PUAF 359J LEADING TO GET RESULTS

COURSE SYLLABUS

Spring 2010

Mondays 4:15-6:45 p.m.

TLF 0101

Credit hours: 3 credit hours
Faculty:
Victoria Goddard-Truitt, Ph.D.

Shana Sabbath, MPM

Office Hours: Mondays by appointment
Course Pre-requites: open to junior and seniors
Required Texts:
Trying Hard is Not Good Enough, (Friedman, 2005)
Leadership on the Line (Heifetz 2002)
Theory of Aligned Contributions (Pillsbury, 2008)
Introduction to Results Based Facilitation: Primer (Pillsbury, 2007)
Introduction to Type and Teams (Elizabeth Hirsh, et. al., 2003)
Myers-Brigg Type Inventory Self-Scorable
Healthy Campus Report 2010 (library)

COURSE DESCRIPTION:This course provides an opportunity for students to use results based leadership competencies to take actions that will make a measurable difference in one semester on an issue impacting the university community. The basis of the course is an emerging framework, The Theory of Aligned Contributions,which provides the conceptual foundationand interpersonal and technical skills used to scaffold the practice of leadership. For this course, leadership is defined using Heifetz’s model of leadership as activity that catalyzes people to do “adaptive work” in a way that is not necessarily tied to positions of formal or hierarchical authority.

COURSE OBJECTIVES: This course has a strong emphasis on the student as collaborative leader. An important objective of the course will be to help students understand how to lead and work collaboratively in multi-sector, diverse communities. Important elements of this objective are learning how to use knowledge of person, role and systems and boundaries of authority in which people take action to effect change. Students will begin by having a better understanding of self (e.g., communication preferences, learning style, individual learning needs and values related to race/class/culture). Students will use knowledge of self and others to build teams, distribute leadership,create action agendas, and take aligned actions to implement strategies ata scale and scope to make a measurable difference for a targeted population. Specifically students will:

  1. Use Results Accountability in developing an action agenda
  2. Demonstrate adaptive leadership principles
  3. Commit to and be accountable for taking aligned actions that accelerate a selected result
  4. Demonstrate knowledge of concepts related to whole group relations and systems such as person, role, systems; boundaries of authority, role and task; and results based facilitation
  5. Integrate issues regarding race/class/culture into decision making process
  6. Use collaborative leadership applications:
  7. Person-Role-System and Myers Brigg Type Preferences
  8. Accountability Pathway
  9. Reflective Practice
  10. Proposal Based Decision Making
  11. Adaptive Leadership
  12. Interest Based Negotiation
  13. Circle of Conflict

TOPICAL OUTLINE

Date / Content
Jan 26 / Introduction and Overview of the Course and Results Based Leadership
Results: Students will
  • Understand the purpose, results and expectations of the course;
  • Define Results Based Leadership
  • Gain a broad understanding of the result, population and indicator;
  • Do a preliminary stakeholder analysis; and
  • Make commitments to take action between classes

Feb 1 / Introduction to Results Accountability
Results: Students will
  • Hold self and others accountable for actions
  • Be able to use basic concepts related to Results Accountability (population)
  • Identify factors contributing to current state of well-being
Overview of the Concept of Person-Role-System
Results: Students will
  • Understand basic concept of Person-Role System
  • Validate MBTI type profile
  • Make action commitments

Feb 8 / Focus on Performance Accountability
Results: Students will
  • Deepen their understanding about the difference between population and performance accountability
  • Apply RA to assess the quantity, quality and impact of their actions
  • Make commitments to action informed by their insights regarding performance and population accountability
  • Deepen understanding about the concept of Person-Role System
  • Complete Asset Map to understand potential contributions that can be made by self and others from perspective of person in role
  • Make action commitments

Feb 15
/ Putting It All Together: Whole Distance between Population and Performance Accountability
Results: Students will
  • Apply RA to develop strategies and actions to turn the curve on health outcomes at UMCP for a specified subpopulation
  • Identify performance measures to measure progress on strategies/actions
  • Plan how to engage necessary partners using information from the stakeholder analysis and understanding of the subpopulation
  • Students make commitments to action informed by group decisions and insights at the person, role and system level.

Feb 22 / Adaptive and Technical Challenges
Results: Students will
  • Recognize leadership as taking action to mobilize adaptive work
  • Identify and apply key concepts (danger, facing reality , adaptive and technical problems, authority, give work back
  • Differentiate between technical and adaptive challenges
  • Use knowledge of adaptive leadership to identify and address an adaptive challenge relevant to them

Mar 1 / Theory of Aligned Contributions
Results: Students will
  • Apply the TOAC to thinking about aligned actions
  • Identify competencies that will help leaders make and take aligned actions together at a scope and scale to make a measurable difference
  • Assess individual and group level commitments to make and keep aligned actions.

