MBA LEAD Learning Materials

©Australian Institute ofBusiness . V2Mar11 –CD:2011:10ed 0
Master of Business Administration
SAMPLE LEARNING MATERIALS*
LEADERSHIP
*Please be advised that these learning materials are a sample only and the content of this sample may differ from the
actual course materials which are updated on an ongoing basis as part of continuous improvement process.

©Australian Institute ofBusiness. V12Jan13 –HGC:2012:7ed 1
702LEAD Leadership Subject Overview
SUBJECT OVERVIEW
How to use your study pack........................................................................... 2
Learning from the Workplace........................................................................ 2
Introduction to the subject............................................................................ 5
Content......................................................................................................... 5
Resources...................................................................................................... 7
Assignment ................................................................................................... 9
Online Revision Quizzes............................................................................... 10

How to use your study pack
Your study pack for this subject contains the following materials:
- These learning materials, including the following:
- Subject Overview (which includes the introduction, subject content, list of
resources and assignment), and
- Topics
- Sample Exams
- Articles
- Supplementary Resources (if any)
The information contained in your study pack has been designed to lead you through your
learning process.
Note that the learning materials are not a replacement for the textbook.
Learning materials for each topic in the subject are based on specific chapters in the
textbook. You should read the textbook along with these learning materials, and concentrate
your study on the issues raised.
Learning activities and/or discussion questions are included in the learning materials.
Advanced students might wish to pursue more of the discussion questions at the end of the
appropriate textbook chapters.
Note that the examiner does not expect that you to memorise all of the issues that are
discussed in the textbook or in these learning materials. It is more important in the exam to
be able to demonstrate that you understand the various concepts and to show how they can
apply to practical examples of organisations in your country or region.
Some of the topics list one or more journal articles related to that topic’s content. For exam
purposes, the textbook will be the primary source to answer exam questions, but if you are
able to do additional reading, information from the journal articles or elsewhere may help
you to achieve a higher grade.
Finally, online quizzes and sample exam papers are provided to help you test your
understanding of the subject.
Learning from the Workplace
Studying at the Australian Institute of Business is a unique experience. There are no artificial
boundaries between the workplace and the classroom. The world of work is never far away
from everything we do. It is no coincidence that the Institute’s strap-line is ‘The Practical
Business School’. Indeed, our very mission is

to provide distinctive business and management education in national and
international environments based on AIB’s orientation towards work-applied
learning.
So how do we do this and how will you experience the difference? The answer is that
learning from the workplace is embedded in all aspects of your course. Let us see how this
works in practice.
Practitioner experience as entry requirement for students
For a start, most students will already have experience of the workplace and in
postgraduate programmes this is a prerequisite. This will enable you to see whether
theories make sense in practice and, in turn, to bring real-life problems to the
classroom. You will very quickly find, too, that you can also learn from each other,
sharing experiences and looking for solutions.
Academic facilitators with practical experience
Of course, all of our facilitators are required to have appropriate academic
qualifications, as well as relevant workplace experience. With this background, they
can bring interesting examples into classroom discussions. In addition, with our
international coverage we are very keen that facilitators can relate the various
subjects to conditions in different parts of the world, making it all much more
meaningful to you as the student.
Design of courses and learning materials
Work-applied research is integrated in all of our courses. This is why we include a
work-based assignment in every subject in our undergraduate as well as
postgraduate programmes. It is also why you will be asked to undertake at least one
work-based research project in the course of your studies. With the guidance of an
experienced project supervisor, you will be able to explore a topic of your own
choosing, ideally based on a problem that you want to address in the workplace.
Teaching and learning strategies
Even the way you learn will often be more like a workplace situation than a
traditional classroom. You will be encouraged to work in groups and to share your
understanding of real-world situations. As well as your own selection of case studies,
you might discuss one presented by the facilitator or perhaps taken from a textbook.
Course objectives are achieved when you relate your readings, course materials and
facilitator guidance to the workplace. It is a ‘to and fro’ process, backwards and
forwards between the classroom and the workplace, reflecting on the links and
developing your own ideas.

