EDLD 579
Summer, 2009 Special Topics: Situational Leadership
1 Unit
Instructor Contact Information and Office Hours
George Reed Office phone: 619-260-7444 Cellular: 717-512-4102 george.reed@sandiego.ed Office hours by appointment during the summer session. Course Description This two-day workshop offered in cooperation with the Center for Leadership Studies provides an introduction to Situational Leadership®, one of the world’s most ubiquitous frameworks for thinking about leadership. This course will provide students with an opportunity to learn about and apply the Situational Leadership® model and in so doing they will gain insights into methodologies for increasing leadership capacity in organizations. According to the situational approach to leadership, effective leadership practice requires that leaders be attuned to the ability and willingness of followers to perform tasks. From this perspective leadership can be viewed as a function of an interaction between leaders, followers, and the situational context. Participants will have the opportunity to learn the Situational Leadership® model, diagnose task readiness levels of subordinates, and be exposed to over fifty years of behavioral science research. The workshop is particularly appropriate to those who are interested in organizational leadership and consulting. The Center for Leadership Studies is one of the oldest training houses in the world. It is committed to helping people develop their inherent potential as leaders and to helping organizations succeed and prosper. Roughly seven hundred of the Fortune 1000 companies use Situational Leadership® as their primary leadership model. Most of class time is spent in dialogue, discussion, group and individual work, and experiential learning activities. Class participation and completion of assigned readings and journals are extremely important to individual and class learning and thus students will be graded on their preparation and participation. Because this course meets over a two-day period there are some reading assignments that must be completed before the first session. In addition to the reading assignments, students will receive feedback from the assessment tools they complete. There is a written assignment consisting of a ten to fifteen page paper. Papers are due one week after the final class session and may be submitted electronically to george.reed@sandiego.edu. 1
Course Objectives/Candidate Outcomes
The primary goal of this course is to provide students with ways of thinking about the study and practice of leadership. A secondary goal is to acquaint students with some of the foundational literature on the management of organizational behavior. At the end of the course students will be able to: • • • •
Understand the leadership behaviors that offer the highest probability of success based upon followers’ ability and level of willingness to perform tasks. Diagnose follower readiness levels based on behavioral and verbal cues. Recognize the developmental aspects of Situational Leadership® and how leader behaviors can foster or retard growth and development of subordinates. Understand the theoretical basis for Situational Leadership®.
Course Requirements/Activities Session 1
Situational Leadership I
Saturday, 8:30-4:30 p.m.
Twelve O'clock High Leader as Catalyst™ Influence Style Labs Before the first session read: Hersey, P.H., Blanchard, K.H. & Johnson, D.E. (2007) Management of Organizational Behavior, 9th Edition. New York: Prentice Hall. Session 2
Situational Leadership II
Sunday, 8:30-4:30 p.m.
Charting New Courses™ Situational Leadership® Applied LEAD Evolution™ Influence Inventory
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Assessment Plan/Grading Criteria Students are assessed on the basis of preparation, participation, the quality of their contributions to seminar learning and written assignment. Participation and contribution are assessed by attendance record and instructor judgment. The course paper is assessed on the basis of ideas, support, organization and technical aspects (See Appendix A). The content should be appropriate to course objectives and in conformity to the assignment. The paper should have a clear sense of organization with a sense of beginning, middle, and end. It should be free of distracting grammatical and technical errors and should conform to APA style. Course Paper The course paper should apply a critical thinking approach to Situational Leadership by analyzing the model’s strengths and weaknesses for leadership study and practice. Feel free to compare and contrast the Situational Leadership® approach to other approaches to leadership. Consider suggesting ways that the model might be modified or improved. NOTE: STUDENTS WHO FAIL TO FULFILL THE REQUIREMENTS OF THIS COURSE WILL RECEIVE AN “INCOMPLETE.” THE REQUIREMENTS MUST BE MET BY THE END OF THE TENTH WEEK OF THE NEXT REGULAR SEMESTER; OTHERWISE, THE “I” GRADE WILL BE COUNTED AS AN “F.” Students with disabilities who believe that they may need accommodations in the class are encouraged to contact Disability Services in Serra 300 (tel. 260-4655) as soon as possible to better ensure that such accommodations are implemented in a timely fashion. Avoiding Plagiarism Hugo Bedau wrote in Thinking and Writing About Philosophy (p. 141) that "Writers plagiarize when they use another's words or ideas without suitable acknowledgement. Plagiarism amounts to theft--theft of language and thought. Plagiarism also involves deception…. [Plagiarism] wrongs the person from whom the words or thoughts were taken and to whom no credit was given; and it wrongs the reader by fraudulently misrepresenting the words or thoughts as though they are the writer's own." Finally, although it sounds like a cliché, when you plagiarize you cheat yourself: first, by not developing the discipline and diligence to research, write, and edit well; second, because taking credit for other people's ideas will induce outrage and resentment against you; and third, because a habit of plagiarism can end your career and destroy your reputation. If you are unfamiliar with the University of San Diego’s policy, please read it. The code of academic integrity is not just rhetoric; forms of academic dishonesty, including but not limited to cheating, plagiarism, fabrication, or facilitating academic dishonesty, may result in suspension or expulsion from the university.
