What Makes a Leader? Business Management Business Management and Administration Lesson Plan
Performance Objective Students will understand the qualities that create effective leadership. Specific Objectives  Understand the roles of a leader.  Understand the traits, skills, and behaviors of an effective leader.  Describe the styles of leadership and when each is appropriate. Terms  Leadership – The ability to influence others to achieve goals.  IQ – Intelligence quotient; measures mental intelligence.  EQ – Emotional quotient; measures emotional intelligence.  Autocratic leader – Gives exact instructions for work to be done.  Democratic leader – Encourages employees to share in work‐related decisions.  Free rein – Provides little, if any, direction to employees.  Charismatic – People who “draw” others toward them.  Servant‐leader – Individuals who place other people before themselves.  Authentic – Leaders who bring out other people’s strengths and values. Time When taught as written, this lesson should take approximately four to five days to teach. Preparation
TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.121 (c) Knowledge and Skills (5) The student demonstrates the qualities of leadership. The student is expected to: (G) explain the roles and functions of a leader; (H) explain the traits of an effective leader; (I) define the different types and styles of leadership and explain when each is appropriate, including Autocratic, Democratic, and Free Rein. Interdisciplinary Correlations Copyright © Texas Education Agency, 2014. All rights reserved.
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English‐English I  110.31(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.  110.3(b)(11) Reading/Comprehension of informational text/procedural texts. Students understand how to glean and use information in procedural texts and documents. Math‐Algebra I  111.32(b)(1)(C) Interpret and make decisions, predictions, and critical judgments from functional relationships. Social Studies‐World Geography 113.34(c)(20)(A) Describe the impact of new technologies, new markets, and revised perceptions of resources. Occupational Correlation (O*Net – www.onetonline.org/) Job Title: General and Operations Managers O*Net Number: 11‐1021.00 Reported Job Titles: Plant Manager, Store Manager, Facilities Manager Tasks 
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Oversee activities directly related to making products or providing services. Direct and coordinate activities of businesses or departments concerned with the production, pricing, sales, or distribution of products.  Manage staff, preparing work schedules and assigning specific duties. Soft Skills: Coordination, Monitoring, Judgment and Decision Making Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation  Review and familiarize yourself with the terminology and website links  Have materials and websites ready prior to the start of the lesson. References  Business Principles and Management, South‐Western Publishing, 2001  Business Management, South‐Western Publishing, 2013  https://bls.gov  http://kwhs.wharton.upenn.edu/lesson_plans/servant‐leadership/  https://kwhs.wharton.upenn.edu/wp‐content/uploads/2011/03/KWHS_Trailblazers_eBook.pdf Instructional Aids  Textbook  Lesson Presentation Copyright © Texas Education Agency, 2014. All rights reserved.
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Instructor Computer/Projection Unit Online Websites Introduction
The main purposes of this lesson are to help students understand the following concepts:  the qualities a leader should possess;  the leadership styles that the student best responds to; and  the leadership skills and behaviors that students may already possess. Ask students if they can identify different leadership traits of leaders in their lives. Ask students if they know the leadership qualities of leaders in our culture today. Copyright © Texas Education Agency, 2014. All rights reserved.
