University of Massachusetts, Boston
College of Management
MGT 421
Management Practices: Leadership and Teams
Course Syllabus: Spring 2015
Instructor: Professor Janice Goldman
Office:
Phone:
Email:
Office hours:
Course website:
McCormack, Level 3, office 201H
(617) 287 7784
Janice.Goldman@umb.edu
Tuesday/Thursday 11:00-12PM and by appointment
Blackboard
Class Times and Locations
Section 1 Tuesday 5:30 – 8:15PM Wheatley 01-0020
Course Description
Course Materials
Required
Whetten, D. A. & Cameron, K. S. (2011) Developing Management Skills. ( 8th Edition preferred, 6th and
7th accepted), Boston: Pearson, Prentice –Hall . ISBN: 13:978-0-13-612100. Or ISBN: 126927354X
Referred to as WC in syllabus.
OR
Pearson Custom Business Resources (Developing Management Skills, Whetten and Cameron)
Pearson Custom Publishing
ISBN -13 978-0-558-44911-7
ISBN-10 0-558-44911-5
This is the same book as above, without color, and costs less. Referred to as CV in class schedule.
Other materials will include Web materials, postings to Blackboard and case hand-outs.
Not required but may be useful
The library has very useful management databases, including Business Source Premier and Lexus/Nexus.
These resources will help you to get more information than just doing a Google search. They are
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available over the internet, on or off-campus (with your UMB ID) 24 hours a day:
http://www.lib.umb.edu/
Learning Objectives
Develop an understanding of:
what leaders do;
How leadership can be exercised in teams;
What teams are and why they are crucial for high levels of organizational performance;
What individual capacities you can bring to bear in the achievement of team outcomes.
Skill Development
Develop your current level of skill in selected areas;
Improve your skills in observation, reflection, and judgment;
Understand the conditions under which the use of particular skills is important.
Course Format and Class Policies
The format of the course includes lecture, class discussion, films, case studies and in-class leadership
exercises. We begin with the study of team formation and leadership.
We then return to skills of self management and self-leadership. These beginning chapters provide
an opportunity for you to assess your own skills of self management, time and stress management
and setting priorities. Other content we will cover include study and skill building in areas such as
motivation, problem-solving, communication, conflict negotiation , empowerment and leading
positive change. These skills, and an understanding of these important concepts can be used to
exercise leadership over yourself, in a relationship and finally, in a group or team setting.
This course depends very much upon the sharing of ideas among students. Class participation is an
important part of this class and is worth 20% of the final grade. Participation means more than
simply attending class – it means actively listening, participating, and if you are shy to speak in class,
it means working very hard to make a contribution despite this shyness or fear of public speaking.
This is the place to take risks, to experiment, and to explore all aspects of collaboration – including
leading, following and engaging
A typical class will include discussion of a leadership concept, the viewing of a film or exercises to
practice a leadership skill. The diversity of ideas enlivens the class discussion and allows us to
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Participation and Attendance: You are expected to attend all sessions. Remember that much of
the learning in this course takes place during class discussions, and that 20% of your grade is
based on your participation. Participation means more than simply coming to class. You are
asked to be an active listener and contributor, to make informed, relevant comments based on
your knowledge of the material and your life experience. I wish to encourage everyone to speak
in class. Many contributions can be made through sharing your work, educational, travel and
other personal experiences.
You are encouraged to participate in many ways, such as advancing the discussion by
commenting on what someone says, taking the discussion in an insightful or new direction,
illustrating with an example, making a connection to class readings, and bringing in current news
events and your experiences that relate to the current material, etc. You are also encouraged to
post articles that interest you, that relate to leadership. As you will see, companies, non-profits
and individuals can set examples of leading positive change in society. They can set negative
examples as well, requiring a critical analysis so that we are able to find and/or create positive
alternatives.
Guidelines for participation:
1. Read the assigned materials prior to class. Familiarity with the materials will make class
discussions both more effective and more interesting for you.
2. Be courteous. Come on time and do not leave early. Do not interrupt or engage in private
conversations while others are speaking. It is also disrespectful to your classmates to surf the
web unnecessarily or check your email during class.
3. Have an opinion and respect others’ rights to hold opinions and beliefs that differ from your
own. There are many different possible lenses for interpreting the material in this class.
