JOHNS HOPKINS UNIVERSITY
School of Education
Division of Public Safety Leadership
Managing Differences
ED.720.713.61
Spring 2012
Columbia Campus
Instructor: Professor Kathleen Kiernan
Phone:
904-303-0243
E-mail:
Dr.K2@comcast.net
Credit Hours: 3
Class Time and Dates:
Saturdays: May 19th, June 2, 9th, 16th and 23; 8:30 AM – 4:30 PM
Office Hours: By prior arrangement, before or after class meetings.
COURSE DESCRIPTION:
Successful people understand and manage differences that go far beyond
traditional or stereotypical diversity-related issues. They monitor, analyze, and
manage differences stemming from an organization’s internal hierarchy, units
with conflicting functions, different agencies, different levels of government, and
more. If ignored, these differences may erupt into misinterpretation,
misperception, inappropriate communication, or other behavior that hurts all
concerned. Students assess differences in goals, values, beliefs, motive,
function, rank, religion, race, gender, personality, and more. They discuss factors
that drive tolerance and intolerance. Students apply techniques for overcoming
behaviors that block individual, community, and organizational effectiveness in
diverse settings. Through readings, case studies, and group activities, students
compare various strategies for providing quality service to diverse internal and
external communities.
Instructors Note: This class is fundamentally about leadership and
responsibility, articulated well by Schelling chronicling its tenets and in this case
by its absence: “Surprise, when it happens to a government, is likely to be a
complicated, diffuse, bureaucratic thing. It includes neglect of responsibility, but
also responsibility so poorly defined or so ambiguously delegated that action gets
lost. It includes gaps in intelligence, but also intelligence that, like a string of
pearls, too precious to wear, is too sensitive to give to those who need it. It
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includes the alarm that fails to work, but also the alarm that has gone off so often
that it is disconnected. It includes the unalert watchman, but also the one who
knows he will be chewed out by his superior if he gets higher authority out of bed.
It includes the contingencies that occur to no one, but also those that everyone
assumes someone else is taking care of. It includes straightforward
procrastination, but also decisions protracted by internal disagreement. It
includes in addition, the inability of individual human beings to rise to the
occasion until they are sure it is the occasion-which is usually too late.” (Schelling
in Pearl Harbor, Warning and Decision. Wohlstetter, 1962).
LEARNING OBJECTIVES AND COURSE OUTCOMES:
It is the philosophy of this instructor that learning is best conducted interactively
rather than passively. Jay once opined “The uncreative mind can spot wrong
answers, but it takes a creative mind to spot wrong questions” (Jay in: Thinking
for a Change. Maxwell, 2003). Class members are expected to think creatively,
question theory and practice, and utilize critical thinking skills.
The purpose of this course is to:
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To identify and utilize five types of thinking-analytical, critical, strategic,
creative and intuitive.
Enable students to consider the characteristics, theories and bases of
leadership at the personal and organizational level.
Consider the origins, causes and types of conflict which may arise as a
result of leadership differences
Develop skills in managing and resolving conflicts from a variety of
methods and styles.
TEXTBOOK and REQUIRED READINGS:
1. Bratton, William and Tumin Zachary (2012). Collaborate or Perish! Crown
Publishing Group: New York
2. Kim, W. Chan and Mauborgne, Renee (2005). Blue Ocean Strategy. Harvard
Business Review Press: Boston, MA.
COURSE REQUIREMENTS:
Readings: Students will be expected to read the materials assigned for each
class, prior to the start of each class. Students are expected to use the class time
to reinforce and apply their understanding of the material by asking and
responding to questions and assignments. If any material is unclear, the student
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is expected to ask questions and seek clarification from the instructor or during a
class discussion with fellow students. The instructor will post suggested readings
frequently for review, discussion and as a catalyst for team projects/final paper.
Strategic Briefs: Three, three page strategic briefs will be assigned and are due
on June 2nd, 9th, and 16th. Each class member will be required to present one of
his or her written briefs to the class and discuss the contextual basis for the brief
in an interactive forum. Each non-presenting class member will actively listen
and critique the brief.
