SyllabusUniversity of Texas - Tyler

College of Business and TechnologyDepartment of Management & Marketing

MANA 5345Strategic Leadership Processes

CourseMANA 5345Strategic Leadership ProcessesSpring 2017

Instructor Contact InformationPhil Behnke Office: Denver, Colorado or wherever I have my laptopTelephone: 720-347-1004 E-mail: philipbehnke@msn.com Note: I do not use the UT-T email.Virtual Office Hours: 8:30 - 10:00 AM (CST) M – F

Course Pre-requisites, Co-requisites, and/or Other RestrictionsNone

Course Description

“You shouldn’t buy a mule and expect it to win the Kentucky Derby.” Author Unknown “Nobody ever got muscles by watching me lift weights.” A. Schwarzenegger “Technical and analytical skills have become almost commodities. It’s the leadership and communication and other „soft’ skills that are absolutely critical. They are what differentiate a leader from just another manager.” --Jennifer Wells (Hitachi Consulting) “The more you sweat in training, the less you will bleed in war.” -General G.S. Patton “Life is a mystery to be lived, not a problem to be solved.” – William Butler Yeats (Irish Poet) “One of the things about leadership is that you cannot be a moderate, balanced, thoughtful articulator of policy. You’ve got to be on the lunatic fringe.” – Jack Welch (former CEO, GE) “He was born at third base and thinks he hit a triple.” -- Author Unknown “Never teach a pig to sing. You will annoy the pig and waster your time.” -Author Unknown “What have you done that‟s so great? Do you create anything, or just criticize others‟ work and belittle their motivations?” - Steve Jobs (Apple)

Thoughts on Leadership

Let‘s take a brief look at the subject of leadership. Just what is leadership anyway? This is a tough question. Everyone has his/her own definition and interpretation. Two alternate perspectives seem, however, to capture much of the contemporary thinking about

leadership. One approach, the romantic view, “implies a strong faith in the importance of leadership factors to the functioning and dysfunctioning of organized systems.” The popularity of the perspective is reinforced by the intense media attention focused on high level executives, the high levels of executive compensation, and the often significant stock market reaction to announcements of CEO changes. A second approach, an external control perspective, argues that leadership is not necessarily the most important factor in an organization's success. External factors that constrain a leader's options and choices are considered paramount – economic conditions, constraints on funding, labor union demands, pressures from shareholders and environmental groups, government regulations, etc.

Both views, of course, have merit. Many leaders, through their personal actions and examples, have left an indelible imprint on their countries or organizations. Consider, for example, Winston Churchill's indispensable leadership during World War II, Lou Gerstner's role in IBM's turnarounds, and the leadership role played by professional athletic coaches and managers. Leaders, of course, also face constraints. Effective leaders recognize constraints – but don't permit them to become an overriding focus – and demonstrate their leadership skills by developing creative solutions.

In this increasingly chaotic world, few would argue the need for leadership – but how do we recognize and encourage it? Let's narrow the focus to business organizations. In an ever-changing environment, is it enough to just keep the organization afloat – or is it essential to make steady progress toward some well defined objective? In our view, custodial management – maintaining the status quo – is not leadership. Leadership is proactive, goal-oriented and focused on the management of constructive change. To put it more simply: leadership is about the process of transforming organizations or institutions from what they are – to what the leader would have them become. This simple definition implies a lot: dissatisfaction with the status quo; a vision of how things ought to be; and a process of significant change – a transformation – influenced, motivated and directed by an effective leader. Warren Bennis (one of the world's most respected leadership gurus) makes an important distinction between leadership and management:

“Leaders are people who do the right things. Managers are people who do things right. There's a profound difference. When you think about doing the right things, your mind immediately goes toward thinking about the future, thinking about dreams, missions, visions, strategic intent, purpose. But when you think about doing things right, you think about control mechanisms. You think about how-to. Leaders ask the “what” and “why” question, not the “how” question. Leaders think about empowerment, not control. And the best definition of empowerment is that you don't steal responsibility from people.”1

Determining the “right thing” has become increasingly challenging as we proceed through the 21st century. Many industries are mature or declining; the global village is becoming increasingly complex, interconnected, and unpredictable; and product and market life cycles are shrinking. Recently, when asked by the authors to describe the life cycle of his company‘s products, the CEO of an OEM supplier of computer components replied: “Seven months from cradle to grave – and that includes three months to design

the product and get it into production!” Richard D'Aveni, the author of Hypercompetition, goes so far as to argue that, in a world where all dimensions of competition appear to be compressed in time and heightened in intensity, sustainable competitive advantages are no longer possible.

