Northouse, Leadership 9e
SAGE Publishing, 2022
Class Activities
Chapter 2: Trait Approach
Activities
These activities may be used in either small-group or large-group settings, depending on class size and
time available. Some may be suitable for homework or preparation for a “Flipped classroom” experience
during the next class period.
Leadership Trait Questionnaire
Have students complete the Leadership Trait Questionnaire individually and share their results in small
groups. Compile a master list of the most highly rated traits as each group reports its results in a large-
group discussion. Students should be able to discuss their view of the accuracy of their own scores and
to explain the scores’ meaning in terms of their leadership ability.
Trait Development
In small groups, ask students to choose one of the main traits associated with leadership. How can this
trait be developed? Ask students for specific examples (not just saying “practice”). How can it be
demonstrated to others? Identify one or two people who have this trait. How does it serve them in their
leadership role?
Trait Development #2
One suggested method for increasing (or exercising) intelligence is learning new concepts or skills. Over
a series of class periods, ask students to teach their classmates something new, like—how to juggle, how
to create a Prezi, how to use a new phone app, a difficult dance movement, an effective chess strategy,
how to teach a cat to perform a trick, and so on. This can be both informative and a positive
contribution to the class climate.
Too Smart?
In small groups, ask students to discuss the curvilinear relationship between leader intelligence and
perceived leader effectiveness (Antonakis, House, and Simonton, 2017). This finding makes intuitive
sense. But are there merits to having highly intelligent leaders in an organization? What can be done to
Northouse, Leadership 9e
SAGE Publishing, 2022
bridge the gap between highly intelligent leaders and average intelligence followers? Should highly
intelligent people never become leaders, and only work alone? Under what conditions could a person of
average intelligence become an outstanding leader?
Class Goals
Students may already have individual goals for the class (to learn, get an “A”, or fulfill major credits). But
if “leadership is a process whereby an individual influences a group of individuals to achieve a common
goal” what goals might the class like to achieve by the end of the term? Have a class discussion about
what group goals would benefit the students most, and what each student’s responsibility is in
contributing to the best class experience for everyone.
Case Analysis
Assign each case to one or more small groups for in-class analysis and discussion. Each small group
should then report back to the entire class about the results of its group work.
Jeopardy Quiz
This exercise is a fun way of reviewing the reading material without lecturing on it. Students can respond
individually or be grouped in teams that compete with one another for points. It helps to have at least
one question per student, so everyone is called on. Or, the instructor can begin each class with a set
number of answers and call on different students each time. Pairs of students can also be assigned to
create the Jeopardy quiz for the next class.
Directions: The instructor gives an answer from the list below (in bold), and students must formulate the
corresponding information as a question. Mixing up the order of the questions (so they don’t follow the
outline of the chapter) adds to the intrigue.
• These theories focused on identifying the qualities of prominent leaders in the early 20th
century. What are “great person” theories?
• This researcher reconceptualized leadership as a relationship between people in a social
situation rather than as a quality people possessed. Who was Stodgill?
• Strong verbal ability and reasoning are dimensions of this trait. What is intelligence?
• Believing that one can make a difference and being certain about one’s skills are dimensions
of this trait. What is self-confidence?
• Dominance and drive are dimensions of this trait. What is a determination?
• Being loyal and dependable are aspects of this trait. What is integrity?
• Friendly, tactful, and diplomatic people demonstrate this trait. What is sociability?
Northouse, Leadership 9e
SAGE Publishing, 2022
• The tendency to be depressed, anxious, and hostile exemplifies this personality factor. What is
neuroticism?
• The tendency to be thorough and controlled exemplifies this personality factor. What is
conscientiousness?
• The tendency to be assertive and to have positive energy exemplifies this personality factor.
What is extraversion?
• The tendency to be informed and curious exemplifies this personality factor. What is
openness?
• The tendency to be trusting and nurturing exemplifies this personality factor. What is
agreeableness?
• This study found that a person doesn’t become a leader solely on the basis of certain traits,
but that the traits need to be relevant to the context in which the person is functioning. What
is Stodgill’s first study?
• This study was published in 1974 and analyzed 163 different leadership studies. What is
Stodgill’s second study?
• This is one of the traits that distinguish leaders from non-leaders in Mann’s study. What is
intelligence? Masculinity? Adjustment? Dominance? Extraversion? Conservatism? (Up to 6
students can answer this question)
• In the Judge, Bono, Ilies, and Gerhardt (2002) study, this personality factor was most strongly
associated with leadership. What is extraversion?
• In the Judge, Bono, Ilies, and Gerhardt (2002) study, this personality factor was only weakly
associated with leadership. What is agreeableness?
• This refers to our ability to use emotions to facilitate thinking. What is emotional intelligence?
• This is one of the strengths of the trait approach. What is intuitively appealing? What has a
century of research to back it up? What is the exclusive focus on the leader?
• This is one of the criticisms of the trait approach. What is the endless list of traits associated
with leadership? What is the failure to take situations into account? What are highly subjective
determinations of the most important leadership traits? What is the failure to look at leadership
outcomes? What is the limited usefulness for training and developing new leaders?
