CH-12 Leadership and Followership – Organizational Behavior: Science, The Real World, and You : Book Guide

12. LEADERSHIP AND FOLLOWERSHIP REVIEW QUESTIONS: suggested answers Define leadership and followership. Distinguish between formal leadership and informal leadership. Answer: Leaders guide and direct the behaviors of followers in organizations. On the other hand, followers accept the guidance and direction of the leader. Formal leadership is sanctioned by power and authority. Informal leadership is accorded to an individual by other members of the organization. Discuss transformational, charismatic, and authentic leadership. Would you expect these styles of leadership to exist in all cultures? Differ across cultures? Answer: Transformational leaders set directions for the organization, align people with directions through empowerment, and motivate organizational followers to action. Charisma is a form of interpersonal attraction, and is an attribute found in some leaders. This trait allows leaders to be persuasive based on trust and acceptance. Charismatic leaders tend to be self-confident. Authentic leadership includes transformational, charismatic, or transactional leadership as the situation demands, but differs from the other kinds in that authentic leaders have a conscious and well-developed sense of values, and 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. Describe the differences between autocratic and democratic work environments. How do they differ from a laissez-faire workplace? Answer: Autocratic and democratic are usually easy for students to differentiate. Autocratic leaders are typically forceful personalities who are rigid in enforcing rules. In contrast, democratic leaders appreciate collaboration, and interact frequently with followers. Laissez-faire leaders abdicate responsibility and their indifference forces others into ambiguous situations. Define initiating structure and consideration as leader behaviors. Answer: Initiating structure is a task-oriented approach that focuses on rules, responsibilities, and policies. Consideration is a relationship-oriented approach that focuses on understanding one’s employees. 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 balances getting work done and maintaining morale. The authority-compliance manager emphasizes production. The country club manager focuses on the needs of people. The team manager emphasizes work accomplishment through committed people. The impoverished manager uses a laissez-faire style of management. How does the 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 with whom they would least prefer to work. The three situational dimensions are task structure, position power, and leader–member relations. Describe the alternative decision strategies used by a leader in the Vroom-Yetton-Jago normative decision theory. Answer: In the AI form, the manager makes the decision alone; in the AII form, the manager seeks information from employees or peers and then makes the decision; in the CI form, the manager explains the problem to appropriate peers or employees, one-on-one, and then makes the decision; in the CII form, the manager explains the problem to employees or peers as a group and then makes the decision; in the G form, the manager explains the problem to employees or peers as a group and the group makes the decision. Compare House’s path-goal theory of leadership with the Situational Leadership model. Answer: Both 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: 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. Describe alienated followers, sheep, yes people, survivors, and effective followers. Answer: Alienated followers think independently, but are passive in their behavior. Sheep do not think independently and are passive. Yes people do not think independently and are active. Survivors are low-risk followers and the least disruptive. Effective followers practice self-management, are committed to the organization, are not self-centered, invest in their own competence, and are courageous, honest, and credible. DISCUSSION AND COMMUNICATION QUESTIONS: suggested answers Do you (or would you want to) work in an autocratic, democratic, or laissez-faire work environment? What might be the advantages and disadvantages of each? Answer: 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. Personal Preference and Analysis: 1. Autocratic Work Environment Advantages: • Clear Direction: Provides strong leadership and clear, decisive direction, which can be beneficial in high-pressure or crisis situations. • Efficiency: Decision-making can be quick, as it is centralized in one leader or a small group of leaders. Disadvantages: • Limited Input: Employee input is minimal, which can lead to disengagement and reduced job satisfaction. • Risk of Low Morale: May result in a lack of creativity and innovation due to restricted employee autonomy and involvement. 2. Democratic Work Environment Advantages: • Employee Engagement: Encourages participation and input from employees, leading to higher morale and job satisfaction. • Diverse Perspectives: Utilizes diverse perspectives and ideas, which can foster creativity and improve decision-making. Disadvantages: • Decision-Making Speed: Can be slower due to the need for consensus and input from multiple stakeholders. • Potential Conflicts: May lead to conflicts or difficulties in reaching consensus, which can be challenging in urgent situations. 