Skip Navigation

Utah Core  •  Curriculum Search  •  All CTE/Business and Marketing Education Lesson Plans  •  USBE CTE/Business and Marketing Education website

 

CTE/Business and Marketing Education Curriculum Leadership Principles 1
Printable Version Printable Version (pdf)

 

arrow icon Course Introduction

 

Core Standards of the Course

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

Standard 1:
Understand the definition of leadership and how leadership was viewed throughout history.

Standard 2:
Understand the historical types of leadership.

  1. Leader-centric
  2. Follower-centric
  3. Situational-centric

Standard 3:
Compare and contrast leadership and management.

Standard 4:
Describe the evolutionary process of leadership theories/approaches and their major conclusions.

  1. Great Man Theories
  2. Trait Theories
  3. Behavioral Theories
  4. Contingency/Situational Theory
  5. Transactional and Transformational Approach
  6. Emerging Leadership Approaches (e.g., Authentic Leadership, Spiritual Leadership, Servant Leadership)

Standard 5:
Describe the three classic styles of leadership.

  1. Democratic
  2. Autocratic
  3. 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. Differentiate the leadership theories/approaches.
  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:
Understand the differences of individual perspectives and its effect on the purpose, benefits, and structure of vision and mission statements.

Standard 2:
Understand how to communicate vision and mission statements.

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

Standard 4:
Identify and describe short, intermediate, and long term goals.

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:
Identify and discuss effective time management, meeting tools, and guidelines (e.g., to-do lists, ABC prioritizing, agendas, delegation, minimizing interruptions, assignments/preparation, record keeping, time limits).

Standard 2:
Define delegation and identify the 5 step process

  1. Step 1: Identify the task
  2. Step 2: Select appropriate person
  3. Step 3: Communicate expectations
  4. Step 4: Monitor progress
  5. Step 5 Evaluate results

Performance Objectives:

  1. Identify time management skills used to increase productivity.
  2. Use the 5 step process of delegation and understand its importance as a tool for effective time management.

Strand 4
Students will understand effective strategies for communication.

Standard 1:
Recognize the differences between nonverbal and verbal communication.

Standard 2:
Understand and identify the four basic styles of communication.

  1. Aggressive
  2. Passive
  3. Passive-Aggressive
  4. 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:
Develop and apply effective communication skills (e.g., be respectful, eye contact, good listener, 5 C’s: communicate in a clear, courteous, concise, complete, and correct manner).

Performance Objectives:

  1. Describe the four styles of communication.
  2. Plan and present a short presentation applying effective communication skills.

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. Discuss how affirmative action affects business and industry today.

Strand 6
Students will identify the sources of power and how they are used.

Standard 1:
Define and discuss the sources of power.

  1. Reward
  2. Coercion
  3. Expertise
  4. Referent

Standard 2:
Discuss how power can be developed.

Standard 3:
Define empowerment and discuss results of its effectiveness.

Performance Objectives:

  1. Identify the five conflict strategies and role play one of them.


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 - Breckon Heywood and see the CTE/Business and Marketing Education website. For general questions about Utah's Core Standards contact the Director - THALEA LONGHURST.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.