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Leadership Case Studies

Here is a sample of three case studies from the book, Leadership Case Studies, that are most instructive and impactful to developing leadership skills.

For the past 30 years, I have conducted seminars and workshops and taught college classes on leadership.

I used a variety of teaching aids including books, articles, case studies, role-plays, and videos.

I recently created a book, Leadership Case Studies that includes some of the case studies and role-plays that I found to be most instructive and impactful.

Here is a sample of three case studies.

Peter Weaver Case Study

Peter Weaver doesn’t like to follow the crowd. He thinks groupthink is a common problem in many organizations. This former director of marketing for a consumer products company believes differences of opinion should be heard and appreciated. As Weaver states, “I have always believed I should speak for what I believe to be true.”

He demonstrated his belief in being direct and candid throughout his career. On one occasion, he was assigned to market Paul’s spaghetti-sauce products. During the brand review, the company president said, “Our spaghetti sauce is losing out to price-cutting competitors. We need to cut our prices!”

Peter found the courage to say he disagreed with the president. He then explained the product line needed more variety and a larger advertising budget. Prices should not be cut. The president accepted Weaver’s reasoning. Later, his supervisor approached him and said, “I wanted to say that, but I just didn’t have the courage to challenge the president.”

On another occasion, the president sent Weaver and 16 other executives to a weeklong seminar on strategic planning. Weaver soon concluded the consultants were off base and going down the wrong path. Between sessions, most of the other executives indicated they didn’t think the consultants were on the right path. The consultants heard about the dissent and dramatically asked participants whether they were in or out. Those who said “Out” had to leave immediately.

As the consultants went around the room, every executive who privately grumbled about the session said “In.” Weaver was fourth from last. When it was his turn, he said “Out” and left the room.

All leaders spend time in reflection and self-examination to identify what they truly believe and value. Their beliefs are tested and fine-tuned over time. True leaders can tell you, without hesitation, what they believe and why. They don’t need a teleprompter to remind them of their core beliefs. And, they find the courage to speak up even when they know others will disagree.

• What leadership traits did Weaver exhibit?
• If you were in Weaver’s shoes, what would you have done?
• Where does courage come from?
• List your three most important values.

Dealing with a Crisis Case Study

Assume you are the VP of Sales and Marketing for a large insurance company. Once a year your company rewards and recognizes the top 100 sales agents by taking them to a luxury resort for a four-day conference. Business presentation meetings are held during the morning. Afternoons are free time. Agents and spouses can choose from an assortment of activities including golf, tennis, boating, fishing, shopping, swimming, etc.

On day 2 at 3:00 p.m., you are at the gym working out on the treadmill, when you see Sue your administrative assistant rushing towards you. She says, “I need to talk to you immediately.”

You get off the treadmill and say, “What’s up?” Sue states, “We’ve had a tragedy. Several agents went boating and swimming at the lake. Randy, our agent from California died while swimming.”

(Background information – Randy is 28 years old. His wife did not come on the trip. She is home in California with their three children).

• Explain what you would communicate to the following people.
• Your Human Resources Department
• The local police
• The attendees at the conference (Would you continue the conference?)
• How will you notify Randy’s wife?
• If Randy’s wife and a few family members want to visit the location of Randy’s death, what would you do?
• What are some “guiding principles” that leaders need to follow in a crisis situation?

 Arsenic and Old Lace Case Study

Review the YouTube video, “ I’ll show them who is boss Arsenic and Old Lace.”   

Background Information

The Vernon Road Bleaching and Dyeing Company is a British lace dyeing business. It was purchased in bankruptcy by the father/son team of Henry and Richard Chaplin. Richard has been acting as “Managing Director” which is the same as a general manager or president of a company.

The company has had 50-to-150 employees with 35-to-100 being shop floor, production employees. The company produces and sells various dyed fabrics to the garment industry.

Gerry Robinson is a consultant who was asked to help transform methods of conducting business to save the company.

Jeff is the factory manager.

• What are Richard’s strengths and weaknesses as a leader?
• What could Richard have done to make the problems of quality and unhappy customers more visible to the workforce?
• What do you think Richard’s top three priorities should be for the next 12 months?
• What could Richard have done to motivate the workforce?
• Evaluate Jeff’s approach and effectiveness as a leader.

The book contains 16 case studies, four role-plays, and six articles. I hope you find some of the content useful and helpful in your efforts to teach leadership.

Click for additional leadership case studies and resources .

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Implementing the Situational Leadership Theory in Project Management

June 11, 2023 - 10 min read

In the ever-evolving world of project management , effective leadership is a crucial factor in achieving the success of any endeavor. One leadership theory that has gained traction in recent years is the Situational Leadership Theory. This theory recognizes that different situations require different leadership styles and that effective leaders are those who can adapt their approach to suit the needs of their team. In this article, we will explore the basics of Situational Leadership Theory, its importance in project management, steps to implement this theory, real-world case studies, and challenges associated with its implementation.

Understanding the Basics of Situational Leadership Theory

Developed by entrepreneur Paul Hersey and writer Kenneth Blanchard, the Situational Leadership Theory is based on the premise that there is no one-size-fits-all approach to leadership. Instead, it emphasizes the importance of adjusting leadership behaviors based on the maturity level of the team members and the specific task at hand. Leaders who can effectively diagnose the development level of their team members and apply the appropriate leadership style are more likely to achieve positive outcomes.

The Four Leadership Styles in Situational Leadership Theory

Based on the staff's development level, leaders can adopt one of four leadership styles: directing, coaching, supporting, or delegating. Each style is tailored to the specific needs of the team members, ensuring that their growth and success are maximized.

• Directing: Appropriate when team members are low on both competence and commitment. In such situations, leaders take a more hands-on approach, providing explicit instructions and closely monitoring progress. 
• Coaching: Suitable when team members have low competence but high commitment. In this style, leaders focus on both task accomplishment and personal development. They provide guidance and support, offering constructive feedback and helping team members enhance their skills. 
• Supporting: Perfect for team members with high competence but low commitment. In this style, leaders facilitate and empower the team, providing support and encouragement. 
• Delegating: For team members who have high competence and high commitment. In this style, leaders allow the team to take ownership and make decisions autonomously. 

The Importance of Situational Leadership in Project Management

Effective project management relies on leaders who can maximize team performance, facilitate effective communication, and promote flexibility and adaptability. 

Enhancing Team Performance

By adapting leadership styles based on the development level of team members, project managers can provide the necessary guidance and support for individuals to reach their full potential. This approach boosts team performance by tailoring leadership behaviors to the specific needs of each team member.

Let's consider a project manager who has a team consisting of both experienced professionals and new recruits. The experienced professionals may require less direction and guidance, as they have a high level of competence and commitment. On the other hand, the new recruits may need more support and clear instructions to build their skills and confidence. By using situational leadership, the project manager can adjust their leadership style accordingly, providing the appropriate level of guidance to each team member. This not only helps the new recruits develop their skills but also allows the experienced professionals to work autonomously, leading to improved overall team performance.

