Spring 2017

MGMT 4381 - Course Title Course Description/Overview Description: No course can categorically claim to create a leader of any type, this course is no exception. Leaders are not "born" but are developed through a construct of crucible events and learning experiences that accentuate or suppress certain components of leadership. This course is intended for students who are interested in improving their leadership capacity through life-long learning experiences.

Prerequisite Knowledge None

Course Technology Use of BlackBoard, proficienty in MS Word and MS PowerPoint or their equivalents.

Class Meeting Times Thursdays, 2:00 p.m. – 4:00 p.m.

Technical Support The Technology Service Center (TSC) may be contacted by calling (325) 942-2911 or 1866-942-2911 or by email at [email protected]

Faculty Information Ronnie Hawkins, Special Instructor Brian Kulik, Associate Professor and Department Chair Office: Brian is located in RAS 212B Phone: 425-749-8192 (Brian’s cell) E-Mail: [email protected]; [email protected]; [email protected] Office Hours: Brian is generally available from ~8:30 a.m. to 5:00 p.m. Monday through Friday

Course Objectives Learning Objectives: Upon completion of this course, students will be able to... 1. Describe the transition components between direct-level leadership to operationallevel leadership. 2. Demonstrate development as an adaptive organizational leader who successfully deals with complexity, ambiguity, and uncertainty associated with future operational environments.

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3. Demonstrate development as a self-reflecting analyst, as the student explores and assesses her/his own strengths and weaknesses, in order to arrive at an explanation of how past successes and failures have contributed to the student’s development as a leader. 4. Be able to explain how leadership development requires life-long learning.

Assessment Methods Mid-term exam, final paper, class participation

Course Textbook and Required Readings Warren Bennis (2009), On Becoming a Leader (4th edition), New York: Perseus. ISBN-13: 978-0465014088 ISBN-10: 0465014089 Bill George (2015), Discover Your True North (2nd edition), Hoboken, NJ; Wiley. ISBN-10: 1119082943 ISBN-13: 978-1119082941 Other readings – selected case studies – will be assigned in a timely manner as needed and will be provided to you as PDF, in MS Word format, or as a link to an online resource.

Grading Policies This course employs the following to measure student learning.

Grade Calculations

Percent of Grade

Due

Mid-term exam

45%

8th week of class.

Final paper

45%

16th week of class

Class participation

10%

Every week of class.

Angelo State University employs a letter grade system. Grades in this course are determined on a percentage scale: A = 90 – 100 % B = 80 – 89 %

Spring 2017

C = 70 – 79 % D = 60 – 69 % F = 59 % and below.

Response Time The mid-term exam will be returned the next class period; emails will be responded to within about 72 hours.

Missed/Late Work You must complete all assignments. If you do not complete an assignment, you will receive an "F" for that portion of the assignment.

Participation/Absenteeism Unless excused, absenteeism will result in a score of “0” for class participation for that week.

Final Exam

Course Policies Academic Honesty and Integrity Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding and complying with the university Academic Honor Code, which is in both print and web versions of the ASU Student Handbook. Academic integrity is expected. This includes, but is not limited to, any form of cheating, plagiarism, unauthorized sharing of work, or unauthorized possession of course materials. The professor assumes that all students can be trusted. Please do no violate this trust. Violation of academic integrity will result in a failing grade for the course. It is the professor’s intention to be as fair and impartial as is humanly possible. Therefore, all students will be asked to adhere to the same set of guidelines and rules UNLESS there are disabilities or documented extenuating circumstances that have been discussed with the professor and the Student Life Office. Please make sure you inform the professor as soon as any situation arises. Do NOT wait until the problem is compounded by poor class performance, poor attendance, etc.

Code of Ethics Students, faculty, administrators and professional staff of the College of Business should always:     

Be forthright and truthful in dealings with all stakeholders Take responsibility for one’s actions and decisions Serve as an example of ethical decision-making and behavior to others Admit errors when they occur, without trying to conceal them Respect the basic dignity of others by treating them as one would wish to be treated

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Courtesy and Respect Courtesy and respect are essential ingredients to this course. We respect each other's opinions and respect others points of view at all times while in our class sessions. The use of profanity and harassment of any form is strictly prohibited (Zero Tolerance), as are those remarks concerning one's ethnicity, life style, religion, etc., violations of these rules will result in appropriate disciplinary actions.

