mlls 717-75 fall 05 syllabus - inflection points · web viewwritten assignments: work in this...

CARR, PAT & ULRICH, JAMES MLLS 717-75 – A.M.TERM 05/FA

DUQUESNE UNIVERSITYSchool of Leadership & Professional Advancement

Leading People and Managing Relationships (MLLS 717-75)Fall 2005 (Sept. 17 & 24, Oct. 8 & 22, Nov. 5 & 19, Dec. 3 & 17)

631 Fisher Hall – 8:00 a.m. to 11:30 a.m.

WelcomeWe are excited about the journey of discovery and learning we are embarking on together with you! MLLS 717 will give us all opportunity to explore new ways of seeing ourselves, the organizations we work in, and the relationships we have with others. Through readings, discussion, practice, and reflection, we hope you will significantly expand your practice of leadership within your multiple spheres of influence – home, work team, company, and civic organizations you belong to.

We trust Leading People and Managing Relationships will be a refreshing change of pace for you in your academic program. Although informed by cutting-edge theory, our focus will be less academic and more personal and applied. This means much of the work you will be doing is the work of personal discovery and appreciation rather than critical analysis or synthesis. The growth we hope you experience will be “whole person,” not just intellectual. And our roles will be those of process guide and mentor, rather than traditional instructor. Welcome to MLLS 717!

Pat Carr Jim Wolford-UlrichCo-Facilitator Contact Information:Patricia Carr, Ph.D.Home Phone: Home Fax: E-mail: drpatcarr at msn.com

Jim Wolford-Ulrich, Ph.D.Office Phone: 412.396.1640Office Fax: 412.396.4711Home Phone: E-mail: ulrich at duq.edu

Availability:Before and after class and/orby appointment

Office Hours:Wednesdays 3:30 – 4:30 p.m. and Thursdays 8:30 – 9:30 a.m.; and/or by appointment

Duquesne University: For the mind, heart, and spirit

mailto:[email protected]

MLLS 717-75 Leading People and Managing Relationships Fall 2005

Course DescriptionLeadership fundamentally is a disciplined practice that allows individuals to make a difference in the world. This course will challenge students to ask and to answer the question: “Who am I as a leader?” The answer will be examined in the context of leading self and others.

Throughout this course, the themes of leadership identity, recognized and affirmed by self-awareness; understanding and exercising relationship savvy; and recognizing the multiple relational dimensions of leadership will guide both the understanding and practice of leading people and managing relationships.

The unpredictability of organizational roles including the distribution of essential and non-essential work to virtual teams, contracted workers or vendors and reliance upon volunteers makes managing relationships critical. This course will inform students about leadership related vocabulary, theory, designing and engaging in their own leadership practice and recognizing that leadership is about responsibility and accountability to self and others. With this integrated knowledge of self and others students will acquire the ability to work at multiple levels of system whether stable or in change and to recognize and value difference.

Course ObjectivesAfter completion of MLLS 717, students will be able to:

1. Integrate current theoretical and practical perspectives on leadership with their own practice of leading people and managing relationships

2. Demonstrate effective use of self as an instrument of change

3. Utilize interpretive frameworks when exercising organizational leadership

4. Design strategies for realizing change in self and others through conscious intervention and personal influence.

“Feelings, emotions, and fantasies shape the world of

work, rather than being mere by-products of work process.”

- Yiannis Gabriel

Instructional ClimateWe will use a variety of methods in the classroom including: lecturettes, interactive discussion, readings, case studies, small group work, experiential exercises, and written assignments. The purpose of such variety is to promote effective learning in adults while accommodating differences in individual learning

styles and preferences. Students will be active participants in the learning process, beginning with setting their own learning objectives for the class within the course framework.

We intend to provide you with an outstanding learning experience. If at any time you feel your learning needs or objectives are not being met, or your learning experience is anything less than outstanding, we ask you to let us know. Thanks!