Facilitating Effective Communication

Communication is paramount in project management. Situational Leadership Theory encourages leaders to adjust their communication style to align with the competence and commitment of team members. By doing so, leaders can see to it that messages are conveyed effectively and understood by all team members, resulting in improved collaboration and productivity.

Consider a project manager who is leading a team with members from different cultural backgrounds. Each team member may have different communication preferences and styles. Some may prefer direct and concise communication, while others may prefer more detailed and contextualized information. By using situational leadership, the project manager can adapt their communication style to meet the needs of each team member, so that information is effectively transmitted and understood by all. This fosters a positive and inclusive team environment, where everyone feels heard and valued, leading to enhanced team collaboration and ultimately, project success.

Promoting Flexibility and Adaptability

Projects often encounter unexpected challenges and changes. Leaders who embrace Situational Leadership Theory are better equipped to adapt their approach and guide their team through turbulent times. This flexibility ensures that projects remain on track and objectives are met, ultimately leading to project success.

Imagine a project manager who is leading a team working on a complex software development project. Midway through the project, a critical software bug is discovered, requiring immediate attention and a change in the project plan. A project manager who practices situational leadership can quickly assess the situation, gather input from team members, and adapt the project plan accordingly. They may assign additional resources to fix the bug, rearrange priorities, or modify timelines to accommodate the change. By being flexible and adaptable, the project manager can effectively navigate through unexpected challenges, so that the project remains on track and objectives are met.

Steps to Implement Situational Leadership Theory in Project Management

Below are several key steps:

Assessing the Team's Competence and Commitment

To effectively apply Situational Leadership Theory, project managers need to assess the competence and commitment levels of their team members. This assessment can be done through various methods, such as individual interviews, skills assessments, and feedback sessions.

During individual interviews, project managers can have one-on-one conversations with team members to understand their strengths, weaknesses, and areas for improvement. They can conduct skills assessments to objectively measure the technical abilities of team members via tests, simulations, or practical exercises. Lastly, feedback sessions provide an opportunity for project managers to gather insights from team members about their level of commitment and motivation, through open discussions, surveys, or anonymous feedback forms.

Identifying the Appropriate Leadership Style

Once the team's competence and commitment levels have been evaluated, project managers can determine the most suitable leadership style for each team member. The goal is to match the leadership style to the development level of the individual, so that the team member receives the necessary guidance and support to succeed. There are four main leadership styles in Situational Leadership Theory: directing, coaching, supporting, and delegating. They are described above, in the section titled The Four Leadership Styles in Situational Leadership Theory .

Applying the Chosen Leadership Style

After identifying the appropriate leadership style, project managers must implement it effectively. This involves communicating expectations, providing resources and support, and monitoring progress. Regular feedback and coaching sessions can also help team members develop and grow.

When applying the chosen leadership style, project managers need to clearly communicate their expectations to team members. This includes defining project goals, outlining roles and responsibilities, and setting performance standards. Managers must also provide the necessary resources and support to enable team members to succeed. This can include providing access to training and development opportunities, allocating sufficient time and budget for project tasks, and offering guidance and assistance when needed. Lastly, project managers should regularly monitor the progress of team members and provide feedback to help them improve. This can be done through performance evaluations, progress reports, or informal check-ins. 

Case Studies of Situational Leadership in Project Management

Here are two case studies that illustrate the inclusion of situational leadership in project management.

Case Study 1: Tech Industry

In a technology company, a project manager utilized Situational Leadership Theory to manage a team of software developers. By identifying the competence and commitment levels of each team member, the project manager was able to adjust their leadership style accordingly. This resulted in increased collaboration, improved technical skills, and higher motivation among team members, leading to the successful completion of the project within the specified time frame.

Case Study 2: Construction Industry

In a construction project, a project manager applied Situational Leadership Theory to effectively guide a diverse team of skilled laborers. By recognizing the development level of each individual and adapting the leadership style accordingly, the project manager made sure that all team members understood their roles and responsibilities. This created a positive working environment, increased productivity, and minimized rework, resulting in the timely completion of the project and high client satisfaction.

Challenges and Solutions in Implementing Situational Leadership

Here are several obstacles in implementing situational leadership, along with tactics to overcome them.

Common Obstacles in Applying Situational Leadership

Implementing Situational Leadership Theory may encounter a few challenges. Some team members may resist changes to their preferred leadership style, or there may be a lack of understanding or awareness about the theory. Additionally, time constraints and resource limitations can pose obstacles to the effective implementation of Situational Leadership Theory in project management.

Effective Strategies to Overcome Challenges

To overcome these challenges, project managers can invest in training and development programs for both leaders and team members, promoting a shared understanding of Situational Leadership Theory. Clear communication and regular feedback can help address resistance and build trust among team members. Additionally, project managers can allocate sufficient time and resources to confirm that the theory is implemented effectively and seamlessly.

Ultimately, implementing the Situational Leadership Theory in project management can greatly enhance team performance, facilitate effective communication, and promote flexibility and adaptability. By understanding the basics of this theory, recognizing its importance, and following the steps to implementation, project managers can create a supportive and productive environment that drives project success. While challenges may arise, with effective strategies, these challenges can be overcome, and the benefits of Situational Leadership Theory can be realized.

Enhance your project management skills by effectively implementing the situational leadership theory with Wrike. Start a free trial and lead your team with adaptability and sensitivity. Note: This article was created with the assistance of an AI engine. It has been reviewed and revised by our team of experts to ensure accuracy and quality.

Occasionally we write blog posts where multiple people contribute. Since our idea of having a gladiator arena where contributors would fight to the death to win total authorship wasn’t approved by HR, this was the compromise.

