Reading material:         

A packet of readings will be used and found in Blackboard.

Course Overview and Objectives

Few topics in management literature have received more coverage than the topic of leadership (Bennis and Nanus,1997;Gardner,1995;Maxwell,2002; Conger, 2000; Kotter,2001; Burke, 2002).  A handbook lists over 7,000 books, articles, or presentations on the subject (Bass and Stogdill, 1990).  This breadth of coverage has raised important questions about the nature of leadership, its determinants and contingencies.  The voluminous literature alone points to the importance of an enhanced understanding of the topic and its valued corollary of team development.

Yet, few would claim that organizations suffer from too much leadership.  On the contrary, study after study provides evidence of inept leadership.  De Vries (2002), for example, estimated that the failure rate among senior executives in corporate America was about 50 percent during the decade of the 1980s.  Similarly, Hogan, Raskin, and Fazzimi (1990) reported that organizational climate studies since the mid-1950s routinely show that the majority of employees consider their immediate supervisor as the most stressful aspect of their job.  Might these findings partly account for the billions of dollars of lost productivity each year?

In light of such findings, our study of leadership and team development seems most fitting. We will part from the assumption that leadership can be learned, rather than having it be the exclusive domain of a mere few.  We will focus on key differences between management and leadership and also, on the importance of leadership in the context of effective team building. The emphasis will be on organizational change and the role that leadership plays in providing direction for this change.  Furthermore, we will discuss and gain expertise in collaborative and non-hierarchical strategies that facilitate team building such as systems theory, two-way communication and double-loop learning as alternatives to top-down behavior. 

MGT 412 will pursue a two-pronged approach: (a) it will provide the opportunity to think deeply and systematically about the development of leadership skills and the creativity, initiative and motivation critical to that development; and (b) it will allow for experiential learning and debriefing of the same.  The following three objectives will serve as guides:

            To acquire an understanding of the theoretical bases of leadership and team development through thoughtful and systematic analysis of both concepts in a conducive environment.

            To enhance the range of behavior by proactively seeking opportunities for taking the initiative rather than responding to them.

            To experience and observe change processes at close range, and analyze the impact of leadership and team development on the outcome of these processes.

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Grading Distribution

The letter grade earned during the semester will be derived from a cumulative point system with a maximum of 900 points to be allotted to four major course requirements: class participation, individual papers, team project, and final exam using the following distribution:

The cumulative average will then be pegged against the following grade scale:

A         93-100%

AB       88-92.99%

B          82-87.99%

BC         78-81.99%

C          70-77.99%

D         60-69.99%

F          < 60%

An ¡§A¡¨ grade can be obtained with almost perfect attendance (without missing more than one class), excellent verbal and nonverbal class contribution (bringing journal articles or news clippings related to topic under discussion), and refined written input that shows depth of understanding of leadership and team development noting its relevance to you and to the class.  An excellent evaluation on your leadership portfolio and teamwork is also required.

A ¡§B¡¨ grade can be obtained by consistent attendance (without missing more than two classes), and consistently strong verbal, nonverbal, and written input that shows a solid understanding of leadership and team development, and integration of course material covered in the readings and in class.  A high assessment in your leadership portfolio and teamwork is also required.

A ¡§C¡¨ grade can be obtained by marginal attendance (without missing more than three classes), and average competence in the analysis of the assigned topics whether these are verbalized or written, along with a fair assessment in your portfolio and teamwork as stated by two or more team members.

A ¡§D¡¨ grade will be given with marginal class attendance (without missing more than three classes), some verbal and written input with little thought or reflection of readings, an incomplete portfolio and lack of team collaboration as stated by two or more team members.

An ¡§F¡¨ grade will be given for inconsistent attendance (missing more than three classes), inconsistent verbal or written input, a marginal portfolio, and lack of team collaboration as stated by two or more team members, or misuse of another author¡¦s work (plagiarism) without giving written or verbal due credit.

Class Participation

Because this course is reflective and experiential, class participation is essential.  You and your classmates are expected to learn from each other. Your insight, concerns, and questions about leadership experiences are vital to your learning and your classmates¡¦ learning. Therefore, attendance composes part of your class participation grade along with exercises done related to topics under review. Listening to leadership examples, trading experiences, and examining leadership alternatives will help you develop your own leadership abilities. In this context, this course gives you a special opportunity for a more personal experience.  Make the investment, learn, and have fun!

Leadership Portfolio

The leadership portfolio will consist of both formal and informal writing assignments. In addition, it will serve to draw out the creative side of your personality.  The deadline for the completed portfolio is May 12.  However, portions of the portfolio will have earlier deadlines as noted below.  The portfolio should contain the following: 

¡P         An introduction to the portfolio and leadership definition.

¡P         A personal vision and mission statement based on two events that have left a lasting impression on you.

¡P         A synopsis of your leadership activities and style (to be done in exercises taken throughout the course).

