Merrick School of Business

Leadership Seminar 3 Credit hours MGMT 731.WB1 Spring 2017 1/30/17 -5/21/17 Sakai Instructor: Dr. Regina Bento

Contact Information: E-mail: rbento@ubalt.edu Phone: #410-837-5073

Email is the preferred form of contact. Please be sure to include the course number in the subject line, together with your name and the topic of your message (e.g. "Subject: MGMT731 [your name] [topic of your message]." I will make every effort to respond to your inquiry within 48 hours or earlier. If an issue is urgent, please indicate "urgent" within the subject line of the email and I/we will respond as soon as possible.

Office Hours and Location: By appointment (BC 549)

Course Description: MGMT 731 LEADERSHIP SEMINAR (3) “Focuses on the critical issues pertaining to success in operating at the executive level in business and other organizations. Topics include vision, values clarification, knowing the customer, communications for internal motivation and public awareness, ethical responsibilities, decision-making, resource decisions, performance maximization, human asset activities and individual leader behaviors for effectiveness. Prerequisite: Graduate Standing.” Student Learning Outcomes (Revised by Merrick School faculty on April 6th, 2016) Upon successful completion of this course, students will be able to:

• Explain the scope and impact of leadership in organizations of the 21st century.

• Analyze the High Performing reality and potential of an organization.

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• Explain the power of vision in successful organizations, especially as it relates to serving customers.

• Analyze empowerment as a key to tapping the full potential of an organization's workforce to achieve outstanding results.

• Utilize one of the most powerful leadership models in use as it relates to leader behaviors and matching those behaviors to the needs of people you are trying to influence.

• Explain how to create a performance management system that is truly a partnership for performance and coaching between leaders and followers.

• Analyze the power of teams for achieving great performance through the synergy of individual talents and motivation.

• Utilize a model for leading organizations through change in ways that create new cultures that promote new opportunities for people and their organizations.

• Explain the elements of being a servant leader and how humility is so critical for effective leaders.

• Determine your own leadership point of view in a way that draws out the best leadership capabilities you have and will develop.

Required Course Materials: 1) Three required books:

• Haslam, S.A., Reicher, S. D. & Platow, M. J. (2011). The new psychology of leadership: Identity, influence and power. NY: Taylor & Francis / Psychology Press. ISBN: 978-1-84169-610-2 (paperback) or 978-184169-609-6 (hardcover). Also available in Kindle format.

• Gardner, H. & Laskin, E. (2011). Leading Minds: An Anatomy of Leadership. NY: Basic Books / Perseus. ISBN: 978-0-465-02773-6 (paperback). Also available in Kindle or Audible formats.

• Little, B. (2016). Me, Myself and Us: The science of personality and the art of well-being. NY: PublicAffairs / Perseus. ISBN: 978-161039-638-7 (paperback -2016) or 978-158648-967-0 (hardcover-2014). Also available in Kindle or Audible formats.

2) Other resources:

Articles and multimedia material available online (please see weekly Discussion Forum on Sakai) 3) Integrative Case:

Please see instructions under “Assignments,” on Sakai, for information about how to purchase the case through the Harvard Business School Press.

Course Requirements/Assignments: In this course we will be using the web both as a technological resource and as a social space, where we will work together to build a learning community. The course site will be our main place for storing and retrieving course information, including any announcements or breaking news. The “Discussion Forums” will be our virtual classroom, where we will come together every week to discuss class topics, share information and resources, and apply theories and concepts. There are no lectures in this course, just discussions.

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Just as in real life, you may be rewarded or penalized to the degree that you improve or hinder the effectiveness and efficiency of our organization – in this case, the course. Class participation is a basic assumption: without it, the course will not work. We will form a learning community where each of us will share responsibility for our collective learning through dialogue and contribution of additional resources, experiences, examples and applications. My role as a professor is not to create arbitrary rules, pile on assignments and then judge how you survived them, in a model of learning where you memorize as much material as possible and then recite it on demand. Rather, my role is to provide the basic “scaffolding” for learning and then help you construct, individually and collectively, your own course. A core assumption is that the commitment to learning is actively shared by all participants. I invite you to be the co-creators of a course that is never completely “ready,” but that evolves continually in response to our insights, learning needs and interests. The work in this course will be fun and exciting. It will also, however, be challenging and intensive. Throughout the course, you are expected to study carefully the materials assigned for each week. It is highly recommended that you start your preparation during the week before the discussion, so you are ready to reach the ground running when the week officially starts (for example, use Week 1 to read the materials for Week 2, and so on). The following types of learning experiences will form the basic structure for this Leadership Seminar: 0. Weekly Discussion Forums Throughout the course, you will be expected to participate in the weekly Discussion Forums in a timely, constructive and committed way (only substantive postings will count, not just “I agree”). The “Discussion Forum” area in our course site includes one Discussion for each week of the course. In those weekly Discussions, you will find discussion threads where you will contribute your personal reactions, reflections, responses, comments, examples, and analyses about the readings and other resources explored during the week, how they relate to current events, practical experience, and/or the postings of other class members. The discussions in the Discussion Forums will be led by each week’s Leadership Team, as described below. Every week you should contribute to each of the following types of threads in the Discussion Forum:

• 2 “Reading Highlights:” Brief reflections (minimum of 150 words) about the readings assigned for that week. Think about the concepts, theories and examples explored in this reading: what will really stay with you in the years to come? How will this influence the way you see the world, and help you understand or deal with practical situations in your personal or professional life?

• “From the Leadership Team:” Your response to the assignment proposed by that week’s Leadership Team (see item 2 below).

2. Leadership Teams You will take part in two of the Leadership Teams that are going to lead our weekly Discussion Forums.

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Please indicate your choices for your two Leadership Teams as soon as possible. In the Week 1 Discussion Forum entitled “Choice of Leadership Teams” you will find a series of threads, entitled “Week X Leadership Team” (where X will go from weeks 2 to 13). Click “Reply” on two of those threads to indicate your preference for two leadership teams. Each team will be formed on a first come, first served basis. The Leadership Team for any given week should do whatever it takes to stimulate and sustain a lively dialogue, by monitoring threads, asking questions, reacting to postings, and so on. In addition, the LT should post, on the first day of the week, its own assignment for the class (using the thread entitled “From the Leadership Team”). This LT assignment may take different forms, and each Leadership Team should find creative ways to elicit class members’ reactions, reflections, responses, comments and examples about the week’s topics and how they relate to current events or practical experiences. The LT is encouraged to explore related resources and come up with creative ways to engage everyone in active exploration. Feel free to touch on whatever captures your imagination, strikes you as particularly relevant, or relates to practical situations. Pretend you’re hosting a dinner, and keeping the conversation around the table as interesting and lively as possible... It is up to the Leadership Team members to decide how to coordinate their efforts to successfully perform the LT tasks. For example, it’s OK for each member to take primary responsibility for one or more threads, while participating in the other threads listed in item 1. Don’t forget that even during the weeks when you are part of the LT you are still expected to post your own individual contributions to week’s main threads: each of the Reading Highlights, and From the LT (i.e., if the team decides that someone will be primarily responsible for leading the discussion in one specific thread, that person will still be expected to contribute to the other threads as any other class member). For each of your two Leadership Weeks, please rate all team members’ contributions to the collective learning of the class (including your own contribution), using the confidential Peer Evaluation link that is available on Sakai under “Assignments.” Please submit your completed peer evaluations by the end of the course (two sets of evaluations, one for each of your teams). 3. Integrative Project The integrative project consists of analyzing a case that brings together topics discussed throughout the course. It is due by the end of the course and should be submitted as a Word document (doc file) in the Assignments area of Sakai. More detailed instructions are posted there about how to analyze the case

and how to obtain it from Harvard Business School Publishing

Attendance Policy: In this online course, weekly forum discussions on Sakai start on Tuesday and end on Sunday, with Monday as a grace period (i.e., postings on Monday still get full points, but they should be avoided because they don’t give others the chance to react to your contributions). Please make sure to post as early and as often in the week as possible, but do NOT post to future weeks, so that we all stay together, week by week, around the same topics (remember, this is not an Individual Study!).

Due dates for assignments can be found on Sakai (under Assignments).

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Grading Evaluation Procedure:

Your grade will be based on your performance in the following assignments:

Assignment Points

Weekly Discussion Forums 72 points = 2 pts. per thread (H1, H2, From the LT) , Weeks 2 through 12

Two Leadership Teams 20 points = (5 team points + 5 peer evaluation points) x 2 LTs

Integrative Project (Case) 8 points

UB policy forbids the public display of student grades in any form. Periodic grade updates will be posted for individual viewing on our Sakai Gradebook during the semester. Please note that even though each Weekly Discussion Forum will be graded, the frequency of posting those grades on the Sakai Gradebook may vary (i.e., the grades for each week will not necessarily be posted on a weekly basis).