Design of course assessment
Finally, even the various forms of assessment are designed with the workplace in
mind. You will be expected not merely to describe what you observe in the
workplace, nor just to replicate what you have read in a textbook or journal article,
but rather to achieve a combination of the two. We will be looking always for a
balance between theory and practice. As you progress through your course this
should become almost second nature to you – reading what others have written on
the subject but also looking at what you see in the world around you.
All of the above amounts to a distinctive approach to learning, known as work-applied
learning. You will see in the following diagram that knowledge of various aspects of business
and management is enriched through projects related to the workplace. This leads to
questioning of what you already know and ultimately to well-informed, practical outcomes
that can take you well beyond what you could find in libraries alone.
To explain a little more, the natural starting point is where you see the Q. Start by asking
questions about a problem that has to be solved through a project, which is shown as P1,
then move on to read about the existing knowledge, K, on this subject. Armed with that
material, back you go to P1 to see if the explanations make sense, and then you can achieve
project and learning outcomes, P2.
But that cycle is not the end of it because, on the basis of what you have learnt, you will now
want to return to the questioning stage and repeat the whole process. In theory, you can
repeat the cycle yet again as each time your understanding will be refined by more practical
experience. Theory and practice, as you will discover, go hand in hand and this model helps
to show how this is achieved.

Learning is an adventure, a journey of exploration. At AIB we encourage you to be bold, to
cross the line between the classroom and the workplace. We will support you along the
way and our hope is that the experience will be enjoyable as well as productive. There are
no limits to what you can discover, no end to the learning process.
Introduction tothe subject
Hello and welcome to your Leadership subject in your MBA program! It will be an interesting
journey for you and you will come to understand the importance of leadership for achieving
organizational goals. The text-book is first-rate and offers numerous brief case studies to
illustrate the key issues in the course. I encourage you to read them and reflect on your own
organization and how it operates. I am sure you will do as well in the subject's assessment as
you want to.
The objective of this subject is to enable participants to make a systematic study of the
dynamics of leadership and the impact of leadership on the behaviour of individual and
groups within an organizational setting. It complements the Strategic Human Resource
Management subject by focusing on the leader’s role within the interactional framework of
the leader, follower and situation, in establishing organizational direction and culture and
using power and influence strategies to build corporate capability.
Content
Part One—Leadership as a Process not a position
1. Understanding leadership and ways to develop leadership
1. Understand the nature and myths of leadership
2. Leader development through experience and education
3. Skills for developing yourself as a leader
2. The Interaction Model - leaders, followers and the situation
 Understand the Interaction Model of leadership
 Identify specific features of the situation
 Understand the implications of Contingency Theories of leadership
Part Two—Focus on the Leader
3. Power and influence
 Understand the roles of power and leadership
 Understand influence tactics
 Discover skills in building an effective relationship with superiors
 Understand the relationship between power and punishment

4. Ethics, values and attitudes
 Explore the nature of values and their development
 Moral and ethical reasoning
 Ethics and value based approach to leadership
5. Leadership attributes
 Understand the nature of personality and its relevance to leadership traits
 Understand the five factor theory and the dark sides of personality
 Identify the different forms of intelligence and understand their implications for
leaders
6. Leadership behaviour
 Identify successful leadership skills and behaviour
 Assess leaders’ behaviour and identify derailing behaviour
 Understanding strategies for changing the behaviour of a leader
Part Three—Focus on the Followers
7. Influencing motivation, satisfaction and performance
 Defining motivation, satisfaction and performance
 Understanding and influencing follower motivation
 Understanding and influencing follower satisfaction
8. Leadership of teams and groups
 Understanding the nature of groups and group development
 Understanding team effectiveness characteristics and team building
 Leading virtual teams
Part Four—Focus on the situation
9. Leadership and organisational change
 Understand the rational approach to organisational change
 Understand the emotional approach to organisational change
10. Leadership skills
 Identifying basic leadership skills
 Understanding leadership relationships with followers
 Understanding leadership skills for specific situations or needs
There are some core issues amongst the chapters that should be mastered for a basic
understanding of this subject. The exam paper (that will require answers to four questions
out of six, in three hours) may cover these core issues and may also cover other issues.
These core issues are:
1. Understanding the fundamental nature of leadership and the complementary
relationship between leadership and management

