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CSR =
309 -
Leadership Strategies Spring 2007 Version Co=
nsumer
Sciences & Retailing |
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CEO
- Dr. Room 320 Matthews Hall Phone:
E-Mail: xdj1@purdue.edu (email all = work to this address) President: =
To Be
Announce Documents to read
Required Texts:www.kouzesposner.com) Assignment 6- read leadership gra=
ffiti
and think of a rock/pop/rap song that has a leadership theme in it. Title…singer and what is t=
he
leadership that the song talks about&nbs=
p;
(due Jan 31)- e-mail with Song in subject line Course Philosophy: Feinberg's Law #1: When t= he ox bows sharpen the knife Feinberg's Law #2: Only t= he lead dog enjoys a change of scenery (Sgt. Preston) Feinberg's Law #3: TO BE A LEADER IS TO:
Feinberg's Law #4: Your l= ife makes a difference. Feinberg's Law #5: The fo= rmula for success =3D x + y + 2 x =3D show up and work h= ard y =3D add value all over= 2 =3D keep your mouth sh= ut &n= bsp; Feinberg’s Law #6 or Tom Peters Law #1: It’s in your hands so quit whining = ; Feinberg’s Law #7: You have 1,816,473,600 seconds left. Tick tock…tick tock…tick tock. What are you going to do with t= hem. &n=
bsp; Feinberg’s
Law #8: Stop whining…solve the problem. Feinberg’s Law #9: = Get Over It (Eagles) Feinberg’s Law #10:= Yo! Before you do any=
thing,
please read Assignments 1
& 2
& 3
& 4
& 5 A) Introduction This course is oriented such that you will become aw= are that learning is not necessarily abstract but a function of application of knowledge to your immediate environment. You are never outside the scope = of the course and as you gain increasing understanding of your behavior as a leader and follower you will gain increasing control over the consequences flowing from your behavior. We will use your experience in the classroom as the basis for learning about the developing leadership skills. To that end you will be part of an ongoing work group faced with the necessity of completing a variety of ta= sks, allocating work, making decisions, and receiving differential rewards bas= ed on performance. Everything that happens in this course is open for analys= is and understanding. My objective is to give you practice in making order f= rom chaos by functioning scientifically and using limited data to make decisi= ons. Throughout the course you will make decisions and face their consequences= as a way of learning not only about the concepts but also about your own val= ues, willingness to lead and be lead, and the ability to cope with difficulty = and uncertainty. B) Course Structure My objective is not to stimulate an organization but to create a genui= ne organization. I am putting you in a position of an organizational member = who must deal with such problems as- how does work get allocated; how does one work with others; how does one motivate and influence others; how does one cope with uncertainty in solving problems which do not have any single correct solutions; how are disagreements between co-workers resolved; how will decisions be made, and how do you get things done effectively in lim= ited resource environments.. Since we have 200+ or more students in class, one of our first concerns will be to structure the class into manageable units. We will eventually organize into task groups of 15+. Most of class time is spent in these gr= oups analyzing cases and doing exercises. Whatever the task there will be an output which is measurable and evaluated (see organization chart). The leader meets and reports to the president and is held responsible = for her/his group's performance. As much as possible, I relate to the group through its leader - so select wisely. These leaders will DETERMINE YOUR FUTURE. You cannot change groups or fire them. You are stuck. One way organizations clarify members work requirements is through a job descript= ion. As a result, you can see the requirements of these positions on the teach= er, student leader description sheets.
