Keuka College
Bachelor of Science in Management
Syllabus
INS 301J Leadership
Professor: Dr. Chris R. Crumley
Spring Semester 2015
Yunnan University of Finance and Economics (YUFE)
Keuka College
INS 301J Leadership
1
Professor: Dr. Chris R. Crumley
E-Mail Address:
crcdba@hotmail.com
Instructor Availability/Office Hours: You will be able to speak with the instructor before
and following each class session. Appointments for additional meeting times may be made
following each class session.
Course Credits: 3 credits
Course Prerequisites: Sophomore Level
PROFESSOR: Dr. Chris R Crumley, Keuka College
BIOGRAPHY: B.S., School of Management, George Mason University. (M.S.A.), School of
Government & Business Administration, George Washington University. Doctor of Business
Administration (D.B.A.), H. Wayne Huizenga School of Business & Entrepreneurship, Nova
Southeastern University, More than 25 years experience in Financial Management,
Budgeting, Accounting and Contract Administration
COURSE DESCRIPTION:
Students will examine the elements of effective leadership. Among key topics of exploration
are definition, roles and responsibilities, role models, skills and attitudes, leadership
development, change making, ethical issues, and principle-based leadership. The two
primary goals are for students to have an intellectual understanding of leadership and a
working model for their own continued lifelong development.
TEXTBOOK
Leadership: Theory and Practice, 6th edition
By Peter G. Northouse, Abridged English reprint version, 2014 China Renmin University
Press. ISBN: 978-7-300-18306-0
COURSE RESOURCES
Textbook Student Resources for Leadership: Theory and Practice 6e
http://www.uk.sagepub.com/northouse6e/study/default.htm
Introduction to the library for international students:
http://libguides.keuka.edu/international
http://libguides.keuka.edu/cat.php?cid=35791
Business and Management library guides:
2
http://libguides.keuka.edu/business
American Rhetoric. Martin Luther King Speech: I Have a Dream.
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
Barack Obama’s 2008 Victory Speech.
http://elections.nytimes.com/2008/results/president/speeches/obama-victory-speech.html#
Critical Thinking, http://www.criticalthinking.org
Mind Tools, http://www.mindtools.com/index.html
STUDENT LEARNING OUTCOMES (SLOs)
INS 301J Leadership
By the end of the course students will
1. Define Leadership and describe its
differences from management
How assessed?
Written Assignment
Appendix C
2. Identify the roles and responsibilities of
leaders
3. Describe different styles of leadership and
explain when to use them
Read & Study
4. Describe how to build constructive change
in an organization or a community
Written assignment
5. Compare Western leadership and Chinese
leadership styles and examine some
differences.
COURSE REQUIREMENTS
Chapters 1-10
Written Assignment
Appendix C
Team Project
Team Project
The following are the requirements for this course:
Therefore, specifically for INS 301J, students must:
1. Define Leadership and describe its differences from management.
What will you use as evidence that they can do this? (quizzes, exams, other?)
2. Identify the roles and responsibilities of leaders.
What will you use as evidence that they can do this? (Presentations of cases-oral or
written, surveys, summaries, quizzes, exams, other?)
3. Describe different styles of leadership and explain when to use them.
What will you use as evidence that they can do this? (team projects, short papers,
quizzes, exams, other?)
4. Describe how to build constructive change in an organization or a community.
What will you use as evidence that they can do this? (conduct surveys or interviews,
summarize readings, team projects, oral presentations of news articles, other?)
3
5. Compare Western leadership and Chinese leadership styles and examine some
differences. What will you use as evidence that they can do this? (team projects,
case analysis questions from textbook, quizzes, other?)
Three Written Essay (60%): The three Essays
will cover lessons in the
textbook and class lectures. The instructor, in advance of the assignments, will provide a review of
topics. The three written essays will assess concepts, theories and cases with the following SLOs:
1. Define Leadership and describe its differences from
management
2. Identify the roles and responsibilities of leaders
3. Describe different styles of leadership and explain when
to use them
4. Compare Western leadership and Chinese leadership
styles and examine some differences
Team Project: (30%):
Students will choose their teams at the beginning of the term.
