Introduction

-Dr. Jayme Renfro, Associate Professor of Political Science, University of Northern Iowa

Teaching cases are a powerful tool for instructors because they offer an engaging method to help students apply abstract concepts to real-world situations. This is particularly true in the case of leadership theory, as a teaching case typically presents a scenario where learners must analyze the situation, identify challenges, and suggest solutions, often with incomplete information, just as leaders must do in real life. This active learning approach encourages critical thinking, collaboration, and the practical application of leadership principles, which are essential for developing leadership skills.

One of the key reasons teaching cases are effective is their ability to simulate real-world complexity. Leadership is nuanced and context-dependent. Leaders must navigate organizational politics, personal motivations, conflicting interests, and unexpected events. Teaching cases reflect this complexity by presenting students with messy, real-world problems that lack clear-cut answers. This challenges students to go beyond theoretical knowledge and think like practitioners. Instead of passively receiving information, they engage with the material by making decisions, analyzing outcomes, and considering different perspectives. This type of learning more closely mimics the real-life pressures and ambiguities leaders face, making it highly relevant for leadership education.

Another reason why teaching cases are particularly suited for leadership theory is their emphasis on decision-making. Leadership is fundamentally about making choices—often in situations with limited information and high stakes. By presenting students with case studies, instructors can push them to think critically about the consequences of different courses of action. For example, students may need to consider how a leader balances ethical considerations with practical constraints, how to motivate a team during a crisis, or how to negotiate conflicting stakeholder interests. Through these exercises, students develop their own decision-making frameworks, which is crucial for becoming effective leaders. They also learn to evaluate risks, anticipate challenges, and weigh the impact of their decisions on various constituencies.

Teaching cases also promote active learning and collaboration. Leadership is by its very nature not an individual endeavor; it requires working with others, whether that's within a team or across organizational boundaries. By working in groups to solve case-based problems, students develop interpersonal and communication skills, which are key components of effective leadership. Group discussions allow them to hear different perspectives, challenge assumptions, and refine their arguments. This collaborative environment helps students understand that leadership is not just about individual brilliance but also about how well they can engage others and navigate complex social dynamics. It also fosters a deeper understanding of leadership theory by encouraging students to apply these concepts interactively.

Instructors using teaching cases also have the opportunity to bring real-world issues into the classroom, making the learning experience more relevant and engaging for students. Cases drawn from current events or historical leadership challenges can bridge the gap between theory and practice. For instance, a case about a public leader managing a health crisis allows students to apply theoretical models of crisis leadership to a tangible situation, deepening their understanding of the theory while also giving them tools to address similar challenges in their future careers.

Lastly, teaching cases support experiential learning, which has been shown to enhance retention and understanding. When students are actively involved in problem-solving rather than simply reading about leadership models, they are more likely to remember and apply those concepts later. The combination of analysis, decision-making, and reflection within case-based learning reinforces key leadership theories, such as transformational leadership, servant leadership, or situational leadership. Students don’t just learn the theory—they live it through the case, which makes the learning more meaningful.

The first seven chapters of this volume is a collection of teaching cases developed by students enrolled in Public Service Leadership and Management at The University of Northern Iowa (UNI). All student authors, at the time of publication, were graduate students in UNI's Master of Public Policy (MPP) program. It is our hope that these case studies can be used as teaching and learning tools, providing a deep-dive into leadership theory and practice, and practical examples for discussion and analysis.

The final chapter contains cases written by undergraduate students at UNI enrolled in Leadership and Management in Public Service (a similar course but at the undergraduate level). The preface to that chapter contains information about assigning the development of teaching cases as a valuable separate learning tool.

All of the teaching cases are the authors’ original work. Some details within the case studies, which are a combination of fiction and non-fiction, have been changed to protect privacy. Some student authors have chosen to remain anonymous or to publish under a pseudonym.

About this Book

Chapter 1: Trait Theory of Leadership

Trait leadership theory is one of the earliest and most enduring perspectives on leadership, suggesting that certain individuals possess innate qualities that make them better suited for leadership roles. Originating from the "Great Man" theory of leadership, which argued that leaders are born, not made, trait theory focuses on identifying the specific personal characteristics that distinguish effective leaders from non-leaders. These traits can include qualities like intelligence, self-confidence, determination, integrity, and sociability. The underlying assumption is that by identifying and cultivating these traits, individuals can enhance their leadership potential.

