Week 2 BUS 660 Contemporary Issues in Organizational Leadership.docx

Week 2 BUS 660 Contemporary Issues in Organizational
Leadership
Week 2 - Discussion 1
Ethical Leadership
Companies have become increasingly aware of the advantages
that being ethically conscious have to offer, especially in the
global economy. Using the overview of ethical leadership
provided in this week’s lecture and readings, in what way can
ethical business practices increase organizational
competitiveness in their respective industries and help to further
substantiate the notion that an ethical culture is good for
business? Conversely, how does unethical leadership adversely
affect the organization’s bottom line? What impact can a
leader’s position on ethics have on the culture of an
organization?
Week 2 - Discussion 2
Ethical Organizational Culture
What is the relationship between a leader’s responsibility for
ethical behavior and the idea of an ethical organizational
culture? Research a specific nonfictional leader of your choice
and provide examples of the behaviors this leader exhibits that
highlight the role of ethics in leadership. Answer the following
in your post:
1. Can a leader’s public and private morality be distinguished?
Should they be?
2. Can a bad person be a good leader?
3. Why is it important for leaders to demonstrate ethical
conduct?

4. Which is more important for improving ethical values in an
organization: a code of ethics, leader behavior, or employee
training?
Week 2 - Assignment
Characteristics of Leader Effectiveness
The purpose of this assignment is to examine similarities and
differences in characteristics of effectiveness for several
familiar leadership roles. In a three- to four-page paper
(excluding the title and reference pages)
· Identify the characteristics by which the effectiveness of the
following leaders might be evaluated: an assistant coach, a
teacher, and a minister. Prioritize and explain the rationale for
these characteristics.
· Discuss the ethical issues or challenges associated with
prioritization.
· Compare and contrast the extent to which there are unique or
similar characteristics across the different roles, and the extent
to which the criteria are measurable. For example, some of the
characteristics you might identify for the role of assistant coach
might include the leadership behind a team’s win-loss record,
player perceptions, team morale, etc.
Your paper must be formatted according to APA style as
outlined in the Ashford Writing Center, and it must include
citations and references from the text and at least two scholarly
sources from the Ashford University Library
2 Preparing to Lead
iStock/Thinkstock

Learning Objectives
After reading this chapter, you should be able to:
• Establish a personal commitment to excellence.
• Understand the importance of character in a
leadershipposition.
• Relate personal characteristics and actions to
leadershipsuccess.
• Undertake efforts to growand change.
• Display the willingness to change personal
behaviors.
• Assume the characteristics of a whole person
and a strong leader.
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Introduction
Introduction
The 2008 recession is now in the rearview mirror for many U.S.
companies. Reaching that
point demanded major transitions for many firms, most notably
in the automobile industry.
Among the most desperate, General Motors turned to its leader,
Fritz Henderson, to steer the
organization out of its troubled situation. Doing so required a
new style of leadership designed
to meet the challenges of a highly complex set of circumstances.
As reported in Forbes magazine in 2009,
Henderson was compelled to abandon the
“classic autocratic style” that had been

dominant in the company for many years.
Such a style relied on top leaders mak-
ing decisions, handing them down, and
enforcing compliance. In its place, this
newly promoted leader would need to
balance the needs and priorities of three
major players: the top management team,
the union, and the U.S. government, which
had loaned General Motors the funds to
try to escape from complete bankruptcy
and dissolution.
Any resurgence at General Motors would
require four core activities. First, the com-
pany’s leadership team would need to lis-
ten more and talk less. Second, the com-
pany should endeavor to turn to a more
collaborative style. Third, the major play-
ers should establish shared goals. Fourth
and finally, top management, and Fritz
Henderson specifically, should assume
responsibility for all decisions, actions,
and failures, all the while sharing the glory
of any successes (Morton, 2009).
History records that Fritz Henderson was
unable to enact the changes required to
save GM. Consequently, Ed Whitacre, whom the U.S.
government had assigned to direct the
company’s recovery, replaced him (Ziegler, 2013). Whitacre
was able to instill the needed
sense of urgency and take on the key activities required to
achieve the turnaround. Although
GM also replaced Whitacre a year later, this time with Dan
Akerson, before that occurred he

had managed to redirect the company into creating cars more in
tune with the times, which
resulted in a profit of $1.3 billion in the second quarter of 2010
and allowed the company to
begin repayment of governmental loans and reestablish itself as
a major player in the auto-
mobile industry. In Whitacre’s words, “GM is back.”
What explains the success of Ed Whitacre? One answer is his
preparation for the leadership
role that he suddenly assumed. His success was due in large part
to the willingness to take
dramatic steps that went against the grain of how the company
had traditionally operated.
Bill Pugliano/Getty Images
Ed Whitacre, Jr., announcing he will be the
permanent CEO of GM at a press conference in
2010.
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Section 2.1 Commitment to Excellence
Perhaps the greatest leadership challenge is being a leader who
sets an example worthy of
following. Leaders seldom realize how much influence they
have on the behavior, attitudes,
performance, and practices of employees (Ready, 2004). They
are often uplifting to be around,
bring out the best in people, and sometimes change lives and
careers. However, they can also
be demoralizing to be around and bring out the worst in people,

sometimes having undesir-
able and lasting effects. A Gallup poll of more than 1 million
employees found that the number
one reason employees quit their jobs is because of a bad or
ineffective boss (“No. 1 reason,”
2015). Other studies have found similar results and show how
important not only skill is for
leaders but also strong character and treating employees with
respect (Farley, 2013; Colquitt,
Lepine, Zapata, & Wild, 2011; Snyder, 2015).
Several key activities translate into eventual success when
preparing to lead. They include
a commitment to excellence, the desire to exhibit a strong level
of character, an assessment
of personal characteristics and activities, the willingness to
grow and change, and the ability
to enact the key behaviors vital to quality leadership. In this
chapter we will examine these
activities in detail.
2.1 Commitment to Excellence
To excel at anything requires preparation. This is particularly
true for leaders because they
need skill at what they do while also remaining cognizant of the
influence they exert on oth-
ers. Therefore, the first step of a leader’s preparation should be
to commit to a higher level
of excellence. As leadership expert Jim Collins once noted:
“The kind of commitment I find
among the best performers across virtually every field is a
single-minded passion for what
they do; an unwavering desire for excellence in the way they
think and the way they work”
(Collins, 2001, p. 87).

A commitment to excellence consists of several key thoughts
and actions. Among them is the
recognition that such a commitment is an ongoing process and
that one must overcome sev-
eral important barriers. A discussion of these issues follows.
Commitment as an Ongoing Process
In the past, many successful individuals argued that a
commitment to excellence boils down
to a lifestyle choice. It does not mean the individual will excel
at everything, nor does it nec-
essarily suggest that everyone can accomplish great things or
achieve wealth or position.
Instead, a commitment to excellence involves the attitude with
which a person approaches
things combined with the effort the individual gives. This
approach takes precedence over
merely focusing on end results. Commitment is an ongoing
process because every person
faces obstacles, disappointments, failures, and setbacks. This
means it is necessary to con-
tinually renew such a commitment. From as far back as
Aristotle’s time comes the argument,
“We are what we repeatedly do. Excellence, then, is not an act
but a habit” (Durant, 2012,
p. 87). More recently, Steve Jobs, founder of Apple Computers,
noted that “[s]ome people
aren’t used to an environment where excellence is expected.”
Table 2.1 displays five potential
levels of commitment.
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The goal of this book is to help you achieve the final level in
Table 2.1—the commitment to be
your best and to help others attain the same result. In trying to
reach this outcome, note that
while the probability of success can increase considerably, there
are no guarantees of success.
A quality leader also recognizes that he or she may not enjoy a
perfect life filled with self-
confidence in order to commit to excellence. Many notable
individuals have impacted others
and achieved exemplary things while struggling with self-image
and self-confidence issues.
Others overcame even more tangible obstacles. For example,
Beethoven was almost totally
deaf and filled with sorrow when he produced many of his
greatest works, even “Ode to Joy.”
Helen Keller, the great author and humanitarian, was deaf and
blind. John Bunyan wrote Pil-
grim’s Progress while unjustly imprisoned.
Barriers to Committing to Excellence
You would think that with so many potential benefits to
committing to excellence present,
such a goal would be widespread among people. Unfortunately
such is not always the case.
In reality, an individual who makes such an effort will find far
fewer people who wish to do
the same. Several key barriers to a commitment to excellence
exist that we can explain with
concepts taken from psychology and social psychology. This
section examines some of the
most notable.

