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Becoming a Leader
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Chapter 14
Power, Influence, and Leadership
From Becoming a Manager to
Becoming a Leader
CHAPTER CONTENTS
Management in Action Case 41
Legal/Ethical Challenge Case 44
Career Corner Group Exercises 69
Uber Continuing Case 71
Manager’s Hot Seat Videos 73
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TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION
The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your
chosen curriculum in either face-to-face or online classroom formats. It also was created to help
you address some of the following challenges in higher education:
• Addressing the inability to measure student comprehension prior to major assignments
such as a midterm or project.
So What Assets Can I Choose From?
Generally, a typical class session for any course comprises three “touch points:” before, during,
and after class. For a face-to-face course, your class session would normally be the day you
lecture to students. For an online course, the class session would be when you recorded the
Assigning SmartBook 2.0 and Connect® Exercises
SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you
can choose SmartBook and choose the assignment you wish to view reports for.) The following
reports are available through SmartBook 2.0:
Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on
Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners.
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Assignment Completion. Shows the total percentage of all learners in the class that have
completed the assignments at this point in time.
Time on Task. Provides the user with a class-level view of the estimated time in
comparison to the actual average time to completion across the entire class.
Metacognition. Shows how aware the learners are of their knowledge, on average, across
the entire class.
Most Challenging Learning Objectives. Shows the number of challenging Learning
Objectives across the class, in comparison to the total number of Learning Objectives in
the assignment.
Individual Learner Report. System provides all the assignment data available for that
specific student at that point in time, showing a breakdown of all questions answered in
each of the following categories:
• Correct with high confidence
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
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With Connect®, you can build your own course, make changes to the course throughout the
semester, and use auto-grading. Connect® integrates with other Learning Management Systems,
include Blackboard®, Canvas, and D2L. Students can study anytime with the free
ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools
will help keep them on track.
Connect® gives you a wide array of flexibility in making assignments and creating grading
policies. You may choose to:
• assign as many assignments as appropriate.
Some recommendations include:
• Before selecting the option for one attempt only, select unlimited or multiple attempts on
the first few assignments to allow students a chance to learn and navigate the system.
So When Do I Assign Each Type of Teaching Resource?
Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and
testing to actually adapting your teaching to student needs? By utilizing the teaching resources
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
The learning goals we have for students determines our assignments before, during and after
class. For example, you may want to focus on mastering content, applying content, or using
content to solve problems. Alternatively, you may want to achieve all three goals.
Connect® offers a host of additional pre-class assignments to choose from if your goal is
mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated
Videos, Self-Assessments, Case Analyses, Video Cases, Example and Practical Action Boxes,
Management in Action Cases, Legal/Ethical Challenge Cases, Uber Continuing Case, and
Manager’s Hot Seat Videos. Case Analyses, Click and Drag Exercises, and Video Cases are
optimal exercises to be utilized prior to class, as they provide students the opportunity to practice
and apply key course concepts.
A reading assignment—typically a chapter from the product in use—is a student’s initial
exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior
to class or an online lecture allows you to gauge their comprehension of the material. Having a
better sense before class of which concepts your students are “getting” and which ones they are
not, allows you to more effectively and efficiently plan your time with them during class. To
ascertain student competency, use the reporting function of SmartBook 2.0, where you can view
general results of their performance.
During Class
The TRM offers a host of additional materials and experiential activities you can use to bring
chapter content to life.
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If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities
and lectures based on results from the general results report and the metacognitive skills report.
This allows for a more tailored class period that enhances student engagement and more
opportunities to resolve gaps in knowledge. We also provide links to online readings that you can
use to supplement the content covered in the textbook. They are useful if you desire to provide
additional material beyond that covered in the text.
If your goal is to create an engaging learning environment filled with student discussion and
interactions, we provide multiple resources. First, each major heading in a chapter contains
suggested discussion starter questions. These open-ended questions are likely to foster student
discussion and engagement. We also provide additional activities (i.e., experiential exercises) for
After Class
After the face-to-face class session, or online lecture, you can assign Connect® exercises as
homework to further reinforce the material covered in the textbook and lecture. You may also
want to assign an iSeeIt! Animated Video if you notice that students are struggling with a
particular topic, even after class. Students can also be assigned the continuing case for each
chapter, which includes assignable multiple-choice and essay-based questions. To further gauge
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
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has had at least one pass at the chapter content as they do not introduce new material. Rather,
they encourage students to apply, analyze, and evaluate material they already understand.
A Special Focus on Career Readiness
The ninth edition has a new strategic focus on career readiness. The author’s goal is to provide
you the information and teaching resources needed to develop students’ career readiness
competencies desired by employers. The authors provide you the following information and
resources:
• Chapter 1 introduces the concept of career readiness and identifies the competencies
desired by employers.
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CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN
This ninth edition of Management: A Practical Introduction includes a new strategic theme
around the concept of career readiness in order to address the employers’ complaints of
graduating students not possessing the needed skills to perform effectively. We deeply care about
this issue and hope that this new feature will assist instructors develop their students’ career
readiness.
