Solution Manual with Case Notes for Introduction to Leadership Concepts and Practice 5th Edition by

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Lecture Notes Chapter 1: Understanding Leadership Learning Objectives 1. Summarize the seven concepts that are essential to leadership.

2. Discuss the findings of the Global Leadership and Organizational Behavior Effectiveness study.

3. Identify examples of destructive leadership.

Chapter Outline I. Introduction A. Leadership is a mutual influence process, involving both leaders and followers.

B. In every leadership situation, there are expectations and demands placed upon one or more individuals to initiate and take responsibility for a decision, event, or other need.

II. Leadership Explained A. ―Leadership Is a Trait‖ i. Trait is a distinguishing quality of an individual and defining leadership as a trait means that each individual brings to the table certain qualities that influence the way he or she leads. ii. Saying that leadership is a trait places a great deal of emphasis on the leader and on the leader‘s special gifts. a. It follows the often-expressed belief ―leaders are born, not made,‖ that leadership traits are innate rather than learned. iii. All of us are born with a wide array of unique traits and that many of these traits can have a positive impact on our leadership. a. It is possible to modify or change these traits to become an effective leader. iv. Effective leadership results when the leader engages the right traits in the right place at the right time. v. A person who has leadership ability is able to be a leader; that is, has the capacity to lead.

B. ―Leadership Is an Ability‖

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 i. While the term ability frequently refers to a natural capacity, ability can be acquired. For example, some people are naturally good at public speaking, while others rehearse to become comfortable speaking in public. ii. An example of leadership as ability is the legendary University of California at Los Angeles basketball coach John Wooden, whose teams won seven consecutive National Collegiate Athletic Association titles.

C. ―Leadership Is a Skill‖ i. Conceptualized as a skill, leadership is a competency developed to accomplish a task effectively. ii. Skilled leaders are competent people. They know what they need to do, and they know how to do it. iii. Viewed as a skill, leadership can be studied and learned.

D. ―Leadership Is a Behavior‖ i. Behavior is what leaders do when they are in a leadership role. a. The behavioral dimension is concerned with how leaders act toward others in various situations. ii. Unlike traits, abilities, and skills, leadership behaviors are observable. a. When someone leads, we see that person‘s behavior, unlike traits, abilities, and skills. iii. Task behaviors are used by leaders to get the job done. iv. Process behaviors are used by leaders to help people feel comfortable with other group members and at ease in the situations in which they find themselves.

E. ―Leadership Is a Relationship‖ i. Thought of as a relationship, leadership becomes a process of collaboration that occurs between leaders and followers. ii. In the interactive type of leadership, authority and influence are shared. a. It is not restricted to the formally designated leader in a group. iii. Thinking of leadership as a relationship suggests that leaders must include followers and their interests in the process of leadership. a. This approach has an ethical overtone because it stresses the need for leaders to work with followers to achieve their mutual purposes. iv. According to Komives, civic engagement entails ―the sense of personal responsibility individuals should feel to uphold their obligations, as part of any community.‖

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 v. Komives‘s 7 Cs of Change Model explains the process of accomplishing positive change. The ―seven Cs‖ are values that enable people to get to the goal.

F. ―Leadership Is an Influence Process‖ i. Leadership is a process whereby an individual influences a group of individuals to achieve a common goal. ii. Leadership is not a trait or an ability that resides in the leader, but rather an interactive event that occurs between the leader and the followers. iii. Stressing common goal gives leadership an ethical dimension because it lessens the possibility that leaders might act toward followers in ways that use coercion or are unethical.

G. Leadership vs. Management i. Management emerged out of the industrialization of work in the early 20th century and its purpose is to structure and coordinate various functions within organizations. ii. According to Taylor, the responsibility of workers was to provide the labor, and the responsibilities of managers were to design the ―one best way‖ for each task to be done, and then train, monitor, and evaluate each worker. iii. Barnard conceptualized two types of authority: a. Authority of position: The power to direct the work of an individual by someone in a higher position in an organization‘s structure. b. Authority of leadership: Ascribed to those in the organization who have the knowledge and ability needed for a task. iv. Both leadership and management involve influence, but leadership is about seeking constructive change, and management is about establishing order.

III. The Dark Side of Leadership A. The dark side of leadership is the destructive side of leadership where a leader uses his or her influence or power for personal ends.

B. Such leaders are ―toxic,‖ where their leadership leaves their followers worse off than they found them, often violating the basic human rights of others and playing to their followers‘ basest fears.

C. There are many current examples in the world today from the regime of Bashar alAssad in Syria, whose leadership has led to violent civil war that has left hundreds of thousands dead, to religious extremist groups, such as ISIS and al-Qaeda, who use their followers to engage in mass murder of innocents.

D. The meaning of leadership is complex and includes many dimensions.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 i. For some people, leadership is a trait or an ability, for others it is a skill or a behavior, and for still others it is a relationship or a process. ii. In reality, leadership probably includes components of all of these dimensions. Each dimension explains a facet of leadership.

E. There is a strong demand for effective leadership in society today. i. People feel the need for leadership in all aspects of their lives. ii. They want leaders in their personal lives, at school, in the work setting, and even in their spiritual lives.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

Lecture Notes Chapter 2: Recognizing Your Traits Learning Objectives 1. Explain the six key traits for successful leaders.

2. Compare the leadership of renowned global figures.

Chapter Outline I. Introduction A. Important leadership traits include diligence, trustworthiness, dependability, articulateness, sociability, open-mindedness, intelligence, confidence, selfassurance, and conscientiousness.

B. Because the list is so extensive, it is difficult to specifically identify which traits are essential for leaders. In fact, nearly all of the traits are probably related to effective leadership.

II. Leadership Traits Explained A. Results of studies conducted to identify the traits of effective leaders have produced a very long list of important leadership traits; each of these traits contributes to the leadership process.

B. Important traits based on research studies conducted by several investigators include achievement, persistence, insight, initiative, self-confidence, responsibility, cooperativeness, tolerance, influence, sociability, drive, motivation, integrity, confidence, cognitive ability, task knowledge, extroversion, conscientiousness, and openness.

C. Six key traits: Intelligence, confidence, charisma, determination, sociability, and integrity.

D. Intelligence i. Intelligence is an important trait related to effective leadership. Intelligence includes having good language skills, perceptual skills, and reasoning ability. ii. Intelligent leaders are well informed. They are aware of what is going on around them and understand the job that needs to be done.

E. Confidence

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

i. Confident people feel self-assured and believe they can accomplish their goals. They feel strong and secure about their positions, move forward and feel a sense of certainty and believe that they are doing the right thing. ii. Confidence is a trait that has to do with feeling positive about oneself and one‘s ability to succeed. iii. Confidence comes from understanding what is required of you.

Awareness and understanding build confidence. Confidence can also come from having a mentor to show the way and provide constructive feedback.

Confidence also comes from practice.

F. Charisma i. Charisma refers to a leader‘s special magnetic charm and appeal, and can have a huge effect on the leadership process. It gives the leader exceptional powers of influence. ii. Charisma can also be used by leaders in less positive ways. It enhances a leader‘s ability to gain people‘s devotion. Incorporated with charisma, are leaders‘ strong rhetorical skills, vision, and energy, which destructive leaders use to win others over and to exploit followers for their own ends. iii. Behaviors characterizing charismatic leadership: a. Charismatic leaders serve as a strong role model for the values that they desire others to adopt. b. Charismatic leaders show competence in every aspect of leadership, so others trust their decisions. c. Charismatic leaders articulate clear goals and strong values. d. Charismatic leaders communicate high expectations for followers and show confidence in their abilities to meet these expectations. e. Charismatic leaders are an inspiration to others.

G. Determination i. Determined leaders are very focused and attentive to tasks. a. They know where they are going and how they intend to get there. ii. Determination is the decision to get the job done. a. It includes characteristics such as initiative, persistence, and drive. iii. Staying focused on the task, clarifying the goals, articulating the vision, and encouraging others to stay the course are characteristics of determined leaders.

H. Sociability i. Sociability refers to a leader‘s capacity to establish pleasant social relationships.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

ii. Leaders who show sociability are friendly, outgoing, courteous, tactful, and diplomatic. a. They are sensitive to others‘ needs and show concern for their wellbeing. b. Sociable leaders have good interpersonal skills and help to create cooperative relationships within their work environments. iii. Some individuals are naturally ―people persons,‖ while others prefer to be alone. a. Although people vary in the degree to which they are outgoing, it is possible to increase sociability. Being friendly, kind, and thoughtful, as well as talking freely with others and giving them support, goes a long way to establish a leader‘s sociability.

I. Integrity i. Integrity characterizes leaders who possess the qualities of honesty and trustworthiness. ii. People who adhere to a strong set of principles and take responsibility for their actions are exhibiting integrity. iii. Leaders with integrity inspire confidence in others because they can be trusted to do what they say they are going to do. a. They are loyal, dependable, and transparent. b. Basically, integrity makes a leader believable and worthy of our trust. iv. Honesty helps people to have trust and faith in what leaders have to say and what they stand for. a. Honesty also enhances a leader‘s ability to influence others because they have confidence in and believe in their leader. v. Integrity demands being open with others and representing reality as fully and completely as possible. a. The challenge for leaders is to strike a balance between being open and candid and monitoring what is appropriate to disclose in a particular situation. vi. Integrity is a central aspect of a leader‘s ability to influence. If people do not trust a leader, the leader‘s influence potential is weakened. a. In essence, integrity is the bedrock of who a leader is. b. When a leader‘s integrity comes into question, their potential to lead is lost.

III. Leadership Traits in Practice

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

A. Harriet Tubman (1820–1913) i. Harriet Tubman was an American activist who played a major role in the abolitionist movement in the years leading up to the Civil War. a. She was born enslaved but escaped on the Underground Railroad in 1849. b. After gaining her own freedom, Tubman became a ―conductor‖ for the Underground Railroad, making 13 return trips and rescuing as many as 300 other enslaved people. c. During the Civil War, Tubman became a spy and soldier for the Union Army and was the first woman in the armed services to carry out a military operation. d. In 1863, she led the successful Combahee River Raid that freed more than 750 enslaved people. e. Later, Tubman settled in Auburn, New York, where she established a home dedicated to the care of older African Americans.

B. Harriet Tubman (1820–1913): Traits and Characteristics i. Harriet Tubman was a tenacious leader that had far-reaching impact despite horrific treatment, a lack of formal education, and seizures from her head injury. ii. She was both courageous and persistent in her efforts to end slavery. iii. Tubman was determined, focused, strong, and unpretentious. iv. Her leadership combined the spiritual and the practical. v. Tubman was a remarkable leader and her accomplishments extraordinary.

C. Winston Churchill (1874–1965) i. Winston Churchill was one of the greatest statesmen and orators of the 20th century. ii. In addition, he was a talented painter and prolific writer; he received the Nobel Prize in Literature in 1953. iii. Churchill served in the military during World War I, became prime minister of Great Britain in May 1940, and remained in that office through World War II, until 1945. iv. It was at this time that his masterful leadership was most visible. v. He made many famous speeches that had far-reaching effects on the morale of the people of Great Britain and the Allied forces.

D. Winston Churchill (1874–1965): Traits and Characteristics i. Winston Churchill‘s leadership was remarkable because it emerged from a man who was average in many respects and who faced challenges in his personal life.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

ii. On a societal level, he was a loner who had few friends. iii. On a personal level, he suffered from bouts of depression throughout his life. iv. Despite these characteristics, Churchill emerged as a leader because of his other unique gifts and how he used them. v. A voracious reader, Churchill was plain speaking, decisive, detail oriented, and informed. vi. Furthermore, he was very ambitious, both for himself, but also for his nation. He evoked strong reactions among his followers. vii. His political opponents characterized him as pugnacious, egotistical, and dangerous while his supporters thought him charismatic, courageous, and a genius. viii. In his oratory, the normally plainspoken Churchill used words and imagery in powerful ways that touched the hearts of many and set the moral climate of the war.

E. Mother Teresa (1910–1997) i. Mother Teresa received the Nobel Peace Prize in 1979 for her work with people living in poverty in Kolkata, India, and throughout the world. ii. She founded a new religious order, the Missionaries of Charity, to care for people who did not have adequate access to housing, healthcare, and other basic necessities, which today has more than a million workers in more than 40 countries. iii. Recognized with many international awards during her lifetime, Mother Teresa remained actively involved in her work to the very end, and declared Saint Teresa of Kolkata by the Pope.

F. Mother Teresa (1910–1997): Traits and Characteristics i. Mother Teresa was a simple woman of small stature who dressed in a plain blue and white sari, and who never owned more than the people she served. ii. From her first year on the streets of Kolkata where she tended to one dying person to her last years when thousands of people were cared for by the Missionaries of Charity, Mother Teresa stayed focused on her goal. iii. When criticized for her stand on abortion and women‘s role in the family, or her approaches to eliminating poverty, Mother Teresa responded with a strong will; she never wavered in her deep-seated human values. iv. A role model for others, Mother Teresa was a leader who practiced what she preached.

G. Bill Gates (1955–) i. A self-made man, Gates‘ interest in computers began at the age of 13 when he and a friend developed their first computer software program.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

ii. He cofounded Microsoft in 1975; Microsoft is one of the fastest-growing and most profitable companies ever established. iii. His Bill and Melinda Gates Foundation promotes education, addresses global health issues, sponsors libraries, and supports housing and community initiatives in the Pacific Northwest.

H. Bill Gates (1955–): Traits and Characteristics i. He had a vision about how to meet the technological needs of the people in the future and hired friends to help him accomplish the vision. ii. He often works 12 or more hours a day to promote his interest in software product development. iii. When accused by the government of antitrust violations, he appeared before congressional hearings and strongly defended his company. iv. Being simple, straightforward, unpretentious, and altruistic, he has demonstrated a strong concern for people experiencing poverty.

I. Oprah Winfrey (1954–) i. Oprah Winfrey is one of the most powerful and influential people in the world. ii. Winfrey learned to read at a very early age and skipped two grades in school. She was an honors student in high school and received national accolades for her oratory ability. iii. Starting her career at a local radio station, her work in the media eventually led her to Chicago where she became host of the highly acclaimed Oprah Winfrey Show. iv. After being an actor, a producer, a book critic, and a magazine publisher, in 2011 she left her successful television show to concentrate on her television network, OWN. Winfrey is also a highly regarded philanthropist. v. Winfrey received the Presidential Medal of Freedom in 2013. She also was the first Black woman to win the Golden Globe‘s Cecil B. DeMille Award in 2018 for her contributions to the entertainment industry.

J. Oprah Winfrey (1954–): Traits and Characteristics i. Winfrey is an excellent communicator. a. Since she was a little girl reciting Bible passages in church, she has been comfortable in front of an audience. ii. Winfrey is also intelligent and well read, with a strong business sense. iii. She is sincere, determined, and inspirational. iv. She is spontaneous and expressive, and has a fearless ability to selfdisclose.

K. LeBron James (1984–):

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

i. LeBron James is a professional basketball player for the Los Angeles Lakers. ii. He has been with three different teams during his professional career. iii. James has used his stature to speak out about NBA rules he thinks should be changed, mistakes made by the Cavalier‘s front office, and racist comments by NBA owners. iv. James has used his platform to champion racial equality and social justice. v. In 2020, he helped establish More Than A Vote, a nonprofit organization led by prominent Black athletes that is devoted to combating systematic, racist voter suppression through voter outreach and education. vi. He has supported numerous causes and community outreach programs, including Boys and Girls Clubs, the Children‘s Defense Fund, and a wholehouse renovation for a needy family.

L. LeBron James (1984–): Traits and Characteristics i. He has physical power and the ability to dominate other players on the basketball court. ii. He is a consistent performer, being selected to play in 16 NBA All-Star games, and also ambitious and determined to win championships. iii. He operates out of a strong set of principles, such as giving back to the community. iv. He has the emotional maturity and resilience to handle criticism and learn from it. v. His charisma has earned him spots on many magazine covers, and numerous invitations to host or be a guest on TV talk shows.

Lecture Notes Chapter 3: Understanding Leadership Styles Learning Objectives 1. Analyze the implications of Douglas MacGregor‘s two general theories.

2. Compare and contrast authoritarian, democratic, and laissez-faire leadership styles.

3. Assess your leadership style in different contexts.

Chapter Outline I. Introduction

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

A. It is important to recognize your personal style of leadership. This style affects how others respond to you, how they respond to their work, and, in the end, how effective you are as a leader.

II. Leadership Philosophy Explained A. Any philosophy of leadership is based on one‘s unique set of beliefs about the nature of people and the nature of work.

B. McGregor believed that understanding the motivations and attitudes of workers was central to knowing how to become an effective manager. i. He was interested in how managers view the motivations of workers and their attitudes toward work.

C. To explain the ways that managers approach workers, McGregor proposed two general theories: Theory X and Theory Y. D. Theory X: Assumption 1 i. This assumption argues that people do not like work; they view it as unpleasant, distasteful, or simply a necessary evil. According to this assumption, if given the chance, people would choose not to work.

E. Theory X: Assumption 2 i. This assumption says that without external directions and incentives people would be unmotivated to work. ii. From the perspective of Theory X, leaders play a significant role in encouraging others to accomplish their work.

F. Theory X: Assumption 3 i. The picture this assumption paints is of workers who want their leaders to take care of them, protect them, and make them feel safe. Because it is too difficult to set their own goals, workers want management to do it for them. ii. Theory X leaders believe it is their role to motivate followers because these workers have little self-motivation. Because of this belief, these leaders take on the responsibility for their followers‘ actions. From the Theory X perspective, it is clear that followers have a need for leadership.

G. Theory Y: Assumption 1 i. This assumption suggests people see work as satisfying and not as a punishment. It is a natural activity for them. In fact, given the chance, people are happy to work. Some people view work as a natural part of their lives.

H. Theory Y: Assumption 2 i. Theory Y suggests that people can and will make a conscious choice to work on their own. People can be committed to the objectives of their work.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

ii. When people can find commitment in their work, they will work without needing leaders to motivate or cajole them.

I. Theory Y: Assumption 3 i. Theory Y assumes that the average person is inherently resourceful and, if given the chance, will seek to take responsibility. ii. If given the chance, people have the capacity to engage in a wide range of goal-setting and creative problem-solving activities. iii. Theory Y argues that, given the opportunity, people will act independently and be productive.

J. Characteristics of a Theory Y leader: i. A theory Y leader views followers as capable and interested in working. ii. Though they may define work requirements, they do not try to control workers. Further, they do not see the need to use coercion or external reinforcement. iii. These leaders are aware of the motivation and commitment that their followers bring, and in turn they are attuned to helping the followers find their passion for what they want to do. iv. Theory Y leadership mean supporting followers without the need to direct or control them. Integrity K. Theory Z was developed by William Ouchi in the late 1970s and 1980s. It emphasizes common cultural values, beliefs, and objectives with a focus on communication, collaboration, and consensual decision making, while incorporating American individualistic values.

III. Leadership Styles Explained A. Leadership style is the behaviors of leaders, focusing on what leaders do and how they act. This includes leaders‘ actions toward followers in a variety of contexts.

B. The most commonly observed leadership styles associated with Theory X and Theory Y are authoritarian, democratic, and laissez-faire.

C. The outcome of the study by Lewin and colleagues was a detailed description of the nature of the leadership behaviors used for each of the three styles.

D. They also described the impact each of these three styles had on group members.

E. Authoritarian Leadership Style i. Authoritarian leadership style is very similar to Theory X in that the leaders perceive followers as needing direction. ii. Characteristics of authoritarian leaders: a. They determine tasks and procedures and exert influence and control over the group members.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

b. They do not encourage communication among members; instead, they prefer that communication be directed to them. c. They give praise and criticism freely, but is based on their personal standards and not based on objective standards. iii. There is an evidence that situational and personality factors can make authoritarian leadership more likely, including uncertain or negative circumstances where strong leadership is perceived to be a solution to problems, such as when a group is performing poorly, under time pressure or facing an external threat. iv. Authoritarian leadership has both pluses and minuses: a. On the positive side, it is efficient and productive. b. Authoritarian leaders give direction and clarity to people‘s work and accomplish more in a shorter period. c. On the negative side, it fosters dependence, submissiveness, and a loss of individuality.

F. Democratic Leadership Style i. Democratic leadership style strongly resembles the assumptions of Theory Y. ii. Democratic leaders see themselves as guides rather than as directors. a. They give suggestions to others, but never with any intention of changing them. b. Helping each follower reach personal goals is important to a democratic leader. iii. Democratic leaders speak on the same level as their followers. a. Making sure everyone is heard is a priority. b. They listen to followers in supportive ways and assist them in becoming self-directed. iv. They promote communication among group members and give suggestions without seeming to give orders or applying pressure. v. In their evaluation, democratic leaders give objective praise and criticism. vi. Positive outcomes: a. Democratic leadership results in greater group member satisfaction, commitment, and cohesiveness. b. There is more friendliness, mutual praise, and group mindedness. c. It results in stronger worker motivation and greater creativity. d. People are motivated to pursue their own talents under the supportive structure of democratic leadership.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

e. Under a democratic leader, group members participate more and are more committed to group decisions. vii. The downside of democratic leadership is that it takes more time and commitment from the leader. Work is accomplished, but not as efficiently as if the leader were authoritarian.

G. Laissez-Faire Leadership Style i. The laissez-faire leadership style is dissimilar to both Theory X and Theory Y. ii. Theory Y leaders do not try to control followers as Theory X leaders do, and they do not try to nurture and guide followers as Theory Y leaders do. iii. This is a stand-alone style of leadership that some have labeled “nonleadership.” iv. The laissez-faire leader is a nominal leader who engages in minimal influence. v. As the French phrase implies, laissez-faire leadership means the leader takes a ―hands-off, let it ride‖ attitude toward followers. a. Laissez-faire leaders have a very laid back attitude and make no attempt to influence their followers‘ activities. They make no attempt to appraise or regulate the progress of followers. vi. Effects of Laissez-faire leadership: a. Very little is accomplished under a laissez-faire leader because people are directionless and at a loss to know what to do, they tend to do nothing. b. Giving complete freedom can also result in an atmosphere that most followers find chaotic. As a result, productivity goes down. c. The lack of leadership from above can result in frustration that spurs followers to act and create positive outcomes. d. People who are self-starters, who excel at individualized tasks and do not require ongoing feedback, may prefer working under laissez-faire leaders.

Lecture Notes Chapter 4: Attending to Tasks and Relationships Learning Objectives 1. Compare task and relationship-oriented styles.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

2. Discuss the importance of both task and relationship-oriented behaviors for effective leadership.

Chapter Outline I. Introduction A. Behaviors determining leaders‘ success.

B. Two dimensions of leadership behavior are Task and Relationship Behaviors.

C. Personal styles: All of us have developed unique habits regarding work and play, which have been ingrained over many years.

II. Task and Relationship Styles Explained A. Task Style i. Task oriented people are Goal oriented. ii. Tasks give people a sense of control and self-mastery. iii. Characteristics of task-oriented people include using color codes in their daily planners, using sticky notes, etc.

B. Relationship Style i. Relationship-oriented people are not goal directed. ii. Strong orientation in the present. iii. Value trust in strong relationships.

C. Task–relationship continuum i. Task-oriented leadership appears on the left end of the continuum. ii. Relationship-oriented leadership appears on the right end of the continuum. iii. Most leadership falls midway between the two extremes of task- and relationship-oriented leadership.

D. Task Leadership i. Task leadership behaviors facilitate goal accomplishment. ii. Labels of task leadership: a. Initiating structure. b. Production orientation. c. Concern for production iii. Common behavior is influencing people toward goal achievement. iv. People vary in their ability to show task-oriented leadership.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

v. Those who are task oriented in their personal lives are naturally more task oriented in their leadership, and vice versa.

E. Relationship leadership i. Followers feel comfortable in any situation. ii. Labels of relationship leadership: a. Consideration behavior. b. Employee orientation. c. Concern for people. iii. Three things central to this behavior: a. Treating followers with dignity and respect. b. Building relationships and helping people get along. c. Making the work setting a pleasant place. iv. A leader‘s challenge is to integrate the two types of leadership behaviors in an optimal way while effectively adapting to followers‘ needs. v. Third category: Change Behavior. a. The four components to change behavior are visioning, intellectual stimulation, risk taking, and external monitoring. b. An effective leader: Adapts to followers‘ needs. Helps to achieve goals. Attends to each follower.

Lecture Notes Chapter 5: Developing Leadership Skills Learning Objectives 1. Explain the role of developing administrative skills for being an effective leader 2. Describe the connection between strong interpersonal skills and good leadership 3. Apply conceptual leadership skills when met with challenges

Chapter Outline I. Introduction A. Leadership skills critical for success.

B. Research shift from traits to skills.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

C. Three categories of leadership skills: administrative skills, interpersonal skills, and conceptual skills.

II. Administrative Skills Explained A. Administrative skills refer to those competencies a leader needs to run an organization in order to carry out the organization‘s purposes and goals.

B. They help a leader to accomplish the mundane but critically important aspects of showing leadership.

C. Administrative skills involve planning, organizing work, assigning the right tasks to the right people, and coordinating work activities.

D. Administrative Skills in Practice i. Managing People a. ―Management by walking around‖: An effective leader connects with people and understands the tasks to be done, those skills required to perform them, and the environment in which people work b. Skills of effective leaders: Being involved rather than being a spectator. Helping employees to work as a team. Motivating them to do their best. Promoting satisfying relationships among employees. Responding to the employees‘ requests. Dealing with urgent staff matters. Attention to recruiting and retaining employees. c. Leaders need to communicate effectively with their own board of directors, as well as with any external constituencies such as the public, stockholders, or other outside groups that have a stake in the organization. ii. Managing Resources a. Resources are the lifeblood of an organization. b. Resources in an organization include people, money, supplies, equipment, space, or anything else needed to operate an organization. c. Obtaining resources: Can include a wide range of activities such as ordering equipment, finding work space, or locating funds for special projects.

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

d. A leader may be required to allocate resources for new staff or new incentive programs, or to replace old equipment. iii. Showing Technical Competence a. Technical competence involves having specialized knowledge about the work we do or ask others to do. It also involves understanding the complex aspects of how an organization works. It includes understanding the intricacies of how an organization functions. b. Technical competence gives an understanding required to direct the many different people to perform together successfully. c. It is sometimes referred to as ―functional competence‖ because it means a person is competent in a particular function or area.

III. Interpersonal Skills Explained A. Interpersonal skills are people skills, those abilities that help a leader to work effectively with followers, peers, and superiors to accomplish the organization‘s goals.

B. While some people downplay the importance of interpersonal skills or disparage them as inconsequential, leadership research has consistently pointed out the importance of interpersonal skills to effective leadership.

C. Interpersonal Skills in Practice i. Being Socially Perceptive a. Social perceptiveness includes having insight into and awareness of what is important to others, how they are motivated, the problems they face, and how they react to change. b. A leader with social perceptiveness has a keen sense of how employees will respond to any proposed change in the organization. c. Example: One example that demonstrates the importance of social perceptiveness is illustrated in the events surrounding the graduation ceremonies at the University of Michigan in the spring of 2008. ii. Showing Emotional Intelligence a. Emotional intelligence is concerned with a person‘s ability to understand his or her own and others‘ emotions, and then to apply this understanding to life‘s tasks. b. Leadership and emotional intelligence:

Northouse, Introduction to Leadership 5e SAGE Publishing, 2021

Become aware of own emotions. Have empathy. Regulate emotions for effectiveness. iii. Handling Conflict a. Conflict creates the need for change and occurs as the result of change. Initiating structure. Conflict can be defined as a struggle between two or more individuals over perceived differences regarding substantive issues, or over perceived differences regarding relational issues. When confronted with conflict, leaders and followers often feel uncomfortable because of the strain, controversy, and stress that accompany conflict. If conflict is managed in effective and productive ways, the result is a reduction of stress, an increase in creative problem solving, and a strengthening of leader–follower and team-member relationships.

IV. Conceptual Skills Explained A. Conceptual skills are about working with concepts and ideas.

B. Conceptual skills involve the thinking or cognitive aspects of leadership and are critical to such things as creating a vision or strategic plan for an organization.

C. Conceptual skills and leadership: Able to conceive and communicate ideas that shape an organization from its goals and mission to how to best solve problems.

D. Conceptual Skills in Practice i. Problem Solving a. Problem-solving skills refer to a leader‘s cognitive ability to take corrective action in a problem situation in order to meet desired objectives. b. Step 1: Identify the problem. Some problems are simple and easy to define, while others are complex. c. Step 2: Generate alternative solutions. Problems are often complex, there are usually many different ways of trying to correct them. d. Step 3: Select the best solution. The relative strengths and weaknesses of each solution need to be addressed.

