I told the students several stories about past digs; some were humorous, and others highlighted accomplishments. I shared my particular interests in this project and how I thought we as a group could accomplish the work

that needed to be done at this important historical site. In particular, I stressed two points: (a) that they shared the responsibility for the successful outcome of the venture, and (b) that they had independent authority to design, schedule, and carry out the details of their respective assignments, with the director and other senior staff available at all times as advisers and resource persons. In regard to the departure time issue, I told the participants that the standard departure time on digs was 5:00 a.m.

Well, shortly after our meeting I observed a real shift in the group attitude and atmosphere. People seemed to become more involved in the work, there was less sickness, and there was more camaraderie. All assignments were completed without constant prodding and in a spirit of mutual support. Each morning at 5:00 a.m. everyone was ready to go.

I find that each year my groups are different. It's almost as if each of them has a unique personality. Perhaps that is why I find it so challenging. I try to listen to the students and use their particular strengths. It really is quite amazing how these students can develop in 8 weeks. They really become good at archaeology, and they accomplish a great deal. This coming year will again be different because of the 10 returning "veterans."

Questions

1. How is this an example of transformational leadership?

2. Where are Dr. Cook's strengths on the Full Range of Leadership model (see Figure 9.2)?

3. What is the vision Dr. Cook has for the archaeology excavations?

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