We want our class to function as a learning community, so that we each participate in ways that best suit our different needs. We are collectively engaged in helping one another achieve our learning goals. We look forward to a productive learning experience for all.

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Required Texts and Reserve ReadingsThe following three books will provide the major content for in-class discussions and exercises:

Clifton, D. & Buckingham, M. (2001). Now discover your strengths. New York: Free Press. (ISBN: 0743201140) Please purchase a new copy of this book – it will contain an unused code on the inside of the book jacket that you will use at the strengthsfinder.com website.

DeLuca, J. R. (1999). Political savvy: Systematic approaches to leadership behind the scenes. Berwyn, PA: Evergreen Business Group. (ISBN: 0966763602)

Hammond, S. A. (1998). The thin book of appreciative inquiry 2nd ed. Plano, TX: Thin Book Publishing Co., 1998. (ISBN: 0966537319)

Other supplemental readings will also be required, such as the ones mentioned in the Course Outline (pp. 10-12 below). Additional readings may also be assigned. You will be able to download electronic copies of supplemental and additional readings from the Blackboard course site, described below.

BlackboardThis is a “web-enhanced” course. We will be using a Blackboard course site for communicating with one another between class meetings. We also ask you to submit most of your assignments through the course site, and you will also be able to view at any time your grade for each assignment through Blackboard. Below are instructions for accessing the site in case you have never used Blackboard before. The site will be available after 4:30 p.m. on Monday, September 12.

To access the Blackboard course site, go to: http://www.blackboard.duq.edu/When you click on “Login” you will be prompted for a username and a password. If you do not know what your username and password are, please use the following:

Your USERNAME is taken from your Duquesne University E-mail address. For example, if Dale Student’s Duquesne e-mail address is [email protected], then Dale’s Username will be student987.

If you do not know your Duquesne e-mail address or if you have forgotten your Username, you can look it up in the DU Student Directory at: http://www2.duq.edu/locator/directory.htm

Your default PASSWORD is the first letter of your last name and full social security number (all lowercase, with no hyphens or spaces). For example, if Dale Student’s social security is 123-45-6789, then Dale’s password would be s123456789.

“Power is at once the most necessary and the most

distrusted element exigent to human progress ... Power is the basic energy needed to initiate and sustain action or, to put it another way, the capacity to

translate intention into reality and sustain it.”

- Warren Bennis & Burt Nanus

We will demonstrate how to use Blackboard in class on Sept. 17. If at any time you have difficulty logging in, please contact the help desk at 412.396.HELP or via email at [email protected]. If you have

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any other technical difficulties, please contact the School of Leadership & Professional Advancement at 412.396.5600 or [email protected].

Factors for Success in MLLS 717Attendance: Because much of the learning in this course will occur during class discussions, we strongly encourage each class member to attend every class meeting.

Academic Integrity: In other classes in your graduate program, you have no doubt received guidelines to follow in order to avoid plagiarizing others’ work when writing papers. This information should be read and followed not only when you write papers, but also when you present in class, work together in teams, and develop projects for our course. In our first class meeting, we will talk more about Duquesne’s academic integrity policy; when and how to quote, paraphrase and cite external sources; and all that the pursuit of academic integrity entails. To view the University’s Academic Integrity Policy, go to: http://www.leadership.duq.edu/academicintegrityWritten Assignments: Work in this course is in partial fulfillment of the requirements for a Masters Degree; student work is expected to reflect the status and character of those credentials. Written work must be clearly written, comply fully with word/page guidelines set by the course facilitators, and must be prepared using a word processor. Please complete and submit written assignments in a professional and timely manner. We are prepared to help you improve your writing abilities if this is an area you target in your learning goals. At our first class meeting, we will discuss some of the resources available to you. See also the many helpful writing resources available in our Blackboard course site.

