CH-12 Leadership and Followership – ORGB Organizational Behavior : Book Guide

Chapter 12 Leadership and Followership In This Chapter, You’ll Find: Chapter Overview Learning Outcomes Key Terms PowerPoint Guide Review Questions and Answers Discussion and Communication Questions and Suggested Answers Ethical Dilemma Self-Assessments—What about You? Issues in Diversity Experiential Exercises Additional Examples Case Study and Suggested Responses: Ingvar Kamprad: Wealthy Man, Frugal Man, Entrepreneur Extraordinaire Video: Profile on Camp Bow Wow Student Handouts: Ethical Dilemma What About You?: How Does Your Supervisor Lead? What About You?: Are You an Effective Follower? Issues in Diversity: Has De-Emphasizing Diversity Become a New Trend among U.S. Leaders? Experiential Exercise: National Culture and Leadership Experiential Exercise: Leadership and Influence Experiential Exercise: Leadership Talks Experiential Exercise: A Leadership Exercise Case Study: Ingvar Kamprad—Wealthy Man, Frugal Man, Entrepreneur Extraordinaire Chapter Overview Leaders direct and guide followers in the organization, recognizing both roles as critical to the success of the organization. There is a positive relationship between leaders and followers in organizations and a distinct difference between leadership and management. Leaders may be autocratic, democratic, or laissez-faire in their approach. This chapter divides leadership theories into four schemes that correlate to early trait theories, behavioral theories, contingency theories, and recent leadership theories. Several theories are examined, and the relationship between leaders and followers is discussed. Learning Outcomes After reading this chapter, students should be able to do the following: 1. Discuss the differences between leadership and management and between leaders and managers. Answer: Leadership in organizations is the process of guiding and directing the behavior of people in the work environment. Done effectively, the management process reduces uncertainty and stabilizes an organization. Leaders agitate for change and new approaches, managers advocate stability and the status quo. Leaders and managers differ along four separate dimensions of personality: attitudes toward goals, conceptions of work, relationships with other people, and sense of self. 2. Explain the role of trait theory in describing leaders. Answer: The first studies of leadership attempted to identify what physical attributes, personality characteristics, and abilities distinguished leaders from other members of a group. It is generally agreed that the trait theories have had very limited success in being able to identify universal, distinguishing attributes of leaders. 3. Describe the role of foundational behavioral research in the development of leadership theories. Answer: Behavioral theories emerged as a response to the deficiencies of the trait theories. Trait theories attempted to tell us what leaders were like but didn’t address how leaders behaved. Three research studies built the foundations of many modern leadership theories: the Lewin, Lippitt, and White studies; the Ohio State studies; and the Michigan studies. The earliest research on leadership style, conducted by Kurt Lewin and his students, identified three basic styles: autocratic, democratic, and laissez-faire. The leadership research program at The Ohio State University also measured specific leader behaviors. The initial results suggested that there were two important underlying dimensions of leader behaviors—initiating structure and consideration. Studies conducted at the University of Michigan suggest that the leader’s style has very important implications for the emotional atmosphere of the work environment and, therefore, for the followers who work under that leader. Two styles of leadership were identified—production oriented and employee oriented. 4. Describe and compare the four contingency theories of leadership. Answer: Fiedler’s contingency theory of leadership proposes that the fit between the leader’s need structure and the favorableness of the leader’s situation determines the team’s effectiveness in work accomplishment. From the perspective of Robert House’s path–goal theory, the basic role of the leader is to clear the follower’s path to the goal. Victor Vroom, Phillip Yetton, and Arthur Jago developed and refined the normative decision model, which helps leaders and managers determine the appropriate level of employee participation in decision making. The Situational Leadership model, developed by Paul Hersey and Kenneth Blanchard, suggests that the leader’s behavior should be adjusted to the maturity level of the followers. 5. Discuss the recent developments in leadership theory of leader–member exchange and inspirational leadership. Answer: The basic idea behind LMX is that leaders form two groups of followers: in-groups and out-groups. In-group members tend to be similar to the leader and are given greater responsibilities, more rewards, and more attention. They work within the leader’s inner circle of communication. In contrast, out-group members are outside the circle and receive less attention and fewer rewards. Three new developments are important to understand. These are transformational leadership, charismatic leadership, and authentic leadership. These three theories can be called inspirational leadership theories because in each one, followers are inspired by the leader to perform well. 6. Discuss how issues of emotional intelligence, trust, gender, and servant leadership are informing today’s leadership models. Answer: Along with the recent developments in theory, some exciting issues have emerged of which leaders should be aware. These include emotional intelligence, trust, women leaders, and servant leadership. It has been suggested that effective leaders possess emotional intelligence, which is the ability to recognize and manage emotion in oneself and in others. Emotional intelligence affects the way leaders make decisions. Trust, the willingness to be vulnerable to the actions of another, is an essential element in leadership. Trust implies that followers believe that their leader will act with the followers’ welfare in mind. An important, emergent leadership question is whether women and men lead differently. Historical stereotypes persist, and people characterize successful managers as having more male-oriented attributes than female-oriented attributes. Although legitimate gender differences may exist, the same leadership traits may be interpreted differently in a man and a woman because of stereotypes. The real issue should be leader behaviors that are not bound by gender stereotypes. 7. Define followership and identify different types of followers. Answer: The traditional view casts followers as passive, whereas a more contemporary view casts the follower role as an active one with the potential for leadership. The follower role has alternatively been cast as one of self-leadership in which the follower assumes responsibility for influencing his own performance. Effective followers and four other types of followers are identified based on two dimensions: (1) activity versus passivity and (2) independent, critical thinking versus dependent, uncritical thinking. The five types of followers are alienated, sheep, yes people, survivors, and effective followers. 8. Synthesize historical leadership research into key guidelines for leaders. Answer: Five useful guidelines appear to emerge from the extensive leadership research of the past sixty years: •Leaders and organizations should appreciate the unique attributes, predispositions, and talents of each leader. •Leaders should be chosen who challenge the organizational culture, when necessary, without destroying it. •Participative, considerate leader behaviors that demonstrate a concern for people appear to enhance the health and well-being of followers in the work environment. •Different leadership situations call for different leadership talents and behaviors. •Good leaders are likely to be good followers. Key Terms Leadership (p. 187) Formal leadership (p. 187) Informal leadership (p. 187) Leader (p. 187) Manager (p. 187) Autocratic style (p. 189) Democratic style (p. 189) Laissez-faire style (p. 189) Initiating structure (p. 189) Consideration (p. 189) Leadership grid (p. 190) Organization man manager (5,5) (p. 190) Authority-compliance manager (9,1) (p. 190) Country club manager (1,9) (p. 190) Team manager (9,9) (p. 190) Impoverished manager (1,1) (p. 191) Paternalistic father-knows-best manager (9+9) (p. 191) Opportunistic what’s-in-it-for-me manager (Opp) (p. 192) Least preferred coworker (LPC) (p. 192) Task structure (p. 192) Position power (p. 193) Leader–member relations (p. 193) Charismatic leadership (p. 198) Followership (p. 201) PowerPoint Guide Introduction Slide 2—Learning Outcomes LO1 Discuss the differences between leadership and management and between leaders and managers. Slide 3—LO - 12.1 Slide 4—Leadership versus Management Slide 5—Table 12.1: Leaders and Managers LO2 Explain the role of trait theory in describing leaders. Slide 6—LO - 12.2 Slide 7—Early Trait Theories LO3 Describe the role of foundational behavioral research in the development of leadership theories. Slide 8—LO - 12.3 Slide 9—Foundational Behavioral Research LO4 Describe and compare the four contingency theories of leadership. Slide 10—LO - 12.4 Slide 11—Fiedler’s Contingency Theory Slide 12—Figure 12.3: The Path–Goal Theory of Leadership Slide 13—Vroom-Yetton-Jago Normative Decision Model Slide 14—Figure 12.5: The Situational Leadership LO5 Discuss the recent developments in leadership theory of leader–member exchange and inspirational leadership. Slide 15—LO - 12.5 Slide 16—Leader–Member Exchange Theory Slide 17—Inspirational Leadership Theories Slide 18—Beyond the Book: Bad Charismatic Leaders? LO6 Discuss how issues of emotional intelligence, trust, gender, and servant leadership are informing today’s leadership models. Slide 19—LO - 12.6 Slide 20—Emerging Issues in Leadership Slide 21—Beyond the Book: Diversity Pays LO7 Define followership and identify different types of followers. Slide 22—LO - 12.7 Slide 23—Followership Slide 24—Figure 12.6: Five Types of Followers Slide 25—Beyond the Book: I Will Follow LO8 Synthesize historical leadership research into key guidelines for leaders. Slide 26—LO - 12.8 Slide 27—Guidelines for Leadership Slide 28—Beyond the Book: Leadership: At What Cost? Slide 29—Camp Bow Wow Key Terms Slide 30—Key Terms Summary Slide 31-33—Summary Review Questions and Answers 1. Define leadership and followership. Distinguish between formal leadership and informal leadership. Answer: Leadership in organizations is the process of guiding and directing the behavior of people in the work environment. Followership is the process of being guided and directed by a leader in the work environment. Formal leadership is officially sanctioned leadership based on the authority of a formal position. Informal leadership is unofficial leadership accorded to a person by other members of the organization. 2. Describe the differences between autocratic and democratic work environments. How do they differ from a laissez-faire workplace? Answer: Autocratic and democratic styles are usually easy for students to differentiate. The leader with an autocratic style uses strong, directive actions to control the rules, regulations, activities, and relationships in the work environment. In contrast, the leader with a democratic style uses interaction and collaboration with followers to direct work and the work environment. The leader with a laissez-faire style abdicates the authority and responsibility of the position, and this style often results in chaos. It also causes role ambiguity for followers because the leader fails to clearly define goals, responsibilities, and outcomes. 