MN550 Syllabus Mondays 6:30-9:15 p.m. Room: Dolan E138 ...webmedia.jcu.edu/nonprofit/files/2013/01/MN550_Spring2013.pdf · Email: [email protected] Cell: 216.224.7072 Course Description

1

MN550 – Leadership & Managerial Skills

Spring 2013 Syllabus

Mondays – 6:30-9:15 p.m.

Room: Dolan E138

Office Hours: Mondays 3:30-6:30 p.m.; Tuesday 2-3:30 p.m.; Thursdays 2-3:30 p.m.

Office: Boler School of Business, Room 205

Instructor: Scott J. Allen, Ph.D. Email: [email protected] Cell: 216.224.7072

Course Description

This course provides a comprehensive assessment of the student’s leadership and managerial skills,

including individual feedback, classroom discussion, and exercises. Through experiential skill-building

activities, the course will make the student aware of a wide variety of skills necessary for success as a

leader and manager. The course follows the “know, see, plan, do” framework of development and

requires students to be actively engaged and making sense of the many gray situations we will

experience. Toward the end, this course becomes a laboratory for us to explore the concepts we have

been discussing.

Course Objectives

To assess current leadership and managerial strengths and areas for development.

To develop an awareness of leadership theory, an ability to observe the concepts in action, determine

alternative courses to plan a skillful intervention and then use yourself as a tool to move the work of the

group forward.

To create an action-oriented 5-year development plan.

Reading Materials/Text

Article: What Makes an Expert – See “Course Documents” in Blackboard

Article: Nice Girls Don’t Ask – See “Course Documents” in Blackboard

Book: Strength Based Leadership – Provided for you in class – do not purchase this!

Course Test: Whetten, D. A. & Cameron, K. S. (2010). Developing Management Skills, (8th Edition).

Prentice Hall – ISBN-10: 0136121004

o The text is viewed as a complement to what is happening in the class, not the focal point. It will

also help you better understand the concepts. We will use it several times in class, so please bring

it with you. However, do not expect that we will be thumbing through the pages each week.

Graduate Assistant

Valerie Korb – [email protected]

Development Coach

Ryan Burns, [email protected], Bruening Hall 50 (Boler basement), (cell) 216-570-4466

o Meeting One – Bring your assessment results – Making sense of your results

o Meeting Two – Bring your assessment results – Reporting results (weaving content into your

final paper) – A STRONG draft of part one of your paper is due at this meeting.

mailto:[email protected]

2

Course Requirements and Grading

Students must satisfy and complete all of the following aspects of the course to receive a final grade at the end of

the semester:

Attendance/Participation 5%

Observation Assignments - Blackboard 5%

Exam One 25%

Exam Two 10%

Exam Three 25%

Exam Four (final) 20%

Personal Development Plan 10%

Grading

A 93% and above

A- 92.99% to 90%

B+ 89.99% to 87%

B 86.99% to 83%

B- 82.99% to 80%

C+ 79.99% to 77%

C 76.99% to 73%

C – 72.99% to 70%

D+ 69.99% to 67%

D 66.99% to 63%

F 62.99% and below Fail

Additional FAQs/Thoughts

Should I do the readings? Get the book? Get the current version of the book? – yes

The syllabus will change so check your email and visit the syllabus on Blackboard weekly. Check in

with a friend if you miss class and ask me questions. You are responsible for knowing what you missed.

Late assignments will be reduced by one half-letter grade each day it is late unless otherwise negotiated

in advance.

Each person receives one freebie on attendance (illness, family emergency, work, etc.). However, after

that, students lose 25% of their participation grade for each class missed.

Come to this class with the appropriate dress – tennis shoes, comfortable pants, shirts. Work attire will be

inconvenient, uncomfortable, etc.

Cell phones. If you choose to text, that’s ok, but you will be asked to provide a one-minute motivational

speech on the topic of your classmate’s choice. Of course let me know ahead of time if you have an

extenuating circumstance and I will work with you.

