SYLLABUS LEADERSHIP - FALL 2016 PIA 2131 – Graduate School of Public and International Affairs SWCOSA 2054 – School of Social Work ADMPS 2128 – School of Education – Higher Ed. Program BCHS 2135 – Graduate School of Public Health Wednesday: 6:00-9:00 pm Room 5405 FOCUS: This course examines theories about leadership and provides students with feedback on their own leadership styles. Leadership skills are defined and applied to real-life situations. Teams, as one context for demonstrating leadership, are explored in depth and methods for recognizing and managing group dynamics are introduced. Concepts regarding organization leadership are introduced. The course combines theory with practical application. It is highly participative and students are expected to join in a wide range of exercises and simulations. The two major assignments require that the students work in teams with other students. INSTRUCTOR: Dr. B. Jean Ferketish Associate Professor Department of Administrative and Policy Studies School of Education 4309 Posvar Hall [email protected]412-628-7177 1
Transcript
SYLLABUSLEADERSHIP - FALL 2016
PIA 2131 – Graduate School of Public and International Affairs SWCOSA 2054 – School of Social Work ADMPS 2128 – School of Education – Higher Ed. Program BCHS 2135 – Graduate School of Public Health
Wednesday: 6:00-9:00 pm Room 5405 FOCUS:
This course examines theories about leadership and provides students with feedback on their own leadership styles. Leadership skills are defined and applied to real-life situations. Teams, as one context for demonstrating leadership, are explored in depth and methods for recognizing and managing group dynamics are introduced. Concepts regarding organization leadership are introduced. The course combines theory with practical application. It is highly participative and students are expected to join in a wide range of exercises and simulations. The two major assignments require that the students work in teams with other students.
INSTRUCTOR:
Dr. B. Jean Ferketish
Associate Professor Department of Administrative and Policy Studies
Heifetz, Ronald A. and Linsky, Marty, Leadership on the Line: Staying Alive Through the Dangers of Leading. Harvard Business School Press, Boston, Massachusetts, 2002
Select book from enclosed list – page 18 of syllabus.
Course pack: This course is supported by a packet of self-assessment instruments which are available through the Book Store.
See website for required articles and class handouts.
CLASS WEBSITE:
In addition to course materials, the website includes a section with articles on career development.
Course Web Instructions:
1. Log on to www.my.pitt.edu and enter your username and password.2. On the right side of your screen you will see Course Web, Click on Course Web and that will bring up course
2151_PIA_2131_SEC 1160_Leadership. Click on that and it will open the Leadership class website.3. On the left side of the website you will see a list of topics that link you to information, then a list of the course by
week which includes links to articles and PowerPoints. Click on the section or week you want to open. Inside each section there will be files you can open or save. Click on the file you would like to view. At the bottom on your screen you will see a message “Do you want to open or save? Click open to view or click save if you want to save it on your computer.
1. To introduce learners to concepts of leadership, teams and organization culture.
2. To provide learners with the opportunity to assess their own leadership skills and style using a variety of surveys and instruments.
3. To provide learners with the opportunities to explore their own leadership behavior using experiences in class and behavioral experiments outside of class.
4. To give learners the opportunities to receive feedback on their style and behavior.
5. To provide learners with the opportunity to plan for their own leadership development.
* Articles marked by * are considered classics by many researchers in the field of leadership development.
** Articles marked with ** are summaries of book listed on page 18.
1. August 31, 2016 – Introduction and Course Overview
Overview of the class goals, requirements and learning process. Approach to grading. Introduction to major theories. Participants finalize their decision to stay with class.
AssignmentsDue:
Read pages 13-17 of the syllabus or the Course Requirements Tab on the website.
By Friday, September 2, 2016, Go to this website: http://www.keirsey.com/sorter/register.aspx Complete questionnaire and e-mail your results to the instructor.
Also complete self-scoring MBTI from course packet and email results to the instructor.
Do not take both instruments on the same day.
Sample reflections questions for Journal on website can be answered after this class. These reflections serve as data for assignment #3 and #4
Begin reading Leadership on the Line for use in Session #7
September 5, 2015 – LABOR DAY OBSERVED UNIVERSITY CLOSED
2. September 7, 2016 – Overview of Theories Introduction to major theories. The language of leadership – values, style, skill, behavior. Cognitive intelligence vs. emotional intelligence. Models for reflecting on self. Team meeting – set up team/select book for assignment #1. See website for class handouts.
Readings Due:
You will receive an email letting you which of the following articles you are assigned to read
* Goleman, Daniel, “What Makes a Leader?” Harvard Business Review, November-December 1998: 93-103. (EQ)
* Hout, Thomas M., “Are Managers Obsolete?” Harvard Business Review, March-April 1999: 161-168.
* Kotter, John P., “What Leaders Really Do.” Harvard Business Review, May-June 1990: 103-111.
Bennis, Warren G., “The Seven Ages of the Leader.” Harvard Business Review, January 2004: 46-53.
