Seminar on Management & Leadership
MGMT509
Spring 2014
I. INSTRUCTOR AND CONTACT INFORMATION
Instructor:
Office:
Phone:
Email:
Dr. Jody Fry
318J Founders Hall
254-519-5725
lwfry@ct.tamus.edu - Please keep course-related communication inside
Blackboard and use TAMUCT email only when Blackboard is not
available.
Office Secretary:
Office Hours:
Mrs. Jennifer Perez 254-501-5437
TTh 2:00-5:00 PM; By Appointment
Online Office Hours MW: 8:30 – 10:30 AM
Mode of instruction and course access:
This course utilizes the Texas A&M University Central Texas Blackboard course
platform. Each student will complete assignments on their own. Reading assigned
material from the text is the major part of the course. Synthesizing the major concepts
presented in the course into an original essay to be submitted will also be an important
course component
For a general overall guide to Blackboard the following link will help:
http://online.tarleton.edu/4xhandbook/contents.htm
Student-instructor interaction: I am accessible mainly through email, which I check
several times a day during the week and usually once a day on weekends. I will get
back to you within 24 hours during the week and within 36 hours during the weekend.
Moreover, you can reach me during my scheduled office hours at 254-519-5476. I can
also be reached by phone other than my scheduled office hours by calling Charlotte
Wesley, our office secretary (519-5725), who will put me in touch with you. We can also
schedule a call if you send an email with your phone number and request that I call you
back.
UNILERT: Emergency Warning System for Texas A&M University – Central Texas.
UNILERT is an emergency notification service that gives Texas A&M University-Central
Texas the ability to communicate health and safety emergency information quickly via
email and text message. By enrolling in UNILERT, university officials can quickly pass
on safety-related information, regardless of your location. Please enroll today at
http://TAMUCT.org/UNILERT
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II. COURSE INFORMATION
Course Overview and Description. This course is the integrating capstone course for
the MS Management and Leadership program. The course examines and explores both
mainstream and emerging theories and approaches to leadership. Emphasis is on the
case study method of examining the applications of leadership principles and theoretical
models to varied organizational situations. This course focuses on developing leaders
who can effectively deal with the environmental and organizational challenges of the
global, Internet age.
In addition, this seminar explores the relationship between business as a pivotal societal
institution and leadership formation based on a model of spiritual leadership. Questions
the course will explore will include: How is spiritual leadership related to the ideas of a
calling and membership and, ultimately, personal and organizational effectiveness?
Why do successful leaders often derail if they lack personal integration due to
dysfunctional personality characteristics? How is spirituality related to the achievement
of personal leadership? How do turbulent business environments affect leadership
spirituality? What special challenges are posed for spirituality by power and wealth that
accompany successful business leadership? How can spiritual disciplines and
meditation practices be tailored for the time-pressured life of business professionals and
leaders? What are the benefits of a more intense spiritual journey for leadership
formation and organizational leadership?
Course Objectives: At the conclusion of the course the student will be able to:
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Review behavioral theory in organizational context including individual and group
dynamics in the business environment. Specific consideration will be given to
leadership, motivation, communication, employee supervision, and morale.
Review theories and processes directed at alignment of structure, technology,
information systems, reward systems, people and culture, and management
processes with organizational goals.
Examine and explore the distinctions between management and leadership.
Emphasis will be given to the problems managers and leaders face in leading
contemporary organizations in a rapidly changing workplace.
Review the design and use of cross-functional operations planning, control, and
support systems.
Review pro-active strategies for organizational change using the theories and
techniques of applied behavioral science management scenarios.
Student Learning Outcomes: On completing this course students will be able to do
the following:
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Apply different concepts related to leadership and organizational behavior.
Define the purpose and nature of the field of leadership.
Differentiate between various types of leadership theories and their application.
Distinguish the specific steps managers can take to lead and motivate
employees.
Explain the factor/characteristics necessary to lead high-performance teams.
Analyze different concepts related to leadership and decision making.
Implement different concepts related to leadership and managing follower
conflict, stress, and communication
Describe the process of leadership which involves the interaction between the
leader, the followers and the situation
Understand the leadership principles and theoretical models that may be used in
contemporary organizations
Understand change theory and how it can be utilized in contemporary
organizations
Apply leadership principles and theoretical models to various organizational
situations.
Compare and contrast current approaches to managing change within
organizations.