The team will work together on a project, designed to challenge and improve your leadership and
teamwork skills as well as make a contribution to your school or surrounding community. More details
about the group project will be provided in a hand-out and will address the following SLO:
1. Students will learn how to bring about constructive change in organizations and in
communities by first developing their own effective team organization, then working with
other organizations to bring about constructive change in communities.
2. In addition, through participation and action in carrying out a project, students will be able to
practice and improve their leadership and team skills, thus better learning about the roles
and responsibilities of leaders.
3. The team project will also help students learn the differences between leadership and
management: on the one hand, they will select leaders; they must develop a vision and
mission for their project, and engage in energizing team-building activities (all aspects of
leadership); on the other hand, they will learn how to make a plan, delegate work, manage
resources (time and money) and solve conflicts (all aspects of management).
Class Participation & Attendance (10%): Students receive, if earned, 5%
for class participation, and 5% for attendance (see below for attendance rubric).
WEIGHTING OF ASSIGNMENTS
POINT
VALUE
Written Papers Assignments (3) SEE ATTACHMENT Appendix C
60%
Class Participation & Attendance (5%: class participation/5%: attendance)
10%
Team Project (Difference between Western & Chinese Leadership Styles)
30%
Outline of the Course:
All schedules in this syllabus are tentative and subject to change
Bloom’s Taxonomy Levels:
1- Knowledge 2- Comprehension 3- Application 4- Analysis 5- Synthesis 6- Evaluation
4
Session 1
Topic
Introductions; review
syllabus;
expectations and
responsibilities; first
leadership essay
writing assignment
Power and
Leadership Defined
Leadership Defined
Session 2
SLO: 4
Bloom’s
Level:
1, 2, 3
Great Man Theory
Essence of
Leadership
Emotional
Intelligence
In-Class Activity
Lecture: Course overview,
class policies, and
requirements; overview of
Basic Level APA Guidelines
6th edition to avoid
plagiarism.
Reading/Homework
Reading Textbook and
additional website resources.
Review entire Syllabus and course
expectations.
Introductory writing
task(individual): “Introduce
yourself”
Lecture: Concept and
Definition of Critical Thinking
Task: Write 2 questions you
have after today’s lecture.
"What is a Leader?
Discuss Leadership
Presentations
Read: Critical Thinking Community,
http://www.criticalthinking.org/pages
our-concept-and-definition-of-critica
thinking/411
Leadership - Pictures
INS301JLeadership-skills,Read
Chapter 1 in Textbook, 3 Essays
Team Project, "Comparison of
Leadership Styles between
Chinese & Western Countries,
Students Choose Teams with 6-7
members, Ch1 "What is a
Leader? The Great Man Theory
Session 3
SLO: 5
Bloom’s
Level:
1, 2, 3
Session 4
SLO:
Trait Approach
What Are Leadership
Qualities?
A Born Leader?
Three Traits Every
Successful Leader
Must Have
Leadership Trait
Questionnaire (LTQ)
Lecture: Trait Approach
Assign students to teams of
6 or 7 for Team Project.
Brainstorming task :
Teams and class: List words
that are related to leadership
in China and the West。
Write on the board，.
Read: Mindtools.com “Creative Tools
http://www.mindtools.com/pages/artic
e/newCT_00.htm
Team Project Theme:
What is the difference between
Western Leadership Styles and
Chinese Leadership Styles?
