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Top Diversity and Inclusion Companies-2022

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Companies across the world are striving to elevate diversity and inclusion (D&I) as an organizational core value by leveraging technology solutions.…

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Please write the names of students in your groups here.

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Zara’s Store Manager in Istanbul

1) Leyla demonstrated leadership qualities and efficiency in her work and quickly moved up the career ladder, which motivated her to work harder and help her colleagues who respect her for this, making Leyla involved and loyal.

2) The store underwent a restructuring and the appearance of a new manager undermined Leyla's independence, now her contribution is not so valuable. Leyla feels that she is moving away and sees this as a reason to look for a new job.

3) Zara could improve the relationship with Leyla and return Leyla's independence in decision-making (make her voice significant as well, since before her contribution to work was quite noticeable from the employees), give her the opportunity for further career growth, since she is a loyal employee willing to sacrifice her personal time for the good of the store (what is rare).

-Kaltakova Elina

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1. Leyla identifies with her job stongly. This strong job identification increased her job engagement and positively influence her affective commitment. She saw Zara is a part of herself and she works hard by staying late.

2. The restructuring decreased her job satisfaction. First of all, these changes reduced her autonomy, and the new manager showed poor communication, gave little recognition. Because of it, Leyla felt less valued and her attitude to Zara became less positive.

3. Zara's leadership should improve communication, give her more voice in decision-making. Also, give recognition to her contirbutions to the job. It will help Leyla to feel more valued, and increase her job satisfaction, engagement again.

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1. Leyla had high job identification, so she felt that working at Zara is a part her personality. We can determine it through affective commitment like staying late at work to support new team members,easily implementing new digital system, or the way she conveys it "Zara is not just where I work - it's part of who I am".

2. The major reason why Leyla's job satisfaction has declined is restructuing, that reduces her autonomy and makes Leyla feel that her effort is not valued.

3. Zara's leadership could improve communcation to restore Leyla's affective commitment. They could conduct face to face meetings at the end of the week or month in order to establish a good undertanding of Leyla's perspectives.Thus Leyla could reach recognition and improve her autonomy in making decision.

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HW2

1. Leyla felt Zara was “part of who I am.” This made her work extra hard, stay late, and feel proud of her job. When you feel connected to your workplace, you care more and work harder.

2. Her store was merged with another store, her new boss doesn’t talk to her much, she has less control over her work, and she feels like her ideas don’t matter anymore.

3. Talk to her more often, ask for her ideas and opinions, give her more control over her work, show they value what she does, and make her feel important again.​​​​​​​​​​​​​​​​

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1. Leyla identified herself very strongly with Zara, she said herself that Zara became a part of her life. This led to her being very involved: helping new employees, staying after work, participating in the implementation of new systems. And this led to a person staying in the company not because of money or responsibilities, but because they want to be part of this organization.

2. Due to the restructuring, the working conditions changed. There was less autonomy, all decisions were made by the new manager, there was no recognition of her achievements, she began to feel that her contribution was no longer appreciated, poor communication, the new manager did not give feedback. All these factors greatly reduce motivation and can lead to disinterest and detachment.

3. To return Leyla's involvement, it is necessary to: improve communication, start celebrating her successes and achievements, give Leyla the opportunity to feel part of the team and manage projects, organize team events so that employees feel a connection with Zara.

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Question 1: How did her sense of self at work affect her engagement and loyalty to the brand?

Leila felt that Zara was not just a place of work, but a part of her. She poured her heart and soul into the store, working late, training new employees, and enthusiastically implementing new ideas. Her involvement was not formal, but deeply personal — it was important to her that everything worked perfectly, because she saw the store's success as her own.

Question 2: Why has her attitude towards work started to change?

Answer:

After the restructuring, a lot has changed. Her store has been merged with another, and she now reports to a new regional manager who barely communicates with her. Previously, she made decisions on her own, but now her opinions are being ignored. This feeling of losing control and recognition is gradually distancing her from the brand that was once close to her. She feels invisible, even though she continues to try her best.

Question 3: What can Zara's management do to regain her engagement?

- Give her back the power to make decisions, especially in matters of staff management and process organization.

- Establish human communication: the regional manager should regularly talk to her, listen to her, and acknowledge her expertise.

- Show that she is appreciated: acknowledge her contribution publicly, let her know that she is still important to the company.

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How did her sense of self at work affect engagement and loyalty?

Leila saw Zara as part of her identity. She worked late, trained newcomers, and embraced new systems not out of duty, but because the store’s success felt like her own. This deep identification fueled her strong commitment and loyalty.

Why did her attitude change?

Her store was merged with another, and a new manager took over with little communication or recognition. She lost autonomy and influence, making her feel invisible and less valued.

What can Zara do to re-engage her?

Restore decision-making power in her role.

Improve communication and provide regular feedback.

Publicly recognize her contributions.

Create opportunities for her to feel part of the team again.

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1. Leyla’s strong job identification made her deeply engaged and committed to Zara because she saw the brand as part of her identity, not just a workplace. This motivated her to go the extra mile, support her team, and embrace new initiatives with pride.

2. Her job satisfaction and attitude declined after the restructuring due to several factors: she lost autonomy, her new regional manager rarely communicates, and her input no longer feels valued. These changes left her feeling disconnected and unappreciated, despite her continued dedication.

3. To restore Leyla’s affective commitment, Zara’s leadership should strengthen communication, recognize her contributions, and return some decision-making power to her. Offering career development opportunities and reinforcing the company’s values would also help her feel proud and emotionally connected to Zara again.

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1. How did Leyla's job identification influence her engagement and commitment to Zara?
Leyla strongly identified with her job and the company. She didn’t just see Zara as work, but as part of who she is. Because of this, she gave her best — from starting as a sales associate to leading a whole store, staying late, supporting her team, and even being proud to represent the brand. This identification made her highly engaged and committed since she felt emotionally connected to Zara.

2. What factors contributed to the decline in Leyla's job satisfaction and attitude?
Her satisfaction dropped after the restructuring. Before, she had autonomy, her input was valued, and she felt trusted as a leader. But now, with the new regional manager who barely communicates, she feels ignored and less important. The loss of independence and recognition made her feel emotionally distant, even though she’s still dedicated in her actions.

3. What could Zara's leadership do to restore Leyla's affective commitment and engagement?
Zara’s leadership should bring back her sense of value and voice. They could involve her more in decision-making, give her recognition for her past contributions, and open better communication between her and the regional manager. Also, giving her some autonomy and showing trust in her leadership again would help her reconnect emotionally with the company.

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Leyla identified herself as part of Zara, which helped her work successfully and easily take on others’ responsibilities. She was highly engaged in tasks and projects and felt proud that she had found her calling.

After the merger, her position was downgraded. She used to be a manager and made decisions, but after the restructuring she lost authority and feels undervalued. She also feels that her contribution and experience are not recognized.

Zara’s leadership could give her more authority and acknowledge her past achievements. They could even make her head of a department. Another option would be to recognize her at the annual company event as the best employee.

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1)     I think Leyla's strong identification with Zara played a key role. She perceived the brand as part of her identity, saying that “Zara is part of me,” meaning she had an emotional connection with the company. Because of this, she was very involved: she stayed late, supported her colleagues, and was proud of her work. For her, Zara's successes were her own personal successes.

2)     In my opinion, changes in working conditions played a major role. After the restructuring, Leyla lost her autonomy—her freedom to make decisions was reduced. The new regional manager rarely communicates with her, and she feels that her contribution is underappreciated. Leila feels disappointed and even emotionally detached due to changes in her working conditions, fairness, and leadership style.

3)     I believe that the company could restore Leyla's sense of importance and autonomy. For example, give her more freedom in managing the store, involve her in decisions, and recognize her contribution. It is also important to develop employee engagement—give feedback, support her leadership role, and use her experience in mentoring. All of this would help restore her emotional commitment and engagement.

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1) Leyla is strongly identified with Zara and this positively affects her engagement and commitment. Her job performance is strong, she often stays late at work and she is well recognized by the team. Her affective commitment is seen by emotional attachment and a loyalty to the organization.

2) After restructuring Leyla has lost her autonomy in decision-making, she rarely communicates with the new regional manager, and her high engagement is not recognized and valued as before. This factors decreased her job satisfaction and attitude.

3) Zara’s leadership should take into account poor communication between regional and store managers and try to improve it by scheduling regular meetings (better if one-on-one). Also it’s important to give Leyla more autonomy and make her feel valued in an organization (allow to make localized decisions by herself and sometimes involve store managers in regional decision making processes).

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1) engagement: staying late and supporting new hires, working hard in an implementation of a new inventory system.

commitment: feeling proud to represent Zara.

2) less empowerment, no communication from new manager.

3) raise Lelya's position/reconsider her position/give her more autonomy and freedom; let her leadership and performance skills work for her so she could feel valued again.

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1. Leyla strongly identified with her job at Zara. She felt proud to work there and even saw the company as part of who she was. This made her very engaged because she worked late and supported new employees, and took initiative with implementing something new. I think emotional connection to Zara kept her motivated and loyal and that is why she sticks to the company for so long

2. Leyla started to feel less important after the restructuring, because when her autonomy was reduced she felt that her ideas or input mattered. Both regional manager and store merger disrupted her work environment and made her feel less in control. All of these changes weakened her emotional bond with the company and caused her to feel distant.

3. Zara can improve Leyla’s engagement by talking with her more, giving her more freedom in decisions and recognizing her hard work, also involving her in important store issues and matters. This would make her feel valued again and rebuild her connection to the company

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1.She feels proud to work for Zara and explained it is part of who she is. Due to this, she did her best, assisted new employees, and expended additional time. The close relationship made her loyal and ambitious

2. On restructuring, she lost freedom in her work. Her new boss is a non-talk. She is not listened to anymore. The store merger changed the team and atmosphere.

3. Talk with store managers more often and directly. elease more decision-making responsibility to her. State "thank you" and acknowledge appreciation for her diligence. Urge her to share ideas and be part of plans. Sponsor her with career development and training.

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1) Leyla strongly identified with Zara, seeing it as part of who she is. This emotional bond increased her motivation, loyalty, and willingness to go beyond her formal duties, which made her highly engaged and committed.

2) Her autonomy decreased after the restructuring, communication with her new manager is weak, and her contributions are undervalued. These changes reduced her sense of importance and emotional connection to the company.

