Solution Manual For
Leadership in Organizations, Global Edition, 9th edition Gary A. Yukl William L. Gardner
Chapters 1-14
Preface
This manual is designed to facilitate learning and assessment of leadership theories, concepts,
research findings, and practices in the ninth edition of Leadership in Organizations. The manual
is organized by type of activity and book chapter.
The first section of the manual contains general guidelines for using the short cases found at the
end of most chapters in the book. In the Table of Contents for the manual, the relevant chapter
for each case is noted in parentheses. The cases facilitate learning and make the material more
interesting for students. For each specific case there are notes about the answers to the case
questions. The cases can be used for class activities, written assignments, or exams. Because the
amount of time required for a case depends on how it is used, no recommended times were
provided for the cases.
The manual also contains experiential exercises that can be used to help students learn skills that
are important for effective leadership. Some of the exercises involve activities that can be used
in the classroom, and other exercises involve activities more suitable for use outside the
classroom. Role plays are a special type of classroom activity, and they are in a separate part of
the section on exercises. Because of limited space, it was not possible to include exercises for
each chapter in the book. Other relevant exercises and role plays can be found in skills books
and experiential learning books on management and organizational behavior.
Feedback from professors who use the manual is appreciated. Let us know what worked well,
what problems were discovered, and what improvements are needed. If you discover other
cases, exercises, or videos that are especially relevant and effective for teaching leadership skills,
please let us know about them also. We can be contacted by email ( and
).
, Contents
Cases
General Guidelines for Using the Cases . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 6
Case Analyses:
Consolidated Products (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Hour Glass (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Acme Manufacturing Company (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
UK Leisure Center (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Echo Electronics (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Tandberg Telecom (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
In Feet First (Ch. 5) . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 17
Ready Foods (Ch. 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Svenson & Sons (Ch. 6) . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 19
General Hospital (Ch. 6) . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
National Products (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Farah (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Metro Bank (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 25
Astro Airlines, Parts 1 and 2 (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Unethical Leadership at Enron (Ch. 9) . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 29
Crocodile Shavers (Ch. 9) . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 30
Cromwell Electronics (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 32
American Financial Corporation (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . .. . . . 34
Dragon Wash (Ch. 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Columbia Corporation, Case: Moon Events Corporation (Ch. 11) . . . . . . 38
Costco (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 39
Turnaround at Nissan (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
, Madison, Jones & Conklin (Ch. 13) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 43
A Day in the Life of a Global Leader (Ch. 13) . . . . . . . . . . . . . . . . . . . . . . . 45
Federated Industries, Wilkinson, Crowe, and Mauley (Ch. 14) . .. . . . .. . . 47
River Bank (Ch. 14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 49
Outside Exercises
Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Exercises:
Student Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Managerial Behavior Diary …………………………………………………… 52
Analysis of Leadership in Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Analysis of Famous Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Analysis of Leadership in a Movie ............................. 56
Classroom Exercises
Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Exercises:
Decision Styles Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Influence Scenario Exercise . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 67
Analysis of Visionary Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Tower Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Role Play Exercises
Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Guidelines for Using Role Play Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Role Plays:
Save-Mart Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Union Chemicals Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
KB Sportswear Role Play .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
, Case Notes
General Guidelines for Using the Cases
The cases provide concrete examples of the abstract conceptions and principles discussed
in the book. Most of the cases ask students to identify examples of appropriate and
inappropriate behavior by the manager described in the case. Students may be asked to
recommend what the manager should have done differently or what the manager should do
next.
For the more complex cases, it is usually best to have students analyze the case alone as
homework and come to class prepared to discuss it. The shorter, less complex cases can be
read and analyzed right in class, but the analysis is usually better when it is done as homework
prior to class. After a case is analyzed individually by students, there are a number of options
for discussing it.
One option is to discuss the case with the entire class. Of course, the larger the class, the
less opportunity each member has for participation in the discussion. A second option is to
form small groups to discuss the case separately and report back to the class on their findings
and recommendations. This option is most suitable for a small class. A third option is to select
one team of students that will analyze the case prior to the class and present their analysis
during class. The remaining students are asked to read the case individually and critique the
analysis made by the presenting team. A different team gets a turn to present each week. This
approach is more appropriate for a larger class.
The following guidelines will facilitate learning from the cases. Some of the guidelines
assume the use of small groups to discuss a case following individual analysis of it.
1. When assigning cases to students, explain the purpose of the case and how it will be used.
Tell students what type of analysis they are expected to prepare for class.
2. The focus of the initial analysis should be to understand the leadership dilemmas in the case
and what the case says about effective leadership, not to find solutions for specific problems.
In making this analysis, students should try to use the concepts and theories discussed in the
chapter. After a broader understanding is achieved, it is easier to determine what problems
exist (if any), how they could have been avoided, and what the manager should do next to deal
with them.
3. Emphasize the complexity of leadership situations and the tradeoffs faced by managers in
making choices. Encourage students to consider different interpretations of the case rather
than quickly focusing on a single, narrow interpretation. Encourage students to look for
multiple causes of problems, rather than a simple explanation. Students should try to
understand why people acted the way they did in the case, rather than stereotyping them or
looking for someone to blame for problems. Most of the cases depict managers with both
strengths and weaknesses who are trying to do their job in a way they think is appropriate.
