BUS 512 Leadership and Higher Level Management

Fall 2018

 

Wednesday 4:10- 6:55

 

INSTRUCTOR	Mark Meckler		OFFICE HRS.
CLASSROOM	Franz 034		MONDAY	1:30pm-2:30pm 4pm – 6pm
TELEPHONE	503-943-7467  w		TUESDAY
TELEPHONE	503-349-8590  m		WEDNESDAY	1:30-2:30
FAX	503-943-8041		THURSDAY
EMAIL	meckler@up.edu		FRIDAY
OFFICE NO.	Franz 407
WEBSITE	http://faculty.up.edu/meckler		by Appointment	Any day

 

Course Prerequisite:  None

                                                               

Course Description: Explores the role of leadership within organizations focusing on integrative roles of middle and higher level managers.  Topics include a survey of leadership theory, team building skills, conflict and politics, and the management of change. 

 

Learning Goals Addressed in this Course:

 

	Research Skills –
	Analytic and Critical Thinking Skills – Students will develop these skills in applying course concepts to the analysis and solution in their analysis of written cases and an individual paper.
X	Value System – The core perspective of the course is a  model of value driven leadership. Students will reflect on their own personal values and learn to lead through the application of their own personal values.
X	Interpersonal Skills  – This is a central theme in the course.  Students will learn a variety of approaches to help new managers develop leadership skills and build effective teams.  Students will practice communication skills in a variety of exercises and case discussions.
X	Broad Core of Business Knowledge - Students will develop a conceptual understanding of the broader integrative skills and perspectives required at higher management levels. They will examine career strategies and approaches to developing leadership throughout organizations.

 

 

COURSE OBJECTIVES

 

      The goal of this course is to help you enhance your leadership skills, in particular, to clarify your mission in life, to become more self-aware of your personal leadership model, and to strengthen your capabilities at influencing others.  This course focuses on influencing at “Level Three” or the core value level. 

 

The course is specifically intended to help you: 

1.      Understand the options available to you to lead at Levels One, Two and Three and their consequences. Link these to utilizing Head, Heart and Hands thinking and execution.

2.      Practice thinking and communicating at Level Three.

3.      Develop a values platform from which you can develop and extend your leadership skills throughout your lifetime.

4.      Practice and develop your interpersonal influence skills whether or not you have positional authority.

5.      Develop a Personal Charter for self-leadership, and also as a precursor for developing strategic charters for work groups or organizations.

6.      Clarify a personal leadership model that you hope to develop and perfect.

 

REQUIRED MATERIALS

 

1.      Level Three Leadership: Getting Below the Surface, Fourth Edition (Clawson, Prentice-Hall, 2012)

 

GRADING

 

      Your final course grade will be derived 30% from classroom contributions and readings reflections and 70% from your final project.  Attendance requirements will conform to Pamplin School of Business Administration MBA and EMBA policy.   

 

Grading Guidelines for Student Papers

"A" (Excellent)-This is an excellent paper. The content is thoughtful, perceptive and original. The style is superior, and the mechanics are close to flawless.  The paper is comprehensive and demonstrates a good grasp of the concepts discussed in class and in your textbook. The analysis is outstanding and the insights developed are exceptional.

"B" (Good)-This is a good paper. Its original, complex ideas are well developed, well organized and compellingly defended. It does not contain any major distracting errors in mechanics and usage. However, it lacks the distinctive style and/or content necessary to set it above other papers. In particular, it does a reasonably good job of analysis but not exceptional.  There is an easily recognized and well-connected link between the paper’s topic and the content being studied in the classroom.

"C" (Satisfactory)-This is an average paper. It is a competent effort that is generally clear and coherent, but it contains errors in organization and/or mechanics. It carries out the assignment in a routine manner, but the writing is not vigorous nor the ideas fresh. The paper does an adequate job of analysis and there is some connection between the topic covered and the content being studied in the classroom.

"D" (Poor)-This is a poor paper. It is intelligible but weak; it addresses the assignment but does not state or support a commitment to the topic. It contains frequent grammatical errors, making the paper difficult to read. Its content shows minimal effort. The paper does a poor job of analysis and there is little connection between the paper’s topic and the content being studied in the classroom.

"F" (Fail) -This paper is unintelligible. It is incoherent, illogical, factually inaccurate, and logically inconsistent.

 

REQUESTS FOR CLASSROOM DEPORTMENT

Please come on time, turn of your cell phones, and come having read and prepared all of the materials for that class. 

 

 

Honors Pledge

All academic work done at the University of Portland must be in full compliance with the Code of Academic Integrity as described in the University Bulletin pages 20 - 21. (This can be accessed online at http://www.up.edu/academics/ then academic resources column/University Bulletin). 

The Pamplin School requires all students to include the following pledge and student signature(s) on all work (papers, exams, etc.) submitted to the professor during the course of the semester (please place it on the front page of all submissions).