Overview of the Course

Leadership now and throughout the 21st century requires new skills, attitudes, and knowledge bases to effectively and efficiently lead organizations of all types in the private, public, and non-profit sectors. Given the complexity and rapidly changing environments leaders must face, a course on leadership must also reflect such a rich ―requisite variety‖ (Ashby, 1956). Accordingly, we will critically analyze a wide variety of topics and reading materials; study a diverse set of organizations, and apply a wide range of pedagogies. Briefly:

1. Our topics will include contemporary issues and perspectives on leadership; leaders versus managers; visionary and transformational leadership; values and ethical leadership; post-heroic leadership; leadership, networking and careers; leveraging resources; and growing the enterprise. The reading materials will include a wide variety of pragmatic/applied journals (e.g., Academy of Management Executive, Harvard Business Review), periodicals/newspapers (e.g., Business Week, Fortune, Fast Company), as well as brief cases/examples from managerial practice.

2. The types of organizations addressed in the readings and cases range from well-known publicly held and smaller private sector organizations, to public sector organizations and nonprofit sector organizations. In addition, class participants are strongly encouraged to share their ideas – both from their direct experience in organizations and through the critique, analysis, synthesis, and application of reading materials.

3. The methods of learning will include the discussion of assigned materials and the preparation of case analyses, and essays.

To get the most out of the course, consider an excerpt from a paper entitled “Rethinking Management Education” a view (from the University of Chicago) by Harry L. Davis and Robin M. Hogarth:

“There are many important situations where the interpretation of feedback is ambiguous, and in which individuals have enormous difficulty learning the right lessons from experience. If anything, feedback may reinforce beliefs, and even smart people fall into this trap.

“To illustrate, consider the case of Benjamin Rush, a highly respected physician, professor at the first medical school in America and one of the signatories of the Declaration of Independence. He advocated and practiced phlebotomy as a cure for febrile illnesses in the belief that the cause was excessive stimulation and excitement of

the blood. When Rush fell ill with yellow fever, he prescribed plenty of blood-letting for himself. As reported by Eisenberg:

From illness and treatment combined, he almost died; his convalescence was prolonged. That he did recover persuaded him that his methods were correct. Neither dedication so great that he risked his life to minister to others, nor willingness to treat himself as he treated others, nor yet the best education to be had in his day was sufficient to prevent Rush from committing grievous harm in the name of good. Convinced of the correctness of his theory of medicine and lacking a means for the systematic study of treatment outcomes, he attributed each new instance of improvement to the efficacy of his treatment and each new death that occurred despite it to the severity of the disease”

Though this incident is some 200 years old and is taken from the field of medicine, it is not difficult to realize how comparably self-fulfilling and self-defeating actions can occur in business today. There are many situations where the choice of an action either prevents learning or reinforces existing beliefs without testing them.”

The key point, in my view, is to maintain an open and critical mindset in reading, interpreting, critiquing, applying, and discussing course materials. Recall the old adage: “If all we have is a hammer, everything will appear to be a nail.”

Required BooksMartin, R. 2007. The Opposable Mind (TOM), HBS Press. Gladwell, M. 2008. Outliers, Little Brown.

Student Learning Objectives / Outcomes

Course Objectives

1. Develop a sound awareness and understanding of the literature on strategic leadership. 2. Be able to critically evaluate the literature on strategic leadership. 3. Be capable of synthesizing and integrating the strategic leadership literature and draw meaningful inferences and generalizations. 4. Develop the capability to apply the literature in leadership to organizations in a manner that will enhance organizational performance.

Outcomes / Achieving the Objectives

Course Assignments

Below are descriptions of the:A. Discussion BoardB. Case AnalysesC. Journal Article Analyses

A. Discussion Board (and Personal Introduction)

There will be one personal introduction worth 4 points, and 7 discussions worth 3 points each. 

Regarding each discussion board topic, post your initial thought no later than Thursday at 11:59 PM CST, and reply to at least two of your classmates no later than Sunday at 11:59 (CST). So, you should post a minimum of three times per online week. The length of your initial post should be between 1 and 2 pages. Present your discussion comments only in the body of the discussion forum. Do not attach a Word document.

Communication and interaction among class members provide invaluable knowledge and the understanding of complex topics as we learn from each other and model respect for one another's differences.

