Guide

MGX3991Leadership principles and practices

Unit Guide

Semester 1, 2013

The information contained in this unit guide is correct at time of publication. The University has the rightto change any of the elements contained in this document at any time.

Last updated: 11 Feb 2013

Table of ContentsMGX3991 Leadership principles and practices - Semester 1, 2013......................................................1

Mode of Delivery..............................................................................................................................1Workload requirements....................................................................................................................1Unit Relationships............................................................................................................................1

Prerequisites........................................................................................................................1Chief Examiner(s)........................................................................................................................................1Campus Lecturer(s).....................................................................................................................................1

Clayton.............................................................................................................................................1Tutor(s)........................................................................................................................................................2

Academic Overview...................................................................................................................................3Learning Outcomes.........................................................................................................................3

Unit Schedule.............................................................................................................................................4Assessment Summary.....................................................................................................................4

Second marking...................................................................................................................4Return of final marks............................................................................................................4Assessment criteria..............................................................................................................5

Teaching Approach.....................................................................................................................................5

Assessment Requirements......................................................................................................................6Assessment Tasks...........................................................................................................................6

Assessment task 1...............................................................................................................6Assessment task 2...............................................................................................................7Assessment task 3.............................................................................................................10

Examination(s)...........................................................................................................................................10Examination 1................................................................................................................................10

Learning resources....................................................................................................................................11Feedback to you........................................................................................................................................11Extensions and penalties...........................................................................................................................11Returning assignments..............................................................................................................................11Resubmission of assignments...................................................................................................................11Referencing requirements.........................................................................................................................11Assignment submission.............................................................................................................................11

Hard copy submission...................................................................................................................11Online submission.........................................................................................................................11Prescribed text(s) and readings.....................................................................................................12Recommended text(s) and readings..............................................................................................12

Other Information....................................................................................................................................14Policies..........................................................................................................................................14

Graduate Attributes Policy.................................................................................................14Student services........................................................................................................................................14Monash University Library.........................................................................................................................14Moodle 2....................................................................................................................................................14Disability Liaison Unit................................................................................................................................14Your feedback to Us..................................................................................................................................15Previous Student Evaluations of this Unit..................................................................................................15

MGX3991 Leadership principles and practices - Semester 1, 2013

This interactive unit examines principles and practices of leadership which are vital for aspiring leaders ofthe future. Through a personal portfolio of leadership concepts, character, and competencies, studentsdevelop their potential for growth as strategic leaders of the 21st century organisations. Inspiring storiesof leadership successes and failures from exemplary leaders in the past and present will guide students'leadership journey to find their own authentic voice. A plethora of cutting-edge leadership materials(research articles, movies and videos, case studies, role-plays, games, self-assessments) will also befeatured weekly to enhance students' learning experience.

Mode of Delivery

Clayton (Day)• South Africa (Day)•

Workload requirements

This is a six credit point unit with three hours class contact per week over 12 teaching weeks. The totaltime commitment expected for this unit is 144 hours. In order to meet the faculty’s expectation, studentsshould plan to spend on average nine hours in self-directed study, in addition to the three hours of classcontact, each week.

Students enrolled in Coursework programs in the Faculty of Business and Economics are required toattend a minimum of 80% of the scheduled class sessions for each unit.

If you do not attend the required number of classes, your performance could be compromised, and youmay not be eligible to join a group for the group assessment requirements if you are not present at classwhen the groups are assigned.

Unit Relationships

Prerequisites

It is recommended that students complete MGC1010, MGF1010 or MGW1010 before undertaking thisunit.

Chief Examiner(s)

Dr Sen Sendjaya

Campus Lecturer(s)

Clayton

Dr Jun GuCampus: CaulfieldEmail: [email protected]

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Tutor(s)

MGX3991 Leadership principles and practices - Semester 1, 2013

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Academic Overview

Learning Outcomes

The learning goals associated with this unit are to:

critically assess the strengths and weaknesses of major theories of organisational leadership1. formulate a framework of leadership that would help students make sense of their current andfuture leadership experiences and discern critical lessons drawn

2.

develop a higher self awareness of students' own personality, values, attitudes, and styles as wellas strengths and weaknesses pertinent to their leadership aspirations

3.

construct a personal leadership philosophy outlining students' convictions on ethical andcompassionate leadership and its impacts on in real-world organisational contexts

4.

analyse and synthesise crucial roles and positive impacts that managers and leaders can maketo organisations and their stakeholders.