Read Chapter 2 in Textbook
Trait ApproachTask:
Lecture
Read Chapter 2 in Textbook
Session 5
SLO : 4
Skills Approach
Skills Inventory
Bloom’s
Lecture: Differentiating
Between Management Skills
and Leadership Skills
Our Perceptions of
5
Read Chapter 3 in Textbook
Level:
1, 2, 3, 4
Technical Skills
Human Skills
Conceptual Skills
Leadership
Session 6
SLO:
Skills Approach
Skills Model –
Individual Attributes,
Competencies,
Leadership
Outcomes
Lecture:
Team task: Develop a
process schedule of
responsibilities for your
Team Project including
Written Paper, Preparation
of PPT Slides and Oral
Presentation.
Lecture The Personality
Matrix : Direct, Spirited,
Systematic, Considerate
The Platinum Rule
Session 7
SLO: 2
Bloom’s
Level:
1, 2, 3, 4
Session 8
SLO: 2
Bloom’s
Level:
1, 2, 3, 4
Style Approach
How Your Personality
Style Affects Your
Ability to Lead –
Behavior
Transformational
Leadership
Blake & Mouton
Leadership Grid
Style Approach
Task/Relationships
Style Questionnaire
Team task: Draft outline of
Team Project - Written
Paper PPT Slides & Oral
Presentation
Lecture on speeches:
Martin Luther King, Jr. “I
Have a Dream”
Barack Obama, Election
Victory Speech
Team task: Discuss and
comment on speeches
Session 9
SLO: 2
Situational Approach
Paul Hersey & Ken
Blanchard – 4
Leadership Styles –
Delegating,
Supporting, Coaching,
Directing
Charisma
Vision
Read Chapter 3 in Textbook
Read Chapter 4 in Textbook
Style Approach: Shared Vision,
Leadership, Personalities,
Autocratic, Democratic,
Bureaucratic, Charismatic
Leadership
Think-Pair-Share task:
How are Chinese and US
similar or different in terms
of leadership and
personality?
Read Chapter 5 in Textbook
Bloom’s
Level:
1, 2, 3, 4, 5,
6
6
Session 10
SLO: 1
Bloom’s
Level:
1, 2, 3, 4,
Session 11
SLO: 1
Situational Approach
Contingency
Approach
Leader-Member
Relations
(LPC)
Session 12
Path-Goal Approach
SLO: 3
Directive, Supportive,
Participative,
Achievement &
Bloom’s
Employees
Level:
Characteristics
1, 2, 3, 4
Path-Goal
Leadership
Questionnaire
Session 13
Leader-Member
SLO: 3
Exchange Approach
Dyadic Relationship
both content and
Bloom’s
process
Level:
In-group, out-group
1, 2, 3, 4, 5, LMX Theory
6
Session 14
Transformational
SLO: 2
Leadership Approach
1. Charismatic or
Idealized
Lecture:
Read Chapter 5 in Textbook
Team or individual task:
Write 10 questions and
answers about the Term
Project
Read Chapter 6 in Textbook
Lecture
Read Chapter 7 in Textbook
Lecture:
Read Chapter 8 in Textbook-
Lecture:
Read Chapter 9 n Textbook
7
Influence
2. Inspirational
Motivation
3. Intellectual
Stimulation
4. Individualized
Consideration
Session 15
SLO: 2
Bloom’s
Level:
1, 2, 3, 4, 5
Session 16
SLO: 2
Bloom’s
Level:
1, 2, 3, 4, 5
Session 17
SLO: 5
Bloom’s
Level:
1, 2, 3, 4, 5,
6
Session 18
Transformational
Leadership Approach
Read Chapter 9 in Textbook
Team task: Prepare and
Transactional
hand in draft of Written
Leadership
Project, Prepare Power
5. Contingent
Point Slides
Reward
6. MBE
7. Laissez-Faire
Charismatic Leaders,
Personality Behaviors
shared vision
Authentic Leadership
Approach
5 Characteristics
Lecture:
Team task: Prepare and
hand in a draft of your Oral
Presentation for the Team
Project
Read Chapter 10 in Textbook
Presentations
Team Presentations: What
is the difference between
Western Leadership Styles
and Chinese Leadership
Styles?
Team Presentations
Team Presentations:
What is the difference
between Western
Leadership Styles and
Chinese Leadership Styles?
