UNITED STATES
MILITARY ACADEMY
WEST POINT, NEW YORK
PL300
MILITARY LEADERSHIP
COURSE GUIDE
ACADEMIC YEAR 2013-2014
Spring Semester
PL300
DEPARTMENT OF BEHAVIORAL
SCIENCES AND LEADERSHIP
PL300: Military Leadership
Term 14-2
COURSE INTRODUCTION
1 January 2014
Class of 2015
Welcome to PL300 – Military Leadership. It is my sincere hope and expectation that PL300 is
the most memorable and relevant class you will ever take at West Point. PL300 faculty members
are excited to be a part of your journey as a leader of character and are uniquely qualified to assist
you. Each instructor was hand-selected based on demonstrated excellence at the company-level
and then educated at one of the Nation’s finest graduate programs.
PL300 is all about you and your growth as a leader. Military Leadership is ideally situated in
your Cadet timeline. You’ve had at least one important military leadership experience this past
summer and are currently developing in your new position this academic year. What you learn
here will be directly applicable in your present capacity, as well as next year and beyond.
Our goal this semester is that you become more self-aware and are equipped with the tools to take
your leadership to the next level. You will learn leadership theories, models and concepts and be
required to integrate them into your individual leader development. Leadership is an art, but there
is indeed science involved in preparing the artful leader. Your leadership within the Corps is just
as important as your future service as an officer, so we’ll expect you to apply these frameworks in
both Cadet and officer scenarios.
Our Nation needs strong leaders to face the complex challenges that are certain in the future.
Although you are responsible for your own learning and development toward this end, it is our
distinct privilege to facilitate your way ahead.
For Those We Lead!
DARCY SCHNACK
LTC, LG
PL300 COURSE DIRECTOR
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COURSE INTRODUCTION
Course Purpose
As a result of this course, cadets are capable of integrating new knowledge, experiences,
and reflection to lead soldiers and military organizations more effectively in a culturally
diverse, changing world. In short, cadets leave this course as better leaders. To achieve
this, PL300 has two main goals:
1. Cadets are better, more self-aware leaders who are capable of reflecting on and
learning from their life and leadership experiences.
The West Point Leader Development System emphasizes the importance of this course
goal:
Self-awareness is critical to being a commissioned leader of character. To
the extent that cadets graduate with a better sense of who they are, their
strengths, their weaknesses, their biases and tendencies, this ingredient of
development will contribute to the development of self-aware leaders.1
It becomes evident at this point why PL300 is not a class about answers, checklists or
recipes, why it is open and not closed, and why we emphasize process and not content.
Each cadet brings to the table their own set of relevant and meaningful experiences and
perspectives. Our intent in the course is not to provide the right perspective, but to
challenge cadets to better understand themselves, to integrate new knowledge and to
therefore shed new light on what they believe (through the incorporation of new concepts
and theories), and to prepare them to do this for themselves for the remainder of their
lives.
2. Cadets will apply relevant frameworks, concepts and theory to their
current leadership situations and demonstrate improvement as leaders.
As a result of this course, cadets will demonstrate enhanced leadership ability by
integrating new knowledge, their experiences, and reflections while leading soldiers and
military organizations. Such integration is required to lead more effectively in a
culturally diverse, changing world.
Students who complete this course will leave having demonstrated the ability to
effectively apply theoretical content and personal reflection, rather than simply reciting
definitions and key words. In a changing world, facts and memorization are perishable,
but the capabilities described above will endure for a lifetime.
1
USMA Circular 1-101, p. 22
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COURSE INTRODUCTION
Course Administrative Notes
Format Rules
All PL300 assignments will be completed using American Psychological Association
(APA) format guidelines.
Rules of Engagement
We will show, both within and outside of our classroom, respect for law and order,
personal honor, and the rights of others. Further, in our class: 1) everyone is allowed to
feel they can work and learn in a safe and caring environment; 2) everyone learns about,
understands, appreciates, and respects varied races, ethnicities, classes, genders, religions,
ages, physical and mental abilities, and sexualities; 3) everyone matters; 4) all individuals
are to be respected and treated with dignity and civility; and 5) everyone contributes in
sharing in the responsibility in making our class, and the Academy, a positive and better
place to live, work, and learn.
Recordings
Department policy forbids the taping or recording of any class or portion of a class
without the written permission of the instructor, any speakers or guests, and each cadet
attending the class.
Textbooks
Department policy requires that each cadet in a section must have an individual textbook
(paper or electronic) with them in class.
The required materials for PL300 are the 2013 Course Reader. Due to significant updates
all previous versions of this course reader are obsolete. Students must have a copy of the
current course reader:
1. Lovelace, J. B., Black, L. D., McCoy, E. A. (eds.) (2013). PL300 Military
Leadership Course Reader. New York, NY: XanEdu (Jossey-Bass).
OR
1. Lovelace, J. B., Black, L. D., McCoy, E. A. (eds.) (2013). PL300 Military
Leadership Course Reader. New York, NY: XanEdu (Jossey-Bass).
AND
2. Lovelace, J. B., Black, L. D., McCoy, E. A. (eds.) (2013). Military Leadership:
Harvard Supplemental. New York, NY: XanEdu (Jossey-Bass).
*Only the Fall 2013 (AY 14-1)and Spring 2014 (AY 14-2) versions of the Course
Reader are acceptable for this class.
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COURSE INTRODUCTION
The Mentor Relationship
You will find a mentor as a part of this course. An integral part of your PL300 learning
experience is building a relationship with a mentor. Your Leader Reflective Exercise
(LRE), your Application Story (AS) Assignment and your Leadership Philosophy Paper
(LPP) all involve working with your mentor. The purpose of working with a mentor is to
both share and gain information, generally focused on your individual portion of the
major writing assignment. For example, in the LPP, you share your leadership
philosophy (Part A of the assignment) and get his/her feedback on your leadership
principles.
Find your mentor early! The process of identifying a mentor and cultivating a
relationship is not something that can be done at the last minute. For the purpose of
PL300, your mentor should meet the following guidelines:






Someone here at USMA
Senior to you in age with significant life and professional leadership experience
Officer, Non-Commissioned Officer (CPT or above/SFC or above), Warrant
Officer (active or retired)
Coaches and others with significant leadership experience may be considered on a
case-by-case basis
Fellow cadets and your family members are not appropriate
Your current TAC Officer/NCO by exception only
Your mentor is both key in your PL300 learning experience AND a part of your graded
assignments. Find yours early, meet with them often, and make the most of the learning
opportunity.
