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LDRS 670 Sias: Leadership and Personal
Development
STUDENT SYLLABUS
Fall Semester 2014
Instructor of Record: Mardell Maxwell
mrmaxwell2@fhsu.edu
Fort Hays State University,
600 Park Street, Hays, KS 67601
Cooperating Teacher: Jared Nielsen
Jared.sias@yahoo.com
COURSE DESCRIPTION:
The focus of this course will be on you as the leader from an individual perspective. The course will be based
on each student’s perception of his or her own life experiences that have helped them reach this level in their
leadership development journey (PAST), where they are now in that journey (PRESENT), and their personal
leadership goals (FUTURE).
Emphasis on self-awareness, awareness of others, effective communication, and the building of trusting
relationships as a basis for developing individual leadership skills will be included. The purpose of the course
is to enable students to be more conscious of leadership, of their leadership potential, and to start them on their
way to becoming a life-long learner of leadership practices.
COURSE OBJECTIVES:
1. To provide increased opportunities for growth in self-awareness.
2. Provide a variety of leadership-assessment contexts, which will aid students in the understanding of their
own personal leadership profile.
3. Understand their strengths and opportunities for improvement.
4. Identify opportunities and strategies for increased self-confidence.
5. Identify and assess personal values.
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6. Understand and practice effective listening.
7. Practice using interpersonal skills to improve personal performance, the quality of relationships, and to help
others.
PHILOSOPHY OF THE INSTRUCTOR:
I will be available via email to discuss class material, course content, and/or assignments. I want you to feel
that you can contact me with questions or concerns – I will respond to your emails within 36 hours. I will do
my very best to have all assignments graded in a timely manner and back to you no later than 2 weeks.
Lastly, this class will be a welcome and fun place where you are free to express yourself and to learn and
develop in personal leadership. Thank you in advance for your participation in this learning experience.
MY EXPECTATIONS OF YOU:
I expect you to put your best effort forward to process and apply the content of this course. I think you will find
this material to be extremely applicable to your life experiences. In the classroom, I expect each of you to
participate in the class and group discussions. For your written assignments, I expect strong English writing
skills. If you have questions or concerns regarding your academic writing, your CT, or a writing tutor to assist
you in this course. If you have any questions ask your CT first. If he/she cannot help, they will refer you to me
or they will email me themselves.
TURNING IN ASSIGNMENTS:
Once you have completed your assignment, login to the assignments section of Blackboard and choose the
View/Complete Assignment link for the assignment you are turning in. Next, enter your comments and attach
your homework. Finally, click the submit button. By submitting your documents in this way, you will be able to
have instant assurance that the assignment has reached the department by checking your gradebook for an
exclamation point.
LATE ASSIGNMENTS:
Assignments received after the due date will be deducted 10% per day late unless prior arrangements have been
made with the Cooperating Teacher or me. I will accept NO papers for the course after December 12 2014 at
11:59 p.m. (China time zone). There will be no exceptions to this rule. It is your responsibility to check
Blackboard to ensure your paper was posted correctly and that you received a score for your assignment.
COURSE REQUIREMENTS:
Participation/Attendance (200 points 12 pts each week for a total of 180 points, 20 pts for extra credit per
CT and IoR’s discretion) Each class is worth 6 points for a total of 12 each week. Because of the nature of
this course, your participation is essential and WILL contribute to your final grade. Attending class every day
and coming prepared with the text and paper and pens is required. Participating in class discussions/lectures,
individual and group activities, and whole class projects is required to earn participation points. Showing up
does not constitute participation. Only three (3) absences will be excused. For any medical or other emergency
with excessive absences, you will need to have valid verification. You will lose points for arriving late, leaving
early, use of cell phones, and sleeping. If there are extenuating circumstances for more than three absences talk
to the CT as soon as possible. NO CONSTANT TALKING AND CELL PHONE USE FOR SURFING THE
NET, TEXTING, or READING EMAILS. Students will lose all attendance and participation points and could
possibly be asked to leave the class if there is continuous TALKING IN CLASS AND TIME ON CELL
PHONE.
