346 Part Four  Leading: Mobilizing People bat27644_ch12_340-369.indd 346 11/14/17 06:29 PM Strategic leadership involves anticipating and envisioning a viable future for the organi- zation and working with others to initiate changes that create that future.27 For example, Indian business leaders prioritize their top responsibilities28 as providing input for busi- ness strategy (which you studied thoroughly in Part 1 of this book); being keepers of the organizational culture (introduced in Chapter 2); and guiding, teaching, and serving as role models for employees (employees being the focus of this part of the book). Leading and Following Organizations succeed or fail not only because of how well they are led, but because of how well followers follow. Just as managers are not necessarily good leaders, people are not always good followers. One leadership scholar stated, “Executives are given subordinates; they have to earn followers.”29 But it’s also true that good followers help produce good leadership. As a manager, you will be asked to play the roles of both leader and follower. As you lead the people who report to you, you will report to your boss. You will be a member of some teams and task forces, and you may head others. Although the official leadership roles get the glamour and therefore are the roles that many people covet, followers must perform their responsibilities conscientiously and well. Good followership doesn’t mean merely obeying orders, although some bosses may view it that way. The most effective followers are capable of independent thinking and at the same time are actively committed to organizational goals.30 Exhibit 12.3 lists additional behaviors of effective followers. Robert Townsend, who led a legendary turnaround at Avis, said that the most important characteristic of a follower may be the willingness to tell the truth.31 The best followers master skills that are useful to their organizations, and they hold per- formance standards that are higher than required. Effective followers may not get the glory, but they know their contributions to the organization are valuable. And as they make those contributions, they study leaders in preparation for their own leadership roles.32 Effective followers also distinguish themselves from ineffective ones by their enthusiasm and commitment to the organization and to a person or purpose—an idea, a product—other than themselves or their own interests. Power and Leadership 1. Volunteering to handle tasks or help accomplish goals. 2. Accepting assignments in a willing manner. 3. Exhibiting loyalty to the group. 4. Voicing differences of opinion, but supporting the group’s decisions. 5. Offering suggestions. 6. Maintaining a positive attitude, even in confusing or trying times. 7. Working effectively as a team member. EXHIBIT 12.3 Behaviors of Effective Followers SOURCE: Adapted from Holden Leadership Center, University of Oregon, http://leaders ...

1. 346 Part Four Leading: Mobilizing People
bat27644_ch12_340-369.indd 346 11/14/17 06:29 PM
Strategic leadership involves anticipating and envisioning a
viable future for the organi-
zation and working with others to initiate changes that create
that future.27 For example,
Indian business leaders prioritize their top responsibilities28 as
providing input for busi-
ness strategy (which you studied thoroughly in Part 1 of this
book); being keepers of the
organizational culture (introduced in Chapter 2); and guiding,
teaching, and serving as role
models for employees (employees being the focus of this part of
the book).
Leading and Following
Organizations succeed or fail not only because of how well they
are led, but because of how
well followers follow. Just as managers are not necessarily good
leaders, people are not always
good followers. One leadership scholar stated, “Executives are
given subordinates; they have
to earn followers.”29 But it’s also true that good followers help
produce good leadership.
As a manager, you will be asked to play the roles of both leader
and follower. As you lead
the people who report to you, you will report to your boss. You
will be a member of some
teams and task forces, and you may head others. Although the

2. official leadership roles get
the glamour and therefore are the roles that many people covet,
followers must perform
their responsibilities conscientiously and well.
Good followership doesn’t mean merely obeying orders,
although some bosses may view
it that way. The most effective followers are capable of
independent thinking and at the same
time are actively committed to organizational goals.30 Exhibit
12.3 lists additional behaviors
of effective followers. Robert Townsend, who led a legendary
turnaround at Avis, said that
the most important characteristic of a follower may be the
willingness to tell the truth.31
The best followers master skills that are useful to their
organizations, and they hold per-
formance standards that are higher than required. Effective
followers may not get the glory,
but they know their contributions to the organization are
valuable. And as they make those
contributions, they study leaders in preparation for their own
leadership roles.32
Effective followers also distinguish themselves from ineffective
ones by their enthusiasm
and commitment to the organization and to a person or
purpose—an idea, a product—other
than themselves or their own interests.
Power and Leadership
1. Volunteering to handle tasks or help accomplish goals.
2. Accepting assignments in a willing manner.

