978-1285866352 Chapter 8 Solution Manual Part 3

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strengthen its industry leadership over the past 38 years. His concern for his employees and his desire to

empower them to make decisions is an example of his agreeable personality. His longevity in creating and

leading FedEx for more than 30 years in a highly competitive and dynamic industry is testament to his ability to

7. The normative leadership model identifies five leadership styles appropriate for different situations that

users can select to maximize decisions. (Chapter 4) Which of the five leadership styles is practiced by

FedEx team leaders?

The case reveals that Fred Smith decided to restructure FedEx by emphasizing the team approach to getting

work done. He directed his leadership team to empower these groups by giving them the authority and the

8. The case reveals that at the Memphis hub senior managers have been known to hurry down from the

executive suite to help load packages during emergencies to get the plane off on time. FedEx leaders want

to be seen as coaches, not managers. Specific guidelines can help a leader become an effective coach

(Chapter 6). Which of the guideline(s) does the example above represent?

The example of the Memphis Hub senior managers represents the guideline of providing modeling and training.

9. Research on followership describes five types of followers (see Exhibit 7.1). Which of these types will

work best in FedEx’s team environment as described in the case, and why?

FedEx’s teams are self-managed and, as such, need members who fit the description of “effective followers.”

An effective follower is described in Chapter 7 as one who is high on critical thinking and involvement. They

CASE EXERCISE AND ROLE-PLAY

Select a time and option for individual and/or group presentation of the speeches. Ask the students to prepare their

speeches highlighting the virtues of the team-centered decision-making model. Summarize key features of different

speeches and debrief the activity by focusing on these common elements brought out by individuals or groups. Also,

at the end of the presentations, you should encourage the students to revisit the chapter section on the team-centered

decision-making model. Here, they would see that shared responsibility for leadership and team effectiveness, and

empowerment are the cornerstones of the team-centered decision-making model. The leader’s role is more

facilitative than directive.

VIDEO CASE ANSWERS

The NEADS Team: People and Dogs

7. Describe the characteristics of a typical NEADS team, using the information discussed in the chapter.

NEADS teams would generally be considered small, whether one is considering the dog and person, or

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8. What factors determine the cohesiveness of NEADS teams?

BEHAVIOR MODEL SKILLS TRAINING IDEAS

Decide how much time you want to spend on this activity. Some of the Behavior Model Skills Training parts can be

skipped. For example, you could only do Parts I and II, or skip Part II and do Parts I and III & IV. You could also

complete parts separately on different days or altogether during one class period. You should also consider if you

plan to test students on this skill. There are situations in the Test Bank similar to the ten in Developing Your

Leadership Skill Exercise 1.

Total Time (30–75 minutes)

Students should read the “Leadership Decision-Making Model” section (Part I) of this behavior modeling skills

training before during the Video Exercise and Skill-Development Exercise 1.

Recommended approximate time for a 50-minute period:

8:00 Behavior Model Video and Video Exercise: Procedure 1 – Option B 15 minutes

8:15 Developing Your Leadership Skill Exercise 1: Procedure 1 8 minutes

8:23 Developing Your Leadership Skill Exercise: Procedure 2 4 minutes

8:27 Developing Your Leadership Skill Exercise 1: Procedure 3 10 minutes

8:37 Developing Your Leadership Skill Exercise: Procedure 4 10 minutes

8:47 Conclusion and Recommended Answers handout 3 minutes

8:50

If you have a 75-minute class period, you can spend more time for the Video Exercise by doing option A of

procedure 1, and by giving students more time to complete Developing Your Leadership Skill Exercise.

Recommended approximate time for a 75-minute period:

8:00 Behavior Model Video and Video Exercise: Procedure 1 – Option A 20 minutes

8:20 Developing Your Leadership Skill Exercise: Procedure 1 12 minutes

8:32 Developing Your Leadership Skill Exercise 1: Procedure 2 8 minutes

8:40 Developing Your Leadership Skill Exercise: Procedure 3 15 minutes

8:55 Developing Your Leadership Skill Exercise 1: Procedure 4 15 minutes

9:10 Conclusion and Recommended Answers handout 3 minutes

9:13 Apply It 2 minutes

9:15

Because this exercise is individual-focused, much of the work can be done outside of class. To keep the exercise to

around 30 minutes, just do option C of procedure 1 from the Video Exercise and cut out procedures 3 and 4 of

Developing Your Leadership Skill Exercise 1 and let the students do the work on their own; they will have the

answers to help them.