Lack of Self-Awareness, Knowledge, or Motivation
Some people underutilize their potential because they are
unaware of the tremendous
amount of ability they possess. They also may lack the
knowledge regarding how to develop
their talents or they may lack the motivation to invest the hard
work and sacrifice required
to utilize their potential. University of Pittsburgh psychologist
Robert B. McCall stated, “An
underachieving diamond in the rough tends to stay in the
rough.” Such individuals lack per-
sistence in the face of a challenge (Doskoch, 2004, para. 2).
Underachievement and a lack of motivation correlate with other
problems in life. For exam-
ple, underachieving individuals tend to earn less money and
suffer poor self-esteem, and their
marriages are 50% more likely to end in divorce (Doskoch,
2004). As professor McCall might
put it, while an average person might vow to train harder after
losing a 100-meter dash, an
underachiever quits, thinking, “No one ever lost a race never
run.”
Table 2.1: Levels of commitment
Level 1: A person decides that for whatever reason he or she is
not willing to commit to a life of excellence at
this time.
Level 2: The individual commits to excellence in some area of
life, noting that many people have built suc-
cessful careers by excelling at one thing.
Level 3: The person commits to excellence in several if not

many parts of life.
Level 4: The individual commits to excellence in all aspects of
personal and professional life.
Level 5: An effective leader goes beyond a personal
commitment to excellence and seeks to inspire
excellence in others.
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Commitment to Excellence
Lack of Purpose Inability to Lead Effectively
A Sense of Purpose
Leads to
Leads to
Fear of Failure
Closely related to underachievement, the fear of failure is the
irrational fear a person has that
he or she will not succeed. The fear of failure is one of the
primary causes of not committing
to excellence. Some deep-rooted psychological issues may
explain such an outcome. As noted
by Tina Gilbertson in Psychology Today (2014, para. 5, t), “The
psychological toll of trying
something new that might not work out has more to do with
one’s personal demons than the

prospect of measurable losses. . . . Failure . . . can expose what
feels like an inadequate, child-
like or vulnerable self.” The fear of failure dominates some
individuals and leads to procrasti-
nation or perhaps the outright rejection of a commitment to
excellence.
Fear of Success
Psychologist Susan Babbel writes, “Many of us have been
conditioned to believe that the road
to success involves risks such as ‘getting one’s hopes up’—
which threatens to lead to disap-
pointment.” Some have suggested that fear of success is the
other side of the fear of failure
coin. Babbel notes that those who have experienced verbal
abuse and people who heard they
were “losers” throughout their lives may have internalized that
feedback. In essence, they
now believe they do not deserve success. Even those who did
not suffer abuse or trauma often
associate success with “uncomfortable things such as
competition and its evil twin, envy”
(Babbel, 2011, para. 4). In either case, fear of success can
impede any commitment to excel-
lence and leadership as much as the fear of failure or a lack of
motivation.
Lack of Purpose
Psychologist Steve Taylor notes that, “[t]he need for purpose is
one of the defining character-
istics of human beings.” He argues that people crave purpose
and suffer serious psychological
difficulties when they do not have it because purpose
constitutes a fundamental component
of a fulfilling life (Taylor, 2013, para. 1). A lack of purpose
contributes to the failure to commit

to excellence (see Figure 2.1). Experts have shown relationships
between a lack of purpose
and anxiety, boredom, and depression.
Utilizing one’s potential requires a sense of purpose and
direction. When someone lacks pur-
pose, the person wastes time and energy or invests time and
energy into self-defeating or
unproductive activities. A sense of purpose gives people
motivation and fills them with hope.
Without it, life eventually loses meaning and value. With it,
people become inspired to do
more and may even live longer lives (Taylor, 2014).
Figure 2.1: Purpose and direction
Commitment to Excellence
Lack of Purpose Inability to Lead Effectively
A Sense of Purpose
Leads to
Leads to
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Excuses
Most of us have the good sense to not use excuses that no one
will believe. Therefore, we make
excuses for our behavior that even we believe. But in truth,

excuses never change anything,
even when they are valid.
Becoming a Victim of Circumstances
A victim of circumstances is a person who allows past, present,
or future events to control
his or her life. Such people have, in effect, assigned the
responsibility of circumstances to the
ways they are and for their outcomes in life. Past events, as well
as what others expect, think,
or do, control their futures.
Everyone has encountered negative realities or outcomes due to
events that occurred in life
or because of choices they or someone else made. Not all
decisions are the rights ones; some
may lead to hardships in the present. Believing that unavoidable
circumstances are respon-
sible for the bad things that happen in life can mean that a
person is not in a position to
develop his or her potential and commit to excellence as a
leader. A commitment to excellence
requires the leader to let go of the past and seek to carve out a
new future.
Overcoming Barriers to Committing to Excellence
The first step for some in making a commitment to excellence
will be to recognize the poten-
tial barriers and impediments. Next, the individual seeks to
overcome those barriers. Two
key ideas that can assist in this process include the willingness
to give up on excuses and the
desire to overcome a fear of failure. These in turn can reduce
any willingness to become a
victim of circumstances while building on the desire to succeed

and achieve personal goals.
Giving Up Excuses
Excuses are the cancer of change and growth. They are like a
disease that goes untreated and
continues to spread and inhibit a person’s potential. Leaders
who are excuse makers will
likely develop followers who do the same. In some cases,
excuses are valid; however, excuses
never change anything. If you can rationalize, justify, or make
other people or circumstances
responsible for your behavior, the behavior will not change.
On the other hand, if you own responsibility for your behaviors,
regardless of the reason for
that behavior, you at least situate yourself in a position of
power: to change or to stay the
same. Taking the first step involves avoiding the use of excuses
to serve as a crutch or a ratio-
nale for not trying. At that point, a stronger commitment to
excellence as a leader begins.
Overcoming the Fear of Failure
Psychologist Timothy A. Pychyl (2009) notes that “[a]lthough
we might all have some fear
about the future (feelings that are often related to avoidance
goals), to the extent that we feel
competent to engage in the tasks ahead of us, this fear of failure
doesn’t predict procrastina-
tion. We get on with our goal pursuit” (para. 12). Pychyl argues
that a person’s sense of self
should be rooted in a sense of competence, not in a sense of
fear. He notes that most people
experience fear; and that, in fact, fear can be considered as part
of the basic human condition.

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Section 2.2 The Role of Character in Leader Success
2.2 The Role of Character in Leader Success
A leader’s character can exert a considerable influence on his or
her ability to lead as well as
on the positive or negative influence the leader may have on the
behaviors of others. It is pos-
sible to lead with manipulation, a lack of integrity, intimidation,
and empty promises to fool
some, and perhaps even many, for a time. Sooner or later,
however, a leader’s character begins
to define the person and the credibility or lack of credibility
that the individual assumes that
enables him or her to influence and lead others.
Warren Bennis, the founding chairman of the Leadership
Institute at the University of South-
ern California, said, “Successful leadership is not about being
tough or soft, sensitive or asser-
tive, but about a set of attributes. First and foremost is
character.”
The terms used to describe the nature of an individual’s
character include that it is “strong”
or “weak,” good or bad character, or principled or unprincipled.
We may describe a person as
having high standards and morals or low standards and morals,
or as a person of integrity
whom you can trust or a person of questionable integrity whom
you have to watch out for.
Most have had the privilege of knowing or learning about

principled leaders of strong charac-
ter, and we’ve also all heard or read about leaders with major
character flaws. Abraham Lin-
coln, for example, is renowned for his strong and
uncompromising character. General Colin
Powell has been noted for the same characteristics in recent
times. On the other hand, also
in recent years, a number of high-profile business and political
leaders have gone to prison
because of ethical and moral lapses in character.
The U.S. Air Force defines a person’s character in terms of
integrity, honesty, loyalty, selfless-
ness, and compassion. John Wooden, in his book Wooden on
Leadership, simply explained
character as “respect for yourself, respect for others, respect for
the game, whether it is bas-
ketball, business, or anything else” (2005, p. 73).
We can define character as the beliefs, values, attitudes, and
conduct that defines or distin-
guishes a person. Figure 2.2 depicts the relationships between
these components of charac-
ter. Let’s look at each one closely.
Self-Reflection Questions
1. Colin Powell once said, “If you are going to achieve
excellence in big things, you
develop the habit in little matters. Excellence is not an
exception; it is a prevailing
attitude.” Evaluate this statement in light of the materials in this
section.
2. Can you think of examples of how the fear of success and/or
fear of failure might

prevent a person from receiving a promotion to a leadership
position? Explain your
answer.
3. Of the items listed as barriers to a commitment to excellence,
which do you believe
represents the most powerful negative force? How would you
overcome that barrier?
He suggests that developing and maintaining a sense of
competence can play an essential role
in the ability to pursue goals effectively. By taking this stance it
becomes possible to overcome
the fear of failure and pursue (rather than avoid) the desire to
succeed.
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Character
Beliefs
Values
Attitudes
Conduct
Leads to
Beliefs

A belief is an idea that one holds with conviction and accepts as
true or real. The core of a
person’s character resides within what a person believes.
Beliefs influence one’s purpose in
life, how he or she lives, and what the person holds to be true or
not true. People have beliefs
about how you should treat people, about how you should live
your life, about religion, and
possibly even about leadership. In preparing to lead, it is
important to examine your beliefs
because they will influence how you will act.
Values
Values constitute the stan-
dards, principles, ethics, and
moral code by which an indi-
vidual lives. Values are central
to character development. They
determine what one considers
right or wrong, acceptable and
not acceptable behavior, ethi-
cal and unethical, and what is
moral and what is not. A lead-
er’s values guide the principles
the person seeks to instill in
an organization (North ouse,
2013). Values have an impact
on the types of behaviors that a
leader permits and/or empha-
sizes; the type of climate or
work environment a leader
creates; and the emphasis a leader places on people and
performance, how things get done,
and even use of language. When a reasonably close match exists
between the values of lead-

ers and those they lead, employees are more likely to be
satisfied and are less likely to leave
(Hogan, Hogan, & Roberts, 1996; Hughes, Ginnet, & Curphy,
2012).
Attitude
An attitude is the mental position an individual holds regarding
a topic, person, or event that
influences the holder’s feelings, perceptions, learning
processes, and subsequent behaviors
(Fishbein & Ajzen, 1975). It contains three elements: the
cognitive, affective, and conative
components. The cognitive component reflects understanding
and awareness. The affective
part represents the emotional aspect of an attitude. The conative
element is what leads to
eventual behaviors regarding the attitude.
As a leader, some basic questions to answer might include the
following: How does my atti-
tude about a given matter affect how I respond to various
situations? How does it affect those
around me? In general, am I known for exhibiting a great
attitude and demeanor, a good atti-
tude, a bad attitude, or a temperament that is good or bad
depending on the circumstances or
how I feel at the moment?
Figure 2.2: Relationships among attitudes,
values, beliefs, and conduct
A person’s attitudes, values, and beliefs become evident in their
conduct.
Character

Beliefs
Values
Attitudes
Conduct
Leads to
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Our attitudes filter or alter the perspective through which we
view things. They affect many
aspects of life, including those on the job. Leaders display
attitudes toward numerous parts
of organizational life, including the treatment of subordinates;
relationships with members
of the opposite sex; feelings regarding smoking, the use of
alcohol, and various legal and ille-
gal drugs; manner of dress; methods of speaking to others
(including the use of profanity);
emotions regarding persons of other religions and races;
responses to persons in positions of
authority; and feelings about rule following and other basic
company practices.
Conduct
The culmination of a person’s attitudes, values, and beliefs
become evident in a person’s con-

duct (Baack, Fogliasso, & Harris, 2000). Outer behaviors are
what others see and what gives
them insights about a leader’s character. In essence, actions
speak louder than words. In the
final analysis, how a person acts is what defines the
individual’s character in the eyes of oth-
ers. An individual who exhibits arrogance and defensiveness
will quickly achieve a negative
image in the eyes of others, based on personal conduct and
demeanor. Conversely, behaviors
that others notice on the job include a passion for excellence as
exhibited by goal setting and
rewards given to others, selfless acts, counseling and helping
subordinates, communicating,
and in the general treatment of others.
In summary, conduct is a choice. Conduct is what truly
represents and reflects an individual’s
character and outward demeanor. A leader can choose to act in
positive or negative ways.
We all have considerable room to grow and learn in conducting
ourselves in a manner that
reflects a positive character and sets a good example for others.
Character building is a life-
long process and part of the process includes admitting to and
learning from mistakes.
Dr. Mimi Silbert and the Delancey Street Foundation:
Exemplifying Core Values
The relationship between personal character and leader
success should be readily apparent. Those who exhibit the
attitudes and behaviors that reflect solid values and carefully
considered beliefs appear more genuinely concerned about
others. This in turn bodes well for the efforts and outcomes a
leader’s team will achieve.