Explain the use of applied behavioral science in organizational development.
Apply current practices in management using relevant management articles and
applications,.
Examine the importance of alignment in overall organizational
success.
apply the skills necessary to be effective, capable, ethical leaders in society and
in the workplace.
Demonstrate leadership skills in a real world context by integrating theoretical
and practical application of tools, techniques, concepts and skills learned in this
course
Explain how and why ethical principles, core values, and socially responsible
management practices matter greatly in the conduct of a company’s business
Student Learning Outcomes by Text Chapter are given in Appendix B
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Required Reading and Textbook(s):
TEXTS:
The Leadership Experience (5th edition) plus Premium Web
Site, Richard L. Daft, Cengage South-Western, Mason, OH ©
2011 ISBN-13: 978-1-111-87050-8.
Go to the site below and click “Bundle and Save”
http://www.cengagebrain.com/shop/isbn/9781439042113
If you have the standard book ISBN-13: 978-1-4390-4211-3
you can purchase the Premium Web Site Instant Access Code
for Daft's The Leadership Experience, 5th Edition by clicking
the site below and then clicking “Related Products.
http://www.cengagebrain.com/shop/isbn/9781439042113
A student of this institution is not under any obligation to
purchase a textbook from a university-affiliated bookstore. The
same textbook may also be available from an independent
retailer, including an online retailer.
REFERENCE:
American Psychological Association. (2009).
Publication Manual of American Psychological .
Association (6th ed.). Washington, D.C
III. COURSE REQUIREMENTS
Specifications for Written Assignments: All written work will be completed using a
computer. All work (unless noted otherwise) will be submitted on 8-1/2 inch by 11 inch
white bond paper as follows: margins [top, bottom, left and right] will be one (1) inch,
double-spaced, Times New Roman font, 12 pitch, and the color black will be used for all
wording. Items submitted are expected to be of collegiate quality, language and depth.
Professional level writing and communication are critical skills in the business world.
This standard should be displayed in all assignments for this class. All communications,
both to the Professor and student colleagues should be kept professional, including
Discussion Board postings and email correspondence. For written assignments, all
work should be proofread, free of grammatical errors, include proper citations and be in
accordance with American Psychological Association (APA) standards. For information
on APA standards and correct citation formats consult the APA Publication Manual,
and/or link to the following sources:
http://www.tarleton.edu/library/userhelp/APA_format_bib.pdf
http://www.library.cornell.edu/newhelp/res_strategy/citing/apa.html
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http://www.lesley.edu/library/guides/citation/apa_citation_format.pdf
For Internet citations: http://owl.english.purdue.edu/owl/resource/560/10/
http://www.writinghelp-central.com/apa-citation-internet.html
A sample paper using APA style guidelines can be reviewed at:
http://www.dianahacker.com/pdfs/Hacker-Shaw-APA.pdf
Examinations:
1. Chapter Exams (15 %): There will be four examinations on the Daft text
during the semester. The exams are non-cumulative, and will include only
materials covered in the prior section of the course. Exams will be open-book
and open-notes. I'm afraid that all of you only get one shot at each exam. Makeups are only for those people who missed the exam with legitimate and
documentable excuses (not being prepared is not a legitimate excuse for not
taking an exam during its regularly scheduled time).
Reviewing the Chapter PowerPoint presentations, and using the Publisher
Supplemental Materials and self quizzes are good ways to prepare for each
Exam.
For help in how to prepare for objective exams see:
http://www.swccd.edu/~asc/lrnglinks/tests_obj.html
http://www.lib.uoguelph.ca/assistance/learning_services/handouts/multiple_choic
e_exams.cfm
Most exams will be available over a 72 hour period online (Friday 8:00 a.m. –
Sunday, 11:59 p.m.); availability will be shownin the Exam link. Exams will be
timed and once started, must be completed at that time. There will be no makeups for missed exams unless there is a documented medical emergency.
2. Individual Leadership Case Exams (30 percent) - There will be two openbook, open-notes individual case examinations. The first exam will be
count 10%; The second 20%. Students are responsible for all material covered
in the course up to the time of the exam. The exam will require you to analyze a
textbook case or an article from a business periodical (e.g., Business Week,
Fortune, Forbes, etc.). This exam requires a case analysis that follows the
Case Analysis Outline (see Appendix B).