4. Allow everyone the chance to talk.
Readings
Please read the assigned materials prior to each class. The role of readings is to prepare you for
class and to provide some of the resources you will need for assignments. As you complete each
reading, ask yourself the following questions:
Do I understand the theory and/or principles of this material?
So what? What are the implications?
How would I apply this? Or, what would I do in this situation? When have I experienced this?
Skills
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Public Speaking
Class discussion, group exercises and a final team presentation will provide opportunities to
develop an ease and confidence in public speaking
Collaborative Team Building Skills
Leadership skills are developed through exercises and the creation of a semester long team
project, described below. Collaborative and interpersonal skills (e.g., presenting, listening,
conflict management, negotiation skills, etc.) are developed through teamwork on class projects
as well as in-class discussions.
Written Communication Skills
In the journal assignments and two papers required for this course, you are expected to
demonstrate writing proficiency. Pay careful attention to paragraphing, sentence structure,
quotation conventions, spelling, punctuation, and other aspects of grammar. Also, remember to
proofread, correcting any typing or printing errors. I encourage you to seek writing assistance
from available university tutors if you need to. Your written assignments are evaluated for
content and grammar.
Writing resources are available at:
http://www.umb.edu/academics/undergraduate/office/wpr/links.html
Writing Standards
This course is a university writing requirement, therefore the style, structure, grammar and spelling
demonstrated in your written work is held to a standard. Please make use of the writing tutors at the
University and/or the advice on writing available at
http://www.umb.edu/academics/undergraduate/office/wpr/links.html.
Academic Standards, Plagiarism, and Cheating
PLAGIARISM WILL NOT BE TOLERATED, AND PLAGIARISM-DETECTION SOFTWARE IS IN USE FOR
THIS COURSE. PENALTIES ARE SEVERE – BELIEVE ME, IT’S NOT WORTH IT
What is plagiarism? Plagiarism means copying sentences from the work of others (e.g. from the internet,
newspapers, texts, other places, or other students) without giving credit to the original author. If you
want to use someone’s work, you must cite the author. For example, if you use a phrase to emphasize a
point, put it in “quotation” marks and write the name of the author and date of their work in brackets
(e.g. (Haigh, 2011)). Note that it is unacceptable to copy and paste large blocks of text into your
papers, even if you cite a source. It is also unacceptable to copy large sections and make minor editing
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changes. In other words, your assignments need to be your own work, written in your own words. Use
sources to reference facts, ideas, and specific quotes taken from elsewhere.
You are required to adhere to the University Policy on Academic Standards and Cheating, University
Statement on Plagiarism and the Documentation of Written Work, and to the Code of Student Conduct,
available online at http://www.umb.edu/student_services/student_rights/code_conduct.html. If you
are caught plagiarizing or otherwise cheating you will, at my discretion, fail either the assignment in
question or the entire course, and you will definitely have a description of the incident written into
your academic record.
How to Cite Other People’s Work
Use brief (author, year) references in the body of the text, with a full citation in a reference list at
the end of the paper. For example: As Levy (1997) put it, “the relationship between business and
society is essentially political.” Or: mention an idea or a statistic, and then put the author and year in
brackets (Levy, 1997).
Examples of how books, journals and websites should be written in your reference list follow for a
book, journal article, and a report downloaded from a website:
Korten, D. C. (1995) When corporations rule the world. West Hartford, Conn.: Kumarian Press
Levy, D. L. (1997) Business and international environmental treaties: ozone depletion and
climate change. California Management Review, 39(3), 54-71. (the numbers refer to volume,
issue number, and page numbers in that order).
IPCC. (2007). Climate Change 2007 Synthesis Report. Retrieved 8 January 2008, from
http://www.ipcc.ch/#
Students with Disabilities
If you have a disability you need accommodated, please let me know at your earliest convenience.
Some aspects of the course, the assignments, and the in-class activities may be modified to facilitate
your participation and progress. As soon as you make me aware of your needs, we can work with the
Ross Center for Disability Services (http://www.rosscenter.umb.edu/, M-1-401, (617) 287-7430) to help
us determine appropriate action. I will treat information you provide as private and confidential.
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ASSIGNMENTS AND GRADING STRUCTURE
Assessment
Class Participation
Paper I
Paper II
Team Presentation
Journal Assignments
TOTAL
Due Date
every class
3/31
5/12
% of total grade
20
20
20
20
as required
20
100
Each assignment is described in detail below. Don’t throw easy points away. Complete all your
assignments.
