SEMINAR OUTLINE
PERSONAL AND LEADERSHIP DEVELOPMENT SEMINAR
WINTER 2013 - ADM 4396 M
Professor:
Matt Archibald, MBA
Office:
Desmarais Building, room 1111B
Telephone:
613-562-5800 ext. 4661
E-Mail:
marchibald@telfer.uottawa.ca
Office Hours:
Thursdays 13:00 – 15:00. For other appointment availability, please send
me an e-mail.
Class Location:
Tabaret Hall, room 317 (unless specified otherwise)
Class Hours:
Fridays 1:00 – 4:00pm (unless specified otherwise)
GRADING OF STUDENTS IN ADM 4396
Date
Weight on Final
Grade
February 15
15%
To be determined
30%
March 8
15%
February 8 (proposal) and April 5
30%
Course Deliverable
Mid-term Examination
Final Examination
Group Case Study Memo
Coaching Plan
Attendance
*note this is pass/
fail course
10%
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SEMINAR DESCRIPTION
This facilitator-driven seminar introduces you to important aspects related to personal and
leadership development. Personal development is generally defined as the ability to take
oneself as an object of improvement through lifelong learning. Leadership is influencing others
to embark on lifelong learning to achieve goals and objectives. Specifically this course will
broaden your awareness in topics related to career development, leadership skills, self and
balance, and community involvement.
Today’s workplace is very diverse where individuals and cultures are intertwined.
Individuals must appreciate that the employment lifecycle is becoming shorter, but employees
are working longer hours. What goals do you have for yourself as individuals? How can you
map out a career plan? Do you see yourself as a business leader in the future? How does one
find balance in one’s life while looking to achieve long-term success as a business leader? These
are just some of the issues that will be discussed during this seminar on Personal and
Leadership Development.
SEMINAR OBJECTIVES
1) To provide you the opportunity to think about your own strengths and weaknesses and
how this will affect and enhance career choices.
2) To introduce you to subjects that will align your education with personal life objectives.
3) To make you more well rounded by exposing you to topics related to career
development, leadership skills, self and balance, and community involvement.
COURSE CONTRIBUTION TO PROGRAM LEARNING GOALS
Learning Goal 6 - Pursue Self-Development and Exhibit a Commitment for Life-long Learning
The content and pedagogical approach in this seminar affords students an opportunity to better
understand who they are as young leaders entering the workforce and allows for their
continued self-development. The seminar also allows students to think about how they will
develop themselves as business leaders in the future.
PEDAGOGY
The seminar uses a combination of in-class lectures, group discussions, case studies, guest
speakers, and outside of classroom reflection exercises. Each component will focus on areas
related to personal development which include: community, self, career, and leadership.
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The subjects of the in class component of the course have been grouped under the following
headings:
1)
Self and Life Balance
A. Self Management
B. Personal Mission Statement and Goals
C. Work and Life Balance
D. Financial Planning
2)
Leadership
A. Leadership Skills
B. Informal Leadership in Teams
C. Providing Coaching and Mentoring
3)
Career
A. Networking
B. Etiquette and Integrity
C. Work Ethic and Success Factors
4)
Community
A. Social Responsibility
B. Ethics and Values
COMPANION WEBSITE – DOC DEPOT
The internal Telfer School of Management Doc Depot site will be used as a resource for
students. Students will have access to case studies, presentation notes, and other useful tools on
this site.
TEXTBOOK
There is no specific textbook for this Seminar. However, there will be a combination of readings
from business journals and other pertinent business publications throughout the semester.
Required readings and preparation material are provided in this Seminar Outline. Other
readings may be assigned by the Professor throughout the semester.
OVERALL COURSE REQUIRMENTS
*** see Appendix for additional details on each component.
deliverables will be collected at the beginning of class***
Note that where required
Mid-term Exam – Personal Mission Statement exercise 15%
Final Exam – Essay Paper on a topic related to Personal and Leadership Development
30%
3
One Group Case Study – analysis of an assigned case in groups of two with a briefing
note to be submitted.
15%
360 Degree evaluation and coaching plan – an evaluation one student writes for a
partner. The 360 Degree evaluation allows for feedback from different people who
know your strengths, development needs, and potential. The coaching plan provides an
opportunity for you to gather the information from the 360 Degree evaluation, coach
your partner, and follow-up on the development process.
30%
Attendance – please note that attendance is mandatory for this course. Should you miss
two classes, you will not successfully complete the course and will be required to
withdraw. Attendance will be taken! You will be considered absent if more than 10
minutes late or if you leave class before its completion. Please note that exceptions are
made due to medical issues (with appropriate medical certificate).
10%
TOPICS FOR SEMINAR SCHEDULE
Week
January 7 - 11
Topic
Introduction to
course
Description of Topic
Discussing course outline and
goals of the Seminar
Lead and Readings
Matt Archibald
Launch of
Mindtrust Program
– Themes in
leadership
- To identify the top 5
leadership traits as reinforced
by today’s executives.
