Topic outline

  • Welcome to the pre-MMGT program

    To set you up for success on the MMGT Entrance Exam we have created this course for you to complete to put you in the best position to succeed. The course covers learning outcomes that are assessed on the Entrance Exam and includes end of unit assessments (quizzes) plus a practice exam to complete before you attempt the proctored entrance exam. This prep course is based on the BUS401: Management Leadership course.

    What's included

    Lessons End-of-unit quizzes Practice exam Study guide

    This course is designed with the assumption that you already have mastery over core undergraduate business competencies. In order to successfully understand these study materials, you should have completed or have prior knowledge of the following courses:

    Prerequisite courses

    • BUS208: Principles of Management
    • BUS209: Organizational Behavior
    • BUS401: Management Leadership

  • Unit 1: Introduction

    Organizations have consistently found that business schools do an excellent job of providing students with the strong, functional foundations and sharp analytical skills needed to be effective decision-makers. At the same time, businesses complain that graduates have not fully developed the personal and interpersonal skills to progress within the corporate hierarchy. Many business observers have concluded that the potential extent of the human contribution to output should be far more developed than it has traditionally been.

    In today's business environment, effective use of human resources becomes a source of competitive advantage. So, exactly what is organizational leadership? What is the purpose of studying how to lead? How does one lead a team along with managing ourselves? Aren't all leaders born and not made? If so, millions of people are wasting their time trying to improve and enhance their leadership skills. Fortunately, becoming a better leader is not a waste of time. While it is true that some leaders are born, most are made by reading and studying what makes one an effective leader.

    In this introductory unit, you will have the opportunity to explore the four pillars of excellent leaders: management, leadership, groups, and teams. Management and leadership are often used interchangeably; the same applies to groups and teams. However, management is about allocating resources; leadership is about empowering people. A group is a collection of individuals with similar interests; teams have an overarching goal and work together. An effective leader will help a group become a team.

    This unit concludes with a look at some great leaders in history. These five individuals are selected for their broad experiences and abilities to manage groups and teams. The spectrum goes from brilliant corporate management and inspiring political movements to excellence in military leadership and sports team management.

    Completing this unit should take you approximately 11 hours.

    • Unit 1 Introduction Video Page
      Students must
      View

    • Upon successful completion of this unit, you will be able to:

      • develop a working definition and a distinction between management and leadership;
      • apply Kurt Lewin's leadership typology to the identification of leadership styles of contemporary leaders;
      • differentiate the leadership styles of leaders from their personal traits; and
      • assess the role of environment, such as athletics, business, and politics, in shaping the leadership provided by these individuals.

    • 1.1: Definitions

      In this section, you will explore the meaning of leadership and management and how they compare. Then you will look at the traits and skills necessary for being an effective leader (or manager).

      • Defining Leadership Book
        Students must
        Mark as done
        Let's start by reviewing a definition of leadership.
      • The M-word Page
        Students must
        Mark as done

        Here, you will explore the four pillars of good management: management, leadership, groups, and teams. Management and leadership are often used interchangeably; the same applies for groups and teams. Management is about allocating resources; leadership is about empowering people. A group is a collection of individuals with a similar interest. Teams have a similar goal, but teams work together. A good leader will help a group and become a team"

      • Nine Ways to Identify Natural Leaders Page
        Students must
        Mark as done

        Think about at least five people who you would consider to be natural leaders. Why do you believe those people are natural leaders?

      • Leadership Styles Page
        Students must
        Mark as done

        There are many different styles of leadership. This text covers the most common.

      • Transactional versus Transformational Leaders Page
        Students must
        Mark as done

        Read this article. Have you ever worked with someone who might be considered a transformational leader? What can transformational leaders accomplish with their teams that transactional leaders cannot?

    • 1.2: Great Leaders

      Thousands of leaders have graced the pages of history, and there are many more who may have crossed your own path in life. Certainly, no two leaders are exactly alike. The five leaders discussed below are well known, but they are five very different people who lived in different times and circumstances. Each has approached their role as a leader based on their personality and developed a leadership style that suits their situation. Each has been effective in their own way. While well-known and often discussed in the business world, the examples below are not the only successful leaders; certainly, others will come to mind as you read the leadership bios below. As you learn about these famous leaders, consider which of Lewin's leadership styles each leader exemplifies.

      • Indra Nooyi Page
        Students must
        Mark as done

        Read this section and think about how Indra Nooyi is different from most CEOs you've studied. Be sure to answer the discussion questions at the end of the section. Imagine yourself as an employee at Nooyi's PepsiCo. Would you like it? Why or why not?

      • Nelson Mandela Page
        Students must
        Mark as done

        After reading this article, see what other documentary footage you can find out on the Web about Mandela's struggle and activism in Apartheid South Africa. What stood out to you?

