ON YOUR FEET – THINK, SPEAK, LEAD
SPRING 2014
MCOM-GB.2122
Three Sundays: February 23, March 2, and March 9th.
PROFESSOR PURDY
OFFICE: KMC 3-104
EMAIL: DPURDY@STERN.NYU.EDU
COURSE OVERVIEW
Business is changing at an unprecedented rate, becoming more global, dynamic, and collaborative. Emerging
leaders must adapt to that environment by understanding: 1) who they are, 2) what they do well, and 3) how to put
that to work with others. We’ve designed this class to help you do that, integrating your learning and experience,
and helping you embody the role of the leader. As one NYU graduate said, ‘Leadership cannot be taught, but it
can be learned’1 and through this course you will learn by getting on your feet – connecting with others,
developing ideas, and bringing them to life.
REQUIRED READINGS

Halpern and Lubar. Leadership Presence – Dramatic techniques to reach out, motivate, and inspire.
Penguin Group, 2003. Available at the NYU Bookstore or you can order it online.
RECOMMENDED READINGS


Russell and Munter. Guide to Presentations. 4th Edition. Prentice Hall, 2013.
Available at the NYU Bookstore or you can order it online.
Brown. The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace
Who You Are. Hazelden, 2010. Available at the NYU Bookstore or you can order it online.
Office Hours:
I am happy to meet with you outside of class. Just speak to me during a break or e-mail me and we will find a
time that fits your schedule.
NYU CLASSES
I use NYU Classes to post announcements; please check Announcements regularly. You can access NYU Classes
via Sternlinks, which is a subset of the Stern homepage. After each class, I post the slides on the Course
Documents folder and the URL of the class videos on the Class Videos folder. Please submit all assignments
using the Assignments tab.
INTEGRITY
I expect that you will abide by the letter and spirit of the Stern Honor Code.
http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505
1
Harold Geneen (Stern NYU ’35 and CEO of ITT). BrainyQuote.com, Xplore Inc, 2013.
http://www.brainyquote.com/quotes/quotes/h/haroldsge130673.html, accessed November 4, 2013.
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Professor Purdy
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ACADEMIC ACCOMMODATIONS
If you have a qualified disability and will require academic accommodation during this course, please contact the
Moses Center for Students with Disabilities (CSD, 212-998-4980) and provide me with a letter from them
verifying your registration and outlining the accommodations they recommend.
CLASS PARTICIPATION
Your participation grade is determined by three variables: the completion of the specified deliverables listed in
this syllabus, your attendance and your contribution in class. You can excel in the latter category in the following
ways:
•
•
•
•
Provide strong evidence of having thought through the material
Advance the discussion by contributing insightful comments and questions
Demonstrate interest in your peers’ comments, questions, and/or presentations
Share constructive feedback with your peers when appropriate
This class is about learning by doing. The more invested you are in what happens in the classroom – and how you
prepare for it – the more you will learn and the more others will learn from you.
LAPTOPS
AND OTHER ELECTRONIC DEVICES
Laptops are not permitted to be opened unless specific directions are given. Mobile phones and other electronic
devices (“anything with an on-off switch”) must be turned off during class.
STREAMING VIDEO
One of the most valuable ways to improve your presentation skills is to watch yourself on video. For this reason,
all of your presentations will be recorded to help assess areas of natural strength in delivery style as well as
options for enhancing overall technique. Video streams will be posted on NYU Classes.
ASSIGNMENTS AND GRADING
I have listed the assignments for this course below followed by the grading criteria. You should complete all
assignments individually unless otherwise noted. Many of our class discussions will be based around the day’s
given assignment, as such, do not be late with your assignments.
Graded Course Assignments
Due
Percent
Assignment 1
Student Information Sheet
The Friday before Session 1
5
Assignment 2
Benchmark Presentation – My Best
Story
Benchmark Presentation – Self
evaluation
Product Presentation – Self
evaluation
Final Presentation
In Session 1 and 2
15
Before Session 3
10
Before Session 5
10
In Session 6
20
Class participation
Throughout the course
40
Overall Class Total