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Teamwork: Teamwork is an essential part of this course. Students are expected to participate in-group
discussions and activities and, contribute to team assignments. Equal distribution of work is expected from
each team member. The CT and instructor will evaluate students on their contribution. A team member can
receive a different score for team assignments if they have not contributed equally to team assignments. This is
left up to the discretion of the CT and Instructor. At the end of the course, students will complete a team peer
evaluation form.
Evaluation of work – All written work should be neat, complete, and submitted on time. Assignments will be
graded on content, format, organization, grammar, and spelling. Effective writing skills should be demonstrated
in all written assignments. Please proofread and correct spelling, grammar, and typographical
errors. Remember to use Spellcheck. Assignments will be explained in detail in class and posted under
assignments in BB.
Written Assignments – All assignments must be 12 font New Times Roman or Calibri, double-spaced, 1 inch
margins, and numbered with a header. All papers must have title page (see sample paper in assignments on BB).
The title page must be a separate page, centered, and include Title of Assignment, Name(s) of individual or
team members-first (English) and family name, FHSU ID numbers, Course (example: LDRS670VE-SNU,
LDRS670VE-Sias), Date, and Instructor (Ryan, Deb or Jared/Pat Blanton or M. Maxwell). DO NOT rewrite
any assignment unless you have approval from me and/or your CT. Any research requires references and
citations in APA 6th edition format. See the sample APA paper in assignments in BB for examples.
DO NOT COPY AND PASTE INFORMATION FROM ANY TEXTS, WEBSITES, OR ARTICLES. THIS IS
CONSIDERED PLAGIARISM AND IS WRONG. Copying someone else’s work and presenting it in your
paper as your idea(s) is stealing. In this class it is important to express your own ideas from all the readings and
class discussions and activities not someone else’s. You can get ideas from others but IT IS IMPORTANT
THAT YOU USE YOUR OWN WORDS to express what you think. You can get your ideas from research,
BUT IT HAS TO BE WRITTEN IN YOUR OWN WORDS. I am interested in what you think and have to say,
not what the texts or research says.
DO NOT WAIT UNTIL THE LAST WEEKS OF CLASS, AFTER CLASS HAS ENDED, OR EVEN AFTER
GRADES HAVE BEEN POSTED to ask questions about your grade or points awarded. It is difficult to make
changes last minute. Grades cannot be changed after they are posted. Talk to your CT and/or IoR early.
Any posting (assignment or question) to an email address other than BB (patblanton@live.com ) you must
include in the subject line: Name (Individual or team with first and family names, Class (LDRS670VE-SNU),
and title of paper.
Reading Assignments: All reading assignments are required to be completed the week before class. Coming to
class prepared includes completing the reading assignments and reviewing the PPs so everyone can participate
in class lectures/discussions, activities, and projects to their fullest extent possible. Individual and team written
assignments and exams are based on conceptual understandings of both text information. See syllabus for
reading assignments.
Homework: Reading assignments before the week they are due. Reading any additional articles, handouts, and
PPs as requested by the CT or IoR. Reviewing PPs before the week, they are due. Completing all written and
research assignments as requested by the CT or IoR.
REQUIRED TEXTS:
Henry, S. (2011). EQ and leadership in Asia: Using Emotional Intelligence to lead and inspire your people.
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Singapore: John Wiley & Sons.
Ulrich, D., & Sutton, R. (2011). Asian Leadership. What Works. Singapore: The McGraw-Hill Companies
Additional article readings throughout the course.
GRADING SCALE:
A: 100 – 92%
B: 91 – 83%
C: 82 – 70%
D: 69 – 60%
ASSIGNMENT DETAILS:
Assignments
Syllabus Quiz
Reflection One: Personal Leadership Plan (Individual)
Exam One
Reflection Two: Case Study: Organization (Team)
Reflection Three: You and Leadership EQ (Team)
Points
25
150
100
150
150
Elevator Speech (Individual)
Exam Two: (Team assignment)
Class Participation (15wks x 12pts = 180pts)(20 extra
credit points at CT and IoR discretion)
Total
75
150
200
Due Date
Week 1
Week 5 Due Sat. Oct. 4
Week 8 On BB
Week 9 Due Sat. Nov. 1
Week 13 Due Sat. Nov.
