978-1285866352 Chapter 7 Solution Manual Part 2

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2. What Not to Delegate

Do not delegate anything that you need to be personally involved with because of your unique knowledge

or skill. Here are some typical examples:

3. Determining to Whom to Delegate

Self-Assessment 7-5

Followership and Personality

If you want students to complete the Self-Assessment exercises throughout the

book, you may want to tell students and spend a little time talking about them.

You Make the Ethical Call 7.2

Answers will vary based on opinion.

C. Delegating with the Use of a Model (Slide 7-35 and Model 7.1)

The delegation model steps are:

Step 1. Explain the need for delegating and the reasons for selecting the employee.

Step 2. Set objectives that define responsibility, level of authority, and deadline.

Step 3. Develop a plan

Step 4. Establish control checkpoints and hold employees accountable.

For Step 4, it is helpful to:

 List the control checkpoints in writing on an operational planning sheet.

 All parties involved should record the control checkpoints on their calendars.

 Evaluate performance at each control checkpoint.

 Upon completion, provide feedback that develops knowledge of the results of work.

WORK APPLICATION 7-8

Select a manager you work or have worked for, and analyze how well he or she

implements the four steps of delegation. Which steps does the manager typically

follow and not follow?

D. Evaluating Followers: Guidelines for Success (Slide 7-36 and Exhibit 7.4 on Slide 7-37, Key Terms Slide 7-38)

LO 7-8. An effective evaluation should accomplish at least three things. Name them.

An effective evaluation should:

 Describe behavior, performance, and results the leader has observed

 Explain, illustrate, and support the leader’s conclusions

 Tell employees clearly what they are doing well and describe what they need to improve.

Correcting a follower’s performance deficiencies is required in order to help the follower address weaknesses.

Followers admire and respect leaders who show honesty, caring, understanding and empathy during the

evaluation process.

Followers also want to be convinced that the evaluation is fair and effective.

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The leader must be specific in stating the deficiency, calmly explaining the impact of poor performance on team

or organizational objectives.

Involve the follower in identifying the reasons for negative evaluation, and suggesting remedies for change.

At the conclusion of an evaluation session, the follower must come away believing that the leader showed a

genuine desire to be of help, and that both parties arrived at a mutual agreement on specific action steps for

improvement.

Note: Exhibit 7-5 summarizes these guidelines in a three-part evaluation and feedback model titled “Effective

Evaluation and Feedback.”

WORK APPLICATION 7-9

Recall the last time you were evaluated on the job by your manager. Describe how

you felt at the end of the session. What factors accounted for your feelings? See if

some of the factors discussed in this section apply in your particular situation.

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LEARNING OUTCOMES AND ANSWERS

The chapter summary is organized to answer the learning objectives for Chapter 7. 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. Describe the two subgroups that can form under Vertical Dyadic Linkage Theory.

Leaders develop positive social exchanges with a select subset of followers known as the in-group. With

another subgroup known as the out-group, leaders develop economic-based authority relationships. Leaders

2. Define the two kinds of relationships that can occur between a leader and followers under Leader-

Member Exchange Theory.

3. Describe the role of the leader and follower in influencing LMX relationships

The Leader’s Role. The leader’s ability or willingness to develop a working relationship with a follower that

goes beyond an economic-based exchange (which is strictly contractual in nature) to a socially-based exchange

relationship (characterized by friendship, mutual trust, loyalty, and respect between the leader and the follower)

4. Discuss the two main Criticisms of LMX Theory.

The main criticisms of LMX theory are measurement issues and attribution bias and its predictive power. The

main instrument for measuring LMX quality is the LMX-7. A criticism of LMX-7 is that it determines the

quality of the exchange relationship solely from the follower’s perspective. The leader’s input is not taken into

account. A second criticism of LMX is its attribution bias in favor of in-group members. Given the variability