100
Assignment 3
Assignment 4
Assignment 5
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Professor Purdy
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This schedule may be modified during the course of the term. Any changes are announced in class and posted on
NYU Classes in the Announcements section. It is your responsibility to check for any revisions.
Grade Values (as published in the Stern Bulletin)
A
AB+
B
BC+
4.0
3.7
3.3
3.0
2.7
2.3
C
CD+
D
F
2.0
1.7
1.3
1.0
0
Important Reminder about Plagiarism: If a document which you submit includes text you’ve
copied from any existing written materials, online or printed, including a website, without attribution,
that constitutes plagiarism. If you include text from existing materials it must be attributed. If you fail
to do this and your plagiarism is discovered, the Department policy is that you receive an F for the
assignment.
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OUTLINE OF CLASS SESSIONS AND ASSIGNMENT INSTRUCTIONS
SESSION 1
9:00 - 12:00
Sunday February 23, 2013
Pre-work for Session 1
COMPLETE: Assignment 1 – Student Information Survey
READ:
Leadership Presence – Chapters 1, 2, 3
WATCH: Amy Cuddy: Your body language shapes who you are
http://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are.html
PREPARE: Assignment 2 – Benchmark Presentation – My best story
PLAN:
Course Overview
Benchmark Presentations
Storytelling – turning ideas into actions
Jack Welsh helped turn GE from a struggling conglomerate into a remarkably dynamic and
effective organization. According to him, his greatest asset was his ability to tell stories that align
beliefs and behaviors with the corporate mission. Here’s a chance for you to tell one of your
‘foundational’ stories and take it to the next level. You’ll have two chances to put them on their
feet.
ASSIGNMENT 2 – My Best Story (Take one)
Deliver a benchmark oral presentation. You should prepare a very specific story that provides
insight into who you are. Such a story might involve a major accomplishment or simply a
moment where someone said or did something that changed the way you saw the world and the
role you might play in it. If possible, share what your plans are for the future, as informed by your
insight.
Storytelling best practices:
 Enjoy telling your story – Find aspects of your story that you really enjoy telling. Enjoy
telling your story and we’ll enjoy hearing it.
 Tell us what happened, not what it meant (at least for the body of your presentation).
Where were you? Who else was there? Share the sights and sounds – even smells – of
the experience so it comes to life in the minds of the audience. Do so and you will create
a qualitative connection between you and the audience that will speak louder than words.
 Tell us the moral (but only if that makes sense) – If appropriate you can tell us the
moral of your story at the end (and/or the beginning).
 Earn every word – People love stories but only if they’re well practiced and concise
The presentation should take no more than 3 minutes. Have a clear beginning, middle and end for
your section. No PowerPoint or Prezi.
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Professor Purdy
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SESSION 2
1:30 - 4:20
Sunday, February 23, 2013
Leadership Presence – Becoming an embodied leader
PLAN:
According to UCLA Professor Emeritus Albert Mehrabian, non-verbal information drives more
than 90 percent of our assessment of others. In Blink, Malcolm Gladwell reports that we make
such judges in as little as two seconds. In this session, you will participate in a series of exercises
to help you overcome those hurdles. Exercises include those developed by Japan’s greatest
samurai to one used to train Canada’s elite air force pilots.
ASSIGNMENT 2 – My Best Story (Take two)
Here’s your second chance to present your Best Story, reflecting the feedback you received from
your first time around.
ASSIGNMENT 3 – Complete a self evaluation of your speeches
Watch both versions of your speeches. Using the evaluation template, note both what you said –
the ideas and logic flow – and how you said it – speaking clearly and connecting with the
audience. Note what worked and what could be better. (Due before Session 3)
GOAL:
The purpose of the assignment is to get you on your feet, benchmark your presentation skills, and
get to know each other. The presentations will be videoed and we will ask you to evaluate your
presentation in a later assignment.
SESSION 3
9:00 - 12:00
Sunday, March 2, 2013