Recommended approximate time for a 30-minute period:

8:00 Behavior Model Video and Video Exercise: Procedure 1 – Option C 13 minutes

8:13 Developing Your Leadership Skill Exercise 1: Procedure 1 9 minutes

8:22 Developing Your Leadership Skill Exercise 1: Procedure 2 5 minutes

8:27 Conclusion and Recommended Answers handout 3 minutes

8:30

If you have a 50-minute class period and want to spend more than one class period on this exercise, you could divide

up the exercise for two class sessions. On day one, you could show the Behavior Model Video and do the Video

Exercise, then do procedures 1 and 2 of Developing Your Leadership Skill Exercise 1. On day two, you could have

students complete procedures 3 and 4 of Developing Your Leadership Skill Exercise 1 and go over/discuss the

recommended answers to the 10 situations.

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Recommended approximate time for 2 50-minute periods:

Day One

8:00 Behavior Model Video and Video Exercise: Procedure 1 – Option A 20 minutes

Day Two

8:00 Developing Your Leadership Skill Exercise 1: Procedure 3 20 minutes

BEHAVIOR MODEL VIDEO AND VIDEO EXERCISE

(Part II) Deciding Which Leadership Decision-Making Style to Use

Showing the video takes around 13 minutes. The video may also be followed by a class discussion, which will vary

in time required. This video addresses a situational management scenario between Richard, a human resources

director, meeting with a supervisor, Denise, to discuss training changes. The video can be used to explain how to use

the decision-making model, and illustrates the four management decision-making styles.

When showing this video, you should pause it after each scene to give students more time to place their answers in

the textbook. You then have two options: (1) Go over the answers (given below) after each scene. (2) Do not give

the answers until after showing all four scenes. (The answers are on the video.)

Scene 1. Autocratic S1A

Recommended Answer: Consultative

At the end of the video, the question is posed: Which style would produce the best and worst results? As stated in

DEVELOPING YOUR LEADERSHIP SKILLS 8-1 IDEAS AND ANSWERS

(Part III & IV) Deciding Which Leadership Decision-Making Style to Use

Total Time (30–75 minutes)

Refer to the recommended times given in the Behavior Model Skills Training Ideas section.

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Answer Form

Instructions: Refer to the Leadership Decision Making model (Model 8.1). First, determine if there is time to

include followers in decision making. On the Time line, place Y (yes) or N (no). Second, determine if you have

enough information to make a quality decision alone. On the Information line, place S1A (autocratic), S2C

(consultative), S3P (participative), or S4E (empowerment). Next, determine whether employee acceptance of the

decision is critical to implementation of the decision. On the Acceptance line, place S1A (autocratic), S2C

(consultative), S3P (participative), and S4E (empowerment). Then, determine whether the follower or group has the

ability and motivation to be involved in problem solving and decision making. On the Capability line, place S1A

(autocratic), S2C (consultative), S3P (participative), or S4E (empowerment). Based on your analysis, then select the

appropriate leadership style for the situation—S1A (autocratic), S2C (consultative), S3P (participative), or S4E

(empowerment).

Situation Time Information Acceptance Capability Style

1 _____ _____ _____ _____ _____

2 _____ _____ _____ _____ _____

3 _____ _____ _____ _____ _____

4 _____ _____ _____ _____ _____

5 _____ _____ _____ _____ _____

6 _____ _____ _____ _____ _____

7 _____ _____ _____ _____ _____

8 _____ _____ _____ _____ _____

9 _____ _____ _____ _____ _____

10 _____ _____ _____ _____ _____

*Recommended answers to the 10 communication situations appear at the end of the exercise on page 175.

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Testing on Developing Your Leadership Skill Exercise 1

Four situations similar to the ten in this exercise are in the Test Bank. However, they are not multiple-choice

questions. When I go over procedure 2 during the exercise, I explain to students how they will be tested as I go over

situation 2 in the test format below.