The second exam will serve as the comprehensive examination for
students in the MS Management & Leadership Program
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You will turn in your exams as an attachment through the Exams Link in the
course menu. Please include a title page. Be sure and only include your name
only on the title page, not in the body of your exam.
You must organize your exam using headings and subheadings that reflect
the Case Analysis Outline. It’s not a good idea to make me hunt for your
answers. Use this format – Course Identification and Term_ Individual Case
Exam #(1 or2)_Your Last Name.
Discussion Forums:
Introductory Biography Statement (0 Percent): Submit a MS-Word document
covering a short bio of yourself with a pic. I would expect to see in your bio
information relating to your major, current student status, interests and any other
info you deem relevant. Submit this assignment through the Discussions
link by the beginning of the second week of class.
Course Q&A, and Case Analysis Out line Discussion Forums: I have also set
up discussion boards for (1) a Q&A forum for questions concerning this course in
general and (2) a forum for questions concerning the Case Analysis Outline,
given in Appendix B.
Written Assignments: Each student will complete the following assignments:
1. Team Process Assignment (0 Points): This assignment requires you as a
team to examine the process of how you will work together – one of the primary
areas of focus in the study of organizational behavior. Follow the outline given
in the Team Handbook that is provided as an attachment with this
assignment, which will also give its due date:
I. Who are we?
II. What do we want to accomplish?
III. How do we organize to meet our goals?
IV. How will we operate?
V. How do we continuously learn and improve?
I will keep returning this submission to you until I am satisfied with the analysis of
your team’s process.
Failure to get my approval on this assignment will result in a five point deduction
on the final grade of all team members.
You will turn in your Team Process Assignment as an attachment through
the assignments link on the Course Menu, which will also include its due
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date. Use this format – Course Identification and Term_Team Process
Asignment_Your Team Name.
2. TEAM HANDOUT CASE PRESENTATION (10 Percent) – There will be one
case you will prepare as a team. See the Assignments course link for when your
team’s case presentation is due. Use the Case Analysis Outline in Appendix B as
a guide for your presentation. The presentation submission should be a Power
Point Presentation with notes. Your notes should provide enough detail to
demonstrate that it follows the Case Analysis Outline.
You will turn in your Case Presentation as an attachment through the
assignments link on the Course Menu, which will also include its due date.
Use this format –Course Identification and Term_ Team Text Presentation
(name of case)_Your Team Name.
3. LEADERSHIP COMPETENCY JOURNAL (10 Points): Each chapter in the
text has self-assessment exercises. In this course you are required to compose a
journal in which you record what you have learned from completing each of the
assigned exercises. The Leadership Competency Journal is where you should
demonstrate that you have mastered and can apply course concepts. It is not
enough to just list your answers.
For “Case Studies,” read the case and then answer the questions at the end of
the case be sure and apply the relevant course concepts as appropriate. Be sure
and also include the Case Questions in bold along with your answers.
For “Exercises” be sure that you discuss what you have learned about you.
You are not required to duplicate or copy each exercise, just read and comply
with the instructions for that particular exercise. Be sure and give your score for
each exercise as part of your discussion.
A well thought out and complete response to each case/self-assessment applies
concepts from the text to fully support your analysis. Expected length for
responses is 1-2 complete paragraphs per question.
The assigned exercises and self assessments that will comprise your
Management Competency Journal are:
Chapter 2
Chapter 3
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 4
Sunshine Snacks
Finance Department
Self-Insight 12.3
Self-Insight 13.2
Self-Insight 14.3
American Tool & Die
Self-Insight 4.3
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Chapter 5
Chapter 6
Chapter 7
USS Florida
Sycamore Pharmaceuticals
Self-Insight 7.1
Submit your Management Competency Journal in one doc or docx file as an
attachment through the assignments link on the Course Menu. See your course
Calendar for the due date. Use this format – Class Identification and
Term_MCJ_Your Last Name. DO NOT email any individual assignments to me
unless specifically instructed to do so.
No late submissions are allowed for this assignment unless arrangements
are made before the due date.
4. Final Team Project (15 Percent) - The final exam will consist of a group
case presentation and written analysis of a real organization. During the
semester you will pick an organization and research it as a case study. This can
be an organization where you are employed or a FORTUNE 500 company. The
project is divided into two phases:
A. Final Team Project Proposal: Submit a 1-2 page proposal for my
approval. It should follow as much as possible at this stage the Case
Analysis Outline. In particular try to formulate an initial management
question. Submit your proposal through the assignments link, which
will also give its due date. Failure to get my approval on this
assignment will result in a five point deduction on the final grade of
all team members.