Over the years, trait leadership theory has evolved and been refined through research, as scholars have sought to pinpoint which traits are most closely linked to leadership effectiveness. While the theory has faced criticism for its oversimplification and for not accounting for situational factors, it remains a foundational concept in leadership studies. Today, trait theory is often used in conjunction with other leadership models, providing valuable insights into the personal attributes that contribute to leadership success.

Chapter 2: Skills Theory of Leadership

Skills leadership theory shifts the focus from inherent traits to the abilities and competencies that individuals can develop to become effective leaders. Unlike trait theories, which suggest that leadership is largely determined by personal characteristics, skills-based leadership theory argues that leadership can be learned and cultivated through the acquisition of specific skills. These skills are generally categorized into three main areas: technical, human (interpersonal), and conceptual. Technical skills involve expertise in a particular field or task, human skills pertain to the ability to work well with others, and conceptual skills involve the capacity to think strategically and solve complex problems.

The significance of skills leadership theory lies in its practical approach to leadership development. By emphasizing that leadership is not an innate quality but a set of abilities that can be enhanced through education and experience, this theory offers a more inclusive and accessible framework. It empowers individuals to focus on improving specific areas of competency, such as decision-making, communication, and problem-solving, which are critical for effective leadership in various organizational settings.

Chapter 3: Behavioral Leadership Theory

Behavioral leadership theory marks a significant departure from earlier approaches, such as trait theory, by focusing on what leaders do rather than who they are. Instead of examining innate characteristics or personal qualities, behavioral leadership theory examines specific behaviors and actions that can be observed and measured. This shift in focus suggests that effective leadership is not solely the result of inherent traits but can be learned and developed through practice. By identifying key leadership behaviors—such as how leaders communicate, motivate, and make decisions—this theory provides a more actionable framework for understanding leadership.

One of the foundational contributions of behavioral leadership theory is the identification of two broad categories of leader behavior: task-oriented and people-oriented behaviors. Task-oriented behaviors focus on achieving goals, organizing work, and ensuring efficiency, while people-oriented behaviors emphasize building relationships, supporting team members, and fostering a positive work environment. These two dimensions are often seen as complementary, with effective leaders striking a balance between driving performance and maintaining morale.

Chapter 4: Path-Goal Leadership Theory

Path-Goal Leadership Theory is a contingency-based approach that emphasizes the role of a leader in guiding and supporting their followers to achieve organizational goals. Developed by Robert House in the 1970s, this theory suggests that a leader’s primary responsibility is to clear the path for their team by removing obstacles, offering direction, and providing the necessary resources to ensure success. Unlike static leadership models, Path-Goal Theory asserts that the most effective leadership style depends on both the situation and the needs of the followers. By adapting their behavior to suit the context, leaders can increase motivation, satisfaction, and performance among their team members.

The theory identifies four key leadership styles—directive, supportive, participative, and achievement-oriented—each suited to different circumstances and follower characteristics. For example, a directive style may be necessary when tasks are unclear or complex, while a supportive style works well when team morale needs a boost. The flexibility of Path-Goal Theory is one of its major strengths, as it allows leaders to be responsive and dynamic, adjusting their approach to maximize their team’s effectiveness.

Chapter 5: Situational Leadership Theory

Situational Leadership Theory, developed by Paul Hersey and Ken Blanchard, emphasizes the idea that there is no single best leadership style. Instead, effective leadership depends on the specific situation and the readiness level of the followers. This theory suggests that leaders must adapt their style to fit the needs of their team members, adjusting their approach based on the task at hand and the abilities, motivation, and experience of those they are leading. By recognizing that leadership is dynamic, not fixed, Situational Leadership Theory provides a flexible framework for understanding how leaders can be most effective in different contexts.

At the heart of the theory are four distinct leadership styles: directing, coaching, supporting, and delegating. These styles vary in the amount of guidance and support a leader provides, with each one being more or less appropriate depending on the development level of the followers. For instance, a directing style is most effective when followers need clear instructions and close supervision, while a delegating style works best when followers are capable and confident in managing tasks independently.

Chapter 6: Transformational Leadership Theory

Transformational Leadership Theory centers on the idea that effective leaders inspire and motivate their followers to achieve more than what is typically expected of them. Developed by James MacGregor Burns and further refined by Bernard Bass, this theory emphasizes the ability of leaders to create significant positive change within an organization by fostering a shared vision, encouraging innovation, and developing strong relationships with their followers. Transformational leaders focus not only on task completion but also on elevating the moral, ethical, and motivational levels of both individuals and the organization as a whole.

