Suki Andrews, Sales Supervisor, Listo Systems. Identifying Power

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Suki called the sales representatives into a meeting and listed the problems that were occurring. After limited discussion, she reminded them that their unresponsiveness and omissions could result in major financial hardships for the company through a loss of sales and customers. She reviewed the schedule for daily tasks and invoice procedures. She added that she would be monitoring the invoices and daily tasks and would follow-up on any complaints from customers in the next week by meeting with the sales officer responsible for that invoice.

Answer the following questions:

1. What are some of Suki’s actions that indicate task behavior?

2. Is Suki’s level of task behavior high or low? Why?

3. Which of Suki’s actions indicated relationship behavior?

4. Is Suki’s level of relationship behavior high or low? Why?

5. Which leadership style was Suki using (S1, S2, S3, or S4)?

6. Did Suki’s leadership style match what was needed in the situation? Why or why not?

Sample Solution

both full and part time courses have declined drastically.
Dropping by more than 60% since 2010, a very concerning problem was evident.

At the start of their studies, an individual is considered a mature student if they are aged 21 or over. 22 years is the average age a student finishes their studies. Moreover, when starting their courses, mature students aged over 40 is at a low percentage of just 10%.
(Butcher, 2017). It is considered that the preferred way of referring to students in today’s society is as learners.

A piece of research was produced to gain knowledge and determine the main concern for adult learners when returning to higher education.
The natural part of being alive is the process of learning. The learning of new skills and making new outlooks to problems is natural and essentially fulfilling (Rogers, 2001).
Essential contrasts among adult and children learners include the way that most, however not all, adults may be presumed to have well-developed language and subjective capacities, which can be utilised favourably in teaching (Shaughnessy, 1977). Adults likewise, carry with them plenty of experience, which again can be developed to improve learning. Adult learners are additionally compelled to achieve specific educational outcomes, particularly those that are promptly relevant to their lives (Kerr, 1995).
However, adults’ past experience may result in presumptions and thoughts that go about as a barrier to their progress (Russell, 1999). In a general way, they are likely to have anxieties and fears associated with the education settings (Schweterman & Corey, 1989). Advancement in technology, the writing of essays their age gap away from education are examples of some barriers some may suffer from.

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