National research university “Higher School of Economics”
Faculty of Psychology
For the students of the MSc program “Applied social psychology”
(specialization 03300.68 “Psychology”)
Course syllabus for the discipline
“Leadership and Organization”
Author: Evgeniya Kravchenko, PhD, Senior Teacher of the Department of
Organizational Psychology
ekravchenko@hse.ru
Moscow, 2015
The given syllabus cannot be used by other departments of HSE or other universities
without the allowance of the author
1. Scope of application and reference to regulatory documents
This syllabus establishes the requirements for the knowledge and skills of the
students, and defines the content of the course and the forms of evaluation.
The syllabus is designed for the teachers, teaching assistants, and the students of the
MSc program «Applied social psychology».
The program is designed in accordance with:
 Educational standard of HSE;
 Educational program for the specialization 030300.68 Master of Psychology;
 The curriculum of the University for the Program «Applied social psychology».
2. Course description and objectives
The purpose of this course is for students to learn about the main aspects of
leadership with an emphasis on application aspects in organizations. The students
will study various leadership theories, become familiar with the different instruments
to evaluate leadership behavior, and understand leadership practice in organizational
context.
The main objectives of the course are:
1) to introduce the main theories in leadership;
2) to develop an ability to use multiple frameworks for analysis of leadership
behavior in organizations;
3) to acquaint students with different instruments of leadership assessment;
4) to understand issues and challenges facing leaders in today’s organizations;
5) to develop students’ abilities to present their ideas, analysis results, organize
and participate in the scientific discussion.
Methodical novelty of the course:
• Combination of lecture sessions (which are aimed to provide theoretical and
methodological basics) with discussions, analysis of video fragments and case
studies, and group work (which develop students’ abilities to analyze and compare
different approaches, justify their ideas, and participate in the scientific discussion)
makes the course diverse and interesting for students.
• Concentrated approach to course material and studying process. Each meeting is
devoted to a specific topic and includes both a lecture and a seminar session. This
type of classes’ organization leads to several consequences. Foremost, students come
at lecture having a background knowledge that provides in turn a base for lecture
information learning. Further, there is no a time gap between lecture and seminar,
that reduces time for introduction part of seminar and allows to study more in depth.
3. Student’s competences after the course
General competencies
Specific competencies
Student has profound knowledge in the
The student is capable to define
field of leadership in organizations
theoretical and applied aspects of
leadership in organizations
The student knows the main theoretical
approaches, fundamental questions and
concepts of leadership in organizations.
Student owns the system of main
The student is capable to give definitions
categories of leadership and methods of
of the main categories and to estimate
research
methods of psychological research of
leadership in organization.
Students know different theoretical
approach and methods of leadership’s
assessment.
Student is able to analyze scientific
Student is able to make a theoretical
literature, argue his or her point of view,
overview of a particular course topic and
and participate in a scientific discussion
organize a part of seminar discussion.
(partly formed competency).
Student is able to present the results of
Student knows the international standards
his/her work in the reports and
of presenting the results of his/her work in
presentations in English, both in public
English in written and verbal forms.
and individual communication
4. Place of the course in the structure of the educational program
The discipline is elective for all 2nd year master students of the MSc program
“Applied social psychology” The discipline builds on the previously learned general
theories within the courses:
 Social psychology;
 Advanced Social Psychology;
 Social Influence.
In terms of pedagogy, the course will be balanced between short lectures, in-depth
discussion of class topics and experiential exercises designed to provide the student
with a personal level insight into the leadership topic of interest. Readings must be
completed before class sessions begin; without this, the course will lose its value.
Working language of the course is English (teaching and all communications).
Duration of the course is 2 modules (56 academic hours).
5. Course schedule
Total
№
Theme
Class hours
number of
hours
lectures seminars practice
Individual
work
1
Introduction and
Overview
9
1,25
1
1,25
5,5
2
Trait Theories
9
1,25
1
1,25
5,5
3
Path-Goal Theory
9
1,25
1
1,25
5,5
4
Leader-Member
Exchange
9
1,25
1
1,25
5,5
5
Contingency Theory
9
1,25
1
1,25
5,5
6.
Empowering
9
1,25
1
1,25
5,5
Leadership
7.
Charismatic Leadership
9
1,25
1
1,25
5,5
8.
