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Northouse, Leadership 8e
SAGE Publications, 2019
Case 6.3: Playing in the Orchestra
Case Synopsis and Analysis
Martina Bates is the newly hired orchestra teacher who oversees orchestras for the
elementary, middle, and high schools in her area. Martina has success leading the elementary
orchestra because she focuses on technique and form and helps the kids feel as though they
can play their instruments. At the middle school level, Martina consistently provides friendly
competition and rewards to enhance players’ skills and motivation. She has some success at
this level, particularly because players generally have higher level skills and want to play in
the spring concert. The high school orchestra is quite small, and Martina regularly teaches
these students advanced-level techniques and skills and provides them with challenging
music. Despite individual attention and hard work by Martina, the students at the high school
level often want to quit.
This case study allows students to decipher the needs of three distinct groups of followers
and then analyze how the leader should behave in order to motivate these followers.
Learning objectives:
• Students should be able to determine appropriate leadership behavior using path–
goal and expectancy theories.
• Students should recognize a follower’s obstacles and determine how a leader can
help remove those obstacles.
Answers to questions in the text:
1. Path–goal leadership is about how leaders can help followers reach their goals.
Generally, what are the goals for the students in each of the different orchestras?
What obstacles do they face? In what way does Martina help them address obstacles
and reach their goals?
Elementary Level: The elementary students want to learn beginning techniques so
they can play basic music on their instrument. They want to feel confident in their
ability to play and do not need to sound professional. These students have often never
held an instrument and lack technical skills. Martina provides clear direction to the
Northouse, Leadership 8e
SAGE Publications, 2019
2. Based on the principles of expectancy theory described in the chapter, why is Martina
effective with the elementary and middle school orchestras? Why do both of these
groups seem motivated to play for her? In what ways did she change her leadership
style for the middle school students?
Within path–goal theory, motivation is conceptualized from the perspective of the
Expectancy Theory of Motivation (Vroom, 1964). The underlying assumption of
expectancy theory is that followers will be motivated if they think they are capable of
performing their work, if they believe their efforts will result in a certain outcome,
3. Martina’s competencies as a musician do not seem to help her with the students who
are becoming disinterested in orchestra. Why? Using ideas from expectancy theory,
what would you advise her to do to improve her leadership with the high school
orchestra?
The students who are becoming disinterested in orchestra are losing motivation
because they feel unsatisfied with playing music and do not believe the payoff is
worthwhile. These students seem to want to do something else, like run or work at a
Northouse, Leadership 8e
SAGE Publications, 2019
4. Achievement-oriented leadership is one of the four major kinds of path–goal
leadership. For which of the three orchestras do you think this style would be most
effective? Discuss.
Achievement-oriented leadership seems best with the middle school group. These
students want to excel and seem to enjoy the challenge of difficult music. The high
Potential teaching approaches:
This case study is conducive to small-group discussions and role plays.
Below is a way to structure a class, based on the path–goal theory and Case Study 6.3:
• First, hold a small group discussion: Break your class into groups of three to five
students. Have each group develop a list of the top 10 ways to motivate a team in
general, based on their own experiences.
• Then discuss those lists as a larger class.
• Next, hold a lecture about path–goal theory.
• Read Case 6.3.
• After the lecture is complete, break the class back into small groups and have
each small group discuss the case study. Students should determine: (a) the role of
the subordinates, (b) task characteristics for each group, (c) leadership behavior
required, and (d) tangible ways Martina can motivate each group.
• Next, return to the larger group and share findings for (d) above.
• Discuss Questions 1–4 in the case study.
• Consider the exercises listed below.
Exercises for this case study:
Northouse, Leadership 8e
SAGE Publications, 2019
1) If the class has 30 or fewer people: The professor asks students to decide what type of
leadership behavior most motivates them: directive, supportive, participative, or
2) Small-Group Work: Develop a plan for how to motivate the high school students. What
3) In a brief essay (200–250 words), outline what might happen if Martina broadens the
