LEADERSHIP IN ORGANIZATIONS
CRD 335
Section 001 – TTh 9:30-10:45 a.m.
100 Vickery Hall
Spring 2006

SYLLABUS

PROFESSOR:    Christopher M. Sieverdes, Ph.D.
                           Department of Applied Economics and Statistics
                           248 Barre Hall (located between Lehotsky Hall and McAdams Hall)

                           Office Telephone: 864-656-0196, csvrds@clemson.edu

OFFICE HOURS:  Monday and Wednesday 11:00–12:00 a.m. ; Tue, Thur 1:00-2:00 p.m.or by appointment.

PURPOSE AND OVERVIEW:  This course is designed to give students preparing for careers in business, government, and the nonprofit sector a good working knowledge of leadership styles, principles, models, and practical applications.   The syllabus covers leadership mentor relationships, leadership approaches, behavioral tendencies of leaders (DISC), motivation and communication patterns, teamwork, use of power, development of trust, effective group facilitation, negotiation and persuasion, effective change, and ethics. Lectures are supplemented by case studies, class exercixes, role-plays, panels, and campus leader interviews. Most leadership case studies are drawn from business and industry sectors.

COURSE OBJECTIVES:

·       Understand and appreciate the important link between leadership and organizations.
·       Understand that effective leadership is a foundation for organizations and groups to achieve goals.
·       Appreciate the role of process skills in effective leadership and capacity building.
·       Understand the role of mentor-protégé relationships in leadership development.
·       Gain insights about leadership styles, approaches and goals of select mentors and campus leaders.
·       Internalize the leadership characteristics of quality, honesty, integrity, creativity, and initiative.
·       Recognize that leadership is both art and science.

REQUIRED TEXT: 

Daft, Richard L.  The Leadership Experience, 3rd Edition.  Mason, OH: South-Western – Thomson Learning, 2005.

TESTS AND EXAMINATIONS:
Three tests and the final serve as the basis of the course grade. the final examination given during the regular examination period covers the last quarter of coursework plus a conceptual theme traced throughout the course. Each test has 40 multiple-choice questions and a take-home portion. All tests and examinations are required and have equal weight in determining the final grade. One the day tests are returned for review, students have the opportunity to examine responses. Grades will be posted on Blackboard. Grades are assigned as follow: A=90-100, B=80-89, C=70-79, D=60-69; f=59 and under.

TESTS AND GRADING:  The final grade in this course is based on three areas of performance:  

1. Tests and Examinations (N=4) 100% (25% each)

2. Take Home Assignments tied to Tests (each assignment is due one class prior to each test.)

3. Class Participation (participation and attendance)

THREE KEY CLASS TAKE-HOME ASSIGNMENTS TIED TO TESTS:

1st Test -   Essay on 'Mentor with most Significant Impact'– Identify one non-family mentor who has had the most significant impact on your life and personal leadership development. Describe the context of the mentor relationship and the contribution of the mentor to you leadership behavior. Analyze the process and outcomes of this relationship and how the mentor fostered your abilities.   See page 5 of the syllabus for topics to be addressed.   The essay shall contain approximately 1000-1200 words single spaced in 12 point font. It is due one class prior to the first test.  It will be graded as 20% Test 1.

2nd Test  - Report on 'Interview with an Established Mentor' Conduct a guided interview with a person known to be an experienced mentor to others. An interview survey form will be provided to you. You are asked to complete the survey and write a summary report of the interview and the learning objectives (500-600 words single spaced in 12 point font). The purpose of this guided interview is to gain an "objective" understanding of the mentor-protégé relationship from the perspective of an experienced mentor. The interview should be probing and incisive, thus expected to be conducted in person. Describe in your report what you learned from doing this interview. In the closing of your report, describe why you think this assignment was important to do in a leadership class? The responses t the interview survey instrument plus the 500-600 word analysis report are due one class prior to the second test. It will be graded as 20% of Test 2.