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7 Easy Ways To Improve PMO Team Efficiency

Project management office (PMO) teams play a vital role in managing complex projects. However, inefficiencies can arise from ineffective communication channels, inefficient processes, and poor collaboration among team members. In this article, we’ve outlined seven easy ways to improve PMO team efficiency and boost productivity.   Try Wrike for free 1. Streamline Communication Channels Clear communication is critical for the success of any project. PMO teams can streamline their communication channels and promote a culture of openness and transparency using these techniques: Implementing a centralized communication platform: A single platform like Slack or Microsoft Teams allows team members to communicate in real time, share files and documents, and reduce the need for meetings. This not only saves time but also ensures that everyone has access to the same information and can collaborate more effectively. Encouraging open and transparent conversations: Create a safe space for team members to share their ideas, ask questions, and share feedback via regular team meetings, check-ins, and one-on-one sessions. When employees feel comfortable sharing their thoughts and concerns, it leads to better collaboration, problem-solving, and decision-making. Scheduling regular team meetings and check-ins: Weekly, bi-weekly, or monthly team meetings are beneficial for promoting team cohesion, discussing project progress, and identifying potential roadblocks in advance. Check-ins can be done individually to discuss specific concerns and serve as a discussion forum to ask questions and get clarification on any tasks or responsibilities. Using visual aids to enhance communication: Charts, graphs, and diagrams simplify complex information and can perfectly illustrate project timelines, progress, and milestones. They highlight key data points and trends, making it easier to identify areas that require attention. Providing regular project updates: Regular project updates keep stakeholders informed about the project's progress and any changes that may impact them and are a great way to build trust and credibility. These updates can be done through email, newsletters, or project management software.  2. Optimize Project Management Tools and Processes Effective project management is crucial for the success of any organization. Project Management Office (PMO) teams must optimize project management tools and processes by evaluating the current tools and processes and implementing new ones where necessary.  Evaluate and Select the Right PMO Software Evaluate various software options and select the one that best suits your company’s needs. The software should be user-friendly, have the necessary features, and be compatible with other tools that your team may require. It should also be scalable and able to accommodate the needs of the organization as it grows. Standardize Project Management Methodologies PMO teams need to work with project managers to develop a methodology that works for the organization and is tailored to the specific needs of each project. The methodology should be documented and communicated to all team members so that everyone is on the same page. Automate Routine Tasks and Reporting By automating routine tasks such as reporting and data collection, team members can free up more time to focus on other important project-related tasks. Automation tools and software can also help to reduce errors and confirm that data is accurate and up-to-date. 3. Enhance Collaboration Among Team Members Effective collaboration is not just about working together, but it is about doing so efficiently, effectively, and cohesively. In a world where remote work is becoming the norm, collaboration is more important than ever. PMO teams can improve collaboration by: Fostering a collaborative team culture: Promote teamwork, create a sense of shared purpose, and acknowledge each team member's contribution and expertise. When team members feel valued and respected, they are more likely to work together seamlessly, resulting in a more productive and efficient team. Utilizing collaboration tools and techniques: Try Trello, Wrike, or Kanban boards, as these tools help teams to stay on the same page, track progress, and collaborate effectively. Encouraging cross-functional teamwork: Encouraging team members from different departments or areas of expertise to work together on projects can tap into a broader range of skills and expertise. This helps to improve collaboration and leads to better problem-solving and decision-making. When team members from different backgrounds come together, they bring unique perspectives and ideas that can lead to innovative solutions. Providing adequate training: PMO teams can provide training to their team members on effective communication, conflict resolution, and teamwork. This will help employees to work together more efficiently, leading to better collaboration and project outcomes. Creating a safe environment for collaboration: PMO teams can create a safe environment for collaboration by encouraging open communication, being receptive to feedback, and promoting a culture of trust. When team members feel safe to express their opinions and ideas, they are more likely to collaborate effectively. 4. Invest in Continuous Learning and Development Continuous learning and development are a must-have for the success of any organization, and it is especially true for a Project Management Office (PMO). Here are some ways to invest in continuous learning: Identify Skill Gaps and Training Needs Conducting regular assessments to identify skills gaps and training needs within the team will allow you to effectively customize training programs to address the gaps. Moreover, your staff will be able to acquire new skills and knowledge and stay up-to-date with the latest industry trends.   Try Wrike for free Offer Professional Development Opportunities Workshops, courses, or certification programs can assist your employees in staying up-to-date with new technologies and industry trends. These opportunities can also help your team members to develop new skills and gain valuable experience that they can apply to their work. Promote a Growth Mindset A growth mindset involves a willingness to learn, try new approaches, and embrace challenges. By promoting this, you can create a culture of continuous learning and improvement within your PMO team. 5. Develop Effective Change Management Processes PMO teams often have to navigate multiple stakeholders, conflicting priorities, and changing requirements when managing complex projects. Therefore, developing a robust change management process can help your team handle these challenges and avoid project delays and rework. In this section, we will discuss some key steps to develop an effective change management process. Develop a Change Management Plan Outline how changes will be requested, evaluated, and implemented within a project. Also, include guidelines for stakeholder communication and risk management. The goal is to have everybody be on the same page when it comes to managing changes. When developing a change management plan, consider the following: What types of changes will be allowed? What is the process for requesting a change? Who is responsible for evaluating change requests? How will changes be communicated to stakeholders? What is the process for implementing changes? How will changes be monitored and evaluated? Establish a Change Control Board A change control board is responsible for assessing change requests and verifying that they align with the project's overall goals and objectives. The board should be made up of key stakeholders, including project managers, business analysts, and subject matter experts. It should also meet regularly to review change requests and make decisions about whether to approve or reject them. When establishing a change control board, consider the following: Who should be on the board? How often should the board meet? What criteria will be used to evaluate change requests? What is the process for communicating decisions to stakeholders? Communicate Changes Effectively Effective communication allows you to manage change successfully. Create a communication plan to share information about changes with everyone affected by them. The plan should include details about who will be responsible for communicating these shifts, what information will be shared, and how often updates will be provided. When communicating changes, consider the following: Who needs to be informed about the change? What information do stakeholders need to know? How will the information be communicated? How often will updates be provided? Monitor and Evaluate Changes Monitoring and evaluating changes are essential for measuring the effectiveness of your change management process and identifying areas for improvement. Regularly review the change management process to be able to flag any issues or bottlenecks. Then, make adjustments as needed. When monitoring and evaluating changes, look at: What metrics will be used to measure the effectiveness of the change management process? How often will the process be reviewed? What is the process for making changes to the change management process? 6. Embrace Agile Project Management Agile project management is a flexible and iterative approach to managing projects. It involves breaking down complex projects into smaller, more manageable tasks and delivering them incrementally. Agile methods can help PMO teams improve project outcomes by: Allowing for flexibility and adaptability: The ability to pivot quickly and adapt to changing project requirements, stakeholder feedback, or unforeseen circumstances is instrumental in delivering a successful project. Incorporating continuous feedback: Receiving and applying ongoing feedback from stakeholders will keep project outcomes aligned with the original goals and objectives. Enhancing collaboration and communication: Frequent communication and collaboration among team members promotes teamwork and knowledge-sharing. 7. Measure and Analyze Team Performance Regularly measuring and analyzing team performance is necessary for identifying areas of improvement and ensuring that project outcomes align with overall business goals and objectives. Here are some ways to measure and analyze team performance: Establish key performance indicators (KPIs): KPIs let PMO teams measure progress toward specific project goals and objectives. Select KPIs that align with your project's priorities and overall business objectives.  Use performance dashboards: Be able to visualize and track team performance data over time. You will be able to notice trends, make data-driven decisions, and communicate progress to stakeholders.  Analyze team performance data: Use data analytics tools and software to analyze team performance data, identify areas of improvement, and develop strategies to address them. Conclusion Improving PMO team efficiency requires a multifaceted approach that involves streamlining communication channels, optimizing project management tools and processes, enhancing collaboration and learning opportunities, embracing change management, adopting Agile methodologies, and measuring and analyzing team performance regularly. By implementing these seven easy ways, PMO teams can boost project productivity, reduce rework, and deliver successful outcomes that align with overall business goals and objectives.  Improve your PMO team efficiency effortlessly with our seven tips and Wrike's comprehensive project management tools. Start a free trial today to elevate your project management office operations.   Try Wrike for free   Note: This article was created with the assistance of an AI engine. It has been reviewed and revised by our team of experts to ensure accuracy and quality.

