MARQUETTE UNIVERSITY
Fall Semester: August 27, 2012-December 3, 2012
College of Professional Studies
Graduate Level: LEDR 6005 Hybrid- Monday Evenings 5:00-7:00 DAVID STRAZ-356
Syllabus: January 17-May 8, 2012
Professor: Dr. Eileen Sherman
Office Hours: By phone appointment. Call (C): 414-530-1311, or my office at
Cardinal Stritch University: 414-410-4462
Email: eileen.sherman@marquette.edu or ecsherman@stritch.edu
This course is being taught in a hybrid format. Assignments are due uploaded to
D2L by midnight on Sunday night before a new class week begins on Monday.
SELF LEADERSHIP-LEDR 6005 COURSE DESCRIPTION
Studies aspects of the self that directly impact leadership. Includes the study of
intellectual, emotional, spiritual, and physical aspects. Arenas of self -leadership
include: time and money usage, attitude and mood management, daily routines and
stress management. Explores the ethics of self–leadership. Highly applications
focused. Includes qualitative and quantitative methodologies appropriate for
measuring the self. Prereq: LEDR 6000
MLS PROGRAM OUTCOMES
The following are the five (5) MLS Program outcomes:

Apply leadership
principles and theory, cognitive theory, and critical thinking skills in order to
creatively solve problems.

Identify ethical
issues and applies ethical principles, values, theories or frameworks to
leadership practice.

Possess the cultural
and communication skills necessary to interact in a reciprocal exchange that honors
the human dignity of all persons.

Apply theory and
principles of group dynamics in assuming multiple group roles and
responsibilities.
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
Apply quantitative
and qualitative research methods relating to leadership practice and the selected
specialization, if applicable.
COURSE OVERVIEW AND STUDENT LEARNING OBJECTIVES
The overall goal of this course is to help you develop your own set of self-leadership
skills. It is a highly personal course. You are the focus. Throughout the semester,
you will be pushed and tested to deepen your self-awareness and begin developing
strategies and taking actions to improve your effectiveness as a leader. By the end
of this semester, you will have better a understanding of skills that you should
continue to develop and a personal self-leadership plan for how to ensure your
continued learning and development.
You will have access to a variety of resources to direct your development of your
self leadership skills including text readings, supplemental readings, case studies,
self assessments, peer feedback, personal reflection and action assignments as well
as skills practice. How much you personally are actively engaged in this course will
determine your grade. In other words, it’s up to you!!
STUDENT LEARNING OBJECTIVES:
After successfully completing this course, students will:

Through readings,
face-to-face classes, online submissions, and discussions, written
assignments, presentations and group projects, demonstrate an in-depth
understanding of self-leadership theory and skills, including an
understanding of Neck & Manz’ and Arbinger Institute’s self-leadership
models and the associated theoretical and applied research of those models.

Fully commit to
the importance of self-awareness for leadership, understanding your
particular role in the success of leading through strengths, weaknesses,
opportunities and threats, by participating in online and face-to-face
discussions and written assignments supporting your findings with sound
theory and research.

Demonstrate the
ability to build your own paradigm for self-leadership that includes an
understanding and description of your impact on both personal and
professional life as an aware self-leader.

As a member of a
small team, examine the role teams play in self-leadership, presenting your
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findings including sound documentation of self-leadership theories and
concepts to the class.

Demonstrate the
ability to analyze and discuss self-leadership skills in others showing respect
and dignity for another.
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REQUIRED EDUCATIONAL SOURCES
Texts
Neck, C. & Manz.

(2013). Mastering self-leadership. Empowering yourself for
personal excellence. (6th ed.). Upper Saddle River, NJ: Pearson Prentice Hall

Arbinger Institute
(2000). Leadership and self-deception: Getting out of the box. San Francisco,
CA: Berrett-Koehler

Case and Article
Packet http://www.study.net. See “Study Net” Page in the “Content” Section
of D2L.

