Integrating Leadership Theory and
Practice through
Computer-based Simulation
A guide to Integrating The
Leadership Experience (4th ed) and
vLeader 2007
John E. Dunning
Troy University
Integration Discussion
• Overview of vLeader 2007
– The Fundamental Frameworks
– The Leadership Scenarios
• Strategy for Integrating vLeader 2007
– Experiential Learning Stages
– The Five Learning Cycles
– Support for integration
• Getting Started
The Fundamental Frameworks
• The Communications Framework
• The Leadership Framework
• The Business Framework
The Fundamental Frameworks
• The Communications Framework
– Everything we say or do, either support,
oppose or is neutral toward either people,
ideas or both
How We Communicate in Virtual Leader
 Support of a person
• “I think you really get it”
• “Keep going, you’re on a roll”
Personal
Communication
 Opposition of a person
• “I don’t get where you are coming from”
• “Obviously, you weren’t very prepared for
this discussion”
 Neutral opinion of a person
• “I’d like to hear what else you think”
• “Can you go into some more detail?”
Focus on a
person
positive
neutral
negative
Dialogue has been simplified by design:
• for ease of learning to think and lead others at a strategic level
• the “dialogue” are “sample expressions” of a
positive/negative/neutral statements
Your Five Options
• Before we speak,
• we unconsciously choose
to:
– Support/oppose person
– Support/oppose an idea
– Switch topics – refocus the
conversation
– Ask a question or be
neutral
– Do nothing – listen
Idea
oppose
support
oppose
support
How and when you interact and react will affect the outcome
Page 5
The Fundamental Frameworks
• The Leadership Framework
– There are three core principles of leadership
utilized to productively mobilize people to do
the right work
• Power
• Tension
• Ideas
Three-to-One Principles
Power
Ideas
Formal
Authority
Group’s Trust
& Opinion
Personal
Influence
Successfully
Introduce
Ideas
Uncover
Hidden
Ideas
Relax
Tension
Moderate
Excite
Complete
the Right
Work
Work
Work
Prevent
The Wrong
Work
Three-to-One Principles
• Power
– Those who exercise power well do the
following:
•
•
•
•
•
Partner with authority
Partner with competence
Introduce ideas
Challenge opponents
Confer credibility to another person
Three-to-One Principles
• Ideas
– To foster creativity and innovation leaders
need to encourage active participation from all
group members
– Some strategies for generating ideas include:
•
•
•
•
Significantly increasing or decreasing tension
Listen to the discordant voice
Listen to the quiet voice
Uncover underlying issues
Three-to-One Principles
• Tension
– Tension like stress needs to be moderated.
Approaches to moderate tension can be
associated with leadership styles:
• Directing (authoritative, telling, autocratic)
• Participating ((selling, democratic, collaborative)
• Delegating (hands off, laissez-faire)
– A wide range of tactics support ways to
increase of decrease tension, consistent with
each leadership style
The Business Framework
• Assess the situation and characters
• Plan your work – Work your plan
 Strategies & Tactics
 Styles
 Skills
• Make decisions aligned with your strategic
goals:
 Financial Performance
 Customer Satisfaction
 Employee Morale
The Business Framework
• Focus on the right work, prevent the wrong work
– Leaders will use their influence to implement
decisions, facilitate change and pursue organizational
goals
– In a meeting they can focus on completing the right
work by:
•
•
•
•
•
Supporting it directly
Bringing in other people that support it
Oppose competing ideas
Keep tension at a productive levels
Avoid a false sense of accomplishment
The Business Framework
• At the conclusion of every meeting the
student is provided with reports on:
– Leadership effectiveness
– Business Results that include
• Employee Morale
• Customer Service
• Financial Performance
– After meeting report (what others are saying)
The Leadership Scenarios
• The simulation includes a series of
practice meetings to learn the principles
and five meetings to apply the principles:
– Meeting One – Setting Expectations
– Meeting Two – Team Building
– Meeting Three – Challenging the Status-Quo
– Meeting Four – Merger of Cultures
– Meeting Five – Crisis Management
The Virtual Leader Perspective
These are not:
• real people
• real meetings
• real conversations
– they don’t talk like we do…..
