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Unformatted text preview: Instructor’s Manual, Chapter 12 1 CHAPTER 12 LEADERSHIP KEY STUDENT QUESTIONS Students have an intrinsic interest in leadership - they come into class wanting to know: S 1. “Do I have what it takes to be a leader?” 2. “Are the people I know who are in leadership positions doing the right things?” The problem is that when professors start talking about “leadership theories,” students start to go to sleep. Your approach to solving this problem depends on your preferences for applied vs. laboratory research, but whichever you prefer; brush up on your storytelling skills! • If your preference is applied research, emphasize leader traits and behaviors in your lecture. Get a copy of any of Kouzes’ and Posner’s books 1- they are crammed with examples and stories you can use to bring the criteria for being a leader to life. When discussing contingency theories of leadership, rather than talking about path-goal theory and the least-preferred coworker model, describe leaders such as Rudy Guiliani, who were seen as effective in certain circumstances, but not in others. Review research from the Center for Creative Leadership ( www.ccl.org ) for additional information on the successful leadership strategies of corporate executives. • If your preference is for laboratory research, the trick is to tell the students the story behind the research. For example, Fiedler’s work was influenced by a seminal review of the leadership literature published by Stogdill in 1948. 2 In his work, Stogdill suggested that it was time to stop looking at the traits of leaders, and instead look at how they were affected by their situations. Some of Fiedler’s earliest work was with basketball teams - he asked basketball players to describe both the people on the team and those rejected from the team. The results of that study showed that when basketball players were able to describe the people rejected from the team in positive terms, the team was more effective overall. Teaching Tip : A day or two before you are scheduled to teach the leadership chapter, ask your students to respond to Discussion Question 7 in writing. The question reads “Who are your heroes? What makes them heroes, and what can you learn from them?” By reviewing this input before class, you can create examples that will be more meaningful to the class. This is especially important if you have a very diverse class, as student responses can be very interesting and unusual! In one recent class, students chose Billy Graham and Hugh Hefner as leaders, as well as a prime TT 1 1 Kouzes and Posner, Credibility (Revised Edition), Jossey-Bass, 2003. Kousez and Posner, Encouraging the Heart , Jossey-Bass, 2003....
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This note was uploaded on 07/04/2010 for the course MGMT 300 taught by Professor Crane during the Spring '09 term at Citadel.
- Spring '09