I want each of you to succeed in this class. I am happy to read drafts and answer any questions at any

time. Drafts should be at a B+ level, complete and sent at least 10 days in advance of the due date. People

who take advantage of this do well but it is not a guarantee that I will find every mistake or that you will

in fact get a better grade. Likewise, the coach and I may give you differing advice – clarify with Scott if

you have questions. You are ultimately responsible for the final product.

Please come to me with questions and concerns as soon as they arise – not at the end of the semester. I

do not change grades on exams at the end of the semester – if there is a change you feel needs to be

made, approach me within a couple days of receiving the grade. Feel free to ask me how you are doing or

visit Blackboard’s grading function as well. There are no extra credit options to boost grades at the end

of the semester and I do not bump your grades even if you have an 89.99.

Academic Dishonesty

2

The minimum penalty for academic dishonesty (cheating) in this class will be an F (zero points) for the

related test or assignment. However, depending on the circumstances, more severe penalties may be

imposed. The John Carroll University (2001-2002) Community Standards Manual reads:

All work submitted for evaluation in a course, including tests, term papers, and computer

programs, must represent only the work of the student unless indicated otherwise. Material

taken from the work of others must be acknowledged properly. (p. 14)

It is recommended that you read the additional information regarding academic dishonesty and penalties

in the manual. Using sections from papers previously written is unacceptable.

Special Accommodations

John Carroll University recognizes its responsibility for creating an institutional climate in which

students with disabilities can succeed. In accordance with University policy, if you have a documented

disability, you may be eligible to request accommodations from the office of Services for Students with

Disabilities (SSD). Students with disabilities are entitled to reasonable accommodations and should have

equal access to learning. Please contact the SSD coordinator at (216) 397-4967 or visit the office located

in room 7A, in the Garden Level of the Administration Building. After your eligibility for

accommodations is determined, you will be given a letter which, when presented to instructors, will help

us know best how to assist you. Please keep in mind that accommodations are not retroactive so it is best

to register at your earliest convenience.

Monday, January 14 Introductions/Fundamental of Leadership

Introductions

Working w/ Scott

Highlights from the Syllabus

Research in MN 550

Tour of Blackboard: Course Documents

Discussion – Guinness Time

Announcement – Outdoor Day – March 16, 2013 – 8:30-4:30 p.m.

Announcement – No Class Next Week (1/21)

The Fundamentals of Leadership

Activity – Student Information Sheet/Assessments MBTI in class

(Others due 1/28 – bring to class)

The MBO – Updates each Friday on Blackboard

Reading Assignment – Chapter 2 (Reactions to Stress, Coping with

Stress, Tables 2.1, 2.3), Chapter 3 (Tables 3.1, 3.2, 3.3, & Fig. 3.1),

Articles: Nice Girls Don’t Ask, What Makes an Expert?

Monday, January 28 Assessments w/ Ryan Burns

Attendance/Questions

Discussion – Guinness Time (Ben, Sharisse, Jeanniece)

Discussion – Assessments & Connections w/ Ryan

Discussion – Submit Completed Assessments/Information Sheet

For Next Time: Reading Assignment – Chapter 4 (Table 4.2),

Chapter 5 (Tables 5.1, 5.2, 5.3, 5.5, 5.7, 5.8, 5.9, 5.10)

Monday, February 4 Leadership Concepts


Discussion – 30,000 foot view of the Part I of the PDP

http://www.19actionnews.com/category/240218/video-landing-page?clipId=7972242&autostart=true

3

See me after if you are not currently employed or looking

Discussion – The Fundamentals of Leadership


Setting the Stage

Team leads need to meet with me

For Next Time: Reading Assignment – Chapter 7 (Tables 7.1, 7.2,

Figure 7.3), Chapter 8 (Tables 8.3, 8.4), Chapter 9 (Table 9.2)



Discussion – Really Cool Leadership Resource

Discussion – Introducing…Daily Observations



For Next Time: Daily Observations (Assessments/Area of Focus)



Observations

Discussion – Exam #1 – Strategies for the exam



For Next Time: Daily Observations (Assessments/Area of Focus)

Monday, February 25 Exam #1 – Leadership Concepts/Seeing the Concepts


Exam #1 – 45 minutes/100 pts.