5.

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Unit Schedule

Week Activities Assessment

0 Please see the end of this unit guide for a detailed unitschedule.

No formal assessment or activities areundertaken in week 0

1 The Nature and Importance of Leadership What isleadership? Leadership & Management

2 Pre-Modern, Modern, & Post-Modern Views ofLeadership

3 Leadership Development

4 Visionary Leadership

5 Value-Based Leadership

6 Servant Leadership Draft Portfolio for Peer Review

7 Authentic & Holistic Leadership

8 Destructive Leadership

9 Moral Leadership Final Portfolio

10 Corrupt Leadership Group Presentations

11 Leading Change in a Cross Cultural Context Group Presentations

12 Unit Revision

SWOT VAC No formal assessment is undertakenSWOT VAC

Examination period LINK to Assessment Policy:http://policy.monash.edu.au/policy-bank/academic/education/assessment/assessment-in-coursework-policy.html

Assessment Summary

Second marking

Where an assessment task is given a fail grade by an examiner, that piece of work will be marked againby a second examiner who will independently evaluate the work, and consult with the first marker. Nostudent will be awarded a fail grade for an assessment task or unit without a second examiner confirmingthe result.

Note: Exceptions to this are individual pieces of assessment contributing 10% or less of the final mark,unless the total of such pieces exceeds 30% of the final mark.

Return of final marks

Faculty policy states that 'the final mark that a student receives for a unit will be determined by the Boardof Examiners on the recommendation of the Chief Examiner taking into account all aspects ofassessment'.

The final mark for this unit will be released by the Board of Examiners on the date nominated in theFaculty Calendar. Student results will be accessible through the my.monash portal.

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Assessment criteria

Assessment Criteria Grading Descriptors available at:http://www.buseco.monash.edu.au/esg/agu/policies/assessment.html.

Assessment Task Value Due Date

Group presentation and report 20% Week 3-12 in class

Personal leadership portfolio 30% Week 6 for Peer-Review ONLY. Week 9 for the Final Portfolio.

Participation 10% Ongoing

Examination 1 40% To be advised

Teaching Approach

Lecture and tutorials or problem classes

Enrolling in this unit is like embarking on a twelve-week long journey of your personal leadershipdevelopment in which you will be engaging in enquiry, reflection, critical analysis and intellectualdiscussion with your lecturer, tutor, and fellow students.

To participate in the leadership journey, you will be expected to attend two-hour lectures and one-hourtutorials each week and participate in in-class (lectures and tutes) activities such as case study analyses,video discussion, self-assessment feedback, and role-playing exercises. The weekly programs includeclearly delineated modes as follows:

Interactive Lecture (120 minutes)• Tutorial (60 minutes) •

It is therefore important for you to come to class prepared, that is prior to each seminar you should haveread the assigned readings and other relevant materials from various sources pertaining to the weeklytopic. This is the only way for you to contribute to the class discussion, thereby enriching your individualand the class learning experience.

This is a six credit point unit with three hours class contact per week over 12 teaching weeks. The totaltime commitment expected for this unit is 144 hours. In order to meet the faculty’s expectation, studentsshould plan to spend on average nine hours in self-directed study, in addition to the three hours of classcontact, each week.

Unit Schedule

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Assessment Requirements

Assessment Tasks

Assessment task 1

Title:Group presentation and report

Due date:Week 3-12 in class

Details of task:The presentations will be conducted each week starting Week 3. This is a task for a groupof 5 students. Each group presents the profile of a young entrepreneur younger than 35yearls old who has made an indelible impact on his/her organisation or other people’slives.

The first place to research these leaders is in their biographies or autobiographies (i.e.,books). In addition, to get the latest coverage, you need to research other sources (casestudy books, magazines, journal articles, etc). You cannot rely on websites such asWikipedia, Google entries, etc. to reference your work. While journal articles are not arequirement for this assessment, evidence of research from various reliable sources apartfrom (auto)biography has to be shown.

For the benefits of your learning, choose a young entrepreneur that is not so well known.Mark Zuckerberg, for example, is an overpublished, overanalysed, overpresented youngleader, hence should be avoided. Check with your Lecturer if unsure.

