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MBA B718

Selected Topics in Human Resources Management

LEADERSHIP AND CAREER OPPORTUNIITIES

John W. Medcof, PhD Human Resources and Management Area

DeGroote School of Business, McMaster University

COURSE OBJECTIVE

The objective of this course is to p r e p a r e s t u d e n t s t o t a k e o n i n c r e a s i n g l y higher levels of leadership in their organizations, creating career trajectories for personal success, greater opportunities to enhance the competitive positions of their organizations, and increased abilities to have positive effects on the lives of increasing numbers of people.

INSTRUCTOR AND CONTACT INFORMATION

Professor

John W. Medcof, PhD medcof@mcmaster.ca

Office Hours: By appointment

TA TBD

Administrative Coordinator Kerri Donovan

donovak@mcmaster.ca Office Hours

By appointment

Classes: Wednesdays 2:30 – 5:20, RJC263 Course Website: http://avenue.mcmaster.ca/

COURSE ELEMENTS

Credit Value: 3 Leadership: Yes IT skills: Yes Global view: Yes Avenue: Yes Ethics: Yes Numeracy: Yes Written skills: Yes Participation: Yes Innovation: Yes Group work: Yes Oral skills: Yes Evidence-based: Yes Experiential: Yes Final Exam: No Guest speakers: Yes

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COURSE DESCRIPTION

This course introduces the principles of leadership exploring the changing skills necessary to transition up the levels of leadership; through awareness of the organizational landscape, awareness of one’s own strengths and weaknesses, the ethical navigation of power and politics, and the timely preparation for the next level of leadership; drawing on leadership research and theories and the perspectives of practicing mangers. Since no one achieves the executive level without the requisite leadership skills, students learn the basic skills of leadership and how they vary from first level management up through middle and executive levels . Leadership progression is presented using a number of approaches. In teams, students interview practicing managers to elicit their insights on leadership and then present their findings to the class and provide a written report to the professor. In teams, students review a practitioner targeted book, present their review to the class and a written report to the professor. Principles, theories and skills of leadership and other content is delivered through text readings, lectures and guest lectures. Students participate in self -diagnostic exercises to explore their leadership potential and strengths. There are two three-hour in-class tests.

LEARNING OUTCOMES

Upon successful completion of this course, students will: Have an understanding of the principles of leadership based on research

and theory. Understand the role of effective leadership in organizational effectiveness

and career progression. Understand the changing nature of leadership over first line, middle and

executive levels. Have started developing a strategy for their own leadership careers which

appreciates organizational context as well as their own leadership capabilities.

REQUIRED COURSE MATERIALS AND READINGS

REQUIRED TEXTBOOK:

Daft, R. L. (2015) The Leadership Experience (7th ed.) Cengage Learning: USA.

Also required: Avenue to Learn registration for other course content and materials

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EVALUATION

Components and Weights Book Report Class Briefing (Team) 10% Jan 31 or Feb 7 Book Report, Written (Team) 10% Feb 7 or Feb 14 Test 1 (Individual) 20% Feb 28 Test 2 (Individual) 20% Apr 11 Executive Interview Class Briefing (Team) 10% Mar 21 or Mar 28 Executive Interview Written Report (Team) 10% Mar 28 or Apr 4 Class Participation (Individual) 20% All classes Total 100%

Grade Conversion

The DeGroote School’s standard MBA letter/percentage conversion scale is used in this course, as follows.

LETTER GRADE PERCENT

A+ 90-100

A 85-89

A- 80-84

Letter Grade Percent

B+ 75-79

B 70-74

B- 60-69

F 00-59

COMMUNICATION AND FEEDBACK

Students who are uncomfortable in directly approaching an instructor regarding a course concern may send a confidential and anonymous email to the respective Area Chair or Associate Dean: http://mbastudent.degroote.mcmaster.ca/contact/anonymous/ Students who wish to correspond with instructors or TAs directly via email must send messages from their official McMaster University email account. This protects the confidentiality and sensitivity of information as well as confirms the identity of the student. Emails regarding course issues should NOT be sent to the Administrative Assistant. Instructors normally conduct an informal course review with students by Week #4 to allow time for modifications in curriculum delivery. Instructors normally provide evaluation feedback for at least 10% of the final grade to students prior to Week #8 in the term.