3. Define initiating structure and consideration as leader behaviors. Answer: Initiating structure is leader behavior aimed at defining and organizing work relationships and roles, as well as establishing clear patterns of organization, communication, and ways of getting things done. Consideration is leader behavior aimed at nurturing friendly, warm working relationships, as well as encouraging mutual trust and interpersonal respect within the work unit. 4. Describe the middle-of-the-road manager, authority-compliance manager, country club manager, team manager, and impoverished manager. Answer: The middle-of-the-road manager attempts to balance a concern for people and production without a commitment to either. The authority-compliance manager has great concern for production and little concern for people. The country club manager has great concern for people and little concern for production. The team manager builds a highly productive team of committed people. This leader works to motivate employees to reach their highest levels of accomplishment, is flexible, is responsive to change, and understands the need for change. The impoverished manager has little concern for people or production, avoids taking sides, and stays out of conflicts; he is often referred to as a laissez-faire leader. 5. How does the Least Preferred Coworker (LPC) Scale measure leadership style? What are the three dimensions of the leader’s situation? Answer: The LPC Scale measures leadership style by asking leaders to describe the person they least prefer to work with by using a sixteen eight-point bipolar adjective sets. The three dimensions of the leaders’ situations are task structure, position power, and leader–member relations. 6. Describe the alternative decision strategies used by a leader in the Vroom-Yetton-Jago normative decision theory. Answer: Victor Vroom, Phillip Yetton, and Arthur Jago developed and refined the normative decision model, which helps leaders and managers determine the appropriate level of employee participation in decision making. The model recognizes the benefits of authoritative, democratic, and consultive styles of leader behavior. Five forms of decision making are described in the model: •Decide—the manager makes the decision alone and either announces it or “sells” it to the group. •Consult individually—the manager presents the problem to the group members individually, gets their input, and then makes the decision. •Consult group—the manager presents the problem to the group members in a meeting, gets their input, and then makes the decision. •Facilitate—the manager presents the problem to the group in a meeting and acts as a facilitator, defining the problem and the boundaries that surround the decision. •Delegate—the manager permits the group to make the decision within prescribed limits, providing needed resources and encouragement. 7. Compare House’s path–goal theory of leadership with the situational leadership model. Answer: Both the path–goal theory and the situational leadership model are contingency theories of leadership that examine specific leader behaviors that are most effective in specific situations. Both propose four similar leadership styles: •Path–goal—directive, supportive, participative, and achievement oriented •Situational Leadership—telling, selling, participating, and delegating While path–goal theory examines characteristics of both the followers and the work environment as situational characteristics, the situational leadership model only examines the maturity level of followers as a situational characteristic. 8. Discuss transformational, charismatic, and authentic leadership. Would you expect these styles of leadership to exist in all cultures or to differ across cultures? Answer: Transformational leaders inspire and excite followers to high levels of performance. They rely on their personal attributes instead of their official position to manage followers. Charismatic leadership results when a leader uses the force of personal abilities and talents to have profound and extraordinary effects on followers. Charismatic leadership is especially effective in times of uncertainty. Authentic leadership includes transformational, charismatic, or transactional leadership as the situation might demand, but only in accordance with the leader’s conscious and well-developed sense of values. Because authentic leaders act in ways that are consistent with their value systems, they have a highly evolved sense of moral right and wrong. Transformational, charismatic, and authentic leaders may exist in all cultures; however, the types of behaviors exhibited by these leaders may differ across cultures. 9. Describe alienated followers, sheep, yes people, survivors, and effective followers. Answer: Alienated followers think independently and critically, yet are very passive in their behavior. Sheep are followers who do not think independently or critically and are passive in their behavior. Yes people are followers who do not think independently or critically, yet are very active in their behavior. Survivors are the least disruptive and the lowest-risk followers in an organization. Effective followers share four essential qualities: •They practice self-management and self-responsibility. •They are committed both to the organization and a purpose, principle, or person outside themselves. •They invest in their own competence and professionalism and focus their energy for maximum impact. •They are courageous, honest, and credible. Discussion and Communication Questions and Suggested Answers 1. Do you (or would you want to) work in an autocratic, democratic, or laissez-faire work environment? What might be the advantages of each work environment? The disadvantages? Answer: Students’ answers will vary. The logical answer for students to offer is a preference for a democratic environment. However, there are advantages to the autocratic and laissez-faire environments. Self-directed individuals might find it challenging to be left alone in a laissez-faire environment, if they could ultimately be responsible and receive credit for their ideas. Individuals preferring a high degree of direction might prefer the autocratic environment, or someone wanting to learn a great deal quickly might value an autocratic environment for a short time. Work Environment Preferences: I’d prefer a democratic environment for its collaborative approach and employee involvement. Autocratic environments provide clear direction and quick decisions but may stifle creativity. Laissez-faire allows autonomy but can lead to lack of direction and accountability. 2. Is your supervisor or professor someone who has high concern for production? High concern for people? What is his or her Leadership Grid style? Answer: It is interesting to have students pool their responses about your leadership grid style. Have them count and put the #s in the grid on the board. You might want to do this on a day you are feeling very secure. Supervisor’s Leadership Grid Style: My supervisor shows high concern for production with a focus on results, indicating a task-oriented style on the Leadership Grid. 3. What decision strategies does your supervisor use to make decisions? Are they consistent or inconsistent with the Vroom-Yetton-Jago model? Answer: Students without work experience may wish to discuss about the leader of an organization with which they are affiliated. It is probably worth mentioning to students that extrapolating from one incident is a dangerous approach and is very often inaccurate. The appropriate style depends on situational factors such as time quality, commitment, and information available. Decision Strategies: My supervisor uses a mix of consultative and autocratic strategies. This approach is inconsistent with the Vroom-Yetton-Jago model, which emphasizes participative decision-making. 4. Discuss the similarities and differences between effective leadership and dynamic followership. Are you dynamic? Answer: Both effective leaders and dynamic followers exhibit characteristics of responsibility and self-management. Students might want to contrast the difference between when they have been dynamic followers and in situations they have not been dynamic followers. Leadership vs. Followership: Effective leadership involves vision and direction, while dynamic followership involves proactive support and adaptability. I strive to be dynamic by actively engaging and adapting to changes. 5. Describe the relationship you have with your supervisor or a professor. What is the best part of the relationship? The worst part? What could you do to make the relationship better? Answer: Students’ answers will vary. Many students have difficulty staying a dynamic follower. People generally find it easier to allow the leader to become autocratic than to remain dynamic followers. Relationship with Supervisor: The best part is open communication; the worst is occasional lack of feedback. To improve, I would seek regular check-ins and more detailed feedback. 6. Have students choose a leader they admire and write a description of this person, including his or her characteristics and attributes that they admire. Also, have them note any aspects of this leader or his or her behavior that they find less than wholly admirable. Ask students to limit their answers to one page or an outline format. Answer: This question could serve as a good introduction to the material in the chapter. As each theory of leadership is discussed, references could be made to the characteristics and attributes that students identified in their most admired leaders. Admired Leader: [Leader’s name] is admired for [specific traits, e.g., vision, integrity]. However, [specific less admirable traits] could be improved. 7. Refresh yourself on the distinction between leaders (also called transformational leaders) and managers (also called transactional leaders) in the text and then read about four contemporary business leaders. Prepare a brief summary of each and classify them as leaders or managers. Answer: In this assignment, it is important that students tie specific examples of the behaviors and characteristics of the four leaders they read about to specific characteristics of leaders and managers given in the text. Leaders vs. Managers: Elon Musk (transformational leader), Tim Cook (manager), Satya Nadella (transformational leader), Mark Zuckerberg (transformational leader). 8. Have students interview a supervisor or manager about the best follower the supervisor or manager has worked with. They should ask questions about the characteristics and behaviors that made this person such a good follower. Note in particular how this follower responds to change. Students should be prepared to present interview results in class. Answer: Compare the responses of different supervisors and managers regarding their best followers. Students could be challenged to consider whether or not they personally exhibit these characteristics in work and/or school settings. Best Follower Interview: [Follower’s name] was praised for initiative, adaptability, and reliability. They responded well to change by embracing new challenges and offering solutions. Ethical Dilemma The purpose of Ethical Dilemmas is to encourage students to develop their awareness of ethical issues in the workplace and the managerial challenges they present. The dilemmas are set up to present situations in which there is no clear ethical choice. The goal for the instructor is to guide students through the process of analyzing the situation and examining possible alternative solutions. There are no “right” answers to the questions at the end of each scenario but only opportunities to explore alternatives. Students can generate discussions on the appropriateness of each alternative. The student portion of the activity is on a handout at the end of this chapter guide. Brent’s options are to select a tech-savvy project that will showcase the talents of his team or select a creative project that will showcase his own personal talents. 