Team Presentations
Team Presentations: What
is the difference between
Western Leadership Styles
and Chinese Leadership
Styles?
Team Presentations
Team Presentations: What
is the difference between
Western Leadership Styles
and Chinese Leadership
Styles?
Team Presentations
Difference between
Western & Chinese
Leadership Styles
Presentations
Bloom’s
Level:
1, 2, 3, 4, 5,
6
Session 19
Difference between
Western & Chinese
Leadership Styles
Bloom’s
Level:
1, 2, 3, 4, 5,
6
Session 20
Difference between
Western & Chinese
Leadership Styles
Bloom’s
Level:
1, 2, 3, 4, 5,
6
Lecture:
Presentations
Presentations
Difference between
Western & Chinese
Leadership Styles
8
Grading Guidelines for Transfer Credit (International Programs)
The chart below depicts how course points will equate to grades.
KEUKA COLLEGE COURSE GRADING POLICY
QUALITY POINTS
POINTS
4.00
93-100
A-
3.67
90 - 92
B+
3.33
87 - 89
3.00
83 - 86
B-
2.67
80 - 82
C+
2.33
77 - 79
2.00
73 - 76
C-
1.67
70 - 72
D+
1.33
67 - 69
1.00
63 - 66
0.67
60 - 62
0
0-59
A
B
C
D
SUPERIOR
COMMENDABLE
SATISFACTORY
DEFICIENT
DF
FAILING
Outstanding work not completed in 30 days will result in a grade
of “F.”
Please note: You must have a grade-point average (GPA) of 2.0 in order to graduate
from Keuka College. If you do not have a GPA of 2.0 you will not get a Keuka degree.
Expectations
English Language Skills
This course and the Business Management degree program are focused on increasing
English proficiency as well as business management skills.
Students need to demonstrate strong English language skills to succeed in this course, it is
suggested that students read any assigned readings carefully prior to class discussions.
Here is one method:
1. First, print out the readings so there is a copy of the reading to work with.
2. Then, using a dictionary, look up and write out (on the copy) the Chinese definitions of
key words in the assignment.
3. Work through the assignment before class, so there is a general understanding of what
the reading is about.
9
4. Ask the instructor about phrases or statements in the assignment that still are difficult to
understand.
5. Write down what the instructor says about the reading assignment on the sides, bottom,
or on the back of the copy of the reading assignment. This will provide a good study
guide for any exam on this material.
IT IS THE STUDENT’S JOB TO ASK QUESTIONS! The instructor cannot guess what a
student does not understand. The instructor expects and appreciates students’ questions.
Students who ask the most questions in class often get the highest grades.
COURSE ATTENDANCE and PROFESSIONAL BEHAVIOR:
Attendance is mandatory. Being on time and prepared to do your job is a key business
behavior. This is a business course and so it requires a business-like approach to
attendance, fulfilling assignments, meeting deadlines, conducting respectful and professional
conversations, and handing in homework.
Attendance
Students need to be in their seats ready to answer the roll call by the beginning of class.
Each class in a business program is like a business meeting.

Attendance will be taken during each session.

Students who miss 4 hours of instruction in a course may have their grade lowered
by one letter grade. For example, an A grade will be lowered to a B.

Students who miss an additional 4 hours of instruction may have their grade lowered
another full grade. For example, a B grade will be lowered to a C.

Students who miss 12 or more hours of instruction will fail the course.
Homework
Unless otherwise noted, homework is due at the beginning of class when the instructor calls
for it to be turned in. Late homework is not acceptable. The instructor may penalize late
homework or may refuse to accept late assignments.
Please Note: Assignments turned in after the last day of class will not be accepted without
prior arrangement.
Homework assignments are to be completed in your own words. (See section on
“Academic Honesty” below.)
