LDR 6100 Developing Your Leadership Capabilities Fall 2017, 6 Week term, September 18, 2017 – October 28, 2017

Mtg Dates: Thursdays Mtg Times: 5:50pm – 8:00pm Format: Blended Classroom: 121 Snell Library Course Link: http://nuonline.neu.edu (Course will show up on start date) NEU Library: http://www.lib.neu.edu

* 24/7 NU Online Blackboard Support: (855)836-3520

Contact Information

Instructor: Dr. Richard L. O’Bryant E-Mail: r.obryant@neu.edu Phone: (617)378-1997 Office Hours: Virtual

* Please contact me via water cooler on blackboard first. If you do not get a

response within 24-48 hours then contact me directly by email. Reserve phone calls for emergency situations only

Course Description Developing your Leadership Capabilities provides the foundation for the Master of Science in Leadership, and starts with the premise that everyone is capable of leadership. It establishes this premise by exposing course participants to a series of alternative perspectives of leadership, including some contemporary collaborative models. From careful evaluation of these perspectives, as well as from actual practice of them using the course’s action learning methods, participants will build a personal model of leadership that they can put to immediate use at work or in daily life.

Required Text/Software/Tools

Northouse, Peter G., (2013) Theory and Practice, 7th Ed., Sage Publications, ISBN 978- 1-4522-0340-9 (pbk)

Additional readings will be available in our class Blackboard site. All references in the schedule to “BB” are found there.

LDR 6100 Developing Your Leadership Capabilities 1 Fall 2017 – O’Bryant

Course Prerequisites

None

Student Competencies

Microsoft Word, Microsoft Excel and Microsoft Power Point are used throughout. Students are expected to already be proficient in the use of these programs.

Learning Outcomes

This course will provide you with the opportunity to embrace three levels of leadership competencies. By the end of the course, students will understand concepts of leadership (i.e., what leadership is about). Second, students will be able to analyze their own behavior and others’ behavior through these leadership concepts. Third, they will have the opportunity to implement the leadership concepts in their actions.

Understand Leadership Concepts

o Define leadership o Describe aspects of effective leadership, including but not limited to, leading with

vision, inspiring and motivating others, ethics, and working with diversity o Develop a fundamental understanding of how theory guides practice o Examine how theoretical concepts help to address real-world problems

Analyze Leadership Development

o Compare and contrast leadership theories to evaluate their strengths and

weaknesses o Evaluate situations in which individual or collective leadership is needed o Examine global leadership practices of leaders working with diverse populations,

internal and external to the organization

Implement Leadership Practices

o Recognize elements of effective leadership and practice o Identify one’s own strengths and the potential challenges that one may face as a

leader o Apply leadership concepts to everyday practice

Course Methodology To achieve these outcomes, students will:

o Read (or view a video or instructor lecture) the material closely before completing weekly assignments or engaging in discussion board postings and learning team activities.

o Offer key ideas on how the readings inform one’s leadership development and professional experience

o Prepare written assignments faithful to assignment guidelines and grading rubrics. o Post weekly written responses to the discussion board.

Each week you will be asked to participate in classroom discussion. Additionally, during the week you will review lecture materials, read more about the lecture topic in your course text and then you will complete case studies and other assignments where you will have a chance to apply what you’ve learned.

Each week, you will be expected to:

o Review the week's learning objectives. o Complete all assigned readings. o Complete all lecture materials for the week. o Participate in the Discussion Board. o Complete and submit all assignments by the due dates. o When applicable work actively with a learning team or assigned learning partners o Check announcement pages several times weekly for updates, alerts, reminders,

and other important course-wide news o Check your university email account regularly for private instructor/student

communication on progress with the course Developing Your Leadership Capability is offered as an action learning experience, in a highly interactive classroom and virtual format that relies on your willingness to fully contribute to class discussions. We will use a variety of teaching methods to achieve course objectives including case study, class dialogue, and problem-based learning approaches. You will be asked to complete weekly reading assignments, and participate in discussion board and occasional group activities, offering key ideas on how the readings inform your leadership development and professional experience. Given the participative nature of the course, it is imperative that you read (or view, if a video or instructor lecture) the material closely before you engage in the online discussion board segments of the course so you can interact knowledgeably with your peers, and post responses faithful to the “Mastery” category of the discussion board rubric presented later in this document.