Role Descriptions for Instructor, Students, and Group Managers= Introduction A central frame of reference of this course is the class as an organization that is similar in many basic ways to all organizations. In order to make the parallels clear and explicit, as well as to achieve our objectives, we attempt to use as many devices as we can which are found in the ordinary organizations. One of these devices is the job description. Written job descriptions are commonly found in organizations to establish= the parameters of a job and also to identify expectations. In this course, the descriptions become part of the required system. They clarify our expectations of how the organizations should operate. Consequently, we ha= ve written the following role descriptions for the instructor, the student, = and the student manager. Objectives for all roles are: 1) &nbs= p; The creation of a social system which will stimulate high individual and group performance, high individual satisfaction, and high individual and group development. 2) &nbs= p; Reinforcement of norms of information sharing, in order to provide the feedback in the system needed to appreciate the relationship between behavior and its consequences. 3) &nbs= p; Reinforcement of norms of risk-taking and experimentation in order to test hypotheses a= nd the usefulness of concepts. The Role of the Instructor – = the CEO I am the CEO so by definition everything I do is cor= rect and everything I say is clear and everything that I give you is right. The instructor provides structure through sequences of activities that expose students to particular organizational dynamics. These activities include case analyses, discussions, lectures, and exercises that place the lessons to be learned in sharp relief. The instructor has the responsibil= ity of controlling the rate and degree of conceptual input through assigned readings, lectures, and interventions as a consultant. One of the princip= al functions of the instructor is to make himself/herself available as a rov= ing consultant to individuals and task groups as needed. Because the instruct= or also evaluates performance, considerable resistance to acceptance of himself/herself as a consultant is likely. This resistance will only be overcome when the instructor succeeds in proving to individuals and groups that he/she is a source of help and increased satisfaction. The instructo= r is a role model of leadership and as part of the learning process in the cou= rse may choose to BE A REALLY BAD LEADER. The point and structure of the course has a logic that limits maximizes the discretion of the instructor. The instructor will change his mind from predetermined plans from time to time in order to respond to opportunitie= s in the class to learn. If the instructor can share with the class what he/she has responded to and what alterations are being made to fit the situation, members of the class will have the opportunity to check their own diagnos= tic processes. The instructor will use student group managers to relay instructions, gather information, identify need for help, identify resources, make resources available as needed, and share in-group decision making when appropriate. He/she will identify the extent to which student mangers are held responsible for performance in the groups and will evaluate managers' performances accordingly. The instructor will meet regularly with student managers, using the meeting as a coordinating mechanism for the class. The instructor will grade students on assignments according to specifi= ed criteria. The grading will serve as both feedback on performance and evaluation of it with a genuine attempt to make grading as helpful as possible for subsequent learning and performance. As in organizations you better figure out how your leaders evaluate you. The Role of the Student The student is a member of the class as a whole and also of a small ta= sk group composed of fifteen members more or less. He/she is expected to attend all group and class meetings and to come prepared to fully partici= pate in whatever activities have been scheduled. Preparation includes reading = in advance of the assignment with enough depth and concentration to provide = the student with the background and concepts needed in order to contribute effectively. Since the medium of learning in this course is interaction, students are expected to participate actively in all events and to attemp= t to influence others as well as allow themselves to be influenced. The studen= t is expected to take responsibility for his/her behavior. The student is expe= cted to recognize the resources in the class and to ask for help from those who can give it, including peers, student managers, and the instructor. The student is expected to use the accumulation of all his/her knowledge and experience, however acquired, to contribute to the achievement of any task undertaken in the course. As part of this responsibility, the student is expected to give feedback to the instructor, peers, and student managers = so that they can appreciate their impact and change their behavior if they choose. Students are also expected to give feedback to each other when gr= oup grade are distributed and whenever it will contribute to an individual's learning and development. If unavoidable absences occur, the student is expected to take steps to see that activities planned for the time that he/she is absent can be car= ried out as scheduled. This may require notification to the people concerned a= nd affected substitution by other persons or other measures as appropriate. = The Role of Student Group Manager/Leader Student managers will be recruited and appointed through procedures outlined by the instructor. Some criteria for acceptance of the role are willingness to take the job, the time to do it, interest in others, willingness to take responsibility, awareness, a possession or interest in acquiring interpersonal skills, and the ability and willingness to deal w= ith pressures from many sources. A student manager will meet for a regularly scheduled period every week with the mangers of other groups and the instructor, and at other times as the need arises. The manager at these meetings will share information abo= ut the performance of his/her group, problems confronting it, the need for h= elp, resources available to themselves and others. The manager will bring information from the managers' meetings, and from the instructor, back to= the group and will be held responsible for the performance of the group in te= rms of its productivity, the satisfaction of its members, and its process in learning. This responsibility involves diagnosis and understanding of the= way the group functions, the needs of the individual members, and an ability = to locate resources which can be used to satisfy them. Functions that the student managers will perform when appropriate will= be keeping calendars, reminding the group of deadlines, taking initiative in indicating the need for meetings, keeping track of group administrative arrangements, appraising performance, and giving feedback. C) Lecture topics- The CEO reserves the right to change = and modify outline in any way to increase learning and experience &n= bsp; Introduction to course- <= /p> Introduction to leadershi=
p Selling your strengths Why should they follow you The book and all readings are to be read immediately and should be finished by 2/13/2007. Leadership Workshop There will be a leadership workshop on March 5 from 5:30 p.m. to 10:30 p.m. in Matthews 210. The workshop replaces the last two weeks of class. Attendance at the workshop is mandatory. = Make the necessary arrangements to your work and social schedule immediately!<= /strong> Details will follow. Test There will be one test on Feb 26. No make-ups. No Excuse. Period. Test is on book and readings. D) Assignments & Grading The grading system in this course is designed to raise issues parallel= to those facing any organization trying to allocate rewards. Individual class members are judged partly by their performance on group tasks and partly = on individual performance on tasks such as papers, quizzes, and exams. Approximately one third of final grade is based on group projects, one th= ird on individual papers, quizzes and exams, and one third on final paper in which all concepts of the course are used to analyze what happened in the course. There will be ungraded assignments wh= ich are required. Failure to turn these in will lower grade by 30 points. Exceptional work on these can raise your grade by 30 points.
