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vi CONTENTS
Autocratic versus Democratic Behaviors 44 Follower Readiness Contingency 70

Consider This! 44 In the Lead 72
Ohio State Studies 46 Fiedler’s Contingency Model 72
Leader’s Self-Insight 2.2 47 Leader’s Self-Insight 3.2 73
In the Lead 47 Leadership Style 73
University of Michigan Studies 48 Situation 74
The Leadership Grid 49 Contingency Theory 74
In the Lead 50 In the Lead 75
Theories of a “High-High” Leader 50 Path–Goal Theory 76
Individualized Leadership 52 Leader Behavior 77
Vertical Dyad Linkage Model 53 In the Lead 78
Leader’s Self-Insight 2.3 54 Consider This! 79
Leader–Member Exchange 54 Situational Contingencies 79
Partnership Building 54 Use of Rewards 80
Entrepreneurial Traits and Behaviors 55 The Vroom–Jago Contingency Model 81
Leadership Essentials 56 Leader Participation Styles 81
Discussion Questions 57 Diagnostic Questions 81
Leadership at Work 57 Selecting a Decision Style 83
Your Ideal Leader Traits 57 In the Lead 86

Leadership Development: Cases for Analysis 58 Substitutes for Leadership 88
Consolidated Products 58 In the Lead 88
Transition to Leadership 59 Leader’s Self-Insight 3.3 90

References 61 Leadership Essentials 91
Discussion Questions 91
Chapter 3: Contingency Approaches to Leadership at Work 92
Leadership 64 Task versus Relationship Role Play 92
The Contingency Approach 66 Leadership Development: Cases for Analysis 93
Leader’s Bookshelf 67 Alvis Corporation 93
Hersey and Blanchard’s Situational Theory 68 An Impossible Dream? 94
Leader’s Self-Insight 3.1 69 References 95
Leader Style 69
PART 3: THE PERSONAL SIDE OF LEADERSHIP 97

Chapter 4: The Leader as an Individual 98 Personality Traits and Leader Behavior 106
The Secret Ingredient for Leadership Success 100 In the Lead 107
The Importance of Self-Awareness 100 Leader’s Self-Insight 4.2 108
Leader Blind Spots 101 Values and Attitudes 109
Personality and Leadership 101 Instrumental and End Values 109
In the Lead 102 Leader’s Self-Insight 4.3 110
A Model of Personality 102 In the Lead 111
Leader’s Self-Insight 4.1 103 How Attitudes Affect Leadership 112
Leader’s Bookshelf 106 Consider This! 112
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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CONTENTS vii
Social Perception and Attributions 113 Consider This! 156

Perceptual Distortions 114 Why Followers Respond to Love 157
Attributions 115 Leadership Essentials 158
In the Lead 116 Discussion Questions 159
Cognitive Differences 116 Leadership at Work 159
Patterns of Thinking and Brain Dominance 116 Mentors 159
Leader’s Self-Insight 4.4 118 Leadership Development: Cases for Analysis 160
Problem-Solving Styles: Jungian Types 120
The New Boss 160
In the Lead 121
The USS Florida 161
Working with Different Personality Types 122
References 163
Leader’s Self-Insight 4.5 123
Leadership Essentials 126 Chapter 6: Courage and Moral Leadership 166
Discussion Questions 127 Moral Leadership Today 168
Leadership at Work 127 The Ethical Climate in Business 168
Past and Future 127 Leaders Set the Ethical Tone 169
Leadership Development: Cases for Analysis 128 In the Lead 169

A Nice Manager 128 Leader’s Self-Insight 6.1 171
Environmental Designs International 130 Acting Like a Moral Leader 172
References 131 Becoming a Moral Leader 173
Servant Leadership 175
Chapter 5: Leadership Mind and Emotion 134 Authoritarian Management 176
Leading with Head and Heart 136 Participative Management 176
Mental Models 136 Stewardship 177
Assumptions 138 The Servant Leader 177
Changing or Expanding Mental Models 138 In the Lead 178
Developing a Leader’s Mind 140 Leading with Courage 179
Independent Thinking 140 What Is Courage? 180
Open-Mindedness 142 In the Lead 181
Systems Thinking 144 How Does Courage Apply to Moral Leadership? 183
Personal Mastery 145
In the Lead 184
Emotional Intelligence 146 Finding Personal Courage 185
What Are Emotions? 146
Leader’s Bookshelf 186
Why Are Emotions Important? 148
Leadership Essentials 187
The Components of Emotional Intelligence 149
In the Lead 152
Leadership at Work 188
Scary Person 188
Leading with Love versus Leading with Fear 153
Leadership Development: Cases for Analysis 189
Fear in Organizations 154 “What Should I Say?” 189
In the Lead 155 The Boy, the Girl, the Ferryboat Captain, and the Hermits 190
Bringing Love to Work 156 References 191
viii CONTENTS
Chapter 7: Followership 194 Sources of Power for Managing Up 208

The Art of Followership 196 Necessary Courage to Manage Up 209
Learn to Manage Up as Well as Down 196 In the Lead 210
Managing Up Presents Unique Challenges 197 What Followers Want from Leaders 211
In the Lead 197 Clarity of Direction 212
What Your Leader Wants from You 198 Opportunities for Growth 212
Frequent, Specific, and Immediate Feedback 213
Styles of Followership 199
Protection from Organizational Intrusions 215
In the Lead 202
Strategies for Managing Up 202
Understand the Leader 202
Leadership at Work 216
Consider This! 203
Follower Role Play 216
Tactics for Managing Up 204 Leadership Development: Cases for Analysis 217
In the Lead 206 Waiting for Clearance 217
Leader’s Bookshelf 207 Jake’s Pet Land 218
The Power and Courage to Manage Up 208 References 220
PART 4: THE LEADER AS A RELATIONSHIP BUILDER 223

Chapter 8: Motivation and Empowerment 224 Leader’s Self-Insight 8.3 246
Leadership and Motivation 226 In the Lead 247
Intrinsic and Extrinsic Rewards 227 New Ideas for Motivation 248
Positive and Negative Motives 228 The Making Progress Principle 248
Needs-Based Theories of Motivation 230 Building a Thriving Workforce 248
Hierarchy of Needs Theory 230 Leadership Essentials 249
Two-Factor Theory 231 Discussion Questions 250
Leader’s Self-Insight 8.1 233 Leadership at Work 251
In the Lead 233 Should, Need, Like, Love 251
Acquired Needs Theory 234
Other Motivation Theories 235
Commissions for Charlotte 252
Consider This! 235
Sun Spots 254
Reinforcement Perspective on Motivation 236
References 255
Expectancy Theory 238
Equity Theory 239
Chapter 9: Leadership Communication 258
How Leaders Communicate 260
Empowering People to Meet Higher Needs 241
The Psychological Model of Empowerment 241
Management Communication 262
Leader’s Bookshelf 242 The Leader as Communication Champion 262
Job Design for Empowerment 242
Consider This! 264
In the Lead 244
Empowerment Applications 244 Leading Strategic Conversations 264
Giving Meaning to Work Through Engagement 245 In the Lead 265
CONTENTS ix
Creating an Open Communication Climate 265 Team Cohesiveness 302

