Seminar on Leadership Formation
MGMT 585
Summer 2013
Instructor:
I. INSTRUCTOR AND CONTACT INFORMATION
Dr. Jody Fry
Office: 318J Founders Hall
Phone: 254-519-5725
Email: lwfry@ct.tamus.edu - Please keep course-related communication inside
Blackboard and use TAMUCT email only when Blackboard is not
available.
Web site:
Office Secretary :
Office Hours: http://www.ct.tamus.edu/departments/instructors/frylouis.php
Mrs. Charlotte Wesley 254-519-5725
Campus Office hours T, Th: 3:00-6:00, By
Appointment
Online Office Hours M, W: 8:30 – 10:30 AM (Please make appointment by email if possible)
Mode of instruction and course access:
This course is a web enhanced course utilizing the Texas A&M University Central Texas
Blackboard course platform. Each student will complete assignments on their own.
Reading assigned material from the text is the major part of the course. Synthesizing the major concepts presented in the course into an original essay to be submitted will also be an important course component
For a general overall guide to Blackboard the following link will help: http://online.tarleton.edu/4xhandbook/contents.htm
Student-instructor interaction: I am accessible mainly through email, which I check several times a day during the week and usually once a day on weekends. I will get back to you within 24 hours during the week and within 36 hours during the weekend.
Moreover, you can reach me during my scheduled office hours at 254-519-5476. I can also be reached by phone other than my scheduled office hours by calling Charlotte
Wesley, our office secretary (519-5725), who will put me in touch with you. We can also schedule a call if you send an email with your phone number and request that I call you back.
UNILERT: Emergency Warning System for Texas A&M University – Central Texas.
UNILERT is an emergency notification service that gives Texas A&M University-Central
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Texas the ability to communicate health and safety emergency information quickly via email and text message. By enrolling in UNILERT, university officials can quickly pass on safety-related information, regardless of your location. Please enroll today at http://TAMUCT.org/UNILERT
II. COURSE INFORMATION
Course Overview and Description. This course is a seminar. The course examines and explores both mainstream and emerging theories and approaches to leadership formation. Emphasis is on the case study and experiential methods of examining the applications of leadership principles and theoretical models to one’s leadership formation and development. This course allows each student focuses on developing their personal and organizational leadership abilities and skills to more effectively deal with the environmental and organizational challenges of the global, Internet age.
Course Objectives: At the conclusion of the course the student will be able to:

Review behavioral theory in organizational context including individual and group dynamics in the business environment. Specific consideration will be given to leadership, motivation, communication, employee supervision, and morale.

Review theories and processes directed at alignment of structure, technology, information systems, reward systems, people and culture, and management processes with organizational goals.

Examine and explore the distinctions between management and leadership.
Emphasis will be given to the problems managers and leaders face in leading contemporary organizations in a rapidly changing workplace.

Review the design and use of cross-functional operations planning, control, and support systems.

