Senior High School

Organization & Management

Quarter II
Module 13
Leading

Writer:
LUCIO B. GOMEZ
MT-I, San Matias High School
IEditors:
JANE P. VALENCIA, EdD – Math/ABM Supervisor
CHAIRMAN
JANE P. VALENCIA, EdD – Math/ABM Supervisor
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Leading. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now
using.

The module is namely:

 Lesson 1 – Leading

After going through this module, you are expected to:

1. identify and explain the different styles of management within the
organization;
2. cite examples/instances that show the importance of communication in
managing people within the organization;
3. share with their experiences of the management of change and diversity
in the workplace;
4. relate the interrelationship of Filipino from foreign culture through
mapping

What I Know

Multiple Choice. Write the letter of your choice in your assessment notebook.
1. The Great Man theory is associated with which of the following approaches
to studying leadership?

a. skills
b. intelligences
c. styles
d. traits

2. According to Northouse (2007), which of the following sets of five traits are
recognised widely to be major leadership traits?

a. perseverance, resilience, integrity, empathy, masculinity

b. intelligence, resilience, determination, integrity, extroversion
c. intelligence, self-confidence, determination, integrity, sociability
d. extroversion, intelligence, self-confidence, integrity, resilience

3. What are the three core elements of Adair’s Action-Centred Leadership

Model?

1
 a. people, task, leader
b. task, team, individual
c. follower, leader, task
d. team, task, leader

4. Oshagbemi and Gill (2004) provide evidence to suggest that different

leadership styles are needed across different hierarchical levels. Which of
the following styles was found to remain equally important and used across
lower, middle and senior managerial levels?

a. delegative
b. directive
c. participative
d. consultative

5. According to Katz (1974), what are the three core skills required from
managers at different hierarchical levels?

a. technical, human, conceptual

b. human, cognitive, technical
c. cognitive, conceptual, technical
d. economic, technical, conceptual

6. Which types of leadership remains underexplored through research?

a. leadership of teams
b. leadership in organisations
c. leadership of organisations
d. leadership at executive level

7. According to Gill (2006), what are the four key intelligences needed by a
leader?

a. emotional, ethical, cognitive, spiritual

b. cognitive, spiritual, emotional, moral
c. moral, ethical, cognitive, spiritual
d. cognitive, emotional, ethical, technical

8. According to Schein’s (2004) model of culture, what is the manifestation –

and hence observable aspect – of a group’s culture?

a. values
b. basic assumptions
c. beliefs
d. artefacts

9. A culture is usually recognized to be ______.

a. fixed
b. stable
c. evolving
d. stagnant

10. There are divergent views on whether a culture is manageable. Which of

the following views of culture assumes that it is manageable?

2
 a. culture as a variable
b. culture as a shared sense of belonging
c. culture as a root metaphor
d. culture as a rulebook

11. Focusing on the symbolic nature of culture encourages us to see

leadership as a symbolic activity. Seen through this lens, what is the key
focus of leaders?

a. being role models

b. monitoring and rewarding
c. sense-making and meaning-making
d. creating and maintaining rituals

12. Which other leadership theory has been drawn on to explain and explore
the key role of leaders within a group’s culture and specifically in relation to
the group’s shared sense of belonging?

a. Implicit Leadership Theory

b. Path-Goal Theory
c. Leader-Member Exchange Theory
d. Social Identity Theory

13. Which of the following is NOT a characteristic of etic cultural research?

a. studying cultural characteristics across cultures
b. studying culture and leadership through the lens of natives
c. find universal leadership behaviors
d. compare effectiveness of leadership styles across cultures

14. Which of the following leadership theories has been most frequently used
as a theoretical framework in cross-cultural leadership research?

a. Implicit Leadership Theory

b. Path-Goal Theory
c. Leader-Member Exchange Theory
d. Social Identity Theory

15. Which of the following is NOT a critique of cross-cultural leadership

research?

a. overly complex conceptualisation of culture and leadership

b. misrepresentations of local cultures and perpetuation of stereotypes
c. false assumption of representative sampling
d. treatment of language as a neutral tool

3
Lesson

1 Leading

What’s In

Read through the Situation questions and then choose the response (only one)
from the corresponding Alternative Action statements that most appeals to you
or that you feel seems the most characteristic of you. In some cases none of the
responses may be appealing or characteristic of you. Nonetheless, please select
the statement that you prefer or feel suits you best.

