Service Learning Course Designation Form
Use this form to request a Service Learning Course Designation for a new or existing course.
Proposed course title should end with the following designation: /Service Learning
I. Service Learning Course
Management &
Dept/Program
Course Number
Marketing
(e.g. SW UG 423)
Subject
Course Title (e.g.
Leadership and Motivation/Service Learning
Addiction
Studies/SvcLrn)
Short Title (max. 26
Ldrship & Motiv/SvcLrn
characters incl. spaces)
3
Number of credits
Dr. Bambi Douma
Instructor name
MGMT UG 420
x6148; bambi.douma@business.umt.edu
Instructor phone
and e-mail
II. Endorsement/Approvals
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Requestor
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
Please Type/Print Name
Bambi Douma
Signature
Date
9/14/11
x6148; bambi.douma@business.umt.edu
Dr. Klaus Uhlenbruck
None
Dr. Larry Gianchetta
III. UM Service Learning Definition: Service Learning is a method of teaching and learning
in which students, faculty and community partners work together to enhance student
learning by applying academic knowledge in a community-based setting. Student work
addresses the needs of the community, as identified through collaboration with community
or tribal partners, while meeting instructional objectives through faculty-structured service
work and critical reflection meant to prepare students to be civically responsible members
of the community. At its best, service learning enhances and deepens students’
understanding of an academic discipline by facilitating the integration of theory and
practice, while providing them with experience that develops life skills and engages them
in critical reflection about individual, institutional, and social ethics.
Fall2011; last update 8/29/11
IV.Service Learning Course Criteria The University of Montana-Missoula has established the
following criteria for Service Learning courses. In order to receive the Service Learning course
designation, a course must clearly exemplify all of the following criteria:
 Students in the course will provide a needed service to individuals, organizations, schools, or other
not-for-profit or tax-exempt entities in the community.
 The service experience is directly related to the subject matter of the course.
 Knowledge from the discipline informs the service experiences with which the students are to be
involved.
 Activities in the classroom will provide opportunities for students to actively reflect upon what they
have learned through the service experience and how these experiences relate to the subject matter of
the course. Reflection should be imbedded as course assignments and in-class time should be
scheduled to do reflection – both should be clear on the syllabus. Reflection should incorporate
discussion/assignments that help students understand the importance of meeting community needs
through service and civic engagement in a democratic society.
 The course offers a method to assess the learning derived from the service. Credit will be given for
the learning and its relation to the course, not for the service alone.
 Service interactions in the community will recognize the needs of service recipients and represent
reciprocal partnerships between the campus(class) and community partner organization(s).
Community partner(s) should have the opportunity to provide advice and feedback in class on the
nature and value of the service performed by the students.
 Training (by the service agency) and preparation (by the course instructor) ensure that students
perform service activities in a professional manner and that vulnerable populations are not harmed.
 Service options ensure that no student is required to participate in a service placement that creates a
religious, political, or moral conflict for the student.
 In a 3-credit service learning course, students should be required to perform a minimum of 15 hours
of community service per semester (i.e. 5 hours of service per academic credit.) Service hours may
include hours spent in training, preparation, and direct contact with clients.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each of
the following criteria.
Need for service: Describe the communityStudents connect with a non-profit
identified need and the nature of the service
organization in the community to offer
experience students will be involved in.
leadership for one or more specific projects
that the organization is undertaking. Because
we have such a wide variety and large
number of non-profit organizations in
Missoula, there is a need for volunteer help
each semester that the course is offered.
Relation to course content: Describe how the
In the classroom, the students learn about
service experience is related to the subject matter of the theories in both leadership and
the course. How do students apply their classroom motivation. In the Service Learning
learning in the service experience?
experience, the students work to apply those
theories in their own experience. They learn
about their own and others’ motivations and
they also learn about their own and others’
leadership styles while developing their own
leadership abilities.
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Reflection: What opportunities are provided in the
classroom for students to reflect upon what they
have learned through their service experience? How
is service placed within the broader context of civic
engagement and service to others?