Review pro-active strategies for organizational change using the theories and techniques of applied behavioral science management scenarios.
Specific student learning outcomes are given in Appendix A
Required Reading and Textbook(s):
TEXTS: Fry, L. & Nisiewicz, M (in press). Maximizing the Triple Bottom
Line through Spiritual Leadership.
Palo Alto, CA; Stanford
University Press. ISBN: 978-0-8047-8508-2
Riso, D. & Hudson, R. (1999). The Wisdom of the Enneagram. New
York, NY: bantam Books. ISBN: 978-0-553-37820-7
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The Enneagram The RHETI: Independently validated full test
(version 2.5) ($10.00) http://www.enneagraminstitute.com/Tests_Battery.asp#RHETI
A student of this institution is not under any obligation to purchase a textbook from a university-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
REFERENCE: American Psychological Association. (2009).
Publication Manual of American Psychological .
Association (6 th ed.). Washington, D.C
III. COURSE REQUIREMENTS
Specifications for Written Assignments : All written work will be completed using a computer. All work (unless noted otherwise) will be submitted on 8-1/2 inch by 11 inch white bond paper as follows: margins [top, bottom, left and right] will be one (1) inch, double-spaced, Times New Roman font, 12 pitch, and the color black will be used for all wording. Items submitted are expected to be of collegiate quality, language and depth.
Professional level writing and communication are critical skills in the business world.
This standard should be displayed in all assignments for this class. All communications, both to the Professor and student colleagues should be kept professional, including
Discussion Board postings and email correspondence. For written assignments, all work should be proofread, free of grammatical errors, include proper citations and be in accordance with American Psychological Association (APA) standards. For information on APA standards and correct citation formats consult the APA Publication Manual, and/or link to the following sources: http://www.tarleton.edu/library/userhelp/APA_format_bib.pdf
http://www.library.cornell.edu/newhelp/res_strategy/citing/apa.html
http://www.lesley.edu/library/guides/citation/apa_citation_format.pdf
For Internet citations: http://owl.english.purdue.edu/owl/resource/560/10/
A sample paper using APA style guidelines can be reviewed at: http://www.dianahacker.com/pdfs/Hacker-Shaw-APA.pdf
Examinations:
1. Individual Case Exam (30 percent) - There will be one open-book, open-
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notes individual case examinations. Students are responsible for all material covered in the course up to the time of the exam. The exam will require you to analyze a textbook case or an article from a business periodical (e.g., Business
Week, Fortune, Forbes, etc.). This exam requires a case analysis that follows the Case Analysis Outline (see Appendix B).
You will turn in your exams as an attachment through the Exams Link in the course menu. Please include a title page. Be sure and only include your name only on the title page, not in the body of your exam.
Organize your exam using headings and subheadings that reflect the Case
Analysis Outline. It’s not a good idea to make me hunt for your answers.
Written Assignments: Each student will complete the following assignments:
1. Introductory Biography Statement, Course Q&A, and Case Analysis Out line Discussion Forums (0 Percent): Submit a MS-Word document covering a short bio of yourself (also include a pic if you wish). I would expect to see in your bio a pic (optional), information relating to your major, current student status, interests and any other info you deem relevant. Submit this assignment through the Discussions link by the beginning of the second week of class.
I have also set up discussion boards for (1) a Q&A forum for questions concerning this course in general and (2) a forum for questions concerning the
Case Analysis Outline, given in Appendix B, in particular.
2. PERSONAL MISSION STATEMENT (15 Points) – You are required to develop and present your personal mission statement.
A Personal Mission Statement focuses on what you want to be (character), to do
(contributions and achievements), and the values or principles on which your attitudes and actions are based. It is a personal constitution that, much like the
United States Constitution, is fundamentally changeless.
“It becomes a personal constitution, the basis for making major, lifedirectional decisions in the midst of the circumstances and emotions that affect our lives. It empowers individuals with the same timeless strength in the midst of change (Covey, S. R. (1991). Principle-centered leadership.
New York: Fireside/Simon & Schuster. p.108).”
Your personal mission statement should draw on the personal leadership material covered in the course, including the SL book and Enneagram. Part of your presentation should be on how these materials/concepts/models influenced
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your thinking as you developed your personal mission statement
Write your personal mission statement as a positive affirmation (5 point penalty if you fail to do this). Also, identify and describe what you believe to be the 10 values that are most important to your personal leadership and rank each in order of importance . Write a brief but clear defense of why you ranked them in the order you did.
You will turn in your Personal Mission Statement as an attachment through the assignments link on the Course Menu, which will also include its due date.
3. LEADERSHIP FORMATION PROJECT (10 Points):
Beginning the second week of class you should start a journal based on your personal reflection of how the course material applies to your organizational life.
