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Leadership SeminarUpdated 9/16/15 – Changing the Mini-Conference to November 10
Interdisciplinary L&S 400, 2-3 creditsSociology 496, Topics in Sociology, 2-3 credits
Classroom Location: Room 119 Noland Zoology BuildingThird Credit: Room 342 Noland Zoology Building
Don Schutt, Director, Office of Talent Management
Office Hours: By appointmentOffice Addresses: Suite 5101, 21 N. Park Street
Office Phone: 608-262-7106Cell/Text: 608-698-6915Home Phone: 608-838-9769Fax: 608-265-5824E-mail: [email protected] Site: http://seminar.leadership.wisc.edu/
Syllabus ContentsCourse Overview Page 2
General Course Guidelines Page 3
Assignment Descriptions & Evaluation Criteria Page 6
Detailed Course Schedule Page 13
Final Notes Page 18
2015 Leadership Seminar Two-Credit Syllabus
______________________________________________________________________________
Please let me know if you have any questions or need assistance with any areas of the syllabus or course.
Course Overview
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Course DescriptionThis course introduces students to concepts and skills related to leadership and targets undergraduate students who hold leadership positions across campus (student government leaders, student organization officers, Greek and residence hall association officers, etc.). Theory-related content combined with experiential teaching methods provides students with an opportunity to increase their understanding of leadership theory, examine how attitudes about themselves and others influence leadership behavior, and stimulates the development of new skills through demonstration and practice. The focus of the course is on “leadership” the verb rather than “leadership” the noun.
Connection to the UW-Madison Coordinated Leadership Initiative Competencies:
Connection to the “Wisconsin Experience” and the UW-Madison “Essential Learning Outcomes” (ELO):Using the University of Wisconsin-Madison Essential Learning Outcomes, the foundation for theory-related content [Cognitive Dimension] combined with experiential teaching methods [Developmental Experiences for Learning] provides students with an opportunity to increase their understanding of leadership theory [Cognitive Dimension], examine how attitudes about themselves and others influence leadership behavior [Affective Dimension], and stimulates the development of new skills through demonstration and practice [Skills Dimension].
For more information on the “Wisconsin Experience” and the “Essential Learning Outcomes”, please see http://www.learning.wisc.edu/.
Course Goals Increase knowledge of leadership techniques and theories [Cognitive
Dimension]; Increase awareness of personal/professional effectiveness relative to
working in groups [Cognitive/Affective Dimensions]; Increase ability to see the collaborative nature of leadership [Cognitive
Dimension]; Apply new knowledge and skills to make decisions in work on the campus
and in the community [Skills Dimension]; and Develop a plan for personal improvement relative to leadership skills
[Cognitive/Skills/Affective Dimensions & Developmental Experience for Learning].
Course FormatClass will meet on Tuesdays from 2:25pm until 5:00pm in 119 Noland Zoology Building.
Each week the course may include a combination of the following:
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
Discussion of readings Experiential activities designed to integrate the material with students’
campus experiences and encourage reflection on their own emerging leadership style
Mini-lectures from guest speakers (may not be every week; schedule will be determined throughout semester)
Topics will be structured to follow and cover the 7 C’s as discussed in the first reading of the semester A Social Change Model of Leadership Development Guidebook (1996). This serves as a great starting point for the course.
(Consciousness of self, Congruence, Commitment, Collaboration, Common purpose, Controversy with civility, and Citizenship)
In addition, the course elements will be connected to the seven competencies in the UW-Madison Coordinated Leadership Initiative. This framework is based on three principles: Leadership is an action-oriented endeavor not based on position or level
of authority. Context matters and each situation requires unique engagement. The act of leadership is the phenomenon of positive change in an
individual, group, or community’s beliefs, values, or behaviors.
There is no text for the course; instead course readings will be used and available online through Learn@UW.
General Course Guidelines and Expectations
Class Expectations1. TimelinessThere is not a final examination for this course so it is important to plan carefully to complete and submit all assignments and projects within the guidelines listed. All work is due at the beginning of class unless otherwise noted.
You are expected to turn in course work on the dates assigned. Points will be deducted for late assignments. All work not submitted by the final week of class will be graded as zero points. If you are having difficulties completing work for this course, please contact me in advance of the due date.
