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The Jossey-Bass

Higher and Adult

Education Series

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Cover image: © Olga Yakovenko/iStockphotoCover design: Michael Cook

Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-BassA Wiley ImprintOne Montgomery Street, Suite 1200, San Francisco, CA 94104-4594—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by anymeans, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, orauthorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 RosewoodDrive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to thepublisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 RiverStreet, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing thisbook, they make no representations or warranties with respect to the accuracy or completeness of the contents ofthis book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. Nowarranty may be created or extended by sales representatives or written sales materials. The advice and strategiescontained herein may not be suitable for your situation. You should consult with a professional where appropriate.Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including butnot limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sitesoffered as citations and/or sources for further information may have changed or disappeared between the time this waswritten and when it is read.

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Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included withstandard print versions of this book may not be included in e-books or in print-on-demand. If this book refers tomedia such as a CD or DVD that is not included in the version you purchased, you may download this material athttp://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

ISBN: 978-1-118-39950-7 (paper)ISBN: 978-1-118-60250-8 (ebk.)ISBN: 978-1-118-60251-5 (ebk.)ISBN: 978-1-118-60252-2 (ebk.)

Printed in the United States of AmericaFIRST EDITION

PB Printing 10 9 8 7 6 5 4 3 2 1

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CONTENTS

Acknowledgments ix

About the Authors xi

Introduction xiii

Chapter 1 An Introduction to Leadership 1Activity 1 Leadership Paradigm Continuum 3Activity 2 Leaders and Leadership Behaviors 4Activity 3 Reflecting on Leadership 5Activity 4 Five Follower Competencies 6

Chapter 2 The Changing Nature of Leadership 10Activity 1 Myths About Leadership 12Activity 2 Leadership Metaphors 14Activity 3 Generations of Leadership Theories 15

Chapter 3 The Relational Leadership Model 18Activity 1 Reflecting on Leadership 20Activity 2 Develop a Vision Based on Values 23Activity 3 Connecting Ethics to Leadership 24Activity 4 Concept Map for Ethics and Leadership 26Activity 5 Personal Reflection on Ethics 28Activity 6 Bases of Power 29

Chapter 4 Understanding Yourself 32Activity 1 Understanding Your Talents 34Activity 2 Talents in Action 38Activity 3 What about Weaknesses? 39Activity 4 Values in Action (VIA) Exploration 41Activity 5 Personal Vision Statement 42Activity 6 Leading Change Skills Self-Assessment 43

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vi CONTENTS

Chapter 5 Understanding Others 48Activity 1 Understanding the Complexity of

Identity 50Activity 2 Gender Influences on Leadership 52Activity 3 Cultural Influences on Leadership 54Activity 4 Case Studies of Unassertive, Assertive,

and Aggressive Communication 55

Chapter 6 Leading with Integrity 60Activity 1 Values Continuum 62Activity 2 Ethical Assumptions about Leadership 64Activity 3 Ethical Decision Making 67Activity 4 Organizational Ethical Audit 69

Chapter 7 Being in Communities 71Activity 1 Privilege ‘‘Walk’’ 73Activity 2 Effective Communities 76

Chapter 8 Interacting in Teams and Groups 78Activity 1 Tuckman’s Touch Points 80Activity 2 Adjourning and the Role of the Leader 81Activity 3 Experience with Group Norms 83Activity 4 Hieroglyphics 84Activity 5 Drawing Conflict 85Activity 6 Behavior-Feelings-Reason 86Activity 7 Group Decision-Making Approaches 88Activity 8 Roles in Teams and Groups 91Activity 9 Team Action Toolkit 95

Chapter 9 Understanding ComplexOrganizations 99

Activity 1 Flipping the Pyramid 101Activity 2 Organizational Analysis 102Activity 3 Campus Culture Survey 103Activity 4 Enhancing Organizational Learning 104Activity 5 The Five Whys 107

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Contents vii

Chapter 10 Understanding Change 109Activity 1 Personal Change Inventory 111Activity 2 Change Quotations 112Activity 3 Stages of Change and the Relational

Leadership Model 113

Chapter 11 Strategies for Change 115Activity 1 Social Change Model of Leadership 117Activity 2 Social Justice Advocacy 123Activity 3 Narrowing Your Passions and Building

Coalitions 124Activity 4 Headlines 125Activity 5 Words Create Worlds 126Activity 6 The Power of Stories 127

Chapter 12 Thriving Together 130Activity 1 Well-Being Worksheet 132Activity 2 Reflect on Renewal and Balance 133Activity 3 Savoring the Good 134Activity 4 Creating a Spiritual Development Plan 135

Final Thoughts 137

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ACKNOWLEDGMENTS

Our partnerships in the development of this workbook and thefacilitation guide emerged from years of collaboration and activeengagement on the topic of leadership and social change. Manyindividuals offered expertise and input in the development of themodules and learning activities, and many others offered supportand encouragement throughout the process.

Susan Komives, Nance Lucas, and Tim McMahon, theauthors of Exploring Leadership (3rd edition), are the truearchitects of these materials. They provided the heavy lifting inthinking about leadership learning and personal development,and they helped us consider how to help students and leadershipeducators engage with their materials in powerful ways.

Thank you must go to the authors of the modules in theFacilitation and Activity Guide, which this workbook is basedupon. These leadership educators from across the country havebrought their best thinking, expertise, and experience to thesematerials.