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e. Step 4: Implement the solution. Involves shifting from thinking about the problem to doing something about the problem. ii. Strategic Planning a. Strategic planning is mainly a cognitive activity. Being strategic requires developing careful plans of action based on the available resources and personnel to achieve a goal. b. Qualities of strategic leaders: Ability to learn: Includes the capability to absorb new information and apply it toward new goals. Capacity to adapt: About being able to respond quickly to changes in the environment. Managerial wisdom: It refers to possessing a deep understanding of the people with whom and the environment in which a leader works. c. Strategic planning is a multifaceted process. By planning strategically, leaders and their employees can increase the likelihood of reaching their goals and achieving the aims of the organization. iii. Creating Vision a. Creating vision takes a special kind of cognitive and conceptual ability. b. It requires the capacity to challenge people with compelling visions of the future. c. A leader with a vision has to ―walk the walk,‖ and not just ―talk the talk.‖ d. To create vision, a leader needs to be able to: Set forth a picture of a future that is better than the present. Move others toward a new set of ideals and values that will lead to the future. Articulate the vision. Engage others in its pursuit. Implement the vision. Model the principles set forth in the vision.

Lecture Notes

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Chapter 6: Engaging Strengths Learning Objectives 1. Assess the potential role of strengths in an individual‘s development as a leader 2. Engage your strengths and the strengths of others to build a more effective team or organization

Chapter Outline I. Introduction A. Every one of us has identifiable leadership strengths, areas in which we excel or thrive. But, we often fail to recognize these strengths.

B. Many times our strengths are used ineffectively or not at all.

C. Identifying individual strengths is a unique challenge.

D. In a few cultures, expressing positive self-attributes is often seen as boastful or self-serving.

E. Focusing on self is disdained in many cultures, while showing humility and being self-deprecating is seen as virtuous.

II. Strengths-Based Leadership Explained A. Strength is an attribute or quality of an individual that accounts for successful performance.

B. Traits are characteristics of people that are often inherited; in the case of strengths, these traits are being engaged at their highest level.

C. Skills and strengths: i. Skills are learned competencies; everyone can be taught skills. ii. Strengths are expressions of a pre-existing capacity and are unique to each person. iii. A skill can become a strength. iv. Strengths are expressions of a pre-existing capacity and are unique to each person.

D. Historical Background i. Gallup Organization: They interviewed over 2 million people to describe what‘s right with people, that is, their talents and what they are good at, rather than what‘s wrong with people. ii. StrengthsFinder profile: It is one of the most widely used self-assessment questionnaires in the world and has been completed by more than 10 million people to date.

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iii. Positive psychology can be defined as ―the ‗scientific‘ study of what makes life most worth living.‖ iv. Understanding strengths-based leadership: Most prominently, positive psychology is devoted to the study of people‘s positive characteristics, their strengths. This makes it invaluable for understanding strengths-based leadership.

E. Identifying and Measuring Strengths i. Gallup and the StrengthsFinder Profile a. The goal of the interviews was to identify the qualities of highperforming individuals. b. From interviews, Gallup researchers extracted 34 patterns or themes that they thought did the best job at explaining excellent performance. c. Themes of human talent is a phrase coined by Gallup to describe the qualities of high-performing individuals.  These themes have been the benchmark for discussing strengths in the workplace for the last decade. d. Talents are similar to personality traits: they are relatively stable, fixed characteristics that are not easily changed. e. Strengths are derived from having certain talents and then further developing them by gaining additional knowledge, skills, and practice. f. Gallup‘s StrengthsFinder is an online 177-item questionnaire that identifies the area you have the greatest potential to develop strength. g. Four domains of leadership strengths:  Rath and Conchie have developed a configuration to help interpret the profile, known as the four domains of leadership strengths.  The four domains are executing, influencing, relationship building, and strategic thinking. ii. Values in Action Institute and Inventory of Strengths a. Researchers at the Values in Action (VIA) Institute, led by Martin Seligman and Christopher Peterson, were engaged in a project to develop a framework for the field of positive psychology that defined and conceptualized character strengths. b. To develop the classification, they reviewed philosophical and spiritual literature in Confucianism, Buddhism, Hinduism, JudeoChristianity, Ancient Greece, and Islam to determine whether there

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were commonalities that consistently emerged across cultures regarding virtues. c. From the review, they identified six universal core virtues. d. The classification of values with the corresponding strengths are:  Courage (Emotional strength): oAuthenticity. oBravery. oPerseverance. oZest.  Justice (Civic strengths):  Fairness.  Leadership.  Teamwork.  Humanity (Interpersonal strengths): oKindness. oLove. oSocial intelligence.  Temperance (Strength over excess): oForgiveness. oModesty. oPrudence. oSelf-regulation.  Transcendence (Strengths about meaning): oAppreciation of beauty and excellence. oGratitude. oHope. oHumor. oReligiousness.  Wisdom (Cognitive strengths): oCreativity. oCuriosity.

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oOpen-mindedness. oLove of learning. oPerspective. e. Comparison: StrengthsFinder and VIA: Character strengths identified in the VIA Classification are somewhat different from the strengths identified in Gallup‘s StrengthsFinder profile. f. The strengths in StrengthsFinder are focused on the workplace and in improving people‘s performance, whereas VIA‘s strengths are focused on a person‘s character and how one can become more virtuous. iii. Centre of Applied Positive Psychology and the R2 Strengths Profiler Assessment a. From CAPP‘s perspective, strengths were conceptualized as ―the things that we are good at and that give us energy when we are using them‖. b. Central elements: The three central elements of strength became the criteria in CAPP‘s questionnaire:  Performance: how good we are at doing something.  Energy: how much vitality we get out of it.  Use: how often we are able to do it. c. R2 Strengths Profiler Quadrant Model  Realized strengths are personal attributes that represent our strongest assets.  Unrealized strengths are personal attributes that are less visible.  Learned behaviors represent those ingrained things we have learned throughout our life experience.  Weaknesses are our limited attributes. oThey often drain our energy and result in poor performance.

III. Strengths-Based Leadership in Practice A. Discovering Your Strengths i. We all have unique personality traits, and therefore we all have unique strengths.

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ii. Our leadership capability is enhanced when we are able to discover our fully utilized strengths, underutilized strengths, and weaknesses. iii. There are several ways one can discover one‘s strengths: a. First, you can complete one or more of the strengths questionnaires (e.g., StrengthsFinder 2.0, VIA-IS, and R2 Strengths Profiler) that are available online. b. Second, you can fill out the Leadership Strengths Questionnaire c. Third, you can complete the Reflected Best Self Exercise (RBSE). d. Fourth, you can complete the ―discovering your strengths‖ exercise. e. Fifth, you can engage in a self-assessment of what you believe to be your strongest attributes.

B. Developing Your Strengths i. Acknowledging and expressing: First, you must acknowledge your strengths and be prepared to reveal them to others. ii. Various ways of disclosing strengths: People use a variety of ways to reveal their strengths. iii. Working on strengths: One must practice working consistently with others based on your strengths. iv. Warren Buffet on practicing strengths: Buffett is known for his patience, practicality, and trustfulness.

C. Addressing Your Weaknesses i. Leaders must not only recognize and capitalize on their strengths, but also be able to identify their weaknesses and address them. ii. Working to improve on your weaknesses or using them as opportunities for others to contribute their strengths will improve your leadership.

D. Recognizing and Engaging the Strengths of Others i. Leaders need to recognize and engage the strengths of their followers. a. They need to determine what followers are good at doing and help them to do it. ii. Leaders need to ascertain followers‘ strengths from what they observe rather than what followers explicitly express to them. iii. High-performing teams and work groups possess strengths in four domains: executing, influencing, relationship building, and strategic thinking.

E. Fostering a Positive Strengths-Based Environment i. People feel better and work better when the climate in which they work is positive.

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ii. Leaders who want to create a positive work environment should attend to four areas: a. Climate: To create a positive climate, leaders should foster among their employees‘ virtues such as compassion, forgiveness, and gratitude. b. Relationships: To build positive relationships, leaders need to highlight individuals‘ positive images and strengths rather than their negative images and weaknesses. c. Communication: To develop positive communication, leaders must be supportive, make more positive than negative statements, and be less negatively evaluative of others. d. Meaning: Leaders can foster positive meaning in their organizations by emphasizing the connection between employees‘ values and the long-term impact of their work.

Lecture Notes Chapter 7: Creating a Vision Learning Objectives 1. Identify the five characteristics of a vision 2. Assess the leadership skills required to translate a vision into reality

Chapter Outline I. Introduction A. In the context of leadership, a vision is a mental model of an ideal future state.

B. Vision and Mission: i. A vision can be generated by an individual leader or crafted by a team working together. ii. A mission is how to get there. It is what people do in order to achieve the vision.

C. A leader‘s challenge is to develop a long-term vision that organizational members can share, of the future they seek to create together.

D. Leaders sometime carry with them ―entrenched mental models‖ that limit their ability to see new possibilities in their environments.

E. Vision plays a major role in how the leader influences others and how others react to his or her leadership.

F. Vision also plays a central role in many of the common theories of leadership

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II. Vision Explained A. A Picture i. A vision creates a picture of a future that is better than the status quo. ii. Visions paint an ideal image of where a group or an organization should be going. As a rule, these mental images are of a time and place where people are working productively to achieve a common goal. iii. Impact of a vision: a. Sometimes a leader‘s vision provides only a general direction to followers or gives limited guidance to them. b. At other times, a leader may have only a bare-bones notion of where he or she is leading others; the final picture may not emerge for a number of years.

B. A Change i. A vision represents a change in the status quo, moving toward something more positive in the future. ii. Changes can occur in many forms: rules, procedures, goals, values, or rituals. iii. It is not uncommon for a leader to face resistance to the articulated vision; even being accused of ―stirring the pot.‖ iv. Visions are compelling and inspire others to set aside old ways of doing things and to become part of the positive changes suggested by a leader‘s vision.

C. Values i. Values are the ideas, beliefs, and modes of action that people find worthwhile or desirable. ii. To advocate change within a group or an organization requires an understanding of one‘s own values, the values of others, and the values of the organization. iii. Human dignity in a vision that emphasizes that everyone in the company is important; fairness and justice in a vision that suggests everyone is equal.

D. A Map i. Vision provides a map for goals: It gives direction so followers know when they are on track and when they have slipped off course. ii. This provides people often feel a sense of certainty and calmness in knowing they are on the right course, and a vision provides this assurance.

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iii. Visions provide a guiding philosophy for people that gives them meaning and purpose, which makes it easier for the workers to establish an identity and know where they fit within the organization. iv. Seeing the larger purpose allows people to appreciate the value of their contributions to the organization and to something larger than their own interests.

E. A Challenge i. A vision challenges people to transcend the status quo to do something to benefit others. ii. Visions challenge people to commit themselves to worthwhile causes. iii. Example: Kennedy‘s vision for America had a huge impact on the country. This challenge was inspiring because it asked people to move beyond self-interest to work for the greater good of the country. iv. When people are challenged to do something good for others, they often become inspired and committed to the task.

III. Vision in Practice A. Articulating a Vision i. Although it is very important for a leader to have a vision, it is equally important for a leader to be able to articulate explain and describe the vision to others. a. Adapting the vision: A leader needs to articulate the vision to fit within others‘ latitude of acceptance by adapting the vision to the audience. b. Highlighting the values: Presenting the values of the vision helps individuals and group members find their own work worthwhile. c. Uplifting, and hopeful, and describe the vision in a way that underscores its worth. Symbols are often adopted by leaders in an effort to articulate a vision and bring group cohesion. d. Using inclusive language: Words such as we and our are inclusive and better to use than words such as they or them. The goal of inclusive language is to enlist participation of others and build community around a common goal.

B. Implementing a Vision i. Implementing a vision requires a great of effort by a leader over an extended period. ii. Leadership and implementation: a. Acting out the vision: When a leader is seen acting out the vision, he or she builds credibility with others.

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b. Setting performance expectations: Implementing a vision also requires a leader to set high performance expectations for others. c. Keeping eyes on the goal: By doing so, the leader encourages and supports others in the day-to-day efforts to reach the larger goal. d. Sharing work and empower people: A leader alone cannot implement a vision. The leader must work with others and empower them in the implementation process. It is essential that leaders share the work and collaborate with others to accomplish the goal.

Lecture Notes Chapter 8: Establishing a Constructive Climate Learning Objectives 1. Define climate in the context of a team or organization 2. Assess the four factors a leader should consider when establishing a constructive climate

Chapter Outline I. Constructive Climate Explained A. Climate is defined as people‘s shared perceptions which includes people‘s general thoughts and feelings about the activities, assumptions, and procedures of a group, which may fluctuate.

B. A positive climate is shaped by the degree to which people feel they are supported, appreciated, and encouraged for their roles in the organization.

C. A constructive climate is just that: an atmosphere that promotes group members‘ satisfaction and achieving their personal best.

D. An organization‘s culture develops over longer periods from the many interactions that occur within the group or organization.

E. A culture is reinforced by organizational members who have developed patterns of working together over time.

F. Establishing a constructive climate demands that a leader provide structure, clarify norms, build cohesiveness, and promote standards of excellence.

II. Climate in Practice A. Providing Structure

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i. Providing structure is much like giving group members an architectural blueprint for their work. ii. Instilling structure into the organization provides people with a sense of security, direction, and stability. iii. A leader needs to communicate to the group the group‘s goals; the mission of the organization. iv. The mission is the goal toward which they are working, and it provides organization to the rest of their activities. v. By identifying the unique ways that each individual member can contribute to the group, synergy is achieved, when the group outcome is greater than the sum of the individual contributions.

B. Clarifying Norms i. Norms are the rules of behavior that are established and shared by group members. They are like a road map for navigating how we are supposed to behave in a group. ii. Norms do not emerge on their own but as an outcome of people interacting with each other and with the leader; an outcome of how leaders treat followers and followers treat each other. iii. They have such a strong impact on how the group functions and whether the group is successful or not. They can be helpful and inspiring.

C. Building Cohesiveness i. Cohesiveness is described as a sense of ―we-ness,‖ the cement that holds a group together. ii. Group members identify with the group and its goals and find satisfaction in being an accepted member of the group. iii. Positive outcomes of cohesiveness: a. Increased participation and better interaction: High cohesiveness is frequently associated with increased participation and better interaction among members. b. More consistent: Membership tends to be more consistent. Members develop positive feelings toward one another and are more willing to attend group meetings. c. Exert a strong influence: Highly cohesive groups are able to exert a strong influence on group members. d. Member satisfaction is high: Member satisfaction is high in cohesive groups; members tend to feel more secure and find enjoyment participating in the group. e. Feel more productive: Members of a cohesive group usually are more productive than members of a group that is less cohesive.

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f. Develop groupthink: When group members become extremely close, they can develop a closed mindset called groupthink, which values unanimity over critical appraisal of alternate ideas or viewpoints. iv. Actions for building cohesiveness: a. Help groups to create a climate of trust. b. Invite group members to become active participants. c. Encourage passive or withdrawn members to become involved. d. Be willing to listen and accept group members for who they are. e. Help group members to achieve their individual goals. f. Promote the free expression of divergent viewpoints in a safe environment. g. Allow group members to share the leadership responsibilities. h. Foster and promote member-to-member interaction instead of only leader-to-follower interaction.

D. Promoting Standards of Excellence i. Standards of excellence: These standards are the expressed and implied expectations for performance that exist within a group or an organization. ii. Six factors that are essential for members to function effectively: a. What group members need to know and what skills they need to acquire b. How much initiative and effort they need to demonstrate c. How group members are expected to treat one another d. The extent to which deadlines are significant e. What goals they need to achieve? f. What the consequences are if they achieve or fail to achieve these goals. iii. Three R‘s to influence performance: To influence performance, the authors contend that a leader must stress the ―three Rs‖: (1) Require results, (2) Review results, and (3) Reward results. iv. Require results: a. A leader needs to articulate clear, concrete expectations for team members. b. Working together, a leader and team members should establish mutual goals. c. They must also identify specific objectives for achieving the results associated with those goals.

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d. Giving clear objectives and instructions is the first step to highquality performance. v. Review results: a. Constructive feedback allows group members to look at themselves honestly and know what they need to maintain or improve. b. Resolve performance issues: Confront and resolve inadequate performance by team members. c. Bias: Leaders should be aware of power difference and potential bias when giving feedback. d. Ways to give constructive feedback: Address behaviors. Describe specifically what you have observed. Use ―I‖ language. Give the feedback in calm, unemotional language. Check to ensure clear communication has occurred. vi. Reward results: a. Practical and straightforward: Rewarding results is a very practical, straightforward process, something that every leader can do. b. Recognize and appreciate contributions: A leader needs to recognize the contributions of group members and express appreciation for individual excellence. c. Greater sense of group identity: When a leader recognizes group members and gives encouragement, members feel valued, and there is a greater sense of group identity and community spirit.

Lecture Notes Chapter 9: Embracing Diversity and Inclusion Learning Objectives 1. Compare the complex processes of diversity and inclusion 2. Evaluate Brewer‘s assertion that inclusion requires both assimilation and differentiation 3. Summarize the six key components of the experience of inclusion

Chapter Outline I. Introduction

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A. Addressing diversity and inclusion is a multilayered process that requires a wider range of leadership practices.

B. Though they seem to be different concepts, they are actually interrelated processes.

II. Diversity and Inclusion Explained A. Definitions i. Diversity is about variety or difference. ii. Mor Barak‘s definition: Diversity is often used to refer to the mixture of racial identities, genders, or religions represented in a group of people. iii. Harrison and Sin define diversity as ―the collective amount of differences among members within a social unit.‖ iv. Ferdman suggests that diversity is the representation of multiple groups of individuals with different identities and cultures within a group or organization. v. Herring and Henderson suggestion: Diversity refers to policies and practices that are designed to include people who are different in some way from the traditional group members. vi. Millennials‘ view of diversity: a. Mix of backgrounds and perspectives. b. Focus on unique experiences and teamwork. vii. Boomers‘ view of diversity: Process of fairness and protection for all. viii. Gen-Zers view of diversity: More inclusive perspective on diversity in the workplace. ix. Amount of difference among members: a. Core dimensions of diversity include age, ethnicity, gender, mental/physical abilities and characteristics, race, and sexual orientation. b. Secondary dimensions include communication style, education, family status, military experience, religion, language, location, income, work experience, and work style. x. Inclusion is the process of incorporating differing individuals into a group or organization. a. Creates an environment where people who are different feel they are part of the whole. b. Inclusion is about the majority incorporating the opinions of the minority and giving voice to the people who are seldom heard.

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xi. Booysen suggestion: When inclusion exists in a workplace, ―all people from diverse backgrounds will feel valued, respected, and recognized‖ and ―no one will feel that he or she does not have a place in the organization. xii. Ferdman suggestion: People experience inclusion not only when they feel they are treated well individually but also when groups of people who share their identity are respected and valued. xiii. Schutz (1958) argued that we express our need to be included by how we communicate with others and we experience less anxiety if our need to be ―in the group‖ matches the degree to which we want others to ―include us.‖ xiv. Equity recognizes the historic inequalities that have kept some groups from having the same access to programs and opportunities as others have. xv. Summarizing diversity and inclusion: Diversity focuses on recognizing differences, inclusion is concerned with embracing those differences, and equity aims to provide equal access to resources for historically disadvantaged people. xvi. Approaches to Diversity a. The United States was originally formed by people seeking to escape religious persecution elsewhere. b. As the country evolved, diversity also came to mean addressing the needs of people who are marginalized in the United States. c. Even today, the diversity of the country continues to shift and change as waves of newcomers enter the United States and continue to alter the social landscape of the nation. d. A lot has been written on multiculturalism, intergroup relations, and diversity in society, but this chapter deals with diversity in the workplace. e. Three periods of evolution of diversity: Harvey suggests that the approach to diversity in the workplace has changed and evolved over three periods.  Early years—1960s and 1970s: oAfrican American activists fought to end discrimination and to secure their legal rights as spelled out in the U.S. Constitution. oEqual employment opportunity laws: Federal government passed a series of landmark equal employment opportunity laws. oTo comply with federal mandates, it was important for organizations to ensure that all people were

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treated equally and that no one was given an unfair advantage over another person. oMelting pot: A metaphor for a blending of many into one, or a heterogeneous society becoming homogeneous.  Assimilation focused on the process of making people from diverse cultures come together to create one American culture. f. Era of valuing diversity—1980s and 1990s:  The approach to diversity at this time broadened beyond an emphasis on race and gender to include many dimensions (sexual orientation, age, physical and mental abilities, etc.).  Research on advantages of diversity: Research focused on how diversity in the workplace was related to positive outcomes.  Salad of different ingredients: Rather than a melting pot, the metaphor for diversity during this time was more of a salad composed of different ingredients, made by mixing different individuals or cultures and their unique characteristics into one.  Diversity during this period emphasized pluralism, the recognition that people of different cultures did not need to sacrifice their own traditions and values to become a part of one society. g. Diversity management and inclusion in the 21st century—2000 to present:  Inclusive organizations.  Broader in scope and harder to manage.  Diversity as a smorgasbord celebrates the unique qualities of a variety of dishes.

III. Inclusion Framework A. The Exclusion quadrant (top left) represents individuals in a group or organization who feel left out and excluded; they do not feel a part of things, and they do not feel valued.

B. The Differentiation quadrant (lower left) describes individuals who feel unique and respected but who also feel left out and not a part of the in-group.

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C. The Assimilation quadrant (top right) represents people who feel they are insiders and in the organizational in-group but whose unique characteristics are not really valued by the organization.

D. The Inclusion quadrant (lower right) describes individuals who feel they belong and are valued for their unique beliefs, attitudes, values, and background.

E. The framework illustrates inclusion as an integration of two factors: an individual‘s connectedness and a person‘s individuality. i. The framework underscores that differentiation focuses primarily on people‘s differences, and assimilation focuses primarily on people‘s connectedness to the whole.

IV. Diversity and Inclusion in Practice A. Models of Inclusive Practices i. Ferdman‘s framework: Treating inclusion as a multilevel process centered on each individual‘s experience of inclusion. ii. This occurs as a result of inclusion practices on many levels, including interpersonal, group, leader, organizational, and societal. iii. Ferdman‘s framework illustrates how inclusion at one level is related to the way inclusion is practiced at other levels.

B. Leader Practices That Advance Diversity and Inclusion i. Feeling safe a. To help individuals feel safe, it is important for leaders to treat followers in nonthreatening ways. b. Even if a person‘s opinions go directly against the majority opinion, that individual can feel safe that they will not experience negative repercussions. c. Leaders need to communicate with each of their followers in such a way that all of them feel they are a part of the whole. ii. Feeling Involved and Engaged a. Leaders must find ways to help individuals become involved and immersed in the larger group‘s efforts. b. Leaders should treat followers as if they are insiders, as people who are important and deserve to know what is going on within the organization. c. Leaders need to share information freely so that followers feel like full participants in the workings of the group or organization. iii. Feeling Respected and Valued

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a. When leaders put themselves in the shoes of their followers, they can get in touch with what it means to be well thought of, worthy, and wanted. b. Followers want to feel that they belong and are connected to the group, that the leader trusts and cares about them, and that they are intrinsic to the group. iv. Feeling Influential a. When people express their ideas and are heard, they feel like they exist and that they are meaningful. b. Effective leaders help followers feel influential when they recognize that followers want to be heard and have an impact. c. Another way of allowing followers to feel influential is by including them in the decision making of a group. v. Feeling Authentic and Whole a. The tension between wanting to be yourself while also wanting to be a part of a group can prevent one feeling authentic and whole. b. Leaders can address this tension by creating an atmosphere of transparency where the individuals are free to be as honest as they are comfortable being. c. To be authentic, followers need to feel trust from the leader. d. Leaders should establish an environment where transparency is rewarded, not punished. vi. Recognizing, Attending to, and Honoring Diversity a. People want to be treated fairly; they do not want to be discriminated against because of their social identity or the identity of their social groups. b. Workers should be able to talk about their social identities openly (race, nationality, gender identification, etc.), celebrate their identities and the unique perspectives they provide, and discuss together ways in which the group members‘ diverse backgrounds and skill sets can be mutually beneficial. c. It is also about acknowledging differences and fully embracing them even if it produces conflict.

C. Barriers to Embracing Diversity and Inclusion i. Ethnocentrism a. Ethnocentrism is the tendency for individuals to place their own group (ethnic, racial, or cultural) at the center of their observations of others and the world.

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b. Ethnocentrism is a perceptual window through which people make subjective or critical evaluations of people from cultures other than their own. c. Ethnocentrism can be a major obstacle to effective leadership because it prevents people from fully understanding or respecting the viewpoints of others. d. In reality, it is a balancing act for leaders. ii. Prejudice a. Prejudice is a largely fixed attitude, belief, or emotion held by an individual about another individual or group that is based on faulty or unsubstantiated data. b. Helps achieve balance: It helps us to achieve balance for ourselves at the expense of others. c. Systemic discrimination: Prejudice can result in advantages for some groups over others and in systemic discrimination, which occurs when patterns of discriminatory behavior, policies, or practices become a part of an organization and continue to perpetuate disadvantage to those being discriminated against. iii. Unconscious Bias a. Also called implicit bias, unconscious bias is the term used to describe when we have attitudes towards people or associate stereotypes with them without our conscious knowledge that we are doing so. b. Unconscious bias is malleable and can be changed by devoting intention, attention, and time to developing new associations. c. There is evidence that even minimal interventions in reducing stereotyping and discrimination can be effective. d. A stereotype is a fixed belief held by an individual that classifies a group of people with a similar characteristic as alike.  Labeling: Stereotypes label a group of individuals as the same at the expense of recognizing the uniqueness of each individual.  Reduce uncertainty: Stereotypes can reduce uncertainty in some situations because they provide partial information to us about others.  Barrier to diversity and inclusion: Stereotypes are a barrier to diversity and inclusion because stereotypes categorize individual followers into a single classification, which prevents the leader from seeing each individual‘s unique merits and qualifications. Additionally, many stereotypes

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about marginalized groups are deeply flawed, negative, and harmful.  Stereotypes have a significant impact on how leaders treat followers. iv. Privilege e. Privilege is an advantage held by a person or group that is based on age, race, ethnicity, gender, class, or some other cultural dimension, which gives those who have it power over those who do not. f. Having privilege blinds individuals to the experience of the underprivileged.

Lecture Notes Chapter 10: Listening to Out-Group Members Learning Objectives 1. Describe the challenges and opportunities of working with out-groups within a team or organization 2. Practice strategies for working positively with members of out-groups

Chapter Outline I. Introduction A. Out-group members: Individuals in a group or an organization who do not identify with the larger group.

B. Do not always self-exclude: For example, in the United States, out-groups challenged unethical societal norms and played a crucial role in creating a more inclusive nation.

C. Contribution of out-groups: They help prevent groupthink; bring up uncomfortable truths that majority groups may prefer not to face; help a majority group see its biases.

D. Effort should be made to create an inclusive environment that will facilitate their contributions.

II. Out-Group Members Explained

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A. Distinct from the larger group: The term out-group members refer to those individuals in a group or an organization who do not identify themselves as part of the larger group.

B. Disconnected: They are disconnected from the larger group.

C. Difference in goals: Not fully engaged in working toward the goals of the group or may be in opposition to the will of the larger group.

D. Forms of out-groups: i. Minority out-groups: They can be people of color in predominantly white workplaces whose voices are not being heard. ii. Unappreciated: They can be people whose ideas are unappreciated.

E. How Out-Groups Form i. Out-groups form because people disagree with the social, political, or ethical position of the majority. ii. Social identity theory: This suggests that out-groups come about because some individuals cannot identify with the beliefs, norms, or values of the dominant group members. iii. A third reason out-groups form is because people sense that they are being excluded by the larger group. iv. A fourth reason for out-group development is that some people lack communication skills or social skills that are needed to relate to a larger group.

F. The Impact of Out-Group Members i. Some of the downsides are insignificant, such as causing minor inefficiencies in organizational productivity. ii. Creating conflict or causing strikes: Out-group members run counter to building community. iii. A second problem with out-groups is they have a negative impact on group synergy. iv. A third reason out-groups are of concern to a leader is that they do not receive the respect they deserve from others.

III. Out-Group Members in Practice A. Strategy 1: Listen to Out-Group Members i. Unheard voices: The fact that some people sense that they are not being heard is at the very center of why out-groups exist. ii. Expressing ideas and opinions: When they believe they have not been able to or will not be able to express their ideas, they pull away and disassociate from the group.

