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GROUP EXERCISE #3: COMPARING TRAITS, BEHAVIORS, AND SKILLS BETWEEN LEADERS
Objectives
● To examine the leadership skills of famous leaders.
● To explore different approaches to leadership.
Introduction
In this chapter, you learned different approaches to explaining leadership. We know that leaders
possess traits and skills that make them successful. They are effective communicators. They use
different sources of power and rely on a variety of influence techniques. They are successful at
motivating people to voluntarily pursue goals. Leaders can be villains or heroes, trailblazers and
visionaries, revolutionaries or college students. The purpose of this exercise is to examine the
skills displayed by famous leaders and to determine how you might use this knowledge to
improve your leadership skills.
Instructions
1. Break into groups of five to six people.
2. Brainstorm a list of famous leaders—CEOs, presidents, politicians, monarchs, etc., as
long as the group knows something about their skills as leaders. Next, the group needs to
4. Answer the discussion questions.
Profile Survey Leader A Name: Leader B Name:
______________________ _______________________
In terms of power: Personalized power ____ Personalized power ____
This person uses/used Socialized power ____ Socialized power ____
which sources of power? Legitimate power ____ Legitimate power ____
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Reward power ____ Reward power ____
Coercive power ____ Coercive power ____
Expert power ____ Expert power ____
Referent power ____ Referent power ____
In terms of influence: Rational persuasion ____ Rational persuasion ____
What influence tactics Inspirational appeals ____ Inspirational appeals ____
does/did this person use? Consultation ____ Consultation ____
Ingratiating tactics ____ Ingratiating tactics ____
Personal appeals ____ Personal appeals ____
Exchange tactics ____ Exchange tactics ____
Coalition tactics ____ Coalition tactics ____
Pressure tactics ____ Pressure tactics ____
Legitimating tactics ____ Legitimating tactics ____
In terms of the trait Intelligence ____ Intelligence ____
approach to leadership: Conscientiousness ____ Conscientiousness ____
Which traits does/did Openness to Openness to
this person exhibit? experience ____ experience ____
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In terms of behavioral Task-oriented Task-oriented
approaches to leadership: behavior ____ behavior ____
Which leadership behaviors Relationship-oriented Relationship-oriented
did/does this person exhibit? behavior ____ behavior ____
Questions for Discussion
1. In what ways were the leadership styles of these leaders similar and different? Explain.
2. Which one of these leaders would you want to work for? Explain your rationale.
3. What did you find most interesting about doing this comparison?
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CAREER CORNER GROUP EXERCISES
CAREER CORNER GROUP EXERCISE: USING YOUR ABCS TO BECOME MORE SELF-AWARE
Learning Objective
• To increase students’ self-awareness.
Introduction
Developing self-awareness is not just an intellectual exercise. It entails understanding who you
are and what you stand for. It requires thinking about your life vision, values, personality, needs,
behavioral tendencies, and social skills. This exercise focuses on developing this ability by
incorporating intentional self-reflection as a daily habit.
Instructions
The primary purpose of this exercise is to improve students’ self-awareness. This exercise
introduces the ABC framework as an observational tool for becoming more self-aware. A is the
antecedent or event that triggers your inner dialogue, B is our belief about why it happened, and
C is the consequence or outcome. Students will increase their ability to objectively evaluate their
behavior by identifying and recording these connections. This will lead to higher levels of self-
awareness.
1. Start the activity by having the students watch:
2. Open the class discussion with Carl Jung’s quote “There is no cure and no improving of
the world that does not begin with the individual himself.” Ask students to describe why
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3. State a familiar adversity-based scenario to the class (this is the “A”). Start with,
“Imagine you….” See list at the end of the exercise for examples. Ask each student to
4. Put students in groups of 4 or 5 students. Have each group complete the following steps:
5. Ask one or two groups to deliver their observations to the class.
1. When discussing this scenario as a group, what are some of the different
interpretations? Different outcomes? What conclusions did you draw?
2. What role does the belief about the situation play in driving the consequences?
3. If we want to change the consequences, what do we need to consider?
4. If faced with this situation in the future, will anything change?
5. How can you use these techniques to become more self-aware?
Adversity-Based Situation Examples
• Caught in traffic graph
Return.
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UBER CONTINUING CASE
Chapter 14: Power, Influence, and Leadership
This part of the Uber continuing case focuses on Chapter 14 and covers principles related to
power, influence, and leadership. This continuing case’s real-world application of management
knowledge and skills is designed to help you develop critical thinking ability and realize the
practical power of sound managerial skills for solving problems in your job and career.
The case includes five multiple-choice questions and two essay-based questions. The essay-
based questions can also be used in-class to spur discussion:
1. Use Feidler’s contingency model (Figure 14.2) to compare and contrast the optimal
leadership styles of both Kalanick and Khosrowshahi.
Kalanick’s style of leadership across the three components can be described as: 1) poor
in leader-member relations, as he primarily cares about expansion of the company and
2. Explain how Khosrowshahi’s actions as a leader toward supporting immigrants—an
important population to the Uber workforce—could create an in-group exchange with
immigrant employees and drivers.
