he catholic university of america busch s business

THE CATHOLIC UNIVERSITY OF AMERICA

BUSCH SCHOOL OF BUSINESS

MSM 514 Leadership Foundations

Fall 2018

Credit Hours: 3

Classroom: Online

Dates: October 22, 2017 – December 15, 2017

Each Class Week begins on Monday and ends on Sunday.

Instructor: Dr. Jacquie Hamp

Email: [email protected]

Twitter: @drjacquie

Telephone: 202-215-8117

Office Hours: By Appointment

Course Description

Surveys, compares, and contrasts contemporary theories of leadership, providing students the opportunity

to assess their own leadership competencies and how they fit in with models of leadership. Students also

discuss current literature, media coverage, and case studies on leadership issues. This online course will

be delivered over a period of eight weeks. The course focuses on leadership theory and practice in

contemporary organizations. It includes lectures and readings that expose students to

contemporary best practices. The case studies expose students to challenging situations

requiring critical analysis and students discuss and defend their conclusions in on-line discussion

boards. Self-assessments and questionnaires help students understand their leadership style as

well as that demonstrated by others and the leadership culture of organizations.

Instructor Biographical Sketch:

Dr. Jacquie Hamp is an educator, coach and consultant with expertise in leadership development,

organizational development and human resources development strategy. From 2006 to 2015 she

held the position as the Senior Director of Leadership Development for Goodwill Industries

International in Rockville, Maryland. Dr. Hamp was responsible for the design and execution of

leadership development programs and activities for all levels of the 4-billion-dollar social

enterprise network of Goodwill Industries across 165 independent local agencies. In addition to

serving as an Part Time Professor at the Catholic University of America, Jacquie is an Adjunct

Associate Professor at the University of Maryland University College (UMUC) and in the school

of business at George Mason University.

Jacquie has a Master of Science degree in Human Resources Development Administration from

Barry University. She holds a Doctor of Education degree in Human and Organizational

Learning from the Graduate School of Education and Human Development at George

Washington University. Jacquie has received a certificate in Executive Coaching from

Georgetown University, a certificate in the Practice of Teaching Leadership from Harvard

University and holds the national certification of Senior Professional in Human Resources

(SPHR). She also holds a certification as a retirement coach issued through Retirement Options.

Jacquie has been invited to speak at conferences in the United States and the United Kingdom on

the topic of how women learn through transformative experiences and techniques for effective

leadership development in the social enterprise sector. She is a member of the Society of Human

Resource Management (SHRM) and the International Leadership Association (ILA). In 2011 Dr.

Hamp was awarded the Strategic Alignment Award by the Human Resources Leadership

Association of Washington DC for her work in the redesign of the Goodwill Industries

International leadership programs in order to meet the strategic goals of the organization. In 2016

the staff and students voted to award her the Outstanding Professor Award from The

Metropolitan School of Professional Studies at The Catholic University of America.

Instructional Methods

This on-line course will be delivered over a period eight weeks. Content includes two required

texts and a series of on-line PowerPoint presentations. Individual student deliverables will be

posted to the course virtual classroom. Students will participate in weekly discussion boards

where they will discuss case studies and course content.

The course is delivered asynchronously which means that students can log-in to view

PowerPoints and any collateral materials as well as posting to the drop box and discussion

boards at any point within the scheduled time frame. This course is based on the following adult

learning concepts:

1. Learning is done by the learners, who are encouraged to achieve the overall course objectives

through individual learning styles that meet their personal learning needs. Active participation in

exercises and discussions is essential.

2. Adults bring extensive experience into the classroom; this experience should be a resource not a

barrier to effective learning. In other words, adults learn a great deal from their peers when

permitted to interact with them.

3. Learning should be related as much as practical, to the professional lives and professional goals

of the students. Students will be involved in developing specific learning goals and identifying

the most appropriate strategies to achieve those goals.

Faculty serves as facilitators and co-learners, acting as guides on the road to knowledge not as at the font

of the knowledge. In other words, “I cannot teach you anything, but I can help you learn a lot.