Assessment: What method(s) are used to assess
the learning derived from the service experience?
Reciprocity: How do community partner(s)
provide advice and feedback on the nature and
value of the service performed?
Training: What training and preparation will be
provided to assure that that students perform their
service activities in a professional manner and that
vulnerable populations are not harmed?
Service options: What service options exist to
ensure that no student is required to participate in a
service placement that creates a religious, political,
or moral conflict?
Each student is required to discuss his/her
service experience in a class discussion /
debriefing session, as well as write a
reflection paper (see next section) on the
experience. During the class session, the
instructor leads the students in a discussion
of their overall impact during the semester.
Students must journal and reflect (covering
cognitive, affective, and process reflection
topics) about the experience.
As part of the project requirements, the
student collects feedback from the service
organization as well as any others that
he/she worked with to gain knowledge on the
value of the service he/she performed and
suggestions on how he/she can improve in
leadership style, coaching, mentoring, and
specific leadership skills. These surveys are
developed by the student and the instructor
during the semester.
Because of the variety of service
experiences that students undertake, there is
no specific training before the service
experience begins. Many organizations offer
their own training and/or background checks
for volunteers and the students are expected
to take part in those opportunities.
Preparation within the class includes having
Dr. Andrea Vernon or her representative
from the Office for Civic Engagement speak
in class about service learning and
expectations as well as reminders from the
instructor that the students are representing
the university and the School of Business
Administration. Business students will have
had a good deal of training on
professionalism, etiquette, and
communication by the time they take this
course.
The instructor works directly with the Office
for Civic Engagement and the students to
provide them opportunities in a variety of
different non-profit organizations. Also,
students are encouraged to find
organizations that fit with their interests –
students are not required to provide service
to any particular organization.
Fall2011; last update 8/29/11
Number of service hours required: How many
Students are required to perform at least 15
hours of service in the semester, with at least
10 hours of that service being in a leadership
capacity and the remainder of the hours
being in a followership capacity. Students
have the opportunity to observe and make
comparisons to their own styles versus
someone else’s and also to gain more selfknowledge on their own motivations.
Students can perform service activities such
as tutoring, teaching/leading in the Flagship
and after-school programs, implementing
and organizing specific projects for
organizations such as the Missoula Art
Museum, Missoula or Montana Food Bank,
WEN, Humane Society, Poverello Center,
Rocky Mountain Elk Foundation, YWCA, etc.
VI. Community Partner Information: Provide information on the organization(s) that will
provide service placements for students in this course.
Name of Agency/Organization(s)
Various
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
Contact person name(s)
Various
Contact person(s) phone and e-mail
Various
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. The syllabus should
clearly indicate that this is a service learning course and it should include the UM Service Learning
Definition as text within the syllabus. The syllabus should also demonstrate how the above criteria are
satisfied. For assistance in preparing a service learning course syllabus, see
http://www.compact.org/syllabi/ or contact Andrea Vernon, Director of the Office for Civic
Engagement: andrea.vernon@umontana.edu.
Syllabus has been attached.
VIII. Copies and Electronic Submission: Submit approved original, a copy, and electronic
file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 6/10
Fall2011; last update 8/29/11
MGMT 420
Leadership and Motivation/Service Learning
Professor: Bambi
Douma, Ph.D.
The Deborah Doyle McWhinney Faculty Fellow
Email: bambi.douma@business.umt.edu
Telephone: (406) 243-6148
Office Hours: M 2:00-3:00 pm, W 10:00-11:30 am, or by appointment in GBB 322
Exceptions will be posted in course supplement
Class Web Page: UMOnline (Moodle) page for Leadership & Motivation (Sect: 01, Fall
2011) http://umonline.umt.edu. Check this page often for updates, announcements, etc.
Class Time & Place: TR 8:10-9:30 am; GBB 119
School of Business Administration Mission Statement
The University of Montana’s School of Business Administration is a collegial learning community dedicated to the
teaching, exploration, and application of the knowledge and skills necessary to succeed in a competitive
marketplace.
