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Teaching Suggestions for Using The Art of Leadership 6th edition Cases, Exercises, and Discussion Posts
There are nine parts to the text and each part contains activities for students. You can mix and match
the cases and exercises to stress concepts you feel are of most value to your students.
The following suggestions are based on feedback from our students concerning class assignments;
e.g., video reaction papers, exercises, and online Blackboard Discussion Boards:
1.Instructors should provide grading and narrative feedback in a timely manner.
2.Students are highly interested in personal stories based on the instructors’ experiences. We
share personal experience and examples as part of our feedback to their assignments.
3.Students want indication that the assignment has been read, so we always react to something
they have said; e.g., “I appreciate you sharing how your organization uses 360 degree feedback
when evaluating team performance in the call center.”
4.We send a standard response along with a personal note to each student when reacting to
their assignments. We use this as a “teachable moment” based on the course we are teaching,
the student’s interest, and relative current events. Related books, articles, and videos are
recommended.
5.In traditional face-to-face courses, we ask students to read a case or view an assigned video in
preparation for class discussion. The students are divided into teams of approximately four
to six members. We give the teams 15 – 20 minutes during the class for group discussions. Each
team presents its analysis during the class meeting.
6.In online and/or hybrid courses, we ask students to read a case or view an assigned video in
preparation for online class discussion board postings. The students are divided into teams of
approximately four to six members. The teams meet online for group discussion. Each
team posts its analysis for critique and evaluation by the other class teams.
7.We have students write individual video or case reaction papers. We sometimes use video
and case essay questions in examinations.
Teaching Notes for AOL 6th edition
The following notes can be used as guides for cases, exercises and discussion posts.
Chapter 1 – “The Importance of Leadership: Setting the Stage” is the Introduction to the text and its
nine parts. It does not contain a case or exercise.
Part One – Leadership Variables
Chapter 2 – The Leadership Equation
Chapter 3 – Leadership Qualities, Characteristics of Followers, and Situational Factors
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In Chapter 2 you will read about Leadership Traits and Leadership Behaviors. In Chapter 3 you will be
introduced to the Contingency Theory of Leadership. In preparation for class discussion or online
posts: 1) rate yourself on Edwin Ghiselli’s Six Traits of Leadership (Exercise 2-1); and 2) read the case
– “Toying with Success: The McFarlane Companies.“
Possible student discussion posts:
1. Identify your highest leadership trait based on Ghiselli’s six traits of leadership,
Exercise 2-1, and discuss how this trait is characteristic of you.
2. Rate the traits of a current or former leader. Discuss the impact this leader has upon
others.
3. What leadership trait(s) have made Todd McFarlane such a successful leader?
Possible questions to assist students in preparing discussion posts:
• Did this leader “teach or mentor” you in your personal or professional development?
• How did/ does this leader impact the performance of your unit, department, etc?
• If you could give this leader advice on becoming a better leader, what would it be?
• What do you think will be this leader’s legacy to the organization?
Possible instructor responses that can be personalized for students:
The six leadership traits assessed in Ghiselli’s exercise are all important. Research indicates the most
important quality employees want in a leader is integrity. Employees want a leader they can trust.
Todd McFarlane has many leadership qualities, especially vision, ability, and charisma. We learn of
his meteoric rise from a comic book artist to owning his own multifaceted organization that currently
specializes in toys, comic books, videos, and movies. McFarland’s visionary trait is exemplified
by his involvement in the sports industry when he purchased Mark McGuire’s “Home Run Ball” for three
million dollars. It is estimated that this purchase has earned the company more that 20 million dollars
to date.
McFarlane is routinely compared to Walt Disney for his leadership in the entertainment
industry. Like Walt Disney, his intelligence in the visual-spatial and intrapersonal areas help account for
his success. McFarlane rates high in all six Ghiselli leadership traits, including “initiative” since he has
been able to combine his love for drawing with his knowledge of financial management. A case can be
made that Todd McFarlane has tremendous charisma, much like Vince Lombardi.
One way you can enhance your leadership effectiveness is to “teach” and “counsel” others in their
personal and professional development. Successful leaders: 1) teach and develop others; 2) have
something significant to do in their careers; 3) influence the behavior of employees to meet the goals
of the organization; and 4) lead by role modeling honesty, integrity, and commitment to both the work
and the people.