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PL300: Military Leadership
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COURSE INTRODUCTION
Evaluation and Grading
Your instructor will evaluate your performance on graded requirements in PL300 in
comparison with criteria and standards that represent the faculty's judgment of exemplary
performance. The Lesson Objectives for each lesson will guide you in determining how to
focus your effort. The following key terms from your lesson objectives are provided
below for clarity.
Differentiate: To give a detailed account of distinctions between related theories,
concepts, things or events.
Summarize: To express assigned material in concise form without losing key
implications of reading.
Illustrate: To make plain, clear and intelligible a term, concept or theory by means of
figures, examples, comparisons, etc.
Infer: To draw conclusions or make generalizations suggested by a specific set of data.
Classify: To place concepts, terms, objects, words or situations in categories according to
specific criteria.
Relate: To bring into logical or natural association by stating the connection between
concepts, theories, terms issues, etc.
Predict: To use a concept, theory or principle to forecast an outcome.
Explain: To use a given theory or concept, to account for the occurrence of a given
phenomenon.
Apply: To use learned material such as rules, concepts, principles or theories to solve a
problem in a given situation.
Compare: To state similarities by bringing theories, concepts, paradigms, or principles
together for the purpose of demonstrating likeness.
Contrast: To state dissimilarities by bringing theories, concepts, paradigms or principles
together for the purpose of demonstrating unlikeness.
Analyze: To break down a situation, issue or event into its component parts, summarizing
relationships among components.
Synthesize: To combine separate elements into an orderly, functional, structured new
whole.
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COURSE INTRODUCTION
Graded Events
LEADER DEVELOPMENT PORTFOLIO
Journey Line and Narrative (JL)
Leader Reflective Exercise (LRE)
Application Story
Leader Philosophy Paper (LPP)
MIDTERM EXAM
TEE
INSTRUCTOR POINTS
450 total points
(100 points)
(50 points)
(100 points)
(200 points)
200 points
250 points
100 points
Total
1000 points
Extra Credit (Maximum of 30 points)
Research Participation
The first extra credit option is to be a participant in a research study. Researchers are
either upper class cadets or faculty members. There are a limited number of studies
available each term. You will be notified when they are available via email. Space is
limited, so you are highly encouraged to sign up for those you can commit to as soon as
possible. You sign up and can find information about the studies by accessing this link:
http://usma-bsl.sona-systems.com/.
The time of participation varies by study, i.e., some require only one hour, others can take
three hours. You will receive 10 bonus points for each hour of participation.
All research projects are subject to approval by USMA’s institutional research board to
ensure compliance with ethical guidelines.
Individual Scholarship (journal reviews)
As an alternative to participating in a research project, you may review a journal article
from a scholarly journal and draft a 2-3 page summary. The article must be relevant to
the content of the course. Your instructor will provide you detailed instructions should
you be interested in this option. Each article review is worth 10 points.
Bonus Points and Course Failures
You may receive extra credit for participating in research and/or scholarship, but you
may not exceed 30 total points of extra credit. It is the Course Director’s policy that
bonus points will only be added to the academic grades of those cadets who achieved a
passing grade at the conclusion of all graded events. Bonus points will be tracked
throughout the semester by individual instructors; however, they will only be added after
the TEE as long as your final grade in the course is a D or above. Essentially, you can
improve your final grade through bonus points only if you pass the course.
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COURSE INTRODUCTION
Late Submissions
The following is the Department’s policy on late submission of written work.
1. Written work that is submitted per course requirements will receive a 10% penalty for
every 24-hour period that the work is late. The 10% penalty is based upon the total point
value of the work. The 24-hour period includes weekends and holidays and begins at the
date/time the work was due. The first 10% penalty is assessed immediately after the work
is late (i.e., the work was not turned in at the date/time it was due).
2. If you fail to meet a suspense requirement for the submission of written work, you
have committed an academic as well as a professional duty failure. If you turn in a late
paper, you have an unfair advantage (additional time) over those students who met the
suspense requirement. The additional time spent improving the quality of your
paper/project will therefore be offset by a grade reduction.
3. Attending class and completing all class assignments are duty requirements. As such,
any failure to meet the suspense requirements will result in the academic penalty of a
10% deduction for each 24-hour period. Additionally, failure to inform your instructor in
advance of a late submission and/or if an assignment becomes more than 24 hours late,
will result in immediate notification of your TAC and the Program Director.
Term End Examination Failure
This comprehensive examination will test your mastery of lesson and performance
objectives covered throughout the course. A failure to score a 50% or better on the final
will indicate a failure to master the course material and result in a failing grade for the
course-regardless of total points earned for the course.
Grades and Their Meaning
Your final grade in PL300 is based on the percentage of total possible course points that
you earned on your Graded Requirements, the Midterm Exam, the TEE, and your
Instructor Grade. The percentages and letter grade equivalents are:
A+
97-100%
A
93-96.9%
A90-92.9%
B+
87-89.9%
B
83-86.9%
B80-82.9%
C+
77-79.9%
C
73-76.9%
C70-72.9%
D
67-69.9%
F
0-66.9%
"A" Work: (1) Complies with Dean's Criteria, and is theoretically sound; (2) Is organized
and unified in presentation, e.g. accurately and effectively uses concepts in assessment
and application; (3) Maintains a level of excellence throughout, and shows originality and
creativity in the design of leader actions; (4) Is free of errors in grammar, punctuation,
word choice, spelling and format, e.g. meets the requirements of correctness and style.
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COURSE INTRODUCTION
"B" Work: Meets the requirements in (1), (2), and (4) above, but demonstrates less
originality or creativity.
"C" Work: Meets the requirements in (1) and (2), but contains relatively little creativity
or originality and a few flaws. Reads like a first draft.
"D" Work: Fails to realize several critical elements of (1) thru (4), and to meet some of
the criteria in significant ways.
"F" Work: Fails to realize several critical elements of (1) thru (4); does not meet the
criteria, and contains serious errors or flaws.
As you will note in these descriptions of graded work, you will be evaluated for the style
and organization of your written work, and not just the theoretical content. The
established Dean's writing standards of correctness, style, organization and substance will
always apply.