– dialogue is simplified to learn a “New Perspective”….
– But they do have real opinions, agendas and strategies
However:
•
•
•
Real scenarios do include the opinions, behaviors, agendas and strategies in
Virtual Leader
Real characters are affected by the ideas and people involved in the discussion
Real conversations are supporting, opposing and neutral comments toward
people and ideas
negative
positive
The Virtual Leader Perspective
• You will learn to rise above the specifics of the
conversation, whether it be verbal or written, and
recognize:
– what ideas are being discussed
– What opinion each person has of the ideas and each
other
• The more you focus on reactions, interactions,
and behaviors, the more strategically and
effectively you will be thinking
Meeting One - Setting Expectations
Meeting One – Setting Expectations
• Setting
– Your first day in the office as a new manager
of a Call Center
– Things are not as they seemed
• You should have asked more questions before
taking the job
• Your first meeting is with one of your
subordinates
– How do you set expectations?
Meeting Two - Team Building
Meeting Two – Team Building
• Setting
– Your first staff meeting
– You begin to realize the reasons for low
morale
• The Challenge
– You have seemingly contradictory information
from your direct reports and top management
– How do you get everything moving forward
and get buy into critical ideas?
Meeting Three - Challenging the Status Quo
Meeting Three - Challenging the Status Quo
• Setting
– You are in the conference room to discuss company
plans that will impact your call center
– The meeting is with your supervisor, the vice
president and key staff members
• The Challenge
– Your boss has ideas that will perpetuate the current
problems
– How do you tell your boss that he is wrong without
losing support?
Meeting Four – Merger of Cultures
Meeting Four – Merger of Cultures
• Setting
– You are a corporate retreat
– You find out your company is going through a
merger
– You are the lowest ranking person in a room
full of high powered opinionated people
• Your Challenge
– How do you influence the decision process
with those who don’t have the same
priorities?
Meeting Five – Crisis Management
Meeting Five – Crisis Management
• Setting
– You are in the corporate headquarters
– A fire destroyed a major part of company overseas
operations
– The future direction of the company is at stake
• Your Challenge
– How do you influence outcomes to ensure the truth is
told to the press, and communicate a positive vision
by encouraging a decision to rebuild and move the
operation to the states?
Strategy for Integrating vLeader 2007
• The Leadership Concepts and Theories
discussed in “The Leadership Experience,
4th Edition” can be applied in the vLeader
2007 Scenarios
• This Guide and associated presentations
“walks” the instructor and student through
the process
Strategy for Integrating vLeader 2007
• The Four Stages of Experiential Learning
– Conceptualize (review leadership theories)
– Plan (strategies and tactics for each scenario)
– Experience (scenario play)
– Reflect (class discussion)
• Integration of the text and simulation takes
five experiential learning cycles
The Four Experiential Learning Stages
Conceptualize
(Leadership Theories, Models and Principles)
Class Lecture and Discussion
Reflect
Plan
Team & Class Discussion
(Scenario Strategy & Tactics)
Team Discussions
Experience
vLeader 2007 Simulation
The Five Learning Cycles
• For each Experiential Learning Stage, there are
Five Learning Cycles
– Each cycle relates to a vLeader Scenario
– Each cycle covers two classes and one on-line
activity:
• Class Meeting
– Discuss the leadership theories (Conceptualize)
– Plan the application and strategy for the Simulation
• On-line Activity
– Complete the Simulation (Experience)
• Class Meeting
– Reflect on the key learning points through team and class
discussion
Support for the Integration
• This Guide provides
– Chapter summaries relating key theories and
concepts to scenario play
– Sample syllabi with weekly activities
– Presentations detailing five learning cycles
•
•
•
•
•
Learning Objectives
Text and vLeader cross reference
Planning strategies and tactics
Scenario play guidance
Reflection worksheets
Support for Integration
• Purchase of vLeader 2007 includes the
following
– Pre-Work Folder
• Background articles on the simulation
• Planning worksheets
– Simulator Deployment Folder
• Facilitator slides and notes
• Virtual Leader Workbook
• Start-up instructions
Support for Integration
• Purchase of vLeader 2007 includes the
following
– Extras Folder (Library)
•
•
•
•
•
•
Assessment questions
Competencies worksheets
Insider’s Guide
Scenario videos
Technical support
Articles
Support for vLeader 2007
• vLeader resources are available that focus
on simulation and leadership principles.