Part Two – The Power of Vision
Chapter 4 – The Importance of Vision and the Motive to Lead
Chapter 5 – Organizational Climate
Chapter 4 contains an exercise that asks you to determine your social motives in the
workplace. Complete Exercise 4-2. This 12-item instrument measures your leadership motivation based
on Power, Achievement, and Affiliation. Chapter 5 contains an exercise that allows you to assess
organizational climate. Complete Exercise 5-1. This 10 item questionnaire measures such dimensions
as the Reward System, Organizational Clarity, Standards of Performance, Warmth and Support, and
Leadership. Students should complete these exercises; then read the Andre Thornton case.
Possible student discussion posts:
1. Which Social Motive is your highest as indicated by your score? Do you agree
with this interpretation?
2. What is the climate of the organization you have assessed? Discuss the impact on
employee morale and productivity.
3. After reading the Andre Thornton case, what do you believe was his social motive as he
transitioned from a stellar baseball career with the Cleveland Indians to starting and
leading GPI Procurement Services as a minority businessman?
Possible questions to assist students in preparing discussion posts:
• Which social motive best fits your leader?
• What is the role of your leader in creating a positive work climate?
• What role has “diversity” played in Andre Thornton’s success? Have you ever
been a minority member in a majority group? How has this experience influenced your
attitudes toward people who are different than you.
Possible instructor responses that can be personalized when giving feedback to students:
Leaders have needs related to three social motives:
1. Power – to give orders and influence others to take action; it is important to “use” the
power of position and not “abuse” this power;
2. Achievement – to achieve results and be a role model of success;
3. Affiliation – to create an environment where employees can work together in harmony
and help others.
Andre Thornton is a successful minority business owner. He addresses the diversity issue upfront with
his clients in the global financial, health care, and business and industry fields to allay any fears they
might have in dealing with his company, GPI. His reputation as a professional athlete might get him in
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the door, but he achieves success with products related to promotional and incentive rewards and
apparel. Thornton has built GPI into a $16+ billion dollar organization in a highly competitive
industry. He believes there are similarities between business and sports since they both involve the
need for effective teamwork.
Andre Thornton has vision, plus the self-discipline to work hard. His company reflects the principles
of an enlightened organization. In A World Waiting to Be Born, Scott Peck identifies the leader of a
group or organization to be a potential obstacle when attempting to create a healthy work
climate. Specifically, no matter how deeply those at the bottom or middle desire it, a positive work
climate will be difficult to achieve if the leader at the top is resistant. Conversely, if the leader wants a
positive work culture, he can probably have it. He may have to work hard for it. It may require time and
resources. But if the leader wants to achieve a healthy human environment, it can be done under
almost any circumstances. Andre Thornton has created such a place.
Part Three – The Importance of Ethics
Chapter 6 – Leadership Ethics
Chapter 7 – The Role of Values and Ethics at Work
Ethics is a fundamental element of effective leadership. Successful organizations have core values that
guide the behavior of employees when dealing with internal customers (others in the organization who
rely on your production of product and/or delivery of services) and external customers who purchase
these products and/or services.
Evaluate your current or a former organization according to Exercise 7-3. The “Organizational Ethics
Questionnaire” classifies organizations as Profit-Maximizing (Level I), Trusteeship (Level II), and Quality-
of-Life Management (Level III). These classifications correspond with Lawrence Kohlberg’s Levels of
Morality: Level I – Pre-conventional Morality; Level II – Conventional Morality; and Level III – Post-
conventional Morality.
Possible student discussion posts:
1. Discuss the score you gave your organization and its corresponding level
of morality. Give an example to support your assessment.
2. What level of morality do you think CEO Michael Crooke described in
the Patagonia case?
Possible questions to assist students in preparing discussion posts:
• What are the Core Values that guide Patagonia?
• What are the Core Values of your organization, and do you support them?
• Are you aware of unethical behavior on the part of a leader? Discuss how these
behaviors affect employee morale and productivity.