B. The analysis of the company, the format of the report and its grading
will follow that of the Case Analysis Outline in Appendix B.
Since you are analyzing an organization of your choice instead of a
company in an article I have provided. It is incumbent on you to write up
enough detail on the organization so that I can follow the application of
course concepts/models to the case situation. A general rule of thumb is
that the case situation write up should comprise about 50% of your
paper.
The paper should be 15-20 double-spaced pages (exclusive of cover
page, table of contents, references and attachments), APA style, 1 inch
margins, 12 pitch, times new roman font. Use at least ten references
with citations. Also make sure that every citation in your references
should be cited in the body of your paper.
Multiple citations from the same web site only count as one citation
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toward the ten reference requirement.
Be sure and take advantage of the library link in the course menu. This will
be an important source of references and background material for your
Final Group Case Project.
Submit your Final Team Project through the assignments link, which
will also give its due date. Use this format – Course
Identification_Final Case Project (name of company)_Your Team
Name.
No late submission will be accepted for this project unless
arrangements are made before the due date.
C. Peer Evaluations: All students must fill out the peer evaluation form
and turn it in through Blackboard email by the last day of class. I use this
as a mechanism to determine an individual’s contribution to the group’s
effort. The primary impact of the evaluation is on a student’s participation
grade. If you rate a group member significantly higher or lower than
the other group members, you must write down the specifics of the
situation and justify your rating.
D. Team Member Performance: Team collaboration is permitted
ONLY for the two assigned team projects. All other work in the course
must be your individual work. I expect each team member to fully
participate on team projects. All team members will receive the same
grade for the Projects. However, I reserve the right to make exceptions to
that practice as circumstances such as performance imbalance or
communication issues warrant. I reserve the right to administer peer
evaluations at any time for your projects and to consider these in the
allocation of grades among team members. I strongly urge you to discuss
your mutual expectations with your team members.
If at any time, you believe that a team member is not living up to
his/her commitments, you have the right to remove them from your
group. To remove a team member:
1. First, meet as a team and discuss the issue with the offending
team member. Document your meeting in writing and send it to me
via email.
2. If the situation fails to improve, document the team member’s
lack of participation and performance.
3. Notify me in writing of the situation.
4. If I decide to remove the team member after consulting with the
offended team members and the offending team member, the
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terminated member will be responsible for completing an
independent Final Case Project on their own.
Late Submissions: Late submission of written work, presentations, etc. will result in a
10 % grade reduction for each day it is late and will not be accepted beyond thee days
from due date.
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Grading Criteria Rubric and Conversion:
Grades
will be calculated as follows:
LETTERGRADE
EQUALS
==
“A”
==
“B”
==
“C”
==
“D”
==
“F”
Activity
Introductory Biography Statement
Chapter Exams
Take Home Essay Exam 1
Take Home Essay Exam 2
Team Process Assignment
Team Project Proposal
Team Handout Case Presentation
Leadership Competency Journal
Final Team Case Project
TO
FROM
90 %
80%
70%
60%
Below
100 %
89%
79%
69%
60%
Pts & % of
Final Grade
0%
20%
10%
20%
0%
0%
15%
10%
25%
100 %
TOTAL
NOTE #1: There is NO EXTRA CREDIT in this course.
NOTE #2: Requests for Incomplete Grades: Incompletes will only be given in
emergency or other extreme circumstances. Any request for an incomplete grade
in this course must be approved by the professor prior to the last week of
classes. Where possible, requests should be submitted in written form and must
include an address and/or telephone number where you may be contacted
throughout the following semester. Tarleton State University uses the grade of ‘K’
on transcripts and grade reports to identify incomplete grades.
NOTE#3: Questions concerning one’s grade on a particular task (e.g., test, case)
should be resolved within one week after receiving the graded material. There
will be no reviewing of previously graded material at the end of the semester.
Note#4 - Peer Evaluation: All students must fill out an initial and final peer
evaluation form. I use this as a mechanism to determine an individual’s
contribution to the group’s effort. The primary impact of the evaluation is on a
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student’s Final Case Exam grade. If you rate a group member significantly
higher or lower than the other group members, you must write down the specifics
of the situation and justify your rating.