Asking Questions 266 Team Norms 303
Listening 267 What Team Members Must Contribute 304
In the Lead 268 Essential Team Competencies 304
Dialogue 269 Team Member Roles 305
Communicating with Candor 271 Leading a Virtual Team 306
Leader’s Self-Insight 9.3 272 In the Lead 307
The Power of Stories 272 Uses of Virtual Teams 308
Leader’s Bookshelf 273 Challenges of Virtual Teams 308
Communicating to Persuade and Influence 274 Handling Team Conflict 309
Selecting the Correct Communication Channel 275 Types of Conflict 310
The Continuum of Channel Richness 275 Balancing Conflict and Cooperation 310
In the Lead 277 Causes of Conflict 311
Effectively Using Electronic Communication Styles to Handle Conflict 311
Channels 277 Leader’s Self-Insight 10.3 313
Nonverbal Communication 278 Negotiation 314
Current Communication Challenges 280 Leadership Essentials 315
Leadership via Social Media 280 Discussion Questions 316
Being Crisis-Ready 281 Leadership at Work 316
In the Lead 281 Team Feedback 316
Leadership Essentials 282 Leadership Development: Cases for Analysis 317
Discussion Questions 283 Decision Time 317
Leadership at Work 283 Devereaux-Dering Group 319
Listen Like a Professional 283 References 320
The Superintendent’s Directive 285 Chapter 11: Developing Leadership Diversity 324
Hunter-Worth 286 Leading People Who Aren’t Like You 326
References 287 Leader’s Self-Insight 11.1 327
Diversity Today 327
Chapter 10: Leading Teams 290 Definition of Diversity 327
The Value of Teams 292 Changing Attitudes toward Diversity 328
What Is a Team? 292 In the Lead 329
Consider This! 293 The Value of Organizational Diversity 329
Types of Teams 294 Challenges Minorities Face 330
The Dilemma for Team Members 296 Prejudice, Stereotypes, and Discrimination 331
Leader’s Self-Insight 10.1 297 The Glass Ceiling 332
Leading a Team to High Performance 298 Leader’s Bookshelf 334

Team Processes 299 In the Lead 334
How Teams Develop 299 Ways Women Lead 336
In the Lead 302 Women as Leaders 337
x CONTENTS
Is Leader Style Gender-Driven? 338 Leader’s Self-Insight 12.1 362

In the Lead 338 Coalitional Leadership 363
Global Diversity 339 In the Lead 364
The Sociocultural Environment 339 Machiavellian-Style Leadership 366
Social Value Systems 340 Leader’s Bookshelf 367
Developing Cultural Intelligence 343 In the Lead 368
Leadership Implications 343 Using Hard versus Soft Power 369
Becoming an Inclusive Leader 345 Specific Types of Power 370
In the Lead 346 In the Lead 372
Ways to Encourage the Advancement of Women Follower Responses to the Use of Power 373
and Minorities 347 Consider This! 373
Employee Affinity Groups 348
Increasing Power Through Political Activity 374
Minority Sponsorship 348
Leader Frames of Reference 374
Discussion Questions 350 Political Tactics for Asserting Leader Influence 377
Leadership at Work 351 In the Lead 379
Personal Diversity 351 Don’t Take Power Personally 380
Leadership Development: Cases for Analysis 352 Leadership Essentials 381
True to Myself 352 Discussion Questions 382
The Trouble with Bangles 353 Leadership at Work 383
References 354 Circle of Influence 383
Chapter 12: Leadership Power and Influence 358
The Suarez Effect 384
Four Kinds of Influential Leadership 360
Transformational Leadership 360 Waite Pharmaceuticals 386
Charismatic Leadership 361 References 387
PART 5: THE LEADER AS SOCIAL ARCHITECT 391

Chapter 13: Creating Vision and Strategic Direction 392 In the Lead 406
The Leader’s Job: Looking Forward 394 Mission 406
Stimulating Vision and Action 394 What Mission Does 406
Consider This! 395 A Framework for Noble Purpose 408
Strategic Leadership 396 In the Lead 410
In the Lead 397 The Leader as Strategist-in-Chief 411
Leadership Vision 398 How to Achieve the Vision 411
Leader’s Bookshelf 399 In the Lead 412

What Vision Does 400 How to Execute 413

Leader’s Self-Insight 13.2 403 Leadership Essentials 417
Common Themes of Vision 403 Discussion Questions 418
Leader Steps to Creating a Vision 405 Leadership at Work 418
CONTENTS xi
Future Thinking 418 Leadership at Work 452

Leadership Development: Cases for Analysis 420 Walk the Talk 452
The New Museum 420 Leadership Development: Cases for Analysis 454
The Visionary Leader 421 Culture Clash 454
References 423 5 Star and Amtech 455
References 456
Chapter 14: Shaping Culture and Values 426
Organizational Culture 428 Chapter 15: Leading Change 460
What Is Culture? 428 Leadership Means Leading Change 462
Leader’s Bookshelf 429 Resistance Is Real 463
Importance of Culture 431 The Leader as Change Agent 463
Consider This! 432 In the Lead 464
Culture Strength, Responsiveness, and A Framework for Change 465
Performance 433 Using Appreciative Inquiry 467
Responsive Cultures 433 Applying Appreciative Inquiry on a Large Scale 467
The High-Performance Culture 435
In the Lead 470
In the Lead 437 Applying Appreciative Inquiry Every Day 470
Cultural Leadership 438 Leader’s Bookshelf 471
Ceremonies 438
Leading Creativity for Change 471
Stories 439
Instilling Creative Values 472
Symbols 439
Leading Creative People 473
Specialized Language 440
Selection and Socialization 440
Daily Actions 441 Implementing Change 479
The Competing Values Approach to Shaping Consider This! 479
Culture 441 Helping People Change 480
Leader’s Self-Insight 14.2 443 The Keys That Help People Change 481
Adaptability Culture 444 In the Lead 481
In the Lead 444 Leadership Essentials 483
Achievement Culture 444 Discussion Questions 484
Involvement Culture 445 Leadership at Work 484
Consistency Culture 445
Organizational Change Role Play 484
Ethical Values in Organizations 446
In the Lead 446
“From This Point On …” 486
Values-Based Leadership 447
Riverside Pediatric Associates 487
Personal Values 447
References 488
In the Lead 447
Spiritual Values 448 Name Index 491
Leader’s Self-Insight 14.3 449 Index of Organizations 495
Leadership Essentials 451 Subject Index 499
© Justin Minns/Flickr/Getty Images
ABOUT THE AUTHOR
Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr., Professor of Management in

the Owen Graduate School of Management at Vanderbilt University. Professor Daft
specializes in the study of leadership and organization 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 associ-
ate editor-in-chief of Organization Science, and served for three years as associate
editor of Administrative Science Quarterly.
Professor Daft has authored or coauthored 13 books. His latest books include The
Executive and the Elephant: A Leader’s Guide to Building Inner Excellence and
Building Management Skills: An Action First Approach (with Dorothy Marcic). He is
also the author of Organization Theory and Design, Management, and Fusion
Leadership: Unlocking the Subtle Forces That Change People and Organizations
(with Robert Lengel). He has also authored dozens of scholarly articles, papers, and
chapters. His work has been published in Administrative Science Quarterly, Academy
of Management Journal, Academy of Management Review, Strategic Management
Journal, Journal of Management, Accounting Organizations and Society, Management
Science, MIS Quarterly, California Management Review, Leadership Excellence,
Leader to Leader, and Organizational Behavior Teaching Review.
Dr. Daft also is an active teacher and consultant. He has taught leadership,
leading 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, AutoZone,
Aegis Technology, Bell Canada, Nortel, Bridgestone, TVA, Pratt & Whitney, Allstate
Insurance, State Farm Insurance, the United States Air Force, the U.S. Army, Central
Parking System, USAA, Bristol-Myers Squibb, Eli Lilly, and the Vanderbilt University
Medical Center.
xii
© 2012 Jordan Lye/Flickr Open/Getty Images
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
learn how to lead effectively and successfully in the midst of turmoil. The crisis in the
housing, mortgage, and finance industries and resulting recession; the failures of sev-
eral large, long-standing organizations and the government bailout of others; 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 sixth 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 applications with established
scholarly research in a way that makes the topic of leadership 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 emerging 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
leadership to students and managers, and working with leaders to change their
organizations, 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 lead-
ership vision, shaping culture and values, leadership courage, and the importance of
moral leadership. The book expands the treatment of leadership to capture the excite-
ment of the subject in a way that motivates students and challenges them to develop
their leadership potential.
NEW TO THE SIXTH EDITION