Situation Alternative Action 1.

Your group is not responding lately to your friendly conversation and obvious
concern for their welfare. Their performance is declining rapidly.

A. Emphasize the use of uniform procedures and the necessity for task
accomplishment.
B. Make yourself available for discussion but do not push your involvement.
C. Talk with them and then set goals.
D. Intentionally do not intervene.

2. The observable performance of your group is increasing. You have been

making sure that all members were aware of their responsibilities and expected
standards of performance.

A. Engage in friendly interaction, but continue to make sure that all members
are aware of their responsibilities and expected standards of performance.
B. Take no definite action.
C. Do what you can to make the group feel important and involved.
D. Emphasize the importance of deadlines and tasks.

3. Members of your group are unable to solve a problem themselves. You have
normally left them alone. Group performance and interpersonal relations have
been good.

A. Work with the group and together engage in program solving.

B. Let the group work it out.
C. Act quickly and firmly to correct and redirect.
D. Encourage the group to work on the problem and be supportive of their
efforts.

4. You are considering a change. Your group has a fine record of

accomplishment. They respect the need for change.

A. Allow group involvement in developing the change, but do not be too

directive.

4
B. Announce changes and then implement with close supervision.
C. Allow the group to formulate its own directive.
D. Incorporate group recommendations, but you direct the change.

5. The performance of your group has been dropping during the last few
months. Members have been unconcerned with meeting objectives. Redefining
roles and responsibilities has helped it the past. They have continually needed
reminding to have their tasks done on time.

A. Allow the group to formulate its own direction.

B. Incorporate group recommendations, but see that objectives are met.
C. Redefine roles and responsibilities and supervise carefully.
D. Allow group involvement in determining roles and responsibilities but do not
be too directive.

6. You stepped into an efficiently run group. The previous leader tightly
controlled the situation. You want to maintain a productive situation, but
would like to begin having more time building interpersonal relationships
among members.

A. Do what you can do to make the group feel important and involved.
B. Emphasize the importance of deadlines and tasks.
C. Intentionally do not intervene.
D. Get the group involved in decision-making, but see that objectives are met.

7. You are considering changing to a structure that will be new to your group.
Members of the group have made suggestions about needed change. The group
has been productive and demonstrated flexibility.

A. Define the change and supervise carefully.

B. Participate with the group in developing the change but allow members to
organize the implementation.
C. Be willing to make changes as recommended, but maintain control of the
implementation.
D. Be supportive in discussing the situation with the group but not too
directive.

8. Group performance and interpersonal relations are good. You feel somewhat
unsure about your lack of direction in the group.

A. Leave the group alone.

B. Discuss the situation with the group and then you initiate necessary
changes.
C. Redefine goals and supervise carefully.
D. Allow group involvement in setting goal, but don’t push.

9. You have been appointed to give leadership to a study group that is far
overdue in making requested recommendations for change. The group is not
clear on its goals. Attendance at sessions has been poor. Their meetings have
turned into social gatherings. Potentially they have the talent necessary to
help.

A. Let the group work out its problems.

B. Incorporate group recommendations, but see that objectives are met.
C. Redefine goals and supervise carefully.
D. Allow group involvement in setting goals, but do not push.

5
10. Your group, usually able to take responsibility, is not responding to your
recent redefining of job responsibilities as a result of one member leaving the
city.

A. Allow group involvement in redefining standards but don’t take control.

B. Redefine standards and supervise carefully.
C. Avoid confrontation by not applying pressure, leave situation alone.
D. Incorporate group recommendations, but see that new job responsibilities
are met.