3. Laissez-Faire Work Environment Advantages: • Autonomy: Employees have high levels of freedom and autonomy, which can lead to innovation and personal growth. • Flexibility: Allows for flexible work practices and can accommodate a wide range of working styles. Disadvantages: • Lack of Direction: Can lead to a lack of clear goals and direction, potentially resulting in disorganization and inconsistent performance. • Variable Performance: Success heavily depends on individual employee motivation and self-discipline, which may vary widely. Personal Preference: I would prefer a democratic work environment. It balances employee engagement and involvement with effective decision-making, fostering a collaborative and innovative culture while maintaining clear direction and shared ownership. However, I recognize that each environment has its context and suitability depending on organizational needs and situations. Is your supervisor or professor someone who is high in concern for production and people? What is his or her Leadership Grid style? Answer: It is interesting to have students pool their responses regarding your leadership grid style and 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. To evaluate whether a supervisor or professor is high in concern for both production and people, you would need to consider their behavior and approach to leadership. Here's how you might analyze this: 1. High Concern for Production and People: • Behavioral Indicators: They would demonstrate a strong focus on achieving organizational or academic goals while also being attentive to the needs and well-being of their team or students. • Leadership Style: This approach often aligns with a leadership style that values both task accomplishment and interpersonal relationships. 2. Leadership Grid Style: • Leadership Grid Overview: The Leadership Grid, developed by Robert Blake and Jane Mouton, categorizes leadership styles based on concern for people and concern for production. • 1,1 (Impoverished Management): Low concern for both people and production. • 1,9 (Country Club Management): High concern for people, low concern for production. • 9,1 (Authority-Compliance Management): High concern for production, low concern for people. • 5,5 (Middle-of-the-Road Management): Moderate concern for both people and production. • 9,9 (Team Management): High concern for both people and production. Example Evaluation: • Supervisor/Professor: If your supervisor or professor is high in concern for both production and people, they would be classified under the 9,9 (Team Management) style on the Leadership Grid. They would focus on achieving high performance and productivity while also fostering a supportive and collaborative environment. Assessment of Your Supervisor/Professor: • Concern for Production: They set clear goals, provide direction, and ensure that tasks are completed effectively. • Concern for People: They offer support, show empathy, and maintain open communication with their team or students. Conclusion: To determine the Leadership Grid style accurately, reflect on specific examples of how your supervisor or professor manages tasks and interacts with people. If they balance both high performance and strong interpersonal relationships, their style would align with the 9,9 (Team Management) category. 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 use 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 very often inaccurate. The appropriate style depends on situational factors such as time quality, commitment, and information available. To analyze the decision strategies used by your supervisor and their alignment with the Vroom-Yetton-Jago model, consider the following steps: 1. Identify Decision Strategies: • Autocratic (A1/A2): Decisions are made unilaterally by the supervisor based on their own information or after consulting a few key individuals. • Consultative (C1/C2): The supervisor seeks input from team members or consults with them before making a decision but retains the final say. • Group-Based (G2): Decisions are made collectively with input from the entire team, and consensus is sought. 2. Assess Alignment with the Vroom-Yetton-Jago Model: • The Vroom-Yetton-Jago Model provides a framework for decision-making that considers factors such as the significance of the decision, the amount of information available, and the need for team buy-in. It categorizes decision-making into various styles: • Autocratic Decision Making: • A1: The leader makes the decision alone using the information available at the time. • A2: The leader collects information from team members but makes the decision alone. • Consultative Decision Making: • C1: The leader consults with individual team members separately and then makes the decision alone. • C2: The leader consults with the team as a group and then makes the decision alone. • Group Decision Making: • G2: The leader and the team make the decision together, with the leader facilitating the process. 3. Evaluate Your Supervisor’s Decision Strategies: • Consistency with Vroom-Yetton-Jago Model: • Autocratic: If your supervisor often makes decisions independently or after minimal consultation, their approach aligns with Autocratic styles (A1/A2). • Consultative: If your supervisor frequently seeks input from team members but retains final decision authority, this aligns with Consultative styles (C1/C2). • Group-Based: If decisions are typically made through group discussion and consensus, this aligns with Group-Based style (G2). • Inconsistency: • Inconsistent Application: If your supervisor’s decision-making style varies significantly depending on the situation (e.g., sometimes autocratic, sometimes consultative), they may not consistently follow one particular model. • Context-Specific Adaptation: The supervisor might adapt their approach based on the complexity of the decision, team dynamics, or urgency, reflecting a flexible application of the model. Example Evaluation: • If your supervisor often makes decisions independently but consults team members for their opinions before finalizing, they might be using a combination