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MGT 591 LEADERSHIP SPRING 2005 INSTRUCTOR: Angelo Kinicki Professor and Dean's Council of 100 Distinguished Scholar 367H College of Business (965-7717) Email ([email protected]) Friday 1- 3 PM Other times by appointment Peter Northouse. (2004). Leadership: Theory and Practice. Thousand Oaks, CA: Sage. Barbara Kellerman. (2004). Bad Leadership: What It Is, How It Happens, Why It Matters. Boston, MA: Harvard Business School Press. Case/reading packet COURSE OVERVIEW This course is designed to provide you with an overview of different perspectives and approaches to leadership practice. It relies on a participative multi-learning approach including lectures, case analysis, experiential exercises, videotapes, discussion, leader profiles, and a leadership development project. COURSE OBJECTIVE Both academics and practicing managers note that leadership is a key component of competitive advantage. For example, research has shown that leadership is positively associated with net profits, the success of professional hockey and baseball teams, and employees' satisfaction, commitment, performance, and turnover. Without question, leadership makes a difference in all aspects of our lives. Moreover, possessing leadership qualities and displaying leadership behavior are key requirements for anyone who wants to progress in their careers. It is essential for aspiring managers to learn about the nature of effective leadership and to develop leadership competencies. This course was designed with this goal in mind. The overall goal of this course is to enhance your current leadership skills and to develop a plan for developing these skills in the future. The specific learning goals for this course include the following: (1) to gain an understanding of traditional and emerging leadership models and practices; (2) to improve the leadership skills of giving feedback, setting goals, and providing recognition; (3) to explain the role of vision in leadership and to




create a personal vision statement; (4) to develop coaching and communication skills relevant to leadership; (5) to gain insights regarding effective and ineffective leadership through case analyses, and (5) to develop a personal leadership development plan. TEACHING FORMAT A variety of learning methods will be used. They include lecture, reading assignments, class discussion, cases, experiential exercises, and films. My plan is to use cases as the primary vehicle to apply theory. Case analysis requires you to analyze an organizational situation or problem and then use theory and models discussed in your textbook and readings to recommend solutions or actions to deal with the situation or problem at hand. An effective course based on the case method requires special roles for both of us. First, a discussion class represents a "partnership" in which you and I share the responsibilities and power of teaching. You and I should learn from each other's ideas, comments, and input. Second, an effective discussion group evolves from a classroom culture that supports a learning community with shared values (e.g., civility, willingness to take risks, appreciation of diversity, etc) and goals. Third, the hallmark of a good case discussion is high levels of student involvement. Finally, I have the responsibility to manage the case teaching process and provide direction while avoiding the tendency to dominate the discussion. My role is not to provide solutions but rather to facilitate the group towards its own learning. Experiential exercises and videos periodically will be used to further provide you with the opportunity to apply the concepts being discussed. Finally, please bring the Northouse textbook to each class and be sure to print the relevant materials from blackboard. PHILOSOPHY OF LEARNING Good grades, just like good friends, are the result of personal commitment and substantial effort. I promise to do my part! I will be well prepared for each and every class and will use creative teaching methods to enhance your interest in the course. I also will do my best to apply grading standards in a fair and equitable fashion. That said, my effort and ability are only prerequisites to facilitate your learning. We must form a partnership dedicated to creating a classroom culture that promotes learning. What am I asking of you? Commitment and ownership! I would like your commitment to be prepared for class and the willingness to accept responsibility for your own learning and behavior. For example, you will not learn very much from the case analyses if you have not read the cases and corresponding material in the textbook prior to the class sessions. Finally, learning is fun! Let's have a good time. COMMUNICATION I will communicate with you through Blackboard. Please check the course website daily for messages, announcements, and assignments that are not discussed in