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iii. Listening is top priority: It requires leaders to pay attention to what people say as well as being attentive to what people mean. iv. Connection through leaders: Only when heard and understood by leaders, do they feel confirmed and more connected to the larger group.

B. Strategy 2: Show Empathy to Out-Group Members i. Empathy: One in which the leader suspends their own feelings in an effort to understand the feelings of the out-group member. ii. Different techniques: Include restatement, paraphrasing, reflection, and giving support. iii. A learnt skill: While showing empathy comes naturally to some, it is a skill anyone can learn to improve.

C. Strategy 3: Recognize the Unique Contributions of Out-Group Members i. Expectancy theory: Tells us that the first step in motivating others is to let workers know they are competent to do their jobs. ii. Instilling motivation: Out-group members become more motivated when a leader acknowledges their contributions. iii. Four ways to show empathy: Empathy can be shown by leader through restatement, paraphrasing, reflection and support. iv. Successful group tasks: When everybody feels useful in a communitybuilding project by identifying and utilizing everyone‘s talents in a befitting manner, such group tasks can be a success.

D. Strategy 4: Help Out-Group Members Feel Included i. Belongingness: One of our strongest interpersonal needs is to know whether we belong to the group. ii. Sense of self: They want to belong, but do not want to belong so much that they lose their sense of self. iii. Leader response: A leader can watch the communication cues given by out-group members and try to respond in appropriate ways. iv. A leader‘s sensitivity: A leader needs to be sensitive to out-group members‘ needs and try to respond to them in ways that help them know that they are part of the larger group.

E. Strategy 5: Create a Special Relationship with Out-Group Members i. Leader-member exchange: The most well-known study on out-groups was conducted by a group of researchers who developed a theory called leader– member exchange (LMX) theory. ii. Offer new challenges: Special relationships can develop when a leader challenges out-group members to be engaged and to try new things.

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iii. Acceptance of responsibilities: If an out-group member accepts these responsibilities, it is the first step in forging an improved relationship between the leader and the out-group member. iv. Validation and connection: The result is that the out-group member feels validated and more connected to everyone else in the group.

F. Strategy 6: Give Out-Group Members a Voice and Empower Them to Act i. An equal footing: Giving out-group members a voice lets them be on equal footing with other members of the group. ii. Empowering others: Means a leader allows out-group members to be more involved, independent, and responsible for their actions. iii. Relinquishing some control: True empowerment requires that a leader relinquish some control, giving out-group members more control. iv. Empowering offers most benefits: Empowering others is one of the larger challenges of leadership, but it is also one of the challenges that offers the most benefits for members of the out-group. v. Inclusion not always a requirement: It is important to note that out-group members don‘t always want to be included. vi. Relationship with the leader: According to LMX Theory, followers will become part of the in-group or out-group based on how well they work with the leader and vice versa. vii. Voluntary out-group choices: Not all out-group members ―mind‖ being in the out-group, which could be workers close to retirement, part-time workers, and busy parents to mention a few.

Lecture Notes Chapter 11: Managing Conflict Learning Objectives 1. Discuss the ways that conflict can be managed to produce positive change 2. Contrast different approaches for resolving conflict

Chapter Outline I. Introduction A. Conflict is a felt struggle between two or more interdependent individuals over perceived incompatible differences in beliefs, values, and goals, or over differences in desires for esteem, control, and connectedness.

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B. Conflict is an interactive process between two or more parties that requires effective human interaction.

II. Conflict Explained A. Perspectives: Conflict is studied from multiple perspectives including intrapersonal, interpersonal, and societal.

B. Interdependent conflict: Conflict is a felt struggle between two or more interdependent individuals over beliefs, values, and goals, or over differences in desires for esteem, control, and connectedness.

C. Four elements of interpersonal conflict: Struggle, interdependence, feeling, and differences.

D. Communication and Conflict i. Content dimension: Of communication involves the objective, observable aspects such as money, weather, and land. ii. Relationship dimension: Refers to the participants‘ perceptions of their connection to one another. iii. These two dimensions are always bound together in human communication and provide a lens for looking at conflict.

E. Conflict on the Content Level i. Content conflicts: Involve struggles between leaders and others who differ on issues such as policies and procedures. ii. Center of disagreements: Disagreements are considered conflicts on the content level when they center on differences in (1) beliefs and values or (2) goals and ways to reach those goals. iii. Conflict of beliefs: A conflict of beliefs can occur, for example, when teachers or nurses believe they have the right to strike because of unfair working conditions. iv. The contrary opinion: Others feel that they should not be allowed to withhold services for any reason. v. Conflict of values: When one person‘s values come into conflict with another‘s, it can create a difficult and challenging situation and lead to a conflict. vi. Conflict of goals: Researchers have identified two types of conflict that occur regarding group goals: (1) procedural conflict and (2) substantive conflict. a. Procedural conflict refers to differences between individuals with regard to the approach they wish to take in attempting to reach a goal.

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b. Substantive conflict occurs when individuals differ with regard to the substance of the goal itself, or what the goal should be.

F. Conflict on the Relational Level i. The what and how: Sometimes we do not get along with another person, not because of what we are talking about but because of how we are talking about it. ii. Relational conflict refers to the differences we feel between ourselves and others concerning how we relate to each other. iii. Relational conflict is usually related to incompatible differences over issues of esteem, control, and affiliation. iv. Relational Conflicts and Issues of Esteem. a. At the same time that we want our own esteem needs satisfied, others want their esteem needs satisfied as well. When those needs are not fulfilled, we experience relational conflict. b. If the supply of respect we can give each other seems limited (or scarce), then our needs for esteem will clash. c. When we believe we‘re not being recognized or receiving our ―fair share,‖ we feel slighted and conflicted on the relational level with others. v. Relational Conflict and Issues of Control a. Interpersonal conflict: Occurs when a person‘s needs for control are incompatible with another‘s needs for control. b. Conflicts over control: Are common in leadership situations; the role of leader brings with it a certain inherent level of control and responsibility. c. When leaders clash: With one another over control or when control issues exist between leaders and followers, interpersonal conflicts occur. vi. Relational Conflict and Issues of Affiliation a. Rarely overt: Relational conflicts, whether over esteem, control, or affiliation, are rarely overt. b. Often ignored: Relational conflicts are often ignored because it is difficult for many individuals to openly communicate that they want more recognition, control, or affiliation. c. Confronting conflict: When relational conflicts are expressed and confronted, it can significantly enhance the overall resolution process.

III. Managing Conflict in Practice

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A. Open channels of communication: Leaders who keep channels of communication open with others will have a greater chance of understanding others‘ beliefs, needs for esteem, control, and affiliation.

B. Multiple approaches: Conflict can be multifaceted and complex, and knowing different approaches can help a leader employ the effective strategies for solving conflict.

C. Fisher and Ury Approach to Conflict i. Step-by-step method: Fisher and Ury (1981) provides a straightforward, step-by-step method for negotiating conflicts. ii. Principled negotiation: This emphasizes deciding issues on their merits rather than through competitive haggling or through excessive accommodation. iii. Four principles of the Fisher and Ury method: Each principle focuses on one of the four basic elements of negotiation; that is, people, interests, options, and criteria. iv. Principle 1: Separate the People from the Problem. a. People and problem factors: Fisher and Ury argue the people factor needs to be separated from the problem factor. b. Paying attention to relationships: Separating people from the problem encourages us to be attentive to our relationships during conflict. c. Attacking the problem: They suggest that people in conflict need to ―see themselves as working side by side, attacking the problem, not each other.‖ v. Principle 2: Focus on Interests, Not Positions. a. Opposing points of view: Positions are the opposing points of view in a conflict while interests refer to the relevant needs and values of the people involved. b. The ―real‖ conflict: Concentrating on interests helps opposing parties to address the ―real‖ conflict. c. Addressing interests and positions: Addressing these helps to make negotiation more authentic. vi. Principle 3: Invent Options for Mutual Gains. a. Creative solutions: Principled negotiation means we need to search for creative solutions to conflict. b. Beneficial to both parties: By exploring where our interests overlap and dovetail, we can identify solutions that will benefit both parties.

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c. Sensitive to each other‘s interests: We can be sensitive to each other‘s interests and making it easier, rather than more difficult, for both parties to satisfy their interests. vii. Principle 4: Insist on Using Objective Criteria. a. Objective criteria: Fisher and Ury say that effective negotiation requires that objective criteria be used to settle different interests. b. Based on principle not pressure: The goal in negotiation is to reach a solution based on principle, not on pressure. c. The various forms of criteria: Precedent, professional standards, what a court would decide, moral standards, tradition and scientific judgment.

D. Communication Strategies for Conflict Resolution i. Differentiation occurs in the early phase of conflict; it helps participants define the nature of the conflict and clarify their positions with regard to each other. a. Awareness of differences: Being aware of differences is useful for conflict resolution because it gives credence to both parties‘ interests and depersonalizes the conflict. b. Method of negotiation: Consistent with Fisher and Ury‘s method of negotiation, differentiation is a way to separate the people from the problem. ii. Fractionation is breaking down large conflicts into smaller, manageable pieces. a. Intentional process: In which participants agree to ―downsize‖ a large conflict into smaller ones and then confront just one part of the larger conflict. b. Working together: In agreeing to address a reduced version of a conflict, the participants confirm their willingness to work with one another to solve problems. iii. Face saving refers to communicative attempts to establish or maintain one‘s self-image in response to threat. a. Used to validate and support: Face saving statements can actually be used to assist participants in giving each other validation and support for how they have come across during conflict. b. Aids in conflict resolution process: By being aware of differentiation, fractionation, and face saving, leaders can enhance their abilities and skills in the conflict resolution process.

E. Kilmann and Thomas Styles of Approaching Conflict

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i. A conflict style is defined as a patterned response or behavior that people use when approaching conflict. ii. Five conflict styles: avoidance; competition; accommodation; compromise; and collaboration. iii. Two dimensions: Assertiveness refers to attempts to satisfy one‘s own concerns, while cooperativeness represents attempts to satisfy the concerns of others. iv. Avoidance is both an unassertive and an uncooperative style. a. Ignoring conflict: Those who favor the avoidance style tend ignore conflict situations. b. Counterproductive: Disadvantage: It is usually counterproductive, often leading to stress and further conflict. c. Cooling-off period: Advantage: Avoidance can provide a coolingoff period to allow participants to determine how to best resolve the conflict at a later time. v. Competition is a conflict style of individuals who are highly assertive about pursuing their own goals but uncooperative in assisting others to reach theirs. a. Quick, decisive action: Advantage: In some situations, competition can produce positive outcomes, especially when quick, decisive action is needed. b. Challenges participants: Advantage: Competition can also generate creativity and enhance performance because it challenges participants to make their best efforts. c. Often counterproductive: Disadvantage: Attempts to dominate and control will result in creating unstable situations and hostile communication. d. Disconfirming: Disadvantage: In competition, individuals fail to recognize the concerns and needs of others. vi. Accommodation is an unassertive but cooperative conflict style. a. Lessening frustration: Advantage: By yielding to others, individuals can lessen the frustration that conflict creates. b. A lose-win strategy: Disadvantage: The accommodator sacrifices his or her own values and possibly a higher-quality decision in order to maintain smooth relationships. vii. Compromise involves both a degree of assertiveness and cooperativeness.

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a. When it works best: Advantage: Compromise tends to work best when other conflict styles have failed or aren‘t suitable to resolving the conflict. b. Quick resolutions and compromise: Disadvantage: Innovative solutions are sacrificed in favor of a quick resolution, and the need for harmony supersedes the need to find optimal solutions to conflict. viii. Collaboration, the most preferred style of conflict, requires both assertiveness and cooperation. ix. Both sides win: Advantage: The results are positive because communication is satisfying, relationships are strengthened, and negotiated solutions are frequently more cost-effective. x. Difficult to achieve: Disadvantage: Collaboration is the most difficult style to achieve; it demands energy and hard work among participants as well as shared control.

Lecture Notes Chapter 12: Addressing Ethics in Leadership Learning Objectives 1. Define ethical leadership 2. Analyze the defining factors of ethical leadership 3. Recognize the challenges of universally defining ethical behavior

Chapter Outline I. Introduction A. Moral leadership is the need of the day.

B. Understanding the nature of ethical leadership will equip you better to engage in ethical leadership.

II. Leadership Ethics Explained A. Ethical leadership is the influence of a moral person who moves others to do the right thing in the right way for the right reasons.

B. Ethical leadership is a process by which a good person rightly influences others to accomplish a common good: to make the world better, fairer, and more humane.

C. Ethics is concerned with the kind of values and morals an individual or society finds desirable or appropriate.

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D. Leaders often have control, power, and influence over others; their leadership affects other individuals and organizations.

E. The leader‘s ethics establish the ethical climate for an organization.

III. Leadership Ethics in Practice A. The Character of the Leader i. The character of the leader is a fundamental aspect of ethical leadership. ii. The leader‘s character refers to the qualities, disposition, and core values. iii. Instruction around six dimensions of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship.

B. The Actions of the Leader i. Actions refer to the ways a leader goes about accomplishing goals. ii. A leader can act in many different ways to accomplish goals; each of these actions has ethical implications. a. Showing respect: To show respect means to treat others as unique human beings and never as means to an end. b. Serving others: Clearly, serving others is an example of altruism, an approach that suggests that actions are ethical if their primary purpose is to promote the best interest of others. c. Showing justice: Ethical leaders make it a top priority to treat all of their followers in an equal manner.

C. The Goals of the Leader i. How a leader uses goals to influence others says a lot about the leader‘s ethics. ii. Identifying and pursuing just and worthy goals are the most important steps an ethical leader will undertake. iii. An ethical leader tries to establish goals on which all parties can mutually agree. An ethical leader with ethical goals will not impose his or her will on others.

D. The Honesty of the Leader i. People want honesty in their leaders. Being honest is synonymous with being ethical. ii. Dishonesty is a form of lying, a way of misrepresenting reality.

Dishonesty may bring with it many negative outcomes, the foremost of which is that it creates distrust. iii. Negative effect on a leader‘s interpersonal relationships: It puts a strain on how the leader and followers are connected to each other.

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iv. Honest leadership involves a wide set of behaviors, which includes being truthful in appropriate ways.

E. The Power of the Leader i. Power is the capacity to influence or affect others. A leader has power because he or she has the ability to affect others‘ beliefs, attitudes, and courses of action. ii. Since power can be used in positive ways to benefit others or in destructive ways to hurt others, a leader needs to be aware of and sensitive to how he or she uses power. iii. From the smallest to the largest forms of influence, a leader needs to try to be fair and caring in his or her leadership. iv. The key to not misusing power is to be constantly vigilant and aware of the way one‘s leadership affects others.

F. The Values of the Leader i. Values are the ideas, beliefs, and modes of action that people find worthwhile or desirable. a. Ethical values are similar to the notion of character discussed earlier in this chapter. b. Modal values are concerned with the means or actions a leader takes. c. End values describe the outcomes or goals a leader seeks to achieve.

IV. Culture and Leadership Ethics A. Different cultures have different rules of conduct, and as a result, leadership behaviors that one culture deems ethical may not be viewed the same way by another culture.

B. Resick, Hanges, Dickson, and Mitchelson found that Nordic European cultures such as Denmark and Sweden place more importance on a leader‘s character and integrity defined as a leader behaving in a manner that is just, honest, sincere, and trustworthy than Middle Eastern cultures such as those in Egypt, Turkey, and Qatar.

Lecture Notes Chapter 13: Overcoming Obstacles Learning Objectives 1. Explain the importance of leaders helping followers to overcome obstacles

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2. Share the solutions for seven common obstacles that affect teams and organizations

Chapter Outline I. Introduction A. Challenges and obstacles are an integral part of life.

B. One of the most important things a leader can do is to help others overcome obstacles.

II. Obstacles Explained A. An obstacle is a hindrance, problem, or hurdle that gets in the way of followers and makes it difficult for followers to reach their goal.

B. Anything that has a negative impact on follower performance could be called an obstacle.

C. Provide clear cues: Obstacles are important for leaders to recognize because they provide clear cues for what leaders can do to help followers.

D. Learning about and dealing with obstacles: A very effective way to improve your leadership.

III. Overcoming Obstacles in Practice A. Two challenges for overcoming obstacles: i. The first challenge in helping people with obstacles is to figure out what the problems are. ii. The second challenge is determining what should be done to solve them.

B. Research on path–goal leadership directly addresses how a leader can assist others in overcoming obstacles that hinder productivity. i. It suggests that a leader should choose a style that best fits the needs of individual group members and the work they are doing.

C. Define goals and paths: The leader should help these individuals define their goals and the paths they wish to take to reach those goals.

D. Reach goals by guiding, and coaching: The leader‘s job is to help group members reach their goals by directing, guiding, and coaching them along the way.

E. Obstacle 1: Unclear Goals i. It is not uncommon for individuals to be unclear or confused about their goals. ii. Sometimes the goal is not known, sometimes it is obscure, and sometimes it is hidden among a tangle of competing goals.

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iii. When the goal is vague, the leader needs to clarify it and make it understandable. iv. Similarly, if the goal is embedded in a complex set of related goals, the leader needs to identify a specific goal for group members and explain how it fits with all the other goals. v. The individuals doing the work will be more effective and more satisfied as a result of knowing their goals.

F. Obstacle 2: Unclear Directions i. Bad directions leads to ineffective performance. ii. Unclear directions can have a debilitating effect on individuals. People lose their capacity to move forward when they do not have clear directions on how to proceed. iii. Giving clear directions takes thought and skill. While giving clear directions is important, it is also important to be aware that individuals vary in their need for direction. iv. Some people want very elaborate, specific instructions, while others want general directions that allow them to proceed on their own. v. A good leader will give directions that are helpful but not judgmental.

G. Obstacle 3: Low Motivation i. Expectancy theory suggests that people will be more highly motivated when the effort they put into a task leads to an expected outcome that they value. ii. Three areas of attention: For motivation to be high, leaders need to help individuals feel competent, get what they expect, and value what they do. iii. Help Others Feel Competent a. A common need for all: All of us have a need to feel competent. b. An employee would be gratified to hear the manager say, ―You did that assignment exactly the way it needed to be done.‖ iv. Help Others Get What They Expect a. A leader should make sure the outcome that individuals expect from their effort is achievable and will likely occur. b. Confirm if outcomes are realistic. c. Must ensure their realization. v. Help Others Value What They Do a. Without a valued outcome, people are not motivated to put effort toward a goal.

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b. As a leader, the challenge is to help others see the value in their work performance. c. The key is to help others feel good about those things toward which they are directing their energies. d. Examples of ways of appreciating work: monetary rewards; positive personal feedback; special achievement awards.

H. Obstacle 4: Complex Tasks i. When a task is unstructured, ambiguous, or complex, it creates an obstacle, making people frustrated, threatened, or overwhelmed. ii. When a task is complex, the leader needs to use a directive leadership style to ―take charge‖ and clarify the path to the goal. iii. Being directive means setting clear standards of performance and making rules and regulations clear for others.

I. Obstacle 5: Simple Tasks i. Simple and repetitive tasks can have a negative impact on motivation. ii. For work like this, it is important for a leader to use a supportive leadership style. a. Sense of human touch: Supportive leadership offers a sense of human touch for those engaged in mundane mechanical activity. b. Supportive and nurturing: The solution to this problem is for a leader to be supportive and nurturing. c. Stimulation in form of social support: When the task is not challenging, an effective leader will provide stimulation in the form of social support.

J. Obstacle 6: Low Involvement i. When people are not involved in a group or an organization, their productivity goes down, and the group or organization suffers. ii. Leaders should use a participative leadership style to address the issue of low involvement. iii. A participative leader allows people to be involved in the workings of the organization. iv. Outcome of participative leadership is that commitment to the group goes up, and group cohesiveness grows exponentially.

K. Obstacle 7: Lack of a Challenge i. Some people do not work well because they are not challenged by what they are doing. ii. A leader should adopt an achievement-oriented leadership style in dealing with individuals who are not challenged.

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iii. An achievement-oriented leader continually challenges others to excel and pushes people to higher levels of success. iv. It is the leader‘s responsibility to assess followers‘ needs to determine when achievement-oriented leadership is indicated and for whom.

Lecture Notes Chapter 14: Exploring Destructive Leadership Learning Objectives 1. Describe three defining components of destructive leadership 2. Analyze methods for addressing toxic leadership through the perspectives of leaders, followers, and context

Chapter Outline I. Introduction A. Destructive leaders in history: Adolf Hitler in Germany, President Bashar AlAssad in Syria, Elizabeth Holmes of Theranos, Catholic Church and the sexual abuse of children by priests, Dr. Larry Nassar at Michigan State University are a few examples.

B. Many questions on how destructive leaders were able to get and maintain power and commit such atrocities and wrongdoings, and why people became their followers have been raised.

C. Although hundreds of books have been written on good leadership, until relatively recently there have been very few on bad leadership.

D. However, because of the many visible failures in leadership in the past decade, writing and research designed to explain the nature of destructive leadership has become more prevalent.

E. Destructive leadership is known by several names: ―the dark side of leadership‖, ―toxic leadership‖, ―bad leadership‖, ―pseudo-transformational leadership‖, ―abusive leadership‖, and ―unethical leadership.‖ II. Destructive Leadership Explained A. Definition i. Characteristics of destructive leaders. a. Excessive use of power, control, or influence. b. Has a selfish quality. c. Involves harmful behaviors.

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ii. Destructive leadership is the process whereby an individual exercises excessive control and coercion to force a group of individuals to accomplish the leader‘s own goals without regard to the impact on others or the organization. iii. Destructive leadership is about how leaders use power to force people, often against their will, to do things that the leader alone wants done. It is destructive because it abuses followers and damages the organization.

B. Toxic Triangle i. Destructive Leaders a. Traits of destructive leaders: Charisma. Intense need for power. Narcissism. Negative or traumatic childhood experiences ii. Susceptible Followers a. Two groups of susceptible followers: Conformers: They conform because they lack a clearly defined self-concept and fear what will happen if they do not follow. Essentially characterized by unmet basic needs, negative self-evaluations, and immaturity. Colluders: Comply in the hopes of getting something out of it for themselves. Basically ambitious and selfish. b. There are numerous psychological factors on the part of followers that contribute to emergence of harmful leadership and explains why followers are sometimes compliant even to highly destructive leaders. iii. Conducive Environments a. Instability: In times of crisis and confusion, there is a need for stability to be restored as quickly as possible. Easier to assert power: It is easier to assert more power when rules and systemic structures are not clearly established. Easier to make unilateral decisions: Acting unilaterally, they can make radical changes. These decisions cause more confusion. b. Perceived threats: People naturally want to be protected from threats that can occur on many levels, including physically, socially, or financially.

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Threats needs to be perceived: Threats do not need to be real; they only need to be perceived to be real. Giving up of agency: When we are fearful of being injured or hurt in some way, it is human to want to be taken care of by a strong leader. c. Cultural values: Broadly speaking, certain general values in society can increase the likelihood of destructive leadership, such as: Avoidance of uncertainty: Societies, (e.g., Japan), rely on established social norms, rituals, and procedures to avoid uncertainty. Collectivism: (e.g., North Korea) identifies with and emphasizes broader societal interests rather than individual goals and accomplishments. High-power distance: (e.g., Saudi Arabia), means that people accept the fact that power can be distributed unequally. d. Absence of checks, balances, institutionalization: Principle of checks and balances: This refers to the way power and influence are shared in an organizational system.

There is an opportunity for power abuse in the absence of checks and balances. Institutionalization: A process concerned with making rules and regulations in an organization. Like checks and balances, institutionalization is a way for individuals and groups to explain how influence and power is shared within the organization.

III. Confronting Destructive Leadership in Practice A. How not to ―practice‖ leadership: It is concerned with how to restrain toxic leaders and how to change leadership from destructive to constructive.

B. Combating destructive leadership: i. There are three perspectives: the leader, the followers, and the context. ii. Taken collectively, these perspectives provide a strong basis for developing strategies to combat destructive leadership.

C. Leaders i. Getting rid of destructive leaders is hard because they possess charisma, power, narcissistic leanings, and psychological needs. ii. Develop effective procedures to identify potentially destructive leaders.

Many companies require that potential employees take a battery of

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psychological tests to identify their strengths and weaknesses and whether they are a good match for the job and the organization‘s culture. iii. In situations where there are communication or legal channels available for individuals to express their concerns, it is incumbent on people to speak out, confront the leader, and demand change.

D. Followers i. Be a whistleblower: Disrupt destructive leadership by speaking out. This requires courage and fortitude. ii. Staff development helps address the problem of destructive leadership because it trains and builds individuals to be better leaders. iii. Address psychological factors that make followers susceptible to bad leaders. a. Followers need to be convinced of their strength and capabilities, need to accept uncertainly as natural and necessary, need to value their sense of self, need to have the courage to speak out. b. Followers need to learn to handle ambiguity and live with uncertainty and accept these as natural and necessary. c. To satisfy our needs to feel special and chosen, we do not need to become compliant with a destructive leader. d. It is completely legitimate and healthy for followers to want to be a part of and accepted as member a group or organization, but not at the cost of losing one‘s sense of who you are as a person. e. Followers need to muster all the strength available to them to act out against group norms when leaders are leading destructively. f. In situations where there is destructive leadership, followers need to reach within themselves and find the strength to speak truth to power.

E. Context i. One needs to create a strong system of checks and balances among different organizational units because the leader then shares power with followers and accepts being monitored by followers regarding use of power. ii. A contextual approach that can act as a deterrent to destructive leadership is to maintain strong oversight of an organization through the use of independent boards of directors that are empowered to have access and input into how the organization is run. iii. To control for abuse, organizations can attempt to monitor themselves by establishing norms and values that create a strong ethical climate within the organization, which helps establish ethical behavior.

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Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Case Notes Chapter 1: Understanding Leadership Case 1.1—King of the Hill Case Summary This brief case study explains the culture for leadership created by high school swimming coach Denny Hill. Over a 40-year-career, Denny has created a culture of success for his team, through clearly defined roles across all grade levels, freshman through senior. By cultivating a culture of excellence along with high expectations, Hill has been successful in his approach to coaching. Equally important is the notion that Hill does not explicitly focus on winning—instead he focuses on preparing to win, which instills the leadership traits associated with winning for his swimmers.

Case Analysis This case clearly relates to the six “isms” of leadership defined in Chapter 1 of the text. Readers of the case can relate Denny Hill’s leadership model to all six of Northouse’s characteristics of leadership: Leadership is a Trait Leadership is an Ability Leadership is a Skill Leadership is a Behavior Leadership is a Relationship Leadership is an Influence Process Readers of this case might turn to these characteristics in defining the leadership characteristics that have made Denny Hill successful over his career. Readers may also turn to the Universal Leadership Attributes identified in Table 1.1 of the text as attributes that have contributed to Hill’s consistent success. In addition, this case (and chapter) identify key concepts which will be covered more in-depth throughout the remainder of the text chapters.

Sample Answers to Case Questions 1. What leadership traits account for Denny Hill’s success?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Denny Hill appears extremely confident in the system that he has created, which is transferable across team members, regardless of their ability. Hill also appears to be empathetic to his swimmers, despite long practices and grueling workouts. Hill also demonstrates expertise and tacit knowledge on what his swimmers must do to be successful, both in and out of the swimming arena.

2. How would you describe Denny Hill’s leadership abilities?

Denny Hill could be considered naturally gifted in creating a system and a culture that fosters success for his students. Hill’s four roles for each level of students could parallel the approach used by coach John Wooden in his four laws of learning (explanation, demonstration, initiation, and repetition). Hill is teaching his students a system, and believes that if the students commit to this system, they will be successful.

3. Leadership includes administrative skills, interpersonal skills, and conceptual skills. How does Denny Hill stack up on these skills?

Denny Hill clearly has an administrative system in place that contributes to the success of his swimming teams and also to the organizational culture of the team. His administrative skills are present in both the set-up and execution of his yearly organizational rituals for his swimmers.

Denny Hill demonstrates interpersonal skills through his ability to provide support for his swimmers.

Having an open-forum also fosters and facilitates his swimmers to develop their own interpersonal skills.

Denny Hill’s conceptual skills might be more implicit than explicit; it could be argued that the regimen utilized in the beginning of the season not only is a bonding experience but also instills the work ethic necessary for success throughout the season.

4. How does Denny Hill integrate task and relationship behaviors in his leadership?

The behavioral dimension of leadership is concerned with how leaders act toward others in various situations. Denny Hill’s coaching style is task-driven with a focus on ensuring that his swimmers know and understand their roles while still maintaining a quality of excellence associated with their team.