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Business Advisor

How to Make Different Business Leadership Styles Work (With Case Studies)

Several thought leaders have referred to 2020 as the year of great reset. But if you want to be really strict about it, most of the biggest business shifts started way back at the onset of the 21st century. 

Traditional business leaders who are banking on traditional business leadership styles in this new century needlessly risk losing their businesses to unhealthy age-old leadership practices.

The pandemic just helped reiterate the need for business leaders to change the way they approach business problems primarily due to the following reasons:

• New technologies
• Pace of change
• Changing demographics and employee expectations
• Changing customer expectations

Simon Sinek, in his influential book Start with Why: How Great Leaders Inspire Everyone to Take Action , proposes a powerful framework that emphasizes the importance of a leader’s ‘why’. Sinek argues that leaders who start with why, with their purpose, cause, or belief, are able to inspire and motivate others in a way that transcends simply outlining tasks and goals. This focus on purpose aligns well with the idea that effective leadership is about more than just giving orders; it’s about creating a shared vision and inspiring a team to achieve it.

The chart below gives you a better glimpse of the reasons why there is a difference in the requirements for the kind of leaders we need to have in this era. The data depicted is from Deloitte’s Human Capital Trends Survey .

What are these particular requirements? According to the same study by Deloitte, business leaders need to have the following abilities:

• lead through more complexity and ambiguity
• lead through influence
• manage on a remote basis
• manage a workforce with a combination of humans and machines
• lead more quickly

See this second figure below.

According to Forbes , there are three notable leadership skill shifts for 2021 and these are the following:

• Communication to Empathy 
• Emotional Intelligence to Emotional Agility 
• Time Management to Context Management

Leaders are expected to be effective communicators, but the shift is now focused on empathy as a priority for business leaders this year. The Management Research Group found empathy to be the leading positive leadership competency and one of the biggest predictors of senior executive effectiveness . This makes a lot of sense especially now that the recent challenges brought about by the pandemic have highlighted the value of caring while communicating.

Emotional intelligence to emotional agility is another important shift. Susan David , a psychologist and the author of the book “Emotional Agility: Get Unstuck, Embrace Change, and Thrive in Work and Life” describes emotionally agile people be the type of people who are not only aware of their feelings but also know how to navigate through them.

Now the shift from time management to context management gives emphasis on how the change in the context of how and where we work requires realignment in managing our time and designing our days around how we work. 

While there are several leadership styles and the specific strategies vary depending on the field or industry, the concepts are basically the same. Let’s take note of these leadership skill shifts mentioned earlier in studying how we can better tailor the different leadership styles to suit the changing times. 

The following are six of the different leadership styles we will tackle further:

• Autocratic Leadership Style
• Democratic Leadership Style
• Laissez-Faire Leadership Style
• Situational leadership style
• Transactional Leadership Style
• Transformational Leadership Style

First off, let’s start with the traditional business leadership styles.

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1. autocratic leadership style.

Case Study: Howell Raines of The New York Times

The New York Times under Howell Raines as the Executive Editor decided at one point to only put resources on the stories that he deemed as worth covering. While this led to The New York Times winning a record-breaking seven Pulitzer awards in a single year, several staff members got demoralized.

There is no known theorist behind autocratic leadership so it is considered as an organic leadership style that has developed over the course of time that it has been used. 

Basically, an autocratic leader is the type of leader who would make decisions without proper consultation. You may think that this leadership style is unacceptable for who decides on his own especially if the decision concerns an entire organization, right? 

But, Cleverism articulates three situations where the autocratic leadership style can be used and these are the following:

• The situation requires fast and immediate decision-making
• There is no clarity in the process of the procedure and pushing ahead might only lead people to danger
• There are more inexperienced people in the group and most of them are demotivated

The tendency of most businesses with an autocratic leader is that the subordinates will become passive and mediocre, or conflicts may arise.

In these situations where a business leader must step up and use the autocratic leadership style, it is important to take note of communicating openly and regarding others with respect the entire time.

2. Democratic Leadership Style

Case Study: Sergey Brin and Larry Page of Google

Founders Sergey Brin and Larry Page hired Eric Schmidt to jump-start the Internet search engine. Blending autocratic, laissez-faire and democratic leadership styles, they allowed someone knowledgeable and experienced into Google which would then lead to more democratic teams composed of experienced talent. 

Also known as the participative leadership style, the democratic leadership style in business management is often characterized as the style that encourages collaboration with fellow leaders and team members. In other words, everyone is allowed to participate in the decision-making process. 

While this style of leadership is very motivating for most people as compared to the autocratic leadership style, it works best for businesses that employ experts in their departments so little supervision is required. 

According to St. Thomas University , the following organizations can take advantage of this:

• Biotech R&D divisions
• Housing construction sites
• Universities
• Information technology companies

Furthermore, the university lists the following as the disadvantages of this leadership style:

• Business leaders may become too dependent on their subordinates
• Getting everyone’s input may take a lot of time 
• Missed deadlines are possible 
• Consulting with people who lack accurate data or sufficient knowledge
• Too much burden for business leaders to oversee collaboration

The democratic leadership style can bring forth massive business growth if business leaders are willing to take responsibility for the decisions made and provide support and expertise during collaborations.

Such requires highly productive leaders who know what they do and will take action.

3. Laissez-Faire Leadership Style

Case Study: Warren Buffett of Berkshire Hathaway

Warren Buffett is known for exemplifying the laissez-faire leadership style as he allows people he works with to do their jobs without his supervision or intervention. His great success over several years has been attributed to his style of leadership which allows a culture of motivation and confidence. He, however, sees to it that he only hires people he can trust to do their jobs.

The laissez-faire leadership style emerged from the French word laissez-faire which means “leave alone”. Also called the hands-off approach, this style is based on the concept that leaders can leave their employees or teams alone in coming up with ideas or decisions for the business departments they are part of. 

This used to be a very popular style before the 19th century, but as modernization started, more and more business leaders find the disadvantages of leading teams with no supervision to be detrimental. This is particularly possible for companies that lack expert talent.

What business leaders who employ this leadership style should note is that assuming that subordinates must be free from accountability. This only encourages the company’s people to be complacent.