As an example of the role that character can play in leader
effectiveness, consider the Delancey Street Foundation. The
organization serves as a rehabilitation center for ex-felons,
drug addicts, alcoholics, and prostitutes. Those who enter
the Delancey Street program have experienced almost every
kind of tragedy imaginable. The average resident is the
product of four or five generations of poverty and two or three
generations with a history of incarcerations. These individuals
have typically been addicted to drugs or alcohol or both and
have been in prison four times. They are unskilled, functionally
illiterate with an average of a seventh-grade education, and
C. Flanigan/Getty Images
Leader of the Delancey
Street Foundation,
Mimi Silbert.
(continued)
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Section 2.3 Personal Characteristics and Actions
Dr. Mimi Silbert and the Delancey Street Foundation:
Exemplifying Core Values (continued)
have led a life of violence with little, if any, hope for the
future. But the four-year program has
a high probability of mainstreaming the graduates as productive
members of society and has
produced attorneys, businesspeople, technically trained people,
construction workers, and

many others who go on to lead successful lives.
The Delancey Street Foundation was founded by John Maher, a
former felon, who in 1971
invited Dr. Mimi Silbert to join him in creating a center for
criminal rehabilitation and
vocational training. The center was to be for ex-cons and run by
ex-cons with no staff or
government funding. Dr. Silbert, who has been the program’s
leader since the death of John
Maher in 1988, has a master’s degree in psychology from the
University of Massachusetts
and a PhD in criminology from UC Berkeley. Under her
guidance, the program grew rapidly
and now has a broader outreach than only those with criminal
records—it currently includes
homeless people and others who have hit rock bottom. It
remains totally self-sustained
by businesses and the participants who tend to its daily
operations. The organization has
expanded operations to Brewster, New York; Greensboro, North
Carolina; and San Juan
Pueblo, New Mexico.
The motto of the Delancy Street Foundation is “Enter with a
history, leave with a future.” Dr.
Silbert is very clear on her approach. She bases her program on
the principles of owning
responsibility for your behavior; the mastery of life skills such
as education skills, social
skills, and work skills; complete accountability; empowering
everyone to learn, earn, and
lead; and simple but strict rules, such as no alcohol, drugs, or
violence. The environment
resembles a large extended family and functions like one. The
foundation treats each person

with love and respect, and all participants learn three
marketable skills, earn a high school
equivalency, work to help support the foundation businesses,
and help others learn and
succeed. There has never been an act of violence since it was
founded. Clearly the character
of the leader, Mimi Silbert, explains a great deal of the success
of this vital organization.
1. Which beliefs and values that people hold are most strongly
related to the business
world? Defend your answer.
2. If you hear someone described as having a “bad attitude,”
which aspects of that
person’s attitudes, values, and beliefs do you think he or she is
exhibiting?
3. Is it possible to value a concept or even hold something as a
belief, yet fail to act
(conduct) on that value or belief ? If so, how might this happen?
2.3 Personal Characteristics and Actions
In preparing to lead, leaders should endeavor to know
themselves. A clear understanding of
personal strengths and weaknesses makes it possible to build on
the strengths while chang-
ing, managing, or finding ways to reduce, eliminate, or at least
compensate for the weak-
nesses. This section is designed to help leaders have a better
understanding of how people
become the ways they are and why they do what they do.

war82476_02_c02_029-064.indd 38 3/3/16 11:32 AM
Self
Genetics
(Nature)
Environment
(Nurture)
Personal Choices
Intelligence,
personality,
temperament
Physical
characteristics
Special
interests
or abilities
Role models,
friends, idols
Societal values,
training,
education
Experience,

circumstances
Unconstructive choices
that are harmful,
irresponsible, and
immature
Constructive choices
that are helpful,
responsible, and
mature
Belief, values, behaviors, habits
The primary forces help explain the nature of an individual’s
personality: genetics (nature)
and environment (nurture). At first, a debate ensued as to
whether one or the other was
the predominant source of personality formation. Some
concluded that we are a product of
nature, which means that each person’s behavior is programmed
through genetics. Others
believed that we are a product of nurture, which suggests that
the environment shapes a
person’s activities and mental functioning. Most theorists today
agree that both influence and
affect behaviors (Ceci & Wendy, 1999; Coll, Bearer, & Lerner,
2004).
It is possible that an additional factor has an impact on
behavior: one seldom mentioned in
psychology books: personal choice. For some, choice may be

the primary shaper of behaviors.
From this perspective, we can argue that many of the choices
people make in life are not
programmed or determined by heritage or environment but
rather are the result of personal
decisions.
Figure 2.3 displays the three factors that tend to have an impact
on subsequent behaviors.
This conceptual model indicates all three factors influence
personality formation. The encour-
aging implication of such a model is that it becomes possible to
take personal responsibility
for your actions. Awareness of personal choice means a person
can manage, change, or pur-
posely utilize or stop utilizing many of the behaviors that
genetics and environment shape. To
enhance your understanding of these three forces, let’s examine
each one.
Figure 2.3: How we get the way we are
Understanding what makes you you is an essential first step
toward building your strengths and
managing your weaknesses.
Self
Genetics
(Nature)
Environment
(Nurture)
Personal Choices

Intelligence,
personality,
temperament
Physical
characteristics
Special
interests
or abilities
Role models,
friends, idols
Societal values,
training,
education
Experience,
circumstances
Unconstructive choices
that are harmful,
irresponsible, and
immature
Constructive choices
that are helpful,
responsible, and
mature

Belief, values, behaviors, habits
war82476_02_c02_029-064.indd 39 3/3/16 11:32 AM
Genetics
Some researchers have concluded that genetically people are the
products of several genera-
tions of genes that can affect their physiological characteristics,
neurological characteristics,
intelligence, personality, temperament, mannerisms, special
interests or abilities, predisposi-
tion toward certain diseases, and other factors (Plomin, 1999).
However, it is impossible to
determine the exact role genetics play in forming an
individual’s personality and behaviors,
especially since environment and personal choices influence
many genetic factors. For exam-
ple, a person who is born with considerable potential
intellectually, musically, or athletically
may have that potential affected in positive or negative ways by
the environment or his or
her motivation to utilize that potential. On the other hand, while
another person may not be
naturally gifted in a particular area, through opportunities in the
environment that he or she
grows up in, or through dedication and practice, the individual
may be able to do well or even
excel in the chosen area.
Estimates regarding the degree to which genetics influence
personality and subsequent

behaviors vary widely (Hall, 1951). The influence becomes
apparent early on as we see babies
start to develop unique personalities and mannerisms. The
genetic differences in the children
in families provide some of the explanation as to why in the
same environment, one child may
be very energetic and outgoing and another calm and shy.
Researchers performed some of the most fascinating research in
determining the roles genet-
ics and environment play in behaviors using identical twins as
subjects. These individuals
were separated at birth, raised in different environments,
relocated as adults, and brought
back for extensive testing. The similarities in personality,
mannerisms, appearance, and inter-
ests are difficult to attribute to anything but genetics. The
University of Minnesota Center for
Twin and Family Research has conducted some of the best-
known research in this area (Segal,
2012).
Environment
One common expression is that you are a product of your
environment. This perspective
acknowledges that the environment a person encounters can
largely explain personal behav-
iors and attitudes. The behaviorist concept, as B. F. Skinner
first proposed, argues that envi-
ronmental conditioning shapes behaviors (Skinner, 1965, 1971).
Without question, a person’s environment plays a significant
role as the individual grows and
develops. The influence of parents, role models, teachers, and
friends influence the manner

in which a person operates in the world. These individuals
provide the rewards and punish-
ments that lead to various learned behaviors. Cultural
conditioning, societal values, the edu-
cational system, and personal experiences all influence
subsequent behaviors.
Skinner’s classical conditioning model explains a great deal of
what we term “reflexive”
behaviors. For instance, while driving, when you see a police
car, your automatic response is
probably to hit the brakes and slow down—even if you were not
speeding in the first place.
Further, we can associate positive reinforcements, or pleasing
consequences, with the ten-
dency to repeat behaviors. Leaders who praise and reward
workers for their achievements
can expect continued effort by those individuals in the future,
especially when the positive
war82476_02_c02_029-064.indd 40 3/3/16 11:32 AM
reinforcements are authentic (Biro, 2013). Geoffrey Canada, the
highly successful leader of
the Harlem Children’s Zone, relied on positive reinforcing
ideals to build character among the
youths his organization served (Fortune, 2014). Those who
continually rely on punishment
may not enjoy the same positive results. Skinner was among the
first to suggest that a reward-
based environment is more likely to lead to desired outcomes.

