| Foreword |
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xi | |
| Acknowledgments |
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xiii | |
| Editors |
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xv | |
| Contributors |
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xvii | |
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Chapter 1 Top Down Meets Bottom Up for Nanoscale CMOS and MEMS |
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1 | (22) |
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Chapter 2 Synthesis and Assembly of Inorganic and Inorganic--Organic Hybrid Nanomaterials by Microreactor-Assisted Chemical Processes |
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23 | (30) |
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Chapter 3 Studying Biologically Templated Materials with Atomic Force Microscopy |
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53 | (42) |
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Chapter 4 Environmental Fate and Effects of Nanomaterials in Aquatic Freshwater Environments |
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95 | (28) |
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Anastasia Georgantzopoulou |
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Chapter 5 Magnetron-Sputtered Hard Nanostructured TiAIN Coatings: Strategic Approach toward Potential Improvement |
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123 | (22) |
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Chapter 6 Functional Nanoceramics: A Brief Review on Structure Property Evolutions of Advanced Functional Ceramics Processed Using Microwave and Conventional Techniques |
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145 | (22) |
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Chapter 7 Design of Magnetic Semiconductors in Silicon |
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167 | (28) |
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Chapter 8 Solution-Based Fabrication of Carbon Nanotube Thin-Film Logic Gate |
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195 | (20) |
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Chapter 9 On the Possibility of Observing Tunable Laser-Induced Band Gaps in Graphene |
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215 | (22) |
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Chapter 10 Applications of Nanocarbons for High-Efficiency Optical Absorbers and High-Performance Nanoelectromechanical Systems |
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237 | (24) |
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Chapter 11 Carbon Nanostructures from Biomass Waste for Supercapacitor Applications |
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261 | |
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| Index |
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283 | (412) |
| Preface |
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viii | |
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PART ONE Leadership Is a Process, Not a Position |
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1 | (114) |
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Chapter 1 What Do We Mean by Leadership? |
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2 | (40) |
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2 | (1) |
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3 | (2) |
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Leadership Is Both a Science and an Art |
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5 | (1) |
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Leadership Is Both Rational and Emotional |
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6 | (2) |
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Leadership and Management |
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8 | (3) |
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11 | (1) |
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Myth: Good Leadership Is All Common Sense |
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11 | (1) |
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Myth: Leaders Are Born, Not Made |
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12 | (1) |
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Myth: The Only School You Learn Leadership from Is the School of Hard Knocks |
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13 | (2) |
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The Interactional Framework for Analyzing Leadership |
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15 | (1) |
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16 | (2) |
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18 | (6) |
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24 | (3) |
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Illustrating the Interactional Framework: Women in Leadership Roles |
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27 | (6) |
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There Is No Simple Recipe for Effective Leadership |
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33 | (2) |
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35 | (7) |
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Chapter 2 Leader Development |
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42 | (43) |
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42 | (3) |
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The Action--Observation--Reflection Model |
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45 | (2) |
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The Key Role of Perception in the Spiral of Experience |
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47 | (1) |
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Perception and Observation |
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47 | (2) |
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Perception and Reflection |
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49 | (1) |
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50 | (2) |
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Reflection and Leadership Development |
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52 | (2) |
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Single- and Double-Loop Learning |
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54 | (1) |
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Making the Most of Your Leadership Experiences: Learning to Learn from Experience |
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55 | (3) |
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Leader Development in College |
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58 | (2) |
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Leader Development in Organizational Settings |
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60 | (2) |
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62 | (4) |
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66 | (2) |
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68 | (3) |
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71 | (3) |
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Building Your Own Leadership Self-image |
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74 | (2) |
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76 | (9) |
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Chapter 3 Skills for Developing Yourself as a Leader |
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85 | (30) |
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Your First 90 Days as a Leader |
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86 | (1) |
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Before You Start: Do Your Homework |
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86 | (1) |
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The First Day: You Get Only One Chance to Make a First Impression |
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87 | (1) |
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The First Two Weeks: Lay the Foundation |
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88 | (2) |
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The First Two Months: Strategy, Structure, and Staffing |
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90 | (1) |
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The Third Month: Communicate and Drive Change |
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91 | (1) |
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92 | (1) |
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Creating Opportunities to Get Feedback |
