GM503 Unit 2 Ballpark Turnaround Relational Analysis Example

Reviewed by Chester Goodwin, MBA Leadership Theory and Practice II Purdue University Global Free custom sample in 24 to 48h

This GM503 Unit 2 analysis takes apart the credit a new general manager received for a ballpark's attendance turnaround. Purdue Global GM 503, Leadership Theory and Practice II, asks MS in Management students to locate leadership in relationships rather than in one person. At a composite Double-A baseball club, average attendance rose from about 3,100 to 5,400 over four seasons, and the press credited the new general manager by name. Tracing seven decisions to their origins with meeting notes, email and interviews shows he originated one. Ticket data put the largest gains on Thursday dollar nights and group sales, both born in staff relationships, and Meindl's romance of leadership explains the misattribution.

CourseGM503 Leadership Theory and Practice II
UnitUnit 2
Paper typeRelational framework analysis
LengthAbout 1,100 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramMS in Management
UpdatedOctober 2026

Free sample paper for GM503 Unit 2

1

Who Filled the Stands: A Unit 2 Relational Framework Analysis of a Minor-League Attendance Turnaround

[Student Name]

Purdue University Global

GM503: Leadership Theory and Practice II

Unit 2 Relational Framework Analysis

[Instructor Name]

[Date]

The club, its staff and every figure are composite and illustrative; the frameworks and studies cited are real.

What this part is doingAdmitting the writer once shared the credited view sets up the analysis as a correction, which is what the relational frame is meant to produce.
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The Story as Told

The club plays Double-A baseball in a city of about 250,000. Average attendance fell for five straight seasons to about 3,100 a game. Over the four seasons after a new general manager arrived, it rose to about 5,400, the largest increase in its league. Two newspaper profiles and the club's own press release credited him by name, describing a "turnaround architect" who "reinvented the ballpark experience." My own account, written for an earlier course, said much the same.

Why the Credit Came So Easily

James Meindl and his colleagues called this the romance of leadership: people attribute outcomes to leaders far more readily than the evidence warrants, especially when results are unusually good or bad and causes are hard to see. In their studies, interest in leadership rose and fell with organizational performance, and observers credited leaders for outcomes that other factors could explain (Meindl et al., 1985). Jeffrey Pfeffer made a related argument earlier: leaders are constrained by circumstances and by the people around them, and attributing outcomes to them is often a way of making sense of events rather than an accurate account of causes (Pfeffer, 1977).

A general manager is the most visible person in a minor-league front office. When attendance rose, he was the obvious explanation.

A Relational Approach

Mary Uhl-Bien's relational leadership theory treats leadership as a social process that emerges in the interactions among people, not as a trait or behavior of one person. The questions it asks are where direction and coordination actually formed and through which relationships (Uhl-Bien, 2006). To apply it, I reconstructed the origin of the seven decisions most often cited as causes of the turnaround, using meeting notes, email, the ticketing system's records and interviews with five current and former staff.

Tracing the Seven Decisions

Thursday dollar nights began when the group sales manager and the concessions director, eating lunch together, realized that weeknight crowds were too thin to cover concession staffing. They proposed discounted concessions on the slowest night, and the general manager approved it at the next staff meeting. Thursday attendance roughly doubled within a season.

The kids' run-the-bases program was suggested by a seasonal usher, a retired teacher, in an end-of-season survey. The community relations coordinator picked it up and ran it the following year.

Dynamic ticket pricing came from the ticketing manager, who had seen it at a conference and spent a winter testing it in the club's system. The general manager supported the rollout but did not originate it.

The rebuilt group sales program formed in a series of conversations between the group sales manager and two former players who worked in the community office, who knew which youth leagues and churches had once filled the ballpark and had stopped coming.

The new mascot and promotions schedule came from the general manager himself, who brought the idea from his previous club and championed it.

The beer garden in the left-field corner was designed by the concessions director and the head groundskeeper, who found a way to use an unused berm without blocking sightlines.