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Outline
I. I.
II. III. IV. What is leadership? A the ability to influence others Whto achieve common goals B. Concern for people C. Certain leadership traits D. Certain leadership skills E. Personality traits F. Behaviors Leadership traits A. IQ versus EQ, both important for manager B. IQ – intelligence quotient 1. Measures mental ability 2. Knowledge base 3. Decision making C. EQ – emotional intelligence 1. Measures ability to control emotions 2. Ability to empathize with people 3. Social skills Leadership skills A. People skills B. Time‐management skills C. Analytical, problem solving D. Business skills Personality traits A. Open to new ideas, creative B. Organized, dependable C. Sociable, outgoing D. Tolerant Ask students to each think of a person they would consider a good leader. The person can be alive or dead. Then ask students to name a characteristic of that person and list the characteristics on the board. Then ask them to think if they possess any of the characteristics listed. Ask students if they think it is fair to assume that a higher IQ or EQ determines an individual’s level of leadership ability. Have them discuss in pairs situations where this could actually be important when leaders have to make decisions. Inform the students that good leaders will obviously have a combination of the skills and traits discussed in this lesson, not just one by itself. They do need to have well‐rounded skills such as the ones on the left. Direct students to an online leadership test to determine what leadership aptitudes they may already possess. Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
V. E. Self‐confident F. Integrity Manager versus Leader A. Task‐oriented – manager 1. Involve providing directions 2. Structured roles of employees B. People‐oriented – leader 1. Employees given decision‐
making roles 2. Treating employees with respect VI. Leadership behaviors A. Concentrate on principles and beliefs that are valued by the company B. Model ethical standards C. Respect employees D. Foster a climate of trust E. Provide employees with necessary resources to perform their jobs F. Spend time in the “trenches” with employees on occasion so you know they are interested in their jobs G. Appreciate employees’ accomplishments H. Value the diversity in the workplace I. Communicate with and listen to employees J. Encourage employees’ professional development and advancement
Ask students if they think managers are always good leaders. Have them research online differences between managers and leaders before you discuss the difference at the left. Have students in pairs either choose someone, famous or not, or you may provide them with a name that they can draw from a hat. Have them identify as many characteristics on the left (or elsewhere in the lesson) that this person exhibits, or they can add other qualities. Students can take turns presenting the list they came up with to the class while a student volunteer writes down their responses and tallies them when they repeat. Then discuss the qualities that seem the most common. Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
VII. VIII. IX. K. Enjoy humor on the job as appropriate L. Develop creativity in employees M. Take risks Decision‐Making and Leadership Styles A. Autocratic B. Democratic C. Free Rein, or Open Autocratic A. Gives exact instructions for work to be done B. Employees make few decisions C. Advantages 1. Can be more efficient than other types 2. Effective in emergencies 3. More helpful with part‐time employees D. Disadvantages 1. Employees may lack creativity 2. Leads to employee dissatisfaction 3. Does not prepare employees for leadership roles Democratic A. Encourages employees to share in work‐related decisions Ask students what type of leadership style motivates them to get a job done. Then lead a discussion regarding the types of leadership styles on the left. Some students prefer being told what to do and how to get it done. Sometimes students who are like this may prefer this type of work as an employee as well. Discuss the types of jobs that reflect this type of leadership style. Direct students to the bls.gov website and look for jobs that are related to assembly work. Look at the nature of work tab and locate jobs that would most likely utilize the autocratic leadership style. Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
X. B. Advantages 1. Open communication between manager and employees 2. Encourages employee participation in decisions 3. Employees feel like a team 4. Most helpful with experienced employees who want responsibility C. Disadvantages 1. Can be time‐consuming due to more discussion 2. Some employees may not want to participate Free Rein A. Also called Open or Laissez Faire B. Provides little, if any, direction C. Advantages 1. Is more effective with experienced employees 2. Best when there is little change 3. Most common with jobs that change locations, causing employees to be in different places and unable to work as often in a team D. Disadvantages 1. Ineffective with newer employees 2. Ineffective with employees who are uncomfortable with decision‐making Direct students to search online for examples of leaders who fit each leadership style. Ask students if they can think of types of businesses where the different leadership styles may be most appropriate. Also ask them when the same manager may use two of the styles for the same employees. Ask them what situations at work can arise that would necessitate the two different styles. Ask students if they would like to work for someone with the Free Rein leadership style. Discuss their reasons why or why not. Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