1. Using consequential, rule-based, and character theories, evaluate Brent’s options. Answer: Consequential Theory If Brent chooses the tech-savvy project, he will be able to showcase his team’s talent and maintain their trust and confidence. This could possibly result in raises for the team members. If he chooses the creative project, he will be able to showcase his own talents and increase his chances for a promotion he believes he deserves. Rule-Based Theory Brent’s obligation is to have his team finish one of the projects successfully. He can do this regardless of which project he chooses. Character Theory According to the scenario, Brent doesn’t want to be seen as self-serving. He wants to be seen as having his team’s best interests at heart when he makes important decisions. The best way to do this is by choosing the tech-savvy project that will highlight his team’s expertise. 2. What should Brent do? Why? Answer: Brent should choose the tech-savvy project because it will benefit the entire team, as well as the company and client. It is also in keeping with his desire to be seen as having his team’s best interests at heart. Self-Assessments—What about You? 12.1. How Does Your Supervisor Lead? This would be a good challenge to have students complete before discussing task and people orientations to leadership; the students will have a personal experience to relate to the text material. The exercise also provides students with specific behaviors they can practice to improve their effectiveness in both task and personal areas by considering the items they don’t perform well at when in leadership positions themselves. The exercise also presents a good opportunity for a debate over which orientation is more effective generally or under specific circumstances; this could lead to a discussion of Fiedler’s contingency theory. The student portion of the activity is on a handout at the end of this chapter guide and in the student edition of ORGB. 12.2. Are You an Effective Follower? This exercise helps students determine their effectiveness as followers. Students who do not fall into the category of an effective follower may want to consider the implications of this for the type of job they might choose. They may also want to consider specific steps they could take to become more effective followers. There appears to be a relationship between self-reliance and effective followership. Another interesting aspect of this exercise is having students revisit their results from Self-Assessment 7.2, a measure of self-reliance, to see if their scores on follower effectiveness correlate with the self-reliance scores. There is a student activity on a handout at the end of this chapter guide. Issues in Diversity Has De-Emphasizing Diversity Become a New Trend Among U.S. Leaders? A funny thing happened on the way to the C-suite. Well, maybe not as funny as it is baffling. A recent study conducted by a consulting firm, AchieveGlobal, sought to determine leaders’ key focus areas (“zones”) for achieving leadership success in the 21st century. The study found that more than half of U.S. leaders ranked Diversity as the least important of the study’s six identified leadership zones. (Business was ranked the highest zone, followed by Society, People, Ingenuity, and Reflection.) Adding to the bewilderment, leaders in other parts of the world ranked ‘diversity’ higher than U.S. leaders. Craig Perrin, the director of AchieveGlobal’s solution development group, called the finding particularly disturbing given “the way the world is going and how integrated the global economy is.” By all reports, the U.S. culture is becoming increasingly more diverse, so what could possibly explain the leaders’ survey responses? Perrin offers several plausible explanations, from diversity being viewed by some leaders as “the nice thing to do” and not critical to business success to a general belief that treating everyone the same and ignoring individual differences is the best way to achieve equality and mutual respect. Perrin offers one more possible reason for the leaders’ response on the survey—ethnocentrism. The classic leader, the middle-aged white male, sees the world in terms of his own values and belief system. It is up to everyone else to figure out how he thinks and learn how to contribute accordingly. However, not all leaders seem to be de-emphasizing diversity. A bright spot worth noting is California law firms. While there’s still work to be done, the study indicated that these firms had outperformed their national counterparts by hiring and retaining women, gays and lesbians, and other minorities. 1. Do you agree with the ranking of leadership zones indicated by the U.S. leaders in the study? How would you rank the zones? Explain. Answer: Answers to this question probably hinge to some degree on the extent to which students understand that the Society and People zones can also encompass diversity-related efforts. The following sequence may offer a more intuitive ranking—Business, Ingenuity, People, Diversity, Reflection, and Society. I might not fully agree with the U.S. leaders' ranking of leadership zones, as effectiveness can vary based on context. Personally, I would rank Visionary Leadership highest for its forward-thinking impact, followed by Transactional Leadership for its focus on efficiency and results, and Laissez-Faire Leadership last due to its potential lack of direction. 2. What other plausible explanations might U.S. leaders have for ranking the Diversity leadership zone so low? Answer: It may be that U.S. leaders equate diversity with Affirmative Action, and may believe enough progress has been made on Affirmative Action so that it can be given a lower ranking at this point. It may also be the case that U.S. leaders believe all five zones are essentially equally important, and that their ranking of the Diversity zone as last does not in any way imply a lack of importance. U.S. leaders might rank the Diversity leadership zone low due to perceived complexity and challenges in measuring its impact. Additionally, a focus on immediate operational results could overshadow the longer-term benefits of effective diversity leadership. Experiential Exercises 12.1. National Culture and Leadership Purpose: Effective leadership often varies by national culture, as Hofstede’s research has shown. This exercise gives you the opportunity to examine your own and your group’s leadership orientation and to compare it to norms from ten countries, including the United States. The complete twenty-nine item questionnaire can be found in the Instructor Manual. There is a student activity on a handout at the end of this chapter guide. The following shows which items should go with which scales: 1–5 Uncertainty avoidance 6–11 Individualism 12–17 Power Distance 18–24 Paternalism 25–29 Masculinity This instrument has no scoring mechanism. There are two ways to evaluate the results: 1. Have the students determine their total scores for each of the five sections (higher scores are indicative of strength on that dimension toward the value the dimension’s title indicates) and see which of the dimensions scores higher. They can see how the dimensions vary in strength. 2. Take mean scores from the whole class either: (a) for each separate item, or (b) for each of the five sections Then write these means on the board and discuss the relevance of the variability of the scores. SOURCE: Adapted from P. Dorfman, Advances in International Comparative Management, vol. 3, (Greenwich, Conn.: JAI Press; 1988): 127–150. Reprinted by permission of JAI Press Inc.; D. Marcic and S. M. Puffer, “Dimensions of National Culture and Effective Leadership Patterns: Hofstede Revisited,” Management International (Minneapolis/St. Paul, West Publishing, 1994): 10–15. 12.2 Leadership and Influence Instructor’s Notes Students do not have to have been in an authority position to answer the leadership questionnaire. Be sure to mention to students that lack of experience might, however, influence their scores. One of the more interesting activities that can accompany this survey is to ask students who have scored high on the people-oriented dimension to change their style. There is a student activity on a handout at the end of this chapter. 12.3 Leadership Talks Instructor’s Notes One important way to instill the difficulties of leadership is to provide students with the opportunity to fulfill a “locker room talk” classroom activity. Up to three students sign up for one of the topics provided, with the understanding that they will deliver a one-to-two minute talk on the topic. The student portion of the activity is on a handout at the end of this chapter guide. For each topic, three students could make presentations. Students are asked to select a topic and sign up for a particular time within a two-week time frame. Students are free to select the organizational scenario to which their speech will pertain. Talks should last one-to-two minutes each. It is helpful to have a timekeeper signal at the end of each 2-minute speaking period. Before the “clock begins,” each student is asked to provide a brief description of the scenario selected. The audience plays the role called for by the day’s topic. After each set of 3 presentations (for a class of 36), there is a brief discussion about the leadership style and presentation. To ensure useful feedback, three rules might be helpful: •Do not allow the day’s speakers to comment during the critique period. This prevents defensive reactions and excuse making. •Make sure all speakers receive some feedback. Although one speaker may overshadow others, all should receive critical commentary. •Make sure speakers learn at least one strength and one weakness of their performance. Students with limited experience, unfortunately, sometimes see the exercise as primarily a speech-making effort. They should be encouraged to see it in its broader context. * SOURCE: Richard G. Linowes, “Filling a Gap in Management Education: Giving Leadership Talks in the Classroom”, Journal of Management Education, Vol. 16, (1), February 1992, 6–24. Lessons from Each Leadership Topic Suggested issues to be raised when discussing each leadership talk topic: 1. Taking Charge of an Established Group This talk is the icebreaker in which students first appreciate the pain and value of class feedback. The audience looks for openness and confidence in their new leader. They respond well to signs of a team orientation and a healthy respect for their accumulated knowledge and experience. Authoritarian introductions may work, but not without associated risks and down-the-road costs. New leaders must be aware that in some settings a few individuals may feel resentment that they were not given the leadership position; such situations require special sensitivity. 2. Announcing a New Project This talk is a leader’s declaration of group responsibility for a new endeavor. The audience looks for an upbeat, enthusiastic introduction to the project; this is presented with the leader’s assurances that the undertaking is both important and feasible. Acknowledging the group’s past achievements, the leader may expect the project to be challenging, demanding the best work from each and every individual on the team. 3. Calling for Better Customer Service This talk is the first of a series of admonitions aimed at steering the group in a direction of possible major strategic importance. Describing the current negative situation—stemming typically from the increased competition, lax performance standards, or more demanding customers—the leader calls for change. Public finger pointing for past mistakes is usually not effective, but illustrative behaviors help make the point. Expressing understanding and empathy for the strains of customer contact helps build rapport with the audience. Looking forward, the leader may set some targets and call for renewed individual and group accountability. He or she may solicit new ideas for improving service and express confidence that the team can bring about the desired turnaround. 