copyright © 2010 by tapestry press, ltd. chapter 14 leadership, ethics, and responsibility

Copyright © 2010 by Tapestry Press, Ltd.Copyright © 2010 by Tapestry Press, Ltd.

Chapter 14Chapter 14

Leadership, Ethics, Leadership, Ethics, and Responsibilityand Responsibility


Purpose of This Chapter Purpose of This Chapter

To help you explore the important roles To help you explore the important roles that leadership and ethics play in our that leadership and ethics play in our society as well as in your life as a student, society as well as in your life as a student, an employee, and in your personal life.an employee, and in your personal life.


A leader is a dealer in hope.A leader is a dealer in hope. (Napoleon Bonaparte)(Napoleon Bonaparte)

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Learning OutcomesLearning Outcomes

1.1. Identify leadership traits, skills, styles, and Identify leadership traits, skills, styles, and theories.theories.

2.2. Examine how ethics and responsibility affect Examine how ethics and responsibility affect your interpersonal relationships as well as your your interpersonal relationships as well as your academic and professional life.academic and professional life.

3.3. Explore varying concepts of teamwork and its Explore varying concepts of teamwork and its importance in the classroom and in the importance in the classroom and in the workplace.workplace.

4.4. Use ethical principles to guide your personal, Use ethical principles to guide your personal, academic, and professional life.academic, and professional life.

5.5. Appreciate a balance of student rights and Appreciate a balance of student rights and responsibilities to create the best opportunity responsibilities to create the best opportunity for learning and success.for learning and success.


Leadership—Group ThinkLeadership—Group Think

1.1. List 1–2 people whose leadership you List 1–2 people whose leadership you appreciate. (consider anyone—classmate, appreciate. (consider anyone—classmate, teacher, boss, politician, community leader)teacher, boss, politician, community leader)

2.2. List 2–3 reasons why you believe each is a List 2–3 reasons why you believe each is a good leader.good leader.

3.3. Quickly share the leaders you chose and why. Quickly share the leaders you chose and why. (Record the whys.)(Record the whys.)

4.4. From this, compose a group definition stating From this, compose a group definition stating what you think: “A good leader is _______.”what you think: “A good leader is _______.”


Leadership DiscussionLeadership Discussion

1.1. What difficulties did you have in deriving What difficulties did you have in deriving your definition of a good leader?your definition of a good leader?

2.2. Now share your group definition with the Now share your group definition with the class.class.

3.3. Note similarities and differences among Note similarities and differences among the definitions.the definitions.


Some Successful Leadership Traits Some Successful Leadership Traits (from your textbook)(from your textbook)

• IntelligenceIntelligence• Ability to organize thoughts and articulate ideasAbility to organize thoughts and articulate ideas• Ability to motivate othersAbility to motivate others• Sense of fairnessSense of fairness• HelpfulnessHelpfulness• CreativityCreativity• Good problem solverGood problem solver• Ability to compromiseAbility to compromise

Are there other traits you would add to this list?Are there other traits you would add to this list? Name a leader you know of that posseses most of Name a leader you know of that posseses most of

these traits. (Please respect all contributions.)these traits. (Please respect all contributions.)


Developing Leadership SkillsDeveloping Leadership Skills

1.1. The next three slides identify six different The next three slides identify six different types of leaders. types of leaders.

2.2. After reviewing the six, which one or two After reviewing the six, which one or two would you aspire to be?would you aspire to be?


Six Leadership Theories Six Leadership Theories Which Do You Prefer?Which Do You Prefer?

1.1. Behavioral theories—Behavioral theories—This theory of leadership assumes people lead because they care about people, respond to other people’s needs, are genuinely interested in other people, can select the best approach to a problem, and are able to be decisive in crisis situations.

2.2. Contingency theories—Contingency theories—This theory suggests that leadership is variable, that it depends on the particular situation, the characteristics of the people involved, the context of the particular group, the style of the leader, and whether the leader is trusted or not.


