Sally Johnson is the program director of a college campus radio station (WABC) that

is supported by Woodland University. WABC has a long history and is seen favorably
by students, faculty, the board of trustees, and the people in the community. Sallys
previous experience includes program director of a nationally known radio station in
Phoenix, KSUN. She has worked with the likes of many prominent professional DJs,
whove gone on to have long standing successful careers in the radio and television
industry. On the pleading of her close friend at the University, Sally has agreed to
put her skills to work and grow the program at the University.
Sally does not have a problem getting students to work at WABC. In fact, it is one of
the most sought-after university-related activities. The few students who are
accepted to work at WABC are always highly motivated because they value the
opportunity to get hands-on media experience. In addition, those who are accepted
also tend to be highly confident (sometimes naively so) of their own radio ability.
Despite their eagerness, most of them lack a full understanding of the legal
responsibilities of being on the air.
One of the biggest problems that confronts Sally every semester is how to train new
students to follow the rules and procedures of WABC when they are doing on-air
announcing for news, sports, music, and other radio programs. It seems as if every
semester numerous incidents arise in which an announcer violates in no small way
the FCC rules for appropriate airtime communication. For example, rumor has it that
one year a freshmen student disc jockey on the evening shift announced that a new
band was playing in town, the cover was five dollars, and everyone should go to
hear the group. Making an announcement such as this is clear violation of FCC
rules-it is illegal.
Sally is frustrated with her predicament but cannot seem to figure out why it keeps
occurring. She puts a lot of time and effort into helping new DJs, but they just do not
seem to get the message that working at WABC is a serious job and obeying the
FCC rules in an absolute necessity. Sally is wondering if her leadership style is
missing the mark.
Each semester, Sally gives the students a very complete handout on policies and
procedures. In addition, she tries to get to know each of the new students
personally. Because she wants everybody to be happy at WABC, she tries very hard
to build a relational climate at the station. Repeatedly, students say that Sally is the
nicest advisor on campus. Because she recognizes the quality of her students, Sally
lets them do mostly what they want at the station.
Discussion Questions (please answer at least 4 of the following):
1. Fielders Contingency Model uses a Least Preferred Coworker (LPC)
scale to in part determine the types of people one prefers to work
with and how these characteristics might impact the favorableness
of the leadership situation and group performance. Based on things
know from the case study, how would Sally rank on your LPC scale?
Why? (Numerical value not needed, just characteristically speaking)

2. Using the Vroom-Yetton/Vroom-Jago model of Contingent Decision

Making, how should Sally go about making decisions regarding the
radio station and/or her student staff? Why?
3. According to Houses (1996) article, which leadership behaviors do
you feel Sally currently displays? Which behaviors, if any, might she
work to improve on?
4. Northouse and other leadership researchers note that the situational
leadership theory lacks empirical evidence, but yet remains very
popular in training programs and school teacher training programs.
Why?
5. Do you believe that Sallys selling approach to leadership is
beneficial or problematic? Why?
6. How does the maturity level of the students impact Sallys
leadership and what can she do to motivate her students to raise
their commitment level?
7. Do you think Sallys students are capable, but simply dont
understand the seriousness of the job OR do you think Sallys
students are unable because they lack job skills, but are willing to
learn? Why might this be important for Sally to understand?
8. Based on situational leadership and the maturity level of Sallys
students, what could Sally do to reduce FCC infractions at WABC and
use past incidents as teachable moments?

Be sure to reference information and reading materials from

Module 5 within your post and replies.