A Note on Grammar and Writing Assignments
All written assignments in this course should be well thought-out, logically structured,
use complete paragraphs, and use proper grammar. It is essential that all written
assignments are proofread prior to their submission. Assignments that include errors will
have points deducted from the assignment grade.
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COURSE INTRODUCTION
PL 300 Course Overview AY 14-2
Lesson #
Date
Lesson Topic
Major Course Events
Self-Assessment
1
2
3
4
5
6
7
8
9
7/8 JAN
9/10 JAN
13/14 JAN
15/16 JAN
17/21 JAN
22/23 JAN
24/27 JAN
28/29 JAN
30/31 JAN
10
11
12
13
14
3/4 FEB
5/6 FEB
7/10 FEB
11/12 FEB
13/14 FEB
15
18/19 FEB
16
17
18
19
20
21
22
20/21 FEB
24/25 FEB
26/27 FEB
28 FEB/3 MAR
4/5 MAR
6/7 MAR
10/11 MAR
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
12/13 MAR
14/24 MAR
25/26 MAR
27/28 MAR
31 MAR/1 APR
2/3 APR
4/7 APR
8/9 APR
10/11 APR
14/15 APR
16/17 APR
18/21 APR
22/23 APR
25/28 APR
29/30 APR
2/5 MAY
6/7 MAY
8/9 MAY
Introduction
Learning from Experience I – LGM
Learning from Experience III – Crucibles
Learning from Experience II – Failure
Emotional Intelligence
Mental Models
Decision Making
Authentic Leadership
CLI Survey Results
Leadership Theories
Full Range Leadership
Transformational Leadership
Toxic Leadership
Case Study 1
Bases of Power
Bases of Power, Influence Tactics, &
Outcomes
Motivation I
Motivation II
Case Study 2
Mid-Course Review and Feedback
Mid-Term WPR (Dean's Hour)
Class Drop
Guest Speaker
Organizational Leadership
Teams and Team Performance
Org Structure and Design
Managing Conflict
Group Cohesion and Development I
Group Cohesion and Development II
Socialization
Case Study 3
Special Topic
Organizational Culture
Organizational Change
Guest Speaker
Class Drop for LPP
Cross-Cultural Leadership
Case Study 4
Negotiations I
Negotiations II
In Extremis Leadership
Course Wrap-Up
ix
CLI Suspense NLT 161600JAN
Mentor Selected (Course Intro)
JL Due NLT 271600JAN (Annex A)
LRE Due NLT 141600FEB (Annex B)
Dean’s Hour 5 MAR 14
AS1 Due NLT 281600MAR (Annex C)
LPP Due 171600APR (Annex D)
PL300: Military Leadership
14-2
LEADERSHIP THEORIES
Lesson 1: Introduction
Lesson Objectives:
1. Explain why you are taking PL300 and how it will fit into your personal
development.
2. Explain why PL300 occurs during cow year.
Student Preparation:
Lesson Reading:
Course Guide Introduction
Lesson 2: Learning from Experience I – Leader Growth Model
Lesson Objectives:
1. Illustrate the Leader Growth Model and relate it to your own development and
learning.
2. Infer challenges and benefits of leader growth and development.
Student Preparation:
Lesson Reading:
“The Role of Experiential Education, Reflection, and Knowledge
Acquisition in Building Stronger Leaders” by MAJ Eric McCoy
Supplemental Reading:
“Chapter 3: You Must Lead Yourself First” by Greg Hastings
Key Concept:
Leader Growth Model (See Annex E)
New Knowledge
Experience
Reflection
Self-Awareness
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LEADERSHIP THEORIES
Lesson 3: Learning from Experience II - Crucibles
Lesson Objectives:
1. Relate the crucible concept to your life experiences.
2. Analyze how crucibles influence your development.
3. Contrast a significant life event with a crucible experience.
Student Preparation:
Lesson Reading:
“Crucibles of Leadership (HBR OnPoint Enhanced Edition)” by
Warren Bennis and Robert Thomas (in Supplemental Spring
Reader)
Key Concepts:
Crucible Experience
Learning from Difference
Prevailing over Darkness
Meeting Great Expectations
Four Essential Leader Skills
Lesson 4: Learning from Experience III –Failure and Resilience
Lesson Objectives:
1. Analyze the role of failure in individual development.
2. Relate personal failure experience to the Leader Growth Model.
3. Apply the model of resiliency to explain its significance in managing and learning
from failure.
Student Preparation:
Lesson Reading:
“Resilience and Leadership: The Self-Management of Failure” by
Gillian King and Mitchell Rothstein
Key Concepts:
Resilience (organizational and personal)
Domains of Resiliency (Affective, Cognitive, Behavioral)
Model of Resiliency (See Annex F)
Due: CLI Survey Completed, Suspense NLT 161600JAN
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LEADERSHIP THEORIES
Lesson 5: Emotional Intelligence
Lesson Objectives:
1. Relate emotional intelligence to leader effectiveness.
2. Compare/contrast levels of emotional intelligence between leaders.
3. Analyze a leader’s performance and relate it to his/her emotional intelligence.
Student Preparation:
Lesson Reading:
“What Makes a Leader? (HBR OnPoint Enhanced Edition)” by
Daniel Goleman (in Supplemental Spring Reader)
Key Concepts:
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skill
Due: Provide your mentor’s information to your instructor
Lesson 6: Mental Models
Lesson Objectives:
1. Explain how mental models are formed and their influence on leader behavior.
2. Illustrate how common attribution biases/errors impact your effectiveness as a
leader.
3. Apply double-loop learning to leader growth.
Student Preparation:
Lesson Reading:
“Mental Models” by MAJ Jordon Swain
Key Concepts:
Mental Model
Fundamental Attribution Error
Self-serving bias
Halo Effect
Confirmation Bias
Stereotyping
Single-Loop and Double-Loop Learning
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LEADERSHIP THEORIES
Lesson 7: Decision Making
Lesson Objectives:
1. Differentiate the ways in which leaders make decisions.
2. Apply the Rational & Recognition Primed Decision Making Models.
Student Preparation:
Lesson Reading:
“Leader’s Guide to Decision Making” by LTC Eric G. Kail
Key Concepts:
Rational Decision Making Model
Intuitive Decision Making
Recognition Primed Decision Making Model
DUE: Journey Line NLT 271600JAN (See Annex A)
Lesson 8: Authentic Leadership
Lesson Objectives:
1. Summarize how authenticity impacts leader effectiveness.
2. Illustrate what facets of your life influence your ability to develop your authentic
self.