These are included with the purchase of
the vLeader 2007 CD-ROM:
– The Virtual Leader Workbook
– The Virtual Leader Library
• Articles
Getting Started
• Load the vLeader 2007 CD-ROM
• Review the following articles fro the “Pre-Work
Folder” on the Virtual Leader CD-ROM:
– The New Core of Leadership
http://simulearn.net/pdf/tdmarch03.pdf
– Using Leadership to Implement Leadership
http://simulearn.net/pdf/Using%20Leadership%to%20
Implement%20Leadership.pdf
• Review the Virtual Leader demo:
www.simulearn.net/leadershipsimulationsdemo.html
Getting Started
• Complete the Self-Paced Introduction from
the vLeader Workbook pages 1-8
• Review Facilitator Slides and Notes
– Provides insight to Scenario Play
Summary
• vLeader 2007
– Utilizes a communications, leadership and business
framework
– There are five leadership scenarios
• Strategy for Integration
– The text theories, concepts and models can be
applied in the various scenarios
– Integration will involve the four stages of experiential
learning
– Five learning cycles will be used to complete the
integration
Cycle 1 (Scenario One)
Chapter 1 – What Does it Mean to Be a Leader
Chapter 2 – Traits, Behaviors, and Relationships
Meeting One – Setting Expectations
John E. Dunning
Troy University
Learning Objectives
• Understand the full meaning of leadership and see the
leadership potential in yourself and others (Ch 1)
• Recognize the traditional functions of management and
the fundamental differences between leadership and
management (Ch 1)
• Recognize autocratic versus democratic leadership
behavior and the impact of each (Ch 2)
• Understand how the theory of individualized leadership
has broadened the understanding of relationships
between leaders and followers (Ch 2)
Learning Objectives
Experience Gained from Scenario One play:
• Recognize how to build partnerships for greater
effectiveness
• Recognize how to assimilation new leaders
• Learn how to improving direct-report relationships
• Recognize how active listening increases employee
satisfaction/performance
• Recognize how to foster creativity to increase
productivity and business results
Experiential Learning
• Stage One – Conceptualize
– Chapters 1 & 2
• Stage Two – Plan
– Discuss Scenario One – Strategies & Tactics
• Stage Three – Experience
– Play Scenario One – Key Learning Points
• Stage Four – Reflect
– Discuss scores and worksheets
Stage One - Conceptualize
Class Lecture and Discussion:
• Chapter 1 – The Nature of Leadership
– Exhibit 1.1 – What Leadership Involves
– Exhibit 1.3 – Comparing Leadership & Management
• Chapter 2 – Traits, Behaviors, & Relationships
– Autocratic versus Democratic Leadership
– Exhibit 2.2 – Leadership Continuum
– Exhibit 2.5 – Stages of Development of Individualized
Leadership
Stage Two - Plan
Team Planning Meeting:
• Review the following handouts from the
attachments
– vLeader 2007 Suggestions & Scoring Screens
– List of vLeader Resources
• Discuss Scenario One Strategies & Tactics
– Use Cycle 1 Scenario One Handout
Stage Three - Experience
• Play Scenario One
• Complete Scenario One Key Learning
Points
Stage Four - Reflect
• Team Discussion
– Review and discuss individual scores
– Compute team score
– Discuss application of Exhibits 1.1, 2.2 and
2.5 to Scenario One
• Class Discussion
– Review the recorded session on Scenario # 1
http://www.simulearn.net/video/Session
1/index.html
Summary – Cycle 1
Conceptualize
(Chapters 1 & 2)
Class Lecture and Discussion
Reflect
Plan
Team & Class Discussion
(Scenario Strategy & Tactics)
Team Discussions
Experience
Scenario One
Cycle 2 (Scenario Two)