The local hiring of game-day staff, replacing an outside contractor, was proposed by the operations manager after complaints about rude staff, and the general manager negotiated the contract exit.

Of the seven decisions the press credited to the general manager, he originated one; the other six formed in relationships among staff he had hired, kept or simply let work together.

What this part is doingTracing each decision to where it began is the evidence the relational frame calls for, and the highlighted sentence states its result.
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Checking the Account Against the Ticket Data

If the turnaround came mainly from staff-originated decisions, the attendance gains should cluster where those decisions applied. The ticketing system allows a rough test. Of the roughly 2,300 additional fans per game over four seasons, about 900 came on Thursdays, where the dollar-night program operates, and about 700 came through group sales, which the rebuilt program handles. Dynamic pricing raised average ticket revenue but changed attendance little. The mascot and promotions schedule, the general manager's own idea, coincided with gains on Saturday nights of about 300 fans a game. These figures cannot isolate causes, since several changes overlapped, but they are consistent with the relational account: the largest gains appear where staff-originated programs run, and the general manager's own initiative accounts for a real but smaller share.

What this part is doingTesting the relational account against attendance by night and channel keeps the analysis from replacing one unexamined story with another.
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Mapping the Relationships

Figure 1 maps the people involved in each decision. Three relationships recur. The group sales manager and the concessions director appear in two decisions. The community office's former players link to group sales. And the ticketing manager connects to almost every revenue decision because every promotion runs through the ticketing system. The general manager appears in all seven, but in six as an approver or supporter rather than an originator.

What the General Manager Actually Did

The relational reading does not erase the general manager. He did three things that mattered. He replaced a practice of weekly reports to the owner with a weekly staff meeting where any department could propose an idea. He kept the group sales manager and the concessions director, both of whom his predecessor had considered letting go. And he approved six proposals that cost money in a year when the owner wanted budget cuts. Those are contributions to the conditions in which leadership formed, not authorship of the decisions themselves.

What the Relational View Adds and What It Misses

The relational view corrects the story told in the press, which assigned to one person what many people produced. It also explains why the turnaround might not survive the general manager's departure: if the key relationships remain, it may not depend on him at all. But the relational view can underweight structural decisions that only someone with authority could make, such as approving spending against the owner's wishes. A complete account needs both the relationships and the authority that protected them.

Conclusion

The attendance turnaround was credited to the new general manager in the way Meindl's romance of leadership predicts. Traced to its origins, six of the seven decisions behind it formed in relationships among staff, and one came from him. His real contributions were creating a forum where ideas could surface, keeping the people who produced them and approving their proposals. The turnaround was led, but not in the way the profiles described.

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References

Meindl, J. R., Ehrlich, S. B., & Dukerich, J. M. (1985). The romance of leadership. Administrative Science Quarterly, 30(1), 78-102. https://doi.org/10.2307/2392813

Pfeffer, J. (1977). The ambiguity of leadership. Academy of Management Review, 2(1), 104-112. https://doi.org/10.2307/257611

Uhl-Bien, M. (2006). Relational leadership theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17(6), 654-676. https://doi.org/10.1016/j.leaqua.2006.10.007

The Purdue Global GM503 Unit 2 instructions

In Unit 2 of GM503 you test a common story that credits one leader for a collective result. Quote the story as it was told, including any version you once believed. Explain why such attributions come easily, using research on the romance of leadership or the ambiguity of leadership. Then apply a relational framework: identify the decisions behind the result and trace each to the conversation or relationship where it formed, using records and interviews rather than memory alone. Map the relationships that recur. Where possible, check your account against data, such as which programs produced the largest gains. Give the formal leader due credit for any conditions they created. Discuss what the relational view adds and what it can miss. A relationship map as a figure and a short record of where each decision began belong in a paper of about six pages.

