Oh! Oh!” came the murmurs of delight. Mrs. Bunker, with
laughter shining in her eyes, looked at the happy faces around her.
“They sure will have fun out there!” said Adam.
“Do you really mean it?” asked Russ. “Are we going?”
“Surely,” said his father. “Farmer Joel’s sister, who has been
keeping house for him, is going away on a visit. When he told me
this he said he didn’t know what he was going to do, as he didn’t
want a strange woman coming in to look after the place. Then I said I
would bring my six little Bunkers up there and they would keep
house for him.”
“Did you really say that, Daddy?” Rose asked eagerly.
“I surely did.”
“Well, I can keep house a little bit,” Rose went on. “But to cook for
a farmer——”
Rose began to look worried, so her mother said:
“You won’t have to do it all alone. I am going with you, and so is
Norah, and we’ll see that Farmer Joel doesn’t get hungry.”
“Oh, if mother is coming it will be all right,” said Violet.
“Fine! Yes!” cried the other little Bunkers. You can see they
thought a great deal of their mother.
“So that is how it came about,” went on Mr. Bunker. “Farmer Joel’s
sister is going away on a long visit—to remain all summer. We are
going up there to live on his farm.”
“And can I help get in the crops?” asked Russ, who liked to be
busy.
“Yes, we’ll all help,” his father promised. “I think you need a lot of
help on a farm in summer, don’t you, Adam?” he asked.
“That’s right,” answered Farmer Joel’s hired man. “The more help
we have the better. I’m pretty well rushed myself in the summer.”
“And can we see the horses?” asked Violet.
“And the cows?” came from Laddie.
“And the sheep?” Mun Bun wanted to know.
“And the apple trees?” asked Margy.
“I’d like to see the bees make honey,” remarked Rose, who,
herself, was often as busy as any bee.
“You shall see everything there is to see,” promised Daddy Bunker.
“There! Now you know the secret. We are going off to Farmer Joel’s
for the summer, and I think we shall have a fine time. Now eat your
suppers!”
And the six little Bunkers did.
After supper there was more talk about going to the farm, and Mr.
Bunker said:
“I have been talking with Adam, and this seems the best way to
go. Cedarhurst, where Farmer Joel lives, is about forty miles from
here. It is not on any railroad, so we shall need to go in the
automobile. As our car is hardly large enough to take us all and the
trunks we shall need this is what we can do.
“Adam and I will ride to Cedarhurst in the big auto truck that
brought the flowers. In that we can also take the baggage—the
trunks of clothes and the like. The children can also ride in the truck
with me. We’ll fill it full of straw.”
“Oh, that will be fun!” cried Russ.
“A regular straw ride!” added Rose.
“But what about mother?” asked Violet. “Is she going in the truck
with us?”
“Your mother and Norah will drive up in our own touring car,” said
Mr. Bunker.
“When can we go?” asked Russ.
“In a few days,” his father answered.
“Then I won’t bother to make the seesaw here,” went on Russ. “I’ll
save the nails and take them to Farmer Joel’s.”
“That’s a good idea,” agreed Rose. “We can make a lovely teeter-
totter up there, and have lots of fun.”
In the early evening, after supper, not much was talked of by the
six little Bunkers but the coming visit to Farmer Joel’s. Mrs. Bunker,
who had been to the farm some years before with her husband, told
the children about it. There were many places where they could have
fun, she said.
The evening was passing. Mun Bun and Margy, in spite of their
hard work to keep awake, were fast falling asleep, their little heads
nodding from side to side and their eyes closing.
“It’s time they were in bed!” cried Mrs. Bunker, when she finally
noticed them. “It’s long past their hour. And Laddie and Vi, too! They
must go to bed!”
“I’ll carry up Mun Bun,” offered Mr. Bunker.
“And I’ll take Margy,” said Adam, for both the smallest children
were now asleep.
“Come, Vi,” suggested her mother. “You and Laddie can go up by
yourselves.”
“Laddie isn’t here,” said Violet.
“He isn’t? Where is he?” asked her mother. “Perhaps he has fallen
asleep in a corner of the porch,” for they were sitting out on the
piazza talking over the coming visit to Farmer Joel’s.
“No, he isn’t here,” went on Violet. “He got up and walked off a
little while ago.”
“Then I guess he went up to bed by himself,” said Mr. Bunker, as
he went into the house carrying Mun Bun, while Adam followed with
Margy. “I’ll see if he’s in his room,” he added to his wife.
But a little later, when Mr. Bunker called down: “Laddie isn’t up