Note#5 – Class participation: Class participation can only enhance your grade.
You can receive extra points for participation that might make a difference if your
are 1-2 points below the next highest letter grade. The most objective way to
influence your participation score is to type up and turn in homework
assignments.
V. COURSE OUTLINE AND CALENDAR
APPROXIMATE COURSE SCHEDULE (See the course Weekly Schedule in
Blackboard for exact assignments and dates)
Unit
Class
Activity
Subject
Assignments
Check Blackboard
Calendar to Confirm
Due Date of Scheduled
Assignments/Exams
MCJ = Management
Competency Journal
1
Chap 1
Introduction/Syllabi
What Does It Mean to Be a
Leader
Traits, Behaviors, and
Relationships
2
Chap 2
3
Chapter 3
Contingency Approaches to
Leadership
Review Posted Material
on Case Analysis
Outline
LCJ: Sunshine Snacks
Intro Bio Due
LCJ: Finance
Department
4
Chapter 12
Leadership Power and Influence
Exam 1 Chs 1-3
LCJ: Self-Insight 12.3
12
Chapter 13
Creating Vision and Strategic
Direction
LCJ: Self-Insight 13.2
Chapter 14
Shaping Culture and Values
LCJ: Self-Insight 14.3
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6
Leadership Case
Exam 1 Due
Chapter 15
Leading Change
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LCJ: American Tool &
Die
Team Process
Assignment due
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Chapter 4
The Leaders as an Individual
Exam 2 Chs 12-15
LCJ: Self-Insight 4.3
Final Team Project
Proposal Due
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Chapter 5
Leadership Mind and Heart
LCJ: USS Florida
Chapter 6
Courage and Moral Leadership
LCJ: Sycamore
Pharmaceuticals
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Chapter 7
Followership
Team Handout Case
Presentation
LCJ: Self Insight 7.1
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Exam 3 Chs 4-7
Chapter 8
Motivation and Empowerment
Chapter 9
Chapter 10
Leadership Communication
Leading Teams
Chapter 11
Developing Leadership Diversity
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13
14
Leadership Case
Exam 2 Due
Leadership
Competency Journal
Exam 4 Chs 8-11
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Final Team Project &
Peer Evaluations
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IV. TECHNOLOGY REQUIREMENTS AND SUPPORT
a.
Blackboard Tutorial and Competency: Blackboard Tutorial and
Competency: This course will use the new TAMU-CT Blackboard Learn
learning management system for class communications, content distribution,
and assessments. See the Blackboard login page for instructions.
For this course, you will need reliable and frequent access to a computer and to
the Internet. You will also need a headset with a microphone or speakers and a
microphone to be able to listen to online resources and conduct other activities
in the course. If you do not have frequent and reliable access to a computer with
Internet connection, please consider dropping this course or contact me
(youremail and phone number) to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000,
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS
10.4 “Tiger®”
b. Check browser and computer compatibility by following the “Browser Check” link
on the TAMU-CT Blackboard logon page. (http://tamuct.blackboard.com) This
is a CRITICAL step as these settings are important for when you take an exam
or submit an assignment. Issues with technology or your personal computer are
not allowable reasons for missing a deadline, be sure you have the correct
computer configurations and have a back-up computer available.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student
Orientation under My Courses tab. Click on that link and study the materials in
this orientation course. The new Blackboard is a brand-new interface and you
will have to come up to speed with it really quickly. This orientation course will
help you get there. There is also a link to Blackboard Help from inside the
course on the left-hand menu bar. The first week of the course includes
activities and assignments that will help you get up to speed with navigation,
sending and receiving messages and discussion posts, and submitting an
assignment. Your ability to function within the Blackboard system will facilitate
your success in this course.
Technology issues are not an excuse for missing a course requirement – make
sure your computer is configured correctly and address issues well in advance
of deadlines.
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c. Technology Issues & Troubleshooting: For technological or computer issues,
students should contact the TAMU-CT Blackboard Support Services 24 hours a
day, 7 days a week:
TAMUCT Support Resources
http://www.tamuct.edu/help
24/7 Phone Support
(254)-519-5466 or (979)-845-8300
24/7 Online Chat Support
Available on the Help Desk Central Website (http://hdc.tamuc.edu)
Additional support materials are also available on the "How to Use Blackboard"
tab
For issues related to course content and requirements, contact your instructor.
