1BU 930.610.S11 | Thought and Discourse II | Leadership Ethics Seminar

Thought and Discourse Seminar II: Leadership Ethics 931.610.S11, 1 creditWednesdays, 1:30-4:30PM: March 23 – May 13

Spring Semester 2011Harbor East Campus

Instructors Contact Information Lindsay J Thompson 410.935.3709/lthompson@jhu.edu Richard G Milter 410.234.9422/milter@jhu.edu

Office HoursWe are eager to help you learn and succeed in this course. If you want direct and specific feedback from us, please ask for it and be willing to spend time discussing your work. Please feel free to contact us to arrange appointments (in person or by phone) at a mutually convenient time.

Required Text and Learning Materials The reading for this course includes a set of required readings selected from business and academic press sources. You are also encouraged to explore as much as possible of the supplementary readings and content resources listed in the syllabus. Most of the required reading and learning materials for this course are available through the Johns Hopkins University library either as reserve readings or electronic journals with a readily accessible link via Blackboard. Others are available online as open source access. You must be sure that your electronic access to the Johns Hopkins library is activated from your computer and working effectively. Access modes for each source are indicated on the course reading list. You are required to complete the moral compass workbook: Thompson, Lindsay J (2008), The Moral Compass: Leadership for a Free World, Information Age Press.

You are expected to make a daily practice of reading substantive business, economic, and world news. Suggested sources are the Wall Street Journal, Bloomberg Business Week, The Economist, the Financial Times, and the New York Times, which are available through the JHU library and also offered at discounted student rates. You are also encouraged to participate actively in at least one online business news community.

Blackboard SiteYou should participate actively in the Blackboard class discussion board and contribute to your team discussion board. This course will incorporate materials and resources using Blackboard. Most of the course readings, syllabus, and other learning materials will be available through Blackboard. You are advised to check in to the Blackboard site at least twice a week to check announcements, contribute to your team’s Group Pages, and participate in the Class Discussion Forum. To access the course site, please log into http://bb.carey.jhu.edu. If you need support for Blackboard, please call 1-866-669-6138.

Course DescriptionThe Seminar is a highly interactive learning experience focusing on the ethical challenges of business in a complex, global society, enabling you to build a framework for high-stakes decision-making in the dynamic global context of completing value claims. Throughout the Seminar you will explore the architecture of human values from various dimensions: personal, organizational, societal, cultural, and cross-cultural. You will examine a variety of complex scenarios and cases you may encounter in your business career. You will also learn from each other as you explore, discuss, and debate ideas and values. Be prepared for experiences that will stretch your mind and challenge your worldview in unexpected ways!

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Carey Learning Carey learning focuses on wealth and value creation for human flourishing and creates a platform of personal responsibility for growth in a collaborative community of inquiry, innovation, and discovery. The Seminar will help you achieve all the Carey MBA learning goals and objectives, but will focus on those highlighted below.

Carey Learning Goals Carey Learning Objectives

Integrate multiple factors in business decisions.

1.1 Students will identify complex issues that affect organizations and create appropriate strategies to address these issues.

1.2Students will implement and evaluate innovative strategies and tactics designed to address a specific organizational issue.

Balance qualitative and quantitative inputs in business analysis.

2.1 Students will apply quantitative tools and techniques to analyze and address organizational issues.

2.2Students will apply qualitative tools and techniques to analyze and address organizational issues.

Embrace and function in diverse business contexts.

3.1 Students will demonstrate an appreciation for multiple perspectives and experiences through the ability to work effectively in teams.

3.2 Students will analyze local and global market conditions and incorporate this analysis into decisions.

Create business solutions that address social problems.

4.1 Students will develop business solutions that address critical social needs.

4.2 Students will apply ethical frameworks and codes of conduct to guide decisions and actions.

Lead in an adaptive and continuous learning culture.

5.1 Students will demonstrate effective oral, visual, and written communication.

5.2 Students will demonstrate effective leadership through their course work, behaviors, and dispositions/attitudes.

Course Learning Outcomes

COURSE LEARNING OUTCOMESYou will understand the value of creating wealth for human flourishing.