- Determine which traits have
the biggest payback in today’s
competitive environment.
- Connect with other
participants in the Mindtrust
Program
Mindtrust Association
members
DMS 5155 (scheduled
appointments)
January 11
DMS 4101
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Facilitator:
Mr. Joe Stelliga
Readings: no readings assigned
this week
January 18
DMS 2180
(12 – 4pm)
January 25
Leadership
Communication
and Influence
Leadership From
Within
DMS 2180
(12 – 4pm)
- Develop awareness of
influence styles and evaluate
your preferred influence style.
- Differentiate between
influence, persuasion and
manipulation.
- Improve communication
through powerful questions
and listening at three levels
(knowing your audience).
- Learn techniques and
strategies for expanding your
influence.
Mindtrust:
Develop strategies for dealing
with conflict and resistance.
To understand the difference
between management and
leadership.
To demonstrate the ability to
see yourself as you really are.
To display listening skills
while being engaged.
To create a development plan
specific to communication
and listening skills.
Mindtrust:
Facilitator:
Mr. David Gibson
Readings:
Complete Power Base
Inventory (from binder)
Wienand, P. (2002). Drucker’s
challenge: Communication and
the emotional glass ceiling. Ivey
Business Journal, 66(5), 33-37.
Facilitator:
Mr. Joe Stelliga
Readings:
Complete Insight Inventory
(from binder)
Kaplan, R. (2008). Reaching your
potential. Harvard Business
Review, 86(7,8), 45-49.
Crainer, S. and Dearlove, D.
(2008) The heart of leadership.
Business Strategy Review, 19 (3),
40 – 45.
February 1
DMS 2180
(12 – 4pm)
Balanced
Leadership
Develop a consciousness of
the importance of work and
life balance.
Become familiar with the
elements of a balanced
lifestyle.
Learn strategies for creating
and sustaining balance.
Describe the personal traits of
an effective facilitator.
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Mindtrust:
Facilitator:
Ms. Rebecca Lever
Readings:
Complete Stress Defence
Inventory (from binder)
Immen, W. (2010). Generation Y
in it for the Long Haul Globe and
Mail, Toronto, ON. B20.
February 8
DMS 2180
(12 – 4pm)
Group Process
Skills
Part One of Coaching
Plan Due (proposal)
February 15
Personal Mission
Statement Due
Group Activity and
Discussion on
Leadership
Demonstrate your
understanding of three
important facilitation skills –
observation, active listening,
and asking questions.
Develop a climate which
facilitates productive group
work.
-What have we learned so far?
-Are we engaged? Where do
we want to go?
Discussion – leadership in the
21st century.
TBT 317
February 22
No Class
Reading Week
March 1
Leadership in
Action – Final
Mindtrust session
- A participative group
session where students
practice leadership skills
learned throughout the
Mindtrust Program.
Carleton University
Facilitator:
Ms. Judy Laws
Readings:
Boyd, S. (2004). The Human Side
of Business: Effective Listening.
Agency Sales, 34(2), 35-37.
Matt Archibald
Readings: Case study to be
presented in class
Review readings of previous
sessions in preparation for
discussion.
Mindtrust Association and
facilitators
Readings: Vincent , Kevin.
(2009). Successful Networking.
New Zealand Management, 56
(10), 24-25.
Matt Archibald
March 8
Personal goals and
objectives
Group Case Study due
Mindtrust:
- What are goals, what are
objectives?
- How to set goals and why
are they important?
TBT 317
Readings:
Cartwright, Talula. (2008). The
Leadership Value of Setting
Priorities. Leadership in Action,
27(6), 18-21.
Setting goals for your business –
and your life. (2005). Journal of
Financial Planning, 18, 6-8.
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March 15
No class this week
– Group Meetings
with M. Archibald
March 22
Financial Planning
TBT 317
March 29
TBT 317
Ethics, Social
Responsibility and
Community
- Understanding key elements
of financial planning? What is
important to think about?
-How does financial planning
evolve?
Matt Archibald
How to make a meaningful
contribution to the
community.
Why do volunteer work and
where are there positions
available?
What does it mean to be
socially responsible?
Understanding role of
corporate and personal ethics.
Developing strong work ethic
skills.
Matt Archibald
Readings: articles to be provided
in class
Guest Speaker – Andreas
Souvaliotis
Readings:
Leavy, B. (2012). Getting back to
what matters – creating longterm economic and social value
Strategy and Leadership, 40(4),
12-20.
Huffington Post contributions
from Andreas Souvaliotis
April 5
Complete Coaching
Plan Due
Career Action
Plan/ Leadership
Lessons
Matt Archibald
Guest Speaker – Jean Desgagne
No readings this week
TBT 317
ADDITIONAL RESOURCES
Badaracco, J. (2006). Questions of character: Illuminating the heart of leadership through literature.
Boston, MA: Harvard Business School Press.
Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York,
NY: Harper Collins.