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93 | (1) |
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Taking a 10 Percent Stretch |
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93 | (1) |
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94 | (1) |
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94 | (1) |
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Having a Developmental Plan |
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95 | (1) |
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Building Technical Competence |
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96 | (2) |
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Determining How the Job Contributes to the Overall Mission |
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98 | (1) |
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Becoming an Expert in the Job |
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98 | (1) |
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Seeking Opportunities to Broaden Experiences |
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99 | (1) |
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Building Effective Relationships with Superiors |
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99 | (1) |
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Understanding the Superior's World |
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100 | (1) |
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Adapting to the Superior's Style |
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101 | (1) |
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Building Effective Relationships with Peers |
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102 | (1) |
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Recognizing Common Interests and Goals |
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102 | (1) |
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Understanding Peers' Tasks, Problems, and Rewards |
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103 | (1) |
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Practicing a Theory Y Attitude |
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103 | (1) |
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104 | (1) |
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Conducting a GAPS Analysis |
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105 | (2) |
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Identifying and Prioritizing Development Needs: Gaps of GAPS |
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107 | (1) |
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Bridging the Gaps: Building a Development Plan |
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108 | (2) |
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Reflecting on Learning: Modifying Development Plans |
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110 | (1) |
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Transferring Learning to New Environments |
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110 | (5) |
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PART TWO Focus on the Leader |
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115 | (202) |
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Chapter 4 Power and Influence |
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116 | (34) |
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116 | (1) |
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Some Important Distinctions |
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116 | (3) |
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119 | (1) |
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120 | (3) |
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A Taxonomy of Social Power |
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123 | (1) |
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123 | (1) |
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124 | (2) |
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126 | (1) |
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127 | (1) |
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128 | (3) |
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Concluding Thoughts about French and Raven's Power Taxonomy |
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131 | (1) |
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132 | (3) |
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135 | (1) |
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Types of Influence Tactics |
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135 | (1) |
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Influence Tactics and Power |
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136 | (3) |
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A Concluding Thought about Influence Tactics |
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139 | (3) |
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142 | (8) |
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Chapter 5 Values, Ethics, and Character |
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150 | (35) |
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150 | (1) |
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Leadership and "Doing the Right Things" |
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150 | (2) |
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152 | (4) |
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Moral Reasoning and Character-Based Leadership |
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156 | (10) |
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Character-Based Approaches to Leadership |
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166 | (3) |
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The Roles of Ethics and Values in Organizational Leadership |
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169 | (3) |
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Leading by Example: the Good, the Bad, and the Ugly |
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172 | (2) |
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Creating and Sustaining an Ethical Climate |
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174 | (3) |
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177 | (8) |
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Chapter 6 Leadership Attributes |
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185 | (56) |
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185 | (1) |
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Personality Traits and Leadership |
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186 | (1) |
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186 | (4) |
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The Five Factor or OCEAN Model of Personality |
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190 | (3) |
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Implications of the Five Factor or OCEAN Model |
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193 | (5) |
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Personality Types and Leadership |
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198 | (1) |
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The Differences between Traits and Types |
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198 | (2) |
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Psychological Preferences as a Personality Typology |
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200 | (4) |
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Implications of Preferences and Types |
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204 | (3) |
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Intelligence and Leadership |
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207 | (1) |
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207 | (1) |
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The Triarchic Theory of Intelligence |
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208 | (5) |
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Implications of the Triarchic Theory of Intelligence |
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213 | (4) |
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Intelligence and Stress: Cognitive Resources Theory |
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217 | (3) |
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Emotional Intelligence and Leadership |
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220 | (1) |
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What Is Emotional Intelligence? |
