University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2137 (Fall 2013)
Subject Area - Course Number:
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Leadership Development
25-Character Abbreviation:
Leadership Development
Sponsor(s):
Louise Tourigny
Department(s):
Management
College(s):
Business and Economics
Consultation took place:
Programs Affected:
NA
Yes (list departments and attach consultation sheet)
Departments:
Master of Business Administration
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
will be at future meeting
Prerequisites:
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location American Family
College:
Business and Economics
Instructor:
Louise Tourigny
Dept/Area(s): Management
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in
providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
NA Total lecture hours:
3
Total contact hours:
40
120
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
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No of credits in major:
No of credits in degree:
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Proposal Information: (Procedures for form #3)
Course justification: Leadership is an essential course in the design of the MBA program. The
current global environment being complex and unpredictable, employers need to recruit talented
leaders with the professional skills required to provoke changes to the status quo, enable
entrepreneurial initiatives, fuel the development of new systems and processes, stimulate creative
decision making, unleash the potential of workers, develop talents, build communities, enhance
sustainable development, and contribute to the growth of the organization. The Leadership course
focuses on the individual development of students through an increase in self-awareness, the
acquisition of knowledge on effective leadership practices in organizations, and an appraisal of
contextual, cultural, and individual factors that enable or constrain leadership action and
effectiveness. The course suits the needs of students who want to play a leadership role in
organizations by teaching them, how to develop a mission, vision and strategic goals, effectively
lead, engage and motivate people, evaluate talents, build effective teams and develop communities,
and foster creativity and innovation.
Relationship to program assessment objectives:
Objective: Develop self-awareness
Trait: Assess one’s personality, values, beliefs, goals, and leadership style
Methods: (1) the instructor will have a set of self-assessment tests that students will be required to
complete. Students will compile the information obtained and write a descriptive statement. (2)
Students will be asked to engage in self-development by engaging in an active self-inquiry. Students
will be directed to do one of the following: (a) consult with a qualified therapist using a service of
their choice or the health and counseling services on campus, (b) register for meditation or yoga
classes, (c) create or join a reading group on self-development, or (d) engage in an activity that is
alien to one’s self with appropriate justifications.
AoL: The descriptive statement is evaluated to assess whether students developed a critical and
honest view of their own leadership style, understand who they are and where they fit, and know
what they need to work on in order to improve their leadership skills.
Objective: (1) Apply skills and knowledge grounded in evidence-based leadership models to
practical situations; (2) develop a mission, vision and strategic goals
Trait: Develop, implement and justify a leadership initiative
Methods: (1) the instructor will request students to launch at least one leadership initiative.
Depending on the instructor, a selection of alternative activities can be proposed including: (a)
developing a leadership training and development program for an existing organization with
planned and measurable outcomes, (b) creating a virtual network of leadership practitioners, (c)
creating an organization such as a new business, association, or journal, etc. (d) launching a
campaign for a cause of their choice, and (e) developing a leadership intervention within a selected
community with planned and measurable outcomes.
AoL: Specific tangible outcomes are assessed to verify whether the leadership initiative leads to
concrete action and long-term sustainability.
Objective: Identify contextual, cultural and individual factors that enable or constrain leadership
action and effectiveness
Trait: Analyze the practical limitations of leadership models, identify boundaries of action, and
determine how one must adjust to specific circumstances to enhance leadership effectiveness
Methods: (1) cases will be used to systematically identify the factors that enable or constrain action,
analyze the specifics of a situation, and determine how leaders can adjust to the particular
contextual, cultural and/or individual factors in order to be effective. (2) Students will be requested
to develop an evidence-based leadership model from another cultural perspective using new cultural
lenses.
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AoL: Students write case study reports, which are evaluated for the identification of key contextual,
cultural and individual factors and assessment of enabling and constraining factors to leadership
decision, action and outcomes.
Objective: Evaluate
Trait: Identify areas for improvement in the development of talents and develop innovative ways to
grow talents in organizations
Methods: Students will be requested to evaluate an organization in a critical way so as to identify
potential areas of development of talents. Students should develop a systematic method for
evaluating talents and identifying areas for improvement. The instructor can either let students
select an organization of their choice or provide a specific list of organizations to pick from.