      • Angela Merkel Page
        Students must
        Mark as done

        After reading this article, compare Angela Merkel to other leaders. Is it likely that a person like Angela Merkel would be elected as leader of your country today? How has the image of a politician in the national spotlight changed since before COVID? How is it the same? How has the leadership of the Head of State changed over time?

      • Teddy Roosevelt Page
        Students must
        Mark as done

        Read this article about U.S. President Theodore Roosevelt.

      • Leaders of the Progressive Era Page
        Students must
        Mark as done

        Read this article that describes some of Theodore Roosevelt's contemporaries. Can you think of three other leaders who you believe also reflect the traits of those profiled in this article? Why do you believe the leaders you chose are good representations of these traits?

      • The National Women's Soccer League Book
        Students must
        Mark as done

        Review this article. Do you think Lisa Baird's leadership style would work in a corporate organization? Why or why not?

    • Unit 1 Study Resources

      This review video is an excellent way to review what you've learned so far and is presented by one of the professors who created the course.

    • Unit 1 Assessment

      • Unit 1 Assessment Quiz
        Students must
        Receive a grade

        Take this assessment to see how well you understood this unit.

        • This assessment does not count towards your grade. It is just for practice!
        • You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
        • You can take this assessment as many times as you want, whenever you want.

  • Unit 2: Leadership Theory

    People have studied leadership since ancient times, and theories of leadership have been around for centuries (Plato, Sun Tzu, Machiavelli, etc.); however, it wasn't until the 20th century that modern theories began to take shape. Today, researchers study leadership the same way they study other aspects of psychology: they seek to better understand people's behavior and motivation. While early theories were contradictory, later theories became more complementary. Early theories seek to identify one set of rules or behaviors that turns someone into a leader. The reality is likely a combination of all the theories and some ideas that have yet to be defined. It is best to study these theories with an open mind and understand that each has merits. Remember that emphasis should not be placed on any one theory.

    Completing this unit should take you approximately 10 hours.

    • Unit 2 Introduction Video Page
      Students must
      View

    • Upon successful completion of this unit, you will be able to:

      • identify the key traits of effective leaders;
      • compare and contrast the competing behavioral theories of leadership;
      • analyze the impact of situations on leadership effectiveness;
      • evaluate the skills associated with effective leadership; and
      • assess the effectiveness of visionary leadership.

    • 2.1: Trait Theory

      The trait theory of management is the belief that leaders are born with certain characteristics (or traits) that make them successful. In other words, being a leader is innate or based on the qualities of one's personality. This theory assumes that a person born with certain traits will ultimately be a great leader.

      • Trait Theory Book
        Students must
        Mark as done

        Read this section. How would you rank the four groups of leadership traits (personality, demographic, task competence, and interpersonal attributes) in order of importance? Why would you rank them in that order? Could you explain your rationale to others?

      • Leadership Traits Page
        Students must
        Mark as done

        This text is a brief list of the nine personality traits identified by leadership research pioneer Raymond Cattell in 1954, along with several traits uncovered since then. Would you add any additional traits that you believe a manager or leader would need in the modern workplace? Note this listing is based on conventional personality qualities.

      • Traits of Successful Entrepreneurs Page
        Students must
        Mark as done

        Read this article. Are entrepreneurs more likely to be managers than leaders, or vice versa? How would you explain your position?

      • Leadership and Gender Differences Book
        Students must
        Mark as done

        It has often been said that neither men nor women make better leaders; they are just different. Discuss the veracity of this statement. Do you think it is true or not? After reading this article, analyze the difference (if any) between male and female leaders and explain under what circumstances each would be more beneficial for organizational performance.

      • Dark Triad Personalities Page
        Students must
        Mark as done

        In psychology, the dark triad represents three personality traits: narcissism, psychopathy, and Machiavellianism. People scoring high on these three traits are more likely to commit crimes and create severe social problems. What do you think? Can these traits be overcome, or will they always cause problems for individuals and society? Consider the questions asked at 5:40 in the presentation and answer them honestly. What are your dark personality tendencies and coping strategies (if any)?

      • Dark Tetrad Personalities Page
        Students must
        Mark as done

        The dark tetrad is an evolution of the dark triad: narcissism, psychopathy, and Machiavellianism. Now added to this list is sadism. These four traits are believed to be the core of humanity's dark side. Are you ready to be mind-blown and learn about humanity's dark side? What do you think of making a dark tetrad by adding sadism? Was it necessary? Have you experienced anyone like this? Other "dark" traits have also been suggested. Can you think of any traits that might have been missed?

    • 2.2: Behavioral Theory

      The behavioral theory of management is the belief that leaders display certain behaviors that make them successful. In this case, good leadership is based on a combination of task-oriented and people-oriented behaviors. This theory assumes that a person who understands the correct combination will ultimately be a great leader.

