978-0538731089 Chapter 9 Solution Manual

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Chapter 9

Leadership: What Makes an Effective Leader?

FOCUS

No institution or group can function without leadership. Yet, many people today question the

effectiveness of our leaders. Recent events in this country with government, Wall Street,

professional athletes and business moguls have highlighted unethical and inappropriate

leadership. Students must learn how to recognize appropriate leadership and how to develop their

own leadership skills. With this knowledge base, we will have a pool of qualified leaders for

significant positions. The purpose of this chapter is to give students information that will aid

them in understanding their roles as leaders and serve as a basic framework for the development

of their leadership style.

CHAPTER PREVIEW

OBJECTIVES

After studying this chapter, you should be able to:

9.1 Describe the roles of leaders, managers, and followers.

9.2 Discuss leadership theories over time.

9.3 Identify leadership styles.

9.4 List skills required of leaders at different organizational levels.

9.5 Name basic characteristics and behaviors of effective leaders.

9.6 Explain leadership needs for the future

TEACHING – LEARNING SUGGESTIONS

Supplementary Exercise 9.1

Introduce Chapter 9 with a question, “Who’s your favorite leader and why?” Call on a few

volunteers for short and quick answers to generate interest in the assignment. Each student is to

select a current, reasonably prominent, active leader, who should be recognizable to most every

one in the class. This leader should be a person they have admiration for, maybe someone with

whom they identify, perhaps someone they aspire to be, or in some way perceive to be a great

leader. This person can be a religious leader, a military person, a government leader, an athlete, a

financial mogul, a news media powerhouse, in the movie industry, an educator, etc. Student

selections should be turned in to the instructor to assure there is no duplication of choice.

Students are to observe and collect information on their “leader” throughout the course

development with the idea of preparing a written report and/or a presentation to the class on their

subject.

Observations should be made that would support discussion on the leaders’ traits,

characteristics, skills, styles, and whether they apply emotional intelligence and good human

relation skills. Do people like them or their style (why?) — why is that style effective for them, or

not, and give examples. How did they learn their leadership skills, when and where? Encourage

students to make the paper/presentation an interesting interpretation of their leader. The

papers/presentations should be due toward the end of the semester to allow students to fully

develop their knowledge of leadership and its application to their subject.

Answers to Jump Start

1. Student answers will vary and many may go directly to the 42 percent higher wage and

2. Encourage students to think of other ways Sinegal might appeal to his employees and

9.1 UNDERSTANDING LEADERSHIP

The quality of leadership most often determines the quality of life in society and in organizations.

Today’s concerns about the integrity of institutions emphasize the need for better leadership in

business and industry arenas. Managers can manage. but it takes a leader to influence the

activities of individuals in such a way that they willingly follow. Leadership skills are important

to individuals in both their professional and personal endeavors. To attain goals, leaders must be

effective in directing and coordinating the work of others so that they will want to work toward

those goals.

Answers to In the News

Answers to Ask Yourself

1. Students’ answers will vary. The instructor should encourage discussion on their

2. Student answers should focus on differences outlined in the chapter. Encourage students

9.2 THE EVOLUTION OF LEADERSHIP THEORIES

Many methods, or theories, have been used to study leadership. Examining leadership traits,

behaviors, and the need to change styles to fit a given situation are a few of the more popular

methods. Each of these methods is an outgrowth or further extension of those that preceded it.

Over the years, beliefs have evolved with time and research yet remain closely related in some

way to the ideas that went before it. A thorough knowledge of leadership is vitally important in

today’s environment because we have such diverse and educated employees who want to be

treated in a very different way in the work place.

Supplementary Exercise 9.2 with T.M. 9.1

Prior to discussing the traditional styles of leadership, have participants complete in class the

Hotel Galveston exercise. To do this, the instructor should duplicate and distribute copies or

prepare a transparency from Teaching Master 9.1. This exercise serves as an excellent

introduction to autocratic, democratic, and free reign leadership. It will help students gain

understanding about the three traditional leadership styles, observe the application of these styles,

and see and feel the results of such leader behaviors.

Instructor Procedures:

1. Divide the class into three groups of roughly equal size.

2. Tell each group to quickly select a leader.

3. Give the groups the task described. While they start to plan their strategy, meet with the

leaders and assign their leadership roles. Give each leader the appropriate guidelines

(Teaching Master 9.1).

4. Give groups 10 minutes in which to plan their task and 15 minutes in which to complete it.

5. Inspect the hotels, administer the hurricane, and select the winner of the competition.

6. Announce the winner and explain to the class that the exercise was structured for them to

experience the three basic styles of leadership. Ask for observations from each group,

emphasizing key behaviors associated with each type of leadership style. Be sure to ask the

designated leaders about their feelings in their particular roles and to talk through any

uncomfortable feelings they might have had.

