Leadership and Change, 6 ECTS cr
Leadership and Change
721536S | 1/Fall 2015
Day(s) Time 8:30–16:00 | University of Oulu, Oulu Business School
First Session: 4.9.2015 | Last Session: 1.11.2015 (final due date for returning assignments)
Instructor information
Vesa Puhakka, Professor
Office: TA210
Office Hours: Fridays, 10-12
Phone: +358-40-833 3776
Email: vesa.puhakka@oulu.fi
Please email to arrange appointments outside
office hours.
Course description
This course examines organizational leadership in the context of continuous change. The
course offers approaches to leadership and explores it through interplay of theory and practice
of the complex, changing, and unpredictable world. The main idea introduced is that the practice
of leadership in any context requires developed skills to be responsible for multiple
relationships, transactions, and solving conflicts with a variety of different parties – including
colleagues, customers, suppliers, competitors, local communities, and international
connections.
Course objectives
The course enables students to expand their thinking outside the accustomed concepts of
leadership and to explore the area of leadership as it will impact and apply in the future to the
individual, the group, and the whole organization. After the course the student is able to develop
an understanding for leadership abilities, attributes, skills and principles for success in today’s
complex organizations, in a complex and dynamic environment. The student comprehends the
dynamic interplay between leadership, organization, people and change, and the organizations’
tension between utilizing efficiently their resources on the one hand and innovating and
introducing change on the other hand.
After the course the students:
1. Understand and remember key assumptions and components of various leadership models.
2. Know how to apply leadership models to real-life situations.
3. Are able to relate leadership theory to other academic subjects and current events,
particularly to global business circumstances.
4. Understand the personal and social implications of knowing about leadership
5. Care about leadership and learning more about it.
6. Know how to keep on learning about leadership.
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
Course instructional methods
20 hours lectures with reflection of lectures (40 h), 16 h teamwork, reading the course literature
(50 h), writing the report (54 h). The course includes lectures, study group work and individual
work. In addition, the students are required to independently read course literature and prepare
for the assignments. Further details will be provided by the responsible person in the first
session.
Course required text and materials
- Northouse, P.G. (2010). Leadership: theory and practice (Sage)
- Article collection
- Lecture materials
Recommended resources for additional exploration
All the needed material is to be found: https://noppa.oulu.fi/noppa/kurssi/721536s/etusivu
Recommended resources: http://www.sagepub.com/northouse6e/study/default.htm
Attendance and participation expectations
- Lectures are not compulsory
- Chapter Exercises and Activities, Individual Assignments and Activities, and Individual Project are
compulsory.
- There are three types of compulsory assignments in this course:
1. Study group work for chapter assignments (see the instructions below)
2. Individual assignments (see the instructions from the left hand side of this page)
3. Individual project
-No traditional exam or any other course work!
- Leadership questionnaires assignment is not compulsory.
- Independent execution of the course is allowed. Then the student must independently execute
all the course assignments (Chapter Exercises and Activities, Individual Assignments and Activities,
and Individual Project as compulsory, and Leadership questionnaires as not compulsory).
- Due dates (below) for all assignments are the same for all students.
- Final due date for all assignments is November 1st, 2015.
- Assignments returned after November 1st, 2015 will not be graded.
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
Summary of assignments
ASSIGNMENT
OBJECTIVES RELATED
RELATIVE
TO ASSIGNMENT
1. Chapter Exercises and Activities
Learning goal 1:
DUE DATE
VALUE
30%
November 1st, 2015
30%
November 1st, 2015
35%
November 1st, 2015
+5%
November 1st, 2015
Understand and remember
key assumptions and
components of various
leadership models
Learning goal 3: Be able to
relate leadership theory to
other academic subjects
and current events,
particularly to global
business circumstances
2. Individual Assignments and
Learning goal 2: Know how
Activities
to apply leadership models
to real-life situations
3. Individual Project
Learning goal 4:
Understand the personal
and social implications of
knowing about leadership
Learning goal 5: Care about
leadership and learning
more about it
4. Leadership questionnaires
Learning goal 6: Know how
to keep on learning about
leadership
Course schedule
SESSION,
#0
PREPARATION:
Read the course book
4.9.2015,
ASSIGNMENTS:
Preliminary exam
12-14
course book’s topics
L7
TOPICS:
#1
PREPARATION:
Read Chapter:01 Introduction and Chapter 02: Trait Approach
10.9.2015,
ASSIGNMENTS:
Complete Chapter Assignment 1 (CEA 1) and Chapter Assignment 2
08-10
TA105
(CEA 2), Complete Leadership Questionnaire 2 (LQ 2)
TOPICS:
Importance of Leadership, Leadership Defined, Leadership Described,
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Leadership and Change, 6 ECTS cr
Great Person Theories, Historical Shifts in Trait Perspective, What
Traits Differentiate Leaders From Nonleaders? How Does the Trait
Approach Work?
