Core Course 6A: Leadership in Global Inclusion and Social Development University of Massachusetts Boston School for Global Inclusion and Social Development (Class Meeting Time and Location) Fall 2013 Instructor: Office: Office Hours: Phone: Email: Instructor website: Course website: COURSE DESCRIPTION This course examines the concept of leadership and the impact of personal values, beliefs, communication styles, and experiences. It introduces students to different leadership theories and approaches to leadership development as well as leader roles and responsibilities (including ethical leadership and socially responsible leadership) in the context of global inclusion and social development. The course teaches students to assess their own leadership style through self-reflection and strategies and techniques to continually improve their leadership skills and competencies with applicability to groups, organizations, communities, and cultures. Through a combination of lectures, guest speakers, assigned readings, and group discussions, students learn about leadership practices including issues and challenges in the areas of health, disability, community organizing and development, and policy and systems change. Student grading will be based on course participation, participation in self-reflection, and as well as group work (leader interviews and book club). Students in the master’s and doctoral programs in global inclusion and social development can choose to take this course or the Population Needs and Global Practices course. COURSE OBJECTIVES Upon completion of this course students will be able to: Assess one’s own leadership style and cultural competency including strengths and weaknesses and develop an action plan for personal development; Describe different leadership theories and approaches to leadership development as well as leader roles and responsibilities in the context of global inclusion and social development; Identify and evaluate ethical challenges that leaders might face and implications for ethical behavior and decision-making at the individual, group and organizational level; Describe leadership practices including issues and challenges in the areas of health, disability, community organizing and development, as well as policy and systems change; and Understand the role that culture and cultural differences / diversity play in leadership and the importance of becoming a culturally competent leader. 1 STUDENT PERFORMANCE EVALUATION Activity / Assignment Deadline Active and prepared participation Each class Percent of Final Grade 20% Personal reflections journal Collected during Sessions 5, 9, and 13. Final presentation of experiences and personal growth during final session. 30% Leader interview Due during designated sessions 30% Book club Due during designated sessions; reflection summary due during Session 14. 20% DIRECTIONS FOR ASSIGNMENTS Active and Prepared Participation Participation is a must during this course. The knowledge you gain from the sessions and assignments is dependent on your willingness to be actively involved in the sharing of your ideas, reactions, selfexploration and personal learning. I expect that all students will come to class prepared each week ready to participate − doing so is worth 20% of your final grade. Personal Reflections Journal Each student is to keep a journal during the semester. Personal reflections, feelings, and reactions to class readings, activities, and issues addressed in class are to be recorded at least weekly. A required component of the journal is to provide your thoughts and reactions to the experiential aspects of the course, including self-assessments, class discussions, and guest speakers. The journals will be collected three times during the semester. During the last class (Session 14) every student will give a 5-minute (informal) final ‘presentation’ on their experiences and personal growth during the course. The journal and presentation are worth 30% of your final grade. Leader interviews (group work) As a group (3−4 students per group) students will interview an individual with a leadership position in a local, regional, national or international organization. The purpose of this interview is to discuss some of the critical content of the course with her or him, and gain perspective on how this skill or issue has been relevant to her or him in a past or current position of leadership. The instructor will facilitate selection of an appropriate interviewee, as well as the focus area (e.g., ethics, cultural competence, communication skills, policy development, systems change). Groups will present a summary of the interview during the relevant session, as well as submitting a written summary including the individual’s background and analysis of the interview. The interview, presentation, and summary are worth 30% of your final grade. Book Club (group work) Students will form groups of 3− 4 people during Session 3. Each group will select a book to read on the topic of leadership, or the biography/autobiography of a