Internet Activities

Internet #1–Class Blog (A, I, H)

Using your campus’s online course management system, create a class blog or chat room to discuss topics pertaining to the current chapter.  This can supplement or replace some of the written assignments typically required in the course.  Post two or more responses per week and evaluate posted comments according to criteria such as: 1) demonstrates knowledge of the reading; 2) thesis is clear; 3) provides solid evidence; 4) understands significance of the topic; 5) extends topic to new area; 6) raises relevant questions about topic, etc.  Use the discussion questions provided for each chapter or the additional questions provided here: 

• How might leadership emerge in on online environment as compared to a face-to-face environment? 
• How do the four components of leadership apply to a computer-mediated context?

Internet #2–Web Search (A, I, C)

Ask students to check out the website of a company they might like to work for some day.  What can they infer about the company’s culture?  What leadership traits seem to be valued in employees?  How does the company develop leadership in its employees (e.g., workshops, seminars, mentoring)?  They should turn in a printout of the company’s home page along with a one-page typed response to the above questions.

Internet #3 –The Musician as Leader (A, I, C, H)

Ask students to go to YouTube and watch a video clip of jazz musician Gerald Wilson.  Then have them go to allaboutjazz.com, click on “articles,” then “interviews” and type in the name “Gerald Wilson” in the title box.  Read the May 17, 2004, interview with this prolific musical artist and answer the questions below:

• In what ways is Wilson a leader?  Which of the four components of Northouse’s definition of leadership apply to Wilson?
• How was he shaped by his times?
• What career experiences contributed to his growth as an artist?
• In what ways is he an innovator?
• What unique skills does he have?
• How does he inspire others?
• What influence does musical leadership have on our society as a whole?  Can you think of any other influential musicians?

Internet #4 –Follow the Leader (C, H)

Ask students “Who are the thought leaders you most admire?” Have them choose one and make a commitment to following this person on social media (Twitter, Facebook, or blog) during the term. In class, ask them occasionally to share insights from this leader that relate to class material. You may also ask them to post feedback on their chosen leader’s blog.

Internet #5– Lollipop Moments (A)

Consider not using lecture for your first exposure to the class. Instead, email students ahead of time and ask them to watch a TED talk by Drew Dudley on “Everyday Leadership” before they come to class on Day 1. Ask them to be prepared to share their responses to two questions: (1) Have you had a lollipop moment? (2) How comfortable are you taking credit for your leadership or something else you do well? This is a good icebreaker.  Some follow up questions you could ask: How easily do you give credit to others? Is drawing attention to oneself ever a useful strategy?

Internet #6–Labor Day Quiz (A)

Use the link here or find/create a similar quiz regarding working conditions in your area:http://www.hollandsentinel.com/article/20130904/NEWS/309049883/0/SEARCH. Use as a discussion opener for class by posing the quiz questions first, then sharing the answers. Afterwards discuss: Who is responsible for creating employment policies and practices for US workers? Whose responsibility is it to help workers achieve work-life balance? Do any of the statistics in the quiz concern you? What kinds of leadership are needed at each level (national, state, corporate, office) to create meaningful and justly compensated work for people? What are the challenges? 

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions suggested elsewhere in this resource to explore topics in this chapter.  Some additional questions are provided here:

• Is social intelligence a trait or a skill?  What does social intelligence look like in a teenager?  A senior citizen?
• Which traits are easier to develop?  Harder?
• Is it better for a person to work on correcting his/her undesirable traits or building desirable traits?
• Are leadership traits demonstrated differently by men and women?
• Give an example where possessing a trait (such as intelligence) didn’t yield a desired outcome (such as the best answer to a problem).  Why would this happen?

For the class blog, ask students to post pictures of people modeling certain leadership traits.

Internet #2 – “Maybe” (A, I, H)

Look up the Michael Jordan commercial, “Maybe,” on YouTube.  What is the main message of the commercial?  What do the supporting images tell viewers about Jordan’s extraordinary career?  Recall specific examples.  What traits of Jordan’s are suggested by this commercial?  In what ways might the traits of an excellent leader be demotivating to a follower?

Internet #3 – Be All That You Can Be (A, I, H, L)

Go online and check out several different websites using the search term, “leadership traits.”  Typically these sites will have multiple lists of traits and skills.  Distinguish between items that are truly traits (stable personal attributes) and those that are more like skills (learned competencies).  Select one leadership trait that appears across several sites.  What advice is given on these sites for how this trait can be developed and strengthened?  Create a learning plan for someone who desires to develop this trait over a period of several months, citing their internet sources.  One suggested site:  www.charactercounts.org.

Internet #4 – Emotional Intelligence (A, I, H)

Look up a podcast from “This American Life” (NPR) from August 11, 2012, on amusement parks. The segment profiles Cole Lindbergh, a full-time employee of a Kansas City amusement park, who runs the games department. He delights in his job and excels at motivating employees.  Play the podcast in class and discuss:

• What traits does Lindbergh have?
• What is he doing well?
• How is he managing his and others’ emotions?
• What can you learn from him?

Internet #5 – Tweeting Like a Leader (A, L)

If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have them report on how the leader manages his or her image on Twitter. What personality traits are communicated (intentionally or inadvertently) through their manner of texting and posted images?

Internet #6 – Skyping a Leader (A, I, H)

If your classroom has Skyping capability, invite a community leader or a professor from another institution to speak to your class about leadership. Ask them to share their research questions with the class, their research methods, and what they hope to learn. Or inquire about their practical insights regarding the leadership challenges they face in work. What leadership traits do they think are essential for the kind of work they do?  How did they acquire those traits? Your guest leaders may have questions for the students as well.

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided elsewhere in this resource to explore topics in this chapter. Some additional questions are suggested here:

• How are skills related to age?  Which skills might improve with age?  Decline?
• How can career experiences contribute to the development of individual attributes such as general cognitive ability, crystallized cognitive ability, motivation and personality?
• Both the skills models are based on interpersonal (face-to-face) communication.  In a virtual team or virtual classroom, which skills do you think become more or less important?  Why?