3) Zara should recognize her past achievements, give her more autonomy, and improve communication. Offering career growth opportunities and reinforcing her role as a valuable leader would help rebuild her emotional commitment.

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1) In my opinion, Leyla saw Zara as part of who she was, not just a job. This made her very motivated, loyal, and willing to go beyond her duties, like helping with new systems and supporting her team.

2)

She lost autonomy after restructuring.

Her new manager rarely communicates.

She feels her input is no longer valued.

Changes made her feel disconnected and less important.

3) Zara’s leadership could rebuild Leyla’s commitment by showing appreciation for her contributions, improving communication, and giving her more decision-making freedom. They should also provide her with growth opportunities and remind her of the company’s values to help her feel proud and connected to Zara again.

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1.

Leyla's strong identification with Zara, where she saw the company as "part of who I am," was the foundation of her exceptionally high engagement. This deep emotional attachment motivated her to do extra effort, such as staying late, supporting new hires, and successfully implementing a new system, because she intrinsically linked her own success to the company's success.

2.

The decline was caused by a breakdown in communication and autonomy following a corporate restructuring. Her decision-making power was significantly reduced.Her new regional manager rarely communicated, leaving her feeling isolated and unsupported.

3.

To restore her commitment, leadership should: The regional manager must meet with her to acknowledge the challenges and listen to her concerns.Grant her greater decision-making authority and involve her in important decisions.Clearly redefine her role, responsibilities, and goals within the new structure.

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1. Leyla felt very close to Zara and proud to work there. She often said that Zara was part of who she was, which shows a strong emotional connection. Because of this, she worked very hard, helped new employees, and stayed late to finish important tasks. She also supported the company when they introduced the new inventory system. Her strong job identification made her motivated, loyal, and very engaged with her work.

2. After the restructuring, Leyla lost some of her freedom to make decisions. She now has a new regional manager who does not talk to her much, and this makes her feel ignored. The store merger probably changed her work routine and created more stress. She feels her ideas are not valued anymore, which is hard for someone who cares about the company. Because of these changes, Leyla feels less happy and less connected to Zara than before.

3. Zara’s leaders can start by talking with Leyla more often and including her in decisions. They should recognize her hard work and thank her for her contribution to the store’s success. Giving her more independence and trust would make her feel important again. They could also offer her new opportunities for learning and growth. These actions would help Leyla feel connected to Zara again and stay motivated at work.

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1. How did Leyla’s job identification influence her engagement and commitment to Zara?

Leyla’s strong identification with her job played a huge role in keeping her engaged and committed to Zara. She did not see her position as just a way to earn money but as part of her identity. When she said that Zara is not just where she works but part of who she is, it showed that her sense of self was closely tied to the company. Because of this connection, she worked with passion, stayed late to help new employees, and felt proud to represent the brand. This deep personal attachment explains why she stayed with Zara for many years and why her motivation was consistently high.

2. What factors contributed to the decline in Leyla’s job satisfaction and attitude?

Leyla’s satisfaction started to decline after the restructuring. One of the main reasons was the loss of autonomy. She used to feel trusted and independent in her role, but with the changes, her freedom to make decisions was reduced. Another issue is her new regional manager who rarely communicates with her. The lack of feedback and support made her feel invisible, as if her contributions no longer matter. On top of that, the store merger created a sense of instability, and Leyla no longer feels the same personal ownership of her workplace as before. Even though she still tries to stay dedicated, these changes left her feeling undervalued and emotionally distant from the company.

3. What could Zara’s leadership do to restore Leyla’s affective commitment and engagement?

To win back Leyla’s commitment, Zara’s leadership needs to focus on rebuilding her trust and sense of belonging. Clearer communication from her regional manager would make her feel supported and recognized. Giving her back more autonomy and allowing her to take part in decision-making would help her regain a sense of control and responsibility. It is also important to recognize her past efforts, such as successfully leading the digital inventory system, and to show appreciation for the extra time and energy she has given to the team. Finally, involving her in meaningful projects, such as mentoring or training, could remind her that she is still an important part of Zara’s future. These steps would make her feel valued again and restore the pride she once had in representing the company.

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1. Leyla really loved her job. She didn’t just see Zara as a work, she felt Zara was part of her life. Because of this, she worked very hard. She stayed late to help new people, and she tried to make the store better. When Zara got a new digital system, she helped bring it in. She wanted the company to do well because she felt like it was her company too. That feeling made her stay strong, work with energy, and care about everything.

2. Things changed fast. Her store was joined with another one, and now she has a new boss. But this new boss almost never talks to her. Before, Leyla had freedom to make choices. Now, she doesn’t. It feels like nobody listens to her ideas anymore. She still works hard, but inside she feels far away from the company. That is why her happiness went down.

3. They need to make her feel important again. Her new boss should talk to her more, ask for her thoughts, and trust her ideas. They can thank her for all the years she worked hard. If she feels seen, trusted, and respected again, she might start to feel proud of Zara again.

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1. How did Leyla’s job identification influence her engagement and commitment to Zara?

Leyla strongly identified with her job, seeing Zara as part of her identity. This made her highly engaged, motivated to stay late, support her team, and feel proud of representing the brand.

2. What factors contributed to the decline in Leyla’s job satisfaction and attitude?

Her autonomy decreased, the new manager rarely communicated, and her input was no longer valued. These changes reduced her sense of importance and connection, leading to lower job satisfaction.

3. What could Zara’s leadership do to restore Leyla’s affective commitment and engagement?

Zara’s leadership should improve communication, give her more autonomy, recognize her contributions, and involve her in decision-making to make her feel valued and respected again.

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1. Leyla strongly identified with Zara, seeing it as part of her personal identity, which fueled her loyalty and motivation. This deep connection drove her to go beyond expectations, such as mentoring new hires and supporting new systems, showing high engagement and affective commitment.

2. Her satisfaction declined after restructuring reduced her autonomy, weakened communication with leadership, and left her feeling undervalued. Despite her dedication, the lack of recognition and decision-making power made her feel disconnected and less committed.

3. Leadership can restore Leyla’s commitment by recognizing her contributions, improving communication, and giving her more autonomy. Involving her in strategic projects and decisions would help her feel valued again and rebuild her emotional connection to the company.

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1. Leila deeply identified with her work and felt that Zara was part of her identity. That's why she worked hard, stayed late, and took pride in her work.

2. After the restructuring, her satisfaction declined. She lost her independence, her new manager communicated poorly with her, and she felt less valued.

3. Zara's management should talk to her more, solicit her ideas, give her more autonomy, and recognize her efforts. This will help her feel important again.

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1. Impact of identification with work

Leyla saw Zara as part of her identity, which drove strong engagement and affective commitment. She showed extra effort (mentoring, late shifts, digital rollout) and long-term loyalty.

2. Reasons for declining satisfaction

Post-merger, she lost autonomy and status; her store identity and pride disappeared. This threatened her self-definition, created role ambiguity, and reduced recognition—leading to lower motivation.

3. Leadership actions

Zara can re-craft her role (e.g., regional trainer), visibly recognise her contributions, and involve her in change decisions. Restoring autonomy, identity, and support can rebuild her commitment.

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1. How did Leyla’s job identification influence her engagement and commitment to Zara?
Leyla strongly identified with Zara, to the point of seeing it as part of her identity. This deep connection drove her motivation, loyalty, and willingness to go beyond her duties — such as mentoring new hires and embracing the new digital inventory system. Her engagement and affective commitment were high because she felt aligned with the company’s values and success.

2. What factors contributed to the decline in Leyla’s job satisfaction and attitude?
Several factors reduced her satisfaction:

Loss of autonomy after the restructuring, as her decisions carried less weight.

Poor communication from the new regional manager, which made her feel disconnected.

Lack of recognition for her continued dedication and efforts.

Reduced sense of value, since her voice and input were no longer considered important.

3. What could Zara’s leadership do to restore Leyla’s affective commitment and engagement?
Zara’s leadership should:

Improve communication between regional managers and store managers.

Acknowledge and reward contributions like Leyla’s past success with system implementation.

Empower managers by giving them some autonomy in decision-making.

Foster inclusion by actively seeking input from experienced managers during change processes.

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1. Leyla strongly identified herself with Zara, which made her job not just a duty but a part of her life. Because of this, she was highly engaged, motivated, and willing to work overtime. This connection strengthened her commitment to the company and improved her team’s performance.

2. After the restructuring, her autonomy decreased, and she no longer felt that her opinion was valued. The new regional manager rarely communicates, which removed support and feedback. All of this led to a drop in Leyla’s job satisfaction and created emotional distance from the company.

3. The leadership could restore her engagement through open communication and recognition of her achievements. It is also important to give her more freedom in managing the store so she feels responsible again. If Leyla once more sees the value of her contribution, her emotional attachment to Zara will increase.

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1. Job identification and commitment

Leyla’s strong identification with Zara made her very committed and engaged. She worked hard, stayed late, and supported her team because she felt proud to represent the brand.

2. Decline in satisfaction

Her job satisfaction went down mainly because she lost autonomy, her new manager rarely communicates, and she no longer feels her opinion matters.

3. How leadership can help

To win back her commitment, Zara’s leaders should:

Communicate openly.

Recognize her contributions.

Give her more decision-making power.

Show that her experience and voice are valued.

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1. Proof of a stronger emotional tie to the company drove Leyla to go above and beyond her usual responsibilities. She described their corporate brand as a part of herself and it brought her a great deal of pride. She advocated for new hires, spent extra hours in the warehouse, and managed the new digital inventory system. Her company loyalty and enthusiasm was not driven solely by a sense of organizational responsibility. Rather, the company provided her an emotional connection that fostered her limited organizational affective commitment.

2. In the case her satisfaction with the role began to dwindle after the restructuring and it was the combination of processes that changed to the negative that led to the detachment. The combination of autonomy and decision making ability was diminished by the consolidation of branches. The new regional manager's apparent lack of interest in her work, coupled with the unrelenting lack of recognition, led her to aggravate the detachment. Her sense of role value was diminished by the manager's perception and the manager's level of recognition.

3. Zara’s leadership could take multiple measures to restore her commitment and engagement . First, trust can be earned by ascertaining and demonstrating that the work she does matters, such as through open and proactive communication from her manager. Dedicating more time from her schedule in managing store operations, such as through the giving back framework, could restore her motivation while demonstrating appreciation for her expertise. Offering opportunities for career growth would also strategically help her feel valued, as would involving her in the more fundamental decision-making processes of the company. This could ultimately help reduce the disassociation she currently feels from the company.