XI. XII. XIII. XIV. Contemporary Leadership A. Charismatic B. Servant‐leader C. Authentic Traditional leadership styles have been discussed but leadership today has evolved into caring more for employees possibly than in the past. Charismatic A. Draw people toward them B. Look people in the eye C. Show employees you believe in them D. Help employees through mentoring Servant‐Leader A. Put other people before yourself B. Help other people achieve their goals C. Involve employees in community activities Authentic A. Know yourself and what life events contributed to who you are B. Know what your strengths and weaknesses are C. Understand your values Have students search online for charismatic leaders. Discuss qualities of these leaders. Visit the UPenn website listed in the reference section above. Have students view the video listed as an article entitled “Southwest Airlines’ Colleen Barrett Flies High on Fuel Hedging and ‘Servant Leadership.’” You will need to register for the site, but it is free. Ask students to volunteer to write on the board (including different words, phrases, or activities mentioned in the video that demonstrate servant‐leadership). Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
Guided Practice Talk to students about school and/or classroom rules. Place a sign in three areas of the room that each say Autocratic, Democratic, and Free Rein. Have each student write down two rules that they think are appropriate for a school or classroom, and then place each one on the wall underneath the appropriate sign. Go around the room and discuss the rules they presented and discuss why each is where it is. For example, there may be a rule that says the student can leave the room whenever they want. They may suggest that this is a rule that a free rein leader would have, while a rule such as “students are never allowed to leave the room” could be an autocratic leadership style. Students may continue the discussion around other teachers’ leadership styles (without naming names) or work managers. Independent Practice Have students conduct Internet research to locate another leadership skills survey or test, different from the one selected above. The reason the student is doing this again is that the surveys will contain slightly different questions. This will either add to the repertoire of leadership skills the student possesses or reinforce the skills that were addressed on the previous survey that the student completed earlier. Summary
Review Ask students the following questions on exit tickets. Question #1: What is the difference between IQ and EQ? Answer #1: The main difference is that IQ deals with mental intelligence and EQ is emotional intelligence. Question #2: What are four types of skills a leader should possess? Answer #2: A leader should have people skills, time‐management skills, problem‐solving skills, and business skills. Question #3: What is a difference between a leader and a manager? Answer #3: A leader manages people and a manager manages tasks. Question #4: What are three types of leadership styles? Answer #4: Three types are autocratic, democratic, and free rein. Question #5: What are three types of contemporary leadership? Answer #5: Three types are charismatic, servant‐leader, and authentic. Evaluation
Informal Assessment Any and all of the following can be used as informal assessments.  Exit tickets with vocabulary Copyright © Texas Education Agency, 2014. All rights reserved.
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Pair‐share activities Class discussion and participation Formal Assessment The following can be considered a formal evaluation.  Leadership Styles Assignment #1 – Provide students, in pairs, with the Business Scenarios sheet found later in this lesson. Students will create a presentation that addresses each of the following issues: which of the three leadership styles are they using to address the situation and how would they handle the situation if they were in a leadership position.  Leadership Poster Assignment #2 – Individually, students will create a poster that will be divided into four sections, or quadrants. In the center of the poster, at the intersection of the four sections, will be a circle or oval with a career in which the student may have some interest. In the top two corners or sections, the student will put one leadership quality or attribute that they already possess (can be based on the online survey taken earlier in the lesson). On the bottom left quadrant, the student will write one trait they would like to develop, and on the bottom right, they will write one skill that they will need for that career, whether or not they already possess that skill. Then the student will create visual representations of the information in their quadrants, such as a clipart, diagram, or picture. Lastly they will explain how the information they already included in their quadrants will help them in the job or career in the center circle. This can be done manually or on the computer.  Trailblazers Flyer Assignment #3 – Students will select one of the “Trailblazers” from the UPenn Trailblazers E‐Book website listed above. They will read about that particular individual and record 10 leadership traits, skills, and behaviors on a flyer. They may design the flyer however they would like. It should look creative, have graphics as appropriate, and contain at least 10 leadership qualities that describe your chosen “Trailblazer.” Remember to cite graphics borrowed from websites. Enrichment
Extension Have students interview a local business owner to ask them questions about his/her own leadership style and also what he/she is looking for in his/her employees. Summarize the business owner’s responses and bring them back to class to combine the responses with those of other students’. Copyright © Texas Education Agency, 2014. All rights reserved.