In Week 1, presentation groups will be formed. Students can choose their own groupmembers. Once groups are formed, the young entrepenur presented should be selectedand given to your respective tutor for approval. No two groups can present the sameleader.

The presentation and report comprises the following two sections:

(1) Leadership Development: What were the crucible events and other keyfactors that help shape or influence his/her leadership approach?

(2) Leadership Lesson: What principles, models, or patterns of leadership can youobserve from the leader? What have you learned personally from the leader, and why doyou think they are important for your own leadership development? Apply and interact withyour selves as you think about some personal and practical ways you can do to emulatethe leader.

Apart from the powerpoint presentation, each group has to submit a presentation report,which is essentially a written form of the presentation, using an essay format (see theFaculty Q manual),

Please try to avoid discussing the obvious (e.g., “the leader works really hard, hence issuccessful”, or “she didn’t treat his employees well because she was too focused on herown ambitions”, or “Being preoccupied with his work, he showed a disregard to his ownhealth”). An intelligent analysis of the leader will look at a pattern shown by the leadersover the years in terms of their approach to business, life, leadership, etc., that is thenot-so-obvious.

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Word limit:The presentation report should be no more than 1,000 words.

Weighting/Value:20%

Presentation requirements:Each presentation strictly takes no more than 12 minutes (your mark will be deducted ifyou run longer than 12 minutes). Following each presentation, there will be a 3 minutes Qand A session by the floor.

Estimated return date:Your lecturer will return all presentation marks in Week 12.

Criteria for marking:The marking rubric for this assessment can be downloaded from Moodle.

Learning objectives assessed:Bullet points 1, 3 and 5

Assessment task 2

Title:Personal leadership portfolio

Due date:Week 6 for Peer-Review ONLY. Week 9 for the Final Portfolio.

Details of task:A portfolio is a purposeful collection of student work that tells a story of the students’efforts, progress, or achievement in (a) given area(s). Portfolio provides evidences oflearning from a range of different contexts that cannot be obtained through traditionalmeans, in that portfolios demonstrate students’ growth over time, encourage sustainedengagement and observation of this engagement, reveal students’ interest towardslearning through the selection of their portfolio contents, and allow students to interact withand reflect upon their work.

This assessment is a 3,000-word, individual piece of assessment. Since the portfolio isused as part of the formal assessment of the unit, the structure is preset in advance. Yourportfolio should include the following three sections:

Section 1 – 2,000 words

A critical review of one of the US Presidents and Secretaries of State from his/herbiography and/or autobiography focusing on two key issues:

(a) In light of the relevant leadership concepts/theories/models, what are the keymessages of the leader that is worth learning? To what extent the key messages reinforceor contradict the leadership concepts/theories/models?

(b) What are the positive and negative sides of the leaders worth emulating andavoiding? How do they affect you in relation to your personality, character, strengths andweaknesses, etc. ?

Leaders Include:

Barack Obama♦ George W. Bush♦ Bill Clinton♦ George H. Bush♦ Ronald Reagan♦

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Assessment Requirements

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Jimmy Carter♦ Gerald Ford♦ Richard Nixon♦ Lyndon B. Johnson♦ John F. Kennedy♦ Dwight D. Eisenhower♦ Harry S. Truman♦ Franklin D. Roosevelt♦ Herbert Hoover♦ Calvin Coolidge♦ Warren G. Harding♦ Woodrow Wilson♦ William Howard Taft♦ Theodore Roosevelt♦ William McKinley♦ Grover Cleveland♦ Benjamin Harrison♦ Chester A. Arthur♦ James A. Garfield♦ Rutherford B. Hayes♦ Ulysses S. Grant♦ Andrew Johnson♦ Abraham Lincoln♦ James Buchanan♦ Franklin Peirce♦ Millard Fillmore♦ Zachary Taylor♦ James K. Polk♦ John Tyler♦ William Henry Harrison♦ Martin Van Buren♦ Andrew Jackson♦ John Quincy Adams♦ James Monroe♦ James Madison♦ Thomas Jefferson♦ John Adams♦ George Washington♦ Hilary Clinton♦ Condoleezza Rice♦ Madeline Albright♦ Sarah Palin♦ Janet Reno♦ Nancy Pelosi♦ Geraldine A Ferraro♦ Shirley Chisholm♦ Emma Goldman♦ Elaine L. Chao♦ Jeannette Rankin♦

A minimum of 7 peer-review journal articles is required to support this section. Thesereferences are used to support the arguments you make in your critical review of theleader and provide a theoretical framework to help explain the analyses of the leader’slife. The articles do not have be on the leaders, but they must be leadership articles that

Assessment Requirements

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discusses a concept, theory, or model pertinent to leadership which will assist youranalyses of the leader.

