St. Catherine University
MAOL Program
www.stkate.edu/maol
ORLD # 6200 T-02
CRN 10093
Ethics and Leadership
3 Credits
Prerequisites: None
Saturdays:
September 10, 17
October 1, 15, 29
November 12, 19
December 3
Time: 8:30 am – 11:30 am
Location: 305 Mendel Hall
Course Syllabus
Instructor Information:
Name: Martha E. Hardesty, Ph.D.
Phone: (651) 690-6189
E-mail: mehardesty@stkate.edu
Office Hours: 3:00 – 5:30 pm WEC Mondays
11:45 – 1:30 WEC Saturdays And by appointment
Office: 304-A Fontbonne Hall
Note: I check email before noon daily, except Sundays and non-WEC
Saturdays.
Course Description:
This foundation course for the MAOL fosters personal development as
an ethical, effective and enduring leader. Activities supporting this
outcome include: analyzing feedback from assessment instruments
such as the Leadership Practices Inventory; reflecting on personal
leadership experiences and those of others; responding to case
studies; reviewing current leadership literature; and creating a credo
and metaphor. Major assignments include analyzing data collected
from interviews with leaders, participating in a team presentation
dealing with ethical challenges in organizations and producing a
portfolio documenting personal leadership abilities, experiences and
goals. Elements of this course will be revisited during ORLD 7100,
1
Hardesty 6200 Fall 2011
2
Professional and Organizational Ethics. This portfolio is refined and
revised in the culminating course of the program, ORLD 8880
Leadership Seminar. Most assignments are done in stages so students
can revise their work using feedback on drafts.
Note: ORLD 6200 is to be taken as the first course unless it is not
offered the term a student begins the program, in which case it is
taken the next term. Blackboard technology is introduced in this
course.
Course Objectives:
This course gives students the foundations to:
 Lead responsibly by drawing upon your unique leadership
abilities, experiences and goals, as well as current leadership
concepts and strategies to address organizational issues.

Act with confidence by utilizing self-reflection and awareness
to know why, when and how to lead, follow, model and mentor.

Make ethical decisions by acting from an informed ethical
perspective, considering all stakeholders and applying ethical
decision-making tools to organizational dilemmas.

Communicate effectively by capitalizing on personal strengths
as a communicator and by employing targeted strategies for
influencing, motivating, advocating, team building and managing
conflict.

