Management Chapter 14 Students Will Comparing Two Different Scores Initiating Structure And Consideration Look The

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Kinicki/Williams, Management, 9e: Chapter 14 Power, Influence, and Leadership: From Becoming a Manager to

Becoming a Leader

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SELF-ASSESSMENTS

SELF-ASSESSMENT 14.1 CAREER READINESS

Assessing Your Readiness to Assume the Leadership Role

This survey was designed to assess students’ readiness to assume the leadership role.

STUDENT QUESTIONS

1. What is your level of readiness? Are you surprised by the results?

2. Looking at the three highest- and lowest-rated items in the survey, what can you do to increase

your readiness to lead? Think of specific actions you take right now.

3. What things might you say during an interview to demonstrate that you are ready to lead?

SUPPLEMENTARY ACTIVITY

Students should be put into groups based on their Self-Assessment scores. There should be a mix

of high and low scorers in each group.

Groups should create job descriptions for a leader and manager. The descriptions should focus

on roles and responsibilities, and the previous experience of candidates.

CAREER

READINESS

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SELF-ASSESSMENT 14.2 CAREER READINESS

What Kind of Power Do I Prefer?

This Self-Assessment encourages students to reflect on which bases of power they commonly

use.

STUDENT QUESTIONS

1. Which of the five bases of power do you prefer to use?

2. Describe how this form of power helps you at school, at work, and socially.

Legitimate power directly related to your scope of job responsibilities will often bring

compliance at work, but the source of power is dependent on staying in the position and it does

3. Which of the five bases is your least preferred? What are the implications for you at school, at

work, and socially?

4. What things might you say during an interview to demonstrate that you understand how to use

power when influencing others?

CAREER

READINESS

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SUPPLEMENTARY ACTIVITY

Students should be put into groups based on the bases of power they most preferred.

Three questions should be discussed:

1. How have students been able to utilize this power in the workplace?

2. Are there consequences associated with utilizing this power?

3. Who is the best target for this specific power?

Groups should nominate one individual to report out to the class. The class can then discuss as a

whole.

SELF-ASSESSMENT 14.3 CAREER READINESS

Which Influence Tactics Do I Use?

1. Is your rational persuasion score the highest? Regardless, give some specific examples of how

you use this tactic.

Students’ responses will vary. Students can use the rational persuasion tactic by explaining the

2. Which tactic is your least preferred (lowest score)? Provide examples of situations when and

how you could use this tactic.

Students’ responses will vary. Soft influence tactics are often preferred since they allow people

CAREER

READINESS

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their own self-interests that they are trying to serve. It is important to apply the contingency

approach when determining which influence tactics to use.

3. What might you say during an interview to demonstrate that you understand how to use these

nine tactics to influence others?

SUPPLEMENTARY ACTIVITY

Students should be put into groups based on their influence tactic scores. The individuals who

scored highest on an influence tactic should be grouped together.

Students should come up with examples from work or school exhibiting influence tactics:

1. When did they work, and when did they not?

2. Who was the best target of the influence tactic?

After discussion, a representative from each group can share with the class and write examples

on the board. The class can then discuss as a whole.

Instructor question for class: Which tactic do you think best obtains commitment?

SELF-ASSESSMENT 14.4 CAREER READINESS

Assessing Your Task & Relationship-Oriented Leader Behavior

This survey was designed to evaluate students’ own leader behavior.

STUDENT QUESTIONS

1. Do you prefer to use task or relationship leadership? Why do you think this is the case?

2. Look at the items for the two lowest scored items for initiating structure and consideration and

CAREER

READINESS

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group is consulted before action is taken, suggestions are taken into consideration from the

group and actions are fully explained.

3. What things might you say during an interview to demonstrate that you can be both task and

relationship-oriented in your approach toward leading others?

SUPPLEMENTARY ACTIVITY

Students should be put into groups based on their Self-Assessment scores. There should be a mix

of high and low initiating structure and consideration scorers in each group.

Each group should come up with an example of a task and relationship-oriented behavior that

can be exhibited in the workplace.

SELF-ASSESSMENT 14.5 CAREER READINESS

Assessing Your Servant Orientation

This survey is designed to assess the extent to which students possess a servant orientation.

STUDENT QUESTIONS

1. To what extent do you possess a servant orientation? Are you surprised by the results?

2. How might you demonstrate more servant-leadership in your teams at work or school? Be

specific.

3. What things might you say during an interview to demonstrate that you possess the career

readiness competency of service/others orientation?

CAREER

READINESS

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Candidates should discuss how they may have developed others in further succeeding in their

careers. They can also bring up times when they faced ethical dilemmas, and how they handled

them. Overall, the well-being of employees should be a focus of the discussion as servant leaders

hold that out as a priority.

SUPPLEMENTARY ACTIVITY

The instructor should ask the class to provide workplace examples of servant-leadership

characteristics.

Have they had a boss who exhibited servant leadership?

Each student can then write their current or former boss feedback based on servant-leadership

characteristics. How can bosses transform typical manager behavior to servant-leadership

behavior?

Based on the assessment, how can students demonstrate more servant leadership in their own

work teams?

SELF-ASSESSMENT 14.6

Is My Manager Transformational?

This assessment measures students’ perceptions of their managers’ transformational leadership.