The business leader must ensure that teams are composed of highly-skilled individuals who can be reliable in achieving business goals under their responsibility.

At this point, we’ve already discussed the three leadership styles that can be highly traditional unless approached with a fresh perspective that takes into account the new leadership needs and skill shifts.

How these three business leadership styles work is illustrated below.

Which leadership style can you resonate with the most?

We now have what we call modern leadership styles or approaches. These styles have emerged as a response to the traditional styles that do not allow much room for innovation. 

Although most of these new approaches are modified versions of the traditional leadership styles, they are identified mainly based on the following types of categories:

• Situational leadership
• Transactional leadership
• Transformational leadership
• Innovative leadership

4. Situational Leadership Style 

This leadership style follows the contingency-based leadership model when responding to situations or making decisions. Business leaders who employ this style are flexible and would normally use varying leadership strategies depending on the situation.

Goleman believes that a situational leader must be able to incorporate the six specific leadership styles given the right circumstances.

5. Transactional Leadership Style

Also known as managerial leadership, transactional leadership is a style that focuses on supervision, organization, and group performance.

Business leaders under this style use rewards and punishments to motivate subordinates in a given task.

According to Verywell Mind , the basic assumptions of transactional leadership are the following:

• When the chain of command is clear, your workforce performs their best
• Rewards and punishments are effective agents of motivation
• Obeying the leader is the most important goal of the subordinates
• Careful monitoring is a must

When giving assignments, the business leader must be clear when it comes to the instructions, rewards and consequences, as well as giving feedback. 

6. Transformational Leadership Style

Business leaders who subscribe to the transformational leadership style serve as inspirations to their subordinates.

They inspire as they lead by example and as they cultivate an environment that welcomes creativity and innovation. This suits employees who have entrepreneurial minds as transformational business leaders seek to inspire just the right amount of intellectual independence in the workplace.

In a roundup article, Harvard Business Review lists the following as the best examples of transformational leadership:

• Jeff Bezos , Amazon
• Reed Hastings , Netflix
• Jeff Boyd and Glenn Fogel , Priceline
• Steve Jobs and Tim Cook , Apple
• Mark Bertolini , Aetna
• Kent Thiry , DaVita
• Satya Nadella , Microsoft
• Emmanuel Faber , Danone
• Heinrich Hiesinger , ThyssenKrupp

The Harvard Business Review refers to this group as the Transformation 10 for exemplifying transformational leadership.

Strengthening Your Leadership Mindset

About 60% of the executives who participated in the 2021 Deloitte Global Human Capital Trends said that what prepared them for the unknown is leadership . This is the kind of leadership that takes into account the unpredictable and incorporates strategies surrounding that through coaching, teaming, and fostering.

But did you know that based on the research of the Corporate Executive Board , about 50%-70% of the new business executives or leaders fail within the first 18 months? Unless you have the right leadership mindset and you solidify that mindset, you will become part of this figure. 

Whenever a major business problem happens, you can either succumb to the pressure and give up, or find a solution to the problem . The most successful business leaders try their hardest to never give up.

Most business leaders would rather grind than get back to their regular jobs of 9-to-5.

In 1519, a Spanish explorer and conquistador Hernán Cortés pursued the treasures of the Aztecs with 11 ships and a crew of 100 sailors and 500 soldiers. His army was vastly outnumbered and some soldiers tried to escape. Cortés gave the order to burn the ships and left no choice but to fight until their last breath.

That wasn’t the end for everyone. Part of the army survived and they got a hold of the treasure.

At first, calmness is a myth. People are emotional by nature and react to any deviations from their plans. With time, those who choose to be in the captain’s spot until the end see problems that have to be solved and suppress the emotional part that is dragging them down.

The role of a business leader isn’t easy in the first place. Constant changes and surprises are not abnormal and at some point, they become a daily routine.

Plenty of problems appear to be critical, but in the end, they should be solved. You don’t run away from them. You step up as a business leader and inspire your teams to follow through.

The most effective leadership style for business is the leadership that inspires.

If being a business leader of a successful company is among your highest priorities, work on your leadership know-how, develop your management soft skills , and make it work for your people.

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Top 40 Most Popular Case Studies of 2021

Two cases about Hertz claimed top spots in 2021's Top 40 Most Popular Case Studies

Two cases on the uses of debt and equity at Hertz claimed top spots in the CRDT’s (Case Research and Development Team) 2021 top 40 review of cases.

Hertz (A) took the top spot. The case details the financial structure of the rental car company through the end of 2019. Hertz (B), which ranked third in CRDT’s list, describes the company’s struggles during the early part of the COVID pandemic and its eventual need to enter Chapter 11 bankruptcy. 

The success of the Hertz cases was unprecedented for the top 40 list. Usually, cases take a number of years to gain popularity, but the Hertz cases claimed top spots in their first year of release. Hertz (A) also became the first ‘cooked’ case to top the annual review, as all of the other winners had been web-based ‘raw’ cases.

Besides introducing students to the complicated financing required to maintain an enormous fleet of cars, the Hertz cases also expanded the diversity of case protagonists. Kathyrn Marinello was the CEO of Hertz during this period and the CFO, Jamere Jackson is black.

Sandwiched between the two Hertz cases, Coffee 2016, a perennial best seller, finished second. “Glory, Glory, Man United!” a case about an English football team’s IPO made a surprise move to number four.  Cases on search fund boards, the future of malls,  Norway’s Sovereign Wealth fund, Prodigy Finance, the Mayo Clinic, and Cadbury rounded out the top ten.

Other year-end data for 2021 showed:

• Online “raw” case usage remained steady as compared to 2020 with over 35K users from 170 countries and all 50 U.S. states interacting with 196 cases.
• Fifty four percent of raw case users came from outside the U.S..
• The Yale School of Management (SOM) case study directory pages received over 160K page views from 177 countries with approximately a third originating in India followed by the U.S. and the Philippines.
• Twenty-six of the cases in the list are raw cases.
• A third of the cases feature a woman protagonist.
• Orders for Yale SOM case studies increased by almost 50% compared to 2020.
• The top 40 cases were supervised by 19 different Yale SOM faculty members, several supervising multiple cases.

CRDT compiled the Top 40 list by combining data from its case store, Google Analytics, and other measures of interest and adoption.

All of this year’s Top 40 cases are available for purchase from the Yale Management Media store .