Multiple-choice questions only have one answer.

If you are completing a fill in the blank question, be sure NOT to

capitalize the term. Leave a space in between words if there is

more than one word in the term.

Words that have been misspelled will be marked incorrect by

Blackboard so be sure you double check your spelling.

Feel free to call me over if you have questions.

You have 45 minutes to complete the exam - In other words,

Blackboard will make the test unavailable after 45 minutes.

Discussion – MBO

Discussion – PDP (30,000 feet)

Practice – Seeing the Concepts


For Next Time: Daily Observations (Stress)

Monday, March 11 Seeing the Concepts


Discussion – Development Plan – Rules for Writing in MN550

Discussion – Daily Observations – Assessments

Discussion – Exam #2

Outdoor Day

Weather and Outdoor Day Details – Come to Dolan E138



http://www.weather.com/weather/tenday/44121?from=36hr_topnav_undeclared

4

For Next Time: Daily Observations (Creativity/Problem Solving)

Saturday, March 16 Outdoor Day/Exam #2

8:30 a.m. to 4:00 p.m. (Meet in Dolan E138)

Reminder – Weather appropriate clothing! Snacks! No Jewelry!

Pizza/Bagels are provided.

Exam #2 is today!


Discussion – Personal Development Plan (Parts II, III)

Disclaimer – Coach/Scott feedback

Reminder: Daily observations…5% of you grade…

Discussion – Exam #3 – Strategies for the exam



For Next Time: Daily Observations (Power/Communication)




Bring headphones to the next class for exam #3!

For Next Time: Daily Observations (Power/Communication)

Tuesday, April 2 Exam #3 – Seeing the Concepts

Exam #3 – 120 minutes/100 pts.

o Multiple choice questions may have more than one answer.

o If you are completing a fill in the blank question, be sure NOT to

capitalize the term. Leave a space in between words if there is

more than one word in there term.

o Words that have been misspelled will be marked incorrect by

Blackboard so be sure you double check your spelling.

o Feel free to call me over if you have questions.

o You have 120 minutes to complete the exam - In other words,

Blackboard will make the test unavailable after 120 minutes.

o You will need to bring headphones.

o Point totals for each question do not necessarily represent the

number of correct answers.

o The link to the clip you need to view will be underlined in blue.

Click on the link and it will take you to the clip. Good luck! You

will do great.


Monday, April 8 Planning Strategic Interventions

Discussion – Where Are We? The Transition…

Questions on PDP


For Next Time: Daily Observations (Guinness/Final Exam)

Monday, April 15 Planning Strategic Interventions


Discussion – The Final Exam

5


Optional: Draft of PDP Due 11/19

Monday, April 22 Leading Others



Due Today: PDP Due Today (Due Before Class/Late Policy)

Bring headphones to the next class


Monday, April 29 Leading Others

Personal Development Plans (5 each day)



Plus/Delta

Research/Headphones

For Next Time: Daily Observations (Final Exam)

Monday, May 6 Exam #4 – Leading Others (6-7:50 p.m.)

Landing the plane

Observations

Thank you

Activity (setting the stage for our discussion)

Course evaluation

Thank you and keep in touch (LinkedIn, EIL on Facebook)

6

MN 550 Assignment Directions/Descriptions

Research in MN550 Announcement of a Research Study to be conducted by Scott Allen, Rosanna Miguel, and Marcy Shankman:

We will be conducting a brief study evaluating the effectiveness of this course (MN550) in teaching students how

to develop leadership capacity. In order to conduct the study, we will ask your permission to utilize your course

materials. At the end of the semester, you will be given an opportunity to sign a consent form. Your

participation in the study is completely voluntary. If you agree to participate, your course materials will be de-

identified (i.e., made anonymous) and your name will not appear in any publication of the results. As the consent

forms will not be viewed by us until after grades have been posted, your grade will in no way be affected by your

decision.