Relationship behaviors are very process-oriented, as Hill uses his “Hell Week” approach to allow all swimmers, regardless of grade level, to feel comfortable with other group members. This is also evident in the influence that each of the upper-class levels (seniors, juniors, and sophomores) have in the behavior and accountability of all other members of the team, including the coaches.

5. From a relational perspective, how would you describe Denny Hill’s leadership?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 According to Rost (1991), leadership is a process of collaboration that occurs between leaders and followers. Denny Hill has created the necessary benchmarks each year in his coaching model that foster collaboration and allow all participants to have a voice in their team. This further reinforces the concept presented in our textbook that, “leadership is not a linear one-way event, but rather an interactive event.”

6. In what way does Denny Hill’s coaching exemplify leadership as an influence process?

The perspective of leadership emphasized by Northouse in this book is that “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.” Denny Hill believes in the notion that all personnel involved in his swimming program are working together to achieve a common goal. While winning is not the inherent focus, it comes naturally because by preparing his swimmers to win, both the leadership and management skills that Hill stresses in his approach come natural and more often than not lead to winning and success.

Case 1.2—Charity: Water Case Summary Scott Harrison, a former nightclub influencer, transitioned from a life he described as being polluted with drugs and alcohol, to work with humanitarian efforts. From working with humanitarian efforts, Harrison realized that he could make a difference in the world by assisting those less fortunate.

Harrison’s work with Mercy Ships provided him the opportunity to create his own charity. Charity: Water with the mission of providing clean drinking water for the 1 billion people in their world without access to it.

Harrison created a four-pronged plan including: (1) guaranteeing donations would directly finance clean water projects, (2) using GPS devices to provide visual evidence that the donations were directly impacting the areas where they said they were, (3) marketing with a positive message focusing on hope, opportunity, and fun, and (4) connecting with local organizations and stakeholders to sustain the organization. Harrison’s success has led to a successful charity and successful organization that is making real and measurable change in communities around the world.

Case Analysis There are two main ideas that encompass this case. First, relationships matter. This case illustrates the importance of building positive relationships with others above all else, and that high-quality relationships can lead to positive outcomes more so than low-quality relationships. This relates to the concepts of leader-member exchange theory (LMX) and the relational approach to leadership.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Additionally, this case highlights the concept of adaptive leadership. When Scott Harrison realized that his approach needed to change, he changed his approach based on his constituents. The attributes that Harrison displayed are similar to the ones illustrated in Table 1.2 of the text.

Sample Answers to Case Questions 1. What leadership traits account for Scott Harrison’s success?

Scott Harrison appears to be confident, social, and positive-minded in his approach to both his charity and his relationship with others. He also displayed a passion for his industry and was dedicated enough to be a learner in a field he had little to no practical experience with.

2. How would you describe Scott’s Leadership abilities?

According to our text, Scott Harrison has a natural capacity to lead, and was able to acquire the abilities necessary to lead in an industry completely different than the one he was originally affiliated with.

Scott’s leadership abilities are reflective in his ability to form relationships and speak to others. His acquired abilities could be interpreted as his ability to adapt to an unfamiliar industry and utilize skills from the entertainment and nightclub industry as a conduit for success.

3. Leadership includes administrative skills, interpersonal skills, and conceptual skills. In what ways does Scott Harrison exhibit these skills?

The four-pronged system that Scott Harrison put in place for his charity is reflective of administrative skills. Harrison was able to outline a mission and vision and carry that forward through proper planning and preparation.

Interpersonal skills are what allowed Scott Harrison to be successful. His prior relationships were what he utilized in order to get his charity started and to assist him in making the necessary adjustments to be successful.

Harrison’s conceptual skills are demonstrated in his ability and willingness to adjust when his charity wasn’t working. His self-awareness and understanding that changes needed to be made helped him to ensure his charity would be supported.

4. From a relational perspective, how would you describe Scott’s leadership?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Relational leadership appears to be Scott Harrison’s greatest strength. Harrison was able to leverage prior relationships to support a completely different business venture, and understood that those relationships were going to be what made him successful. It is important to consider that Harrison not had the great number of relationships he had, he may not have had people willing to be honest with him and help him make the necessary adjustments to be successful.

5. Though Scott was a well-paid, successful club promoter with a long list of “followers,” would you characterize that element of his career path as “leadership?” Why or why not?

The perspective of leadership emphasized by Northouse in this book is that “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.” The very act of influencing others is a leadership act in itself. Northouse also describes leadership as an “interactive event that occurs between the leaders and the followers.” The relationships that Scott Harrison formed through his time as a nightclub promoter would eventually lead to donations for Charity: Water. Scott Harrison also was willing to use adaptive leadership techniques when he realized that his initial requests for donations would not work. His four-prong approach using: (1) transparent bank accounts open to donors, (2) photos and evidence from each project, (3) marketing optimism and hope to appeal to donors in a positive way, and (4) using local partners to ensure Charity: Water’s projects are sustainable and culturally appropriate.

Case Notes Chapter 2: Recognizing Your Traits Case 2.1—NorthTown Doulas Case Summary This case study discusses the experiences of Kamiah N., a woman from North Town, an impoverished African-American community, who had a passion for serving and helping the women in her community due to her experiences from being pregnant. Kamiah founded NorthTown Dulas, to provide birthing services to women in her community and also to train other women to become doulas.

Kamiah applied for a grant to become a trainer and solicited help from an executive director of the YWCA to set up a nonprofit organization. She learned how to promote her organization and also to identify and talk with donors and others who could support her efforts. Her first challenge was getting

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 the word out to her community that her services existed; to do so, she reached out to the informal elder leaders in her neighborhood to help promote her organization to younger generations. She also faced the challenge of obtaining funding, and was able to use her public speaking abilities to secure funding from service clubs, women’s organizations, and church groups. Within a two-year period, Kamiah was leading NorthTown Dulas as its executive director and had trained fourteen doulas who provide free services for low-income, minority clients.

Case Analysis This case integrates all six of the key specific leadership traits into the life of one person. Kamiah displays characteristics of intelligence, confidence, charisma, determination, sociability, and integrity.

Intelligence is demonstrated through Kamiah’s ability to understand her local community and adjust her practice to serve different stakeholder needs. Confidence is displayed through Kamiah’s understanding of what she needed to do to be successful and also through her practice itself. It would have been very hard for Kamiah to be able to train anyone to assume the role of being a dula without her having served as one herself. Kamiah displays charismatic traits though her public speaking ability. Combined with her passion for her organization, Kamiah was charismatic in her ability to translate her passion to others. It could be argued that Kamiah is determined, as she demonstrated initiative, persistence, and drive in accomplishing her goal. Once she realized a need in the community, she was able to translate that need into a relevant and timely service for her community. Kamiah demonstrated sociable characteristics in her ability to successfully inform her local community of the services she was provided and her ability to acquire funding. Finally, Kamiah displays high levels of integrity through her training and leadership for her doulas. Kamiah ensured that not only were her doulas trained appropriately in procedure, they also were engaged and dedicated to the community through understanding the community resources available to low-income mothers in need.

Sample Answers to Case Questions

1. How would you describe Kamiah’s leadership traits?

Kamiah appears to demonstrate the traits of an effective leader. She has elements of all six of the major traits described in this chapter (intelligence, confidence, charisma, determination, sociability, and integrity). Additionally, Kamiah realized a need in her local community and was able to use her skills and abilities to serve that need, which is a trait commonly displayed in effective leadership.

2. Of the six major traits described in the chapter (i.e., intelligence, confidence, charisma, determination, sociability, and integrity), which traits are Kamiah’s strongest?

The case narrative directly addresses two challenges that Kamiah faced: (1) communication to get the word out to local community members, and (2) the need to acquire funding. While it could be argued

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 that all six traits were evident in Kamiah’s leadership, the traits that most directly supported her two challenges were confidence and sociability. In order for her to spread the word of her services, she had to both be confident in her abilities and also in knowing the stakeholders that would most likely require the services she was providing. In terms of sociability, North Town Doulas required Kamiah to communicate with multiple stakeholder groups, some of which arguably required different communication skills. Kamiah’s ability to be kind, thoughtful, and bring positive energy to a group allowed her to both spread the word and acquire funding to make her business sustainable.

3. Of these traits, which do you think Kamiah is naturally strong and which did she learn?

Kamiah’s natural strength is determination. Northouse describes individuals displaying deterministic traits as being willing to assert themselves, being proactive, and having the capacity to persevere in the face of obstacles. This was evident in her ability to accomplish her mission and vision for North Town Doulas.

Confidence was more than likely a trait that Kamiah would have had to have learned. This is because Kamiah was becoming a voice for an industry that she only had experience in through experiencing the birthing process herself. Kamiah would have to have the capacity to not only learn about becoming a doula but also in being able to effectively articulate to others why this service would provide them with the help that they needed. This is an important element of being confident in your abilities.

4. What different traits did Kamiah exhibit in her ability to get others to support her, such as the executive director of the YWCA? The grandmothers in the neighborhood? The groups where the audiences were mostly white?

For the executive director of the YWCA, Kamiah would have had to display both confidence and determination. Kamiah had to be confident in her ability to begin a non-profit and determined to stay with her mission and vision for her organization.

The grandmothers in the neighborhood would have had to have faith in Kamiah’s integrity. With the grandmothers in her local community, trust is a very important element, as stated in the case study, and trust can be built from integrity.

For the groups where the audience was mostly white, intelligence and sociability are likely traits that Kamiah would need to display. When interacting with people that come from different backgrounds, being able to articulate your goals in a clear and concise manner and relate to their needs is a critical skill that comes from both intelligence and sociability.

Case 2.2— The Three Bs Case Summary

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 This case study addresses the three B’s, who actually are President Bill Clinton, President George W. Bush, and President Barack Obama. Their experiences and backgrounds are highlighted in this case study for the reader to see how they displayed each of the six leadership traits.

The first B is B1 – President Bill Clinton. The case describes Clinton’s upbringing as having been raised by a widowed mother and an abusive stepfather, and as a young high school student who had a passion for music and law. Through mentorship from his high school principal, he was able to attend Georgetown University and earn a degree in Foreign Service, which would lead to him ultimately pursuing a law degree from Yale University.

The second B is B2 – President George W. Bush. Bush is described as the eldest child of a prestigious and wealthy family, and highly sociable. It is noted that Bush did not have the academic or athletic backgrounds of his father and his grandfather, but was highly active and social. He also, like B1, attended Yale University, but it is noted that he was admitted under the university’s legacy policies and was an academically average student. It is also noted that the turning point of his career was that he was able to complete his MBA and understand the appropriate principles of capital and how it is accumulated, risked, spent, and managed.

The final B is B3 – President Barack Obama. Obama’s childhood was similar to Clinton’s, in that he did not have the support from a father figure at home and relied on the help and support from his mother.

Born in Hawaii, he would move to Indonesia with his mother at the age of 6, and at the age of 10, Obama was sent to the United States to live with his grandparents, and attend an elite school in Hawaii, where he was a good, but not outstanding student. The case notes that Obama struggled with his racial identity, and tended to move toward different social circles, which were mostly multiracial. He graduated from Columbia University with a bachelor’s degree in political science, and eventually worked for a global business consulting company. He would eventually become a community organizer, and realized through that work that he would be best served with a law degree. He attended Harvard Law School and graduated magna cum laude, and would eventually be elected president of the Harvard Law Review, and become the first African-American to ever do so.

Case Analysis This case study is unique in that it offers a look at the childhood, upbringing, and scholarly attainments of former Presidents Clinton, Bush, and Obama. It does not take into account any of their accomplishments during their presidencies and instead focuses on the backgrounds that each individual had which would later be traits that would enable them to be elected to the presidency. Additionally, outside of a few comments regarding small, college-based elections, political accomplishments predating their presidencies are not discussed in each case. This allows the reader to look at the potential backgrounds that each individual brought with them into their presidencies.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 The case is written in a way that easy comparisons could be made to (1) childhood and upbringing, (2) high school experiences, and (3) undergraduate and graduate collegiate experiences. From these experiences, the readers can ascertain the accomplishments of each individual and how the six traits covered in this chapter (intelligence, confidence, charisma, determination, sociability, and integrity) would have led to them eventually becoming the President of the United States of America.

Sample Answers to Case Questions 1. Rank the strength of each person (on a scale of 1 to 10, with 10 as high) for each leadership trait below. Use the Explanation column to support your ranking.

President Bill Clinton RANK

EXPLANATION

INTELLIGENCE

5

The case study doesn’t necessarily mention much in terms of Clinton’s intelligence, but does note that he received his undergraduate degree in Foreign Service from Georgetown University and a graduate degree in law from Yale University.

CONFIDENCE

10

Clinton’s direct quote was that “But I knew I could be great in public service. I thought I could make it without family wealth or connections, or establishment southern positions on race and other issues.”

CHARISMA

8

This is more implicitly stated in the case study than explicitly stated, but knowing Clinton’s background, Clinton could be described as one of the most charismatic presidents in the history of our country. It is noted that his mother was fun loving and vivacious, something that could have naturally been inherited by Clinton.

DETERMINATION

8

The trait of determination can easily be linked with confidence in one’s abilities. Clinton was confident that he would be great in public service, and was recognized for his talent and ambition.

SOCIABILITY

8

The case study directly discusses Clinton’s sociability, noting that he was elected class president twice and was involved in many professional organizations throughout his collegiate career.

INTEGRITY

3

Integrity is not discussed whatsoever in the narrative for this case.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 President George W. Bush RANK

EXPLANATION

INTELLIGENCE

3

The case explicitly states first that Bush was accepted into Yale due to the legacy policy, and also was a self-proclaimed average student. It also notes that he had low pilot aptitude tests and irregular attendance to air training while serving in the national guard.

CONFIDENCE

10

The case directly notes that Bush had “a relaxed attitude and an unusual confidence that stood out even in a class of some of America’s most confident.”

CHARISMA

5

Charisma is not necessarily covered in this case study, but it could be argued that the sociability that Bush displayed would have led him to display characteristics of charismatic leadership.

DETERMINATION

3

The narrative doesn’t directly address any particular determination for Bush other than noting that his turning point was completing his MBA.

SOCIABILITY

10

It is noted that Bush “stood out in team-based activities and was often chosen to lead.” He was also known among his classmates for his humor and antics.

INTEGRITY

3

Integrity is not discussed whatsoever in the narrative for this case.

President Barack Obama RANK

EXPLANATION

INTELLIGENCE

8

Obama is described as a good but not outstanding student; however, it is also mentioned that he graduated from Harvard Law School magna cum laude, and also was elected as the first African-American president of the Harvard Law Review.

CONFIDENCE

8

Confidence is only explicitly stated in the final paragraphs of the case study, where it is noted that Obama’s confidence came from his time attending Harvard Law School.

CHARISMA

5

Charisma is not explicitly stated in the case study, however, it could be argued that Obama was a very charismatic leader, as he displayed the traits of charisma throughout his presidency.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 DETERMINATION

10

It could be argued that Obama’s greatest strength was his determination. A direct quote is that, “if I think about how I have been able to navigate some pretty tricky situations in my life, it has to do with the fact that I had to learn to trust my own judgment; I had to learn to fight for what I wanted.”

SOCIABILITY

3

Sociability is not a trait discussed throughout Obama’s childhood or educational experience. In many instances, Obama is described more as a self-reflector than a social individual.

INTEGRITY

10

Obama displayed many characteristics of integrity. He was committed to giving back to the community, and kept his word when elected as president of the prestigious Harvard Law Review, that he would treat the views of the primarily conservative staffers fairly.

2. The chapter strongly implies that leadership is about traits – people become leaders because of their traits. In light of what you know about these men and their presidencies, do you feel the traits approach adequately captures the essence of their leadership? Does nurturance play an equal role or more important role? Why or why not?

In the case of all three of these men, the trait approach adequately captures their leadership abilities. All three individuals needed to display all six of the key traits in trait leadership at various times during their presidencies in order to be effective leaders. There is not one trait that each leader did not at least display a minimal number of positive attributes with.

Additionally, both nature and nurturance play a role in their abilities to lead. The common experiences that each had throughout their political careers led them to make the decisions they made while serving as the President, and an understanding of their strengths and weaknesses through those experiences only helped in their ability to lead the United States.

3. Of all the traits exhibited by these three leaders, what one trait would you like to have for yourself?

Explain why.

This answer will vary from student-to-student. A possible response would be that a student would want to have intelligence over anything else, especially when comparing individuals who have ascended to the highest political position in the United States, the President of the United States of America.

Case Notes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 3: Understanding Leadership Styles Case 3.1—Several Different Styles Case Summary Vanessa Mills is a personal banker at Lakeshore Bank and reports to three different managers at her site.

Each of her managers has a different personality and style in their management practices, which causes them to have different approaches to leadership. Marion Woods is a numbers-driven leader and basis success on quantifiable gains, in this case, opening accounts and accepting new services with the bank.

Bruce Dexter is also numbers-driven, and runs the weekly meetings where the current performance objectives are discussed. He is dismissive in his personality and does not interact with others regularly.

Heather Atwood’s approach to leadership is much more humanistic, and focuses her leadership on developing her team through providing incentives and offering constructive feedback.

Vanessa has received negative feedback from both Bruce and Marion, due to her low sales record. This has caused her to be nervous with her future at Lakeshore Bank; thus, she has decided to seek advice from Heather, the manager whom she relates to best. Heather has assured Vanessa that her performance is fine and she shows promise, however she is worried about how her 3-month review will go. Vanessa is mostly concerned about how Bruce and Marion perceive her performance and is unsure of their perception of her as an employee.

Case Analysis This case is a common case among larger firms, where multiple managers oversee personnel. In this case, three managers have three distinctly different philosophies of leadership and leadership styles. In assessing Marion Woods’s leadership style, one might see characteristics from both Douglas McGregor’s Theory X and also the authoritarian leadership style. Marion seems to have characteristics that would classify her as directive and controlling, and also very bottom-line and goal-driven. Production is her number one priority. Bruce Dexter also could be classified as bottom-line and goal-driven; however, his interaction with others appears to be more of a laissez-faire leadership style. Bruce does not appear to be controlling or directive and instead is more dismissive in his leadership, engaging in minimal influence over his subordinates. It would appear that Heather Atwood subscribes to more of the Theory Y and democratic leadership style. She is more hands-on with her subordinates, providing information, guidance, and suggestions to help them reach their fullest potential.

Because Vanessa has three different managers, each with a unique style of leadership, she must navigate their personalities in order for her to be successful in her position. While Vanessa may naturally link to the leader most similar to her preferred leadership style, it is still important that she have an understanding of the other leadership philosophies and styles displayed by the managers at the bank.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Sample Answers to Case Questions 1. Based on the assumptions of Theory X and Theory Y, how would you describe each manager’s philosophy and style of leadership? In what way do their attitudes about Vanessa affect their leadership?

Marion Woods would definitely be classified as a Theory X leader. She is direct, goal-driven, and focused on results and not the humanistic style of leadership. Heather Atwood is more of a Theory Y leader, as she is focused on cultivating success with not only Vanessa, but all of her subordinates. Bruce Dexter may also be classified as a Theory X leader, as he is also goal-driven, but clearly not as direct as Marion.

Marion’s approach where she stresses scripts and procedure seemingly demonstrates that she believes that Vanessa needs coaching and direct instruction in order to be successful. Bruce’s approach of focusing on the numbers and his lack of interaction with others has left Vanessa confused about how her performance is perceived by him. Heather, on the other hand, appears supportive and coaching, which has had a positive effect on Vanessa. Vanessa feels comfortable and confident speaking to Heather about her concerns, which has helped her to develop in her role as a banker.

2. In this type of customer service setting, which leadership style would be most effective for the bank to meet its goals? From the bank’s perspective, which (if any) manager exhibits the most appropriate leadership? Discuss.

This could be answered in multiple ways. On one hand, a bottom line, no-nonsense approach with recruiting customers and increases services rendered may lend itself more to a direct approach similar to an authoritarian leadership style. On the other hand, employing democratic leadership while not overemphasizing results as the sole indicator of success may not help in the short-term, but could, in the long-term, increase employee retention and satisfaction. However, if long-term retention is not the goal of Lakeshore Bank, then this approach might not be in the bank’s best interest. The laissez-faire leadership style seemingly has no place in this industry. From the bank’s perspective, finding a manager that exhibits characteristics of both the authoritarian and the democratic approach to leadership, but at the appropriate times, would benefit the overall productivity of the bank the most.

3. What advice would you give to each of the managers to enhance their leadership skills within the bank?

It appears that Marion Woods could consider a more humanistic approach to leadership. Marion could learn that not all subordinates operate best with direct supervision and require different approaches to be successful. This would include taking the time to get to know her subordinates as people and offer targeted coaching and training relative to their skills.

Bruce Dexter could benefit from becoming more people-friendly and humanistic in his approach to leadership. It is probable that others see him in the same light that Vanessa does, and are unable to

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 assess his opinions of them and their performance. Something as simple as visiting with co-workers once or twice a week could go a long way in helping him to build relationships.

It is not documented anywhere in the case that Heather Atwood has provided any feedback specifically on performance and appears to be in more of a mentorship role with her subordinates. Heather should not necessarily emphasize numbers-driven performance in her mentorship opportunities, but at least ensure that it is somewhat considered, as it is a priority of the other managers and of the banking industry as a whole.

4. What do you think Vanessa can do to prepare herself for her 3-month review?

Vanessa understands the philosophies and leadership styles of the three managers. She needs to be able to show how she is improving in her position and learning the necessary skills that she needs to be effective in reaching the performance-driven goals at Lakeshore Bank. Documenting her improvement over her first three months on the job could help, even if her numbers are not completely where they need to be yet, because she could show improvement.

It wouldn’t hurt Vanessa to directly ask Bruce for input on her performance. As he has not taken the time to get to know her, initiating conversation with him could be beneficial and help her to establish another mentor within Lakeshore Bank.

Another possible option for Vanessa would be to practice for the review with Heather, as she already has a solid relationship and strong bond with her. This may help her confidence as she prepares for the meeting.

Case 3.2—Leading the Robotics Team Case Summary Anders Dahlgren is the mentor for a high school robotics team consisting of 15 students, ranging from freshman to seniors, with 14 of the 15 students being male, and 1 student being female. Anders is responsible for assigning a mentor to the team, and overseeing the students who are divided into two groups, mechanical, the group that designs and builds the robot, and programming, the group that designs the code that tells the robot how to complete its tasks. Anders is considering three different members of the team to be the captain.

The first student, Pria, is a junior, the only female on the team, and is a programmer. She is described as very serious and talented, but also organized and rigid. She sticks to a developed schedule and deadlines, and is willing to offer solutions for the other programming group members when there is a problem or obstacle. A barrier she faces is that some of the group members from both the mechanical and programming team consider her to be bossy and have stressed them out with deadlines and rigidity.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

The next student, Justin, is a member of the mechanical group. He is sociable and likeable, and is more hands-on in his approach, and is willing to attempt to try to find a solution by doing other than scheduling or planning. Anders notes that Justin is creative as a leader, but that if parameters and goals aren’t established, the entire session can become chaotic very quickly.

The final student, Jerome, has been a member of the programming team for four years, now a senior, and is considered to be quiet, respectable, and polite. He is known for being someone that listens to the input of others and considers their ideas even if he does not agree with them, as it allows for all members to be a part of the learning process. The criticism of Jerome is that his leadership style “often slows down progress” and it has, at times, caused them to scrap their project and start over. When asked by Anders why he isn’t more assertive, Jerome defends the process of learning, and not following orders from someone else.

Case Analysis This case offers students an excellent opportunity to reflect on three very different leadership styles, and determine which leadership style is the best fit for this particular situation. While there are elements of each leadership style in all three student leaders, Pria may be best described as an authoritarian leader displaying some elements similar to Theory X. Pria is rigid and structured, however, there are positives to this leadership style, in that she understands rules and standards and appears to be successful in motivating others to accomplish work. Justin’s leadership style is slightly different as he is represented as someone who is sociable and likeable and just “does” rather than tells others how or what to do. Jerome most closely models the democratic leadership style as he allows others to be involved in the decision-making processes and also believes in the learning process.

The one consideration that must be made in this case study is the notion of time. One of the responsibilities of Anders Dahlgren is that he must appoint a student leader within a 3-week period, which is noted multiple times in the course. The time consideration and processes that must be in place should be taken into considerations as students assess the content of this case study.

Sample Answers to Case Questions 1. How would you describe the individual leadership styles of Pria, Justin, and Jerome?

Pria’s leadership style follows along the pattern of authoritarian leadership. She is a direct communicator, holds others to her standards, and clearly knows and understands the rules and structures of the organization. However, the negatives of her style are in the perceptions that others have reported of having of her; a downside of authoritarian leadership.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Justin displays some elements of laissez-faire leadership. He is hands-off in the interactions with his followers; however, he does display charismatic elements such as sociability and likeability that have helped him with his interactions. The lack of structure and direction he displays has been reported as chaotic, something which might not be appropriate for this type of environment.

Jerome would best be described as a democratic leader, according to our textbook. Jerome’s approach is group-oriented, people-centered, and leading without making all decisions. He is experienced and allows his experience to speak for his ability to lead without being overly directive in his approach.

2. Based on the assumptions of Theory X and Theory Y, how would you describe Pria, Justin, and Jerome’s philosophy of leadership?

Pria partially resembles a Theory X leader. She is the one that is providing control and direction to accomplish tasks, and others might see this as commandeering and bossy. Justin himself appears to be a Theory Y style of person, but might not necessarily be classified as a Theory Y leader. Justin is an independent worker and thinker, but uses motivational skills to influence others. Finally, Jerome displays some elements that would be classified as Theory Y, but also some elements that are Theory Z. Justin uses Theory Y to help his followers seek and accept responsibilities, and uses Theory Z strategies in his focus on communication, collaboration, and consensual decision making.

3. The robotics team will be asked to compete in a situation that sounds like it will be intense and stressful. Do you think a democratic leader would be as effective as an authoritarian leader in this situation?

Based on the three personalities described in this case study, an authoritarian leader may better serve the committee. Because Pria, Justin, and Jerome are described as very different leaders with different leadership styles, having a leadership, where, like Northouse describes, as “used to give direction, set goals, and structure work” may be what is needed in order to ensure that the team is successful in such an intense and stressful situation.

It is possible that democratic leadership would work, however, within the time constraints where the goals must be accomplished within three weeks, beginning with an authoritarian style of leadership and eventually transitioning to a democratic style may be best for the stakeholders involved in this case study.

Case Notes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 4: Attending to Tasks and Relationships Case 4.1— From Two to One Case Summary In this brief case, Mark Schmidt is tasked with a common, yet complicated business decision, determining which of his talented managers to let go from his business, Co-Ed Cleaners. Each of the managers, Asher Roland and Dan Cali, have different strengths and different leadership styles which make them valuable to Mark’s business.

Dan Cali is a process-oriented manager focusing on supervising his employees through checklists and direct supervision should a problem arise. He takes the initiative to change ideas based on efficiency and displays both talent and knowledge. He works hard and supervises in a similar fashion. His team members think he is an extremely hard worker and efficient in his position.

Asher Roland manages through providing his groups with autonomy, and works alongside his groups to understand their problems better and to build relationships. His team members come to him for advice and believe that he is fair and honest.

In addition to letting one of the two managers go, Mark must also make a selection based on which manager can best integrate the qualities the other manager has in their management style. Therefore, the decision Mark makes is not only to let an employee go, it’s also to select which manager could better handle additional responsibilities.

Case Analysis This case is a comparison and contrast case between concern for people and concern for production.

One manager, Dan Cali, operates on task-oriented leadership focused around production orientation, and the other manager, Asher Roland, operates on relationship-oriented leadership. Because Mark Schmidt is forced to let a manager go, he is faced with the task of determining whether or not he can sacrifice a manager concerned with production, or a manager concerned with relationship building. Each have their own strengths and leadership style that is beneficial to the company.

The other consideration that Mark must make is whether Dan or Asher is capable of integrating part of the other’s leadership style into their work and practice. This case is interesting because there are two acceptable answers. Responses will vary, possibly based on the leadership style preferred by the respondents.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Sample Answers to Case Questions 1. Using ideas from the chapter, describe Dan’s and Asher’s styles of leadership.

Dan initiates structure through task leadership. He organizes work, defines role responsibilities, and schedules work activities. He is production focused, and stressed the production and technical aspects of the job. He also displays a concern for production, as he is constantly seeking methods to make processes more efficient.

Asher uses consideration behavior through relationship leadership. He manages with an employee orientation where he takes interest in workers as human beings, values their uniqueness, and gives attention to their personal needs. He clearly has a concern for people, which has caused his employees to value him as a supervisor and work hard for him.