      • Behavioral Approaches to Leadership Page
        Students must
        Mark as done

        After reading this section, do you believe a technology-oriented leader should be added as an additional description? Why or why not?

      • What Do Leaders Do? Book
        Students must
        Mark as done

        Read this section. Considering that the University of Michigan behavioral studies are over 50 years old, do the findings still hold validity in our current society? Why or why not? Do you feel the behaviors discussed in the section about the Ohio State studies, namely "consideration" and "initiating structure", are dichotomous, or do they exist on a continuum? As you consider these questions, compare and contrast the two universities' studies.

      • Blake and Mouton Page
        Students must
        Mark as done

        Review this synopsis of Blake and Mouton's research. Considering the grid created by the two dimensions, "concern for people" and "concern for production", where would you "plot" your leadership style? What could be some other names for the five categories Blake and Mouton describe? Based on their description, can you think of an alternative name for each category?

      • Families as Organizations Page
        Students must
        Mark as done

        In some ways, the family unit is like an organization that the principles of management and leadership could apply to, but there are some very important differences. Can you spot them?

    • 2.3: Situational Leadership

      Situational leadership theory is the belief that good leaders can change their leadership style depending on the situation. Good leaders understand that every management situation is not the same and will assess the individual and contextual factors of the particular situation to determine the appropriate way to manage it successfully.

      • The Role of Context Page
        Students must
        Mark as done

        Read this section. Take note of the learning outcomes at the outset of the reading and the key points near the end. After you have read the section, attempt the exercises at the bottom of the page.

      • Situational Leadership Page
        Students must
        Mark as done

        Watch this video. Why can bringing the leader bad news can be beneficial? Why should employees be appreciated for making mistakes?

      • Contingency Approaches Book
        Students must
        Mark as done

        Read this section and study each of the four models closely. We'll take a closer look at the Vroom-Jago-Yetton model in Unit 3. Which of them have you seen in action?

    • 2.4: Visionary Characteristics

      Visionary leaders succeed by creating a vivid picture of their organization's future and communicating clearly to their employees. Employees then buy into the vision, make it their own, and help the leader make it a reality.

      • The Seven Qualities of Visionary Leaders Page
        Students must
        Mark as done

        Read this article and consider how a concept like charisma would or would not be related to the traits presented in this article. Are transformational leaders always charismatic? Do you believe charisma is innate, or can it be learned?

    • 2.5: Transformational Leadership

      Transformational leaders help employees see beyond their own needs and focus on the greater good of the organization to achieve the organization's vision and mission. In this way, it includes visionary leadership and may include charismatic leadership.

      • Transformational Leaders Page
        Students must
        Mark as done

        Read this section. Keep this information fresh in mind as you head into Unit 3. Transformational leadership and organizational change go hand-in-hand. Can you think of some connections between transformational leadership, progress, and organizations?

    • Unit 2 Study Resources

      This review video is an excellent way to review what you've learned so far and is presented by one of the professors who created the course.

    • Unit 2 Assessment

      • Unit 2 Assessment Quiz
        Students must
        Receive a grade

        Take this assessment to see how well you understood this unit.

        • This assessment does not count towards your grade. It is just for practice!
        • You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
        • You can take this assessment as many times as you want, whenever you want.

  • Unit 3: Change Management and Decision-Making

    The most difficult task for a leader is implementing changes without disrupting the whole business. Changes to the normal business operation will have supporters and protestors. A leader needs to understand the points of view from both sides. Sometimes the changes are minor, such as a new benefits plan. Other times major changes must be made, such as moving the operations across the country and laying off employees. The only certainty with change is that you cannot please everyone, but a good manager will anticipate reactions and focus on effective communication.

    Both major and minor changes are often the result of a decision-making process. There are many different ways to approach a decision, and each method has an appropriate time and place. Decisions can be based on dictatorial edicts, on a leader's decision based on consultation with subordinates, or on a more collective process where everyone can develop and agree on the final outcome. These methods will be presented in this unit. In addition, one must also address the real probability that decisions, regardless of the process by which they are derived, will be clouded by bias. In this unit, we present the most critical of those biases, including anchoring, groupthink, and selective perception.

    Completing this unit should take you approximately 14 hours.

    • Unit 3 Introduction Video Page
      Students must
      View

    • Upon successful completion of this unit, you will be able to:

      • use Lewin's three-step model of change in relating types of change to the decision-making process;
      • assess various methods of communicating change within an organization;
      • compare and contrast decision-making based on individualized and team processes;
      • evaluate the strengths and weaknesses of rational and "satisficing" approaches to decision-making; and
      • analyze the impact of biases such as anchoring, groupthink, and selective perception on the decision-making process.

    • 3.1: Change Management

      Making changes in an organization, no matter the size, is one of the most difficult things for leaders. Organizational change takes a long time to plan, implement, and make permanent. This process is hindered by people's natural resistance to change. In this section, you will read about some of the most popular approaches to organizational change and how they are used.