And the Top 40 cases studies of 2021 are:

1.   Hertz Global Holdings (A): Uses of Debt and Equity

2.   Coffee 2016

3.   Hertz Global Holdings (B): Uses of Debt and Equity 2020

4.   Glory, Glory Man United!

5.   Search Fund Company Boards: How CEOs Can Build Boards to Help Them Thrive

6.   The Future of Malls: Was Decline Inevitable?

7.   Strategy for Norway's Pension Fund Global

8.   Prodigy Finance

9.   Design at Mayo

10. Cadbury

11. City Hospital Emergency Room

13. Volkswagen

14. Marina Bay Sands

15. Shake Shack IPO

16. Mastercard

17. Netflix

18. Ant Financial

19. AXA: Creating the New CR Metrics

20. IBM Corporate Service Corps

21. Business Leadership in South Africa's 1994 Reforms

22. Alternative Meat Industry

23. Children's Premier

24. Khalil Tawil and Umi (A)

25. Palm Oil 2016

26. Teach For All: Designing a Global Network

27. What's Next? Search Fund Entrepreneurs Reflect on Life After Exit

28. Searching for a Search Fund Structure: A Student Takes a Tour of Various Options

30. Project Sammaan

31. Commonfund ESG

32. Polaroid

33. Connecticut Green Bank 2018: After the Raid

34. FieldFresh Foods

35. The Alibaba Group

36. 360 State Street: Real Options

37. Herman Miller

38. AgBiome

39. Nathan Cummings Foundation

40. Toyota 2010

• Author Rights
• Diversity, Equity & Inclusion

• JOLE 2023 Special Issue
• Editorial Staff
• 20th Anniversary Issue
• Leadership Education and Experience in the Classroom: A Case Study

Douglas R. Lindsay, Ph. D., Anthony M. Hassan, Ed. D., David V. Day, Ph. D.  10.12806/V8/I2/AB4

Introduction

Recent authors have extolled the virtues of practical application to the academic study of leadership (Blackwell, Cummins, Townsend, & Cummings, 2007; Posner, 2009). In fact, several authors assert that without practical experience to connect the education obtained from leadership courses then little may be gleaned from these programs (e.g., Connaughton, Lawrence, & Ruben, 2003; Day, 2000; Roberts, 2008). Whereas leadership education is important, it is only one part of a larger, ongoing leader development process (Day, 2000; Kezar, et al., 2006).

Unfortunately, in much of the extant leadership education students learn the academic material and then much later in their program they will apply the material in the form of a practicum or senior project (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006). In terms of longer term application, it is either hoped or assumed that the lessons learned will transfer to future leadership situations (DiPaolo, 2008; Williams, Townsend, & Linder, 2005). This is understandable given the limited time frame for a leadership course, but it should not be taken as the only or best way to teach leadership. A question addressed in this article is how can leadership educators balance the academic material of a formal classroom course (i.e., theory, models, and research) needed to provide a solid foundation of leadership education for the student and the need for applied practice within the limited time frame (i.e., a semester) of a leadership course.

This will be done through the examination of a core leadership course taught at the United States Air Force Academy. The paper will (a) describe the background and basic framework of the course, (b) address the balance of education versus practical application, and (c) offer preliminary results and implications for individual leader development.

The United States Air Force Academy (USAFA) is a four-year undergraduate institution established in 1954 with the mission to educate, train, and inspire men and women to become officers of character who are motivated to lead the United States Air Force in service to the nation. As part of that mission all cadets are required to complete an academic course on leadership in their junior year. The focus of the course is on their personal leadership development. Within that focus, there are three primary objectives – (a) understand conceptually the behavioral science and leadership concepts that are fundamental to leadership development, (b) improve the student’s interpretation and analysis of various leadership situations, and (c) improve the student’s ability to facilitate their own leadership development. This is a tall task within the scope of one semester; however, the approach is not unique to this particular course. What makes this course unique is how it is delivered in terms of taking into account the personal context of each student while tailoring the learning to the needs of each respective student.

At stake here is the critical balance between the academic content of leadership and the applied nature of its actual application. If you offer one without the other then the student will get an unrealistic picture of the leadership dynamic. One way to try and balance these competing processes is along the lines of the Scientist- Practitioner model where the focus is on ensuring that there are opportunities to apply theory to practice within academic programs (e.g., Lindsay, Tate, & Jacobs, 2008; Murphy & Saal, 1990). Many leadership educators and researchers agree with this combination (e.g., Connaughton, et al.., 2003; Doh, 2003; Kayes, 2002; Van Velsor, Moxley, & Bunker, 2004). While it makes sense to use such an approach, a question to consider is what that would look like on a day-to-day basis within the context of the leadership classroom.

Prince (cited in Connaughton, et al., 2003) offered a framework suggesting how this could be done, which was adopted for use at USAFA in the leadership course. He presented four criteria that leadership development programs should consider. The first is to make sure that the teaching methods line up with the desired outcomes. This implies that we have specific outcomes to which we are trying to teach. Therefore, if we are concerned with the practical application of the material, then our pedagogy ought to line up with our course objectives. Second, he suggested that we need to create opportunities that will allow the students to apply the knowledge to their lives and grasp the consequences of their actions or inaction. This means that instead of leaving students up to their own devices and experiences, that we are intentional about these experiences and how students will experience them. Therefore, more involvement by us as educators beyond the traditional classroom walls is required. The third criterion is that there must be some sort of reflection in this process that involves the faculty. This implies a partnering with the student in their developmental process. Roberts (2008) provides a description of how reflection can be added into the classroom environment. Finally, the students must have multiple learning opportunities. This means a varied approach to not only the teaching of leadership itself, but in how we assess their learning and create developmental experiences based on the assessment findings during their leadership education. These criteria help set the stage for how an academic leadership course can manage this balance between academic theory and practical application.

Implementation and Assessment

This balance between theory and application is addressed on day one of the course as part of the first class assignment. Specifically, students are required to identify a leadership position that they currently hold and use that as the referent for the rest of the course. This could be a formal leadership position or it could be a different position such as a team captain, student club, or community project.

Everything that is taught subsequently and all of the assessments take into account that frame of reference. Since many students taking part in leadership education are at early stages of their respective careers, the only frame of reference that they may have is of being a student, what is provided them in our course (e.g., case studies), or from limited work experience. Ignoring this fact means missing out on an opportunity to connect with the students in their current context. By having them select a current leadership role, we help them make these connections. This is important. As Connaughton et al. (2003) suggested, often leadership is discussed in abstract terms, when in reality, the practice of leadership occurs within a specific context. Accordingly, if we are to educate students on leadership, we must account for their current context (Conger & Toegel, 2003). In addition to this idea of context, Doh (2003) suggested that in order to effectively teach leadership, the methods and programs must be adapted to the specific needs, attitudes, and circumstances of the students. This again indicates that we need to meet the students and connect with them where they are developmentally and then provide them the education and experiences that will help them in their individual leader development. In doing so, the students will become active participants in the leadership experience. The following assessments are used to facilitate this developmental process.

