978-1285866352 Chapter 1 Solution Manual Part 2

Unlock access to all the studying documents.

View Full Document

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 7

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

IV. LEVELS OF ANALYSIS OF LEADERSHIP THEORY (Slide 1-19)

The three levels of analysis of leadership theory are individual, group, and organizational.

A. Individual Level of Analysis

The individual level of analysis of leadership theory focuses on the individual leader and the relationship with

individual followers. The individual level can also be called the dyadic process. There is an implicit assumption

that leadership effectiveness cannot be understood without examining how a leader and follower influence each

other over time.

B. Group Level of Analysis

The second level of analysis of leadership theory focuses on the relationship between the leader and collective

group of followers. This level is also called group process. Group process theories focus on how a leader

contributes to group effectiveness.

C. Organizational Level of Analysis

The third level of analysis of leadership theory focuses on the organization. This level is also called

organizational process. Organizational performance in the long run depends on effectively adapting to the

environment and acquiring the necessary resources to survive.

YOU MAKE THE ETHICAL CALL 1.2

Executive Compensation

Answers will vary based on opinion.

D. Interrelationships among the Levels of Analysis (Slide 1-20, also holds Exhibit 1.4)

LO 1-4. Explain the interrelationships among the levels of leadership analysis.

The three levels of leadership analysis are individual, group, and organizational. The individual performance

affects the group and organizational performance. The group performance affects the organizational

performance. And both the group and organization affect the performance of the individual.

Exhibit 1.4 illustrates the interrelationships among the levels of analysis of leadership theory. Note that the

individual is placed at the bottom of the triangle because group and organizational performance are based on

individual performance.

Depending on the size of the group and organization you work for, your individual performance may influence

the performance of the group and organization positively or negatively.

Both group and organizational performance also affect the performance of the individual. If groups are highly

motivated and productive (or not productive), chances are the individual will be productive (or not) as well.

V. LEADERSHIP THEORY PARADIGMS (Slide 1-21)

A leadership theory is an explanation of some aspect of leadership; theories have practical value because they are

used to better understand, predict, and control successful leadership.

There are four major classifications of leadership theory, also called research approaches, used to explain

leadership. Leadership theory classifications include trait, behavioral, contingency, and integrative.

A leadership paradigm is a shared mindset that represents a fundamental way of thinking about, perceiving,

studying, researching, and understanding leadership.

A. The Trait Theory Paradigm (Slide 1-22)

LO 1-5. Describe the major similarity and difference between the trait and behavioral leadership theories.

The similarity between the trait and behavioral leadership theories is that they are both universal theories, or they

are seeking one best leadership style for all situations. The difference is the approach to determining leadership

effectiveness. Trait theory attempts to explain personal characteristics of effective leaders, whereas behavioral

theory attempts to explain what leaders actually do on the job.

8 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Leadership trait theories attempt to explain distinctive characteristics accounting for leadership effectiveness.

Researchers analyzed physical and psychological traits, or qualities, such as high energy level, appearance,

aggressiveness, self-reliance, persuasiveness, and dominance in an effort to identify a set of traits that all

successful leaders possessed.

B. The Behavioral Leadership Theory Paradigm

Behavioral leadership theories attempt to explain distinctive styles used by effective leaders, or to define the

nature of their work.

Mintzberg’s ten managerial roles are an example of behavioral leadership theory. Behavioral research focuses

on finding ways to classify behavior that will facilitate our understanding of leadership.

WORK APPLICATION 1-11

Give examples of traits and behaviors that helped make your past or present

manager a successful leader.

C. The Contingency Leadership Theory Paradigm (Slide 1-23)

LO 1-5. Discuss the interrelationships between trait and behavioral leadership theories and contingency

theories.

The contingency theory is interrelated with the trait and behavioral leadership theories because it uses these

two theories as the foundation for determining which leadership style is most appropriate—based on the

leader, followers, and situation.

Contingency leadership theories attempt to explain the appropriate leadership style based on the leader,

followers, and situation.

In other words, which traits and/or behaviors will result in leadership success given the situational variables?

D. The Integrative Leadership Theory Paradigm (Slide 1-24)

Integrative leadership theories attempt to combine the trait, behavioral, and contingency theories to explain

successful, influencing leader–follower relationships.

Theories identify behaviors and traits that facilitate the leader’s effectiveness, and explore why the same

behavior by the leader may have a different effect on followers, depending on the situation.