A primary focus for revising The Leadership Experience, sixth edition, has been to
relate leadership concepts and theories to events in today’s turbulent environment.
Each chapter has been thoroughly revised and updated to bring in current issues
and events that leaders are facing.
xiii
xiv PREFACE
Topics that have been added or expanded in the sixth edition include:
• the importance of self-awareness • using social media for leadership

for leadership • essential team competencies
• developing a global mindset • team task and socioemotional
• elements of personal mastery roles
• the influence of emotions on • balancing conflict and
performance cooperation
• emotional contagion • employee affinity groups
• leadership courage as a skill • minority sponsorship
• managing up and down the • diversity of thought
hierarchy • Machiavellian-style leadership
• follower sources of power • cocreating a vision
• leadership coaching • steps for implementing strategy
• positive and negative motives that • building a high-performance cul-
influence people to act ture through attention to both
• building a thriving workforce values and results
• the making progress principle • facilitating creativity by enabling
• psychological and job design ele- immersion and allowing pauses
ments of empowerment • the transition required for people
• the leader as a sensegiver to change behavior
• candid communication • helping people change with a
• using storytelling to influence positive emotional attractor.
• redundant communication
The book also includes several new cases for analysis that are related to new
topics and current issues.
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 sixth edi-
tion provides numerous opportunities for this reflection. Each chapter includes mul-
tiple questionnaires or exercises that enable students to learn about their own
leadership beliefs, values, competencies, and skills. These exercises, several of which
are new to this edition, 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 lead-
ership, candor, leadership courage, 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 CengageNOW.
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
PREFACE xv
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 spotlight 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, compel-
ling, 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. Several of these
are new to this edition.
Leader’s Bookshelf In this edition, 13 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 con-
nects 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, as well as directs students to self-assess-
ments related to various chapter topics.
Leader’s Self-Insight These boxes provide self-assessments for learners and an

opportunity to experience leadership issues in a personal way. These exercises take
the form of questionnaires, scenarios, and activities.
Follow the Leader This brand-new feature referenced within the text and housed
within CengageNOW provides an opportunity for students to review a curated list
of Twitter feeds from today’s business leaders. Students can then add those leaders’
feeds to their own personal Twitter accounts as desired, providing a constant,
current window into the leadership world.
Student Development Each chapter ends with discussion questions and then two
activities 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 lead-
ership. These exercises are designed so students can complete them on their own out-
side 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
xvi PREFACE
Development—Cases for Analysis, the second end-of-chapter activity, provides two

short, problem-oriented cases for analysis. Fourteen of the 15 chapters have a new
case in this edition, and additional cases are available online. 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.
CengageNOW The Leadership Experience, sixth edition, now includes a robust set
of online resources within the CengageNOW platform designed to facilitate student
progress through the stages of learning, allowing them to ENGAGE with the course
content, CONNECT to the concepts through knowledge and comprehension activ-
ities, PERFORM as leaders through the application of those concepts, and LEAD
through participation in real-world experiential exercises.
The CengageNOW diagram on page xvii provides a quick glance at the multitude
of brand-new digital resources available for each chapter. Among the features are the
in-text “Leader’s Self-Insight” exercises provided in an interactive format and enhanced
with even more online-exclusive assessments, a selection of brand-new homework
activities written within the Engage/Connect/Perform/Lead levels of learning, the
“Leadership at Work” exercises now provided in an online format for convenient
completion, and a brand-new selection of curated Twitter feeds that allow students
to “Follow the Leaders” who write regularly about their experiences in today’s evolv-
ing environment. All this and much more is available within CengageNOW. Look for
the “See It Online” icons within the text that identify where textual information is
enhanced with interactive CengageNOW content.
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:
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 CengageNOW 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
Leadership Experience, sixth edition, includes approximately 60 questions per
chapter to assist 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.
PREFACE xvii
xviii PREFACE
PowerPoint Lecture Presentations

An asset to any instructor, the lectures provide outlines for every chapter, illustra-
tions from the text, and additional examples providing instructors with a number of
learning opportunities for students.
Videos
Videos compiled specifically to accompany The Leadership Experience, sixth
edition, 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. I also want to thank DeeGee Lester, who used her creative
writing talent to draft numerous outstanding cases that appear in the text or online
for several chapters.
Here at Vanderbilt I want to thank my assistant, Barbara Haselton, for the tre-
mendous volume and quality of work she accomplished on my behalf that gave me
time to write. Jim Bradford, the dean at Owen, and Ray Friedman, 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, Rich Oliver, David Owens, Ty Park, Ranga Ramanujam, Bart Victor, and
Tim Vogus.
I want to acknowledge the reviewers who provided feedback. Their ideas
helped me improve the book in many areas:
Thomas H. Arcy Glenn K. Cunningham

University of Houston—Central Campus Duquesne University
Janey Ayres Jeffrey Fisher
Purdue University Embry Riddle Aeronautical University
Kristin Backhaus Ron Franzen
SUNY New Paltz Saint Luke’s Hospital
Bill Bommer Adrian Guardia
Georgia State University Texas A&M University—San Antonio
William Russell Brown Delia J. Haak
Navarro College John Brown University
Jared Caughron Nell Hartley
University of Oklahoma Robert Morris College
Meredith Rentz Cook Ann Horn-Jeddy
North Central Texas College Medaille College
PREFACE xix
Ellen Jordan Dan Sherman

Mount Olive College University of Alabama at
Alyson Livingston Huntsville
North Central Texas College Bret Simmons
Gregory Manora North Dakota State University
Auburn University-Montgomery Shane Spiller
Joseph Martelli University of Montevallo
The University of Findlay Shand H. Stringham
Richard T. Martin Duquesne University
Washburn University Ahmad Tootonchi
Jalane Meloun Frostburg State University
Barry University Mary L. Tucker
Mark Nagel Ohio University
Normandale Community College Joseph W. Weiss
Ranjna Patel Bentley University
Bethune Cookman College Donald D. White
Chad Peterson University of Arkansas
Baylor University Xavier Whitaker
Gordon Riggles Baylor University
University of Colorado Jean Wilson
Miriam Rothman The College of William and Mary
University of San Diego George A. Wynn
Bill Service University of Tampa
Samford University
The developers at Cengage Learning also deserve special mention. Senior Product
Manager Scott Person supported the concept for this book and obtained the
resources necessary for its completion. Associate Content Developer Josh Wells
provided terrific support for the book’s writing, reviews, and production. Senior
Media Developer Sally Nieman worked steadfastly in ensuring the successful creation
of the digital resources. Product Assistant Tammy Grega was instrumental in
supporting the development processes for the learning package.
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 train-
ing in the area of leadership development. His enthusiasm also led to our collaboration
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, ski, 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?

