3030: 2/2//07
MGMT CRITICAL LEADERSHIP AND MANAGEMENT SKILLS Spring 2007 Section 1: M-W, 9:30-10:45 p.m., Fleming 156
Professor: R. Wayne Boss 189 Fleming [phone] e-mail: <[e-mail]> Office Hours: Monday: 10:45-12:00 Wednesday: 10:45-12:00 By Appointment
Teaching Assistant: Matt Sanders, [phone], e-mail: [e-mail] Teaching Assistant: Brittany Meier, e-mail: [e-mail] Teaching Assistant: Katelyn Okeefe, email: [e-mail]
COURSE DESIGN This course will not be taught in the traditional way. Rather, the course will be taught on an experiential basis. This means that you will be expected to be active rather than passive learners. You will learn by doing and by sharing experiences with other students. The primary learning experiences will be: class discussions and exercises designed to illustrate important principles about various aspects of effective leadership, a final examination, class presentations, and your choice of either a midterm exam and research paper or a BHAG project. These will be supplemented by instructor input, library research, and other outside readings. The textbooks and articles are seen as important sources of learning. You are expected to read and learn from this material on your own; but you are also encouraged to bring up questions, points that are unclear, disagreements, etc. in class. Through this course, you will: Develop your self-awareness of interpersonal strengths and weaknesses through taking instruments that measure communication styles, interpersonal needs, and approaches to problem solving. Develop public speaking skills by giving three presentations. Analyze three video recordings of your presentations, identify strengths and weaknesses, and develop three improvement plans. Develop an increased ability to effectively work in teams by participating in team activities and presentations. Identify the different ways in which ethics and values influence leadership practices and decisions. Participate in an experiential learning exercise to develop an understanding of honesty in your interpersonal and professional relationships. Analyze your level of honesty, describe what you learned, and develop an improvement plan to correct any problems that surfaced in the assessment process. Identify how power and influence contribute to effective and ineffective leadership through comprehension of sources and principles of power, reflection on personal uses of power, and experimentation with ways to get power, use power, and keep power. Identify a life-changing activity, develop a plan to pursue it, carry out that plan, and make an oral presentation on its outcomes. Write a paper analyzing the life-changing activity and provide detailed results. To help manage this course, we will be using CULearn (formerly WebCT). Your enrollment in this class automatically gives you access to the class CULearn site through CUconnect (http://cuconnect.colorado.edu). If you do not have access to this site, please let us know immediately. All assignments, presentations and handouts will need to be uploaded to CULearn. While we will still require paper copies of many assignments, we want to make sure we have a record of all your work through CULearn. Additional reading materials, assignment descriptions, updated versions of the syllabus, and other resources will be made available through CULearn. You are responsible to visit our class CULearn site often and ensure you have the current versions of all course material. TEAMS You will be divided into teams of 4-6 people (with a maximum of 12 teams), and each team will be expected to meet together for at least one hour per week to study the course material and prepare for assignments. Team assignments include making three presentations, assisting one another in preparing presentations, preparing for examinations, and applying the course material to a real-world group. Teams will be created on the third day of class. Students who are wait-listed should not sign up for a team. Wait-listed students will be assigned to a team after they add the course. 1
MGMT 3030 Spring 2007 Syllabus Each team should select a leader when their team is formed. The major responsibilities of leaders are to assume the leadership duties which seem appropriate to his or her team, to take a positive leadership role in the class, and to represent his or her group in regular meetings with the professor and teaching assistant. Do not select anyone to be a team leader who cannot meet with the professor and teaching assistant on Monday morning from 11:00-12:00 noon in Room Fleming 170. GRADING The course is designed to give you alternative ways to achieve success, based on different learning styles. Therefore, grades will be based on a variety of different assignments. Your grade will reflect your ability to integrate "all" aspects of the course, including assigned readings, class lectures, class exercises, and your own personal thinking. To achieve an "A", you will need to demonstrate consistent, superior work on all class requirements. Please make sure that all of your written work includes your name, section number, team number, and the date the assignment is due. If you are late on an assignment, you can still turn it in with a deduction in grade of 20% per week. (For example, an assignment due February 12 would receive a deduction of 20% if it is handed in between February 13 and February 18, a deduction of 40% between February 19 and February 25, etc.). It will be impossible to pass the course if all of the assignments are not completed. The percentage breakdown for your grade will be the following: BHAG or Traditional Learning Approach Final Examination Class Presentations Peer Evaluations Discussion Questions/Quizzes Participation 40% 25% 10% 5% 5% 15%