Supplementary Exercise 9.3

This exercise begins with an open discussion of McGregor’s Theory X and Y and should use

Figure 9.2 in the text as a visual illustration. Douglas McGregor set out one of the original

theories that suggested leaders should treat employees the way they seemed to be motivated and

called this idea his Theory X. In this Theory X, McGregor made a basic assumption that people

worked only to survive, inherently disliked work, were not ambitious, would avoid work if they

could, and preferred being directed to avoid any possible responsibility. This paints a picture of a

lazy employee. A leader of this type of employee would then be expected to threaten this

employee, be highly directive, controlling, and push this person to get any work from them. The

heavy-handed, authoritarian leadership style would be the approach best suited to this Theory X.

On the other extreme end of his idea was Theory Y, which suggested an opposite idea. In Theory

Y, he suggested that people naturally liked to work and were self-directed if there was some

reward for their effort. At the direct opposite from Theory X, he held that people were eager to

work, would seek responsibility, and would do a good job. The democratic leadership approach

is best suited to this type of employee requiring less direct supervision and a more supportive or

participative style for best results. But are employees always one way or the other?

Lead the class in an open discussion of under what conditions Theory X assumptions

might be appropriate and then Theory Y assumptions. In the discussion, be sure to point out that

McGregor never said that all people dislike work or that all people seek responsibility, etc. Some

people might, while others will behave in these ways to various degrees. He stressed that

conditions must be right for certain behaviors. Ask what students think happens when employee

behaviors moves toward the middle of these assumptions and how would a supervisor handle that

situation? The instructor may want to illustrate this theory by drawing a straight line with an X

on one end and a Y on the other and then talk about how employees will move along the

continuum of that line, demonstrating different degrees of both behaviors depending on

situations. Demonstrate how many times employees can be working somewhere right in the

middle. Discuss how the leadership style must adjust to match the assumption if you are to apply

Maslow’s theory.

Discuss Figure 9.3, Blake and Mouton’s Managerial Grid©. Robert Blake and Jane Mouton were

some of the first theorists to use the grid system to measure and identify leadership styles. They

suggested you measure the degree to which a leader cares (shows concern) for employees and

measure the degree to which a leader cares about production (getting the job done) ranging from

1 being the least concern to 9 being the highest on this two-dimensional grid. This theory reveals

five specific leadership styles, illustrated on the grid figure in the text. The suggestion is that the

9.9, Team Management style, is the best leadership style to apply to most situations because it

encourages the maximum concern for both people and production. In some situations, the 9.1

type is the best if it is the need of a Fire Chief barking orders to put out a huge 3-house fire. As

we are discovering with these theories, no one theory works best every time. There are variations

in the leader-follower situations that will create the need for changes in styles.

Conclude this discussion with a transition into the next theory by Paul Hersey and Ken

Blanchard that explains the full dimensional use of situational leadership. Discuss the leader–

follower relationship and how they adjust to each situation. Encourage student discussion on

these theories and make certain there is a firm understanding of the situational leadership concept.

Answers to Ask Yourself

9.3 LEADERSHIP STYLES

Leadership styles are the patterns of behavior exhibited by leaders. Most leaders have a particular

style with which they are most comfortable and that they prefer using. Three various styles are

discussed in this section—the autocratic, democratic, and free rein.

Supplementary Exercise 9.4

After covering the various leadership style options in this chapter, choose a film, or let the

students choose a film, which depicts some or all of these leadership styles. For example, the old

classic film 12 O’Clock High is an excellent tool to use for students to observe the situational

leadership style shifts. This World War II film will help students visually see the application of

task/relationship behaviors. Other films you may choose to use for leadership style discussions

might include any of the following:

Saving Private Ryan

A Few Good Men

Braveheart

Remember the Titans

Courage Under Fire

Coach Carter

12 O’Clock High

Glory Road

The Endurance

Crimson Tide

Drumline

G.I. Jane

There may be other, more recent movies you could use for this exercise. Discussions about the

movie content should focus on leadership styles used and responses given or shown by the

followers. Ask about motivation levels demonstrated by the followers – were they operating at a

more Theory X or Theory Y level? Was the leadership being used the correct one for the

situation? If the assignment is given to the student to select a film and watch it for determining

the leadership qualities, the student should prepare a short, 1- to 2-page paper describing the film,

the characters depicted, and the elements in the film related to the materials in this chapter. For

more interest, a random selection of students could present their film selections to the class.

Answers to Ask Yourself

9.4 EFFECTIVE LEADERSHIP SKILLS

A leader’s effectiveness may depend upon some level of skills required to do the job. This

chapter develops the three basic skills most beneficial to competent leaders and describes the

degree to which they may be required at different levels of leadership.

