Select one or more methods: (1) Fill in the missing key terms for each definition given below from memory; (2) match the key terms from the end of the review with their definitions below; and/or (3) copy the key terms in order from the key terms at the beginning of the chapter.
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is the process of influencing employees to work toward the achievement of objectives.
assumes that there are distinctive physical and psychological characteristics accounting for leadership effectiveness.
assume that there are distinctive styles that effective leaders use consistently.
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The is Blake and Mouton’s model identifying the ideal leadership style as having a high concern for both production and people.
assume that the appropriate leadership style varies from situation to situation.
is Fiedler’s model, which is used to determine if a person’s leadership style is task- or relationship-oriented, and if the situation matches the leader’s style.
The is Tannenbaum and Schmidt’s model, which identifies seven leadership styles based on the use of boss-centered versus employee-centered leadership.
is Vroom and Yetton’s decision-tree model, which enables the user to select from five leadership styles the one that is appropriate for the situation.
is Hersey and Blanchard’s model for selecting from four leadership styles the one that matches the employees’ maturity level in a given situation.
The four situational supervision styles are , which involves high-directive–low sup- portive behavior and is appropriate when interacting with low-capability employees; , which involves high-directive–high-supportive behavior and is appropriate when interacting with moderate-capability e mployees; , which is characterized by low-directive–high-supportive behavior and is appropriate when interacting with employees with high capability; and , which entails low-directive–low-supportive behavior and is appropriate when interacting with outstanding employees.
is the positive expectation that another will not take advantage of you.
autocratic style 215 behavioral leadership
theories 203 consultative style 215 contingency leadership
theories 207
contingency leadership theory 207
laissez-faire style 216 leadership 201 leadership
continuum 209
Leadership Grid 204 leadership trait
theory 202 normative leadership
theory 209
participative style 215
situational leadership 210 trust 220
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The following critical thinking questions can be used for class discussion and/or as written assignments to develop communication skills. Be sure to give complete explanations for all questions.
1. There are many traits that are said to be important to leadership success. Which three traits do you believe are the most important? List in order of priority.
2. The two-dimensional leadership styles developed at Ohio State University and the University of Michigan back in the 1940s still serve as the bases for the current contingency leadership the- ories. Are the task and relationship dimensions outdated?
3. The Leadership Grid states that the one best style to use in all situations is the 9,9 team manager style, with a high concern for both people and pro- duction. Do you agree with this statement?
4. Fiedler’s contingency leadership theory states that managers can’t change their leadership style; they are either task- or relationship-oriented. Do you agree with this statement?
5. Which of the five contingency leadership theories (Exhibit 7.5) do you prefer?
6. Give some examples of global cultural diversity that you have experienced.
7. Do you agree that integrity is at the center of trust, holding the other four dimensions together? Can competence, consistency, loyalty, and/or openness lead to trusting relationships if there is no integrity?
8. Based on your life and work experience, what per- centage of people would you say really have integ- rity (that is, are honest—don’t lie, steal, or cheat—
and sincere)? Give some examples of how certain people damaged your trust in them.
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C A S E / / / Tony Hsieh and Zappos.com
Tony Hsieh is the CEO we all dream of working for at our own companies. In 1999, at the age of 24, Tony Hsieh sold LinkExchange, the company he co-founded, to Microsoft for $265 million.62 Hsieh then joined Zappos, an online shoe store, which has since expanded to all sorts of clothes for men and women. At the time, the idea of selling shoes via the Internet was unique. Tony and his employees sold their shoes so well that Amazon bought the company in January 2009. Tony likes to help employ- ees grow both personally and professionally. He wants his company and employees to seek to change the world.
But, he is also in business to make money.63 Fortune
magazine listed Zappos as one of the Best Companies to Work For.64
So what makes Tony Hsieh such a great leader?
