Subject Area - Course Number:Cross-Listing

University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number:Cross-listing:

(See Note #1 below)

Course Title:(Limited to 65 characters)Leadership Development

25-Character Abbreviation: Leadership Development

Sponsor(s): Louise Tourigny

Department(s):Management

College(s):

Consultation took place:NA Yes (list departments and attach consultation sheet)

Departments:

Programs Affected:Master of Business Administration

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yeswill be at future meeting

Prerequisites:

Grade Basis:Conventional LetterS/NC or Pass/Fail

Course will be offered:Part of Load Above Load

On CampusOff Campus - Location American Family

College:Dept/Area(s):Management

Instructor:Louise Tourigny

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours:NATotal lecture hours:40

Number of credits:3Total contact hours:120

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:No of credits in major:

No of times in degree:No of credits in degree:

Revised 10/021 of 10

Proposal Information:(Procedures for form #3)

Course justification: Leadership is an essential course in the design of the MBA program. The current global environment being complex and unpredictable, employers need to recruit talented leaders with the professional skills required to provoke changes to the status quo, enable entrepreneurial initiatives, fuel the development of new systems and processes, stimulate creative decision making,unleash the potential of workers,develop talents, build communities, enhance sustainable development, and contribute to the growth of the organization. The Leadership course focuses on the individual development of students through an increase in self-awareness, the acquisition of knowledge on effective leadership practices in organizations, and an appraisal of contextual, cultural, and individual factors that enable or constrain leadership action and effectiveness. The course suits the needs of students who want to play a leadership role in organizations by teaching them, how to develop a mission, vision and strategic goals, effectively lead, engage and motivate people, evaluate talents, build effective teams and develop communities,and foster creativity and innovation.

Relationship to program assessment objectives:

Objective: Develop self-awareness

Trait: Assess one’s personality, values, beliefs, goals, and leadership style

Methods: (1) the instructor will have a set of self-assessment tests that students will be required to complete. Students will compile the information obtained and write a descriptive statement. (2) Students will be asked to engage in self-development by engaging in an active self-inquiry. Students will be directed to do one of the following: (a) consult with a qualified therapist using a service of their choice or the health and counseling services on campus, (b) register for meditation or yoga classes, (c) create or join a reading group on self-development, or (d) engage in an activity that is alien to one’s self with appropriate justifications.

AoL: The descriptive statement is evaluated to assess whether students developed a critical and honest view of their own leadership style, understand who they are and where they fit, and know what they need to work on in order to improve their leadership skills.

Objective: (1) Apply skills and knowledge grounded in evidence-based leadership models to practical situations; (2) develop a mission, vision and strategic goals

Trait: Develop, implement and justify a leadership initiative

Methods: (1) the instructor will request students to launch at least one leadership initiative. Depending on the instructor, a selection of alternative activities can be proposed including: (a) developing a leadership training and development program for an existing organization with planned and measurable outcomes, (b) creating a virtual network of leadership practitioners, (c) creating an organization such as a new business, association, or journal, etc. (d) launching a campaign for a cause of their choice, and (e) developing a leadership intervention within a selected community with planned and measurable outcomes.

AoL: Specific tangible outcomes are assessed to verify whether the leadership initiative leads to concrete action and long-term sustainability.

Objective: Identify contextual, cultural and individual factors that enable or constrain leadership action and effectiveness

Trait: Analyze the practical limitations of leadership models, identify boundaries of action, and determine how one must adjust to specific circumstances to enhance leadership effectiveness

Methods: (1) cases will be used to systematically identify the factors that enable or constrain action, analyze the specifics of a situation, and determine how leaders can adjust to the particular contextual, cultural and/or individual factors in order to be effective. (2) Students will be requested to develop an evidence-based leadership model from another cultural perspective using new cultural lenses.

AoL: Students write case study reports, which are evaluated for the identification of key contextual, cultural and individual factors and assessment of enabling and constraining factors to leadership decision, action and outcomes.

Objective: Evaluate

Trait: Identify areas for improvement in the development of talents and develop innovative ways to grow talents in organizations

Methods: Students will be requested to evaluate an organization in a critical way so as to identify potential areas of development of talents. Students should develop a systematic method for evaluating talents and identifying areas for improvement. The instructor can either let students select an organization of their choice or provide a specific list of organizations to pick from. Students will have to make a presentation and/or report in which they will provide a detailed systematic evaluation method with an illustrated model.

AoL: Students should turn in a report and/or make a presentation on a specific evaluation method they developed in the study of an organization. The illustrated model is evaluated by the instructor based on its relevance for the organization, usefulness for the development of talents, and potential for other usage such as a mentoring program among others.