of Autocratic and Consultative approaches. • If they involve the team extensively in discussions and decision-making processes, their approach aligns with the Group-Based style. Conclusion: To determine if your supervisor’s decision strategies are consistent with the Vroom-Yetton-Jago model, analyze their approach to various types of decisions. Assess whether their strategy aligns with the model’s prescribed methods for decision-making based on factors such as decision importance, team involvement, and information availability. Discuss the similarities and differences between effective leadership and dynamic followership. Are you dynamic? Answer: Both 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. Similarities and Differences between Effective Leadership and Dynamic Followership: Similarities: 1. Goal Alignment: • Effective Leadership: Leaders set vision and goals, guiding the team towards achieving them. • Dynamic Followership: Followers support and align with the leader’s goals, contributing to the overall objectives of the team or organization. 2. Communication: • Effective Leadership: Leaders communicate vision, expectations, and feedback clearly and regularly. • Dynamic Followership: Followers actively communicate their ideas, feedback, and concerns, engaging in open dialogue with leaders. 3. Commitment: • Effective Leadership: Leaders are committed to the success of their team and organization, often going above and beyond to ensure goals are met. • Dynamic Followership: Dynamic followers are highly committed, showing dedication and enthusiasm in supporting the leader and achieving shared goals. Differences: 1. Role and Influence: • Effective Leadership: Leaders typically have formal authority and make decisions that guide the team’s direction. • Dynamic Followership: Followers have less formal authority but can influence outcomes through their support, feedback, and proactive behavior. 2. Initiative and Innovation: • Effective Leadership: Leaders often drive innovation, set strategic directions, and initiate changes. • Dynamic Followership: Dynamic followers contribute to innovation by providing insights, challenging ideas constructively, and implementing changes. 3. Responsibility: • Effective Leadership: Leaders are responsible for setting goals, making decisions, and addressing challenges. • Dynamic Followership: Followers are responsible for executing tasks, providing support, and contributing to team dynamics. Am I Dynamic? Personal Assessment: • Self-Evaluation: Reflect on whether you actively engage in supporting your leader, provide constructive feedback, and take initiative in your role. A dynamic follower is proactive, adaptable, and contributes positively to the team’s success. • Behavior Indicators: Consider if you: • Engage Actively: Participate in team activities and contribute ideas. • Support Leaders: Provide constructive feedback and help implement decisions. • Show Initiative: Take proactive steps to address issues and support team goals. If you demonstrate these qualities, you can consider yourself a dynamic follower, contributing effectively to both the leadership process and team success. Describe the relationship you have with your supervisor or professor. What are the best and worst parts of the relationship? What could you do to make the relationship better? Answer: Many students have difficulty staying a dynamic follower because people generally find it easier to allow the leader to become autocratic than for them to remain dynamic followers. Description of Relationship: 1. Nature of the Relationship: • Professional/Academic: The relationship is typically formal, characterized by guidance and oversight. It involves interactions related to work or academic performance, feedback, and support. 2. Best Parts of the Relationship: • Support and Guidance: Your supervisor or professor provides valuable feedback and mentorship, helping you navigate challenges and achieve goals. • Open Communication: There is clear and constructive communication, allowing you to discuss concerns, seek advice, and receive support effectively. • Respect and Professionalism: Mutual respect and a professional demeanor help maintain a positive and productive interaction. 3. Worst Parts of the Relationship: • Lack of Feedback: If feedback is infrequent or not constructive, it can hinder your ability to improve and meet expectations. • Limited Engagement: If interactions are minimal or impersonal, it may affect your sense of connection and support. • Misaligned Expectations: Differences in expectations or misunderstandings can lead to frustration or confusion. 4. Strategies for Improvement: • Seek Regular Feedback: Proactively request feedback and clarify expectations to ensure alignment and address areas for improvement. • Increase Communication: Schedule regular check-ins or meetings to discuss progress, challenges, and goals, fostering a more engaged relationship. • Show Appreciation: Acknowledge and express gratitude for the support and guidance provided, reinforcing positive interactions. • Address Issues Constructively: If conflicts or issues arise, address them directly and constructively, focusing on finding solutions and improving the working relationship. • Set Clear Goals: Collaborate on setting clear, mutually agreed-upon goals and expectations to ensure both parties are aligned and working towards shared objectives. By focusing on these strategies, you can strengthen your relationship with your supervisor or professor, enhancing both your professional or academic experience and overall satisfaction. Who is the leader you admire the most? Write a description of this person’s characteristics and attributes that you admire. Note any aspects of this leader’s behavior that you find less than wholly admirable. 