Syllabus

Leadership, Development, and Organizations
Enterprising Leadership in Organizations
PPS 144S, Fall 2006

Instructor: Tony Brown
Office: Room 149, Sanford Institute
Telephone: (919) 613-7347(O), (919) 419-6141(H)
Email: abrown@duke.edu
Office Hours: Tuesday (1:00-3:00pm), Wednesday (2:00-4:00pm), Thursday (10:00am-12:00 noon)

Teaching Assistant: Laura Roycroft
Telephone: (919) 265-3426
Email: laroycro@uncc.edu
(919) 452-0445
Office Hours: by appointment

CommunityLeadership Project Coordinator: Teddie Brown
Office: Room 103, Sanford Institute
Telephone: (919) 613-7322
Email: tambrown@duke.edu
Office Hours: by appointment

Course Synopsis
The central goal of Leadership, Development, and Organizations (PPS146) is to provide students with the knowledge, analytical competence, and skills needed to exercise leadership in groups and organizations. Understanding and aligning values are emphasized through learning how every member can contribute to the process of making good things happen. The course explores the many facets of leadership and leadership development in groups and organizations and also the processes by which people affect change in a variety of roles and situations. It focuses on a variety of experiential learning activities including case discussions, community leadership projects, guest speakers, and personal reflection. The teaching method is interactive and experiential.

Educational Outcomes
1. Increase the cognitive understanding of leadership, leadership principles, and the ability to evaluate their relevance and to apply them to specific situations.
2. Identify personal values, traits, and goals, and define a personal leadership style. Be able to evaluate personal leadership effectiveness in different contexts.
3. Improve knowledge and skills important to personal effectiveness in working with people in leadership processes. Provide “tools” to enhance:
a) Diagnostic, evaluation, and planning skills.
b) Personal versatility (without fundamentally compromising personal values or effectiveness).
c) Effective communications and relationships.
4. Contribute value to the Durham and University communities through the community leadership projects.

PPS146 Expectations and Requirements
Although it is not a seminar, Leadership, Development, and Organizations is not a course to be "taught". A learning partnership and the development of a class community are essential to a meaningful experience.

Community Leadership Projects
Students will participate in an important Community Leadership Project in Durham. This applied team leadership experience is a distinguishing feature of PPS146. The primary purpose of this project is to learn about leadership by tackling real problems. The projects’ objectives are: (1) to experience interpersonal team dynamics and leadership challenges under real life conditions, (2) to reflect upon and learn from the experience, (3) to achieve a meaningful result for the client, and (4) to learn about the Durham community.

I will assign a five-minute project status presentation for each community leadership team during the semester. One team member will make the presentation, and the other members will be assigned leadership article presentations (see below).

Class Project
The whole class will decide and commit to one project intended to contribute to the well-being of the University and Durham communities. Everyone in the class will receive the same grade.

Leadership Map
The Leadership Map is another distinguishing feature of PPS146. Students write a paper analyzing themselves as actors in leadership processes after a series of classes on a number of specific leadership topics. The objectives for this assignment include: (1) Enhancing students’ understanding of the meaning of leadership and various attributes that affect individual contributions to it; and (2) Providing students with an opportunity to clarify and synthesize their understanding of their values, attributes, development needs, and goals as they pertain to leadership.

Leadership Articles
I will assign a number of important (often classic) leadership articles published in the Harvard Business Review and other sources. Reading each article is highly recommended, but optional. I will make a five minute presentation and distribute a summary of each article.

In addition, Gary Yukl’s lengthy article surveying the leadership literature will be used as an important source document.

Papers
1) Six short written assignments that address specific class topics (two page maximum).
2) Three short reflection papers that capture and reflect upon a meaningful personal learning experience during the semester (two-page maximum each). There are no specific due dates for these reflection papers, but one is due each month (September, October, and November).
3) A number of leadership map forms. Completing the forms is optional but necessary if you want feedback from me on the given topic.
4) A personal leadership map (forty page maximum, double-spaced). The leadership map will be due in October. A short paper to update the leadership map will be due at the end of the semester.
5) Several community leadership project definitions and progress reports intended to enhance the project management process (one per team).
6) An assessment paper at the end of the semester that outlines and evaluates the Community Leadership Project’s objectives, activities, results, and learning experiences (one per team, ten page maximum, double-spaced).

Examinations and Quizzes
No examinations or quizzes are planned.

Activities Outside the Classroom
We will schedule activities outside of the classroom intended to enhance your educational experiences and to have some fun. These include periodic dinners after class, brunch at my home, book club discussions, movies, a ropes course experience, and possibly a field trip. We may also have a special program to meet with my alumni and with a group of government officials from China. Participation in these various activities is expected unless there is an important schedule conflict.