1 Values at Work Develop a framework for living your values at work

2 Moral Cosmology Understand how images and stories anchor values

3 The Moral Compass Develop a framework for managing moral complexity

4 The Leadership Labyrinth Understand values management as a leadership skill

5 The Good Company Evaluate the value integrity of a business

6 The Livable City Evaluate the livability of a city

7 A Metro Business Plan Develop a business plan for improving the livability of a city

8 Partnering for Good Understand the value challenges of a cross-cultural, cross-sector business partnership

Attendance and Class Participation PolicyThe Seminar is a highly interactive, constructive learning experience. As a graduate student, you are responsible for your own learning and for creating knowledge with and for your peers. Attendance and participation are required for you to succeed in this course. You are expected to participate actively, exercise

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initiative, and create a rigorously challenging environment for inquiry, innovation, and discovery. Learning methods emphasize a full range of academic inquiry, collaborative discovery, critical thinking, and communication skills. Course assignments include critical review of texts and media, reflective writing and dialogue, individual and group exercises, projects, online interaction, and case studies. The learning model is designed to create disorienting dilemmas that reflect the uncertainty, ambiguity, and competing value claims of the contemporary global business environment. Students accustomed to lecture-based courses and quantitative disciplines with highly structured classes and fixed, empirical outcome measures should expect to find some aspects of the Seminar experience challenging and perhaps uncomfortable.

Performance Expectations and GradingThe entire seminar series is designed to foster intellectual depth and flexibility, a global worldview, and skills orienting you towards business with humanity in mind: critical thinking and collaboration; empathic intelligence; adaptive innovation; and personal integrity. You are expected to do your best work and earn at least a “B” in this course. A “B” grade indicates that you have successfully completed the required learning and your performance meets the Carey School standards of excellence. A grade above or below “B” indicates that your performance was significantly above or below the expectations for a “B.” To earn a “B” you must:

Be present. Class activities are a learning performance; missing classes will lower your grade. Prepare thoroughly and participate actively in class and other learning activities. Complete all deliverables fully, in proper format, and on time. Work effectively with others using intelligence, imagination, and interpersonal skills to generate

ideas, discussion, analysis, insight, and solutions. Demonstrate sound reasoning and insight in evaluation, interpretation and synthesis of factual

evidence, case literature, theories, models, and concepts in identifying, framing, and analyzing questions, problems, and issues.

Communicate effectively using correct English grammar, syntax, structure, and form in both written work and oral presentations.

Demonstrate understanding of course content. Demonstrate competency in course-related skills and dispositions. Act with integrity. Demonstrate professional respect, courtesy, and sensitivity in dialogue and discussion with

people of divergent standpoints and values.

Your grade for this course will be determined in a review of your class performance and learning portfolio. Please note that your performance includes active evidence that you can understand, value, and act with integrity to create wealth for human flourishing. See Carey Learning and Performance Standards at the end of the syllabus.

PortfolioYour portfolio will include your Moral Compass Essay, five Ideas and Values Journal entries, and one project deliverable selected from options that to be discussed in the first class.Important DatesMarch 15 - 31: Schedule a portfolio conference with your instructor during this time.May 4: Complete all items in your portfolio for review.

50%

Contribution to Learning Community Individual GradeThis is your class performance grade. Class participation, initiative, punctuality, attitude, interpersonal skills, and teamwork are included in this portion of your grade.

50%

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Important Note on Academic Integrity and Standards of ScholarshipYou are expected to make intelligent and rigorous use of academic knowledge and resources; your opinions, facts, and reasoning expressed in class discussion, presentations, and written work should reflect breadth and depth of engagement with relevant and recent scholarship. You must cite sources properly. Cutting and pasting excerpts from books, articles, or internet sources is plagiarism. Your written work must be entirely your own; if you incorporate other people’s ideas or data into your work, you must acknowledge and cite those sources. DO NOT CITE WIKIPEDIA. For formal academic writing, please see APA Guidelines for citation format and style guidelines.

Note Regarding Adjustments to Syllabus and Scheduled ActivitiesAs the instructors, we reserve the right to alter course content or adjust the pace to accommodate class progress and adapt to relevant but unforeseen current events. Please be alert to the possibility of changes in the syllabus. As we build a learning community together, we may decide to make adjustments in some of the readings, deliverables, due dates, and class activities in order to optimize the learning experience for you and your class colleagues. It is your responsibility to participate and stay abreast of such changes. We will announce these changes on Blackboard, so be sure to check Blackboard at least every day or two during the semester. Please pay attention to what is going on and be alert to discussions and announcements about any changes.