Grades are structured according to the Leeds School of Business standards. Grading will take into consideration the following: The ability to demonstrate knowledge of concepts and their application to a wide variety of situations. The ability to describe theories, definitions, and materials covered in the text and in the class. The interest and enthusiasm to have good attendance, turn in quality deliverables on time, and to participate actively in class. The ability to communicate, both verbally and in writing, with proper academic form. The complexity or difficulty of topics, projects, and questions chosen. Grade Values Letter Grade A AB+ B BC+ C CD+ D DF Grade Range 94.00-100 90.00-93.99 87.00-89.99 84.00-86.99 80.00-83.99 77.00-79.99 74.00-76.99 70.00-73.99 67.00-69.99 64.00-66.99 60.00-63.99 <60.00 Grade Points 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1 .7 0
Please note that the target Average Course Grade established by the Leeds School of Business Executive Committee for this course level is from 2.8-3.0. In order to comply with this target, a certain amount of comparative grading will be utilized. BHAG or TRADITIONAL LEARNING APPRAOCH (40%)
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MGMT 3030 Spring 2007 Syllabus You will be given the option to choose one of two learning approaches for a significant part of your learning in this course: the traditional approach to learning and the BHAG approach to learning. You need to let the professor know of your decision by Class 6. Each alternative is described below.
Approach 1: Traditional The Traditional Approach involves a term paper and a midterm examination. The term paper will be worth 25% or your grade, and you may choose the topic. Subject matter is deliberately left flexible. The topic should relate to leadership and may be library and/or experiential data based. Please discuss your topic with the professor before proceeding. The paper is to be written in acceptable academic form, as suggested in: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. The term paper is due on Class 30 (the second to the last day of class) and will be evaluated according to the following criteria: Logical flow and discussion of ideas, integration of theory, clarity of presentation, adherence to APA format, and overall quality of the paper (i.e., syntax, grammar, etc). Specifically, the percent of each grade will be based upon the following aspects of the paper: Content (60%), format (20%) and overall quality (20%). The midterm examination will be due on Class 16, will cover the material discussed in Classes 1-15, and will be worth 15% of your grade. A particularly heavy emphasis will be placed upon the integration of ideas, the application of theory to problem situations, and the articulation of the various models and paradigms included in both the reading material and the lectures. Approach 2: BHAG The BHAG Approach provides you with the opportunity to conduct a major project that demonstrates personal leadership. The term BHAG was coined by Jim Collins and Jerry Porras and stands for "Big Hairy Audacious Goal." According to the authors, a BHAG is, "...clear and compelling and serves as a unifying focal point of effort...A BHAG engages people--it reaches out and grabs them in the gut. It is tangible, energizing, highly focused. People ,,get it right away; it takes little or no explanation" (Collins & Porras, 1994, p. 94). Operationally, your assignment is to accomplish a clear goal--something that is measurable, that is life-changing, and that you have "always" wanted to do. It is the kind of project that, if given a choice between attending the ColoradoNebraska football game with 50-yard-line seats, on the one hand, and staying at home to work on your BHAG, on the other, you will chose the latter. Before you begin your BHAG, you will need to meet with the professor to get approval for your project. In preparation for this meeting, you will create draft of a contract outlining what your BHAG is, why it will be life changing, how it relates to personal leadership, and what your BHAG outcomes will be. Please bring two copies of this document with you when you meet with the professor. A BHAG Contract template is posted on CULearn. Your BHAG contract is due on Class 9. Those who select this option must complete their BHAG and write a paper that describes it, applying at least ten leadership principles from the course. The paper is to be