3rd Test - On-Line Zoomerang 'Mentor Survey' - Complete an on-line survey to determine insights and perspectives on mentor-protégé relationships for leadership development with the "most significant mentor-protégé" and the "established mentor-protégé" relationships. Successful completion of the survey(s) will be graded as 20% of Test 3.

Final - Report on 'Campus Leader Interview' - Form a 2-3 person team and conduct an interview with a campus leader. The pool of campus leaders includes administrators such as department chairs, deans, program directors and leaders, faculty advisors, key officers of student organizations, staff in Student Affairs, the Athletic Department, Student Government, social, honor, service, or faith-based organizations. The goal of the interview is to become well acquainted with the profile, leadership style, performance, and impact of the campus leader and determine how he or she became a significant campus leader. The interview will serve as a source of class discussion. See page 6 of the syllabus for the leadersship interview guidelines. The team report shall contain 1,000 - 1,200 words single spaced in 12 point font. This report is due one class prior t the final test. It will be graded as 20% of the final (test).

(3)  CAMPUS/COMMUNITY ORGANIZATION LEADERSHIP ANALYSIS – 3rd TEST TAKE- HOME ASSIGNMENT.  The class will be divided into 3-4 person teams and create a brief PowerPoint presentation on leadership within a campus or workplace organization.  At least one member of the team must be a member or very familiar with the organization.  The team should become very familiar with the organization’s goals, mission, leaders, stakeholders, key members, sources of power, influence, and authority.  Special attention is given to the use and distribution of power, methods of operation among leaders.  Look for short-comings and areas that need improvement.  Indicate what needs to be done to make the organization and its leadership more effective.  This investigative work by the teams is intended to augment lecture and reading material.  It will be graded as 20% of Test 3.  

MAKE-UP TESTS:  Arrangements to take make‑up tests must be made PRIOR to the scheduled test date.  Only medical, death-related, or other serious circumstances suffice as reasons to reschedule a test.  No credit is received for missed tests.  Make-up tests for individuals without an excused absence may be given during the class's final examination period at the end of the semester.  Several tests on one day DO NOT constitute an excused absence.  You are asked to plan ahead.

ABSENCES:  6 Cut limit during the semester.  Attendance and discussion are encouraged.  This is not a correspondence course; chronic absences (7 or more unexcused absences) will result in the lowering of the final grade by at least one full letter grade.  It is the responsibility of the student to obtain assignments, instructions, and lecture material presented during classes that he or she has not attended. Although the classroom format is primarily lecture, both the student and instructor benefit from spontaneous class discussion and exchange of ideas.Wait 15 minutes from the class start time in the case of the professor’s potential late arrival to class.

ACADEMIC INTEGRITY:  You are advised never to place yourself in a position in which dishonesty could be suspected.   The Clemson Code states:  “As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a ‘high seminary of learning.’  Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others.  Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree.  Therefore, we shall not tolerate lying, cheating, or stealing in any form. (Clemson University Undergraduate Announcements 2005-06, page 29)

MEDICAL INFORMATION:  Please advise.  

KEY DATES DURING THE SEMESTER: (Spring 2006)

Jan 18, W                    Last day to register or add a class.

Jan 25, W                    Last day to drop a class or withdraw from the University without a “W.

Mar 1, W                    Mid-term.

Mar 3, F                      Last day to drop a class or withdraw from the University without a final grade.

Mar 20-24, M-F          Spring Break

Apr 29                         Beginning of Examinations

COURSE OUTLINE: 

INTRODUCTION TO LEADERSHIP

      1 01 Leadership Contexts: Generational Trends and Values
      1 02 Understanding Self and Others (DISC)
      1 03 DAFT Chap 1 What Does It Mean to Be a Leader?
      1 04 Leadership and Mentor Relationships

LEADERSHIP THEORIES, MODELS, AND PERSPECTIVES

      1 05 DAFT Chap 2 Traits, Behaviors, and Relationships
      1 06 DAFT Chap 3 Contingency Approaches
      1 07 DAFT Chap 4 The Leader as an Individual