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Week 15 In class
Week 15 Due Sat. Dec. 13
Weeks 1-15
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Individual Assignments:
Reflection Paper One: Personal Development Plan (150 pts.): The first reflection paper will be based on the
4 dimensions and 19 attributes of EQ and Leadership in Asia (Henry, 2011). Review Figure 3.2 on page 24.
Write a two (2) page reflection paper answering the questions related to your personal strengths/weaknesses in
two of the EI dimensions. Select two strengths and two weaknesses. After you have assessed your personal EQ
use the four steps presented in Chapter 7 pp. 63-72 to create a plan to develop your emotional intelligence (1
page). See paper instructions and template for the assignment under Assignments in BB. Keep the headings but
delete all instructions in red once you have completed the paper. Post the paper by the due date in BB.
Elevator Speech: (75 pts.) Each student will present in front of the teacher a 2-minute elevator speech
explaining your degree in Organizational Leadership in a globalized world and why a prospective employer
should hire you for a job. You will relate your position and perspective on leadership development and
Emotional Intelligence. Your elevator speech will be presented in class and graded at time of presentation. See
the assignments instructions in Assignments in BB. Presentation date and time of Elevator Speeches will be
assigned in class by the Instructor.
Exam One (100 pts): Exam one will be multiple choice, T/F, and matching, with two essay questions on BB.
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Team Assignments
Reflection Paper Two: Case Study: Leadership in China (150 pts.):
The second reflection paper is based on how Emotionally Intelligent leadership works and does not work in
Asian Leadership . The case study will be based on the four dimensions and 19 attributes of EQ covered in the
text EQ and Leadership in Asia (Henry, 2011).
On the handout LDRS670 The Fastest Growing Chinese Companies and Industries is a list of growing
organizations and industries in China that have a global presence or would like a global presence. Your team
will select one organization or Industry from the list. The Chinese government has also given state-owned
organizations, private organizations and small business a directive to be more socially responsible-care about
the environment, workers, communities issues, and global issues such as hunger, education, health, and poverty.
Research more about your selected organization or industry in magazines, articles, peer-reviewed articles, and
possible visits. In your research, gather information and data on their leadership style.
Thinking questions:
How does their leadership style support a global perspective?
How does it not support a global perspective?
How or what social issues does this organization support or not support? Why or why not?
What EI strengths does the organization have and/or use that help them develop a global perspective and be
socially responsible?
What recommendations would you offer them to use their EI strengths to become global and socially
responsible?
What EI weaknesses does the organization have that stops them from developing a global perspective and being
socially responsible?
What recommendations would you offer them to improve their EI weaknesses so they can have a more global
perspective and be (more) socially responsible.
What are future challenges that the organization will face that their EI leadership strengths will help them
problem solve?
See instruction and paper template in Assignments in BB.
Reflection Paper Three: You and Leadership EQ-Web2.0 (150 pts.).
Your team is presenting a presentation to high school students about
1. How EI leadership makes a difference on how you are as an individual leader,
2. How it can help organizations be future-focused,
3. How EI can address social issues in China today, and
4. How it is a relevant part of organizational leadership and followership.
You will develop a Web2.0 presentation: PowerPoint, video, infographic, webpage or blog, brochure, or
newsletter highlighting you position. Use both texts as a resource when developing your presentation. See
instructions in Assignments in BB.
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Exam Two: (100 pts.). China is rapidly changing and that change has created many important environmental
issues that need to be addressed collaboratively between the government, organizations, and citizens. Your
team will select one issue that is important to you.
1. As a team you will select one attribute from each of the four dimensions of EI that your team believes is
needed in Chinese leadership to help Chinese organizations and citizens address your selected issue as
change agents. Identify the attributes and explain why they are needed in China. Give recommendations
on how organizations and citizens can develop the attributes and use them to address your issue.
2. As a team you will select one attribute from each of the four dimensions of EI that your team believes
Chinese leadership has already. Identify the attributes and explain why they are Chinese strengths and
how can they use them to address your issue
3. Reflect on how each one of you see yourself meeting these leadership challenges based on your EI
strengths. Each team member will select one characteristic that they think is a strength and would help
them address the issue. Each member of the team will explain their strength and how it can help the
issue.