Objective: Lead and motivate

Trait: Determine how leaders identify the needs and interests of stakeholders, develop effective means to satisfy stakeholders, and actively engage them in a transformation process that is morally uplifting

Methods: Cases will be used as a means to address strengths and weaknesses of leaders in leading and motivating workers and various stakeholders. An emphasis will be placed on organizational changes, including cultural and structural changes.

AoL: Students have to discuss cases of leaders and analyze their strengths and weaknesses. Such discussion can take place in D2L where the instructor can provide questions for debates. Student interventions will be evaluated on the basis of relevance, applicability, and depth.

Objective: Work effectively in teams

Trait: (1) Develop critical and creative thinking, and (2) work effectively in teams to find solutions to problems

Methods: (1) Students will be requested to participate in a retreat where they will have to solve a problem within a specific time period. The retreat is aimed at developing creative thinking and confronting students to individual and cultural differences; (2) students will be requested to develop a virtual team composed of MBA students from various universities using an electronic platform of their choice in order to establish a dialog and to come up with specific suggestions as to what the MBA program of the future should look like. The virtual team is aimed at developing creative and critical thinking.

AoL: The problem resolution is evaluated on the basis of timeliness, quality, and pertinence of the solution for the problem at hand. The suggestions are evaluated on the basis of how much creative and critical thinking these generated.

Budgetary impact: None or limited; the retreat may incur a small cost

Course description:(50 word limit)

The Leadership course presents evidence-based models of leadership. It focuses on the development of authentic leaders through the enhancement of individual self-awareness, acquisition of knowledge on effective leadership practices in organizations, and a critical evaluation of the contextual, cultural, and individual factors that enable or constrain leadership action and effectiveness.

If dual listed, list graduate level requirements for the following:

1. Content (e.g., What are additional presentation/project requirements?)
Graduate students are requested to actively work on self-awareness and to practically conduct a leadership initiative

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
Graduate students are requested to do an active self-inquiry.

Concrete outcomes of leadership initiative will be measured and evaluated for graduate students

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Not applicable

Course objectives and tentative course syllabus:See below

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)* The bibliography is used to build the course and not as a list of assigned readings to students.

Avolio, B. J. (1999). Full leadership development: Building the vital forces in organizations. Sage.

Barbuto, J.E., Jr., & Wheeler, D.W. (2006). Scale development and construct clarification of servant-leadership. Group and Organizational Management, 31, 300-328.

Bass, B.M. (1985). Leadership and performance beyond expectations. NY: Free Press.

Bass, B.M. & Avolio, B.J. (1990a). The implications of transactional and transformational leadership for individual, team, and organizational development. Research in Organizational Change and Development, 4, 231-272.

Bass, B.M. & Avolio, B.J. (1990b). The Multifactor Leadership Questionnaire. Palo Alto, CA: Consulting Psychologists Press.

Bass, B.M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership. Leadership Quarterly, 127-181.

Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco, CA: Berrett-Koehler.

Burns, J.M. (1978). Leadership. NY: Harper & Row.

Conger, J.A. & Kanungo, R.N. (1998). Charismatic leadership in organizations. Thousand Oaks, CA: Sage.

Covey, S.R. (1990). Principle-centered leadership. NY: Fireside.

Craig, S.B., & Gustafson, S.B. (1998). Perceived leader integrity scale: An instrument for assessing employee perceptions of leader integrity. Leadership Quarterly, 9 (2), 143-144.

Dennis, R.S., & Bocarnea, M. (2005). Development of the servant leadership assessment instrument. Leadership & Organization Development Journal, 26, 600-615.

Greenleaf, R.K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness. NY: Paulist Press.

Hackman, J.R. (2002). Leading Teams: Setting the Stage for Great Performances. Boston: Harvard Business School Press.

House, R.J., Hanges, P.J., Javidan, M., Dorfman, P.W., & Gupta,V. (Eds.) (2004). Culture, leadership and organization: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage.

Jung. C.G. (1923). Psychological types. NY: Hartcourt Brace.

Kernis, M.H. (2003). Toward a conceptualization of optimal self-esteem. Psychological Inquiry, 14, 1-26.

LaFasto, F.M.J., & Larson, C.E. (1996). Collaborative Team LeaderSurvey. Denver, CO: Author.

Maccoby, M. (2003). The productive narcissist: The promise and peril of visionary leadership. NY: Broadway.

Manning, G. & Curtis, K. (4th international edition, 2011). The art of leadership.

Mumford, S.J., Zaccaro, S.J., Harding, F.D., Jacobs, T.O., & Fleishman, E.A. (2000). Leadership skills for a changing world: Solving complex social problems. Leadership Quarterly, 11 (1), 11-35.