Practice global citizenship by incorporating a global context
into organizational decision-making through strategic recognition
of the world-wide impact of local decisions.
These outcomes will be achieved through a series of activities such as
analyzing feedback from personal assessment instruments (the
Leadership Practices Inventory, Discovering Diversity Profile, etc.),
reflecting on personal leadership experiences and those of others,
responding to case studies, reviewing current literature on leadership
and ethics and creating a leadership portfolio documenting your
personal leadership abilities, experiences and goals and your personal
leadership credo and metaphor.
Hardesty 6200 Fall 2011
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Course Texts and Materials:
Coursepack, ORLD 6200, Fall, 2011. Available at SCU Bookstore.
Kouzes, J. & and Posner, B. (2007) The Leadership Challenge.
4e. San Francisco, CA: Jossey-Bass.
ISBN-13:978-0-7879-8491-5
McGraw-Hill. (2011) Ethics and Leadership Anthology.
10-1121145086. Available at SCU Bookstore.
ISBN -
Online Instruments:
Inscape Publishing, 2003. Discovering Diversity Profile.
Available online at http//www.corexcel.com/html/diversity.prod.htm .
Requires a fee of $33.50. (If you have questions about accessing this
instrument, contact Jonelle Burns or Jason Willey at 1-888-658-6641
for assistance.) Complete this assessment before the first class
session.
Kouzes, J. & Posner, B. (2003) The Leadership Challenge LPI
Online
at http://www.leadershipchallenge.com. Go to Leadership Practices
Inventory, Visit LPI Online. Choose the 360 Assessment. Note: There
is an additional fee of approximately $104.00 for this assessment, to
be ordered with your personal credit card in the first class. DO NOT
enroll before the class meets.
*Bring your Syllabus, Coursepack, and Texts to each class meeting.
Blackboard:
We will use Blackboard as a means of communication during this
course. Blackboard online technology allows posting the syllabus and
course handouts, submission of papers and electronic communication.
To access Blackboard, you must secure a current Lotus Notes account
through St. Kate’s. Once registered for ORLD 6200, go to
http://blackboard.stkate.edu. By August 29, ORLD 6200 Section T-02
should be there for you to click on for access. If not, please e-mail
your instructor.
Hardesty 6200 Fall 2011
4
Once in the Blackboard course, go to Personal information and
complete your entry. This is your opportunity to list your preferred
email address. Remember to check making your email address visible
to others in the class. You can download the syllabus as well as other
documents referred to in the syllabus (under Documents), send emails
to one or more classmates (under Communication), and post drafts
(under BB Assignments). Please read the document on “Blackboard
and Course Protocols” in your Main Coursepack pp. 3 – 8 for specific
instructions. Follow the directions about posting your assignments. A
Blackboard Manual is available for your reference under Student Tools.
We will review the use of Blackboard in the first class session.
Please note: Check your St. Kate’s e-mail account at least
twice a week. Official university communication occurs through your
St. Kate’s email address. Check this source for official emails from the
MAOL Program and the University. Your preferred email address will
only be used to communicate through Blackboard about this specific
course.
You are expected to respond to emails from your professor and
colleagues in a timely manner.
Course Assignments:
This is a list of the graded projects for the term. Detailed descriptions
of these assignments follow the Summary Course Schedule, with
supplementary materials available on Blackboard for each project.
Assignment
Leadership Interviews paper, includes draft and final version
Personal Leadership Papers, includes small-group presentation
in class for each:
Effective
Ethical
Enduring
Grade
25%
Leadership Summary/Growth Plan,
includes reflection, synthesis, and goal-setting
Credo & Metaphor,
includes written version and class presentation
Ethical Case Team Presentation,
includes preparation, presentation and team assessment
15%
Hardesty 6200 Fall 2011
10 %
10%
10%
5%
25%
5
Please double-space all written assignments, check for spelling and
grammar and cite sources using APA format. Please include a header
or footer on each page with the page number, your name, the course
number and the name of the assignment.
Grading Scale:
A = 95 – 100
A- = 92 – 94
B+ = 89 - 91
B = 86 – 89
B- = 83 – 85 etc.
Course Requirements:
Attendance
The quality of learning of the class as a whole depends on the engaged
and prepared attendance of each class member. In turn, the group
experience cannot be replicated through individual papers or reading.
Students’ grades will be based in part on attendance, timeliness,
preparation and active participation. If a student needs to miss (or for
some reason actually misses) either the first class or the final class,
the student will need to re-take the course. Students are expected to
inform the instructor if they will miss a class in advance.
 Attending the first and final class is a requirement of the
course.
 Classes start and end on time. You are expected to be present
and ready to participate by the start of each class session.
 If you have to miss a class, you are responsible to notify a
colleague to get handouts, take notes on your behalf, etc. You
are also responsible to notify the professor in advance and
discuss make up.
 If you expect to miss two classes, according to the MAOL
handbook you should not sign up for the course.
 If for some reason you miss two classes, you will need to retake
the course.
 In case of an emergency absence, leave a message by voice or
email as soon as possible.
Hardesty 6200 Fall 2011
6
 If you have to miss a class, you are responsible to consult with
your instructor to arrange alternate projects to fulfill
requirements.
 If you have to miss a class, you are responsible to notify a
colleague to get handouts, take notes on your behalf, etc.
Course Practices:
The quality of learning of the class as a whole depends on the engaged
and prepared attendance of each class member.
 The syllabus serves as a course “contract.” If you anticipate
that you might be late in turning in a paper or draft of a paper,
given the dates in the syllabus, you are responsible notify the
professor in advance.
 You are expected to participate fully in each class. Participation
involves listening and engaging others in the class, as well as
speaking.
 You are expected to respond in a timely manner to email from
the professor and fellow students.
 You are responsible for being familiar with the MAOL handbook.
 You are responsible for accessing Blackboard and your St. Kate’s
email regularly.
Incompletes
A grade of Incomplete is given only in cases of dire emergency. See
the MAOL Handbook, the Graduate Catalogue or the on-line
Incomplete Form for information about under what circumstances an
incomplete grade can be given. A Request for an Incomplete must be
filed before the final class meeting date, i.e. December 3 at the latest.
Academic Integrity
Students will be expected to comply with University policies and
procedures regarding academic integrity as spelled out in Le Guide.
Independent work is required on all class work, exams and projects
without express instructions from the instructor regarding assignments