Student Preparation:
Lesson Reading:
“Discovering Your Authentic Leadership” by Bill George et. al.
(in Supplemental Spring Reader)
Key Concepts:
Life Story
Authentic Self
Values and Principles
Extrinsic and Intrinsic Motivation
Support Teams
Integrated Life
Empowering Others
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LEADERSHIP THEORIES
Lesson 9: Cardinal Leadership Inventory (CLI) Survey Results
Lesson Objectives:
1. Identify key leadership traits you possess.
2. Summarize the impact of these traits on your leader identity.
Student Preparation:
Lesson Reading:
Bring your individual CLI report to class
Key Concepts:
As assigned by instructor
Lesson 10: Full Range Leadership
Lesson Objectives:
1. Summarize the Full Range of Leadership Model.
2. Compare and contrast the leadership styles that comprise the Full Range of
Leadership Model.
3. Differentiate between transformational and transactional leadership.
Student Preparation:
Lesson Reading:
“Full Range of Leadership Model” by LTC R.J. Garcia
Key Concepts:
Full Range of Leadership Model (FRL) (See Annex G)
Laissez-Faire Leadership (LF)
Manage-by-Exception – Passive Leadership (MBE-P)
Manage-by-Exception – Active Leadership (MBE-A)
Contingent Reward Leadership (CR)
Transformational Leadership (TFL)
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LEADERSHIP THEORIES
Lesson 11: Transformational Leadership
Lesson Objectives:
1. Illustrate knowledge of transformational leadership conditions, components,
behaviors, and processes, and how they interact within the TFL model.
2. Describe the effect of transformational leaders on followers.
3. Infer why transformational leaders are necessary in a dynamic, changing world.
Student Preparation:
Lesson Reading:
“Transformational Leadership: What a Leader in a Values-Based
Organization Must Strive to Exercise” by LTC B.B. Banks
Key Concepts:
Transformational Leadership Model (See Annex H)
Transformational Leadership Conditions
Transformational Leadership Components
Transformational Leadership Behaviors
Transformational Leadership Processes
Outcomes of Transformational Leadership
Lesson 12: Toxic Leadership
Lesson Objectives:
1. Identify the types of negative influence leadership can have on an organization.
2. Explain toxic leadership.
3. Explain how toxic leaders are able to rise to power and how organizations can
eliminate toxic leadership.
Student Preparation:
Lesson Reading:
“An Introduction to Toxic Leadership” by MAJ Jeffrey Lovelace
Key Concepts:
Toxic Triangle:
Destructive Leaders
Susceptible Followers
Conformers
Colluders
Conducive Environments
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LEADERSHIP THEORIES
Lesson 13: Case Study 1
Lesson Objectives:
1. Synthesize relevant concepts from previous lessons to discuss how leaders
influence others.
Student Preparation:
Lesson Reading:
Case Study TBD by Instructor
Lesson 14: Bases of Power
Lesson Objectives:
1. Explain the Six Bases of Power.
2. Differentiate the forms of each base of power.
3. Summarize the effects of using different bases of power.
Student Preparation:
Lesson Reading:
“Bases of Power: Origins and Recent Developments” by Bertram
Raven
Key Concepts:
Six Bases of Power:
Coercive Power
-Impersonal and Personal
Reward Power
-Impersonal and Personal
Legitimate Power
-Formal, Reciprocity, Equity and Dependence
Expert Power
-Positive and Negative
Referent Power
-Positive and Negative
Information Power
-Direct and Indirect
DUE: Leader Reflection Exercise NLT 141600FEB (See Annex B)
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LEADERSHIP THEORIES
Lesson 15: Bases of Power, Influence Tactics, & Outcomes
Lesson Objectives:
1. Analyze your use of bases of power and influence tactics given what you know
about yourself and the situation.
2. Illustrate how influence tactics can help you build your bases of power.
3. Predict the outcomes of using a particular base of power and associated influence
tactics.
Student Preparation:
Lesson Reading:
Review Lesson 14 Reading: “Power and Influence” by MAJ Jacob
Miller
Key Concepts:
Pressure Tactics
Consultation Tactics
Exchange Tactics
Personal Appeals
Coalition Tactics
Legitimizing Tactics
Ingratiating Tactics
Collaboration Tactics
Rational Persuasion
Apprising Tactics
Inspirational Appeals
Outcomes (Commitment, Compliance, Resistance)
Lesson 16: Motivation I
Lesson Objectives:
1. Summarize the content theories of motivation.
2. Apply Two-Factor Theory of Motivation
Student Preparation:
Lesson Reading:
“Chapter 5: Motivation Theories” by John Schermerhorn, Richard
Osborn, James Hunt, and Mary Uhl-Bien
Key Concepts:
Content Theories of Motivation
Hierarchy of Needs Theory
ERG Theory
Acquired Needs Theory
Two-Factor Theory
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LEADERSHIP THEORIES
Lesson 17: Motivation II
Lesson Objectives:
1. Explain an individual’s level of motivation using different theories of motivation.
2. Apply expectancy theory.
3. Apply equity theory.
4. Apply the key implications of goal setting theory.
Student Preparation:
Lesson Reading:
“Chapter 5: Motivation Theories” by John Schermerhorn, Richard
Osborn, James Hunt, and Mary Uhl-Bien
Key Concepts:
Process Theories of Motivation
Equity Theory (See Annex I)
Expectancy Theory (See Annex J)
Goal Setting Theory
Lesson 18: Case Study 2
Lesson Objectives:
1. Synthesize relevant concepts from previous lessons to discuss how leaders
influence others.
Student Preparation:
Lesson Reading:
Case Study TBD by Instructor
Lesson 19: Mid-course Review and Feedback
Student Preparation:
Lesson Reading:
Review Course Introduction (Course Guide Preface)
Review Lesson 1-18 readings and class notes
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LEADERSHIP THEORIES
Lesson 20: Mid-Term Exam
Dean’s Hour Exam on Wednesday, 5 March, 1250-1345 hrs.
Location TBD.