Class Participation
10
The instructor expects students to focus on in-class exercises and lectures and make an
effort to understand the point of the lecture or exercise. If the instructor finds students
sleeping in class, chatting loudly with classmates, reading books from other classes, or
spending class time to do something other than participating actively in what is planned for
the class that day, the instructor may deduct points from the student’s final grade and/or
expel the student from the class.
Academic Honesty
Academic honesty is very important to Keuka College. All written work must meet the
standards of work for students at Keuka College, set by the faculty. Plagiarism (the use of
another’s material without citation or reference) will not be tolerated.
Cheating on exams or copying parts of other’s assignments will result in a ‘0’ grade for that
assignment for all parties involved. That means both the person who copies from another
student and the person who allows their work to be copied may receive a ‘0’ grade.
Cheating on a final exam or final project can result in a student receiving an “F” for the
course. The instructor may also officially notify the university that students were caught
cheating and identify the names of the cheaters.
Examples of cheating are:
 Having a tutor or friend complete all or a portion of an assignment
 Having any other person make revisions to a student’s final work
 Copying work submitted by another student
 Using information from online information services without proper citation
 Completing a test with answers other than the student’s own
 Using a cell phone to receive text answers during an exam
 Using a cell phone to text a friend about the questions on an exam
 Writing information on a desk to use in an exam
 Using an electronic translator to store information for an exam
 Bringing notes of any sort into an exam unless authorized by the instructor
 Attempting to buy an exam
 Other efforts to use other people’s work instead of one’s own work
Appendix A
KEUKA COLLEGE VISION STATEMENT
To be renowned as a global leader in comprehensively integrating liberal arts, digital
technologies, experiential learning, and professional practice.
11
KEUKA COLLEGE MISSION STATEMENT
To create exemplary citizens and leaders to serve the nation and the world of the 21st century.
We provide a transformational liberal arts-based education, strengthened by experiential
learning that challenges students to develop their intellectual curiosity and to realize, with
purpose and integrity, their full personal and professional potential.
STATEMENT OF PROGRAM OUTCOMES
On successful completion of the B.S.M. degree a student will be able to demonstrate
mastery of the following:
1. Management competencies

Knowledge of the functions of accounting, marketing, finance and management in a
successful organization.

The ability to apply knowledge of business concepts and functions in an integrated
manner.




Knowledge of the legal, social and economic environment of business.
Knowledge of the global environment of business.
Knowledge of the ethical obligations and social responsibilities of business.
The ability to work in a group.
2. Decision making competencies

The ability to use decision support tools.
3. Communication competencies

The ability to communicate effectively orally and in writing.
This course addresses program outcomes number 1 and 3 above.
12
Appendix B
INS 301J Leadership Assignment Rubrics
Term Project & Papers Content Assessment and Oral Presentation Rubrics
Requirements of submission: Short paper assignments must follow these formatting
guidelines: double spacing, 12-point Arial Font, one-inch margins, and discipline-appropriate
citations. Page length requirements: 4 pages See Instructor. Failure to adhere to these
requirements of submission will result in the paper not being graded.