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Possible Instructor responses that can be personalized when giving feedback to students:
Core Values are an integral part of an organization’s vision and mission statement, since they define the
behaviors that should guide employees. Rotary International uses a set of questions to ask when
considering what to do in moral dilemmas: Is it the Truth? Is it fair to all concerned? Will it build
goodwill and better relationships? Will it be beneficial to all concerned? What is your opinion of these
values; and how would your organization rate?
Michael Crooke, CEO of Patagonia, credits Founder Yvon Chouinard with setting the company’s core
value to create a sense of passion within each employee, which leads to employee satisfaction. Each
employee is imbued with the desire to make a difference in her or his organizational and personal life.
Ethics regarding the treatment of the environment is an essential element of Patagonia’s
values. Employees are allowed to use flextime to schedule their production hours, and to use and
critique the products they produce.
Patagonia lives by the values modeled by its Founder, Yvon Chouinard, including an emphasis on work-
life balance. This makes the company a popular employer with young people. Patagonia places the
values of honesty, environmental responsibility, and making a positive difference in the world before
profits, thus setting a high ethical tone for the organization.
Every organization should have core values to help employees know what is acceptable behavior, both
day to day and in moral dilemmas. Example core values are:
• Honesty in all dealings, as a foundation for all other values.
• Respect for others, as shown by consideration for their beliefs and needs.
• Service to others, guided by the principle of doing for others as you would have them do
for you.
• Excellence in all work performed, reflecting the Greek ideal of excellence as a virtue,
and resulting in both public admiration and personal pride.
• Integrity, having the courage to act and live by one’s convictions.
An excellent class exercise is to have students complete Exercise 7-4, the Values Flag . It never fails to
engender a lively, informative discussion.
Part Four – The Empowerment of People
Chapter 8 – Leadership Authority
Chapter 9 – Empowerment in the Workplace and the Quality Imperative
Leaders possess “power of the position” and “power of the person.” Complete Exercise 8-1 to assess
the power possessed by your immediate supervisor.
Possible student discussion posts:
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1. What type of “power” does your supervisor use? Give an example to support your
assessment.
2. Discuss Pike Place Fish Market’s owner John Yokoyama’s change in leadership style from
being “dictatorial” to being “inspirational?”
3. What are the principles used at Pike Place for creating a fun-filled atmosphere? Do you
believe these principles will work in your organization?
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Possible questions to assist students in preparing discussion posts:
• How does your supervisor “use” or “abuse” the power of position? – with an example
• How does your supervisor “use” or “abuse” the power of person? – with an example
• How does your supervisor’s use of power influence the quality of product or service
produced in your organization?
• What advice would you give your supervisor for improving his/her use of power?
• Does your supervisor use or abuse her/his “Psychological Size?”
Possible instructor responses that can be personalized when giving feedback to students:
Power is an element of leadership that can be used to increase employee productivity and
organizational effectiveness. Leadership research usually divides power into two main categories:
position and personal.
Position Power: You gain position power by virtue of your leadership responsibilities as assigned by the
organization. Your position and the authority/responsibility it carries requires the leader to “use rather
than abuse” power for the good of employees and the organization. Position power usually includes the
power to hire, terminate, transfer, assign tasks, and dispense rewards.
Personal Power: You gain personal power based on how you are viewed by others. This impacts
your ability to influence people and events. Personal power is enhanced by developing your employees;
e.g., continued schooling to pursue a degree, training seminars, professional associations,
suggested reading, personal coaching, and allowing employees to “shadow” or follow you through a
project.
Psychological size comes from the power the leader has to set work schedules, give orders, and require
compliance. Psychological size can be increased by employee intimidation and fear. If you “abuse”
your power in this way, you will inhibit two-way communications and limit the amount of information
and support you receive from employees.
John Yokoyama, owner of the Pike Place Fish Market, effectively uses the power of position, as well
as personal power with employees. He keeps the purpose of the fish market alive with his actions as he
builds employees into a team where everyone is a “coach” responsible for teaching any other member
of the team.
Yokoyama started leading with a “dictatorial” style, but became a participative leader who
encouraged employees to offer suggestions for improving the business. Customers and team
members have responded positively to John Yokoyama’s leadership. He teaches personal responsibility
so employees can control their actions in the best interest of the Pike Place Fish Market.