Student Preparation:
Prepare, read article/watch movie clip provided by instructor.
Review Lessons 1-20.
Lesson 21: Class Drop
Lesson 22: Guest Speaker
Lecture on 11 March
Location: TBD
Student Preparation:
Lesson Reading:
PL300 Course Guest Speaker Bio and reading TBD.
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ORGANIZATIONAL LEADERSHIP
Lesson 23: Teams and Team Performance
Lesson Objectives:
1. Summarize the Open Systems Model of Teams and the impact on leader behavior.
2. Infer how group membership impacts individual behavior.
3. Explain the importance of how team members interact and work together.
Student Preparation:
Lesson Reading:
“Chapter 7: Teams in Organizations” by John Schermerhorn,
Richard Osborn, James Hunt, and Mary Uhl-Bien
Excerpt: “Chapter 8: Teamwork and Team Performance” by John
Schermerhorn, Richard Osborn, James Hunt, and Mary Uhl-Bien
Key Concepts:
Synergy
Social Facilitation
Social Loafing
Open Systems Model of Teams (OSMT) (See Annex K)
Team Composition
Status Congruence
Team Diversity (Homogeneous and Heterogeneous Teams)
Roles
Team Norms
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ORGANIZATIONAL LEADERSHIP
Lesson 24: Organizational Structure and Design
Lesson Objectives:
1. Illustrate the types of organizational structures.
2. Summarize the advantages and disadvantages of different types of organizations.
3. Explain the role of delegation and empowerment in an organization.
Student Preparation:
Lesson Reading:
“Chapter 8: Organizational Structure and Design: It’s All About
Working Together” by John Schermerhorn
Key Concepts:
Formal/Informational Structures
Common Structures:
Functional Structure
Divisional Structure
Network Structure
Tall/Flat Structures
Bureaucracy
Delegation
Empowerment
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ORGANIZATIONAL LEADERSHIP
Lesson 25: Managing Conflict
Lesson Objectives:
1. Differentiate the types and levels of conflict.
2. Summarize the causes of conflict and apply appropriate group conflict
management strategies.
3. Relate functional and dysfunctional conflict to organizational performance.
Student Preparation:
Lesson Reading:
“Chapter 10: Conflict and Negotiation” by John Schermerhorn,
Richard Osborn, James Hunt, and Mary Uhl-Bien
Key Concepts:
Types of Conflict
Substantive
Emotional
Levels of Conflict
Functional/Dysfunctional Conflict
Common Causes of Conflict in Organizations (Hierarchical and
Contextual)
Strategies for Managing Conflict (Direct and Indirect)
Lesson 26: Group Cohesion & Group Development I
Lesson Objectives:
1. Analyze the sources of group cohesion.
2. Infer a leader’s impact on group cohesion.
3. Relate the sources of cohesion to team performance.
Student Preparation:
Lesson Reading:
“Chapter 5: Cohesion and Development” by Donelson Forsyth
Key Concepts:
Sources of Cohesion:
Social Cohesion
Task Cohesion
Collective Cohesion
Emotional Cohesion
Structural Cohesion
DUE: Application Story NLT 281600MAR (See Annex C)
22
PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 27: Group Cohesion & Group Development II
Lesson Objectives:
1. Infer how leaders can influence group development.
2. Identify the positive and negative consequences of cohesion on an organization.
3. Apply knowledge of group cohesion and development to the use of initiations and
hazing.
Student Preparation:
Lesson Reading:
“Chapter 5: Cohesion and Development” by Donelson Forsyth
Key Concepts:
Five Stages of Group Development:
Forming
Storming
Norming
Performing
Adjourning
Consequences of Cohesion
Hazing
Lesson 28: Socialization
Lesson Objectives:
1. Summarize how to design an effective socialization process.
2. Apply the socialization strategies.
3. Infer the leader’s role in the socialization process.
Student Preparation:
Lesson Reading:
“People Processing: Strategies of Organizational Socialization” by
John Van Maanen
Key Concepts:
Socialization Strategies:
Formal (informal)
Individual (collective)
Sequential (non-sequential)
Fixed (variable)
Tournament (contest)
Serial (disjunctive)
Investiture (divestiture)
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PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 29: Case Study 3
Lesson Objectives:
1. Synthesize relevant concepts from previous lessons to discuss how leaders
influence others.
Student Preparation:
Lesson Reading:
Case Study TBD by Instructor
Lesson 30: Special Topic
Special topic lesson determined by your instructor.
Student Preparation:
Lesson Reading:
Determined by your instructor.
24
PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 31: Organizational Culture
Lesson Objectives:
1. Explain organizational culture and the leader’s role in assessing it.
2. Analyze the levels of organizational culture.
3. Compare and contrast functional and dysfunctional aspects of organizational
culture.
Student Preparation:
Lesson Reading:
“Organizational Culture” by Edgar Schein
Key Concepts:
Organizational Culture
Three Levels of Culture:
Artifacts
Espoused Values
Basic Underlying Assumptions
Embedding and Reinforcing Mechanisms
Lesson 32: Organizational Change
Lesson Objectives:
1. Predict the need for organizational change.
2. Infer potential sources of resistance to change.
3. Apply Kotter’s eight-step change process.
Student Preparation:
Lesson Reading:
“Leading Change: Why Transformation Efforts Fail” by John P.
Kotter (in Supplemental Spring Reader)
Key Concepts:
Kotter’s Eight Steps of Organizational Change
25
PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 33: Guest Speaker
Lecture on 17 April.
Location: TBD
Student Preparation:
Lesson Reading:
PL300 Course Guest Speaker Bio and reading TBD.
Due: LPP NLT 171600NOV (See Annex D)
Lesson 34: Class Drop
Lesson 35: Cross-Cultural Leadership
Lesson Objectives:
1. Explain how differences in culture impact interpersonal relationships and your
behavior as a leader.
2. Using the common cultural dimensions, analyze different cultures.
Student Preparation:
Lesson Reading:
“In the Eye of the Beholder: Cross Cultural Lessons from Project
GLOBE” by Mansour Javidan, Peter Dorfman, Mary Sully de
Luque, and Robert House
Key Concepts:
Common Cultural Dimensions:
Power Orientation
Assertiveness
Future Orientation
Humane Orientation
Institutional Collectivism
In-Group Collectivism
Gender Egalitarianism
Power Distance
Uncertainty Avoidance
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PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 36: Case Study 4
Lesson Objectives:
1. Synthesize relevant concepts from previous lessons to discuss how leaders
influence others.