E. From the Management to the Leadership Theory Paradigm (Slide 1-25)

The old command-and-control model of management doesn’t work in today’s global economy. Today,

managers must be able to lead through motivating others and creating favorable conditions for success, as well

as manage.

So, going from the management to the leadership theory paradigm is a shift from the older autocratic

management style to the newer participative leadership style of management.

There is overlap between the two paradigms—a successful organization needs both managers and leaders.

WORK APPLICATION 1-12

Does your present or past manager focus more on management or leadership?

Explain, using examples.

CONCEPT APPLICATION 1-3

Leadership Theories

Answers to the Concept Application questions are at the end of lecture outline.

VI. OBJECTIVES OF THE BOOK (Slide 1-26, also Exhibit 1.5)

The overarching objectives of this book are reflected in its subtitle: Theory, Application, and Skill Development. We

call it a three-pronged approach, with these objectives:

 To teach you the theory and concepts of leadership

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 9

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

 To develop your ability to apply leadership theory through critical thinking

 To develop your leadership skills in your personal and professional life

This book offers some unique features relating to each of the three objectives (see Exhibit 1.5).

A. Leadership Theory (Slide 1-28 with Discussion Question on Slide 1-27)

Throughout this book, you will learn about several leadership theories and the concepts on which they are

based. You will learn about the relationship between leadership and organizational success, as well as the

difficulties and challenges leaders face.

As shown in Exhibit 1.5, this book offers six features to help you learn the leadership theory.

1. Evidence-Based Management

Evidence-based management (EBM) means that decisions and organizational practices are based on the

best available scientific evidence. The theories and concepts you will learn are based on scientific research

(not opinions, outdated research, or myths).

2. AACSB 2013 Business Accreditation Standards

The Association to Advance Collegiate Schools of Business (AACSB) gives accreditation to business

schools. Below is the list of “General Skills Areas” taken from the 2013 AACSB Accreditation Standards,

Standard 9.

 Written and oral communication (able to communicate effectively orally and in writing).

Chapter 6 covers communications.

 Ethical understanding and reasoning (able to identify ethical issues and address the issues in a

socially responsible manner). Chapters 2 and 10 cover ethics, and each chapter includes “You

Make the Ethical Call” situations

 Analytical thinking (able to analyze and frame problems). This general skill is developed

throughout the book through multiple applications and skill development exercises.

 Information technology (able to use current technologies in business and management contexts).

This is not normally a topic of a leadership course.

 Interpersonal relations and teamwork (able to work effectively with others and in team

environments). Chapter 8 focuses on team leadership.

 Diverse and multicultural work environments (able to work effectively in diverse

environments). Chapter 10 covers these topics.

 Reflective thinking (able to understand oneself in the context of society). This general skill is

developed throughout the book through multiple applications and skill development exercises

especially the self-assessment exercises.

 Application of knowledge (able to translate knowledge of business and management into

practice). This general skill is developed throughout the book through every application and skill

development exercise.

B. Application of Leadership Theory (Slide 1-29)

Students need to be given the opportunity to properly apply what they learn. This book offers you seven

features (Exhibit 1.5) to practice applying the concepts and theory.

C. Leadership Skill Development (Slide 1-30 with Discussion Question on Slide 1-31)

Organizations recruit people with leadership skills that can be applied on the job. Students learn best from their

own experiences by using the classroom’s social system and their personal and professional experiences to

develop leadership skills through a variety of interactive approaches.

To this end, this book offers you six features (Exhibit 1.5) to help you develop your leadership skills.

1. Models versus Exhibits

10 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

All of the behavioral “models” in this book provide specific, step-by-step instructions, and they are labeled

as models. When we offer general advice without a specific instruction, we label the guidelines “exhibits.”

However, the purpose of both models and exhibits is to help you improve your performance.

2. Behavior Modeling Leadership Skills Training

In some of the chapters, the features listed in Exhibit 1.5 are combined in behavior modeling skills training.

Follow this procedure: (1) read the step-by-step models, (2) watch a behavior modeling video, and (3)

practice the skill (which may include role-playing) through a skill-development exercise. The last step in

this training is using the skill in your personal and/or professional life for further development of the

leadership skill.

3. Practice

To be successful, you need to be disciplined to practice using your leadership skills in your personal and

professional life, and you have to keep repeating them.

D. Flexibility

This book has so many features that they most likely cannot all be covered in class during a one-semester

course. You should select the features to be covered during class that best meet the course objectives and the

amount of class time available.