Chapter 2 – Traits, Behaviors, and Relationships
Chapter 3 – Contingency Approaches
Chapter 4 – The Leader as Individual
Meeting Two – Team Building
John E. Dunning
Troy University
Learning Objectives
• Understand how the theory of individualized leadership has
broadened the understanding of relationships between leaders and
followers (reinforced) (Ch 2)
• Understand how leadership is often contingent on people and
situations (Ch 3)
• Apply Hersey and Blanchard’s situational theory of leader style to
the level of follower readiness (Ch 3)
• Explain the path-goal theory of leadership (Ch 3)
• Use the Vroom-Jago model to identify the correct amount of follower
participation in specific decision situations. (Ch 3)
• Apply the concepts that distinguish transformational from
transactional leadership (Ch 4)
Learning Objectives
Experience Gained from Scenario Two play:
• Recognize how to find common ground
with others
• Recognize how to resolve conflict between
two employees with different agendas
• Recognize the need to form an alliance
with individuals to focus on the right work
Experiential Learning
• Stage One – Conceptualize
– Chapters 3 & 4
• Stage Two – Plan
– Discuss Scenario Two – Strategies & Tactics
• Stage Three – Experience
– Play Scenario Two – Key Learning Points
• Stage Four – Reflect
– Discuss scores and worksheets
Stage One - Conceptualize
Class Lecture and Discussion:
• Chapter 3– Contingency Approaches
– Exhibit 3.4 – Hersey & Blanchard’s Situational Theory
Exhibit 3.5 – Leader Roles
– Exhibit 3.6 – Path Goal Situations & Preferred Leader
Behaviors
– Exhibit 3.7 – Vroom-Jago Contingency Model
• Chapter 4– The Leader as individual
– Discussion on Transactional Leadership
Stage Two - Plan
Team Planning Meeting:
• Discuss Scenario Two Strategies & Tactics
– Use Cycle 2 Team Planning Handout
• From Chapter 2:
– Look for the Vertical Dyad Linkage and Leader-Member
Exchange
• From Chapter 3:
– Look for the application of the contingency models of leadership
(Hersey & Blanchard and Vroom’s)
• From Chapter 4:
– Look for evidence of Transactional Leadership
Stage Three - Experience
• Play Scenario Two
• Complete Cycle 2 - Scenario Two Key
Learning Points
Stage Four - Reflect
•
Team Discussion
– Review and discuss individual scores
– Compute team score
– Discuss individual assessments on the Key
Learning Points
•
Class Discussion
–
Review the recorded session on Scenario # 2
• http://www.simulearn.net/Sessions/Session2/inde
x.html
Summary – Cycle 2
Conceptualize
(Chapters 3 & 4)
Class Lecture and Discussion
Reflect
Plan
Team & Class Discussion
(Scenario Strategy & Tactics)
Team Discussions
Experience
Scenario Two
Cycle 3 (Scenario Three)
Chapter 4 – The Leader as Individual
Chapter 6 – Courage and Moral Leadership
Chapter 7 - Followership
Meeting Three – Challenging the Status-Quo
John E. Dunning
Troy University
Learning Objectives
• Apply the concepts that distinguish transformational from
transactional leadership (reinforced) (Ch 4)
• Apply the principles of stewardship and servant
leadership (Ch 6)
• Recognize your followership style and take steps to
become a more effective follower (Ch 7)
• Apply the principles of effective followership including
responsibility, service, challenging authority, participating
in change, and knowing when to leave. (Ch 7)
Learning Objectives
Experience gained from Scenario Three play
• Apply the principles of managing up the organization
• Understand how to empower others by asserting
controversial but best ideas
• Understand the technique of forming a team (an alliance)
to increase productivity