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COURSE DELIVERABLES

Team Assignments The purpose of the team assignments is to familiarize students with practitioner perspectives on the importance of leadership, the changing skills necessary to transition up the levels of leadership, and career tactics for navigating the transitions. Students will form teams each of which will interview a practicing manager then make a 30- minute oral presentation to the class on what they learned, and provide a written report to the professor, each worth 10% of the mark for the course. Each team will also read a practitioner-oriented book on leadership, make a 30-minute oral report to the class and provide the professor with a written report, each worth 10% of the mark for the course. Students will be formed into teams of 5 in the first class. After that class each team will email Dr Medcof (medcofj@mcmaster.ca) providing a list of team members’ names (first and last) with their email addresses, the book they propose to review, and which of the two specified dates they wish to present on (see more details below). The email will be copied to all team members so that all have a record of each other’s email addresses. In the event that more than one team proposes a particular book, the team with the earliest complete email transmission time will be given precedence. Conflicts with respect to choice of briefing date will also be decided on a first-come-first-served basis.

Book Report Class Briefing (Team) 10% Jan 31 or Feb 7 Each team will choose a book from the following list then confirm it and their briefing date by the process described above. George, W. & Sims, P. (2015) Discover Your True North. Jossey-Bass. Goldsmith, M. & Reiter, M. (2007) What Got You Here Won’t Get You There.

Hyperion

Goleman, D., Boyatzis, R., & McKee, A. (2005) Primal Leadership: Realizing the

Power of Emotional Intelligence. HBR Press.

Guttman, H. (2008) Great Business Teams. John Wiley & Sons. Hurwitz, M. & Hurwitz, S. (2015) Leadership Is Half the Story. U of T Press. Kouzes, J. M. & Posner, B. Z. (2012) The Leadership Challenge. Wiley.

Krames, J. A. (2005) Jack Welch and the 4 Es of Leadership. McGraw-Hill.

Maxwell, J. (2007) The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You. Thomas Nelson, Inc.

Pfeffer, J. (2010) Power: Why Some People Have It and Others Do Not. HarperCollins.

Rath, T. (2008) Strengths Based Leadership. Gallup Press.

Schmidt, E., Rosenberg, J. & Eagle, A. (2014) How Google Works. Grand Central Publishing.

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Each team will make a 30-minute briefing on the book to the class on one of the dates indicated above. The team will summarize the most important ideas from the book stressing leadership issues, explain one idea they are skeptical about, one idea which they believe has real value, and provide practical advice about the implications of the book for their fellow students (which may include the idea which they believe has real value). In the final 10 minutes of the presentation the team will engage the class in a discussion of the book and its implications for them. The team will make plans in advance to facilitate this discussion. All members of the team must participate substantially in the presentation. The mark for the briefing will be based 50% upon the ratings given by the class and 50% upon the rating of the professor. The class evaluation will focus on the value of the presentation and discussion and the presentation skills (interesting, stimulating, appropriate level, clarity, poise, etc.) of the team. In addition to these criteria, the professor’s rating will include consideration of the accuracy and depth of the content of the presentation, the degree to which it includes original analysis, the degree of participation of all members of the team, and the degree to which the class was engaged. The briefing will be formal, resembling those that are made to executives in work settings, making effective use of audiovisual aids and computer technology and with team members appropriately dressed. It is the team’s responsibility to control the timing of the briefing including bringing it to a conclusion at the end of 30 minutes with an appropriate wrap-up statement. An electronic copy of the slides for the briefing is to be emailed to the professor on the day before the briefing, for distribution to the class. The file naming protocol for the slide set is to be: B718 w18 book brief xxxxx, in which xxxxx is the first five letters of the surname of the book’s first author. Book Report Written (Team) 10% Feb 7 or Feb 14 Each team will prepare a six-page book report to be submitted electronically and in hard copy to the professor within one week of the class briefing. The report will include the following sections.