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To avoid plagiarism, you must cite your sources everywhere in your paper where you use the ideas of others, and not only when you quote them directly, but also where you paraphrase their points in your own words. In general, you should only use direct quotes when you find the author’s wording to be especially effective. Your paraphrasing or summaries of author’s points should be thorough. It is not fair to an author to change only a couple of words in a paragraph and then imply (by not using direct quotes) that the paragraph is entirely your own prose. It might help to imagine the author reading over your shoulder. You are certainly encouraged to work and learn collaboratively, both within and outside the seminar. The work you submit, however, should reflect your own thoughts and ideas, expressed in your own words unless you cite whose words you are using. You must cite references you use in completing your work using the format of the APA 5th Edition Style Manual. If you are unsure of what this means, please check with your instructors before completing an assignment.
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Instructor Biographies George Reed, Associate Professor, george.reed@sandiego.edu • Ph.D. Saint Louis University, Public Policy Analysis and Administration • M.F.S. The George Washington University, Forensic Science • B.S. University of Central Missouri, Criminal Justice Administration. Before joining the faculty in 2007 he served for 27 years as an Army officer including six years as the Director of Command and Leadership Studies at the United States Army War College. He teaches courses in leadership and organizational theory. Recent publications include “Toxic leadership” in Military Review”, “Leadership and systems thinking” in Organizational Leadership, Joyce Munro (Ed.), “Abu Ghraib, administrative evil, and moral inversion: The value of putting cruelty first” with Guy Adams and Daniel Balfour in Public Administration Review. He serves on the editorial board of the journal Parameters and is a reviewer for The American Review of Public Administration. Ronald Campbell, President and CEO, Center for Leadership Studies. Ron Campbell is responsible for managing the design, delivery and marketing of the Center for Leadership Studies programs worldwide. This includes a domestic network of strategic business partners, as well as 26 foreign affiliate offices. Prior to appointment as President in 1992, he served as Executive Vice President of Marketing, and as Director of Training Development. Ron earned his B.S. in Human Relations and Organizational Behavior from the University of San Francisco, and a B.S. in Business Administration from the University of Hawaii. He holds a Masters in Human Resource Management from Pepperdine University and a Masters and a Doctorate in Applied Behavioral Science from California American University. He has taught courses at both the graduate and undergraduate levels in management, personnel administration, statistics, and organizational behavior. Ron has over twenty years of consulting and training, with major companies in the Fortune 500. Particular areas of training and application include leadership skill building, performance management, team building, conflict management, sales, parenting, and service training. Ron has worked with a variety of client systems internationally in the public, private and government sectors.
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Appendix A: Rubric for Evaluating Papers
Support
Contains unsupported assertions and insufficient references or citations.
Meets Standards B Appropriately insightful. Ideas in paper are linked to course concepts. Displays acceptable level of reflection. Assertions are well reasoned and adequately supported. Appropriate references are cited.
Organization
Lacks organization. No clear sense of beginning, middle, or end.
Adequately composed with a sense of beginning, middle and end.
Tightly composed and effectively uses transitions. Has a clear sense of beginning, middle, and end.
Technical
Contains distracting errors of mechanics and style. Word choice and sentence structure is awkward.
Generally free of mechanical and stylistic errors. Vocabulary is appropriate for intended audience. Competently written.
Paper is error free. Skillfully crafts sentences and uses expressive language.
Ideas
Needs Improvement C or below Contains insufficient information. Lacks insight. Fails to relate to course concepts.
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Exceeds Standards A Displays exceptional habits of reflection. Demonstrates an ability to synthesize and integrate course concepts. Contains a compelling argument, skillfully and logically presented.