From School to Work Chapter 10joansavoie.weebly.com/.../ch10_-_leadership_and_group_dynamics.pdf · Reading Advantage 1100 Leadership and Group Dynamics 200 Chapter Objectives After

Reading Advantage

1010 Leadership andGroup Dynamics

200

Chapter ObjectivesAfter studying this chapter, you will be able to

As you read the chapter, write a letter to your-self. Imagine you will receive this letter in a few years when you are working at your future job. What would you like to remember from this chapter? In the letter, list key points from the chapter that will be useful in your future career.

• explain the different types of authority leaders possess.

• identify the skills and qualities of a good leader.

• explain group dynamics and the effect of good leadership.

• describe the school groups and career and technical student organizations in which you can participate and develop good leadership skills.

• explain the value of good leadership and group dynamics in the workplace.

Key Termsleadership

position authority

earned authority

vision

delegate

dynamics

group dynamics

career and technical student organizations (CTSOs)

ch10.indd 200ch10.indd 200 5/13/2008 3:15:04 PM5/13/2008 3:15:04 PM

Photo courtesy of DECA

Key Concepts• Good leaders can learn and develop qualities such as honesty,

dependability, and loyalty.

• Environmental factors such as room temperature and lighting can have an effect on group dynamics.

• Leadership skills can be developed in school through participation in activities such as band, sports, or career and technical student organizations.

• Leadership experiences are very valuable when applying for a job.


202 Part 2 Skills for Success

Companies realize production quantity and quality increase when employees work together effectively. As teams are emphasized more in the workplace, leadership and team skills are becoming essential for success.

Think of groups with which you are involved. Consider the indi-viduals who lead these groups. What traits do they possess? What do you think causes others to follow them? Leadership is the capacity to direct a group. The person who uses this ability is the leader. Usually this is a person who can infl uence others and demonstrate authority.

Leaders and AuthorityA leader may be offi cially appointed by

his or her organization. On the other hand, the person may simply be viewed as the leader by his or her teammates or coworkers. These two cases represent the two types of authority that exist.

Once a person is named team leader, man-ager, president, or a similar title, he or she has position authority. Position authority gives a person certain powers as defi ned by the source of the title, which usually is the company man-agement. It is an authority that automatically goes with the title and is not to be questioned. Team members usually have no option but to follow the directions of the person with position authority. As shown in 10-1, position authority tends to be short-lived and may not be deserved.

Position authority is much less effective than the other type of authority, which is earned authority. Earned authority is power granted by the other members of the group. The leader is viewed by team members as the most knowledgeable, experienced, or capable member of the group. Even when a leader with earned authority has diffi culties, the

team rallies behind its leader. Members feel comfortable in questioning the leader if disagreements arise. Earned authority is usually the most effective type of authority and tends to be lasting.

Position authority and earned authority are the two general types of leadership that exist in the workplace. They determine the effectiveness of groups and teams. It is important for a person with position author-ity to gain earned authority as early in the leadership term as possible. The type of leadership a person uses affects the team or work group’s interactions.

10-1It is important to understand how position authority and earned authority affect teamwork.

Types of Authority

Position Authority

• Is granted by a higher authority

• May or may not be deserved

• Is not to be questioned by those with less authority

• Tends to be short-lived

• Is usually less effective than earned authority

Earned Authority

• Is granted by those with less authority (subordinates)

• Is deserved (earned)

• May be questioned at any time by those with less authority

• Tends to be lasting, even in diffi cult times

• Is usually more effective than position authority

Describe two people you know—one who uses position authority in a positive way and one in a negative way. Identify a person who has made the shift from position to earned authority.

Reflect Reflect FurtherFurther


Chapter 10 Leadership and Group Dynamics 203

Skills and Qualities of a Good Leader

Different types of leadership are needed for different roles. The governor of a state may need different leadership qualities than a mili-tary leader or a business leader. There are some common qualities all leaders need. As you become involved with school clubs and work groups, think about the leadership qualities good leaders possess. A good friend or a nice person may not make a good leader.

What qualities do good leaders possess? First of all, good leaders must have vision. This means knowing what is most important to the group and how to achieve it. Followers tend to support the leader whose vision most closely resembles their own thoughts on the group’s future direction. See 10-2.