Mar 8
/ Mid-Term
  • Examination
  • Pre-Seminar Presentation
  • Didactic examination

Mar 15 / SPRING BREAK
Mar 22 / The Influence of Race, Class and Culture on Population Results:
Results: Students will
  • Use reflective practice to gain insights into their current life journey as it relates to race/ethnicity, class and culture.
  • Students consider disaggregated data and explore the influence of issues of diversity and RCC and use this knowledge to deepen strategies and action agenda as appropriate.
  • Students make commitments to action at a scale and scope to achieve a measurable difference.

Mar 29 / Conflict Management and Orientation to Conflict
Results: Students will
  • Define conflict
  • Articulate and explore one’s own orientation to conflict
  • Use MBTI to gain deeper understanding of the role of preferences in triggers, responses to, and management of conflict
  • Learn about conflict as a powerful and positive force in group work
  • Use the Circle of Conflict and other tools to manage conflict for positive gain.
  • Make commitment to take actions to accelerate result and to examine conflicts in own life/sphere of influence

Apr 5 / Facilitating Meetings that Get Results
Results: Students will
  • Recognize the set of core methods of Results Based Facilitation to assist with participating and conducting meetings that get results
  • Practice facilitating conversations
  • Make action commitments

Apr 12
/ Student Seminars and Results Check-in
Result: Students will
  • Share progress on strategies and integration of course materials.
  • Feedback and coaching are offered to strengthen work plans.
  • Deepen understanding about key concepts.
  • Make action commitments

Apr 19 / Application of Advanced Results Based Leadership Tools and Skills
Result: Students will
  • Deepen their understanding of how to anticipate and manage adaptive challenges that occur in groups.
  • Make action commitments

Apr 26 / RBL in Practice
Results: Students will
  • Engage with a leader in the public sector who has used Results Based Leadership concepts, skills or tools to make a difference in the lives of children, families and communities
  • Make action commitments
Course Review
May 3
/ Assessment of Core Concepts and Competencies and Evaluation and Preparation for Final Presentation, Course Evaluation (School)
Results: Students will
  • Have an opportunity to assess knowledge and application of core concepts and competencies.

May 10 / Final Presentation

FORMAT:

The course is built on adult learning principles recognizing that adults learn best when responding to their own interest, questions and concerns and reflecting on their own experiences. Students will be engaged in an experiential learning cycle where work begins with experience, observation or doing and moves to reflection and exploration of conceptual foundations that are used to fortify skills and actions taken. The class format will combine small and large group discussions, action planning, lecture, seminar presentations and implementation of action plans in real life settings.

GRADING, ASSIGNMENTS AND EXPECTATIONS

Grading:

30 % / Class participation-attendance and contribution to class discussion and exercises is essential. The class is interactive and therefore the quality of the experience is impacted by the quality of student participation.
For this reason, students will be expected to complete all pre-class assignments and to participate consistently and substantively in class discussions and work.
Because learning will be cumulative, with significant cross-referencing to topics covered in prior classes students are expected to attend all sessions.
30 % / Exams and Assignments
  • Individual Results Accountability Paper
  • Mid-Term Exam
  • Final Exam

20 % / Development and Implementation of Action Agenda
  • Pre-Seminar Presentation (5%)
  • Seminar Presentation (15%)

20 % / Final Presentation

Assignments:

Assignments include readings, development and implementation of action plans, seminar presentations, and a final presentation of findings and recommendations. Details about the action planning and seminar presentation will be forthcoming. All readings and activities are subject to change; however, you will be notified in class or on Blackboard prior to any adjustments in the schedule.

Late Policy:

It is essential that papers and other assignments be completed and submitted on time. Information gleaned from the completion of assignments may have a diminished value if not completed in connection to the work of the class. Faculty recognizes that there are events in life beyond our control and for such circumstances alternative dates may be negotiated with faculty. Following are two situations that student will be allowed late submission:

  • Serious illness or accident (flu vs. a cold; stitches and ER visit vs. stubbed toe)
  • Serious family emergency or death

Following are situations that are unacceptable reasons (this is related to time management):

  • Computer problems
  • Business and other work for classes
  • Being out of town or not attending class

Assignments that are received late will have a diminished value of 25% per day (example: an assignment graded as 100% if 1 day late the student would receive a 75%; if 2 days a 50% and so on). Any assignment more than 3 days late will receive a zero and will not be graded.

Course Materials

Electronic copies or links to course readings will be posted on Blackboard no fewer than 5 days prior to the class in which they are due. All readings and activities are subject to change; however, you will be notified in class or on Blackboard prior to any adjustments in the schedule.