Pre-work for Session 3
READ:
Leadership Presence – Chapters 4 and 5
WATCH: Simon Sinek: How great leaders inspire action
http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html
COMPLETE: Assignment 3 – Self Evaluation
CLASS PLAN:
The Collaborative Leader
On Emotional and Social Intelligence
Descartes was wrong. Thoughts and feelings do not divide neatly. Affective
Neuroscientist Dr. Jaak Pranksepp’s 30 years of research2 indicates that both intellectual
and emotional aspects of the brain work in tandem. To lead effectively, one must be
2
Panksepp, Jaak and Biven, Lucy. The Archaeology of Mind: Neuroevolutionary Origins of Human Emotions, W. W.
Norton & Company, 2012.
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Professor Purdy
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aware of our emotions and those of others, regulating our responses and respecting those
responses in others. When we do, we can be much more effective communicators,
collaborators, and leaders.
In this session we will discuss best practices for becoming more emotionally intelligent
with ourselves and others.
Working in pairs, we will do an improvisatory exercise to put these theories into action.
The pairs will create a new product and a preliminary pitch to describe its merits. They
will pitch their idea to another pair. They decide between the ideas which product pitch is
more worthy. They then prepare and present an impromptu pitch, seeking to ‘fund’ the
product.
We debrief both collaborative work and team presentations.
SESSION 4
1:30 - 4:20
Sunday, March 2, 2013
Discussion on the use of structure
Q&A’s – Best practices for thinking on your feet, connecting with the audience, and
staying ‘on message’ without loss of credibility
PLAN:
Students will discuss the uses of structure to both increase the impact of prepared
speeches and to aid in thinking on your feet.
Teams will participate in Q&A’s sessions regarding their product pitches.
ASSIGNMENT 4 – Complete a self evaluation of your participation in your team’s speech
Describe how your teamwork went. Then, watch your team’s speech. Using the evaluation
template, note both what you said – the ideas and logic flow – and how you said it – speaking
clearly and connecting with the audience. Note what worked and what could be better. (Due
before Session 5)
GOAL:
Students will learn to:
 Open themselves to spontaneous thought.
 Invite another’s point of view
 Listen without judgment
 Collaborate to in order yield the best outcome
SESSION 5
9:00 - 12:00
Sunday, March 9, 2013
Pre-work for Session 5
READ:
Leadership Presence – Chapters 6 and 7
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Professor Purdy
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WATCH: BRENÉ BROWN: THE POWER OF VULNERABILITY
http://www.ted.com/talks/brene_brown_on_vulnerability.html
COMPLETE: Assignment 4 – Self Evaluation
PLAN:
Impromptus
Final Presentation Practice
ASSIGNMENT 5 – Persuasive Presentation
Deliver a persuasive presentation, choosing one of following topics. Consider the specific audience to
whom you’d present and persuade them to:
 Fund your new entrepreneurial venture
 Make a significant change to a business process
 Undertake a new CSR initiative
 Contribute to a philanthropic cause
Persuasive best practices:

Choose as specific an audience as possible – Make use that your pitch considers
WIIFT – What’s in it for them.

Use a storyboard incorporating the structural elements discussed in the
previous class. – Monroe’s motivated sequence is an excellent choice. Describe:
 The problem
 Your solution
 What a day in the life would be like with your solution in place
 Why you – and your team – are the right people to make it happen.

Remember your storytelling best practices – Keep is concrete. Tell us what
happens from your ‘day in the life’ or from your previous experience. Not what it means.

Reiterate the concept – Remember that the last thing hear is most likely the thing
that they’ll remember

Don’t forget the ‘Ask’ – Lay out the ‘next steps’ concretely and compellingly
The presentation should take no more than 7 minutes with 2 minutes for Q&A. Use PowerPoint or Prezi to
amplify what you say.
The purpose of the assignment is to bring together all that you’ve learned. The presentations will be
videoed and we will ask you to evaluate your presentation.
GOAL:
SESSION 6
1:30 - 4:20
PLAN:
Sunday, March 2, 2013
Final Presentations
Class Debrief
On your feet – Think, Speak, Lead 2013
Professor Purdy
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