Speech Chapter 11 Exercise Leadership Style Comparison This Should Follow Exercise Students Should Begin See

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PART FIVE

MEETING CHALLENGES

TO LEADERS AND LEADERSHIP

To this juncture, the text has developed the task and transactional processes essential to effective

teamwork. Now the content moves from those basics into the more sophisticated issues related

to the designated leader and to the pressures and problems that groups experience. From there, it

probes problems teams can have with individuals, teams, and organizations.

CHAPTER 11

TEAMS AND DESIGNATED LEADERS:

ACHIEVING TEAM VISIONS

Performing the role of a designated leader is more than simply providing leadership. This

chapter develops the theory and application of that arduous task from how leaders get the job,

through qualities and qualifications for it, to the expectations others have of a leader. It

Chapter Outline

Sources of Power

 Traditional Control Models

 Contemporary Empowerment Models

Approaches to Leading

 Situational-Contingency Approaches

 Classic Leadership Styles

 Contemporary Approaches

Expectations of Leaders

 Motivating and Coaching

 Managing and Moving

 Planning and Following Through

 Ensuring Processes

Learning to Lead

Summary

Exercises

Discussion Suggestions For Boxes

Leadership is . . . Leadership

This is a good quotation for students to apply to themselves.

Talking Points:

• How much of Hock’s advice do you already apply to yourself, whether you are in any

leadership role or not?

• Simply as students, how much effort do you apply to leading yourselves, as Hock defines

it?

It’s probably accurate to assume that effective students put the same kind of effort into

leading themselves as Hock recommends to a leader. That suggests a good student might

be halfway to being a good leader.

• Are you aware of times you have lead a leader—when you might have influenced the

decisions or attitudes of people who have authority or leadership positions over you?

We Have Lots of Managers . . . We Need Leaders

1. Ask students what they would have expected from a Marine Corps Combat

Correspondents Association award-winning article on leadership. Does this fit their

expectations? Why or why not? People usually think of Marine leadership as

authoritarian and tough. How does this compute with the idea of leadership and love?

2. Find out how students relate the eleven principles from the USMC Guidebook to

examples of leaders whom they admire. Which ones, and in what ways, do those

3. In what ways do the eleven principles provide guidelines that students could use in their

present activities? What can they draw from them for their future experiences as

Natural Leader

This article is full of insights from Sharpnack—it’s worth looking up and reading. Based just on

this excerpt, you might encourage students to think about:

1. How do they think Sharpnack’s ideas relate to them, right now, as students? Academia

2. How might a focus on becoming who they want to be affect their successes in college and

in their careers? How can they enlarge and enhance their context as people and as

leaders?

3. What leaders might they think of whose leadership seems a result of who they are, more

than of what they know or do? It might be interesting to relate these ideas to the concepts

Suggestions For Guiding Chapter Exercises

Exercise 1: Evaluation of Favorite Leader—Comparing Notes

1. This exercise is good to follow up by discussing the three inset boxes (above). Ask

students to relate some of their examples to these three sets of ideas.

2. Ask them to prioritize their characteristics of good leaders. What is most important?

3. Ask to what extent their priority rankings of good leaders might vary according to a

Exercise 2: Leadership Style Comparison

This should follow up Exercise 1. Students should begin to see that situations and contexts will

influence what a leader needs to do.

• Ask them to probe some of their examples to see if some good leaders, in fact, had some

bad characteristics.

• Was one charismatic, gifted, inspiring—yet authoritarian and pigheaded? It is possible.

Exercise 3: Persona Assessment of Leader Characteristics

This is excellent for a journal, but it’s also good for use in class. If you use it that way, have

Exercise 4

This is another intensive team-building exercise. It will force students to examine the leadership

and leader roles in their teams, but it also provides some structure with which to assess how the

team is working together. Debriefing this one, like the assessment for Chapter 10, is best done if

Additional Exercise

LEADERS AND GENDER: WHO’S RIGHT?