Examples of constructive participation include:-insightful, substantive comments-the raising of thoughtful questions (in fact, challenging one another) -the sharing of concepts and building on the comments of others

Regarding the above statement, “insightful, substantive comments”, this means you need to do more than simply quote and cite a source. See the rubric below for more information regarding this It also means saying significantly more than ‘Wal-Mart has good pricing and but its parking lot is always full’, or ‘I agree, Betty’, or ‘Good post, Bob’. Regarding the last weak type of post, as your instructor, let me ask all of you this: If you feel your classmate’s statement is a “good post”, then what represents a “bad post”? What is a “mediocre post”? Therefore avoid these softball rejoinders.

Regarding the above statement, “the raising of thoughtful questions”, do strive to debate others' viewpoints. Cream puff-style compliments should be avoided, as this course is not intended to be a gathering of the mutual admiration society. Disagree and challenge each other. For example, add statements like:-I disagree…-My view is that the opposite is true... -I have found that...

Regarding the above statement, “sharing of concepts and building on the comments of others”, your response should move the conversation forward by adding to the posts of others. For example, add content like “to complement your statement about Home Depot inventory control, let me add that I have concluded that the firm also uses a penetration pricing strategy with its home appliance products”.

Missed discussion board topics cannot be made-up. This is like walking a day late into a staff meeting at your place of employment. Empty chairs are all you will encounter.

Points will be reduced if your initial post is made after Thursday. If any posts are made after 11:59 PM CST Sunday, they will not receive credit.

As an aside, during the first week of class (when you share your background), you only need to post once. There is not a requirement that you reply to others’ posts. Also, the Rubric for the Discussion Board (below) does not apply and this week is the only time wherein this limited posting level applies.

Below is the rubric for discussion board. Besides evaluating the parameters of “writing quality”, “timeliness” and “quantity”, two additional components will be evaluated. They are:

1. Course Readings Tie-in and Managerial Implications--this has two parts.

a) Post material quoted or paraphrased from the course readings (found anywhere in course) that relates to the week’s discussion board (including citations), andb) State the managerial implications of what you posted. UT-T emphasizes the importance of critical thinking. Following is how you can show your ability to think critically.  In addition to making a series of fact-based and data-based statements, add managerial implications statements. In the past, I have had students inform me that they used managerial implications statements in their jobs to show their ability to help their employers in a strategic manner. In terms of managerial implications, you must answer one of the questions listed below. You must use bold and label your statement as “Managerial Implications” to ensure it is easy for me to find.  If you do not use a bold “Managerial Implications“ as a lead-in, I will take off points.

In addressing managerial implications, please answer one of the following questions.i. "So what? What does my post (e.g. sharing a relevant course reading source) mean relative to this module’s discussion question?”ii. "What issues or questions does my post (e.g. sharing a relevant course reading) raise for further discussion?'iii. “How might I use my post (e.g. sharing a relevant text) to challenge classmates?” Be sure to include another student's statement, and then challenge it.iv. “How might I use my post (e.g. sharing a relevant course reading) to build on the comment(s) of another student?” Be sure to include another student's statement, and then react. 

2. Non-Course Readings Tie-in and Managerial Implications--this has two parts:

a) Post material quoted or paraphrased from non-course reading source (e.g., magazines, newspapers, journals—including citations), or from a personal experience that relates to the discussion subject, andb) State the managerial implications of what you posted. Identical to section 1b above, in addition to making a series of fact-based and data-based statements, add managerial implications statements.  As stated in section 1b, you must answer one of the following questions. You must use bold and label your statement as

“Managerial Implications” to ensure it is easy for me to find.  If you do not use bold “Managerial Implications“ as a lead-in, I will take off points.

In addressing managerial implications, please answer one of the following questions.i. "So what? What does my post (e.g. relevant personal experience or relevant non-course reading outside source) mean relative to this module’s discussion question?”ii. "What issues or questions does my post (e.g. relevant personal experience or relevant non-course reading outside source) raise for further discussion?'iii. “How might I use my post (e.g. relevant personal experience or relevant non-course reading outside source) to challenge classmates?” Be sure to include another student's statement, and then challenge it.iv. “How might I use my post (e.g. relevant personal experience or relevant non-course reading outside source) to build on the comment(s) of another student?” Be sure to include another student's statement, and then react.

Rubric for Discussion BoardMeets Expectations Approaches

ExpectationsBelow

ExpectationsNo

Evidence

3pts 2pts 1pt 0ptsCourse ReadingTie-in

One post: a) links concept to course reading b) uses managerial implications

One post: a) links concept to course reading b) does not use managerial implications (or vice versa)

Posts show no evidence of: a) linking concept to course reading b) the use of managerial implications

Did not participate.