Guidelines for Submitting Assignments Unless instructed to bring an assignment to class, please

submit written assignments under the “Assignments” link in the course Blackboard site. Please do not e-mail your assignments to your course facilitators.

We are unable to accept Microsoft Works (*.wps) files. Before uploading files through the Blackboard course site, use the “save as” feature to convert your file to MS Word (DOC), Word Perfect (WPD) or rich text format (RTF).

We encourage you to communicate with your course facilitators whenever need arises. Please put “MLLS 717” in subject line of all e-mail correspondence. Our e-mails are drpatcarr at msn.com and Ulrich at duq.edu.

“It is not clear that by ignoring the social realities of power and influence we can make them go away, or

that by trying to build simpler, less interdependent social structures we succeed

in building organizations that are more effective or that have greater survival

value.”

- Jeffrey Pfeffer

Course RequirementsThe items listed below are the types of performance on which you will be given feedback so you can assess your own progress in the course and promote your own learning. You may find additional explanation or guidance on completing each assignment under the “Assignments” link in Blackboard.

Class participation 36 % Includes 8 class meetings

Active participation invites you to be ‘fully present’ and engaged with the course subject matter during each class session. We encourage you both to contribute your opinions and ideas as well as to listen during small-group activities and class discussions. Facilitating learning in others

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(e.g., by asking thought-provoking questions or helping others make practical connections) will be valued as much as – if not more than – advocating one’s own position. Active participation will necessitate your reading pre-assigned chapters and articles – so that you are involved whether one of your facilitators is presenting or you are in a small group discussion among your peers. Bringing real life examples from your work or personal experiences will greatly add to the class. Helpful – and ‘leader-like’ – participation also includes attending to effective group process, giving feedback to your course facilitators and peers, and taking responsibility for shared outcomes. If you must be absent, please contact one of the facilitators or SLPA office in advance.

Supports course objective # 1 : Integrate current theoretical and practical perspectives on leadership with their own practice of leading people and managing relationships.

Leadership Strengths Reflection 5 % Due Sept. 24

Please develop a 1-2 page reaction to the “strengthsfinder” results. Please upload as an attachment in the Blackboard course site. Include a list of your top 5 Strengths. Your reaction should briefly and succinctly address the following questions:

Are you surprised by the results? Why or why not?

How do you believe that you manifest those strengths? For each strength, give examples.

As you read through the list of strengths, are there some that you thought you had, but did not show up in the results? Discuss why these strengths may not have shown up as strengths.

Are there strengths you wish you had or would like to develop?

“The most irrational thought you can have is to think humans are

rational.”

- Neal M. Ashkanasy

Due Week 2, Sept. 24th. 5 % (complete / incomplete basis). Supports course objective # 2 : Demonstrate effective use of self as an instrument of change. Submit through Blackboard.

Summary of Partner Interview 5 % Due Oct. 8

Submit a brief recap of what your partner (from the in-class exercise on Sept. 24) shared in response to: “Describe a time when you were your “best self” in a leadership context.” Your description should include but not be limited to: their behavior, context and/or situation; their specific role; their impact on others (e.g., followers); how they felt about themselves and how they believed others perceived them in their role; and what outcomes they achieved.

“We are what we repeatedly do.

Excellence then is not an act, but a habit.”

- Aristotle

Your summary should focus on what stood out for them regarding what they described in class to you. It should be sufficient to provide any reader a clear picture as to what took place and how in that situation your partner behaved as their best self; what they did to be their best self; and any feedback or reactions your partner experienced. Your recap should identify what you heard without interjecting any comment or reflection – just the “facts” as you heard them.

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In the final paragraph (or on a separate page) describe how you were feeling at two points during the exercise: when you were speaking, and when you were listening.

In class on Oct. 8, provide a copy for your partner as well as for your course facilitators. (Sharing the “how you were feeling paragraph” with your interview partner is optional.)

Due Week 3, Oct. 8. 5 % (complete / incomplete basis). Supports course objective # 2 : Demonstrate effective use of self as an instrument of change.

