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Chapter 12 - Leadership

By Carmen Gibson,2014-06-17 04:26
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Chapter 12 - Leadership ...

Chapter 12 - Leadership

    CHAPTER 12

    LEADERSHIP

KEY STUDENT QUESTIONS

Students have an intrinsic interest in leadership - they come into class wanting to know:

    1. “Do I have what it takes to be a leader?”

    2. “Are the people I know who are in leadership positions doing ? the right things?”

The problem is that when professors start talking about ―leadership theories,‖ students start to go to sleep.

    Your approach to solving this problem depends on your preferences for applied vs. laboratory research,

    but whichever you prefer; brush up on your storytelling skills!

    ? If your preference is applied research, emphasize leader traits and behaviors in your lecture. Get 1a copy of any of Kouzes’ and Posner’s books - they are crammed with examples and stories you

    can use to bring the criteria for being a leader to life. When discussing contingency theories of

    leadership, rather than talking about path-goal theory and the least-preferred coworker model,

    describe leaders such as Rudy Guiliani, who were seen as effective in certain circumstances, but

    not in others. Review research from the Center for Creative Leadership (www.ccl.org) for

    additional information on the successful leadership strategies of corporate executives.

    ? If your preference is for laboratory research, the trick is to tell the students the story behind the

    research. For example, Fiedler’s work was influenced by a seminal review of the leadership 2literature published by Stogdill in 1948. In his work, Stogdill suggested that it was time to stop

    looking at the traits of leaders, and instead look at how they were affected by their situations.

    Some of Fiedler’s earliest work was with basketball teams - he asked basketball players to

    describe both the people on the team and those rejected from the team. The results of that study

    showed that when basketball players were able to describe the people rejected from the team in

    positive terms, the team was more effective overall.

    Teaching Tip: A day or two before you are scheduled to teach the leadership

    chapter, ask your students to respond to Discussion Question 7 in writing. The

    question reads “Who are your heroes? What makes them heroes, and what can TT you learn from them?” By reviewing this input before class, you can create

    examples that will be more meaningful to the class. This is especially important if

    you have a very diverse class, as student responses can be very interesting and

    unusual! In one recent class, students chose Billy Graham and Hugh Hefner as

    leaders, as well as a prime minister from Thailand and Guan Zi Zai, the Chinese

    name for the Bodhisattva Avalokitesvara.

     1 Kouzes and Posner, Credibility (Revised Edition), Jossey-Bass, 2003.

     Kousez and Posner, Encouraging the Heart, Jossey-Bass, 2003. rd Kouzes and Posner, The Leadership Challenge (3 Ed.), Jossey-Bass, 2003. 2 Stogdill, R. M., ―Personal factors associated with leadership: A survey of the literature.‖

     J Psychol, 1948, 25, 35-71.

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Chapter 12 - Leadership

    CLASS PREWORK ASSIGNMENT

    EXPERIENTIAL EXERCISE 12.2 - EVALUATING YOUR LEADERSHIP STYLE

Objectives

1. To examine your personal style of leadership.

    2. To study the nature of the leadership process.

    3. To identify ways to improve or modify your leadership style.

Suggested responses

Student responses will vary.

    1. I would allow team members the freedom to do their jobs in their own way. 3 2. I would make important decision on my own initiative without consulting the workers. 2 3. I would allow the team members to make their own decisions. 4 4. I would not try to socialize with the workers. 2 5. I would allow team members to do their jobs as they see fit. 4 6. I would consider myself to be the group’s spokesperson. 4 7. I would be warm, friendly, and approachable. 5 8. I would be sure that the workers understand and follow all the rules and regulations. 3 9. I would demonstrate a real concern for the workers’ welfare 5 10. I would be the one to decide what is to be done and how it is to be done. 1 11. I would delegate authority to the workers. 4 12. I would urge the workers to meet production quotas. 5 13. I would trust the workers to use good judgment in decision making. 5 14. I would assign specific tasks to specific people. 3 15. I would let the workers establish their own work pace. 3 16. I would not feel that I have to explain my decision to workers. 3 17. I would not try to make each worker feel that his or her contribution is important. 5 18. I would establish the work schedules. 3 19. I would encourage workers to get involved in setting work goals. 5 20. I would be action oriented and results oriented. 4 21. I would get the workers involved in making decisions. 5 22. I would outline needed changes and monitor action closely. 3 23. I would help the group achieve consensus on important changes. 5 24. I would supervise closely to ensure that standards are met. 3 25. I would consistently reinforce good work. 4 26. I would nip problems in the bud. 3 27. I would consult the group before making decisions. 5

Suggested Responses to Discussion Questions

1. In what ways did your experience or lack of experience influence your responses to the

    survey?

    Experience will greatly influence survey responses.

2. In what ways did student scores and student responses to survey test items agree? In what

    ways did they disagree?

    Student scores and responses will vary based on shared experiences and views of leadership.

    Remember there is no one best way to lead; leadership will vary based on the given situation.

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Chapter 12 - Leadership

    3. What do you think accounts for differences in student leadership attitudes.

    Leadership attitudes will vary based on their learned experiences and knowledge of leadership.

4. How can students make constructive use of the survey results?

    Students could make constructive use of the survey results based on one’s theoretical understanding

    of leadership.

    Teaching Tips:

    1. It is important to remind students that this survey measures only two of the TT many facets of leadership style.

    2. It is also important that students recognize that the application of a people

    orientation versus a task orientation is highly situational.

    3. The exercise results might be clearer to students after a review of the Ohio

    University studies, the University of Michigan studies, and the managerial

    gird.

USING THE “UNFOLDING CASE”

    WILL WARREN BUFFETT LEAD BERKSHIRE HATHAWAY TO AN EVEN BETTER FUTURE?

    Teaching Tip: The easiest way to get students interested in this case, is also

    the simplest - just give them the following information. On January 30, 1990, a

    single share of Berkshire Hathaway stock sold for $7,250 - an unbelievable sum TT

    of money. As of November 10, 2007, the same share of Berkshire Hathaway

    sold for $132, 210.00 - a gain of 1823 percent! Who is the person behind such

    an impressive investment feat? The Management Close-Up introduces him -

    Warren Buffett.

CLASS ROADMAP

I. OBJECTIVE 1. DISCUSS WHAT IT MEANS TO BE A LEADER

    A. Leadership can be taught - it involves skills ―possessed by a majority, but used by a minority.‖

    B. Leaders influence others to attain goals.

    C. Outstanding leaders combine good strategic substance with effective interpersonal processes.

    Example: Use student examples from prework assignment to illustrate

    leadership.

     ?