Outside Tie-in

One post: a) links concept to cited non-course reading material or personal experience b) uses managerial implications

One post: a) links concept to cited non-course reading material or personal experience b) does not use managerial implications (or vice versa)

Posts show no evidence of: a) linking concept to non-course reading material or personal experience b) the use of managerial implications

Did not participate.

Writing Quality

Writing is well organized, clear, concise, and focused; no errors.

Some significant but not major errors or omissions in writing organization, focus, and clarity.

Numerous significant but not major errors or omissions in writing organization, focus, and clarity.

Did not participate.

Time-liness of Posts

Initial post on or before deadline (Thursday).

Initial post 1 day late (Friday).

Initial post 2 or more days late (Saturday or

Did not participate

Sunday).(W2,4.5,7 =15 Pt)

(W8 = 5 Pt)(W2,4,5,7 = 10 Pt)

(W8 = 3 Pt)(W2,4,5,7 = 5 Pt)

(W8 = 1 Pt)0 Pt

Qty ofPosts

Initial post and two other posts.

Initial post and one other post.

Initial post only. Did not participate.

B. Case AnalysesThere will be two Case Analyses due in the course. They will be posted in Blackboard after the class starts.

Format:There is a required Case Analysis Format and it is posted below. Failure to use it will result if an automatic 20% point reduction.  This case analysis approach may differ from other case analysis instructions you may have used.  You are expected to analyze the case as presented, and not what may have happened since the case was written.  Do not research company or product information on the internet. Length is to be at least two but not more than four pages, using 12 Times New Roman font, double-spaced.

Rubric:There is also a Rubric for Case Grading and is posted below. Please refer to it, as I will grade accordingly.

Submission:Please submit the case analysis into the Assignments Folder of Blackboard. Please put your name at the top of the first page of the case (no cover page).

Here are two important requirements:

-When you submit this through Blackboard via the “Assignment” section, you must PASTE your case analysis in the comments section. Also attach a Word document, which I can open if I there is a question about your format. If you do not paste, I will deduct 6%. Tips for pasting will be posted in the BB classroom.

-When you attach the Word document, label it as follows: “Course name, Your last name, Assignment name” (e.g., MANA 545, Doe, Case Analysis II). If you do not do this, I will deduct 6%.

Case Analysis Format(required)

 Here is a hypothetical (and whimsical) case that can serve as a template. 

No Land on Which to Build

1. Problem Identification

State the problem(s) or issue(s) in one to three sentences. For example:No land exists to build an addition to the plant. This is because of the swampy river bottom on adjacent property.

2. Analysis of Problem(s)Critically analyze the problem(s) or issue(s) without parroting the case. Do so in no more than one or two paragraphs.

3. Alternative SolutionsDescribe the alternative solutions. Evaluate each with pros and cons. See examples a - d below. The pro/con analysis should address how well each alternative might solve the problem/issue. The pro/con analysis should also describe the impact of each potential solution on the company. For example, what might be the impact, if any, on company resources?

a. Alternative 1: Drain the swamp.Note: Use complete sentences when listing of alternatives and pros/cons.  You must have more than one alternative.                      Pros-Iiiiii Cons--iii

b. Alternative 2: Build a dam.Pros--iiiCons--iiiiii

c. Alternative 3: Wait for a miracle.Pros--Cons--

d. Alternative 4: Don’t build the addition in this location. Pros--Cons—

4. Conclusion(s)Clearly state the 'take-aways'

5. Recommended Action(s)Indicate which alternative(s) you recommend...Alternative #1?  Alternative #n?  

6. Ethical and Social ResponsibilityDiscuss the ethical and social responsibility dilemmas, if any, of your recommendation(s).

List references, even though the identity of the case is known. Also cite.

Rubric for Case GradingGradingDimension

Level of Quality PointValue

Poor Average Excellent

Strategic Component

A. ProblemIdentification Case analysis does

not demonstrate clear identification of the problem(s). Instead a rambling description of facts and data is presented Symptom(s) of the problem may instead be identified.

Moderately rambling statement of the problem is made with the inclusion of extraneous facts and data.

Clear and crisp identification of the problem(s) is stated.

10%

B. Analysis of theProblem

The section communicates a superficial grasp of the economics (or other relevant elements) of the problem, with corresponding lack of relevant detail.