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2. Academic HonestyPlagiarism is not acceptable and will be addressed. All work must be created originally for this course. It is not acceptable to submit work in this course that was completed for another course. For more information regarding academic misconduct, see the web site at http://www.wisc.edu/students/saja/misconduct/UWS14.html .
There is a great site that talks about how to avoid problems: http://www.wisc.edu/writing/Handbook/QPA_plagiarism.html.
3. Grading SystemLetter grades will be assigned based on the total points earned and the corresponding letter grades according to the system below:A = 940-1,000A/B = 875-939B = 825-874B/C = 775-824C = 700-774D = 600-699F = Below 600
4. Class AttendanceYou are expected to attend all class sessions for the entire class period. If you choose to miss, or are unable to attend, a class session, you will lose class contribution and attendance points.
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
If you miss a class, you may make up the points for up to a total of two classes. To do this, you will need to:
Interview a class member Write a one-page reaction paper that represents what you reactions
would have been to the class discussion if you had attended.
**Note, if you submit your weekly writing focus on time, you will still receive credit for that portion of your Weekly Participation grade.
Assignment Expectations and Tips1. General guidelines for written work are as follows:
Typed in a font size not larger than 12 point Formatted as if on an 8-1/2” X 11” sheet of paper Double-spaced; do not double-double-space between paragraphs Maximum margins of 1-1/2” at the top, bottom, left, and right of each
page. For the course projects (group project paper and the self-evaluation
and action plan), please attach a cover sheet/title page. This page should be centered and include your name, assignment title, and date.
“Half-page rule”: whenever there is a minimum page requirement, the last page only counts if, when folded in half, the writing goes below the fold.
Exceptions: Weekly Writing Focus assignments can be typed or hand-written. Weekly Writing Focus assignments and Seminar Discussion Leader outlines and follow-ups do not need page numbers or cover pages.
Weekly writing and individual issue paper are to be completed independent of others and for this course; facilitated discussion summaries, group presentation and group facilitation are to be completed as a contributing group member.
2. Submitting your work: Note: Regardless of which electronic method you choose, please always be sure to keep a second copy of your work and please note the date that you submit the work electronically. I will provide comments back to you regardless of how the work is submitted.
1. Submit work to the dropbox in Learn@UW (**The preferred method**). 2. Send your completed assignments to me at [email protected].
Please use Microsoft Word (.doc) or Rich Text Format (.rtf).
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3. Turn in a hard copy at the beginning of each class period. If you would like to reduce the amount of paper used, please feel free to print on both sides, or use recycled paper.
3. Presentation TipsThe quality and effectiveness of your presentation depends on:
1. Planninga. Have good content to present (a great presentation is not
enough)b. Consider the questions: What will people learn? What are the
learning objectives? What do you intend to present? c. Prepare an outline: How do you intend to present it?d. Consider what presentation tools you will need.
2. Preparation a. Allow enough time to carefully prepare the presentation tools
you need.b. Use a font size large enough to read (14 pt).c. Keep it simple or be very articulate.
3. Practice a. Practice your presentation several times. b. If possible, present it to your friends and listen to their feedback.c. Allow enough time to present each slide without rushing.d. Speak clearly and use sentences. Avoid "and uh".e. Look at the members of the audience when you are speaking
instead of looking at your notes.Typical Presentation Outline:
I. IntroductionII. Organization of presentation (what are you going to tell them?)III. Cover the learning pointsIV. Conclusion (remind them what you told them)
Some very useful tips about presentations are available at: http://engineeringsolutions.homestead.com/presentation.html.
Other sites that discuss public speaking and may be useful include: http://wps.ablongman.com/ab_public_speaking_2; http://www.public-speaking.org/public-speaking-articles.htm; and http://www.toastmasters.org/MainMenuCategories/FreeResources/NeedHelpGivingaSpeech.aspx .