3. 3. Exhibiting loyalty to the group.
4. Voicing differences of opinion, but supporting the group’s
decisions.
5. Offering suggestions.
6. Maintaining a positive attitude, even in confusing or trying
times.
7. Working effectively as a team member.
EXHIBIT 12.3
Behaviors of Effective
Followers
SOURCE: Adapted from Holden Leadership Center, University
of Oregon, http://leadership.uoregon.edu/resources/
exercises_tips/skills/followership.
Central to effective leadership is power—the ability to
influence other people.33 In organiza-
tions, this influence often means the ability to get things done
or accomplish one’s goals
despite resistance from others.
Sources of Power
One of the earliest and still most useful approaches to
understanding power identifies five
important potential sources of power.34 Exhibit 12.4 shows
those power sources.
LO 4
power

4. The ability to influence
others.
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Legitimate Power The leader with legitimate power has the
right, or the authority, to
tell others what to do; employees are obligated to comply with
legitimate orders. For exam-
ple, a supervisor tells an employee to remove a safety hazard,
and the employee removes the
hazard because he has to obey the authority of his boss. In
contrast, when a staff person
lacks the authority to give an order to a line manager, the staff
person has no legitimate
power over the manager. As you might guess, managers have
more legitimate power over
their direct reports than they do over their peers, bosses, and
others inside or outside their
organizations.35
Reward Power The leader who has reward power influences
others because she con-
trols valued rewards; people comply with the leader’s wishes in
order to receive those
rewards. For example, a manager works hard to achieve her
performance goals to get a posi-
tive performance review and a big pay raise from her boss. On
the other hand, if a company

5. directive dictates that everyone receive the same salary
increase, a leader’s reward power
decreases because he or she is unable to give higher raises.
Coercive Power The leader with coercive power has control
over punishments; people
comply to avoid those punishments. For instance, a manager
implements an absenteeism
policy that administers disciplinary actions to offending
employees. A manager has less
coercive power if, say, a union contract limits her ability to
punish. In general, lower-level
managers have less legitimate, coercive, and reward power than
do middle and higher-level
managers.36
Referent Power The leader with referent power has personal
characteristics that appeal
to others; people comply because of admiration, personal liking,
a desire for approval, or
a desire to be like the leader. For example, young, ambitious
managers emulate the work
habits and personal style of a successful, charismatic executive.
An executive who is incom-
petent, disliked, and less respected has little referent power.
Expert Power The leader who has expert power has certain
expertise or knowledge;
people comply because they believe in, can learn from, or can
otherwise gain from that
expertise. For example, a seasoned sales manager gives her
salespeople some tips on how
EXHIBIT 12.4
Sources of Leader Power

6. Authority
Control over
rewards
Control over
punishments
Appealing
personal
characteristics
Leader
Power
Expertise
SOURCE: Adapted from French, J. R. P. and Raven, B., “The
Bases of Social Power,” Studies in Social Power, ed.
D. Cartwright. Ann Arbor, MI: Institute for Social Research,
1959.
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to close a deal. The salespeople then alter their sales techniques
because they respect the
manager’s expertise. However, this manager may lack expert
power in other areas, such as
finance; thus her salespeople may ignore her advice concerning

7. financial matters.
People who are in a position that gives them the right to tell
others what to do, who can
reward and punish, who are well liked and admired, and who
have expertise on which other
people can draw will be powerful members of the organization.
All of these sources of power are potentially important.
Although it is easy to assume
that the most powerful bosses are those who have high
legitimate power and control major
rewards and punishments, it is important not to underestimate
the more personal sources
such as expert and referent powers. Additional personal sources
of power that do not neces-
sarily stem from one’s position or level within an organization
include access to information
and the strength of one’s informal network.37
Traditional Approaches to Understanding Leadership
EXHIBIT 12.5
Personal Attributes That
Aid Leader Effectiveness
Drive
Leadership
motivation
Integrity
Self-confidence
Knowledge of