Personal Choice
You are, however, more than just a product of your environment
and heritage. In some ways,
assuming that you are simply a product of your environment
takes a passive view of human
behavior. It assumes that whether you turned out well or not is
solely a function of the envi-
ronment, of conditions outside of your control.
Many people who grew up in dysfunctional or unfortunate
environments used their situation
to motivate them to succeed and overcome the obstacles in their
lives. Others who grew up in
similar environments used their environment as an excuse to
make bad choices from which
they were unable to recover. At the same time, you may also
have known people who were
raised in enviable environments and had many privileges,
opportunities, and provisions to
help them succeed in life, but who wasted their lives and made
many bad choices. In fact, those
who grew up in the same family in similar environments
sometimes turn out very differently.
The same holds true for genetics. Individuals may overcome
various obstacles, including fac-
tors such as learning disabilities, to succeed in their endeavors.
Others with “great genes”
may squander those talents and fail to achieve their potential.
The good news, then, is that a person can learn to appreciate his
or her environmental influ-
ences and experiences that worked to the individual’s advantage
and does not have to become
resigned to the idea that any future outcome is inevitable or

predetermined. We base many
decisions in life regarding beliefs, values, behaviors, habits, and
about how to live on personal
choices. These decisions may be influenced by genetics and the
environment, but in the final
analysis remain up to the individual.
Many personal decisions can be constructive choices that are
responsible, mature, and help-
ful, or they can be unconstructive choices that are irresponsible,
immature, and harmful. A
leader who recognizes that life is filled with choices is in the
position to determine who he
or she wants to be and to learn from mistakes, and that leader
can make the needed changes.
This conclusion can lead to a stronger sense of personal agency,
or one’s ability to take action
in the world.
In summary, the factors influencing behaviors are often
complex and change over time. Future
leaders can learn to understand the behavioral chain reaction
shown in Figure 2.4 in order
to better understand the causes and effects of their behaviors.
The model suggests that the
way we think determines the way we act; actions that are
practiced become habits, and our
habits shape our character; our character subsequently shapes
our life path. This means that
an individual’s actions begin with what he or she thinks. Then,
over time, various actions turn
into habits, good and bad. Positive actions become desirable
habits. Those habits reflect the
character a leader exhibits. Over time, a positive life path
unfolds. In essence, nature, nurture,
and choice combine to finalize the path a person takes, as a

leader or in other endeavors.
war82476_02_c02_029-064.indd 41 3/3/16 11:32 AM
Thoughts Actions Habits Character Life Path
Section 2.4 The Keys to Personal Growth and Change
2.4 The Keys to Personal Growth and Change
Jack Welch, former CEO of General Electric, once said, “Before
you are a leader, success is all
about growing yourself. When you become a leader, success is
all about growing others.” His
words reflect one ongoing truth about leadership: Those who
succeed tend to be individuals
who are willing to make changes, seek personal growth, and
pass what they learn onto others.
This section examines some of the keys to personal growth and
change, beginning with the
willingness to undertake the effort. It focuses on changes we
can make to improve our lead-
ership skills. Leaders who are willing to accelerate their growth
and ability to make needed
changes rely on four keys: the courage to change, the desire to
learn, self-awareness, and own-
ing responsibility for behaviors. An analysis of these variables
follows.
The Courage to Change
The courage to change represents that starting point of any new
course of action. Such a com-
mitment becomes evident when a person is dedicated to trying

his or her best to accomplish
Figure 2.4: The behavioral chain reaction
The way we think determines the way we act. Actions that are
practiced become habits. Our habits shape
our character as a whole person mentally, emotionally,
physically, and spiritually. Our character shapes
our life path.
From Warrick, D.D. and Zawacki, Robert A. (1988). High
Performance Management. Colorado Springs, Eagle Press.
Copyright © D.D.
Warrick.
Thoughts Actions Habits Character Life Path
1. Genetics, environment, and personal choice were the three
primary factors
discussed in this section to explain why we are who we are.
Rank each from most to
least important in terms of how they explain why you are who
you are. Explain your
ranking.
2. Explain situations in which personal choice cannot overcome
the influence of nature
and nurture. How should a leader respond if such becomes the
case on the job or in
his or her organization?
war82476_02_c02_029-064.indd 42 3/3/16 11:33 AM

various outcomes in spite of the doubts and obstacles. When a
leader makes excuses for his
or her behavior or makes a half-hearted effort, do not expect
change to take place or last. On
the other hand, when a leader expresses enthusiasm and a strong
desire to change, this at
least creates the hope for a brighter future. Still, the proof
resides in actions. When a person
follows through on what he or she said would happen and
perseveres despite the challenges,
you will know that individual displays the courage to change.
The Desire to Learn
Have you ever considered how
teachable you are and how you
respond to opportunities to learn,
grow, and change? Being teach-
able constitutes the critical first
step to growing and changing. It
represents the degree to which
a person is willing to learn and
grow. The six questions displayed
in Table 2.2 will help you evaluate
whether you possess the desire to
learn.
iStock/Thinkstock
Leaders who are willing to grow and make needed
changes rely on four keys: the courage to change,
the desire to learn, self-awareness, and owning
responsibility.

Table 2.2: Questions related to becoming a teachable leader
1. Are you a humble person who seeks and welcomes
opportunities to learn?
2. Do you have an attitude that opens or closes the door for
learning and honest feedback?
3. Are you willing to admit and correct your mistakes and
weaknesses?
4. Do you listen more than you talk?
5. Do you seek knowledge and mentoring from others?
6. Are you discerning about who you listen to and where you
get your information from?
Humility
Being proud, arrogant, overly self-assured, and rebellious
inhibits the ability to learn. It takes
a humble person to seek and welcome the many opportunities
available for gaining knowl-
edge and wisdom. The individual puts aside preconceived ideas
and his or her ego in order
to be in a position to learn. Doing so may not always an easy
task but will be worth the effort.
Openness to Feedback
It is readily apparent when a person has a zeal for and capacity
to learn from any situation,
good or bad. The individual examines his or her own behaviors,
the behaviors of others,
war82476_02_c02_029-064.indd 43 3/3/16 11:33 AM

and watches people at every position and station in life. His or
her positive demeanor and
response invite open and honest dialogue and feedback.
Unfortunately, many miss opportu-
nities to learn because of their haughty or defensive attitude and
response to feedback that
quickly closes down communications. Openness to honest and
constructive feedback assists
in the learning process.
Willingness to Admit Mistakes
If you can admit your mistakes and weaknesses, you move into
a position to correct them.
Those who are too proud or stubborn to admit mistakes and
weaknesses and instead deny,
rationalize, or make excuses are less able to change and learn.
Humility and the willingness to
admit mistakes are closely related.
Listening Skills
Teachable people are great listeners. They learn everything they
can from others. You cannot
be learning from others while doing all or most of the talking.
Active listening involves listen-
ing with a purpose (Barket, 1971). It includes making a
conscious effort to eliminate inter-
nal filters and biases with the goal of accurately perceiving and
understanding the message.
Empathic listening takes place when you try to understand the
other person, including that
individual’s needs or wants. Effective leaders demonstrate both

skills. Leaders who listen are
able to create trustworthy relationships that are transparent and
breed loyalty (Llopis, 2013).
Listening skills enable higher-quality learning and more
effective leadership.
Seeking Out Mentoring
Teachable people are eager to find mentors. A mentor is a
person from whom you seek
knowledge on a regular basis or people you find in any
endeavor in life from whom you find
opportunities to learn. There are always those who are wiser
than you or know more than you
about something of importance. Effective learners and leaders
find and value these people.
Discerning About Sources
Teachable people are discerning about whom they listen to and
where they get their infor-
mation. Learning to be teachable makes change possible.
Teachable people are also aware,
however, that you can get bad counsel or embrace ideas and
philosophies that are not sound
or true. Effective learners always “consider the source” when
reviewing information, ideas,
or facts.
Self-Awareness
Self-awareness represents a second key component of personal
growth and change. It is
essential to being an excellent leader. Self-awareness plays a
major role in assisting who
wants to learn and grow. Perhaps you have heard the saying,
“What you don’t know can hurt
you.” Every person displays behaviors that others see but they

do not see in themselves. At
war82476_02_c02_029-064.indd 44 3/3/16 11:33 AM
Known To Self Not Known To Self
Known to
Others
Not Known
to Others
Public Self
Self known by both you and others
Hidden Self
Self known by you and hidden from others
Blind Self
Self known by others but not yourself
Unknown Self
Self unknown by both you and others
best, these blind spots may annoy others and at worst they may
limit a leader’s effectiveness.
Most are easy to correct, but instead they can go undetected
throughout life because of a lack
of self-awareness.
Figure 2.5 displays the Johari Window, a model that provides
insights into how to become

more self-aware (Luft & Ingham, 1955). The model is based on
what you and others know and
do not know about your behavior. The combination produces
four possibilities: a public self,
a hidden self, an unknown self, and a blind self.
Public Self
The public self (or public area) includes behaviors, feelings,
attitudes, and other elements
that a person knows about himself or herself and that others also
know. It tends to come from
being an open and transparent person. A prominent public self
makes it possible to have more
genuine relationships and operate more effectively with people
because how you think and
act are largely knowable. Displaying a prominent public self,
however, does not mean that you
need to disclose private details about your life that others do
not need to know. As one source
notes, “Top performing groups, departments, companies and
organizations always tend to
have a culture of open positive communication, so encouraging
the positive development of
the ‘open area’ or ‘open self ’ for everyone is a simple yet
fundamental aspect of effective lead-
ership” (Harvard.edu, 2015).
Blind Self
The blind self constitutes the part of a person’s behavior that
others are aware of but the
individual is not. This element might contain the habits,
mannerisms, strengths, weaknesses
or things going on that are obvious to others but not to you. It
may result from ignorance,
about oneself or from some form of delusion. Having a large
blind self typically occurs when

a person has a prideful, rebellious, or overly sensitive attitude
and seldom seeks or welcomes
feedback. Successful leaders work toward greater self-
awareness, thereby reducing the blind
self space while expanding the public self area.
Figure 2.5: The Johari Window
The Johari Window provides insights into how to become more
self-aware. Based on what is known and
not known about your behavior, the combination produces four
possibilities: a public self, a hidden self,
an unknown self, and a blind self.
Adapted from Luft, Joseph, and Ingham, Harrington (1955). The
Johari window, a graphic model of interpersonal awareness.
Proceedings of
the western training laboratory in group development. Los
Angeles: UCLA.
Known To Self Not Known To Self
Known to
Others
Not Known
to Others
Public Self
Self known by both you and others
Hidden Self
Self known by you and hidden from others
Blind Self
Self known by others but not yourself