© Stuart Black/Robert Harding World Imagery/Getty Images
Chapter 1: What Does It Mean to Be a Leader?
© Stuart Black/Robert Harding World Imagery/Getty Images
YOUR LEADERSHIP CHALLENGE
After studying 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 The Need for Leadership In the Lead Leader’s Bookshelf
7 The New Reality for Leaders 9 Vineet Nayar, HCL 11 Great by Choice: Uncertainty,
Technologies Chaos, and Luck—Why Some
13 How Leadership Differs from
Thrive Despite Them All
Management 22 Google
Leadership at Work
17 Evolving Theories of Leader’s Self-Insight
Leadership 27 Leadership Right–Wrong
12 Your Learning Style: Using
20 Leadership Can Be Learned Multiple Intelligences Leadership Development: Cases for
Analysis
23 Mastering the Art and Science 16 Your Leadership Potential
of Leadership 28 Sales Engineering Division
22 Are You on a Fast Track to
25 Organization of This Book Nowhere? 29 The Marshall Plan
A
s a young politician, Abraham 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.
Interest in Abraham Lincoln’s leadership swelled with the release of Steven
Spielberg’s 2012 historical film Lincoln, which was a huge critical and commercial
success, 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 morally bankrupt
leaders, it is no wonder the skills, strengths, and character of Lincoln have struck a
chord. His ability to control his emotions and stay committed 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 listen to different points of view
3
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Title: Old comrades
Author: Agnes Giberne
Release date: October 29, 2023 [eBook #71978]
Language: English
Original publication: United Kingdom: John F. Shaw and Co, 1896
*** START OF THE PROJECT GUTENBERG EBOOK OLD COMRADES ***

Transcriber's note: Unusual and inconsistent spelling is as printed.
Old Comrades
BY
AGNES GIBERNE
AUTHOR OF
"LIFE-TANGLES," "IDA'S SECRET," "WON AT LAST,"
"THE EARLS OF THE VILLAGE," ETC.
LONDON
JOHN F. SHAW AND CO.
48 PATERNOSTER ROW
CONTENTS
CHAP.
I. A CHRISTMAS CARD
II. THINGS NOT IN THE COLONEL'S LINE
III. USING OPPORTUNITIES
IV. MRS. EFFINGHAM

V. DOLLY'S JOURNAL
VI. A POSSIBLE ACQUAINTANCE
VII. INTRODUCTIONS
VIII. AFTERNOON TEA
IX. WAS SOMETHING WRONG?
X. A PARK ENCOUNTER
XI. ISABEL'S QUESTIONING
XII. A TENNIS PARTY
XIII. DOLLY'S TROUBLE
XIV. DOROTHEA'S LETTER
XV. THE SOMETHING THAT WAS WRONG
XVI. DOLLY'S JOURNAL AGAIN
XVII. A FRIEND IN NEED
XVIII. A MISTAKE
XIX. "STRICTLY IN CONFIDENCE"
XX. CUTTING THE KNOT
OLD COMRADES
CHAPTER I
A CHRISTMAS CARD
"DOROTHEA!"
The voice was deep-toned, verging on gruffness, and it lingered over the name, not
affectionately, but as if the speaker's mind were absent.
No answer came in words from the girl seated beyond the round table. She lowered the
book in her hands, and waited.
"Dorothea!"
"Yes," she said.
"Fetch me the first volume of the Encyclopædia."
"The Encyclopædia?"
"Britannica, of course."
"Downstairs?" Dorothea asked hesitatingly.
"Of course!"—again. "Lowest shelf of the bookcase."
"That long row of big volumes! I think I saw the first volume upstairs."
"Then, my dear, it ought not to be. Everything should always be in its right place."
Colonel Tracy spoke with the air of one enunciating a profound truth, disembosomed by
himself for the first time in the history of the world. He was a grey-haired veteran, with
large features, a complexion of deep-red rust, and solid though not tall figure. Fifteen
years of "retired" life had not undone his Indian military training. When giving an order
to daughter or domestic, he was apt still to give it as to a Sepoy. "Ready! Present! Fire!"
was the Colonel's style. Domestics were disposed to rebel, where the daughter had to
endure.
Dorothea laid down her book, and stood up slowly. There was a controlled stillness
about her movements, unusual in girls of eighteen, and not too common in women of
middle age. She did not remind her father that he, not she, had conveyed the volume to
its present resting-place. One week at home—if this could fairly be called "home"—had
shown Dorothea that whatever went wrong would be the fault of anybody rather than of
the Colonel. So she left that question alone, and vanished.
The Colonel lifted his head, and looked after her. "Quiet!" he muttered in a gratified
tone. "Good thing, too! I hate your bouncing women, slamming the doors, and shaking
the house at every step." He had himself a heavy footfall, and he was given to loud
shutting of doors, but these were exclusive privileges, not to be accorded to anybody
else.
The room which Dorothea left was not attractive. Carpet and curtains were faded; wall-
paper and furniture were ugly; ornaments were cheap and in bad taste. There were no
dainty knick-knacks on brackets or side-tables. An old-fashioned round table stood in
the centre, and was strewn with books—dull books in dull bindings.
London lodgings are not wont to be attractive, especially the second-rate sort. This was
the "upstairs parlour" of a very second-rate sort, situated in a side-street of exceptional
dreariness.
All the houses on either side of the street were exactly like all the rest. Each had a
porch with steps; each had an area with more steps; each had one window of a small
dining-room beside the porch, and two windows of a little drawing-room above; each
had two bedroom windows yet higher, and most had two garret holes at the top. Each
was discoloured with smoke, dingy and dismal. Each had white blinds to the bedroom
windows, which seemed to keep up a futile struggle after cleanliness.
These particulars would have been patent in daylight; but daylight vanishes early on a
December afternoon in town. Night had drawn its pall over the big city an hour before.
A tall candle burnt upon the table, close to the Colonel. He was so used to read and
write alone by the light of a single candle, that the need of a second for his daughter
had not occurred to him.
She came in, carrying the big volume, laid it down, and stood for a moment beside him,
as if to await further orders.
There was nothing "school-girlish" about Dorothea, in the ordinary sense of the word,
though she had left school but one week earlier. Of good height, she had a pretty figure,
the effect of which was somewhat spoilt by the forward carriage of her head, almost
amounting to a poke, and due to short sight. Her face was rounded and pale, and in
repose was serious. The wistful eyes looked through a pair of "pincer" glasses, balanced
on a neat little nose.
Colonel Tracy was making voluminous notes from a decrepit brown volume, which had
lost half its binding. He wrote an atrocious hand, which fact had mattered little hitherto,
since nobody needed to read it except himself. Now that he was beginning to wake up
to the possession of a daughter who might be useful, a new element came into the
question.
"Is that all?" asked Dorothea.
"Humph!" was doubtless meant for thanks, and the girl went towards her seat. But
before she could reach it, a supplementary order was issued: "Ha! No! It's not here!
Second volume."
"Shall I get the second volume?"
Colonel Tracy glanced up, and really did say "Thanks!" with even a suspicion of apology
in the tone.
Dorothea ran down the narrow staircase this time, instead of up. She had to light a
candle, and take it into the dining-room. Having found the required volume, some
impulse led her to the window, where she peeped through the lowered venetians.
A hansom was dashing past; and two ladies on the pavement seemed to be carrying
home an armful of packages. Dorothea could detect a merry ring in their voices as they
went. Then came a boy, bearing a big bunch of holly. For this was Christmas Eve.
The Colonel had bought no holly. "Nonsense," he had said that morning, when Dorothea
petitioned for some. "You are not a child now, my dear; and I have no money to throw
away on rubbish."
Was it rubbish? Dorothea considered the question, as she leant against the window,
forgetting for the moment the volume which had to be taken to her father.
"He does not, seem to care much about Christmas," she thought. "I used to feel it dull
to stay at school; but this seems more dull. Did Mrs. Kirkpatrick guess how it would be,
when she told me I should have worries? She said I must try to draw out my father's
sympathies, because he has been so long alone. But how? What can I do? He does not
care to talk. I can see that it only bothers him. And he seems to have no friends.
Nobody calls to see him, not even any letters come. Will it always be so?"
As if in response, the postman's rap sounded.
"Mrs. Kirkpatrick, I dare say! She will not forget me," the girl said joyously, hastening
out.
But the one letter handed to her was addressed "Colonel Tracy."
"I shall hear to-morrow. I did not really expect it sooner," she thought, and she ran
lightly upstairs.
"Something for you, father. A Christmas card!" she suggested.
Colonel Tracy looked up. "Christmas card!" he repeated. "Where is the volume?"
"The Encyclopædia! O how stupid of me! The postman came, and I forgot. I'll get it at
once."
"Make haste!" hurried her steps. She would have liked to wait and see the envelope
opened. Expeditious as she was, that process was over by the time she returned. The
Colonel sat bolt upright, gazing at something in his hand, with a singular expression on
his sunburnt face. It was a Christmas card, as Dorothea had guessed, and she came
fearlessly near, to gaze also. There was a background of dull pale blue, and across the
background flew a white dove, bearing in its beak a bunch of leaves—presumably an
olive-branch. "Peace and Good-Will" in golden letters occupied one corner.
"Why, father, it is quite an old card," Dorothea exclaimed merrily, anxious to throw
herself into his interests. "Look at the soiled edges; and a crease all down the middle. It
might be years old."
The Colonel was not communicative. He glanced at her with the same odd expression,
and said, "Yes."
"Who can it be from? Some old friend of yours?"
"We were friends—once!"
"And not now?"
"No!" decisively.
"But you exchange Christmas cards?"
"We send—this," after a pause. Colonel Tracy seemed unwilling to explain.