Group & Individual Memos VERY IMPORTANT: All work should/must/needs to be submitte= d by email as an attachment to xdj1@purdue.= edu with the correct subject line ( unless specified differently When y= ou submit by email you must put the proper subject heading and include your name(s) on actual paper (not just in body of email message) to insure cre= dit. INDIVIDUAL MEMOS All memos are to address specific issues of leadership. This is to be = an analysis, not more description. After reading your work ask yourself the following question: Would this impress a stranger? Would this work = make a stranger stand up and say…WOW I have got to know this person. WOW= I have got to hire this person? Individual Memo 1 Your first memo is specific to the following questions. After seeing the film = and observing class during the first couple of days, address these issues: Wh= at is leadership? Why did leadership succeed or fail in the class on that day and how was this similar to the success or failure in the movie? What does the movie tell us about leadership and how does it relate to the class th= at day? What does the movie tell us about how I can succeed in this class as= a leader for the rest of the semester? 2 pages in length. It must be typed.= You must address these specific questions and go beyond more descriptions. In addition, I want an essay and not simply answers to questions. Email with “memo 1” in subject line. Individual Memo 2 Film Analysis. Select a recent (last 12 months) movie. You can also select a m= ovie that was released prior to your birth. What do you learn about leadership= ? List of non-acceptable movies to follow. Email with “IM2” in subject line. It is important that you don’t simply provide a summary of the movie but do a leadership analysis. What is the leadership issue in this movie? Podcast – cancelled GROUP MEMOS All memos are to address specific issues of leadership. This is to be = an analysis, not mere description. Group Memo 1 - Select an article from a business maga=
zine
or newspaper. Write a leadership analysis of whatever the article is
concerning. The article must be recent (last 6 months). The article must =
be
turned in with the paper. One copy of the paper and article turned in Group Memo 2 - Case Study - You will be given a case study in leadership to analyze. Email with GM2 in subject line. LEADERSHIP BLOG (at least one entry per= week starting immediately). A blog is a web diary about your life. It is quite an interesting tool to communicate life events and some blogs are quite fascinating. For this class this is a leadership blog. It shoul= d be about the class. How the concepts explain and or illuminate life issues. = It is not simply about your life but about your leadership life. What is a blog- http://en.wikipedia.org/wiki/Blog An example of a site to start a blog but there are many… http://www.= blogger.com/start This is like your final paper. This is the big assig= nment. This blog will be available for all to read and I will read all your entr= ies and comment on some. At the end of the semester I will give you an overall evaluation (and this is worth 200 points). Look at this as your final pap= er. Be careful with this…if you get behind and do al the entries at the= end of the semester you will not get and A. Keep up. Do an entry after each class. What I am looking for is what you have learned as the class goes on. Is there a life event that you now understand as a leaders= hip thing? How did a particular class make you feel and what does that have t= o do with leadership? Remember this is a leadership class and all your observations and beliefs and feelings need to be discussed and explained = in terms of leadership. You will be graded on the depth of your analysis. Yo= u need to do at least one entry per week and if you do one after each class you = will impress me more. It needs to be written well.