The syllabus lays out an initial plan for our work and may be revised during the course to meet students’ needs and interests. All of the elements of this course are designed to help you become more aware of your own leadership practice, as well as others, to become more reflective about your practice, and clearer about the values that underpin your own personal goals. To accomplish these tasks, we will undertake a variety of activities and experiences.

Course Methodology (Cont’d) These include:

o Learning exercises / activities for leadership development o Reflective journal writing, and o Classroom participation and discussion as well as utilization of Blackboard

participation and Discussion Board Active Participation

Classroom and Discussion Board participation is a very important part of the learning process. By participating actively you will be able to improve your ability to listen, make clear informed arguments (cases), and synthesize ideas. These skills will help you in your educational experience and as a leader. Class discussions provide a valuable opportunity for personal learning. Much of the value of the class is made possible by thoughtful and informed dialogue.

Read all assigned material, on time, and continually consider these questions:

o What are the leadership theories and principles presented here? o How do they relate to other theory you have encountered? o What are the implications of this leadership theory? How may I apply this as a

leader? You are expected to pose questions and respond to questions of others, in order to promote discussion. Your contributions are evaluated on quality, yet sufficient quantity is necessary in order to evaluate quality.

Your contributions should:

o Demonstrate your understanding and analysis of relevant reading; o Link theory to actual experience or cases you have examined; o Provide additional perspective about a topic or issue; o Promote, develop and expand upon class discussion

Discussion Board

Logging on to the class Discussion Board at least three times each week is required. When you log on, read question/s posted by the instructor for the week, and post a substantial response. A substantial primary (initial) post responds directly to the question, and includes reflection on weekly readings as well as relevant personal examples illustrating your points. You may also introduce related ideas from sources that are not included in assigned readings. You are also expected to reply to the primary posts of at least two other students.

Course Methodology (Cont’d)

Posts

Your primary post (one per week) is to be about 5 or so sentences for each section of your answer a) b) c) etc. (suggested). Your response posts (two per week) are to be somewhat briefer than primary posts, generally. Brevity (not too brief) and especially clarity are very important. Good “netiquette” is appreciated. Your responses to other student’s posts should offer opinion, inquiry, insight and perspective that expand upon the original in some meaningful way, and demonstrate your effort to become familiar with our topics. Merely endorsing a classmate’s post is not adequate. Instead, endorse or refute or clarify or question or expand upon a post, with additional ideas and information and citations furthering the discussion. All written work must be clear, comprehensible, and competently produced.

The weekly discussion topic will be posted by Thursday morning; your initial response is to be completed by 11:59 PM ET, Saturday following the week it is assigned. Responses to fellow students should be ongoing during the week and completed no later than 11:59 PM ET, Monday of the week of the next class.

This course also has a Water Cooler Discussion Board for optional discussions. In this environment, you can share academic and professional experiences. Personal discussions should only be used with the utmost attention to appropriateness.

The Blackboard website is an excellent resource. The course is built upon this platform. You should check regularly, at least three times weekly, to access course information that will be found there. You can access the course website through your MyNEU account or directly at http://nuonline.neu.edu. If you need local computer access, the NU library can be used 7 days a week. If you need help logging in or have any technical trouble, you should contact the Help Desk (617)373-4357 immediately to have issues resolved. For 24/7 technical support for NU Online call (855)836-3520. Do not let Blackboard issues go unresolved; contact the instructor if necessary.

Assignments

Academic Integrity Quiz (Required) – Every student is required to pass the academic integrity quiz before continuing the course requirements. The quiz can be found on the class Blackboard site under course materials.