V. COURSE OUTLINE AND CALENDAR
The Weekly Assignments Link in the Course Menu gives the official schedule for
course activities and due dates.
VI. COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Academic Integrity: Texas A&M University - Central Texas expects all students to
maintain high standards of personal and scholarly conduct. Students guilty of academic
dishonestly are subject to disciplinary action. Academic dishonesty includes, but is not
limited to, cheating on an examination or other academic work, plagiarism, collusion,
and the abuse of resource materials. The faculty member is responsible for initiating
action for each case of academic dishonestly. More information can be found at
www.ct.tamus.edu/StudentConduct. A found incidence of Academic Dishonesty for any
assignment, project or exam in this class will result in 0 points. Multiple incidences will
result in an F course grade.
Disability Support and Access: Texas A&M University – Central Texas complies with
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of
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1990. TAMUCT promotes the use of the Principles of Universal Design to ensure that
course design and activities are accessible to the greatest extent possible. Students
who require reasonable accommodations based on the impact of a disability should
contact Gail Johnson, Disability Support Coordinator at (254) 501-5831 in Student
Affairs, Office 114E. The Disability Support Coordinator is responsible for reviewing
documentation provided by students requesting accommodations, determining eligibility
for accommodations, helping students request and use accommodations, and
coordinating accommodations.
Drop Policy: If you discover that you need to drop this class, you must go to the
Records Office and ask for the necessary paperwork. Professors cannot drop
students; this is always the responsibility of the student. Be sure to keep up with
Registrar’s Office deadlines for withdrawing from this course, should your progress fall
significantly behind. The record’s office will give a deadline for which the form must be
returned, completed, and signed. Once you return the signed form to the records office
and wait 24 hours, you must go into Duck Trax and confirm that you are no longer
enrolled. If you are still enrolled, FOLLOW-UP with the records office immediately.
Should you miss the deadline or fail to follow the procedure, you will receive an F in the
course. Incompletes will be given in this class ONLY if a significant portion of the
course has been completed and there is a documented medical or family emergency
warranting the incomplete.
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Appendix A
Management 509
Case Analysis Outline
Develop a complete and thorough case analysis, considering the following analysis
outline. You must place appropriate headings that mirror this outline before each section
of your analysis. Develop your analysis with full explanation, illustration, and supporting
concepts/theories you have learned through your course study. Demonstrate that you
know the language of organizational behavior. Use heading and subheadings that
mirror the outline format.
For the Final Team Case Project you must write up enough detail about the
organization so that you can adequately support your analysis. This should be
approximately half of your case, although these specifics may be offered in various
parts of your analysis.
See the exam link for the Exam Case Analysis Outline
1.
Situation Analysis (25%): Describe briefly in summary form the management
situation reflected in the case. This is not a restating of the case details or
history. Instead, it captures the essence of the management situation and leads
to the development of the issue(s) statement to follow. Be sure and include a:
A. Vision/Purpose/Mission/Values Statement – Identify any issues related to:
1. The organization not having a stated set of Vision/Purpose/ Mission/
Values.
2. The organization not living up to its stated set of Vision/Purpose/
Mission/Values.
B. Stakeholder analysis:
1. Identify key stakeholders
2. Identify expectations for each stakeholder.
3. Identify key issues related to unmet stakeholder expectations.
C. Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis
Identify any issues related to your SWOT analysis. These usually have to
do with weaknesses and threats
2.
Issue(s) Statement & Management Question (10%):
A. List and briefly summarize the key issues you identified in your Situation
Analysis.
B. Close this section with a single, concise but comprehensive underlying
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management question that must be answered to address the key issues
from A. .
3.
Leader and Leadership Analysis (35%): Apply in-depth 3-4 course
concepts/models/lenses. This means that you should identify a model/concept
(e.g., Exhibit 10.3, pgs. 298-299 How Teams Develop from chapter 10) and use
it to analyze/describe what’s going on in the case relative to the key issues and
the management question to be addressed. If the case differs from what the
model suggests or recommends, this provides evidence that the model can be
useful in addressing the key issues and answering the management question.
4.
Identification and Evaluation of Alternatives (15%): Base on the
Organizational behavior Analysis, identify three or more specific, mutually
exclusive options/alternatives that should be evaluated to address the issues and
the underlying problem. Label each with a brief key word name that identifies the
alternative, i.e., Reorganize the Division. Then develop and fully discuss the pro’s
and con’s, and related implications of each alternative.
