Test Bank for Supervision and Leadership in a Changing World 1st Edition Gary Dessler

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Prentice Hall is a registered trademark of Pearson Education, Inc.Instructors of classes using Dessler, Supervision and Leadership in a Changing World, 1st edition, may reproduce material from the instructors manual for classroom use.10 9 8 7 6 5 4 3 2 1

ISBN-13: 978-0-13-505869-5

ISBN-10:0-13-505869-4INSTRUCTOR MANUALTABLE OF CONTENTS

Sample Syllabi5

16-Week Semester Course Outline

10-Week Semester Course Outline

CHAPTER 1 The Supervisors Role in a Changing World8

Outline

Answers to Discussion Questions

Case Study 1: This is my Life - Job of a Supervisor

Experiential Exercise #1

CHAPTER 2 Leading Todays Diverse Workforce13

Outline


Case Study 1: Just Promoted - Born to Lead?




CHAPTER 3 Solving Problems and Making Decisions20

Outline


Case Study 1: Making The Right Decisions




CHAPTER 4 Planning and Setting Goals26

Outline


Case Study 1: Opening the Hollywood Knitting Factory

Case Study 2: Planning In The Face of Uncertainty




CHAPTER 5 Understanding How to Control Work Processes33

Outline


Case Study 1: Controlling a Ritz-Carlton

Case Study 2: Control at Carter Cleaning Center





CHAPTER 6 Organizing Jobs and Work39

Outline


Case Study 1




CHAPTER 7 The Supervisors Role in Equal Employment46

Outline


Case Study 1: An Accusation of Sexual Harassment in Pro Sports

Case Study 2: A Question of Discrimination



CHAPTER 8 How to Interview and Select Employees52

Outline


Case Study 1: Ethics and the Out-of-Control Interview

Case Study 2: Honesty Testing at Carter Cleaning Centers


CHAPTER 9 Training and Developing Employees59

Outline


Case Study 1: Reinventing The Wheel at Apex Door Company

Case Study 2: The New Training Program

Experiential Exercises #1-8

Experiential Exercise #9: Flying the Friendlier SkiesCHAPTER 10 Using Motivation and Incentives68

Outline

Answers to Discussion Questions Case Study 1: Dayton-Hudson Corporation: Learning to Motivate Employees

Case Study 2: Jetblue: Keeping the Troops Happy





CHAPTER 11 Leading the Team Effort75

Outline


Case Study 1: Team Building at the Colorado Symphony

Case Study 2: Building Teamwork at Jetblue





CHAPTER 12 Coaching and Communicating Skills for Leaders83

Outline


Case Study 1: Approaching Diversity: Barriers or Breakthroughs?

Case Study 2: Keeping Communication Open at Jetblue





CHAPTER 13 Appraising and Managing Performance92

Outline


Case Study 1: Appraising the Professor

Case Study 2: Carter Cleaning Centers - The Performance AppraisalExperiential Exercise #1


CHAPTER 14 Supervising Ethics, Fair Treatment, and Discipline at Work99

Outline


Case Study 1

Case Study 2







CHAPTER 15 Supervising Grievances and Labor Relations106

Outline


Case Study 1: Negotiating with the Writers Guild of America

Case Study 2: The Grievance







CHAPTER 16 Protecting Your Employees Safety and Health113

Outline


Case Study 1: The New Safety and Health Program

Case Study 2: Carters New Safety Program







SAMPLE SYLLABUS

SUPERVISORY MANAGEMENT

COURSE DESCRIPTION:The basic goal of supervision and leadership in a changing world is to provide you with the knowledge and tools you will need to supervise todays knowledge-based and multicultural workers. Emphasis will include making better decisions, planning and setting goals, organizing jobs and work, interviewing and screening employees, training, motivating, leading team efforts, appraising performance, and handling grievances and labor relations.

STUDENT LEARNING OBJECTIVES: Develop the ability to integrate the proven, traditional, and functional approach to supervisory management, and apply it to todays knowledge-based and multicultural workforce.

Demonstrate the ability to effectively communicate on a professional level with workers, unions, and other management personnel including: leading, motivating, coaching, appraising, disciplining, and problem solving.

Develop the ability to analyze problem situations, and suggest possible solutions.