Everyone reads the following
* Zaleznik, Abraham, “Managers and Leaders: Are They Different?” Harvard Business Review, March-April 1992: 126-135.
* Elliott, Michael, “Who Needs Charisma?” Time, July 20, 2009: 35-38
Read management Perspective worksheet which was distributed last week
Read What does it mean to have a vision? Hrb.org January 2009
AssignmentsDue:
Complete Manager’s Dilemma Questioner on website. Score and bring to class
Sample reflections for Journal on website can be answered after this class.These reflections serve as data for assignment #3
Record team observations in Journal which is handed in with Assignment #4
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3. September 14, 2016 – The Use of Self Introduction to the theory of personality type. Discuss results of the instruments. Using type in behavioral experiments Team meeting – project planning
ReadingsDue:
In preparation for discussion class read: Introduction to Type – in packet from Book Store. Read pages 4-13 and 30-42; page 34 specifically relates to the instrument you took on line.
* Drucker, Peter F., “Managing Oneself.” Harvard Business Review, March-April 1999: 65-74
Leadership on the Line – In preparation for session #7and assignment #1 Individual books for Assignment #1 – In preparation for Session #5
AssignmentsDue:
Report in class on behavioral experiment and practicing feedback.
Sample reflections for Journal on website can be answered after this class. These reflections serve as data for assignment #3
Record team observations in Journal which is handed in with Assignment #4
4. September 21, 2016 – Motivating Others and Use of Power Overview of motivational and power theories. Discuss self-assessment instrument listed below. Introduction to coaching and feedback skills. Prepare for next session. Team meeting – project planning.
ReadingsDue:
Read The Power Instrument Book and at least one of the following articles:
McClelland, David C. and Burnham, David H., “Power Is the Great Motivator.” Harvard Business Review, January-February 1995: 126-139
Tannen, Deborah. The Power of Talk.” Harvard Business Review. September – October 2000: 138 – 148
Vallancourt, Allison M., “On Hiring” BLOG http://Chronicle.com/blogs/onhiring
Read Power Instrument Booklet.
Leadership on the Line – In preparation for session #7 and assignment #1Individual books for assignment #1 – in preparation for Session #5
(Assignments listed on the following page)
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AssignmentsDue
Complete the work-needs assessment inventory on the website and bring to this class.
Complete the Power Base Instrument. Power Instrument can be found in the packet from the Book Store. Read theory in the instrument booklet.
Complete instruments on different dates so the results are not affected.
Practice providing feedback in real life situations 10 times before end of term. Write about it in your personal journal and report in class.
Sample reflections for Journal on website can be answered after this class. These reflections serve as data for assignment #3
Record team observations in Journal which is handed in with Assignment #4
5. September 28, 2016 – Work Session with your Team
Cross-team discussion of book you have read for Assignment #1. Team meeting – discussion of books team members read for
Assignment #1 Finalize structure for assignment #1 and make work assignments See Meeting Guide for instructions
ReadingsDue:
Leadership on the Line – In preparation for session #7 and assignment #1
Individual Books for Assignment #1 – completely read prior to this session.
AssignmentsDue:
Come to class prepared to work with your team on Assignment #1. Use the “Leadership-in-Action Class Meeting Guide” to prepare. Guide is on the website
Report in class on behavioral experiments and practicing feedback
Sample reflections for Journal on website can be answered after this classfor use in assignments #3 and #4. .
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6. October 5, 2016 – Leadership Competency is in the Eyes of the Beholder
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Introduction to the theory of behavioral competencies. Use of competencies in Human Resources systems and
leadership development. Leadership development and competencies. Develop competency model for your team. Discuss performance reviews due in week 8 --- reviews will be used in
class during week 9 and 10.
ReadingsDue:
Read two articles from the following list:
Campbell, Donald J. and Dardis, Gregory J., “The ‘Be, Know,Do” Model of Leader Development.” The Journal of The Human Resource Planning Society, Volume 27, Issue 2, 2004: 26-39.
Conge, Jay A. and Ready, Douglas .A. “Rethinking Leadership Competencies.” Executive Forum - Leader to Leader.
* Collins, Jim, “Level 5 Leadership: The Triumph of Humility and Fierce Resolve.” Harvard Business Review, January 2001: 66-76.
**Kelley, R. & Caplan, J., “How Bell Labs Creates Star Performers.” Harvard Business Review, July-August 1993: 128-139. (STAR)
Kirkpatrick, Shelley A. and Locke, Edwin A. “Leadership: Do Traits Matter?” The Executive. May 1991
Competency Dictionary – bring to class; get familiar with content prior to class.Leadership on the Line – In preparation for session #7
AssignmentsDue: Complete Leadership Trait Questionnaire on the website
for your own use and reflection
Practice providing feedback in real life situations 10 times before end of term. Write about it in your personal journal and report in class.