• Apply influence and persuasion to focus on the right
priorities
Experiential Learning
• Stage One – Conceptualize
– Chapters 4 & 6
• Stage Two – Plan
– Discuss Scenario Three – Strategies & Tactics
• Stage Three – Experience
– Play Scenario Two – Key Learning Points
• Stage Four – Reflect
– Discuss scores and worksheets
Stage One - Conceptualize
Class Lecture and Discussion:
• Chapter 4– The Leader as individual
– Discussion on Transactional Leadership (review from
previous assignment)
• Chapter 6 – Courage and Moral Leadership
– Exhibit 6.5 – The Continuum of Leader-Follower
Relationships
• Focus on Stage 2 Participation
Stage Two - Plan
Team Planning Meeting:
• Discuss Scenario Three Strategies & Tactics
– Use Cycle 3 Scenario Three Team Planning Handout
• From Chapter 4:
– Look for evidence of Transactional Leadership – What is the
overall impact of supporting Rosa and Oli on the sales call idea
• From Chapter 6:
– Look for evidence of Stage 2 (Corey) actions on the Continuum
of Leader-Follower Relationships
Stage Three - Experience
• Play Scenario Three
• Complete Cycle 3 - Scenario Three Key
Learning Points
Stage Four - Reflect
•
Team Discussion
– Review and discuss individual scores
– Compute team score
– Discuss individual assessments on the Key
Learning Points
•
Class Discussion
–
Review the recorded session on Scenario # 2
• http://www.simulearn.net/Sessions/Session2/inde
x.html
Summary – Cycle 3
Conceptualize
(Chapters 4 & 6)
Class Lecture and Discussion
Reflect
Plan
Team & Class Discussion
(Scenario Strategy & Tactics)
Team Discussions
Experience
Scenario Thee
Cycle 4 (Scenario Four)
Chapter 7 – Followership
Chapter 9 – Leadership Communication
Chapter 10 – Leading Teams
Meeting Four – Merger of Cultures
John E. Dunning
Troy University
Learning Objectives
• Apply the principles of effective followership including
responsibility, service, challenging authority, participating
in change, and knowing when to leave. (Reinforced)
(Ch 7)
• Use key elements of effective listening and understand
why listening is important to leader communication
(Ch 9)
• Use communication to influence and persuade others
(Ch 9)
• Effectively communicate during times of stress or crisis
(Ch 9)
• Handle conflicts that inevitably arise among members of
a team. (Ch 10)
Learning Objectives
Experience gained from Scenario Four play
•
•
•
•
Adapt to and assess new priorities
Assimilate new leadership
Use conflict management techniques
Influence and persuade the group to focus on
the right priorities
• Manage tension to productive levels
Experiential Learning
• Stage One – Conceptualize
– Chapters 6, 7, 9 & 10
• Stage Two – Plan
– Discuss Scenario Four – Strategies & Tactics
• Stage Three – Experience
– Play Scenario Four– Key Learning Points
• Stage Four – Reflect
– Discuss scores and worksheets
Stage One - Conceptualize
Class Lecture and Discussion:
• Chapter 6 – Courage and Moral Leadership
– Exhibit 6.5 – The Continuum of Leader-Follower
Relationships
• Focus on Stage 3 Empowerment
• Chapter 7 – Followership
– Review strategies for managing up
– Exhibit 7.3 – Ways to Influence Your Leader
Stage Two - Plan
Team Planning Meeting:
• Discuss Scenario Four Strategies & Tactics
– Use Cycle 4 Scenario Four Team Planning Handout
• From Chapter 6:
– Look for evidence of Stage 3 (Corey) actions on the Continuum
of Leader-Follower Relationships
• From Chapter 7:
– Look for opportunities to manage up
• These include generating new ideas, building factions and
partnering with authority, challenging your manager’s ideas without
alienating him, and passing ideas to support organizational goals.