4. Justify your positions based on facts from both texts.
ACADEMIC HONESTY:
From FHSU Student Handbook
Membership in the FHSU learning community imposes upon the student a variety of commitments, obligations,
and responsibilities. It is the policy of FHSU to impose sanctions on students who misrepresent their academic
work. Appropriate classroom instructors will select these sanctions or other designated persons consistent with
the seriousness of the violation and related consideration.
Examples of academic dishonesty include but are limited to:
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Plagiarism: taking someone else’s intellectual work and presenting it as one’s own (which covers
published and unpublished sources). Using another’s term paper as one’s own, handing in a paper purchases
from an individual or agency, submitting papers from living group, club or organization files, or using another’s
computer program or document are all examples of plagiarism. Standards of attribution and acknowledgement
of literary indebtedness are set by each discipline. Students should consult with their department or with
recognized handbooks in their field when in doubt.
2.
Cheating is unacceptable in any form. Examples include consultation of books, library materials or
notes during tests without the instructor’s permission; use of crib sheets or hidden notes; intentional observation
of another student’s test; receipt of a copy of an exam or questions or answers from another graded activity;
deliberate falsification of lab results; submission of falsified data, alteration of exams or other academic
exercises; and collaboration on projects where collaboration is forbidden.
3.
Falsification, forgery, or alteration of any documents pertaining to assignments and examinations.
4.
Students who (cooperate or in other ways promote) participate in promoting cheating or plagiarism by
others (or who take credit for the work of others) will also be in of this policy.
VIOLATION OF ACADEMIC HONESTY
Academic honesty is very important in this class. The following are the consequences of engaging in any form
of academic dishonesty.
1. On the first violation, the instructor has discretion to counsel or reprimand the student as he or she
deems fit. Sanctions for this first violation may include up to failing the requisite assignment.
2. The second violation may result in sanctions, at the discretion of the instructor, up to failing the
assignment or exam. A notification and description of the academic dishonesty may be sent to both
FHSU and the partner school administration.
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3. The third violation may result in sanctions, at the discretion of the instructor, up to failing the course.
Notification of the academic dishonesty and accompanying failure may be sent to both FHSU and the
partner school administration.
4. Students who violate the academic honesty policy may also face program level consequences, up to and
including expulsion from FHSU and the partner institution.
GIFT GIVING: It is the policy of Fort Hays State University that instructors may not accept gifts from
students. Please do not give gifts to the instructor, as the CT and IoR will not be able to accept them.
Course Schedule
Week One/Module 1
Sept 1-5
Week Two/Module 2
Sept 8-12
Syllabus review and in-class quiz
Review of vocabulary
Introduction to concepts of emotional
intelligence, and emotionally intelligent
leadership-Table of Contents
Chapter 1 and 2
Self-awareness
Emotional self-awareness
Accurate self-assessment
Self confidence
Mid-Autumn Festival
Sept 6-8
No School Sept 8
Week Three/Module 3
Sept 15-19
Week Four/Module 4 and 5
Sept 22-26
Week Five/Module 6
Sept 29-Oct 3
Text for first 8 weeks EQ and Leadership in
Asia (Henry, 2011)
Syllabus Quiz
Before class: Read Chapter 1, and 2 – EQ
Book
Preview PPs.
Mid-Autumn Festival-No School Sept 8
Chapter 3 and 4
Self-management
Emotional self-control
Transparency
Adaptability
Chapter 5 and 7
Achievement
Orientation
Initiative
Optimism
Social Awareness
Empathy
Organizational awareness
Service orientation
Chapter 8 and 9
Relationship management
Developing others
Inspirational leadership
Change catalyst
Chapter 10, 11, 14
Leadership Influence
Leadership and Conflict management
Leadership emotions and intuition
Before class: Read Chapter 3 4 – EQ Book
Preview PPs
In-class Review Reflection One paper
(Individual)
Before class: Read Chapter 5 and 7
Read Chapters 8-9 EQ Book
Preview PPs
Before class: Read Chapter 10, 11, and 14EQ Book
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Preview PP
National Day-No School
Oct 1-3
National Day-No School Oct 1-3
Reflection One Paper Due: Sat. Oct. 4
Week Six/Module 7
Oct 6-10
National Day-No School
Oct 6-7
Week Seven
Oct 13-17
Chapter 12 and 13
Effective listening.