      • Planning and Executing Change Effectively Page
        Students must
        Mark as done

        As you read this section, pay close attention to the material on Kurt Lewin's three-stage model of planned change. This will be an important knowledge base for you in this unit. Why can concepts like "unfreezing" and inclusion help bring about change in an organization?

      • Managing Change Page
        Students must
        Mark as done

        Now that you have read Kurt Lewin's three-stage change model, we will look at John Kotter's model. How do the two models work together to make a complete model for organizational change?

      • Managing Change for Organizations Book
        Students must
        Mark as done

        Read this section. Then, thinking back to what you read about Kurt Lewin in the previous resource, discuss why Lewin's research on change is applicable today. You should be picking up on a theme in this course about how our concept of leadership has evolved over time and differed among various professional environments, such as national politics, professional athletics, and business.

      • Communicating Change Page
        Students must
        Mark as done

        Read this article. Can you think of a time when you felt left in the dark about a change? How did it make you feel, and how did you react?

      • The Influence Model Page
        Students must
        Mark as done

        Read this article. Colin Price describes a square with four quadrants representing how management can introduce change. After you read, could you create a pictorial representation of the model Price describes?

    • 3.2: Decision-Making

      It could be argued that all of a leader's job is making decisions. That is why it's important to understand how decisions are made, the psychology behind decision-making, and the various decision-making techniques that can be used depending on what the situation demands.

      • Views on Decision-Making Page
        Students must
        Mark as done

        Watch this series of videos. Decision-making is a common topic among TED speakers, so feel free to explore what else is out there.

      • Making Hard Choices Page
        Students must
        Mark as done

        Large groups often function differently than smaller, more intimate teams. As a leader, you need to be able to navigate both types of groups. Read the article and consider how you have seen decision-making techniques utilized by large groups of people – either groups you were part of or groups you have observed. If you cannot think of a relevant experience, think about how decision-making might play out with any large group. What experience could you share regarding leading or observing the leadership of large groups?

      • Problems with the Rational Decision-Making Model Page
        Students must
        Mark as done

        Compare and contrast Prospect Theory and Bounded Rationality. Which theory do you believe to be more valid? Why?

      • Understanding Decision-Making Page
        Students must
        Mark as done

        Compare and contrast intuitive and creative decision-making. When is each decision-making type most appropriate in business?

      • Decision-Making in Groups Page
        Students must
        Mark as done

        Read on about the various decision-making techniques that help groups make good decisions. How does each technique help groups make better decisions than individuals making decisions on their own? Can you think of an example of when each technique might be used in a business setting?

      • What's Your Default? Page
        Students must
        Mark as done

        Read this article. Do you think organizations should depend more on their leader's strength of conviction or leaders' overall competency to lead others?

    • 3.3: Biases

      Biases are aspects of our subconscious determined by genetics, experience, and environment that influence how we consider the world and attribute reasons to how people behave. It's important to understand what biases are and how they work to understand how they can affect decision-making for better and worse.

      • The Psychology of Groups Book
        Students must
        Mark as done

        Review this article and reflect upon some past situations where you were part of a large group. What were the tactics/strategies your group used to make decisions? Were those tactics/strategies effective? Why or why not? Consider how your experience relates to the concepts described in this article.

      • Group Decision-Making Page
        Students must
        Mark as done

        This chapter contains more detailed information about groupthink and the factors that lead to it. How would you define groupthink and how it occurs? Remember that it is a complex process that rarely happens and usually has disastrous results. Try to think of an example of a decision gone wrong that may have resulted from groupthink. What role did groupthink play in your example?

      • Barriers to Accurate Social Perception Page
        Students must
        Mark as done

        This section contains important information about three ways bias, particularly selective perception, influences our perception of others. Read the section carefully and think about how you may have subconsciously perceived others inaccurately and perhaps treated them unfairly. What can you do to avoid these biases in the future?

      • Selectivity of Perception Page
        Students must
        Mark as done
        Look up online photographs of a one Turkish Lira coin and a one Euro coin. Look at both of them for one minute, then close the photographs. Quickly draw the side of the Turkish Lira coin and the side of the Euro coin that you looked at. Go back and check your drawings against the photographs you found online. Where were you accurate? What did you include? What did you leave out? Why might your memory and perception be selective? We see these coins daily, but do we really notice all the details or just what is most important? There are many examples of people misinterpreting, failing to notice, or misremembering what they believe they perceive.

    • Unit 3 Study Resources

      This review video is an excellent way to review what you've learned so far and is presented by one of the professors who created the course.

    • Unit 3 Assessment

      • Unit 3 Assessment Quiz
        Students must
        Receive a grade

        Take this assessment to see how well you understood this unit.