Dorothea knelt on a stool close to the table, resting her hands upon it, much interested.
"Do tell me more," she said. "It is Christmas Eve, and I have nobody else to talk to."
"There is nothing to tell. We had a—a trifling disagreement," said the Colonel. "What
makes you wear spectacles?"
"Short sight. Why, father, you know that!"
"I had forgotten. Well, I shall put this away," said the Colonel.
"And send another to your friend?"
"No. Certainly not. Next Christmas, I shall return this."
A light dawned on Dorothea. "Is that it? I see. How strange!"
"Not strange at all. We have done so for some years—eight or nine, I think—
alternately."
"Always the same card?"
"Yes."
"And you have never met! And never written!"
"No. Why should we?"
Dorothea was silent for a moment. Then she said, "If you met, you would be friends
again."
The Colonel made a dubious sound.
"Was it you who sent the card first, or was it he?"
"Not I."
"And when you first got it, did you wait a whole year to send it back?"
"Certainly."
The wonder in Dorothea's tone was lost upon the gallant Colonel.
"And you will wait a whole year now! Not write a letter, or—"
"I shall wait till next Christmas," said the Colonel.
Thereupon, he pushed the little messenger of peace into a square envelope, wrote upon
it, "Christmas Card—Erskine—" and hid it away in his desk.
"Is Erskine his name?"
"Colonel Erskine. We were in the same regiment. He was my senior, slightly; and I
believe, he retired first."
"And now he lives at—"