Reaction to “At My Best” Feedback 5 % Due Oct. 22

Develop and submit a brief reaction (1-2 pages) in response to the feedback you received from 3-5 people in response to the following statement: “Tell me about a time or situation when you experienced me at my best.” Your should solicit this feedback on or before Week 3, Oct. 8.

Your reaction should address the following questions:

“Vision is not enough; it must be combined with venture. It is

not enough to stare up the steps; we must step up the

stairs.”

- Vaclav Havel

Who did you choose to give you feedback and why? How did you feel after you read the responses? Were you surprised / pleased / disappointed by any

of the responses? Is there anything you would have liked others to

have recalled or said about you? How do these reactions compare to what you

discussed in the “best self” exercise earlier in the course?

Due Week 4, Oct 22. 5 % (complete / incomplete basis). Supports course objective # 2 : Demonstrate effective use of self as an instrument of change. Submit through Blackboard.

Response to Vignette 1 12 % Due Nov. 5

This will be a 4 - 7 page paper in which you respond to a “mini-case” situation. You will envision yourself as a leader in the situation, outlining possible courses of action, and explaining – in terms of specific concepts and leadership models we discuss in class – your preferred course of action and the rationale for it. The vignette and a rubric for your response will be distributed in class on or before October 8. Submit your response in electronic format in Blackboard under the “Assignments” link.

“It is not the mountain we conquer, but ourselves.”

- Sir Edmund Hillary

Due Week 5, Nov. 5. 12 % (points earned basis). Supports course objective # 3: Utilize interpretive frameworks when exercising organizational leadership. Submit through Blackboard at the “Assignments” link.

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Response to Vignette 2 (A or B) 12 % Due Nov. 19

“We can confer authority; but power or capacity, no man can

give or take.”

- Mary Parker Follett

This will be a 4 - 7 page paper similar to the first vignette, but responding to a different scenario. Half the class will respond to Vignette 2A, and the other half to Vignette 2B. The vignette and a rubric for your response will be distributed in class on or before October 22. Submit your response in electronic format in Blackboard under the “Assignments” link. (Also bring a paper copy of your response to class – this will be given to a partner for use in completing the following assignment.)

Due Week 6, Nov. 19. 12 % (points earned basis). Supports course objective # 3: Utilize interpretive frameworks when exercising organizational leadership. Submit through Blackboard at the “Assignments” link.

Feedback on Partner’s Vignette 2 Response (B or A) 10 % Due Dec. 3

In this assignment, you will be providing appreciative and developmental feedback to a partner, while at the same time deepening your own understanding of key course concepts, principles and models. You will work with a partner who wrote a response to whichever Vignette #2 that you did not respond to (i.e., B or A). We will provide a rubric for your response on or before Nov. 3. Submit your feedback to the course facilitators (approx. 1 - 3 pages) through Blackboard and bring a paper copy to give to your partner in class.

“The Appreciative Self begins with the assumption that

whatever we want more of already exists, if only in tiny

quantities. You begin by believing in the best in people

and organizations.”

- Gervase R. Bushe

Due Week 7, Dec. 3. 10 % (complete / incomplete basis). Supports course objective # 3: Utilize interpretive frameworks when exercising organizational leadership.

Speech - Future Scenario 10 % Due Dec. 17

Revisit the “Best Self” leadership experience you shared in week one. Using this experience, the new knowledge you gained in this course from the exercises, instruments, readings, class discussions and interaction with other students, respond to the following scenario:

“It is now the year 2015. After completing your graduate studies, you fulfilled your dream to serve in various leadership positions. You have been contacted by Duquesne University to speak at an alumni event. You learn that you were invited to speak because you are recognized for your leadership excellence in the context of both self-leadership and leading others. As you look back on the time since you completed your graduate studies, you realize that you have indeed fulfilled your wish to be your ‘best self’ in these leadership contexts.”