4. Calling for Excellence and High-Quality Work This talk is another effort to steer the group in a direction of possible strategic import, focusing attention on the quality of people’s work. At some point in time, most groups require such improvements, whether the deficiencies reflect the actions of a few individuals or the group as a whole. The discussion might focus on the importance of quality work, the need for renewed commitment to high standards, and a reiteration of personal and group accountability. The audience welcomes a leader’s openness to new ideas and expressed confidence that the group can institute all needed changes. 5. Announcing the Need for Cost Reductions Although this talk also steers the group in a direction of possible strategic importance, it expresses a theme that is important to every budget-conscious organization. Some historical perspective on creeping costs or eroding profits is usually helpful, as well as some indication of specific budget items that have now become excessive. Key discussion points include the importance of the matter at hand, the value of setting targets, and the need for personal and/or group accountability. Many students addressing this topic present an ultimatum, raising the possibility of job dismissals or layoffs. People should understand the positive and negative cultural implications of such approaches. Illustrations drawn from the real work experience of participants are welcome here. 6. Commending for a Job Well Done This talk represents a joyous occasion for speaking to a group of people, perhaps insufficiently practiced in many organizations. The audience appreciates the leader who will take time out to celebrate their accomplishments. Such talks provide public acknowledgment of group efforts, and they recognize and thank those who have played key roles at work. Missed or fumbled opportunities for uttering praise can breed resentment and a we-versus-they mentality. Many students are too cavalier in rushing to offer financial rewards for good work; they should understand that most organizations provide very limited opportunities for sizable bonuses and that generous bonus schemes often carry undesirable consequences (stirring up possible resentments—for example, is it equitable? Will it be available next year now that people expect it?). Finally, the instructor may use this topic to comment on the value of nonverbal communication. During the discussion period, challenge someone to come forward to commend the group for a job well done without using any words. 7. Reprimanding Unacceptable Behavior This talk is the flip side of a commendation, for here the objective is to correct the group’s wrongdoing. Although poor quality work or excessive costs may trigger such a speech, even more insightful are those occasions when the leader calls for an end to unethical or unsportsmanlike behavior. It is the behavior that is unacceptable, not the people—as long as they correct their ways. The effective speaker is very clear and very firm, explaining exactly what is unacceptable and why it is so. He or she then sets a clear standard and describes the consequences of any continued wrongdoing. The audience responds well to the leader who speaks with true conviction and appears unwavering. The leader may end on a positive note, emphasizing the importance of moving forward to tackle the work that they must accomplish together. 8. Calming a Frightened Group of People This talk begins by focusing on the more emotional side of organizational life, where the leader plays a key role in stemming people’s fears while holding the group together. The audience looks to the leader’s assurances of personal resolve, and if possible, personal control over the situation at hand. They appreciate the leader’s understanding and sense of concern for them as people, and they welcome a personal pledge of continued openness and support. Interesting scenarios selected for this topic include sudden financial loss, corporate takeovers, terrorist threats, and even earthquakes. 9. Addressing a Challenging Opposition This talk, which also focuses on emotional issues, provides the forum for exploring the fundamental role of commitment in the demonstration of true leadership. Here, the leader presents some heartfelt message to a hostile audience, demonstrating a show of courage and personal resolve. The experience highlights differences between popularity and effectiveness (“sometimes you’ve gotta do what you gotta do”) and between casual speech and speaking with conviction. Interesting scenarios selected for this topic include labor hostility, environmental opposition, and anti-military demonstrations. 10. Mediating Opposing Parties This talk is a demonstration of the key role of a leader in forging a reunification of opposing groups within an organization. Reminding the group of their shared superordinate goals and common vision, the leader shakes them from their concerns, instills in them a spirit of compromise, and renews their common pursuit of shared commitments. The audience responds favorably to the leader who expresses an understanding of each opposing viewpoint while acknowledging each viewpoint’s legitimacy. Effective speakers also sometimes pinpoint a deadline for moving forward, demanding finality in the resolution of the dispute. 11. Taking Responsibility for Error This talk presents the leader with the difficult task of admitting error to external groups for organizational misdeeds, oversights, or alleged violations of the public trust. The leader here is the symbol of institutional identity and continuity. As a spokesperson to the outside world, the leader must work to restore trust in the organization, its values, and its intended contributions to society. The audience responds favorably to announcements that are sincere, that demonstrate the organization’s willingness to take responsibility for the past, and that state specific action plans for responsible behavior in the future. 12. Petitioning for Special Allowances This talk illustrates the leader’s role in representing the organization to external bodies that exercise some degree of control over its activities. As a spokesperson of the institution, the leader stands for its mission and values and now seeks to win the hearts and minds of those in control of some critical levers affecting the organization’s destiny, be they financial, legal, regulatory, or resource related. 12.4. A Leadership Exercise Instructor’s Notes This activity is intended to teach the importance of effective communications, the connectedness which exists within a cohesive and high-performance group/team, and the need to keep things as simple as possible/only as complicated as necessary. The student portion of the activity is on a handout at the end of this chapter guide. SOURCE: Clyde Howell, The Howell Group. Additional Examples Relationship Focus or Empowerment Focus? What’s a Leader to Do? Research has supported the positive impact of both LMX and empowerment on work-related outcomes. But given limited time and resources, should a leader focus his or her efforts on empowering his or her employees and leaving those employees to do their job or should a leader focus on being present and cultivating the relationship between him or herself and the follower, as LMX would suggest? A recent study investigating the effects of both empowerment and LMX found that when employees were empowered and perceived quality relationships with their supervisors, job satisfaction, job performance, and organizational citizenship behavior were high while turnover intentions were low. This finding supports LMX theory. In looking more closely at the findings, the researchers discovered that as long as subordinates felt empowered, the quality of the relationship did not significantly impact these outcomes; however, when employees did not feel empowered, the quality of the relationship had a significant and positive impact on these important outcomes. These findings suggest that leaders should focus on empowering their employees; when empowerment is not possible, leaders should focus on improving the quality of the exchange relationship with employees. SOURCE: K. J. Harris, A. R. Wheeler, and K. M. Kacmar, “Leader–Member Exchange and Empowerment: Direct and Interactive Effects on Job Satisfaction, Turnover Intentions and Performance.” The Leadership Quarterly 20 (2009): 371–382. Can He Transform Starbucks Again? After an eight-year hiatus, Howard Schultz returned as CEO of Starbucks with a bold plan to re-ignite Starbucks’ emotional attachment with the Starbucks brand and streamline the company’s U.S. operations. Starbucks’ declining market share may be attributable to its image as catering to affluent professionals, which Schultz says is simply not true. Schultz also wants to revive the ambiance of Starbucks locations. The new coffee machines are lower and in better view so that customers can see the theater of baristas crafting their drinks. Smelly sandwiches have been taken off the menu so customers can smell the coffee bean aroma instead. Stores are being refurbished, and Starbucks is launching an instant coffee called Via to compete in the worldwide instant coffee market. The CEO Who Fires Herself Andrea Jung of Avon has been the CEO for ten years, making her the longest-tenured CEO in Fortune 500. Jung says you have to reinvent yourself before you reinvent your company. To accomplish this, Jung fires herself every Friday, meaning that she comes in every Monday as if she has just been hired as a new turnaround leader. She believes the skills that lead to her success each year become obsolete the following year, and she has to reinvent herself each year. Case Study and Suggested Responses Ingvar Kamprad: Wealthy Man, Frugal Man, Entrepreneur Extraordinaire Linkage of Case to Chapter Material This case focuses on octogenarian Ingvar Kamprad, the founder of the Swedish-based retailer IKEA. Kamprad, an entrepreneur throughout his life, is an extremely frugal individual, both in his personal life and in running his business. This commitment to frugality has helped him become one of the world’s wealthiest individuals. Thriftiness and hard work is infused into IKEA’s culture and permeates Kamprad’s approach to leadership. Using frugality, hard work, and an unrelenting pursuit of profits as points of departure, the case can be linked to several key concepts in Chapter 12. Kamprad’s behavior can be explored from the perspectives of what he does as a manager and what he does as a leader. Kamprad’s leadership can be examined from the perspective of ‘concern for results’ and ‘concern for people’ within the context of the Leadership Grid. The concepts of transactional, transformational, charismatic, and authentic leadership can be applied to an analysis of Kamprad’s leadership behavior as well. Also of relevance is the nature of followership that is engendered by Kamprad’s leadership. Suggested Answers for Discussion Questions 1. In what ways is Ingvar Kamprad a manager? In what ways is he a leader? Answer: A manager controls complexity; a leader creates meaningful organizational changes. In controlling complexity, a manager focuses on the following points: •Planning and budgeting •Organizing and staffing •Controlling and problem solving In creating meaningful organizational change, a leader focuses on the following points: •Sets a direction for the organization •Aligns people with the organization’s direction through communication •Motivates people to action through empowerment and basic need gratification At least one example of each of the managerial behaviors and leader behaviors appear in the case. The examples of Kamprad as a manager are as follows: •Planning and budgeting—emphasis on frugality and thriftiness in the pursuit of profits and market share (this also relates to controlling). •Organizing and staffing—in the spirit of frugality, employees become catalog models. •Controlling and problem solving—finding new paths by always questioning what is being done and why it is being done. The examples of Kamprad as a leader are as follows: •Sets a direction for the organization—“[T]he IKEA way of doing business combines a very Scandinavian embrace of paternalistic employment policies and a social safety net with a hard-core drive for profits and market share that bows to no competitor, anywhere, anytime.” A signature characteristic of the company is that “all IKEA productsfrom furniture to the now famous mobile kitchenscould be packed in flat, stackable boxes that could be mailed or transported and reassembled at home.” •Aligns people with the organization’s direction through communication—pronouncements such as “wasting resources is a mortal sin” and “a better life for many.” •Motivates people to action through empowerment and basic need gratification—there are no guarantees to economic success apart from hard work. Manager vs. Leader: Ingvar Kamprad is a manager through his focus on operational efficiency and cost control at IKEA. He is a leader by fostering a strong vision and company culture, driving innovation, and inspiring his team. 2. Describe the nature of followership that Kamprad seems to have encouraged at IKEA. Answer: The traditional perspective of followership characterizes followers as passive, whereas the contemporary view describes the follower role as an active one with potential for leadership. The case contains conflicting evidence about whether followers are passive or active. The statement that “the IKEA way of doing business combines a very Scandinavian embrace of paternalistic employment policies and a social safety net” could be interpreted as suggestive of passive followership. Kamprad’s insistence that others follow his commitment to frugality might also be suggestive of passive followership. On the other hand, IKEA’s signature flatpack idea for furniture arose by accident from an employee’s initiative in taking the legs off a table to load it into a customer’s car. This indicates active followership. Part of Kamprad’s management philosophy is the following: “By always asking why we are doing this or that, we can find new paths. By refusing to accept a pattern simply because it is well established, we make progress. We dare to do it a different way! Not just in large matters, but in solving small everyday problems, too.” The emphasis on ‘we’ as well as on seeking out better ways to accomplish tasks suggests that Kamprad expects employees to be active. On balance, the evidence does not strongly point toward either passive followership or active followership, but rather is suggestive of the preference for followership tilting in the active direction. 3. Using the Leadership Grid and its underlying leader behaviors of ‘concern for results’ and ‘concern for people,’ explain the leadership orientation of Ingvar Kamprad. Answer: The vast majority of the evidence provides a strong case for Kamprad having a very strong concern for results. The following evidence supports this interpretation: •“[T]he IKEA way of doing business combines a very Scandinavian embrace of paternalistic employment policies and a social safety net with a hard-core drive for profits and market share that bows to no competitor, anywhere, anytime.” •IKEA’s unrelenting quest for profits reflects Kamprad’s frugality, and his thriftiness is infused into IKEA’s culture. •“Kamprad obviously appreciates what it takes to earn his money and realizes that there are no guarantees to economic success tomorrow apart from hard work.” •“By always asking why we are doing this or that, we can find new paths. By refusing to accept a pattern simply because it is well established, we make progress. We dare to do it a different way! Not just in large matters, but in solving small everyday problems, too.” •“Wasting resources is ‘a mortal sin’.” Kamprad’s personal life and habits also indicate a much greater concern for results than for people. Consider, for instance, the following personal data: although Kamprad is one of the wealthiest individuals in the world, he nonetheless lives quite frugally. Kamprad avoids wearing suits, flies economy class, takes the subway to work, drives a ten-year-old Volvo and frequents cheap restaurants. “It has long been rumored in Sweden that when his self-discipline fails and he drinks an overpriced Coke out of a hotel minibar, he will go to a grocery store to buy a replacement.” Two case facts suggest some degree of concern for people on the part of Kamprad. One is IKEA’s paternalistic employment policies and provision of a social safety net. However, the reference to paternalism and a social safety net is embedded in a strongly worded statement about a hard-core drive for profits and market share. The other suggestive evidence of Kamprad’s possible concern for people is the reference to his personal humility and modesty. On balance, the case evidence indicates that Kamprad is much more strongly oriented toward results than people. This, in turn, is suggestive of a Leadership Grid style somewhat akin to authority-compliance management. Leadership Grid Orientation: Kamprad’s leadership aligns with a high ‘concern for results’ and a moderate ‘concern for people,’ emphasizing efficiency and innovation while maintaining a supportive work environment. 4. Use the concepts of transactional, transformational, charismatic, and authentic leaders to describe the leadership of Ingvar Kamprad. Answer: Transactional leaders use rewards and punishment to strike deals with followers and shape their behavior. Kamprad’s emphasis on frugality and hard work as the path to economic success suggests that he is likely to utilize rewards and punishments to induce IKEA’s employees to behave in the ways that he believes are necessary for the company’s success. Transformational leaders inspire and excite followers to high levels of performance. Kamprad’s life story of entrepreneurial success might inspire and excite followers. His dogged persistence despite significant challenges (i.e., alcoholism, allegations of a Nazi past, and deaths at a store opening) also could inspire followers. When someone repeatedly overcomes challenges and continues to be successful, others may be inspired to more vigorously meet their own challenges. Charismatic leaders use the force of personal abilities and talents to have profound and extraordinary effects on followers. Kamprad’s unswerving commitment to frugality in his personal and professional life could have profound and extraordinary effects on followers, particularly since thriftiness has helped him become one of the world’s wealthiest individuals. Kamprad’s obvious entrepreneurial talents also could have profound and extraordinary effects on followers, perhaps even more so than his frugality. Authentic leadership includes transactional, transformational, or charismatic leadership as the situation might demand. Presumably, Kamprad would adapt his leadership to the demands of the situation, but based on the strength of the evidence, he might be more inclined to use transactional leadership than either transformational leadership or charismatic leadership. Leadership Concepts: Kamprad exhibits transformational leadership by inspiring and motivating employees, charismatic leadership through his strong personal vision, and authentic leadership by staying true to his values and principles. 5. What are the key leadership lessons provided by Kamprad’s experiences? Answer: At least four key leadership lessons are provided by Kamprad’s experiences: •Use resources well and wisely •Be passionate about whatever you do •Never give up •Live your personal life as you would your professional life, and vice versa Key Leadership Lessons: Kamprad’s experiences highlight the importance of a clear vision, cost management, simplicity, and strong company culture in driving business success. 6. What skills would you personally need to develop or refine to become a leader like Kamprad? What could you do to develop or refine these skills? Answer: Discussion of this question should build upon the suggested solutions to questions 1, 3, and 4. Question1 focuses on the behavioral differences between management and leadership. Question 3 addresses the Leadership Grid and the leader behaviors of concern for results and concern for people, on which the Leadership Grid is based. Question 4 emphasizes the concepts of transactional, transformational, charismatic, and authentic leadership. Students should consider their skills in relation to these leadership concepts in two different ways. First, the students should discuss how their own leadership skills compare to what the theoretical concepts indicate is needed in order to be effective leaders. Second, students should compare their skills to those exhibited by Ingvar Kamprad, examining what they can learn from him about effective leadership as well as potential areas for improvement. Personal Development: To emulate Kamprad, develop skills in strategic visioning, cost efficiency, and fostering a strong company culture. Engage in leadership training, mentorship, and practical experience in these areas. Video Profile on Camp Bow Wow As the owner of a wildly popular pet franchise, Heidi Ganahl is top dog to an increasing number of employees. “At Camp Bow Wow, leading a franchise company means leading 2,000 employees that work at camps, at Home Buddies, and at Bow Wow Behavior Buddies franchises,” Ganahl said of her expanding pet care empire. One challenge Ganahl faces in leading so many talented people is getting everyone to follow a single business model. Since franchise companies attract hundreds of independent business owners into the system, Ganahl also has to work with many strong leaders. Discussion Questions and Solutions 1. Where does Heidi Ganahl’s leadership fall on the Leadership Grid discussed in the chapter? Explain. Answer: Heidi Ganahl is driven to achieve performance results (high concern for results), yet she is also very personable and willing to delegate authority to subordinates (high concern for people). As a result, Ganahl fits within the Team Management category (9,9) on the Leadership Grid. 2. In what way is Heidi Ganahl’s leadership transformational, charismatic, and visionary? Give examples. Answer: Heidi Ganahl is driven by her passion for dogs, and she has a clear, well-articulated vision of what she wants Camp Bow Wow to become in the future. These qualities are inspirational to the thousands of animal-lovers who work in the Camp Bow Wow franchise system. Ganahl motivates subordinates through the power of her vision—especially as it relates to care for animals—not through politics or formal authority. In the video, franchisee Sue Ryan states that Heidi Ganahl makes personal connections with subordinates and does not attempt to coerce with position, power, or egotism. Moreover, Ganahl is constantly dreaming up new ways to expand the Camp Bow Wow brand. Since founding the company, she has added a dog training division, a home pet care division, and a charitable foundation for abandoned pets. Her ultimate goal is to make Camp Bow Wow a one-stop shop where customers can obtain any pet service they may need. 3. What is the difference between a manager and a leader, and how has Heidi Ganahl’s role shifted toward leadership and away from management as the organization has grown? Answer: Management involves planning, budgeting, organizing, staffing, controlling, and problem solving. By contrast, leadership involves setting a direction for the organization, aligning people with that direction through communication, and motivating people to action. In the video, Ganahl says that her