Please let us know if you don’t understand something in the syllabus, if you are unclear about an assignment, or if you have questions about any other aspects of the course. It is your responsibility to ask for clarification – and we will be happy to help you. You are encouraged to speak up in class – your questions may help clarify learning for others. Your team members and classmates may also be able to help you sort out your questions – but do not hesitate to contact us.

Course Evaluation In the last week so of the course, you will receive an email requesting your response to a series of questions about the course. Please make sure your current email address is correct in ISIS. Your participation in the course evaluation system is very important and the results are used to make improvements to the curriculum. If you have questions about the course evaluation process or don’t receive a link to the course evaluation, please let contact me.

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Course Calendar and Schedule of Activities

Class Meetings: Wednesdays, 1:30-3 PM

All work listed below is to be completed prior to the class for which it is assigned. Be prepared for possible changes in assignments.

Course Learning GoalTo understand wealth creation for human flourishing as the values context of global business

Pre-Work Class Preparation

Required: Thompson, Lindsay J (2010)”A Moral Compass for Global Business Leaders,” Journal of Business

Ethics, Springer. Read the article. Millennium Development Goals: http://www.youtube.com/watch?v=v3p2VLTowAA The Global Compact: http://www.unglobalcompact.org/AboutTheGC/TheTenPrinciples/index.html Principles of Responsible Management Education (PRME) http://www.unprme.org/the-6-

principles/index.php Appiah, Kwame A

o (2010). The Honor Code: How Moral Revolutions Happen, New York: WW Norton. Read the Preface

o Watch “When Honor meets Morality,” interview with Kwame Appiah, November 29, 2010 http://english.aljazeera.net/programmes/rizkhan/2010/11/2010112993230885416.html

Review the syllabus, learning goals, and performance evaluation model Make sure you are listed on a team and know who your team members are Complete the Personal and Professional Profile Explore the BlackBoard course website Write at least one entry in your Ideas and Values Journal reflecting on these assignments Post at least one comment to the BlackBoard Discussion Forum in the week prior to the first class. Create and organize your Blackboard Portfolio Start learning about your city and the two retail giants, Target and Walmart.

Suggested: World Economic Forum 2011 Global Risk Report: http://riskreport.weforum.org/ Campbell, Richmond (2007). "Moral epistemology." Stanford Encyclopedia of Philosophy.

http://plato.stanford.edu/entries/moral-epistemology/ Online Guide to Ethics and Moral Philosophy. http://caae.phil.cmu.edu/cavalier/80130/ You will

use this as a resource. World Values Survey. http://www.worldvaluessurvey.org/ Explore the website and compare the

values of your region of the world with at least one other region. Appiah, Kwame A

o “The Ethics of Identity” lecture at Princeton Universityhttp://www.princeton.edu/WebMedia/lectures/20031210appiahVN300K.asx

o “Talk of the Nation” interview with Kwame Appiah, Sept 13, 2010 http://www.npr.org/templates/story/story.php?storyId=129832899

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THEME 1: Values at Work

Wednesday, March 23, 2011

Class Session Learning GoalTo develop a framework for living your values at work

Questions: What challenges do you encounter trying to live your values at work? What values are most contested at your workplace?

Bring your Moral Compass workbook to class.

Complete during class: Giving Voice to Values: Personal and Professional Profile; Exercises; Mini-Cases Team values and rules (post on team page in Blackboard) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, March 24)

Complete after class: Live Case Summary (post your portfolio in your Week 1 Portfolio folder

THEME 2: MORAL COSMOLOGY (Walters Art Gallery)

Wednesday, March 30, 2011

Class Session Learning GoalTo understand how stories and images anchor values

Questions: What story best represents your national heritage? What stories shape and express your values?

Complete before class: Steven Pinker, “The Moral Instinct,” The New York Times Magazine, January 13, 2008 Joseph Campbell, “The Message of Myth,” The Power of Myth (DVD available for viewing in school) Contribute to the weekly Blackboard discussion

Complete during class: Individual field notes on the Walters Art Gallery collections Team discussion to compare individual field notes Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, April 1)

Complete after class: Team collage (post on real or Blackboard wall by 8 AM Thursday, March 31)

Bonus Resources: Sissela Bok, Common Values, University of Missouri Press, 2002

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THEME 3: THE MORAL COMPASS

Wednesday, April 6, 2011

Class Session Learning GoalTo develop a framework for managing moral complexity

Questions: Why are people emotionally attached to their values? What is the role of emotions and embodiment in your moral compass?