Stage Three - Experience
• Play Scenario Four
• Complete Cycle 4 - Scenario Four Key
Learning Points
Stage Four - Reflect
•
Team Discussion
– Review and discuss individual scores
– Compute team score
– Discuss individual assessments on the Key
Learning Points
•
Class Discussion
–
Review the recorded session on Scenario # 3
• http://www.simulearn.net/Sessions/Session4/inde
x.html
Summary – Cycle 4
Conceptualize
(Chapters 6 & 7)
Class Lecture and Discussion
Reflect
Plan
Team & Class Discussion
(Scenario Strategy & Tactics)
Team Discussions
Experience
Scenario Four
Cycle 5 (Scenario Five)
Chapter 9 – Leadership Communication
Chapter 10 – Leading Teams
Chapter 12 – Leadership Power and Influence
Meeting Five (Crisis Management)
John E. Dunning
Troy University
Learning Objectives
• Use communication to influence and persuade
others (Reinforced) (Ch 9)
• Effectively communicate during times of stress
or crisis (Reinforced) (Ch 9)
• Use power and politics to help accomplish
important organizational goals (Ch 12)
• Identify types and sources of power in
organizations and how to increase power
through political activity (Ch 12)
Learning Objectives
Experience gained from Scenario Five play:
• Influence and persuade the group to focus
on the right priorities
• Manage tension to productive levels
• Use conflict resolution strategies
Experiential Learning
• Stage One – Conceptualize
– Chapters 9, 10 & 12
• Stage Two – Plan
– Discuss Scenario Five – Strategies & Tactics
• Stage Three – Experience
– Play Scenario Five– Key Learning Points
• Stage Four – Reflect
– Discuss scores and worksheets
Stage One - Conceptualize
Class Lecture and Discussion:
• See Guide pages 15-19
• Chapter 9 - Leadership Communications
– Review discussion on non-verbal
communications
• Chapter 10 – Leadership Power &
Influence
– Exhibit 10.6 – A Model of Styles to Handle
Conflict
Stage One - Conceptualize
Class Lecture and Discussion:
• Chapter 12 – Leadership Power &
Influence
– Exhibit 12.2 - Five Types of Leader Power
– Exhibit 12.3 – Responses to the Use of Power
– Exhibit 12.6 – Seven Principles for Asserting
Leader Influence
Stage Two - Plan
Team Planning Meeting:
• Discuss Scenario Five Strategies & Tactics
– Use Cycle 5 Scenario Five Team Planning Handout
• From Chapter 9
– Use concepts of effective listening and notn-verbal
communication
• From Chapter 10:
– Review your balance between assertiveness and
cooperativeness to resolve conflict and reach a
collaborative solution
Stage Two - Plan
Team Planning Meeting:
• From Chapter 12:
– Observe your use of position power and
personal power and how this impacts group
opinion and personal influence
– Observe the results on vLeader Screens 2, 4
&7
Stage Three - Experience
• Play Scenario Five
• Complete Cycle 5 - Scenario Five Key
Learning Points
Stage Four - Reflect
•
Team Discussion
– Review and discuss individual scores
– Compute team score
– Discuss individual assessments on the Key
Learning Points
•
Class Discussion
–
Review the recorded session on Scenario # 5
• http://www.simulearn.net/Sessions/Session5/inde
x.html
Summary – Cycle 5
Conceptualize
(Chapters 9, 10 & 12)
Class Lecture and Discussion
Reflect
Plan
Team & Class Discussion
(Scenario Strategy & Tactics)
Team Discussions
Experience
Scenario Five