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Fall Semester 2013
CRN #10091
St. Catherine University
MAOL Program
ORLD # 6200 T-01
Ethics and Leadership
Fall 2013
3 Credits
Prerequisites: None
Tuesday Evenings:
September 10, 17
October 1, 15, 29
November 12, 26
December 10
Time: 6:00pm – 9:00 pm
Location: Mendel Hall 205
www.stkate.edu/maol
Course Syllabus
Instructor Information
Name: Dr. Martha E. Hardesty
Phone: H: (651) 428-2347
E-mail: mehardesty@stkate.edu
Office Hours: I do not have an office on campus. I will be in the
scheduled classroom at least one hour before each class session. I
also meet with students and advisees in the campus library or
cafeteria, or sometimes off campus if a more convenient location is
identified.
E-mail is the best way to contact me.
Course Description:
This foundation course for the MAOL fosters personal development as
an ethical, effective and enduring leader. Activities supporting this
outcome include: analyzing feedback from assessment instruments
such as the Leadership Practices Inventory; reflecting on personal
leadership experiences and those of others; responding to case
studies; reviewing current leadership literature; and creating a credo
and metaphor. Major assignments include analyzing data collected
from interviews with leaders, participating in a team presentation
dealing with ethical challenges in organizations and producing a
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portfolio documenting personal leadership abilities, experiences and
goals. This portfolio is refined and revised in the culminating course of
the program, ORLD 8880 Leadership Seminar.
MAOL Leadership Learning Outcomes
This course gives students the foundations to:
 Lead responsibly by drawing upon your unique leadership
abilities, experiences and goals, as well as current leadership
concepts and strategies to address organizational issues.

Act with confidence by utilizing self-reflection and awareness
to know why, when and how to lead, follow, model and mentor.

Make ethical decisions by acting from an informed ethical
perspective, considering all stakeholders and applying ethical
decision-making tools to organizational dilemmas.

Communicate effectively by capitalizing on personal strengths
as a communicator and by employing targeted strategies for
influencing, motivating, advocating, team building and managing
conflict.

Practice global citizenship by incorporating a global context
into organizational decision-making through strategic recognition
of the world-wide impact of local decisions.
Course Objectives
-Development of personal leadership through assessment, reflection
and research.
-Study and application of leadership ethics utilizing various ethical
frames, a case study approach and an ethical decision making model.
-Creation of leadership portfolio that documents personal leadership
abilities, experiences, goals, personal leadership credo, and metaphor.
Course Texts and Materials:
Coursepack, ORLD 6200. (2012). St Paul, MN: St. Catherine
University. Available at SCU Bookstore.
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Kouzes, J. & and Posner, B. (2012) The Leadership Challenge.
5e. San Francisco, CA: Jossey-Bass.
ISBN: 9780470651728
Available at SCU Bookstore.
Ethics and leadership anthology. (2012). New York, NY: McGrawHill Create. ISBN: 9781121145085. Available at SCU Bookstore.
Online Instruments:
Inscape Publishing, 2003. Discovering Diversity Profile.
Available online at http//www.corexcel.com/html/diversity.prod.htm .
Requires a fee of $35.00. (If you have questions about accessing this
instrument, contact Jonelle Burns or Jason Willey at 1-888-658-6641 for
assistance.) Please COMPLETE this assessment before the first
class session.
Kouzes, J. & Posner, B. (2003) The Leadership Challenge LPI
Online
Go to www.lpionline.com Then click on buy LPI. Enter your
promotional code (provided by Val Krech.) Note: There is an
additional fee of approximately $112.00 for this assessment, to be
ordered with your personal credit card. DO NOT purchase or enroll
until instructed to do so.
*Bring your syllabus, coursepack, and texts to each class meeting.
Learning Resources:
We will use D2L (Desire to Learn) for course announcements and
course learning resources, including course documents, websites
related to course content, etc. Please plan to check D2L daily.
D2L online technology allows access to all course materials,
submission of assignments, discussion boards and other electronic
communication.
Access to D2L and SCU email is through KateWay, the student and
faculty section of St. Kate’s web site. Once on KateWay, use the
Webmail button to access your email and the D2L button to get into
D2L. Once in D2L, you will find ORLD 6200 in your course listing.
As a first step in D2L, go to Profile and complete your entry.
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You can download course materials (Content), send emails to one or
more classmates (Class List), and post assignments (Dropbox). We
will review the use of D2L in the first class session.
Please note: Plan to check your St Kate’s e-mail account at
least twice a week or more. All official university communication
occurs through St Kate’s email. Check this source for official emails
from the MAOL Program and the University. You are expected to
respond to emails from your professor and colleagues in a timely
manner.
Please note: a D2L workshop is offered to all MAOL students each
fall. Plan to attend if desired.