VII. ORGANIZATION OF THE BOOK

This book is organized by level of leadership analysis and leadership theory paradigm. See Exhibit 1.6 for an

illustration of the organization of this book. (Slide 1-32 and Key Terms on Slide 1-33)

LEARNING OUTCOMES AND ANSWERS

The chapter summary is organized to answer the learning objectives for Chapter 1. They are also found at the end of

the chapter and can be used as short answer questions on exams.

These learning outcomes are included in the test bank in the conceptual section.

1. Briefly describe the five key elements of leadership.

Leader–follower—leaders influence the behavior of followers, and vice versa. Influencing—the relationship

between leaders and followers, who change roles. Organizational objectives—outcomes that leaders and

followers want to accomplish. Change—needed to achieve objectives. People—leadership is about leading

people.

2. Identify and define the managerial leadership skills.

The three skills are technical, interpersonal, and decision-making. Technical skills involve the ability to use

methods and techniques to perform a task. Interpersonal skills involve the ability to understand, communicate,

and work well with individuals and groups through developing effective relationships. Decision-making skills

are based on the ability to conceptualize situations and select alternatives to solve problems and take advantage

of opportunities

3. List the ten managerial roles based on their three categories.

Leaders perform the interpersonal role when they act as figurehead, leader, and liaison. Leaders perform the

informational role when they act as monitor, disseminator, and spokesperson. Leaders perform the decisional

role when they act as entrepreneur, disturbance handler, resource allocator, and negotiator.

4. Explain the interrelationships among the levels of leadership analysis.

The three levels of leadership analysis are individual, group, and organizational. The individual performance

affects the group and organizational performance. The group performance affects the organizational

performance. And both the group and organization affect the performance of the individual.

5. Describe the major similarity and difference between the trait and behavioral leadership theories, and

the interrelationships between them and contingency theories.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 11

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

The similarity between the trait and behavioral leadership theories is that they are both universal theories, or

they are seeking one best leadership style for all situations. The difference is the approach to determining

leadership effectiveness. Trait theory attempts to explain personal characteristics of effective leaders, whereas

behavioral theory attempts to explain what leaders actually do on the job.

The contingency theory is interrelated with the trait and behavioral leadership theories because it uses these two

theories as the foundation for determining which leadership style is most appropriate—based on the leader,

followers, and situation.

REVIEW QUESTION ANSWERS

These review questions are included in the test bank in the conceptual section.

1. Why is leadership important?

A few reasons why leadership is so important include:

 Chief executive officers (CEOs) understand that they can’t run companies on their own; the secret is to

 Well-publicized corporate failures have brought home the critical role that leadership plays in the success

2. What are the five key elements in our leadership definition? How do the elements interrelate to form this

definition?

The five key elements in the definition of leadership are (1) leaders–followers, (2) influence, (3) organizational

3. Are leaders born or made, and can leadership skills be developed?

4. List and define the interpersonal managerial leadership roles.

The interpersonal leadership roles include figurehead, leader, and liaison. Leaders perform the figurehead role

5. List and define the informational managerial leadership roles.

6. List and define the decisional managerial leadership roles.

The decisional leadership roles include entrepreneur, disturbance handler, resource allocator, and negotiator.

Leaders perform the entrepreneur role when they innovate and initiate improvements. Leaders perform the

7. List and define the levels of analysis of leadership theory.

The three levels of analysis of leadership theory are individual, group, and organizational. The individual level

12 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

8. List and define the leadership theory paradigms.

The leadership theory paradigms include the trait theory paradigm, the behavioral leadership theory paradigm,

the contingency leadership theory paradigm, the integrative leadership theory paradigm, and the management

to the leadership theory paradigm. Leadership trait theories attempt to explain distinctive characteristics

9. How can the shift in paradigm from management to leadership possibly help—and hurt—the

management profession?

The shift in paradigm from management to leadership can help the management profession because it places an

emphasis on the people side of the job, which has been shown to increase organizational performance. It can

10. What are the three-pronged approach objectives to this book?

The three-pronged approach has the following objectives:

 To teach the theory and concepts of leadership

CRICTICAL THINKING ANSWERS

Applications may also be used as class discussion questions or written assignments to develop communication skills.

These communication skills questions are included in the test bank in the application section.

1. Should leadership be the manager’s job, or should leadership be a shared process? (Slide 1-5)

2. Are you interested in sharing leadership, or do you prefer to be a follower? (Slide 1-5)

3. Some people say the hard skills (finance, quantitative analysis) are more important for managers than

soft skills (developing relationships, leadership), and some say the opposite is true. What is your view?