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Free open-source BigFive personality traits test

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Take a free, open-source Big Five personality test. Learn to know your personality traits and compare yourself with your partner, colleagues, friends or family

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Raiymbek Ospan, Aiym Ismail, Olzhas Nessipbek, Myrza Yedenov, Yelikpayeva Darina

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Mukhanbetzhanov Nurbol

Gaiduk Alexander

Shatyrov Arslan

Kaltakova Elina

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Damina Dzhunusova

Zhansaya Nuralyyeva

Akhmetzhan Kalenov

Timur Ospanov

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Kokand Dilyara, Turysbekova Yerkezhan, Azhar Amangazina, Nurbekkyzy Zarina, Berdibay Diana

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Kenzhegazina Gulim

Tleubai Baktore

Nurman Sapargali

Atymtaev Aibar

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Bazarova Dina, Bazarova Dana, Zhumabek Kamilla, Makisheva Sabina, Pyanov Nikita

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Tulep Zhanel

Kuttykhozha Asel

Gubasheva Ayanat

Altayeva Aruzhan

Amangali Aisulu

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Abylova Gulnur

Zinadinova Inzumarzhan

Saparhan Akdidar

Galmurat Madina

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Shamen Bauyrzhan

Baidash Temirlan

Xeniya Kiriyatova

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Shamen Bauyrzhan

Baidash Temirlan

Ishabay Arman

Xeniya Kiriyatova

Zhaksylyk Nurdaulet

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1. Leyla’s strong job identification with Zara made her see the company as part of her self- concept. This led to high organizational commitment and engagement, as she went beyond her formal role - mentoring newcomers, supporting the team, and embracing Zara’s values with strong affective commitment.

2. Her job satisfaction declined after the restructuring because her autonomy decreased, and the lack of communication from the new regional manager made her feel undervalued. The reduced recognition and limited involvement in decision-making negatively impacted her attitude toward the job and increased emotional distance.

3. Zara’s leadership can restore Leyla’s affective commitment by improving communication channels, ensuring her contributions are recognized, and giving her more decision-making power. Providing opportunities for empowerment and acknowledging her past achievements could strengthen her engagement and renew her connection to the company.

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1. Leyla's identification with her work played a key role in her engagement and commitment to Zara. She saw the brand as part of her identity, which motivated her to invest more than normal, to innovate and to support her colleagues, because for her the success of the store was a personal aspiration, not just a professional obligation.

2. Leila's decreased satisfaction was due to the loss of autonomy, lack of recognition and disruption of the familiar structure in which she felt significant; the merger of stores and distance with the new management destroyed her sense of control and value, which caused emotional alienation.

3. To regain Leila's commitment, management must start by genuinely recognizing her contribution, giving her back some of her decision-making autonomy, involving her in strategic processes and showing her the way forward - all of which will help her to feel again that she is not just working at Zara, but influencing its future.

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Ermak Beknur

Urazaliyev Zhandarbek

Zholdaskaliev Azamat

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NSSLHA - National Student Speech Language Hearing Association

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The case studies below are intended for a small group activity during the seminar, " Utilizing Student Leadership to Support Diversity, Equity, and Inclusion in CSD Disciplines," presented by National NSSLHA's Executive Council on November 20, 2021.

Case Study 1: Ability

Nora is an Autistic second-year CSD graduate student getting ready to start her first placement. She's passionate about working with adults in acute care settings and intends to work in a hospital after graduation. She excelled in her medical-focused courses, like dysphagia, and is eager to apply what she's learned in a clinical setting.

When the semester began, the majority of Nora's peers had placements lined up, but she was disappointed to find out she didn't. Nora met with her professor, the clinical coordinator, and was told that she wouldn't be able to place Nora in a medical setting because the clinical supervisors were, "not comfortable taking on a student with a disability." Her professor explained, "someone like you should consider other options" because Nora wouldn't be able to "keep up" in a fast-paced medical setting or develop the counseling competencies needs to effectively work with patients and their families.

Upset, Nora turned to her friend Andre and disclosed what happened. She believed that her professor was unfair and that she was being underestimated because she is Autistic. Andre understood where Nora was coming from, but told her that she should trust that their professors have students' best interests in mind. Plus, Andre thinks to himself, they've placed hundreds of students over the years and probably have a good sense of what each student is capable of.

Discussion Questions

Case Study 2: LGBTQ+

Josué is in the first year of his AuD program. He's become close with several students in his cohort and spends most of his time studying, joking, or hanging out with them. He finally felt comfortable telling his friends about his long-term boyfriend. Most of them didn't seem to react, which relieved him.

One day, while working in a hearing aids lab, Josué was having difficulty completing part of the assignment. His friend, Sean, stepped in and completed it with ease. Afterwards, Sean looked at Josué and jokingly said, "It's not your fault. Gay guys are more built for speech path anyway." Josué laughed along with everyone else, but didn't find it funny. He just didn't want to turn it into a big deal.

Later, Josué and his friends were chatting about the fields they want to work in within audiology. Josué said it was too soon to know for sure and that he needed more professional experience before deciding. Sean said he thought Josué would go for a pediatrics placement and insisted that he couldn't see Josué working anywhere else. When Sean said this, all their friends chimed in with agreement; though none of them could explain why. Although Josué hadn't seen a pediatric appointment yet, he thought to himself that he never enjoyed working with children in the past.

Discussion Questions

Case Study 3: Religion

Talia is in the first year of her SLP graduate program. When she met her co-clinician, Karina, the two sat down to divide the work for session plans and reports. Talia shared with Karina that it's currently the Jewish holiday season (Rosh Hashanah, Yom Kipur, Sukkot, Simchat Torah) and that she'd be missing several days of school and clinic over the next few weeks. Talia said that once the holidays were over in early October, she'd make it up to Karina by taking on more of the work. Karina said this would be fine, but Talia could sense a little frustration in her voice.

Later, Talia overheard a conversation between Karina and another student. Karina was complaining about how she "got stuck with the religious girl with all of the excuses" as her first co-clinician. She said that it was unfair that Talia got allowances for being absent and that she wished she could take multiple vacations too. Although Talia overheard the entire conversation, she pretended she couldn't hear them and walked away. She considered speaking to Karina about it, but Talia was already insecure being the only non-Catholic student in the program.

Discussion Questions

Case Study 4: Gender

Cameron is excited to start their first year as a graduate SLP clinician. They met with their supervisor, Dr. T, days before the session, and mentioned that they use they/them pronouns. Dr. T, wrote something in her notes but didn't verbally acknowledge the information. She quickly continued talking about their upcoming client. Cameron assumed the best and moved on without thinking about it further.

The day of the session, Cameron sat down with the client, John. Cameron introduced themself and included their preferred pronouns. John nodded agreeably and the two had a productive session.

At the post-session meeting, Dr. T mentioned to Cameron that it would be smart to leave "all of that" outside of the professional environment. Cameron said that the client was not bothered by it, but Dr. T pointed out that John had a lot of work to do in therapy, and, "worrying about what to call you shouldn't be an added burden." Cameron felt ashamed, but they decided it wouldn't have to come up again.

In the next session, Cameron wore a pin on their nametag with their preferred pronouns. Cameron had gotten it at the New York State Speech, Language, and Hearing (NYSSLHA) Convention in the previous year and figured it would be appropriate for the workplace. John was very productive at this session and Cameron was excited to talk to Dr. T about all of their progress. Immediately, Dr. T brought up Cameron's pin, and said it was "not professional" or appropriate for the clinic. Cameron explained that they had obtained it at a NYSSLHA convention, but Dr. T retorted that Cameron is a student and that they can "call yourself and wear whatever you want when you're a speech-language pathologist." On Cameron's bi-weekly clinician report, Dr. T noted "inability to follow instructions."

Discussion Questions

Case Study 5: BIPOC

Candace is a first-year speech-language pathology graduate student at a midwestern university and the only Black student in her program. She's excited to begin working with her first client in the clinic and eagerly meets with her supervisor.

At the end of their meeting, the clinical supervisor tells Candace that she presents herself as "very unprofessional." When Candace pressed further to find out what the issue was, her supervisor reluctantly shared that the problem is with her braids. Candace patiently explained that this is her natural hair and that she also worked professionally as an SLPA before attending graduate school, where she also wore her hair in braids. Still, the supervisor insisted that her hair is "not appropriate for a graduate clinician" and won't instill confidence in her clients.

Candace felt singled out and hurt, but doesn't want to stir the pot and instead pulls her braids back in a low bun before her first session in the clinic. After her first session, Candace's supervisor schedules a quick meeting to provide some feedback but instead uses the meeting to explain that it's her job to help students learn how to conduct and present themselves in a pre-professional environment. "I'm not trying to offend you, but it's important to look like a professional," she said. "You're representing our program and the university to these clients."

Discussion Questions

Case Study 6: SES

Jasmine is an undergraduate CSD student and a first-generation college student. She lives at home with her single mother and two younger brothers, and worked extra hard in high school to earn private scholarships that mostly cover the cost of her tuition.

Recently, she and her classmates began observing sessions for a clinic prep class. The professor told the class that everyone must purchase a specific pair of headphones compatible with the monitors used at her university to observe group therapy sessions. Jasmine checked online and one pair of these headphones cost almost $100. Jasmine had just paid her tuition bill and with the cost of gas for driving to-and-from campus, she simply didn't have an extra $100 this month.

Her friend, Nicole, suggested everyone order now as a group to save on shipping costs. Everyone gave Nicole the money immediately, but Jasmine, knowing she didn't have it, sat quietly. After class, Jasmine asked the professor if there was a less expensive option or if she could borrow a pair from the university. They responded, "We don't have any extra pairs for you to use. This expenditure was in the course syllabus, so it's your job to plan ahead."

The next week in class, all of Jasmine's classmates discussed what they'd learned from observing various types of therapy sessions. When it was Jasmine's turn, she didn't have any observations to share. Her professor asked why not. Jasmine replied that she didn't complete the assignment and wondered, "how could she tell her whole class that she couldn't afford the headphones that everyone else had so easily purchased?"

Discussion Questions

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DEI case studies that NSSLHA chapters can use during their own chapter/cohort conversations about cultural competency, cultural humility, diversity, and inclusion in CSD education.