1) Individual Leadership Assessment and Reflection (10%)

(Who I am as a leader) o What: Using the Skills Inventory (in Northouse) as a jumping off point, write a 3 -

4 page reflection paper that clearly describes your strengths and challenges as a leader, and where you would like to improve. Also, present a brief description of your previous experience and possibilities for future leadership development.

o Why: Doing this assignment helps you to understand and apply leadership concepts by identifying your own strengths and the areas deserving of

Course Methodology (Cont’d)

improvement. It enables to establish a benchmark of where you are and establish goals of where you would like to be.

o How: Complete the readings, videos, and instructor lectures for week 1. Next, answer all questions and score the Skills Inventory in Northouse. Consider what the scores mean to you in connection with clarifying your thoughts about your present leadership strengths, limitations and opportunities for improvement. Write a paper that captures your opinions /conclusions informed by the results of the Skills Inventory that describes your strengths, challenges and opportunities for leadership improvement.

2) Leadership Analysis (30%)

(What leaders do) o What: Prepare a paper (8 - 10 pp.) in 12 pt Times Roman, double spaced with

one inch margins on all sides. All references and bibliography must follow APA format. Additionally, prepare a 3-minute PowerPoint Presentation with no more than 5 slides about your leadership analysis paper highlighting important points and findings. Your presentation should also include an audio recording of your discussing your analysis paper. Your presentation should be able to run automatically for no longer than 3-minutes.

o Why: We will be evaluating both academic and personal perspectives of leadership. Doing this assignment helps you to analyze leadership practices by researching a personal perspective of a leader you believe was/is extraordinary and showing how the readings inform your leadership development and professional experience.

o How: Complete or review the readings, videos, and instructor lectures for weeks through the week the assignment is due. Select an extraordinary leader that you would like to learn more about, someone whom you may know and gain access. Consider individuals who in some ways have made positive contributions to society, including both men and women. The leader you select may be from any walk of life (business, the arts, humanities, politics, etc.) Ask for an opportunity to conduct a phone, email or in-person interview. Consider selecting a person at your work, a professor or Northeastern community member, anyone who has a compelling story to tell about leadership. Create a preliminary list of open-ended questions to ask the person that you are profiling. Conduct the interview with the person you select.

Prepare an analysis of this leader that includes the following information and connects to our readings and class learning:

o Key Events: A short summary of the key events in this leader’s life that

may have had an impact on his/her approach to leadership. Note: This is an analysis – not a biography.

o Leadership Approach: Analyze your leader integrating the readings and key learning from class.

Course Methodology (Cont’d)

Areas that your analysis should include but be limited to: o How does this leader exemplify effective leadership? Provide

specific evidence for your claims. o How does this leader demonstrate certain specific leadership practice

orperspectiveswecoveredinourtextandreadingsanddiscussion? o How did this leader sustain commitment and build trusting

partnerships? o What were mistakes or missteps that were valuable lessons about

leadership for this person? o Principles and Values: What espoused principles and values guide their

approach as a leader? How are these principles or values apparent to those s/he leads? How were those values formed?

o Response to Challenges: Has the leader faced significant challenges that demanded leadership? How did they react to these challenges? What do those actions say (to the Learning Team) about their leadership ability?

o Results: What significant results were they able to achieve? How did their approach to leadership contribute to their results?

3) Journal Report (30%)

(What I do as a leader) o What: Write a journal report of approximately 6 - 8 pages, in APA format that

draws on notes kept in your weekly journal that captures key lessons from the course (e.g., completed weekly reflective exercises, ideas and knowledge gleaned from the readings, results of your experiments in putting theory to practice, perhaps a sprinkling of “ahas” that influence your thinking and practice of leadership) and integrates 6 of the assigned readings.

o Why: Journal writing is a critical part of becoming self-aware and developing effective leadership capability. Keeping a journal can help you integrate learning from your reading and class discussions. It will help you better understand your leadership experiments and interventions in your action learning, and become aware of patterns in your own and others' behavior.

o How: As background for the assignment, each week you will be assigned a reflective exercise to help you learn more about yourself, as a leader. You should keep notes about what you learn from doing each weekly exercise or assessment in a journal (for your personal use and is not handed in) that serves as the basis for your Journal Report. Ask questions that help you capture reflections on each exercise or assessment, such as: How has the exercise or assessment helped you develop your leadership skills? What have you learned by completing the exercise or assessment that is a meaningful and valuable leadership lesson?