TEST 1 FEB 2


THE PERSONAL SIDE OF LEADERSHIP

      2 01 DAFT Chap 5 Leadership Mind and Heart
      2 02 DAFT Chap 6 Courage and Moral Leadership
      2 03 Leadership & Credibility  
      2 04 DAFT Chap 7 Followership

      THE LEADER AS RELATIONSHIP BUILDER

      2 05 Servant Leadership
      2 06 DAFT Chap 8 Motivation and Empowerment
      2 07 DAFT Chap 9 Leadership Communication

TEST 2 MAR 7  

THE LEADER AS RELATIONSHIP BUILDER (Con’t)

      3 01 DAFT Chap 10 Leading Teams
      3 02 Negotiation Approaches and Models
      3 03 Group Facilitation Skills
      3 04 DAFT Chap 11 Developing Leadership and Diversity
      3 05 DAFT Chap 12 Leadership Power and Influence

TEST 3 APRIL 4

THE LEADER AS SOCIAL ARCHITECT

      4 01 DAFT Chap 13 Creating Vision and Strategic Direction
      4 02 DAFT Chap 14 Shaping Culture and Values
      4 03 DAFT Chap 15 Designing and Leading a Learning Organization
      4 04 DAFT Chap 16 Leading Change

Last day of Class: Thursday, April 27, 2006

FINAL EXAMINATION


'MENTOR WITH MOST SIGNIFICANT IMPACT' ESSAY GUIDELINES

DISCUSSION TOPICS TO BE COVERED IN THE ASSIGNMENT

1. What is your preferred definition of mentor?

2. Who is the non-family person you selected as a leadership mentor?
        What is the context and duration of mentor - protege interatction?

3. What is your DISC category? D=Dominance, I=Influencing, S=Steadiness, C=Conscientiousness
          Based on your understanding of DISC profile information, how would you describe this mentor?
          State reason and the nature of the interface of the DISC styles.

4. These are five areas of Potential growth as a result of the mentor-protege relationship. State what change, if any, that occurred in each area resulting from your interactions with the mentor.
           (a) Awareness - learned new perspectives, increased awareness of self or others
           (b) Knowledge - gained information.
           (c) Attitude - changed perceptions.
           (d) Skills - improved personal, mental, or physical abilities
           (e) Aspirations - changed and heightened goals and achievements.

5. According to the literature, the protege-mentor relationship has four phases. Identify and explain the PHASE you are in at the present with this mentor?

PHASE 1 INITIATION & BUILDING

  • Admire mentor
  • Much potential seen in relationship
  • Possitive impression by both parties
  • Process: Preparation and dependency

PHASE 2 CULTIVATION & EXCHANGE

  • Personal investment in relationship
  • Mentor addresses needs
  • Learning from mentor
  • Process: Negotiation and discovery

PHASE 4 REDEFINITION & INDEPENDENCE

  • Move from learner to friend
  • Counsel and feedback given from distance by mentor
  • Readiness to move to new mentor
  • Process: Reflection and readiness

PHASE 3 SEPARATION & EXPLORING

  • Independence gained from mentor
  • Less contact with mentor
  • Mastery of skills taught by mentor
  • Process: Empowerment and mastery

 

6. What key decisions or successes have you experienced as a result of your relationship with this mentor?

7. Which of these leadership traits best describes this mentor? Pick one and elaborate. (a) Homest, (b) Empowering, (c) Persuasive, (d) Visionary, (e) Role Model, (F) Problem Solver, or (g) Impartial

8. What was the nature or function of the relationship? Psycho-social (personal) or Career (professional)?

 

INTERVIEW WITH AN ESTABLISHED MENTOR

Instructions: Make an appointment with someone who has been a recognized mentor. Introduce yourself and explain that you are enrolled in a leadership class. Agree to meet for a least 30 minutes. Meet face-to-face at an agreed upon location. Plan to take notes or record the interview using the interview script below. Record the answers to all questions on this Word document. Plan to turn in this document along with the 500-600 word report of the interview. When beginning the interview, please explain that the identity of the person that you will aske to to think about in their mentor-protege relationship should not be revealed.