School of Business Administration / Assessment and Assurance of Learning
As part of our assessment process and assurance-of-learning standards, the School of Business Administration
(SoBA) has adopted five learning goals for our undergraduate students:
 Learning Goal 1 – SoBA graduates will possess fundamental business knowledge and integrated
business knowledge.
 Learning Goal 2 – SoBA graduates will be effective communicators.
 Learning Goal 3 – SoBA graduates will possess problem solving skills.
 Learning Goal 4 – SoBA graduates will have an ethical awareness.
 Learning Goal 5 – SoBA graduates will be proficient users of technological skills.
Leadership and Motivation/Service Learning: Course
Description and Objectives
The course is designed to familiarize students with the fundamental concepts, theories, and
models of leadership and motivation. In exploring leader effectiveness, several different
perspectives will be utilized, including follower, leader, and observer. Motivation will be
explored in a variety of contexts, specifically personal motivation and motivation of others.
Primary objectives.
1. MGMT 420 will provide in-depth information on leadership and motivation theories and
offer students the opportunity to apply these theories in their own experience in the
Missoula community. A combination of readings, films, lectures, self and group
assessments, and in-class exercises will be used to enhance learning and understanding in
Fall2011; last update 8/29/11
this area and the “outside world” experience will have each student take on a service
learning project.
2. Students will develop leadership skills as related to effective management practices and
will explore their own development into the person they want to be.
Secondary objectives.
1. MGMT 420 will present students with the opportunity to build self-awareness and
develop their own skills in the main areas through various assignments and experiences.
2. MGMT 420 will emphasize the use of excellent communication skills, both in writing,
presenting, and interactions with community organizations. Students will speak in front
of the class and/or in small groups, complete several writing assignments, and will
communicate with community partners.
Participation in class activities and discussions is imperative in this course, so students should
plan to attend class each day, be on time, and be prepared.
Learning Outcome Summary.
At the end of this course, students should be able to:
1. Understand and remember key leadership and motivation theories, such as the importance
of situations on leaders and followers.
2. Think practically about leadership and followership and act accordingly using leadership
skills – be able to take on leadership and followership roles effectively.
3. Integrate and relate leadership and motivation ideas to connect with other courses/areas
and own life.
4. Learn about and develop own leader and followership styles.
5. Learn about and observe others’ leadership and followership styles.
6. Care about developing self and others into effective leaders.
7. Prepare own learning agenda to continue learning in these areas; including knowledge of
where to go to read more, how to do more to develop, and what to observe.
Required Materials

No Text: Articles/Chapters assigned daily

Book/Library Access: Be able to access books (e.g., popular leadership books) and article
resources (e.g., the Wall Street Journal, Business Week, Forbes, Fortune, Business 2.0,
Economist, etc.) either online or in print.
Fall2011; last update 8/29/11

Other Materials as available: Periodically, additional materials will be made available in the
course supplement, Electronic Reserves, or handed out in class.
Requirements/Grading
Grades will be assigned using the plus/minus (+/-) system. Grades will be both competitive (i.e.,
relative to the work of your classmates) and criterion-related.
A
A–
B+
B
B–
C+
C
C–
D+
D
DF
93% and above
90% to 92%
87% to 89%
83% to 86%
80% to 82%
77% to 79%
73% to 76%
70% to 72%
67% to 69%
63% to 66%
60% to 62%
Below 60%
Fall2011; last update 8/29/11
Requirement
Weight Learning Outcome Addressed
1. Personal Strategy Statement (+ revision/reflection) ........ 7.5% ......... 3, 4, 6, 7
2. Service Learning Project .................................................. 30% .......... 2, 3, 4, 5, 6
3. Midterm Exam ................................................................. 10% .......... 1, 2, 5
4. Final Exam ....................................................................... 15% .......... 1, 2, 5
5. Motivation Paper.............................................................. 7.5% ......... 1, 2, 3, 4, 5, 6, 7
6. Leadership Paper and Presentation .................................. 10% .......... 1, 2, 3, 4, 5, 6, 7
7. Leadership Reaction Course ............................................ 10% .......... 2, 4, 5, 6, 7
8. Contribution and Participation ......................................... 10% .......... all
Total ........................................................................ 100%*
*Graduate students taking this course for graduate credit will be required to complete a more in-depth
leadership paper project as well as to lead a skill-building exercise. The paper project will consist of the
student choosing an organizational leader, gathering information about and/or observing that leader in
the workplace, and writing a paper applying leadership/motivation concepts, theories, and models to that
leader’s behavior OR a more in-depth service learning project. The skill-building exercise requires the
student to lead the class through a class exercise. This exercise must be discussed with, scheduled, and
approved by instructor prior to the implementation. Weight of all grades will be slightly different than
above for graduate students because of the extra assignments.