The economics (or other relevant elements) of the problem are identified. The level of aggregation may not clearly fit the context or the rationale may lack clarity and necessary detail.

Complete and concise description of the economics (or other relevant elements) of the problem, with appropriate level of detail.

10%

C. Alternative Solutions

The section a) displays no alternative solutions and/or b) lacks a sufficient quantity of alternative solutions and/or c) displays alternative solutions having no bearing on the problem

A moderate improvement in the level analysis is made, compared to the cell shown on the left.

Complete, logical and crisply-written alternative solutions are presented.

10%

D. Pros and Cons of Superficial A moderate Complete and 10%

Alternatives evaluation is done of the advantages and disadvantages of each alternative. The section fails to demonstrate mastery.

improvement in the level analysis is made, compared to the cell shown on the left.

crisply-written analysis of the advantages and disadvantages of each alternative is displayed.

E. Conclusion(s) No conclusion is drawn or the one presented does not list key take-aways.

A moderate improvement in the level analysis is made, compared to the cell shown on the left.

An over-arching conclusion is drawn from the pros and cons. Key take-aways are provided.

10%

F. Recommended Action(s)

The recommendations may be too vague, do not provide enough detail or are inadequate to address the strategic issues identified.

The recommendations are fitted to issues but may not be clearly and concisely described. There may be some ambiguity that could inhibit their evaluation and implementation.

The recommendations are fitted to specifically identified issues and are clearly and concisely described - lending themselves to evaluation and implementation.

10%

G. Ethical and Social Responsibility

The ESR content is either missing or too generic and/or poorly defined to provide a guiding principle to the firm.

A moderate improvement in the level analysis is made, compared to the cell shown on the left.

The ESR content provides inspiring and compelling direction to the firm in terms of how to act on the recommendations and still remain a conscientious citizen within its environment.

10%

_________ _________ _________ _________ ____

Written ComponentH. Documentation& Formatting A quality case

analysis will include:-Citations which are tied to references or a bibliography. Bibliographies / references by themselves are not

7%

sufficient.

I. Organization& Cohesiveness

A quality case analysis will:-Be written as though it will be submitted it to a busy executive in your organization. (Visualize him/her reading it while in an airport-bound UBER vehicle.)-Enable the executive to find and follow points effortlessly. -Include headings and/or subheadings

7%

J. Mechanics A quality case analysis will:-Be written as a formal essay using full sentences and paragraphs (except if an outline format is requested); Q & A format will not be used-Use only third person (i.e., do not use “I”, “we”)-Refer to a firm, organization, or country as a single legal entity, use the singular form. For example,  IBM is an “it” and not a “they”. -Have no incorrect spelling (e.g., its vs. it’s; effect vs. affect)-Feature good word usage / grammar (e.g., do not combine a singular subject w/ a plural verb)

8%

-Use consistent capitalization (e.g., upper and lower case will not be used randomly)-Be free of punctuation, grammatical, or style errors not mentioned above

K. Content A quality case analysis will:-Be organized in a way that follows the flow of topics found in the assignment (e.g., if the task asks for the analysis of points I, a, b, c and II, a, b, c, then your essay should follow this approach. -Be void of incomplete sentences (i.e., the analysis should make sense)-Contain significant original thought and not simply be a stream of quoted material-Feature relevant illustrations or examples to support dangling statements

8%

Total 100

C. Journal Article Analyses

Students will turn in two Journal Article Analyses. Find a scholarly journal article on a topic related to strategic leadership processes. If you use a popular journal, your will lose

10%. Examples of scholarly journals dealing with strategic management concepts include, but are not limited to:

Academy of Management Journal Academy of Management Review Administrative Science Quarterly Entrepreneurship Theory and Practice Harvard Business Review Journal of Applied Psychology Journal of Business Venturing Journal of Management Journal of Management Studies MIT Sloan Management Review

Organization Studies Organizational Behavior and Human Decision Processes Research Policy Strategic Entrepreneurship Journal Strategic Management JournalOrganizational DynamicsAcademy of Management PerspectivesAcademy of Management ExecutiveOrganization Science

As an aside, scholarly journals are written by and for faculty, researchers or scholars, use scholarly or technical language, tend to be longer articles about research, include full citations for sources, and are often refereed or peer reviewed (articles are reviewed by an editor and other specialists before being accepted for publication).

On the other hand, popular journals are intended for the general public, and their journalists may have some knowledge of a field, but are usually not academic experts. Examples of popular journals are Fortune and Fast Company.