According to Exercise 8-1, John Yokoyama would rate high on the Position Power categories
of Reward, Legitimate, and Information; and would rate low on Coercive power. He would rate high on
the Personal Power categories of Expert, Referent, Rational, and Charisma. He practices employee
empowerment that has transformed Pike Place Fish Market into an excellent workplace.
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John Yokoyama shares power with his employees in the spirit of servant leadership, and uses a
participative leadership philosophy. He took practical steps to create a high performance workplace by
addressing deficiencies, embracing change, coaching employees to succeed, and spreading the sparkle.
The Japanese Union of Scientists and Engineers (JUSE) has embraced the concept
of quality improvement and employee empowerment by following the principles of W.
Edwards Deming: No matter how much factories are mechanized, as long as there are
people still working there, they should be treated as human individuals. Those
companies that do not give due consideration to humanity will lose their best people
sooner or later. There can be no excuse for disregarding individual personality, slighting
a person’s ability, regarding people as machinery, and discriminating against
them. People spend much of their lifetime at their working place. It would be much
more desirable to work in a pleasant place where humanity is paid due respect and
were people feel their work has some real meaning. That is what quality practices aim
to achieve. A mechanized factory still requires control by a workshop of people.
Part Five – Leadership Principles
Chapter 10 – Effective Leadership and Human Relations
Chapter 11 – The Team Concept
Many organizations use a “team” approach to build a high morale workplace and enhance problem-
solving. Effective leaders understand group dynamics and have the ability to create and lead
high performance teams.
Possible student discussion posts:
1. Discuss your preferred “problem-solving style” as indicated in Exercise 11-2. Do you
agree with this assessment?
2. Based on the “Hot Topics” case, what problem-solving style best describes the
former CEO, Betsey McLaughlin?
3. Discuss a team you know – is it on the way down or on the way up, based on Table 11-
5?
Possible questions to assist student in preparing discussion posts:
• Does your organization use the “team approach” for problem-solving and decision-
making?
• What are the characteristics of an effective group?
• How can a leader develop positive versus negative group member behavior?
• How can a leader build a winning team?
• What are the symptoms of groupthink, and how can a leader avoid them?
• Discuss teambuilding interventions and techniques. What works well and what doesn’t
work well?
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Possible Instructor responses that can be personalized when giving feedback to students:
Knowing the problem-solving styles of your team is an important component of being an effective
leader. The Problem-Solving Styles exercise shows one’s preferred style. We tend to have one or
two preferences, so we are usually most comfortable and productive as a Darwin, Einstein, Socrates, or
Ford. The Problem-Solving Cycle is composed of:
1. Step one involves having an experience;
2. Step two involves putting facts in order;
3. Step three is building a theory based on facts;
4. Step four is taking action by testing your theory.
Considerations:
• All problem-solving involves these four steps.
• Tolerance is required when dealing with people who have different styles than yours.
• Most people have difficulty changing their styles (think left and right handedness).
• Problem-solving teams are usually most effective when all four styles are represented
since it gives the team balanced perspective.
Betsy McLaughlin, former CEO of Hot Topics, understands the need for passion for the product and
understands the value of having all types of problem-solvers among her employees. She has provided a
work environment without physical or psychological walls where employees have “true” open-door
communications. This open communications culture has fueled employee passion to grow Hot Topics
with market and technical advances affecting fashion today.
The concept of “flow”, job design, and work satisfaction are integral to company success. The
characteristics of an effective group and positive versus negative group member roles are evident in Hot
Topic and Torrid stores.
Twelve time-tested behaviors for leading teams fit well in the company culture:
1. Enthusiasm – The leader’s passion and energy ignites and energizes the team.
2. Decision-making – Leaders demonstrate decisiveness and make decisions within an
appropriate time-frame.
3. Role Modeling – “Don’t do as I do, do as I say” is not an effective leadership motto. Your
team wants you to role model positive versus negative team member behaviors.
4. Honesty – If you make a mistake, own up to it and correct it.
5. Flexibility – Be willing to explore opportunities for team success.
6. Persistence – Never give up on the team effort.
7. Recognition – Give credit where due and never take personal credit for the success of
the team.
8. Communicate, Communicate, and Communicate – Make communication a hallmark of
your leadership behavior. It should be an interactive, two-way process with your team.