Transformational
Leadership I
9
1,25
1
1,25
5,5
9.
Transformational
Leadership II
9
1,25
1
1,25
5,5
10.
Leadership in
Organizations
9
1,25
1
1,25
5,5
11.
Leadership Skills
Development
9
1,25
1
1,25
5,5
12.
Cultural Aspects of
Leadership
9
1,25
1
1,25
5,5
13.
Change Leadership
9
1,25
1
1,25
5,5
14.
Gender & Leadership
9
1,25
1
1,25
5,5
15.
Leadership and
Corporate Culture.
Team Leadership.
9
1,25
1
1,25
5,5
16.
Leadership in Practice:
Keys to Success
9
1,25
1
1,25
5,5
Total
144
20
16
20
88
6. Course content
Topic 1. Introduction and Overview
Generation of student class expectations. Review of syllabus.
Leadership video: “Ted Talk: Derek Sivers - How to Start a Movement”
What is leadership? The nature of leadership: why leadership is necessary. The main
tasks of the leader. The difference between management and leaders. Leadership and
the managerial hierarchy. Elements of leadership. The models and theories of
leadership.
In practice: questionnaire “To manage or to lead?”
Topic 2. Trait Theories
Leader attributes and leader behavior.
In practice: Experiential exercise “My favourite supervisor”
Big Five Questionnaire.
Literature:
1) DeRue, D. S., Nahrgang, J. D., Wellman, N., & Humphrey, S. E. (2011). Trait
and behavioral theories of leadership: An integration and meta-analytic test of
their relative validity. Personnel Psychology, 64, 7–52.
2) Judge, T. A., Bono, J. E., Illies, R., Gerhardt, M. W. (2002). Personality and
leadership: A qualitative and quantitative review. Journal of Applied
Psychology, 87, 765–780.
Topic 3. Path-Goal Theory
Basic propositions. Path-Goal leader behaviors. Employee attitudes and behavior.
Contingency factors. Strengths and Criticisms. Application.
In practice: Video cases
OR
Guest Speaker: to be announced.
Literature:
1) House, R. J. (1971). A path-goal theory of leader effectiveness. Administrative
Science Quarterly, 16, 321–338.
2) Wofford, J. C., & Liska, L. Z. (1993). Path goal theories of leadership: A metaanalysis. Journal of Management, 19, 857–876.
Topic 4. Leader-Member Exchange
Vertical dyad linkage model of leadership. Early Studies. Later Studies. Leadership
Making. Strengths and Criticisms.
In practice: LMX-MDM Scale
Case Study “Mills, Smith, & Peters”
Literature:
1) Dulebohn, J. H., Bommer, W. H., Liden, R. C., Brouer, R., & Ferris, G. R.
(2012). A meta-analysis of the antecedents and consequences of leader–
member exchange: Integrating the past with an eye toward the future. Journal
of Management, 38, 1715–1759
2) Liden, R. C., & Maslyn, J. M. (1998). Multidimensionafity of leader-member
exchange: An empirical assessment through scale development. Journal of
management, 24, 43-72.
Topic 5. Contingency Theory.
Leadership orientation. Situational variables. Strengths and Criticisms. Improving
leader effectiveness with leader match.
In practice: Short questionnaire to introduce the Fiedler’s model.
Exercises
Management dilemma “Budget Motors”.
Literature:
1) Strube, M. J., & Garcia, J. E. (1981). A meta-analytic investigation of Fiedler's
contingency model of leadership effectiveness. Psychological Bulletin, 90, 307
– 321.
Topic 6. Empowering Leadership
To envision the future and to enlist the others. Encouraging the hearts. Recognizing
contributions. Pygmalion effect. Personal recognition.
In practice: Analyzing techniques from Chamberlain’s speech to the army deserters
in the movie Gettysburg, Martin Luther King’s “I have a dream” speech.
To prepare inspirational speeches in small groups
The empowering leadership questionnaire
Brainstorming of nonfinancial rewards
Literature:
1) Arnold, J. A., Arad, S., Rhoades, J. A., & Drasgow, F. (2000). The
empowering leadership questionnaire: The construction and validation of a
new scale for measuring leader behaviors. Journal of Organizational
Behavior, 21, 249-269.
2) Chen, G., Sharma, P. N., Edinger, S. K., Shapiro, D. L., Farh, J. L. (2011).