How this GM503 Unit 2 example is built

The paper opens with two newspaper profiles, the club's press release and the writer's own earlier account, all crediting the general manager. Meindl, Ehrlich and Dukerich's romance of leadership and Pfeffer's ambiguity of leadership explain why. Uhl-Bien's relational theory frames the method. Seven decisions are traced: Thursday dollar nights from a lunch between group sales and concessions, a running program from an usher's survey comment, dynamic pricing from the ticketing manager, rebuilt group sales from former players in the community office, the mascot from the general manager, a beer garden from concessions and the groundskeeper, and local game-day hiring from operations. The highlighted sentence states the one-in-seven finding. Ticket data place about 900 added fans on Thursdays and 700 through groups. Figure 1 maps recurring relationships, and a section credits the forum, retention and approvals the general manager provided.

GM503 Unit 2 rubric: what earns full points

Most of the credit on this GM503 analysis goes to tracing decisions to their real origins with evidence. Instructors check that each decision is linked to a specific conversation or relationship, supported by records or interviews. Explaining the original misattribution with research, such as the romance of leadership, shows the writer understands why the error is common. A relationship map earns credit when it reveals patterns, such as pairs that recur across decisions. Checking the account against outcome data strengthens it considerably. The formal leader's contributions should be acknowledged accurately, since a relational paper that erases the leader loses credibility. A section on what the relational view misses shows balance. The romance of leadership study, Pfeffer's essay on leadership's ambiguity and Uhl-Bien's relational theory form a compact APA 7 list.

GM503 Unit 2 help: mistakes that cost points

GM503 Unit 2 papers often replace a hero story about the leader with a hero story about staff, which repeats the original error in reverse. Others assert that leadership was relational without tracing any decision to its source. A common gap is relying on memory when meeting notes, email or system records are available. Some writers ignore outcome data that could test their account. Many skip the question of what the formal leader actually did. Start with the story as told, explain why it was believed, pick the decisions that mattered most, trace each to where it formed with evidence, map the relationships, check the account against data, credit the leader's real contributions and note what the relational lens may underweight, such as decisions only someone with authority could make.

Get a GM503 Unit 2 example written to your instructions

Pick an achievement usually credited to one person, ideally one you once explained that way yourself, and gather what you know about how its decisions actually formed. Paired with the Unit 2 prompt and rubric, those notes become a relational reanalysis written to your instructions, free for a first sample and returned within 24-48h, with bracketed spots for sources only you can reach. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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GM503 Unit 2 questions, answered

Does the achievement have to come from my own workplace?

It works best when you had some access to how decisions formed, which usually means a workplace, volunteer group or project you were part of. Public cases are possible, but published accounts tend to repeat the single-leader attribution, so tracing decisions back is harder. Whichever you choose, the paper needs sources beyond the conventional story, ideally more than one kind.

Is the paper arguing the leader contributed nothing?

No, and papers that argue that tend to lose credibility. The relational perspective relocates leadership into interactions, which usually means the credited person's role gets redescribed: as connecting, permitting, protecting or translating. Showing what the leader actually did within the web of relationships is often the most persuasive part of the analysis.

Which relational framework should the analysis use?

The Unit 2 reading usually settles it. Uhl-Bien's relational leadership theory is a common anchor because its entity-versus-relational distinction gives the reanalysis a clear structure, and the romance of leadership explains the original attribution. Some sections use complexity leadership or social network approaches instead. Pairing one framework for the reanalysis with one for the attribution tends to work well.

Where can I find a free GM503 Unit 2 sample paper?

This page carries a full GM503 Unit 2 relational framework analysis of a minor-league attendance turnaround, tracing seven decisions to their origins, mapping relationships and checking the account against ticket data, with APA 7 references.

What is the romance of leadership?

Meindl and colleagues' term for the tendency to credit leaders for outcomes, especially unusually good or bad ones, more than the evidence supports. Visible leaders become the easiest explanation when causes are hard to see.