Essential Skills of Leadership Online

Essential Skills of Leadership Online

Thanks for enrolling in Essential Skills of Leadership online. You should receive:

1. The book, Lead: How Effective Leaders Get Things Done,
2. A set of assignments, and
3. A copy of the film, Twelve O’clock High.

The course consists of five lessons. Each lesson includes: (1) a reading assignment from the book, Lead, (2) review questions, (3) a case analysis, and (4) analysis of a portion of the film, Twelve O’clock High, and (5) feedback from the instructor on your responses.

I suggest that you try to complete one lesson each week; however, it will be OK to take more time if you need it.

Submit your assignments electronically. When submitting assignments, submit ONLY your responses. It is not necessary to include a copy of the case or questions.

Should you have any questions, please contact me or the CMD staff.

Gerald H. Graham, Ph.D.

R. P. Clinton Distinguished Professor of Management

W. Frank Barton School of Business

Wichita State University

Wichita, Kansas 67260-0088

Email:

Dr. Gerald H. Graham is currently the R. P. Clinton Distinguished Professor of Management and former Dean of the Barton School. He has made management presentations to more than 750,000 participants in 46 states, Canada, Mexico and Slovakia. He also has been the recipient of the Wichita State University Excellence in Teaching Award and the Barton School of Business Teaching Award (multiple times).

Dr. Graham’s latest book is titled, Lead: How Effective Leaders Get Things Done. He has also written four management textbooks, which have been adopted nationally, and numerous research articles. Dr. Graham has written more than 500 columns on management that have appeared in various newspapers and journals around the country. For twenty years, he wrote a semimonthly column for the Wichita Business Journal and for more than twelve years, he published The Applied Management Newsletter, a monthly management training publication.

Graham is a past president of the board of directors of Goodwill Industries of Kansas and a former board member of U. S. Restaurant Properties, Inc., and the United Way of the Plains. Graham has served in several administrative capacities at Wichita State University including Chair of the Administration Department and Director of the Center for Entrepreneurship and Dean of the Barton School of Business.

Follow Dr. Graham on Twitter @dr_graham1, view his weekly leadership tips on:

Assignment 1

A. Review Questions: Chapters 1-4

Instructions. Prior to reading a chapter of the Lead book, respond “true” or “false” in the left column. Read the chapter and provide the “book answers” in the right column. At the end of each chapter, identify one leadership practice that you would consider placing more emphasis on going forward.

Chapter 1. New

1. / Leaders’ days are generally better organized than those of employees.
2. / When taking a new leadership position, it is usually better to start off a little “tough.”
3. / When employees assume leadership positions, they actually give up some rights.
4. / Leaders can usually retain their close relations with their friends after being promoted.
5. / “Over identification” with subordinates occurs when leaders always side with staff.
6. / Leaders are often caught in the middle between their employees and higher managers.
7. / When taking a new position, it is best to wait awhile before evaluating employees.

1. Leadership Practice to Emphasize

Chapter 2. Lead

8. / The ability to remain calm during crises may predict leadership potential.
9. / Some leaders fail because they focus too much on process and not enough on mission.
10. / The most important leadership trait is competence.
11. / Leaders who have character consistently do the right thing.
12. / Because of their high intelligence, it is usually easy for technical experts to become leaders.
13. / Although both are important, effective leaders focus more on people than on tasks.
14. / Effective leaders usually initiate more changes than less effective leaders.
15. / High-performance leaders place a greater emphasis on staff selection than on mission.

2. Leadership Practice to Emphasize

Chapter 3. Vision

16. / To get the very best people, visionary leaders like to hire from outside their companies.
17. / Effective mission statements contain more adjectives than verbs.
18. / Effective leaders usually resist the temptation to put individuals’ needs ahead of mission.
19. / When individuals’ needs are compelling, leaders may subordinate mission to needs.
20. / With regard to vision and mission, effective managers treat all employees the same.

3. Leadership Practice to Emphasize

Chapter 4. Hire

21. / Selection processes that encourage quick hiring decisions are usually more effective.
22. / The personal interview is the most important hiring tool.
23. / Better candidates provide specific and detailed answers to open ended questions.
24. / Employee references can be extremely helpful when making hiring decisions.
25. / Leaders should be very patient with new employees during their probationary periods.
26. / To retain good people, it is often necessary to match salary offers from competitors.
27. / Investment in training and development is positively correlated with employee retention.

4. Leadership Practice to Emphasize

B. Case: Which Leader Are You More Like?

A. Marty. Marty knows what he wants to get done. He expects people to carry out his decisions. He initiates things and expects high performance from his staff members.

To a staff member, Marty says, “I have budget to upgrade our internal communication system. I am very familiar with these systems and I think I know what features we need. I’d like for you to submit this list of features to four or five of the top vendors in this area and request that they submit a bid. After receiving this information, I’ll select a system and establish a training session for our staff. Do you have any questions?”