For the class blog, ask students to post pictures of a well-known leader using a particular leadership skill.

Internet #2 – The Five Ls (A, I, H, L)

Look up “Leadership Skills: Qualities of a Great Leader,” on YouTube.  The speaker is a British rock musician.  Ask:  (a) According to the musician, what is the essential task of leadership?  (b) What are the five L “qualities”?  (c) Would you consider these “qualities” to be individual attributes, personal competencies, or something else?  (d) How might these qualities be expressed by people in the music industry?  (e) How might they be expressed by leaders in your field of study?  Create a learning plan for someone who wants to develop these five qualities over the next year.

Internet #3 – Grunt Work (A, I, H, C, L)

In the 1990s, Mumford and his colleagues conducted a study of 1,800 Army officers to identify the leadership factors that lead to exemplary job performance.  This research led to the development of the skills model in our textbook.  Go online to http://www.army.mil/symbols/officerdescription.html.   Look at the insignias and related information for the six grade levels from second lieutenant to colonel.  How large is a platoon?  How large is a company-sized unit?  How large is a battalion-sized unit?  How large is a brigade-sized unit?  Are the same leadership skills needed at each level of command?  Return to the home page and under the section called “A Word of Advice” click on “View all past articles.”   Read “The Top 5 Ways to Deal with Drill Sergeants” by Michael Volkin.  Why does the army not want its recruits to be leaders or followers? What seems to be the function of the drill sergeant?  What skills or attributes does the army attempt to build in its recruits?  Which of these skills or attributes would translate well into other types of work and leadership?  Which seem to be appropriate mainly for the military? 

Internet #4 – Tweeting like a Leader (A, L)

If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have them report on how the leader’s tweets do or don’t reflect technical skill, human skill, or conceptual skill. Does this medium, which favors brevity, lend itself to influencing a group of people toward a common goal? If the thought leader retweets others’ comments or photos, what is the purpose?

Internet #5 – Skyping a Leader (A, I, H)

If your classroom has Skyping capability, invite a community leader or a business professional to speak to your class about leadership. Ask them to share what skills are needed for people working in their field. Does their organization use a skills inventory of some kind in the hiring process?  How does the organization help employees develop more advanced skills? Does the organization recognize and encourage emergent leadership in its workforce? What advice would they give students today who are preparing to enter similar fields in the future?

Internet #6–- Listening like a Leader (A, C)

Listening is not mentioned specifically in chapter 3 as a leadership skill.  However, it is part of human skill (Katz Three-Skill Approach) and the social judgment competencies (Mumford Skills Model). Leaders need to listen in order to understand followers’ needs and perspectives. Who would the students identify as great listeners?  What do these listeners do that’s so effective? Then go online and pull up one of several sites concerning bad listening habits (e.g., “Ten Bad Listening Habits”). Ask students to pair up and evaluate themselves based on the list of bad habits (such as listening only for facts, not intent). Which behaviors do they engage in? How can they overcome these bad habits and listen more competently?

Internet #7 – Speaking like a Leader (A, H)

In the Mumford Skills Model, the Individual Attribute of motivation has three components: The willingness to tackle complex organizational problems, the willingness to express dominance and to influence others, and commitment to the social good of the organization. Public speaking is an important expression of the willingness to express dominance. Have students go online and take a communication apprehension test (http://www.original-ink.net/Units/Oral%20Comm/communication_apprehension_quiz.htm). They should discuss their results with a partner and come up with a plan to practice reducing speaking anxiety in safe settings in order to become more willing speakers in future leadership settings. 

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• How can career experiences influence one’s leadership style? 
• The Leadership Grid in our textbook is based on interpersonal (face-to-face) communication.  In a virtual environment how could a leader enact each of the five styles?
• What motivates people to change?

Have students post a picture of a well-known leader modeling task or relational behavior.

Internet #2 – Take Me to Your Leader (A, I, H, L)

Look up National Public Radio’s program “Take Me to Your Leader.”  During a two-week road trip during the presidential campaign of fall 2008, three NPR staffers traveled across the United States asking local people about their community leaders.  One of the goals of the program was to show that leadership happens in other arenas besides politics.

• Option 1: On the website, listen to the audio recording of Greg Bock’s profile: “A Small-Town Fire Chief Juggles Big Responsibilities.”   How does Bock show concern for relationships?  For tasks?  How might these behaviors be expressed by leaders in other lines of work?
• Option 2:  Listen to several audio stories of community leaders.  Which story is most meaningful to them?  Why?  Do the interviewees consider themselves to be leaders?  What new insights do you gain about leadership styles from these stories? 
• Option 3:  Conduct your own community survey, informally interviewing people in town (storekeepers, firefighters, teachers) about who they think the community leaders are and how they lead.  Conduct follow-up interviews with the identified leaders.

Internet #3 – Web Search

Northouse states that many training and development companies use the styles approach to teach managers how to become more effective.  Look up several of these programs online.  Most will list the services they offer and associated fees.  But there are some that offer free tips for improving one’s skills. 

• To what extent are these courses (either free or fee based) based on research?  What makes them persuasive or attractive to potential customers? 
• Look for advice that would help a person develop one or more of the behaviors listed on the Style Questionnaire.  How realistic or helpful is the advice? Write a brief report, citing their sources.

Internet #4 – Tweeting like a Leader (A, L)

If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have them report on how the leader’s tweets reflect his/her leadership style. You can make this a more formal content analysis by asking students to print out the tweets over a period of a month and then code them using the items on the Style Questionnaire or other criteria the student chooses to measure task and relational behaviors. Style Questionnaire items can be adapted for a coding scheme as follows: Does the tweet tell people what they are supposed to do such as act friendly, help people feel comfortable, suggest how to solve problems, and so on? Have students select one tweet that is especially effective and explain why. Similarly, have them choose a tweet that is unsatisfactory and explain why. What are the implications for the leader’s effectiveness?