        • This assessment does not count towards your grade. It is just for practice!
        • You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
        • You can take this assessment as many times as you want, whenever you want.

  • Unit 4: Leading without Formal Authority

    While many students of this course will go on to lead teams, organizations, and companies, everyone will have opportunities to lead without being granted any actual authority (called "legitimate power"). To leverage these opportunities, you must know what types of power exist and when to use them. For example, having expert power allows someone to step up because they have the most knowledge about a specific subject. Leading without authority goes beyond power; the ability to influence without manipulation, emotional intelligence, and interpersonal skills are all important aspects of gaining power and leadership without having direct authority over a group or team. After studying these topics, you will be able to recognize when a leader takes over a situation and determine who may be the best leader for a given situation.

    Completing this unit should take you approximately 12 hours.

    • Unit 4 Introduction Video Page
      Students must
      View

    • Upon successful completion of this unit, you will be able to:

      • evaluate the primary methods used by leaders to exert power over their subordinates;
      • assess the methods used by leaders to exert influence over subordinates;
      • analyze the role of emotional intelligence in leadership;
      • assess the key interpersonal skills in leadership; and
      • evaluate the positive and negative elements of leadership without formal authority.

    • 4.1: Sources of Power

      As a leader, knowing where your and others' power comes from and how it is used will be important. These readings will allow you to reflect on the appropriate uses and situations to use power.

      • Sources of Power Page
        Students must
        Mark as done

        Read this short segment on power. Which form of power do you believe to be the most effective overall, and why?

      • Problem-Solving in Groups and Teams Page
        Students must
        Mark as done

        This chapter discusses types of power and how power is used. How might the various types of power be used in business relationships, especially the relationship between superior and subordinate? What counterpower do subordinates have? What are the power dynamics of colleagues at the same level?

      • Finding Real Leadership Power Page
        Students must
        Mark as done

        Read the article and reflect on the following questions: What other types of leadership might be more effective than using power? Under what circumstances is it possible to lead without specific power?

    • 4.2: Forms of Exerting Leadership

      There are various ways of exerting leadership besides wielding power. These include influence, mediation, managing conflict, and good communication.

      • Influencing Others Page
        Students must
        Mark as done

        By the end of this text, you should be able to differentiate between the various methods of influencing others and the role of each of these methods in effective leadership.

      • Mediation Page
        Students must
        Mark as done

        Managers must deal with conflict frequently. One approach to leading a team through conflict is to serve as a mediator. In this text, you will learn what mediation is. Why is mediation an available method of conflict resolution for most managers, whereas something like arbitration would not be?

      • The Importance of Conflict Management Page
        Students must
        Mark as done

        Watch this video to get a sense of why conflict management is important. Note that conflict management is not always conflict resolution. Good leaders know how to foster productive conflict and reduce conflict, which is distracting to the team's purposes.

      • Adaptive Non-verbal Communication Page
        Students must
        Mark as done

        Close your eyes and think of a great leader. What does this person look like? What does this person sound like? What is their dress? How do they carry themselves? Despite what you may have observed from movies, television, and other media, Locke's research suggests that there is no "best" way to look and act like a leader. Read on to discover more of Locke's findings for one's non-verbal presentation and leadership.

      • Responsibility to Communicate Page
        Students must
        Mark as done

        Read the article. Why do organizations have a responsibility to the community they operate in? Aside from Nike, can you think of other companies demonstrating leadership in your community? Look into at least one other company and describe its efforts to make a positive change in some way other than its primary business venture.

    • 4.3: Influence

      This article gives examples of ways volunteer leaders use their experience to influence others to make a difference in their community.

      • Giving Advice Page
        Students must
        Mark as done

        Review the article. How would you critique the section on advising someone new in a leadership position? Would you support the comments or add additional thoughts?

    • 4.4: Emotional Intelligence (EI)

      Aside from intellectual intelligence, leaders must have emotional intelligence. This is the ability to understand and manage emotions in ourselves and others. The higher your emotional intelligence, the more likely you will be a successful leader.

      • Emotional Leadership Page
        Students must
        Mark as done

        Read the article. How are emotional leadership and emotional intelligence related?

      • How Emotion and Mood Influence Behavior Page
        Students must
        Mark as done

        Emotion and mood can affect temperament, personality, disposition, motivation, and initial perspectives and reactions. Hence, it is very important to the productivity and culture of a workplace that managers balance the mood of the groups they lead.

    • 4.5: Interpersonal Skills

      What makes leaders with high EQ successful is their ability to interact effectively with other people. Good leaders know that managing a successful organization is no longer solely a matter of finances. Organizations that are successful in the long run have leaders with excellent interpersonal skills and business acumen.

      • Should Open Source Leaders Go Native? Page
        Students must
        Mark as done

        While the term “open source” began with software development, it has now become a common term in other areas to mean a collaborative approach to accomplishing a goal. By the end of this text, you should be able to explain what "going native" means and why it may be an effective leadership communication strategy. Can you?