5. Describe the two behaviors used in the Kelley Model and the resulting five follower types.

Using a combination of two types of behavior—independent critical thinking and level of involvement in

6. Briefly describe the three factors that can enhance a follower’s influence.

The three follower influencing characteristics are: (1) Relative power position—leaders need to realize that

followers also have the power to influence them. (2) Locus of control—followers can have an internal or

7. List five things a leader should delegate.

8. An effective evaluation should accomplish at least three things. Name them.

An effective evaluation should:

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REVIEW QUESTION ANSWERS

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

1. What are the differences between in-groups and out-groups?

The in-group includes followers with strong social ties to their leader in a supportive relationship characterized

The out-group includes followers with few or no social ties to their leader, in a strictly task-centered

2. How do quality leader–member exchange relationships influence follower behavior?

The quality of the LMX exchange relationship is said to influence such factors as communication frequency,

turnover, job satisfaction, performance, job climate, and commitment. High-quality LMX relationships are

3 Describe the inherent bias of LMX theory and how it can lead to unintended consequences?

When selected group members demonstrate loyalty, commitment, dedication, and trust, they win the liking of

leaders as a result, who subsequently give them higher performance ratings. These ratings, which may or may

4 How do education and experience, described as follower influencing characteristics, affect effective

followership?

Followers with valuable skills and experience may be able to use their expert power to influence other followers

and even the leader. The experienced and educated follower can be much more influential with other followers

5. What are some of the benefits of delegating?

When managers delegate, they have more time to perform high-priority tasks. Delegation gets tasks

accomplished and increases productivity. It enables leaders to mobilize resources and secure better results than

they could have gotten alone. Delegation trains employees and improves their self-esteem, as well as eases the

6. What are some of the things that a leader should not delegate?

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CRITICAL-THINKING QUESTION – ANSWERS

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

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

1. In your opinion, can a leader maintain a personal friendship with some members of his or her work

group or team without creating the perception of in-groups (those in his or her social circle) and out-

groups (those outside his or her social circle)? (Slide 7-7)

2. What should a leader do to dispel any notion or misperception that there are in-groups and out-groups in

his or her work unit? (Slide 7-7)

3. High-quality LMX relationships create a circle of reciprocity where followers feel like they should go the

extra mile for a leader who supports them and the leader feels like he or she should offer the followers

more support and benefits to keep their loyalty. Do you believe this is the case in the real world or is it

something different? (Slide 7-10)

4. Movies dealing with the prison or college environment often depict one or two prisoners or students who

seem to have more influence over other prisoners or students than even the guards or administrators.

Can you think of one case and explain why the individual was influential over other prisoners or

students? (Slide 7-28)

5. What do you say to those who argue that tactics used by followers to get noticed by their leader (such as

impressions management, ingratiation, and self-promotion) are shameful and self-serving and should be

avoided? (Slide 7-15)

6. Can someone have a successful career by aspiring to be an effective follower? Explain. (Slide 7-25)

Yes. Most scholars and practitioners agree that high-performing organizations have not only good leaders but

good followers, as well. Competent, confident, and motivated followers are key to the successful performance

7. As a leader, how will you motivate the alienated follower? (Slide 7-21)

CONCEPT APPLICATION ANSWERS

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

Concept Application 7-1 In-Groups versus Out-Groups

a 1. In-group. Leaders are more likely to help in-group members not only with work related matters but

also with their social and personal needs

Concept Application 7-2 Stages of Development of the Dyadic Approach

b 6. Leader-member exchange.

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Concept Application 7-3 Guidelines to Becoming an Effective Follower

a 10. Offer support to the leader

d 11. Raise issues and/or concerns when necessary. The follower is showing concern.