#2
PREPARATION:
Read Chapter 03: Skills Approach
11.9.2015,
ASSIGNMENTS:
Complete Chapter Assignment 3 (CEA 3), Complete Leadership
12-14
TA105
Questionnaire 3 (LQ 3)
TOPICS:
Skills Approach Perspective, Three-Skill Approach (Katz, 1955), SkillsBased Model (Mumford et al., 2000), How Does the Skills Approach
Work?
#3
PREPARATION:
Read Chapter 04: Style Approach and Chapter 05: Situational Approach
17.9.2015,
ASSIGNMENTS:
Complete Chapter Assignment 4 (CEA 4) and Chapter Assignment 5
08-10
(CEA 5), Complete Leadership questionnaire 4 (LQ 4) and Leadership
TA105
questionnaire 5 (LQ 5)
TOPICS:
Style Approach Perspective, Ohio State Studies, University of Michigan
Studies, Blake & Mouton’s Leadership Grid, How Does the Style
Approach Work? Situational Approach Perspective, Leadership Styles,
Developmental Levels, How Does the Situational Approach Work?
#4
PREPARATION:
18.9.2015
12-14
Read Chapter 06: Contingency Theory and Chapter 07: Path-Goal
Theory
ASSIGNMENTS:
TA105
Complete Chapter Assignment 6 (CEA 6) and Chapter Assignment 7
(CEA 7), Complete Leadership questionnaire 6 (LQ 6) and Leadership
questionnaire 7 (LQ 7)
TOPICS:
Contingency Theory Approach Perspective, Leadership Styles,
Situational Variables, Research Findings of Leader Style Effectiveness,
How Does the Contingency Theory Approach Work? Path-Goal Theory
Perspective, Conditions of Leadership Motivation, Leader Behaviors &
Subordinate Characteristics, Task Characteristics, How Does the PGT
Approach Work?
#5
PREPARATION:
Read Chapter 08:Leader-Member Exchange Theory
24.9.2015
ASSIGNMENTS:
Complete Chapter Assignment 8 (CEA 8), Complete Leadership
08-10
TA105
questionnaire 8 (LQ 8)
TOPICS:
LMX Theory Description, LMX Theory Perspective, Early Studies, Later
Studies, Phases in Leadership Making, How Does the LMX Approach
Work?
#6
PREPARATION:
25.9.2015
12-14
Read Chapter 09: Transformational Leadership and Chapter 10:
Servant Leadership
ASSIGNMENTS:
TA105
Complete Chapter Assignment 9 (CEA 9) and Chapter Assignment 10
(CEA 10), Complete Leadership questionnaire 9 (LQ 9) and Leadership
questionnaire 10 (LQ 10)
TOPICS:
Transformational Leadership (TL) Perspective, A Model of
Transformational Leadership, Transformational Leadership Factors, Full
Range of Leadership Model, The Additive Effects of TL, Other
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
Transformational Leadership Perspectives, How Does the
Transformational Approach Work? Servant Leadership Description,
Servant Leadership Defined, Historical Basis of Servant Leadership, 10
Characteristics of Servant Leadership, Building a Theory about Servant
Leadership
#7
PREPARATION:
01.10.2015
08-10
Read Chapter 11: Authentic Leadership and Chapter 12: Team
Leadership
ASSIGNMENTS:
TA105
Complete Chapter Assignment 11 (CEA11) and Chapter Assignment 12
(CEA 12), Complete Leadership questionnaire 11 (LQ 12) and
Leadership questionnaire 12 (LQ 12)
TOPICS:
Authentic Leadership Description, Authentic Leadership Defined,
Approaches to Authentic Leadership, How does Authentic Leadership
Theory Work? Team Leadership Perspective, Team Leadership Model,
Leadership Decisions, Leadership Actions, Team Effectiveness,
Principled Leadership, How does the Team Leadership Model Work?