Motivating and demotivating forces in teams: Cross-level influences of
empowering leadership and relationship conflict. Journal of Applied
Psychology, 96, 541–557.
Topic 7. Charismatic Leadership
In practice: Conger & Kanungo scale of charismatic leadership
Leadership video: Ted Talk: John Antonakis on charisma
Literature:
1) Awamleh, R., & Gardner, W. L. (1999). Perceptions of leader charisma and
effectiveness: The effects of vision, content, delivery, and organizational
performance. Leadership Quarterly, 10, 345–373.
2) Conger, J. A., & Kanungo, R. N. (1994). Charismatic leadership in
organizations: Perceived behavioral attributes and their measurement. Journal
of organizational behavior, 15, 439 – 452.
Topic 8. Transformational Leadership I
Leadership Video: “12 Angry Men”
Literature:
1) Bass, B. M. (1997). Does the transactional–transformational leadership
paradigm transcend organizational and national boundaries? American
psychologist, 52, 130 – 139.
Topic 9. Transformational Leadership II
In practice: MLQ
Literature:
1) Bycio, P., Hackett, R. D., & Allen, J. S. (1995). Further assessments of Bass's
(1985) conceptualization of transactional and transformational leadership.
Journal of applied psychology, 80, 468 – 478.
2) Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness
correlates of transformational and transactional leadership: A meta-analytic
review of the MLQ literature. The Leadership Quarterly, 7, 385 – 425.
Topic 10. Leadership in organizations
Effective managerial and leadership influence. Leadership skills. Leadership across
levels.
In practice: Small group discussion “Personal best”: discussion of each person’s
personal best leadership experience and summary (consensus of key leadership
actions across different experiences) presented to class; summary of key leadership
practices across all small groups. See Appendix A.
Literature:
1) Chun, J., Yammarino, F. J., Dionne, S. D., Sosik, J., & Moon, H. K. (2009).
Leadership across hierarchical levels:Multiple levels of management and
multiple levels of analysis. The Leadership Quarterly, 20, 689 – 707.
2) Demerjian, P., Lev, B., & McVay S. (2012). Quantifying Managerial Ability:
A New Measure and Validity Tests, Management Science, 58, 1229 – 1248.
Topic 11. Leadership Skills Development
In practice: to create a leadership exercise in a small group.
Literature:
1) DeRue, D.S., & Wellman, N. (2009). Developing Leaders via Experience:
The Role of Developmental Challenge, Learning Orientation, and Feedback
Availability. Journal of Applied Psychology, 94, 859–875.
2) Seifert, C. & Yukl, G. (2010). Effects of repeated multi-source feedback on the
influence behavior and effectiveness of managers: A field experiment. The
Leadership Quarterly, 21, 856–866.
Topic 12. Cultural Aspects of Leadership
In practice: workshop “Creating Global Leaders”
Literature:
1) Gupta, V., MacMillan, I.C., & Surie, G. (2004). Entrepreneurial leadership:
developing and measuring a cross-cultural construct. Journal of Business
Venturing, 19(2), 241-260.
Topic 13. Change Leadership
Literature:
1) Gill, R. (2002). Change management--or change leadership?. Journal of
change management, 3(4), 307-318.
2) Graetz, F. (2000). Strategic change leadership. Management decision, 38(8),
550-564.
Topic 14. Gender and Leadership
In practice: case study
Literature:
1) Eagly, A. H., Makhijani, M. G., & Klonsky, B. G. (1992). Gender and the
evaluation of leaders: A meta-analysis. Psychological Bulletin, 111, 3–22.
2) Ruderman, M. N., Ohlott, P. J., Panzer, K., & King, S. N. (2002). Benefits of
multiple roles for managerial women. Academy of Management Journal, 45,
369–386.
Topic 15. Leadership and Corporate Culture. Team Leadership.
Leadership Video: Brain Games “Follow the Leader”
In practice: small group discussion - What is a team and what differentiates good
ones from bad ones? What influence(s) can a leader have with/over a
team? Discuss these issues with several members of your own team and
indicate areas of agreement and controversy.
Protocols for Guest Speakers: from discussion of “If you could have a
famous leader over for dinner, what would you want to ask him or her
about leadership?” follows small group discussion of questions they want
to pose to upcoming guest speakers and/or learn from guest speakers.