Assignment Descriptions & Evaluation Criteria(Included are the assignments’ direct connections to the Essential Learning Outcomes
discussed earlier)
Overview
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
Weekly Participation(Due Weekly)
Class Contribution and Attendance
Weekly Writing Focus
320 Points
Leader’s Choice(Due Date Varies)
30 Points
Seminar Discussion Leader(You Choose the Due Date by Signing Up)
Turn in group outline in advance
Lead In-Class Discussion Turn in Group Evaluation
200 Points
Leadership Seminar Group Project
Group Progress Report Individual Issue Paper Group Presentation Detailed
Outline Group Presentation
250 Points
Final Self-Evaluation & Action Plan
200 Points
Total: 1,000 Points
■ Weekly Participation Due weekly, 14 sessions totalClass Contribution and Attendance(Note class attendance policy listed earlier) Contributed in class, listened to others, involvement in
discussion and group activities, openness to experiencing new activities. (5 pts/class)
Attended class meeting from the beginning of class and remained until the end; may be prorated depending on time in class. (5 pts/class)
140 points
10 points/week (excluding week you are Seminar Discussion Leader)
Weekly Writing FocusCompleted after reading the required reading (listed on the Course Schedule). Using your personal experiences as a guide, briefly discuss experiences that you had that are either contrary to the content in the article or exemplify the content/issues. Your reflection should demonstrate your comprehension of the material.Note: this response needs to draw together your life experiences with the content in the required readings.
180 points15 points/week (excluding the days
you are the Seminar Discussion Leader, the Individual Issue Paper is
due, and of the Mini-Conference)Writing focuses that are 1- to 14-
day(s) late may receive a maximum of 10 points. Any writing focus’
received 14 days after due date may not be awarded any points.
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ELO Connections: Students are expected to participate in the learning and to reflect on how their leadership experience is reflected in the course reading for the week. They are then expected to articulate that understanding through an assignment submitted for my evaluation.
Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking and written and oral communication.Personal and Social Responsibility: Ethical reasoning and action, and foundations and skills for lifelong learning.
■ Leader’s Choice Due Date Varies; 30 Points totalChoose two different instructor–preapproved out-of-class experiences
Options include attending fellow leader’s event announced in class, attending a Leadership Seminar “Special Event”, and options that will emerge during the course of the semester.
Notes: Events must not involve alcohol or be at adult beverage
establishments You must prove attendance – acceptable proof includes
photo at the event with the Leader who is sponsoring the event (you are welcome to text that to the instructor), proof from the event provider that you attended (like a certificate), or other options as discussed with the instructor.
15 points each
ELO Connections: Students are expected to participate in the learning and to reflect on how their leadership experience connects with the work of others.
Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication, information, media and technology literacy, and teamwork and problem solving.Personal and Social Responsibility: Foundations and skills for lifelong learning.
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
■ Seminar Discussion Leader Due on the week you choose; 200 pointsFacilitate a 30-minute engaging group discussion focused on the topic of the week as defined by that week’s readings. The facilitated discussion will typically take place at the beginning of each session. If done with other class member(s), the discussion should be seamlessly coordinated and all the work equally divided.The purpose in this assignment is to:
1. Identify the important concepts from the readings2. Communicate the connection from the readings to leadership activities to the class through
planned learning activities3. Practice identifying objectives and communicating effectively.
(Use the template included below as a guide while planning your discussion.)* Remember, you do not need to provide an individual writing focus the week you are Seminar Discussion Leader.Demonstrated effective self-management & reflection skills.Completed the following fully and on time:
1.) One-page written outline (one per group) submitted prior to discussion (20 pts)
a. Includes learning objectives, specific plan for activity, and method for evaluating the facilitated discussion
b. Bring a copy to class on the day of your presentation for the instructor as well
2.) Evaluation of presentation by filling out given rubric (found on Learn@UW) AND a one-page presentation reflection submitted by the week following your discussion (20 pts)
40 points
Identified important concepts from the readings and provided depth in coverage of the topic. Unique, well-chosen topics (8 pts) Insightful and sophisticated use of detail (8 pts) Creative, sophisticated content (8 pts) Covers topic in depth. (8 pts) Subject knowledge is evident (more than required; consider looking into the
recommended readings) (8 pts)
40 points
Delivered a well-planned and engaging group presentation. Dynamic introductions (8 pts) Logical, organized, coherent arrangement of ideas (8 pts) Smooth transitions and interesting, effective conclusions (8 pts) Engaging teaching activity (8 pts) Uses original approach effectively (8 pts)
40 points
Mechanics of the presentation were respectful of class members and facilitated the effective use of class time. Respect shown for course participants at all times (5 pts) Has thoroughly familiarized self with topic (5 pts) Participated actively in discussion (5 pts) Clear, accurate answers volunteered for questions posed (5 pts) Presenters helped in keeping discussion on track (5 pts) Presenters helped by adding facts, figures, or points in support of discussion topic
(5 pts) Clarification of sticky concepts offered (5 pts) Completed entire discussion within time frame (5 pts)
40 points
Demonstrated effective group communication skills. Excellent use of gesture (5 pts) Clear, distinct voice (5 pts) Effective eye contact (5 pts)
40 points
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Poised, calm delivery (5 pts) Enthusiasm (5 pts) Speaking as opposed to reading (5 pts) Avoid filler such as “um,” “like,” “you know” (5 pts) Appropriate volume (5 pts)
ELO Connections: Students, in small groups, facilitate a 30-minute engaging group discussion focused on the topic of the week as defined by the weekly readings. The purpose in this assignment is: to identify the important concepts from the readings; to communicate the connection from the readings to leadership activities to the class through planned learning activities; and to practice identifying objectives and communicating effectively.
Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication, information, media and technology literacy and teamwork and problem solving.Personal and Social Responsibility: Ethical reasoning and action and foundations and skills for lifelong learning.
Seminar Discussion Leader Presentation TemplateGeneral Time Break-down
In order to effectively incorporate scenario-based learning and activities, the time you spend reviewing the material should be kept to a minimum. Here is an example of how you might split up your presentation time:
5 minutes to introduce topics+ 20 minutes of activities+ 5 minutes to recap and for questions = 30 minutes total
Presenting the material for the weekConsider the following questions when outlining your review of the material for the
week. Responses to these questions should not be the content of your presentation; rather they should get you thinking about how you can best present the material. As most of your time should not be spent reviewing the material, find a way to present the most important content in a concise way.
1. What are the big ideas?2. How do the materials connect to one another? How are they different?3. Were there any ideas/messages that were unclear? If so, how so? What can
you do to clarify your questions?4. How the material connects to your own leadership experiences?5. What is the intention of the Writing Focus for the week?
ResourcesIf you are having trouble coming up with activities or means for incorporating
activities into your presentation, here are a few resources that may be of some help:http://www.selba.org/EngTaster/Social/Facilitation/FacilitationTechniques.htmlhttp://workshops.350.org/facilitation/http://www.teindia.nic.in/files/teacher_trg_module/8_creative_facilitation_techniques.pdf
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
■ Leadership Seminar Group Project Varying deadlines (see below); 250 points totalWork in small groups to develop a topic appropriate for presentation in a work environment and related to leadership. Topics and groups will be determined in class. Presentations will be given at the Leadership Seminar Fall Mini-Conference.Group Progress ReportGroup members are expected to work as a team developing and implementing the group presentation. This includes all stages of planning and presenting. Submit your final information online at the link provided in Learn@UW.*A link to the group progress report can be found on Learn@UW.
Due Sept 29, 2015
10 points
Individual Issue PaperThis is a formal paper presenting information related to your group presentation topic. Refer back to “General guidelines for written work” for more details on the technical specifics related to the writing of this paper. The organization of your paper is somewhat open-ended as it partly depends on your topic.* Remember, you do not need to provide an individual writing focus this week
Due October 20, 2015
150 points total
Completed individually and two-three pages in length (suitable for publishing on the Web) 15 pointsParticipated in group presentation at the Leadership Seminar Fall Mini-Conference and was present for the entire Mini-Conference (participation grade replacing writing focus for that week)
15 points
Presented content relevant to group topic 30 pointsIntegrated and then identified three sources within the text All references must be also noted at the end of the paper (not included in total
pages) Only one web resource counts toward the three sources. You may use more
than one web resource but must have at least two resources from books, journal articles, interviews, etc. as well.
Using the dictionary to define a term does not count as one of the references. If you do use the dictionary to define a term, you need to cite the dictionary properly.
Lastly, no more than one reference that comes from course materials will count toward your three required sources.
30 points
(10 points per
source)
Interpreted and analyzed the information gathered and contributed to the group project. 30 points
Organized development of thoughts and information including: Logical development of material (introduction, content and conclusion) (8 pts) Clarity of communication (8 pts) Quality of grammar, spelling and punctuation (8 pts) Appropriate format and length (8 pts) Completion within time guidelines (8 pts)**Reminder: this assignment must have a cover page.