To carry out their vision, leaders need special skills. Many of the skills that make a good leader are shown in 10-3. One of the skills is the ability to delegate. That means assigning responsibility or authority to another person. The only way for most work to get done is to assign some of it to others. Letting group members be responsible for certain projects makes them feel involved and more committed.

In addition to leadership skills, good leaders usually have certain personal qualities that help them lead others. These qualities include

Leadership SkillsLeaders are needed in every occupation at all job levels. Business

and industry look for and reward workers with leadership skills. Developing your leadership skills can help you be a better worker. School groups and career and technical organizations can provide that opportu-nity for you.

Extend Your Knowledge

10-2A common way leaders convey their vision is by speaking to the membership about proposed changes and ideas.

Photo courtesy of FCCLA



honesty, imagination, the desire to work hard, and good communica-tion skills. Not everyone has these qualities or the ability to lead others. However, many of the qualities needed to become a good leader can be learned and developed with practice.

Dynamics and GroupsDynamics may be defi ned as underlying causes of change or growth.

The fact that you attend high school causes change or growth within you, so the dynamics of high school impact your life. Dynamics may be one or many forces. Your personality is one such dynamic force. Whether consciously or unconsciously, your dynamic personality impacts group activity.

Group dynamics are the interacting forces within a human group. These forces include your own personality and the personalities of all other members of the group. See 10-4. A spirit of cooperation fosters positive dynamics, while anger and jealousy foster the opposite. The dynamics may also include environmental factors such as seating arrangement, room temperature, lighting, and size and location of a meeting room.

Whether you work with few or many people, group dynamics are present. The dynamics of groups in the workplace affect the work envi-ronment, quality of the product, and reputation of the company in the eyes of the customers and the competition. Your understanding of basic dynamics and their effect in the workplace is important.

What are some qualities of bad leadership?

Is it true that leaders have all the power? Is it important for leaders to know all the answers?

Thinking ItThinking ItThroughThrough

10-3The skills expected of a good leader can be developed.

Leadership Skills

Good leaders have the ability to

• motivate group members to support a vision and achieve goals.

• assume responsibility for the duties of the offi ce or position.

• show confi dence and keep a group focused.

• analyze situations clearly and take decisive action when needed.

• take risks and explore new ways of achieving goals.

• maintain enthusiasm and a positive attitude.

• encourage team spirit and cooperation among members.

• listen to others and respond to their views.

• delegate assignments and recognize the accomplishments of others.

• welcome new ideas.

• set a good example.

• work for group success, not personal success.

• do a fair share of the work.

• stay up-to-date on important issues.

What are some reasons teams lack or lose mot ivation? Is the leader responsible for this?

Is it more important to be a good leader or a good follower?




You have an impact on group dynamics at work, in school, and at home. When you func-tion within a group that has positive dynamics, you benefi t personally. Some of the benefi ts you receive are the following:

• greater self-esteem

• greater understanding of others and respect for their differences

• improved communication and relationship skills

• improved ability to work with people from diverse backgrounds

• greater job satisfaction

• better understanding of how to work with others smoothly and productively

• pride in a job well doneBesides the personal benefi ts individuals achieve, a team also benefi ts

from positive group dynamics. See 10-5. Your teams will be more able to accomplish the following:

• Understand how individuals contribute to the group’s progress.

• Learn how to utilize the talents of each person on the team.

• See a task to its completion.

• Accomplish objectives and, perhaps, exceed goals.

Photo courtesy of FBLA

10-4Working with the different talents and ideas of team members is part of group dynamics.

10-5Working efficiently as a team member leads to great rewards.

Photo courtesy of Lloyd Wolf for SkillsUSA


In the Real World

1. Who has position authority? Who has earned authority?

2. Does this department have good leadership? Explain.

3. Who is responsible for the poor group dynamics of this department?

4. What should Dara do to improve group dynamics?

5. How should she work with Michael?

Questions to Discuss

Leadership and Group Dynamics in School

You have many opportunities in school to develop leadership quali-ties. As you work on developing these qualities, you also contribute in a positive way to group dynamics. Participation in various school teams, groups, or clubs can help you develop leadership and teamwork skills you can use on the job. Under the direction of a good leader, groups are motivated to make many worthwhile accomplishments.