2. Understanding the Interaction Model of Leadership
3. How to manage change
4. Leadership skills
5. Understanding multiple intelligences with particular emphasis on emotional
intelligence and creative intelligence given the entrepreneurship focus of the course
6. Creative use of power and influence Leadership development and action learning
Adaptive leadership
7. Positive forms of leadership including servant leadership and authentic leadership and
the generational differences in values
8. Leadership in the future (not covered in the text; see Dunphy’s article for one
perspective on this)
Resources
Prescribed Text Book
Hughes, R, Ginnett, R and Curphy, G 2012, Leadership: Enhancing the Lessons of Experience,
7th edn, McGraw-Hill Irwin, New York (ISBN: 9780078112652)

©Australian Institute ofBusiness. V7Feb13 –HGC:2012:7ed 1
702LEAD Leadership Topic 1
Topic 1:
UnderstandingLeadership and Ways to Develop Leadership
Before we look at the major elements of leadership in this subject, we need to identify what
we are going to talk about. What are the key aspects that distinguish leadership from
management and operational activity? Hence, our core questions are:
• What is leadership?
• How do we develop our leadership skills?
Thus this first topic sets out to define what leadership is and how we can develop our
leadership skills. In more detail, our objectives in this first topic can be divided into three
parts:
1) Understand the nature and myths of leadership.
2) Leader development through education experience and reflection.
3) Skills for developing yourself as a leader.
Learning resources
Chapters 1, 2 & 3 of the textbook are essential: Hughes, R, Ginnett, R & Curphy, G 2012,
Leadership: Enhancing the Lessons of Experience, 7th
edn, McGraw-Hill Irwin, New York.
The following readings are also essential:
Bennis, W 2004, ‘The Seven Ages of the Leader’, Harvard Business Review, vol. 82, no. 1, pp.
46-53.
Gosling, J & Mintzberg, H 2003, ‘The Five Minds of a Manager’, Harvard Business Review,
November, pp. 54 - 63.
Key terms and concepts
− Leadership as a process
− Leadership and management
− Followership
− Myths about leadership
− Action-observation-reflection model
− Spiral of experience
− Perceptual set
− Attribution
− Reflection
− Learning from experience
− Leadership education
− Leadership development programs
− Single-loop and double-loop learning
− Self-fulfilling prophecy
− Thinking frames
− Stretch
− Onboarding
− Onboarding roadmap
− Technical competence
− Development planning
− Gaps analysis
− Prioritising needs

Part 1: The nature and myths of leadership
The authors of your textbook identify a range of definitions of ‘leadership’, each providing a
different perspective on the multi-faceted nature of leadership. They select the following as
the basis for the textbook:
“… The process of influencing an organised group toward accomplishing its goals”
This definition signals the core propositions that underlie the discussion of leadership & the
myths that hinder leadership development throughout the textbook. These propositions are
as follows:
• Leadership is a process, not a position: leadership is not the result of title or position;
it is the result of interactions between leaders and followers and can be exercised by
people young and old, in senior positions or at the lowest level of an organisation or
community.
• What is leadership: the text book states that “leadership is a complex phenomenon
involving the leader, the followers, and the situation”.
• Leadership is both a science and an art: people can be very effective leaders without
knowing the theory of leadership, but an understanding of leadership research can
help you to develop new perspectives and enhanced leadership processes.
• Leadership is both rational and emotional: leaders can use emotional appeals and/or
rational approaches to influence followers, but they must also be aware of the
emotional and rational consequences of their actions.
• Leadership and management, while different, are complementary: your textbook
highlights the differences, however it suggests they are closely related but with
distinguishable, albeit sometimes overlapping functions.
Your textbook suggests that leadership is often associated with words like dynamic,
risk taking, change, creativity, and vision while management is associated with control,
efficiency, procedures, paperwork, planning, regulation, and consistency. Some of the
distinctions identified by Warren Bennis (1989) are also listed as follows:
• Managers administer; leaders innovate.
• Managers maintain; leaders develop.
• Managers control; leaders inspire.
• Managers have a short-term view; leaders, a long-term view.
• Managers ask how and when; leaders ask what and why.
• Managers imitate; leaders originate.
• Managers accept the status quo; leaders challenge it.