Sample reflections for Journal on website can be answered after this class. These reflections serve as data for assignment #3
Record team observations in Journal which is handed in with Assignment #4
7. October 12, 2016 – Values: the Leadership Driver7
Discussion of Heifetz & Linsky Clarify your personal values. Living your values. Explore diversity as a key leadership value. Planning for leadership development. Directions for Assignment #2
ReadingsDue:
Everyone reads:Houston, Natalie, “Benjamin Franklin’s Habit Tracker.” The Chronicles of Higher Education, Thursday, August 18, 2011.
Read at least one of the following articles: Badaracco, Jr. J. “The Discipline of Building Character.” Harvard Business Review, March-April 1998: 115-124.
Burrell, Lisa, “We Just Can’t handle diversity.” Harvard Business Review. July-August 2016 71 – 74
** Eagly, Alice H., & Carli, Linda L., “Women and the Labyrinth of Leadership.” Harvard Business Review, September 2007: 63-71.
Thomas, David A., “The Truth About Mentoring Minorities – Race Matters.” Harvard Business Review, April 2001: 99-107.
For Use in Assignment #2
“How to Give an Employee Performance Appraisal”. http://www.dummies.com/how-to/content/how-to-give-an-employee-performance-appraisal
Runion, Meryl, “How to Give a Performance Review of an Employee: Ten Dos and Don’ts of Performance Reviews.” www.speakstrong.com
“Competency Examples with performance Statements” www.hr.wa.gov
AssignmentsDue:
Values questionnaires which can be found on the website. Complete and bring to class. 1) How do you define your values 2) Reddins personal Values Inventory
Review adaptive leadership assignment and bring to class.
Practice providing feedback in real life situations 10 times before end of term. Write about it in your personal journal and report in class.
Sample reflections for Journal on website can be answered after this class. These reflections serve as data for assignment #3 and #4
Assignment #1 Due: Leadership in Action
October 17, 2015 – FALL BREAK
8. October 19, 2016 – Feedback as a Key Leadership Skill
Presentations and Learnings from Assignment #1 Mastering the Art of Giving Feedback Analysis and discussion of articles. Followership as a leadership skill. Team meeting: Giving and receiving performance feedback.
For use in class:Berger, Jennifer Garvey and Johnston, Keith. Simple Habits for Complex Times, Stanford University Press. Stanford CA. 2015 page 61 – 68 and 70 – 77.
Stone, Douglas and Heen, Sheila. Thanks for the Feedback: The Science and Art of Receiving Feedback Well. Random House NY, NY. 2014 Pages Chapter 2, 3 4.
Complete Followership Survey on the website and bring to class.
For use in Assignment #3:* Argyris, Chris, “Teaching Smart People How to Learn.” Harvard Business Review, May-June 1991: 99-109
Butler, Timothy and Waldroop, James, “Understanding ‘People’ People.” Harvard Business Review, June 2004: 78-86.
* Goffee, Robert and Hones, Gareth, “Why Should Anyone Be Led by You? Harvard Business Review, September-October 2000: 63-70.
Jones, G., “How the Best of the Best Get Better and Better.” Harvard Business Review, June 2008: 123-127.
Reading Due
AssignmentsDue:
Discussion of key learning from Assignment #1 - Bring enough copies so each person in the class can have one.
Observations and experiments with Adaptive Leadership
Sample reflections for Journal on website can be answered after this class. These reflections serve as data for assignment #3
Record team observations in Journal to be handed in with Assignment #4
Assignment #2 Due: Performance Review of Team Members For Use in Assignment #2“How to Give an Employee Performance Appraisal”. http://www.dummies.com/how-to/content/how-to-give-an-employee-performance-appraisal
Runion, Meryl, “How to Give a Performance Review of an Employee: Ten Dos and Don’ts of Performance Reviews.” www.speakstrong.com
“Competency Examples with performance Statements” www.hr.wa.gov
9. October 26, 2016 – Teams: Structure and Dynamics
Exploring multiple structure for using teams Exploring skills for leading teams Understanding and maximizing group dynamics.. Impact of personality type on teams. Team performance feedback. Team meeting – Giving and receiving performance feedback.
ReadingsDue: Katzenbach, Jon R. and Smith, Douglas K., “The Discipline of Teams”
Harvard Business Review, March-April 1993: 111-120
Kellerman, Barbara, “What Every Leader Needs to Know About Followers.”Harvard Business Review, December 2007: 84-91
Review: University Associates Library. “Role Functions in a Group” andWhat to look for in groups
AssignmentsDue:
Personal Followership Style Questionnaire – Complete and bring to class. Can be found on the website
Observations and experiments with Adaptive Leadership
Sample reflections for Journal on website can be answered after this class for use in Assignment #3.
Characteristics of high performing teams. Phases of team development and situational leadership. Practicing Adaptive Leadership in Teams Team meeting – analysis of team
ReadingsDue:
Blanchard, K., Carew and Parisi-Carew, E., “Group Development and Situational Leadership: A Model for Managing Groups.” Blanchard Training and Development, Inc.