Course Assignments:
Below are the graded assignments for the term. Detailed descriptions
of these assignments follow, with supplementary materials available
on D2L for each project.
Assignment
Leadership Interviews Paper, includes draft and final version
Personal Leadership Papers, includes small-group leadership
story presentation in class for each:
Effective
Ethical
Enduring
Grade
25%
Leadership Summary/Growth Plan,
includes reflection, synthesis, and goal-setting
Credo & Metaphor,
includes written version and class presentation
Ethical Case Team Presentation,
includes preparation, presentation and team assessment
15%
10%
10%
10%
5%
25%
Requirements for Assignments
Please double-space all written assignments, check for spelling and
grammar and cite sources using APA format. Please include a header
or footer on each page with the page number, your name, the course
number and the name of the assignment. Please use the equivalent of
Times New Roman font 12 – nothing smaller! Use headings to set off
various sections of the essay (e.g. introduction.) Place citations and
any appendices at the end of your essay. NAME the document file as
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follows: your last name and the title of the assignment (e.g. Jones
Effective Leadership)
Individual Assignment Descriptions
Leadership Interviews Paper
--25 points
Assignment:
Select three organizational leaders and request a 20-30 minute
personal interview with each. One of these leaders must represent a
cultural or ethnic identity with which you are unfamiliar. Make sure
you explore this difference in your paper. Develop a list of interview
questions to capture each leader’s “Personal Best Leadership Story.”
Gain interviewees’ written consent, conduct the interviews and write a
five-six page paper in which you analyze the stories collected from the
three leaders.
Learning Outcomes:

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
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Develop oral and written communication skills.
Develop research skills: interview procedure, data collection and
analysis, IRB protocols.
Analyze leadership strategies.
Synthesize key leadership themes.
Reflect on leadership roles and relationships.
Increase cultural awareness by exploring cultural challenges
encountered by any or all of your interview candidates.
Process:
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Explain, acknowledge and replicate the “personal best"
methodology developed by Kouzes and Posner; briefly describe
your interview process; attach your research questions and a
blank consent form.
Narrate vividly and succinctly one personal best story from
each of the three leaders whom you interviewed.
Critically analyze the stories using The Leadership Challenge and
other leadership literature, including The Three E’s, and Raising
your Cultural Intelligence; incorporate direct quotations,
concepts, and terminology.
Construct well-supported synthesis of the most significant
leadership themes that you learned from your research; use
those themes to organize the entire paper.
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
Write the paper so it is well-organized, articulated, and edited;
use appropriate documentation following the APA format. You
are strongly encouraged to use the O’Neill Learning Center
writing tutors for coaching on organization, phrasing, copyediting, or any phase of the writing process.
The first draft of your Leadership Interviews Paper is due on
September 24. The final version is due on October 22.
Personal Leadership Stories
--ungraded
Learning Outcomes:
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Communication skills:
small group presentation, selecting
details to support a theme.
Reflection on personal & professional practices as demonstrating
leadership theory.
Analysis and synthesis of leadership themes.
Process:
You will develop three short stories about your own leadership.
These stories will be presented during different class sessions and will
focus on your personal experiences in the areas of EFFECTIVE,
ETHICAL and ENDURING leadership. Do NOT write out a script for
these stories; instead prepare minimal notes that will guide you in
presenting the story to a small breakout group within the class. The
content of these three stories will be used in your Personal Leadership
papers.
1. Effective Leadership
Your Effective Leadership Story: Your Personal Best
(Oral Presentation in Class)
Narrating your personal best leadership story replicates the
research method developed by Kouzes and Posner as described in The
Leadership Challenge (2012). Their model for effective leadership,
comprised of five practices and ten commitments, is derived from this
research.
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Develop a story about a personal best leadership experience, that is, a
story about your own peak performance as a leader. It can be
recent or from the past; it can relate to a professional, family, or
community situation. You will have about three minutes to describe
the leadership challenge, the choices you made, the consequences that
resulted, and the primary leadership lesson you learned. This will be
shared on September 10.
2. Ethical Leadership
Your Ethical Leadership story:
Conscience
(Oral Presentation in Class)
Exercising a Courageous
Robert Kelley, in The Power of Followership (1992), describes
exemplary followers in organizations as those who exercise a
courageous conscience (i.e. they do the right thing despite risks).
Come to class prepared to talk about a situation in which you did or
did not follow your conscience. In about three minutes, describe
the ethical challenge and risks; explain the decisions you made and
the consequences of your actions; and summarize the advice you
would give to someone in a similar ethical situation.
Your three-minute presentation will be made in class on October 22.