Myths that hinder leadership development
• Good leadership is common sense: ‘common sense’ is an ambiguous term that is
often misleading and in fact often isn’t common. Leaders need to take into account
what ‘common sense’ suggests but they also have to make the hard decisions that
may be contrary to prevailing views, be humble in the face of uncertainty and change
direction when the need is recognised. One of the challenges of leadership may well
be to know when common sense applies & when it doesn’t.
• Leaders are born, not made: leaders can have some innate abilities and skills but
these can also be developed through experience. The very different personalities and
backgrounds of leaders demonstrate that leadership is open to anyone and individuals
can build on their innate qualities to develop their own unique brand of leadership.
Leadership isn’t either innate or acquired, more an interaction of both.
• The only school you learn leadership from is the school of hard knocks: leadership is
often developed in the ‘school of hard knocks’ however this learning can be enhanced
by developing different perspectives and insights through formal study. The formal
study of leadership can make you more discerning and better able to see the lessons
and analyse the different perspectives encapsulated in your own experience and that
of others.
• Leadership involves interaction between the leader, the followers and the situation:
this is a central tenet of the textbook and much of the leadership research and
relevant theories and is covered in detail in Topic 2. The textbook itself and the
leadership skills covered are structured around these three central constructs – the
leader, the follower and the situation.
Textbook
The textbook describes the crash of a plane in the Andes in 1972 on pages 2-3. This incident
is provided as an illustration of what is meant by leadership.
Activity 1.1
Please read the above illustration and note who showed leadership and what form it took.
Also consider the three profiles of leadership, and then identify the lessons about leadership
that you can draw from these examples.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Part 2: Leader development through experience and education
There is increasing recognition that leadership experience and formal learning go hand-in-
hand. It is suggested that although formal learning on its own will not make a leader, it is
important to accelerate the rate of learning from experience. This in part accounts for the
growing use of action learning as an approach to executive development in companies such
as Boeing, Shell, and General Electric.
A difference is drawn between leader development and leadership development. The
former being related to individual development and the latter referring to developing whole
groups.
Your textbook captures much of this trend by incorporating the action-observation-
reflection model as the central model informing the development of leadership. Leaders
learn by acting in a particular situation, observing the consequences (intended and
unintended) of their actions and by reflecting on the implications of these actions and
consequences. Leadership development depends not just on the kinds of experiences one
has but also on how one uses them to foster growth.
Your textbook emphasises the role that perception plays in each of these three phases of the
“spiral of experience” – people are not passive recorders of experiences that happen to
them, instead they actively shape, interpret and construct experiences. The roles of
perception are identified as:
• Perception and observation: Our observation can be influenced by our “perceptual
set” – a tendency to be selective in what we see and what we attend to. Our
“perceptual set” acts as a filter of our observations and is influenced by our
expectations, feelings, prior experience, needs and especially by our personal vision.
Thus we “observe” our experience differently depending on the “stereotypes” we hold
and whether we have positive or negative expectations towards a person and/or the
experience.
• Perception and reflection: Reflection involves interpretation and meaning-making
hence it is very open to the process of attribution – that is the tendency to decide that
a particular factor is the cause of a particular outcome. It is generally believed that we
are self-serving in our attributions. We tend to attribute positive outcomes from our
actions to our intelligence, personality or experience; negative outcomes are
explained away in terms of “situational factors”. We are usually less kind to others –
we tend to ascribe negative outcomes of their actions in terms of their intrinsic traits
and positive outcomes in terms of situational factors. In other words, we “own” our
positive outcomes but do not let others “own” theirs. Reflection however, also
involves evaluation and judgement but that will be addressed later.
• Perception and action: A person’s expectations and biases about another affects the
way they will act towards another person, which in turn, affects how the other person
will respond. Thus having expectations about others can subtly influence our actions