Required Format:a) Introduction (assume reader has no idea about assignment, so explain its purpose) b) Pertinent background information (optional; only if perspective needed)c) Central issue of the article (as it relates to strategic leadership processes)d) Relate your analysis to at least one point from the Martin or Gladwell books (& cite)d) Key findings of article (in no more than 50 words)

Failure to use the above format will result in a 6% point reduction. This is to be written as a formal essay, with headings and paragraphs. Unlike in the three case analyses, do not use bullet points. Length is to be at least two but not more than four pages, using 12 Times New Roman font, double-spaced. Further instructions will be uploaded in a separate document.

Submission: Please submit the journal article analyses into the Assignments Folder of Blackboard. Please put your name at the top of the first page of the case (no cover page).

Here are two important requirements:a) When you submit this through Blackboard via the “Assignment” section, you must PASTE your case analysis in the comments section. Also attach a Word document, which I can open if I there is a question about your format. If you do not paste, I will deduct 6%. Tips for pasting will be posted in the BB classroom.

b) When you attach the Word document, label it as follows: “Course name, Your last name, Assignment name” (e.g., MANA 545, Doe, Journal Article Analysis II). If you do not do this, I will deduct 6%.

Below is the rubric used.  For example, use headings to separate the format components a through e.

Please note that my goal is to help you write a crisp, analytic, action-oriented, mistake-free document…one that a Sr VP or CEO would read with interest (and not set aside for the circular file).  Furthermore, I feel that within our professional working environments (or the environments to which we aspire), we must write documents that reflect our level of education.

Please maintain this perspective:   a) Similar to when preparing a fine dining experience, presentation is just as important when writng a business document.  b) The rubric primarily covers concept evaluation---if you look below it is a 75% component of the entire grading.  So, if zero points were taken away points in this category, then your concepts were solid.

Refer to this as you compose your papers. 

Rubric for Journal Article Analysis

Documentation& Formatting  

6% A quality paper will include:*Formatting which meets your university’s required protocol (e.g., APA)*An formal introduction (unless the assignment asks for an executive summary or for an outline). The intro needs to include a statement that says: “this paper will address….” or “the following analysis will”*A conclusion which should be a compelling wrap-up, and share key ‘ah-haas’ or ‘take aways’*Citations which are tied to references or a bibliography.  Bibliographies / references by themselves are not sufficient.

Organization& Cohesiveness   

4% A quality paper will:*Be written as though it will be submitted it to a busy executive in your organization. (Visualize him/her reading it while in an airport-bound UBER vehicle.)*Enable the executive to find and follow points effortlessly.

*Include headings and/or subheadings

Mechanics  

15% A quality paper will:*Be written as a formal essay using full sentences and paragraphs (except if an outline format is requested); Q & A format will not be used*Use only third person (i.e., do not use “I”, “we”)*Refer to a firm, organization, or country as a single legal entity, use the singular form. For example,  IBM is an “it” and not a “they”.*Have no incorrect spelling (e.g., its vs. it’s; effect vs. affect)*Feature good word usage / grammar (e.g., do not combine a singular subject w/ a  plural verb)*Use consistent capitalization (e.g., upper and lower case will not be used randomly)*Be free of punctuation, grammatical, or style errors not mentioned above

Content  

75% A quality paper will:*Be organized in a way that follows the flow of topics found in the assignment (e.g., if the task asks for the analysis of points I, a, b, c and II, a, b, c, then your essay should follow this approach.*Be void of incomplete sentences (i.e., the analysis should make sense)*Contain significant original thought and not simply be a stream of quoted material*Feature relevant illustrations or examples to support dangling statements*Use managerial implications statements, where applicable, to answer these questions: “What does this mean to the senior management” or “So what?"  The purpose is to assist executives in making decisions. To help them  find these statements in your essay,  type “The managerial implications are” or use headings like MANAGERIAL IMPLICATIONS

Total 100%  

 Expectations of Students

Active participation is expected. This is an online course that demands each student demonstrate good time management, conscientious attention to deadlines and details, and good initiative and self-direction. While equivalent to classroom courses in terms of learning outcomes, competencies, and instructor expectations, this online approach may be new to you. A student choosing to take this online course must have the following skills and technological capabilities:

-Access to the reliable Internet and UT-T Blackboard-UT-T email address (that you check regularly)-General knowledge of email and file attachments; and-Willingness to fully participate in this online learning environment-Your active participation in online class discussion and other class activities is essential for success. -Creative thinking, provocative questions, and shared insights are highly valued to create a productive learning environment, so your sustained and sincere participation is both expected and needed.