Introduction to Begin Interview Session: Think of an individual that you have influence in a person and/or professional way and perhaps enhanced their leadership development (remind them again now that the identity of this person should not be revealed.)

Interview Questions
1. Explain the nature of this relationship
    a) Was it personal? Was it professional? Other? Explain?
    b) If both, did one come before the other? Explain?

2. Did you consider this a formal or informal relationship?
    a) Why or why not? Explain
    b) What sparked this potential mentor relationship?
    c) How often did you meet or interact with this individual?
    d) What was the nature of the meetings?

3. What were the most frequently used forms of communication?
    a) Face-to-face, telephone, e-mail, letters, as a participant in a group, in formal settings?
    b) What other means of communication did you use?
    c) What form of communication was most effetive from your point of view?

4. Do you think of yourself as being a mentor to this individual? Explain.
    a) Describe the length and significance of this relationship.
    b) Describe the uniqueness of this relationship.

5. How was the relationship nutured? Explain.
    a) Were special resources available to foster the mentor-protege relationship? (e.g., meals, travel, projects, programs, instruction, sponsorships, etc)
    b) Did your organization (employer, sponsor, agency, group) reward your involvement in this mentor relationship?
    c) Did you receive support or did you have to do this all on your own time? Explain

Closing question:
6. Can you identify what motivates you to engage in mentor relationships? Explain.

Note to Members of Class Regarding Take-Home Assignment Narrative: In addition to your analysis and insights based on the mentor interview, determine if the mentor-protege relationship passed through developmental stages. If so, describe development stages or sequencing based on what you learned during the interview. Was the relationship a two-way relationship? Attach you 500-600 word report to the document that contains your written responses to the six mentor interview questions shown above on this page. The report should be single-spaced in 12 point font. The interview responses and your analysis should become on final report document. This is due the class meeting prior to the second test.

 

CAMPUS/COMMUNITY LEADER INTERVIEW PROJECT

GUIDELINES AND SAMPLE INTERVIEW QUESTIONS

I.       YOUR CONCEPT OF LEADERSHIP

·            How do you define leadership? 

·            What is your concept of leadership?

II.     LEADERSHIP AND THE CONNECTION TO SELF IMAGE

·            How is your concept of leadership shaped by who you are?

·            When in your life did you start developing your leadership skills?

·            Can you identify a significant life experience that shaped you as a leader? 

·            Please describe experiences that shaped your leadership approach?

·            Why do you think you were identified as a campus or organizational leader?

III.       QUALITIES NEEDED BY LEADERS TODAY

·            What are the most important qualities of leadership for today’s society?

·            How would you compare the qualities essential for leadership today and those needed 1-2 generations ago?

·            Have you seen a change in the prevailing leadership style in your unit at Clemson University during the past 5 years?

IV.    PROBLEM SOLVING AND IMPACT ON THE ORGANIZATION

·            How do you address situations when individuals are not performing within expectations?

·            When you see inefficient or ineffective job performance in a unit outside your own unit, what do you do?  Do you address it?  If so, how?

·            How would you describe your impact on the organization you lead? 

V.     GREATEST PERSONAL CHALLENGES AND REWARDS

·            What is the greatest challenge you face as a leader? 

·            What is the personal reward of leadership?

VI.    ADVICE

·            What is the best leadership advice you have ever received? Who offered it?

·            What advice to us do you have to offer regarding leadership in today’s workplace?

VII.    THE CLEMSON EXPERIENCE

·            What value-added attributes does a Clemson student gain from active involvement in leadership roles on campus compared to what you may have seen on other campuses?


This syllabus is preliminary and is subject to change. The syllabus distributed in class is the official version.

Spring 2006 Course List       AE & S Home

copyright 2006 by Christopher M. Sieverdes. Department of Applied Economics & Statistics, Clemson University, Clemson, SC.
updated 2/22/06