Additional
Sources: Any additional article /self-assessment links outside of the case
packet assigned for reading will be listed in your “Schedule of Assignments”.
ACCESSING DESIRE TO LEARN




Open MU’s home
page, scroll to the bottom and click on the D2L line in the lower right corner
of your screen.
This will bring up
the Desire 2 Learn Login Screen. You will see a location to enter your
Username and Password.
Your Username
is your CheckMarq username (the same username as your campus email),
without the “@mu.edu” part. Do not hit Enter after you have typed in your
username! Either hit the Tab key on your keyboard or use the mouse to click
in the box next to Password. Your password is your Checkmarq password.
Once you have typed in your password, please hit Enter.
You should then
see a welcome screen. You will see on the screen a list of My Marquette
Courses. You should then see the name of this course. The course title is a
hot link, so if you click your mouse on the title, it will take you directly to the
D2L Web course site for this course.
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

Note that D2L has
navigation bars predominantly at the top of the page, although there is a side
bar menu as well. Go to the “Content” page to locate assignments and links to
other learning materials.
When you are
finished looking around the site, always “Logout” completely if you are in a
computer lab, or at least shut down your Web browser (Internet Explorer or
Netscape) completely, since otherwise the next person who uses the machine
will be using your course content.
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WHAT TO DO IF YOU HAVE PROBLEMS WITH DESIRE2LEARN (D2L)
If you have problems with D2L, help is available, but it may not be immediate. The
Help Desk uses a ticket system whereby they send your particular issue to IT
personnel. It is highly likely that your issue will not be resolved by the Help Desk
personnel. However, an IT representative will get back to you at a later date. To
contact the Help Desk, do one of the following:

Send an email to
helpdesk@mu.edu

Or call the Help
Desk: (414) 288-7799
It is very important that you notify the D2L Help Desk of all problems that you are
encountering with D2L. Much of your course success depends on accessing D2L
successfully.
Desire2Learn (D2L): Online postings are required each week and will be a large
percentage of your grade so please take these assignments seriously. Course
handouts, presentation materials, links to articles, and discussion forums are
located at the course D2L site. The URL for MU’s D2L server is: http://d2l.mu.edu/
IT services has probably already established a D2L account for you. About 48 hours
after you have enrolled in the course, you will be enrolled in the D2L course site for
this class.
ACADEMIC POLICIES
1.
Attendance
Policy: Student attendance is critical to the successful completion of this
course. Individual circumstances may prevent a student from attending to a
week of assignments. It is the student’s responsibility to contact the
instructor if the student wants to receive credit for any missed week of
assignments. The instructor may require that an extra assignment be
completed as a means to determine that the student has met the objectives of
the class that was missed. The absence policy is as follows:
Absence: 1 or 2 are acceptable however if more that 2 classes are missed, class
participation grade will be affected. Would not recommend taking the course
if unable to attend 3 or more classes.
2.
Withdrawal:
Students who wish to withdraw from the course must contact the Graduate
School. Students may obtain permission to withdraw from a course with a
“W” grade during the period extending from the day following the close of
registration until the designated university date indicated on the academic
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calendar. Before withdrawal, students should confer with their assigned
advisor to learn what procedures are expected to be followed. According to
the spring graduate academic calendar, the last day to withdraw from this
class with a grade of “W” is Friday, November 16, 2012.
Academic Policies continued:
3.
Academic
Honesty: You are responsible to abide by Marquette University’s Academic
Honesty Policy located at
http://www.marquette.edu/rc/academichonesty.shtml. Please note that
academic dishonesty may result in suspension and ill result in receiving a “0”
for the assignment in which it occurred.
If you do not know how to correctly site references, please seek help with the
university writing center, turn-it-in.com and/or Meredith Reeves, our CPS writing
coach. Incomplete citing or failure to cite references is considered plagiarism.
4.
Incompletes: A
student who does not complete course assignments prior to the end of the
course must arrange with the instructor, in advance, an incomplete grade.
Course work needs to be completed and submitted by the graduate school’s
posted dates in the graduate bulletin. If work is not complete by that date,
the grade becomes a permanent incomplete and the course will need to be
retaken in the future.
5.
Code of Conduct:
It is expected that all students, staff and instructors conduct themselves in a
civil manner that demonstrates respect for each other, both inside and
outside of the classroom setting. Being respectful includes, but is not limited
to, appropriate threaded discussion content and tone of “voice”, being
responsible to your team members, submitting assignments on time and
refraining from the use of profanity on D2L. A respectful atmosphere allows
for scholarly exchange in a manger that facilitates growth and learning.
Discussion between a student and an instructor regarding grades or
assignments should not infringe on the rights of fellow students; an
individual appointment is necessary.
6.
Students with
Special Needs: Marquette University is committed to assuring that students
with special needs have access to educational opportunities equal to those of
non-special needs students. To insure that reasonable accommodations can
be made for students with special needs, each student must identify
himself/herself in a timely manner, preferably prior to the beginning of the
term. However, if students are unsure eligibility to receive accommodations
and have not discussed this with a university representative, students should
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discuss these concerns with their instructor or advisor as soon as possible.
Each will be able to direct the student appropriately and confidentially.
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DR. SHERMAN’S EXPECTATIONS OF STUDENTS
1.
Participate in
each week’s “class activities and discussions.” Remember your “class” is a
combination of individual and group face-to-face and online assignments.
Each student brings individual views and experiences to the class. Via class
participation students can learn from on another and thus expand their
knowledge base. Come to “class” fully prepared.
2.
To earn the total
number of points for the work you have done, submit written assignments by
the end of the week it is assigned and on time. If an emergency arises, please
discuss with the instructor.
3.
Plagiarism is
taken seriously and earns a “0” on any assignment.
4.
When in doubt,
just ask! Think about posting your question to the discussion board as others
may have the same question or others may be able to help you answer the
question you have.
5.
Double space all
written assignments and submit in good grammatical form. Any assignment
written must be in edited Standard Written English as related to grammar,
punctuation, spelling and syntax. Use APA format for all major assignments.
If you do not know how to apply APA format, please seek help with the
university writing center, refer to the manual, and/or call Meredith Reeves
our CPS writing coach.
6.
Partner with
someone in the class. If you miss a class, get in touch with your partner to
see what you have missed. This is your responsibility.
7.
In case I am
unaware of the situation, anyone in the class who is distracted by “chat” from
others has my support to ask the individuals to please be quiet.
8.
If you have a
general information type of question, please post it to the D2L forum
designed for that purpose so that all may benefit from reading responses.
9.
Please refer to the
topic heading Class Participation in this syllabus for guidelines regarding
how Class Participation (Commitment) will be evaluated. I will take
attendance regularly and This will be one of the criteria considered when
evaluating points earned for participation.
10.
If you have
special needs as related to disabilities please let me know at the beginning of
the class so that we may make the appropriate accommodations for you.
11.
When sending
messages to me, please include LEDR 6005 in the title of the message. If I ask