By organizational life we primarily mean your work organization, although you can apply it to any set of organizations that you feel relevant. What you record should focus on observations made through the lens of the spiritual leadership models, the Enneagram, and other personally relevant course concepts/models.
You should record at least three journal entries per week from June 9 through
July 14. Entry length will vary but is usually 2-4 paragraphs in length. Your journal will then provide the data for a paper (no more than a 10 pages) that summarizes what new revelations or insights you have gained concerning your own leadership formation. In doing so follow the Case Analysis Outline as a guide. You are free to use any relevant material from your personal mission statement (e.g., situation analysis). For the leader and leadership analysis, you should apply the Spiritual Leadership Model and Enneagram as two of your concepts/models. The alternatives section should be combined with the recommended alternative section in the outline in offering a program for furthering your leadership formation. Then offer a program for implementing these alternatives into your daily life.
The entire journal will be submitted during the last week of this course through the assignments section in Blackboard. ( DO NOT email any assignments to me unless specifically instructed to do so). The cover sheet will contain the following information: 1) “My Journal,” 2) student’s name, 3) course title and designator
(e.g., Organizational Behavior and Administration, MGMT509 , 4) instructor’s title and name, university name, and due date.
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The final product based on your Leadership Formation Journal will be an 8-10 page written report, not including the title page, references, and an Appendix that contains your journal notes organized by date.
Feel free to seek my feedback concerning your journal entries at any time.
You will turn in your Leadership Formation Journal as an attachment through the assignments link on the Course Menu, which will also include its due date.
No late submissions are allowed for this project.
Late Submissions : Unless otherwise noted, late submission of written work, presentations, etc. will result in a 10 % grade reduction for each day it is late and will not be accepted beyond three days from due date.
Grading Criteria Rubric and Conversion:
Grades will be calculated as follows:
TO
LETTERGRADE
“A”
“B”
“C”
“D”
“F”
EQUALS FROM
==
==
==
==
==
90 %
80%
70%
60%
Below
100 %
89%
79%
69%
60%
Activity
Individual Case Exam
Personal Mission Statement
Leadership Formation Journal
T O T A L
Pts & % of
Final Grade
35 %
25%
40%
100 %
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NOTE #1: There is NO EXTRA CREDIT in this course.
NOTE #2: Requests for Incomplete Grades: Incompletes will only be given in emergency or other extreme circumstances. Any request for an incomplete grade in this course must be approved by the professor prior to the last week of classes. Where possible, requests should be submitted in written form and must include an address and/or telephone number where you may be contacted throughout the following semester. Tarleton State University uses the grade of ‘K’ on transcripts and grade reports to identify incomplete grades.
NOTE#3: Questions concerning one’s grade on a particular task (e.g., test, case) should be resolved within one week after receiving the graded material. There will be no reviewing of previously graded material at the end of the semester.
Note#4 - Peer Evaluation : All students must fill out an initial and final peer evaluation form. I use this as a mechanism to determine an individual’s contribution to the group’s effort. The primary impact of the evaluation is on a student’s Final Case Exam grade. If you rate a group member significantly higher or lower than the other group members, you must write down the specifics of the situation and justify your rating.
Note#5
– Class participation:
Class participation can only enhance your grade.
You can receive extra points for participation that might make a difference if your are 1-2 points below the next highest letter grade. The most objective way to influence your participation score is to type up and turn in homework assignments.
IV. TECHNOLOGY REQUIREMENTS AND SUPPORT a. Blackboard Tutorial and Competency : Blackboard Tutorial and
Competency : This course will use the new TAMU-CT Blackboard Learn learning management system for class communications, content distribution, and assessments.
Logon to http://tamuct.blackboard.com
to access the course.
Username: Your Tarleton email address (the complete email address, e.g. john.doe@go.tarleton.edu
)
Initial password: Your DuckTrax ID (UID)
For this course, you will need reliable and frequent access to a computer and to the Internet. You will also need a headset with a microphone or speakers and a microphone to be able to listen to online resources and conduct other activities
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in the course. If you do not have frequent and reliable access to a computer with
Internet connection, please consider dropping this course or contact me
(youremail and phone number) to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000,
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS
10.4 “Tiger®” b. Check browser and computer compatibility by following the “Browser Check” link on the TAMU-CT Blackboard logon page. ( http://tamuct.blackboard.com