here!” there was some excitement.
“Where can he be?” asked Mrs. Bunker.
“Maybe he’s out in the yard trying to catch lightning bugs,”
suggested Rose, for she and Russ were to be allowed to remain up
a little later than the smaller children.
“It’s too early for lightning bugs,” replied Mrs. Bunker. “Where can
the child have gone? Laddie! Laddie!” she called, raising her voice.
“Where are you?”
But the only sound was the singing of the frogs down in the pond
—that is, if you call the noise the frogs make “singing.” There was no
answer from Laddie.
“He may have wandered down into the garden, to look at some of
the flowers you set out,” suggested Mr. Bunker.
“He couldn’t see flowers in the dark,” objected Mrs. Bunker.
“He might if he took a flashlight,” said Russ. “Maybe that’s what he
did. I’ll go and look for him.”
“I’ll come and help you,” offered Adam.
But a search through the garden and more calling of Laddie’s
name brought no answer from the little fellow.
“Where can he have gone?” exclaimed Mrs. Bunker. “I’m afraid
he’s lost.”
CHAPTER V
OFF TO THE FARM
Mr. Bunker saw that his wife was growing a little alarmed over
Laddie’s absence, so he said:
“Now don’t worry, we’ll find Laddie.”
“I’ll help you look for him,” said Adam. “He can’t have gone very
far.”
“Maybe he fell asleep in the summer-house,” suggested Russ, for
at the end of the garden was a rustic summer-house, or pavilion, in
which the children sometimes played. But Laddie was not there.
“Could he have fallen into the brook?” asked Rose.
“If he did, all that could happen would be that he got wet,” her
father answered, with a laugh.
“And if Laddie fell into the brook I guess he’d yell and we would
hear him,” Rose said, nodding her head.
“’Tisn’t very deep, anyhow,” added Russ.
They looked farther in the garden for Laddie and called his name,
but there was no answer. Mr. Bunker was just beginning to get
worried when the telephone in the house suddenly rang.
“Maybe that’s some news of him!” exclaimed the mother of the
missing little fellow. She started toward the telephone, but Laddie’s
father reached it first.
“Hello! Hello!” called Mr. Bunker into the telephone.
The others listened to what he had to say.
“Yes! Yes,” he went on. “Oh, then he’s all right. I’m glad of that.
Thank you! Yes, I’ll be right down after him.”
“Evidently it’s about Laddie?” said Mrs. Bunker in a questioning
voice.
“Yes,” answered her husband, as he hung up the receiver. “Laddie
is in the police station.”
“The police station!” cried Russ.
“Is he arrested? What for?” Rose queried wonderingly.
Daddy Bunker laughed, which let them all know it could not be
very serious.
“What is it?” asked his wife.
“As nearly as I can make out,” said Mr. Bunker, “Laddie wandered
away from here and went to the police station about some riddle.”
“A riddle!” cried Adam North. “Good gasoline! That boy must
dream of riddles!”
“I sometimes think he does,” sighed his mother. “But what sort of
riddle is it this time?” she asked her husband.
“The officer at the police station didn’t just know,” was Mr. Bunker’s
answer. “He said they had Laddie there and asked me to come and
get him, as they didn’t want to send him home with a policeman for
fear the neighbors would think something had happened. As nearly
as I can make out, Laddie must have thought of a riddle and have
gone to the police station to see if any one could guess it.”
“Why didn’t he ask one of us?” his mother wanted to know. “He
generally does ask us first.”
“We’ll find out all about it when I bring him home,” replied Mr.
Bunker. “I’ll go right after him.”
“Will you take the car?” asked Mrs. Bunker.
“Yes, I think I’d better. Laddie may have fallen asleep, and he’s
pretty heavy to carry.”
“I’ll go with you,” offered Adam, and soon they were at the police
station.

The Leadership Experience 7th Edition Ebook PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Leadership Experience 7th Edition Ebook PDF

Uploaded by

Copyright:

Available Formats

The Leadership Experience 7th Edition

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

13.2 Leadership Vision 400 14.3d Specialized Language 442

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

Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr., Professor of Management

NEW TO THE SEVENTH EDITION

• developing a global mindset • agile leadership

• Pope Francis • Seattle Seahawks

PowerPoint Lecture Presentations

Thomas H. Arcy Richard T. Martin

Chapter 1: What Does It Mean to Be a Leader?

1-1 WHY WE NEED LEADERSHIP

You might also like