and these actions can in turn affect the way others behave. This can therefore then
lead to a “self-fulfilling prophecy”.
Reflection, experience and education/training are the three cornerstones of leadership
development. These three key catalysts of leadership development are discussed below:
• Reflection plays a key role in the development of professional competence and
leadership capability. Yet this is the most neglected area of a leader’s development.
Few people genuinely reflect on their experience, one reason may be time pressure;
however intentional reflection may prompt one to see different perspectives. Your
textbook highlights Argyris (1976) distinction between single-loop learning and
double-loop learning. The former relates to learning within existing frames of
reference, failing to challenge fundamental assumptions. Associated with this is
behaviour designed to deflect any negative emotion or to ward off criticism. There is
no open exchange of information or honest feedback involved. This contrasts sharply
with double-loop learning which involves a fundamental challenge to our basic
assumptions, views, goals and behaviours that encourage open disclosure of
information and honest feedback. One constructive outcome from double-loop
learning is the development of new thinking frames and perspectives – new ways of
organising our thinking and construing the meaning of our experiences.
• Experience comes in many shapes and sizes and differing complexities. In the early
stages of our careers we tend to stand out because of our technical competence, e.g.
through our successful participation in complex projects. As we progress in
management, we need to draw on a wider range of experiences and skills. Bunker and
Webb (1992) identified that there was a meaningful link between stress and learning.
They suggest that both positive and negative feelings, can shape the quality of an
experience. Peers can also be a source of leadership development particularly where
peer influence is formalised through a peer mentoring scheme. Managers and
subordinates can provide both sound and poor models of organisational behaviour.
Working with people with different styles, perspectives and agendas can accelerate
our growth as leaders provided we learn the art of reflective observation. Mentors
and executive coaches play an important role in helping us to develop this reflective
capacity because of their willingness to challenge us. The nature of the development
task also has a significant bearing on leadership learning and development. The ideal
learning task will involve stretch – extending beyond the known and familiar and
confronting the uncertain and ambiguous aspects of organisational life.
A fundamental skill for leaders is learning how to learn. Your textbook describes the
“anatomy of a learning experience” and explains the important concepts of comfort zone,
plateau and going against the grain. Transitioning to new skills will often involve tension and
stress, discomfort and an initial drop in performance. Beyond this is the prospect of a new
repertoire of skills and behaviours and enhanced success and achievement. Effective
leaders, however, never arrive – they are always learning and are proud to acknowledge this
ongoing state of changing and becoming.

Leadership development through education and training can take many forms including
university courses and formalised leadership training programs. University courses may
involve a combination of feedback from personality tests, initiation and/or analysis of case
studies, role plays, simulations or games and work-based experiences or placements.
Leadership development programs tend to be very diverse in nature because they are
tailored to the level of the managers involved and focus on specific leadership skills. Your
textbook describes different types of leadership programs ranging from the more inward-
looking programs to those that involve extensive teamwork and occur in the context of work
itself.
Textbook
Your textbook illustrates the “spiral of experience” and the “action-observation-reflection”
model in Figure 2.1.
Activity 1.2
Please review this diagram and the story of Colin Powell’s cycle of experience (p. 47-48) in
relation to an event occurring during his airborne Ranger course. Reflect on a significant
learning experience in your own life and identify how you have used this experience to
shape your own approach to managing others.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Part 3: Skills for developing yourself as a leader
Leadership improvement involves the practicing and development of skills. Successful
leaders will act to hone their skills and continue learning and developing throughout their
career. The ability to exercise good leadership skills is critical in the case of leaders taking up
new positions.
In particular development planning is a skill that leaders should exercise. It should be
remembered that development planning is important not only for the leaders’ followers, but
also for the leader themselves.
Your textbook explains a process of onboarding in a new leadership role. This involves an
onboarding roadmap that allows a leader in a new position to plan activities that should be
undertaken, and when, to facilitate as smooth as possible an introduction to the role.

As stated earlier, learning from experience will be accelerated through formal learning. Your
textbook also suggests that feedback, creating stretch in the role, learning from others,
keeping a journal and development planning will also enhance learning from experience.
Your first 90 days as a leader can decide the success or failure that will be experienced. The
chances of success can be improved with the preparation of a new leader onboarding
roadmap. This roadmap covers a period from 30 days prior to commencement in the
position, to 90 days after commencement. Your textbook suggests that this period gives a
unique opportunity for leaders to initiate change and the time should be used wisely.
Learning from experience is an important skill for leaders and will enhance effectiveness.
Leaders need to create opportunity for relevant feedback to enable experiences to create
meaningful learning. A leaders learning is always the result of stretching and good leaders
seek opportunity for stretch because by doing so they increase their learning.
Learning from others is a powerful learning experience for leaders. Observation of others,
regardless of whether they are in similar leadership positions or not, can create valuable
learning experiences. This process can be enhanced by asking questions of others.
A method of enhancing learning from experience is in keeping a journal. A journal should not
simply be a diary of daily events; it should include such things as relevant newspaper
clippings, leadership quotes and reflections of interactions. A journal may also provide an
opportunity to “think on paper”.
Building technical competence is the process of gaining the knowledge necessary to perform
a task effectively. This is important for both leaders and followers. It is important therefore
to understand how technical competence can be improved. Determining how the job
contributes to the overall mission will allow for individuals to assess whether their current
technical competence is suitable or whether and what additional training may be required.
Becoming an expert in the job can be achieved through additional training, observing of
others and teaching others. Leaders can also enhance technical skills by seeking
opportunities to broaden experiences.
Your textbook refers to the importance of building effective relationships with superiors and
building effective relationships with peers. These relationships are considered important to
allow for productivity, mutual satisfaction and value sharing.
Development planning has been mentioned earlier and your textbook illustrates the process
for conducting a gaps analysis, prioritising needs and building a development plan. The
purpose of a development plan is not only to increase knowledge and skills but in so doing
alter behaviour for the better.
Textbook
Your textbook illustrates a sample GAPS analysis in Figure 3.2.