9. Feedback – Give feedback to the team in an appropriate time-frame; usually, the sooner
the better.
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10. Promises – Follow through on commitments, thus earning the trust and confidence of
your team.
11. Training – Be a “teaching leader” who develops team members personally and
professionally.
12. Put others first – embodying the philosophy of caring leadership.
This listing implies a clear set of goals that support the vision, mission, and values of the
organization, so the team knows where it is headed. Leadership practices like these create a work
culture that results in success.
Part Six – Understanding People
Chapter 12 – Human Behavior and the Art of Persuasion
Chapter 13 – The Diversity Challenge
Emotional intelligence (EI) has been popularized by Daniel Goleman. Goleman states two traits of the
leader with high EI are: 1) caring for and understanding her/his employees; and 2) practicing effective
human relationships. Complete Exercise 12-3, “What is your EI at Work?”
Possible student discussion posts:
1. What is your EI score, and do you believe it is an accurate reflection of you?
2. How would you describe the EI level of Cirque du Soleil Founder Guy Laliberte? Give an
example from the case to support your response.
Possible questions to assist students in preparing discussion posts:
• What role has emotional intelligence played in your professional life?
• Does your leader practice “empathy” when dealing with employees experiencing a
personal crisis?
• What is the EI level of your leader?
• Does your leader show the EI characteristic of “persuasiveness?”
• What advice would you give your leader regarding EI?
Possible instructor responses that can be personalized when giving feedback to students:
Emotional intelligence (EI) refers to a person’s ability to understand and relate effectively with
others. Daniel Goleman brought E1 to the forefront of leadership studies as a result of his work at Yale
University where he created the Child Studies Center with an emphasis on teaching EI in schools during
a youngster’s formative years.
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Guy Laliberte, Founder of Cirque du Soleil, embodies the EI concept of understanding and dealing
effectively with people. His mission in 1984 was to reinvent the long-standing tradition of the traveling
circus. He was a risk taker with a commitment to creating a circus culture where the performers were
happy and productive in entertaining their audiences. He also wanted to inspire audiences to be
creative in their own endeavors as a result of watching his Cirque.
Cirque du Soleil follows principles for creating a wholesome work environment that celebrates and gains
the benefits of diversity:
1. Varied Backgrounds – Include members from a variety of backgrounds in problem-
solving and decision making to gain a broad range of perspectives.
2. Recruitment – Create a flow of applicants from untapped
sources. Ask team members for suggestions.
3. Development – Explore opportunities for reaching out to internal employees and other
sources to prepare individuals for positions of responsibility.
4. Cultural sensitivity – Display art work, music, room and furniture
designs, literature, etc. that celebrate diverse cultures.
5. Diversity Credo – Create a team to develop a Diversity Credo to be shared with all
employees .
6. Training – Provide voluntary training to enhance awareness and respect for diversity
among employees.
7. Media – Make sure organization-based media reflects the diversity of ideas, cultures,
and perspectives present in the organization.
8. Mentoring – Develop voluntary mentoring and partnering programs that cross
traditional social and cultural boundaries.
9. Openness – Talk openly about diversity issues, respect all points of view, and work
cooperatively to solve issues and explore opportunities.
Guy Laliberte is an integrative leader who treats all people with respect and dignity, models and
reinforces a democratic character, embodies a humanistic approach to life, and views diversity as a
strength and positive advantage for business success.
Part Seven – Multiplying Effectiveness
Chapter 14 – Effective Delegation and How to Assign Work
Chapter 15 – The Role of Personality
The three most important words in real estate are location, location, location. It can be argued that the
three most important words in the workplace are communication,
communication, communication. We have never known an organization that didn’t identify
“communications” as an important issue. It is important in organizations ranging from Fortune 500
companies to small local businesses.
Possible student discussion posts:
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1. What is your preferred style of interpersonal communications according to Exercise 15-
2? Do you agree with this assessment?
2. What is the value of a leader knowing the communication styles
of next generation employees?
Possible questions to assist students in preparing discussion posts:
• What label is attached to your generation according to your age?
• Have Generation Y employees changed the way people communicate in your
organization?
• What should an organization do to keep employees well-informed?
• Is there value in listening to the organizational “grapevine?”
• What is the quality of written communications in your organization?