Page 1, Cover: Includes the title, author(s), publisher and date of the book as well as the names of all students who are to receive credit for the report, the name of the professor, the name and number of the course, and the submission date. Pages 2 & 3: Summarizes the main points of the book. Pages 4, 5 & 6: Covers the other main points made in the presentation The hard copy of the written report will be on 8.5" X 11" white paper, with 1" margins, single-spaced, 12-point font, and bound with a staple. There will be a footer for the document which includes page numbers and the filename, with the file naming protocol: B718 w18 book report xxxxx. in which xxxxx is the first five letters of the surname of the book’s first author. The hard copy is given to the professor in class on the date indicated and an electronic copy emailed on the same day. There is a 5% (of the mark for the report) penalty for each day it is late.

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Executive Interview Class Briefing (Team) 10% Mar 21 or Mar 28 Each book report team will identify a middle manager or higher to interview about career leadership progression. The interviewee must be a middle manager who can explain his or her own personal experience in transitioning from first level management to a higher level, or from one higher level position to another. The team must identify their interviewee to the professor by email no later than February 28. The identification must include the name and formal position title of the interviewee, the name of the firm and its industry, as well as the current leadership position of the interviewee stated using the terminology of the Pipeline Model of leadership transitions. This is the only place in which the team is to identify the interviewee. This email will also specify which of the two dates for briefings the team prefers. Date conflicts will be adjudicated on a first-come-first-served basis. Each team will do a 30-minute briefing about the interview to the class on one of the dates indicated. The first part of the briefing will clarify the current position of the interviewee and which leadership transition is the focus of the interview, using the terminology of the Pipeline Model. It is important to make this very clear so level specific advice can be given. The industry of the interviewee should also be included. In discussing leadership transitions the briefing should include the differences in the people being led in the two positions and how this and other factors makes the leadership challenges different. The middle part of the briefing will state and explain three items of advice, from the interviewee, for students, on a strategy for successful career leadership progression. The last 10 minutes of the briefing will be a class discussion of the three items of advice from the interviewee. The team will make plans in advance to facilitate this discussion. All team members must participate substantially in the briefing. An electronic copy of the slides for the briefing is to be emailed to the professor on the day before the briefing, for distribution to the class. The file naming protocol for the slide set is to be: B718 w18 interview brief xxxxx, in which xxxxx consists of the first letters in the surnames of the team members, in alpha order. The mark for the briefing will be based 50% upon the ratings given by the class and 50% upon the rating of the professor. The class evaluation will focus on the value of the discussion for them and presentation skills (interesting, stimulating, appropriate level, clarity, poise, etc.). In addition to these criteria, the professor’s rating will include consideration of the accuracy and depth of the content of the presentation, the amount and quality of original analysis, the level of participation by all team members, and the degree to which the class was engaged in the discussion. The briefing will be formal, resembling those that are made to executives in work settings, making use of audiovisual aids and computer technology to as great a degree as is possible. Team members will be appropriately dressed. It is the team’s responsibility to control the timing of the briefing including bringing it to a conclusion at the end of 30 minutes with an appropriate wrap-up statement.