Ferketish, B. Jean “Trouble Shooters Guide”, (on website, print and bring to class)
Gabarro, John J. and Kotter, John P. “Managing Your Boss.” Harvard Business Review. May-June 1993, 150- 157.
Gratton, L. and Erickson, T. J., “Eight Ways to Build Collaborative Teams.”Harvard Business Review, November 2007:101-109
AssignmentsDue: Observations and experiments with Adaptive Leadership
Sample reflections for Journal on website can be answered after this class.
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11. November 9, 2015 – Teams: Conflict and Decision Making
Overview of group vs. individual decisions. Traps in decision making. Overview of conflict theory. Discuss self-assessment instrument listed below. Explore conflict management strategies. Team meeting
ReadingsDue:
Hammond, J., Keeney, R., & Raiffa, H., “The Hidden Traps in Decision Making.” Harvard Business Review, September-October 1998: 47-58.
Tichy, N.M., and Bennis, W. G., “Making Judgement Calls; The Ultimate Act of Leadership.” Harvard Business Review, October, 2007: 94-102
Complete the Conflict Mode Instrument and bring results to this class. Read theory in the instrument booklet. Conflict Instrument can be found in the packet from the Book Store.
AssignmentsDue: Observations and experiments with Adaptive Leadership
Report in class on behavioral experiment and practicing feedback.
Record observations in Journal which is handed in with Assignment #4
Assignment #3 due: Reflections in Leadership is due.For use in Assignment #3:
Argyris, Chris, “Teaching Smart People How to Learn.” Harvard Business Review, May-June 1991: 99-109.Butler, Timothy and Waldroop, James, “Understanding ‘People’ People.”Harvard Business Review, June 2004: 78-86.
Goffee, Robert and Hones, Gareth, “Why Should Anyone Be Led by You?Harvard Business Review, September-October 2000: 63-70.
Jones, G., “How the Best of the Best Get Better and Better.” Harvard Business Review, June 2008: 123-127
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12. November 16 – Values as the Basis for Organization Culture
Overview of theories regarding organizational culture. Understanding the role of personal and organizational values in
strengthening culture. Exploring organization values clarification. Practicing Adaptive Leadership and building culture Team meeting
ReadingsDue:
Schein, Edgar H. (2010) The Concept of Organizational Culture, Organizational Culture and Leadership, 4th Edition, Chapter 1, pg. 1-22, John Wiley & Sons, Inc.
Schein, Edgar H. (2010) The 3 Levels of Culture, Organizational Culture and Leadership, 4th Edition, Chapter 2, pp 23-33, John Wiley & Sons, Inc. Wetlaufer, S., “Driving Change: An Interview with Ford Motor Company’s Jacques Nasser.” Harvard Business Review, March-April 1999: 77-89.
Report in class on behavioral experiment and practicing feedback.
Sample reflections for Journal on website can be answered after this class.
November 23 - No class – Happy Thanksgiving
13. November 30, 2016 - Organizational Culture and Leadership The relationship between leadership style, culture and work environment. Practicing Adaptive Leadership Continued Complete and discuss self-assessment survey listed below. Team meeting
ReadingsDue:
Goleman, Daniel, “Leadership That Gets Results.” Harvard Business Review, March-April 2000: 78-90.
Schein, Edgar H. (2010), How Leaders Embed and Transmit Culture. Organizational Culture and Leadership, 4th Edition, Chapter 14, pp 235-258, John Wiley & Sons, Inc.
AssignmentsDue:
Hay Group Management Style Questionnaire from Book Store packet. Complete before class and bring results. Read theory in booklet.
Report in class on behavioral experiment and practicing feedback.
Turn in team journal which supports Assignment #4.
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14. December 7, 2016 - Leading Change
Understanding the change process. Exploring the leader’s role in change. Identifying and dealing with resistance.
Readings Due:
Beer, Michael, Eisenstat, Russell A. and Spector, Bert, “Why Change Programs Don’t Produce Change.” Harvard Business Review, November-December 1990: 158-166.
Kanter, R. M., “Transforming Giants.” Harvard Business Review, January, 2008: 43-52.
Kotter J.P. and Schlesinger L.A. “Choosing Strategies for Change.” Harvard Business Review, July-August, 2008: 130-139.
Rogers, Hayden, Ferketish, “Organization Change That Works.” DDI Press: 1997. Chapter on website.
Brache Alan P. and Rummler, Geary A., “Managing an Organization as a System.” Training, February 1997: 68-74.
AssignmentsDue:
Assignment #4 due. Teams in Action.
Report in class on behavioral experiment and practicing feedback.