involving collaboration and teamwork. All written work is to be the
Hardesty 6200 Fall 2011
7
student’s original work with correct APA citations for all outside
sources from which ideas, language or quotations are derived.
Plagiarism
Plagiarism is the act of passing off someone else’s work as your own.
It includes such dishonest practices as buying, borrowing or stealing a
paper to turn in as your own or simply copying someone else’s words
without putting them in quotation marks and identifying the author
and source. Most students are not so dishonest as to buy or steal a
paper. Many students, however, inadvertently plagiarize because they
do not realize that what they are doing is, in fact, plagiarism and thus
dishonest. Avoiding plagiarism is much more complicated than simply
not copying other people’s work.
In an attempt to avoid plagiarizing, students often paraphrase the
passages they want to use. Basically, paraphrasing is stating
something in different words. As such, it is a useful device. The
problem is that is can lead you to unintentional plagiarism if it is not
done properly. Changing a few words in a passage and then using it in
your paper without documentation is plagiarism. Changing a few words
and then using it in your paper even with proper documentation is also
plagiarism. When you paraphrase other people’s ideas, you have two
choices: 1) you may quote the passage exactly, put it in quotation
marks, and cite it; or 2) you may change the wording of the passage
so that the ideas are explained substantially in your own words and
cite it. Anything in between is plagiarism.
One reason some students inadvertently plagiarize is the pressure they
feel to come up with new ideas, to be original, even with topics that
they know little about. In academic settings such as college courses, it
is difficult if not impossible to come up with totally original ideas,
especially on topics with which you are unfamiliar. When an instructor
asks for original thinking, she/he often means thinking through ideas
to find your own perspective on them and then expressing those ideas
in your own way. In doing so, you may and often should use other
people’s ideas to add to or support your own. When you do so,
however, you must give them credit.
O’Neill Center for Academic Development
Hardesty 6200 Fall 2011
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Please note: Plagiarism will result in a failing grade on the specific
assignment in question, will impact the student’s final course grade
and will result in Academic Probation.
Disability Statement
Students with disabilities who believe that they may need
accommodations in this class are encouraged to contact the Office of
Resources for Disabilities X6563 as soon as possible. If you have a
documented disability that requires accommodation, please provide
the instructor with the accommodation plan at the first class session.
Evaluation
Grading of student work will be based on criteria included for each
assignment. Students wishing to adjust an assignment to better meet
individual learning needs may negotiate with the instructor to
determine whether a fair and equitable alternative is workable.
Evaluation of courses and instructor by students is an important aspect
of the MAOL Program’s review process. Students will have an
opportunity to evaluate instructional effectiveness, relevance of course
content, assigned readings and texts, assignments, evaluation
methods and the quality of the learning experiences.
Hardesty 6200 Fall 2011
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Summary Course Schedule
Date
Topic/Activity
8/27
-Attend
Orientation
Session, CDC
370
-Course
overview
9/10
Class
#1
-Syllabus
review
-Approaches to
leadership
-Personal
story/Effective
Readings Due
Prior to Class Date
Assignments
Due
-K & P, TLC, pp. x –
102
-Prepare
“Personal Best”
story
-Review LPI online
-Read “Syllabus,” BB
Syllabus
-“Discovering
Diversity
Profile”—bring
results to class
-Read “Course
Overview,” BB Course
Documents
Review Leadership
Challenge LIP Online at
http://www.leadershipch
allenge.com/research
but do NOT enroll
-Coursepack pp. 3 – 21
-Coursepack, Thomas &
Inkson, “Raising Your
Cultural Intelligence.”
--Anthology, WhiteNewman, pp. 1-23
9/17
Class
#2
-K & P
Leadership
model
-Graduate
writing norms
Hardesty 6200 Fall 2011
-K&P, pp. 103-220
-Anthology: Part II
“Teaching & Learning by
the Case Method,”
“Martha McCaskey”
-Enroll in LPI &
begin work
-Begin
Leadership
Interviews
10
-Team project
introduction
9/27
-Blackboard/
Assignments/Team
Project Description
“Tools for Teams”
“Team Effectiveness
Model”
“Team Questions”
-Leadership
Interview Paper
DRAFT to BB,
Assignments
(Returned to you
online by 6 pm
9/30)
9/30
10/1
Class
#3
10/15
Class
#4
Post Charge &
Charter
-Leadership
Interview
results
-Leadership
Portfolio
-Leadership
Paper Part #1
-K & P, 221-351
-LPI results
-K&P, LPI Participant’s
Workbook (online)
-Small group:
Effective paper
-Anthology, 30 – 90
-Post Charge &
Charter (9/30)
-Anthology, review
your team case
-Anthology, H & D, Ch
3
-Personal story:
courageous
-Coursepack, Wilkins,
conscience
“Be Good”, pp. 22-31
-Bring hard copy
of final
Leadership
Interviews paper
-Bring hard copy
of LPI results
-Intro “Ethical
Leadership”
paper
10/25
Hardesty 6200 Fall 2011
-“Effective
Leadership”
paper to BB
Assignments
11
Date
Topic/Activity
10/29
Class
#5
-Ethics film
-Leadership
paper: Ethical
theme
Readings Due Prior to
Class Date
-Blackboard/
Assignments/
Ethical Leadership
Paper/
EthicalBehavior
Perception Inventory
Assignments
Due
-Bring completed
EBPI to class
-Team
presentation
guidelines
-Intro Credo &
Metaphor
Nov. 8
11/12
Class
#6
-Teams A & B
make
presentations
(30 min.) with
15-minute
discussion
following each
-Small group:
Endurance
story
-Intro Enduring
Leadership
paper
11/19
Class
#7
-Team C
presentation
-Team D
presentation
-Intro
Hardesty 6200 Fall 2011
-BB/handout: Read
any material today’s
presenting teams may
post
Blackboard/
Assignments/Enduring
Leadership Paper/
Endurance Assessment
Post Ethical
Leadership Paper
to BB
Assignments
-Prepare
Endurance story
-Complete
Endurance
Assessment and
bring to class
-Anthology, pp. 215226 “The Making of a
Corporate Athlete”
-BB/handout: Read
any materials today’s
presenters may
distribute or post
-Bring ideas for
Credo& Metaphor
to class
12
Leadership
Growth Plan
-Small group:
C & M ideas
11/29
12/3
Class
#8
-Post “Enduring
Leadership”
paper to BB
Assignments
-Course
evaluation
-Film: “The Art
of Possibility”
-Review
portfolio
guidelines
-Small group:
Leadership
Growth Plan
-Class
presentation:
Credo &
Metaphor
Submit Portfolio
Fontbonne Hall
Hardesty 6200 Fall 2011
13
*The instructor reserves the right to alter the requirements of the
syllabus, upon prior notification to the students, in class.
ASSIGNMENTS: Expanded Descriptions
Leadership Interviews Paper
--25 points
Assignment:
Select three organizational leaders and request a 20-30 minute
personal interview with each. One of these leaders must represent a
cultural or ethnic identity with which you are unfamiliar. Make sure
you explore this difference in your paper. Develop a list of interview
questions to capture each leader’s “Personal Best Leadership Story.”
Gain interviewees’ written consent, conduct the interviews and write a
five-six page paper in which you analyze the stories collected from the
three leaders.
Learning Outcomes:






