University of San Diego School of Leadership and Education Sciences
EDLD 605 Adult Development (3) Summer 2008
Zachary Gabriel Green, Ph.D. Overview Students will examine key classic and contemporary conceptual frameworks that offer theoretical perspectives on adult development and their implications for leadership. A primary focus of the course is for students to refine their own evolving philosophy of leadership in light of these theories. The class is designed to help students integrate the meaning of the learning and relate it to themselves and their relationships, academically, professionally, and personally. Required texts are: Erikson, E. (1959). Identity and the life cycle. New York, NY: International Universities Press. Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press. Western , S. (2008). Leadership: A critical text. London: Sage Pubications. Wilber, K. (2001). A theory of everything: An integral vision for business, politics, science, and spirituality. Boston, MA: Shambala.
Additional web-based readings may be offered throughout the course. Recommended texts are: Beckett, C. (2002). Human growth and development. London: Sage.
Cashman, K. (1998). Leadership from the inside out: Becoming a leader for life. Provo, UT: Executive Excellence Publishing.
Commons, M.L., Demick, J., & Goldberg, C. (Eds.). (1996). Clinical
approaches to adult development. Norwood, NJ: Ablex Publishing. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
Kegan, R., & Lahey, L.L. (2000). How the way we talk can change the way
we work: Seven languages for transformation. San Francisco, CA: JosseyBass. Loevinger, J. (1976). Ego development: Conceptions and theories. San Francisco, CA: Jossey-Bass. Loevinger, J. (1987). Paradigms of personality. New York, NY: Freeman. Sheehy, G. (1976). Passages: Predictable crises of adult life. New York, NY: Dutton. Course Requirements
Attendance and Participation
Reflection Papers
Individual Theory Project
Team Presentation
Socratic Exam Readings
Grading Criteria Reflection Papers
10%
DUE July 14 and July 17, 2008
Two papers of one page each that offer insights about personal learning from the adult development exercises conducted in class are required. Each paper identifies a critical incident, the learning from the experience, and the application to one’s own adult development. An element of 2
theoretical integration may be included but should NOT be the focus of these papers. Individual Theory Project
40%
DUE no later than August 7 2008
This “first draft journal article” of no more than 20 total pages (including references) is to demonstrate effective integration of adult development and leadership theory. The paper is an opportunity to explore an issue in depth and/or develop your own theory of development. AT A MINIMUM reference must be made to the work of Kegan, Wilber, one other theorist referenced in class, and one major leadership theorist of one’s own choosing along with the topic to which you give focus. Papers are evaluated on originality of thought, quality of synthesis, and applicability to personal and organizational contexts. Publication quality and APA style format are absolute requirements for the highest evaluation. Please note that a one-page briefing on your theory integration, which is to be shared with the class, is required at the final meeting of the course.
Collective Leadership Team Presentation
35%
DUE Saturday, July 19, 2008
This assignment involves an integrated presentation and professional briefing on one adult development and one leadership theory not otherwise presented in class. The presentation is also to include at least one active learning experience that demonstrates or complements the application of the concepts presented
The teams for this project are self-selected and are to work together in a way where the assignment can be COMPLETED virtually, though face-toface meeting is encouraged. Limited class time may be given to teams to work on this assignment but is NOT guaranteed given the compressed and intensive nature of the course. The presentation (up to one hour) and briefing (up to ten pages, excluding references and any handouts/slides that may be produced) will be evaluated on the depth of the content and the seamlessness of ALL elements of the effort produced. Work must include critique of the 3
theories and considerations for application of the learning. The team, fellow students and the instructor will conduct the first level of evaluation of this presentation. Participation/Socratic Exam
15%
There are two required and essential elements of participation in this course. The first is that each class session will include at least one active learning session on leadership development and/or adult development. Students are expected to participate in these experiences, aligned with their own degree of comfort and need to maintain personal boundaries. Students are expected to respect the confidentiality of work in these sessions to promote the safety and depth of mutual learning and the emergence of collective leadership. Second, most classes will also include a modified “Socratic Method” section where you will be expected to answer questions and apply learning based on course material. The final “exam” for the course will be in Socratic form with the focus on comprehensive integration of major concepts. The standard is nothing less than mastery of the concepts as presented in class. (The date of this exam is tentatively scheduled for Friday, July 18) As this exam is public and collective, self-evaluation, the evaluation of selected colleagues, and the instructor will be involved.
Readings
Readings are due for the primary texts (Kegan, Erikson, Western*, and Wilber) no later than Tuesday, July 15. Other supplemental readings are likely to be provided and are due no later than Friday, July 18, unless otherwise indicated in class.
Grading Method All elements of this course will involve some level of self-evaluation, peer feedback by fellow students, and evaluation by the instructor. Attention will be
given to one’s development over this brief course as well as performance on the specific assignments outlined.
