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Leadership Theory and Practice

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Read Case 5.2 shown below: 'Why Aren't They Listening?' in Leadership Theory and Practice (Northouse)

Answer the four questions at the end of the case study. Provide research from two sources other than our course textbooks that either supports or contradicts your analysis. Your response should be two-three pages in addition to your cover page and your reference page, submitted as a Word document.

Again, please weave the questions and answers into one fluid essay.

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 for 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 in 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, and 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 only about 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? Had he been too easy regarding attendance at the sessions? Should he have said something about the managers skipping out in the afternoon? Weren't 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.


According to the SUI model (see Figure 5.1),
1. What style of leadership is Jim Anderson 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?

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Why Aren't They Listening

Type of Leadership

Jim Anderson's leadership style is the participative kind. It is a "we" approach and is one that the leader observes the group under his wing to see if the individuals would work well in a free-rein environment. Jim knew the group and they were all middle-level managers. Most had advanced degrees but some had the idea that they did not need this type of training.
The purpose of the seminars was to improve communication within the company. Jim wanted the group to learn new techniques in communication behaviors and to come to future seminars more at their own free will than to require them to attend. In the first seminar, the groups felt required to come but had the attitude that this would be the typical formal teaching where the company tells the ...

Solution Summary

Approx 475 words and 3 references

See Also This Related BrainMass Solution

Leadership Development and Models

Need help answering the following questions. Maybe someone help me write the answers better and or cite some references to support my answers.

1. Should all leadership development models have a scholarly research base?

I think they should. I say this because why shouldn't a leadership model be scholarly. Maybe we should explore what makes something or someone scholarly, oh we are in this course! It is my assumption that we want everyone and everything to be about scholarship and especially if we want to set up a model for those that are going to lead others whether it be into battle or in the classroom. Also, it is always good to base a theory or model on actual research or logistical findings. I hope I am answering the question correctly.

2. Should all leadership development models be quantifiable?

Well based on my answer to the above question I do believe that there should be analytical and perspective involved in developing a model, especially if you are going to incorporate it into a business or classroom. It is always a benefit to base your findings against those of someone else's scholarly work.

3. Why do you think this leadership model has lasted for more than fifty years?

Because those that have employed the model are scholarly and believe in the model they are selling. Also, in an institution that is built up on the idea of not questioning the technique but mastering it at any cost it was bound to be the only model for fifty years. Though military leaders are among some of the worlds brightest the military is a routine not a place to speculate how to be a leader.

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