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Pyanov Nikita, Bazarova Dina, Bazarova Dana

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Pyanov Nikita, Bazarova Dina, Bazarova Dana

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Case #6- SES

Question 1.

The implicit bias is the assumption that all students have equal financial opportunity to purchase headphones. There is no equity meaning from teacher’s side, as she assumes that if buying headphone is listed in syllabus requirements, everyone will be able to do that

Question 2.

Teacher’s comment that purchasing headphone is student’s job, not her is microaggression because it blames Jasmine for not planning ahead, without revealing her financial situation. This reduces inclusion by emphasising her financial limitations as a personal failure

Question 3

Nicole could have practiced inclusive leadership by thinking about students’ different financial situations and using diversity management practices to make sure that everyone had equal access to headphone. With help of diversity trainings, she might have suggested options like sharing headphone or creating support groups where everyone would discuss the session. So it would make all students feel included.

Question 4

As a student leader I’m likely to establish recourse sharing program, which would allow students with low income to get the same resource. This student recourse group would help low-income students to reduce financial stress. In this group Jasmine can find another low-income student and they can help each other by exchanging resources.

Question 5

I would advise Jasmine to go to financial aid center for additional funds. She can also reach out to the Diversity office asking about flexible policies or loaner equipment. In addition, I would also advice to find first-generation college students, with them she can share her emotion and experience, thus getting and giving emotional support for herself and other first-generation students.

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Case Study 1. Ability:

1. Bias about disability and competence: The clinical coordinator assumes that because Nora is Autistic, she cannot succeed in a fast-paced medical setting or handle counseling. This reflects a stereotype that Autistic individuals lack adaptability, communication skills, or emotional intelligence.

- Bias about “fit” in healthcare: There’s an implicit belief that only neurotypical students are suited for acute care or hospital placements, overlooking Nora’s academic strengths and passion for medical SLP work.

- Bias of overprotection: The professor frames the decision as protecting Nora’s best interests, but it actually denies her equal access and autonomy to demonstrate her abilities.

2. Microaggression: When the coordinator said, “someone like you should consider other options” and that Nora couldn’t “keep up” or develop the needed skills, it implied that being Autistic automatically limits her professional competence. This reduces her identity to a disability rather than recognizing her individual strengths and accomplishments.

Why this is harmful: It invalidates Nora’s achievements. It discourages her from pursuing her career goals, potentially leading to self-doubt. It perpetuates stereotypes that Autistic people are less capable, reinforcing structural barriers in healthcare education.

Microaggressions like this accumulate over time, contributing to stress, anxiety, and decreased sense of belonging in academic and professional settings

3. Andre should validate Nora’s feeling and mention her strengths, like her exellence in medical courses. He should tell her that there are other options to solve this problem and she should reach advocacy. Leadership skills like active listening, empathy and advocacy could help Andre to respond in different way.

4. I would advocate for inclusive placement policy improvement, including training on working with neurodiverse students and try to improve evaluation process of students based on their skills, not by assumptions about their abilities.

5. I would remind Nora that she is valuable and competent, and that she should seek for supportive groups to navigate situation. (Faculty, supervisors, University Disability Services)

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Case Study 3: Religion

1.What are implicit biases present in this scenario?

Karina believes that Talia's adherence to celebrating holidays of her Jewish religion is more of an “excuse” than a legal obligation. The prejudice is that Christian (Catholic) holidays are the norm, while others are optional. Karina seems to have equated a religious holiday with a vacation, rather than realizing that this could be a deeply meaningful practice for Talia.

2.What hidden insult, or microaggression, did Karina make directed at Talia? How are microaggressions like this directed at individuals from different religions and worldviews harmful?

Microaggression is a brief, often unintentional comment or action that expresses bias against a person based on their membership in a particular group (religious, ethnic, or cultural).

The hidden insult Karina made toward Talia was "the religious girl with all the excuses." Identity is diminished, undermining Talia's confidence and making her less reliable (the fact that she will be absent for several days during a supposed work together with Karina).

How directed ? Treating a religious holiday as an excuse/vacation devalues the significance of this religious practice. Constant petty insults make people thinking whether their beliefs are respected or whether they should openly express their identity. Even if one comment seems insignificant, repeated microaggressions can lead to feelings of isolation over time.

It's harmful because it makes the student feel excluded and disrespected. Self-confidence is undermined. Systemic inequality is created when one thing is normalized and another is excluded.

3.You are a student in the conversation with Karina. What could you do to foster a culture of respect and inclusivity for different religious and worldview identities? What leadership skills would help you navigate this conversation?

As a student in the conversation, I would gently challenge Karina’s remarks by asking open-ended questions, such as, “What makes you feel Talia’s absences are excuses?” This approach encourages reflection without confrontation. I’d share information about the significance of Jewish holidays, framing them as meaningful obligations, not optional breaks, to build empathy. I’d also validate Karina’s feelings of frustration about the workload while suggesting collaborative solutions, like discussing a fair division of tasks with Talia openly.

Leadership skills to navigate this include:

Empathy: Understanding both Karina’s frustration and Talia’s perspective to mediate effectively.

Active listening: Allowing Karina to express her concerns while guiding the conversation toward inclusivity.

Cultural competence: Demonstrating awareness of religious diversity to model respectful dialogue.

Conflict resolution: Reframing the issue as a team challenge rather than a personal grievance to foster collaboration.

4.What is one action you could take as a student leader to advocate for policies and practices that affirm religious diversity and interfaith competencies in your academic program?

As a student leader, I could advocate for a mandatory workshop or training session on religious diversity and interfaith competencies for all students and faculty in the program. This workshop could cover the significance of various religious holidays, accommodations for observances, and strategies for fostering inclusivity. I’d propose this to the program administration, emphasizing how such training aligns with creating an equitable academic environment, especially for minority students like Talia. This initiative would promote awareness, reduce misunderstandings, and ensure policies support diverse religious identities.

5.What resources, groups, or individuals could Talia turn to for support navigating this situation?

The Office of Inclusion and Equity and/or the Office of Student Affairs (to a lesser extent) - provide assistance in cases of bias among students and/or staff, conflict resolution, and adaptation assistance.

A mentor (academic mentor) can provide support and help resolve the situation if necessary.

A psychologist can provide emotional support and advice on how to cope with stress.

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Case study #5 - BIPOC.

1. What do the supervisor’s comments regarding Candace’s hair imply about her implicit biases toward people of color?

The supervisor's comments imply implicit biases that result in common perceptual errors and a failure to apply principles of equity. The supervisor is engaging in stereotyping, which is defined as judging someone based on one’s perception of the group to which that person belongs. By labeling Candace’s natural hair as "very unprofessional" and "not appropriate for a graduate clinician," and stating it "won't instill confidence in her clients", the supervisor is applying a narrow, biased standard of appearance that excludes Candace’s surface-level diversity from the definition of professional behavior. This negative general impression based on a single characteristic (her hair) illustrates the Horns effect. Furthermore, the supervisor seems to use selective perception, filtering out the fact that Candace previously worked professionally as an SLPA while wearing braids. This adherence to rigid standards fails to consider equity, which requires considering and removing systemic barriers rather than insisting on identical treatment.

2. What hidden insult, or microaggression, did the supervisor make directed at Candace? How are microaggressions like this directed at people of color harmful?

The hidden insult is a microaggression, which involves an automatic, subtle, stunning exchange between people that negatively impacts those with minority or marginalized backgrounds. The microaggression here is the implied message that Candace's natural appearance is inherently unprofessional or incapable of inspiring client confidence. The supervisor reinforces this by saying, "I’m not trying to offend you, but it’s important to look like a professional," suggesting Candace is currently failing to meet the required standard.

Microaggressions are harmful because they:

• Cause Emotional Damage: Candace explicitly felt singled out and hurt, affecting the affective component (emotional segment) of her attitude.

• Reinforce Discrimination: These behaviors are a form of discrimination, as they create, maintain, or reinforce some groups’ advantages over other groups, forcing Candace to change her natural appearance to conform.

• Threaten Organizational Commitment: Negative treatment can lead to reduced employee well-being and may contribute to negative organizational outcomes such as turnover.

3. Imagine you are Candace’s co-clinician for this client and she tells you what happened. What leadership skills would help you navigate this situation?

Navigating this situation requires utilizing several employability skills grounded in OB principles:

• Active Listening and Communication: The co-clinician must demonstrate active listening to effectively understand Candace’s experience and validate her feelings of being "singled out and hurt". Communication includes effective nonverbal skills across diverse contexts.

• Collaboration: The co-clinician should use collaboration, defined as the ability to work interdependently with others to co-construct meaning and produce shared outcomes, by working with Candace to determine the preferred strategy for formally or informally addressing the supervisor’s bias.

• Critical Thinking: This skill involves purposeful, goal-directed thinking to solve problems and make decisions by analyzing the situation (the supervisor's bias) and determining an evidence-based recommendation for action.

4. As a student leader, what is one activity you could do to promote inclusivity for BIPOC students and clients in your clinical program?

A student leader could implement Diversity training and awareness workshops.

• Goal: The training should build awareness and cultural competence among students and potentially supervisors.

• Content: The workshops should address specific topics like unconscious bias and inclusive communication. They should also critically examine how organizational norms define professionalism and how stereotyping based on surface-level diversity (like Candace's hair/race) leads to discrimination.

• Outcome: By fostering this awareness, the program aims to promote inclusion, ensuring that all voices are heard and valued, and improving the culture by supporting equity. Organizations with inclusive cultures outperform those without, and diversity management practices help reduce bias and discrimination.

5. What advice, resources, or supportive groups could you share with Candace to help her navigate this situation?

The support should be directed toward managing her internal conflict and providing external advocacy.

Advice (Self-Management and Attitudes):

• Managing Dissonance: Candace is struggling with cognitive dissonance, as she acted against her attitude (hiding her braids) to avoid turning the situation "into a big deal". Advise to use self-management to strategically regulate her behavior, effort, and emotions.

• Focus on Core Traits: Reassuring Candace that job success is strongly predicted by traits such as Conscientiousness, which reflects reliability, self-discipline, and persistence, rather than superficial appearance factors.

Resources and Supportive Groups (Advocacy and Belonging):

• Employee Resource Groups (ERGs): Advise Candace to seek or help organize identity-based support structures, similar to Employee Resource Groups (ERGs), which support identity-based communities and provide networking, mentorship, and advocacy. This is vital since Candace is the only Black student in her program, and underrepresentation can lead to negative outcomes.