Section 2 – 1,000 words

Six short open-ended reflections of your personal leadership learning from Week 3 toWeek 8 weekly class (lecture or tutorial) discussion. Each reflection is about 150 words.

You need to choose that ONE thing you learn the most from that week’s class and apply itto yourself. The one thing might have to do with an attitude, behaviour, mindset, habit,way of thinking, pattern of response, or anything pertinent to your individual leadershiplearning. Interact with yourself. For example, what is it about you that propels you toconsider it worth applying ? How does that challenge your preconceived view? In order toapply what do you need to stop or start doing? What are some factors that might deteryou from following through?

plus . . .Completed self-assessment and peer-assessment sheets of the portfolio (Use thesheets provided on Moodle).

Word limit:3,000 words

Weighting/Value:30%

Estimated return date:Week 12 in Class

Criteria for marking:The marking rubric for this assessment can be downloaded from Moodle. Please notethere are three marking rubrics involved:

Peer-Assessment (15%),♦ Self-Assessment (5%), and♦ Teacher-Assessment (80%).♦

Learning objectives assessed:This assessment task is designed to test your achievement of objectives 2, 3, 5. It is aINDIVIDUAL assessment task.

The learning goals associated with this unit are to:

critically assess the strengths and weaknesses of major theories of organisationalleadership

1.

formulate a framework of leadership that would help students make sense of theircurrent and future leadership experiences and discern critical lessons drawn

2.

develop a higher self awareness of students' own personality, values, attitudes,and styles as well as strengths and weaknesses pertinent to their leadershipaspirations

3.

construct a personal leadership philosophy outlining students' convictions onethical and compassionate leadership and its impacts on in real-worldorganisational contexts

4.

analyse and synthesise crucial roles and positive impacts that managers andleaders can make to organisations and their stakeholders.

5.

Submission details:A soft copy must also be submitted by email to your lecturer on the same day with the fileCLEARLY TITLED: [YOUR NAME]_[LEADER’S NAME].

Penalties for late lodgement:

Assessment Requirements

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A penalty of 10 per cent will be deducted for each day that the assessment is late. Students should note that a weekend is 2 days and will be treated as such when penaltiesare calculated. After 10 days, late assignments will be accepted but will not be given amark.

Assessment coversheet:Work submitted for assessment MUST be accompanied by a completed and signedassessment coversheet, available at URL:http://www.buseco.monash.edu.au/student/forms/assessment-coversheet.doc. In thecase of group assessment, each member of the group must complete and sign a separateassessment coversheet.

Assessment lodged electronically must be sent via a valid student email account ([email protected]) and must include an electronic copy (or copies in the caseof group assessment) of the Assessment Cover Sheet. Electronic lodgement from anyother email addresses will not be accepted.

Assessment task 3

Title:Participation

Due date:Ongoing

Details of task:You need to participate in in-class discussion every single week, both in lecture andtutorial. 10% of the overall mark will be allocated to your participation. It is thereforeimportant for you to read the assigned readings prior to coming to lectures and tutorials.

Weighting/Value:10%

Estimated return date:Ongoing

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Examination(s)

Examination 1

Weighting:40%

Length:2 hours

Type (open/closed book):Closed book

Electronic devices allowed in the exam:None

Remarks:Materials Examinable: This examination will be held during the official examinationperiod. The examination timetable which provides full details of the examination schedulecan be accessed through the my.monash portal.

All materials covered in class between Week 2 and Week 11 are examinable. Thisincludes the lecture notes, weekly readings, case studies discussed in class, and grouppresentations. More detailed information will be given in class towards the end ofsemester.