Tony Hsieh is a young, dynamic, creative, risk-taking CEO. He learned from selling LinkExchange to Microsoft that he wanted to build a second company that had a better corporate culture. He felt LinkExchange lost the company culture once he hired about 20 employees. At Zappos, Hsieh wanted to be a more creative and passionate leader. He developed the follow- ing 10 Family Core Values and prominently displays them on the company Web site65:
1. Deliver WOW Through Service 2. Embrace and Drive Change 3. Create Fun and A Little Weirdness
4. Be Adventurous, Creative, and Open-Minded 5. Pursue Growth and Learning
6. Build Open and Honest Relationship With Communication 7. Build a Positive Team and Family Spirit
8. Do More With Less
9. Be Passionate and Determined 10. Be Humble66
Mr. Hsieh wrote a popular book Delivering Happiness that focuses on company culture as the #1 priority. Tony learned (from reading management books) that two key strategies needed to be employed. The first was a strong corporate culture and the second was a purpose beyond money.67 The core component of Hsieh culture is the concept of happiness. He likes to ask employees how happy they are.
One of his unique examples for creating and main- taining a happy culture at Zappos is their training program. New employees are offered $2,000 during their training program. New employees can take the money if they want to leave the company because they feel they are not well suited to working within the Zappos culture. New employees are also offered this
option for a short time after training to make sure they like the company and their job. Tony wants his employees to feel that their own values match the values of his company. He wants them to be able to go home and say they believe in the culture of Zappos and are ready to be an active participant.68
You can watch a video of Tony Hsieh and his ideas about Zappos at https://www.youtube.com/watch?v
=JjzrbDfeV9M
Go to the Internet: To learn more about Zappos .com, visit the company Web site at http://about.zappos .com, where you can read about customer service, which is not just a department in his organization but is actu- ally the whole organization.
Support your answers to the following questions with specific information from the case and text or with infor- mation you get from the Web or another source.
1. What traits does Tony Hsieh exhibit that would indicate he is an effective leader?
2. How would you rate Hsieh’s leadership using the Leadership Grid?
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
3. What factors might lead you to believe that Hsieh is a transformational and charismatic leader?
4. Which leadership challenges might occur if Zappos goes international?
Cumulative Questions
5. How is personality (Chapter 2) best associated with which leadership theory?
6. What is the role of communication (Chapter 5) in leadership?
Case Exercise and Role-Play
Preparation: The instructor assigns a student to be Tony Hsieh and another to be a reporter from a television busi- ness news station such as CNBC. Assume that the two of you are meeting at a national shoe industry conference in Las Vegas. Prepare for the interview, at which you will be asking Tony about his leadership style. Write down a list of the specific leadership theories in the book and ask Tony if he believes that theory would work at Zappos.
Role-Play: Matched pairs of Tony Hsieh and the reporter will role-play. The role-play may be done in small groups, or two people may role-play before the entire class.
After the interview, the group or class discusses and critiques the leadership theories from the textbook and how they are used by Tony at Zappos. Identify any leadership theories that Tony used that are not found in the textbook. Also, identify questions and leadership theories not discussed that would have been useful to learn about.
O B J E C T I V E C A S E / / / The Cleanup Job
Brenda is the head meat cutter in the Big K Supermarket.
Brenda hires and has fired meat cutters; she also deter- mines raises. Although it has never been said, she speculates that the all-male meat-cutting crew isn’t friendly toward her because they resent having a female boss. They are all highly skilled.
Once a month the meat and frozen foods cases are supposed to be cleaned by a meat cutter; they are all equally capable of doing it. It is not any one person’s job, and no one likes to do it. It’s that time of month again, and Brenda has to select someone to clean up.
She just happens to see Rif first, so she approaches him.
brenda: Rif, I want you to clean the cases this month.
rif: Why me? I just did it two months ago. Give
someone else a turn.
brenda: I didn’t ask you to tell me when you did it last. I asked you to do it.
rif: I know, but I’m a meat cutter, not a janitor. Why can’t the janitor do it? Or something more fair?
brenda: Do I have to take action against you for not following an order?
rif: OK, I’ll do it.
Answer the following questions. Then in the space between questions, state why you selected that answer.