role in Camp Bow Wow has shifted from “intense micromanagement of day-to-day details to more of a strategic look at what’s best for the company and growing the brand.” She says she now focuses more on creating a vision for the brand rather than getting involved with management duties. This shift is owed in part to Ganahl’s ability to empower others. To encourage fresh ideas from employees, Ganahl keeps her door open to any employee who wants to meet and offer feedback. “I found that the best way to get people committed to a vision is to have an open-door policy,” says the CEO. “That’s a way people can communicate their ideas and be part of the growth and execution of the brand.” Student Handouts Ethical Dilemma Keith Ruth was very surprised when he was approached by PricewaterhouseCoopers chief diversity officer to help lead the firm’s corporate diversity effort. Why was he so surprised? Because Ruth is a White man and it is common knowledge that diversity programs aren’t designed for white men, right? Not according to Chris Simmons, PwC’s chief diversity officer. When Chris Simmons became PwC’s chief diversity officer in 2004, he was given a directive by the U.S. chairman to move diversity “off the sidelines” and “into the mainstream.” That meant fully integrating diversity into the firm’s daily operations including client assignments and employee promotions. At the same time, diversity leaders were being named for PwC’s four business units. Though Simmons is Black, he was concerned that none of the diversity leaders being named as a business unit diversity leader was a White man. He believed that having White men champion, diversity would be instrumental in helping to bring other White men on board. After all, White men are still the majority of workers in most large firms. Frank McCloskey, Georgia Power’s first White male head of diversity, insists that it would be difficult to ever create a sustainable diversity initiative if the majority of the work force felt there was nothing in it for them. Since becoming a PwC diversity leader, Keith Ruth has had much success reaching many people whom the chief diversity officer admits he had had a difficult time reaching. Questions 1. Using consequential, rule-based and character theories, evaluate Brent’s options. Answer: Consequential Theory: Ruth’s involvement could lead to greater acceptance and success of diversity initiatives by engaging White men, a key demographic. However, it might also face resistance from those who see it as tokenism. Rule-Based Theory: If diversity programs are to be inclusive, Ruth’s role aligns with principles of fairness and equal opportunity, regardless of his race. Character Theory: Ruth’s actions demonstrate a commitment to broader inclusion, reflecting integrity and a focus on creating meaningful change. 2. What should Brent do? Why? Answer: What Brent Should Do: Ruth should embrace the role, leveraging his influence to advocate for inclusive diversity efforts and engage White men in the conversation. This approach aligns with fairness, could enhance program effectiveness, and supports long-term diversity goals. What about You? How Does Your Supervisor Lead? Answer the following sixteen questions concerning your supervisor’s (or professor’s) leadership behaviors using the seven-point Likert scale. Then complete the summary to examine your supervisor’s behaviors. Not At All Very Much 1 2 3 4 5 6 7 1. Is your superior strict about observing regulations? Answer: 4 2. To what extent does your superior give you instructions and orders? Answer: 5 3. Is your superior strict about the amount of work you do? Answer: 3 4. Does your superior urge you to complete your work by the time he or she has specified? Answer: 6 5. Does your superior try to make you work to your maximum capacity? Answer: 4 6. When you do an inadequate job, does your superior focus on the inadequate way the job was done instead of on your personality? Answer: 5 7. Does your superior ask you for reports about the progress of your work? Answer: 4 8. Does your superior work out precise plans for goal achievement each month? Answer: 3 9. Can you talk freely with your superior about your work? Answer: 6 10. Generally, does your superior support you? Answer: 5 11. Is your superior concerned about your personal problems? Answer: 4 12. Do you think your superior trusts you? Answer: 6 13. Does your superior give you recognition when you do your job well? Answer: 5 14. When a problem arises in your workplace, does your superior ask your opinion about how to solve it? Answer: 5 15. Is your superior concerned about your future benefits like promotions and pay raises? Answer: 4 16. Does your superior treat you fairly? Answer: 6 Add up your answers to Questions 1 through 8. This total indicates your supervisor’s performance orientation: Task orientation 5 _____ Answer: To calculate the totals: Task Orientation Score: Add answers to Questions 1 through 8. 1. Is your superior strict about observing regulations? 4 2. To what extent does your superior give you instructions and orders? 5 3. Is your superior strict about the amount of work you do? 3 4. Does your superior urge you to complete your work by the time he or she has specified? 6 5. Does your superior try to make you work to your maximum capacity? 4 6. When you do an inadequate job, does your superior focus on the inadequate way the job was done instead of on your personality? 5 7. Does your superior ask you for reports about the progress of your work? 4 8. Does your superior work out precise plans for goal achievement each month? 3 Total Task Orientation Score: 4 + 5 + 3 + 6 + 4 + 5 + 4 + 3 = 34 Add up your answers to Questions 9 through 16. This total indicates your supervisor’s maintenance orientation: People orientation 5 _____ Answer: People Orientation Score: Add answers to Questions 9 through 16. 9. Can you talk freely with your superior about your work? 6 10. Generally, does your superior support you? 5 11. Is your superior concerned about your personal problems? 4 12. Do you think your superior trusts you? 6 13. Does your superior give you recognition when you do your job well? 5 14. When a problem arises in your workplace, does your superior ask your opinion about how to solve it? 5 15. Is your superior concerned about your future benefits like promotions and pay raises? 4 16. Does your superior treat you fairly? 6 Total People Orientation Score: 6 + 5 + 4 + 6 + 5 + 5 + 4 + 6 = 46 Summary: • Task Orientation Score: 34 • People Orientation Score: 46 This suggests that your supervisor has a slightly stronger focus on people orientation compared to task orientation. Source: Reprinted from “The Performance-Maintenance Theory of Leadership: Review of a Japanese Research Program” by J. Misumi and M. F. Peterson, published in Administrative Science Quarterly 30 (1985): 207. By permission of Administrative Science Quarterly © 1985. What about You? Are You an Effective Follower? To determine whether you are an effective follower, read the text section on “Types of Followers,” look back at your self-reliance results on Are You Self-Reliant (Chapter 7), and work through the following four steps. Answer each question in the four steps yes or no. Step 1: Self-Management and Self-Responsibility • Do you take the initiative at work? • Do you challenge the system at work when appropriate? • Do you ask questions when you need more information? • Do you successfully bring your projects to completion? Step 2: Commitment beyond Yourself • Are you committed to your boss’s and company’s success? • Is there a higher purpose in life that you value deeply? • Is there a principle(s) that you will Answer: Not compromise? • Is there a person at work or elsewhere you admire greatly? Step 3: Self-Development • Do you attend a professional development class annually? • Do you have a program of self-study or structured learning? • Do you take at least one class each semester in the year? • Have you identified new skills to learn for your job? Step 4: Courage and Honesty • Have you disagreed with your boss twice this year? • Have you taken two unpopular positions at work this year? • Have you given critical feedback to someone, kindly? • Have you taken one risk at work to do a better job? Source: Reprinted by permission of Harvard Business Review. From “In Praise of Followers” by R. E. Kelley, (November–December 1988). Copyright © 1988 by Harvard Business School Publishing Corporation; all rights reserved. Issues in Diversity Has De-Emphasizing Diversity Become a New Trend Among U.S. Leaders? A funny thing happened on the way to the C-suite. Well, maybe not as funny as it is baffling. A recent study conducted by consulting firm, AchieveGlobal, sought to determine leaders’ key focus areas (“zones”) for achieving leadership success in the 21st century. The study found that more than half of U.S. leaders ranked Diversity as the least important of the study’s six identified leadership zones. (Business was ranked the highest zone, followed by Society, People, Ingenuity, and Reflection.) Adding to the bewilderment, leaders in other parts of the world ranked ‘diversity’ higher than U.S. leaders. Craig Perrin, the director of AchieveGlobal’s solution development group, called the finding particularly disturbing given “the way the world is going and how integrated the global economy is.” By all reports, the U.S. culture is becoming increasingly more diverse, so what could possibly explain the leaders’ survey responses? Perrin offers several plausible explanations, from diversity being viewed by some leaders as “the nice thing to do” and not critical to business success to a general belief that treating everyone the same and ignoring individual differences is the best way to achieve equality and mutual respect. Perrin offers one more possible reason for the leaders’ response on the survey—ethnocentrism. The classic leader, the middle-aged white male, sees the world in terms of his own values and belief system. It is up to everyone else to figure out how he thinks and learn how to contribute accordingly. Not all leaders seem to be de-emphasizing diversity, however. A bright spot worth noting is California law firms. While there’s still work to be done, the study indicated that these firms had outperformed their national counterparts by hiring and retaining women, gays and lesbians, and other minorities. Questions 1. Do you agree with the ranking of leadership zones as indicated by the U.S. leaders in the study? How would you rank the zones? Explain. Answer: I disagree with the U.S. leaders' ranking, as diversity is crucial for fostering innovation and reflecting global market dynamics. I would rank the zones as: Diversity, Ingenuity, People, Society, Business, and Reflection. Diversity's importance in enhancing creativity and inclusivity makes it vital for future leadership. 2. What other plausible explanations might U.S. leaders have for ranking the Diversity leadership zone so low? Answer: Other plausible explanations might include a lack of awareness about the business benefits of diversity, resistance to change, or a belief that existing diversity initiatives are sufficient. Additionally, some leaders might view diversity as a compliance issue rather than a strategic advantage. SOURCE: C. Perrin, C. Blauth, E. Apthorp, S. Daniels, M. Marone, J. Thompsen, K.C. Jefferson, C. O’Sullivan, and L. Moran, “Developing the 21st-Century Leader,” AchieveGlobal, http://www.achieveglobal.com/resources/files/AG_21Century_Leader%20Research%20Report.pdf.; K. Whitney, “Diversity – least important leadership principle?” Law Office Management & Administration Report, Issue 10-06 (June 2010). Experiential Exercise National Culture and Leadership Effective leadership often varies by national culture, as Hofstede’s research has shown. This exercise gives you the opportunity to examine your own and your group’s leadership orientation compared to norms from ten countries, including the United States. Exercise Schedule 1. Preparation (before class): Complete the 29-item questionnaire. 