this syllabus. All case discussion questions and additional assignments will be posted here. I am going to assume that you will print off a copy of my powerpoint slides and handouts the night before class is scheduled because I tend to add new material as it comes across my desk. This enables me to present the most current thinking/research on a topic and it enables you to focus more closely on the concepts I am trying to communicate in class as opposed to continuously taking notes. COMPONENTS OF YOUR FINAL GRADE INDIVIDUAL QUIZZES (30%) I will use quizzes to reward you for your class preparation. There will be one quiz per week. The quizzes will consist of short answer essay questions and will cover topics from the readings and case that you have been preparing for the class on the day they are given. They will be open book and notes. Quizzes will be given at the beginning of class and will take between 10 ­ 25 minutes. There will be no make up quizzes or quizzes given to anyone arriving late. Individual quizzes will be scored on a 20 point scale. I will drop your lowest quiz out of the seven taken. This means that the best six quizzes will be added to determine the total points earned from quizzes. CASE CONTRIBTUION (30%) Analyzing cases is a good way to apply the content covered in the book. The course outline indicates I am planning to use seven cases during the course. Each individual member of the class is expected to analyze and be prepared to discuss each case. You should attempt to meet with your team members in advance of a case to help you prepare for the discussion. Potential case discussion questions will be posted on blackboard prior to discussing the cases in class. Your role in a case discussion requires you to not only learn the material but also to assist in the learning of your classmates. To do so, you should attempt to make a meaningful contribution when you have the floor. Blandly summarizing facts in a case, repeating points made by other students, and/or simply agreeing with your classmate's arguments does not constitute a meaningful contribution. Try to focus on making comments that pass the "so-what" test. Such comments can range from an insightful interpretation of salient facts in a complex case to providing comments that build on prior discussion and move our thinking forward. During a case discussion it is very important that all of us listen to one another and attempt to build upon or constructively critique prior comments. Below is a list of some behaviors and characteristics that will impact your ability to effectively participate and will be considered when making an evaluation of your performance. · Are you a good listener?


· · · · · · ·

Are your comments relevant to the discussion at hand or do your comments take us backward? Do your comments relate to the comments of others and do they relate to the themes being discussed? Are you incisive? Do you cut to the core of an issue or problem? Are you willing to professionally challenge the ideas that are being expressed? Are you willing to test new ideas or are your comments safe? For example, do you simply repeat case facts without analysis and/or repeat comments already made by someone else? Do you integrate material from your textbooks into your comments? Can you specifically apply a model or theory presented in the book to the issues being discussed? Do you integrate material from past classes or case discussions where appropriate? Do your comments reflect cumulative learning over the entire course or do you merely consider each case in isolation?

Your grade on the case assignments is based on a method that has successfully been used for many years by professors at the Harvard Business School. The focus of the method is to assess the extent to which a student contributes to the case discussion and the class's learning. It is important to note that the criterion of contribution includes both the quality and quantity of what a student says during a case discussion. This means that a method or system is needed to assess both the quality and quantity of what people say. The rating system works as follows. For each case, two of your peers and me will assign you a score ranging from zero to four. A score of zero represents an absence from class or the failure to respond during the case discussion. A score of one is given when a student attends class but does not participate in a meaningful way during the case discussion. For example, a score of one is given when a student's comment represents a repeat or slight variant of what someone else already noted. A score of two means that a student comment represents a chip-shot that keeps the class moving. While chip shots are important in terms of keeping a discussion going, they do not make significant contributions because they typically represent restatements of facts contained in the case, simple summaries of what is being said by others, relevant conclusions that are not thoroughly developed, simple contributions based on applying a model or concept from the book (e.g., answering a question like "What leadership traits are exhibited by the CEO?"), or conclusions that are not supported by theory or practice. A score of three is given when a student provides a more value added contribution. A score of four represents a case-breaking, highly valued contribution. I also have found it useful to use half point increments in grading contribution (i.e., 1.5, 2.5, 3.5). If you make more than one comment during a case, your score is based on the highest rated comment for that day. For example, if your first comment was viewed as a minimal contribution or a restatement of facts contained in the case (i.e., a score of 2) and the second as more of a value added contribution (i.e., a score of 3), your score for that case would be a "3." Further, if you contribute two or more comments that repeat facts or simply keep the discussion going, recalling that each comment is worth a score of 2, your