The last days to withdraw from the course are 2/13/17 (without a “W”) and 4/7/17 (with a “W”). Final letter grades for the course will be submitted directly to the Registrar’s Office and will be assigned as follows:

Letter Grade Points

A 95+

A- 90 – 94

B+ 85 – 89

B 80 – 84

B- 75 – 80

C+ 70 – 74

C 60 – 69

C- 50 – 59

D 40 – 49

F 0 – 39

Tentative Course Schedule:

Weeks (based on UB’s Spring 2017

calendar)

Gardner (“Leading Minds”)

Haslam, Reicher & Platow (“The New Psychology of

Leadership”)

Little (“Me, Myself and I”)

Week 1 (starts 1/30) Preface Foreword & Preface Preface Week 2 (starts 2/07)

1 Introduction: A Cognitive Approach to Leadership

2 Human Development

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and Leadership

Week 3 (starts 2/14) 3 The Leaders' Stories

4 Mead 5 Oppenheimer

Week 4 (starts 2/21) 6 Hutchins, 7 Sloan 8 Marshall, 9 Pope

Week 5 (starts 2/28) 10 Eleanor Roosevelt, 11 (Martin Luther-King) 12 Thatcher,13 World Leaders

Week 6 (starts 3/07) 14 Monnet, Gandhi, 15 Lessons from the Past, Implications for the Future

1 Personal Constructs 2 Stable Traits

Week 7 (starts 3/14) 3 Free Traits 4 Mutable Self: Personality & Situations 5 Control, Agency, and the Shape of a Life, 6 Personality & Health

Spring Break

Week 8 (starts 3/28) 7 Personality & Creativity 8 Personality in Place 9 Pursuit of personal projects 10 Self-reflections: Art of well-being

Week 9 (starts 4/04) 1 The old psychology of leadership: Great men and the cult of personality (+Tajfael article) 2 The current psychology of leadership: Issues of context and contingency, transaction and transformation

Week 10 (starts 4/11)

3 Foundations for the new psychology of leadership: Social identity and self-

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categorization 4 Being one of us: Leaders as in-group prototypes

Week 11 (starts 4/18)

5 Doing it for us: Leaders as in-group champions 6 Crafting a sense of us: Leaders as entrepreneurs of identity

Week 12 (starts 4/25)

7 Making us matter: Leaders as embedders of identity 8 Identity leadership at large: Prejudice, practice, and politics

Week 13 (starts 5/03)

Course Wrap-Up (Videos & Discussion)

Week 14 (starts 5/09)

Review

Final Integrative Project (due 5/19/17)

(*) Chapter numbers in the books

Assessment Rubrics for Merrick School of Business: In the Merrick School of Business, assessment rubrics are a fundamental part of the assessment process.

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▪ Honesty is the foundation of personal integrity.

▪ Honesty promotes substantive learning.

▪ Honesty validates the recognition of scholarly achievement.

▪ Honesty demonstrates respect for the work of others and enables effective cooperation.

All members of our community share responsibility for actively fostering academic honesty, actively discouraging academic dishonesty, and engaging in ongoing discussion of activities that may violate the spirit of honesty.

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The Academic Integrity Policy provides information regarding behaviors that violate the academic

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Amendment”) provides certain rights to students (and, in some cases, parents) concerning access to educational records. For more specific information on your privacy rights, visit the FERPA for Students website.

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▪ Your situation is emergent. By that we mean your situation was clearly unexpected, and there was simply no way you could have predicted it.

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▪ Prior to requesting the Incomplete, you must be passing the course and have completed

the vast majority of your work. ▪ When your situation emerges, you must contact your professor about it as soon as possible.

Documentation is required to officially issue the Incomplete, including a contract signed by the instructor and student detailing due dates for all remaining work to be completed. Incomplete coursework must be completed by specific deadlines: the timeline for grade completion is outlined in the university catalog. Please see specific dates on the University’s Academic Calendar.

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Achievement and Learning Center Langsdale Library 420 alc@ubalt.edu 410.837.5383 Make an appointment at the ALC The ALC is a free resource for all UB students which offers support in three ways:

▪ A tutor or study facilitator may be available for this course, either on-campus or online. Assistance in a variety of computer skills may also be available. Learn more about tutoring, or stop by.

▪ Writing consultants can work with you one-on-one to improve papers and provide suggestions for revisions. Writing consultants provide feedback on anything you may be writing for UB courses at any point in the writing process, from getting started to final editing. UB students can also submit to the Online Writing Link through the MyUB portal to receive audio MP3 feedback; look for the OWL icon.

▪ To gain a competitive edge in the classroom or the workplace, you may make an appointment with the ALC Learning Consultant. Consultants work with students on goal-setting, time management, efficient learning strategies, working in teams, oral presentations, and exam taking. They can help you develop a personalized "master plan" for accomplishing your personal goals.

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Office of Community Life

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Academic Center 112 communitylife@ubalt.edu 410.837.4755 The Office of Community Life provides students with the knowledge, skills, and support necessary to become successful members of the UB community. The office encourages responsible decision making and community development through its services and programs and offers support and guidance to anyone with questions or concerns about university procedures or who are facing a personal difficulty.

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Learning Commons 3rd Floor

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Office of Technology Services

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Academic Center 101 callcenter@ubalt.edu 410.837.6262 OTS provides technology support to the UB community.