Unknown Self
Self unknown by both you and others
war82476_02_c02_029-064.indd 45 3/3/16 11:33 AM
Hidden Self
The hidden self is the part of your behavior that you know about
but do not show to others. It
could include things about your past or feelings, opinions,
beliefs, or other things you do not
want people to know about such as your true agendas or motives
for doing something. While
good judgment would suggest that some feelings and opinions
are best left unexpressed and
some things in our life are best left unknown, it is important to
know that a large hidden self
makes it harder for people to get to know and trust you and very
difficult for leaders to lead.
In terms of self-awareness, a person who tells others how he or
she feels and one who is will-
ing to disclose other information effectively reduces the hidden
area and increases the open
area. Careful disclosure about oneself over time enables better
understanding, cooperation,
trust, team-working effectiveness, and productivity. Reducing
hidden areas also lessens the
potential for confusion, misunderstanding, and poor
communication, all of which undermine
effective leadership.
Unknown Self

The unknown self is that part of you that neither you nor others
know. It may be in your
subconscious mind or may just be things in your life that you
and others have yet to discover.
The process of self-discovery is a sensitive one. The extent and
depth to which an individual
is willing and/or able to discover such unknown feelings should
remain at the individual’s
discretion. Some people are more keen and able than others to
do this. Others may find it
advisable to avoid such self-examination or deal with it while
working in conjunction with
a mental health professional. This is because the unknown area
could contain repressed or
subconscious feelings rooted in formative events and traumatic
past experiences.
Conversely, seeking to discover one’s hidden talents and trying
new things with no great pres-
sure to succeed can help a person reduce the unknown area.
Effective leaders may establish
an environment that encourages self-discovery and promotes
constructive observation and
feedback among team members. This type of climate containing
an element of self-discovery
may cause people to fulfill more of their potential and, as a
result, achieve more.
In summary, self-awareness becomes increasingly important as
a leader assumes greater
responsibility, influences more people, and moves up in the
organizational hierarchy. The
importance of self-awareness to all of our lives and especially
to leaders is clear.
Owning Responsibility

Have you ever heard someone say, “That’s just the way I am,”
as if he or she can’t change?
Consequently, others must adjust to the way he or she acts. Do
you ever blame others, cir-
cumstances, or society for your bad moods, attitude, temper,
habits, or your choices in life?
Becoming responsible for your decisions and actions may not be
easy, especially when facing
injustices or unfortunate circumstances.
As difficult as it may seem, owning responsibility for your
behavior represents one hall-
mark of strong leadership. When people know a leader will
make the tough decisions and is
war82476_02_c02_029-064.indd 46 3/3/16 11:33 AM
Section 2.5 Changing Behaviors
responsible for the outcomes, they are far more likely to follow.
A leader who points fingers
at others or who tries to shirk responsibility for his or her
actions will never have a strong
following. Such people will never be strong leaders.
There is no limit to how much a person can accomplish if he or
she follows the four steps
noted in this section. At the same time, when any goes lacking,
growth and change become
difficult. Those who do not have the courage to grow and
change or make a half-hearted
effort are sure to undermine any efforts to improve and become
more effective. People who

are not very teachable are limited in their possibilities for
growth and change. The lack of
self- awareness creates blind spots, many of which could be
corrected, but that will remain
uncorrected and continue to limit a leader’s effectiveness.
Making others or circumstances
responsible for your behavior denies your ability to control your
own thoughts, actions, hab-
its, character, and life path.
1. Analyze the role courage plays in the willingness to change,
learn, and grow as a
person. Is it absolutely necessary? Defend your answer.
2. How might a mentor assist in making a potential leader more
open to feedback,
more willing to admit mistakes, and humbler? Think in terms of
serving as an
example or giving advice when forming your answer.
3. A public self or area is clearly related to leader effectiveness.
Which of the other
possibilities (the blind, hidden, or unknown self ) would be
most detrimental to
becoming a successful leader? Which would be the
easiest/hardest to change?
2.5 Changing Behaviors
Can people actually change their behaviors? We often hear,
“You can’t teach an old dog new
tricks.” There are, in fact, mental, emotional, physical, and
psychological issues that can make
change difficult. For most people, however, practicing the keys

to change as well as under-
standing the process makes it possible.
Change comes from altering the ways you think and by
practicing new behaviors until they
become habits. Figure 2.6 describes this as a three-stage change
process: a cognitive change
(changing the way you think); a behavioral change (practicing
new behaviors); and a habit
change (sustaining a new way of behaving). Contrary to what
some may believe, people of
any age can achieve change and, in many cases, they can do it
quickly. Let’s look at each stage
in turn.
war82476_02_c02_029-064.indd 47 3/3/16 11:33 AM
Stage I
Cognitive Change
Stage II
Behavioral Change
Stage III
Habit Change
Change in Thinking
A change in thinking
(awareness, understanding,
attitude, beliefs, values,
perceptions) increases

the probability of a
change in actions.
Keys Keys Keys
• Owning responsibility for
your behavior
• Awareness of the need
for change
• Teachability
• Commitment to change
Change in Actions
must be accompanied
by a change in actions
or vice versa to achieve
lasting change.
• Clear and realistic plan for
changing
• Practice, practice, practice
Change in Habits
New actions need to
be practiced to become
habits. The strength of
a new habit depends
on the commitment to
change and persistence
in practicing a new

behavior.
• Motivation to change
• Ability to make needed changes
• Support and encouragement
• Owning responsibility for behaviors
• Constructive feedback on progress
• Reinforcement of success
• Opportunity to learn from mistakes
• Reasonable consequences for
continued non-compliance
Stage I: Cognitive Change
The term “cognitive change” means to alter one’s thinking.
Keep in mind that the way a per-
son thinks often determines the way he or she acts. Whatever
influences a person’s thinking
processes, right or wrong, true or false, will drive the
individual’s actions. Therefore, one key
to cognitive change is to discern what you believe. That
information or thought can become
the basis for your reasoning and decision making. Successful
leaders learn to take the time to
practice thinking clearly before they speak or act. They do not
dwell on faulty thinking that
drives unproductive behaviors and feelings.
To prepare your thinking to make it possible to make desired
changes, it helps to begin by
practicing the keys to change. Consider that on any issue where
you are not teachable or open
to change, change will not take place. You’ll also limit the
possibility of change any time that

you make others or circumstances responsible for your behavior
or you deny, rationalize, or
justify behaviors that you could improve.
To understand how to specifically make a cognitive change,
assume that you want to change
your demeanor and the manner in which you treat others. First,
you can solicit feedback from
several people about how you can improve your effectiveness.
Assume several people com-
ment that you display a negative, cynical attitude. You
disciplined yourself to listen attentively
Figure 2.6: Changing human behavior
Change comes from altering the ways you think and from
practicing new behaviors until they become
habits. This is a three-stage change process: a cognitive change
(changing the way you think); a
behavioral change (practicing new behaviors); and a habit
change (sustaining a new way of behaving).
From Warrick, D.D. and Zawacki, Robert A. (1988). High
Copyright © D.D.
Warrick.
Stage I
Cognitive Change
Stage II
Behavioral Change
Stage III
Habit Change

Change in Thinking
(awareness, understanding,
attitude, beliefs, values,
perceptions) increases
the probability of a
change in actions.
Keys Keys Keys
• Owning responsibility for
your behavior
• Awareness of the need
for change
• Teachability
• Commitment to change
Change in Actions
must be accompanied
by a change in actions
or vice versa to achieve
lasting change.
• Clear and realistic plan for
changing
• Practice, practice, practice
Change in Habits
New actions need to

be practiced to become
habits. The strength of
a new habit depends
on the commitment to
change and persistence
in practicing a new
behavior.
• Motivation to change
• Ability to make needed changes
• Support and encouragement
• Owning responsibility for behaviors
• Constructive feedback on progress
• Reinforcement of success
• Opportunity to learn from mistakes
• Reasonable consequences for
continued non-compliance
war82476_02_c02_029-064.indd 48 3/3/16 11:33 AM
to their comments without overreacting (teachability). After
considering what was being said,
you conclude that they are right (self-awareness) and that you
were willing to take respon-
sibility for your attitude and not make excuses for why you
might have a negative attitude
(owning responsibility for your behavior). Finally, in evaluating
the consequences of having a
negative attitude to you and those you affect, you decide that it
is important for you to commit

to changing your attitude (commitment to change). You are now
ready to change.
Stage II: Behavioral Change
What actually changes behavior is having a clear and realistic
plan for changing and practic-
ing desired new behaviors until they become habits. Even
commitment is not likely to turn
into change unless a realistic plan is in place. The plan may be a
simple one, such as learning
to be an uplifting leader and having as your action plan
encouraging at least three people a
day. It might also be a more complex plan, such as developing
better listening skills. The plan
would include specific actions needed to become a better
listener combined with a plan for
practicing those skills.
What will actually start changing the desired behavior is
practice. You would not expect to
learn how to play the violin, hit a baseball, or master a dance
technique without practice.
Practice is essential to change and it is rarely easy. It takes hard
work, self-discipline, self-
control, and a willingness to learn from mistakes. When
someone practices something, he or
she will have successes and failures and good days and bad.
However, if the person practices
the right things enough, the behaviors will become habits and
the individual will start to
believe that he or she can change almost anything, given
sufficient time and energy.
Stage III: Habit Change