11. You have been promoted to a leadership position. The previous leader was
involved in the affairs of the group. The group has adequately handled its tasks
and direction. Interpersonal relationships in the group are good.

A. Take steps to direct the group towards working in a well-defined manner.

B. Involve the group in decision-making and reinforce good contributions.
C. Discuss past performance with the group and then you examine the need for
new practice.
D. Continue to leave the group alone.

12. Recent information indicates some internal difficulties among group

members. The group has a remarkable record of accomplishment. Members
have effectively maintained long range goals. The have worked in harmony for
the past year. All are well qualified for the tasks.

A. Try out your solution with the group and examine the need for new
procedures.
B. Allow group members to work it out themselves.
C. Act quickly and firmly to correct and redirect.
D. Participate in problem discussion while providing support for group
members

What’s New

Leader of the Band

Dan Fogelberg

A only child alone and wild, a cabinet maker's son

His hands were meant for different work
And his heart was known to none
He left his home and went his lone and solitary way
And he gave to me a gift I know I never can repay
A quiet man of music denied a simpler fate
He tried to be a soldier once, but his music wouldn't wait
He earned his love through discipline, a thundering velvet hand
His gentle means of sculpting souls took me years to understand
The leader of the band is tired and his eyes are growing old
But his blood runs through my instrument and his song is in my soul

6
 My life has been a poor attempt to imitate the man
I'm just a living legacy to the leader of the band
My brother's lives were different for they heard another call
One went to…

What is It

Leadership Styles and Theories

The following are the early leadership theories given by Kreitner and Kinicki
(2013).

Trait Theory – a theory based on leader traits or personal characteristics

that differentiate leaders from followers, traits like intelligence, self-confidence,
assertiveness, high energy and activity level, task-relevant knowledge, honesty
and integrity, being charismatic, being a visionary, and others were proposed
as leadership traits by researchers from their 1940s to the present.

Behavioral Theory – a theory that focuses on the behaviour, action,

conduct, demeanour, or deportment of a leader instead of his or her personality
traits.

Studies on this theory began during the Second World War or in the
early 1940s because of the belief the leader’s behaviour affects work group
effectiveness. Further studies emphasized that since behaviour is learned,
leader behaviours can also be learned. In short, leaders are made and not born.

Contemporary Theories of Leadership

Fiedler Model – it is a situational leadership theory proposed by Fred

Fiedler, an organizational behaviour scholar..

The theory is based on the assumption that the leader’s effectiveness is

contigent or dependent on the extent to which a leader’s style is fitted to actual
situations in the organization’s internal and external environment.

Hersey-Blanchard Model – theory proposed by Paul Hersey and Ken

Blanchard.

The theory focused on subordinates’ readiness or extent to which the

said subordinates have the ability and willingness or accomplish a specific
work assignment.

Path-Goal Theory – a theory developed by Robert House which states

that the leader’s task is to lead his other followers or subordinates in achieving
their goals by providing them direction needed in order to ensure compatibility

7
of these said goals with the organization’s goals. House identified four
leadership behaviours:

1. directive leadership – where the leader gives specific guidelines to

followers so that task accomplishment would be easier;
2. supportive leadership – where the leader shows concern and friendliness
to subordinates;
3. participative leadership – where the leader asks for suggestions from
followers before decision-making;
4. achievement oriented leadership – where the leader sets the goals that
subordinates must try to achieve.

Modern Leadership Views

1. Transactional Leadership Model

2. Transformational Leadership Model
3. Charismatic Leadership Theory
4. Visionary Leadership Theory
5. Team Leadership Theory
6. Servant Leadership Theory

Communication

Communication applies to all management functions and its general

purpose for the organization to bring positive changes that influence
activities leading to the firm’s welfare.

Types of Communication

Verbal – through the use of oral and written words

Non-verbal – through body movements, gestures, facial expressions, eye

contact, and by touching

Formal – of communication takes place within prescribed, routine

organizational work arrangements

Informal – if communication is not defined by an organization’s hierarchical

structure.