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220 | (3) |
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Can Emotional Intelligence Be Measured and Developed? |
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223 | (2) |
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Implications of Emotional Intelligence |
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225 | (3) |
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228 | (13) |
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Chapter 7 Leadership Behavior |
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241 | (36) |
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241 | (2) |
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Studies of Leadership Behavior |
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243 | (1) |
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Why Study Leadership Behavior? |
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243 | (1) |
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243 | (5) |
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248 | (3) |
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251 | (3) |
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254 | (4) |
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258 | (3) |
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Assessing Leadership Behaviors: Multirater Feedback Instruments |
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261 | (7) |
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268 | (9) |
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Chapter 8 Skills for Building Personal Credibility and Influencing Others |
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277 | (40) |
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277 | (1) |
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The Two Components of Credibility |
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278 | (1) |
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278 | (1) |
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279 | (2) |
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281 | (2) |
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283 | (2) |
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Know What Your Purpose Is |
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285 | (1) |
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Choose an Appropriate Context and Medium |
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285 | (1) |
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286 | (1) |
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Actively Ensure That Others Understand the Message |
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287 | (1) |
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288 | (1) |
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Demonstrate Nonverbally That You Are Listening |
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289 | (1) |
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Actively Interpret the Sender's Message |
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289 | (1) |
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Attend to the Sender's Nonverbal Behavior |
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290 | (1) |
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290 | (1) |
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291 | (2) |
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293 | (2) |
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Speak Up for What You Need |
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295 | (1) |
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295 | (1) |
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Monitor Your Inner Dialogue |
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295 | (1) |
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296 | (1) |
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296 | (1) |
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Determine Whether It Is Necessary |
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297 | (1) |
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297 | (1) |
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298 | (1) |
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Provide Pertinent Materials in Advance |
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298 | (1) |
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298 | (1) |
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298 | (1) |
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299 | (1) |
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Effective Stress Management |
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299 | (3) |
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Monitor Your Own and Your Followers' Stress Levels |
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302 | (1) |
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Identify What Is Causing the Stress |
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302 | (1) |
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Practice a Healthy Lifestyle |
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303 | (1) |
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303 | (1) |
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Develop Supportive Relationships |
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303 | (1) |
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Keep Things in Perspective |
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304 | (1) |
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304 | (2) |
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306 | (1) |
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Identifying Problems or Opportunities for Improvement |
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306 | (1) |
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307 | (1) |
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Developing Alternative Solutions |
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308 | (1) |
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Selecting and Implementing the Best Solution |
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308 | (1) |
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Assessing the Impact of the Solution |
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309 | (1) |
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309 | (1) |
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Seeing Things in New Ways |
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309 | (2) |
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Using Power Constructively |
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311 | (1) |
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Forming Diverse Problem-Solving Groups |
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311 | (6) |
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PART THREE Focus on the Followers |
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317 | (162) |
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The Potter and Rosenbach Followership Model |
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320 | (3) |
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The Curphy and Roellig Followership Model |
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323 | (8) |
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Chapter 9 Motivation, Satisfaction, and Performance |
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331 | (60) |
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331 | (1) |
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Defining Motivation, Satisfaction, and Performance |
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332 | (6) |
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Understanding and Influencing Follower Motivation |
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338 | (2) |
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Maslow's Hierarchy of Needs: How Does Context Affect Motivation? |
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340 | (2) |
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Achievement Orientation: How Does Personality Affect Motivation? |
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342 | (4) |
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Goal Setting: How Do Clear Performance Targets Affect Motivation? |
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346 | (4) |
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The Operant Approach: How Do Rewards and Punishment Affect Motivation? |
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350 | (6) |