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write on some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• How can career experiences or age influence one’s leadership style? 
• Why isn’t the supportive style of leadership the best for every situation?
• The SLII® model described in our textbook is based on interpersonal (face-to-face) communication.  In a virtual team, how could a leader assess follower competence and commitment?

Ask students to post pictures that depict the concepts of situational leadership.

Internet #2 – Employee Engagement (A, I, H, L)

Look up The Gallup Management Journal online and search the archives for a September 10, 2009, article titled “Employee Engagement and Labor Relations.”  Be prepared to discuss the following questions:

• How does the author define employee engagement?  How is it similar to or different from follower commitment in the SLII® model?
• What percentage of Americans belong to unions?  Is this number increasing or declining?  What is the relationship between union membership and employee engagement according to this survey?
• The article lists twelve elements of great managing.  Which of these behaviors belong to the delegating style?  Coaching style? Supporting style?  Directing style?  Which style is most likely to lead to employee engagement?
• How would Blanchard et al. defend the SLII® model in light of the findings of the Gallup survey?

Internet #3 – Communication Currents (A, I, H)

Look up the National Communication Association website and e-zine called “Communication Currents.”  Check the archives for the article “The Enduring Impact of Coach Messages” (Vol. 2, Issue 4).  Be prepared to discuss the following questions in class:

• What was the sample population that was studied by this researcher?
• What are the two types of regret?
• Identify the six types of regret messages.
• The author states that athlete effort can be manipulated by regret messages.  Do you have any personal experience with this?
• Do you think the athlete’s gender makes a difference in the effectiveness of a coach’s regret message?
• Which type of regret message is best suited for a D1 level athlete?  D2 level athlete?  D3 level athlete?  D4 level athlete?

Internet #4 – The Compliment Guys (A, C, H, L)

Check out two Purdue University students demonstrating supportive communication on YouTube (“The Compliment Guys”).  Also read the background story atwww.americanprofile.com/articles (“The Compliment Guys,” September 6–12, 2009).  Be prepared to discuss the following questions in class:

• How comfortable are you in giving compliments?  Receiving compliments?
• Is your comfort level affected by your age?  Gender? Culture?  How well you know the other person?
• How can compliments by one’s superior at work be helpful?  Unhelpful?
• Come up with an appropriate compliment for a hypothetical employee at each of the four developmental levels.  How should the compliments differ from one another?

Internet #5 – Movie Clips

Ask students to find clips from films or TV shows on YouTube that show leaders using one of the four leadership styles of the SLII® model. These can be played in class and discussed. Which leader was most skilled in using a particular style?  What was the developmental level of the follower in that situation? Did demographic characteristics (such as the leader’s age or gender) affect the leader’s ability to demonstrate the appropriate behavior with the subordinate?

Internet #6 – Expanding Theory

Ask students to look up leadership-central.com. This very basic site gives overviews of the major leadership theories including the Hersey and Blanchard model (look under Contingency Theory). Once students click on the Hersey and Blanchard model, there is an opportunity at the end to post comments about the model. Students can post their evaluations of the model and contribute to a broader discussion of the utility of the model. You can also ask them to return to the site later in the term and comment on other theories from the textbook or look up related resources.

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• How does an online work environment affect a leader’s assessment of subordinate characteristics?    
• Path-goal theory seems to apply to those in formal leadership roles.  Does it have any application to informal leaders in an organization? To emergent leadership?
• Is motivating employees the same as empowering them?

Internet #2 – Web Search (A, I, L)

This can be done as an individual or a group assignment.  Go online to a business magazine home page such as INC (http://www.inc.com) or Fortune(http://money.cnn.com/magazines/fortune).  In the search box, enter one of the key terms from the chapter, such as expectancy theory, employee motivation, group norms, formal authority or supportive leadership.  Read two or three of the articles and write a short summary of their content.  How are these topics relevant for workers today?  What is the role of communication in these processes?  What does the new information contribute to our understanding of path-goal theory? 

Internet #3 – Locus of Control (A, H, L)

Have students go online and complete Rotter’s Locus of Control Scale Test (http://www.mccc.edu/~jenningh/Courses/documents/Rotter-locusofcontrolhandout.pdf).

Based on their results, is their locus of control external or internal? What do students think about the accuracy of their results? The items on the scale? Have them reflect on how their locus of control affects their leadership behavior and their responses to others’ leadership styles.

Internet #4 – Decision-Making Style (A)

Have students go online and complete a Decision-Making Style Test

(http://www.kent.edu/career/quick-career-decision-maker). Decision making is influenced by one’s traits (such as introversion/extraversion), skills (such as problem solving and critical thinking), and experiences (career, personal). Based on their results, how well would the path-goal approach work for them? Would they need a lot of time to weigh different options before taking action? Would they seek out the advice of others before acting? Would they be tempted to take shortcuts and not analyze subordinate characteristics very carefully and just make a “gut call”?

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• Why do some people want to be in the out-group at work?
• How important is distributive justice (fair distribution of work, resources and rewards) in creating trust in the workplace?

Internet #2 – Web Search (A, I, L)

This can be done as an individual or group assignment.  Go online to a business magazine home page such as INC (http://www.inc.com) or Fortune(http://money.cnn.com/magazines/fortune).  In the search box, enter one of the key terms from the chapter, such as trust, empowerment, or in-groups.  Read two or three of the articles and write a short summary of their content.  How are these issues playing out in the workplace today? What does the new information contribute to our understanding of leader-member exchange? 

Internet #3 – Citizenship Behavior (A, I)

Have students go online and take a modified OCB inventory (e.g.,http://shell.cas.usf.edu/~pspector/scales/ocbcpage.html). In pairs, ask them to share their results and discuss how relevant the items are to their experiences as employees or students. What motivates them to engage in extra-role behaviors? Does member motivation affect how the behavior is perceived by the leader? How are citizenship behaviors in college similar to or different from citizenship behaviors in the workplace? 