Develop oral and written communication skills
Develop research skills: interview procedure, data collection and
analysis, IRB protocols
Analyze leadership strategies
Synthesize key leadership themes
Reflect on leadership roles and relationships
Increase cultural awareness by exploring cultural challenges
encountered by any or all of your interview candidates
Process:



Explain, acknowledge and replicate the “personal best"
methodology developed by Kouzes and Posner; briefly describe
your interview process; attach your research questions and a
blank consent form.
Narrate vividly and succinctly one personal best story from
each of the three leaders whom you interviewed.
Critically analyze the stories using The Leadership Challenge and
other leadership literature, including The Three E’s, and Raising
Hardesty 6200 Fall 2011
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

your Cultural Intelligence; incorporate direct quotations,
concepts, and terminology.
Construct well-supported synthesis of the most significant
leadership themes that you learned from your research; use
those themes to organize the entire paper.
Write the paper so it is well organized, articulated, and edited;
use appropriate documentation following the APA format. You
are strongly encouraged to use the O’Neill Learning Center
writing tutors for coaching on organization, phrasing, copyediting, or any phase of the writing process.
Personal Leadership Stories
--ungraded
Learning Outcomes:



Communication skills:
small group presentation, selecting
details to support a theme
Reflection on personal & professional practices as demonstrating
leadership theory
Analysis and synthesis of leadership themes
Process:
You will develop three short stories about your own leadership. These
stories will be presented during different class sessions and will focus
on your personal experiences in the areas of EFFECTIVE, ETHICAL and
ENDURING leadership. Do NOT write out a script for these stories;
instead prepare minimal notes that will guide you in presenting the
story to a small breakout group within the class. The content of these
three stories will be used in your Personal Leadership papers.
1. EFFECTIVE LEADERSHIP
Your Effective Leadership Story: Your Personal Best
(Oral Presentation in Class)
Narrating your personal best leadership story replicates the
research method developed by Kouzes and Posner as described in The
Leadership Challenge (2007). Their model for effective leadership,
comprised of five practices and ten commitments, is derived from this
research.
Hardesty 6200 Fall 2011
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Develop a story about a personal best leadership experience, that is, a
story about your own peak performance as a leader. It can be
recent or from the past; it can relate to a professional, family, or
community situation. You will have about three minutes to describe
the leadership challenge, the choices you made, the consequences that
resulted, and the primary leadership lesson you learned. This will be
shared on September 10.
2. ETHICAL LEADERSHIP
Your Ethical Leadership story:
Conscience
(Oral Presentation in Class)
Exercising a Courageous
Robert Kelley, in The Power of Followership (1992), describes
exemplary followers in organizations as those who exercise a
courageous conscience (i.e. they do the right thing despite risks).
Come to class prepared to talk about a situation in which you did or
did not follow your conscience. In about three minutes, describe
the ethical challenge and risks; explain the decisions you made and
the consequences of your actions; and summarize the advice you
would give to someone in a similar ethical situation.
Your three-minute presentation will be made in class on October 15.
3. ENDURING LEADERSHIP
Your Enduring Leadership story: Enduring a Difficult Time
(Oral Presentation in Class)
Kevin Cashman suggests in Leadership from the Inside Out (1999)
that attaining balance, center and renewal through the practices of
meditation, prayer, exercise, reflection, reading, music and
maintaining healthy relationships enable one to better endure the trials
and tribulations of life and leadership.
In about three minutes tell how you endured a difficult time.
Explain why it was a challenge to your endurance; describe the
internal and external resources and practices which helped you make
good decisions; spell out what happened because of your choices; and
give advice to yourself and other leaders about developing and
maintaining endurance resources and practices.
Hardesty 6200 Fall 2011
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Your three-minute presentation will be made on November 12.
Personal Leadership Papers
--30 points total
This is a series of three papers presenting your self-analysis of your
current leadership skills in the areas of ethical, effective, and enduring
leadership.
Learning Outcomes:




Analysis of personal and professional characteristics as an
Ethical, Effective and Enduring leader
Synthesis of learning from reading and research
Development of fluency in the language of leadership
Assessment of Cultural Intelligence
Your Personal Characteristics as an Effective Organizational
Leader
-10 points
Write a three to four-page paper, in which you analyze your own
distinctive characteristics as an effective organizational leader.




Profile your primary strengths and weakness based on
statistical data obtained from completing the LPI Workbook, the
Discovering Diversity Profile and other assessment tools (including
summary charts, etc.) and other feedback such as from letters of
recommendation and performance evaluations.
Provide concrete examples of your effectiveness as an
organizational leader (e.g. your personal best leadership story).
Incorporate insights gained from the leaders you interviewed.
Substantiate your ideas about leadership using direct quotations,
concepts and terms from The Leadership Challenge, the LPI
Workbook, the Discovering Diversity Profile, class handouts, and
other leadership literature.
Hardesty 6200 Fall 2011
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

Briefly identify at least one particular growth area for developing
your effectiveness as a leader.
Attach and refer to the personal statement and professional
resume you used to apply for the MAOL.
This paper will be posted via BB Assignments (Blackboard) by October
25.
Your Personal Values and Decision-making Practices as an
Ethical Organizational Leader”
-10 points
Write a three to four-page paper in which you analyze your values and
decision-making practices as an ethical organizational leader and
follower.





Identify your primary ethical values, preferred ethical
system, ethical decision-making process, and sources of
ethical power. How do these values reflect your cultural context?
Summarize your story of exercising a courageous conscience as
an example of your moral courage and risk-taking.
Explain which tools and steps you use to make high quality
ethical decisions within an organizational or group setting.
Incorporate quotations, concepts and terms from course readings
and other organizational ethics literature.
Briefly identify one of your personal goals for increasing your
participation in ethical leadership.
This paper will be posted via BB Assignments by November 8.
Your Resources for Being an Enduring Organizational Leader
—10 points
Hardesty 6200 Fall 2011
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Write a three- to four-page paper in which you analyze yourself as an
enduring leader and follower.




Define the ways you renew, including data from the Endurance
Resources Assessment. Acknowledge the cultural foundations
available to you for renewal.
Include material from The Corporate Athlete or other reading
which has influenced you.
Share experiences which shaped/exemplify your endurance,
such as your story about dealing with a difficult time.
Identify briefly one specific goal for nurturing your resources and
practices based on assessments and reflection.
Your written paper is due via BB Assignments by November 29.
LEADERSHIP CREDO AND METAPHOR
--5 points
Your Leadership Credo: A statement of your leadership beliefs
Create a one-page (maximum) “statement” of your beliefs about
leadership.
Your Leadership Metaphor: A symbol of your leadership
Choose a symbol which exemplifies you as a leader. Explain it in a
one-two page paper. Both Credo and Metaphor will be presented
orally to the class as a whole. (Examples of both are available in
sample portfolios on Blackboard.)
Learning Outcomes:


Synthesizing multiple characteristics into a unified statement
Communicating leadership values in a symbolic form
Process:
Hardesty 6200 Fall 2011
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



Credo: Generate a list, paragraph, or other brief statement
about your commitments as a leader. Draw on your previous
work for ideas.
Develop your own language to express these succinctly.
Metaphor: Exercise your right brain to identify an intuitive,
visual symbol of your leadership
Identify how key aspects of your metaphor illustrate particular
elements of your leadership
Leadership Summary/Growth Plan
--15 points
This is a carefully written five- to seven-page paper that summarizes
what you have to say about who you are as a leader at the end of this
course and projects specific goals for your personal development. You
will revisit all of your individual written work for the term, as well as all
instruments.
This paper will be revisited in at least one future ORLD course.
Learning Outcomes:






Synthesizing your increased knowledge of yourself as an ethical,
effective and enduring leader
Recognizing the interrelation of these characteristics
Acknowledging your cultural perspectives and awareness
Embracing your unique contributions to the healthy functioning
of an organization
Specifying particular goals for development
Identifying your own standards for declaring those goals
achieved
Process:

Review your individual projects for the term, including the Three
E’s papers, Credo & Metaphor and assessment instruments (LPI,
DDP, etc.)
Consider learning from your Leadership Interviews, and from
classmate and instructor comments
Identify patterns you observe throughout all of this material