**************
Personal Strategy Statement – 7.5%
Students are expected to develop a Personal Strategy Statement (see example in course
supplement, along with in-depth instructions and template). This statement and the objective
matrix will be turned in on 9/8 and returned with feedback. Before 12/6, students must revise the
statement and matrix, also including a brief reflection paper (one-page maximum) on whether
any of the set objectives have been achieved over the semester (or if any progression has been
made towards those objectives). Included in this paper must be reasons for how and why the
statement itself was revised.
This can be a very personal assignment for some people. Each student’s individual assignment
will be kept confidential. It is obviously more meaningful if the student spends some time
thinking about how to draft the statement and what sort of values/principles are important to
him/her. This is not a one-time, sit-down-and-crank-it-out assignment that can be completed well
the night before it is due.
Criteria
Students should be able to write a mission statement, vision statement, and articulate goals and
principles. In addition, students should be able to include objectives and complete the matrix
showing goodness of fit. In the revision, all of these should be evident with some indication of
revision, along with the reflection paper described above.
Standards
Higher quality statements include well-written mission and vision statements along with four to
six (4-6) goals and four to six (4-6) principles, at least eight (8) objectives, and a completed
Fall2011; last update 8/29/11
matrix. High quality goal statements are written as if the goal is achieved (e.g., “I am…”) and
high quality objectives each answer the question “how much of what by when?” Lower quality
statements are missing at least one of the previously listed components and/or lack evidence of
thought. High quality reflection papers include the components mentioned above, are wellwritten, and show critical thought. Low quality reflection papers are too brief, have writing
mistakes, do not show any evidence of critical thought, and/or do not follow the guidelines
mentioned earlier in this section.
Please submit the first draft of the PSS in hard copy. Feedback will be given on that copy. The
final revised draft and reflection paper may then be turned in on the course supplement with the
feedback draft as a scanned attachment or with the feedback draft turned in by hard copy. In
other words, you need to turn the first draft back in with the revised copy.
*********************
Service Learning Project – 30%
There are two components to this project, leadership and followership, so students should read
this portion of the syllabus carefully before deciding what to do for their projects. Students
should make plans early in the semester to complete both components by 11/22, with completed
journals being due on 11/29. The Service Learning Project involves “live” practice sessions in
leadership and followership. Students are expected to log at least 15 hours of service at a nonprofit organization of their choice here in Missoula. Students may not do something for their job.
All projects must be approved by the instructor before starting.
Service Learning is a method of teaching and learning in which students, faculty, and
community partners work together to enhance student learning by applying academic knowledge
in a community-based setting. Student work addresses the needs of the community as identified
through collaboration with community or tribal partners, while meeting instructional objectives
through faculty-structured service work and critical reflection meant to prepare students to be
civically responsible members of the community. At its best, service learning enhances and
deepens students' understanding of an academic discipline by facilitating the integration of
theory and practice, while providing them with experience that develops life skills and engages
them in critical reflection about individual, institutional, and social ethics.
Criteria
Students must spend at least 10 of those hours in a leadership position or actively involved in
leading in some way (e.g., leading a project, coaching someone else in development of a skill,
etc.). This leadership portion of the project should include at least three followers who can fill
out an anonymous evaluation of the student’s leadership skills/styles when the project is
completed. Each student must solicit feedback from his/her service supervisor and followers. It is
the student’s responsibility to develop an evaluation form to give to followers and get
instructor’s input/feedback on evaluation form before having followers fill it out. The original
anonymous evaluations should be attached to the final deliverable as an Appendix, and the
results should be discussed in the reflection (see below).