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Executive Interview Written Report (Team) 10% Mar 28 or Apr 4 Each team will prepare a six-page report to be submitted electronically and in hard copy to the professor within one week of their briefing. The report must focus on leadership transitions, not just management transitions. The report will have the following sections. Page 1, Cover: Includes the title, “Report on Leadership Transition from Level X to Level Y”, with Levels X and Y being stated in the terminology of the Leadership Pipeline. This page should also show the names of all students who are to receive credit for the report, the name of the professor, the name and number of the course and the submission date. Pages 2 through 6: These cover and elaborate upon the material presented in the briefing, clarifying the current position of the interviewee and which leadership transition was the focus of the interview, the differences in the people being led in the two positions, and how this and other factors makes the leadership challenges different. The last part of the report should state and explain three items of advice, from the interviewee, for students, on a strategy for successful career leadership progression. The hard copy of the written report will be on 8.5" X 11" white paper, with 1" margins on all sides, single-spaced, 12-point font, and bound with a staple. The hard copy is to be given to the professor in class on the date indicated and an electronic copy emailed on the same day. The document footer will include page numbers and the filename, with the file naming protocol: B718 w18 interview report xxxxx, in which xxxxx consists of the first letters in the surnames of the team members, in alpha order. There is a 5% (of the mark for the report) penalty for each day it is late. Test 1 (Individual) 20% Feb 28

This three-hour, in-class test will cover modules 1 through 5 and will consist of a short case and questions about the material covered in the readings and classes.

Test 2 (Individual) 20% Apr 11

This three-hour, in-class test will cover modules 6 through 11 and will consist of a short case and questions about the material covered in the readings and classes. Class Participation (Individual) 20% All classes Class discussions of student, professor and industry speaker presentations are an important component of the learning experience in this course. Therefore, 20% of students’ marks for the course will be based upon their class attendance and substantive participation in the discussions.

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ACADEMIC DISHONESTY

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at:

www.mcmaster.ca/academicintegrity

The following illustrate only three forms of academic dishonesty:

1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.

2. Improper collaboration in group work. 3. Copying or using unauthorized aids in tests and examinations

ONLINE COURSE COMPONENTS

In this course we will be using Avenue to Learn (A2L). Students should be aware that when they access the electronic components of this course, private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have questions or concerns about such disclosure, please discuss them with the course instructor.

MISSED ACADEMIC WORK

When students miss a regularly scheduled mid-term or class participation for legitimate reasons as determined by the Student Experience – Academic (MBA) office, the weight for that item will be distributed across other evaluative components of the course at the instructor’s discretion. Documentation explaining the absence must be provided to the Student Experience – Academic (MBA) office within five (5) working days of returning to

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school. To document absences for health reasons, provide to Student Experience – Academic (MBA) office the Petition for Relief for MBA Missed Term Work and the McMaster University Student Health Certificate which is on the DeGroote website at: http://mbastudent.degroote.mcmaster.ca/forms-and-applications/. Do not use the online McMaster Student Absence Form as this is for Undergraduate students only. University policy states that a student may submit a maximum of three (3) medical certificates per year after which the student must meet with the Director of the program. To document absences for reasons other than health related, please provide Student Experience – Academic (MBA) office the Petition for Relief for MBA Missed Term Work and documentation supporting the reason for the absence. Students unable to write a mid-term at the posted exam time for the following reasons: religious; work-related (for part-time students only); representing university at an academic or varsity athletic event; conflicts between two overlapping scheduled mid-term exams; or other extenuating circumstances, have the option of applying for special exam arrangements. Such requests must be made to the Student Experience – Academic (MBA) office at least ten (10) working days before the scheduled exam along with acceptable documentation. Instructors cannot themselves allow students to unofficially write make-up exams/tests. Adjudication of the request must be handled by Student Experience – Academic (MBA). If a mid-term exam is missed without a valid reason, students will receive a grade of zero (0) for that component.

STUDENT ACCESSIBILITY SERVICES

Student Accessibility Services (SAS) offers various support services for students with disabilities. Students are required to inform SAS of accommodation needs for course work at the outset of term. Students must forward a copy of such SAS accommodation to the instructor normally, within the first three (3) weeks of classes by setting up an appointment with the instructor. If a student with a disability chooses NOT to take advantage of an SAS accommodation and chooses to sit for a regular exam, a petition for relief may not be filed after the examination is complete. The SAS website is:

http://sas.mcmaster.ca

POTENTIAL MODIFICATION TO THE COURSE

The instructor reserves the right to modify elements of the course during the term. There may be changes to the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster email and course websites weekly during the term to note changes.