Acknowledge tensions or contradictions within this material


Hardesty 6200 Fall 2011
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


Name specific goals for each of the three E’s, with resources,
strategies and time-lines for achieving them
Name specific goals for increasing your cultural intelligence
Name your own assessment tool—how will you know you have
achieved your goals?
This paper will be submitted as part of your portfolio.
Assignment VI: Final Leadership Portfolio
Compile a professional Leadership Portfolio in a three-ring binder that
provides a well-researched and supported analysis of your abilities as
an effective, ethical and enduring leader.
Learning Outcomes:
 Collate extensive and varied evidence to support the analysis of
your personal leadership.
 Indicate your ability to do qualitative research
 Demonstrate your ability to participate in a tem project
 Demonstrate an understanding of the literature of leadership,
ethics and culture
 Express your leadership vision through your Leadership Credo
and Metaphor.
 Demonstrate your ability to write a sequence of papers according
to graduate standards of organization and expression, within
APA guidelines
 Demonstrate your strategies for further leadership development
Portfolio Contents:
 Your Ethical, Effective, and Enduring Leadership Papers
including related assessment instruments and Instructor Grids
 Your Credo and Metaphor which describe your leadership
beliefs and presents your leadership symbol.
 Your Leadership Summary/Growth Plan which synthesizes
your Three E’s papers and moves them to the next stage
 Your
Leadership Interviews essay, which demonstrates
primary qualitative research and analysis
 Your Team Project materials:
 Charge & Charter
 Class handout
 Summary of class evaluations
 Team Summary Assessment
Hardesty 6200 Fall 2011
21
Your final Leadership Portfolio is due at the MAOL office on or by
December 10.
Hardesty 6200 Fall 2011
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Assignment VII: Ethical Case Team Presentation - 25 points
For this project your team will choose a particular case from the
Anthology
to teach the class about ethical decision-making in
organizations.
Learning Outcomes:




Introduce teamwork model of learning/project management
Develop communication skills: team participation, formal
presentation
Introduce ethical dimension into decision-making
Recognize cultural influences on ethical standards
Group Tasks (Prior to Presentation to Class:
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Select a case study from those offered in the Anthology.
View “The Abilene Paradox”, then develop and post your
Charge and Charter.
Apply the C.A.T. Scan methodology to the case.
Address the cultural context of the situation and potential
outcomes
Prepare a presentation of your analysis and recommended
ethical actions, making sure to include all team members in
the presentation
Design three key questions to guide class discussion of your
case.
Prepare a one-page handout for the class, including an
Executive Summary of the key points of your C.A.T. scan and
including the three questions for discussion.
Rehearse your presentation!
Plan for video recording your presentation, by the instructor
or a classmate.
Group Tasks (During the Presentation – 30 minutes maximum)
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Record your presentation for use in your team review and to
help in preparing your evaluation/assessment of your
presentation.
Briefly review your case with the class. Classmates should have
already read the case. Distribute your handout.
Present your ethical analysis and share the ethical plan that your
team identified to resolve the dilemma.
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Lead a fifteen-minute class discussion of your case analysis and
the implications of your case.
Distribute the Presentation Evaluation form available on
Blackboard to the class for them to fill out.
Presentation should include:
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Useful and professional looking audio-visual aids and handouts.
Demonstration and appropriate documentation, in written and
oral work, that the ideas presented are grounded in leadership
and organizational ethics literature.
Involvement of all the team members in a creative, wellorganized, polished presentation.
Presentation must be no longer than thirty minutes,
including your Q/A of fifteen minutes.
Group Tasks (After the Presentation)
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Review the recording and feedback/evaluation forms.
Prepare one copy of a Team Packet for submission during the
next class session that includes the following:
 Team Charge and Charter
 Handout(s) from presentation
 Clean copy of PowerPoint slides in handout form
 A one-page summary of the data from your classmates’
evaluation forms
 The evaluation forms actually submitted by your classmates
 A two-three page Summary Assessment of your group’s
accomplishments. This should include a discussion of how
well your C&C functioned, any critical group process incidents,
and an evaluation of your presentation.
Each individual will fill out the “Team Member Self
Assessment” from Blackboard and post it to the BB
Assignments by the date the Team Packet is submitted.
Team Charge and Charter (Part of Group Presentation)
The term “charge and charter” is often used in organizational teams.
Teams usually create a written version of the charge and charter so
that they will “be on the same page” about the project/assignment.
The C&C is a written statement that typically includes the following,
described in language acceptable to all members of the group.
Assignment/Charge: What are we expected to produce? What
will it look like?
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Goals: What do we need to do to fulfill our assignment? What are
our priorities?
Roles: Who will be responsible for each of the goals and by when?
Procedures: What do we need to do about meetings, guidelines
for communications, making decisions, experiencing conflict?
Relationships: What are our ground rules and shared values?
Your Team Packet is due in class at the class session following your
presentation.
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Detailed Outline of Class Sessions
Pre-Session Work
Assignments
 You will participate in an introduction to the program and to this
course in the MAOL Orientation session on August 27.