Follow the LeaderDara could not be happier. The company

just announced her appointment to technical department director. She recently graduated from one of the toughest universities in her engineering fi eld with high honors. Now she held a top job at an excellent company. It seemed everything was perfect until her fi rst day on the job.

There she soon learned that the employees of her department did not welcome her with open arms. In fact, many treated her with suspicion.

As the weeks went by, Dara realized things were not getting done in the way she wanted. She also learned that department members were secretly discussing their assignments with Michael, the person with the most experience and longest service in the department.

Although the assignments were getting done well and on time, Dara resented Michael’s interference. She especially disliked the fact employees were not doing things in the way she directed. However, she could not argue with the fact that their methods seemed to produce better results than hers would have. Still, she disliked the way Michael was intruding on her authority.

“I’m really not happy with your inability to be a cooperative team member,” Dara yelled at the fi rst opportunity she saw Michael at his desk alone.

“What are you talking about?” Michael asked.“Do you think I don’t see through your

plan to take my job?” Dara replied.“I’m only trying to help,” Michael explained.

“Besides, there are certain ways we do things here, and your methods are different.”

“If the company wanted things done according to your methods, you would be the director, but you’re not. Now, start following directions and quit telling others how to do their jobs,” Dara warned.

Michael never said anything to his coworkers about the incident, but that did not matter. Several department employees were working around the corner and heard every word. They immediately told the others and soon the entire company was gossiping about it. Ever since that day, department employees did their work precisely as Dara dictated, but silently they hoped she would transfer to another department.

206



There are many activities and contests designed to help you develop leadership skills to your maximum. If you are not already a member of a school group, consider joining the debate team, newspaper staff, or drama club. Band, chorus, sports, and other activity groups that interest you are also good choices. Student group activities and projects tend to center around fi ve areas:

• professional activities

• civic activities

• service activities

• social activities

• fund-raising activitiesProfessional activities enhance the professional improvement of

students. They include such activities as club meeting programs related to an occupational fi eld, fi eld trips, and an employer-employee banquet. Skill contests are also considered professional development activities, 10-6. They help students improve and expand their career-related atti-tudes, knowledge, and skills.

Civic activities are student group projects that serve the school and community. Projects range from helping improve the school or commu-nity to participating in fairs, trade shows, and other community events.

Service activities involve projects that emphasize the need for sharing. Making a contribution to a charity, visiting a nursing home, and making and delivering fruit baskets to shut-ins are examples of service activities.

Social activities are also an important part of student groups. Social activities include parties, picnics, and socializing after meetings. The employer-employee banquet is also considered a social activity as well as a professional one.

10-6Skill contests are held periodically by the career and technical student organizations. This was at a national SkillsUSA contest.

Photo courtesy of SkillsUSA



Fund-raising activities are necessary to fi nance all the other activities of the group. Service projects and social functions are types of activities that may require fund raising. See 10-7.

Of course, there is no limit to the types of activities an organization may sponsor. The limit is set only by the creativity of its members and offi cers. For a club to be successful, its members need to work willingly and enthusiastically on club activities. An active member of an organiza-tion participates in two or more of the following ways:

• attends meetings

• learns parliamentary procedure

• serves on a committee

• supports and/or participates in organization activities

• holds an offi ce, if elected or appointedIf you want to be part of an active organization, you and all its

members must work for the good of the group. Everyone cannot be the president, but every member can do his or her part. Members can assume leadership roles by freely volunteering to handle their fair share of the work. Assess your own abilities and decide what you can do best for your organization. Taking an active role in an organization can help you develop as a person, a leader, and a team member.

Career and Technical Student OrganizationsSome of the best opportunities for developing interpersonal skills

are through career and technical student organizations (CTSOs). These organizations have leadership and teamwork skills as major objectives.

Your school most likely has a student organization that is related to your vocational interests. If there are no available career and technical organizations in your career interests, one can be started with your school’s approval. Career and technical student organizations help reinforce and expand what students learn in the classroom and on the job. Students can participate in CTSOs on the local, state, and national levels. The CTSOs commonly found in schools are described on the following pages.

10-7Some student groups raise money for service projects, such as this walkathon for the March of Dimes.