Complete before class: Thompson, The Moral Compass workbook, Ch 1-4 , pp 1-90. Joseph Campbell, “The Hero’s Adventure,” The Power of Myth (DVD available for viewing in school) Contribute to the weekly Blackboard discussion

Complete during class: Team discussion to compare Wisdom Traditions and personal values Team Moral Compass (post on real or Blackboard wall by 8 AM Thursday, April 7) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, April 7)

Complete after class: Personal Moral Compass (post in portfolio by 8 AM Monday, April 25)

Bonus Resources: Rushworth Kidder. How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living,

HarperCollins, 2003. http://www.globalethics.org/book-excerpts.php

THEME 4: THE LEADERSHIP LABYRINTH

Wednesday, April 13, 2011

Class Session Learning GoalTo understand values management as a leadership skill

Question: How are the moral challenges of leadership different from the moral challenges of personal and professional life? What is collaborative leadership? What is your greatest leadership challenge?

Complete before class: Ronald Heifetz and Donald Laurie, “The Work of Leadership,” Harvard Business Review. Harvard

Business School OnPoint Publication 4150. Chrystia Freeland, “The Rise of the New Global Elite, Atlantic Magazine, January-February 2011. The Insider (DVD available for viewing in school) Contribute to the weekly Blackboard discussion

Complete during class: Discussion of The Insider Case briefing of The Insider (post Blackboard wall by 8 AM Thursday, April 22) Moral leadership analysis of The Insider Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, April 21)

Bonus Resources: David Segal, “The Perfect Brainstorm, New York Times Magazine, December 19, 2010 Daniel Goleman, Richard Boyatzis, Annie McKee, “Emotionally Intelligent Leadership,” Harvard

Business Review, HBR OnPoint Collection

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THEME 5: THE GOOD COMPANY

Wednesday, April 20, 2011

Class Session Learning GoalTo evaluate the value integrity of a business

Questions: What is a good company? What are the moral challenges of corporations? How do we identify and evaluate a “good” company?

Complete before class: Thompson, The Value Integrity model Michael E Porter and Mark R Kramer, ‘Strategy and Society: The Link between Competitive

Advantage and Corporate Social Responsibility,” Harvard Business Review, December 2006.• Global Compact ; the Sullivan Principles.; • Fortune Global 500 “Beyond the Bottom Line,”

(http://money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391850/index.htm General resources on corporate social performance: Calvert Group (http://www.calvertgroup.com/)

KLD Analytics (http://www.kld.com/resources/index.html), The UN Global Compact Ten Principles (http://www.unglobalcompact.org/AboutTheGC/TheTenPrinciples/index.html)

Contribute to the weekly Blackboard discussion

Complete during class: Team project: The Target/Walmart Face-Off; The Company Report Card (post Company Report Cards

on Blackboard wall by 8 AM Friday, April 22) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, April 21)

Bonus Resources: Marilise Smurthwaite, “The Purpose of the Corporation,” Peace Through Commerce: Responsible

Corporate Citizenship and the Ideals of the United Nations Global Compact, Oliver Williams, editor, South Bend: University of Notre Dame Press, 2008, Chapter 1.

Lindsay Thompson, “The Future of Enterprise Regulation: Corporate Social Accountability and Human Freedom,” Journal of Business Law and Technology, University of Maryland School of Law, III, 2. May 2008.

James Post, Lee Preston, Sybille Sachs. Redefining the Corporation: Stakeholder Management and Organizational Wealth. Stanford: Stanford Business Books, 2002. Read Chapters 1, 2, and 4.

THEME 6: THE LIVABLE CITY

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Wednesday, April 27, 2011

Class Session Learning GoalTo evaluate the livability of a city

Questions: What is a livable city? What is the impact of globalization and urbanization on cities? Why is the livability of cities important?

Complete before class: Innovative Cities http://wbi.worldbank.org/wbi/news/2010/06/16/mayors-dialogue-innovative-

cities-june-22-23-2010 International Making Cities Livable ; UN Habitat; USAID: Making Cities Work; McKinsey: Cities Michael Porter Initiative for Competitive Inner Cities Contribute to the weekly Blackboard discussion

Complete during class: Team project: The City Report Card (post Blackboard wall by 8 AM Friday, April 29) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, April 28)

Bonus Resources: Richard Dobbs and Shirish Sankhe, “Comparing Urbanization in China and India,” McKinsey

Quarterly, July 2010. Jane Jacobs, The Death and Life of Great American Cities, Random House 1993.