6 Leadership Theories 6 Leadership Theories continuedcontinued

3.3. Situational theories—Situational theories—Leaders choose the best Leaders choose the best course of action based upon situational course of action based upon situational variables. Different styles of leadership may be variables. Different styles of leadership may be more appropriate for certain types of decision-more appropriate for certain types of decision-making. making.

4.4. Participative leadership theoriesParticipative leadership theories—Leaders —Leaders take the input of others into account. They also take the input of others into account. They also help group members feel more relevant and help group members feel more relevant and committed to the decision-making process.committed to the decision-making process.


6 Leadership Theories 6 Leadership Theories continuedcontinued

5.5. Relationship (Transformational)—Relationship (Transformational)—Leaders Leaders motivate and inspire people by helping group motivate and inspire people by helping group members see the importance and higher good members see the importance and higher good of the task. They are focused on the of the task. They are focused on the performance of group members, but also want performance of group members, but also want each person to fulfill his or her potential.each person to fulfill his or her potential.

6.6. Management (Transactional) theories—Management (Transactional) theories—These These theories base leadership on a system of theories base leadership on a system of reward and punishment. When employees are reward and punishment. When employees are successful, they are rewarded; when they fail, successful, they are rewarded; when they fail, they are reprimanded or punished. they are reprimanded or punished.

Of course, there are many more leadership theories.Of course, there are many more leadership theories.


Think about it!Think about it!

1.1. Do you believe leaders are born, or can Do you believe leaders are born, or can leadership be learned?leadership be learned?

2.2. What can you do to develop leadership skills?What can you do to develop leadership skills?

3.3. How does the Golden Rule play a role in How does the Golden Rule play a role in leadership?leadership?


Leadership is Leadership is a Developmental Processa Developmental Process

““The leadership instinct you are born with is The leadership instinct you are born with is the backbone. the backbone.

You develop the funny bone and the You develop the funny bone and the wishbone that go with it.”wishbone that go with it.”

——Elaine AgatherElaine Agather


As you can see there are many As you can see there are many theories of leadership, and this theories of leadership, and this

means there are also many means there are also many roles adopted by leaders.roles adopted by leaders.


Role of the LeaderRole of the Leader

1.1. The role of the leader may be to guide, The role of the leader may be to guide, support, or direct those he/she leads.support, or direct those he/she leads.

2.2. Group members also take on roles or patterns Group members also take on roles or patterns of behavior.of behavior.

3.3. Two theorists on group behavior were Kenneth Two theorists on group behavior were Kenneth Benne and Paul Sheats, who wrote an Benne and Paul Sheats, who wrote an influential article titled “Functional Roles of influential article titled “Functional Roles of Group Members” back in the 1940s, and their Group Members” back in the 1940s, and their work remains relevant today.work remains relevant today.


Three Categories of Group RolesThree Categories of Group Roles Defined by Benne and Sheats Defined by Benne and Sheats

1.1. Task rolesTask roles—relate to getting the work done. —relate to getting the work done. Roles needed to take a project step-by-step Roles needed to take a project step-by-step from initial conception through to action.from initial conception through to action.

2.2. Personal/social rolesPersonal/social roles—contribute to the —contribute to the positive functioning of the group.positive functioning of the group.

3.3. Dysfunctional or individualistic rolesDysfunctional or individualistic roles—disrupt —disrupt group progress and weaken its cohesion.group progress and weaken its cohesion.


What roles as a group member do you What roles as a group member do you play most often?play most often?

As we review the following roles, As we review the following roles, reflect on which roles you have reflect on which roles you have played as a group member.played as a group member.


Task RolesTask Roles (Benne and Sheats) (Benne and Sheats)

1.1. Initiator/ContributorInitiator/Contributor—Proposes original ideas or —Proposes original ideas or different ways of approaching group problems or goals. different ways of approaching group problems or goals. This role initiates discussions and move groups into This role initiates discussions and move groups into new areas of exploration.new areas of exploration.

2.2. Information SeekerInformation Seeker—Requests clarification of —Requests clarification of comments in terms of their factual adequacy. Seeks comments in terms of their factual adequacy. Seeks expert information or facts relevant to the problem. expert information or facts relevant to the problem. Determines what information is missing and needs to Determines what information is missing and needs to be found before moving forward.be found before moving forward.