I will arrange for bi-weekly dinners on Sunday evenings for students in my two classes. I hope that a number of students will exercise leadership by inviting speakers to campus under the University’s CONVERSATIONS program.

Syllabus and Assignments
The syllabus is a guidebook for the course. A folder for each class will be posted on Blackboard course documents. The folder will contain the assignment, assignment comments and discussion questions, class notes, forms, and external links. The assignment in the Blackboard folder will always override the assignment in the PPS146 Syllabus. Normally, any changes for the week will be posted by Sunday noon.

Class Preparation, Blackboard, and Personal Organization
Given the breadth of the subject matter covered in the course, class discussions will necessarily focus on basic principles, and I will assume that you have read and thought about the discussion questions on the topic and any assigned books, cases, or readings. It is important to review the class notes in Blackboard before every class.

The reading assignments consist of three short books, four cases, and the weekly leadership articles. Notes for each topic discussed in class and key articles will be posted in Blackboard’s course documents section. Also, I have a number of leadership books in my library that are available to students.

Class Contribution
As a learning community member, each student is responsible for contributing to the educational experience of the whole class. The class contribution grade will reflect the quality and quantity of contributions to class discussions as well as other voluntary activities inside and outside the classroom that enhance the course experience for everyone.

Public Speaking
I will provide a number of opportunities for students to hone their public speaking skills in PPS146.

Grades
The final grade for the course will be based on the following:

30 % Class contribution, perceived engagement, citizenship and attendance
30 Personal leadership map
30 Community leadership project effort, outputs, potential outcomes, and assessment paper
5 Short papers
5 Class project
100 % Total

Initiative, Evaluation, Feedback, and Coaching
I will give you feedback regarding your status at mid semester. While the class will not be graded on a curve, the standards and final grades will take into consideration the normal distribution for a class of this type. Hopefully, the contribution to, and benefit of this course will be more important than reported grades.

As this is a leadership class, it is important that you take the initiative to solicit feedback from Laura, Teddie, or me about your personal development, your PPS146 performance, and ways that you can increase your contribution to the education of your classmates.

Feedback is a two-way street. I will solicit evaluations and suggestions from you during the semester with the idea of enhancing the course. Also, we will have peer feedback in the leadership project teams.

An important part of my role is to be a valuable resource to individual students and to the community leadership project teams. This is also important to Laura and Teddie. I will encourage students to meet with me after fall break to discuss their leadership maps and progress in the class.

Books
Covey, Stephen. Seven Habits of Highly Successful People.
New York: Simon & Schuster, 1989
O’Toole, James. The Executive’s Compass.
New York: Oxford University Press, 1993
Sterner, Jerry. Other People’s Money
New York: Applause Theatre Book Publishers, 1990

Covey’s book is prescriptive, but useful. We will refer to several of his core concepts in our class discussions. O’Toole’s book and Sterner’s play are both short.

There will be a course materials charge for the MBTI report, books, and cases used in the course. There will be an additional $8.00 charge for ropes course participants.

PPS146 Course Outline
Introduction
1) Introduction
2) The meaning of leadership
3) Leadership, values, and ethics
4) Leadership development
5) Community leadership projects: organization and preparation
6) Judgment, decision-making, and problem solving

Understanding Yourself as a Leader
7) Motivation
8) Personal attributes and competencies
9) Core values: happiness and success
10) Core values: worldview
11) Core values: the meaning of character
12) Core values: the meaning of citizenship
13) Leadership in context: finding a great fit
14) Personal leadership development plans and goals
15) Personal missions, relentless commitments, and life choices

Effective Leadership Behaviors in Groups and Organizations
16) Building a network of credible relationships
17) Effective communications
18) Managing conflict and difficult relationships
19) Exercising power and managing stakeholders in organizations
20) Synergy and effective teams
21) Understanding organizations’ cultures
22) Leading change in organizations

Synthesizing Experiences, Principles, and Theories: What You Need to Remember
23) Learning from experience about effective leadership: personal learning experiences and what works?
24) Synthesizing leadership with social sciences literature: why do effective leadership practices work?