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• How does transformational leadership work in an online environment?
• Do men and women display charisma in the same way?
• How long do charismatic effects last?  Can a person be a charismatic leader for life?
• Can a person be a charismatic leader even after he/she dies?
• What is the role of followers in the transformational leadership approach?  

Internet #2 – The Artist as Transformational Leader

Go online to “Google Images” and look at Chris Jordan’s photography.  Jordan documents American mass consumption with his large-scale images.  Look at as many images as you can, especially those of crushed cars, plastic bags, water bottles, and cell phones.  What is your reaction to seeing such massive waste?

Reflect on the following questions: 

• Is critical social commentary a form of leadership?
• Are statistics needed to back up Jordan’s images?  Why did Jordan doubt the power of his art? 
• Is critical social commentary a form of transformational leadership?  How does it express the four I’s of transformational leadership?  
• Can you think of other artists who have transformed their communities or the larger society?  How did they accomplish this?

Internet #3 – Web Search (A, I, L)

This can be done as an individual or a group assignment.  Go online to a business magazine home page such as INC (http://www.inc.com) or Fortune(http://money.cnn.com/magazines/fortune).  In the search box, enter one of the key terms from the chapter, such as transformational leadership, transactional leadership, charisma, idealized influence, or inspirational motivation.  Read two or three of the articles that you find and write a short summary of their content.  How are these topics relevant for workers today?  What is the role of communication in these processes?  What does the new information contribute to our understanding of transformational leadership?

• Option 1:  Create a fishbone diagram in class showing how these topics are connected to one another.  (For an example of a fishbone template and other graphic organizers, seewww.writedesignonline.com/organizers/index.html.)
• Option 2:  Create your own fishbone diagrams using the material discussed in class.  On the basis of your diagrams, are there any gaps in your understanding of transformational leadership?  What research questions remain unanswered?

Internet #4 – Famous Quotes (A, H)

Look up leadership quotes online and bring some of your favorites to class.  There are many websites dedicated to posting such information; some with accompanying photos and music.  Discuss in small groups:  Why did this quote ring true for you?  Which of the quotes would reflect the beliefs of a transformational leader?  How useful are quotes for motivating oneself?  Motivating others? 

Internet #5 – Pike Place Fish Market (A, H)

Ask students to look up a video clip on YouTube (or watch in class) of the fish sellers at the Pike Place Fish Market in Seattle. What are they trying to do with this unusual style of selling fish? In what ways are they being transformational? What are the implications for students’ daily lives?  (For example, that they don’t have to wait until they get a “real job” in order to be transformational; they can begin in small ways even now.)

Internet #6 – Pseudotransformational Leaders (A, H, C)

Some of the leading news magazines (such as Time, Newsweek, Forbes) have an annual edition or article that reviews the worst tyrants or dictators in the world. Assign students to research one of these leaders online and report back to class.  What was this person like in childhood and adolescence?  What were the formative experiences of this person’s life? When did this leader become self-consumed, power-oriented, exploitative, or amoral? Why does this person have followers?  What do followers hope to gain from this leader? Can the world ever rid itself of pseudotransformational leaders?

Internet #7 – Tweeting like a Leader (A, L)

If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have them report on how the leader inspires followers on Twitter. Is it possible to convey dominance, desire to influence, self-confidence, and strong moral values in such an abbreviated format? Does the frequency of tweets matter? Retweeting others’ posts? How can effects on followers be measured? Over the term, collect examples of best tweeting practices for leaders.

Internet Activities

Internet #1– Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided for this chapter.  Some additional questions are: 

• How might authentic leadership emerge in on online environment as compared to a face to face environment? 
• “Internalized moral perspective” seems to be a very general attribute of authentic leaders.  How would you specifically assess this in a leader?

Internet #2– Story Corps (A, I, C)

Log into NPR’s website www.storycorps.org/ and click on the “More stories” button.  Within the list of story categories, select “Griot.”  Look up the meaning of the term “Griot.”  How does it apply to this collection of stories? Listen to as many of the stories as you like, but at least four or five.  Choose a person who models authentic leadership and write a one-page explanation, using criteria from either the intrapersonal, developmental or interpersonal approaches.  What social value does this collection of stories have for us?

Internet #3 – Nobel Peace Prize (A, I, H)

Visit Salon.com (an online magazine).  In the search box, type in “Nobel Peace Prize” and read several of the articles that appear, both praising and criticizing the selection of Barack Obama as the 2009 recipient.  List the arguments for and against his selection.  Using the criteria for authentic leadership in our textbook, which of the arguments for Obama’s selection support his identity as an authentic leader?  (Use any of the models described in the chapter).  In what ways does his selection not meet the criteria for an authentic leader?  One of the weaknesses of the authentic leadership approach is that it doesn’t focus on leadership outcomes.  How does this affect the approach’s usefulness?  Can one be an authentic leader without accomplishing group goals? 

• Follow-up assignment:  Look up past winners of the Nobel Peace Prize.  Apart from the politics involved in their selection, who are some of the most deserving recipients?  Why?  Which leadership theory best explains their success?
• Alternate assignment: Look up current or recent winners of the Nobel Peace Prize, including Malala Yousafzai and Kailish Satyarthi. Apply the criteria for authentic leadership to these two figures.

Internet #4 – Develop a Personal Mission Statement (A, C, H)

Write your own personal mission statement using the guidelines athttp://www.timethoughts.com.  On the home page look for “Mission Statements” in the left-hand column, click on and follow directions.  In class, share your statements in small groups (optional because of the personal nature).  In the full-class discuss:  What was the hardest part about writing the mission statement?  How useful was the process?  How will you use this statement in the coming days?  Weeks?  Are mission statements overrated?

Internet #5 – Create a Prezi

Have students go online and look up the Prezi developed by students at another university:http://prezi.com/ck6wvbylweed/authentic-leadership-by-taylor-dahlstrom-jessica-wasser-lena-swearingen-dana-delance-candy-yan/

Assign small groups of students in your class to develop their own Prezi of authentic leadership and make it available to the public. This is a good way to help students visually organize all the components of the chapter and how they relate to one another. Students can present their creations to the class for feedback. Or students can be asked to teach a portion of the class using part of their Prezi.