Content Assessment Rubric
Critical
Distinguished
Proficient
Elements
Main
Includes all of the
Includes most of the
Elements
main elements and main elements and
requirements and
requirements and cites
cites multiple
many examples to
examples to
illustrate each element
illustrate each
(20-22)
element
(23-25)
Inquiry and Provides in-depth
Provides in-depth
Analysis
analysis that
analysis that
demonstrates
demonstrates
complete
complete
understanding of
understanding of
multiple concepts
some concepts
(18-20)
(16-17)
Integration
All of the course
Most of the course
and
concepts are
concepts are correctly
Application correctly applied
applied
(9-10)
(8)
Critical &
Creative
Thinking
Research
Writing
(Mechanics/
Citations)
Draws insightful
conclusions that
are thoroughly
defended with
evidence and
examples
(18-20)
Incorporates many
scholarly resources
effectively that
reflect depth and
breadth of research
(14-15)
No errors related to
organization,
grammar and style,
and citations
(9-10)
Draws informed
conclusions that are
justified with evidence
(16-17)
Incorporates some
scholarly resources
effectively that reflect
depth and breadth of
research
(12-13)
Minor errors related to
organization, grammar
and style, and
citations
(8)
Emerging
Not Evident
Includes some of
the main elements
and requirements
Does not include
any of the main
elements and
requirements
(18-19)
(0-17)
Provides in-depth
analysis that
demonstrates
complete
understanding of
minimal concepts
(14-15)
Does not provide indepth analysis
13
25
Some of the
course concepts
are correctly
applied
(7)
Draws logical
conclusions, but
does not defend
with evidence
(14-15)
Does not correctly
apply any of the
course concepts
(0-6)
10
Does not draw
logical conclusions
20
Incorporates very
few scholarly
resources that
reflect depth and
breadth of
research
(11)
Some errors
related to
organization,
grammar and
style, and citations
(7)
Does not
incorporate scholarly
resources that
reflect depth and
breadth of research
20
(0-13)
(0-13)
(0-10)
Major errors related
to organization,
grammar and style,
and citations
(0-6)
Earned Total:
Comments:
Value
15
10
100%
Oral Presentation Assessment Rubric
Critical
Elements
Distinguished
Proficient
Emerging
Organizatio
n
Clear and
consistent
organization,
communicate
d to
audience.
Presentation
flow is clear
and
communicat
ed to
audience.
Some sections are
clear
No clear
organization
(18-19)
(0-17)
Audience may have
some trouble
understanding
some presenters
due to
pronunciation,
rhythm and stress,
grammar, or other
factors.
Audience has
trouble hearing or
understanding
presenters due to
unclear
pronunciation,
lack of emphasis
of key points,
grammar or other
factors.
(14-15)
(0-13)
Each group
member presents.
May read from
notes or refer
briefly to text.
Presenters look at
the audience and
delivery is loud and
clear enough for
audience to hear.
(7)
Not all group
members
participate in
presenting.
Presentation is
not succinct,
clearly organized
and spoken
loudly and
clearly. Poor
answers to
audience
questions.
(0-6)
Language
Flow is smooth
between intro, body
and conclusion that
recaps message.
(23-25)
Presenters have
good accuracy and
fluency. Key points
emphasized.
Volume
adequate. Some
speakers may
interact with
audience
with humor
or other
verbal
techniques
Not Evident
Value
15
(20-22)
Most presenters have
comprehensible
pronunciation, rhythm
and stress. Sentences
are clear and simple.
Key points repeated or
emphasized.
(16-17)
20
(18-20)
Delivery
Each group
member
presents with
equal
professional
skill.
Presentation
is clear,
thorough,
and wellrehearsed.
Each group member
presents. Most are
comprehensible,
thorough and clear.
Most presenters
engage the audience
and field questions.
One presenter may be
dominant.
(8)
14
10
Presenters
engage
audience and
respond to
questions.
(9-10)
Supporting
materials
Content better than
expected. A variety of
supporting materials
explanations
, examples,
illustrations,
statistics,
quotations)
(
Central
message
give information or
analysis that
significantly supports
the presentation.
(18-20)
Central message is
compelling (precisely
stated, appropriately
repeated,
memorable, and
strongly supported.)
(14-15)
Good content.
Supporting materials
make appropriate
reference to
information or analysis
that generally supports
each section of the
presentation. Sources
are cited.
(16-17)
Central message is
clear and consistent
with the supporting
material.
(12-13)
Content is
adequate.
Supporting
materials give
information or
analysis that
supports the
presentation.
Gaps may remainnot every section of
the presentation
has enough
support. Sources
are cited.
(14-15)
Content is
lacking.
Insufficient
supporting
materials.
Materials may be
used without
citing sources.
Information or
analysis
minimally
supports the
presentation.
Central message
is basically
understandable but
is not often
repeated and is not
memorable.