      • Aggressive Personality Types Page
        Students must
        Mark as done

        Read this article. What is the place of aggressiveness in leadership? Is there any place for aggression?

      • Working with Individuals Page
        Students must
        Mark as done

        As you read, decide for yourself whether or not you think the Myers-Briggs Type Indicator might be helpful for managers as they seek to create effective teams. What would be a better way to determine whether an employee is a good fit for a given team?

    • Unit 4 Study Resources

      This review video is an excellent way to review what you've learned so far and is presented by one of the professors who created the course.

    • Unit 4 Assessment

      • Unit 4 Assessment Quiz
        Students must
        Receive a grade

        Take this assessment to see how well you understood this unit.

        • This assessment does not count towards your grade. It is just for practice!
        • You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
        • You can take this assessment as many times as you want, whenever you want.

  • Unit 5: Organizational Culture

    Creating, maintaining, and, when necessary, changing organizational culture is one of an organizational leader's main functions. As the head of the organization, you are responsible for setting the example of how everyone else in the company is expected to behave. The organization's culture sets the tone for behavior, unifies the employees, and creates guidelines for what to do in uncertain situations. What's more, it is passed on to future organizational members. So, even when an organization's founder dies, or the culture's creator leaves the organization, the elements of the culture remain in the organization's structure, systems, norms, and values. For this reason, leaders must create strong organizational cultures that guide internal behavior and tell external stakeholders what they can expect from the organization.

    This unit will help you understand what organizational culture is (as opposed to national culture) and how it is defined at several levels. Then it will explain the importance of leadership in creating and changing culture when necessary. Next, it will compare the various cultures that tend to arise in corporate organizations. Finally, it will discuss ethics and corporate social responsibility so you can see the importance of culture to internal and external stakeholders.

    Completing this unit should take you approximately 14 hours.

    • Unit 5 Introduction Video Page
      Students must
      View

    • Upon successful completion of this unit, you will be able to:

      • evaluate why culture is a crucial part of organizations;
      • analyze the role of leadership in creating and changing organizational culture;
      • assess various types of organizational culture;
      • analyze the difference between strong and weak cultures; and
      • explain the role of culture in organizational responsibility and ethics.

    • 5.1: Understanding Organizational Culture

      Organizational culture is the part of the internal business environment that holds the organization together. It consists of the norms, values, attitudes, and beliefs that guide everyone in the organization on right and wrong and acceptable and unacceptable behavior. Therefore, creating the right culture is one of the most important parts of the leader's job.

      • Understanding Organizational Culture Page
        Students must
        Mark as done

        Think about the culture of an organization you have belonged to. Describe how one aspect of that culture manifested itself at all three levels of organizational culture: on the surface as an artifact, deeper as a shared value, and at the deepest level as an assumption. How did this aspect of culture help the organization unify its members and provide them with a guideline for how to behave?

      • Creating and Maintaining Organizational Culture Page
        Students must
        Mark as done

        Leaders are important not only for creating organizational culture but also for maintaining it. Indeed, the basis of organizational culture is the leader's own ideal behavior. However, leaders are not always available for members of their organization to imitate, and culture is passed on to new members long after the creator is no longer around. Explain the systems that current organizational leaders use to maintain the culture they create, even in their absence.

      • Evernote Page
        Students must
        Mark as done

        Evernote founder Stepan Pachikov's motto was Remember Everything. As you watch this video, think about how that motto infiltrates Evernote's culture and thus influences every aspect of its business, from its mission statement to employee benefits to the user experience.

    • 5.2: Leadership and Organizational Culture

      As stated in the previous section, creating the right culture is one of the most important parts of the leader's job. The founder or current leader of an organization is the person who sets the tone for the culture of the entire organization. In other words, leaders are role models of appropriate and expected beliefs and behaviors for all other employees. Done well, an organization with an ethical leader can set an example for others to use for best practices. Done poorly, an organization with an unethical leader will eventually collapse in scandal.

      • Culture and Innovation Book
        Students must
        Mark as done

        Read this introduction to organizational culture. Be sure you understand Edgar Schein's three levels of organizational culture. How do you think an ideal core culture should look?

      • Creating Culture Change Page
        Students must
        Mark as done

        Strong organizational culture is a double-edged sword: it normally strengthens an organization but sometimes can lead to its downfall. On the positive side, culture keeps employees motivated and organizations productive. On the negative side, culture sometimes keeps organizations from making necessary changes to remain competitive. If left long enough, failure to adapt to environmental change leads to organizational failure. As you read this section, consider why an organization might need to change what was once a thriving culture. Give examples for each of the six steps of creating culture change.

