Situational Leadership: Why Aren't They Listening and the Supporting Leadership Style

Topic/Question 1

Situational Leadership Case Study—Why Aren’t They Listening

This case allows you to analyze and apply what you have learned about the SLII® model from reading the lesson material. To prepare for this case:

Read Northouse's (2018) Case 5.2 Why Aren’t They Listening (p. 107) available in the Northouse’s Situational Leadership chapter through the Library e-Reserves. Also read all assigned readings before answering the case study questions.

Use the lesson material to support your response.

Provide your answers to Questions 1-4. For, Question 4, provide at least one example of a change Jim could make to improve the seminars.

Topic/Question 2

Think about a time when an organization that you have worked for initiated an organizational change (or a change effort that you have observed or read about) that involved either individual, group, or organizational level change. Describe the nature of the change effort and whether the change was planned vs. unplanned, evolutionary vs. revolutionary or continuous vs. discontinuous. Describe how you, as an organizational leader, could effectively manage resistance to organizational change. What were some of the reasons for resistance? Identify at least two actions would you take. Provide specific examples.

Topic/Question 3

Lessons 10-13: Pick a concept (or two) from lessons 10 through 13. Describe the general idea and any important pieces. Use an example from your life to make that concept come to life for your classmates. Analyze the example using the concept. Use course materials to provide evidence and support your response.

Examples of different approaches to the topic include (but are not limited to) the following options:

Summarize how you will apply a leadership approach or concept to a challenge that you face either now or in the future.

Translate one or more concepts or principles into practical guidelines for leadership practices.

Provide examples that illustrate how well-known leaders apply or exemplify one or more concepts or principles in their leadership practices.

Show the relevance of a particular concept by illustrating it with one or more concrete examples, observations, or experiences that have personal meaning for you.

Compare or contrast related concepts.

Critique a concept or a position expressed in the course textbook by identifying strengths and weaknesses.

Discuss and illustrate how different leadership concepts or approaches to leadership are related to one another

Challenge a position expressed in the course textbook or other required reading and ask others to weigh-in with their thoughts.

APA Format: Use APA format to provide citations and referencing for all of the sources that you cited in this course discussion.

Course Discussion 3: Lessons 10 Through 13

The course discussion covers lessons 10-13 addressing topics related to The Situation section of the course. Please post your responses for topic/questions 1-5. Topic/questions 1-4 are the four areas to be included in your initial response. Topic/question 5 focuses on your second response, which is about your classmates.

CASE 5.2

Why Aren’t They Listening?

Jim Anderson is a training specialist in the human resource department of a large pharmaceutical company. In response to a recent companywide survey, Jim specifically designed a 6-week training program on listening and communication skills to encourage effective management in the company. Jim’s goals for the seminar are twofold: for participants to learn new communication behaviors and for participants to enjoy the seminar so they will want to attend future seminars. The first group to be offered the program was middle-level managers is research and development. This group consisted of about 25 people, nearly all of whom had advanced degrees. Most of this group had attended several in-house training programs in the past, so they had a sense of how the seminar would be designed and run. Because the previous seminars had not always been very productive, many of the managers felt a little disillusioned about coming to the seminar. As one of the managers said, “Here we go again: a fancy in-house training program from which we will gain nothing.” Because Jim recognized that the managers were very experienced, he did not put many restrictions on attendance and participation. He used a variety of presentation methods and actively solicited involvement from the managers in the seminar. Throughout the first two sessions, he went out of his way to be friendly with the group. He gave them frequent coffee breaks during the sessions; during these breaks, he promoted socializing and networking. During the third session, Jim became aware of some difficulties with the seminar. Rather than the full complement of 25 managers, attendance had dropped to about only 15 managers. Although the starting time was established at 8:30, attendees had been arriving as late as 10:00. During the afternoon sessions, some of the managers were leaving the sessions to return to their offices at the company. As he approached the fourth session, Jim was apprehensive about why things had been going poorly. He had become quite uncertain about how he should approach the group. Many questions were running through his mind: Had he treated the managers in the wrong way? Hadhe been too easy regarding attendance at the sessions? Should he have said something about the managers skipping out in the afternoon? Were the participants taking the seminar seriously? Jim was certain that the content of the seminars was innovative and substantive, but he could not figure out what he could change to make the program more successful. He sensed that his style was not working for this group, but he didn’t have a clue as to how he should change what he was doing to make the sessions better.

Questions

1. According to the SLII model (see Figure 5.1), what style of leadership is Jim using to run the seminars?

2. At what level are the managers?

3. From a leadership perspective, what is Jim doing wrong?

4. What specific changes could Jim implement to improve the seminars?