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The strongest briefs articulate the problem, define its scope and made
specific recommendations based on class readings and personal
experience. The ability to articulate an alternative competing hypothesis is
expected and will be challenged in the oral review.
Restatement of problems is less important then providing analysis and
recommendations for effective change.
The greatest challenge is often the demonstration of the ability to
synthesize material, and then articulate it clearly within three pages.
Oral briefs that accompany the brief should stand alone and each
presenter should be ready to field questions from peers.
Oral presentations are limited to 15 minutes
Team Project: Class members will each be assigned to a team and team
project which will consist of participating in and facilitating a leadership panel led
by subject matter experts representing the Intelligence, Military and Law
Enforcement Communities addressing issues of organizational synergy and
dysfunction; collaboration and competition; and value innovation. Each team will
orally brief a summary from the assigned session.
Final Paper: (Due on June 23rd, 2012) Each student will write a final paper no
more than 15 pages in length, double spaced formatted in conformance with APA
style guidelines. Relevant theories of leadership, accountability, and
responsibility are expected to support scholarly research efforts. The greatest
challenge in this particular assignment is the organization of thought and
synthesis of material presented in class and from outside reading and
professional experience. Writing should be concise, compelling, and contain
specificity as to recommendations.
Paper Topic: Analytical/Strategic Surprise
There have been a number of strategic surprises which have occurred in the
decades since Pearl Harbor. Some of these will have implications for
generations yet to come and others perhaps will fade quickly and reemerge in a
different context if we fail to exploit the lessons and impact on organizational
thinking and behavior. We will tackle these kinds of issues when the surprise is
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not limited to force protection issues in classroom discussions and the range will
be wide including social media (Arab Spring); racial wars revisited (Trevvor
Martin Case); and the growth of Homegrown Violent Extremists (HVE). We will
explore these issues with the a number of visiting experts and the challenge to
each of you is to select a topic for your paper in which you demonstrate original
thought; critical thinking; an ability to declare any existing bias and make a
contribution to the literature base-the mark of scholarly work.
Suggested points of departure for writing:
1. Was Schelling prescient about analysis, and do his comments apply
today?
2. Do bureaucracies consciously tolerate inefficiency and minimize risktaking? Why or why not?
3. Is ignorance contagious?
4. How is responsibility and blame assessed within bureaucratic
organizations?
5. Does the ubiquity of social media access present significant challenges to
bureaucratic efficiency?
EVALUATION AND GRADING:
Each instructor assigns grades according to his/her own system. All students
must possess acceptable written command of the English language; instructors
will consider writing quality when assigning grades and make referrals for those
students needing improvement in writing skills.
The following list outlines the weight that will be given to each assignment in
calculation of the final grade:
Assignments
Class Participation
Strategic Briefs
Team Project
Final Paper
Weight
20%
30%
30%
40%
Due Date
Expected Each Class
June 2nd, 9th, and 16th
June 16th
June 23rd
Final grades will be assigned using the University’s approved grading scale.
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GRADING SCALE:
The grading scale is determined by the University as follows:
93 - 100
90-92
87-89
84-86
80-83
77-79
70-76
69 or less
Superior
Excellent
Commendable
Good
Conscientious
Satisfactory
Mediocre
Unacceptable
A
AB+
B
BC+
C
F
The grades of D+, D, and D- are not awarded at the graduate level.
Assignments and Grading:
The instructor will have your assignments graded within a week of the date it is
due.
CLASS SCHEDULE:
May 19th, 2012
Introductions and discussions of expectations
Assignment of Teams: Red/Gold/Green
Assigned Reading: Bratton/Tumin: Chapters 1-5
Guest Speaker in afternoon session
Assignment of Strategic Brief # 1
June 2nd, 2012
Oral Briefs: Red Team
Key Question: What currency matters in the intelligence and homeland security
communities?
Leadership Panel: Gold Team Guest Speaker Intel Community
Assignment of Strategic Brief # 2
Assigned Reading: Bratton/Tumin: Chapters 5-10
Kim/Mauborgne: Chapters: 1-4
June 9th, 2012
Oral Briefs: Gold Team
Key Question: If crisis reframes the status quo as Bratton/Tumin assert; what is
the shelf-life of change?