Acquire and demonstrate an understanding of management thought including functional relationships and various management theories.16-WEEK SEMESTER COURSE OUTLINE

WEEK 1Introduction to course objectives and assignments. Chapter 1-The Supervisors Role in a Changing World.

WEEK 2Chapter 2-Leading a Diverse Workforce. Assign experimental exercise.

WEEK 3Chapter 3-How to Make Better Decisions. Assign term project (interviewing supervisors).

WEEK 4 Chapter 4-How to Plan and Set Goals. Review for Test I (chapters 1-4).

WEEK 5Test I (chapters 1-4). Chapter 5-How to Understand Budgets and Control Work Processes.

WEEK 6Chapter 6-How to Organize Jobs and Work. Begin Chapter 7-The Supervisor and Equal Employment.

WEEK 7Complete Chapter 7. Guest speaker (equal opportunity). Begin Chapter 8-How to Screen and Interview Prospective Employees.

WEEK 8Complete Chapter 8. Review for Test II (chapters 5-8). Test II (chapters 5-8).

WEEK 9Chapter 9-Orienting and Training Employees. Begin Chapter 10-Using Motivation and Incentives.

WEEK 10Complete Chapter 10. Chapter 11-How to Lead the Team Effort.

WEEK 11Chapter 12-Coaching and Communicating at Work. Review for Test III (chapters 9-12).

WEEK 12 Test III (chapters 9-12). Chapter 13-Appraising and Managing Performance. Guest speaker (how to appraise supervisory performance)

WEEK 13Chapter 14-Supervising Discipline, Ethics, and Fair Treatment at Work. Begin Chapter 15-Labor Relations and How to Handle Grievances.

WEEK 14Guest speaker (union relations). Complete Chapter 15. Term project due.

WEEK 15Chapter 16-Supervising Health and Safety at Work. Return term projects; discuss in class.

WEEK 16Review for Final Exam (chapters 13-16).

10-WEEK SEMESTER COURSE OUTLINE

WEEK 1Introduction to course objectives and assignments. Chapter 1-The Supervisors Role in a Changing World.

WEEK 2Chapter 2-Leading a Diverse Workforce. Chapter 3-How to Make Better Decisions.

WEEK 3Chapter 4-Planning and Setting Goals. Chapter 5-How to Understand Budgets and Control Work Processes. Assign term project (interviewing supervisors).

WEEK 4Chapter 6-Organizing Jobs and Work. Review for Test I (chapters 1-5). Test I (chapters 1-5).

WEEK 5Chapter 7-The Supervisor and Equal Employment. Chapter 8-Interviewing and Screening Employees. Guest speaker (equal opportunity).

WEEK 6Chapter 9-Orienting and Training Employees. Chapter 10-How to Use Motivation and Incentives.

WEEK 7Review for Test II (chapters 6-10). Test II (chapters 6-10). Begin Chapter 11-Leading the Team Effort.

WEEK 8Complete Chapter 11. Chapter 12-Coaching and Communicating at Work. Begin Chapter 13-Appraising and Managing Performance.

WEEK 9Complete Chapter 13. Chapter 14-Supervising Discipline, Ethics, and Fair Treatment at Work. Chapter 15-Handling Grievances and Labor Relations. Review for Final Exam (chapters 11-15).

WEEK 10Chapter 16-Supervising Health and Safety at Work. Guest speaker (safety). Final Exam (chapters 11-15).

CHAPTER 1 The Supervisors Role in a Changing WorldOutline

I.What Do Supervisors Do?

A.Introduction

1. Install a skilled supervisor in an under-performing situationthe effects of good supervision are amazing.

2.Companies with better supervisors have lower turnover rates and higher profits.

B.Organization defined

1.An organization consists of people with formally assigned roles who work together to achieve stated goals.

2. Organizations have structureemployees know who does what and how the work flows.

C.Management defined

1.A group of people who are responsible for accomplishing an organizations goals through planning, organizing, leading, and controlling the efforts of the organizations people

D.Types of managers

1.Executives-top level of firms management

2.Middle managers-report to top management (executives) and allocate resources

3.First-line supervisors first rung of the management ladder

E.Three aspects of supervisory work

1.Supervisor is responsible for accomplishing the organizational units goals.

2.Supervisors always get things done through other people.

3.Supervisors must be skilled at planning, organizing, staffing, leading, and controlling if they are to accomplish the organizations goals through other people (management process).