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“Emotional intelligence can be learned. The process is not easy. It takes time and, most of all, commitment.

But the benefits that come from having a well-developed emotional

intelligence, both for the individual and for the

organization, make it worth the effort.”

- Daniel Goleman

Describe yourself and your leadership practice.

Write this as a speech, but follow the guidelines for an academic paper (for grammar, punctuation, citations etc.). Include specific references to course concepts as well as theoretical and practical perspectives. Reflect on: your self-awareness as a leader; your leadership strengths; your use of power and influence; and your use of interpersonal dynamics, change, and intervention strategies.

Submit this 2 - 4 page paper through Blackboard. On Dec. 17, please come to class prepared to deliver your speech to the class within a 3 minute (maximum) time frame. Abbreviate or omit sections of your paper if needed to remain within the 3 minute limit.

Due Week 8, Dec. 17. 10 % (complete / incomplete basis). Supports course objective # 1: Integrate current theoretical and practical perspectives on leadership with their own practice of leading people and managing relationships. Submit through Blackboard.

Individual Development Plan (IDP) 5 % Due Dec. 17

Throughout the semester, you will be asked to reflect on your personal and professional practice of leadership. The purpose of this reflection is to expand your effectiveness as a leader. The IDP is a tool that will help you identify and take concrete steps to grow as a leader. We will provide a 1-page IDP template on or before Nov. 19.

“Effectiveness comes from the willingness to share power with others at the opportune moments. In doing so leaders give up some of their power but

hold onto all of their strength -- the personal resources they have gained along the way: their knowledge, character, energy, education, and

beliefs. Further power comes from their willingness to use the strength of others.”

- Barbara Popejoy

Due Week 8, Dec. 17. 5 % (complete / incomplete basis). Supports course objective # 4: Design strategies for realizing change in self and others through conscious intervention and personal influence. Bring to class on Dec. 17.

Grading ComponentsWe will use Duquesne’s grading system for graduate level courses to convert point values to letter grades for this course:

A = 93 – 100 Distinguished scholarly workA – = 90 – 92B + = 87 – 89B = 83 – 86 Normal progress toward degreeB – = 80 – 82C + = 77 – 79C = 70 – 76 Student subject to faculty action

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F = Below 70 FailureI = Incomplete (requires completion of 70% of course requirements)

We will allocate marks and compute your final course grade as follows:Pages Due Submit36 % – Class participation (4.5 % per week, times 8 weeks)

5 % – Leadership Strengths Reflection 1 - 2 Sept 24 Blackboard5 % – Summary of Partner Interview 1 – 2 Oct. 8 In class5 % – Reaction to “At My Best” Feedback 1 – 2 Oct. 22 Blackboard

12 % – Response* to Vignette 1 4 – 7 Nov. 5 Blackboard12 % Response* to Vignette 2 (A or B) 4 – 7 Nov. 19 Blackboard10 % – Feedback on partner’s response to Vignette 2 1 – 3 Dec. 3 Bb + class10 % – Speech – Future Scenario 2 - 4 Dec. 17 Blackboard5 % – Individual Development Plan 1 Dec. 17 In class

100% Total* Your responses to Vignettes 1 and 2 will be assessed on a “points earned” basis – according to the rubric provided. All other written assignments will be awarded (full) credit on a “complete / incomplete” basis.

Other Notes: If, in order to better meet your learning objectives for the course, you would like to tailor or

substitute a particular assignment with one of your own design, please discuss the possibilities with – and gain the approval of – your course facilitators early in the course. Extra credit assignments may also be proposed and arranged.

There will be no quizzes or examinations. An occasional “pop quiz” may be used for review purposes, but will not be collected or graded.

Requests for date extensions to complete assignments for serious reason will be considered; such requests will be considered more favorably if received prior to the passing of the original deadline. The course facilitators reserve the right to reduce grades for late or missing assignments.