15. December 14, 2016 – Leadership: The Journey Continues
Assignment #4 returned. Class choice of topics
Sample choices- Career Development- International Organizations- “Customer/client-focused” Organization- Other topics of choice
COURSE REQUIREMENTS13
Class Participation 15%1. Leadership in Action 25%2. Performance Review of Team Members 15%3. Reflection in Leadership 25%4. Teams in Action 20%
100%
Class Participation - 15%
The class is highly experiential. Participation in exercise simulations and discussion is important to thoroughly explore the concepts. Learners are expected to demonstrate their understanding of the readings during the classes. There will be opportunities to take lead roles in various classes. Students will be asked to provide input into the grading of their teammates. In addition to in-class engagement and discussion, the following aspects of the course are also considered class participation:
Personal Reflections Journal
As you go through the class, you will participate in a variety of surveys and exercises which will give you new insights into your own leadership skills and style. You will also find that the readings can easily be applied to yourself. You will find it very helpful in completing Assignments #3 and #4 if you maintain a journal from the beginning of the class. The more examples you can provide in Assignment #3, the stronger that paper will be. This journal is not to be turned in. Reflection questions are provided on the website to help you get started with this journal, but you do not need to stay with those.
Team Journal
Beginning with the first class, you will keep a journal which tracks the progress and dynamics of your team. The journal is personal and confidential and will be reviewed only by the class instructors. It will be useful to you in completing Assignments #2 and #4 and is required to be handed in with Assignment #4. The team journal is typically handwritten notes of your reflections on team operations. You will want to record specific information on team dynamics with regard to team start-up, work assignments, power and influence, decision making, participation, climate/energy cooperation, communication, conflict, creativity, problem-solving, project management, meeting management, etc. Your journal will be handed in with Assignment #4 and will be returned with the paper. Since it is considered data collection for Assignment #4, the quality of your data is part of the grade for that assignment. The more examples you use the stronger that paper will be. The team experience continues throughout the duration of the class and the journal should continue as well. The journal should not end with Assignment #1.
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Team Member Feedback
Each person will be asked to complete a teammate feedback form on each member of their team and on themselves and turn it in. This will be done twice during the term, after Assignment #1 and at the end of the ter. The feedback will be considered a part of the class participation evaluation.
Meeting between Classes
In order to complete the assignments, teams typically need to meet between classes. Electronic communications is seldom successful as the sole means of team communications.
Practice Giving Feedback Outside of Class
Giving feedback is a critical leadership skill. The skill will be explored in class, but will be practiced at least 10 times outside of class. Reflection on these practice sessions will be discussed in class and should be included in Assignment #3.
Practice New Skills Outside of Class
Students are expected to practice new skills outside the class in either work or social settings. The results of your experiments will be discussed in class and can be included in Assignment #3.
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Assignment #1 - 25%
Leadership in Action - This is a group report which has three parts: Leadership from Afar, Leadership Close Up, Key Learnings.
The purpose of this paper is for students to gain exposure to a variety of major authors in the field of leadership and to gain skills in assessing leadership. The team process is a learning lab for assignment #4. Students are encouraged to use the skills which are discussed in the class in the team process.
For this report, each project team member will take responsibility for reading one of the books from the attached reading list of leadership books and many of the articles assigned in class. Both books and articles are required as the references for the paper. Additional readings form outside class may be added as references. The team will select a well-known, living, national or international public leader as the subject of the first portion of the group’s paper entitled “Leadership from Afar.” Examples of such a leader could be from politics, business, social activism. I need to approve your selection. The team will research the leader through literature, current media coverage, historical voting record and/or their website. The team will use this information and the readings on leadership to analyze and assess the leadership style and skills (both strengths and weaknesses) of the selected candidate. Your own leadership model, integrating of theories is expected as the organizing framework for the analysis. It is expected that this portion of the paper will be 15-20 pages long and will be written in one voice. Direct reference to the class readings is expected.
The second portion of the paper is entitled “Leadership Close Up.” Each team member will select a leader whom they personally know and write a 3-5 page analysis and assessment (both positive and negative) of their leadership style and skills, using the same conceptual framework which was developed for part 1. This is an individual paper so one voice is not required. Direct reference to the class reading is expected. A separate bibliography is required for each person’s “close up” paper. The leadership “close up” section is part of the team grade.
In the third portion of the paper, probably 2-4 pages, the group will compare and contrast assessing leadership from afar with assessing it up close. The group will list some key learnings (limit to 10) from this comparison. This list will summarize the paper and will also be distributed in class for discussion. Please bring multiple copies of your key learning list to class so each student can have one.
In addition to the above, students are asked to maintain a personal and confidential journal of their team’s progress which will be used to complete Assignment #4. See “Class Participation” section of this syllabus for a description of this journal.
Papers are evaluated on integration of writing style; organization; integration and use of concepts and theories; analysis; insights gained; quality and quantity of behavioral descriptions and examples; quantity and quality of references.
Assignment #1 is due on October 12, 2016
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Assignment #2 - 15%
Performance Review of Team Members – Individual Report.