Class Participation (20%)
This seminar requires the active and informed participation of all of the students. Class attendance
is required, and you may not miss more than three classes. While we will not have enough time in
class to discuss all aspects of the assigned readings and movies, class discussions play a key role in
helping you transform your reading and viewing into learning that is meaningful for you and others. My
hope in this class is to create an environment where you gain the experience of directing your own
learning, contributing to the learning of others, both in the classroom and in the larger community.
You are encouraged to participate in many ways, such as advancing the discussion by commenting
on what someone says, taking the discussion in an insightful or new direction, illustrating with an
example, making a connection to class readings, and bringing in current news events and your
experiences that relate to the current material, etc. You are also encouraged to post articles that
interest you, that relate to leadership. As you will see, companies, non-profits and individuals can set
examples of leading positive change in society. They can set negative examples as well, requiring a
critical analysis so that we are able to find and/or create positive alternatives.
Guidelines for participation:
Read the assigned materials prior to class. Familiarity with the materials will make class
discussions both more effective and more interesting for you.
Be courteous. Come on time and do not leave early. Do not interrupt or engage in private
conversations while others are speaking. It is also disrespectful to your classmates to surf the
web unnecessarily or check your email during class.
Have an opinion and respect others’ rights to hold opinions and beliefs that differ from your
own. There are many different possible lenses for interpreting the material in this class.
Allow everyone the chance to talk.
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Journal Assignments (20%)
There will be journal assignments linked to films, case studies and class exercises. They will be posted
on Blackboard. These will be typed, and hard copy will be handed in, in class. These assignments are
meant to give you the opportunity to relate leadership concepts to real-life examples.
Paper I: Self-Reflection Paper (20%)
In the first paper, you will be asked to reflect upon yourself as a developing leader. You will be
asked to choose two different roles that are central to your life, for example: student or
employee/manager, and to discuss your growing understanding and capacity to practice leadership
skills in your life. Additional instructions will be posted on Blackboard. Examples of leadership skills
might include exploring the following:
Emotional Intelligence
Leading Positive Change
The 4 I’s
Learning Style
Time Management
Communication Skills
Tolerance of Ambiguity
Self Awareness
Empowering Others
Team Project and Presentation (20%)
The best way to learn leadership is to practice leadership. The final component of this course is a
team leadership project: a project in which students set out to organize a group presentation on
leadership. In this you will organize into teams of no more than 4 and select an individual, group
or action that has proven to be an example of leadership in present time or in the past. Some
examples:
Individuals:
Steve Jobs- innovator and founder of Apple
Martin Luther King – civil rights leader
Bill Russell- Boston Celtics
Elizabeth Cady Stanton – woman suffragette
Dolores Huerta co-founder of United Farmworkers
Local Activist or Neighbor working for an NGO or non-profit organization
Organizations and Events
Justice for Janitors (SEIU)
Rosa Parks and the Freedom Bus Ride
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Neighborhood Drive for an Urban Gardening Project
WIEGO – Women in Informal Employment Globalizing and Organizing
SEWA – Self-Employed Women’s Assn of India – trade union of working poor women
Corporations
Whole Foods – social responsibility
Timberland – partnerships with non-profits
Starbucks – part-time employee benefits, fair trade
Dutch-Shell Oil Company – social accounting, environment
Deloitte & Touche Accounting Firm – gender policies
When you select your topic and develop your presentation, you will select THREE QUALITIES OF
LEADERSHIP exemplified by your topic.
You will hand in an outline of your power point presentation on a date to be announced in class.
This will include a bibliography of sources. A team progress report will be required later in the
semester.
Throughout the semester, you will be asked to complete peer evaluation forms. I will be the only
person to review these forms.
The Team Presentation
In the final class sessions, teams will present a power point on their leadership organization or
individual. The team will present for 25 minutes and lead a brief discussion in response to
questions from the class, following the presentation. All team members must actively participate.
You must apply concepts from the class and the text, Developing Management Skills, in presenting
the leadership style and contributions or failures of the corporation, NGO or individual leader that
you choose.