written in acceptable academic form, as described in: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. The BHAG paper is due on Class 30 (the second to the last day of class) will be evaluated according to the following criteria: Logical flow and discussion of ideas, integration of theory, clarity of presentation, adherence to APA format, and overall quality of the paper (i.e., syntax, grammar, etc). Specifically, the percent of each grade will be based upon the following aspects of the paper: content (60%), format (20%) and overall quality (20%). Please upload your BHAG paper to CULearn, naming it as follows: [Last Name, First Name] BHAG Paper. FINAL EXAMINATION (25%) The final exam will be cumulative in nature and cover all of the information discussed in the course (i.e., the materials covered in the readings, lectures, class discussions, film clips, and by the guest speakers) and account for 25% of your grade. The best way to study for this test is to take good class notes, study the assigned readings, and summarize your learning from the reading materials. Feel free to ask the professor and/or TA about anything that would help you succeed on the test. The final examination is designed to be straightforward. There will be no trick questions. CLASS PRESENTATIONS (10%) Presentation skills are essential for successful leadership. James Humes, presidential speechwriter and prolific 3
MGMT 3030 Spring 2007 Syllabus author, has said that every time you speak in front of an audience, you are auditioning for leadership. Therefore, we are providing an opportunity for each of you to make three (3) presentations with your team this semester. Students are to dress in appropriate, professional clothing for all presentations. For the gentlemen, this means a coat and tie. For the ladies, your standards are less clear-cut, but you are to dress as if you were applying for a job or giving a presentation to your boss. If you are not dressed appropriately, you will not be able to make your presentation. Please schedule team members so that everyone has an equal amount of time to present. Each presentation is expected to include PowerPoint technology. Because this is not a speech class, and because we are primarily concerned with you gaining speaking experience, you will not be rigorously graded on the specific elements of your presentations (for that, we encourage you to take a public speaking class). Rather, you will be graded on whether or not you meet the presentation guidelines. If you meet the requirements (in that you give your presentation on the assigned date, turn in your self-evaluations on time, allow equal time for people to present, dress professionally, and meet the presentation guidelines), you will automatically receive a grade of 94%. You will also have the opportunity to earn more than 94% for an outstanding presentation. Things that would keep this from happening include: simply summarizing the reading material, failing to complete your presentation during the allotted time period, or reading your presentation from the screen rather than talking to the audience. If you miss a presentation or turn in a handout or PowerPoint presentation after the deadline, then the "late assignment policy," described in the "Grading" section above, will apply and will impact the total Class Presentation grade. Teams that do not adhere to the "equal time for each team member" requirement will receive a 5% reduction in the total Class Presentation grade for each violation. That means that for the first violation, the team members will receive a maximum grade of 89% (94% - 5%) for their Class Presentations. If it happens a second time, they will receive a grade of 84%. However, this policy does not apply to those who do not have a chance to give their presentations. For example, if the fifth person on a five-person team does not have the opportunity to make a full presentation because the first four people took up too much time, the first four people will receive a 5% reduction, and the fifth person will have a chance to give his or her presentation at a future time without a penalty. Each of the three presentations will be videotaped using a VHS video recorder. Each team will provide its own videotape. Please bring your videotape to class on Class 4 to be checked off. After each presentation, team members will view the videotaped presentation and complete a Presentation Self-Evaluation Form. Students are not expected to evaluate their team members. A Presentation Self-Evaluation Form will be posted on CULearn. This form asks you to describe areas of strength, suggestions for improvement, and specific things you will work on for your next presentation. This evaluation is due one week after each presentation, must be typed, and should be turned in to the TA. Late self-evaluations will be subject to the late work policy. You may not email this assignment to the TA. For each presentation, students should plan to arrive early enough before class begins to load their electronic materials on the computer, have them ready to present, and make certain that they are compatible with classroom equipment. Helpful Suggestions: 1) Sometimes the DVD equipment reads DVDs that the students bring to class--and sometimes it doesnt. To be safe, please bring film clips in a VHS format. 