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Assessment Requirements

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Learning resources

Monash Library Unit Reading Listhttp://readinglists.lib.monash.edu/index.html

Feedback to you

Types of feedback you can expect to receive in this unit are:

Informal feedback on progress in labs/tutes• Graded assignments with comments• Other: Self-assessment feeback•

Extensions and penalties

Extensions are given only on medical or emergency grounds, in line with the Faculty and Deparmentpolicy. Penalties for late submission apply – 10% of the full mark will be deducted for each day.

Returning assignments

All assessments will be returned to students in Week 12 class, except the Portfolio.

Resubmission of assignments

Students cannot resubmit assignments under any condition.

Referencing requirements

Referencing requirements are detailed in the Q-manual at:

http://www.buseco.monash.edu.au/qmanual/qmanual-2012.pdf

Assignment submission

Hard copy submission

Hard Copy Submission: Assignments must include a cover sheet. The coversheet is accessible via theMonash portal page located at http://my.monash.edu.au under the heading ‘Learning and teaching tools.’Please keep a copy of tasks completed for your records.

Students should submit hard copies of all assessments to their Lecturer in class.

Online submission

If Electronic Submission has been approved for your unit, use only the Moodle assignment submit tool.Do not submit files attached to email. Access Moodle in the Home tab by clicking on Moodle 2, whenyou log in to my.monash portal using your Authcate and password. Select the unit for which you wish tosubmit work.

Assessment Requirements

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Assignments must include a cover sheet. The coversheet is accessible via the Monash portal pagelocated at http://my.monash.edu.au under the heading ‘Learning and teaching tools.’ Please keep a copyof tasks completed for your records.

Unless you have made prior arrangements with your lecturer, only the following file formats willbe accepted: .doc, .pdf, .html;

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It is essential you adhere to the following format for the naming of the file you wish to submit:

it must contain your Authcate name; and♦ there must be no space in the filename.♦

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You will receive a confirmation message within Moodle once you have successfully submittedyour assignment within the electronic dropbox.

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Comments and grading of your assessment will be communicated to you either by Moodle, email,or post.

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Instructions for submitting an assignment electronically using Moodle are foundat http://www.vle.monash.edu/supporttraining/learnbytech/moodle/students/submitting-an-assignment.html

Prescribed text(s) and readings

There is no prescribed textbook for the unit. Instead, a set of readings which reflect the latest leadershipresearch findings are prepared to facilitate the learning process. Students will need to have regular,uninterrupted access to the readings throughout the semester.

Recommended text(s) and readings

Daft, R.L. and Pirola-Merlo, A. 2008. The Leadership Experience. Cengage Learning.

DuBrin, A.J. and Carol, D. 2006. Leadership: An Australasian focus. Qld: Wiley.

Bratton, J., Grint, K., and Nelson, D.L. 2005. Organizational Leadership. Mason, OH: ThomsonSouth-Western.

Gill, R. 2006. Theory and practice of leadership. London: Sage.

Howell, J.P. and Costley, D.L. 2006. Understanding behaviors for effective leadership (2nd ed). UpperSaddle River, NJ: Pearson Prentice Hall

Hughes, R.L., Ginnett, R.C., and Curphy, G.J. 2005. Leadership: Enhancing the lessons of

experience (5th ed.). Boston: McGraw-Hill/Irwin.

Nahavandi, Afsaneh. 2006. The art and science of leadership (4th ed). Upper Saddle River, NJ: PrenticeHall.

Northouse, P. G. 2003. Leadership: Theory and Practice (3rd ed). Thousand Oaks, CA: Sage. Price, T.L. 2006. Understanding ethical failures in leadership. Cambridge: Cambridge University Press.

Rosenbach, W. E. and Taylor, R. L. 2006. Contemporary issues in leadership. Boulder, CO: WestviewPress.

Wren, T. 1995. The leader's companion. New York: Free Press.

Assessment Requirements

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Yukl, G. 2005. Leadership in organizations (6th ed.). Upper Saddle River, NJ: Prentice Hall.

There are many leadership texts in the Caulfield and Clayton Main Library that students will find useful.Books related to this unit are found on the 658 and 303 shelves.

