MGMT 614 Leadership: Theory and principles will be comprehensively covered, but only to provide a frame for the practical objectives: that you (a) understand your innate model or style, and (b) develop skills for correct, effective, and adaptive leadership. Our world now is one of a complex and quickly shifting context; conflicting goals; and fluid relational dynamics. This course seeks a model of leadership that goes beyond mere work team or corporate leadership. But for all that expansive architecture, anything you learn, ultimately, must still be reducible to a “pocketable” model if it is to be enduring and adaptive. Our approach is necessarily less about chapter quizzes and famous biographies, and more about practical realizations. Yes, it is about the larger context, yet, in the end leadership is still all about you. 3.000 Credit Hours Course Objectives To develop: . Personal definition of leadership style; . A practical framework what leadership is, and what it does. . A personal test case of initiating and leading a change initiative. These we accomplish by exploring: . What leadership is; . What it does; . What are the traits, skills, experience, & context/situational factors that determine leadership style and effectiveness; Using the following resources: 1. Historical and individual concepts and practice; 2. Personal experiences and insights 4. Self-inventory; 4. Cinematic portrayal of leadership and its development; 4. Case studies; 5. Readings; 7. Group interaction. Grading 10% Attendance 15% Individual Case Study 15% Book Report 15% Individual Cinematic Case Study 30% Group Case Study & Presentation 15% Individual Elocution 90% - 100% = A 80% - 89% = B 70% - 79% = C Session Topical area Materials Group Activities Individual Text: (Chapter tracts) Rowe, Glenn W & Laura Guerrero. Cases in Leadership, 2nd Ed. Los Angeles Sage Publications 2011 Keohane, Nannerl O. Thinking about Leadership Princeton Princeton University Press Master & Commander: 20th Century Fox 2003: cinema based on Patrick O’Brian’s 1969 book Optional reference text: Northouse, Peter G.: Leadership Theory and Practice / Fifth Edition, 2010 Sage Publishing Additional webbased articles see below Each student will be part of two groups: Case Groups Deliverables: a. Written Content b. Presentation & Discussion. Reflection Groups for informal peer discussion and feedback; Grouping to be assigned for a mix of personalities and styles. 11 JAN Organizational: Review Syllabus, incl Grading Leadership Description (Note – we’ll discuss workload and decide on whether to keep the book report requirement) Form Case Groupings. Form Peer Reflection Groups (to be explained in class) In-Class Survey (to be announced during class) 18JAN The Leader: Nature…? Definition Leader Traits Text: Chapters: pp 1-5; 43-46 Articles: pp 37-42; 72-80 25 JAN The Leader: … or Nurture? Leader Skills Text: Chapters: 81-86 Articles: pp 96-99 Peer Reflection Groups to discuss In- Class Survey In-Class Survey (to be announced during class) 01 FEB Change the Style? Leader Style Situational Approach Text: Chapters: pp 100-103; 133-136 “Gaps” Survey: Download from Blackboard Due: “Gaps” survey (download form from Blackboard) 08 FEB Or Change the Leader? Contingency Approach Text: Chapters: pp 166-168 Article: pp 198-204 Individual paper: Change Styles or Change Leaders? 2pp min on actual observed case Five individuals’ names drawn, form panel & lead class discussion 15 FEB Psychodynamics From Berne to Jung to the MyersBriggs; Adaptive Leadership Quadrant Have your MBTI (MyersBriggs) profile. Class discussion of Gaps survey.: . Consonance . Adaptive Leadership Quadrants 22 FEB Decision Making: Difficult, Complex Decisions; OODA cycles Text: Articles: pp 124-132; 158-165 Additional Reading Fractals Systemic Risk Trilemmas Mindmaps: Uncertainty & Risk (Master & Commander Scenes will be assigned for paper due 29 MAR) Individual In-Class survey: (Topic to be explained in class) 01 MAR Decision Making, Part 2: Reason & Emotion Readings Risk Aversion Rationality & Reasonableness How We Learn Mindmaps: Cognition/Emotion Peer Reflection Groups discussion of In-class survey Individual In-Class survey: (Topic to be explained in class) 08 MAR NO CLASS 15 MAR Leader-Follower Dynamics Part 1: Me & Them: Path-Goal Theory Leader-Member Exchange Text: Chapters: pp 205-210, 236-239 Articles: pp 229-235; 256-257 Case (for Individual Papers): Text p411, GE: from Welch to Immelt Preassign individuals to Master & Commander paper topics Individual In-Class surveys: (Topic to be explained in class) Individual Written Case Study to be submitted. Three individuals randomly drawn to lead general class discussion 22 MAR Leader-Follower Dynamics Part 2: Me & Us: Transformational Team Leadership Text: Chapters: pp 258-263; 312-316 Articles: pp 277-283; 338-343; 29 MAR Getting there: Us: Authentic Leadership Strategic Leadership Heads-Up: Allow more time for this class’s assigned materials: Text: Chapters, pp 284-289; 344-348 Readings: pp 305-311; 375-379 Additional materials: Context Case: Master & Commander: The 19th century English warship as a military command and as an enterprise. Each scene is a showcase of leadership and non-leadership, good and bad. Scenes 01-09: Captain Scenes 10-22: Captain as Master Scenes 23-35: Captain as Commander Paper/Discussion Themes: . Good leadership . Non leadership . Traits observed . Mentoring and the development of leaders. Master & Commander: Papers 3-5pp, typed double-spaced Presentation if picked as one of three discussion leaders for each of the Scene Groups: Present Analysis, then sit as panel to lead class discussion. Theme: Discuss key lesson/s observed from multiple scenes bringing out different aspects, or you might focus with more depth on one or a few scenes that most resonate with an insight. Your choice. Grading: Necessarily involves the instructor's subjective judgment. This is not about length of your paper, nor whether the instructor even agrees with your position - as much as how your writing reflects . 40% grasp of the previous discussions of theory; . 40% originality of observation and insight; and . 20% good articulation of your thoughts (communication being a significant leadership skill). 05 APR Getting Where?: The Endpoint Ethics Intent & Results: Measuring leadership Text Chapter pp 439-444 Articles pp 457-464 Other Materials: (on Blackboard) A Summary Leadership Model Peer-Reflection Groups: Ethics, Morality and Theism Followed by class discussion and integration 12 APR Cases: Groups 1 & 2: Lee & Li: Embezzlement, p 445 Groups 3 & 4: Brookfield: Nine Eleven, p137 Case Groups will submit and present a written analysis (suggested template on Blackboard); then the two Case Groups co-lead class discussion. Class audience grades the groups on: 30% Case Analysis 30% Case solution/conclusions 15% Presentation & Effectiveness And group mates grade each other: 25% Individual contribution Peer-Reflection Groups: (to be explained in class) 19 APR All of Us Women & Leadership; World Cultures Huxley says common sense is seeing what’s in front of us; Ludlum quips that it’s being able to see what the other person sees. Text: Chapters: pp 380-383; 413-416 Readings: pp 408-412; 434-438 In-class survey (topic to be announced in class), Followed by class discussion Submit Book Report: 3-5 pp dbl spaced Keohane’s Thinking About Leadership - minimize the content summary, emphasize your critical analysis. 26 Apr All about you. Elocution Write and present 2-5 pp paper on My Personal Leadership Class audience will grade presenter on: 30% :Reflects grasp and application of course content 40% :Culminates in an integration into a personal model and vision. 15% :Persuasively delivered 15% :Writing reflects care in grammar and construction. 03 May Summing It Up