Photo courtesy of National Foundation-March of Dimes

What leadership experiences can you gain from membership in your favorite organization? How can those experiences make you more employable?




Business Professionals of America

Business Professionals of America (BPA) is one of the main national Career and Technical Service Organizations. Middle

school, high school, and college students may join BPA. Students focus on getting ready for careers in business, management, administration, and information technology. BPA continues to grow and now has over 51,000 members in over 2,300 chapters. BPA’s Workplace Skills Assessment Program (WSAP) offers students a chance to demonstrate knowledge in problem solving and workplace skills. Students may also learn leadership skills by joining in annual competitions. Students may choose to compete in events offered in any of the following categories:

• Financial Services

• Administrative Support

• Information Technology

• Management/Marketing/Human ResourcesIn addition to helping students, BPA also assists educators. BPA pro-

vides resources to supplement classroom curriculums that are based on national standards. You can learn more about Business Professionals of America by visiting their Web site at www.bpanet.org.

DECA—An Association of Marketing Students

DECA is the association for marketing students. See 10-8. It has chapters in all 50 states,

Guam, Puerto Rico, Canada, Germany, and Mexico. DECA currently has over 180,000 mem-bers. It offers programs for both high school and college students. DECA helps students develop team and leadership-building skills. Members have a chance to join in leadership programs as well as a co-curricular competitive events program. Any students interested in member-ship in DECA may have a career interest in one of the following areas:

• Marketing, Sales, and Service

• Management and Entrepreneurship

• Business Administration

• Hospitality

• Finance

10-8By participating in DECA, you can develop your skills while pursuing a career in marketing or business.



www.bpanet.org

www.bpanet.org


DECA also assists educators. They provide programs and materi-als to supplement classroom curricula that are based on the national standards. These programs focus on leadership development, community service, skill assessment, and academic skill development. You can learn more about DECA by visiting their Web site at www.deca.org.

Future Business Leaders of America

Future Business Leaders of America (FBLA) is a student busi-ness organization. It is dedicated to preparing students for careers in business and business-related

fi elds. FBLA has divisions for middle school, high school, and postsec-ondary students. FBLA also has a professional division for business people. See 10-9. The high school division is currently the largest. It has approximately 215,000 members nationwide. FBLA offers career recogni-tion programs that are specifi cally created for each of their divisions.

FBLA also offers annual competitive events at state leadership con-ferences. Top state winners of these events may then participate in the annual competitive events at the national leadership conference. To assist students in the transition from school to work is the mission of FBLA. You can learn more about Future Business Leaders of America by visiting their Web site at www.fbla-pbl.org.

Photo courtesy of FBLA

10-9FBLA members provide a valuable resource for networking.


www.deca.org

http://www.fbla-pbl.org


National FFA Organization

National FFA Organization prepares members for leadership and careers in agricultural science education, 10-10. This includes the food, fi ber, and natural resources industry. National FFA Organization was founded in 1928. It now has over 500,000 members. There are currently 7,358 chapters throughout the United States, Puerto Rico, Guam, and the Virgin Islands. The National FFA Organization does

10-10You can pursue a career in agricultural science education and develop your leadership skills by joining the National FFA Organization.

Photo courtesy of the National FFA Organization



not consider itself a “club.” It does consider itself a part of the following three core areas in the agricultural science education program:

• Classroom/laboratory instruction

• Supervised agricultural experience programs

• FFA student organization activitiesThe combining of these three components helps students within the

National FFA Organization. Students can develop their potential for lead-ership, personal growth, and career success. The organization also offers members a chance to participate in annual agricultural science education competitive events. It is called their Career Development Events (CDEs.) program. To become a member of the National FFA Organization, stu-dents must have an existing FFA chapter at their school. Students must also be between the ages of 12 and 21. You can learn more about the National FFA Organization by visiting their Web site at www.ffa.org.

Family, Career and Community Leaders of America

Family, Career and Community Leaders of America (FCCLA) is a dynamic and effec-tive nonprofi t national student organization that helps young

men and women become leaders, 10-11. It addresses important personal, family, work, and societal issues through Family and Consumer Sciences Education. FCCLA has more than 220,000 members and nearly 7,000 chapters from 50 state associations and the District of Columbia, Puerto Rico, and the Virgin Islands. FCCLA offers many programs and competitions students can participate in. These help students develop leadership and daily life skills. Some of the programs FCCLA offers include the following:

• Career Connection is a program that works with students through individual, team, and competitive events. It helps students discover their career interests and develop a career plan.10-11

FCCLA provides you with many opportunities to develop your leadership and teamwork skills.