Students must spend the other portion of their hours in a followership position or actively
involved in following in some way (e.g., helping someone else complete his/her project, serving
Fall2011; last update 8/29/11
without leading, etc.). Students may work with each other and are encouraged to help each other
out in completing both of the components of this project (i.e., one student leads and the other
follows during certain aspects of the service).
Some class time will be spent discussing this project and the available agencies in the first couple
weeks of the semester. When the student and organization determine where he/she will complete
the service learning project and what he/she will be doing for this project, pages 1 and 2 of the
Service Learning Journal, with supervisor approval and/or business card, should be completed
and turned into the instructor for approval. This must be completed and approved by the
instructor by 9/22, at the latest.
Students must keep track of the hours that are spent in service learning and should journal (write
periodically) regarding the project using the appropriate weekly pages in the template (see the
course supplement). The supervisor signature is needed when all hours have been completed.
When the required hours of service have been completed (please have all service learning hours
completed by 11/22), each student will complete the remaining pages in the SLJ, detailing what
was done, how this service made the student feel, what was observed, what skills were applied,
and what was learned. Essentially, students should answer the question here, “What do I think
about my service learning experience in relationship to this class and my future?” This will
include:
 Affective reflection: How do you feel as a result of your experiences? How have
these experiences changed your attitudes, opinions, sensitivities?
 Process reflection: What have you learned from the process itself?
 Cognitive reflection: What do you think about the assignment, service learning,
and your project altogether?
Standards
High quality service learning projects show evidence of completing the required hours and
critical thought in the reflection, addressing all of the criteria listed above. Low quality service
learning projects will not show evidence of completion, will not show critical thought in the
reflection or will be missing one or more aspects of the reflection, and do not have at least three
evaluations, plus that of the supervisor, of the leadership portion. Higher grades are not earned
for writing the “correct answers,” but instead for fulfilling the requirements and showing critical
thought in the reflection area.
**************
Exams
There will be two exams during this semester. The first is a midterm exam over the first part of
the course (a majority of the material will be on motivation). The final exam is cumulative (any
and all material discussed in class or in the readings, films, etc. may be included). The majority
of the material on the final exam will be post-midterm.
Exams are closed books, closed notes, and closed neighbor. Exams are to be taken in class on the
scheduled date; no exam will be given early or late without a legitimate excuse. If you feel you
have a legitimate excuse for missing an exam, please let the instructor know ahead of time and
we can discuss it. A make-up exam will be given if the reason for missing the exam is deemed
legitimate.
Fall2011; last update 8/29/11
A missed exam for any reason not deemed legitimate results in a score of zero. Likewise,
dishonesty on the exam will result in a score of zero on the exam, and may further result in a
failing grade in the class and dismissal from the School of Business Administration.
Midterm Exam – 10%
The midterm exam is scheduled for 10/4. The exam will be both multiple choice and essay.
Final Exam – 15%
The final exam is scheduled as a take home exam that students will submit in the course
supplement prior to 3:00 pm on 12/13. This is an essay exam.
**************
Written Assignments
There are two written assignments in addition to the PSS and the Service Learning project. These
written assignments must be typed (single-spaced) and each has a page limit, not including any
tables and/or appendices (one-inch margins, Times New Roman 12-pt font). Be clear, concise,
and thorough with your writing. Use quotations and cite references as appropriate.
No late papers will be accepted. Papers are due at the beginning of the class indicated in the
schedule. Please bring a hard copy to class and keep an electronic copy for your records. If you
have to miss class on the day the paper is due, be sure to submit the paper in advance.
Motivation Paper – 7.5%
This is a practical paper with a three-page maximum. This paper may be written in first person.
Students should identify a recurring undesirable behavior exhibited by his/her self, someone
close to them, or a regular contact (i.e., a classmate, a professor, a family member, a co-worker)
and analyze the motivation behind that behavior. This paper is due on 9/27.