LEARNING IS YOUR RESPONSIBILITY; MINE IS TO ASSIST YOU IN THE LEARNING

PROCESS AND PROVIDE FEEDBACK TO EVALUATE YOUR SUCCESS.”

Required Text And Other Readings

• Leadership, Theory and Practice, Seventh Edition, Peter G. Northouse, Sage Publications

● Management Skills, A Jossey-Bass Reader, © 2005 by John Wiley & Sons, Inc. ISBN

978-0-7879-7341-4

Both are available through Amazon.com and Barnes and Noble

The following journal articles are required for the class

The following Harvard Business Review (HBR) articles are REQUIRED reading for successful

completion of the course:

• Leading Self:

o Manfred F. R. Kets de Vries: The Eight Archetypes of Leadership – Harvard

Business Review, December 2013

o Michael D. Watkins: How Managers Become Leaders – Harvard Business

Review, June 2012

• Leading Others:

o Barbara Kellerman: What Every Leader Needs to Know About Followers –

Harvard Business Review, December 2007

o Holly Henderson Brower, Scott Wayne Lester, and M. Audrey Korsgaard : Want

Your Employees to Trust You? Show You Trust Them – Harvard Business

Review, July 2017

• Leading Organizations:

o Bryan Walker and Sarah A. Soule: Changing Company Culture Requires a

Movement, Not a Mandate – Harvard Business Review, June 2017

o Tomas Chamorro-Premuzic: Does Diversity Actually Increase Creativity –

Harvard Business Review, June 2017

• Synthesis

o Linda A. Hill and Kent Lineback: Are You a Good Boss—or a Great One –

Harvard Business Review, January-February 2011

All are readily available from HBR.com

Libraries

The CUA Libraries' wide range of resources and services, including databases, online journals,

and FAQs are on the main web site. For assistance on papers and assignments, consult the

research guides or schedule an appointment with a subject librarian.

Course Goals

The course focuses on leadership theory and practice in contemporary organizations. It includes

lectures and readings that expose students to contemporary best practices. The case studies

expose students to challenging situations requiring critical analysis and students discuss and

defend their conclusions in on-line discussion boards. Self-assessments and questionnaires help

students understand their leadership style as well as that demonstrated by others and the

leadership culture of organizations.

Goals for Student Learning

At the completion of this course the students will be able to:

● Describe the role of leadership and its impact on contemporary organizations

● Discuss various approaches to leadership in multiple organizational situations

● Interpret the results of several leadership self-assessment instruments and apply the

results to their personal leadership development

● Analyze various organizational situations and critique the leadership approaches in

evidence

● Formulate a personal approach to leadership within their organization

● Summarize their learnings about leadership and organizations with emphasis on its

applicability to their own career

http://libraries.cua.edu/

http://guides.lib.cua.edu/

http://libraries.cua.edu/about/subjlibs.html

Course Requirements

Analysis Paper ................................................................................................................... 20 Points

Students will prepare and submit a paper that analyzes a current (2010 to present) scholarly article or

approved book about leadership. The student will take a position about the ideas and concepts presented

by the author. Papers need to be in APA format and demonstrate graduate level work in regard to

organization, grammar, spelling and content. The length of the paper should be at least 3 pages but not

more than 5 pages in length. Late assignments will be assessed a one point per day penalty.

Class Attendance and Participation .................................................................................. 45 Points

Discussion boards are an essential part of this course allowing students to meet many of the

weekly and overall course objectives.

For Case Discussion Boards are required to read the case and make an initial post of their

answers to the questions and a substitutive and thoughtful analytical commentary on the case.

Students will then respond to at least two other students’ initial posts with further constructive

and respectful analytical commentary.

For Content Discussions students are expected to consider the entirety of the week’s content and

make an initial post in the form of a cohesive commentary on what the student sees as the main

learning elements. Students will then respond to at least two other students’ initial posts with

further constructive and respectful analytical commentary on the main learning points.

It is understood that as individuals, students will see things differently. Therefore, these

discussion boards become a forum for the entire class to learn from one another.

