Leadership experience 6th edition daft solutions manual 1

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CHAPTER 5 Leadership Mind and Emotion Chapter Outline Leading with Head and Heart Mental Models Developing a Leader’s Mind Emotional Intelligence Leading with Love versus Leading with Fear In the Lead Hollywood Studios John Harbaugh, Baltimore Ravens, and Jim Harbaugh, San Francisco 49ers Akshay Kothari and Ankit Gupta, Pulse News Leader’s Self-Insight Mindfulness Emotional Intelligence Love or Fear?

Leader’s Bookshelf What Got You Here Won’t Get You There Leadership at Work Mentors Leadership Development: Cases for Analysis The New Boss The USS Florida

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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Summary and Interpretation Leaders use emotional as well as intellectual capabilities and understandings to guide organizations through a turbulent environment and help people feel energized, motivated, and cared for in the face of rapid change, uncertainty, and job insecurity. Leaders can expand the capacities of their minds and hearts through conscious development and practice.

Leaders should be aware of how their mental models affect their thinking and may cause “blind spots” that limit understanding. Becoming aware of assumptions is a first step toward shifting one’s mental model and being able to see the world in new and different ways. Four key issues important to expanding and developing a leader’s mind are independent thinking, openmindedness, systems thinking, and personal mastery.

Leaders should also understand the importance of emotional intelligence. Four basic components of emotional intelligence are self-awareness, self-management, social awareness, and relationship management. Emotionally intelligent leaders can have a positive impact on organizations by helping employees grow, learn, and develop; creating a sense of purpose and meaning; instilling unity and team spirit; and basing relationships on trust and respect, which allows employees to take risks and fully contribute to the organization.

Traditional organizations have relied on fear as a motivator. Although fear does motivate people, it prevents people from feeling good about their work and often causes avoidance behavior. Fear can reduce trust and communication so that important problems and issues are hidden or suppressed. Leaders can choose to lead with love instead of fear. Love can be thought of as a motivational force that enables people to feel alive, connected, and energized; as feelings of liking, caring, and bliss; and as actions of helping, listening, and cooperating. Each of these aspects of love has relevance for organizational relationships. People respond to love because it meets unspoken needs for respect and affirmation. Rational thinking is important to leadership, but it takes love to build trust, creativity, and enthusiasm.

Your Leadership Challenge After reading this chapter, you should be able to: • Recognize how mental models guide your behavior and relationships.

• Engage in independent thinking by staying mentally alert, thinking critically, and being mindful rather than mindless.

• Break out of categorized thinking patterns and open your mind to new ideas and multiple perspectives.

• Begin to apply systems thinking and personal mastery to your activities at school or work.

• Exercise emotional intelligence, including being self-aware, managing your emotions, motivating yourself, displaying empathy, and managing relationships.

• Apply the difference between motivating others based on fear and motivating others based © 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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on love.

Key Terms and Concepts Mental models: theories people hold about specific systems in the world and their expected behavior.

Global mindset: the ability of managers to appreciate and influence individuals, groups, organizations, and systems that represent different social, cultural, political, institutional, intellectual, or psychological characteristics.

Independent thinking: questioning assumptions and interpreting data and events according to one’s own beliefs, ideas, and thinking, rather than pre-established rules or categories defined by others.

Mindfulness: a state of paying attention to new information and a readiness to create new mental categories in the face of evolving information and shifting circumstances.

Systems thinking: the ability to see the synergy of the whole rather than just the separate elements of a system and to learn to reinforce or change whole system patterns.

Personal mastery: the discipline of mastering yourself; it embodies clarity of mind, clarity of objectives, and organizing to achieve objectives.

Emotional intelligence: a person’s abilities to perceive, identify, understand, and successfully manage emotions in self and others.

Empathy: being able to put yourself in someone else’s shoes.

Fear-based motivation: motivation based on fear of losing a job.

Love-based motivation: motivation based on feeling valued in the job.

Introduction As Lieutenant Colonel Howard Olson surveys the crowd before him, he knows that most of the people in the room outrank him. Still, Olson opens his talk with the following statement: “Each and every one of you has something that makes you a jerk…. Some of you have more than one. I know. I’ve talked to you.”

The lecture is part of what the U.S Army informally calls “charm school,” a week-long course held annually for the select few who are promoted to brigadier general. Everyone knows about the Army’s skill at getting new recruits in boot camp to think and act in a new way, but few people © 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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have seen firsthand the training it uses to get high-ranking officers to make a mental and emotional leap. At charm school, new generals are advised to get in touch with their inner jerk and work on overcoming that aspect of their personality. Charm school is designed as a reminder that the great officers are those who genuinely care about their soldiers. Other recurring themes during the training include avoiding even the appearance of ethical violations, leading with moral courage, and overcoming arrogance, the “first deadly sin of the general officer.”