The subordinate responds, “No, it sounds pretty clear to me. I think I can do the job for you.”

B. Argus. Subordinates say that Argus is good at delegating. He gives people a lot of freedom and is pretty comfortable taking a “hands off” approach when he believes that subordinates are mature enough to handle the assignment.

To a subordinate, Argus says, “I’m aware that you are pretty new to our group, but I also know of your expertise in computerized communication systems. As you are aware, I have $150,000 to upgrade our internal communication system. We have several options to choose from. I’d like for you to be responsible for the project. I suggest that you check with the staff to identify the features they think would help most in improving our customer response times. Then I would like for you to research vendors and recommend a system for us. All I want is to improve our customer response time and I’d like to get the system the staff wants. I’ll be available if you need help but I’m confident you’ll do a good job.”

C. Courtney. Courtney is a confident leader who has clear expectations. She is passionate about the company mission and she makes her performance standards clear.

To a subordinate, Courtney says, “I believe that an update of our internal communication system can significantly improve our customer responsiveness. I want you to head a task force to get input from our staff on what features the system should include. After that you can research vendors’ products and recommend two or three systems to me. I have ideas about what we need, but I want your task group’s recommendations before I make a decision. Do you think you can have your recommendations to me in three weeks?”

The subordinate responds, “Sure.”

D. Annabel. Subordinates describe Annabel as patient and understanding. She says that she likes teamwork and morale of her staff is very important. She is quick to show appreciation when people do a good job. Annabel wants people to succeed and she is usually willing to give them second chances.

In a departmental meeting, Annabel announces, “We have budget of $150,000 that has been allocated to help us improve our service. I want each of you to consider the best way to do this and submit your ideas. We have a lot of latitude as to how we spend the money. I think this is one of the best things that has happened to our department this year. I want the entire department to work together as a team to identify the best possible use of these funds. I’ll participate fully with you in the process, but you are the experts because you are the ones who will be using the system. You can count on me to give my strongest support to your recommendations.”

Instructions. In the worksheet below, identify the strengths and weaknesses of each of these leaders. Allocate 100 points among the leaders to indicate how strongly you identify with each. You may expand the cells if you need more space.

Strengths / Weaknesses / Points

1. Marty

1. Argus

1. Courtney

1. Annabel

C. Video: Twelve O’clock High

The film, Twelve O’clock High, is based on a true story contrasting two styles of leadership during World War II. The movie depicts successes and failures of a bomber group whose mission was to bomb enemy submarine targets. The film is in black and white and there is no observable violence and no raw language. The cast is all male and there is a lot of cigarette smoking. I want you to set aside these variables and concentrate on analyzing the behaviors of the two leaders: Colonel Davenport and General Savage.

In preparing each assignment, I ask you to view only that part of the video that has been assigned.

Instructions. Insert the DVD of “Twelve O’clock High” into your computer; fast forward to 12:00 minutes and begin viewing. The scene shows the crew being debriefed after returning from a bombing mission. Observe the video for 19 minutes and twenty seconds and stop exactly on 31:20 minutes into the film. The scene ends with Colonel Davenport saying, “You may as well ask me to stab him in the back. I won’t do it!” You may rewind and review, but do not progress beyond 31:20.

Complete and submit the following worksheets.

Analysis of Davenport’s Leadership

1. Evaluate the performance history of the crew. Select one.

A. / P1 = disappointing, far below expectations.
B. / P2 = performance below expectations but improving.
C. / P3 = performance meets expectations, very good.
D. / P4 = performance exceeds expectations.

2. Give three examples from the video to support your assessment.

3. Evaluate the morale of the group.

A. / M1 = disappointing, far below expectations.
B. / M2 = morale is low but seems to be improving.
C. / M3 = morale is pretty good, about what you could expect.
D. / M4 = morale is very high among this group.

4. Give three examples from the video to support your assessment.

5. Rate Davenport on the following scales and total the points.

Structure / Evaluation / Consideration
Emphasis on mission / 4 3 2 1 / Emphasis on morale
Enforced all regulations / 4 3 2 1 / Allowed exceptions to regulations
Stressed performance metrics / 4 3 2 1 / Stress well-being of staff and crew
Made clear decisions / 4 3 2 1 / Wavered on some important decisions
Executed orders / 4 3 2 1 / Advocated for staff and crew
Punished mistakes / 4 3 2 1 / Allowed second chances
Corrected errors / 4 3 2 1 / Accepted justifications for mistakes
Supervised closely / 4 3 2 1 / Allowed staff and crew a lot of freedom
Total points ____

6. Refer to “Case B: Which Leader Are You More Like,” and identify which leader Davenport is more like.

___A. Marty / ___B. Argus / ___C. Courtney / ___D. Annabel

Give three examples from the film to support your labeling.

7. If you were in General Pritchard’s position, what specific actions, if any, would you take?

Assignment 2

1. Review Questions: Chapters 5-8

Instructions. Prior to reading assigned chapters in the Lead book, respond “true” or “false” in the left column. Read the chapters and provide the “book answers” in the right column. At the end of each chapter, identify one leadership practice that you would consider placing more emphasis on going forward.