In order to discover what the researchers in leadership are discussing, use the library website to searchthe online databases under ‘Electronic Journals’, for example:

· Leadership Quarterly

· Leadership

· Leadership and Organizational Development Journal

· Journal of Leadership Studies

· Journal of Management Studies

· Academy of Management Journal

· Academy of Management Review

· Journal of Organizational Behavior

· Journal of Applied Psychology

· Journal of Management

· Group and Organization Management

Assessment Requirements

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Other Information

Policies

Monash has educational policies, procedures and guidelines, which are designed to ensure that staff andstudents are aware of the University’s academic standards, and to provide advice on how they mightuphold them. You can find Monash’s Education Policies at:www.policy.monash.edu.au/policy-bank/academic/education/index.html

Key educational policies include:

Plagiarism;• Assessment in Coursework Programs;• Special Consideration;• Grading Scale;• Discipline: Student Policy;• Academic Calendar and Semesters;• Orientation and Transition; and• Academic and Administrative Complaints and Grievances Policy.•

Graduate Attributes Policy

http://www.policy.monash.edu/policy-bank/academic/education/management/monash-graduate-attributes-policy.html

Student services

The University provides many different kinds of support services for you. Contact your tutor if you needadvice and see the range of services available at http://www.monash.edu.au/students

Monash University Library

The Monash University Library provides a range of services, resources and programs that enable you tosave time and be more effective in your learning and research. Go to www.lib.monash.edu.au or thelibrary tab in my.monash portal for more information.

Moodle 2

All unit and lecture materials, plus other information of importance to students, are available through thevirtual learning environment Moodle site. You can access Moodle via the my.monash portal.

Where to go for helpIf you're stuck, confused or simply not sure how to approach Moodle, there are a number of Moodleresources that you can tap into.

Disability Liaison Unit

Students who have a disability or medical condition are welcome to contact the Disability Liaison Unit todiscuss academic support services. Disability Liaison Officers (DLOs) visit all Victorian campuses on aregular basis.

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Website: http://www.monash.edu/equity-diversity/disability/index.htmlTelephone: 03 9905 5704 to bookan appointment with a DLO;Email: [email protected] In: Equity and Diversity Centre, Level 1,Building 55, Clayton Campus.

Your feedback to Us

Monash is committed to excellence in education and regularly seeks feedback from students, employersand staff. One of the key formal ways students have to provide feedback is through the StudentEvaluation of Teaching and Units (SETU) survey. The University’s student evaluation policy requires thatevery unit is evaluated each year. Students are strongly encouraged to complete the surveys. Thefeedback is anonymous and provides the Faculty with evidence of aspects that students are satisfiedand areas for improvement.

For more information on Monash’s educational strategy, see:

www.monash.edu.au/about/monash-directions/directions.html and on student evaluations, see:www.policy.monash.edu/policy-bank/academic/education/quality/student-evaluation-policy.html

Previous Student Evaluations of this Unit

If you wish to view how previous students rated this unit, please go tohttps://emuapps.monash.edu.au/unitevaluations/index.jsp

UNIT SCHEDULE

Week Lecture Required reading1 The Nature and Importance of

Leadership

What is leadership?

Leadership & Management

Mandatory:

Hunter, S.T., Bedell-Avers, K.E., Mumford, M.D. (2007). Thetypical leadership study: Assumptions, implications, andpotential remedies. Leadership Quarterly, 18(5), 435–446.

Recommended:

Yukl, G. & Lepsinger, R. (2005). Why Integrating the Leadingand Managing Roles Is Essential for OrganizationalEffectiveness. Organizational Dynamics, 34(4), 361–375.

2 Pre-Modern, Modern, &Post-Modern Views ofLeadership

Introduction to keyleadership theories andmodels

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Tracing leadershipthoughts from Lao Tzuto Bernard Bass

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Contrasting Alfred Sloanof GM and Jack Welch

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Mandatory:

Avolio, B.A., Walumbwa, F.O., & Weber, T.J. (2009).Leadership: Current theories, research, and future directions.Annual Review of Psychology, 60, 421-449.

Eisenstat, R.A., Beer, M., Foote, N., Fredberg, T. & Norrgren,F. (2008). The Uncompromising leader. Harvard BusinessReview, July-August, 51-57.

Bennis, W. (2002). Will the legacy live on? Harvard BusinessReview, February, 95-99.

Other Information

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of GE Recommended:

Armandi, B., Jeannette, O., & Herbert, S. (2003). Leadershiptheory and practice: A case in point. Management Decision,41(10), 1076-1088.