Answers to Global Connection

Encourage students to openly discuss their opinions about this company’s business and its

leaders. The leadership style would have to be “situational” based on the variety of tasks and

people and places they have dealt with in building their company in the last few years. The most

prominent skill used by these two would be the conceptual skills — planning and coordinating the

activities and the resources of the organization with big picture plans for immediate expansion.

These skills are coupled with good human relations skills – the ability to communicate, motivate,

and set realistic goals has helped them become successful in this field.

Discuss Text Box on Developing Leadership Skills. Encourage students to discuss each of these

skills and their importance to their own success. Ask students to give examples of ways in which

some of these techniques might be of benefit and how they may have already realized some

advantage from the use of some or even one of these activities.

Answers to Technology Connection

Student answers will vary and should focus on Plank’s determination, leadership skills,

technology applications to his merchandizing strategies, and leadership style that followed him

from his early days as a college football team captain. He has a genuine interest and love of his

produc, too!

Answers to Ask Yourself

1. Student answers will vary. Encourage an open discussion by students who did not engage

2. Answers will vary here. Encourage full class discussion on this topic to determine which

9.5 CHARACTERISTICS AND BEHAVIORS OF LEADERS

Additional skills are often required in the making of a well-rounded leader. Solid functional

abilities such as planning, organizing, directing, staffing, and budgeting are a few of the

requirements. Other characteristics include being a good communicator, decision maker, risk

taker, and motivator and having an ability to delegate effectively. Certain other attitudes and

behaviors are discussed, with examples for reference and understanding. Acknowledging and

developing these additional skills will be helpful in advancing leadership opportunities.

Discuss Figure 9.4, Leadership Characteristics. Openly discuss each of these characteristics to

highlight their importance in advancing leadership effectiveness. Students may discuss which of

these characteristics they feel they need more work on and which are okay. It would be

interesting to chart the most comfortable to least comfortable at the whole class level. Encourage

students to share their information and opinions in an open and honest way for best results.

Answers to Ethics Connection

Student answers will vary as discussions examine the ethical obligations students may feel

toward Cracker Barrel. Program privileges are offered early in their work program and continue

to push the employee toward greater management and leadership roles. Encourage students to

discuss what degree of obligation would they feel, if any, and then how would they benefit from

the program on their next job or later in life?

Supplementary Exercise 9.5 with T.M. 9.2

Using the list from Teaching Master 9.2, have students rate themselves on the Behaviors of

Effective Leaders. This list also appears as Figure 9.5 in the student text. The ratings to be used

will range from poor, fair, average to above average. This rating can be done as an in-class

exercise or as a take-home exercise but should be verified as completed. Once the student self-

evaluation is completed, discussion should be facilitated focusing on both strengths and areas for

growth. Students should commit themselves to developing areas perceived as weak. The exercise

is meant to help form a framework for leadership development. You may want to suggest that the

student ask a close friend, family member, or work associate to do the same rating for comparison

to the student’s evaluation. This offers additional insight helpful in the overall growth and

development.

Answers to Ask Yourself

9.6 LEADERSHIP TODAY

A general idea that the days of autocratic leadership are gone brings forecasts for the future of a

very different kind of leader. Transactional and transformational leadership styles developed and

the servant leader evolved as a highly effective style of leading people in the work place today.

Because of more influences and considerations affecting the choices a leader makes, times today

are more challenging than ever before. Some leaders apply emotional intelligence to their

leadership and find it an effective tool for dealing with the changing work environment. The

leadership differences in men and women have been recognized and are now used in favorable

ways to the benefit of organizational goals and individual growth. The gender gap is narrowing.

The differences in intergenerational workforce continue to plague the work place, but even that

consideration is being addressed in most organizations and any problems caused are minimal.

Most new leadership models still deal heavily with human relations skills. As technology

advances and economies change, human relations skills will be the universal glue that makes it all

stick together. The need for being intellectually and emotionally aware, excited by new ideas,

and accepting of constant change defines the future leader. Growing individual skills and

allowing others to perform to their highest standards will continue to be the hallmark of an

effective leader.

Answers to Ask Yourself

1. Student answers will vary. Encourage an open discussion of the servant leader and what

2. Randomly select students to begin a discussion on the application of emotional

KEY TERMS DEFINITIONS

Influence the ability to change the attitude or behavior of an individual or group.

Great man theory a theory of leadership based on the belief that certain people are born to

Theory X & Y two sets of assumptions that leaders hold about follower behavior, as outlined by

Autocratic leadership a leadership style that is task-oriented and highly directive and involves

Democratic leadership a leadership style, also described as participative, that is usually

Free-rein leadership a leadership style that allows followers to lead themselves, provides

Technical skills the skills required to perform a particular task required to get the job done.

Conceptual skills administrative or big picture skills; ability to think abstractly and to analyze

Human relations skills those skills that relate to the study of relationships among people and

PODSCORB an acronym for the functional abilities required of leaders: planning, organizing,