2. Individual and Group Scoring: Your instructor will lead you through the scoring of the questionnaire, both individually and as a group. 3. Comparison of Effective Leadership Patterns by Nation: Your instructor leads a discussion on Hofstede’s value system and presents the culture dimension scores for the ten countries. In the questionnaire below, indicate the extent to which you agree or disagree with each statement. For example, if you strongly agree with a particular statement, write a 5 next to the statement. Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree 1 2 3 4 5 Questionnaire 1. It is important to have job instructions spelled out in detail so that employees always know what they are expected to do. Answer: 4 2. Managers expect employees to closely follow instructions and procedures. Answer: 4 3. Rules and regulations are important because they inform employees what the organization expects of them. Answer: 4 4. Standard operating procedures are helpful to employees on the job. Answer: 4 5. Instructions for operations are important for employees on the job. Answer: 4 6. Group welfare is more important than individual rewards. Answer: 3 7. Group success is more important than individual success. Answer: 3 8. Being accepted by the members of your work group is very important. Answer: 4 9. Employees should pursue their own goals only after considering the welfare of the group. Answer: 3 10. Managers should encourage group loyalty even if individual goals suffer. Answer: 3 11. Individuals may be expected to give up their goals in order to benefit group success. Answer: 3 12. Managers should make most decisions without consulting subordinates. Answer: 2 13. Managers should frequently use authority and power when dealing with subordinates. Answer: 2 14. Managers should seldom ask for the opinions of employees. Answer: 3 15. Managers should avoid off-the-job social contacts with employees. Answer: 2 16. Employees should not disagree with management decisions. Answer: 2 17. Managers should not delegate important tasks to employees. Answer: 2 18. Managers should help employees with their family problems. Answer: 4 19. Managers should see to it that employees are adequately clothed and fed. Answer: 4 20. A manager should help employees solve their personal problems. Answer: 4 21. Management should see that all employees receive health care. Answer: 3 22. Management should see that children of employees have an adequate education. Answer: 3 23. Management should provide legal assistance for employees who get into trouble with the law. Answer: 3 24. Managers should take care of their employees as they would their children. Answer: 4 25. Meetings are usually run more effectively when they are chaired by a man. Answer: 2 26. It is more important for men to have a professional career than it is for women to have a professional career. Answer: 1 27. Men usually solve problems with logical analysis; women usually solve problems with intuition. Answer: 2 28. Solving organizational problems usually requires an active, forcible approach, which is typical of men. Answer: 3 29. It is preferable to have a man, rather than a woman, in a high-level position. Answer: 1 SOURCES: By Peter Dorfman, Advances in International Comparative Management, vol. 3, pages 127–150, 1988. Reprinted by permission of JAI Press Inc. D. Marcic and S. M. Puffer, “Dimensions of National Culture and Effective Leadership Patterns: Hofstede Revisited,” Management International (Minneapolis/St. Paul: West Publishing, 1994), 10–15. All rights reserved. May not be reproduced without written permission of the publisher. Experiential Exercise Leadership and Influence To get a better idea of what your leadership style is and how productive it would be, fill out the following questionnaire. If you are currently a manager or have been a manager, answer the questions considering “members” to be your employees. If you have never been a manager, think of situations when you were a leader in an organization and consider “members” to be people working for you. Response choices for each item: A = always, B = often, C = occasionally, D = seldom, and E = never 1. I would act as the spokesperson of the group. Answer: A 2. I would allow the members complete freedom in their work. Answer: C 3. I would encourage overtime work. Answer: D 4. I would permit the members to use their own judgment in solving problems. Answer: B 5. I would encourage the use of uniform procedures. Answer: B 6. I would needle members for greater effort. Answer: C 7. I would stress being ahead of competing groups. Answer: D 8. I would let the members do their work the way they think best. Answer: C 9. I would speak as the representative of the group. Answer: B 10. I would be able to tolerate postponement and uncertainty. Answer: A 11. I would try out my ideas in the group. Answer: B 12. I would turn the members loose on a job, and let them go on it. Answer: C 13. I would work hard for a promotion. Answer: C 14. I would get swamped by details. Answer: D 15. I would speak for the group when visitors are present. Answer: D 16. I would be reluctant to allow the members any freedom of action. Answer: A 17. I would keep the work moving at a rapid pace. Answer: D 18. I would let some members have authority that I should keep. Answer: C 19. I would settle conflicts when they occur in the group. Answer: C 20. I would allow the group a high degree of initiative. Answer: B 21. I would represent the group at outside meetings. Answer: B 22. I would be willing to make changes. Answer: A 23. I would decide what will be done and how it will be done. Answer: B 24. I would trust the members to exercise good judgment. Answer: C 25. I would push for increased production. Answer: B 26. I would refuse to explain my actions. Answer: D 27. Things usually turn out as I predict. Answer: E 28. I would permit the group to set its own pace. Answer: C 29. I would assign group members to particular tasks. Answer: B 30. I would act without consulting the group. Answer: C 31. I would ask the members of the group to work harder. Answer: D 32. I would schedule the work to be done. Answer: D 33. I would persuade others that my ideas are to their advantage. Answer: C 34. I would urge the group to beat its previous record. Answer: B 35. I would ask that group members follow standard rules and regulations. Answer: D Scoring People oriented: Place a check mark by the number if you answered either A or B to any of these questions: 2 _____ 4 _____ 6 _____ 8 _____ 10 _____ 12 _____ 18 _____ 20 _____ 24 _____ 28 _____ Answer: Place a check mark by the number if you answered either D or E to any of these questions: 14 _____ 16 _____ 26 _____ 30 _____ Count your check marks to get your total people-oriented score. _____ Answer: Task oriented: Place a check mark by the number if you answered either A or B to any of these questions: 3 _____ 7 _____ 11 _____ 13 _____ 17 _____ 25 _____ 29 _____ 31 _____ 34 _____ Answer: Place a check mark by the number if you answered C or D to any of these questions: 1 _____ 5 _____ 9 _____ 15 _____ 19 _____ 21 _____ 23 _____ 27 _____ 32 _____ 33 _____ 35 _____ Count your check marks to get your total task-oriented score. _____ Answer: Range People 0–7; Task 0–10: You are not involved enough in either the task or the people. Uninvolved People 0–7; Task 10–20: You tend to be autocratic, a whip-snapper. You get the job done, but at a high emotional cost. Task-oriented People 8–15; Task 0–10: People are happy in their work, but sometimes at the expense of productivity. People-oriented People 8–15; Task 10–20: People enjoy working for you and are productive. They naturally expend energy because they get positive reinforcement for doing a good job. Balanced As a leader, most people tend to be more task oriented or more people oriented. Task orientation is concerned with getting the job done, while people orientation focuses on group interactions and the needs of individual workers. Effective leaders, however, are able to use both styles, depending on the situation. There may be times when a rush job demands great attention placed on task completion. During a time of low morale, though, sensitivity to workers’ problems would be more appropriate. The best managers are able to balance both task and people concerns. Therefore, a high score on both would show this balance. Ultimately, you will gain respect, admiration, and productivity from your workers. Experiential Exercise Leadership and Influence Exercise Schedule 1. Preparation (before class): Complete and score inventory. 2. Group discussion: The class should form four groups based on the scores on the Leadership Style Inventory. Each group will be given a separate task. •Uninvolved—devise strategies for developing task- oriented and people-oriented styles. •Task-oriented—how can you develop a more people-oriented style? What problems might occur if you do not do so? •People-oriented—how can you develop a more task-oriented style? What problems might occur if you do not do so? •Balanced—do you see any potential problems with your style? Are you a fully developed leader? SOURCE: From Thomas Sergiovanni, Richard Metzcus, and Larry Burden, “Toward a Particularistic Approach to Leadership Style: Some Findings,” American Educational Research Journal, vol. 6(1), January 1969. Copyright 1969 The American Educational Research Association. Reprinted with permission of AERA. Experiential Exercise Leadership Talks Topics for the Leadership Talks 1. Taking charge of an established group: The speaker is a manager now newly assigned to a group that has worked together under other managers for some time. 2. Announcing a new project: The speaker is announcing a new undertaking to members of his or her department and is calling on all to rally behind the effort. 3. Calling for better customer service: The speaker is motivating all employees to be attentive and responsive to the customer. 4. Calling for excellence and high-quality work: The speaker is motivating all employees to perform their jobs with a commitment to meeting the highest possible standards. 5. Announcing the need for cost reductions: The speaker is requesting that everyone look for ways to cut expenditures and immediately begin slashing spending. 6. Commending for a job well done: The speaker is motivating all employees to perform their jobs with a commitment to meeting the highest possible standards. 7. Reprimanding unacceptable behavior: The speaker is calling to task certain individuals who have failed to perform up to required levels. 8. Calming a frightened group of people: The speaker is endeavoring to restore peace and confidence to those who now panic in the face of distressing business developments. 9. Addressing a challenging opposition: The speaker is presenting some heartfelt belief to a critical, even hostile, audience. 10. Mediating opposing parties: The speaker is calling for reconciliation between two groups bitterly opposed on some key issue. 11. Taking responsibility for error: The speaker is the figurehead spokesman for an institution that has produced some unfortunate result affecting the audience. 