Northouse, Leadership 8e
SAGE Publications, 2019
Case 6.1: Three Shifts, Three Supervisors
Case Synopsis and Analysis
Three supervisors with different leadership behaviors work three different shifts for Brako, a
small manufacturing company that produces parts for the auto industry. Art supervises the
first shift, where workers’ tasks are repetitive and mundane. Bob supervises the second shift,
during which employees have to set up machines and work on complex computer programs.
Bob is a likeable supportive leader, while Art is directive. The third shift supervisor is Carol,
who shifts her leadership behavior to fit the circumstances. She is sometimes participative,
sometimes directive, and often supportive. People enjoy working for Carol and feel she is an
effective leader. Many do not say the same about Bob or Art.
The case study portrays three leaders, only one of whom is more effective than the others. By
applying path–goal theory to these leaders, students will begin to understand the validity of
the model in a more intuitive way.
Learning objectives:
• Students should be able to decipher subordinate characteristics for three different
groups of followers.
• Students should be able to decipher task characteristics for three different groups
of followers.
• Students should be able to determine appropriate leadership behavior based on
subordinate and task characteristics using path–goal theory.
Answers to questions in the text:
1. Based on the principles of path–goal theory, describe why Art and Bob appear to be
less effective than Carol.
Carol adjusts her behavior based on the followers’ needs and the complexity of the
tasks. She is able to help her followers define and work toward their goals while
removing obstacles for them and providing needed support.
Northouse, Leadership 8e
SAGE Publications, 2019
2. How does the leadership of each of the three supervisors affect the motivation of their
respective followers?
Art’s group lacks motivation because the work is repetitive and mundane. Art gives
these employees direction and reminders but would enhance their motivation if he
focused less on direction and more on supporting them. He needs to go out of his way
3. If you were consulting with Brako about leadership, what changes and
recommendations would you make regarding the supervision by Art, Bob, and Carol?
I would encourage Art to be more supportive and motivational and a bit less directive
Potential teaching approaches:
Below is a way to structure a class based on the path–goal theory and Case Study 6.1:
• Discuss how leaders can/should motivate their followers in general. Here, students
could create a top 10 list of ways to motivate followers or share stories about how
leaders have motivated them in the past.
• Ask students to read Case 6.1.
• Students then brainstorm ways to motivate/lead Art’s and Bob’s groups without
relying on path–goal theory.
• Hold a lecture on the theory.
• Discuss Questions 1–3 in the case study as a class.
Northouse, Leadership 8e
SAGE Publications, 2019
• Finally, the professor may choose to conduct in-class exercises listed below.
Exercises for this case study:
1) Carol must develop a training/mentoring program for both Art and Bob. Students are
to act like Carol in small groups and create this program for Art and Bob.
2) Role-Play: Students play the part of Art, Bob, Carol, and the owner of Brako. The
owner of Brako calls them in for a meeting and asks Art and Bob about their
3) In a brief essay (200–250 words), explain what might happen to the subordinates if
Carol, Art, and Bob were to exchange shifts. How might Carol’s team respond to