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 back to characteristics and attributes that students identified in their most admired leaders. Leader Admired: Leader: Satya Nadella, CEO of Microsoft. Characteristics and Attributes: 1. Visionary Leadership: Satya Nadella has transformed Microsoft with a clear and forward-thinking vision. His focus on cloud computing, AI, and digital transformation has redefined Microsoft’s role in the tech industry. 2. Empathy and Emotional Intelligence: Nadella is known for his emphasis on empathy as a core leadership quality. His approach to understanding and addressing the needs of employees and customers reflects high emotional intelligence. 3. Growth Mindset: He promotes a growth mindset culture within Microsoft, encouraging continuous learning and adaptability. This has fostered innovation and resilience throughout the organization. 4. Inclusivity and Diversity: Nadella is a strong advocate for inclusivity and diversity. He has implemented initiatives to enhance diversity within Microsoft and create a more inclusive workplace. 5. Collaborative Approach: His leadership style is collaborative and empowering, valuing input from various stakeholders and fostering a team-oriented environment. Less Admirable Aspects: 1. Execution Challenges: While Nadella’s vision has been transformative, some critics argue that execution in certain areas has been inconsistent. For example, the integration of acquisitions and the implementation of new strategies have faced challenges. 2. Public Perception: Occasionally, there have been criticisms regarding Microsoft’s handling of specific issues or controversies, such as privacy concerns and the competitive dynamics in the tech industry. How these issues are managed can affect public perception. Summary: Satya Nadella’s leadership is admired for its visionary direction, empathy, and focus on growth and inclusivity. His ability to drive transformation while fostering a supportive and innovative culture makes him a notable leader. However, challenges in execution and managing public perceptions are areas where his leadership could further evolve. Refresh yourself on the distinction between leaders (also called transformational leaders) and managers (also called transactional leaders) in the text. 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. Summary and Classification of Contemporary Business Leaders: 1. Elon Musk, CEO of SpaceX and Tesla Summary: Elon Musk is known for his visionary approach and ambitious goals in various high-tech industries. His work includes advancing space exploration through SpaceX and revolutionizing the electric vehicle market with Tesla. Musk is recognized for his bold innovations and pushing boundaries in technology and sustainability. Classification: Leader (Transformational Leader) • Reason: Musk embodies transformational leadership through his visionary goals, risk-taking, and ability to inspire and drive significant changes in multiple industries. His focus on innovation and long-term impact aligns with transformational leadership principles. 2. Tim Cook, CEO of Apple Summary: Tim Cook has been instrumental in maintaining Apple's market leadership and expanding its product lines. Under his leadership, Apple has continued to innovate with new products and services while focusing on operational efficiency and customer satisfaction. Classification: Manager (Transactional Leader) • Reason: Cook’s leadership style leans more towards transactional management, emphasizing efficient operations, maintaining Apple's competitive edge, and managing the company’s daily functions effectively. While he has overseen growth, his approach is more focused on execution and optimization. 3. Satya Nadella, CEO of Microsoft Summary: Satya Nadella has transformed Microsoft by shifting its focus to cloud computing and artificial intelligence. He is known for promoting a growth mindset, fostering a culture of inclusivity, and steering the company through significant digital transformation. Classification: Leader (Transformational Leader) • Reason: Nadella’s leadership is characterized by transformational qualities, including his vision for digital transformation, emphasis on empathy, and fostering a culture of continuous learning and innovation. His ability to drive change aligns with transformational leadership. 4. Sheryl Sandberg, Former COO of Facebook Summary: Sheryl Sandberg played a key role in scaling Facebook’s operations and driving its revenue growth. She focused on building strong business operations, increasing ad revenue, and expanding the company’s global presence. Sandberg is also known for her advocacy of women in leadership through her book "Lean In." Classification: Manager (Transactional Leader) • Reason: Sandberg’s role primarily involved managing and optimizing Facebook’s business operations and growth strategies. Her focus on operational excellence and business results aligns with transactional leadership characteristics, although her advocacy for women’s empowerment also reflects some transformational elements. Summary of Classification: • Transformational Leaders: Elon Musk and Satya Nadella are characterized by their visionary goals and transformative impact on their industries. • Transactional Leaders: Tim Cook and Sheryl Sandberg are more focused on effective management, operational efficiency, and achieving business objectives within established frameworks. Interview a supervisor or manager about the best follower the supervisor or manager has worked with. Ask questions about the characteristics and behaviors that made this person such a good follower. Note in particular how this follower responded to change. Be prepared to present your interview results in class. Answer: Compare and contrast 