30 points
Group Presentation Detailed OutlineTwo parts (turn in one outline per group):
1. A group outline of the presentation (5 pts)2. Each member provides a detailed outline of his or her portion of
the presentation on the group outline. (5 pts)
Due October 27, 2015
10 points
Group Presentation Due November 10, 2015 [NOTE New Date as of 9/16/15]; 80 points total At the Mini-conference, participants will be asked to evaluate each presentation (70 of the total 80 points). The evaluation statements will represent the four areas
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listed below and will be measured on a 5-point scale (i.e., if on a scale of 1 to 5 your group receives an average of “4” on a 20-point evaluation question, then your group will receive 16 points for that question). The points your group receives will be based on the overall average values of each item on all the evaluations. This will be clarified in class.* Remember, you do not need to provide an individual writing focus this week
Coordinated individual topics with the group topic and presented it at the Leadership Seminar Fall Mini-Conference.
10 points assigned by instructor
Group introduced topic in the beginning of the presentation and summarized presentation at the end 20 pointsEffectively interpreted and analyzed the information gathered 20 pointsDemonstrated creative, professional delivery approach suitable for a conference presentation 20 pointsEffective overall presentation including logical development of mater, flow between topics, ended within 30 minutes, and clarity of communication 10 points
ELO Connections:Group Progress Report: Group members are expected to work as a team developing and implementing the group presentation. This includes all stages of planning and presenting. The results involve working as a team to evaluate the workload, identifying presentation specifics, and submitting a group report.
Intellectual and Practical Skills: Critical and creative thinking, written and oral communication, information, media and technology literacy, and teamwork and problem solving.Personal and Social Responsibility: Foundations and skills for lifelong learning.
Individual Issue Paper: Each member of the group is responsible for researching, writing, and presenting a specific area of a topic and related it to the content of others in a group. It is analogous to subject matter experts presenting together.
Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication, and information, media and technology literacy.Personal and Social Responsibility: Foundations and skills for lifelong learning.
Group Presentation: Group presents on a common theme engaging the audience in the learning.
Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication, information, media and technology literacy, and teamwork and problem solving.Personal and Social Responsibility: Foundations and skills for lifelong learning.
■ Final Self-Evaluation & Action Plan Due last day of class, December 15, 2015; 200 points total7-10 page paper synthesizing the course content into a concise description of events and activities that have contributed to the characteristics that comprise who you are.Using the Coordinated Leadership Initiative competencies, discuss strengths and areas for improvement, as well as needs that you anticipate as you progress through the program. 70-75% of the paper should focus on these two areas:
o With which competency/competencies do you feel more confident and why? As you answer this question, please share experiences that gave you a chance to excel, grow, or be challenged.
o With which competency/competencies do you feel least confident? How did this knowledge come to your awareness? How has this affected your leadership? Please
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
provide specific examples. 25%-30% of the paper should focus on this area:
o Choose one competency and share your plan for how you will improve upon it in the future. Perhaps this is a competency in which you feel confident and would like to continue to develop. Perhaps it is one in which you feel lacking, or haven't had much experience in, and would like to think of ways to address this as you move on from the UW. You may want to address the following questions in your paper: Who am I? Where am I going? How do I get there? Reflect on your past experiences and tie them into your responses to each of these questions.
You may use the “Building on Your Leadership Strengths” Participant Guide, but it is not required.
Met individually with instructor during the course of the semester.** Meetings will be set up sometime during the semester for the end of November or early December. The intention of these meetings is to discuss your plan for the final paper, ask questions and reflect on the classroom experience as a whole.
20 points
Depth of ReflectionPaper focuses more on what applicant has learned than on what they did. Applicant explains the process of how they learned the relevant competency. Essay should exhibit applicant’s ability to reflect upon their activities and competencies. (With which competency/competencies do you feel most/least confident and why? How has this affected your leadership?)
40 points
Evidence of GrowthApplicant displays ways in which they grew in their understanding of, abilities in, or appreciation of their competencies. (Share experiences that gave you a chance to excel, grow or be challenged.)
40 points
Use of ExamplesPaper provides clear and relevant examples, drawn from their Leadership Certificate experience, to support their reflections. (Please provide specific examples supporting your essay
40 points
ConclusionPaper comes to a clear and logical conclusion, while also explaining future plans for improving upon chosen competency in applicant’s life. (Share plans for improving upon one competency as you move on from the UW. )
40 points
Organization Logical development of material (5 pts) Clarity of communication (5 pts) Quality of grammar, spelling, and punctuation (5 pts) Format and length (5 pts) Assignment completion within the time guidelines (5 pts)**Reminder, this assignment must have a cover page attached.