2. How will Asher’s employees, who are used to being able to manage themselves in their own way, respond to Dan’s task-oriented style?

Asher’s employees will probably not respond to switching over to a task-oriented style well at all.

Because Asher’s employees are driven by relationships, being regimented and more production-focused will be a difficult challenge for them to adjust to. It could be assumed that turnover would occur, simply because the employees would be changing their styles and be more results-focused.

3. How will Dan’s employees, who are used to being given clear direction and procedures, respond to Asher’s more relationship-oriented style?

Dan’s employees may respond better to a relationship-oriented style, as they might feel less pressure and less worried about meeting objectives in a timely manner. They may seek more direction and procedures and it might take them time to adjust to a more self-directed work style. It is also possible that their productivity will decline, as they may begin to believe results do not matter as much as they did with Dan as their manager.

4. If you were an employee at Co-Ed Cleaners, would you want Mark to let Dan or Asher go? Explain your choice.

There are two different perspectives for this question. By letting Dan go, Asher acquires employees that are already driven, focused, and results-oriented. It may be much easier to convince Dan’s employees to self-manage than convincing Asher’s employees to work with direct supervision and task-driven leadership.

By letting Asher go, Asher’s employees will now have a radically different management system that will take time to get accustomed to. But keeping Dan ultimately may increase the productivity for the business, if he can get multiple teams to be task-driven and focused on production.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Case 4.2 —Day and Night Case Summary Alice and Heather are human resources colleagues at a community college that run a local non-profit organization over the weekend called Operation D.O.G. (ODOG). ODOG is an organization that works with dog owners and rescue organizations to provide financial assistance and case management for dogs suffering from treatable medical conditions in order to either keep them in or find them loving homes.

Alice’s skill set in her human resources role is very authoritative and task-oriented. She is responsible for the management and day-to-day operations of the human resource team, including recruitment, salaries and benefits, strategic planning, and various personnel issues.

Heather’s human resources role is much more focused on culture and climate, tackling conflict resolution, leadership development, and effective communication skills.

In ODOG, both Heather and Alice work directly with the owners and their animals. They meet with veterinarians, community members, and other animal rescue and shelter organizations, and also oversee the business management functions of the non-profit as well. Neither are paid for their current roles, and would hope to grow the organization to a sustainable organization serving multiple counties that would include a dedicated veterinarian clinic that provides discounted services to low-income individuals and families.

Case Analysis The point of this particular case study is not to provide a particular problem, but to show how two leaders in different roles in their professional careers are working together to utilize their skill set to improve their non-profit organization. Alice is presented as being responsible for task-oriented types of roles in her human resources role, whereas Heather is presented as being the relationship-oriented individual, and focusing more on culture and communication.

The difference becomes then in how each of them work in their non-profit organization. Should Alice and Heather use their respective task-oriented leadership and relationship-oriented leadership styles to drive their non-profit? Or should there be a combination of both leadership styles to effectively manage and grow their organization correctly and most effectively.

Sample Answers to Case Questions

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 1. In their roles for the college, how would you categorize Alice and Heather’s task and relational leadership behavior? Using the format in the following grid, rate each woman’s predisposition toward each behavior type (on a scale of 1-10, with 10 being high). In the explanation column, support your rating with examples.

Behavior

Rank

Type

(1-10)

Explanation

Task Alice

10

Alice’s HR position appears to be very task-oriented. She is responsible for negotiating, recruiting, regulations, compliance and reporting, salary and benefit plan administration, counseling and advising, and personnel issues.

Heather

5

It is noted that heather has many task-oriented responsibilities in her position, however, her task-oriented responsibilities are not explicitly stated in the case study like her relationshiporiented responsibilities.

Alice

8

Even though the majority of daily operations in Alice’s positions may be classified as task-driven, it is important to note that Alice also has responsibilities that are driven by relationships. Alice enjoys developing a team, and taking a personal interest in each employee, leading them through coaching, empowerment, and trust building.

Heather

10

Heather’s primary role for the college is focused on relationship-oriented responsibilities. She is responsible for leadership development, conflict resolution, and effective communication skills. She also believes that her relational skills and her compassion are utilized in her daily interactions with her staff and the college community.

Relationship

2. Looking at your rankings in question 1, do you feel the two women’s leadership styles complement each other? Why or why not?

The focus of this chapter is to recognize that all leaders have a natural inclination to be either taskoriented or relationship-oriented. However, as explained in the chapter, “most leadership falls midway

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 between the two extremes of task- and relationship-oriented leadership” and appears as a blend of the two styles.

Based on the above rankings, it would appear that both individuals have a leadership style that compliments each other and serves an appropriate need in their human resources department at their community college. This may translate well as they transit into their evening and weekend role with their non-profit organization, ODOG. 3. How would you rate the importance of task behaviors vs. relationship behaviors in their leadership of Operation D.O.G.? Is one behavior more important in these roles than the other? Will Alice and Heather be equally as effective in running the non-profit as they appear to be at the college? Explain your answer?

Students responding to this question should be able to understand that while both Alice and Heather have roles in their organization that are driven toward either task-oriented or relationship-oriented, that the role in the non-profit might be completely and totally different. In a structured and rigid environment like a human resources department, there is a responsibility to be both task-oriented and relationship-oriented, or divide up roles and responsibilities for each. In a non-profit organization like ODOG, which is just in the early stages of implementation, the focus on relationships might be more critical, as community building, and caring and participative behaviors will fit better within that organization. Alice and Heather’s skill sets will help with the non-profit, especially because they are participating in tasks on both ends of the continuum, however, the relationship piece may matter more in this environment.

Case Notes Chapter 5: Developing Leadership Skills Case 5.1— Give Me Shelter Case Summary

This case study explores the experiences of Theodore Henderson, an operations director for The Ross Center, an organization serving hungry, lonely, and homeless people year-round. Henderson’s background was one that fit within this role. He himself had spent time in a homeless shelter, had earned a GED and enrolled part-time in a community college and eventually earned his associate’s degree in education. After deciding that he didn’t want to pursue the needed bachelor’s degree to become a teacher, Theo decided to become a volunteer coordinator at the Ross Center.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

As a volunteer coordinator, Henderson thrived. His success eventually led to him becoming the organization’s operations manager, a role which had different leadership skills attached to it. In this role, he struggled. He found himself being pushed in many different directions, and eventually, decided that it would be time to find a new job. His mentor, Linda, the Director of the Ross Center, recognized his leadership skills and decided that he would be better served to oversee the efforts of building a new facility. This position would be much different, as Theo would have the responsibility of leading groups of people and would be forced to engage in strategic planning and team-building skills.

Theo proved to be very successful in this role. His experience in this role, a temporary position, allowed him to go back to the operations role and look at his responsibilities through a much wider lens. He found himself much more successful in this role, and when it came time to become the Director of the Ross Center, he believed that he was ready for the task.

Case Analysis This case utilizes the three characteristics of the Model of Primary Leadership Skills (administrative skills, conceptual skills, and interpersonal skills). Theo Henderson appears to be naturally strong in his interpersonal skills, but needed more work in both administrative skills and conceptual skills in order to step into the role of the organization’s CEO. Theo’s interpersonal skills were made very evident throughout this case. He was socially perceptive of the people around him and greatly understood the importance of building relationships in an organization such as The Ross Center. The relationships he had with Linda, the Director, and his subordinates helped him to develop the leadership skills necessary to oversee such a large organization.

Theo initially suffered with his conceptual skills. During his first stint as the operations manager, Theo struggled to complete tasks that required delegating tasks, however, when forced to become the person responsible for overseeing the building of the new facility, Theo was forced to learn concepts in strategic planning in order to be successful in this temporary position. This helped him significantly, when he transitioned back into the operations manager role, and was better prepared to handle those tasks and delegate.

In terms of administrative skills, this was another area that Theo needed additional experience, and his temporary assignment better prepared him to handle these types of responsibilities. Theo learned how to work with others to help them find resolution to conflicts and knew the appropriate times to step in in order to make decisions that would take too long to reach by committee.

Through his personal growth and development, Theo was prepared to lead the organization, based on the diverse and unique experiences that he had in his life, but in each role at the Ross Center.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Sample Answers to Case Questions 1. Based on the Model of Primary Leadership Skills (Figure 5.1) how would you describe Theo’s skills?

In what skills is he the strongest, and in what skills is he the weakest?

The Model of Primary Leadership Skills is an appropriate way to decipher where Theo’s strengths and weaknesses lie. There are dimensions where Theo has demonstrated success, and other areas where he has room for improvement.

Theo’s strongest skill is interpersonal. He understands the importance of building relationships and helping his employees reach appropriate consensus when necessary. Theo also understands the importance of listening to a mentor and taking their advice for his own personal growth and development.

The two skills that Theo needed time to develop were administrative and conceptual skills. At first, he tried to do everything without understanding the importance of both delegation and strategic planning and became very overwhelmed in his role. Once he was able to look through his position from a different lens, he developed the necessary skills to be both an effective leader and strategic planner.

2. Why do you think Theo was more successful in the role overseeing the new facility’s development than he was as the operations director?

The new facility development required ground-up planning and thrived on relationship-building and interpersonal skills. When Theo was placed in a position where he could build relationships but realized that he could not accomplish everything by himself, he thrived. This experience would permit him to return to his original role and look at his role from a different perspective, one which helped him cultivate his leadership abilities.

3. What skills did Theo exhibit that made Linda think he would be a good operations manager in the first time? What skills did he learn and develop that lead her to think he would be a good CEO? Theo was a people person that understood the responsibilities of interacting with the community as a former homeless person himself. He understood that his responsibility was to make sure that everyone that walked through the doors was an important and lovable human being, and he was able to share that with the homeless people and also with the volunteers who worked with them.

Once he transitioned into the temporary position as overseeing the building of the new facility, he had the opportunity to obtain the administrative and conceptual skills necessary to lead the organization. He realized that he needed to understand when to delegate to others, establish committees when necessary, and when consensus could not be reached, to step up himself in order to reach consensus.

4. What is your biggest “take away” from this story? What do you find most inspiring?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 As this is an opinion question, answers will vary from student to student.

Case 5.2— Reviving an Ancient Art Case Summary Nilda Callanaupa, a Peruvian descendant of the Incas and a member of Perus’s indigenous people became an expert weaver at an early age, and utilized her abilities to help preserve the ancient traditions and native knowledge of her cultural practices. In the early 1970’s, before her 14th birthday, Nilda had befriended a young couple who had moved to her village and inspired them to create a community cultural center focused on the spinning and weaving tradition in Chinchero. By the age of 14, she was giving weaving demonstrations at the Smithsonian Institution and the American Museum of Natural History, and eventually went on to earn a master’s degree and a grant to study historical textiles in Berkley, California.

While she was abroad studying, the cultural center she had helped to found began to suffer. Through the contacts she had established through her travels, Nilda would lead the weavers to form the Centro de Textiles Tradicionales del Cusco (CTTC), which partnered to educate weavers on designs, techniques, and knowledge, and also to provide a place where the weavers could gather to work.

Her work not only helped to revive and continue the cultural art form from her indigenous people, but it also helped to lift other weavers and families from the grasps of poverty. The income has assisted in allowing weavers in their families to invest to give their children access to complete high school and attend college, and also to obtain better health services.

Case Analysis

This case effectively highlights Nilda's abilities across all three skills from the Model of Primary Leadership Skills, administrative skills, conceptual skills, and interpersonal skills.

Nilda was naturally gifted in her conceptual skills. This case study illustrates that Nilda was a child prodigy, and understood the patterns and techniques involved in weaving from a very early age.

Because of this, Nilda was able to utilize those skills to form relationships and develop her other skills.

While Nilda was abroad and her community cultural center began to falter, Nilda was able to utilize her interpersonal skills in order to cultivate the necessary relationships in order to secure international and foundational support. Additionally, Nilda’s administrative skills were also highlighted in her ability to

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 make the Centro de Textiles Tradicionales del Cusco (CTTC) successful and expand to be a natural part of the city of Cusco, the former capital city of the Incan empire and the tourism center of the region.

Sample Answers to Case Questions 1. Based on the Model of Primary Leadership Skills (Figure 5.1) how would you describe Nilda’s skills?

The Model of Primary Leadership Skills shows that Nilda has experience across all three skills, administrative, interpersonal, and conceptual. Nilda’s strongest skill set was in her conceptual skills. As a child prodigy, she understood the processes involved with weaving and was able to articulate those processes to others. Her interpersonal and conceptual skills were also important, as they were what she utilized in order to secure foundational support and also to establish a thriving and beneficial center for her community.

2. Which skills do you feel contributed most strongly to Nilda’s success leading the CTTC? The most important skill in Nilda leading the CTTC was her administrative skills. In order to lead such a large organization that had the potential to serve so many members of her community, she had to be well-versed in two of the most important administrative skills, managing people and managing resources.

In this particular case study, relationships matter, and Nilda’s work as a weaver herself allowed her to lead and effectively manage the people she was ultimately responsible for. Additionally, Nilda had to know the resources that were available to her both inside and outside the community and utilize those resources effectively to best serve her people.

3. In what ways do you think Nilda exhibited Emotional Intelligence?

Nilda exhibited emotional intelligence by understanding the critical nature of her work and how it had the potential to benefit a large number of people in her community. As she had overcome adversity herself, she was able to understand her own emotional pulse and convey that to her community leaders to show them the benefits of the work they were doing. Additionally, it is mentioned briefly in this case that Nilda was able to ensure that the weaving process would not just be looked upon as a non-valued, gender-specific task, and many of the women involved as weavers are not the primary breadwinners in their families and hold important community status.

4. What is your biggest “take away” from this story? What do you find most inspiring?

As this is an opinion question, answers will vary from student to student.

Case Notes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Case 6.1: Ready to Be CEO? Case Summary Christine Jorgens’s experience, dedication, and passion for her organization – Begin the Future Foundation – had led her in an unexpected position as a potential candidate to become the Foundation’s new Chief Executive Officer. Although Christine had never deliberately planned to pursue this particular leadership opportunity, she was now considering whether or not she had the experience, skill, and strategic planning abilities to ascend to the highest position in her organization.

Christine had a wide array of experiences with the Foundation, and displayed a willingness to do whatever should could do for the organization. She consistently displayed initiative and developed new programs to benefit the middle school students served by the Foundation. She was enthusiastic, dedicated, and innovative in her role initiating new programs. Now, she questioned whether or not she had the experience in day-to-day management to be an effective CEO of the organization.

Case Analysis This case provides a unique look at strengths-based leadership, highlighting the strengths that Christine Jorgens exhibited over a 12-year period with the Begin the Future Foundation. Christine clearly was dedicated to the organization and committed to the organization’s mission and vision. Those strengths were what convinced the board that she would be the perfect choice to be the organization’s new Chief Executive Officer.

Christine’s upbringing paralleled the experience of many of the Foundation’s students; she was from a rural area, struggled financially, and worked in her local community. Her upbringing could be considered a natural and authentic strength. Christine’s commitment to program development was viewed by the board of directors as her realized strength and the strongest asset to the organization. It is possible that despite her lack of experience in day-to-day management, the board of directors saw her management potential as an unrealized strength.

In assessing potential weaknesses, Christine’s lack of confidence in her ability (or humility) could be considered a weakness. For her to be successful as the Foundation’s CEO, she will need to believe in the skills and abilities that caused the board of directors to consider her for the position in the first place.

Sample Answers to Case Questions 1. Strengths are considered inborn traits that can be enhanced with experience. What experiences in Christine’s background helped her develop her strengths?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 It could be argued that Christine’s childhood and adolescence from a rural area where her family struggled financially innately prepared her for a role serving a similar population. Christine’s experience and background throughout her childhood prepared her to help others from a similar background. She designed programs that would help children from impoverished backgrounds based on her experiences, creating a support system for these children.

2. Of the strengths identified by the assessments, which were directly observable in Christine’s work?

Were there any that were not?

Five skills were listed as strengths in Christine’s skill assessment: strategic planning, relationship building, creativity, compassion, and influencing. The only directly observable strength based on Christine’s work is strategic planning; the case study identifies two programs that were started under the leadership of Christine – Study Buddies and Girl Power.

Implicitly, it can be assumed that Christine demonstrated three of the other four skills, relationship building, compassion, and influencing. Relationship building is necessary in order for Christine to obtain funding for her programs and also to foster relationships with the children she mentored. Christine’s compassion is probable as she has shown a commitment to the organization’s mission and is invested in the success of the children. Influencing is another area that is implicitly implied, as Christine would have to have strengths in influencing others if she is securing funding, creating programs, and being approached by others with new initiatives.

Creativity was not directly observable, but once again, it could be assumed that Christine would have to be creative to obtain funding and also in creating appropriate programming for the populations she is serving.

3. Christine admitted having some weaknesses, especially in day-to-day management of the organization. Which of her strengths could she put into use to help her deal with that, and how?

Christine may not have demonstrated day-to-day management in her role, but this is also because she is spending a lot of time directly working with children and programming and meeting with donors and funders. Her ability to engage with stakeholders, constituents, and children receiving services is a component of management. The case study does not document how Christine works with her subordinates and her employees. If she can develop her strengths of influencing and compassion into employee relations, this could help her deal with lack of traditional management experience.

It is also possible that day-to-day management could be an unrealized strength of Christine, as she has not had the opportunity to engage regularly in management practices. This might be something that Christine will be successful with, once she has the opportunity to practice it in the day-to-day operations of her position.

4. What strengths should Christine seek from others that would complement her own and fill some gaps?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Two potential areas stand out as skills that Christine should seek from others, both related to management. In her position, Christine does not necessarily involve herself with the fiscal operations involved in managing a non-profit organization. Even if there is a Chief Financial Officer for the organization, it would behoove Christine to obtain some experience in fiscal management. In terms of understanding the human relations factor (human resources management) involved in her role, Christine might seek additional training and certification in best practices in human resources, or also work with a qualified, employed individual with a background in human resources.

Chapter 6: Engaging Strengths Case 6.2— The Strength to Stand Out Case Summary This case study provides a biography of Sociologist Dr. Brene Brown, research professor, speaker, and author, who studies difficult topics such as shame, vulnerability, courage, and empathy. Brene had moved a number of times as a child, moving from New Orleans to Houston to Washington D.C. and back to Houston. Moving as much as she did made her feel separate from others and when the marriage of her parents disintegrated, she even felt more alone. Brown believed though that her coping mechanism was studying people and understanding and recognizing the behavior patterns of others.

Brown did not follow the traditional path to college; she traveled across Europe, engaged in selfdestructive behaviors, and after having dropped out of college earlier, she graduated at 29 with a bachelor’s degree in social work. She became interested in qualitative research and the notion of grounded theory, and decided to study the topic of shame, despite the lack of support from her mentors.

Brene eventually became a professor at the University of Houston, and instead of presenting her research in a traditional, peer-reviewed manner, she instead wanted to present her findings in a more mainstream manner. She self-published her first book, and received enough recognition to attract a well-known publisher who would eventually republish it, and continue her career. She is now a wellknown speaker earning up to $100,000 per engagement, and continues to present herself and her mission in her own form and her own way.

Case Analysis This case study is an excellent representation of the strengths of Dr. Brene Brown. In this passage, it is made clear that Brown understands her own strengths, thus becoming realized strengths, and also holds true to her values and authenticity. It is made clear throughout the narrative that with every

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 difficult decision, Brown followed what she believed to be the correct course of action, and according to the chapter, these decisions significantly benefited her growth as a person, and ultimately her career.

Readers of this case should specifically focus on the four different experiences where Brown was unrelenting in being true to herself and her own personal values. She was strong enough and understood what she offered to her mentors while she completed her doctorate, her research professor position at the University of Houston, her publishing career, and also her approach to public speaking.

Sample Answers to Case Questions 1. Based on the case study narrative and what you learned about Brene and her work from the TED Talk videos: a. Based on the strengths listed in Table 6.1, select five strengths that you think are descriptive of Brene Brown. Explain your answer.

Of the 34 Talent Themes presented in Table 6.1, Dr. Brene Brown displays achiever, focus, selfassurance, empathy, and strategic.

Brown is an achiever simply for having the significant accomplishments throughout her career. Despite not coming from a traditional collegiate background, Brown was able to complete her bachelor’s degree as an adult learner and has continued to go on to have an extremely successful career.

Brown definitely displays focus. For each decision, whether it be to write her methodology using grounded theory or even to study a controversial topic such as shame, Brown had to be focused on her goals, especially because of the significant number of naysayers that she faced on her path to completion.

Self-assurance is another important strength. When faced with decisions that might not be supported by others, such as her methodology, publishing preferences, or willingness to become a part-time faculty member, in order to take extreme risks that may have been detrimental for her career, Brown had to be self-assured in the decisions she was making.

In order to be successful in a field like social work or to research a topic such as shame, empathy is a critical strength to possess. Being able to understand the emotions of her research subjects and present them to them once complete requires a natural ability to empathize with others.

Finally, it has to be argued that Brown is strategic. While it is explicitly stated that she has accomplished a great deal, she had to have confidence in her abilities and also know that her decisions could be ones that both help others and further her career.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 b. Based on your answer to the previous question, which of the 4 Domains of Talent Themes found in Table 6.2 (Executing, Influencing, Relationship Building, or Strategic thinking) do you think best apply to Brene? Which domain do you believe is her strongest? Explain.

Executing and Relationship Building appear to be browns greatest strengths. She was able to accomplish her goals through believing in herself and also through deliberate actions. Additionally, she needed to build relationships in order to make the difference with the number of people that she had, and also to connect with many different constituents.

Of the domains, her ability to execute is arguably her greatest strengths. Each of the themes in that particular domain apply to her, she is an achiever, an arranger, believes in her abilities, is consistent with her beliefs, deliberate with her practice, disciplined in her studies and work, focused on her personal mission and vision, takes personal responsibility for her decisions, and operates in a restorative discipline, studying a topic such as shame.

2. Based on the case study narrative above and what you learned about Brene and her work from the TEDTalk videos: a. Which of the Values in action (VIA) character strengths (Table 6.3) would you attribute to Brene Brown?

The primary character strength from the Values in Action character table attributed to Brene Brown is courage. Each of the four strengths pertain to Brown. She is authentic in sharing her work and personal experiences, brave in the decisions and choices that she made, persevered through personal challenges and difficulties, and is extremely energetic in her zest for her discipline. Each of these emotional strengths could absolutely pertain to Brene Brown.

b. On a scale from 1-5 (5 being high) how would you rate Brene in each classification of the VIA (Table 6.3)? Explain your ratings.

Classification Wisdom & Knowledge

Strengths Creativity Curiosity Open-Mindedness

Cognitive Strengths

Ranking

4

Explanation Brown clearly demonstrates a love of learning and a curiosity for the experiences of others. As a sociologist, her ability to watch and observe people has been made very clear and a prominent consideration in her work.

Love of Learning Perspective

Courage

Authenticity

5

This is Brown’s greatest area on the VIA. She displays all of these strengths, which are clearly articulated in both

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Bravery Emotional Strengths

Perseverance

Humanity

Kindness

her TED Talk and her case study narrative.

Zest

Love Interpersonal Strengths

Social Intelligence

Justice

Fairness Leadership

Civic Strengths

Teamwork

Temperance

Forgiveness

4

3

Modesty

2 Strengths Over Excess

Prudence

Transcendence

Appreciation of beauty and excellence

Strengths About Meaning

Gratitude

Brown’s approach is very much in tune with understanding humanity and as a speaker, she comes off as very kind, and displaying a high amount of social intelligence.

Of the justice strengths, Brown is clearly a leader. Her ability to communicate and share her vision with others makes her a clear leader.

In her speaking, Brown may be perceived as very modest. This isn’t necessarily explicitly stated in the case study or a strength that she particularly highlights in her story.

Self-Regulation Transcendence is another area that Brown has significant strengths. Her speeches displayed gratitude, hope, and humor, and spirituality was described as a personal value that she incorporates into her speeches.

4

Hope Humor Religiousness

3. In applying the CAPP’s perspective, strengths are defined as “the things that we are good at and that give us energy when we are using them.” Based on the definitions for the CAAP’s categories: a. Identify and list Dr. Brene Brown’s “realized strengths.”

Brown’s realized strengths include authenticity, bravery, perseverance, zest, social intelligence, hope, and humor. b. What would you consider Dr. Brene Brown’s “unrealized strengths” to be?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Brown is a natural leader, but this is something that she does not openly express in her TedTalks. c. Can you identify any “learned behaviors” as defined by this model?

Curiosity was a learned behavior of Brown. Her upbringing and life experiences made her a naturally curious person. d. Can you identify any “weaknesses” as defined by this model?

Both the TedTalk and case study itself do not necessarily highlight any particular weaknesses of Brown.

According to the model, the weaknesses should be behaviors that are de-energizing, which was not stated in the case study or explicitly commented on in the video.

Case Notes Chapter 7: Creating a Vision Case 7.1: A Clean Slate Case Summary As a newspaper editor responsible for delivering printed content to a Midwestern town, Nick Gibbons was now forced to reconfigure his paper to mostly digital content and downsize his staff. This would require 75% of his workforce losing their positions with the newspaper. Nick was put in a position where he had to reconfigure his staff and start from the ground up to bring a new vision to the newspaper.

Nick engaged in three-prong approach which included (1) sharing with his staff that they had three months to reapply for new positions within the company, (2) downsizing the office to a smaller, yet more visible location to increase community visibility, and (3) willingness to forgive errors as his employees would be transitioning into new roles they had not been previously used to.

Gibbons’s approach caused many subscribers to cancel and many advertisers to cancel their subscriptions, however, he focused on long-term strategic planning due to the major conversion of paper-based content to digital content. After four years, the newspaper is finally starting to recover from the changeover, and is gaining back readers and advertisers.

Case Analysis This case study focuses on a major industry change, which required editor, Nick Gibbons, to alter his newspaper’s vision, with appropriate strategic planning for the long-term. Gibbons was forced to deliver difficult news to his staff, however, his values remained in place, and he chose to retain as many

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 of his staff as he could, as long as they were committed to the newspaper industry not remaining in the status quo.

Gibbons provided a clear map to his employees working with him on the digital changeover. He permitted them to experiment and make mistakes, as long as the overall company vision was addressed.

Finally, he realized that the changeover would be a challenge, and it would take time in order to fully convert readers and advertisers to a new format and a new style of news content. He clearly articulated his expectations, and knew that planning for the long-term was a smarter strategic move than remaining stagnant in the industry.

Sample Answers to Case Questions 1. What is Nick Gibbons’s vision in this case study? How is it similar to or different from the vision of the owners of the paper? Discuss the unique challenges a leader faces when required to implement a vision of his or her superiors.

Nick’s vision was to report the news and inform the community, no matter what format of media he was required to use. Thus, when the owners of the paper informed him he would be switching to a mostly digital content, although he wasn’t necessarily supportive of that vision, he began brainstorming ways in which he could make that vision work within his position. His vision was similar to the upper-level management of the newspaper; however, the format of content delivery he preferred was different.

When leaders are forced to implement a vision of their superiors, they might feel conflict with their own values and vision. However, in situations like the one explained in this case study, the leader (Nick) can implement parts of his own vision in conjunction with the vision of his superiors.

2. Why do you think Nick wanted to open the workings of the paper up to the public? How is this related to his vision?

Nick realized that in the short-term, consumers would not adjust well to the format of news distribution changing. Because of this, he knew that he had to at least have a visual presence where consumers would not forget the newspaper was a part of the city. This relates to Nick’s vision of making sure the news itself was visible and informing the community, which supports the newspaper’s new physical location being visible to the community.

3. Visions usually require changing people’s values. What desired changes in values are highlighted by this case study?

Nick realized that the newspaper industry had changed with the increase of the Internet as a viable news source. This required Nick to change his vision of printing daily newspapers to a new format and hire new employees while retaining employees that supported the new vision for the future. He gave his employees three months to understand the new direction for the newspaper and determine whether or not they wanted to be a part of the change.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 4. How well did Nick Gibbons articulate his vision for the paper? If you were in Nick’s shoes, how would you articulate your vision in this case?

Nick’s first step was convincing his staff that they would have to “forge the future for local journalism and make a contribution to this movement.” He retained staff members that were willing to support that vision and allowed them the opportunity to grow and learn in a new climate. Nick also ensured that any mistakes would not be heavily scrutinized, and employees would be treated fairly as long as they showed dedication and determination.

Nick articulated his vision very well. He had a directive that whether or not he agreed with it, he still followed, and mapped out a plan in support of the directive. Elements of his leadership were present in all three of his approaches.