Student Preparation:
Lesson Reading:
Case Study TBD by Instructor
DUE: Application Story #2 NLT 031600DEC (See Annex C)
Lesson 37: Negotiation I
Lesson Objectives:
1. Illustrate how a leader uses negotiation skills.
2. Explain how pre-conceptions drive negotiating behavior.
3. Differentiate between principled negotiation and positional bargaining.
Student Preparation:
Lesson Reading: “When Soldiers Negotiate: The Seven Elements of Negotiation” by
Neil Hollenbeck
Key Concepts:
7 Element Framework:
Interests
Options
Legitimacy
Commitments
Alternatives
Relationship
Communication
Best Alternative to a Negotiated Agreement (BATNA)
Circle of Value
27
PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 38: Negotiation II
Lesson Objectives:
1. Apply the 7 Elements to analyze a negotiation situation, during conduct, and as
criteria for assessment of a negotiated outcome.
Student Preparation:
Lesson Reading: “When Soldiers Negotiate: The Seven Elements of Negotiation” by
Neil Hollenbeck
Negotiation exercise materials
Key Concepts:
Same as Lesson 37
Lesson 39: In Extremis Leadership
Lesson Objectives:
1. Summarize the differences between extreme and routine environments.
2. Relate leadership in extreme environments to other leadership models/theories
discussed in the course.
Student Preparation:
Lesson Reading:
“Leading As If Your Life Depended On It” by Thomas A. Kolditz,
Key Concepts:
Seven Attributes of Effective Leaders in Extreme Environments:
Inherent Motivation
Learning Orientation
Shared Risk
Common Lifestyle
Competence
Trust
Loyalty
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PL300: Military Leadership
Term 14-2
ORGANIZATIONAL LEADERSHIP
Lesson 40: Course Wrap-up
Lesson Objectives:
1. Apply relevant concepts from PL300 to discuss a leader’s role in leading teams
and organizations.
Student Preparation:
Lesson Reading:
TBD by instructor
29
PL300: Military Leadership
Term 14-2
ANNEX A
Journey Line and Reflection Narrative
PL300 – Military Leadership
Due:
271600FEB14 (Lesson 7)
Weight:
100 Points
Length:
Journey Line Representation and 2-3 double-spaced page narrative (12 pt
font, 1” margins)
How have my life experiences shaped me as a leader?
ASSIGNMENT:
This assignment has two parts: a creative representation of your journey AND a corresponding
narrative to explain the impact of the events in your journey line.
Journey Line Representation: Chart your significant life events and at least two crucible
experiences, using time and emotion as your axes. Imagination and creativity are valued. This is
an opportunity to express yourself – previous submissions have utilized videos, posters, pictures.
Specific guidance will be provided by your instructor.
Reflection Narrative: Considering your journey line, write a 2-3 page narrative that answers the
question “Who Am I?” At a minimum, you must discuss your core values, your purpose in life,
how you got to where you are now, and predict major life experiences you anticipate shaping you
in the next three to five years. You must address, in detail, at least two crucibles and how these
experiences have transformed you (how you think, who you are, your leadership style).
Some questions to consider:
• How do you describe yourself?
• What have you done in your life that has added meaning?
• Have certain people helped to shape your personal identity?
• What are your future plans or goals?
• How do you want to be remembered?
30
PL300: Military Leadership
Term 14-2
ANNEX A
Journey Line Grading Rubric
Project Portion





WT
Visual Representation: Creativity
Visual Representation: Professional Appearance (indicates
emotion level & time)
Identify significant life events
Identify crucible experiences
Follows a path or “journey”
Subtotal
20
20
5
45
Narrative Portion






Answers the question: “Who am I?”
Clearly Identifies and defines core values
Explains purpose in life
Identifies and describes two crucibles
Describes the effects of the two crucibles on their journey
Identifies major life experiences anticipated in the next 3 to 5
years
15
35
5
55
Subtotal
Grammar and Coherence (You can only lose points here)
Free of Spelling/Grammar Errors/Essay Flows
Exceeds prescribed page limit (3 pages)/Fails to follow instructions
(margins etc.)
Subtotal
TOTAL
100
31
Score
PL300: Military Leadership
Term 14-2
ANNEX B
LEADER REFLECTIVE EXERCISE
Due:
Weight:
Length:
101600FEB14 (Lesson 12)
50 Points
Leader Reflective Form (Provided by instructor)
Where am I now as a leader?
ASSIGNMENT:
PL300: Military Leadership has two course goals. The first deals with developing reflective
capacity in leaders while the second goal is focused on enhancing your ability to apply evidencebased leadership theory to your own life and experiences. The leader reflective exercise is
designed to provide a structured means with which you can reflect on and learn from your past
leadership experiences and to present you with an opportunity to apply relevant course content to
those experiences and your development as a leader. For this assignment you need to consider
your past leadership experiences, your strengths and weaknesses, and your future development
as a leader.
Strengths
The first portion of the assignment is to talk about two strengths you currently possess as a
leader. In this section of the form, you should clearly list and define each of the two strengths.
You should then provide concise and relevant examples from your own leadership experiences
that illustrate these strengths. The most important part of this section is to then include a succinct
application of course content and theory that justifies why each particular area or characteristic is
relevant to effective leadership.
Weaknesses
The second portion of the assignment is to discuss two weaknesses, or areas of development, you
currently face as a leader. In this section of the form you should clearly list and define each of
the two weaknesses. You should then provide concise and relevant examples from your own
leadership experiences that illustrate these weaknesses and how they have adversely impacted
your performance as a leader in the past. The most important part of this section is to then
include a succinct application of course content and theory that justifies why each particular area
or characteristic is relevant to effective leadership.
Action Plan
This portion of the assignment is to develop an action plan for addressing your weaknesses and
improving your leadership in the future. This plan should be specific and action-oriented.
Rather than talking in vague terms about things you could do, you should explicitly discuss steps
you will take in order to address your deficiencies and improve your leadership performance.
Your action plan should integrate and discuss each component of the leader growth model. Your
discussions with your mentor can help aid you in this section.