20 points
ELO Connections: The final paper synthesizing the course content into a concise description of events and activities that have contributed to the characteristics that comprise who you are. Discuss strengths and areas for improvement, as well as needs that you anticipate as you progress through the program.
Intellectual and Practical Skills: Inquiry and analysis, critical and creative thinking, written and oral communication.Personal and Social Responsibility: Ethical reasoning and action, and foundations and skills for lifelong learning.
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
Detailed Course Schedule and Assignment Due Dates
IMPORTANT NOTE: Any assignment listed on a specific day is due THAT DAY. Be sure to read ahead and plan accordingly.
Additionally, there is a list of Recommended and Personal/Professional Development readings and other supplemental material on Learn@UW for
those interested in looking further into any of the topics we cover. These are not recommended but highly encouraged!
Session One: Introduction and Welcome (September 8, 2015)☐ Required Reading: Kushner, H. S. (2002). Chapter 8: Why We Matter to the World. In H. Kushner, Living a
Life that Matters, pp. 146-158. NY: Anchor Books. Block, P. (2003). Chapter 2. Yes. In P. Block, The Answer to How is Yes: Acting on What
Matters, pp. 27-39. San Francisco: Berrett-Koehler Publishers, Inc. ☐ Weekly Writing Focus:
What can you contribute to this learning environment? What outcomes do you desire from this course? What responsibilities do
you have to others in this class? What rights do you have as a student in this class?
Session Two: Approaches to Leadership (September 15, 2015)☐ Required Readings: Collins, J. (July-August 2005). Level 5 Leadership: The Triumph of Humility and Fierce
Resolve. Harvard Business Review, 83(7), pp. 136-146. Cameron, S. (2008). Chapter 1. Positive Leadership. In S. Cameron Positive Leadership:
Strategies for Extraordinary Performance, pp. 1-15. San Francisco: Berrett-Koehler Publishers, Inc.
Cameron, S. (2008). Chapter 7. Developing Positive Leadership. In S. Cameron Positive Leadership: Strategies for Extraordinary Performance, pp. 95-110. San Francisco: Berrett-Koehler Publishers, Inc.
☐ Weekly Writing Focus: Talk about your balance between personal humility and professional
will.
Course Focus: Self Session Three: Building the Foundation (September 22, 2015)☐ Required Readings: Van Velsor, E., & Guthrie, V. A. (1998). Chapter Eight. Enhancing the Ability to Learn
from Experience. In C. D. McCauley, R. S. Moxley, E. Van Velsor, The Center for Creative Leadership Handbook of Leadership Development, pp. 242-261. San Francisco: Jossey-Bass Publishers, Inc.
Lickona, T. (1991). Chapter 4. What is Good Character? In T. Licona, Educating for Character: How Our Schools Can Teach Respect and Responsibility, pp. 49-63. New York: Bantam Books.
☐ Weekly Writing Focus:
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What have you learned about your skills through your experiences as a leader in your organization? How could you expand that
learning further in your current position (specific experiences that could help you progress)?
Session Four: Consciousness of Self (September 29, 2015)Coordinated Leadership Initiative Competency – Self- Awareness☐ Group Progress Report for Leadership Seminar Group Presentation is due☐ Required Readings: Keirsey, D., & Bates, M. (1984). Chapter V. Temperament in Leading. In D. Keirsey & M.
Bates, Please Understand Me: Character & Temperament Types, pp. 129-166. Del Mar, CA: Gnosology Books Ltd.
Herman, S. M. (1994). The TAO at Work, pp. 1-33. San Francisco: Jossey-Bass Publishers, Inc.
☐ Weekly Writing Focus (Three parts; get an EARLY start on this writing focus!):
1. Check out the web page that has the Keirsey Temperament Sorter on it:
a. http://www.keirsey.com/sorter/register.aspx 2. Complete the survey and look at these sites for further interpretation:
a. http://www.keirsey.com/ and http://typ e l o gic.com/ 3. Writing Focus topic: Describe your results. How do the results fit with how you see
yourself? How do they connect with your style of leading? Please bring your results sheet with you to class.