Accommodations for Disability ASU is committed to the principle that no qualified individual with a disability shall, on the basis of disability, be excluded from participation in or be denied the benefits of the services, programs or activities of the university, or be subjected to discrimination by the university, as provided by the Americans with Disabilities Act of 1990 (ADA), the Americans with Disabilities Act Amendments of 2008 (ADAAA), and subsequent legislation. Student Affairs is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student’s responsibility to initiate such a request by emailing [email protected], or by contacting: Mrs. Dallas Swafford Director of Student Development Office of Student Affairs University Center, Suite 112 325-942-2047 Office 325-942-2211 FAX [email protected]

Student absence for religious holidays As stated in the Angelo State University Operating Policy and Procedures (OP 10.19 Student Absence for Observance of Religious Holy Day), a student who intends to miss class to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence.

Course Drop To view information about how to drop this course or to calculate important dates relevant to dropping this course, you can visit http://www.angelo.edu/services/registrars_office/course_drop_provisions.php.

Incomplete as a Course grade As stated in the Angelo State University Operating Policy and Procedure (OP 10.11 Grading Procedures), the grade "I" is given when the student is unable to complete the course because of illness or personal misfortune. For undergraduates, an "I" that is not removed before the end of the next long semester automatically becomes an "F". A graduate student will be allowed one year to remove a grade of "I" before it automatically becomes an "F". To graduate from ASU, a student must complete all "I's".

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Grade Appeal Process As stated in the Angelo State University Operating Policy and Procedures (OP 10.03 Student Grade Grievances), a student who believes that he or she has not been held to appropriate academic standards as outlined in the class syllabus, has experienced inequitable evaluation procedures, or inappropriate grading practices, may appeal the final grade given in the course. The burden of proof is upon the student to demonstrate the appropriateness of the appeal. A student with a complaint about a grade is encouraged to first discuss the matter with the instructor. For complete details, including the responsibilities of the parties involved in the grade appeal process and the number of days allowed for completing the steps in the process, see Operating Procedure 10.03 at: http://www.angelo.edu/content/files/14196-op-1003-gradegrievance.

Course Outline Week 1: The Components of Leadership For the first class, we will discuss how "Mastering the Context and Understanding the Basics" blend together into a cohesive and integrated segment, leading to the creation of a pattern for developing and accessing your leadership development. We will discuss your individual crucible events that have shaped your leadership experience(s) to date. Assignment: Prior to the first class, write a one-page paper (or e-mail) about why you want to take this course, and send it by e-mail to your professor, not later than midnight on Wednesday, January 20, 2016. Required Reading: Readings in “On Becoming a Leader” - Introduction, Chapters 1-2; “Discovering Your True North” - Chapter 3 Week 2: Instruments of Power (Political/Military/Industry) Attached Files: File Instruments of National Power Reading, Week 2.doc (92 KB) Individual Assignment: Readings in "Discovering Your True North": Introduction and Chapter 1; and Attachment: "Chapter 7: Instruments of Power" For this class, you will see how your life story defines your leadership paradigm versus leaders being born into existence. What events and individuals had the greatest impact on you? What IS your life story? Can you identify instances where you chose to not follow a particular leader and how did you receive feedback. Additionally, you will begin to look at the global dynamics of power, and how they also interrelate to the current national and local economic development. Week 3: The Dark Side of Leadership- -How Can Leaders Get Off Track Individual Assignment: Reading in "Discovering Your True North"- -Chapter 2, and the Exercise at the end of Chapter 2; Case Study: Narcissistic Leaders: The Incredible Pros, The Incredible Cons, HBR; https://hbr.org/2004/01/narcissistic-leaders-the-incrediblepros-the-inevitable-cons