Review the assignment description for your “Personal Best
Leadership Story” on pp. 12 - 13 of this syllabus. You will share
this story in a small group during the first class session.

Review assignment description for “Leadership Interview
Project”, pp. 11-12.

Complete the Discovering Diversity Profile at
http//www.corexcel.com/html/diversity.prod.htm and bring
results to class. There is a $33.50 fee for this project.
Readings
 Kouzes & Posner, The Leadership Challenge, pp xi-102
Preface
Part I: Chapters 1, 2
Part II: Chapters 3, 4
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Go to the Leadership Challenge LPI Online at
http://www.leadershipchallenge.com/research
View the LPI Online Demo
Read “Tips and FAQs”
Read Introduction and Conclusion of “A Guide to the
Research”
DO NOT ENROLL before class meeting!
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Read “ORLD 6200 Syllabus Fall 2010 T-02”
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Read in Coursepack
“ORLD 6200 Course Introduction and Overview” pp. 3 - 5
“ORLD 6200 Blackboard and Course Protocol” pp. 6 – 11
Thomas, D. C. & Inkson, K. “Raising Your Cultural
Intelligence.”p. 12-21.
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
McGraw-Hill, Ethics and Leadership Anthology:
Julie Belle White-Newman’s “The Three E’s Model of
Leadership.” Pp. 1 - 23
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Session 1: Saturday, September 10
Effective Leadership
Prior to Class
Assignments and Readings
(as outlined in Pre-Session Work)
In Class
Topics & Activities:

Overview of Course
Syllabus review: Projects, Timelines, and
Interview/Respondent needs
Discuss LPI Online

Approaches to leadership development including reflection for
self-mastery
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Film: Kouzes and Posner’s “ The Leadership Challenge”
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Classroom Norms for the Learning Community
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Culture and Leadership—The Discovering Diversity Profile: bring
your results to class and be prepared to talk about your two top
strengths
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Personal Best Leadership methodology
Share in a small group your Personal Best Story
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Introduction of Leadership Interviews Assignment
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Session 2: September 17
Effective & Ethical Leadership
Prior to Class
Assignments
 Continue work on LPI
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Continue work on Leadership Interviews
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Review assignment description of Team Assignment in Syllabus
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Blackboard Course Documents: Review Graduate Writing
Guidelines
Readings
 Kouzes & Posner, The Leadership Challenge, pp. 103 - 220
Part III: Chapters 5, 6
Part IV: Chapters 7, 8.
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McGraw-Hill, Ethics and Leadership Anthology,
Part II Front Material, “Teaching and Learning Ethics by
the Case Method”, pp. 138-153
“Martha McCaskey”, pp. 154-164
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Blackboard/Assignments/Team Project
“Tools for Teams”
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Blackboard/Course Documents/Graduate Writing Guidelines
“APA Citing”
“APA Citation Style”
“Plagiarism”
In Class
Topics & Activities
 Kouzes & Posner Exemplary Leadership Model
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Approaches to ethical issues
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Graduate writing norms: Leadership Interview Paper
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Introduction of Team Assignment: Ethical Case Study Analysis &
Presentation
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Session 3: October 1
Ethical Leadership
Prior to Class
Assignments
 Post draft of Leadership Interviews paper through Blackboard BB
Assignments by September 27.
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Continue work on LPI
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Review Leadership Portfolio assignment: First, read the “Final
Leadership Portfolio”, then read “Personal Leadership Papers/1.
Effective Leadership.”
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Post Team Charge and Charter by September 30.
Readings
 Kouzes & Posner (2007), The Leadership Challenge, pp.221351
Part V: Chapters 9, 10
Part VI: Chapters 11, 12
Part VII: Chapter 13
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McGraw-Hill, Ethics and Leadership Anthology, pp. 30-90
Hartman & DesJardins Chapter 1, 2
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Read your team’s case on Blackboard
In Class
Topics/Activities:
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Discussion of Leadership Interview Results
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Introduce Leadership Portfolio
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Introduce Leadership paper - Section One: “Effective
Leadership”
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Team—Charge & Charter, group no
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Session 4: October 15
Ethical Leadership
Prior to Class
Assignments
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Continue work on team project as developed by your team.
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Bring to class a hard copy of final version of Leadership
Interviews paper. Include your draft with the Draft Grid
Response Sheet and signed Consent Forms.
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Bring to class completed LPI Online Survey.
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Review Assignment Description for “Courageous Conscience”
story and prepare to share in class.
Readings
 Kouzes & Posner, Leadership Practices Inventory Participant’s
Workbook (online)
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McGraw-Hill, Ethics and Leadership Anthology, pp. 91-137
Hartman & DesJardins, Chapter 3
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Coursepack: Wilkins, “Be Good: Virtue Ethics”, pp. 22-31
In Class
Topics/Activities:
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The Leadership Practices Inventory
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Section One of your Leadership Paper—work with small group to
frame your LPI and story.
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Share a personal story about exercising a courageous
conscience.
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Session 5 (Midterm): October 29
Ethical & Enduring Leadership
Prior to Class
Assignment
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Post Section One, “Effective Leadership” by October 25
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Review assignment description for Credo/Metaphor, in Syllabus
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Blackboard/Assignments/Ethical Leadership Paper
“Ethical Behavior Perception inventory”
In Class
Topics/Activities:
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Film: “Ethics for Everyone”
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Leadership Paper: Introduce Section 2- “Ethical Leadership”
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Review Team Presentation Guidelines
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Introduce Credo & Metaphor Assignment
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Session 6: November 12
Enduring Leadership
Prior to Class
Assignments
 Post Section Two: “Ethical Leadership Paper” by November 8.
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Review Assignment Description for “Enduring a Difficult Time”, in
Syllabus. Prepare a story (3 minutes) of enduring through a
difficult time to share orally in class.
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Complete and bring to class your Endurance Practices and
Resources Assessment (Blackboard/Assignments/Endurance
paper)
Readings
 Blackboard: Read any materials today’s presenting teams may
distribute or post
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McGraw-Hill, Ethics and Leadership Anthology, pp. 208-219
“The Making of a Corporate Athlete”
In Class
Topics/Activities:
 Teams A and B make presentations (30 minute presentations;
15 minute discussion to follow each)
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Share endurance story with small group
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Introduction of Section Three of Leadership Paper: “Enduring
Leadership”
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Session 7: November 19 (Back to Back)
Enduring Leadership
Prior to Class
Assignments:
 Bring to class preliminary ideas for your Leadership Credo and
Metaphor
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Review Leadership Growth Plan in Syllabus.
Readings
 Read case studies and supporting materials for team
presentations.
In Class
Topics/Activities:

Teams C and D make presentations (30 minutes followed by 15
minute discussion
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Introduce Leadership Growth Plan.
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Discuss preliminary ideas for your Leadership Credo and
Metaphor in small groups
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Session 8: December 3
Leadership Possibilities
Prior to Class
Assignments
 Post Section Three: “Enduring Leadership Paper” by November
29.
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Prepare personal Credo and Metaphor for presentation to class.
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Be prepared to discuss your Summary/Leadership Growth Plan in
small group
In Class
Topics and Activities:
 Course evaluation
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Film: “Leadership: The Art of Possibility”
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Leadership Portfolio: review contents, operations
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Leadership Growth Plan: small group discussion
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Leadership Credo and Metaphor: class presentation
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Envisioning the future
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Celebration!!
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Exam Week December 5 - 11
Assignment:
Submit completed Leadership Portfolio by building closing time on
December 11 by dropping off in the marked box in the second floor
Fontbonne atrium, outside the MAOL office. Be sure to note the
Instructor’s name and Section # on the box. (Check for building
access times when WEC classes are not in session.)
Campus guidelines require that grades be posted by December 19.
An announcement will be made in class, and posted on Blackboard,
about portfolio pickup dates. The campus has not yet announced
building closing dates for the holiday.
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MAOL Student Final Course Assignment Pick-up Policy
Adopted May 6, 2010
To comply with FERPA privacy regulations, MAOL students have two options
to retrieve final course assignments:
OPTION #1:
 Students may submit their final assignment to their instructor with a
self-addressed, pre-paid stamped envelope in which the instructor will
mail the graded assignment back to the students.
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Team assignments must include a cover sheet listing the designated
name and address where the assignment should be mailed.
OPTION #2:
 Students may pick up their final assignments at the WEC/Graduate
Student Office, 203 Derham Hall.
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Students will be required to show their St. Catherine University ID and
may not pick up assignments for classmates.
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Team assignments must be submitted to the instructor with a cover
sheet listing the designated name for assignment pick-up. The team
assignment will not be released to any other team member.
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Faculty will deliver course assignments alphabetized to the
WEC/Graduate Student Office within 48 hours of submitting final
grades. Final grades for fall term are due December 19, 2011. Final
papers will be delivered to the WEC Office by December 21, 2011.

Students may pick up their work from the WEC/Graduate Student
Office, Derham Hall 203 during office hours. 651-690-6542
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Assignments from fall term will be held until February 12, 2012.
Please note: MAOL instructors spend significant time commenting on student
work and believe that learning occurs when students review their work and
reflect on feedback. Students are strongly encouraged to retrieve final
assignments and add them to their Leadership Portfolios.
Hardesty 6200 Fall 2011