3. Enduring Leadership
Your Enduring Leadership story: Enduring a Difficult Time
(Oral Presentation in Class)
Kevin Cashman suggests in Leadership from the Inside Out (1999)
that attaining balance, center and renewal through the practices of
meditation, prayer, exercise, reflection, reading, music and
maintaining healthy relationships enable one to better endure the trials
and tribulations of life and leadership.
In about three minutes tell how you endured a difficult time.
Explain why it was a challenge to your endurance; describe the
internal and external resources and practices that helped you make
good decisions; spell out what happened because of your choices; and
give advice to yourself and other leaders about developing and
maintaining endurance resources and practices.
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Your three-minute presentation will be made on November 19.
Personal Leadership Papers
--30 points total
This is a series of three papers presenting your self-analysis of your
current leadership skills in the areas of ethical, effective, and enduring
leadership.
Learning Outcomes:




Analysis of personal and professional characteristics as an
Ethical, Effective and Enduring leader.
Synthesis of learning from reading and research.
Development of fluency in the language of leadership.
Assessment of Cultural Intelligence.
1. Effective Leadership
Your Personal Characteristics as an Effective Organizational
Leader
-10 points
Write a three to four-page paper, in which you analyze your own
distinctive characteristics as an effective organizational leader.






Profile your primary strengths and weakness based on
statistical data obtained from completing the LPI Workbook, the
Discovering Diversity Profile and other assessment tools (including
summary charts, etc.) and other feedback such as from letters of
recommendation and performance evaluations.
Provide concrete examples of your effectiveness as an
organizational leader (e.g. your personal best leadership story).
Incorporate insights gained from the leaders you interviewed.
Substantiate your ideas about leadership using direct quotations,
concepts and terms from The Leadership Challenge, the LPI
Workbook, the Discovering Diversity Profile, class handouts, and
other leadership literature.
Briefly identify at least one particular growth area for developing
your effectiveness as a leader.
Attach and refer to the personal statement and professional
resume you used to apply for the MAOL.
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This paper will be posted via D2L Dropbox by October 29.
2. Ethical Leadership
Your Personal Values and Decision-making Practices as an
Ethical Organizational Leader
-10 points
Write a three to four-page paper in which you analyze your values and
decision-making practices as an ethical organizational leader and
follower.






Identify your primary ethical values, preferred ethical
system, and ethical decision-making process. How do your
values reflect your cultural context?
Summarize your story of exercising a courageous conscience as
an example of your moral courage and risk-taking.
Explain which tools and steps you use to make high quality
ethical decisions within an organizational or group setting.
Incorporate quotations, concepts and terms from course readings
including Kouzes & Posner, Wilkens, Hartman & DesJardins,
Goodpaster.
Be sure to integrate
Perception Inventory.
results
from
your
Ethical
Behavior
Briefly identify one of your personal goals for increasing your
participation in ethical leadership.
This paper will be posted via D2L Dropbox by November 12.
3. Enduring Leadership
Your Resources for Being an Enduring Organizational Leader
—10 points
Write a three- to four-page paper in which you analyze yourself as an
enduring leader and follower.
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



Define the ways you renew, including results from your
Endurance Resources Assessment. Acknowledge the cultural
foundations available to you for renewal.
Include material from The Corporate Athlete and other reading
that has influenced you.
Share experiences that shaped/exemplify your endurance, such
as your story about dealing with a difficult time.
Identify briefly one specific goal for nurturing your resources and
practices based on assessments and reflection.
Your written paper is due via D2L Dropbox by December 3.
Leadership Credo and Metaphor
--5 points
Your Leadership Credo: A statement of your leadership beliefs
Create a one-page (maximum) “statement” of your beliefs about
leadership.
Your Leadership Metaphor: A symbol of your leadership
Choose a symbol that exemplifies you as a leader. Explain it in a onetwo page paper. Both Credo and Metaphor will be presented orally to
the class as a whole. (Examples of both are available in sample
portfolios on D2L.)
Learning Outcomes:


Synthesizing multiple characteristics into a unified statement.
Communicating leadership values in a symbolic form.
Process:
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Credo: Generate a list, paragraph, or other brief statement
about your commitments as a leader. Draw on your previous
work for ideas.
Develop your own language to express these succinctly.
Metaphor: Exercise your right brain to identify an intuitive,
visual symbol of your leadership.
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
Identify how key aspects of your metaphor illustrate particular
elements of your leadership.
The oral presentation of your Credo and Metaphor is due on December
10. The written version is due as part of your final Leadership
Portfolio.
Leadership Summary/Growth Plan
--15 points
This is a carefully written five- to seven-page paper that summarizes
what you have to say about who you are as a leader at the end of this
course and then identifies specific goals for your personal
development. You will revisit all of your written work, as well as the
assessments, and projects you completed for the term.
This paper will be revisited in at least one future ORLD course.