3.3. Information GiverInformation Giver—Provides factual information to the —Provides factual information to the group. Is seen as an authority on the subject and group. Is seen as an authority on the subject and relates own experience when relevant. relates own experience when relevant.

4.4. Opinion SeekerOpinion Seeker—Asks for clarification of the values, —Asks for clarification of the values, attitudes, and opinions of group members. Checks to attitudes, and opinions of group members. Checks to make sure different perspectives are spoken. make sure different perspectives are spoken.


Task Roles Task Roles continued continued (Benne and Sheats)(Benne and Sheats)

5.5. Opinion GiverOpinion Giver—Expresses his or her own opinions —Expresses his or her own opinions and beliefs about the subject being discussed. Often and beliefs about the subject being discussed. Often states opinions in terms of what the group “should” do. states opinions in terms of what the group “should” do.

6.6. ElaboratorElaborator—Takes other people’s initial ideas and —Takes other people’s initial ideas and builds on them with examples, relevant facts and data. builds on them with examples, relevant facts and data. Also looks at the consequences of proposed ideas and Also looks at the consequences of proposed ideas and actions.actions.

7.7. CoordinatorCoordinator—Identifies and explains the relationships —Identifies and explains the relationships between ideas. May pull together a few different ideas between ideas. May pull together a few different ideas and make them cohesive. and make them cohesive.

8.8. OrienterOrienter—Reviews and clarifies the group’s position. —Reviews and clarifies the group’s position. Provides a summary of what has been accomplished, Provides a summary of what has been accomplished, notes where the group has veered off course, and notes where the group has veered off course, and suggests how to get back on target. suggests how to get back on target.


Task Roles Task Roles continued continued (Benne and Sheats)(Benne and Sheats)

9.9. Evaluator/CriticEvaluator/Critic—Evaluates the proposals against a —Evaluates the proposals against a predetermined or objective standard. Assesses the predetermined or objective standard. Assesses the reasonableness of a proposal and looks at whether it is reasonableness of a proposal and looks at whether it is fact-based and manageable as a solution. fact-based and manageable as a solution.

10.10. EnergizerEnergizer—Concentrates the group’s energy on —Concentrates the group’s energy on forward movement. Challenges and stimulates the forward movement. Challenges and stimulates the group to further action. group to further action.

11.11. Procedural TechnicianProcedural Technician—Facilitates group discussion —Facilitates group discussion by taking care of logistical concerns like where by taking care of logistical concerns like where meetings are to take place and what supplies are meetings are to take place and what supplies are needed for each meeting. needed for each meeting.

12.12. RecorderRecorder—Acts as the Secretary or Minute-Keeper. —Acts as the Secretary or Minute-Keeper. Records ideas and keeps track of what goes on at each Records ideas and keeps track of what goes on at each meeting. meeting.


Personal and/or Social RolesPersonal and/or Social Roles (Benne and Sheats)(Benne and Sheats)

1.1. EncouragerEncourager—Affirms, supports and praises —Affirms, supports and praises the efforts of fellow group members. the efforts of fellow group members. Demonstrates warmth and provides a positive Demonstrates warmth and provides a positive attitude in meetings. attitude in meetings.

2.2. HarmonizerHarmonizer—Conciliates differences between —Conciliates differences between individuals. Seeks ways to reduce tension and individuals. Seeks ways to reduce tension and diffuse a situation by providing further diffuse a situation by providing further explanations or using humor. explanations or using humor.

3.3. CompromiserCompromiser—Offers to change his or her —Offers to change his or her position for the good of the group. Willing to position for the good of the group. Willing to yield position or meet others half way.yield position or meet others half way.


Personal and/or Social Roles Personal and/or Social Roles continuedcontinued (Benne and Sheats)(Benne and Sheats)

4.4. Gatekeeper/ExpediterGatekeeper/Expediter—Regulates flow of —Regulates flow of communication. Makes sure all members have a communication. Makes sure all members have a chance to express themselves by encouraging the shy chance to express themselves by encouraging the shy and quiet members to contribute their ideas. Limits and quiet members to contribute their ideas. Limits those who dominate the conversation and may suggest those who dominate the conversation and may suggest group rules or standards that ensure everyone gets a group rules or standards that ensure everyone gets a chance to speak up. chance to speak up.

