BU.142.620.xx – Leadership in Organizations – Instructor’s Name – Page 4 of 5
/Leadership in Organizations
2 CreditsBU.142.620.xx
[NOTE: Each section must have a separate syllabus.]
[Day Time / ex: Monday, 6pm-9pm]
[Start End Date / ex: 3/24/15-5/12/15]
[Semester / ex: Fall 2016]
[Location / ex: Washington, DC]
BU.142.620.xx – Leadership in Organizations – Instructor’s Name – Page 4 of 5
Instructor
[Full Name]
Contact Information
[Phone Number, (###) ###-####]
[Email Address]
Office Hours
[Day(s)/Times]
Required Texts Learning Materials
· Cialdini, R. B. (2001). Harnessing the science of persuasion. Harvard Business School, #7915.
· Ibarra, H. & Hunter, M. (2007). How leaders create and use networks. Harvard Business School, #R0701C-HCB-ENG.
· McGinn, K. & Tempest, N. (2010). Heidi Roizen. Harvard Business School, #9-800-228.
· Psychological dimensions of organizational behavior, 3rd Ed. (2003). Edited by B. Staw. Upper Saddle River, NJ: Prentice Hall.
Course Description
Although this course is called Leadership in Organizations, its goal is about more than understanding organizational actors’ behavior. Its goal is to help student learn how to leverage organizational behavior to enhance their ability to lead, now and in the future. Specifically, this course seeks to provide students with both the analytical frameworks and the practical experience necessary to better lead individuals and groups in organizations. The analytical frameworks will help students to understand leadership; the practical experience will help students put that understanding into action. The goal is to help students lead, even if they do not currently find themselves in a formal, leadership role. The practices that are discussed will promote effectiveness at any level.
Prerequisite(s)
None.
Learning Objectives
By the end of this course, students will be able to:
1. Demonstrate an understanding of, and ability to communicate about, leadership theory.
2. Demonstrate an ability to apply leadership theory to novel situations.
3. Understand personal behaviors and tendencies that impact your leadership style.
4. Demonstrate an ability to motivate individuals and groups to achieve organizational goals.
5. Diagnose and apply ethical leadership frameworks.
To view the complete list of Carey Business School’s general learning goals and objectives, visit the Teaching & Learning@Carey website.
Attendance
Attendance and class participation are part of each student’s course grade. Students are expected to attend all scheduled class sessions. Each class will include opportunities for teams to work together. Failure to attend class will result in an inability to achieve the objectives of the course. Regular attendance and active participation are required for students to successfully complete the course.
Assignments & Rubrics
Your grade will be calculated as-follows:
Assignment / Course Learning Objective(s) / WeightAttendance and participation / 1,2,3,4,5 / 20%
Done differently analysis / 1,2,3 / 15%
Current events presentation / 1,2 / 15%
Leadership action plan / 1,2,3,4,5 / 25%
Final exam / 1,2,5 / 25%
Total / 100%
Students will be asked to sign a statement that each test and assignment is their own work and they have abided by the honor code. Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.
Rubrics for all assignments will be available on Blackboard.
1. Attendance and Participation (20%)
This component of the grade includes participation in both leadership exercises and class discussions. Because exercises are a critical component of the learning process, you should be fully prepared for every exercise. You should try your hardest to get the best possible outcome for yourself or your group. You are not graded on the outcomes of the exercises, but rather on the quality of your preparation beforehand, and your participation in post-exercise discussions. (The purpose of this approach is to encourage you to experiment with a variety of leadership strategies, without harming your grade.)
Your participation in the class discussions will be evaluated in terms of the quality of your contributions to the debriefing session that follows each exercise. Debriefing sessions will involve information-sharing about results, strategies, and reactions. High-quality comments have one or more of the following properties:
· Offer a different and unique, but relevant, perspective based upon analysis and theory
· Help move the discussion and analysis forward
· Build upon the comments of classmates
· Transcend the “I feel” syndrome: that is, include some evidence or logic
· Link relevant concepts to current events or personal work experiences
To promote the best possible learning experience for everyone, the instructor will call on students who wish to answer, but also occasionally “cold-call” on others. Please be prepared to contribute to the class discussion at any time.
2. Done Differently Analysis (15%)
The Done Differently Analysis is a short essay in which you reflect on one of your own, past experiences in an organization, analyzing what you could or should have done differently in light of what you have learned in class. This essay will help you to connect the course learnings with your professional lives. It will also allow you to reflect on successful and failed strategies, which will help you better prepare and respond in the future.