Literature:
1) Chen, G.,Kanfer, R., DeShon, Mathieu, & Kozlowski, S. (2009). Motivating
Potential of Teams: Test and extension of Chen and Kanfer’s (2006) crosslevel model of motivation in teams, Organizational Behavior and Human
Decision Processes, 110, 45-55.
2) DeChurch, L.A., & Marks, M.A. (2006). Leadership in multiteam systems.
Journal of Applied Psychology, 91(2), 311-329.
Topic 16. Leadership in Practice: Keys to Success.
Constraints on Leadership. Improving leadership effectiveness.
Guest Speaker: to be announced.
Leadership video: “Future Leaders”
Final essay.
Literature:
1) Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current
theories, research, and future directions. Annual review of psychology, 60, 421
– 449.
2) Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J.
(2014). Leadership theory and research in the new millennium: Current
theoretical trends and changing perspectives. The Leadership Quarterly, 25, 36
– 62.
7. Forms of evaluation for the current assessment and attestation
Form of the assessment
Criteria
Self-assessments
1) Consistency of self-assessment;
At the end of each class session, the
2) Ability to demonstrate the capacity
student will write a short email to the
to apply theoretical knowledge into
teacher (approximately four short
the practice;
paragraphs in length) reflecting on:
• what you have learned that class
3) Ability to critical and constructive
analysis.
session;
• how you can use what you have
learned;
• ways to improve the class session.
Final examination
Students write an essay in English of
one-page:
“One
of
the
position
1) Consistency and logical structure
of essay;
application requirements for a senior
2) Ability to demonstrate knowledge
management position is a statement on
of the theories of leadership;
your leadership philosophy. What
3) Ability to generalize and apply
would you write?”
practical aspects of topics of the
course.
8. Forms of knowledge assessment and grading procedures
Knowledge should be assessed in 10-point scale. Grades on the following forms of
knowledge assessment constitute the final grade:
Gclass – the grade for participating in the classes and being active during the
discussions
Gcurrent – the grade for self-assessments
Gcumulative = 0.5*Gcurrent + 0.5*Gclass
Gexam – the grade for the final examination
Gfinal = 0,6*Gcumulative + 0,4*Gexam
Basic literature
1. Kouzes, J. M., & Posner, B. (1995). An instructor’s guide to the leadership
challenge.
2. Northouse, P. G. (2015). Leadership: Theory and practice. Sage publications.
3. Organizational behavior / Richard M. Steers and J. Stewart Black. – 5 ed.
Harper Collins College Publishers, 1994. P. 400 – 434.
Literature for home reading
1. Awamleh, R., & Gardner, W. L. (1999). Perceptions of leader charisma and
effectiveness: The effects of vision, content, delivery, and organizational
performance. Leadership Quarterly, 10, 345–373.
2. Arnold, J. A., Arad, S., Rhoades, J. A., & Drasgow, F. (2000). The
empowering leadership questionnaire: The construction and validation of a
new scale for measuring leader behaviors. Journal of Organizational
Behavior, 21, 249-269.
3. Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current
theories, research, and future directions. Annual review of psychology, 60, 421449.
4. Bass, B. M. (1997). Does the transactional–transformational leadership
paradigm transcend organizational and national boundaries?. American
psychologist, 52, 130.
5. Benefits of multiple roles for managerial women. Academy of Management
Journal, 45, 369–386.
6. Bycio, P., Hackett, R. D., & Allen, J. S. (1995). Further assessments of Bass's
(1985)
conceptualization
of
transactional
and
transformational
leadership.Journal of applied psychology, 80, 468.
7. Chen, G., Sharma, P. N., Edinger, S. K., Shapiro, D. L., Farh, J. L. (2011).
Motivating and demotivating forces in teams: Cross-level influences of
empowering leadership and relationship conflict. Journal of Applied
Psychology, 96, 541–557.
8. Chen, G.,Kanfer, R., DeShon, Mathieu, & Kozlowski, S. (2009). Motivating
Potential of Teams: Test and extension of Chen and Kanfer’s (2006) crosslevel model of motivation in teams, Organizational Behavior and Human
Decision Processes, 110, 45-55.