Criteria
The following five areas should be discussed in this paper: 1). Pinpoint specific, changeable
behaviors and avoid labels (that is, you can’t change someone who is a “jerk”); 2). Observe and
record how often, when, and where the behavior actually occurs; 3). Analyze the motivation
behind the behavior, including antecedents and consequences. What is driving the behavior? (use
concepts or theories!) What activities occur immediately before the undesirable behavior? What
happens immediately after? Do these activities promote or reward the behavior? Be sure to take
the perspective of the importance of these activities to the person exhibiting the behavior, the
timeliness of the antecedent or the consequence, and the probability of the consequence; 4) Build
a plan of how to bring about change in the behavior. Does the environment, antecedents, and/or
consequences need to change? How will this be done? Be specific here; and 5). Identify specific
feedback sources so that the effectiveness of the change efforts can be measured.
Standards
Higher quality papers include theories and concepts of motivation and a clear critical analysis of
the behavior and motivation. Lower quality papers are missing one of the five areas or do not
provide enough detail or specific information.
Leadership Paper and Presentation – 10% (7.5%, 2.5%)
There are two options for this five-page (maximum) paper. In addition, a short presentation (5
minutes), basically providing an executive summary, is part of this assignment. The paper is due
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at the time the presentation is given. Students should make their choice of paper and topic by
9/15.
Option 1: Book Review
There are millions of leadership books available. Students should choose a book in an area in
which they are interested, gain access to it either through the library or purchase, and read the
book. This must be a book they have not read previously and are not reading for another course.
Following completion of the book, students are to write a review of the book and provide a
recommendation for the specific audience of their business school peers. There are many helpful
hints in writing book reviews available on the internet – students should choose a guideline and
follow it. Criteria for this assignment are to clear the book with the instructor before reading it,
completion of the book, and a clear thoughtful review, including recommendation. Standards: a
high quality book review will show critical analysis of the information included in the book,
including at least three but less than five main learning points, as well as a justified
recommendation.
Option 2: Leader Research
Students should identify a leader they admire (preferably a business leader; however, some
historical leaders would also work for this assignment) and conduct research on what
makes/made this person a leader. This paper should connect the skills/characteristics of the
leader with theories and concepts discussed in this or other business classes. Criteria for this
assignment include a description of this leader and why the student chose this person as the topic
for the paper and an analysis of his/her leadership. Standards: a high quality review paper will
show critical analysis of leadership based on various information (that is, the student should use
at least five different sources to gain information) and connect back to at least three
theories/concepts from class.
The presentation should inform the audience about the leader, the reason for study of this leader,
and what makes/made this person a leader, including the appropriate theories/concepts.
**************
Leadership Reaction Course – 10%
The instructor has scheduled the class to participate in the leadership reaction course offered on
campus through the Military Science/ROTC department. This will happen on Thursday, 10/6,
unless the weather is bad. The first weather back-up day is 10/25. Within this course, students
move through a variety of exercises in groups. In each station or exercise, a leader is chosen
from the group and following completion of the exercise the followers and the facilitators offer
feedback on leadership style and effectiveness.
There is often a physical component to these exercises. If there is a documented reason that the
student cannot participate in the exercises, the student will complete the leadership course as an
observer.
Criteria
Students are expected to actively participate in the course on the day that they are scheduled to
do so and to actively discuss the course during the class reflection time.
Standards
Fall2011; last update 8/29/11
Active participation in the course means that the student is involved in the exercise and works
with the team to complete it. The student should also be active in the feedback portion, offering
quality comments and observations to the leader. High quality contribution to the discussion
includes describing certain aspects of the course and experience that were meaningful. Low
quality contribution includes restating a point made by someone else or not being involved.
**************
Contribution, Participation, and Quizzes – 10%
Students are expected to attend class and participate in the class activities. The instructor
supplements the information in the readings, rather than going through the same information; it
is important that students are prepared. In some instances class activities might consist of
discussing an article or material. Other activities might include role-playing, group exercises, and
expressing ideas about certain questions raised in class.