Concept Application 7-4 Determinants of Follower Influence

a or c 19. Relative power position or Education and Experience. Your technical experience and long tenure

gives you expert power. We can also assume that your technical background is grounded in your

education and experience

CASE ANSWERS

W. L. Gore & Associates

1. What theories from this chapter are revealed through the case?

This case illustrates the dyadic theory and its evolution. The first conception of the dyadic theory was the

awareness of a relationship between a leader and a follower, rather than between a leader and a group of

followers. At W. L. Gore & Associates, there are dyadic relationships created and promoted between sponsors

2. How did Gore’s “sponsors” program facilitate the creation of high-quality relationships among leaders,

sponsors, and associates?

The intent of the sponsor program was for the sponsor, acting in a leadership role, to take a personal interest in a

new associate’s contributions, problems, and goals. The sponsor tracked the new associate’s progress, offered

3. Evaluate followership at W. L. Gore & Associates. What company actions and/or policies account for the

quality of followership?

The lattice structure encourages followers to set their own commitments and seek ways to achieve them. There

is no fixed or assigned authority, and direct lines of communication allow for person-to-person interaction

without intermediaries. Leadership is defined by the willingness of others to follow anyone with the right ideas

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Cumulative Case Questions

4. Would you characterize the leadership style at W. L. Gore & Associates as job-centered or employee-

centered (Chapter 3)? Support your answer.

The leadership style at W. L. Gore & Associates is definitely employee-centered. The employee-centered

leadership style focuses on developing relationships with followers. Leaders are sensitive to followers and

5. Based on the types of power discussed in the text, what type(s) of power do sponsors have in their

relationships with associates (Chapter 5)?

The sponsor program at W. L. Gore relies more on referent and expert power. Referent power is based on the

6. What role, if any, does coaching play in W. L. Gore’s lattice structure (Chapter 6)?

At W. L. Gore & Associates, the lattice structure involves a sponsor program. The sponsor program is a dyadic

relationship between an incumbent, experienced employee (called the sponsor) and a newly hired,

inexperienced employee (called the associate). Before a candidate is hired, an associate has to agree to serve as

CASE EXERCISE AND ROLE-PLAY

For the sake of time, have a select group of students set up and practice this exercise prior to class time.

VIDEO CASE ANSWERS

Delegation at Boyne USA Resorts

5. Describe leader–follower relations at Boyne USA Resorts.

Although Boyne USA has East and West divisions, the presence of general managers (“mayors of towns”) and

vice presidents (“subject matter experts”) formed a leader–follower approach. This is evident in the

6. Why was decentralization and delegation necessary to Boyne’s future despite the success with Everett

Kircher at the helm of a vertical structure?

Boyne experienced financial success, steady growth, and technological advances in their industry. A vertical

structure will typically be of most use when resources are scarce. But a strict chain of command in a vertical

structure can inhibit flexibility and innovation with rapid growth. Boyne USA’s expansion involved seven

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DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 7-1 IDEAS AND ANSWERS

Improving Dyadic Relationships—Followership

Total Time (10–35 minutes)

Select either option A or B. With option A, you only need around 10 minutes to complete the exercise. With option

B, times will vary with the size of the class and how long the spokesperson from each group takes to present the

plans.

Recommended approximate time for a 30-minute period:

8:00 Procedure 1 10 minutes

8:10 Procedure 2 15 minutes

8:25 Conclusion 2 minutes

8:27 Apply It 3 minutes

8:30

Testing on Developing Your Leadership Skill Exercise 7-1

Test Question and Answer (Also found in Test Bank)

2. Write your plan for improving your LMX relationship and followership.

Solution

BEHAVIOR MODEL VIDEO 7.1

Delegating

In the video, Steve, production manager, delegates completing production output forms to Dale, following the steps

in the delegation process.

This video may be shown as an independent activity, or it may serve as a behavior model as part of Skill-

Development Exercise 2.

Showing the video takes around 4½ minutes. After viewing the video, you may ask the class questions such as:

1. What did you like about the way the manager delegated?

2. What didn’t you like about the way the manager delegated?

3. What would you do differently if you were the manager in this situation?

Note: I’ve had students make the comment that they have never had a manager that delegates like the manager in

the video and that most managers don’t delegate like that. That is exactly the point of the video—it is showing how

things can and should be, not as they are. Sometimes students will comment that they have had managers that

delegate in a similar manner.