ADA

If you have special needs as addressed by the Americans with Disabilities Act and need special arrangements for this class, please contact me as soon as possible.

Academic Integrity

All students are expected to observe and honor the provisions of the University’s Code of Academic Integrity. The Code of Academic Integrity defines academic dishonesty as “cheating,” “plagiarism,” “fabrication,” or “facilitating academic dishonesty.” Academic dishonesty is a serious offense that may result in suspension or expulsion from the University. We expect students in the Public Leadership program to meet high academic and ethical standards in all their work.

Class Participation

A quality learning experience in this leadership course rests upon a high degree of interaction and exchange of ideas among students and faculty. All students are expected to come to class knowledgeable about current events and be prepared to participate in relevant class discussions. As a community of scholars in public leadership, you are accountable to yourselves, to one another, and to the instructor to be prepared for and to attend classes. During class, I ask that you participate by:

a)arriving on time and prepared (that is, having read the assigned material);

b)listening actively when others are speaking;

c)responding with relevant remarks when you feel comfortable doing so; and

d)working in small groups when asked.

Absences

It is my expectation that you attend all classes. I also understand that circumstances occasionally arise beyond your control. You may miss one class period without explanation and without harm to your grade. Any additional absences, including for when you are under the weather, will be deducted from your participation grade unless the absence is excused (below).

University policy excuses absences for serious illness, religious observances, participation in University activities at the request of University authorities, and compelling circumstances beyond student’s control. Please let me know right away if you know you will need to miss a class for any of the reasons above.

ASSIGNMENTS

Date / Content / Class Preparation
Jan 26 / Introduction and Overview of the Course and Results Based Leadership
Results: Students will
  • Understand the purpose, results and expectations of the course;
  • Define Results Based Leadership
  • Gain a broad understanding of the result, population and indicator;
  • Do a preliminary stakeholder analysis; and
  • Make commitments to take action between classes

Feb 1 / Introduction to Results Accountability
Results: Students will
  • Hold self and others accountable for actions
  • Be able to use basic concepts related to Results Accountability (population)
  • Identify factors contributing to current state of well-being
Overview of the Concept of Person-Role-System
Results: Students will
  • Understand basic concept of Person-Role System
  • Validate MBTI type profile
  • Make action commitments
/
  1. Read Trying Hard is Not Good Enough (Friedman, 2005) Chapter 1-3
­What is Friedman’s main contention?
­What is population accountability?
­Differentiate between population, result, indicator, strategy, and performance measure.
  1. Complete the Myers-Briggs Type Inventory Self-Scorable
­Send your 4-letter type profile to S. Sabbath by Friday, January29th.
  1. Complete Action Commitments

Feb 8 / Focus on Performance Accountability
Results: Students will
  • Deepen their understanding about the difference between population and performance accountability
  • Apply RA to assess the quantity, quality and impact of their actions
  • Make commitments to action informed by their insights regarding performance and population accountability
  • Deepen understanding about the concept of Person-Role System
  • Complete Asset Map to understand potential contributions that can be made by self and others from perspective of person in role
  • Make action commitments
/
  1. Read Trying Hard is Not Good Enough (Friedman, 2005) Chapter 4
­Deepen understanding of performance accountability
­Differentiate between population and program accountability
  1. Read Introduction to Type and Teams (Hirsh, Hirsh, & Krebs Hirsh) pages 3-4, 6-7 (Preferences for Communication and Preferences for Team Culture), read own profile related to communication and team culture. Be prepared to discuss the following reflective practice questions.
­Thinking about your own personal preferences, what would be essential ground rules for teams to consider ensuring that work can be engaged in successfully (commitments to action made and kept, ability to make decisions together that stick, ability to engage in difficult conversations, etc.)
­What do you think or feel about attributes that you bring to bear on making a difference in the health of a subpopulation of students (personal attributes, experiences, interests, etc.)
  1. Complete Action Commitments