5. Do you think the newspaper will thrive under Nick’s leadership? Why? Yes, the newspaper should thrive under Nick’s leadership. Nick appropriately planned for a changing industry and retained employees that supported his vision. Nick also realized that change would not happen overnight and prepared for the repercussions associated with loss of revenue in advertisements and subscriptions. By believing in his strategic plan and associated vision, Nick knew that his newspaper would eventually be successful in a new industry climate.

Case 7.2—Kakenya Ntaiya Case Summary Kakenya Ntaiya, from Massai, Kenya, was a young woman with a passion for education and a vision for the future. At the age of 5, she was betrothed to be married upon reaching puberty. She was forced to participate in what was known as “the ceremony,” which in the Western world is known as female genital mutilation. Her childhood consisted of her training to be a mother and wife, focusing on domestic tasks on a daily basis. She was permitted to attend school, but only after her household chores were completed. Her mother encouraged her to complete school, and she very rarely saw her father, who only returned home once a year to sell the livestock and the products his wife raised, using the money to drink with his friends.

Kakenya had wanted to become a teacher, however, she knew once “the ceremony” was completed, she would be forced to remain in the village and would not be able to pursue her dreams. She convinced her father that she would only go through with “the ceremony” if her marriage was permitted to be postponed so that she could return to school. She healed from the ceremony and returned to school in three weeks, and received a scholarship to attend college in the United States.

Ntaiya used power of persuasion to convince the village elder and 15 additional men in her village to attend college. They pulled their resources together so she could receive plane fare to attend college.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Once in college, she learned that she participated in female genital mutilation, which was actually against the law in Kenya. She also learned that women did not have to be abused because they were women, and that women had the right to own property. She then earned a degree in International Relations and Political Science and would earn her Ph.D. in Education from the University of Pittsburgh.

This would lead her to come back and help her village, and create a school for the girls in the village.

In order to attend school in her village, there were two conditions that were placed on admittance. First, the parents had to agree that no girls would go through female genital mutilation. Additionally, the girls would not marry until they at least finished high school. She had hoped to enroll 10 girls, but had 100 girls interested in attending. She initially enrolled 30 to start her school. There were still challenges in gaining acceptance for a school in her village, but Kakenya continued to meet with the elders and help to alleviate their concerns.

Kakenya eventually would find Kakenya’s Dream, an organization that helps to end “harmful traditional practices” and work with the community, while providing mentoring, scholarships, tutoring, and career advice, and also delivers life schools education to both boys and girls through weekend and week-long camps.

Case Analysis This case clearly articulates the subject of this chapter, forming a vision, changing the status quo, and integrating values into the vision. Kakenya Ntayia had a vision to obtain education for herself, and pursue her dreams of being a teacher, but once she had attended college, her vision remained similar, but she transformed into a leader that was able to change the status quo for her village and implement a long-term systemic change. Kakenya’s vision was realized through her collegiate experiences, and learning the ways that she could better serve her community and benefit the people in her village.

In order for Kakenya to accomplish her vision and elicit actual change in her village, she had to be charismatic and strategic simultaneously. Kakenya had to convince her father to allow her to continue attending high school. She also had to convince her village elder and 15 additional men in the village to both pull together financial resources and permit her to attend college. Once she had completed her education, she then had to convince her village again to allow women to attend high school and also adhere to the guidelines that she set. Even if this was something that she did not desire to do, she realized that she had to in order to be successful.

Additionally, it must be considered that Kakenya’s vision did transcend the status quo to benefit others.

She was a leader who was able to articulate a vision and share it with others to benefit a greater number of people than just herself and her family.

Sample Answers to Case Questions

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 1. This chapter states “charismatic leaders create change by linking their vision and its values to the self-concept of followers.” How did Kakenya accomplish this?

Perhaps the most important part of Kakenya’s vision was understanding that she needed to have the support of others in order for her to be able to advance both her professional and personal vision. When Kakenya wanted to continue to attend high school, she had to use charisma to convince her father that it would serve a benefit. The same convincing had to take place when she had to convince the village elders for permission to attend college. Had she not understood that others were partially responsible for her fate (the followers), it would have been very difficult for her to advance even just one part of her vision.

2. How would you describe Kakenya’s vision? a. According to the text, a vision has five characteristics: a picture, a change, values, a map, and a challenge. How are each of these elements expressed in Kakenya’s vision?

Kakenya demonstrated all five characteristics of a vision. First, she had a picture for her future that would be different than the status quo, and additionally, it would lead to her having a picture of the future for others in her village. Next, she understood the importance of change for herself as a woman, and other women from her village. Kakenya displayed values when she set boundaries for admission that girls attending her school could not participate in female genital mutilation or be married until they finish high school. Kakenya’s map and path that she followed evolved over time, but knew that her vision was benefitting herself and others. Finally, her challenge, which continues to develop to this day, is in her ability to create large-scale systemic change, and now her training program involves all members of the community, and not just young women. b. Discuss the evolution of Kakenya’s vision over the course of her life – from the vision she had for herself as a young girl to its more global expression today. Discuss the specific elements of this vision and how they have evolved and scaled over the years.

The main change in Kakenya Ntayia’s vision was that she was initially focused on her own personal selfimprovement, which would eventually evolve into her changing her focus to benefit her village and society in general. Initially, she was focused on becoming a teacher and advancing her own personal goals and interests. Once she had experience, she realized her vision and goals for herself would assist in the betterment of others.

3. Given the cultural challenges, articulating her vision was a critical component to Kakenya’s success.

Using the four elements of articulation described in this chapter, what are the challenges Kakenya faced and how did she address those through articulation?

Kakenya was extremely successful in her ability to articulate her vision. The key was in her first step, adapting the vision. She adapted her needs and desires (and the needs and desires for her community) to the elders in her village and also to the community. This was the second element, highlighting the values of the vision. She ensured they saw value in what she was doing, which enabled her to be

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 successful in advancing her goals. This also included the third step, choosing the right language. She knew that she needed to use different language, and even come to the elders in her village at the crack of dawn for it to have symbolic meaning for them. Finally, she used inclusive language. Leaving her village to attend college was more for the village as a whole than for her. By clearly articulating that to the right people, she was successful in accomplishing her goals.

4. What roles did building credibility, setting high performance standards that motivated others to accomplish the vision, and empowering others play into Kekenya’s vision?

Kakenya was able to incorporate all three into her vision. First, it was imperative that she built credibility before her school began. She had to have a degree, and the appropriate experience to lead a school, but especially in her community as a woman. The high-performance standards started in the requirements that she set for school attendance. Kakenya stood firm with her requirements, and if parents wanted their children to go to her school, they had to accept her standards. The end result of her programs is to empower others. Both boys and girls leave her programs feeling empowered and understanding that there are choices out there.

Case Notes Chapter 8: Establishing a Constructive Climate Case 8.1: A Tale of Two Classes Case Summary This case study highlights two different approaches to a college communication class, noting the difference in structure and the techniques each professor uses in their respective courses.

Professor Gardner is described as a more formal and traditional instructor, limiting the use of outside technology and distractions in his course, and focusing on growth and development through interaction with other students. Professor Morgan is less structured, and encourages the students to be responsible for their own learning.

When comparing professors, students indicate enjoying both, but acknowledge how different they are due to their different approaches in their classes.

Case Analysis Both professors in this case study teach the same discipline (communication), however, the structure of each class is very different for the students who take each course. Professor Gardner’s course has a

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 clearly defined structure in order to meet the norms he established for the course. Gardner’s teaching philosophy reflects cohesiveness, where students become a community of learners and interact with each other without being permitted to use technology.

Professor Morgan’s course operates on less formal structure than Gardner’s, with students being permitted to use technology during class, including computers and cell phones. Students also control discussion and are responsible for their own learning of the concepts presented throughout the class.

The responses from the students seem to be more positive for Professor Gardner’s course, noting that his structure and style is consistent with the rest of the institution and they can easily track their progress and learning in the course. For Professor Morgan’s course, students are not sure on how the projects are related to her lecture, or more importantly the final grade.

Sample Answers to Case Questions 1. In establishing a constructive climate for his or her class, what kind of structure has each professor put in place?

Professor Steve Gardner has created a classroom environment structured to be free from distractions.

Structure is formal and used to create a community of learning in the class. Students are required to be “fully present” during lectures in order to establish comradery.

Professor Marissa Morgan is less concerned with formal structure and more concerned with individual accountability. Students are free to learn in whatever fashion they would like and present and discuss their ideas in any form they would like.

2. How would you describe the group norms for each class?

In Professor Steve Gardner’s class, he has created an environment that allows for synergy. Because the students have taken the time to learn each other’s names and also are not distracted by technology, they can be fully engaged and build relationships with each other than continue even after class ends. It is noted that many of the students interact with each other outside of class, and professor Gardner knows all of their names.

In Professor Marissa Morgan’s class, discussion and group norms are very open-ended. Students discuss what they want to speak about related to the course topics, and students do not tend to interact with each other outside of class. Group norms aren’t present, but may be implicit if the students share common interests in the communication topics that are being discussed in class.

3. What actions has each professor taken to establish cohesiveness in his or her class?

In Professor Steve Gardner’s class, cohesiveness is established through consistent standards and assignments. Students know there is a reflection paper due every other week and can prepare for their

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 midterm and final exam. Students have the ability to measure their own personal learning progress in the course.

In Professor Marissa Morgan’s class, personal observation papers are required, however, they are short papers that are marked as turned in or not. The final presentation in the class on interpersonal communication, counts as the students’ final grade in the course. Students appear to not understand how their professor will arrive at their final grade, and are confused at how to measure their own personal learning progress in the course.

4. What standards of excellence has each professor established for his or her course?

Professor Steve Gardner requires results, reviews results, and rewards results. Clear and articulate directions and expectations are provided for students, and constructive feedback is provided on their reflection papers, and performance is rewarded through final grades.

It is unclear how specifically Professor Marissa Morgan demonstrates the three standards of excellence as discussed in this chapter. It can be assumed that the students’ grades at the end of their final presentations are reflective of their results, however, students appear to be confused regarding the expectations related to their final grade and even their final presentation.

5. Which class atmosphere would you do best in? Why? As this is an opinion question, answers will vary from student to student.

Case 8.2—Challenging Courtroom Culture Case Summary Judge Pratt is the judge of a low-level, non-violent repeat offender criminal court in Newark, New Jersey known as the Part Two Criminal Court. Newark had recently adopted a pilot program, Newark Community Solutions, with the goal of criminal justice reform, specifically targeting stopping the cycle of people going in and out of jail. The program was modeled after the Red Hook Justice Center approach in Brooklyn, New York.

In order to better understand the system, Judge Pratt visited the Red Hook program and noticed what the judge in charge of that program had implemented. He engaged directly with the defendants, sitting eye level with them instead of above, talking in plain, understandable language and congratulating them on even the smallest of victories. This concept was called procedural justice, with the goal of ensuring that the defendant does not commit further crimes if they were treated with respect. Additionally, a community court was created, which allowed the community to give input on how they believed that justice should function.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Many of the services were not available or financially viable when Judge Pratt started. However, she did what she could on her own to do what she could to implement as much of the system as she could. She was able to work with defendants on a more personal level, helping them to overcome addiction and drug use, however, she did face challenges. She needed to help the entire court system shift their thinking, especially with prosecutors, who were used to seeking as much punishment as they could for offenders. She also had to help the prosecutors work with the defense to seek punishments that were appropriate for particular crimes. It is also noted that the program also will work with crime victims as well, providing victim support networks and social services for all community members who walk in and request them.

Case Analysis This case focuses specifically on the climate of the courtroom. It also introduces the four tenants of procedural justice, which are neutrality (defendants trust that the process is impartial), respect (defendants must be treated with respect), understanding (defendants clearly understand what is going on, the consequences of the process and what’s expected of them), and voice (defendants have an opportunity to speak).

All four of the elements of a constructive climate are present in Judge Pratt’s courtroom; providing structure, clarifying norms, building cohesiveness, and promoting standards of excellence. Additionally, there are parallels with this system to LaFasto and Larson’s (2001) three R’s, (1) require results, (2) review results, and (3) reward results. All elements of this model are present in each of the examples provided in the case study.

Sample Answers to Case Questions 1. A positive environment is shaped by the degree to which people feel they are supported, appreciated, and encouraged for their roles. Discuss how Judge Pratt has or has not created this type of environment in her courtroom.

Judge Pratt has created this environment through modeling the behaviors that were present in a similar court system in Brooklyn, New York. She learned the importance of effective communication and providing opportunities when possible to criminal offenders.

As indicated in the case study, Judge Pratt has not completely created this environment yet, although she has made strides. It is noted that because the court system is modeled after a previously funded model in Brooklyn, there are elements that are not fully implemented into the current system.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 2. Providing structure is important to developing a constructive climate. The book lists the following three ways a leader provides structure, for each one, describe how they are applied in Judge Pratt’s courtroom: a. Establish concrete goals Judge Pratt’s concrete goal was to revise and change the Newark Part Two court system and transform it to the standards that were established in the Red Hook Court System. This included community buy-in, and ensuring that the defendants felt as though they had a voice in their future. b. Give explicit assignments An example of an explicit assignment that Judge Pratt gave was in her interaction with the older man who came before her on heroin charges. She wanted to get to his human side, and told him that instead of giving him jail time, he would have to come back to the court in two weeks, and she would secure a drug treatment program for him. He returned, and followed her directions, and was rewarded with a drug treatment program. This provided structure for this individual, and also reflected that the program could be successful. c. Make responsibilities clear In the case of the old man, his responsibility was made clear. A more explicit change of responsibility was made clear to the court prosecuting attorney. It was clear that the embedded culture of the court needed to change, and that a change in responsibility, to help a defendant out of a situation instead of to punish them, was the responsibility of the prosecuting attorney for this court.

3. As discussed in the chapter, “norms emerge as a result of how leaders treat followers and followers treat each other. When a leader brings about constructive norms it can have a positive effect on the entire group.” Describe how Judge Pratt used this concept to change the culture in her courtroom, both with the court staff and with the defendants who appeared before her.

In terms of working with the court staff, Judge Pratt made sure a norm was established that defendants were to be helped and not punished. For a prosecuting attorney, success was to be measured no longer by the number of convictions, but instead by whether or not a defendant was to appear again in the same courtroom.

Judge Pratt changed the culture in her courtroom with the defendants by taking the time to talk to them and listen to them, which established a relationship of trust and openness. An example highlighted in the case was the eye-level contact with the defendants, instead of sitting above them during proceedings.

4. Cohesiveness, described as a sense of “we-ness,” may seem an odd fit with a criminal courtroom.

Reviewing the description of cohesiveness in the text, describe how that concept contributes to the constructive climate of Judge Pratt’s courtroom.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 In order for the courtroom to be successful, it required all participants, judge, prosecuting attorney, defense attorney, and community members providing resources to be on the same page. By shifting the values and beliefs of the expectations of a prosecuting attorney in a criminal courtroom, there became a type of triangulation where each of the attorneys and Judge Pratt were working on the same page for the good of the defendant. a. The text lists the following leadership actions for building cohesiveness. Which of these do you think Judge Pratt found most useful and how did she apply them?

1.

2.

3.

4.

5.

6.

7.

8.

Create a climate of trust.

Invite group members to become active participants.

Encourage passive or withdrawn members to become involved.

Be willing to listen and accept group members for who they are.

Help group members to achieve their individual goals.

Promote free expression of divergent viewpoints in a safe environment.

Allow group members to share leadership responsibilities.

Foster and promote member-to-member interaction instead of only leader-to-follower interaction.

Action #1 – Create a climate of trust – this was clearly implemented in Judge Pratt’s courtroom in allowing the defendants to have a voice and say in their sentencing and rehabilitation. By allowing the defendants the opportunity to be heard and have choice, this creates a climate of trust.

Action #2 – Invite group members to become active participants – it is mentioned that the original role of the prosecuting attorney is more punitive than rehabilitative. Judge Pratt emphasized the notion that prosecuting attorneys need to be a part of the solution, moving their role to more restorative in nature.

Action #3 – Encourage passive or withdrawn members to become involved – in a criminal courtroom, the responsibility of the defendants normally was to sit and listen and accept the judge’s decision. In Judge Pratt’s courtroom, the defendants actually have a say in their rehabilitation and their sentencing.

This is radically different from traditional courtroom proceedings.

Action #4 – Be willing to listen and accept group members for who they are – one of the largest responsibilities for accepting group members for who they are falls on Judge Pratt herself. In order for trust to be built and systemic change to occur, Judge Pratt has the responsibility to accept defendants for who they are and consider their individual backgrounds before a particular sentencing.

Action #5 – Help group members to achieve their individual goals – the entire staff and community associated with the courtroom in addition to the judge, prosecuting and defense attorney are responsible for helping the group members to achieve their individual goals. All members must work

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 together to ensure that the courtroom does not become a revolving door for defendants to continue to re-enter the system. b. Table 8.1 provides a list of positive outcomes for Cohesive Groups. Identify and explain which of these apply to this case.

Two particular positive outcomes for cohesive groups are present in this case; conform more closely to group norms and engage in more goal-directed behavior for the group and increased member satisfaction. Shifting the attitude toward working in the Part-Two Criminal Court required all stakeholders to work as a cohesive unit toward one goal – rehabilitation for defendants. All stakeholders needed to be on the same page in order for this goal to become a reality. Additionally, increased member satisfaction is a critical outcome for this particular court system. It is noted that this court system was the one that was the least desirable for judges and attorneys, as people that were assigned to work in that system were being sent there as a punishment. Changing the culture and climate of the system would inevitably lead to increased member satisfaction for all employees assigned to the PartTwo Criminal Court System.

5. How did Judge Pratt apply the six essential factors of promoting standards of excellence to the cultural shift in the Part Two Criminal Court?

Factor #1 – What group members know and what skills they need to acquire – cohesion between all stakeholders is critical for this factor. All members of the court system had to understand the structure of the system and the overall mission for rehabilitation of defendants.

Factor #2 – How much initiative and effort they need to demonstrate – as this system was a system that was deemed a “punishment” by so many of the employees that were assigned to this court system, effort had to be demonstrated by everyone involved (and led by Judge Pratt) to change the culture and climate of the system.

Factor #3 – How group members are expected to treat one another – as the leader, it was the responsibility of Judge Pratt to establish norms and expectations of how the attorneys were supposed to treat the defendants (and to an extent, each other).

Factor #4 – The extent to which deadlines are significant – the only deadline discussed in the case is the deadline for the defendant to return to receive drug treatment assigned by the court. In this example, the reader must assume that there are consequences for the defendant if they did not follow or adhere to the deadline.

Factor #5 – What goals they need to achieve – Judge Pratt was very clear on the goal of the court system; rehabilitation over punishment. This meant all stakeholders needed to accept this mindset in order for this goal to become a reality.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Factor #6 – What the consequences are if they achieve or fail to achieve these goals – the final standard of excellence is more of an overarching goal of the entire community than just the court system. If the goals are not achieved by the court system, the entire community, the defendants and even the victims themselves, would create a cycle that would impact both this neighborhood and surrounding neighborhoods.

Case Notes Chapter 9: Embracing Diversity and Inclusion Case 9.1: What’s in a Name?

Case Summary Springfield High School, a high school in a small town in the rural Midwest, experienced a challenge in updating the name of their athletic team from the Redskins to the Redhawks. When individuals came forward arguing that the “Redskin” name was offensive and not culturally sensitive, there was significant backlash in the town. Students voted to change the name to the “Redhawks,” replacing the “Redskin” name. Although the school board approved the motion by a 5-2 vote to change the name, community members, concerned with preserving the Redskin name recalled the five members of board who had supported the name change. This led to the two remaining board members holding a special meeting to change the name back to Redskins.

The state Department of Civil Rights and the state’s Commission for High School Athletics interjected and told the board that a name change could not be reversed, leading to no name for the high school teams. During that time, new board members were elected, and after four years had concluded, students voted once again for the “Redhawks” name. Despite the recognized change, a small contingency of adults still support the Redskin name, selling merchandise using the old name.

Case Analysis This case study demonstrates both cultural sensitivity and generational differences over the decision to change a mascot name. Table 9.2, which addresses Changing Perspectives on Diversity, can serve as a great model for this case, showing the differences between assimilation, differentiation, and inclusion.

The generational differences in this case do not reflect inclusive best practices, as students appeared to be unphased by the name change, whereas older community members were much more offended by what was to them, an unnecessary change in tradition.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Table 9.4, highlighting Ferdman’s Systems of Inclusion: A Multilevel Analytic Framework, is another example of the differences in interpretation of this case study. What started as an individual inclusion experience with local Native Americans expressing desire for a name change transitioned to group inclusive practices, leadership inclusive practices (through the school board vote), implementation of organizational inclusive practices (through a name change) and societal inclusive practices with schoolaged individuals accepting the name change.

It must be noted though that this decision was not without controversy. Other members of the community (noted as mostly adults) were opposed to the name change. This could be an example of practices moving back down the framework, as a “bump in the road” to a permanent change in inclusive organizational practices.

Sample Answers to Case Questions 1. Do you agree with the assertion the athletic team name should be changed?

Yes. Local Native American families had expressed their opinions that the name of “redskin” was offensive to their culture and received national attention. Also, representatives from both sides were permitted to express their opinions, and ultimately, the local school board decided through voting in favor of a name change.

Although controversy was present in this decision (the recalling of the five school board members), when the state Department of Civil Rights and the state’s Commission for High School Athletics removed the name (for a four-year period), this essentially stripped the redskin name from Springfield.

2. Describe how Ferdman’s Model of Inclusion Practices (Table 9.4) worked in this case. Did the influence for inclusive practices travel both up and down the model?

The Ferdman Model of Inclusion Practices (Table 9.4) is a great example of inclusive systems changing throughout the narrative of this case. What started as an individual and small group requested change ended up being a leadership, organizational, and eventual societal change.

Yes, the influence traveled both up and down the model, but the name change, once accepted at the leadership and organizational levels, traveled back down the model, with resistance coming from groups and individuals opposing the change. Influence would once again travel back up the model, after the change in board members and legal intervention, but not without its casualties (five board members being removed from their positions and four years without a team identifier for Springfield).

3. What barriers to embracing diversity and inclusion did the school board and community experience in this case?

Both the school board and community attempted to embrace diversity in a legal and ethical manner. By having a school board vote (instead of just initiating a mandate) the school board followed a policy to establish and then maintain an inclusive organizational culture. However, community members and a

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 minority of school board members (two out of seven) did not support the name change. By removing the supporters of the name change, outspoken community members were able to reinstate the name, albeit only temporarily. The school board members that had supported the name change had lost their positions (a major barrier – removal of their power) and it took a considerable amount of time (four years) until the Redhawks name was once again reinstated.

4. Using the Inclusion Framework in Table 9.3, where would you place the Native American residents in the town of Springfield? What about Native American students at Springfield High School?

The Native American residents would be classified in the assimilation quadrant, showing low value in uniqueness and high belongingness. Up until other members of the community started supporting the name change, Native Americans did not feel the need to speak up and protest the name change.

The Native American students would be classified in the inclusion quadrant. There is no evidence in the case study indicating they had any problems with the name change, noting that there was an entire generation of kids that didn’t have a clue that the name was ever different and it was “the adults who had the problem.”

5. By changing the name of the athletic teams, do you believe the school board was showing inclusive practices? If so, which ones?

Yes, the school board attempted to reduce the amount of prejudice and stereotypes associated with the “Redskins” name. The school board wanted Native American community members to feel safe, feel involved and engaged in the process of the name change, and to feel respected and valued that a new name would not judge and stereotype them within the community.

6. What role does privilege play in the resistance of community members to change the athletic teams’ name?

Privilege plays a role as a barrier to inclusion in this case. The community members supporting the “Redskins” name were not sensitive to the feelings and opinions of the Native American members of the community. In addition, it could be argued that many of these community members perhaps did not understand the meaning of the term, thus, creating a barrier for understanding inclusion. Also, it may be possible that age and tradition were major factors for the community representatives intent on retaining the name, as privilege can come from status of being in the community for a long time, and through social power.

Case 9.2—Mitch Landrieu: Symbolic Progress Case Summary To observe the 300th anniversary of New Orleans, their Mayor, Mitch Landrieu, was given a proposal to remove the statue of Confederate General Robert E. Lee. After thought and realizing that this could be a

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 landmark opportunity to restore the city and heal a significant wound in the city’s history, Landrieu decided not only to remove the Lee statute, but also to remove three additional statues that memorialized the southern confederacy and its leaders. On May 19th, 2017, Landrieu delivered a speech explaining why this was important for the City of New Orleans and its people.

In the speech, Landrieu discussed the history of city, noting that many people and many cultures had a home and a history in New Orleans. He noted the strife that New Orleans faced and argued that if we didn’t honor the slave trade with monuments, there was no reason to honor the confederacy. He stated, “there is a difference of remembrance of history and reverence of it.” Landrieu also explained that the monuments existed not to remember history, but they were erected as part of a false narrative to celebrate a “fictional, sanitized Confederacy; ignoring the death, ignoring the enslavement, and the terror that it actually stood for.”

Landrieu noted that there were a large number of people that had left New Orleans because of exclusionary attitudes. He asked that people consider the “perspective of an African-American mother or father trying to explain to their fifth-grade daughter who Robert E. Lee is and why he stands atop of our beautiful city.” Landrieu believed that the time of the monuments was done, and that the time of the world is changing. It was the responsibility of New Orleans to create new symbols where all people are at the table together as equals.

Finally, as the end of his speech, Landrieu presented the audience with facts and stressed that this was a decision that was supported by many different stakeholder groups, noting, “After decades of public debate, of anger, of anxiety, of anticipation, of humiliation and of frustration. After public hearings and approvals from three separate community led commissions. After two robust public hearings and a 6-1 vote by the duly elected New Orleans City Council. After review by 13 federal and state judges. The full weight of the legislative, executive, and judicial branches of government has been brought to bear and the monuments in accordance to the law have been removed.”

Case Analysis This case study discusses the removal of four statutes representing the American Confederacy that were in the heart of Downtown New Orleans. In 2015, New Orleans Mayor Mitch Landrieu, with the support of city commissions and the New Orleans City Council, gave a speech to advocate for the removal of the monuments from public locations in the city. Landrieu noted that this was a decision not without controversy, however, it was a decision that was done with the notion of moving New Orleans, Louisiana to the future and embracing the diverse make-up of the city.

For the city of New Orleans, creating an inclusive environment for all was extremely important to leadership and to the population of the city. Mayor Landrieu felt it important to ensure that all members of the city could feel valued, respected, and recognized, and that they had a place within the city. New

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Orleans is a diverse city that embraces multiculturalism, and the argument was that the Confederate Statues no longer had a place within the city. Mayor Landrieu also stressed the notion of assimilation, viewing the Confederacy as a regime that was structured to separate people, where moving forward, New Orleans should be viewed as an assimilated city where people from diverse cultures come together to create one American culture.

Two additional concepts from Chapter 9 pertain to this chapter. The statues themselves have the potential to invoke prejudicial feelings for residents of the city and for visitors. This could lead to the idea of systematic discrimination, which could continue to perpetuate disadvantages for AfricanAmericans in New Orleans.

Sample Answers to Case Questions 1. Some people argue that leadership has a moral dimension that moves people toward the common good. Do you think Mayor Landrieu’s speech has a moral dimension? If yes, what values is Mayor Landrieu promoting? What are the obstacles and downside to his advocacy?

Mayor Landrieu’s speech has a moral dimension in the way that he is promoting diversity and inclusion.

He is advocating for minority groups that are impacted by the existence of the statues and is justifying their removal to benefit the common good of the City of New Orleans.

The main value promoted by Mayor Landrieu is equity. He is recognizing both the active and passive impact that the Confederate statues have on minority populations in New Orleans, and acknowledging the historical inequalities that minority groups have faced.

The main obstacle from Mayor Landrieu’s speech are citizens or individuals that want the statues to remain for historical reasons. In his speech, Mayor Landrieu used persuasive language to appeal to individuals who may believe that the statues represent a historical dimension, however, stressed that this is about moving forward and creating new historical monuments that represent what the city of New Orleans stands for today.

2. By removing the statues and through his speech, Mayor Landrieu takes a strong stand against dignifying symbols of the Confederacy. Do you feel his actions fostered a stronger sense of inclusion within the City of New Orleans? Discuss how different perceptions of the statues and their inherent messages may have affected different groups within the community.