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. Interview Summary: Best Follower Characteristics: The supervisor praised the best follower for their proactive attitude, strong communication skills, and reliability. This follower demonstrated adaptability by embracing change with enthusiasm, offering constructive feedback, and actively seeking solutions during transitions. They were also highly committed and supportive, often going beyond their role to contribute to team success. Their positive response to change helped facilitate smoother adjustments and fostered a collaborative team environment. ETHICal dilemma 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. Using consequential, rule-based, and character theories, evaluate Brent’s options. Answer: Consequential – If Brent chooses the tech-savvy project, he will be able to showcase his team’s talent and maintain their trust and confidence, possibly resulting 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 – 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 – 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. What should Brent do? Why? Answer: Choosing the tech-savvy project will benefit Brent’s entire team, as well as the company and client, and is in keeping with his desire to be seen as having his team’s best interests at heart. EXPERIENTIAL EXERCISES 12.1 National Culture and Leadership This instrument measures Hofstede’s four traditional dimensions of national culture – uncertainty avoidance, individualism, power distance, and masculinity. It also measures a fifth dimension, paternalism. “The paternalism scale includes items that assess the appropriateness of managers taking a personal interest in workers’ lives, providing for workers’ personal needs, and generally taking care of workers.”1 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: Have the students determine their total scores for each of the five sections (higher score is indicative of strength on that dimension towards the value the dimension’s title indicates) and see which of the dimensions scores higher. They can see, relative to themselves, how the dimensions vary in strength. Take mean scores from the whole class either: for each separate item for each of the five sections Then write these means on the board and discuss the relevance of the variability of the scores. 1Adapted from Peter Dorfman, Advances in International Comparative Management, vol. 3, pg. 127-150. Copyright 1988 by JAI Press Inc. Used with permission. 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 discussions surrounding this survey is to ask students that score high on the people-oriented to change their style. Alternative Experiential ExerciseS 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. 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 1 to 2 minutes each. It is helpful to have a timekeeper signal 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, 3 rules might be helpful: (1) Do not allow the day's speakers to comment during the critique period. This prevents defensive reactions and excuse making. (2) Make sure all speakers receive some feedback. Although one speaker may overshadow others, all should receive critical commentary. (3) 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. 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. 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, 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 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 the focus 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, the second focusing 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 provincial 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 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 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 spokesperson for 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. 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. * SOURCE: Clyde Howell, The Howell Group. 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/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 s/he 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), s/he 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 told to replace his/her blindfold, and a new leader selected
from among the group. This new leader removes his/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/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. EXTRA EXPERIENTIAL EXERCISES The following alternative exercises to supplement the material in the textbook can be obtained from: Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and Cases, 6th Ed. South-Western College Publishing Company, 2001. The President’s Decision: A Role-Play. p. 161-164. Time: 35-50 minutes or more. Purpose: To explore the effects of different types of leadership styles on group members. Path–Goal Leadership: The Pat Howard Role Play. p. 145-151. Time: 45 minutes per round (second round optional), plus 15 minutes for discussion. Purpose: To determine what leadership styles are most effective with different subordinates. TAKE 2 BIZ FLIX: Doomsday PPT Slide 34 Organizations Discussed: Department of Domestic Security, Scotland The Reaper virus strikes Glasgow, Scotland, on April 3, 2008. It spreads and devastates the population throughout Scotland. Authorities seal off the borders, preventing anyone from entering or leaving the country. They also prohibit aircraft flyovers. Social decay spreads, and cannibalistic behavior develops among the few remaining survivors. Eventually, no one is left alive in the quarantined area. The Reaper virus reemerges in 2032, this time in London, England. Classified satellite images show life in Glasgow and Edinburgh. Prime Minister John Hatcher (Alexander Siddig) and his assistant Michael Canaris (David