Note: The four lines do not appear when the computer test is printed. I tell students to set up the test this way.

Variables:

_____ 1. ____________________

_____ 2. ____________________

_____ 3. ____________________

_____ 4. ____________________

Leadership Style:

Action Taken:

Test Questions and Answers (Also in Test Bank)

Instructions

For the Variables line, write the numbers 1 to 4. To the right of the four numbers, write the four variables. To the left

of the four numbers, write the answers to each variable from the Leadership Decision Making model that represents

the style to use based on the variable. Fill in the Leadership Style and Action Taken lines with the appropriate

answers.

Variables:

5. Leadership: Decision Making. As the supervisor, you have to make a decision on disciplinary action. An

Solution

Variables:

Yes 1. Time

Leadership Style:

Action Taken:

Variables:

Leadership Style:

Action Taken:

Allowing the employee input into the discipline and making the decision is not appropriate.

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6. Leadership: Decision Making. You are being promoted from a supervisory job to a middle-management

Solution

Variables:

Yes 1. Time

Leadership Style:

Action Taken:

Tell the two candidates they are being considered for the supervisory position. Set up interviews with both of

Second-Best Answer

Variables:

One of four variables must have S1A.

Leadership Style:

Autocratic

Action Taken:

Decide on your replacement without employee input.

7. Leadership: Decision Making. Your secretary’s computer works OK but is getting old, and you have money in

the budget to replace it. You selected the last computer before the secretary started the job. The secretary has

never purchased a computer before. You haven’t been keeping up with the latest innovations and are not sure of

what make, model, or features to get. The secretary has been doing an excellent job.

Solution

Variables:

Yes 1. Time

Leadership Style:

Participative

Action Taken:

Ask the secretary to get information on the various possible computers to buy. Have the secretary present the

Second-Best Answer

Variables:

Leadership Style:

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Action Taken:

8. Leadership: Decision Making. You are the chairperson of a committee that is charged with recommending

ways to improve interdepartmental communications. There are members—all managers—from the seven

departments in the organization. You are basically providing no leadership. The group works well together, as it

makes decisions by consensus. You have accepted a promotion, which requires you to transfer to a new location

in one week; therefore, you can no longer be on the committee. You have been asked to select your replacement

as chair of the committee. You really don’t know who would want the position, and you believe that any one of

the members would do a good job.

Solution

Variables:

Yes 1. Time

Leadership Style:

Action Taken:

Second-Best Answer

Variables:

Leadership Style:

Action Taken:

Using the consultative or autocratic style provides more directive than is needed by the group.

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Recommended Answers to Developing Your Leadership Skill Exercise 1:

Situation Time Information Acceptance Capability Style Styles Points

1 yes S1A–S2C S1A–S2C S2C S2C a. S1A

2

2 yes S1A S1A S1A S1A a. S2C

2

3 yes S3P S3P–S2C S4E–S3P S3P a. S3P

3

4 yes S4E–S3P S1A S4E S4E a. S4E

3

5 yes S1A S2C–S3P S2C S2C a. S1A

2

6 yes S3P–S2C S4E–S3P S2C S3P a. S3P

3

7 no — — — S1A a. S2C

2

8 yes S1A S1A S3P S1A a. S4E

0

9 yes S3P S3P S3P S3P a. S3P

3

10 yes S4E S4E S4E S4E a. S1A

0

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DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 8-2 IDEAS AND ANSWERS

Individual Versus Group Decision Making

Note: The preparation for this exercise is the questions in Concept Applications 8-1 through 8-4. Be sure not to go

over the answers before doing this exercise if you plan to use it.

Total Time (20–40 minutes)

Times will vary for students to come up with group answers. To keep the exercise to 20 minutes, you may need to

answer only 10 of the 20 questions and skip procedure 4.

Recommended approximate time for a 40-minute period:

8:00 Procedure 1 2 minutes

8:02 Procedure 2 20 minutes

8:22 Procedure 3 5 minutes

8:27 Procedure 4 9 minutes

8:36 Conclusion 2 minutes

8.38 Apply It 2 minutes

8:40

Answers to Concept Applications 1–4 (Questions 1–23)

1. b

2. b

3. a

Complete answers for Concept Application 8-1 through 8-4 appear on page 166-167.