• What should be done to meet the needs and gain the gifts of traditional, participative,
and individualistic employees?
Possible instructor responses that can be personalized when giving feedback to students:
The “Generation Next” case shows how Generation Y employees are changing how people relate to each
other in the workplace. Deloitte’s Next Generation Initiatives Project and other studies indicate “20
something” employees want immediate rewards, flexible work schedules, and a cooperative
work environment. These desires impact how they communicate with each other and with their
employers. Generation Y employees tend to be more tech-savvy than older generations, creating
additional barriers to bridge.
Chapter 15 provides an understanding of how to deal with people who have different styles of
interpersonal relations (traditional, participative, and individualistic), including meeting their needs,
solving personality differences, and combining interpersonal styles to build effective teams. The
importance of personal character, leadership principles, and flexibility in dealing effectively with the full
range of personalities is emphasized.
Regardless of age or personality, when differences occur, it is important to:
1. practice effective listening;
2. speak effectively;
3. discuss differences (they will continue to surface until they are resolved);
4. be empathetic (view things from the other person’s perspective);
5. compromise to find common ground;
6. be tolerant of others (remembering no two people are alike and differences can be
productive).
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These behaviors are cornerstones for effective human relations across generations, genders,
personalities, and other differences – try them, they work.
Managing conflict is an important part of a leader’s job. Research indicates that it takes more than 25%
of the average leader’s time. Conflicts are inevitable over goals and rewards, policies and decisions, and
interpersonal styles. Leaders should remember:
• Conflict is a natural part of human interaction.
• Conflict can result in positive change and growth.
• Conflict is often about dealing with the needs of different people.
• Third party intervention is sometimes the best solution to resolving conflict.
• The leader can help parties in conflict reframe issues; occasionally they are closer to a
resolution than they thought.
Figure 12-4 indicates five styles of conflict resulting from various combinations of cooperativeness and
assertiveness. Cooperativeness is the desire to satisfy another person’s needs and
concerns. Assertiveness is the desire to satisfy one’s own needs and concerns.
The interaction of “cooperativeness” and “assertiveness” produces five styles of conflict:
• Low degree of cooperativeness and low degree of assertiveness = Avoidance —
denying conflict exists
• Low cooperativeness and high assertiveness = Domination – winning through
intimidation
• Low assertiveness and high cooperativeness = Accommodation – seeking harmony
• Balance between assertiveness and cooperativeness = Compromise – bargaining to
minimize losses
• High assertiveness and high cooperativeness = Collaboration – seeking solutions for
mutual benefit
Collaboration achieves maximum benefit for all parties. It allows insight from people with different
perspectives, builds teamwork and a one-team attitude, and gains commitment for follow through.
Part Eight – Developing Others
Chapter 15 – The Leader as Coach
Chapter 16 – Helping People through Change and Burnout Prevention
Stress is physical and emotional wear and tear caused by either real or imagined pressures, conflicts,
and frustrations. Stress is an inevitable part of our everyday lives. For the average working person, half
the source of stress is home and family and half the source is on the job. Check your level of
job burnout by completing Exercise 17-1, “Up in Smoke – Are you Burned Out?”.
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Possible student discussion posts:
1. What is your current “Job Burnout” level? What steps can you take to change this
score?
2. Do you agree with the “Working Smart” video case that “overworked” employees tend
to make more mistakes, are more angry with their bosses, and are more resentful
of their coworkers?
3. Is job burnout high in your organization or profession? What impact does this have
on morale and performance?
Possible questions to assist students in preparing discussion posts:
1.What does your leader do to help manage employee stress?
2.What stress management techniques work for you, or have you seen work for others?
3.How well does your organization handle changes in technology, tasks, structure and people?
Possible instructor responses that can be personalized when giving feedback to students:
First line leaders can help employees manage stress and prevent burnout by: role-modeling core
values and ethical behavior; clarifying work unit goals and individual job
expectations; practicing effective communications; providing a safe work environment; neither over–
loading or under-loading employees; providing performance feedback including appreciation for good
work; helping people through change; practicing effective team leadership; creating a healthy work
climate; helping employees with career development; and being available to assist when an
employee experiences work/life stress.