• Formal Reporting Channels: Encourage Candace to apply behavioral knowledge toward improving an organization’s effectiveness. This means using formal channels to report the discrimination and bias to the university administration, as this supports long-term success through organizational-level analysis of HR practices.

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Case Study 2: LGBTQ+

1. The implicit biases present are stereotypes about gay men that Sean and the group unconsciously apply to Josué. The first is the bias that gay men are less mechanically or technically inclined and are better suited for "softer" fields, which is why Sean made the joke in the lab. The second is the bias that gay men are more patient and naturally suited for working with children, which is why Sean and the group insisted, without evidence, that Josué belonged in pediatrics despite his own stated uncertainty and past experiences.

2. The microaggression was Sean's joke in the hearing aids lab: “It’s not your fault. Gay guys are more built for speech path anyway.” This is a hidden insult that demeans Josué's identity. Microaggressions like this put the target person into an uncomfortable position, by mocking their identity. Josué had to laugh with others to be seen as normal and “understanding” the joke, but in fact they dismiss his skills and efforts to be who he wants to be, putting him into the frames and attribute to the stereotypes

3. To interact with Josué in a more culturally competent way, Sean would need to develop several key leadership qualities. Sean needs to develop empathy toward other people, to consider how his words might affect someone. Self awareness, he needs to examine and challenge his own assumptions and beliefs. And accountability, Sean has to offer a sincere apology, to understand his fault and foster a trustful relationships.

4. If we were student leaders, we think it would be a good idea to organize several training sessions and open discussion events, that highlight the uniqueness and diversity of inclusion. To normalize this situation and generally stabilize people's attitudes toward the LGBTQ+ community, we need to talk about it as often as possible and raise awareness. At these same meetings, we could also address issues of stereotyping and bullying of students, even explore real-life cases and hold open conversations where everyone can anonymously share their story (for example, by writing it down on a piece of paper). This would also foster empathy in society and create a universal understanding and acceptance of the LGBTQ+ community, where people can feel safe and free, regardless of their orientation or identity.

5. We would advise Josué to seek professional help, such as finding a psychologist online or offline who has worked with similar cases before. He should also try joining a psychology support center at his university, if one exists. There are also numerous forums and platforms online, where people with similar problems share their experiences of overcoming stereotypes and self-acceptance. We think if Josué sees that this is a pressing issue worldwide and that many people face it, he will stop feeling wrong and alone, and will receive support and understanding from society. This way, he will make the right decisions based on his own desires, not those imposed by others. He will learn how to cope with comments and criticism, and finally accept himself as he is.

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Case study number 4

1. In this situation, Dr. T shows an unfair bias by thinking that gender identity and pronouns are not important in a professional setting. She assumes that only traditional genders (he/she) are normal and that using they/them pronouns is not needed. This shows a lack of understanding that using the correct pronouns is a sign of respect and professionalism. Everyone deserves to be addressed in a way that matches their identity.

2. The hidden insult, or microaggression, happens when Dr. T tells Cameron to “leave all of that outside of the professional environment” and calls their pronoun pin “unprofessional.” This makes it seem like Cameron’s identity is wrong or a problem. Gendered microaggressions like this can hurt people by making them feel excluded, embarrassed, or disrespected. Over time, these comments can lower confidence and make the workplace feel unwelcoming and unsafe.

3. As Cameron’s co-clinicians, we could support them by showing respect for their pronouns and listening if they want to talk about how they feel. We could also set a good example by sharing our own pronouns and using inclusive language so everyone feels accepted. If needed, we could talk to a supervisor or diversity officer about how to handle the situation properly. Good leadership here means showing kindness, respect, courage, and fairness.

4. As student leaders, we could make the clinic or classroom more welcoming by teaching others about gender identity and pronouns. We could encourage everyone to share pronouns when introducing themselves and include them on name tags. We could also help make clinic forms and signs more inclusive. These small steps can help everyone feel respected and reduce future misunderstandings.

5. We would suggest that Cameron reach out to supportive people or groups, like a trusted teacher, counselor, or campus diversity office. We could also share resources such as ASHA’s LGBTQ+ and Allies group, The Trevor Project, or the campus LGBTQ+ Resource Center. These places offer help, information, and community support. We would remind Cameron that their identity is valid and that being open about who they are makes them a stronger and more caring professional.

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Case 3: Religion

1. What are implicit biases present in this scenario?

Karina has some hidden or unconscious biases. Firstly, She thinks that religious holidays outside her own faith are not important. Secondly, she believes Talia gets special treatment because she is allowed to miss class. Thirdly,  she also connects Talia’s absence with being lazy or uncommitted. These thoughts show that Karina judges Talia’s actions through her own experience and not through understanding of a different religion.

2. What hidden insult, or microaggression, did Karina make directed at Talia? How are microaggressions like this directed at individuals from different religions and worldviews harmful?

Karina’s comment, “the religious girl with all of the excuses,” is a microaggression.
It sounds small but it’s insulting because it makes Talia’s faith look like an excuse or a problem.
Calling her holidays “vacations” is also disrespectful to her beliefs. Microaggressions like this can hurt people emotionally. They can make someone feel like they don’t belong or that their religion is not respected. Over time, this can lower confidence and motivation.

3. You are a student in the conversation with Karina. What could you do to foster a culture of respect and inclusivity for different religious and worldview identities? What leadership skills would help you navigate this conversation?

If I was there when Karina said that, I would try to respond calmly.
I could say something like, “I think those are important holidays for Talia. Maybe we can help her manage the schedule until she’s back.” I would remind Karina that everyone has different beliefs and we should respect that. The leadership skills I would use are empathy, respectful communication, and courage to speak up when something unfair is said. These skills help to make a more positive and inclusive group.

4. What is one action you could take as a student leader to advocate for policies and practices that affirm religious diversity and interfaith competencies in your academic program?

If I was a student leader, I could suggest that our program create a clear policy for religious absences so students from any faith know what to do. We could also organize an interfaith awareness day or a short workshop where students share their traditions. This would help people understand different religions and reduce stereotypes.

5. What resources, groups, or individuals could Talia turn to for support navigating this situation?

Talia can talk to several people or groups for support: 1) Her program director or advisor to explain the situation. 2) The Diversity or Inclusion Office to get advice. 3) The Religious Life or Interfaith Office if her school has one. 4) Jewish Student Organization or similar student group for community support. 5) Counseling Center if she feels stressed or isolated.

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case study: 3, LGBTQ+

1. The implicit biases in this scenario include stereotyping and groupthink. Sean assumes that because Josué is gay, he would be better suited for a more “feminine” profession like speech pathology or pediatrics. This shows an unconscious gender-role bias and the belief that sexual orientation affects professional abilities. The other students agreeing with Sean without questioning it also reflects groupthink and a lack of individual critical thinking.

2. The hidden insult or microaggression is when Sean says, “Gay guys are more built for speech path anyway.” This comment implies that Josué’s sexuality determines what kind of work he is capable of doing. Even though it is said as a joke, it minimizes Josué’s skills and reinforces a stereotype. Microaggressions like this are harmful because they create discomfort, reduce psychological safety, and make LGBTQ+ individuals feel excluded or stereotyped. Over time, such remarks can lead to stress, lower confidence, and weaker communication within a group.

3. The leadership qualities that would help Sean act more appropriately include emotional intelligence, empathy, cultural awareness, and active listening. Emotional intelligence allows him to recognize how his words can affect others, and empathy helps him understand Josué’s feelings. Cultural awareness and inclusivity would help him become more respectful and professional in diverse environments.

4. One action a student leader could take to make the environment more inclusive is to organize discussions or workshops on diversity and inclusion, focusing on respectful communication and LGBTQ+ awareness. Another action could be encouraging students to speak up when they see biased behavior or jokes, and creating a space where everyone feels safe and accepted. This helps build an inclusive culture in the university clinic.

5. Advice for Josué would be to talk to someone he trusts, like a mentor or counselor, about how he feels. He could also connect with university resources such as the LGBTQ+ student group or counseling services for support. If he feels comfortable, he could calmly explain to Sean that the comment made him uncomfortable. These steps can help him maintain confidence, set boundaries, and find a supportive community.

In terms of organizational behavior, this situation shows how bias, communication, and leadership influence group dynamics. Developing emotional intelligence, cultural competence, and inclusive values is essential for creating a respectful and supportive learning or work environment.

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Case Study 2: LGBTQ+

1) Implicit biases are underlying assumptions or stereotypes that affect our perceptions and behaviors, often without us realizing it. In this case, Sean made an assumption that Josué would be interested in pediatrics simply because he is gay. This reflects the bias that LGBTQ+ individuals might be better suited for certain types of work based on their identity rather than their skills or preferences.

2) The microaggression made by Sean was when he said, “It’s not your fault. Gay guys are more built for speech path anyway.” This comment assumes that Josué's identity as a gay man somehow makes him more suited for a particular field, which not only reduces him to a stereotype but also disregards his actual interests or qualifications. Microaggressions like this can make LGBTQ+ individuals feel marginalized, unrecognized for their true abilities, and devalued, leading to psychological harm over time.

3) A culturally competent leader listens actively, respects diversity, and challenges stereotypes. Sean could have responded by acknowledging Josué’s unique interests and choices, showing curiosity about his preferences, and avoiding making assumptions based on his sexual orientation. Developing empathy, being aware of implicit biases, and promoting inclusivity would help Sean build a better, more supportive relationship with Josué.

4) As a student leader, one action could be to create or promote educational sessions about LGBTQ+ inclusivity, focusing on how to respect identities and avoid microaggressions. Additionally, fostering open discussions about diversity and inclusion in clinical settings can help students feel more comfortable and supported. Establishing allyship programs where students are encouraged to speak out against bias can also create a more inclusive environment.

5) Josué might benefit from connecting with LGBTQ+ support groups, such as student organizations or community centers, where he can share experiences with others who may have faced similar challenges. Resources on handling microaggressions and navigating professional environments as an LGBTQ+ individual would also be helpful. It’s important for him to feel supported and empowered to advocate for himself while also considering discussing this with a trusted mentor or counselor at his university.