      • Accountable Culture Book
        Students must
        Mark as done

        The 21st century began with a series of ethical scandals in global corporations. Since then, the business world has experienced even more corruption than expected. Arguably, this instability is due to a lack of accountability by those in charge. When this bad behavior happens, new leadership is normally sought to improve the culture. As you read this chapter, note what is required of an organization to truly change its culture. Create an example of the seven practices for creating an accountable culture.

    • 5.3: Types of Organizational Culture

      As with most aspects of business, one culture does not fit all. Organizations must adapt their cultures to meet the demands of changing organizational environments. In this section, you will read about different types of culture, the difference between strong and weak cultures, and how culture can vary even within the same organization.

      • Characteristics of Organizational Culture Page
        Students must
        Mark as done

        Explain the seven dimensions of organizational culture. How do they work together to create a strong organizational culture profile? How can they splinter an organization's culture into subcultures?

      • Systems Thinking Page
        Students must
        Mark as done

        This cartoon goes with the following article.

      • Corporate Cultures Page
        Students must
        Mark as done

        When considering organizational culture, we are often reminded of the fable of the six blind men describing an elephant. Each compares the elephant to something completely different, depending on what part of the elephant he can touch. An elephant is a good analogy for organizational culture because, like elephants, organizations can be large entities with various and strangely-shaped parts. Depending on what part of the organization you are a member of, organizational culture may seem quite different from someone in another part of the organization. But how can this be if organizational culture is meant to unify and guide the behavior of all employees? Read this section and consider the short case study on Amazon at the end. Explain how the same company can be considered both an adhocracy and a hierarchy, which are opposites in the Competing Values Framework.

    • 5.4: Organizational Ethics and Social Responsibility

      Although organizational culture covers most of an organization's internal environment, it also affects the external business environment. Good leaders set and model high ethical standards for the entire organization. This means everyone in the organization is expected to treat stakeholders ethically and responsibly, which often goes above and beyond what written law requires.

      • A Succinct Theory of Business Ethics Page
        Students must
        Mark as done

        First, read this short article to learn what business ethics are.

      • Why Ethics Matter Book
        Students must
        Mark as done

        Read this chapter on why ethics matter. Use this information and everything else you've learned in this unit to explain how leaders, from senior executives to middle managers or team captains, use organizational culture to maintain an ethical workforce.

      • Corporate Social Responsibility (CSR) Book
        Students must
        Mark as done

        Many people live in communities that rely on corporate social responsibility (CSR), in its many forms, for survival. Without CSR, unethical corporations would exploit the disenfranchised when government regulation is slow-moving, weak, or nonexistent. Consider how leaders can encourage and implement CSR in their organizations' cultures. How can organizations do well financially by doing good socially?

      • Practice with CSR Page
        Students must
        Mark as done

        Watch the video about the fictional company Organic Delights. Consider how they should spend their $17,500 CSR budget. If you had to decide on the best way to spend the money, what would you do? How would you justify your decision to the others on the decision-making team?

    • Unit 5 Study Resources

      This review video is an excellent way to review what you've learned so far and is presented by one of the professors who created the course.

    • Unit 5 Assessment

      • Unit 5 Assessment Quiz
        Students must
        Receive a grade

        Take this assessment to see how well you understood this unit.

        • This assessment does not count towards your grade. It is just for practice!
        • You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
        • You can take this assessment as many times as you want, whenever you want.

  • Unit 6: Leading Groups and Teams

    Whether your power base is legitimate or otherwise, you may be in a leadership position within a group or team. But what is the difference between a group and a team? The first unit touched on this, but further distinctions are needed. Groups are often formed organically. Think about a group of car enthusiasts: they come together because of similar interests. There may not be an underlying goal other than to share ideas and discuss topics of mutual interest. Teams are formed more strategically. For example, think about a professional sports team; management carefully selects and trains players, and together they work toward the common goal of winning games. Teams should function the way a group does: with a more relaxed atmosphere, allowing each contributor to feel comfortable in their role. Maintaining this atmosphere can be difficult because teams sometimes work in stressful environments. This is why building a good team with great dynamics is so important and challenging. A team that functions well together will be more productive than a team that does not have a good dynamic. Thus, this unit will enable you to explore the world of teams and groups. You will learn about the internal processes that underlie team/group formation and maintenance and the role of leadership in these types of settings. The unit opens with a discussion of diversity. While the value of diversity in an organization is not restricted to team processes, scholars and business practitioners agree that a diverse membership improves team performance.

    As stated throughout, this course will not make you a good leader or team member, but it can give you the tools that will help you recognize what makes the team effective and identify the players that serve best as leaders.

    Completing this unit should take you approximately 10 hours.

    • Unit 6 Introduction Video Page
      Students must
      View

    • Upon successful completion of this unit, you will be able to:

      • analyze the roles of cohesion, communication, and motivation in both team and group settings;
      • determine the channels of communication utilized in team settings;
      • compare and contrast primary strategies for building effective teams; and
      • assess the effects of various leadership strategies on team or group performance.