Once a leadership position is selected, the students engage in a self study process. The self study approach is used in place of typical case study analysis. Although case studies add value in encouraging students to analyze a particular scenario and diagnose what went wrong, what went right, and so forth, the potential limitation is that students are expected to put themselves into an artificial situation in which they may have little or no experience. Thus, the overarching concern is that they may not be able to relate to the actual constraints and contextual nuances of the situation (i.e., being a CEO of a Fortune 500 corporation). According to Day (2000), research shows that there is relatively weak transfer of the lessons learned from classroom development programs unless they are linked more directly to experience such as with some form of action learning. With the self study approach cadets take the leadership situation which they identify early in the course and use it in an action learning type of process. Whereas action learning typically takes place in a group format within a specific academic or organizational context, the current leadership course adopts an individual-level approach using the context of a currently held leadership position. Therefore, the learning that takes place in the classroom is applied in real time within a personally meaningful context (as with action learning) that is reflected upon through self study. Cadets work on the self study throughout the semester. At the end of the course they write a reflection paper highlighting issues such as what course content they implemented in their leadership position, reflections on what went well or not so well, and developmental experiences they encountered and used to practice their leadership skills.

Leadership Application Exercises

In addition to the self study, cadets complete several leadership application exercises that are focused at the personal and interpersonal levels. First, they do an analysis that consists of a personal reflection regarding their personality. This assignment is referred to as – “Who are you.” This process allows cadets to generate information about how they see themselves and what they bring to the particular leadership situation. This is based on the idea of who you are determines how you lead (Hogan & Kaiser, 2005). They next gather 360-degree feedback from cadets who include superiors, peers, and subordinates that are directly affected by their current leadership position. They take this information and then process it in the form of a reflection paper. In addition to this reflection, they examine any differences that existed between their self assessment and the 360-degree feedback. Finally, they take the information from the self assessment and peer feedback and use it to develop an individualized leader development plan. Once this plan is developed, they implement the plan and this serves as a critical component to the self study that was referenced earlier. This framework allows the instructor to guide each cadet through the entire developmental process. The instructor therefore takes on more of a coaching role in which they provide the student feedback throughout the semester regarding their progress and development in their current leadership position. In this way the cadets do not consider leader education in isolation or in reference to someone else (i.e., case study). It is in their life, therefore they own the experience. This process of analysis models for the student how they can apply the material to future leadership positions.

Another technique used in the classroom to help apply the material is through a process of reflection and journaling in hopes of shifting mental models about leadership and its relevance to personal development. This has the advantage of having the student think about the material in a deeper way than is possible within the relatively sterile classroom context. This is an important skill to develop in that reflection is thought to be a key competency needed for leaders to be effective, especially in more complex and multicultural settings (Roberts, 2008). The primary challenge is for the instructor to create appropriate reflection questions that not only address the course content, but also tie into the application exercises and personal experiences of the student. Cadets participate in a journaling process throughout the entire semester with the hope of it continuing beyond the end of the term.

The results from the course have been mainly qualitative to date. The feedback from instructors has been overwhelmingly positive. They feel that they are making meaningful breakthroughs with the students and that the classroom discussions are richer and more varied due to the students’ application of the material outside the classroom. Instructors also feel that the classroom dynamic has pushed them both personally and professionally to be more engaging and to sharpen skills such as facilitation and feedback giving. Since students bring their personal experiences into the classroom, this allows for a different type and deeper level of processing of the material. This process has also had a similar effect on the instructors. Many have reported an increase in their own development as instructors and leaders.

From the students’ perspectives the results have been equally as compelling. End of course critiques show that students found it easier to apply the material outside of the classroom since the focal experiences were personalized in the course. In addition, they state that they see clearer connections between the material and its future application to their lives. They also report a greater value of a reflective assessment strategy rather than one based on more objective means (i.e., tests of knowledge on leadership content).

In summary, the leadership course at the United States Air Force Academy uses an individualized form of self study as a means to balance the academic and applied nature of leadership education. In addition, by using the criteria presented by Prince (2001), personalized developmental experiences are used that enable the cadets to apply the material real-time and be able to see results of their efforts over the course of a single semester. Cadets are not only growing in their knowledge of leadership, they are growing personally as they take the information from the classroom and apply it to their own personal leadership experiences. While additional quantitative assessment of the course is needed and planned for to determine the long-term effects of such an education experience, based on the qualitative information reported to date, the experience has been both educational as well as developmental for students and instructors.

Blackwell, C., Cummins, R., Townsend, C., & Cummings, S. (2007). Assessing perceived student leadership skill development in an academic leadership development program. Journal of Leadership Education, 6 , 39-58.

Brungardt, C., Greenleaf, J., Brungardt, C., & Arensdorf, J. (2006). Majoring in leadership: A review of undergraduate leadership degree programs. Journal of Leadership Education, 5 , 4-25.

Conger, J., & Toegel, G. (2003). Action learning and multi-rater feedback as leadership development interventions: Popular but poorly deployed. Journal of Change Management, 3 , 332-348.

Connaughton, S. L., Lawrence, F. L., & Ruben, B. D. (2003). Leadership development as a systematic and multidisciplinary enterprise. Journal of Education for Business, 79 , 46-51.

Day, D. V. (2000). Leadership development: A review in context. Leadership Quarterly, 11 , 581-613.

DiPaolo, D. (2008). Echoes of leadership education: Reflections on failure, forgetting, and our future. Journal of Leadership Education, 7, 77-91.

Doh, J. P. (2003). Can leadership be taught? Perspectives from management educators. Academy of Management Learning and Education, 2 , 54-67.

Hogan, R., & Kaiser, R. (2005). What we know about leadership. Review of General Psychology, 9 , 169-180.

Kayes, D. C. (2002). Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1 , 137-149.

Kezar, A., Carducci, R., & Contreras-McGavin, M. (2006). Rethinking the “L” word in higher education: The revolution of research on leadership. ASHE Higher Education Report, 31 (6). Hoboken, NJ: Wiley.

Lindsay, D. R., Tate, B. W., & Jacobs, R. R. (2008). Practicum: A teaching tool to highlight the scientist-practitioner model. The Industrial-Organizational Psychologist, 45, 39-47.

Murphy, K., & Saal, F. E. (1990). Psychology in organizations: Integrating science and practice. In K. Murphy & F. Saal (Eds.), Series In Applied Psychology (pp. 49-66), Hillsdale, NJ: Erlbaum and Associates.

Posner, B. Z. (2009). From inside out: Beyond teaching about leadership. Journal of Leadership Education, 8 , 1-10.

Prince, H. (2001). Teaching leadership: A journey into the unknown. Concepts and connections: A newsletter for leadership educators, 9 , 3.

Roberts, C. (2008). Developing future leaders: The role of reflection in the classroom. Journal of Leadership Education, 7, 116-129.

Van Velsor, E., Moxley, R. S., & Bunker, K. A. (2004). The leader development process. In C. D. McCauley, & E. Van Velsor (Eds.), The Center for Creative Leadership handbook of leadership development (pp. 204-233). San Francisco: Jossey-Bass.