3 Leadership Development

Elements of Leadership:Leaders, followers, andsituational context

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Elements of LeadershipDevelopment: Knowing,Being, Doing

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Mandatory:

Hannah, S. & Avolio, B. (2011). Ready or not: How do weaccelerate the developmental readiness of leaders? Journal ofOrganizational Behavior,. 31, 1181–1187.

Murphy, S.E. & Johnson, S.K. (2011). The benefits of along-lens approach to leader development: Understanding theseeds of leadership. Leadership Quarterly, 22, 459-470.

George, B., Sims, P., McLean, A.N., & Mayer, D. (2007)Discovering your authentic leadership. Harvard BusinessReview, February, 129-138.

Bennis, W.G. & Thomas, R.J. (2002). Crucibles of leadership.Harvard Business Review, September, 39-45.

Recommended:

Avolio, B.J., Rotundo, M. & Walumbwa, F.O. (2009). Early lifeexperiences as determinants of leadership role occupancy:The importance of parental influence and rule breakingbehavior. Leadership Quarterly, 20(3), 329-342.

Shamir, B. & Eilam, G. (2005). “What's your story?” Alife-stories approach to authentic leadership development.Leadership Quarterly, 16(3), 395-417.

4 Visionary Leadership

Leading as personalcalling

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Discovering yourpersonal life vision

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Mandatory:

Collins, J.C. & Porras, J.I. (1996). Building your company'svision. Harvard Business Review, 74(5), 65-77.

Baum, J.R.; Locke, E.A.; Kirkpatrick, S.A. O. (1998).

A longitudinal study of the relation of vision and visioncommunication to venture growth in entrepreneurial firms.Journal of Applied Psychology, Vol 83(1), 43-54.

Awamleh, R. & Gardner, W.L. (1999). Perceptions of leadercharisma and effectiveness: The effects of vision content,delivery, and organizational performance. LeadershipQuarterly, 10(3), 345-373

Recommended

Strange, J.M. & Mumford, M.D. (2002). The origins of vision:Charismatic versus ideological leadership. Leadership

Other Information

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Quarterly, 13(4), 343-3775 Value-Based Leadership

Identifying your corevalues

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Leading in tune withyour core values

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Mandatory:

Sull, D.N. & Houlder, D. (2005). Do your commitments matchyour conviction? Harvard Business Review, January, 82-91.

Drucker, P. (2005). Managing oneself. Harvard BusinessReview, January, 100-109.

Recommended:

Stevenson, H.H., Scher, L., Vasella, D., Franklin, B.H. &Jones, C.C. (2008). How to change the world. HarvardBusiness Review, January, 29-39.

6 Servant Leadership

The six elements ofservant leadership

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Servant leadership inorganizations

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The self-sacrificialleadership of MohandasK. Gandhi

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Mandatory:

Sendjaya, S., Sarros, J.C., & Santora, J. (2008). Defining andmeasuring servant leadership behavior in organizations.Journal of Management Studies, 45(2), 402-424.

Sendjaya, S. & Pekerti, A.A. (2010). Servant leadership asantecedent of trust organizations. Leadership andOrganization Development Journal, 31(7), 643-663.

Recommended:

Walumbwa, F.O., Hartnell, C.A., & Oke, A. (2010). ServantLeadership, Procedural Justice Climate, Service Climate,Employee Attitudes, and Organizational Citizenship Behavior:A Cross-Level Investigation. Journal of Applied Psychology,95(3), 517–529.

Collins, J. (2005). Level 5 leadership: The triumph of humilityand fierce of resolve. Harvard Business Review, July-August,136-146.

7 Authentic & HolisticLeadership

Definitions anddimensions ofauthenticity

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The role of emotions inleadership

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Leading withappreciative inquiry

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Leadership and thesearch for meaning andpurpose

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The role of spirituality inleadership

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Mandatory:

Eubanks, D.L., Antes, A.L., Friedrich, T.L., Caughron, J.J.,Blackwell, L.V., Bedell-Avers, K.E., and Mumford, M.D. (2010).Criticism and outstanding leadership: An evaluation of leaderreactions and critical outcomes. Leadership Quarterly, 21(3),365-388.

Morris, J.A., Brotheridge, C.M. & Urbanski, J.C. (2005).Bringing humility to leadership: Antecedents andconsequences of leader humility. Human Relations, 58(10), p.1323 - 1350.