) This is a CRITICAL step as these settings are important for when you take an exam or submit an assignment. Issues with technology or your personal computer are not allowable reasons for missing a deadline, be sure you have the correct computer configurations and have a back-up computer available.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student
Orientation under My Courses tab. Click on that link and study the materials in this orientation course. The new Blackboard is a brand-new interface and you will have to come up to speed with it really quickly. This orientation course will help you get there. There is also a link to Blackboard Help from inside the course on the left-hand menu bar. The first week of the course includes activities and assignments that will help you get up to speed with navigation, sending and receiving messages and discussion posts, and submitting an assignment. Your ability to function within the Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues well in advance of deadlines. c. Technology Issues & Troubleshooting : For technological or computer issues, students should contact the TAMU-CT Blackboard Support Services 24 hours a day, 7 days a week:
Support Portal: http://www.ct.tamus.edu/bbsupport
Online chat (through the support portal at: http://www.ct.tamus.edu/bbsupport)
Phone: (855)-661-7965
For issues related to course content and requirements, contact your instructor.
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V. COURSE OUTLINE AND CALENDAR
This calendar is provided for informational purposes and is subject to change. The
Weekly Schedule link in Blackboard serves as the official calendar for course activities, assignments, and exams.
YOUR COURSE SCHEDULE (See the course Weekly Schedule link for exact assignments and dates)
Class Activity
Unit Clas s
Activ ity
Assignments
Check Blackboard to
Confirm Date of
Scheduled
Activities/Exams
1
2
Chap
1
Chap
2
MCJ = Management
Introduction/Syllabi
Overview of Leadership Formation
Competency Journal
MCJ: Self-Assessment
Inventory
Individual and Organizational Ethics MCJ: What is You
Decision?
3 Chap ter 3
4 Chap ter 4
Understanding Individual Differences Review Posted Material on Situation Analysis
Outline
MCJ: Big Five (Table
3.1)
Perceptions and Attributions MCJ: Perception
Process
Exam 1 Ch1-4
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5
6
Chap ter
15
Chap ter
16
Organizational Design
Cultivating Organizational Culture
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Chap ter
17
8 Chap ter 6
Managing Organizational Change
Motivating Employees
9 Chap ter 7
Motivation: Goal Setting and Reward
Programs
10
11
Chap ter
10
Chap ter
11
12
13
Chap ter
13
14 Chap ter 8
Chap ter
12
15
Leadership: Foundations
Leadership Effectiveness: New
Perspectives
Developing and Leading Teams
Managing Conflict and Negotiating
Effectively
Workplace Stress and Aggression
MCJ: Analyze Your
Org’s Design
Exam 1 Case Analysis
Due
MCJ: Assess Your Org’s
Culture
Team Process
Assignment due
MCJ: Are You Ready
For Change?
MCJ: What Do You
Want From Your Job
Exam 2 Ch 15-17,6
Final Team Case
Project Proposal Due
Team Textbook Case
Presentation: Rowe
Program at Best Buy
MCJ: Personal Power
Inventory
Exam 2 Case Analysis
Due
Exam 3 Ch , 7,10,11
MCJ: Conflict Handling
Styles
Exam 4 Ch 12, 13, 8
Management
Competency Journal
Final Team Project &
Peer Evaluations
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This Syllabus is subject to change by the Professor. Should changes be made, they will be announced via the course Blackboard web site, and a Syllabus with a
new date in the file name will be posted.
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VI. COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Academic Integrity: Texas A&M University - Central Texas expects all students to maintain high standards of personal and scholarly conduct. Students guilty of academic dishonestly are subject to disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for initiating action for each case of academic dishonestly. More information can be found at www.ct.tamus.edu/StudentConduct .
A found incidence of Academic Dishonesty for any assignment, project or exam in this class will result in 0 points. Multiple incidences will result in an F course grade.
Disability Support and Access: Texas A&M University – Central Texas complies with
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990. TAMUCT promotes the use of the Principles of Universal Design to ensure that course design and activities are accessible to the greatest extent possible. Students who require reasonable accommodations based on the impact of a disability should contact Gail Johnson, Disability Support Coordinator at (254) 501-5831 in Student
Affairs, Office 114E. The Disability Support Coordinator is responsible for reviewing documentation provided by students requesting accommodations, determining eligibility for accommodations, helping students request and use accommodations, and coordinating accommodations.
Drop Policy: If you discover that you need to drop this class, you must go to the
Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. Be sure to keep up with
Re gistrar’s Office deadlines for withdrawing from this course, should your progress fall significantly behind. The record’s office will give a deadline for which the form must be returned, completed, and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the records office immediately.
Should you miss the deadline or fail to follow the procedure, you will receive an F in the course. Incompletes will be given in this class ONLY if a significant portion of the course has been completed and there is a documented medical or family emergency warranting the incomplete.
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Appendix A
MGMT 585 Specific Student Learning Outcomes
After taking this course the student should be able to:

Understand the full meaning of leadership and see the leadership potential in yourself and others.

Identify the primary reasons for leadership derailment and the new paradigm skills that can help you avoid it.

Recognize the traditional functions of management and the fundamental differences between leadership development and leadership formation.

Appreciate the crucial importance of providing direction, alignment, relationships, personal qualities, and outcomes.

Identify the strengths you can bring to a leadership role.

Outline some personal traits and characteristics that are associated with effective leaders.

Recognize autocratic versus democratic leadership behavior and the impact of each.

Know the distinction between religion and spirituality as applied to leadership.

Understand how the theory of spiritual leadership has narowed the distinction between leaders and followers.

Distinguish among various roles leaders play in organizations, including operations roles, collaborative roles, and advisory roles, and where your strengths might best fit.

Understand how leadership is often contingent on people and situations.

Apply the model of personal spiritual leadership.

Apply the model of organizational spiritual leadership.

Apply the Spiritual leadership balanced Scorecard Business Model


Identify major personality dimensions and understand how personality influences leadership and relationships within organizations.

Clarify your instrumental and end values, and recognize how values guide thoughts and behavior.

Explain attribution theory and recognize how perception affects the leaderfollower relationship.

Recognize individual differences in cognitive style and broaden your own thinking style to expand leadership potential.

Understand how to lead and work with people with varied personality traits.

Recognize how mental models guide your behavior and relationships.

Engage in independent thinking by staying mentally alert, thinking critically, and being mindful rather than mindless.
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
Break out of categorized thinking patterns and open your mind to new ideas and multiple perspectives. Begin to apply systems thinking and personal mastery to your activities at school or work.

Exercise emotional intelligence, including being self-aware, managing your emotions, motivating yourself, displaying empathy, and managing relationships.

Apply the difference between motivating others based on fear and motivating others based on love.

Combine a rational approach to leadership with a concern for people and ethics.

Recognize your own stage of moral development and ways to accelerate your moral maturation.

Know and use mechanisms that enhance an ethical organizational culture.

Apply the principles of stewardship and spiritual leadership.

Recognize courage in others and unlock your own potential to live and act courageously.
 Understand the leader’s role in developing effective followers.

Apply the principles of effective followership, including responsibility, service, challenging authority, participating in change.

Recognize and apply the difference between intrinsic and extrinsic rewards.

Motivate others by meeting their higher-level needs.

Apply needs-based theories of motivation.

Implement individual and systemwide rewards.
 Avoid the disadvantages of “carrot-and-stick” motivation.

Implement employee engagement programs and empowerment to meet higherlevel needs.

Act as a communication champion rather than just as an information processor.

Use key elements of effective listening and understand why listening is important to leadership communication.

Recognize and apply the difference between dialogue and discussion.

Communicate in a way that persuades and influences others.

Effectively communicate during times of stress or crisis.

Turn a group of individuals into a collaborative team that achieves high performance through a shared vision of service to key stakeholders based on a through a culture based on altruistic love.

Develop and apply the personal qualities of effective team leadership for traditional, virtual, and global teams.

Handle conflicts that inevitably arise among members of a team.

Consider the role of cultural values and attitudes in determining how to deal with employees from different cultures or ethnic backgrounds.

Break down your personal barriers that may stand in the way of becoming an inclusive leader.

Use power and politics to help accomplish important organizational goals.

Practice aspects of spiritual leadership by pursuing a vision or idea that you care deeply about and want to share with others.
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
Apply the concepts that distinguish personal from organizational spiritual leaders hip.