Communication Networks in Organization

Chain Network – communication flows according to the usual formal chain

of command, downward and upward

Wheel Network – communication flows between a leader and other

members of their group/team.

All-channel Network – communication flows freely among all members of a

team.

8
 Barriers to Communication

1. Filtering – the shaping of information communicated in order to make it

look good or advantageous to the receiver.
2. Emotions – the interpretation of communications which may be
influenced by extreme emotions felt by the receiver
3. Information Overload – there are too many pieces of information
received by an individual may have a negative effect on a person’s
processing capacity.
4. Defensiveness – the act of self-protection when people are threatened by
something or someone.
5. Language – could also hamper because words used may have different
meanings to different people belonging to different age, educational
background, or cultural group.
6. National Culture – may also cause problems in communication among
members of an organization, especially if it is multifunctional company.

Overcoming Communication Barriers

Using Feedback

Using Simple Language

Active Listening

Controlling Emotions

Observing Body Language

MANAGEMENT OF CHANGE AND DIVERSITY IN ORGANIZATIONS

Types of Change

Changes in People

People’s attitudes, values, wants and needs, expectations, perceptions,

and behaviours change as time goes by.

Change in Structure

Due to changing conditions/situations and changing strategies used,

organizational structures may also change according to work specialization,
departmentalization, change of command, span of control, centralization,
formalization and job redesign,. Among others.

Changes in Technology

Technology changes usually refer to changes in work processes and

methods used, introduction of new equipment and work tools, automation, or
computerization.

9
 FILIPINO AND FOREIGN CULTURES IN ORGANIZATION

Three Primary Filipino Values

Social Acceptance – focuses on the desire of the Filipinos to be accepted and

treated well by others

Economic Security – emphasizes that one must have financial stability and
that he or she must be able to stand on his or her own two feet, without
incurring debt in order to meet his or her basic material needs.

Social Mobility – concerned with his or her desire to meet up the social ladder,
to another higher economic level, to a higher job position of respect in his or
her family or in the community where he or she lives or in the organizations
where he or she belongs.

What’s More

General Direction: Read the statements carefully. Shade the circle of your chosen answer.
1. According to the Attribution Theory of Leadership, there are many ways
in which an organization might be negatively impacted by a leader's
attributions. How might that organization be positively affected?

A false sense of security might develop in the organization through given

attributions.

Employees could be recognized and accurately placed within the organization

based on attributions.

The leader might develop an overly positive view of an employee on a day that
is not representative of that employee overall.

The leader's perspectives and assumptions could be incorrect about employees.

The leader could develop a negative opinion of an employee on a bad day.

2. According to Fiedler's Contingency Theory, which three elements

determine a leader's situational control?
Task structure, union relations, positioning power.
Task focus, leader/member relations, positioning power.
Task structure, leader/member relations, positioning power.
Task focus, management relations, bargaining power.

3. Which is the definition of participative leadership?

Sharing information between management and the group and working together
toward goal achievement.
Exhibiting personal concern for individuals or the group.
Giving specific direction, defining expectations, and assigning tasks to groups
or individuals.

10
Focusing on the tasks at hand, and letting the ends justify the means.

4. Which of the following is NOT correct regarding the attribution theory of

leadership?

People will try to understand why people do what they do.

People make assumptions as to why other people act in certain ways.

Assumptions about others' behavior are generally wrong.

A person's perspective is the foundation of the attribution theory of leadership.

Individuals interpret events or happenings around them, and this relates to

their thinking and behavior.

5. In the situational leadership model, which style would be appropriate

with followers who have the skills, ability and confidence to perform the
work?
Delegating
Participating
Selling
Telling

What I Have Learned

Leadership is the process of inspiring and influencing a group of people to

achieve a common goal
Communication is the exchange of information and understanding
Verbal communication refers to oral and written communication
Non-verbal communication refers to communication through body
movements, gestures, facial expressions, eye contact or body contact.
Organizational change is any situation of people, structure or technology in
organizations brought by external or internal forces which they encounter
Organizational diversity – the host of individual differences that make people
in organizations different from and similar to each other.
Culture is a set of beliefs and values about how a community should act and
do things
Organizational culture is a set of shared values and norms/standards for
behavior and expectations that influence the interaction of organization
members in order to achieve their set mission, vision, goals and objectives.