Learning Outcomes:
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
Synthesizing your increased knowledge of yourself as an ethical,
effective and enduring leader.
Recognizing the interrelation of these characteristics.
Acknowledging your cultural perspectives and awareness.
Embracing your unique contributions to the healthy functioning
of an organization.
Specifying particular goals for development.
Identifying your own standards for declaring those goals
achieved.
Process:
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
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Review your individual projects for the term, including the Three
E’s papers, Credo & Metaphor and assessment instruments (LPI,
DDP, etc).
Consider the learning you gained from your Leadership
Interviews, and from classmate and instructor comments.
Identify patterns you observe throughout all of this material.
Acknowledge tensions or contradictions within this material.
Name specific goals for each of the three E’s, with resources,
strategies and time-lines for achieving them.
Name specific goals for increasing your cultural intelligence.
Name your own assessment tool—how will you know you have
achieved your goals?
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This paper will be submitted as part of your final Leadership Portfolio.
Prepare to discuss the contents of this paper in class on December 11.
Final Leadership Portfolio
Compile a professional Leadership Portfolio in a three-ring binder that
provides a well-researched and supported analysis of your abilities as
an effective, ethical and enduring leader. Plan to include the full
contents of your Leadership Portfolio on a CD or other electronic
medium, along with the three-ring binder.
Learning Outcomes:
 Collate extensive and varied evidence to support the analysis of
your personal leadership.
 Indicate your ability to do qualitative research.
 Demonstrate your ability to participate in a team project.
 Demonstrate an understanding of the literature on leadership,
ethics and culture.
 Express your leadership vision through your Leadership Credo
and Metaphor.
 Demonstrate your ability to write a sequence of papers according
to graduate standards of organization and expression, using APA
guidelines.
 Demonstrate your strategies for further leadership development.
Portfolio Contents:
 Your Ethical, Effective, and Enduring Leadership Papers
including related assessment instruments and Instructor Grids
 Your Credo and Metaphor, which describe your leadership
beliefs and presents your leadership symbol.
 Your Leadership Summary/Growth Plan, which synthesizes
your Three E’s papers and moves them to the next stage
 Your
Leadership Interviews essay, which demonstrates
primary qualitative research and analysis
 Your Team Project materials:
 Charge & Charter
 Class handout
 Summary of class evaluations
 Team Summary Assessment
Your final Leadership Portfolio is due on or by December 17.
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Ethical Case Team Presentation
-25 points
For this project your team will choose a particular case from the
Leadership Anthology to teach the class about ethical decision-making
in organizations.
Learning Outcomes:

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
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Introduce teamwork model of learning/project management.
Develop communication skills: team participation, formal
presentation.
Introduce ethical dimension into decision-making.
Recognize cultural influences on ethical standards.
Group Tasks (Prior to Presentation to Class):
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Select a case study from those offered in the Ethics and
Leadership Anthology.
Prepare the team’s Charge and Charter (see description p 24)
Apply the C.A.T. Scan methodology to the case.
Address the cultural context of the situation and potential
outcomes.
Prepare a presentation of your analysis and recommended
ethical actions, making sure to include all team members in
the presentation.
Design three key questions to guide class discussion of your
case.
Prepare a one-page handout for the class, including an
Executive Summary of the key points of your C.A.T. scan and
including the three questions for discussion.
Rehearse your presentation!
Plan to have someone (the instructor or classmate) video
record your presentation.
Group Tasks (During the Presentation – 30 minutes maximum)
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
Record your presentation for use in your team review and to
help in preparing your evaluation/assessment of your
presentation.
Briefly review your case with the class. Classmates should have
already read the case. Distribute your handout.
Present your ethical analysis and share the ethical plan that your
team identified to resolve the dilemma.
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Lead a fifteen-minute class discussion of your case analysis and
the implications of your case.
Distribute the Presentation Evaluation form available on D2L to
the class for them to fill out.
Presentation should include:
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Useful and professional looking audio-visual aids and handouts.
Demonstration and appropriate documentation, in written and
oral work, that the ideas presented are grounded in leadership
and organizational ethics literature.
Involvement of all the team members in a creative, wellorganized, polished presentation.
Presentation must be no longer than thirty minutes,
including your Q/A of fifteen minutes.
Group Tasks (After the Presentation)
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Review the recording and feedback/evaluation forms.
Prepare one copy of a Team Packet for submission during the
next class session that includes the following:
 Team Charge and Charter
 Handout(s) from presentation
 Clean copy of PowerPoint slides in handout form
 A one-page summary of the data from your classmates’
evaluation forms
 The evaluation forms actually submitted by your classmates
 A two-three page Summary Assessment of your group’s
accomplishments. This should include a discussion of how
well your C&C functioned, any critical group process incidents,
and an evaluation of your presentation.