The most difficult part of change is staying the course long
enough to develop a new habit.
Something becomes a habit when it becomes common practice.
This does not mean that a
leader will not ever make mistakes, but it does imply that over
time the new behavior will
become the dominant behavior. If the individual starts slipping
back into old behaviors, the
goal becomes to make corrections as quickly as possible before
the old behaviors once again
become the norm.
Several factors increase the probability of developing a new
behavior into a habit. The person
must remain motivated and also realistic about what he or she
can and cannot accomplish,
given the realities of the situation. Motivation could come from
having realistic goals, tracking
your progress, and celebrating successes. As much as is
possible, it is particularly helpful to
work with others who focus on changing and encouraging one
another or to have one or more
persons who will provide support and encouragement for the
changes you are trying to make
and will do so without being judgmental or critical. Owning
responsibility for your behaviors
significantly raises the probability of change. If you or others
hold you accountable in a help-
ful way to do what you committed to do, you are far more likely
to keep your commitments.
war82476_02_c02_029-064.indd 49 3/3/16 11:33 AM

Amy Van Dyken-Rouen: Persevering Through Adversity
Swimmer Amy Van Dyken-Rouen is a six-time Olympic gold
medalist and the first female
American athlete to win four gold medals in one Olympics. She
is one of the greatest and
most respected athletes, male or female, of all time. She is well
known for her positive,
upbeat attitude. On June 6, 2014, after having dinner with
friends at a restaurant near
Phoenix, Arizona, she accidently hit a curb in the restaurant
parking lot in her all-terrain
vehicle and plunged over an embankment. She was rushed to the
hospital. Amy had severed
her spine and was paralyzed from the waist down. Her prognosis
was so bleak that doctors
told her to say goodbye to her husband, Tom Rouen, a former
punter with the Denver
Broncos.
Reports indicate that after surgery she was her typical spunky,
boisterous self and spent
the next 24 hours entertaining her family and the medical staff
who treated her. Since the
accident, she has sent out a stream of positive and uplifting
notes on social media. She is
determined to make as much progress as fast as she can and
possibly find a way to walk
again. While at the facility where she was recovering, she
learned how to drive with hand
controls, dress herself, and pick up things off the floor. She
went boating, climbed into a
kayak, and visited the zoo. She also started a charity called
Amy’s Army that will raise money
to buy equipment for paralyzed people who see their everyday

lives turned upside down.
Lest it appear that being so positive and dedicated when facing
such a challenging future is
easy, it is interesting to read some of Amy’s words. She has
said, “There have been a lot of
tears shed, for sure. This is not easy. I don’t want to portray the
fact that because I had a smile
on my face that it really is easy. It’s really not. It’s life
changing.” She has also advised, “Enjoy
every single moment, because you don’t know what’s around
the next turn,” and “You learn
from everything that happens in your life. If you start dwelling
on the negative stuff, you go
down this really dark rabbit hole.” Perhaps Amy Van Dyken-
Rouen will inspire more people
through her latest challenge and her ability to change and adapt
to new circumstances than
through all of her athletic achievements combined.
1. Consider the expression “Actions speak louder than words.”
How would the concepts
in this section apply to that idea?
2. Can you think of an instance where a behavior change would
take place first,
followed by a cognitive change? Explain your answer.
3. Are you a person who finds adapting and changing easy or
difficult? Which of the
three stages of change outlined in this section do you find
particularly difficult?
Why?

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Section 2.6 A Whole Person Approach
2.6 A Whole Person Approach
When you are about to assume the role of leader, it helps to
institute a planned approach. One
model you can use for this purpose is the whole person model.
A whole person perspective
means examining both the internal and external elements of life.
You need to attain a greater
understanding of yourself mentally, emotionally, physically,
and spiritually in order to strike
the proper balance with the external areas, such as family, work,
play, activities, relationships,
social life, and finances. In today’s fast-moving world, it is
very challenging to lead a reason-
ably balanced life. In fact, there are always so many
opportunities to learn, grow, and improve
that no one is likely to have everything in balance. But we owe
it to ourselves to try!
We can explain many of life’s challenges and problems by a
lack of balance. Inconsistencies,
bad decisions, lack of peace, purpose, and happiness, and many
interpersonal, emotional, and
physical problems result from being out of internal or external
balance. A beautiful, high-
quality violin that is not properly tuned plays poorly. In the
same way, a person will function
below his or her potential when the individual lacks balance and
becomes distracted by areas
of life that are time consumers and energy drainers. When one

part is out of balance, it begins
to affect other parts as well. For example, when people are out
of shape physically, they may
not have the energy to stay in balance mentally or emotionally
or may simply wear them-
selves out physically, which will then cause malfunctions in
other parts of the whole person.
On the other hand, a person who assumes responsibility for
keeping in reasonably good bal-
ance will increase his or her probability for success, happiness,
and good health and will
be less likely to have extended periods of down time
(unproductive time) and derailments
(major events in our lives that preoccupy us). This is not to say
that those who take a whole
person approach to leading their lives will not have trials,
misfortunes, setbacks, and failures.
But those who engage in a whole person approach to life will be
in better control than most
and will be in a better position to make quality choices
regardless of the circumstances.
Fortunately, the satisfaction in pursuing a whole person
approach to life comes more from the
effort than the outcomes. In other words, whether things work
out or not, you will have the
satisfaction of knowing that you gave your best given the
realities you were faced with. It also
equips us with an awareness of how we can grow from an
integrated, balanced position and
makes us more aware when things are getting out of balance.
Figure 2.7 provides a conceptual model of the whole person
approach. Individuals will need to
base their judgments of how in balance they are on their own

definitions of what the internal
and external components mean and what constitutes a sense of
balance, because the defini-
tions are a function of one’s own personal beliefs and ideals. It
is important to carefully think
through your definitions and assumptions. You will need to
decide what goes in the external
influences in the event that they differ from those listed. Some
guidelines for evaluating your
internal balance are described next.
war82476_02_c02_029-064.indd 51 3/3/16 11:33 AM
External
Balance
Internal
Balance
Family
Work
Play
Activities
Relationships
Social Life
Physical
Financial S

p
ir
itu
a
l
E
m
o
tio
n
a
l
Mental
?
Out of
Balance
Out of
Balance
Out of
Balance
Out of
Balance
1 2 3 4 5 6 7
1 2 3 4 5 6 7

1 2 3 4 5 6 7
1 2 3 4 5 6 7
In Balance
In Balance
In Balance
In Balance
Internal Balance
Mental
Emotional
Physical
Spiritual
Out of
Balance
Out of
Balance
Out of
Balance
Out of
Balance
Out of
Balance

Out of
Balance
Out of
Balance
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
In Balance
In Balance
In Balance
In Balance
In Balance
In Balance
In Balance
External Balance

Family
Work
Play
Activities
Relationships
Social Life
Financial
Figure 2.7: The whole person approach to growth
Take a look at your life from a whole person perspective and
evaluate which parts are in balance and
which parts may be out of balance by circling the appropriate
numbers.
Warrick, D.D. and Zawacki, Robert A. (1988). High
Copyright © D.D. Warrick.
External
Balance
Internal
Balance
Family

Work
Play
Activities
Relationships
Social Life
Physical
Financial S
p
ir
itu
a
l
E
m
o
tio
n
a
l
Mental
?
Out of
Balance

Out of
Balance
Out of
Balance
Out of
Balance
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
In Balance
In Balance
In Balance
In Balance
Internal Balance
Mental
Emotional
Physical
Spiritual
Out of

Balance
Out of
Balance
Out of
Balance
Out of
Balance
Out of
Balance
Out of
Balance
Out of
Balance
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
In Balance

In Balance
In Balance
In Balance
In Balance
In Balance
In Balance
External Balance
Family
Work
Play
Activities
Relationships
Social Life
Financial
war82476_02_c02_029-064.indd 52 3/3/16 11:33 AM
Mental Balance

Mental balance results from having a realistic but positive
mindset regarding your outlook
on life and how you process information. It involves being
selective about what you put into
your mind and what you consider in detail. Mental balance
requires the ability to discipline
and train your mind to think things through rationally and
objectively. Finally, such a balance
includes continuously growing in knowledge and wisdom.
Emotional Balance
Some emotions are physiologically based; however, most come
from one’s conscious and sub-
conscious mind. In other words, our emotions come primarily
from the way we think. Posi-
tive thinking tends to create positive emotions and negative
thinking tends to create negative
emotions. Emotional balance requires mental balance: becoming
aware enough of one’s emo-
tions, managing those emotions, and a willingness to take
responsibility for expressing your
emotions in helpful rather than harmful ways.
Physical Balance
Even though the body is one of our greatest and most important
resources and plays a major
role in our balance mentally, emotionally, and spiritually, we
often neglect our physical bal-
ance and devote far more attention to other priorities. Anyone
who has experienced health
and physical problems understands how important one’s body is
in effective functioning. It
takes energy to think positively, change habits, care about
others, and to do almost anything.