F.Supervisory roles

1.Figurehead role

2.Leader role

3.Liaison role

4.Spokesperson role

5.Negotiator role

G.Supervisor defined

1.Managers who have workers as subordinates and direct and control the employees who actually do the work

II.Do You Have What It Takes to Be a Supervisor?

A.What traits should supervisors have?

1.Social orientation-be comfortable dealing with people

2.Enterprising orientation-like working with people in a supervisory or persuasive way

B.What competencies should supervisors have?

1.Managerial competence-show strong motivation to manage others

2.Analytical competence-the ability to identify, analyze, and solve problems

3.Interpersonal competence-the ability to influence, supervise, lead, manipulate, and control people at all levels

C.What skills should supervisors have?

1.Technical skills-knowledge of how to plan, organize, lead, and control

2.Interpersonal skills-knowledge about human behavior and group processes; understanding feelings, attitudes, and motives of others

3.Conceptual skills-the judgment, creativity, and ability to see the big picture

D.The supervisors changing worldToday many supervisors need the leadership and interpersonal skills to build team consensus. They also need cross-cultural sensitivity to shape diverse employees into functioning teams.

1.Changes in the supervisors responsibilities are evolving slowly in response to conditions in businesses demographic, competitive, and technological environment.

a)Demographic trends-Generation Y

b)The aging workforce-retirees

c)Non-traditional workers part-time

2.Globalization trends-new markets abroad; more competition; emphasis on lower costs and higher productivity (off-shoring)

3.Workforce diversity-racial and ethnic groups, gender, older and younger workers, disabilities, and religion

4.Technological trends-the Internet-based communications and offshore call centers (India)

III.What These Changes Mean for Supervisors

A.Trends have implications for supervisors

1.Outstanding leadership skills will be needed with more professional and self-directed workers.

2.Managers will need to supervise in a diverse, multi-cultural, multi-age workforce.

a)Potential problems that diversity can produce include: stereotyping, discrimination, tokenism, and ethnocentrism.

3.Managers will need world-class basic supervisory skills.

a)Basic skills will include planning and setting goals, organizing jobs and work, interviewing and screening employees, and appraising and managing performance.

ANSWERS TO DISCUSSION QUESTIONS

1.What is supervision?

Answer: Supervision is getting things done through other people. Supervision accomplishes organizational goals using the skillful application of planning, organizing, staffing, leading, and controlling which represent the supervisors five basic functions.

2.If organizations are goal directed, how can decisions to allocate resources (supplies, machines, etc.) made by middle managers impact a first line supervisor in doing their job?

Answer: In order for a supervisor to accomplish organizational goals, he/she must have the necessary resources (facilities, machines, materials, and personnel) available. When middle managers do not allocate these resources, supervisors cannot do their jobs.

3.How much influence/input should a first line supervisor have when the CFO (Chief Financial Officer) changes a department budget item affecting that supervisor?

Answer: Supervisors are held responsible to develop specific goals and plans to prioritize, organize, and accomplish their work. Changes in budget items (supplies) may affect the supervisors ability to accomplish their goals.

4.Briefly outline the five functions of the Management Process.

Answer: The five functions of the management process are: planning-setting goals, developing roles and procedures, forecasting, and developing plans; organizing-identifying jobs to be done, hiring people to do them, delegating authority, establishing communication channels, and coordinating work; staffing-finding, selecting, training, appraising, and compensating unit employees; leading-influencing other people to get the job done; controlling-setting standards, comparing actual performance to these standards, and taking corrective action if required.

5.Using the Management Process to reach organization goals, which of the supervisory roles is most critical? Explain.

Answer: Without question, the supervisors role as leader is most important. Why? As a leader, the supervisor must motivate and encourage employees to accomplish set goals. Supervisors direct and control employees who actually do the work. Without leadership, little would be accomplished.

6.Why is the leadership ability the key personal characteristic when identifying supervisory traits?

Answer: The key personal characteristic or trait of successful supervisors is called managerial competence-showing a strong motivation to manage others. Interpersonal competence is the ability to influence, supervise, lead, manipulate, and control people at all levels.

7.What steps would you take to build technical skills for a new supervisor? Interpersonal skills? Conceptual skills?

Answer: Supervisors must know how to plan, organize, lead, and control. These technical skills can be built with experience and training; interpersonal skills are built on the ability to listen and act with tact and diplomacy (covered in chapters 10-12). Conceptual skills are built on the ability to see the big picture based on good judgment.