There’s no equivalent training in corporate America, but the lessons taught at the Army’s charm school are also being taken to heart at many of today’s business organizations, where leaders are learning to build work relationships based on trust, humility, caring, and respect.

Annotated Lecture/Outline I. Leading with Head and Heart To succeed in today’s environment requires whole leaders who use both their head and their heart.

They have to use their head to tend to organizational issues such as goals and strategies, production schedules, structure, finances, operational issues, and so forth. They also have to use their heart to tend to human issues, such as understanding, supporting, and developing others.

Current issues that require leaders to use both head and heart include:: • How to give people a sense of meaning and purpose when major changes occur almost daily • How to make employees feel valued and respected in an age of massive layoffs and job uncertainty • How to keep morale and motivation high in the face of corporate bankruptcies and dissolutions, ethical scandals, and economic crises New Leader Action Memo: As a leader, you can lead with both head and heart. You can expand the capacity of your mind, emotions, and spirit by consciously engaging in activities that use aspects of the whole self.

Discussion Question #2: What does it mean to be a whole leader as described in the chapter?

Can you give an example from your experience? Discuss.

Notes__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________ Leadership Challenge #1: Recognize how mental models that guide your behavior and relationships.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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II. Mental Models A mental model can be thought of as an internal picture that affects a leader’s thoughts, actions, and relationships with others. Mental models are theories people hold about specific systems in the world and their expected behavior.

Exhibit 5.1: Elements of a System An accurate mental model helps a leader understand how to arrange the key elements in these systems to get the desired outcome.

New Leader Action Memo: As a leader, you can become aware of your mental models and how they affect your thinking and behavior. You can learn to regard your assumptions as temporary ideas and strive to expand your mind-set.

Leaders have many mental models that tend to govern how they interpret experiences and how they act in response to people and situations.

Exhibit 5.2: Google Leaders’ Mental Model Leaders at Google, as well as other organizations, create mental models aligned with organizational needs, goals, and values. A leader’s assumptions shape his or her mental model, but, leaders can examine their assumptions and shift or expand mental models when needed to keep their organizations healthy.

A. Assumptions Leaders may have two very different sets of attitudes and assumptions about subordinates, called Theory X and Theory Y and these assumptions affect leader behavior. A leader who assumes that people can’t be trusted will act very differently in a situation than a leader who has the assumption that people are basically trustworthy. Leaders have assumptions about events, situations, and circumstances. Assumptions can be dangerous because people tend to accept assumptions as “truth.”

The leader can question whether long-held assumptions fit the reality of the situation.

Questioning assumptions can help leaders understand and shift their mental models.

B. Changing or Expanding Mental Models In a world of rapid and discontinuous change, the greatest factor determining the success of leaders and organizations may be the ability to change or expand one’s mental models. © 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

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used by surgeons on their travels, or under other circumstances where the major apparatus was unavailable.

Hippocrates says we must always be ready to make use of whatever happens to be at hand.

He says that dislocation inwards at the hip may be reduced in the following manner.

F . 24. Ladder arranged as a machine for the reduction of dislocations. A Plinthium of Nileus has been tied on the lower part of it and below this are two pulleys for the converting of the direction of extension. A similar pair of pulleys have been tied on the top step of the ladder.

F . 25. Reduction of shoulder by ladder with Plinthium of Nileus. Extension having been made, the operator is pulling out the head of the humerus by a thong. The assistant is bearing down on the patient’s neck.

It is a good, proper and natural mode of procedure, and has something of display in it, if anyone take delight in such ostentatious methods.

The patient is to be suspended from a crossbeam by the feet tied together by a strong, soft and broad cord.

The feet are to be about four inches or less from each other and a broad and soft leather collar also connected with the crossbeam, is to be put on above the knees, and the affected leg should be so extended as to be two inches higher than the other.

The head should be about two cubits from the ground and the arm should be stretched along the sides, and bound with something soft.

All these preparations should be made while he is lying on his back so that he may be suspended for as short a time as possible.

When the patient is suspended a person properly instructed and not weak, having introduced his arm between his thighs is to place his forearm between the perineum and the dislocated head of the femur, and then, having joined the other hand to the one thus passed through the thighs, he is to stand by the side of the suspended patient and suddenly suspend and swing himself in the air as perpendicularly as possible.