    

 

 

University and School of Business Policy on Cheating: 

“Because of the University’s commitment to academic integrity, cheating on course work or on examinations will result in penalties that may include a grade of “F” for the specific exam or course work or a grade of “F” for the course.  Any incident of cheating will be reported to the dean of the college in which the course is offered and to the dean of the college or school in which the student is currently enrolled” (University of Portland Bulletin).  Students in the School of Business Administration who are turned in for an initial case of cheating will be put on probation.  A second cheating incident will lead to dismissal from the School of Business.  Note:  Plagiarism is considered to be a form of cheating.  It consists of taking the ideas, writings, etc. from another and passing them off as one’s own (Webster’s New World Dictionary). 

           

 

COURSE DESIGN

 

      Level Three Leadership will unfold in three basic modules.  While the modules will proceed in sequential fashion, in fact, we’ll be touching on elements of all three in each class with greater emphasis as shown below. The modules are:

 

·         Foundational Fundamentals

·         Alternative Approaches

·         Practical Applications

 

      In the Foundational Fundamentals module we’ll explore understanding why people behave the way they do, since one of the major leadership dilemmas is not understanding why YOU do what you do, rather understanding why OTHERS do what they do.

 

      In the Alternative Approaches module, we’ll explore leadership techniques and skills at Levels One, Two and Three.  These classes are intended to add tools to your leadership toolkit.

 

      In the Practical Applications module, we’ll work through business situations that call for a blend of Level One, Level Two, and Level Three techniques with an eye toward your developing your own blend and model of leadership. 

LEVEL THREE LEADERSHIP

APPROXIMATE COURSE SCHEDULE

(Adjustments and working schedule will appear on class Moodle Page)

FALL 2018

 

#	Day	Date	Topic	Core Material L3L=Level Three Leadership HBR= Harvard Business Review HMCL= Harvard Management Communications Letter CMR= California Management Review HMHL= Harvard Mental Health Letter
1.	Wed	8/29	Introduction to the Course	CASE STUDY 1: Dead Poets Society: The Failed Promise of Heroic Leadership? DEAD POET’S SOCIETY DISCUSSION QUESTIONS
2	Wed	9/5	Value Based Leadership Ethical Influence	Raelin, 2003. “The Myth of Charismatic Leaders” Training and Dev.   The Leadership Point of View (L3L, CH1)   Levels of Leadership (L3L, CH3)   “The Ethical Imperative of Level Three Leadership” L3L, CH6
3	Wed	9/12	Foundational Fundamentals of Leadership and Followership: Under­­standing Why People Behave the Way They Do	Why People Behave the Way They Do (L3L, CH10)   The REB Model (L3L, CH11)   Levinson, 1972, Psychoanalytic Principles of Personality   Personal Workgroup and Organizational Charters (L3L, CH8)   Baker, 2007, Followership. Journal of Leadership and Organizational Studies, v14,n1.   Take BIG 5 IPIP-NEO Test and bring in results to class. http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/ipipneo120.htm
4	Wed	9/19	Foundational Fundamentals of Leadership: The Challenge of Self Leadership	“Self Leadership” L3L, CH9   “Resonance, Leadership and the Purpose of Life,” L3L, CH 13   Geore et al, 2007. “Discovering your authentic Leadership” HBR   Shamir and Eilam 2005, “What’s your story?...” The Leadership Quarterly   CASE STUDY 2: TBA
5	Wed	9/26	Alternative Approaches: Level One Techniques	The Great Jackass Fallacy, HBR   “The Historical Strength and Modern Appeal of Level One Leadership”L3L, CH16   Read/watch material online about reinforcement theory and behavior modification techniques.   CASE STUDY 3:  Film: Obedience to Authority
6	Wed	10/3	Alternative Approaches: Level Two Techniques   Decision biases exercise	“The Challenges of Level Two Leadership”  L3L, CH 17   “Bad Management Theories are Destroying..,” AMLE, Ghoshal   “The Generative Properties of Richness,” Weick AMJ   Spears, 2004. Practicing Servant-Leadership. Leader to Leader, Fall 2004 v 34.   Entry on “Rupert Sheldrake,” Wikipedia, follow the idea of morphic resonance.   Read entry on “Enteric Nervous System,” Read other things on “Gut Feelings.” Wikipedia
7	Wed	10/10	Alternative Approaches: Level Three Techniques	Eagly, 2007  “Female Leadership Advantage And Disadvantage”; Psychology of Women Quarterly, 31   Maccoby 2004 “The Power of Transference”, HBR.   Eisenstat et al 2008 “The Uncompromising Leader,” HBR   Schwartz, Rethinking Work, NYT Sunday Review, 8/28/2015
8	Wed	10/17	Practical Applications and Techniques Taking Charge	“What Makes and Effective Executive,” Drucker 2004 HBR   Eagly, A. H., & Carli, L. L. (2007). Women and the labyrinth of leadership.Harvard Business Review, 85(9), 62.   Pfeffer, 1992, “Understanding Power in Organizations” CMR   “Power and Leadership: Leading Others” L3L, CH15   Harkins, S. G., Latane, B., & Williams, K. (1980). Social loafing: Allocating effort or taking it easy?. Journal of Experimental Social Psychology, 16(5), 457-465.
9	Wed	10/24	BREAK
10	Wed	10/31	Practical Applications: Clarity of Message and Values, Storytelling and Leadership	“Six Steps to Effective leadership” L3L, CH19.   The Language of Leadership L3L, CH20   Grimshaw, 2005 “Communication by the Numbers” HMCL   Hamm 2006, “The Five Messages Leaders must Manage,” HBR   Cialdini, 2001, “Harnessing The Science of Persuasion” HBR   Phoel, 2006 “Leading Words: How to Use Stories…” HMCL   CASE STUDY 5: Moses at the Red Sea
11	Wed	11/7	Practical Applications: Being a Change Agent, Decision Maker and Sense-giver	Tichy and Bennis 2007 “Making Judgment Calls,” HBR   “Leading Change”, (L3L, CH 24)   Boal and Meckler, 2018 “Decision Errors, Organizational Iatrogenesis, and Errors of the 7th Kind”
12	Wed	11/14	Practical Applications: Leader as VABE Creator and Destroyer	“The Focus and Impact of level Three Leadership,”  L3L, CH18   Trevino et al, 2000. “Moral Person and Moral Manager…” CMR   Goleman and Boyatzis, 2008. Social Intelligence and the Biology of Leadership” HBR   Heifetz et al, 2009 Leadership in a (Permanent) Crisis. Harvard Business Review. July-Aug 2009. P 62.   CASE STUDY 6: TBA
13	Wed	11/21		CASE STUDY 4: Film: Shackleton
14	Wed	11/28	Practical Applications: Changing Culture	L3L, CH21   Leading Organizational Design (L3L, CH22)   Chatman, 2003 “Leading by Leveraging Culture” California Management Review   Charan, R. (2006). Conquering a culture of indecision. Harvard business review, 84(1), 108-117.
15.	Wed	12/5	Managing Conflict, Avoiding Pitfalls.	Edmondson, 2006. Too Hot to Handle? How to manage relationship conflict” CMR   Offerman, 2004 “When Followers become Toxic,” HBR   Getz, 2009. Liberating Leadership. California Management Review V51,n4.
16.	Wed	12/12		Final Project Due