Course Methodology (Cont’d) Your journal report should include leadership lessons learned that you have utilized from at least 6 of the assigned readings. In preparing your report, you should consider the following: What specific ideas about leadership did you arrive with and how have some of these ideas been transformed? Which ideas have been strengthened by the readings?

o Which readings are having a particular impact on you and why? How did the key

questions and journal reflections change your ideas and behavior? Demonstrate that you have really worked with and applied the authors' ideas.

o How did you change as a leader? What did you do differently as you learned about your leadership? Capture the actions you took, and your reflections on these actions, in your journal and supporting paper. Discuss any experiments you have tried at work and whether or not you have been effective. Identify how you would approach the situation differently with the benefit of hindsight.

4) Class Discussion & Discussion Board (30%) (Critically thinking through the course material) o What: Respond to weekly questions in class and on the Discussion Board. For

discussion board work, post your initial response to the question(s) by 11:59 pm (ET), Sunday. In addition, unless otherwise specified, you will be asked to post responses to at least two of your classmates’ posts by 11:59 pm, Tuesday of each week (ET).

o Why: Class discussion and discussion board participation are critical components of the learning process (as well as an important part of your grade). By participating actively, you will be able to improve your ability to grasp different points of view, inform arguments, and to synthesize ideas—skills that will help you in your educational program and as a business professional and leader. In addition, these discussions provide you with an opportunity to interact with and learn from your peers. It is critical, not only for your personal learning, but also for the learning of your fellow classmates. Much of the value of the class comes from prepared, thoughtful, and informed dialogue between you and your classmates.

o How: Read all the materials assigned and you should continually ask yourself the following two questions while reading:

1. Do I understand the theory and/or principles of this material? 2. So what? What are its implications? How should I apply this as an

organizational leader? Every student is expected to contribute to the learning of others in this course. Your contributions will be evaluated on QUALITY. Quality comments possess one or more of the following attributes:

o Demonstrate your analytical and/or reflective thinking about a case situation or

reading.

o Transcend the “I feel” syndrome and provide some evidence or analysis of the issue.

o Offer a different, unique, and relevant perspective on the issue. Build on other comments and contribute to moving the discussion and analysis forward.

Note:AllstudentsenrolledinLDR6100sharearesponsibilitytocontributeto thelearningexperiencebypreparingweeklyassignmentsandofferingqualitycontributionstoourdiscussions.Notpostingorlatepostingwillresultinlossofpoints. Evaluation Measures & Due Dates:

The assignments for this course include an individual leadership assessment and reflection paper, a leadership analysis paper, a journal report and online participation (DB). Grading standards can be located in the CPS Student Handbook, at http://www.cps.neu.edu/student-services/student-handbook. See specific instructions that will be posted on Blackboard.

Assignment/Element

Due Dates

Points

Academic Integrity Quiz

9/23

Required

Individual Leadership Assessment and Reflection Paper

9/27

10

Leadership Analysis Paper

10/18

30

Journal Report

10/25

30

Discussion Board Participation

Weekly

30

Total

100

Communication/Submission of Work:

All submissions of work are to be uploaded through the “ASSIGNMENTS” link provided at the top of the Course Material folder on Blackboard. Click on the “ASSIGNMENTS” to find the View/Complete Assignment link for each of the two paper assignments. Attach your completed assignments here and click Submit to turn them in to me. Once your assignment has been graded, you will be able to view the grade and feedback provided by clicking on Tools, View Grades from the Northeastern University Online Campus tab.

Submission format: All papers are to be presented in 12 pt Times Roman, double spaced with one inch margins on all sides. All references and bibliography must follow APA format. Papers that do not meet APA style or formatting guidelines are subject to a full point grade deduction. We highly recommend purchasing the Publication Manual of the American Psychological Association, Sixth Edition by the American Psychological Association (Paperback - July 2009). Please also note that Wikipedia is not yet considered to be a legitimate scholarly source and, as such, its use is not permitted.

Late Submission of Work:

Each assignment, i.e., the Leadership Analysis paper and Journal Report paper is due on the date indicated – late assignments will receive a minimum of a full letter grade reduction. There are no make-up dates, extensions for the assignments, or exceptions to meeting assignment deadlines except for documented personal emergencies or special permission granted by the instructor in writing in advance of the missed deadline. Special permission must be requested in writing to the instructor at least two days prior to the due date of the assignment.