The Final Chapter
25) Class project
26) Community leadership project presentations #1
27) Community leadership project presentations #2
28) Final class and course review

Specific Schedule and Assignments (Italics means that it is an assignment to be turned in)
Aug. 29 Introduction

Assignment
Read the draft of the PPS146 syllabus and results of the fall ’05 PPS146 assessment survey.
Read and think about President Brodhead’s charge to the Campus Culture Initiative Committee.
Complete and submit the personal questionnaire (Digital Drop Box)
Register at the ELI web site (www.enterprisingleadership.org) and review the fall 2005 PPS146 community leadership projects

Aug. 31 The meaning of leadership

Assignment
Complete the Zoomerang survey and read the results
Case: "The Parable of the Sadhu."
Harvard Business School Publishing. 1989
Leadership article: Kotter, “What Leaders Really Do.”
Harvard Business Review, May-June 1990
Optional: Yukl. "Managerial Leadership: A Review of Theory and Research."
Journal of Management. June 1989

Sept. 5 Leadership, values, and ethics

Assignment
Short paper: My Sadhu
Read the PPS146 syllabus and the Zoomerang syllabus survey responses
Leadership article: Kelly. “In Praise of Followers.” Harvard Business Review. November-December 1988
Skim the leadership theories folder (Blackboard)
Blackboard class notes

Sept. 7 Leadership development

Assignment
Short paper: Comfort Zones(one per student)
Case: “The Case of the Friendly Behavior”
Student organization leadership development plan
Read the PPS146 students’ personal questionnaires
Leadership article: Fels. “Do Women Lack Ambition?” Harvard Business Review. April 2004
Blackboard class notes

Sept. 12 Community leadership projects: organization and preparation

Assignment
Leadership article: Hewlett, Sylvia Ann. “Executive Women and the Myth of Having It All.” Harvard Business Review. April 2003
http://www.queendom.com/tests/iq/emotional_iq_r2_access.html
Review fall 2005 community leadership projects (www.enterprisingleadership.org)
Blackboard class notes

Sept. 13 Email three leadership projects choices in preference order to Teddie by 6:00pm
(Wednesday)

Sept. 14 Judgment, decision-making, and problem-solving

Assignment
MBTI instrument bubble sheet (distributed in class)
Map form – leadership background
Leadership article: Menkes, Justin. “Hiring for Smarts.” Harvard Business Review. November 2005
Case: “The Expectant Executive and the Endangered Promotion.” Harvard Business Review. January - February 1994
Blackboard class notes

Sept. 17 Community leadership projects and teams announced
(Sunday)

Understanding Yourself as a Leader
Sept. 19 Motivation

Assignment
Short paper: Decision analysis
Schedule community leadership project client meeting by September 27
Motivations instrument (distributed in class)
Leadership article: Hertzberg. “One More Time: How Do You Motivate Employees?” Harvard Business Review. January 2003
Covey. Habit #1
Map form - motivation
Blackboard class notes

Sept. 21 Personal attributes and leadership styles

Assignment
Attributes and skills instrument (Blackboard)
Success Drivers instrument (Blackboard)
Background information on the MBTI: www.personalitypage.com
Leadership article: Gladwell, Malcolm. “Personality Plus.” (Blackboard)
Kummerow and Quenk. “Understanding Your MBTI Step II Results” (Distributed in class)
Map form - attributes and style
Blackboard class notes

Sept. 23 Ropes course and brunch at Tony’s house (10:00am – 2:00pm)
(Saturday)

Sept. 26 Personal attributes and leadership styles (continued)
Core values: happiness and success

Assignment
Community leadership project definition (one per team)
Community leadership project work plan (one per team)
Leadership article: Berglas, Steven. “Chronic Time Abuse.” Harvard Business Review. June 2004
Map form - happiness and success
Covey. Habit #3
Community leadership project report #1
Blackboard class notes

Sept. 28 Core values: worldview

Assignment
O’Toole. The Executive’s Compass. (focus on chapters 1 – 3)
Leadership article: Friedman, Milton. “The Social Responsibility of Business Is to Increase Its Profits.”
Map form - worldview
Community leadership project report #2
Blackboard class notes

Oct. 3 Core values: the meaning of character

Assignment
Short paper: Defining moments
Community leadership project assessment of client (one per team)
Leadership article: Maccoby. “The Corporate Climber Has to Find His Heart.”
Sterner. Other People’s Money
Map form - meaning of character
Community leadership project report #4
Blackboard class notes

Oct. 5 Core values: the meaning of citizenship

Assignment
Leadership article: Buckingham. “What Great Leaders Do.” Harvard Business Review. March 2005
Excerpts from Roosevelt. The Free Citizen
Peter D. Hart Associates. “Leadership for a New Century.”
Map form - meaning of citizenship
Community leadership project report #3
Blackboard class notes

Oct. 10 No class - fall break

Oct. 12 Leadership in context – finding a great fit

Assignment
Community leadership project team assessment form (one per team member) – to be shared with teammates, not to be turned in
Zoomerang survey – mid semester class evaluation
Leadership article: Zaleznik. “Managers and Leaders: Are They Different?” Harvard Business Review. January 2004
Map form - leadership in context
Community leadership project report #5