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Business Scenarios Scenario 1 You are manager of a chemical company that has had one OSHA (Occupational Safety and Health Administration) violation in the previous five years. During a recent visit from OSHA, the government inspectors found several infractions. Your company has been advised that these infractions must be remedied with 30 days or the facility may be forced to close, leaving hundreds of employees unemployed. What do you do to rectify the situation? Scenario 2 Jack and Chris are financial advisors who both have monthly investment goals for attracting new investors. If they make their quotas they receive a bonus that is a percentage of their investment totals. Jack met his investment goal of $150,000 for the month. Chris had several committed clients but when another investment advisor in the office offered them an incentive to direct their business to him, he fell short of his investment goal for the month. This other advisor has a reputation for “stealing” clients. As manager, how would you handle this situation? Scenario 3 You are in management at a computer parts manufacturing company. You have an order to fill with a deadline of two weeks from now. Your client has decided to move up the deadline to one week from now. This will obviously require overtime. You will have to get approval for overtime for employees and convince employees to work the overtime. Employees may not be willing to work the amount of overtime that will be required, but this client does a great deal of business with your company and you want to do what it takes to fulfill the order.
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What’s in a Leader Leadership Styles Presentation Assignment #1 Student Name: _____________________________ CATEGORY Preparedness 20 14 Student is Student seems completely pretty prepared prepared and has but might have obviously needed a couple rehearsed. more rehearsals. Listens to Other Listens intently. Listens intently Presentations Does not make but has one distracting noises distracting noise or movements. or movement. 7 1 The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. Comprehension Student is able to Student is able to Student is able to Student is accurately accurately accurately unable to answer almost all answer most answer a few accurately questions posed questions posed questions posed answer by classmates by classmates by classmates questions posed about the topic. about the topic. about the topic. by classmates about the topic. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, Often listens to, shares with, and shares with, and supports the supports the efforts of others efforts of others in the group. in the group but Does not cause sometimes is not "waves" in the a good team group. member. Content Shows a full Shows a good Shows a good understanding of understanding of understanding of the topic. the topic. parts of the topic. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Does not seem to understand the topic very well. Maximum Points Possible: 100 Student Points: ___________ Copyright © Texas Education Agency, 2014. All rights reserved.
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What’s in a Leader Leadership Poster Assignment #2 Student Name: _____________________________ CATEGORY 20 14 7 1 Attractiveness The poster is The poster is The poster is exceptionally attractive in terms acceptably attractive in terms of design, layout, attractive though of design, layout, and neatness. it may be a bit and neatness. messy. Required Elements The poster All required includes all elements are required elements included on the as well as poster. additional information. Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the poster. Student appears to Student can Student can accurately answer accurately answer have insufficient knowledge about most questions about 75% of related to facts in questions related the facts or processes used in the poster and to facts in the the poster. processes used to poster and create the poster. processes used to create the poster. Grammar There are no grammatical mistakes on the poster. There is one grammatical mistake on the poster. There are two grammatical mistakes on the poster. Used time well during each class period. Usually focused on getting the project done. Used some of the Did not use class time well during time to focus on the each class period. project. There was some focus on getting the project done. Use of Class Time Used time well during each class period. Focused on getting the project done. The poster is distractingly messy or very poorly designed. It is not attractive. All but one of the Several required required elements elements were are included on missing. the poster. There are more than two grammatical mistakes on the poster. Maximum Points Possible: 100 Student Points: ___________ Copyright © Texas Education Agency, 2014. All rights reserved.
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What’s in a Leader Trailblazers Flyer Assignment #3 Student Name: _____________________________ CATEGORY 20 14 7 1 Use of Class Time Used time well during each class period. Focused on getting the project done. Used time well during each class period. Usually focused on getting the project done. Used some of Did not use class the time well time to focus on during each class the project. period. Could have used more focus on getting the project done. Graphics ‐ Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but one of Several required the required elements were elements are missing. included on the poster. Content ‐ Accuracy At least 10 accurate facts are displayed on the poster. Eight to nine accurate facts are displayed on the poster. Five to seven accurate facts are displayed on the poster. Knowledge Gained Student can Student can Student can Student appears accurately accurately accurately to have answer all answer most answer about insufficient questions related questions related 75% of questions knowledge about to facts in the to facts in the related to facts the facts in the poster. poster. in the poster. poster. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Less than five accurate facts are displayed on the poster. Maximum Points Possible: 100 Student Points: ___________ Copyright © Texas Education Agency, 2014. All rights reserved.
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