The removal of the statues led to a stronger sense of inclusion in the fact that community members who may have previously felt isolated either directly or indirectly would not face those biases in the heart of the city of New Orleans. The removal advocated that the city was for everyone, and not just members of groups that honored or supported the Confederacy.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Multiple groups were affected by the inherent messages of the statues. It is directly noted in the case study that an African-American mother or father would have to explain to their daughter who Robert E. Lee is and why his statue is on top of the city. Additionally, for tourists traveling to the city, seeing the statues may implicitly represent that the Confederacy is “ok” and respected in New Orleans, Louisiana.

3. The chapter discussed four barriers to diversity and inclusion: ethnocentrism, prejudice, stereotypes, and privilege. In what ways were these statues symbolic of these barriers?

Ethnocentrism – Ethnocentrism is the tendency for individuals to place their own group (ethnic, racial, or cultural) at the center of their observations of others and the world. The statues symbolize ethnocentrism in that they represent honoring the Confederacy, even though the Confederate Army did not win the war. For supporters of the Confederacy, this would be an ethnocentric view.

Prejudice – Prejudice is a largely fixed attitude, belief, or emotion held by an individual about another individual or group that is based on faulty or unsubstantiated data. In the case study, it is noted that the statues were erected by a movement called the Cult of the Lost Cause, which believed that the Confederacy was on the wrong side of humanity. This attitude is completely based on prejudice.

Stereotypes – A stereotype is a fixed belief held by an individual that classifies a group of people with a similar characteristic as alike. The Confederacy itself represented that all Caucasians were superior to African-Americans. This in itself is a stereotype.

Privilege – Privilege is an advantage held by a person or group that is based on age, race, ethnicity, gender, class or some other cultural dimension, which gives those who have it power over those who don’t. The symbolic acceptance of the statues being displayed in a public area is an example of privilege, both implicit by the acceptance of their display, and explicit by their physical presence.

4. Table 9.2 describes different metaphors for diversity during different time periods. What is the metaphor and emphasis of Mayor Landrieu’s speech and what are the implications of this approach for diversity and inclusion?

The smorgasbord metaphor was the one that was mostly emphasized during Mayor Landrieu’s speech.

The notion that different opinions and insights were valued and that the Confederacy would be recognized differently from the perspectives of different groups is an important consideration of why all four statues were moved.

The implications of this approach for diversity and inclusion were that the removal of the statutes would create a more inclusive environment, and promote the diversity that is present throughout the city of New Orleans, Louisiana.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 5. Consider the various symbols in your community, school, or workplace which you see every day.

Select one or two and discuss the possible perceptions of that symbol to different members of your community.

This is an opinion question and answers will vary from student to student.

Case Notes Chapter 10: Listening to Out-Group Members Case 10.1: Next Step Case Summary This case study outlines the work of a student organization called Next Step, a graduate student organization at a large West Coast University. James, the president of the organization, decided, based on performance, that the previous fundraiser method, a bake sale, was costing money and not acquiring enough revenue to support the organization’s programs. A meeting was held to determine a new fundraiser, and vocal members of Next Step began planning for a t-shirt sale, without going through a voting procedure or ensuring that all organization members had their say. The vocal members were extremely enthusiastic and supportive, and began planning the fundraiser almost instantly.

After the meeting, James overheard the organization’s treasurer, Nichole, call the t-shirt sale “stupid.”

He also heard the organization’s secretary, Ursula, agree with her. James did not remember them speaking to their disapproval at all during the meeting. At the time, James decided he had wanted to hold an anonymous vote to ensure that all considerations were heard from all members.

The next day, the t-shirt committee members had continued to move forward with preparing for the tshirt sale, when James overheard another student, Todd, speaking with Nichole regarding the potential fundraiser, saying that he also didn’t support the t-shirt sale. At this point, James decided to confront both Todd and Nichole and ask for their opinions on the change in fundraiser. James was surprised to find out that they were not in support of selling t-shirts and were looking at Next Step as nothing more than a resume builder. It was at this point that James decided that he needed to prepare for the meeting and determine whether or not the fundraiser change was the right decision.

Case Analysis This case study presents the opinions of out-group members, who although are not as vocal as the other members of the organization, are still an integral part of the organization and its leadership team.

The characters in this case study, Ursula, Nichole, and Todd, did not support the proposed change in

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 fundraiser type, however, did not express their disagreement with the change in an open-forum.

Because of their lack of voice, the fundraiser began, despite their disagreement.

This case study serves as an example of why organizational leaders should seek to hear the voice of all organizational members, and how organizational leaders must be the “voice of the voiceless” whenever possible. Strong leaders have good listening skills, and create forums in which all can either speak their minds freely or express their opinions in a way in which their voices can be heard. James did not follow the main premise of leader-member exchange theory, and did not ensure that a relationship with each group member was formed so that their voices could be heard.

Sample Answers to Case Questions 1. This chapter discusses several reasons that out-groups form. What is the best explanation for why Ursula, Nichole, and Todd appear to be out-group members? What impact are they having on Next Step?

Do they have legitimate concerns? Discuss.

Ursula, Nichole, and Todd appear to be out-group members because they did not express their opposition to the t-shirt fundraiser in front of James or in front of the rest of the organization. Each one either was overheard saying something negative concerning the fundraiser or approached James individually to express their opinions.

Even though Ursula, Nichole, and Todd are out-group members, they are still having an impact on the organization by making James think and consider whether or not they are the minority or if others think the same way they do. As board members, they are leaders of the organization, and whether or not they are simply using the organization as a resume builder, their opinions do matter for the good of the organization.

Ursula, Todd, and Nichole do have a legitimate concern. Based on the conversation in the case study, it appears they didn’t have the opportunity to express their opinions on the potential fundraiser, and other, more vocal members began acting before a formal decision had taken place.

2. How could the initial meeting about fund-raising strategies have been conducted so that all members were included in the decision?

It appears that the meeting led to vocal organizational members acting before a formal decision was made about changing the fundraiser. There was no evidence that James conducted either an open or closed forum where all members could express their opinions, either in front of the entire group or privately. Soliciting feedback from members that do not feel comfortable expressing themselves in front of others (through a survey or private vote) may have been a better approach to obtain baseline data and determine whether or not the t-shirt idea would be accepted by the group.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 3. Of the six strategies for how leaders should respond to out-group members, do you think that certain strategies might be more appropriate or effective in this situation given the verbalized feelings about Next Step from the out-group members?

Strategies, 1, 2, 4, and 6 are the strategies that would have helped James with the out-group members.

Strategy 1: Listen to Out-Group Members – James could have approached Nichole and Ursula the first time he heard discussion. Instead, he waited until he heard Nichole and Todd speaking to approach them about their concerns.

Strategy 2: Show Empathy to Out-Group Members – James’s conversation with Nichole and Todd did not demonstrate any empathy. He appeared to listen to their concerns, but did not restate or reframe them in a way that would make them see that he was listening.

Strategy 4: Help-Out Group Members Feel Included – James has the responsibility to do this for his next meeting. He has three members that he knows of that need to feel included and connected to others.

He cannot force them to do so, but he can at least know that he gave them the option, as leadership to be a part of the team and the decision-making process.

Strategy 6: Give Out-Group Members a Voice and Empower Them to Act – This is James’s last option that he can do to make sure the other leadership team members are included. He easily could yield some of his leadership to enable them to either contribute to t-shirt planning committee or to the next major decision made by the organization.

4. How could other members of the group besides James help to build the group identity and sense of cohesion in Next Step?

Although it is more implicitly implied than explicitly implied in this case, the out-group members probably did not feel included in the decision-making process. James has a responsibility to ensure that these group members are included in important decisions, especially because they are conduits to outside people in the group and organizational board members. James has a responsibility to let Nichole, Ursula, and Todd know they are part of the larger group and help them feel included, if they want to be included.

5. In this situation, do you think it is worth the time and effort to try and include Ursula, Nichole, and Todd? Defend your answer?

It is always worth the time and effort to include voices in an organization, especially those in leadership positions. However, it appears that the t-shirt committee has already moved forward, and James might not be able to reverse their initial actions. What James could do would be to work with Ursula, Nichole, and Todd to ensure this type of miscommunication does not occur again. By soliciting their feedback and asking them for future ideas, James could pull them back into the group and alter the decisionmaking process prior to the next decision that Next Step makes.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Case 10.2—Unhappy Campers Case Summary This case study addresses perceptions that local citizens of a community have on the homeless population living in the city. The city had made a proposal that would no longer allow members of the homeless community to sleep at night in public parks, noting that residents of the city did not visit city parks because they didn’t feel safe or were not comfortable with the homeless population. The homeless community felt like they had nowhere to go. There were limited options for subsidized housing and adequate shelter facilities.

Members of the homeless community aimed to change the perceptions of why they were homeless.

They stressed that they had individual stories, and were not all categorized as drug users, alcoholics or the mentally ill. The homeless appointed three representatives as their leaders to speak with city officials. They were told that the change was needed in order to benefit the majority of the residents who paid property taxes, and that the homeless would need to follow “a few simple rules” to be able to stay at the shelter. This led the homeless to feel undervalued, and the group responded by organizing across from city hall and refused to leave the park until their demands were met. Media attention led additional homeless and homeless sympathizers to join the group and support the homeless with additional resources. Two of the eight commissioners even joined with the homeless to sleep in tents with them and work to find an acceptable resolution between the group and the city.

Two weeks later, a proposal came up for a vote at the city commission meeting. People were provided four minutes each to talk, with representatives from both sides. Homeless told their stories about discriminatory conditions, and the city policy chief reported on the number of times that fights, drug overdoses, and disturbances were reported. One of the commissioners who sided with the homeless implored that this was more of a larger condition within the city, and that the city had a responsibility to provide alternatives to help the homeless. The commission said they needed more time to make a decision, which offered no solutions. Due to weather conditions, the city was forced to remove the homeless encampment, and offered the homeless the opportunity to relocate their camp to vacant city land near the already existing homeless shelter. Some moved; however, most grabbed the few possessions they had that they could carry and wandered off to find somewhere else to stay.

Case Analysis This case is an example of an in-group vs. out-group dispute, between individuals representing the homeless community (the out-group) and the city commission and city commissioners who were openly against the homeless (the in-group). The decisions that were made to help the homeless were criticized as not necessarily “help,” but an avoidance to address the larger, societal problems impacting the city.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Two additional concepts from the chapter that are discussed in this case are empathy and listening. The two (out of the eight) commissioners that supported the homeless used their leadership abilities to ensure that the voices of the homeless were heard and were attempting to elicit empathy from the other commissioners. Ultimately, in this case, because a strategic decision that could benefit both groups could not be reached, the out-group (the homeless) were the one that inevitably suffered.

Sample Answers to Case Questions 1. Who is the out-group in this case? Is there more than one out-group?

The primary out-group in this case are the homeless themselves. The only homeless shelter in the community was run by a religious organization who enforced strict rules and regulations for homeless.

Prior prejudice and stereotypes of all homeless made it appear that all homeless were drug addicts, alcoholics, mentally ill, or “unemployed by choice.”

An additional out-group in this case could be the two commissioners who supported the homeless.

There were six commissioners who did not align with the two commissioners who supported and advocated for the homeless in this case study, making the two commissioners who did an additional out-group.

2. The chapter discusses several reasons why out-groups form. What is the best explanation for how the homeless became an out-group?

The homeless became an out-group for a number of reasons. Adequate resources were not provided by the city to assist in their needs. The only shelter that existed in the city had religious requirements for individuals seeking assistance. Prior prejudice and stereotypes played a role in how the homeless were perceived by residents of the city.

3. What role did unconscious bias, prejudice, or stereotypes play in the homeless becoming an outgroup?

Unconscious bias, prejudice, and stereotypes all led to the homeless being an out-group. It could be argued that unconscious bias played a part in the classification of all homeless as drug users, alcoholics, mentally ill, or “unemployed by choice,” however, it should be noted that in the case, it was stated that after the camp had formed across from city hall, a few of the homeless were proven by the police to “meet those stereotypes.” This is an example of the bad decisions of a few of the group members unfairly representing the majority of people classified in the group.

4. The chapter strongly suggests that the leader should try to bring the out-group into the group. In what way did the mayor and city commission try to do this? Did they try hard enough? Defend your answer.

The city commission and the mayor tried to bring the homeless into the group by allowing them the opportunity to speak and for their voices to be heard. Listening and empathy was used by the two city

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 commissioners who supported the homeless. It could be argued that the city commission did not try hard enough, as no resolution was reached and no definitive solution occurred.

5. Which of the strategies for how a leader should respond to an out-group were used in this situation? Which were not? Do you think this affected the outcome?

Strategy 1: Listen to Out-Group Members – This strategy was used by the city commission. All stakeholders impacted were provided four minutes of uninterrupted time to speak their mind in an effort to illicit support from the city leadership.

Strategy 2: Show Empathy to Out-Group Members – This strategy was used by the two city commissioners who chose to advocate for the homeless and also to live in their community. Even though their opinion was not the option that city ultimately decided to support, two of the commissioners showed empathy for the homeless community.

Strategy 3: Recognize the Unique Contributions of Out-Group Members – This was not done by the council members. Although the homeless and their advocates were provided with four minutes of time to speak, the city commission could not agree on a solution that would inevitably benefit them, meaning it could be assumed they were not heard in the first place.

Strategy 4: Help Out-Group Members Feel Included – Although no resolution was inevitably passed with the homeless in mind, after weeks of protesting and demonstrated, the homeless and their advocates were allowed to speak with four minutes of uninterrupted time to articulate their points to the city council.

Strategy 5: Create a Special Relationship With Out-Group Members – Two of the eight city council members made it a point to create a relationship with the homeless and advocate for them by living in their community and empathizing with their perspective.

Case Notes Chapter 11: Managing Conflict Case 11.1: Office Space Case Summary A change in office space and office environment led to considerable conflict between five co-workers in a web programming department. Due to a company relocation, a web programming department was forced to change from an open-space environment to a row of cubicles in a much smaller office.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Martin, the web programming team leader had the opportunity to choose the order of where the programmers would be stationed within the row. He chose to order himself in the first cubicle, and down the line, Rosa, Sanjay, Kris, and Bradley. He had reasons for this arrangement; Bradley had the most equipment out of any of the programmers, and he wanted Bradley to be at the end with the most space. Also, Rosa and Kris spent a significant amount of time speaking to each other, and Martin figured by putting Sanjay between them, he could limit the amount of time spent on conversation.

Unfortunately, Martin never shared his justification for assignments with his colleagues, which created significant conflict. First, Bradley wanted a cubicle with a window and a position next to Martin, since they work together on a significant number of projects. Next, Sanjay’s mood changes, as he is in between Rosa and Kris and cannot focus when they speak over him to each other. Subsequently, this has caused Rosa and Kris to leave their cubicles to converse with each other, taking more time than they used to when they were sitting together, which has impacted both of their productivity. All the while, this has upset Bradley, who feels slighted because the other programmers are being rewarded while he is stuck in a cubicle that he does not want. Because of this, Bradley will only speak and communicate to Martin when he absolutely needs something.

Martin is now in a position where he must decide what to do. He can’t understand that the cohesive team that he used to lead can’t get along over their cubicle assignments.

Case Analysis

This case study outlines the perils of what could happen when open lines of communication are not present and conflict arises. The web programming team was described in the case as very synergistic, displaying a significant amount of collaboration between team members.

The type of conflict that appears throughout the case is mostly content conflict. All of Martin’s team members do not understand the cubicle assignments, most likely because Martin never explained his justification, and his technique to deal with their conflict has been avoidance. This has caused an underlying relational conflict to be present between the team members, regardless if this was Martin’s desired intention or not.

Sample Answers to Case Questions 1. How would you describe the conflict that has arisen between the members of the web programming department?

The conflict has come from tension because Martin has avoided discussing any issues between his team members. Open communication is not occurring, and the individuals on Martin’s team are not openly discussing their issues, which has caused something that could have been a simple problem to solve to grow into something impacting both work environment and work performance.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 2. Is the conflict a relational conflict? If so, what type of relational conflict? Is there a content dimension to this conflict?

There are elements of the conflict that could be classified as relational conflict. Bradley’s conflict with Martin is relational conflict over issues of esteem. Bradley believes that his seniority has awarded him preferential seating (with a window) and feels disrespected that Martin did not see things from his perspective. Implicitly, there may also be relational conflict over issues of control in this case as well.

Martin did not allow his co-workers to select their placement, thus causing the problems that occurred in the first place.

There is a conflict dimension to this conflict, as Martin’s co-workers did not have input over their seating arrangements, which could be construed as something that has impacted how the web programming team meets their goals.

3. Using Fisher and Ury’s method of principled negotiation, how would you separate the people from the problem? What do you think is really, really going on in this conflict?

In this case, Martin needs to indicate that the current arrangement of seating has impacted collaboration and has impacted the team’s ability to get work done. As the supervisor, the first thing that Martin needs to address is the seating arrangements, as this could The main issue in this conflict is avoidance. Martin never addressed the problems as they occurred, and instead focused his effort on trying to work through the problems without discussing them as they were occurring. It is very difficult to believe that these problems could not have been avoided altogether had Martin simply just asked his co-workers for their preferences or addressed problems as they occurred.

This is the case of a situation spiraling completely out of control.

4. Using the Kilmann and Thomas conflict styles, how would you characterize Sanjay’s conflict style?

What about Bradley’s? Do Rose and Kris have a style as well?

Sanjay’s conflict style appears to be a combination of avoidance and competition. On one hand, Sanjay does not directly confront the problem of Rose and Kris’s discussion with Martin, however, he is very confrontational to Rose and Kris themselves. It could be argued that there are elements of competition in Sanjay’s conflict style as well, as he does not want to sacrifice his window seat to be removed from being in-between Rose and Kris.

Bradley’s conflict style is definitely avoidance. Instead of directly addressing his issues with Martin, he has avoided collaboration altogether, except when it is absolutely necessary. Had Martin and Bradley, who appeared to have a fantastic relationship before the change in offices, openly discussed their problems, their conflict may have easily been avoided.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 If Rose and Kris have a conflict style, it could be described as more collaborative. Unlike all of the other relationships in this office which appear fractured, they still appear to be getting along just fine, albeit slightly less productive.

5. How could Martin use fractionation and face saving in attempting to resolve this conflict?

Fractionation is the technique of breaking down conflict into smaller, more manageable pieces. Face saving is the act of allowing one to change a situation while protecting their own self-image. This situation can be resolved by using both. If Martin does not want to directly address the problems, it is possible that one simple change to seating arrangements may help the situation. By saying that he needed to be closer to Bradley, by Martin switching Bradley and Rosa’s position, he could avoid the bigger issue on the table, give Bradley a window seat, allow Rosa and Kris to sit next to each other, and leave Sanjay in a position where he is not in the middle of Rosa and Kris anymore. In this scenario, Martin would not have to “admit he was wrong” and could save face and potentially eliminate the problems altogether.

Case 11.2—High Water Mark Case Summary Alcott Lake is a lakeside community. Water level surrounding the lake has continued to rise, and currently, 18 per cent of the 250 homes are in danger of flooding. The homes in danger are mostly cottages that were built 80 years ago and have been owned by the same families for years. The board of directors for the Homeowners Association attempted to resolve the problem by asking the Department of Natural Resources to pump water from the lake to a nearby stream, however, the land downstream is also experiencing high water levels, which means that the situation would not be completely resolved.

To attempt to solve the problem, owners of the endangered cottages created a petition asking the homeowner’s association to create a no-wake policy for a year to limit the impact on the homes. 25 per cent of the Alcott Lake’s property owners needed to sign for the petition to be considered; 35 per cent of the property owners signed. This led to a debate at the homeowner’s board meeting where different policies were considered. Some blamed the high-water levels on climate change, others said that the rental properties would be impacted by a no-wake policy. It was suggested by a property owner that seawalls be installed by the impacted cottage owners, but that was immediately dismissed due to the lack of financial resources to support wall instillation. The final straw at the meeting was when a homeowner asked the board who would enforce a no-wake policy, to which another resident responded, “me and my rifle.”

Case Analysis

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 This case demonstrates how conflict can exist when two different groups are separated by social class and privilege. The community of Alcott Lake has two different types of residents. The first group, consisting of families that own small cottages, are the ones most affected by the dangers of flooding.

The second group of people, property owners described as owning the “big McMansions on the hill,” do not face the dangers that the cottage owners face, and have more access to financial resources to stop the flooding.

Differentiation occurs in this case study as both groups are clearly explaining and elaborating their positions. The cottage owners want to enforce a no-wake policy to save their property from flooding.

The owners “on the hill” are worried about both losing rental income money and the potential of their property values declining should significant flooding occur. In this case, compromise does not occur. The case study ends on a note of conflict based in competition, as the owners cannot seem to reach an agreeable resolution.

Sample Answers to Case Questions 1. Describe this conflict using the different elements of the conflict definition – struggle, interdependence, feelings, and differences.

Struggle – The two opposing forces coming together are the cottage owners most impacted by the potential for flooding and the homeowners with properties on the hill that do not have to worry about the flooding conditions faced by the cottage owners.

Interdependence – The fact that both sets of homeowners fall under a Homeowner’s Association is what makes the two parties depend on each other for decisions. In this case, the notion that a certain percentage of homeowners must agree on a “no wake policy” creates the interdependence.

Feelings – The feelings associated in this case study represent anger and hostility. The owners are coming from two different social classes, and the homeowners on the hill are struggling to understand the perspective of the other homeowners, which is where the anger and hostility comes from.

Differences – Both social class and failure to understand each other’s perspectives encompass the differences in this case study. In this case, each group has their own desires which benefit them, causing the conflict to be difficult to avoid.

2. What is the content dimension of this conflict? What is the relational dimension?

The content dimension to this conflict is the potential damage that the flooding may do on the cottage owners at Alcott Lakes. The relational dimension to this conflict is the differences in the home owners who have the small cottages which may be most impacted from flooding versus the homeowners on the hill who are not as worried about the potential for flooding.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 3. Would Fisher and Ury’s method of principled negotiation be a good approach for the homeowners’ association to use to resolve the conflict? Why or why not?

The Fisher and Ury method of principled negotiation would be a good approach to resolve this conflict because all four principles associated with it could be utilized as a strategy for conflict resolution.

Principle 1: Separate the People From the Problem – in this case, if you factor out the individuals who own the homes, legitimate property damage could occur, which in that case, has the potential to lower the values of every home owner in the association.

Principle 2: Focus on Interests, Not Positions – in this case, the interest of people on the board is for no flooding damage to occur and a no-wake policy to be enforced. Because of this, instead of worrying about who prefers which approach, by focusing on the interests, it avoids the obvious class separation causing each group to have a certain position.

Principle 3: Invent Options for Mutual Gains – in this case, there appears to be no favorable solution for both parties. However, without discussion, this is a situation that is likely to foster additional competitive conflict.

Principle 4: Insist on Using Objective Criteria – in this case, an objective criterion may be what Fisher and Ury describe as “what a court would decide.” Because of the property damage and the lack of support for a no-wake policy, it is likely that a court would argue that the homeowners most likely to experience property damage should be protected.

4. How could the association board use the communication strategies of differentiation and fractionation to deal with this conflict? What about face-saving?

Differentiation could be used if the association board took the time to allow each party to communicate with each other in a calm and rational manner. The current direction of the conversation is not necessarily positive; and the association must consider alternative forms of conflict resolution. A leader from the board needs to redirect the conflict in a way that prevents escalation from occurring.

The association could use fractionation by first addressing the no-wake policy. The seawalls seemed to have further extrapolated the divide, and by just focusing on one aspect of the conflict, the no-wake policy, the association might have a better chance of making legitimate progress.

Face-saving may be a consideration in this conflict. The association board, realizing there is a serious conflict, could provide security to enforce the policy, or even consider raising association dues in order for seawalls to be built to protect the impacted homes.

Case Notes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 12: Addressing Ethics in Leadership Case 12.1: The Write Choice Case Summary

This case study outlines the ethical decision-making process that leaders (in this case, a professor) must make when faced with dilemmas aligned with following policy. In this case, a student, Kelly, openly plagiarized a brochure from a community agency in order to meet requirements for an assignment. The professor in this case, Professor Ramirez, is left with an ethical dilemma as whether or not to report Kelly for plagiarism, which could have a significant impact on her ability to obtain employment (which Professor Ramirez has already recommended her for), and to graduate from community college.

Instead of following policy, Professor Ramirez instead decides to have a one-on-one conversation with Kelly, to determine the extent of her plagiarism. Due to circumstances beyond her control, Kelly has been preoccupied with outside responsibilities in addition to school, and Professor Ramirez has determined that she was able to meet the required hours for community service, noting that it was just the paper itself that was the concern.

Professor Ramirez ultimately decides to go against college policy and not report the plagiarism, noting that the institutional policy for plagiarism was very serious and that Kelly deserved a second chance, which was consistent with Professor Ramirez’s values. Ultimately, she assigned Kelly a value of a “0” for the assignment, which allowed her to pass the course with a “B” grade.

Case Analysis

This case study presents a scenario where ethical values, actions, honesty, and character conflict with institutional roles in regulations. In this scenario, Kelly, the student in question, clearly breached an institutional policy. However, the seriousness of the policy could have had very severe consequences on Kelly’s future, preventing her from securing employment post-graduation and requiring her to repeat the course after a semester suspension.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Knowing what the consequences were by reporting Kelly’s plagiarism to the community college, Professor Ramirez decided to approach her in a one-on-one environment to assess the seriousness of the breach and determine what might have happened to cause Kelly’s actions. Professor Ramirez believed in giving her a second chance and showed respect and justice to her in order for her to graduate and retain her employment. It must be noted that Kelly’s actions were not without consequence; Professor Ramirez assigned her a “0” on the assignment which led to her grade ending up with a “B” in the course, instead of allowing her to redo the assignment.

Sample Answers to Case Questions

1. Even though Professor Ramirez deviated from the college’s policy regarding plagiarism, do you feel she acted ethically?

Professor Ramirez acted ethically by still holding Kelly to a standard and not permitting her to redo the assignment. By meeting with Kelly one-on-one, Professor Ramirez was able to determine the extent to which Kelly should experience consequence, and determined that a punishment such as temporary expulsion and failing the course was far too much because of Kelly’s prior work ethic and outside, extenuating circumstances.

2. If you were a student in this class and learned Professor Ramirez made an exception for this student, would you think she acted ethically? Explain.

There are two perspectives for this answer. On one end of the spectrum, some students would probably be upset because the policy was not followed in accordance with the institution, and exceptions were made for Kelly. On the other end of the spectrum, Professor Ramirez did hold Kelly accountable for her actions, albeit not completely in accordance to policy. The ethical threshold of students will differ in this case, leading to different answers depending on their perspectives.

3. In Table 11.1 the Six Pillars of Character are detailed. Which of these six pillars did Professor Ramirez display in consideration for her student, and how?

Professor Ramirez displayed trustworthiness, respect, responsibility, fairness, and caring for her student, Kelly.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Professor Ramirez displayed trustworthiness by being honest with her and discussing with her the plagiarism before turning her in. She took her words at face value and arrived at a consequence that was not as major as reporting would have been.

She also displayed respect for Kelly’s external situations with her mom, knowing that she was a hardworker and did complete the internship hours to fulfill a component of the community service initiative, and it was just the paper that was in question.

She also showed responsibility by still holding Kelly accountable in some form. Even though she was not reported, Kelly was still held accountable for her actions, resulting in a “0” on her paper score.

Fairness was also displayed. Professor Ramirez could have easily not addressed the plagiarism at all, and just assigned Kelly a score on the paper to let her graduate. However, Professor Ramirez realized this wouldn’t be fair to the other students and some action had to be taken, even if it wasn’t as severe as the institutional policies set forth.

Finally, she displayed caring by meeting with her one-on-one and ultimately giving her a second chance to address her actions.

4. Professor Ramirez’s actions ultimately brought into question whether or not the ends justify the means. Do you feel that her leniency in this case made her a stronger or more ethical leader? Explain.

It could be argued that Professor Ramirez was a weaker ethical leader by not ultimately following the set-forth college policy. However, her leniency showed that she exhibits compassion for others and was cognizant of Kelly’s issues and viewed this as a single mistake and not the entire body of work for Kelly’s performance. This would classify her as a strong ethical leader, as she truly was concerned for the wellbeing of her student.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Case 12.2—In Good Company Case Summary Over the past decade, companies and businesses have been making a conscious effort to change the current viewpoint of the standard measurement of success. Profitability tends to be the measure in which most of the world uses when evaluating success, but a new movement has taken root and is causing businesses and companies to rethink the current way in which success is evaluated.

New companies are being formed that have a more global perspective and that seek to define their success by more than just yearly profit. These businesses, Benefit Corporations, or B Corps, are thinking about ways to improve the methods they use so that the environment is impacted to a lesser extent, and are finding ways in which to recycle energy and to simply provide more efficiency with the least negative impact. This movement has increased the amount of ethically and socially aware businesses, and has had a positive impact both in the community in which they are founded, as well as globally.