¡P         A diary of a personally experienced change process you will undertake during the semester, including a clearly articulated diagnosis and strategy of change (due on March 3) and a minimum of five entries to be submitted on March 31 (2 entries) and April 21 (3 entries).  Each entry should be about 4 pages in length, indicating the challenge presented by the change undertaking and subsequent outcomes, giving special attention to your understanding of the change process and readings.  The richness of your observations will be primarily evaluated in these assignments.

¡P         An analysis of a biography of your choice using Howard Gardner¡¦s framework or another substantive leadership framework.  This assignment should be about 8 typewritten pages in length. (Due on March 24.)

¡P         A creative conclusion to the portfolio that provides a ¡§symbolic¡¨ representation that is an authentic expression of your self.  Surprise me! These can be a poem you have written, quotation reflections, annotations that bring your portfolio to life, clippings from current articles or newspapers with your observations that enable you to better understand your change process, and/or something meaningful about your leadership development. Have this final touch identify as worthwhile your leadership journey. (Due on May 12.)

Team Project

Your assigned task will be to lead one of the classes.  For this assignment, select your preferred theme from the list of classes scheduled between February 24 through April 28.  Draw on the assigned readings and submit any other pertinent outside readings which we can make available to the class. Your task will be to bring the topic to LIFE by leading a discussion or activity that enhances class learning and that contributes to your synopsis of  leadership activities and style for your leadership Portfolio.  Be proactive and creative in your approach.  You may invite a guest, prepare an exercise, organize an outing, and/or do a role-play or other simulation that makes the topic relevant to your learning process.

Final Exam

The final exam will be a comprehensive exam or activity that will require integration of the material assigned or covered in class.  What is most important is for you to make connections of your learning in a thought‑provoking and coherent way that shows full grasp of the readings and class discussions.

The best way to prepare for this final assessment is to keep up with the readings jotting down some your own ideas about them, and work diligently on your portfolio compiling materials of special interest to you from the very beginning of the course.

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Jan. 27               (1) Overview of course.  Discussion of psychological contract.

Feb. 3                 (3) Day-to-day Leadership

                           Readings:

¡P         Shriberg, Arthur; Lloyd, Carol; Shriberg, David; Williamson, Mary Lynn (1997) ¡§Modern Leadership Theories,¡¨ (1997) Practicing Leadership: Principles and Applications, New York: John Wiley & Sons, Inc.

Feb. 10               (2) Extraordinary Leadership

                           Video:¡§Gandhi.¡¨ Kindly plan to stay for an additional hour of class.

                           Readings:

¡P         Gardner, Howard (1995)  ¡§Introduction: A Cognitive Approach to Leadership¡¨ and ¡§Jean Monnet and Mahatma Gandhi,¡¨ Leading Minds, an Anatomy of Leadership, New York: Basic Books.

Written assignment based on video will be due February 17.

Feb. 17               (4) Understanding and Nurturing the Change Process

                           Readings:

¡P         Clawson, James G. (1999) readings from Level Three Leadership: Getting below the Surface, New Jersey:  Prentice Hall.     

¡P         Burke, W. Warner ( 2002 and 1994) readings from Organization Change: Theory and Practice, Thousand Oaks: Sage Publications and (1994)  Organization Development; Reading:  Addison-Wesley Publishing Company.

¡P         Reger, Rhonda K., Mullane, John V., Gustafson, Loren T., and DeMarie, Samuel M. (Fall/Winter 1992)  "Creating Earthquakes to Change Organizational Mindsets," The Columbia Journal of World Business.

Feb. 24               (5) Managing and Addressing Resistance to Change

Readings:

¡P         Clawson, James G. (1999) readings from Level Three Leadership: Getting below the Surface, New Jersey:  Prentice Hall.     

¡P         Burke, W. Warner ( 2002 and 1994) readings from Organization Change: Theory and Practice, Thousand Oaks: Sage Publications and (1994) Organization Development; Reading:  Addison-Wesley Publishing Company.

¡P        Senge, Peter M. (September 1999) ¡§Why Organizations still Aren¡¦t Learning¡¨ Training.

¡P         Pfeffer, Jeffrey (Summer 1996) ¡§Why Do Smart Organizations Occasionally Do Dumb Things?¡¨ Organizational Dynamics.

March 3     (6) Key Competencies of Leadership:  Vision, Competence, Ethics, and Initiative

                           Readings:

¡P         Bennis, Warren (1994)  "The Four Competencies of Leadership," An Invented Life: Reflections on Leadership and Change.

¡P         Covey, Stephen R. (1990) The Seven Habits of Highly Effective People, New York: A Fireside Book, Simon and Shuster.

¡P         Maxwell, John C. (1999) excerpts from The 21 Indispensable Qualities of a Leader, Nashville:  Thomas Nelson Publishers.

                           .

March 10            (7) Key Competencies of Leadership: Communication, Relationships, Servanthood

                           Readings:

¡P         Mintzberg, Henry (1999) ¡§Managing Quietly,¡¨ Volume 12,  Leader to Leader.

¡P         Rogers, Carl and Roethlisberger, F.J. (July-August 1952) ¡§Barriers and Gateways to Communication,¡¨ Harvard Business Review.