Chapter 5. Objectives

28. / All objectives should be measured with specific metrics.
29. / “Improve morale and teamwork,” would likely be examples of appropriate objectives in most companies.
30. / In most cases, processes are actually more important than outcomes.
31. / In reality, there are very few ways to accurately measure “quality.”
32. / Metrics on quantity, quality and costs are likely to be the most important measures.

5. Leadership Practice to Emphasize

Chapter 6. Empower

33. / When empowering staff, it is important to avoid doing work that you have assigned them.
34. / When employees make honest mistakes, it is helpful to try to find ways to support them.

6. Leadership Practice to Emphasize

Chapter 7. Communicate

35. / Improving relationships is often a very good way to improve communications.
36. / In uncertain situations, it is best to hold off communicating until you have resolutions.
37. / When listening, most leaders place too much emphasis on getting “just the facts.”
38. / When discussions become tense in meetings, it is best to select your words very carefully.
39. / Video conferencing is more effective than email when communicating with other districts.
40. / While it can be a good tool, “voice mail” often impedes effective communications.
41. / Spelling and grammar are not as important in emails as they are in reports and letters.
42. / Leaders should work to be aware of grapevine gossip in their departments.
43. / When making management presentations, style is often more important than content.

7. Leadership Practice to Emphasize

Chapter 8. Decide

44. / Many leaders too often select solutions that avoid conflict rather than solutions that best serve the mission.
45. / Effective decisions improve performance, long-term morale, and inner peace.
46. / Compromises are almost always necessary and effective when making complex decisions.
47. / When seeking participation in decision making, it is important to accept some inputs.
48. / Participative leaders often allow staff to have unrealistic expectations about their inputs.
49. / Participative decision making is the best way to get “buy-in” to tough decisions.
50. / Passionate debate often reduces support for tough decisions.

8. Leadership Practice to Emphasize

Case B: Communication and Decision Making

Mary Lord has many years of experience as a manager, but she still finds many decisions hard to make. For example, she really hates to terminate employees and she hates to choose one person for promotion over another. She has said, “The worst part of being a manager is having to make tough decisions.” Today, Mary Lord faces a tough decision.

Ms. Lord is about to meet with Branch, one of her long-term subordinates. Branch has always been an aggressive supervisor. He is trying to get Lord to support one of his subordinates whom he has nominated as the “Outstanding Employee of the Year.” Branch set Lord a memo that included the following comments about Barbara Smith.

As you are aware, several persons in our Scheduling Department have been working with company computer specialists on a new computerized scheduling system. The effort has been very difficult, but we finally made a break-through. It will save us thousands of dollars a year.

I believe that Barbara Smith has made an outstanding contribution. Barbara is very intelligent and highly motivated and she made many significant contributions to the project. When others became frustrated, Barbara stayed focused. She has not been in our department very long, but she sure has a good future with our company.

I know that a special committee appointed by the president selects the “Outstanding Employee of the Year,” but a strong recommendation from you will help a lot. I’ve attached documents supporting Barbara’s contributions.

Lord has heard from other sources that Barbara is talented and bright, but she also knows that Branch has several very capable people in his department.

In addition to the memo from Branch, Lord also received an email from Henry Miller, another member of Branch’s group that read as follows:

I realize that my communication to you is risky, but I believe that you are the only one that I can go to at this time. I have been working with Barbara Smith and other team members on the new computerized system. I have noticed that Branch and Smith have become very good friends. Because of this, I do not believe that Branch is giving proper recognition to others in the department.

I know that I have not received the credit that I deserve. I believe that Branch is singling out Smith for recognition when the success is due to a total team effort. I have heard complaints from others and I fear that our morale and teamwork will soon drop. Do not tell Branch about this memo. It could get me fired.

Lord is considering the following ways of dealing with the issue.

1. Visit with Branch about his recommendation but just listen. Do not support or disagree. Tell Branch that you will think about it and get back to him later.
2. Prepare a strong list of questions to ask Branch about his reasons for supporting Smith. Ask Branch specifically about his relationship with Smith. Lord should make it clear that she will make an independent recommendation.
3. Tell Branch that you are interested in hearing more about why he supports Smith. Listen carefully for clues of biased judgment. Tell Branch the good things that you have heard about Smith so that he will open up. Do not mention Miller’s letter. Ask permission to visit with the employees and so that you can get a closer look at the project. Listen carefully to employees to see if you can uncover any hints of prejudice on Branch’s part.
4. Tell Miller that you would like a full explanation of his concern. After listening to Miller, suggest to Miller that he meet with Branch and yourself to discuss the issue. Tell Branch of the meeting in advance and let him know that the purpose is to discuss a sensitive issue regarding his nomination of Smith.

Instructions. Identify strengths/weaknesses and allocate 100 points among the options.