Chapter 6: Leadership Principles Lesson 1: Power Bases and Influence
CORE LET 4Unit 2: Leadership Theory and Application
Chapter 6: Leadership Principles
Lesson 1: Power Bases and Influence
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Competency: Outline a personal plan to build strong relationships with team members.
McRel Standards: SR1 - Sets and manages goals, SR2 - Performs self-appraisal, WO1 - Contributes to the overall effort of a group
Linked Program Outcomes: Maximize potential for success through learning and self-management [self management, study skills, personal success, life skills], Develop leadership skills [leadership], Build effective relationships with peers, co-workers, and the community (conflict resolution and service learning) [self management, personal success, life skills]
Lesson Question: When I am leading others, what power bases do I have and which one should I use when wanting to influence their behaviors and actions? How will this help me as a leader?
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Mapâ / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Structured ReflectionMetacognition
What? So What? Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Lesson Objectives
Research the different types of power and influence
Determine the appropriate application of power and influence
Evaluate how individual and system power can be used to increase performance
Define key words: coercive power, defensive, developmental, expert power, legitimate power, referent power, relinquishing, reward power
Legend:
£ Indicates item is not used in lesson
S Indicates item is used in lesson
Learning Materials: Student Learning Plan, Student Text, Power Bases and Influence Assessment Task, Exercises #1- #3, Visual #1, Flash #1-#2, Thinking Map® samples, Graphic Organizer samples
Supplies: Chart Paper, Colored Markers, Rope, Tape
Resources: Cadet Notebooks, JROTC Success Profiler, LET CM, Computer, Monitor, Overhead Projector, Cadet Portfolios, Classroom Performance System (CPS), Success ProfilerÔ.
McRel Standards: Grade-level benchmarks for the McRel Standards can be found in your JROTC Instructor’s Desk Reference. / Lesson Preview/Setup:
Energizer – Arrange an open area in the classroom to allow room for a 2-person tug-of-war activity, tape a divider line on the floor, and have rope available so cadets consider who has the most power.
Inquire - Guide cadets to the learning objectives and key words in their Student Learning Plan. Display Visual #1 and provide chart paper and colored markers so cadets discuss definition of power.
Gather – Present content using Flash #1 or classroom presentation and textbooks. Distribute Exercise #1 so cadets define bases of power and influence approaches.
Process –Cadet teams determine what power base and influence approach they will use for a given scenarios in Exercise #2. Cadets record their process using a Multi-Flow Map. Cadets use Flash #2 and Exercise #3 to review responses to scenarios.
Apply – Distribute Power Bases and Influence Assessment task. Cadets begin to outline their own personal power models.
Note: As additional resources for this lesson, you may use the Sales Orientation/Leadership Profiles located in the Success ProfilerÔ. To access the programs and recommended resources, please refer to the Quick Start Manual. It gives the cadets basic information about leadership and the attributes of leadership.
Part 1: 45 minutes
Icebreaker/Energizer:
Setup:
1. Prepare to display multimedia including: Focusing Question.
2. Arrange for sufficient open area in the classroom for a two-person tug-of-war activity.
3. Tape a divider line on the floor in the center of the open area.
Direct Cadet Focus:
1. Select the smallest cadet and the largest cadet from the class.
2. Instruct the class to look at the two cadets and consider which cadet has more power.
Learning Activity:
1. Display Focusing Question
2. Instruct the two chosen cadets to stand facing each other.
3. Instruct them to back up three steps from each other.
4. Give each cadet one end of a rope and ask the cadets to pull on their ends until one cadet crosses the line placed on the floor with tape. After one cadet is pulled across the line, ask the class which cadet has more power.
Reflection:
Use these questions as tools to focus cadet discussion, reflection and note taking:
· Did the results of this activity surprise you?
· What do you think it means to have power?
Total Time: 8 minutes
Phase 1 -- Inquire:
Setup:
1. Prepare to display multimedia including: Key Word(s), Visual #1.
2. Post three sheets of chart paper where it is visible to all cadets.
Direct Cadet Focus:
1. Guide cadets to preview the information in the Student Learning Plan including the competency, core abilities, performance standards, learning objectives, key words, learning activities, and assessment activities.
2. Guide cadets to read Student Learning Activities 1 and 2 in their Student Learning Plans.
3. Lead a discussion about the definition of power stating that most often people think of power as strength. “The stronger you are, the more powerful you are.” Inform cadets, though, that power can be invisible and have nothing to do with physical strength.
Learning Activity: / (addresses Student Learning Activities 1 and 2)
1. Display Key Word (s).
2. Display Visual #1: Power and Influence.
3. Cadets participate in a Think-Pair-Share activity, responding to the questions below with a partner. List their shared responses on chart paper.
· Ask “How would you define power?”
· Ask “Where do you think people get their power? Provide two examples.”
4. Listen closely to their discussion so you can refer back to it later when the five bases of power are introduced in the next Gather Phase.
Self-paced Option: Guide cadet to answer the questions from Step 3 above.
