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Understanding LeadershipDiscussion Questions, Activities and Case StudiesChapters Nine through ThirteenName: Chapter 09: Social Change LeadershipDiscussion QuestionsDescribe the characteristics of a citizen leader.Discuss in detail the similarities of the 3 leadership models of social change presented in this chapter.Discuss in detail the 3 components of the social change leadership theory.Creating ChangeCollaborationCivic LeadershipDiscuss the 3 levels of interaction described in the social change model.Individual LevelGroup LevelCommunity/society LevelWhat do you believe is the overall purpose of the social change approach to leadership? Explain.Activity Provide an example of social change leadership process that you have observed in your own community.If you decide to participate as a social change agent, what public issue or issues do you believe warrant immediate attention? What role could you play in the solution?Chapter 10: Risk LeadershipDiscussion QuestionsDiscuss the three things that motivate risk leaders to make the decision to actReason #1Reason #2Reason #3Discuss the relationship between risk agents, the risk agency, and other organizational players. What roles do each of these groups play in the risk leadership event?Discuss the costs and benefits of engaging in risk leadership.ActivityThe Risk Leadership Inventory is a self-assessment designed to measure your practice of risk leadership. Read each statement carefully and determine the choice that best corresponds with your actual behavior.12345RarelyOnce in a WhileSometimesFairly OftenAlmost AlwaysFor each question, record the number corresponding to your response in the space provided.I assume personal responsibility for success of my organization (1)I encourage and participate in teamwork with those who share similar beliefs. (1)When I argue my position with management, the argument is based on reason and evidence. (2)Despite differences, I am willing to work with management for the good of the organization. (3)I am willing to both challenge and collaborate with management, even if doing so feels uncomfortable. (3)Organizational improvement is my responsibility. (1)Using rational arguments, I openly challenge the policies of management. (2)Following management’s reaction to my challenge to their power, I am able to refuse to change my position. (2)I stand my ground even when management threatens punishment. (2)I stand up to management when they are wrong. (2)I assume personal responsibility for my work assignment. (1)I actively seek out and join others who share my concerns about the organization. (1)Even after management re-exerts power, I refuse to bend. (2)My allies and I are unified in our concern for the collective good of our organization. (1)I am not afraid to present an alternative agenda to management policies. (2)I recognize the limitations and competencies of upper management. (1)I actively seek consensus with my organizational allies. (1)I demand that management recognize my right to confront and challenge them. (1)I recognize my strengths and weaknesses as an effective organizational player. (1)I am willing to engage in extended conflict with management. (2)When I believe my stance is justified, I stand my ground. (2)I am prepared to oppose management when I am convinced that my position is right. (2)I have a good understanding of the strengths and weaknesses of my organization. (1)I am willing to risk conflict with management for the purpose of making our organization better. (2)Even after extended conflict, I appreciate management’s value to the organization. (3)I join others to create an alternative agenda for organizational success. (1)I am willing to work with management to establish a common vision and purpose for our organization. (3)I deny management’s ability to exercise power when current policies hurt the organization. (2)I am willing to continually engage in confrontational strategies to make our organization better. (3)I recruit others, both within and outside the organization, to serve as allies (1)To calculate your total Risk Leadership score, simply add your total points on all 30 questions.Risk Leadership Score:. An average score is about 90. If you score above 120, you are a risk leader. If you score less than 60, you rarely engage in risk leadership.To calculate your score for preparedness, total the points only for questions with a (1) at the end. Preparedness Score: . An average preparedness score is 36. Scores above 48 indicated strong ability to prepare for risk leadership. Scores less than 24 indicate limited ability in this area.To calculate your score for revolution, total the points only for questions with a (2) at the end.Revolution Score: . The revolution score can be interpreted in the same manner as the preparedness score. A score of 36 is average, 48 is high, and 24 or less is low.To calculate your score for resolution, total the points only for questions with a (3) at the end.Resolution Score: . An average score on resolution section is 18. Scoring 24 or more indicates strength in collaboration, while a