Trait Bingo
This exercise is another fun way of reviewing concepts from the reading without lecturing on them.
(Doing this only once or twice a semester keeps the activity fresh.) Hand students a list of terms from
the chapter and ask them to enter 24 of them in any order in the blank squares of the game board. Offer
fun prizes to winners such as extra credit points, a candy bar, or a coupon for a free coffee at the
Student Center.
Directions for students:
2. Listen to the definitions or descriptions the instructor reads out loud. If a word on your game
board is defined or described, cross out that space.
4. The first person to complete a row correctly is the winner. (Instructor will check answers.)
Northouse, Leadership 9e
SAGE Publishing, 2022
Stodgill (1948)
Mann (1959)
Lord et al. (1986)
Self-confidence
Determination
Integrity
Sociability
Neuroticism
Extraversion
Meta-analysis
Five-factor personality model
Emotional intelligence
Dominance
Tolerance
Leadership instrument
Century of research
Northouse, Leadership 9e
SAGE Publishing, 2022
Northouse, Leadership 9e
SAGE Publishing, 2022
Game board for Trait Bingo
T
R
A
I
T
Northouse, Leadership 9e
SAGE Publishing, 2022
Group Observation: Trait Leadership
Ask students to attend an open meeting of a group they are interested in, but do not belong to,
such as a sports team, community service organization, or religious organization. Have them
observe the communication behaviors of the most engaged or active group members. What
leadership traits do these group members demonstrate? What specific behaviors correspond to the
leadership traits the students observe? (Students will be operationalizing the traits here.) Do other
Trait Comparison
Ask students to bring in examples (such as magazine pictures) of well-known leaders who demonstrate
one or more of the five main leadership traits (intelligence, sociability, determination, integrity, self-
Elevator Pitch
As the instructor, you may wish to use different small group combinations throughout the term, or ask
students to work in the same groups over a period of weeks so that they form a kind of “learning team.”
As homework, assign students to work in small groups, each researching a different leadership trait and
preparing a 3-min speech that one of them will give to the class on “the best leadership trait to have.”
Northouse, Leadership 9e
SAGE Publishing, 2022
Writing Assignments
Contemporary Leadership
Have students write a 2–3-page reaction paper about a contemporary leader (someone they know
personally or a public figure) and the leadership traits they think this person demonstrates. Students
Historic Leadership #1
Some early 20th century leadership theories were called “great person” theories because they focused
on the qualities exhibited by prominent social, political, and military leaders of the time. Ask students to
research what important national and international events occurred between 1890 and 1920. How
Historic Leadership #2
Ask students to read a few chapters of a biography of a U.S. leader from the late 19th or early 20th
century (such as Abraham Lincoln, Elizabeth Cady Stanton, or George Washington Carver). What traits is
this person known for? How well did the traits serve him or her in leadership? How much of this
Leadership Trait Questionnaire
Have students write a 2–3-page reaction paper that explains their score on the Leadership Trait
Questionnaire, describes their perception of the accuracy of this measure, discusses the implications of
the score for their effectiveness as a leader, and provides specific examples to support their ideas.
Northouse, Leadership 9e
SAGE Publishing, 2022
Introversion
Have students write a reflection paper on how introverted people can become effective leaders without
One-Minute Paper Topics
If you could suddenly acquire any trait in the world, what would it be? Why would you choose this trait?
List three traits that your friends or family members identify in you. Do you agree with their
perceptions?
Internet Activities
Internet #1: Class Blog
In your class blog or chat room, write about some of the discussion questions suggested elsewhere in
this resource to explore topics in this chapter. Some additional questions are provided here:
• Is social intelligence a trait or a skill? What does social intelligence look like in a teenager? A
senior citizen?
• Which traits are easier to develop? Harder?
Internet #2: “Maybe”
Look up the Michael Jordan commercial, “Maybe,” on YouTube. What is the main message of the
commercial? What do the supporting images tell viewers about Jordan’s extraordinary career? Recall
Internet #3: Be All That You Can Be
Go online and check out several different websites using the search term, “leadership traits.” Typically
these sites will have multiple lists of traits and skills. Distinguish between items that are truly traits
Northouse, Leadership 9e
SAGE Publishing, 2022
(stable personal attributes) and those that are more like skills (learned competencies). Select one
Internet #4: Emotional Intelligence
Look up a podcast from “This American Life” (NPR) from August 11, 2012, on amusement parks. The
segment profiles Cole Lindbergh, a full-time employee of a Kansas City amusement park, who runs the
games department. He delights in his job and excels at motivating employees. Play the podcast in class
and discuss:
• What traits does Lindbergh have?
• What is he doing well?
Internet #5: Tweeting Like a Leader
If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have
Internet #6: Skyping a Leader
If your classroom has Skyping capability, invite a community leader or a professor from another
institution to speak to your class about leadership. Ask them to share their research questions with the
class, their research methods, and what they hope to learn. Or inquire about their practical insights