A lack of physical fitness and physical problems make the
challenges we face in life far more
difficult. Physical balance is primarily a result of having a
planned and disciplined way to stay
in reasonably good physical condition; being discerning about
what and how much to eat
and drink, as well as what to expose our bodies to; and taking
good care of the body and not
unnecessarily straining, stressing, and abusing it. The mind-
body connection has been well
understood for many years, and anyone seeking to become a
well-rounded person should
take it seriously (Mental Health Foundation, 2015).
Spiritual Balance
Although some prefer to disregard the spiritual side of balance,
many scholars throughout
history have considered the spiritual as an important part of the
whole person. There is prob-
ably more written about the spiritual side of our lives than any
of the other parts of the whole
person. For many, it can become the most important part of the
whole person because it can
give purpose and meaning to life and is typically the primary
source of our beliefs, values,
ethics, morals, relationships, and how we live (American
Holistic Health Association, 2015;
Daft, 2015).
Spiritual balance is particularly sensitive to how one defines it.
It is difficult to generalize
about how to achieve balance in this area. That said, spiritual
balance is typically a function
of living life with a purpose higher than yourself; diligently and
humbly seeking truth and

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Section 2.7 How to Stay Motivated and Continue to Grow
wisdom; treating others with great value and respect; and living
life in a selfless, worthy way
with high standards and moral values.
In summary, the whole person approach relies on personal
reflection regarding four key
elements. Mental health, emotional balance, physical health,
and spiritual balance all mesh
together to help an individual achieve personal well-being and
tranquility. These factors com-
bine to allow a person to assume the role of leader in a self-
assured and confident manner.
1. Explain the relationships among the four factors mentioned in
this section, as you
see them.
2. Thinking about your own life currently, which of the four
pillars of the whole
person do you feel needs the most attention? Why do you think
this is important to
becoming a stronger leader?
2.7 How to Stay Motivated and Continue to Grow
It is easy to look at successful people with envy, as if success in
one’s personal or profes-

sional life is luck! Lasting success isn’t luck. It takes a great
deal of motivation and continuous
growth to achieve success. It is not possible to rely solely on
past achievements for present
satisfaction.
The process of growth and change is ongoing. In order to be a
strong leader, one needs to stay
motivated and learn how to maximize one’s growth potential.
Staying committed to excel-
lence and to leading a productive life that makes a difference
and sets an example for others
takes focus, energy, and resilience. The guidelines in this
section can help you achieve this.
How to Stay Motivated
We can all relate to the significant difference in our
productivity when we are highly moti-
vated and when we are not. When we’re motivated to do
something, we are more focused and
energized, and when we aren’t motivated to do something, we
struggle to get started on tasks,
often procrastinate, and typically don’t do our best work.
Like most things in life, being motivated isn’t blind luck so
much as it is the result of a number
of things that a person can actually do. Table 2.3 provides
alternatives a person can pursue
to stay motivated. Keep in mind that staying motivated is hard
work, especially when we run
into obstacles, setbacks, and injustices that can make every
effort to steal away our motiva-
tion. However, the alternatives here make it possible for people
to have more control over

war82476_02_c02_029-064.indd 54 3/3/16 11:33 AM
Section 2.7 How to Stay Motivated and Continue to Grow
staying motivated and remove the dependence on constantly
changing circumstances. The
alternatives are especially important for leaders to consider, as
their motivation will have a
multiplier effect on others.
Table 2.3: How to stay motivated
Live life with a passion.
Set realistic goals.
Think, act, and speak like a motivated person.
Build on your strengths and develop new ones.
Surround yourself with motivated people.
Get involved in activities that keep you motivated.
Reevaluate activities that demotivate you.
Reward important accomplishments.
Make motivation contracts.
Build into your schedule ways to keep motivated.
Take a periodic inventory of your needs, goals, priorities, and
behaviors.

Take time for self-renewal.
Growth Guidelines
In today’s changing and competitive times, not growing and
changing is only an option for
those willing to get left behind. Coasting, investing your life in
things that won’t matter that
much over the long run, not learning from mistakes, or worse
yet, regressing, do have conse-
quences. On the other hand, remaining committed to continuous
growth has many potential
payoffs even though it is challenging and difficult at times.
Continuous growth makes it possible to have an adventurous,
rewarding, and satisfying life
that benefits others as well as yourself. For leaders, growth is
especially rewarding because it
may inspire subordinates to also discover and develop their
potential. You should follow the
guidelines in Table 2.4 to develop your potential.
There are helpful and harmful ways to grow, and we can grow
in right or wrong directions.
Even growth requires clear thinking and occasional assessments
of the results of your growth
so you can make necessary corrections. The alternatives will
provide important consider-
ations to keep in mind as you learn and grow. They are
especially important for leaders to
consider, as the growth or lack of growth of leaders sets a
pattern for others.
war82476_02_c02_029-064.indd 55 3/3/16 11:33 AM

Chapter Summary
Table 2.4: Guidelines for growth
Take one step at a time.
Change things that are changeable.
Learn from your mistakes and move on.
Grow from a position of humility.
Be available to help others change, but don’t force your growth
on others.
Periodically evaluate the consequences of your growth.
Surround yourself with growth-oriented people who will
encourage and support your growth.
Work toward being your best self as a balanced, whole person.
Choose not to be a victim.
1. At what time in your life did you feel least motivated or
inspired? What did
you do to get yourself out of that rut?
2. Give examples in your own life or in popular culture of
people who seem to
always be growing and learning. How do you generally regard
such people?

Do you feel they are successful? Do they seem fulfilled?
Explain.
Chapter Summary
Several key activities translate into eventual success when
preparing to lead. They include a
commitment to excellence, the desire to exhibit a strong level of
character, an assessment of
personal characteristics and activities, the willingness to grow
and change, and the ability to
enact the key behaviors vital to quality leadership.
• A commitment to excellence consists of several key
thoughts and actions. Among
them is the recognition that such a commitment will be an
ongoing process and that
several important barriers must be overcome.
• We can define character as the beliefs, values, attitudes,
and conduct that define or
distinguish a person.
• The primary forces that help explain the nature of an
individual’s personality
include genetics (nature), the environment (nurture), and
personal choice, all of
which play a role in a person’s subsequent behaviors and
activities as a leader.
• Leaders who are willing to accelerate their growth and
ability to make needed
changes rely on four keys: the courage to change, the desire to
learn, self-awareness,
war82476_02_c02_029-064.indd 56 3/3/16 11:33 AM

Leadership Applications and Tools
and owning responsibility. A three-stage change process
includes a cognitive change
(changing the way you think), a behavioral change (practicing
new behaviors), and a
habit change (sustaining a new way of behaving).
• The whole person approach relies on personal reflection
regarding four key
elements. Mental health, emotional balance, physical health,
and spiritual balance
all mesh together to help an individual achieve personal peace
as well as successful
preparation to become a leader.
• The process of growth and change is ongoing. In order to
be a strong leader, one
needs to stay motivated and learn how to maximize one’s
growth potential.
Key Terms
active listening Listening with a purpose;
making a conscious effort to eliminate
internal filters and biases with the goal of
accurately perceiving and understanding the
message.
attitude The mental position an individual
holds regarding a topic, person, or event
that influences the holder’s feelings, percep-
tions, learning processes, and subsequent

behaviors.
behaviorist Concept first proposed by B. F.
Skinner arguing that environmental condi-
tioning shapes people’s behaviors.
belief An idea that one holds with convic-
tion and accepts as being true or real.
character The beliefs, values, attitudes, and
conduct that define or distinguish a person.
empathic listening Listening with the
purpose of trying to understand the other
person, including that individual’s needs or
wants.
mentor A person from whom you seek
knowledge on a regular basis or people you
find in any endeavor in life from whom you
find opportunities to learn.
values The standards, principles, ethics,
and moral code that an individual lives by;
central to character development.
Leadership Exercises
1. Marvin holds the reputation of being his company’s “Jack of
all trades.” He has served
in a variety of roles for the firm, including a start on the
janitorial staff. After a brief
stint in that job, Marvin moved to customer service, where he
served as an inbound call

sales representative for 3 years. His sales were consistently the
highest in the depart-
ment. Following that time, he moved into the production
department and his role
became the quality control inspector for one of the lines. Time
and again management
has asked him about moving into a supervisory role. He has
consistently responded
that he is “not ready” to take on such a position. He points out
that he did not finish col-
lege but instead chose to join the workforce directly, which
makes him believe he does
not have the background to lead. You are in the human
resources department of the
war82476_02_c02_029-064.indd 57 3/3/16 11:33 AM
company. You have been asked to evaluate Marvin’s
unwillingness to lead across the
dimensions of:
• lack of awareness, knowledge, or motivation;
• fear of failure;
• fear of success;
• lack of purpose;
• making excuses; and
• becoming a victim of circumstances.
What kinds of questions would you pose to Marvin in the
attempt to understand his
attitude? For each potential cause of his unwillingness to lead,
what specific forms of

training or other activities would you recommend?
2. Table 2.1 identifies several levels of a commitment to
excellence. Evaluate each of these
items by considering the following factors that might result in
the level the person
exhibits. Make a case for how to improve on the factors that the
person can influence.
• the person’s age
• the person’s past record of success and failure
• the person’s level of interest in the company where he/she
works
• the person’s history of unfair and unequal treatment by
managers in this and
other organizations
• the person’s interest in monetary rewards
• the person’s interest in personal power and authority
• the person’s interest in the well-being of others
3. The following issues at times have made an impact on an
organization’s success by cre-
ating controversy and conflict. For each issue, consider the role
that attitudes, values,
and beliefs might play in creating the issue and finding methods
to resolve that issue.
• smoking on work grounds
• smoking on personal time and away from work
• whistleblowing
• use of social media to make political statements
What specific conduct might be associated with each issue?
4. Emma has been stuck in the same clerical job for many years.
She always receives high

marks in performance appraisals, yet management has never
asked her to apply for
a supervisory role. She has not taken the initiative to apply for a
leadership position
in this or in any other company. For that matter, she has not
been a leader in any of
her off-work activities, such as the local Rotary Club and in her
church. Finally, Emma
decides to speak with someone who might be able to play a
mentor role, a woman who
has advanced into middle management in her company.
Using the factors noted in Section 2.4, create a “game plan” for
Emma to help her
assume and then succeed in a leadership role in her work or
personal life.
5. Reread the opening paragraphs regarding Fritz Henderson’s
tenure at General Motors.
Using the Internet or other resources, find out any additional
information about him
that might be useful for the following exercise.
Which of the following elements of personal growth and change
appear to be missing
in Fritz Henderson’s preparation to lead GM at that difficult
time in the company’s
history?
war82476_02_c02_029-064.indd 58 3/3/16 11:33 AM

• the courage to change
• the desire to learn
• humility
• openness to feedback
• willingness to admit mistakes
• listening skills
• seeking out mentoring
• discerning about sources
• self-awareness
• accountability
Then assess the reasons Ed Whitacre was able to succeed in the
same setting.
6. Four components of a whole person approach to leadership
preparation include mental,
emotional, physical, and spiritual aspects. Explain the
relationships among these four
ingredients and develop a paragraph for each one outlining
specific activities that would
enhance that element in your own life. Then develop a plan for
a company’s leadership
training program that would build on the same four parts and
integrate them into one
coherent package.
Applications and Tools
1. Complete the Self-Interview Questionnaire including the
questions, a summary of your
strengths and opportunities for improvement, an action plan
with approximately two
changes or improvements you are willing to make, and the five
most important insights
you gained from doing all of the above.