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case 1 - ability

1. autistic people are not meant to work in a high-paced environments like medical settings

2. “SOMEONE LIKE YOU should consider other options” and “Nora wouldn’t be able to “keep up” in a fast-paced medical setting”

directly points out that her condition is a disability and that she is worse than others. it damages individual’s self-esteem

3. his answer was justified enough, but he could have showed some support too. he accepted professor’s point that there is something wrong with Nora, meaning he just accepted the facts - “neurodivergent people are not lke normal people”, so professor knows better where to put her than she does, because he has worked with such students before and has more experience in such activities. he could be more kind and take her side, but still deliver his point to her.

4. maybe opening some separate-functioning groups that would accept people wiht special needs would solve the problem. these people wouldn’t be fully excluded from the process, but also receive what is specifically needed to them. such groups would have lower benchmarks, because abillities of those people are limited.

5. in this exact case, i don't think that something could help her, professor's point is solid, he is telling the truth, and he is being objective, but judgemental. his desicion is based not on some biases, but empirical data, since he had worked with hundreds of students of different kinds. but overall she could try to talk sense into professor and maybe convice professor to let her prove that he is wrong and that she is capable of working despite her special needs.

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Find one real-world exmple for each style of leadership and post it here by Tuesday. Team work

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Nikita Pyanov

1) Autocratic – Steve Jobs. Steve Jobs was an autocratic leader, because of several reasons:

a) High control level. Steve rarely distributed responsibility among its workers, he had a deciding vote on each level from the hardware to the fonts used in IOS.

b) Intolerance to mistakes and mediocrity. Ex-CEO of Apple heavily criticized its workers if their work didn’t meet his vision, also he used fear-based motivation.

c) Charisma. Despite being an autocrat, Steve had visionary charisma, he was able to inspire people to work really hard in order to achieve great results.

2) Visionary – Vladimir Lenin. Vladimir Lenin was the leader of the October revolution in Russian Empire in 1917. October revolution wasn’t just a usual coup, it resulted in a radical reorganization of economics and society. In my opinion his actions led to disastrous consequences, but there are a few things we can’t take away from him. He had a visionary leadership style

Sabina Makisheva

Democracy:

Nelson Mandela Practiced democracy both politically and personally, valued the opinions of others, encouraged discussion, and sought consensus in rebuilding South Africa after apartheid.

Participative:

Abraham Lincoln - Famous for his “Team of Rivals” cabinet, he included people who disagreed with him to ensure a wide range of perspectives before making decisions. A strong historical example of participative leadership.

Dana Bazarova

Transformative leadership: President Shavkat Mirziyoyev of Uzbekistan is a transformative leader who replaced a closed, authoritarian system with a vision for "New Uzbekistan." He used this style to inspire a national pivot toward economic openness and social reform, notably by liberalizing the currency and working to end state-sponsored forced labor. This transformation challenged decades of tradition, demonstrating a leader's ability to drive rapid, fundamental change.

Dina Bazarova

1. Commanding leadership style had Winston Churchill. He demonstrated a this leadership style through his authoritative decision-making, strict discipline, powerful communication, centralized control during World War II.

2. Sheryl Sandberg - CEO of Facebook, shows a coaching leadership style by setting high goals, praising her team’s success, and creating an open environment where employees feel comfortable sharing ideas and learning together.

Kamilla Zhumabek

Pacesetting leadership style: Lee Kuan Yew. The first Prime Minister of Singapore is known for transforming Singapore into Asia’s financial hub by result-oriented approach. In 1959-1990 he set strategic goals as developing education, attracting foreign investment, and building transparent government.

Laissez-Faire leadership style: Pixar Animation Studios under Steve Jobs and Ed Catmull. They allowed animators, artists and other empoyees to express their individuality and ideas, and switched focus to collaboration and creative freedom. As a result of this hands-off approach Pixar created films as “Toy Story”, “Up”, and “Finding Nemo”.

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Real-world examples:

Laissez-Faire leadership style

Warren Buffett

Warren Buffett is known for his hands-off approach to managing various companies under Berkshire Hathaway. He places immense trust in his managers and gives them a broad leeway to run their operations.

Autocratic leadership style

Margaret Thatcher

Thatcher’s authoritarian approach is evident in how she managed her cabinet and party. She often preferred to make decisions with minimal consultation, pushing forward with her initiatives with or without full support from her colleagues. This approach was effective in achieving some of her policy goals.

Participative leadership style

Bill Gates

Praised for actively involving his team members in decision-making.While developing the Windows operating system, Gates encouraged open discussions and debates among his employees. He implemented their opinions and ideas to create a groundbreaking product.

Transformational leadership style

Princess Diana

At a time when the British Monarchy was seen as stale and out of tough, Princess Diana revitalized its public image by very actively advocating for the poor and needy.

Kaltakova Elina

Ferrari — Commandary Style

Leader: Enzo Ferrari

Enzo was a real dictator in the world of motorsport. He made all the key decisions himself, brooked no objections, and demanded absolute dedication. He became a hero, but he wasn't the one who created the Ferrari legends. He believed that it was only through control and discipline that one could achieve excellence, especially in Formula 1 racing. His approach shaped a culture of perfectionism and elitism that is still felt in every Ferrari car.

McLaren is Result — oriented

Leader: Ron Denis (former CEO)

Ron Dennis was a perfectionist who set an incredibly high work rate. He demanded impeccable cleanliness, precision and efficiency in everything from the assembly of cars to office furniture. His style was suitable for highly qualified teams who were ready to work to the limit. Godarya Emu McLaren has become a symbol of engineering excellence and technical leadership in motorsport and road cars.

Gaiduk Alexander

Transformational leadership Elon Musk

Elon Musk exemplifies transformational leadership through his visionary pursuit of revolutionary goals at Tesla and SpaceX. He inspires employees with a bold mission to accelerate sustainable energy and make humanity multi-planetary. By challenging conventional thinking and encouraging risk-taking, he fosters innovation and deep commitment among teams. Musk leads through intellectual stimulation, pushing engineers to solve seemingly impossible problems. His personal passion and clear sense of purpose motivate followers to transcend ordinary performance. This style drives cultural shifts and groundbreaking achievements across his companies.

Begmuratova Muyassar

Transformational Leadership (Inspires change and motivates through vision)

Morris Chang, founder of TSMC, exemplified transformational leadership by pioneering the pure-play foundry model in the semiconductor industry during the 1980s and 1990s. Facing Taiwan’s need to compete globally, he built TSMC from scratch, emphasizing long-term innovation, employee commitment, and risk-taking to transform the company into a global leader, achieving advanced manufacturing breakthroughs like 7nm processes.

Authoritative Leadership (Directs with high expectations and clear direction)

Lisa Su, CEO of AMD since 2014, demonstrates authoritative leadership through her results-driven approach and demanding work ethic. Amid AMD’s financial struggles in the 2010s, she set bold goals like revitalizing the Ryzen processor line, often holding weekend meetings and sending late-night emails to ensure execution, which helped AMD regain market share against Intel from under 10% to over 20% in CPUs.

Servant Leadership (Prioritizes team support and development)

Pat Gelsinger, former CEO of Intel (2021-2024), showcased servant leadership by focusing on employee well-being and mentorship during Intel’s turnaround efforts. In the face of chip shortages and competition in the 2020s, he emphasized family-oriented values, psychological aspects of leadership, and building a collaborative culture, such as through his “IDM 2.0” strategy to restore manufacturing leadership while mentoring staff amid layoffs and restructuring.

Innovative/Entrepreneurial Leadership (Focuses on creativity and new models)

Ming-Kai Tsai, founder and chairman of MediaTek, represents innovative leadership by creating the “turnkey” chipset business model in the 1990s and 2000s. Starting in Taiwan’s emerging tech scene, he disrupted the mobile SoC market by providing affordable, integrated solutions for emerging markets, growing MediaTek into a top player with emphasis on integrity, customer focus, and constant renewal, as seen in its shift to 5G and AI chips.

Strategic Leadership (Emphasizes long-term planning and diversification)

Cristiano Amon, CEO of Qualcomm since 2021, embodies strategic leadership by diversifying beyond mobile into automotive, IoT, and AI sectors. In a competitive landscape post-5G rollout, he led acquisitions like Nuvia (2021) to challenge Arm dominance and positioned Qualcomm as a leader in the “connected intelligent edge,” driving revenue growth through forward-thinking partnerships and innovation roadmaps.

Shatyrov Arslan

1. Visionary Leadership

Example: Jensen Huang (NVIDIA)

• Why: Huang saw GPUs as more than gaming machines — as data processors and AI accelerators.

• His vision for the long term established NVIDIA as a pioneer in artificial intelligence and computer innovation.

2. Coaching Leadership

Example: Satya Nadella (Microsoft)

• Why: Nadella, as he took over as CEO, championed a "growth mindset" culture—challenging employees to learn, get better, and tie personal development to Microsoft's purpose.

• He values mentoring, feedback, and development over close control.

3. Democratic Leadership

Example: Sundar Pichai (Google/Alphabet)

• Why: Pichai is said to listen to teams, ask for inputs before decisions, and build collaboration.

• The openness inspires innovation and provides a sense of ownership of corporate goals to employees.

4. Pacesetting Leadership

Example: Jeff Bezos (Amazon)

• Why: Bezos has extremely high performance expectations and is similarly with his teams.

• His "customer obsession" and never-ending drive for speed and efficiency are traditional pacesetting leadership signs.

5. Commanding Leadership

Case: Steve Jobs (Apple, early years)

• Why: Jobs tended to employ a directive, demanding approach, seeking perfection and challenging employees to execute his vision.

• While sometimes brutal, his autocratic leadership yielded innovative products and a robust design culture.

Nurbol Mukhanbetzhanov

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Abylova Gulnur

Galmurat Madina

Saparhan Akdidar

Zinadinova Inzhumarzhan

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Atymtayev Aibar

Kenzhegazina Gulim

Tleubai Baktore

Nurman Sapargali

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Group Work (please consider this version as another one is badly edited)

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Group Work (please consider this version as another one is badly edited)

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Ospanov Timur

Nuralyyeva Zhansaya

Dzhunusova Damina

Kalenov Akhmetzhan

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Ospanov Timur

Nuralyyeva Zhansaya

Akhmetzhan Kalenov

Dzhunusova Damina

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Kokand Dilyara, Turysbekova Yerkezhan, Amangazina Azhar,  Nurzhankyzy Zarina, Berdibay Diana.