2) The transition between presentations is best facilitated when all of the team members participate (i.e., setting up the electronic presentation, distributing handouts, and running the mouse during presentations). 3) Since serious problems arise when students forget their videotapes, team members have found it advantageous for one of them to always carry a spare. 4) Since a great deal hinges on team members abilities to work together effectively, they are encouraged to practice multiple times before each presentation. The three presentations include the following: 1. Group Introduction and Expectations: The purpose of this presentation is to help the rest of the class learn about each team member and how you will work together this semester. For this presentation your team should cover the following: Introduce your team members to the rest of the class Provide information about the unique characteristics of your team Describe how you will work together, including, but not limited to: o How often you will meet o How you will work together as a group o How you will divide up the work o How you will deal with conflict when it arises o How you will hold one another accountable o Steps you will take to help one another be successful in this course Before the presentation begins, each group should distribute a handout of their presentation. This can be a copy of the PowerPoint slides or any other format that you feel would be most useful for the class. Prior to the beginning of the class, please upload your PowerPoint file and your handout to CULearn. The files should be labeled according to the following sample format: "Group Introduction Presentation, Team #" and "Group Introduction Handout, Team #". If your team follows the presentation guidelines above, you will automatically receive a grade of 94% for the presentation. Please remember that you will not be graded on specific aspects of public speaking; rather, you will simply be graded on following the guidelines and doing your best. 4
MGMT 3030 Spring 2007 Syllabus
Date of presentation: Class 5, Wednesday, January 31 Time allowed: 5 minutes
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Textbook Chapter/Assigned Reading: Each team will make a presentation on a chapter from the textbooks or another assigned reading. You will choose this reading during the fourth day of class. This presentation should also incorporate PowerPoint, as well as a handout that is designed as a study guide for the material covered. You will want to highlight key terms, concepts, and explanations and distribute this handout before you begin your presentation. Prior to the beginning of the class, please post your PowerPoint file and your handout to CULearn. The files should be labeled in the following way: "[Reading Name] Presentation, Team #" and "[Reading Name] Handout, Team #". This presentation should not be a regurgitation of the assigned reading. You are to assume that the members of the class have read and thoroughly understood the material. Your task, then, is to choose a specific concept or set of concepts from the reading and demonstrate the importance and usefulness of those concepts. You will want to introduce the concept(s) you are discussing, but you do not need to redefine or re-explain everything. This will allow you to demonstrate how the concepts are relevant to you as students and how they will apply to you as current or future employees and managers. To augment what was presented in the reading, you will need to bring in additional outside material (i.e., additional research, film clips, documentary, case studies.) to enhance students understanding of the concept(s) you are presenting. These are sources that the class will not be required to read or see and may not have seen before. Your task is to introduce and explain this material, as it relates to the topic of your presentation. Please consult with the TA or professor about the additional material you have chosen for your presentation to make sure it is both manageable and appropriate. If you use a film clip, please follow the film clip guidelines outlined in the Great Leader presentation guidelines. Date of presentation: To be assigned Time allowed: 12 minutes