Rubrics for Assignment(s) grading:

Your grade in the course is based on your performance in four areas: individual leadership assessment and reflection, journal report, leadership analysis, and discussion board participation. Possible points that may be earned for each assignment are listed below.

Leadership Reflection Rubric (10 pts) Due: September 27, 2017

Elements

Description Maximum

Points Possible

Evaluation of Leadership Abilities

1) Based on assessments, course readings, and coaching sessions evaluate your own leadership abilities.

/3

Analysis/ Content 2) Discuss your strengths as a leader and your opportunities for improvement. Present a brief description of your previous experience and possibilities for future leadership development.

/3

Organization and Development

3) Includes the development and logical progression of ideas, appropriate transitions, and paragraph structure.

/2

Style & Format 4) Adheres to conventional rules of grammar, spelling, and sentence structure. The report is 3-4 pages in length, double-spaced.

/2

Rubrics for Assignment(s) grading (Cont’d) Leadership Analysis Paper Rubric (30 pts) Due: October 18, 2017

Elements

Description Maximum

Points Possible

Analysis/Content

1) What are the distinguishing features of each leadership theory/perspective selected for discussion in your paper?

/10

2) What value does each theory/perspective provide for your understanding of the subject of your paper, i.e., his or her leadership style and approach, and leadership in general? What are the disadvantages or criticisms of each theory/perspective?

/6

3) Summarize what you have learned about leadership based on completing the assignment.

/4

Organization

and Development

4) Includes the development and logical progression of ideas, appropriate transitions, and paragraph structure.

/5

Style & Format

5) Adheres to the standards presented in the Publication Manual of the American Psychological Association (Sixth Edition) as well as conventional rules of grammar, spelling, and sentence structure. References are used and cited appropriately. The paper is 8-10 pages in length, double-spaced (no more than 10 1/2 pages).

/5

Rubrics for Assignment(s) grading (Cont’d)

Journal Report Assignment Rubric (30 pts) Due: October 25, 2017

Elements

Description Maximum

Points Possible

Readings & Assessments (e.g., Skills Inventory, Jung Typology, etc.)

1) What value does each assessment / readings provide for your understanding of leadership? How do the readings /assessments (identify at least 4) develop your ability to become a more skillful practitioner of leadership?

/10

Reflection/ Content of Report

3) Evaluate your leadership skills (strengths and areas to improve) and your learning on the learning team process (what you learned by working with your learning team partners)

/10

Organization and Development

Includes the development and logical progression of ideas, appropriate transitions, and paragraph structure.

/5

Style & Format Adheres to the standards presented in the Publication Manual of the American Psychological Association (Sixth Edition) as well as conventional rules of grammar, spelling, and sentence structure. References are used and cited appropriately. The report is 6-8 pages in length, double-spaced (no more than 8 1/2 pages)

/5

Course Schedule and Topical Outline:

Schedule of Topics, Readings and Assignments: Note: This outline is subject to change, based on learning needs of course participants and/or discretion of faculty, as the course progresses.

Week

Topics

Assignments / Activities

1 9/18 –9/24

Introduction to developing your leadership capability: Great leaders make a great difference Course overview / expectations

Leadership: chapters 1 Introduction;

2 Trait Approach; 3 Skills Approach

BB: (to be advised)

Complete skills inventory (Northouse, p. 67)

Academic Integrity Quiz – Due 9/23

Individual Leadership Assessment and Reflection Paper Due 9/27

2 9/25–10/01

The power of vision: Developing the skills of effective leaders

Leadership: chapters 4 Behavioral Approach;

5 Situational Approach; 12 Psychodynamic Approach

BB: (to be advised)

Complete style questionnaire (Northouse, p. 93) and

Psychodynamic Approach Survey (Northouse, p. 345) (Not to be turned in)

3 10/02–10/08

Motivation and performance: Conventional and contemporary views of leadership

Leadership: chapters 6 Path-Goal Theory;

7 Leader-Member Exchange Theory; 14 Team Leadership

BB: (to be advised)

Complete path / goal questionnaire (p. 155) (not to be turned in)

Course Schedule and Topical Outline (Cont’d)

