Using Leadered Groups in Organizational Behavior and Management Survey Courses

Abstract

In organizational behavior and management survey courses, students are likely to maximize certain career-appropriate knowledge when their classroom groups are leadered rather than leaderless. Using leadered groups facilitates the learning of the professional and managerial skills associated with formal leadership while reducing some problematic learning that can occur in leaderless groups. This article presents a pedagogical design that meets the logistical and content challenges of giving every student the opportunity to lead a group during the class term, to observe other student leaders, to receive feedback on formal leadership skills, and, in addition, to reflect on groups and group process in general. The author argues that teachers and researchers should reexamine the frequent assumption that leaderless groups are the most effective experiential method for teaching the practice of management.

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