Thank you for your consideration.

Exams 1, 2, 3

The purpose of these activities is to ensure comprehension. We will use several formats to test your level of

knowledge. Format, design and structure will be discussed in class.

Exam 4

Exam 4 is quite simple and will begin on day one of class. The class as a whole, is required to break an official

Guinness World Record. Successful attainment of the world record will result in an “A” for that portion (80%) of

the final exam grade. The class as a whole will determine the other 20% of your final exam grade in the final

weeks of class.

Observation Assignments/Daily Blog Posts

The observation assignments/daily emails (Monday through Friday each week; no observations over

Spring/Easter Breaks) are an opportunity for you to incorporate the course material into your daily life. This

aspect of the course serves as an opportunity to watch course concepts live all around you each and every day. As

you become more familiar with the course material, this will become second nature (which is the idea). Take

notes in meetings or jot down the concepts while at your desk throughout your day. All observations will be

submitted via the Blackboard Blog function by midnight – there are no make-ups. You will receive one point for

each submission and each submission should include at least 10 terms that are underlined. The format will be:

1. Mike has used the coaching leadership style to help his team members deal more effectively with the

director and suggested that employees collaborate in an effort to reduce the encounter stressors. My other

boss, Jeff, is subject to anticipatory stress and when this happens he becomes more coercive and

communicates in a manner that makes others feel invalidated, defensive and disconfirmed. In addition, he

rarely defines the problem or outlines alternative solutions, which consistently results in decisions that

will not address our true problems as an organization. (10)

2. INCORRECT USE OF TERM: Once I start working with the player, I will need imagination because I

may need to think of new drills to help her with her specific problems. I will need to make sure I talk

http://www.guinnessworldrecords.com/

7

with the player before we start so we are on the same page, she knows our goals and it will show

commitment (2). Why is this incorrect?

8

Personal Development Plan

Goal setting produces impressive improvement in performance when managers correctly implement it. Strong

results can also occur when we apply a goal setting strategy to career and life objectives.

I. All About [Insert Your Name Here] (5 pages) – THIS SECTION IS DUE AT MTG. #2 W/ COACH

This section should include the following sub-sections:

Assessment Results – A comment on your results from each of the assessments (be sure to include:

what each is designed to do; your results; how you feel about the results). In addition, make

connections across each of the assessments (MBTI, EIL, Strengthsfinder, TKI). Be sure that you do

not plagiarize in this section when describing the assessment. When referencing work use American

Psychological Association (APA) format. Use the following links for a general primer, how to do in-

text citations and developing a reference list.

Performance Review – Provide commentary on a recent (or past) performance review and link that

feedback to 2-3 of the assessments above. This could also be a former advisor, coach, etc.

Peer feedback – Solicit feedback from 10 friends and/or family members that can offer you insight

into your strengths and weaknesses and link that feedback to the assessments above. Simply ask:

Given that you know me well, what are my great strengths and what are my areas for development?

Conclusion – This section should conclude with an integrated summary of both strengths and

weaknesses that have emerged across the various assessments

II. General Statement of Goals/Vision (3 pages)

Based on the above information, please provide a narrative overview of your desired future state. In other

words, what will your life look in five years in each of the areas mentioned below? Write a paragraph or

two on each of the five. Hint: This should be an exciting section to read!

There are five key elements in this vision statement: academic/learning, work, professional development,

personal development and community involvement.

Conclude this section with reasons why the five-year goal is challenging but realistic and how it reflects

your best self. And most importantly identify at least one primary area or opportunity for improvement

that you can develop specifically in your personal and/or professional development areas in Section III.

This area for improvement should be taken from your assessments and/or other conversations. Now that

you know yourself better, what will you do to get even better in some area of your career or leadership

domain?

For example, “through the assessment, feedback and self-reflection process, I have realized that an area

that needs development is around conflict management, so to build my competency in this area I will do

one or a combination of the following: read, do, learn, talk to, seek assistance from, attend training, etc.”