5.
Recommended Alternative(5%): Base on your Leadership Analysis, identify
three or more specific, mutually exclusive options/alternatives that should be
evaluated to address the issues and the underlying problem. Label each with a
brief key word name that identifies the alternative, i.e., Reorganize the Division.
Then develop and fully discuss the pro’s and con’s, and related implications of
each alternative.
6.
Implementation and Conclusion (10%): Describe and discuss the strategic and
operational issues related to implementing the recommended alternative. Present
a plan for with a timeline for implementing it. Include a course concept/model to
follow along with a timeline for implementing it.
18
Appendix B
MGMT 509 Student Learning Outcomes by Text Chapter
Chapter What Does It
1
Mean to Be a
Leader
After studying this chapter, the student should be able
to:
 Understand the full meaning of leadership and
see the leadership potential in yourself and
others.
 Recognize and facilitate the six fundamental
transformations in today’s organizations and
leaders.
 Identify the primary reasons for leadership
derailment and the new paradigm skills that can
help you avoid it.
 Recognize the traditional functions of
management and the fundamental differences
between leadership and management.
 Appreciate the crucial importance of providing
direction, alignment, relationships, personal
qualities, and outcomes.
 Explain how leadership has evolved and how
historical approaches apply to the practice of
leadership today.
Chapter Traits, Behaviors, After studying this chapter, the student should be able
2
and Relationships to:
 Identify the strengths you can bring to a
leadership role.
 Outline some personal traits and characteristics
that are associated with effective leaders.
 Recognize autocratic versus democratic
leadership behavior and the impact of each.
 Know the distinction between people-oriented and
task-oriented leadership behavior and when each
should be used.
 Understand how the theory of individualized
leadership has broadened the understanding of
relationships between leaders and followers.
 Distinguish among various roles leaders play in
organizations, including operations roles,
collaborative roles, and advisory roles, and where
your strengths might best fit.
19
Chapter
3
Contingency
Approaches to
Leadership
After studying this chapter, the student should be able
to:
 Understand how leadership is often contingent on
people and situations.
 Apply Fiedler’s contingency model to key
relationships among leader style, situational
favorability, and group task performance.
 Apply Hersey and Blanchard’s situational theory
of leader style to the level of follower readiness.
 Explain the path-goal theory of leadership.
 Use the Vroom-Jago model to identify the correct
amount of follower participation in specific
decision situations.
 Know how to use the power of situational
variables to substitute for or neutralize the need
for leadership.
Chapter The Leader as an After studying this chapter, the student should be able
4
to:
Individual
 Identify major personality dimensions and
understand how personality influences leadership
and relationships within organizations.
 Clarify your instrumental and end values, and
recognize how values guide thoughts and
behavior.
 Explain attribution theory and recognize how
perception affects the leader-follower relationship.
 Recognize individual differences in cognitive style
and broaden your own thinking style to expand
leadership potential.
 Understand how to lead and work with people
with varied personality traits.
Chapter
5
Leadership Mind
and Heart
After studying this chapter, the student should be able
to:
 Recognize how mental models guide your
behavior and relationships.
 Engage in independent thinking by staying
mentally alert, thinking critically, and being
mindful rather than mindless.
 Break out of categorized thinking patterns and
open your mind to new ideas and multiple
perspectives. Begin to apply systems thinking and
personal mastery to your activities at school or
20


work.
Exercise emotional intelligence, including being
self-aware, managing your emotions, motivating
yourself, displaying empathy, and managing
relationships.
Apply the difference between motivating others
based on fear and motivating others based on
love.
Chapter
6
Courage and
Moral Leadership
After studying this chapter, the student should be able
to:
 Combine a rational approach to leadership with a
concern for people and ethics.
 Recognize your own stage of moral development
and ways to accelerate your moral maturation.
 Know and use mechanisms that enhance an
ethical organizational culture.
 Apply the principles of stewardship and servant
leadership.
 Recognize courage in others and unlock your own
potential to live and act courageously.
Chapter
7
Followership
After studying this chapter, the student should be able
to:
 Recognize your followership style and take steps
to become a more effective follower.
 Understand the leader’s role in developing
effective followers.
 Apply the principles of effective followership,
including responsibility, service, challenging
authority, participating in change, and knowing
when to leave.