One of the core components of transformational leadership is the leader’s ability to inspire followers through four key behaviors: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These behaviors encourage followers to transcend their own self-interests for the sake of the group or organization, stimulating creativity and commitment. Transformational leaders challenge the status quo, promote innovation, and guide their followers toward achieving higher levels of performance and personal development.

Chapter 7: Servant Leader Theory

Servant Leadership Theory, introduced by Robert K. Greenleaf in the 1970s, challenges traditional views of leadership by emphasizing the leader’s role as a servant first. In this model, the leader’s primary goal is to serve others—focusing on the growth, well-being, and development of their followers and the organization. Unlike leadership theories that prioritize the leader's authority and decision-making power, servant leadership promotes the idea that leaders achieve the most success by empowering their team, fostering a collaborative environment, and prioritizing the needs of the people they lead.

At its core, servant leadership is about putting people first and creating a culture of trust, empathy, and shared purpose. Servant leaders exhibit qualities such as humility, listening, empathy, and stewardship, aiming to build strong relationships and help others reach their full potential. This leadership style is particularly effective in environments that value collaboration and ethical behavior, as it encourages long-term success through the development and well-being of followers.

Chapter 8: Writing Teaching Cases as a Learning Tool

Using existing teaching cases in the classroom is an effective way to enhance student learning because it promotes active engagement, critical thinking, and the application of theoretical concepts to real-world situations. Teaching cases provide students with complex, often ambiguous scenarios that require them to analyze problems, evaluate different courses of action, and make decisions based on the information presented. This approach shifts learning from passive consumption of content to an interactive, problem-solving exercise. Cases place students in the shoes of decision-makers, helping them to connect classroom theory to practical, often messy, realities they will face in professional settings. Whether it’s in leadership, public administration, or business, the use of cases encourages students to wrestle with ethical dilemmas, explore multiple perspectives, and develop well-reasoned solutions.

Moreover, teaching cases foster collaboration and discussion among students, which deepens learning. As they work through the cases, students are often required to defend their reasoning and decisions, leading to rich dialogue and peer learning. This dynamic exchange allows students to practice articulating their thought processes and justifying their actions, much like they would in a professional environment. Additionally, the real-world relevance of cases helps maintain student engagement, as they see direct connections between the course material and practical applications. This element of teaching cases makes them an invaluable tool in fields like leadership, where abstract concepts like influence, motivation, and decision-making can be challenging to grasp without real-world examples.

While using existing cases is highly beneficial, assigning students to write their own teaching cases introduces an additional element to the learning process. Writing a case requires students to not only understand the theoretical material but to actively apply it in creating a realistic, thought-provoking scenario. This deepens their engagement with the subject matter as they must think critically about how to construct a situation that reflects real-world complexities. In leadership studies, for instance, students must incorporate elements of conflict, decision-making, and ethical dilemmas, while ensuring the case is nuanced enough to prompt discussion and analysis. This level of involvement transforms students from passive receivers of knowledge into creators of content, which significantly enhances their understanding of the material.

The process of writing teaching cases also develops key skills such as research, writing, and problem-solving. Students must research relevant background information, think strategically about how to present the problem, and anticipate the decisions future readers will need to make. It encourages them to think about the practical applications of leadership or management theories and explore the consequences of various actions or leadership styles. The added challenge of creating a case that is both realistic and pedagogically useful fosters creativity and innovation, as students must consider how to construct scenarios that are both challenging and educational. Furthermore, writing cases helps students improve their ability to communicate complex ideas clearly and concisely, as they must convey critical information in a format that engages and informs future learners.

This chapter contains teaching cases written by small groups of undergraduate students in a leadership and management course. These students had been working through the cases from the previous chapters and were assigned to follow the structure from those and create their own to illustrate an instance of Skills Leadership Theory. Their work on these were contained to three 50-minute class periods where they drafted them, did peer review, and then revised them. The students' self-reported understanding of this particular theory increased considerably.

While using existing teaching cases is an excellent tool for active learning and critical thinking, assigning students to write their own cases takes that experience to the next level. By writing teaching cases, students become more deeply engaged in the material, develop important real-world skills, and gain a more comprehensive understanding of how theory applies in practice. This method provides an invaluable opportunity for students to take ownership of their learning, fostering creativity, critical thinking, and a deeper connection to the course content.

Licensing

Cases are individually licensed with each author's selected Creative Commons license. Front and back matter, as well as the chapter 8 introduction, are licensed CC BY-NC-SA 4.0.