University Policies

Academic Integrity PolicyThis course upholds the values of the university policy on scholastic dishonesty. Any student found guilty of dishonesty in academic work shall be subject to disciplinary action. See current UT-T documents for more information:

Other Student ResponsibilitiesAny disagreements about grades must be submitted in writing within 10 days of when the grade is posted.

Online Week DefinitionEach online week begins on Monday morning and ends Sunday at 11:59PM CST.

Course Policies

Grading and Student Evaluation

  Points Post Bio – due by 11:59pm Sunday 1/22 4

Discussion (3 pts each for 7 weeks)  21 

Case Analysis I - dueby 11:59pm Sunday 2/12 15

Case Analysis II - dueby 11:59pm Sunday 3/19 25

Journal Article Analysis I – due by 11:59pm Sunday 2/16

15

Journal Article Analysis II – due by 11:59pm Sunday 4/2

20

TOTAL  100

Grades will be assigned according to the +/- system using the following scale. 97% and above = A+92 - 96 = A90 - 91 = A-87 - 89 = B+82 - 86 = B80 - 81 = B-77 - 79 = C+72 - 76 = C70 –71 = C-67 - 69 = D+62 - 66 = D60- 61  = D-59 and below = F            Note: 0.5 and above rounds off to higher number, below 0.5 to the lower number.  For example, if you get exactly 91.64% of the points, you will receive an “A”.  If you get 91.44%, you will receive an “A-.”

DeadlinesAll deadlines are firm. Once a deadline has passed, you will not receive credit for any assignments you turn in and will receive a zero for that portion of the grade. 

Make-up/Extra CreditI do not allow make-up/extra credit.

IncompletesI do not allow incompletes.

Course Schedule

Session 1 – Wk 1/17/17

Course Overview and Key Concepts: Food for Thought only: What are the implications of the quotes on the first page of the syllabus for strategic management?

Readings:TOM (Chapters 1 & 2)

Discussion:Post your Introduction/Bio—worth 4 points (deadline: 11:59pm, Sunday, 1/22)

+++++

Session 2 – Wk 1/23/17

Leadership vs Management I

Readings:1. Davis, M. 1971. That‘s Interesting!, Philosophy of Social Science, 1: 309-344. http://journals.sagepub.com.ezproxy.uttyler.edu:2048/doi/abs/10.1177/0048393171001002112. Lockwood, C., Keats, B. & Dess, G. 1989-90. Bridging the StrategyResearch and Practice Gap: A Suggested Pedagogy, Organization BehaviorTeaching Review, 14: 82-96.http://journals.sagepub.com.ezproxy.uttyler.edu:2048/doi/abs/10.1177/1052562989014001093. Zergen, J. H. et. al. 2011. Making yourself indispensable, Harvard BusinessReview, 89 (10): 84-90.https://ezproxy.uttyler.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edspub&AN=edp32090&site=pfi-live This link provides access to all HBR articles. Once you are in, click on “Business Source Complete” As the citation above shows, search for this article by clicking 2011, volume 89, issue 10.

Class: If you have trouble accessing any of the above (or subsequent) articles, email Margo Duncan, Head of Library Systems, mduncan@uttyler.edu She has a copy of the syllabus

Discussion:Post @ DQ Wk 1/23/17

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Session 3 – Wk 1/30/17:

Leadership vs Management II

Readings1. Rowe, W. G. 2001. Creating Wealth in Organizations: The Role of StrategicLeadership, Academy of Management Executive, AME, 15(1):81-94.

http://web.a.ebscohost.com.ezproxy.uttyler.edu:2048/ehost/detail/detail?vid=3&sid=d73d304e-96af-4818-be98-f16cc50daada%40sessionmgr4006&hid=4106&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=4251395&db=bth2. Drucker, P.F. 2006. What executives should remember, Harvard BusinessReview, 84(2):142-152.http://web.a.ebscohost.com.ezproxy.uttyler.edu:2048/ehost/detail/detail?vid=3&sid=53c056aa-6e6f-452a-9471-2fc4d4b87434%40sessionmgr4007&hid=4204&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=19406207&db=bth3. Row, H. February/March, 1998. Is Management for Me? That is theQuestion, Fast Company: 50-51. 4. Mitchell, R. June 1999. How to Manage Geeks, Fast Company: 174-180.