8.In a typical day in the life of a supervisor, explain how the ability to listen and communicate are critical tasks which, if not executed properly, could deter the supervisor from reaching his/her goals.

Answer: Supervisors who demonstrate the skills including speaking, persuading, negotiating, critical thinking, and active listening are far more likely to reach their goals since they are getting things done through other people.

9.How can todays supervisors prepare for tomorrows opportunities in a global business environment?

Answer: Globalization means more competition and more pressure to be world class. Many of todays supervisors who want to prepare for tomorrows global opportunities must develop the tools needed to supervise knowledge-based and multicultural workers.

10.Why is it so important that supervisors learn how to manage in a diverse work place?

Answer: Todays workforce diversity reflects the interplay of numerous demographics, globalization, competition, and political trends. In order for supervisors to survive in this environment of diversity, they must adjust and learn to manage a diverse workforce.

CASE STUDY 1This is my Life - Job of a Supervisor

1.Indications that Thompson is performing the five basic functions of management:

Planning - Set sales/Service goals

Organizing - Setup and schedule work and deliveries

Staffing - Hire and train new drivers and route salespeople

Leading - Motivate workers/Relationship - Boss

Controlling - Solve service/logistics problems

2.Filling Supervisor roles:

Figurehead - Meetings with employees and customers

Leader - Leading by example

Liaison - Work with shippers and warehouses

Spokesperson - Representing company to potential new customers

Negotiator - Supporting his workers and developing new customer relationships

3.Recommendations:

Take steps to relieve potential stress

Develop current job description

Work closely with boss in-order to move up

4.Yes - Kyle does exhibit managerial competence:

Analytical competence - His ability to identify, analyze and Solve problems

Interpersonal competence - His ability to influence, supervise and lend people at all levels

Emotional competence - Kyle has intense fortitude

ANSWER TO EXPERIENTIAL EXERCISE #1

1.A checklist for future searches of potential store supervisors should include:

Ability to work with others and help them with the skills necessary to help others with personal problems including teaching, and meeting other people

Ability to enterprise people who like working with others in a supervisory way

Ability to organize the work of others who are both ambitious and assertive

Skills that should be technical, interpersonal, and conceptual

2.We are most likely to choose Doris, a long-time employee who had demonstrated, in her counter job, the ability to get things done through other people.

3.Doris exhibited an enterprising orientation and a managerial competency showing a strong motivation to manage others. Doris also exhibited technical skills being able to know and run the business, interpersonal skills with the ability to communicate, and conceptual skills with the ability to see the big picture.

4.Note the similarities in the check lists.

CHAPTER 2

Leading Todays Diverse Workforce

OutlineI.What is Leadership?

A.Introduction

1.Your team must accomplish its goals, and since it is people who do the work, execution requires leadership.

B.Defining leadership

1.Leadership means influencing someone to work willingly toward a predetermined objective.

C.Studying leadership

1.Effective supervisory leadership reflects a balance of (1) traits and skills; (2) how you act; and (3) right for the situation.

II.Basic Theories of Leadership

A.Introduction

1.The three main scientific approaches to studying leadership focus on leaders traits, skills, behavior, and situation.

B.Its who you are: the leaders traits

1.Early leadership researchers thought that great leaders were born not made.

2.Professor Ralph Stogdill reviewed 163 studies of leadership traits: Table 2.1 summarizes these leadership traits.

3.Research supports that there are certain core traits which contribute to business leaders success, including:

a) Leaders have drive

b)Leaders are motivated to lead

c)Leaders are honest

d)Leaders have self-confidence

e)Leaders have cognitive ability

f)Leaders know business

C.Do you have the clout? Power? Leadership?1.A leader without power is really not a leader at all, since he or she has no chance of influencing anyone to do anything.

2.Sources of power derive from several sources:

a)Formal position-chain of command

b)Reward-those who do well

c)Punish-those who do not do well

d)Expert-authority on a topic

e)Referent-personal charisma

3.Do not ignore your followerssupervisors only have as much power as their followers grant them.

4.Command and control-The leadership approach to leading self-managing teams represents coaching and convincing subordinates which is more than simply telling them what to do.