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Empowerment: How Does Decision-Making Latitude Affect Motivation? |
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356 | (4) |
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360 | (1) |
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Understanding and Influencing Follower Satisfaction |
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361 | (4) |
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Global, Facet, and Life Satisfaction |
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365 | (5) |
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Three Theories of Job Satisfaction |
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370 | (1) |
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Affectivity: Is the Cup Half Empty or Half Full? |
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370 | (2) |
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Herzberg's Two-Factor Theory: Does Meaningful Work Make People Happy? |
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372 | (3) |
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Organizational Justice: Does Fairness Matter? |
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375 | (1) |
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376 | (15) |
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Chapter 10 Groups, Teams, and Their Leadership |
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391 | (50) |
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391 | (1) |
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Individuals versus Groups versus Teams |
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392 | (2) |
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394 | (2) |
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396 | (1) |
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Developmental Stages of Groups |
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397 | (2) |
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399 | (3) |
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402 | (2) |
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404 | (4) |
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408 | (1) |
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Effective Team Characteristics and Team Building |
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408 | (7) |
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415 | (1) |
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416 | (1) |
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417 | (2) |
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419 | (1) |
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Leadership Prescriptions of the Model |
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420 | (1) |
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420 | (1) |
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421 | (1) |
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421 | (1) |
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421 | (1) |
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Diagnosis and Leverage Points |
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422 | (4) |
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Concluding Thoughts about the Team Leadership Model |
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426 | (3) |
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429 | (4) |
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433 | (1) |
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433 | (8) |
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Chapter 11 Skills for Developing Others |
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441 | (38) |
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441 | (1) |
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Goals Should Be Specific and Observable |
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442 | (1) |
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Goals Should Be Attainable but Challenging |
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442 | (1) |
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443 | (1) |
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444 | (1) |
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Providing Constructive Feedback |
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444 | (2) |
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446 | (1) |
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447 | (1) |
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447 | (1) |
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448 | (1) |
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448 | (1) |
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Give Positive as Well as Negative Feedback |
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449 | (1) |
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Avoid Blame or Embarrassment |
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449 | (1) |
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Team Building for Work Teams |
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449 | (1) |
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Team-Building Interventions |
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450 | (1) |
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What Does a Team-Building Workshop Involve? |
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451 | (1) |
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Examples of Interventions |
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452 | (1) |
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Building High-Performance Teams: The Rocket Model |
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453 | (2) |
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Context: What Is the Situation? |
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455 | (1) |
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Mission: What Are We Trying to Accomplish? |
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455 | (1) |
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Talent: Who Is on the Bus? |
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456 | (1) |
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Norms: What Are the Rules? |
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457 | (1) |
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Buy-In: Is Everyone Committed and Engaged? |
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458 | (1) |
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Power: Do We Have Enough Resources? |
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459 | (1) |
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Morale: Can't We All Just Get Along? |
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459 | (1) |
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460 | (1) |
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Implications of the Rocket Model |
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461 | (2) |
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463 | (1) |
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Why Delegating Is Important |
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463 | (1) |
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Delegation Frees Time for Other Activities |
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463 | (1) |
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Delegation Develops Followers |
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464 | (1) |
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Delegation Strengthens the Organization |
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464 | (1) |
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Common Reasons for Avoiding Delegation |
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464 | (1) |
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Delegation Takes Too Much Time |
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464 | (1) |
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464 | (1) |
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The Job Will Not Be Done as Well |
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465 | (1) |
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The Task Is a Desirable One |
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465 | (1) |
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Others Are Already Too Busy |
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465 | (1) |
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Principles of Effective Delegation |
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465 | (1) |