5.5. Observer/CommentatorObserver/Commentator—Provides feedback to the —Provides feedback to the group about how it is functioning. Often seen when a group about how it is functioning. Often seen when a group wants to set, evaluate, or change its standards group wants to set, evaluate, or change its standards and processes. and processes.

6.6. FollowerFollower—Accepts what others say and decide even —Accepts what others say and decide even though he or she has not contributed to the decision or though he or she has not contributed to the decision or expressed own thoughts. Seen as a listener, not a expressed own thoughts. Seen as a listener, not a contributor. contributor.


Dysfunctional and/or Individualistic RolesDysfunctional and/or Individualistic Roles (Benne and Sheats)(Benne and Sheats)

1.1. AggressorAggressor—Makes personal attacks using belittling —Makes personal attacks using belittling and insulting comments, for example, “That’s the most and insulting comments, for example, “That’s the most ridiculous idea I’ve ever heard.” Actions are usually an ridiculous idea I’ve ever heard.” Actions are usually an attempt to decrease another member’s status. attempt to decrease another member’s status.

2.2. BlockerBlocker—Opposes every idea or opinion that is put —Opposes every idea or opinion that is put forward and yet refuses to make own suggestions, for forward and yet refuses to make own suggestions, for example, “That’s not a good idea.” The result is that the example, “That’s not a good idea.” The result is that the group stalls because it can’t get past the resistance. group stalls because it can’t get past the resistance.

3.3. Recognition SeekerRecognition Seeker—Uses group meetings to draw —Uses group meetings to draw personal attention to him or herself. May brag about personal attention to him or herself. May brag about past accomplishments or relay irrelevant stories that past accomplishments or relay irrelevant stories that paint him or her in a positive light. Sometimes pulls paint him or her in a positive light. Sometimes pulls crazy stunts to attract attention like acting silly, making crazy stunts to attract attention like acting silly, making excess noise, or otherwise directing members away excess noise, or otherwise directing members away from the task at hand. from the task at hand.


Dysfunctional and/or Individualistic RolesDysfunctional and/or Individualistic Rolescontinuedcontinued (Benne and Sheats) (Benne and Sheats)

4.4. Self-confessorSelf-confessor—Uses the group meetings as an avenue —Uses the group meetings as an avenue to disclose personal feelings and issues. Tries to slip these to disclose personal feelings and issues. Tries to slip these comments in under the guise of relevance, such as “That comments in under the guise of relevance, such as “That reminds me of a time when…” May relate group actions to reminds me of a time when…” May relate group actions to his or her personal life. For example, if two others are his or her personal life. For example, if two others are disagreeing about something, the Self-confessor may say, disagreeing about something, the Self-confessor may say, “You guys fight just like me and my wife.”“You guys fight just like me and my wife.”

5.5. Disrupter/Playboy or PlaygirlDisrupter/Playboy or Playgirl—Uses group meetings as —Uses group meetings as fun time and a way to get out of real work. Distracts other fun time and a way to get out of real work. Distracts other people by telling jokes, playing pranks, or even reading people by telling jokes, playing pranks, or even reading unrelated material. unrelated material.

6.6. DominatorDominator—Tries to control the conversation and dictate —Tries to control the conversation and dictate what people should be doing. Often exaggerates his or her what people should be doing. Often exaggerates his or her knowledge and will monopolize any conversation claiming knowledge and will monopolize any conversation claiming to know more about the situation and have better solutions to know more about the situation and have better solutions than anybody else. than anybody else.


Dysfunctional and/or Individualistic RolesDysfunctional and/or Individualistic Rolescontinuedcontinued

(Benne and Sheats)(Benne and Sheats)

7.7. Help SeekerHelp Seeker—Actively looks for sympathy by —Actively looks for sympathy by expressing feelings of inadequacy. Acts helpless, self expressing feelings of inadequacy. Acts helpless, self deprecating and unable to contribute, e.g. “I can’t help deprecating and unable to contribute, e.g. “I can’t help you; I’m too confused and useless with this stuff.”you; I’m too confused and useless with this stuff.”