 Implement the strategies for effective followership
at school or work.
 Know what followers want and contribute to
building a community among followers.
 Use feedback and leadership coaching to help
followers grow and achieve their potential.
Chapter
8
Motivation and
Empowerment
After studying this chapter, the student should be able
to:
 Recognize and apply the difference between
intrinsic and extrinsic rewards.
21

Chapter
9
Leadership
Communication
Chapter
10
Leading Teams
Chapter
11
Developing
Leadership
Motivate others by meeting their higher-level
needs.
 Apply needs-based theories of motivation.
 Implement individual and systemwide rewards.
 Avoid the disadvantages of “carrot-and-stick”
motivation.
 Implement employee engagement programs and
empowerment to meet higher-level needs.
After studying this chapter, the student should be able
to:
 Act as a communication champion rather than just
as an information processor.
 Use key elements of effective listening and
understand why listening is important to
leadership communication.
 Recognize and apply the difference between
dialogue and discussion.
 Select an appropriate communication channel for
your leadership message and effectively use
nonverbal communication.
 Communicate in a way that persuades and
influences others.
 Effectively communicate during times of stress or
crisis.
After studying this chapter, the student should be able
to:
 Turn a group of individuals into a collaborative
team that achieves high performance through
shared mission and collective responsibility.
 Identify challenges associated with teamwork and
explain why people sometimes have negative
feelings about working on a team.
 Understand and handle the stages of team
development, and design an effective team in
terms of size, diversity, and levels of
interdependence.
 Develop and apply the personal qualities of
effective team leadership for traditional, virtual,
and global teams.
 Handle conflicts that inevitably arise among
members of a team.
After studying this chapter, the student should be able
to:
 Understand and reduce the difficulties faced by
22
Diversity
Chapter
12
Leadership
Power and
Influence
Chapter
13
Creating Vision
and Strategic
Direction
Chapter
Shaping Culture
minorities in organizations.
Apply an awareness of the dimensions of diversity and
multicultural issues in your everyday life.
 Encourage and support diversity to meet
organizational needs.
 Consider the role of cultural values and attitudes in
determining how to deal with employees from
different cultures or ethnic backgrounds.
 Break down your personal barriers that may stand
in the way of becoming an inclusive leader.
After studying this chapter, the student should be able
to:
 Use power and politics to help accomplish
important organizational goals.
 Practice aspects of charismatic leadership by
pursuing a vision or idea that you care deeply
about and want to share with others.
 Apply
the
concepts
that
distinguish
transformational from transactional leadership.
 Use coalitional leadership to build alliances that
can help you achieve important goals for the
organization.
 Identify types and sources of power in
organizations and know how to increase power
through political activity.
 Describe structural, human resource, political,
and symbolic frames of reference and identify
your dominant leadership frame.
 Use the influence tactics of rational persuasion,
friendliness, reciprocity, developing allies, direct
appeal, and scarcity.
After studying this chapter, the student should be able
to:
 Explain the relationship among vision, mission,
strategy, and mechanisms for execution.
 Create your personal leadership vision.
 Use the common themes of powerful visions in
your life and work.
 Describe four basic approaches for framing a
noble purpose that followers can believe in.
 Understand how leaders formulate and implement
strategy.
 Apply the elements of effective strategy.
After studying this chapter, the student should be able

23
14
Chapter
15
and Values
Leading Change
to:

Understand why shaping culture is a critical
function of leadership.
 Recognize the characteristics of an adaptive, as
opposed to an unadaptive, culture.
 Understand and apply how leaders shape culture
and values through ceremonies, stories, symbols,
language, selection and socialization, and daily
actions.
 Identify the cultural values associated with
adaptability, achievement, clan, and bureaucratic
cultures and the environmental conditions
associated with each.
 Act as an ethical leader and instill ethical values
in the organizational culture.
 Apply the principles of spiritual leadership to help
people find deeper life meaning and a sense of
membership through work.
After studying this chapter, the student should be able
to:
 Recognize social and economic pressures for
change in today’s organizations.
 Implement the eight-stage model of planned
change.
 Use appreciative inquiry to engage people in
creating change by focusing on the positive and
learning from success.
 Expand your own and others’ creativity and
facilitate organizational innovation.
 Use techniques of communication, training and
participation to overcome resistance to change.
 Effectively and humanely address the negative
impact of change.
24