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employees. Above and beyond these efforts, Khosrowshahi has given money and Uber’s
resources (e.g., legal team members’ time) to assisting immigrant families trying to
reunite. It is easy to see how trust and respect have been built between Uber’s new leader
and the immigrant population.
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MANAGER’S HOT SEAT VIDEO
POWER AND INFLUENCE—RIDING THE POLICY WAVE
I. Introduction
It’s November and the holiday rush is upon a mid-size retail surf store named Ollie’s. The store
manager is having a meeting with some of his staff. They are quite disgruntled about two new
policies that have been put in place. First, employees who are clocking out of their shift need to
wait for a manager to check them before leaving the premises. Second, employees cannot take any
leave during the holiday rush between Thanksgiving and Christmas Eve. Employees are not happy
about these policies.
II. Learning Objectives
1. Demonstrate how influence tactics can be utilized to change behaviors in others.
3. Demonstrate the impact of leader-member exchange.
III. Scenario Description:
Scene Set-up: Mark, Amir, Sherry, and Brianna are meeting.
Scene Location: Ollie’s stock room/backroom.
Profile:
Mark – Store Manager
Amir – Sales Associate
Sherry – Assistant Manager
Brianna – Sales Associate
Summary: Mark is meeting with his team to discuss the November holiday rush. The team
is quite disgruntled about two new policies that have been put in place. First, employees
who are clocking out of their shift need to wait for a manager to check them before leaving
the premises. Second, employees cannot take any leave during the holiday rush between
Thanksgiving and Christmas Eve. Employees are not happy about these policies, but
Mark’s position is quite firm, and his influence tactics don’t seem to alleviate the concerns.
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IV. Discussion of Theory
• Influence tactics
o Legitimizing – Mark saying that policy is policy and he has the authority to
enforce it
• Transactional versus transformational
o Mark is more transactional while Sherry is more transformational.
• Leader-Member Exchange
o Ali is obviously in Mark’s in-group. He trusts him, goes out of his way for him,
• Ethical considerations
o Is it right to have employees waiting to be checked out, when their employer
requires it, if they are not being paid to wait?
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LEADERSHIP—ACT THE ROLE
I. Introduction
Kayak Studios is facing production delays over stage design and assembly issues. The stage
manager is meeting with the studio manager to discuss the issues prior to both of them meeting
with the lead set employees. The studio is part of a union, which is making things especially
difficult for management.
II. Learning Objectives
1. Evaluate passive leadership and its effect on the workplace.
2. Analyze the three dimensions of situational control.
3. Evaluate the effects of different influence tactics in the workplace.
III. Scenario Description:
Scene Set-up: Mark, Amir, Sherry, and Brianna are meeting.
Scene Location: Ollie’s stock room/backroom.
Profile:
Andy – Film Producer
Naomi – Production Manager
Ervin – Head Carpenter
Marina – Lead Electrician
Summary: The video starts with Andy and Naomi discussing a set building delay that is
affecting the shoot schedule. Naomi is discussing the challenges of trying to lead Ervin and
IV. Discussion of Theory
• Passive leadership
o Andy is only getting involved when there are production delays. This is passive
leadership by exception, and it is of concern to Naomi. Naomi needs Andy to be
more involved, possibly as a transformational leader.
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• Fiedler’s contingency model
o Naomi is representing a low-control situation based on poor leader-member
relations, low task structure, and weak position power.
o Ideally, Naomi would be utilizing a task-motivated leadership approach, but she
seems to be utilizing a more relationship-motivated style. Andy is trying to point
this out to her.
• Influence tactics
o Personal appeals (referring to friendship and loyalty when making a request,
asking a friend to do a favor): Andy reminds Marina what he has done for her in
the past.
o Rational persuasion (trying to convince someone with reason, logic, or facts):
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APPLICATION-BASED ACTIVITY
POWER & INFLUENCE: A MANAGERIAL THRILL RIDE
I. Introduction
Magnolia Park recently introduced the newest thrill ride to its amusement park – the Inferno. This
coaster features some of the fastest speeds and highest drops in the world. However, the roller
coaster has also been having a lot of safety issues as well. The student will play a Park Engineer
who is meeting with the Park Manager and Inferno Ride Operator with the hopes of persuading
them to take action before something horribly bad happens at the park.
II. Learning Objectives
1. Identify sources of power different individuals at an organization have.
2. Apply the most effective influence tactics in order to get a desired outcome.
III. Scoring Dimensions
The following theoretical concepts from the chapter are covered and scored in the simulation:
Theoretical Concepts
Percentage of Simulation
Sources of Power
20%
Influence Tactics
80%
IV. Follow-up Activity
Students can be assembled into groups of 4 to 5 in order to update the Magnolia Park
Operating Regulations. The updates should include positive influence tactics including rational
persuasion, expertise, consultation, etc. The point is to make the regulations effective, but less
confrontational so the same type of issue does not arise in the future. Some considerations for the
group:
• Should the Engineer work more closely with senior park leadership instead of solely
making the decision? If the Engineer should retain sole authority, are there ways to
embed more consultation into the Regulations?
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• Should there be a part in the Regulations that includes what the authority of the Park
Manager and Ride Operator is? Would it help if they had specific roles?