Internet #6 – The Inner Work of a Leader (A, I, H)

There are many clips of Bill George on YouTube.  Choose one as a discussion starter for class. One example is “Bill George on the Inner Work for Authentic Leadership” (about 1½ minutes long). After playing it for the class, have students discuss in small groups George’s three points: inner work involves having real-world experience, process that experience through some type of reflection, and seek honest feedback from others. What kinds of real-world experiences have been most instructional for students? How and where do they make time to reflect? From whom can they receive honest feedback? How have these practices (or lack of them) affected students’ leadership abilities? 

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, pose some of the discussion questions provided for this chapter.  Some additional questions you might ask are: 

• How might servant leadership be expressed in an online environment as compared to a face-to-face environment? 
• How can servant leaders avoid being exploited or taken advantage of by followers?

Internet #2 – TD Industries (A, I, C)

TD Industries claims to be the first US company to adopt servant leadership as its management philosophy. Ask students to check out the company’s "about" page (http://www.tdindustries.com/about/servant-leadership) and click on the link to “Servant Leadership at Work,” an article from the August 2011 issue ofPlumbing and Mechanical Magazine. After reading the article, discuss in class: In what ways does TDI implement servant leadership principles? How are they “creating hundreds of servant leaders”? Is this a model that other companies can emulate?

Internet #3 – City Year (A, I, C, H)

Ask students to visit the City Year website (http://www.cityyear.org). Have them click on the button “About City Year” and then under the pop-up menu click, “Founding Stories.”  The stories are quite brief, often only a paragraph.  Have students read at least a dozen and then choose one that speaks to them. In small groups, have students share the founding story that they most identified with and why. In the full class, discuss what makes stories powerful and inspiring?

Internet #4 – Building Sustainable Communities (A, I, C, H)

Ask students to watch the TED Talk by Majora Carter (“Sustainable South Bronx” or search at www.ted.com/talks) outside of class, or show it in class (about 17 minutes). Carter is an urbanist, committed to environmental justice. Discuss how race and class are associated with environmental justice. How is Carter committed to the growth of people, to building community, and to stewardship? How does her story about the found dog support her concept of leadership?  In addition, Carter uses two metaphors to describe herself—as “a canary in the coal mine,” and as living “in between two worlds.” How might these metaphors apply to other community builders as well? Do you consider Bogota, Colombia’s mayor a servant leader? What happened in Bogota when citizens saw they were being “served first”?

Follow up: Search online for articles about Majora Carter and the criticism she has received for her management of Sustainable South Bronx and alleged disregard for other grassroots efforts to promote change in the Bronx. Do you think her leadership style has changed?  Why or why not?

Internet #5 – It’s a Wonderful Life (A, I, C, H)

Margaret Wheatley narrates a video that introduces the concept of servant leadership through the film “It’s a Wonderful Life.” The DVD can be purchased or rented from www.advancedknowledge.com. The accompanying training program can be adapted to different classroom settings and includes exercises and discussion questions. It can be downloaded from www.hillconsultinggroup.org/assets/pdfs/articles/life-leadership.pdf.

Internet #6 – Greenleaf Center (A, I)

Have students peruse the website for the Robert Greenleaf Center for Servant Leadership at https://greenleaf.org. Have them look at the mission statement, resources for students, conference topics and bookstore items. Option 1) Assign small groups to report back on each of the main menu items. What is interesting?  What would they like to learn more about? Option 2) Have students select one topic from the annual conference presentations or bookstore to do some research on and make a 5-minute presentation to the class. Some examples: Servant leadership in hard times, servant leadership in the boardroom, the gift of dialogue. This activity can be supported by YouTube clips of Larry C. Spears, former director of the Center. Option 3) Have students research the new director of the Greenleaf Center. Why was she chosen?  How has she promoted servant leadership in her corporate life?

Internet #7 – Capstone Project (A, I)

If the class has spent substantial time learning about servant leadership, students might be motivated to make their own informative videos about this approach to upload on YouTube. This can be a capstone project to summarize and apply their learning in the course, or a smaller project to demonstrate their learning of the chapter. Begin by having students view several clips about servant leadership on YouTube (look under Servant Leadership examples).  This can be done in class or outside of class. Working in small teams, students can then choose a relevant example to them (campus leader, community leader, current events figure, etc.) and create their own 2-minute film about servant leadership.  This requires flip cameras or rentable cameras on campus and some editing software. The videos can be shown in class and shared with the broader campus. Along with the video, have students submit a one-page summary of their goals in making this film and what aspects of servant leadership they chose to feature and why. How does this assignment support one or more of your course objectives?

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• How can a leader find out what is really going on in a group or organization so she or he can accurately identify what kind of situational challenge exists?
• What is your personal tolerance for change and listening to unpopular opinions at school or work?

Ask students to post pictures that depict the concepts of Adaptive Leadership.

Internet #2 – Challenging Others to Face Change (A, I, H)

There are many clips on YouTube of Ron Heifetz speaking about Adaptive Leadership. Choose one as a discussion starter for class. One example is “The Nature of Adaptive Leadership” (about 8 ½ minutes long). After playing it for the class, have students discuss in small groups:

• What pressures do people in positions of authority experience?
• How can we develop our capacity to solve problems?
• Most problems come bundled.  How do we tease out the parts?
• What are some indicators of adaptive challenges?
• Practically speaking, how can adaptive leadership be used on a societal level?
• What “different conversation” is suggested by Adaptive Leadership?

Internet #3 – Slideroll (A, I, H, L)

Have students create a slide show to present to the class about Adaptive Leadership. Using an online tool such as Slideroll (slideroll.com) have them produce a 1-minute show about one aspect of the approach.  Examples: Mobilizing, motivating, focusing the attention of others, technical challenges, adaptive challenges, and so forth. The slide show should include text that students develop about their topics. These can be quotes from the chapter or other sources. Rather than being merely informative, the purpose of the slide show should be to pose intriguing questions about this approach or to persuade the viewer about its value and applicability.

