Syllabus

LB160 Leadership Theories (Online)

Arcadia University Department Name Semester Your Name Office: E-mail:mcdannellm@arcadia.edu Work Phone:610-986-8410 Policy regarding feedback: I will return emails within 48 hours and grade your assignments within a week.

Welcome! Welcome to your Arcadia University course, LB160 Introduction to Leadership Theories. The general focus of the course is to provide you with the opportunity to learn about different approaches and theories of leadership so that you can derive your own personal philosophy of how to lead. The issue of how to lead effectively is as old as the writings of humans. This course exposes you to a broad overview of the evolution and current theories. Required Materials

Texts: Schermerhorn, John R., JR., Hunt, J.G., Osborn, R.N., & Uhl-Bien, M. Organizational Behavior (12th edition), 2012, John Wiley & Sons, Inc:Hoboken, NJ. (Schermerhorn et al) Wren, J. Thomas, The Leaders Companion, 1995, The Free Press, New York, New York Other readings as assigned.

Since this course is being delivered online, your computer system will need to meet specific hardware and software requirements. 1. Headset with microphone, or a built-in laptop microphone 2. Skype (conferencing software) - http://www.skype.com

Prerequisites None. Minimum Technical Skills Expected The ability to use a modern web browser, like Internet Explorer or Firefox, to navigate websites. 1. 2. 3. 4. The ability to use your Arcadia e-mail address to send and receive e-mails. The ability to learn My Arcadia features found in the Tutorials section of the course, as needed. The ability to use word processing software to read, author, edit and save documents. The ability to use a search engine, like Google, to find information on the web.

Technical Support If you experience any difficulties with accessing the course or email please contact the IT helpdesk 215.572.2898. If you encounter a problem with an assignment or content in the course please contact me. Resources available In compliance with the Arcadia University policy and equal access laws, appropriate academic accommodations can be made for students eligible for such support. Students are encouraged to register with the Disability Services Office. Please contact either Kathryn Duffy (215-572-2122) or Linda Pizzi (215-572-4068) to verify your eligibility for appropriate accommodations. You can also reach the Disability Support Services website at http://www.arcadia.edu/academic/default.aspx?id=15850. Please speak to me about any requests for academic accommodations or other concerns as early in the semester as possible. Writing Center The Arcadia University Writing Center operates on a collaborative, peer-to-peer tutoring model aimed at making better writers, not just better writing. Through open-ended talk, inquiry and writing, we help others better understand their own idiosyncratic writing processes. We believe when students understand themselves as writers, they can adapt responsibly to a wide variety of rhetorical situations across the disciplines. Students from ALL disciplines, and at ALL stages of the writing process (prewriting, drafting, revising) come to the Writing Center to meet with trained consultants. There are also consultants on staff who have received additional training in how to support ESOL writers. You can schedule an appointment by calling (215-572-4051), dropping by the Writing Center (Landman Library, Lower Level), emailing writingcenter@arcadia.edu or by filling out our scheduling form, and a consultant will email you to confirm your appointment. Here is the link http://www.arcadia.edu/writingcenter-appt-form/

Evaluation (This covers QM standard 3.2) A B C D F 90% to 100% 80% to 89% 70% to 79% 60% to 69% Failure to complete required work

Requirement 1: Written Product Choose one of the two below) 1) Choose an organization that has appeared in the media over the last 6 months or so (in no case beyond a year ago). Consider the problems/challenges which have brought the organization into the public eye. Do a thorough analysis of the specific situation and the organization in general. Based on sound, documented leadership theories and practices, discuss how the issue(s) evolved and ways you would have approached it to resolve the challenges presented.

30%

2) Write a research paper on a hot topic (i.e., one that has gotten attention in the public eye) within the domain of leadership. This involves a review of the literature on that topic and an evaluation with respect to its relevance for practical application. Material from books, academic and practitioner journals should be liberally cited in the paper.

Requirement 2 Reflections on Readings (40%): Choose four of the sessions and write a post about them on the discussion board. These should be your reaction to the assigned reading and focus on something you did not know before the reading, something in the reading that inspired you, your points of disagreement with the authors position, or a way in which you believe you are able to apply the reading to your daily life.

30%

Requirement 3: Final Exam The examination will cover material discussed in class as well as concepts from the assigned readings or handouts. It will consist of a number of questions in a variety of formats.