Mid Term Essay ................................................................................................................. 15 Points

The student will complete a mid-term essay based on a question that will be provided in advance

and will reflect an idea or topic that rose to a level of high interest during class discussions. This

will be an opinion essay where the student will be able to reflect an opinion on the question

based on personal learning and attitudes.

Final Essay…………………………………………………………………………………..20

Points

Reflecting upon the content, case studies, self-assessments and experiences in this course,

students will summarize their learnings and begin to prepare their plan for life-long leadership

development. Students should identify some specific concepts that they feel will be valuable for

their current and future participation as a leader in their organizations and communities. The

student should include areas of strengths and weaknesses and strategies to build an effective

leadership practice.

2 to 4 pages, 12 point, Times New Roman, single space

Total Available Points 100 Points

Expectations and policies

Academic Integrity Academic integrity is not merely avoiding plagiarism or cheating, but it

certainly includes those things. More than anything, having academic integrity means taking

responsibility for your work, your ideas, and your effort, and giving credit to others for their

work, ideas and effort. If you submit work that is not your own – whether test answers, whole

papers or something in-between – I have a responsibility to hold you accountable for that action.

I also have a responsibility to treat you with respect and dignity while doing so.

The following sanctions are presented in the University procedures related to Student Academic

Dishonesty:

“The presumed sanction for undergraduate students for academic dishonesty will be failure for

the course. In the context of graduate studies, the expectations for academic honesty are greater,

and therefore the presumed sanction for dishonesty is likely to be more severe, e.g., expulsion.

...In the more unusual case, mitigating circumstances may exist that would warrant a lesser

sanction than the presumed sanction.”

There is no group work in the class; therefore, you should not collaborate with classmates on

work that is to be submitted for an individual grade.

For more information about what academic integrity means at CUA, including your

responsibilities and rights, visit http://integrity.cua.edu.

Accommodations for students with disabilities: Any student who feels s/he may need an

accommodation based on the impact of a disability should contact the instructor privately to

discuss specific needs. Please contact Disability Support (dss.cua.edu) to coordinate reasonable

accommodations for students with documented disabilities.

Other Policies or Expectations: Note your policies or expectations (e.g. Attendance and

punctuality policy, Participation expectation, note re: cell phones, timeliness on papers, form of

submission of papers electronic vs. hard copy, policy on making up (or not) quizzes, tests etc.)

Academic Support Services

The university’s primary academic support resources are located on the 2nd floor of the Pryzbyla

Center. These affiliated offices and services include:

The Undergraduate Advising Center offers guidance to all undergraduates, especially

first-year students, as they move toward their academic goals.

Phone: (202) 319-5545 Email: [email protected] Web: advising.cua.edu

The Center for Academic Success provides academic support services for all students

through a broad base of programs and services, including Tutoring Services, Workshops,

Academic Coaching, Individual Skills Meetings, Peer Mentoring, and more.

http://integrity.cua.edu/

http://dss.cua.edu/

mailto:[email protected]

http://advising.cua.edu/

Phone: (202) 319-5655 Email: [email protected] Web: success.cua.edu

The Writing Center provides free, one-on-one consultations with trained graduate

instructors for writing projects across all disciplines at any stage of the process, from

brainstorming to revising. Appointments in the main location, 202 Pryz, can be scheduled

in advance online (http://english.cua.edu/wc/). Drop-in appointments are also welcome

based on availability in the Pryz and at the satellite location in the Mullen Library Lobby

(see website for days and hours).

Phone: (202) 319-4286 Email: [email protected] Web: english.cua.edu/wc/

The Math Center is staffed with Math Faculty and Tutors who are trained to assist

students struggling in areas ranging from the basics to complex problems in calculus and

statistics. Any student who feels he or she may need assistance in this or any other math

class is welcome to visit the Math Center in Pryz 204 Monday through Thursday between

the hours of 4:00 and 10:00pm. No appointment is necessary and services are absolutely

free.