Students will have to make a presentation and/or report in which they will provide a detailed
systematic evaluation method with an illustrated model.
AoL: Students should turn in a report and/or make a presentation on a specific evaluation method
they developed in the study of an organization. The illustrated model is evaluated by the instructor
based on its relevance for the organization, usefulness for the development of talents, and potential
for other usage such as a mentoring program among others.
Objective: Lead and motivate
Trait: Determine how leaders identify the needs and interests of stakeholders, develop effective
means to satisfy stakeholders, and actively engage them in a transformation process that is morally
uplifting
Methods: Cases will be used as a means to address strengths and weaknesses of leaders in leading
and motivating workers and various stakeholders. An emphasis will be placed on organizational
changes, including cultural and structural changes.
AoL: Students have to discuss cases of leaders and analyze their strengths and weaknesses. Such
discussion can take place in D2L where the instructor can provide questions for debates. Student
interventions will be evaluated on the basis of relevance, applicability, and depth.
Objective: Work effectively in teams
Trait: (1) Develop critical and creative thinking, and (2) work effectively in teams to find solutions
to problems
Methods: (1) Students will be requested to participate in a retreat where they will have to solve a
problem within a specific time period. The retreat is aimed at developing creative thinking and
confronting students to individual and cultural differences; (2) students will be requested to develop
a virtual team composed of MBA students from various universities using an electronic platform of
their choice in order to establish a dialog and to come up with specific suggestions as to what the
MBA program of the future should look like. The virtual team is aimed at developing creative and
critical thinking.
AoL: The problem resolution is evaluated on the basis of timeliness, quality, and pertinence of the
solution for the problem at hand. The suggestions are evaluated on the basis of how much creative
and critical thinking these generated.
Budgetary impact: None or limited; the retreat may incur a small cost
Course description: (50 word limit)
The Leadership course presents evidence-based models of leadership. It focuses on the development of
authentic leaders through the enhancement of individual self-awareness, acquisition of knowledge on
effective leadership practices in organizations, and a critical evaluation of the contextual, cultural, and
individual factors that enable or constrain leadership action and effectiveness.
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If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
Graduate students are requested to actively work on self-awareness and to practically conduct a
leadership initiative
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
Graduate students are requested to do an active self-inquiry.
Concrete outcomes of leadership initiative will be measured and evaluated for graduate students
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Not applicable
Course objectives and tentative course syllabus:
See below
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.) * The bibliography is used to build the course and not as a list of assigned readings to students.
Avolio, B. J. (1999). Full leadership development: Building the vital forces in organizations. Sage.
Barbuto, J.E., Jr., & Wheeler, D.W. (2006). Scale development and construct clarification of servant-leadership.
Group and Organizational Management, 31, 300-328.
Bass, B.M. (1985). Leadership and performance beyond expectations. NY: Free Press.
Bass, B.M. & Avolio, B.J. (1990a). The implications of transactional and transformational leadership for individual,
team, and organizational development. Research in Organizational Change and Development, 4, 231-272.
Bass, B.M. & Avolio, B.J. (1990b). The Multifactor Leadership Questionnaire. Palo Alto, CA: Consulting
Psychologists Press.
Bass, B.M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership. Leadership
Quarterly, 127-181.
Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco, CA: Berrett-Koehler.
Burns, J.M. (1978). Leadership. NY: Harper & Row.
Conger, J.A. & Kanungo, R.N. (1998). Charismatic leadership in organizations. Thousand Oaks, CA: Sage.
Covey, S.R. (1990). Principle-centered leadership. NY: Fireside.
Craig, S.B., & Gustafson, S.B. (1998). Perceived leader integrity scale: An instrument for assessing employee
perceptions of leader integrity. Leadership Quarterly, 9 (2), 143-144.
Dennis, R.S., & Bocarnea, M. (2005). Development of the servant leadership assessment instrument. Leadership &
Organization Development Journal, 26, 600-615.
Greenleaf, R.K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness. NY:
Paulist Press.
Hackman, J.R. (2002). Leading Teams: Setting the Stage for Great Performances. Boston: Harvard Business
School Press.
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House, R.J., Hanges, P.J., Javidan, M., Dorfman, P.W., & Gupta,V. (Eds.) (2004). Culture, leadership and
organization: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage.