Feb 15
/ Putting It All Together: Whole Distance between Population and Performance Accountability
Results: Students will
  • Apply RA to develop strategies and actions to turn the curve on health outcomes at UMCP for a specified subpopulation
  • Identify performance measures to measure progress on strategies/actions
  • Plan how to engage necessary partners using information from the stakeholder analysis and understanding of the subpopulation
  • Students make commitments to action informed by group decisions and insights at the person, role and system level.
/
  1. Read Trying Hard is Not Good Enough (Friedman, 2005) Chapter 5
­This chapter is a review and helps to “pull population and performance accountability together.
  1. Complete Action Commitments
Paper Due-Application of RBA at the Person Level
Feb 22 / Adaptive and Technical Challenges
Results: Students will
  • Recognize leadership as taking action to mobilize adaptive work
  • Identify and apply key concepts (danger, facing reality , adaptive and technical problems, authority, give work back
  • Differentiate between technical and adaptive challenges
  • Use knowledge of adaptive leadership to identify and address an adaptive challenge relevant to them
/ 1.Read Leadership on the Line (Heifetz & Linsky, 2002) pp. Introduction and Part 1 (Chapters 1,2,3)
2.Reflective practice: Journal responses to following questions-
­According to Heifetz what do leaders do and why?
­What is dangerous about leadership?
­What might dangerous look like?
­What does it mean to go to the balcony? Practice this skill and journal about the situation, who was involved, what you did to “go to the balcony,” what you noticed from the balcony and what you did when you “came down.”
3.Complete Action Commitments
Mar 1 / Theory of Aligned Contributions
Results: Students will
  • Apply the TOAC to thinking about aligned actions
  • Identify competencies that will help leaders make and take aligned actions together at a scope and scale to make a measurable difference
  • Assess individual and group level commitments to make and keep aligned actions.
/
  1. Read Theory of Aligned Contributions (Pillsbury, 2008)
  2. Complete Action Commitments

Mar 8
/ Mid-Term
  • Examination
  • Pre-Seminar Presentation
  • Didactic examination
/
  1. Prepare for mid-term presentation and exam
  2. Complete Action Commitments

Mar 15 / SPRING BREAK
Mar 22 / The Influence of Race, Class and Culture on Population Results:
Results: Students will
  • Use reflective practice to gain insights into their current life journey as it relates to race/ethnicity, class and culture.
  • Students consider disaggregated data and explore the influence of issues of diversity and RCC and use this knowledge to deepen strategies and action agenda as appropriate.
  • Students make commitments to action at a scale and scope to achieve a measurable difference.
/
  1. Reflective practice journaling
  2. Handouts on mental models related to disparate outcomes
  3. Handouts from Race Matters Toolkit
  4. TBD
  5. Complete Action Commitments

Mar 29 / Conflict Management and Orientation to Conflict
Results: Students will
  • Define conflict
  • Articulate and explore one’s own orientation to conflict
  • Use MBTI to gain deeper understanding of the role of preferences in triggers, responses to, and management of conflict
  • Learn about conflict as a powerful and positive force in group work
  • Use the Circle of Conflict and other tools to manage conflict for positive gain.
  • Make commitment to take actions to accelerate result and to examine conflicts in own life/sphere of influence
/
  1. Read Introduction to Type and Teams (Hirsh, Hirsh, & Krebs Hirsh) page 8 (Relating MBTI Preferences to Problem Solving/Conflict Resolution); Read own profile related to conflict.
  1. Be prepared to discuss the following reflective practice question
­What triggers conflict for you?
­How do you feel/ what do you think about conflict?
­What needs to happen for you to be satisfied in a conflict situation?
  1. Read Leadership on the Line (Heifetz & Linsky, 2002) pp. Part 2
  2. Read and complete Critical Incident Worksheet
  3. Complete Action Commitments

Apr 5 / Facilitating Meetings that Get Results
Results: Students will
  • Recognize the set of core methods of Results Based Facilitation to assist with participating and conducting meetings that get results
  • Practice facilitating conversations
  • Make action commitments
/
  1. Introduction to Results Based Facilitation: Primer (Pillsbury, 2007), pp. 1-9
­Complete assessment on pg. 5
­Complete Meeting Worksheet on pg. 13
  1. Complete Action Commitments

Apr 12
/ Student Seminars and Results Check-in
Result: Students will
  • Share progress on strategies and integration of course materials.
  • Feedback and coaching are offered to strengthen work plans.
  • Deepen understanding about key concepts.
  • Make action commitments
/
  1. Prepare for delivery of Group Seminar Papers
  2. Complete Action Commitments

Apr 19
/ Application of Advanced Results Based Leadership Tools and Skills
Result: Students will
  • Deepen their understanding of how to anticipate and manage adaptive challenges that occur in groups.
  • Make action commitments
/ TBD
Apr 26 / RBL in Practice
Results: Students will
  • Engage with a leader in the public sector who has used Results Based Leadership concepts, skills or tools to make a difference in the lives of children, families and communities
  • Make action commitments
Course Review /
  1. Complete Review Guide
  2. Review handout for guest speaker presentation
  3. Complete Action Commitments

May 3 / Assessment of Core Concepts and Competencies and Evaluation and Preparation for Final Presentation, Course Evaluation (School)
Results: Students will
  • Have an opportunity to assess knowledge and application of core concepts and competencies.
/
  1. Prepare for final examine
  2. Read Leadership on the Line (Heifetz & Linsky, 2002) chapter in Part 3

May 10
/ Final Presentation

Updated 1/24/101