D.Its how you behave: leader behaviors

1.Research studies assume that leaders perform two main functionsaccomplish the task and satisfying followers needs. The leaders behaviors are both task-oriented (what they must do) and social- or people-oriented (reducing tension and boosting morale).

a)The Ohio State studies: Two leadership styles are measured including consideration (the leader is friendly and approachable) and initiating structure (work is organized by defining roles and channels of communication). Conclusions of the research state that it usually is a balance of styles which work best and that the leadership style that is right for one situation might be wrong for another.

b)The University of Michigan studies: Two leadership styles are identified including employee-oriented leaders (focus on building good interpersonal relationships) and job centered leaders (focus on production and the jobs technical aspects.

c)The Level 5 Leadership Style: Level 5 leadership is a blend of personal humility and professional will. Level 5 leaders are modest, calm, and willing to take the blame but also exhibit an unwavering resolve to do what is required to get the job done.

d)Leadership style and emotional intelligence: People who score high on emotional intelligence act self-confident, trustworthy, culturally sensitive, and persuasive.

2.Transformational leadership-those leaders who bring about change, innovation, and entrepreneurship. They recognize the need for revitalization, create a new vision, and institutionalize change. Behaviors exhibited include: charismatic, inspirational, considerate, and stimulating.

E.Adapting your style to the situation

1.Situational leadership theories-leadership traits and styles that might be right for one situation may backfire in another. Also, leaders can exhibit more than one style.

a)Fiedlers Contingency Theory of Leadership: This theory determines whether the people-oriented style or the task-oriented style is best for the situation. This is determined by leader position power, task structure, and leader-member relations.

b)Path-goal leadership theory: This theory is based on whether a person will be motivated, depending on whether the person believes he or she can accomplish a task, and on whether he or she desires to do so. Four leadership styles are identified including: (1) directive leadership; (2) supportive leadership; (3) participative leadership; and (4) achievement-oriented leadership.

c)Substitutes for leadership theory: This theory states that various characteristics of the subordinates, the task, and the organization may either (1) substitute for (render unnecessary) leadership action or neutralize (prevent) the leaders best efforts. See Tables 2.3.

III.Translating Leadership Theory into Practice

A.Introduction

1.Two famous integrative leadership theories tie together the trait, behavior, and contingency approaches.

a)Vroom-jago-yetton model: Since there are different degrees of participation, this model lets you assess a situation and decide how participative to be. Their technique consists of three components: (1) a set of management decision styles; (2) a set of diagnostic questions; and (3) a decision tree for identifying how much participation the situation calls for.

b)The Hersey-Blanchard situational leadership model: This model aims to provide a practical way for a leader to decide how to adapt his or her style to the task. The four leadership styles are:

1.Delegating style

2.Participating style

3.Selling style

4.Telling style

(See figure 2-9)

B.How to improve your leadership skills

1.Skill 1-Decide if you are ready to be a leader.

2.Skill 2-Fit your style to the situation.

3.Skill 3-Pick the right leadership situation.

4.Skill 4-Build your power base.

5.Skill 5-Exercise better judgment.

6.Skill 6-Improve your other leadership traits and skills.

IV.Special Leadership Skills for Leading a Diverse Workforce

A.Introduction

1.Managing diversity means maximizing diversitys potential advantages while minimizing the potential barriers such as bias.

B.Are you adjusting to individual differences?

1.Never forget that your supervisory actions may trigger different reactions.

C.Develop your multicultural consciousness

1.Being sensitive to and adapting to individual cultural differences is easier said than done. Here are some steps suggested to keep moving toward the goal of developing a diversity consciousness:

a)Take an active role in educating yourself.

b)Put yourself in a learning mode in any multicultural setting.

c)Move beyond your personal comfort zone.

d)Do not be too hard on yourself if misunderstandings arise.

e)Realize that you are not alone.

D.Ask: are you really treating everyone equally?

1.The leader-member exchange theory says leaders tend to adapt their styles to the quality of the relationship between the leader and the subordinate.

2.Encourage inclusiveness on an interpersonal level, work hard to facilitate communication, and participate among your employees.

3.Actively integrate immigrants into your team

a)Language barriers and differences in culture are challenges that must be overcome.

b)Make sure all immigrants you employ are legal, and make sure that the employee gets off on the right track. Also, watch for any warning signs of prejudice.

ANSWERS TO DISCUSSION QUESTIONS

1.What is leadership?

Answer: Leadership is influencing someone to work willingly toward a predetermined objective.