¡P         Kim, Daniel H. (June/July 1993) ¡§Levels of Understanding:  Firefighting at Multiple Levels,¡¨ The Systems Thinker.

¡P         French, John R.P. and Raven, Bertram (1959) ¡§The Bases of Social Power,¡¨ Studies in Social Power.

¡P         Graham, Jill W. (1995) ¡§Leadership, Moral Development, and Citizenship Behavior, ¡§  Volume 5, Issue 1, Business Ethics Quarterly.

March 17            Spring Recess!

March 24            (8) Biographical Analyses and Assessment Day

Verbal and written biographical analyses are due today.  Plan to give a brief presentation on the personality whose leadership you have chosen to research.

March 31            (9) Teambuilding

                           Readings:

¡P         Wright, David W., and Brauchle Paul E. (September 1994) "Team in Organizations: Facts and Myths,¡¨ and Conflict in Teams, Leveraging Differences to Create Opportunity,¡¨ Training & Development.

¡P         Maxwell, John C. (2002) excerpts from The 17 Essential Qualities of a Team               Player,¡¨ Nashville, Thomas Nelson Publishers.

April 7                (10) Leadership and Teamwork across Cultures

                           Readings:

¡P         House, Robert et al (2002) excerpts from the GLOBE Project, Volume 37, Journal of World Business.

¡P         Kim, W. Chan, and Mauborgne, Renee A. (July-August, 1992) ¡§Parables of Leadership,¡¨ Harvard Business Review.

April 14              (11) Women in Leadership

Readings:

¡P         Rosener, Judy B.(November/December 1990) ¡§Ways Women Lead,¡¨ Harvard Business Review..

¡P         ¡§Fifty Most Powerful Women,¡¨ (October 25, 1999) Fortune.

¡P         Helgesen, Sally (1995) excerpts from The Female Advantage, Doubleday.

. April 21            (12) A Home-Grown Example    

                           Guest Speaker:  (Pending confirmation.)

April 28              (13) Creativity and Honoring Personal Style

Readings:

¡P         Morgan, Gareth (1997) ¡§Picture Power,¡¨ Imaginization, Sage Publications, Thousand Oaks.

¡P         Additional readings to be announced.

May 5                 (14) Comprehensive Exam

May 12               Completed Portfolios due by 9:00 p.m.

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Writing Emphasis Requirements

Writing emphasis courses like MGT 412 are part of the General Education requirements at UW-La Crosse. All students are required to complete two writing emphasis courses as part of the general education experience.  These courses are part of a department's regular curriculum and have a writing-intensive component.  These courses require at least 50 pages of writing over the entire semester, at least 10 pages of which should be revised, polished prose.  The remainder of the writing in the course need not be held to rigorous standards of mechanical correctness.  Students write frequently--perhaps one or more times each week, and the writing may vary in length from a paragraph to a few pages.

Why are there writing emphasis courses?  Writing is an important way to learn, think and communicate.  Writing can help you to understand, consolidate and remember material.  Writing enables students to formulate, discover and revise their own ideas, thus making learning more personally meaningful and memorable.  And, of course, writing is an important means of communicating ideas to others.  A college education should insure that students be able to communicate their thinking clearly, precisely and cogently.  A writing emphasis course is an opportunity to learn through writing and further develop your writing skills.

Writing activities and assignments in this class.  There are two major forms of writing in this course.  One is informal writing in which you are the sole or primary audience.  The purpose of informal writing is to help you learn through writing.  For example, before each class period you can comment in your journals about the reading material in order to organize and develop ideas in preparation for class discussion.  Other types of informal writing include integrative summaries of class discussion, self-assessments, and occasional collaborative writing activities in which you compose a group response to a problem or issue.  In contrast, formal writing goes one step beyond informal writing.  It too is intended to enhance your learning and thinking, but also is intended to enhance your ability to communicate your ideas clearly and coherently.  Formal writing conforms to acceptable standards and rules of usage and mechanical correctness, and is written to an audience other than oneself or the teacher.  Consequently, revision is an integral part of formal writing since it is important to shape and adapt your ideas to the audience.  The major differences between informal and formal writing are the following:

Please note how these two types of writing are reflected in the following course assignments.

Individual Paper

In addition to the biography of a leader of your choice, you will be required to submit one individual paper using the formal writing style.  It should be 5 typewritten pages, double-spaced, drawing on the questions specified in the course outline.  The criteria for grading this and all other formal papers are the following:

Accurate referencing, in particular, merits an explanation  It means that when outside sources are used, the author(s) will be fully acknowledged.  There are a number of ways of referencing material.  When a section is directly extracted from a book, include quotations where applicable with specific page numbers, as for example:

    "......."  Senge, Peter M. (1990).  The Fifth Discipline.  New York: Doubleday        Currency, 121-125.

Or, when defining a term, you could state:

    According to Senge (1990), a learning organization is defined as "......" In a

    footnote or at the end of the paper you would then include the complete reference noted       above.

Please read the university policy on plagiarism and ask me if you are not sure about this matter, for failure to do so is considered a grave violation which can jeopardize a passing grade.