40%

Introduction

This course is being presented in an online fashion. It is important that you login on a regular basis (daily if possible) and work on a consistent basis to complete your requirements. Since we are not meeting face to face, it will be imperative that you participate in the discussion board with your partner, as well as on the phone and in Skype conferences with your instructor. Also, the Cyber Cafe is available for you to develop community outside of the course content. You will need to be self-motivated and try to stay as organized as possible; developing a schedule would be a good idea. I also suggest that you login in the beginning of the week and copy all assignments to a Word document. This will allow you to construct a quality answer, spell check, grammar check, and copy and paste it into the forum. Requirements for Discussion Board Sessions 1. When quoting the work of another scholar, it is important that you cite the work correctly. In unit 2, you will be introduced to a tool, Citeulike, which will help you format your citations. However, the following are examples of what is expected when referring to the work of another scholar. Example within the context of the posting: "Constructivism is an epistemology, a theory of knowledge used to explain how we know what we know" (Lorsbach, 1997). Example at the end of the posting: Lorsbach, A. (1997). Constructivism as a Referent for Science Teaching. Retrieved January 5, 2006, from http://www.exploratorium.edu/IFI/resources/research/constructivism.html 2. You are required to respond to a minimum of three other student postings for forums that require interaction with your peers. I will be looking at the way you analyze the postings and extend the conversation. Please use this opportunity to share your own experiences, but remember to support your assertions with current research findings. At this level we can all learn a great deal by sharing our experiences.

"Studies report that peer learning promotes greater conceptual and procedural gains for students, accommodates a broad range of learning styles, results in greater enjoyment of the learning task, and encourages a stronger persistence in learning" (Johnson & Johnson, 1999). 3. Your postings will be evaluated based upon the substantive nature and how it efficiently addresses the question at hand. Simple responses such as "I agree" are of no value and will not be counted as an acceptable posting. Try to use what I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it becomes an arduous task. Please try to be succinct and to the point. Strive to respond at the synthesis or evaluation levels.

Discussion Etiquette In this course, I welcome the creation of a dialogue that is open, thoughtful, and founded on the basis of research in the field. At times, some of you will not agree on the positions that are taken in the forum. This diversity is welcomed. However, each student must exercise respect for the thoughts and comments that are posted by their peers. If any posted comments are inappropriate or of an offensive nature, they will be removed from the forum and I will address the issue with the author of the content. Please follow the following guidelines: Never post, transmit, promote, or distribute content that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar or otherwise potentially offensive.

Unit Schedule

Unit 1 Objectives Describe your personal leadership style and philosophy Identify different theories of leadership as well as the core concepts of each theory Recognize how leadership concepts and principles are applied as leadership practices and behaviors

Unit 1 Readings Wren, Preface, Chapters 1-3, 5-8 Schemerhorn, Chapter 1 and pages W15, W15 Creating A Leadership Philosophy, Proven Magazine (Provided)

Unit 2 Objectives Describe the major leadership theories that have been held by students of leadership

Describe how the evolution of leadership thought has occurred

Unit 2 Readings Wren, Chapter 9 11; Chapter 23-24 Schemerhorn, Chapter 13, page W34

Unit 3 Objectives Describe the three major schools of motivation theories. Describe the basic assumptions of each school of theories. Compare and contrast the appropriate leadership behaviors prescribed by each theory. Apply a given motivation theory to a situation to maximize motivation.

Unit 3 Readings Schemerhorn, pages 101-118 Schemerhorn, Assessment 7, pageW40 HBR Article, One More Time How Do You Motivate Employees?, Frederick Herzberg AMA Article, The Folly of Hoping for A While Paying for B, Steven Kerr

Unit 4 Objectives: Describe the underlying assumptions of situational leadership theories Compare and contrast the appropriate leader behaviors prescribed by each theory. Apply a given leadership theory to a given situation to increase leader effectiveness.

Unit 4 Readings Wren, Chapter 25, 32, pages 86-90 Schemerhorn, Assessment 7, page W40 Schemerhorn, Assessment 10, page W42

Unit 5 Objectives: Describe the spectrum of participation in decision making. Describe the factors of decision effectiveness. Given a situation, apply the Vroom model to determine the appropriate style.

Describe the major decision pitfalls and the actions a leader can take to minimize their impact.

Unit 5 Readings Wren, Chapter 54 Schemerhorn, pages 113-115, 207-211, 300-301

Unit 6 Objectives Contrast transactional leadership and transformational leadership. Describe the research methodology used by Porras and Collins. Define core ideology. Describe the hierarchy of goals that lead to focus and alignment.

Unit 6 Readings Wren, Chapter 19-20, 43 Schemerhorn, Chapter 15 Schemerhorn, Assessment 12, page W44

Unit 7 Objectives Define culture Define the critical dimensions of leadership Apply each dimension of culture to a specific situation Unit 7 Readings Wren, Chapter 37-38 Schemerhorn, Chapter 15 Schemerhorn, Assessment 22, p W53