Reflection:
Use these questions as tools to focus cadet discussion, reflection and note taking:
· What would you like to learn about power?
· Do you feel that it is easy or difficult to gain power? Why?
Total Time: 17 minutes
Phase 2 -- Gather:
Setup:
1. Prepare to distribute multimedia including: Flash #1, Exercise #1, and Reinforcing Question(s).
2. Distribute Exercise #1: Power Bases and Influence to each cadet.
3. Assure student textbooks are available.
Direct Cadet Focus:
1. Guide cadets to read Student Learning Activities 3 and 4 in their Student Learning Plans.
2. Ask cadets to think about what it means to have power and the effects of certain types of power.
Learning Activity: / (addresses Student Learning Activities 3 and 4)
1. Display Flash #1: Power Bases and Influence.
2. Discuss the types of power bases and the influence approaches most often used.
3. Allow cadets to work in pairs, each partner filling out Exercise #1, using each other to for feedback as necessary.
4. Lead a discussion about the cautions to each approach and around the benefits of using the developmental approach most often.
5. Record some data on the Exercise #1 results of each part’s rank to see what power source cadets identify with the most and what influence approach they most often use.
6. Display reinforcing question(s).
Self-paced Option: Cadets read through the section on Power Bases and Influences in their student text and complete Exercise #1, submitting it for feedback and evaluation. Cadets record their answers to the reflection questions in their Cadet Notebook.
Reflection:
Use these questions as tools to focus cadet discussion, reflection and note taking:
· How much power do I think I have? Why?
· Which approach do I use most often and why?
Total Time: 20 minutes
Part 2: 45 minutes
Phase 3 -- Process:
Setup:
1. Prepare to display multimedia including: Exercise #2, Multi-flow Map, Exercise #3 and Flash #2.
2. Divide cadets into equal groups of teams allowing at least one team per scenario in this activity.
3. Distribute Exercise #2: Power Scenarios to each cadet team.
Direct Cadet Focus:
1. Review with cadets where they are in the learning process. Brainstorm on the board the key concepts and supporting activities introduced during Part 1 of this lesson.
2. Guide cadets to read Student Learning Activities 5 and 6 in their Student Learning Plans.
3. Ask cadets to consider when to use each of the influence approaches.
Learning Activity: / (addresses Student Learning Activities 5 and 6)
1. Review the directions for Exercise #2: Power Scenarios.
2. Tell each cadet team to collaborate to create a Multi-Flow Map to illustrate what influence approach and power base might be used for each scenario described in Exercise #2.
3. Instruct each team to share the maps with another team or with the entire class.
4. Use Flash #2: Family Feud Game to use as review after all team scenarios are presented. Use Exercise #3: Family Feud for the game questions, answers, and instructions of how to play.
5. Lead a class discussion based on cadets’ responses to the scenarios.
Self-paced Option: Cadets review and complete Exercise #2 and use a Multi-Flow Map to record the solution to their situation. Cadets record responses to the Reflection Questions to their Cadet Notebook.
Reflection:
Use these questions as tools to focus cadet discussion, reflection and note taking:
· When I am leading others, what power bases do I have?
· Which power base should I use when wanting to influence their behaviors and actions?
· How will this help me as a leader?
Total Time: 25 minutes
Phase 4 -- Apply:
Setup:
1. Prepare to display multimedia including: Power Bases and Influence Assessment Task and Multi-Flow Map.
2. Distribute the Power Bases and Influence Assessment Task
Direct Cadet Focus:
1. Guide cadets to read Student Learning Activities 7 and 8 and Student Assessment Activities 1 and 2 in their Student Learning Plans.
2. Ask cadets to think about what influence approaches they have used when they were in a leadership role.
Learning Activity: / (addresses Student Learning Activities 7 and 8 and Student Assessment Activities 1 and 2)
1. Lead a discussion about how the cadets’ Winning Colors® impact their influence approach.
2. Guide cadets to preview the Power Bases and Influence Assessment Task and Scoring Guide.
3. Encourage cadets as they work independently to blend power bases and influence to design their personal power models.
Reflection:
Use these questions as tools to focus cadet discussion, reflection and note taking:
· Am I prepared to lead or follow from each of the bases of power?
· How can I become better skilled to influence through the developmental approach?
· Why will this help me in my own leadership development goals?
Assessment: (addresses Student Assessment Activities 1 and 2)
Guide cadets to complete the Power Bases and Influence Assessment Task. Use the scoring guide to evaluate the skill and provide feedback.
Total Time: 20 minutes
Homework:
Cadets will need additional time to complete the assessment task.
Note on Cadet Portfolios:
As cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your needs. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
Note on using the Classroom Performance System:
Use the Classroom Performance System (CPS) with cadets to ask questions during lecture, administer tests, quizzes and other class work, grade homework, and/or engage in team activities. Refer to the CPS Training for additional uses of this tool for learning and assessment.
Unit 2: Leadership Theory and Application 5