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Great Leader: For this presentation, each team will select someone that the group considers a great leader and demonstrate how he or she exhibits specific leadership principles discussed in the class. This leader can be very well known or known only to a smaller group. This leader can be from a government, business, education, religious, community, or any other type of organization. Your team will need to identify to the professor and TA who that leader is by the sixth week of the semester. We will not allow different groups to present on the same leader, so please have in mind an alternate, just in case someone has already chosen yours. We will grant choices on a first-come-first-serve basis. For this presentation you must consult at least five (5) outside sources. This research can come from a variety of sources, including, but not limited to: books, magazines, scholarly articles, documentaries, websites (you may only consult one website). An APA reference list of these sources should be included at the bottom of the handout for this presentation and on the last slide of your PowerPoint presentation. Your Great Leader presentation must include three main elements. First, you must provide a brief background/personal history of the leader. While this is important, main the purpose of this presentation is to show how this leader demonstrates leadership principles, so keep the background/personal history relatively brief, while providing adequate background knowledge for the class. The class will need less background on well-known leaders, such as Abraham Lincoln, as compared to those who are not as well known. Second, you will need to explain how this leader exhibits specific leadership principles discussed in the class. Please provide specific details from incidents in this persons life to clearly demonstrate the principles you have chosen. Third, you should provide an explanation of one or two lessons that each person in the class can learn from this leader. The Great Leader presentation should incorporate a film clip of or about the leader. The clip should be relatively brief--2-3 minutes--so as not to take away from the time you have to present. A VHS containing the video clip, a transcript of the film clip, and brief description of the film clip will be given to the teaching assistant at the conclusion of the presentation. The video clips from all of the students will be made available to interested people to help them develop their own film clip libraries. Each film clip should be professional in content and of such quality that each student would be proud to show it to a potential employer. If either the professor or TA has concerns about the degree to which the film clip meets professional standards, in terms of content and language (i.e., swearing), he will refer the matter to three pre-selected CEOs. If at least two of these CEOs decide that a film clip fails to meet professional standards--or that they would not hire someone, based on what they saw--the students will receive no credit for the assignment and will receive an automatic 50% reduction of their Class Presentations grade. The students will then have to make another presentation in order to fulfill the "three-presentation requirement," but they will receive no credit for doing so. Helpful suggestion: In order to avoid problems, select a film clip from movies or documentaries with G ratings. If 5
MGMT 3030 Spring 2007 Syllabus you need help creating a VHS clip, the Media Library offers audiovisual services that you might find helpful. Visit the Media Library service desk in Norlin Library, Room M250. The Media Library handles all duplication requests on a first come, first serve basis. The charge for a 1-10 minute clip, including the DVD or VHS, is $10.00, and the staff can copy materials to VHS formats. Please allow at least one week for this office to provide the help you need. For additional information: http://ucblibraries.colorado.edu/media/index.htm. You will turn in this copy of the film clip, along with a transcript of the dialogue from that clip. You will also provide a one-page handout to the class that gives a summary of your presentation, specifically outlines the lessons learned from this great leader, and provides an APA reference list of your research. This handout will be very important, because the lessons learned from the great leaders chosen by each team will be part of the material covered on the final exam. Before your presentation, you will need to upload your PowerPoint Presentation, handout, and film clip description and transcript on CULearn using the following sample format: "[Leaders Name] Presentation, Team #" and "[Leaders Name] Handout, Team #" and "[Film Name] Transcript, Team #". Date of presentation: Teams 1-5 will present on Class 25 Teams 6-11 will present on Class 26 Time allowed: 10 minutes PEER EVALUATION (5%) Since a significant portion of the work for this course will involve team activities, there is a need to insure that some method exists for you to hold one another accountable for your work in those teams. In order to effectively evaluate these varying contributions, you are expected to participate in a peer evaluation process. A single evaluation instrument for the class will be developed by members of the Class Peer Evaluation Team (made up of one representative from each team--to be selected by Class 4), with input from members of their respective teams and the professor. These peer evaluation forms should be ready for distribution no later than Class 10. Students will turn in the Peer Evaluation Form during the final class period. PARTICIPATION (15%) Your grade for participation will be based on three areas: active participation in class discussions (i.e., asking and answering questions or otherwise verbally contributing during class), positive attitude (i.e., helping create a positive atmosphere in class and not doing anything to make class unpleasant), and preparation (i.e., being prepared with the reading and willing to help so that discussions and activities do not stall). Please note that all three areas rest on the assumption that you attend class. While the class is large, your absences are noticed. As a professional courtesy, if you need to leave class early for some reason, please let both the professor and TA know before class and exit quickly and quietly. Should problems arise which make participation difficult, please discuss these problems with the professor. QUIZZES/DISCUSSION QUESTIONS (5%) Your success in this course will depend upon your preparation for each class. As a class, you need to choose one of the following two options for class preparation: quizzes or discussion questions. Quizzes Quizzes will be unannounced and every class will be eligible. These will be given at the beginning of the class period and will include ten true/false questions on the assigned reading(s) for that day. You will have five minutes to complete the quiz. Each quiz will have an open-book format, and you can use your notes and/or the textbooks to any extent that you choose. However, you will be expected to work independently, and when you sign your name to the quiz, you will agree to the following code of conduct: "On my honor, as a University of Colorado at Boulder student, I have neither given nor received unauthorized assistance on this work." You can drop your two lowest quiz scores. If you are absent or come to class after the quiz has been taken, you will receive a zero on that quiz. Please assume that you will have a quiz on every assigned reading. If you choose this option, the grade distribution will be revised so that the quizzes will represent 5% of your grade. Discussion Questions Discussion questions ask you to identify important concepts from the reading and lectures and explain how you have seen them work in you own life, give an example of how they would play out in a work scenario, and compare and contrast concepts with each other. You will be asked to respond to three to five questions for each days reading. Because of this level of preparation, please be prepared to discuss your work (as called upon at random) in every class period. Discussion 6
MGMT 3030 Spring 2007 Syllabus questions are what we call "low-stakes writing." This means that we are not concerned about your grammar or essay format. What we are concerned about is your depth of thinking and your ability to understand concepts and/or ask insightful questions. Good responses to discussion questions require that you carefully read and apply the knowledge thoroughly with effort. We will evaluate your responses as follows: surface-level response (-), adequate responses (), and excellent responses (+). Responses to discussion questions are to be typed (no handwritten responses accepted) and are due by the end of each class period (so you can use them during class and take notes). Because these are designed as preparation assignments, no late work will be accepted for any reasons. However, you can drop your two lowest scores. Operationally, that means that if you miss two class periods for which discussion questions are due, your grade will not suffer. Each day that you do not turn in discussion questions thereafter will result in a five percent reduction in your overall Discussion Questions grade. POSITIVE ATTRIBUTES PAPER As part of your development as a leader, you will be asked to collect positive feedback from several people who know you well. This will help you learn about your strengths, abilities, and potential. You will compile this data and prepare a two-page, single-spaced paper that summarizes your strengths and potential Hedgehogs (things at which you can be the best in the world). Detailed instructions for writing this paper will be provided during the semester. The paper should be submitted in hard copy and as well as uploaded on CULearn using the following sample format: [Last Name, First Name] Positive Attributes Paper. The paper will be graded on a pass/fail basis and will not be handed back to you. The paper is due on Class 14. PAPER ON HONESTY Each student will select a three-day period sometime during the semester, and during that time you are to be 100% honest in everything you do and say. That means there will be no lying, no exaggerating, no stretching the truth, no telling "little white" lies, no stealing, no cheating, no breaking the law--nothing that can be construed in any way as dishonesty. Once the three days are over, you are to write a paper that describes what took place and what you learned from the experience. The paper should be submitted in hard copy and as well as uploaded on CULearn using the following sample format: [Last Name, First Name] Honesty Paper. The paper should be no more than two, single-spaced pages, printed