III. The Master Plan – Drilling Down (4 pages)

This section is designed to create the building blocks that will form a pathway to your desired state

mentioned in section II. This section should focus on elements that you can control and people or

resources you currently know about. In other words, focus on a core set of skills, certifications,

relationships and/or accomplishments needed for achieving your goals, and present a detailed

development plan.

http://owl.english.purdue.edu/owl/resource/560/02/




9

This plan should be broken down into 6 (divide year one into two six month periods) periods covering 5

years – Insert a table with headers – What (1 goal academic/learning, work, professional development,

personal development and community involvement in each time period), Who/Where (can you turn to

help/mentor/guide you – be specific), When (will the goal be met – provide a date), Why (is this is an

important goal in the grand scheme? How will it get you to the desired state mentioned in section II?),

Source of Power (which source of power will be enhanced by completing this activity?)

“A” level work will include names, contact information, websites, specific dates, etc. For example, see

below – The first is “A” quality work while the second example will likely earn a “C” or lower.

January – June (year one)

What Who/Where When Why Source of Power

Academic &

Learning - Obtain

the certification in

coaching from the

Gestalt Institute of

Cleveland – 216-

244-7072

Michelle

Vanderlip is a

graduate of the

program. Set up a

meeting with her

to discuss options.

216-224-7071.

Fact Finding will

be completed by

October 10, 2008

I will enroll in the

program in

January 2009

I will complete the

program January

2010

Coaching is an

important skill for

anyone in

Leadership

Development. The

Gestalt Institute

has a great

reputation and will

be a nice addition

to my CV.

Expertise.

Academic &

Learning – Go to

Gestalt Institute

Find someone who

can help

Fall 2008 Good on resume Expertise

Remember, this is an activity in goal setting and visioning. Solid plans focus on attention to details and follow

(the many) directions.

Of course, some of you may not know if you will be in your job in five years, but what does someone in that

same role doing? What is he or she achieving? What certifications, sales figures and/or benchmarks are hit for

anyone successful in the industry? On a personal front, what hobbies, pastimes or activities will help you be a

more well-rounded person? What have you “wanted” to get to, but simply not prioritized?

For academic/learning goals, we are not interested in you simply completing the program. What goals do you

have within the program? A 4.0? Become a better leader? Truly learning accounting? Be specific in this section

and be sure it nicely links to the ultimate goals highlighted in Section II.

This paper should be written in the first person. Remember the “Rules for Writing in MN 550.” One point will be

deducted every time a suggestion for success is not followed.

On the title page, place your name, JCU email address and your primary non-JCU email address. Finally, title the

Word document: “Development Plan – Your Full Name.” Reports should be submitted electronically to my email

address prior to class on the date they are due – please insert the grading rubric found on the final page of this

document on the final page of your development plan.

Please note: I am open to speaking with individuals who feel a slight tweak to the format or content would better

fit their needs. For instance, if you do not have a job and you are actively searching, or will be searching, we

http://www.gestaltinstitute.com/

http://www.gestaltinstitute.com/

10

need to have a discussion about what this assignment looks like for you. However, this needs to be negotiated

well in advance of submission.

Please note: Interestingly, students get As or D/Fs on this assignment. When it goes bad, it goes bad quickly.

Some common pitfalls include: not enough detail in the final section, not covering each of the assessments, not

covering each of the assessments in equal depth, not meeting with the coach when scheduled, not submitting a

draft, not following the assignment directions, and waiting until the last minute to begin this project.

Development Plan Grading Rubric – Insert into the final page of paper

Section One - Strengths &

Weaknesses

Your Points Total Points

Possible

Assessment Results 15 points

Performance Review 5 points

Feedback from Friends/Family 5 points

Conclusion 5 points

Section Two – Statement of Goals

Narrative Overview 10 points

Challenging but realistic 10 points

Identify one area for development 5 points

Section Three – The Master Plan

The Plan (total of 30 goals) 25 points

Writing in MN 550, Grammar,

Directions

20 points

Scott’s Comments Your Points Total Points

100 points

Rules for Writing in MN 550

I will remove one point each time the rules below are broken. The purpose is to tighten your writing and add an

increased level of professionalism. Conduct a “find” for these words. I promise you will find a few and I promise

your final product will be of higher quality.