Vermont, in particular, became the second state in the United States to enact benefit corporation legislation, outnumbering the number of B Corps per capita with more than 30 throughout the state.

Green Mountain Power, for example, is working hard to come to a better conclusion as to how to provide people with the power that they need in order to function and survive that is more sustainable and environmentally friendly. The state was ranked as number one on the 2017 Opportunity Index (evaluates four aspects of a community’s well-being: economy, education, health, and community).

Case Analysis

This case study offers a perspective of two different measures of success for businesses other than profit; sustainability and ethical values. Using a different evaluative system as part of accounting practices, corporations that are designated Benefit Corporations are ones that are putting ethical leadership priorities first, and building those priorities into their end values and their vision and mission.

It is additionally important to remember the impact that ethical values may have on profitability in the long-term. As more companies are moving to this model of environmental sustainability, it could have a

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 positive impact on profitability. As more consumers worry about the character and actions of corporations, Benefit Corporations, despite not maximizing profits, may still end up extremely profitable.

Sample Answers to Case Questions

1. Discuss how the concepts of Triple Bottom Line and the B Corporation relate to each of the Six Pillars of Character that influence ethical leadership.

B Corporation Trustworthiness

Transparency is built into the structure of the B Corps, requiring them to publish annual benefit reports of their social and environmental performance using a comprehensive, credible, independent, and transparent third-party standard.

Respect

Required to pursue positive stakeholder impact alongside profit.

Responsibility

Corporate social responsibility is built into the framework of this model.

Fairness

Prevents shareholders from using stock value declines as a reason for seeking management dismissal or to pursue lawsuits against the corporation.

Caring

Charitable donations are seen as a positive in this type of corporation structure.

Citizenship

Companies should be a force of good to increase the livability in their communities.

2. Ethical leaders as discussed in the chapter use “moral means to achieve their goals.” Discuss how this definition would apply to companies desiring to be B Corporations.

The entire idea surrounding B Corporations is using a moral compass in order to achieve the goals that are set forth. B Corporations strive to be a force for good within a community as well as outside of it. B Corporations already relate to the ethical leader definition is due to the goal that is set forth in the very beginning. These companies are striving to increase awareness about issues and problems both locally and globally through the use of their power as a business.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 The number one intention of any business is to make money because quite simply, they cannot survive if they run themselves into the ground. In doing so, businesses had previously made themselves profitable by any means, whether it destroyed the environment, effected animals or people, and decisions were more likely to be made in the interest of making more money, not because there was a worry about whether or not the goal was being achieved ethically or morally. In today’s world, businesses are now being created with positive intentions other than making money, and they also value their intentions just as high as they do profitability.

3. Transparency in B Corporations is a key element to their status and certification. How does this transparency relate to the chapter’s discussion on honesty and the balance required to appropriate disclose information?

Transparency is demonstrated through the publication of “annual benefit reports of their social and environmental performance using a comprehensive, credible, independent, and transparent third-party standard.” Profit-driven companies that can openly present that they are green companies can have a more sustainable business model within the context of their communities.

4. The chapter outlines 3 leadership values used to distinguish ethical leaders: Ethical, Modal, and End. a. Describe how each of these values might be reflected in a B Corporation?

Ethical – company leaders can build in methods to show fairness for employees and community members in terms of fair wages, respect of differences, and also mentoring and empowering others to become future leaders.

Modal – company leaders can initiate projects and charitable programs that are beneficial to a local community or that use local ingredients in their production (similar to what Ben & Jerry’s did).

End – when a board of directors decides to keep a manager despite failing stock performance, they are protecting the individual and allowing them the opportunity to improve, eliminating a completely bottom-line mentality.

b. Describe how each of these values are reflected in the State of Vermont’s encouragement of B corporations in their state.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 Ethical – The State of Vermont itself is focused on making the community livable and a healthy state economic positioning

Modal – The case study references that Ben & Jerry’s has donated 7.5 per cent of their pre-tax profits to charity. Additionally, they are using social and environmental missions both locally and globally as a driving force in their business operations

End – The case study references Green Mountain Power as a company that is focusing on shifting energy dependence through partnerships with Tesla to become more sustainable

5. The text defines ethical leadership as “the influence of a moral person who moves others to do the right thing in the right way for the right reasons.” Do you think, after reading the above case, that this definition applies only to “persons” or can it be expanded to entities such as companies, states, and other government entities? Why or why not?

Companies, states, and other government entities have the responsibility to display ethical leadership and ethical standards of behavior. Rules and regulations are put into place to protect both the people within the company as well as the company as a whole. Ultimately, it is up to the individuals that create and run the company to uphold the right values and morals. In order to ensure that a company can survive the temptations of the world and to not only search for the easy way out, individuals must see the positive impact that these decisions can have on the community, on each of them individually, as well as the positive impact that it has on their surroundings, such as the environment, neighboring business and the state as a whole.

6. Research a Vermont B Corporation – you may use one discussed in the case or search the directory provided at https://bcorporation.net/directory (filter on Vermont). Discuss the company’s operations and mission with respect to the following elements of ethical leadership.

This question is an opinion-based question, and responses will vary from student-to-student.

Case Notes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 13: Overcoming Obstacles Case 13.1—Student Maid Case Summary Kristen Hadeed accidently created her own business as a college student to earn extra money. After her business exploded and she landed a contract to clean a large complex of apartments, she quickly learned that running a business wasn’t as simple as hiring people to work for you. Once her workforce was hired, they went to work while she attempted to supervise. More than half of her employees quit on the same day, and in a scramble, she tried to think of what she could do in order to get those workers back because she knew she couldn’t do the work on her own. She listened to their concerns, admitted to mistakes, and encouraged them to come back, evolving into a leader, and not just a supervisor.

Kristen then began to realize she had a more critical problem with her own leadership. She became the problem solver, never letting her employees think for themselves or handle situations for themselves.

Her employees grew to depend on her more and more, and it wasn’t until Kristen couldn’t be reached to help solve a problem that the team worked together to find a solution without her.

Throughout the process of starting a business, Kristen learned valuable lessons about how to adapt to her surroundings and the needs of her employees, and to become more of a leader for her direct reports, not just a problem solver, boss, or supervisor. She became a leader that encouraged her employees to think for themselves, valued the employees and their needs, and that was able to take constructive criticism about herself and turn it into a more positive company climate for employees.

Case Analysis This case begins with an individual that had no leadership experience or business experience. Kristen fell into something on accident and had to do her best to adapt to the situation as it evolved. The basic tenants of path-goal leadership apply, as she was able to identify obstacles that needed to be resolved.

She was able to come up with creative and innovative solutions to help her workers feel more confident in the work that they did, and to show them that they were valued, even though they were part of something that was much bigger than any other job. She encouraged them to see how they could be helpful and innovative as well by encouraging feedback from them, and also by taking their opinions and suggestions and implementing new practices to further evolve her business.

Kristen started out with only wanting to make extra money while she was in college and ended up with a thriving business that she developed from the bottom-up. As her leadership style evolved, she became a supportive leader, and not a directive leader.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Sample Answers to Case Questions 1. Based on what you learned in Chapter 8, how did the methods Student Maid leaders implemented create a constructive climate? How was that climate helpful in overcoming obstacles?

Student Maid leaders created a constructive climate by allowing its employees to feel as though they were being heard, that their opinions mattered and that they had a say in the way that the business was run and the processes that took place. By gaining input from those actually conducting the work, leadership was able to take those suggestions into consideration to make a more productive and pleasant work environment.

The climate helped Student Maid overcome obstacles by creating an environment in which the employees felt a sense of responsibility for their work and felt as though their work was meaningful. The climate that was created helped the people within the company to value the work that they were completing and to value the business that they worked for. It also helped the employees buy into the mission of the business, thus, the workers put forth more effort and were invested in the success of the business.

2. Which of the seven major obstacles as derived from path-goal theory discussed in this chapter did the employees at Student Maid experience?

The major obstacle from path-goal theory discussed in this chapter is directly related to motivation. At first, the leadership style that Kristen attempted to use was not participative, and in fact, was no leadership style at all. As she grew as a leader, she was able to motivate her employees, listen to their needs, help them feel competent in their job, and also help them achieve their own personal goals.

3. Describe how Kristen used directive, supportive, participative, or achievement-oriented leadership to work through the challenges?

The primary leadership that was used for Student Maid was participative leadership. Kristen used participative leadership by always speaking with the employees before making changes to policy’s or procedures. When a problem would come up, Kristen would try to take in all of the opinions of those surrounding her and evaluate them to make sure that the decision that was made would be beneficial and would be what the company needed in order to keep its employees happy and engaged.

The main issue that Kristen had when the business was created is that she didn’t intend to create a business. There was no business plan in place and she stumbled upon something that she didn’t have experience in. Because of her lack of experience in managing individuals and running a business, Kristen was able to keep a more open mind throughout the process of resolving conflicts and issues with her employees. Kristen showed a tremendous amount of leadership in the way that she evolved throughout

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 the process of starting and maintaining her business while also making mistakes along the way. One of the most important things that she did was to own up to her mistakes and to take responsibility for her employee’s general dissatisfaction. This quality in a person allows them to become an effective leader because the goal for her company was not to just make money, it was to provide a work experience for people that was different than what was typically expected.

4. Imagine that you owned Student Maid. How would you have handled the obstacles Kristen Hadeed faced? What specific things would you do as a leader to ensure a positive constructive climate at Student Maid?

This question is an opinion question and answers will vary from student-to-student.

Case 13.2—The Improbable Kodiak Bears Case Summary Coach Amy Rakers was the first female head coach of the varsity boys’ basketball team, the Kodiak Bears. Coach Rakers, as well as the athletic director, received negative comments and feedback from students, team members, fans, and other coaches that were not supportive of the decision to hire a female to lead a boys’ team. Rakers dealt with negative remarks that would be considered sexist and out of line. Though met with this challenge, Rakers was able to focus on coaching her team, teaching the game of basketball, and eventually getting to know the other coaches to obtain acceptance.

The Kodiak Bears faced travel and budget issues as the school did not have a lot of money to allow students to travel, and since there was no real competition on the island in which this team was located, teams that they could potentially compete against had more of an advantage. In order to make up for this short coming, Coach Rakers taught her players the value of hard work and team spirit, helping those players to see that although other teams may have an advantage in ways that they are not privileged, they are privileged in other ways that these competing teams could never understand. Rakers ensured that her players understood their role within the team and the game, but also that they understood how their role played into the bigger picture within the team.

Due to the hard work of the team, they went 25-0, making it to the championships. Because of the culture that was created by Coach Rankers, more than half of the town traveled to the championship game to support their team and community. The Kodiak Bears won their first championship, and were later entered into the Hall of Fame.

Case Analysis

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 An unconventional choice in hiring Amy Rakers led to a complete change in the way that the team played the game, the togetherness of the community in which they lived, as well as the perceptions that others had of a female coaching an all-male team. Coach Rakers was able to look at the barriers in which her team would have already faced and created simple, yet effective solutions to combat each of them, creating a sense of togetherness that could have otherwise resulted in failure. Gender was the major obstacle in Rakers’ success. Once she found a way to overcome that obstacle, nothing was going to stop her success.

Sample Answers to Case Questions 1. Unclear Goals and Unclear Directions are listed in the chapter as the first two obstacles to leadership. Discuss how these apply to this case and how Coach Rakers addressed each of these.

Unclear goals apply to this case partially due to the expectations that Rakers had for herself and others.

Rakers wanted to ensure that her team was successful, and she faced barriers of acceptance that led her to continue to focus on the task at hand. External factors contributed to her goals being unclear, and thus challenging to achieve.

Unclear directions partially apply to this case. For Rakers, buy-in was critical, and the culture and climate did not lend itself to followers naturally accepting a female leader. The examples in the case highlight the challenges that Rakers faced and creating buy-in with her team was more important than any of the external conditions she faced.

2. The Kodiak basketball team faced a multitude of obstacles and challenges, yet the team, led by their coach did not lack motivation. a. List and discuss the various obstacles and challenges the team faced.

The team faced many challenges throughout their time as a team together. At first, the team was disillusioned by the fact that they had a woman as their coach and not a man. This caused some of the team members to quit and resulted in personal attacks on Coach Rakers. Additionally, the team also faced negativity because of the viewpoints that others had on her abilities, even though she had previously demonstrated success. On a lesser note, travel expenses from being in rural Alaska caused a barrier for the entire team, which caused players to be left behind, and did not allow for substitution in case of injury and fatigue.

b. Discuss the obstacles Coach Rakers personally faced, how did she address them.

It is abundantly clear that Coach Rakers faced gender-related issues at the beginning of her career as the coach of the Kodiak Bears. Many comments were made such as she should “go back to her knitting.”

Instead of trying to combat these issues, she simply ignored the fact that others were not happy with

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 the decision to hire her, and let her work speak for itself. She believed that it was more important to focus on her job, and to make her team successful than to try to change the minds of those who were clearly closed-minded and ignorant. Once the other coaches took the time to get to know her, and saw that the team was improving under her direction, they were able to take her more seriously. Once she was able to break through that mindset with a few of the coaches, the other coaches came to realize that she was just as effective, and there was no need for the negativity that had surrounded her from the start.

c. How did she assist her team in maintaining motivation in the face of these challenges in particular what did she do to: i. Help them feel confident One of the main issues that the team faced was the fact that there were no teams to compete against that were of the magnitude that they would need to be successful in winning games against teams that were bigger and trained differently than they were.

ii. Help them identify and meet their own expectations Rakers made sure the students knew what was expected of them. She outlined each of her team members’ role on the team and their expectations, and had very strict discipline policies that enabled the team to respect her through their personal buy-in.

iii. Help them to value what they did The end result of winning and seeing the fruit of their labor was the most important way that Rakers helped her team to value their accomplishments. In the state championship, even though the team was up against a skilled and different style of team, Rakers had her team “stick to the plan” so that they could be competitive. The induction of the team into the Alaska Sports Hall of Fame 18 years after their championship victory was the ultimate reward for their accomplishments.

3. The chapter discusses four leadership styles and presents them in response to various types of challenges faced by teams and followers. For each of the following categories, discuss the obstacles that Kodiak Bears could have faced which fit into that category and how Coach Amy Rakers did or did not address those obstacles with the appropriate leadership style.

Category of Obstacle Complex Tasks

Leadership Style Directive Leadership

Obstacles Kodiak Bears Faced

Amy Rakers’ Response

Kodiak’s program was nowhere near as organized as other programs, and

Rakers made it a point for each player to know their role on the team, and how they fit within the

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Simple Tasks

Supportive Leadership

players did not have access to the training camps and tournaments that other basketball programs in Alaska experienced.

team’s model for success.

Rakers was a female, which caused others to attack her solely based on gender.

Rakers reinforced to her team that these obstacles could be overcome with hard work and commitment.

After finishing 3rd in the state in 2000, she believed they could make it to the state championship and inculcated that into each team member.

Additionally, there were travel concerns and limited financial resources.

Low Involvement

Participative Leadership

In addition to the limited organization, shifting expectations when financial resources could not be provided for all team members to travel would inevitably lead to shifting roles and responsibilities for team members.

Understanding how to prepare for each challenge and to prepare for teams more challenging than what was the competition on the mainland was an integral part of her leadership style.

Lack of Challenge

AchievementOriented Leadership

A significant size and skill difference with the team’s opponent in the championship game.

Despite a deficit at halftime, Rakers told her team to stick to the plan, and if they were going to lose, lose playing their game.

Case Notes

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Chapter 14: Destructive Leadership Case 14.1: Dr. Chen Likes Power Case Summary

Dr. Chen is a prominent researcher and professor in medicine and pharmacy. As an administrator, she is widely known for her style, but also as the type of leader that believes that power equals “all knowing.”

While she is the department head of her leadership team, she does not value or take the input that others have into consideration when making decisions or changes. Faculty do not like her and have nothing positive to say about her in terms of her leadership. Administration has a more positive view of her because she brings revenue into the university for research, and often times, administration will look the other way when Dr. Chen receives perks from pharmaceutical companies that would otherwise not be allowed.

Sophia Lopez is an assistant professor up for tenure that is part of the department that Dr. Chen oversees. When the time came to meet with Dr. Chen about her promotion, she was met with hostility and demeaning comments. Rather than help Sophia to see where her flaws are, and guiding her to her own decisions and conclusions about her work, Dr. Chen attacked Sophia, causing her anxiety and stress with no real solution as to how to make the situation any better.

Case Analysis

This case study looks at an administrator, Dr. Chen, that is favored among her administrative colleagues, but is disliked and feared among the faculty that she oversees. The primary reason for the positive view that the administration has of her seems to be the fact that Dr. Chen brings in a sizeable amount of money to the university to fund pharmaceutical research.

Dr. Chen’s leadership may be considered destructive in nature, because it relies on fear and intimidation to rule over her subordinates. However, because she is bringing in revenue, administration may not feel the need to regulate her behavior toward others, because it is a stream of income for the institution.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Sample Answers to Case Questions

1. Destructive leaders often have charisma, needs for power, narcissism, negative life themes, and ideologies of hate. In what way does Dr. Chen exhibit these traits?

Dr. Chen seems to be loved by all of the administrative staff that makes up her department because of the amount of money that she is able to secure for research. Because of this, it is overlooked when she receives perks that would otherwise not be allowed from the pharmaceutical companies. She is able to charm those individuals because they are of the same ranking as herself and there seems to be no need to exert any sort of power over them if she is getting everything that she wants and needs in her position.

Dr. Chen is not liked among the faculty that she oversees because she is very blunt with people which leads to a very negative perception of those individuals. Dr. Chen’s style of leading seems to be to motivate her subordinates by fear and intimidation instead of support and mentorship.

2. Have you personally ever had a boss who acted like Dr. Chen? What was it like and how did you respond.

This question is an opinion-based question and responses will vary from student-to-student.

3. Table 14.1 lists 6 psychological factors that make followers susceptible to destructive leaders. Which three of these factors best help explain Sophia Lopez’s response to Dr. Chen? Discuss.

The three psychological factors impacting Sophia Lopez are need for security and certainty, need for membership in the human community, and fear of powerlessness to challenge a bad leader.

Need for security and certainty – Sophia Lopez is at the mercy of Dr. Chen for promotion and advancement at her university. Because of this, she must conform to Dr. Chen’s leadership style, whether she agrees with it or not.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Need for membership in the human community – In order to keep her Green Card, Sophia must conform to Dr. Chen’s requirements. Since Dr. Chen is the only decision-maker for Sophia’s advancement, she needs her support in order to continue to have membership.

Fear of powerlessness to challenge a bad leader – Sophia has absolutely no power in this case. She cannot go to administration with her fears, as they rely on Dr. Chen, and there are no alternative methods for her evaluation.

4. The Toxic Triangle suggests that destructive leadership is comprised by three components: destructive leaders, susceptible followers, and conducive environments. What role do each of these components play in this case and how do these components interact to cause destructive leadership?

Dr. Chen’s destructive leadership is at the forefront of this case. She has charisma to secure research funding, and also to receive opportunities from pharmaceutical companies. She has natural power because she is providing an institutional service and serves a purpose that others don’t, or can’t.

The auxiliary component of the three components of the Toxic Triangle in this case is conducive environments. Because Dr. Chen is rewarded for her revenue-generating, administration is fearful to critique her interactions with junior faculty members. The quid pro quo nature between Dr. Chen and administration creates a conducive environment for her destructive leadership.

To an extent, the followers in this case are susceptible to Dr. Chen. They have no choice but to conform to her demands and treatment in order to advance their careers and minimize the consequences of disagreeing with Dr. Chen’s leadership. Additionally, it could be interpreted that administration is colluding with Dr. Chen, allowing her to behave a certain way in exchange for her research.

5. To guard against destructive leadership, institutions need rules and procedures that promote fairness for people at all levels of the organizations. What rules and procedures would you establish for the nursing school in this case? How would these decrease the opportunity for leaders like Dr. Chen to be destructive toward others?

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

One of the most problematic factors in this case is the special treatment that Dr. Chen receives. If administration is capable of looking the other way for someone who adds a specific value to the university that would otherwise impede their work, the perception of others is that the only thing that matters in the world is money. This creates a negative work environment for those who do not possess the capability of obtaining money for the school, and it lowers the morale of the employees because they view themselves as less than, or they see the situation as unfair to everyone else.

In order to combat this, a policy must be put in place that diminishes the capability of any one individual to receive perks or anything extra in order to show unity within a department and among the workforce in the department. There is no benefit to one person receiving perks while others sit and watch, however, if the institution put a policy into place that mandates that any perks must be for the department and not an individual, this could boost morale in the workplace because it is benefitting the department as a whole. If this policy were to be put into place, people such as Dr. Chen would feel like they were part of a team and not ‘all powerful.’ It would also show Dr. Chen that while she is valuable to the university, the university values all of its staff and employees. The culture in which Dr. Chen is part of is destructive itself because it allows such discrepancies that lower the morale of the rest of the workers, creating an environment where faculty feel less valued and belittled.

Instead of needing a letter from the most powerful person in the department, they could have a faculty vote for the individual or permit the individual to complete a portfolio showcasing their work. They can then make an informed decision on her promotion rather than leaving it in the hands of one person being the one who can make or break her career.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

Case 14.2: Breaking the Silence Case Summary

Harvey Weinstein, a former prominent Hollywood producer, was originally viewed as a powerful and well-connected individual that could launch the careers of those he came into contact with. After creating and leaving his first company, Weinstein and his brother formed a new company that continued to be successful for decades. While on the outside this person was portrayed and thought of as a good person and a good leader because of the amount of success that he and others had, on the inside, Weinstein manipulated his power in order to harass women that worked for him. Instead of anyone making any claims against him in fear of what it might to their careers, they kept quiet.

Others surrounding Weinstein and the company knew well that this was the view of Weinstein, but no one did anything to stop it. Weinstein used fear and intimidation to control those surrounding him and because he was so powerful he was able to get away with it. It wasn’t until a few journalists chose to look into allegations made against Weinstein that his cover was blown and more than 90 women came forward to corroborate what he was being accused of. One journal article launched the #MeToo movement allowing women and others to come forward about their experiences with sexual harassment, allowing them to feel as though what they experienced was wrong and should be stopped so it doesn’t happen again.

Case Analysis

This case summarizes the general facts and details of Harvey Weinstein’s sexual misconduct while in a position of power. While successful at producing films, Weinstein gained more and more power, being the head of the company, leading him to begin to feel like he could accomplish or do anything that he wanted. In this process, he began to conduct himself in a manner that led others to view him negatively and for people to feel intimidated. One of the ways in which Weinstein ensured that his behavior wouldn’t catch up to him was by having his employees and others sign non-disclosure agreements preventing anyone from saying anything negative about the company or its employees and could not harm the reputation of the business. In doing so, Weinstein prevented those who were being victimized from saying anything, allowing the cycle to continue.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 While Weinstein was the person who was directly causing the unease and intimidation, others surrounding the situation had an active role as well. Many individuals, including secretaries and other personnel that worked with or for Weinstein were well aware of the general discomfort that he caused but simply looked the other way. In doing so, they allowed this behavior to continue, causing trauma to many other victims when it could have been prevented.

Sample Answers to Case Questions

1. The book lists 3 characteristics of destructive power – discuss how each of these does or does not apply to this case.

Excessive use of power, control, or influence – Harvey Weinstein was one of Time magazine’s 100 Most Influential People in the World in 2011. He had significant control and influence over an actor or actresses’ career success in Hollywood.

Selfish quality - The entire structure of Weinstein’s company, The Weinstein Company, was permissive to his own protection. Employees had to sign a non-disclosure agreement which would bind them to a code of silence to not discuss business operations or criticize the company in any fashion.

Harmful behaviors – Weinstein has been accused by 90 women of sexual assault and harassment, with 14 of them accusing him of rape. The behaviors that he engaged in were harmful and damaging to women.

2. The Chapter discusses a model known as The Toxic Triangle which outlines three key components that work together to make toxic leadership possible.

a. Destructive Leaders – the text lists 3 characteristics of a destructive leader. Discuss how each one applies to Harvey Weinstein and provide examples.

Harvey Weinstein displayed all three characteristics of a destructive leader. His charisma allowed him to amass a large following in Hollywood and his own empire. The control that he

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 demonstrated over his actresses and actors showed his need for power, including forming his own corporation, and his arrogance and continued behaviors show his narcissistic qualities.

b. Susceptible followers – susceptible followers are a key component in enabling destructive leadership to take hold. The Toxic Triangle model discusses two categories of followers:

(1) Conformers. Based on the model’s definition, who would you classify as conformers in this case? Why?

Weinstein’s reputation was well-known throughout Hollywood. Because of this, the fear that actresses had of reporting him made them conform to the unacceptable behavior that he required of them.

(2) Colluders. Who would you classify as Colluders? Why?

His own employees and the Hollywood elite organizations colluded with Weinstein to allow him to continue his unacceptable behaviors. As his reputation was well-known, not doing anything about it could also be looked upon as a type of collusion.

(3) Do you think a follower of a Destructive Leader can be both a conformer and a colluder? Explain.

Yes. As women knew that Weinstein’s behaviors were unacceptable, by not reporting or protecting others, in some ways, they were justifying his behaviors and allowing them to continue.

c. Conducive environments – The context which promotes the development of destructive leadership and includes the following 4 factors. Discuss how each of these contributed to the toxic environments of Miramax and Weinstein Co. under the leadership of Harvey Weinstein.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

(1) Instability

Actresses coming to Weinstein’s private suite to discuss roles were left alone with Weinstein. Having already signed a non-disclosure agreement, they were in a position where they had to accept his actions, in order to preserve their careers.

(2) Perceived threat

There was a perceived threat by actresses that if they reported his behavior, they would be ostracized from acting roles in the future and their careers would be destroyed.

(3) Certain cultural values

(a) High avoidance of uncertainty

The uncertainty associated with reporting Weinstein itself was a challenge, as reporting him could limit movie roles in the community, thus ending or damaging their career potential.

(b) Collectivism

The “cause” that Weinstein promised was career advancement and opportunities for prominent roles in Hollywood feature films.

(c) High-power distance

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 There is a natural high-power distance between the role that Harvey Weinstein had as a producer vs. an up-and-coming actress. This power distance would dissuade an actress to confront Weinstein.

(4) Absence of checks and balances and institutionalism

No one external to The Weinstein Company or when Weinstein was on his own were holding him accountable for his actions.

d. The chapter lists the following factors that make humans susceptible to bad leadership. How do each of these apply or not apply to the followers in the case?

(1) A need for reassuring authority figures

Receiving a role from Weinstein or the Weinstein Corporation reassured to the actresses that they were good enough to have a career in Hollywood.

(2) A need to feel chosen or special

The actresses that were chosen by Weinstein were successful in a highly competitive environment, thus, they were less likely to report any unethical behaviors.

(3) Our need for membership in the human community

Weinstein controlled who would have membership in the acting community and was powerful in Hollywood, thus, victims were very unlikely to produce charges against him.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021 (4) Fear of ostracism, isolation, and social death

Rejecting Weinstein’s advances had the potential to totally ruin and destroy an actresses career, which would cause ostracism in the movie industry, and social death within the industry’s in-groups.

(5) Fear of powerlessness to challenge a bad leader

Without anyone else speaking against Weinstein, an actress may have felt as though they were not powerful enough to challenge someone as high-ranking in the industry as Weinstein.

3. The text discusses various ways in which Destructive Leadership can be confronted and avoided in practice by leaders, followers, and context. For decades, Harvey Weinstein’s unscrupulous practices were known by many were not stopped.

a. How was Harvey Weinstein able to thwart challenges to his behavior?

Weinstein thwarted challenges by creating his own company, The Weinstein Corporation, which would naturally allow him to minimize threats against himself, and control his own narrative.

Additionally, the use of a non-disclosure agreement also supports that Weinstein could control the narrative regarding perceptions of his behavior.

b. Within the structure of the organization he created, do you see ways in which this behavior could have been confronted and dealt with much sooner than it was?

Other employees could have EASILY spoke up against Weinstein or discussed his behaviors with each other. This might have allowed information regarding his behavior to leak sooner rather than later.

Instructor Resource Northouse, Introduction to Leadership, 5e SAGE Publishing, 2021

c. What do you think it took to finally expose these behaviors and bring about change?

In most cases, it takes one courageous person to expose this type of behavior. Once information was provided in one instance, other victims felt comfortable coming forward regarding Weinstein’s behavior. Once the floodgates were opened, it was impossible to go back.