score for the day is still a 2 because you final score for a case is based on the highest rated comment for that day. I have posted recommendations from past graders on blackboard regarding their advice for achieving high performance during case discussion. I suggest you consult this valuable information. I will randomly select two peer graders at the start of every class: You can only be selected once during the trimester. This is a very important role because the grader has direct impact on everyone's grades for a specific case. If you are selected and are not thoroughly prepared, I trust that you will decline to serve in this capacity. Because graders do not participate in case discussions, a separate approach is used to give them contributions scores for a case: A score of 3 is the highest value a grader may receive. I will base the graders case score on two criteria. First, I will evaluate the quality of your grades by comparing your evaluations with those provided by the other grader and myself. Second, each grader is required to submit his/her general feedback about being a grader and recommendations for how others might improve their case contribution scores via blackboard within 24 hours of completing a case discussion. Graders are in a unique position to offer advice to others and I want to capitalize on this knowledge. I will read each graders response and factor its quality into my evaluation. Moreover, I have learned through past experience that we are all busy people and that you may have to miss a class because of some personal or professional reason. I also know that all of you can have a bad day because you didn't feel well, you weren't able to prepare for a case because of your workload, you had a hard time getting called on during the case discussion for whatever reason, or you encountered a personal emergency. To help accommodate a low case score for any reason, I will drop your lowest case score from the final evaluation of your case grade. This means that your final case contribution grade will be based on your six best of seven case contribution scores. Your overall contribution grade is computed by using the following procedure. For each individual case, scores of 4, 3, 2, 1, and 0 are equivalent to 100%, 90%, 80%, 70%, and 0%, respectively. Based on your six best contribution scores, I will compute your average contribution score. This average will then be converted to a percentage score using the above scoring scheme. For example, an average contribution score of 2.50 is equal to 85% and an average score of 3.25 is equal to 92.5%. Your total contribution points are computed by multiplying your average contribution percentage by the total number of contribution points (120). PERSONAL LEADERSHIP DEVELOPMENT PLAN (20%) The overall goal of this course is to help you develop leadership competencies. The specific goal of this assignment is for you to create a leadership development plan that identifies how you will improve leadership competencies in the future. This plan is meant to be a living document. Just as organizations create and modify strategic plans, think of this plan as your personal strategic business plan. It should be examined and modified on a regular basis as you progress in your career. These changes might entail


changing your personal vision or goals, deleting learning goals already accomplished, identifying new goals or developmental actions, and so forth. Please keep two key thoughts in mind when working on this project. First, this is a Personal Leadership Development Plan, not a plan for career development or project management. The plan must focus on leadership development. This underscores the second key point. Leadership is all about social influence. As such, your plan must outline how you will increase your ability to influence others in the pursuit of your personal and career goals. Below is a description of the major components that should be contained in your development plan. Section 1: Personal Vision and Values This section contains all the work you did on Assignment 1 (see the description of Assignment 1). Section 2: Assessment of Leadership Competencies This section should be divided into three subheadings. The first summarizes discoveries about your leadership traits, skills, styles, and behaviors based on the selfassessments taken from Northouse or handed out by the instructor. You must complete two tasks for each of these self-assessments. First, prepare a table summarizing your results. Second, interpret strengths, opportunities, and weaknesses based on comparing results to your personal vision statement. The second subhead contains all the work you did on Assignment 2 (see the description of Assignment 2): Retake the Management and Professional Abilities Profile (MPAP) within the Career Leader. Prepare a table showing how results have changed over time--from when you initially took the test for BUS594 and now--and interpret your results. You may recall that you can download an interpretative guide to help interpret your results. The third subhead pertains to results associated with Assignment 3 (see the description of Assignment 3): Complete a 3600 assessment of your leadership skills. Instructions for administering the 3600 can be found under the Take Tests tab associated with the MPAP on Career Leader. Be sure to address the following points: · · A summary of your status on these assessments and your interpretations/conclusions about strengths and weaknesses based on these results. Identification of competencies (i.e., traits, skills, styles, and behaviors) across all the of assessment instruments that have high developmental priority for achieving your personal vision and goals over the next 18 months. Include a rationale for why you selected certain competencies and be realistic. It is not practical to give 10 competencies a high priority during an 18 month period of time.


Section 3: Goal-Setting and Action Planning This section can be written in outline form, using bullets where appropriate. Alternatively, you can use the action planning form posted on blackboard. Be sure to specify the following: · Use the SMART criterion to write a set of career goals (2-4). These goals should be related to career-related milestones you plan to achieve over the next 5 to 10 years (e.g., obtain position of VP of Supply Chain for Fortune 500 firm). · Identify leadership sub-goals (2 or more per goal) using the SMART criterion that are needed to support your longer-term goals identified above. · Complete an action plan for accomplishing the leadership sub-goals. There should a minimum of 3 activities/tactics for each sub-goal. The activities/tactics constitute the specific leadership related steps that you will complete in the next 18 months to accomplish each leadership sub-goal. The action plan needs to specify the "how, when, who, what, and where" for each activity/tactic. Remember, focus on leadership related activities that help you to accomplish broader career-related goals. You should consider incorporating the feedforward input that you will receive throughout the course into your action plan. · For each sub-goal, or goal if you don't have sub-goals, discuss how you will measure and monitor your progress along the way towards accomplishing it (see the action plan posted on blackboard). · Linkage of the key leadership competencies target for improvement in Section 2 to the goals and sub-goals. Your developmental plan must specify how the action steps enable you to develop high priority leadership competencies. Section 4: Integrated Timeline Develop a visually friendly monthly list of all the action steps from Section 3. Section 5: Conclusions Discuss your learning from working on this plan. · · · · Potential enablers and obstacles of achieving your vision and goals. Your plan for reviewing and revising your development plan. The linkage between this plan and the Personal Career Action Plan completed in BUS594. Final thoughts and reflections about the Leadership course.