backto-back. Please print the hard copy back-to-back on a single sheet of paper. The paper will be graded on a pass/fail basis and will not be handed back to you. This paper is due on Class 18. DISABILITY ACCOMMODATIONS If you qualify for accommodations because of a disability, please submit to the professor a letter from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or www.colorado.edu/disabilityservices). RELIGIOUS ACCOMMODATIONS Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or required attendance. Please notify the professor well in advance of the scheduled conflict. See policy details at http://www.colorado.edu/policies/fac_relig.html CLASSROOM BEHAVIOR POLICY Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity and respect, to guide classroom discussion and to set reasonable limits on the manner in which students express opinions. See policies at http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code THE CU HONOR CODE Academic integrity is a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals into action. The purpose of an Honor Code at the University of Colorado at Boulder is to secure an environment where academic integrity, and the resulting behavior, can flourish. The Honor Code recognizes the importance of honesty, trust, fairness, respect, and responsibility and wishes these principles to be a defining part of the CU-Boulder campus. The Honor Code allows all students to have responsibility for, and the ability to attain, appropriate recognition for their academic and personal achievements. A student-run Honor Code is necessary because research indicates that institutions with student-managed Honor Codes are highly
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MGMT 3030 Spring 2007 Syllabus successful in alleviating indiscretions and promoting an academically honorable community, as compared to equivalent institutions without student-managed Honor Codes. Students will be asked to include this pledge on various assignments and tests: "On my honor, as a University of Colorado at Boulder student, I have neither given nor received unauthorized assistance on this work." All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council ([e-mail]; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode/ SEXUAL HARRASSMENT POLICY The University of Colorado Policy on Sexual Harassment applies to all students, staff and faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises or create an environment that is hostile or offensive. Harassment may occur between members of the same or opposite gender and between any combination of members in the campus community: students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall. Any student, staff or faculty member who believes s/he has been sexually harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the OSH and the campus resources available to assist individuals who believe they have been sexually harassed can be obtained at: http://www.colorado.edu/sexualharassment/ TEXTBOOKS Collins, J. (2001). Good to great. New York: Harper Business. Humes. J. C. (2002). Speak like Churchill, stand like Lincoln: 21 powerful secrets of history's greatest speakers. Roseville, CA: Prima Publishing. Philips, D. T. (1992). Lincoln on leadership: Executive strategies for tough times. New York: Warner Books. Porras, J., Emery, S., & Thompson, M. (2007). Success built to last: Creating a life that matters. Upper Saddle River, NJ: Wharton School Publishing. ADDDITIONAL READINGS The following additional readings are available for you on CULearn to download and print. Additional readings are listed in the order that they appear on the syllabus. Collins, J. C. & Porras, J. I. (1994). Built to last. New York: HarperCollins. [Ch. 5: Big hairy audacious goals, pp. 91-114]. Whetten, D. A., & Cameron, K. S. (2005). Developing management skills (6th ed.) Upper Saddle River, NJ: Pearson/Prentice Hall. [Chapter 1: Developing Self-Awareness, pp. 54-79]. Boss, R. W. (1983). Team building and the problem of regression: The personal management interview as an intervention. Journal of Applied Behavioral Science, 18 (1), 67-83. Lewin, K. (1958). Group decision and social change. In E.E. Maccoby, T.M. Newcomb, & E.L. Hartley (Eds.), Readings in social psychology (3rd ed., pp. 459-473). New York: Holt, Rinehart and Winston. Covey, S. R. (1989). The 7 habits of highly effective people. New York: Simon & Schuster. Ludwig, D.C., & Longenecker, C.O. (1993). The Bathsheba Syndrome: The ethical failure of successful leaders. Journal of Business Ethics, 12, 265-273. Zand, D. E. (1972). Trust and managerial problem solving. Administrative Science Quarterly, 17 (2), 229-239. Austin, J. R. (1997). A method for facilitating controversial social change in organizations: Branch Rickey and the Brooklyn Dodgers. Journal of Applied Behavioral Science, 33 (1), 101-118.
OUR COMMITMENT FOR THE COURSE We are committed to making this course a valuable learning experience for you. If you will make known to us your objectives for the course, we will do everything we can to help you achieve them.