Jung. C.G. (1923). Psychological types. NY: Hartcourt Brace.
Kernis, M.H. (2003). Toward a conceptualization of optimal self-esteem. Psychological Inquiry, 14, 1-26.
LaFasto, F.M.J., & Larson, C.E. (1996). Collaborative Team Leader Survey. Denver, CO: Author.
Maccoby, M. (2003). The productive narcissist: The promise and peril of visionary leadership. NY: Broadway.
Manning, G. & Curtis, K. (4th international edition, 2011). The art of leadership.
Mumford, S.J., Zaccaro, S.J., Harding, F.D., Jacobs, T.O., & Fleishman, E.A. (2000). Leadership skills for a
changing world: Solving complex social problems. Leadership Quarterly, 11 (1), 11-35.
Northouse, P.G. (2013). Leadership: Theory and Practice, 6th edition, Sage.
Terry, R.W. (1993). Authentic leadership: Courage in action. San Francisco: Jossey-Bass.
Yukl, G. (7th edition). Leadership in Organizations. Prentice Hall.
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):
Course syllabus follows
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Course Syllabus
Leadership Development
MANGEMNT 757
Instructor: Louise Tourigny
Fall 2013
Course description
The Leadership course presents evidence-based models of leadership. It focuses on the development of
authentic leaders through the enhancement of individual self-awareness, acquisition of knowledge on
effective leadership practices in organizations, and a critical evaluation of the contextual, cultural, and
individual factors that enable or constrain leadership action and effectiveness.
Course objectives
The course objectives are twofold: (1) students should learn how to lead and motivate people so as to
realize a vision that transforms them in a morally uplifting way; (2) students should learn how to apply
evidence-based leadership models to practical situations, and identify contextual, cultural and individual
factors that enable or constrain leadership action and effectiveness.
Specific objectives
1. Develop self-awareness
2. Work effectively in teams
3. Lead and motivate people
4. Evaluate talents and enhance the professional growth of workers
5. Develop a mission, vision and strategic goals
6. Apply skills and knowledge grounded in evidence-based leadership models to practical situations
7. Identify contextual, cultural and individual factors that enable or constrain leadership action and
effectiveness
Material
Students will be provided with some web links to self-assessment tests, some tests will be posted in D2L
within the course content, and some other tests will be purchased from a website or the bookstore. These
include the Multifactor Leadership Questionnaire (www.mindgarden.com), the Servant Leadership
Questionnaire (published by Liden, R.C., Wayne, S.J., Zhao, H., & Henderson, D. in 2008 in the
Leadership Quarterly, 19: 161-177), the Authentic Leadership Self-Assessment Questionnaire
(www.mindgarden.com), the Perceived Leader Integrity Scale (PLIS) published by Craig, S.B., &
Gustafson, S.B. in 1998 in the Leadership Quarterly, 9 (2): 143-144. Personality tests include the MBTI
(www.keirsey.com), and other selected personality tests such as the locus of control, learning style,
interpersonal style, interpersonal trust, as well as some tests pertaining to one’s occupational mental health
such as the Maslach Burnout Inventory (MBI) depending on the instructor. Such tests can be found on –
line at various websites.
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Suggested readings (can vary based on the instructor)
Bass, B.M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership. Leadership
Quarterly, 127-181.
Mumford, S.J., Zaccaro, S.J., Harding, F.D., Jacobs, T.O., & Fleishman, E.A. (2000). Leadership skills for a
changing world: Solving complex social problems. Leadership Quarterly, 11 (1), 11-35.
Manning, G. & Curtis, K. (4th international edition, 2011). The art of leadership.
Northouse, P.G. (2013). Leadership: Theory and Practice, 6th edition, Sage.
Yukl, G. (7th edition). Leadership in Organizations. Prentice Hall.