8. the business
Leader
E�ectiveness
Three traditional approaches to studying leadership are the trait
approach, the behavioral
approach, and the situational approach.
Leader Traits
The trait approach is the oldest leadership perspective; it
focuses on individual leaders and
attempts to determine the personal characteristics (traits) that
great leaders share. What set
Margaret Thatcher, Nelson Mandela, Julius Caesar, and George
Washington apart from the
crowd? The trait approach assumes the existence of a leadership
personality and assumes
that leaders are born, not made.
From 1904 to 1948, researchers conducted more than 100
leadership trait studies.38 At
the end of that period, management scholars concluded that no
particular set of traits is
necessary for a person to become a successful leader.
Enthusiasm for the trait approach
diminished, but some research on traits continued. By the mid-
1970s, a more balanced view
emerged: Although no traits ensure leadership success, certain
characteristics are poten-
tially useful. The current perspective is that some some personal
characteristics—many of
which a person need not be born with but can strive to acquire—
contribute to leader effec-
tiveness (see Exhibit 12.5).39

9. 1. Drive. Drive refers to a set of characteristics that reflect a
high level of effort. Drive
includes high need for achievement, constant striving for
improvement, ambition,
LO 5
trait approach
A leadership perspective
that attempts to determine
the personal characteristics
that great leaders share.
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PART FOUR: LEADING: MOBILIZING PEOPLECHAPTER
12: LeadershipLeading and ManagingLeading and
FollowingPower and LeadershipSources of PowerTraditional
Approaches to Understanding LeadershipLeader Traits
3
APPLYING BENCHMARKS OR STANDARDS TO
ASSESSMENT
Running head: APPLYING BENCHMARKS OR STANDARDS
TO ASSESSMENT
Applying benchmarks or standards to assessment
Name
Institution

10. Assessment fulfills a purpose: to interpret and use the results
effectively and appropriately to promote improvement and
accountability in an organization. An organization is obligated
to identify appropriate standards for assessment to ensure
quality and effectiveness of the results. I shall discuss good
assessment practices, steps to setting good quality benchmarks
and criterion to judge the quality and effectiveness of an
assessment (L. Suskie). To begin with, a good assessment
practice has two qualities: it yields results that are used to
improve teaching and learning, is sustained and pervasive.
Improvement provides opportunities for stakeholders to engage
in self-reflection of the institutional goals and determine if the
activities, products and performance correspond to the mission,
vision and objectives consequently, improving achievement.
Sustainability and pervasiveness means assessment should be
used for an extended period while involving all the relevant
stakeholders (KENT STATE UNIVERSITY).
There are steps involved in setting good quality benchmarks as
discussed below. First, is knowing how the assessment results
will be used: who will use the results and what decisions the
results will inform. The purpose should either to identify areas
of improvement or maintain status quo. The decisions would
either be to set standards high or low to complement the
purpose. Second, is stating the harm of setting the bar too high
or too low. In addition, involvement of external stakeholders
i.e. Peer programs and colleges would inform decisions of the
assessment discussion. Besides, having a clear category, with
clear description of performance and evaluating the assignment
that the category is appraising informs the assessor’s thinking
as well as determines the importance of assessment. For every

11. category identify a criterion to determine performance level i.e.
grammar and have a group vote based on quality. Lastly, the
benchmark should be grounded on data which is subjected to
discussion to determine if they have achieved the benchmark
standards (L. Suskie).
In conclusion, to determine the quality and effectiveness of an
assessment the following should be considered: having a clear
purpose by aligning the assessment with the culture of the
organization, involving stakeholders in decisions involving
formation evaluation and implementation of assessment,
choosing of what and how to assess, telling the assessment story
based on the evidence and lastly improvement and follow up
based on lessons learned from the process (Brans Kamp).
Assessment is an important part of strategic planning and
organizational decisions making which determine the
organization success. Therefore, organizations should allocate
enough resources to ensure that assessment is feasible.
Works Cited
Brans Kamp, L. A., & Engberg, M. E. Guidelines for judging
the effectiveness of assessing student learning. . 2014. 11
February 2020.
KENT STATE UNIVERSITY. WHY IS ASSESSMENT OF
STUDENT LEARNING IMPORTANT? n.d.
<https://www.kent.edu/aal/why-assessment-student-learning-