8.8. Special Interest PleaderSpecial Interest Pleader—Makes suggestions based —Makes suggestions based on what others would think or feel. Avoids revealing his on what others would think or feel. Avoids revealing his or her own biases or opinions by using a stereotypical or her own biases or opinions by using a stereotypical position instead, for example, “The people over in position instead, for example, “The people over in Admin sure wouldn’t like that idea” or “You know how Admin sure wouldn’t like that idea” or “You know how cheap our suppliers are, they won’t go for that.”cheap our suppliers are, they won’t go for that.”


TeamworkTeamwork

1.1. Leading teamwork is increasingly becoming Leading teamwork is increasingly becoming an expectation in the classroom and in the an expectation in the classroom and in the workplace.workplace.

2.2. Teamwork Teamwork isis working together as a group working together as a group toward a common goal.toward a common goal.


Team DiscussionsTeam Discussions

TASKTASK: Each Team will discuss one of the following 7 quotes : Each Team will discuss one of the following 7 quotes and determine what the quote means to the group. Upon and determine what the quote means to the group. Upon completion your group will share your meaning.completion your group will share your meaning.

• Teamwork is the ability to work together toward a common Teamwork is the ability to work together toward a common vision—the ability to direct individual accomplishments vision—the ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows toward organizational objectives. It is the fuel that allows common people to attain uncommon results. (Andrew common people to attain uncommon results. (Andrew Carnegie)Carnegie)

• People have been known to achieve more as a result of People have been known to achieve more as a result of working with others than against them. (Dr. Allan Fromme)working with others than against them. (Dr. Allan Fromme)

• In order to have a winner, the team must have a feeling of In order to have a winner, the team must have a feeling of unity; every player must put the team first—ahead of unity; every player must put the team first—ahead of personal glory. (Paul Bear Bryant)personal glory. (Paul Bear Bryant)


More QuotesMore Quotes Without forgiveness, there can be no real freedom to act

within a group. (Max DePree)

Effective teamwork is all about making a good, well-balanced salad—not whipping individuals into a single batch of V8. (Sandra Richardson, OD Consultant)

Talent wins games, but teamwork and intelligence wins championships. (Michael Jordan)

Conflict is inevitable in a team ... in fact, to achieve synergistic solutions, a variety of ideas and approaches are needed. These are the ingredients for conflict. (Susan Gerke, IBM, Leadership Development)


Team Process DiscussionTeam Process Discussion

1.1. List difficulties your team experienced in List difficulties your team experienced in determining the meaning of the quote.determining the meaning of the quote.

2.2. What type of leadership would have What type of leadership would have helped your team complete the task helped your team complete the task more effectively?more effectively?


ESSENCE OF TEAMWORK

“Teamwork is the deliberate surrender and giving up of a member’s personal interest for the benefit of the whole team.”

“The strength of the chain lies in its weakest point.”

Quotes from: TEAMWORK: AN INDISPENSABLE VALUE IN THE WORKPLACE by Dr. Eddie R. Babor, LL.B.

Reflect on the two quotes above.


Ethics and ResponsibilityEthics and Responsibility

We expect our leaders We expect our leaders as well as all people as well as all people we live and work with we live and work with

to be ethical.to be ethical.


EthicsEthics

1.1. EthicsEthics are a set of values. are a set of values.

2.2. Ethical principlesEthical principles provide a framework provide a framework that we can use to resolve ethical issues that we can use to resolve ethical issues in our daily lives.in our daily lives.

3.3. These principles can be applied to our These principles can be applied to our interpersonal relationships as well as to interpersonal relationships as well as to our academic or professional lives.our academic or professional lives.