"Craye. My dear, we have talked long enough. I have no more time to spare," said the
Colonel, turning with assiduity to vol. ii. of the Encyclopædia.
Dorothea subsided into her chair and into silence. She was not timid, but she did not
wish to worry him. Besides, she had something fresh to think about, in the slow
progress of reconciliation between the two veterans. "But to have gone on all these
years!" she said to herself. "And I wish my father had been the first to send the card."
CHAPTER II
THINGS NOT IN THE COLONEL'S LINE
LONDON is commonly counted a lively place, with plenty to do, and abundance to see;
even though it has its little drawbacks in the shape of noise, soot, and fog. But the
compensating liveliness seemed unlikely to enter into Dorothea Tracy's town existence.
If a man wishes for freedom from society, he is as likely to get what he wants in London
as in the tiniest village—perhaps more so. Colonel Tracy had never been a man of
society. He detested the generality of human beings, hated company, abhorred teas,
dinners, and conversation.
In earlier life, he had had one friend—the quondam comrade of the olive-leaf card!—and
had lost that friend. He had also had a wife, and had lost that wife.
Thenceforward, habits of seclusion had grown upon him apace. As years went on, he
troubled himself to see less and less of his child; though always looking forward,
curiously, to the time when he would have her to live with him. Now that time was
come, and it found him a confirmed hermit. He had no friends. He associated with no
one, called upon no one. As a natural corollary, no one called upon, or associated with
him. He did not even belong to a club, for a club means acquaintances, and the Colonel
wanted no acquaintances. He lived in a huge overgrown parish, the work of which could
never be overtaken by the toiling clergy. A call from one of the curates, some months
earlier, had met with no gracious reception, and had not yet been repeated.
The manner of life which might suit the tastes of a retired veteran was not precisely
fitted for a young girl. This as yet did not cause the Colonel concern; if indeed it
occurred to him. He expected to go on as he had done hitherto, with merely the little
addition of a silent and useful daughter. He expected Dorothea to conform
unquestionably to his will.
She had come "home," as she called it—or rather, as she had called it beforehand—full
of young hopes and dreams. At eighteen, one is apt to see future life through rosy
spectacles. In one short week, the glasses had gained a leaden hue, borrowed from the
leaden atmosphere around. The hopes were dying; the dreams were fading. Dorothea
had had, and would have, some rebellious struggles before settling down to the dead
level of existence which seemed inevitable. Thus far, the effect of her surroundings was
rather to stupefy than to excite. Everything was so different from the previous
expectations of the school-girl, that she did not know what to make of her own position.
A girl naturally wishes for companions. Beyond her father, Dorothea had none; and
Colonel Tracy was far too self-absorbed a man to render satisfying companionship.
Below the rugged surface, he was in the main kind-hearted; but he lacked the mighty
gift of sympathy. He neither understood his daughter, nor troubled himself to be
understood by her. Each was more or less of an enigma to the other.
He had his own notions of propriety, and after his own fashion, he was careful. "You are
too young to walk out alone at present in London," he had said to Dorothea, the day
following her arrival. "I always take my constitutional after breakfast, and you may
accompany me. I hope you are a good walker. If it should be necessary for you to leave
the house at any time when I am otherwise engaged, you must have Mrs. Stirring for a
companion. She has promised me to attend to your wants."
Mrs. Stirring was the lodging-house keeper: a highly respectable little woman, "genteel"
to a degree in her own estimation, but apt to be plaintive in tone and behindhand in
work. So she was not always an available "companion," and when available she was not
too cheerful.
The morning "constitutional" became a daily event, regular as breakfast itself when
weather permitted. Happily, Dorothea was a very good walker. The Colonel went fast
and far; and he never thought of asking whether pace or distance suited his daughter's
capabilities. Dorothea enjoyed the rapid motion and the comparative freshness of the
morning air. She would have enjoyed some conversation likewise; but the Colonel was
seldom in a talkative mood. If she spoke, he grunted; if she asked a question, he
answered it, and that was all.
How to fill the remaining hours of the day became, even in one week, something of a
problem to Dorothea. She had work in hand, but it is dull, at the age of eighteen, to sit
and work with no one to take any interest in the progress of the needle. She dearly
loved reading, but the Colonel's books were such as to put that love to a pretty severe
test. She could have spent hours happily any day in writing to Mrs. Kirkpatrick and her
favourite schoolfellows; but her father's pet economy was in the matter of paper and
stamps. So time threatened to hang upon Dorothea's hands.
Nine years had elapsed since the death of Dorothea's mother; and the greater part of
those nine years had been spent by her in a small Yorkshire school, kept by Mrs.
Kirkpatrick. That had grown to be Dorothea's real "home." She hardly realised the fact
while there, loyally reserving the term for future life with her father, and sometimes
counting it a little hard to spend so many of her holidays at school. But now that the
long-expected life with her father had begun, she knew well enough which was the real
home.
Through the nine years Colonel Tracy had lived more or less in London, often going
abroad for a while. It had happened curiously often—almost regularly—that he had to
go abroad just before Dorothea's holidays, so that he was "quite unable to receive her."
Whether the more correct word would not have been "unwilling" may be doubted. He
was a man who disliked trouble; and he had no notion of doing on principle that which
he disliked, for the sake of others.
About once a year, he had commonly arranged to spend a fortnight at some northern
watering-place with Dorothea: this being the least troublesome mode he could devise
for amusing a school-girl. From the age of twelve to the age of eighteen, she had never
been to London. "Too expensive a journey," the Colonel said, though he made nothing
of going himself north or south, travelling first-class. He liked to have Dorothea always
within easy reach of Mrs. Kirkpatrick, that he might get her off his hands without
difficulty when he found the girlish spirits too much.
Dorothea's recollections of his manner of life in town, seen before her thirteenth
birthday, had grown somewhat dim, and perhaps were embellished by distance.
Moreover, he had often changed his headquarters since those days, so her recollections
were the less important. Certainly she did not expect what she found. The first glimpse
of the dingy apartments, which for more than a year, he had made his home, gave a
shock. Had the Colonel been aware of her sensations, he would have counted them
unreasonable. He had "done his duty by her" in the matter of education. He expected
now that she should "do her duty by him" in the matter of submission and usefulness.
Dorothea was a girl of too much character not to be useful, of too much principle to
indulge in discontent. Still, this week had been a week of "deadly dulness"; and what
there was for her to do, she had, as yet, failed to discover.
The Colonel arranged everything, ordered dinner, interviewed the landlady, and
undertook to procure fish and vegetables. He piqued himself upon his intimate
acquaintance with household details. He needed neither advice nor help. Dorothea was
a mere adjunct in his existence thus far, less important than the said fish, less
necessary than the said vegetables. She felt like a stranded boat, cast upon a mudbank,
out of reach of the tide of life which surged and roared around. This, in a London street,
where cabs and hansoms dashed past, where the sound of the great human Babel
never ceased.
******
Christmas morning dawned.
"I shall hear from Mrs. Kirkpatrick to-day," thought Dorothea cheerily. "Will my father
go to Church with me?"
He had excused himself the Sunday before on the plea of bad weather and
"indigestion." "Bad weather" did not keep the Colonel in when he wanted to secure
fresh fish for dinner; but Church was another matter. Dorothea had had to content
herself with Mrs. Stirring's companionship. The Church was very near, so near that she
meant soon to plead for leave to go alone.
"Good morning, father," she said, in her brightest tone, when he came into the dining-
room. He was punctual to the moment, yet Dorothea was before him.
An indistinct grunt served for "good morning." The Colonel was exercised in mind, to
think that Dorothea should have already made the tea. It was no small trial to give up
his tea-making to her, which he had done as in duty bound, he being man and she
woman; and he liked to stand close by, watching with critical eyes, as she measured out
each spoonful. On the Colonel's plate lay a neat white package, tied round with blue
ribbon. He was far too much absorbed in the tea-question to notice it.
"How many spoonfuls did you put in, my dear?"
"Three, father. One for you, one for me, and one for the teapot. Mrs. Kirkpatrick always
said—"
"Full spoons, but not piled up?" demanded the Colonel, wrinkling anxiously the skin of
his face.
"Yes; just as you showed me."
"And the teapot,—you made the teapot hot first?"
Dorothea nodded. She had to bite her lips to keep from laughing, as the Colonel lifted
the lid and peered in.
"Too much water! A great deal too much water!" he said solemnly.
"No, I don't think so indeed. It will all come right," Dorothea assured him with
audacious confidence. "O father, never mind the tea. See what Mrs. Kirkpatrick has sent
me."
The Colonel did not wish to receive the article in question, but Dorothea put it resolutely
in his hands. He found himself dangling helplessly a small blue satin pincushion, with
"Happy Christmas" worked in white beads.
"Eh, what? yes. Very pretty," said the Colonel. "Yes, quite smart."
"And three Christmas cards, from my schoolfellows."
"Eh? Yes,—uncommonly pretty. What's the use of them all?" demanded the Colonel,
merely because he was at a loss what else to say.
"The use, father! The use of Christmas cards?"
"Well,—yes. What's the use?" persisted the Colonel.
Dorothea stood opposite him, smiling; the light falling full upon her glasses, with the
gentle light eyes behind.
"Don't they all do what yours did last night? Don't they all speak of 'peace and good-
will'?"
This was a shade too personal, and the Colonel dropped Dorothea's pincushion in a
hurry.
"Yes, yes, of course,—all right, no doubt. But such things are not in my line, I'm afraid.
Too much trouble for a busy man to bother about a lot of cards."
Did Dorothea hear him? She was looking towards the window wistfully, dreamily; a
moist glitter showing through her glasses.
"I'm not sure," she said as if to herself, "but I almost think Christmas cards are a sort of
carrying on of the angels' song. A sort of echo of it. Don't you think so, father?"
"My dear, I'll trouble you to ring the bell. Mrs. Stirring will over-do the cutlets, and it's
time the tea was poured out. Brewed long enough. You'd better take all that rubbish off
the table. What's this?"
Any amount of notes of admiration might have been written after the question.
Dorothea watched him, smiling, though she rebelled internally against the word
"rubbish."
"Some mistake," said the Colonel gruffly.
"No, father; it is for you. It is from me."
Colonel Tracy looked extremely uncomfortable. He had had presents from Dorothea
from time to time; but always as it happened by post; little bits of pretty handiwork,
which he could smile over grimly, and consign to a lumber-drawer, only wishing that
they would not come because he had to compose a sentence of thanks in his next letter.
But for years he had received no present in public, so to speak,—with a witness to his
manner of reception. That the giver should be seated opposite was embarrassing, and
that he should be expected to show pleasure was more embarrassing still. His red rust
complexion grew redder than usual, and an awkward laugh broke from him, as he took
refuge in blowing his nose. Still Dorothea looked expectant, and the parcel had to be
opened.
"I'm much obliged, I'm sure. But you see this sort of thing isn't in my line," said the
Colonel.
"Don't you use shaving-tidies, father? Mrs. Kirkpatrick thought—"
"Well, well, of course I use—something," said the Colonel, shoving his new possession
aside, to make room for cutlets and hot plates. "Yes, of course; but you had better not
waste pretty things upon me in future, my dear. You see, they're not in my line. Other
people appreciate them better."
"But I have nobody else," the girl said.
She was a little hurt and disappointed; no doubt more so than she would admit even to
herself. It was evident that her well-meant effort merely bored the Colonel. "I hope you
don't expect Christmas presents from me," the Colonel went on, helping himself
vigorously. He noted her words, and was alarmed lest something sentimental should
follow. "You see, I was not brought up to the sort of thing; and really I could not be
troubled to choose. But if you would care to get something for yourself, I have no
objection to give you five shillings."
Dorothea did not speak at once.