Each student is asked to write a performance review of each of their team members. Review will be based on the competency model that is developed during week #6. Each review must include at least five competencies. The same competencies must be used for each team member in an individual’s assignment, but all team members do not need to write about the same competencies. Feedback must include several opportunities for improvement. Using a “Star” and STAAR model will help with this assignment. Reviews are evaluated on demonstrated understanding of competencies; providing both positive and improvement feedback; behavioral description and examples; use of Star and STAAR model. With regard to formatting: one page, single space for each team member. A short paragraph of 5-8 lines for each competency.
Put your name only on the cover sheet. Do not put your name on each page of the paper. Reviews will be shared with the recipient at the end of the term.
For Use in Assignment #2
“How to Give an Employee Performance Appraisal”. http://www.dummies.com/how-to/content/how-to-give-an-employee-performance-appraisal
Runion, Meryl, “How to Give a Performance Review of an Employee: Ten Dos and Don’ts of Performance Reviews.” www.speakstrong.com
“Competency Examples with performance Statements” www.hr.wa.gov
Assignment #2 is due on October 19, 2015
Assignment #3 - 25%
Reflections in Leadership - Individual Report.
Each student is asked to analyze and assess his or her own leadership style and skills, referencing readings, instruments, and class experiences as appropriate. The personal journal which was maintained from the beginning of class will be input for the paper but does not need to be handed in. See the “Class Participation” section of this syllabus for a description of this journal. If the sample reflection questions on the website were answered, 75% of the paper has already been compiled (but not written). Reflections on use of feedback and other new skills should also be included. The student will summarize the analysis by listing specific strengths and areas for development. Students will set 2 goals for behavior change or skill strengthening. Each goal is followed by 3-5 actions that can be taken within 6 months to strengthen the skill (this section of the paper is usually 1 page per goal). Create a list of 5-10 personal values and a personal habit tracker for monitoring your consistency in living your values (see session #7). Expected length is 7-12 pages. Papers are evaluated on writing style; organization; use of concepts and theories; quality and quantity of behavioral examples including attempts to use new skills; reflection on use of new skills; development plan and habit tracker; quantity and quality of references. Direct reference to the readings and instruments is expected. References must include one of the seven books on negotiating and/or leadership listed on page 18 of this syllabus. (Continued on following page)
Argyris, Chris, “Teaching Smart People How to Learn.” Harvard Business Review, May-June 1991: 99-109.Butler, Timothy and Waldroop, James, “Understanding ‘People’ People.” Harvard Business Review, June 2004: 78-86.
Goffee, Robert and Hones, Gareth, “Why Should Anyone Be Led by You? Harvard Business Review, September-October 2000: 63-70.
Jones, G., “How the Best of the Best Get Better and Better.” Harvard Business Review, June 2008: 123-127
Assignment #3 is due November 9, 2015
Assignment #4 - 20%
Teams in Action - Team Report.
Students will work in their original project team to analyze and assess their team performance. Each student will use the personal and confidential journal which they have been maintaining during the class as data for this paper. The students will jointly write a paper that explores questions such as the following: the impact of type; the stages of team development; power and conflict characteristics of a strong team; and group dynamics. The joint paper will summarize the strengths and areas for development of the team and a list of “learnings” from working with this team that you will carry to future teams. Expected length is 10-15 pages. Direct reference to readings and other class material is expected.
The paper will explore behavior of various team members as needed and can use any of the following as data: team meetings for Assignment #1, conversations between classes, and class experiences. A frequent mistake is to focus only on the first paper and not include team development throughout the entire class. Individual team journals should be handeda week before the paper and will be returned with the paper. It can be in a hand-written format. The journal will be reviewed only by the instructors. Since it is considered data collection for Assignment #3, the quality of your data is part of the grade for the class.
Papers are evaluated on integration of writing style, organization, use of concepts and theories, quality and quantity of behavioral examples, quantity and quality of references. This paper is not about pretending to be a team but to have a real discussion about what is really happening.
Assignment #4 is due December 7, 2016
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Style for Papers
All papers should include references to the required reading for the class. References should be formatted according to the MLA or APA Style which can be accessed through the Hillman Library Website: www.library.pitt.edu/guides. Under Guides to Using Specific Products go to MLA: How to Use the MLA International Bibliography then MLA Style.
Seeking Help
In rare instances, teams experience difficulties in working together. “Working it Out” is part of the class experience and provides rich material for Assignment #4. Feel free to seek coaching from the instructors to help with group dynamics issues.
What I Look for in Written Assignments
The purpose of the assignments is to apply theory to real life. Successful assignments demonstrate that assignments have been read and understood without just repeating theory. The bulk of the paper is on situations and behaviors that serve as serve as examples of the theory in action.