Each individual will fill out the “Team Member Self Assessment”
from D2L and post it to the Dropbox by the date the Team
Packet is submitted.
Team Charge and Charter
The term “charge and charter” is often used in organizational teams.
Teams usually create a written version of the charge and charter so
that they will “be on the same page” about the project/assignment.
The C&C is a written statement that typically includes the following,
described in language acceptable to all members of the group.
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Assignment/Charge: What are we expected to produce? What
will it look like?
Goals: What do we need to do to fulfill our assignment? What are
our priorities?
Roles: Who will be responsible for each of the goals and by when?
Procedures: What do we need to do about meetings, guidelines
for communications, making decisions, experiencing conflict?
Relationships: What are our ground rules and shared values?
Your Team Packet is due in class at the class session following your
presentation.
Grading Policies:
Grading scale for ORLD 6200 is as follows:
A = 95 – 100
A- = 92 – 94
B+ = 89 - 91
B = 86 – 89
B- = 83 – 85 etc.
Grading of student work will be based on the grading grids created for
each assignment. These can be found in the Content section of D2L,
by assignment.
Course Requirements:
Attendance
The quality of learning of the class as a whole depends on the engaged
and prepared attendance of each class member. In turn, the group
experience cannot be replicated through individual papers or reading.
Students’ grades will be based in part on attendance, timeliness,
preparation and active participation. Students who fail to attend two
or more MAOL class sessions will be dropped from the course. If a
student needs to miss (or for some reason actually misses) either the
first class or the final class, the student will need to re-take the course
Students are expected to inform the instructor in advance if they will
miss a class.
University policy states that regular class attendance is expected of all
students. Attendance is defined by the format of the course. For in15
class learning, attendance means that (1)-students are expected to
arrive at class on time and stay for the duration of the class; and (2)students, whether present or not, are responsible for in-class
assignments. For hybrid courses, students must follow both the online
and in-class attendance requirements. Failure to attend, for any
reason, may be taken into account in the evaluation of the student’s
work. First day attendance and final class session attendance are
mandatory.
Additional Course Practices:
The quality of learning of the class as a whole depends on the engaged
and prepared attendance of each class member.
 Classes start and end on time.
 In case of an emergency absence, leave a message by voice or
email for the instructor as soon as possible.
 If you have to miss a class, you are responsible to consult with
your instructor to arrange alternate projects to fulfill
requirements.
 If you have to miss a class, you are responsible to notify a
colleague to get handouts, take notes on your behalf, etc.
 The syllabus serves as a course “contract.” If you anticipate
that you might be late in turning in a paper or draft of a paper,
given the dates in the syllabus, you are responsible for notifying
the professor in advance.
 You are expected to respond in a timely manner to email from
the professor and fellow students.
 You are responsible to be familiar with the MAOL handbook.
 You are responsible to access D2L and your St Kate’s email
regularly.
Incomplete Grade:
A grade of incomplete is given only when unusual circumstances deem
it appropriate. Ordinarily, such circumstances would involve matters
that are not wholly within students’ control, such as illness. If a
student wishes to receive an incomplete grade, the student must
complete a Petition for Incomplete Grade form (available online) no
later than the last day of the term in which course requirements are
due. The student must be making satisfactory progress in the course
and must have completed 75% of the course at the time the petition is
filed. Incompletes are awarded at instructor discretion. If granted,
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the normal deadline for completion of the work is not more than eight
weeks after the last day of classes in the session in which the course is
offered. The instructor may establish a due date after the normal
deadline if the student requests it and special circumstances warrant
it. The instructor will submit an alternate grade that will automatically
be recorded if the student does not complete the requirements for the
course by the deadline. If the student completes the course
requirements in the time allotted, the instructor must submit the final
grade by the deadline. Extensions to the due date originally agreed to
by the student and instructor must be approved by the appropriate
academic dean.
Academic Integrity
Students will be expected to comply with University policies and
procedures regarding academic integrity as spelled out in the Graduate
Catalog. Independent work is required on all class work, exams and
projects without express instructions from the instructor regarding
assignments involving collaboration and teamwork. All written work is
to be the student’s original work with correct APA citations for all
outside sources from which ideas, language or quotations are derived.
Plagiarism
Plagiarism is the act of passing off someone else’s work as your own.
It includes such dishonest practices as buying, borrowing or stealing a
paper to turn in as your own or simply copying someone else’s words
without putting them in quotation marks and identifying the author
and source. Most students are not so dishonest as to buy or steal a
paper. Many students, however, inadvertently plagiarize because they
do not realize that what they are doing is, in fact, plagiarism and thus
dishonest. Avoiding plagiarism is much more complicated than simply
not copying other people’s work.