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While final grades will be on a traditional “A-C” basis, the language of evaluation in the course will be as follows:
Integral-Highest level of integration, synthesis, and mastery of concepts
(written and/or oral) is competently and consistently demonstrated. Ability to apply the learning to personal/organizational contexts is evidenced. Exceptional ability to articulate new and ongoing learning shows quality, originality and creativity, perhaps advancing the field. (Solid “A”)
Instructional- Developmental mastery of concepts (written and/or oral) is
demonstrated. Ability to see how the learning is applied to personal and/or organizational contexts is evidenced. Gaps, if any, are in integration and articulation of new and ongoing learning. Work is of consistent quality. (Solid “B” or better)
Initial-Minimal acceptable level of demonstrable learning and quality of work is evidenced. There is consistent mastery of select concepts but challenges in
applying the learning to personal and/or organizational contexts continues. Integration and articulation of key new and ongoing learning requires further development. (No better than “B-“ or lower) Course Outline As this course is compressed and intensive, the actual flow of the class will be determined by the rate and pace of learning rather than the outline per se. Elements of the course may be shifted based on the needs and interests of the
students and/or what is deemed in the best interest of the learning of the class. Monday, July 7, 4 pm – 7 pm
Developing Adults to Lead: An Integral Overview Team Presentation Selection (in class) Tuesday, July 8, 4 pm – 7 pm
Stages through the Ages: History and Current Reality in Adult Development Introduction to Socratic Method
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Monday, July 14, 4 pm- 9pm
On Leadership Discourses and Personality Archetypes Western Reading Due* (full text by tomorrow) Reflection Paper #1
Tuesday, July 15, 4 pm – 9 pm
Making the Shift: Personal Assessment of Readiness for Transformation Wilber, Erikson and Kegan Readings Due
Draft Concept Note for Team Presentation Due (one page) Wednesday, July 16, 4 pm – 9 pm
Adult Development and the Collective: Organizational Leadership Application Draft Concept Note for Individual Project Due (one page) Thursday, July 17, 4 pm – 9 pm
Leading from Within and Beyond: Adult Development and Social Change Reflection Paper #2 Due
Friday, July 18, 4 pm – 7 pm
Personal and Social Application of Adult Development Theory Socratic Exam (tentative date)
Saturday, July 19, 9 am – 4 pm
Integration: Perspectives on Theory and Practice Team Theory Presentation and Briefing Due Monday, July 21, 4 pm – 7 pm
Applied Leaning: A Model of Integral Transformative Practice Reflection Paper #2 Due
Tuesday, July 22, 4 pm- 7 pm
Reflections and Commitments
Individual Theory Project One-Page Briefing Due “Class Gift” Due
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Please submit final papers no later than August 7, 2008 to Beth Yemma---byemma@sandiego.edu Objectives 1. Students will develop the capacity to engage in sophisticated forms of practical reasoning about leadership and organizational issues and
problems. Specific attention will be given to the integration of adult development and leadership theory.
2. Students will develop the capacity to communicate their reasoning effectively through various forms of academic writing. In particular students will be expected to write reflection papers, a theoretical critique, and an integrated adult development analysis. 3. Students will develop the capacity to communicate their reasoning effectively through various forms of professional writing, particularly in the form of a publication quality briefing on the integration adult development theory and leadership theory. 4. Students will develop the capacity to effectively communicate their reasoning through effective oral presentations that are tailored to the characteristics of a variety of different audiences. As part of a team process, students will present the analysis or one or more adult development theories. 5. Students will develop the capacity to analyze their own motives and behavior and the impact that their motives and behavior is likely to have (or has had) on others within their organization and on the organization as a whole. In addition to reflection papers, students will have
opportunities to apply adult development theory learning to their own personal and organizational contexts.
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6. Students will develop the capacity to identify cultural hegemony (a) in the standard operating procedures of leadership practice and other aspects of organizational life and (b) in the standard operating ways of thinking that are embedded in formal and informal theorizing about leadership and organizations and that frame empirical studies of leadership and organizations. 7. Students will develop the capacity to be critical consumers and producers of empirical research/evaluation studies; by the end of the program, they
will be able to discuss the advantages and disadvantages of particular
methodological decisions and also articulate how the a priori framing of research/evaluation problems impacts the “empirical” findings produced by particular studies. As a part of their final individual projects, students will offer critique of at least one other theory in the development of their own. Knowledge/Knowledge Application-Oriented Learning Outcomes 1. Students will develop an understanding of important perspectives and theoretical constructs from the leadership literature, be able to critique the different perspectives and constructs they learn about, and develop the capacity to utilize perspectives and constructs from the leadership literature as conceptual tools while engaging in practical reasoning about how to resolve an array of leadership/organizational issues and problems. In this course the focus is Kegan’s constructive-
developmental perspective on adult development, and Wilber’s
explication on spiral dynamics and the AQAL model as well as the historical foundations of adult development theory. 2. Students will develop an understanding of important perspectives and theoretical constructs from the discipline of psychology and social psychology (e.g. various theories of adult learning, the social
psychologists’ notion of the fundamental attribution error), be able to critique the different perspectives and constructs they learn about, and develop the capacity to utilize psychology and social psychology 8
perspectives and constructs as conceptual tools while engaging in
practical reasoning about how to resolve an array of leadership and organizational issues and problems.
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