nationally or internationally known leader (e.g., Bill Clinton, Nelson Mandela, Gandhi). This book will be approved by the instructor prior to the start of book club. The group will read the book together throughout the semester, and we will have “Book Club” during the last 45 minutes of class in sessions 5, 8, 10, and 12. Each person will take a turn leading their group’s book club discussion once, meaning that they will be responsible for planning at least 2-3 2 discussion questions for their group. On Book Club sessions, each group will provide an update to the class on the book they are reading and relevant aspects of the book to course content. Each student will individually prepare a reflection summary of the book and relevant discussion during Book Club to be handed in the last day of class. This reflection summary should be no more than 4-5 pages, and should not simply be a summary of the book but an integration and analysis of how the material in the book was relevant to the course and your personal reaction to the readings and discussions held by your Book Club. Active participation in the Book Club discussions and the reflection summary are worth 20% of your final grade. COURSE OUTLINE Session / Date Session 1: Introduction to leadership Topic / Activity Session goals: Introduce students to the course objectives, review syllabus and course assignments, and discuss overall concepts central to the course incl. leadership, social inclusion, social development, and globalization Activity: Leadership self-assessment and reflections on leadership roles and experiences, followed by group discussion about leaders and leadership. Session 2: Responsible leadership: what does this mean? Session goals: Introduce students to different leadership theories and approaches to leadership development; discuss leader roles and responsibilities in the context of global inclusion and social development. Readings Choose 1 of the 8 Nobel peace price laureate videos and watch it: http://www.nobelprize.org/nobel_p rizes/peace/video_interviews.html Choose 1of the 12 videos about business leaders and watch it: http://mitleadership.mit.edu/rlessons.php Course handout on definitions of social inclusion, social development, and globalization. Storey (Eds.) (2011). Ch. 2: Changing theories of leadership and leadership development. Johnson (2008). Ch. 3: The leader’s character. Activity: Group discussion of the meaning of ‘responsible leadership’ and how this might vary in different settings incl. culturally diverse settings. Session 3: Challenges and principles of ethical leadership Session goals: Discuss different types of ethical challenges leaders might face, implications for ethical behavior and decision-making at the individual, group and organizational level, as well as cultural differences and ethical values. Activity: Small group analysis of ethical scenarios provided by the instructor and large group discussion of lessons learned in leadership ethics based on scenarios. Johnson (2008). Ch. 1: The leader’s light or shadow, and Ch. 7: Ethical decision making and behavior. Mangham (2011). Leadership, ethics and integrity. In: John Storey (Eds.) Dion (2012). Are ethical theories relevant for ethical leadership? Course handout on ethical leadership scenarios. Select Book Club groups & 3 Discussion of books. Session 4: Leadership competencies related to global inclusion and social development Session goals: Review the various approaches to leadership development introduced in Session 2; discuss the 12 leadership competencies related to GISD and their application to different areas (health, disability, education, workforce and community development, business, etc.) Activity: Self-assessment in GISD leadership competencies, followed by group discussion of student goals and plans for personal development. Session 5: Leadership and cultural competency Session goals: Discuss the impact of cultural differences / diversity on leadership practice; introduce the concept of cultural competency and discuss strategies for becoming a culturally competent leader. Activity: Cultural competency selfassessment, followed by group discussion of how personal values, beliefs, communication and previous experiences influences development of cultural competency. Personal reflections journal collected; Book Club Session 6: Leadership styles Session 7: Leadership in community organizations and communities Session goals: Introduce different leadership styles and discuss research on how one’s personal style, values beliefs, and previous experiences impact leadership style. Activity: Personality strength selfassessment (Myers-Briggs test). Session goals: Discuss the role of leaders in community organizations and communities, specific issues and challenges related to this role. Course handout on 12 GISD program leadership competencies. Antonacopoulou & Bento (2011). Methods of ‘learning leadership”: taught and experiential. In: John Storey (Eds.) Mole (2011). Can leadership be taught? In John Storey (Eds). McDermott et al. (2010). Understanding leader development: Learning from leaders. Connerley, M.L., & Pederson, P. (2005). Ch. 1: making the business case for increased awareness, knowledge, and skills, Ch. 2: The complexity of culture, Ch. 3: Cultural frameworks and their importance for leaders, and Ch. 5: The development of multicultural competencies. Johnson (2008). Ch. 10: Meeting the ethical challenges of diversity. Jogulu (2010). Culturally linked leadership styles. Book Club readings. Andersen et al. (2011). At the end of the road? On differences between men and women in leadership behaviour. Campbell & Dardis (2012). Be, know, do. Delven & Smith (2012). Levels of leadership. Senge et al. (1994). Sections on ‘Systems thinking’ and ‘Frontiers.’ Pigg (1999). Community leadership and community theory: A practical synthesis. Activity: Large group discussion of required readings. 4 Session 8: Leadership in health and wellness Session goals: Discuss the role of leaders in organizations focused on health and wellness, with particular attention to specific issues and challenges. Activity: Guest speaker – Mr. JeanMarc Baptiste, Executive Director of the Haitian American Public Health Initiatives, Inc. (HAPHI; http://www.haphi.org/). Fawcett et al. (1995). Using empowerment theory in collaborative partnerships for community health and development. Pisek et al. (2001). Complexity leadership and management in healthcare organizations. Learn about HAPHI; prepare questions for the guest speaker. Book Club readings. Book Club Session 9: Leadership in disability and rehabilitation Session goals: Discuss the role of leaders in organizations focused on disability and rehabilitation, with particular attention to specific issues and challenges. Activity: Guest speaker – Dr. William E. Kiernan, Director of the Institute for Community Inclusion (ICI; http://www.communityinclusion.org), University of Massachusetts Boston. Personal reflections journal collected Session 10: Leadership in community development Session 11: Policy and systems change Session goals: Discuss the role of leaders in organizations focused on community development, with particular attention to specific issues and challenges. Activity: Guest speaker – Mr. John J. Drew, President/CEO of Action for Boston Community Development (http://www.bostonabcd.org/locations.a spx). Book Club Session goals: Discuss the role of leaders in policy and systems change, including the role of advocates and community organizers. We will also discuss aspects of more formal roles in policy and systems change. Powers et al. (2002). Leadership by persons with disabilities in selfdetermination and systems change. Brady, Fong, Waninger, & Eidelman (2009). Perspectives on leadership inorganizations providing services to people with disabilities: An exploratory study. Scotch (2000). Disability policy: An eclectic overview. Learn about the ICI; prepare questions for the guest speaker. Nissen et al. (2005). Moving mountains together: Strategic community leadership and systems change. Patnode, G. (2009). Ch. 1: Leadership for social change, and Ch. 8: The role of community leader. Learn about the Action for Boston Community Development organization; prepare questions for the guest speaker. Book Club readings. Senge, P.M. et al. (1994). Section on ‘Systems thinking.’ Graetz (2000). Strategic change leadership. Patnode, G. (2009). Ch. 1: Leadership for social change, and Ch. 4: A systematic planned 5 Activity: Guest speaker – Mr. John Halliday, Senior Policy Analyst at the ICI/UMass Boston and former director of the Connecticut Bureau of Rehabilitation Services (BRS; http://www.ct.gov/brs/site/default.asp). Session 12: Developing and managing NGOs Session goals: Discuss the role of leaders in NGOs at the local, regional, national and international level, paying particular attention to specific issues and challenges. Activity: Guest speaker (per video conferencing) – Mr. John Hailey, Founder of the International NGO Training and Research Center and expert in NGO development (INTRAC; http://www.intrac.org/; http://www.intrac.org/pages/en/johnhailey.html). approach to social change. Learn about the BRS; prepare questions for the guest speaker. Alimo-Metcalfe & Alban-Metcalfe (2011). Leadership in public and third sector organizations. In: John Storey (Eds.) Hailey & James (2004). “Trees die from the top”: International perspectives on NGO leadership development. Learn about INTRAC; prepare questions for the guest speaker. Book Club readings. Book Club Session 13: Socially responsible leadership Session goals: Discuss the concept of ‘socially responsible leadership’ and what that means, particularly within the context of globalization, social development, and inclusion. Activity: We will watch excerpts from Black Gold, a documentary about the coffee industry and the impact on coffee farmers around the world. Large group discussion on how decisions made by leaders impact others, with particular emphasis on globalization and developing nations. Familiarize yourself with the movie Black Gold: http://blackgoldmovie.com/ Ahn et al. (2012). Values versus traits-based leadership: Insights from an analysis of Aeneid. Waldman et al. (2008). Defining the socially responsible leader. Personal reflections journal collected Session 14: Personal reflections on journaling; Book Club wrap up Activity: Students present their personal reflection journals. Book Clubs debrief to the class on their selected books and group reactions. ACCOMODATIONS UMass Boston is committed to providing reasonable academic accommodations for all students with disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel you will need accommodations in this course, please contact the Ross Center for Disability Services, 6 Campus Center, Upper Level, Room 211 at 617-287-7430. After registration with the Ross Center, you should present and discuss the accommodations with the instructor. Although a student can request accommodations at any time, it is recommended that students inform the instructor of their need for accommodations by the end of the Drop / Add period to ensure that accommodations are available for the entirety of the course. CODE OF CONDUCT AND ACADEMIC INTEGRITY It is the expressed policy of UMass Boston that every aspect of academic life − not only formal coursework situations, but all relationships and interactions connected to the educational process − shall be conducted in an absolutely and uncompromisingly honest manner. UMass Boston presupposes that any submission of work for academic credit is the student’s own and is in compliance with University policies, including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, as delineated in the UMass Boston Graduate Catalogue and relevant program student handbook(s). REQUIRED COURSE READINGS AND REFERENCES Action for Boston Community Development website: http://www.bostonabcd.org/locations.aspx Ahn , M. J., Ettner, L. W., & Loupin, A. (2012). Values versus traits-based leadership: Insights from an analysis of Aeneid. Leadership and Organizational Development Journal, 33(2), 112-130. Alimo-Metcalfe, B. & Alban-Metcalfe, J. (2011). Leadership in public and third sector organizations. In: John Storey (Eds.) Leadership in organizations: Current issues and key trends. (2nd ed.). New York, NY: Routledge Andersen, J. A., & Hansson, P. H. (2011). At the end of the road? On differences between men and women in leadership behaviour. Leadership and Organizational Development Journal, 32(5), 428-441. Antonacopoulou, E. P., & Bento, R.F. (2011). Methods of ‘learning leadership”: taught and experiential. In: John Storey (Eds.) Leadership in organizations: Current issues and key trends. (2nd ed.). New York, NY: Routledge Brady, L.T., Fong, L., Waninger, K.N., & Eidelman, S. (2009). Perspectives on leadership in organizations providing services to people with disabilities: An exploratory study. Intellectual and Developmental Disabilities, 47(5), 358-372. Campbell, D. J. & Dardis, G. J. (2012). Be, know, do. Leadership Excellence, 29(2), 11. Connerley, M.L., & Pederson, P. (2005). Leadership in a diverse and multicultural environment: Developing awareness, knowledge, and skills. Thousand Oaks, CA: Sage Publications. Connecticut Bureau of Rehabilitation Services (BRS) website: http://www.ct.gov/brs/site/default.asp Delven, M. & Smith, M. (2012). Levels of leadership. Leadership Excellence, 29(3), 10-12. Dion, M. (2012). Are ethical theories relevant for ethical leadership? Leadership & Organizational Development Journal, 33(1), 4-24. 7 Fawcett, S. B. et al. (1995). Using empowerment theory in collaborative partnerships for community health and development. American Journal of Community Psychology, 23(5), 677-698. Graetz, F. (2000). Strategic change leadership. Management Decision, 38(8), 550-562. Haitian American Public Health Initiatives, Inc. (HAPHI) website: http://www.haphi.org/ Hailey, J. & James, R. (2004). “Trees die from the top”: International perspectives on NGO leadership development. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 15(4), 343-353. Retrieved from: http://www.springerlink.com/content/xr6636p8u2w57748/?MUD=MP Institute for Community Inclusion (ICI) website: http://www.communityinclusion.org International NGO Training and Research Center (INTRAC) website: http://www.intrac.org/ Jogulu, U. D. (2010). Culturally linked leadership styles. Leadership & Organizational Development Journal, 31(8), 705-719. Johnson (2008). Meeting the ethical challenges of leadership: Casting light or shadow. (4th ed.) Los Angeles, CA: Sage Publications. Mangham, I. (2011). Leadership, ethics and integrity. In: John Storey (Eds.) Leadership in organizations: Current issues and key trends. (2nd ed.). New York, NY: Routledge McDermott, A., Kidney, R., & Flood, P. (2010). Understanding leader development: Learning from leaders. Leadership and Organizational Development Journal, 32(4), 358-378. Massachusetts Institute of Technology (MIT) Leadership Center website: Research – Lessons from Leaders (leader videos): http://mitleadership.mit.edu/r-lessons.php Mole, G. (2011). Can leadership be