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided for this chapter.  Some additional questions you might ask are 

• How might the various personality archetypes differ in how they use social networking sites?
• Can personality types change?  Once a narcissist, always a narcissist?
• What are the dangers, if any, of using psychological theory to understand leadership practices when one isn’t a trained psychologist?

Internet #2 – Web Search (A, I, H, C)

Go online and look up bios and profiles of some well-known leaders who interest you (famous coaches, CEOs, social activists, clergy, etc.).  From the information provided (such as testimonials by followers), see if you can find an example of the various archetypes. For each example, how does the personality type affect the leader’s success?  Would the leader still be successful if his/her personality type were different?  For in-class debriefing:  Which archetype is most widely represented among the examples brought in by students?  Which type was hardest for them to find?  What patterns are seen in the distribution of personality types across professions?  How is personality type best determined—by psychoanalysis, self-assessment tools, follower feedback, or . . . ?  Is there much variety within types?  How useful is this information?

Internet #3 – Slideroll (A, I, H, L)

Have students create a slide show to present to the class about the Psychodynamic Approach. Using an online tool such as Slideroll (slideroll.com) have them produce a 1½-minute show about one aspect of the approach.  Examples: The influence of childhood and adolescent experiences, people’s unconscious motives that influence their behavior, productive and unproductive versions of narcissism, people’s blind spots, the inner theater, social defense mechanisms, different archetypes, and the like. The slide show should include text that students develop about their topic. These can be quotes from the chapter or other sources. Rather than being merely informative, the purpose of the slide show should be to pose intriguing questions about this approach or to persuade the viewer about its value and applicability.

Internet #4 – Kets de Vries Institute (A, I, H)

This chapter was written by Manfred Kets deVries, who is both a business consultant and psychoanalyst. Have students peruse the website of his Institute (www.kdvi.com) to read about his philosophy of consulting and the resources available.

(a) Have students take the sample leadership questionnaire online and report their results in class.

(b) Ask students to watch one or more of the videos available on the site (under the media menu) in preparation for class discussion.  For example, the 16-minute TEDXAmsterdam talk—“From Hero to Zero: When Leaders Derail”—poses the questions: Why do so many leaders self-destruct? Why don’t they get the best out of their people? Why don’t their teams function better? Why do so many organizations have a gulag mentality? Some questions for the class to discuss: How relevant to them are the three fears of leaders? Where do they observe and feel the brunt of another’s narcissism? If students were to ask for 720-degree feedback about themselves, what new perspectives about themselves would they discover? How can students practice using themselves “as an instrument” today?

(c) Ask students to look at the training and consulting resources offered by the Institute. One of the criticisms of the Psychodynamic Approach is that it doesn’t lend itself to training in a conventional sense.  From the website, what can students infer about the type and utility of the training that the Institute offers? What questions might they submit to the Institute about their training effectiveness?

Internet #5 – The Hero’s Journey (A, I,)

Have students find and watch YouTube clips on various archetypes and report back to class. Another option is to view “What Is the Hero’s Journey?” by Pat Soloman at TEDX Rock Creek Park. Pair this with “Enough with the Hero’s Journey Already” by Colin Stokes at TEDX Beacon Hill. Debate in class the merits of the two perspectives. 

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• What is the difference between morality and ethics?
• What motivates a person to act unethically?

Internet #2 – How a Child Learns (A)

Go online and read the poem “How a Child Learns” by Dorothy Law Nolte.  Variations can also be found under the title “A Child Learns by Example.”  Are the statements in the poem true?  What exceptions might there be?  (This can be a discussion opener for the next class.)

Internet #3 – Communication Currents

Look up the National Communication Association website and e-zine called “Communication Currents.”  Check the archives for the article “Ethics in the City: How Talk about Ethics Leads to an Ethical Culture” (Vol. 1, Issue 1).  Discuss the following questions in class:

• What was the research method used by Jovanovic and Wood?  Whom did they study?
• Why did the researchers think that much of the ethics discourse they heard was ineffective?
• What strategies do the authors recommend for improving the discussion of ethics in the workplace?
• At what level in an organization should ethical decisions be made?  How do ethics discussions relate to leadership?
• What are the real ethical situations you face in your line of work?

Internet #4 – Web Search (A, I, L)

This can be done as an individual or group assignment.  Go online to a business magazine home page such as INC (http://www.inc.com) or Fortune(http://money.cnn.com/magazines/fortune).  In the search box, enter one of the key terms from the chapter, such as ethics, distributive justice, servant leadership, altruism, or virtues.  Read two or three of the articles and write a short summary of their content.  How are these topics relevant for workers today?  What is the role of communication in these processes?  What does the new information contribute to our understanding of ethical leadership? 

Internet #5 – Online Organizing (A, I, H, C)

Find the website of an activist organization you respect, working for a cause you believe in.  What is the function of the website?  How does an online presence create passion for a cause?  Influence others?  Set and accomplish goals?  What sets this cause apart from others?  Which of the five ethical principles are reflected in the website? Is virtual leadership the main or only form of leadership in the organization?  How effective is the site in furthering the organization’s goals?

Look up the website of an activist organization you disagree with.  Apply the same questions as above.  Are your perceptions affected by their ideological differences with this cause?  Is this organization regarded as less ethical than the first organization?  Why?

Write a two-page summary of your responses to these questions and turn in copies of the home pages of the sites analyzed.

Internet #6 – The Dark Side of Leadership (A, I, C)

Discuss the dark side of leadership in class. Have students experienced any of these distressing leader behaviors?  How did they and other followers respond? After the discussion, show the TED talk by Simon Sinek on “Why Good Leaders Make You Feel Safe.” Discuss Sinek’s points. What other suggestions do students have for how leaders can watch out for their followers?