Quick, J.C., Macik-Frey, M. & Cooper, C.L. (2007). ManagerialDimensions of Organizational Health: The Healthy Leader atWork. Journal of Management Studies, 44(2), 189-205.

Recommended:

Other Information

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Dent, E.B., Eileen Higgins, T, M., Wharff, D.M. (2005).Spirituality and leadership: An empirical review of definitions,distinctions, and embedded assumptions. LeadershipQuarterly, 16(5), 625–653

Fredrickson, B.L. (2001). The role of positive emotions inpositive psychology. American Psychologist, 56(3), 218-226.

8 Destructive Leadership

The domain ofdestructive leadership

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How not to be adestructive leader inorganizations

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Mandatory:

Nevicka, B., Ten Velden, F.S., De Hoogh, A.H.B., & VanVianen, A.E.M. Reality at odds with perceptions: Narcissisticleaders and group performance. Psychological Science,22(10) 1259–1264.

asland, M.S., Skogstad, A., Notelaers, G., Nielsen, M.B., &Einarsen, S. (2010). The prevalence of destructive leadershipbehaviour. British Journal of Management, 21(2), 438-452.

Padilla, A., Hogan, R., & Kaiser, R.B. (2007). The toxictriangle: Destructive leaders, susceptible followers, andconducive environment. Leadership Quarterly, 18(3), 176-194.

Recommended:

Mumford, M.D., Espejo, J., Hunter, S.T., Bedell-Avers, K.E.,Eubanks, D.L., & Connelly, S. (2007). The sources of leaderviolence: A comparison of ideological and non-ideologicalleaders. Leadership Quarterly, 18(3), 217–235.

9 Moral Leadership

Leadership ethics andmoral reasoning

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Is Adolf Hitler atransformational leader?

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Mandatory:

Price, T.L. (2008). Kant’s advice for leaders: “No, you aren’tspecial”. Leadership Quarterly, 19(4), p. 478-487.

Sendjaya, S. (2005). Morality and leadership: Examining theethics of transformational leadership. Journal of AcademicEthics. 3(1), 75-86.

McKoy, B.H. (1983). The parable of the Sadhu. HarvardBusiness Review, Sept-Oct, 103-108.

Recommended:

Brown, M.E. & Trevino, L.K. (2006). Ethical leadership: Areview and future directions. Leadership Quarterly, 17(6),595-616.

Ciulla, J. (2005). When the buck stops here. In Joanne B.Ciulla, Clancy Martin and Robert C. Solomon (Eds). HonestWork: A Business Ethics Reader. New York: Oxford UniversityPress, 531-550.

10 Corrupt Leadership

Leadership lessons fromthe Enron debacle

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Mandatory:

Boddy, C.R. (2011). The corporate psychopaths theory of theglobal financial crisis. Journal of Business Ethics, 102,

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255-259.

Schepers, D.H. & Gardberg, N.A. (2004). On the side of theangels. Journal of Behavioral and Applied Management, 5(2),166-184.

Dennis, T. & Vatcha, N. (2005). Charismatic Leadership andCorporate Cultism at Enron: The Elimination of Dissent, thePromotion of Conformity and Organizational Collapse.Leadership, 1(4), 455-480.

Stein, M. (2007). Oedipus Rex at Enron: Leadership, Oedipalstruggle and organizational collapse. Human Relations,60(9),1387-1410.

Levine, D.P (2005). The Corrupt Organization. HumanRelations, 58(6), 723–740.

11 Leading Change in a CrossCultural Context

How leaders build,sustain, and changecorporate culture

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Key findings fromHofstede’s and theGLOBE study

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Cultural sensitivity of theglobal leader

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Mandatory:

Pekerti, A. & Sendjaya, S. (2010). Exploring servantleadership across cultures: Comparative study in Australia andIndonesia. International Journal of Human ResourceManagement, 21(5), 754-780.

Javidan, M., Dorfman, P.W., Sully de Luque, M., & House,R.J. (2006). In the eye of the beholder: Cross cultural lessonsin leadership from project GLOBE. Academy of ManagementPerspective, 20(1), 67-90.

Semler, R. (1989). Managing without managers. HarvardBusiness Review, September-October, 76-84.

12 Unit Revision

Reflections on personalleadership journey andlessons learned

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