(11)
Central message
can be deduced,
but is not
explicitly stated in
the presentation.
20
(0-13)
35
(0-10)
Comments:
100%
Appendix C
Requirements of submission: Essay papers must follow these
formatting guidelines: double spacing, 12-point Times New Roman font,
one-inch margins, and discipline-appropriate citations. Page length
requirements: See Instructor. Failure to adhere to these requirements of
submission will result in the paper not being graded.
15
Homework Written Assignments
Three Written Essays (60%):
Requirements of submission: Each Essay paper must follow these formatting guidelines:
double spacing, 12-point Arial font, one-inch margins, and
discipline-appropriate citations. Page length requirements: 4
pages maximum. See Instructor. Failure to adhere to these requirements of
submission will result in the paper not being graded.
FRONT PAGE
QUESTION # 3
Dr. Chris R. Crumley
INS301 Leadership
Fall, 2014
Your Name in Pinyin
2ndPage
QUESTION : #2 Write a four page essay in which you discuss the skills approach to
leadership.
Begin
Essay # 1 Write a four page essay in which you explain what does it
mean to be a leader?
16
Why is leadership important and explain the following components of
leadership: process, influence, group context, and goal attainment.
What is the difference between assigned and emergent leaders?
Discuss the Trait versus Process Leadership and include the five basis
of power. Also, provide examples of a leader or leaders that have used
each of these forms of power. Define power as it is explained in the text,
and then distinguish between position power and personal power. Next,
define coercion as a specific type of power. What is your opinion on the
difference between Leadership and Management? Can someone be
both a leader and a manager?
Essay # 2 Write a four page essay in which you discuss leadership
in terms of traits and characteristics of leaders.
Discuss the importance of the following traits associated with leaders:
intelligence, self-confidence, determination, integrity, and sociability.
What are the “Big Five” personality factors? How do they affect
leadership abilities and capabilities? Which factors are most strongly
associated with leadership? Discuss which of these personality traits you
believe are most important and provide examples of how they benefit in
a leadership context. What is emotional intelligence? What impact do
you think it has on people being successful? Provide examples of its
impact on leaders? What is your opinion on how the trait approach
works? Why do people’s perceptions of leaders matter?
Essay # 3 Write a four page essay in which you discuss the skills
approach to leadership.
What are the three basic personal skills and explain each element
presented in the textbook? How might the skills approach be used for
personal awareness and development of leaders? Your answer should
include examples of specific leaders that use these individual skills?
How do leaders and managers differ in problem-solving skills? Why are
social judgment skills and knowledge important competencies in
problem solving? In your opinion, what are the most important items in
the Skills Inventory Questionnaire on page 68 in the textbook? What are
the individual leadership competencies? Does this mean that one or two
of the skills are stronger than others? When, where, why and how do
these different skills work?
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Essay # 4 Write a four page essay in which you discuss the style
approach to leadership.
Explain the style approach and two general kinds of behaviors. What is
the purpose of the style approach? Summarize the results of the Ohio
State and Michigan studies. How were the findings similar and different?
What were the findings in the two studies? Compare and contrast Blake
and Mouton’s managerial grid theory to the Ohio State and Michigan
studies. Study the managerial (leadership) grid and explain the five
major styles. Discuss each of these styles and explain when, where and
how each of these styles work? How should leaders attempt to balance
their task and relationship behaviors? Is the “Impoverished
management” style ever appropriate or desirable for an organization?
Explain the Paternalism/Maternalism style and explain the behaviors
associated with this style. Provide examples of leaders today who use
this style? When, where, why and how does this style work? Who is
the best leaders and worst leaders you know? How much has the style
approach account for the differences between these leaders?
Essay # 5 Write a four page essay in which you discuss the
Situational Approach to leadership.
What are Blanchard’s four leadership styles depending on the followers?
Explain and provide examples of behaviors corresponding with the
different styles. What are the characteristics of the four categories of
directive and supportive behaviors? What are the characteristics of the
four levels by which employee development can be classified? What
outside influences might affect followers’ commitment or competence?