Week

Topics

Assignments

/ Activities

4

Transformational, servant, and authentic leadership Inspiring trust, admiration, loyalty and respect

Leadership: chapters 8 Transformational Leadership;

10 Servant Leadership; 9 Authentic Leadership

BB: (to be advised)

Complete LPI (see Supplemental Materials folder)

10/09–10/15 Authentic Leadership Self- Assessment (p. 280) (Not to be turned in)

Leadership analysis due 10/18

5 10/16–10/22

Leading in a global / diverse environment: Gender & Culture

Leadership: chapters 15 Gender and Leadership

16 Culture and Leadership BB: (to be advised)

Journal report due 10/25

6

Leadership ethics

10/23–10/28 Leadership: chapter 13 Leadership Ethics

BB: (to be advised)

Leadership = Northouse BB = Blackboard

Grading Rubric

Writing Rubric

Writing is an invaluable skill that improves reading, problem solving, and critical thinking, and is at the core of effective communication. Writing is a tool to synthesize ideas and demonstrate understanding of content regardless of content area, discipline, or degree level. Effective writing includes a clear focus, organized development, logical thinking, and careful revision. The following writing quality rubric will be used to assess all assignments.

NU Grade What It Means A (95-100) Outstanding, insightful work. Goes beyond requirements of the task to develop a

response, which is thoughtful, reflective, considers alternative views and makes connections among ideas and information from different sources or from different aspects of the course. Well researched and documented (if research is part of assignment). Displays creativity and originality.

A- (90-94) Very good work. Purposefully and logically developed. Thoroughly addresses all aspects of the task. Synthesis of details and concepts from various sources or topics shows evidence of sound understanding and thoughtful examination. Research information appropriately cited (if research is part of assignment).

B+ (87-89) Good work. Generally clear, accurate and relevant. Adequately addresses all requirements of the task. Demonstrates understanding of course concepts, with evidence of some thoughtful examination and reflection. Development is generally logical, facts generally correct. Tends to focus on one interpretation.

B (84-86) Satisfactory work. Shows basic understanding of concepts with minimal evidence of reflection or thoughtful analysis. Complies with the basic requirements, relies on limited sources of information, little integration of concepts.

B- (80-83) Minimally satisfactory work. Shows some understanding of concepts with little reflection or analysis. Barely meets basic requirements of assignment.

C+ (76-79) C (73-75) C- (70-72)

Unsatisfactory work. Fails to address the topic in a meaningful way. May be extremely brief, inaccurate, illogical or undeveloped.

Academic Honesty and Integrity Statement: The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some examples of academic dishonesty. While this is not an all- inclusive list, we hope this will help you to understand some of the things instructors look for. The following is excerpted from the University’s policy on academic honesty and integrity; the complete policy is available at http://www.cps.neu.edu/about-cps/policies-and-procedures.

Cheating – intentionally using or attempting to use unauthorized materials, information or study aids in an academic exercise. This may include use of unauthorized aids (notes, texts) or copying from another student’s exam, paper, computer disk, etc.

� Fabrication – intentional and unauthorized falsification, misrepresentation, or

invention of any data, or citation in an academic exercise. Examples may include making up data for a research paper, altering the results of a lab experiment or survey, listing a citation for a source not used, or stating an opinion as a scientifically proven fact.

� Plagiarism – intentionally representing the words or ideas of another as one’s own in any academic exercise without providing proper documentation by source by way of a footnote, endnote or intertextual note.

� Unauthorized collaboration – Students, each claiming sole authorship, submit separate reports, which are substantially similar to one another. While several students may have the same source material, the analysis, interpretation and reporting of the data must be each individual’s.

� Participation in academically dishonest activities – Examples include stealing an exam, using a prewritten paper through mail order or other services, selling, loaning or otherwise distributing materials for the purpose of cheating, plagiarism, or other academically dishonest acts; alternation, theft, forgery, or destruction of the academic work of others.

� Facilitating academic dishonesty – Examples may include inaccurately listing someone as co-author of paper who did not contribute, sharing a take home exam, taking an exam or writing a paper for another student.

Northeastern University Online Policies and Procedures For comprehensive information please go to http://www.cps.neu.edu/online/

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