11
 What I Can Do

Multiple Choice Quiz

General Direction: Shade the circle that corresponds to your answer.

1. You're a member of a work group with 3 other individuals. Three new

members are added to your group. The addition of these new members will
likely affect the group in which of the following ways?

a. Complexity of decision making is increased

b. Scheduling meetings will be easier because there are more
members to give input on the best time to meet
c. Less time will be needed to make decisions
d. all of the above

2. Joshua, a member of your dorm council, has been a very disruptive group
member-- speaking out of turn, dominating discussions, making
inappropriate remarks, and quarreling with other council members. What
steps should be taken to deal effectively with Joshua?

a. Confront Joshua about his disruptive behavior after the council

meeting
b. Expel Joshua from the council
c. Continue to allow Joshua to dominate conversation so he will
run out of steam
d. Challenge Joshua on every point he makes so he will realize
that he can't bully the council

3. Sarah is a devil's advocate. During group discussions she

a. attempts to convert group members to a pet cause or viewpoint

b. tries to motivate the group to be productive
c. monopolizes discussion and prevents others from expressing
their points of view
d. gently challenges prevailing viewpoints in a group to test and
evaluate their strength

4. In an 8 person group the possible number of relationships is ___

a. 186
b. 441
c. 1056
d. 11324

5. Which of the following is not a valid conclusions based on research about

the situational perspective on leadership effectiveness?

12
 a. No single style of leadership will be effective in all situations
b. When the readiness level of followers is low, the participating
and delegating styles are most appropriate
c. Using the telling style with an able and talented worker will
seem like micromanaging and is likely to produce resentment
d. When the readiness level of followers is high, the participating
and delegating styles are most appropriate

6. Communication competence and leadership effectiveness interrelate in

which of the following ways?

a. the We-Not Me orientation of the communication competence

model is crucial for leadership effectiveness
b. the most effective leaders are those who put aside their ego
needs in favor of the group's goal
c. effective leaders try to empower group members and try not to
stand out as dominant and deserving of adoration
d. all of the above

7. The situational leadership perspective includes which of the following

leadership styles?

a. delegating
b. readiness
c. maturity
d. laissez-faire

8. Which of the following is not informal types of roles in small groups?

a. disruptive roles
b. explicit roles
c. maintenance roles
d. task roles

9. Pete plays the harmonizer-tension reliever role during group discussion on

an issue that provokes strong disagreement among members. As a
harmonizer-tension reliever, Pete

a. engages in horseplay and diverts attention from the group task

b. clarifies ideas for the group
c. maintains the peace; uses gentle humor
d. gently challenges prevailing points of view in the group

10. A group

a. is composed of no fewer than three individuals

b. is still a group even if members are primarily interested in
individual accomplishment while in the group
c. has no common purpose
d. cannot be successful in a highly individualist culture

13
 Assessment

Multiple Choice. Choose the letter of the best answer.

1. The Great Man theory is associated with which of the following approaches to
studying leadership?

a. Skills
b. Intelligences
c. Styles
d. traits

2. According to Northouse (2007), which of the following sets of five traits are
recognized widely to be major leadership traits?

a. perseverance, resilience, integrity, empathy, masculinity

b. intelligence, resilience, determination, integrity, extroversion
c. intelligence, self-confidence, determination, integrity, sociability
d. extroversion, intelligence, self-confidence, integrity, resilience

3. What are the three core elements of Adair’s Action-Centered Leadership Model?

a. People, task, leader

b. Task, team, individual
c. Follower, leader, task
d. Team, task, leader

4. Oshagbemi and Gill (2004) provide evidence to suggest that different leadership
styles are needed across different hierarchical levels. Which of the following
styles was found to remain equally important and used across lower, middle
and senior managerial levels?