In an attempt to avoid plagiarizing, students often paraphrase the
passages they want to use. Basically, paraphrasing is stating
something in different words. As such, it is a useful device. The
problem is that it can lead you to unintentional plagiarism if it is not
done properly. Changing a few words in a passage and then using it in
your paper without documentation is plagiarism. Changing a few words
and then using it in your paper even with proper documentation is also
plagiarism. When you paraphrase other people’s ideas, you have two
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choices: 1) you may quote the passage exactly, put it in quotation
marks, and cite it; or 2) you may change the wording of the passage
so that the ideas are explained substantially in your own words and
cite it. Anything in between is plagiarism.
One reason some students inadvertently plagiarize is the pressure they
feel to come up with new ideas, to be original, even with topics that
they know little about. In academic settings such as college courses, it
is difficult if not impossible to come up with totally original ideas,
especially on topics with which you are unfamiliar. When an instructor
asks for original thinking, she/he often means thinking through ideas
to find your own perspective on them and then expressing those ideas
in your own way. In doing so, you may and often should use other
people’s ideas to add to or support your own. When you do so,
however, you must give them credit.
O’Neill Center for Academic Development
Please note: Plagiarism will result in a failing grade on the specific
assignment in question, will impact the student’s final course grade
and will result in Academic Probation.
Accommodations:
St. Catherine University is committed to equal access for all and
recognizes that disability is an aspect of diversity. The University’s
goal is to create learning environments that are usable, equitable,
inclusive and welcoming. If there are aspects of the instruction or
design of this course that result in barriers to the learning
environment, accurate assessment or your achievement, please
contact the Resources for Disability Office as soon as possible. Access
Consultants can be reached in the O’Neill Center at 651-690-6563 to
discuss academic adjustments or accommodations.
Evaluation
Grading of student work will be based on criteria included for each
assignment. Students wishing to adjust an assignment to better meet
individual learning needs may negotiate with the instructor to
determine whether a fair and equitable alternative is workable.
Evaluation of courses and instructor by students is an important aspect
of the MAOL Program’s review process. Students will have an
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opportunity to evaluate instructional effectiveness, relevance of course
content, assigned readings and texts, assignments, evaluation
methods and the quality of the learning experiences.
Date
8/24
9/10
Class
#1
Topics &
Activities
in class
Attend
orientation to
SCU and MAOL
in Coeur de
Catherine
Topics &
Activities in
class
-Overview of
Course
-Syllabus
review:
Projects,
Timelines, and
Interview /
Respondent
needs
-LPI Online
discussion
-Leadership
development ,
including
reflection for
self-mastery
-Film: Kouzes
and Posner’s “
The Leadership
Challenge”
Course Schedule
Readings due
Readings due 9/10
--Kouzes & Posner, The
Leadership Challenge,
pp 1-153
Introduction
Chapter 1
Practice I: Chapters 2,3
Practice II: Chapters 4,5
-D2L Content
Read syllabus
Become familiar with
D2L Content layout
Assignments due
Assignments due
9/10
-Review the detailed
assignment
description for your
“Effective Leadership
Story” in the syllabus
plus supporting
materials posted in
D2L Content.
Plan to share this
story in a small group
during the first class
session on 9/10.
-Coursepack pp 1-12
Read Thomas, D. C. &
Inkson, K. “Raising Your -Review detailed
Cultural Intelligence”
assignment
description for
-Ethics and
“Leadership Interviews
Leadership Anthology Paper” plus supporting
pp 1-29:
materials posted in
Julie Belle WhiteD2L Content
Newman’s “The Three
E’s Model of
-Complete the
Leadership.”
Discovering
Diversity Profile at
-Go to the Leadership
http//www.corexcel.co
19
-Classroom
Norms
-The
Discovering
Diversity
Profile: bring
results to class
and plan to talk
about your two
top strengths
Challenge LPI Online
at
http://www.leadershipch
allenge.com/research
and review some of the
research by the authors
to familiarize yourself
with the instrument.
DO NOT ENROLL in
LPI before the first
class meeting
m/html/diversity.prod.
htm and bring results
to class. There is a
$33.50 fee for this
assessment. Bring
results to class on
9/10.
Readings due 9/17
Assignments due
9/17
-Personal Best
Leadership
methodology
Introduce
Leadership
Interviews
Assignment
-Share Effective
Leadership
stories
9/17
Class
#2
Topics &
Activities in
class
-Kouzes &
Posner
Exemplary
Leadership
Model
-Approaches to
ethical issues
-Graduate
writing norms:
Leadership
Interview Paper
-Introduction of
Team
Assignment:
-Kouzes & Posner, The
Leadership Challenge,
pp. 155-269
Practice III: Chapters
6,7
Practice IV: Chapters
8,9
-Ethics and
Leadership Anthology
pp 138-164:
“Introduction: Teaching
and Learning Ethics by
the Case Method;”
“Martha McCaskey.”