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Covey, S. (1994). First things first. New York, NY. Free Press.
Everett, M. (2007). Making a living while making a difference. New Society Publishers.
Hagstrom, R. (2005). The Warren Buffett way (2 ed.). Hoboken, NJ. John Wiley & Sons,
Incorporated.
Heath, C. and Heath, D. (2007). Made to stick: Why some ideas survive and others die. New York,
NY. Random House.
Hill, N. (1937, updated in 2009). Think and grow rich. Wilder Publications.
Mc Lean, B. and Elkind, P. (2003). The smartest guys in the room: The amazing rise and scandalous
fall of Enron. New York, NY. Penguin Group.
Mintzberg, H. (2005). Managers not MBAs: A hard look at the soft practice of managing and
management development. San Francisco, CA. Berrett-Koehler Publishers, Inc.
Pink, D. (2006). A whole new mind: Why right-brainers will rule the future. New York, NY.
Riverhead Books.
Silsbee, D. (2008). Presence-based coaching: cultivating self-generating leaders through mind, body and
heart. San Francisco, CA. Jossey-Bass Publishers.
PLEASE NOTE
All work submitted for credit in this course MUST include the following signed
statement (depending on whether it is a group or individual assignment):
Group Assignment:
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By signing this Statement, I am attesting to the fact that I have reviewed not only my
own work, but the work of my colleagues, in its entirety.
I attest to the fact that my own work in this project meets all of the rules of quotation
and referencing in use at the Telfer School of Management at the University of Ottawa,
as well as adheres to the fraud policies as outlined in the Academic Regulations in the
University’s Undergraduate Studies Calendar. I further attest that I have knowledge of
and have respected the “Beware of Plagiarism” brochure found on the Telfer School of
Management’s doc-depot site.
To the best of my knowledge, I also believe that each of my group colleagues has also
met the rules of quotation and referencing aforementioned in this Statement.
I understand that if my group assignment is submitted without a signed copy of this
Personal Ethics Statement from each group member, it will be interpreted by the Telfer
School that the missing student(s) signature is confirmation of non-participation of the
aforementioned student(s) in the required work.
______________
Signature
________________________________
Last Name (print), First Name (print)
_______________
Date
_______________
Student Number
___________
Signature
________________________________
Last Name (print), First Name (print)
_______________
Date
_______________
Student Number
Individual Assignment:
By signing this Statement, I am attesting to the fact that I have reviewed the entirety of
my attached work and that I have applied all the appropriate rules of quotation and
referencing in use at the Telfer School of Management at the University of Ottawa, as
well as adhered to the fraud policies outlined in the Academic Regulations in the
University’s Undergraduate Studies Calendar. I further attest that I have knowledge of
and have respected the “Beware of Plagiarism” brochure found on the Telfer School of
Management’s doc-depot site.
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________________
Signature
______________
Date
________________________________
Last Name (print), First Name (print)
______________
Student Number
ACADEMIC FRAUD
Beware of Academic Fraud
Academic fraud is an act committed by a student to distort the marking of assignments,
tests, examinations and other forms of academic evaluation. Academic fraud is neither
accepted nor tolerated by the University. Anyone found guilty of academic fraud is
liable to severe academic sanctions.
Here are a few examples of academic fraud:
•
engaging in any form of plagiarism or cheating;
•
presenting falsified research data;
•
handing in an assignment that was not authored, in whole or in part, by the
student;
•
submitting the same assignment in more than one course, without the written
consent of the professors concerned
In recent years, the development of the Internet has made it much easier to identify
academic plagiarism. The tools available to your professors allow them to trace the
exact origin of a text on the Web, using just a few words.
In cases where students are unsure whether they are at fault, it is their responsibility to
consult the University’s Web site at the following address, where you will find
resources, tips and tools for writing papers and assignments:
http://web5.uottawa.ca/mcs-smc/academicintegrity/home.php
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Persons who have committed or attempted to commit (or have been accomplices to)
academic fraud will be penalized. Here are some examples of the academic sanctions,
which can be imposed:
•
a grade of “F” for the assignment or course in question;
•
an additional program requirement of between three and thirty credits;
•
suspension or expulsion from the School.
Please be advised that professors have been formally advised to report every suspected
case of academic fraud. In most cases of a first offence of academic fraud, the sanction
applied to students who have been found guilty is an “F” for the course with an
additional three credits added to their program requirements. Repeat offenders are
normally expulsed from the School of Management.
Finally, the Telfer School of Management asks that students sign and submit with their
deliverables the Personal Ethics Agreement form. Two versions of this form exist: one
for individual assignments, and one for group submissions. Assignments will not be
accepted or marked if this form is not submitted and signed by all authors of the work.
We hope that by making this personal commitment, all students will understand the
importance the School places on maintaining the highest standards of academic
integrity. The forms are accessible on doc-depot: http://docdepot.management.uottawa.ca/ (then click on ‘Academic Integrity’).
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