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Kokand Dilyara, Turysbekova Yerkezhan, Amangazina Azhar,  Nurzhankyzy Zarina, Berdibay Diana.

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1)An example of autocratic leadership is Martha Stewart during her early years leading Martha Stewart Living Omnimedia. She maintained strict control over creative decisions and brand direction, ensuring consistency and high standards.

2)An example of democratic leadership is Satya Nadella, CEO of Microsoft. He emphasizes collaboration, inclusion, and open feedback, which helped shift Microsoft’s culture toward innovation and teamwork.

3)An example of laissez-faire leadership is Richard Branson of Virgin Group. He empowers employees and subsidiaries to make independent decisions, fostering creativity and entrepreneurial spirit.

4)An example of transformational leadership is Oprah Winfrey, who has inspired millions through her vision of empowerment, authenticity, and personal growth, transforming media and philanthropy.

5)An example of transactional leadership is Jeff Bezos in Amazon’s early growth phase. He established detailed metrics, accountability systems, and performance incentives to drive efficiency and customer focus.

6)An example of servant leadership is Howard Schultz, former CEO of Starbucks. He prioritized employee well-being and community values, offering healthcare and education benefits to foster loyalty and satisfaction.

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Find real examples for different types of power, influence and politics and post them in week 10 by next lesson

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Bazarova Dina,Bazarova Dana,Pyanov Nikita, Makisheva Sabina, Zhumabek Kamilla 

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Bazarova Dina,Bazarova Dana,Pyanov Nikita, Makisheva Sabina, Zhumabek Kamilla 

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Auditing challenges

1. Check all documents in order to achieve transparency for teachers and parents as well

2. Conduct meeting with active parents and school representatives to reveal challenges they face through collecting primary information

3. Conduct meetings with school employees(teachers), train them and introduce new policy and requirements

4. Forcing teachers to give quarterly report about attendance, test scores.

Strengthening teaching and improve students engagement

1. Increase teaching quality and job involvement through financial rewards.

2. For students who get high score - give emojis and these emojis can be used for free meal in canteen

Eliminating “Sovereign Six”

1. Create group of people who will deal with “Sovereign Six” and then make hot line in order to collect detailed information about this parity (members, actions, and etc.)

Optimize Financial Resources

1. reallocating limited funds to teacher training, student support (meals, extracurricular activities)

2. Attract businesses based in this district to invest in schools (give grants, equipments, etc).

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Kaltakova Elina

Shatyrov Arslan

Nurbol Mukhanbetzhanov

Gaiduk Alexander

Begmuratova Muyassar

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Action Plan Dilyara, Azhar, Zarina, Diana, Yerkezhan

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Raiymbek Ospan

Myrza Yedenov

Olzhas Nessipbek

13-8

Yes, a clear leader emerged in our group. One person basically took charge right away and started organizing how we should approach the problem with the Sovereign Six. They suggested we first identify what kind of power the Sovereign Six have and then figure out how to work around it.

13-9

The leader had good knowledge about education systems, which gave them expert power. They didn't just boss us around but asked for everyone's opinions and got us involved in making decisions. This is participative leadership. I think this is how leaders should behave because they made us feel like we mattered instead of just forcing their ideas on us. People naturally respected them and wanted to listen to their suggestions, which shows they also had referent power.

13-10

We didn’t all agree on how to deal with the Sovereign Six. Some team members wanted to face them directly, while others thought it would be better to work with teachers first and build support. Our disagreement was really about how to influence them. One person used their knowledge and logic to explain why their idea was best — that’s expert power. Another person said we should collect data about the district’s problems and use it to put pressure on the Sovereign Six — that’s information power. In the end, we decided to combine both ideas and do them together.

13-11

Yes, I completely agree that leaders can work through subtle influence. In general, influence is about changing people's perceptions to get them to act how you want, while power is about restructuring situations. In our exercise, the most effective moments came when our leader asked questions that made us think differently rather than just giving orders. Power can definitely be subtle too. The Sovereign Six in the scenario probably use legitimate power and information power in subtle ways by controlling what information gets shared and relying on their formal positions rather than openly forcing people to comply.

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Gubasheva Ayanat, Tulep Zhanel,  Kuttykhozha Asel,  Altayeva Aruzhan, Amangali Aisulu

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Gubasheva Ayanat, Tulep Zhanel,  Kuttykhozha Asel,  Altayeva Aruzhan, Amangali Aisulu

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Case TAT

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Power types real examples :

1. Coercive Power -

power through fear, pressure, or the threat of punishment.

Miranda Prisley (the character from the film The Devil Wears Prada) is an example of a leader who forces subordinates to work through fear and pressure.

2. Reward Power - influence through rewards, recognition, and promotion.

Richard Branson ( entrepreneur ) is known for rewarding employees not with money, but with adventures (flights, trips, recognition).

3. Legitimate Power is power based on an official position or recognized status. King Salman of Saudi Arabia is an example of a ruler enjoying traditional legitimacy, where power is recognized based on ancient traditions.

4. Expert Power is influence through knowledge, talent, or professional expertise.

Marie Curie, a physicist and chemist, commanded expert power through her groundbreaking research on radioactivity.

5. Information Power - through possession of important or rare information.

Bob Iger (Disney) – knew strategic information about the studio's plans, which allowed him to successfully acquire Marvel and Pixar.

6. Referent Power - Influence through personal appeal, charisma, and inspiration.

Nelson Mandela: His long struggle against apartheid and peaceful transition to power made him a global icon of integrity and forgiveness.

Kaltakova Elina

Politics

Disney – Internal Executive Alliances during Restructuring (2023)

After Bob Iger's return, some top managers formed internal alliances to support his strategic decisions and strengthen their positions.

Type of policy: Coalition politics

Amazon (lobbying for laws)

The company actively influences government policy by promoting profitable solutions in the field of taxation and labor regulation in the USA and the EU.

Type of policy: Corporate / external politics

Google (new project presentations)

Engineers and managers use official internal channels — presentations, reports, meetings — to convince management to finance or support the project.

Type of policy: Legitimate politics

Meta (Facebook) — internal conflicts between departments

Before the 2021 restructuring, some managers promoted their own projects, hiding unsuccessful results and inflating metrics in order to save their teams and budget.

Type of policy: self-serving politics.

Gaiduk Alexander

Types of Organizational Politics:

Building Alliances or Coalitions: Forming groups to support ideas or block opposition.

Example: In the Enron scandal, executives like Jeffrey Skilling built alliances with board members and auditors to push aggressive accounting practices, influencing decisions that hid financial issues.

Impression Management or Gaining Favor: Presenting oneself positively to influence perceptions.

Example: At Uber under Travis Kalanick, some managers gained favor by aligning closely with his aggressive style, securing promotions while sidelining more cautious colleagues.

Sabotage or Undermining: Actively hindering others to advance personal interests.

Example: In the Wells Fargo fake accounts scandal, some employees sabotaged colleagues by reporting them anonymously to protect their own quotas, creating a toxic environment driven by sales pressure.

Social Exclusion: Deliberately leaving people out of key interactions to reduce their influence.

Example: In tech startups, cliques might exclude certain team members from after-work events or informal meetings, limiting their access to information and opportunities for advancement

Information Control: Withholding or selectively sharing info to manipulate outcomes.

Example: In political campaigns within companies, like during IBM’s restructuring, department heads controlled budget data to influence resource allocation in their favor.

Shatyrov Arslan

Rational Persuasion

Using logic, facts, and evidence to convince someone.

Example: A manager shows performance data to explain why a new strategy will increase sales.

Inspirational Appeal

Motivating others through emotions, values, and inspiration.

Example: A leader gives a motivational speech to inspire employees to work toward a big goal.

Consultation

Involving others in decision-making to get their support.

Example: A teacher asks students for ideas when planning a school event, so they feel included and agree to help.

Ingratiation

Using compliments, kindness, or friendliness to influence someone.

Example: An employee praises their boss before asking for a lighter workload.

Personal Appeal

Asking for help based on friendship or loyalty.

Example: A friend asks you to join them for a project “because you’re my best friend.”

Coalition Tactics

Getting support from others to influence someone.

Example: Employees join together to request better working conditions from management.

Pressure

Using demands, threats, or intimidation.

Example: A supervisor warns an employee they will lose a bonus if tasks are not completed on time.

Exchange Influence

Offering something in return for cooperation.

Example: A colleague says, “Help me with this presentation and I’ll assist you with your excel work later.”

Legitimating Tactics

Using authority, rules, or policies to influence.

Example: A manager says, “According to company policy, everyone must attend this training.”

Begmuratova Muyassar

1. Rational Persuasion:

A Google data analyst might present clear statistics to convince management to adopt a new software tool — logical reasoning is key here.

2. Inspirational Appeal:

A non-profit leader could motivate their team by reminding them how their work directly saves children’s lives, appealing to their sense of purpose and emotion.

3. Consultation:

A Microsoft project manager involves the team in planning by asking for their input before setting deadlines, making everyone feel valued and engaged.

4. Ingratiation:

An employee might compliment their boss before asking for a day off — using friendliness to make their request more appealing.

5. Exchange:

A department head might offer to help another team now in exchange for support on a future project, creating a mutually beneficial arrangement.

6. Pressure:

A regional manager could keep reminding teams to meet sales goals — and warn about consequences if they don’t — to push for results.

7. Coalition Building:

Several department heads might come together to convince upper management to approve hybrid work — showing strength in numbers.

Nurbol Mukhanbetzhanov

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Bazarova Dana

Bazarova Dina

Makisheva Sabina

Zhumabek Kamilla

Pyanov Nikita

Reward influence is type of influence that stems from the ability to give positive outcomes — bonuses, promotions, recognition, or other benefits.

Example:

1)

Sales managers at Salesforce: Use performance-based incentives and “President’s Club” rewards to motivate teams.

2)Google’s peer-recognition programs (like “gThanks”) allow employees to publicly acknowledge colleagues, reinforcing collaboration through positive reinforcement.

Politics

KPMG is one of the world’s largest professional services firms, known as one of the “Big Four” accounting firms.