This exercise will provide students with some concrete information and expert opinion with

which to examine the possible differences between male and female styles of leading. Dr. Judy

B. Rosener, in an article in Harvard Business Review, reports differences according to research

investigating how women perceived their leadership. Respondents to the article both support and

refute her conclusions.

Objective

To examine some of the opinions and research about styles of women and men as leaders

Time

Outside of class about one hour; in class, one class period

Materials

Readings—probably put on library reserve

Procedure

1. Obtain these readings:

 Rosener, Judy. (1990). Ways women lead. Harvard Business Review, November-

2. Assign students to read the two articles.

3. Divide students into discussion groups.

5. Have groups report out.

7. Summarize conclusions.

Preparation of Materials

Instruction Sheet for Leaders and Gender: Who’s Right?

1. To what extent do you think it’s true that males use command-and-control, transactional,

reward/punishment styles whereas women use their charisma, interpersonal skills, hard work,

personal contact, encouragement, and involving others to empower and lead them?

2. What do you think of the comments in the second article? The critics are all respected

authorities on leading; yet their opinions are diverse. What points are important and why?

3. What questions do these articles raise in your minds about gender and leadership? What do

you think is important to know about this issue? In what ways might conclusions from these

Debriefing

Questions 1 and 2. Students may conflict at first, bringing in their gender biases, becoming

defensive. Ask them to look at these articles objectively. Their personal experience with male

Question 3. What do people expect of women as compared to men leaders? To what extent are

men and women both limited by the expectations of others? What might those limitations be?

Ask students to consider how a woman or a man might limit her or his own potential for leading

by stereotypes of male vs. female styles. If a woman believes she must be nurturing, for

example, will that keep her from being tough when she needs to be? If a man believes he must

be tough, will that keep him from being nurturing when he needs to be?

Question 4. Students may see that authoritarian leadership styles relate directly to the notion of

an allegedly male “command and control” style, and empowering leadership to what Rosener

identifies as a woman’s style. When they look at the comments in the debate section, however,

students may begin to detect signs of situational-contingency or group maturity leadership that

either sex might use as a basis for leading. Guide students to think about the difference between

Case Study: Words To Lead By

Here are some hypothetical leaders and the words that distinguish their leadership:

 S. J. Ardmore: CEO of Capitol, Inc. Rules with an iron hand. Favorite expression: “Fire

that jerk.” Inherited the business and doesn’t know much about Capitol’s products or

procedures.

 B. Swazie: Coach of Pro’s Football Team. Was All-American, coached several Super

Bowl teams. Favorite expression: “Man, you can do it!” Coaches every player to

develop his leadership potential, listens to players, and develops plays on their

suggestions.

 R. L. French: Owner and President of Marvelous Management, a business employing

Questions

1. From what sources does each of these individuals draw his or her power?

2. How does each person appear to use that power?

Suggestions for Debriefing Case Study

Have groups report their findings. They should go something like this:

1. S. J. Ardmore’s source is mostly punishment power; the use is for revenge and control. The

style is authoritarian; the effect would be to terrorize and limit people.

3. R. L. French’s source is legitimate as owner and president. The use is minimal. The style is

4. B. F. Jenning’s source is referent; its use is in advising and mentoring others. The style is

empowering, and the effect is to influence open-minded exploration of campus issues toward

good decision making.

Additional Resources

Print Resources

Barge, J. K. (1994). Leadership: Communication skills for organizations and groups. New

York: St. Martin’s.

McClane, W. E. (1991). The interaction of leader and member characteristics in the leader-

member exchange (LMX) model of leadership. Small Group Research, 22, 283-300.

Margerison, C., & McCann, D. (1985). How to lead a winning team. Bradford, West Yorkshire,

England: MCB University Press.

Powell, G. N., & Butterfield, D. A. (1984). If “good managers” are masculine, what are “bad

managers”? Sex Roles, 10(7/8), 477-484.

Media Resources

Meeting the meeting challenge. Carlsbad, CA: CRM Films. 35 min.

The power dead-even rule and other gender differences in the workplace. Carlsbad, CA: CRM

Films. 36 min.