In fracture of the humerus, if the bone be set while the elbow is extended, the muscles of the arm will assume a different position when the elbow is flexed.

To set it in the flexed position, therefore, suspend a piece of wood like the handle of a spade from the roof by two chains one at each end.

Place the patient’s arm over this, so that the bar lies in the axilla.

Over the flexed forearm pass a shawl to which attach a great weight, so as to produce extension on the lower fragment of the humerus and thus reduce the deformity.

Apply the waxed bandages and compresses in this position.

The Pestle. Of reduction of the shoulder by means of the pestle,—an article for the preparation of food to be found in every Greek home,— Hippocrates says: “Those who accomplish the reduction by forcibly bending it over a pestle operate in a manner which is nearly natural. The pestle should be wrapped in a soft shawl for thus it will be less slippery.

“It should be forced between the ribs and the head of the humerus.

And if the pestle be short the patient should be seated on something, so that his arm can with difficulty pass over the pestle.

“But, for the most part, the pestle should be longer, so that the patient, when standing, may be almost suspended by it. And then the arm and forearm should be stretched along the pestle while some person secures the opposite side of the body by throwing the arms round the neck near the clavicle.”

Hesiod (Works and Days, 1, 421) says that the length of the culinary pestle was three cubits.

F . 26. Reduction of the ulna.

F . 27. Reduction of both bones at the elbow.

F . 28. Reduction of the shoulder with the ladder in the horizontal position. Operator pulling head of humerus outwards with a thong.

From other passages in Hippocrates it would seem that any pestle-like rod may be indicated. The word Celsus uses means a staff.

Hippocrates describes several methods of improvising a scamnum.

Any strong couch may be used as the bench, and extension and counterextension may be produced by poles levered against boards fixed to the feet of the couch, thongs being attached to the middle of the poles.

Or instead of boards attached to the feet of the couch a ladder may be placed below the couch and the poles levered against the steps of the ladder.

If along with either of these methods it were desired to extemporize a lever to press down a hump back, this could be done by driving a post into the ground alongside the couch and making a hole in the post for the end of the lever to play in.

Or the couch could be drawn alongside a wall and a hole made in the wall for the end of the lever.

In fracture-dislocation of the foot the extension might be made as follows: Having fixed in the ground the nave of a wheel or some such object, something soft is to be bound round the foot.

Next, some soft thongs are to be attached to the foot and the ends of the thongs are to be fixed to a pestle or similar pole. The end of the pole is to be fixed in the nave.

On pulling back the pole, the foot is extended, while counterextension is made by pulling on the shoulders and the ham of the patient.

Or, counterextension can be made by driving a pole into the ground to act as a perineal support.

Ladder. A ladder was an object which was always at hand and of service in the reduction of dislocations.

In treating of the ambè we showed one use of the ladder, namely to reduce the shoulder by levering the arm over a step. For other dislocations portable fittings could be applied to generate power for extension and to convert the direction of motion.

Thus, two pulleys might be affixed to the top steps and two to the lower, and a portable winch fitted to the lower part of the ladder.

One simple form of winch for this purpose was called the plinthium of Nileus.

It consisted merely of a small frame carrying an axle, with or without a ratchet. (Figs. 21, 22.)

Fig. 24 shows a ladder fitted up with pulleys at its top and bottom and a plinthium of Nileus below.

Fig. 25 shows the reduction of the humerus by a ladder so fitted. The ladder having been fixed in the ground, the arm has been passed over a step of the ladder and the plinthium of Nileus has tightened the thongs attached to the arm till the patient is almost suspended.

The operator is pulling the head of the humerus outwards by means of a fillet, while an assistant is pressing down the shoulders of the patient.

F . 29. Reduction of the wrist. The ladder is probably meant to be lying flat, but in the figure it is shown tilted up on its side in order to bring the parts into view.

F . 30. Reduction of the dislocated astragalus with the ladder in the horizontal position.

Fig. 26 shows the reduction of the ulna at the elbow, and Fig. 27 the reduction of both bones dislocated together. Fig. 28 shows the reduction of the shoulder. The ladder is placed horizontally in this case, the ends being supported on a pile of wood or stone blocks.

The patient is bound on the ladder, and while extension is made on the arm, the head of the humerus is pulled outwards by a thong passed inside it.

Fig. 29 shows the reduction of the wrist, extension and counterextension are made by thongs affixed below and above the wrist by clove-hitches; while Fig. 30 shows the reduction of the ankle on similar principles.

(In the case of the wrist the ladder is shown tilted up on its side, in order to bring the parts into view.)