Grading Policy
GSPIA’s grading policy is based on the premise that work at the graduate level is fundamentally different from that at undergraduate institutions. In general, grading will be stricter and expectations regarding student performance will be higher. Specifically, grades in the “B” range will be considered as representing entirely satisfactory graduate-level performance. Grades in the “A” range will be reserved for students who perform exceptionally well in all components of the course. Grades in the “C” range are an indication of below satisfactory performance, with marks of “C-“ and below not counted toward a student’s degree requirements. Students receiving grades of “C+” or lower on assignments are urged to meet with the instructor at the earliest opportunity to identify potential problems and develop strategies for improvement.
According to University policy, a “G” grade is to be given only for the following exceptional cases: 1) extended absence for physical reasons or where extenuating circumstances warrant the temporary award of a “G” grade; and, 2) temporary absence of the instructor during the period reserved for examination and the reporting of grades under University rules.
Disability Statement
Disability Statement - If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140 William Pitt Union (412) 648-7890, [email protected], (412) 228-5347 for P3 ALS users, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.
Academic Integrity
Cases of cheating, plagiarism, and unauthorized collaboration will be handled in accordance with the University’s policy on academic integrity. Signing your name to a team project when you did not do the work could be considered plagiarism. Students bear responsibility for being familiar with generally accepted practices governing bibliographic research and citations of resource materials in all written assignments.
Student Profile
It is important to me that this class contributes to your personal, professional and intellectual growth. I continually work to tailor the class discussions and experiences to assure they are relevant to the experience and aspirations of most of the students. By completing the attached profile as completely as possible, you help in these efforts. The profile is completed and turned in during the first class.
Heifetz, Ronald A. and Linsky, Marty. Leadership on the Line: Staying Alive Through the Dangers of Leading. Harvard Business School Press, Boston, Massachusetts, 2002.
Leadership Books to support assignments - Read one book per team member, to support Assignments 1 and 3. I a class session will be dedicated to sharing a summary of the various theories with teammates. Assignments #1 and #3 should reference all books which were read by team members as well as articles that were read.
Bennis, Warren. On Becoming a Leader. Addison-Wesley, Reading, Mass: 2009.
Block, Peter, Stewardship: Choosing Service over Self-Interest. Berrett - Koehler Publishers, San Francisco, 1993.
**Collins, Jim, Hansen, Morten T. Great By Choice. HarperCollins Publishers, New York, 2011
Goleman, Daniel. Emotional Intelligence. Bantam Books, New York, 1995.
*Hesselbein, Golosmith, and Beckard. The Leader of the Future. Jossey-Bass, Inc., San Francisco, 1996.
Kouzes, James M. and Posner, Barry Z. The Leadership Challenge: How to Make Extraordinary Things Happin in Organizations. 5th Edition. Jossey-Bass, Inc., San Francisco, 2012.
* If fewer than 6 on team; do not use this book** If fewer than 5 on team; do not use this book in addition to the above.
Leadership and Negotiating Books to support assignments - Read one of the following as a required reference for Assignment #3.
Babcock, Linda and Laschever, Sara. Ask For It: How women can use the power of negotiation to get what they really want.. Bantam Dell, Random House. New York, New York 2008.
Byham, Tacy M., Wellins, Richard S. Your First Leadership Job: How Catalyst Leaders Bring Out the Best in Others. Development Dimensions International, United States: 2015.
Duhigg, Charles. The Power of Habit: Why We Do What We Do in Life and Business. Random House, New York, 2012
Fisher, Roger, William, Ury and Patton, Bruce. Getting to Yes: Negotiating Agreement Without Giving In. 2nd Edition, Penguin Books, New York 1991.
Goldsmith, Marshall with Reiter, Mark. MOJO How to Get It, How to Keep It, How to Get It Back if You Lose It. Hyperion, New York 2009.
Kelley, Robert E. How to Be a Star at Work. Times Business-Random House, New York, 1998.
Livers, Ancella B. and Caver, Keith A. Leading in Black and White. Jossey-Bass, San Francisco, 2003.
Sandberg, Sheryl with Scovell, Nell. Lean In: Women, Work, and the Will to Lead. Alfred A. Knopf, New York, 2013
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Leadership Articles - Required articles for each class are outlined in the Syllabus.
* Argyris, Chris, “Teaching Smart People How to Learn.” Harvard Business Review, May-June 1991: 99-109.
Bennis, W., “The Seven Ages of Leader.” Harvard Business Review, January 2004: 46-53.
Campbell, Donald J. and Dardis, Gregory J., “The ‘Be, Know, Do’ Model of Leader Development.” The Journal of The Human Resource Planning Society, Volume 27, Issue 2, 2004: 26-39.
* Collins, Jim, “Level 5 Leadership: The Triumph of Humility and Fierce Resolve.” Harvard Business Review, January 2001: 66-76.
* Drucker, Peter F., “Managing Oneself.” Harvard Business Review, March-April 1999: 65-74.
** Eagly, Alice H., & Carli, Linda L., “Women and the Labyrinth of Leadership.” Harvard Business Review, September 2007: 63-71.
Elliott, Michael, “Who Needs Charisma?” Time, July 20, 2009, 35-38.