4. Should leadership courses focus on teaching students about leadership or on teaching students to be

leaders? (Slide 1-27)

5. Can college students really develop their leadership skills through a college course? Why or why not?

6. Is leadership ability universal, or is a good leader in one environment also effective in another? For

example, can a leader in one industry (e.g., a hospital) be successful in another industry (e.g., a bank)?

CONCEPT APPLICATION ANSWERS

There are similar questions in the test bank in the application section.

Concept Application 1-1 Managerial Leadership Skills

c 1. Decision making. Figuring out the problem takes conceptual, diagnostic, and analytical skills.

b 2. Interpersonal. Writing a text message is a form of communications.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 13

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

Concept Application 1-2 Leadership Managerial Roles

j 6. Negotiator. The manager is in negotiation for a pay raise.

a 7. Leader. The leader is conducting an informal performance appraisal of discipline.

d 8. Monitor. This is gathering information.

h 9. Disturbance handler. The leader is taking corrective action during a crisis.

Concept Application 1-3 Leadership Theories

c 21. Contingency. This theory focuses on selecting the appropriate leadership style for the situation.

e 22. Management to leadership. Teaching mangers to include employees in decision making is a shift from

CASE ANSWERS

From Steve Jobs to Tim Cook—Apple

1. Explain how each of the five elements of our definition of leadership applies to Tim Cook leading Apple

(see Exhibit 1.1).

(1) There is a strong leader–follower relationship, as many employees have great respect for Cook and are well

rewarded. (2) Cook does an excellent job of influencing by communicating ideas, gaining acceptance of them,

and motivating followers to support and implement the ideas through change. (3) Cook sets the organizational

2. Identify leadership skills Tim Cook has that lead to his and Apple’s success. Which skill is his strongest?

Being in the high tech industry, Cook clearly has technical skills. Although we can argue about Cook also has

good interpersonal skills; clearly he got the job done through others on the iPhone 5. It takes incredible

3. Identify managerial leadership roles played by Tim Cook as CEO of Apple. Which role was the most

important?

Under the interpersonal roles, Cook plays the figurehead role as CEO in dealing with legal problems and for

social, ceremonial, and symbolic activities, such as his meeting to introduce new products. Under the leader

role, although Cook focuses on product development, he does oversee the management of Apple. Cook has to

14 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

The decisional roles included the entrepreneur role, which is the most important to this case as Jobs more so

than Cook led the development of new innovative products to save Apple, and to keep it profitable. But Cook

4. Which level of analysis is the primary focus of this case?

5. Explain how each of the leadership theory classifications applies to this case, and which one is most

relevant.

Steve Jobs has leadership traits and behaviors that clearly were important to starting three businesses and

coming back to save Apple. The contingency leadership theory applies in the sense that Jobs was a good leader

to grow the business from small to larger with innovative products. However, as a mature company, some

6. Can Tim Cook continue to grow Apple, or will it be like so many other companies (like BlackBerry) that

lose their competitive edge. Why or why not?

CASE EXERCISE AND ROLE-PLAY

Unless you have very talented students, use the group option.

VIDEO CASE ANSWERS

Leadership at P.F. Chang’s

1. Describe some of Rick Federico’s personal leadership traits.

2. Choose three of the leadership managerial roles and explain how Rick Federico might use them as head

of P.F. Chang’s.

Federico may play the leader role by evaluating his employees’ performance. He also may play the

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 1-1 IDEAS

Getting to Know You by Name

This exercise is designed for practice at remembering names and calling people by name during class. However

students may practice, using the skill tips, outside of class.

Self-Assessment 1-3

Names

This is used with Developing Your Leadership Skills Exercise 1-1.

Total Time (25–40 minutes)

Times will vary with class size. Select a time limit and allot times for each procedure. Below is a sample time

schedule for a 30-minute period.

Recommended approximate time for a 30-minute period:

8:00 Procedure 1 7 minutes

8:07 Procedure 2 3 minutes

8:10 Procedure 3 5 minutes

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 15

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

8:15 Procedure 4 12 minutes*

8:27 Apply It 3 minutes

8:30

*This is the most difficult part of the exercise to control the time. The amount of time is directly related to the size

of the class and the number of questions they come up with.

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 1-2 IDEAS

Identifying Leadership Traits and Behaviors

This exercise is designed for sharing of ideas about leadership traits and behaviors. You should decide if you want to

stress the difference between traits and behaviors, as sometimes students may get the two confused.

Total Time (15–20 minutes)

Select the option and total time you want to spend on the exercise.