a. Delegative
b. Directive
c. Participative
d. Consultative

5. According to Katz (1974), what are the three core skills required from managers
at different hierarchical levels?

a. Technical, human, conceptual

b. Human, cognitive, technical
c. Cognitive, conceptual, technical
d. Economic, technical, conceptual

6. Which types of leadership remains underexplored through research?

a. Leadership of teams
b. Leadership in organizations
c. Leadership of organizations
d. Leadership at executive level

14
7. According to Gill (2006), what are the four key intelligences needed by a leader?

a. Emotional, ethical, cognitive, spiritual

b. Cognitive, spiritual, emotional, moral
c. Moral, ethical, cognitive, spiritual
d. Cognitive, emotional, ethical, technical

8. According to Schein’s (2004) model of culture, what is the manifestation – and

hence observable aspect – of a group’s culture?

a. Values
b. Basic assumptions
c. Beliefs
d. Artefacts

9. A culture is usually recognized to be ______.

a. Fixed
b. Stable
c. Evolving
d. Stagnant

10. There are divergent views on whether a culture is manageable. Which of

the following views of culture assumes that it is manageable?

a. Culture as a variable
b. Culture as a shared sense of belonging
c. Culture as a root metaphor
d. Culture as a rulebook

11. Focusing on the symbolic nature of culture encourages us to see

leadership as a symbolic activity. Seen through this lens, what is the key
focus of leaders?

a. Being role models

b. Monitoring and rewarding
c. Sense-making and meaning-making
d. Creating and maintaining rituals

12. Which other leadership theory has been drawn on to explain and explore
the key role of leaders within a group’s culture and specifically in relation to
the group’s shared sense of belonging?

a. Implicit leadership theory

b. Path-goal theory
c. Leader-member exchange theory
d. Social identity theory

13. Which of the following is NOT a characteristic of etic cultural research?

a. Studying cultural characteristics across cultures

b. Studying culture and leadership through the lens of natives
c. Find universal leadership behaviors
d. Compare effectiveness of leadership styles across cultures

15
14. Which of the following leadership theories has been most frequently used
as a theoretical framework in cross-cultural leadership research?

a. Implicit leadership theory

b. Path-goal theory
c. Leader-member exchange theory
d. Social identity theory

15. Which of the following is NOT a critique of cross-cultural leadership

research?
a. Overly complex conceptualization of culture and leadership
b. Misrepresentations of local cultures and perpetuation of stereotypes
c. False assumption of representative sampling
d. Treatment of language as a neutral tool

Additional Activities

General Direction:
Read the following situations thoroughly. Shade the circle that best fit
your answer.

1. Anne coaches girls soccer. This season she is working with teams from
two different age groups, one team is for 8-9 year old girls, and the other
is for 14-16 year old girls. How can Anne apply situational leadership
based on the capacity of the followers?

Anne could keep her game strategies simpler during the early part of the
season when the teams are still learning.

Anne could defer to her assistant coach in areas where she has less
experience.

Anne could provide more specific instruction to the girls on the younger
team.

Anne could arrange her practice schedule to take advantage of the cooler
weather later in the evening.

16
2. Mike coaches boys baseball. During practice, Mike spends a lot of time
working with each of the boys on specific baseball skills. On game day,
however, Mike becomes very directive, giving rapid instructions to the
boys. This is an example of situational leadership based on the _____.

situation

capacity of the followers

capacity of the leader

institution
.

you.

17
 Answer Key

Assessment What's More What I Know

1. B 1. A 1. B
2. C 2. B 2. C
3. B 3. A 3. B
4. D 4. C 4. D
5. A 5. A 5. A
6. C 6. C
7. B 7. B
8. D 8. D
9. C 9. C
10.A 10.A
11.C 11.C
12.D 12.D
13.B 13.B
14.D 14.D
15.A 15.A

18