Students with documented disabilities are entitled to reasonable accommodations if needed. If you need accommodations, please contact the Office of Special Student Services in 309 Duquesne Union (412.396.6657) as soon as possible. Accommodations will not be granted retrospectively.

If you suspect that the University may be closed or classes delayed due to inclement weather or other emergencies, check the recorded message at 412.396.1700 and / or the DU Daily site: http://www.dudaily.duq.edu. Major TV and radio stations may also report School closings.

Courtesy and respect for all class members are essential. At times we may need simply to agree to disagree. Learning occurs best in an environment where each person freely shares ideas, feelings and opinions without fear of ridicule, retribution or rejection.

Preparing for Class #1 (September 17)

For your convenience, we provide a checklist for your preparation:

Read the course objectives (on page 2). In addition to these objectives, please write one learning objective of your own for this course. Bring it to our first class meeting.

Obtain a new copy of Now Discover Your Strengths by Clifton & Buckingham. Read chapters 1-3. Follow the directions in the book (on page 79) to take via the internet the Strengths Finder Inventory. (The access code you will need is inside the book’s cover jacket.) Save the results of the

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inventory to your computer’s hard drive for future use, and bring a printed copy to the first class meeting. After getting the inventory results, also read the sections of Chapter 4 relevant to your strengths.

Go to the Blackboard site (see instructions above, page 3) and familiarize yourself with the materials and resources that are there. Practice opening and downloading articles. Let your course facilitator(s) know (by e-mail or phone, prior to Sept. 17) if you have any difficulties accessing the course site, or bring your questions to class on Sept. 17.

Read the book chapter by Peter Koestenbaum at the “Course Resources” link in the course Blackboard site: “The leadership diamond: Four strategies for greatness,” Chapter 4 in (1991) Leadership: The inner side of greatness. San Francisco: Jossey-Bass, 83-104. If you have difficulty accessing Blackboard, you will find a summary of the model here: http://www.pib.net/model.htm.

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MLLS 717 – Tentative Course Schedule

Part 1 Theme (Weeks 1 – 3): Understanding yourself as a leader and initiating personal leadership development. Students will explore self-leadership through assessments, reflections on readings and interactions with others.

Date Discussion Topics Work Required for Class or Due In-class

Week 1

Sept. 17

Topics for Discussion: Review of syllabus Five dimensions of leadership Identification and ownership of

leadership strengths What are your visions for yourself as a

leader? Demonstration of how to access

Blackboard Review of writing guidelines and

resources available

Read: Now Discover Your Strengths, Ch. 1 – 3,

and relevant parts of chapter 4 Chapter 4 in Koestenbaum’s

Leadership: The inner side of greatness (in Blackboard) and/or read http://www.pib.net/model.htm

Action Complete StrengthsFinder inventory and

bring results to class Write and bring to class one learning

objective you have for this course

Week 2

Sept. 24

Topics for Discussion: The Leader Within / Self-Leadership Emotional Intelligence Refining your perspective of yourself as

a leader Principles of Appreciative Inquiry

Other Activities: “Best Self” exercise with a partner

Read The Leader Within, by Blanchard, et al.

(in Blackboard) “What Makes a Leader” by Daniel

Goleman (in Blackboard) Thin Book of Appreciative Inquiry

Action Take the Leader’s Self-Insights /

Emotional Intelligence (in Blackboard – from Daft, p. 97, third edition)

Submit Leadership Strengths Reflection

Week 3

Oct. 8

Topics for Discussion: Introduction to creating a personal

Leadership Development Plan Feedback – Getting feedback from others

as part of your continuing development as a leader.