 

 

 

Level Three Leadership Final Project

Common Comments from Precious Drafts and Final Versions

 

Grading Rubric for Final Project

Purpose

 

          Your final project is to create a self-narrated Movie (or other electronic media presentation) that will summarize and remind you later of the major insights you’ve gleaned from the course about who you have been, who you are, who you want to be, what you want to do, the kind of leader and follower you want to be, and what internal and external “pitfalls” you have to remember to avoid.  This is a combined self-leadership exercise and leadership-of-others exercise. The presentation is an impactful message about you, from you, to you. It is not a résumé. This presentation should contain the following elements:

 

·         A look at your life story: A look a major events/circumstances in your life that have shaped you.

·         A critical assessment of your VABES and how they grew from your story and from this reflective exercise.

·         A transparent look at yourself, your strengths, your weaknesses, your good and bad habits/behaviors/tendencies.

·         A personalized model of leadership (that flows with the above).

·         Your Internal Life’s Dream and External Life’s Dream as explained in the course

·         A Personal Charter (that fits with the above)

·         How you will follow, and who you will follow

·         Major insights that you gleaned from the course that you want to remember and be reminded of later on.

·         Photos and other media that mean a lot to you and/or help you tell the story in a way that will impact you when you watch it later.

 

          The intent is that you could look at this presentation in five or ten years and be reminded of your perspective in business school, and then continue to clarify your strategic and leadership thinking throughout your career.

 

Structure

          Your presentation should be fully narrated, self-running and take less than 20 minutes to watch.  Most video formats auto play by default.  I’ll ask you to give this file to me at the end of the term on a USB/Flash memory drive. Make sure your presentation runs seamlessly on another person’s standard PC or MAC.

 

          Your presentation should be completely self-contained.  Assume you’re going to view it every few years and will need a complete package:  short introduction, purpose, content, conclusion, all flowing in a logical sequence.  This will be a chance to practice your MC skills—and strength of logic, ease of comprehension, and power of presentation will all count as well as quality of content. 

 

          If you keep up with the assignments in the course, you’ll be well prepared to develop your L3L Final Project.  This is because the components of the Final Project will be introduced and discussed during the course.

 

Due Date

 

          Your L3L Final Project is due by the time and date on the course schedule above.  You may submit your project in early if you wish; however, be careful that you do not do it so early that you don’t benefit from all the content of `the course.