Aaron AsmundsonMike BishopChris BohleKathleen CallahanStephanie ChangKristan CilenteKatherine Hershey ConlonDave DessauerRosanna DuranSarah Edwards

Sean GehrkeStacey GuentherPaige Haber-CurranJosh HiscockEric KaufmanMichelle KuselNick LennonAntron MahoneyLaura McMasterSteven Mills

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x ACKNOWLEDGMENTS

Laura OsteenJulie OwenJennifer PigzaKirstin PhelpsKerry PriestDavid RoschTom SegarMelissa Shehane

William SmedickMeredith SmithKathryn SturtevantPaul StonecipherDan TillapaughMark TorrezJillian WhiteSunshine Workman

We are extraordinary thankful to our editor, Erin Null.Her critical eye, supportive voice, and listening ear gave us thethoughtful guidance necessary to address challenges and findsolutions. She helped us navigate new territory with enthusiasmand wisdom, and we owe much of our success to her efforts.

Our thanks must also go to our encouraging families andfriends. Their patience and support made our efforts possible, andwe thank them with all our heart!

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ABOUTTHEAUTHORS

Wendy Wagner is an assistant professor of leadership andcommunity engagement in New Century College at GeorgeMason University. She is also the director of the Center forLeadership and Community Engagement and coordinator ofthe Leadership and Community Engagement Living LearningCommunity. Wendy’s scholarship is related to civic engagement,leadership development for social change, and the scholarship ofteaching and learning. In 2010 she received the Associationof American Colleges and Universities’ K. Patricia CrossAward recognizing future leaders of higher education in theareas of civic responsibility, teaching, and learning. At GeorgeMason University, Wendy teaches courses on leadership,community based research, and community engagement. Shewas coeditor of Leadership for a Better World (2009) and theHandbook for Student Leadership Development Programs (2010).Wendy earned her PhD in college student personnel from theUniversity of Maryland, her master’s in college student personnelfrom Bowling Green State University, and her undergraduatedegree in communication studies from the University ofNebraska–Lincoln.

Daniel T. Ostick serves as the coordinator for leadershipcurriculum development and academic partnerships in theAdele H. Stamp Student Union–Center for Campus Life at theUniversity of Maryland. Daniel regularly teaches courseworkon leadership theory and global leadership, and has publishedarticles and chapters on the Social Change Model of Leadership,diversity and leadership, and LGBT issues and leadership.

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xii ABOUT THE AUTHORS

Prior to his current position, he held positions in residencelife at the University of Maryland, the University of Texas atAustin, and the University of Illinois at Urbana–Champaign.Daniel earned his PhD in college student personnel from theUniversity of Maryland, received his master’s in college studentpersonnel administration from Indiana University, and obtainedhis undergraduate degree in advertising from the Universityof Georgia.

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INTRODUCTION

Exploring Leadership (3rd edition) defines leadership as, ‘‘arelational and ethical process of people together attempting toaccomplish positive change’’ (Komives, Lucas, & McMahon,2013). When leadership is approached in this way, workingwith others to accomplish change, everyone can be a leader.Starting with that assumption creates the opportunity for youto explore your strengths, experiences, and styles in order toengage with others in a way that feels authentic and true to you.Exploring Leadership addresses the important issues that emergewhen leaders work with others to accomplish change throughthe following sections:

Understanding leadership. An overview of how leadership has beenperceived differently over the years. Why modern realities callfor new approaches to leadership, and the presentation of theauthors’ relational leadership model.

Understanding yourself and others. An exploration of yourstrengths, values, and ways of being in relation to others, aswell as a discussion of the importance of ethics, character, andintegrity.

Understanding groups and organizations. A discussion of groupdevelopment and group processes and the complexity of lead-ership in organizations that are made up of many intersectinggroups.

Understanding the nature of change and thriving together. Anexploration of the processes of change and how change isinfluenced. How leaders can work together in ways that utilizestrengths and promote well-being for all in order to have thepersistence and resilience that leadership requires.

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xiv INTRODUCTION

ThisWorkbook

This workbook contains chapter overviews, learning outcomes,activities and worksheets for engaging with the topics, andreflection questions for further exploration. Each chapter ofthe workbook is connected to the corresponding chapter inboth Exploring Leadership (3rd edition) and the Facilitation andActivity Guide.

Charles Handy, in The Hungry Spirit (1999), argues that formost people life ‘‘is a process of discovery—of who we are, whatwe can do, and, ultimately, why we exist and what we believe.It is a circular process, because when we discover what we arecapable of and work out why we exist, it changes the way we seeourselves, which can send us off in new directions, discoveringnew capabilities and new reasons for our existence. This spiralingjourney is the true meaning of lifelong learning, and it remains,for those who pursue it, an endlessly fascinating experience, onewhich enriches not only the individual but all those around’’(p. 223).

It is our hope that this workbook provides you with tools toengage in this process of discovery of self and others and that itleads to the enrichment of the organizations and communitiesyou care about.

References

Handy, C. (1999). The hungry spirit: beyond capitalism: A quest for purpose inthe modern world. New York: Broadway Books.

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring Leadership:For College Students WHo Want to Make a Difference (3rd edition). SanFrancisco: Jossey-Bass.

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CHAPTER 1

AnIntroductiontoLeadership

Focus of Chapter

Leadership, in this text, is defined as a relational and ethicalprocess of people together attempting to accomplish positivechange. It is within this relational, ethical leadership processthat everyone can be a leader. Through engaging in a criticalthinking process, you can come to understand your personalexperiences, strengths, and values that guide your actions as youwork with others toward change.

The following are foundational principles of this emergingleadership paradigm:

• Leadership is a concern of all of us.• Leadership is viewed and valued differently by various disci-

plines and cultures.• Conventional views of leadership have changed.• Leadership can be exhibited in many ways.• Leadership qualities and skills can be learned and developed.• Leadership committed to ethical action is needed to encourage

change and social responsibility.

Consider these three basic principles to develop relationalleadership: (1) Knowing—you must know—yourself, how

1