O’Hara) assign the task of finding the cure to Security Chief Bill Nelson (Bob Hoskins). Leadership: No Rules, No Backup This sequence starts with a shot of the Department of Domestic Security emblem. The film cuts to Major Eden Sinclair (Rhona Mitra) standing in the rain smoking a cigarette while waiting for Chief Nelson. The sequence ends after Michael Canaris leaves the helicopter while saying to Sinclair, “Then you needn’t bother coming back.” He closes the helicopter’s door. Major Sinclair blows her hair from her face while pondering his last statement. What to Watch for and Ask Yourself PPT Slide 43 Assess the behavior of both Major Sinclair and Michael Canaris. Which leadership traits described earlier in this chapter appear in their behavior? Answer: Major Sinclair’s leadership traits include integrity and achievement drive as judged from her demeanor while talking to Michael Canaris. One can sense a desire to excel and with a high degree of independence and intelligence. Michael Canaris’ leadership traits show achievement drive and dominance. He is extremely direct and unfeeling in his interaction with Sinclair. Canaris is likely highly decisive, independent, and intelligent. Apply the behavioral theories discussed earlier to this film sequence. Which parts apply to Sinclair and Canaris’s behavior? Draw specific examples from the film sequence. Answer: Sinclair and Canaris show remarkably similar leadership behaviors described by the behavioral model of leadership discussed earlier in this chapter. Both strongly show initiating structure behavior as evidenced by their crisp, direct interaction. Neither of them shows consideration behavior in the film sequence. Canaris shows especially high initiating structure behavior. Recall his closing statement to Sinclair in response to her question, “What happens if I don’t find anything up there?” He responds, “Then you needn’t bother coming back.” Does this film sequence show any aspects of transformational and charismatic leadership? Draw some examples from the sequence. Answer: As noted in the response to Question 2, Canaris shows strong task behavior (similar to initiating structure). He spells out Sinclair’s duties, leaving little room for discretionary behavior. Canaris is not an example of either a transformational or charismatic leader. Sinclair shows evidence of potential transformational and charismatic leadership. Her personal confidence should let her instill confidence in people she will need to lead in her new assignment. Canaris and others have picked her for this assignment because of her unique gifts (charisma) that will help her influence others. To assess whether a film sequence displays aspects of transformational and charismatic leadership, analyze specific scenes and behaviors of characters. Here’s how to identify and describe these leadership styles: Transformational Leadership: • Vision: Look for scenes where the leader articulates a compelling vision or future goal that inspires and motivates others. • Inspirational Motivation: Observe moments where the leader encourages and energizes team members towards achieving the vision. • Individualized Consideration: Note instances where the leader shows personal attention to the needs and development of team members. • Intellectual Stimulation: Identify scenes where the leader challenges existing assumptions, fosters creativity, and promotes innovative thinking. Charismatic Leadership: • Personal Magnetism: Look for characteristics such as confidence, eloquence, and a strong presence that draw people to the leader. • Emotional Appeal: Observe how the leader connects emotionally with team members and uses persuasive communication to inspire loyalty and enthusiasm. • Influence and Persuasion: Identify moments where the leader’s charm and conviction effectively persuade others to support their ideas and goals. Examples from the Sequence: 1. Transformational Leadership: • Vision: The leader presents a bold new strategy or mission that excites the team. For example, if the leader outlines a grand plan for success, motivating the team to strive towards this shared goal, it reflects transformational leadership. • Inspirational Motivation: If the leader delivers an uplifting speech or engages in activities that boost team morale and commitment, this demonstrates inspirational motivation. • Individualized Consideration: Scenes where the leader provides personalized feedback or mentorship to team members, addressing their individual needs, show individualized consideration. 2. Charismatic Leadership: • Personal Magnetism: If the leader captivates the audience with their dynamic presence and persuasive communication, this indicates charismatic leadership. • Emotional Appeal: Moments where the leader connects deeply with team members’ emotions, perhaps through storytelling or shared experiences, exemplify emotional appeal. • Influence and Persuasion: Instances where the leader convinces others to take action or align with their vision through their charisma and conviction highlight their persuasive abilities. Summary: To evaluate the film sequence, identify specific scenes that showcase these characteristics and explain how they align with transformational and charismatic leadership. This approach provides a clear understanding of how these leadership styles are represented and their impact on the team. WORKPLACE VIDEO: Camp Bow Wow Video Case Synopsis Some of the world’s most iconic leaders have come from business. Henry Ford, Thomas J. Watson, Sr., and Bill Gates helped define how we live and work in the modern era. More recently, executives like Indra Nooyi and Meg Whitman have shaped leadership for a new century and inspired a generation of businesswomen. Heidi Ganahl, the founder of Camp Bow Wow, is among the most