#8
PREPARATION:
5.10.2015
8-12
Read Chapter 13: Psychodynamic Approach, Read Chapter 14: Women
and Leadership
ASSIGNMENTS:
PR101
Complete Chapter Assignment 13 (CEA13) and Chapter Assignment 14
(CEA 14), Complete Leadership questionnaire 13 (LQ 13) and
Leadership questionnaire 14 (LQ 14)
TOPICS:
Psychodynamic Approach Perspective, Eric Berne & Transactional
Analysis, Sigmund Freud & Personality Types, Carl Jung & Personality
Types, Sixteen Types and Leadership, Dealing With Followers, How
Does the Psychodynamic Approach Work? Women and Leadership
Perspective, Gender, Leadership Styles, and Leadership Effectiveness,
The Glass Ceiling Turned Labyrinth, Understanding the Labyrinth,
Women and Leadership Approach
#9
PREPARATION:
8.10.2015
12-16
Read Chapter 15: Culture and Leadership and Chapter 16: Leadership
Ethics
ASSIGNMENTS:
KE1139
Complete Chapter Assignment 15 (CEA15) and Chapter Assignment 16
(CEA 16), Complete Leadership questionnaire 15 (LQ 15) and
Leadership questionnaire 10 (LQ 10)
TOPICS:
Culture and Leadership Description, Culture Defined, Related Concepts,
Dimensions of Culture, Clusters of World Cultures, Characteristics of
Clusters, Leadership Behavior & Culture Cluster, Universally Desirable
& Undesirable Leadership Attributes, Culture and Leadership,
Leadership Ethics Perspective, Ethical Theories, Principles of Ethical
Leadership, Diverse Ethical Perspectives, How Does the Leadership
Ethical
Perspective Work?
#10
PREPARATION:
XX
12.10.2015
ASSIGNMENTS:
Workshop, possibly lectures if needed
08-12
TOPICS:
Verbal and visual presentation of the group assignment
PR101
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
#11
PREPARATION:
XX
15.10.2015
ASSIGNMENTS:
Workshop, possibly lectures if needed
12-16
TOPICS:
Verbal and visual presentation of the group assignment
KE1139
Grading scale and procedures
Assessment will be based on the chapter exercises and activities (study group work), leadership
questionnaires (individual work), individual activities (individual work) and individual project
(individual work). The course utilizes a numerical grading scale 1-5. In the numerical scale zero
stands for fail. Final course grades are based on a 100-point system. These points are broken
down as follows:
ASSIGNMENT
Chapter Exercises and Activities (10)
Leadership questionnaires (15)
Individual Activities (10)
Individual Project (1)
PTS
3 pts per exercise
5 pts
3 pts per exercise
35
POSSIBLE TOTAL PTS
= 30
=5
= 30
= 35
= 100 pts ƒ
TOTAL
Assignments
5
4
3
2
1
0
100-90
89-80
79-70
69-60
59-50
49 or below
Learning Taxonomy
Learning Goals for the
Course
Procedures for Assessing
Learning Activities
Student Learning
1. Understand and
- Assessed by using a grading
- Attending lectures
remember key assumptions
rubric for chapter exercises and
- Reading chapters of the course
and components of various
activities: Examination requiring
book
leadership models
application of theory, analytic.
- Completing in written 10 chapter
Each assignment graded
exercises and activities
individually. Max. 10 points per
- Study group work
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
assignment. As a whole, 30 % of
the grade of the whole course.