"That reminds me," pursued the Colonel, anxious to get away from a ticklish subject;
"that reminds me! I intend to make you an allowance of twenty pounds for your clothes,
beginning with five pounds on the first of January. I hope you will keep strictly to the
amount, and on no account allow yourself to run into debt. Nothing worse than debt!"
"Thank you, father," Dorothea said slowly.
"Anything you'd care to do to-day? Take a 'bus and go into the country, if you like?" said
the Colonel, meaning that they would do it together.
Dorothea looked surprised. "I am going to Church, of course," she said.
"Oh, ah,—yes, I forgot! No doubt,—quite correct. By-the-bye, I'm not sure about Mrs.
Stirring, whether she can escort you, I mean. Turkey and plum-pudding, you know.
Couldn't leave them, could she?" The Colonel was old-fashioned, and stuck to early
dinner through all vicissitudes of fashion. "So I think you'll have to come out with me
this morning, and be content to go to Church in the evening,—eh, my dear?"
"Father, I always go, morning and evening. I could not stay away. Won't you come too?"
"I—really, I should be happy to oblige you, but something at a distance requires my

attention. Besides, week-days are not Sundays. Perhaps I'm not quite so much of a
Church-goer as you. Now and then we will do it together,—on Sunday,—but I'm not so
young as I was, and, in fact,—however, about this morning?"
"If Mrs. Stirring cannot go, I must go alone." She spoke in a resolute low voice. "It is so
near; there cannot be any harm. I could not stay away on Christmas Day,—for no real
reason."
"H—m!" her father said, in a dubious tone.
"I shall want to go often, when Mrs. Stirring is not free. Please don't make any difficulty.
Let me have that one happiness," she pleaded. "Only two streets, and such quiet
streets. And I look older than I am."
"Well, well!" the Colonel foresaw agitation, and feminine agitation was his abhorrence.
"Well, well,—I suppose I must say yes. But mind, nowhere else, and never after dark.
Not after dusk. The distance isn't much, as you say. Take another cutlet?"
The Colonel impaled one on a fork, and held it out.
"No? Why, you don't half eat." He landed the rejected article on his own plate, and
disposed of the eatable portions in four mouthfuls. "Coming for a walk this morning?"
"No, I think not. I might be late for Church."
"You're like your mother. She was just such another Church-goer," said the Colonel, as if
remarking on an idiosyncrasy of character.
Dorothea could be interested now. She felt relieved and free. "Was my mother like me
in other ways?"
"Pretty well. Pretty well," said the Colonel, wiping his moustache.
"Did she know the Erskines?" This question came suddenly, almost surprising Dorothea
herself.
"Well—yes. She and Mrs. Erskine were great friends—at one time."
"But not after you and Colonel Erskine quarrelled?"
"Well, not after our—little difference. No, we didn't keep up intercourse. What makes
you bother about the Erskines?"
"I don't know. I like to think about them? Do tell me one thing, father,—are there any
Erskine girls?"
"I'm sure I don't know. There was one, of course," said Colonel Tracy, getting up.
"Done, my dear? For I have to be off. Why, of course! Same name, both of you."
"Dorothea?"
"Yes, Dorothea. Just ring the bell; I want to speak to Mrs. Stirring. She roasted the
turkey to a rag last Christmas, and I can't have it happen again. Yes, you were both
called Dorothea,—a fancy of the two mothers. Great nonsense, of course; but when
women take a notion into their heads, there's an end of it. What a time that girl is! Ring
again. The morning will be gone, before I am able to start."
"O! I should like to know if Dorothea Erskine is alive still," cried Dorothea.
CHAPTER III
USING OPPORTUNITIES
"AND you going out alone, Miss Tracy! And the Colonel that particular! As he wouldn't
hear of you crossing the road by yourself."
Mrs. Stirring was manifestly uneasy, counting herself in some sort responsible. She
looked upon this motherless young lady as a charge upon her conscience,—otherwise,
as one of the many burdens in her life. Mrs. Stirring was a person who professed to
carry a great many burdens. She always had been, and always would be, laden with
cares; not so much because she had really more cares than other people, as because
she had less pluck and endurance for the bearing of them. Where Dorothea would have
looked up and smiled, Mrs. Stirring looked down and sighed. The difference was in the
individuals themselves; not in the weight of the burdens laid upon them.
To be sure, Mrs. Stirring was a widow, which sounds sad. There are women, however, to
whom widowhood comes as a merciful release from unhappy wifehood, and Mrs.
Stirring was one of these. She had married in haste, and had repented at leisure. When
her husband was taken from her, she had been conscious in her heart of relief from a
bitter thraldom, though much too correct a little person to let any such feeling appear
through her showers of weeping,—for Mrs. Stirring was a person who had always tears
at command. Still—there the consciousness was.
Now for years, she had been a successful lodging-house keeper, and was not only
paying her way, but was laying by a nice little sum for the future. She had one child, a
pretty winning little girl, and one faithful though uncouth domestic. This was not
altogether a bad state of things. Nevertheless, Mrs. Stirring talked on plaintively of her
trials and burdens, making capital of the widowhood which had been a release.
"And you going out alone, Miss!" she reiterated, coming upon Dorothea dressed for
walking. Mrs. Stirring was apt to be untidy at this hour, and her cap had dropped awry;
while Dorothea was the very pink of dainty neatness, in a costume of dark brown, with
brown hat to match, relieved by a suggestion of red, the glasses over her happy eyes
balanced as usual over the little nose.
"To Church," Dorothea said, smiling. "I wish you could go too."
Mrs. Stirring shook her head dolorously.
"There's the turkey and plum-pudden, Miss," she said, in unconscious echo of the
Colonel. "Dear me! Why if I was to leave them to Susanna, I don't think your Pa 'd stay
a day longer under my roof; I don't, really. He's that particular about the roasting. I'm
all of a quake now with the thought of it—if I shouldn't do it right. And there's the
stuffing, and the gravy, and the sauce! And the pudden, as I've boiled six hours
yesterday, and it's been on again these two hours. Dear me! No; I couldn't go to
church! A poor widow like me 's got to stay at home and mind the dinner."
"I wish my father could dine late," said Dorothea.
A scared look came into Mrs. Stirring's face.
"Now don't you put him up to that—don't you, Miss Tracy. Late dinner means a deal of
work. If your papa dined late, he'd dine early too—that's what gentlemen come to. No, I
wouldn't wish that. But if I was a lady—like yourself, Miss—and hadn't to be at work all
the morning, why I'd be glad enough to put on my best, and go off to Church with the
rest of the folks. And take Minnie too."
"Minnie! O I never thought of that! Why should not Minnie go with me?"
"It's like you to think of it, Miss." Mrs. Stirring was evidently gratified. "And I'm sure
she'd have been glad enough, for she does fret, being kept in. But the bells 'll stop this
minute, and she's in her curl-papers."
"Curl-papers. Can't you pull them out, and smooth her hair, and put on her hat and
jacket?"
Mrs. Stirring was injured.
"Dear me! No! My Minnie don't go to Church without she's dressed suitable. I couldn't
get her ready under twenty minutes. She's in her oldest frock, and not a tucker to it;
and I wouldn't have her go without—not for nothing. And them curls do take a lot of
time. Not as I grudge it, if it's a duty."
"A duty! But what do curls and tuckers matter?" cried Dorothea. "What does it matter
how she is dressed, if only she is there? We don't go to Church to show off our best
dresses. At least, I hope not. Let me have Minnie as she is, only with her hair smooth. If
I don't care, who else will mind? Curls don't signify. Do let her come! It seems so sad to
stay away for nothing on Christmas Day."
No; Mrs. Stirring scouted the proposal. Minnie to go to Church in an old frock and
uncurled hair! She was scandalised. What would the neighbours think? Dorothea had to
give in, and turn away.
"As if it mattered how one is dressed—there!" she thought.
Shutting the hall door, she went briskly down the street, with a delicious feeling of
freedom. She would not have felt so free, perhaps, if even Minnie had been her
companion.
It was a sharp day, and for London tolerably clear. Something of wintry haze hung
overhead, of course; but a red sun made efforts to pierce it. Puddles in the road were
frozen, and here and there a slippery slide might be seen upon the pavement, perilous
for elderly people.
The parting interview with Mrs. Stirring had almost made Dorothea late. As she drew
near the bells stopped, and her pace became something like a run. She gained the
nearest side-door and went softly in.
The Church, a large red brick building, was already crowded, and Dorothea, glancing
round, saw no vacant seat; but somebody beckoned to her, and room was made.
Almost immediately the choir burst into the old Christmas hymn, "Hark! the herald
angels sing," and the congregation joined with heartiness.
Among all that mass of people, Dorothea knew not a single person, and not a single
person knew her. She was a stray unit from a distance dropped into their midst.
Yet the lonely and forlorn sensations which had so often assailed her during the past
week did not assail her here. Strangers though these people were to her, and she to
them, they were one in a Divine fellowship, they served the same Master, they prayed
the same prayers, they sang the same hymns; nay, with many of the throng, she would
soon be united yet more closely, for they would "partake" of the same "holy food."
How could she be lonely? A realisation of this union, and a glow of happy love, crept
into Dorothea's heart, as she lifted her eyes from the hymn-book and looked around.
The angelic message of "Peace and good-will" had been to all of them alike.
"If only I could do something for somebody—not live for myself alone," was the next
thought.
Then just across the aisle she saw a little old lady in mourning, distressfully fumbling for
something which she could not find. Dorothea's quick glance detected a pair of glasses
lying on the floor. In a moment she had stepped out of her place, picked up the glasses,
and given them to their owner.
"Thanks," came in a whisper of relief, with a very sweet smile. Dorothea stepped back,
blushing slightly to feel that she had done a rather prominent thing; yet she would have
done it over again, if required.
The sermon was short, earnest, spirited, mainly about the duty of rejoicing. Not
rejoicing only on Christmas Day, only when things seem cheery and to one's mind, but
always,—on dark days as well as bright ones, amid anxieties as well as pleasures.
"That is for me, I am sure," Dorothea told herself, looking back to some troubled hours
in the past week.
CHAPTER IV
MRS. EFFINGHAM
COMING out of Church, Dorothea found the hour later than she had expected. A very
large number had stayed, and it was already past the Colonel's dinner-hour.
"I must make haste," Dorothea thought. As she said the words to herself, she dreamily
noted the little old lady in mourning a few yards distant, in the act of crossing the road.
"I wonder what her name is? Oh!"
Dorothea's "Oh!" was hardly audible; indeed she felt rather than said it. The old lady
had stepped on a slippery spot, or slide, and went down in a helpless heap, just at the
instant that a hansom dashed round the nearest corner.
Whether instinct or thought guided Dorothea, she could not afterwards have told.
Before she knew what she meant to do, the deed was done.
Two or three ladies near shrieked; and two or three men not so near rushed towards
the scene of action. But shrieks were useless, and the men could not be in time.
To everybody's amazement, a young placid-looking girl in spectacles, just leaving the