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RESEARCH USING HUMAN SUBJECTS

All researchers conducting research involving human participants, their records or their biological material are required to receive approval from one of McMaster’s Research Ethics Boards before (a) they can recruit participants and (b) collect or access their data. Failure to comply with relevant policies constitutes research misconduct. Contact these boards for further information about your plans and the application process. McMaster Research Ethics Board (General board): https://reo.mcmaster.ca/ Hamilton Integrated Research Ethics Board (Medical board): http://www.hireb.ca/

ACKNOWLEDGEMENT OF COURSE POLICIES

Your enrolment in MBA B718 will be considered to be an implicit acknowledgement of the course policies outlined above, or of any other that may be announced during lecture and/or on A2L. It is your responsibility to read this course outline, to familiarize yourself with the course policies and to act accordingly. Lack of awareness of the course policies cannot be invoked at any point during this course for failure to meet them. It is your responsibility to ask for clarification on any policies that you do not understand.

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COURSE SCHEDULE: B718 Winter 2018

Week Topics Readings & Assignments

WEEK 1 Jan 10

Module 1: Introduction to Leadership Leadership & Career Opportunities

Text: Chapter 1 Introduction

WEEK 2 Jan 17

Module 2: Theories of Leadership The Leadership Pipeline

Text: Chapt 2 Fundamentals Text: Chapt 3 Contingencies Drotter & Charan, Building Leaders at Every Level: A Leadership Pipeline

WEEK 3 Jan 24

Module 3: Self-Leadership, Followership The Effective Individual Contributor

Text: Chapt 7 Followership

WEEK 4 Jan 31

Module 4: The Personal Side of Leadership Transition 1: To Leading Others

Text: Chapt 5 Mind & Emotion Text: Chapt 6 Courage & Moral Leadership Hill, Becoming the Boss 3 Class Briefings on Book Reports

WEEK 5 Feb 7

Module 5: Leadership Communication Transition 2: To Leading Managers

Text: Chapt 9 Communication Walker, Saving Your Rookie Managers from Themselves 3 Class Briefings on Book Reports 3 Written Book Reports Due

WEEK 6 Feb 14

Module 6: Leadership of Teams Transition 3: To Leading a Function

Text: Chapt 10 Teams 3 Written Book Reports Due

Break Feb 21

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WEEK 7 Feb 28

Test 1: Modules 1 - 5 Three hours, regular classroom

Text: Chapts 1, 2, 3, 5, 6, 7, 9 Pipeline and Transitions 1 & 2

WEEK 8 Mar 7

Module 7: Leading through Power & Influence Transition 4: To Business CEO

Text: Chapt 12 Power, Influence Watkins, How Managers become Leaders

WEEK 9 Mar 14

Module 8: Leading through Vision & Strategy Networking, Influence, Opportunities

Text: Chapt 13 Vision, Strategy Ibarra, How Leaders Create Networks Casciaro, Learn to Love Networking

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Week Topics Readings & Assignments

WEEK 10 Mar 21

Module 9: Leading through Culture & Values Transition 5: To Group Leader

Text: Chapt 14 Culture, Values 3 Class Briefings on Interviews

WEEK 11 Mar 28

Module 10: Leading Change Transition 6: To Enterprise CEO

Text: Chapt 15 Leading Change De Vries, The Eight Roles Executives Play 3 Class Briefings on Interviews 3 Interview written reports due

WEEK 12 Apr 4

Module 11: Leading Diversity Career Resilience

Text: Chapt 11 Diversity Seibert, Developing Career Resilience and Adaptability 3 Interview written reports due

WEEK 13 Apr 11

Test 2: Modules 6 – 11 Three Hours, Regular Classroom

Text: Chapts 10, 11, 12, 13, 14, 15 Transitions 3, 4, 5, 6, Networking, Resilience