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CTE/Business and Marketing Education Curriculum Leadership Principles
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Core Standards of the Course

Strand 1
Students will investigate the history, meaning, theory and styles of leadership.

Standard 1:
Understand the definition and history of leadership.

Standard 2:
Compare and contrast leadership and management.

Standard 3:
Describe the evolutionary process of leadership theories and their major conclusions (e.g., great man theories, trait theories, behavioral theories, contingency/ situational theories).

Standard 4:
Understand the difference between a transactional and a transformational leader.

Standard 5:
Describe the three classic styles of leadership (i.e., democratic, autocratic, laissez faire).

Standard 6:
Discuss the differences between Theories X, Y and Z.

Standard 7:
Understand how to develop one’s own personal leadership style.

Performance Objectives:

  1. Explain why it is important to understand the history of leadership.
  2. Write on the definition of leadership and how leadership is not management.
  3. Describe the evolutionary process of leadership theory.
  4. Describe your personal leadership style.

Strand 2
Students will learn the importance and fundamentals of a vision, a mission, and establishing goals.

Standard 1:
Explore the purpose, benefits, and structure of vision and mission statements.

Standard 2:
Understand the importance of, and how to communicate, vision and mission statements.

Standard 3:
Understand the value of goals and the characteristics of a SMART goal.

Standard 4:
Understand how to gain organizational commitment to goals, vision, and mission.

Performance Objectives:

  1. Write down and evaluate a possible vision.
  2. Identify the key ingredients of goal setting.

Strand 3
Students will understand the importance of time management and time management techniques.

Standard 1:
Explore various tools and ideas used for effective time management (e.g., to-do lists, delegating, prioritizing, minimizing interruptions).

Standard 2:
Identify several effective meeting management tools and ideas (e.g., agendas, assignments/preparation, record keeping, time limits).

Standard 3:
Define delegation and understand its importance as a tool for effective time management.

Performance Objectives:
Identify the time management skills to increase productivity.


Strand 4
Students will understand effective strategies for communication.

Standard 1:
Understand some different levels of communication.

Standard 2:
Understand some styles of communication (e.g., aggressive, passive, passive-aggressive, assertive).

Standard 3:
Understand tools for effective communication (e.g., listening, validation, using “and” vs. “but,” using absolutes such as “always” and “never”).

Standard 4:
Compare and contrast “I” and “you” messages.

Standard 5:
Recognize the impact and value of non-verbal cues in effective communication.

Performance Objectives:
Describe the four styles of communication.


Strand 5
Students will identify and understand the nature of diversity within organizations.

Standard 1:
Discuss the effects and power of diversity within organizations, including assimilation.

Standard 2:
Understand how leaders can increase diversity within an organization and deal with increasing diversity.

Standard 3:
Discuss what constitutes a subordinate/minority group and the concept of glass ceilings.

Standard 4:
Understand the ongoing debate about affirmative action.

Performance Objectives:

  1. Describe why it is important for leaders to appreciate diversity.
  2. Identify the situational factors affecting individual decision making vs. group decision making.

Strand 6
Students will understand the process for making sound decisions and resolving conflicts.

Standard 1:
Define and discuss steps for sound decision making.

Standard 2:
Describe several decision-making techniques (e.g., PERT charts, decision trees, cost-benefit analyses, ABC analyses).

Standard 3:
Compare and contrast individual and group decision making.

Standard 4:
Understand the difference between functional and dysfunctional conflict.

Standard 5:
Understand causes of conflict and some strategies for resolution (e.g., competing, accommodating, avoiding, collaborating, compromising).

Performance Objectives:
Identify the five conflict strategies and role play one of them.


Strand 7
Students will identify the sources of power and how they are used.

Standard 1:
Define and discuss the sources of power (e.g., reward, coercion, legitimacy, expertise, referents).

Standard 2:
Discuss how power can be developed.

Standard 3:
Define empowerment and its use and effectiveness.

Performance Objectives:
Determine the sources of power and discuss how power is used in organizations.


Strand 8
Students will understand how to build a successful team and implement basic coaching skills.

Standard 1:
Discuss what constitutes a team and the advantages of team structures.

Standard 2:
Identify the stages of team development (i.e., forming, storming, norming, and performing).

Standard 3:
Discuss teambuilding and strategies for building an effective team.

Standard 4:
Discuss how an individual becomes an effective team member.

Standard 5:
Compare and contrast coaching techniques in various situations.

Standard 6:
Discuss the advantages and disadvantages between knowledge-based and facilitative coaching.

Standard 7:
Discuss a useful coaching model (e.g., the grow, fuel, and co-active models).

Standard 8:
Understand the importance for giving and receiving feedback.

Performance Objectives:

  1. Describe team-building and identify ways to become an effective team member.
  2. Describe the GROW model of coaching.

Strand 9
Students will understand the importance of effectively dealing with change.

Standard 1:
Understand why changes occur and reasons why people resist change.

Standard 2:
Identify the leader’s role in planning and implementing change.

Standard 3:
Describe how a leader can facilitate change.

Performance Objectives:
Discuss the course of action an organization would follow to create change.


Strand 10
Students will understand the importance and application of ethics.

Standard 1:
Discuss the definitions of morality, integrity and ethics.

Standard 2:
Discuss an organization’s social responsibility with regard to the environment, employees, and other stakeholders.

Standard 3:
Discuss how a leader’s personal behavior affects an organization.

Performance Objectives:

  1. Explain your commitment to an ethical life.
  2. Determine and discuss the skills necessary to becoming a leader.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Laura deShazo and see the CTE/Business and Marketing Education website. For general questions about Utah's Core Standards contact the Director - THALEA LONGHURST .  
Email:  thalea.longhurst@schools.utah.gov

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