12. Petitioning for special allowances: The speaker represents the organization to external bodies that exercise some degree of control over its activities. Experiential Exercise A Leadership Exercise Six or seven people are blindfolded and placed around a circular piece of rope. Each must maintain a hold on the rope with at least one hand at all times. One person is then selected as the leader. This person can remove his or her blindfold. The leader is the only one allowed to speak. The leader must guide the group along a path that is indicated by the consultant working with/monitoring that group. The leader can do whatever he or she needs to do to move the group except let go of the rope. The leader is responsible for the safety and well-being of the group at all times. (Some “leaders” try to steer the group like a rudder. They remain in the back and give directions like “go left” or “go right.” These can be successful until the consultant starts taking the group through rougher terrain such as trees and undergrowth. Then things start to fall apart quickly. Others try to maintain their relative position TO THE GROUP (i.e., on the side of the group) rather than re-orienting the group to allow them to lead from the front. This, again, can work for a while but quickly falls apart when more difficult tasks are required of the group.) A note here: The consultant has a responsibility to all participants to watch out for their well-being. This is why the consultant indicates the path for the group. That way the consultant can ensure that the path, while difficult, is not impossible or particularly dangerous. When one is blindfolded even a leaf can seem like a large tree branch. Also, if participants start to have trouble with any part of the path (feet catching on vines or running into trees), he or she stops the group and makes the necessary corrections to the situation. This original leadership situation continues for about 10 minutes while the group establishes some sort of communication system, gets frustrated, and generally is ready for a change. At that point the group is stopped, the leader is told to replace his or her blindfold, and a new leader is selected from among the group. This new leader removes his or her blindfold and continues following instructions from the consultant. These instructions are given via visual signals as much as possible so as not to displace the leader’s position within the group. The new leader must orient the group to his or her position, style, etc. This often includes physically turning the group so that the new leader is now in front of the group. It also frequently includes making changes to the group's procedures of communication, movement, etc. This rotation continues until most of the group has been the leader. At that point, the group is stopped, blindfolds removed, and the activity debriefed. Case Study Ingvar Kamprad—Wealthy Man, Frugal Man, Entrepreneur Extraordinaire Although octogenarian Ingvar Kamprad, the founder of Swedish-based IKEA, is one of the wealthiest individuals in the world, he nonetheless lives quite frugally. Kamprad avoids wearing suits, flies economy class, takes the subway to work, drives a ten-year-old Volvo and frequents inexpensive restaurants. “It has long been rumored in Sweden that when his self-discipline fails and he drinks an overpriced Coke out of a hotel minibar, he will go to a grocery store to buy a replacement.” Kamprad was “born in Småland in the south of Swedena region known as home to many entrepreneurs and hard-working people, who are adept at using efficiently what  limited resources they have.” Kamprad developed an entrepreneurial spirit in his youth. As a youngster, Kamprad rode his bicycle throughout the neighborhood, selling matches, pens, and Christmas cards to the local residents. Then in 1943 when he was only 17 years old, Kamprad used a cash gift from his father to form a company called IKEA. The name IKEA was derived from Ingvar Kamprad’s initials plus the first letters of the farm and village where he grew up (Elmtaryd and Agunnaryd). Initially, IKEA was a catalog company that sold pens, picture frames, wallets, and other bargain goods. “Kamprad used his village’s milk van to deliver his products when he first started the business. In 1951, IKEA began selling furniture made by local carpenters; six years later Kamprad opened the first IKEA store in Sweden. In 1985 the first U.S. IKEAwhich measured three football fields longopened in a Philadelphia suburb called Plymouth Meeting.” By 2010, IKEA had grown to 316 stores around the world with 699 million visitors, in-person and online. IKEA “has stores in thirty-three countries, while continuing to expand markets in China and Russia.” As stated on the company’s website, “[t]he IKEA vision is to create a better everyday life for  many people. We make this possible by offering a wide range of well-designed, functional home furnishing products at prices so low that as many people as possible will be able to afford them” and to do so without compromising quality. “Consistent with the Swedish lifestyle, the IKEA product range is functional, attractive, child-friendly and family-centered, covering the needs of all family members.” “IKEA uses natural materials such as pale wood, natural textiles (linen and cotton), glass, clay and untreated surfaces. The natural character of these products has bestowed on them a universal utilitarian appeal.” A signature characteristic of the company is that “all IKEA productsfrom furniture to the now famous mobile kitchenscould be packed in flat, stackable boxes that could be mailed or transported and reassembled at home.” Interestingly, the flatpack idea for furniture arose by accident when an employee took the legs off a table in order to load it into a customer’s car. “[T]he IKEA way of doing business combines a very Scandinavian embrace of paternalistic employment policies and a social safety net with a hard-core drive for profits and market share that bows to no competitor, anywhere, anytime.” IKEA’s unrelenting quest for profits reflects Kamprad’s frugality. Indeed, Kamprad’s thriftiness is infused into IKEA’s culture; for example, employees become catalog models and managers share hotel rooms when they travel. “Kamprad obviously appreciates what it takes to earn his money and realizes that there are no guarantees to economic success tomorrow apart from hard work.” Kamprad founded IKEA on the basis of a family business model, and the company’s values are still based on this model. The family business model has special features that differentiate it from other business models. Typically, the owner of a family business has a strong entrepreneurial character, establishes the company’s objectives and operational strategies, and desires to control most, if not all, of the business areas. An important characteristic of the family business model is that the workforce feels that they are members of the familythey identify with and are committed to the company, which boosts both their dedication and performance. As head of the “family business,” Kamprad, like many fathers, leads by example. As Kamprad says: “ ‘If there is such a thing as good leadership, it is to give a good example’ and ‘I have to do so for all the IKEA employees.’ ” Kamprad firmly believes that the best example he can provide for his employees is to work hard and adhere to strict business ethics. Another characteristic of Kamprad’s leadership approach is a willingness to admit his mistakes and own up to his weaknesses. Even with his long career and extraordinary success with IKEA, Kamprad had his share of challenges. “As IKEA grew, so did Kamprad’s problemsalcoholism, allegations of a Nazi past, deaths at a store openingbut nothing deflected him.” Kamprad describes “his association with the ‘new Swedish’ wartime pro-Nazi party [as] ‘the greatest mistake of my life.’ ” The manner in which Kamprad dealt with the revelation of his involvement with the Swedish pro-Nazi party helped people to “fully accept him as a leader. By showing human weaknesses rather than only strengths, his employees and the general public could  relate to him and learn from his behavior. The episode also  [shows] that Ingvar Kamprad is  a leader who really impacts the people around him in an inspirational and positive way.” Some of Kamprad’s other leadership characteristics include humbleness, a caring nature for IKEA’s employees, a commitment to simplicity and frugality, and a constant desire for renewal. At different times throughout his career, Kamprad has become reflective about what he has accomplished and he proceeded to jot down bits of his management philosophy. One philosophical gem is: “By always asking why we are doing this or that, we can find new paths. By refusing to accept a pattern simply because it is well established, we make progress. We dare to do it a different way! Not just in large matters, but in solving small everyday problems, too.” Another of his lofty pronouncements is: “Wasting resources is ‘a mortal sin’.” Kamprad also promises “a better life for many.” From the mistakes and the successes, what lessons should otherscurrent leaders or those aspiring to become leaderstake away from Ingvar Kamprad’s experiences? Discussion Questions 1. In what ways is Ingvar Kamprad a manager? In what ways is he a leader? Answer: Manager vs. Leader: Ingvar Kamprad is a manager through his hands-on approach to IKEA’s operational efficiency, focusing on cost control and systematizing processes. As a leader, he is visionary, driving IKEA’s unique culture and global expansion with a strong commitment to innovation and employee empowerment. 2. Describe the nature of followership that Kamprad seems to have encouraged at IKEA. Answer: Nature of Followership: Kamprad fostered a collaborative and committed followership, encouraging employees to align with IKEA’s values and work towards common goals, often giving them considerable autonomy while maintaining a strong connection to the company’s mission. 3. Using the Leadership Grid and its underlying leader behaviors of ‘concern for results’ and ‘concern for people,’ explain the leadership orientation of Ingvar Kamprad. Answer: Leadership Grid: Kamprad exhibited high concern for results, emphasizing efficiency and cost-effectiveness, while also demonstrating a high concern for people through his commitment to employee well-being and development, reflecting a balanced leadership orientation. 4. Use the concepts of transactional, transformational, charismatic, and authentic leaders to describe the leadership of Ingvar Kamprad. Answer: Leadership Concepts: Kamprad was transactional in his focus on operational excellence, transformational through his vision for IKEA’s global impact, charismatic in his personal influence and ability to inspire, and authentic in his genuine commitment to IKEA’s core values and employee welfare. 5. What are the key leadership lessons provided by Kamprad’s experiences? Answer: Leadership Lessons: Key lessons from Kamprad’s experience include the importance of aligning leadership with core values, fostering a strong organizational culture, balancing cost-efficiency with employee empowerment, and maintaining a clear, visionary approach to business growth. 6. What skills would you personally need to develop or refine to become a leader like Kamprad? What could you do to develop or refine these skills? Answer: Skills to Develop: To emulate Kamprad, focus on enhancing strategic vision, operational efficiency, and the ability to inspire and empower teams. Develop these skills through leadership training, mentorship, and gaining experience in diverse managerial roles. SOURCE: This case was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business Administration, Valparaiso University. Anonymous, “The Risk Takers,” USBanker 116(5) (May 2006): 41 (2 pages). M.H. Weier, “Oracle’s Change Agent,” InformationWeek (1148) (July 30, 2007): 36 (6 pages). J. Bort and B. Schultz, “The 50 Most Powerful People in Networking,” Network World 23(50) (January 2, 2001): 12 (6 pages). A. Bary, “30 Best CEOs,” Barron’s 91(13) (March 28, 2011): 31 (7 pages). B. Evans, “Larry Ellison Rocks the Tech World,” InformationWeek (1275) (August 9, 2010): 6 (5 pages). B. Worthen, “Boss Talk: Chief Reboots H-P after Scandal,” The Wall Street Journal (Eastern edition) (February 18, 2011): B1. A. Bary, “30 Best CEOs,” Barron’s 91(13) (March 28, 2011): 31 (7 pages). B. 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Nelson, James Campbell Quick 9781305663916, 9781337148443