Does a leader’s motivation for adapting his or her leadership style have
any effect on followers? In other words, would a leader with a high
concern for task differ from a leader with a high concern for relationships?
If a leader uses a different style of leadership with each of his followers,
how might that lead to perceptions of favoritism? How could a leader
avoid this impression while still being adaptable to follower needs?
Explain why it could be difficult for some leaders to exhibit Style 4
Leadership. How could the situational approach be affected by the
number of followers in the organization of the leader?
Essay # 6 Write a four page essay in which you discuss the
Contingency Theory.
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What is the Fiedler’s Contingency theory? Explain the development of
the theory and how styles and situations impact leadership. Describe
the task motivated and relational motivated style. Is the Least Preferred
Coworker (LPC) scale an accurate measure of one’s task and
relationship motivations? Why or why not? What are the three factors
that need to be assessed when characterizing a leadership situation?
Explain each of the three factors and how they are related to the idea of
“favorableness” of situations. How is the favorableness of a situation
related to leader effectiveness? Explain how the Contingency Model
depicted in Figure 6.1 works. What should organizations do when there
is a mismatch between the leader and the situation in the workplace?
How does position power in the contingency model agree with R. J.
French and B. Raven’s five power bases (see Chapter 1Introduction
page 10)? How is high task structure and high position power a
leadership situation rather than a management situation?
Essay # 7 Write a four page essay in which you explain the PathGoal Theory.
What is the underlying assumption of this theory? What is the path-goal
theory designed to explain? Discuss each of the four leader behaviors
associated in path-goal theory. Explain each style. Can leaders exhibit
more than one style? Identify several ways in which subordinate and
task characteristics might determine which style of leadership is most
appropriate. Identify the subordinate characteristics that influence how
workers interpret a leader’s behavior. How does each subordinate
characteristic affect that interpretation? Identify the task characteristics
that influence how workers interpret a leader’s behavior. How does each
task characteristic affect how the leader’s behavior influences motivation?
Is path-goal theory useful for deciding how to teach a college class?
How is an academic classroom different from a work environment? How
would you assess the subordinate characteristics and task
characteristics of your class? What is the role of a subordinate in pathgoal theory?
Essay # 8 Write a four page essay in which you explain the LeaderMember-Exchange Theory
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Explain LMX theory, including the following concepts: vertical dyads, ingroup and out-group, personality and subordinate initiative as predictors
of group status. Contrast the experiences of in-group and out-group
members. Do you know groups that fit these descriptions in an
organization? Provide specific examples to support your observations.
What are the specific benefits of high quality leader-member
relationships for leaders? Explain the concept of leadership making and
characterize its three phases. What is the relationship between LMX
and employee empowerment? Explain differences in goal
accomplishment using in-groups as compared to out-groups. In your
opinion, what is the relationship between LMX and employee effort and
creativity? What do Graen and Uhl-Bien suggest for the development of
leaders in three phases?
Essay # 9 Write a four page essay in which you explain the
Transformational Leadership.
Explain the concept of transformational leadership. Why is this
leadership style important to leadership research? Distinguish between
transactional and transformational leadership. Describe pseudotransformational leadership. Provide two examples of leaders that
represent this leadership style. Explain the difference between
personalized leadership and socialized leadership. What is charisma
and identify five types of behaviors exhibited by charismatic leaders.
Discuss world leaders, past or present who would be considered
transformational leaders. Identify and explain four of Bass’ factors
associated with transformational leadership. Provide examples from
your own experiences or knowledge that use two of these factors.
Contrast the expectations of transactional and transformational leaders.
Explain four common transformational leadership strategies identified by
Bennis and Nanus. Also, discuss Kouzes and Posner’s five practices
that enable leaders to attain extraordinary accomplishments.
Essay # 10 Write a four page essay in which you explain the
Authentic Leadership.
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