The impact of self as a leader on others and the organization

Other Activities: Early feedback to course facilitators

Read Read Now Discover Your Strengths,

Chapter 5 “The High Self-Esteem Leader” by

Nathaniel Branden (in Blackboard) “Fear of Feedback” by Jackman and

Strober (in Blackboard)

Action Summary of Partner Interview (from

“Best Self” Exercise) Send out Requests for Feedback

Part 2 Theme (Weeks 4 – 6): Leadership as related to others. Students will explore the influence leaders have on others and will appreciate the importance of ethics in influencing and leading others.

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http://www.pib.net/model.htm


Date Discussion TopicsWork Required for Class or Due

In-class

Week 4

Oct. 22

Topics for Discussion: Use of “whole” self as an instrument of

change Inspiring people Mentoring others The nature of organizational politics and

influence Conflict Ethics and influence.

Read: Handout: “Use of Self as an Instrument

of Influence” Chapters 1-3, Political Savvy Now Discover Your Strengths Chapter 6

Action: Take Conflict Style Inventory:

http://peace.mennolink.org/resourses/ conflictstyle/index.html

Take Political Savvy quiz: http://www.politicalsavvy.com/docs/ quiz.html

Submit Reaction to “At My Best” Feedback

Week 5

Nov. 5

Topics for Discussion: Interpreting the political landscape Developing coalitions Charting political strategy Culture and leadership

Other Activities: Review of Mini Marker results Debrief Vignette 1

Read: Political Savvy Chapters 5 – 8

Action: Take the Mini Marker Assessment (in

Blackboard) Response to Vignette 1

Week 6

Nov. 19

Topics for Discussion: Customizing attempts at influence Challenges for leaders: - Handling the Machs- Leading Laterally- Leading in a High Stress Environment

Other Activities: Exchange Vignette 2 with partner

Happy Thanksgiving! (Nov. 25)

Read: Political Savvy Chapters 9, 10 & 11

Action: Response to Vignette 2 (A or B)

Part 3 Theme (Weeks 7 – 8): Leading through change. Students will explore their own reactions and the reactions of others to change.

Week 7Dec. 3

Topics for Discussion: Leadership temperaments –

understanding Keirsey results Examining one’s own attitude and

response toward change

Read: Political Savvy Chapters 12 & 13 “Managing Change – The Art of

Balancing” – Duck (in Blackboard)

Week 7 Understanding and anticipating others’ Complete Keirsey Temperament

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Dec. 3(cont’d)

reactions to change Leading through continuous change Leadership Development Plan

Other Activities: Debrief Vignette 2 Group discussion of HBR case: “Should

This Team be Saved?

Sorter (see link in Blackboard) Prepare and submit feedback on your

partner’s response to Vignette 2

Week 8Dec. 17

Topics for Discussion: Building a Strengths-Based Organization Continuing your development as a leader Designing a positive future

Other Activities: Pair up with partner to check up on

action steps you took on your Leadership Development Plan (in future)

Read: Now Discover Your Strengths Chap. 7

Review and Reflect on: All of the exercises, feedback and

data you collected in this course Action: Submit “Future Scenario” speech (via

Blackboard) and be prepared to deliver it in class

Bring Leadership Development Plan to class

Complete TEQs in class

The above outline is tentative. Actual sequence may vary as the interests and needs of the class emerge. We will notify you well in advance of additional or changed readings and/or assignment due dates.

At the first class session (or soon after it via Blackboard), the course facilitators will distribute additional materials such as:

Guidelines for written assignments Duquesne’s Academic Integrity policy Other supplemental readings

See you at 8:00 a.m. in 621 Fisher Hall on Saturday, September 17!

“Stand in front of someone who has a deep, inner knowing of their purpose in life, someone who is very clear about Why they

are here on Earth, how they will Be while they are here, and what they have been sent here to Do. You aren’t standing in front of

someone who is talking about their weaknesses!”

- Lance H. K. Secretan

WELCOME TO LEADING PEOPLE AND MANAGING RELATIONSHIPS!!

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mlls 717-75 fall 05 syllabus - inflection points · web viewwritten assignments: work in this...

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