1. The basic leadership style Brenda used with Rif was:
a. autocratic b. democratic c. laissez-faire
2. With Rif, Brenda used the quadrant leadership style in Exhibit 7.1.
a. 1 c. 3
b. 2 d. 4
3. With Rif, Brenda should have used the quadrant leadership style in Exhibit 7.1.
a. 1 c. 3
b. 2 d. 4
4. The Leadership Grid style Brenda used with Rif was (see Exhibit 7.2).
a. 1,1 c. 1,9 e. 9,9
b. 9,1 d. 5,5
5. According to Leadership Grid theory, Brenda used the appropriate leadership style.
a. true b. false
6. According to Fiedler’s contingency theory model (see Exhibit 7.3), Brenda is in a situation, and -oriented behavior is appropriate.
a. task b. relationship
7. Brenda used the leadership continuum style (see Exhibit 7.4).
a. 1 c. 3 e. 5 g. 7
b. 2 d. 4 f. 6
8. The appropriate normative leadership style to resolve the monthly cleanup job is:
a. decide c. consult group e. delegate b. consult individually d. facilitate
9. The situational supervision style Brenda used with Rif was (see Model 7.1).
a. autocratic c. participative b. consultative d. laissez-faire
10. The situational supervision style Brenda should use to resolve the monthly cleanup job is (see Model 7.1).
a. autocratic c. participative b. consultative d. laissez-faire
11. In Brenda’s situation, how would you get the cases cleaned each month?
Note: Different leadership styles can be role-played in class.
Situational Supervision
In-Class Exercise (Individual and Group)
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Objectives: To learn to use the situational supervision model. To develop your ability to supervise employees us- ing the appropriate situational supervisory style for their capability level.
AACSB: The primary AACSB learning standard skills developed through this exercise are reflective and analytic thinking and application of knowledge.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
BMV 7-1
Experience: In groups of two, you will apply the Situational Supervision Model in Model 7.1 to situations 2 through 12 in Self-Assessment Exercise 7-2. After you have finished, your instructor will give you the recommended answers, enabling you to determine your level of success at selecting the appropriate style.
For each situation, use the left-hand column in Model 7.1 to identify the employee capability level the situation describes. Write the level (1 through 4) on the line marked “C” to the left of each situation in Self-Assessment Exercise 7-2. Now identify the supervisory style that each response (a through d ) represents. (These are listed in the right-hand column of the exhibit.) Indicate the style (A, C, P, or L) on the line marked “S” at the end of each response. Finally, choose the management style you think is best for each situation by placing a check mark (✓) next to the appropriate response (a, b, c, or d).
Procedure 1 (3–8 minutes)
The instructor reviews the Situational Supervision Model, Model 7.1, and explains how to use the model for situation 1.
Procedure 2 (29–43 minutes)
1. Turn to situation 2 in Self-Assessment Exercise 7-2, page 218, and to Model 7.1, page 220, Situational Supervision Model. (You may tear the exhibit out of your book.) Apply the model to the situation in an attempt to select the best course of action (3–4 minutes). The instructor will go over the answers and scoring (3–4 minutes).
2. Divide into teams of two; you may have one group of three if there is an odd number in the class. Apply the model as a team to situations 3 through 6. Team members may select different answers if they don’t agree (8–
12 minutes). Do not do situations 7 through 12 until you are told to do so. Your instructor will go over the answers and scoring for situations 3 through 6 (2–4 minutes).
3. As a team, select your answers to situations 7 through 12 (11–15 minutes). Your instructor will go over the answers and scoring to situations 7 through 12 (2–4 minutes).
Caution: There is no proven relationship between how a person performs on a pencil-and-paper test and how he or she actually performs on the job. People have a tendency to choose the answer they think is correct, rather than what they would actually do. The objective of this exercise is to help you better understand your supervisory style and how to improve it.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2–4 minutes): What have I learned from this experience? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
Objectives: To experience leadership in action. To identify the leadership style, and how using the appropriate versus inappropriate leadership style affects the organization.
AACSB: The primary AACSB learning standard skills developed through this exercise are analytic thinking and application of knowledge.
Preparation: All necessary material is below; no preparation is necessary.
A Leadership Style Role-Play In-Class Exercise (Group)
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Procedure 1 (5–10 minutes)
Break into groups and select the style (autocratic, consultative, participative, or laissez-faire) your group would use to make the following decision:
You are an office manager with four subordinates who all do typing on outdated computers. You will be receiving a new computer to replace one of the outdated ones. (Everyone knows about it because several sales- people have been in the office.) You must decide who gets the new computer. Below is some information about each subordinate.