Photo courtesy of FCCLA


www.ffa.org


• Dynamic Leadership is a program that offers project ideas, activities, and information about leadership. It helps members expand their skills.

• Leaders at Work is a national program. It provides projects that encourage students to build leadership skills. It also helps students get ready for career success.

• STAR (Students Taking Action with Recognition) Events are compe-titive events. Members can enter to demonstrate their leadership ability and skills.

You can learn more about the programs FCCLA has to offer by visit-ing the FCCLA Web site at www.fcclainc.org.

Health Occupations Students of America

Health Occupations Students of America (HOSA) is a career and technical student organization. The U.S. Department of Education and the Health Occupations Education Division of the American Vocational Association endorse it. HOSA was formed in 1976. It now has about 90,000 members with 44 charters in the United States. HOSA helps support career opportunities in the health

care industry. They also try to improve the quality of health care people receive. HOSA is part of a student’s health and health science-related course work.

HOSA offers members a chance to join in annual competitive events. These events give students opportunities for knowledge, skill, and leadership development. Students can compete in events for health science professions, emergency preparedness, leadership, and recogni-tion events. You can learn more about HOSA by visiting their Web site at www.hosa.org.


www.fcclainc.org

www.hosa.org


Technology Student Association

The Technology Student Association (TSA) provides competitions and programs for middle and high school students with a strong interest in tech-nology, innovation, design, and

engineering. These activities prepare TSA members for the challenges of a dynamic world by promoting personal growth, leadership, and prob-lem solving skills in students. TSA reaches 150,000 members in over 1,500 chapters nationwide.

TSA hosts an annual conference that features middle school and high school level competitions. See 10-12. Members can compete in a broad range of areas such as robotics, CAD, engineering, fi lm, manufacturing, and leadership. TSA’s competitive events, as well as its other programs and activities are intended to extend student under standing of science, technology, engineering, and mathematics (STEM). The overall focus of TSA is to promote the development, impact, and potential of technology and careers in technology. You can learn more about the Technology Student Association by visiting the Web site at www.tsaweb.org.

10-12Team competitions in various technology-related events are a feature of TSA.

Photo courtesy of TSA

Which career and technical student organizations may have the most to offer you? Which interest you most?



www.tsaweb.org


SkillsUSASkillsUSA is a national non-

profi t organization. It is for high school and college students as well as teachers. SkillsUSA joins students, teachers, and industry together. It creates a strong,

skilled workforce for America. SkillsUSA helps students get ready for careers in technical, skilled and service occupations, and health occupations, 10-13. SkillsUSA offers members programs that will provide education experi-ences. They focus on leadership, teamwork, character development, and citizenship.

• The Professional Development Program (PDP) teaches students 84 workplace skill competencies. This is done through a series of lessons.

• The Work Force Ready System provides assessments for career and technical education that are supported by industry, education, and policy leaders.

• Student2Student Mentoring allows older high school students to mentor younger students.

• The Career Skills Education Program teaches employability and life skills. This program is strictly for college students.

• CareerSafe is a 10-hour online training program. It gives students basic knowledge of safety. It also provides a credential for the job market.

Developing the student’s technical, academic, and employability skills is the goal of SkillsUSA. You can learn more about the programs SkillsUSA has to offer by visiting their Web site at www.skillsusa.org.

Photo courtesy of Lloyd Wolf for SkillsUSA

10-13SkillsUSA offers many competitive events you can participate in to help prepare you for joining the workforce.


www.skillsusa.org


Leadership and Group Dynamics in the Workplace

Working well with coworkers, serving customers, and taking a lead-ership role are skills employers expect workers to possess. All of these interpersonal skills are considered necessary for working effectively in today’s workplace. When employees do not have these skills, they may fall short of customer expectations and lose business.

The driving force behind company decisions is profi t. Regardless of their social or professional contributions to communities, if companies do not make a profi t, they do not survive. Survival is dependent on a quality workforce that possesses strong leadership and teamwork skills.

