Leadership in Organizations, Global Edition, 9th edition
BY Gary A. Yukl
Email: Richard@qwconsultancy.com
Contents Cases General Guidelines for Using the Cases . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 6 Case Analyses: Consolidated Products (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 The Hour Glass (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Acme Manufacturing Company (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 UK Leisure Center (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Echo Electronics (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Tandberg Telecom (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 In Feet First (Ch. 5) . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 17 Ready Foods (Ch. 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Svenson & Sons (Ch. 6) . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 19 General Hospital (Ch. 6) . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 National Products (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Farah (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Metro Bank (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 25 Astro Airlines, Parts 1 and 2 (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Unethical Leadership at Enron (Ch. 9) . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 29 Crocodile Shavers (Ch. 9) . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 30 Cromwell Electronics (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 32 American Financial Corporation (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . .. . . . 34 Dragon Wash (Ch. 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Columbia Corporation, Case: Moon Events Corporation (Ch. 11) . . . . . . 38 Costco (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 39 Turnaround at Nissan (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
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Madison, Jones & Conklin (Ch. 13) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 43 A Day in the Life of a Global Leader (Ch. 13) . . . . . . . . . . . . . . . . . . . . . . . 45 Federated Industries, Wilkinson, Crowe, and Mauley (Ch. 14) . .. . . . .. . .
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River Bank (Ch. 14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 49
Outside Exercises Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Exercises: Student Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Managerial Behavior Diary ……………………………………………………
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Analysis of Leadership in Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Analysis of Famous Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Analysis of Leadership in a Movie
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Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Classroom Exercises
Exercises: Decision Styles Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Influence Scenario Exercise . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 67 Analysis of Visionary Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Tower Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Role Play Exercises Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Guidelines for Using Role Play Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Role Plays: Save-Mart Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Union Chemicals Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 KB Sportswear Role Play .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
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Case Notes General Guidelines for Using the Cases The cases provide concrete examples of the abstract conceptions and principles discussed in the book. Most of the cases ask students to identify examples of appropriate and inappropriate behavior by the manager described in the case. Students may be asked to recommend what the manager should have done differently or what the manager should do next. For the more complex cases, it is usually best to have students analyze the case alone as homework and come to class prepared to discuss it. The shorter, less complex cases can be read and analyzed right in class, but the analysis is usually better when it is done as homework prior to class. After a case is analyzed individually by students, there are a number of options for discussing it. One option is to discuss the case with the entire class. Of course, the larger the class, the less opportunity each member has for participation in the discussion. A second option is to form small groups to discuss the case separately and report back to the class on their findings and recommendations. This option is most suitable for a small class. A third option is to select one team of students that will analyze the case prior to the class and present their analysis during class. The remaining students are asked to read the case individually and critique the analysis made by the presenting team. A different team gets a turn to present each week. This approach is more appropriate for a larger class. The following guidelines will facilitate learning from the cases. Some of the guidelines assume the use of small groups to discuss a case following individual analysis of it. 1. When assigning cases to students, explain the purpose of the case and how it will be used. Tell students what type of analysis they are expected to prepare for class. 2. The focus of the initial analysis should be to understand the leadership dilemmas in the case and what the case says about effective leadership, not to find solutions for specific problems. In making this analysis, students should try to use the concepts and theories discussed in the chapter. After a broader understanding is achieved, it is easier to determine what problems exist (if any), how they could have been avoided, and what the manager should do next to deal with them. 3. Emphasize the complexity of leadership situations and the tradeoffs faced by managers in making choices. Encourage students to consider different interpretations of the case rather than quickly focusing on a single, narrow interpretation. Encourage students to look for multiple causes of problems, rather than a simple explanation. Students should try to understand why people acted the way they did in the case, rather than stereotyping them or looking for someone to blame for problems. Most of
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the cases depict managers with both strengths and weaknesses who are trying to do their job in a way they think is appropriate. 4. Just as there are seldom simple explanations for leadership problems, there are seldom guaranteed remedies. In cases describing a manager who was generally successful, ask students to consider what the manager could do to be even more successful, or if there are some completely different approaches that may also be effective in that situation. In cases describing a manager who has gotten into trouble, ask students to consider whether the person has some strengths rather than focusing only on weaknesses. 5. Encourage students to be open to alternative viewpoints when discussing the cases. Remind them that the group discussion will be more successful if one or two people do not try to dominate it and impose their ideas on the group. This guideline about being open-minded also applies to the instructor. Different interpretations of a case provide an opportunity to demonstrate how people approach a problem with different assumptions, biases, and priorities. 6. Vary the membership of small discussion groups over the semester so that students are exposed to different points of view. 7. Encourage students to relate the case to their own experiences. For example, ask students to describe examples of similar incidents they have experienced in current or previous jobs, or in other organizations in which they were members.
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