2.Rank (6) low to (1) high the core traits, discussed in chapter 2, in order of their importance.

Answer: Answers to this question will vary and are a basis for good discussion. Core traits which will usually rank high will be: leaders have drive, leaders are motivated to lead, leaders have self-confidence, and leaders know the business.

3.How effective can a leader (supervisor) be without a power base to influence people?

Answer: A leader without a power base is really not a leader at all and has no chance of influencing anyone to do anything.

4.Using your knowledge of the studies of leadership behavior, how can effective leaders engage in behavior which will move people in the desired direction?

Answer: Researchers have spent years trying to explain how a leaders behavior relates to his or her effectiveness. Leaders, who are successful, perform two main functions: accomplishing the task and satisfying followers needs.

5.Name five individuals who have demonstrated transformational leadership.

Answer: Individuals who have demonstrated transformational leadership include: Billy Gralton, Oral Roberts, Jim Jones, Bill Clinton, the Pope, Michael Jordan, Donald Trump, and others.

6.Give an example where situational leadership could be applied to the direct supervision of three different employees.

Answer: Fitting the leadership style to the situation: directive style to subordinate who expects direct guidance; supportive style to subordinate who lacks self-confidence; and participative style to subordinate who wants to make his/her own decisions.

7.When applying the situational leadership model, why is delegating such an important part of this model?

Answer: When applying the situational leadership model, depending on the leadership style used, the delegation of authority is important to carry out the assignment.

8.List and briefly discuss the four fundamental guidelines to keep in mind when supervising a diverse workforce.

Answer: (1) Ask: Are you adjusting to individual differences?-supervisory actions may trigger different reactions; (2) Develop your multi-cultural consciousness-take an active role in educating yourself; (3) Ask: Are you really treating everyone equally?-you may treat people who are not similar to you differently than you treat others; (4) Actively integrate immigrants into your team-work diligently to welcome immigrants to your team.

CASE STUDY 1

Just Promoted - Born to Lead?

1.Joe does a poor job in exhibiting the core traits discussed in this chapter. Joe cant lead when he is doing the job himself. He seems not to have the self-confidence needed to contribute to his success as a supervisor. He may know the business well, but most likely lacks the cognitive ability to make good decisions.

2.Joe is not monitoring his workers. If he were, they would not be standing around when he returned to the job. Putting work before personal problems of his workers, indicates that the interpersonal facet of his job is not being covered.

3.When you take a good working off the line and say to them now youre a supervisor, that does not mean for sure that they are a good leader. Companies must be very careful when they promote within, to orientate line workers to what a job in management involves.

4.Strong points:

Has participated in executing decisions

Knows the workers personally

Knows the company and the jobs to be done

Can schedule work

Weak points:

Little knowledge of company policies

Problems with making decisions

Must lead- not run machines

Does not care about worker personal problems

Can not motivate workers effectively

5.Joe could profit from:

A better orientation to his new job

A current job description including his duties

Study of company policies dealing with discrimination

Attending a university course in supervision


1.Supervising comes down to executing. Your team must accomplish its goals, and execution requires leadership. Rudys team, at the end of the day, had not accomplished anything because it was given nothing to accomplish. There is a lack of leadership in this case.

2.A good example of a leadership primer that Rudy can follow is found in Table 2-2, fitting the style to the situation using the path-goal theory.

3.After the groups spokesperson has shared his or her recommendation with the class, open up a discussion of how Rudy could have made it through the first day. It seems that management gave Rudy no orientation or instruction of what to do or how to accomplish his objectives.


2.A checklist to be used by new supervisors who have been assigned to supervise a diverse workforce should include the following:

*Are you adjusting to individual differences?

*Develop your multicultural consciousness

Take an active role in educating yourself

Put yourself in a learning mode in any multicultural setting

Move beyond your personal comfort zone

Dont be too hard on yourself if misunderstandings arise

Realize that you are not alone

*Ask: Are you really treating everyone equally?

*Encourage inclusiveness

*Actively integrate immigrants into your team

ANSWER TO EXPERIENTIAL EXERCISE #33.Two examples of many transformative leaders are:

General Colin Powell- Charismatic, Considerate, and Stimulating

Rev. Billy Graham- Charismatic, Inspirational, and Considerate

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Test Bank for Supervision and Leadership in a Changing World 1st Edition Gary Dessler