Northouse, P.G. (2013). Leadership: Theory and Practice, 6th edition, Sage.

Terry, R.W. (1993). Authentic leadership: Courage in action. San Francisco: Jossey-Bass.

Yukl, G. (7th edition). Leadership in Organizations. Prentice Hall.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).

Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):

Course syllabus follows
Course Syllabus

Leadership Development

MANGEMNT 757

Instructor: Louise Tourigny

Fall 2013

Course description

Course objectives

The course objectives are twofold: (1) students should learn how to lead and motivate people so as to realize a vision that transforms them in a morally uplifting way; (2) students should learn how to apply evidence-based leadership models to practical situations, and identify contextual, cultural and individual factors that enable or constrain leadership action and effectiveness.

Specific objectives

1. Develop self-awareness

2. Work effectively in teams

3. Lead and motivate people

4. Evaluate talents and enhance the professional growth of workers

5. Develop a mission, vision and strategic goals

6. Apply skills and knowledge grounded in evidence-based leadership models to practical situations

7. Identify contextual, cultural and individual factors that enable or constrain leadership action and effectiveness

Material

Students will be provided with some web links to self-assessment tests, some tests will be posted in D2L within the course content, and some other tests will be purchased from a website or the bookstore. These include the Multifactor Leadership Questionnaire ( the Servant Leadership Questionnaire (published by Liden, R.C., Wayne, S.J., Zhao, H., & Henderson, D. in 2008 in the Leadership Quarterly, 19: 161-177), the Authentic Leadership Self-Assessment Questionnaire ( the Perceived Leader Integrity Scale (PLIS) published by Craig, S.B., & Gustafson, S.B. in 1998 in the Leadership Quarterly, 9 (2): 143-144. Personality tests include the MBTI ( and other selected personality tests such as the locus of control, learning style, interpersonal style, interpersonal trust, as well as some tests pertaining to one’s occupational mental health such as the Maslach Burnout Inventory (MBI) depending on the instructor. Such tests can be found on –line at various websites.

Suggested readings (can vary based on the instructor)

Bass, B.M. & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership. Leadership Quarterly, 127-181.

Mumford, S.J., Zaccaro, S.J., Harding, F.D., Jacobs, T.O., & Fleishman, E.A. (2000). Leadership skills for a changing world: Solving complex social problems. Leadership Quarterly, 11 (1), 11-35.

Manning, G. & Curtis, K. (4th international edition, 2011). The art of leadership.

Northouse, P.G. (2013). Leadership: Theory and Practice, 6th edition, Sage.

Yukl, G. (7th edition). Leadership in Organizations. Prentice Hall.

Course assignments

1. Self-assessment tests and self-inquiry

1a) Self-assessment tests must be completed and a written statement about one’s self must be turned in

1b) Self-inquiry involves a self-development activity to get out of one’s zone of comfort. Students must do one of the following and submit a completed form signed by the person consulted or delivering the service: (a) consult with a qualified therapist using a service of their choice or the health and counseling services on campus, (b) register for meditation or yoga classes, (c) create or join a reading group on self-development, or (d) engage in an activity that is alien to one’s self with appropriate justifications

2. Leadership initiative: Students must do one of the following activities

2(a) developing a leadership training and development program for an existing organization with planned and measurable outcomes,

2(b) creating a virtual network of leadership practitioners,

2(c) creating an organization such as a new business, association, or journal

2 (d) launching a campaign for a cause of their choice,

2 (e) developing a leadership intervention within a selected community with planned and measurable outcomes

3. Case analyses

Cases will be used to systematically identify the factors that enable or constrain action, analyze the specifics of a situation, and determine how leaders can adjust to the particular contextual, cultural and/or individual factors in order to be effective. Students must turn in a completed case report.

Students will also receive cases to analyze the strengths and weaknesses of leaders, and discuss in a critical way how leaders are effective or ineffective. Discussions will take place in class and/or D2L.

4. Systematic evaluation model

Students will be requested to evaluate an organization in a critical way so as to identify potential areas of development of talents. Students should develop a systematic method for evaluating talents and identifying areas for improvement. The instructor can either let students select an organization of their choice or provide a specific list of organizations to pick from. Students will have to make a presentation and/or report in which they will provide a detailed systematic evaluation method with an illustrated model.

5. Team work

5a) Retreat: Students will be requested to participate in a retreat where they will have to solve a problem within a specific time period. The retreat is aimed at developing creative thinking and confronting students to individual and cultural differences

5b) Virtual team: Students will be requested to develop a virtual team composed of MBA students from various universities using an electronic platform of their choice in order to establish a dialog and to come up with specific suggestions as to what the MBA program of the future should look like. The virtual team is aimed at developing creative and critical thinking