Phone: (202) 319-5655 Email: [email protected]

Disability Support Services provides programs and services designed to support and

encourage the integration of students with disabilities into the mainstream of the

university community.

Phone: (202) 319-5211 Email: [email protected] Web: dss.cua.edu

The Counseling Center provides free individual and group counseling services,

psychiatric consultation, alternative testing, and emergency services to CUA students. In

addition, we provide consultation services and outreach programs to the CUA

community. Appointments can be scheduled in person in 127 O’Boyle Hall, or by phone.

Phone: (202) 319-5765. Web: counseling.cua.edu

Assessment

Grading Rubrics for assignments will be posted on Blackboard

All documents should be 12 point Times New Roman font, double spaced and in Microsoft

Word.

The filename must identify the student and the deliverable. The title of the essay or

assessment and the student’s name must be at the beginning of the document.

Essays are to be of the length specified.

On-line Discussions:

All on-line discussions will be submitted through the Discussion Board in your

Blackboard Classroom. Initial posting is due on Wednesday by 11:59PM Eastern Time

and response postings are due on Sunday by 11:59PM Eastern Time

Case Discussions


http://success.cua.edu/

http://english.cua.edu/wc/


http://english.cua.edu/wc/



http://dss.cua.edu/

http://counseling.cua.edu/

Initial case discussion postings are expected to reflect the student’s thoughtful and critical

response to the questions at the end of the case. Please re-state the question and then

succinctly provide your answer.

In response, students are expected to review all the initial postings and are required to

submit a thoughtful, respectful and succinct critique of two other student’s initial posts.

Content Discussions

Initial content discussion postings are expected to express the student’s critical reflection

on the topic and materials presented for the week. This is not class notes or a literature

review, rather the student is expected to provide a succinct commentary on the material

and how the student perceives its applicability. Sometimes this is described as “a-Ha!”

moments where the student gains some particularly significant understanding about the

subject matter.

In response, students are expected to review all the initial postings and are required to

submit a thoughtful, respectful and succinct critique of two other student’s initial posts.

While I typically weigh in in some, way, I may or may not choose to engage in any

particular discussion thread. Grades and feedback will typically be send to you within 7

days of the due date for all responses.

University grades:

The grading scale for Graduate Classes is

Grade Meaning Scale

A Excellent 93-100

A- 90-92

B+ 87-89

B Satisfactory 83-86

B- 80-82

C Passing but Marginal 70-79

F Failure – student failed to

demonstrate an adequate

understanding of course

concepts

< 70

F* Failure – student ceased to

participate in or attend the

class

The University grading system is available at

http://policies.cua.edu/academicundergrad//gradesfull.cfm#II for undergraduates and

http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students.

Reports of grades in courses are available at the end of each term on

http://cardinalstation.cua.edu .

http://policies.cua.edu/academicundergrad/gradesfull.cfm#II

http://policies.cua.edu/academicgrad/gradesfull.cfm#iii

http://cardinalstudents.cua.edu/

Course Schedule

Unit 1 – Leading Self – At the end of this 2-week unit, the student will be able to:

● Describe and discuss two leadership models and how they can be applied at different

levels of a contemporary organization

● Analyze and discuss the application of the Skills and Behavioral models of leadership

to business cases

● Interpret the results of two leadership assessments

● Week 1 – October 22 to October 28 – Theme: Leading Self (I)

o Content:

▪ Pre-read Northouse Chapter 1

▪ Read Northouse Ch 3

▪ HBR article: “The Eight Archetypes of Leadership”

o Assignment/Deliverable:

▪ Personal Skills Inventory self-assessment (near end of Northouse Ch 3)

● Due by 11:59PM on Sunday October 29

● Retain a copy for later in the course

▪ In the Case Discussion Board, post your answers to the questions after

Northouse Case 3.1 (strained team) by Wed. 11:59PM October 25

● Respond to at least two other students’ posts with a constructive

comment by Sunday October 29

● Week 2 – October 29 to November 4 – Theme: Leading Self (II)

o Content:


▪ Read any chapter from Jossey-Bass part one

▪ HBR article: “How Managers Become Leaders”