Activity 1.3
Please review this sample GAPS analysis and reflect on your current position. Through this
reflection process attempt to identify some gap areas and consider how a development plan
may assist.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Conclusion
This chapter covered three major objectives:
1) Understanding the nature and myths of leadership.
2) Exploring leadership development through education and experience.
3) Skills for developing yourself as a leader.
The definition of leadership which is taken from your text is as follows:
“.... leadership is a complex phenomenon involving the leader, the followers, and
the situation”.
Underlying the definition was a set of propositions that shaped your textbook. The core
propositions are:
• Leadership is a process, not a position.
• Leadership can be developed through study and experience.
• Skills for developing yourself as a leader
While we identified some differences between the concepts of “leadership” and
“management” we stressed the complementary nature of these two concepts and the need
to integrate them in practice. Gosling and Mintzberg’s (2003) discussion proposed five
mindsets as a way to achieve this integration.
When discussing leadership development we stressed the centrality of the action-
observation-reflection model and the spiral of experience. We identified the important role
of perception in each of the phases of observation, action and reflection.
Both reflection and experience were seen to play major roles in the development of
leadership. Single-loop learning was seen to add limited value to experience while double-
loop learning provided the platform for new learning and heightened experience.

The benefit of experience for leadership development depends not only on the quality of
reflection of the leader but also on the nature of the development task and the calibre of the
people we work with (including bosses, peers and subordinates). A fundamental skill in
leadership development is ‘learning how to learn’.
Your textbook discusses that learning from experience will be accelerated through formal
learning. Your textbook also suggests that feedback, creating stretch in the role, learning
from others, keeping a journal and development planning will also enhance learning form
experience.
The benefit of becoming an expert in the job through improving technical skills can be
achieved through additional training, observing of others and teaching others. Leaders can
also enhance technical skills by seeking opportunities to broaden experiences.
Development planning is identified in your textbook as the process of conducting a gap
analysis, prioritising needs and building a development plan. The purpose of a development
plan is not only to increase knowledge and skills but in so doing alter behaviour for the
better.
References
Argyris, C 1976, Increasing Leadership Effectiveness, John Wiley, New York.
Bennis, W 1989, On Becoming a Leader, Addison-Wesley, Reading, MA.
Gosling, J and Mintzberg, H 2003, ‘The Five Minds of a Manager’, Harvard Business Review,
November, pp. 54-63.

Feedback about activities
Activity 1.1
The survivors faced a range of issues that were critical to their survival – the tension
between individual and group goals, dealing with the different needs and personalities of
the group members, and keeping hope alive in the face of considerable adversity. The
leadership was shared in many ways but all survivors had a common goal – to escape to
safety.
There were many opportunities to demonstrate leadership during the period the group was
stranded on the Andes. Some showed leadership by leading the way in ‘weatherproofing’
the wreckage, others found water or provided medical assistance. Still others led
expeditions to establish where they were. Three survivors undertook the final expedition
which had been planned together and supported by all the remaining survivors. Lastly,
some used their persuasive skills to encourage group members to do things that they would
normally consider abhorrent.
One boy, Parrado, who was considered shy and lacking physical strength and social skills
emerged as an unlikely leader. He demonstrated his leadership by his courage, optimism,
fairness, and emotional support.
This case also illustrates the need for leaders to be able to use both emotional and rational
forms of influence.

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