Senior leaders can help employees manage stress and prevent burnout by: effectively communicating
the organization’s vision, mission, goals, and core values; clearly
communicating role expectations; maintaining a psychologically healthy work climate; maintaining an
effective balance between workplace continuity and changes that are necessary; involving employees
in decisions that affect them whenever possible; fostering a spirit of belonging and teamwork; keeping
an open door policy to maintain two-way communication; and providing third party
employee assistance in times of stress.
An effective stress management strategy is the 1 x 3 x 7 = 21 Readiness Plan.
1: once a day, focus on what is right in your life or some activity you are proud to have accomplished.
X 3: three times a week, have a 20 minute cardio-vascular workout.
X 7: have the equivalent of seven nights of restful sleep a week
= 21: have the equivalent of 21 nutritious meals a week
If you are experiencing a high amount of stress, try the following:
• Go easy with criticism
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• Don’t try to solve all the world’s problems, be realistic about what you can handle
• Talk with a friend
• Use a decompression technique; e.g., exercise, reading, woodworking, community
service, etc.
• Count your blessings
Burnout occurs when one is physically, psychologically, or spiritually fatigued and can no
longer cope. Burnout victims include:
• Super People – who insist on doing everything themselves because no one else can
or will and they have never let anyone down.
• Workaholics – who are driven to meet unrealistic demands, either self assigned or
given by others.
• Burned–Out Samaritans – who take care of others to such an extent they fail
to take care of themselves.
• Mismatched Employees – who dislike the work they are doing.
• Midcareer Coasters – who were once high performers, but whose enthusiasm has gone.
• Overstressed Students – who can’t find balance between school, work, and home and
family.
To manage stress and prevent burnout, individuals should cultivate the characteristics of a stress-
resistant person, including personal commitment, sense of control, positive attitude, balanced
perspective, and caring relationships.
Part Nine – Performance Management
Chapter 18 – Managing Performance
Chapter 19 – Professional Performance and Sustaining Discipline
You have studied a variety of concepts, tools, techniques, and behaviors for becoming an effective
leader. Topics have included the power of vision, the importance of ethics, the empowerment of
people, leadership principles, understanding people, leading change, and performance management.
Possible student discussion posts:
1. How would you describe the leadership effectiveness of John Hillerich IV, CEO
of Hillerich & Bradsby in the Louisville Slugger case? Review the behaviors, skills and techniques
of statesmanship, entrepreneurship, and innovation.
2. What are the results on the self-assessment Exercise 18–4 “Putting Your Best Foot
Forward”?
Possible questions that will assist students in preparing discussion posts:
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1. Consider the impact of IT (Information Technology) in your organization. Are IT
systems and tools helping the organization succeed?
2. How does your organization’s quality of product and quality of service compare with
your best competitor?
3. What role does leadership play in determining the quality of work performed and
quality of service provided by your organization?
Possible instructor responses that can be personalized when giving feedback to students:
Hillerich and Bradsby (H & B) is a storied organization with a reputation for caring about
its customers and employees. Historically, they have had high quality standards for producing the finest
wooden baseball bats. H & B is challenged not only in the wood bat market, but high schools and
colleges tend to use aluminum bats. H & B leaders assessed how the company was doing business and
were willing to change operational processes. CEO John Hillerich IV discussed the
company’s challenges with employees, and obtained product and service feedback from customers.
H&B believes leadership comes from within each employee, and that all employees must understand
the importance of delivering superior product quality and providing excellent customer service if H & B
is to maintain its market share. H&B encourages employees to coach and support other members of the
team. Patience and perseverance are necessary to move from a legacy culture to become a stronger
company using the latest production and service technologies.
When an organization has a summit to reach, such as an IT system change, leaders and employees must:
1. care enough to confront and share the brutal truth; 2. know the difference between passion that is
needed to succeed and obsession that can get one killed; 3. know what matters is not the promises we
make, but the promises we keep; 4. overcome fear and uncertainty by focusing on what is important;
and 5. appreciate the people who help get you to the summit because no one climbs alone.
Leaders such as John Hillerich exhibit the paradoxical qualities of personal humility and professional will
that help them succeed.
Chapter 20 – “The Road Ahead: Challenge and Charge” is the last chapter in the text, and does not
contain a case.