Instructor Resource
Northouse, Introduction to Leadership, 4e
SAGE Publishing, 2018
1
Class Activities
Chapter 6: Developing Leadership Skills
Guide to the Class Activities
Each activity is designed based on Fink’s Learning Taxonomy and is tagged with the following
tags under the taxonomy’s learning and assessment structure:
1. Foundational Knowledge (F)
2. Application (A)
4. Human Dimension (H)
6. Learning How to Learn (L)
These activities may be used in either small-group or large-group settings, depending on class
size and time available. Some may also be suitable as homework.
Activities
Talking Like a Leader #1 (A, H)
Ask students to share in class the kinds of communication that are expected in their intended (or
current) careers (e.g. reports, presentations, meetings, sales pitches, etc.). How will skill in
communication enhance their performance as leaders? (E.g. explain ideas, give directions,
express a coherent vision, and inspire others). How will developing this skill help them advance
in their careers?
Talking Like a Leader #2 (A, I)
Ask students to watch the film, The King’s Speech, outside of class. In class, discuss the
importance of public speaking for a governmental figure. The film portrays the public as being
Listening Like a Leader (A, H)
Active listening is an important leadership skill. It promotes empathy, is related to social
perceptiveness and emotional intelligence, and is essential for managing conflict. Ask students
Instructor Resource
Northouse, Introduction to Leadership, 4e
SAGE Publishing, 2018
2
to brainstorm good listening behaviors. Write their suggestions on the board, on an overhead
or newsprint. Add any items that are not mentioned (attending, acknowledging, restating,
reflecting, interpreting, summarizing, probing, giving feedback, showing warmth, checking
perceptions, being quiet and waiting).
Ask students to form groups of three and find a space in the classroom away from others.
Students will have the opportunity to enact each of the roles of speaker, listener and observer.
Speakers are asked to share how they visualize leadership. What do they see in their mind’s
eye when they talk about it? Is it a race, a struggle, a building, a party, a garden, etc.? The
Thinking Emotionally Like a Leader (F, A, H)
One of the skills associated with emotional intelligence is the ability to use emotions to
facilitate thinking. The film The Social Network contains many scenes of awkward, difficult or
unpleasant encounters between Mark Zuckerberg, one of the founders of Facebook, and his
Managing Emotions (F, A, H)
One of the skills associated with emotional intelligence is the ability to regulate one’s own
emotions and put them to good use. This involves being in control of one’s strong emotions,
such as fear or anger, and displaying the type of emotion to others that will maintain their
composure and ability to interact and work effectively. In small groups ask students to discuss
ways to manage their emotions and those of others in the following scenarios (or create your
own):
Instructor Resource
Northouse, Introduction to Leadership, 4e
SAGE Publishing, 2018
3
• A group member has failed to complete a critical part of a group project that was
assigned weeks ago, and is due today. The project is worth 50% of your grade in the
course and your group is scheduled to present it to the class in an hour. You feel angry
and afraid of failing the class. The group member with incomplete work feels defensive
and marginalized.
Stakeholder Web (A, I, H)
This activity helps students practice their problem-solving skills.
1. Have students identify an issue that is relevant to your campus and is broad enough to
affect multiple stakeholders. For example, your school may be experiencing a drop in
enrollment, a government funding shortage, concern about student safety, or
3. Discuss how each stakeholder is affected by the issue and what matters to them about
the issue (e.g. maintaining the school’s reputation, finding new sources of revenue, etc.)
4. On a large piece of paper, have them sketch how the stakeholders are connected to each
Instructor Resource
Northouse, Introduction to Leadership, 4e
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Big Picture Thinking (A, I, C)
This activity helps students practice their conceptual skills. It is best done after completing the
Stakeholder Web. From that exercise groups will have a better understanding of a campus
issue, how it affects various stakeholders, the pros and cons of various solutions, the best
solution, and how they might implement it.
Ask students to step back and see the big picture. How could the process of addressing a
Create Your Own Activity (A, L)
Have students form into groups of 4-5 in order to design a group activity that will develop one
of the leadership skills outlined in the chapter, such as managing resources, solving problems
or developing a vision. Allow 15 minutes for developing the activity and then 5 minutes for
Creating and Communicating Vision (A, I, L)
Visionary leadership is a skill that can be challenging for some people. This exercise uses a
brainstorming activity to help students develop that skill. Begin by randomly assigning students
into small groups of 3-5. Then ask each group to prepare a vision statement and communication
plan for a new organization that they are starting. You may elect to allow each group to start
Writing Assignments
Instructor Resource
Northouse, Introduction to Leadership, 4e
SAGE Publishing, 2018
Virtual Leadership (A, I)
In a 2-3 page paper have students reflect on the relative importance of the nine leadership skills
in an online environment. Which skill sets become more important? Are new skills needed for
online teams?
Motivation (A, I)
One Minute Paper Topics (F, A, I)
Which of the skills in chapter 5 would you most like to develop?