9. Chun, J., Yammarino, F. J., Dionne, S. D., Sosik, J., & Moon, H. K. (2009).
Leadership across hierarchical levels:Multiple levels of management and
multiple levels of analysis. The Leadership Quarterly, 20, 689-707.
10.Conger, J. A., & Kanungo, R. N. (1994). Charismatic leadership in
organizations: Perceived behavioral attributes and their measurement. Journal
of organizational behavior, 15, 439-452.
11.DeChurch, L.A., & Marks, M.A. (2006). Leadership in multiteam systems.
Journal of Applied Psychology, 91, 311-329.
12.Demerjian, P., Lev, B., & McVay S. (2012). Quantifying Managerial Ability:
A New Measure and Validity Tests, Management Science, 58, 1229–1248.
13.DeRue, D. S., Nahrgang, J. D., Wellman, N., & Humphrey, S. E. (2011). Trait
and behavioral theories of leadership: An integration and meta-analytic test of
their relative validity. Personnel Psychology, 64, 7–52.
14.DeRue, D.S., & Wellman, N. (2009). Developing Leaders via Experience: The
Role of Developmental Challenge, Learning Orientation, and Feedback
Availability
15.Dinh, J. E., Lord, R. G., Gardner, W. L., Meuser, J. D., Liden, R. C., & Hu, J.
(2014). Leadership theory and research in the new millennium: Current
theoretical trends and changing perspectives. The Leadership Quarterly, 25, 36
– 62.
16.Dulebohn, J. H., Bommer, W. H., Liden, R. C., Brouer, R., & Ferris, G. R.
(2012). A meta-analysis of the antecedents and consequences of leader–
member exchange: Integrating the past with an eye toward the future. Journal
of Management, 38, 1715–1759
17.Eagly, A. H., Makhijani, M. G., & Klonsky, B. G. (1992). Gender and the
evaluation of leaders: A meta-analysis. Psychological Bulletin, 111, 3–22.
18.Gill, R. (2002). Change management--or change leadership?. Journal of
change management, 3, 307-318.
19. Graetz, F. (2000). Strategic change leadership. Management decision, 38, 550564.
20. Gupta, V., MacMillan, I.C., & Surie, G. (2004). Entrepreneurial leadership:
developing and measuring a cross-cultural construct. Journal of Business
Venturing, 19, 241-260.
21. House, R. J. (1971). A path-goal theory of leader effectiveness. Administrative
Science Quarterly, 16, 321–338.
22. Judge, T. A., Bono, J. E., Illies, R., Gerhardt, M. W.(2002). Personality and
leadership: A qualitative and quantitative review. Journal of Applied
Psychology, 87, 765–780.
23.Liden, R. C., & Maslyn, J. M. (1998). Multidimensionafity of leader-member
exchange: An empirical assessment through scale development. Journal of
management, 24, 43-72.
24.Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness
correlates of transformational and transactional leadership: A meta-analytic
review of the MLQ literature. The Leadership Quarterly, 7, 385-425.
25.Ruderman, M. N., Ohlott, P. J., Panzer, K., & King, S. N. (2002). Journal of
Applied Psychology, 94, 859–875.
26.Seifert, C. & Yukl, G. (2010). Effects of repeated multi-source feedback on the
influence behavior and effectiveness of managers: A field experiment. The
Leadership Quarterly, 21, 856–866.
27.Strube, M. J., & Garcia, J. E. (1981). A meta-analytic investigation of Fiedler's
contingency model of leadership effectiveness. Psychological Bulletin, 90(2),
307 – 321.
28.Wofford, J. C., & Liska, L. Z. (1993). Path goal theories of leadership: A metaanalysis. Journal of Management, 19(4), 857–876.
Appendix A.
Recalling a personal best leadership experience
We have learned from leadership research that experience is the best teacher. People
learn what to do from trying it themselves and/or watching others. We believe it is
important to base our understanding of leadership on the best experiences, those
times when we or others do our absolute personal best.
Take a few moments to write down some notes about your “personal best” leadership
experience. Don’t worry—there is no competition about whose experience is best or
whether there is some all-time best. You will be sharing your experiences with others
in a small group exploring the behaviours and actions that make a difference. Here’s
how to proceed:
1. Briefly describe the context of this situation/experience;
2. List the five to seven most important actions or behaviours you took as a leader in
this situation. In other words, what things did you do as a leader that made a
difference in this situation.