Improving interpersonal skills
Accept consequences
Decisions making
Before class: Read Chapters 12 and 13 – EQ
Book
Preview PPs
National Day-No School Oct 6-7
Study sheet/review for exam one
In-class Review Reflection Two Paper
(Team)
Exam
Week Eight/Module 9
Oct 20-24
Week Nine/Module 10
Oct 27-31
Week Ten/Module 11
Nov 3-7
Week Eleven/Module 12
Nov 10-14
Week Twelve/Module 13
Nov 17-21
Week Thirteen/Module 14
Nov 24-28
Chapters 1, 2,3,4, and 5
Leadership-assessment
Personal leadership profile
Increase self-confidence.
Chapter 6, 7, and 8
Leadership innovation
Strategic execution
Leadership and strategic trends
Leaders Turn Goals into Reality
Chapter 12, 13, 14, and 15
Challenge of leading and managing
strategic change
Leadership behaviors and practices
Leadership insights
Action-oriented leaders
Leadership and governance
Chapter 16, 17, 18, and 19
Inspiring Collective Meaning Making
Good Governance.
Leadership and Collective Purpose
Leadership and the Search for Meaning
Chapter 20, 21, and 22
Developing world-class leaders
Leadership responses to major trends and
forces
Legacy of leadership
Chapter 23, 24, 25, and 26
Leadership development programs
Career Development
Leadership Assessments
Review for Exam
Asian Leadership What Works (Ulrich &
Sutton, 2011)
Before class: Read Chapters 1, 2, 3, 4, and 5
Preview PPs
Reflection Two Paper due: Sat. Nov. 1
Before class: Read Chapters 6, 7, and 8
Preview PPs.
Before class: Read Chapters 12, 13, 14, and
15
Preview PPs
In-class Review Reflection Three
Presentation (Team)
Before class: Read Chapters 16, 17, 18, and
19
Preview PPs
Before class: Read Chapters 20, 21, and 22
Preview PPs
In-class review of Elevator Speech
Before class: Read Chapters 23, 24, 25, and
26
Preview PPs
In-class Review of Exam Two (Team)
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Week Fourteen/Module 15
Dec 1-5
Week Fifteen
Dec 8-12
Chapter 27, 28, 29, and 30
Purposeful leadership development
Future-Ready Leadership Development
Developing Leaders in Asia.
Leadership Transition
Elevator Speech
Reflection Three Presentations Due Sat.
Nov 29
Before class: Read Chapters 27, 28, 29, and
30
Preview PPs
Elevator Speech-Present in Class
Exam 2 Due Sat. Dec. 13
Reading Resources
Chen, D. (2014, March 21). The world needs China’s leadership. The Diplomat.
Retrieved from http://thediplomat.com/2014/03/the-world-needs-chinas-leadership/
Fischer, B. (2013, November 15). China Needs a New Generation of Dreamers (and New Dreams). Harvard Business
Review Blog. Retrieved from http://blogs.hbr.org/2013/11/china-needs-a-new-generation-of-dreamers-and-newdreams/
Lu, X. (2012, November 1). Struggle of ideas amid China’s leadership challenge. CNN World.
Retrieved from http://www.cnn.com/2012/10/31/world/asia/china-leadership-ideologies/index.html
McGegor, J. (2014, February 25). Leadership skills for the year 2030. The Washington Post. Retrieved from
http://www.washingtonpost.com/blogs/on-leadership/wp/2014/02/25/leadership-skills-for-the-year-2030/
Zhao, S., & Gentry, W.A. (2014). A Leadership Gap Analysis for Chinese Leaders from a 360-Degree Survey, White
Paper. Center for Creative Leadership, 1-24. Retrieved from
http://www.ccl.org/leadership/pdf/research/LeadershipGapChineseLeaders.pdf
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