Internet #7 – Kohlberg’s Stages of Moral Development (A, I, H, C)

Have students go online and research more of Kohlberg’s ideas, such as (a) one must progress through the stages in order; (b) people can’t comprehend moral reasoning at more than one level beyond their current stage; (c) people are motivated to grow morally when they experience some internal disequilibrium, and so on athttp://pegasus.cc.ucf.edu/~ncoverst/Kohlberg's%20Stages%20of%20Moral%20Development.htm. Discuss whether the explanation of how the stages work makes sense to the students. Do men and women experience and express the stages the same way? Do non-North Americans experience the stages differently than do North Americans? How can society encourage leaders to higher levels of moral development? Does higher moral development relate to motivations for leadership?

Internet #8 – Powerful Images (A, I)

Look up the webpage of “35 Photos that Tell a Story.” Show the photos in class and discuss what makes them so effective.  Assign students to find a photo from an online archive such as Google Images that (a) captures one of Kohlberg’s stages of moral development or (b) exemplifies one of the five principles of ethical leadership. Share these in class. Discuss how visual images can be motivational as well as descriptive.

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• What would be some characteristics of team excellence in an online environment?
• How important is the leader’s likability in the team leadership model?

Internet #2 – Communication Currents

Look up the National Communication Association website and e-zine called “Communication Currents.”.  Check the archives for the article, “Twitter and Its Impact on American Governance” (Vol. 4, Issue 2).  Be prepared to discuss the following questions in class:

• How can Twitter affect the legislative process?
• As a form of backchannel communication, what is an appropriate use of Twitter by a leader?  Is twittering tweeting during someone’s speech appropriate? Why or why not?
• As a minimalist channel of communication, what are the advantages and disadvantages of Twitter? 
• Does Twitter replace or duplicate other modes of communication?
• How might egoism come into play in a leader’s twittering?
• In Hill’s Model for Team Leadership, at what points might a leader’s use of Twitter to improve team functioning?  How?

Internet #3 – Team Leadership in Music

Look up and watch the YouTube video of Neeme Jarvi conducting Mahler (3 minutes).  Then read the following interview of Jarvi: Strubler, D. C. and Evangelista, R. (2009).  Maestro Neeme Jarvi on leadership: The power of innovation, stakeholder relations, teamwork and nonverbal communication.  Journal of Management Inquiry, 18(2), 119–121, athttp://jmi.sagepub.com/cgi/content/reprint/18/2/119.  Discuss the following questions in class:

• How is cultivating relationships with donors part of the team-building process at the Detroit Symphony Orchestra?
• How is leading an orchestra similar to leading a team in a business?  Different?
• What internal leadership actions are required of an orchestra conductor?
• How does Jarvi use nonverbal communication to lead the orchestra and audience?   
• What conditions of group effectiveness are present in the DSO?
• What characteristics of team excellence are present in the DSO?
• Is the team leadership model sufficient to explain Jarvi’s success as a conductor?

Internet #4 – Virtual Team Learning

Clark, D. N. and Gibb, J. L. (2006). Virtual team learning: An introductory study team exercise.Journal of Management Education, 30(6), 765–787. Retrieved fromhttp://jme.sagepub.com/cgi/content/reprint/30/6/765.

Abstract: This article outlines the design, implementation, and evaluation of an innovative virtual team exercise. Cognitive, affective, and action-learning outcomes highlight the relevance of this grounded experiential exercise for management education and practice. Details are provided to enable the exercise to be adopted in a wide range of programs. Prior online experience, motivation, resistance to online environment, and trade-offs were found to affect an overall positive experience reported by students.

Internet #5 – Dilbert Mashups

Ask students to go online and look up the daily Dilbert cartoon (www.Dilbert.com). The site allows them to write their own dialogue to the daily strip by clicking on the “mashup” button above the strip. They will need to register first and login. Have students create a new dialogue in the existing strip that incorporates one or more concepts of the team leadership approach and bring it to class.

Internet #6 – Skyping a Leader (A, I, H)

If your classroom has Skyping capability, invite a business leader who works virtually with his or her team to speak to your class about how technology is used in the company to get work done.  Is there an intranet? Do people use cell phones to check in with one another regularly? IM one another?  Tweet? How does this increase productivity? Use resources more effectively? Improve decision making and problem solving? Inspire innovation and creativity? What are his/her main tasks as a leader? When does he/she monitor or take action? Decide whether a problem is task related or relational? How is team effectiveness measured? Rewarded? Does the organization recognize and encourage emergent leadership in its workforce? 

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• Do you prefer working for a male or female leader?  Why?
• How can we guard against unconscious bias in the development and promotion of women leaders?

Internet #2 – Pat Summitt (A, H)

Pat Summitt, retired basketball coach of the (Tennessee) Lady Volunteers, won more games than any college basketball coach, male or female.  She summarizes her coaching system in “The Definite Dozen.” Look up the 12 parts of the system online and watch video clips of Summitt coaching on YouTube.   Discuss in class:  How would you characterize Summitt’s leadership style?  Does she display masculine, feminine, or androgynous leadership traits and skills?  Does her system of a dozen values reflect any gender patterns?  How does Summitt balance agentic and communal leadership behaviors?  As an athletic coach, does she encounter the same double standard for behavior that female politicians do?  Could she be an effective coach for a male college basketball team?  Would she be respected by the players?

Internet #3 –Web Search (A, I, L)

This can be done as an individual or group assignment.  Go online to a business magazine home page such as INC (http://www.inc.com) or Fortune(http://money.cnn.com/magazines/fortune).  In the search box, look up the phrase “women in leadership.” Read two or three of the articles and write a short summary of their content.  How are these topics relevant for the workplace today?  What does the new information contribute to our understanding of women in leadership?  Option:  Create a collaborative fishbone diagram showing how the leadership issues reported on are connected and indicate gaps in our knowledge.

Internet #4 – Center for Creative Leadership (A, H, C, L)

Go online to the Center for Creative Leadership (www.ccl.org).  In the search box type in “women” and peruse the resources that are available.  What needs of female leaders is this organization addressing?  Listen to the podcast (or read the transcript) of “Five Key Themes for High-Achieving Women Leaders.”   What suggestions do you have for enacting them?  Do men have similar themes?  Why or why not?