Leadership in Organizations, Global Edition, 9th edition Gary A. Yukl William L. Gardner
Chapters 1-14
Preface
This manual is designed to facilitate learning and assessment of leadership theories, concepts,
research findings, and practices in the ninth edition of Leadership in Organizations. The manual
is organized by type of activity and book chapter.
The first section of the manual contains general guidelines for using the short cases found at the
end of most chapters in the book. In the Table of Contents for the manual, the relevant chapter
for each case is noted in parentheses. The cases facilitate learning and make the material more
interesting for students. For each specific case there are notes about the answers to the case
questions. The cases can be used for class activities, written assignments, or exams. Because the
amount of time required for a case depends on how it is used, no recommended times were
provided for the cases.
The manual also contains experiential exercises that can be used to help students learn skills that
are important for effective leadership. Some of the exercises involve activities that can be used
in the classroom, and other exercises involve activities more suitable for use outside the
classroom. Role plays are a special type of classroom activity, and they are in a separate part of
the section on exercises. Because of limited space, it was not possible to include exercises for
each chapter in the book. Other relevant exercises and role plays can be found in skills books
and experiential learning books on management and organizational behavior.
Feedback from professors who use the manual is appreciated. Let us know what worked well,
what problems were discovered, and what improvements are needed. If you discover other
cases, exercises, or videos that are especially relevant and effective for teaching leadership skills,
please let us know about them also. We can be contacted by email ( and
).
, Contents
Cases
General Guidelines for Using the Cases . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 6
Case Analyses:
Consolidated Products (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Hour Glass (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Acme Manufacturing Company (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
UK Leisure Center (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Echo Electronics (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Tandberg Telecom (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
In Feet First (Ch. 5) . .. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 17
Ready Foods (Ch. 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Svenson & Sons (Ch. 6) . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 19
General Hospital (Ch. 6) . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
National Products (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Farah (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Metro Bank (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 25
Astro Airlines, Parts 1 and 2 (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Unethical Leadership at Enron (Ch. 9) . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 29
Crocodile Shavers (Ch. 9) . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 30
Cromwell Electronics (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 32
American Financial Corporation (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . .. . . . 34
Dragon Wash (Ch. 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Columbia Corporation, Case: Moon Events Corporation (Ch. 11) . . . . . . 38
Costco (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 39
Turnaround at Nissan (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
, Madison, Jones & Conklin (Ch. 13) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 43
A Day in the Life of a Global Leader (Ch. 13) . . . . . . . . . . . . . . . . . . . . . . . 45
Federated Industries, Wilkinson, Crowe, and Mauley (Ch. 14) . .. . . . .. . . 47
River Bank (Ch. 14) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 49
Outside Exercises
Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Exercises:
Student Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Managerial Behavior Diary …………………………………………………… 52
Analysis of Leadership in Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Analysis of Famous Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Analysis of Leadership in a Movie ............................. 56
Classroom Exercises
Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Exercises:
Decision Styles Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Influence Scenario Exercise . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 67
Analysis of Visionary Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Tower Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Role Play Exercises
Description of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Guidelines for Using Role Play Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Role Plays:
Save-Mart Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Union Chemicals Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
KB Sportswear Role Play .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
, Case Notes
General Guidelines for Using the Cases
The cases provide concrete examples of the abstract conceptions and principles discussed
in the book. Most of the cases ask students to identify examples of appropriate and
inappropriate behavior by the manager described in the case. Students may be asked to
recommend what the manager should have done differently or what the manager should do
next.
For the more complex cases, it is usually best to have students analyze the case alone as
homework and come to class prepared to discuss it. The shorter, less complex cases can be
read and analyzed right in class, but the analysis is usually better when it is done as homework
prior to class. After a case is analyzed individually by students, there are a number of options
for discussing it.
One option is to discuss the case with the entire class. Of course, the larger the class, the
less opportunity each member has for participation in the discussion. A second option is to
form small groups to discuss the case separately and report back to the class on their findings
and recommendations. This option is most suitable for a small class. A third option is to select
one team of students that will analyze the case prior to the class and present their analysis
during class. The remaining students are asked to read the case individually and critique the
analysis made by the presenting team. A different team gets a turn to present each week. This
approach is more appropriate for a larger class.
The following guidelines will facilitate learning from the cases. Some of the guidelines
assume the use of small groups to discuss a case following individual analysis of it.
1. When assigning cases to students, explain the purpose of the case and how it will be used.
Tell students what type of analysis they are expected to prepare for class.
2. The focus of the initial analysis should be to understand the leadership dilemmas in the case
and what the case says about effective leadership, not to find solutions for specific problems.
In making this analysis, students should try to use the concepts and theories discussed in the
chapter. After a broader understanding is achieved, it is easier to determine what problems
exist (if any), how they could have been avoided, and what the manager should do next to deal
with them.
3. Emphasize the complexity of leadership situations and the tradeoffs faced by managers in
making choices. Encourage students to consider different interpretations of the case rather
than quickly focusing on a single, narrow interpretation. Encourage students to look for
multiple causes of problems, rather than a simple explanation. Students should try to
understand why people acted the way they did in the case, rather than stereotyping them or
looking for someone to blame for problems. Most of the cases depict managers with both
strengths and weaknesses who are trying to do their job in a way they think is appropriate.