taught? In John Storey (Eds). Leadership in organizations: Current issues and key trends. (2nd ed.). New York, NY: Routledge Nissen, L. B., Merrigan, D. M., & Kraft, M. K. (2005). Moving mountains together: Strategic community leadership and systems change. Child Welfare, 84(2), 123-140. Nobel peace price laureate videos: http://www.nobelprize.org/nobel_prizes/peace/video_interviews.html Patnode, G. (2009). Leadership for community action: Implementing the politics of change. Bloomington, IN: AuthorHouse. Pigg (1999). Community leadership and community theory: A practical synthesis. Community Development Society, 30(2), 196-202. Pisek, P. E. & Wilson, T. (2001). Complexity leadership and management in healthcare organizations. British Medical Journal, 323: 746-749. Powers, L. E. et al. (2002). Leadership by persons with disabilities in self-determination and systems change. Journal of Disability Policy Studies, 13(2), 125-134. 8 Scotch, R. K. (2000). Disability policy: An eclectic overview. Journal of Disability Policy Studies, 11(1), 6-11. Senge, P.M. et al. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Doubleday. Storey, J. (Eds.) (2011). Leadership in organizations: Current issues and key trends. (2nd ed.). New York, NY: Routledge Waldman, D. A., & Siegel, D. (2008). Defining the socially responsible leader. The Leadership Quarterly, 19, 117-131. Course handouts on: Definitions of social inclusion, social development, and globalization, Ethical leadership scenarios, and 12 program leadership competencies related to global inclusion and social development. ADDITIONAL READINGS Abiodun, S. (2012). The paradigm of ethical development for civilized leadership in Africa. Leadership, 8(1), 17-27. Benyamin, N. (2009). The UN Secretary-General and moral authority: Ethics and religion in international leadership. Politics and Religion, 2(1), 144-146. Caldwell, J. (2010). Leadership development of individuals with developmental disabilities in the self-advocacy movement. Journal of Intellectual Disability Research, 54, 1004-1014. Cary, P. (2008). Empowering primary care workers to improve health services: Results from Mozambique’s leadership and management development program. Human Resources for Health, 6(1), 14-16. Cox, R.W. (1969). The executive head: Essay on leadership in international organization. International Organization, 23(2), 205-230. Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191-229. Harman, S. (2011). Searching for an executive head? Leadership and UNAIDS. Global Governance, 17(4), 429-446. Jones, M.L., Blunt, P., & Sharma, K.C. (1996). Managerial perceptions of leadership and management in an African public service organization. Public Administration and Development, 16(5), 455-467. Kennedy, J.C. (2002). Leadership in Malaysia: Traditional values, international outlook. Academy of Management Executive, 16(3), 15-26. Kotze, M., Venter, I. (2011). Differences in emotional intelligence between effective and ineffective leaders in the public sector: An empirical study. International Review of Administrative Sciences, 77(2), 397-427. 9 Lucas, E. (2001). Social development strategies of a non-governmental grassroots women’s organization in Nigeria. International Journal of Social Welfare, 10(3), 185-193. Mansour, M., Mansour, J.B., El Swesy, A. H. (2010). Scaling up proven public health interventions through a locally owned and sustained leadership development programme in rural Upper Egypt. Human Resources for Health, 8(1), 1-6. Moe, J.L., Pappas, G., & Murray, A. (2007). Transformational leadership, transnational culture and political competence in globalizing health care services: A case study of Jordan’s King Hussein Cancer Center. Globalization and Health, 3(11). Oreg, S., & Berson, Y. (2011). Leadership and employees’ reaction to change: The role of leaders’ personal attributes and transformational leadership style. Personnel Psychology, 64(3), 627-659. Pops, G.M. (2007). Dynamics of leadership in public service: Theory and practice. Public Administration Review, 67(2), 361-U11. Scandura, T., & Dorfman, P. (2004). Leadership research in an international and cross-cultural context. Leadership Quarterly, 15(2), 277-307. Schyns, B., Kiefer, T., Kerschreiter, R., & Tymon, A. (2011). Teaching implicit leadership theories to develop leaders and leadership: How and why it can make a difference. Academy of Management Learning and Education, 10(3), 397-408. Searcy, S., Leelawson, C., & Trombino, B. (1995). Mentoring new leadership roles for parents of children with disabilities. Remedial and Special Education, 16(5), 307-314. Sluyter, G.V. (1995). Mental-health leadership training: A survey of state directors. Journal of Mental Health Administration, 22(2), 201-204. Van Wart, M. (2011). Public sector leadership: International challenges and perspectives. Public Administration, 89(2), 714-717. Vargas, C.M. et al. (2012). A community engagement process for families with children with disabilities: Lessons in leadership and policy. Maternal and Child Health Journal, 16(1), 21-30. 10