THEME 7: THE METRO BUSINESS PLAN

Wednesday, May 4, 2011

Class Session Learning GoalTo develop a business plan for improving the livability of a city

Questions: Why are livable cities important for business? What is the role of business in the livability of cities?

Complete before class: Bruce Katz: http://www.brookings.edu/events/2010/1208_metro_summit.aspx Brookings Metro Business Plan

http://www.brookings.edu/~/media/Files/events/2010/1208_metro_summit/1208_metro_summit_business_framing_paper.pdf.

Contribute to the weekly Blackboard discussion

Complete during class: Team project: The Metro Business Plan (post Blackboard wall by 8 AM Friday, May 6) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, May 5)

Bonus Resources: Emerging Markets, Globalization, and Urbanization :

http://www.brookings.edu/handlers/MultimediaDownload.ashx?ref=%7b591693EC-4908-4078-8733-CBB481D9AFBA%7d&type=audio&flb=

THEME 8: PARTNERING FOR GOOD

Wednesday, May 11, 2011

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Class Session Learning GoalTo understand values management challenges of cross-cultural, cross-sector partnerships

Questions: What challenges do US global companies face in expanding to international markets? How ethical is the US corporate retail brand? What challenges to emerging economy cities face in attracting responsible and sustainable investment? How can these competing values of multiple stakeholders be negotiated?

Complete before class: Paired Team project: Proposals for Retail Expansion/Economic Development (post Blackboard wall by

8 AM Wednesday, May 11) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, April 28) Contribute to the weekly Blackboard discussion

Complete during class: Paired Team project: Negotiating the international public/private partnership (post summary of

negotiated partnership – or rejection -- Blackboard wall by 8 AM Friday, May 6) Team Learning Summary (post on team page in Blackboard by 8 AM Thursday, May 5)

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ONLINE BUSINESS MEDIA, NETWORKS, AND JOURNALS

Business press and media Business Week: Business Week BW Video Economist: Economist Fast Company: http://www.fastcompany.com/user Social Capitalism Award Wall Street Journal: WSJ Student Subscription WSJ Video

Business ethics / social responsibility networks, organizations, and resources Society for Business Ethics: SBE Principles for Responsible Management Education: PRME Net Impact: Net Impact Business for Social Responsibility: BSR International Society for Business Ethics and Economics: ISBEE Corporate Social Responsibility Newswire: CSR Wire International Academy of Business and Economics: IABE Brookings Blueprint for American Prosperity: Blueprint INSEAD Social Innovation: Business at the Bottom of the Pyramid Ethics Updates at USD: Ethics Updates KLD Research & Analytics: KLD Analytics

Business ethics journals available through JHU libraries Accounting Education. ISSN: 0963-9284. London: Routledge Ltd. Accounting Education. ISSN: 1085-4622. Greenwich CN: Elsevier Science. Business Ethics: A European Review. ISSN: 0962-8770. Oxford UK: Blackwell Publishers Business Ethics Quarterly. ISSN: 1052-150X. Bowling Green OH: The Society of Business Ethics Business and Professional Ethics Journal. ISSN: 0277-2027. Troy NY: Human Dimensions Center,

Rensselaer Polytechnic Institute. Business and Society Review. ISSN: 0045-3609. Oxford UK: Blackwell Synergy. International Journal of Social Economics/International Review of Economics and Ethics. ISSN:

0306-8293. Bradford UK: MCB Social Economics Ltd. Corporate Governance. ISSN: 0964-8410/1472-0701. Oxford UK: Blackwell Corporate Governance Advisor. ISSN: 1067-6163. New York NY: Aspen Publishers. The Journal of Global Ethics. ISSN: 1744-9626/1744-9634. London, New York NY: Taylor Francis

Group. Teaching Business Ethics. ISSN: 1382-6891/1573-1944. Dordrecht Netherlands: Springer.

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How do the course learning goalsResonate with my knowledge, experience, and values?Challenge my knowledge, experience, and values?