Session Five: Congruence: Personal Values, Skills & Leadership (October 6, 2015)☐ Required Reading: Goleman, D., & Boyatzis, R. (September 2008). Social Intelligence and the Biology of
Leadership. Harvard Business Review, 86(9), pp. 74-81. Goleman, D., Boyatzis, R., & McKee, A. (2002). Chapter 3. The Neuroanatomy of
Leadership. In D. Goleman, R. Boyatzis, & A. McKee, Primal Leadership: Realizing the Power of Emotional Intelligence, pp. 33-52.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Chapter 4. The Leadership Repertoire. In D. Goleman, R. Boyatzis, & A. McKee, Primal Leadership: Realizing the Power of Emotional Intelligence, pp. 53-70.
☐ Weekly Writing Focus:Discuss your strengths and areas for improvement relative to the
dimensions of emotional intelligence. How does this influence your leadership style?
Session Six: Commitment and Passion (October 13, 2015)☐ Required Readings: Watch entire TED Talk (2014) “Flow, the secret to happiness with Mihaly
Csikszentmihalyi.” OR Csikszentmihalyi, M. (1993). Chapter 7. Evolution and Flow. In M. Csikszentmihalyi, The
Evolving Self: Psychology for the Third Millennium, (pp. 175-206). New York: HarperCollins Publishers, Inc.
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
☐ Weekly Writing Focus:Describe a time when you have felt the “tenuous balance between challenges and skills” as defined by Csikszentmihalyi. How did the experience connect with the eight characteristic dimensions of a
peak experience?
Course Focus: Self-in-Relation to GroupSession Seven: Meaning Making and Community Building (October 20, 2015)Coordinated Leadership Initiative Competency – Honoring Context and Culture☐ Individual Issue Paper due→ Reminder: Group Presentation due in two weeks.☐ Required Reading: Csikszentmihalyi, M. (1990). Chapter 10. The Making of Meaning. In M. Csikszentmihalyi,
Flow: The Psychology of Optimal Experience, (pp. 214-240). New York: Harper & Row, Publishers, Inc.
Pagano, B. (2004). Chapter 1. Leadership Transparency that Builds Credibility. In B. Pagano, The Transparency Edge: How Credibility Can Make or Break You in Business, pp. 1-14. Participation
× No weekly writing assignment today.
Session Eight: Collaboration and Communication (October 27, 2015)Coordinated Leadership Initiative Competency – Interpersonal Communication☐ Group Presentation Detailed Outline due☐ Required Readings: Ellinor, L., & Gerard, G. (1998). Dialogue: Rediscovering the Transforming Power of
Conversation, pp. 5-56. NY: John Wiley & Sons, Inc.☐ Weekly Writing Focus:The reading contrasts dialogue and discussion; in your organization,
what is the balance between the two ways of communicating?
Session Nine: Coming to Shared Vision (November 3, 2015) [NOTE New Date!]Coordinated Leadership Initiative Competency – Moving Ideas into Action☐ Required Readings: Senge, P. M. (1990). Chapter 11. Shared Vision. In P. M. Senge, The Fifth Discipline: The
Art and Practice of the Learning Organization, pp. 205-232. New York: Doubleday. Hammonds, K. H. (September, 2001). Practical Radicals. Fast Company, 38, pp. 162-
174. Nair, K. (1997). A Higher Standard of Leadership: Lessons from the Life of Gandhi. San
Francisco: Berrett-Koehler Publishers, pp. 1-8, 58-69, 77-92.☐ Weekly Writing Focus:
What is one vision you have for your organization? How will you move that vision from a personal perspective to the group?
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Session Ten: Facilitating Groups (November 10, 2015) [NOTE New Date!]Coordinated Leadership Initiative Competency – Supporting Learning and Development of Others☐ Leadership Seminar Mini-Conference Group Presentation Due. ☐ Required Readings: Schwarz, R. M. (1994). The Skilled Facilitator: Practical Wisdom for Developing Effective
Groups, pp. 3-41, 67-145. San Francisco: Jossey-Bass Publishers.× No weekly writing assignment today.
Session Eleven: Leadership and Change (November 17, 2015)Coordinated Leadership Initiative Competency – Decision Making☐ Required Readings: Gardner, H. (2004). Changing Minds: The Art and Science of Changing Our Own and
Other People’s Minds, pp. 1-48. Boston: Harvard Business School Press.☐ Weekly Writing Focus:
As you consider the different types of “intelligences” described in Gardner’s Changing Minds (different from the other Emotional Intelligence discussed earlier in the course), which are areas of
strength for you? How do these strengths play out in your leadership?