12. important>.
Suskie, L. What is good assessment? . 17 March 2014. 11
February 2020.
Suskie, L. Setting meaningful benchmarks or standards. . 23
March 2015. 11 February 2020.
Xavier Williams
Unit 4 Discussion 2
Creating Effective Assignment
Designing Rubrics to Plan and Assess Assignments
The structure of the rubric describes the level of the information
which is required for the assessment of the learning strategy to
ascertain quality. It provides the essential description for the
identification on whether the assessment strategy shows a high
reflection of practices which are included in the evaluation of
the program. The design constitutes the procedures that a
learner should undertake towards meeting the basic quality
standards of a test and in development of needs too (Reddy,
2011). Remarkably, the rubric provides key information in the
plan and also shows the explanations for the learner to make
additional views and comments necessary for earning more
points on a given program or the assessment plan. It also
provides rating on each of the item answered well. The
summary section at the end of the rubric shows the information
with the total assessment of the information required.
The rubric is also useful in allowing the students to be
confident on the knowledge of whatever being assessed. It not
only helps in grading assessment but also in understanding
assignment and to enhance preparation in meeting the
requirements. Therefore it aids in measuring the goals of
learning. The objective of using rubric in achieving the

13. educational goals is to avail programs having feedback with
regards to the strengths and weaknesses of the evaluation
activities. It does not evaluate the program itself or students’
performance (Suskie, 2018). The rubric outlines the
expectations of the assignment and provides certainties on the
procedures of doing assignments.
Multiple-Choice and Other Objective Tests
Multiple choice of assessment is an evaluation in which the
learners or respondents are asked questions based on the
identification and selection of the correct answers only from the
series with the offered choices in the educational settings
(Fellenz,2004). The structure consists of the stem and the
alternative answers which are correct among the incorrect
answers. The stem represents the task to be solved and the
option section consist consist of the choices whereby the correct
answers earn points. Choices should provide convincing
alternatives towards the correct answers to scaffold the thinking
of the student. The assessment improves liability which is
shown by the availability of the numerous items in the test.
Multiple choices require relatively minimum time to be
administered thereby providing less time for assessments to be
evaluated. By doing this, multiple questions enhances the
development of the learning objectives. Multiple choice allows
the test takers to be graded depending on their selected choices
therefore reduces the likelihood of the teacher becoming bias on
the result hence motivates the learner (Suskie,2018). It is the
best predictor of the learners’ performance as it involves
recognition and recall of the subject and memorization. It also
tests the learners ability to critically make inferences from a set
data and understanding of the of the concepts which enhance
problem solving. Therefore multiple choices serve as a
summative oriented evaluation with the procedures that can be
developed into tools which supports learning activities.

14. Reference
Reddy, M. Y. (2011). Design and development of rubrics to
improve assessment outcomes. Quality Assurance in Education.
Suskie, L. (2018, May 27). What are the characteristics of well-
stated learning goals? [Blog post]. Retrieved from
http://www.lindasuskie.com/apps/blog/show/45689916-what-
are-the-characteristics-of-well-stated-learning-goals
Fellenz*, M. R. (2004). Using assessment to support higher
level learning: the multiple choice item development
assignment. Assessment & Evaluation in Higher Education,
29(6), 703-719.
Xavier Williams
Unit 4 Discussion 1
Learning Outcomes
Part 1
The reading and writing course is a 6 month course that is
designed especially for individuals that love book reading,
writing and public readings. Book genres and preferences are
very personal and they vary from person to person and age
group to age group. Books are said to be a man’s best friend and
are a source of immense knowledge, confidence and
imagination. (ECOLE GLOBALE, 2018) The purpose of this
course is to help individuals read complex books that might be a
little hard to interpret. This will also help students who want to
read books but cannot get into the habit of doing so or get bored
very easily. This course is also designed for students who aim
to be writers and are passionate about book writing. Students
mostly have trouble writing because they do not know how to
start writing. Our skilled teachers are motivated to provide each
student with the individual attention he/she deserves.
Learning goals after completing this course:

15. 1) Students will learn about the basic concepts of retaining
information so that it can help them in the process of becoming
a writer. They will identify their own genres in both reading and
writing as this course will help them in developing an
understanding of themselves, what they like to read, and what
genre they want to write about.
2) They will apply the learned techniques and learning in
efficient and effective ways that helps them perform better than
everybody else should they choose to take their learning into
the practical world hence they will qualify to be excellent
writers and public readers.
3) Students will read in multiple different accents as they will
learn the root of all of them and their reading skills will be
improved. Students will also overcome stage fright, if they have
any because confidence boosting activities will be conducted
throughout the course which will help them be better public
readers.
4) With our weekly assessments and class work, students will
create a liking for reading more and more books every day and
will improve their vocabulary because the more books they
read, the better vocabulary they will have.
Students who know more than one language, will read and
write in all the languages they know, once they are done with
this course. Extra attention will be paid to students who are
bilingual or multilingual because we understand that just
because a student can speak more languages, does not mean that
he/she can write professionally, in all of them too.
Part 2
In this science course I have been teaching the learners about
types of soils and now we must learn about the use of each of
them. We will require the soil samples in class to demonstrate
the differences first before engaging on the role of each. First,
the class will mention the types of the soils and the
characteristics of each. In case there are features which the
learners will have left out, the learners will be provided with
the three samples of soil for close observation. After

16. observation, the learners will give the rest of the features. The
teacher will then conduct a soil capillary test to show the
learners the ability of retaining and releasing water as a prompt
into the roles of the types of soil. The class will then engage in
groups to determine what role each type of soil can possibly
have in relation to the characteristics of soil. At the end of the
Lesson the teacher will lead in demonstration of various
functions the soil can serve. The student learning goals are:
1. Before the lesson commences, students will orally mention
the characteristics of the three types of soils.
2. After closely observing the samples, students will give more
characteristics of the soils.
3. The learners will demonstrate the ability to relate water
retention abilities of the soils with the possible roles they serve.
4. The learners will sit in groups and write a list of roles they
believe each type of soil can offer and why they think that is so.
5. The learners will be able to use the soil in showing various
roles the types of soil can serve in real world.
Since this was a Science lesson, it was necessary that we
conduct a practical experience. According to Piaget learners
play an active role and acquire knowledge more when they
engage in practical learning that theoretical practices (Millar,
2004). Through a practical situation, learners experience, and
construct meaning of what they are learning. Besides, the
practical lesson enable such learners to practice skills they learn
not only in class but in other real-world situations. Furthermore,
classroom discussions have a great role in teaching and learning
as they enhance democratic learning, accommodate individual
differences, and complement reflective learning (Carrasco &
Irribarra, 2018). Thus, I had a class with both low and high-
ability learners and I had to mix them and lead discussion
groups so as to enhance achievement of the teaching and
learning goals by the end of the lesson. It worked quite well.

17. References
Carrasco, D. & Irribarra, D.T. (2018). The role of classroom
discussion.
Millar, R. (2004) The role of practical work in the teaching and
learning of science. National Academy of Sciences,
Washington: DC.1-25.Retrieved
fromhttps://sites.nationalacademies.org/cs/groups/dbassesite/do
cuments/webpage/dbasse_073330.pdf
ECOLE GLOBALE. (2018, DECEMBER 5). Retrieved
FEBRUARY 9, 2020, from ECOLE GLOBALE:
https://www.ecoleglobale.com/blog/importance-of-books-in-
student-life