In the Netherlands exam-cheating scandal, some employees at KPMG shared answers for internal training exams, which they needed to pass to maintain their professional qualifications. This was self-serving behavior, because they acted in their own interest to pass easily and look competent, instead of following the firm’s ethical rules. It damaging KPMG’s reputation for honesty and trust. (https://www.ft.com/content/afb9ac8c-5d7b-44bb-9058-8fe3e37042bf?utm_source

Legitimate power- Tim Cook (CEO of Apple) has the formal authority to make company-wide decisions and allocate resources. Coercive power - Elon Musk (Tesla/SpaceX) known for firing employees or managers who don’t meet expectations, creating a culture of accountability but also fear.

Reward power - Sales managers at Microsoft reward top performers with bonuses or promotions to motivate others.

Informational power- CFOs or analysts at Google who control financial and market insights hold power over strategic decisions.

Experts - Dr. Anthony Fauci during COVID-19 respected because of his expertise in infectious diseases, influencing national policy decisions.

Referent power - Oprah Winfrey influences millions because people trust and admire her values and authenticity.

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Tulep Zhanel, Kuttykhozha Asel, Gubasheva Ayanat, Altayeva Aruzhan, Amangali Aisulu

1. Coercive Power

Explanation: Coercive power is based on fear of punishment. People obey not because they respect the leader, but because they are afraid of the consequences.

Example: Kim Jong Un

The North Korean leader maintains control through fear, threats, and repression. Any form of disobedience is punished severely — often by imprisonment or even death — which keeps citizens under constant control.

2. Reward Power

Explanation: Reward power is the ability of a leader to offer benefits — such as money, recognition, or promotions — in return for desired performance or behavior.

Example: Elon Musk (Tesla, SpaceX) motivates his employees with bonuses, stock options, and public praise. This approach encourages innovation and high productivity across his companies.

3. Legitimate Power

Explanation: Legitimate power comes from a person’s formal position or official authority recognized by others, giving them the right to make decisions and influence people.

Example: Nelson Mandela — his election as President of South Africa gave him the legal and moral authority to lead the nation and promote reconciliation after apartheid.

4. Expert Power

Explanation: Expert power arises from specialized knowledge or skills that make others respect and rely on someone’s expertise when making decisions.

Example: Marie Curie — her groundbreaking discoveries in the field of radioactivity made her a respected authority in science and earned her influence within the academic community.

5. Referent Power

Explanation: Referent power is built on personal charisma, admiration, and respect. People follow such leaders because they inspire trust and emotional connection.

Example: Princess Diana — admired for her kindness, empathy, and humanity, she influenced millions around the world through compassion rather than formal authority.

6. Informational Power

Explanation: Informational power is derived from access to critical or exclusive information that can shape opinions, influence decisions, or expose hidden truths.

Example: Edward Snowden — by revealing confidential NSA documents, he changed the global conversation about privacy, government surveillance, and digital freedom.

7. Influence

Example: Oprah Winfrey — through her empathy, authenticity, and communication skills, she has shaped public opinion, inspired millions, and empowered people to change their lives. Her influence extends beyond media into culture and social values.

8. Organizational Politics

Explanation: Organizational politics refers to the use of informal networks, persuasion, and strategic alliances to achieve goals or gain power within an institution.

Example: Franklin D. Roosevelt — he skillfully built coalitions and used informal negotiations in Congress to pass his New Deal reforms during the Great Depression, demonstrating effective political strategy.

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Group members:Kokand Dilyara,Berdibay Diana, Amangazina Azhar, Nurbekkyzy Zarina, Turysbekova Yerkezhan

Power

Coercive power can be seen in Steve Jobs, the co-founder of Apple. He was known for his demanding and perfectionist nature, often firing employees who did not meet his expectations. His strict management style created a sense of fear but also pushed teams to produce revolutionary products such as the iPhone and MacBook.

Reward power is represented by Oprah Winfrey. She used recognition and trust to motivate her employees and collaborators. By rewarding creativity with opportunities and exposure, she built loyalty and a strong culture of appreciation within her company.

Legitimate power is clearly demonstrated by Tim Cook, the CEO of Apple. His formal authority allows him to make important strategic decisions, including launching new product lines and setting production goals. People follow his direction because of his official position and the respect attached to it.

Expert power is shown through Sheryl Sandberg at Meta (Facebook). Her deep knowledge of management and digital advertising helped the company grow into one of the world’s leading technology firms. Her expertise earned her credibility and influence among both employees and executives.

Referent power belongs to Malala Yousafzai, who inspires people around the world not because of her job title but because of her courage and values. She influences others through respect and admiration, using her platform to promote girls’ education and equality.

Information power is evident in Warren Buffett’s leadership. His success in investing is based on access to accurate information and the ability to interpret financial data. Many investors and business leaders follow his insights and decisions, which have the power to influence global markets.

Influence

Rational persuasion is used by Bill Gates through the Bill & Melinda Gates Foundation. He relies on data and facts to convince governments and organizations to support global health and education projects. His logical communication style helps him build credibility and long-term partnerships.

Inspirational appeal is seen in Nelson Mandela’s leadership. His message of forgiveness and unity after apartheid inspired millions of people to rebuild South Africa peacefully. Mandela’s ability to influence through moral example shows the emotional side of leadership.

Consultation is part of Satya Nadella’s approach at Microsoft. After becoming CEO, he encouraged open discussions and teamwork, involving employees in shaping the company’s future. This collaborative method rebuilt trust and improved the organizational culture.

Exchange influence is used by Richard Branson in the Virgin Group. He often offers freedom, flexible work, and creative opportunities to his employees in return for innovation and commitment. This balance of mutual benefit strengthens motivation and company loyalty.

Ingratiation appears in the fashion industry, especially around Anna Wintour at Vogue. Designers and editors often align with her preferences and compliment her vision to gain approval and support for their projects. This social strategy helps them maintain positive professional relationships.

Pressure influence is applied by Elon Musk at Tesla and SpaceX. He sets extremely ambitious goals and tight deadlines, pushing his employees to perform at their highest level. His demanding leadership often results in groundbreaking achievements but also creates stress within teams.

Organizational Politics

Building alliances can be seen in Barack Obama’s leadership. During his presidency, he worked with different political groups to pass the Affordable Care Act. His ability to form coalitions and negotiate with opponents showed how alliances can help reach complex goals.

Bypassing the chain of command happened frequently with Travis Kalanick at Uber. He often made direct decisions without consulting managers, which allowed rapid innovation but also created tension and confusion inside the organization.

Lobbying is practiced by Jeff Bezos and Amazon. The company invests heavily in influencing government regulations on digital commerce and taxation. This strategy ensures Amazon maintains a strong position in the global market.

Blaming others is seen in the case of Elizabeth Holmes from Theranos. When her company’s fraud was exposed, she attempted to shift responsibility to her employees and partners. This behavior is an example of unethical politics used to protect personal reputation.

Information control is associated with Mark Zuckerberg and Meta. The company has been criticized for controlling how much information is shared about user data and privacy issues. Limiting transparency helped Meta protect its image and maintain influence, showing how information can be used as a political tool.

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Homework

Atymtayev Aibar

Nurman Sapargali

Tleubai Bahtore

Kenzhegazina Gulim

Types of Power, Influence, and Politics in Organizations

In any organization, power, influence, and politics play an important role in how people work together and achieve goals. Power refers to the ability to control or direct others. Influence is the ability to shape the behavior or opinions of others, while politics involves the use of informal strategies to gain advantages or support. Here are the main types of power, influence, and politics, along with simple real-life examples.

Types of Power (with Real-Life Examples)

1. Legitimate Power (Power of Position).

This type of authority depends on a person's position or title within an organization. For example, Tim Cook, the CEO of Apple, has legitimate authority because employees follow his instructions due to his official position. People respect his authority and the responsibilities he holds.

2. Reward power

The power of reward lies in the ability to provide benefits such as bonuses, promotions, or recognition. For instance, a sales manager at Coca-Cola rewards employees who achieve their goals with bonuses or incentives, motivating them to work harder.

3. Coercive power

This type of power is based on the fear of punishment. A business leader may threaten to reduce working hours or report low productivity if employees fail to meet production targets. While this can motivate productivity, it can also create a stressful environment.

4. Expert power

Expert power depends on having deep knowledge or skills in a particular field. For example, Elon Musk has expert authority in engineering and technology, which makes his employees and investors highly value his opinions.

5.Referent power (The Power of Charisma)

This power is gained when people like, admire, or respect someone. Oprah Winfrey is a good example, as her personality and authority influence millions of people.

Types of Influence (with Real-Life Examples)

1. Rational Persuasion

This occurs when someone uses logical arguments or facts to convince others. For example, a project manager at a software company uses data and reports to show why a new tool will improve productivity and reduce costs.

2. Inspirational appeal

Influencing people by appealing to their emotions or values. Malala Yousafzai inspires others by sharing her personal story and advocating for the right to education for all.

3. Consultation

This influence tactic involves involving others in the decision-making process. A Google team leader might ask for feedback from employees before starting a new project to make them feel respected and involved.

4.Ingratiation

This is when someone uses praise or flattery to influence others. For example, an employee might compliment their boss before asking for a day off or offering support on a project.

5. Exchange

In this method, people offer something in exchange for collaboration. For example, one of the colleagues may say, "If you help me with this report, I'll help you with your presentation later."

Organizational politics (with real-life examples)

1. Creating alliances

Forming networks and relationships to gain support for ideas or projects. In large companies like Microsoft, managers often create alliances between departments to ensure seamless collaboration and mutual support.

2. Blaming others

This political behavior involves protecting oneself by shifting responsibility. When a project fails, a manager can blame a junior employee instead of acknowledging poor planning.

3. Information control

Some people retain power by sharing only selected information. For example, a department head may hide negative reviews to make his team look more successful.

4. Impression Management

An attempt to create a positive image in the eyes of the authorities. Employees can dress professionally, speak confidently, and volunteer to complete assignments to appear more capable.

5. Coalition Formation

Joining forces with others to achieve a common goal. Two department heads may team up to convince the CEO to increase the marketing budget or launch a new product.

Summary:

Power, influence, and politics exist in all organizations. Power gives them authority, influence shapes decisions, and politics influences the allocation of resources and opportunities. To succeed in an organization, it is important to understand these elementts and use them positively to build trust,teamworkk,and respect among employees.

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Pyanov Nikita

Zhumabek Kamilla

Sabina Makisheva

Bazarova Dana

Bazarova Dina

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Tulep Zhanel Kuttykhozha Asel Altayeva Aruzhan Amangali Aisulu Gubasheva Ayanat