    • 6.1: Managing Diversity

      Having a diverse workforce means more than just demographic differences. It also means all your employees feel comfortable and included equally in their work environment. Building diverse work teams is one way to build diverse organizations.

      • Managing Demographic and Cultural Diversity Book
        Students must
        Mark as done

        Unlike the business world of previous generations, a diverse workplace is now the norm, not the exception. What benefits does diversity offer the workplace? Think of these benefits of being both personal and professional. How proactively should managers pursue the goal of creating diverse teams?

      • The Challenge of Diversity Page
        Students must
        Mark as done

        Read this article, which discusses how globalization and diversity cause managers to focus on balancing a range of cultural norms and expectations.

      • Adapting Quickly Page
        Students must
        Mark as done

        Read this article. How would you respond to this argument? "When coming to a new country, the employee or individual must submerge themselves in the host country's culture and ways as quickly as possible and abandon their traditional ways".

    • 6.2: Internal Group Processes

      Understanding group dynamics is crucial to managing successful teams. Communication within groups, team size, and group cohesiveness are just some factors that affect group function.

      • Communication Characteristics of Small Groups Book
        Students must
        Mark as done
        Earlier, you read about communication techniques in large groups. Read this chapter and pay close attention to the communication characteristics of small groups. How would you compare and contrast communication in small and large groups? Are small-group communication strategies more effective than those used with larger groups?
      • Team Size Page
        Students must
        Mark as done

        Rule of thumb for determining group size.

      • Group Dynamics Page
        Students must
        Mark as done

        By the end of this text, you should be able to relate group size to group cohesiveness. In general, the smaller the group, the easier it will be for its members to reach a consensus on goals and thus possess a stronger bond.

      • Problem-Solving in Groups and Teams Page
        Students must
        Mark as done

        This article describes the effect of group size on the trade-off between increased collective expertise and decreased involvement and satisfaction of individual members. It also covers managing group membership depending on the team's purpose.

    • 6.3: Building and Managing Teams

      Here are some things to remember when putting teams together and managing them for success.

      • The Three Pillars of High-Performance Teams Page
        Students must
        Mark as done

        Everyone serious about success is serious about teams. Great teams lift organizations. Lousy teams drain everyone. Mark Miller explains the three pillars of successful teams.

      • Building Successful Teams Book
        Students must
        Mark as done

        Read the series of articles covering steps for building successful diverse teams. These steps include setting goals, instilling accountability, choosing team members, establishing processes, and the stages of team development. Be sure to reference the useful glossary terms at the bottom of each article.

    • 6.4: Team Leadership

      As a final lesson, you should consider what you will need to think, how you will need to behave, and which skills you will need to acquire to become the best leader you can be. What will your leadership style be? At what level of the organization will you be the most effective leader? What type of communication and influence will you use? How will you change when your organization needs to change? If you can honestly answer these questions about yourself, you have the knowledge and introspection it takes to be a successful leader.

      • Leadership and Small Group Communication Page
        Students must
        Mark as done

        Read the article. Can a small group perform effectively without a designated formal leader? Why or why not?

      • High-Performance Leadership Communication Page
        Students must
        Mark as done

        Read the article and differentiate between the three levels of high-performance leadership communication.

      • Virtual Teams Page
        Students must
        Mark as done

        Read the article. Do virtual teams benefit or harm group productivity? How should managers lead virtual teams, considering that team members or subordinates are at remote locations?

    • Unit 6 Study Resources

      This review video is an excellent way to review what you've learned so far and is presented by one of the professors who created the course.

    • Unit 6 Assessment

      • Unit 6 Assessment Quiz
        Students must
        Receive a grade

        Take this assessment to see how well you understood this unit.

        • This assessment does not count towards your grade. It is just for practice!
        • You will see the correct answers when you submit your answers. Use this to help you study for the final exam!
        • You can take this assessment as many times as you want, whenever you want.

  • Study Guide & Practice Exam

    This study guide will help you get ready for the final exam. It discusses the key topics in each unit, walks through the learning outcomes, and lists important vocabulary. It is not meant to replace the course materials!

Callback before_footer in local_aigrade component should be migrated to new hook callback for core\hook\output\before_footer_html_generation
  • line 7225 of /lib/moodlelib.php: call to debugging()
  • line 7292 of /lib/moodlelib.php: call to {closure}()
  • line 71 of /lib/classes/hook/output/before_footer_html_generation.php: call to get_plugins_with_function()
  • line 987 of /lib/classes/output/core_renderer.php: call to core\hook\output\before_footer_html_generation->process_legacy_callbacks()
  • line 372 of /course/view.php: call to core\output\core_renderer->footer()