Think of a health services organization with thousands of employees, two hospitals, and several clinics. The group dynamics on both a large and small scale greatly infl uence the success or failure of this company. Customer satisfaction and service depend on the ability of groups to function smoothly. Good leaders can make this happen. Dissatisfi ed customers mean the organization is not doing its job well and may be sacrifi cing its future.

Leadership experiences are very valuable when you apply for a job, 10-14. Employers look for experiences that indicate you can take responsibility and perform well in a group. Be sure to add your membership in school groups and career and technical student orga-nizations to your résumé. Students who do not participate in groups or organizations are at a disadvantage when interviewing for a job. Employers know students with a record of group interaction usually make better employees.

Do you think a company can be successful with bad leadership?




10-14Becoming actively involved in an organization moves you one step ahead of others when seeking employment.




Leadership is a very important employability skill. Understanding the necessity of both posi-tion and earned authority is key to your success in the workplace. Good leaders have certain qualities and abilities to help them carry out their leadership roles. As people work on teams, group dynamics affect the group’s work and decision-making processes.

Participating in school teams, clubs, and groups can help students develop their leadership skills. Career and technical student organizations are especially useful for learning how to work with and lead a group. Through group activities, you will expand your attitudes, knowledge, and skills to contribute to the goals and objectives of the organization. Leadership experience while in school prepares students to demonstrate leader-ship skills in the workplace.

Summary 1. Defi ne leadership and give three examples.

2. List fi ve qualities of position authority.

3. List fi ve qualities of earned authority

4. List fi ve skills that are important for a good leader to have.

5. Name two environmental forces that may contribute to group dynamics.

6. List four ways you may personally benefi t from being a member of a group.

7. Name three ways a person can actively participate in a group’s activities.

8. What is the purpose of career and technical student organizations?

9. Name fi ve examples of CTSOs.

10. How can participating in a CTSO help you get a job?

Facts in Review



1. Language Arts. Using Internet or print sources, research how communication skills improve group dynamics. Write a report of your fi ndings. Give an oral presentation of your report in class.

2. Science. Working in a group, prepare a research project involving future trends in Science-related careers. Elect a team leader for your group. After the project is fi nished, hold a group discussion about leadership in relation to the success of your project.

3. Social Studies. List at least three examples of recent civic activities conducted by student groups. Write a brief essay on how these activities benefi t the community.

Developing YourAcademic Skills

1. Using the Internet, explore the Web sites of the career and technical student organi-zations listed in this chapter. Choose the organization you are most interested in and write a one-page report based on your fi ndings.

2. Using the Internet, research famous leaders and qualities that made them great leaders. Prepare a presentation of your fi ndings.

Information Technology Applications

1. Academic Foundations. Find a story in the local newspaper that involves a team and discusses the roles of each team member.

2. Problem Solving and Critical Thinking. Contact a member of a team or organization in your school of which you are not a member. Discuss the group dynamics of that organization.

3. Leadership and Teamwork. Working with two classmates, develop a list of ways a person with position authority can make the transition to earned authority.

4. Systems. Become an active member in an organization and take a leadership role, either as an offi cer or as a contributing member of a committee.

5. Employability and Career Development. Join an organization and compete in a lead-ership or skills competition.

6. Communications. Write a short story on being a contributing member or leader of a nonschool organization.

Applying YourKnowledge and Skills

List the traits you already possess as a pro-ductive member of a team, then list the traits you want to develop or improve. Explain how you lead (or would lead) a team effectively by listing the leadership traits you already possess. Also list the leadership traits you want to develop or improve. Prepare a one-page chart with four columns to list the traits in each category.

Identify one or more groups that can help you develop the traits you lack or need to improve. Explain how these groups can help in a brief written report. Give both pages to a trusted teacher or counselor and ask for a confi dential review. Can the reviewer recommend any other traits to list or groups to explore? Record the reviewer’s recom-mendations and refer to your lists as needed.

Developing Workplace Skills


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From School to Work Chapter 10joansavoie.weebly.com/.../ch10_-_leadership_and_group_dynamics.pdf · Reading Advantage 1100 Leadership and Group Dynamics 200 Chapter Objectives After