COURSE LEARNING GOALTo understand the value of creating wealth for human flourishing

Pre-Work LearningYou will articulate a point of view about human values in the global economic and business narrative

Moral CosmologyTo understand how images and stories anchor values2

The Moral CompassTo develop a framework for managing moral complexity3

The Leadership LabyrinthTo understand values management as a leadership skill4

The Good CompanyTo evaluate the value integrity in business5

The Livable CityTo evaluate the livability of a city6

The Metro Business Plan To develop a business plan for improving the livability of a city7

Partnering for Good To understand values management challenges of a cross-cultural, cross-sector business partnership8

Values at WorkTo develop a framework for living your values at work1

Reflection on Course Learning Goals

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For 200 years (roughly 1800-2000 CE), an assumption of “trickle down” wealth for all has been part of the global economic narrative of dramatically increasing economic growth. Towards the end of the 20th century, as economic inequality grew more acute both among and within nations, the United Nations launched an initiative to champion human values and rights, raise the visibility of poverty-induced human suffering as a global problem, and reorient business and business schools towards creating wealth for human flourishing.

As you reflect on the UN documents (Human Rights Declaration, Millennium Development Goals, Global Compact, and Principles of Responsible Management Education) what about each of them resonates and/or conflicts with your own knowledge, experience, and values?

What are your thoughts about the emerging global economic narrative?

How would you apply Appiah’s theory of moral change to the values shift in this narrative?

What do you think this values shift means for business?

Pre-Work LearningArticulate a point of view about s human values in the

global economic and business narrative

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NOTES

SUMMARY STATEMENT

How would you summarize your understanding and achievement of the Pre-Work learning goal?

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A A-

B+

B

B-

QUALITY OF THOUGHTComplexity + ImaginationA: Creates new knowledge, methods and/or models for understanding and resolving complex problems.A-: Adapts knowledge, methods and models to create innovative understanding of/solutions to complex problems.B+: Adapts knowledge, methods and models to develop problem-solving approaches tailored to the unique context of problems.B: Applies appropriate disciplinary knowledge, methods and models to organize, interpret, evaluate, & analyze evidence in resolving complex problems effectively.B-: Demonstrates incomplete mastery of relevant disciplinary knowledge, methods, and models in organizing, interpreting, evaluating, and analyzing evidence to understand and resolve complex problems.

SIGNATURE STYLEOriginality + AuthenticityA: Unforgettable and unreplicable by othersA-: Projects a seamlessly integrated, identifiable, refined, and compelling personal styleB+: Projects unique signature strengths of character, personality, imagination, erudition, values, and worldview B: Projects recognizable personal strengths and personality B-: Demonstrates little originality or authentic personality

HUMAN VALUESCharacter + LeadershipA: Collaborates with others in adapting values to build a culture of conscience in response to emergent complex moral challenges and value conflicts A-: Builds a consensus of shared values to manage moral challenges and value conflictsB+: Applies values to manage moral challenges B: Demonstrates moral clarity in defining, articulating, and acting on personal values B-: Demonstrates lack of clarity about personal values

DISCURSIVE FORMTechnical mastery + InnovationA: Sets a new exemplary standard of excellence A-: Introduces innovations that enhance the effectiveness of discursive forms B+: Introduces skillfully designed and executed innovative elements to discursive forms B: Demonstrates technical mastery of design, construction, and execution appropriate to a range of conventional discursive forms (written, interactive, quantitative, media)B-: Demonstrates incomplete technical mastery of conventional discursive forms

GRADING SCHEMA

What is Performance?Everything you do matters for your grade!

The process of high value knowledge creation is an ongoing, continuous, amorphous process not always reducible to discrete products or outcomes. As you begin erasing

the performance boundaries between classroom and the global arena of ideas and values, you will come to regard each question, conversation, article, and encounter as

an opportunity to perform.

DISCURSIVE FORMS

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A sampler not intended to be an exhaustive list

Written Documents Essay Executive summary Review Brief Research report

Meeting agenda Meeting summary Performance review Grievance filing

Promotion case Sales report Project update

Media Web page Video clip interview Video clip composition Mash-up Ad campaign

TED-style lecture PowerPoint

presentation Multimedia collage Commercial

Slide show Film Blog

Oral Presentations Elevator speech Expository lecture Debate Toast

Introductory remarks Keynote speech Persuasive speech Product promotion

Roast Panel moderation

Creative Expressions Poem Collage Musical composition Logo

Sculpture Event process design Event set design Product package design

Product design Ad campaign Process design Contingency plan

Interactive Communications Job interview (either

side) Difficult conversations Performance review

Group discussion Consensus process Peer coaching Decision process

Discernment process Dialogue

Analytical/Quantitative Documents Financial statements Sales report Spreadsheet analysis Conceptual modeling

Pricing strategy Budget justification Cost overrun report Revenue projections

Cost-benefit analysis Decision analysis Workflow analysis Operations analysis