Fels, Anna, “Do Women Lack Ambition?” Harvard Business Review, April 2004: 50-60.
Gabarro, John J. and Kotter, John P., “Managing Your Boss.” Harvard Business Review, May-June 1993: 150-158.
* Goffee, Robert and Jones, Gareth, “Why Should Anyone Be Led by You?” Harvard Business Review, September-October 2000: 63-70.
* Goleman, D., “What Makes a Leader?” Harvard Business Review, November-December 1998: 93-103.
Harvard Business Review, What Does it Mean to Have Vision? January 2009: 69.
Houston, Natalie. “Benjamin Franklin’s Habit Tracker.” The Chronicles of Higher Education, Thursday, August 18, 2011.
* Hout, Thomas M., “Are Managers Obsolete?” Harvard Business Review, March-April 1999: 161-168.
“How to Give an Employee Performance Appraisal”. http://www.dummies.com/how-to/content/how-to-give-an-employee-performance-appraisal
Jones, G., “How the Best of the Best Get Better and Better.” Harvard Business Review, June 2008: 123-127.
Kanter, R. M., “Transforming Giants.” Harvard Business Review, January, 2008: 43-52.
Runion, Meryl, “How to Give a Performance Review of an Employee: Ten Dos and Don’ts of Performance Reviews.” www.speakstrong.com
Schein, Edgar H. (2010) The Concept of Organizational Culture, Organizational Culture and Leadership, 4th Edition, Chapter 1, pg. 1-22, John Wiley & Sons, Inc.
Schein, Edgar H. (2010) The 3 Levels of Culture, Organizational Culture and Leadership, 4th
Edition, Chapter 2, pp 23-33, John Wiley & Sons, Inc.
Schein, Edgar H., (2010) How Culture Emerges in New Groups. Organizational Culture and Leadership, 4th Edition, Chapter 12, pp 197-218, John Wiley & Sons, Inc.
Schein, Edgar H. (2010), How Leaders Embed and Transmit Culture. Organizational Culture and Leadership, 4th Edition, Chapter 14, pp 235-258, John Wiley & Sons, Inc.
Tannen, Deborah, “The Power of Talk.” Harvard Business Review, September-October 1995: 138-148.
Thomas, David A., “The Truth About Mentoring Minorities – Race Matters.” Harvard Business Review, April 2001: 99-107.
Tichy, N.M., and Bennis, W. G., “Making Judgement Calls; The ultimate Act of Leadership.” Harvard Business Review, October, 2007: 94-102.
* Zaleznik, A., “Managers and Leaders: Are They Different?” Harvard Business Review, March April 1992: 126-135.
Team Articles - Required articles for each class are outlined on the Syllabus.
Badaracco, Jr. J., “The Discipline of Building Character.” Harvard Business Review, March-April 1998: 115-124.
Beer, Michael, Eisenstat, Russell A. and Spector, Bert, “Why Change Programs Don’t Produce Change.” Harvard Business Review, November-December 1990: 158-166.
Blanchard, Kenneth, Carew, Donald K. and Parisi-Carew, Eunice. “Group Development and Situational Leadership: A Model for Managing Groups.” Blanchard Training and Development, Inc.
Brache Alan P. and Rummler, Geary A., “Managing an Organization as a System.” Training, February 1997: 68-74.
Butler, Timothy and Waldroop, James, “Understanding ‘People’ People.” Harvard Business Review, June 2004: 78-86.
Goleman, Daniel, “Leadership That Gets Results.” Harvard Business Review, March-April 2000: 78-90.
Gratton, L. and Erickson, T. J., “Eight Ways to Build Collaborative Teams.” Harvard Business Review, November 2007: 101-109.
Hammond, J., Keeney, R., & Raiffa, H., “The Hidden Traps in Decision Making.” Harvard Business Review, September-October 1998: 47-58.
Katzenbach, J. & Smith, D., “The Discipline of Teams.” Harvard Business Review, March-April 1993: 111-210.
Kellerman, Barbara, “What Every Leader Needs to Know About Followers.” Harvard Business Review, December 2007: 84-91.
** Kelley, R. & Caplan, J., “How Bell Labs Creates Star Performers.” Harvard Business Review, July-August 1993: 128-139.
Rogers, Hayden, Ferketish, “Organization Change That Works.” DDI Press: 1997.
University Associates Library. “Role Functions in a Group.”
University Associates Library. “What to Look for in Groups.”
Wetlaufer, S., “Driving Change: An Interview with Ford Motor Company’s Jacques Nasser.” Harvard Business Review, March-April 1999: 77-89.
Instruments which will be used in class and are provided in course packet
Meyers-Briggs Type Indicator and booklet – Session #3Thomas - Kilman - The Conflict Mode Instrument – Session # 11Thomas, Thomas, Thomas - The Power Base Inventory – Session # 4Hay Group - Management Style Questionnaire – Session #13
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