STUDENT QUESTIONS

1. What could your manager have done to be more transformational?

In order for managers to be more transformational, they need to establish and communicate a

positive vision for the future (i.e., inspirational motivation). The right vision serves as a beacon

2. What three behaviors can you exhibit to increase your application of transformational

leadership?

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SUPPLEMENTARY ACTIVITY

Students should be put into groups based on Self-Assessment scores. High scorers should be

placed together, and low scorers should also be placed together.

High scoring groups should discuss what their organization is doing to exhibit transformational

leadership. Some questions:

1. How are the interactions between leaders and followers?

2. What makes the environment more than just a transactional environment?

1. How are the interactions between leaders and followers?

2. Is the environment transactional? Laissez-faire?

SELF-ASSESSMENT 14.7

Assessing Your Leader–Member Exchange

This Self-Assessment measures the quality of students’ leader-member exchange.

STUDENT QUESTIONS

1. Where do you stand on the different dimensions underlying leader–member exchange? Are

you surprised by the results?

2. Do you think the quality of your leader–member exchange is impacting your job satisfaction

or performance? Explain.

3. Based on your survey scores, how might you improve the quality of your relationship with

your boss? Be specific.

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There are many ways to improve the quality of one’s relationship with his or her boss. First, it is

SUPPLEMENTARY ACTIVITY

Students should be put into groups based on Self-Assessment scores. Those with low overall

leader member exchange should be grouped together, and those with high leader member

exchange should be grouped together.

Groups with high LMX should discuss what they do in the workplace to enhance their

relationship with their superiors. Some questions:

1. Group members should provide examples of why they have a high LMX with their bosses.

What happens in or out of the workplace?

2. Why is it important to have a high LMX?

1. Group members should provide examples of why they have a low LMX with their bosses.

What happens in or out of the workplace?

2. How do they feel about their relationship with their bosses?

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GROUP EXERCISES

GROUP EXERCISE #1: IDENTIFYING PREFERENCES FOR TRAITS POSSESSED BY LEADERS

Objectives

Introduction

The overall goal of this exercise is to explore students’ perceptions about the traits possessed by

leaders. Leadership traits are physical or personality characteristics that can be used to

differentiate leaders from followers. Contemporary leadership research shows that leaders

possess certain traits and that followers possess expectations and beliefs about what types of

traits are possessed by leaders. A sample list of leadership traits includes, intelligence,

extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience.

In this exercise, students will compile a list of leadership traits and then discuss what type of

leader the class prefers.

Instructions

1. Ask your students to identify someone they believe to be a good leader.

2. Ask students to write down the unique traits possessed by this leader.

4. Make a copy of the leader preferences matrix shown at the end of this exercise and pass it out

to each group. Alternatively, you can create a slide to represent it.

6. The recorder then looks over the matrix and highlights the traits which appear more than

7. Once each group has completed this task, ask the recorders one at a time to share their

group’s preferences with the class. You should summarize this information on the

Questions for Discussion

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1. What traits were identified by multiple groups? Probe for the rationale behind the

2. To what extent do our preferences for these traits influence our evaluations of others’

leadership potential or effectiveness? For example, you might ask the class to discuss

3. To what extent are students comfortable selecting managerial employees on the basis

of their traits? Can this lead to discriminatory decisions? Explain.

4. In your group work, did you notice if men and women preferred different leadership

traits? If so, why might this occur?

Tips for large and online classes:

Large classes: Groups may need to be larger (6-7). Instructor should post the leader preferences

matrix as a slide or pass out handouts. If time is limited, questions 3 and 4 above may need to be

eliminated.

Online classes: Students can be placed in online groups and the scenario can be posted to a

discussion board. Each student can individually respond and state a leader and his/her traits

CAN BE

USED

ONLINE

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Leader Preferences Matrix

Group Member:

(name)_______

Preferred Traits

Group Member:

(name)________

Preferred Traits

Group Member:

(name)________

Preferred Traits

Group Member:

(name)________

Preferred Traits

Group Member:

(name)________

Preferred Traits

Group Member:

(name)________

Preferred Traits

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Our Team Preference

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GROUP EXERCISE #2: IMPROVING A LEADER-MEMBER EXCHANGE RELATIONSHIP

Objectives

● To give students an example of a real-life leader-member exchange relationship and have

them evaluate it.

● To consider how one might improve the quality of a leader-member exchange relationship.

Introduction

Leader-member exchange theory focuses on the quality of relationships between managers and

subordinates as opposed to the behaviors or traits of either leaders or followers. It does not

Instructions

1. Break students into groups of three or four and read or distribute the scenario below.

Beth was hired as an administrative assistant at a large restaurant. During her interview,

her boss seemed so likeable and funny, and he was willing to answer all of her questions.

She felt comfortable and excited about the job.

Beth assumed her duties during the summer, the restaurant’s slowest season. She had

plenty of time to learn her job and stretch her wings. Soon, her organizational skills,

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2. Ask the groups to answer the discussion questions shown below.

3. Reconvene as a class and discuss the group’s suggestions for improving leader-member

exchange.

Questions for Discussion

1. How would you evaluate the quality of the leader-member exchange?

2. What are the causes of the relationship between Beth and the restaurant manager?

3. What can Beth do to improve the quality of her leader-member exchange? Be specific.

Tips for large and online classes:

Large classes: Groups may need to be larger (5-6). Instructor should post the scenario as a slide

or pass out handouts. If time is limited, question 1 may need to be eliminated since it would have