recent leaders to take the business world by storm. A little over a decade ago, while Ganahl was laying tile in her new pet care facility in Boulder, Colorado, a powerful passion overcame her, and she became confident that her new doggie daycare concept would catch on with pet owners. Today Camp Bow Wow ranks among the fastest growing chains in America, with annual revenue of nearly $50 million. As the owner of a wildly popular pet franchise, 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. “One of the most important things about franchising is being able to duplicate and replicate the original business and, as it evolves, keep everybody on the same page, with all the facilities looking the same, the service the same, and the attributes of the brand the same,” Ganahl said. Since franchise companies attract hundreds of independent business owners into the system, Ganahl also has to work with many strong leaders. Sue Ryan, a Boulder businesswoman who bought one of Ganahl’s original camp locations, says that the hand-off of the business required two-way cooperation and respect. Despite some predictable challenges, Ganahl’s leadership style made the camp’s transition as smooth as possible. “She's very down to earth, so she doesn't bring a lot of ego to the table,” Ryan said of Camp Bow Wow’s founder. According to Ganahl, successful leadership lies in empowering others be part of the growth and execution of the brand. “If you do that, you'll come up with amazing things that you wouldn't have if you were not open to involving your team, franchisees, and staff,” the businesswoman said. Discussion Questions and Solutions 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. 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. What is the difference between a manager and a leader, and how has Heidi Ganahl’s role shifted towards 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.” CASE SOLUTION: 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 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: (a) planning and budgeting, (b) organizing and staffing, and (c) controlling and problem solving. In creating meaningful organizational change, a leader: (a) sets a direction for the organization, (b) aligns people with the organization’s direction through communication, and (c) 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: 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. 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 the potential for leadership. The case contains conflicting evidence regarding 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. 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 as its way of doing business. 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. 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 Kamprad 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. What are the key leadership lessons provided by Kamprad’s experiences? Answer: At least four key leadership lessons are provided by Kamprad’s experiences: (1) use resources well and wisely; (2) be passionate about whatever you do; (3) never give up; and (4) live your personal life as you would your professional life, and vice versa. 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. Skills Needed to Become a Leader Like Ingvar Kamprad: 1. Visionary Thinking: • Skill: Develop the ability to create and articulate a long-term vision that inspires and guides the organization. • Development: Engage in strategic planning exercises, read books on visionary leadership, and seek mentorship from leaders with strong vision-setting capabilities. 2. Frugality and Efficiency: • Skill: Cultivate a mindset focused on cost-effectiveness and resource optimization, much like Kamprad’s emphasis on affordability and efficiency at IKEA. • Development: Study lean management principles, implement cost-saving practices in personal projects, and analyze case studies on efficient business operations. 3. Adaptability and Innovation: • Skill: Enhance your ability to adapt to changing circumstances and drive innovation. • Development: Participate in innovation workshops, stay updated on industry trends, and practice flexible problem-solving through diverse projects and scenarios. 4. Employee Engagement and Empowerment: • Skill: Learn how to engage and empower employees, fostering a strong organizational culture. • Development: Take courses in human resource management, practice active listening and feedback techniques, and involve team members in decision-making processes. 5. Customer-Centric Approach: • Skill: Develop a deep understanding of customer needs and focus on delivering exceptional value, similar to Kamprad’s dedication to customer satisfaction. • Development: Conduct market research, engage with customers through surveys and feedback, and analyze customer behavior trends. Steps to Develop or Refine These Skills: • Training and Education: Enroll in leadership development programs, workshops, and online courses focused on the specific skills you wish to develop. • Mentorship and Networking: Seek out mentors who embody the qualities you admire, and engage in networking opportunities to learn from experienced leaders. • Practical Experience: Take on leadership roles in projects, volunteer opportunities, or at work to apply and hone these skills in real-world settings. • Self-Reflection and Feedback: Regularly assess your progress, seek feedback from peers and mentors, and adjust your approach based on constructive criticism. By focusing on these areas, you can work towards developing the skills needed to emulate Kamprad’s effective leadership style. SOURCE: This case solution 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, Valparaiso University. Solution Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867