The Self-Interview Questionnaire
Instructions: The purpose of the self-interview is to give you a
structured way to know
yourself better so you can more fully utilize your potential and
build on your strengths
and overcome or compensate for your weaknesses. The goal is
to gain a better under-
standing of your present realities, future ideals, and how you
can move step by step
toward the ideal.
1. My name is:
I have lived in:
2. My hobbies and interests include:
3. Something interesting about me from my past, present, or
future that most
people don’t know is:
4. The words or phrases that best describe me are:
5. Describe how you presently see yourself, how you think
others see you, and how
you would ideally like to be.
Consider all aspects of your life, including work, play, family,
people skills, techni-
cal skills, appearance, etc.
war82476_02_c02_029-064.indd 59 3/3/16 11:33 AM

Present Self as You See Yourself Present Self as Others See
You Ideal Self
6. The words that I would use to describe my past, present, and
ideal future are:
Past:
Present:
Future:
7. The things I value most in life and that are most important to
me are:
8. Some of the people, events, and books or philosophies that
have most influenced
me are:
People Events Books or Philosophies
war82476_02_c02_029-064.indd 60 3/3/16 11:33 AM
9. List those things in your life that have had the most positive
and negative effects:
Positive Effect Negative Effect
10. The ideal and actual priorities in your life:
Ideal Priorities Actual Priorities

(What I Would Ideally Like My Priorities to Be)
(The Priorities That Are Evident by the Way I Live
My Life)
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
11. Discuss the differences between your ideal priorities and
actual priorities and
how this affects your life.
12. Take a look at your life from a whole person perspective
and evaluate which
parts are in balance and which parts may be out of balance by
circling the appro-
priate numbers.
war82476_02_c02_029-064.indd 61 3/3/16 11:33 AM
Internal Balance
Mental
Out of

Balance
1 2 3 4 5
In
Balance
Emotional
Out of
Balance
1 2 3 4 5
In
Balance
Physical
Out of
Balance
1 2 3 4 5
In
Balance
Spiritual
Out of
Balance
1 2 3 4 5
In
Balance
External Balance
Family

Out of
Balance
1 2 3 4 5
In
Balance
Work
Out of
Balance
1 2 3 4 5
In
Balance
Play
Out of
Balance
1 2 3 4 5
In
Balance
Relation-
ships
Out of
Balance
1 2 3 4 5
In
Balance

Social
Life
Out of
Balance
1 2 3 4 5
In
Balance
Fitness
Out of
Balance
1 2 3 4 5
In
Balance
Activities
Out of
Balance
1 2 3 4 5
In
Balance
13. Evaluate how you rated yourself from a whole person
perspective and discuss
any observations or conclusions you’ve come to.
14. If you had a magic wand and were free to do anything you
wanted to with no

restraints or responsibilities, what are some things you would
do?
15. List anything that keeps you from fully utilizing your full
potential including real
obstacles and challenges and behaviors you tend to rationalize,
justify, make
excuses for, or make others or circumstances responsible for.
16. List five to ten of your life goals.
17. Complete the Personal Behavior Questionnaire that follows.
Copyright © D.D. Warrick
war82476_02_c02_029-064.indd 62 3/3/16 11:33 AM
2. Take the Personal Behavior Questionnaire
Personal Behavior Questionnaire
Instructions: This questionnaire provides an opportunity for you
to evaluate your behav-
ior by placing a (X) by each description that best describes you
and then listing three to
five major insights you got about yourself based on the words
and phrases you checked.
Keep in mind while checking the appropriate descriptions that it
is not uncommon to
engage in behaviors that seem like opposites but are both part of
our behavior. Also keep
in mind that we all can improve and that self-improvement is a
lifelong journey.

Public Self
___ 1. Passion for excellence and being your best and giv-
ing your best
___ 2. Accepts full responsibility for behavior without
making excuses
___ 3. Positive, uplifting person and attitude
___ 4. Lives with a sense of purpose and commitment to
making a difference
___ 5. Strong sense of beliefs and values
___ 6. Strong sense of morals, ethics, and doing what is right
___ 7. Clear sense of priorities and what is important
___ 8. Honest and straightforward
___ 9. Goal oriented
___ 10. Self-motivated
___ 11. Disciplined
___ 12. Organized
___ 13. Hard worker
___ 14. Productive
___ 15. Results oriented
___ 16. Able to be fun, spontaneous, and enjoy life
___ 17. Continuously learning, growing, and improving
___ 18. Very teachable person who seeks wisdom,
knowledge, and wise counsel
___ 19. Reasonably balanced person mentally, emotionally,
physically, and spiritually
___ 20. Genuine
___ 21. Selfless person who is concerned about the welfare
of others
___ 22. Makes others feel valued
___ 23. Treats everyone with respect
___ 24. Thinks before speaking
___ 25. Humble
___ 26. Admits and learns from mistakes
___ 27. Welcomes feedback
___ 28. Generous with time, talent, and resources
___ 29. Good people skills

___ 30. Good team player
___ 31. Skilled leader
___ 32. Makes wise choices
Hidden Self
___ 33. Public self and hidden self very different
___ 34. Insecure on the inside
___ 35. Manipulates others to get needs met
___ 36. Game player in dealing with people
___ 37. Inconsistencies in beliefs, values, and practices
“Me” Attitude
___ 38. Self-centered
___ 39. Primarily focused on my needs
___ 40. Taker more than a giver
___ 41. Does things my way
___ 42. Insensitive to others
Victim
___ 43. Blames others or circumstances for problems
___ 44. Thoughts, feelings, and actions controlled by
circumstances
___ 45. Does self-defeating things
___ 46. Seldom learns from mistakes
___ 47. Hopes others or circumstances will take care of my
needs
Crowd Pleaser
___ 48. Follows the crowd
___ 49. Does whatever is “in”
___ 50. Lives according to expectations of others
___ 51. Constantly seeking approval or attention
___ 52. Controlled by what others think
Survivor
___ 53. Does only enough to get by
___ 54. Coasts through life settling for second best
___ 55. Lacks ambition
___ 56. Spends considerable energy avoiding responsibility
___ 57. Operates below potential

Rebel
___ 58. Resists authority
___ 59. Problem maker
___ 60. Makes stands for shallow reasons
___ 61. Hostile
___ 62. Stubborn and resistant to wise counsel
Persecutor
___ 63. Spreads misery to others
___ 64. Puts others down
___ 65. Unforgiving
___ 66. Cynical
___ 67. Bitter and resentful
List three to five major insights you got about yourself based on
the words and phrases you checked.
war82476_02_c02_029-064.indd 63 3/3/16 11:33 AM
3. Assess your strengths and the facets of your skillset and
personality that present
opportunity for improvement.
Major Strengths and Opportunities for Improvement
Evaluate the information you have just completed and, utilizing
this information and
any other information you know about yourself, identify your
major strengths and
opportunities for improvement.
Major Strengths
List 10–15 of your major strengths (attitude, people skills,
technical skills, talents and

abilities, education, training, experiences, ability to handle
difficulties, mentors, faith,
stability, family, etc.).
Major Opportunities for Improvement
List 10–15 of your major opportunities for improvement
(weaknesses, behaviors you
need to change or improve, changes you need to make in your
life, educational and
training goals, getting your life in balance, etc.).
Action Plan
Include two to three important improvement goals with well-
thought-out plans.
Self-Improvement Goals Plan for Achieving Goals Target Date
for Completion
Five Major Insights
List and discuss your five major insights from this assignment.
war82476_02_c02_029-064.indd 64 3/3/16 11:33 AM
Part IV Bringing Out the Best in
Organizations and Yourself
CHAPTER 8 Organizational Skills
8.1 Leadership and Organizational Culture
8.2 Leading an Effective Organizational Communication System
8.3 Ethics and Social Responsibility

8.4 Leadership and Organizational Politics
Chapter Summary
CHAPTER 9 Leading Change
9.1 The Nature of Organizational Change
9.2 Models of Change Processes
9.3 Leadership and the Management of Change
9.4 Additional Challenges
Chapter Summary
CHAPTER 10 Balancing Life as a Leader
10.1 Stress Management
10.2 Time Management
10.3 Work-Life Balance
10.4 Committing to Being a High-Impact Leader and Making a
Difference
Chapter Summary
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war82476_08_c08_243-284.indd 244 3/3/16 1:16 PM
8 Organizational Skills

Monkeybusinessimages/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
• Integrate leadershipactivities with organizational
effectiveness criteria.
• Recognize the role of organizational culture in
achieving success.
• Analyze organizational communication systems and
learnhow to lead them.
• Understand ethical and socially responsible
activities.
• Adjust to and manage organizational politics as
needed.
war82476_08_c08_243-284.indd 245 3/3/16 1:16 PM
Section 8.1 Leadership and Organizational Culture
Introduction
Seth Goldman could be described as a “thirsty” man. As a
college student, he became frus-
trated with the products available on the market to quench a
person’s thirst. Some had too
much sugar, some had too much water, and others had weak
flavors. He shared his disillusion
with his professor at the Yale School of Management, Barry
Natebuff, in a class discussion
about major soft drink products in 1988.

Week 2 BUS 660 Contemporary Issues in Organizational Leadership.docx

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