Writing about the assessments, be sure to use the term that it is trying to identify:

MBTI – Type is reserved for only the 4 letter combination, preference is reserved for introversion,

extraversion, sensing, intuition, thinking, feeling, judging, perceiving. And Facet is used to describe the 5

subset categories of each preference

EILS:I – 3 facets & 21 capacities

Strengths Based Leadership Report/Strenghtsfinder – Signature Themes (not strengths). Themes point to

strengths…

TKI - collaborating, compromising, accommodating, competing, and avoiding.

Words to Avoid

very, a lot, huge,

11

you – keep reflections in the first person (I, me, my)

something, thing, it, their, they – these words often need clarification

Phrases to Avoid

Deals with, Dealt with

Came up with

I think that, I think

in order to, in order for, in order that (or any other derivation)

been able to, being able to, be able to, am able to (or any other “able to”)

Other Suggestions

Avoid slang or jargon – if used, place in quotes

o Incorrect – I think Dave Matthews is the man.

o Correct – I think Dave Matthews is “the man.”

Spell out acronyms the first time they are used.

o Incorrect –I attend JCU

o Correct – I attend John Carroll University (JCU)

Absolutism

o Incorrect – I get along with everyone (words to avoid – always, never, everything, anything,

every)

o Correct – I get along with most everyone

Professionalism

o Incorrect – I like going to the bars and hanging out.

o Correct – I enjoy spending time with friends.

Switching topics without transition for the reader

o Incorrect – I enjoy playing basketball with friends. Sometimes I read during the summer.

o Correct – I enjoy playing basketball with friends. In addition to sports, I read during the summer.

Clarity

o Incorrect – There are a lot of things I like to spend time on.

o Correct – I enjoy a number of hobbies.

Eliminating unneeded words and phrases

o Incorrect – Janet worked on a number of tasks and other similar projects

o Correct – Janet worked on a number of tasks and projects.

o Incorrect – Patti likes to be with others and enjoys time with friends and family because of her

kind nature.

o Correct – Patti enjoys time with friends and family.

Writing about your results

o Incorrect – The MBTI says that; talks about; discusses; showed that

o Correct – The MBTI suggests; describes; highlights; asserts; provides; exemplifies; shares, etc.

Additional Rules to Remember

12

Place assessment specific terms in italics – e.g., avoid, extraversion, achiever, woo, perceiving

Titles are not capitalized – chief executive officer (CEO), chief financial officer (CFO), resident assistant

(RA), director of marketing, etc.

Commas and periods are always inside of the quotations; for instance – “they said no.”

Book titles, magazines, TV shows or movie titles are in italics

13

An Evaluation of MN550

Consent Form

You are being asked to allow Drs. Rosanna Miguel, Scott Allen, and Beth Martin to use your course material for a research

project evaluating the effectiveness of this course in teaching students about leadership. Your voluntary participation will

assist us in assessing the course and determining ways in which it might be improved.

This consent form will not be viewed by us until after grades are submitted. Once grades are posted, course material of those

students who have provided their consent will be de-identified for analyses. Your name will not appear in any presentation or

publication of results from this study. All information will be stored in a locked office. When this information is no longer

useful to the project, it will be destroyed.

If you have any questions about this project, please contact Dr. Allen at 216-224-7072. If you have any questions about your

rights as a research participant, please contact the IRB Administrator at 216-397-1527.

I hereby give my consent for MN550 course material to be used by Drs. Rosanna Miguel, Scott Allen, and Beth Martin for

data analyses and potential publication. I understand that my name will not be identified. I confirm that I am at least 18 years

of age.

Signature Date

_______________________________

Print Name

14