Chapter 1 – Introduction 
 
Activities  

These activities may be used in either small-group or large-group settings, depending on class size and time available. Some may be suitable for homework. As homework, they can be used as preparation for a “flipped classroom” experience during the following class period.
 
The Purpose of Theory (A, H)

Set the stage for the course by explaining the value of theory for your discipline (management, communication, sociology, etc.). You may wish to discuss ways of knowing, different research methods, and the goals of theory—to define, explain, understand, predict or change a phenomenon. Share some examples of how you theorize about your daily life. Ask students to reflect on how they might be theorizing about their lives without knowing it.  For example, a student feels discouraged by a low mark on a first draft of a paper she has turned in. She observes that other students who also received low marks are not as discouraged as she is. She “theorizes” that they know how to improve their grades by perceiving the instructor’s feedback not as criticism but as a learning opportunity. On her next draft she makes every correction that was suggested by the instructor and earns a better grade. Her “theory” was supported by the improved result.  This activity can work as a written assignment or a paired discussion. 

Talkin’ ’Bout My Generation (A, I)

Have students interview a few of their same-age friends and a few people who are a generation older about how they perceive leadership. Are there differences between age groups?  What do 20-year-olds value in leaders?  What do 60-year-olds value in leaders? What factors might explain these differences?

Social Power (F, A)
 
Divide students into small groups and provide each group with one or more copies of a news magazine. Have the groups identify examples of the five bases of social power from news stories they find. Each small group should then report back to the entire class about the results of their work. Note commonalities by summarizing their conclusions in a master list. 

Group Observation #1- Emergent vs. Positional Leadership (A, I, H)

Ask students to attend an on- or off-campus meeting of an established group they belong to, such as a sorority, sports team, or office staff.  Have them observe the communication behaviors of the positional leaders (president, team captain, office manager).  How do the other group members respond to these persons’ leadership?  Are there other members of the group who seem to be influential?  Which of the five behaviors associated with emergent leadership do they display?  Have students write a 2- to 3-page analysis. 

Group Observation #2- Influence in a Public Forum (A, I, H)

Ask students to attend an on- or off-campus forum where a community issue is being discussed, such as a student government meeting, town hall meeting, or public debate on a controversial issue.  This can be done as an individual or paired assignment.  How do the various speakers attempt to influence others?  Pay attention to the following:  How do the rules (such as a time limit for speaking) affect how one can influence others?  Which content seems to be most persuasive?  How does physical delivery affect the audience’s response to the message?   Does frequency of participation have an effect?  Overall, which participant was most influential and why?  Have students write a 2- to 3-page analysis.

Leadership Definition (F, I)

On page ? of the textbook, Northouse describes four components of leadership.  Throughout the term have students track how well the different leadership approaches they are studying fit with these components.  (See template below)

	Leadership is a process	Leadership involves influence	Leadership occurs in a group context	Leadership involves goal attainment	
TRAITS
					
SKILLS
					
STYLES
					
SITUATIONAL
					
CONTINGENCY
					
PATH-GOAL
					
LEADER-MEMBER 
EXCHANGE
					
TRANSFORMATIONAL
					
TEAM
					
PSYCHODYNAMIC
					
WOMEN
					
CULTURE
					
ETHICS

AUTHENTIC

Writing Assignments 
 
Contemporary Leadership (F, A, I)
 
Have students write a 2- to 3-page reaction paper about a contemporary leader (someone they know personally or a public figure) and the way this person uses power. Students should use specific examples to support their arguments that the power used fits the French and Raven category. They should also explain how the concept of social power provides a useful way to understand this person’s leadership. 
 
Leadership vs. Management (F, A, I, H)
 
Have students write a 2- to 3-page reaction paper that defends or attacks the view that leadership and management are different constructs. They should provide specific examples to support their position and discuss the implications of their views for leadership in general. 
 
Leadership Autobiography (A, H, C)

Have students write a “leadership autobiography” in which they reflect on their past and present leadership experiences.  What people have had a significant impact on them?  What leadership traits do they possess? What skills have they developed and how?  What are their growth areas?  

Do You See What I See? (A, I, H)

Have students read a newspaper editorial page (or series of articles in a weekly news magazine) that feature(s) both positive and negative perceptions of a politician’s leadership (e.g., the president, governor, senator, mayor).  What accounts for these different perspectives of the same person’s leadership?  What role does perception play in ascribing certain traits and abilities to a leader?

Assigned vs. Emergent Leadership (A)

Have students write a 1-page response to the following questions: In what situations would an assigned leader be most effective for helping a group solve a problem?  In what situations would an emergent leader be most effective?  Give reasons to support your answers. 

Subtle Influences (A, I)

Ask students to reflect on the people they spend time with. Given a choice, whom do they most enjoy talking to? Whose opinion do they listen to the most? What kinds of people are they drawn to?  Why? How have these people influenced the student’s choices or behaviors?  Have any of these people helped the student to be authentic, more autonomous, or adapt to challenges and changes? 

One-Minute Paper Topics 

Who is the most powerful person you know? What bases of power does he/she use? (A)