Williams, J., Townsend, C., & Linder, J. (2005). Teaching leadership: Do students remember and utilize the concepts we teach? Journal of Leadership Education, 4, 62-74.

The Ethical Leadership Case Study Collection

The Ted Rogers Leadership Centre’s Case Collection, developed in collaboration with experienced teaching faculty, seasoned executives, and alumni, provides instructors with real-life decision-making scenarios to help hone students’ critical-thinking skills and their understanding of what good leaders do. They will be able to leverage the theories, models, and processes being advanced. Students come to understand that workplace dilemmas are rarely black and white, but require them to think through and address competing claims and circumstances. Crucially, they also appreciate how they can, as new leaders and middle managers, improve decisions by creating realistic action plans based on sound stakeholder analysis and communication principles. These case studies are offered free of charge to all instructors.

Cases come in both long and short forms. The long cases provide instructors with tools for delving deeply into subjects related to a variety of decision making and organizational development issues. The short cases, or “minis,” are quick in-class exercises in leadership.

For both the long cases and the minis, teaching-method notes are provided, which include not only recommended in-class facilitation methods, but also grading rubrics, references, and student feedback.

Testimonials

“I have been invited to judge the Leadership Centre’s Annual Ethical Leadership National Case Competition since its inception. Each year, competitors are given a Centre’s case to analyze and present. These cases are like nothing else. They bring the student into the heart of the situation. To excel, students must not only be able to cogently argue the options, but also demonstrate how to implement a decision based on a clear-eyed stakeholder analysis and an understanding of the dynamics of change.” Anne Fawcett, Special Advisor, Caldwell Partners

“I have worked with the Ted Rogers Leadership Centre to both develop and pilot test case materials. Feedback consistently shows that the Centre’s cases resonate with students, providing them with valuable learning experiences.” Chris Gibbs, BComm, MBA, PhD, Associate Professor

"As a judge in the recent national Ted Rogers Ethical Leadership Case Competition, I was very impressed with the quality of the case study prepared by the Leadership Centre. It was brief but well-composed. It exposed the students to ethical quandaries, of the sort they may well face in their business careers. It not only tested their reasoning, but it challenged them to develop a plan of action when faced with incomplete information and imminent deadlines.” Lorne Salzman, Lawyer

We value your feedback

Please inform us of your experience by contacting Dr. Gail Cook Johnson, our mentor-in-residence, at [email protected] .

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Lessons from Beyoncé on Navigating Exclusion

• Ella F. Washington,
• Hildana Haileyesus,
• Laura Morgan Roberts

The star’s path from CMA Awards backlash to Cowboy Carter is a case study in strategic response.

In 2016, Beyoncé’s performance at the CMA Awards sparked backlash from fans complaining about everything from her attire to her lack of connection to the genre. This year, she released her first country album, which debuted at number one on the Billboard 200. Her actions over the past eight years have been a case study in how to navigate workplace exclusion. As a first step, it often makes sense to exit the conversation and wait for a better moment to respond. Then, work behind the scenes, ideally with collaborators, to push for change. Finally, consider focusing on your own authenticity and strengths to create your own lane within your organization or outside it.

Beyoncé, the globally revered singer, songwriter, and entrepreneur, last month released her new album Cowboy Carter.   However, this project is much more than another musical release from a leading star. It offers a case study in how to navigate workplace exclusion.

• Ella F. Washington  is an organizational psychologist; the founder and CEO of Ellavate Solutions, a DEI strategy firm; and a professor of practice at Georgetown University’s McDonough School of Business. She is the author of  The Necessary Journey: Making Real Progress on Equity and Inclusion  (HBR Press, November 2022) and  Unspoken: A Guide to Cracking the Hidden Corporate Code  (Forbes Books, May 2024). 
• Hildana Haileyesus  is a DEI consultant at  Ellavate Solutions with a background in training and facilitation, client strategy, and research. She has worked across higher education and business and applies a sociological lens to equity-driven change efforts.
• Laura Morgan Roberts is a Frank M. Sands Sr. Associate Professor of Business Administration at the University of Virginia’s Darden School of Business. She is an organizational psychologist and the coeditor of Race, Work and Leadership: New Perspectives on the Black Experience (Harvard Business Review Press, 2019).

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Women in leadership remains a critical but often under-addressed issue in today's corporate world. To bridge the gap and foster a more equitable future, a comprehensive survey on women in leadership is essential. KPMG in India in collaboration with AIMA presents the Women Leadership Survey in Corporate India. The survey considers perspectives from professionals across industries on multiple aspects, allowing them to reflect on the maturity of their organisations in this space. This survey will provide valuable insights into the current state of affairs, paving the way for targeted solutions and action plans. The survey is aimed at analysing the current representation of women in leadership positions across industries in India, while identifying the key challenges women face in attaining leadership roles. The need for conducting this study arises from the persistent underrepresentation of women in leadership roles across various sectors. Despite significant progress, women continue to face barriers and biases that hinder their professional growth and limit their access to leadership positions. By conducting this study, we seek to shed light on the underlying factors that perpetuate this gender disparity and identify effective solutions to address them. The survey also focuses at drawing insights on the practices adopted by leading organisations to promote women leaders, and the recommendations for others to follow. Furthermore, the importance of this study lies in its potential to generate valuable insights and actionable recommendations for individuals, organisations, and policymakers. By examining the experiences and perspectives of women, the aim is to uncover the unique qualities and skills they bring to the table, as well as the challenges they encounter throughout their leadership journey. This knowledge can serve as a foundation for designing targeted interventions and initiatives that support the development and advancement of women in leadership. Moreover, this study recognises the transformative power of women's leadership. Research has shown that diverse leadership teams, inclusive of women, foster innovation, enhance decision-making processes, and drive organisational performance. By amplifying the voices and contributions of women leaders, organisations can unlock their full potential and create a more equitable and prosperous society. Another crucial aspect of this study is its role in inspiring and empowering the next generation of women leaders. By highlighting the achievements and narratives of successful women in leadership, organisations can aim at providing role models and mentors who can guide and motivate aspiring women. This study will contribute to building a supportive ecosystem that encourages women to embrace leadership roles, nurtures their talents, and equips them with the necessary skills to excel.

In conclusion, the study on women leadership is not only timely but also essential for achieving gender equality and fostering inclusive societies. It is a roadmap for progress, a tool to equip the organisations to dismantle barriers and pave the way for a future where exceptional women leaders are not the exception, but the norm. By examining the challenges, aspirations, and success factors of women leaders, organisations can develop evidence-based strategies that promote equal opportunities and create an environment conducive to women's leadership. This study holds the potential to drive systemic change and empower women to lead in all spheres of life, benefiting individuals, organisations, and society as a whole.

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