Asking students to create a career readiness development plan is one straightforward way to
guide your students toward higher career readiness. Angelo Kinicki has been doing this for years
with his students and wants to provide you the guidance to do the same.
The instructor’s and students’ instructions for drafting a personal development plan are
located in the Chapter 1 TRM.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
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SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX
Type of Asset
Before-Class/Lecture
During-Class/Lecture
After-Class/Lecture
SmartBook 2.0
Click and Drag Exercises
iSeeIt! Animated Videos
Self-Assessments
Case Analyses
Video Cases
Example and Practical
Action BoxesM
Group Exercises/Career
Group ExercisesM
TRM Discussion StartersM
TRM Follow-up activities for
Case Analyses, Video Cases,
Self-Assessments, and
Example/Practical Action
BoxesM
Quizzes/Tests
Uber Continuing Case
Management in Action
CaseM
Legal/Ethical Challenge
CaseM
Manager’s Hot Seat Videos
Application-Based Activities
CAREER
READINESS
CAREER
READINESS
CAREER
READINESS
READINESS
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
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A Week at a Glance
When creating a syllabus and schedule for students, you can utilize the above-mentioned matrix
as a guide. Let’s use the following example: You teach a face-to-face Principles of Management
course, and the course meets once a week on Wednesday afternoons. If this is the fourteenth
week of the semester and you are covering Chapter 14, the following format can be utilized:
Before Class (before Wednesday)
• Assign Chapter 14 in SmartBook 2.0, making it due Tuesday evening so that reporting
to class, and you can also review results prior to lecturing. What is unique about this
Click and Drag Exercises is that it examines career readiness.
• A Connect® Case Analysis, such as “Mary Barra’s Leadership Guides General Motors
through a Crisis and toward Profitability” can also be included so that students can
learn about applying the concepts from the reading to a real-life scenario; therefore,
further engaging them prior to the class session. If desired, you can then introduce a
During Class (on Wednesday)
• You can deliver a short, yet effective, lecture and focus on areas that students are really
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• A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these
videos cover frequent, yet controversial, topics and they ask students to describe what
their decision-making process would be in those situations. Often, students will
After Class (after Wednesday)
• You can assign a Connect® exercise, such as the continuing case on Uber, to reinforce
student comprehension of material and also to test application of concepts.
• Students can experience a real-life simulation that assesses critical-thinking and
If you are teaching a completely online course asynchronously, then the in-person class above
can be substituted for a recorded online lecture that is customized based on SmartBook 2.0
reporting. Students can be instructed to complete pre-class activities prior to watching the lecture
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
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LEARNING OBJECTIVES
14.2 Identify traits and characteristics of successful leaders.
14.4 Describe situational leadership.
14.6 Compare three additional perspectives on leadership.
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
TEACHING RESOURCES
Section
Resource Type
14.1: The Nature of
Leadership: The Role of
Power and Influence
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
How West Point and the Army
with Supplemental Activity
(5 minutes)
Connect Click and Drag
14.2: Trait Approaches: Do
Leaders Have Distinctive
Traits and Personal
Characteristics?
(5 minutes)
(4 minutes)
(9 minutes)
Group Exercise
14.3: Behavioral
Approaches: Do Leaders
Show Distinctive Patterns of
Behavior?
ONLINE
VIDEO
ONLINE
VIDEO
VIDEO
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
Becoming a Leader
(4 minutes)
Connect Click and Drag
Self-Assessment
14.4: Situational
Approaches: Should
Leadership Vary with the
Situation?
(2 minutes)
ONLINE
VIDEO
CAREER
READINESS
ONLINE
VIDEO
ONLINE
ARTICLE
Contingency Theory
Connect Click and Drag
Connect Click and Drag
(4 minutes)
14.5: The Uses of
Transformational
Leadership
(18 minutes)
(16 minutes)
(8 minutes)
Self-Assessment
Connect Click and Drag
Connect Case Analysis
Connect Video Case
14.6: Three Additional
Perspectives
(6 minutes)
Self-Assessment
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
VIDEO
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to
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Group Exercise
Group Exercise
Textbook Management in
Should Starbucks Have a
Corporate Loitering Policy?
Textbook Legal/Ethical
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Uber Continuing Case
Manager’s Hot Seat
Manager’s Hot Seat
Application-Based
Activity
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OVERVIEW OF THE CHAPTER
14.1 The Nature of Leadership: The Role of Power and Influence
Leadership skills are needed to create and communicate a company’s vision, strategies,
14.2 Trait Approaches: Do Leaders Have Distinctive Traits and Personal
Characteristics?
and (2) some results of gender studies.
14.3 Behavioral Approaches: Do Leaders Show Distinctive Patterns of Behavior?
Behavioral leadership approaches try to determine unique behaviors displayed by
14.4 Situational Approaches: Does Leadership Vary with the Situation?
14.5 The Uses of Transformational Leadership