score less than 12 suggests weakness in this area.Chapter 11: FollowershipDiscussion QuestionsDiscuss the view of followers under the industrial paradigm of leadership.Discuss in detail the new view of followers under the post-industrial paradigm.Describe the strengths and weaknesses of each followership style.Alienated followersConformist followersPragmatistsPassive followersEffective followersDiscuss the five dimensions of courageous follower.List and describe at least two consistencies among Rost’s, Kelley’s and Challef’s ideas of followership.ActivityCreate a profile of an ideal follower. Apply what you have learned about the various types of followers and pick what you consider to be the best attributes.Now, describe a situation where you personally served as a courageous follower and challenged the leader.Chapter 12: Leadership as EthicsDiscussion QuestionsExplain why some theorists believe ethics is an essential component of leadership.In what way does Greenleaf’s definition of servant leadership include ideas from both Burns and Rost?How does linking leadership to ethics constrain both the means and the ends of leadership? Give specific examples.How might linking leadership and ethics help clarify the troublesome distinction between leadership and management?ActivityAsk at least three other people whether or not they think a leader’s activities outside the leadership role have any connection to his or her effectiveness as a leader. Summarize the answers below. What comments surprise you?Ask at least three other people how they would explain the difference between leadership and management. Summarize the answers below. What comments surprise you?Explain an ethical dilemma you have experience in your own life, whether leadership related or not. Are you content with the decision that you made? Why or why not?Chapter 13: Leadership and Change MakingDiscussion QuestionsDescribe the relationship between the concept of change and contemporary leadership.Discuss the similarities and differences of implementing change at both the organizational and community level.Discuss the phases of the change process.Phase 1Phase 2Phase 3Phase 4List and describe the personal characteristics needed for successful change-making to occur.Case StudyPhil Brown, the Director of Account Services of XYZ Corp, has recently come under fire for some of the policies that he created in the early 1990s. When XYZ was just starting to computerize, Phil was a first line supervisor in the Accounting Group. Phil managed a group of 15 account representatives and had resounding success when he instituted the following basic policies:Strict observation of corporate rules on socialization and breaksMandatory work objectives per project.Measurable performance improvements for each quarter.Strict adherence to scheduling of meetingsThe results of these policies was a marked improvement in the speed of integrating the computer system and overall effectiveness of the system. Phil was eventually promoted because of these successes, and his protégé was promoted to Phil’s position. Samuel Smith was a smart guy, and had been out of college only two years. Phil felt he “trained him exactly as he wanted,” and Samuel was very “in tune” with the way Phil liked the Accounting Group run.About two years ago, Samuel attended an intensive two-week seminar on “Maximizing Employee Potential Through Communication and Empowerment.” Following this seminar, Samuel took a much different approach to his workgroup. Samuel loosened up the performance requirements and allowed much more empowerment and personal growth. Samuel implemented flextime policies and saw absenteeism drop a staggering 55% in the past year. He provided open meetings and saw people interact more than ever before. Performance increases were marginal, but he could tell people enjoyed their job a great deal more.About two weeks ago, Samuel and Phil met to go over his performance expectations for the next year. Samuel tried to take a new approach and talk about the improvements he had seen in his workgroup and how he was convinced that the whole company could benefit from his lessons. He also asked that he be allowed to develop his own objectives in line with company vision and mission and work toward those objectives without interference. Phil “hit the roof” and ordered Samuel to immediately revert back to the original policies, because they worked and they made sense to him. Phil ordered him to change the policies back or he would “find someone that could manage these people the way they needed it.” Phil has recently been in contact with Bob Fosters, an upwardly mobile member of the Computerized Account Services department, as a possible replacement to Samuel. Bob has always been a close friend of Phil’s and would work hard to re-implement Phil’s original policies.What are Samuel’s options in this situation and which should he choose?How could Samuel have changed his work group in a way that would have avoided this situation?Draw two conclusions about the change process based on the example in this case study.
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