Oct. 17 Personal leadership development plans and goals

Assignment
Community leadership project progress report (one per team)
Community leadership project definition update (one per team) - optional
Covey. Habit #7 and Inside-out Again
Leadership article: Goffee and Jones. “Why Should Anyone Be Led By You?” Harvard Business Review. September 2000
Map forms – personal leadership development plans and leadership goals
Community leadership project report #6
Blackboard class notes

Oct. 19 Personal missions, relentless commitments, and life choices

Assignment
Covey. Habit #2
Leadership article: Nash and Stevenson. “Success That Lasts.” Harvard Business Review. February 2004
Mission statement tool (optional): www.franklincovey.com
Map form - mission and life choices
Community leadership project report #7
Blackboard class notes

Oct. 22 Leadership map due at midnight (40 pages maximum, double- spaced)
(Sunday)

Effective Leadership Behaviors: Making Good Things Happen in Groups and Organizations

Oct. 24 Building a network of credible relationships

Assignment
Network and alumni assignment – to be announced
Leadership article: Spreier, Fontaine, and Malloy. “Leadership Run Amok: The Destructive Potential of Overachievers.” Harvard Business Review. June 2006

Assignment
Leadership article: Collins. “Level 5 Leadership.” Harvard Business Review. July-August 2005
Community leadership project report #8

Oct. 26 Effective communications

Assignment
Community leadership project definition update (one per team) - final
Leadership article: Cialdini, Robert. “Harnessing the Science of Persuasion.” Harvard Business Review. October 2001
Covey. Habits #4 and #5
Community leadership project report #9
Blackboard class notes

Oct. 31 Managing conflict and difficult relationships

Assignment
Leadership article: Goleman. “What Makes a Leader?” Harvard Business Review. January 2004
Case: “Lisa Benton.” Harvard Business School Publishing. (#9-494-114)
Community leadership project report #10
Blackboard class notes

Nov. 2 Exercising power and managing stakeholders in organizations

Assignment
Community leadership project progress report (one per team)
Leadership article: Hallowell, Edward. “Overloaded Circuits: Why Smart People Underperform.” Harvard Business Review. January 2005
Case: "Taking Charge: Rose Washington and Spofford Juvenile Detention Center."
Kennedy School of Government. 1989 (C15-89-875.0) (Distributed in class)
Community leadership project report #11
Blackboard class notes

Nov. 7 Synergy and effective teams

Assignment
Community leadership project team assessments (one per student) - to be shared with teammates, not to turn in
Leadership article: Badaracco, Joseph. “We Don’t Need Another Hero.” Harvard Business Review. September 2001
Covey. Habit 6
Community leadership project report #12
Blackboard class notes

Nov. 9 Understanding organizations’ cultures

Assignment
Leadership article: Coutu, “How Resilience Works” Harvard Business Review, May 2002
Excerpts from Kotter and Heskett. Corporate Culture and Performance.
Community leadership project report #13
Blackboard class notes

Nov. 14 Leading change in organizations

Assignment
Leadership article: Quinn. “Moments of Greatness.” Harvard Business Review. July-August 2005
Zoomerang survey
Excerpts from Kotter. The Heart of Change
Community leadership project report #14
Blackboard class notes

Synthesizing Experiences, Theories, Principles, and Practices
Nov. 16 Learning from experience about effective leadership: personal learning experiences and what works?

Assignment
PPS146 personal outcomes assignment
Leadership article: Roberts. “How to Play to Your Strengths.” Harvard Business Review. January 2005
Leadership theories folder (Blackboard)
Work on community leadership projects
Community leadership project report #15

Nov. 21 Synthesizing leadership with the social sciences literature: why do effective leadership practices work?

Assignment
Short paper: Honors thesis leadership question (one per student)
Zoomerang survey: My Duke education
Leadership article: Drucker, Peter. “What Executives Should Remember.” Harvard Business Review. February 2006
Work on community leadership projects
Blackboard class notes

Nov. 23 No class – Thanksgiving holiday

Nov. 28 Class project

Assignment
To be announced

Nov. 30 Community leadership project presentations #1

Assignment
Post community leadership project definitions and status reports for November 30 presentations by 6:00pm on Wednesday, November 29
Community leadership project presentations
Read materials about other teams’ community leadership projects

Dec. 5 Community leadership project presentations #2

Assignment
Post community leadership project definitions and status reports for December 5 presentations by 6:00pm on Monday, December 4
Short paper: What have I learned about myself as a leader since October 22?

Dec. 7 Final class and PPS146 outcomes

Assignment
Class contribution form
Leadership development suggestion forms
Zoomerang survey - PPS146 outcomes

Dec. 10 Leadership project outputs and assessment paper due at midnight (one per team)
(Sunday)

Dec. 11 Team contribution form
(Monday) Team evaluation of client
Clients project evaluation forms