Models of Leadership

1. Models of Leadership October 31, 2000

2. Agenda • Mid-Term Evaluations (30 min) • First Short Paper • Course Evaluation • Final Examination Paper • Course Page • Course Evaluation • Course Participation • Next Short Paper • Other

3. Agenda (cont’d) • Personal Portraits (20 min.) • Margaret Thatcher (Wells, Little) • Martin Luther King (Kierszenbaum, Escousse) • Eleanor Roosevelt (Kim, Plottel) • Margaret Thatcher Case (40 min) • Discussion Leaders (Herbst, Shamir) • Case Analysis (Daly)

4. Agenda (cont’d) • Charlotte Beers (50 min) • Discussion Leaders (Rentezelas, Manalo) • Case Analysis (Tosh) • Second Act (Rosenstrach)

5. Models of Leadership Mid-Term Evaluations

6. Pace of Lectures • Class seems uncomfortable with pace of lectures • 3.03 on a scale of 1 to 5 (1= too slow, 5 = too fast) • Comments: • “Tosh too slow. Daly is fine.” • “Don’t tag team with each other. One person lecture at a time.” • “Issues are a bit over-discussed.” • “Lectures are getting a little too theoretical, less practical.”

7. Quality of Class Discussions • Students seem more satisfied with class discussions but see much room for improvement: • 3.76 on a scale of 1 to 5 (1 = not satisfied, 5 = very satisfied) • Comments: • “Many people simply state their opinion with no regard for class discussion. We need more disagreement and less ‘flexing’.” • “Too few value-added comments. Class participation is very fragmented. It’s more random points and very little actual discussion.”

8. More on Class Discussions • “Sometimes the profs. make radical statements that bring conversation to a halt rather than encourage more feedback.” • “Sometimes I feel that participation is forced. The quality may not be as good because you feel compelled to speak just to get the participation grade.” • “It is difficult to follow the class discussion. This makes it difficult to contribute. By the time you form an opinion, the class is three topics ahead.” • “Too much time is spent on topics that could be easily covered in less time. Having 10 people say basically the same thing doesn’t seem to be the best use of time.”

9. More on Class Discussions • “I believe Tosh too often stifles discussions to make personal points of questionable relevance. Also, I think the instructors should be more aggressive in cutting off students who indulge themselves in rambling comments. Finally, I think the instructors should be more respectful of our time, e.g., not allowing personal filibusters, etc.”

10. Practical Examples • Class seems to want some more practical examples • 3.94 on a scale of 1 to 5 (1 = not sufficient, 5 = sufficient) • Comments: • “Not only instructors but also the fact that we have great guest speakers [providing practical examples].”

11. Integration of Lectures With Reading • Class seems more satisfied with integration of lectures with reading material • 3.98 on a scale of 1 to 5 (1 = not satisfied, 5 = very satisfied) • Comments: • “We spend too much time rehashing the readings.” • “Why are we not reading about Montebello when he’s here?”

12. Instructor Feedback • Class seems to want more feedback • 3.36 on a scale of 1 to 5 (1 = not sufficient, 5 = sufficient) • Comments: • “Instructors offer valuable information. Class discussions further clarify and reinforce points.” • “We need comments back on the one-pagers.”

13. Responsiveness to Questions • Class seems to think instructors are responsive to questions asked • 4.25 on a scale of 1 to 5 (1 = not responsive, 5 = very responsive) • Comments: • “Professors do not effectively handle pointed questions. Too quick to dismiss them.”

14. Willingness to Meet With Students • Class seems to think instructors, especially Tosh, are responsive to meeting with students • 4.22 on a scale of 1 to 5 (1 = not at all, 5 = very responsive)

15. Workload Versus Other Classes • Class seems to think there’s a bit more work for this class compared with other classes with too much busy work • 3.58 on a scale of 1 to 5 (1 = less than, 5 = more than) • Comments • “Drop ungraded written material. Should either require and grade it or not require it. Weekly memos and diaries are a waste of time. Professional students know how to prepare for class.” • “Seems redundant to have someone summarize the readings.” • “Regarding the homework, why not let us choose to turn in 7 or 8 out of 10, for example?”

16. Additional Feedback • “Give speakers more time. Also, give examples of leadership failures.” • “When no speaker is scheduled, I believe class should only be 1 hr 20 min.” • “Not very understanding of part-time students. The ‘no excuses’ absence policy penalizes part-timers who have more than one business commitment over a four month period.” • “Give us more information [on assignments] in advance.”

17. More Feedback • “I’d like to see the course more organized.” • “More user-friendly website.” • “Regarding the Bulletin Board, look for quality please.” • “I resent being treated like a child on the first day of class.”

18. Even More Feedback • “So far so good. Readings are relevant and informative.” • “I feel that I am learning a great deal. The instructors are very receptive and make the class enjoyable.” • “Great class!” • “Overall, class is excellent.”

19. Short Paper #1 • Maximum of 50 points • 30 for content • 10 for style/structure • 10 grammar • Range of scores: 38 – 48 • Mean: 44, which translates to an 88, or a B+

20. Grade Distribution

21. Final Examination Paper Options • Treat as Regular Final (in class). • Out of Class with three day limit, no limit on expended time. • Out of Class, three day limit and expended time limit. • Out of class, entire final period limit, no expended time limit. • Out of Class, entire final period, three hour expended time limit.

22. Transformational Leadership:Key Stages • Gain/Retain Leadership • Define Vision (Establish Direction) • Gain Commitment to Vision from Critical Groups/Individuals • Motivate/Manage Those who Must Execute Vision

23. Key Factors • Timing/Decisive Moments • Communication • Persuasiveness of Vision • Leader’s Credibility • Affirmation of Vision

24. Margaret Thatcher • The Role of Mentors • Defining Experiences • Thatcher’s Most Important Strengths • Strengths as Weaknesses. Why? • Thatcher’s Legacy

25. Leading Change • Establishing a Sense of Urgency • Forming a Powerful Guiding Coalition • Creating a Vision • Communicating The Vision • Empowering Others to Act on the Vision • Planning for and Creating Short-Term Wins • Consolidating Improvements and Producing Still More Change • Institutionalizing New Approaches

26. Charlotte Beers Case • How effective was Beers leadership of transformational change? • Was there a program of transformational change at Ogilvy and Mather vs. ad hoc, learn as you go?

27. Charlotte Beers • Can Beers succeed with Transformational Change at J. Walter Thompson? • Will the transformation of the industry outrun her skills? • What advice would you have for her in this new situation?