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MGMT 3030 Spring 2007 Syllabus
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MGMT 3030 Spring 2007 Syllabus MGMT 3030 COURSE SCHEDULE--SPRING 2007 Class 1 Date January 17 Wednesday January 22 Monday Introductions Review Syllabus Whetten, D. A., & Cameron, K. S. (2005). Developing management skills (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. [Chapter 1: Developing Self-Awareness, pp. 54-79]. / Instrument Completion Collins, J. C., & Porras, J. I. (1994). Built to last. New York: HaperCollins. [Ch. 5: Big Hairy Audacious Goals, pp. 91-114]. Form Teams Select Team Leaders Clarify Expectations and Negotiate Class Contract Philips, Lincoln on Leadership, Introduction and Chapters 13-15 Professional Presentations Sign up for Textbook Chapter/Assigned Reading Presentations Select Peer Evaluation Representatives Bring blank video tape to class Presentations: Team Introductions and Expectations Humes, Speak like Churchill, Stand like Lincoln, Chapters 1-10 Decision: BHAG or Traditional Approach Porras, Emery, & Thompson, Success Built to Last, Chapters 1-4 Porras, Emery, & Thompson, Success Built to Last, Chapter 5, 6, 8 Porras, Emery, & Thompson, Success Built to Last, Chapter 7 Porras, Emery, & Thompson, Success Built to Last, Chapter 9 9 February 14 Wednesday Porras, Emery, & Thompson, Success Built to Last, Chapter 10 Porras, Emery, & Thompson, Success Built to Last, Chapter 11 BHAG Contract Due Humes, Speak like Churchill, Stand like Lincoln, Chapters 11-21 Peer Evaluation Instrument Due Collins, Good to Great, Chapter 1: Good is the Enemy of Great Collins, Good to Great, Chapter 2: Level 5 Leadership Collins, Good to Great, Chapter 3: First Who...Then What Collins, Good to Great, Chapter 4: Confront the Brutal Facts Covey, The Seven Habits of Highly Effective People. Collins, Good to Great, Chapter 5: The Hedgehog Concept 14 March 5 Monday Positive Attributes Paper Due Discussion of Positive Attributes Papers Guest Speaker: Jim Collins, 7:00 p.m., Math 100 Lewin, K. (1958). Group decision and social change. In E.E. Maccoby, T.M. Newcomb, & E.L. Hartley (Eds.), Readings in social psychology (3rd ed., pp. 10 Subject Material To Be Discussed Team Boss
2
Boss
3
January 24 Wednesday
Boss
4
January 29 Monday
Boss
5 6 7 8
January 31 Wednesday February 5 Monday February 7 Wednesday February 12 Monday
All Teams Boss Boss Boss Team 1 Team 9 Team 2 Boss Boss Team 5 Team 3 Team 4 Team 6 Boss Team 8
10 11 12 13
February 19 Monday February 21 Wednesday February 26 Monday February 28 Wednesday
Boss
15
March 7 Wednesday
Boss
MGMT 3030 Spring 2007 Syllabus 459-473). New York: Holt, Rinehart and Winston.
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MGMT 3030 Spring 2007 Syllabus
Class
Date
Subject Material To Be Discussed Philips, Lincoln on Leadership, Chapter 1: Get Out of the Office and Circulate Among the People
Team Boss Team 7 Team 10
16
March 12 Monday
Philips, Lincoln on Leadership, Chapter 2: Build Strong Alliances Philips, Lincoln on Leadership, Chapter 3: Persuade Rather than Coerce Midterm Examination Due
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March 14 Wednesday March 19 Monday March 21 Wednesday March 26 Monday March 28 Wednesday April 2 Monday
Boss, R. W. (1983). Team building and the problem of regression: The personal management interview as an intervention. Journal of Applied Behavioral Science, 18 (1), 67-83. Ludwig, D.C., & Longenecker, C.O. (1993). The Bathsheba Syndrome: The ethical failure of successful leaders. Journal of Business Ethics, 12, 265-273. Honesty Paper Due No Class Make up for Jim Collins Presentation No Class Spring Break No Class Spring Break No Class Make up for Peter Behrendt Presentation Philips, Lincoln on Leadership, Chapter 4: Honesty & Integrity Are the Best Policies
Boss
18
Boss
19 20 21 22
Team 11 Boss Boss
23
April 4 Wednesday
Philips, Lincoln on Leadership, Chap. 5: Never Act Out of Vengeance or Spite Philips, Lincoln on Leadership, Chapter 6: Have Courage to Handle Unjust Criticism Philips, Lincoln on Leadership, Chapter 7: Be a Master of Paradox Zand, D. E. (1972). Trust and managerial problem solving. Administrative Science Quarterly, 17 (2), 229-239. Guest Speaker: Peter Behrendt, 7:30 p.m. Great Leader Presentations Great Leader Presentations Summary, Discussion, and Exercises: Power Summary, Discussion, and Exercises: Power Austin, J. R. (1997). A method for facilitating controversial social change in organizations: Branch Rickey and the Brooklyn Dodgers. Journal of Applied Behavioral Science, 33 (1), 101-118. BHAG Oral Reports BHAG Papers or Term Papers Due Course Summary and Review Peer Evaluations
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April 9 Monday April 11 Wednesday April 16 Monday April 18 Wednesday April 23 Monday April 25 Wednesday April 30 Monday May 2 Wednesday
Boss
25 26 27 28 29
Teams 1-5 Teams 6-11 Boss Boss Boss
30 31
Boss Boss
Final Exam Final Exam, Monday, May 7, 10:30 a.m. 1:00 p.m. For complete final exam information go to: http://registrar.colorado.edu/calendar/exam_sched_spring07.html 12