Multi-Disciplinary Knowledge and Co-Production of New Knowledge: Challenging
our own Orthodoxies in a new form of critical thinking speed-dating.
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Leadership Panel (Red Team) Dr. Robert Bach
Assignment of Strategic Brief # 3
Assigned Reading: Kim/Mauborgne: 5-9
June 16th, 2012
Oral Briefs: Green Team
Key Question: What value does an understanding of culture and context have in
analysis?
Readings: Assigned handout material
Leadership Panel: (Green Team) Guest Speaker: Admiral (ret) David Pekoske,
United States Coast Guard.
June 23rd, 2012
Adversarial Adaptation Cycles-a new field of battle?
Key Question: Is intelligence analysis, a craft or an accepted and valued
discipline?
Expectation review and course hot wash.
Discussion and brief of final paper
ADMINISTRATIVE POLICIES:
Attendance Policy
Arriving to class on time and participating in lectures, discussions, and other
activities are essential parts of the instructional process. Because of the nature
of the PSL learning program, attendance is essential to the success of our
programs. Students are expected to attend all class days. In the rare event of
an emergency, illness, or other circumstance precluding class attendance, the
student must notify the instructor as soon as possible. Instructors will make a
determination whether make-up work may be assigned and the extent to which
the grade for the class may be affected.
Religious Observance Accommodation Policy
Religious holidays are valid reasons to be excused from class. Students who must miss
a class or examination because of a religious holiday must inform the instructor as early
in the semester as possible in order to be excused from class and to make arrangements
to make up any work that is missed.
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Classroom Accommodations for Students with Disabilities
If you are a student with a documented disability who requires an academic adjustment,
auxiliary aid or other similar accommodations, please contact Jennifer Eddinger in the
Disability Services Office at 410-516-9734 or via email at jeddinger@jhu.edu.
Academic Integrity
The strength of this university depends on academic and personal integrity. In this
course, you must be honest and truthful. Ethical violations include cheating on exams,
plagiarism, reuse of assignments, improper use of the Internet and electronic devices,
unauthorized collaboration, alteration of grading assignments, forgery and falsification,
lying, facilitating academic dishonesty, and unfair competition. Report any violations you
witness to the instructor.
Statement of Academic Continuity
Please note that in the event of serious consequences arising from the H1N1 flu
pandemic and/or in other extraordinary circumstances, the School of Education may
change the normal academic schedule and/or make appropriate changes to course
structure, format, and delivery. In the event such changes become necessary,
information will be posted on the School of Education web site.
Statement of Diversity and Inclusion
Johns Hopkins University is a community committed to sharing values of diversity and
inclusion in order to achieve and sustain excellence. We believe excellence is best
promoted by being a diverse group of students, faculty, and staff who are committed to
creating a climate of mutual respect that is supportive of one another’s success.
Through its curricula and clinical experiences, the School of Education purposefully
supports the University’s goal of diversity, and, in particular, works toward an ultimate
outcome of best serving the needs of all students in K-12 schools and/or the
community. Faculty and candidates are expected to demonstrate a commitment to
diversity as it relates to planning, instruction, management, and assessment.
IDEA Course Evaluation
Please remember to complete the IDEA course evaluation for this course. These
evaluations are an important tool in the School of Education’s ongoing efforts to improve
instructional quality and strengthen its programs. The results of the IDEA course
evaluations are kept anonymous—your instructor will only receive aggregated data and
comments for the entire class. Typically, an email with a link to the online course
evaluation form will be sent to your JHU email address approximately 85% of the way
through the course. Thereafter, you will be sent periodic email reminders until you
complete the evaluation. The deadline for completing the evaluation is normally one
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week after the last meeting of class. Please remember to activate your JHU email
account and to check it regularly. (Please note that it is the School of Education’s policy
to send all faculty, staff, and student email communications to a JHU email address,
rather than to personal or alternative work email addresses.) If you are unsure how to
activate your JHU email account, if you’re having difficulty accessing the course
evaluations or you haven’t received an email reminder by the day of the last class, or if
you have any questions in general about the IDEA course evaluation process, please
contact Rhodri Evans (410-516-0741; idea@jhu.edu).
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