Mentor Discussion
After you spend time considering your strengths, weaknesses, and action plan, you will discuss
that information with your mentor. The purpose of this discussion is twofold:
32
PL300: Military Leadership
Term 14-2
ANNEX B
― First, you will get input from your mentor on what they think about your strengths and
weaknesses (i.e. are the strengths necessarily important, do they actually agree that your
weaknesses are something you should be concerned with, etc.)
― Secondly, you will get your mentor’s advice for how to improve your performance as a
leader by specifically focusing on your two weaknesses or areas of development.
In this section you will summarize this discussion with your mentor, ensuring to include their
input on your strengths and weaknesses and their recommendations for improvement. This also
serves as a signed contract between you and your mentor, as you continue to discuss and reflect
on your own leader development.
Successful projects will:
― Have a professional format to include appropriate grammar, spelling, structure, etc.
― Use concise personal examples to effectively demonstrate strengths and weaknesses and
effective reflection.
― Include a succinct and accurate application of course content to justify the relevance of each
strength or weakness
― Be well organized and clearly convey the main points within each section of the assignment.
― Include an in depth, feasible and realistic action plan that covers both short and long term
objectives that clearly include your mentor’s feedback and discussion.
33
PL300: Military Leadership
Term 14-2
ANNEX B
Leader Reflective Entry (LRE) Grading Rubric
Strength 1
 Illustrate strength with personal leadership experience
 Analysis of concepts/accurate theory development
Strength 2
 Illustrate strength with personal leadership experience
 Analysis of concepts/accurate theory development
Weakness 1
 Illustrate weakness with personal leadership experience
 Analysis of concepts/accurate theory development
Weakness 2
 Illustrate weakness with personal leadership experience
 Analysis of concepts/accurate theory development
Action Plan
 Discuss specific steps/actions you will take for future
development
 Clearly/concisely integrate leader growth model into
discussion
Mentor Summary
 Provide clear summary of mentor feedback to help with
and accelerate individual development
Grammar and Coherence (you can only lose points here)
Free of spelling/grammar errors
TOTAL
WT
Score
15
WT
Score
15
WT
Score
10
WT
Score
10
50
Score: ______/50 = ____%
34
PL300: Military Leadership
Term 14-2
ANNEX B
LRE FORMAT
Front:
Back:
*electronic copy of form will be provided by your instructor
35
PL300: Military Leadership
Term 14-2
ANNEX C
APPLICATION STORY
Due:
Weight:
Length:
131600MAR (Lesson 23)
100 Points
3-4 double-spaced pages (12 pt font, 1” margins)
Application of Leadership Concepts
PL 300 is designed to increase your ability to lead effectively. To benefit from the
program, you need to transfer and apply what you learn during the course to your
leadership opportunities at West Point. The goal is to put what you learn to work in a
way that improves your performance as a leader.
This paper affords you the opportunity to apply the leadership principles and concepts
you have learned in PL 300 to your formal or informal roles as a leader at West Point.
Because the focus is on the context of leading and working with others, you must use a
concept from the leadership theory block (Block II) of the course.
Your goal of this application assignment is to put into practice something you learned in
PL300 and then to reflect and report on the outcome of your effort to apply your learning.
Your application should deal with a current situation (i.e. this semester) and not
something that happened prior to taking PL300.
The Process
Find an opportunity to apply the leadership principles and concepts you learn in PL300 in
your role as a leader at West Point. Remember that you lead in many contexts such as on
your clubs and teams, and among your friends. You are often required to “lead up” and
across organizations, irrespective of your assigned duty position.
 Application period:
7 Jan – 26 Mar
During this period you must address the following questions:
1. What framework, concept, or theory did you apply from PL 300? (Summarize
your understanding of the framework, concept, or theory)
2. Describe the situation and the outcome of your application of this learning.
(Clearly explain your application of the framework, concept, or theory and what
happened as a result)
3. How has your experience applying this relevant framework, concept, or theory
to your personal situation improved you as a leader?
4. How will you apply this lesson learned to future leadership situations?
5. Provide a brief summary of the feedback your mentor gave you when you
described your application of the PL300 framework, concept or theory.
36
PL300: Military Leadership
Term 14-2
ANNEX C
You must engage with your mentor on this assignment. Discuss your progress. Mentors
appreciate and applaud cadets who step up and take the initiative to proactively improve
themselves as leaders. Your ability to ask for help from experienced officers who you
admire and whose judgment you trust is a skill that will serve you well during your entire
career. The best officers exercise this skill routinely. So can you.
The paper will be no more than 3-4 pages, double spaced, 12 point font, Times New
Roman. Make sure that you properly document your discussion with your mentor in your
references. As a reminder, your Application Story must cover a topic from the leadership
theory block of the course.
37
PL300: Military Leadership
Term 14-2
ANNEX C
Application Story Grading Rubric
Your application of PL 300 frameworks, concepts, and theory to current leadership
situations will be scored based on you providing thoughtful and complete input.
Theory Description and Application
 Demonstrates a clear and complete understanding of the
frameworks, concepts, or theories applied from PL300
 Describes the situation in which the frameworks,
concepts, or theories were applied
 Demonstrates accurate application of frameworks,
concepts, or theories learned in PL300 to current
leadership situations
 Describe the outcome of the framework, concept(s) or
theories application to the situation
WT
Reflection, Improvement, and Future Focus
WT
Score
70
Score

Discuss how your application of course frameworks,
concepts, or theories has improved you as a leader
 Demonstrated ability to learn from this experience and
apply those lessons to future situations.
 Sought out mentor feedback to help with and accelerate
individual development.
Grammar and Coherence (You can only lose points here)
 Free of Spelling/Grammar Errors/Essay Flows
 Exceeds prescribed page limit (4 pages)/Fails to follow
instructions (margins etc.)
TOTAL
30
100
Score: ______/100 = ____%
38
PL300: Military Leadership
Term 14-2
ANNEX D
Leadership Philosophy Paper
PL300 – Military Leadership
Due:
171600APR14 (Lesson 33) Due at the beginning of the evening Guest Speaker session
Weight:
200 Points
Length:
8-10 double-spaced pages (12 pt font, 1” margins)
How will I lead?