Course assignments
1. Self-assessment tests and self-inquiry
1a) Self-assessment tests must be completed and a written statement about one’s self must be turned in
1b) Self-inquiry involves a self-development activity to get out of one’s zone of comfort. Students must do one of the
following and submit a completed form signed by the person consulted or delivering the service: (a) consult with a
qualified therapist using a service of their choice or the health and counseling services on campus, (b) register for
meditation or yoga classes, (c) create or join a reading group on self-development, or (d) engage in an activity that is
alien to one’s self with appropriate justifications
2. Leadership initiative: Students must do one of the following activities
2(a) developing a leadership training and development program for an existing organization with planned and
measurable outcomes,
2(b) creating a virtual network of leadership practitioners,
2(c) creating an organization such as a new business, association, or journal
2 (d) launching a campaign for a cause of their choice,
2 (e) developing a leadership intervention within a selected community with planned and measurable outcomes
3. Case analyses
Cases will be used to systematically identify the factors that enable or constrain action, analyze the specifics of a
situation, and determine how leaders can adjust to the particular contextual, cultural and/or individual factors in
order to be effective. Students must turn in a completed case report.
Students will also receive cases to analyze the strengths and weaknesses of leaders, and discuss in a critical way how
leaders are effective or ineffective. Discussions will take place in class and/or D2L.
4. Systematic evaluation model
Students will be requested to evaluate an organization in a critical way so as to identify potential areas of
development of talents. Students should develop a systematic method for evaluating talents and identifying areas for
improvement. The instructor can either let students select an organization of their choice or provide a specific list of
organizations to pick from. Students will have to make a presentation and/or report in which they will provide a
detailed systematic evaluation method with an illustrated model.
5. Team work
5a) Retreat: Students will be requested to participate in a retreat where they will have to solve a problem within a
specific time period. The retreat is aimed at developing creative thinking and confronting students to individual and
cultural differences
5b) Virtual team: Students will be requested to develop a virtual team composed of MBA students from various
universities using an electronic platform of their choice in order to establish a dialog and to come up with specific
suggestions as to what the MBA program of the future should look like. The virtual team is aimed at developing
creative and critical thinking
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Grading system: Grades are generated by D2L with an A starting at 92%.
Grade distribution:
Self-assessment and self-inquiry:
Leadership initiative:
Case report/presentation:
Case discussions:
Presentation of the evaluation model
Retreat
Virtual team
20%
30%
10%
10%
10%
10%
10%
Weekly outline
Week
1
Activities
Self-assessment and selfinquiry
Assignments
Individual assignments: Complete assigned self-assessment tests
Submit proof of consultation/registration to self-inquiry activity
Deadline for submission of the statement: Week 6
2
Leadership initiative
Group assignment: Start the leadership initiative
Provide a description of the mission, vision and strategic goals
Explain the means used (e.g., electronic platform, address, resources)
Clearly describe who are the stakeholders targeted
Address the long-term sustainability of your initiative
Deadline for submission of the leadership initiative:
Week 8
Case study
A case pertaining to the evaluation of leadership effectiveness will be
studied in class and the case study method will be explained and
systematically applied to the selected case.
3
Case presentations in class
4
Case presentations in class
5
Case discussions
Group assignment: Each group is presenting a case based on a selected
organization
A list of organizations will be provided in class and students need to sign
up for one of them
Group assignment: Each group is presenting a case based on a selected
organization
A list of organizations will be provided in class and students need to sign
up for one of them
Case discussions in D2L and in class
Students must discuss the cases in small groups in class and in D2L
Specific cases of leaders will be assigned
Virtual team work
6
Student retreat
7
Evaluation models
8
Presentation of leadership
initiatives
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Students must submit a list of participating MBA students
Students must provide a list of criteria for evaluating MBA programs
Students must provide a preliminary list of suggestions
Due date for final submission: Week 6
A problem is assigned to students
Students meet off site at a retreat site
They must turn in a solution at the end of the assigned time period
A feedback session follows
Group presentation/report of the systematic evaluation model based on a
selected organization
Each group must submit a detailed evaluation of talents
Students will explain in class how their leadership initiative was
implemented and provide a list of specific outcomes
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Note to the outline: Depending on the instructor, specific readings should be assigned each week
following a logical progression. Readings on transformational leadership, authentic leadership,
servant leadership, ethical leadership, team leadership and culture are essential in this course. Cases
will be selected by the instructor and can vary depending on the class composition, interest of the
instructor, and student needs.
Cases from Harvard Business School should be used along with other cases picked from various
sources and/or textbooks.
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