Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier

Exercise 42

Objectives: To experience leadership in action. To identify the leadership style, and how using the appropriate versus inappropriate leadership style affects the organization.
AACSB: The primary AACSB learning standard skills developed through this exercise are analytic and leadership skills.
Preparation: All necessary material is below; no preparation is necessary.
Break into groups and select the style (autocratic, consultative, participative, or laissezfaire) your group would use to make the following decision: You are an office manager with four subordinates who all do typing on outdated computers.
You will be receiving a new computer to replace one of the outdated ones. ( Everyone knows about it because several salespeople have been in the office.) You must decide who gets the new computer. Below is some information about each subordinate.
• Pat-He or she has been with the organization for 20 years, is 50 years old, and presently has a two-year-old computer.
• Chris-He or she has been with the organization for 10 years, is 31 years old, and presently has a one-year-old computer.
• Fran-He or she has been with the organization for five years, is 40 years old, and presently has a three-year-old computer.
• Sandy-He or she has been with the organization for two years, is 23 years old, and presently has a five-year-old computer.
Instructor selects one option:
Option A: Continuum of Leadership Behavior Styles 1 through 7. See Exhibit 8.4 for definitions of these seven styles.
Option B: Situational Supervisory Styles
1. Four volunteers from different groups go to the front of the class. Take out a sheet of 8 1?2 -by-11-inch paper and write the name of the person you are role-playing (in big, dark letters), fold it in half, and place it in view of the manager and class. While the managers are planning, turn to the end of this exercise and read your role and the roles of your colleagues. Try to put yourself in the person's position, and do and say what he or she actually would during the role play. No one but the typist should read this additional subordinate role information.
2. The instructor will tell each group which leadership style their manager will role-play; it may or may not be the one selected.
3. The group selects a manager to do the actual role play of making the decision; and the group plans "who, what, when, where, how." The manager will perform the role play. No one should read the additional subordinate role information.
One manager goes to the front of the class and conducts the leadership role play.
The class members (other than the group being represented) vote for the style (1 to 7 or Tell a. b.; Sell a. b.; Participate a. b.; Delegate a.) they think the manager portrayed. Then the manager reveals the style. If several class members didn't vote for the style portrayed, a discussion can take place.
Repeat procedures 3 and 4 until all managers have their turn or the time runs out.
The class members individually determine the style they would use when making the decision. The class votes for the style the class would use in this situation. The instructor gives his or her recommendation and/or the author's.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2-4 minutes): What did I learn from this experience? How will I apply this knowledge in the future?
Sharing: Volunteers give their answers to the application section.