If you search Amazon.com or you Google for “leadership books” you will find hundreds of examples of
personal leadership philosophies – works such as Lincoln On Leadership, or Jesus on Leadership. This
paper is a condensed version of your book: Smith on Leadership, or Johnson on Leading, or Doe’s 3
Habits of a High Speed Leader. It is to serve both as a testament to others of your personal leadership
philosophy and as a future reference for your own use.
ASSIGNMENT:
Take approximately eight to ten pages to tell the world about your own leadership philosophy.
Introduction (15 points)
Provide a clear introduction that captures the reader’s interest. This section of the paper should provide a
clear thesis that identifies the purpose of the paper and exactly what will be discussed in the paper.
Your Leadership Tenets (60 points each)
Organize these pages into three key principles or tenets. Your discussion on each of these principles or
tenets will include the following:






Clearly identify what you believe about leadership in the form of a principle or tenet (your
principle should not be simply a concept from the course such as “my principle is to be
emotionally intelligent”).
Summarize why you believe your principle / tenet is essential to leading others with personal
stories, examples or experiences.
Illustrate how a theory or concept that we covered in this course supports the effectiveness of
your principle in the context of leading others. (This is where you use theory to infer the
effectiveness of your principle). Your ability to summarize different theories than those you
analyzed in your leader reflective essay will demonstrate increased creativity as mentioned in
the grading criteria for the course.
Explain how you intend to apply your principle/tenet to your leadership approach now and in
the future. Be specific and support with examples to help illustrate your point
You must share your philosophy with your mentor. The purpose of mandating this
conversation is to reinforce the idea that we get our own leadership philosophies from a
variety of inputs (our background, our parents, our experiences, other leaders, what we read,
etc.). For each principle/tent:
o Summarize the session with your mentor and his/her feedback on your
leadership philosophy
Each leadership principle should answer these questions: What do you believe? Why do you
believe it? (Illustrate with stories, examples, experiences, etc.) How will what you believe
help you lead yourself, others, teams, and organizations? How does the course material
support the importance of the tenet? How will you put your principle/tenet into practice?
39
PL300: Military Leadership
Term 14-2
ANNEX D
Conclusion (10 points)
Provide a brief summary of what was discussed in the paper. Clearly identify why your philosophy is so
important to your approach to leadership. This is your opportunity to reiterate the “so what” of your key
leadership principles. Indicate the results and/or the implications of your leadership philosophy.
Your Leadership Philosophy Paper will be assessed by the following:
1. Does the reader know who you are after reading this paper?
2. Will the reader understand your leadership principles?
3. Will the reader have a feel for what you believe about human nature, motivation, and leading
others and why you believe it?
4. Will the reader have a feel for what you believe about successfully leading teams and
organizations and why you believe it?
5. Do you use vivid and compelling stories and examples (i.e. could you deliver this as a speech at a
leadership conference without putting people to sleep?)
6. Did you demonstrate proper use of course theories and concepts?
7. Does the reader understand how you intend to apply your leadership principles?
Successful papers will:
 Use multiple stories and examples to effectively illustrate your principles.
 Be specific and in-depth in the application of PL300 concepts and theories, and will demonstrate
a solid understanding of concepts and theories applied. Do your best to be concise in your
writing.
40
PL300: Military Leadership
Term 14-2
ANNEX D
LPP Grading Rubric
Introduction (approximately .25 to .5 pages)
 Captures the reader’s interest, provides a thesis, and identifies
what will be discussed
WT
10
Principle/Tenet 1 (approximately 2.5 to 3 pages)


Clearly identify and define leadership principle or tenet
Describe why principle/tenet is essential to leading others through
a personal leadership example(s)/experience

Illustrate how course theory or concept supports effectiveness of
principle/tenet in the context of leading others
 Summarize mentor session and his/her feedback on tenet
 Describe how you will put your principle/tenet into operation as a
leader
Principle/Tenet 1 Total:
Principle/Tenet 2 (approximately 2.5 to 3 pages)
 Clearly identify and define leadership principle or tenet
 Describe why principle/tenet is essential to leading others through
a personal leadership example(s)/experience

Illustrate how course theory or concept supports effectiveness of
principle/tenet in the context of leading others
 Summarize mentor session and his/her feedback on tenet
 Describe how you will put your principle/tenet into operation as a
leader
Principle/Tenet 2 Total:
Principle/Tenet 3 (approximately 2.5 to 3 pages)
 Clearly identify and define leadership principle or tenet
 Describe why principle/tenet is essential to leading others through
a personal leadership example(s)/experience

Illustrate how course theory or concept supports effectiveness of
principle/tenet in the context of leading others
 Summarize mentor session and his/her feedback on tenet
 Describe how you will put your principle/tenet into operation as a
leader
Principle/Tenet 3 Total:
Conclusion (approximately .25 to .5 pages)
 Stresses the importance of the thesis statement and provides a
sense of completeness to the paper. Captures the “So What?” of
the paper.
20
30
10
60
20
30
10
60
20
30
10
60
10
Grammar and Coherence (You can only lose points here)


Essay flows well: Free of Spelling/Grammar Errors
Exceeds prescribed page limit (10 pages)/Fails to follow
instructions (margins etc.)
 Mentor Discussion Documented
TOTAL
200
41
Score
PL300: Military Leadership
Term 14-2
ANNEX E
The Leader Growth Model
NEW KNOWLEDGE
Reading about leadership
Observing other leaders
Studying leadership theory
Better,
Self-Aware
Leaders
REFLECTION
EXPERIENCE
Time
Mentors
Leader Development Portfolio
Self Awareness (personality,
Ownership of your development
Mentoring/Counseling/Feedback
After Action Reviews
Journaling
Teams
Squad Leader
CBT, CFT, CTLT, DCLT
Leading other people
Serving under others
Peer leadership
Individual challenges
42
PL300: Military Leadership
Term 14-2
ANNEX F
Model of Resiliency
43
PL300: Military Leadership
Term 14-2
ANNEX G
The Full Range of Leadership Model
44
PL300: Military Leadership
Term 14-2
ANNEX H
The Transformational Leadership Model
45
PL300: Military Leadership
Term 14-2
ANNEX I
Equity Theory
46
PL300: Military Leadership
Term 14-2
ANNEX J
Expectancy Theory
47
PL300: Military Leadership
Term 14-2
ANNEX K
An Open Systems Model of Teams (OSMT)
Figure 7.5 , Chap 7 p. 158, Schermerhorn et al
48