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that you submit an assignment to the drop box in D2L, please do that versus
emailing me.
12.
Appropriately
label all work with your name, date of submission and any other organizing
indicators such as title of assignment, question number, page number etc.
This includes any work submitted online.
13.
To avoid
confusion for all, please be very careful to upload files and complete postings
in the correct location within D2L. Please remember that D2L file names may
only consist of letter, numbers, underscores and periods.
14.
ALWAYS save
and back up computer files that contain work you have submitted for the
course.
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COURSE EVALUATION
All graded assignments as well as class participation (Commitment) are scored as
follows:
HOW I CALCULATE YOUR GRADE
I do lots of MS Excel. I check all of the numbers manually as well. Your syllabus
includes this information:
Categories
Total %
Per
Category
#
Assignments
Per Category
# Points
Per
Assignment
20
10
Total
Points
Per
Category
200
100
Case Analysis
Threaded
Discussion
Individual Posts
Team Posts
Book Review/Presentation
Team Movie
Analysis/Presentation
Self-Leadership
Development Plan
Course
Commitment/Participation
TOTAL
8
17
25
5.9
10
10
10
10
100
100
100
100
13
4
1
1
7.7
25
100
100
25
250
1
250
5
50
1
50
100
1000
 If you are trying to calculate your current grade partway through the course,
be sure to divide by only the points you could have earned at that moment
not 1000. For example, let’s say only 2 cases and 1 threaded discussion, 2
individual posts and 1 team post has been submitted. Your possible total is
only 96.3. Now let’s say that you earned 15 and 16.7 points on 2 cases, 5.9
points on one particular threaded discussion (good job!), 5 points on each of
two individual posts, and 15 points on a team post, you have earned a total of
62.6 points. That’s 62.6/96.3=65%. OOPS! Need to work a bit harder.
 I also think this system is good for you as a working adult because if you have
issues (which always occur) with work/family/personal balance on any
given week, you can see where you may have to lose points but how you can
make them up in another category the following week.
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 Your FINAL grade is based on the total number of points that you scored out
of 1000 converted to a percentage. At the end of the term I will convert each
grade and add up the points to see your total out of 1000, convert that
number back into a percentage and assign the corresponding letter grade.
(See Syllabus for breakdown of letter grades).
 SOCIAL LOAFERS BEWARE!! IF YOU HAVE RECEIVED A “0” FOR AN INDIVIDUAL POSTING
BECAUSE YOU FAILED TO POST, YOU WILL ALSO RECEIVE A “0” FOR ANY GROUP WORK THAT
DEPENDED ON YOUR INPUT AS PART OF THE GROUP ASSIGNMENT.
The scale below approximates the grade you will earn. There may be slight
variations in either direction, depending on class performance as a whole.
Percentage Achieved
Grade Achieved
100-94%
A
93-89%
AB
88-84%
B
83-79%
BC
78-74%
C
REMEMBER: The last day to withdraw from the course with a “W” is Friday,
November 16, 2012.
SCHEDULE OF WEEKS AND ASSIGNMENTS
Please check the **Schedule of Weeks & Assignments** on the “Content” Page of
D2L for week’s assignments and due dates and also your hard copy of “Schedule of
Assignments.”
CLASS PARTICIPATION/COMMITMENT
Class (includes online) participation is a major component of any adult active
learning environment. Research findings indicate that we retain far more through
real life application, reflection and interaction.
Class participation provides an opportunity for members of the class to learn from
one another based on different life experiences and based on unique perspectives
gained from studying course materials. It also assists adult learners in learning how
to effectively convey ideas to a group in a professional manner.
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ADDITIONAL MAJOR ASSIGNMENT RESPONSIBILITIES
Case Studies-Preparation, Analysis and Write-ups-Please read the article in
your StudyNet packet, “Learning by the Case Method.” This is a good starting
point for you to be able to read each case critically, get to know the characters
and the situation, realize how the case mirrors self-leadership theories and
concepts and subsequently be able to submit an excellent case write-up
according to the questions presented for each case, supporting your answers
with sound academic sources.
Book Critical Review and Presentation-Please read a book (outside of our
required readings for this course) of your choice that to you, exemplifies selfleadership. There are MANY books on the academic and public market to
choose from. You will have most of the semester to read and prepare a critical
book review (not a book report) that you will submit in writing and also
prepare a formal presentation to your colleagues using Power Point to the
class of this critical review. To help frame your paper and your presentation
please see this link: http://www.csulb.edu/~dmizelle/brguidelines.pdf Due:
Monday October 22, 2012
VIRTUAL TEAMS IN AN ASYNCHRONOUS LEARNING ENVIRONMENT
The online portion of this course provides a diversified group of students with
opportunities for virtual interaction and real team communication in planning and
submitting assignments and projects. You will have to adapt to this new
environment in order to be able to fully benefit from the creation and sharing of
knowledge. Through discussion, collaboration, and virtual teamwork you will as a
team successfully produce team threaded discussions, group posts, presentations
and written submissions to D2L. Online teams require some unlearning and relearning of team concepts given the change in mode of learning. However through
email, phone conversations and real time communication, you will be able to
develop and put into practice a set of “ground rules” for your team that are concrete
and concise. Ground Rules should include items such as roles, expectations,
timelines, best timeframes, and methods of communicating. Team members will
have to address how each member will offer team support, interpretations of time
and flexibility, team “rules”, recognition of each other as members, power and
status, assertiveness and leadership. Further issues such as team processes and
feedback should be addressed. It is best to address these issues up front in the first
week of class in order to establish your team “structure” and how you will proceed
as team over the course of this semester.
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Team Movie Critical Analysis and Presentation- Movies can be a very
powerful learning tool. Examples of self- leadership are very common in film.
In your teams, watch a movie that you all agree exemplifies the concepts, theories