• Pat—He or she has been with the organization for 20 years, is 50 years old, and presently has a two-year-old computer.
• Chris—He or she has been with the organization for 10 years, is 31 years old, and presently has a one-year-old computer.
• Fran—He or she has been with the organization for five years, is 40 years old, and presently has a three-year- old computer.
• Sandy—He or she has been with the organization for two years, is 23 years old, and presently has a five-year- old computer.
Possible Leadership Styles Instructor selects one option:
Option A: Continuum of Leadership Behavior Styles 1 through 7. See Exhibit 7.4 for definitions of these seven styles.
Option B: Situational Supervisory Styles
S-A Autocratic a. Make the decision alone; then tell each subordinate individually your decision and how and why you made it.
b. Make the decision alone; then have a group meeting to announce the decision and how and why you made it. No discussion is allowed.
S-C Consultative a. Before deciding, talk to the subordinates individually to find out if they want the word processor, and why they think they should get it. Then make the decision and announce it to the group or to each person individually.
b. Before deciding, have a group meeting to listen to why all the subordinates want it, and why they think they should get it. Have no discussion among subordinates.
Then make the decision and announce it to the group or to each person individu- ally.
S-P Participative a. Tentatively decide to whom you want to give it. Then hold a meeting to tell the group your plans, followed with a discussion that can lead to your changing your mind. After the open discussion, you make the decision and announce it, explain- ing the rationale for selection.
b. Call a group meeting and explain the problem. Lead an open discussion about who should get the word processor. After the discussion, make your decision and ex- plain the rationale for it.
S-L Laissez-faire a. Call a meeting and explain the situation. Tell the group that they have X amount of time (5–7 minutes for the exercise) to make the decision. You do not become a group member; you may or may not stay for the decision. However, if you do stay, you cannot participate.
Procedure 2 (5–10 minutes)
1. Four volunteers from different groups go to the front of the class. Take out a sheet of 8ẵ-by-11-inch paper and write the name of the person you are role-playing (in big, dark letters), fold it in half, and place it in view of the manager and class. While the managers are planning, turn to the end of this exercise and read your role and the roles of your colleagues. Try to put yourself in the person’s position, and do and say what he or she actually would during the role-play. No one but the typist should read this additional subordinate role information.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
2. The instructor will tell each group which leadership style their manager will role-play; it may or may not be the one selected.
3. The group selects a manager to do the actual role-play of making the decision; and the group plans “who, what, when, where, how.” The manager will perform the role-play. No one should read the additional subordinate role information.
Procedure 3 (1–10 minutes)
One manager goes to the front of the class and conducts the leadership role-play.
Procedure 4 (1–5 minutes)
The class members (other than the group being represented) vote for the style (1 to 7 or Tell a. b.; Sell a. b.;
Participate a. b.; Delegate a.) they think the manager portrayed. Then the manager reveals the style. If several class members didn’t vote for the style portrayed, a discussion can take place.
Procedures 3 and 4 continued(25–40 minutes)
Repeat procedures 3 and 4 until all managers have their turn or the time runs out.
Procedure 5 (2–3 minutes)
The class members individually determine the style they would use when making the decision. The class votes for the style the class would use in this situation. The instructor gives his or her recommendation and/or the author’s.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2–4 minutes): What did I learn from this experience? How will I apply this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
Subordinate Roles
Additional information (for subordinates’ role-playing only):
Pat You are happy with the way things are now. You do not want the new computer. Be firm and assertive in your stance.
Chris You are bored with your present job. You really want the new computer. Being second in seniority, you plan to be aggressive in trying to get it. You are afraid that the others will complain because you got the last new computer. So you have a good idea: You will take the new one, and Sandy can have your old one.
Fran You are interested in having the new computer. You spend more time each day typing than any of the other employees. Therefore, you believe you should get the new computer.
Sandy You want the new computer. You believe you should get it because you are by far the fastest typist, and you have the oldest computer. You do not want a hand-me-down computer.
Objective: To develop trust by self-disclosing to open your Johari Window.
AACSB: The primary AACSB learning standard skill developed through this exercise are communication abilities, interpersonal relations, and application of knowledge.
Self-Disclosure and Trust (Johari Window) In-Class Exercise (Group)
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