Use coalitional leadership to build alliances that can help you achieve important g oals for the organization.

Identify types and sources of power in organizations and know how to increase p ower through political activity.

Describe structural, human resource, political, and symbolic frames of reference and identify your dominant leadership frame.

Use the influence tactics of rational persuasion, friendliness, reciprocity, developing allies, direct appeal, and scarcity.

Explain the relationship among vision, purpose, mission, and mechanisms for exe cution.

Create your personal leadership vision.

Use the common themes of powerful visions in your life and work.

Understand how leaders formulate and implement strategy.

Understand why shaping culture is a critical function of leadership.

Recognize the characteristics of an adaptive, as opposed to an unadaptive, culture.

Understand and apply how leaders shape culture and values through ceremonies, stories, symbols, language, selection and socialization, and daily actions.

Identify the cultural values associated with adaptability, achievement, clan, and bureaucratic cultures and the environmental conditions associated with each.

Act as an ethical leader and instill ethical values in the organizational culture.

Apply the principles of spiritual leadership to help people find deeper life meaning and a sense of membership through work.
 Recognize social and economic pressures for change in today’s organizations.

Implement the eight-stage model of planned change.

Use appreciative inquiry to engage people in creating change by focusing on the positive and learning from success.
 Expand your own and others’ creativity and facilitate organizational innovation.

Use techniques of communication, training and participation to overcome resistance to change.

Effectively and humanely address the negative impact of change.
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Appendix B
Management 509
Case Analysis Outline
Develop a complete and thorough case analysis, considering the following analysis outline. You must place appropriate headings before each section of your analysis.
Develop your analysis with full explanation, illustration, and supporting concepts/theories you have learned through your course study. Demonstrate that you know the language of organizational behavior. You may adapt this outline to your own writing style, but you must fully address each element of the outline.
For the Individual Leader Project you must write up enough detail about the organization so that you can adequately support your analysis. This should be approximately half of your case, although these specifics may be offered in various parts of your analysis.
1. Situation Analysis (25%): Describe briefly in summary form the management situation reflected in the case. This is not a restating of the case details or history. Instead, it captures the essence of the management situation and leads to the development of the issue(s) statement to follow. Be sure and include a:
A. Vision/Purpose/Mission/Values Statement – Identify any issues related to:
1. The organization not having a stated set of Vision/Purpose/ Mission/
Values.
2. The organization not living up to its stated set of Vision/Purpose/
Mission/Values.
B. Stakeholder analysis:
1. Identify key stakeholders
2. Identify expectations for each stakeholder.
3. Identify key issues related to unmet stakeholder expectations.
C. Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis
–
Identify any issues related to your SWOT analysis
2. Issue(s) Statement & Management Question (10%) :
A. List and briefly summarize the key issues you identified in your Situation
Analysis.
B. Close this section with a single, concise but comprehensive underlying
management question that must be answered to address the key issues
from A. .
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3. Leader and Leadership Analysis (35%): Apply in-depth 3-4 course concepts/models/lenses. This means that you should identify a model/concept
(e.g., Personal Spiritual Leadership Model ) and use it to analyze/describe what’s going on in the case relative to the key issues and the management question to be addressed. If the case differs from what the model suggests or recommends, this provides evidence that the model can be useful in addressing the key issues and answering the management question.
4. Identification and Evaluation of Alternatives (15%) : Identify in a few brief sentences three or more specific, mutually exclusive options/alternatives that should be evaluated to address the issues and the underlying problem. Label each with a brief key word name that identifies the alternative, i.e., Reorganize the Division. Then develop and fully discuss the pro’s and con’s, and related implications of each alternative.
5. Recommended Alternative(5%) : Identify which alternative(s) you recommend and explain your rationale for selecting it by comparing it to the other alternatives.
Explain why each of the other alternatives are not favored.
6. Implementation and Conclusion (10%): Describe and discuss the strategic and operational issues related to implementing the recommended alternative. Include a course concept/model to follow along with a timeline for implementing it.
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