▪ Leadership Behavior self-assessment (near end of Northouse Ch 4)

● Due by Sun. November 5



Northouse Case 4.2 (lunch standing up) by Wed. November 1


comment by Sunday November 5

▪ In the Content Discussion Board, post reflective commentary on the

week’s materials by Wed. November 1


comment by Sunday November 5

Unit 2 – Leading Others (leadership and followership) – At the end of this 2-week unit, the

student will be able to:

● Describe and discuss the relationship between leaders and followers and how these

relationships are manifest in a contemporary organization

● Analyze and discuss the application of Situational Leadership and the Leader-

Member Exchange theory to business cases

● Interpret the results of two leadership assessments/questionnaires

● Week 3 – November 5 to November 11 – Theme: Leading Others (I)

o Content:


▪ Read any chapter from Jossey-Bass part two

▪ HBR article: “What Every Leader Needs to Know About Followers”


▪ Situational Leadership self-assessment (near end of Northouse Ch 5)

● Due in the course dropbox Sun. November 12


Northouse Case 5.2 (listening) by Wed. Nov 8


comment by Sun. Nov 12


week’s materials by Wed. Nov 8



● Week 4 – November 12 to November 18 – Theme: Leading Others (II)

o Content:


▪ Read any chapter from Jossey-Bass part three

▪ HBR Article: “Want Your Employees to Trust You? Show You Trust

Them”


▪ LMX 7 Questionnaire (near end of Northouse Ch 7)

● Due Sun. Nov 19.


Northouse Case 7.1 (best assignments) by Wed. Nov 15


comment by Sun Nov 19


week’s materials by Wed. Nov. 15



Unit 3 – Leading Organizations – At the end of this 2-week unit, the student will be able to:

● Describe and discuss the impact of communications, diversity and organizational

culture on leadership in a contemporary organization

● Analyze and discuss the concepts of Leadership Integrity and Cultural Dimensions as

they apply to business cases

● Interpret the results of two leadership assessments/questionnaires

● Week 5 – November 19 to November 25 – Theme: Leading Organizations (I)

o Content:


▪ Read any chapter from Jossey-Bass part four

▪ HBR article “Changing Company Culture Requires a Movement, Not a

Mandate”


▪ Perceived Leadership Integrity self-assessment (near end of Northouse Ch

13)

● Due in the course dropbox Sun. Nov 26



Northouse Case 13.2 (how safe?) by Wed. Nov 22







● Week 6 – November 26 to December 2– Theme: Leading Organizations (II)

o Content:


▪ Read any chapter from Jossey-Bass part five

▪ HBR article: “Does Diversity Actually Increase Creativity”



Northouse Case 16.3 (whose center?) by Wed. Nov 29


comment by Sun Dec. 3




comment by Sun Dec 3

Unit 4 – Synthesis – At the end of this final unit, the student will be able to:

● Formulate a personal approach to leadership within their organization

● Summarize their learnings about leadership and organizations with emphasis on its

applicability to their own career.

● Week 7 – December 3 to December 9 – Theme: Connecting the Dots

● Content: Students will watch the movie Invictus by Clint Eastwood.

● In the Content Discussion Board, post reflective commentary on the week’s

materials by Wed. Dec 6

• Respond to at least two other students’ posts with a constructive

comment by Sun Dec 3

● Week 8 – Dec 10 – Dec 15 – Theme: Synthesis (Note: This is the last week of class

and will end on Saturday, December 16 at 11:59PM Eastern Time

o Content:

▪ Read any chapter from Jossey-Bass part six

▪ HBR article: “Are You a Good Boss—or a Great One”



week’s materials by Wed. Dec 13


comment by Sat. Dec. 16

▪ Essay –Reflection Essay

● Reflecting upon the content, case studies, self-assessments and

experiences in this course, students will summarize their learnings

and begin to prepare their plan for life-long leadership

development.

● 2 to 4 pages, 12 point, Times New Roman, single space

● Due on or before Sun. Dec 16

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