-D2L Content, Team
Project
-Enroll in LPI
-Begin work on
Leadership Interviews
-Review description of
Team Project: Ethical
Case Analysis plus
supporting material
posted in the syllabus
and in D2LContent
-Review Graduate
Writing Guidelines,
APA Guidelines in D2L
Content
20
Ethical Case
Team
Presentation
Analysis &
Presentation
“Tools for Teams”
“Team Effectiveness
Model”
“Team Questions”
9/24
-Post draft of
Leadership Interviews
paper through D2L
Dropbox by
September 24.
-Continue work on LPI
10/1
Class
#3
Topics &
Activities in
class
-Discussion of
Leadership
Interview
Results
-Introduce
Leadership
Portfolio
-Introduce
Leadership
paper - Section
One: “Effective
Organizational
Leader”
Readings due 10/9
-Kouzes & Posner
(2007), The
Leadership Challenge,
pp.271-345
Practice V: Chapters 10,
11
Chapter 12
-Ethics and
Leadership Anthology
pp 30 – 90:
Hartman & DesJardins
Chapter 1, 2.
Read your team’s case
Assignments due on
10/9
-Review detailed
description of
Leadership Portfolio in
syllabus
-Review detailed
assignment
description of
“Effective
Organizational Leader”
in syllabus and
supporting material in
D2L Content
-Team—Charge
& Charter
10/8
-Develop and post
team’s Charge and
Charter in D2L
Dropbox on or before
October 8
21
10/15
Class
#4
Topics &
Activities in
class
Readings due 10/15
-The
Leadership
Practices
Inventory
-Bring hard copy, final
version of Leadership
Interviews Paper.
-Ethics and
Include your draft with
Leadership Anthology, the Draft Grid
pp 91-137:
Response Sheet and
Hartman & DesJardins,
signed Consent Forms.
Chapter 3.
-Review detailed
-Coursepack pp 13-33 description for “Ethical
Wilkins, “Be Good:
Leadership Story” in
Virtue Ethics”
syllabus and prepare
to share in class.
-Personal
Leadership
Papers:
Introduce
Section One Effective
Organizational
Leader
-Kouzes & Posner,
Leadership Practices
Inventory Participant’s
Workbook (online)
-Work in small
groups to frame
your LPI and
story
Assignments due on
10/15
-Continue work as
developed by your
team.
-Share Ethical
Leadership
stories
10/22
10/29
Class
#5
Post draft of “Effective
Organizational Leader”
paper in D2L
Dropbox on or before
October 22
Topics &
Activities in
class
-Personal
Leadership
Papers:
Introduce
Section 2“Ethical
Organizational
Readings due 10/29
No new readings due.
See assignments
Assignments due on
10/29
-Bring completed LPI
Online Survey to
class.
-Review detailed
assignment
description for
Credo/Metaphor in
22
Leader”
syllabus and in D2L
Content
-Review Team
Presentation
Guidelines
-Re-read detailed
assignment
description for Ethical
Case Team
Presentation in
syllabus and in D2L
Content
-Introduce
Credo &
Metaphor
Assignment
-Complete the “Ethical
Behavior Perception
inventory” in D2L
Content
11/5
11/12
Class
#6
Post “Effective
Organizational Leader”
paper in D2L
Dropbox on or before
November 5
Topics &
Activities in
class
-Teams A and B
make
presentations
(30 minute
presentations;
15 minute
discussion to
follow each)
-Share
endurance story
with small group
-Introduction of
Section Three of
Personal
Leadership
Papers:
Readings due 11/12
-D2L: Read any
materials that today’s
presenting teams may
distribute or post
Assignments due on
11/12
-Review detailed
assignment
description for
“Enduring Leadership
-Ethics and
Story” in the syllabus.
Leadership Anthology, Plan to share this
pp 215-226
story in class.
“The Making of a
Corporate Athlete.”
-Complete and bring
to class your
Endurance Practices
and Resources
Assessment in D2L
Content
-Teams A & B prepare
to present
23
“Enduring
Organizational
Leader”
11/19
11/26
Class
#7
Topics &
Activities in
class
Reading due 11/26
-Read case studies and
supporting materials for
team presentations.
-Teams C and D
make
presentations
(30 minutes
followed by 15
minute
discussion)
-Post Ethical
Leadership paper in
D2L Dropbox by
11/19
Assignments due
11/26
-Bring to class
preliminary ideas for
your Leadership Credo
and Metaphor
-Review detailed
description of
Leadership Summary /
Growth Plan in D2L
Content
-Introduce
Leadership
Summary /
Growth Plan
-Teams C & D prepare
to present
-Discuss
preliminary
ideas for your
Leadership
Credo and
Metaphor in
small groups
12/3
12/10
Class
#8
- Post “Enduring
Organizational Leader”
paper in D2L
Dropbox by
December 3.