Session Twelve: Working With Groups (November 24, 2015)(Thanksgiving Recess is November 26-29. We will still have class this week!)Coordinated Leadership Initiative Competency – Fostering Bridge-Building and Collaboration☐ Required Readings: Kania, J., & Kramer, M. (2011). Collective Impact. See
http://ssir.org/articles/entry/collective_impact Straus, D. (2002). How to Make Collaboration Work: Powerful Ways to Build Consensus
Solve Problems, and Make Decisions, pp. 145-203. San Francisco: Berrett-Koehler Publishers, Inc.
☐ Weekly Writing Focus (leaders choice – select one reading and do the associated writing focus):Using Kania & Kramer (2011), identify one issue and using the five
conditions of collective success describe how you and your organization could contribute.
Or Using Straus (2002) describe your organization’s ability to
collaborate using the terms discussed in the reading. What are areas of strength in your style – do you demonstrate facilitative
leadership – and in your organization’s style relative to collaboration?
Session Thirteen: Controversy with Civility (December 1, 2015)(Thanksgiving Recess is November 26-29. We will still have class this week!)☐ Required Readings:
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2015 Leadership Seminar Two-Credit Syllabus
2015 Leadership Seminar Two-Credit Syllabus
Leonard, D., & Swap, W. (1999). When Sparks Fly: Igniting Creativity in Groups, pp. 19-93. Boston: Harvard Business School Press.
Ryan, K. D., & Oestreich, D. K. (1998). Chapter 12. Discuss the Undiscussables. In K. D. Ryan, D. K. Oestreich, Driving Fear Out of the Workplace: Creating the High-Trust, High Performance Organization, pp. 209-232. San Francisco: Jossey-Bass Publishers.
☐ Weekly Writing Focus:How does your group deal with controversy? Which of the different
options discussed in the readings might your group utilize?
Course Focus: Self-in-Relation to SocietySession Fourteen: Citizenship (December 8, 2015)☐ Required Readings: Bstan-‘dzin-rgya-mtsho, Dalai Lama XIV, (1999). Ethics for the New Millennium, pp. 49-
62, 171-199. NY: Riverhead Books. Watch entire TED Talk (December 2013) titled “Boyd Varty: What I learned from Nelson
Mandela” Block, P. (2008). Shifting the Context for Community. In P. Block, Community: The
Structure of Belonging, pp. 29-36. San Francisco: Berrett-Koehler, Inc.☐ Weekly Writing Focus:Define your personal “goals” and discuss them in the context of His
Holiness the Dalai Lama’s “Universal Responsibility.”OR
Define your personal “goals” and discuss them in the context of Boyd Varty’s “Ubuntu.”
Session Fifteen: Critical Components of Leadership (December 15, 2015)☐ Final Self-Evaluation & Action Plan Due☐ Required Readings: Zenger, J. H., & Folkman, J. (2002). Chapter 6. Great leaders possess multiple strengths.
In J. Zenger & J. Folkman, The Extraordinary Leader: Turning Good Managers Into Great Leadership, pp. 137-204. NY: McGraw-Hill.
Zenger, J. H., & Folkman, J. (2002). Chapter 7: Fatal Flaws Must Be Fixed. In J. Zenger & J. Folkman, The Extraordinary Leader: Turning Good Managers Into Great Leadership, pp. 157-176. NY: McGraw-Hill.
☐ Weekly Writing Focus:List the five most important components of leadership and provide a
rationale for each.
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Final Notes
Please feel free to contact me at any point regarding general course information, or specific needs that you might have!
I am committed to making reasonable accommodations in the timing of academic requirements to avoid conflict with religious observances. If there is a class assignment that conflict with your religious observances, please talk with me within the first three weeks of the semester and we will work out a fair resolution.
I am also committed to making any reasonable accommodations for students with disabilities so that you can succeed in the course. If you are a student with special needs or a disability, please contact me as soon as possible to discuss any accommodations that will aid you in the learning process.
One final note. For safety reasons, I would ask that as you walk to and from class and from class project group meetings that might meet later in the day, that you consider your safety and the safety of the others in the class as a high priority. Please consider walking in groups, and keeping each other safe by offering to walk with someone going the direction that you are heading. While this will become particularly important as the days grow shorter and we are leaving class after the sun sets, it is something we should consider regardless of the time of day. Thanks!9/16/2015ds
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2015 Leadership Seminar Two-Credit Syllabus