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 7-2 IDEAS AND ANSWERS

Delegating

Total Time (15–50 minutes)

15 minutes: To keep the exercise to 15 minutes, don’t show the video and do one delegation rather than all three.

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30 minutes: To keep the exercise to 30 minutes, use groups of two rather than three, and eliminate the observer role.

Both students can fill out the observer sheet together.

Note: The time to do this exercise varies with the students’ experience. People with full-time work experience tend

to be more thorough in the delegation and integration, taking more time than students without full-time work

experience. Give them a set time limit for each procedure; but if they need more or less time, adjust as needed.

Walking around and observing helps keep the students focused on the exercise. I also tell them not to go on to the

next delegation (procedure) until told to do so, so that some groups don’t rush through all three in about 10 minutes.

Recommended approximate time for a 50-minute period:

8:00 Start with an overview of exercise;

show and discuss Behavior Model Video 7.1 8 minutes

8:08 Procedure 1 8 minutes

8:16 Procedure 2 10 minutes

8:26 Procedure 3 10 minutes

8:36 Procedure 4 10 minutes

8:46 Conclusion 2 minutes

8:48 Apply It 2 minutes

8:50

Testing on Developing Your Leadership Skill Exercise 7-2

Three delegation situations are in the Test Bank and in this skill-development section. If you plan to test students on

delegation, be sure to explain the test format, which is: Students are to write the four steps in of the model followed

by what they would say for each step. Reading the exam instructions following the situation is very helpful.

Test Questions and Answers (Also found in Test Bank)

Instructions

List the first step in the delegation model, then write what you would say to your grad assistant. Write the second

through fourth steps, followed by what you would say to the grad assistant for each step.

1. The Delegation Model. You are a college professor and advisor of students. You have received the grade

reports for your advisees. You have a file folder for each advisee, which contains a form to record grades on.

You are going to delegate the task of recording grades to your graduate assistant. It should not take more than a

couple of hours to do the task. You will teach your grad assistant how to record and file the grades during your

delegation of the task. For this step of the delegation process, just state that you will teach the grad assistant

how to do the task.

Solution

Step 1. Explain the need for delegating and the reasons for selecting the employee.

Step 2. Set objectives that define responsibility, level of authority, and deadline.

Step 3. Develop a plan.

Step 4. Establish control checkpoints and hold employees accountable.

2. The Delegation Model. You are a production manager in a large company. You have received a request for

information on your department by the new human resources manager. You are going to delegate the task of

writing the answers to the questions to provide the information that the human resources manager wants to your

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secretary, Chris. Chris has worked for you for several years and should be able to word process the information

without any help from you. It shouldn’t take more than a couple of hours to record the information.

Solution

Step 1. Explain the need for delegating and the reasons for selecting the employee.

Step 2. Set objectives that define responsibility, level of authority, and deadline.

Step 3. Develop a plan.

Step 4. Establish control checkpoints and hold employees accountable.

3. The Delegation Model. You are a marketing manager in a medium-sized company. Your computer is getting

outdated, so you have decided to get a new one. You’re not sure what make, model, or features to select. You

are busy and don’t want to spend a lot of time making the selection. You have decided to let your trustworthy

secretary, Chris, check out available models and to tell you about the best three, and to suggest one model for

you. You’d like the new computer in one week.

Solution

Step 1. Explain the need for delegating and the reasons for selecting the employee.

Step 2. Set an objective that defines responsibility, level of authority, and deadline.

Step 3. Develop a plan.

Step 4. Establish control checkpoints and hold employees accountable.

Grading

I give half credit for writing the steps of the model and half credit for their answers. What students write will vary

from that in the solutions. You need to make the call on the value of what they write for each step.