Topics &
Activities in
class
-Course
evaluation
Readings due 12/10
no readings due
Assignments due on
12/10
-Prepare personal
Credo and Metaphor
for presentation to
24
class.
-Film:
“Leadership:
The Art of
Possibility”
-Leadership
Portfolio: review
contents,
operations
-Bring to class and be
prepared to discuss
your Leadership
Summary/ Growth
Plan in small groups
-Leadership
Summary /
Growth Plan:
small group
discussion
-Leadership
Credo and
Metaphor: class
presentation
-Envisioning the
future
-Celebration!!
12/17
Final Portfolio:
Due December 17
in MAOL office
*The instructor reserves the right to alter the requirements of the
syllabus, upon prior notification to the students, in class.
RECAP OF ASSIGNMENTS AND DUE DATES
Oral, Written and Instrument Assignments
Due in class
= bold
Due by D2L
Dropbox
=*
Instrument – Discovering Diversity Profile
September
25
Effective Leadership Story: Your Personal Best oral presentation
10
September
10
Leadership Interview Paper – draft
September 24*
Ethical Case Team Presentation – draft of Charge
and Charter
October 8*
Ethical Leadership Story: Exercising a Courageous
Conscience – oral presentation
October 15
Leadership Interview Paper – final version
October 15
Instrument – LPI
Complete and bring to class
October 29
Instrument—Ethical; Behavior Perception
Inventory
Complete and bring to class
October 29
Effective Organizational Leader Paper
November 5*
Instrument – Endurance Assessment: Practices
and Resources
Complete and bring to class
November 12
Enduring Leadership Story:
Time – oral presentation
Enduring a Difficult November 12
Ethical Case Team Presentation – Teams A &
Team B present in class
November 12
Ethical Organizational Leader Paper
November 19*
November 26
Ethical Case Team Presentation – Teams C &
Team D present in class
Enduring Organizational Leader Paper
December 3*
Leadership Credo and Metaphor
Present in class
December 10
Leadership Summary and Growth Plan
December 10
26
Discuss in class
Final Leadership Portfolio
Due at the MAOL Office
December 17
The instructor will notify class members when final grades are posted
and portfolios are available to be picked up.
27
MAOL Student Final Course Assignment Pick-up Policy
To comply with FERPA privacy regulations, MAOL students have two
options to retrieve final course assignments:
OPTION #1:
 Students may submit their final assignment to their instructor
with a self-addressed, pre-paid stamped envelope in which the
instructor will mail the graded assignment back to the students.

Team assignments must include a cover sheet listing the
designated name and address where the assignment should be
mailed.
OPTION #2:
 Students may pick up their final assignments at the MAOL Office
207 Fontbonne Hall.

Team assignments must be submitted to the instructor with a
cover sheet listing the designated name for assignment pick-up.

Faculty will deliver course assignments alphabetized to the MAOL
Office within 48 hours of submitting final grades.
Fontbonne is open 7 days a week, 6:00 am – 10:00 pm except for
holidays.
Please note: MAOL instructors spend significant time commenting on
student work and believe that learning occurs when students review
their work and reflect on feedback. Students are strongly encouraged
to retrieve final assignments and add them to their Leadership
Portfolios.
28
Master of Arts in Organizational Leadership
Honor Code
As an MAOL graduate student pursuing the study of ethics and leadership, I will adhere
to the highest ethical standards in my conduct as a scholar and respect the scholarship of
others. By my signature below, I affirm that I will maintain the highest standards of
honesty and integrity. I will not plagiarize copy or represent another’s work as my own
and will comply with applicable codes of research ethics.
As a member of the MAOL community, I recognize the value of learning from others and
commit to building a diverse and inclusive community of scholars. This is accomplished
through personal concern for each other and evidenced through respect (e.g.
communication, collaboration, confidentiality, others time) for students, faculty and staff.
I commit to the practice of leadership both inside and outside of the classroom and will
adhere to the highest ethical standards in my interactions with others.
I give permission for my graded graduate papers and exams to be sealed in envelopes and
placed outside the MAOL Office in Fontbonne 207* for pick up with the understanding
that grades and grading are confidential. This permission is effective throughout the
duration of my enrollment in an MAOL degree or certificate program, and I will not hold
the MAOL program or St. Catherine University liable if my paper or exam is removed
from Fontbonne Hall by another person without my consent.
Printed Name: ___________________________________________________
Signed Name: ____________________________________________________
Date: _______________________________
*Fontbonne is open seven days a week from 7:00 AM – 9:00 PM, except during holidays.
29