Although you will inevitably need to describe what happened during a past experience, the analysis should not be a detailed report of everything that happened. Instead, you should focus on analyzing what could or should have happened if you had known the course lessons discussed to-date—and why. In addition to discussing how the process would have differed, you might also reflect on how the outcome would have differed.
A high-quality analysis is one that steps back from a situation, identifies key events and processes, uses course concepts to help structure the analysis—and does so in a well-written fashion. The analysis should be no longer than two pages typed (double-spaced, Times New Roman, 12-point). It is due at the beginning of Class 4 on X date.
3. Current Events Presentation (15%)
The Current Events Presentation is a short presentation, done in a group, in which you apply course content to a current event of your choice. The purpose of this presentation is to apply course concepts and theories to a real-life organizational issue. Each group will be assigned a class topic, and will present a 15 minute analysis of their issue at the beginning of that class. Like the Done Differently Analysis, the key to this presentation is to focus on analysis rather than description. An excellent presentation will step back from the event itself, and using a compelling delivery, succinctly highlight key points while making a broader connection to course content.
4. Leadership Action Plan (25%)
To help you extend the course lessons into your professional lives, this assignment asks you to develop an action plan based on what you have learned. The goal of this assignment is to translate the course material into a tangible and actionable plan that you will actually implement after finishing the course. As the assignment is intended primarily for your benefit, it comes with no formatting prescriptions. You should develop a plan in whatever format will be most useful to you.
That said, please note that one key to receiving a strong grade is, again, analysis. Some formats are more conducive to analysis than others. For example, bulleted lists often preclude an analysis of the inter-linkages amongst a plan’s elements. If you choose such a format, I would encourage you to include another section that analyzes the linkages between the bullets. Additionally, the strongest leadership action plans will contain, at a minimum, an answer to the following questions:
· Which aspects of your leadership do you plan to improve?
· What tangible steps will you take to improve them?
· Why will you take those steps instead of others? (This would be a good place to reference the course lessons.)
· How will you know if these steps are working, and what will you do if they are not?
If you are currently a leader, you should focus on what you will do to become a better one. If you are not a leader, you should focus on what you can do to lead from your current organizational level, and what you will do to become a leader in the long-term.
Overall, this document should be no longer than 5 pages typed (double-spaced, Times New Roman, 12-point font). Your grade will be based on how well your plan ties your professional concerns together with the course lessons through thoughtful analysis. This document is due at the beginning of Class 7, X date.
5. Final Exam (25%)
The final exam will cover the concepts discussed in class and in the readings, with an emphasis on in-class discussions. The exam will ask you to apply the course concepts, which means you need to know not only the definitions of various concepts, but the pros and cons of using various concepts strategically.
Grading
The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level.
Please refer to the Carey Business School’s Student Handbook for grade appeal information.
Tentative Course Calendar**The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.
PDOB refers to Psychological Dimensions of Organizational Behavior.
Week / Content / To Do Before Class / In Class / To Do After Class1 / Introduction
Individual Decision Making / -- / Introduce course
Do $20 Auction / Take course survey
PDOB 14, 15
2 / Group Decision Making / -- / Do Murder Mystery
Debrief Murder Mystery / PDOB 19, 33
3 / Influence / -- / Watch 12 Angry Men
Debrief 12 Angry Men / Read Harnessing the Science of Persuasion
PDOB 30
4 / Leading groups and teams / Complete Done Differently Analysis (graded) / Do Tanagram Task
Debrief Tanagram Task / PDOB 34
5 / Ethics and values / -- / Do Kidney Case
Debrief Kidney Case, Deception Game / PDOB 10, 17
6 / Motivation and goals / -- / Do Tower Building Exercise
Begin to debrief Tower Building Exercise / PDOB 3, 4
Read Heidi Roizen
7 / Social Networks / Complete Leadership Action Plan (graded) / Finish Tower Building debrief
Do Heidi Roizen
Wrap up course / Read How Leaders Create and Use Networks
8 / Final Exam / Prepare for Final Exam (graded) / Take Final Exam / --
BU.142.620.xx – Leadership in Organizations – Instructor’s Name – Page 4 of 5
Carey Business School
Policies and General Information
Blackboard Site
A Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.
Course Evaluation
As a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.
Disability Services
Johns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-234-9243, by fax at 443-529-1552, or by email.
Honor Code/Code of Conduct
All students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.
Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.
Other Important Academic Policies and Services
Students are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:
· Statement of Diversity and Inclusion
· Student Success Center
· Inclement Weather Policy
Copyright Statement
Unless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code.