and skills of self-leadership that we have learned in class through both face to face
classes, online assignments and readings. Make sure you tell me what movie you are
watching and make sure each team has a different movie to review and analyze. Also
it would be prudent for the each person to watch each movie so you can post
feedback to each other on the movie.
 Team written report: Write a 3 page summary describing the concepts,
theories and skills of self leadership that you see in the character(s) of the
movie you watched. This is a critical analysis of the movie based on all of
your insights, theories, skills and concepts that you have learned over the
weeks of this course. Use your academic sources and also any outside
readings you may have researched to support your critical review. Use APA
format. Due Date: Monday November 19, 2012 (uploaded before class
begins).
 Team online Presentation: In a well-prepared Power Point presentation,
describe the movie with regard to the above written assignment to the rest of
your colleagues. Also as a team, did you all interpret what you saw in the
characters of the movie with regard to self-leadership skills the same way? If
so, why? And if not, why not? Due Date: Monday November 19, 2012.
(uploaded before class begins).
Reflective work, Journals, and All Other Online Work-The completion of
assignments on time is important and will impact your grade. In addition,
completing assignments due prior to the due date, especially case studies, will
increase the value and efficiency of all of your activities. Since this is a hybrid
course, it is important that you learn the critical points of the content covered
each week in a timely manner. Always call or email with questions.
 You will have a D2L assignment for each week. Take the assignments seriously. You
are all professionals and will also be working together as a team for certain
assignments. Participation by each member of a team is that person’s responsibility.
By not participating or “pulling your weight” you are not only hurting your other team
members, but actually not practicing one fundamental concept of self-leadership;
taking responsibility. If you feel that a team member is not participating to his/her
capacity, please either confront the team member directly, or if you need help, let me
know.
 Complete the online postings as assigned. Expect to lose points if you don’t post in a
timely manner.
 Each week’s work for the semester will be weighted proportionally to the points
assigned.
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 Please make sure you complete the readings before tackling the online assignments.
Self-Leadership Development Plan
The QAA (2004) defines a Self-Leadership Plan as:
“Personal Development Planning is a structured and supported process
undertaken by an individual to reflect upon their own learning,
performance and/or achievement and to plan for their personal,
educational and career development. The primary objective for PDP is to
improve the capacity of individuals to understand what and how they are
learning, and to review, plan and take responsibility for their own learning,
helping students:
· become more effective, independent and confident self-directed
learners;
· understand how they are learning and relate their learning to a wider
context;
· improve their general skills for study and career management;
· articulate personal goals and evaluate progress towards their
achievement;
· and encourage a positive attitude to learning throughout life.”
Prepare a report that describes a personal development plan to improve your
management and leadership competencies during the next year. Use as input for
this report information about competencies needed to be an effective leader, your
strengths, weakness, opportunities and threats you see in yourself, the assessments
you completed during the semester, feedback you may have received from others,
your own goals for improvement, and any other sources of information you were
exposed to in this class that will assist you in focusing your plan. Describe where
you are as a leader, and where you would like to be. Remember this is a detailed
self-reflection. Describe your priorities for development. Describe specific actions
you can/will take to attain your personal goals. Finally consider the challenges you
will face as you attempt to implement your plan and describe how you will attempt
to tackle these challenges. Include a bibliography at the end of your paper. Use any
and all sources from the class. In addition, use outside sources as well to give your
plan more depth and breadth. A minimum of five outside scholarly references
should be used for this analysis. Submit your paper in APA format. The anticipated
length of the analysis should be approximately fifteen (15) pages. Scholarly
references include articles from peer-reviewed journals, well-referenced book
chapters and articles from well-recognized newspapers such as the New York Times
or the Wall Street Journal. Sites such as Wikipedia and popular magazines are not
considered scholarly references. If you have a question about a certain reference,
ask me first before using it. Go to: http://www.self-improvementmentor.com/personal-development-plan-template.html for a suggested template on
how to set up your Personal Development Plan. Your Personal Development Plan is
due the last day of class-Monday December 3 (uploaded before class begins).
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Your Power Point Presentation on your plan to your colleagues is also due in
class: Monday December 3.
Course Commitment
As mentioned in the section on how I grade, the course commitment is 5% of your
overall final grade. Part of this is based on a peer review activity. The standard
used to evaluate each member of the group including self is the group’s established
“Ground Rules.” Please complete the information below and submit the signed from
to me on the last day that you will be in class (December 3). I will use the mean
number of points to determine the total number of points achieved by each group
member.
In the table below, please enter the point value you have assigned (0-10) to
each member of your group, including yourself. After completing the table,
please submit a printed copy of this signed form to me.
One of our responsibilities as fellow colleagues is to confront each other
regarding poor performance. If you are assigning a point value of less than
eight (8) to any one of your group members, please indicate to me whether
you addressed the performance issue you had with this group member within
one week of its occurrence.
Addressed with group member: Yes______
No______
Group _____Names
Point Value
Signature_________________________________________________________________
This is also saved as a PDF on your D2L “Content” Page.
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