I do not care if you are positive or negative…= like me or dislike me…like the class or dislike the class….the iss= ue is whether or not you try to understand these things in terms of leadership.= Remember people will be reading this. Each class mem= ber will be responsible for commenting on two other blog= s. I will give you the names of 2 people. Details to group leaders soon. The first thing for you to do is read the links below which explain blogging…give you example= s of interesting blogs…and instructions for setting up a blog. Then start a blog. Please e-mail me the address of y= our blog by 1/18. Put “blog” in the subject heading. http://www.p= cmag.com/article2/0,4149,1160615,00.asp http://www.p= cmag.com/article2/0,4149,1160614,00.asp http://www.p= cmag.com/article2/0,4149,1109531,00.asp http://www.websitenotes.com/websitenotes-37-= 20031121WebBlogsDefinedExplainedandUnderstood.html http:/= /new.blogger.com/about.pyra http://= new.blogger.com/home.pyra http://www.mcgeesmusings.net/2003/05/13.html http://ww= w.rebeccablood.net/essays/weblog_history.html Best blogs on the net http://www.p= cmag.com/article2/0,4149,1400401,00.asp http://www.p= cmag.com/article2/0,4149,1118741,00.asp The Meaning of a life: A Living
Obituary (see examples=
in
readings packet) You will be given the name of another mate in class (random). You will arrange a meeting and then right a living obituary trying to capture the essence of this person’s life and “essence”. You are writing this as describing the life of this person not their death. E-mail with your name and their name--“living Obituary” in subject l= ine. The examples in the readings are a couple that appeared in a book about t= he victims of the Sept 11 terrorist attack (read some at www.legacy.com/NYTimes/= sept11.asp) Blog Feedback =
- You will be assigned a blog to review=
by
your group leader. The feedback you give will be evaluated and you will
receive up to 200 points. Group Leader The group leader is responsible for the groups’ performance. They are responsible for evaluating members' individual performance. For those tasks in which the entire group has come up with one product, the teacher assigns a grade to the total project, which is then distributed among the= members by the group leader. The leader can use any basis for determining allocations, including asking group members to participate in the process= . The group leader receives for group products whatever grade is given to the group by the teacher since it is assumed that the group's overall performance is partly a reflection of how well the leader did her/his job. The group in turn evaluates the leader's overall performance. This, plus = the leaders self-evaluation, and the teacher's evaluatio= n are considered in determining a final grade for each group leader. Peer Evaluation Procedure In human organizations it is not uncommon for one's performance and on= e's rewards to be dependent upon the actions and performance of others. This condition will be replicated in this course through the vehicle of group products that are evaluated by me. In addition, in organizations we are constantly being evaluated by our peers and frequently groups have the power to give some reward to individ= ual members. This aspect of organizations will also be replicated in the cour= se through a process of peer evaluation and subsequent adjustment of the group’s product grade. As outlined below, the individual members of= a group may receive different grades for a given product but the average gr= ade will be that assigned to the group product. Our purpose with this replication is not merely to stimulate reality b= ut also to highlight several aspects of group functioning. These are:
We encourage you to establish explicit criteria for peer evaluation an= d to openly discuss those evaluations so that each member has the benefit of others' perception of his/her actions. Methods 1. Group products will be graded by the instructor. Grades will be numerical. 2. Each group product handed in must be accompanied by instructions from each gro= up for the distribution of the grade in terms of the contribution of each individual member. 3. Contribution must be indicated by percentage and must average out to 100 percent for t= he group. 4. The percentage given to any participating individual member can vary between = 70 percent and 120 percent. 5. A percentage of 0 must be given to group members who do not participate, for any reason whatsoever, in production of a particular group product. This = is the only reason which can be used to assign a 0 percentage for individual= contribution. 6. If a 0 percentage is assigned to the group member, the average of 100 percent for the group will be determined by excluding the absent member. (100 per= cent will be averaged only for active participants.) 7. Group grades will be returned, together with the grades of individuals, determi= ned by multiplying the group grade times the contribution percentage assigned= to the individual. Example: Group receives a 90 for its case analysis. =
Column 1 will be filled out by each group and will accompany the group product. The instructor will grade the product and return it, filling in Columns 2 and 3. *(As determined by group ahead of time.) Academic Honesty and Dishonesty
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