I will evaluate the presentation both on overall quality and substance as a team project, and on
the presentation skills of each individual. I will evaluate the presentation on the extent to which
the team: (a) demonstrates the effective use of the team’s resources; (b) is engaging; (c) clearly
and effectively applies leadership concepts; and (d) shows good presentation skills and techniques
Paper II: Team Process Paper
In this final paper you will use the concepts you have learned in Whetten and Cameron text,
Developing Management Skills and in other assigned readings to describe and analyze your team's
processes and outcomes. You will need to describe how you achieved consensus on the topic; how
you determined the tasks and responsibilities; assess the strengths and weaknesses of the team and
the reasons behind them; analyze your own behavior with the team, and aspects you would
improve about yourself. You should suggest changes that would improve performance if the team
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were to continue for another semester, and describe the impact this experience has had on you as a
leader and team member. You should reflect on the presentation, and the meaning you derive
from this example of leadership to your own life. In order to complete this paper, you might wish to
record in your journal the events and decisions that occur in relation to your project, the
interactions between team members, and interactions with others. You should record hopes,
worries and plans so you will remember them later. You may wish to interview team members to
get their views of what occurred. I will give more guidance before the paper comes due.
Class Schedule
27 Jan 15
3 Feb 15
Introduction
Management Skills
Team Skills
Hand-out of Syllabus
Class Introductions
Review of Syllabus
In-Class Exercise
WC Ch 9: Effective Teams and
Teamwork
What are management &
leadership?
What makes a good team?
CV: pp 2-30
10 Feb 15
Self Awareness
WC Ch 1: Developing Self
Awareness
CV pp 48-89
Film: Miracle
Journal Assignment
*Self-awareness assessment
*Emotional Intelligence
Assessment
*Learning Style Assessment
What do you need to learn
about yourself?
Team Selection
Film: Amazing Grace
Journal Assignment
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17 Feb 15
Self Awareness
(cont)
WC Chapter 1 (cont)
Stress/Time
Management
WC Ch 2: Managing Personal Stress
CV: pp115-154
Team Meeting Time
Film: Amazing Grace
Review: How to Write an
Outline
Chi Gong Exercise
Journal: Small Wins Strategy
p.159
Life Balance Form p.160
24 Feb 15
Problem-Solving
WC Ch 3: Solving Problems
Analytically and Creatively to
pp.171
How do you create new
ideas?
How do you solve problems?
CV: pp. 180-197
Team Meeting Time
How to Write an Outline
Film: Segment of Ghandi
Team Meeting Time
3 Mar 15
Problem-Solving
(cont.)
WC Ch 3: Solving Problems
Analytically and Creatively
pp. 171-236
Conceptual Blocks
Team Meeting
Film: Segment of Gandhi
Journal Reflection
CV: pp 197-221
Draft Outline Due
10 Mar 15
Supportive
Communication
WC Ch 4 Building Relationships by
Communicating Supportively
Pay Close Attention to Table
2
CV: pp248-280
Bring book to class
Case Discussions – read in
class p.270-272
Class Exercise- UCC, Byron v.
Thomas p.273-276
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17 Mar 15
NO CLASS
SPRING BREAK
24 Mar 15
Motivation
WC Ch 6 Motivating Others
CV: pp 342-371
Group Exercise: Jane Kravitz
Read and Discuss Ela Bhatt
HBS Case: Jane Kravitz
What barriers to performance
do you experience?
How does a leader motivate
others?
How does one motivate
oneself?
31 Mar 15
Motivation
Finish Chapter and Guest Speaker
Guest Speaker: Howard
Goldman,
CEO Humboldt Moving and
Storage
7 Apr 15
Managing Conflict
WC Ch 7 Managing Conflict p. 377441
Teams lead the class discussion and
present the paper. Assignments
given in prior class
14 Apr 15
NO CLASS
21 Apr
Empowerment
28 Apr 15
Leading Positive
Change
Reading: Ela Bhatt
Assignments given - Chapter
on Managing Conflict
Paper 1 Due
Describe conflicts at places
you have worked.
How does conflict resolution
relate to influence?
Team Meeting
Film: The Express
Discussion
By Example
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5 May 15
Team
Presentations
Power Point Presentations
Team Project Presentations
12 May 15
Team
Presentations
Power Point Presentations
Team Project Presentations
Final Paper Due
(WC) Whetten/Cameron Text
(CV) Customized Version
Receipt of this syllabus and continued enrollment in this class indicate that
you understand and accept the requirements of this course.
If you have any questions, please be sure to ask.
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