Leading in a Knowledge Workplace
Activity 3.1 (100 words)
Leader actions that foster teamwork
Consider Table 9-1 (DuBrin, 2013:281), and provide comments:
Actions leaders can take using their own resources
1. Defining the team’s mission
2. Establishing a climate of trust
3. Developing a norm of team work, based on cooperation theory
4. Developing group emotional intelligence
5. Emphasizing pride in being outstanding
6. Serving as a model of team work, including power sharing
7. Using a consensus leadership style
8. Establishing urgency, demanding performance standards, and providing direction
9. Encouraging competition with another group
10. Engaging in ample interaction with the team
11. Minimizing micro management
1. To what extent does a leader in an organisation with which you are familiar, engage in the eleven actions listed?
2. To what extent does an organisation with which you are familiar provide the structure or policy listed in that Table?
Activity 3.2 (200 words)
Leading virtual teams
Think about being a member of a virtual team whose members are not geographically together.
1. How would you interact with other team members, especially if you are the only one not located together geographically?
2. How would you develop trust?
3. How would you overcome disagreements, misunderstandings and different points of view?
4. If you were leading a team, what processes and support systems would you put in place to facilitate effective teamwork?
Activity 3.3 (100 words)
Leadership and Scale
1. Is there any difference in leadership styles as regards the size of an organisation?
2. Is leading a digital team – a team in a Knowledge Society – in any essential way different from that in a small physically located workplace?
Activity 3.4 (200 words)
Select one of the three theories discussed in DuBrin (2013, Chapter 10) or in Hersey et al
1. Expectancy theory
2. Goal theory
3. Equity theory
Relate behaviours you have observed in your workplace or other organisation (eg sporting club, community organisation) to that theory and comment.
Activity 3.5 (200 words)
Case study: Leadership, motivation, incentives and reward
Current President of the Australian Medical Association, Associate Professor Brian Owler, had seen so much brain damage done to people in car accidents that when driving home after operating on yet another young victim one particularly bad long weekend several years ago, he decided to do something about it. As the (then) NSW president of the AMA, he approached the NSW government, and the result was the “Don’t Rush” campaign that is currently running on television, in print media, and on road-side billboards in NSW. Dr Owler is one of the “faces” of that campaign.
As well as his leadership in the campaign against road deaths and injuries caused by speeding, Dr Owler is also a strong advocate for the need to change the culture of drinking in Australia. When speaking at the National Press Club in Canberra in July 2014, Dr Owler commented that doctors “are not wowsers or prohibitionists, but we see the results of speeding and drinking” all the time. He said that doctors see what happens to people day in and day out as a result of drinking. He said that it’s not just the high profile “king hits”; it’s the glassings; the falls from balconies; it’s the domestic violence and the beatings. This entrenched culture of drinking, and the damage that results from it, is what is behind the AMA’s call for a Federal response to the issue, and the proposed National Alcohol Summit later this year.
An example of the “Don’t Rush” ads can be watched here:
Further information about the campaign is available here:
1. What leadership skills did A/Prof Owler demonstrate in conceptualizing and developing this campaign?
2. In terms of changing driver behaviour, what motivation, incentive and reward appeals are made to drivers through the campaign?