A portable winch of more powerful principle was the Glossocomum of Nymphodorus. It is shown in Fig. 31; first, as it appeared when closed and ready for use, and next, with one of the shutters removed to show its internal construction.

It will be seen to consist of a crank, the rotation of which causes a worm on it to turn a cogged wheel.

Round the axle of the cog wheel are ropes passing to another axle, the circumference of which is increased by drums so as to multiply the power, after the manner shown in the figure. One whole turn of axle

moves cogged wheel forward one cog. Some of the inner details of the winch are shown below. Another portable winch was the Trispastum of Apelles or of Archimedes. Its construction is shown in Fig. 32, which shows the sides removed to display the working. In actual use, however, it was closed in like the last winch.

Reduction by Means of Inflating a Bladder. In describing the reduction of the dislocation of the spine Hippocrates says that he has tried to reduce the deformity by inflating a bladder affixed to a bronze tube and placed under the spine. The experiment, however, did not succeed for when the man was fairly extended the bladder yielded, and the air could not be forced into it, and besides, the hump of the patient was apt to slip off the bladder.

Hippocrates says he has written this expressly, for it is a valuable piece of knowledge to learn what things have been tried and have proved ineffectual, and wherefore they did not succeed.

Again he says that reduction by the bladder was celebrated in the case of the hip joint.

It is not a powerful method. It should be placed between the thighs uninflated so that it may be carried as far up in the perineum as possible, and the thighs, beginning at the patella, are to be bound round with a swathe, as far up as the middle of the thigh, and then a bronze pipe is to be introduced into one of the loose feet of the bladder and air forced into it. The patient is to lie on his side with the injured limb uppermost.

From this description it would seem that the bladder had consisted of some small skin such as that of a kid.

F . 31. Glossocomum of Nymphodorus. Two views, one showing it closed and ready for use, the other with the lid removed, to show the principle. A crank drives a shaft with a worm thread on it. The threads of the worm engage in notches in a drum. Ropes pass from the axle on which the cogged wheel drum is carried, to drums carried on a second axle. Below are parts of the machine showing its structure and also the method of fixing the rope ends. After Vidius. Power, only moves the cogged wheel one notch—great power therefore varying with length of crank. Power still further increased by lower axle being smaller than drums of upper.

F . 32. Trispastum of Apelles or Archimedes with the sides removed to show the works. The power depends on ratio of diameter of axle to length of crank in this figure. But if the lower drums were made smaller than upper as in Fig. 31, power would be further augmented accordingly.

F . 33. Succussion on a ladder for dislocation of the spine. The patient is bound to the ladder by the lower part of the body, the upper hanging free. The ladder is raised by the pulleys and suddenly allowed to drop.

Succussion, or Suspension on a Ladder. This was done for dislocation of the spine, and usually to astonish the mob, Hippocrates says, although so far as he was aware, the method had never straightened anybody yet.

To the mob, however, things of this sort are wonderful, and they never give a thought as to their utility.

A ladder was padded with leather, and on this the patient was laid on his back. The ankles were tied to the ladder by soft strong bands.

The arms were bound to the sides of the patient but not to the ladder.

By means of a rope or ropes affixed to the lower end of the ladder (Fig. 33) it was raised along the gable of a high house or a high tower, or the mast of a ship fixed in the ground. The ropes should run over a pulley or a winch.

For the sake of completeness we may conclude with a short account of the materials used for the treatment of congenital clubfoot by Hippocrates.

Most cases are remediable. After pulling and pushing the parts into position they are to be retained with cerate, made with a full proportion of rezin, with compresses or pads similar to those described in the treatment of fractures, and soft bandages applied in sufficient quantity but not too tight. The foot should appear to incline a little outwards.

A sole of leather not very hard, or of lead, is to be bound on as you are about to finish the bandaging, not in contact with the skin. The bandaging is to be carried up to the top of the calf, and the bandages are to be finished by stitching. A small shoe of lead is to be bound on externally to the bandaging, having the same shape as the Chian slippers had. This, however, should not be necessary. Thus this method requires neither cutting (tenotomy) nor burning nor any other complex means, for such cases yield sooner to treatment than one would believe. However they are to be fairly mastered only by time and not until the body has grown up in the natural shape, and then recourse is to be had to a shoe.

The most suitable are the buskins, which derive their name from traveling through mud, for this sort of shoe does not yield to the foot but the foot yields to it. A shoe shaped like the Cretan is also suitable.

(As Galen, the great admirer and annotator of Hippocrates, confesses that he is unable to give an exact account of either the Chian slippers, the buskins, or the Cretan shoes, we may leave it to individual imagination to conjecture their appearance.)

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