- The study group work consists of
The whole group gets the same
ten (10) chapter assignments. The
grade. Criterion per assignment:
study group chooses from 16 chapter
content (80%), structure (10%)
assignments 10 chapter assignments
and quality of written
to be done. The assignments are
communication (10%).
done during the lecture weeks
Otherwise, the study group works
- Group assessment.
between and in the course of the joint
meetings. Individual work is also
- For example, very good content:
possible if the student chooses to
“The task includes approximately
complete the 10 assignments
three quarters or more of the
independently.
relevant information under the
correct headings and in the right
order. Few irrelevancies
included”.
- See more detailed description of
the assessment from the rubric for
chapter exercises and activities.
2. Know how to apply
- Assessed by using a grading
- Attending lectures
leadership models to real-life
rubric for individual assignments
- Reading chapters of the course
situations
and activities: Examination
book
requiring practical proposal of
- Completing in written 10 individual
application of theory, holistic.
exercises and activities
Each assignment graded
- Exercises and activities are
individually. Max. 10
conducted so that students must
point/assignment (all together
apply leadership models to real-life
max. 100 p.)
situations:
- Individual assessment.
- For example: “Write a 2- to 3-page
reaction paper about a contemporary
- For example, meets all criteria at
example of team leadership, which
high level; clear and developed:
might be based on a team to which

Clearly describes the problem
you currently belong. Your analysis
without presupposing the
should describe how effective the
solution
leader is/was in promoting team
Gives problem “presence”
effectiveness and provide specific
(chooses appropriate
examples that explain the factors
methods for motivating reader
contributing to effectiveness. You

721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr

to care about problem)
should also discuss how team
Adequately develops the
leadership theory provides a useful
problem (shows who is
way to understand the leadership
affected, what is at stake);
shown by this individual.”
anticipates objections of a
- Individual work
skeptical reader who
dismisses the problem
-The individual assignments consist
of ten (10) chapter assignments. The
- See more detailed description of
individual student chooses from 16
the assessment from the rubric for
assignments 10 assignments to be
individual assignments and
done. The assignments are done
activities.
during the lecture weeks.
3. Be able to relate
- Assessed by using a grading
- Chapter assignment 15 – Culture
leadership theory to other
rubric for chapter exercises and
and Leadership – particularly
academic subjects and
activities: Examination requiring
deepens into the relationship
current events, particularly to
application of theory, analytic.
between leadership and globalization
global business
Max. 10 points from the
circumstances
assignment. The whole group
- Attending lectures
gets the same grade. Criterion for
- Reading chapters of the course
the assignment: content (80%),
book
structure (10%) and quality of
- Completing in written the chapter
written communication (10%).
exercises and activities
- Study group work
- Group assessment.
- Assignments and Exercises are:
- For example,
1. Explain the focus of culture and
very good content:
leadership. How has globalization
“The task includes approximately
influenced what leadership
three quarters or more of the
researchers have studied and
relevant information under the
learned?
correct headings and in the right
2. Describe and define Adler &
order. Few irrelevancies
Bartholemew’s five cross-cultural
included”.
competencies for leaders. What
very good structure: “Well
competencies do you think leaders
presented in the appropriate form.
need globally? Give examples that
Corresponds fully to the task set
demonstrate and support your views.
and includes references to it.”
3. Define culture and explain the
terms related to culture. Define and
- See more detailed description of
describe ethnocentrism and
the assessment from the rubric for
prejudice. Give personal examples to
chapter exercises and activities.
support your descriptions
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
4. How are diversity and
multiculturalism different? Are their
different in different part of the world?
5. How can a leader overcome
ethnocentrism while remaining
grounded in his/her cultural values?
6. Describe House’s research on the
relationship between culture and
leadership. What is GLOBE and what
are its nine cultural dimensions?
Describe the nine cultural
dimensions.
7. Review the clusters of world
cultures using GLOBE research on
cultural dimensions.
8. Define/describe the six global
leadership behaviors and the desired
leadership behavior for each of the
culture clusters.
9. What are some of the similarities
you see across global cultures?
10. What are the universally
desirable and undesirable leadership
attributes? Give examples of both
types of attributes. How useful is a
list of 22 desirable leadership traits?