gates, flung herself forward, and by an extraordinary exertion of strength dragged the

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(eBook PDF) The Leadership

Experience 6th Edition

Autocratic versus Democratic Behaviors 44 Follower Readiness Contingency 70

Your Ideal Leader Traits 57 In the Lead 86

Transition to Leadership 59 Leader’s Self-Insight 3.3 90

PART 3: THE PERSONAL SIDE OF LEADERSHIP 97

Leader’s Bookshelf 106 Consider This! 112

Social Perception and Attributions 113 Consider This! 156

Leadership Development: Cases for Analysis 128 In the Lead 169

Chapter 7: Followership 194 Sources of Power for Managing Up 208

In the Lead 206 Waiting for Clearance 217

Leader’s Bookshelf 207 Jake’s Pet Land 218

The Power and Courage to Manage Up 208 References 220

PART 4: THE LEADER AS A RELATIONSHIP BUILDER 223

Creating an Open Communication Climate 265 Team Cohesiveness 302

Leading a Team to High Performance 298 Leader’s Bookshelf 334

Is Leader Style Gender-Driven? 338 Leader’s Self-Insight 12.1 362

PART 5: THE LEADER AS SOCIAL ARCHITECT 391

Leader’s Bookshelf 399 In the Lead 412

Leader’s Self-Insight 13.1 401 Leader’s Self-Insight 13.3 414

Future Thinking 418 Leadership at Work 452

ABOUT THE AUTHOR

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

NEW TO THE SIXTH EDITION

• the importance of self-awareness • using social media for leadership

4. The Leader as a Relationship Builder

Leader’s Self-Insight These boxes provide self-assessments for learners and an

Development—Cases for Analysis, the second end-of-chapter activity, provides two

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

© Stuart Black/Robert Harding World Imagery/Getty Images

Title: Old comrades

Author: Agnes Giberne

Release date: October 29, 2023 [eBook #71978]

Original publication: United Kingdom: John F. Shaw and Co, 1896

*** START OF THE PROJECT GUTENBERG EBOOK OLD COMRADES ***

JOHN F. SHAW AND CO.

II. THINGS NOT IN THE COLONEL'S LINE

III. USING OPPORTUNITIES

IV. MRS. EFFINGHAM

VI. A POSSIBLE ACQUAINTANCE

VIII. AFTERNOON TEA

IX. WAS SOMETHING WRONG?

XI. ISABEL'S QUESTIONING

XII. A TENNIS PARTY

XIII. DOLLY'S TROUBLE

XIV. DOROTHEA'S LETTER

XV. THE SOMETHING THAT WAS WRONG

XVI. DOLLY'S JOURNAL AGAIN

XVII. A FRIEND IN NEED

XIX. "STRICTLY IN CONFIDENCE"

XX. CUTTING THE KNOT

"Yes," she said.

"Fetch me the first volume of the Encyclopædia."

"Downstairs?" Dorothea asked hesitatingly.

"Of course!"—again. "Lowest shelf of the bookcase."

"Is that all?" asked Dorothea.

"Shall I get the second volume?"

As if in response, the postman's rap sounded.

"Something for you, father. A Christmas card!" she suggested.

"Who can it be from? Some old friend of yours?"

* START OF THE PROJECT GUTENBERG EBOOK OLD COMRADES *