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For this class, you will explore how leaders have taken a different course in their leadership journey. In so doing, you will need to juxtapose yourself into the readings and carefully consider whether you see yourself in each of the leaders from the readings and case study. This will require that you take an honest assessment of your current leadership characteristics, by attempting to see how others might see you. This will also become the building block to your final paper. Week 4: Vision, Goals, Action (Improving While Operating, the Paradox of Learning) Attached Files: File Improving_while_Operating_The_Paradox_of_Learning.pdf (569.022 KB) Individual Assignment: Readings in "On Becoming a Leader," Chapter 6; See Attachment: "Improving While Operating: The Paradox of Learning" For this class, you will discuss the differences between vision and goals, and the actions required to achieve them, while operating in a dynamic and ever-changing environment. The concept of the first report and product is usually not the last, you will determine how important it is for a leader to remain flexible in bringing the organization to the defined vision and goals. Week 5: Professional Development (Value and Importance of Networking/Social Media/LinkedIn Availability:Item is not available. Individual Assignment: To Be Provided Week 6: Abuses of Power Individual Assignment: "Managing Oneself," Peter Drucker- -E-Reserve; select a leader from the business or military environment and provide a 1-2 page paper on their apparent abuse of power. What were the warning signs? What was the environment? How would you see yourself leading differently today given the readings to date, and your own personal moral compass? Be prepared to share your thoughts in class by giving a 3-5 minute presentation and addressing a 3-5 minute Q & A period. Week 7: What Leaders Really Do (Moving Up the Ladder) Individual Assignment: "How Emotional Intelligence Became a Leadership Skill," HBR; Readings in "Discover Your True North," Chapter 4; Complete the exercise: "Knowing Your Authentic Self;" "Adaptive Leadership," BCG: "New Leadership Rules," BCG. In this class, you will explore what leaders should do to motivate a workforce; and how important it is to see the accomplishment of the vision and objectives through the lens of the subordinate. You will explore how leaders should never remain constant in their approach to leadership. Be prepared to discuss and support your position on the type of leader that is needed in a global society, and particularly within the framework of the millennial generation. What are the noted differences in at least two geographic sections of the world today?

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Week 8: Case Study (12 O'clock High)/Midterm Individual Assignment: "Tipping Point Leadership," HBR: "How Emotional Intelligence Became a Leadership Skill," HBR: Readings in "On Becoming a Leader," Chapter 3- complete the Midterm Exam. For this class, you will look at the movie, "12 O'clock High," from a leadership perspective to see how the components of leadership from the first seven weeks of the class are displayed across the spectrum of leadership (formal and informal). Be prepared to take notes on the different leadership styles that are presented, and synthesize the good/bad leadership characteristics in your final paper. Week 9: Social Etiquette- -Working the Room Availability:Item is not available. Individual Assignment: Professional Development- -to be provided Week 10: Communication versus Collaboration Individual Assignment: Readings from "Discover Your True North," Chapters 5 and 6; "On Becoming a Leader," Chapters 7 and 8 For this class, you will begin to codify your values and principles such that you will not only be able to communicate them, but will be able to live by them during periods and times of adversity as well as success. There is a distinct difference between communicating with someone or a group of people and collaborating with them. The concept of telling someone what to do and getting someone to do it, while possibly similar, is not the same. You will explore what it means to lead versus manage, and how to avoid the "Abilene Paradox". Week 11: Leadership in a Global Sense Individual Assignment: Readings from "Discover Your True North," Chapters 9 and 12; Exercise on Developing GQ; Students will complete the Myers/Briggs Assessment. For this class, you will discuss the dynamics associated with living and working in a global environment, regardless of your location. In a world of instant connectivity and social media, it is important for leaders to recognize that in the future, businesses will only succeed by serving all the people of the world equitably, while also contributing to their societies. Completing the Myers/Briggs Assessment will give each student an opportunity to determine their strengths and potential areas to concentrate on in the future. Week 12: Professional Development LAB- -An Evening Out Availability:Item is not available. Individual Assignment to be determined. Week 13: Criticism (Constructive/Negative)- -Meyers /Briggs Feedback Individual Assignment: Readings from "Discover Your True North," Chapters 7 and 10.

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For this class, you will receive feedback regarding your respective Meyers/Briggs Assessment. You will also begin to internalize the importance of having a strong support team who also knows your True North. You will explore the concept and importance of having a close relationship with someone or a group of people who you can confide in during times of uncertainty and failure. All leaders need that "one person" who will hold up a mirror and tell the leader when they have strayed from their True North. Week 14: Professional Development- -Value of the Spoken Word Availability:Item is not available. Individual Assignment: Each student will be required to deliver a 3-5 minute impromptu motivational speech on a topic of their choice. Week 15: Diversity, Mentoring, and Managing Yourself Individual Assignment: Readings from "Discover Your True North," Chapters 8 and 11; "Diversity Matters," McKinsey Company; "Managing Your Energy, Not Your Time," HBR. In this class, you will discuss the importance of diversity from a business as well as social perspective. In a global society, where it has been proven that diverse organization outperform non-diverse organizations, it is important for leaders to understand the nuances and reasons for that being the case. Be prepared to discuss and support your position on issues surrounding Unconscious Implicit Bias and its impact (positive or negative) on an organization. Leaders must also recognize the importance of managing their energy as much if not more than they manage their time. Week 16: FINALS Individual Assignment: Complete the Final Paper