4. Understand the personal
- Assessed by using a grading
- The individual student chooses from
and social implications of
rubric for Individual Project:
course-long projects suggestions one
knowing about leadership
Examination requiring holistic
assignment to be done.
thinking on leadership and
reflection on the personal and
- The suggestions are:
social implications. Graded
1. 15-20 page research paper based
individually. Criterion content:
on one of the leadership approaches
One part of the grading rubric:
studied or another leadership topic
“Development and support on the
that interests the student.
personal and social implications
2. Book review (written assignment
of knowing about leadership”
and oral presentation)
conceptual, thesis, development
3. Service learning project, where
and support on the personal and
students practice their leadership
social implications of knowing
skills while giving back to the
about leadership, structuring and
community. Learning diary.
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
language.
4. Coaching assignment: Students
develop and execute a plan for
- Individual assessment.
teaching leadership skills to a group
on campus or community group.
- For example: “very good
5. Film analysis paper.
development and support on the
6. Weekly journal assignments
personal and social implications
comprised of 1-2 page reflections.
of knowing about leadership: well-
7. Capstone paper that distills
chosen examples of the personal
students’ beliefs and learning about
and social implications of knowing
leadership. (See “This I Believe
about leadership; persuasive
Essay” as an example)
reasoning used to develop and
8. Creative project involving the arts.
support thesis consistently: uses
(See “This I Believe Photography
quotations and citations
Project” as an example)
effectively; causal connections
between ideas are evident”.
- See more detailed description of
the assessment from the rubric for
individual project.
5. Care about leadership and
- Assessed by using a grading
- The individual student chooses from
learning more about it
rubric for Individual Project:
course-long projects suggestions one
Examination requiring holistic
assignment to be done.
thinking on care about leadership
and learning more about it.
- The suggestions are:
Graded individually. Criterion
1. 15-20 page research paper based
content: conceptual, thesis,
on one of the leadership approaches
development and support on the
studied or another leadership topic
personal and social implications
that interests the student.
of knowing about leadership,
2. Book review (written assignment
structuring and language.
and oral presentation)
3. Service learning project, where
- Individual assessment.
students practice their leadership
skills while giving back to the
- For example, very good:” Shows
community. Learning diary.
clear, precise, well-defined care
4. Coaching assignment: Students
about leadership and learning
develop and execute a plan for
more about it: is sophisticated in
teaching leadership skills to a group
both statement and insight and
on campus or community group.
argues passion for leadership”.
5. Film analysis paper.
6. Weekly journal assignments
721536S | 1/Fall 2014| Vesa Puhakka | University of Oulu, Oulu Business School
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Leadership and Change, 6 ECTS cr
- See more detailed description
comprised of 1-2 page reflections.
from the rubric.
7. Capstone paper that distills
students’ beliefs and learning about
leadership. (See “This I Believe
Essay” as an example)
8. Creative project involving the arts.
(See “This I Believe Photography
Project” as an example)
6. Know how to keep on
Grading: If the student returns all
learning about leadership
the leadership questionnaires
- Leadership questionnaires
filled according to the instructions
- This is an individual work. Group
by the deadline, (s)he gets 5
work is NOT possible.
points. Otherwise, (s)he gets no
points.
- Follow the instructions of each
leadership questionnaire. Fill the
This is not compulsory
questionnaires individually.
assignment to pass the course as
are the above assignments! This
means that you get points if you
accomplish this assignment but to
pass the course you don’t have to
do this assignment.
Adapted from L. Dee Fink (2003, p. 125), Creating Significant Learning Experiences
Deadlines and policies for late work
Assignments must be submitted by the deadlines set. If you are unable to complete course
requirements because of extenuating circumstances, please notify the instructor on or before
the date of the assignment and provide relevant supporting documentation (e.g. doctor’s note,
note from counselor). An agreement to receive a grade later on may be negotiated if the
circumstances do not allow you to finish the course on time. Otherwise, the final deadline for
returning all the assignments is November 1st, 2015.
Support for students with disabilities
If you have, or think you may have, a disability (including an ‘invisible disability’ such as a
learning disability, a chronic health problem, or a mental health condition) that interferes with
your performance as a student in this class, you are encouraged to discuss your needs and
arrange support services and/or accommodations through Director of Studies, Ms Vuokko Iinatti
(Room number: TA132, Phone number: 0294 482922, e-mail: vuokko.iinatti (at) oulu.fi).
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