Discussion:Post @ DQ Wk 1/30/17

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Session 4 – Wk 2/6/17:

Visionary and Transformational Leadership I

Readings1. TOM (Chapters 3 & 4)2. Ibarra, H. & Obodaru, O. 2009. Women and the Vision Thing. HarvardBusiness Review, 87(1): 62-70.

Case Analysis I DueDeadline is 11:59pm Sunday 2/12

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Session 5 – Wk 2/13/17:

Visionary and Transformational Leadership II

Readings1. Pink, D.H. July 2003. How to Make Your Own Luck, Fast Company: 78-82. (OPTIONAL) Instructor will pass out notes for readings 5, 6, & 7.2. Kirsner, S. May 2000. Faster Company, Fast Company: 162-166, 168,170, 172. 3. Rubin, H. November 1999. Only the Pronoid Survive, Fast Company: 330-348.

Discussion:

Post @ DQ Wk 2/1317

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Session 6 – Wk 2/20/17:

Values and Ethical Leadership I

Readings1. TOM (Chapters 5 & 6)2. Goleman, D. November/December 1998. What Makes a Leader? HarvardBusiness Review, 76: 93-102.

Journal Article Analysis I Due:Deadline is 11:59pm Sunday 2/16

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Session 7 – Wk 2/27/17:

Values and Ethical Leadership II

Readings1. Teitelbaum, R. July 21, 1997. Tough Guys Finish First, Fortune, 82-84.Question: Any ethical considerations?2. Trevino, L.K. & Brown, M.E. 2004. Managing to be Ethical: DebunkingFive Business Myths, Academy of Management Executive. AME, 18(2):69-83. (and commentary).

Discussion:Post @ DQ Wk 2/2717

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Session 8 – Wk 3/6/17:

Leadership: Taking a Broader Stakeholder Perspective I

Readings:1. Porter, M. E. & Kramer, M. R. 2011. Creating shared value, HarvardBusiness Review, 89 (1/2): 62.77.2. Lubin, D. A. & Esty, D. C. 2010. The sustainability imperative, HarvardBusiness Review, 88(5): 42-50.

Case Analysis II DueDeadline is 11:59pm Sunday 3/19

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Spring Break – Wk 3/13/17

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Session 9 – Wk 3/20/17

Leadership: Taking a Broader Stakeholder Perspective II

Readings:1. Gupta, A. 2011. The relational perspective of East meets West: Acommentary. Academy of Management Perspectives, 25 (3): 19-27.

Discussion:Post @ DQ Wk 3/2017

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Session 10 – Wk 3/27/17

Post-Heroic Leadership/Empowerment I

Readings:TOM (Chapters 7 & 8)

Journal Article Analysis II Due:Deadline is 11:59pm Sunday 4/2

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Session 11 – Wk 4/3/17

Post-Heroic Leadership/Empowerment II

Readings:1. Ghoshal, S. and Bruch, H. 2004. Reclaim your job, HarvardBusiness Review, 82(3): 41-45.2. Argyris, C. May/June 1998. Empowerment: The Emperor‘s New Clothes,Harvard Business Review, 76(3):98-105.3. Quinn, R.E. & Spreitzer, G.M. Autumn 1997. The Road to Empowerment:Seven Questions Every Leader Should Consider, Organizational Dynamics,37-50.

Discussion:

Post @ DQ Wk 3/27/17

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Session 12 – Wk 4/10/17

Leadership: Careers and Networking I

Readings:1. Outliers, Introduction, Chapters 1 & 22. Jones, G. 2008. How the Best of the Best Get Better and Better, HarvardBusiness Review, 86(6): 123-127.

Discussion: Post @ DQ Wk 4/10/17

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Session 13 – Wk 4/1717

Leadership: Careers and Networking II

Readings:1. Outliers, Introduction, Chapters 3 - 52. Uzzi, B. & Dunlap, S. 2005. How to build your network. Harvard BusinessReview, 83(12):53-60.Course Syllabus Page 103. Ready, D.A. et.al. 2010. Are you a High Potential? Harvard BusinessReview, 88(6): 78-84.4. Schwartz, T. May 2000. Life/Work, Fast Company, 330, 332, 334.

No Discussion nor Written Assignments Due

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Session 14 – Wk 4/24/17

Leadership: Leveraging Resources to Create Value

Readings:Outliers (Chapters 6 – Epilogue)

Discussion: Post @ DQ Wk 4/24/17

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1. Source: Picken, J. and Dess, G. 1997. Mission Critical: Seven Common Strategic Mistakes that Derail Even the Smartest Companies. Burr Ridge, IL: Irwin Professional Publishing.