Internet # 5 – Sheryl Sandberg, Facebook COO (A, H)

Go online and watch one or more of Sheryl Sandberg’s TED talks.

Option A) “Why We Have Too Few Women Leaders” 2010 TED talk on “leaning in.” This talk started Sandberg’s rise to fame as a spokesperson for women’s issues in the workplace. Play the talk in class and discuss Sandberg’s three recommendations for women who want to succeed in business. Evaluate the merits of her suggestions. Why should male students be interested in this topic?

Option B) “Ban the Word Bossy” TED talk. Play this talk in class and have students discuss which information they found compelling and which they did not. Did the male and female students in the class experience some of the gender socialization differences in childhood that Sandberg mentions? Take the same poll in class that Sandberg does with her audience. What can we do with this insight today?

Option C) “So we leaned in . . . now what? TED interview.  The onstage interview before a live audience took place after the publication of Sandberg’s book, Leaning In.

• How does seeing “people like yourself” (same sex, same age, same ethnicity) in an audience feel reassuring?
• Sandberg gives three reasons why it’s not okay to talk about being a woman in the workplace.  What do you think?
• Sandberg says, “You cannot be a serious executive and talk about being a woman and be taken seriously.” Why not? Have your students experienced this?
• How is leadership like a journey?
• Do you agree with Sandberg’s statement that “we can change this by acknowledging it”?
• “Stereotypes are holding women back all over the world.” What evidence do students have to support or refute this claim?
• What would your students do as leaders (on this issue or any other) if they were not afraid?
• How should a leader handle her doubts?

Lean In Circles (A)

From leanin.org comes this definition: “Lean In Circles are small groups who meet regularly to learn and grow together. Circles are as unique as the individuals who start them, but they all share a common bond: the power of peer support. Women are asking for more and stepping outside their comfort zones, and men and women are talking openly about gender issues for the first time.”

Go online and peruse the resources of this new movement/organization.

• In class, or as a written homework assignment, have students look up and discuss “10 Tips for Graduates.”  Alternately, each of the tips would make a good opening discussion for a class period.
• Utilize the free videos of expert lectures on “Power and Influence,” “Be Your Own Hero,” “Centered Leadership” and other topics. These can be shown in class or assigned as homework with reflection questions to respond to.
• Discuss the concept of accountability pairs and whether students would find them useful.

Go online and research companies that are using Lean In Circles to discuss gender issues in their companies.  An example is TIAA-CREF. Examine the format of the circles and the kinds of discussion questions that are used to bring up difficult issues.

Internet Activities

Internet #1 – Class Blog (A, I, H)

In your class blog or chat room, write about some of the discussion questions provided in this chapter. Some additional questions are suggested here:

• Do you have any intercultural friendships?  How are they similar to or different from your same-culture friendships?
• How can we recognize our own ethnocentrism?

Internet #2 – Communication Currents

Look up the National Communication Association website and e-zine called “Communication Currents.”  Check the archives for the article “Culture and Deception: Moral Transgression or Social Necessity?” (Vol. 3, Issue 1).  Be prepared to discuss the following questions in class:

• What is a cultural self-identity?
• How do collectivist and individualist cultures differ:

• On motivation for truth-telling?
• On willingness to use deception?
• On rating the deceptiveness of others’ messages?
• On the meaning of morality?

• How do these general cultural norms apply to leaders? 
• The article describes a two-step process to becoming more culturally competent:  (a) Awareness can lead to greater cultural sensitivity; and (b) Greater cultural sensitivity can lead to a greater ability to adapt one’s communication style to the other.  How can leaders adapt their communication styles to another culture without compromising their authenticity? 
• For the international students:

• Have you experienced any cross-cultural misunderstandings such as those described in the article?
• How would an American leader need to adapt to your culture in order to avoid misunderstandings and be effective?

Internet #3 – Web Search (A, I, H)

Check out their university’s calendar or events schedule online.  List the different ethnic and cultural groups represented and the activities they are sponsoring.

• Option 1: Write a paragraph or two about what the calendar reveals about the university’s efforts to be inclusive.
• Option 2:  Attend one of the cross-cultural events and report on what you learned.

Internet #4 – International News (A, I, H)

Find an international news forum online, such as www.inkdrop.net/dave/news.html.  Select a country you are interested in and read several articles from that nation’s press about world leaders. How are these leaders understood and critiqued from this culture’s unique perspective?  What leader behaviors are praised?  Are any of GLOBE’s global leadership behaviors addressed in these articles? 

Internet #5 – Ethnocentrism Scale (A, I, H)

Ask students to go online and take the Ethnocentrism Scale Test developed by Neuliep and McCrosky (http://www2.fiu.edu/~brownj/com3461/Ethnocentrism.pdf). Based on their results what strengths or growth areas can they identify in terms of their leadership ability? How did they come to appreciate differences and value the myriad contributions of other groups? Or, how can they become more comfortable with learning about others and being exposed to new ideas and perspectives?

Internet #6 – Tweeting like a Leader (A, L)

If you have asked students in Week 1 to follow a thought leader on Twitter throughout the term, have them report on how the leader expresses the values of his/her culture on Twitter. Compare the leader to a person of similar stature in another culture (e.g., a US politician and a Spanish politician; a Ugandan minister and a US minister). Do both professionals tweet the same way?  In other words, does the medium influence the kind of message that is sent? Or can unique cultural values and meanings be expressed in this format?

Internet #7 – Skyping a Leader (A, I, H)

If your classroom has Skyping capability, invite a community leader or a professor from a culture different from the dominant one you are in, to speak to your class about his/her culture and what he/she appreciates about it.  Ask him or her to share what kind of leadership is expected and valued in the culture. What kind of leadership roles are available to men andwomen in the culture?  In what ways does his/her culture differ from the Anglo culture? How has the leader or professor learned to function in both cultures simultaneously? Your guest speakers may have questions for the students as well.