Read the case – An Exploration in Leadership

. Then answer the questions below:

1. How is this an example of transformational leadership?
2. Where are Dr. Cook’s strengths on the Full Range of Leadership model (see Figure 8.2 in your textbook)?
3. What is the vision Dr. Cook has for the archeology excavations?

TIPS

1. Check anything APA at Purdue Purdue Online Writing Lab.
2. APA is always double space, no more no less.
3. The title page must have a header and page number. Center of title page has the title of the assignment, your name, and college name. NO MORE!
4. Don't forget the References page. If you list a reference, it must also appear as an in-text citation and visa versa. 9. Never use Works Cited on the References page. Use the word References.
5. Refrain from using the following phrases when writing an academic paper: "I believe" "In my opinion" "I think" "I". The reason you use references is so you can write about what has been researched, this information has validity.
6. Use headings to take the reader from one point to another. Remember the reader has no idea what this case is about.

You should submit

• Submit your response as a word document, formatted APA style.
• This document should contain two to three well-written paragraphs.
• Cite your sources where applicable. APA style.

CASE

Case 8.2 – An Exploration in Leadership

Every year, Dr. Cook, a college professor, leads a group of 25 college students to theMiddle East on an archaeological dig that usually lasts about 8 weeks. The participants,who come from big and small colleges throughout the country, usually have little priorknowledge or background in what takes place during an excavation. Dr. Cook enjoysleading these expeditions because he likes teaching students about archaeology andbecause the outcomes of the digs actually advance his own scholarly work.While planning for his annual summer excavation, Dr. Cook told the following story:This summer will be interesting because I have 10 people returning from last year. Lastyear was quite a dig. During the first couple of weeks everything was very disjointed.Team members seemed unmotivated and tired. In fact, there was one time early onwhen it seemed as if nearly half the students were either physically ill or mentallyexhausted. Students seemed lost and uncertain about the meaning of the entire project.For example, it is our tradition to get up every morning at 4:30 a.m. to depart for theexcavation site at 5:00 a.m. However, during the first weeks of the dig, few people wereever ready at 5, even after several reminders.

Every year it takes some time for people to learn where they fit with each other and withthe purposes of the dig. The students all come from such different backgrounds. Someare from small, private, religious schools, and others are from large state universities.Each comes with a different agenda, different skills, and different work habits. Oneperson may be a good photographer, another a good artist, and another a good surveyor.It is my job to complete the excavation with the resources available to us.At the end of Week 2, I called a meeting to assess how things were going. We talkedabout a lot of things including personal things, how our work was progressing, and whatwe needed to change. The students seemed to appreciate the chance to talk at thismeeting. Each of them described his or her special circumstances and hopes for thesummer.I told the students several stories about past digs; some were humorous, and othershighlighted accomplishments. I shared my particular interests in this project and how Ithought we as a group could accomplish the work that needed to be done at this important historical site. In particular, I stressed two points: (a) that they shared theresponsibility for the successful outcome of the venture, and (b) that they hadindependent authority to design, schedule, and carry out the details of their respectiveassignments, with the director and other senior staff available at all times as advisers andresource persons. In regard to the departure time issue, I told the participants that thestandard departure time on digs was 5:00 a.m.Well, shortly after our meeting I observed a real shift in the group attitude andatmosphere. People seemed to become more involved in the work, there was lesssickness, and there was more camaraderie. All assignments were completed withoutconstant prodding and in a spirit of mutual support. Each morning at 5:00 a.m. everyonewas ready to go. I find that each year my groups are different. It’s almost as if each ofthem has a unique personality. Perhaps that is why I find it so challenging. I try to listen tothe students and use their particular strengths. It really is quite amazing how thesestudents can develop in 8 weeks. They really become good at archaeology, and theyaccomplish a great deal.This coming year will again be different because of the 10 returning “veterans.”