ETHICAL PRINCIPLES ETHICAL PRINCIPLES (from the text)(from the text)

1.1. Respect autonomy.Respect autonomy.

2.2. Do no harm.Do no harm.

3.3. Benefit others.Benefit others.

4.4. Be just.Be just.

5.5. Be faithful.Be faithful.

Note: regardless of differences, these principles Note: regardless of differences, these principles are generally accepted by most cultures.are generally accepted by most cultures.


How do we use the ethical principles How do we use the ethical principles to guide our lives?to guide our lives?

1.1. In the classroomIn the classroom

2.2. In datingIn dating

3.3. In marriage/partnerships In marriage/partnerships

4.4. At the workplaceAt the workplace

5.5. Other places or situationsOther places or situations


Class ShareClass Share

What challenges have you faced in trying What challenges have you faced in trying to uphold/observe these ethical principles to uphold/observe these ethical principles while in college?while in college?


Value SystemsValue Systems

ValuesValues are what we choose to be are what we choose to be worthwhile or believe to have merit, such worthwhile or believe to have merit, such as truthfulness, respect for others, as truthfulness, respect for others, confidentiality, etc. confidentiality, etc.

Value systemsValue systems are the way we organize, are the way we organize, prioritize, and make decisions based on prioritize, and make decisions based on our values.our values.


Class DiscussionClass Discussion

1.1. Consider the Consider the value systemsvalue systems of today’s of today’s youth. youth.

2.2. What is different now as compared to What is different now as compared to when the parents of today’s youth were when the parents of today’s youth were growing up? growing up?

3.3. What social factors impact the ethics and What social factors impact the ethics and values of youth today? values of youth today?


Our School’s Honor CodeOur School’s Honor Code

What is our school’s honor code?What is our school’s honor code?


Student Rights Student Rights

and and

ResponsibilitiesResponsibilities


Having both rights and responsibilities Having both rights and responsibilities as a student creates the best as a student creates the best

opportunity for student opportunity for student

learning and success.learning and success.

——Janet AmosJanet Amos


Student Bill of RightsStudent Bill of Rights

1.1. Review the Student Bill of Rights listed in Review the Student Bill of Rights listed in the text.the text.

2.2. Think about a conflict or challenge you Think about a conflict or challenge you experienced with your rights as a experienced with your rights as a student.student.

3.3. How did you react?How did you react?4.4. OR OR How did you overcome this How did you overcome this

conflict/challenge? conflict/challenge?


Student ResponsibilitiesStudent Responsibilities

1.1. Review the Student Responsibilities Review the Student Responsibilities listed in the text.listed in the text.

2.2. Which responsibilities do you want to Which responsibilities do you want to improve on?improve on?

3.3. OR Which responsibilities do you wish OR Which responsibilities do you wish others would improve on?others would improve on?


Key Chapter PointsKey Chapter Points

1.1. Successful leadership traits include Successful leadership traits include intelligence, ability to organize and articulate intelligence, ability to organize and articulate thoughts and ideas, motivate others, be fair, be thoughts and ideas, motivate others, be fair, be helpful, be creative, solve problems, and helpful, be creative, solve problems, and compromise.compromise.

2.2. It is important to understand the various facets It is important to understand the various facets of leadership in order to determine how you of leadership in order to determine how you will develop your leadership style.will develop your leadership style.

3.3. Leading teamwork is increasingly becoming Leading teamwork is increasingly becoming an expectation in the classroom and in the an expectation in the classroom and in the workplace.workplace.


Key Chapter PointsKey Chapter Points continuedcontinued

4.4. Leadership is a developmental process.Leadership is a developmental process.

5.5. Ethical principles provide a framework Ethical principles provide a framework that we can use to resolve ethical issues that we can use to resolve ethical issues in our daily lives.in our daily lives.

6.6. Having both rights and responsibilities as Having both rights and responsibilities as a student creates the best opportunity for a student creates the best opportunity for student learning and success.student learning and success.


Help others get ahead. You will always stand taller Help others get ahead. You will always stand taller

with someone else on your shoulders.with someone else on your shoulders. —Bob Moawad Business Leader —Bob Moawad Business Leader

copyright © 2010 by tapestry press, ltd. chapter 14 leadership, ethics, and responsibility

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