A Note about Style, Format, Graphics, and Length Use this assignment to develop your written communication ability. Use vivid, concrete language and a format (bullets, boldface, italics, headings, graphics, white space) to make it easy and pleasurable to read. There are no specific length requirements.


TEAM ANALYSIS OF BAD LEADERSHIP (20%) Your grade on this assignment is based on two deliverables. First, each team will give a 15 ­ 25 minute presentation on one of the seven categories of bad leadership (i.e., incompetent, rigid, intemperate, callous, corrupt, insular, and evil) and submit a 1-2 page double-spaced summary of their presentation: This page limit does not include copies of any PowerPoint slides. The team's task is to clearly explain the designated aspect of leadership, to bring in examples from outside the book to highlight the application of this component of bad leadership, and to explain the rationale for "why" people follow bad leaders. This aspect of the assignment is worth 5% of the grade. Second, each team is required to answer a series of questions about the text Bad Leadership. Your answers should be based on applying concepts and conceptual models contained in the Northhouse text to material presented in Bad Leadership. These discussion questions will be posted on blackboard. This deliverable is worth 15% of the grade. All team members will receive the same grade on this assignment.

COURSE GRADE COMPOSITION AND STANDARDS Component Individual quizzes (best 6 of 7) Individual case contribution (best 5 of 6) Individual development plan Team analysis of Bad Leadership Total Grading Standards A+ A AB+ B BC+ C CD 392 - 400 points 376 ­ 391 points 360 ­ 375 points 352 ­ 359 points 336 ­ 351 points 320 ­ 335 points 312 ­ 319 points 288 ­ 311 points 280 ­ 287 points 279 and below Total Points 120 120 80 80 400 Percentage of Final Grade 30% 30% 20% 20% 100%

Grading Issues


1. Grades are earned not given. Grades are not curved for assignments during the semester or for final grades. If, for example, you earn 359 points, you will receive a B+, not an A-. Missing a grade by "just 1 point" is still missing a grade. 2. I do not award extra credit or bonus points to boost a grade. Most of the points in the course are under your control. 3. Written graded work may be appealed IN WRITING. You have one week after a quiz is returned to submit an appeal. Appeals by e-mail are fine. I will not discuss grades before class, during class, after class, or in the hallways. Please wait 24 hours before appealing a grade so that your emotions are in check. The statute of limitations runs out on a quiz one week after the quiz is returned. 4. Please do not request make-ups. There are no provisions for make-ups. If you miss a quiz or a case discussion, that's the one you drop. 5. Academic dishonesty. You will receive a score of zero for the first instance of academic dishonesty on a quiz or the final exam. The penalty for the second offense is a failing grade in the course.




Course introduction and begin overview of traditional approaches to leadership Traditional approaches to leadership continued Setting goals and providing recognition: Key components of transactional leadership

N ­ Chapters 1-3

Analyze case: Erik Peterson (A), (B)


N ­ Chapters 4-6

Analyze case: Erik Peterson (C), (D), (E)


Giving feedback: A key component of transactional leadership Contemporary approaches to leadership N ­ Chapters 7-8

Be prepared to role play by completing Step 1 of the participative planner Analyze case: The Lumen and Absorb Teams at Crutchfield Chemical Engineering Analyze case: Charlotte Beers at Ogilvy & Mather Worldwide (A) Analyze case: The Liberty Medical Group (A) Analyze case: Transformation at Ernst and Young, United Kingdom



Full-Range Theory of leadership and ethics Systems model of leadership

N ­Chapters 9 and 13 N ­ Chapter 10



Leading change

Rosabeth Moss Kanter: Leadership for Change: Enduring Skills for Change Masters


Final meeting

Submit Personal Leadership Development Plan and team assignment on Bad Leadership. Group Presentations regarding Bad Leadership



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