Criteria
Providing relevant examples; integrating material covered in the reading, outside readings, or in
class; arguing (respectfully and with justification) a point made by a classmate to clarify and
move the discussion forward; and actively participating in class exercises are all examples of
quality contributions.
Standards
Contribution/participation points (maximum of five points each day) are given in most classes. If
there are not many opportunities for contribution, all points will be based on attendance
(participation in the class). Reading the Kaimin, studying for other exams or classes, textmessaging, and other passive involvement in class will result in decreased contribution and
participation points.
Quality contributions (see first paragraph for examples) earn a 5, active participation and lower
quality contributions earn a 4, active participation with no contributions earns a 3, passive
participation with no contributions earns a 2, sleeping or exhibiting other behaviors that detract
from the learning environment earns a 1, and being absent earns a 0 (unless approved by
instructor prior to class). The instructor will inform the class through the course supplement and
email prior to class if she will be absent; the same is expected from the students.
Short quizzes designed to check preparation for the class will be given periodically. If a
contribution grade is given for that class session, then the daily grade will be an average of
contribution and the quiz. It is possible for a student to actively contribute, earning full points for
contribution, and also earn a 0 on the quiz. The daily grade for that student would be a 2.5
(which is the same as a 50%). There will be no make-up quizzes. If the student is absent on a
quiz day, the daily grade earned will be 0 (unless absence has been approved by instructor).
**************
Extra Credit
There are not many opportunities for extra credit offered in this class. Opportunities, if any, will
be identified by the instructor.
Fall2011; last update 8/29/11
**************
Class Policies
Students are expected to attend each class, read the required material before each session, and
ask questions when clarification is needed. Because class discussions are an integral part of this
course, students may be called upon if there are no volunteers. Students can expect the instructor
to also attend and be on time to class, be prepared, be available outside of class and by email (at
reasonable times) to answer questions, to provide timely feedback, and to use class time for
Leadership & Motivation material.
Please turn all cell phones, pagers, hand-helds, and other beeping/buzzing devices off (or at least
on ‘silent’) when in the classroom. If there is one disturbance, it will be forgiven. However, if it
becomes an issue, the student will be asked to leave. Texting during class is not considered
quality contribution to class and students will receive lower contribution grades and may be
asked to leave.
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University. All students
need to be familiar with the Student Conduct Code. The Code is available for review online at
http://www.umt.edu/SA/VPSA/index.cfm/page/1321.
Plagiarism and cheating are strictly forbidden. If you do not understand what constitutes
plagiarism or cheating, please come and see me.
E-mail: Beginning on July 1, 2007, the university has a new policy regarding student email accounts. Faculty members may only correspond with students regarding academic
issues if both parties use official UM e-mail addresses. Please make sure you are using
that email address (checking it frequently, etc.) - you will receive emails from me there.
If you have an authorized disability and need accommodation, please see me during the
first week of class. Should an incident occur during the session to cause you a disability, see
me as soon as possible.
Fall2011; last update 8/29/11
MGMT 420
Class #
1
Course Schedule (Subject to Change)
In-class
Date
Topics and Exercises
T 8/30 Intro and Overview of Requirements
Networking Exercise
Leadership and Motivation Defined
Learning about Leadership through Experience,
Education, and Reading
3
T 9/6 Motivation Processes
The “Self” in Motivation
Service Learning Discussion
4
R 9/8 Needs in Motivation
Flagship Presentations
Optional 9/6 Fall Volunteer Fair in the UC
9/7 10am – 2pm each day
5
T 9/13 Cognition in Motivation
2
6
R 9/1
Fall 2011
Preparation and Assignments
(to be completed prior to class)
No preparation required for first day
Read 1
Read 2
Read 3
Read 4
PSS Draft DUE
Visit with non-profit agencies to find
position if you haven’t found one yet!
Read 5
Set up Service Learning Project this
week!