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465 | (1) |
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Decide Whom to Delegate To |
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466 | (1) |
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Make the Assignment Clear and Specific |
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466 | (1) |
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Assign an Objective, Not a Procedure |
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467 | (1) |
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Allow Autonomy, but Monitor Performance |
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467 | (1) |
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467 | (1) |
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468 | (1) |
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469 | (1) |
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Inspiring Commitment: Conducting a GAPS Analysis |
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470 | (1) |
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Growing Skills: Creating Development and Coaching Plans |
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471 | (1) |
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Promoting Persistence: Helping Followers Stick to Their Plans |
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472 | (1) |
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Transferring Skills: Creating a Learning Environment |
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473 | (1) |
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474 | (5) |
|
PART FOUR Focus on the Situation |
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479 | (216) |
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481 | (43) |
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481 | (5) |
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486 | (1) |
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How Tasks Vary, and What That Means for Leadership |
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486 | (2) |
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488 | (2) |
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490 | (1) |
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From the Industrial Age to the Information Age |
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490 | (2) |
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492 | (3) |
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The Informal Organization: Organizational Culture |
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495 | (6) |
|
A Theory of Organizational Culture |
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501 | (3) |
|
An Afterthought on Organizational Issues for Students and Young Leaders |
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|
504 | (1) |
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504 | (1) |
|
Are Things Changing More Than They Used To? |
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|
505 | (2) |
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Leading across Societal Cultures |
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|
507 | (4) |
|
What Is Societal Culture? |
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|
511 | (1) |
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512 | (3) |
|
Implications for Leadership Practitioners |
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|
515 | (1) |
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516 | (8) |
|
Chapter 13 Contingency Theories of Leadership |
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|
524 | (36) |
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524 | (1) |
|
Leader-Member Exchange (LMX) Theory |
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|
525 | (1) |
|
Concluding Thoughts about the LMX Model |
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526 | (1) |
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The Normative Decision Model |
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527 | (1) |
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527 | (1) |
|
Decision Quality and Acceptance |
|
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528 | (1) |
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529 | (3) |
|
Concluding Thoughts about the Normative Decision Model |
|
|
532 | (2) |
|
The Situational Leadership® Model |
|
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534 | (1) |
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534 | (2) |
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|
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536 | (1) |
|
Prescriptions of the Model |
|
|
536 | (1) |
|
Concluding Thoughts about the Situational Leadership® Model |
|
|
537 | (2) |
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|
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539 | (1) |
|
The Least Preferred Co-worker Scale |
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|
539 | (2) |
|
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|
541 | (1) |
|
Prescriptions of the Model |
|
|
542 | (2) |
|
Concluding Thoughts about the Contingency Model |
|
|
544 | (2) |
|
|
|
546 | (1) |
|
|
|
546 | (1) |
|
|
|
547 | (2) |
|
|
|
549 | (1) |
|
Prescriptions of the Theory |
|
|
550 | (1) |
|
Concluding Thoughts about the Path-Goal Theory |
|
|
551 | (2) |
|
|
|
553 | (7) |
|
Chapter 14 Leadership and Change |
|
|
560 | (53) |
|
|
|
560 | (1) |
|
The Rational Approach to Organizational Change |
|
|
561 | (3) |
|
|
|
564 | (2) |
|
|
|
566 | (3) |
|
|
|
569 | (1) |
|
|
|
570 | (4) |
|
Concluding Comments about the Rational Approach to Organizational Change |
|
|
574 | (3) |
|
The Emotional Approach to Organizational Change: Charismatic and Transformational Leadership |
|
|
577 | (1) |
|
Charismatic Leadership: A Historical Review |
|
|
577 | (7) |
|
What Are the Common Characteristics of Charismatic and Transformational Leadership? |
|
|
584 | (1) |
|
|
|
584 | (1) |
|
|
|
584 | (1) |
|
|
|
585 | (1) |
|
|
|
586 | (2) |
|
|
|
588 | (1) |
|
|
|
588 | (1) |
|
Identification with the Leader and the Vision |
|
|
589 | (1) |
|
Heightened Emotional Levels |
|
|
589 | (1) |
|
Willing Subordination to the Leader |
|
|
589 | (1) |
|
|
|
589 | (2) |
|
Situational Characteristics |
|
|
591 | (1) |
|
|
|
591 | (1) |
|
|
|
592 | (1) |
|
Other Situational Characteristics |
|
|
592 | (1) |
|
Concluding Thoughts about the Characteristics of Charismatic and Transformational Leadership |
|
|
592 | (3) |
|
Bass's Theory of Transformational and Transactional Leadership |
|
|
595 | (2) |
|
Research Results of Transformational and Transactional Leadership |
|
|
597 | (2) |
|
|
|
599 | (14) |
|
Chapter 15 The Dark Side of Leadership |
|
|
613 | (53) |
|
|
|
613 | (3) |
|
|
|
616 | (4) |
|
|
|
620 | (6) |
|
|
|
626 | (9) |
|
The Six Root Causes of Managerial Incompetence and Derailment |
|
|
635 | (2) |
|
Stuff Happens: Situational and Follower Factors in Managerial Derailment |
|
|
637 | (3) |
|
The Lack of Organizational Fit: Stranger in a Strange Land |
|
|
640 | (2) |
|
More Clues for the Clueless: Lack of Situational and Self-Awareness |
|
|
642 | (2) |
|
Lack of Intelligence, Subject Matter Expertise, and Team-Building Know-How: Real Men of Genius |
|
|
644 | (4) |
|
Poor Followership: Fire Me, Please |
|
|
648 | (3) |
|
Dark-Side Personality Traits: Personality as a Method of Birth Control |
|
|
651 | (5) |
|
|
|
656 | (10) |
|
Chapter 16 Skills for Optimizing Leadership as Situations Change |
|
|
666 | (29) |
|
Creating a Compelling Vision |
|
|
666 | (1) |
|
Ideas: The Future Picture |
|
|
667 | (1) |
|
Expectations: Values and Performance Standards |
|
|
668 | (1) |
|
Emotional Energy: The Power and the Passion |
|
|
669 | (1) |
|
Edge: Stories, Analogies, and Metaphors |
|
|
670 | (1) |
|
|
|
671 | (1) |
|
|
|
671 | (1) |
|
|
|
672 | (1) |
|
Conflict Resolution Strategies |
|
|
673 | (4) |
|
|
|
677 | (1) |
|
Prepare for the Negotiation |
|
|
677 | (1) |
|
Separate the People from the Problem |
|
|
677 | (1) |
|
Focus on Interests, Not Positions |
|
|
677 | (1) |
|
Diagnosing Performance Problems in Individuals, Groups, and Organizations |
|
|
678 | (1) |
|
|
|
679 | (1) |
|
|
|
679 | (1) |
|
|
|
680 | (1) |
|
|
|
680 | (1) |
|
Concluding Comments on the Diagnostic Model |
|
|
680 | (1) |
|
|
|
680 | (1) |
|
Executive Teams Are Different |
|
|
681 | (1) |
|
Applying Individual Skills and Team Skills |
|
|
681 | (1) |
|
|
|
682 | (3) |
|
|
|
685 | (1) |
|
Myths Surrounding the Use of Punishment |
|
|
686 | (1) |
|
Punishment, Satisfaction, and Performance |
|
|
687 | (3) |
|
|
|
690 | (5) |
| Index |
|
695 | |
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