Read 6
Book/Research Choices Due
Read 7
7
R 9/15 Process and Reinforcement in Motivation
Sign up for Presentations
T 9/20 Motivation to Act vs. Not Act
8
R 9/22 The Social Setting of Motivation
9
T 9/27 Motivation and Stress
10
R 9/29 Connecting Motivation to Leadership
Read 8
Service Learning Set-Up DUE
Read 9
Motivation Paper DUE
Read 10
11
T 10/4
Study, study, study!
12
R 10/6 Leadership Reaction Course
If bad weather, please see 10/25. The announcement
will be available in course supplement in the a.m.
T 10/11 Intro to Leadership Types, Skills, and Theories
Presentations
R 10/13 No Class Meeting: Service Learning Hours
Instructor attends Professional Conference
T 10/18 Leadership Frameworks
Presentations
R 10/20 Leader Traits
13
14
15
16
17
18
19
20
21
22
23
24
MIDTERM EXAM
T 10/25 Leadership Reaction Course weather backup for 10/6
Catch up day if needed…Instructor choice
R 10/27 Leaders and Followers
Presentations
T 11/1 Leader-Member Exchange Theory
Presentations
R 11/3 Leader Behaviors
Presentations
T 11/8 Leader Skills
Presentations
R 11/10 Types of Leadership
Presentations
T 11/15 Situational Leadership
Presentations
R 11/17 Contingency Leadership
Presentations
Meet on the Oval; wear clothes you can
move in
Read 11
Read 12
Read 13
Read 14
Read 15
Read 16
Assignment: Internet search for
Contingency Theory of Leadership; be
Fall2011; last update 8/29/11
ready to teach it to class
25
Read 17
Complete Hours for SL by Today
26
T 11/22 Path-Goal Leadership Theory
Presentations
R 11/24 NO CLASS: Enjoy Thanksgiving Break
27
T 11/29 Service Learning Class Reflection Session
Service Learning Journals DUE
28
R 12/1 Leader Skills
Presentations
T 12/6 Leadership, Motivation and Careers
PSS Final DUE
29
30
FINAL
R 12/8 Leadership, Motivation and Careers
Course Evaluations
12/13
FINAL TAKE HOME EXAM DUE
(no class meeting)
3:00 pm
Reading List (with partial citations) – Additions/Changes may be made throughout the semester
1. article: Challenge is the Opportunity (Leader to Leader (2003); Kouzes & Posner)
2. article: Crucibles of Leadership (Harvard Business Review (2002), Bennis & Thomas)
3. article: How the Best of the Best get Better and Better (Harvard Business Review (2008), Jones)
4.
5.
article: What to Ask the Person in the Mirror (Harvard Business Review (2007), Kaplan)
article: Employee Motivation (Harvard Business Review (2008, Nohria)
6. chapter: Recognizing Good Performance (Chap. 2, Discipline without Punishment, Grote, 2006)
7. article: Power is the Great Motivator (Harvard Business Review (2003), McClelland & Burnham)
8. article: Relational Job Design and the Motivation to Make a Prosocial Difference (Academy of
Management Review (2007), Grant)
9. article: Do Competitive Work Environments Help or Hurt Employees? (Academy of Management
Perspectives (2010), Santora & Esposito)
10. article: How to Motivate Your Problem People (Harvard Business Review (2003), Nicholson)
11. article: What Leaders Really Do (Harvard Business Review (1990), Kotter)
12. article: What Makes a Leader (Harvard Business Review (1999), Goleman)
13. article: What Every Leader Needs to Know about Followers (Harvard Business Review (2007), Kellerman)
14. article: Leader/Member Attribution Process (Academy of Management Review (1987), Martinko &
Gardner)
15. article: “Why Did I Do This?”: Understanding Leadership Behavior Through a Dynamic Five-Factor
Model of Leadership (Journal of Leadership Studies (2009), Seiler & Pfister)
16. article: Situational Leadership (Leadership Excellence (2008), Blanchard)
17. article: Path-Goal Theory of Leadership: Lessons, Legacy, and a Reformulated Theory (Leadership
Quarterly (1996), House)
Fall2011; last update 8/29/11